Programa - Final (10 abril)

Transcripción

SEDES DEL CONGRESO
-
Centro Asociado de la UNED en Tenerife "Federico Díaz Rodríguez",
calle San Agustín, nº 30.
-
Antiguo Convento de Santo Domingo de Guzmán. C/ Santo Domingo
s/n. (http://rutasdelpatrimonio.es/portal/es/sancristobalpatrimonio/526iglesia-y-ex-convento-de-santo-domingo-de-guzman.html).
-
Casa Lercaro C/S. Agustín 22.
(http://rutasdelpatrimonio.es/portal/es/sancristobalpatrimonio/534casa-lercaro.html).
2
ÍNDICE
PROGRAMA / PROGRAMME
3
PONENCIAS / PLENARY LECTURES
12
ADQUISICIÓN Y APRENDIZAJE / LANGUAGE ACQUISITION
AND LEARNING
15
ANÁLISIS DEL DISCURSO / DISCOURSE ANALYSIS
62
ENSEÑANZA DE LENGUAS Y DISEÑO CURRICULAR / LANGUAGE
TEACHING AND DESIGN
89
LENGUA PARA FINES ESPECÍFICOS / LANGUAGE FOR SPECIFIC
PURPOSES
119
LEXICOLOGÍA Y LEXICOGRAFÍA / LEXICOLOGY AND
LEXICOGRAPHY
141
LINGÜÍSTICA DE CORPUS, COMPUTACIONAL E INGENIERÍA
LINGÜÍSTICA / CORPUS AND COMPUTATIONAL LINGUISTICS,
LINGUISTIC ENGINEERING
175
PRAGMÁTICA / PRAGMATICS
202
PSICOLOGÍA DEL LENGUAJE, LENGUAJE INFANTIL Y
PSICOLINGÜÍSTICA / LANGUAGE PSYCHOLOGY CHILD
LANGUAGE, PSYCHOLINGUISTICS
226
SOCIOLINGÜÍSTICA / SOCIOLINGUISTICS
239
TECNOLOGÍAS EN LA INVESTIGACIÓN LINGÜÍSTICA /
TECHNOLOGIES AND LINGUISTIC RESEARCH
256
TRADUCCIÓN E INTERPRETACIÓN / TRANSLATION AND
INTERPRETING
268
3
MIÉRCOLES, 17 DE ABRIL DE 2013. TARDE
•
De 17.00 a 19.00, acreditación y entrega de documentación en la recepción del Centro
Asociado de la UNED en Tenerife "Federico Díaz Rodríguez", calle San Agustín, n.º 30,
La Laguna.
JUEVES, 18 DE ABRIL DE 2013. MAÑANA
11.3012.00
Sede Centro Asociado de la UNED (1ª planta)
Aula 1.7
Aula 1.8
Aula 1.9
Sociolingüística
Lingüística de
Traducción
corpus,
e
Computacional e
Interpretación
Ingeniería
lingüística
Juan M. Hernández
Víctor M. Longa
Ana Isabel Foulquie
Campoy
Marta Navarro
12.0012.30
M. José Rodríguez
Campillo
Javier Pérez Guerra
Ana Elina Martínez
12.3013.00
Marta Kopinska
Ibon Manterola
Anita Ferreira
Cabrera
13.0013.30
13.3014.00
Richard
Nightingale
Yolanda Ribes
Guerrero
Enric Llurda
Àngels Llanes
Manuel Triano
López
Brian Nolan
Sonia Petisco
M. Dolores Jiménez
López
Ana Rojo
Ana Isabel Foulquie
Marta Navarro
14.0014.30
Francisco J. Carreras
Riudavets
Alba Páez Rodríguez
M.ª del Carmen
Toledano Buendía
Aula 1.10
Pragmática
Alicia Galera
Masegosa
Francisco Ruiz
Irene
Tabernero
Baños
Lorena Pérez
Paula Pérez
Sobrino
Annalisa
Baicchi
Alexey
Yavetskiy
Antonio García
Gómez
4
Aula 2.1
Análisis del
discurso
Antonio García
Gómez
Aula 2.2
Lengua Fines
Específicos
Cristina Calle
Aula 2.3
Adquisición y
aprendizaje
Amparo Lázaro
Raúl Azpilicueta
Martínez
Aula 2.4
Adquisición y
aprendizaje
Àngels Llanes
Carme Muñoz
12.0012.30
Natalia Yavetskaya
Eugenio E. Cortés
Ramírez
Brendan Byrne
Rosa Manchón
Almudena
Fernández Fontecha
Andrés Canga
Alonso
12.3013.00
Margarita E.
Sánchez Cuervo
Sandra Peña
M.ª Pilar Agustin
Llach
Irma Alarcón
Hermida
13.0013.30
Francisco Miguel
Ivorra Pérez
Cristina Calle
13.3014.00
Fernando Polanco
Martínez
Irene Yúfera
Gómez
Isabel Negro
11.3012.00
14.0014.30
Roxana Herescu
Tamara Flores
Pérez
Florentina Nicolás
Conesa
Rosa Manchón
Julio Roca de
Larios
Mercedes Cabrera
Abreu
Francisco Vizcaíno
Ortega
Eva Cerviño
Povedano
Ana Llinares
McCabe, Morton &
Whittaker
5
Sede ANTIGUO CONVENTO DE SANTO DOMINGO DE GUZMÁN
9.00-9.30
9.30-10.30
10.30-11.00
11.00-11.30
11.30-12.00
12.00-12.30
Salón 1
Enseñanza de lenguas y
Diseño curricular
INAUGURACIÓN
CONFERENCIA PLENARIA
JAMES PUSTEJOVSKY
Salón 2
Diseño curricular
PAUSA
Honesto Herrera Soler
Marian Amengual Pizarro
Amparo Olivares Porras
Purificación Sánchez
12.30-13.00
Floricely Dzay Chulim
13.00-13.30
13.30-14.00
M.ª Esther Rodríguez Gil
Marian Amengual Pizarro
Igor Prieto
Manuel Rábano
Juan M. Camacho Ramos
Soraya García Esteban
14.00-14.30
Marilia Centeno de Guirotane
Aintzane Roiz
David Lasagabaster
Juan Sierra
Olena Vasylets
Roger Gilabert
Hugo Santiago Sánchez
Sede CASA LERCARO (MUSEO DE HISTORIA DE TENERIFE)
12.00-12.30
Aula 1
Lexicología y Lexicografía
Francisca del Mar Plaza Picón
Antonio Cano Ginés
Roberto Torre Alonso
12.30-13.00
Luisa Fidalgo Allo
13.00-13.30
13.30-14.00
14.00-14.30
Aneider Iza Erviti
Alba Luzondo Oyón
Beatriz Pérez
Eva Samaniego
11.30-12.00
Salón de actos
Carmen Fumero
M.ª Auxiliadora Martín Díaz
Eulalia Sosa
Andrea Rosca
Francisco Ruiz
Alberto De Lucas Vicente
Pamela Faber
Rosa Martín Gascueña
JUEVES, 18 DE ABRIL DE 2013. TARDE
Sede Centro Asociado de la UNED
Salón de actos
16.30-17.30
ROBERT VAN VALIN
18,30
VISITA GUIADA AL CASCO HISTÓRICO DE LA LAGUNA
6
8.309.00
9.009.30
9.3010.00
10.0010.30
10.3011.00
11.0011.30
11.3012.00
12.0012.30
12.3013.00
13.0013.30
13.3014.00
VIERNES, 19 DE ABRIL DE 2013. MAÑANA
Aula 1.7
Aula 1.8
Aula 1.9
Aula 1.10
Sociolingüística
Lingüística de
Traducción
Pragmática
corpus,
e
Computacional
Interpretación
e
Ingeniería
lingüística
Miguel Mateo
Bruno Echauri
Ruiz
Galván
Francisco
Cantero
Eliecer Crespo
Abraham León
Valentina
Fernández
Manzanero
Marta
Carmen I.
Rodríguez
Elke
Luján García
Elena Sánchez
Diedrichsen
Trigo
Tamara Varela
Vila
Kelly Lowther
Rocío Jiménez
Alicia Bolaños
Javier
Pereira
Briones
Alba Luzondo
Herrero
Oyón
Sonia Petisco
Irene Murtagh
Kenneth
Jordan Núñez
M.ª Pilar
Moezzipour
Cardos Murillo
Farhad
Eoghan
Sánchez
Martínez
Sonia Moran
M.ª de Gracia
María Pérez
Francisco
Panero
Carrión Delgado
Alonso
Amalia Mar
Almeida
Rubiales
Laura Cruz
PAUSA
Guadalupe
Aguado
Elena Yagunova
Lidia
Pivovarova
Pablo Ruano San
Segundo
Guadalupe
Aguado
Elena Montiel
Ponsoda
Anna Savina
Elena Yagunova
Isabel Negro
Jasmina
Markic
José J. Amigo
Extremera
Alexandra
Daniela Oprica
Hadasa
Camelia
Ploscar
Mesa
redonda
La entonación
como
paralenguaje
Sala de
Exposiciones
PÓSTERES
7
Aula 2.1
Análisis del
discurso
Aula 2.2
Lengua Fines
Específicos
Aula 2.3
Adquisición y
aprendizaje
9.009.30
Paula Pérez
Sobrino
Lorena Pérez
Hanna
Skorczynska
Mónica
Izquierdo
Alonso
Pedro Martín
Martín
Isabel K. León
Pérez
9.3010.00
Juan Torre
Martínez
10.0010.30
Oana Maria
Carciu
10.3011.00
María Varela
Inmaculada
Alvarez
Luis D.
Rosado
Poveda
Itziar San
Martin Egia
Mikel
Lersundi
Ayestaran
Igone Zabala
Unzalu
Sally Burgess
Pedro Martín
Martín
Mariche
García
Bayonas
M. Ángeles
Escobar
Álvarez
Ismael Iván
Teomiro
García
Nelson
Méndez
Rivera
8.309.00
11.0011.30
11.3012.00
M.ª José
González
Rodríguez
12.0012.30
Marisa Carrio
Eva M.
Mestre Mestre
12.3013.00
M.ª Ángeles
García
Irene Yúfera
Gómez
M.ª Ángeles
García
Asensio
Fernando
Polanco
Martínez
Oliver Shaw
Eugenia San
Segundo
Aula 2.4
Adquisición
y aprendizaje
Salón
de actos
Interdisciplinar
sobre Tecnologías en
la Investigación
lingüística
Mar Cruz Piñol
Anabela Rato
Andreia Schurt
Rauber Rauber
Denise Kluge Kluge
Giane Rodrigues
dos Santos
Alexandra
Santamaría Urbieta
Raquel
Serrano
Àngels
Llanes
Olena Vasylets
Roger Gilabert
Agurtzane
Azkarai
Joana Acha Morcillo
PAUSA
María Pilar
García Mayo
Roumyana
Slabakova
Pilar Safont
Laura
Portolés
Falomir
M.ª Juncal
Gutiérrez
Sonia López
Serrano
Julio Roca de
Larios
Rosa
Manchón
Martin Cooke et ál.
Maria Gené
Gil
María Juan
Joana Salazar
Elsa Tragant
M.ª Luisa García
Lecumberri et ál.
Ana Blanco Canales
8
13.0013.30
13.3014.00
Asensio
M. M. Suárez
Raúl Alfonso
Lozano
Marta Giralt
Lorenz
Noelia Ruiz
Inmaculada
Fortanet
14.0014.30
Fernández
Mangado
María Martínez
Jordi Cicres
Ainara Imaz
Agirre
María Pilar
García Mayo
Mireia Ortega
Duran
Julia Baron
Isabel K. León
Pérez
Sofía Martín
Laguna
Otilia Martí
Arnándiz
CONFERENCIA
Pascual Cantos
Gómez
Carmen
Miranda
Rosa
Manchón
Victoria
Zenotz
Yolanda Ruiz
Salón 1
Diseño curricular
8.30-9.00
9.00-9.30
9.30-10.00
10.00-10.30
10.30-11.00
11.00-11.30
11.30-12.00
12.00-12.30
12.30-13.00
13.00-13.30
13.30-14.00
Eva Alcón
Victoria Codina Espurz
Sofía Martín Laguna
Nagore Ipiña Larrañaga
Pilar Sagasta
Borja Garrido Aguayo
Lidia Aránega Blanco
Patricia Salazar
Gloria Luque
M.ª Camino Bueno Alastuey
Manuel Rábano
M.ª Camino Bueno Alastuey
Mayya Levkina
Aleksandra Malicka
Natalia Martínez León
Elena Jiménez Pérez
Rebeca González Otero
Salón 2
Diseño curricular //
Psicología del lenguaje,
Lenguaje infantil y Psicolingüística
Francisco Gallardo
María Martínez
María Dolores López Jiménez
MESA REDONDA
Análisis de las muestras de reflexión
sobre el aprendizaje de lengua
a través del portafolio electrónico
PAUSA
Sunny Cabrera Salcedo
Carmen N. Hernández Torres
Marjana Šifrar Kalan
Isabel García del Real Marco
Maria Antònia Font
Paolo Della Putta
Annalisa Baicchi
9
8.30-9.00
9.00-9.30
9.30-10.00
10.00-10.30
Aula 1
M.ª Victoria Domínguez Rodríguez
Alicia Rodríguez Álvarez
Clara M.ª Benedetti
Francisco Gonzálvez García
Franceschi Daniele
10.30-11.00
11.00-11.30
11.30-12.00
12.00-12.30
12.30-13.00
Sandra Peña
Salón de actos
Juana L. Herrera Santana
Dolores García Padrón
Ramón Almela Pérez
Leticia M.ª González Suárez
José J. Batista Rodríguez
Iraide Ibarretxe
Alberto Hijazo Gascón
Almudena Soto Nieto
PAUSA
José J. Batista Rodríguez
Rosana Sidoti
Verónica C. Trujillo
González
Carlos A. Hidalgo Alfageme
Pedro Ureña GómezMoreno
Ángel Felices
13.00-13.30
13.30-14.00
VIERNES, 19 DE ABRIL DE 2013. TARDE
Sede Centro Asociado de la UNED
Salón de actos
16.00-17.00
17.00-17.30
TERESA CADIERNO
PAUSA
17.30-18.30
RODNEY JONES
18.30-20.00
ASAMBLEA DE SOCIOS
21.30
CENA DEL CONGRESO
Salón de actos
(Panel Interdisciplinar)
16.00-17.00
17.00-17.30
17.30-18.30
18.30-21.30
21.30
PAUSA
CONFERENCIA
MANUEL CARREIRAS
CENA DEL CONGRESO
10
8.30-9.00
9.00-9.30
9.30-10.00
10.00-10.30
10.30-11.00
11.00-11.30
17.00
SÁBADO, 20 DE ABRIL DE 2013. MAÑANA
Aula 1.7
Aula 1.8
Aula 1.9
Sociolingüística
Lingüística de
Traducción
corpus,
e
Computacional e
Interpretación
Ingeniería lingüística
Marianela Fernández
Trinidad
Patricia Infante Ríos
Helena Alves
Juan J. Ciruela
Beate Sandvei
María Jesús
Alférez
Fernández Gil
David Poveda
M.ª Isabel
Jociles Rubio
Ana M.ª Rivas
Rivas
Marta Morgade
Salgado
Arianne Reimerink
Pilar León Araúz
José J. Ávila Cabrera
Noa Talaván
Aula 1.10
Pragmática
Marisa Carrio
Rut Muñiz
Calderón
Avelino Corral
Esteban
Mónica Caballero
Silvia Molina
Benavente
Menghsuan Ku
Lourdes Díaz
Raquel
Beatriz Sánchez
Purificación
Irasema Cruz
Casesnoves
Cárdenas
Meseguer Cutillas
Domínguez
Miriam Buendía
Lilian Guerrero
Castro
Pilar León Araúz
PAUSA
EXCURSIÓN: SENDERO DE LOS SENTIDOS, PARQUE NATURAL DE ANAGA
Aula 2.1
Análisis del
discurso
9.009.30
Ana Fernández
Marrero
Aula 2.3
Adquisición y
aprendizaje
Nashwa Nashaat
Sobhy
Ana Llinares
Máximo Salaberry
Pérez
9.3010.00
10.0010.30
Julian Maia
Wenxiao Zhao
Gisella Meneguelli
Sousa
Daniel Quaranta
Hortènsia Curell
Gotor
8.309.00
Aula 2.4
Adquisición y
aprendizaje
Imelda Katherine
Brady
Argiñe González
García
Marisa García
Yolanda Ruiz
Elizabeth Kissling
Carmen Pérez
María Juan
Joana Salazar
Sofía Moratinos
Salón
de actos
11
10.3011.00
Arsenio Moya
María Pinar
María Andriá
Raquel Serrano
Imelda Katherine
Brady
Thomas Schmidt
Gema Alcaraz
PAUSA
11.0011.30
11.3012.30
12.3013.30
17.00
CONFERENCIA
PLENARIA
JUANA GIL
CLAUSURA
EXCURSIÓN: SENDERO DE LOS SENTIDOS, PARQUE NATURAL DE ANAGA
9.00-9.30
9.30-10.00
10.00-10.30
Salón 2
Psicología del lenguaje,
Lenguaje infantil y Psicolingüística
David Eddington
Dirk Elzinga Dirk
Ricard Herrero Aràmbul
Jorge González Alonso
Julián Villegas
10.30-11.00
11.00-11.30
PAUSA
9.30-10.00
10.00-10.30
10.30-11.00
11.00-11.30
Salón de actos
Eliecer Crespo Fernández
Federica Salamino
Pascual Cantos
Moisés Almela
PAUSA
12
PONENCIAS
Lenguaje y pensamiento en acción:
Aprender a 'pensar para hablar' en una segunda lengua
Teresa Cadierno
University of Southern Denmak
Un hito importante en el renovado interés por la hipótesis de la relatividad
lingüística es la noción de ‘pensar para hablar’ (Slobin, 1991, 1996), según la cual la
estructura de una lengua dirige la atención de sus hablantes hacia ciertas dimensiones
de la experiencia durante el acto de habla. Para Slobin, la adquisición del lenguaje
requiere el aprendizaje de ciertas formas de pensar específicas de la lengua o patrones
de ‘pensar para hablar’. Esta noción ha tenido en los últimos años una creciente
influencia en los estudios de adquisición de segundas lenguas (L2) al considerarse que
el proceso de aprendizaje de una L2 implica el desarrollo de maneras alternativas de
‘pensar para hablar’ (Cadierno, 2004, 2008) o aprender a ‘re-pensar para hablar’
(Robinson & Ellis, 2008).
En esta ponencia se expondrán en primer lugar las bases teóricas y empíricas de
la noción de ‘pensar para hablar’ y seguidamente se hará un repaso de los principales
estudios realizados bajo esta perspectiva en relación con el aprendizaje de segundas
lenguas. Se prestará especial atención a las investigaciones realizadas en el ámbito de
los eventos de movimiento aunque también se hará alusión a investigaciones llevadas
a cabo en otras áreas de estudio tales como el rol del aspecto en la conceptualización de
eventos o la expresión de las emociones. Finalmente se señalarán futuras áreas de
investigación en este ámbito de estudio.
Voz e identidad
Juana Gil Fernández, Laboratorio de Fonética. CSIC
A lo largo de los últimos treinta años, una aplicación particular de la lingüística,
en concreto de la fonética, ha alcanzado un elevado grado de desarrollo y, al tiempo,
un eco mediático considerable. Nos referimos a la fonética judicial o, si se prefiere,
forense, es decir, el estudio con propósitos legales de los sonidos del habla y de sus
características.
Frente a la creencia popular, bastante difundida, de que la voz es equivalente a
una huella digital y permite la identificación inequívoca de una persona, la realidad
nos muestra que son muchos los problemas que todavía se suscitan en las distintas
subáreas de esta disciplina, y que son también muchas las precauciones que se han de
tomar en este ámbito de actuación de los fonetistas. En este sentido, el debate sobre la
fundamentación ética de la fonética judicial, en cualquiera de sus vertientes, está
todavía abierto. De igual manera, continúa viva la polémica sobre cuáles hayan de ser
los procedimientos para expresar los resultados de las pericias judiciales realizadas por
fonetistas expertos, y cuál el modo de defender tales conclusiones ante los tribunales
de justicia. Estamos, pues, ante una ciencia que goza de gran vitalidad y de gran
actualidad.
13
En esta ponencia se presentarán los rasgos definitorios de la fonética judicial, se
pondrán de manifiesto sus puntos fuertes y débiles, y se explicarán los resultados de
las investigaciones más recientes en este ámbito, algunas de ellas realizadas en el
Laboratorio de Fonética del Consejo Superior de Investigaciones Científicas.
The Role of Coercion in Language and Thought
James Pustejovsky, Professor
TJX/Feldberg Chair in Computer Science
Department of Computer Science
In this talk, I address the general mechanisms of argument selection in language, and
specifically the role played by type coercion operations in linguistic theory. The view
presented here is that compositional mechanisms must be open to more information
than just the base type of an expression. Such compositional flexibility in the type that
accommodates to the one selected by the verb has been the topic of considerable
research recently. In this talk, I discuss how such coercion mechanisms operate in the
larger context of general selectional strategies in the grammar, and how this is a
reflection of more general cognitive operations involving type modification and
coercion. Adopting general aspects of Generative Lexicon Theory (GL), I distinguish
between two strategies at work in language, type matching and type coercion, both
treated as strong compositional mechanisms. A library of possible coercion operations
is defined, as well as apparent constraints on their application in language. I discuss
new applications of coercion theory to pragmatic effects of presupposition and
accommodation.
Cybernetics, Discourse Analysis and the Entextualization of the Human
Rodney H. Jones
City University of Hong Kong
Although the science of cybernetics as developed by American mathematician
Norbert Wiener is often associated with fields like communication, computer science
and artificial intelligence, many of its key ideas came from work in biology,
particularly that of Austrian biologist Ludwig von Bertalanffy. The great contribution
cybernetics and systems theory have made to the life sciences is in conceptualizing
biological processes not as mechanistic, linear phenomena, but as communication, the
exchange of information within complex systems.
This paper seeks to explore the interface between cybernetics and applied
linguistics in discourses of health and medicine, focusing especially on the new ways
of thinking about, talking about, and interacting around the human body brought
about by technology. With advances in science and technology, medical professionals
have access to more and more sophisticated means of entextualizing the human body
from high-tech digital scans to genetic tests. In fact, medicine has increasingly become
more a matter of analyzing texts of the patient’s body than the body itself. More
recently, laypeople are also gaining access to technologies that allow them to
entextualize their own bodies through devices like heart rate monitors, accelerometers,
digital scales, and devices that measure sleep patterns. Particularly popular are
technologies of entextualization that allow users to broadcast information about their
14
bodily functions and health behaviors over online social networks like Facebook and
Twitter. Known by many names including 'personal informatics', the 'quantified self
movement' and 'body hacking', this phenomenon of self-entextualization is becoming
more and more mainstream: According to the Pew Internet and American Life Project,
one in four U.S. internet users track some aspect of their health information using
online tools.
The questions I will be addressing in this paper have important theoretical
implications for applied linguists and important practical implications for health
professionals and for individuals concerned about their health: How does our ability to
make texts out of the human body impact individual health behavior and larger social
systems around health and healthcare? How does entextualization change the way
people talk about their bodies and interact around health and risk? and How can
concepts like feedback, transformation, entropy, and self-organization developed in
cybernetics help us to understand issues central to applied linguists and discourse
analysts, particularly those related to meaning, agency, identity and social action.
Broader social questions around the entextualization of the body will also be discussed:
questions of ‘authorship’, ‘ownership’ and power, of what texts of the body can be
used for, and what they cannot, and of the personal and political agendas these texts
serve.
On the place of information structure in a grammar
Robert D. Van Valin, Jr.
Heinrich-Heine-Universität Düsseldorf
University at Buffalo, The State University of New York
Max Planck Institute for Psycholinguistics, Nijmegen
The question, ‘where does information structure go in the structure of a
grammar’ is first and foremost an architectural question, and different grammar
architectures give different answers.
In this talk I will give one possible answer, based on Role and Reference
Grammar [RRG] (Van Valin 2005), a monostratal (non-derivational) linking theory. In
RRG there is a direct linking between the semantic representation of a sentence and its
syntactic representation, and information structure plays a role in this linking. The
steps in the linking algorithm mapping semantics into syntax will be specified, and it
will be shown that that information structure notions can play a role at every step.
Furthermore, aspects of the interaction between discourse context and information
structure will be captured using a version of Discourse Representation Theory.
15
COMUNICACIONES, MESAS REDONDAS Y PÓSTERES
ADQUISICIÓN Y APRENDIZAJE
Lexical features in CLIL and non-CLIL EFL learners’ letters: a comparison
Agustin Llach, Maria Pilar [email protected]
The advent of CLIL approaches in primary and secondary education has raised
a number of studies concerning the effect of this “new” instruction approach on foreign
language learning. Among all other language areas, vocabulary has been found to be
the most benefitted from CLIL instruction (cf. Dalton-Puffer 2007). CLIL classes use the
foreign language as a vehicle for content transmission. Hence, learners in a CLIL
approach might tend to perceive the foreign language as a communication tool rather
than as an object of study as in traditional EFL classes. The different nature and
amount of foreign language input received in CLIL and non-CLIL classes may have
consequences in learners’ lexical profiles in writing.
This particular study is a contribution to research into the nature of the
relationship between CLIL and lexical development. In particular, we want to explore
the lexical features that characterize CLIL EFL letters and compare them to traditional
EFL letters.
We had 72 CLIL learners and 68 non-CLIL traditional EFL learners write an
introduction letter to a prospective English host family. We scrutinized those letters for
lexical features. In particular, we measured frequency bands of words used, word
origin, L1 influence in lexical production, and phonetic spelling. Learners attended 4th
of Primary, averaged 9-10 years and had Spanish as their L1. By the time of data
collection, CLIL learners had been exposed to around 700 hours of English (419 in EFL
+ 281 CLIL (content in English). Traditional learners had received 419 hours of
instruction in EFL.
Very similar results were obtained for all the measures taken. Results revealed a
global lexical profile in which 80.77% of the words used belong to the most frequent
thousand for the CLIL and 78.69 % for the non-CLIL, 5.93% to the second most
frequent thousand versus 6.48% for the non-CLIL, 0.55% for CLIL and 0.23% for nonCLIL in the Academic Word List and the remaining 12.75% for the CLIL and 14.59% for
the traditional EFL learners belong to an off-list (L1 borrowings, lexical errors,
misspellings). Additionally, we found that CLIL learners produce an average of 1.42
borrowings, 1.7 L1 adaptation types on average, and a mean of 2.1 instances of
phonetic spelling. For traditional EFL learners, analysis reveals means of 1.6
borrowings, 1.71 L1 adaptations and 1.27 phonetic spelling renderings.
Results are interpreted in terms of the young age of the learners which imposes
certain cognitive constraints on conceptual expression and metalinguistic awareness
(cf. Lightbown 2008, Muñoz 2008). Furthermore, the low L2 proficiency of learners may
also play a significant role in the results obtained, together with their little CLIL
experience (cf. Celaya and Ruiz de Zarobe 2010). The communicative character of FL
use in the CLIL class might contribute to explaining the results. Further researcher may
encompass comparisons with native children of the same age, as well as studies with
older and more proficient learners.
16
References
Celaya, M.L. and Ruiz de Zarobe, Y. (2010). “First languages and age in CLIL and nonCLIL contexts” International CLIL Research Journal, Vol 1 (3): 59-66.
http://www.icrj.eu/13/article6.htm
Dalton-Puffer, C. Outcomes and processes in content and language integrated learning
(CLIL): current research from Europe. In: Delanoy W, Volkmann L, Eds. Future
perspectives for English language teaching. Heidelberg: Carl Winter 2007.
Lightbown, P. M. (2008). “Easy As Pie? Children Learning Languages” Concordia
Working Papers in Applied Linguistics 1: 5-29.
Muñoz, C. (2008). Symmetries and asymmetries of age effects in naturalistic and
instructed L2 learning. Applied Linguistics, 29(4): 578-596.
Spanish Gender Agreement in English-Spanish Bilinguals: An Online Grammaticality
Judgment Task
Alarcón Hermida, Irma
Wake Forest University - [email protected]
Grammatical gender is a particularly interesting linguistic category for analysis
because it provides a window to both lexical access and syntactic processing. Research
on second language (L2) Spanish gender is proliferating, and has already provided
general insights into how gender is acquired and processed (e.g. Sagarra and
Herschensohn, 2011). But because there are few empirical studies comparing
populations of adults who acquired Spanish gender at different ages (e.g., Foote, 2011;
Montrul, Foote, and Perpiñan, 2008), there is a genuine need for more processingoriented research to investigate potentially fundamental differences between first (L1)
and L2 acquisition as a function of age and context of acquisition.
This study investigates knowledge and processing of Spanish gender by using
psycholinguistic methods to measure both accuracy and reaction times of gender
agreement. The goal was to assess acceptability judgments of gender agreement based
on noun gender (masculine vs. feminine), morphology (overt vs. non-overt), and
agreement domain (determiner vs. adjective). The research questions guiding the study
were: (1) Are there differences in noun phrase (NP) gender agreement processing
between early and late bilinguals and native speakers?; (2) If there are processing
differences, are they manifested inversely for grammatical and ungrammatical NPs?;
and (3) Are there processing differences that are affected by noun gender, morphology,
or condition (congruent with both adjective and determiner, with adjective only, or
with determiner only)? Participants (n=53) were advanced proficiency-matched early
and late bilinguals, with native Spanish speakers as a baseline.
The task consisted of a series of NPs displayed one at a time on a computer
screen. All NPs included target nouns that were balanced in gender, noun-ending,
agreement domain, and number of syllables per word/experimental item. There were
60 target inanimate nouns: 30 masculine and 30 feminine, and within each gender half
were overt and half non-overt. In addition, all nouns were two or three syllables, and
were accompanied by the definite article and an adjective overtly marked for gender.
Participants saw each noun in three experimental conditions: once in a matching
condition and twice in a mismatching condition (once with the adjective and once with
the determiner). Thus, there were 60 nouns, each presented 3 times for a total of 180
experimental items. For example: Condition 1: Det + Noun + Adj -> La crisis violenta
17
(The-FEM violent-FEM crisis-FEM); Condition 2: Det + Noun + *Adj -> La crisis violento
(The-FEM violent-MASC crisis-FEM); Condition 3: *Det + Noun + Adj -> El crisis
violenta (The-MASC violent-FEM crisis-FEM).
Preliminary findings support full access accounts of L2 acquisition (cf. White et
al., 2004), since the age of first exposure to Spanish did not affect the L2 acquisition of
gender, a feature not present in the L1 (English). Due to similar levels of both accuracy
and reaction time, analysis suggests that both advanced early and late bilinguals have
gender in their underlying grammars, and that their processing systems are
fundamentally identical (cf. Hopp, 2009).
References
Foote, Rebecca. 2011. “Integrated Knowledge of Agreement in Early and Late EnglishSpanish Bilinguals.” Applied Linguistics, 32: 187–220.
Hopp, Holger. 2009. “Ultimate Attainment in L2 Inflection: Performance Similarities
between Non-native and Native Speakers.” Lingua, 901–931.
Montrul, Silvina, Rebecca Foote, and Silvia Perpiñan. 2008. “Gender Agreement in
Adult Second Language Learners and Spanish Heritage Speakers: The Effects of Age
and Context of Acquisition.” Language Learning, 58, 3: 503–553.
Sagarra, Nuria, and Julia Herschensohn. 2011. “Proficiency and Animacy Effects on L2
Gender Agreement Processes during Comprehension.” Language Learning, 61, 1: 80–
116.
White, Lydia, Elena Valenzuela, Martyna Kozlowska-Macgregor, and Yan-Kit Ingrid
Leung. 2004. “Gender and Number Agreement in Nonnative Spanish.” Applied
Psycholinguistics, 25: 105–133.
Exploring new “thinking-for-speaking” patterns in Greek as a foreign language by
Spanish/Catalan L1 learners: the role of proficiency and stays abroad in an oral task
Andriá, María
Universidad de Barcelona - [email protected]
Serrano, Raquel
[email protected]
Empirical evidence has shown that during the acquisition of their native
language children learn particular ways of thinking-for-speaking (Berman & Slobin,
1993; Slobin, 1993, 1996a, b; Gumperz & Levinson, 1996; Gentner & Goldin-Meadow,
2003; Javris & Pavlenko, 2008), which are expressed by specific linguistic patterns that
are different for typologically different languages (Whorf, 1956). Therefore, the same
experience could be described in diverse ways by speakers of different first language
(L1) backgrounds. Slobin’s thinking-for-speaking hypothesis (Slobin, 1996) also
suggests that these L1 patterns are transferred during the acquisition of a second
language (L2) -a finding that has been confirmed by other researchers (Han &
Cadierno, 2010), as well. Furthermore, previous studies have indicated that learners’ L1
thinking-for-speaking patterns can be observed even in advanced levels of proficiency
in the L2 (Cadierno, 2004; Kellerman & Van Hoof 2003; Stam 2010). The aim of the
present study is to further investigate this hypothesis firstly with an under-researched
combination of languages (Spanish and Spanish/ Catalan bilinguals who learn Modern
Greek as a L2) and secondly, through a thinking-for-speaking pattern that has not been
analyzed before: experiential verbs, which are expressed with one verb in Greek but
18
with a periphrasis in Spanish/Catalan (πεινάω /pináo/- tener hambre/ tenir gana “to be
hungry”, βιάζομαι /viázomai/ - tener prisa/ tenir pressa “to be in a hurry”). In
addition, we would like to explore whether proficiency and stays in the L2 country can
play a role in the acquisition of the patterns under analysis.
A total of fifty (N= 50) Spanish and Spanish/ Catalan native speakers belonging
to different proficiency levels (from A2.1 to C1) participated in the study. Additionally,
data from fifteen native speakers of Greek was also collected. The instruments
consisted of an oral picture description task that included four target items, and a
questionnaire in which participants provided information about their linguistic profile.
Both quantitative and qualitative analyses were performed.
The results of the study provide evidence for the thinking-for-speaking
hypothesis, given the fact that significant differences where found between the
patterns used by native speakers of Greek and Greek L2 learners. The first group used
single verbs, whereas the second tended to use periphrases. Even in advanced
proficiency levels and after relatively long stays in Greece, traces of L1 based patterns
could still be detected. The influence of these patterns, however, is stronger at the
initial stages of language learning and it decreases as proficiency improves.
References
Berman, R. A. & Slobin, D. I. (1994). Relating events in narrative: a crosslinguistic
developmental study. Hillsdale, NJ: Lawrence Erlnaum.
Cadierno, T. (2004). Expressing motion events in a second language: A cognitive
typological approach. In M. Achard & S. Neimeier (Eds.), Cognitive linguistics, second
language acquisition and foreign language pedagogy (pp. 13-49). Berlin: Mouton de
Gruyter.
Gentner, D., & Goldin-Meadow, S. (2003). Language in mind: Advances in the study of
language and thought. Cambridge, MA: MIT Press.
Gumperz, J. J., and Levinson, S. C. (Eds.) (1996). Rethinking linguistic relativity.
Cambridge, UK. Cambridge University Press.
Han, Z-H. and Cadierno T. (Eds.) (2010). Linguistic Relativity in SLA: Thinking for
Speaking. Clevedon: Multilingual Matters.
Jarvis, S. and Pavlenko, A. (2008). Crosslinguistic Influence in Language and Cognition.
New York: Routledge.
Kellerman, E. and Van Hoof, A. (2003). Manual Accents. International Review of
Applied Linguistics 41, 251-269.
Slobin D.I. (1996a). From “thought and language” to “thinking-for-speaking”. In C.
Gumperz & S. Levinson (Eds.), Rethinking Linguistic Relativity. Studies in the Social
and Cultural Foundations of Language (Vol. 17, pp. 70-96). Cambridge: Cambridge
University Press.
Slobin D.I. (1996b). Two ways to travel: Verbs of motion in English and Spanish. In M.
Shibatani and S.A. Thompson (Eds.), Grammatical Constructions: Their Form and
Meaning (p.p. 195-220). Oxford: Clarendon Press.
Stam, G. (2010). Can an L2 Speaker’s Patterns of Thinking for Speaking Change?. In ZH. Han and T. Cadierno (Eds.), Linguistic Relativity in SLA: Thinking for Speaking
(p.p. 59-83). Clevedon: Multilingual Matters.
Whorf, B. L. (1940). Science and linguistics. Technology Review 42: 227-31, 247-8.
Reprinted in Language, thought, and reality: Selected writings of Benjamin Lee Whorf,
19
ed. by J. B. Carroll, 207-19. Cambridge, MA: The Technology Press of MIT/New York:
Wiley. 1956.
The impact of learners' gender and level of engagement on interaction: a study based
on task modality
Azkarai, Agurtzane [email protected]
Research on language and gender has documented male-female (MF)
differences in the way language is used. Although this issue has not been researched
very often in SLA, within the framework of the Interaction Hypothesis (IH) (Long
1996), which claims that conversational interaction facilitates L2 learning, MF
differences in task-based interaction may play an important role. There is also research
that has shown that learners might have more learning opportunities when their level
of engagement while carrying out tasks is high (Storch, 2001, 2007, 2008).
The present study set out to investigate the influence of learner gender and
level of engagement on L2 learning opportunities when participants worked in a
variety of collaborative tasks that required different types of output (oral or oral +
written) in matched (male-male, female-female) and mixed (male-female) gender
dyads. Learning opportunities were operationalized as language-related episodes
(LREs), as they have been claimed to be a site where L2 learning might occur (Adams
2007; Kim 2008; Swain and Lapkin, 1998). If there are MF and level of engagement
differences in the production of LREs in each task, they might have an impact on the
benefits learners obtain from interaction.
Forty four (22 males, 22 females) EFL participants carried out four tasks, two
requiring oral output (picture description and picture placement) and two requiring
oral+ written output (dictogloss and text reconstruction). About twenty hours of
conversational interaction were transcribed and codified and LREs were analyzed on
the basis of their nature (form or meaning) and outcome (resolved or unresolved).
The findings showed that (i) there were significant differences between both
task modalities when tasks were completed by males but not when they were
completed by females; (ii) there were significant differences in nature and outcome of
LREs depending on task modality: oral output tasks triggered more meaning-focused
LREs and oral+written output tasks triggered more form-focused LREs - oral+written
tasks also featured significantly more resolved LREs -, and (iii) both task modalities led
to LREs in which learners were highly engaged. These findings will be commented on
in light of recent research on the importance of individual variables and task-modality
in task-based interaction.
REFERENCES
Adams, R. (2007). Do second language learners benefit from interacting with each
other? In Mackey, A. (Ed.), Conversational Interaction in Second Language Acquisition.
Oxford: Oxford University Press: 29-52.
Kim, Y. (2008). The contribution of collaborative and individual tasks to the acquisition
of L2 vocabulary. Modern Language Journal, 92: 114-130.
Long, M. H. (1996). The role of the linguistic environment in second language
acquisition. In Ritchie, W.C. and Bhatia, T.K. (Eds.). Handbook of Second Language
Acquisition. New York: Academic Press: 413-468.
Storch, N. (2001). How collaborative is pair work? ESL tertiary students composing in
pairs. Language Teaching Research, 5 (1):29-53.
20
Storch, N. (2007). Investigating the merits of pair work on a text editing task in ESL
classes. Language Teaching Research, 11 (2): 143-159.
Storch, N. (2008). Metatalk in a pair work activity: Level of engagement and
implications for language development. Language Awareness, 17 (2): 95-114.
Swain, M. and Lapkin, S. (1998). Interaction and second language learning: Two
adolescent French immersion students working together. Modern Language Journal, 82:
320-337.
Language Learning Motivation: an exploration of ideal and ought selves in a Spanish
university population
Brady, Imelda Katherine [email protected]
It is no secret that the Spanish come up somewhat low in achievement stakes
when it comes to acquiring proficiency in English as an L2 in comparison to their EU
counterparts (e.g. see EF/EPI English Proficiency Index, 2011). In an attempt to gain
some insight into the reasons behind this, I propose to explore the English L2 learning
motivation of university students in Southeast Spain using Zoltan Dörnyei`s recently
developed (2005; 2009) L2 Motivational Self System as a theoretical lens. To date, as far
as the author is aware, this is the first study to use the possible selves concept (Markus &
Nurius, 1986) in its application to L2 learning to empirically examine learner
motivation in Spain.
This paper, thus, presents the design procedure, results and discussion of the
pilot study carried out on 124 Spanish university students in preparation for the main
Motivational Factors Questionnaire (MFQ) to be used in a mixed methods (qual –
QUAN – qual) doctoral thesis study. The questionnaire comprising 15 scales (78 items)
was designed from the (MFQ) used by Ryan (2005; 2009) in Japan, and that used by
Taguchi, Magid & Papi (2009) in Japan, China, and Iran respectively. The MFQ was
further informed by a series of interviews with 12 university students.
A main cause for concern in the results is the low Cronbach internal consistency
of the Ought self scale (α = .55), asignificant element of the L2 Motivational Self System
construct. Also unsatisfactory were the scales of Ethnocentricity (α = .63) and Fear of
Assimilation (α = .59). The discussion examines the theoretical significance of these
scales, in particular that of the Ought self, within the L2 Motivational Self System
against the idiosyncrasies of the English L2 learning context of Spain, and details
considerations for dealing with these scales in the main study MFQ.
References
Csizér, K. & Dörnyei, Z. (2005a). Language learners’ motivational profiles and their
motivated learning behavior. Language Learning, 55(4), 613-659.
Csizér, K. & Dörnyei, Z. (2005b). The internal structure of language learning
motivation and its relationship with language choice and learning effort. The Modern
Language Journal, 89(1).
Csizér, K. & Kormos, J. (2009). Attitudes, selves and motivated learning behaviour: A
comparative analysis of structural models for Hungarian secondary and university
learners of English. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and
the L2 self. Clevedon: Multilingual Matters.
Dörnyei, Z. (2009). The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.),
Motivation, language identity and the L2 self. Clevedon: Multilingual Matters.
21
Dörnyei (2005) The psychology of the language learner: Individual differences in
second language acquisition. Mahwah, NJ: Lawrence Erlbaum.
Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative and
mixed methodologies. Oxford: OxfordUniversity Press.
Dörnyei, Z. (2001). Teaching and researching motivation. Harlow: Longman.
Dörnyei, Z. (1994a). Motivation and motivating in the foreign language classroom. The
Modern Language Journal, 78(3), 273- 84.
Dörnyei, Z. & Clément, R. (2001). Motivational characteristics of learning different
target languages: Results of a nationwide survey. In Z. Dörnyei & R. W. Schmidt (Eds.),
Motivation and second language acquisition. (pp. 399-432). Honolulu, Hawaii: Second
Language Teaching and CurriculumCenter, University of Hawaii at Manoa.
Dörnyei, Z. & Csizér, K. (2002). Some dynamics of language attitudes and motivation:
Results of a longitudinal nationwide survey. Applied Linguistics, 23, 421-62.
Lamb, M. (2009). Situating the L2 Self: TwoIndonesianSchool Learners of English. In Z.
Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self. Clevedon:
Multilingual Matters.
MacIntyre, P., MacKinnon, S. P., & Clément, R. (2009). The baby, the Bathwater and the
Future of Language Learning Motivation Research. In Z. Dörnyei & E. Ushioda (Eds.),
Motivation, language identity and the L2 self. Clevedon: Multilingual Matters.
Morales Galvez, et al (2000) La Enseñanza de Lenguas en España. Madrid. Ministerio
de Educación, Cultura y Deporte. Centro de Investigación y Documentación Educativa.
www.eoisantiago.org/lexislacion/estatal/ensinanza_linguas.pdf (consultado 02 de
junio, 2011)
Ryan (2009). Self and Identity in L2 Motivation in Japan: The IdealL2 Self and Japanese
Learners of English. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and
Ryan (2008). The Ideal L2 Selves of Japanese Learners of English. Unpublished PhD
Thesis. University of Nottingham.
Segalowitz, N. Gatbonton, E. & Trofimovich, P. (2009) Links between Enthnolinguistic
Affiliation, Self-related Motivation and Second Language Fluency. Are they Mediated
by Ppsycholinguistic Variables? In Z. Dörnyei & E. Ushioda (Eds), Motivation, language
identity and the L2 self. Clevedon: Multilingual Matters.
Taguchi, T., Magid, M., & Papi, M. (2009). The L2 motivational self system amongst
Chinese, Japanese and Iranian learners of English: A comparative study. In Z. Dörnyei
& E. Ushioda (Eds.), Motivation, language identity and the L2 self. Clevedon: Mulitlingual
Matters.
Ushioda E. (2009). A Person-in-Context Relational View of Emergent Motivation, Self
and Identity. In Z. Dörnyei & E. Ushioda (Eds), Motivation, language identity and the L2
self. Clevedon: Multilingual Matters.
Yashima, T. (2009). International Posture and the Ideal L2 Self in the Japanese EFL
context. In Z. Dörnyei & E. Ushioda (Eds), Motivation, language identity and the L2 self.
Clevedon: Multilingual Matters.
Yashima, T. (2000). Orientations and motivation in foreign language learning: A study
of Japanese college students. JACET Bulletin, 31, 121-133.
Yashima, T. (2002). Willingness to communicate in a second language: The Japanese
EFL context. The Modern Language Journal, 86(i), 54-66.
22
L2 Motivation and achievement: a study of Primary Education Degree Students in
Murcia, Spain.
Brady, Imelda Katherine [email protected]
Schmidt, Thomas
Universidad Católica San Antonio de Murcia - [email protected]
Alcaraz, Gema [email protected]
It is becoming widely accepted that motivation is a crucial factor in the
acquisition of an L2. However, this construct has been very difficult to measure due to
its very nature. Indeed, motivation has always been related to the most subjective part
of the individual and it is full of nuances. Nowadays in Spain, English language
learning has become especially ‘urgent’ in the face of recent recommendations on the
part of the Ministry of Education requiring university students to graduate with at
least a B1 in a foreign language. Our aim is to examine and contrast motivation and
achievement in a population of university students.
The present work is part of a longitudinal study which aims at observing the
evolution of the motivational state of participants together with their evolution in their
L2 level. A group of 75 students of the Primary Education degree, specializing in
teaching English, took part in the study. They were tested on their English skills and
vocabulary, as well as their motivational profiles. At the end of this degree students
will have been exposed to 300 hours of Content and Language Integrated Learning.
In order to examine students’ attitudes and motivated behavior, we adopted
Dörnyei`s recently developed (2005; 2009) L2 Motivational Self System as a theoretical
framework. This system is based on the concept of possible selves (Markus & Nurius,
1986) and the concept of discrepancy (Higgins, 1985; 1986). The novelty with respect to
Gardner’s (1972) long standing concept of Integrativeness lies on the fact that
Dörnyei`s construct attempts to broaden the concept of integrative motivation to learn
in L2 to allow for deeper explanatory power in cultural contexts where the L2 culture is
not immediately available to the L2 learner.
In this first stage of the study, the preliminary data is presente[IB2] d, (i.e. scale
reliability and means) on students’ motivational profiles, especially with regard to their
Ideal or Ought selves, and these will be examined along with the correlations pertinent
to the L2 achievement levels.
References
Csizér, K. & Dörnyei, Z. (2005a). Language learners’ motivational profiles and their
motivated learning behavior. Language Learning, 55(4), 613-659.
Csizér, K. & Dörnyei, Z. (2005b). The internal structure of language learning
motivation and its relationship with language choice and learning effort. The Modern
Language Journal, 89(1).
Csizér, K. & Kormos, J. (2009). Attitudes, selves and motivated learning behaviour: A
comparative analysis of structural models for Hungarian secondary and university
learners of English. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and
Dörnyei (2005) The psychology of the language learner: Individual differences in
second language acquisition. Mahwah, NJ: Lawrence Erlbaum.
Dörnyei, Z. (2001). Teaching and researching motivation. Harlow: Longman.
23
Dörnyei, Z. (1994a). Motivation and motivating in the foreign language classroom. The
Modern Language Journal, 78(3), 273- 84.
Dörnyei, Z. & Clément, R. (2001). Motivational characteristics of learning different
target languages: Results of a nationwide survey. In Z. Dörnyei & R. W. Schmidt (Eds.),
Motivation and second language acquisition. (pp. 399-432). Honolulu, Hawaii: Second
Language Teaching and CurriculumCenter, University of Hawaii at Manoa.
Dörnyei, Z. & Csizér, K. (2002). Some dynamics of language attitudes and motivation:
Results of a longitudinal nationwide survey. Applied Linguistics, 23, 421-62.
Gardner, R. & Lambert, W.E. (1972). Attitudes and Motivation in Second Language
Learning. Newbury House; Rowley, M. A.
Ryan (2009). Self and Identity in L2 Motivation in Japan: The IdealL2 Self and Japanese
Learners of English. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and
Ryan (2008). The Ideal L2 Selves of Japanese Learners of English. Unpublished PhD
Thesis. University of Nottingham.
Segalowitz, N. Gatbonton, E. & Trofimovich, P. (2009) Links between Enthnolinguistic
Affiliation, Self-related Motivation and Second Language Fluency. Are they Mediated
by Ppsycholinguistic Variables? In Z. Dörnyei & E. Ushioda (Eds), Motivation, language
identity and the L2 self. Clevedon: Multilingual Matters.
Taguchi, T., Magid, M., & Papi, M. (2009). The L2 motivational self system amongst
Chinese, Japanese and Iranian learners of English: A comparative study. In Z. Dörnyei
& E. Ushioda (Eds.), Motivation, language identity and the L2 self. Clevedon: Mulitlingual
Matters.
Ushioda E. (2009). A Person-in-Context Relational View of Emergent Motivation, Self
and Identity. In Z. Dörnyei & E. Ushioda (Eds), Motivation, language identity and the L2
self. Clevedon: Multilingual Matters.
Yashima, T. (2002). Willingness to communicate in a second language: The Japanese
EFL context. The Modern Language Journal, 86(i), 54-66.
EFL Writing in a For-Profit English Language School: Exploring the Terrain
Byrne, Brendan [email protected]
Manchón, Rosa [email protected]
Discussions of the importance of writing in instructed SLA research have
pointed to a bias which sees writing as only playing an ancillary role to oral aspects of
language acquisition (Harklau, 2002; Ortega, 2012). Accordingly, several scholars have
claimed that writing has to be made much more central in SLA research because the
learning potential of writing may go well beyond the mere reinforcement or practice of
what is already known by the learner (Manchón, 2011; Williams, 2012).Those who
champion the importance of writing research in SLA point to the important
implications for theory, research, and pedagogy that may derive from the exploration
of the processes and purposes of writing programs in a variety of contexts (Leki, 2001;
Casanave, 2009), including those in which writing plays an integral part and which are
often overlooked by research, which seems to be primarily concerned with tertiary
education in SL settings (Leki, 2009; Reichelt, 2006; Tarnopolsky, 2001). Out-of-school
learning contexts are very popular in many FL contexts and yet they have hardly
featured at all in published research, hence the theoretical and pedagogical relevance
24
of expanding the available empirical evidence with a study like the one reported in this
presentation, in which we explored EFL writing in a for-profit language school with
the ultimate aim of contributing to L2 writing research and pedagogy.
As this out-of-school context differs from the traditional classroom, a
conceptual framework was necessary to guide our inquiry. Benson (2008) offers such a
framework with his conceptual definitions of “setting” and “modes of practice” in outof-school learning settings. Based on this framework, the study was guided by a
number of research questions that focused on (i) teachers’ views of L2 writing learning
and teaching,(ii) the resources used for writing instruction in the context under
investigation, (iii) feedback practices and (iv) teacher training, the latter being two
dimensions considered essential in analyzing writing programs (Manchón, 2009;
Williams, 2012).
The study was carried out in an English language school in the city of XXX. The
main data source were interviews conducted with the school management and the
teachers, the later focusing on the 4 dimensions targeted in the research. Following
qualitative research conventions (cf. Miles & Huberman, 1994), data were transcribed
and analyzed. Inter-rater reliability was sought with the help of a second coder.
The results offer a picture of the processes at work in writing instruction in this
context. It was found that the language school’s resources were deployed primarily to
reinforce grammar and vocabulary. Feedback approaches served primarily to prepare
students for official exams. Teachers reported various problems in their teaching
practice, including difficulties in convincing students of the importance of writing for
their L2 learning, students’ lack of L1 writing training and instruction, and the
teachers’ own lack of training for L2 teaching in general, and for L2 writing in
particular, which they compensated for with close adherence to textbooks. These data
will be reported and implications for the learning and teaching of FL writing will be
discussed.
Trends in the acquisition of tonality in L2 English prosody
Cabrera Abreu, Mercedes
Universidad de Las Palmas de Gran Canaria - [email protected]
Vizcaíno Ortega, Francisco
Learners of English as a foreign language either neglect prosody, or they
transfer their L1 prosody into the prosody of L2, which results in abnormal effects and
also communication failure (Ramírez Verdugo 2006). When teaching and learning
English prosody (if any), traditionally, too much attention is paid to a list of different
prosodic patterns which are associated arbitrarily with a set of communicative effects
or meanings, at the expense of giving an opportunity to the learner to understand and
learn the system underlying such patterns, which, in fact, goes hand in hand with
specific pragmatic effects. In order to understand better the process of the acquisition
of L2 English prosody and to ultimately improve its learning, we undertake a series of
perception and production experiments which evaluate individually the acquisition of
the following parameters: tonality, tonicity and tone (Brazil et al, 1980; Couper-Kuhlen
1986; Wells 2006). The experimental design integrates prosody and pragmatic effects
(Prieto and Roseano 2010), as it incorporates brief contextual descriptions which set the
25
frame for understanding the pragmatic meaning for each pair of stimuli presented in
the cases of testing the acquisition of tonicity and tone. The individual stimulus for the
perception test consists of an audio recording performed by a trained phonetician of tshirt slogans of the type This land is your land. Each t-shirt slogan is recorded twice, so
that one rendition is produced with a natural intonation pattern, and the other
rendition shows an unnatural intonation pattern. As for the production test, subjects
are asked to utter and record their own rendition of contextualized t-shirt slogans.In
addition, we adopt a pre-test and post-test methodology with a group of B2-level
learners of English who run the test before and after they are introduced to each one of
the aforementioned parameters, all of which results in four sets of data.
The results for tonality reveal an improvement between the perception pre-test
and post-test situations, as shown in figure 1. Thus, the mean statistical value of correct
responses increases from 50,47 in the perception pre-test, to 51,53 in the post-test.
Furthermore, the minimal statistical value of correct responses improves from 44 in the
pre-test to 47 in the post-test, while the maximal statistical value of correct responses
remains stable, 56, in the pre-test and the post-test. In general, these results reveal a
gain in tonality awareness, and leads onto further research on the individual’s
performance across tests. More specifically, in the present study we investigate
whether the subject’s evaluation of the stimuli remains constant or changes (for better
or worse in both cases). We also compare the subject’s responses in the perception tests
with their performance in the pre-production and post-production tests in order to
verify whether (1) there is also an improvement in their production of tonality, and (2)
if their improvement is on a par with their perception. In sum, our findings have
methodological implications for teaching and learning processes of L2 English
prosody, and help us understand the specific role of perception and production
therein.
Figure 1. Distribution of the mean values of correct responses of the perception tests
(pre-test and post-test).
References:
Brazil, D., Coulthard, M. and Johns, C. 1980. Discourse, Intonation and LanguageTeaching.
London: Longman.
Couper-Kuhlen, E. 1986. An Introduction to English Prosody. London and Tubingen:
Edward Arnold and Niemeyer.
Prieto, P., and Roseano, P. 2010. Transcription of Intonation of the Spanish Language.
Munich: Lincom Europa.
Ramírez Verdugo, D. 2006. A Study of Intonation Awareness and Learning in Nonnative speakers of English. Language Awareness, 15:3, 141-159.
Wells, J. 2006. English Intonation. An Introduction. Cambridge: Cambridge University
Press.
L2 Vowel Category Discrimination and Phonological Short-term Memory
Cerviño Povedano, Eva
Univesitat de Barcelona - [email protected]
Previous research has shown that English L2 learners find it difficult to
categorize English vowel contrast in a native-like manner (Bohn 1995; Cebrian 2007;
Cerviño-Povedano 2011). The English vowel contrast /i:/-/I/ has been widely
26
investigated in the literature. It has been demonstrated that the perception and
production of /i:/-/I/ poses a challenge for Spanish learners of English since they tend to
assimilate these categories into the single Spanish category/i/ (Flege 1991). Flege’s 1995
Speech Learning Model (SLM) poses the idea that in order to perceive L2 vowel
contrasts in native-like manner, it is necessary to establish long-term memory
representations of these categories.
Phonological short-term memory (PSTM) is involved in the processing of
verbal-acoustic information (Baddeley 2003). The contribution of PSTM to L2
acquisition has been established in areas such as lexicon, grammar, syntax acquisition
and L2 oral fluency in speech production (French and O’Brian 2008; O’Brien et al. 2007,
2006; Adams and Gathercole 2000) and L2 speech learning (Mackay et al. 2001). A
crucial issue is the extent to which language specific long-term phonological
representations might influence measures of PSMT. The aim of the present study is
two-fold. Firstly, to examine the possible relationship between PSTM and L2 vowel
category discrimination. Secondly, to assess possible long-term memory effects on
serial-non-word recognition (SNWR) as a measure of PSTM.
The participants (N=45) were Catalan-Spanish bilinguals learning English as a
Foreign language. A categorical discrimination task (CDT) with a modified oddity
format was used to test vowel the participants’ perception of English /iù/-/I/, /Aù/-/Ã/
and /Q/-/Ã/. Four alternative responses were given instead of the two presented in
BXA and AXB tests (Flege et. al 1999, 2003). The test consisted of 24 natural stimuli
spoken by 3 male and 3 female speakers of SBE. An A’ sensitivity score (Flege 2003;
Grier 1971) was calculated. The participants’ A’ scores showed great variability from
no sensitivity to native-like sensitivity. To test PSTM and the possible effects of
language knowledge on SNWR, three tasks were used, L1 (Catalan), L2 (English) and
L0 (Danish). English vocabulary proficiency was tested with the X-lex (Meara, 2005)
and Y-lex vocabulary tests (Miralpeix and Meara 2006). The results showed that
Catalan-dominant bilinguals obtained higher scores than Spanish-dominat bilinguals
in L1 SNWR. Both groups obtain similar scores in L0 SNWR, suggesting than an L0
might provide a reliable measure of PSTM with bilingual populations. The results of
the L2 SNWR revealed that there is a relationship between vocabulary knowledge and
PSTM tested in the L2. Taken together, the results for the three sets of items presented
in the SNWR task indicate that measures of PSTM might be language-dependent.
Regarding the possible relationship between PSTM and L2 vowel discrimination, the
results showed that participants with higher PSTM capacity obtained higher A’ scores
than those with poorer PSTM skills. This suggests that PSTM is an important factor in
the discrimination of L2 vowel contrasts, which might allow for the development of
two different categories that will ultimately be represented in long-term memory.
References
Adams, A.-M., Gathercole, S. E. (2000). Limitations in working memory: Implications
for language development. International Journal of Language and Communication
Disorders, 35, 95–116.
Baddeley, A. D. 2003. Working memory and language: An overview. Journal of
Communication Disorders 36. 189-208.
Bohn, O. S. (1995). Cross-language speech perception in adults: First language transfer
doesn’t tell it all. In W. Strange (Ed.), Speech perception and linguistic experience (pp.
279-302). York Press, Baltimore.
27
Cebrian, J. (2007) Old sounds in new contrasts: L2 production of the English tense-lax
vowel distinction. Proceedings of the 16th International Congress of the Phonetics Sciences,
Saarbrucken, Germany.
Cerviño-Povedano, E., Mora, J. C. (2011). Investigating Catalan learners of English
over-reliance on duration: vowel cue weighting and phonological short-term memory.
Dziubalska-Kołaczyk, K., Wrembel, M. and Kul, M. (eds.) Achievements and perspectives
in the acquisition of second language speech: New Sounds 2010. Volume 1. Peter Lang. 53-64.
French, L., O’Brien (2008). Phonological memory and children’s second language
grammar learning. Applied Psycholinguistics, 29, 463-487.
Flege, J. E. 1991. Orthographic evidence for the perceptual identification of vowels in
Spanish and English. Quarterly Journal of Experimental Psychology, 43, 701-731.
Flege, J.E. 1995. Second language speech learning, theory, findings and problems. In
Winifred Strange (ed.). Speech Perception and Linguistic Experience: Issues in CrossLanguage Research. Timonium, MD: York Press, 1995.
Flege, J.E., Mackay, I.R.A., Meador, D. 1999. Native Italian speakers’ perception and
production of English vowels. Journal of The Acoustical Society of America. 106 (5).
Flege, J. E. (2003). Methods for assessing the perception of vowels in a second
language. In E. Fava and A. Mioni (Eds) Issues in Clinical Linguistics. Padova:
UniPress, Pp. 19-44.
Grier, J. B. 1971. Nonparametric index for sensitivity and bias: computing formulae.
Psychological Bulletin 75. 424-429.
MacKay, I. R. A., Meador, D., Flege, J. E. 2001. The identification of English consonants
by native speakers of Italian. Phonetica 58. 103-125.
Meara, P.M. (2005). X_Lex: the Swansea Vocabulary Levels Test. v2.05. Swansea:
Lognostic.
Meara, P.M, Miralpeix, I. (2006). Y_Lex: the Swansea Advanced Vocabulary Levels
Test. v2.05. Swansea: Lognostics.
O’Brien, I., Segalowitz, N., Freed, B.,Collentine, J. (2007). Phonological memory
predicts second language oral fluency gains in adults, Studies in Second Language
Acquisition, 29, 577-582.
O’Brien, I., Segalowitz, N., Collentine, J., Freed, B. (2006). Phonological memory and
lexical, narrative, and grammatical skills in second language oral production by adult
learners. Applied Psycholinguistics, 27, 377-402.
L1 influence on the acquisition of the expression of motion in English L2 in advanced
foreign learners
Curell Gotor, Hortènsia
Universitat Autònoma de Barcelona - [email protected]
The aim of this paper is to establish the amount of L1 (Catalan) influence on
English L2 in the expression of motion events, in advanced foreign language learners.
The analysis was carried out from elicited narratives (“frog stories”) by Catalan
university professors of English, which were video- and tape-recorded.
We draw heavily on both Talmy’s (1985, 1991, 2000) typological work on socalled lexicalization patterns and Slobin’s (1996, 1997, 2006) theory of thinking for
speaking. Catalan is a verb-framed language, whereas English belongs to the group of
satellite-framed languages. The most striking difference between verb-framed and
28
satellite-framed languages is that path is expressed by the verb in a clause in the
former, whereas in the latter it is expressed by an element associated with the verb.
(1) El mussol va sortir volant de l’arbre.
‘the owl went out flying from the tree
(2) The owl flew out of the tree.
Moreover, the manner component can typically be conflated with the motion verb in
satellite-framed languages, whereas in verb-framed languages manner if at all, is
typically expressed by means of adjuncts, as can be seen in example (1): volant ‘flying’.
This has consequences in various more general aspects of the expression of
motion: 1) amount of manner-of-motion verbs (bigger in satellite-framed than in verbframed); 2) path elaboration (higher in satellite-framed than in verb-framed); 3)
description of the location of protagonists (more sophisticated in verb-framed than in
satellite-framed languages); 4) alternative expressions of manner (more varied in verbframed than in satellite-framed languages).
When these highly advanced learners narrate the frog story in English, they
show a remarkable influence of their L1 in all the aspects mentioned above. Few
produce complex constructions containing a non-lexical phrasal verb, and even fewer
use the typical satellite-framed strategy of accumulating path expressions. Instead,
most of them make use of their native Romance pattern when segmenting a complex
journey.
As for the use of manner of motion verbs, they use very few of them, compared
to native speakers of English (Slobin 2005), and path elaboration is also much lower.
On the other hand, the alternative expressions of manner are much more varied, and
the description of the location of the protagonists is more sophisticated, as in their L1.
Overall, no matter how advanced the level of L2 English speakers is, they
devote much less attention to path and manner of motion than native speakers, while, at
the same time, they keep paying attention to factors which are important in their L1.
All this leads us to conclude that the influence of L1 in thinking for speaking in L2 is
important even in highly advanced stages. Cadierno and Ruiz (2006), studying the
acquisition of a verb-framed language (Spanish) by speakers of a satellite-framed one
(Danish), claim that there is no L1 influence. Putting their results and the present ones
together, it seems to be more difficult for speakers of a verb-framed language to learn
satellite-framed constructions than the other way around.
References
Cadierno, T. & L. Ruiz (2006). ‘Motion events in Spanish L2 acquisition’. Annual Review
of Cognitive Linguistics 4, 183-216.
Slobin, D.I. (1996). ‘From “thought and language” to “thinking for speaking”. In John J.
Gumperz & Stephen C. Levinson. Rethinking Linguistic Relativity. Cambridge:
Cambridge University Press, 70-96.
Slobin, D.I. (1997). Mind, code, and text. In J. Bybee, J. Haiman, & S. A. Thompson,
(Eds.), Essays on language function and language type: Dedicated to T. Givón. Amsterdam/
Philadelphia: John Benjamins, 437-467.
Slobin, D.I. (2006). “What makes manner of motion salient. Explorations in linguistic
typology, discourse, and cognition”. In M. Hickmann & S. Robert (Eds.), Space in
Languages: Linguistic systems and cognitive categories. Amsterdam/Philadelphia: John
Benjamins, 59-81.
29
Slobin, D.I. & Nini Hoiting (1994). Reference to movement in spoken and signed
languages: Typological considerations. Proceedings of the Twentieth Annual Meeting
of the Berkeley Linguistic Society. Berkeley: Berkeley Linguistics Society, 487-505.
Talmy, L. (1991). Path to realization: A typology of event conflation. Proceedings of the
17th Annual Meeting of the Berkeley Linguistics Society (pp. 480–519). Berkeley, CA:
Berkeley Linguistics Society.
Talmy, L. (1985). Lexicalization patterns: Semantic structure in lexical forms. In
Timothy Shopen (ed.), Language typology and syntactic description, vol. 3: Grammatical
categories and the lexicon. Cambridge: Cambridge University Press, 47-159.
Talmy, L. (2000). Toward a Cognitive Semantics. Cambridge, MA: MIT Press.
The Acquisition of Low Applicatives and Dative “se” in L1 Spanish
Escobar Alvarez, M Angeles
UNED - [email protected]
Teomiro García, Ismael Iván
Universidad Nacional de Educación a Distancia - [email protected]
Anticausative and inherent reflexive verbs, in (1a) and (1b) respectively, require
the presence of clitic ‘se’ in Spanish (cf. Mendikoetxea, 1999; Teomiro, 2010, 2011). In
contrast, other kinds of verbs, like consumption verbs, as in (2), and certain intransitive
verbs like ‘caer(se)’ and ‘morir(se)’, as in (3), optionally allow for this clitic (Montrul,
2004).
Data from L1 acquisition (cf. Baauw, 2000) show that children have no difficulty
with obligatory “se” with the former verbs in (1). Escobar & Torrens (2007, 2010)
provide experimental data that support the hypothesis that children find the clitic “se”
easier with anticausative verbs (1a) than with transitive verbs like (2). Furthermore,
these authors also show that the acquisition of optional clitic “se” with verbs as in (3) is
also problematic, since children tend not to use it at all provided the examples in (4),
while there are no such omissions when clitic “se” is obligatory.
It could be argued that the difficulties with clitic “se” are due to its optional
character. However, other configurations with obligatory “se” with verbs as in (5) are
also acquired at later stages given the examples in (6) found in the same CHILDES
corpus.
In adult syntax, clitic “se” with verbs as in (1) is argued to be either an inflexion
element (Mendikoetxea, 1992) or an expletive-like argument (Teomiro, 2010, 2011),
inserted in either derivation due to formal reasons rather than to semantic ones. In
contrast, the syntactic configurations in (2) and (3) have in common the fact that “se” is
within a low applicative phrase and thus is assigned dative Case (cf. Campini &
Schäffer, 2011 and Teomiro, 2012). If we consider the Czech clitic “si” in examples in (7)
as the equivalent counterpart of Spanish obligatory “se”, we observe that it is also
marked as dative in this second language. This leads us to think that there is also a low
applicative phrase in the configurations of (5) where the clitic “se” is related to the NP
(head, knee, hands) by means of an applicative head which establishes an inalienable
possession relation betwen both elements (Pylkkänen, 2008). Hence, we want to put
forward a twofold analysis of clitic “se”: as an expletive with verbs as in (1), on the one
hand; and, as a dative with verbs as in (2), (3) and (5), on the other hand. We assume
that the difficulty we found with the examples in (4) and (6) is due to the fact that we
30
are in front of dative “se” within a low applicative phrase. We assume that this
complex derivation needs some time to be acquired. Actually, if the optional character
of “se” was the reason for children’s difficulty, acquisition data in (6) would be
unexpected since “se” in “romperse la crisma” break your head, or “mancharse la
rodilla” stain your knee is equally compulsory in adult grammar.
References
Baauw, S. (2000) Grammatical Features and the Acquisition of Reference. A Comparative
Study of Dutch and Spanish. Doctoraldissertation, Utrecht University.
Campini, C. & F. Schäffer (2011) Optional se-constructions in Romance: Syntactic
encoding of conceptual information. Talk given at Generative Linguistics in the Old
Word 34.
Escobar, L. & Torrens, V. (2007) “On the Acquisition of Clitic se and Aspect in Spanish”
in The Acquisition of Romance Languages. Occasional Series 8, LOT, 59-71.
Escobar, L. & Torrens, V. (2010) “The effect of clitics on the aspectual properties of
Child Spanish” in P. Guijarro-Fuentes & L. Domínguez (eds): New Directions in
Language Acquisition: Romance Languages in the Generative Perspective. Cambridge
Scholars Publishing, Newcastle.
Mendikoetxea, Amaya (1992) On the Nature of Agreement: The Syntax of arb se in Spanish.
Doctoral dissertation, York University.
Mendikoetxea, Amaya (1999) Las costrucciones con se. Medias, pasivas e impersonales.
In Ignacio Bosque & Violeta Demonte, Gramática Descriptiva de la Lengua Española,
Madrid: Espasa Calpe.
Montrul (2004) The Acquisition of Spanish: Morphosyntactic Development in Monolingual
and Bilingual L1 Acquisition and Adult L2 Acquisition. Amsterdam: John Benjamins.
Pylkkänen, L. (2008) Introducing arguments. Cambridge: MIT Press.
Teomiro, Ismael (2010) Anaphors at the interfaces. Doctoral dissertation. Universidad
Autónoma de Madrid.
Teomiro, Ismael (2011) Reflexivity and adjustment strategies at the interfaces. Tromso
Nordlyd Working Papers in Linguistics 37:119-149.
Teomiro, Ismael (2012) Low applicatives and optional se in Spanish non-anticausative
intransitive verbs. Unpublished manuscript. Universidad Nacional de Educación a
Distancia.
Motivation and L2 receptive vocabulary knowledge of students at the Official School of
Languages: a preliminary study
Fernández Fontecha, Almudena
[email protected]
Canga Alonso, Andrés
[email protected]
In recent decades, a considerable amount of studies have explored the
connection between learners’ motivation and Foreign Language achievement (e.g.
Schmidt and Watanabe, 2001; Masgoret and Gardner, 2003; Csizér and Dörnyei, 2005;
Bernaus and Gardner, 2008; Yu and Watkins, 2008). As a general tendency, a positive
relationship is identified between motivation and language achievement. In
comparison, the relationship between learner’s motivation and their vocabulary
knowledge has received much less attention but in general, and mostly when
31
productive vocabulary is tested, the same positive connection is found (Elley, 1989;
Gardner & MacIntyre, 1991; Fernández Fontecha, 2010; Fernández Fontecha & Terrazas
Gallego, 2012). The present study attempts to shed some light on the relationship
between motivation and the receptive EFL vocabulary knowledge of a group of 30 EFL
students of the 1st and 2nd year of the Official School of Languages. First, we examined
the levels of general motivation, intrinsic and extrinsic motivation of the group in both
years; second, we aimed at exploring learners’ level of receptive vocabulary size in
both years; and third, the data collected on the two tests were correlated. We made use
of the 2,000-word frequency-band from the receptive version of the VLT (2k VLT)
(Schmitt, Schmitt & Clapham, 2001, version 2) and an adaptation of Gardner’s (1985)
A/MTB questionnaire. According to a three level scale, ranging from level 1 (marks: 1.0
to 3.0), level 2 (marks: 3.01 to 5.0), and level 3 (marks 5.01 to 7.0), where 1 is the lowest
level of motivation and 7 the highest, the results are the same for the two years: most
learners (N=20) were motivated at level 3 and the rest (N=10) at level 2. Concerning the
types of motivation, extrinsic motivation is higher than intrinsic motivation in both
years. The evolution of general motivation, extrinsic and intrinsic from one year to the
next is not significant. Both the general motivation and the intrinsic type decrease
slightly from 1st to 2nd year. As expected, the receptive vocabulary is incremental from
the first to the second year (Takala, 1984; Terrazas Gallego & Agustín Llach, 2009). This
result is significant. Finally, no significant relationship was detected in the relationship
between the learners’ receptive vocabulary knowledge and their level of general
motivation, nor between the receptive vocabulary knowledge and the two types of
motivation. Reasons that point to the special characteristics of students at the Official
School of Languages or the nature of the vocabulary test are discussed.
References
Bernaus, M. and R. C. Gardner. 2008. “Teacher Motivation Strategies, Student
Perceptions, Student Motivation, and English Achievement”. The Modern Language
Journal 92, 3: 387–401.
Csizér, K. and Z. Dörnyei. 2005. “The Internal Structure of Language Learning
Motivation and its relationship with Language Choice and Learning Effort”. Modern
Language Journal 89: 19–36.
Elley, W. 1989. “Vocabulary Acquisition from Listening to Stories”. Reading Research
Quarterly 24: 174–187.
Fernández Fontecha, A. 2010. “Gender and motivation in EFL vocabulary production”
In R. M. Jiménez Catalán (ed) Gender Perspectives on Vocabulary in Foreign and Second
Languages (pp. 93-116). Palgrave: Macmillan.
Fernández Fontecha, A. and M. Terrazas Gallego. 2012. “The role of motivation and
age in vocabulary knowledge”. VIAL 9: 39-62.
Gardner, R. C. 1985. Social Psychology and Second Language Learning London: Edward
Arnold.
Gardner, R. C. and P. D. MacIntyre. 1991. “An instrumental motivation in language
study: who says it isn’t effective?”. Studies in Second Language Acquisition 13, 1: 57–72.
Masgoret, A-M. and R. C. Gardner. 2003. “Attitudes, motivation, and second language
learning: meta-analyses of studies by Gardner and associates”. In Z. Dörnyei (ed)
Attitudes, orientations and motivations in language learning (pp. 167-210), Oxford:
Blackwell.
32
Schmitt, N., Schmitt, D. and C. Clapham, C. 2001. “Developing and exploring the
behaviour of two new versions of the Vocabulary Level Test”. Language Testing 18: 5588.
Schmidt, R. and Y. Watanabe. 2001. “Motivation, strategy use, and pedagogical
preferences in foreign language learning”. In Z. Dornyei and R. Schmidt (eds)
Motivation and second language acquisition. (pp. 313-59). Honolulu: HI: University of
Hawaii, Second Language Teaching Center.
Takala, S. 1985. “Estimating students’ vocabulary sizes in foreign language teaching”.
In Kohonen, V., H. van Essen and C. Klein-Braley, C. (eds) Practice and problems in
language testing (pp. 157-165) Tampere, Finland: Finnish Association for Applied
Linguistics.
Terrazas, Gallego, M. and M. P. Agustín Llach. 2009. “Exploring the increase of
receptive vocabulary knowledge in the foreign language: A longitudinal Study”. IJES:
International Journal of English Studies 9, 1, 113-133.
Yu, B. and D. A. Watkins. 2008. “Motivational and cultural correlates of second
language acquisition: an investigation of international students in the universities of
the people’s Republic of China”. Australian Review of Applied Linguistics 31, 2: 17.11–
17.22.
The development of Spanish oral proficiency during a 5-week study abroad program
García Bayonas, Mariche
[email protected]
This empirical study investigated the factors that may affect Oral Proficiency
gains during a five-week study abroad program in Spain. Oral Proficiency is explored
on two fronts: an Oral Proficiency Interview (OPI) at the beginning and end of the
study abroad program, and a self-reported questionnaire. The research questions were:
do students advance in oral proficiency in five weeks? What factors affect learning?
How much do they improve? Participants were part of a group (N=48) of students
from a mid-size southeastern university on a 5-week study abroad program in Spain.
The data were provided by volunteers (n=19) in the program that were interviewed
using an OPI interview protocol prior to and after the study abroad program.
Additionally, participants filled out a self-reported questionnaire. Some of the
predictors of Oral Proficiency gains were contact with the second language (L2),
motivation, and hours of L2 use, among others. Preliminary statistical analyses showed
that unlike other previous studies in which oral proficiency was measured among
students, all of the participants in this particular study abroad program experienced
gains (at least one level of ACTFL rating) in their Oral Proficiency. Correlations
indicated that there are some variables that can be utilized as predictors of oral
proficiency gains while studying an L2 abroad. Results and findings are discussed.
The syntax-discourse interface in third language acquisition
García Mayo, María Pilar
[email protected]
Slabakova, Roumyana
The University of Iowa - [email protected]
33
A recent version of the Interface Hypothesis (IH) (Sorace, 2011; Sorace &
Serratrice, 2009) proposes a principled distinction between internal interfaces (e.g.
between narrow syntax and phonology, morphology, semantics), and external ones.
Interface properties have not received much attention in third language acquisition
(L3A) yet. This study expands the scope of L3 studies and adds a new population to
interface research.
The IH has not made specific predictions about L3A, but such predictions can
be extrapolated on the basis of the interface delay explanations. Sorace and colleagues
argue persuasively that speakers experience difficulties when they have to integrate
syntactic with discourse information (Belleti, Bennati & Sorace, 2007). Research points
to interface property delays in bilingual child development, stronger language attrition
with such properties, and even near-native L2 residual optionality. The underlying
reason for all these effects in different populations is processing abilities: integration of
context and grammar taxes the language processor. This is especially true with
speakers that have to inhibit one language while processing another, that is, the
bilingual populations mentioned above. We predict that such integration would be
even harder in trilingual speakers.
In order to test the IH in L3A, we used the English constructions Topic (The
lettuce I ate (*it). I didn’t like the olives), Focus (SUE John dated (*her) in high school, not
Mary), and Left Dislocation (A bad tooth, they can extract *(it) and it’s out. Blood pressure is
something else) (Ward, 1988). Typically, when an English speaker wishes to signal
Focus, she simply emphasizes it prosodically (Ladd, 1996). Topic and Focus are seldom
preposed, so they are very rare in the input. A further property of interest is that
English does not double the preposed objects with pronouns in the case of Topic and
Focus, but it does in the subtly different Left Dislocation construction. Spanish Clitic
Left Dislocation (CLLD) construction is the closest equivalent to Topic in English
(Cinque, 1983), but focused objects are not clitic-doubled. Basque never doubles
arguments with clitics, thus Topic marking is very similar in Basque and English but
different from Spanish (Elordieta, 2001).
We created 30 contexts (6 Topic, 6 Focus, 6 LD, 12 fillers) and embedded test
sentences with and without pronouns. Test items appeared written on a screen and
pronounced with the appropriate intonation. The web surveyor service SurveyGizmo
was utilized to make testing convenient for our participants and to keep the data
anonymous. Participants had to rate the acceptability of each sentence in the context on
a 7-point scale. We tested balanced bilinguals: Basque/Spanish bilinguals dominant in
Basque (n= 23), Basque/Spanish bilinguals dominant in Spanish (n= 18), Spanish L2
English learners (n= 53) as well as native English speakers (n=24). Findings supported
the IH and showed that (i) whether Spanish is the L1 or the L2 does not seem to make a
difference and (ii) having Basque as L1 or L2 does not seem to facilitate the learning
task either.
References and sample item
Belletti, A., Bennati, E. & Sorace, A. 2007. Theoretical and developmental issues in the
syntax of subjects: Evidence from near-native Italian. Natural Language and Linguistic
Theory 25: 657-689.
Cinque, G. 1983. ‘Topic’ constructions in some European languages and
‘connectedness’. In K. Ehlich & H. van Riemsdijk (eds.), Connectedness in Sentence,
34
Discourse and Text: Proceedings of the Tilburg Conference held on 25 and 26 January 1982.
Katholieke Hogeschool, Tilburg.
Elordieta, A. 2001. Verb movement and constituent permutation in Basque. Ph.D.
dissertation. Leiden University.
Ladd, D. Robert. 1996. Intonational Phonology. Cambridge: Cambridge University Press.
Sorace, A. 2011. Pinning down the concept of ‘interface’ in bilingualism. Linguistic
Approaches to Bilingualism 1: 1-34.
Sorace, A. & Serratrice, L. 2009. Internal and external interfaces in bilingual language
development: Beyond structural overlap. International Journal of Bilingualism 13: 195210.
Ward, G. 1988. The Semantic and Pragmatics of Preposing. New York: Garland.
Sample test item
Topic-fronting condition
John and his sister Sophie are in a Japanese restaurant. John has never eaten in this restaurant
before, so he is not sure about what to order. He decides to ask Sophie:
John: Have you tried the fish here?
Sophie: Last week I had the sole. It was delicious. The salmon I haven’t tried it yet.
(not natural) 1 2 3 4 5 6 7 (perfectly natural)
John: Have you tried the fish here?
Sophie: Last week I had the sole. It was delicious. The salmon I haven’t tried yet.
(not natural) 1 2 3 4 5 6 7 (perfectly natural).
Longitudinal EFL writing development: some insights into CLIL treatment in
secondary classrooms
Gené Gil, Maria
Universitat de les Illes Balears - [email protected]
Juan, María [email protected]
Salazar, Joana [email protected]
The introduction of Content and Language Integrated Learning (CLIL) is
becoming commonplace throughout Europe, as this semi-immersion approach is
believed to significantly improve language performance in the target language without
devoting extra time to its teaching. In the Balearic Islands, CLIL is part of an
experimental programme that has increased steadily year after year since its first
implementation in 2004-2005.
In this sense, it seems timely to assess the results of ongoing CLIL programmes.
Despite the existence of publications describing successful pilot CLIL experiences and
the fact that research in CLIL has gathered momentum over the last years, more finegrained studies on the effects of CLIL over foreign language competence are needed.
According to Coyle, Hood and Marsh (2010: 140-141), ‘[f]uture work on language
competence should […] [focus] on defining what the CLIL learners are achieving rather
than comparing them with non-CLIL learners’. Moreover, research focusing on written
competence in CLIL contexts is still scarce and findings in this field are not definite
(Ruiz de Zarobe 2010). The present paper makes a contribution in this direction by
presenting results on the longitudinal development of writing in English as a foreign
language (EFL) by secondary education CLIL learners in the Balearic Islands, studying
35
either Science or Social Sciences through English. Additionally, we shed some light into
the treatment of writing in CLIL classrooms.
To that end, CLIL participants’ (N=25) written narrative compositions have
been analysed by means of holistic assessment (Jacobs et al. 1981) –rating content,
organisation, vocabulary, language use and mechanics– and complexity, accuracy and
fluency (CAF) measures at four data collection times covering a three-year period.
Additionally, the treatment of writing in CLIL classrooms has been explored through a
purpose-made questionnaire tapping into the frequency and types of the written tasks
carried out in CLIL classes as well as the feedback provided.
Results point to significant differences in written competence for CLIL learners
along T1 and T4, both holistically and when analysed by means of CAF measures. Data
also unveil that writing was not given any special consideration or treatment in CLIL
classrooms, with most of the written assignments being brief and somehow subjectspecific and participants not receiving personalized feedback on their written tasks on
a regular basis. These findings seem to confirm that CLIL –which offers increased and
communication-oriented exposure to the target language– may be an effective
approach to enhance written development, even when no special attention is explicitly
paid to this skill in secondary education classrooms.
References
Coyle, D., Hood, P., and Marsh, D. (2010). CLIL: Content and Language Integrated
Learning. Cambridge: Cambridge University Press.
Jacobs, H. L., Zinkgraf, S. A., Wormuth, D. R., Hartfiel, V. F., and Hughey, J. B. (1981).
Testing ESL Composition: A practical Approach. Rowley: Newbury House Publishers.
Ruiz de Zarobe, Y. (2010). Written production and CLIL: An empirical study. In C.
Dalton Puffer, T. Nikula, and U. Smit (eds.), Language Use and Language Learning in
CLIL.Amsterdam/Philadelphia: John Benjamins.
Contextual and individual factors in degree of foreign accent and degree of
comprehensibility in English of Basque immigrants in the United States
González García, Argiñe
Universidad del País Vasco - [email protected]
Ruiz, Yolanda
[email protected]
There is ample evidence that the phonetic system of the L1 influences the
phonetic system of the L2 (e.g. Best, 1995; Flege, 1995). Previous research has shown
that age of arrival (AOA) in the host country (e.g. Johnson & Newport, 1989; Munro &
Mann, 2005) as well as quantity and quality of L2 input (e.g. Flege, 2009; Muñoz &
Singleton, 2011) appear to be the strongest predictors of phonetic attainment in the L2.
However, other factors such as degree of L2 activation as well as individual differences
have also proved to be strong predictors of ultimate attainment in an L2 (e.g.
Bongaerts, 1999; Moyer, 1999; Piske et al., 2001).
Our study aimed to explore the phonetic acquisition of an L2 (English) in a
natural setting. We recruited 24 Basque immigrants with Spanish and/or Basque as
their L1(s) in the US who answered a linguistic and biographical questionnaire. Speech
was elicited by means of an interview in which they answered questions about culture
and lifestyle in the US. 6 native speakers of American English rated their degree of
foreign accent and degree of comprehensibility in English.
36
Apart from AOA and length of residence (LOR), we investigated degree of
L1/L2 activation (e.g. Flege & Mackay, 2004), degree of identification with the L2
community, L2 motivation, strength of concern for pronunciation accuracy in the L2,
location (Reno versus Boise) and education level.
AOA, degree of L2 activation and education level appeared to be strong
predictors of degree of phonetic attainment in English. More particularly, we found
that AOA was directly related to degree of foreign accent and inversely related to
degree of comprehensibility for the whole group as well as for participants whose
AOA was above 7 years of age. Likewise, degree of L2 activation was inversely related
to degree of foreign accent and directly related to degree of comprehensibility for the
whole group, but only inversely related to degree of foreign accent for participants
with AOA above 7 years of age. Finally, we found significant differences between
participants with a high and low education level in their degree of foreign accent and
degree of comprehensibility in English for the group as a whole, but only in degree of
comprehensibility for participants with AOA above 7 years of age.
Multiple regression analysis revealed that AOA was the most predicting
variable for degree of foreign accent, whereas participants’ chronological age proved to
be the strongest predictor for degree of comprehensibility in English.
These findings confirm the important role of AOA as well as quality and
quantity of L2 input, but they also highlight the importance of individual differences
among L2 learners in order to predict ultimate attainment in an L2 (e.g. Flege & Liu,
2001).
The Acquisition of L3 English Articles by Basque/Spanish Bilinguals
Gutierrez Mangado, María Juncal
Martínez, María
[email protected]
Research on the acquisition of L2 English articles has shown that learners from
different L1s have difficulty acquiring this feature in English. This difficulty is reflected
on two types of errors: (1) omission of the article (Huebner 1985; Lardiere 2004; Parrish
1987; Robertson 2000; White 2003) and (2) overuse of the definite article in indefinite
contexts (Sarko 2008; Hawkins et al. 2006; Ionin et al. 2008; Snape et al. 2006).
Specifically, it has been suggested that learners with [-article] L1s omit and misuse
articles in all proficiency levels, even those in the final state of L2 acquisition (Lardiere
2004; White 2003), while learners whose L1s do have articles converge on the target
system earlier (Robertson 2000; Lu 2001; White 2003; Lardiere 2004, 2005; Zdorenko
and Paradis 2008, 2012, Hawkins et al. 2006), as they are able to transfer their L1 article
semantics (Ionin et al. 2008; Hawkins et al. 2006; Snape et al. 2006; Zdorenko and
Paradis 2008)). More recent studies (Ionin et al. 2009; Zdorenko and Paradis 2012)
conclude that learners with [+article] L1s are supported by L1 transfer only in learning
the Determiner Phrase (DP) structure, but not in the mastering of the distinction
between indefinite and definite contexts. Different theoretical accounts have been
proposed in order to explain the difficulty L1 learners from [-article] languages have
when acquiring L2 English in terms of semantics (The Fluctuation Hypothesis (Ionin
and Wexler 2003, Inoin et al. (2004)), prosody (Goad, White and Steele (2003) and Goad
37
and White (2004)), syntactic (Lardiere 2000, 2004, 2009; Hawkins et al. 2006) or
processing difficulties (Trenkic 2009).
In this paper we present data from the acquisition of L3 English articles by
Basque/Spanish bilingual learners at two testing times. As the L1s of these learners
have articles which semantically follow the same parametric setting as English (even if
the use of articles in Spanish and Basque differs to some extent from that of English),
we entertain the hypothesis that Basque-Spanish bilingual learners should perform as
learners from [+article] L1 backgrounds, thus, showing a low rate of article omission
and misuse. Data were collected in the form of narratives from 20 Basque/Spanish
bilingual subjects at age 14 and subsequently at age 16. The results show that the
bilingual learners examined overuse the definite article in contexts where the indefinite
article should be used, supporting recent studies with children and adults (Ionin et al.
2009; Zdorenko and Paradis 2012). Similarly, a subset of these learners also omits
articles to a surprisingly high extent, specially the definite article, contradicting
previous findings, which leads us to hypothesize that the nature and different use of
the definite article in Basque may be playing a role and that individual learners behave
differently with regard to the syntactic influence of their first language/s when
performing in the L3 (Martínez Adrián, Gallardo del Puerto and Gutiérrez Mangado,
in press). The results also indicate that there is no improvement in the use of L3 English
articles from time 1 to time 2.
References
Goad, H. and White L. (2004). Ultimate attainment of L2 inflections: Effects of L1
prosodic structure. In S. Foster-Cohen, M. Ota, M.A. Sharwood Smith & A. Sorace, A.
(eds.), EUROSLA Yearbook, Vol. 4, pp. 119-145. Amsterdam: John Benjamins.
Goad, H. and White L. (2006). Ultimate attainment in interlanguage grammars: a
prosodic approach. Second Language Research 22: 243-268.
Goad, H., White, L., and Steele, J. (2003). Missing inflection in L2 acquisition: defective
syntax or L1-constrained prosodic representations? Canadian Journal of Linguistics 48:
243-263.
Hawkins, R., Al-Eid, S. Almahboob, I., Athanasopoulos, P., Chaengschenkit, R., Hu, J.,
Rezai, M., Jaensch, C., Jeon, Y., Jiang, a., Leung, Y.-K. I., Matsunaga, K., Ortega, M.,
Sarko, G., Snape, N. and Velasco Zárate, K. (2006). Accounting for English article
interpretation by L2 speakers. In S. H. Foster-Cohen, M. Medved Krajnovic and J.
Milhaljevic Djigunovic, J. (Eds.), EUROSLA Yearbook, 6, 7-25.
Huebner, T. (1985). System and variability in interlanguage syntax. Language Learning,
35, 141-63.
Ionin, T. and Wexler, K. (2003). The certain uses of the in the L2-English. In J. M. Liceras
et al. (Eds.), Proceedings of the 6th Generative Approaches to Second Language Acquisition
Conference (pp. 150-60). Cascadilla Press.
Ionin, T., Ko, H. and Wexler, K. (2004). Article semantics in L2 acquisition. The role of
specificity. Language Acquisition, 12 (1), 3-69.
Ionin, T., Zubizarreta, M. L. and Maldonado S. B. (2008). Sources of linguistic
knowledge in the second language acquisition of English articles. Lingua, 118, 554-576.
Ionin, T., Zubizarreta, M.L. and Philoppov, V. (2009). Acquisition of article semantics
by child and adult L2-English learners. Bilingualism: Language and Cognition 12 (3), 337361.
38
Lardiere, D. (2004). Knowledge of definiteness despite variable article omission. In A.
Brugos, L., Micciulla and C.E. Smith (Eds.), BUCLD 28, 328-39.
Laridere, D. (2005). On morphological competence. In L. Dekydspotter, R. A. Sprouse
and A. Liljestrand (Eds.), Proceedings of the 7th Generative Approaches to Second Language
Acquisition Conference (GASLA 2004) (pp. 178-92). Somerville, MA: Cascadilla
Proceedings Project.
Lardiere, D. (2009). Some thoughts on the contrastive analysis of features in second
language acquisition. Second Language Research, 25, 173-227.
Lu, C. F. –C. (2001). The acquisition of English articles by Chinese learners. Second
Language Studies 20, 43-78.
Martínez Adrián, M., Gallardo del Puerto, F. and Gutiérrez Mangado, M.J. (in press).
Phonetic and Syntactic Transfer Effects in the English Interlanguage of Basque/Spanish
Bilinguals. VIAL.
Parrish, B. (1987). A new look at methodologies in the study of article acquisition for
learners of ESL. Language Learning, 37, 361-83.
Robertson, D. (2000). Variability in the use of the English article system by Chinese
learners of English. Second Language Research, 16 (2), 135-172.
Sarko, G. (2008). Accounting for indefinite article a drop in the oral L2 English of L1
Syrian Arab speakers. Essex Graduate Student Papers in Language and Linguistics, 10, 97115.
Snape, N., Leung, Y.-K. I., and Ting, H.-C. (2006). Comparing Chinese, Japanese and
Spanish speakers in L2 English article acquisition: evidence against the fluctuation
hypothesis? In M.G. O’Brien, C. Shea and J. Archibald et al. (eds.), Proceedings of the 8th
Generative Approaches to Second Language Acquisition Conference (GASLA 2006), 394-139.
Somerville: MA: Cascadilla Proceedings Project.
Trenkic, D. (2009). Accounting for patterns of article omissions and substitutions in
second language production. In R. Hawkins and M.P. Garcia-Mayo (eds.) Second
language acquisition of articles: empirical findings and theoretical implications, 115-143.
Amsterdam: John Benjamins.
White, L. (2003). Fossilization in steady state L2 grammars: implications of persistent
problems with inflectional morphology. Bilingualism: Language and Cognition, 6, 128-41.
Zdorenko, T. and Paradis, J. (2008). The acquisition of articles in child second language
English: fluctuation, transfer or both? Second Language Research, 24 (2), 227-250.
Zdorenko, T. and Paradis, J. (2012). Articles in child L2 English: when L1 and L2
acquisition meet at the interface. First Language 32 (1-2), 38-62.
The role of higher-order thinking skills (HOTS) and cognitive academic language
proficiency (CALP) in content and language integrated learning (CLIL) and English as
a foreign language (EFL)
Herescu, Roxana
University of Cambridge - [email protected]
This talk will discuss findings yielded by my mixed-method doctoral project on
the interplay of thinking skills and language in the output of eleven pupils following a
bilingual programme in Romania. Specifically, this research sought to explore which
type of thinking skills the CLIL approach engenders in the learners, as different from
39
the EFL and to find patterns in learners’ use of higher-order thinking skills when
prompted to do so during the purpose-built tasks.
The language associated with higher-order thinking skills (Bloom 1956,
Anderson and Krathwohl 2001) is contented to be distinctly different from the
language in use when lower-order thinking occurs (Cummins 1999, Baker and
Hornberger 2001). Lower-order processing endorses basic interpersonal
communicative skills (BICS) where the main function of the language is to exchange
simple ideas whereas higher-order processing leads to the accruement of cognitive
academic language proficiency (CALP) . CALP refers to the oral and written academic
registers of schooling (Cummins, 2000) which is not simply a level of linguistic
proficiency that could be measured quantitatively through language tests. For higherorder thinking to occur, pupils need to be in mediums where rich, complex input is
available and equally complex output is required. Theoretically, the dual focus in the
CLIL approach allows for a capitalisation on content as a means of triggering both
lower, but mostly higher-order thinking and hence an efficient development of CALP.
However, research is yet to demonstrate if this is the case.
This study was conducted over a period of ten weeks in two schools in Iași,
Romania. Three main data collection tools were employed. The case study consisted of
eleven focus pupils selected through a stratified procedure. Structured observations of
ten EFL and ten CLIL consecutive lessons were used to map the pupils’ ability to think
and express themselves adequately in English as a result of the two teaching practices.
Also, the eleven focus pupils participated in eight purpose-built consecutive contentbased tasks and eight consecutive linguistic-based tasks in English. These tasks sought
to examine how/if pupils drew on their CALP and HOTS and whether there were any
differences in the two task types. Semi-structured interviews, carried out with the
pupils and the teachers completed the data collection.
NVivo10 was employed to code the data first from a linguistic perspective
followed by a cognitive one. Codes were created employing both a bottom-up and topdown coding. Discourse analysis at utterance level was used to identify and label
evidence of CALP and HOTS. Findings were yielded by comparing frequency runs of
CALP and HOTS in the linguistic-based and content based tasks at pupil level and
group level. The same frequency runs were performed for the classroom data (i.e. the
EFL and CLIL lessons).
References
Anderson, L.W. Krathwohl, D. R. (eds.) (2001).A taxonomy for learning teaching and
assessing: A revision of Bloom’s Taxonomy of Educational Objectives, New York:
Longman. Appliquée 120.Arnold
Bloom, B.S. (ed.) (1956) Taxonomy od educational objectives, Handbook I: Cognitive
domain, New York, Longman.
Baker, C. & Nancy H. Hornberger (2001) (Eds). An introductory reader to the writings
of Jim Cummins. UK: Multilingual Matters.
Cummins, J. (1999) BICS and CALP: Clarifying the distinction. Opinion Papers.
Cummins, J. (2000) Immersion education for the millennium: What have we learned
from 30 years of research on Second Language Immersion. Toronto: OISE.
40
Double object constructions in English as a third language
Imaz Agirre, Ainara
Universidad del País Vasco/ Euskal Herriko Unibertsitatea - [email protected]
García Mayo, María Pilar
[email protected]
The present study examines the acquisition of double object constructions
(DOCs) (John gave Mary a book) by Basque/Spanish learners of English as a third
language (L3). Previous research on the topic by L1 Japanese and Korean second
language (L2) learners of English shows L1 influence and proficiency effects (WhongBarr & Schwartz, 2002; Oh & Zubizarreta, 2006). Research on L2 Romance languages
also reports proficiency effects and higher morphosyntactic than semantic accuracy
(Slabakova, 2002; Bruhn de Garavito, 2006; Cuervo, 2007). The three languages in this
study, Basque, Spanish and English, present two types of dative structures:
prepositional phrases (PPs) (John gave a book to Mary) and DOCs. DOCs differ in
morphosyntactic and semantic properties. Regarding morphosyntax, Basque DOCs are
morphologically marked in the verb (Odria, 2012); in Spanish DOCs are expressed by
means of clitic-doubling (Demonte, 1995; Cuervo, 2007) whereas English DOCs are
restricted by word order constraints (Cuervo, 2007). Concerning semantic properties,
Basque objects could be interpreted as benefactive, goal and source depending on the
predicate and the context (Ormazabal & Romero, 2010). The Spanish object can be
interpreted as recipient, source and possessor (Cuervo, 2007). In contrast, DOCs in
English show idiosyncratic restrictions, such as morphophonological rules (which
exclude most Latinate verbs) as well as language specific constraints (i.e. the possessor
must be animate).
The aim of this study is to explore whether (i) differences between the three
languages have an effect on the L3 learning task, and (ii) proficiency effects can be
observed. Basque-Spanish L3 English learners are expected to be more accurate in PPs
than in DOCs and, on the basis of previous research, proficiency differences are
expected. Following Oh (2006), the study was designed to assess the differences in the
acquisition of DOCs between (il)licit goal and (il)licit benefactive verbs (see Appendix
A). The participants, 28 upper-intermediate (n=14) and advanced (n=14)
Basque/Spanish L3 English learners completed two online acceptability judgments
tasks (with a 7-point Likert scale), a self-paced reading (SPR) task and an auto-paced
reading (APR) task. Each task consisted of 24 PP and 24 DOC items and 48 fillers.
Findings indicated that both groups were more accurate in evaluating PPs than DOCs.
Besides, advanced learners preferred benefactive over goal DOCs (F = 4.335; p = .038)
but this pattern was not found among intermediate learners. No proficiency differences
were found between the two groups (F = .586; p = .444). However, a more detailed
individual analysis of each verb type in each proficiency group indicated that there
were statistically significant differences between licit vs. illicit goal verbs in both
intermediate (F = 56.887; p<.0001) and advanced (F = 9.204; p = .003) groups but not
between licit and illicit benefactive verbs. Findings seem to partially support previous
research since inaccuracies found in DOCs point to a difference in the acquisition of
specific semantic constraints in English. Interestingly, the difficulties occur regardless
of proficiency level.
References
41
Bruhn de Garavito, J. (2006) Knowledge of clitic doubling in Spanish: Evidence against
pattern learning. In R. Slabakova, S. A. Montrul, & P. Provost (eds.) Inquiries in
Linguistic Development: Studies in Honor of Lydia White (pp.305–333) Amsterdam:
Benjamins.
Cuervo, M. C. (2007) Double objects in Spanish as a second language: Acquisition of
morphosyntax and semantics. Studies in Second Language Acquisition 29: 583-615.
Demonte, V. (1995) Dative alternation in Spanish. Probus 7(1): 5-30.
Odria, A. (2012) What lies behind differential object marking: A survey in Basque dialects.
Unpublished MA dissertation, University of the Basque Country.
Oh, E. (2006) Second language acquisition of English double objects construction by Korean
speakers. Unpublished PhD Dissertation, University of Southern California.
Oh, E. & M. L. Zubizarreta (2006) The acquisition of goal and benefactive object
constructions by L2 learners of English. In Proceedings of the 31st Annual Meeting of the
Berkeley Linguistics Society (pp. 241-253). Berkeley, CA.
Ormazabal, J. & J. Romero (2010) The derivation of dative alternations. In M. Duguine,
S. Huidobro & N. Madariaga (eds.) Argument Structure and Syntactic Relations from a
Crosslinguistic Perspective (pp. 203-232) Amsterdam-Philadelphia: John Benjamins.
Pinker, S. (1989) Learnability and Cognition: The Acquisition of Argument Structure.
Cambridge, MA: MIT Press.
Slabakova, R. (2002) The compounding parameter in L2 acquisition. Studies in Second
Language Acquisition 24: 507–540.
Whong-Barr, M. & Schawartz, B. D. (2002). Morphological and syntactic transfer in
child L2 acquisition of the English dative alternation. Studies in Second Language
Acquisition 24: 579-616.
(Un)successful interactions during study abroad: insights from host families, students,
and administrators
Kissling, Elizabeth
James Madison University - [email protected]
Research suggests study abroad is beneficial for language learning, particularly
oral fluency (Kinginger, 2009). The putative benefits of study abroad arise from
extensive interaction with native speakers, and students are often housed with a local
family to maximize interaction. Researchers who have observed their interaction in
depth, however, have reported that that student—host family interaction can be highly
variable (e.g., Knight & Schmidt-Rinehart, 2010; Iino, 2006); reduced to exceedingly
brief, superficial interactions (Rivers, 1998); and influenced by culturally-construed
beliefs such as what foreigners cannot learn (Iino, 2006). Yet there is much still
unknown about the quality of interaction that students experience during study
abroad, especially in relatively brief summer programs. The current study sought to
further elucidate the nature of student-native speaker interaction by asking
participants to comment on their unique set of beliefs and practices that might
influence the quantity or quality of their interactions. Students in this program were
Spanish majors attending a private university in the United States. They resided in
Seville, Spain, for four weeks while taking advanced language courses and
participating in cultural excursions.
42
The research question was: What are the beliefs and practices of students, host
families, and program administrators regarding communicative interaction between
students and native speakers? Data was collected via semi-structured interviews held
once with host families (n=5) and program administrators (n=3) and held weekly with
focus groups of participating students (n=13). The interviews broached many topics,
including: use of language in the home stay, preferred topics of conversation,
corrective feedback, service encounters, notions about how language is acquired, and
learning goals.
A thematic analysis of the data was performed using Dedoose qualitative
analysis software. Several themes emerged. Host families and students alike positioned
themselves as the more passive receiver of interaction, placing the onus of successful
interaction on their interlocutors rather than themselves. The four-week stay was not
long enough to build the rapport needed to broach less superficial topics of
conversation. Host families had formed an intense bond with their first student that
was not replicated with subsequent students. Over the course of the program, students
experienced cycles of engagement/ disinterest in the host culture, high/ low
expectations about their learning, and high/ low confidence in their communicative
competence. The interactions they experienced in the first week were particularly
important, creating a frame within which they would interpret subsequent
interactions.
These results corroborate previous findings that some student-host family
interactions are brief and superficial (Rivers, 1998) and influenced by what host
families believe students can learn (Iino, 2006). Additionally, the study highlights
several factors that may limit student-native speaker interactions, including the length
of the sojourn, the number of students placed with a particular family over the years,
and the sociocultural knowledge students have for interpreting their encounters with
locals. The results are suggestive of how orientation for students and host-families
could be improved for summer study abroad programs in order to increase the
quantity and quality of student-native speaker interactions.
References
Iino, M. (2006). Norms of Interaction in a Japanese Homestay Setting: Toward a TwoWay Flow of Linguistic and Cultural Resources. In DuFon, M.A. & Churchill, E. (Eds.),
Language Learners in Study Abroad Contexts (pp. 151-175). Clevedon: Multilingual
Matters.
Kinginger, C. (2009). Language learning and study abroad: a critical reading of
research. Basingstoke, UK: Palgrave Macmillan.
Knight, S. M., & Schmidt-Rinehart, B.C. (2010). Exploring Conditions to Enhance
Student/Host
Family Interaction Abroad. Foreign Language Annals 43(1), 64-79.
Rivers, W.P. (1998). Is being there enough? The effects of home stay placements on
language gain during study abroad. Foreign Language Annals, 31(4), 492-500.
Inventory of peer-peer interaction strategies by 7-8-year-old EFL learners with a low
level of linguistic competence while playing a game in the classroom.
Lázaro, Amparo [email protected]
Azpilicueta Martínez, Raúl [email protected]
43
Studies within the interactionist framework, initiated by Long’s (1981, 1983)
seminal work, have attracted a great deal of attention and are categorical in their
statement that interaction has beneficial effects on second language acquisition
(henceforth SLA) (Long, 1996; Gass & Mackey, 2007; McDonough 2006, McDonough &
Mackey 2006; to name but a few recent studies). Initially, studies on the value of
interaction for L2 acquisition concentrated on adult learners (e.g., Pica & Doughty,
1985b; Porter, 1986; Varonis & Gass, 1985; Yule & Mac-Donald, 1990). Later, mainly
with the studies carried out by Alison Mackey and Rhonda Oliver (Mackey&Oliver,
2002; Mackey, Oliver & Leeman, 2003; Oliver, 1995a, 1995b, 1998, 2000, 2002, 2003),
research on negotiation for meaning was extended to children in second language
contexts, that is, in areas where English was the main language. However, despite this
abundant number of studies on interaction, young children learning English as a
foreign language, that is, in a region where English is not spoken, still remain an
unexplored population. In order to fill this research niche, this study examines
conversational interactions between 8 pairs of young (ages 7-9) learners of English as a
Foreign Language (EFL) in a Spanish school. The pairs had a very low level of the
target language and were recorded while playing a guessing game three times over a
period of three weeks.
The patterns of their task-based conversational interactions were examined with
the main objective of making the first database inventory documenting which
conversational strategies children EFL learners use (if any) and of comparing these
strategies to those reported in other populations, mainly in children learning English as
a Second Language. Thus, this preliminary study intends to break new ground for
future studies within the interactionist framework by opening interaction research to
EFL children.
The results show that these children, although scarcely, do negotiate for
meaning and use a variety of strategies to do so. However, they negotiate significantly
less than adults and also less than children learning English as a second language.
Regarding the strategies used, these children make use of all those reported in
previous studies except for one: they do not use comprehension checks, that is,
children do not check if the interlocutor understands them. Comprehension checks
were also scarce among ESL children and more common among adults. On the other
hand, the children also resorted to the L1 on some occasions, which can be catalogued
as a specific strategy for children who share the L1s. Another interesting finding is that
these children seem to use direct correction to correct their peers quite often although,
unlike previous studies, they never use recasts.
In light of these results we will argue in favour of using this type of interactive
activities as a tool to promote oral production in the classroom.
The impact of learning context and age on perceived foreign accent
Llanes, Àngels [email protected]
Muñoz, Carme [email protected]
Learning context, age and second language (L2) pronunciation are three central
issues in second language acquisition, and for this reason the degree of perceived
foreign accent (FA) and the effects of age have been investigated with respect to the
setting in which the L2 learning takes place (Derwing, Munro, & Thompson, 2007;
44
Flege & Fletcher, 1992; Flege, Munro, & Mackay, 1995; Llanes & Muñoz, in press;
Mackay, Flege, & Imai, 2006). However, although the development of L2 pronunciation
with respect to the naturalistic setting and the instructed setting has been investigated
quite extensively, very few studies have explored the effects of the study abroad (SA)
setting on L2 pronunciation (Díaz-Campos, 2004; Mora, 2008; Simões, 1996; Stevens,
2001, 2011) and the results are inconclusive. With respect to age, all these studies have
examined the impact of the SA context on L2 pronunciation by adult participants, and
the studies that have examined the effects of age by participants of different ages have
done so in a naturalistic setting. Therefore, the aim of the present study is to fill this
gap in both the learning context and the age literature by comparing the degree of
perceived FA of participants of two different ages.
The participants of this study (n= 56) were Catalan/Spanish bilinguals, learners
of English as an L2 who were distributed into groups according to their age (children
vs. adults) and learning context (SA vs. at home [AH]). Four groups were obtained: SA
children (n= 13), AH children (n= 15), SA adults (n= 13) and AH adults (n= 15). These
participants were tested twice: the pre-test took place the week before the SA departure
to the L2 country, whereas the post-test was administered the week after the return of
the SA participants from the host country. Participants completed several tests
(interview, oral picture-description task, written composition and L2 questionnaire),
but for the purpose of this study only the data gathered through the oral picturedescription task and the questionnaire were taken into account. Participants were
asked to describe a story that consisted of six pictures whose length varied from
participant to participant, but only the first 20 seconds of each recording were taken for
presentation to the listeners. The listeners were a group of native speakers of English
(n= 28), who were asked to judge the degree of FA of the randomized 20-second
excerpts (of both the pre- and post-test) using a 7-point Likert scale (1= no foreign
accent, 7= very strong foreign accent). Next participants filled out an L2 questionnaire
which inquired about the amount and type of input and exposure participants
received.
Results show that SA participants, regardless of their age, are perceived to have
a milder degree of FA in the post-test. The data extracted through the questionnaire
indicate that the amount of time spent in class, listening, speaking in general and
speaking with native speakers have a positive impact on the degree of FA.
References
Derwing, T.M., Munro, M.J., & Thomson, R.I. (2008). A longitudinal study of ESL
learners' fluency and comprehensibility development. Applied Linguistics, 29, 359-380.
Díaz-Campos, M. (2004). Context of learning in the acquisition of Spanish second
language phonology. Studies in Second Language Acquisition, 26, 249-273.
Flege, J & Fletcher, K . (1992).Talker and listener effects on the perception of degree of
foreign accent. Journal Acoustic Society of America, 91, 370-389.
Flege, J., Munro, M., & MacKay, I. (1995). The effect of age of second language learning
on the production of English consonants. Speech Communication, 16, 1-26.
Llanes, À. & Muñoz, C. (in press). Age effects in a study abroad context: Children and
adults studying abroad and at home. Language Learning.
Mackay, I., Flege, J., & Imai, S. (2006). Evaluating the effects of chronological age and
sentence duration on degree of perceived foreign accent. Applied Psycholinguistics, 27,
157-183.
45
Mora, J.C. (2008). Learning Context Effects on the Acquisition of a Second Language
Phonology. In C. Pérez-Vidal (Coord.), M.Juan-Garau & A. Bel (Eds.), A Portrait of the
Young in the New Multilingual Spain (pp. 241-263). Clevedon: Multilingual Matters.
Simões, Antonio R. M. (1996). Phonetics in second language acquisition: an acoustic
study of fluency in adult learners of Spanish, Hispania 79, 87-95.
Stevens, J. (2001). The acquisition of L2 Spanish pronunciation in a study abroad
context. Unpublished PhD. Dissertation, University of Southern California, USA.
Stevens, J. (2011). Vowel duration in second language Spanish vowels: study abroad
versus at home learners. Arizona Working Papers in SLA & Teaching, 18, 77-104.
The language of evaluation in CLIL students’ written and spoken performance: a
longitudinal study in secondary education
Llinares, Ana [email protected]
In spite of the fact that evaluation is an intrinsic part of language (Halliday and
Matthiessen 2004, Sarangi, 2003), content and language integrated classrooms have
been seen as contexts in which the main focus is the exposition of facts (Dalton-Puffer,
2007). However, CLIL students need to manage the interpersonal in the L2 both in
terms of the language required to interact and establish social relations in the
classroom, and to evaluate information related to the subjects that they are learning. At
the secondary level, to perform well, CLIL students have to use interpersonal language
resources both in the texts they write and when they participate orally in contentrelated activities.
Combining Appraisal Theory (Martin & White 2005) with Corpus Linguistics
methodology (using O’Donnell’s UAM CorpusTool), this paper examines the type of
evaluation used by CLIL students, and the linguistic resources they have to convey
these functions when they write and talk about History. In order to be able to focus on
both development and a comparison of the use of evaluative language in their spoken
and written performance, we analyse four students’ interviews and written texts,
collected once a year over the four years of obligatory secondary education in response
to a prompt related to a topic from the syllabus. The students come from two state
secondary schools in two different socio-economic areas in Madrid.
Although the total amount of appraisal used by these CLIL students showed a
similar picture in both modes (around 120 instances of appraisal per 1000 words in the
spoken mode, and 110 instances of appraisal per 1000 words in the written), the results
also present interesting differences across modes. For example, students use more
expressions of affect when speaking and more judgement of people and appreciation of
things when writing. Also they use more instances of proclaiming their point of view in
their spoken performance (“I defend”, “I think”, etc). As far as development is
concerned, the four students improve in their use of other features of engagement, such
as justification (“because”) and, in their writing, their later work draws less on
resources from spoken register. Interestingly, the student rated as having the poorest
English improved more than the other three in the amount and variety of types of
appraisal, but not in the linguistic resources realizing those types. Following Ortega
(2009), we believe that SFL (systemic-functional linguistic) approaches to SLA and, in
particular, Appraisal Theory is a promising area in SLA research, and particularly in
the study of CLIL students’ language development.
46
References
Dalton-Puffer, C. (2007) Discourse in Content and Language Integrated Learning (CLIL)
Classrooms. Amsterdam: John Benjamins.
Halliday, M.A.K. & C. M.I.M. Matthiessen (2004) An Introduction to Functional Grammar.
Third edition. London: Hodder Arnold.
Martin, J.R. & White, P.R.R. (2005) The Language of Evaluation. Appraisal in English.
London: Palgrave Macmillan.
Ortega, L. (2009) Understanding Second Language Acquisition. London: Hodder.
Sarangi, S. (2003) Editorial: Evaluating evaluative language. Text 23, 2, 165-170.
The role of L2 proficiency on writers’ strategic orientation of problem-solving
processes.
López Serrano, Sonia [email protected]
Roca de Larios, Julio universidad de Murcia - [email protected]
Traditionally viewed as playing a minor role in promoting second language
acquisition, L2 writing is increasingly regarded as a vehicle that may facilitate a
number of processes potentially conducive to the internalization, modification or
consolidation of L2 knowledge (Harklau, 2002; Manchón, 2011; Manchón & Roca de
Larios 2007; Ortega, 2009; Williams, in press). However, while most of the empirical
studies conducted to date have explored how these processes occur during
collaborative writing, the linguistic processing L2 learners engage in during the
individual completion of L2 writing tasks, particularly composition writing tasks, has
remained largely unexplored (but see Cumming, 1990; Swain & Lapkin, 1995 for
pioneering attempts in this direction).
In an attempt to expand this line of research, the present study aimed to explore
the influence exerted by the learners’ L2 proficiency level on (a) the nature of the
linguistic gaps students noticed during the completion of writing tasks and (b) the
metalinguistic activity they engaged in when dealing with these problems. For this
purpose, the participants (21 EFL students comprising three L2 proficiency groups)
were asked to write an argumentative L2 text under think aloud conditions. Language
related episodes were identified in the resulting protocols, and these were further
analyzed in terms of (i) their frequency (ii) the depth and orientation of the linguistic
processing involved. Our data indicate that learners' concerns with language
systematically varied as a function of their proficiency level. More precisely, with
increased proficiency, L2 learners were more likely to notice language problems of an
ideational and textual nature and to act upon them by engaging in a greater number
and variety of strategies and internal feedback cycles.Our findings will be discussed
from the perspective of the light they shed on the role of written output practice in
instructed SLA.
References:
Cumming, A. (1989). Writing expertise and second language proficiency. Language
learning, 39, 81 – 141.
Harklau, L. (2002). The role of writing in classroom second language acquisition.
Journal of Second Language Writing, 11: 329-350.
47
Manchon, R. M. (2011). Writing to learn the language: Issues in theory and research. In
R. M. Manchón (Ed.) Learning-to-Write and Writing-to-Learn in an Additional Language
(pp. 61 - 82)
Manchón, R. M. & Roca de Larios, J. (2007). Writing-to-learn in instructed language
contexts. In E. Alcón & P. Safont (Eds.) The Intercultural Speaker. Using and Acquiring
English in Instructed Language Contexts (pp 101-121). Dordrecht: Springer-Verlag.
Ortega, L. (2009). Studying writing across EFL contexts: Looking back and moving
forward. In R.M. Manchón (Ed.) Writing in Foreign Language Contexts: Learning,
Teaching, and Research (pp. 232-255). Bristol, UK.: Multilingual Matters.
Swain, M. & Lapkin, S. (1995). Problems in output and the cognitive processes they
generate: A step toward second language learning. Applied Linguistics, 16, 371-391.
Williams, J. (in press). The potential role(s) of writing in second language development.
Journal of Second Language Writing.
Gendered Use of the Pragmatic Formula ‘THANK YOU’ when Mitigating EFL
Requests: an Acquisitional Perspective
Martí Arnándiz, Otilia
Universidad Jaume I, Castelló - [email protected]
Most taxonomies of English as a foreign language (EFL) request modifiers
(Blum-Kulka et al., 1989; Trosborg, 1995; Nikula, 1996; Sifianou, 1999; Márquez Reiter,
2000; Achiba, 2003; or Alcón et al., 2005) construct their categories depending on the
characteristics of the corpora employed. In fact, they may change depending on the
written or the spoken mode of those corpora (see Martínez-Flor and Usó-Juan, 2006) or
as a result of the effect of proficiency level on pragmatic interlanguage when including
EFL elementary learners’ written requestive behaviour (Martí, 2007). Such variables
have questioned the exclusion from widely accepted taxonomies of some external
request modifiers like threats, cost-minimizers, sweeteners or option givers (Martí,
forthcoming).
These modifications on external request modifiers taxonomies would be
incomplete, however, without including one of the most neglected individual variables
in interlanguage pragmatics research, namely, gender of speakers, whose effect was
put forward by Lakoff in the case of first language (L1) speech in 1975. Since then,
other authors have pointed that women might have “a higher assessment than men of
what counts as imposition” (Brown, 1980: 17), and that men and women might assign
different values to those universal pragmatic values (i.e. power, social distance and
ranking of imposition) considered by Brown and Levinson (1987) when calculating the
degree of face-threat inherent in a given speech act (Cameron, 1988: 444).
More recently, the effect of gender in the perception of the face-threatening
nature of requests has been analysed in cross-cultural studies like that conducted by
Lorenzo-Dus and Bou-Franch where Spanish and British undergraduates’ requests
were compared. According to this analysis, the gendered use of request modifiers was
evident in the appearance of appreciation tokens in the Peninsular Spanish female
corpus, a feature interpreted as women fitting “the stereotype of being more prone to
showing deference by going on record as incurring a debt” (2003:11). The present
paper aimed at exploring whether this gendered use of appreciation tokens would
appear in the interlanguage production of request modifiers by Spanish EFL university
48
students and, thus, whether “thank you” should be included in request modifiers
taxonomies. Participants in the study comprised 100 tertiary students, 50 male subjects
and 50 female ones studying at Universitat Jaume (Castelló, Spain).
Results showed that, unlike other external request modifiers, appreciation
tokens were produced due to the impact of subjects’ gender without depending on
participants’ proficiency level or a combination of gender and proficiency:
Figure 1. Effect of proficiency, gender, gender/proficiency, and gender*proficiency on
external request modifiers
Besides, their frequency of use diminishes when proficiency level increases:
Figure 2. Effect of gender in relation to proficiency on appreciation tokens
Therefore, appreciation tokens, along with “please”, would be added to the request act
in the first stages of pragmatic development. Further research should ascertain
whether “thank you” is the result of pragmatic transfer in the case of Spanish female
EFL learners or it is generally used by EFL female interlanguage learners.
References:
Achiba, M. (2003). Learning to request in a second language: a study of child interlanguage
pragmatics. Clevedon: Multilingual Matters.
Alcón Soler, E., M. P. Safont Jordà, and A. Martínez-Flor (2005). “Towards a typology
of modifiers for the speech act of requesting: a socio-pragmatic approach”. RæL: Revista
Electrónica de Lingüística Aplicada, 4: 1-35.
Blum-Kulka, S., J. House and G. Kasper (1989). Cross-cultural pragmatics: requests and
apologies. Norwood: Ablex Publishing Corporation.
Brown, P. (1980). “How and why are women more polite: Some evidence from a
Mayan community”. In. S. McConnell-Ginet, R. Borker and N. Furman (eds.). Women
and language in literature and society. New York: Praeger, pp. 111-136.
Brown, P. and S. C. Levinson (1987 [1978]). Politeness. Some Universals in Language
Usage. 2nd. Edition. Cambridge: CambridgeUniversity Press.
Cameron, D. (ed.). (1998). The feminist critique of language: a reader (2nd edition). London:
Routledge.
Lakoff, R. T. (1975). Language and woman’s place. New York: Harper and Row.
Lorenzo-Dus, N. and P. Bou-Franch (2003). “Gender and politeness: Spanish and
British undergraduates’ perceptions of appropriate requests”. In J. Santaemilia (ed.).
Género, lenguaje y traducción. Valencia: Universitat de València/Dirección General de la
Mujer, pp. 187-199.
Márquez-Reiter, R. (2000). Linguistic politeness in Britain and Uruguay. A contrastive
studies of requests and apologies. Amsterdam: John Benjamins.
Martí Arnándiz, O. (2007). Pragmatic competence in English as a third language: a study on
the awareness and production of request modifiers. Unpublished M.A. dissertation. Castelló
de la Plana: Universitat Jaume I.
Martí Arnándiz, O. (forthcoming). Gender Reality and Interlanguage Pragmatics: EFL
Learners’ Polite Use of Request Modifiers. Bristol: Multilingual Matters.
Martínez-Flor, A. and E. Usó-Juan (2006). “Do EFL learners modify their requests when
involved in spontaneous oral tasks?” Paper presented at the XXIV AESLA Conference:
Aprendizaje de lengua, uso el lenguaje y modelación cognitiva. Perspectivas aplicadas entre
disciplinas (30 de marzo-1 de abril 2006). Madrid: Universidad Nacional de Educación a
Distancia (UNED).
49
Nikula, T. (1996). Pragmatic force modifiers. A study in interlanguage pragmatics. Jyväskylä:
University of Jyväskylä.
Sifianou, M. (1999). Politeness phenomena in England and Greece: a cross-cultural
perspective. Oxford: OxfordUniversity Press.
Trosborg, A. (1995). Interlanguage pragmatics. Requests, Complaints and Apologies. Berlin:
Mouton de Gruyter.
Raising learners’ attention to refusals during focus on form interaction: does the
interlocutor matter?
Martín Laguna, Sofía Universitat Jaume I - [email protected]
Scholars have emphasized the importance of interaction in the process of SLA
(see García Mayo and Alcón [forthcoming] for a review). Even though instructional
language settings have been described as impoverished settings where opportunities
for pragmatic learning are scarce (Kasper 1997), very few studies have analysed the
benefits of interaction for pragmatic learning (Alcón 2002; Martín-Laguna and Alcón
2012). Therefore, the focus of this paper is to explore whether different types of
interlocutor provide opportunities for pragmatic learning during the performance of a
focused task. Tweny-two secondary school learners of English were asked reconstruct
a dialogue focused on the speech act of refusals. The participants were divided into
two groups: group A interacting with teachers and group B interacting with peers.
Attention to pragmatics was measured by means of language related episodes (LREs).
Our findings suggest that interaction with different interlocutors (teacher vs. peer)
provides opportunities for pragmatic learning during the performance of refusalfocused tasks in teacher-learner interaction, but not on the targeted speech act. These
results are discussed in relation to their pedagogical implications.
References
Alcón, E. (2002) Relationship between teacher-led versus learners’ interaction and the
development of pragmatics in the EFL classroom, International Journal of Educational
Research, 37, pp. 359-377.
García Mayo, M.P., and Alcón, E. (forthcoming). Negotiated input and output.
Interaction, In: Herschensohn, J. and Young-Scholten, M. The Cambridge Handbook of
Second Language Acquisition. Cambridge: Cambridge University Press.
Kasper, G. (1997) Can pragmatic competence be taught? NFLRC Network, pp. 1-12.
Martín-Laguna, S., and Alcón Soler, E. (2012) The effect of proficiency and interlocutor
on learners’ performance during refusal focused tasks. Paper presented at the XXX
AESLA International Conference, Lleida, Spain, 19-21 April.
La expresión del pronombre personal sujeto en el español de wayuunaikihablantes:
frecuencia y factores condicionantes
Méndez Rivera, Nelson
Universidad de Ottawa - [email protected]
La expresión del pronombre personal sujeto (PPS) en el español ha sido
estudiada en diversas hablas del mundo hispano y tomando en cuenta varios factores
sociales y lingüísticos, (Silva-Corvalán 1982; Bentivoglio 1987; Cameron 1993, 1995;
Lowther 2004; Flores-Ferrán 2004, 2007; Travis 2007; Otheguy, Zentella & Livert 2007;
50
Orozco & Guy 2008; Cacoullous & Travis 2010; Carvalho & Child, 2011; Holmquist
2012; Abreu 2012, entre otros).
El presente trabajo aborda esta variable nuevamente pero a través de un estudio
con hablantes bilingües wayuunaiki/español. Para llevar a cabo el mismo, se
entrevistaron 8 hablantes nativos de wayuunaiki –una lengua indígena hablada en
Colombia y Venezuela-. Los resultados muestran que los wayuunaikihablantes usan el
PPS con una frecuencia del 50.8%, lo que los ubica por encima de otras variedades del
español como la dominicana que tiene una frecuencia de 41% (Otheguy et al 2007) y la
puertorriqueña 44.7 % (Cameron 1993). La alta frecuencia de PPS apoya la hipótesis de
una posible influencia desde el wayuunaiki en el uso de PPS en español, ya que esta
lengua indígena tiene un uso del sujeto más frecuente y además en un estudio
realizado por Orozco y Guy (2007) en la misma zona, los hablantes monolingües de
español tuvieron una frecuencia de uso de PPS de 35.7 %, por debajo de la que se
reporta aquí para los hablantes bilingües wayuunaiki/español.
Con respecto a los factores condicionantes en la expresión del pronombre
personal sujeto, se analizó esta variable con relación al número y persona del verbo, la
clase de verbo, su uso reflexivo o no, el tiempo, el modo y el aspecto, así como con el
factor cambio de referencia y realización previa del sujeto. Los resultados para estos
factores indican que un PPS tiene más probabilidades de aparecer en segunda persona,
en verbos copulativos, en cambio de referencia y debido a la realización previa del
sujeto.
Referencias
Abreu, Laurel. 2012. Subject Pronoun Expression and Priming Effects among Bilingual
Speakers of Puerto Rican Spanish. In Selected Proceedings of the 14th Hispanic Linguistics
Symposium, ed. Kimberly Geeslin and Manuel Díaz-Campos, 1-8. Somerville, MA:
Cascadilla Proceedings Project. www.lingref.com, document #2651.
Bentivoglio, Paola. 1987. Los sujetos pronominales de primera persona en el habla de Caracas.
Caracas: Universidad Central de Venezuela, Consejo de Desarrollo Científico y
Humanístico.
Carvalho, Ana M. and Michael Child. 2011. Subject Pronoun Expression in a Variety of
Spanish in Contact with Portuguese. In Selected Proceedings of the 5th Workshop on
Spanish Sociolinguistics, ed. Jim Michnowicz and Robin Dodsworth, 14-25. Somerville,
MA: Cascadilla Proceedings Project. www.lingref.com, document #2502.
Cameron, Richard. (1993). Ambiguous agreement, functional compensation, and nonspecific tú in the Spanish of San Juan, Puerto Rico, and Madrid, Spain. Language
Variation and Change 5:305–334.
Cameron, Richard. 1995. The scope and limits of switch reference as a constraint on
pronominal subject expression. Hispanic Linguistics 6/7, 1-27.
Flores-Ferrán Nydia. (2004). Spanish subject personal pronoun use in New York City
Puerto Ricans: Can we rest the case of English contact? Language Variation and Change
16:49–73.
Flores-Ferrán, Nydia. 2007. Los Mexicanos in New Jersey: Pronominal expression and
ethnolinguistic aspects.Selected Proceedings of the Third Workshop on Spanish
Sociolinguistics, ed. por Jonathan Holmquist, Augusto Lorenzino, and Lotfi Sayahi, 8591. Somerville, MA: Cascadilla Proceedings Project.
51
Holmquist Jonathan. 2012. Frequency rates and constraints on subject personal
pronooun expresssion: FIndings from the Puerto Rican Highlands. Language Variation
and Change 24, 203-220.
Lowther, Kelly. (2004). First person subject pronoun expression in the Spanish of
Tucson. Divergencias. Revista de studios linguísticos y literarios. Volumen 2 N° 2.
Orozco, Rafael and Gregory R. Guy. 2008. El uso variable de los pronombres sujetos:
¿qué pasa en la costa Caribe colombiana? In Selected Proceedings of the 4th Workshop on
Spanish Sociolinguistics, ed. Maurice Westmoreland and Juan Antonio Thomas, 70-80.
Somerville, MA: Cascadilla Proceedings Project.
Otheguy, Ricardo, Zentella, Ana Celia, & Livert, David. (2007). Language and dialect
contact in New York: Toward the formation of a speech community. Language
83(4):770–802.
Silva-Corvalán, Carmen. (1982). Subject expression and placement in Mexican-American
Spanish. In J. Amaste and E. Olivares (Eds.), Spanish in the United States:
Sociolinguistic aspects.
Torres Cacoullos, Rena; Travis, Catherine. (2010). Variable yo expression in New Mexico:
English influence? In Susana Rivera-Mills & Daniel J. Villa (eds.), Spanish in the U.S.
Southwest: A language in transition, 185- 206. Madrid: Iberoamericana.
Travis, Catherine E. 2007. Genre effects on subject expression in Spanish: Priming in
narrative and conversation. Language Variation and Change 19, 101-135.
L2 writing in instructed SLA: Focus on individual and collaborative writing
Miranda, Carmen Universidad de Murcia - [email protected]
This study intends to contribute to recent SLA-oriented L2 writing scholarship,
particularly to research on the writing-to-learn dimension of L2 writing (cf. Manchón,
2011; Ortega, 2012; Polio & Williams, 2009; Williams, 2012) with a study that
investigates the outcome of implementing collaborative versus individual writing. The
study was theoretically and pedagogically motivated. From the first perspective, the
research attempts to add to previous studies (cf. Alegría de la Colina & García Mayo,
2007; Brooks & Swain, 2009; Kuiken & Vedder, 2002, 2005; Fortune, 2005; Hanaoka,
2007; Lesser, 2004; Malmqvist, 2005; Nassaji & Tian, 2010; Storch, 2002, 2005, 2007, 2008;
Storch & Wigglesworth, 2007, 2010; Swain & Lapkin, 1998; Wigglesworth & Storch,
2009) on the characteristics of the texts produced in individual and collaborative
writing by focusing on a population (secondary school students), task (composition
writing, versus the kind of decontextualized and grammar-oriented tasks used in
earlier studies) and context (EFL learners) that have hardly featured in previous
research. From the point of view of pedagogy, the study tries to shed further light on
the purported pedagogical, and linguistic advantages associated with collective
scaffolding during collaborative writing (cf. Storch, 2005; Storch & Wigglesworth,
2012).
In order to achieve these ultimate aims, the study was guided by two
overarching research questions. The first question asked about the outcome of
individual and collaborative writing in terms of CAF measures (complexity, accuracy,
and fluency). The second research question focused on the participants’ perceptions of
52
and attitudes towards collaborative writing and the potential benefits associated with
it.
Sixteen lower intermediate Bachillerato students were asked to compose a
narrative task -either in pairs or individually- under time-constrained conditions. They
were also asked to reflect on their collaborative writing experience in a post-task
questionnaire. Retrospective questionnaires were analysed in terms of frequency
counts and the written texts were analysed using quantitative measures to determine
CAF. Inter- and intra-rater reliability measures were implemented.
With respect to the first research question, and in line with previous empirical
evidence, the study found that (i) texts written in the collaborative writing condition
were longer (119 words vs. 93.6 words in individual writing); and ii) texts written
individually were more accurate (in terms of error-free clauses and sentences) and
complex (in terms of length of T-Units and amount of subordination).
With respect to the second research question, the participants reported positive
attitudes towards collaborative writing, the reported advantages being related to the
linguistic benefits that result from collaboration and mutual scaffolding, issues in task
enjoyment and ease in task completion, and motivational factors.
These findings will be reported and, on account of the theoretical and
pedagogical motivation of the study, the results will be discussed with respect to
previous empirical studies in the field, and also with respect to the pedagogical
implications that may derive from them for the teaching of L2 writing in writing-tolearn-language instructional settings.
A case study on the linguistic profile and self-perception of multilingual university
students
Moratinos Johnston, Sofía
Universitat Illes Balears - [email protected]
Pérez, Carmen [email protected]
Juan, María [email protected]
Salazar, Joana [email protected]
The study of multilingual competencies and their transfer to the professional
world is still in its infancy. The existing studies – including the ELAN (Effects on the
European Economy of Shortages of Foreign Language Skills in Enterprise) report (CILT, 2006)
and the report prepared at the University of Santiago de Compostela (Vez et al., 2010) –
provide practical information and analysis of the use of multilingual skills and their
impact on business performance. Alred and Byram (2002), for their part, focus on study
abroad (SA) and its influence on professional development. The present case study
tries to make a contribution to a better understanding of the self-perception of
multilingualism and multiculturalism in the international contexts higher education
institutions offer.
Data for the case study have been collected from two multilingual university
students who have experienced three different English-learning contexts (i.e., CO3
profile): formal instruction, content and language integrated learning (CLIL), and SA,
which have been claimed to complement one another in terms of their potential effects
as learning contexts (Pérez-Vidal, 2011). Born in Catalonia, the participants were raised
in a Catalan/Spanish bilingual environment, with English as their main third language,
53
and have additionally learnt a fourth language. They have also had a work experience
placement in which English was spoken.
These data have been gathered through a questionnaire, a focus group
interview, and a composition. They were obtained during a three-day-long data
collection process at a higher education institution in Barcelona. Both the questionnaire
and the interview were designed following Dörnyei (2003) and Kvale and Brinkmann
(2008). The questionnaire mainly functioned as a self-report elicitation document. It
aimed at getting an overall image of the language profile each student had including:
the native language(s) and other languages they speak; an estimation of the extent to
which these languages are used on a daily basis and in different areas of life; the selfrating of their language abilities; whether and to what extent they had experienced
CLIL; the possession of any language certificates; a description of language-related
experiences such as study abroad; and how successful they judged them to be. The
focus group, on the other hand, served to get further details on how students perceived
their multilingual profiles. It also touched upon issues closely connected to them such
as their personal language histories, the influence of different learning contexts, and
the connection between language and culture. Finally, in the composition, the students
were asked to give their opinion on a statement about acculturation when going
abroad. This instrument offered additional individual written data on the relation
between language and culture.
The paper has been organised in five main parts: (a) the learners’ multilingual
CO3 profile and (b) their self-perceptions and opinions on: first, the personal realm;
second, the academic realm; third, the professional realm; and, finally, the relation
between language and culture. Results point to the high value attached by participants
to their multilingual competencies at all different levels and especially with regard to
the enhancement of their career prospects.
References
Alred, G. and Byram, M. 2002. Becoming an intercultural mediator: A longitudinal
study of residence abroad. Journal of Multilingual and Multicultural Development, 23, 339352.
CILT. 2006. ELAN Effects of the European Economy of Shortages of Foreign language Skills in
Enterprise. London: CILT.
Dörnyei, Z. 2003. Questionnaires in Second Language Research: Construction,
Administration and Processing. Mahwah, NJ: Lawrence Erlbaum Associates.
Kvale, S. and Brinkmann, S. 2008. InterViews: Learning the Craft of Qualitative Research
Interviewing. Thousand Oaks, CA: SAGE Publications Ltd.
Pérez-Vidal, C. 2011. Language acquisition in three different contexts of learning:
Formal instruction, stay abroad, and semi-immersion (CLIL). In Content and Foreign
Language Integrated Learning. Contributions to Multilingualism in European Contexts,
edited by Yolanda Ruiz de Zarobe, Juan Manuel Sierra and Francisco Gallardo del
Puerto, 103-27. Bern: Peter Lang.
Vez, J. M., Guillén Diaz, C., and González Piñeiro, M. (eds.). 2010. Perfil competencial en
idiomas e interculturalidad de los egresados universitarios en el desempeño de sus profesiones.
Santiago de Compostela: ICE, Investigaciones educativas, 22.
54
CLIL students’ pragmatic performance in naturalistic and elicitation tasks
Nashaat Sobhy, Nashwa
[email protected]
Llinares, Ana
[email protected]
While many studies have reported on the positive outcomes of CLIL students’
performance when compared to EFL students in different areas of the foreign
language, very few studies have focused on their pragmatic ability. This is surprising
given that one of the unresolved queries in both the CLIL research and education
community is that, while CLIL students’ performance in the academic aspects of the
foreign language seems to be enhanced, this might not be the case with their
interpersonal skills, which are key for successful participation in conversational
encounters in the L2 (Llinares, Morton & Whittaker, 2012). A few pragmatic studies on
CLIL classroom discourse have shown that CLIL students have more opportunities for
language use in interactional exchanges than their EFL counterparts (Nikula, 2007) but
they are equally restricted in their opportunities for using directives in the classroom
and these are not usually modified (Dalton-Puffer & Nikula, 2006). While it is known
that managing rapport and politeness are conceptually universal, discourse in different
cultures takes different twists and turns to achieve them. Looking specifically at
interlanguage performance, it has been repeatedly reported in prior studies that NNS’s
use of discourse markers and modifiers are noted to be different from NS’s use (Blum
Kulka, & Olshtain, 1989; Llinares & Romero Trillo, 2008), and that there is an overuse
of please as a polite discourse marker in their structures (Economidou-Kogetsidis, 2005;
Faerch and Kasper, 1989; House’s, 1989; Sato, 2008; Wichmann, 2004). The present
study investigates the use of rapport-managing devices – the use of please, and the use
of grounders - in CLIL students’ language performance in both naturally recorded
group-work and prompted tasks. The proposed presentation aims to shed light on the
use of please in particular in CLIL students’ utterances through a comparison drawn
between two sets of data; one recorded during group work, and the other prompted
through a Written Discourse Completion Test (WDCT). Preliminary analysis shows
differences in rapport management based on the position of please in the sentence. The
study illustrates the interest of combining experimental and natural observation
research methods and data collection procedures in the analysis of CLIL students’ L2
pragmatic development.
References
Blum Kulka, S. and Olshtain, E. (1989). Requests and Apologies: A Cross-Cultural
Study of Speech Act Realization Patterns (CCSARP). Applied Linguistics, 5(3).
Dalton-Puffer, C., & Nikula, T. (2006). Pragmatics of content-based instruction: Teacher
and student directives in Finnish and Austrian classrooms. Applied Linguistics, 27(2),
241-267.
Economidou-Kogetsidis, M. (2005). ‘Yes, tell me please, what time is the midday flight
from Athens arriving?’: Telephone service encounters and politeness. Intercultural
Pragmatics, 2(3), 253-273.
Faerch, C. & Kasper, G. (1989). Internal and external modification in interlanguage
request realization. In Shoshana Blum-Kulka, Juliane House & Gabriele Kasper (eds.),
Cross-cultural pragmatics: Requests and apologies, (pp. 221-247). Norwood, N.J.: Ablex.
55
House, J. (1989). Politeness in English and German, The functions of ‘please’ and ‘bitte’.
In Shoshana Blum-Kulka, Juliane House & Gabriele Kasper (eds.), Cross-cultural
pragmatics: Requests and apologies, (pp. 96-119). Norwood, N.J.: Ablex.
Llinares, A., Morton, T., & Whittaker, R. (2012). The roles of language in CLIL.
Cambridge; New York: Cambridge University Press.
Llinares, A. & Romero Trillo, J. (2008) Discourse markers and the pragmatics of native
and non-native teachers in a CLIL corpus. In Romero-Trillo, J. (ed) Pragmatics and
Corpus Linguistics A mutualistic entente. Berlin: Mouton de Gruyter.
Nikula, T. (2007). The IRF pattern and space for interaction: Observations on EFL and
CLIL classrooms. In C. Dalton-Puffer, & U. Smit (Eds.), Empirical perspectives on CLIL
classroom discourse, (pp. 179-204). Frankfurt: Peter Lang.
Sato, S. (2008). Use of ‘‘Please’’ in American and New Zealand English. Journal of
Pragmatics, 40, 1249–1278.
Wichmann, A. (2004). The intonation of please-requests: a corpus-based study. Journal
of Pragmatics, 36, 1521–1549.
The shaping of EFL student-writers’ goals for their degree studies and future careers
Nicolás Conesa, Florentina
Universidad de Murcia - [email protected]
Roca de Larios, Julio
There is empirical evidence that highlights the impact of goals on motivation
and learning (e.g.Bandura, 1986; Locke & Latham, 1990) but there is scant research on
goals in L2 writing. According to Cumming's research (2006), writing goals evolve in
relation to particular aspirations for future career plans.However, the changes in ESL
students' goals reported by Cumming were asssociated with different learning
situations and needs across time (i.e. goals for preparatory courses for university
entrance at a first stage and for university studies at a second stage). Accordingly, the
differences in students’ goals and in aspirations could be illustrative of learners'
adaptation to distinct academic situations for writing rather than real goal
development.
In this study, we examine the shaping of goals for both EFL learners’ present
studies at university and future careers at two points in time during a period of eight
months in relation to a single context of action, that is, a complete academic year of
their university studies. In addition, we also investigate whether learners’ reported
goals for their present studies and future careers could be derived from past learning
experiences, their self-efficacy beliefs or outcome expectations (expected grades). We
consider these factors as antecedents of goals following self-regulation models (e.g.
Zimmerman, 1989). Although these antecedents may help us to better understand the
shaping and functioning of goals, they have been unreported in previous research
(e.g.Cumming, 2006; Sasaki, 2009, 2011). The contribution of this study lies in the
understanding of individuals’ processes when writing that could help both deepen
researchers’ knowledge about second language writing and improve pedagogical
practices with regard to motivation and self-regulation.
56
The participants were a group of 21 Spanish university students who were
studying the fourth year of their English degree and were enrolled in a nine-month
long English for Academic Purposes Course. Data came from semi-structured
interviews based on Cumming’s (2006) research and were conducted in October and
June of the same academic year. The participants’ answers to each question were
iteratively reread and coded by several researchers using the constant comparative
method (Miles & Huberman, 1994) and bearing in mind the theoretical and empirical
knowledge of goals. The combination of bottom-up and top-down processes was
extended until a consistent coding scheme was developed. The intra-rater reliability
obtained was aceptable (Kappa=.80).
The results are indicative of the interplay between writer-individual (selfefficacy beliefs and outcome expectations) and environmental factors (context of
action) for the shaping of goals. Learners’ goals appeared to be restricted to their
current writing course given the difficulty they experienced in reporting future
contexts of action beyond their immediate writing needs. We also found that although
students hold self-efficacy beliefs to pursue goals for writing improvement, if they hold
moderate outcome expectations that do not increase over time due to their previous
learning experiences, the development of students’ goals may also be affected, not only
for their present writing context but also for future endeavours.
How do Native Speakers Perceive Learners’ Emails? A Study on Politeness and Age
Ortega Duran, Mireia
Universitat de Barcelona - [email protected]
Baron, Julia [email protected]
The second language (L2) pragmatics is not an issue very frequently dealt with
in classroom settings (Alcón & Martínez-Flor, 2008), which might result in the
appearance of some difficulties in acquiring the pragmatics of the target language in
foreign language contexts. This aspect of Interlanguage Pragmatics (ILP) has especially
been researched in English as Foreign language (EFL) Contexts. Studies in ILP have
shown that learners might have communicative problems when interacting with
English native speakers (NSs). That is, impolite sequences and misunderstandings
between non-native and native speakers can emerge.
The use of politeness strategies has been extensively studied in ILP; more
specifically, issues, such as the learners’ performance of polite sequences through
speech acts (e.g. Hassall, 2003), the use of politeness strategies, such as the use of please
(Barón, in press; Martínez-Flor, 2009), the use of routines and formulaic language
(House, 1996; Kanagy, 1999), among others, have been main issues analyzed in the
field. In line with these studies, the aim of the present study is two-fold: first, to
analyze how NSs perceive L2 learners’ politeness; and second, to examine if age may
have an effect on politeness.
A total number of 40 Catalan/Spanish bilinguals with an intermediate level of
English participated in the study. They were classified into two groups depending on
their age: The first group was composed by 30 first-year university English students
aged 18-20, and the second one consisted of 20 professionals aged 30-40. All of them
were asked to write an e-mail to their professor asking for the possibility of changing
the date of an exam they had missed. They carried out the task first in English and a
57
month later in their L1 (either Catalan or Spanish). The same task was performed by a
base-line of 20 English NSs. As one of our aims was to analyze the NSs’ perception of
politeness, 6 judges (3 Catalan/Spanish NSs and 3 English NSs) were asked to examine
and judge the participants’ productions. Judges gave the e-mails a score through a
data-driven scale on politeness, which was elaborated taking into account the degree of
indirectness of the requests, the use of apologies and the degree of politeness in
openings and closings.
As regards the first aim of our study –i.e. the perception of politeness-, the
answers of the judges seem to suggest that English NSs judged the learners’ e-mails as
being quite impolite, especially when compared to the NSs’ e-mails. However, the
examination of age issues showed a significant difference between groups, both in the
L2 English and the L1 Catalan/Spanish e-mails. These findings point to some problems
that EFL learners, especially the younger generations, may encounter when interacting
with English NSs. In light of these results, we argue that dealing with pragmatic issues
in the EFL classroom could avoid some of these problems and help EFL learners to
develop their pragmatic skills.
Translanguaging and formulaic speech in the L3 classroom
Safont, Pilar [email protected]
Portol Falomir, Laura [email protected]
The role of formulaic speech (henceforth FS) in the development of children’s
communicative competence has been signaled out by several authors (Klein, 1986;
Girard and Sionis, 2003, 2004). Wray and Perkins (2000: 13-14) identify three main
functions of social interaction that may be performed by formulaic speech, namely
those of manipulation of speakers’ world, expression of individual and group identity.
In addition to that, Girard and Sionis (2004:47-50) list a number of FS functions that
reduce the processing effort of the speaker and facilitate the adaptation to the context.
In this last case, formulaic speech may be regarded as a communication strategy that
contributes to the success and social integration of the language learner. These authors
have analysed the presence and functions performed by formulaic speech in the L2
classroom by focusing on the use of English as a second language. Their results point
to the role of FS in reducing processing effort but there does not seem to be a role for
the communicative function of FS as interaction between teacher and students seemed
highly artificial. Nevertheless, Girard and Sionis (2004) have only considered the use of
the target language (e.g. English) in their analyses, hence adopting a monolingual
perspective in examining classroom discourse. This approach has not taken into
consideration the complexity and dynamism of several language systems in
multilingual practices.
From a multilingual perspective, previous languages should be considered as
pivotal in the acquisition of an additional language and not as drawbacks (Jessner,
2008). As argued by several authors, translanguaginginvolving language alternation
does occur in the language classroom (Creese and Blackledge, 2010; García, 2009).
According to García and Sylvan (2011: 389), this term may be defined as “the
communicative norm of multilingual communities”.
Taking this assumption into account, our main goal is to acknowledge the
presence of translanguaging practices and to identify the functions that formulaic
58
speech performs in our participants’ languages, that is Catalan, Spanish and English.
Data were collected by means of video, audio-recordings of English as an L3 lessons in
three classrooms from different schools adopting three different linguistic programs,
namely those of non-immersion, partial immersion and total immersion in English. All
schools were based in a bilingual (Catalan – Spanish) sociolinguistic setting, that of the
Valencian Community in Spain. Transcripts from these sessions were examined on the
basis of existing typologies employed in the study young learners’ formulaic speech
(Wray and Perkins, 2000; Girard and Sionis, 2003). Results confirm but partially
contradict previous findings from young learners’ classroom discourse whereby a
monolingual approach had been taken. Interesting examples of translanguaging
practices illustrate the great variety of resources employed by multilinguals in
communicative interaction. Finally, several suggestions for further research which
signal out the importance of adopting multilingual perspectives in the analyses of
multilingual students are presented.
References
Creese, A. and Blackledge, A. (2010). Translanguaging in the Bilingual Classroom: A
Pedagogy for Learning and Teaching. The Modern Language Journal 94:103-115.
Jessner, U. (2008) Teaching third languages: Findings, Trends and Challenges. Language
Teaching, 41:15-56.
Klein, W. (1986) Second Language Acquisition. Cambridge: Cambridge University
Press.
García, O. (2009). Bilingual Education in the 21 St century: A Global Perspective. Malden,
MA: Wiley-Blackwell
García, O. and Sylvan, (2011) Pedagogies and Practices in Multilingual Classrooms:
Singularities in Pluralities. The Modern Language Journal, 95:385-400.
Girard, M. and Sionis, C. (2003) Formulaic speech in the L2 class: an attempot at
identification and classification. Pragmatics 13:231-251.
Girard, M. and Sionis, C. (2004) The functions of formulaic speech in the L2 class.
Pragmatics, 14:31-51.
Wray, A. and Perkins, M.R. (2000) The functions of formulaic language. Language and
Communication, 20:1-28.
Representing aspectual contrasts associated with animacy and agency in Spanish and
English
Salaberry Perez, Maximo
University of Texas-Austin - [email protected]
English speakers have difficulty understanding nuanced meanings of Spanish
Preterite and Imperfect in contextually complex situations. This problem may be traced
to Slobin’s (1996) “thinking-for-speaking” proposal: the child “learns to attend to
particular aspects of experience and to relate them verbally in ways that are
characteristic of that language.” That is, English speakers focus on contextual
conditions associated with shallow aspectual meanings, thus missing the link between
aspectual markers and more nuanced contextually-determined representations.
I will analyze the effect of agency and animacy of external arguments on the
selection of Spanish past tense. For instance, Doiz-Bienzobas (1995) and Slabakova and
Montrul (2007) propose that the Preterite is not feasible with inanimate subjects.
59
(1) La carta decía/*dijo lo mucho que me quería.
The letter said-IMP/*PRET how much he loved me.
(2) *El río corrió (PRET) / Roberto corrió (PRET) por la montaña.
*The river ran / Roberto ran through the mountain.
However, there are notable counterexamples based on more specific contextual
conditions:
(3) La carta estipuló/describió lo mucho que me quería.
The letter stated/described-PRET how much he loved me.
(4) El río corrió (PRET) por la montaña.
The river ran through the mountain.
The first counterexample requires minimal lexical variation, whereas the second
one is valid if we assumed that the bed of a river had been dry and that the gates of a
dam were open to let the river run again.
I argue that the Preterite is acceptable in association with inanimate subjects
given appropriate contextual conditions. Even though prototypical situations favor the
Imperfect, native speakers accept the Preterite given the relevant context. Non-native
speakers, in turn, are less likely to accept examples such as (3) and (4), because they
primarily rely on probabilities (i.e., likely contextual conditions), and not on
contextually-determined aspectual conditions.
References
Doiz-Bienzobas, A. (1995). The Preterite and the Imperfect in Spanish: Past Situation vs.
Past Viewpoint. Unpublished PhD thesis, University of California-San Diego, San Diego.
Slabakova, R., & Montrul, S. (2007). L2 acquisition at the grammar-discourse interface:
Aspectual shifts in L2 Spanish. In J. Liceras, H. Zobl & H. Goodluck (Eds.), Formal
Features in Second Language Acquisition (pp. 452-483). Mahwah, New Jersey: Lawrence
Erlbaum.
Slobin, D. (1996). From ‘thought and language’ to ‘thinking for speaking'. In J.
Gumperz, J. John & S. Levinson (Eds.), Rethinking Linguistic Relativity (pp. 70–96).
Cambridge: Cambridge University Press.
Short-term stays abroad for teenagers: Are they effective?
Serrano, Raquel [email protected]
Second language (L2) learning context has been shown to be an important
factor affecting L2 development (Freed, 1995; Segalowitz & Freed, 2004; Serrano,
Llanes, & Tragant, 2011). Although short stay abroad (SA) programs (< 8 weeks) are the
most popular according to the Institute of International Education, little is known
about their effects on L2 learning (Collentine, 2009; Llanes, 2011), as research on SA has
generally focused on stays of at least one semester abroad. Moreover, most SA studies
have included adult participants, even though other populations such as children and
teenagers often enroll in SA experiences (especially in short-term programs).
The purpose of this paper is to fill the gaps in this area by examining the
language gains experienced by a group of Catalan teenagers (N=54) after a 3-week SA
in the UK, as compared to a group of learners who followed an intensive English
course “at home” (AH) in Barcelona (N=53). Both groups received classroom
instruction (15 hours in the SA context vs. 20 in the AH context). The most significant
60
differential feature between the two settings is the use of the L2 outside the classroom,
which is facilitated abroad.
The learners’ English performance was examined at the beginning and at the
end of their stay/course through different tasks: oral narrative, written narrative,
grammaticality judgment test, test of formulaic sequences, and a sentence imitation
task. Additionally, the learners completed a background questionnaire. These tasks
were analyzed through a variety of measures in within- (pretest vs. posttest) and
between-group (SA vs. AH) comparisons.
Within-group comparisons indicate that, despite the short duration of the
programs, significant language gains occurred in the two contexts in several L2
measures. Contrarily to the lack of significant gains reported for AH L2 learners in
some studies (Freed, 1995; Freed & Segalowitz, 2004), the AH group included in our
study showed a significantly improved performance in the posttest in many measures,
despite the few hours of contact between the two testing times. This might be due to
the fact that they were receiving intensive instruction, which was not the case in other
studies. Intensive exposure to the L2 has been claimed to be crucial for L2 learning
(Collins & White, 2011; Muñoz, 2012). Between-group comparisons suggest a certain
advantage for the SA group in only a few of the L2 measures. These results will be
discussed in relation to previous research as well as through an analysis of the two
contexts under study.
References
Collentine, J. (2009). Study abroad research: Findings, implications and future
directions. In C. Doughty & M. Long (Eds.), Handbook of language teaching (pp. 218-233).
Malden, MA: Blackwell Publishing, Ltd.
Collins, L. & White, J. (2011). An intensive look at intensity and language learning.
TESOL Quarterly, 45, 106-133.
Freed, B. (Ed.) (1995). Second language acquisition in a study abroad context. Amsterdam:
John Benjamins.
Institute of International Education. Retrieved November, 23, 2011 from
http://www.iie.org/Research-and-Publications/OpenDoors/Data/~/media/Files/Corporate/Open-Doors/Fast-Facts/Fast-Facts-2011.ashx
Llanes, À. (2011). The many faces of study abroad: An update on the research on L2
gains emerged during a study abroad experience. International Journal of
Multilingualism, 3, 189-215.
Muñoz, C. (Ed.) (2012). Intensive exposure experiences in second language learning.
Clevedon: Multilingual Matters.
Segalowitz, N. & Freed, F. B. (2004). Context, contact, and cognition in oral fluency
acquisition: Learning Spanish in at home and study abroad contexts. Studies in Second
Language Acquisition, 26, 173-199.
Serrano, R., Llanes, À. & Tragant, E. (2011). Analyzing the effect of context of second
language learning: Domestic intensive and semi-intensive courses vs. study abroad in
Europe. System, 39, 2, 133-143.
61
Summer camps vs intensive EFL instruction in young learners of English
Tragant, Elsa [email protected]
The present study examines two language learning contexts at home where
children underwent an intensive exposure to English, their foreign language, outside
the school year. One of these contexts is a language school offering intensive summer
EFL courses taught by native-speaking teachers and the other is an overnight summer
camp run mostly by non-native speaking counselors who communicate with children
in English. Linguistic-oriented summer camps, both abroad and especially at home, are
a popular option for children in many countries but their effects on the language
development have been little explored (Collentine, 2009). Research on intensive
programs of a relatively short duration, both at home or abroad, is also rare with only a
few studies focusing on younger learners and adolescents (i.e., Llanes and Muñoz,
2009; Llanes, 2012).
The present study aims at answering two questions: Does one of the two
contexts prove to be more beneficial for language learning? How does the level of
proficiency of the children affect language gains? The sample includes a total of 85
children aged 10-13, 34 of which attended the language school and 51 participated in
the summer camp. The two programs are based in Barcelona and are oriented to
families with a similar profile. Children in both programs were exposed to English for
several hours a day, the most significant differences being the profile of the instructors
and the number of hours of formal instruction.
Linguistic progress was examined with three proficiency tests and three
elicitation tasks, some of which had been previously used successfully with schoolaged students in Spain (Muñoz, 2006; Enever, 2011). Pretest and posttest scores were
analyzed in within and between group comparisons with t-tests and analyses of
covariance. Preliminary results indicate similar gains in the two learning contexts and
only some significant differences between the gains of children with lower and higher
levels of proficiency. Results are discussed in relation to other studies in the literature
as well as an analysis of the main features of the two programs.
References
Collentine, J. 2009. Study abroad research: Findings, implications and future directions.
In C. Doughty & M. Long (Eds.), Handbook of language teaching (pp. 218-233). Malden,
MA: Blackwell Publishing, Ltd.
Enever J. (ed.), 2011. ElliE Early Language Learning in Europe. British Council.
Llanes A. and Muñoz C., 2009. A short stay abroad: Does it make a difference? System,
37(3), 535-365.
Llanes A., 2012. The short- and long-term effects of a short study abroad experience:
The case of children. System, 40(2), 179-190.
Muñoz C. (ed.), 2006. Age and the rate of foreign language learning. Multilingual Matters.
Cross-Linguistic Influence in L1 Chinese Learners of Two Foreign Languages
Zhao, Wenxiao
Universitat de Barcelona, Barcelona - [email protected]
Studies in the area of cross-linguistic influence (CLI) have received increasing
interest in learners with more than one foreign language (e.g. Cenoz et al., 2001;
Hammarberg, 2001). However, little research on CLI deals with Chinese learners with
62
two or more than two foreign languages. The present study explores CLI in L1 Chinese
learners with both English and Spanish as foreign languages who are studying in a
Spanish-speaking community at the time of data collection.
The learners’ English oral production was elicited for analysis with the
following aims: (i) to observe the most frequent category (functional transfer, codeswitching, borrowing and coinage) in the CLI instances; (ii) to determine the source
language of CLI; (iii) to investigate whether CLI factors, including language distance,
L2 status, proficiency and recency of use, intervene in the appearance of CLI instances
in the participants.
Data were gathered from 16 female Chinese students at the Universidad
Complutense de Madrid (UCM). They are master students aged 22 to 26, who had been
in Spain for more than 5 months when they participated in the present study. The
instrument used was an English semi-structured interview. Results mainly reveal that
(a) borrowing is the most frequent category, accounting for 70% of the CLI instances; (b)
Spanish is the main source language of CLI while Chinese plays a functional role in the
transfer process; (c) language distance proves to be the strongest predictor of CLI.
References
Cenoz, J. (2001) The effect of linguistic distance, L2 status and age on cross-linguistic
influence in third language acquisition. In:J. Cenoz & U. Jessner (Eds.), English in
Europe: The Acquisition of a Third Language (pp. 8-20). Clevedon: Multilingual Matters.
Hammarberg, B. (2001) Roles of L1 and L2 in L3 production and acquisition. In: J.
Cenoz, B. Hufeisen & U. Jessner (Eds.), Cross-Linguistic Influence in Third Language
Acquisition: Psycholinguistic Perspectives (pp. 69–89). Clevedon: Multilingual Matters.
ANÁLISIS DEL DISCURSO
El discurso multimodal en el portafolios digital para el aprendizaje de lenguas
extranjeras
Alfonso Lozano, Raúl
Giralt Lorenz, Marta
[email protected]
Nuestro mundo actual está gobernado por la tecnología, hecho que influye
directamente en la manera como los estudiantes aprenden. Además, como docentes,
hemos testimoniado cómo esta situación se proyecta en el ámbito de la pedagogía. Se
requieren nuevos modelos pedagógicos que se ajusten a las nuevas formas de aprender
de la denominada “generación net” (Tapscott, 2008).
Asimismo, el uso de herramientas cibernéticas para el aprendizaje de lenguas
extranjeras supone no solo que el docente tenga a su alcance un gran abanico de
posibilidades didácticas, sino que supone también la creación de nuevos discursos y
modos de comunicación en el marco pedagógico.
Esta comunicación presenta los resultados de una investigación que se llevó a
cabo durante un semestre con un grupo de alumnos de español LE que trabajó con el
portafolios digital como parte de su aprendizaje formal y evaluación. Mostraremos
resultados del análisis del discurso multimodal de los aprendientes para comprobar de
63
qué forma las producciones discursivas de los alumnos de ELE en un portafolios
digital integran la lengua oral en la comunicación multimodal.
Bibliografía
Domínguez Figaredo, D. (2007) "Sobre la intención de la etnografía virtual". Revista
Electrónica de la Educación: Educación y Cultura en la Sociedad de la Información, 8 (1), p. 4263
[http://campus.usal.es/~teoriaeducacion/rev_numero_08_01/n8_01_dominguez_figared
o.pdf] Consulta 15 de abril de 2010.
Kress, G. & Van Leeuwen, T. (2001). Multimodal discourse. The modes and media of
contemporary Communication. Londres: Edward Arnold.
Kress, G. (2010). Multimodality. A social semiotic approach to contemporary communication.
Oxon: Routledge.
Tapscott, D (2008). Grown Up Digital: How the Net Generation is Changing Your World
(New York: McGraw-Hill).
English as a global language of scientific communication and the key facet of
authorship in biomedical research publication
Carciu, Oana Maria
Universidad de Zaragoza - [email protected]
English has established itself as the leading language of science at a global level
(Ammon 2007; Swales 1990, 2004; Wood 2001). Notwithstanding, in the context of the
international exchange of ideas aimed at knowledge growth, English as the common
language of scientific research has engendered two conflicting positions. The first one
asserts the benefits of a common language; that is to say, English is considered to
empower its users, network people and give them access to knowledge beyond the
local (cf. Moreno 2012, Pérez-Llantada 2012). In contrast, other studies suggest that the
global use of English also leads to inequalities and disadvantages for non-natives and
posit a centre-periphery divide (Bennett 2007; Canagarajah 2002; Ferguson 2006;
Flowerdew 1999). To gain a comparative understanding of the impact of English as the
common language in biomedical research publication, this paper focuses on the issue
of authorship. Authorship is a key concept in scientific research publication since it
brings to writing a rhetorical purpose and a human dimension associated with
responsibility but also recognition, promotion and governmental funding which is
assigned to individuals who publish research in international journals (see The Uniform
Requirements of the International Committee of Medical Journal Editors (ICMJE) 2009). In
light of the fact that authors have to meet rhetorical standards demanded by editors,
referees and other gatekeepers, it is suggested that unintended rhetorical effects might
stem from misusing, underusing or overusing genre-specific rhetorical and stylistic
features (Moreno 2010; Pérez-Llantada, Plo and Ferguson 2011). As such, this paper
aims to gain insights of a textual nature into the rhetorical aspect of authorship in
biomedical research articles. More specifically, this paper compares phraseological
patterns marking explicit manifestation of authorship, namely, multi-word units that
cluster around first person plural references. The two cultural communities compared
are English native scholars and their Spanish counterparts, as judged by name and
64
university affiliation, publishing in high impact factor international journals. Data on
common authorship-related multi-word units (cf. Biber et al. 1999; Biber et al. 2004)
from a section coded-corpus of research articles indicate that author-related
phraseologies are section-specific, but that there are also differences in their
configuration across cultures (i.e. Spanish and Anglo-American) (see also PérezLlantada 2010, 2012). Finally, the impact of English as a global language will be
considered with regard to the main accommodations made in the text samples
analysed to project an acceptable authorial persona when engaging in global scientific
communication in English for biomedical research publication from a Spanish context.
Análisis multimodal del discurso universitario
Carrió, Marisa [email protected]
Mestre Mestre, Eva M.
Universitat Politècnica de València - [email protected]
Actualmente, debido a la tecnología y al acceso libre a la información,
disponemos de formas distintas de interpretar la producción escrita y el análisis
lingüístico. Una de las más recientes es el análisis multimodal del discurso, que nos
permite analizar y determinar cómo nos comunicamos en la era digital. El estudio del
discurso desde una perspectiva multimodal proviene de la escuela de lingüística
sistémico-funcional desarrollada por Halliday. Esta rama de la lingüística ve el
lenguaje como un sistema semiótico que analizamos teniendo en cuenta el contexto
social y cultural. La visión sistémica considera que este contexto situacional constituye
los factores determinantes de las estructuras semióticas que elegiremos en nuestras
interacciones sociales con los demás. En el ámbito académico, la multimodalidad ha
sido investigada en el aula por Poyas & Eilam (2012) desde la perspectiva del profesor
y los materiales que utiliza, o desde la perspectiva del alumno y la recepción de este
discurso multimodal. Sin embargo, existen pocos estudios que se centren en el análisis
del discurso multimodal en la enseñanza universitaria.
Las tres dimensiones de campo, tenor y modo proporcionan el marco
conceptual para representar el contexto social como el medio ambiente semiótico en el
que las personas intercambian significados. En este estudio, analizaremos estas tres
dimensiones en los objectos de aprendizaje realizados por profesores y dirigidos a
alumnos de inglés de la Universitat Politècnica de València. Nuestro primer objetivo es
elaborar una plantilla que nos permita analizar el discurso multimodal elegido por los
profesores universitarios para dirigirse a los alumnos. Partiendo de esta plantilla,
nuestro segundo objetivo es analizar el tipo de discurso multimodal, identificando su
campo, tenor y modo (Donohue, 2012), sus patrones de representación, los de
interacción y principios de composición siguiendo las indicaciones de Kress y van
Leeuwen (1990, 2001) y Kress (2010). Nuestro tercer objetivo es determinar posibles
directrices para un discurso multimodal efectivo en un ámbito universitario.
Para poder cumplir estos objetivos, analizaremos las imágenes, los gestos y el
discurso, tanto oral como escrito, de treinta objetos de aprendizaje elaborados por
profesores de lenguas de la Universitat Politècnica de València. En este análisis
queremos determinar cómo se puede analizar y mejorar el discurso multimodal
universitario que, como afirma Kress (2003), ha pasado “[…] from the constellation of
65
mode of writing and medium of book, to the constellation of mode of image and
medium of screen”.
Análisis del modelo de interacción docente dentro del aula de la ESO en el sistema
educativo canario
Fernández Marrero, Ana [email protected]
Analizar el discurso oral del profesor de Secundaria en el aula en el ámbito
canario se puede considerar una necesidad ante la ausencia de una bibliografía prolija
y profusa, puesto que hasta ahora la atención prestada a la forma de hablar del docente
se había centrado en gran medida o bien en el ámbito universitario (discurso
académico), o bien dentro de la Enseñanza Secundaria Obligatoria (ESO) en las
materias de Español como Lengua Extranjera (E/LE) o Español como Segunda Lengua
(E/L2). Con la finalidad de alcanzar ese objetivo y dentro de los límites y parámetros de
la disciplina del Análisis del Discurso, se pretende caracterizar el modelo de
interacción que impera en el aula a través del análisis de diez minutos de siete sesiones
grabadas y transcritas, correspondientes a distintas materias de la ESO en un centro
canario. Las fuentes de información para este trabajo se hallan no sólo en bibliografía
existente, correspondiente en su mayoría al ámbito de la enseñanza de la lengua
inglesa, sino también en la grabación de las sesiones correspondientes a seis materias.
Con esta investigación, por ende, se pretendió alcanzar los siguientes objetivos:
1. Comprobar qué recursos y estrategias discursivos formales o informales utiliza el
profesorado de la ESO y determinar, con ello, no sólo si su discurso en el aula se
aproxima más a un registro formal o informal sino también si se basa en un modelo de
interacción específico.
2. Caracterizar el uso particular de la función evaluativa en ese modelo de interacción
según la Teoría de la Valoración.
3. Aceptar o rechazar las siguientes hipótesis:
3.1. El discurso del docente ocupa la mayor parte de la sesión desde la perspectiva
temporal y es quien inicia, por tanto, la mayoría de los intercambios.
3.2. El profesor dispone del último turno de palabra y su retroalimentación no suele ser
significativa para el proceso de enseñanza.
3.3. El tiempo de espera del profesor, tras una pregunta, es insuficiente para que el
alumnado pueda responder.
3.4. Las preguntas realizadas por el profesor se asemejan a aquellas propias de un
examen oral y suelen ser cerradas; además, se esperan respuestas formadas por
palabras sueltas, esto es, requieren de un input simplificado frente a uno elaborado.
Con estas hipótesis se perseguía que en la descripción del acto interactivo, además del
modelo de interacción dentro del aula, se llamara la atención sobre distintos aspectos,
enfatizados ya por Coulthard y Nunan (1991:189-197).
Authority and power in the prefaces to eighteenth-century English grammars
Fernández Martínez, Dolores
The eighteenth century was a crucial period in the process of codification of the
English language. The interest in vernaculars and the increasing awareness about the
66
correct use of the language as a feature of social distinction led to the publication of
many English grammars. The battle for the dominance of the new editorial market
justified the necessity of preparing convincing prefaces that exposed the positive
qualities of the grammars. Prefaces emerged, thus, as rich fields of discursive
exploration in which linguistic structures functioned as highly persuasive instruments.
Despite increasing research carried out on the language and grammars
produced in this period (e.g. Tieken Boon van Ostade 2008), discourse analysis still
remains a relatively unexplored area of research. The purpose of this study is to carry
out a critical discourse analysis on the prefaces of some of the most important English
grammars written for schools by British grammar-writers. The grammars analyzed
have been drawn from ECEG, a new online data source for the study of eighteenthcentury grammars compiled by Rodríguez-Gil & Yáñez-Bouza (2010) which contains
both bibliographic and biographic information. The set of grammars under scrutiny
has been selected by running a combined search of several thematic fields: (i) place of
birth of the author, (ii) type of work (‘English grammar’), and (iii) target audience
(‘institutional’ and/or ‘mixed’). Taking a critical discourse analysis approach, this study
examines the connotations of authority and power enacted through the depiction of the
different individuals or participants involved in the prefaces, namely the author and
potential readers. The instruments of analysis employed include Martin’s (1992)
system of identification, Halliday’s (2004) transitivity structures and van Leeuwen’s
(1996) socio-semantic categories for the representation of social actors in discourse. By
applying these instruments, this study describes the way in which grammarians
imposed their authority on the prefaces through a strategic presentation of individuals,
and how they encouraged the readers to value their work and use it.
References
ECEG = The Eighteenth-Century English Grammar Database. Compiled by María Esther
Rodríguez-Gil (Las Palmas de Gran Canaria, Spain) & Nuria Yáñez-Bouza
(Manchester,
UK),
2010.
www.llc.manchester.ac.uk/research/projects/eceg/database/index.html
Halliday, M.A.K. 2004. Introduction to Functional Grammar. London: Edward Arnold.
Martin, James R. 1992. English Text: System and Structure. Amsterdam: Benjamins.
Tieken-Boon van Ostade, Ingrid (ed.) 2008. Grammars, Grammarians and GrammarWriting in Eighteenth-Century England. Berlin & New York: Mouton de Gruyter,
Van Leeuwen, Theo 1996. The Representation of Social Actors. In Carmen Rosa CaldasCoulthard and Malcolm Coulthard (eds.) Texts and Practices: Readings in Critical
Discourse Analysis, 32-70.London: Routledge.
Escritura en red: construcción multimodal de significados en vistas del portafolio
digital Mahara
García Asensio, Mª Ángeles
Suárez, M.M. [email protected]
La introducción de portafolios digitales como instrumento de aprendizaje,
desarrollo y evaluación de competencias complejas imprescindibles en un mundo cada
vez más digitalizado está consolidándose en el ámbito de la educación superior. Como
estrategia metodológica, estos portafolios fomentan la autonomía de aprendizaje del
67
estudiante, promueven procesos reflexivos sobre el propio proceso de construcción de
conocimiento y, en definitiva, impulsan el desarrollo personal y profesional (Atienza
2009; Chen, 2009; Schön, 1992). Su dimensión electrónica fomenta, asimismo, la
escritura y la lectura en red y, como consecuencia, el desarrollo de la competencia
comunicativa digital a través de la edición de discursos multimodales (González y
Montmany 2012).
El propósito de esta investigación es ahondar en la construcción multimodal de
significados (Kress 2010, Kress y Van Leeuwen 2001) en un corpus de vistas editadas
en el portafolio digital Mahara por estudiantes universitarios del ámbito de la
Comunicación Audiovisual en el marco de las asignaturas de lengua inglesa y de
lengua española. Las vistas son páginas web concebidas como espacios de reflexión
sobre el proceso de aprendizaje en el desarrollo de las asignaturas. La construcción
multimodal de las vistas implica el recurso a distintos modos semióticos: escritura –
fundamentalmente–, discurso oral, imagen fija o en soporte audiovisual, propios de la
edición de textos digitales. Se analiza hasta qué punto se aprovechan las
potencialidades de representación y de comunicación de cada modo, con énfasis en el
recurso al texto escrito y a la imagen, así como las estrategias sintácticas, semánticas y
pragmáticas empleadas para cohesionar los modos y generar significados globales
(García y Palomeque 2012).
References
Atienza, E. (2009): “EL portafolio del profesor como instrumento de autoformación”,
en
MarcoELE,
Revista
de
Didáctica,
núm.
9,
2009,
en
http://marcoele.com/descargas/9/atienza_portafolio.pdf [Acceso 23/11/2012].
Chen, H. L. (2009). Using e-portfolios to support lifelong and lifewide learning. En D.
Cambridge, B. Cambridge y K. Yancey (eds.), Electronic Portfolios 2.0. Emergent Research
on Implementaton and Impact, pp. 29-35. Sterling, VA: Stylus Publishing, LLC.
García, M. Á., y Palomeque, C. (2012): “El blog multimodal: la potencialidad
comunicativa y de representación de la imagen en interacción con sonidos y texto”, en
Tonos
Digital.
Revista
de
Estudios
Filológicos,
22,
en
http://www.tonosdigital.es/ojs/index.php/tonos/article/view/740 [Acceso23/11/2012].
González, M.V. y Montmany, B. (2012): “El desarrollo de la competencia comunicativa
digital de los futuros maestros a través del portafolio Mahara”, en Actas del Congreso
Internacional de Docencia Universitaria. La universidad: una institución de la sociedad, en
http://www.cidui.org/revista-cidui12/index.php/cidui12/article/view/35/25
[Acceso
22/11/ 2012].
Kress, G. (2010): “A social semiotic multimodal approach to human communication:
implications for speech, writing and applied linguistic”, en Caballero, R. y Pinar, M. J.
(eds.): Modos y formas de la comunicación humana. Ediciones de la Universidad de
Castilla-La Mancha, 77-92.
Kress, G. y Van Leeuwen, Va. T. (2001): Multimodal Discourse: The Modes and Media of
Contemporary Communication Discourse. Londres: Arnold.
Schön, D. (1992): La formación de profesionales reflexivos. Hacia un nuevo diseño de la
enseñanza y el aprendizaje en las profesiones. Madrid: Paidós–MEC.
68
Estudio del habla conflictiva desde una perspectiva analítica discursiva
García Gómez, Antonio
University of Alcalá de Henares - [email protected]
Aunque comunicarse parece una tarea sencilla, la realidad es que la presencia
del conflicto en nuestra vida es constante desde el momento en que compartimos el
mismo espacio con otros miembros de la sociedad. Se puede pues afirmar que el habla
conflictiva es un fenómeno tan complejo como profundo, enraizado en cualquier
ámbito o dimensión de la vida social humana. Sin embargo, son pocos los estudios que
se han centrado en este tipo de habla y la mayoría de los estudios existentes tratan
aspectos muy particulares y, en ocasiones, un tanto reducidos del complejo proceso
que tiene lugar en este tipo de interacción (Grimshaw, 1990; Kaul de Marlangeon, 1992,
2005 y 2008; Hutchby, 1996 y 2001, Thompson, 2001; Culpeper, 2005 y 2011; Bousfield,
2007, 2008; Bousfield and Locher, 2008; Brenes Peña, 2011; entre otros).
El presente estudio defiende una aproximación al habla conflictiva como acción
social. Mediante el análisis de transcripciones del audience discussion programme Kilroy,
el estudio investiga qué modelos teóricos-metodológicos (la propuesta
etnometodológica y la estructural funcional) son susceptibles y/o pueden dar mayor
cuenta del fenómeno objeto de estudio. Más concretamente, el análisis de los actos
directivos, informativos y de elicitación en el desarrollo de un episodio de conflicto
verbal pretende arrojar luz sobre no sólo los distintos mecanismos que operan en el
sistema de distribución de turnos, sino también sobre la relación existente entre las
motivaciones pragmáticas de los hablantes con la configuración y organización del
intercambio o unidad básica del habla conflictiva. Sobre esta base y a partir de los
objetivos planteados, el estudio lleva a concluir que las motivaciones pragmáticas de
los hablantes causan no sólo la presencia de determinados actos de habla en el
movimiento de inicio del intercambio comunicativo, sino también la existencia de un
tercer movimiento dentro de dicho intercambio. En otras palabras, el estudio concluye
que existe una relación, más o menos sistemática, entre el nivel discursivo
(motivaciones pragmáticas) y pragmático (actos de habla) y entre ambos niveles y la
configuración estructural o unidad básica del habla conflictiva.
Referencias:
Bousfield, Derek (2007) Impoliteness, preference organization and conducivity.
Multilingua 26 (1-2): 1-33.
Bousfield, Derek (2008) Impoliteness in Interaction. Philadelphia and Amsterdam: John
Benjamins.
Bousfield, Derek and Miriam Locher (eds) (2008) Impoliteness in Language: Studies on
its Interplay with Power in Theory and Practice. Berlin and New York: Mouton de
Gruyter.
Brenes-Peña, E. (2011) Descortesía verbal y tertulia televisiva. Análisis
pragmalingüístico. Oxford: Peter Lang.
Culpeper, Jonathan (2005) Impoliteness and entertainment in the television quiz show:
The Weakest Link, Journal of Politeness Research: Language, Behaviour, Culture 1: 3572.
Culpeper, Jonathan (2011) Impoliteness: Using Language to Cause Offence.
69
Kaul de Marlangeon, Silvia ([1992] 1995 - 2003) “La fuerza de Cortesía - Descortesía y
sus Estrategias en el Discurso Tanguero de la Década del `20”. En: RASAL. Año III Nº
3, págs. 7 – 38. (Versión electrónica en www.edice.org/Documentos/Skaul.pdf.
Kaul de Marlangeon Silvia (2005) “Descortesía intragrupal – crónica en la interacción
coloquial de clase media baja del español rioplatense”. Lodz Papers in Pragmatics 1,
121 – 138.
Kaul de Marlangeon, Silvia (2008) “La descortesía en contextos institucionales y no
institucionales”. En Pragmatics Volumen 18 (Nº 4): págs.729 – 749.
Los usos evaluativos del lenguaje en el género de opinión: el discurso en The Guardian
y The Sun
González Rodríguez, María José
[email protected]
La Teoría de la Valoración (Martin y Rose 2003; White 2003; Martin y White
2005) constituye un desarrollo reciente dentro del estudio de la evaluación en el
lenguaje, la actitud y la emoción, así como de los recursos que hacen variar el
compromiso del emisor con sus enunciados. Originada en la Universidad de Sydney,
los fundamentos de la Teoría de la Valoración se ubican en el marco de la lingüística
sistémico-funcional (Halliday 2004) y en las nociones de dialogismo y heteroglosia
(Bajtín 1981, 1982, 1999). En este ámbito, la Teoría de la Valoración representa en la
actualidad una valiosa herramienta teórica y analítica que posibilita la realización de
investigaciones sobre la evaluación en el lenguaje desde una perspectiva integradora.
Son muchos los investigadores que, desde hace décadas, han dedicado su
atención al estudio de la evaluación. En los últimos años, esta Teoría ha despertado un
gran interés entre los investigadores en lingüística y análisis del discurso en diversas
lenguas (considérese, por ejemplo, el grupo de discusión virtual Appraisal Analysis), y
ha comenzado a aplicarse para estudiar una variedad de aspectos relacionados con el
lenguaje evaluativo y la negociación de posiciones intersubjetivas. La investigación de
esta Teoría se centra particularmente en la comprensión de cómo el uso de diferentes
recursos evaluativos puede variar en función del género, registro o estilos individuales,
e intenta ahondar en los supuestos ideológicos subyacentes, desvelando las estrategias
retóricas mediante las cuales las posturas ideológicas se transforman en naturales. Esta
Teoría pretende igualmente explicar la forma en que los textos construyen para sí
mismos un tipo de interlocutor o lector “ideal” y “no ideal”, y descubre por qué
algunos textos se interpretan como ambivalentes, ambiguos o inconsistentes desde el
punto de vista evaluativo. Además, intenta comprender cómo el uso de diferentes
recursos evaluativos en un texto contribuye a estructurarlo como una unidad
discursiva.
Los recursos evaluativos, según la Teoría de la Valoración, pueden dividirse en
tres dominios semánticos: la actitud, el compromiso y la gradación. En este contexto,
este trabajo examina los recursos evaluativos en el amplio dominio semántico de la
actitud, centrándose en los datos proporcionados por artículos de opinión
pertenecientes a periódicos nacionales británicos. De forma más específica, el estudio
tiene el propósito de describir y explicar los recursos evaluativos empleados en el
discurso de los editoriales en The Guardian y The Sun en relación a un tema en común,
los recientes atentados terroristas en Libia. En este contexto, el modelo de análisis que
70
se aplica pretende poner de relieve aspectos contextuales y culturales, admitiendo la
posibilidad de múltiples lecturas de los significados actitudinales, a través de una
adaptación del modelo de la valoración al análisis de textos producidos en diferentes
ámbitos culturales. Además, se pretende mostrar el papel de los significados
evaluativos en la diseminación de la ideología, en la constitución de estilos textuales e
identidades del autor, y en la negociación de las relaciones escritor vs. lector.
Competitiveness vs. Cooperation: An Intercultural Pragmatic Analysis Applied to the
Discourse of Spanish and British Business Websites
Ivorra Pérez, Francisco Miguel
[email protected]
This paper hypothesizes that the different cultural orientations that Spain and
the UK hold with respect to Hofstede's (2001) masculinity indexes (Item International,
2009), may promote different professional discourse cultures. Consequently,
manufacturers from these countries could have varying perspectives and different
socio-cultural expectations in relation to the type of linguistic variables that are
frequently used to express information in the presentation page of their business
websites.
A sample of 100 business websites coming from the toy industry (50 from Spain
and 50 from the UK) was chosen for the analysis. With the help of a computer program
like SPSS Statistics 18 Software, a quantitative analysis was carried out to determine if
there were different frequencies and statistical differences in the use of linguistic
variables selected for the research. The results obtained in this study reveal significant
statistical differences when Spanish and British manufacturers make use of linguistic
variables to convey the transactional meaning in their business websites. This is mainly
due to the fact that cultural values are represented in everything we do and say.
Due to the interdisciplinarity of the study, we take into account tools from
different disciplines, such as: (a) social anthropology (Hofstede, 2001); (b) language for
specific purposes with special attention to the language of a professional genre like the
business website (Askehave & Nielsen, 2005; Boardman, 2005; Bolaños, et al., 2005; Yus,
2010) and (c) intercultural pragmatics applied to the discourse of business websites
(Singh, et al. 2003, 2004; Singh & Baack, 2004; Singh & Boughton, 2004; Singh & Pereira,
2005; Würtz, 2005)
References:
Askehave, I. & Nielsen, E. (2005). “Digital genres: a challenge to traditional genre
theory”. Information Technology & People 18 (2): 120–141.
Boardman, M. (2005). The Language of Websites. New York: Routledge.
Bolaños, A., Rodríguez, M. J., & Bolaños, L. (2005). “Estrategias de localización en sitios
web a partir del análisis contrastivo (inglés/español) de un corpus de páginas de
multinacionales informáticas”. Studies in Contrastive Linguistics. Proceedings of the
4th International Contrastive Linguistics Conference, Santiago de Compostela, 115-124.
Hofstede, G. (2009). Cultural Dimensions: Item International. Available from:
http://www.geert-hofstede.com/hofstede_dimensions.php?culture1=33&culture2=95
Hofstede, G. (2001). Culture’s Consequences: Comparing Values, Behaviors, Institutions, and
Organizations across Nations. Thousands Oaks, CA: Sage Publications.
71
Singh, N., Zhao, H., & Hu, X. (2003). “Cultural adaptation on the web: a study of
American companies’ domestic and Chinese web sites”. Journal of Global Information
Management 11 (3): 63-81.
Singh, N. & Baack, W. D. (2004). “Studying cultural values on the web: a cross-cultural
study of U.S. and Mexican Web Sites”. Journal of Computer Mediated Communication 9
(4).
Singh, N. & Boughton, P. D. (2004). “Measuring web site globalization: a crosssectional country and industry level analysis”. Journal of Web Site Promotion (in press).
Singh, N. & Pereira, A. (2005). The Culturally Customized Web Site. Customizing Web Sites
for the Global Marketplace. Elsevier Butterworth-Heinemann.
Würtz, E. (2005). “A cross-cultural analysis of websites from high-context cultures and
low-context cultures”. Journal of Computer-Mediated Communication, 11 (1), article 13.
Yus, F. (2010). Ciberpragmática 2.0. Nuevos usos del lenguaje en Internet. Barcelona: Ariel.
El euskera mejora su eficiencia comunicativa en la prosa lógico-discursiva
Maia, Julian [email protected]
El euskara ha experimentado en los últimos 50 años un proceso de
normalización que le ha llevado a ser utilizado en ámbitos de uso poco frecuentes en
tiempos pasados. Uno de ellos corresponde al terreno de la prosa relacionada con el
discurso explicativo-argumentativo, de limitado desarrollo en vasco en comparación
con los niveles alcanzados por las lenguas mayoritarias del entorno (castellano, francés,
inglés), que a su vez ejercen de elemento de referencia para el desarrollo del euskera en
ese ámbito.
Entre los recursos para la construcción del discurso, uno de los componentes
básicos es la organización de los elementos de las oraciones para su adecuado
procesamiento por parte del lector. Para el caso del euskera, se ha postulado que las
diferentes propuestas planteadas en ese ámbito pueden ser incluidas en tres modelos
principales de desarrollo de la prosa discursiva: el modelo idealista idiosincrático, el de
homologación apresurada y el modelo progresivo ponderado (Maia & Larrea, 2012).
En conjunto, se observa un proceso de evolución y adaptación del euskera a los
nuevos retos comunicativos: partiendo de un modelo relativamente rígido y restrictivo
de ordenación de los elementos, se presentan propuestas que tratan de encontrar una
prosa menos encorsetada y con mayor eficiencia comunicativa (Zubimendi & Esnal
1993, Alberdi & Sarasola 2001, Hidalgo 2002, IVAP 2005, Kaltzakorta 2007, Aristegieta
2009, Euskaltzaindia 2011…). En otras palabras: se estaría produciendo una evolución
del modelo “idealista idiosincrático” al denominado “progresivo ponderado”,
fenómeno que parte de los ámbitos y niveles más elevados de “maestría” en y sobre la
lengua vasca y se va extendiendo a otras capas de usuarios de ese tipo de prosa.
El entorno crecientemente trilingüe (Cenoz & Jessner 2000), contribuye a esta
evolución hacia modelos más flexibles de desarrollo del discurso escrito de carácter
explicativo-argumentativo en euskera.
En ese contexto presentamos un estudio acerca de los criterios de corrección
lingüística que presentan dos muestras de usuarios de la lengua correspondientes a
dos niveles de “maestría”; se analiza el orden de los elementos en oraciones
relativamente largas y complejas, que tienen en común la característica de distanciarse
más o menos del modelo mayoritariamente imperante a lo largo del siglo XX. Un
72
grupo de 8 personas representaría a los máximos y más “actualizados” expertos
universitarios en el uso de la lengua vasca, mientras que el otro lo constituye una
muestra representativa de los futuros profesionales de Educación Primaria (212
estudiantes). Se someten a verificación dos hipótesis: 1) ambos colectivos presentarán
alguna tendencia a rechazar las secuencias más “novedosas”, restringiendo así
determinadas combinaciones de organización de los elementos; 2) el grupo “más
experto” será, sin embargo, más propenso a admitir formulaciones “novedosas”,
mientras que el colectivo de estudiantes tenderá a una mayor rigidez en las secuencias,
presentando criterios restrictivos más acusados.
Los resultados de la investigación confirman las dos hipótesis. Nuestra
interpretación apunta a que esa tendencia ha de inscribirse en la línea de una evolución
de carácter más general, que continuará produciéndose en lo sucesivo y abarcará más
casos “novedosos” respecto al canon no escrito imperante en el siglo XX. El contexto
crecientemente multilingüe y las características de las lenguas en intenso contacto con
el euskera (castellano/francés e inglés) contribuyen a que se produzca ese
desplazamiento.
Referencias bibliográficas
Alberdi X., Sarasola I. 2001. Euskal estilo libururantz. Gramatika, estiloa eta hiztegia. Bilbao:
Servicio Editorial UPV-EHU.
Altube S. 1975. Erderismos. Bilbao: Cinsa.
Aristegieta X. 2009. “Euskarazko testuen komunikagarritasun-problema larriak”, Senez,
37: 103-141.
Berria 2006. Estilo liburua. Andoain: Berria.
Cenoz J., Jessner U. (ed.) 2000. English in Europe. The Acquisition of a Third Language.
Clevedon: Multilingual matters ltd.
Euskaltzaindia 2011. Hitz-ordena. Erabilera estrategikoa. Bilbo: Euskaltzaindia.
Hidalgo B. 2002. “Hitzen ordena esaldian”, Senez, 25: 75-109.
IVAP. 2005. IVAPeko estilo-liburua. Vitoria-Gasteiz: Inst. Vasco de Admón. Pública
Kaltzakorta M. 2007. Prosa komunikagarriago egiten (zenbait proposamen). Bilbao: UEU
Maia, J., Larrea, K. 2012. “En el mar de la globalización, ¿hacia dónde remamos en la
sintaxis vasca?”. Actas del Congreso Internacional de AESLA 2012 (en vías de
publicación).
Zubimendi, J. R., Esnal P. 1993. Idazkera-liburua. Vitoria-Gasteiz: Gobierno VascoConsejería de Cultura.
Argumentación y hipermodalidad: un camino hacia la selección y preparación de
material hipermodal en el contexto del aprendizaje a través del ordenador
Meneguelli Sousa, Gisella
Universidad Federal de Juiz de Fora - [email protected]
Quaranta, Daniel FJF - [email protected]
El objectivo de este trabajo es investigar la producción de nuevas formas de
significado en la enseñanza y el aprendizaje a distancia provocada por la combinación
de los lenguajes en el entorno digital. Con más detalle, se busca investigar la
hipermodalidad, concepto desarrollado por Lemke (2002), en las actividades didácticas
propuestas en la disciplina Geografía II del curso de Pedagogía a distancia de una
universidad federal de Brasil. Para realizar este análisis, nos basamos especialmente en
73
las contribuciones de Lemke (2002) sobre hipermodalidad, de Kress (1998, 2003) sobre
el lenguaje visual y en el modelo argumentativo de Vieira (2003). El corpus de análisis
está constituido por las actividades propuestas en la disciplina investigada. Los
resultados ayudan a comprender de que manera, los diferentes tipos de lenguajes, en la
hipermodalidad se pueden integrar a fin de facilitar el proceso de aprendizaje. Esto
puede indicar una metodología eficaz para mejor orientar a los profesores,
especialmente los que trabajan con educación a distancia, en la elaboración y la
evaluación de materiales hipermediáticos.
Bibliografía
Braga, D. B. A comunicação interativa em ambiente hipermídia: as vantagens da
hipermodalidade para o aprendizado no meio digital. In: Marcuschi, L. A.; Xavier, A.
C. S. (Orgs.). Hipertexto e gêneros digitais: novas formas de construção do sentido. Rio
de Janeiro: Cortez, 2010, p. 175-197.
Cavalcante, M. C. B. Mapeamento e produção de sentido: os links no hipertexto.
Hipertexto e gêneros digitais: novas formas de construção do sentido. São Paulo:
Cortez, 2010, p.
Ducrot, O. Argumentação Retórica e Argumentação Linguística. In: Letras de Hoje.v.44
n.
1
(2009)
Pucrs.
Disponível
em:
http://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/view/5648 Acesso em: 02
de fevereiro de 2010.
Eemeren, F. H. van et al. Argumentation. In: DIJK, T. A. van. (Ed.). Discourse as
structure and process. London: Sage Publications, 1997.
Koch, I. V. Argumentação e Linguagem. São Paulo: Ed. Cortez, 2009.
Kress, G. Visual and verbal modes of representation in electronically mediated
communication: The potentials of new forms of text. In: SNYDER, I. (ed.). Page to
screen: Taking literacy into the electronic era. London, New York: Routledge, 1998, p.
53-79.
_____. Literacy in the New Media Age. London, New York: Routledge, 2003.
Landow, George. Hypertext 2.0. Baltimore: The John Hopkins University Press, 1997.
Lemke, J. L. Travels in Hypermodality. Visual Communication, London, v. 1(3), 2002,
p. 299-325.
Manovich, L. The language of new media. Cambridge: MIT Press, 2001.
Meneguelli, G. Um estudo sobre elaboração e avaliação de material didático
hipermodal para a educação a distância. 2012. Dissertação (Maestria en Linguística) Programa de Pós-Graduação em Linguística, Universidade Federal de Juiz de Fora,
Juiz de Fora, 2012.
Santaella, L. Navegar no ciberespaço: o perfil do leitor imersivo. São Paulo: Paullus,
2004.
Snyder, I. (ed.). Pagetoscreen: Taking literacy into the electronic era. London, New
York: Routledge, 1996.
Vieira, A. T. Movimentos Argumentativos em uma entrevista televisiva: uma
abordagem discursivo-internacional. Juiz de Fora: Clio Edições Eletrônicas, 2003.
74
Nuevas formas de significación en red: el uso de las #etiquetas en el movimiento 15M
Menna, Laura
La presente aportación se basa en la investigación desarrollada durante el año
académico 2011-2012 para obtener el título oficial de Máster en Léxico y Comunicación
lingüística (Universidad de Barcelona) y pretende encuadrarse dentro de los estudios
del análisis del discurso y, concretamente, de la CMO desde una perspectiva
sociológica de la comunicación electrónica.
En el contexto de la sociedad red, caracterizada por el alto grado de intercambio
de información (Castells 1996, van Dijck 1999) nace Internet 2.0 (participative web), un
conjunto de tecnologías diseñadas para incrementar la participación activa de los
usuarios en la edición, selección y valoración de los contenidos digitales (User-generated
Contents). El microblog, género electrónico híbrido, es uno de los escenarios actuales
predilectos para la expresión individual y colectiva.
Haciendo uso del ciberespacio entendido como espacio socialmente practicado
(Mayans 2008), el denominado movimiento 15M se ha apoderado del servicio de
mensajería instantánea, Twitter, para la práctica del periodismo ciudadano (citizen
journalism, OECD 2007) tal y como lo hizo la Primavera árabe, tejiendo una red de
difusión, expresión y organización que convierte Twitter en artefacto político.
En esta línea, los usuarios de Twitter identificados con el 15M han
reconfigurado el uso y la función de las etiquetas (hashtags) de meros metadatos
clasificadores a símbolos identitarios portadores del discurso político del movimiento.
Gracias a los valores añadidos por este grupo social, las etiquetas devienen en nuevas
formas significantes complejas y que sirven de ejemplo de la reinterpretación social de
esta tecnología (Bijker, W. et al. , 1982).
La carga semántica y pragmática de estas etiquetas les otorga nuevas funciones
a las vez que las convierte en elementos semióticos relevantes que complementan y
resignifican el contenido del tuit. Un corpus diseñado especialmente para este estudio,
recoge tuits de un grupo de usuarios ligados al 15M, durante cuatro días de intensa
actividad en el medio de donde se han obtenido más de 500 etiquetas en las que se ha
podido observar su flexibilidad formal (constitución morfológica, inserción sintáctica
dentro del tuit, autonomía semántica) y sus valores discursivos. Algunos casos
analizados son: #hagamoscomoislandia, #niuneuromas, #puigdimisio, #15MpaRato.
Bibliografía
Anscombre, J.C. y Ducrot, O. (1994) La argumentación en la lengua. Madrid:
Gredos.
Araujo, M. y Melo, S. (2003) Del caos a la creatividad: los chats entre lingüistas y
didactas, en López y Seré (eds.), Nuevos géneros discursivos: los textos electrónicos.
Biblioteca
Nueva,
Madrid,
pp.
45-61.
Versión
on-line:
http://elies.rediris.es/elies24/araujo.htm
Balasubramaniam, N. (2009) «User-Generated Content » en Business Aspects of the
Internet of Things, Seminar of Advanced Topics, ETH Zurich, FS 2009, Florian
Michahelles (ed.)
Benveniste, E. «De la subjetividad en el lenguaje »en Problemas de lingüística general.
Siglo XXI, México, 1974 (4a edc.) pp. 179 – 187
75
Bijker, W. et al. (1982) The social construction of technological artefacts, EASST
Conference, Deutschlandberg, Austria.
Bravo, D. y Briz, A. Eds. (2004) Pragmática sociocultural: estudios sobre el discurso de
cortesía en español. Barcelona: Ariel.
Boczkowski, P. (1996) Acerca de las relaciones entre la(s) sociología(s) de la ciencia y
de la tecnología: pasos hacia dinámica de mutuo beneficio Redes, Vol. III, Núm. 8, pp.
199-227 Universidad Nacional de Quilmes Argentina.
Castells, M. (1996) La era de la información: La sociedad red. Madrid. Alianza,
2ºed.2001.
Crystal, D. (2001) Language and the Internet. Cambridge University Press. Edición
española como El lenguaje e Internet. Traducción Pedro Tena, 2002, Madrid.
Cruz Piñol, M. (2007) La lengua española en el marco de la CMO. Español Actual
nº82.pp. 77-90.
(1999) Enpan-L: Un foro de debate en la Internet sobre lengua española.
Tesina de licenciatura 1997. Publicada en ELIES, Vol. 1 http://elies.rediris.es/elies1/.
Danet,
B.
(2001)
Cyberpl@y:Communicating
Online
Oxford:
Berg
Ducrot, O. (1984) El decir y lo dicho. Paidós. Barcelona.
Espinosa M. (2011) El español en el nuevo género discursivo de los blogs. Trabajo final
de Grado, Universidad de Barcelona.
Hargittai, E. (2007). Whose space? Differences among users and non-users of social
network sites. Journal of Computer-Mediated Communication, 13(1), article 14.
Harris, R. (1999) Signos de escritura. Gedisa, Barcelona.
Jakobson, R. (1960) «The speech event and the functions of language» in Linguistics
and Poetics, Boston: MIT Press.
Kristeva, J. (1981) Semiótica1, Fundamentos, Madrid, 2a ed.
Mayans i Planells, J. (2008) «La política de los nombres en la cibersociedad.
Dimensiones analíticas, políticas y sociales del concepto de ciberespacio» en Cultura
digital y movimientos sociales. Sábada, I. y Gordo, A. (coord.) Madrid, Los libros de
la catarata.
Minchinela, R. (2011) Realismo Sucio: Lemas y consignas en el movimiento 15M.
Conferencia pronunciada en el CCCB. 15/7/2011http://vimeo.com/27147951.
Organisation
for
Economic
Coperation
and
Development
(2007)
Participative Web: User-generated Content .Report compiled by the OECD
Committee
for
Information,
Computer
and
Communications
Policy
Orihuela J.L. (2006). La revolución de los blogs. Madrid: La esfera de los libros
Papacharissi, Z. & Oliveira, M. (2011) «The Rythms of News Storytelling on Twitter:
Coverage of the January 25º Egyptian uprising on Twitter Paper » presented at the
World Association for Public Opinion Research Conference, Amsterdam.
Payrató, L. (2006) Discurso oral y multimodalidad: aspectos introductorios. Oralia, Vol.
9, 2006, págs. 7-33.
Pons, L. y Molina, C. (2010) Sintagmática externa, sintagmática externa y sintagmática
contextual en la publicidad de televisión. en Iliescu, Maria, Siller-Runggaldier, Heidi
M. and Paul Danler (eds) Actes du XXVe Congrès International de Linguistique et de
Philologie Romanes. 7 vols. Berlin: De Gruyter.
Sperber y Wilson (1994) La relevancia. Visor Dis. Madrid.
76
Van Dijck, J. 2006) The Network Society: Social Aspects of New Media SAGE
Publications Ltd., London (1st edition 1999).
Van Dijck, J. (2009) Users like you? Theorizing agency in users generated contents in
Media, Culture & Society Journal. vol. 31 no. 1 41-58. SAGE Publications.
Yus Ramos, F. (2010) Ciberpragmática 2.0. Barcelona, Ariel.
(2011) Cyberpragmatics: Internet-Mediated Communication in Context.
John
Benjamins
Publishing
Company,
AmsterdamPhiladelphia
Revistas on-line.
Computers and writings, Past Conferences Archivehttp://computersandwriting.org/cw
Computer Mediated Communication Jurnalhttp://www.december.com/cmc/mag/
Journal
of
Computer
Mediated
Communication
(S.
Herrins,
ed.)http://jcmc.indiana.edu/
Computer and composition onlinehttp://www.bgsu.edu/departments/english/cconline/
The Representation of Death in Granpa. A Systemic-Functional and Multimodal
Analysis.
Moya, Arsenio [email protected]
Pinar, María [email protected]
The aim of this paper is to analyze a picture book such as Granpa, by John
Burningham, that brings forth the topic of death and at the same time shows a specific
way of approaching it when dealing with children. Granpa, a picture book intended for
children under six, is a moving account, regarding the relationship between a little girl
and her grandfather. The book’s most interesting resource is the play on the dialogues
between them where the grandfather and his granddaughter’s actions and thoughts
are manifested each in their own world while remaining intensely united.
An analysis of an illustrated story such as this should be approached from a
multimodal perspective that lets us access its verbal and visual components alike. The
analytical approaches employed in this study are Halliday’s Systemic Functional
Grammar (2004) and Kress and van Leeuwen’s Visual Social Semiotics (1996, 2006) as
they complement each other and are powerful models for the study of multimodal
texts. Halliday assumes that language expresses three types of meanings: representing
our experience of the world inside and around us (ideational), enacting social
relationships (interpersonal), and finally, creating coherent wholes of communication
(textual). The reality of the world, however, is not only conceptualized through
language. Aware of this fact, Kress and van Leeuwen (1966, 2006) expand on the SFG
model to account for other types of semiotic meanings than those encoded by language
and create a descriptive framework of multimodality to assign representational,
interactive and compositional meanings to images. In this study, the description of the
text-image intersemiosis will focus solely on the meaning, in an attempt to specify how
the written word and the image complement one another in order to create interaction
between the Represented Participants and the child-viewer.
This paper is divided into the following sections: after the introduction,
Halliday’s Systemic Functional Linguistics (2004), and Kress and van Leeuwen’s Visual
Social Semiotics (1996, 2006) are briefly described in Section 2. In Section 3, the focus is
on aspects of the tale’s interpersonal meanings, that is, mood structures, their
illocutionary forces and modality aspects. Within the framework of Visual Social
77
Semiotics (Kress and van Leeuwen, 2001, 2006), the attention turns to the study of
images in Section 4. The results, obtained from the comparison between the verbal and
non-verbal semiotic modes and their relationship to each other, shed a light on the
kind of complementary relationship that exists between verbal and non-verbal modes
inpicture books.
Main References:
Halliday, M.A.K. 2004. An Introduction to Functional Grammar. Third Edition. Revised
by Christian M.I.M. Matthiessen. London: Edward Arnold.
Kress, Gunther and Theo van Leeuwen. 2006 [1996]. Reading Images. The Grammar of
Visual Design. London: Routledge.
Moya, A. Jesús. 2011. Engaging Readers through Language and Pictures. A Case Study.
Journal of Pragmatics, 43 (12), 2982- 2991.
Embodiment in musical space. Analysis of motion and spatial metaphors in program
music
Pérez Sobrino, Paula [email protected]
Pérez, Lorena [email protected]
This presentation surveys some of the metaphors recurrently used in musical
thought and practice. The starting point is that our musical understanding is
essentially metaphorical since musical motion is indivisible from physical motion. Our
most basic experience as moving objects in a landscape heavily directs and constrains
our understanding musical motion and space, thereby making meaningful utterances
as “the violins slow down here” or “here is the coda”.
Embodiment is central to Cognitive Linguistics, as evidenced by the research in
Cognitive Semantics (Lakoff, 1987; Lakoff & Johnson, 1999; Talmy, 2000) and Cognitive
Grammar (e.g. an, 1999). Since the inception of Cognitive Semantics, Lakoff and
Johnson (1980) strongly emphasized the central role of metaphor in the embodiment of
thought, its linguistic expression just being a subsidiary matter. However, despite the
centrality of embodied cognition within Cognitive Linguistics, the study of musical
and audial metaphor (which are likewise embodied phenomena) has been out of focus,
with the exception of the pioneering work carried out by Zbikowski (2009) and
Forceville (2009). The theoretical framework adopted draws on both embodied music
cognition (Johnson and Larson, 2003) and situated cognition (Barsalou, 2009).
Through the analysis of different excerpts of program music (a type of art music
which intends to convey an extra-narrative), this presentation accounts for a series of
conceptual metaphors invoked by the basic PATH image-schema. We provide
evidence of already identified metaphors, such as MUSIC IS A MOVING OBJECT,
MUSIC IS A LANDSCAPE and MUSIC IS FORCE (Johnson and Larson, 2003) but also
other musical metaphors such as MUSIC IS A JOURNEY, MAJOR KEY IS HAPPINESS
and MINOR KEY IS SADNESS. The conceptual metaphors here discussed additionally
call up the inherent patterns of VERTICALITY, FORCE and CONTAINER in their
respective source domains to conceptualize target domains such as musical rhythm,
timing, pitch and phrasing.
References
Barsalou, Lawrence. 2009. Simulation, situated conceptualization and prediction.
Philosophical Transactions. The Royal Society Publishing, 364. 1281-1289.
78
Forceville, Charles. 2009. ‘The role of non-verbal metaphor sound and music in
multimodal metaphor’. Forceville, C. and Uriós-Aparisi, E. eds. Multimodal Metaphor.
Berlin/New York: Mouton de Gruyter. 383-400.
Johnson, Mark and Steve Larson. 2003. ‘Something in the way she moves. Metaphors of
Musical Motion’. Metaphor and Symbol, 18:2. 63-84.
Lakoff, George. 1987. Women, fire, and dangerous things: What categories reveal about the
mind. Chicago: University of Chicago.
Lakoff, George and Mark Johnson. 1980. Metaphors We Live By. Chicago: University of
Chicago Press.
Lakoff, George and Mark Johnson. 1999. Philosophy in the Flesh: the Embodied Mind and
its Challenge to Western Thought. Nueva York: Basic Books.
Langacker, Ronald W. 1999. Grammar and Conceptualization. Berlin/New York : Mouton
de Gruyter.
Talmy, Leonard. 2000. Toward a Cognitive Semantics. Cambridge, MA: MIT Press.
Zbikowski, Lawrence. 2009. ‘Music, Language, and Multimodal Metaphor’. Forceville,
C. and Uriós-Aparisi, E. eds. Multimodal Metaphor. Berlin/New York: Mouton de
Gruyter. 359-381.
Contenidos científicos y contenidos jurídicos en prensa digital: análisis contrastivo del
recurso a estrategias de divulgación de la información especializada
Polanco Martínez, Fernando
Yúfera Gómez, Irene
El interés por la información judicial ha experimentado un auge considerable en
los últimos años, como refleja la creciente presencia en la prensa tanto de
informaciones como de secciones específicas relativas a este ámbito (Ronda Iglesias
1999). Este tipo de noticias constituye una sección de interés para la opinión pública
por su trascendencia y repercusión informativa (Ronda Iglesias 2003). Igual que ha
ocurrido en otros ámbitos del periodismo como el científico, que han pasado a ocupar
páginas fijas en la prensa escrita y en sus ediciones digitales, muchos profesionales del
Derecho y periodistas especializados reclaman secciones propias para la información
de Tribunales y, por tanto, una mayor autonomía de este campo periodístico que
permita asegurar a la vez un mecanismo de análisis de la realidad desde la perspectiva
del Derecho y un acceso masivo del público a este tipo de información (De la Cuadra
2007; Santiváñez Vivanco 2008; Ghiggi 2012).
Tanto el periodismo científico como el periodismo jurídico deben satisfacer el
derecho de la sociedad a ser informada veraz y rigurosamente. Para ello, el periodista
debe conocer tanto la actividad que se genera en el contexto científico o en el jurídico,
como el lenguaje específico que se maneja en cada uno de estos ámbitos profesionales.
Así, en el ámbito de la justicia, para asegurar el derecho del ciudadano a entender la
información, el periodista debe conocer los elementos que entran en juego en un
proceso judicial y el lenguaje específico de este ámbito profesional. Pero, para asegurar
también el derecho del ciudadano a entender la información, el periodista debe hacer
comprensible a una audiencia lega en materia jurídica conceptos relacionados con la
jurisprudencia, que se expresan mediante un lenguaje altamente especializado. Entre la
79
obligación de mantener el rigor de la información (los errores en este tipo de
información pueden generar daños superiores a los que se producen en otros ámbitos
de la información [Ronda Iglesias 2001]) y la necesidad de transmitirla con claridad, los
medios han de garantizar al ciudadano el derecho a entender al Poder Judicial (De la
Cuadra 2007).
En este trabajo analizamos cómo se refleja esa necesidad reconocida de claridad
informativa en la prensa jurídica digital, a partir del análisis contrastivo de un corpus
compuesto por noticias y crónicas publicadas entre 2008 y 2012 en diferentes
periódicos digitales españoles sobre asuntos legislativos y judiciales, por un lado, y
temas científicos, por otro. Nuestro objetivo es comprobar si se utilizan en la prensa
judicial, y en qué medida aparecen, mecanismos de divulgación del conocimiento
especializado habituales en las noticias científicas -entre otros, el recurso a la
definición, la reformulación, la analogía o la ejemplificación (Ciapuscio 1993, 1997;
Calsamiglia 1997; Cassany y Martí 1998; Salaverría 2002; Alcíbar 2004). Asimismo,
dado el entorno multimodal (Kress 2010), interactivo e hipertextual (Salaverría 2005;
Salaverría y Sancho, 2007) en que se inserta la prensa digital, creemos que este soporte
brinda nuevos recursos para divulgar realidades complejas que también
contemplamos.
Bibliografía
Alcíbar, M. (2004): “La divulgación mediática de la ciencia y la tecnología como
recontextualización discursiva”, Anàlisi, 31, pp. 43-70.
Calsamiglia, H. (1997): "Divulgar: itinerarios discursivos del saber. Una necesidad, un
problema, un hecho", Quark, 7, pp. 9-18.
Cassany, D. y J. Martí (1998): "Estrategias de divulgación de un concepto científico: el
prión",
Quark,
12,
pp.
58-66.
En
línea:
http://www.upf.edu/pdi/dtf/daniel_cassany/Estrategias.pdf. [Fecha de consulta:
01/10/2012]
Ciapuscio, G. (1993): "Reformulación textual: el caso de las noticias de divulgación
científica", Revista Argentina de Lingüística, Buenos Aires, 9 (1-2), pp. 69-116.
Ciapuscio, G. (1997). "Lingüística y divulgación de ciencia", Quark, 7, pp. 19-28.
De la Cuadra Fernández, B. (2007): Periodismo jurídico: una resolución debe ser justa e
inteligible. En línea: http://www.fundeu.es/noticias-articulos-periodismo-juridico-unaresolucion-debe-ser-justa-e-inteligible-4015.html
Ghiggi, Inés (2010): "La información judicial como instrumento de participación
ciudadana", Ponencia presentada en las Jornadas Patagónicas para La Reforma Procesal
Penal (Neuquén, 2010). En línea: http://temisnet.juschubut.gov.ar/2012/01/lainformacion-judicial-como-instrumento-de-participacion-ciudadana.html. [Fecha de
consulta: 05/10/2012].
Kress, G. (2010): Multimodality: A Social Semiotic Approach to Contemporary
Communication, New York: Routledge.
Ronda Iglesia, J. (1999): "Los retos del periodismo judicial", Revista Latina de
Comunicación
Social,
15.
En
línea:
http://www.ull.es/publicaciones/latina/a1999c/116ronda.htm. [Fecha de consulta:
02/10/2012]
Ronda Iglesias, J. (2001): "La especialización del periodismo judicial", Revista Latina de
Comunicación
Social,
39.
En
línea:
80
http://redalyc.uaemex.mx/redalyc/src/inicio/ArtPdfRed.jsp?iCve=81939407. [Fecha de
consulta: 01/10/2012]
Ronda Iglesias, J. (2003): "El periodismo judicial en España", Ámbitos, 9-10, pp. 187-205.
Santiváñez Vivanco, M. (2008): ¿Por qué un periodismo jurídico? En línea:
http://www.legaltoday.com/opinion/articulos-de-opinion/por-que-un-periodismojuridico. [Fecha de consulta: 02/10/2012]
Salaverría, R. (2002): “Recursos de estilo en los textos periodísticos de divulgación”, en
J. J. Fernández Sanz, J. C. Rueda Laffondy C. Sanz Establés (coords.), Prensa y periodismo
especializado (historia y realidad actual), Actas del Congreso de Prensa y Periodismo
Especializado, (celebrado del 8-10 de mayo de 2002, en Guadalajara). En línea:
http://dspace.unav.es/dspace/bitstream/10171/6033/1/Prensa%20y%20periodismo%20es
pecializado.pdf. [Fecha de consulta: 02/09/2012]
Salaverría, R. (2005): Redacción periodística en internet, Pamplona: Eunsa.
Salaverría, R. y F. Sancho (2007): “Del papel a la Web. Evolución y claves del diseño
periodístico en Internet”, en A. Larrondo Ureta y A. Serrano Tellería (eds.), Diseño
periodístico en Internet, Bilbao: Servicio Editorial de la Universidad del País Vasco, pp.
207-239.
The Importance of Questions in University Lectures: Awareness Raising of Lecturers
when using English as a Medium of Instruction of Gestures for Effective
Comprehension
Ruiz, Noelia [email protected]
Fortanet, Inmaculada [email protected]
One outstanding genre within spoken academic English is lectures. Indeed, in
recent years there have been many studies about the discourse of lectures (Fortanet,
2004a; Pérez-Llantada, 2006; Csomay, 2007; Deroey & Taverniers, 2011). Lecturing is
the most common speech event in university classrooms in most universities in the
world. There are variations depending on the characteristics of the discipline, the
pedagogic cultures and the audience of students the lectures are addressed to. One
specific aspect explored in the research of academic lectures is the use of questions to
facilitate the speaker-audience interaction. However, most of the studies published up
to this moment have focused exclusively on the language used by the lecturer when
using questions (Thomson, 1998; Csomay, 2002; Fortanet, 2004b; Morell, 204; Crawford,
2008; Chang, 2012) and little attention has been paid to the role of gestures in this
particular strategy (Querol-Julián, 2010). The aim of this study is to identify those
gestures that can be of special relevance for the discourse comprehension of questions
and which could be considered as a trait of the genre of university lectures.
Two academic lectures in English delivered for a group of Spanish students are
studied in order to find gestures and see to what extent they added to the
comprehension of questions by a non-native speaker audience. The results obtained are
contrasted with students' perceptions.
The final objective of this study is to use the results in our courses for training
Spanish lecturers on teaching in English, as it has been observed that body language
and especially gestures need awareness raising in order to facilitate transfer from
mother tongue to another language.
References
81
Chang, Y. (2012) “The use of questions by professors in lectures gicen in Englihs:
influences of disciplinary cultures.” English for Specific Purposes 31: 103-116
Crawford Camiciottoli, B. (2008) “Interaction in academic lectures vs. written text
materials: the case of questions” Journal of Pragmatics 40: 1216-1231
Csomay, E. (2002) “Variation in academic lectures: Interactivity and level of
instruction.” In R. S. Repeen, M. Fitmarice & D. Biber (Eds.) Using Corpora to Explore
Linguistic Variation. Amsterdam: John Benjamins, pp 205-224.
Csomay, E. (2007) “Vocabulary-based discourse units in university class-sessions.” In
D. Biber et al. (Eds.) Discourse on the Move. Amsterdam: John Benjamins, pp 213-238.
Deroey, K.L.B. and Taverniers, M. (2011) “A corpus-based study of lecture functions.”
Moderna Språk, 105 (2): 1–22.
Fortanet I. (2004a). “The use of ‘we’ in university lectures: reference and function.”
English for Specific Purposes, 23: 45-66
Fortanet I. (2004b). ‘Enhancing the speaker-audience relationship in academic
Lectures.’ In: P. Garcés Conejos, R. Gómez Morón, L. Fernández Amaya, M. Padilla
Cruz (Eds.), Current Trends in Intercultural, Cognitive and Social Pragmatics. Sevilla:
Editorial Kronos, pp. 83–96.
Morell, T. (2004). “Interactive lecture discourse for university EFL students.” English for
Specific Purposes 23: 325–338.
Pérez-Llantada, C. (2006) “Signalling speaker’s intentions: Toward a phraseology of
textual metadiscourse in academic lecturing.” English as a Glocalisation Phenomenon:
Observations from a Linguistic Microcosm. In C. Pérez-Llantada, & G. R. Ferguson.
Valencia: University of Valencia, pp. 59-88.
Querol-Julián, M. (2010) Discussion Sessions in Specialised Conference Paper Presentations:
A Multimodal Approach to Analyse Evaluation. Unpublished PhD dissertation. Castellón:
Universitat Jaume I.
Thompson, S. (1998) “Why ask questions in a monologue? Language choice at work in
scientific and linguistic talk.” In: S. Hunston (Ed.) Language atWork. Selected papers from
the Annual Meeting of the British Association of Applied Linguistics, University of
Birmingham, September, 1997, Multilingual Matters Ltd, Clevedon, pp. 137–150.
‘It’s the beginning of the end, guys’: Rhetorical evaluation in pop culture blogs
Sánchez Cuervo, Margarita Esther
Weblogs have been featured as a new genre of computer mediated
communication (Herring and Paolillo 2006). In the case of pop culture blogging, more
or less known commentators express their opinions on a variety of topics that mainly
revolve around the world of entertainment. What is more, they expect their audience,
made of anonymous people, to partake in their ideas and contribute with their own
views. With this communicative exchange, bloggers engage in an argumentative
process that can be studied through the analysis of rhetoric. In this line, I examine the
rhetorical effects of this lively type of discourse following mainly Martin and White’s
(2005) model for evaluating language. In particular, I focus on those linguistic
resources that these writers take both towards the value positions referenced by their
text and their readers. I will also refer to some figures of communion, aimed at
increasing the audience’s adherence to reasoning (Perelman & Olbrechts-Tyteca, 1969).
82
Some recurrent figures in pop culture blogs are the rhetorical question and the enallage
of person. In this study, figures are analysed as discourse strategies that are part of a
theory of argumentative discourse (Plantin, 2009), easing communication between
writers and readers.
In this discursive practice, the written message is dialogic to the extent that
bloggers reveal their influence on what has been said/written before. At the same time,
they anticipate the reactions of actual, potential or imagined readers. The dialogic
perspective present in the blog writing allows for further research, such as the previous
relationship between bloggers and readers, their preferences about a given topic, and
whether they both share the same beliefs or values.
The methodological approach for this study is both qualitative and quantitative.
The corpus consists of thirty posts belonging to high-traffic pop culture blogs during
September and October 2012. It amounts to 11,110 words. Posts have been selected
randomly, though trying not to repeat more than twice the same topic.
Readers’ motivation to satisfy entertainment becomes in this case an important
reason why they follow this means of communication, which seems to foster a sense of
community. Some conclusions point out the importance of intersubjective positioning
of this argumentative practice, which favours dialogistic effects between bloggers and
readers. I categorise utterances as heteroglossic since they allow for dialogistic
alternative positions and voices (dialogic expansion). I also emphasise the category of
engagement, by which meanings are either anticipated or unexpected. In particular, I
point out engagement meanings like entertain, which considers individual subjectivity
and the authorial voice in propositions like “maybe” and “I believe that”; and attribute,
which considers the subjectivity of an external voice in propositions like “X claims
that”.
References:
Herring, Susan C., and John C. Paolillo. 2006. “Gender and Genre Variation in
Weblogs.” Journal of Sociolinguistics 10: 439–59.
Martin, James R. and Peter R. R. White. 2005. The Language of Evaluation. Appraisal in
English. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan.
Perelman, Chaïm and Lucie Olbrechts-Tyteca. 1969. The New Rhetoric. A Treatise on
Argumentation. Notre Dame: University of Notre Dame Press.
Plantin, Christian. 2009. “A Place for Figures of Speech in Argumentation Theory.”
Argumentation 23.3: 325-337.
Colouring specialised discourse: a comparative study of figurative colour-word
expressions in journalistic discourse on business and science
Skorczynska, Hanna [email protected]
Figurative expressions, and especially metaphors are frequently used in
journalistic discourse. Periodicals, such as The Economist, encourage journalists to use
metaphors in news articles as an effective rhetorical strategy. Metaphors attract
readers’ attention, but can also fulfil other functions, such as expressing ideology,
evaluation or emotion. On the other hand, metaphors are also frequent in educational
contexts, as they conveniently aid in condensing information or in transmitting abstract
concepts in terms of something more concrete. Regarding specialist discourse,
figurative colour-word expressions, have not been paid much attention, except for Lan
83
and MacGregor (2009) who compared the use of colour metaphors in business English
between Hong Kong and the United Kingdom. The differences in the use of colour
words with the metaphorical and literal meaning between these two contexts of use
were attributed to cultural reasons. Culturally-motivated colour metaphor variation as
well as the common uses of the basic colour words in different languages were also
attested in more general cross-linguistic studies, which included comparisons between
English and Italian, English and Spanish, or English and Persian (Philip, 2006; Rasekh
& Ghafel, 2011; Valenzuela & Soriano, 2009). This research looks into a more
contextualized use of figurative colour-word expressions in English, rather than into a
broad range of situations and discourse types, as in the previous studies. This survey
offers useful data for foreign language teaching, as the use of colour words in
conventional figurative expressions associated with business and science
popularization might increase their opaqueness, and therefore become an additional
difficulty for a language learner. In addition, it provides corpus data on the variation
associated with the discourse type and genre. Two corpora of approximately 600,000
words each including articles from business periodicals on the one hand, and popular
science magazines on the other, were electronically queried for the use of the basic
colour words (Berlin & Kay, 1969). The frequencies of the literal uses of the colour
words, as well as of their non-literal uses were compared. The results show certain
similarities but also reveal significant variations between these two sets of data, being
on the whole higher in the popular science corpus. For instance, “green” was the most
frequent non-literally used colour word in both corpora. However, “blue” and “red”
were the second and the third most frequent words in the figurative expressions in the
business corpus, and “black” and “white”, in the popular science corpus. The
frequencies identified partially replicate the use of the basic colour words in the
general corpus of the Bank of English (Phillip, 2006), which suggests that colour words
are involved in metaphoric conceptualizations in specialist discourse, and that
different disciplines might be “of different colour” in their respective discourses. Most
of the figurative expressions detected were metonymically motivated conventional
metaphors. The examples extracted from the corpora will be discussed with regard to
their prototypical (literal) and contextual (symbolic) meaning of the colour words.
References
Lan, L. & MacGregor, L. (2009). Colour metaphors in business discourse. In Bhatia, V.
K., Cheng, W., Du-Babock, B. & Lung, J. (Eds.) Language for Professional Communication:
Research, Practice & Training (pp 11-24). Hong Kong: Hong Kong Polytechnic
University.
Philip, G. (2006). Connotative meaning in English and Italian colour-word metaphors.
Metaphorik.de, 10, 1-17.
Rasekh, A. E. & Ghafel, B. (2011). Basic colours and their metaphorical expressions in
English and Persian: Lakoff’s conceptual metaphor theory in focus. Proceedings of
FLTAL’11, pp. 211-224 [http://eprints.ibu.edu.ba/33/]
Valenzuela, J. & Soriano, C. (2009). Emotion and colour across languages: implicit
associations in Spanish colour terms. Social Science Information, 48(3), 421-445.
84
Vampirización discursiva: la architextualidad publicitaria en televisión
Torre Martínez, Juan
Introducción
En este artículo examinamos las manifestaciones de los fenómenos
intertextuales en la construcción de los discursos de la publicidad televisiva,
focalizando la atención en la naturaleza de una de sus expresiones recurrentes, que,
partiendo de Gérard Genette, denominamos architextualidad publicitaria.
La carga persuasiva y la concreción de los spots predisponen a la publicidad a
referirse continuamente a otros textos —verbales o no— portadores de significados
varios, lo que abona el terreno para la proliferación de vínculos intertextuales. Como
comunicación multimodal y multimedial, la publicidad combina elementos lingüísticos
y paralingüísticos —tanto orales como escritos— con otros sonoros, visuales e icónicos
que dan lugar a mensajes en toda clase de medios. Esta doble naturaleza multiplica su
potencial proteico: cualquier arquetipo discursivo es susceptible de ser parcialmente
adaptado.
Objetivos
A partir de un corpus de trabajo, nos proponemos configurar una propuesta de
tipología de las prácticas intertextuales observadas que nos ayude a analizar la
naturaleza e implicaciones de cada clase de fenómeno intertextual. En último término,
pretendemos evaluar en qué medida y con qué consecuencias la intertextualidad —
centrándonos en la mencionada architextualidad— está integrada en el discurso
ordinario de la publicidad.
Corpus y metodología
Nuestro corpus lo conforman 244 anuncios emitidos en TV3 del 9 al 25 de enero
de 2007. La cadena, que facilitó el material a la Universitat de Barcelona, asegura que
almacena todos los spots que emite a diario, de modo que este corpus debe entenderse
como una muestra inalterada de la publicidad difundida durante el periodo señalado y
una muestra suficientemente representativa de las particularidades de la publicidad
televisiva actual.
Revisados los anuncios, confeccionamos una ficha de cada uno con datos sobre
anunciante y producto, duración y número de planos, música, y texto lingüístico oral y
escrito. Las fichas también incluyen una descripción del contenido global del spot. La
posterior identificación de eventuales relaciones intertextuales se apoya, muy
especialmente, en las diversas contribuciones a las teorías de la intertextualidad. A
continuación, procedimos a categorizar tales relaciones, describiendo su naturaleza con
las distinciones y semejanzas pertinentes, y profundizando en las de tipo architextual.
Avance de resultados
En los casos de architextualidad, los spots reproducen elementos estructurales y
adoptan rasgos formales y temáticos característicos de los patrones textuales que
toman de referencia (architextos), pero no se limitan a la adscripción de un texto a un
arquetipo con el que comparte características genéricas definitorias. El anuncio exhibe
la imitación, más o menos paródica, de los rasgos de un architexto sin por ello
convertirse a ojos del receptor en una expresión propia de ese arquetipo (un spot que
emula la apariencia de un tráiler cinematográfico sigue siendo un anuncio, no es el
avance de una película) y, a la vez, estimula el saber enciclopédico del receptor, objeto
de una apelación insoslayable al patrón textual.
85
Con esta vampirización de tipos discursivos, la publicidad plantea un juego
lúdico-intelectual del cual el receptor pueda salir airoso con la intención de disimular
los fines últimos de sus mensajes persuasivos, insoslayablemente orientados al
consumo.
Bibliografía
Albadalejo Mayordomo, Tomás y García Berrio, Antonio (1983). «La lingüística del
texto», en Francisco Abad y Antonio García Berrio (eds.), Introducción a la lingüística.
Madrid: Alhambra, pp. 217-260.
Allen, Graham (2000). Intertextuality. Londres: Routledge, 2010.
Adam, Jean-Michel y Bonhomme, Marc (1997). La argumentación publicitaria. Retórica del
elogio y de la persuasión. Madrid: Cátedra, 2000.
Austin, John Langshaw (1962). Cómo hacer cosas con palabras. Barcelona: Paidós, 1998.
Bajtin, Mijail M. (1963). La poétique de Dostoïevski. Presentación de Julia Kristeva. París:
Seuil, 1970.
— (1975). Teoría y estética de la novela. Madrid: Taurus, 1989.
— (1982). Estética de la creación verbal. México D. F.: Siglo XXI, 2003.
Barthes, Roland (1968). «La mort de l'auteur», en R. Barthes, Le bruissement de la langue.
París: Seuil, 1984, pp. 61-67.
— (1973a). «Texte (théorie du)», en Encyclopaedia Universalis. París: Encyclopaedia
Universalis France, vol. 15, pp. 1013-1017.
— (1973b). Le plaisir du texte. París: Seuil.
Biasi, Pierre-Marc de (1989). «Intertextualité (théorie de l’)», en Encyclopaedia
Universalis. París: pp. 514-516.
Calsamiglia, Helena y Tusón, Amparo (1999). Las cosas del decir. Manual de análisis del
discurso. Barcelona: Ariel, 2007.
Ferraz Martínez, Antonio (1993). El lenguaje de la publicidad. Madrid: Arco Libros, 2004.
Genette, Gérard (1982). Palimpsestes. La littérature au second degré. París: Seuil.
Greimas, Algirdas Julien y Courtés, Joseph (1979). Semiótica. Diccionario razonado de la
teoría del lenguaje. Madrid: Gredos, 1982.
Jenny, Laurent (1976). «La stratégie de la forme», en Poétique, núm. 27. París: Seuil, pp.
257-281.
Kristeva, Julia (1967). «Le mot, le dialogue et le roman», en J. Kristeva, Séméieotiké.
Recherches pour une sémanalyse. París: Seuil, 1969, pp. 143-173.
— (1968). «Le texte clos», en J. Kristeva, Séméieotiké. Recherches pour une sémanalyse.
París: Seuil, 1969, pp. 113-142.
López Eire, Antonio (1998). La retórica en la publicidad. Madrid: Arco Libros.
Martínez Fernández, José Enrique (2001). La intertextualidad literaria. Madrid: Cátedra.
Piégay-Gros, Nathalie (1996). Introduction à l’intertextualité. París: Nathan/VUF, 2002.
Plett, Heinrich F. (1991). «Intertextualities», en H. F. Plett (ed.), Intertextuality. Berlín:
Walter de Gruyter & Co.
Pons i Griera, Lídia (1998). «Diversitat de recursos i intertextualitat en el discurs
publicitari», en Lluís Meseguer y María Luisa Villanueva (eds.), Intertextualitat i
recepció. Castelló: Publicacions de la Universitat Jaume I.
Rabau, Sophie (2002). L’intertextualité. París: Flammarion.
Riffaterre, Michael (1979). «La syllepse intertextuelle», en Poétique, núm. 40. París:
Seuil, pp. 496-501.
86
— (1980). «La trace de l’intertexte», en La Pensée, núm. 215. París: SEPIRM-La Pensée,
pp. 4-18.
— (1981). «L’intertexte inconnu», en Littérature, núm. 41. París: Larousse, pp. 4-7.
Rodríguez Ferrándiz, Raúl (2003). «Publicidad omnívora, publicidad caníbal: el
intertexto polémico», en Jornadas de Publicidade e Comunicação, Labcom. Covilhã,
Portugal:
Universidade
da
Beira
Interior.
Disponible
en:
<http://www.labcom.ubi.pt/jornadas_pubcomunicacao/COVILHA-WEB.pdf>.
Samoyault, Tiphaine (2001). L'Intertextualité: mémoire de la littérature. París: Armand
Colin, 2005.
Todorov, Tzvetan (1979). «Bakhtine et l’altérité», en Poétique, núm. 40. París: Seuil, 502513.
— (1981). Mikhaïl Bakhtine. Le principe dialogique. París: Seuil.
The construction of legitimation in institutional discourse: A critical discourse analysis
of EU informational publications in the new media
Varela, Maria
Panteion University of Athens - [email protected]
Focusing on the informative material of the European Union (EU) Delegation in
Bosnia-Herzegovina (BiH), my paper investigates the discursive construction of
legitimation, in the context of EU enlargement. It examines the Delegation’s
newsletters1 between 2005 and 2008, when the Stabilisation and Association Agreement
(SAA) was concluded.
By signing the SAA, BiH committed to implementing a series of reforms aimed
at harmonising its legal, political and market frameworks with EU standards (Acquis
Communautaire). This, however, is an arduous task, given both the complexity of the
Bosnian state as well as the intricacy of the enlargement process. Reforms often have
dire consequences at the grassroots level and are bitterly contested (Chandler, 2006).
Moreover, citizen skepticism about EU enlargement has resulted in a remarkable shift
in its discourse practices (Magistro, 2010).
Recent research concentrating on EU discourse, with a particular focus on
publications available at the EU official website, has demonstrated that the Union’s
recent communication strategies concentrate on eliciting support and promoting
‘common values’ that reinforce its legitimacy (Caliendo and Napolitano, 2010). To that
end, they consistently draw upon marketing/advertisement resources, such as selfpromotional discourse and multimodality (Caliendo and Napolitano, 2008; Caliendo
and Magistro, 2009), fundamentally pointing to a diachronic tendency of the
institutional discourse marketization, as discussed by Norman Fairclough almost two
decades ago (e.g. Fairclough, 1993; 1995).
In this context, my paper shows how discourse and multimodality are used to
legitimate policies, activities and initiatives that establish the EU as an authoritative
carrier of progress and positive change. I do this by employing Theo Van Leeuwen’s
typology (2008) and systematically analyzing the category of ‘authorization’
1
EU Newsletters are available both in print versions and online, at the Delegation’s website:
http://www.europa.ba/Publications.aspx?id=63&cat=15&lang=EN.
87
legitimation. This includes personal/impersonal authority, expert/role model authority, and
conformity authority. Each of these sub-categories essentially consists in constructing
different representations of EU officials and policies that move dialogically between
personal and institutional authority, thus strengthening individual and organizational
status.
Multimodality constitutes a key element in this process; visual elements such as
images, various types of graphics, colours and logos are widely used, a feature which
seems to be common for EU publications of different kinds (Aiello, 2007). Therefore, I
also examine how the combination of these multiple semiotic resources further
substantiates the institutional message and self-representation, by both framing the
discussion about European integration in very specific terms and selectively portraying
the Union’s involvement in the country’s progress.
References
Aiello, Giorgia (2007) ‘The appearance of diversity: Visual design and the public
communication of EU identity’. In Bain, Jessica and Holland, Martin (Eds.), European
Union identity: Perceptions from Asia and Europe. Nomos, pp. 147-181. Available at:
http://leeds.academia.edu/GiorgiaAiello/Papers/175406/The_appearance_of_diversity_
Visual_design_and_the_public_communication_of_EU_identity
Caliendo, Giuditta and Napolitano, Antonella (2008) Communities, Boundaries and
New Neighbours: The Discursive Construction of EU Enlargement, Journal of
Contemporary European Research, 4 (4), pp. 322-345.
Caliendo, Giuditta and Napolitano, Antonella (2010) ‘Consumers at the heart of
Europe: Language practices and identity building strategies’. In: Duszak, Anna, House,
Juliane & Kumięga, Łukasz (Eds.) Globalization, Discourse, Media: In a Critical Perspective.
Warsaw University Press, pp. 443-484.
Caliendo, Giuditta and Magistro, Elena (2009) The human face of the European Union:
A critical study, Critical Approaches to Discourse Analysis across Disciplines - CADAAD
[e-journal], 3 (2): 176-202.
Chandler, David (2006) State-building in Bosnia, International Journal of Peace Studies, 11
(1): 17-38.
Fairclough, Norman (1993) Critical Discourse Analysis and the Marketization of Public
Discourse: The Universities, Discourse & Society, 4 (2): 133-68.
Fairclough, Norman (1995) Critical Discourse Analysis: The Critical Study of Language.
Addison Wesley Publishing Company.
Magistro, Elena (2010) ‘The Marketization of Institutional Discourse: The Case of the
European Union’. In Okulska, U. & Cap, P. (Eds.) Perspectives in politics and discourse.
Amsterdam/Philadelphia: John Benjamins, pp. 155-171.
Van Leeuwen, Theo (2008) Discourse and Practice: New Tools for Critical Discourse
Analysis, New York: Oxford University Press.
Institutional Potential of the Internet Discourse in Russian and French forums, blogs
and chats
Yavetskaya, Natalia
Moscow State Linguistic University - [email protected]
Internet discourse is supposed to be a non-institutional form of communication
since it is assumed that real institutions do not exist in virtual reality (Hamilton, 2003).
88
However, Internet discourse can reflect some features of real institutional
communication (e.g., mass media discourse) (Lutovinova, 2009). We suggest that
Internet discourse, particularly in Russian and French forums, blogs and chats, may be
considered as an individual type of institutional discourse.
The first part of the paper reconsiders institutional discourse as a special cliched
form of communication based on certain rules that the communicants, who may not
know each other, have to respect (Karassik, 2004). Internet discourse may not be as full
of cliches as traditional types of institutional discourse, but there is no doubt that some
linguistic and extralinguistic features can be considered to be close to cliches (e.g., a
specific language of the web). The rules, for their part, apply in every chat, forum or
blog to prevent cases of indiscreet and impolite communicative behaviour. The
observation of the rules is supervised by a moderator/ an administator/ the author of
the blog. Moreover, cases of abusive communicative behaviour suggest that a general
code of conduct should be introduced in the Internet (O’Reilly, 2007). Accordingly,
users should take responsibility not only for what they say, but for other
communicants’ words as well. In fact, even if not all users are familiar with this code,
they do try to call others to obey the rules. In our opinion and based on the analysis,
this need for rules to be observed might indicate the emergence of a certain institution.
Institutional discourse is based on the communication between participants
having different status (e.g., journalist and reader in the mass media discourse)
(Karassik, 2004). Although Internet communicants are believed to have equal
communicative status, as is the case of chats and discussion forum users, the presence
of a moderator or/and an administrator appears to be of major importance. It can be
explicit, when pointing out inappropriate communicative behaviour, justifying deleted
messages. However, in most cases the presence of the regulator is implicit and
constitutes the framework of the communication, which seems to be the manifestation
of institutional communication.
The second part of the paper deals with complex variations of Internet
discourse such as mediablogs kept by professional journalists of paper press web
versions. We demonstrate that this type of discourse combines features of
institutionality pertaining both to mass media discourse and Internet discourse. In the
perspective, that would help follow up the evolution of institutionality in newspapers,
from their print version and up to blogs.
References
Hamilton, H. E. (2003) “Overview of Institutional Discourse Analysis”. In:
International Encyclopedia of Linguistics. Oxford University Press.
Karassik, V.I. (2004) The Language Circle: Personality, Concepts, Discourse. Moscow,
Gnozis. (In Russian)
Lutovinova, O.V. (2009) Lingvocultural characteristics of the Virtual Discourse. PhD Thesis.
Volgograd State Pedagogical University. (In Russian)
O’Reilly, T. (2007) “Call for a Blogger's Code of Conduct”. O’Reilly Radar:
http://radar.oreilly.com/2007/03/call-for-a-bloggers-code-of-co.html
89
ENSEÑANZA DE LENGUAS Y DISEÑO CURRICULAR
Teachers' and students’ perception of e-mail politeness in academic cyber-consultation:
implications for teaching pragmatics
Alcón, Eva [email protected]
Codina Espurz, Victoria [email protected]
Martín Laguna, Sofía
Universitat Jaume I - [email protected]
E-mail communication has motivated recent interlanguage pragmatic research,
and different studies have examined requests in academic cyber-consultation. So far,
studies have focused on adults’ e-mail request performance (Biesenbach-Lucas 2006,
2007; Economidou-Kogetsidis 2011; Félix-Brasdefer 2012) but, as far as we know, no
study has dealt with adolescents. In addition, research has been conducted mainly on
performance and, with the exception of the study by Pan (2012), the few perception
studies available have focused on L1 speakers’ perception of e-mail requests (Hartford
and Bardovi-Harlig 1996; Hendriks 2010; Economidou-Kogetsidis 2011). However,
understanding L2 users’ perception of e-mail politeness is important to avoid possible
misunderstandings and understanding of language choice. From this perspective, the
study analyses teachers and L1 and L2 teenagers’ perception of e-mail politeness
during academic cyber-consultation, exploring whether L1 and L2 users of English
differ in perception of e-mail politeness. Additionally, the study deals with students
and teachers’ perception of e-mail request politeness.
Data for this study come from a corpus of e-mails that 59 teenagers (29 British
English speakers and 30 International English speakers) following the international
Baccalaureate curriculum sent to their learning mentors between September and
December 2011. A total of 295 e-mail requests, 145 produced by British English
speakers (BES) and 150 performed by International English speakers (IES), were
analyzed with regard to level of directness, and amount and type of mitigation. In
addition, perception of e-mail politeness was obtained by means of automatic e-mails
that students received, including a 5-point Likert scale to indicate the degree of request
imposition of the e-mail message that had been sent to their mentors. They were also
requested to explain their choice by referring to specific linguistic features from the email request. Results of the study show that on the one hand students’ perceptions of
appropriateness are significantly higher than teachers’ perceptions. In addition, BES
students reach a higher perception score of politeness than IES, who show lack of
confidence in e-mail politeness and rely on different linguistic resources than BES. On
the contrary, although teachers’ perception e-mail politeness is higher for BES than IES,
these differences are not significant. It is also interesting to point out that teachers and
students perception of e-mail politeness are not related. Findings of the study suggest
pedagogical implications in the field of pragmatic instruction, mainly the need for
training in e-mail literacy.
References:
Biesenbach-Lucas, Sigrun. 2006. Making requests in E-mail. Do cyber-consultation
entail directness? Towards convention in a new medium. In Kathleen Bardovi-Harlig,
César Félix-Brasdefer & Alwiya S. Omar (eds.), Pragmatics Language Learning (Vol. 11),
81-107. Honolulu: University of Hawai’i Press.
90
Biesenbach-Lucas, Sigrun. 2007. Student writing emails to faculty: An examination of epoliteness among native and non-native speakers of English. Language Learning and
Technology 11 (2). 59-81.
Economidou-Kogetsidis, Maria. 2011. “Please answer me as soon as possible”:
Pragmatic failure in non-native speakers’ e-mail requests to faculty. Journal of
Pragmatics 43. 3193-3215.
Félix-Brasdefer, César. 2012. E-mail requests to faculty: E-politeness and internal
modification. In Maria Economidou-Kogetsidis & Helen Woodfield (eds.), Interlanguage
Request Modification, 87-118. Amsterdam: John Benjamins.
Hartford, Beverly S. & Kathleen Bardovi-Harlig. 1996. At your earliest convenience:
Written student requests to faculty. In Lawrence F. Bouton (ed.), Pragmatics and
language learning, 55-69. University of Illinois, Urbana-Champaign: Division of English
as an International Language.
Hendriks, Berna. 2010. An experimental study of native perceptions of non-native
request modification in e-mails in English. Intercultural Pragmatics 7(2). 221-255.
Pan, Ping Cathy. 2012. Interlanguage requests in institutional e-mail discourse. In
Maria Economidou-Kogetsidis & Helen Woodfield (eds.), Interlanguage Request
Modification, 119-162. Amsterdam: John Benjamins.
Investigating Students’ Attitudes and Motivation towards Foreign Language Learning
in CLIL and Traditional EFL Classes.
Amengual, Marian [email protected]
Prieto, Igor [email protected]
The study of motivational and attitudinal factors has been a major area of
research in second and foreign language learning for many years. Students’ attitudes
and motivation have often been reported to be key factors for L2 achievement and
success. Part of the boom that CLIL (Content and Language Integrated Learning)
programmes are currently experiencing is largely related to the potential language
benefits of such approaches. Thus, many research studies have pointed out the positive
effects of CLIL programmes on students’ linguistic competence as well as students’
attitudes and motivation towards L2 learning (Krashen 1987; Dörnyei 2001; Oxford
2001; Coyle 2006; Wilhelmer 2008).
This study aims at investigating the effect of CLIL programmes on students’
attitudes and motivation towards English as a foreign language. The participants in
this study were two groups (CLIL vs. non-CLIL: T = 321) of thirteen/fourteen-year-old
Catalan-Spanish bilinguals enrolled in compulsory secondary education (CSE) at staterun schools in the Balearic Islands. A questionnaire was designed to collect the opinion
of both groups of students at two different times over a two-year span: beginning (T1:
n = 170) of year 2 of CSE, which marks the onset of the CLIL programme, and end of
Year 3 (T3: n = 151). Results seem to confirm that CLIL programmes have a positive
effect towards foreign language leaning in general and towards the learning of English
in particular. The CLIL approach appears to improve students’ L2 skills by fostering
more favourable attitudes towards English. Results also indicate significant differences
between genders related to motivational factors. Female students are reported to have
a significant strongest desire to learn English. Interestingly, CLIL approaches seem to
help even out gender motivational differences, since the difference between the
91
attitudes of the two genders is not apparent in CLIL classes (Lagasabaster & Sierra
2009).
References
Coyle, D. (2006) Developing CLIL: “Towards a Theory of Practice” in Monograph 6
APAC Barcelona
Krashen S. D. (1987). Principles and Practices in Second Language Acquisition. New York:
Prentice-Hall.
Dörnyei, Z. (2001). Teaching and Researching Motivation. Harlow, England; Perason
Education.
Lagasabaster, D and Sierra, J.M. (2009). “Language Attitudes in CLIL and Traditional
EFL classes”. International CLIL Research Journal, Vol 1 (2).
Oxford, R.L. (2001). “Language learning styles and strategies”. In M. Celce-Murcia
(Ed.), Teaching English as a second language (pp. 359-366). Boston: Heinle & Heinle.
Wilhelmer, N. (2008). Content and Language Integrated Learning (CLIL): Teaching
Mathematics in English. Saarbrücken, Germany: VDM Verlag.
Level of proficiency as a variable in teacher feedback
Aránega Blanco, Lidia [email protected]
Salazar, Patricia [email protected]
Feedback has been claimed to be a theoretical condition for language learning
to occur, along with input and output, and much research has focused on different
issues concerning feedback, such as its effectiveness (Russell and Spada, 2006), degree
of explicitness (Carroll and Swain, 1993), source of feedback (Van den Branden, 1997),
students’ age (Mackey and Philp, 1998), etc. In the present paper we aim at shedding
further light on the level of proficiency of learners as a variable for the teacher’s
provision of feedback. Despite the fact that some research has been carried out on this
issue (Havranek and Cesnik, 2001; Kennedy, 2010), it is still difficult to determine
whether or not language proficiency affects the feedback provided by the teacher, and
if it does, how it is implemented in the English-as-a-foreign language classroom. The
small-scale study conducted had as participants two groups of high school students
with different proficiency levels (low and high). Data were collected, tallied and
codified according to the type of teacher’s feedback after any error in the oral discourse
of the students. Analysis of results show that the teacher varied her feedback
depending on the students’ level, as the high-level group obtained more feedback in
the form of explicit correction and elicitation. On the contrary, low-level students
received more metalinguistic feedback, clarification requests and recasts.
Our findings also support previous research (e.g. Lyster and Ranta, 1997) which
has shown that recasts are by far the most widely used type of feedback regardless of
students’ proficiency. Moreover, the limitations of the present study call for further
investigation into the relationship between learners’ proficiency and teachers’ feedback
using a wider amount of participants. The use of verbalization protocols such as
stimulated recall interviews may be a useful tool in order to know why some specific
types of feedback are preferred depending on learners’ level of proficiency.
References
92
Carroll, S. and M. Swain (1993). Explicit and implicit negative feedback: An empirical
study of the learning of linguistic generalizations. Studies in Second Language
Acquisition, 15: 357-386.
Havranek, G. and H. Cesnik (2001). Factors affecting the issues of corrective feedback.
Eurosla Yearbook, 1: 99-122.
Kennedy, S. (2010). Corrective feedback for learners of varied proficiency levels: A
teacher’s choices. TESL Canada Journal, 27: 31-50.
Lyster, R. and L. Ranta (1997). Corrective feedback and learner uptake. Studies in
Second Language Acquisition, 19: 36-66.
Mackey, A. and J. Philp (1998). Conversational interaction and second language
development: Recasts, responses and red herrings? The Modern Language Journal, 82:
338-356.
Russell, J. and N. Spada (2006). The effectiveness of feedback for the acquisition of L2
grammar. In J. Norris and L. Ortega (eds.), Synthesizing research on language learning and
teaching (pp. 133-164). Philadelphia: John Benjamins.
Van den Branden, K. (1997). Effects of negotiation on language learners’ output.
Language Learning, 47: 589-636.
El desarrollo de la competencia reflexiva de los formandos a través del Portafolio
digital Mahara
Bayés Gil, Marc
Brión Caíño, Rosa
El interés de esta investigación surge de la necesidad de diseñar un modelo de
análisis de las secuencias reflexivas incluidas en los portafolios de formación de los
estudiantes del grado de Educación Primaria de la Universidad de Barcelona. En estos
momentos, en los que nadie duda de la validez del portafolio como herramienta de
formación y evaluación global de las diferentes competencias que ha de adquirir el
futuro maestro (Shulman, 1999), es imprescindible analizar y evaluar los procesos que
el uso de dicha herramienta implica.
Esta investigación trabaja con un corpus integrado por más de 500 portafolios
digitales en tres lenguas: castellano, inglés y catalán, del grado de Educación Primaria e
Infantil. Para el presente trabajo, de los 500 portafolios se han seleccionado muestras
textuales de 100 portafolios escritos en castellano de los alumnos de la asignatura de
Lengua castellana para la enseñanza (grado de Educación Primaria) de la Universidad de
Barcelona. De estos portafolios seleccionados se estudian las secuencias reflexivas en
las que los alumnos describen su competencia y su identidad lingüísticas al inicio del
curso. Poder llevar a cabo un análisis riguroso de esas secuencias reflexivas es
imprescindible para poder tutorizar y asesorar a los alumnos en el proceso del
desarrollo de sus competencias, especialmente la competencia reflexiva.
La investigación propone una categorización que parte de los presupuestos del
Análisis del Discurso (Calsamiglia y Tusón 1999, van Dijk 1997). Esta categorización se
ha establecido a partir del análisis de los datos extraídos del corpus seleccionado,
siguiendo los parámetros de la metodología cualitativa. Esta opción metodológica es
eminentemente inductiva, lo que nos ha permitido analizar conceptos partiendo de
pautas de los datos, y no recoger datos para construir categorías previamente
93
establecidas (Taylor y Bodgan 1975). Además, nos interesaba, en la medida de lo
posible, apartar nuestras creencias y predisposiciones, para ampliar nuestra visión
sobre el fenómeno.
La categorización establece una distinción entre procesos observables y
procesos metacognitivos. Con respecto a los procesos observables, se ha identificado la
siguiente categoría a partir de las acciones llevadas a cabo por el estudiante: describir
(bien a partir de la reconstrucción detallada de lo observado, o bien a partir de la
síntesis de esos hechos). Y en cuanto a los procesos metacognitivos, se han delimitado
las siguientes categorías: explicar, argumentar, valorar o evaluar, interpretar, proponer,
buscar soluciones y buscar aplicaciones prácticas (Pujolà y González 2012).
Las categorías establecidas muestran diferentes estilos en la explicitación de la
reflexión. Si el alumno es capaz de reconocer las secuencias discursivas predominantes
en sus textos reflexivos, podrá tomar conciencia del proceso que está llevando a cabo, y
solo tomando conciencia de lo que hace podrá ser capaz de introducir cambios -si así lo
considerara necesario- en el desarrollo de sus competencias.
Design and evaluation of a course of New Technologies for Pre-service Primary
Foreign Language Teachers
Bueno Alastuey, María Camino
[email protected]
Providing pre-service primary education teachers of English with the
appropriate knowledge about both the technological and the pedagogical affordances
of the enormous array of new technologies available to make the learning process more
authentic and student-centered should be an important aim for teacher training
programs in our country.
Furthermore, considering that “as the options multiply, it is easy to become
overwhelmed by the diversity [and that] the need to be able to select and to match tool
to task with clarity and foresight is becoming even more demanding for all users”
(Levy, 2009, p. 781), that there is international research indicating that teachers are not
satisfied with the formal training in New Technologies that they have received
(Kessler, 2006; 2007) and that teacher’s knowledge and skills associated with a
technology seem to “play a … significant role in contributing to classroom technology
integration efforts” (Zhao et al, 2002), reporting on the design of formal training
courses in New Technologies, and analyzing students´ perspectives about that training
seem quite important. However, there is a dearth of studies focusing on the design and
evaluation of ICT courses for pre-service primary teachers in Spain that needs to be
addressed by reflecting on the content and format of teacher training in CALL and
CMC, which is still in its infancy (Kessler, 2006).
The current paper will first reflect upon the rationale and the considerations to
be taken into account for an effective design and evaluation of a course of new
technologies for pre-service primary foreign language teachers. Secondly, the
appropriateness of the different technologies available and the different possibilities of
presenting them detailing the criteria behind our final syllabus design will be stated.
Thirdly, a description of the course together with the evaluation system adopted will
be provided. And, finally, the students´ perceptions about the program will be
analyzed regarding four factors:
94
a) students´ previous use of ICT for personal and learning purposes, including foreign
language learning use;
b) students´ attitude towards the content of the program;
c) aspects of the training students were particularly satisfied and dissatisfied with;
d) and reflections about students´ experience in the course.
The instruments to evaluate those four issues will be both the students´
reflections about the course contained in their portfolios and the answers to the end of
course evaluation survey. Pedagogical and technological considerations will be drawn
from the course evaluation and future improvements will be proposed to maximize
pedagogical reflection.
Kessler, G. (2006). Assessing CALL teacher training: What are we doing and what
could we do better?. In P. Hubbard, & M. Levy (Eds.). Teacher education in CALL.
Amsterdam/ Philadelphia, PA: John Benjamins.
Kessler, G. (2007) Formal and informal CALL preparation and teacher attitude toward
technology, Computer Assisted Language Learning, 20 (2), 173 — 188
Levy, M. (2009) Technologies in Use for Second Language Learning. The Modern
Language Journal, 93: 769–782.
Zhao, Y., Pugh, K., Sheldon, S., & Byers, J. L. (2002). Conditions for classroom
technology innovations. Teachers College Record, 104(3), 482–515.
Enseñar español a alumnos sinohablantes con nuevas tecnologías
Cáceres Lorenzo, María Teresa
Universidad de Las Palmas de G.C. - [email protected]
Santana Alvarado, Yaiza [email protected]
Alfonzo De Tovar, Isabel Cristina
Romero Morán, Daida
La globalización propia de la sociedad intercultural nos lleva a contar en
nuestras aulas con alumnos chinos. La enseñanza de español a estos nuevos aprendices
es una necesidad social que requiere de los docentes de ELE unos conocimientos y
estrategias precisas. El análisis de necesidades de investigaciones anteriores con
sinohablantes nos posibilita el diseño curricular con nuevas tecnologías. El uso de estas
herramientas debe comprenderse no solo como una alfabetización digital. Pensamos
que el docente tiene a través de ellas la posibilidad de integrar nuevas metodologías y
mejorar la evaluación del proceso de enseñanza/aprendizaje.
Nuestra mesa redonda presenta tres investigaciones realizadas en el Instituto
Confucio de la Universidad de Las Palmas de Gran Canaria entre los cursos 2010-13. El
objetivo común es presentar resultados y aportar nuevas perspectivas a la función
formativa del Portafolio europeo de las lenguas:
a) Diseño curricular de un taller de escritura para Moodle de Yaiza Santana Alvarado.
b) Propuesta de materiales en la red para chinos de Cristina Afonzo de Tovar.
c) Creación de una rúbrica en línea para el trabajo autónomo de sinohablantes de M. Teresa
Cáceres-Lorenzo y Daida Romero Morales.
Coordinadora: M. Teresa Cáceres-Lorenzo.
95
La literatura y su adaptación cinematográfica, musical o iconotextual en concomitancia
con las nuevas tecnologías como herramienta en la enseñanza-aprendizaje de EL2/ELE
para estudiantes Erasmus en Cádiz
Centeno de Guirotane, Marilia
Universidad de Cádiz - [email protected]
Nuestro trabajo tiene como objetivo presentar propuestas de explotación
didáctica basadas en la literatura, tanto en su vertiente escrita como en adaptaciones
cinematográficas, musicales o iconotextuales, inseridas e un blog literario con la
finalidad de activar y desarrollar la competencia intercultural en estudiantes de ELE
que están en la ciudad de Cádiz como Erasmus.
Teniendo en cuenta la importancia que en la enseñanza-aprendizaje del español
como LE/L2 se le está concediendo a los aspectos culturales, al desarrollo de la
autonomía del aprendiente y a la aplicación de las nuevas tecnologías para el
desarrollo de las competencias comunicativa e intercultural de los estudiantes de
lenguas, proponemos la utilización de un blog literario como una fuente atractiva,
dinámica y actual de recursos didácticos y de materiales literarios, socio-culturales e
históricos para el aula. Vinculamos este proyecto a un espacio concreto, la ciudad y la
provincia de Cádiz, con la idea de que los estudiantes de ELE se acerquen, a través de
la lengua y la literatura, a un patrimonio que a partir de la palabra se expande hacia el
cine, la fotografía, la música, la historia, las artes plásticas…
Intentamos, de ese modo, aproximar la literatura, tema a veces visto como muy
distante y poco motivador, a la actualidad de nuestros alumnos, a sus intereses más
cotidianos como el cine o Internet para, a través de un incremento del elemento
motivacional, lograr una comprensión más amplia del idioma, los textos literarios, la
cultura y la sociedad española.
Pretendemos presentar el blog “Cuaderno de Cádiz”, por una parte como un
macro archivo de materiales seleccionados a disposición del docente y de los alumnos
y, por otra parte como base de propuestas didácticas para la enseñanza-aprendizaje de
ELE. La idea principal es proporcionar una herramienta útil y atractiva para que el
aprendiz se desarrolle como agente social, hablante intercultural y aprendiente
autónomo.
Una perspectiva émica del contacto de lenguas en la universidad: la presión del inglés
Doiz, Aintzane
Lasagabaster, David [email protected]
Sierra, Juan [email protected]
Este trabajo se enmarca dentro del proyecto de investigación en el que
participan tres universidades bilingües europeas: la Universidad de Lleida, la
Universidad del País Vasco (UPV/EHU) y Cardiff University (Reino Unido). Estas tres
universidades están inmersas en un proceso de internacionalización que, sin lugar a
dudas, está incidiendo de manera importante en el equilibrio de las lenguas que
confluyen en las mismas, es decir, las lenguas oficiales y el inglés. En el caso de la
96
UPV/EHU, el proceso de internacionalización se ha traducido en una mayor presencia
de estudiantes internacionales y de las lenguas extranjeras, y en la adopción de una
perspectiva multilingüe en la documentación oficial de la universidad. Asimismo, las
acciones de innovación curricular en idiomas extranjeros constituyen una herramienta
clave en la estrategia de internacionalización de la universidad. El objetivo de este
trabajo es analizar si la comunidad universitaria (el profesorado, alumnado y personal
administrativo) está en sintonía con la postura institucional.
Para ello, en este trabajo analizamos las opiniones de la comunidad
universitaria sobre el papel que desempeñan las lenguas y la cultura en el proceso de
internacionalización. La muestra está compuesta por 787 participantes: 104 profesores,
632 estudiantes y 51 miembros del personal administrativo, todos los cuales
respondieron a las preguntas abiertas y cerradas de un cuestionario. En este estudio
nos centramos en el análisis de las respuestas a dos preguntas abiertas: (i) Escribe las 5
primeras palabras que te vienen a la cabeza cuando ves el término universidad
internacional; (ii) ¿De qué manera crees que la internacionalización de esta universidad
afecta a la situación del euskera? El estudio de las palabras clave en la primera
pregunta persigue obtener una visión émica del concepto de la universidad
internacional (Garrett, 2010; Garrett y Gallego, 2011), y analiza la visión de la
comunidad universitaria sobre las lenguas y la cultura. La segunda cuestión se centra
en los posibles efectos de la internacionalización sobre la ecología de las lenguas
(Pennycook, 2004). Los resultados revelan que la percepción de los participantes sobre
las lenguas y la cultura varían en función de la pregunta de investigación.
Referencias
Garrett, P. (2010) Meanings of ‘globalisation’: east and west. En N. Coupland (ed.) The
Handbook of Language and Globalization (pp. 447-474). Oxford: Wiley-Blackwell.
Garrett, P. y Gallego, L. (2011) Perceptual shapes of international universities and
implications for minority languages: views from university students in Catalonia and
Wales. Comunicación presentada en el Symposium on Multilingual and International
Universities: Policies and Practices. 11–12 Noviembre 2011, Universidad de Lleida.
Pennycook, A. (2004) Language policy and the ecological turn. Language Policy 3, 213239.
Examining non-verbal Communication in the Foreign Language Classroom
Dorota Anna, Nowacka
Adam Mickiewicz University, Poznan, Poland - [email protected]
Non-verbal común cation has received much research attention in the past decades.
Nevertheless, most of research projects have been directed towards the areas of
business presentations, negotiations and the acquisition of social skills. Little research,
however, has investigated the role of foreign language teachers’ use of non-verbal
language and its influence on classroom communication. As researchers observed (e.g.
McCroskey et al. 1996) non-verbal communication affects many aspects of human life,
including cognitive learning and interpersonal relationships. The foreign language
teacher’s non-verbal communication patterns influence a learner’s ability to learn and
97
determine the quality of school curriculum. Therefore, in order to avoid confusing
situations, the teacher should recognize the value of skillfully combining verbal and
non-verbal language since nonverbal behavior indicates how learners interpret the
message and negotiate meaning. What is more, foreign language classes conducted by
teachers who display a wide spectrum of good non-verbal skills are perceived as more
engaging, interesting and, hence, motivating.
The principal aim of the poster presentation is to show the significance, as well
as, complexity of incorporating non-verbal communication in the foreign language
classroom. Thus, it will illustrate some non-verbal behaviors of EFL teachers and will
evaluate these selected samples of teacher-produced data collected during the research
conducted in Poland. The focus will be on presenting the importance of teacher’s nonverbal behavior that has been found to considerably influence the process of classroom
communication.
Percepciones sobre la formación de profesores de inglés en la Universidad de Quintana
Roo: Resultados preliminares
Dzay Chulim, Floricely
Universidad de Quintana Roo - [email protected]
En México, la enseñanza-aprendizaje del inglés como lengua extranjera ha
ocupado espacios importantes en el currículum de secundarias y bachilleratos y, más
recientemente, en escuelas primarias. Esto hace constatar la importancia y relevancia
de los programas de licenciatura y postgrado en la enseñanza del inglés como lengua
extranjera en el país. La Universidades Veracruzana (UV), de Colima (UCOL), de
Guanajuato (UGTO) y de Quintana Roo (UQROO) ofrecen Programas Educativos (PE)
enfocados en la preparación de docentes de inglés en diferentes niveles educativos y
han unido esfuerzos para la realización de un estudio colaborativo con el fin de
conocer las percepciones sobre la formacion de profesores en sus respectivos PE. El
objetivo de esta ponencia es presentar los resultados preliminares obtenidos en la
UQROO, respecto a las percepciones de los estudiantes, profesores, egresados y
empleadores sobre la formación de profesores de inglés y el grado en que ésta satisface
las necesidades reales de la sociedad. Estos resultados proveerán un fundamento
sólido para la evaluación y/o modificación de los planes de estudio, de acuerdo con las
necesidades reales de formación de profesores altamente competentes, considerando el
contexto de la institución y las necesidades del estado. El presente estudio se llevó a
cabo bajo un enfoque mixto al incluir: a) una encuesta aplicada a una muestra aleatoria
estratificada y b) entrevistas individuales y grupales. La muestra de esta investigación
la conforman estudiantes y egresados de la Licenciatura en Lengua Inglesa, así como
profesores del mismo programa y empleadores del sector público y privado de
diferentes niveles educativos. Los resutados que arroja este análisis preliminar
muestran las diferencias y similitudes encontradas entre las percepciones de los
diferentes grupos de participantes, siendo la percepción general que la licenciatura en
Lengua Inglesa de la Universidad de Quintana Roo cumple con los objetivos
establecidos en su programa de estudios, las asignaturas son suficientes y adecuadas;
los profesores que imparten las asignaturas están preparados y su perfil es el adecuado
para la impartición de clase en la licenciatura, aunque hay algunos profesores que
carecen de habilidades docentes y/o dedican mayor tiempo a otras actividades en vez
de la docencia, como son: investigación, puestos académico-administrativos.
98
The use of oral presentations in ‘English-medium instruction’ and ‘English as a Foreign
language’ contexts at university
Gallardo, Francisco [email protected]
Martínez, María [email protected]
Students are customarily required to perform oral presentations in class in
many study programmes at Higher Education. However, this learning tool is
employed by teachers on the assumption that university students know how to make
use of this tool effectively, disregarding the fact that they have typically received little
formal training in how to make a good oral presentation in previous educational
stages. Furthermore, the implementation of study programmes where English is used
as a means of instruction for some subjects is becoming ever more frequent at
universities in Europe (Wächter & Maiworm, 2008; Doiz, Lasagabaster & Sierra, 2013),
in accordance with the European Commission policy to promote multilingualism and
language diversity in language learning, so university students are confronted with the
task of presenting contents orally through a foreign language in the classroom.
The aim of the present study is to gain insight into the use of oral presentations
in English at Higher Education in Spain. More specifically, we present the results from
an educational experience in which two different university student profiles were
involved – a group of English-medium instruction (EMI) students and a group of
English as a foreign language (EFL) students. Both groups took part in a teaching
experience aimed at improving students’ oral presentation skills. They all had to
subsequently perform an oral presentation in English in class, and assessed the whole
experience afterwards. Students reported having learnt in all the areas involved –
content, language, performance, and use of visual support. However, EMI students did
not perceive that their English language skills had improved in comparison with the
significant gains reported by EFL students as a consequence of their participation in
the experience, which suggests that perhaps EMI lessons, in contrast to EFL settings,
are exceedingly focused on the subject content and considerably disregard the
language component (Ruiz de Zarobe, 2010). In fact, students participating in
multilingualism programmes at university usually highlight their limitations in
English language proficiency, in particular when it comes to writing and speaking
(Doiz, Lasagabaster & Sierra, 2012). Hence, in line with the European Commission’s
action plan to promote multilingualism, we make a call for a more integrated contentlanguage approach in EMI contexts at university, where planned Focus-on-Form
(FonF) techniques could be used as a means to promote a better development of
particular areas of language (García Mayo, 2009, 2012; Ruiz de Zarobe & Lasagabaster,
2010; Basterrechea Lozano, 2012; Gallardo del Puerto & Martínez Adrián, in press;
Martínez Adrián, Gallardo del Puerto & Gutiérrez Mangado, in press).
Grupos Interactivos: una propuesta innovadora de enseñanza en el aula bilingüe
Garrido Aguayo, Borja
Universidad de Alcalá de Henares, Madrid - [email protected]
Uno de los principales retos a los que nos enfrentamos los profesores y las
profesoras de inglés en centros de Educación Primaria, es la falta de destrezas
99
comunicativas por parte de nuestro alumnado. Tanto en la normativa como en la
bibliografía (cf. Marsh, 2002) se subraya la necesidad imperiosa de dominar al menos
una segunda lengua, con el fin de vivir con éxito en una sociedad, intercultural, de la
información. Sin embargo, la realidad es que nuestros alumnos y nuestras alumnas
presentan serias dificultades a la hora de entender y expresarse de manera fluida en
una segunda lengua, según el informe EF EPI de 2011 nuestro nivel de inglés es bajo,
ocupando el último lugar de los países europeos estudiados.
Este estudio defiende que el uso de Grupos Interactivos (Elboj et al., 2002),
entendidos como una agrupación escolar, permite a nuestro alumnado alcanzar una
competencia comunicativa óptima durante su educación primaria. Dado que Grupos
Interactivos aboga por el aprendizaje significativo a través de la interacción (Bruner,
1997; Vigotsky, 1979; Wood, 1988; Donato, 1994; Walqui, 2006), al poner en práctica
esta agrupación usando L2 como lengua vehicular, estamos ayudando a los estudiantes
a desarrollar sus destrezas comunicativas en un contexto real y significativo.
Para la realización del presente estudio se propone un enfoque metodológico
interdisciplinar que combina la metodología comunicativa crítica y el estudio de casos,
y se apoya a su vez en elementos de la investigación cuantitativa. Asimismo, el proceso
de recogida de datos orquesta un número de herramientas clave, como son la
observación participante de orientación comunicativa, notas de campo, cuestionarios,
entrevistas, grabaciones y registros de participación, que se han llevado a cabo en un
centro de educación bilingüe en la Comunidad de Madrid durante sesiones
organizadas en Grupos Interactivos. Más concretamente, la investigación ha tenido
lugar durante 4 años en los que se han estudiado 2 grupos distintos en su tercer ciclo
de educación primaria. Los resultados obtenidos dictaminan que esta forma de
agrupación escolar, no sólo se presenta como una herramienta igualitaria dialógica que
mantiene las altas expectativas de todo el alumnado, sino que también incrementa
sustancialmente el tiempo de habla de los alumnos y alumnas, acelerando el
aprendizaje de una segunda lengua.
Referencias
Bruner, J. (1997). La educación, puerta de la cultura. Madrid: Visor
Donato R. (1994). Collective scaffolding in second language learning. In J.P. Lantof and G.
Appel (eds) Vygotskian Approaches to Second Language Research (pp33-56). Norwood, NJ:
Ablex.
Elboj, C.; Puigdellívol, I.; Soler, M.; Valls, R. (2002). Comunidades de aprendizaje:
Transformar la educación. Barcelona: Graó.
Estudio
EF
EPI
2011
del
Índice
de
nivel
de
inglés.
http://www.ef.com.es/__/~/media/efcom/epi/pdf/EF-EPI-2011-Spanish
Marsh,D.(2002). CLIL/EMILE. The European dimension. UniCOM, Continuing
Education Centre. University of Jyväskylä, Finland.
Walqui, A. (2006). The International Journal of Bilingual Education and Bilingualism Vol. 9,
nº 2 pp. 159-168
Wood D. J. (1988). How Children Think and Learn. Oxford: Blackwell.
Vigotsky, L.S. (1979). El desarrollo de los procesos psicológicos superiores. Barcelona: Crítica.
100
Impact of ICT and authentic materials in the EFL communicative classroom: from
innovation to research
González Otero, Rebeca
Universidad Autónoma de Madrid - [email protected]
Ramírez, Dolores
[email protected]
Textbooks have always been a very helpful resource for EFL teachers, as they
can be considered guides and sources of inspiration for those who work on the field of
language teaching. However, relying exclusively on textbooks can be rather limiting
because, as it has been shown, they may fail to provide activities and tasks which could
enhance a real use of the language (Huang 2005; Gilmore 2007; Fernandez Guerra &
Martínez Flor 2003). Despite this fact, it seems that many Spanish Secondary EFL
Teachers still rely to a large extent on textbooks to guide their practices. In addition,
this use of the textbook in the classroom tends to enforce a teacher-centered model,
which often restrains students’ interaction for communicative purposes. For this
reason, many authors have suggested that a good selection of authentic materials,
combined with a rational use of ICTs and a careful design of activities and tasks could
represent a successful alternative to the current practice described (Peacock 1997;
Gilmore 2007; Huang 2005).
The present paper reports on the findings obtained in a preliminary action
research study that derives, firstly, from the observation and analysis of current EFL
teaching practices. As a result of this initial survey, an innovative data driven proposal
was implemented and validated with a group of Bachillerato in their 2nd year who
attended the subject Ampliación de Lengua Extranjera, an optional course where students
can further develop their oral skills. This project was based on a balanced use of
authentic materials and ICTs, which would hypothetically motivate our students in
learning the language. At the same time, we hypothesized that the access to these
digital resources and materials could offer students new opportunities to improve their
oral performance and skills.
The study applied a pre-/post- questionnaire methodology to gather data on
students’ motivation and to find out their opinion on the proposal. In the first place,
students’ needs, interests and motivation sources where examined through the
completion of a pre-test that helped us design an innovative teaching unit. The aim of
this unit was to provide students with the necessary tools and strategies that could
enable the development of their communicative needs and the improvement of their
oral performance. To achieve this goal, the innovative teaching unit designed included
six activities that could be classified in three different categories: a video format, etandems with native speakers and blogs & podcasts. After its implementation, the unit
was assessed through the completion of a post-questionnaire where students could
reflect on the goals accomplished throughout the teaching unit –goals that where
compared with their initial expectations on the subject– and where students could
assess activities (1) from their personal point of view –adequacy towards their needs,
interests and motivation sources; (2) in what respected its adequacy towards the
syllabus
and
the
potential
development
of
their
oral
skills.
The outcome of the research reported here is quite positive, as students considered the
tasks, activities and resources matched their needs and interests –and hence, made
101
them feel motivated to advance and improve in their spoken English. Therefore, this
study leaves an open door for further research: a more comprehensive project where
the effectiveness of some of these and new activities could be tested in a longitudinally
study with other groups of students. It will also be interesting to verify whether the
motivation injected on students can lead towards autonomous learning in the future.
Factores que sesgan los resultados de las Pruebas de Acceso a la Universidad (PAU)
Herrera, Honesto [email protected]
Amengual, Marian [email protected]
Objetivos y diseños nuevos se contemplan en el examen de la lengua extranjera
en las Pruebas de Acceso a la Universidad Española, ya que las destrezas orales no se
han evaluado desde el principio en esta prueba. Aunque, actualmente, la presión se
centra en los profesores que tienen que preparar a los estudiantes para estos destrezas
(Amengual 2009), no se puede olvidar, primero que hay otras destrezas que se tienen
que evaluar y, segundo, que es el momento de estudiar factores latentes que han
podido sesgar los resultados a lo largo de los años y que todavía pueden seguir en el
futuro siendo la causa de información engañosa. Factores como: el sexo, la edad y el
lugar de trabajo se han estudiado en Herrera 2000, en Amengual 2005, Hill & Sabet
2009) y en Laborda-García y Fernández-Álvarez (2010), pero salvo algunos comentarios
sobre cambios poco significativos en los resultados de los candidatos (Herrera 1999) y
sobre el comportamiento de los distintos correctores, lo que tiene realmente
importancia es la elección de una u otra opción que se ofrece en este examen. Esta
elección afecta a los resultados. Nuestros datos confirman que hay diferencias
significativas según la alternativa que elija el candidato. Por tanto, estos resultados, nos
llevan a proponer un análisis serio y profundo de los nuevos diseños en la Prueba de
Acceso a la Universidad.
Amengual Pizarro, M. (2005) Posibles sesgos en el examen de selectividad. En HerreraSoler, H. y García Laborda, J. Estudios y criterios para una selectividad de calidad en el
examen de inglés, p.121-148. Valencia: Universidad Politécnica de Valencia.
Amengual Pizarro, M. (2009). Does the English test in the Spanish university entrance
examination influence the teaching of English? English Studies, 90(5), 582-598.
International Journal of Language Studies (IJLS), Vol. 5(3), 2011 | 7
García Laborda, J., & Fernández Alvarez, M. (2010). Las variables sexo, edad y lugar de
trabajo en las actitudes de los profesores hacia la interacción oral en L1 y L2 en la clase
de inglés de segundo de Bachillerato. Porta Linguarum, 14, 91-103.
Herrera Soler, H. (1999). Is the English test in the Spanish University Entrance
Examination as discriminating as it should be? Estudios Ingleses de la Universidad
Complutense. Nº.7: 89-107.
Herrera Soler, Honesto. (2000-2001). The effect of gender and working place of raters
on university entrance examination score. Revista Española de Lingüística Aplicada. Vol.
14: 161-168.
Hill, K., & Sabet, M. (2009). Dynamic speaking assessments. TESOL Quarterly: A Journal
for Teachers of English to Speakers of Other Languages and of Standard English as a Second
Dialect, 43(3), 537-545.
102
La influencia del Proyecto Educativo en el desarrollo de las actitudes hacia el inglés en
un contexto plurilingüe. Un estudio de caso.
Ipiña Larrañaga, Nagore
Mondragon Unibertsitatea - [email protected]
Sagasta, Pilar [email protected]
Cada vez son más los estudios que ponen de manifiesto la importancia de las
actitudes en los procesos de enseñanza aprendizaje (Gómez-Martínez, 2008; Sadait,
2010; Sasaki, 1993). Asimismo y centrándonos en el ámbito de la educación plurilingüe,
es pertinente mencionar que las directrices educativas procedentes de la Comisión
Europea (2008) han promovido la introducción cada vez más temprana de una lengua
extranjera y por lo tanto, es cada vez más común encontrar dos o más lenguas en el
currículum (Lasagabaster, 2003; Lasagabaster y Huguet, 2007; Lasagabaster y Sierra,
2009). Dentro de este desarrollo de la educación plurilingüe, las actitudes lingüísticas
se han convertido en variables a considerar en los procesos de enseñanza-aprendizaje
de lenguas.
En el contexto de la Comunidad Autónoma Vasca, donde la lengua minoritaria
(euskera), la mayoritaria (castellano) y la lengua extranjera (inglés) conviven en el
currículo escolar, cada alumno realiza valoraciones sobre cada una ellas creando de la
misma manera sus propias actitudes relativas a las distintas lenguas, sus hablantes y su
aprendizaje (Lasagabaster, 2003). A juicio de Dörnyei (2000), son las instituciones
educativas, las familias y la sociedad los factores que más influyen en el cambio de
actitudes lingüísticas. Por ello, se considera necesaria una reflexión sobre las
características del Proyecto Educativo de Centro, cuando el objetivo es fomentar un
plurilingüismo aditivo (Cenoz y Genesee, 1998).
El objetivo de esta comunicación es presentar un estudio de caso llevado a cabo
al objeto de analizar la influencia de factores contextuales como el Proyecto Educativo
en el desarrollo de las actitudes hacia la lengua extranjera (inglés). La muestra de esta
investigación está formada por 100 alumnos universitarios de primer curso que
realizan sus estudios de Grado en Educación Primaria en la Universidad Mondragon.
Los resultados longitudinales obtenidos cuantitativamente muestran que
variables relativas a la naturaleza del Proyecto Educativo influyen significativamente
de modo positivo en las actitudes hacia el inglés de la muestra. El trabajo realizado en
las diferentes materias del currículo, el trabajo colaborativo, la visión común entre los
docentes y las metodologías centradas en los alumnos como el trabajo colaborativo y el
aprendizaje basado en proyectos son las variables independientes más significativas.
Cenoz, J. y Genesee, F. (1998). Psycholinguistic perspectives on multilingualism and
multilingual education. In J. Cenoz and F. Genesee (eds) Beyond Bilingualism:
Multilingualism and Multilingual Education. Clevedon: Multilingual Matters.
Commission Europea (2008). Multilingüismo: una ventaja para Europa y un
compromiso
compartido.
Consultado
en:
http://ec.europa.eu/education/languages/pdf/com/2008_0566_es.pdf [Acceso: /08/2011].
Dörnyei, Z. (2000). Motivation in action: Towards a process-oriented conceptualisation
of student motivation, British Journal of Educational Psychology.Vol 70(4), 519-538.
Gómez-Martínez, S. (2008). El aprendizaje del inglés en el ámbito universitario español:
perfiles motivacionales e implicaciones en el aula. Actas del XXXVII Simposio
103
Internacional de la sociedad españila de lingusitica (SEL) Consultado en:
http://www.unav.es/lingui/simposopsel/actas/ [Acceso: 4/11/2009].
Lasagabaster, D. (2003).Trilinguismo en la enseñanza. Actitudes hacia la lengua
minoritaria, la mayoritaria y la extranjera. Lleida: Milenio.
Lasagabaster, D. y Huguet, A. (eds.) (2007). Multilingualism in European Bilingual
Contexts. Language Use and Attitudes. Multilingual Matters.
Lasagabaster, D. y Sierra, J.M. (2009). Language attitudes in CLIL and Traditional EFL
classes. International CLIL Research Journal, vol 1(2), 4-17.
Sadait, A.M. (2010). Language attitude: the case of Jordan. International Journal of
Academic Research, vol 2 (6), 235-243.
Sasaki, M. (1993). Relationships among second language proficiency, foreing language,
aptitude and intellingence: a structural equiation Modelling approach. Language
learning, 43 (3), 313-344.
Defining cognitive task complexity of a sequence of tasks: three empirical studies
Levkina, Mayya
The focus of the present study concentrates on a widely debated question in
task-based teaching literature: how to define cognitive complexity of tasks? It has
mostly been measured a posteriori. One of the most frequently used methods of
measuring task difficulty, as an evidence of cognitive task complexity, was considered
a test called, Affective Variables Questionnaire, based on a Likert scale (Robinson 2001,
Gilabert 2005). It was assumed that participants were able to grade the tasks by their
difficulty based on their subjective perception of it. Recent studies, however, showed a
necessity to use some additional psychological measures of task difficulty to detect task
difficulty and also to ensure the significant difference of tasks with different cognitive
complexity levels (Norris & Ortega 2009, Baralt 2009). These other measures include
Time Estimation Task, Eye-Tracking and Brain Screening and, more recently, dual task
methodology (Révész, Michel & Gilabert, 2012). While the last three instruments are
still hardly applicable in an applied linguistics’ context, Time Estimation Task is a
quick and efficient instrument to use in the empirical settings, which had been shown
in various studies on psychological issues. In this light, the present study aims to
establish the cognitive task complexity of a series of tasks manipulated along spatial
reasoning demands. Throughout the three experiments, the analysis of task complexity
is done with the use of both measures (Affective Variable Questionnaire and Time
Estimation Task). The following research question forwarded for each of the studies is:
whether theoretically based manipulation of task along spatial reasoning demands is
confirmed empirically? For each study, the analysis of the obtained results showed
where the difference between task complexity had to be more substantial and
statistically different. Therefore, three experiments were carried out before establishing
the satisfactory graduation of cognitive task complexity. Each experimental design
consisted of three oral tasks with different levels of cognitive complexity. Totally, over
50 volunteered participants took part in the study. After having performed each of
three tasks in English, they were given the Affective Variables Questionnaire and The
Time Estimation Test to do. The results were statistically analyzed by means of
parametric and non-parametric tests. The results for the last experiment showed that
104
both tests displayed significant results and so discriminated each of the three tasks by
their complexity.
A tool for the study of how English oral competence is developed in 2nd of
Bachillerato textbooks
Luque, Gloria [email protected]
Bueno Alastuey, María Camino [email protected]
Rábano, Manuel [email protected]
The aim of this paper is to present a tool for the study of how English oral
competence is developed in 2nd of Bachillerato textbooks. It forms part of a research
Project, called Orientación, propuestas y enseñanza para la sección de inglés en la prueba de
acceso a la universidad, with the reference: FFI2021-22442, granted by the Ministerio de
Ciencia e Innovación. The Project in general and the tool in particular constitute an
attempt to adapt to the prospective University Entrance Exam in English, which will
evaluate oral competence, including comprehension and production and introducing a
level B1 from the Common European Framework.
Our aim was to check whether oral competence is currently developed in 2nd of
Bachillerato textbooks. In order to do this, we created a tool detailing all the aspects
which should be considered when teaching oral competence. There is a need for an
instrument of this type, as most of the tools used for the evaluation of textbooks in
research literature are too general (Ansary & Babaii, 2002; Tok, 2010), not sufficiently
explicit, or devote little space to how oral aspects are dealt with (Ellis, 1997; Maleki &
Kazemi, 2012; Mukundan, Hajimohammadi, & Nimehchisalem, 2011).
Furthermore, theorists in the field of design and analysis of ELT textbooks
(Ellis, 1997) agree on the need to use assessment checklists for oral data.
The tool is divided into three sections: listening, speaking and pronunciation.
Each section contemplates: whether the skill is introduced, how it is introduced
and coordinated with other skills, the type of oral texts included, what kind of support
there is (visual or textual), the variety of activities developed, its methodology, possible
groupings, the average proportion of time devoted to the particular skill, and the
development of strategies. It also considers whether the tasks can be ascribed to an A2
or a B1 level in the Common European Framework for Languages.
Each section in turn covers numerical and categorical sections, depending on
whether each item in the tool requires an amount (how many….?) or the ascription to
one or several categories considered (i.e. visual support: images, graphs or pictures)
ranging from two to nine. Intra and inter rater’s reliability was measured using
Cohen’s Kappa coefficient for categorical measures and Pearson’s correlations for
numerical/quantitative measures. Both indexes used show statistical significance and a
moderate to high inter and intra rater reliability.
Content validity was also considered through an experts’ judgment on how oral
competence should be considered in second of Bachillerato textbooks.
As a conclusion, our research has established that the tool displays adequate
measure properties, that is to say, good content validity through a judgment of experts
and a moderate to high inter and intra rater reliability.
105
However, to generalize our conclusions and further validate the tool, it should
be applied to a wider range of textbooks’ units by non-trained raters. That will
constitute our next step.
References
Ansary, H. & Babaii, E. 2002. “Universal Characteristics of EFL/ESL Textbooks: A Step
Towards Systematic Textbook Evaluation” The Internet TESL Journal, 8/2
available online at http://202.194.48.102/englishonline/jxyj/iteslj/index-25.htm
Ellis, R. (1997). “The Empirical Evaluation of Language Teaching Materials”. ELT
Journal, 51/1: 36-42.
Maleki, A. & Kazemi, M. 2012. “The Evaluation and Comparison of Two Most Widely
Used Textbooks for Teaching English to the Iranian Students of Medicine” The Iranian
EFL Journal 8/3: 70-93.
Mukundan, J, Hajimohammadi, R. & Nimehchisalem, V. 2011. “Developing An English
Language Textbook Evaluation Checklist” Contemporary Issues In Education Research,
4/6: 21-28.
Tok, H. 2010. “TEFL textbook evaluation: From teachers’ perspectives” Educational
Research and Review 5/9: 508-517.
Vocabulary teaching and L2 textbooks: How much of novelty is there?
López Jiménez, María Dolores
Universidad Pablo de Olavide, Sevilla - [email protected]
In the last 30 years the role of vocabulary in L2 teaching has been
acknowledged. Thus, the focus is no longer on whether vocabulary should be taught
but how. This empirical study researches the treatment given to vocabulary in 24
textbooks for teaching English and Spanish to speakers of other languages: 12 English
textbooks and 12 Spanish textbooks. Each set of textbooks included four books at three
proficiency levels, that is, beginning, intermediate, and advanced. The textbooks were
aimed at young adults and adults published between 1999-2009 by European and
North American publishers.
Regarding one-word lexical units, the results indicate that vocabulary teaching
in these L2 textbooks is rather traditional.First, vocabulary selection criteria continue
being absent in most of the teacher's editions. Second, vocabulary presentation is
mostly arranged in semantic groupings instead of favoring thematic sets. Third, in the
vocabulary practice there is an overuse of closed exercises and open activities to the
detriment of communicative activities. Fourth, the units that recycle vocabulary are
insufficient despite the fact that research suggests multiple encounters with the same
lexical unit. Finally, vocabulary learning strategies are scarce which prevents L2
students from becoming more autonomous.
With respect to the presence of multi-word lexical units, specifically lexical
collocations (e.g., weak tea vs. *feeble tea; make a mistake vs. *do a mistake; dinero
negro vs. *dinero oscuro; cometer un error vs.*hacer un error), most of the analyzed
English textbooks differ from the Spanish books in the explicit teaching of these
combinations. It seems that English authors have taken notice of the latest research on
lexical collocations that advises their explicit instruction. Otherwise, the L2 learner fails
to acquire them due to their idiosyncratic nature.
106
Task design in an English for specific purposes context: from Needs Analysis to
pedagogic tasks
Malicka, Aleksandra
The objective of the current study is two-fold. First, it aims to present the
process of Needs Analysis carried out in an English for specific purposes context.
Second, it seeks to apply the obtained insights to the design of pedagogic task
following Robinson’s (2005) Triadic Componential Framework. The study is motivated
by the fact that in many traditional language courses the starting points in developing
a syllabus are various language features and largely imprecise notions of “difficulty”
or “usefulness”. However, according to Long’s (2005) idea of Needs Analysis, every
language course should be a course for specific purposes and a one-size-fits-all
approach should be substituted by a careful examination of learners’ needs by
consulting both applied linguists and experts in a given field. In Needs Analysis,
traditionally used linguistic units are replaced by task as the unit of analysis (Gilabert
2005).
The present study was carried out in the field of tourism, and more specifically,
in the context of a hotel receptionist’s job. It aimed to explore the following research
questions: 1. Can the daily tasks performed by hotel receptionists be described in terms
of pedagogic tasks? 2. Can the components of the different tasks be described in terms
of variables from the Triadic Componential Framework? 3. In what ways can these
variables be manipulated to establish hypothetically different levels of cognitive
complexity, and potentially target qualitative changes in performance? Following
Long’s (2005) guidelines, two methods were employed to carry out the study: seven
interviews with hotel receptionists and three four-hour long observations at hotel
receptions in different hotels in Catalonia. As a result of applying these techniques, the
corpus of data included the information about what constitutes daily tasks in a given
field, the frequency of their occurrence, the different levels of linguistic and cognitive
difficulty of the performed tasks, and the standards according to which the tasks need
to be completed.
The analysis of the obtained data revealed that the observed tasks represent a
variety of task types previously investigated in the literature (problem-solving,
information-exchange, information-gap tasks) and that many of the internal features of
tasks at hotel reception lend themselves to be described in terms of different variables
from the Triadic Componential Framework. Some of the identified resource-directing
dimensions are the options to choose from (±number of elements), apologizing,
justifying, convincing (±reasoning demands), reporting an incident to a superior
(±perspective-taking and ±here-and-now), or providing directions (±spatial reasoning).
Resource-dispersing dimensions include the repetition of the same task (±task
familiarity), the time available to respond to a problem (±planning time), or the number
of stages involved in task performance (±few steps). This information served as a
starting point in designing a sequence of pedagogic tasks.
The study revealed that the insights obtained from this Needs Analysis can
facilitate taking an informed decision at four major levels of syllabus design: how
pedagogic tasks can be drawn from target tasks (task selection), what is considered a
107
simple and a complex task (task complexity), and the optimal order of presenting them
(task sequencing).
El uso de Blogs y Diigo como herramientas de evaluación
Martínez León, Natalia
[email protected]
Jiménez Pérez, Elena
UGR - [email protected]
Una de las funciones que los alumnos deben adquirir es el uso y manejo de las
TICs. En esta comunicación abordaremos el uso de diferentes herramientas TIC para la
evaluación en la Mención de Lengua Extranjera del Grado de Educación Primaria.
En este caso usamos blogs, porfolios (entrega electrónica) y Diigo como
herramientas de evaluación además de otras herramientas (Foros, video, Secuencia
Didáctica) en las asignaturas de la especialidad.
Para reforzar el trabajo individual y colaborativo usaremos varias herramientas
tecnológicas que ayudarán a reforzar y afianzar el aprendizaje, fomentar el
autoaprendizaje y fomentar el compromiso de responsabilidad del aprendizaje por
parte del alumno.
En este curso de especialización de la Mención de lenguas extranjeras hemos
usado diferentes herramientas con marcado aspecto tecnológico para la evaluación del
alumnado.
Algunas herramientas han tenido que ser usadas de modo grupal:
• Creación y actualización semanal de un blog. Incluyendo reflexiones sobre su
aprendizaje, materiales relevantes o información referente a la especialización.
Y otras de modo individual:
• Uso de la herramienta Diigo (Digest of Internet Information, Groups and Other
stuff) que es un sistema de gestión de información personal basado en el
concepto "nube", que incluye marcadores web, bloc de notas post-it, archivo de
imágenes y documentos, así como selección de textos destacados. No sólo
ordena y clasifica los favoritos sino que también nuestras notas e imágenes,
permite comentar las páginas marcadas así como añadir notas flotantes y
remarcar fragmentos de una página estática.
• Grabación de un video al final del curso reflexionando sobre qué han supuesto
las exposiciones grupales de las Secuencias Didácticas de los demás grupos
desde el punto de vista de su desarrollo docente y por último un porfolio de las
tres asignaturas.
Todas ellas nos proveerán de un amplio abanico de herramientas para la evaluación
final que tendrá en cuenta el trabajo final (secuencia didáctica), el proceso de desarrollo
(porfolio), trabajo cooperativo (blog) y trabajo individual (diigo).
En conclusión podemos decir que el uso de la web 2.0 para la evaluación es
versátil. Permite subrayar o dejar comentarios sobre los blogs de los alumnos, permite
dejar comentarios para que solo los vean los miembros de un grupo cerrado, permite al
profesor observar y comentar el proceso de aprendizaje, como si de un cuaderno
digital se tratase y mejora el proceso de enseñanza-aprendizaje así como la
retroalimentación que implica toda evaluación.
108
Bartolomé Pina, A. (2008). Entornos de aprendizaje mixto en educación superior.
Revista Iberoamericana de Educación a Distancia, 11(1), 15-51.
Diigo En: http://es.wikipedia.org/wiki/Diigo Consultado 11/2012
Gámiz, V., Rodríguez, M.J. y Romero, M.A. (2008). Las herramientas didácticas en la
universidad (pp.72-92). En Rodriguez, A., Caurcel, M.J. y Ramos, A.M.: Didáctica en el
Espacio Europeo de Educación Superior. Guías de trabajo autónomo (pp. 72-92). Madrid:
EOS.
Lion, C. (2005). Nuevas maneras de pensar tiempos, espacios y sujetos en Tecnologías
Educativas en tiempos de internet. Buenos Aires: Editorial Amorrortu.
Melaré, D.V.B. (2007). Tecnologías de la inteligencia. Gestión de la competencia
pedagógica virtual. Madrid, España: Editorial Popular.
Redondo Martínez, D (2012). Blogs de autor, seguimiento vía RSS y evaluación con
Diigo
en
Educación
para
adultos.
En:
http://recursostic.educacion.es/buenaspracticas20/web/es/buenas-practicas20/educacion-de-adultos/332-blogs-de-autor-seguimiento-via-rss-y-evaluacion-condiigo-en-educacion-para-adultos Consultado 11/2012
Redondo
Martínez,
D.
(2011).
Marcadores
sociales
con
diigo.
En:
http://formacion.enlinea.educa.madrid.org/itic11/talleres/diigo.pdf
Consultado
11/2012.
Activities aimed to raise motivation among at risk students in a first year ESO context:
A final task approach
Olivares Porras, Amparo
Sánchez, Purificación [email protected]
One of the biggest challenges for a Spanish teacher nowadays is to face a class
where students are considered at-risk and do not seem to have any motivation. Despite
the fact that interest in L2 motivation can be traced back over fifty years (Dörney 2001,
2005; Dörney & Ushioda, 2011; Gardner, 1985) and numerous studies have been carried
out to analyse motivation in educational environments (Bernaus & Gardner, 2009;
Taguchi, Magid & Papi, 2009), no research has taken place in a specific Spanish highschool context with numerous at-risk students.
The present investigation aimed to lay the cornerstone for motivational analysis
in a first year ESO context through the implementation of a final task based on
cooperative learning (Johnson & Johnson, 1999; Slavin, 1983, 1995; Woolfok, 2001). The
study was divided into three parts and three different groups were analysed. In the
first and third part, students took a motivational questionnaire (Taguchi, Magid, &
Papi, 2009), the aim of which was to measure the differences, if any, after the
implementation of the activities. In the second and main part, group A followed its
traditional teaching method while group B and C followed a programme in which a
final task based on cooperative learning was the main focus of their lessons.
Furthermore, in group C, some additional motivational activities were also carried out
(Dörney, 2001) aimed at increasing group cohesion, a variable also measured in the
motivational questionnaires. It was at this point that the following research questions
were answered through comparison:
109
•
Are there any observable motivational changes after one month of exposure to
traditional teaching, cooperative learning-based teaching or teaching based on
cooperative learning and motivational activities?
• Is there any improvement in group cohesion after the implementation of the
additional motivational activities?
The results seem to prove that effectively used cooperative learning has a
positive impact on motivation, which would confirm Slavin’s (1983) theory. Thus,
group A had the least favourable results (8 out of 17 items increased), while in group B
and C results showed a significant improvement in motivation (15 out of 17 items
increased in group B and 16 out of 17 in group C). These facts may provide evidence of
the positive relation between motivation and final tasks methodologies in at risk
contexts. As regards the second research question, it is relevant to highlight that group
cohesion increased in group C bud decreased in group B. This may prove that the
additional motivating activities (Dörney, 2001) implemented in group C were effective
and this may also suggest that they are a necessary requirement for obtaining better
motivational results when implementing a final task.
The results of the present study seem to indicate that cooperative learning is a
suitable strategy when faced with demotivated at-risk students. From my point of
view, further research is required to analyse the possible link between motivation,
task-engagement and achievement. The purpose of this future investigation would be
to set the initial step for at-risk students towards reaching academic success.
References:
Bernau, M. & Gardner, R. C., 2009. Teachers’ motivation, classroom strategy use,
students’ motivation and second language achievement. Porta linguarum, 12, pp. 25-36.
Dörnyei, Z., 2001. Motivational Strategies in the Language Classroom. Cambridge:
Cambridge University Press.
Dörnyei, Z., 2005. The psychology of the language learner. London: Lawrence Erlbaum
Associates.
Dörnyei, Z., & Ushioda. E., 2011. Teaching and researching motivation. Harlow: Pearson
Education Limited.
Gardner, R. C., 1985. Social psychology and second language learning: The role of attitudes
and motivation. London: Edward Arnold.
Johnson, D. W., & Johnson, R., 1999. Learning Together And Alone: Cooperative,
Competitive, And Individualistic Learning (5th Edition). Englewood Cliffs, NJ: PrenticeHall.
Slavin, R. E., 1983. Team-Assisted Individualization: A Cooperative Learning Solution
for Adaptive Instruction in Mathematic (Report No. JHS-CSOS-340).
Slavin, R., 1995. Cooperative learning: Theory, research and practice (2nd Edition). Boston:
Allyn and Bacon.
Taguchi, T., Magid, M. & Papi, M., 2009. The L2 motivational self-system among
Japanese, Chinese and Iranian learners of English: A comparative study. In Dörnyei, Z.
& Ushioda, E. (Eds.), Motivation, language identity and the L2 self. Bristol, UK:
Multilingual matters pp. 66-97.
Woolfolk, A., 2001. Educational Psychology. Boston, MA: Allyn & Bacon.
110
Análisis de las muestras de reflexión sobre el aprendizaje de lengua a través del
portafolio electrónico
Pujolà Font, Joan-Tomàs
El portafolio electrónico tiene un gran impacto no sólo como herramienta de
evaluación de los aprendizajes, sino también como herramienta de formación, ya que
incide en los hábitos de estudio de los alumnos y permite desarrollar competencias
imprescindibles en un mundo en el que el conocimiento se genera y transforma de
manera dinámica.
Se deben buscar, por tanto, nuevas estrategias metodológicas que ayuden a los
futuros graduados a desarrollar la capacidad de gestionar el conocimiento, de
adaptarlo a situaciones nuevas e imprevistas; de reflexionar sobre lo que van
aprendiendo, y así ser capaces de aprender autónomamente a lo largo de la vida.
Esta nueva manera de entender el proceso de enseñanza-aprendizaje debe
contemplar también nuevas herramientas de formación y de evaluación, a fin de
garantizar el desarrollo de las competencias profesionalizadoras que demanda la
sociedad. Es en este contexto de innovación que se propone la implementación del
portafolio electrónico.
El portafolio electrónico tiene un gran impacto no sólo como herramienta de
evaluación de los aprendizajes, sino también como herramienta de formación, ya que
incide en los hábitos de estudio de los alumnos, en la manera de interactuar entre
alumnos y profesores, y en cómo se comunican en un formato digital. Asimismo,
permite desarrollar competencias imprescindibles en un mundo en el que el
conocimiento se genera y transforma de manera dinámica.
Las tres comunicaciones que se presentan se enmarcan en un proyecto de
investigación en la línea de trabajo del grupo DIDAL (Dinámicas de Innovación
Docente para el Aprendizaje de Lenguas), un grupo de innovación docente que desde
el curso 2004-2005 lleva a cabo el proyecto interdisciplinario ECAL (Espacio Común de
Aprendizaje de Lenguas) cuyo objetivo principal es implantar un portafolios
electrónico multilingüe (catalán, castellano e inglés) en los Grados de Educación
Primaria, Educación Infantil y Comunicación Audiovisual de la Universidad de
Barcelona.
El objetivo general del estudio que se presenta en la mesa redonda es analizar el
impacto del uso del portafolio electrónico Mahara a través de:
1 Analizar a nivel discursivo y semántico las muestras escritas y orales de reflexión de
los estudiantes sobre el proceso de aprendizaje de una primera o segunda lengua
2. Examinar cómo las técnicas de retroalimentación (feedback) en línea entre alumnos y
entre profesor-alumno inciden en el desarrollo del pensamiento reflexivo y crítico de
los estudiantes y en su capacidad de aprendizaje.
Ponencias de la mesa REDONDA
El desarrollo de la competencia reflexiva de los formandos a través del Portafolio
digital Mahara.
Marc Bayés, Rosa Brion y M. Vicenta González
Análisis semántico de las producciones en el portafolios digital Mahara.
Raúl Alfonso y Vanesa Toquero
111
Aprendiendo a enseñar lenguas extranjeras mediante el modelo reflexivo-experiencial
y los entornos virtuales en el Grado de Magisterio
Rábano, Manuel [email protected]
Camacho Ramos, Juan Manuel
Universidad de Alcalá - [email protected]
Garcia Esteban, Soraya
Universidad Alcalá de Henares - [email protected]
El modelo pedagógico llamado “aprendizaje reflexivo-experiencial” (Kolb,
1984) sostiene que el ciclo de adquisición de conocimiento se basa en la reflexión sobre
hechos previamente experimentados, los cuales, una vez conceptualizados, se
convierten en el eje vertebrador de la “retroacción” o “experimentación activa”, que en
términos de competencias profesionales, entendemos como una forma privilegiada
para la mejora de la actividad docente en general, y de la enseñanza de lenguas
extranjeras en particular.
Las conexiones que se establecen entre la enseñanza reflexiva, las prácticas de
microteaching y el desarrollo de la competencia profesional, están avaladas por
numerosos trabajos (Cruikshank, 1985; Cruikshank, Kennedy, Williams, Holton, &
Faye, 1981; Killen, 1989), y forman parte actualmente de los programas de formación
de varias universidades.
Por otra parte, algunas experiencias en relación con la teoría del aprendizaje
(Bransford, Brown, & Cocking, 2000) ponen de relieve la importancia que tiene
involucrar al alumnado en proyectos que, basados en el aprendizaje significativo,
potencien la reflexión crítica mediante el trabajo colaborativo, destacando, además, que
la reflexión sobre el propio proceso de aprendizaje adquiere una relevancia especial
(Bereiter & Scardamalia, 1989) en el éxito del mismo. Las plataformas virtuales se
convierten, de este modo, en herramientas de gran utilidad para la interacción, el
análisis y síntesis, y la evaluación de la información para construir y compartir el
conocimiento del grupo como elemento motivador y enriquecedor (Lord, & Lomicka,
2004; Liaw, Chen & Huang, 2008) en el proceso de enseñanza y aprendizaje. Esto tiene
un gran impacto en la búsqueda y gestión de la información como vías de construcción
del conocimiento de forma dialógica y colaborativa. Y aquí los entornos virtuales se
conciben, una vez más (Álvarez y Guasch, T., 2006; Williams, 2003) como lugares
privilegiados de encuentro e interacción.
La experiencia que presentamos se desarrolló en la Universidad de Alcalá1 [1]
durante el año académico 2010-2011. En ella participaron un total de 304 alumnos y 4
profesores. Se pretende, mediante un enfoque de aprendizaje reflexivo-experiencial,
que concretamos en prácticas de microteaching (Wallace, 1991), sentar las bases para la
formación de futuros profesionales reflexivos, críticos, autónomos y predispuestos al
trabajo colaborativo, en el contexto del EEES. Las sesiones de microteaching han sido
grabadas en vídeo (55 en total) y subidas a la plataforma de la UAH (Blackboard) y a
Youtube por el profesorado, con la finalidad de permitir a los estudiantes visualizar su
presentación, así como evaluar su intervención en lengua inglesa, tanto de forma
1
Título del Proyecto: Inglés, competencia comunicativa y profesional mediante prácticas de
Microteaching en el Grado en Magisterio. Código: UAH/EV-436. Curso: 2011-2012.
112
individual como en las tutorías, de acuerdo a los criterios reflejados en la hoja Feedback
Form, previamente proporcionada.
Partiendo del análisis cualitativo (152 valoraciones escritas y 55 vídeos) y
cuantitativo (estadística proporcionada por el sistema) de todo el material generado
durante el proceso, se presentan y discuten los resultados obtenidos prestando especial
atención a las percepciones y el grado de implicación del alumnado. Por último, se
presentan algunas conclusiones y recomendaciones para acciones futuras.
Referencias
Álvarez, I. y Guasch, T. (2006). “Diseño de Estrategias Interactivas para la Construcción
de Conocimiento Profesional en Entornos Virtuales de Enseñanza y Aprendizaje”.
RED. Revista de Educación a Distancia, 14. p.11 http://www.um.es/ead/red/14/
(consultado el 10 de noviembre de 2011).
Bransford, J. D., Brown, A. L., & Cocking, R. R. (eds.) (2000). “How people learn: Brain,
mind experience, and school committee on developments in the science of learning”.
Commission on Behavioral and Social Sciences and Education of the National Research
Council, National Academy Press.
Bereiter, C., & Scardamalia, M. (1989). “Intentional learning as a goal of instruction”. In
L.B. Resnick (Ed.), Knowing, Learning, and Instruction, pp. 361-392., NJ, Hillsdale.
Cruickshank, D. (1985). “Uses and benefits of reflective teaching”. Phi Delta Kappan,
June, 704-706.
Cruickshank, D., Kennedy, J., Williams, E., Holton, J., & Faye, E. (1981). “Evaluation of
reflective teaching outcomes”. Journal of Educational Research, 85(1), 26-32.
Lord, G., y Lomicka, L. (2004). “Developing collaborative cyber communities to
prepare tomorrow’s teachers”. Foreign Language Annals, 37, 3, pp.: 401–417.
Liaw, S. S., Chen, G. D., & Huang, H. M. (2008). “Users’ attitudes toward Web-based
collaborative learning systems for knowledge management”. Computers and Education,
50, 3 pp.: 950–961
Kolb, D.A. (1984). Experiential learning: experience as the source of learning and development.
Englewood Cliffs, New Jersey: PrenticeHall.
Wallace, J., (1991): Training foreign language teachers. A reflective approach. Melbourne,
CUP.
Williams, P.E. (2003). “Roles and Competencies for Distance Education Programs in
Higher Education Institutions”. The American Journal of Distance Education, V.17, pp. 4557.
Perceptions of native and non-native teachers of English: does it really matter?
Rodríguez Gil, María Esther
“World Englishes” was one of my subjects during the academic year 2011-2012.
Amongst the topics raised in the course of teaching was the spread of English as an
international language and its implications in English language teaching, especially in
outer and expanding circle contexts (e.g. Liu 1999, Mahboob 2005, Anchimbe 2006,
Caine 2008). This topic triggered a discussion on the much debated issue of native and
non-native speakers as teachers of English. Most of them agreed, and were firmly
convinced of, that native speakers were better teachers of English than their non-native
counterparts simply because they were better models in terms of linguistic proficiency.
113
The underlying belief was “the fallacious notion that the ultimate goal of English
language learning is native-like proficiency” (Caine 2008: 6).
An important body of literature has been published on the differences between
native and non-native teachers, and research has been published on the attitudes and
perception of teachers and students in countries in the outer circle as well as in an
international context (e.g. Medgyes 1992, Reves & Medgyes 1994, Butler 2003, Ling &
Braine 2007, Villalobos Ulate 2011). To the best of my knowledge, only Madrid & Pérez
Cañado have explored “teacher and student perceptions of the effectiveness of native
and nonnative teachers of English” (2004: 126) within Spain, and more particularly, in
the Andalusian context. This study aims at contributing to the literature on this field
within Spain. I will investigate what undergraduate students of English language and
linguistics and their teachers at the University of Las Palmas de Gran Canaria think of
native and non-native English speaking teachers. Two specific research questions will
be addressed:
(1) What do university students and teachers in Gran Canaria prefer, native or nonnative teachers of English?
(2) What are their views on the strengths and shortcomings of native and non-native
English teachers?
The purpose of this study is double-folded. On the one hand, the data retrieved
will contribute to shed light on the perception of professional teachers and would-be
teachers of English within Spain. On the other hand, it will explore how awareness can
be raised in the university community regarding the qualities and strengths of native
and non-native educators, reinforcing thus their (self)perception of what makes a
competent teacher of the language.
References
Butler, Yuko Goto. 2003. “Perception versus reality: how important is that Korean
elementary school teachers speak “Good English”?” Working Papers in Educational
Linguistics 19(1): 1-25.
Caine, Tonje M. 2008. “Do you Speak global?: the spread of English and the
implications for English language teaching”. Canadian Journal for New Scholars in
Education 1(1): 1-11.
Eric, Anchimbe. 2006. “The native-speaker fever in English language teaching (ELT):
Pitting pedagogical competence against historical origin”. Linguistic Online 26(1/06): 314.
Ling, Cheung Yin & George Braine. 2007. “The attitudes of university students towards
non-native speakers English teachers in Hong Kong”. RELC Journal 38(3): 257-277.
Liu, Jun. 1999. “Nonnative-English-speaking professionals in TESOL”. TESOL
Quarterly 33(1): 85-102.
Madrid, Daniel & Mª Luisa Pérez Cañado. 2004. “Teacher and student preferentes of
native and nonnative foreign language taechers”. Porta Linguarum 2: 125-138.
Mahboob, A. 2005. “Beyond the native speaker in TESOL”. In S. Zafar (Ed.), Culture,
Context, & Communication. Abu Dhabi: Center of Excellence for Applied Research and
Training & The Military Language Institute, 60-93.
Medgyes, Peter. 1992. “Native or non-native: who's worth more?” ELT Journal 46(4):
340-349.
Reves, Thea & Peter Medgyes. 1994. “The non-native English speaking EFL/ESL
teacher’s self-image: an international survey”. System 22(3): 353-367.
114
Villalobos Ulate, Nuria. 2011. “Insights into native and non-native ELT educators”.
Bellaterra Journal of Teaching & Learning Language & Literature 4(1): 56-79.
¿Qué implica tener un nivel A1?
Romero Morán, Daida
Cáceres Lorenzo, María Teresa
La enseñanza y el aprendizaje de lenguas extranjeras en Europa han estado
sujetos a una absoluta renovación a partir de la aparición del Marco Común Europeo de
Referencia (MCER). Una de las principales contribuciones del MCER es la presentación
de cada uno de los niveles de referencia para el aprendizaje de lenguas extrajeras en
una Europa plurilingüe y pluricultural.
El Consejo de Europa ha dado independencia a cada comunidad lingüística
para especificar los contenidos tanto lingüísticos, como socioculturales y de
aprendizaje para cada nivel. De esta suerte, las comunidades lingüísticas europeas han
llevado a cabo la realización de los descriptores de los niveles de referencia para el
aprendizaje de lenguas siguiendo como patrón las pautas propuestas en la Guía de
Producción de Descriptores del Consejo de Europa, llamada Reference level descriptors for
national and regional languages, la cual desglosa diferentes características comunes que
deben tener estos descriptores de niveles.
En los descriptores publicados, existen contenidos gramaticales y léxicos para
determinadas lenguas cuyos equivalentes en otras aparecen en niveles diferentes en
sus correspondientes descriptores para esa lengua. Este hecho, sin duda, se ve reflejado
en los manuales y materiales para el aprendizaje de lenguas adaptados a estos
descriptores y al MCER, así como en los exámenes de Certificación oficial.
Nuestra participación tiene como objetivo aportar una reflexión sobre la
competencia comunicativa de los alumnos de A1 de español, en comparación con los
alumnos de A1 de inglés y los alumnos de A1 de francés a partir de los resultados de la
comparación de contenidos gramaticales y léxicos en los descriptores del nivel A1 de
lengua española (nivel A1 de Niveles de Referencia del español. Plan Curricular del Instituto
Cervantes), de lengua francesa (Niveau A1 pour le français) y de lengua inglesa (nivel
Breakthrough A1 del English profile), así como los respectivos exámenes de certificación
oficial para este nivel en cada lengua.
Insights into L2 teachers’ pedagogical content knowledge: A cognitive perspective on
their grammar explanations
Sanchez, Hugo Santiago
University of Bath - [email protected]
Language teacher cognition (LTC) research has deepened our understandings
of the pedagogical decisions second and foreign language (L2) teachers make and of
how these are influenced by a range of interacting factors. This study builds on this
tradition of work by examining, with specific reference to L2 grammar explanations,
how experiential, cognitive, and contextual factors interact in defining L2 teachers’
grammar teaching practices. The primary focus of this study is on understanding L2
teachers’ grammar-related pedagogical content knowledge, that is to say, their
115
knowledge of the specific instructional techniques which they use to explain grammar
content in order to make it accessible to the learners.
The context for the work is the teaching of English as a foreign language (EFL)
in a state secondary school in Argentina. This study thus furthers the research tradition
noted above both by extending our insights of teachers’ practices and cognitions in
teaching L2 grammar as well as by doing so in the work of state sector ‘non-native’
speaker teachers of English. The volume of classroom-based research of the kind
reported on in this study remains limited in such contexts and Argentina in particular
is a country that has not featured at all to date in the LTC literature.
Based on a larger eight-month investigation of teacher cognition and L2
grammar teaching, this study was exploratory-interpretive in nature and followed a
within-site, embedded, multiple-case design. Two case studies (two experienced EFL
teachers) were conducted and, within each case, themes or embedded units (cognition,
experience, and context) were examined. The cases and themes were studied within
their particular micro context of occurrence (the teachers’ EFL classes), which was, in
turn, immersed in a macro context (EFL department at a state secondary school). The
primary data came from classroom observations and post-lesson stimulated recall
interviews in which the teachers explained the rationale for their use of particular
grammar teaching techniques. Further data were collected through autobiographical
accounts, teacher diaries, and semi-structured interviews.
The findings highlight not only the array of instructional strategies employed
by the teachers in their grammar explanations but also the diverse and interacting
range of pedagogical concerns which motivated teachers in opting for these strategies.
More broadly, the analysis of the teachers’ work and their rationales for it highlight the
influence on their pedagogical decisions of their own prior learning experiences, their
perceptions of their knowledge of grammar, their beliefs about the value of grammar
in L2 learning, and their unique interpretations of the context in which they worked.
The findings contribute to our understanding of the nature of L2 teachers’ grammarrelated pedagogical content knowledge. The qualitative accounts of teachers’
classroom practices and of their commentaries on their work also constitute material
which can be productively used in language teacher education and development
contexts.
La retroalimentación entre pares en el portafolio electrónico y el aprendizaje de
lenguas: el discurso metalingüístico
Sánchez Quintana, Núria [email protected]
Mateo Ruiz, Miguel
El enfoque competencial de la educación pone el acento en la necesidad de
formar profesionales reflexivos y críticos en un mundo en el que la gestión del
conocimiento y la adaptación a la rapidez de los cambios es fundamental. Se deben
buscar, por lo tanto, nuevas estrategias metodológicas que faciliten tanto la reflexión
como la incorporación del cambio durante el proceso de enseñanza-aprendizaje.
En este contexto, el portafolio juega un papel relevante puesto que incide tanto
en el proceso de evaluación como en el de formación, así como en la evolución de los
hábitos de estudio de los alumnos. Todo ello les permite desarrollar competencias
116
imprescindibles en este mundo en el que el conocimiento se genera y transforma de
forma tan dinámica.
En las facultades de Formación del Profesorado y de Biblioteconomía y
Documentación de la Universidad de Barcelona, los profesores de las áreas de lengua
(español, catalán e inglés) utilizamos el portafolio electrónico como herramienta en
nuestra práctica docente y disponemos ya de un corpus de más de 500 portafolios.
El objetivo de esta comunicación es presentar los resultados de una
investigación que nos permite conocer – a través del análisis del discurso generado- el
modo en el que se produce la retroalimentación entre pares con el fin de obtener una
mejor comprensión del lenguaje metalingüístico de los aprendices de lengua e
incorporar este nuevo conocimiento al discurso del profesor para, de este modo, lograr
una retroalimentación eficaz que redunde en un mejor aprendizaje.
Nuestra metodología es la propia del análisis del discurso. Qué se comentan en
las retroalimentaciones los alumnos y cómo lo hacen. El instrumento utilizado ha sido
el portafolio electrónico Mahara. Los datos analizados se han extraído del corpus
anteriormente mencionado, de la retroalimentación realizada por 60 aprendices de
lengua española entre sí, seleccionados de forma aleatoria.
El modelo de análisis se ha basado en identificar aspectos como los siguientes:
núcleos temáticos, modalización, uso de los pronombres, perífrasis, recursos de
atenuación, calificadores, secuencias argumentativas, etc.
Los resultados obtenidos nos han permitido categorizar las tipologías de
retroalimentación, los diversos modos y técnicas de llevarla a cabo, desde muy
esquemáticas a muy visuales, desde secuencias argumentativas –implicando, en
ocasiones, también al docente- a explicaciones gramaticales o valoraciones, etc.
Los aprendices valoran muy positivamente el proceso y manifiestan que
favorece su aprendizaje. Asimismo, se producen secuencias argumentativas
(dialógicas) de calidad que difícilmente se dan en la retroalimentación entre profesor y
alumnos.
Los datos obtenidos y la valoración de los discentes nos llevan a la conclusión
de que el uso del portafolio promueve la reflexión metalingüística y por tanto su
validez como herramienta en la enseñanza de lengua(s).
Referencias bibliográficas:
Freedman, S.W. (1991): Evaluating writing: linking large-scale testing and classroom
assessment. Occasional paper 27. Carnegie Mellon University. Berkeley: University of
Califonia.
Gibs, G. y C.Simpson (2009): Condicions per a una avaluació continuada que afavoreixi
l’aprenentatge. Quaderns de Docència Universitària 13. Barcelona: Octaedro.
Lyons, N. (comp) (1999): El uso de portafolios. Propuesta para un nuevo profesionalismo
docente. Buenos Aires: Amorrortu.
Parcerisa, Artur (coord.) (2010): Ejes para la mejora docente en la universidad. Barcelona:
Octaedro
Pujolà, J.T. y V. González (2008): “El uso del Portafolio para la Autoevaluación en la
Formación Continua del Profesor”, Revista Marco ELE, 7, pp. 77-98.
Pujolà, J.T., B. Montmany y V. González (2012) : “Opening pedagogical possibilities
through an open source tool: integrating formal and informal language learning using
Mahara”. Comunicació en Eurocall CMC & Teacher Education SIGs Annual
Workshop: Learning through sharing: Open resources, open practices, open
117
communication. Centro Interfacoltà di Linguistica Teorica ed Applicata (CILTA)
University of Bologna, 29-30 March 2012.
Schön, D.A. (1987): Educating the Reflexive Practitioner: Toward a New Design of Teaching
and Learning in the Professions. San Francisco: Jossey-Bass Publishers.
El análisis semántico en las reflexiones del portafolio digital Mahara
Toquero Ramos, Vanesa [email protected]
Alfonso Lozano, Raúl Universidad de Barcelona - [email protected]
Gutiérrez-Gamero, Isabel [email protected]
El portafolio se considera una herramienta que permite potenciar una reflexión
activa, gracias al cual tanto el profesor como el estudiante son capaces de indagar en
las ideas subyacentes para justificar o censurar una determinada actuación. Además, la
reflexión se proyecta hacia atrás, mostrando los conocimientos previos, y hacia
adelante, a través de una conciencia de las propias metas y propósitos. La reflexión que
propone el portafolio no es estática sino que implica una acción y un cambio (Atienza,
E. y González, V., 2012).
La metodología se enmarca dentro del paradigma cualitativo y cuantitativo
definido por Dörney (2001), así como dentro de la investigación - acción definida por
Lewin (1946), donde el profesor es investigador y observador de su propia acción
educativa.
Nuestra investigación implica la recogida de las reflexiones llevadas a cabo por
500 alumnos de la Universidad de Barcelona y el análisis e interpretación de los datos
que se extraen de las mismas. La muestra de este estudio consta de 100 portafolios
pertenecientes a la asignatura de Lengua Castellana para la enseñanza de los estudios de
Grado de Magisterio de Educación Primaria e Infantil.
El desarrollo de la competencia de aprender a aprender comporta un proceso en
sí mismo en la producción de las diferentes vistas del portafolios. Se trata de un
proceso reflexivo donde el estudiante centra su atención en determinados conceptos
relevantes a la hora de tomar conciencia de su propio aprendizaje, dentro de la
asignatura y de su portafolio digital pero, al mismo tiempo, dentro de la perspectiva de
evolución individual como persona autónoma que dirige su formación.
Para llevar a cabo un seguimiento -desde la perspectiva semántica- de las
reflexiones llevadas a cabo por los estudiantes en cada una de las vistas realizadas, nos
proponemos:
• Analizar los temas sobre los que reflexionan los estudiantes.
• Observar si existe una evolución entre la reflexión de partida y la reflexión
final.
• Analizar si los temas tratados en la primera reflexión son abstractos, poco
definidos y generales y si existe una evolución hacia un verdadero análisis del
propio aprendizaje, es decir, hacia unos temas más específicos, particulares y
propios.
• Comprobar si en las reflexiones existe un reconocimiento de las propias
carencias y necesidades.
• Revisar cuáles son las expectativas de partida que tienen los estudiantes y si las
llevan a cabo.
118
•
Analizar qué estrategias y técnicas son consideradas útiles por los estudiantes
para desarrollar su propio aprendizaje.
Así, el análisis semántico de las reflexiones de cada una de las vistas nos permitirá
observar si existe verdaderamente una evolución en el aprendizaje por parte de los
alumnos. De la misma manera, nos permitirá obtener conclusiones respecto a las
capacidades de los alumnos de familiarizarse con una metodología que potencia la
autonomía del estudiante, la toma de decisiones y el desarrollo de la capacidad de
reflexión.
Bibliografía
Atienza, E. y González, V. “El portafolio de formación desde el punto de vista del
formando” en Translation, Technology and Autonomy in Language Teaching and Learning,
Alderete-Díez, Pilar / Incalcaterra McLoughlin, Laura / Ní Dhonnchadha, Labhaoise /
Ní Uigín, Dorothy (eds.), Berna, Peter Lang.
Dörney, Z. (2001). Motivational Strategies in the Language Classroom. Cambridge,
Lyons, N. (comp.)(1999). El uso de portafolios. Propuesta para un nuevo profesionalismo
docente. Buenos Aires: Amorroru. Pujola, J.T. y González, V. (2008). ”El uso del
portafolio para la autoevaluación en la formación continua del profesor”, revista Marco
ELE, 7, 77-98.
Second Language Writing as Moderated by Cognitive Task Complexity
Vasylets, Olena Universitat de Barcelona - [email protected]
Gilabert, Roger Universitat de Barcelona - [email protected]
In recent years there has been an increasing interest in task-based second
language teaching (TBLT). This approach reconceptualizes in some way
communicative language teaching by promoting L2 learning by means of integrated
tasks that resemble real-life holisitic uses of language. Four main strands can be
identified within TBLT. Framed within the cognitive information-processing approach
in TBLT, this paper explores the ways the task design interacts with human cognitive
and attentional processes during task performance (Skehan & Foster, 2001, Robinson,
2001, 2005; Robinson and Gilabert, 2007). One of the leading theoretical frameworks
guiding cognitive task-based research is the Cognition Hypothesis (Robinson, 2001,
2005; Robinson & Gilabert, 2007), which predicts that tasks with increased complexity
along the so-called resource-directing dimensions promote more accurate and complex
L2 performance at the expense of fluency. So far, the assumptions of the Cognition
Hypothesis have been mainly tested in L2 oral production. Studies with L2 written
performance are surprisingly scarce and display ambiguous findings.
In this paper, we present the results of the experiment in which we explored the
impact of the increased cognitive task complexity on L2 written performance of N=51
English students coming from two different cultural and learning contexts. By means
of a 2X2 design, 32 Russian/Ukrainian and 19 Spanish/Catalan EFL learners were asked
to perform two written tasks, in which the amount of reasoning was manipulated into
complex and simple. A wide array of general and specific measures was employed to
assess lexical and syntactic complexity, accuracy and cohesion of the written
compositions. Manual counts performed by three human raters were combined with
the use of the text analysis instrument Coh-Metrix (Graesser et al., 2004). In addition to
119
the analytic measures, a measure of communicative adequacy (Kuiken et al., 2010) was
used. In our study, this holistic measurement performed a function of a task
completion measure, as it assessed the degree to which the participants complied with
the task instructions, as well as how successful the participants were in achieving the
communicative goals of the experimental task. Also, the learners´ affective perception
was explored by means of an affective questionnaire (Robinson, 2001). Finally, time
estimation was used as one of the independent measurements of task complexity.
The results of the experiment provided empirical evidence that increased task
demands qualitatively changed L2 learners´ written production. In our study,
increased task complexity in the written task resulted in the enhanced syntactic
complexity, lexical sophistication and more frequent use of connectives, rather than
accuracy. Interesting patterns emerged in the correlations between the learners´
perceptions of the task and the measures of L2 written production. The results for time
estimation are discussed in the light of the attentional models of time perception
(Thomas & Weaver, 1975; Zakay, 1989). Important implications for task-based
language teaching, L2 writing instruction and L2 assessment in classroom are drawn.
References:
Graesser, A., McNamara, D.S., Louwerse, M. & Cai, Z. (2004). Coh-Metrix: Analysis of
text cohesion and language, Behavioral Research Methods, Instruments, and Computers,
36, p.193-202.
Kuiken, F., Vedder, I., and Gilabert, R. (2010). Communicative adequacy and linguistic
complexity in L2 writing. In I. Bartning., M. Martin, and I. Vedder (Eds.),
Communicative proficiency and linguistic development: Interactions between SLA and
language research, Vol.1 of Eurosla Monographs series, p. 81-99.
Robinson, P. (2001). Task complexity, task difficulty, and task production: Exploring
interactions in the componential framework, Applied Linguitics, 22, p. 27-57.
Robinson, P., (2005). Cognitive complexity and task sequencing: Studies in a
componential framework for second language task design, IRAL, 43, p. 1-32.
Robinson, P., Gilabert, R. (2007). Task complexity, the Cognition Hypothesis and
second language learning and performance, IRAL, 45, p. 161-176.
Skehan, P., Foster, P. (2001). Cognition and tasks. In P. Robinson (Eds.), Cognition and
second language instruction, p. 183-205. Cambridge: Cambridge University Press.
Thomas, E., Weaver, W. (1975). Cognitive processing and time perception, Perception
and Psychophysics, 17, p. 363-367.
Zakay, D. (1989). Subjective time and attentional resource allocation: An integrated
model of time estimation. In I.Leven & D. Zakay (Eds.), Time and human cognition: A lifespan perspective, p. 363-397, Amsterdam: Elseveir.
LENGUA PARA FINES ESPECÍFICOS
El ingeniero ante el anglicismo tecnológico: análisis y herramienta de ayuda.
Alvarez, Inmaculada [email protected]
Rosado Poveda, Luis Daniel
Universidad Politécnica de Madrid - [email protected]
Los dominios de la telecomunicación y la informática, que hoy día se integran
en lo que se conoce como Tecnologías de la Información y la Comunicación (TIC), se
120
caracterizan por una elevada presencia de anglicismos (Álvarez de Mon, 2006.), ya que
la lengua inglesa, como lengua de la comunicación científica y técnica, es la fuente
principal de neologismos en este lenguaje especializado. En el ámbito de las
tecnologías de la información y las comunicaciones, estos anglicismos son en algunos
casos imprescindibles, pero es necesario informarse para no utilizarlos de forma
indiscriminada.
En un trabajo de investigación reciente (Rosado Poveda, 2012) dirigido por el
Departamento de Lingüística Aplicada a la Ciencia y a la Tecnología de la Universidad
PM, se ha diseñado una herramienta cuyo objetivo primordial es ayudar al ingeniero
que se enfrenta al neologismo cuando redacta su tesis doctoral. Esta herramienta
presenta la información que el ingeniero puede consultar para utilizar correctamente
estos nuevos términos mediante la recopilación de datos de herramientas software y de
distintas fuentes de Internet.
La herramienta en línea que se ha diseñado ayuda a detectar en los textos
posibles neologismos (principalmente anglicismos), ofrece información sobre dichos
términos para que los usuarios puedan decidir si los incluyen en el texto que redactan
o los sustituyen por alguna de las opciones sugeridas y recoge estadísticas de uso con
el fin de refinar la información suministrada en siguientes versiones de la herramienta.
La herramienta funciona del siguiente modo. En primer lugar, el usuario introduce
mediante su interfaz un texto y lo envía al servidor donde se realizará una extracción
de los neologismos/anglicismos mediante “listas de exclusión” (Estornell, 2009),
aunque se está trabajando en la incorporación de patrones léxico-sintácticos (Janssen,
2009). Una vez extraídos los anglicismos, se genera un listado que se utiliza para
realizar diversas consultas a distintos servicios web. El objetivo es obtener toda la
información posible sobre cada uno de los términos de dicha lista. Una vez recopilada
la información, el servidor la procesa y genera una página web en la cual se incluye el
texto introducido y los datos obtenidos de las fuentes consultadas. En el caso de los
acrónimos, se ofrece, además, su explicación y se propone el acrónimo en castellano; se
enlaza a la entrada de dicho término en Wikipedia en distintos idiomas y se ofrecen
sugerencias posibles para su traducción, así como normas de estilo, etc.
Referencias:
Álvarez de Mon, I. 2006. "Del electrón a la telefonía UMTS: un recorrido terminológico
por el léxico de la telecomunicación" en A Pleasure of Life in Words. A Festschrift for
Angela Downing. Eds. M. Carretero et al. Editorial Universidad Complutense de
Madrid, Madrid: 241-262.
Estornell Pons, M. 2009. "Neologismos en la prensa. Criterios para reconocer y
caracterizar las unidades neológicas" en Anejo Nº 70 de la Revista Quaderns de Filologia
Facultat de Filologia, Traducció i Comunicació. Universitat de València.
Janssen, M. 2009. "Detección de neologismos: una perspectiva computacional" en
Debate Terminológico No. 0, Ago. 68-75.
Rosado Poveda, L.D. 2012. "El neologismo en textos de telecomunicación e
informática". Proyecto de investigación inédito. Universidad Politécnica de Madrid.
Wikipedia, La enciclopedia libre. http://www.wikipedia.org/
121
Spanish Medicine and History scholars writing to publish in English-medium journals:
attitudes, motivations, strategies and difficulties
Burgess, Sally Universidad de La Laguna - [email protected]
Martín Martín, Pedro Universidad de La Laguna - [email protected]
In the last few decades, publishing one's research in the international arena has
become increasingly crucial for Spanish scholars in most disciplinary areas.
Nevertheless, publishing in English-medium international journals still represents a
considerable hurdle for many.
As part of a wider research project involving a large online survey of scholars at
five universities and research institutions in Spain, the present paper focuses on two
research fields, namely Medicine and History. Our objective is twofold: on the one
hand, to explore the attitudes, motivations, strategies used and difficulties experienced
by these scholars when publishing in English; and on the other hand, to identify their
writing needs in English for Research Publication Purposes (ERPP).
The results indicate that in terms of attitudes the two disciplines are in many
ways polar opposites. While in Medicine there is a general acceptance of the need to
publish in English accompanied by positive attitudes, in History there is far greater
ambivalence with some scholars expressing concern about the impact that publication
in English might have on their discipline. While Historians continue to publish in
Spanish and a large number of other European languages, they share with their
colleagues in Medicine a recognition of the need to improve their proficiency in
English and to acquire more effective writing and publishing strategies especially in
relation to discourse and stylistic conventions, interpretation of results and presention
of one's research both convincingly and coherently.
These results point to a generalised need for training in specific areas of
academic writing, and are therefore a most helpful source of information for future
studies in Spanish-English intercultural rhetoric, and ultimately for the design of
teaching resources in ERPP.
Carencia de destrezas comunicativas en inglés en el ámbito empresarial y soluciones
preventivas desde la Universidad
Calle, Cristina [email protected]
Existen profundas carencias Como profesora de inglés de negocios dentro de la
universidad y en el ámbito empresarial, he detectado con preocupación, las profundas
carencias comunicativas reales de inglés de los trabajadores dentro de las empresas en
determinadas situaciones comerciales. Estas carencias han sido estudiadas a través de
encuestas de análisis de necesidades realizadas en empresas pertenecientes a diferentes
sectores. Las encuestas de análisis de necesidades se realizaron vía on-line en cuatro
empresas de Madrid pertenecientes a diferentes sectores. El total de trabajadores que
respondieron al 100 % de las preguntas fue de 50. La metodología utilizada con los
alumnos fue la siguiente:
1. Poner al alumno en estas tres situaciones sin ninguna preparación previa y
comprobar los resultados.
2. Explicar al alumno las pautas a seguir en cada actividad, las expresiones
apropiadas y los objetivos que se esperaban de cada una de ellas.
122
3. Volver a exponer a los alumnos a las situaciones y hacer un feedback de los
resultados.
Del total de situaciones reflejadas en las encuestas en las que los trabajadores
tenían necesidades, se seleccionaron tres que tuvieran que ver con la interacción y con
la obtención de resultados comerciales o cumplimiento de objetivos. Estas situaciones
fueron: presentaciones y reuniones, conversaciones telefónicas y videoconferencias y
negociaciones con clientes.
Tras este análisis, se decidió diseñar actividades para realizar en el aula con los
alumnos universitarios que todavía no estaban inmersos en ese ámbito laboral. Autores
como Cotton y Robbins (1993), Ellis y Johnson (1994) y Matthews (1987) también han
hecho estudios sobre la importancia de la realización de actividades prácticas en el aula
para adquirir destrezas orales con el fin de ponerlas en práctica en futuras situaciones
profesionales. La enseñanza/aprendizaje de las Lenguas para Fines Específicos se basa
en la estrecha relación que debe establecerse entre la formación académica de los
discentes y los usos comunicativos concretos, en la necesidad de adecuar los
programas de enseñanza a las exigencias académicas profesionales de grupos
específicos de usuarios. (Rico, 1999).
El objetivo de las actividades diseñadas siempre estuvo relacionado con el
trabajo final del alumno. Lo que se ha querido demostrar es cómo con pocas horas de
clase y sin centrarnos demasiado en los aspectos léxicos y lingüísticos, siguiendo unas
pautas determinadas para realizar cada actividad, facilitando sólo el vocabulario y
expresiones necesarias, adecuando lo anterior al contexto e involucrando al alumno en
la actividad, se puede obtener un aprendizaje efectivo en pocas sesiones y hacer que el
alumno se sienta cómodo en situaciones específicas que puede encontrar en un futuro
en su trabajo.
Se comprobó que el aprendizaje del alumno había sido más efectivo poniendo
en práctica unas actividades comunicativas breves y explicadas de forma
esquematizada y clara sin sobrecarga de vocabulario y con libertad de utilizar o no el
que se les estaba enseñando para utilizar en los tres diferentes tipos de situaciones. Se
llegó a la conclusión de que los profesores no sólo somos transmisores de conocimiento
lingüístico sino entrenadores de macro destrezas prácticas y humanas.
Cotton, D., Robbins S. 1993. Business Class. London: Nelson
Ellis, M., Johnson C. 1994. Teaching Business English. Oxford: Oxford University Press.
Matthews, C. 1987. Business Interactions. Hemel Hempstead: Prentice Hall.
Rico, M. 1999. Business Interactions. “Pruebas de evaluación en inglés para fines
específicos (IFE): tests de micro-destrezas lingüísticas / tests de macrodestrezas
comunicativas”, Revista Española de Lingüística Aplica: RESLA, 369-380.
Estudio del sintagma verbal en textos económicos ingleses y españoles
Calle, Cristina [email protected]
El presente artículo propone un análisis contrastivo de los sintagmas verbales
utilizados en textos económicos escritos en inglés y en español. Se llevará a cabo un
estudio detallado de los recursos verbales utilizados por cada lengua. El estudio
comparativo de las dos lenguas revelará una serie de coincidencias, derivadas de su
condición de pertenecer a un mismo género, y de similitudes y diferencias tanto
123
estructurales como retóricas que se manifiestan en distinciones en el uso del sintagma
verbal.
En el registro científico tanto del inglés como el español, la voz pasiva es una
construcción encontrada frecuentemente, especialmente en la sección de Materiales y
Métodos de los artículos de investigación; no obstante hay un claro predominio de la
voz activa sobre la voz pasiva en el conjunto de este tipo de textos. Sin embargo, el uso
de ambas voces no coincide en todas las secciones retóricas del discurso científico.
El modelo de análisis y comparación seguido se basa en el método establecido
por Hanania y Akhtar (1985). También se ha tenido en cuenta las modificaciones
hechas por Williams (1994) en su estudio comparativo de textos médicos. Siguiendo a
Valero (1996), se han introducido algunas modificaciones a la hora de analizar las
formas verbales españolas debido a las diferencias existentes entre dichas formas
verbales en español con respecto al inglés.
Con este estudio se pretende demostrar que, como ya en anteriores
investigaciones se ha observado, no sólo las culturas que son completamente diferentes
varían en sus preferencias de discurso, sino que también lo hacen aquellas culturas que
han tenido contactos y cuyas lenguas y culturas son relativamente similares la una a la
otra.
Considero que este tipo de estudios contrastivos puede ser importante, en
primer lugar, para los profesores de Inglés para Fines Específicos con alumnos
españoles, al facilitarles la formación interdisciplinar y la selección de temas y tópicos
que más puede interesar a sus alumnos. En segundo lugar, para los estudiantes de
carreras científicas al facilitarles el acercamiento a textos relacionados con sus estudios
universitarios escritos en inglés y en español abriendo así una vía de comunicación en
ambas lenguas.
Referenciaa Bibliográficas
Espinoza, A. 1997. “Contrastive Analysis of the Spanish and English Passive Voice in
Scientific Prose”, en English for Specific Purposes, vol. 16, 3, 229-243.
Hanania, E.A.S.; Akhtar, K. 1985. “Verb Form and Rhetorical Function in Science
Writing: A Study of M. S. These in Biology, Chemistry and Physics”. The ESP Journal.
New York/Oxford: Pergamon Press, 4, 1. 49-58.
Malcolm, L. 1987. “What Rules Govern Tense Usage in Scientific Articles?”. English for
Specific Purposes. New York/Oxford: Pergamon Press, 6.1, 31-42.
Salager, F. 1992. “A Text-type and Move Analysis Study of Verb Tense and Modality
Distribution in Medical Abstracts”, en English for Specific Purposes, vol. 11, 2, 93-113.
Tarone, E.; Dwyer, S.; Gillette, S.; Icke, V. 1981. “On the Use of the Passive in Two
Astrophysics Journal Papers”. The Esp Journal. Washington D.C.: The English Language
Institute, The University of America, 1, 2, 123-140.
Valero, C. 1996. “Análisis Contrastivo del Sintagma Verbal en Textos Económicos
Ingleses y Españoles”, en Barrueco, S.; Hernández, E.; Sierra, L. (eds.) Lenguas para
Fines Específicos. Investigación y Enseñanza, vol. 5. Universidad de Alcalá.
Williams, I. 1994. “Contrastive Analysis of Finite Verb Profiles in Two Medical Texts”.
Babel, 3, 146-169.
Wingard, P. 1981. “Some Verb Forms and Functions in Six Medical Texts”, en Selinker,
L.; Tarone, E. and Hanzeli, V. (eds.) English for Academic and Technical Purposes: Studies
in Honour Louis Trimble. Rowley, Massachusetts: Newbury House Publishers, Inc. 5364.
124
Identificación del sexo en habla gritada
Cicres, Jordi [email protected]
El estudio de la identificación del sexo de los hablantes a partir de parámetros
acústicos varios ha sido estudiado desde la década de 1970. Las variables de análisis,
sin embargo, se han centrado básicamente en la frecuencia fundamental y la estructura
de formantes (Douglas y Whalen 2010; Hanson y Chuang 1999; Hillenbrand y Clark
2009; entre otros). En cualquier caso, en la mayoría de ocasiones se ha considerado el
habla "modal".
En esta línea, en esta comunicación presento los resultados de un estudio
enmarcado en el ámbito de la fonética forense. El objetivo es responder a la siguiente
pregunta: ¿pueden los testigos auditivos confundir la voz gritada de un hombre y de
una mujer?
La comunicación presenta los datos concretos del caso forense que ha motivado
este estudio y los resultados de (a) el análisis acústico de la voz del sospechoso y (b) el
estudio de identificación del sexo a partir del habla gritada.
Este último estudio ha demostrado que, en el habla gritada, a partir de un
umbral de frecuencia fundamental, los errores en la identificación del sexo del hablante
se incrementan significativamente.
Metodológicamente, se ha elaborado un protocolo específico teniendo en cuenta
las observaciones de Blatchford y Foulkes (2006), Clark y Foulkes (2007) y Hillenbrand
y Clark (2009).
Referencias citadas:
Blatchford, H. y Foulkes, P. (2006). "Identification of voices in shouting". International
Journal of Speech, Language and the Law 13, 241-254.
Clark, J. y Foulkes, P. (2007). "Identification of voices in disguised speech". International
Journal of Speech, Language and the Law 14(2), 195-221.
Douglas N.H. y Whalen, D.H. (2010). "Identification of speaker sex from one vowel
across a range of fundamental frequencies". Journal of the Acoustical Society of America
128(5).
Hanson, H. M. y Chuang, E. S. (1999). "Glottal characteristics of male speakers:
Acoustic correlates and comparison with female data". Journal of the Acoustical Society of
America 106, 1064–1077.
Hillenbrand, J. M. y Clark, M. J. (2009). "The role of f0 and formant frequencies in
distinguishing the voices of men and women". Perception & Psychophysics 71, 1150–1166.
Metodología para el desarrollo de la capacidad negociadora mediante el inglés con
fines específicos
Cortés Ramírez, Eugenio Enrique
Universidad de Castilla - La Mancha, Cuenca - [email protected]
Uno de los grandes retos que tiene la enseñanza de la Lengua Inglesa con Fines
Específicos ha sido la enseñanza de cómo negociar en Inglés en diversos grados
académicos como ADE, Derecho, Ciencias Sociales, Ciencias Políticas y Económicas.
Pero enseñar a negociar en inglés implica enseñar a negociar en toda la extensión de su
término. Por un lado, hay que tener en cuenta todas las variantes, no sólo las
125
interculturales, sino también las culturales propias de la lengua inglesa. Pero, por otro,
hay que tener también presente las diversas culturas empresariales, ordenamientos
jurídicos y principios económicos divergentes que engloba todo arte de negociación.
Todo este elenco de disciplinas, materias y principios académicos son entrelazados por
el hilo conductor de la negociación misma que actúa en relación con la gramática y con
los denominados universales del lenguaje. Diremos que ya estamos colaborando con el
Profesor Dr. Dº Francisco J. García Rodríguez, miembro del Departamento de
Economía y Dirección de Empresas de la Facultad de Ciencias Económicas y
Empresariales de la Universidad de la Laguna, para poner en marcha algunos
proyectos específicos a este respecto. El objetivo de esta ponencia consiste en demostrar
cómo el Inglés con Fines Específicos favorece el desarrollo de la capacidad negociadora
del ser humano en todas sus dimensiones: científicas, humanísticas y académicas. Y
por esta razón podemos llegar a preguntarnos cómo se produce este desarrollo y cuál
es su metodología.
La metodología propuesta incluirá los siguientes aspectos: uso de nuevas
tecnologías (Audacity, PowerPoint); uso de textos específicos relacionados con la
carrera de Derecho, Económicas o Empresariales que los alumnos están cursando;
presentación de temas específicos de vocabulario y de gramática inglesa; trabajos y
discusión grupal; uso de técnicas de negociación intercultural; uso de la
interculturalidad; guías de trabajos prácticos; uso de casos prácticos de negociación;
uso de diccionario Inglés “Thesaurus” y Español de Sinónimos y Antónimos;
elaboración de glosarios específicos de la negociación. Los alumnos recibirán distintos
tipos de textos auténticos en inglés y relacionados con las materias que están cursando
durante el año junto con un tema específico de negociación. Trabajarán en grupos, en
pareja o de manera individual, según sea requerido por la actividad propuesta. Cada
grupo analizará el texto presentado de acuerdo a las consignas dadas por el docente.
Las actividades para el análisis y la comprensión de los textos se llevarán a cabo en tres
momentos: antes de la lectura, durante la lectura y después de la lectura.
Bibliografía Selecta:
Alcaraz Varó, E., et al. coords. 2007. Las lenguas profesionales o académicas. Barcelona,
Ariel.
Alcaráz Varó, E. 2000. El ingles profesional y académico. Madrid: Alianza.
Alderson, J.C. 2007. ‘The CEFR and the Need for More Research’, The Modern Language
Journal 94(4): 559-663.
Alderson, J.C. 1988. ‘New procedures of validating proficiency tests of ESP. Theory and
practice’, Language Testing 5(2): 220-232.
Alderson, J. C. 1981. ‘Report of the discussion on communicative language testing’. En
Alderson, J.C. & Hughes, A. (coords.) (1981), Issues in Language Testing, London: The
British Council: 12 - 34.
Arnold, J. y Fonseca Mora, M. C. 2004. Multiple Intelligence Theory and Foreign
Language Learning: A Brain-based Perspective. En IJES, International Journal of
English Studies, vol. 4 (1): 119-136.
Arnold, J. 2000. La dimensión afectiva en el aprendizaje de idiomas, Madrid: Cambridge
University Press.
Ashley, A. 1992. A Correspondence Workbook. Oxford: Oxford University Press.
Bargiela-Chiappini, F. and S. Harris, eds. 1997. The Languages of Business: An
International Perspective. Edinburgh: Edinburgh University Press.
126
Bhatia, V. K. 1993. Analysing Genre: Language Use in Professional Settings. London:
Longman
Bilbow, G.T. 1997. .“Spoken discourse in the multicultural workplace in Hong Kong:
applying a model of discourse as impression management.”. The Languages of Business:
An International Perspective. Eds. F. Bargiela-Chiappini, and S. Harris. Edinburgh
University Press: 21-48.
Brown, P. and S.C. Levinson. 1987. Politeness: Some Universals in Language Use.
Cotton, D., D. Falvey & S. Kent. 2000. Market Leader Intermediate Business English.
Longman: Pearson Education Limited.
Dudley-Evans T, St. John M. 1998. Developments in English for Specific Purposes- A
multidisciplinary approach. Cambridge: Cambridge University Press: 3, 4.5.
Ellis, R. 1994. The Study of Second Language Acquisition. Oxford: Oxford University Press.
Firth, A., ed. 1994. The Discourse of Negotiation: Studies of Language in the Workplace.
Oxford: Elsevier Science.
Francis, J. N.P. 1991. .“When in Rome? The effects of cultural adaptation on
intercultural business negotiations.”. Journal of International Business Studies (3rd
Quarter): 403-428.
Gumperz, J. and D. Hymes, eds. 1972. Directions in Sociolinguistics: the Ethnography of
Communication. New York: Holt, Rinehart & Winston.
Hofstede, G. 1984. Culture.’s Consequences: International Differences in Work-Related
Values. Beverly Hills, CA: Sage Publications.
Howatt A.1984. A History of English Language Teaching. Oxford: Oxford University
Press: 12-16, 219, 222-223.
Hutchinson T, Waters A. 1987. English for Specific Purposes: a learning-centred
approach. Cambridge University Prerss. Cambridge: 6-8, 17, 19
Hymes, D. 1972. .“Models of the interaction of language and social life.”. Directions in
Sociolinguistics: the Ethnography of Communication. New. Eds. J. Gumperz, and D.
Hymes. New York: Holt, Rinehart & Winston. 35-71.
Jones, L. & R. Alexander. 1989. New International Business English. Cambridge:
Julian, M. A. 1990. .“Talks: what negotiators think drives a hard bargain.”. Edinburgh
Working Papers in Applied Linguistics. Ed. T. Lynch, nº 1.
Lougheed, L. 2003. Business Correspondence: A Guide to Everyday Writing. New York:
Longman.
March, R. B. 1992. Working for a Japanese Company. Tokyo & New York, London:
Kodanska.
Marriot, H. E. 1990. Intercultural Business Negotiations: The Problem of Norm Discrepancy.
ARAL, Series S. 7: 33-65.
Morgan, R. T. and W. G. Stripp. 1991. Successful International Business Negotiations.
Houston: Gulf Publishing Company.
Naunton, J. 2000. Head for Business. Oxford: Oxford University Press.
Neimeir, S; C. P. Campbell and R. Dirven, eds. 1998. The Cultural Context in Business
Communication. Amsterdam and Philadelphia: John Benjamins.
Neu, J. 1985. A Multivariate Sociolinguistic Analysis of the Speech Event Negotiation.
Unpublished Ph. D., University of Southern California.
127
Scollon, R. and S. W. Scollon. 1995. Intercultural Communication - A Discourse Approach.
Oxford: Blackwell.
Simons, G. F.; C. Vazques and P.R. Harris. 1993. Transcultural Leadership: Empowering
the Diverse Workforce. Houston: Gulf.
Tullis, G. and T. Trappe 2000. New Insights into Business. Essex: Pearson Education
Limited.
English for Veterinary Medicine: research-based learning applied to oral presentations.
Domínguez Rodríguez, M.ª Victoria
[email protected]
The field of English for Specific Purposes (ESP) has developed rapidly in the
last forty years, "becoming a major force in language teaching and research" (Hyland
2007: 391-92) and playing a relevant role in Western European Higher Education after
Bologna (Räisänen & Fortanet-Gómez 2008: 11-54). ESP has a firm compromise with
research-based learning (RBL), as it plays a fundamental role in the acquisition and
development of communicative competence in professional or occupational settings. In
fact, many worldwide universities are implementing research-based learning as part of
their Curriculum Enhancement Projects to successfully link teaching and (pre-)research
activities (e.g. the University of Leeds and Warwick University, England; or Griffith
University, Australia).
The aim of this poster is to show the process and results of RBL applied to oral
presentations delivered by undergraduate students of Veterinary Medicine. A month
before the due date for presentations, students are engaged in specifically-designed
tasks of problem-solving, critical and analytical thinking, cooperative grouping, as well
as information retrieval and evaluation, which are all oriented to gradually acquire a
series of skills useful to conduct some basic research and studies adapted to their needs
and professional interests (Rosenshine 2012: 12-19). All tasks have guidance from the
teacher, but are open enough to elicit different responses and approaches to the issues
under consideration (Linan-Thompson & Vaughn 2007: 3-4). The knowledge and
competences acquired are then applied to oral presentations, whose topics are freely
chosen by each pair or group of threes. The only condition is that the presentation has
to be accompanied by a brief description of how they looked for the information
needed and any problem they might encounter during the process of compilation and
organization of the presentation. Rather than on the correct language usage solely, the
evaluation also focuses on research outcomes and how they shape effective
communication and their ability to articulate specific contents for the public. For these
skills may serve as preparation to carry out future research in English as part of their
postgraduate education or DVM programmes.
References
Hyland, K. (2007). "English for Specific Purposes: Some influences and impacts". In:
Cummins, J. & C. Davison (eds.). International handbook of English language teaching. Part
one. New York: Springer, 391-402.
Linan-Thompson, S. & Vaughn, S. (2007). Research-based methods of reading instruction for
English language learners. Alexandria, VA: Association for Supervision and Curriculum
Development.
Räisänen, C. & Fortanet-Gómez, I. (2008). "The state of ESP teaching in Western Europe
128
Higher Education after Bologna". In: Räisänen, C. & I. Fortanet-Gómez (eds.). ESP in
European Higher Education: Integrating language and content. Amsterdam & Philadelphia:
John Benjamins, 11-51.
Rosenshine, B. (2012). "Principles of instruction: Research-based strategies that all
teachers should know." American Educator (spring issue): 12-19; 39.
Español para fines específicos: análisis desde la disponibilidad léxica
Flores Pérez, Tamara
Universidad de Salamanca - [email protected]
En los últimos años, los estudios de disponibilidad léxica aplicados a la
lingüística hispánica han experimentado un gran desarrollo, en gran parte, gracias al
proyecto panhispánico coordinado por Humberto López Morales. La mayoría de los
trabajos englobados dentro del mismo analizan el léxico disponible de los estudiantes
preuniversitarios que poseen como lengua materna el español. Sin embargo,
recientemente se están llevando a cabo investigaciones que utilizan la metodología de
la disponibilidad léxica aplicada a hablantes extranjeros, y cuyos principales
exponentes son Carcedo (1998b, 1999a, 2000a) y Samper Hernández (2002).
En el presente trabajo aplicamos dicha metodología a un grupo de aprendices de
español con fines específicos (Español de la Cocina) procedente de Italia. Los centros
de interés analizados son Alimentos y bebidas en español y Alimentos y bebidas en
italiano, con el objetivo de contrastar las diferencias en la competencia léxica en una
lengua y otra y en la gastronomía de uno y otro país, y de examinar, a partir del
análisis cuantitativo, el bagaje léxico de los alumnos en el campo del que son
especialistas. Asimismo, se comparan, tanto desde el punto de vista cuantitativo como
cualitativo, nuestros resultados con los obtenidos por los estudios de Carcedo (2000a) y
Samper (2002), correspondientes al quinto centro de interés tradicional, Comidas y
bebidas. Todo ello permitirá analizar el grado de especialización del vocabulario
aportado por nuestros informantes y las principales dificultades que presenta el
aprendizaje de los términos gastronómicos.
Referencias
Carcedo González, Alberto (1998b): “Sobre las pruebas de disponibilidad léxica en
estudiantes de español como lengua extranjera”, RILCE, 14(2), número monográfico:
‘Español como lengua extranjera: investigación y docencia’, págs. 204-224.
Carcedo González, Alberto (1999a): “Desarrollo de la competencia léxica en español
LE: análisis de cuatro fases de disponibilidad”, Pragmalingüística, 5-6, págs. 75-94.
Carcedo González, Alberto (2000a): Disponibilidad léxica en español come lengua
extranjera: el caso finlandés (estudio del nivel preuniversitario y cotejo con tres fases de
adquisición). Turku: Universidad de Turku.
Samper Hernández, Marta (2002): Disponibilidad léxica en alumnos de español como
lengua extranjera. Málaga: ASELE.
El resumen desde la perspectiva de la Lingüística Documental: hacia una
sistematización de enfoques teórico-prácticos.
Izquierdo Alonso, Mónica
Facultad de Filosofía y Letras. Universidad de Alcalá - [email protected]
129
Partiendo de la consideración de la lingüística documental como una
subdisciplina de la Lingüística Aplicada, nos situamos en uno de sus objetos de
estudio: el resumen documental como elemento teorizable. Desde este marco, se realiza
una categorización de los estudios del resumen documental a partir de la revisión de
los diferentes modelos y propuestas de los investigadores en este campo. Se señala la
evolución de la investigación en esta actividad de tratamiento documental de contenido,
atendiendo a las aproximaciones de la textolingüística y el estructuralismo lingüístico,
los enfoques semióticos, las orientaciones de la psicología cognitiva, o el funcionalismo
sociointeraccional. Para ello, se establecen distintas etapas, que van desde los
postulados precientíficos iniciales hacia avances metateóricos y procedimentales más
complejos y dinámicos. Las nuevas orientaciones y tendencias son clasificadas en base
a tres dimensiones: el enfoque del texto/producto, el enfoque del proceso-actividad
resumidora y la aproximación comunicativo-sociocultural, como puente integrador
entre ambos. Finalmente, se alude a una fusión necesaria de las teorías resumidoras
existentes, sin renunciar a toda la riqueza de perspectivas y visiones que ofrecen cada
una de ellas, para configurar un mapa consolidado de modelos resumidores en
distintos ámbitos de especialidad.
Nature Refracted in the Cognitive Space of Different Ethnicities
Karapetyan, Ruzanna
Yerevan State University - [email protected]
The research seeks to trace how seemingly objective and universal phenomena
and processes of nature, as used in the scientific speech, undergo definite
transformations in the course of perception and cognition by the human mind, and are
subsequently reflected in the language. Regardless of the fact that initially the language
of science is presupposed to directly mirror the natural world around and inside
people, evidence comes to demonstrate that the human brain alters even the bare facts
of unbending and rigid world of nature due to the capability and inclination of the
humankind for figurative thinking, as well as under the influence of the targets
pursued. A strong accent is put on the extent to which pieces of information from
strictly objective reality are bent in the human mind before they are realized in the
language. The highly professional papers from the fields of Physics and Biology by
English, Russian and Armenian scholars serve as empirical material for the
investigation.
The research unfolds to cast an insight into the processes of metaphorical
conception of natural phenomena. On the basis of a number of examples collected both
from scientific papers and oral presentations in the domains mentioned, all the stages
of perception, cognition, metaphorical conceptualization and linguistic realization of
natural phenomena with the emphasis on the source domains of human experience are
searched out. An attempt is made to project a structure of the modes of figurative
thinking in science based on conceptual categories. It is to be mentioned that the
investigation involves analysis of the examples from the three languages mentioned.
The second direction of the analysis is connected with the conceptual
organization of physical and biological processes in the light of the Cognitive Economy
principles. Here we deal mainly with the syntactic organization of the languages in
question to demonstrate the role and prevalence of nominal and verbal ways for
130
elaborating and construing the conceptual category of processes aimed at describing
nature.
All the conjectures proposed in the research are underpinned by the Metaphor
theory as well as by the Construction Grammar principles. The analysis culminates
with reference to the role of culture and mentality of English, Russian and Armenian
speaking scholars in the process of linguistic shaping of nature.
References
Vyvyan E., Pourcel S. (2009): New Directions in Cognitive Linguistics. Amsterdam and
Phildelphia: John Benjamins.
Lakoff G., Johnson M. (1980): Metaphors we live by. Chicago.
Raymond W. Gibbs Jr. (1996): Why Many Concepts are Metaphorical. Cognition 61,
Elsevier.
Hyland K. (2006): English for Academic Purposes. An Advanced Resource Book. Routledge.
Leech G. et al.(2009): Change in Contemporary English. Cambridge University Press.
Ostman J., Fried M. (2005): Construction Grammars: Cognitive Grounding and Theoretical
Expansions. John Benjamins Publishing Company.
Sponsoring Medical Research: A Discourse Analysis of English-Written Periodicals
León Pérez, Isabel Karely
Universidad de La Laguna - [email protected]
Purpose. This study is a cross-sectional discourse analysis of advertising for
prescription drugs and other medical and pharmaceutical products published in 30
English biomedical journals (51 issues), both speciality and multi-speciality
publications.
Results. As much as 30.28% of the biomedical corpus was advertising material.
After examining the 2,221 pages of ads found, three main characteristic modes of
presentation (their move clusters and other distinguishing features) were identified.
The scientific mode (with a predominantly argumentative function) mimics the research
article and scientific poster patterns, describes safety instructions and presents
evidence-based data; the announcing mode (mostly informative) follows the trend of
classified advertising; and the marketing mode (clearly persuasive and interpersonal) is
primarily visual and evocative. Particularly for speciality journals, our data suggest
some positive correlation between the advertising load and the ISI impact factor of the
journals, thus reaching a wider readership of homogeneous potential clients:
prescribing physicians and clinicians working on a special field.
Conclusions. Its frequency, variety and internal complexity give advertising
discourse in medical journals a place worthy of note as a subject of study, particularly
for professionals engaged in communication and/or marketing (medical marketing
writers, among them). These data may encourage us to find further connections
between areas so (apparently) diverse as Medicine, Language and Advertising.
“This study is the first to examine...”: The presentation of one’s research in national
and international contexts.
Martín Martín, Pedro Universidad de La Laguna - [email protected]
León Pérez, Isabel Karely Universidad de La Laguna - [email protected]
131
Intercultural studies have shown the existence of rhetorical variation in the
prevalent discourse practices of multilingual scholars and those of English-speaking
scholars. In this paper, we examine comparatively the typical rhetorical practices used
in the Introduction section of 80 research articles written in English and 80 in Spanish
in four disciplines in the fields of Health Sciences and Humanities/Social Sciences. We
particularly examine, mainly from a qualitative perspective, how writers present their
research studies in Move 3 (Swales, 2004), with a special focus on those steps that add
promotional value to one’s research. The results revealed that, within the same field,
the English texts present a higher degree of rhetorical promotion than the Spanish texts
in each of the disciplines analysed. However, when comparing the two broad fields,
the Spanish texts in Health Sciences present a higher degree of promotion than the
English (and Spanish) texts in Humanities/Social Sciences. This indicates that, in
shaping the promotional features of the (sub)genre in question, when professional and
national cultural variables interact simultaneously, cultural factors tend to override the
influence of disciplinary context. However, when broad fields of knowledge are
compared, it is the disciplinary conventions in specific professional subcultures that
seem to prevail over national cultural factors.
References
Swales, J. (2004). Research genres: Explorations and applications. Cambridge: Cambridge
University Press.
Visual and Verbo-Pictorial Metaphor in the Business Press
Negro, Isabel [email protected]
In the last thirty years metaphor has been vastly researched within the
framework of the Cognitive Metaphor Theory (Lakoff & Johnson 1980; Lakoff 1987,
2006; Johnson 1987). Although the body of work has focused on verbal metaphor, other
types of metaphor such as visual (or pictorial) metaphor (Forceville 1994, 1996) and
multimodal (i.e. occurring in diverse modes) metaphor (Forceville 2007, 2008, 2009)
have been investigated. The use of metaphor has been discussed in specific genres,
including winespeak (Caballero 2009), advertising (Forceville 2007, 2008, 2009; Koller
2009) and political cartooning (Bounegru & Forceville 2011; El Refaie 2003, 2009; Yus
2009; Schilperoord & Maes 2009). In contrast, the financial press has attracted less
attention (Cortés 2010; Rojo & Orts 2010). The present contribution seeks to study
visual metaphors and multimodal metaphors of the verbo-pictorial variety in the
English business press through a small corpus of covers published in The Economist.
We will analyse the metaphors in terms of target and source and the text-image
interaction. It shall be argued that metaphor plays a central role in meaning
construction.
References
Bounegru, L. & Forceville, C. (2011). Metaphors in editorial cartoons representing the
global financial crisis. Visual Communication 10 (2), 209-229.
Caballero, R. (2009). Cutting across the senses: Imagery in winespeak and audiovisual
promotion. In Forceville, C. & Urios-Aparisi, E. (eds.), 73-94.
Cortés, Mª.E. (2010). Cognitive devices to communicate the economic crisis: An anaysis
through covers in The Economist. Ibérica 20, 81-106.
132
El Refaie, E. (2003). Understanding visual metaphor: the example of newspaper
cartoons. Visual Communication 2(1), 75-95.
El Refaie, E. (2009). Metaphor in political cartoons: Exploring audience responses. In
Forceville, C. & Urios-Aparisi, E. (eds.), 173-196.
Forceville, C. (1994). Pictorial metaphor in advertisements. Metaphor and Symbolic
Activity 9, 1-29.
Forceville, C. (1996). Pictorial Metaphor in Advertising. London, Routledge.
Forceville, C. (2007). Multimodal metaphor in ten Dutch TV commercials. Public Journal
of Semiotics 1(1), 19-51.
Forceville, C. (2008). Metaphors in pictures and multimodal representations. In Gibbs,
R.W. Jr. (ed.), The Cambridge Handbook of Metaphor and Thought, Cambridge, Cambridge
University Press, 462-482.
Forceville, C. (2009). Non-verbal and multimodal metaphor in a cognitivist framework:
Agendas for research. In Forceville, C. & Urios-Aparisi, E. (eds.), 19-42.
Forceville, C., Urios-Aparisi, E. (eds.) (2009). Multimodal Metaphor. Berlin/New York:
Mouton de Gruyter.
Johnson, M. (1987). The Body in the Mind: The Bodily Basis of Meaning, Imagination and
Reason. Chicago, University of Chicago Press.
Koller, V. (2009). Brand images: Multimodal metaphor in corporate branding
messages”. In Forceville, C & Urios-Aparisi, E. (eds.), 45-71.
Lakoff, G. (1987). Women, Fire and Dangerous Things: What Categories Reveal about the
Mind. Chicago, University of Chicago Press.
Lakoff, G. (2006). The contemporary theory of metaphor. In Geeraerts, D. (ed.),
Cognitive Linguistics: Basic Readings, Berlin, Mouton de Gruyter, 186-238.
Lakoff, G. & Johnson, M. (1980). Metaphors We Live By. Chicago, Chicago University
Press.
Rojo, A.M., Orts, Mª.A. (2010). Metaphorical pattern analysis in financial texts: Framing
the crisis in positive or negative metaphorical terms. Journal of Pragmatics 42: 3300-3313.
Schilperoord, J. & Maes, A. (2009). Visual metaphoric conceptualization in editorial
cartoons. In Forceville, C. & Urios-Aparisi, E. (eds.), 213-240.
Yus, F. (2009). Visual metaphor versus verbal metaphor: A unified account. In
Forceville, C. & Urios-Aparisi, E. (eds.), 147-172.
El componente experiencial del lenguaje de los negocios
Peña, Sandra [email protected]
Numerosos lingüistas han estudiado el lenguaje de los negocios y financiero
desde el punto de vista de la Lingüística Cognitiva (Alejo 2010, Herrera 1993, Herrera y
White 2000, Herrera y White 2007, Herrera et al. 2002, López 2000, Velasco 2009,
Velasco y Cortés 2009, White 2003). Dichos investigadores toman como punto de
partida este marco teórico con el fin de comprobar cómo un buen número de conceptos
bien desconocidos para el no experto como abstractos se pueden entender por medio
de dominios más delimitados y concretos de nuestra experiencia. Por ejemplo, LOS
NEGOCIOS SON UNA GUERRA, LOS NEGOCIOS SON UN SER VIVO, LA
ECONOMÍA ES UNA PLANTA, LA ECONOMÍA ES UN ANIMAL, LA ECONOMÍA
ES UNA PERSONA, LOS NEGOCIOS SON UN CAMINO o LOS NEGOCIOS SON
RECIPIENTES. Los dominios fuente que estas metáforas cognitivas toman como base
133
pueden ser de diferente naturaleza, de tal forma que hallamos, siguiendo la
clasificación básica de Lakoff y Johnson (1980), metáforas estructurales (como LOS
NEGOCIOS SON UNA GUERRA, en las cuales un concepto abstracto como el de los
negocios se conceptualiza en términos de un dominio más concreto como el de la
guerra), metáforas ontológicas (como LA ECONOMÍA ES UNA PLANTA; estas
metáforas están basadas en la Gran Cadena del Ser postulada por Lakoff y Turner
(1989), que postula que existen varios niveles de existencia como son los seres
inanimados, las plantas, los animales y las personas. Todas las metáforas en las que
uno de estos niveles se estructura en términos de otro son ontológicas, teniendo en
cuenta que las personas constituirían el nivel más avanzado, en el sentido de
desarrollado, de esta cadena existencial, y los seres inanimados el nivel más básico o
menos desarrollado) y metáforas orientacionales o imagístico-esquemáticas como LOS
NEGOCIOS SON RECIPIENTES. Los esquemas de imagen son constructos
experienciales que emanan de nuestra interacción con el mundo y son un reflejo
fidedigno de la hipótesis de la corporeidad. Estos constructos pueden definirse como
patrones experienciales, topológicos y abstractos (en el sentido de esquemáticos)
(Johnson 1987, Lakoff 1989). Alejo (2010) analiza metáforas imagístico-esquemáticas
(más concretamente aquéllas cuyo dominio fuente es el esquema de imagen de
RECIPIENTE) en libros de texto de economía. En esta línea, esta propuesta pretende
analizar un buen número de metáforas imagístico-esquemáticas basadas en otros
esquemas de imagen como los del CAMINO (por ej., LOS NEGOCIOS SON
FUERZAS), PARTE-TODO (LOS NEGOCIOS SON UN TODO CON PARTES
CENTRALES Y PERIFÉRICAS) y sus esquemas subsidiarios. Un segundo objetivo de
este trabajo persigue comprobar si hay diferencias reseñables entre la taxonomía de
esquemas de imagen para el dominio de las emociones propuesta por Peña (2008) y
para el dominio de los negocios. Nuestro corpus de análisis estará compuesto por
revistas especializadas en negocios y finanzas (como The Economist) y por ejemplos
extraídos de varios diccionarios como A Dictionary of Business (Oxford University,
1996), Dictionary of Business (Peter Collin Publishing, 1997) y Longman Business English
Dictionary (2000).
Referencias
Alejo, R. 2010. Where does the money go? An analysis of the container metaphor in
economics: The market and the economy. Journal of Pragmatics 42(4): 1137-1150.
Herrera, H. 1993. Un análisis sobre la evolución de los préstamos que provienen del
inglés económico. Estudios Ingleses de la Universidad Complutense 1: 97-110.
Herrera, H. y White, M. 2000. Cognitive linguistics and the language learning process:
a case from economics. Estudios Ingleses de la Universidad Complutense 8: 55-78.
Herrera, H. y White, M. 2007. A contrastive view of British and Spanish business press
headlines. Rassegna Italiana di Linguistica Applicata 39(1-2): 295-316.
Herrera, H. et al. 2002. Cognitive schemas in the language learning process of business
and economics. En Lina Sierra Ayala y Esther Hernández (coord.), Lenguas para fines
específicos VII. Investigación y enseñanza. Alcalá de Henares: Universidad de Alcalá, 245252.
Johnson, M. 1987. The Body in the Mind. Chicago: University of Chicago Press.
Lakoff, G. 1989. Some empirical results about the nature of concepts. Mind and
Language 4(1-2):103-129
134
Lakoff, G. y Johnson, M. 1980. Metaphors We Live By. Chicago: University of Chicago
Press.
Lakoff, G. y Turner, M. 1989. More than Cool Reason. Chicago: University of Chicago
Press.
López, M.D. 2000. The business of Cognitive Stylistics: A survey of conceptual
metaphors in business English. Atlantis XXII(1): 47-69.
Peña, M.S. 2008. Dependency systems for image-schematic patterns in a usage-based
approach to language. Journal of Pragmatics 40: 1041-1066.
Velasco, M.S. 2009. A translation approach to metaphor teaching in the LSP classroom:
sample exercises from a Business English syllabus. Ibérica 17: 83-98.
Velasco, M.S. y Cortés, M.E. 2009. Persuasive Nature of Image Schematic Devices in
Advertising: Their Use for Introducing Sexisms. Revista Alicantina de Estudios Ingleses
22: 239-270.
White, M. 2003. Metaphor and economics: the case of growth. English for Specific
Purposes: An International Journal of ESP 22(2): 131-151.
La comunicación en las salas de justicia españolas: el objeto del veredicto.
Rodríguez Mendoza, Juana
Blanco Hernández, Pedro
Martín Rodríguez, Ana María
Diariamente participan en las salas de justicia personas legas en Derecho con
niveles educativos muy dispares, ya sea como acusados, testigos o como jurados, a
partir de la Ley Orgánica 5/1995. Con este trabajo queremos plantear los problemas de
comunicación que se dan en las salas de justicia y cómo se podrían mejorar con un
adecuado uso de la lengua. Para ello, habría que abandonar algunos formalismos
judiciales y usar unas pautas gramaticales esenciales para que cualquier persona con
estudios básicos pueda llegar a entender lo que se le pregunta. Este cambio es
especialmente relevante en casos de violencia o abuso sexual, en los que la prueba
testifical es primordial. También lo es en decisiones judiciales que dependen de un
jurado popular formado, generalmente, por personas de distintos niveles culturales y
educativos, sin experiencia jurídica alguna. En este trabajo analizamos un objetivo del
veredicto presentado cuya complejidad obligó al jurado popular a trabajar y debatir
durante más de ocho horas para poder contestar y justificar sus respuestas, a pesar de
haber decidido por unanimidad la sentencia desde la primera media hora de
deliberación. A partir del análisis de este texto proponemos expresiones alternativas
más adaptadas a las personas a las que iba dirigido.
Nominalización y normalización de lenguas minorizadas: el desarrollo de los registros
académicos del euskera
San Martin Egia, Itziar
UPV/EHU - [email protected]
Lersundi Ayestaran, Mikel
135
Zabala Unzalu, Igone
Universidad del País Vasco (UPV/EHU) - [email protected]
En los libros de estilo de las diferentes lenguas es habitual la recomendación de
evitar el discurso nominalizante, con el argumento de que los elementos nominales
hacen que el discurso resulte abstracto y opaco. Sin embargo, desde el campo de la
filosofía y del análisis del discurso se ha resaltado la importancia de la nominalización
para la construcción del pensamiento abstracto, ya que gracias a la abstracción y
concisión que aportan las estructuras nominales los conceptos complejos se pueden
tratar como objetos en el discurso (Porzig 1930; Iturrioz 2000; Zabala y Elordui 2010).
Desde el punto de vista tipológico se asume que unas lenguas tienen mayor tendencia
a la nominalización que otras, y el sánscrito suele situarse en el extremo de la
nominalidad. Sin embargo, Azpiazu (2004) ha mostrado que dicha tendencia es más
una característica relacionada con los diferentes registros dentro de una misma lengua
que con el sistema lingüístico de cada lengua. Así las funciones para las que se utiliza
una determinada lengua condicionarían en gran medida su grado de nominalidad
desde un punto de vista global. Esta conclusión es de vital importancia para el
desarrollo de lenguas minorizadas como el euskera, que ha estado relegada hasta hace
pocas décadas a ámbitos de uso familiares y que se ha extendido a ámbitos de uso
formales y especializados debido a diferentes planes de normalización. En el caso del
euskera los ámbitos académicos resultan de gran importancia para la normalización y
desarrollo de la lengua.
En numerosos estudios empíricos se ha constatado que una de las
características distintivas de los registros especializados, incluyendo los registros
académicos escritos, es el uso significativamente mayor de estructuras nominales que
en los registros generales y orales (Kocourek 1979, 1991; Biber et al. 1999; Biber 2006;
Azpiazu 2004; Parodi y Venegas 2004; Castelló 2007). En relación con dicha
características se ha demostrado también que la extensión y la complejidad de los
sintagmas nominales que se utilizan en el discurso presentan una clara relación con el
grado de especialización de dichos discursos (Kocourek 1979, 1991; Sager et al. 1980;
Quirk et al. 1995; Biber et al. 1999; Biber 2006; Quiroz 2005, 2008). En varios estudios
morfopragmáticos también se ha relacionado con los diferentes registros dentro de una
misma lengua la tendencia al uso de unos u otros sufijos en la derivación de nombres
deverbales o deadjetivales (Gallegos 2000, 2003; Guz 2009; Lersundi et al. 2008; San
Martin et al. 2010).
En esta comunicación analizaremos varias recomendaciones estilísticas y
prácticas lexicográficas relacionadas con la nominalización que condicionan en gran
medida el desarrollo y autorregulación de los registros académicos del euskera.
Trataremos de evidenciar que, al no tener en cuenta los aspectos pragmáticodiscursivos de la nominalización, algunos de ellos podrían estar dificultando el
desarrollo natural de dichos registros. A partir de las conclusiones del análisis,
apuntaremos las líneas en las que se debería de dirigir la investigación de la
nominalización en euskera, en los casos en los que dicha investigación pretenda
contribuir al desarrollo de los registros académicos.
Bibliografía
Azpiazu, S. (2004): Las estrategias de nominalización, Frankfurt: Peter Lang.
136
Biber, D.; Johanson, S.; Leech, G.; Conrad, S.; Finegan, E. (1999): Longman Grammar of
Spoken and Written English, London: Longman.
Biber, D. (2006): University Language: A Corpus-based Study of Spoken and Written
Registers, Amsterdam: John Benjamins.
Castelló, M. (2007): Escribir y comunicarse en contextos científicos y académicos. Crítica y
fundamentos, Barcelona: GRAÓ.
Gallegos, A. (2000): “Morfología y registro. Algunas relaciones entre tradiciones
discursivas y mofología derivativa nominal en español”, Función, 21-24, 142-215.
Gallegos, A. (2003): Nominalización y registro técnico. Algunas relaciones entre
morfopragmática, tradiciones discursivas y desarrollo de la lengua en español,
Doktoretzatesia, Albert-Ludwigs-Universität.
Guz, W. (2009): “English affixal nominalizations across language registers” Poznań
Studies in Contemporary Linguistics 45(4): 461–485.
Iturrioz, J.L. (2000): “Diversas aproximaciones a la nominalización. De las abstracciones
a las macrooperaciones textuales”, Función 21-24, 32-140.
Kocourek, R. (1979): “Commentary on the report ‘Non-terms and terms’ by L. Drodz”,
en Rondeau, G. (ed.): Table ronde sur les problèmes de découpage du terme. 5ème Congrés
International de Linguistique Appliquée, Montréal 20-26 août 1978. Montreal: OLF.
Kocourek, R. (1991): “Textes et termes”, META, 36, 1, 71-76.
Parodi, G.; Venegas, R. (2004): “Bucólico: Aplicación computacional para el análisis de
textos: Hacia un análisis de rasgos de la informatividad”, Literatura y Lingüística, 15,
223-257.
Porzig, W. (1930): “Die Leistung der Abstrakta in der Sprache” Blätter fir deutsche
Philosophie. 4: 66-67
Lersundi, M., Zabala, I.; Elordui, A. (2008): “Aditzetiko izenen emankortasunaren
azterketa morfopragmatikoa euskarazko corpus orokor eta berezituetan”, en
Artiagoitia, X. eta Lakarra, J.A. (argit.): Gramatika jaietan Patxi Goenagaren omenez,
ASJUren gehigarriak, LI, Bilbo: EHUko Argitalpen Zerbitzua, 491-506.
Quirk, R.; Greenbaum, S.; Leech, G.; SvarikK, J. (1985): A Comprehensive Grammar of the
English Language, London: Longman.
Quiroz, G.A. (2005): “Los sintagmas nominales extensos especializados en inglés y en
español: descripción y clasificación en un corpus de genoma”, Papers de l’IULA. Série
Monografies, 10.
Quiroz, G.A. (2008): Los sintagmas nominales extensos especializados en inglés y en español:
descripción y clasificación en un corpus de genoma, Doktoretza-tesia. Universitat Pompeu
Fabra.
Sager, J.C.; Dungworth, D.; Mcdonald, P.F. (1980): English Special Languages, Principles
and Practice in Science and Technology, Wiesbaden: Brandstteter.
San Martin, I.; Ezeiza, J.; Zabala, I. (2010): “Aditzetiko izenak erregistro bereizle gisa:
corpus espezializatu baten azterketa morfopragmatikoa”, en Alberdi, X. eta Salaburu,
P.(argit.): Ugarteburu Terminologia Jardunaldiak. Euskararen garapena esparru
akademikoetan, Bilbo: EHUko Argitalpen Zerbitzua.
Zabala, I.; Elordui, A. (2010): “Nominalizazioa estrategia diskurtsibo gisa: corpus
akademikoaren azterketaren beharra”, en Alberdi, X. eta Salaburu, P. (argit.) (2010):
Ugarteburu terminologia jardunaldiak: euskararen garapena esparru akademikoetan.
Espezialitate hizkerak eta terminologia IV, Euskal Herriko Unibertsitatea.
137
Guess who's laughing: A perceptual experiment on twin and non-twin siblings'
identification
San Segundo Fernández, Eugenia
Laboratorio de Fonética, Consejo Superior de Investigaciones Científicas [email protected]
Introduction
The study of laughter has not received special attention in Phonetics despite the
fact that this type of non-verbal vocalization fulfills key functions in social interactions,
such as creating or strengthening affiliative bonds among speakers (Mehu, 2012). From
a linguistic perspective, most studies have been undertaken in the field of Discourse
Analysis. A particular interest has been placed in the temporal distribution of laughter
with respect to topic boundaries (Bonin, Campbell and Vogel, 2012). Within a phonetic
approach, Esling’s (2007) has analyzed the states of the larynx in laughter whereas
Trouvain (2001; 2003) has focused on the acoustic characteristics of laughter.
Objectives
In this study we will test listeners’ performance in a perceptual task consisting
in the identification of their own laughter and that of their siblings/twins. To our
knowledge, this is the first report on a perceptual experiment of this kind. A review of
the literature shows that this type of vocalization, i.e. laughter, has not been studied in
either twins or siblings, who are especially challenging in a forensic setting because of
their similarity.
Laughter (together with other non-linguistic features like tongue-clicking,
audible breathing and throat clearing) is actually considered in forensic casework by
the majority of international experts (Gold and French, 2011). Yet, Yarmey (2004) seems
to be the only study to have proved that the sounds of laughter help listeners decide
whether a speech sample comes from a familiar or an unfamiliar speaker.
Materials and method
A total of 12 subjects have participated in this experiment: 2 monozygotic (MZ)
twin pairs, 2 dizygotic (DZ) twin pairs and 2 brother pairs. The participants were all
male Spanish native speakers (mean age: 32.5). The age gap between brothers was 7
years in one case and 11 years in the other. All of them were recorded holding a semistructured spontaneous telephone conversation with their respective siblings.
Several months after the recordings, they carried out a forced-choice
identification task in which they listened to 24 stimuli consisting of laughter instances
(6 x pair x 2 repetitions) extracted from their own recordings. They were asked to
identify whose was the laugh at each time: his own or his sibling's.
Results
MZ co-twins share 100% of their genetic information while DZ co-twins as well
as full brothers share 50% of their genes. External factors like social environment are
supposed to be shared within the pairs in all the three speaker types. However, on
brothers with a large age gap of separation, as is the case in our brother sample, the
similarity due to environmental causes is expected to be smaller. Since voice similarity
may depend both on genes and environment, our hypothesis was that MZ pairs would
perform worse at this identification task than DZ pairs, who in turn would perform
worse than brother pairs. Our preliminary results show that the percentage of correct
identifications obtained by MZ pairs is indeed smaller than the percentage obtained by
138
brother pairs. Identification scores will be correlated with Likert-scale values of withinsibling affinity.
References
Bonin, F., Campbell, N. and Vogel, C. (2012) Temporal distribution of laughter in
conversation, Third Interdisciplinary Workshop on Laughter and other Non-Verbal
Vocalisations in Speech, Dublin, October 26-27, 2012.
Esling, J. (2007) States of the Larynx in Laughter, Interdisciplinary Workshop on the
Phonetics of Laughter, Saarland University, Saarbrücken, August 4-5, 2007.
Gold, E. and French, P. (2011) An International Investigation of Forensic Speaker
Comparison Practices, 17th International Congress of Phonetic Sciences, Hong Kong, 17-21
August 2011.
Mehu, M. (2012) The natural history of human laughter: evolution and social function,
Third Interdisciplinary Workshop on Laughter and other Non-Verbal Vocalisations in Speech,
Dublin, October 26-27, 2012.
Trouvain, J. (2001) Phonetic aspects of "speech-laughs", Proc. Conference on Orality and
Gestuality, Aix-en-Provence, 17-22 June, 2001.
Trouvain, J. (2003) Segmenting phonetic units in laughter, Proc. 15th International
Congress of Phonetic Sciences, Barcelona, August 3-9, 2003.
Yarmey, A. D. (2004) Common-sense beliefs, recognition and the identification of
familiar and unfamiliar speakers from verbal and non-linguistic vocalizations,
International Journal of Speech Language and the Law, vol. II, no. 2: 267-277.
A genre analysis of the Discussion section in research articles written by Spanish
medical doctors and researchers
Shaw, Oliver
IIS-Fundación Jiménez Díaz - [email protected]
In response to the growing demands placed on non-native researchers to
publish in English-medium journals (Burgess & Martín-Martín, 2008), some research
institutions have established in-house language-support services which aid authors in
publishing their manuscripts. The services provided by these professionals may vary
substantially (Burrough-Boenisch, 2003), but many go beyond grammar and
formatting, delving deeper into the complex process of text creation (Shashok, 2001).
This increased involvement of language professionals may improve the quality of the
texts produced by authors (Burrough-Boenisch, 2003), thus making the case for an
expanded role for author’s editors in these settings.
The present article highlights the primary findings of a genre-based study of a
number of research articles (RAs) sent for revision between February, 2009 and
January, 2012. The corpus consists of Discussion section samples extracted from ten
RAs written by non-native English speakers (NNES) employed by the hospital. Each
text pertains to a different medical or research specialty. By examining the texts from
the perspective of genre, we seek to examine the academic writing produced by the
hospital’s authors so as to improve the end product of the language service and also to
gain insight on the qualities and needs of the NNES researchers at the institution.
All texts were subjected to a move analysis based on the definition by Holmes
(1997), which was further developed by Dudley-Evans (1994: 226) into a framework
made up of nine possible communicative moves. To do so, each Discussion was
139
analyzed by first dividing the texts according to communicative function as perceived
by the language consultant, yielding 206 text fragments. These fragments were then
assigned to one or more of the nine communicative moves established by DudleyEvans by following the criteria established by Nwogu (1997: 122-3): explicit prefacing
or preparatory expressions or statements, explicit lexical items, discourse conjuncts,
and summary statements. The results of the study indicate that the texts included in
the corpus resemble the move structure published by Dudley-Evans, especially as
regards the “overarching structure” within the Discussion (Dudley-Evans, 1994: 224)
and the frequency with which moves 1 (Information Move), 3 (Finding), and 5
(Reference to Previous Research) are used. On the other hand, moves 4 ((Un)expected
Outcome), 8 (Limitation), and 9 (Recommendation) are seldom used by these authors.
Additionally, some of the texts studied contain unorthodox combinations of moves
within a single fragment, suggesting a need for explicit education of NNE biomedical
authors on the most common rhetorical characteristics of the Discussion section, an
essential skill for publication purposes.
References
Burgess, S. & Martín-Martín, P. (2008). Introduction to English as an Additional Language
in Research Publication and Communication. Berlin: Peter Lang. 7-15.
Burrough-Boenisch, J. (2003). Shapers of published NNS research articles. Journal of
Second Language Writing, 12, 223-243.
Dudley-Evans, T. (1994). Genre analysis: an approach to text analysis for ESP. In M.
Coulthard (ed.). Advances in written text analysis. London: Routledge. 219-228.
Holmes, R. (1997). Genre analysis and the social sciences: an investigation of the
structure of research article discussion sections in three disciplines. English for Specific
Purposes, 16(4), 321-337.
Nwogu, K.N. (1997). The medical research paper: Structure and function. English for
Specific Purposes, 16(2), 119-138.
Shashok, K. (2001). Author’s editors: Facilitators of science information transfer.
Learned Publishing, 14(2), 113-121.
El lenguaje jurídico en el periodismo digital: mecanismos lingüísticos de divulgación
Yúfera Gómez, Irene
García Asensio, M.ª Ángeles
Polanco Martínez, Fernando
El lenguaje periodístico, como lenguaje de especialidad (Lázaro Carreter 1990),
muestra su máxima potencialidad creativa en el nivel léxico-semántico (Guerrero
Salazar 2007). También en este nivel muestra su predisposición hacia el neologismo al
acoger las innovaciones lingüísticas que surgen en la actividad comunicativa cotidiana
o en los sectores sociales de especialidad. A su capacidad creadora y su actitud
neológica se suma su voluntad de divulgación y de claridad; de ahí que los medios de
comunicación tengan también la responsabilidad de hacer comprensible al ciudadano
el conocimiento, los conceptos y, concretamente, el vocabulario especializado que
140
manejan los especialistas de los ámbitos sobre los que se genera información (Gómez
de Enterría 1993; Sarmiento y Vilches 2004).
Son abundantes los trabajos realizados desde la perspectiva de la Lingüística
del Texto y desde el Análisis del Discurso que investigan acerca de los mecanismos
utilizados en la prensa para la divulgación del conocimiento científico y su jerga
(Alcíbar 2004, Ciapuscio 2009, 2011; Gallardo 2005). Sin embargo, apenas hay estudios
exhaustivos sobre el empleo y la divulgación de otros lenguajes, como el jurídicoadministrativo (Peral 2011), en los medios de comunicación.
El propósito de este trabajo es presentar una investigación empírica que explora
los mecanismos lingüísticos y discursivos a los que se recurre en el periodismo digital
para que el ciudadano lego en la materia tenga acceso al lenguaje de la ley y a la
terminología manejada por los juristas, y pueda, por tanto, alcanzar a comprender
adecuadamente lo que ocurre en juzgados y tribunales.
La investigación está fundamentada en un corpus de noticias y crónicas sobre
asuntos legislativos y judiciales, seleccionadas aleatoriamente de los principales
periódicos digitales españoles y difundidas entre los años 2008-2012. El corpus se ha
sometido a análisis textual con el programa de concordancias Antconc. Los resultados
apuntan hacia la necesidad de invertir mayores esfuerzos en el recurso a estrategias
clarificadoras, aprovechando la dimensión multimodal e hipertextual del periodismo
digital.
Bibliografía
Alcíbar, M. (2004), “La divulgación mediática de la ciencia y la tecnología como
recontextualización discursiva”, Anàlisi 31, 43-70.
Ciapuscio, E. Guiomar (2009). “Lenguaje y medicina: actividades metalingüísticas en
artículos de opinión de mitad del siglo XX”, E. Eckkrammer (ed.), La comparación en
los lenguajes de especialidad, Forum für Fachsprachen-Forschung. Berlín: Frank & Timme,
231-241.
Ciapuscio, E.G. (2011), “De metáforas durmientes, endurecidas y nómades: un enfoque
lingüístico de las metáforas en la comunicación de la ciencia”, ARBOR, Ciencia,
Pensamiento y Cultura, Vol. 187–747, enero-febrero, Universidad de Buenos Aires,
CONICET, 89-98.
Gallardo, Susana (2005). “Pragmatic support of medical recommendations in
popularization texts”, Journal of Pragmatics. Vol. 37/6, 813-835.
Gómez de Enterría, J.: “Las lenguas especiales en la prensa diaria”, Actas de la II Jornada
de lengua para fines específicos. Madrid: Universidad de Alcalá.
Guerrero Salazar, S. (2007): La creatividad en el lenguaje periodístico. Madrid: Cátedra.
Lázaro Carreter, F. (1990): “El idioma del periodismo, ¿lengua especial?, Asterisco, 2,
1990, 3-7.
Palau, D. (2011): “El patchwork electrònic a la trama digital. El desfiament narratiu”, en
Estévez, N., Gómez, J. R., y Carbonell, M. (2011): La comunicación escrita en el siglo XXI.
Valencia: Universitat de València, 233-248.
Peral, M. (dir.) (2012): “Estudio de campo: el lenguaje jurídico en los medios”,
Ministerio
de
Justicia:
http://www.mjusticia.gob.es/cs/Satellite/es/1288775399001/MuestraInformacion.html.
[Consulta 26/11/2012].
Salaverría, R. (2005): Redacción periodística en internet. Pamplona: Eunsa.
Sarmiento, R. y Vilches, F. (2004): Lengua española y comunicación. Madrid: SGEL.
141
LEXICOLOGÍA Y LEXICOGRAFÍA
Los gentilicios según la RAE
Almela Pérez, Ramón
El tratamiento que hace la Nueva gramática de la lengua española (Madrid, Espasa,
2009) de los gentilicios (tomo I, capítulo 7, apartado 6, páginas 532-539.) adolece de, al
menos, tres defectos: a) positivismo caprichoso, b) frivolidad empírica y c) ligereza
nocional.
En cuanto al positivismo he de decir que hacía tiempo que no veía un trabajo
“oficial” tan involucionista desde el punto de vista metodológico. Regresamos a la
época en la que un trabajo científico se hacía consistir en el predominio de un catálogo
de datos. El hilo “no-conductor” es una sarta de datos enhebrados por diez sufijos. En
la introducción mezcla alusiones a gentilicios, topónimos y antropónimos, enumera los
sufijos formadores de gentilicios y se ocupa de algunas aportaciones que se puede
considerar como “curiosidades”. Los centenares de ejemplos se constituyen en una
“enumeración” atosigante de usos, no en una “confirmación” de conceptos. Más de la
mitad de los vocablos que forman los diversos párrafos corresponden no a exposición
de ideas, sino a ejemplos de casos, denominaciones, valores, ejemplos…, y no sólo de
gentilicios, a pesar de que de estos es de los que dice ocuparse.
Siendo este campo de estudio tan proclive a la utilización de datos organizados,
resulta negativamente sorprendente que la RAE no haya acudido a su propio corpus, el
CREA. El “desuso” de un corpus es síntoma del mal que aqueja a todas nuestras
gramáticas. No debería consolarnos a los lingüistas hispanos el hecho de que las
gramáticas actuales (a fortiori también las pasadas, pero eso ya no tiene remedio) de
cualquier lengua padecen de un mal radical: están alejadas de la realidad de la lengua.
Se afirma que «Los adjetivos gentilicios se forman normalmente» (pág. 533) con 19
sufijos; sin embargo, sólo se ocupa de nueve de ellos y nada dice de los otros 10;
además, no explica por qué selecciona unos sufijos y no selecciona otros.
No es rigurosa ni en la precisión de conceptos ni en la selección terminológica.
Presenta un desarrollo caótico del capítulo. Con el nombre rotular de «Adjetivos
gentilicios. Otros usos», trata de gentilicios, sufijos, antropónimos, topónimos… No ha
asimilado el paradigma borroso, sino que mantiene, frente a las evidencias de lo
contrario, el paradigma binarista. Así, da por descontado que los gentilicios “son”
adjetivos «que admiten también usos sustantivos.» (pág. 533) También podría ser al
revés. Hace gala de estrechez en la asignación de los sentidos de los sufijos pues en
ningún momento aluden a los diversos valores que tienen.
Semántica comparada del griego antiguo y del latín: su aplicación al estudio del
vocabulario y a la traducción
Batista Rodríguez, José Juan ULL - [email protected]
El aprendizaje del vocabulario del griego antiguo suele constituir un problema
para los alumnos españoles de enseñanza secundaria y de universidad. Para facilitar
este aprendizaje los que firman esta propuesta proponen un método que pudiera
142
llamarse de semántica comparada de las lenguas clásicas y que han utilizado con
bastante éxito durante años. Es un hecho que los alumnos españoles que aprenden
griego antiguo conocen el latín tanto de forma indirecta (todas las lenguas románicas
descienden del latín) como de forma directa (los alumnos que aprenden griego antiguo
suelen haber estudiado latín). Por esta razón y como el latín y el griego son lenguas que
han estado en contacto desde los inicios mismos del latín, en el aprendizaje del griego
antiguo conviene partir de las correspondencias etimológicas y de las equivalencias
firmemente establecidas entre vocablos latinos y griegos. Ello facilitará tanto el
aprendizaje del vocabulario como la traducción de textos griegos.
Enseñando unas cuantas reglas fonéticas sencillas y mostrando ciertas
correlaciones morfológicas, el alumno es capaz de ver las múltiples correspondencias
entre morfemas y lexemas griegos y latinos. Así, por ejemplo: ab/ἀπό, in/ἐν,
super/ὑπέρ, sub/ὑπό, somnus/ὑπνος, vetus/ἔτος, aurora/αὔριον, gnosco/γιγνώσκω,
feci/(ἔ)θῆκα, ieci/ἧκα, etc. Si unimos estas correspondencias a las equivalencias bien
establecidas entre morfemas y lexemas griegos y latinos, comotrans/μετά,
pono/τίθημι,
capio/αἱρέω,
iacio/βάλλω,
rectus/εὐθύς,
narrare/διηγεῖσθαι,
dicere/λέγειν, vox/φωνή, vocare/καλεῖν, nomen/ὄνομα, verbum/ῥῆμα, natura/φύσις,
etc.
Con unas mil correspondencias de este tipo, referidas a los vocablos griegos
más frecuentes, el alumnado será capaz de ampliar mucho su conocimiento del
vocabulario griego y, en consecuencia, traducirá con mayor soltura y fiabilidad.
The syntax-semantics interface of the Way-construction
Benedetti, Clara Maria
University of Modena and Reggio Emilia - [email protected]
The term Construction Grammar (CxG) refers to a family of theories, or models of
grammar in which the primary unit of analysis is the construction which is recognized
as a free stranding theoretical entity. In the present paper, I adopt the Cognitive
Construction Grammar approach together with other constructionist studies (Boas
2003, 2008) in order to analyse the complex semantics of a highly productive English
construction, the so-called way-construction. The way-construction entails that the
subject referent creates and moves along the path expressed by the prepositional
phrase, despite external obstacles (Goldberg 1996). I present the syntactic, semantic and
pragmatic features of the way-construction in order to describe its complex structure as
well as the intra-constructional variation occurring in it. From a lexical perspective, the
way-construction shows a different distribution of verbs which share the same lexical
domain (Levin 1993; Faber & Mairal (1999). To this end, I present the internal and
external semantic constraints which govern the subsumption process as well as the
semantic decomposition of the way-construction following the Lexical Constructional
Model (LCM) (Ruiz de Mendoza & Mairal, 2006, 2007, 2008). The variation also refers
to the Aktionsart (VanValin 2005; Vendler 1967) of the verbs occurring in the wayconstruction; it is interesting to notice that not only verbs expressing activity do occur
in this construction but also stative verbs. I then move on to consider the prepositional
phrase and the spatial configurations described by the way-construction in order to
identify the privileged types of image schemas in the way-construction. After having
presented the semantic and syntactic features of the way-construction, I move on to
143
look at this construction within an ontological framework for computational
implementation. The LCM has adopted an ontological perspective with the aim of
bridging the gap between the linguistic world and Artificial Intelligence (AI). In
particular, the LCM unified its structure with the Functional-Grammar Knowledge
Base (FunGramKB) (Periñan & Arcas 2004, 2005, 2006, 2007ab, 2010ab; Periñan &
Mairal 2009, 2010; Mairal & Periñan 2009ab, 2010). FunGramKB is a multipurpose
lexico-conceptual knowledge base for natural language processing system (Mairal,
Ruiz de Mendoza & Periñan) where the lexical and the conceptual-grammatical
interface are linked. FunGramKB is made up of three major knowledge levels with
different but interrelated modules, i.e. the lexical, grammatical and conceptual level. In
particular, the ontology is purely conceptual and made up of a universal concept
taxonomy. The ontological level is linked to lexica which are language-specific and it
stores the semantic knowledge in the form of meaning postulates, on the basis of a
thematic frame specification of event participants. The crucial point deriving from the
unification of LCM and FunGramKB is the creation of a computationally treatable
structure known as CLS (Conceptual Logical Structure) which links the linguistic and
the conceptual level. Under this perspective, I present the syntactic and semantic
parameters of the way-construction which I inserted at the ontological level, such as
variables, thematic relations, Aktionsart of the way-construction, prepositions and the
other salient features.
References
Benedetti, C.M. 2009. She battled her way into medical profession. A corpus-based analysis of
the way-construction. Unpublished MA thesis. University of Pavia. Italy.
Benedetti, C. M. 2012. Moving with difficulty while creating a path: The English WayConstruction. In Giuseppe Mininni and Manuela Manuti eds., Applied Psycholiguistics.
Positive effects and ethical perspectives. 236-247. Milano: Franco Angeli.
Goldberg, A. E. 1995. Constructions: a Construction Grammar Approach to Argument
Structure. Chicago: ChicagoUniversity Press.
Israel, M. 1996. The way construction grow. Conceptual structure, discourse and language.
Ed. Adele Goldberg. 217-230. Standford: Center for Study of Language and Information.
Mairal, R. & Periñan-Pascual, C. (2009a). The anatomy of the lexicon component withinthe
framework of a conceptual knowledge base. Revista española de Lingüistica Aplicada 22 (2009),
217-244.
Periñan-Pascual, C. & F. Arcas Túnez (2004). Meaning postulates in a lexicoconceptualknowledge base.15th International Workshop on Database and Expert System
Applications, IEE, Los Alamitos (California), 38-42.
Periñan-Pascual, C. & F. Arcas Túnez (2005). Microconceptual-Knowledge Spreading in
FunGramKB. Proceedings on the 9th IASTED International Conference on Artificial
Intelligence.and Soft Computing (pp.239-244).Anaheim-Calgary-Zurich: ACTA Press.
Periñan-Pascual, C. & F. Arcas Túnez (2006). Reusing computer-oriented lexica as foreignlanguage electronic dictionaries. Anglogermánica Online 4, 69-93.
Periñan-Pascual, C. & F. Arcas Túnez (2007a). Cognitive modules of an NLP knowledge
base for language understanding. Procesamiento del Lenguaje Natural 39, 197-204.
Periñan-Pascual, C. & F. Arcas Túnez (2007b). Deep semantics in an NLP knowledge base.
Proceedings of the 21th Conference of the Spanish Association for Artificial Intelligence
(pp.279-288). Universidad de Salamanca. Salamanca.
144
Ruiz de Mendoza Ibáñez, F. J. & Mairal Usón, R. 2006. How to design lexical
andconstructional
templates:
A
step
by
step
guide.
www.lexicom.es
Ruiz de Mendoza Ibáñez, F. J. & Mairal Usón, R. 2007. Challenging systems of lexical
representation. Journal of English Studies 4; University of La Rioja: volume in honor of
Carmelo Cunchillos.
Ruiz de Mendoza Ibáñez, F. J. & Mairal Usón, R. 2008. Levels of description and
constraining factors in meaning construction: An introduction to the Lexical Constructional
Model. In Folia Linguistica. 42/2: 355-400.
Factorizing Collocations into Semantic Sets
Cantos, Pascual [email protected]
Almela, Moises [email protected]
This paper discusses a new methodological approach to the mapping of
collocations into semantic sets. Theoretically, the approach is informed by the Lexical
Constellation Model. The main difference between this model and the mainstream
approaches to collocation lies in its suitability for recognising more than one domain of
lexical attraction within the same collocational window. We will distinguish two
different manifestations of this multiplicity of domains. The first one is the
phenomenon of indirect collocation, which has been investigated in previous lexical
constellation research, and the second one is inter-collocability. This concept refers to
positive or negative dependency relations between collocational pairs (not between
words). It will be argued that incorporating inter-collocability features into lexical
entries can lead to significant advances in the field of combinatorial lexicography. This
version of lexical constellation analysis proposed in this study seeks to improve the
techniques of semantic description associated with this model. In particular, the main
aim of this revised version is to provide a more objective basis for the grouping of
collocates into semantic sets. In previous versions of the model, the classification of
collocates was guided by the intuition of the human analyst. The new strategy
advanced in this paper draws on factor analysis.
Factor analysis is a statistical procedure used to reveal the latent structure of a
set of variables, that is, to discover simple patterns in the relationships among the
variables. In particular, it seeks to discover if the observed variables can be explained
largely or entirely in terms of a much smaller number of variables, called factors. This
statistical approach involves finding a way of condensing the information contained in
a number of original variables into a smaller set of dimensions (factors) with the
minimum loss of information. The new factors are used as explanatory variables
during choice modelling.
The revised method is applied in the description of lexical constellations of the
node ‘decision’. All the data have been extracted from the ukWaC corpus, accessed at
SketchEngine. The results indicate that clustering techniques represent an adequate
starting point for the semantic classification of collocates.
References
Almela, M. (2011). Improving corpus-driven methods of semantic analysis: a case
study of the collocational profile of ‘incidence’. English Studies, 92(1), pp. 84-99.
Almela, M., Cantos, P. & Sánchez, A. (2011). From collocation to meaning: revising
corpus-based techniques of lexical semantic analysis. In I. Balteiro (ed.) New Approaches
145
to Specialized English Lexicology and Lexicography. Newcastle u. T.: Cambridge Scholars
Press, pp. 47-62.
The BBI Dictionary of English Word Combinations (1997). Compiled by M. Benson, E.
Benson & R. Ilson. Amsterdam: John Benjamins.
Bosque, I. (2001). Sobre el concepto de ‘colocación’ y sus límites. Lingüística Española
Actual, 23(1), pp. 9-40.
Bosque, I. (2004). La direccionalidad en los diccionarios combinatorios y el problema de
la selección léxica. In T. Cabré (ed.) Lingüística teórica: anàlisi i perspectives. Bellaterra:
Universitat Autonoma de Barcelona, pp. 13-58.
Cantos, P., Sánchez, A. (2001). Lexical constellations: what collocates fail to tell.
International Journal of Corpus Linguistics, 6(2), pp. 199-228.
DiCE: Diccionario de colocaciones del español. Accessed at: http://www.dicesp.com.
Hanks, P., Pustejovsky, J. (2005). A Pattern Dictionary for Natural Language
Processing. Révue Française de Linguistique Appliquée, 10, pp. 63-82.
Herbst, T., Heath, D., Roe, I.F. & Götz, D. (2004). A Valency Dictionary of English. A
Corpus-Based Analysis of the Complementation Patterns of English Verbs, Nouns and
Adjectives. Berlin: Mouton deGruyter.
Mason, O. (2000). Parameters of collocation: the word in the centre of gravity. In J.M.
Kirk (ed.) Corpora Galore. Analyses and techniques in describing English. Amsterdam:
Rodopi, pp. 267-280.
Macmillan Collocations Dictionary for Learners of English (2010). Compiled by M. Rundell.
Oxford: Macmillan.
Oxford Collocations Dictionary for Students of English (2009). Compiled by C. McIntosh.
Oxford: OxfordUniversity Press.
A Pattern Dictionary of English Verbs. Accessed at: http://deb.fi.muni.cz/pdev/.
REDES: Diccionario combinatorio del español contemporáneo (2004). Compiled by I.
Bosque. Madrid: SM.
Renouf, A. (1996). Les nyms: en quête du thésaurus des textes. Lingvisticae
Investigationes, 20(1), pp. 145-165.
Rychlý, P. (2008). A lexicographer-friendly association score. In P. Sojka, A. Horák
(eds.) Proceedings of Recent Advances in Slavonic Natural Language Processing, RASLAN
2008. Brno: Masaryk University, pp. 6-9.
Sinclair, J. (1991). Corpus, Concordance, Collocation. Oxford: Oxford University Press.
Cookies, chicks, dolls… Conceptualizing women through sexist metaphors
Crespo Fernández, Eliecer [email protected]
It is assumed that some men (mostly the so-called ‘macho men’) have an
ideologically biased view of women, which is reflected in the metaphorical terms they
use to talk about them, such as chick, doll, cookie or bunny, just to mention a few. Indeed,
most metaphorical labels are not neutral in their evaluative stance; rather, they are
ideologically charged. We should not miss the fact that, after all, the use of figurative
language is not at random. Metaphor is central to thought and language: we talk about
things the way we conceive them and this is grounded in our values, assumptions and
culture.
In this regard, the aim of this paper is twofold: to gain an insight into the
metaphorical language used mostly by males to refer disparagingly to women and, by
146
doing so, reflect on the dangers inherent in the use of sexist metaphors to conceptualize
womanhood. To this end, following the well-known theoretical framework of
Conceptual Metaphor Theory initiated by Lakoff and Johnson, I will explore the use
and implications of sexist metaphors in a sample of contextualized discourses extracted
from The British National Corpus, a word collection of samples of written and spoken
current British English.
The analysis undertaken reveals that sexist metaphors bring to the mind
connotations of linguistic discrimination towards women. The metaphorical units
analysed are included in three conceptual metaphors that convey negative
connotations and stereotypes and help legitimise sexist attitudes and behaviors,
namely WOMEN ARE APPETIZING FOOD (cookie, cheesecake); WOMEN ARE
ANIMALS (bunny, chick, fox); and WOMEN ARE PLAYTHINGS (doll, toy). These
dysphemistic conceptualizations, whereby women are represented as sexual objects, as
sexually promiscuous, or as clumsy and unattractive, tend to emphasise those aspects
which are more likely to denigrate, even dehumanize, females. Besides, the results
obtained from the analysis provide evidence for the fact that the sexism underlying this
type of metaphorical dysphemism exalts certain characteristics of males as the
dominant group and confers on the man a position of control over women, which
ultimately serves to establish male authority though language.
References
Allan, K. and K. Burridge. 2006. Forbidden Words. Taboo and the Censoring of Language.
Cameron, D. and D. Kulick. 2003. Language and Sexuality. Cambridge. Cambridge
University Press.
Deignan, A. 2010. “The Evaluative Properties of Metaphors”. G. Low; Z. Todd; A.
Deignan and L. Cameron, eds. Researching and Applying Metaphor in the Real World.
Amsterdam and Philadelphia: John Benjamins. 357-374.
–––––. 1997. “Metaphors of Desire”. K. Harvey and C. Shalom, eds. Language and Desire:
Encoding Sex, Romance and Intimacy. London: Routledge. 21-42.
Chamizo Domínguez, P. y F. Sánchez Benedito. 2000. Lo que nunca se aprendió en clase.
Eufemismos y disfemismos en el lenguaje erótico inglés. Granada: Comares.
Crespo-Fernández, Eliecer. 2008. “Sex-Related Euphemism and Dysphemism. An
Analysis in Terms of Conceptual Metaphor Theory”. Atlantis 30.2: 95–110.
Fernández Fontecha, A. and R. Jiménez Catalán 2003: ‘Semantic Derogation in Animal
Metaphor: A Contrastive Study of two Male/Female Examples in English and Spanish’.
Journal of Pragmatics 35: 771-97.
Goatly, A. 1997. The Language of Metaphors. London: Routledge.
Hines, C. 2000. “Rebaking the Pie: The WOMAN AS DESSERT Metaphor”. M.
Bucholtz, A. Liang and L. Sutton, eds. Reinventing Identities: The Gendered Self in
Discourse. New York and Oxford: Oxford University Press. 145-62
Kövecses, Z. 2006: “Metaphor and Ideology in Slang: The Case of WOMAN and
MAN”. Revue d’Études Françaises 11: 151-66.
Lakoff, G. 1987. Women, Fire and Dangerous Things. Chicago: Chicago University Press.
––––– 1994 (1979). “The Contemporary Theory of Metaphor’. A. Ortony, ed. Metaphor
and Thought. Cambridge: Cambridge University Press. 202-51.
147
López Rodríguez, I. 2009. “Of Women, Bitches, Chickens and Vixens: Animal
Metaphors for Women in English and Spanish”. Culture, Language and Representation 7:
77-100.
Murphy, P. 2001. Studs, Tools and the Family Jewels. Metaphors Men Live By. Madison and
Wisconsin: The University of Wisconsin Press.
The cum-, turned-, slash- and plus-construction in present-day English: new
“candidates” for institutionalisation?
Daniele, Franceschi
University of Pisa - Italy - [email protected]
This presentation intends to analyse four highly specific but productive
constructions in English consisting of the particles cum, turned, slash and plus linking
nouns/noun phrases, e.g. pub-cum-hotel, oil executives-turned-politicians, actor-slash-writer,
principle plus interest, or prenominal modifiers, e.g. philosophic-cum-economic tinge, whiteturned-black figure, funny-slash-sad love story, posh plus expensive cafeteria. These types of
formations have received little or no attention at all in the linguistic literature. There
appears to be just one study, within word formation theory, on the use and function of
the element cum (Stein 2000). The purpose is thus to fill in this research gap, by
extending the field of observation and by calling into question not only morphosyntactic issues, but also those semantic-pragmatic and cognitive aspects involved in
lexical processes (Brinton & Traugott 2005). Conceptual blending theory (Fauconnier &
Turner 1998, 2002) appears to be a particularly suitable model to describe the mapping
mechanisms underlying the formation of the four constructions and their sub-schemas.
The analysis is carried out with respect to the broader phenomenon of
compounding (Benczes 2006; Lieber & P. Štekauer 2009, and references therein), in
order to observe what functions these novel expressions serve compared to similar and
more established word combinations, for example co-ordinate compounds (e.g. butlerchauffeur). Lexical items may be seen as ranging along a continuum going from highly
‘entrenched’ expressions (Harris 1998; Jackendoff 1995, 2009; Langacker 1987, 1991;
Schmid 2007) to ad-hoc formations constructed “on the fly” and showing discrepancies
with conventional uses. It will be demonstrated how language users creatively
manipulate already existing lexical items to construe specific formations that satisfy
their specific communicative needs (Croft & Cruse 2004), e.g. the intention to express
humour and/or ironical disapproval. The ultimate goal is to show that the cum-, turned, slash- and plus-constructions are the result of “forced” cognitive operations aimed at
bringing together concepts that do not always cohere into new units, which are now
beginning to obtain recognition. Some of them even appear in dictionaries or are on the
way to lexicalisation.
The sample of data used for the analysis consists of occurrences of the four
construction types retrieved both in the major corpora of English (British National
Corpus; ICAME collection: Lancaster/Oslo-Bergen Corpus, Freiburg-LOB Corpus,
Australian Corpus of English, Wellington Corpus; BYU corpora: Corpus of
Contemporary American English) and in the 2010 online articles of the British
newspaper The Guardian. Some dictionary entries as well as examples found on the
web are used in an attempt to provide the most comprehensive overview of the
various possible constructional patterns.
148
References
Benczes R., 2006, Creative compounding in English. Amsterdam/ Philadelphia: John
Benjamins.
Brinton L.J., Traugott E.C., 2005, Lexicalisation and Language Change. Cambridge:
Croft W., Cruse D. A., 2004, Cognitive Linguistics. Cambridge: Cambridge University
Press.
Fauconnier G., Turner M., 1998, “Principles of Conceptual Integration”, in J.-P. Koenig
(ed.) Discourse and Cognition: Bridging the Gap. Stanford: CSLI Publications, pp. 269-283.
Fauconnier G., Turner M., 2002, The Way We Think: Conceptual Blending and the Mind’s
Hidden Complexities. New York: Basic Books.
Harris C, 1998, “Psychological studies of entrenchment”, in J.-P. Koenig (ed.) Discourse
and Cognition: Bridging the Gap. Stanford: CSLI Publications, pp. 55-70.
Jackendoff J.R., 1995, “The boundaries of the Lexicon”, in M. Everaert, E.-J. van der
Linden, A. Schenk & R. Schreuder (eds.) Idioms: Structural and Psychological Perspectives.
Hillsdale, NJ: Lawrence Erlbaum Associates, pp. 133-165.
Jackendoff J.R., 2009, “Compounding in the Parallel Architecture and Conceptual
Semantics”, in R. Lieber & P. Štekauer (eds.) The Oxford Handbook of Compounding.
Oxford: Oxford University Press, pp. 105-128.
Langacker, R., 1987, Foundations of Cognitive Grammar, Vol. 1: Theoretical
Prerequisites. Stanford: Stanford University Press.
Langacker, R., 1991, Foundations of Cognitive Grammar, Vol. 2: Descriptive
Application. Stanford: Stanford University Press.
Lieber, R., Štekauer, P., 2009, “Introduction: status and definition of compounding”, in
R. Lieber & P. Štekauer (eds.) The Oxford Handbook of Compounding. Oxford: Oxford
University Press, pp. 3-18.
Schmid H.-J., 2007, “Entrenchment, salience and basic levels”, in D. Geeraerts & H.
Cuyckens (eds.) Handbook of Cognitive Linguistics. Oxford: Oxford University Press, pp.
169-203.
Stein G., 2000, “The function of word-formation and the case of English -cum-”, in C.
Dalton-Puffer & N. Ritt (eds.) Words: Structure, Meaning, Function. A Festschrift for Dieter
Kastovsky. Trends in Linguistics: Studies and Monographs 130. Berlin: Mouton de
Gruyter, pp. 277-88.
Los verbos introductores de discurso. Propuesta de presentación según el “Modelo
lexemático funcional”
De Lucas Vicente, Alberto
GRADUN, Universidad de Navarra - [email protected]
Como se ha mostrado en un estudio reciente (Casado y De Lucas 2012), los
medios informativos recurren con frecuencia a una gran variedad de lexemas verbales
para introducir en su discurso citas ajenas. Con ello, mantienen la apariencia de
objetividad, al incluir también las voces contrarias, y controlan la orientación
ideológica y persuasiva del texto, (des)autorizando dichas voces o a sus emisores. Esta
estrategia argumentativa, unida al imperativo estilístico de la variatio léxica y a la gran
influencia que en la actualidad globalizada tiene la prensa en el cambio lingüístico,
149
provoca que los verbos así empleados adquieran en muchas ocasiones significados o
matices nuevos.
En la era de la información y la globalización, el hablante común identifica a
menudo el lenguaje periodístico como la variedad de prestigio y dota a los medios
informativos de gran influencia en el cambio lingüístico, de manera que sus
innovaciones suelen gozar de gran aceptación y trascienden a los hablantes,
extendiéndose a gran velocidad y asentándose fácilmente en el sistema de la lengua.
Los principales diccionarios, DRAE, DEA, DUE, GDUESA, (Haensch y
Omeñaca 2004), sin embargo, no siempre recogen estos significados o no lo hacen de
una forma homogénea o sistemática, en definitiva, útil al usuario.
El citado trabajo de Casado y De Lucas, basado en un amplio corpus de textos
periodísticos (1.262.609 tokens), permite una definición sintagmática y paradigmática
exhaustiva de los verbos incluidos en este paradigma léxico, que proponemos en esta
comunicación.
Ante el auge de los diccionarios de uso (con información sintagmática y
paradigmática, cfr. Porto 2002) y la propuesta de su exposición detallada en el
proyectado DCLEA (Porto et al. 2007), procede, sin duda, este acercamiento al
paradigma de los citados verbos. Trataré de mostrar, además, que la forma de
acercamiento a la definición de este paradigma es la que propone el Modelo lexemático
funcional (Martin Mingorance 1990, entre otros), mostrando los verbos de manera
relacional, de modo que cada verbo quede definido por oposición al resto de verbos de
su grupo, habiendo establecido este previamente, basándonos en su función principal:
la introducción de discurso. Aunque nuestro acercamiento se refiera solo a los verbos,
sin duda será útil a propuestas más amplias y relacionadas, como puede ser el Proyecto
“Definiciones Mínimas”, que «consiste, en lo fundamental, en convertir en
transcategorial el modelo lexemático funcional (MLF)» (Bosque y Mairal 2012).
Referencias bibliograficas
Bosque, I. & Mairal, R. (2012). “Definiciones mínimas” en Rodríguez González, F. (ed.).
Estudios de Lingüística española. Homenaje a Manuel Seco. Universidad de Alicante.
Casado Velarde, M. & De Lucas Vicente, A. (2012). “La evaluación del discurso referido
en la prensa a través de los verbos introductores”. (Pendiente de evaluación).
dea= Seco, M., Andrés, O. & Ramos, G. (2011). Diccionario del español actual (2ª ed. act).
Madrid: Aguilar.
drae= Real Academia Española. (2001). Diccionario de la lengua española (22.a ed.).
Consultado en http://www.rae.es/rae.html
due= Moliner, M. (2007). Diccionario de uso del español (3ª ed.). Madrid: Gredos.
gduesa= Sánchez, A., & Anula Rebollo, A. (2001). Gran diccionario de uso del español
actual. Madrid: Sociedad General Española de Librería.
gradun, http://www.unav.es/centro/analisisdeldiscurso/
Haensch, G. & Omeñaca, C. (2004). Los diccionarios del español en el siglo XXI: Problemas
actuales de lexicografía: Los distintos tipos de diccionarios, una guía para el usuario:
Bibliografía de publicaciones sobre lexicografía. In (2ª corr y aum ed., pp. 398).
Salamanca: Universidad de Salamanca.
Martín Mingorance, L. (1990): «Functional grammar and lexematics», En J. Tomaszczyk
y B. Lewandowska-Tomaszczyk (eds.), Meaning and lexicography. Amsterdam: John
Benjamin.
Porto Dapena, J. Á. (2002). Manual de técnica lexicográfica. Madrid: Arco/Libros.
150
Porto Dapena, J. Á. et al. (2007). El diccionario "Coruña" de la lengua española actual: Planta
y muestra. A Coruña: Universidade da Coruña, Servizo de Publicacións.
Accounting for the distribution of aspectual features within a computational
knowledge base: “Clean” events in FunGramKB
Díaz Galán, Ana [email protected]
As was already exposed previous studies (Martín Díaz 2012a y Díaz Galán
2012b), in terms of Akstionsart (Van Valin & LaPolla 1997), verbs of cleaningexhibit
certain peculiarities which are not captured in the literature on Aktionsart
classification, since -as we can see in the following examples- they show an unusual
Activity-to-Causative Accomplishment alternation:
1. She still manages without a washing machine and she washesevery day (BYCBNC)
2. I washed her clothes (BUY- BNC)
According to the tests for Aktionsart classes (VanValin & LaPolla 1997) verbs
such as WASH pattern like activity verbs in examples such as 1 above, but on the other,
they seem to undergo the causative paraphrase and therefore pattern -contrary to what
other linguists regard as an active accomplishment- like a causative accomplishment (2
above).
While other models cannot explain such unexpected alternation, in this poster
we will account for this aspectual variation within the LCM (Cortés 2007; Mairal and
Ruiz de Mendoza 2006, 2008 and 2009, Ruiz de Mendoza and Mairal 2007a,b) and,
more specifically, within its computational implementation: FungramKB’s knowledge
base.
The verbs considered in this study can be defined by means of the basic concept
+CLEAN_01 in the ontological module of FunGramKB. The meaning postulate
attached to this concept would however, in principle, be insufficient to explain the
janus like syntactic behaviour mentioned before. It will be necessary to invoke, first,
certain inheritance mechanisms between hierarchically related concepts within the
ontology and, also, a second set of inheritance mechanism between the ontology and
the lexical and constructional components in FunGramKB.
References:
Cortés Rodríguez, F. J. 2007. Building a Constructicon: Templates, Constraints and
Unification. Unpublished research.
Martín Díaz, M.A y A. Díaz Galán. 2012a “An LCM account of the English Verbs of
Removing: From Activity to Causative Accomplishment”. XXX Congreso Internacional
de AESLA. Universidad de Lleida.19-21 Abril 2011
Díaz Galán, A and M.A. Martín Díaz. 2012b “The Activity to causative accomplishment
alternation of Wipe verbs within the LCM” I International Conference on Meaning and
Knowledge Representation: LCM and FungramKB”. Madrid UNED. 4-6 de Julio de
2012
Mairal Usón, R. y F. J. Ruiz de Mendoza. 2006. “Internal and external constraints in
meaning construction: the lexicon-grammar continuum” en Estudios de Filología Inglesa:
Homenaje a la Dra. Asunción Alba Pelayo. Madrid: UNED.
151
Mairal Usón, R. y F. J. Ruiz de Mendoza. 2008. “New Challenges for Lexical
Representation within the Lexical-constructional Model (LCM)” Revista Canaria de
Estudios Ingleses 57, noviembre 2008:137-158.
Mairal Usón, R. y F. J. Ruiz de Mendoza. 2009. “Levels of description and explanation
in meaning construction” en C. S. Butler y J. Martín Arista. Eds. Deconstructing
Constructions. Amsterdam y Filadelfia: John Benjamins. 153-200.
VanValin & LaPolla 1997. Syntax: Structure, Meaning, and Function. CUP.
A study of paratextual elements in 18th-century general English dictionaries:
appendices and annexes
Domínguez Rodríguez, M.ª Victoria
[email protected]
Rodríguez Álvarez, Alicia
In the last decades, 18th-century general English dictionaries have awakened
special interest among scholars. The present paper intends to analyse one aspect of
these works that has been neglected so far; namely: the paratext (Watts 1995). More
precisely, we focus on the role played by the different appendices and annexes
attached to the A-Z section.
For the concept of 'paratext', we follow Genette's approach (1997) to paratextual
elements. This author defines 'paratext' as the group of elements that surround the
main text and are devised to: a) facilitate the reading and understanding of the text
itself; b) complement the information it contains; and c) justify its publication.
According to this definition, the appendices and annexes attached to the front and to
the back matter of dictionaries could enhance the value of lexicographical works by
making these volumes seem more exhaustive and self-contained. In this sense, the
dictionaries displaying such distinctive features stand out in a market oversaturated
with works of the same sort. This fact may have determined the popularity of
appendices and annexes in 18th-century dictionaries, especially those including lists of
proper names, biographical, historical, geographical and other sort encyclopaedic
information (see Hayashi 1984; Landau 2001; Rodríguez-Álvarez 2010).
By exploring the nature and contents of the appendices and annexes that complement
the lexicographic core of our study corpus, we will establish a preliminary typology for
paratextual elements in 18th-century general dictionaries and will make a classification
on the grounds of their contents. After giving a general characterization of the types
identified, we will try to work out the reasons that moved dictionary compilers to
include this extra-material; this will be carried out taking into account the information
provided in the prefaces and the title-pages.
The results of this study will likely shed light on the type of contents considered
potentially appealing at that time, and will constitute a first approach to the analysis of
paratextual elements in dictionaries published during the 18th-century.
References
Genette, Gerard. 1997 (1987). Paratexts. Thresholds of interpretation. Cambridge:
152
Hayashi, Tetsuro. 1984. “Methodological problems of 18th-century English
Lexicography”. In: Auroux, S. et al. (eds). Matérieux pour une Histoire des Théories
Linguistiques. Lille: Presses Universitaires de Lille, 355-362.
Landau, Sidney I. 2001. Dictionaries. The Art and Craft of Lexicography. Cambridge:
Rodríguez-Álvarez, Alicia. 2010. “'With a concise historical account of the language':
outlines of the history of English in eighteenth-century dictionaries”. In: Tieken-Boon
van Ostade, I. & van der Wurff, W. (eds). Current Issues in Late Modern English. Bern,
Berlin & Bruxelles: Peter Lang, 183-208.
Watts, Richard J. 1995. “Justifying Grammars. A Socio-Pragmatic Foray into the
Discourse Community of Early English Grammarians”. In: Jucker, A. H. (ed). Historical
Pragmatics. Pragmatic Developments in the History of English. Amsterdam: John
Benjamins, 145-185.
Frames as a Framework for Terminology
Faber, Pamela [email protected]
Terminology work involves the collection, analysis, and distribution of terms.
This is essential for a wide range of activities, such as technical writing and
communication, knowledge acquisition, specialized translation, knowledge resource
development, and information retrieval. However, these activities cannot be performed
randomly, but should be based on a systematic set of theoretical principles that reflect
the cognitive and linguistic nature of terms as access points to larger knowledge
configurations.
Frame-Based Terminology (FBT) (Faber 2011, 2012; Faber et al. 2007) is a
cognitive approach to Terminology that focuses on conceptual organization by
applying premises from psychological and linguistic models and theories, such as the
Lexical Grammar Model (Martín Mingorance 1989, Faber and Mairal 1999), FrameNet
(Fillmore and Atkins 1998, Fillmore et al. 2003, Ruppenhofer et al. 2010), the Generative
Lexicon (Pustejovsky 1995), and Situated Cognition (Barsalou 2008).
FBT frame-like representations take the form of conceptual templates
underlying the knowledge encoded in specialized texts and can be regarded as situated
knowledge structures. FBT frames are linguistically reflected in the lexical relations
codified in terminographic definitions. The structure of definitions is thus based on a
frame or template for each category. Concept properties are codified in terms of qualia
(Pustejovsky 1995), which are determined by the nature of concepts. Since qualia roles
are extra-linguistic in nature, they provide a way to systematically structure
information types within definitions and supply an explicit formalization of how
extralinguistic knowledge can be incorporated into a terminological entry.
In FBT, term definitions also reflect situated conceptualizations and
simulations. This type of conceptualization highlights the dynamicity of concepts and
the fact that they are not processed in isolation, but rather are typically situated in
background situations and events (Barsalou 2008).
References
Barsalou, L. W. 2008. Grounded cognition. Annual Review of Psychology 59: 617–645.
Faber, P. 2011. The dynamics of specialized knowledge representation: simulational
reconstruction or the perception-action interface. Terminology 17 (1): 9–29.
153
Faber, P. (ed.) 2012. A Cognitive Linguistics View of Terminology and Specialized Language.
Berlin: Mouton de Gruyter.
Faber, P., P. León, J. A. Prieto, and A. Reimerink 2007. Linking images and words: the
description of specialized concepts. International Journal of Lexicography 20: 39–65.
Faber, P. and R. Mairal 1999. Constructing a Lexicon of English Verbs. Berlin: Mouton de
Gruyter.
Fillmore, C. J. and S. Atkins 1998. FrameNet and lexicographic relevance. In: A. Rubio,
N. Gallardo, R. Castro, and A. Tejada (eds.), Proceedings of the ELRA Conference on
Linguistic Resources, 417–423. Granada: UGR.
Fillmore, C. J., M. Petruck, J. Ruppenhofer, and A. Wright 2003. Framenet in action: the
case of attaching. International Journal of Lexicography 16 (3): 298–332.
Martín, L. 1989. Functional Grammar and Lexematics. In: J. Tomaszczyk and B.
Lewandowska (eds.), Meaning and Lexicography, 227–253.Amsterdam: John Benjamins.
Pustejovsky, J. 1995. The Generative Lexicon. Cambridge, MA: MIT Press.
Ruppenhofer, J., M. Ellsworth, M. Petruck, C. Johnson, and J. Scheffdzyk 2010.
FrameNet
II:
Extended
Theory
and
Practice.
Available
at:
http://framenet.icsi.berkeley.edu/index.php?option=com_wrapper&Itemid=126.
Loss and pervivence of the Old English Adjectival Lexicon1
Fidalgo Allo, Luisa
Universidad de La Rioja - [email protected]
This paper focuses on the Old English adjectival lexicon. There is agreement
among the scholars on the fact that most Old English lexical items got lost; nevertheless
it remains to determine in a more detailed way how semantic change has affected the
lexicon throughout time. Going beyond the quantification of survival and
disappearance of the Old English adjectival lexicon, the aim of this study is to give a
survey of the possible tendencies for loss and pervivence of this grammatical class.
The methodology of research comprises the retrieval of the data on adjectives
from the lexical database of Old English Nerthus (www.nerthusproject.com), and the
subsequent comparison with the entries to The Oxford English Dictionary. The results of
this analysis are that a 16,63% of Old English adjectives have survived into Present-day
English, in spite of the foreing influences and generalized lexical loss that the language
has undergone throughout its history. Conversely, a remarkable 83.36% has got lost.
A deeper examination classifies surviving adjectives according to the meaning
change undergone between the Old English and the Present-day English adjective
derived from the former.Five types of semantic relationship between the Old English
and the Present-day English adjective have been established:
Type 1
No meaning change: oferfǃt ‘too fat’.
Type 2
Some senses added: behōflic ‘necessary’ (new senses: ‘of use; useful, profitable;
needful’)
Type 3
1
This research has been funded through the project FFI2011-29532.
154
Some senses lost: dīegol ‘secret, hidden, obscure, unknown, deep’ (lost senses: ‘hidden,
unknown, deep’).
Type 4
Some senses added and other senses lost: hlāfordlēas ‘without a lord, leaderless’ (new
sense: ‘of a woman: husbandles’; lost sense: ‘leaderless’).
Type 5
Radical meaning change: undēore ‘cheap’ (new meaning: ‘not dear; not regarded with
affection’).
The results of this classification indicate that the most frequent semantic
relationship in surviving Old English adjectives is the simultaneous addition of new
senses and loss of other senses, followed by the addition of new senses. On the other
hand, the instances of absolute stability are scarce, but even more scarce are the
instances of loss of senses. The conclusion reached is that the addition of new senses
contributes to the survival of the adjective in question and that linguistic evolution
entails meaning expansion.
As regards lost Old English adjectives, this paper yields a semantic
classification in terms of the categories of the Historical Thesaurus of the Oxford English
Dictionary, some additional semantic categories have been added from the taxonomy of
A Thesaurus of Old English. The main conclusion is that lexical losses of the adjectival
class concentrate in the area of less prototypical adjectives with evaluative function or
referring to transitory mental states, and that, in general, more abstract than concrete
adjectives are counted among the losses.
Bibliographical references
The Oxford English Dictionary (2nd. edition on CD-ROM, 2009).
Nerthus: An Online Database of Old English (www.nerthusproject.com), consulted on
April, 2010.
Kay, Christian, Jane Roberts, Michael Samuels and Irene Wotherspoon 2009: Historical
Thesaurus of the Oxford English Dictionary. Oxford: Oxford University Press.
Roberts, Jane, Christian Kay and Lynne Grundy 2000: A Thesaurus of Old English.
Amsterdam: Rodopi.
Semantic and constructional motivation for concept differentiation in FUNGRAM KB’s
(Knowledge Base) ontology: ‘split’ versus ‘separate’ events.
Fumero, Carmen [email protected]
In previous research Fumero Pérez (2012a, 2012b) we claimed that the verbs
separate, split and detach, which Levin 1993 (164-167) groups within the same lexical
class of ‘Verbs of Separating and Disassembling’, do not have the same ontological
status. Their disparate behavior with respect to a set of constructions showed that
although the event of separating is part of the semantic content of the three verbs,
separate and detach encode it as part of their core meaning and are, therefore, classifiable
as position verbs. However, split does not encode the event of separating within its
core meaning and thus belongs to a different ontological type, being better classified as
a change of state predicate.
In this paper we will deal with the treatment of these three verbs in FUNGRAM
KB’s knowledge base, in which we find that the verbs split and separate are defined by
the same concept, SPLIT_00, and that detach doesn’t appear at all. We will assess the
155
validity of such a classification and propose that the differences between split, on the
one hand, and separate and detach, on the other, are a matter of deep conceptual
semantics, hence pertaining to the ontological model and not merely a surface lexical
semantic distinction. This involves proposing a different basic concept as definiens for
separating and disassembling verbs as opposed to SPLIT_00 that encodes the basic
meaning of break verbs.
Bibliography
Fumero Pérez, M. 2012a. An LCM analysis of Verbs of Separating and Disassembling:
Splitting apart meaning components. XXX Congreso Internacional AESLA “La Lingüística
Aplicada en la Era de la Globalización”. Universidad de Lleida.
Fumero Pérez, M. 2012b An LCM account of verbs of separating and disassembling:
reassigning class membership. I International Conference on Meaning and Knowledge
Representation: LCM & FunGramKB. UNED, Madrid
Levin, B. 1993. English Verb Classes and Alternations: A Preliminary Investigation. Chicago:
Universitty of Chicago Press.
Towards a usage-based, constructionist analysis of sentential complement clauses in
English and Spanish
Gonzálvez García, Francisco [email protected]
This paper is concerned with a descriptive and explanatory constructionist
account à la Goldberg (2006) of the semantico-pragmatic, syntactic and discoursefunctional factors impinging on the choice of an infinitival or a finite complement
clause strategy after verbs of volition/causation and cognition/utterance in English and
Spanish, as illustrated in (1) below:
(1) (a) (…) el hombre (…) pidió reponer los platos vacíos (…). (CREA).
‘The man asked that the empty dishes be put back.’
(b) (…) Baró (…) pidió que el partido se jugara el 15 de noviembre (…). (CREA).
‘Baró asked the game to take place on 15, November.’
(c) (…) el Dr... dijo de operarme (…). (CREA).
‘The doctor suggested that I be operated on.’
(d) Dios dijo que éramos hermanos. (CREA).
‘God said that we were brothers.’
It is proposed that the infinitival and finite complement clauses in (1) above can
be adequately captured in terms of a family of constructions, in which two general
groupings can be discerned: (i) the "cause-become" and the "desire-become"
constructions, and (ii) the "assess-state" construction (see Yoon 2004: 383-384).
The constructionist, usage-based analysis provided here shows that these two
general constructional meanings can be further modulated in terms of at least the
following factors: First, the lexical class of the verb (e.g. causation, volition, cognition,
communication), with special focus on the feasibility of specific verbs of being
construed as a verb of a different class. A case in point is that of “say”/decir, which,
unlike other communication verbs, can convey manipulation when combined with an
infinitival clause:
(2)(a) He said/*remarked/*told to come around.
(b) Él (me) dijo/*afirmó/*mantuvo de ir a su casa a jugar con la Wii.
‘He told me to go to his place to play with his Wii video console’
156
A second important factor at work is the degree of morphosyntactic
compression of the complement clause. Specifically, infinitival clauses encode a higher
degree of subject/speaker’s involvement and are thus only compatible with strong
manipulation verbs. Finite (“that-”/“que-”) clauses, by contrast, encode a lesser degree
of subject/speaker’s involvement and are in principle semantically compatible with
weaker manipulation (cf. (3)(a)-(b)) as well as high-low epistemic certainty (cf. (3)(c)(d)) verbs.
(3)(a) Sin embargo, el club no piensa dar marcha atrás en ningún caso. (CREA).
(b) (...) she thought to check the receipt book (…). (BNC).
(c) Te aseguro/creo que te pareces a una famosa.
http://www.todamujeresbella.com/116/tienes-el-rostro-de-una-famosa/
(d) I think you’re absolutely right. (BNC).
Third, morphosyntactic factors such as correferentiality, main verb negation
and, to some extent, question formation are also operational, especially in the case of
Spanish:
(4) No creo que lo [sepa/*sabe].
(Bosque 1990: 41).
In this connection, the analysis proposed here accommodates the languagespecific impact of negation and question formation in Spanish in terms of the negative
assess-state and the question assess-state sub-constructions, respectively. Specifically,
within the negative assess-state construction, assertives (e.g. ver ‘see’, creer ‘think,
believe’, etc) are distinguished from non-assertives (e.g. dudar ‘doubt’, cuestionar ‘call
into question’, etc), insofar as only the former group necessarily takes the subjunctive
when negated.
References
Bosque, I. 1990. Las bases gramaticales de la alternancia modal. Repaso y balance. In
Bosque, I. (ed.), Indicativo y Subjuntivo.Madrid: Taurus Universitaria, pp. 13-65.
Givón, T. 1980. The binding hierarchy and the typology of complements. Studies in
Language 4, pp. 333-377.
Goldberg, A. E. 2006. Constructions at Work: The Nature of Generalization in Language.
Oxford: OxfordUniversity Press.
Michaelis, Laura A. forthcoming. Complementation by construction. In Hauser, M.J. et
al., (eds.), The Proceedings of the Thirty-second Annual Meeting of the Berkeley Linguistics
Society: Parasession on Theoretical Approaches to Argument Structure. Berkeley: BLS, Inc.
Yoon, J. 2004. Infinitival complement constructions in Spanish. A Construction
Grammar approach. In J. Auger, J. Clancy Clements and B. Vance (eds.) Contemporary
Approaches to Romance Linguistics. Selected papers from the 33rd linguistic symposium on
Romance languages (LSRL) [Current Issues in Linguistic Theory 258].
Amsterdam/Philadelphia: John Benjamins, pp. 381-397.
Clasificación general de los topónimos de la isla de La Palma
González Suárez, Leticia María
ULL - [email protected]
Batista Rodríguez, José Juan ULL - [email protected]
157
Un topónimo es un nombre propio que designa un lugar. Se conoce también
como nombre geográfico. Es frecuente la presencia de topónimos compuestos,
constituidos por un término genérico y otro específico: El Lomo de Machado, El Barranco
de Garome, La Hoya de Rodrigo, etc. El término genérico identifica de manera general la
naturaleza de la entidad geográfica en cuestión: caldero, caldera, verada, hoya, topo, roque,
lomo, barranco, malpaís, etc.; en la toponimia mayor y menor de la isla de La Palma, este
primer término genérico suele ser un morfotopónimo (describe la morfología del
terreno). En cambio, el término específico suele ser un antropotopónimo, un
hagiotopónimo, un hidrotopónimo, un zootopónimo o un fitotopónimo. El presente
artículo pretende realizar una clasificación de los topónimos palmeros, basándose en el
corpus que la Academia Canaria de la Lengua (ACL) ha recopilado en un Proyecto
financiado por Cartográfica de Canarias (Grafcan) para el análisis, selección,
tratamiento y normalización de la toponimia de La Palma. En nuestra clasificación,
incluiremos los topónimos palmeros más repetidos con vistas a elaborar un diccionario
toponímico de la isla de La Palma.
La gestión informática de los datos sobre el valor y empleo de los gentilicios
hispánicos1
Herrera Santana, Juana L.
Instituto de Lingüística Andrés Bello/ULL - [email protected]
García Padrón, Dolores
Instituto Universitario de Lingüística Andrés Bello/ULL - [email protected]
El tratamiento habitual que se le ha dado en la lingüística española a las
palabras gentilicias no ha ido más allá de ofrecer un simple repertorio en relación con
los topónimos correspondientes. Los gentilicios hispánicos, sin embargo, son un
conjunto léxico muy heterogéneo que presenta particularidades fónicas, gramaticales,
léxicas, históricas, sociolingüísticas, pragmático-discursivas, etc., que exigen un
tratamiento lingüístico que dé cuenta de su idiosincrasia, que explique su valor y su
empleo: la existencia de gentilicios gramaticales y léxicos, la diversidad de las bases (no
siempre raíces toponímicas), la complementación sufijal de variado tipo, la variedad de
sus empleos designativos, los distintos aspectos sociolingüísticos (actitudes, creencias,
etc.) implicados en la construcción de la imagen del individuo en relación a un topos, la
convivencia entre los endogentilicios y los exogentilicios, así como las razones de los
trasvases de unas denominaciones gentilicias a otras, esto es, gentilicios que adquieren
sentidos calificativos y seudogentilicios que se convierten en gentilicios, etc.
Varios investigadores pertenecientes a distintas universidades venimos
trabajando desde 2008 sobre todos estos aspectos mencionados, y de ello hemos venido
dando cuenta en varias publicaciones y foros académicos; pero nuestro objetivo ha sido
no solo difundir los resultados de la investigación sino también elaborar a la par una
base de datos que no sea un simple repertorio al uso, sino que contenga toda esta
1
Este trabajo se enmarca en el proyecto Estudio global de los gentilicios de la lengua española:
materiales americanos, nuevas consideraciones teóricas y gestión informática de los datos
(FFI2011-26256), que es continuación de Estudio global de los gentilicios de la lengua española
(FFI2008-01817).
158
información relevante debidamente recogida, catalogada, etiquetada y explicada. Esta
base, GentiDB, recoge en el momento presente más de 6000 gentilicios
correspondientes a más de 4000 referentes toponímicos; se han anotado en ella varias
decenas de sufijos implicados en su formación, se han vaciado una treintena de fuentes
(diccionarios, glosarios, repertorios, etc.) de todo el mundo hispánico, etc., lo cual
ofrece un panorama muy heterogéneo de este conjunto léxico. Nos proponemos en
nuestra comunicación presentar y explicar el proceso de construcción de esta base y
cómo los datos lingüísticos obtenidos de nuestras investigaciones, en la perspectiva
expresada más arriba, han sido gestionados informáticamente para dar cuenta del
valor y empleo de estas unidades. El objetivo último del proyecto, en lo que a la base se
refiere, es que esta pueda ser consultada en dos niveles: el de los usuarios especialistas
en lingüística y el del público no especialista.
Meronimia y herencia como parámetros que explican el "se" de los verbos inacusativos
de cambio
Hidalgo Alfageme, Carlos Alonso
Universidad Católica / Ruzomberok - [email protected]
Las relaciones parte-todo constituyen un nivel de representación que
Pustejovsky (1995) propone pero no desarrolla en su Lexicón Generativo, centrado en
el inglés. Pero el español tiene el clítico se. Es posible aplicar la meronimia junto con
otro parámetro del que sí se ocupa en profundidad el mismo autor, la herencia, para
explicar el uso del se con verbos inacusativos de cambio de estado y de movimiento. La
relación entre la meronimia, los verbos de cambio de estado y el se es la de (1):
(1) a. El todo hereda el cambio de cualquiera de sus partes (romperse, evaporarse,
enredarse, ablandarse). Verbos con se.
b. El todo hereda el cambio de algunas de sus partes. Verbos sin se (crecer, descarrilar,
adelgazar, cambiar, florecer)
c. El todo hereda el cambio de todas sus partes (hervir, mutar, nacer). Verbos sin se.
d. El todo hereda el cambio de una parte determinada que, paradójicamente, no sufre
el cambio (arrodillarse, aburrirse, acostarse, atragantarse). Verbos con se.
e. El todo hereda el cambio de una parte determinada que sufre el cambio. El verbo en
este caso es inergativo: (cavilar, cojear, respirar, toser). Verbos sin se.
De entre el amplio corpus de datos que sustenta las generalizaciones de (1) se
podrían destacar los siguientes.
Grupo (1.a). Romper: si una pieza se rompe, la máquina se rompe también, deja de
funcionar. Evaporarse: se interpreta que es el agua de la cazuela lo que se evapora,
aunque en realidad se evapora solo la parte del agua situada en su capa superior.
Grupo (1.b). Crecer: si la nariz le crece a Pinocho, Pinocho no crece; pero si le crecen las
piernas, sí. Descarrilar: si el vagón de cola descarrila, el tren puede no descarrilar; pero
como descarrilen más vagones, sí lo hace.
Grupo (1.c). Hervir: cuando el agua de una cazuela hierve, lo hace toda ella, todas sus
partes. Mutar: Si un extraterrestre cambia, lo hacen algunas de sus partes, pero si muta
el cambio es total.
Grupo (1.d). Arrodillarse: cuando un caballero se arrodilla lo hace todo él, pero no se
puede afirmar que la única parte suya que en realidad sufre el cambio, sus rodillas, y a
las que además apunta el lexema verbal, participen en ese cambio: *Sus rodillas se
159
arrodillan. Aburrirse: con los verbos de cambio psíquico la parte que soporta el cambio
es el cerebro del individuo, del todo; pero no se puede decir que *el cerebro se aburre.
Grupo (1.e) Cavilar: cuando un caballero cavila lo hace todo él, y además cavila la parte
suya que en realidad sufre el cambio: *su cerebro cavila. Cojear: la parte determinada
que soporta el cambio es la pierna, de la que se puede afirmar que cojea.
La lista de (1) proporciona definiciones mínimas. Estas definiciones constituyen
un núcleo capaz de generar nuevos significados a partir de las combinaciones que
establezca cada entrada léxica con otras entradas. Es precisamente en esto en lo que
consisten las definiciones de un lexicón generativo.
Bibliografía
Pustejovsky, James (1995): The generative lexicon. Cambridge: MIT Press.
¿Qué es un verbo de movimiento?
Ibarretxe, Iraide [email protected]
Hijazo Gascón, Alberto [email protected]
El decidir qué es realmente un verbo de movimiento es uno de los problemas
metodológicos a los que se enfrentan los estudios sobre la lexicalización del
movimiento desde la tipología de Talmy (1991) y desde el Pensar para Hablar de Slobin
(1991). Normalmente la inclusión de un verbo en la categoría de movimiento y de su
posterior subclasificación se decide en función del tipo de información semántica
(Manera, Camino (trayectoria)…) y del número de piezas de información (una o varias)
que codifican. El problema es que los autores que trabajan en este campo (p.ej., Slobin y
Sebastián (1994), Ibarretxe-Antuñano (2004), Cadierno y Ruiz (2006), Cifuentes-Férez
(2008)), no siempre coinciden en la inclusión de un verbo en una u otra categoría. Esta
falta de uniformidad en el análisis de los distintos estudios es crucial, ya que parte de
la descripción y clasificación tipológica de una lengua depende del número de verbos
de Camino o de Manera que utiliza.
En esta charla, para tratar de eliminar la subjetividad del investigador,
presentamos los resultados de un experimento de categorización de los verbos de
movimiento en español realizados a cien hablantes nativos. Los participantes, a través
de una encuesta online de cien verbos caracterizaron los verbos según su composición
semántica. Estos datos nos permiten contar con la intuición nativa, y complementar
con otras fuentes de información, lo que puede ser de gran utilidad para corroborar o
modificar las clasificaciones previamente establecidas por lingüistas.
Resemblance Operations and Conceptual Complexity in Animal Metaphors
Iza Erviti, Aneider [email protected]
In Cognitive Linguistics the study of conceptual metaphor has been a major
concern ever since Lakoff & Johnson (1980) published their seminal work Metaphors We
Live By. In this approach, metaphor is seen as a mapping between conceptual domains
that allows us to understand one domain (called the source) in terms of another (called
the target). Based on previous works by Ruiz de Mendoza Ibáñez & Otal Campo (2002),
Ruiz de Mendoza Ibáñez & Pérez Hernández (2011) have offered a comprehensive
classification of metaphor types from different taxonomic perspectives. Depending on
the nature of the correspondences we distinguish between resemblance and correlation
160
metaphors. Resemblance metaphors are not directly grounded in primary
sensorymotor experience and their correspondences are evident through mere attribute
comparison. Grady (1999) calls for a more serious study of the latter type of metaphor
as for over thirty years cognitive linguists have devoted much effort to the study of
metaphors based on the correlation to the detriment of the resemblance metaphor. The
present paper takes up this challenge from the perspective of Cognitive Linguistics on
the basis of a small corpus of ‘animal’ metaphors, essentially based on resemblance, for
three main reasons: 1) because of their productivity in terms of the potential types and
subtypes of metaphors they give rise to 2) because this is the only domain of Lakoff &
Turner’s Great Chain of Being where situational metaphors have a high frequency of
occurrence 3) because resemblance metaphors are the result of more complex cognitive
processes. In order to substantiate this last contention, I offer the analysis of a sample
of English animal metaphors with a special focus on the interaction patterns involved
in accounting for their meaning impact. In this respect, various conceptual interaction
patterns involving metaphor and/or metonymy have proved crucial in the analysis of
expressions involving animals. Among others, we have identified cases of (i) animal
metaphors interacting with high-level metaphors and metonymies (He hared off) where
using high-level metonymies such as OBJECT FOR ACTION the animal in question
stands for the actions it performs (ii) animal metaphors entering metaphtonymic
relations, where the metaphoric source or target is constructed metonymically (To
separate the sheep from the goats) (cf. Goossens 1990; Ruiz de Mendoza Ibáñez & Díez
Velasco 2002), and (iii) animal metaphors interacting with other metaphors thereby
giving rise to metaphoric amalgams, as discussed in Ruiz de Mendoza Ibáñez & Galera
Masegosa (2011). These amalgams refer to expressions that combine two or more
different metaphors into a single conceptual package, as in He was beavering away. In
connection with the cases in (ii), I have also argued that basic ontological metaphors
serve as the basis for the creation of more complex situational metaphors, all of which
have a metonymic ingredient. All these factors determine to a large extent the nature of
much of our inferential activity that takes place when we interpret animal-based
metaphorical expressions in whatever degree of idiomaticity.
References
Goossens, L. (1990). “Metaphtonymy: the Interaction of Metaphor and Metonymy in
Expressions for Linguistic Action” in Dirven, R & Pörings, R. (eds.) Metaphor and
Metonymy in Comparison and Contrast. Mouton de Gruyter, Berlín/New York, 349-378.
Grady, J. (1999). “A typology of motivation for conceptual metaphor: correlation vs.
resemblance” in R. Gibbs & G. Steen (Eds.) Metaphor in cognitive linguistics. Amsterdam,
The Netherlands: John Benjamins, 79–100.
Lakoff, G. and Johnson, M. (1980). Metaphors we live by. Chicago, IL: University of
Chicago Press.
Lakoff, G. and Turner, M. (1989). More than cool reason: A field guide to poetic metaphor.
Chicago, IL: The University of Chicago Press.
Ruiz de Mendoza, F.J. & Galera Masegosa, A. (2011). “Going beyond metaphtonymy:
Metaphoric and metonymic complexes in phrasal verb interpretation”, Language Value
3; in press.
Ruiz de Mendoza Ibáñez, F.J. and Díez Velasco, O. (2002). “Patterns of Conceptual
Interaction” in Dirven, R. & Pörings, R. (eds.) Metaphor and Metonymy in Comparison and
Contrast. Mouton de Gruyter, Berlín/Nueva York, 489–532.
161
High-level metaphor and metonymy in the family of the resultative
Luzondo Oyón, Alba [email protected]
The present proposal adheres to the constructional view in that it admits the
existence of constructions (i.e. form-meaning or form-function pairings) as
psychologically real linguistic entities capable of supplying meaning (cf. Goldberg,
1995, 2006; Ruiz de Mendoza, to appear). In this context, this paper furnishes a
preliminary account of the family of English resultative constructions (see Goldberg &
Jackendoff, 2004), in which high-level metaphor and metonymy (cf. Ruiz de Mendoza
& Pérez, 2011 for discussion) are shown to be of paramount importance when
accounting for both individual realizations and the relations holding among the
various grammatical constructions participating in this family. These cognitive
operations are termed high-level in the sense that they involve generic cognitive
models thus working at higher levels of abstraction (e.g. the notions of ‘action’, ‘effect’,
‘cause’, etc.). First, I introduce the two general organizational schemas around which
the family of the resultative revolves (cf. Ruiz de Mendoza & Luzondo, 2012). These
read as follows: (1) if the affected entity (A) is perceived or construed as experiencing a
holistic, radical change so that A can no longer be considered the same entity, a
prepositional phrase is required (e.g. The ice melted to liquid, She painted the brush to
pieces). I shall label this the A>B schema. However, (2) if the affected entity (A) acquires
a new property/quality but ultimately retains its essence, and adjectival phrase is
employed (e.g. She drank herself blind, They painted the house green). I shall call this the
A>A’ schema. Between these extremes of the cline a subtype of the latter, namely, the
‘motion’ A>A’ schema can be acknowledged to exist. This schema accounts for
figuratively exploited resultatives which are formally PP resultatives, but semantically
do not codify the same kind of change as that of pure A>B realizations, as in He drank
herself into a depression or The teacher bored us into a stupor. The advantage of these
generalizing schemas is that it largely allows us to determine what type of resultative
phrases a given verb occurs with, despite Boas’s (2008: 123) statement that “the
construction has no way of distinguishing between the two types of resultative
phrases”. Second, pivoting around these schemas, I discuss in some detail the different
members belonging to the family of the resultative, as well as the cognitive operations
motivating them. Some examples are: the standard, non-figurative resultative (e.g. He
hammered the metal flat), figurative resultatives with fake reflexives (e.g. She ate herself
sick), the caused-motion construction (e.g. He kicked the ball into the net), the way
construction (e.g. They fought their way free), the material-product construction (e.g.
Martha carved a toy out of a piece of wood), the total transformation construction (e.g. The
witch turned him from a prince into a frog), etc.
References
Boas, H. (2008) Boas, H. C. (2008b). Determining the structure of lexical entries and
grammatical constructions in Construction Grammar. Annual Review of Cognitive
Linguistics 6: 113-144.
Goldberg, A. (1995). Constructions. A Construction Grammar Approach to Argument
Structure. Chicago: University of Chicago Press.
Goldberg, A. (2006). Constructions at Work: The Nature of Generalization in Language. New
York: Oxford University Press.
162
Goldberg, A. & Jackendoff, R. (2004). The English resultative as a family of
constructions. Language 80: 532-568.
Ruiz de Mendoza, F. To appear. Meaning construction, meaning interpretation and
formal expression in the Lexical Constructional Model. In B. Nolan & E. Diedrichsen
(Eds.), Linking Constructions into Functional Linguistics: The Role of Constructions in RRG
Grammars [Studies in Language]. Amsterdam/Philadelphia: John Benjamins.
Ruiz de Mendoza, F. & Luzondo, A. (2012). Lexical-constructional subsumption in
resultative constructions in English. In M. Brdar, M. Zic, I. Raffaelli, M.-M. Stanojevic &
N. Tudjman Vukovic (Eds.), Cognitive Linguistics. Between Universality and Variation.
Cambridge Scholars Publishing; in press.
Ruiz de Mendoza, F. & Pérez, L. (2011) The contemporary theory of metaphor: Myths,
developments and challenges. Metaphor and Symbol 26: 1-25.
The Diaspora of Writing Events within FunGramKB’s Semantic Modules: A
Reassessment of Creation Events and their Lexical Counterparts
Martín Díaz, María Auxiliadora [email protected]
Sosa, Eulalia [email protected]
Many creation verbs like Verbs of Creation and Transformation and Image
Creation Verbs (see Levin 1993: 169) exhibit an alternation between a variant with no
object and a variant with object. In particular, the verbs we are analyzing here, those
encoded under FunGramKB’s basic concept +WRITE_00 and whose superordinate in
the ontology is +CREATE_00, seem to alternate between an activity and an active
accomplishment for that syntactic reason (see Van Valin and LaPolla 1997; Van Valin
2005).
George Sand, WRITING at the peak of the Romantic era, […]
I was WRITING the biography of George Sand, […]
Our first intention at this point is to reconsider the validity of this two-fold
Aktionsart adscription within the Lexical Constructional Model (LCM). We also intend
to reassess the appurtenance of certain lexical units to the conceptual domain of
Creation events. For example, in FunGram’s Knowledge Base, the lexical unit
transcribe, traditionally regarded as an Image Creation Verb, is not associated, as
expected, to the ontology’s basic concept +CREATE_00, since in its description the
concept of change is highlighted. However, Transcribe Verbs behave syntactically as
covert creation verbs (Translate Verbs), understood as “those denoting the coming into
being of an entity that does not surface as an argument to the verb” (Jezec 2010).
Finally, once established the ontological status of different variants of ‘writing’ events
as encoded lexically, we will borrow some semantic parameters from Pustejovsky’s
(1998) Generative Lexicon to encode their corresponding lexical templates.
References
Jesek, Elisabetta (2010). “Verbs of Creation”. Talk presented at the Conference on Word
Classes: Nature, Typology and Computational Representations. Roma Tre University.
24-26 March
Levin, Beth (1993). English Verb Classes and Alternations. A Preliminary Investigation,
Chicago-Londres: The University of Chicago Press.
Pustejovsky, James (1998). The Generative Lexicon, Cambridge MA: MIT Press.
Van Valin, Robert D. Jr. (2005). Exploring the Syntax-Semantic Interface, Cambridge: CUP.
163
Van Valin, Robert D. Jr. y Randy LAPOLLA (1997). Syntax. Structure, Meaning and
Function, Cambridge: Cambridge University Press.
Merónimos del área de la seguridad informática
Martín Gascueña, Rosa
Universidad Complutense de Madrid y Universidad Carlos III de Madrid [email protected]
En este trabajo vamos a estudiar algunas relaciones de meronimia entre
nombres del área de la seguridad informática que forman parte de la lengua cotidiana.
Esta relación semántica es identificada por las unidades léxicas es parte de / tiene un que
forman la estructura de nuestro sistema cognitivo y actúan como activadores de
conocimiento, focalizando la atención en un zona u otra del área conceptual para
integrar o complementar el significado de las palabras que asocia. Los hablantes
intuitivamente, reconocen que pantalla completa a ordenador, que ordenador integra a red
o que mapa limitaa bit1. Son diferentes tipos de relaciones meronímicas clasificadas
como componente-entidad, elemento-multiplicidad, y materia-entidad (Roca 2000). Las
propiedades de estos merónimos se basan en características funcionales, formales y en
su distribución espacial, las cuales determinan el grado de coherencia y discontinuidad
semántica (Cruse 2002) que los identifica como partes asociadas o integrantes.
La relación entre los merónimos y el holónimo depende de dos aspectos
relacionados y que pueden acontecer simultáneamente: uno es la naturaleza semántica
de las unidades léxicas, artefactos o clases naturales (Brown 2002), y sus rasgos
característicos a los que denominamos idiosincrásicos y taxonómicos, (Jackendoff 1991)
y (Pustejovsky 1995). Y el otro aspecto destacado en la interpretación del significado
merónimo/ holónimo son las restricciones convencionales y contextuales que se
desprenden del entorno discursivo desde donde se construye la relación. En nuestro
caso, el discurso de divulgación técnico científico, el puente entre el conocimiento
específico y el no especializado, es un factor la clave para la difusión del léxico y su
adopción dentro del vocabulario general.
Referencias
Brown, G. / Yule, G. (1993): Análisis del discurso. Madrid, Visor.
Calsamiglia, H. / Tusón, A. (1999): Las cosas del decir. Manual de análisis del discurso
Barcelona, Ariel.
Croft, William et Cruse. (2004): Cognitive Linguistic. Cambridge: University Press.
Cruse, D. Alan (2004): Meaning in language: an introduction to semantics and pragmatics.
Oxford: Oxford University Press.
Cruse, D. Alan (1986): Lexical Semantics. Cambridge: Cambridge University Press.
Fuentes, C. (2000): Lingüística pragmática y análisis del discurso Madrid, Arco Libros.
Galán, Cármen y Montero, Jesús (2002): El discurso técnicocientífico: la caja de herramientas
del lenguaje. Madrid Arco Libro.
Jackendoff, Ray (1990): Semantic Structures. Cambrige, Massachusetts and London: The
MIT Press.
1
Mapa de bits.
164
Jackendoff, Ray (1991): “Parts and Boundaries”. Levin and Pinker (eds.): Lexical and
Conceptual Semantics. Amsterdam: Elsevier Science Publishers.
Jackendoff Ray (2003): Foundations of Language. Brain, Meaning, Grammar, Evolution.
New York: Oxford University Press.
Lakoff, George (1987). Women, Fire and Dangerous Things: What Categories Reveal about
the Mind. Chicago: The University of Chicago Press.
Langacker, Ronald (1991): Foundations of Cognitive Grammar, vol I: Theoretical
Prerequisites y vol. II: Descriptive Application. Stanford, California: Stanford University
Press.
Lerat, P (1997): Las lenguas especializadas. Barcelona, Ariel
Martín Gascueña, Rosa (2010): Las relaciones de inclusión en las unidades léxicas. Tesis
doctoral de la Universidad Carlos III de Madrid. Publicado en http://earchivo.uc3m.es/bitstream/10016/9986/6/TESIS%20ROSA%20MARTIN%20GASCUEN
A.pdf.
Miller George et al. (1990): Five Papers on Wordnet. CSL Report 43, Cognitive Science
Laboratory.
Princeton
University.
Publicado
en
http://wordnet.princeton.edu/wordnet/publications/.
Pustejovsky, James (1995): The Generative Lexicon. Massachusetts: The MIT Press
Cambridge.
Rosch, Eleonor (1973): “Natural categories”, Cognitive Psychology 4, 328-350.
Wierzbicka, Anna (1996): Semantic: Primes and Universals. Oxford: Oxford University
Press.
Eurowordnet: Base de datos multilingüe. http://www.illc.uva.nl/EuroWordNet/.
Vivanco, Verónica (2006): El español de la ciencia y la tecnología. Madrid Arco Libros.
Embodiment and Constructions
Peña, Sandra [email protected]
Embodiment plays a vital role in Cognitive Linguistics (CL). The idea that the
body shapes linguistic and conceptual structure and that meaning emerges from our
everyday interaction with the world is a key tenet in CL. Rohrer (2006) provides a brief
history of embodiment in CL. First, the main focus was on the way in which bodily
experience was the source domain of a great number of conceptual metaphors. Then it
was observed that the findings on the semantics of English could be generalized and
applied to languages as distant from it as Japanese and Mixtec. We cannot be blind to
the fact that languages vary cross-culturally in terms of the particular bodily source
domains which are used to structure a given target domain. Johnson (1987: xii-xiii)
presented evidence for the embodiment hypothesis regarded as a directional constraint
on meaning. This evidence included cross-cultural research on metaphor and historical
semantic change, work on prototypes in categorization, the framing of concepts,
polysemy, and inferential patterns in metaphor. Image-schemas are inextricably linked
to the embodiment hypothesis. We might tentatively define image-schemas as
recurring patterns of experience which are abstract and topological in nature. They can
also be eventive patterns in the sense that they take place in space but are not
necessarily identified with space itself, as is the case with PROCESS (Peña 2008: 1042).
These experiential constructs emerge from our bodily interaction with the world. An
area of linguistics where embodiment has not received much attention is constructions.
165
Following Goldberg (1995), we will define constructions as form-meaning pairings
which arise at all levels of linguistic structure. This proposal will examine embodiment
in the form of image-schematic structure of a set of related constructions, the family of
resultative constructions put forward by Luzondo (2011), which includes the causedmotion construction, the canonical resultative configuration and the way-construction.
To this end, we will resort to Peña’s (2003, 2008) taxonomy of image-schemas, where
basic and dependent schemas are postulated. Special emphasis will be placed on the
different kinds of force, which are regarded as holding a subsidiary status with respect
to the basic PATH image-schema.
References
Goldberg, A. 1995. Constructions. A Construction Grammar approach to argument structure.
Chicago: University of Chicago Press.
Johnson, Mark, 1987. The Body in the Mind: The Bodily Basis of Meaning, Reason and
Imagination. Chicago: University of Chicago Press.
Luzondo, A. 2011. Construcciones resultativas del inglés en el Modelo Léxico Construccional:
Implicaciones para la modelación de una base de conocimiento léxico conceptual. Ph.D.
Dissertation. University of La Rioja.
Peña, M.S. 2003. Topology and Cognition. What Image-Schemas Reveal About the
Metaphorical Language of Emotions. München: Lincom Europa.
Peña, M.S. 2008. Dependency systems for image-schematic patterns in a usage-based
approach to language. Journal of Pragmatics 40: 1041-1066.
Rohrer, Tim. 2006. Three dogmas of embodiment: Cognitive linguistics as a cognitive
science. In Kristiansen, Gitte, Michel Achard, Rene Dirven, and Francisco J. Ruiz de
Mendoza Ibáñez (eds.), Cognitive Linguistics: Current Applications and Future
Perspectives. Berlin & New York: Mouton de Gruyter, 119-146.
La dimensión computacional de las Estructuras Lógico Conceptuales
Pérez, Beatriz [email protected]
Samaniego, Eva [email protected]
Una de las implicaciones lingüísticas más relevantes en el marco del Modelo
Léxico Construccional (www.lexicom.es) y FunGramKB (www.fungramkb.com) ha
sido la apuesta por un modelo de base conceptualista. Este giro metodológico ha traído
consigo un nuevo sistema de representación léxica, las estructuras lógico conceptuales
(EELLCC) (Mairal, Periñán y Pérez, 2012), que sustituyen a las estructuras lógicas de la
Gramática del Papel y la Referencia (GPR) (Van Valin, 2005). Así, cada entrada léxica
viene representada por una ELC, que, a diferencia de las estructuras lógicas de la GPR,
están formadas por unidades conceptuales que suministra la ontología de
FunGramKB. Por consiguiente, mantenemos que las representaciones resultantes están
inspiradas en una semántica ontológica. Aun más, como argumenta Mairal (en prensa),
es posible enriquecer cada ELC mediante la inclusión de los operadores de tiempo,
aspecto, modalidad, negación, ilocución etc. hasta obtener una representación
semántica plenamente especificada de un texto de entrada. Por consiguiente, una ELC
actúa como una interlingua que nos proporciona un sistema de etiquetado semántico
de un enunciado.
En este contexto, el objetivo de este trabajo es mostrar cómo FunGramKB
procesa dos enunciados que bien podrían actuar como texto de entrada que un usuario
166
plantea en un motor de búsqueda. Así, centraremos nuestra descripción en los pasos
(iii) y (iv) de la nueva versión del algoritmo sintaxis-semántica que se propone en Van
Valin y Mairal (en prensa) y que ilustramos en la Figura 1. Estas dos tareas son las
siguientes:
(i) La representación semántica del enunciado que, a su vez, implica:
1. Consultar el componente léxico y construir la ELC.
2. Consultar el componente gramatical (gramaticón) y enriquecer la ELC que sale
del léxico con aquellos constituyentes que provienen de la construcción, si es el
caso.
(ii) Aplicación de las inferencias. Como vemos en la Figura 1, una ELC sirve de aducto
a un motor de razonamiento (reasoner), que nos va a permitir acceder a la información
conceptual de la base de conocimiento, a través de dos operaciones: la inferencia y la
herencia.
En suma, queremos demostrar que una ELC constituye un sistema de
etiquetado semántico con un gran poder expresivo y alcance explicativo para el
desarrollo de aplicaciones en el entorno de la recuperación de la información.
Figura 1: Vista del algoritmo de enlace sintaxis-semántica en un entorno ontológico
Mairal, R, (en prensa). “La arquitectura de una base de conocimiento léxico conceptual:
implicaciones lingüísticas”. En M. Giammatteo, L. Ferrari y H. Albano (eds.). Léxico y
Sintaxis. Volumen temático de la serie editada por la Sociedad Argentina de
Lingüística. Mendoza: Editorial FFyL.
Mairal, R., C. Periñán y M. B. Pérez Cabello de Alba. (2012). “La representación léxica.
Hacia un enfoque ontológico”. En R. Mairal Usón, L. Guerrero y C. González (eds.) El
funcionalismo en la teoría lingüística. La Gramática del Papel y la Referencia. Introducción,
avances y aplicaciones. Madrid: Akal, págs. 85-102.
Periñán, C. y R. Mairal (2012). “La dimensión computacional de la Gramática del Papel
y la Referencia: la estructura lógica conceptual y su aplicación en el procesamiento del
lenguaje natural”. En R. Mairal Usón, L. Guerrero y C. González (eds.) El funcionalismo
en la teoría lingüística. La Gramática del Papel y la Referencia. Introducción, avances y
aplicaciones. Madrid: Akal, págs. 333-348.
Periñán, C. (en prensa). Towards a model of constructional meaning for natural
language understanding. En B. Nolan y E. Diedrichsen (eds.) The Role of Constructions
in a Functional Grammar. Amsterdam: John Benjamins.
Van Valin, R.D. Jr. (2005). The Syntax-Semantics-Pragmatics Interface: An Introduction to
Role and Reference Grammar. Cambridge: Cambridge University Press.
Van Valin, R.D. Jr y R. Mairal (en prensa). “Interfacing the Lexicon and an Ontology in
a Linking Algorithm” En M. Ángeles Gómez, F. Ruiz de Mendoza y F. GonzálvezGarcía (eds.)Form and Function in Language: Functional, Cognitive and Applied
Perspectives. Essays in Honour of Christopher S. Butler. Amsterdam: John Benjamins.
Unidades fraseológicas de naturaleza mitológica en la lengua española
Plaza Picón, Francisca del Mar Ull [email protected]
Cano Ginés, Antonio [email protected]
El objetivo del presente estudio es explorar las unidades fraseológicas basadas en la
mitología grecolatina en español. Partiendo de una concepción amplia de la
fraseología, centramos nuestro análisis en aquellas unidades fraseológicas que
167
contienen alguna referencia a la mitología grecolatina. Asimismo realizamos un
estudio contrastivo de los aspectos culturales de dichas unidades teniendo en cuenta
sus precedentes mitológicos. Finalmente, atendiendo a las principales características de
los fraseologismos como marco teórico, observamos el tratamiento que estas unidades
fraseológicas ofrecen en algunos diccionarios monolingües generales de la lengua
española.
Lexical-constructional integration: the case of entity-specific change-of-state verbs
Rosca, Andrea [email protected]
Ruiz, Francisco [email protected]
The framework for this presentation is the Lexical Constructional Model or
LCM (cf. Ruiz de Mendoza & Mairal 2008). The LCM is concerned with the
relationship between syntax and meaning construction at four different levels:
argument structure (level 1), implicational structure (level 2), illocutionary structure
(level 3), and discourse structure (level 4). In the present study the focus will be on
level 1. At this level, the LCM studies how lexical-constructional integration or
subsumption takes place. This operation is regulated by a set of internal and external
constraints. Internal constraints (among them, the Event Identification Condition, the
Lexical Class Constraint, Predicate-Argument Conditioning and Internal Variable
Conditioning) determine whether lexical-constructional integration is possible on the
basis of the conceptual composition of lexical and constructional configurations. By
contrast, external constraints either license or block integration on the basis of the
mind’s ability to re-construe a representation. These constraints usually take the form
of high-level metaphor and metonymy.
On the basis of the analytical tools provided by this framework, we explore the
role of internal and external constraints in lexical-constructional integration involving
entity-specific change-of-state verbs. We have found that these verbs occur in a broader
range of constructions than those proposed by Levin (1993) and Wright (2002), and that
their use is often a matter of more than one single constraint. Consider first the
sentence He burnt them to death, where the PP describes the final resulting event whilst
the verb encodes a prior causal subevent. The verb in a resultative construction must
be the closest temporal subevent to the resultant state. That is why the resulting event
cannot be rendered by a sentence such as *He kindled them to death, since this verb refers
to the first sequence in the chain of events (i.e. causing an entity to start burning). Thus,
the Event Identification Condition, by itself, blocks the integration of the verb kindle into
the resultative construction since there is a mismatch between the subevents encoded
by the verb and those of the construction. Now, consider the case of resultative
expressions based on the figurative use of the caused-motion construction. We find
that this use requires the licensing activity of a high-level metaphoric chain with
various low-level mappings. The sentence They have metamorphosed into a cancer rotting
the life out of our democracies is motivated by a metaphoric complex composed of two
high-level metaphors: (1) AN EFFECTUAL ACTION IS CAUSED MOTION, and (2)
GETTING RID OF A PROPERTY IS GETTING RID OF A MOVING OBJECT.
Furthermore, entity-specific change-of-state verbs can participate in an intransitive
causal construction that conflates causality with spatiality by means of the metaphor
STATES ARE LOCATIONS (e.g. But bells now rust from inactivity, where a state of
168
inactivity is the starting point on a physical degradation path). Along similar lines, we
examine other cases of lexical-constructional integration involving verbs from the class
selected for this study and discuss how internal and external constraints cooperate in
licensing or blocking specific cases of lexical-constructional integration and their
corresponding linguistic realizations.
References
Lakoff, G. (1987). Women, Fire, and Dangerous Things: What Categories Reveal about the
Mind. Chicago: The University of Chicago Press.
Levin, B. (1993). English Verb Classes and Alternations. A Preliminary Investigation.
Chicago & London: University of Chicago Press.
Ruiz de Mendoza, F. J. & R. Mairal (2008). Levels of description and constraining
factors in meaning construction: An introduction to the Lexical Constructional Model.
Folia Linguistica 42(2), 355-400.
Wright, S. K. (2002). Transitivity and Change of State Verbs. In J. Larson & M. Paster
(Eds.), Proceedings of the twenty-eighth annual meeting of the Berkeley Linguistics Society
(pp. 339-350). Berkeley, California: Berkeley Linguistics Society.
Knowledge representation of verbs of vision: Italian Lexicon compilation
Salamino, Federica
Università degli Studi di Pavia - [email protected]
Lexical domains as implemented in FunGramKB (Periñán-Pascual & ArcasTúnez 2007; Periñán-Pascual & Mairal Usón 2010) are exploited in order to gather
verbs according to the subdivision of the concepts listed within the Ontology.
Furthermore, the distribution in FunGramKB of meta- , basic and terminal concepts is
such that it can also make the high-level metaphors that make certain constructions
easy to guess. This core issue is then combined with a detailed grammatical and
miscellaneous description.
In this talk, I will discuss the robust contribution that the theoretical framework
of the Lexical Constructional Model (LCM) (Ruiz de Mendoza & Mairal Usón 2008)
and its computational implementation, the Functional Grammar Knowledge Base
(FunGramKB), offer to meaning and knowledge representation issue. I will therefore
analyse the lexical representation (morphosyntax, LCM core grammar, miscellaneous,
in the FunGramKB Editor) of some verbs of vision for the Italian lexicon in
FunGramKB; I will also describe the procedure I followed while filling in the Italian
lexicon section with verbs of vision through the FunGramKB Suite. I will try to
demonstrate how such a representation can better describe verbs meaning and use,
and be useful especially with verbs involved in the phenomenon of subcategorial
conversion into the caused-motion construction (Baicchi 2010), and metaphorically
motivated (Salamino 2012).
References
Baicchi, Annalisa (2010), “Metaphoric motivation in grammatical structure. The case of
the caused-motion construction from the perspective of the Lexical-Constructional
Model. In Klaus Uwe Panther & Guenter Radden (eds), Motivation in Grammar and the
Lexicon. Amsterdam/ Philadelphia, John Benjamins: 149-170
169
Faber, Pamela Benitez and Mairal Usón, Ricardo (1999). Constituting a Lexicon of English
Verbs, Eds. A. Machtelt Bolkestein, Casper de Groot, J. Lachlan Mackenzie; Mouton de
Gruyter, Berlin, New York.
Goldberg, Adele (1995). Constructions: A Construction Grammar Approach to Argument
Lakoff, George & Mark Johnson (1980). Metaphors we live by. Chicago: The University of
Chicago Press.
Mairal Usón, Ricardo and Periñán Pascual, Carlos (2009). “The anatomy of the lexicon
component within the framework of a conceptual knowledge base”. Revista Española de
Lingüística Aplicada 22, 217-244.
Periñán Pascual, Carlos and Arcas Túnez, Francisco (2007) “Deep semantics in an NLP
knowledge base”, 12th Conference of the Spanish Association for Artificial Intelligence,
Universidad de Salamanca, 279-288.
Periñán Pascual, Carlos and Mairal Usón, Ricardo (2009) “Bringing Role and Reference
Grammar to natural language understanding”. Procesamiento del Lenguaje Natural 43,
265-273.
Periñán Pascual, Carlos and Mairal Usón, Ricardo (2010) “La gramática de COREL: un
lenguaje de representación conceptual”. Onomázein 21, 11-45.
Ruiz de Mendoza Ibáñez, F. J. & Mairal Usón, R. (2008). Levels of description and
constraining factors in meaning construction: An introduction to the Lexical
Constructional Model. Folia Linguistica. 42/2: 355-400.
Salamino, Federica (2012). “Metaphoric motivation of verbs of vision: the Causedmotion Construction”. Paper delivered at the 1st International Conference on Knowledge
and Meaning Representation, Madrid, UNED 4-6 July 2012.
¿Dar es dare? Idiosincrasia Colocacional entre Lenguas Afines
Sidoti, Rossana [email protected]
En los últimos años se ha venido considerando el papel que desempeñan las
colocaciones, o sea, combinaciones de al menos dos palabras establecidas por el uso
que coaparecen frecuentemente para expresar un determinado sentido (Calderón
Campos, 1994; Corpas Pastor, 2003; Gómez Molina; 2004; Ruiz, 2005; Higueras García,
2004, 2005 y 2006; Navajas Algaba, 2006; González Grueso, 2006; Álvarez Cavanillas,
2008, etc.) en el ámbito de la enseñanza del español como L2. La dificultad, por parte
de nuestros estudiantes italianos de español como L2 radica, por lo general, en las
tareas de producción ya que se tienen que responsabilizar a la hora de elegir el
colocado que coocurre con una determinada base. El desconocimiento, pues, de la
tendencia que poseen algunas palabras a aparecer en el discurso junto con otras, separa
al no nativo de las producciones del nativo, situando al aprendiz de segunda lengua
fuera de la complicidad lingüística en la que los hablantes nativos están inmersos,
además de comprometer la libertad de la que, teóricamente, gozan los hablantes en la
producción de sus discursos.
Ahora bien, si para un hablante nativo construir un discurso no supone ningún
tipo de esfuerzo, un aprendiente de ELE, difícilmente puede llevar a asumir que una
determinada palabra pueda ir combinándose con otra palabra si su asociación no se
considera ni obvia, ni lógica, ni natural. No siempre tales combinaciones pueden
explicarse mediante reglas, con lo cual para un estudiante de L2 resultan difíciles de
170
conceptualizar, aprender y usar de manera natural, sobre todo si consideramos que el
fenómeno colocacional es un fenómeno idiosincrásico propio de cada lengua. A partir
de algunos ejemplos sacados del Corpus de Referencia del Español Actual, el mayor
recurso léxico en línea por lo que respecta a la información colocacional relacionada
con el idioma español –contiene ejemplos de los últimos 25 años– nuestro mayor
propósito es reflexionar acerca de las restricciones léxicas que separan la lengua
española de la lengua italiana. Más en concreto nos centraremos en los problemas en la
correspondencia de las colocaciones formadas por los verbos soporte, dado que con
esta tipología de verbos elegir el colocado adecuado para una misma base no resulta
tarea fácil.
Por lo general, quien se dedica a la enseñanza del español como lengua
extranjera, suele individualizar aquellos fenómenos que evidencian una ruptura entre
la lengua materna de los estudiantes y la lengua objeto de estudio. Respecto a la lengua
italiana y a la lengua española los trabajos de fraseología contrastiva relacionados en
concreto con el tema de las colocaciones, son insuficientes. Si bien los elementos
fraseológicos han sido centro de interesantes estudios teóricos y descriptivos que se
han visto enormemente enriquecidos por la proyección de la actividad fraseológica
hacia otras lenguas, la carencia de un soporte teórico de tipo contrastivo entre la lengua
italiana y española y de un criterio o de una metodología que ayude al lexicógrafo a
seleccionar y sistematizar en su trabajo las unidades en cuestión, queda patente. El
hablar continuamente de afinidad entre estas dos lenguas quizá sea, de hecho, la causa
que mejor explique la escasa investigación entre ambas, pero una adecuada
investigación en este campo pone de manifiesto como si bien comparten la
morfosintaxis, al ser lenguas románicas, por otra parte presentan diferencias
apreciables en el campo léxico-semántico.
Bibliografía
Alonso Ramos, M. (1993). Las funciones léxicas en el modelo lexicográfico de I. Mel’cuk.
Tesis Doctoral. Madrid: Universidad Nacional de Educación a Distancia.
Álvarez Cavanillas, J. L. (2008). Algunas aplicaciones del enfoque léxico al aula de ELE.
Memoria
de
máster.
RedELE,
9.
Disponible
en:
http://www.educacion.gob.es/redele/Biblioteca-Virtual/2008/memoriaMaster/1Semestre/ALVAREZ_C.html [Consulta: 11 de marzo de 2012]
Baralo Otonello, M. (2005). “Aspectos de la adquisición de léxico y su aplicación en el
aula”. FIAPE I Congreso internacional: El español como lengua del futuro. Disponible en:
http://www.mec.es/redele/biblioteca2005/fiape/baralo.pdf [Consulta: 14 de marzo de
2012]
Bosque, I., (2001): “Sobre el concepto de ‘colocación’ y sus ‘límites’, Lingüística Española
Actual, XXIII, 1, 9-40, Volúmen monográfico sobre Las Colocaciones.
Bosque, I. (dir.) (2004): Redes. Diccionario combinatorio del español contemporáneo, Madrid,
SM.
Castillo Carballo, Mª A. (2000). “Norma y producción lingüística: las colocaciones
léxicas en la enseñanza de segundas lenguas”. Actas del XI Congreso Internacional de
ASELE, pp. 267-280.
Cordero Raffo, Mª. R. (2004). “El problema de las colocaciones en la L2”. Actas del XV
Congreso Internacional de Asele. Las Gramáticas y los Diccionarios en la Enseñanza del
Español como Segunda Lengua: Deseo y Realidad, Sevilla, pp. 222-229.
Corpas Pastor, G. (1996). Manual de fraseología española. Madrid: Gredos.
171
Ferrando Aramo, V. (2009). Materiales didácticos para la enseñanza-aprendizaje de las
colocaciones: análisis y propuestas. Memoria de máster inédita. Tarragona: Universidad
Rovira i Virgili.
García-Page, M. (2005): “Colocaciones simples y complejas: diferencias estructurales”,
en R. Almela et al. (eds.), Fraseología Contrastiva, Murcia: Universidad de Murcia, 145167
Gómez Molina, J. R. (2004). “Las unidades léxicas en español”. Carabela 56. Madrid:
SGEL, pp. 27-50.
González Gruego, F. D. (2006). “Las colocaciones en la enseñanza del español de los
negocios”. Revista de Didáctica MarcoELE, 2.
Higueras García, M. (2004). La enseñanza aprendizaje de las colocaciones en el desarrollo de
la competencia léxica en el español como lengua extranjera. Tesis doctoral inédita. Madrid:
Universidad Complutense de Madrid.
Higueras García, M. (2006). Estudio de las colocaciones léxicas y su enseñanza en español
como lengua extranjera. ASELE, Colección Monografías n° 9.
Mastrofini R., (2005): Dai verbo pesanti ai verbi leggeri: gradi di “verbalità” in italiano L1 e
L2, Tesis Doctoral inédita, Roma, Università Roma Tre.
Miguel, E. De. (2005): “El peso relativo de los nombres y los verbos: cambios,
ampliaciones, reducciones y pérdidas del significado verbal”, Homenaje a Ramón
Santiago, en prensa.
El papel de la cultura en la polisemia de "blanco" y "negro": un enfoque cognitivo
Soto Nieto, Almudena
Universidad Católica de Valencia - [email protected]
Este estudio trata de analizar cómo los elementos culturales intervienen en la
aparición de los diferentes sentidos polisémicos de los términos cromáticos blanco y
negro en español, los cuales se presentan motivados y conectados metonímica y
metafóricamente. Estudios recientes (Kövecses, 2005; Sharfian et alii, 2008; Yu, 2009)
alertan sobre la imposibilidad de abordar el estudio de la metáfora conceptual
únicamente desde la perspectiva de la corporeización y advierten sobre la necesidad de
recurrir al elemento cultural que juega un papel crucial en la cognición humana. Para
estudiar esta cuestión nos proponemos dos objetivos: (i) revisar cuáles son los
diferentes significados que blanco y negro activan y (ii) describir la motivación
conceptual de los mismos y demostrar cómo influye nuestra experiencia corpórea,
cultural y social en ello.
La metodología empleada para realizar el estudio recurre, por una parte, a la
lingüística de corpus, que nos permite el acceso a muestras reales de habla las cuales
nos ayudan a determinar los significados asociados a blanco y negro, y por otra, la
Teoría Conceptual de la Metáfora y la Metonimia (TCMM), base teórica que seguimos
para describir las diferentes construcciones metafóricas y metonímicas, pero que debe
verse completada por la noción de cultura para un análisis más adecuado. Esto nos
permitirá conocer qué sentidos son activados por blanco y negro, describir su
motivación y averiguar cuáles son los conceptos culturales implicados en las
construcciones metonímicas y metafóricas a partir de estos términos de color.
Bibliografía
172
Kövecses, Zoltán. 2005. Metaphor in Culture. Universality and Variation. Cambridge:
Sharifian, F., Dirven, R., Yu, N. y Niemeier, S. (eds.) 2008: Culture, Body, and Language.
Conceptualizations of Internal Body Organs across Cultures and Languages. Berlin/New
York: Mouton de Gruyter.
Yu, N. (2009): From Body to Meaning in Culture. Amsterdam and Philadelphia: John
Benjamins.
A protrait of recursive formations in Old English suffixed nouns
Torre Alonso, Roberto [email protected]
Old English being a language strongly characterised by its Germanic character
(Kastovsky 1992), subject to little foreign influences made extensive use of native
resources and processes for the implementation of the lexicon. Thus, it has been subject
to unnumerable works on morphological and word formation research, both focusing
on transparent derivation (affixation) and opaque derivation as shown by the works of
de la Cruz (1975), Lindemann (1970), Niwa (1966), on affixation and Bammesberger
(1965) and Hinderling (1967) on strong verb stems from Indo-European to Germanic.
However, in the case of transparent derivaton, more emphasis has been put on the
study of prefixes, rather than on suffixes. Furthermore, these studies focus on
individual affixes and do not pay attention to other instances of derivation prior to the
incorporation of the affix under study. Thus, a description of the morphological
structure of suffixed nouns that depicts the succesive steps leading to the formation of
the final output predicate has not yet been faced.
This paper engages in the analysis of the morphology of suffixed nouns in Old
English. More precisely, the study focuses on the use of the native resources of word
formation and their recursive use in the creation of complex lexemes. The current work
is part of a major research on Old English word formation and focuses on the set of
suffixed nouns filed in the database Nerthus (Martín Arista et al. 2009) which add up to
a total of 3,059 words. The structure of the database allows for the morphological
analysis of the selected corpus in such a way that it is possible to isolate the particular
derivative step that partakes in the predicate at a given moment. The study of the
stepwise derivations of these predicates has revealed the interaction of prefixation,
suffixation, compounding, zero-derivation and inlfection in the formation of suffixed
nouns. In this vein, the research has proved the existence of some 34 different
morphological structures, ranging from one level of complexity, as in the word ∂ēofung
‘thieving’ to five derivative steps as in the word unācumenlicnes ‘unbearableness’.
The data show that complex formations are favoured in contrast to single
derived nouns. This is consistent with the idea that the Old English lexicon is recursive
(Torre Alonso 2009, 2011).As a general rule, the more complex the structure, the lesser
the number of predicates in gives birth to. Moreover, the data prove that there is no
restriction in the way the different derivative processes are incorporated in the word
formation process, which implies that no lexical integrity applies at this stage of the
language, if we understand the concept as a relative ordering of processes.
References
de la Cruz, J. 1975. Old English Pure Prefixes: Structure and Function. Linguistics 145:
47-81.
173
Hinderling, R. 1967. Studien zu den starken Verbalabstrakten des Germanischen. Berlin:
Walter de Gruyter.
Kastovsky, D. 1992. Semantics and vocabulary. In The Cambridge History of the English
Language I: The Beginnings to 1066, R. Hogg (ed.), 290-408. Cambridge: CUP.
Lindemann, J. W. R. 1970. Old English Preverbal Ge-: Its Meaning. Charlottesville:
Virginia University Press.
Martín Arista, J., L. Caballero González, E. González Torres, A. Ibáñez Moreno, R.
Torre Alonso.2009. Nerthus: An Online Lexical Database of Old English.
http://www.nerthusproject.com
Niwa, Y. 1966. “The preverb GE- added to NIMAN in the OE gloss to the Lindisfarne
Gospels.” In: Studies in English Literature (Tokyo). English Number, 65-79.
Torre Alonso, R. 2009. Morphological process feeding in the formation of Old English
nouns: Zeroderivation, affixation and compounding. PhD dissertation. Department of
Modern Languages, University of la Rioja.
Torre Alonso, R. 2011. The morphological structure of Old English complex nouns.
Atlantis 38/1: 127-146.
Una aproximación a la metalexicografía francesa del siglo XIX: estudio de Examen
critique des dictionnaires de la langue françoise (1829)
Trujillo González, Verónica C.
La metalexicografía o el análisis crítico de los diccionarios supone una de las
ramas de la Lingüística Aplicada que se ha consolidado en la segunda mitad del siglo
XX; sin embargo, los diccionarios, en tanto que objetos de consulta y de referencia, han
sido sometidos de manera sistemática al escrutinio del público en general y de los
especialistas, en particular. Ya en 1747, el canario Juan de Iriarte titulaba su discurso de
ingreso en la Real Academia: Sobre la imperfección de los diccionarios, mientras que 1829,
Charles Nodier publicaba en Francia, Examen critique des dictionnaires de la langue
françoise, un estudio crítico de los diccionarios franceses, publicado en formato
diccionario.
Nodier, considerado como uno de los padres de la literatura fantástica francesa,
destacó en su época como el especialista de la lengua y de los diccionarios; de hecho,
una de las aportaciones más importantes que realizó al campo de la lexicografía fue la
colaboración con Boiste en la octava edición de su diccionario, Pan-lexique (1834).
Asimismo, Nodier ingresó en la Academia Francesa y en 1833 recibió el encargo de
dirigir la redacción del Dictionnaire historique.
La obra Examen critique des dictionnaires supone un repaso por la lexicografía
francesa del primer tercio del siglo XIX, si bien Nodier no tiene inconveniente en
referirse a repertorios de cualquier época si estos son susceptibles de sus críticas.
Escrito con un tono irónico y, a veces, irreverente, Examen critique des dictionnaires
presenta un estudio metalexicográfico de las principales obras monolingües francesas
redactadas en los primeros años del siglo XIX. En este trabajo analizaremos cuáles son
las críticas más recurrentes realizadas por Nodier, los fundamentos sobre los que
sustenta sus tesis y las estrategias empleadas para la crítica de las obras lexicográficas.
Referencias
174
Mnnessier-Nodier, Mª. A. (1867): Charles Nodier : épisodes et souvenir de sa vie 1780-1844,
Paris, Didier.
Setbon, R. (1977): « Le dossier Nodier », en Romantisme, nº 15, pp. 92-107.
Vaulchier, H. (1984): Charles Nodier et la lexicographie française 1808-1844, Paris, Institut
National de la Langue Française, C.N.R.S., Didier Érudition.
----------------- (2008): Corpus des écrits métalexicographiques de Charles Nodier 1808-1842,
Paris, Honoré Champion, coll. « Lexica, mots et dictionnaires ».
Conceptual modelling, subsumption and hierarchisation of entities in FunGramKB
“globalcrimeterm subontology”: the case of +WRONGDOER_001
Ureña Gómez-Moreno, Pedro
Universidad de Granada - [email protected]
Felices, Angel [email protected]
This paper describes some of the phases in the process of constructing a termbased “satellite ontology” or domain ontology within the architecture of a core
ontology integrated in FunGramKB –a lexico-conceptual knowledge base for the
computational processing of natural language (Periñán-Pascual & Arcas-Túnez 2004,
2007, 2010a; Periñán-Pascual & Mairal-Usón 2009, 2010). The main hypothesis is that
the multilevel model of FunGramKB Core Ontology can be connected to terminological
subontologies or “satellite ontologies” in order to minimize redundancy and maximize
information (Periñán-Pascual & Arcas-Túnez 2010b). If, in general terms, the purpose
of subontological creation is to expand the conceptual model of the knowledge base so
that it can be applied to natural language processing tasks related to domain-specific
translation, computer assisted consultancy or expert artificial reasoning, then this
paper proposes the first steps to attain that goal following the COHERENT
methodology (Periñán-Pascual & Mairal-Usón 2011): a stepwise method for forming
specialised concepts and their subsumption under the Core Ontology. Although the
proposed methodology is partly based on the model for building ontological meaning
described by Periñán-Pascual & Arcas-Túnez (2010b), and Jiménez-Briones &
Luzondo-Oyón (2011), it, in turn, incorporates the use of specialised dictionaries and
the lexico-conceptual decomposition of complex specialised terminology. In doing so,
the paper furnishes substantial evidence on the modelling, subsumption and
hierarchisation of a set of concepts borrowed from the domains of criminal law (cf.
Breuker, Valente & Winkels 2005; Valente 2005; Breuker, Casanovas & Klein 2008),
especially those included in the “Globalcrimeterm” corpus and subontology under
construction (Ureña-Gómez Moreno, Alameda-Hernández & Felices-Lago(2011);
Felices-Lago and Ureña-Gómez Moreno (forthcoming, 2012)). To illustrate this process,
we have selected the superordinate basic concept +WRONGDOER_00 and its basic and
terminal subordinate concepts in the domains of organized crime and terrorism (all of
them under the metaconcept #ENTITY), particularly those referring to collective agents
under
the
umbrella
concepts
+ORGANIZED_CRIME_GROUP_00
and
+TERRORIST_GROUP_00. Consequently, the modelling, subsumption and
Financial support for this research has been provided by the DGI, Spanish Ministry of
Economy and Competitiveness, grant FFI2010-15983.
1
175
hierarchisation
of
concepts
such
as
+CARTEL_00,
+MAFIA_00,
+ORIENTED_CLUSTER_00,
+SYNDICATE_00,
+GUERRILLA_00,
+TERRORIST_CELL_00, +DEATH_SQUAD_00, etc., will be presented.
References
Breuker, J., Valente, A., Winkels, R. (2005). “Use and Reuse of Legal Ontologies in
Knowledge Engineering and Information Management”. In V.R. Benjamins et al. (eds.).
Law and the Semantic Web. Berlin: Springer, pp. 36-64
Breuker J., Casanovas, P., Klein, M.A.C. & Francesconi, E. (eds.). (2008). Law, Ontologies
and the Semantic Web. Amsterdam: IOS Press.
Felices-Lago, Á & Ureña-GómezMoreno, P. (forthcoming, 2012): “Fundamentos
metodológicos de la creación subontológica en FunGramKB”, Onomázein, 26, 2012/2.
Jiménez-Briones, R. & Luzondo-Oyón, A. (2011). "Building ontological meaning in a
lexico-conceptual knowledge base". Onomázein 23, 11-40.
Periñán-Pascual, C. & Arcas-Túnez, F. (2004). “Meaning postulates in a lexicoconceptual knowledge base”, 15th International Workshop on Databases and Expert
Systems Applications, IEEE, Los Alamitos (California), pp. 38-42.
Periñán-Pascual, C. & Arcas-Túnez, F. (2007). “Cognitive modules of an NLP
knowledge base for language understanding”, Procesamiento del Lenguaje Natural 39, pp.
197-204.
Periñán-Pascual, C. & Arcas-Túnez, F. (2010a). “ontological commitments in
FunGramKB”, Procesamiento del Lenguaje Natural 44, 27-34.
Periñán-Pascual, C. & Arcas-Túnez, F.( 2010b). “The architecture of FunGramKB” in
Proceedings of the 7th International Conference on Language Resources and Evaluation,
European Language Resources Association, pp. 2667-2674.
Periñán-Pascual, C. & Mairal-Usón, R. (2009). “Bringing Role and Reference Grammar
to natural language understanding”. Procesamiento del Lenguaje Natural, vol. 43, pp. 265273.
Periñán-Pascual, C. & Mairal-Usón, R. (2010). “La Gramática de COREL: un lenguaje
de representación conceptual”. Onomazein. 21 (2010/1), p. 11-45.
Periñán-Pascual, C. & Mairal-Usón, R. (2011). “The COHERENT methodology in
FunGramKB”. Onomázein 24, 13-33.
Ureña-Gómez Moreno, P., Alameda-Hernández, Á. & Felices-Lago, Á. (2011).
"Towards a specialised corpus of organized crime and terrorism". María Luisa Carrió et
al. (eds.) La investigación y la enseñanza aplicadas a las lenguas de especialidad y a la
tecnología. Valencia: Universitat Politècnica de Valencia, pp. 301-306.
Valente, A. (2005). “Types and Roles of Legal Ontologies”. In V.R. Benjamins et al.
(eds.). Law and the Semantic Web. Berlin: Springer, pp. 65-76.
LINGÜÍSTICA DE CORPUS, COMPUTACIONAL E INGENIERÍA LINGÜÍSTICA
Análisis de sentimientos en un corpus de redes sociales
Aguado, Guadalupe [email protected]
Montiel Ponsoda, Elena [email protected]
Cada día es más importante para las distintas empresas conocer el sentimiento
que despiertan sus propias marcas y los productos que lanzan al mercado. En este
176
sentido, las redes sociales representan una fuente de información muy importante. Por
ello, la existencia de un sistema que pueda extraer de forma automática el sentimiento
global asociado a la empresa, o a alguno de sus productos, facilitaría enormemente
tener acceso a esta información que se considera relevante a la hora de planificar sus
estrategias de mercado. El trabajo descrito en este artículo forma parte de un proyecto
de más alcance, cuyo objetivo es extraer el sentimiento asociado a una entidad dada.
En este trabajo se analizan las expresiones que verbalizan los sentimientos de los
usuarios tomando como base un corpus en español , etiquetado con Freeling 3.0, que
está formado por textos procedentes de distintos canales (blogs, microblogs, tweets,
foros, …) y correspondientes a diferentes dominios (automoción, deporte, banca, …).
La metodología de trabajo es iterativa, por lo que se parte de un conjunto de
expresiones que se va ampliando progresivamente. Aquí se recoge el trabajo realizado
en una primera fase que se centra en la información obtenida mediante dos recursos:
Badele [Bernardos y Barrios, 2008] y Caliope [Aguado y Bernardos, 2007].
Para llevar a cabo este estudio se parte de una clasificación conceptual de los
sentimientos basada en [Ekman 1982; Richins 1997; Shaver et al. 1987], que contempla
las siguientes categorías de sentimientos con sus correspondientes polaridades, no
disjuntas entre sí: satisfacción-insatisfacción, confianza-temor, amor-odio, felicidadtristeza. De este modo, el objetivo es no limitarse a dar únicamente la polaridad
positivo-negativo (con la posible consideración también de neutro), sino que se
consigue proporcionar unos resultados más afinados.
Para facilitar el uso del analizador morfosintáctico, hemos pre-procesado el
corpus para eliminar elementos propios del canal de comunicación que no se
corresponden con un uso estándar del lenguaje [Kaufmann y Jugal 2010]. Por ejemplo,
hemos eliminado los símbolos “@” y “#” de los tuits, así como otros símbolos. En lo que
respecta a los recursos computacionales, por un lado, se dispone de una BD léxica con
información sobre sentimientos y sus colocaciones, Badele, basada principalmente en
las funciones léxicas de la Teoría Sentido-Texto [Mel’čuk, 1996]. El hecho de emplear
funciones léxicas permite contar con información semántica entre el colocativo y la
base. De este modo, la organización del contenido de Badele ayuda a clasificar más
fácilmente las expresiones atendiendo a las colocaciones registradas en el corpus. Por
otro lado, se ha utilizado Calíope, una herramienta que, entre otras prestaciones,
proporciona un concordanciero, que permite encontrar automáticamente en el corpus
de trabajo los sentimientos y colocaciones de Badele junto a su contexto.
Todo esto, unido a la anotación proporcionada por Freeling, [Pradó y
Stanilovsky, 2012] nos ha permitido establecer reglas que formalizan el conocimiento
lingüístico y sirven para clasificar los textos de acuerdo a la clasificación de
sentimientos mencionada anteriormente. En la parte izquierda de la regla (el
antecedente) se incluye el patrón de una expresión y en la parte derecha (el
consecuente) el tipo (o los tipos) de polaridad al que correspondería cualquier
expresión que casara con el patrón, indicado mediante un valor numérico
(generalmente entre -5 y 5). Para obtener la clasificación de un texto, se combinan los
valores para cada polaridad. Cuanto menor sea el valor resultante, más cerca estará del
extremo negativo de cada tipo de polaridad (insatisfacción, temor, odio, tristeza) y
viceversa.
177
Integración de un corpus de textos bilingüe y un glosario del campo de la informática
Aguado, Guadalupe [email protected]
Desde la incorporación de la lingüística de corpus al estudio de las lenguas
muchas han sido las aplicaciones desarrolladas para fines tanto didácticos como
investigadores (Sánchez 2000), que engloban aspectos tan variados como: creación de
diccionarios (Sinclair, 1987; De Schryver, G.-M. y G. De Pauw. 2007), análisis de las
características del inglés académico (Perales-Escudero y Swales 2011), análisis de
errores de aprendizaje (Granger 2011), corpus multilingüe del IULA,
[http://www.iula.upf.edu/corpus/corpuses.htm], entre otros campos. Sin embargo, el
reconocimiento de las diferentes comunidades epistemológicas (Yus, 2010) y la
aceptación de que, aun existiendo similaridades transversales entre los diferentes
dominios de conocimiento, los expertos se encuentran con particularidades propias de
su campo, tanto en lo referente a la colonia de géneros específica de un dominio,
(Luzón 2005) como en las los rasgos discursivos propios de ese dominio, (Bhatia 1993,
Swales (1990), se reveló como justificación para crear una herramienta que integrara un
corpus de textos diversos en inglés y español, del ámbito informático y un glosario de
términos contextualizados. En esta comunicación se presenta una aplicación, Calíope
(Aguado y Bernardos 2007), diseñada inicialmente con el objetivo de proporcionar a
alumnos universitarios que estudian informática no sólo una forma de aprender el uso
de los términos en contexto, sino también de ver las relaciones sintácticas y léxicosemánticas que se establecen entre ellos. Con esta finalidad, se construyó una
herramienta capaz de manejaron-line (http://caliope.no-ip.info/caliope),dos recursos: un
corpus y un glosario de términos en inglés y en español. Entre las principales
prestaciones que presenta la versión actual, que es la 3.0, están las siguientes: en lo que
respecta al corpus, (a) se pueden filtrar los textos con los que se quiere trabajar, y
analizar la frecuencia de las palabras de cada texto; (b) a la búsqueda de concordancias
se le ha añadido la de coocurrencias de varios términos, que pueden aparecer juntos o
no. Gracias a la integración de EuroWordnet [Vossen 1998], en estas búsquedas los
términos concretos se pueden sustituir por categorías gramaticales, lo que permite
encontrar, por ejemplo, todas las ocurrencias de “software” con un verbo a una
distancia dada. Con respecto al glosario, se distinguen los distintos sentidos de cada
término, ofreciendo para cada uno, además de una definición y enlaces a su definición
en otros recursos léxicos como el DRAE, su traducción (con un enlace a esta si ya se
encuentra en el glosario). También se proporcionan ejemplos de su uso dentro del
contexto en que aparecen. Para esto, el administrador puede elegir las concordancias
que considere adecuadas como ejemplos para el sentido con el que se esté trabajando.
Otro rasgo novedoso es que permite reflejar en el glosario el resultado de algunos
análisis del corpus. Esto se consigue estableciendo distintas relaciones entre los
términos, por ejemplo, para indicar las colocaciones que se han logrado identificar tras
el estudio de un término. Existe un conjunto predefinido de relaciones que el
administrador puede ampliar en caso de ser necesaria una nueva categoría. Para
concluir, la principal ventaja con respecto de los concordancieros más tradicionales es
que todos sus elementos están interconectados, el corpus con los términos y estos entre
sí, y todo esto se presenta de manera sencilla y comprensible al usuario.
178
Using corpora for modeling communicative scenarios: train transport domain in B1-B2
level non-native Spanish language learners
Caballero Benavente, Mónica
Díaz, Lourdes [email protected]
En el campo de la enseñanza del Español como Lengua Extranjera (E/LE), los
manuales existentes presentan una lengua de cuestionable verosimilitud, carentes de
base empírica. Con el fin de elaborar manuales de E/LE que contengan un lenguaje más
natural proponemos la utilización de un modelo prototípico de la competencia básica,
obtenido a partir del análisis de situaciones comunicativas o escenarios recogidos en
corpus reales. De esta manera, las decisiones pedagógicas de docentes y creadores de
materiales didácticos tendrían una base empírica.
Para nuestro estudio seleccionamos dentro del ámbito de viajar y utilizar los
medios de transporte ―tarea comunicativa recurrente en la enseñanza de lenguas
extranjeras entre los niveles A2 y B2― la transacción de información sobre transporte
en tren. Para empezar, se obtuvo un conjunto de conversaciones de nativos y no
nativos que formaron el corpus oral como fuente de información, el corpus FerroviELE.
Dicho corpus está formado a su vez por tres corpus diferentes, obtenidos a partir de
diversas metodologías: se partió de una muestra de diálogos de un corpus oral ya
existente, InfoTren:Persona (Bonafonte et al., 2000). Dicha muestra seleccionada se llamó
corpus InfoTren-N(ativo), del que se extrajo el prototipo cliente-operador de interacción
para crear el segundo corpus, FerroviELE-A(prendices). A partir del prototipo-guion,
los estudiantes escenificaron una actividad role-play y se grabó la simulación. Por
último, el corpus FerroviELE-N(ativos) de referencia se obtuvo con el mismo guion de
situación de taquilla, con los roles de operador y cliente. Se usó para comparar las
diferencias y las similitudes entre los nativos de InfoTren-N y los no nativos de
FerroviELE-A.
A continuación, se hizo la transcripción ortográfica de las producciones
lingüísticas de los tres corpus con el programa Transcriber. Y, finalmente, se codificó en
formato XML y se etiquetó con el fin de identificar las funciones comunicativas y las
repeticiones presentes en dicho escenario.
Con los datos obtenidos de la simulación entre nativos de referencia y no
nativos, se puede observar que trabajar con el prototipo de una situación concreta, en
este caso, la de transacción de información y compra-venta sobre transporte
ferroviario, no conlleva la uniformidad de la actuación lingüística ni extralingüística ni
en L1 ni en L2. Por esta razón, el factor de “no homogeneidad” en la competencia
nativa y no nativa debería tenerse en cuenta a la hora de modelizar esta y otras
situaciones, basadas en guiones (o scripts) en los materiales didácticos de la enseñanza
de lenguas extranjeras.
En este trabajo se defiende el valor del uso de corpus de conversaciones
coloquiales como herramienta para el investigador, el creador de materiales y el
docente, si bien no se postula que se pueda enseñar usando directamente los corpus en
el aula.
No obstante, no se trata de trabajar exclusivamente sobre el prototipo extraído
de la muestra del corpus InfoTren-N que serviría para proporcionar input, sino que
deberían, además, tenerse en cuenta las diferencias encontradas en la misma situación
179
simulada de compra-venta entre nativos de referencia y no nativos para elaborar los
criterios de evaluación, así como las asimetrías existentes entre los roles de clienteoperador en la transacción. Sería útil, por tanto, estudiar el discurso en situación real y
simulada, en L1 y en L2.
Bibliografía
Barras, C. et al. (2001): “Transcriber: Development and Use of a Tool for Assisting
Speech Corpora Production”. Speech Communication, 33.
Bonafonte, A. et al.: “Desarrollo de un sistema de diálogo oral en dominios
restringidos” [en línea]. 2000 [consulta: 2011]. Disponible en la web: http://gpstsc.upc.es/veu/basurde/download/Bon00a_sevilla.pdf
Bonafonte, A. y Lleida, E.: “Corpus InfoTren: Persona. Corpus oral de llamadas a un
servicio de información sobre trenes de viajeros” [en línea]. Universitat Politècnica de
Catalunya y Universidad de Zaragoza, 1999 [consulta: 2011]. Disponible en la web:
http://gps-tsc.upc.es/veu/basurde/Home.htm
COUNCIL OF EUROPE (2001): Common European Framework of Reference for Languages:
Learning, Teaching, Assessment (Marco Común Europeo de Referencia para las Lenguas).
Llisterri, J.: “Transcripción, etiquetado y codificación de corpus orales [en línea].
Instituto Cervantes y Universitat Autònoma de Barcelona”, 1997 [consulta: julio 2012].
Disponible en la web: http://liceu.uab.es/~joaquim/publicacions/FDS97.html
Van Ek, J.A. y Trim, J.L.M. (Council of Europe): Vantage [en línea]. Cambridge
University Press, 2001 [consulta: septiembre 2012]. Disponible en la web:
http://www.coe.int/t/dg4/linguistic/Vantage_CUP.pdf
ANEXO 1: FUENTES URLS
Transcriber: http://trans.sourceforge.net/en/presentation.php.
FreeConj-TIP. Un conjugador verbal para el español bajo licencia GNU.
Carreras Riudavets, Francisco Javier
Rodríguez Rodríguez, Gustavo
Martín González, David
Villanueva Roca, Carlos
FreeConj-TIP es programa desarrollado en el lenguaje de programación C++,
bajo licencia GNU General Public, que realiza la conjugación de verbos del español. Si
bien es verdad que existen muchos conjugadores en Internet para usuarios finalistas,
no se ha puesto a disposición de la comunidad científica ni de desarrolladores de
recursos lingüísticos, un código de programación abierto que realice esa tarea.
FreeConj-TIP resuelve la conjugación aplicando reglas elementales de la ortografía
española y de conjugación para verbos con una cierta irregularidad en un 97,42% de un
total de 14613 verbos, y el 2,57%, restante, correspondiente a verbos muy irregulares, se
resuelve en base a datos. Este diseño, que hace uso por un lado de reglas poco
complejas y por otro de datos, ha permitido que el código de FreeConj-TIP sea
180
reducido, comprensible, sencillo de modificar y fácil de incorporar a otras aplicaciones
de procesamiento del lenguaje natural.
Por otro lado, la sencillez no debe estar sólo del lado programático, sino
también de su potencialidad y configuración, por ello, el almacén de la información
necesaria para su funcionamiento se ha dispuesto en ficheros de texto plano con un
formato simple y comprensible. Estas características hacen de FreeConj-TIP un
programa fácil de incorporar a otras aplicaciones, fácil de configurar y admite la
posibilidad de incorporar tantos infinitivos como sean necesarios para una explotación
óptima.
El objetivo principal del proyecto ha sido el de construir un conjugador verbal
con una implementación sencilla, pero sin que por ello existan verbos que no puedan
ser conjugados de acuerdo a todos los modelos de conjugación que les resulten
aplicables. Para alcanzar este objetivo se ha utilizado como referencia la información
sobre modelos de conjugación contenida en el libro La conjugación de verbos español y
su morfología.
El desarrollo de FreeConj-TIP resulta relativamente inusual, debido a la
necesidad de ofrecer un código sencillo a la par de ser capaz de conjugar todos los
verbos del español. Esto ha propiciado que se utilice un enfoque mixto en la
construcción del programa. En lugar de conjugar los verbos exclusivamente por reglas
escritas en el código del programa o de utilizar solo información contenida en archivos
y medios externos, FreeConj-TIP utiliza reglas para los modelos de conjugación más
simples y frecuentes del español, mientras que para aquellos verbos más complejos de
conjugar, así como para los menos frecuentes, se utilizan datos contenidos en ficheros
de texto plano adicionales.
Esta forma de operar del FreeConj-TIP permite que el conjugador sea fácilmente
actualizable y que cualquier usuario, incluso sin conocimientos de programación, sea
capaz de especificar que un verbo pueda conjugarse de acuerdo con un cierto modelo
de conjugación ya incluido en la documentación del programa o incluso proponer un
modelo de conjugación completamente nuevo.
La jerarquización cognitiva de la entidad +CYBERCRIME_00 en FunGramKB
Carrión Delgado, María de Gracia
Mar Rubiales, Amalia [email protected]
FunGramKB es una base de conocimiento léxico-conceptual multipropósito y
multilingüe diseñada para su aplicación en diversas tareas de Procesamiento del
Lenguaje Natural (PLN) tales como la traducción automática o el razonamiento
artificial y en varias lenguas (Periñán y Arcas 2004; Mairal y Periñán, 2009; 2010). Su
estructura modular refleja tres niveles de conocimiento —léxico, gramatical y
ontológico— que, aunque independientes, están relacionados entre sí a través del
módulo conceptual, que es compartido por todas las lenguas integradas en la base de
conocimiento. Por tanto, la ontología la componen dos módulos: un módulo de
propósito general, es decir, la ontología nuclear, y varios módulos terminológicos de
dominios específicos, esto es, las ontologías satélite. De hecho, la ontología nuclear
sirve de eje angular de toda la base de conocimiento a la vez que denota conocimiento
del sentido común; mientras que las ontologías terminológicas enriquecen a la
181
ontología nuclear a través del modelado de conocimiento especializado. En la presente
contribución nos centramos en la ontología satélite del ámbito legal vinculada a la
ontología nuclear de FunGramKB2. Concretamente en el ámbito del crimen
organizado, donde analizamos cómo se desarrolla la jerarquización cognitiva de los
delitos típicos de la criminalidad informática asociados a la entidad
+CYBERCRIME_00. Para la elaboración de la jerarquización presentamos, por un lado,
la metodología COHERENT, base de la ontología nuclear y marco teórico de referencia
en el desarrollo de las ontologías satélite vinculadas a ella y, por otro, el lenguaje de
representación conceptual COREL, que sirve de base angular a los ingenieros del
conocimiento en el desarrollo de la jerarquía conceptual del dominio objeto de estudio.
Falsetto as a disguise method in male voices
Fernández Trinidad, Marianela
CSIC, Laboratorio de Fonética - [email protected]
Infante Ríos, Patricia
Consejo Superior de Investigaciones Científicas, Madrid - [email protected]
Alves, Helena
CSIC - [email protected]
Mechanical forms of voice disguise –particularly those involving a change in
the phonation registers, such as creak or falsetto– are more frequently used in forensic
cases than electronic, artificial means of disguise (cf. statistics on the occurrence of
different types of disguise in Gfroerer 1994, Künzel 2000).
Hirson and Duckworth’s (1993, 1995) classical works on creak in English, and
Wagner and Köster’s (1999) on falsetto in German, coincide in claiming that disguised
voices prove harder to identify than undisguised ones, as is especially the case of
falsetto (over 90% difference in hit rate with respect to normal voice, versus 30%
difference for creak). In order to provide evidence from Spanish data to support this
hypothesis, we designed an experiment (Alves et al. 2012) in which the results showed
that speaker recognition is significantly easier under falsetto than under creaky
condition (62% hit rate for falsetto vs. 59% for creaky). This means that creaky voice
was the most effective way of disguising voices. Nevertheless, previous studies
showed opposite results. This might be due to the fact that they were run on male
voices whereas our experiment was carried out with female subjects. According to the
fact that women have a higher pitch than men, female voices are expected to be better
disguised with creaky voice (very low pitch) since this setting is further apart from
their usual pitch range.
Therefore, we hypothesize that falsetto will introduce greater distortion than
creak in male voices. Falsetto will be less expected for male voices prototype and this
will complicate identification even more.
6 male speakers, aged 25-35, pronounced 33 words in a carrier sentence using
three phonation registers: modal, creak and falsetto. Two different recording sessions,
one month apart, were conducted for each speaker, according to the recommendations
of Gil, Alves & Hierro (2012). The stimuli for the perceptual test are sentences drawn
from the recorded corpus. 120 triplets (XAB) were formed following a factorial design:
6 speakers x 2 phonation registers x 2 listening orders x 5 distractors.
182
In this paper we will present the results of the discrimination test taken by 44
listeners.
References
Alves, H., Fernández Trinidad, M. Gil Fernández, J., Infante, P., Lahoz, J.M., Pérez
Sanz, C., San Segundo, E. (2012). Disguised voices: a perceptual experiment, 3rd
European Conference of the International Association of Forensic Linguists on the
theme of "Bridging the Gap(s) between Language and the Law", Oporto – Portugal, 1518 de octubre de 2012.
Gil, J., Alves, H., Hierro, J. A. (2012). Proposition raisonnée de protocole de capture de
voix connue à des fins judiciaires. Revue Internationale de Criminalistique et de Police
Scientifique et Technique, LXV, 319-345.
Hirson, A. & Duckworth, M. (1993). Glottal fry and voice disguise: A case study in
forensic phonetics. Journal of Biomedical Engineering, 15, 193-208.
Hirson, A. & Duckworth, M. (1995). Forensic Implications of Vocal Creak as Voice
Disguise, BEIPHOL, Stud. Forensic Phonet., 64: 67-76.
Künzel, H. J. (2000). Effects of voice disguise on speaking fundamental frequency.
Forensic Linguistics, 7(2), 149-179.
Wagner, I. y Köster, O. (1999). Perceptual recognition of familiar voices using falsetto as
a type of voice disguise. Proceedings of the14th International Congress of Phonetic Sciences,
1381–1384.
Using Error Analysis For Providing Suitable Written Corrective Feedback In The
Context Of An ICALL System For Learners Of Spanish As A FL
Ferreira Cabrera, Anita
Universidad de Concepción - [email protected]
This paper presents an error analysis study which aims at determining error
types, with the highest frequency of occurrence, committed by learners of Spanish as a
foreign language in writing tasks. The objective of this study is to select the most
common writing errors identified in the corpora for providing learners suitable written
corrective feedback to meet their needs, using an ICALL system designed to support
the process of learning Spanish as a foreign language. The study analysis a corpora of
fifty summary texts, written in Spanish by international students of diverse university
study programs with a B1 language proficiency level, enrolled in a b-learning Spanish
as a foreign language course at Universidad de Concepcion, Chile. The tasks to obtain
the corpora involved writing a 300 word summary, in the computer, for each of three
narrative and descriptive text types, on Chilean historical and cultural topics, of about
1000 words each, that learners were asked to read. This paper presents the
methodology used for analysing the corpus: identification of errors, description,
classification, categorization and data processing using the NVIVO software tools.
This study is part of a research granted by FONDECYT (Funding for the
Development of Science and Technology) 1110812: “An Intelligent Tutorial System for
focusing on form in the Teaching of Spanish as Foreign Language.” (Principal investigator:
Anita Ferreira-Cabrera, PhD).
183
A first approximation towards a computational implementation of argument structure
constructions
Jiménez Briones, Rocío
Luzondo Oyón, Alba [email protected]
This paper looks at the architecture of the grammatical module of FunGramKB,
so-called Grammaticon. FunGramKB is a lexico-conceptual knowledge base that
incorporates rich semantic and syntactic information for the creation of NLP
applications that involve language processing (cf. Periñán-Pascual & Arcas-Túnez,
2004, 2005, 2007ab, 2010). Along with the lexical and conceptual levels, FunGramKB
also displays a grammatical level where the Grammaticon stores the properties that are
specific to the most relevant constructional schemas in the languages supported in this
knowledge base (i.e. English, Spanish, Italian, French, Bulgarian, German and Catalan).
Unlike most natural language processing (NLP) databases, the FunGramKB lexical and
grammatical modules are based on two robust linguistic theories, namely Role and
Reference Grammar (RRG; Van Valin and Lapolla, 1997; Van Valin, 2005) and the
Lexical Constructional Model (LCM; Ruiz de Mendoza & Mairal-Usón, 2008, 2011;
Mairal-Usón & Ruiz de Mendoza, 2009, to name but a few). Thus, departing from a
purely linguistic perspective which, apart from RRG and the LCM, also encompasses
the proposals made by Construction Grammar (CxG; Goldberg, 1995, 2003, 2006; Boas
2003, 2008ab, 2010, among others), we present a preliminary approximation towards a
computational implementation of two of the most-widely studied English argument
structure constructions, namely, the way construction (They shopped their way around
NYC (Levin, 1993: 99)) and the intransitive motion construction (The horse jumped over
the fence (Levin, 1993: 31)). In so doing, we set up to accomplish two main goals. On the
one hand, we offer a detailed list of the basic features of the constructions under
scrutiny: their structural schemata, meaning, type and nature of the participants,
constraints, etc. On the other hand, we provide a stepped protocol on how to transduce
these linguistic features into the computationally treatable formalism employed in
FunGramKB. Figure 1 illustrates the Grammaticon Editor, where linguists work
populating the semantic, syntactic and categorial information of the forty-six argument
structure constructions stored in the knowledge base.
Figure 1. FunGramKB Editor: the Grammaticon
References
Boas, H. C. (2003). A Constructional Approach to Resultatives. Stanford: CSLI
Publications.
Boas, H. C.(2008a). Resolving form-meaning discrepancies in Construction Grammar.
In J. Leino (ed.), Constructional Reorganization. Amsterdam & Philadelphia: John
Benjamins, 11-36.
Boas, H. C. (2008b). Determining the structure of lexical entries and grammatical
constructions in Construction Grammar. Annual Review of Cognitive Linguistics 6, 113–
144.
Boas, H. C. (2010). Coercion and leaking argument structures in Construction
Grammar. Provisionally accepted for a special issue of Linguistics on Coercion (guest
editors P. Lauwers and D. Willienms).
184
Goldberg, A. (1995). Constructions. A Construction Grammar Approach to Argument
Goldberg, A. (2003). Constructions: A new theoretical approach to language. Trends in
Cognitive Sciences 7(5), 219–224.
Goldberg, A. (2006). Constructions at Work: The Nature of Generalization in Language. New
York: Oxford University Press.
Levin, B. (1993). English Verb Classes and Alternations. A Preliminary Investigation.
Chicago: University of Chicago.
Mairal-Usón, R. & F. J. Ruiz de Mendoza (2009). Levels of description and explanation
in meaning construction. In C. S. Butler and J. Martín Arista (eds.), Deconstructing
Constructions. Amsterdam/Philadelphia: John Benjamins, 153-198.
Periñán-Pascual, C. & F. Arcas-Túnez (2004). Meaning postulates in a lexico-conceptual
knowledge base. 15th International Workshop on Databases and Expert Systems
Applications, IEEE, Los Alamitos (California), 38-42.
Periñán-Pascual, C. & F. Arcas-Túnez (2005). Microconceptual-Knowledge Spreading
in FunGramKB. Proceedings on the 9th IASTED International Conference on Artificial
Intelligence and Soft Computing. Anaheim-Calgary-Zurich: ACTA Press, 239-244.
Periñán-Pascual, C. & F. Arcas-Túnez (2007a). Cognitive modules of an NLP
knowledge base for language understanding. Procesamiento del Lenguaje Natural 39, 197204.
Periñán-Pascual, C. & F. Arcas-Túnez (2007b). Deep semantics in an NLP knowledge
base. Proceedings of the 12th Conference of the Spanish Association for Artificial Intelligence.
Universidad de Salamanca, Salamanca, 279-288.
Periñán-Pascual, C. & F. Arcas-Túnez (2010). The architecture of FunGramKB. 7th
International Conference on Language Resources and Evaluation, 17-23 mayo 2010, Valeta
(Malta). Proceedings of the Seventh International Conference on Language Resources and
Evaluation, European Language Resources Association (ELRA), 2667-2674.
Ruiz de Mendoza, F. J. & R. Mairal-Usón (2008). Levels of description and constraining
factors in meaning construction: An introduction to the Lexical Constructional Model.
Folia Linguistica 42(2), 355-400.
Ruiz de Mendoza, F. J. & R. Mairal-Usón (2011). Constraints on syntactic alternation:
Lexical constructional subsumption in the Lexical-Constructional Model. In P.
Guerrero (ed.), Morphosyntactic Alternations in English. Functional and Cognitive
Perspectives. London, UK/ Oakville, CT: Equinox, 62-82
Van Valin, R. (2005). The Syntax-Semantics-Pragmatics Interface: An Introduction to Role
and Reference Grammar. Cambridge: Cambridge UniversityPress.
Van Valin, R. & R. LaPolla (1997). Syntax: Structure, Meaning and Function. Cambridge:
Teoría de lenguajes formales: modelos computacionalmente válidos y cognitivamente
adecuados para el procesamiento del lenguaje natural
Jiménez Lopez, M. Dolores
Universitat Rovira i Virgili - [email protected]
A pesar de los avances realizados en la investigación sobre el lenguaje natural,
seguimos sin disponer de una respuesta totalmente satisfactoria a las preguntas sobre
185
cómo se adquiere, genera y reconoce el lenguaje. La falta de respuesta a estas
preguntas tiene una doble consecuencia, por un lado no contamos con teorías
unánimemente aceptadas sobre el procesamiento humano del lenguaje y, por otro,
seguimos careciendo de modelos computacionales satisfactorios que permitan el
procesamiento automático del lenguaje y que faciliten nuestra interacción con las
máquinas. La complejidad del problema requiere una solución interdisciplinar. Si
queremos entender cómo procesamos el lenguaje para, posteriormente, poder aplicar
ese conocimiento al diseño de máquinas que sean capaces de hablar es necesaria la
colaboración entre disciplinas. Ni la lingüística, ni la computación ni la ciencia
cognitiva pueden pretender de forma aislada encontrar respuesta a un problema de tal
envergadura.
En esa tarea multi/interdisciplinar, la teoría de lenguajes formales debería ser
considerada como una herramienta de primer orden ya que permite la simulación
computacional del procesamiento humano del lenguaje. Creemos que, en el estado
actual de la investigación, la simulación computacional –esto es, la creación e
implementación de modelos formales que respondan a los mecanismos naturales del
hablante— debe considerarse una nueva metodología científica que permite testar
teorías y que puede ayudar a entender cómo procesamos el lenguaje.
Las características que avalan la adecuación de los lenguajes formales en la
investigación sobre el lenguaje natural y en su simulación computacional son
básicamente tres. En primer lugar, la teoría de lenguajes formales –entendida como una
disciplina que utiliza herramientas matemáticas para la descripción de fenómenos
lingüísticos— es lingüísticamente adecuada, de hecho nace a mediados del siglo XX
como una herramienta para describir la sintaxis de las lenguas naturales. En segundo
lugar, los lenguajes formales son computacionalmente válidos, se consideran la base de la
computación teórica y, por tanto, son fácilmente implementables. Finalmente, los
modelos de lenguajes formales propuestos en los últimos años son cognitivamente
adecuados. Superadas las teorías basadas en mecanismos de reescritura, se han
introducido métodos más naturales, desde el punto de vista cognitivo, para la
descripción del procesamiento del lenguaje.
En este trabajo presentamos un modelo de lenguajes formales que reúne las
características enumeradas: Redes de Procesadores Evolutivos (NEPs). Las NEPs son un
mecanismo computacional bio-inspirado cuyas características —modularidad,
paralelismo, simplicidad— hacen de ellas un modelo adecuado para la simulación del
procesamiento humano del lenguaje. Desde el punto de vista cognitivo, las NEPs
combinan las propiedades de los dos tipos de modelos cognitivos del lenguaje
propuestos, ya que integran la modularidad y el procesamiento simbólico de los
modelos simbolicistas con el paralelismo y la interacción de los modelos conexionistas.
Con la presentación de las NEPs, pretendemos mostrar que la teoría de
lenguajes formales proporciona modelos computacionales cognitivamente adecuados
para la simulación del procesamiento humano de lenguaje. La utilización de estos
mecanismos formales en la simulación de procesos cognitivos puede mejorar nuestro
conocimiento sobre cómo procesamos el lenguaje, con las consiguientes implicaciones
para el procesamiento automático del lenguaje.
Bibliografía
Castellanos, J., Martín-Vide, C., Mitrana, V., & Sempere, J. (2003), Networks of
Evolutionary Processors, Acta Informatica, 39, 517-529.
186
Churchland, P.M. y Sejnowsky, T. (1992), The Computational Brain, MIT Press,
Cambridge.
Newell, A. (1990), Unified Theories of Cognition, Harvard University Press, Cambridge.
Rozenberg, G. & Salomaa, A. (1997), Handbook of formal languages, Springer, Berlin.
Some steps for a computational reinterpretation of polysemy: the distribution of
meaning in FunGramK(nowledge)B(ase)
León Manzanero, Abraham
Dealing with the linguistic phenomenon of polysemy always represents a
challenge to semanticists: How to systematically account for those cases in which we
find several meanings or senses for a single lexical item has been a controversial issue
in the study of meaning. Additionally, this problem shows certain particularities when
working with a lexico-conceptual knowledge base like FunGramKB. In this kind of
device, lexical items do not conform a net in relation to each other but they are attached
to a concept holding a place in a hierarchical ontology under a basic concept and/or
above a terminal one. Furthermore, the nature of this lexico-conceptual knowledge
base, including not only these two levels (lexical and conceptual) but also a
grammatical module, increases the number of possible solutions to a particular case of
apparent polysemy. Because of this, we need to find out which of these modules are
involved in a particular example of this phenomenon. Thus, it is necessary to make
decisions about whether we are dealing with a constructional, a lexical or a conceptual
issue. In other words, a particular case of what can be taken as polysemy in traditional
lexicographical terms, needs to be reinterpreted in FunGramKB as a process that may
mean either of the following situations: (1) sense variation may refer to the dividing
line between different constructions that affect meaning (2) otherwise, we may face
different lexical entries with the same form also belonging to the same concept, and (3)
there are even cases that affect two lexical entries with the same form belonging to
different conceptual domains. It is within this scenario that the gamut of meanings of
DENY as expressed in the following examples must be accounted for:
1. They deny rights to UK workers.
2. It would be heartless to deny her the pleasure of feeling that she is making a
useful contribution to the preparation of meals.
3. Orchad has denied to officers that he had done anything funny to the girl.
Such decisions have implications that go beyond the particular characteristics of
lexical items as they mean taking into consideration the location of meaning in the
structure of the whole knowledge base. This paper proposes to combine semantic
criteria from different approaches: Pustejovsky's 1995 qualia structure, Levin's 1993
verb classes and alternations, as well as Lyon's 1977 and Dik's 1989 categorization of
entities are jointly used to offer an effective solution for those especially “blurry”
examples, when the treatment of a possible case of polysemy in the knowledge base is
not clear. Meaning variation involving Spanish and English verbs of permission and
refusal and grammatical constructions in which they participate constitute a set of
interesting examples to illustrate how our proposal will work within FunGramKB.
187
La teoría matemática de la computación como herramienta para inferir lenguaje y
cognición en la Prehistoria
Longa, Víctor M.
Universidad de Santiago de Compostela - [email protected]
Dado que no existen evidencias directas del lenguaje en la Prehistoria, el
estudio de las capacidades cognitivas y lingüísticas de las diferentes especies
homínidas debe basarse en evidencias de tipo indirecto. El enfoque usual de la
Paleoantropología y Arqueología a la hora de investigar a nuestros ancestros (de
nuestra misma especie o de otras) se ha basado en analizar los restos prehistóricos
desde la perspectiva de la conducta con la que pudieron asociarse esos restos
(simbólica, tecnológica, social, etc.). En lo que respecta al lenguaje, ambas disciplinas
han considerado que la presencia de objetos simbólicos en el registro arqueológico es
un indicador automático de la existencia de lenguaje complejo en la Prehistoria.
Esta comunicación presenta una perspectiva muy diferente, que sostiene que la
matemática puede ser de gran ayuda en la indagación sobre el lenguaje y la cognición
en la Prehistoria. En concreto, esa perspectiva, basada en la teoría matemática de la
computación, y más en concreto, en la teoría de los lenguajes y gramáticas formales y
la teoría asociada de autómatas, analiza los restos prehistóricos desde la perspectiva de
los procesos y las capacidades computacionales mentales requeridas para producir
esos objetos. Esta perspectiva, por tanto, deja de lado la ‘semántica’ de los objetos
prehistóricos (su posible carácter representacional o simbólico) para centrarse en el
análisis de rasgos puramente formales que revelen una complejidad computacional en
la mente de quienes hicieron esos objetos que sea semejante a la requerida para el
lenguaje complejo. En este sentido, la jerarquía de Chomsky es una herramienta
propicia para ese objetivo, pues permite determinar el tipo de algoritmo que describe
computacionalmente una tarea dada, y clasificarlo en sistemas o tipos de diferente
poder computacional, dispuestos en una escala creciente de complejidad.
La comunicación analizará desde esa perspectiva computacional dos tipos de
diseños geométricos prehistóricos: (1) los producidos en el Paleolítico Inferior y Medio
de Eurasia por especies como Homo neanderthalensis y Homo heidelbergensis, y (2) los
producidos durante la Edad de la Piedra Media Africana por Homo sapiens (Humanos
Anatómicamente Modernos). El análisis computacional de esos diseños busca conocer
si las capacidades computacionales implicadas en su producción son semejantes a las
requeridas para el lenguaje complejo, o si tales capacidades son menos potentes. La
comparación entre ambos tipos de diseños permite inferir si esas especies tuvieron o no
lenguaje complejo, un aspecto muy debatido en la actualidad.
Addressing the challenges to the RRG lexicon posed by Irish Sign Language
Murtagh, Irene
Institute of technology Blanchardstown - [email protected]
This paper is concerned with the architecture of the RRG lexicon and the
challenges involved with the development of a lexicon that is capable of representing
lexical information pertinent to (Irish) Sign Language and the lexical definition of a
Sign Language word (Zenshan 2007). Sign Languages are visual gestural languages
articulated in a signing space (Murtagh 2011a, 2011b, 2011c) and have no written form.
188
Irish Sign Language (O ́Baoill and Ma´hews 2000, Leeson and Saeed 2012) is a
linguistically complete and very complex language. Communication occurs using a
visual-gestural modality, encompassing manual and non-manual gestures. Manual
gestures make use of hand forms, hand locations, hand movements and orientations of
the palm. Non-manual gestures include the use of eye gaze, facial expression, head and
upper body movements. Both manual and non-manual gestures must be performed to
produce a valid understanding and interpretation of the sign language. The phonemes
of an ISL linguistic sign consist of manual and non-manual features. The manual feature
phonemes of ISL include hand-shape, location and position of the hands in relation to
the signer’s body, movement of the hands and also palm orientation. The non-manual
feature phonemes are eye movement, eyebrow movement, blowing of cheeks, lip
movement, head tilt and position and also upper body and lower body movement.
The visual gestural realisation of a word in Sign Language involves the
simultaneous and parallel expression of a varied number of manual and non-manual
features, each with their own duration, orientation and relative configuration. RRG can
be described as a descriptive framework for the analysis of languages and also an
explanatory framework for the analysis of language acquisition. Van Valin (2005)
describes how the theory was developed in an attempt to answer two simple questions:
(i) What would linguistic theory look like if it was based on the analysis of languages
such as Lakhota, Dyirbal and Tagalog, rather than the analysis of English? and (ii) how
can the interaction of syntax, semantics and pragmatics in different grammatical
systems best be captured and explained?
The questions this paper addresses is: “What would the RRG lexicon look like if
it were developed to accomodate Sign Language?” and how can we meaningfully
motivate extending the RRG theory of the lexicon so that it is universal enough in its
nature to accommodate these linguistic phenomena that are used to articulate and
communicate meaningful discourse in ISL? A strategy is proposed to describe the
morphology of an Irish Sign Language word (lexemes and morphemes) such that these
can be included as part of the verb and noun lexical entry. In doing this we make use of
qualia theory as expressed in RRG (Van Valin 2005, Van Valin and LaPolla 1997) to
extend our knowledge of the layered structure of the word (Nolan 2011a, 2011b, 2011c)
with respect to Sign Language.
References
Leeson, Lorraine and John I. Saeed. 2012. Irish Sign language: A cognitive linguistic
account. Edinburgh: Edinburgh University Press.
Murtagh, Irene. 2011a. Developing a Linguistically Motivated Avatar for ISL VIsualisation.
Workshop on Sign Language Translation and Avatar Technology, University of
Dundee 2011. Dundee, Scotland.
Murtagh, Irene. 2011b. Building an Irish Sign Language Conversational Avatar: Linguistic
and Human Interface Challenges. Conference on Irish Human Computer Interaction,
Cork institute of Technology 2011. Cork, Ireland.
Murtagh, Irene. 2011c. Towards an RRG-enabled Irish Sign Language Avatar. Paper
presented at the International Conference on Role and Reference Grammar on
"Functional Linguistics: Grammar, Communication & Cognition". Facultad de Letras,
at the Pontificia Universidad Católica de Chile, in Santiago de Chile.
Nolan, Brian. 2011a. Constructions as grammatical objects: A new perspective on
constructions in RRG. Paper presented at the International Conference on Role and
189
Reference Grammar on "Functional Linguistics: Grammar, Communication &
Cognition". Facultad de Letras, at the Pontificia Universidad Católica de Chile, in
Santiago de Chile.
Nolan, Brian. 2011b. Constructional templates at the morphology-lexicon interface – meaning
and the layered structure of the Irish word.Paper presented at the workshop on Meaning
construction at the crossroads of grammar, cognition and communication. Societas
Linguistica Europaea, University of La Rioja, Logroño, Spain.
Nolan, Brian. 2011c. Meaning Construction and Grammatical Inflection in the Layered
Structure of the Irish Word: An RRG Account of Morphological Constructions. In:
Wataru Nakamura (ed.). New perspectives in Role and Reference Grammar. Newcastle
upon Tyne: Cambridge Scholars Publishing. 64–103.
O ́Baoill, D. and P. A. Matthews. 2000. The Irish Deaf Community (Volume 2): The
Structure of Irish Sign Language. The Linguistics Institute of Ireland, Dublin, Ireland.
Van Valin, R. and R. La Polla. 1997. Syntax: Structure, Meaning and Function.
Van Valin, R. 2005. Exploring the Syntax-Semantics interface. Cambridge: Cambridge
University Press.
Zenshan, Ulrike. 2007. Towards a notion of ‘word’ in sign languages. In Dixon, R.M. W
and A. Y. Aikenvald. Word: A cross-linguistic typology. Cambridge: Cambridge
University Press.
Modelling speech acts through conversational agents in a functional model of grammar
Dr. Nolan, Brian
Institute of Technology Blanchardstown Dublin - [email protected]
This paper proposes to advance a model of conversational agents in a
computational framework that builds on the notion of speech act performatives from
discourse within a functional model of grammar. We describe the language specific
elements of the intelligent conversational agents paradigm and how it can be usefully
employed in modelling of human language in software through use of agentembedded speech acts.
The linguistic model employed is Role and Reference Grammar (RRG). This
work builds on earlier research (Nolan and Salem 2011) on an RRG Interlingua-based
machine translation engine. It also builds on recent work (Nolan 2012a, 2012b,
Diedrichsen 2012; Nolan and Diedrichsen ‘to appear’) on understanding constructions
as grammatical objects within RRG and the role of computational approaches to
functional grammars (Nolan and Periñán, ‘to appear’).
We propose a view in which a conversational agent has ‘internal’ and ‘external’
models to support the speech acts. The internal model of the agent is concerned with
the internal state of the agent, based upon the intersection at any given time on the
agent’s internal beliefs, desires, and intentions, known as BDI states. The external
model of the agent is composed of an interaction model with its world (human and
other agent(s)). Importantly, the conversational agent also has a language model in
software that is related to its interaction model to support bi-directional
communication in human language through speech acts. For this, we employ insights
from RRG to motivate the design of the language model and we directly use the RRG
bi-directional linking system.
190
The framework we present connects the intelligent conversational agents
paradigm to the RRG model of language. This has significance in that it has potential
for use with linguistically oriented ontological semantics modelling, such as the
research in FunGramKB (Mairal Usón and Ruiz de Mendoza 2009, Nolan, Mairal-Uson
and Periñán 2009; Periñán-Pascual and Mairal Usón 2009; Periñán-Pascual and Arcas
Túnez 2007, 2010;), and as a framework for testing of hypotheses on languages to
support claims of adequacy (Butler 2009) within a functional approach.
References
Butler, Christopher, S. 2009. Criteria of adequacy in functional linguistics. In Folia
Linguistia: Acta Societatis Linguisticae Europaeae. Volume: 42 No. 1, Spring 2009. Mouton
de Gruyter.
Diedrichsen, Elke. 2012. The theoretical importance of Constructional Schemas in RRG. In
Watura Nakamura (ed.). In Wataru Nakamura (ed.). New perspectives in Role and
Reference Grammar. London: Cambridge Scholars Publishing.
Mairal Usón, Ricardo and Francisco Ruiz de Mendoza. 2009: Levels of description and
explanation in meaning construction. In Christopher S. Butler and J. Martín Arista
(eds.). Deconstructing Constructions. Amsterdam & Philadelphia: John Benjamins.
Nolan, Brian. 2012a. The syntax of Irish: A functional account. Sheffield England: Equinox.
Nolan, Brian. 2012b. Constructions as grammatical objects: A new perspective on
constructions in RRG. Paper presented at the 1st International Conference on Knowledge
Representation and Meaning in FunGramKB and LCM. Facultad de Filología, at the
Universidad Nacional de Educación a Distancia (UNED), in Madrid, Spain.
Nolan, Brian, and Elke Diedrichsen. To appear 2013. Linking Constructions into
functional linguistics – The role of constructions in RRG grammars. Amsterdam &
Philadelphia: John Benjamins.
Nolan, Brianand Carlos Periñán. To appear 2013. Language processing and grammars: The
role of functionally oriented computational models. Amsterdam & Philadelphia: John
Benjamins.
Nolan, Brian, Ricardo Mairal-Uson and Carlos Periñán. 2009. Natural Language
processing applications in an RRG Framework. Proceedings of the 10th International Role
and Reference Grammar Conference. University of California, Berkeley USA.
Nolan, Brian and Yasser Salem. 2011. UniArab: RRG Arabic-to-English Machine
Translation. In: Wataru Nakamura (ed.). New perspectives in Role and Reference Grammar.
Newcastle upon Tyne: Cambridge Scholars Publishing. 312–346.
Periñán-Pascual, Carlos and Francisco Arcas Túnez. 2007. Cognitive modules of an
NLP knowledge base for language understanding. Procesamiento del Lenguaje Natural
39, 197–204.
Periñán-Pascual, Carlos and Francisco Arcas Túnez. 2010. The architecture of
FunGramKB. Proceedings of the Seventh International Conference on Language Resources and
Evaluation, European Language Resources Association (ELRA), 2667–2674.
Periñán-Pascual, Carlos and Ricardo Mairal Usón. 2009. Bringing Role and Reference
Grammar to natural language understanding. Procesamiento del Lenguaje Natural 43,
265–273.
191
L1/L2 syntactic conditioning: a corpus-based study on complement/adjunct placement
in learner language
Pérez Guerra, Javier [email protected]
Martínez, Ana Elina [email protected]
This study deals with the integration of syntactic complements and adjuncts (or
modifiers) in a number of phrasal projections in learner English in an attempt to
determine whether the production of such constituents in English by non-native
speakers is influenced or not by their first language. The analysis is based on sequences
of complements and adjuncts in verb phrases:
(1) deal [with the construction] [in a somewhat strange way which will lead to odd
results]
(2) deal [in a somewhat strange way which will lead to odd results] [with the
construction]
The aim of this paper is to check the distributional consequences that the
placement of adjuncts and complements has for the parsing of the verb phrases in
which they occur. More specifically, in this paper we determine, firstly, whether native
and non-native English data are in keeping or not with Hawkins’ (1994, 2004)
hypothesis that the sequences of constituents in a sentence are connected in an optimal
way whose goal is to reduce processing effort for both the speaker and the hearer, and,
more specifically, whether this hypothesis is relevant especially to examples of
complementation or not. Secondly, we investigate whether the placement of adjuncts
and complements in the phrase by non-native speakers of English is influenced by
their first language or not. On the one hand, the theoretical framework is the
performance grammar described in Hawkins (1994, 2004). On the other hand, this
study is couched in frameworks which analyse student’s interlanguage (see Eubank et
al. 1997 for definitions) and approximative linguistic systems (Nemser 1971) in general,
and follows Granger’s (1996) comprehensive Integrated Contrastive Model (ICM; see
Gilquin 2008: 6–8) to interlinguistic analysis, which includes a component where the
original data from one language is compared with original data from another
language, as well as as an additional module where native language is compared with
a non-native variety of the language.
We will analyse data retrieved from the following corpora:
– the 100,000-word learner spoken corpus of English VICOLSE, produced by Spanish
University students of English (Tizón-Couto 2012),
– the native corpus LOCNEC (Centre for English Corpus Linguistics, Université
catholique de Louvain), which is used as the English native control corpus,
– the 1.5 million-word ADESSE, a syntactic database of (native) Spanish developed at
the University of Vigo, as the Spanish native comparable database.
A major issue in ICM is the degree of comparability between the data (register,
topic or task, target language proficiency, the language varieties included, textual data,
design criteria, purpose, and standardization and documentation), especially in the
case of learner corpora, which are unique and complex sets of data especially in terms
of authenticity. VICOLSE and LOCNEC are comparable corpora since the compilation
of the former has followed the design of tasks, topics and transcription conventions
used in LOCNEC, inherited from the LINDSEI project. These two corpora however
differ in a number of features. First, as regards the type of participants, the subjects in
192
VICOLSE are Spanish non-native university students of English and those in LOCNEC
are British native university students. Second, although both corpora can be considered
similar as far as the choice for topics is concerned, in LOCNEC the tasks are carried out
in the form of an interview, while VICOLSE consists of recordings in a lab. Whereas
the considerably common design of VICOLSE and LOCNEC eases the possibilities of
comparison between the databases, a careful selection of materials from ADESSE has
proved necessary in order to warrant comparability.
This paper concludes that (i) both English syntax and Spanish syntax exert
significant influence on the learners’ productions as far as compliance with the
syntactic principle of complements-first is concerned; and (ii) compliance with the
processing principle of end-weight is conditioned by modality (spoken versus written)
and not by the learners’ interlanguage.
References
Eubank, Lynn, Larry Selinker and Michael Sharwood Smith. 1995. The current state of
Interlanguage. Amsterdam: John Benjamins.
Gilquin, Gaëtanelle. 2008. “Combining contrastive and interlanguage analysis to
apprehend transfer: detection, explanation, evaluation”. In Gaëtanelle Gilquin, Szilvia
Papp and María Belén Díez-Bedmard eds. Linking up contrastive and learner corpus
research. Amsterdam: Rodopi, 3–33.
Granger, Sylviane. 1996. “From CA to CIA and back: an integrated approach to
computerized bilingual and learner corpora”. In Karin Aijmer, Bengt Altenberg and
Mats Johansson eds. Languages in contrast. Text-based cross-linguistic studies. Lund: Lund
University Press, 37–51.
Hawkins, John A. 1994. A performance theory of order and constituency. Cambridge:
Hawkins, John A. 2004. Efficiency and complexity in grammars. Oxford: Oxford
University Press.
Nemser, William. 1971. “Approximative systems of foreign language learners”.
International Review of Applied Linguistics 9/2: 115–123.
Tizón Couto, Beatriz. 2012 forthcoming. Clausal complements in native and learner spoken
English. A corpus-based study with VICOLSE. Bern: Peter Lang.
Selection and annotation of images for specialized knowledge bases
Reimerink, Arianne
León Araúz, Pilar
University of Granada - [email protected]
EcoLexicon is a multimodal and multilingual terminological knowledge base
(TKB) on the environment. In order to make our TKB internally coherent, we apply the
premises of the Generative Lexicon (Pustejovsky, 1995; Pustejovsky et al., 2006) to
conceptual description, which means both to the concept types and conceptual
relations encountered in the environmental domain. Conceptual relations are
associated with a particular qualia role, depending on each concept type (Reimerink et
al. 2010). The notion of qualia is also applied to the definitions of specialized
environmental concepts in our knowledge base. Therefore, qualia make the knowledge
base systematic both at the macrostructural level and the microstructural level.
193
The information in the TKB is extracted from a textual corpus on the
multidisciplinary field of the environment. In order to semi-automatize knowledge
extraction, we are working on annotating our corpus. Our semantic annotation is
partly based on the definition of recurring knowledge patterns (León et al., 2009;
Barrière, 2004) in the specialized domain of the environment that convey the
underlying conceptual propositions of the domain.
Parallel to the textual corpus, we are creating a visual corpus to enrich the
description of EcoLexicon’s concepts. Previously, the images that we introduced were
selected according to their most salient functions: iconicity, abstraction and dynamicity
(Anglin et al., 2004; Faber et al., 2007) or in terms of their relationship with the realworld entity that they represented to illustrate the relations a concept can express.
Now our aim is to refine the criteria for the extraction of adequate images for
the description of conceptual propositions in our TKB in order to maintain the internal
coherence of the system. In the same way we extract knowledge from our textual
corpus through the identification of knowledge patterns, the images should be selected
according to similar criteria, their morphological features or visual knowledge
patterns.
In this regard, it is evident that images, as a type of communicative sign, need
to be analyzed in greater depth. In the same way as language, they can be said to have
combinatorial potential as well as a grammar (Faber, 2012; Prieto Velasco, 2008, 2012).
A grammar for visual images is based on the relationship between visual and verbal
communication since both types of communication overlap in many intermedial
contexts (Nöth, 2001: 2). Accordingly, if visual images are signs, theories of depiction
should thus contain semiotic theory elements, involving a syntactic, semantic and
pragmatic component (Scholz, 2000: 202).
This paper will give a proposal on how to combine the syntactic, semantic and
pragmatic components of images with the conceptual propositions in EcoLexicon,
based on: based on: i) the essential combinatory possibilities of concept types; ii) the
qualia roles conveyed by the conceptual relations; iii) the three basic criteria for
describing the functional aspects of images: iconicity, abstraction and dynamism; and
iv) a more detailed description of the morphological features, or visual knowledge
patterns, contained in the images (i.e. shape, colour, textual elements, arrows, etc).
Finally we propose the minimum description requirements for these images in
our database with the aim to present, in a more systematized way, a prototypical
image of the conceptual proposition any end-user of EcoLexicon wants to describe.
These requirements may vary according to the type of information to be conveyed: i)
the description of a concept’s prototypical entry, ii) the description of a concept within
another concept’s entry, iii) the description of a concept within an event, etc.
Ontology modeling in FunGramKB with change-of-state verbs
Rosca, Andrea [email protected]
This study aims to demonstrate the usefulness of combining linguistic
knowledge with the field of Artificial Intelligence. To this end, we provide a
computational implementation of semantic knowledge by showing how linguistic
information is modeled in a multipurpose Natural Language Processing system known
as FunGramKB (Periñán & Arcas 2004, 2005, 2006; Periñán & Mairal 2009, 2010, to
194
name a few). The present research focuses on the change-of-state verb burn and its
conceptual correlates within the Ontology of this knowledge base. FunGramKB makes
a neat distinction between the linguistic and the conceptual levels:
(i) The linguistic level comprises a lexical and a grammatical module. The lexical
component can be further divided into: (a) a Morphicon, and (b) a Lexicon. The
grammatical level also known as the Grammaticon has four Constructicon modules: (a)
L1-Constructicon or the argument structure layer; (b) L2-Constructicon or the
implicational layer; (c) L3-Constructicon or the illocutionary level; and (d) L4Constructicon or the discourse-structure level.
(ii) The conceptual level is an accurate representation of Tulving’s (1985) long-term
memory model in the sense that it is composed of three language-independent
knowledge
schemata.
The
Cogniconstores
procedural
knowledge,
the
Onomasticondeals with episodic knowledge, whereas the Ontologyis organized as a
hierarchical catalogue of universal concepts.
The Ontology is made of three types of conceptual units: metaconcepts, marked
by the symbol #, basic concepts, preceded by +, and terminal concepts, headed by the
symbol $. In line with the hierarchical organization of the Ontology, we show that the
basic concept +BURN_00 depends conceptually on the following superordinate
concepts and respectively, metaconcepts: +BURN_00
+DAMAGE_00
+CHANGE_00
#TRANSFORMATION
#MATERIAL
#EVENT. To preserve
the minimization of redundancy commitment, we have agglutinated verbs like
combust, conflagrate, ignite, inflame, kindle [Eng] and arder, encender [Spa] as lexical units
linked to the basic concept +BURN_00. Basic and terminal concepts are characterized
by conceptual properties realized in the form of thematic frames (TFs)and meaning
postulates (MPs). Also, new terminal concepts have been created whenever some
concept exhibited a distinctive feature (or differentiae), which was not present in the
meaning postulate of its superordinate concept. This distinctive feature is codified in
the form of a satellite predication (f). For instance, we have inserted the terminal
concept $CAUTERIZE_00 which displays the following meaning postulate:
MP:
+(e1:
+BURN_00
(x1)Theme
(x2)Referent
(f1:
+HEAT_00
^
+CHEMICAL_00)Instrument) (f2: (e2: +CURE_00 (x1)Theme (x2)Referent)Purpose)
This conceptual representation can be interpreted as follows: A human being
(x1) burns an entity (x2) using heat or a chemical as instruments (f1) in order (f2) to
cure that entity (x2). The first predication of $CAUTERIZE_00 (i.e. e1: +BURN_00
(x1)Theme (x2)Referent) is inherited from its superordinate basic concept. Also, we can
notice that satellites can be immediately followed by a basic concept (f1) or by another
predication and its thematic roles (f2). These satellites add new information related to
the cauterization process: the instruments used are heat or a chemical (f1) and the
burning event has curative purposes (f2).
References
Periñán-Pascual, C. & F. Arcas Túnez (2004). Meaning postulates in a lexico-conceptual
knowledge base. 15th International Workshop on Databases and Expert Systems
Applications, IEEE, Los Alamitos (California), 38-42.
Periñán-Pascual, C. & F. Arcas Túnez (2005). Microconceptual-Knowledge Spreading
in FunGramKB. Proceedings on the 9th IASTED International Conference on Artificial
Intelligence and Soft Computing (pp. 239-244). Anaheim-Calgary-Zürich: ACTA Press.
195
Periñán-Pascual, C. & F. Arcas Túnez (2006). Reusing computer-oriented lexica as
foreign-language electronic dictionaries. Anglogermánica Online 4, 69-93.
Periñán-Pascual, C. & R. Mairal (2009). Bringing Role and Reference Grammar to
natural language understanding. Procesamiento del Lenguaje Natural 43, 265-273.
Periñán-Pascual, C. & R. Mairal (2010). La Gramática de COREL: un lenguaje de
representación conceptual. Onomazein 21(1), 11-45.
Tulving, E. (1985). How many memory systems are there? American Psychologist 40,
385-398.
Corpus stylistics and Charles Dickens’s discourse presentation: a methodological and
literary exploration
Ruano San Segundo, Pablo
Universidad de Extremadura - [email protected]
Ever since his lifetime, a lot of research has been carried out regarding
Dickens’s literary production. In the last few years, however, some of these studies
have adopted a new perspective, dealing with his style from a fresh viewpoint: that of
corpus stylistics. Unquestionably, these innovative linguistic analyses open up new
possibilities and point out some issues that usually go unnoticed for the human eye.
In this respect, Hori’s survey (2004) and the brand-new study published by
Mahlberg (2012) represent two indispensable benchmarks. Despite some aspects that
might need to be polished (such as the limited extension of Hori’s reference corpus in
his work, for instance), their computational approaches have proved to be a useful tool
for the study of Dickens’s novels from this emerging perspective, providing scholars
with unknown material based on tangible data.
Stemming from their core idea of the combination of corpus-linguistic methods
and literary-stylistic approaches, as well as from the fact that Dickens’s novels show
one of the richest catalogues of reporting formulae in English (Oncins 2011), this paper
shows the preliminary results of a survey of the speech verbs used by the English
author to introduce the words of his characters.
The somehow stable pattern found in direct speech (strategy par excellence in
the projection of verbal discourse in fiction), namely, Subject + Speech Verb + Reported
Speech offers, from a procedural point of view, a series of advantages that make it
possible their elicitation in electronic literary texts. Thus, with the help of Wordsmith
Tools 4 (Scott 2004), and drawing on the classification of reporting verbs proposed by
Caldas-Coulthard (1987), the present study submits a methodology for the quest of
these verbs in Dickens’s fourteen major novels.
As it will be highlighted, the use of these elements is far from being random.
Circumscribed to specific genres, and even to characters in isolation, speech verbs seem
to constitute a linguistic device deliberately arranged by Dickens in such a way in
order to undertake the issue of characterization. Pointing out aspects otherwise
unnoticed, these innovative corpus-based approaches bridge this gap between
linguistic and literary studies, providing researchers with new possibilities to verify
their hypotheses.
References
Caldas-Coulthard, C. R. (1987). “Reported speech in written narrative texts”, in R. M.
Coulthard (ed.) Discussing Discourse, Birmingham: University of Birmingham, 149-67.
196
Hori, M. (2004). Investigating Dickens’ Style: A Collocational Analysis: London: Palgrave.
Mahlberg, M. (2012). Corpus Stylistics and Dickens’s Fiction. London: Routledge.
Oncins Martínez, José L. (2011) “Ways of saying: a corpus-based view of reporting
formulae in Dickens’ novels”, 3 AELINCO, Universidad Politécnica de Valencia, 7-9
April.
Scott, M. (2004). Wordsmith Tools version 4. Oxford: Oxford University Press.
The role of conceptual categories for argument structure prediction
Sánchez Cárdenas, Beatriz
Buendía Castro, Miriam [email protected]
León Araúz, Pilar
University of Granada - [email protected]
Specialized language research usually focuses on the description of terms that
are nouns or noun phrases and minimizes the importance of other categories, such as
verbs. However, verbs provide the relational and semantic framework for sentences,
and thus can be regarded as the most important lexical and syntactic category of
language (Fellbaum 1990: 278). When describing a verb from a semantic perspective,
the analysis principally focuses on meaning as well as argument description. As
reflected in corpus analysis, the meaning of a verb constrains the semantic roles and
semantic classes of the arguments that it can take. Verbs and their typical arguments
often generate similar syntactic contexts and even reflect semantic and syntactic
pattern-like behaviour. This is true in both general as well as specialized language.
In specialized language, verb meaning is more restrictive because of the
constraints of specialized domains or specialized subject fields. As such, if arguments
were classified and structured in a set of conceptual-semantic categories typical of a
given domain, along with the semantic roles activated, the range of verbs generally
associated with a certain category could be predicted within the framework of a
specialized event.
The establishment of conceptual categories is still a topic of debate. There have
been many initiatives in general language, from a linguistic viewpoint, such as
WordNet (Fellbaum 2006), Gaston’s (1994) classes d’objets, and computational
proposals, which have led to upper-level ontologies like SUMO (Niles & Pease, 2001).
There are also meaning-based resources which have dealt with this issue by means of
imposing selection restrictions on their possible arguments (i.e. in terms of
concrete/abstract; human/animal/body_part, etc). This is the case of ADESSE1, an
online database of syntactic and semantic information for verbs in Spanish, or
VerbNet2 (Kipper 2005), which can be considered the largest on-line verb lexicon
currently available for English.
Within this scenario as a backdrop, in this research we propose a methodology
to arrive at the establishment of conceptual categories for the environmental
1
2
<http://adesse.uvigo.es/> [02/03/2012].
<http://verbs.colorado.edu/~mpalmer/projects/verbnet.html> [13/03/2012].
197
knowledge base EcoLexicon1. EcoLexicon represents the conceptual structure of the
specialized domain of the Environment in the form of a visual thesaurus in which
environmental concepts are configured in semantic networks. The semantic network
for each concept is based on a closed inventory of semantic relations which are also
lexically represented in the definition. In accordance with the premises of Frame-Based
Terminology (Faber et al. 2005, 2006, 2007), concepts in EcoLexicon are also organized
in the so-called Environmental Event, which is composed of the most prototypical
semantic macroroles found in the domain (agent / process / patient / result). Thus,
EcoLexicon displays different conceptual structures from the macrostructural level
(event) to the miscrostructural level (definition). However, it still lacks a more classical
array of ontological classes than those conveyed by the macroroles.
The study of the dynamic verbs prototypically found in this domain -especially
those related to movement and change- can help in the configuration of new
cognitively-sound categories, such as natural disaster. In a cyclic way, the study of
potential category members can help to predict the activation of common verbs which
in turn can point to new categories.
In our study, categories are established based on: (1) the semantic relations of
the concepts expressed by the linguistic realizations found in the corpus; (2) its
verification by means of tests inspired in Gross classes d’objets. For instance, according
to a top-down and bottom-up approach, the top-level concept natural disaster is
characterized by the following properties:
A NATURAL DISASTER causes HUMAN/ECONOMIC/MATERIAL
LOSSES.
A NATURAL DISASTER affects THE ENVIRONMENT.
A NATURAL DISASTER occurs in a SHORT PERIOD OF TIME.
In this regard, whenever a concept fulfils these three conditions, it belongs to the
category of natural disaster. This is verified with corpus information and pattern-based
searches. As such, we can see that the referents of the terms earthquake, typhoon or
eruption all cause human, economic and material losses, affect the environment, and
occur in a short period of time. Furthermore, when they take an active role within their
argumental structure, they all generally activate the same verbs, such as hit, strike, blast,
collide, blast, batter, etc.
References
Faber, Pamela, Carlos Márquez Linares, and Miguel Vega Expósito. 2005. Framing
Terminology: A Process-Oriented Approach. Meta: journal des traducteurs / Meta:
Translators’ Journal 50, no. 4.
Faber, Pamela, Silvia Montero Martínez, María Rosa Castro Prieto, José Senso Ruiz,
Juan Antonio Prieto Velasco, Pilar León Araúz, Carlos Márquez Linares, and Miguel
Vega Expósito. 2006. Process-oriented terminology management in the domain of
Coastal Engineering. Terminology 12, no. 2: 189–213.
1
<http://ecolexicon.ugr.es> [02/03/2012].
198
Faber, Pamela, Pilar León Araúz, Juan Antonio Prieto Velasco, and Arianne Reimerink.
2007. Linking Images and Words: the description of specialized concepts. International
Journal of Lexicography 20, no. 1: 39–65.
Fellbaum, C. 1990. “English Verbs as a Semantic Net.” International Journal of
Lexicography 3 (4): 279–301.
Fellbaum, C. 2006. “WordNet and Wordnets.” In Encyclopedia of Language and
Linguistics, ed. Keith et al. Brown, 665–670. Oxford: Elsevier.
Gross, G. 1994. Classes d’objets et description des verbes, Langages, 115, 15-30.
Kipper Schuler, Karin. 2005. “VerbNet: a Broad-coverage, Comprehensive Verb
Lexicon.” http://verbs.colorado.edu/~kipper/Papers/dissertation.pdf.
Niles, I., & Pease, A., 2001. Toward a Standard Upper Ontology, in Proceedings of the
2nd International Conference on Formal Ontology in Information Systems (FOIS-2001), Chris
Welty and Barry Smith, eds.
Las construcciones relativas especificativas en el español hablado: la relación entre
forma y función
Sandvei, Beate
Norwegian School of Economics - [email protected]
Si bien en las últimas décadas se ha observado un creciente interés en la
lingüística por el estudio de la lengua hablada, todavía hay muchas construcciones
lingüísticas para las que faltan estudios empíricos basados en ejemplos orales
auténticos. Este es también el caso de las construcciones relativas, a saber, la unidad
compuesta por la cláusula relativa y su antecedente. ¿En qué situaciones se usan las
construcciones relativas en la lengua hablada? ¿Qué características estructurales
presentan? Las gramáticas del español no aportan mucha información sobre estos
temas, lo cual no es sorprendente, dado que el énfasis se pone en describir lo que es
posible o gramatical, y no en describir cómo se usan las cláusulas relativas en su hábitat
natural, en la comunicación oral, entre dos o más interlocutores.
En este trabajo se busca una respuesta a estas dos preguntas al analizar las
construcciones relativas especificativas usadas como expresiones referenciales en el
corpus El habla culta de la ciudad de Buenos Aires. Se argumenta que al delimitar el objeto
de estudio a las construcciones relativas especificativas usadas como expresiones
referenciales y al analizar de cerca su contexto de uso en un corpus de español hablado
auténtico, es posible identificar un patrón en el uso de las construcciones relativas, es
decir, una relación entre su forma y sus funciones.
La primera pregunta de investigación busca determinar en qué situaciones el
hablante elige utilizar una construcción relativa especificativa para referir. Para
contestar a esta pregunta se analizó el estado de activación del referente de la
expresión referencial en términos de la taxonomía de identificabilidad y activación de
Lambrecht (1994). El análisis del corpus muestra que el referente de las construcciones
relativas definidas es, en la mayoría de los casos, inactivo, es decir, nuevo en el texto
pero viejo para el oyente, o accesible por haber sido mencionado previamente en el texto.
Para contestar a la segunda pregunta de investigación, se analizaron las
construcciones relativas en lo que se refiere a la función sintáctica de la construcción
relativa en la oración principal y la función sintáctica del relativo en la cláusularelativa
(Fox, 1987; Fox & Thompson, 1990). Según las gramáticas, tanto el antecedente como el
199
relativo pueden cumplir cualquier función sintáctica. En este trabajo se mostró que la
distribución de las diferentes funciones sintácticas no es aleatoria, sino que se
correlaciona con el tipo de referencia, definida o indefinida, que lleva a cabo el
hablante al usar la construcción.
El trabajo muestra que es posible identificar algunos patrones en el uso de las
construcciones relativas en el español hablado al delimitar el objeto de estudio y al
analizar de cerca sus contextos de uso.
Referencias:
Fox, B. (1987). The Noun Phrase Accessibility Hierarchy Reinterpreted: Subject Primacy
or the Absolutive Hypothesis. Language, 63(4), 856-870.
Fox, B., & Thompson, S. (1990). A Discourse Explanation of the Grammar of Relative
Clauses in English Conversation. Language, 66(2), 297-316.
Lambrecht, K. (1994). Information structure and sentence form: topic, focus, and the mental
representations of discourse referents. Cambridge: Cambridge University Press.
Types of Idioms and Phraseological Units in Female Detective Story
Savina, Anna
Saint-Petersburg State University - [email protected]
Yagunova, Elena
St.-Petersburg State University - [email protected]
This paper presents a statistical method based on the corpus and a set of
subcorpora to the study of idioms and phraseological units, which are typical of female
detective story discourse.
1. Introduction
A corpus-based method to the study of idioms and phraseological units is presented in
this paper. Some typical features of corpus of female detective stories, representative of
this text genre, and the set of subcorpora, reflecting the features of individual writers,
are also described in this paper. As a set of any proposed units couldn’t be known in
advance, it must be received as a result of the statistical analysis. Therefore we, first of
all, have chosen a set of potential collocations and then analyzed them selecting the
most interesting class of idioms and phraseological units.
The subject of our study is collocations and statistics. Why? “Collocations of a given
word are statements of the habitual or customary places of that word” [Firth 1957: 181].
“A collocation is an expression consisting of two or more words that correspond to
some conventional way of saying things” [Manning, Schutze 1999: 141]. We
understand the collocation as a non-random combination of two or more lexical items
that characterizes the particular type of discourse, text collection. Various statistical
measures allow us to select collocations from texts and rank them by the degree of
connectivity. According to the purpose of the study of idioms and phraseological units
as reflection of characteristics of the female detective story the statistical method is the
only acceptable.
2. Material and Methods
The material in our study is texts of female detective stories written by Russian
authors. We assume that this is the genre with a lot of idioms and phraseological units.
We used several corpora: total; balanced subcorpus and corpora of different writers.
We used two statistical measures: MI and DICE. The main measure was a modified
DICE, the value of which determined the degree of stability of word combinations.
200
Dice (x,y)=log2(2*f(x,y)/(f(x)+f(y))), where f(x), f(y) — frequency of words x and y, f(x,y)
— frequency of collocation [Daudaravicius 2010].
3. Preliminary Results
Preliminary results are based on the material of the balanced subcorpus1 (1) and
subcorpus of one writer2 — Daria Dontsova (2).
The analysable collocations:
(1) contain 20% of fixed idioms and phraseological units, 42% (from 118 units) is the
share of predicative constructions with verb in the top.
(2) contain 29% of fixed idioms and phraseological units, 46% (from 174 units) —
predicative constructions.
In the report we are planning to present results of comparative analysis on the material
of female detective stories written by English and Russian authors.
As a result we will be received the data of the idioms and phraseological units with
descriptions including the degree of connectivity between components, sociocultural
and stylistic characteristics and features of the genre “female detective story”.
References
Baranov A., Dobrovolskii D., Kiseleva K., Kozerenko A., Voznesenskaia M. 2012.
“Towards a frequency dictionary of Russian idioms”, Computational Linguistics and
Intelligent Technologies, No. 11: 28-36.
Daudaravicius V. 2010. “Automatic identification of lexical units”, Informatica, vol. 34,
No. 1: 85-91.
Firth J.R. 1957. Papers in Linguistics, 1934–1951. London: OxfordUniversity Press.
Manning C., Schutze H. 1999. Foundations of Statistical Natural Language Processing.
Cambridge: MIT Press.
Yagunova E., Pivovarova L. 2012. “Experimental and computational study of N.V.
Gogol’s fiction”, XLII Vinogradov’s Readings at Moscow State University “V.V. Vinogradov
about fiction”.
Cohesion of Media text in the perspective of readability and comprehension
Yagunova, Elena
St.-Petersburg State University - [email protected]
Pivovarova, Lidia
[email protected]
We describe experimental investigation of structural variety in Media texts and
influence of text structure to human’s perception and comprehension. We investigate
cohesion (or coherence) on various language levels; each level is based on its own type
of language units. Thus, this study deals with a wide range of text elements: words
(collocations); syntagmas; propositions; units larger than sentence. Words and
collocations are basic units for text segmentation and perception. Syntagmas are main
elements of text (and speech) comprehension; these units are extremely important
1
The volume of the balanced subcorpus is about 12,800,000 tokens — word usages and
punctuation marks.
2
The volume of the subcorpus of one writer is about 13,400,000 tokens— word usages and
punctuation marks.
201
when the text is ambiguous or hard to understand. Syntagmatic structure organizes the
text as a set of small understandable “chunks” and also highlights key elements of the
text meaning. Therein syntagmatic structure is ambiguous and depends on
communication situation and an addressee’s knowledge base. Propositions in Media
texts are usually match sentences though they may be nearer to clause. The most
interesting level is a level of more-than-sentence units. These units allow us to describe
and classify narrative structure of the text: for example, a single event or a sequence of
events.
This study is based on two corpora of Russian Media texts. Each collection
contains texts from variable sources (newspapers, news feeds etc.) devoted to one
topic: a visit of Arnold Schwarzenegger to Moscow and appointment of the new
Moscow mayor Sergei Sobyanin. Thus both corpora have heterogeneous subject
structure and, to some extent, style and genre characteristics. Schwarzenegger corpus
contains 360 documents and 110 thousand tokens; Sobyanin corpus - 660 documents
and 270 tokens.
In this paper we compare data of computational experiments and
psycholinguistic experiments. For computational experiments we use common
statistical measures widely used in Information Retrieval and Collocation Extraction
tasks (Yagunova, Pivovarova 2010) as well as formal algorithms able to extract
coherent syntagmatic units up to 7 words in length (Daudaravicius 2010).
Psycholinguistic study consists of four experiments; each of them aimed to
determine coherent units of its own language level (words/collocations – syntagmas propositions – more-than-sentence units). Informants are more than 20 humanities
students (different ones for different experiments), which profession or study do not
related to Media texts.
We do not try to determine a “correct” structure or meaning of texts; our
findings are not always easy to combine with linguistics tradition. However, the results
of our experiments are quite informative to understand communicative content of a
text/corpus, and the perception of naïve native speakers that do not have special
knowledge of Media analytics or text structure.
References
Yagunova E.V., Pivovarova L.M. The nature of collocations in the Russian language.
The experience of automatic extraction and classification of the material of news texts.
Journal of Automatic Documentation and Mathematical Linguistics, Allerton Press,
2010. Vol. 44, № 3. pp. 164-175
Daudaravicius V. 2010. Automatic identification of lexical units. Computational
Linguistics and Intelligent text processing CICling-2009, Meksikas, Meksika.
202
PRAGMÁTICA
Evidential devices in a corpus of adverts in English
Alonso Almeida, Francisco
Cruz, Laura [email protected]
This paper is aimed to study evidentiality –i.e. the semantic domain related to
the expression of the information source in a speech act– in press adverts in English. To
this end, a compilation of original adverts in English will allow us to detect the
existence, the types, and the frequency of recurrent evidential devices in the advert
genre. In so doing, authorial stancetaking in discourse is described.
Our choice of a corpus of adverts is due to two main facts. While evidential
devices have been studied in a variety of genres and text-types (Bednarek 2006, Chafe
1986, Fox 2001, Kaplan 2007, Marín Arrese 2004/2007 and Ortega Barrera & Torres
Ramírez 2010, among others), adverts have never been under attention. On the other
hand, although much research has been carried out in the field of advertising focusing
on different aspects –such as the persuasion strategies used by different linguistic
communities in the discourse of advertising (Block de Behar 1992, Cook 1992, Cortés de
los Ríos 2001, Pavitt 2000 and Rein 1982, for example)– evidential devices, surprisingly,
have not been studied as persuasion devices in this context within a broad definition of
evidentiality, i.e. the study of propositional certainty. Due to the appellative nature of
advertising discourse, we think that these texts are likely to convey source of
knowledge through evidentials as an advertising strategy in order to pragmatically
manifest a higher level of credibility and reliability of the information presented
concerning the products and the brands.
Evidentiality can be expressed in a direct (sensorial) or indirect (inferential)
way. We will classify the linguistic realisations of evidentiality and their nature,
namely lexical or grammatical. Because in a broad definition of evidentiality truth is
conveyed in the use of evidentials, our interest in this genre lies in the fact that
information sources are frequently made up in adverts. One of the most important
contribution of this paper is that the relationship between truth/reliability/certainty
and evidentials does not necessarily hold.
References
Bednarek, M. 2006. Epistemological Positioning and Evidentiality in English News
Discourse: A Text-Driven Approach”, Text & Talk, 26(6), 635-660.
Block de Behar, L. 1992. El lenguaje de la publicidad. Madrid: Siglo XXI.
Chafe, W. 1986. Evidentiality in English Conversation and Academic Writing”, in
Chafe, W. & Nichols, J. (eds.), 261-272.
Cook, G. 1992. The Discourse of Advertising. New York: Routledge.
Cortés de los Ríos, E. 2001. Nuevas perspectivas lingüísticas en la publicidad impresa
anglosajona. Almería: Universidad de Almería.
Fox, B. 2001. Evidentiality: Authority, Responsibility, and Entitlement in English
conversation, Journal of Linguistic Anthropology, 11, 167-192.
Kaplan, N. (2007) La construcción discursiva del evento conflictivo en las noticias por
televisión. Tesis doctoral. Caracas: Universidad Central.
203
Marín Arrese, J. (2004) Evidential and epistemic qualifications in the discourse of fact
and opinion: A comparable corpus study, in Marín Arrese, J. (ed.) Perspectives on
Evidentiality and Modality. Madrid: Editorial Complutense, 153-184.
Marín Arrese, J. 2007. Stance and Subjectivity/Intersubjectivity in Political Discourse. A
Contrastive Case Study, BELL (Belgium Journal of English Language and Literatures)
5, 113-132.
Ortega Barrera, I. & Torres Ramírez, A. 2010. Estudio sobre los abstracts de artículos de
investigación informáticos: evidencialidad y modalidad textual. Lingüística y Lenguas
Aplicadas, 5(1): 141–153.
Pavitt, J. 2000. The Art of Marketing, Marketing. 19 October 2000, 40-41.
Rein, D. P. 1982. The Language of Advertising and Merchandising in English. New York:
Regents.
A constructional approach to interpersonal speech acts. Case studies from the
perspective of the Cost-Benefit Cognitive Model
Baicchi, Annalisa
University of Pavia - [email protected]
This talk illustrates an alternative approach to the study of speech acts that
combines aspects of traditional research on the interpretation of the illocutionary force
into a theoretical framework circumscribed within Cognitive Linguistics and
Construction Grammar: the Cost-Benefit Cognitive Model (Peréz 2001; Peréz and Ruiz de
Mendoza 2002; Ruiz de Mendoza and Baicchi 2006, 2007; Baicchi 2009, 2012, 2013;
Baicchi and Ruiz de Mendoza 2010), which conceives of speech acts in terms of highlevel situational cognitive models.
Two main strands are recognized as having played the lion’s share in the
scientific panorama of the 20th century: the Codification Theory and the Inferential Theory.
Proponents of the former give prize of pride to sentence types in the interpretation of
the illocutionary force (e.g. Searle 1969, Ross 1970, Halliday 1994) and through
typological comparisons between a number of languages they identify basic sentence
types that connect to illocutionary functions (Sadock & Zwicky 1985, Givón 1990, Dik
1997, Croft 1994); proponents of the latter emphasize the role of inferential processes in
the comprehension of the speaker’s communicative intentions and ascribe the
interpretation of illocutions to mental mechanisms (e.g. Grice 1975, Bach & Harnish
1979, Leech 1983, Sperber & Wilson 1986).
We believe that, on the one hand, the constructional procedures that codify our
utterances may contribute to identifying the intended meaning, and, on the other, most
of our communicative performances are carried out indirectly and the retrieval of the
speaker’s intention calls for metonymic thinking, which is a natural inference schema
that motivates the production and interpretation of illocutionary meaning (Panther &
Thornburg 1998). The Cost-Benefit Cognitive Model represents the first attempt at
bridging speech acts and constructional approaches in the treatment of illocutionary
meaning. This is done under the scope of a general semantic theory of meaning
construction, the Lexical Constructional Model (Ruiz de Mendoza & Mairal 2008), which,
by combining projectionist and constructional frameworks, expands its concerns so as
to explain all facets of semantic representation and to investigate the relationships
204
between syntax and all aspects of meaning construction, including implicature,
illocution and discourse.
This talk sets out to examine the interplay between linguistic structures and
cognitive processes involved in the construal of illocutionary meaning and to discuss
the explanatory adequacy of the Cost-Benefit Cognitive Model against more traditional
theories. To this goal, it presents three case studies devoted to the three categories of
interpersonal speech acts – directive, commissive, and expressive –, scrutinizes three
high-level situational cognitive models – suggesting, offering, and thanking –, examines
the rationales for a number of constructional procedures, identifies the conceptual
metonymies that motivate their instantiation and pins down commonalities and
differences in the applications of the various parameters and socio-cultural variables
advocated in the description of the theoretical model.
References
Bach K. & R. M. Harnish 1979. Linguistic Communication and Speech Acts. Cambridge
Mass., The MIT Press.
Baicchi A. 2009. “The AUX-NP Requestive Construction and its Metonymic Grounding
within the Lexical Constructional Model”, Paper delivered at the International CRAL
Conference 2009. University of La Rioja.
Baicchi A. 2012. On Acting and Thinking. Studies Bridging between Speech Acts and
Cognition. Pisa, ETS.
Baicchi 2013, “Speech Acts as High-level Situational Cognitive Models”. In E.SchulzeBusacker (ed.), Mélanges en honneur de Giorgetto Giorgi. Paris, Garnier.
Baicchi A. & Ruiz de Mendoza F.J. 2010. “The Cognitive Grounding of Illocutionary
Constructions”. Textus XXIII: 3. M. Bertuccelli Papi and F. Ruiz de Mendoza (eds.).
Special issue on Cognition and the Brain in Language and Linguistics: 543-563.
Croft, W. 1994. “Speech act Classification, Language Typology and Cognition”. In S.
Tsohatzidis (ed). Foundations of Speech Act Theory. Philosophical and Linguistic
Perspectives. London, Routledge: 460-477.
Dik S. 1997. The Theory of Functional Grammar. Complex and Derived Costructions.
Berlin/New York, Mouton de Gruyter.
Givón T. 1990. Syntax. A Functional-Typological Introduction. Amsterdam/ Philadelphia.
John Benjamins.
Grice P. 1975. “Logic and Conversation”. In P. Cole and J. L. Morgan (eds.). Syntax and
Semantics 3. Speech Acts. New York, Academic Press: 41-58.
Halliday M.A.K. 1978. Language as Social Semiotic. The Social Interpretation of Language
and Meaning. London: Arnold.
Leech G. 1983. Principles of Pragmatics. London, Longman.
Panther K.U. & Thornburg L. 1998. “A Cognitive Approach to Inferencing in
Conversation”. Journal of Pragmatics 30: 755-769.
Pérez L. 2001. Illocution and Cognition. Logroño: University of La Rioja Press.
Pérez L. & Ruiz de Mendoza F. 2002. “Grounding, semantic motivation, and
conceptual interaction”. Journal of Pragmatics 34 (3): 259.284.
Ross J. R. 1970. “On Declarative Sentences”. In R. A. Jacobs and P. S. Rosenbaum (eds.).
Readings in English Transformational Grammar. Waltham, Ginn: 222-272.
Ruiz de Mendoza F. & A. Baicchi 2007. “Illocutionary Constructions. Cognitive
Motivation and Linguistic Realization”. In I. Kecskes and L. Horn (eds.). Explorations in
205
Pragmatics: Linguistic, Cognitive, and Intercultural Aspects. Berlin/New York, Mouton de
Gruyter: 95-128.
Ruiz de Mendoza F. & Mairal Usón R. 2008. “Levels of Description and Constraining
Factors in Meaning Construction: An Introduction to the Lexical Constructional
Model”. Folia Linguistica 42 (2): 355-400.
Sadok J. & Zwicky A. 1985. “Speech Act Distinctions in Syntax”. In T. Shopen (ed.).
Language Typology and Syntactic Decsription: Clause Struture. Cambridge,
Cambridge University Press: 155-196.
Searle J. R. 1969. Speech Acts. Cambridge, Cambridge University Press.
Sperber D. & Wilson D. 1986. Relevance. Communication and Cognition. Oxford,
Blackwell.
Rasgos prosódicos de la entonación emocional
Cantero, Fco. José [email protected]
La entonación paralingüística (que incluye las entonaciones "emocional", "de
foco" y "de cortesía") ha sido la gran olvidada en los estudios sobre entonación, en
nuestro país. Se trata, indudablemente, del fenómeno prosódico más relevante en la
comunicación interpersonal, desde la perspectiva pragmática, por su fuerte
dependencia del contexto comunicativo.
En los últimos años, diversos grupos de investigación están haciendo un
esfuerzo por hacer un análisis objetivo de sus rasgos y su rendimiento. Entre ellos, los
grupos de investigación "Fonocortesía", de la Univ. de Valencia, y "Grup de Recerca en
Entonació i Parla (GREP)", de la Univ. de Barcelona.
En esta comunicación, dentro de la mesa redonda "La entonación como
paralenguaje", proponemos una nueva perspectiva de la "entonación emocional",
basada en nuestras investigaciones empíricas (con un corpus de habla espontánea de
miles enunciados y cientos de informantes anónimos) del español peninsular.
En concreto, revisaremos los dos tipos de entonación emocional que hemos
encontrado en nuestro trabajo: la entonación emocional convencionalizada y la
entonación emocional creativa; y presentaremos los rasgos melódicos y prosódicos que
permiten caracterizarlas, con ejemplos concretos de cada una de ellas.
Veremos cómo la entonación emocional se distingue por un empleo
característico no solo de los rasgos melódicos (que informan las otras entonaciones)
sino también de los rasgos prosódicos, tan poco explorados en nuestro ámbito: la
intensidad, la duración y el ritmo (no un rasgo, sino un fenómeno complejo en sí).
Estudio pragmático de las variaciones del inglés en china
Carrió, Marisa [email protected]
Muñiz Calderón, Rut
El inglés es uno de los ejemplos de que algunas lenguas presentan variaciones
según el contexto cultural de sus hablantes, la región geográfica, etc. Este hecho se debe
principalmente a que es la lengua utilizada por un mayor número de hablantes no
nativos para comunicarse entre ellos, como lengua internacional, y debido a ello ha ido
evolucionando hacia variedades que difieren lingüísticamente y que reflejan de esta
206
forma el uso y la cultura de estos hablantes. En la actualidad, la comunicación con
China es vital, ya que muchas transacciones económicas se realizan en esta zona,
donde miles de profesionales realizan negocios. En este estudio, tenemos en cuenta las
cuatro máximas identificadas por Grice (1975) para detectar los rasgos pragmáticos
seguidos por los escritores chinos en la comunicación que realizan con otros miembros
de la misma empresa: la máxima de cantidad, la máxima de cualidad, la máxima de
relevancia y la máxima de manera.
En este artículo, analizamos los correos electrónicos de una empresa
internacional de exportación escritos por sus agentes en China desde un punto de vista
pragmático. El objetivo principal de este estudio es estudiar la variación en el uso de
los tiempos verbales para así determinar la influencia de las lenguas maternas y del
contexto socio-cultural de los escritores. El corpus recopilado para este estudio incluye
sesenta correos escritos por hablantes de China, cuyo etiquetado y análisis se realizó de
forma manual. Para extraer los resultados, se clasificaron las variaciones halladas y
como conclusiones del estudio se observó que los tiempos verbales analizados
presentaban influencias socio-lingüísticas y culturales en su uso.
An RRG account of the relationship between the referential structure parameter and
passive voice in Lakota and Cheyenne
Corral Esteban, Avelino [email protected]
This article attempts to provide conclusive evidence to decide on the existence
or absence of passive in two Native American languages, namely Lakhota and
Cheyenne, which exhibit a similar behaviour in this respect. Given that it is evident
that these two languages do not show examples of an English-style passive, that is,
considering the concept of ´passive´ from the viewpoint of traditional grammar, it will
be necessary to study this issue from a different angle, presented in this case by the
Role and Reference Grammar (hereafter RRG) (Van Valin and LaPolla, 1997). Thanks to
its marked typological orientation, this theoretical framework makes it possible to see
both the similarities and differences between these languages, as well as to solve the
problems that arise when studying their grammar owing to their morphological
complexity. With respect to grammatical voice, it is crucial to analyze these two
languages typologically in terms of the morpho-syntactic parameter denominated
´referential structure´. This analysis will shed light on this issue by showing that there
are two different types of languages with respect to this parameter and that this
distinction has a bearing on the existence of two different types of passive, whose
combination will be exhibited by the English-style passive.
Alternancias referenciales en las expresiones de percepción, sentimiento u opinión
Cruz Domínguez, Irasema
Instituto de Investigaciones Filológicas, UNAM - [email protected]
Guerrero, Lilian
Universidad Nacional Autónoma de México - [email protected]
Los verbos de percepción codifican la adquisición de conocimiento a través de
los sentidos corporales (Ibarretxe 1999, Viberg 1984). Los estudios sobre verbos de
percepción en español (Fernández 2006, Ibarretxe 1999) y otras lenguas (Evans y
207
Wilkins 2000, Gisborne 2010, Sweetser 1990, Vanhove 2008) suelen centrarse en el
sentido de la vista y/o oído, como locus prominente de percepción, y muy pocos se
detienen en el predicado ‘sentir’ (Verbeke 2011). Esta comunicación forma parte de un
proyecto mayor que examina las correlaciones sintácticas, semánticas y pragmáticas
del verbo ‘sentir’ a nivel de la oración simple y compleja. Entre otros aspectos, se
explora el tipo de extensiones semánticas que cubre este predicado, desde percepciones
físicas (1a), hasta la codificación de estados emocionales (1b) y juicios de valor (1c), y
los recursos sintácticos que suelen asociarse a cada expresión.
(1a) creo que sentí nada más caliente porque ni se siente [78:584]
(1b) me siento contenta y a la vez/ pues triste porque mis papás ya están grandes [23:194]
(1c) pues yo ni siquiera los siento fríos [a los franceses] [28:76]
En esta ocasión, el objetivo es explorar la referencialidad de los pronombres de
sujeto en construcciones con ‘sentir’. Primero, por tratarse de datos de conversaciones
orales, predomina el uso de la primera persona del singular yo; en este caso, resulta
interesante examinar qué motiva la alternancia entre pronombres implícitos vs.
explícitos (Travis y Torres Cacoullos, por aparecer). Con respecto a la segunda y
tercera persona del singular, en el corpus se observa una alternancia frecuente entre su
uso referencial y no-referencial (ej. genérico, impersonal); para la tercera persona,
también es frecuente el pronombre uno. El análisis pone especial atención a ejemplos
como los de (2) y (3), en donde la construcción con ‘sentir’ varía la forma pronominal y
referencial del sujeto con respecto a la oración inmediatamente anterior:
(2a) [yo] nunca andaba con alguien que no bailara /ya lo maduras pero en ese momento sí [tú]
te sientes así como que/ como que sí/ ¿no? la estrellita [48:375]
(2b) como ahorita ya me/ [yo] ya me gané dos tres seño- así personas y mira se siente más
orgulloso uno [76:610]
(3) para entrar [al reclusorio] no pues [uno] se siente horrible/ ya cuando entras/ [tú] sientes
un nudo [en la garganta]/ yo la primera vez que entré sí sentí un nudo/ y no pues empecé a
llorar[74:792]
Nuestra pregunta de investigación es ¿en qué condiciones el hablante usa
sujetos pronominales referenciales y qué motiva la alternancia a sujetos impersonales o
genéricos? Además de identificar la posible función contrastiva (Chafe 1976), el análisis
examina otras posibles motivaciones semántico-pragmáticas en donde interviene el rol
del hablante y su interacción con el oyente y/o el contenido expresado en la
construcción cognitiva (Silva-Corvalán 2003): empatía, familiaridad o solidaridad, o
bien, distanciamiento, desprendimiento o deseo de no involucrarse con las experiencias
y situaciones emocionales codificadas en la construcción con predicado ‘sentir’.
Corpus:
Martín Butragueño, Pedro y Yolanda Lastra. Corpus sociolingüístico de la ciudad de
México.
El
Colegio
de
México.
Disponible
en
http://lef.colmex.mx/Sociolinguistica/CSCM/Corpus.htm
[Consultado el 11 diciembre 2011].
Bibliografía
Chafe, Wallace. 1976. Givenness, contrastiveness, definiteness, subjects, topics, and
point of view. En Charles N. Li (ed.), Subject and topic, 25-55. New York: Academic
Press
Evans, Nicholas y David P. Wilkins. 2000. “In the Mind’s ear: The semantic extensions
of perception verbs in Australian languages”, Language 76 (3): 546-592.
208
Fernández, Jorge. 2006. “Verbos de percepción sensorial en español: una clasificación
cognitiva”, Interlingüística 16: 1-14.
Gisborne, Nikolas. 2010. “Perception Verbs and the Semantics of Content”, The Event
Structure of Perception Verbs. Oxford: Oxford University Press.
Ibarretxe Antuñano, Iraide. 1999. Polysemy and metaphor in perception verbs: a cross
linguistic study, Tesis de doctorado inédita, Universidad de Edimburgo.
Silva-Corvalán, Carmen. 2003. “Otra mirada a la expresión del sujeto como variable
sintáctica”, En F. Moreno Fernández et al. (eds.), Lengua, Variación y contexto: Estudios
dedicado a Humberto López Morales, vol. 2, 849-860. Madrid: Arco Libros.
Sweetser, Eve. 1990. “Semantic structure and semantic change: English perception
verbs in an Indo-European Context”, en From Etymology to Pragmatics. Metaphorical and
Cultural Aspects of Semantic Structure, Cambridge: Cambridge University Press, 23-48.
Travis, Chaterine y Rena Torres Cacoullos. Por aparecer. “What do subject pronouns
do in discourse? Cognitive, mechanical and constructional factors in variation”.
Cognitive Linguistics.
Vanhove, Martine (ed.). 2008. From Polysemy to Semantic Change.Towards a typology of
semantic associations. (Studies in Language Companion Series, 106). Amsterdam: John
Benjamins.
Verbeke, Charlotte. 2011. Sentir: ¿un verbo de percepción o un verbo de emoción? Tesis de
maestría inédita, Universidad de Gante.
Viberg, Ake. 1984. “The verbs of perception: a typological study”, en Explanations for
language universals, Berlin: Mouton, 123-162.
La entonación como paralenguaje
Devis Herraiz, Empar
El estudio formalizado de la entonación ha suscitado un gran interés en las
últimas décadas, gracias a lo cual se han desarrollado diversos modelos teóricos que
explican y describen su comportamiento desde un punto de vista fonético y fonológico.
Aun así, todavía queda un aspecto muy importante por explorar, y es el que ahonda en
la entonación paralingüística, es decir, en las funciones pragmáticas del componente
melódico. Por entonación paralingüística entendemos los rasgos melódicos específicos de
las melodías que quieren transmitir una intención que va más allá de la mera
formulación lingüística (Cantero, 2002). Con esta definición el autor explica que el
valor significativo de las melodías depende tanto de los contenidos léxico-gramaticales,
como del contexto y la propia intención de los hablantes para incorporar diversos
sentidos al enunciado1.
La mesa redonda que proponemos se centra en los tres tipos de entonación
paralingüística descrita en Cantero y Mateo (2011): entonación emocional, entonación de
foco y entonación de cortesía.
Sobre entonación emocional contaremos con la presencia del Profesor Francisco
José Cantero de la Universidad de Barcelona, autor de un nuevo paradigma teórico
para el estudio de la entonación a partir de la publicación en el 2002 del libro Teoría y
1
Canteo y Mateo (2011).
209
análisis de la entonación, e investigador principal del proyecto Análisis Melódico del Habla.
Este es un nuevo método de análisis que permite hacer una descripción de la
entonación desde un punto de vista fonético y al mismo tiempo facilita su
interpretación lingüística (prelingüística, lingüística y paralingüística).
Sobre entonación de foco contaremos con la Profesora Dolors Font de la
Universidad de Barcelona, miembro del grupo de investigación Análisis Melódico del
Habla y autora de diferentes estudios sobre la entonación de foco en la locución de
radio y televisión.
Y por último, sobre entonación de cortesía contaremos con el Profesor Antonio
Hidalgo de la Universidad de Valencia, investigador principal del proyecto
Fonocortesía, desde el cual se ha querido subsanar la ausencia de estudios que aporten
un volumen amplio de datos relativos a la fenomenología prosódica centrando sus
investigaciones en la descripción de la entonación (des)cortés. Fonocortesía nace en el
2009 con el objetivo de estudiar las diversas estrategias de orden segmental,
suprasegmental y/o paralingüístico que el componente fónico de la lengua española
desarrolla en situaciones discursivas coloquiales, con la finalidad de expresar sentidos
comunicativos (des)corteses (esto es, corteses o descorteses). El grupo se ha dedicado
sobre todo al español pero tiene previsto para el próximo año ampliar sus estudios al
resto de lenguas románicas.
Bibliografía
Cantero Serena, F. J. (2002): Teoría y anàlisis de la entonación, Barcelona: Universitat de
Barcelona.
Cantero Serena, F. J. & D. Font-Rotchés (2009): “Protocolo para el análisis melódico del
habla”, Estudios de Fonética Experimental, XVIII.
Cantero Serena, F. J. & M. Mateo (2011): “Análisis melódico del habla: complejidad y
entonación en el discurso”, Oralia, 14. (105-127)
Font-Rotchés, D. y Paloma Sanllehí, D. (2010): “Notas sobre los énfasis de palabra en
los titulares televisivos”, Icono 14. Revista de Educación y nuevas tecnologías, Anejo 4: 481499.
Font-Rotchés, D. y Paloma Sanllehí, D. (en prensa): “Ramon Pellicer versus Xavi Coral.
Caracterització de l’entonació dels titulars televisius”, Actes del XXVI Congrés
Internacional de Lingüística i Filologia Romàniques.
Font-Rotchés, D. y Paloma Sanllehí, D. (2012): “Tendencias entonativas en los titulares
de las noticias en catalán”, Circulo de Lingüística Aplicada a la Comunicación, 51: 50-81.
Hidalgo, A. y Briz, A. (2008): “Marcadores discursivos y prosodia: observaciones sobre
su papel modalizador atenuante”, en Albelda, M., Briz, A., Contreras, J., Hernández, N.
e Hidalgo, A. (eds.): Estudios de cortesía sobre el español: de lo oral a lo escrito. Publicación
electrónica.
Hidalgo, A. (e.p.): “En torno a la (des)cortesía verbal y al papel modalizador de la
entonación en español”, Actas del Congreso Internacional sobre Descortesía y Violencia
Verbal en español, Sevilla 3-5 de noviembre de 2008.
Hidalgo, A. (e.p.): “Modalización (des)cortés y prosodia: estado de la cuestión en el
ámbito hispánico”, RILI, Revista de Investigación de Lingüística Iberoamericana.
210
The pragmatic factor „Illocutionary Force“ in a Constructional Schema: Form-Function
mismatches and how to resolve them
Dr. Diedrichsen, Elke
Google Inc., Dublin - [email protected]
Constructional schemas in the traditional RRG conception (Van Valin 2005) are
representations of the linguistic knowledge that is stored with respect to a
conventionalized construction in a language community. It includes syntactic, semantic
and pragmatic properties of a construction. Recently, it has been suggested to extend
the application of Constructional Schemas such that they do not only cover language
specific constructions whose specifications go beyond rules of valence and argument
structure, but any kind of construction. According to Nolan (2012 a, b) the construction
can be viewed as a “grammatical object” that is saved in a structured repository of
constructions. A constructional schema is the representative of a grammatical object in
linguistic theory. Also, it has been argued that the idea of a construction as a
representative of knowledge may be extended beyond the realm of linguistic
knowledge proper and include cultural knowledge that goes along with the use of
constructions in linguistic interaction. Therefore, a construction can be viewed as a
“cultural object” (Diedrichsen 2011, to appear a, b). This last approach takes into
account the fact that the channels and realisation modes that carry human interaction
often exceed the level of spoken and written linguistic utterances, and that
sociocultural knowledge is an important factor in the production and interpretation of
utterances in general (Butler to appear).
For the representation of all these levels of knowledge, the constructional
schema is a useful tool, as it presents a complete list of the features of a given
construction. The nature of the form/function correlation, as proposed in many models
of Construction Grammar (Goldberg 2006, 1995, Michaelis and Ruppenhofer 2001),
however, is not always clear (Diedrichsen 2012).
In the paper, I want to propose a few “upgrades” for the representation of
constructions that involve speech acts. These will address the following observations.
1. Form-Function mismatches
With speech acts, the function (i.e. the illocutionary force) does not always
follow from the form. In fact, mismatches have been found to have communicative
effects by successfully addressing background knowledge (“indirect speech acts”).
Some speech acts, however, do not gain their interactional function merely by
indirectness, but evolve as conventions on their own. These are the ones I will be
mainly concerned with, as the interesting question is where the interactive speech act
potential comes from and how it is understood, if it is not supported by the form.
2. “Lexical constraints”
Advocates of the RRG-related Lexical Constructional Model (Ruiz de Mendoza
Ibáñez and Mairal Usón 2006, Ruiz de Mendoza and Mairal Usón 2007, Butler 2009)
criticize that constructional models do not explain the constraints that apply in the
combination of lexical entries with constructions. It is not the case, therefore, that any
verb, for example, can appear with any construction. The LCM sets out that there is a
unification process between a lexical entry and a construction that is ruled by
constraints. “Meaning construction” (Ruiz de Mendoza and Mairal Usón 2006:37) is
achieved by the unification of a lexical template and a constructional template.
211
This paper will suggest that these insights may be applied to a constructionbased treatment of illocutionary force as well. While a speech act may principally
appear in any form and is not limited to a certain sentence type, for example, there are
constraints, or rather, guidelines, for the achievement of a communicative effect, which
are rooted in the culture of the community of speakers.
References
Austin, John L. (1962): How to do Things with Words: The William James Lectures
delivered at Harvard University in 1955. Ed. J. O. Urmson, Oxford: Clarendon.
Butler, Christopher S. (2009): The Lexical Constructional Model: genesis, strengths and
challenges. In Butler, Christopher S. and Xavier Martín Arista: Deconstructing
Constructions. Amsterdam: Benjamins, 117-152.
Butler, Christopher S. (to appear): Constructions in the Lexical Constructional Model.
To appear in: Diedrichsen, Elke and Brian Nolan (forthcoming): Linking constructions
into functional linguistics – The role of constructions in RRG grammars. Amsterdam:
Benjamins.
Diedrichsen, Elke (2011): The theoretical importance of constructional schemas in RRG.
Nakamura, Wataru (ed.): New perspectives in Role and Reference Grammar. Cambridge
Scholars Publishing, 168-198.
Diedrichsen, Elke (2012): The German Bracket Structure as a construction. Paper
presented at the Societas Linguistica Europeae (SLE) conference in Stockholm, Sweden,
August 2012. Paper available from the author.
Diedrichsen, Elke (to appear a): Zur „Inventarisierung“ von idiomatischen und
Argumentstruktur-Konstruktionen im Deutschen. To appear in Ziem, Alexander and
Lasch, Alexander (eds.): Grammatik als Inventar von Konstruktionen? Sprachliches
Wissen im Fokus der Konstruktionsgrammatik, series „Sprache und Wissen“, Berlin:
De Gruyter.
Diedrichsen, Elke (to appear b): Constructions as memes – Interactional function as
cultural convention beyond the words. To appear in Liedtke, Frank und Cornelia
Schulze (ed.): Beyond the words, Mouton De Gruyter, Series in Pragmatics.
Goldberg, Adele E. (1995): Constructions. A construction grammar approach to argument
structure. London and Chicago: UCP.
Goldberg, Adele E. (2006): Constructions at Work: The nature of generalization in language.
Oxford: OUP.
Liedtke, Frank (1998): Grammatik der Illokution. Tübingen: Narr.
Mairal Usón, Ricardo and Francisco Ruiz de Mendoza. 2009: Levels of description and
explanation in meaning construction. In Christopher S. Butler and J. Martín Arista
(eds.). Deconstructing Constructions. Amsterdam & Philadelphia: John Benjamins.
Nolan, Brian (2012 a): The structure of Irish; A functional account. London: Equinox
Publishing Co.
Nolan Brian (2012 b): The GET constructions of Modern Irish and Irish-English: GETpassive and GET-recipient variations. In Lenz, Alexandra N. and Gudrun Rawoens
(eds.): The art of getting: GET verbs in European languages from a synchronic and
diachronic point of view. Special Issue of Linguistics: ‘The Art of Getting’. 50-6.
Ruiz de Mendoza, Francisco J. and Ricardo Mairal Usón (2007): Levels of semantic
representation: Where lexicon and grammar meet. Interlingüística 17, 26-47.
212
Ruiz de Mendoza Ibáñez, Francisco José and Mairal, Ricardo. 2008: Levels of
description and constraining factors in meaning construction: an introduction to the
Lexical Constructional Model. Folia Linguistica 42/2, 355–400.
Searle, John R. (1969): Speech Acts: An Essay in the Philosophy of Language. London:
Cambridge University.
Van Valin, Robert D., Jr. (2005): Exploring the syntax-semantics interface. Cambridge:
Discourse-pragmatics of the Persian -ra at the left-periphery
Farhad, Moezzipour
Trinity College Dublin - [email protected]
This paper aims to undertake a Role and Reference Grammar (RRG, Van Valin
2005) approach to the Clitic Left-Dislocation (CLD), which is motivated first and
foremost by the ra-marking of left-dislocated elements, and a resumptive pronoun in
their canonical place (EX. 1). Karimi (1990) argues that ra cannot be a topic marker
because its occurrence with contrastive topics representing new information goes
against such a claim. I will then discuss that CLD is used to serve two distinct
discourse-pragmatic functions with respect to the role of ra as long as we make a
distinction between contrastiveness and topicality. Topicality, following the lead by
Dalrymple and Nikolaeva (2011), is defined in terms of the speaker’s construal of the
situation within the given communicative context, rather than on the noun phrase’s
referential properties, and relies on the speaker’s assumptions about the addressee’s
state of interest with respect to a referent. Contrastiveness, on the other hand, pertains
to selecting a particular element from a given topical set, recalling the subordinate focus
structure proposed by Erteschk-Shir (2007). The RRG projection of CLD is accordingly
affected by this distinction in the fashion that the ordinary CLD is structurally
represented in the Left-Detached Position (LDP) of the sentence (Ex. 2) and the
contrastive CLD is delineated in the Pre-Core Slot (PrCS) of the clause (EX. 3). This
corresponds with the focus structure projection in RRG since the Actual Focus Domain
excludes the left-dislocated element in the former whereas it includes the leftdislocated element in the latter. This distinction firstly motivates considering a pre-core
slot in addition to a left-detached position in the layered structure of the clause in
Persian from a RRG perspective despite that it is basically a SOV language. Secondly, it
consolidates the claim that ra flags topics (Dabir-Moghaddam 1992) in the sense of
being potentially subject to stimulating the interlocutors’ interest in newsworthiness of
a referent(s). Thus, I display the subordinate focus structure for the ordinary and
contrastive CLD in Persian in (4).
I will also argue that double left-dislocation in Persian (Ex. 5) raises a
problematic issue regarding the static view of topicality in RRG. Extraction of two
consecutive possessors from an Ezafe (Genitive) construction, leading to the
appearance of ra and eliciting hence a topical interpretation, renders that the leftdislocated possessors are placed in the left-periphery in order of saliency, which
corresponds to the distinction between Primary and Secondary topic, where secondary
topic is defined in terms of a referent that stands in a relationship with the referent of
the primary topic and the focus is construed as being about that relationship
(Nikolaeva 2001). Therefore, I propose that since the Left-Detached Position fails to
213
indicate this topicality gradience; it would be more beneficial to exert the Left-Ward
Detached Position (LWDP) instead of the LDP. LWDP will be the anchoring node for
the topical elements anchored by LDPs.
(1) sepidæ-ro be-š goft-æm.
Sepide-RA to-PC.3sg say.PST-1sg
‘As for Sepide, I told her’. (CLD: context-free)
(2) diruz sepidæ-ro did-am.
yesterday Sepide-RA see.PST-1SG.
'I saw Sepide yesterday.'
sepidæ-ro, be-š goft-æm ke bayad tasmim-eš -o zud be-gir-e.
Sepide-RA to-PC.3sg say.PST-1sg that must decision-PC.3SG-RA soon SbJN-take.PRS3SG
‘As for Sepide, I told her that she has to make her decision soon.’
(CLD: topical reading- Sepide in LDP)
(3) sepidæ-ro be-š goft-æm bæra-m ab bi-yar-e, næ ramin-o.
Sepide-RA to-PC.3sg say.PST-1sg for-PC.1SG water SUBJ.bring.PRS-3SG not RaminRA
‘I told SPEIDE, not RAMIN, to bring me water.’
(CLD: contrastive reading-Sepide in PrCS)
(4) a. Topical CLD: [{A top , … }top]-RA top
b. Contrastive CLD: [{A foc, …}top]-RA top
(5) a. dogme-(y)e pirahæn-e bæčča-ro be-duz. (Canonical)
Button-EZ shirt-EZ child-RA SBJN.sew.Ø
‘Sew the button of the kid’s shirt.’
b. bæččai-ro, pirahænj-eši-o, dogmæ-šj-o be-duz.
child-RA shirt-PC.3SG-RA button-PC.3SG-RA SBJN-sew. Ø (Non-canonical)
‘As for the kid’s shirt, sew its button.’
bæčča: primary topic in LDP1; pirahæn: secondary topic in LDP2
References
Dabir-Moghaddam, Mohammad (1992). “On the (in)dependence of Syntax and
Pragmatics: Evidence from the Postposition -ra in Persian” in D.stein(ed), Cooperating
with Written Texts: the Pragmatics and the Comprehension of Written Texts, 549-573 ,
Mouton de Gruyter, Berlin.
Dalrymple, Mary and Nikolaeva, Irina (2011). Objects and information structure.
Cambridge: Cambridge University Press
Erteschik-Shir, Nomi (2007). Information structure: The syntax-discourse interface. Oxford:
Oxford University Press.
Karimi, Simin (1990). ”Obliqueness, Specificity, and Discourse Functions: -ra in
Persian.” Linguistic Analysis, Vol. 3&4: 139-191.
Nikolaeva, Irina (2001). “Secondary topic as a relation in information structure.”
Linguistics, 39 (1). pp. 1-49.
Van Valin, Robert D., Jr. (2005). Exploring the Syntax-Semantics Interface. Cambridge:
214
Rasgos melódicos de la entonación paralingüística de foco
Font Rotchés, Dolors
En esta intervención, nos proponemos describir los rasgos melódicos de la
entonación paralingüística de foco del habla espontánea del castellano y del catalán, así
como de la locución profesional de ambas lenguas.
Los resultados que se presentaran en este trabajo se han obtenido a partir del
análisis de enunciados, procedentes de corpus distintos y elaborados por miembros del
Grupo de Investigación en Entonación y Habla (Laboratorio de Fonética Aplicada de la
Universitat de Barcelona): a) El corpus de castellano procedente de distintas zonas de
la península y de Canarias, con más de 2400 enunciados, obtenidos de más de 650
informantes a partir de unas 100 horas de grabaciones de programas televisivos
(Ballesteros, Mateo, Cantero, 2011); b) El corpus de catalán, con 580 enunciados, 168
informantes y unas 28 horas de grabaciones de programas televisivos (Font-Rotchés,
2007); c) El corpus de publicidad con un total de 100 anuncios del castellano y 103 del
catalán (Font-Rotchés y Machuca, 2011); d) El corpus de los titulares de noticias, con
unos 40 titulares de noticias de cada lengua, leídos por los locutores televisivos más
emblemáticos (Font-Rotchés y Paloma, 2010, 2012; Machuca, en preparación).
El análisis de los enunciados se ha llevado a cabo siguiendo el método "Análisis
melódico del Habla", propuesto por Cantero (2002) y su Protocolo de Análisis Melódico
del Habla (Cantero y Font-Rotchés, 2009), el cual por su precisión en el establecimiento
de los datos acústicos nos ha permitido poder describir los rasgos melódicos de la
entonación, primero lingüística y, posteriormente, paralingüística —que se define a
partir de los rasgos de énfasis de las melodías que quieren transmitir una intención que
va más allá de la mera formulación lingüística (Cantero y Mateo, 2011).
Un tipo de estos rasgos de énfasis paralingüísticos es el de foco, el cual se centra
en la propia melodía del enunciado, para llamar la atención sobre ella, focalizarla en su
conjunto (foco ancho) o focalizar solo una parte, una palabra (foco estrecho), y/o subrayar
su relevancia en el discurso. En este sentido, el habla espontánea y la locución
profesional presentan ambos tipos de énfasis, pero con finalidades distintas: mientras
que los locutores se esfuerzan en focalizar con ascensos remarcables casi todas las
palabras tónicas de todos los enunciados, porque consideran que todas son
importantes, el hablante es más selectivo y solo enfatiza las palabras o enunciados que
quiere resaltar con distintas finalidades pragmáticas. Y esta distinción, con algunos
rasgos melódicos específicos es la que se mantiene entre ambas lenguas.
Ballesteros, M.P., Mateo, M. y Cantero, F. J. (2011): “Corpus oral para el análisis
melódico de las variedades del español” en Actas del XXXIX Simposio de la SEL.
Cantero, F. J., 2002: Teoría y análisis de la entonación, Barcelona: Edicions de la
Universitat de Barcelona.
Cantero, Francisco J, y Font-Rotchés, D. (2009): “Protocolo para el análisis melódico del
habla”, Estudios de Fonética Experimental XVIII, 17-32.
Cantero, F. J. y Mateo. M. (2011): “Análisis melódico del habla: complejidad y
entonación en el discurso”, Oralia, 14, 105-127.
Font-Rotchés, D., 2007: L’entonació del català, Barcelona: Publicacions de l’Abadia de
Montserrat.
215
Font-Rotchés, D. y Paloma Sanllehí, D. (2010): “Notas sobre los énfasis de palabra en
los titulares televisivos”, Icono 14. Revista de Educación y nuevas tecnologías, Anejo 4: 481499.
Font-Rotchés, D. y Paloma Sanllehí, D. (2012): “Tendencias entonativas en los titulares
de las noticias en catalán”, Circulo de Lingüística Aplicada a la Comunicación, 51, 50-81.
Font-Rotchés, D. y Machuca, M.J. (2011): "Melodía y eslóganes publicitarios". Hidalgo,
A.; Congosto, Y.; Quilis, M. (ed.): El estudio de la prosodia en España en el siglo XXI:
perspectivas y ámbitos. Quaderns de Filologia, Anejo 75. Publicacions Universitat de
València, 177-192.
Cognitive operations and figurative uses of language
Galera Masegosa, Alicia
[email protected]
Ruiz, Francisco
[email protected]
In this presentation we explore the role of cognitive operations within so-called
figurative uses of language and the creation of different meaning effects.
Our point of departure is found in Lakoff’s (1987) seminal distinction of four
different kinds of knowledge structure called Idealized Cognitive Models or ICMs: frames
(encyclopaedic representations of entities, their properties and relations), image
schemas (abstract topological constructs), metaphor (sets of correspondences across
conceptual domains), and metonymy (a “stands for” relationship between two related
conceptual domains). Ruiz de Mendoza (2007) has argued that metaphor and
metonymy are operational in nature since they work on the basis of frames and image
schemas. The same author has argued that metaphor and metonymy can be broken
down into more basic cognitive operations (cf. Ruiz de Mendoza, 2011). For metaphor,
on the basis of Grady (1999), he advocates correlation and resemblance operations; for
metonymy, he distinguishes between domain expansion and reduction. In addition, his
work provides a taxonomy of cognitive operations (strengthening, mitigation, echoing,
contrasting, parametrization, etc.) that act on non-operational cognitive models like
frames and image schemas thus governing meaning interpretation.
We use Ruiz de Mendoza’s (2011) taxonomy of cognitive operations and argue
that the combination of given cognitive operations yields various ranges of meaning
effects. In this respect, we relate cognitive operations to different figures of speech. For
example, within Relevance Theory, Sperber and Wilson (1995) claimed that ironical
overtones are obtained by echoing someone’s previous assertion or (attributed)
thoughts. Although elegant, this proposal is in our view incomplete. Consider the
sentence You can certainly open the tin, uttered by the addressee’s wife in a context in
which the addressee had taken the tin away from his wife claiming that he could open
it, but in fact, he could not. The wife’s statement is an echo of her husband’s belief
about his own strength/ability to open the tin. In addition, the echoed belief on the part
of the husband about his skills is cancelled out by the actual state of affairs (the fact
that he cannot open the tin either). Thus, the contrasting operation between the
husband’s initial belief and the actual situation combines with an echoing operation
thereby giving rise to ironical communicative effects. Furthermore, echoing and
contrasting operations may combine with resemblance and strengthening operations,
216
as in the interpretation of the sentence Your daughter is an angel, uttered by a speaker
who knows about the parents’ beliefs about their daughter and her mischievous
behavior. Metaphoric resemblance sets the daughter’s behavior in her parents’ eyes in
correspondence with the exemplar behavior of an angel, while strengthening
operations account for the hyperbolic component of the statement.
Based on naturally-occurring data drawn from different corpora (BNC, COCA)
and web searches (books.google.com), our contribution aims to provide an exhaustive
account of the different ways in which different cognitive operations cooperate and
work in the creation of figurative meaning. For instance, we analyze the role of
contrasting in combination with mitigation and strengthening operations in meiosis
and auxesis respectively.
References
Grady, J. (1999). A typology of motivation for conceptual metaphor: correlation vs.
resemblance. In Gibbs, Raymond W. and Gerard Steen (eds.), Metaphor in cognitive
linguistics.Amsterdam and Philadelphia: John Benjamins, 79–100.
Lakoff, G. (1987). Women, fire, and dangerous things: What categories reveal about the mind.
Ruiz de Mendoza, F. J. (2007). High-level cognitive models: in search of a unified
framework for inferential and grammatical behavior. In Kosecki, Krzysztof (ed.),
Perspectives on Metonymy. Frankfurt and Main: Peter Lang, 11-30.
Ruiz de Mendoza, F. J. (2011). Metonymy and cognitive operations. In: Benczes, Reka,
Antonio Barcelona, and Francisco J. Ruiz de Mendoza (eds.), Defining Metonymy in
Cognitive Linguistics. Towards a consensus view. Amsterdam and Philadelphia: John
Benjamins, 103-123.
Sperber, D. and D. Wilson. (1995). Relevance. Communication and Cognition. Oxford: Basil
Blackwell.
Topic management, persuasive strategies and aggressive behaviour in reality television
García Gómez, Antonio
University of Alcalá de Henares - [email protected]
Over the years television along with society in general has taken a dramatic
change. Sociologists and psychologists claim that the reality television phenomenon is
responsible for all these significant changes in television formats (Hill, 2002; Jones, 2002
and O’Loughlin, 2004). These different television formats, which span from docusoaps
to the most blatant examples of what has dubbed voyeur television (Higgins, 2009),
have taken up several prime-time slots in British television. In fact, a wide range of
reality television shows have replaced miniseries, sitcoms and movies in those coveted
slots. These reality television programmes show the transformation of the private
domain into one which can be manipulated and incorporated as an essential element in
the theatricalisation of the intimate experiences of anonymous people (Holmes and
Jermyn, 2004; Murray and Ouellette, 2004; Huff, 2006).
The present paper is an exercise in discourse analysis and is based on the videotape recording and transcription of Wife Swap. Given that this TV show is
characterised by impoliteness and constant verbal fights, the present study focuses on
women’s assertive anger expression in British reality television. In doing so, I use both
a quantitative and a qualitative approach to examine in detail the use and effects of
217
differentiated linguistic strategies two different generations of women exploit in
episodes of relational aggression. In order to attempt to properly address British
female voices in docusoaps, I take an interdisciplinary approach. Whilst my primary
basis is within discourse analysis, influence from a range of other disciplines is also
evident, including, social and discursive psychology and sociology. This paper
embraces the critical social theories of Butler (1990 and 2006) and applies them to an
empirical, discourse analysis examination of female voices in order to enact power and
authority in episodes of relational aggression (Culpeper, 2011). The situation created is
a repository of power and authority that interactants try to keep and challenge, the site
of decision-making and rule-making within an organisation such as the family is. In
particular, a primary focus falls on the exploitation of discursive strategies in which
mothers and daughters perform their gendered and family role identities in order to
enact power.
References:
Butler, J. (Gender Trouble: Feminism and the Subversion of Identity. Thinking Gender (New
York and London: Routledge, 1990).
Butler, J. `Response to Special Issue. Troubling Identities: Reflections on Judith Butler’s
Philosophy for the Sociology of Education´, British Journal of Sociology of Education, 27
(4): 529-534 (2006).
Culpeper, J. Impoliteness: Using Language to Cause Offence (Cambridge: Cambridge
University Press, 2011).
Higgins, C. `Reality Television - A Noughties Phenomenon: How Voyeur Television
Shows Took Over the 2000's´, (2009) Dec. 21. Retrieved on 3rd October 2010 from
http://www.suite101.com/content/reality-television-a-noughties-phenomenon-a178974
Hill, A. ‘Big Brother: The Real Audience’, Television and New Media, 3 (3): p. 327 (2002).
Holmes, S., and Jermyn, D. Understanding reality television (London: Routledge, 2004).
Huff, R. M. Reality television (Westport, Conn.: Praeger Publishers, 2006)
O’Loughlin, D. Living in the Box: An Adventure in Reality TV (Birmingham: Collector’s
Edition, 2004).
On Gesture and Aspect
Gil Carrillo, Ittay UNAM - [email protected]
Gestures can be seen as a system integrated with speech. In fact, many studies
have suggested that this relation is deeper, concerning language itself. We report two
studies designed to investigate the relation between the semantic distinctions
pertaining to lexical aspect and gestural behavior. The first study investigates how the
way informants choose lexical aspect in their narrations in Spanish influences the way
they gesture, making their movements dynamically more complex, iterative or
punctual, and how these characteristics impact the time of gesture strokes. In the
second study, informants are shown a series of sounds to make a narration out of them.
These sounds are intended to elicit the use of lexical items which interact with lexical
aspect modifying it (e.g. trata de perseguirlo vs. y lo sigue y lo persigue), and so have an
impact on the synchrony of gesture strokes and verbs. We conclude that the claim that
gestures and speech work as an integrated system holds at least at the aspectual level,
and that this relation could reveal the psychological reality of grammatical distinctions
linguists work with.
218
Irony revisited
Herrero, Javier
[email protected]
The present paper approaches the study of irony from a cognitive perspective
and in relationship with Relevance Theory (cf. Sperber & Wilson, 1986). In so doing, we
first analyse the cognitive operations that characterise this figure and second, we
determine which specific contextual effects irony brings about. Thus, irony is defined
as a meaning-derivation process whereby the hearer reinterprets the conceptual
structure of an utterance or situation (the ironic trigger, i.e. the action, linguistic
expression, or context that departs from the interpreter’s actual cognitive environment)
to make it fit the requirements of that real cognitive environment in such a way that the
ironic trigger and the cognitive environment stand in clear-cut opposition. On top of
that, irony is a trope whereby the contextual effects created by a certain utterance or
situation, which are diametrically opposed to a given cognitive environment, are
emphasised.
Also, we offer a classification of irony according to its complexity and
reinterpretation operation, origin, and the quality of the contextual effects brought
about. In this sense, depending on its complexity and the reinterpretation operation
involved, we shall speak of:
(a) Simple irony: in which reinterpretation consists of assigning the ironic trigger the
opposite meaning of the one that is overtly stated. In this type of irony, a given feature
or attribute of an entity contradicts the hearer’s default expectations, as in Nice day
today! when it is pouring with rain.
(b) Complex irony: it is a complex scene with various characters and features that
interact opposing the hearer’s default expectations. In this sort of irony, the
reinterpretation operation works via adjusting the meaning of the ironic trigger to fit in
the hearer’s cognitive environment, as in How old did you say you were? addressed to an
adult who is behaving like a child.
Taking into account the origin of irony, we can talk about:
(a) Verbal irony: in which irony stems from the tension between a linguistic utterance
and a specific cognitive environment. In turn, we have further divided verbal irony
into: (1) non-echoic and echoic, where the latter refers to those cases in which the
linguistic expression is an echo (cf. Sperber & Wilson, 1986, 1992) based on the
impressions about a precise cognitive environment; (2) understated or overstated,
where the former stands for those cases in which there is a lessening of the ironic
contextual effects whereas the latter signals a maximisation of them (e.g. She doesn’t
disturb / Sarah is a real angel! both to refer to the fact that Sarah behaves very badly).
(b) Situational irony: irony originates in the contrast between a particular situation and
a given configuration of the cognitive environment, as if you see a firehouse burning
down.
As for the quality of the contextual effects produced by irony, we can distinguish
between:
(a) Negative irony: positive remarks about negative cognitive environments (e.g. to
complain or criticise). It is the most common and prototypical type of irony. E.g. Just
great! [you get home and it has been burgled].
219
(b) Positive irony: negative comments about positive cognitive environments (e.g.
ironic praise: What bad luck! meaning that someone was very lucky).
Finally, in this paper we provide evidence to support Herrero’s thesis (2009) that
certain traditionally-considered tropes (e.g. irony, paradox, overstatement,
understatement, euphemism, dysphemism), can be actually regarded as idealized
cognitive models (ICMs in terms of Lakoff, 1987, 1989).
References
Herrero, Javier. 2009. Understanding Tropes: At the Crossroads between Pragmatics and
Cognition. [Duisburg Papers on Research in Language and Culture 75]. Frankfurt: Peter
Lang.
Lakoff, George. 1987/1990. Women, Fire, and Dangerous Things: What Categories Reveal
About the Mind. Chicago: The University of Chicago Press.
Lakoff, George. 1989. Some empirical results about the nature of concepts. Mind &
Language 4 (1-2). 103-129.
Sperber, Dan & Deirdre Wilson. 1986. On defining relevance. In Richard Grandy &
Richard Warner (eds.), Philosophical Grounds of Rationality: Intentions, Categories, Ends,
143-158. Oxford: Oxford University Press.
Sperber, Dan & Deirdre Wilson 1992. “On verbal irony.” Lingua 87. 53-76.
La marcación fonopragmática de (des) cortesía mediante rasgos entonativos
Hidalgo Navarro, Antonio
Universitat de València - [email protected]
La incidencia de la entonación en la expresión de enunciados corteses o
descorteses (en adelante (des)corteses), ha recibido muy escasa atención entre los
especialistas (con honrosas excepciones, como Culpeper, 2011, Attardo, 2003, etc.). Sin
embargo, estudios más recientes (Hidalgo, 2009; Devís, 2011) demuestran la evidencia
del comportamiento fonopragmático de la entonación en la comunicación cotidiana en
esta dirección.
La cuestión, pues, es determinar hasta qué punto dichos recursos entonativos
pueden constituirse en marcas lingüísticas capaces de orientar la interpretación del
oyente/s en la conversación coloquial, entendida como manifestación más genuina del
discurso oral informal dialógico. Se trata de describir así uno de los ámbitos funcionales
de la entonación que, en palabras de Cantero (2002) o Cantero y Font (2007)
correspondería a su comportamiento paralingüístico.
Nuestro corpus de referencia para este trabajo procede de una selección de
conversaciones tomadas del corpus sobre el que trabaja el proyecto Fonocortesía de la
Universitat de València, constituido por 49 conversaciones coloquiales de entre 15 y 30
minutos de duración. A partir de dicho corpus, y aplicando una perspectiva
pragmalingüística (Leech, 1993, Haverkate, 1994), hemos tratado de identificar algunos
fenómenos de base entonativa (o tonal) que, en la conversación coloquial, pueden
interpretarse unas veces como rasgos favorecedores de efectos atenuantes (cortesía
mitigadora), otras de efectos intensificadores (cortesía valorizante) y otras de emisiones
directamente descorteses. Debe advertirse en este sentido que nuestra visión de la (des)
cortesía asume conceptos derivados de Brown y Levinson (1987), pero también de D.
Bravo (1999).
220
Por lo demás, aunque entendemos que el comportamiento fonopragmático
(des)cortés es un recurso que abarca todos los componentes del nivel fónico de la
lengua, en nuestra aportación centramos el interés, exclusivamente, por una cuestión
de delimitación del objeto de estudio, en el componente suprasegmental y en su
capacidad para cumplir dicho rol fonopragmático (des) cortés: pensemos, p.e., en la
posible presencia de una inflexión circunfleja al final de una expresión aseverativa, en
lugar de una inflexión descendente, como forma de restar importancia o certidumbre a
lo dicho. En todo caso, es evidente que el contexto lingüístico y extralingüístico juegan
un papel irrenunciable a la hora de juzgar rectamente el comportamiento de tales
recursos.
Bibliografía:
Attardo, S., J. Eisterhold, J. Hay e I. Poggi (2003): “Multimodal markers of irony and
sarcasm”, Humor 16(2):143-260.
Bravo, D. (1999): “¿Imagen positiva vs. Imagen negativa?: pragmática social y
componentes de Face”, Oralia, 2:155-184.
Brown, P. y Levinson, S. (1987): Politeness: Some Universals in Language Usage.
Cantero, F.J. (2002): Teoría y análisis de la entonación, Barcelona, Edicions de la
Universitat de Barcelona
Cantero, F.J. y Font, D. (2007): “Entonación del español peninsular en habla
espontánea: patrones melódicos y márgenes de dispersión”, Moenia, 13, pp. 69-92.
Culpeper, J. (2011): "'It's not what you said, it's how you said it!" Prosody and
impoliteness" en Discursive Approaches to Politeness.Berlin: de Gruyter, pp.57-83
Devís, A. (2011): “Rasgos melódicos de la cortesía atenuadora en el español coloquial”,
Moenia: Revista lucense de lingüistica & literatura, 17: 475-490.
Haverkate, H. (1994). La cortesía verbal. Madrid. Gredos.
Hidalgo, A. (2009): “Modalización (des)cortés y prosodia: estado de la cuestión en el
ámbito hispánico” Boletín de Filología de la Universidad de Chile, 44/1: 161-195.
Leech, G. (1993): Principles of Pragmatics. Londres. Longman.
Advising, Requesting and Performing in the EU Thematic Website for Fisheries
Molina, Silvia [email protected]
The aim of this paper is two-fold: to identify and analyze three speech acts in
the EU Fisheries Website, which belongs to the Directorate-General for Maritime
Affairs and Fisheries; namely, advising, requesting and performing from both a
quantitative (using the web as a corpus) and qualitative point of view.
As noted by Wierzbicka (1987:182), one of the senses of advising (to inform
someone about a future state of affairs) is a favored type of speech act in Fisheries
Discourse, performed by professional people or people in a position of responsibility
who need to communicate information which is beneficial for other parties involved.
Highly codified instances of advising are produced by specifying declarative
sentences by means of modality markers. The ones used in advising denote that the
carrying out of the action would not only be recommendable but also obligatory
according to a certain norm. The constructions under scrutiny are the following Must
XVP, Ought To XVP, Have to XVP, Can XVP, Need XVP, Should XVP, XVP Is A Good
Idea, XVP Is The Best Option (Edmonson and House 1981;Biber et al 1998)
221
Requests in this corpus show the following features: the speaker presents a
future action; the future action involves a benefit to the speaker or a third party; there
is mitigation and the degree of speaker’s will is high, supporting the findings of other
studies (Pérez, 2001:115-130). EU Fisheries favor the use of indirect requests with verbs
such as Tell XVP, Need XVP.
Explicit performative utterances in this type of discourse include the verbs:
conclude, predict, promise and warn. Performatives give direct evidence for the truth
of the proposition they express.
Results indicate that:
1) A means for specifying the advising value of declaratives are modality markers, in
particular the verbs must and ought to. Telling the addressee that the proposed action is
obligatory to a certain extent is an implicit way of reminding him that he is expected to
act in compliance with EU norms. The verb must conveys information with certainty
and authority (Hyland 2000).
2) EU fisheries clearly favor in requests the declarative sentence type, contrary to the
findings of other studies. The most recurring parameter of the generic structure
instantiated by declarative constructions is the one making manifest the speaker’s
need. Realizations of this type also make manifest the EU’s desire to get an action
performed by the stakeholders involved in maritime affairs.
3) Explicit performative verbs in this institutional discourse contribute towards a
proposition whose relevance lies in the way it directs the reader towards a particular
interpretation of another proposition.
References
Biber, D. et al. 1999. Longman Grammar of Spoken and Written English. Harlow: Pearson
Education Limited.
Edmonson, W. and House, J. 1981. Let 's talk and talk about it. A pedagogic interactional
grammar of English. München, Wien and Baltimore: Urban&Schwarzenberg.
Hyland, K. 2000. Disciplinary Discourses: Social Interactions in Academic Writing. London:
Longman.
Olshtain, E. and Cohen, A. (1989). Speech act behaviour across languages. In Dechert,
H. and R. Manfred (eds.). Transfer in Language Production. Norwood, NJ : Ablex, XVII:
53-67.
Pérez, L. 2001. Illocution and Cognition: A Constructional Approach. Logroño: University
of La Rioja.
Wierzbicka, A. 1987. English Speech Act Verbs: A Semantic Dictionary. New York:
Academic Press.
(Multiple source)-in-target illocutionary metonymies
Pérez, Lorena
[email protected]
Pérez Sobrino, Paula
[email protected]
Indirect speech acts (henceforth ISAs) have been a matter of interest for
linguists of all theoretical persuasions since the inception of Speech Act Theory back in
the 20th century. Traditionally, a distinction has been held between conventionalized
(e.g. Can you pass the SALT, please?) and non-conventionalized (e.g. This stew is tasteless)
222
indirect illocutions (Searle, 1975; Morgan 1978; Bach and Harnish, 1979), thus
acknowledging the higher inferential load and cognitive processing cost of the latter.
Pragmatists have to date unsatisfactorily tried to account for the different degrees of
conventionalization of ISAs in terms of conventions of use (Searle, 1975; Morgan, 1978),
standardization process (Bach and Harnish, 1979), and pragmatic scales (Leech 1983).
More contemporary accounts of ISAs revolve around the notions of
illocutionary scenarios (Panther and Thornburg 1998, 1999, 2003, 2005) and their
metonymic activation, under the assumption that different elements of the semantic
make-up of a given speech act, when made explicit through an indirect illocution, may
evoke the whole scenario or part of it. In turn, the length of the metonymic links or chains
involved are also said to parallel the degree of conventionality of an ISA
(Stefanowitsch 2003; Panther and Thornburg 2005).
This paper delves deeper into the role of metonymy as a conceptual tool for
their production and interpretation. It does so by challenging previous claims on both
the formalization of illocutionary meaning in terms of illocutionary scenarios, and the
potentiality of metonymic links/chains to fully account for the varied and diverse
degrees of conventionalization displayed by ISAs. Two substantive findings emerge
from the theoretical discussion and the cursory data-driven analysis on which this
paper draws. First, although illocutionary scenarios gather relevant information
regarding the conceptual structure of speech acts, their focus on the cronological and
core elements of illocutionary acts (i. e. BEFORE-CORE-RESULT-AFTER components)
leaves out equally essential facts linked to pragmatic aspects of illocution such as
politeness, and social power issues, among others. A descriptively and explanatorily
adequate account of ISAs requires us to postulate a richer and more encompassing
formalization of the semantics of speech acts in the form of propositional idealized
cognitive models (Lakoff, 1987), which makes room for pragmatic considerations as well
as for the traditional felicity conditions of speech acts included in Panther and
Thornburg's scenarios. Second, we contend that the notion of (multiple-source)-in-target
metonymy underlies and structures the interpretation of utterances with an indirect
illocutionary force, overcoming some of the limitations of earlier proposals. Thus, our
analysis also points to a refinement of the understanding of metonymy in relation to
illocutionary phenomena. The rich kaleidoscopic nature of illocutionary acts, whose
complex conceptual structure includes a vast array of semantic and pragmatic
information, requires of a particular type of metonymic activation, in which not just
one, but several elements of an illocutionary cognitive model may be simultaneously
activated by means of language in order to evoke a target meaning. The number and
centrality of these elements is shown to determine the degree of conventionality of the
resulting speech act.
References
Bach, K. and R.M. Harnish. 1979. Linguistic Communication and Speech Acts. Cambridge,
Mass.: The MIT Press.
Lakoff, G. 1987. Women, Fire, and Dangerous Things: What Categories Reveal About the
Mind. Chicago: University of Chicago Press.
Leech, G. 1983. Principles of Pragmatics. London: Longman.
Morgan, J.L. 1978. “Two types of convention in indirect speech acts.” Cole, P. (ed.) 261280.
223
Panther, Klaus-Uwe, and Linda L. Thornburg. 1998. A cognitive approach to
inferencing in conversation. Journal of Pragmatics 30: 755–769.
Panther, Klaus-Uwe, and Linda L. Thornburg. 1999. The POTENTIALITY FOR
ACTUALITY metonymy in English and Hungarian. In: Panther, Klaus-Uwe, and
Günter Radden, eds. Metonymy in Language and Thought [Human Cognitive Processing
4], 333–357. Amsterdam and Philadelphia: Benjamins.
Panther, Klaus-Uwe, and Linda L. Thornburg. 2003. "Metonymies as natural inference
and activation schemas: The case of dependent clauses as independent speech acts." In:
Panther, Klaus-Uwe, and Linda L. Thornburg, eds. Metonymy and Pragmatic Inferencing
[Pragmatics & Beyond New Series 113], 127–147. Amsterdam and Philadelphia:
Benjamins.
Panther, K-U. and L. Thornburg 2005. Motivation and convention in some speech act
constructions: A cognitive-linguistic approach. . In: Reviewing Linguistic Thought:
Converging Trends for the 21st Century, 53–76.
Searle, J.R. 1975. "Indirect Speech Acts." Cole, P. and J.L. Morgan (eds.) 59-82.
Stefanowitsch, A. 2003. "A construction-based approach to indirect speech acts." In
Panther, K-U. and L. Thornburg (eds.) Metonymy and Pragmatic Inferencing.
Amsterdam: John Benjamins, pp. 105-126.
Cognitive models and operations in multimodal advertising
Tabernero Baños, Irene Universidad de la Rioja
Programa de Máster - [email protected]
This paper studies the presence of cognitive processes in multimodal
communication with the intention of showing how these cognitive mechanisms appear
in multimodality as they do in verbal communication. With this purpose, the analysis
of three different advertisements has been carried out, in order to identify which
cognitive operations (Ruiz de Mendoza 2011) and cognitive models (See Lakoff 1987;
Ruiz de Mendoza 2007, 2011) underlie the creation of meaning in such multimodal
environments and how this meaning is constructed. In this work, metaphor and
metonymy in their multimodal version (Forceville 2007) play an essential role due to
the productivity they prove to have in the creation of mappings when the source and
target domains belong to different modes of communication.
Consider, for instance, an advertisement consisting in an image of a pair of
hands putting a vase into a carboard box with the name of a shipping company printed
on it while another pair of hands is taking it out of the box at the same time. The visual
elements here (each pair of hands and the cardboard box) act as the source of several
metonymies, thus giving access to different concepts (sender, addressee and delivery
process, respectively) through a metonymic cognitive operation based on domain
expansion (cf. Ruiz de Mendoza 2011). These metonymic target concepts, which are
conceptually related to one another, jointly activate the ‘parcel delivery’ frame. In
addition to activating this frame, they create a counterfactual scenario based on the
exaggeration of the efficacy of delivery (one cannot send a parcel so fast that it is
received simultaneously). The impossible situation needs pragmatic adjustment to
reality based on a mitigation operation. This way, the viewer is able to understand that
the shipping company advertises itself as extremely fast and efficient (but not
impossibly so).
224
The whole interpretation process is possible through the activity of cognitive
mechanisms which are at work between modes of communication: the metaphoric
source (together with a number of inbuilt metonymies) is constructed on the basis of
the visual input, while the target is textual. This is also the case for the other two
advertisements analysed in this study. All of them are intrinsically structured through
metaphor and/or metonymy, thus making evident that both cognitive processes are not
only fruitful for creativity in multimodality, but also a powerful resource for the
creation of meaning, since they allow different modes to be mapped onto others.
This conclusion is largely possible thanks to the exhaustive and comprehensive
analytical apparatus chosen, which allows for a better description of metaphor and
metonymy by breaking them down into more basic cognitive operations that interact
with one another and further combine with other cognitive operations, as described
above. The accuracy of such detailed analysis facilitates the correlation of cognitive
modeling and communicative effects as well as the application of interaction factors
into non-verbal explorations by inserting the analysis of metaphor and metonymy
within a broader picture of meaning representation mechanisms.
References
Forceville, C. 2007. “Multimodal metaphor in ten Dutch TV Commercials”. Public
Journal of Semiotics, 1:19-51
Lakoff, G. 1987. Women, Fire and Dangerous Things: What categories reveal about the mind.
Ruiz de Mendoza, F.J. 2007. “High-level cognitive models: in search of a unified
framework for inferential and grammatical behaviour”. Perspectives on Metonymy.
Coord. K. Koscki. Frankfurt/Main: Peter Lang. 11-30.
Ruiz de Mendoza, F.J. 2011. “Metonymy and cognitive operations”. Defining Metonymy
in cognitive Linguistics. Towards a consensus view. Coord. R. Benczes, A. Barcelona & F.J.
Ruiz de Mendoza. Amsterdam/Philadelphia: John Benjamins. 103-123.
Encoded Meaning, Cognitive Effects, and Semantic-Pragmatic Interfaces
Yavetskiy, Alexey
Moscow State University of Psychology and Education - [email protected]
Modeling semantic-pragmatic interfaces requires, in the first place, a clear
delimitation between meaning which is conventionally assigned to linguistic
structures, and inferred meaning of a whole utterance embedded in a specific situation.
However, recent research in cognitive pragmatics has shown that the processing of
literal and figurative meaning is mostly inferential and cannot be reduced to simple
encoding and decoding procedures (Sperber and Wilson 2008). These findings seem to
cast doubt on the possibility that the meaning of any utterance, even in case of a cliché,
can be communicated; rather, the speaker drives the addressee’s interpretation by
giving relevant stimuli that help her comprehend the speaker’s meaning (Sperber and
Wilson 1995, Wilson and Sperber 2012).
Although linguistic pragmatics explains how the speaker’s meaning is
constructed and construed in communication and acknowledges that cognitive effects
(i.e. the results of inferential procedures) are partially based on encoded meaning, it
does not specify the nature of such encoded meaning. This contribution claims that the
encoded component of meaning is instrumental in the generation of cognitive effects,
225
and proposes an integrated interface to account for correspondences in the semantics
and pragmatics of communication. The first part focuses on the deep-semantic
“building stones” of meaning, for instance, semantic relations and lexicalisable
grammatical relations. It is demonstrated that the encoded meaning of an utterance
represents a highly schematic mental structure which refers to the relevant situation
and its participants, and can be described in terms of semantic actants as suggested by
I. Melčuk (Mel’čuk 2004). Although the relations between the semantic actants are too
general to account for all semantic shades that may arise in context, they form the
deep-semantic basis of the utterance, i.e. a vague image schema in M. Johnson’s (1987)
sense.
The second part explains how the deep-semantic image schema yields cognitive
effects. Therefore, we re-consider Sperber and Wilson’s Communicative Principle of
Relevance (when the communicators are expected to be maximally relevant) and
explore the communicators’ ability to re-construct each others’ intentions. The
communicative intentions, for their part, are understood as a “deep-pragmatic” factor
representing a counterfactual, i.e. an intended, state of affairs. Using G. Fauconnier and
M. Turner’s conceptual integration theory (Fauconnier and Turner 1998, 2002), we
show that the same deep-semantic image schema of an utterance, when fitted into
different counterfactual mental spaces, yields different cognitive effects which can be
anticipated to a certain degree. This type of semantic-pragmatic interface, relying on
semantic image schemas and conceptual integration theory, could account not only for
relatively obvious cases of meaning construction, such as in This surgeon is a butcher,
but also highly ambiguous utterances like The soup is boiling implying a wide range of
the speaker’s intentions (Sperber and Wilson 2008).
References
Fauconnier, G., and Turner, M. (1998), “Conceptual Integration Networks”, in:
Cognitive Science, 22(2), pp.133-187.
Fauconnier, G., and Turner, M. (2002), The Way We Think: Conceptual Blending and the
Mind's Hidden Complexities. New York, Basic Books.
Johnson, M. (1987), The Body in the Mind. The Bodily of Meaning, Imagination, and Reason.
Chicago, University of Chicago Press.
Mel’čuk, I. (2004), “Actants in semantics and syntax I: actants in semantics”, in:
Linguistics, vol. 42, No. 1, pp. 1-66.
Sperber, D., and Wilson, D. (1995), Relevance: Communication and Cognition. Oxford,
Cambridge, Wiley-Blackwell.
Sperber, D., and Wilson, D. (2008), “A Deflationary Account of Metaphor”, in: R. W.
Gibbs (ed.), The Cambridge Handbook of Metaphor and Thought, University of
California, pp. 84‒107.
Wilson, D., and Sperber, D. (2012), Meaning and Relevance. Cambrigde, Cambridge
University Press.
226
PSICOLOGÍA DEL LENGUAJE, LENGUAJE INFANTIL Y PSICOLINGÜÍSTICA
El perfil evolutivo de la cohesión en el discurso infantil
Cabrera Salcedo, Sunny
Universidad de Puerto Rico, Rio Piedras - [email protected]
Hernandez Torres, Carmen N.
Universidad de Puerto Rico, Rio Piedras - [email protected]
En este trabajo examinamos el desarrollo de los mecanismos de cohesión en el
discurso infantil. Para ello se analiza el manejo de elementos lingüísticos explícitos por
una hablante puertorriqueña a los cuatro y cinco años hasta su gradual sustitución por
el empleo de la semántica de la oración como recurso de cohesión a partir de los once
años.
Entre los mecanismos de cohesión, se analizan concretamente los pronombres y
las frases referenciales; los conectivos temporales y causales; los procesos de
sustitución, elipsis y conjunción. En cuanto al léxico, se identifican casos de
hiperonimia, reiteración y colocación.
Enmarcamos el análisis de los mecanismos seleccionados en un enfoque
sincrético, constructivista pragmático funcional, que integra postulados importantes de
distintos modelos teóricos para dar cuenta de la interrelación entre los aspectos
sintácticos-semánticos y los discursivos-pragmáticos existentes en la adquisición y
desarrollo del lenguaje infantil, según lo plantean Karmiloff-Smith (2005, 1994),
Altamirano Flores (2007), y Serra y sus colaboradores (2000).
En nuestro trabajo queremos puntualizar cómo se da el proceso de la cohesión
textual. Autores como Berman y Slobin (1994) señalan que la capacidad para
introducir, mantener y reintroducir referentes se va adquiriendo gradualmente en un
tiempo prolongado. Para confirmarlo, se estudian las unidades lingüísticas con función
cohesiva, desde su presencia en las etapas en las que aparecen vinculadas con la
realidad externa hasta en aquellas en las que su manejo se controla, en gran medida,
por el discurso mismo. Interesa analizar ¿Cuáles son los mecanismos de cohesión
empleados al inicio del proceso? ¿Cómo evoluciona la cohesión en la informante
durante las etapas consideradas?
Para estos fines, se analizan diez tramos del total de grabaciones que le
realizáramos semanalmente durante un período de tres años, desde los dos hasta los
cinco a una niña puertorriqueña. Además se consideran dos tramos de grabaciones
adicionales realizadas, una a los once años y otra a los trece lo que nos permitirá
contrastar el desarrollo de estructuras específicas. La investigación es parte de un
estudio longitudinal titulado proyecto sobre la adquisición del español como lengua
materna, identificado por sus siglas PAELMA, cuyo propósito es describir en detalle el
desarrollo del español en la etapa en que ocurren cambios significativos en la
producción de lenguaje. Todas las expresiones de la informante son producto de
comunicación espontánea y natural o del empleo de la técnica conocida como
producción dirigida. Los datos se analizan cuantitativa y cualitativamente en función
de la edad.
Finalmente, se comentan los principales hallazgos.
227
Acuña, X. y F. Sentis. 2004. “Desarrollo pragmático en el habla infantil”. En Onomázein
10 (2004/2), 33-56.
Aguirre Martínez, C. y S. Mariscal Altares. 2001. Cómo adquieren los niños la gramática de
su lengua: perspectivas teóricas. Madrid: UNED Ediciones.
Altamirano Flores, F. 2007. “El desarrollo pragmático de la narración oral en la
adquisición del lenguaje”. En Dialogía, 2, 35-72.
Berman, R.A., y Slobin, D.I. 1994. Relating Events in Narrative. A Crosslinguistic
Developmental Study. Mahwah, New Jersey: Lawrence Erlbaum Associates.
Cabrera Salcedo, S. y C. Hernández Torres. 2006. “Estrategias conversacionales en el
lenguaje infantil.” Comunicación presentada en el Tercer Congreso Internacional
Escritura, Individuo y Sociedad en España, Las Américas y Puerto Rico en Homenaje a Luis
Rafael Sánchez, Arecibo, Puerto Rico.
Cattell, R. 2007. Children’s Language. Consensus and Controversy. London; New York:
Continuum.
García Soto, X.R. 1999. “Desarrollo del lenguaje infantil y cohesión narrativa”.
Comunicación presentada en el XVII Congreso Nacional de AESLA, Alcalá de Henares,
Madrid.
Halliday, M.A.K. y R. Hasan. 1976. Cohesion in English. Londres: Longman
Karmiloff, K. y A. Karmiloff-Smith. 2005. Hacia el lenguaje. Madrid: Morata.
Karmiloff-Smith, A. 1994. Más allá de la modularidad. La ciencia cognitiva desde la
perspectiva del desarrollo. Madrid: Alianza.
___. 1987. “Function and Process in Comparing Language and Cognition”. En
Hickmann, M. (Ed.) Social and Functional Approaches to Language and Thought. Orlando:
Academic Press, Inc.
___. 1979. A Functional Approach to Child Language. A Study of Determiners and
Reference. London: Cambridge University Press.
Renkema, J. 1999. Introducción a los estudios del discurso. Barcelona: Gedisa.
Serra, M., E. Serrat, R. Solé, A. Bel y M. Aparici. 2000. La adquisición del lenguaje.
Barcelona: Ariel.
Vila, I. 1991. “Lingüística y adquisición del lenguaje”. En Anales de Psicología, 7 (2), 111122.
Constructions at work in foreign language learners’ mind. A comparison between two
sentence-sorting experiments with English and Italian learners.
Della Putta, Paolo
Università di Pavia, Università di Modena e Reggio Emilia - [email protected]
Baicchi, Annalisa
University of Pavia - [email protected]
The Lexical Constructional Model (Ruiz de Mendoza & Mairal 2008) has
developed a usage-based semantic theory that, by combining insights from lexicalist
and constructionist approaches, aims to explain how all facets of meaning construction
–including those that go beyond core grammar, such as inferential activity, illocution
and discourse– interact among one another.
With reference to the psychological and pedagogical commitments of the LCM,
this paper aims to discuss the notion of 'construction' as a conventionalized formmeaning pairing, following Goldberg's pioneering work (1995), where the assumption
228
was defended that constructions are the ultimate grammatical unit of language. In
other words, constructions have their own meaning independent of the lexical
meanings of their constituent content words.
The ontological status of constructions was further demonstrated by Bencini &
Goldberg (2000): they carried out a sentence-sorting experiment with seventeen native
speakers of American English, which gave evidence that the main determinant of
sentence meaning is not the verb, as has been claimed since Healy & Miller (1970), but
the construction in which the verb is embedded.
This paper takes the veil from Bencini & Goldberg's experiment with the aim of
discussing and comparing the verb-centered view with the construction-centered view
in both second language and foreign language learning environments.
At the University of Pavia we tested two groups of learners, both belonging to
the B1 level of the CEFRL, with a view to checking whether constructions play a role
also in foreign language learning. Seventeen Italian learners of English and thirteen
native speakers of Romance languages (Spanish, Portuguese, and French) learning
Italian were asked to sort into four piles sixteen sentences obtained by crossing four
verbs with four argument structure constructions: transitive, ditransitive, causedmotion and resultative for English, and transitive, dative, caused-motion and
resultative for Italian. The experimental stimuli offered a comparison between two
languages belonging to two different typological families, Germanic and Romance.
Differently from English, the Italian language has the transitive and the resultative
constructions; it also has the caused-motion construction only when it is instantiated
by a transitive motion verb; the Italian language does not display the ditransitive
construction, whose meaning is realized by the dative construction.
Both groups of learners have mostly sorted sentences by construction thus
showing that form-meaning pairings play a crucial role in sentence interpretation, this
demonstrating that constructional information was taken as the pivot parameter in
sentence-sorting. The results have offered additional evidence that Romance speakers
learning Italian have been more influenced by constructional structure in their sorting
task in comparison to Italian speakers learning English. This stresses the fact that
typological differences guide the association of argument structure construction with
sentence meaning.
Similar results were obtained in parallel experiments carried out with Chinese
(Liang 2002), German (Gries & Wulff 2005), Spanish (Cadierno & Ruiz 2006; Martínez
Vázquez 2004; Valenzuela & Rojo 2008a, 2008b; Eddington & Ruiz de Mendoza 2010)
and Iranian (Sepassi & Kamyab 2005; Noora 2009) learners, which provided convincing
evidence of the central presence of constructions in the mind of non-native speakers.
This cross-linguistic evidence puts a strong emphasis in favor of a
constructionist approach in foreign language teaching and points to the need of
planning updated language teaching activities, syllabus design and material
development.
References:
Bencini G. & A.E.Goldberg 2000. "The contribution of Argument Structure
Constructions to Sentence Meaning". Journal of Memory and Language 43: 640-651.
Cadierno T. & L. Ruiz 2006. “Motion events in Spanish L2 acquisition”. Annual Review
of Cognitive Linguistics 4: 183-216.
229
Eddington D. & F. J. Ruiz de Mendoza, 2010. “Argument constructions and language
processing: evidence from a priming experiment and pedagogical implications”. In De
Knop S., Boers F. & T. De Rycker (eds.). Fostering Language Teaching Efficiency through
Cognitive Linguistics. Berlin, New York, Mouton de Gruyter: 213-238.
Goldberg A.E. 1995. Constructions: a construction-grammar approach to argument structure.
Chicago\London: University of Chicago Press.
Gries S. & S.Wulff 2005. "Do foreign language learners also have constructions?
Evidence from priming, sorting and corpora". Annual Review of Cognitive Linguistics 3:
182-200.
Healy A. & G.Miller 1970. "The verb as the main determinant of sentence meaning".
Psychonomic Science 20: 372.
Liang J. 2002. How do Chinese EFL learners construct sentence meaning: verb-centered or
construction-based? M.A. thesis, Guangdong University of Foreign Studies.
Martínez Vázquez M. 2004. "Learning argument structure generalizations in a foreign
language". VIAL 1: 151-165.
Noora 2009. "Iranian undergraduate non-English majors' interpretation of English
structures". GEMA 9 (2): 89-100.
Ruiz de Mendoza F. & R. Mairal 2008. “Levels of description and constraining factors
in meaning construction”, Folia Linguistica, 42 (2).
Sepassi F. & P.Kamyab 2005. "Iranian University students' preference for verb centered
vs. construction cues to sentence structure". From http://www.asian-efljournal.com/teaching articles. (retrieved on 12 October 2010).
Valenzuela J. & A.Rojo 2008a. "On the existence of constructions in foreign language
learners". In Monroy, R. & A. Sánchez, (eds.). 25 años de Lingüística en España: Hitos y
Retos. Murcia, Editum: 907-912.
Valenzuela J. & A. Rojo 2008b. “What can foreign language learners tell us about
constructions”. In De Knop, S. & T. De Rijcker, (eds.). Cognitive Approaches to
Pedagogical Grammar (Volume in Honour of René Dirven). Berlin-New York, Mouton de
Gruyter: 197-229.
An Experimental Approach to Ambisyllabicity in English
Eddington, David
Brigham Young University - [email protected]
Dirk, Dirk Elzinga [email protected]
The idea that a consonant can belong to two syllables at the same time was
suggested in the early 20th century. On the one hand, the idea that a consonant may
belong to two syllables at the same time has been hailed as a formal device that helps
account for a number of allophonic variations in English such as flapping. On the other
hand, the very existence of the phenomenon has been flatly denied. Rather than
explore ambisyllabicity as a universal linguistic process, we limit ourselves to testing
its role in the English language where a good deal of the literature on the topic has
been focused.
The question we address in the present paper concerns what factors condition a
consonant or consonant cluster to belong to two syllables at the same time. The
experimental literature on the subject suggests a number of conditioning factors for
ambisyllabicity which we tested by asking subjects to choose the first and last part of
230
581 bisyllabic words. For example, the /b/ in habit was considered ambisyllabic when a
participant chose hab as the first part of the word and bit as the second. Using logistic
regression were were able to determine what factors contribute to the ambisyllabicity
of a consonant or consonant cluster, as well as to measure how influential each factor
is.
We found that geminate spelling interacts with social variables; older
participants and more educated speakers provided more ambisyllabic responses. The
influence of word-level phonotactics on syllabification was also evident. A consonant
such as the medial /d/ in standard is attested as the second consonant in the coda of
many English words (e.g. lard), as well as in the single-consonant onset of many others
(e.g. dirt). For this reason such consonants were often made ambisyllabic. This contrasts
with the /n/ in standard, which is never the first consonant in a word-initial cluster (e.g.
*ndorf) and therefore, rarely made ambisyllabic in the experiment. Consistent with
previous studies, ambisyllabicity was also found more often when the vowel preceding
the single medial-consonant was lax, or stressed, or when the medial-consonant was a
sonorant rather than an obstruent. The idea that a stressed lax vowel in the first
syllable conditions both the ambisyllabicity of the consonant and its geminate spelling
is not supported.
La conceptualitzación de las emociones en la fraseología catalana: aproximación a la
experiencia corporal motora y sensorial
Font, Maria Antònia [email protected]
El objetivo fundamental de la investigación que presentamos es describir la
experiencia corporal motora y sensorial que se relaciona con la conceptualitzación
lingüística de las emociones. A partir de un corpus elaborado a partir del Diccionari de
locucions (1995) y el Diccionari de frases fetes (1996), de Joana Raspall y Joan Martí,
pretendíamos, más específicamente:
1. Constatar que algunas partes del cuerpo son más prominentes que otras
2. Averiguar qué tipo de emociones se vincula con cada parte del cuerpo
3. Exponer los mecanismos cognitivos de un lenguaje emocional
Los pilares teóricos del trabajo son la fraseología de tradición rusa de
concepción restringida y la semántica cognitiva. En este último sentido, cuestionamos
algunos supuestos de la teoría conceptual de Lakoff, Johnson y Turner:
1. El concepto metafórico que describe una expresión metafórica puede variar
según el contenido preposicional: por ejemplo, las metáforas orientacionales
«bueno es mucho» (amb la boca oberta) y «malo es poco» (deixar sense una gota de
sang a les venes) pueden ser también ontológicas si se presentan como «cantidad
es calidad»; además, son ejemplos de propiedades ontológicas (la grandeza
como importancia).
2. Con frecuencia, un esquema de imagen implica la activación simultánea de
otros esquemas de imagen.
Resumidamente, vimos que:
1. Las experiencias que proporcionan emociones buenas se aceptan dentro del
recipiente (ser la boca mesura); por el contrario, si son malas, lo bueno está fuera
(no passar del coll). La cantidad sigue el mismo criterio: obrir un pam de boca pero
no posar-se cap pedra al fetge.
231
2. El desbordamiento no es como la botella medio llena: las sustancias que
contiene son nocivas (negar-se els ulls).
3. El esquema de «objeto» focaliza la parte del cuerpo; poseerlo quiere decir
poseer una propiedad que se le asocia: por ejemplo, la resistencia en tenir fetge.
La fusión focaliza sobre todo la atención (ser tot ulls).
4. El esquema de imagen de «reiteración» es siempre negativo: expresa
situaciones conflictivas (fer girar el cervell).
Apuntamos algunas ideas generales que encontramos en algunas partes del
cuerpo humano (el número indica la cantidad de fraseologismos encontrados):
1. La cabeza (25): predomina la idea de recipiente, concretada con frecuencia en la
imagen de la olla. Con ella se relacionan numerosas expresiones sobre el enfado
(escalfar-se el cap).
2. La boca (11): es una entrada al recipiente del cuerpo, juntamente con las orejas y
los ojos. Expresa gusto, placer (amb la boca oberta).
3. La espalda (7): manifiesta desinterés y resistencia (tirar-s’ho a l’esquena).
4. Los pies (5): significan equilibrio (no tocar de peus a terra).
5. Las entrañas (1): se relacionan con la sensibilidad, como el corazón (sense
entranyes).
Como conclusión final, aventuramos que es necesario afinar las teorías de la
semántica cognitiva y ampliar los horizontes al léxico no fraseológico.
Bibliografía
Obras lexicográficas
Bruguera, J. (1996): Diccionari etimològic. Barcelona: Diccionaris de l’Enciclopèdia.
Coromines (1991): Diccionari etimològic i complementari de la llengua catalana. Barcelona:
Edicions Curial.
Raspall, J. i Joan Martí (1995): Diccionari de locucions. Barcelona: Edicions 62.
Raspall, J. i Joan Martí (1996): Diccionari de frases fetes. Barcelona: Editorial El Cangur.
Materiales teóricos
Chamizo, P. (2005): La metáfora (semántica y pragmática). Versión autorizada del autor
para el Proyecto Ensayo Hispánico y a càrgo de José Luis Gómez. Consultable en
http://www.ensayistas.org/critica/retorica/chamizo/index.htm.
Corpas, G. (2001): «Corrientes actuales de la investigación fraseológica en Europa». En
Euskera XLVI (p. 21-49).
Font, M. (2009): Els idiomatismes i els enunciats col·lectius de la conversa. Observacions
cognitives, pragmàtiques i culturals. Trabajo de investigación de 3r curso de la carrera de
Filologia Catalana.
Kövecses, Z. (2000): Metaphor and Emotion: Language, Culture and Body in Human Feeling.
Cambridge: Cambridge University Press. Nos servimos de una reseña consultable a
http://www.metaphorik.de/07/rezensionkoevecses.pdf.
Lakoff, G y M. Johnson (2007): Metáforas de la vida cotidiana. Madrid: Editorial Cátedra.
Traducción de Carmen González. (El original es de 1980).
Moreno, M. (2005): La metáfora conceptual y el lenguaje periodístico: configuración,
interacciones y niveles de descripción. Logroño: Universidad de La Rioja. Tesis doctoral
dirigida por F. Ruiz de Mendoza.
Nubiola, J. (2000): «El valor cognitivo de las metáforas». En Verdad, bien y belleza.
Cuando los filósofos hablan de los valores (p. 73-84). Pamplona: Cuadernos de Anuario
232
Filosófico
nº.
103.
Consultable
en
http://www.unav.es/users/ValorCognitivoMetaforas.html.
Olza, O. (2009): Aspectos de la semántica de las unidades fraseológicas. La fraseología somática
metalingüística del español. Pamplona: Universidad de Navarra. Tesis doctoral dirigida
por Manuel Casado y Ramón González.
Serra, M. (2005): El camp conceptual de la metàfora. Llenguatge i pensament: la metàfora com
a procés cognitiu en anglès i català. El cas de les metàfores orientacionals. Barcelona:
Universitat Oberta de Catalunya. Trabajo de fin de carrera para la licenciatura en
Filología Catalana.
Rivano, E, (2002): «Metáfora, lenguaje, pensamiento». Universidad de Concepción.
Ponencia
presentada
en
la
Universidad
Central.
Consultable
en
http://emiliorivano.semantica.cl/.
Materiales sobre las emociones
Chóliz, M. (2005): Psicología de la emoción: el proceso emocional. València: Universitat de
València. Consultable en http://www.uv.es/choliz/Proceso%20emocional.pdf.
Limonero, J. (2003): Motivació i emoció. Barcelona: Universitat Oberta de Catalunya.
Medina,
C.
(2007):
«Inteligencia
emocional».
En
http://www.monografias.com/trabajos15/inteligenciaemocional/inteligenciaemocional.shtml.
The acquisition of grammatical aspect: semantics or pragmatics?
García del Real Marco, Isabel
Perfective (PF) and imperfective (IPF) aspect morphemes with telic predicates
differ in that PF entails completion while IPF (Dowty, 1979; Kazanina & Phillips, 2007)
does not and therefore IPF can refer to complete or ongoing events (Dowty, 1979).
However, the use of IPF form, by pragmatic enrichment, sometimes implicates that the
event is not complete (Olsen, 1997; Smith, 1991).
Some studies on children’s comprehension of grammatical aspect show that
children’s performance is adult-like at age 3 (Kazanina & Phillips, 2007; Vinnitskaya &
Wexler, 2001). However, other studies show that the comprehension of IPF is not
adult-like before age 5. Results seem to vary with methodology –the expliciteness of
the RefT and the kind of task– (van Hout, 2005, 2007,2008).
In order to test the influence of the methodology 5 year-olds’ aspectual
reasoning with two different comprehension tasks. One group (n=23) was tested with a
picture-selection task in which participants had to relate PF and IPF to complete,
incomplete or ongoing events (cf. van Hout, 2008). Another group (n=20) was tested
with a yes-no question task in which PF and IPF sentences had to be judged as
appropriate descriptions of complete and incomplete events (cf. van Hout, Gagarina, &
Dressler, 2010). In both tasks, adults and children related PF only to complete events;
however, results for the IPF were different among tasks and among age groups.
Children always related IPF to complete and incomplete events, while adults related
IPF to complete and incomplete events in the second task, but only to ongoing events
in the first task. These differences among tasks and among groups will be explained by
claiming that the two tasks involve different cognitive demandings: the first task
involves pragmatic reasoning while the first task involves semantic reasoning.
233
Children non adul-like results on the first task will be related to deficits in pragmatic
reasoning.
References
Dowty, D. R. (1979). Word meaning and montague grammar: The semantics of verbs and
times in generative semantics and in montague's PTQ. Dordrecht; Boston: D. Reidel Pub.
Co.
Kazanina, N., & Phillips, C. (2007). A developmental perspective on the imperfective
paradox. Cognition, 105, 65-102.
Olsen, M. B. (1997). A semantic and pragmatic model of lexical and grammatical aspect. New
York; London: Garland Publishing.
Smith, C. S. (1991). The parameter of aspect. Dordrecht; Boston: Kluwer Academic
Publishers.
Van Hout, A. (2005). Imperfect imperfectives: On the acquisition of aspect in Polish. In
P. Kempchinsky, & R. Slabakova (Eds.), Aspectual inquiries (pp. 317-344). Dordrecht:
Springer.
_______ (2007). Optimal and non-optimal interpretations in the acquisition of dutch
past tenses. Proceedings of the 2nd Conference on Generative Approaches to Language
Acquisition North America (GALANA), 159-170.
________ (2008). Acquiring perfectivity and telicity in dutch, italian and polish. Lingua,
118(11), 1740-1765. doi: 10.1016/j.lingua.2007.08.011.
Van Hout, A., Gagarina, N., & Dressler, W. (2010). Learning to understand aspect across
languages.
Paper presented at the 35th Boston University Conference on Language Development.
Vinnitskaya, I., & Wexler, K. (2001). The role of pragmatics in the development of
russian aspect.First Language, 21(62), 143-186.
Dominance takes precedence: L3 English processing by Basque-Spanish bilinguals
González Alonso, Jorge
Universidad del País Vasco / Euskal Herriko Unibertsitatea (UPV/EHU) [email protected]
Villegas, Julián [email protected]
Word-formation processes vary greatly among languages, although those
which are typologically close tend to cluster around particular configurations which
may or may not differ from those of other linguistic families. Compound words in
Romance and Germanic languages have been considered by both theoretical linguists
(Contreras, 1985; Snyder, 2001) and acquisitionists (Liceras & Díaz, 2000; Slabakova,
2002; García Mayo, 2006), with the latter focusing more on the interplay between two
or more systems in a multilingual setting. The case of deverbal N+N compounds (e.g.
can opener) in English as compared to their [V+N]N Spanish semantic equivalents (e.g.
abrelatas ‘can opener’, lit. ‘opens-cans’) is particularly interesting. What seems apparent
is that Spanish and English do not lexicalise verb-noun relationships in the same way.
Basque, in contrast, does seem to have direct parallels with English: Basque deverbal
compounds are also right-headed N+N constructions, in which the deverbal head has
been nominalised through affixation (e.g. lata irekigailu, lit. ‘can opener’). Considering
these facts, are there any facilitatory effects in processing for those bilinguals whose L1
is similar to the L3 (English) in the formation of deverbal compounds?
234
An experiment was carried out in which we controlled for both language
profile and proficiency. Ninety-nine participants belonging to one of three language
groups (L1–Spanish monolinguals, L1Basque–L2Spanish bilinguals and L1Spanish–
L2Basque bilinguals) were assigned to one of three levels of proficiency in English
(high, medium, low) based on their scores on the standardised Oxford Placement Test,
and further tested in a lexical decision task, where they were asked to respond whether
the items appearing on screen were actual English words. For the critical conditions, 42
high-frequency English compounds and 42 pseudo-compounds (non-words) were
used. The design was completed with 168 fillers: 84 non-compound words and 84 nonwords. We predicted practically equal accuracy rates for all groups at comparable
levels of proficiency, since the effect is not expected to override lexical knowledge; a
faster performance of the monolingual group, due to an attested higher processing cost
in bilinguals (Ivanova & Costa, 2008); and shorter response latencies for the Basquedominant bilinguals as opposed to their Spanish-dominant counterparts, since the
critical structure is hypothesised to be more readily available for the former group.
Response latencies and accuracy rates were analysed with two independent
two-way ANOVA with proficiency in English and language profile as factors. Results
have largely matched our predictions: no significant effect of the participants’ linguistic
profile was found on their accuracy rates (F(2) = 0.098, p = .906), a factor which was
however significantly influential on their response latencies to the critical conditions
(F(2) = 31.334, p < .001). That is, while all participants, irrespective of language group,
performed equally well when compared to their proficiency-matched counterparts,
Basque-dominant bilinguals were significantly faster at processing English deverbal
compounds than their Spanish-dominant peers (p = .044). These results seem to suggest
that certain processing-related factors, such as strength of activation as expected to be
determined by language dominance, may modulate more general patterns of transfer
in L3 learners.
References
Contreras, H. (1985). Spanish exocentric compounds. In: Unessel, F., Jr. Jr. (Ed.).
Current Issues in Hispanic Phonology and Morphology. Bloomington, IN: Indiana
University Linguistics Club, pp. 14–27.
García Mayo, M. P. (2006). Synthetic compounding in the English interlanguage of
Basque-Spanish bilinguals. International Journal of Multilingualism, 3 (4): 231–257.
Ivanova, I. & Costa, A. (2008). Does bilingualism hamper lexical access in speech
production? Acta Psychologica, 127, 277–288.
Liceras, J. M. & Díaz, L. (2000). Triggers in L2 acquisition: The case of Spanish N-N
compounds. Studia Linguistica, 54 (2): 197–211.
Slabakova, R. (2002). The compounding parameter in second language acquisition.
Studies in Second Language Acquisition, 24 (4): 507–540.
Snyder, W. (2001). On the nature of syntactic variation: Evidence from complex
predicates and complex word-formation.
Comparación de cuatro métodos de puntuar el deletreo de niños principiantes: caso de
una ortografía transparente
Goikoetxea, Edurne [email protected]
Gaintza Jauregi, Zuriñe
Universidad del País Vasco/Euskal Herriko Unibertsitatea - [email protected]
235
Los autores investigan cuatro métodos para puntuar la escritura de niños
principiantes en la lectoescritura: el método de la palabra entera correcta, el método de
las secuencias de letras correctas, el método de los sonidos y el método de la
codificación fonológica (Ritchely, Coker, McCraw, & Coker, 2010; Tangel & Blachman,
1992, 1995) . La muestra empleada es 100 niños de aulas de infantil (3 a 5 años) y de 1º
de primaria. Se tomaron también medidas de conocimiento de letras, conocimiento
fonológico y lectura de palabras frecuentes con el fin de estimar la relación con los
métodos de puntuación de la escritura. Se examinan las correlaciones entre los cuatro
métodos de puntuación del deletreo y su correlación con el resto de medidas de lectura
y escritura. Los resultados sugieren que todos los métodos de puntuación están
altamente correlacionados entre sí, como en el estudio de Ritchely et al. (2010) en inglés
y que el método de los sonidos y el de la codificación fonológica son los más útiles para
estimar el grado de desarrollo de la escritura desde el inicio de infantil. La medida de
conocimiento fonológico correlacionó fuertemente con la escritura como se ha
mostrado en estudio previos también en español (Casillas & Goikoetxea, 2007). Estos
resultados son útiles para construir un instrumento de medida del desarrollo de la
escritura en niños principiantes que oriente la enseñanza de la lectorescritura.
Referencias
Casillas, A. & Goikoetxea, E. (2007). Sílaba, principio-rima y fonema como predictores
de la lectura y la escritura tempranas. Infancia y Aprendizaje, 30, 445-459.
Ritchely, K. D., Coker, D. L. Jr., McCraw, S. B., & Coker, R. K. D. (2010). A comparison
of metrics for scoring beginning spelling. Assessment for Effective Intervention, 35 (2), 7888.
Tangel, D. M., & Blachman, B. A. (1992). Effect of phoneme awareness instruction on
kindergarten children’s invented spelling. Journal of Reading Behavior, 24, 233–261.
Tangel, D. M., & Blachman, B. A. (1995). Effect of phoneme awareness instruction on
the invented spelling of first-grade children: A one-year follow-up. Journal of Reading
Behavior, 27, 153–185.
Optimización perceptiva en secuencias armónicas: el caso de la armonía vocálica del
valenciano
Herrero Aràmbul, Ricard
En el modelo prototípico de la armonía vocálica del valenciano las vocales
medias abiertas de la sílaba tónica /ǫ́/ y /Ǥ́/ proyectan sus rasgos de punto de
articulación ([Palatal] y [Labial], respectivamente) a la vocal baja postónica final, de
manera, por lo tanto, progresiva (c.f. tela /tǫ́la/ [tǫ́lǫ], cosa /kǤ́za/ [kǤ́zǤ]; Jiménez 2001).
Aunque tradicionalmente este fenómeno del valenciano se ha asociado principalmente
con la facilidad y la economía articulatoria, algunos autores han propuesto el segundo
de los grandes beneficios estructurales relacionados con la armonía, la optimización
perceptiva (Walker 2005), como un efecto secundario del proceso específico del
valenciano (Jiménez y Lloret 2007; Lloret 2007). Así, desde un punto de vista métrico,
los rasgos de un elemento en este caso ya prominente –los rasgos de la sílaba tónica– se
extenderían hasta el componente prosódico jerárquicamente superior, el pie métrico, lo
que incrementaría su valor perceptivo.
236
En el presente estudio nos proponemos validar experimentalmente, mediante
una prueba de categorización fonológica, la existencia de beneficios perceptivos
asociados a secuencias vocálicas homogéneas y contiguas. En concreto, analizaremos, a
partir de un conjunto de logotomas controlados acústicamente, si existen indicios de
optimización perceptiva en el reconocimiento de la vocal tónica (V1) cuando el timbre
vocálico de esta reaparece en el elemento débil del pie métrico, V2# (átona), tomando
como referencia el análisis del tiempo de reacción utilizado en el juicio de
categorización fonológica (Nguyen, Fagyal y Cole 2004). Para asegurarnos que la toma
y el análisis de resultados sean correctos, los estímulos se presentan mediante una
aplicación informática generada con un software diseñado para este tipo de
experimentos (Perceval, del Laboratoire Parole et Langage, de Aix-en-Provence, André
et al. 2003). Para comprobar los efectos de la variable, los valores resultantes se
someterán a un análisis estadístico.
Los datos obtenidos nos permitirán delimitar si existen beneficios relacionados
con la percepción en la armonía vocálica del valenciano, y si este factor puede actuar
como complemento de la influencia que, según la fonología experimental o
fundamentada, se atribuye a los procesos de coarticulación V-a-V en la aparición de
fenómenos de armonía vocálica.
André C. et al. 2003. “PERCEVAL: a Computer-Driven System for Experimentation on
Auditory and Visual Perception”. Proceedings of XVth ICPhS. Barcelona, España, p.
1421-1424.
Jiménez, J. 2001. “L’harmonia vocàlica en valencià”. Bover i Font, A.; Lloret, M.R.;
Vidal-Tibitts, M. (ed.). Actes del Novè Col·loqui d’Estudis Catalans a Nord-Amèrica.
(Selected Proceedings.) Barcelona, 1998. Barcelona: Publicacions de l’Abadia de
Montserrat, p. 217-244.
Jiménez, J. y M.R. Lloret. 2007. “Entre la articulación y la percepción: Armonías
vocálicas en la península Ibérica”. Ms. Trabajo presentado en el XXV Congrès
International de Linguistique et Philologie Romanes, Innsbruck, Austria. [Disponible en
http://www.uv.es/foncat/].
Lloret, M.R. 2007. “On the nature of vowel harmony: spreading with a purpose”.
Ponencia invitada en el 33 Incontro di Grammatica Generativa. Bologna, Italia.
[Disponible en http://www.uv.es/foncat/].
Nguyen, N., Fagyal, Z. y J. Cole. 2004. “Perceptual relevance of long-domain phonetic
dependencies”. Proceedings of the IVth Linguistic Studies Workshop, Nantes, Francia, p.
173-178 [Disponible en http://www.lettres.univ-nantes.fr/].
Walker, R. 2005. “Weak Triggers in Vowel Harmony”. Natural Language and Linguistic
Theory. Vol. 23, p. 917-989. [Disponible en http://roa.rutgers.edu/].
Diagnóstico diferencial tea – tel: predictores de evolución positiva
Senent Capuz, Nuria
Introducción
Son diversas las publicaciones y revisiones teóricas que abordan el tema de las
similitudes entre el Trastorno Específico del Lenguaje (TEL) y el Autismo (TEA), así
como, los criterios que marcan el diagnóstico diferencial entre ambos (Mendoza, 2005;
237
Bishop, 2007). Los puntos de solapamiento entre ambos trastornos van más allá de una
coincidencia sintomatológica y algunos trabajos sugieren que la alteración del lenguaje
en el autismo está conductual, neurobiológica y etiológicamente relacionada con el TEL
(Folstein & Mankoski, 2000; Bishop, 2003).
Objetivos
La finalidad de este trabajo es presentar la descripción de cuatro casos clínicos
que fueron diagnosticados de forma temprana con Trastorno del espectro autista
(TEA), pero su evolución y competencia en el área social y lingüística, los sitúa en la
actualidad dentro del cuadro clínico del TEL. Pretendemos exponer una comparación
entre la sintomatología observada y una valoración sobre las habilidades
prelingüísticas que pueden resultar predictores pre-tratamiento y por tanto, mejorar
los resultados de la intervención (Siller y Sigman, 2008)
Detallaremos un perfil completo de cada uno de los niños, tomando como
referencia los ítems de las pruebas específicas para el diagnostico del autismo y
centrándonos en la descripción de una serie de características positivas y negativas
(entendemos como características positivas aquellas que hacen referencia a ítems cuyo
cumplimiento o ausencia acercaría al niño a los patrones marcados dentro de un
desarrollo normal y como sintomatología negativa aquellos ítems que hacen referencia
a ítems cuyo cumplimiento se entiende como una característica negativa en el
desarrollo del niño, acercándolo a la sintomatología del TEA )
Participantes
Los sujetos utilizados en el estudio provienen de una muestra clínica: niños con
un diagnóstico inicial de TGD-no especificado (realizado antes de los 48 meses de
edad, y cuya sintomatología apareció antes de los 36 meses de edad). El diagnóstico se
fundamentó en la observación conductual en diferentes contextos, la aplicación de
instrumentos estandarizados y el cumplimento de los criterios marcados por el DSMIV-TR.
Metodología
Se realizó un análisis cualitativo del perfil cognitivo, lingüístico, comunicativo y
social de estos niños al inicio de la intervención, para identificar rasgos comunes que
pudieran aportar información sobre evolución y pronóstico.
Resultados
La presencia de imitación, atención conjunta y juego simbólico fueron los
factores positivos que marcaron una evolución favorable en estos niños. De una forma
complementaria también habría que tener en cuenta que la ausencia de algunas de las
características que interfieren de forma relevante en el desarrollo y la capacidad de
aprendizaje, como son la inexistencia de desmayos, ausencias y convulsiones, la
ausencia de autolesiones e intereses sensoriales inusuales han favorecido los resultados
de intervención con estos pacientes.
Bibliografía
Ben Itzchak, E, Zachor, D.A (2009). Change in austim classification with early
intervention: Predictors and outcomes. Reseach in Autism Spectrum Disorders. 3(4), 967 –
976.
Hilde M, G and Embrechts, M. (2008). Language Profiles in ASD, SLI, and ADHD. J
Autism Dev Disord, 38,1931 – 1943.
238
Landa RJ, Holman KC, Garret – Mallet, E. (2007) Social and communication
development with early and later diagnosis of austim spectrum disorders. Arch Gen
Psychiatry. 853 – 64.
Loucas, T and Charman, T. (2008). Autistic symptomatology and language ability in
autismo spectrum disorder and specific language impairment. Journal of child Psicology
and psiquiatry, 49, 1184 – 1192.
Kelley, E, Naigles, L. (2010). An in- depth examination of optimal outcome children
with a history of autism spectrum disorders. Reseach in Autism Spectrum Disorders. 4,
526 – 538.
Martos, J, Ayuda, P (2004). Desarrollo temprano: algunos datos procedentes del
autismo y los trastornos del lenguaje. Revista neurología, vol .38 , 39 -46.
Mendoza, E, Muñoz.J. (2005). Del trastorno específico del lenguaje al autismo. Revista
de neurología. 41, 91 – 98.
SillerM, Sigman M. (2008) Modeling longitudinal change in the language abilities of
children with autism: parent behaviour and child characteristics as predictors of
change. Dev Psychol, Nov 44(6). 1961 – 704.
Toth,K and Munson, J. (2006).Early predictors of communication development in
young children with autism spectrum. J Autism Dev. Disorder, 36, 993 – 1005.
Watt, N, Wetherby,A &Shumway,S (2006). Prelinguistic predictors of language
outcome at three years of age. Journal of Speech, Language& Hearing Research, 49,1224 –
1237.
Disponibilidad léxica y lexicón mental
Šifrar Kalan, Marjana
Universidad de Liubliana - [email protected]
La utilidad de los estudios de disponibilidad léxica en las últimas décadas se ha
visto ampliada a un ámbito multidisciplinar. Los trabajos de disponibilidad léxica
constituyen un apoyo importante para la psicolingüística, pues plasman de modo claro
las relaciones que los hablantes establecen entre las unidades léxicas. A partir del léxico
disponible obtenido por 100 alumnos y 100 estudiantes universitarios eslovenos de
ELE se presentarán los índices de cohesión de diferentes centros de interés que
describen si el centro de interés es compacto o difuso al medir el grado de coincidencia
en las asociaciones para el mismo estímulo. Otro vínculo que puede plantearse entre la
disponibilidad y la psicolingüística es la estructura del lexicón mental. En línea con las
teorías asociacionistas (Aitchison 1987; McCarthy 1990; Kleiber 1995; Singleton 1999) se
analizan las respuestas de los hablantes eslovenos de ELE según los centros de interés
y según las siguientes dos clasificaciones: 1) las asociaciones fonéticas, gráficas,
semántico-enciclopédicas y personales y 2) coordinación, colocación, hiponimia,
sinonimia, antonimia. Las conclusiones de este análisis presentan que entre los
encuestados hablantes eslovenos de ELE hay más asociaciones basadas en el
significado (asociaciones semántico-enciclopédicas) que en la forma (asociaciones
fonético-gráficas). Dentro de la cadena asociativa para un estímulo prevalecen las
asociaciones coordinadas, seguidas por sinónimos, hiperónimos, antónimos y al final
las colocaciones. Así se confirman las conclusiones de Aitchison (1994) de que dentro
de campos semánticos las relaciones más fuertes son entre las palabras de coordinación
(i.e. cine – teatro, tren – autobús). Se confirma también que los hablantes de ELE con
239
menos nivel de español han producido más asociaciones sintagmáticas y los hablantes
con más nivel han producido más asociaciones paradigmáticas.
A pesar de gran carencia de nociones abstractas que nos permitan entender
mejor el funcionamiento del lexicón mental, el presente trabajo llega a conclusiones que
pueden ser de notable ayuda para entender las redes semánticas de una lengua
extranjera.
SOCIOLINGÜÍSTICA
Factores que explican el uso del catalán en Internet
Casesnoves, Raquel [email protected]
Es lógico pensar que, tras la irrupción de las nuevas tecnologías de la
comunicación (TIC), la lista de factores que tradicionalmente han venido
considerándose para valorar la fuerza global de la vitalidad de los grupos
etnolingüísticos (Giles, Bourhis y Taylor 1977; Giles y Viladot, 1994; Ros, Huici y Cano,
1994; Viladot, 1989, 1991, 1992 y 1993) debe ser ampliada. La advertencia de que las
lenguas en peligro de extinción progresarían sólo si sus hablantes podían acceder al
uso de la tecnología electrónica (Crystal, 2000) estimuló, probablemente, su aplicación
a las lenguas en proceso de revitalización (Eisenlohr, 2004; Cunliffe and Herring, 2005;
Bittinger, 2006; Streiter, Scanell and Stuflesser, 2006; Djordjevic 2007; Galla, 2009). Así,
en tan sólo unos años hemos pasado de temer por la desaparición de la diversidad
lingüística (Crystal, 2004) a celebrar la gran oportunidad y recursos que ofrece Internet
a todas las lenguas.
A pesar de que el catalán, junto con el vasco y el gallego, se han incluido entre
las lenguas con alto riesgo de extinción digital (Asunción et al., 2012), los últimos datos
disponibles de su presencia en Internet (Plataforma per la llengua, 2012) muestran que
goza de una 'salud' envidiable, con un dominio propio (.cat) y la versión catalana de las
10 webs más visitadas del mundo. El consumo de la red en catalán sigue siendo, sin
embargo, mucho menor que el del castellano, y esto, tanto en Cataluña como en las
Islas Baleares y, sobre todo, en la Comunidad Valenciana (Fundacc, 2009, 2011 y 2012).
Más allá del componente geográfico y de las diferencias territoriales, lo cierto es que
poco o nada sabemos acerca de los factores que motivan la elección de lengua en
Internet.
Considerando la red, junto con la telefonía móvil, un contexto de comunicación
prioritario entre los jóvenes, llamados 'nativos digitales' (García et al., 2011), en esta
comunicación pretendemos dar respuesta a la cuestión que plantea el consumo del
catalán en las TIC y, concretamente, a los componentes que incitan a su elección y uso.
El método de encuesta consistió en un cuestionario sociolingüístico disponible
en Internet que completaron, en el aula o desde casa, unos 600 jóvenes universitarios
de Cataluña, las Islas Baleares y la Comunidad Valenciana. Los resultados de las
preguntas relacionadas con los usos lingüísticos en las TIC indican que la presencia del
catalán es minoritaria en el teléfono móvil de los estudiantes, pero un poco más
frecuente en el Facebook, independientemente del territorio donde residan. Es lógico
suponer que, de entre los factores que condicionan el uso del catalán en otros ámbitos,
como la lengua materna o la identidad, las redes sociales off-line o analógicas
240
(Burgueño, 2009) explicarán en gran medida la presencia del catalán en las redes
sociales on-line o virtuales.
Referencias
Asunción, M. et al. (2012). La llengua catalana a l'era digital. Berlin: Springer.
Bittinger, M. (2006). “Software helps revitalize use of Mohawk language” Multilingual,
Vol. 17, núm. 6, p. 1-3.
Burgueño, P. (2009). “Clasificación de redes sociales” En: Blog de Derecho,
http://www.pabloburgeno.com
Crystal, D. (2000). Language Death. Cambridge: Cambridge University Press.
______ (2004). The Language Revolution. Cambridge: Polity Press.
Cunliffe, D. and R. Herring (2005). “Promoting minority language use in a bilingual
online community” New Review in Hypermedia and Multimedia. Vol. 11, núm. 2, p. 157179. Taylor and Francis Ltd.
Djordjevic, K. (2007). “Une utopie pluraliste en ligne: l’occitan sur internet” Studies
about languages. núm. 10, p. 53-59.
Eisenlohr, P. (2004). “Language revitalization and new technologies: Cultures of
electronic mediation and the refiguring” Annual Review of Anthropology, núm. 33, p. 2145.
Fundacc (Fundació Audiències de la Comunicació i la Cultura) (2009) Baròmetre de la
comunicació i la cultura. Resum 1ª onada 2009, País Valencià. Disponible en:
<www.fundacc.org>
______ Baròmetre de la comunicació i la cultura. Resum 1ª onada 2011, Illes Balears.
Disponible en: <www.fundacc.org>
______ Baròmetre de la comunicació i la cultura. Resum 1ª onada 2012, Catalunya.
Disponible en: <www.fundacc.org>
Galla, C. (2009). “Indigenous Language Revitalization and Technology From
Traditional to Contemporary Domains”. En: J. Reyhner and L. Lockard (eds.)
Indigenous Language Revitalization: Encouragement, Guidance & Lessons Learned. Flagstaff:
Northern Arizona University, p. 167-182.
García, F. et al. (2011). “Addenda: otras aportaciones relacionadas con documentación
informativa multimedia." Cuadernos de Documentación Multimedia, vol.22, p. 110-27.
Giles, H., R. Bourhis and D.M. Taylor (1977). “Towards a theory of language in ethnic
group relations” En: H. Giles (ed.) Language Ethnicity and Intergroup Relations. London:
Academic Press, p. 307-348.
Giles, H. and M.A. Viladot (1994). “Ethnolinguistic differentiation in Catalonia”
Multilingua. Núm. 13 (3), p. 301-312.
Plataforma per la llengua (2012). InformeCAT. 50 dades sobre la llengua catalana.
Disponible en: <www.plataforma-llengua.cat>
Ros, M., C. Huici and J.I. Cano (1994). “Ethnolinguistic vitality and social identity: their
impact on ingroup bias and social attribution” International Journal of the Sociology of
Language. Núm. 108, p. 145-166.
Streiter, O., K.P. Scanell and M. Stuflesser (2006). “Implementing NLP projects for
noncentral languages: instructions for funding bodies, strategies for developers”
Machine Translation, núm. 20, p. 267-289.
Viladot, M.A. (1989). “Anàlisi de la vitalitat subjectiva del català d’una mostrade joves
catalans” Revista de Catalunya. Núm. 27, p. 56-71.
241
______ (1991). “Identitat ètnica i pluralisme cultural i lingüístic” Revista de Catalunya.
Núm. 47, p. 26-40.
______ (1992). “Percepció de la Vitalitat Etnolingüística i Identitat Social” Treballs de
Sociolingüística Catalana. Núm. 10, p. 125-129.
______ (1993). Identitat i vitalitat lingüística dels catalans. Barcelona: Columna.
Diversidad lingüística y armonía social en la República Popular China
Ciruela Alférez, Juan José
En la República Popular China se han catalogado 129 lenguas pertenecientes a
distintas familias. De ellas 117 están en situación de extinción o se acercan
peligrosamente a ese estado, sin que aparentemente se estén tomando medidas
efectivas para su protección. Datos recientes muestran que alrededor de 21 de esas
lenguas ya se consideran extinguidas y ocho de ellas han perdido toda capacidad de
comunicación efectiva. Hay lenguas en China que cuentan con menos de mil hablantes
en la actualidad y en casos extremos como el de la lengua mulao quedan dos hablantes
octogenarios que difícilmente podrán preservarla de su segura extinción. Si a esto
unimos la gran variedad de sistemas de escritura existentes en China, hasta 30
escrituras diferentes, podemos hacernos una idea de la enorme complejidad lingüística
de este gran país.
Por otro lado, el gobierno chino concede gran importancia a las medidas
políticas
encaminadas
a
conseguir
la
llamada
"armonía
social"
(社会和谐),
absolutamente necesaria para el desarrollo económico futuro del país. Entre estas
medidas deberían tenerse en cuenta aquellas que tratan de resolver el problema de la
protección de algunas lenguas y el de la planificación lingüística, incluyendo la
normalización lingüística y la implantación definitiva de la lengua estándar
(putonghua) entre las minorías étnicas.
Es habitual hablar de la lengua china en distintos foros, dado el enorme auge
que su aprendizaje está teniendo en el mundo occidental. Pero es menos frecuente
hablar de "las lenguas chinas" y del problema de la planificación lingüística en China,
por lo que analizaremos en este trabajo la situación actual de esta cuestión y las
perspectivas de futuro.
El eufemismo y el disfemismo a través de los anglicismos en el lenguaje sexual
Crespo Fernández, Eliecer [email protected]
Luj Garc, Carmen Isabel [email protected]
La influencia del inglés en la lengua española ha dado lugar a un número
considerable de anglicismos para la designación de conceptos del ámbito del erotismo
y la sexualidad. Dichas voces anglicadas permiten abordar determinados conceptos
sujetos a interdicción con distintos fines comunicativos. Por una parte, dado que
muchas de las voces propias del vocabulario sexual resultan malsonantes o
desprestigiadas en el español europeo, se recurre al uso del anglicismo con valor
eufemístico, que aporta un valor meliorativo en la sustitución de aquellas voces
cargadas negativamente por otras desprovistas de esos matices ofensivos que puedan
242
presentar los términos patrimoniales. Sin embargo, otras voces foráneas de origen
inglés buscan deliberadamente explotar el estigma del tabú con un ánimo ofensivo.
Comoquiera que el campo de la sexualidad y el erotismo no ha sido aún objeto de
estudios que profundicen en los valores axiológicos que se atribuyen al uso de
anglicismos, hemos considerado oportuno presentar una investigación que arroje luz
en torno a este tema.
Es, por tanto, el propósito de este trabajo examinar los valores axiológicos que
el anglicismo presenta en el vocabulario sexual en el español europeo. Para tal fin, se
analizan los valores eufemísticos y disfemísticos del anglicismo de naturaleza sexual en
un corpus léxico de anglicismos crudos extraídos de dos grandes obras lexicográficas
dentro de este campo: el Diccionario gay-lésbico (2008) y del Diccionario del sexo y el
erotismo (2011), ambas de Félix Rodríguez González.
El análisis se ha realizado no sólo teniendo en cuenta los valores axiológicos de
atenuación o de ofensa de las voces anglicadas utilizadas en la esfera sexual y las
motivaciones que impulsan al hablante a recurrir al anglicismo, sino además haciendo
una distinción entre los diferentes campos semánticos observados en el corpus de
estudio: eventos y espectáculos, estereotipos sexuales, genitales, homosexualidad
masculina, homosexualidad femenina, pornografía, prácticas y relaciones sexuales,
prostitución, sadomasoquismo, travestismo y, por último, vestimenta y objetos. Se
aportan también datos cuantitativos que consideramos significativos del empleo de
lexías anglicadas dentro de cada categoría temática.
Los resultados revelan que el uso de anglicismos en su forma cruda está muy
presente en vocabulario sexual del español europeo. Dicha presencia se advierte sobre
todo en las voces anglicadas con valor eufemístico, aunque los anglicismos a los que se
atribuye un valor disfemístico o peyorativo son también parte destacada en el corpus
consultado. Asimismo, cabe destacar que algunos de los campos analizados, en
concreto los de la homosexualidad masculina, la prostitución y las prácticas sexuales,
constituyen un verdadero campo de cultivo para la aparición del anglicismo.
Referencias
Allan, Keith y Kate Burridge. 2006. Forbidden Words. Taboo and the Censoring of Language.
Ayto, John. 2007. Wobbly Bits and other Euphemisms. Londres: A&C Black.
Balteiro, Isabel. 2011. “A reassessment of traditional lexicographical tools in the light of
new corpora: sports anglicisms in Spanish”. International Journal of English Studies 11.2:
23-52.
Berns, M., K. de Bot y Uwe Hasebrink, eds. 2010. In the Presence of English. Media and
European Youth. New York: Springer.
Bolaños-Medina, Alicia y Carmen Luján-García. 2010. “Análisis de los anglicismos
informáticos crudos del léxico disponible de los estudiantes universitarios de
traducción”. Lexis 34.2: 241-274.
Casas Gómez, Miguel. 1986. La interdicción lingüística. Mecanismos del eufemismo y
disfemismo. Cádiz: Universidad.
Chamizo Domínguez, Pedro. 2008. “Tabú y lenguaje. Las palabras vitandas y la
censura lingüística”. Thémata. Revista de Filosofía 40: 31-46.
Crespo-Fernández, Eliecer. 2007. El eufemismo y el disfemismo. Alicante: Universidad.
Fischer, Roswitha y Hannah Pulaczewska, eds. 2008. Anglicisms in Europe. Linguistic
Diversity in a Global Context. Newcastle upon Tyne: Cambridge Scholars.
243
Furiasi, Cristiano, Virginia Pulcini y Félix Rodríguez González, eds. 2012. The
Anglization of European Lexis. Ámsterdam y Filadelfia: John Benjamins.
Gómez Capuz, Juan. 2000. Anglicismos léxicos en el español coloquial. Cádiz: Universidad.
Görlach, Manfred, ed. 2002. English in Europe. Oxford: Oxford University Press.
Holder, R. W. 2003. Dictionary of Euphemisms. How not to Say what you Mean. Oxford:
Oxford University Press.
Keyes, Ralph. 2010. Euphemania. Our Love Affair with Euphemisms. New York: Little
Brown and Company.
Lorenzo, Emilio. 1987. “Anglicismos en la prensa”. Primera reunión de Academias de la
Lengua Española sobre el lenguaje y los medios de comunicación. Madrid: RAE. 71-79.
Luján-García, Carmen. 2011. ‘‘‘English invasion’ in Spain: An analysis of toys leaflets
addressed to young children”. English Today 27.1: 3-9.
Medina López, Javier. 1996. El anglicismo en el español actual. Madrid: Arco.
Rodríguez González, Félix. 2008a. Diccionario gay-lésbico.Madrid: Gredos.
––––––––. 2008b. “Anglicisms in Spanish male homosexual terminology”. Anglicisms in
Europe. Eds. Roswitha Fischer y Hannah Pulaczewska. Newcastle: Cambridge Scholars.
247-273.
––––––––. 2011. Diccionario del sexo y el erotismo. Madrid: Alianza.
Rodríguez Medina, María J. 2002. “Los anglicismos de frecuencia sintácticos en
español”. RESLA 15: 149-170.
––––––––. 2003. “La presencia del inglés en España. Antecedentes y panorama actual”.
Analecta Malacitana 13. http://www.anmal.uma.es/numero13/Medina.htm.
The Uniformitarian Principle and Sociolinguistic Universals: The Presence of Overt and
Covert Prestige Patterns in Late Middle English
Hernández Campoy, Juan Manuel
[email protected]
In the context of Language Variation and Change, the Uniformitarian Principle
allows us to believe that the constraints affecting contemporary speech communities
may be extrapolated from the present to historical stages of language development and
that the sociolinguistic behaviour of, for example, late 15th century speakers may have
been determined, to some extent, by similar factors to those currently operating
–attitudes to prestige, socio-demographic factors, mobility as well as by the everyday
contacts of individuals– as sociolinguistic universals. In the Paston Letters, William
Paston II represents the social manifestation of thedevelopment of the awareness of a
well-established standard with his ‘Memorandum on French Grammar’ (Letter 82),
written between 1450 and 1455. This is an exceptional document that provides us with
a description of the English language of the late ME period by a user of that time too
and written with non-standard traits, which highlights the cover versus overt prestige
motivations in his contradictory sociolinguistic behaviour and social psychology of
that late Middle English speech community and society.
244
Linguistic Autobiographies, Language Attitudes and Multilingualism: Basque, Spanish
and English in the Secondary Education’s Trilingual Framework
Kopinska, Marta
Universidad del País Vasco (UPV-EHU) - [email protected]
Manterola, Ibon [email protected]
The internationalisation of Europe with the rest of the world increases the
necessity for the high proficiency in foreign languages among the new generations.
Following European Parliament’s policy of fostering multilingualism among the
European society, in the school year 2010-2011 the Basque Autonomous Government’s
Department of Education (2010) presented its plan to promote the Trilingual
Framework for Education. Applying this idea in the classroom, the school’s current
content classes have started to be taught through three languages (Basque, Spanish and
English) in a number of educational centres. Moreover, a modification of the standard
Spanish curriculum considers new linguistic social dimension aims to be achieved by
Basque secondary students, concerning social multilingualism and multiculturalism,
some phenomena and attitudes created by the linguistic contact of various tongues in
everyday life, as well as the importance of each language in the society, and the
development of positive attitudes towards them.
The focus of the present study is the analysis of students’ attitudes towards the
different languages and multilingualism in the Basque context, as the convergence of
various languages on a daily basis could lead, as some may think, to certain dilemmas
or tensions, among others, as far as the acquisition of the minority language is
concerned (Lasagabaster, 2003, 2005a, 2005b, 2009). The research, though it could be
considered a case study, as it has been conducted in a specific sociolinguistic context,
aims also to contribute to the rapidly developing yet still under-developed area of
sociolinguistic studies on language attitudes towards multilingualism.
The participants of the study were 22 students of the 4th grade of the
compulsory secondary education enrolled in the experimental Trilingual Model in a
public school in Vitoria-Gasteiz. Following Ribera (2010) and Ribera and Costa (2011),
the present study employs the linguistic autobiographies’ methodology in order to collect
qualitative data for the analysis, description and a diagnosis of what language attitudes
towards Basque, Spanish and English, and in general, towards multilingualism the
secondary students of the Trilingual Framework have; what they think of the
acquisition of different languages and what their day-to-day experience with the
trilingual programme has been.
Such an insight into students’ linguistic autobiographies is believed to be crucial
in order to analyse language attitudes among students who experience the Trilingual
Framework in their classrooms, as well as their views on educational and social
environment’s multilingual reality, which in turn can contribute to a better
understanding of the attitudinal and motivational patterns of the students as far as
multilingualism and the acquisition of languages is concerned (Cenoz, 2001; Gardner,
1985), and thus, may be beneficial to the teachers involved in the multilingual
education.
The data reveal students’ general favourable attitudes towards multilingualism
and the trilingual project they take part in. Although the study aims to investigate
language attitudes towards the three languages present in the Basque education, it
245
could also be of interest for cross-comparison research conducted in other bilingual
and multilingual contexts which deal with similar situation, in Spain, as well as in
other European countries.
References
Basque Government (2010) Presentación parlamentaria del Marco de Educación Trilingüe.
Hezkuntza, Unibertsitate eta Ikerketa Saila/Departamento de Educación,
Universidades e Investigación.
Cenoz, J. (2001) Three languages in contact: Language attitudes in the Basque Country.
In: Lasagabaster, D. and J.M. Sierra (eds.) Language Awareness in the Foreign Language
Classroom. 37-60. Zarautz: Universidad del País Vasco-Euskal Herriko Unibertsitatea.
Gardner, R. (1985) Social Psychology and Second Language Learning: The role of attitudes
and motivation. London: Edward Arnold.
Lasagabaster, D. (2003) Trilingüismo en la enseñanza. Actitudes hacia la lengua minoritaria,
la mayoritaria y la extranjera.Lleida: Editorial Milenio.
-. (2005a) Attitudes Towards Basque, Spanish and English: An Analysis of the Most
Influential Variables. Journal of Multilingual and Multicultural Development. Vol. 26, No.
4, 1-21.
-. (2005b) Bearing Multilingual Parameters in Mind when Designing a Questionnaire
on Attitudes: Does This Affect the Results? International Journal of Multilingualism. Vol.
2, No. 1, 26-51.
-. (2009) The implementation of CLIL and attitudes towards trilingualism. ITL,
International Journal of Applied Linguistics 157, 23-45.
Lasagabaster, D. and Sierra, J. M. (2009) Language attitudes in CLIL and traditional
EFL classes. International CLIL Research Journal vol.1 (2), 4-17.
Ribera, P. (2010) Les representacions d’alumnes de segon de Primària sobre les
llengües de l’entorn i el seu aprenentatge a través de l’escriptura d’autobiografies
lingüístiques. CiDd: II Congrés Internacional de Didàctiques, Girona, Spain.
Ribera, P. and A. Costa (2011) Autobiografías lingüísticas y modelos de enseñanza de
lenguas. Clerc, S. et Rispail, M. (eds): (Mé)tisser les langues à l’école. Les Cahiers de
linguistique 2011-37/2. Fernelmont, Namur: Éditions modulaires européennes Cortil
Wodon. 41-56.
Major issues are happening in my community!”: Raising social and linguistic
awareness through service-learning for Spanish heritage learners.
Lowther Pereira, Kelly Lowther Pereira
University of North Carolina Greensboro - [email protected]
This paper examines service-learning as a critical pedagogical approach in a
Spanish language course for heritage speakers in the U.S. Bridging the fields of
sociolinguistics and language pedagogy, this study discusses how the integration of
service-learning in a university language course serves both students and the
community alike, fostering community ties and benefitting local community members
in need while simultaneously strengthening heritage students’ Spanish language skills.
The study analyzes the development of students’ sociolinguistic awareness as well as
awareness of social, political and economic issues affecting Latino communities locally,
nationally and abroad. Bilingual students’ attitudes toward home and community
varieties of Spanish and linguistic confidence are analyzed.
246
This critical service-learning initiative with the Latino community, like some
others before it (see Arries, 1999; Leeman, Rabin & Román-Mendoza, 2011; Martinez,
2010; Plann, 2002), aims to challenge both linguistic and cultural stereotypes and help
students develop a critical orientation toward linguistic, social and political issues
including but not limited to: heritage language maintenance, literacy, language
variation, immigration, social mobility, access to state and federal resources and jobrelated health issues.
Through the lens of discourse analysis, the current study analyzes student
discourses from journals, reports and interviews to investigate student perspectives on
their language use, community engagement and relationship to the sociopolitical,
economic and linguistic struggles within the Latino communities they serve. On the
one hand, the present study addresses important sociolinguistic issues pertaining to
Spanish in the US and the rapidly growing Hispanic student population at universities
across the nation. Expanding on research conducted on Spanish as a heritage language
in the US (see Carreira, 2003; Potowski, 2005; Martinez, 2003; Valdés, 2001), the current
study addresses the sociolinguistic characteristics of heritage speakers and the complex
relationship between language, power, and identity experienced through the social
value placed on different spoken varieties of Spanish and language contact
phenomena. On the other hand, this study addresses important pedagogical
considerations for heritage and second language instruction alike, with particular
emphasis on how to integrate discussions of sociolinguistic variation in the classroom
and how to raise linguistic and social awareness among students through community
engagement.
References
Arries, J. (1999). Critical pedagogy and service-learning in Spanish: crossing the border
in the freshman seminar. In Hellebrandt, J. & Varona, L. (Eds.), Construyendo puentes
(Building bridges): concepts and models for service-learning in Spanish (pp. 33-47).
Washington, D.C.: American Association for Higher Education.
Carreira, M. (2003). Profiles of SNS students in the twenty-first century: Pedagogical
implications of the changing demographics and social status of U.S. Hispanics. In Roca
& Colombi (Eds.), Mi lengua: Spanish as a heritage language in the United States (pp. 5177). Washington, DC: Georgetown University Press.
Leeman, J., Rabin, L., & Román-Mendoza, E. (2011).Critical pedagogy beyond the
classroom walls: Community service-learning and Spanish heritage language
education. Heritage Language Journal 8(3) 1-21. [Available online at:
http://www.heritagelanguages.org].
Martínez, G. (2003). Classroom based dialect awareness in heritage language
instruction: A critical applied linguistic approach. Heritage Language Journal, 1.
[Available online at:www.heritagelanguages.org].
Martínez, G. (2010). Medical Spanish for heritage learners: A prescription to improve
the health of Spanish-speaking patients. In S. Rivera-Mills & J.A. Trujillo (eds.) Building
Communities and Making Connections (pp. 2-15). Newcastle: Cambridge Scholars Press.
Plann, S. (2002). Latinos and literacy: An upper-division Spanish course with service
learning. Hispania, 85(2), 330-338.
Potowski, K. (2005). Fundamentos de la enseñanza del español a hispanohablantes en
los EE.UU. Madrid: Arco/Libros.
247
Valdés, G. (2001). Heritage language students: Profiles and possibilities. In J. Peyton, D.
Ranard & S. McGinnis (Eds.), Heritage languages in America: Preserving a national resource
(pp. 37-77). McHenry: Delta Systems.
Español de Canarias: caracterización de la entonación prelingüística
Mateo Ruiz, Miguel
Cantero, Francisco [email protected]
El objetivo de esta comunicación es presentar los resultados de una
investigación sobre las características de la entonación prelingüística de las variedades
dialectales del sur de España peninsular y Canarias.
Nuestro trabajo se basa en los presupuestos de la teoría del Análisis Melódico
del habla (AMH), expuestos de forma detallada en Cantero (2002) y actualizados, de
forma sintética, en Cantero y Mateo (2011), teoría que establece tres niveles de análisis
de la entonación:
• Entonación prelingüística, cuya principal función es la integración del discurso.
• Entonación lingüística, que permite la interpretación fonológica del enunciado
en base a la combinación de tres rasgos, /enfático/, /suspendido/ e
/interrogativo/.
• Entonación paralingüística, que aporta información de carácter personal y
expresivo.
La entonación prelingüística es la responsable del llamado “acento dialectal” de
los hablantes: la estructuración del discurso y su integración en unidades prosódicas
inteligibles. En cada variedad del español, esa estructuración fónica del discurso se
concreta en una serie de rasgos melódicos que caracterizan el “acento”
La investigación se ha realizado con un corpus de habla espontánea genuina,
con 77 informantes, y se ha basado en un total de 301 enunciados. Este corpus se ha
extraído de un corpus más amplio elaborado en el Laboratorio de Fonética Aplicada de
la Universitat de Barcelona, con más de 700 informantes y 2700 enunciados.
Para obtener las curvas melódicas seguimos el protocolo descrito de forma
pormenorizada en Cantero y Font (2009), y que ha sido utilizado de forma satisfactoria
en numerosos trabajos sobre la entonación del castellano y del catalán (se pueden
consultar referencias en http://www.ub.es/lfa/ ) o de las variedades dialectales
septentrionales (Ballesteros, 2011)
Siguiendo la metodología del AMH realizamos un análisis acústico (extracción
de los valores de F0 en hercios de cada segmento tonal) de cada uno de los enunciados,
a continuación, los valores en hercios se estandarizan, y, posteriormente, se
representan gráficamente todas los enunciados analizados. Estos resultados nos
permiten clasificar y describir los diferentes rasgos prosódicos de la entonación
prelingüística de las variedades dialectales del español, en nuestro caso del canario. El
instrumental utilizado ha sido el programa de análisis y síntesis de voz Praat;
programa ampliamente utilizado por la comunidad científica en los estudios de la
entonación. Para semiautomatizar la obtención de datos, hemos desarrollado un
software específico, un scrpit de Praat.
En nuestra intervención presentaremos los resultados obtenidos, resultados que
nos permiten establecer los rasgos prosódicos que los hablantes de esta variedad del
248
español utilizan para integrar su discurso: desplazamiento del primer pico a la átona
posterior; declinación con suaves modulaciones e inflexiones finales atenuadas con
respecto a las descritas para el español estándar.
Almeida, M. (1999): Tiempo y ritmo en el español canario, Madrid, Iberoamericana.
Ballesteros, M. (2011): La entonación del español del norte. Tesis doctoral inédita. Dep.
Filologia hispànica. Universitat de Barcelona.
Cantero Serena, F. J. (2002): Teoría y análisis de la entonación. Barcelona, Edicions de la
Universitat de Barcelona.
Cantero F.J. y D. Font -Rotchés. (2009): “Protocolo para el análisis melódico del habla”,
Estudios de Fonética Experimental, núm. XVIII, p.17-32.
Cantero, F.J. y M.Mateo (2011): “Análisis Melódico del Habla: complejidad y
entonación en el discurso”, en: Oralia, nº 14. pp. 105-127
Dorta, J. (2000): “Particularidades fónicas en las hablas canarias” en Estudios de
dialectología dedicados a Manuel Alvar, La Laguna, Instituto de Estudios Canarios.
Dorta, J. y B. Hernández (2004): “Prosodia de las oraciones SVO declarativas e
interrogativas en el español de Tenerife”, Estudios de Fonética Experimental, XIII, pp. 225274.
Dorta, J. (ed.) (2007): La prosodia en el ámbito lingüístico románico. Santa Cruz de Tenerife,
La Página Ediciones.
Font, D. (2007): L’entonació del català. Barcelona, Publicacions de l’Abadia de
Montserrat.
Mateo, M. (2010): “Protocolo para la extracción de datos tonales y curva estándar en
análisis melódico del habla (AMH)”, Phonica, 6, pp. 49-90. [Disponible en
www.ub.edu/lfa ].
Understanding students’ perceptions of English as a Lingua Franca (ELF): voices from
the Spanish-Speaking World
Moran Panero, Sonia
Universidad de Southampton - [email protected]
English is experiencing a unique and unprecedented degree of spread in terms
of global reach, penetration of social strata, and varied international domains of use
(Murata and Jenkins, 2009; Seidlhofer, 2011). It is widely acknowledged that the
language is the world’s international lingua franca par excellence at present, as an
astonishing number of speakers from a multitude of backgrounds (Crystal, 2008) use it
on a daily basis for intercultural communication purposes.
Thus, English has become extremely influential in Expanding Circle contexts
where it is not even considered an official language or spoken within immediate local
communities. Spanish-speaking contexts such as the ones under investigation in this
study (Chile, Mexico and Spain) are no exception. The impact of the
internationalisation of English can be felt in the media, entertainment or tourism
amongst other domains, and is particularly observable at educational and language
policy levels. The governments of these countries are highly invested in providing their
populations with the English skills perceived as necessary to communicate and
compete in a globalised world (Matear, 2008; Oukhiar, 2010), and as difficulties in
249
meeting certain standards or expectations are identified, the role or presence of the
language seems to increase in local educational institutions (i.e. CLIL in Spain).
The spread has also had significant consequences for English at a linguistic
level (Graddol, 2006). ELF speakers are found to speak in highly variable, negotiated
and hybrid ways, in which communication and intelligibility tend to be normally
attained as well, despite high degrees of variation (Cogo and Dewey, 2012; Seildhofer,
2011). Yet, understanding the variable and hybrid uses of ELF speakers has been a
matter of much controversy. Despite the evidence that suggests that these uses may
simply be different rather than deficient, acceptability or legitimacy of ELF speakers
language performance has traditionally been refused on the grounds that these uses
deviate from idealised “NS standards” or ‘varieties’ (Jenkins, 2007; 2009a; 2009b).
This study aims to explore the understandings and perceptions that young
university students from Chile, Mexico and Spain display towards such global and
local developments, as well as how they are affected by or experiencing them. I intend
to provide qualitative insights into the attitudes and beliefs that these participants
(co)construct during interviews and focus groups towards: a) the spread of English
globally, that is, in relation to issues of ownership, consequences of its international
role, and associated implications of such global language vis-à-vis their own widely
spoken, variable and internationally promoted ‘L1’ (Spanish), and b) towards the roles
attributed to English within their local contexts. Thus, special attention is drawn to
students’ understanding of their own learning experiences and ELT models
encountered so far. I also explore participants’ conceptualisation and perceptions of
ELF as a communicative phenomenon in terms of linguistic variability, appropriation
and legitimacy, as well as their orientations towards their own and other ELF speakers’
English use. With the results of this study I attempt to contribute to both language
attitude theoretical understandings, and applied recommendations that may inform
English learning/use in the contexts of study.
References
Cogo, A. and Dewey, M. 2012. Analysing English as a Lingua Franca. A Corpus-driven
Investigation. London: Continuum.
Crystal, D. 2008. ‘Two thousand million?’ English Today, 24/1: 3-6.
Graddol, D. 2006. English Next: Why Global English May Mean the End of English as a
Foreign
Language’,
London:
British
Council,
available
at:
www.britishcouncil.org/learning-research
Jenkins, J. 2007. English as a Lingua Franca: Attitude and Identity. Oxford: Oxford
University Press.
Jenkins, J. 2009a. ‘English as a Lingua Franca; interpretations and attitudes’, World
Englishes, 28/2: 200-207
Jenkins, J. 2009b. Exploring Attitudes towards English as a Lingua Franca in the East
Asian Context, in Murata,K. and Jenkins, J. (eds). Global Englishes in Asian Contexts.
Current and Future Debates. London: Palgrave Macmillan.
Matear, A. 2008. “English language learning and education policy in Chile: Can
English really open doors to all?” Asian Pacific Journal of Education, 28,2, 131-147.
Murata, K. and Jenkins, J. 2009. Global Englishes in Asian Contexts: Current and Future
developments, London: Palgrave Macmillan.
Oukhiar, F. 2010. The impact of international cooperation on educational policy: the
case of Spain. European Journal of Language Policy 2/1: 41-56.
250
Seidlhofer, B. 2011. Understanding English as a Lingua Franca. Oxford: Oxford University
Press.
Música y Convivencia en las Aulas de Primaria.
Morgade Salgado, Marta
En esta comunicación se examina el papel de la música en las aulas de primaria
en el contexto español. La incorporación de la música en el curriculum escolar español
ha sido bastante tardío si lo comparamos con el resto del contexto europeo, o
americano. Por otra parte, esta incorporación tiene ciertas características que la acercan
más a las pedagogías más tradicionales y conservadoras de la música, más parecidas a
los inicios de la música en la escuela europea de hace décadas que de las pedagogías
más actuales Morgade (2013). Como resultado de estos dos elementos el papel que se le
da a la música en el contexto del contexto curricular es meramente anecdótico en
mucho de los casos, y se centra en general en acercar, con breves pinceladas, a la
música clásica. De tal manera que el aprendizaje real de la música queda reservado a
un pequeño número de niños/as que participan de las enseñanzas de la música en los
conservatorios. Los/as niños/as que participan de esas enseñanzas en general llegan a
ellas gracias al acceso que el capital cultural sobre la música que sus familias poseen. Es
decir, la música termina siendo para ciertas elites y se constituye en un lenguaje, en un
capital que sólo algunos llegan a adquirir.
Sin embargo, pese al poco acceso a la música que la escuela española provee en
la actualidad, puede ocupar un lugar preferente, entre el resto de los ámbitos de
conocimiento, a la hora de poder trabajar objetivos de la formación de los alumnos que
se consideran esenciales.
Analizamos en este trabajo las posibilidades de la enseñanza musical en la
escuela primaria a partir del estudio de la actividad de 14 profesores de música de
primaria de la ciudad de Madrid. Durante dos cursos escolares se han realizado
entrevistas en profundidad a los/as profesores/as que han participado en la
investigación, todos excepto un caso pertenecientes a colegios públicos. Además de
esas entrevistas en la mayoría de los casos se ha realizado observación participante de
las actividades que ellos realizan en el aula en al menos dos sesiones. Finalmente, en
dos de los casos se pudo realizar observación durante un trimestre de las sesiones
semanales de la clase de música.
A partir del análisis de toda la información recogida, podemos señalar que el
trabajo musical en el aula provee a partir de muchas de las características de esenciales
al lenguaje musical (armonía, ritmo, acompañamiento, etc.) formas esenciales de
relación, participación y convivencia entre todos los participantes del aula (alumnos/as
y profesores/as). Además, todos los participantes entrevistados indicaban que eran
estas cuestiones, centrales en sus clases, las que de manera casi exclusiva se trabajan en
música dentro del horario escolar. Este trabajo se producía en sus sesiones de manera
“natural” puesto que el propio desarrollo de la actividad musical en grupo requiere de
manera necesaria que interacción, participación y convivencia estén puestas al servicio
de la producción de obras y temas musicales. En este trabajo se muestran tanto
ejemplos de interacciones concretas, a partir de lo observado en las sesiones, así como
del discurso de los profesores sobre su actividad musical dentro y fuera del aula.
251
Use, identity and conflict: three languages in contact in the Valencian Community.
Nightingale, Richard
Universidad Jaume I, Castellón - [email protected]
Based on a dynamic multilingual perspective, this study attempts to move
away from the monolingual bias that has previously characterized language
acquisition research. The study is grounded on previous research into multilingual
language attitudes in Spain, and forms part of a wider, ongoing research project.
Taking into consideration: 1) the identificatory value of language use; 2) the potential
for linguistic ‘friction’ in multilingual communities; 3) concerns about young and
adolescent language learners; and 4) language learning as a life-long process – the
current project addresses multilingual (Catalan, Spanish, English) contact and use in
adolescent subjects (12-13 years). More specifically it explores the following issues:
To what extent:
• do the participants report to be multilingual
• do the participants separate languages according to the communicative context
• are the participants flexible with their use of language
• do the participants aspire to use English
• is there linguistic conflict between the three languages
This study took 22 adolescent EFL students from a high-school in Castelló
(Spain). The students were administered a questionnaire about language attitudes.
Here we analyse the results of a part of the questionnaire based on preferences for
language use in specific communicative contexts. Initial results indicate that the
participants are highly sensitive to the communicative context and modify their
language use accordingly. The participants appear to be more predisposed to
multilingualism among their own peer-group, and when the peer-relationship is more
intimate (boyfriend/girlfriend) the aspiration to multilingualism grows. However,
when dealing with foreigners language use is limited to the international languages
(Spanish and English) and a strong aspiration to use English as a lingua franca is
apparent. There is very little linguistic conflict among the participants. However, there
is slightly more resistance between condition-Spanish/use-Catalan than between
condition-Catalan/use-Spanish; there is no resistance whatsoever to English.
Deconstructing society through language: a grammatical perspective
Petisco, Sonia [email protected]
Language creates Reality by means of its semantic vocabulary. What we
understand as society is a linguistic construction which consists of the imposition of
concepts and numbers upon something that was “there” and was unknown.
Taking this premise as our starting point, this article attempts to deconstruct
social reality by questioning the concept of individual on which it is mainly built. This
critical analysis is made by delving into the less superficial level of language, that
grammatical realm which is subconscious and non-personal.
Our methodology focuses on the study of the pronouns “I” and “You” in its
pure sense of elementa which lack semantic meaning within the abstract system of
language. From an initial consideration of these deictic elements as the place where a
252
speech act takes places or is addressed to, we move on to examine the linguistic
processes by means of which they become defined people who can be named and
counted so as to become members of a democratic organization where everybody has
to be equal but at the same time boast of a distinctive personality.
Once the person is consolidated as the basic institution or visible face of society,
we aim at exploring the emergence of the grammatical category of “number”, whose
origin may be found in the distinction between “me” and “us”. In the pre-grammatical
field this is not a dichotomy between singular and plural; on the contrary, “us” is just
the place where the separation between “I” and “You” is omitted. However, in the
world of ideas, this non-numerical opposition is the basis for the creation of the second
and third person singular and plural and the transfer of the plural category to the
semantic words of a language, something which will lead to the emergence of
individuals socially interacting with one another and to the establishment of things as
they are or as we conceive them.
Following the teachings of other linguists and thinkers who have preceded us
such as Chomsky, Halliday, Whorf or García Calvo, these pages are an invitation to
reveal the inner paradoxes present in the formation of personal and collective identities
constructed by a deceiving match between the general and the particular, between the
grammatical subject “I” who is free from denomination and number, and the social
subjectum who is a servant of the State and an object of counting and trade. The
discovery of these contradictions at the heart of society should not be ignored in any
honest investigation which dares recognize the clear division between Grammar and
Semantics, between Language and Culture.
References
Cook, V. (1996), Chomsky´s Universal Grammar: An Introduction, Cambridge, Mass,
Blackwell.
Chomsky, N. (1969), Current Issues in Linguistic Theory, The Hague, Mouton.
—. (1986), Knowledge of Language: its Nature, Origin and Use, New York, Praeger.
García Calvo, A. (1995), Análisis de la Sociedad del Bienestar, Zamora, Editorial
Lucina.
—. (1990), Hablando de lo que habla: Estudios de lenguaje, Zamora, Editorial Lucina.
—. (1991), «El Poder del Discurso», Entrevista de Enmanuel Lizcano y J. A. González
Sainz, Archipiélago Nº1, pp. 1-7.
—. (1999), Del Aparato (Del Lenguaje III), Zamora, Editorial Lucina.
—. (1983), De la Construcción (Del Lenguaje II), Zamora, Editorial Lucina.
—. (1979), Del Lenguaje I, Zamora, Editorial Lucina.
—. (1973), Lalia: Ensayos de estudio lingüístico de la sociedad, Madrid, Siglo xxi de
España editores.
Halliday, M.A.K. (1979), El lenguaje como semiótica social, México, Fondo de Cultura
Económica.
—. (2004), An Introduction to Functional Grammar, London, Edward Arnold
Lyons, J. (1977), Semantics, Cambridge, Cambridge University Press.
Mühlhausler, P. (1990), Pronouns and People: The Linguistic Construction of Social
and Personal Identity, New York, Basil Blackwell.
Siewierska, A. (2004), Person, Cambridge: Cambridge University Press.
Stein, D. and Susan Wright, eds. (2007), Subjectivity and Subjectivisation: Linguistic
Perspectives, Cambridge, Cambridge University Press.
253
Whorf, B. (1993), Language, Thought and Reality: Selected Writings, ed. by John B.
Carrol, Cambridge, Mass: Mit Press.
Conversaciones cotidianas en familias mono-parentales por elección: hablar sobre el
futuro como estrategia de socialización a un modelo familiar no convencional
Poveda, David [email protected]
Jociles Rubio, María Isabel
Universidad Complutense de Madrid - [email protected]
Rivas Rivas, Ana María
En esta comunicación discutimos desde el punto de vista del paradigma de la
socialización lingüística el papel de las conversaciones cotidianas como espacio de
socialización a un modelo familiar no convencional en familias mono-parentales por
elección (P/MSPE). Los datos provienen de una investigación etnográfica más amplia
que ha examinado la construcción social de la familia en familias mono-parentales por
elección: mujeres solas que han accedido a la maternidad a través de la reproducción
asistida o la adopción internacional y hombres solos que han accedido a la paternidad
a través del acogimiento permanente o la adopción. El estudio más amplio se ha
realizado en tres comunidades del estado español (Madrid, Valencia y Cataluña) y ha
compilado un conjunto muy amplio de datos que incluye entrevistas a madres, padres,
hijos/as y profesionales, múltiples observaciones en contextos virtuales, institucionales
y organizativos en los que participan P/MSPE y análisis de la documentación,
legislación e investigación relevante en el estado español.
Para esta comunicación nos centramos en grabaciones en audio (acompañadas
por fotografías y breves descripciones) realizadas por las propias familias en diferentes
episodios de su vida cotidiana como conversaciones durante comidas, juegos en
familia, viajes en coche u otras rutinas diarias. En esta parte del estudio participaron
cinco familias, todas las cuales ya habían participado en fases anteriores de la
investigación. Nuestro análisis sugiere que las conversaciones sobre eventos futuros
ocupan un lugar destacado en la actividad conversacional de estas familias.
Igualmente, el habla sobre el futuro -frente a, por ejemplo, la relevancia de las
narraciones sobre experiencias pasadas como herramienta de socialización familiar- tal
y como se desarrolla en estas familias tiene una serie de elementos como una escala
temporal muy amplia, abrirse a la negociación entre interlocutores e incorporar como
tópico la red social de las familias que desempeñan un papel importante en la
construcción de su modelo familiar. Con este análisis pretendemos abrir un debate que
complejice y diversifique la investigación antropológico lingüística sobre
conversaciones en familia al centrarnos en un tipo de familia poco investigada en esta
tradición, considerar múltiples episodios de la vida familiar como espacios de
socialización y examinar el papel de otras estructuras discursivas como herramientas
de socialización lingüística.
254
First Language attrition: the effects of acculturation to the host culture
Ribes Guerrero, Yolanda [email protected]
Llurda, Enric [email protected]
Language attrition studies have mainly focused on second language (L2)
attrition (Bardovi-Harling & Stringer, 2011; Gardner et al., 1987). It is only in the last
three decades that attention has been paid to L1 attrition and this area of applied
linguistics is now aiming at establishing a sound theoretical and developmental
framework. Globalization and the massive transnational migrations of the last decade
have raised awareness on the fragility of what is taken as our linguistic solid ground:
our L1. However, most studies so far have focused either on specific grammatical
performative differences between attriters and control groups or on the codeswitching
habits among migrant populations (Dussias,2004, Major & Baptista, 2007). In contrast,
the present study offers a sociolinguistic perspective by which the participants´ level of
acculturation to the host culture is taken into account when analyzing the performance
of 20 English L1 attriters living in Catalonia against a mirror control group in England.
Participants, all university-level educated English speakers who had lived in
Spain for at least 8 years, were administered a sociolinguistic questionnaire to measure
their level of exposure to their L1 as well as their attitude towards their L1 and the L2.
Also, they were administered three linguistic tests: the first test consisted of a free
speech story-telling test to analyze differences in discourse (lexical richness, syntactic
complexity, hesitation patterns and code switching), the second test measured their
lexical retrieval rate (implicit knowledge) and finally, the third test looked into lexical
retrieval of specific words in specific contexts (explicit knowledge). The results are
measured in terms of correlation analysis (using CLAN and SPSS) between the results
of the linguistic tests and the participants´ sociolinguistic habits. In turn, the latter are
compared to the results of the control group in order to identify which acculturation
phenomena have greater influence over L1 attrition.
References
Bardovi-Harlig, K. & Stringer, D. (2011) The lexicon in second language attrition: What
happens when the cat´s got your tongue? in J. Altarriba and L. Isurin (Eds.), Memory,
Language, and Bilingualism: Theoretical and Applied Approaches.Cambridge:
CambridgeUniversity Press
Cook, V. & Bassetti, B. (Eds.) (2011) Language and Bilingual Cognition, Psychology Press
Dussias, P.E., (2004) Parsing a first language like a second: The erosion of L1 parsing in
Spanish-English bilinguals, International Journal of Bilingualism, September 2004, vol.8
nº3 355-371
Gardner, R.C. et al. (1987) Second Language Attrition: The role of motivation and use.
Journal of Language and Social Psychology, March 1987, Vol.6, nº1,29-47
Major, R.C. & Baptista, B.O. (2007) First Language attrition and Foreign Accent Detection.
New Sounds 2007: Proceedings of the 5th International Symposium on the Acquisition
of Second Language Speech.
255
Análisis sociolectal del español del Siglo XVII
Rodriguez Campillo, M. Jose
Universitat Rovira i Virgili - [email protected]
Nuestra propuesta se centra en el ámbito de la sociolingüística histórica.
Considerando la importancia que la variable “clase social” ha tenido en los estudios de
sociolingüística, proponemos realizar un análisis que determine la variación sociolectal
en el español del XVII.
Los estudios de sociolingüística histórica se enfrentan al problema de no
disponer de datos reales que permitan el análisis del uso del lenguaje. En estos casos,
las obras literarias pueden usarse como un corpus lingüístico que permite al lingüista
estudiar el uso del lenguaje en un contexto determinado, cuando no se tiene acceso
directo a interacciones conversacionales. La literatura se convierte, así, en una
herramienta para el análisis lingüístico. Si consideramos los distintos estilos literarios,
parece claro que el teatro es uno de los que mejor se presta a servir de base al estudio
pragmático por ser el más interactivo, ya que es puramente conversacional.
Proponemos el análisis de la variación sociolectal a través del estudio del teatro
español de los siglos de oro. El teatro del siglo XVII presenta una ventaja clara para
realizar este tipo de estudios, ya que se considera un teatro de “roles” más que de
personajes en el que los participantes en la obra están obligados a comportarse,
lingüísticamente hablando, tal y como se les exige por pertenecer a una clase
socioeconómica determinada (el rey debe hablar con dignidad real, el mercader debe
hablar de forma diferente al labrador, el rico debe hablar como rico, etc.). Las normas
establecidas por el “decoro” poético, seguidas fielmente por todos los dramaturgos,
garantizan el estricto cumplimiento de las normas de interacción comunicativa
vigentes en la época y hace que podamos ver el discurso literario como un reflejo
directo del lenguaje cotidiano de esa época. El teatro, especialmente el de los siglos de
oro, presenta, por tanto, ventajas claras sobre cualquier otro género literario para
observar la variación sociolectal.
Presentamos, por tanto, un trabajo claramente interdisciplinar, en el que
literatura y sociolingüística colaboran para proporcionar una descripción lo más exacta
posible de los usos lingüísticos del siglo XVII.
Bibliografía
Azevedo, Ángela de (1977): «Dicha y desdicha del juego y devoción de la Virgen» (pp.
1-44), «La margarita del Tajo que dio nombre a Santarén» (pp. 45-90) y «El muerto
disimulado» (pp. 91-132). En Women´s Acts. Plays by women Dramatists of Spain´s Golden
Age. Kentucky, The University Press of Kentucky (edic. de Teresa Scott Souflas).
Caro, Ana (1993): Valor, agravio y mujer. Madrid, Biblioteca de Escritores Castalia,
Instituto de la mujer (edic. de Lola Luna).
Caro, Ana (1997): «El conde Partinuplés» en Women´s Acts. Plays by women Dramatists of
Spain´s Golden Age. Kentucky, The University Press of Kentucky, pp. 133-162 (edic. de
Teresa Scott Souflas).
Chambers, J.K. (1994), Sociolinguistic theory: linguistic variation and its social significance,
Basil Blackwell, Oxford.
Coulmas, F. (ed.) (1997), The Handbook of Sociolinguistics, Blackwell, Oxford.
256
Cueva, Leonor de la (1994): «La firmeza en el ausencia» en Teatro de mujeres del Barroco.
Madrid, Publicaciones de la Asociación de Directores de Escena de España, pp. 233-336
(edic. de Felicidad González Santamera y Fernando Doménech).
Moreno Fernández, F. (2005), Principios de Sociolingüística y Sociología del Lenguaje, Ariel,
Barcelona
Sor Juana Inés de la Cruz (2006): Los empeños de una casa. Barcelona, Linkgua.
Zayas y Sotomayor, Mª de (1994): La traición en la amistad en Teatro de mujeres del
Barroco. Madrid, Publicaciones de la A.D.E., pp. 33-172 (edic. de Felicidad González
Santamera y Fernando Doménech).
TECNOLOGÍAS EN LA INVESTIGACIÓN LINGÜÍSTICA
EHME: A new word database for research in Basque language
Acha Morcillo, Joana
We will present an online program that enables students and researchers in
linguistics and psycholinguistics to extract linguistic stimuli, based on a broad range of
statistics concerning the properties of words and nonwords in Basque. This program
has been recently developed to overcome some limitations of a previous version in
response to the increasing demand from researchers on Basque language. This new
program includes a greater number of words and sources, and includes measures of
neighborhood frequency (taking into account recent evidence about transposed,
addition and deletion neighbors; Davis et al., 2009) and morphological structure
frequency, apart from classical word frequency (at whole-word and lemma levels),
bigram and biphone frequency, orthographic similarity, orthographic and
phonological structure, and syllable-based measures. The program is designed for use
by researchers in linguistics and psycholinguistics, particularly those concerned with
data related to recognition of isolated words and morphology. In addition, the
program can be used to undertake large studies in corpus linguistics, to extract words
based on concrete statistical criteria (http://www.ehu.es/ehg/ehme/datu2hitz.htm), as
well as to obtain statistical characteristics form a list of words
(http://www.ehu.es/ehg/ehme/hitz2datu.htm).
Diseño y desarrollo de recursos y de aplicaciones informáticas para la investigación del
componente fónico. Primeros resultados del proyecto aacfele
Blanco Canales, Ana [email protected]
Tras dos años de trabajo, el proyecto de investigación AACFELE (Adquisición y
aprendizaje del componente fónico del español como lengua extranjera - FFI2010-21034)
cuenta ya con resultados significativos, entre los que destaca el desarrollo de recursos y
herramientas informáticas destinados a facilitar la investigación, tanto teórica como
aplicada, del componente fónico. A lo largo de esta comunicación nos ocuparemos de
la descripción de tres herramientas fundamentales: Fono.data, Corpus Fono.ele y
Fono.ele+. Todas ellas se han ideado desde una doble perspectiva. Por un lado, son
instrumentos de investigación para el proyecto AACFELE; por otro lado, son recursos
257
para ser usados por investigadores que estén interesados en desarrollar proyectos
particulares, de características semejantes al nuestro, si bien, se les posibilita la
adaptación a circunstancias, finalidades y variables distintas. Esta doble perspectiva de
uso es la responsable de las principales características de las herramientas: la
flexibilidad, la versatilidad y la plurifuncionalidad.
Fono.data proporciona los instrumentos necesarios para una completa recogida
de datos sobre competencia fónica: guías orientativas para el desarrollo de las
conversaciones estructuradas; repertorio de textos, frases y palabras para la lectura y
grabación; audios, transcripciones y hojas de respuestas para la recogida de datos de
percepción; test de percepción adaptados a alumnos de seis lenguas maternas distintas
(polaco, portugués, griego, árabe, alemán y chino mandarín); test de actitudes y
motivación.
Corpus Fono.ele ofrece más de 30.000 archivos de voz procedentes de 96
estudiantes de español de diferentes nacionalidades. Para la muestra de hablantes, se
ha atendido tanto a factores socioculturales como lingüísticos. La recogida de datos se
ha llevado a cabo mediante procedimientos diversos (conversación estructurada,
lectura de textos, lectura de frases), con lo que obtenemos muestras de lengua con
distintos grados de formalidad.
Fono.ele+ es un sistema informático interactivo que permite la administración,
el análisis estadístico y el visionado del corpus y de todos los elementos asociados y
desarrollados a partir de él. Consiste básicamente en una base de datos que, no solo
administra todo el contenido de audios, textos, errores, respuestas, etc., sino que
también es la responsable de interrelacionar los diferentes materiales y la información
(lingüística y extralingüística) que alberga el sistema.
Estos instrumentos de investigación están permitiendo el cumplimiento de los
principales objetivos que el proyecto se había planteado, a saber: desarrollar nuevas
líneas de estudio, de carácter eminentemente aplicado, sobre adquisición y aprendizaje
de la competencia fónica en español; analizar y establecer los errores de producción y
percepción fónicas fundamentales en hablantes no nativos atendiendo tanto a factores
lingüísticos (lengua materna, nivel de conocimientos, registro) como a otros de tipo
sociocultural (nacionalidad, la edad, el sexo, el nivel formativo, la relación con el país
extranjero); estudiar en los casos de mayor relevancia las bases psicolingüísticas y
fisiológicas del error (recepción/fonación), así como el impacto social de esos errores
(actitudes sociolingüísticas por parte de los nativos con respecto a los no nativos;
índices de aceptación/rechazo en función del grado de corrección fónica, etc.).
Crowdsourcing as a tool in speech research
Cooke, Martin
Ikerbasque/UPV-EHU - [email protected]
García Lecumberri, Mª Luisa
[email protected]
Barker, Jon
University of Sheffield, UK - [email protected]
Crowdsourcing -the collection of responses from web-based participants- has
been used in virtually all branches of science, including linguistics and has the
potential to deliver insights which complement those obtainable through traditional
258
approaches. For speech research in particular, crowdsourcing provides the exciting
possibility of employing very large listener samples in estimating detailed stimulusresponse distributions for naturalistic material, something which is difficult to carry
out in the laboratory. However, crowdsourcing in speech research presents its own
challenges, especially those related to environmental factors such as external
conditions which might affect participants' responses, participant factors such as
listeners' linguistic background, and stimulus factors that describe how the sounds that
are heard will be controlled.
Following a review of work in the last decade on crowdsourcing in linguistics,
with a focus on speech, this contribution presents some possible solutions to the
aforementioned challenges, and goes on to describe the outcome of a web experiment
on speech perception in noise in which thousands of listeners identified monosyllabic
English words in a variety of maskers (Cooke et al., 2013). Results are compared with a
group of listeners tested under laboratory conditions. We demonstrate both subjective
(participant-based) and objective (response-based) techniques for web-listener selection
and show that, with careful control, useful results on consistent word confusions can
be obtained using crowdsourcing. We also present recent results on the use of
crowdsourcing in second language acquisition in which the need to handle additional
listener- and stimulus-related factors is paramount, especially those related to first
language, limited lexical familiarity and interspeaker variability.
Reference
Cooke, M., Barker, J., and Garcia Lecumberri, M.L. (2013) Crowdsourcing in Speech
Perception. In: Crowdsourcing for Speech Processing: Applications to Data Collection,
Transcription and Assessment, Eskenazi, M., Levow, G.A., Meng, H., Parent, G. and
Suendermann, D. (eds), John Wiley.
Balance tras quince años orientando a estudiantes de Lingüística en el uso de
tecnologías para la investigación
Cruz Piñol, Mar
Con la perspectiva que proporciona la docencia desde 1998 de asignaturas
metodológicas de Licenciatura y de Máster en una Facultad de Filología (Universidad
de Barcelona), esta comunicación se centrará en ver cómo han ido evolucionando las
necesidades de los investigadores noveles en lo referente al uso de tecnologías para la
investigación lingüística. Para ello se centrará la atención en los recursos que a lo largo
de estos quince años se han presentado en las clases, cuáles se han ido descartando y
por qué, y cuáles se han incorporado recientemente. En esta revisión se mencionarán
desde herramientas de búsqueda avanzada hasta gestores de documentación
académica, pasando por redes sociales y foros, sin olvidar los recursos específicamente
lingüísticos, como son las interfaces de consulta lexicográfica y los corpus en línea.
A partir de los testimonios de los estudiantes y de la propia experiencia
docente, se mostrará que, a diferencia de lo que ocurría a finales del siglo XX, cuando
las tecnologías eran poco comunes en los estudios de “Letras” y los alumnos estaban
ansiosos por descubrirlas, en la actualidad la situación es absolutamente diferente: hoy
la red es un recurso omnipresente en la investigación, y lo que piden los jóvenes
investigadores son recursos que les ayuden a localizar, valorar, compartir y manejar
259
grandes volúmenes de información académica digital sin caer en la infoxicación. Y es
que la investigación –como la docencia– evoluciona con la sociedad.
Referencias:
Blecua, José Manuel, Gloria Clavería, Carlos Sánchez y Joan Torruella (Eds.) (1999):
Filología e informática. Nuevas tecnologías en los estudios filológicos, Barcelona, Seminario
de Filología e Informática de la U. Autónoma de Barcelona y Ed. Milenio.
Facultad de Filología de la Universidad de Barcelona (2000): Actas de la Jornada
complementaria a la asignatura Bases instrumentales para el estudio de la lengua española:
http://www.ub.edu/filhis/bases.htm
Cruz Piñol, Mar (2004): «La Filología y las nuevas tecnologías. Seis años de innovación
en la docencia de una asignatura práctica de Filología Hispánica», en Actas del III
Congreso Internacional de Docencia Universitaria e Innovación (CIDUI) celebrado en la
Universitat
de
Girona,
Publicado
en
CD,
copia
en
https://sites.google.com/site/marcruzpinolub/docenciauniv
Fernández Martín, Patricia (2012): Filología y lingüística: métodos, corpus y nuevas
tecnologías. Propuestas de adaptación de las humanidades a las nuevas formas de hacer ciencia,
Saarbrücken, Editorial Académica Española.
Marcos Marín, Francisco (1994): Informática y humanidades, Madrid, Gredos.
Introducción de estudiantes universitarios al empleo de aplicaciones informáticas en la
investigación lingüística
de- Matteis, Lorena Marta Amalia
CONICET/Universidad Nacional del Sur, Bahía Blanca, Argentina [email protected]
Durante 2012 se dictó en el Departamento de Humanidades de la Universidad
Nacional del Sur (Argentina) el curso extracurricular “Aplicaciones Informáticas en
Humanidades: fuentes escritas/orales y producción de discurso académico”, destinado
a introducir a sus estudiantes en el empleo de aplicaciones para disciplinas
humanísticas. Este póster presenta una descripción y evaluación de la experiencia en
sus distintas etapas. Se confronta primero el interés despertado en la promoción del
curso a partir de los correos electrónicos recibidos de estudiantes de distintas
disciplinas con la respuesta de los que formalizaron su inscripción, un número
reducido de estudiantes avanzados de la Licenciatura en Letras con orientación
lingüística y de posgrado de igual orientación. A continuación, se comentan los
resultados de dos encuestas: una de diagnóstico de conocimientos previos y
expectativas (cuya muestra total se amplió al finalizar el curso incluyendo estudiantes
avanzados que no se inscribieron) y una de valoración final de la experiencia. Los
resultados de la primera, en particular, muestran a) experiencia casi exclusiva en
herramientas ofimáticas, reproductores multimediales y diversos medios de
socialización, b) desconocimiento general de aplicaciones humanísticas. En tercer
lugar, se describe el trabajo áulico. La duración del curso fue breve: ocho horas se
destinaron a la demostración del programa WordSmith Tools y del sistema LATEX,
mientras que las cuatro restantes se dedicaron a considerar las implicaciones
metodológicas de las herramientas informáticas, nociones de estadística elemental,
corpus digitales y la presentación de otras aplicaciones diversas. Al no contar con un
aula informática ni licencias suficientes para todos los alumnos, la demostración se
260
realizó mediante proyecciones y la práctica individual fue realizada de manera
domiciliaria por los estudiantes a partir de versiones de prueba de la mayoría de los
programas mientras que, en el caso del sistema LATEX, los alumnos asistieron con sus
computadoras para realizar una instalación guiada y ejercitaciones durante dos horas.
La evaluación consistió en un trabajo en el que propusieron distintas maneras de
aprovechar los recursos presentados a sus respectivos temas de investigación. Los
resultados de esta actividad se presentaron en un archivo de LATEX para constatar el
aprendizaje realizado y la autonomía de los estudiantes en el empleo las herramientas
básicas de este sistema. Como conclusión puede señalarse que, si bien existe un
consenso general en la comunidad científica sobre la utilidad que las herramientas
informáticas pueden tener en la investigación humanística (cfr. por ejemplo, StulicEtchevers y Rouissi 2009), la cultura tecnológica de los estudiantes de los niveles
avanzados de la formación de grado o iniciales del nivel de posgrado de la
Universidad Nacional del Sur no incluye programas especializados. En este sentido,
para subsanar tal carencia y familiarizar a los futuros investigadores con los medios
que pueden optimizar su labor “operaria” para facilitar la de “analistas” (Villayandre
Llamazares 2010), la positiva valoración de los estudiantes sugiere la conveniencia de
profundizar la oferta y de mejorar las condiciones necesarias para cursos de
informática que complementen los espacios curriculares destinados a metodología de
la investigación.
Referencias:
Viudas Camarasa, A. 1990. “Inteligencia artificial en filología”, Anuario de Estudios
Filológicos, 13, 403-409.
Stulic-Etchevers, A. y S. Rouissi. 2009. “Pensando un corpus en modo colaborativo:
hacia el prototipo del corpus judeoespañol digital”, en Enrique-Arias, A. (ed.)
Diacronía de las lenguas iberorrománicas. Nuevas aportaciones desde la lingüística de
corpus, Madrid: Iberoamericana-Vervuert, pp. 117-134.
Villayandre Llamazares, M. 2010. Aproximación a la lingüística computacional, León,
Universidad de León.
Analysis of phonemic confusions with the Web Transcription Tool
García Lecumberri, Mª Luisa
[email protected]
Cooke, Martin
Ikerbasque/UPV-EHU - [email protected]
Tang, Yan
UPV/EHU - [email protected]
Transcription, whether from orthographic texts or audio samples, is one of the
best ways to raise phonemic awareness during language acquisition, especially for
foreign language learners. Motivated by the desire to automate the provision of
accurate and timely feedback on transcription, the web transcription tool (WTT;
http://www.wtt.org/uk) was designed (Garcia Lecumberri et al., 2003) and has been in
continuous use in the subsequent decade. Multiple languages are supported, including
English, Spanish and German. The system provides support for both students and
tutors. Tutors can create transcriptions or select from existing exemplars in order to
construct a programme of transcriptions for their student body. Tutors can also
261
customise feedback and monitor individual and group-level performance. It is this
latter function that makes WTT useful as a research tool. Data can be obtained about
phonemic confusions in any transcription and their evolution through students'
subsequent attempts with differing levels of feedback as an additional variable.
Furthermore, the audio transcription mode allows analysis of perceptual confusions
with similar follow-up and feedback possibilities. Individual and group trends can be
obtained for a particular written or audio sample and for overall performance. The
current presentation examines our experience with WTT over the last 10 years,
focusing on the the wealth of data created by around a thousand Spanish advanced
learners of English and providing examples of these transcription and perceptual
confusions in this large sample of learners.
Reference:
García Lecumberri, M.L., Maidment, J., Cooke, M.P., Ericsson, A. and Giurgiu, M.
(2003), A web-based transcription tool, International Congress on Phonetic Science,
Barcelona, pp. 981-984.
Information and Communication Technologies applied to the English Studies Degree,
an European Space for Higher Education (ESHE) approach
Jordano, Maria [email protected]
Pomposo, Lourdes [email protected]
For more than a decade, the integration of subjects related to Computer Assisted
Language Learning (CALL) has become a reality in most Spanish and other foreign
Universities. The implementation of the new Degrees on English Studies has meant a
rethinking of the now traditional ICT subject among the optative lists of subjects
offered by these institutions to their students. In some cases, this subject has not
experience any change at all, but in many others it has experienced a radical face wash
derived from the news professional profiles described at English Studies ANECA
White Book. Although teaching still appears as the main option, there are many
alternatives dealing directly with research, biblioteconomy, translation or focused on
the publishing industry, that need to be covered by the syllabus of the new subjects. In
order to obtain reliable data ready to be compared to our case, this research has been
introduced by a recollection of different study guides ICT subjects delivered by public
and private universities all through the Spanish territory. These have been divided into
three groups, those which have remained closed to teaching purposes (merely as a
continuation of the previous ICT subject), the ones which have incorporated new
contents and a third group formed by those designed completely from scratch
according to the new professional profiles shown by ANECA book. In this context, our
aim in this teaching project has been to show the wide range software solutions that
any English Studies student has at his/her disposal to order to do a better job either in
his/her own academic career or his/her professional life. All the applications have been
described very slightly so that it could be the student the one who might focus his/her
interest on his/her own field of knowledge. These little capsules of knowledge have
been accomplished by assorted collaborative activities using different web 2.0 supports
as working spaces.
In order to find some evidences that UNED students have achieved any profit
from the complete new design of the subject, different questionnaires have been
262
submitted by them before, during and after the first year of implementation. Other sort
of data has been found in the course statistics, and a questionnaire that will be sent by
the end of this academic year to Final Degree Assignment, since 2012-13 will be as well
its first year of delivery and most of them have been enrolled in both subjects at the
same time.
The challenges of ICTs implementation at secondary school: the case of digital
academic writing
Oliver, Sonia [email protected]
Aliagas Marín, Cristina
Universitat Autònoma de Barcelona - [email protected]
Bologna’s process (1999) towards the convergence of the European Higher
Education Area (EHEA) aimed at the creation of a coherent, compatible and
competitive framework and had three main goals: a) competition, b) employability and
c) mobility of learners and teachers as well as to trigger a crucial change in teaching
methodology. In this sense, this Higher Education paradigm implied a change in the
learning and teaching focus by moving from a previous traditional teacher-oriented
tuition typology to a student-oriented one. In fact, since then, formation has evolved into
generic, specific and cross-curricular competences, the latter concerning the
implementation of Information and Communication Technologies (ICTs) in the classroom.
On the other hand, written and oral communication have become key also as a
cross-curricular competence since all students should master not only a proficient
linguistic level in their mother tongue and their second/third foreign language but also
have the ability of interacting efficiently in 21st century multilingual and multicultural
settings. Based on previous studies (Cassany 2011, Domingo&Marqués 2011 and
Fontich 2010), the aim of our study is to observe the methodological changes occurred
since the implementation of the ICTS in the 2.0 classrooms of 15 public/state
Institutions in Catalonia and assess its impact and influence in terms of evolving
Academic Literacy practices. In other words, our research aims at investigating the role
of technology as to enhancing linguistic skills and increasing both oral and written
communicative competences, in particular, facilitating language acquisition and, very
especially, English as a foreign language.
So as to carry out our investigation we have obtained data through formal and
semi-formal interviews conducted to students, parents, teachers, principals and heads
of Studies at all the schools involved in the present project, with the aim of gathering
data about the potential difficulties and possible benefits of ICTs’ implementation in
the teaching and learning processes at secondary school levels.
In this vein, it seems that the voices of both students and teachers might differ
depending on the degree of accessibility to the ICTs, their quality, users’ previous
training and the different applications of digital devices so as to improve academic
literacy. In order to explore this issue in more detail, we have developed a
questionnaire for the students about the process of writing academic texts in their
language subjects: English, Catalan and Spanish. In other words, the focus of the
questionnaire is the digital resources that students use to support their writing tasks
(which ones, how they heard about them, in what situations they are used, in what
sense these digital resources are perceived as useful, etc.). To sum up, in this
263
presentation we will specifically deal with ICTs’ potential impact on language
acquisition within the framework of our larger research project on digital literacies in 2.0
classrooms.
References
Cassany, D. (2011). En_línia: leer y escribir en la red. Barcelona: Anagrama, 2012.
Domingo, M. and marqués, P. (2011). “Aulas 2.0 y uso de las TIC en la práctica
docente”. Comunicar 37 (XIX): 169-175.
Fontich, Xavier (2010). “Llibres de text i digitalització de les aules: parlem-ne”. Articles
de Didàctica de la Llengua i de la Literatura 50: 69-84.
Designing Audio, Visual, and Audiovisual Perceptual Experiments with TP Software
Rato, Anabela
Universidade do Minho, Portugal - [email protected]
Rauber, Andreia Schurt Rauber
Universidade Catolica de Pelotas - [email protected]
Kluge, Denise Kluge
Universidade Federal do Paraná - [email protected]
Rodrigues dos Santos, Giane
Universidade Católica de Pelotas - [email protected]
Many studies have shown that perceptual training has positive effects on the
modification of sound perceptual patterns (e.g., McClaskey, Pisoni, & Carrell, 1983;
Lively et al., 1994) and on the improvement of pronunciation accuracy (e.g., Rochet,
1995; Bradlow et al., 1997, 1999; Yamada et al., 1999; Wang, Jongman, & Sereno, 2003;
Lamchaber et al., 2005; Nobre-Oliveira, 2007). However, software to design perceptual
tests and training tasks with immediate feedback are scarce and some require the
knowledge of scripting languages and programming. If the experiments involve
audiovisual stimuli, computational resources are even more limited. To facilitate
computer-assisted perceptual training of segments and suprasegments, we created TP
(Perception Testing/Training), an open source application software that is user-friendly
and very intuitive. The scope of TP is very wide, since it allows the application of two
different types of perceptual tasks: discrimination and identification and the use of
audio, visual and audiovisual stimuli. It also gives stimulus-by-stimulus and
cumulative feedback, measures participants’ reaction times, permits users to rate
category goodness-of-fit (with a Likert or a sliding scale), provides detailed information
about the users’ performance in an Excel spreadsheet, and can be configured to run in
different languages.
In this paper, we will show how to set perceptual tests/tasks using TP and give
examples of experiments we designed to train/test the perception of English vowels
and nasals by native speakers of Portuguese. To improve the perception of English
vowels we used audio-only tasks; however, to improve the perception of English
nasals in word-final position we used both audiovisual and audio-only tasks. In the
two studies, the results showed that the pronunciation of the target sounds improved
after perceptual training tasks with immediate feedback. In the specific case of English
nasals, students trained with audiovisual stimuli had even better results than those
who received audio-only training.
References
264
Bradlow, A. R., Pisoni, D. B., Yamada, R. A., & Tohkura, Y. (1997). Training Japanese
listeners to identify English /r/ and /l/: IV. Some effects of perceptual learning on
speech production. Journal of the Acoustical Society of America, 101(4), 2299-2310.
Bradlow, A., Yamada, R., Pisoni, D., & Tohkura, Y. (1999). Training Japanese listeners
to identify English /r/ and /l/: Long-term retention of learning in perception and
production. Perception & Psychophysics, 61(5), 977-985.
Lambacher, S. G., Martens, W. L., Kakehi, K., Marasinghe, C. A., & Molholt, G. (2005).
The effects of identification training on the identification and production of American
English vowels by native speakers of Japanese. Applied Psycholinguistics, 26, 227-247.
Lively, S. E., Pisoni, D. B., Yamada, R. A., Tohkura, Y., & Yamada, T. (1994). Training
Japanese listeners to identify English /r/and /l/: III. Long-term retention of new
phonetic categories. Journal of the Acoustical Society of America, 96, 2076-2087.
McClaskey, C. L., Pisoni, D. B., & Carrell, T. D. (1983). Transfer of training of a new
linguistic contrast in voicing. Perception and Psychophysics, 34(4), 323-330.
Nobre-Oliveira, D. (2007). The effect of perceptual training on the learning of English vowels
by Brazilian Portuguese speakers. Unpublished Doctoral Dissertation, Florianópolis,
Brazil: Federal University of Santa Catarina.
Rochet, B. (1995). Perception and production of second-language speech sounds by
adults. In: W. Strange (Ed.), Speech perception and linguistic experience: issues in cross
language research (pp. 379-410). Timonium, MD: York Press.
Wang, Y., Jongman, A., & Sereno, J. (2003). Acoustic and perceptual evaluation of
Mandarin tone productions before and after training. Journal of the Acoustical Society of
America, 113, 1033-1043.
Yamada, R., Tohkura, Y., Bradlow, A. R., & Pisoni, D. B. (1999). Does training in speech
perception modify speech production? In: Proceedings of the International Congress of
Phonetic Sciences (pp. 117-120). San Francisco.
The use of current Mobile learning applications in EFL
Rodríguez Arancón, Pilar
Most people have some amount of dead time during a typical day while they
travel to and from work, have a lunch break or wait to see somebody. However, this
time can be easily spent in learning a second language. Technological developments in
ubiquitous computing and wireless communication together with the adoption of
mobile multimedia devices and applications have translated into huge opportunities
for English as a second language (ESL). Operating systems like Google’s open source
Android, Apple’s iOS, and Microsoft’s Windows 7, are getting more sophisticated all
the time and now have the potential to dramatically change ESL. These handheld
devices support individual and collaborative learning and offer the opportunity to
develop technology that will assist students to learn anytime and anywhere and a large
amount of applications for mobile phones, tablets and i-pod players has already been
widely employed in second language learning.
Mobile learning (m-learning) refers to the use of mobile technologies for
educational purposes. O’Malley et al. (2003: 6) defined it as ‘‘any sort of learning that
happens when the learner is not in a fixed, predetermined location, or learning that
happens when the learner takes advantage of the learning opportunities offered by
265
mobile technologies. These devices can offer learning opportunities that are:
spontaneous, informal, contextual, portable, ubiquitous, pervasive, and personal
(Kukulska-Hulme et al, 2009). Thus, as Pilling-Cormick and Garrison (2007) explained,
learners take primary responsibility and control of their learning process, including
setting goals, finding resources, determining strategies, and evaluating outcomes were
no longer the passive recipients of education, but consumers making choices in the
learning market.
However, although the stimuli from multi-channels (sound, image, interaction,
etc.) may be very advantageous for the learner, it must be applied with caution as
mobile technologies offer numerous practical uses in language learning but also
require the thoughtful integration of second language pedagogy. In this paper, we
intend to examine both the qualities and limitations of the most salient mobile
applications available at the moment by assessing their features from a linguistic point
of view with the aid of a rubric. The results here presented are the starting point for the
development of MALL applications for EFL teaching/learning as part of the work
carried out by linguists and IT engineers within the context of the SO-CALL-ME
project in Spain.
References
Kukulska-Hulme, A., Pettit, J., Bradley, L., Carvalho, A., Herrington, A., Kennedy, D.,
and Walker, A. (2009). An International Survey of Mature Students’ Uses of Mobile
Devices in Life and Learning. In D. Metcalf, A. Hamilton and C. Graffeo (Eds.), mLearn
2009: 8th World Conference on Mobile and Contextual Learning (p. 143), Florida: University
of Central Florida.
O’Malley, C., Vavoula, G., Glew, J.P., Taylor, J., Sharples, M., & Lefrere, P. (2003).
MOBIlearn WP4 – Guidelines for learning/teaching/tutoring in a mobile environment.
Retrieved
27/10/2012
from:
http://www.mobilearn.org/download/results/guidelines.pdf
Pilling-Cormick, J. and Garrison, D.R. (2007). "Self-Directed and Self-Regulated
Learning: Conceptual Links." Canadian Journal of University Continuing Education 33(2),
13-33.
Software para el manejo y análisis de corpus paralelos y comparables
Santamaría Urbieta, Alexandra
En la era del conocimiento y de las nuevas tecnologías las personas recurrimos
a múltiples y muy variados programas informáticos para las actividades más
cotidianas (entretenimiento y trabajo). Sin embargo, los beneficios y las ventajas de
utilizar estas herramientas no se limitan a nuestro día a día, sino que también se
convierten en herramientas fundamentales en el terreno académico.
El tema de esta presentación parte de la utilización que se ha hecho de tres
programas informáticos con el fin de estudiar el discurso empleado en un corpus de
guías de viaje escritas originalmente en español y guías escritas originalmente en inglés
(corpus paralelo) y en un corpus de guías de viaje en inglés y sus traducciones al
español (corpus comparable). Debido a la extensión de estos documentos y, por tanto,
a la gran cantidad de palabras que contienen, fue necesario recurrir a varios programas
266
informáticos que facilitarían la tarea de recuento y localización de determinados
elementos.
El objetivo de esta comunicación se basa en demostrar hasta qué punto se
puede recurrir al uso de software específico y en qué medida su uso es válido y útil para
el manejo de grandes cantidades de texto y para el posterior conteo, análisis y estudio.
Aunque existe una variedad de programas en el mercado, en esta presentación
nos limitaremos a explicar el uso que se ha hecho del programa de traducción asistida
TRADOS, centrando especialmente la atención en las herramientas WinAlign y
Workbench, el programa de análisis y explotación de corpora AntConc 3.2.1 y el
software dedicado a la búsqueda en memorias de traducción Olifant; todos ellos
empleados durante el análisis del lenguaje empleado en el tipo textual de las guías de
viaje.
Aunque estas herramientas no nos evitan el proceso de conteo y de análisis,
constituyen una ayuda que nos permite agilizar algunas de las tareas más tediosas a las
que tiene que hacer frente el investigador que trabaja con corpus.
A pesar de que en este trabajo nos centramos en el discurso de corpus de textos
pertenecientes a un tipo textual muy concreto, su uso se podría extrapolar de forma
igualmente eficaz a otros tipos de texto.
Computational Assessment of Cohesion in L2 Writing: Advantages and Possibilities of
Coh-Metrix
Vasylets, Olena Universitat de Barcelona
[email protected]
Gilabert, Roger Universitat de Barcelona
[email protected]
Coh-Metrix is an automated text analysis tool that synthesizes recent
developments in computational linguistics, corpus linguistics, information
extraction/retrieval, psycholinguistics and discourse processing (Graesser et al., 2004).
One of the central purposes of Coh-Metrix is to measure cohesion and text difficulty at
various levels of language, discourse and conceptual analysis (Crossley & McNamara,
2009; McNamara et al., 2010). Utilizing a wide array of resources, such as lexicons,
part-of-speech taggers, or syntactic parsers, Coh-Metrix generates 60 linguistic indices
that offer general word and text information (e.g., number of words/sentences in the
text), readability indices (e.g., average sentence length), various syntactic and lexical
metrics (e.g, mean number of modifiers per noun-phrase, type-token ratio, word
concreteness, incidence of connectives, etc.), and also indices of causal, spatial,
intentional, temporal and logical cohesion. Previously published studies have
demonstrated that Coh-Metrix is capable, for example, to identify differences between
spoken and written samples of English (Louwerse et al., 2004), to detect text authorship
(McCarthy et al., 2006), to differentiate sections (e.g., introduction, methods, etc.) in
scientific texts (McCarthy et al., 2007), or to distinguish between authentic and adapted
(simplified) versions of texts (Crossley et al, 2007). Of importance, multiple validation
studies conducted on Coh-Metrix measures in relation to cohesion, have proved the
reliability of this computational tool (Crossley et al., 2008; Dufty et al., 2006).
In this paper, we provide an overview of the functions and possibilities offered
by Coh-Metrix, and illustrate the added value of technologies in linguistic research by
267
presenting the results of an empirical study, framed within the Cognition Hypothesis
(Robinson, 2001, 2005; Robinson & Gilabert, 2007), in which we explored how increases
in cognitive complexity of a written task influenced cohesion of the L2 written
compositions. At test, 51 Russian/Ukrainian and Spanish/Catalan EFL learners
performed two writing tasks, in which the amount of reasoning was manipulated into
complex and simple. Following a within-subject design, and employing Coh-Metrix 2.0
program (available at http://www.cohmetrix.com/) as the key tool of the analysis, we
compared incidence of eight types of connectives, as well as the scores of causal,
temporal and spatial cohesion in the simple versus complex version of the writing task.
Results showed that there was no task effect neither for causal, nor temporal, nor
spatial cohesion indices. However, we discovered that the participants employed more
task-relevant explicit linguistic devices, such as negative additive connectives (e.g.,
anyhow, but, rather, etc.) and negative logical connectives (e.g., by contrast, even
though, etc.), in the complex version of the writing task. These results indicate that
enhanced task demands have the potential to draw learners´ attention to the taskrelevant explicit linking devices, thus, contributing to the cohesion/coherence of the
written text. Implications for L2 writing instruction, and, importantly, for the role of
computational tools in L2 writing research are drawn.
References:
Crossley, S., Louwerse, M., McCarthy, P., McNamara, D. (2007). A linguistic analysis of
simplified and authentic texts, Modern Language Journal, 91 (2), p. 15-30.
Crossley, S., Greenfield, J., McNamara, D. (2008). Assessing text readability using
cognitivley based indices, TESOL Quaterly, 42, p. 475-493.
Crossley, S., McNamara, D. (2009). Computational assessment of lexical differences in
L1 and L2 writing, Journal of Second Language Writing, 18, p. 119-135.
Graesser, A., McNamara, D.S., Louwerse, M. & Cai, Z. (2004). Coh-Metrix: Analysis of
text cohesion and language, Behavioral Research Methods, Instruments, and Computers,
36, p. 193-202.
Louwerse, M., McCarthy, P., McNamara, D., Graesser, A. (2004). Variation in language
and cohesion across written and spoken registers. In K. Forbus, D. Gentner, & T. Regier
(Eds.), Proceedings of the 26th Annual Cognitive Science Society (pp. 843-848), Mahwah, NJ:
Erlbaum.
McCarthy, P., Lewis, G., Dufty, D., McNamara, D. (2006). Analyzing writing styles
with Coh-Metrix. In G.C. Sutcliffe & R. G. Goebel (Eds.), Proceedings of the 19th Annual
Florida Artifical Intelligence Research Society International Conference (pp. 764-770),
Melbourne Beach, FL: AAAI Press.
McCarthy, P., Briner, S., Rus, W., McNamara, D. (2007). Textual signatures: identifying
text types using latent semantic analysis to measure the cohesion of text strucutures. In
A. Kao & S. Poteet (Eds.), Natural language processing and text mining (pp. 107-122),
London: Springer-Verlag.
McNamara, D., Crossley, S., McCarthy, P. (2010). Linguistic features of writing quality,
Written Communication, 27 (1), p. 57-86.
Robinson, P. (2001). Task complexity, task difficulty, and task production: Exploring
interactions in the componential framework, Applied Linguitics, 22, p. 27-57.
Robinson, P., Gilabert, R. (2007). Task complexity, the Cognition Hypothesis and
second language learning and performance, IRAL, 45, p. 161-176.
268
TRADUCCIÓN E INTERPRETACIÓN
Horizontes lejanos: traducción (inter)cultural y traductología cognitiva
Amigo Extremera, José Jorge
Grupo de investigación PETRA. Universidad de Las Palmas de Gran Canaria [email protected]
La cultura –tanto en los Estudios de Traducción (Holmes 1988) como en los
enfoques antropológicos que los sustentan parcialmente– es un concepto esencialmente
controvertido (essentially contested concepts, Gallie 1964), al igual que «democracia» o
«doctrina cristiana»: a) todos tenemos una definición propia, b) estas definiciones
personales no coinciden entre sí pero c) estamos familiarizados con muchas
definiciones distintas a la propia que no compartimos pero sí comprendemos. Es
creciente el interés por estudiar las referencias culturales y diversas técnicas de traducción
para tratarlas en todo tipo de textos (audiovisuales, Asimakoulas 2004; jurídicos,
Gémar 2002, Terral 2004; literarios, Hagfors 2003, Inggs 2003, Nord 2003, etc.). La
variedad de enfoques y paradigmas culturales no permite generalizaciones categóricas,
pero muchas parecen contemplar la cultura como elemento externo al sujeto y
fundamentan aproximaciones al proceso de traducción como «fenómeno de
comunicación intercultural» (Reiss & Vermeer 1984; Katan 2004, 2009), en consonancia
con el «giro cultural» (cultural turn) anunciado por Bassnett & Levefere (1990).
Esta propuesta se plantea la necesidad de estudiar de forma empírica las
relaciones entre diversas concepciones de cultura y traducción. Para ello, analiza
informáticamente el léxico de un modesto corpus textual de 92 artículos de
investigación, extraído de Meta, TTR y Perspectives, indizadas en ISI Web of
Knowledge, ERIH y Scopus. Los textos incluyen los lemas traducción cultural y/o
traducción intercultural en diversas lenguas. Los temas abarcan desde formación de
traductores e intérpretes (Bahumaid 2010) hasta el discurso de la Otredad (Dimitriu
2012), pasando por estudios sobre recepción de literatura multicultural en contextos
académicos formales (Pascua 2003), e incluso reflexiones de corte antropológico
(Valero-Garcés 1995, Bahadir 2004).
Los resultados del análisis permiten trazar un mapa conceptual de las diversas
aproximaciones y sus interrelaciones. De este mapa se deriva el siguiente recorrido por
las definiciones implícitas y explícitas de traducción (inter)cultural en el corpus (en el
caso de la traducción cultural, algunos autores se basan en las aproximaciones de
Bhabha 1994:228, Carbonell 1999:47 y Trivedi 2004) y permiten esbozar una crítica
constructiva y razonada desde la traductología cognitiva (Muñoz 2007, 2010a y 2010b),
que propugna un enfoque interpersonal (Muñoz 1999:162) sobre la traducción y la
interpretación, y busca el modo de operativizar la cultura en la investigación empírica,
para evitar los problemas inherentes a las aproximaciones estructuralistas (cf. Martín
de León 2005).
Referencias
Asimakoulas, D. 2004. Towards a model of describing humour translation: a case study
of Greek subtitled versions of Airplane! and Naked Gun! Meta 49: 822–842.
Bahadir, Ş. 2004. Moving in-between: the interpreter as ethnographer and the
interpreting-researcher as anthropologist. Meta 49: 805–821.
269
Bahumaid, S. 2010. Investigating cultural competence in English-Arabic translator
Training Programs. Meta 55: 569–588.
Bassnett-McGuire, S. & A. Levefere, eds. 1990. Translation, History and Culture. London:
Pinter Publishers.
Bhabha, H.K. 1994. The location of culture. London: Routledge, 212–235.
Carbonell, O. 1997. Traducir al otro. Traducción, exotismo y postcolonialismo. Escuela de
Traductores de Toledo: Ediciones de Castilla-La Mancha.
Dimitriu, R. 2010. When ‘we’ are ‘the other’. Travel books on Romania as exercises in
intercultural communication. Perspectives 20/3: 313–327.
Gallie, W.B. 1964. Essentially Contested Concepts. W.B. Gallie, ed. Philosophy and the
Historical Understanding. London: Chatto & Wind, pp 157–191.
Gémar, J.-C. 2002. Le plus et le moins-disant culturel du texte juridique. Langue,
culture et équivalence. Meta 47/2: 163–176.
Hagfors, I. 2003. The Translation of Culture-Bound Elements into Finnish in the PostWar Period. Meta 48: 115–127.
Holmes, J. 1988. Translated! Papers in Literary Translation and Translation Studies.
Amsterdam: Rodopi.
Inggs, J. 2003. From Harry to Garri: Strategies for the Transfer of Culture and Ideology
in Russian Translations of Two English Fantasy Stories. Meta 48/1-2: 285–297.
Katan, D. 2004. Translating Cultures: An Introduction for Translators, Interpreters and
Mediators. Manchester: St. Jerome Publishing.
Katan, D. 2009. Translation as intercultural communication. J. Munday, ed. The
Routledge Companion to Translation Studies. London & New York: Routledge, pp 74–
92.
Martín de León, C. 2005. Contenedores, recorridos y metas. Metáforas en la traductología
funcionalista. Frankfurt: Peter Lang.
Muñoz Martín, R. 1999. Contra Sísifo: Interdisciplinariedad y multiculturalidad.
Perspectives 7/2: 153–163.
Muñoz Martín, R. 2007. Apuntes para una traductología cognitiva. En L. Peganute, J.
Decesaris, M. Tricás & M. Bernal, eds. Actas del III Congreso Internacional de la Asociación
Ibérica de Estudios de Traducción e Interpretación. La traducción del futuro: mediación
lingüística y cultural en el siglo XXI. Barcelona 22 –24 de 2007. Barcelona: PPU, pp. 65–75.
Muñoz Martín, R. 2010a. Leave no stone unturned: On the development of cognitive
translatology. Translation and Interpreting Studies 5/2: 145–162.
Muñoz Martín, R. 2010b. On paradigms and cognitive translatology. En. G. Shreve & E.
Angelone, eds. Translation and Cognition. Amsterdam: John Benjamins, pp. 169–187.
Nord, C. 2003. Proper Names in Translation for Children: Alice in Wonderland as a Case
in Point. Meta 48/1-2: 182–196.
Pascua Febles, I. 2003. Translation and Intercultural Education. Meta 48/1-2: 276–284.
Reiss, K. & H.J. Vermeer. 1996. [1984]. Fundamentos para una teoría funcional de la
traducción. Madrid: Akal. Trad. De Sandra García Reina y Celia Martín de León.
Terral, F. 2004. L’empreinte culturelle des termes juridiques. Meta 49/4: 876–890.
Trivedi, H. 2005. Translating Culture vs. Cultural Translation. 91st meridian.org: 1–8.
Valero-Garcés, C. 1995. Modes of translating culture: ethnography and translation.
Meta 40/4: 556–563.
270
The role of dubbing in foreign language learning: first insights
Ávila Cabrera, José Javier
UNED, Madrid. - [email protected]
Talaván, Noa
[email protected]
In recent years, Audiovisual Translation (henceforth, AVT) in the form of
subtitling has proved to have great potential to improve foreign language learning
skills (Incalcaterra McLoughlin et al., 2011; Sokoli et al., 2011; Talaván, 2010). Dubbing,
as the other main AVT mode, is also bound to be helpful as a didactic resource in the
language class, although not many authors have yet stopped to study its possible
benefits. This presentation attempts to provide a general overview of the possible
pedagogical applications of dubbing in foreign language learning (henceforth, FLL), as
well as the main skills that it may enhance.
First of all, dubbing should be applied to short video clips previously selected
to work on the corresponding language content or skill students need to practise. They
should be short so as not to turn the activity into a time-consuming task that may end
up being more discouraging than motivating. There should be a careful selection of the
source audiovisual text in terms of its relevance, interest, the type of language
presented, the number of characters involved and the type of situation contained. The
most practical option would be to have the dubbing process performed into the foreign
language from a source video originally recorded in the students’ mother tongue, but
intralingual dubbing could also be performed. Be it as it may, foreign language input
needs to be there as the final goal of the activity.
It would be ideal for these activities to be enclosed within complete tasks that
include a warm-up section introducing the language to be dealt with, then the dubbing
task, and finally a follow-up stage that takes the text further, probably working on
other skills or on related content.
The main advantages that dubbing seems to offer FLL stem, first of all, from the
use of audiovisual dialogue, that is, quasi-realistic situations from everyday life that
make use of useful language structures within a rather thorough replication of a real
communicative context (Pavesi, 2012). Also, we can count on the benefits of translation
as such in FLL, which offers learners the possibility of working on mediation strategies,
which are so important to help students process language and establish equivalent
meanings (Council of Europe, 2001). In such an activity, lip synchrony would be
respected in a relatively flexible manner, given the didactic context, where dubbing
could become a sort of voiceover for students; the final aim will always be to improve
FLL skills, not to learn how to dub properly.
As regards FLL skills, all of them could be promoted in this type of didactic
task: oral and written production, listening and even reading comprehension. The
research that has been undertaken thus far involves making students dub and subtitle
a particular clip or set of clips as a single activity, since it has been considered a more
comprehensive task that can profit from a wider range of didactic benefits. Some
samples of such experiments will be discussed in this presentation, so as to provide
information as to potential benefits and further uses.
References:
Council of Europe (2001) Common European Framework of Reference for Languages.
271
Incalcaterra McLoughlin, L. and Lertola, J. (2011) Learn through Subtitling: Subtitling
as an Aid to language Learning. In L. Incalcaterra McLoughlin, M. Biscio and M. Áine
Ní Mhainnín (eds). Subtitles and Subtitling. Theory and Practice (pp.197-218). Oxford:
Peter Lang.
Pavesi M. (2012). The potentials of audiovisual dialogue for second language
acquisition. In Alderete-Díez, P., Incalcaterra McLoughlin, L., Ní Dhonnchadha, L. &
Ní Uigín, D. (eds.). Translation, Technology and Autonomy in Language Teaching and
Learning. Oxford: Peter Lang.
Sokoli, S., Zabalbeascoa, P. and Fountana, M. (2011). Subtitling Activities for Foreign
Language learning: What Learners and Teachers Think. In L. Incalcaterra McLoughlin,
M. Biscio and M. Áine Ní Mhainnín (eds). Subtitles and Subtitling. Theory and Practice
(pp.197-218). Oxford: Peter Lang.
Talaván, N. (2010). Subtitling as a Task and Subtitles as Support: Pedagogical
Applications. In J. Díaz Cintas, A. Matamala and J. Neves (eds). New Insights into
Audiovisual Translation and Media Accessibility (pp. 285-299). Amsterdam: Rodopi.
La reconciliación cognitiva en la retrotraducción como mecanismo para la mejora de la
calidad de la traducción médica
Bolaños, Alicia [email protected]
En los últimos años, el procedimiento de retrotraducción se ha consolidado
como una fase fundamental a la hora de garantizar la calidad de la traslación y
adaptación de diferentes géneros textuales en campos tales como las ciencias de la
salud, la investigación transcultural y las pruebas psicométricas (Andriesen, 2008;
Tyupa, 2011). Sin embargo, a pesar de su extendido uso, recomendado incluso por la
Organización Mundial de la Salud (World Health Organization, 2010), se trata de una
práctica que apenas ha sido estudiada desde la traductología (Ozolins, 2009).
La retrotraducción consta de tres pasos (Maxwell, 1996): en primer lugar, el
texto original se traduce a la lengua de llegada; a continuación, otro traductor se
encarga de traducir el texto meta de nuevo a la lengua de partida, para finalmente
comparar las dos versiones del texto en dicha lengua, con el objetivo de detectar
posibles discordancias entre ellos y corregirlas. Este último proceso se conoce como
reconciliación cognitiva y tiene como finalidad desentrañar de qué forma van a recibir
el mensaje los destinatarios de la traducción, en comparación con los hablantes nativos
del idioma de partida (Eker y Peters, 2007). A menudo la retrotraducción no ha
contado con el beneplácito de los profesionales de la traducción, por ejemplo, porque
tradicionalmente antepone el concepto de equivalencia conceptual frente al de
funcionalidad (Bolaños Medina y González Ruiz, 2012), por propiciar que ciertos
defectos del TM pasen inadvertidos si se realiza una traducción palabra por palabra o
porque puede propiciar una similaridad conceptual en cierta medida artificial (AERA,
APA and NCME 2008). Sin embargo, también ha quedado patente que en ocasiones
puede servir para que éstos hagan oír su voz y favorecer el intercambio de impresiones
con el cliente (Ozolins, 2009).
El presente proyecto pretende contribuir a colmar la laguna bibliográfica
detectada sobre la retrotraducción en el ámbito de los géneros textuales propios del
campo de la Medicina, a menudo producidos en el marco de los ensayos clínicos de
investigación (Bolaños Medina, 2012) y entre los que se encuentran: el consentimiento
272
informado (Stiffler, 2003); los instrumentos de evaluación en general (Díaz Rojo, 2000),
entre los que destacan los cuestionarios de calidad de vida relacionada con la salud
(CVRS) (Serra-Sutton y Herdman, 2001); y los formularios de recopilación de
resultados informados por el paciente (Wild et al., 2005). Tras revisar la escasa
literatura existente, caracterizaremos el proceso de reconciliación cognitiva desde un
enfoque funcional y en el marco de la traductología cognitiva. Por último, con el fin de
orientar la investigación en este ámbito, expondremos, a partir de las conclusiones del
estudio, los aspectos más salientes que merecen ser objeto de un estudio más detallado
en el futuro.
Bibliografía
Aera, apa and ncme (2008): Standards for Educational and Psychological Testing.
Washington: American Educational Research Association, American Psychological
Association and National Council on Measurement in Education, and American
Educational Research Association.
Andriesen, S. (2008): “Benefiting from back translations”. Clinical Trial Management, 1620.
Bolaños Medina, A. (2012): “The key role of the translation of clinical trial protocols in
the university training of medical translators”. Jostrans, 17
Bolaños Medina, A.; González Ruíz, V. (2012): “Deconstructing the Translation of
Psychological Tests”. Meta, Journal des traducteurs, 57(3).
Díaz Rojo, J.A. (2000): “La traducción y adaptación cultural de instrumentos de
evaluación en medicina”. Panace@, 1(1), 24-25.
Eker, J.; Peters, J. (2007): “Gained in translation”. Future Pharmaceuticals, 3, 94-95.
Maxwell, B. (1996): “Translation and Cultural Adaptation of the Survey Instruments”.
En M.O. Martin y D.L. Kelly: Third International Mathematics and Science Study (TIMSS)
Technical Report, Volume I: Design and Development. Chestnut Hill, MA: Boston College,
1-10.
Ozolins, U. (2009): “Back traslation as a means of giving translators a voice”. The
International Journal for Translation and Interpreting, 1(2).
Serra-Sutton, V.; Herdman, M. (2001): “Metodología de adaptación transcultural de
instrumentos de medida de la calidad de vida relacionada con la salud”. Agència
d’Informació, Avaluació i Qualitat en Salut, Generalitat de Catalunya.
Stiffler, H.L. (2003): “Guidelines for Obtaining Informed Consent for Clinical
Research”, Applied Clinical Trials Online, november 2003.
Tyupa, S. (2011): “A theoretical framework for back-translation as a quality assessment
tool”. New Voices in Translation Studies, 7, 35-46.
Wild, D.; Grove, A.; Martin, M.; Ermenco, S.; McElroy, S.; Verjee-Lorenz, A.; Erikson, P.
(2005): “Principles of Good Practice for the Translation and Cultural Adaptation
Process for Patient-Reported Outcomes (PRO) Measures: Report of the ISPOR Task
Force for Translation and Cultural Adaptation”. Value in Health, 8(2).
World Health Organization (2010): “Process of translation and adaptation of
instruments”.
Disponible
en:
http://www.who.int/substance_abuse/research_tools/translation/en/ [Consulta: 27 de
noviembre de 2012].
273
Entre el fondo y la forma: algunas reflexiones sobre la interpretación en el campo de la
salud mental
Echauri Galván, Bruno
Universidad de Alcalá de Henares - [email protected]
El presente proyecto pretende, por un lado, relacionar algunas teorías
pragmáticas con los rasgos propios de una comunicación triangular interlingüística
(paciente-personal sanitario-intérprete) en el campo de la salud mental y, por otro,
justificar la importancia y reflexionar acerca de la figura del intérprete activo (Bot,
2003) en este contexto.
A partir de la idea de Verschueren (1999) de que la pragmalingüística estudia el
uso que los hablantes hacen de la lengua como acción social, podemos inferir que los
elementos que abarca esta disciplina (interlocutores, actos de habla, contexto…) la
convierten en un factor inherente a todo proceso oral de comunicación. En el ámbito
sanitario, resulta especialmente importante que este intercambio de información sea
efectivo, ya que es fundamental que el personal médico comprenda las necesidades de
los pacientes para poder prestar un servicio de calidad que permita cubrirlas (Baylav,
2003). Por esa razón, la base de este trabajo es el Principio de Cooperación de Grice
(Escandell Vidal, 1993, 92) que se sustenta sobre la idea central de que nuestra
contribución debe ser en cada momento «la requerida por el propósito o la dirección
del intercambio comunicativo» del que somos partícipes. Sobre este fundamentose
añaden otras dos corrientes teóricas como son la Teoría de la Relevancia de Sperber y
Wilson y el concepto de imagen formulado por Brown y Levinson (Escandell Vidal,
1993). La suma de estos tres principios sirve para construir un marco hipotético para el
desarrollo de una comunicación eficaz y satisfactoria entre todas las partes, basado en
la voluntad de cooperación de cada uno de los interlocutores y la relevancia en los
enunciados (presupuestos a la mayor parte de actos comunicativos) y que a su vez,
contempla y asume una serie de violaciones relacionadas con la imagen social que cada
uno de los hablantes desea proyectar y mantener. Sin embargo, en nuestro particular
contexto de estudio, las diferencias lingüísticas y culturales, algunos factores
característicos de la comunicación en el ámbito de la salud mental y las
particularidades de algunas patologías, impiden que este modelo teórico se cumpla,
levantando una serie de barreras que se convierten en el siguiente punto de análisis. De
este modo, se describirá cómo el proceso comunicativo puede verse afectado por
diversas interferencias, algunas surgidas a partir de los propios trastornos, otras de las
relaciones entre el personal médico y los pacientes (Cushing, 2003), y otras a raíz del
choque entre las ideas, valores y comportamientos de dos culturas diferentes (Lau,
1984). El propósito final de este proyecto es mostrar cómo, en este ámbito de estudio,
los rasgos propios de algunas patologías, las diferencias entre las partes (personales,
sociales, idiomáticas, culturales…) y las teorías pragmáticas descritas anteriormente
conforman una suma de factores a considerar y objetivos a alcanzar que influyen
inevitablemente en una comunicación interlingüística y, por consiguiente, en el proceso
de interpretación. A este respecto, la parte final del trabajo pretende reivindicar la
figura del intérprete activo como pieza indispensable en la interacción, analizando
tanto las repercusiones de este particular contexto en su labor, como el tipo de
decisiones (modelo de interpretación, actitud, etc.) que puede tomar para alcanzar una
comunicación lo más eficiente y relevante posible.
274
Bibliografía
Baylav, A. (2003). Issues of language provision in health care services. En R. Tribe y H.
Raval (eds.). Working with interpreters in Mental Health, 69-77. East Sussex:
Routledge.
Bot, H. (2003). The myth of the uninvolved interpreter interpreting in Mental Health and the
development of a three-person psychology. En L. Brunette, G. Bastin, I. Hemlin y C. Heather
(eds.). The Critical Link 3: Interpreters in the Community, 27-35. Amsterdam;
Cushing, A. (2003). Interpreters in medical consultations. En R. Tribe, y H. Raval (eds.).
Working with interpreters in Mental Health, 30-54. East Sussex: Routledge.
Escandell Vidal, M. V. (1993). Introducción a la Pragmática. Barcelona: Anthropos.
Lau, A. (1984). Transcultural issues in family therapy. Journal of Family Therapy, vol. 6,
91-112.
Verschueren, J. (1999). Understanding Pragmatics. London; New York: Arnold.
La banalización del mal: traducciones que crean una cara amable de los ideólogos nazis
Fernández Gil, María Jesús
Hoy en día el mal se expande por la sociedad cual epidemia, de suerte que su
presencia invade todos los aspectos de la realidad cotidiana. Es cierto que a lo largo de
la historia se han sucedido hechos atroces y personajes malvados. La novedad reside,
sin embargo, en el carácter cotidiano que ha adquirido esta realidad. Y es que el
despliegue de actos barbáricos vivido en el siglo XX y en lo que llevamos de siglo XXI
ha convertido a la monstruosidad en un elemento integrante del modus vivendi del
hombre moderno. Nos hemos acostumbrado a él y hasta lo hemos aceptado, incapaces
de distinguir entre bien y mal. La prueba de dicha normalización la encontramos en la
acogida que ha recibido el concepto de “banalidad del mal”, acuñado por Hannah
Arendt en el año 1963. Esta filósofa alemana se valió de esta idea para explicar que la
monstruosidad de los actos cometidos por Adolf Eichmann, uno de los grandes
jerarcas nazis, se debía no a su maldad sino a su papel de ejecutor de órdenes. De este
modo burocratizó el mal, dando el primer paso para desposeer a éste de su carácter
intrínsecamente maléfico.
En este trabajo, ilustraremos cómo algunas de las (re)escrituras del Holocausto
han favorecido la consolidación de esta visión dulcificada del mal, hasta el punto de
que puede hablarse de traducciones que crean una cara amable de los ideólogos nazis.
Se trata de textos que, ya sea por motivos económicos, políticos o sociales, han
(re)escrito el original para plegarse a una ideología totalmente contraria a la que les vio
nacer. Lefevere (1992) denunció tal manipulación en la traducción al alemán del diario
de Anne Frank, pero no es el único caso de intervención. Se observa un proceso similar
en la (re)escritura al francés del manuscrito de Elie Wiesel Un di velt hot geshvign. La
traducción al inglés y al francés de Se questo è un uomo de Primo Levi así como la
versión neerlandesa de la autobiografía de Rudolf Höss también redefinen el papel de
los nazis en el Holocausto. El marco teórico desde el que analizaremos todos estos
ejemplos es el de la teoría de la recepción y de la ética (Wolfang 1993; Pym 2007), una
perspectiva que nos ayudará a configurar la imagen proyectada del Tercer Reich, en
general, y de Hitler y los nazis, en particular. Lejos de señalar con el dedo las opciones
275
traductoras tomadas por quienes firman la traducción, pretendemos incidir en el hecho
de que las maniobras de reinterpretación están sujetas a factores varios y variados, que
a veces poco tienen que ver con el traductor. En cualquier caso y al margen del agente,
el hecho no ha de pasar desapercibido, pues la materia objeto de traducción es, en el
caso que aquí nos ocupa, de contenido altamente sensible.
Bibliografía
Arendt, H. (1963) Eichmann in Jerusalem: A Report on the Banality of Evil. New York:
Viking Press.
Lefevere, A. (1992) Translation, Rewriting, and the Manipulation of Literary Fame. Londres:
Routledge.
Pym, A. (1997) Pour un éthique du traducteur. Arras: Presses de l’Université d’Ottawa.
Wolfang, I. (1993) “La interacción texto-lector”. En Dietrich Rall (ed.), En busca del texto:
teoría de la recepción. México: UNAM.
El trabajo colaborativo y la adquisición de la competencia traductora en el aula de
Traducción General
Foulquie, Ana Isabel [email protected]
Navarro, Marta [email protected]
Esta comunicación presenta la metodología utilizada para alcanzar uno de los
objetivos principales de la asignatura Traducción General B-A, A-B I (inglés) del Grado
en Traducción e Interpretación de la Universidad de Murcia. Dicho objetivo consiste
esencialmente en aplicar los principios socioconstructivistas a la didáctica de la
traducción. Estos principios enfatizan la forma única en que cada individuo percibe el
mundo desde su propia experiencia y entre ellos destaca el trabajo colaborativo que,
según la literatura es la forma de organización social que más favorece la instauración
de un contexto favorable para el proceso de enseñanza y aprendizaje. Así, además de
fomentar la interacción entre los estudiantes y de estos con el profesor, reduce la
ansiedad típica de los contextos competitivos (Crozier 1997; Oxford 1999) y ayuda a
instaurar relaciones interpersonales positivas, al mismo tiempo que favorece la
autonomía de trabajo de los miembros del grupo (Crandal, 1999; Onrubia, 2003). El
trabajo colaborativo comporta, además, la adquisición de técnicas interpersonales
como la verbalización y justificación de las propias elecciones, la negociación, la
división de roles, la revisión del trabajo realizado, etc., que son requisitos
fundamentales en el mundo real (La Rocca 2007). Para Kiraly (2000:37), una de las
grandes ventajas del trabajo colaborativo es que permite que las actividades de
aprendizaje giren en torno a proyectos que reflejan la complejidad de las situaciones
que se presentan en la vida real. Así es como se puede fomentar el ‘aprender a
aprender’ que tendrá como resultado un aprendizaje para toda la vida (lifelong learning)
que servirá al alumno para poder a enfrentarse a cualquier tipo de situación que se le
presente una vez concluya su etapa en la institución docente y se incorpore a la
realidad del mercado de trabajo.
Parte de la metodología aplicada en la asignatura contempla el trabajo en
grupos de 3 o 4 estudiantes con la finalidad no sólo de realizar encargos de traducción
sino también de actuar como revisores de las traducciones hechas por otros grupos de
compañeros. En ambos casos, los alumnos han de llevar a cabo una reflexión de ambos
276
procesos que deben reflejar en un documento al que denominamos ‘Memoria de
traducción’.
Así, tal y como se reflejará a lo largo de la comunicación, a través de esta
dinámica de trabajo el alumno obtiene grandes beneficios derivados, tal y como se ha
señalado, de las ventajas del trabajo colaborativo en el aula.
Referencias
Crandal, J., (1999) ‘Cooperative language learning and affective factors’, en Arnold, J.
(ed.), Affect in Language Learning, Cambridge, Cambridge University Press, 226-245.
Crozier, W. R (1997) Individual Learners. Personality Differences in Education.
London/New York, Routledge.
Kiraly, D. (2000) A Social Constructivist Approach to Translator Education. Cornwall: St.
Jerome Publishing.
La Rocca, M. (2007) El Taller de Traducción: Una Metodología Didáctica Integradora para la
Enseñanza Universitaria de la Traducción. Tesis Doctoral, Universidad de Vic.
Onrubia, J. (2003) ‘Las aulas como comunidades de aprendizaje: una propuesta de
enseñanza basada en la interacción, la cooperación y el trabajo en equipo’. Cooperación
Educativa 68, págs. 37-46.
A New Look at "A Separation": Metaphor Translation
Hosseini, Nina
alzahra university - [email protected]
Asiaee, Maral
[email protected]
Conceptual metaphor or cognitive metaphor, a term introduced by Lakoff and
Johnson (1980), refers to the fact that metaphors are not just terms that are used in
literature or language, but they actually govern our mind and regulate our behavior.
They do not just shape our daily communication, but they shape the way we think and
act. According to this view, the conceptual system of human’s mind which controls the
way he thinks and the way he behaves is metaphoric in nature (Iranmanesh, 2010).
Based on cognitive approach, Mandelblit (1995) was apparently the first one who
introduced metaphor schemes for translation. He considered two schemes for
metaphor translation from one language to another; Similar mapping conditions
between source language (SL) and target language (TL) and different mapping
conditions between SL and TL. Afterwards, and based on Mandelblit’s suggestion,
Kovecses (2005), Al- Hassnawi (2007), Iranmanesh (2010) and Taheri (2011) have each
considered four, three, six and five schemes for metaphors in their models of
translation, respectively; all based on English as the source language. In this paper we
attempt to do the analysis in a different way by considering English as the target
language and Persian as the source language. The aim is to discover how many
metaphor schemes will be used while translating a non-English piece of art to English.
To do so we chose the screenplay of Persian Oscar-winning film “A Separation” by
Asghar Farhadi and extracted all possible metaphors which have been translated into
English as the subtitle.
References:
Al-Hassnawi, A. R. (2007) ''A Cognitive Approach to Translating Metaphors''.
Translation Journal, 11(3).
277
Kovecses, Z. (2005) Metaphor in Culture: Universality and Variation. Cambridge:
Iranmanesh, A. & G. S. Kulwindr Kaur. (2010) "A Cognitive Approach and Translation
Strategies Used in the Subtitling of Metaphors in Three American Movies. Retrieved
January
10,
2011,
from:
http://english.um.edu.my/anuvaada/PAPERS/IRANMANESH.pdf.
Lakoff, G. & M. Johnson. (1980). Metaphors We Live By. Chicago: University of Chicago
Mandelblit, N. (1995) "The Cognitive View of Metaphor and its Implications for
Translation Theory". Translation and Meaning, Part 3 (483-495). Maastricht: Universitaire
Press.
Taheri Ardali, M. (2011). “A New Model to Metaphor Translation: A cognitive
Approach in Focus”.The Fourth International Conference of Cognitive Science (ICCS).
Tehran, Iran.
Errores en la traducción jurídica y económica: posibles mejoras en la adquisición y el
desarrollo de la competencia comunicativa en lenguas extranjeras de futuros
traductores
Jordan Núñez, Kenneth
Universidad San Jorge - [email protected]
Cardos Murillo, María Pilar
Sánchez Martínez, Eoghan
El objetivo de esta comunicación es definir qué aspectos de la competencia
comunicativa en la lengua de partida conviene reforzar durante el proceso de
enseñanza-aprendizaje de la lengua extranjera de futuros traductores para mejorar su
competencia traductora respecto de los textos de especialidad del ámbito jurídico y
económico. Este trabajo, por tanto, se inscribe en el ámbito de la didáctica de la
traducción y en el ámbito de la didáctica de las lenguas extranjeras en los estudios de
traducción.
Este estudio parte del concepto de competencia traductora según el
planteamiento de Amparo Hurtado Albir, definida como “el sistema subyacente de
conocimientos y habilidades necesarios para traducir” (Hurtado 1999: 43). Esta
competencia la integran una serie de subcompetencias: comunicativa en las dos
lenguas, extralingüística, de transferencia, instrumental y profesional, psicofisiológica
y estratégica (Hurtado 2010: 182-183); si bien este trabajo se centra en la competencia
comunicativa de la lengua de partida (que abarca conocimientos gramaticales,
discursivos y sociolingüísticos) (PACTE 2001: 39-45), y, más concretamente, en la
competencia de comprensión lectora.
Se toman como objeto de estudio traducciones realizadas por alumnos del
grado en Traducción y Comunicación Intercultural de la Universidad San Jorge en las
materias de traducción jurídica y económica, porque es en estas materias de traducción
especializada (que se cursan en los dos últimos cursos del grado) donde se ponen en
práctica todos esos conocimientos y habilidades necesarios para traducir (gran parte de
los cuales, sobre todo los relativos a la competencia comunicativa, han sido trabajados
en las materias de los dos primeros cursos). Además, se parte de la consideración de
278
que las materias de traducción directa general son solo una iniciación a la “traducción
real” (Jordan 2012: 19) o a la “traducción profesional” (Hurtado 1996: 31).
Se utiliza un corpus de cerca de 250 traducciones evaluadas mediante métodos
basados en el análisis de errores (Waddington 1999) y realizadas en materias de
traducción directa jurídica y económica de inglés y francés a español. Tras identificar
todos los errores de traducción, se procede a clasificarlos utilizando como criterio la
causa del error, y se seleccionan aquellos originados por posibles carencias de
conocimientos y habilidades en la lengua extranjera o de partida implicada. Por último,
se trata de determinar cuáles son los conocimientos y competencias relacionados con la
comprensión lectora de la lengua de partida que los alumnos deberían haber
adquirido, desarrollado o reforzado en las materias de lengua extranjera y en las
materias de traducción general o de iniciación a la traducción para prevenir esas
futuras carencias.
Se espera que los resultados del estudio contribuyan a mejorar los planes de
estudio de los grados en traducción y, sobre todo, los programas de las materias de los
primeros cursos del grado (especialmente, las materias de lengua extranjera y de
traducción general o de introducción a la traducción). De esa forma, podrá garantizarse
que los alumnos disponen de las herramientas para adquirir y desarrollar los
conocimientos y habilidades necesarios para abordar la traducción especializada, real o
profesional como “traductores competentes” (Zabalbeascoa 2000).
Borja Albi, A. 1998. Estudio descriptivo de la traducción jurídica. Un enfoque discursivo.
Directora: Amparo Hurtado Albir. Tesis doctoral. Universitat Autònoma de Barcelona.
Brehm, J. y A. Hurtado. 1999. “La primera lengua extranjera”. Enseñar a traducir. Ed. A.
Hurtado Albir. Madrid: Edelsa. 59-70.
Hurtado Albir, A. 1999. “Objetivos de aprendizaje y metodología en la formación de
traductores e intérpretes”. Enseñar a traducir. Ed. A. Hurtado Albir. Madrid: Edelsa. 858.
Hurtado Albir, A. 2010. “La competencia traductora y su adquisición: un modelo
holístico y dinámico”. Perspectives: Studies in Translatology. Vol. 7, 177-188.
Jordan Núñez, K. 2012. Propuesta metodológica para la preparación y el desarrollo de una
materia de traducción económica inglés-español dentro del Espacio Europeo de Educación
Superior. Director: Javier Franco Aixelá. Tesina de máster. Universidad de Alicante.
Jordan Núñez, K. (en prensa). “Some tips for designing and presenting an
undergraduate course in economic, financial and commercial translation”. Current
trends in translation teaching and learning. Ed. M. Garant. Helsinki: University of
Helsinki Press.
Nord, C. 1996. “El error en la traducción: categorías y evaluación”. La enseñanza de la
traducción. Ed. A. Hurtado Albir. Castelló de la Plana: Publicacions de la Universitat
Jaume I. 91-103.
PACTE. 2001. La competencia traductora y su adquisición. Quaderns: revista de
traducció. Vol. 6, 39-45.
Román Mínguez, V. 2008. La enseñanza de la traducción (inglés-español) de los tipos
textuales del mundo de la empresa: aproximación metodológica y materiales. Directora: Emilio
Ortega Arjonilla. Tesis doctoral. Universidad de Málaga.
Waddington, C. 1999. Estudio comparativo de diferentes métodos de evaluación de traducción
general (Inglés-Español). Madrid: Universidad Pontificia Comillas.
279
Zabalbeascoa Terran, P. 2000. “La didáctica de la traducción: desarrollo de la
competencia traductora”. Aproximaciones a la traducción. [Documento de Internet
disponible en http://cvc.cervantes.es/obref/aproximaciones/zabalbeascoa.htm#10].
La utilidad de la orientación lingüístico-cognitiva en Terminología para la traducción
especializada (a base del estudio terminológico psicolingüístico ruso-alemán-español)
Koreneva Antonova, Olga
El conocimiento especializado destaca por su indudable dinamismo y
complejidad y su asimilación requiere del ser humano un esfuerzo cognitivo adicional.
El objetivo de la comunicación especializada es la transmisión de nociones de
especialidad. La globalización crea la necesidad de que la comunicación especializada
se efectúe a nivel multilingüe, lo que plantea un desafío para los traductores y
terminólogos a la hora de crear recursos terminológicos válidos. Según el enfoque de la
gestión terminológica basada en el conocimiento (Faber 1999), solo la asimilación
previa del conocimiento especializado garantiza su representación eficaz y el uso
terminológico adecuado en el discurso científico-técnico. Las bases de conocimiento
terminológico multilingües vienen a sustituir los diccionarios ordenados
alfabéticamente. En la estructura de las bases de conocimiento terminológico se busca
el máximo acercamiento a la organización del sistema conceptual humano
considerando diferentes perspectivas en la percepción o conceptualización
(multidimensionalidad), presentes tanto a nivel intralingüístico como inherentes a
distintas lenguas. Estos recursos permiten recopilar una información exhaustiva sobre
los conceptos especializados y ofrecen definiciones terminológicas más completas y
eficaces.
A pesar de la existencia de numerosos estudios sobre conceptos abstractos, es
evidente la escasez de investigaciones sobre la conceptualización en el dominio de
especialidad, así como la falta de estudios psicolingüísticos orientados hacia conceptos
especializados a nivel intra e interlingüístico. Con el fin de eliminar estas lagunas,
hemos emprendido una investigación sobre la conceptualización reflejada en la
terminología medioambiental en ruso, alemán y español que combina el análisis léxico
de términos en un corpus trilingüe con un estudio psicolingüístico realizado con
sujetos nativos. Nuestra hipótesis consiste en que la diferente procedencia de esas
lenguas, la rusa (eslava), la alemana (germánica) y la española (romance), originaría
distintas perspectivas en la conceptualización de los mismos conceptos especializados.
El análisis léxico del corpus permitió extraer el conocimiento especializado de la
terminología perteneciente a un segmento del dominio medioambiental elegido y
aportó los conceptos claves. Su inventario fue confirmado también por el estudio
psicolingüístico (tarea de asociación de palabras). Dichos conceptos fueron
organizados para su representación como un action-environmental interface (Barsalou
2003) en un marco supralingüístico prototípico del dominio (evento medioambiental)
propuesto por la Terminología Basada en Marcos (TBM) (Faber et al 2005, 2006, 2007;
Faber 2011). Esta estructuración permite constatar también la influencia de la
multidimensionalidad intra e interlingüística en la organización conceptual. La
reconstrucción de la estructura conceptual subyacente a los términos ayuda a
establecer la equivalencia terminológica en diferentes lenguas y permite formular las
280
definiciones más completas. También se ha podido demostrar que el conocimiento más
profundo de los conceptos especializados y su organización en forma dinámica mejora
la representación y la transmisión del conocimiento especializado. La metodología
propuesta demuestra la eficacia de la orientación lingüístico-cognitiva en la
Terminología para la traducción científico-técnica y contribuye a la comunicación
especializada multilingüe.
Estudio de las resoluciones de traducción en español del Sorgo Rojo
Ku, Menghsuan
National Chengchi University - [email protected]
El escritor chino, Mo Yan, recibió el Premio Nobel de Literatura en 2012.
Procede de una familia campesina, las tramas de sus novelas revelan la nostalgia de su
pueblo a través de una descripción detallada de las historias ocurridas en su tierra
natal Gaomi, Shandong. El estilo de sus obras se caracteriza por el realismo mágico
influenciado por las obras de William Faulkner y Gabriel García Márquez. Es por ello
que Mo Yan pudo escapar a la censura de China a pesar de sus referencias históricas.
Sorgo Rojo, la novela por la que Mo Yan se hizo famoso, fue publicada en 1986 y
llevada al cine dos años después, ganando numerosos premios cinematográficos tal
como el 38o Oso de Oro del Festival Cinematográfico en Berlín en 1988. El relato de la
obra se sitúa en la época de la invasión japonesa y la lucha de China contra ella, e
incluye historias de amor, retratos de la vida de entonces así como de la ideología
dominante. Nuestro trabajo pretende estudiar la estrategia de tradución del Sorgo Rojo
del chino al español, asímismo se marca los objetivos particulares de comparar las
interpretaciones entre la película y la novela, las técnicas de traducción aplicadas con
frecuencia y las resoluciones culturales empleadas.
Los verbos de movimiento en las perífrasis verbales como un problema de traducción
(análisis de la novela de Javier Marías Corazón tan blanco y su traducción al esloveno)
Markic, Jasmina
Universidad de Ljubljana Eslovenia - [email protected]
Los verbos de movimiento tienen «una importante flexibilidad léxica y
sintáctica y se caracterizan por mostrar una predisposición a modificar sus
propiedades léxico-semánticas y sintácticas en función del contexto en que aparecen;
esa relativa facilidad para ‘vaciarse’ es precisamente lo que los capacita para entrar a
formar parte de perífrasis como verbos auxiliares desemantizados» (de Miguel, E.
(2012) «Verbos de movimiento en predicaciones sin desplazamiento espacial». Verba
Hispanica XX. Ljubljana: Filozofska fakulteta (en prensa)). La ponencia se centra en uno
de los grandes problemas de traducción del español al esloveno: la expresión del
tiempo, aspecto y modo con las estructuras perifrásticas llamadas perífrasis verbales en
español. El análisis contrastivo de estas dos lenguas de familias lingüísticas distintas, el
esloveno (lengua eslava predominantemente aspectual) y el español (lengua romance)
muestra interesantes soluciones en la traducción de las perífrasis verbales. El esloveno
no conoce este tipo de estructuras perifrásticas (Markič, J. (2006) «Valores y usos de las
perífrasis verbales de gerundio con los auxiliares ir, andar y venir». Linguistica 46 /2 .
Ljubljana: Filozofska fakulteta. 243-250) salvo el caso de algunas perífrasis modales con
281
infinitivo (deber, poder + inf.: morati, moči, smeti + inf.), algunas perífrasis indicadoras de
las fases de la acción también con infinitivo (empezar, comenzar a + inf., terminar de + inf.,
dejar de + inf.: začeti, pričeti + inf., končati, prenehati + inf.) y las perífrasis verbales
copulativas formadas de dos verbos conjugados relacionados con la conjunción y,
cuyos significado y función se asemejan a las perífrasis verbales (Va y me dice que… /
Gre in mi reče…). El traductor del español al esloveno debe conocer a fondo estas
estructuras perifrásticas, sus usos y significados para encontrar equivalentes en
esloveno y evitar traducciones falsas o incompletas.
El análisis contrastivo de la novela de Javier Marías Corazón tan blanco y su
traducción eslovena Tako belo srce se centra en estas cuestiones. El estilo narrativo de
Javier Marías, el entrelazamiento de los “tiempos” en la narración, la expresión de lo
narrado con largas frases son retos importantes para la traducción. La ponencia
contrasta algunos fragmentos de la novela con su traducción eslovena y presenta
algunas soluciones (im)posibles del problema tratado.
Bibliografía
De Miguel, E. (2012): «Verbos de movimiento en predicaciones sin desplazamiento
espacial». Verba Hispanica XX (en prensa).
García fernández, L. (2006): Diccionario de perífrasis verbales. Madrid: Gredos.
Markič, J. (2006): “Valores y usos de las perífrasis verbales de gerundio con los
auxiliares ir, andar y venir”. Linguistica 46 /2. Ljubljana: Filozofska fakulteta. 243-250.
Real Academia Española (2009): Nueva gramática de la lengua española. Madrid: Espasa
Calpe.
Dificultades socioculturales en la traducción biomédica: textos sobre terapia
ocupacional
Marta Rodríguez, Valentina
Universidade de Vigo - [email protected]
Sánchez Trigo, Elena
Varela Vila, Tamara
El objetivo de este trabajo es abordar un aspecto novedoso que no suele ser
tratado por los estudios que analizan las dificultades traductoras de este amplio
dominio de trabajo. Nos referimos a los problemas de naturaleza sociocultural
presentes en la traducción de textos biomédicos.
Para ello, tomamos como base la obra Occupational Therapy and Duchenne
Muscular Dystrophy (2007), que hemos traducido al español para la Federación
Española de Enfermedades Neuromusculares (ASEM). El texto original fue publicado
por John Wiley & Sons Ltd, (<http://eu.wiley.com/WileyCDA/>), una editorial
especializada en la edición textos científicos e información técnica.
La obra proporciona información sobre la utilidad de la terapia ocupacional
(TO) aplicada a personas con una de las enfermedades neuromusculares (ENM) más
frecuentes: la distrofia muscular de Duchenne (DMD). Presenta un enfoque clínico
flexible y bien fundamentado sobre las ventajas de la TO para los afectados por esta
enfermedad.
282
La finalidad de la traducción ha sido dar a conocer en nuestra sociedad el
enfoque otorgado a la DMD en el Reino Unido. De este modo, se quiere contribuir a
que los pacientes reciban una atención y tratamiento acorde con los últimos avances. Se
trata de la primera obra sobre TO y ENM que se traduce al castellano.
Las principales dificultades que han surgido en el proceso de traducción han
sido de dos tipos. Por un lado, la numerosa terminología propia de la TO, cuyo análisis
hemos abordado en otros trabajos. Por otro, el gran número de referencias
socioculturales alusivas a las estructuras asistenciales y de apoyo específicas del Reino
Unido, a las que hemos tenido que dedicar una especial atención. Es en estas últimas
en las que se centra nuestra presentación.
En primer lugar se analizarán los aspectos socioculturales más importantes
presentes en la citada obra. A continuación, se presentarán los problemas de traducción
que plantearon y, finalmente, se mostrarán las soluciones traductoras adoptadas. De
este modo, se destaca la importancia que cobran una serie de elementos que, si bien no
suelen incluirse entre las características de los textos biomédicos, la práctica traductora
nos muestra que pueden tener una importante presencia en los mismos.
Este trabajo se inscribe en la investigación que sobre traducción de textos del
ámbito de la biomedicina que estamos desarrollando. Se trata de un ámbito de especial
interés por ser novedoso, multidisciplinar y en el que existe una demanda social de
difusión de la información. Además, el subdominio de las enfermedades raras (ER), en
el que se integran las ENM que se abordan en este estudio, constituye en estos
momentos una prioridad en las políticas de salud pública.
Alexandre Costa, N.M. y Guirardello de Brito, E. (2002). «Adaptación cultural de
instrumentos utilizados en salud ocupacional», Revista Panamericana de Salud Pública, 11
(2): 109-111.
Congost Maestre, N. (2012). «Aspectos socioculturales en la traducción de cuestionarios
de salud estadounidenses», Panace@, vol. XIII, 35, 91-98.
Gracia Torres, M. y Bugnot, M.A. (2005). El referente cultural en la comunicación
especializada. Málaga: Libros Encasa Ediciones y Publicaciones.
Marta, V., Sánchez Trigo, E. y Varela, T. (2011). «Terminological Analysis in the Field
of Medicine: The Translation of the Names of Assistive Products in the Book
Occupational Therapy and Duchenne Muscular Dystrophy and a Proposal for their
Classification»en Maruenda-Bataller, Sergio, y Clavel-Arroitia, Begoña (eds.): Multiple
Voices in Academic and Professional Discourse: Current Issues in Specialised Language
Research, Teaching and New Technologies. Cambridge: Cambridge Scholar Publishing (CSP),
pp. 288- 297.
Montalt, V. y González Davies, M. (2007). Medical translation Step by Step. Manchester
(Reino Unido) y Kinderhook (EE. UU.): St. Jerome Publishing.
Pym, A., Shlesinger, M. y Jettmarová, Z. (eds.).(2006). Sociocultural Aspects of Translating
and Interpreting. Ámsterdam y Filadelfia: Benjamins Translation Library.
Varela Vila, T., Sánchez Trigo, E. y Marta Rodríguez, V. (2012). «Vocabulario inglésespañol de productos de apoyo utilizados en terapia ocupacional para personas con
enfermedades neuromusculares», Panace@, Vol. XIII, 35, pp. 69-90.
Witte, H. (2008). Traducción y percepción intercultural. Granada: Editorial Comares.
283
La liga antimuerte, de Kingsley Amis: Una nueva perspectiva sobre el sistema censor
en el régimen franquista
Meseguer Cutillas, Purificación
Con este estudio se pretende dar a conocer los datos del análisis descriptivo
comparativo de una de las obras que conforman el corpus de nuestra tesis doctoral,
enmarcada dentro de los Estudios Descriptivos de Traducción, en la que se exploran
las diferentes estrategias censorias que se llevaron a cabo en la traducción literaria
durante el Franquismo. Nuestro objetivo consiste en sumergirnos en una de las etapas
más oscuras de la historia de España, de la que aún queda mucho por sacar a la luz,
con el fin de examinar la recepción de obras extranjeras y verificar no solo si su
traducción pone de evidencia un fenómeno de manipulación o censura de su
contenido, sino también si existe la posibilidad de extraer patrones de actuación
censoria.
Para ello, desentrañaremos el funcionamiento de la censura y exploraremos los
mecanismos sobre los se articula. La hipótesis que sostenemos es que los censores
utilizaban diferentes estrategias dependiendo del texto al que se enfrentaran. De este
modo, nuestra tesis se centra sobre tres bloques temáticos: sexo, política y religión;
terrenos pantanosos e incómodos para los encargados de velar por la pureza ideológica
del régimen. La liga antimuerte, precisamente, está plagada de referencias a la religión y
a la política, pero, sobre todo, al sexo, uno de los recursos predilectos de su autor. Y es
este rasgo el que convierte la obra en susceptible de haber sido manipulada.
Publicada en España en 1967, es decir, un año después de la aprobación de la
Ley de Fraga —la cual supuso, en principio, cierta distensión en la censura de Estado—
La liga antimuerte apareció sin embargo con un gran número de supresiones y
alteraciones. Lo que pretendemos es dar cuenta de esos ejemplos, detenernos en los
más significativos y analizarlos, para extraer conclusiones que nos permitan
caracterizar el comportamiento censor.
Los resultados de este trabajo se contrastarán con el expediente del Archivo
General de la Administración, que recoge todos los documentos sobre la consulta y
publicación de la obra. Para las necesidades del presente análisis, recurriremos a este
material tanto a priori como a posteriori. Esto nos dará la ocasión de detenernos en el
fenómeno de la autocensura, dado que cualquier modificación del texto no
preconizada previamente por la administración censora se sigue atribuyendo
indiscriminadamente a limitaciones que el traductor se hubiese impuesto él mismo.
Pero en el caso concreto de esta obra, existe un documento único y valiosísimo que
viene a poner en tela de juicio un supuesto que tan a menudo se ha dado por sentado
en los estudios traductológicos de la censura franquista.
Bibliografía
Abellán, M. (1980). Censura y creación literaria en España (1939-1976). Barcelona:
Península.
Amis, K. (1966). The Anti-death League. Londres: Penguin Books
Amis, K. (1967). La liga antimuerte. Barcelona: Lumen.
Bradford, R. (2001). Lucky Him: The biography of Kinsley Amis. Londres: Peter Owen Ltd.
Cisquella, G. et al. (1977) Diez años de represión cultural: la censura de libros durante la ley
de prensa (1966-1976). Barcelona: Anagrama.
284
Gubern, R. (1981). La censura: Función política y ordenamiento jurídico bajo el franquismo
(1936-1976). Barcelona: Península.
Guindin, J. (1962). Postwar British Fiction: New Accents and Attitudes. Berkeley:
University of California Press.
Michael B. (1975). «The art of fiction LIX, Kingsley Amis» (entrevista). Paris Review, 64.
Disponible
en
www.theparisreview.org/interviews/3772/the-art-of-fiction-no-59kingsley-amis.
Moseley, M. (1993). Understanding Kingsley Amis. University of South Carolina Press.
Rabadán, R., ed. (2000). Traducción y censura inglés-español: 1939-1985. Estudio
preliminar. León: Universidad de León.
Toury, G. (1995). Descriptive Translation Studies and Beyond. Amsterdam,
La traducción de las metáforas en el lenguaje del vino
Negro, Isabel [email protected]
En los últimos años el auge de la enología, el enoturismo, los cursos de catas y
las publicaciones sobre el vino han contribuido a la creación de un lenguaje
especializado marcado por su carácter metafórico que ha sido objeto de estudio por
varios autores en lenguas como el inglés (Caballero y Suárez-Toste 2008, 2010) y el
francés (Amoraritei 2002). La metáfora también estructura la representación y
descripción del vino en español. En efecto, el lenguaje de la cata se articula en torno a
cuatro metáforas fundamentales: EL VINO ES UN SER VIVO, EL VINO ES UN
OBJETO, EL VINO ES UN TEJIDO y EL VINO ES UN ALIMENTO. La cuestión de la
traducibilidad de la metáfora ha sido abordada por diversos autores (Dagut 1987,
Rabadán 1991, Samaniego 1987) que subrayan la dificultad o incluso la imposibilidad
de trasvasar la metáfora a otra lengua. En este trabajo analizamos los procedimientos
de traducción de las metáforas utilizadas en un corpus de notas de cata en español e
inglés.
Bibliografía
Amoraritei,
L.
2002.
«La
métaphore
en
œnologie».
www.metaphorik.de/03/amoraritei.pdf.
Caballero, R. y Suárez-Toste, E. 2008. «Translating the senses. Teaching the metaphors
in winespeak» in Boers, F. y Lindstromberg, S. (eds.), Cognitive Linguistic Approaches to
Teaching Vocabulary and Phraseology, Berlin/New York, Mouton de Gruyter, 241-259.
Caballero, R. y Suárez-Toste, E. 2010. «A genre approach to imagery in winespeak:
Issues and prospects» en Low, G. et al. (eds.), Researching and Applying Metaphor in the
Real World, Amsterdam/Philadelphia, John Benjamins, 265-288.
Dagut, M. 1987. «More about the translatability of metaphors». BABEL 2, vol.33, 78-83.
Rabadán, R. 1991. Equivalencia y traducción. Problemática de la equivalencia translémica
inglés-español. León: Universidad de León.
Samaniego, E. 1996. La traducción de la metáfora. Valladolid: Universidad de Valladolid.
285
Dificultades traductológicas del Folclore rumano. Estudio de caso: los cánticos
infantiles en la clase de rumano como segunda lengua para los niños rumanos nacidos
y educados en España
Oprica, Alexandra Daniela [email protected]
Ploscar, Hadasa Camelia [email protected]
Esta investigación tiene como punto de partida el hecho de que el folclore es
una parte importante de la cultura de una nación. Por un lado, hemos analizado
algunas dificultades que aparecen a la hora de abordar un texto folclórico y por otro
lado, intentaremos presentar algunas técnicas de traducción que hemos utilizado para
que el contenido de los textos no pierda su esencia y refleje lo que el autor quiso
plasmar en el texto. El conocimiento del folclore ayuda a comprender mejor la vida
misma, dado que contiene la sabiduría popular en clave. El trabajo que vamos a
presentar es el resultado de unas 6 sesiones en las que hemos trabajado con un grupo
de niños de origen rumano que siguen los cursos de lengua y cultura rumana en
diversos Colegios de la Comunidad de Madrid.
En cuanto a la antigüedad de los juegos de los niños rumanos, la primera
indicación conocida es la de Anton-Maria del Chiaro, el secretario florentino de
Constantin Brâncoveanu, un príncipe de Valaquía, autor de un libro de historia “Istoria
delle moderne revoluzioni della Valachia” dedicado al Papa Clemente XI y editado en
Venecia en 1718. Del Chiaro se excusa al lector en su afán de describir los juegos
infantiles de la Valaquia justificando que “verá en ellos el testimonio de ser
descendientes de los antiguos colonizadores que dejó Trajano después de conquistar la
Dacia y los que han trasmitido a las generaciones, hasta hoy día, los mismos juegos la
pelota, la peonza, las nueces, los caballos, el columpio, jugar a la gallina ciega y otros,
todos empleados a su tiempo”. Del Chiaro ve en los juegos infantiles una muestra del
origen latín de los rumanos y de su permanencia sin interrupción en la tierra de la
antigua Dacia hasta hoy.
El folclore de los niños está formado por: juegos, canciones-fórmulas,
recitativos-cuentas, refranes, dichos, encantamientos y desencantamientos. Todos estos
géneros han constituido el corpus para la traducción al español. Una primera dificultad
que surge se debe al hecho de que se trata de estructuras habituales de la lengua
hablada que Gloria Corpas Pastor (1997) divide en formulas discursivas y formulas
psicosociales. Por otro lado, aparecen problemas de lingüística bastante complejos que
muy difícilmente se pueden solucionar con el uso de los clásicos recursos lexicográficos
actualmente en circulación. A estas dificultades, se suman también los problemas de
orden terminológicos y los elementos extralingüísticos. El primer paso ha sido la
comprensión del texto y el análisis del mismo a través de preguntas guiadas (cuenta las
sílabas, dónde cae el acento, cuales son las sílabas finales); en muchos casos, los alumnos
hacen la traducción de las frases solamente a nivel de sentido sin conservar las normas
de una poesía. Como ejercicios buscamos palabras compuestas de 2 ó 3 sílabas que
rimen con oca: oca-loca/toca/mazorca; o palabras de dos, tres o cuatro sílabas que rimen
con restos: restos-nuestros/modestos/ancestros/alimentos. Ese tipo de ejercicios que
solicita la creatividad implica el brainstorming. Con todos estos resultados,
reorganizamos el texto para que responda a los requisitos que hemos analizado al
principio: rima, ritmo, medida.
286
La creatividad y la competitividad en la búsqueda de palabras que acaben en la
misma sílaba y la reformulación del texto es un proceso educativo que interesa a los
niños de todas las edades. El juego es la base de estos tipos de ejercicios que hace que
los niños se motiven tanto en la selección, recogida de nuevas palabras y en el
aprendizaje de nuevo léxico en los dos idiomas. Siendo versos cortos, muchos salen de
clase con sintagmas memorizados, que estimulan el desarrollo de procesos psíquicos.
En conclusión podemos afirmar que a través de juegos, canciones y adivinanzas se
puede trasmitir a los niños la importancia del folklore, como educador y transmisor de
valores y conceptos que van más allá del conocimiento del patrimonio folklórico. Por
otro lado, la traducción del folklore constituye un medio para la práctica tanto del
idioma rumano como un medio para entrar en contacto con el folklore y la cultura
española.
El curioso caso de la prensa femenina publicada en España: la (no) traducción como
herramienta ideológica.
Páez Rodríguez, Alba
Universidad de Salamanca, Salamanca - [email protected]
En los últimos años, los Estudios de Traducción han presenciado la
inauguración de una nueva línea de investigación que analiza la importancia de la
traducción en los medios de comunicación de masas, elementos que, en esta
«hiperrealidad» baudrillana en la que vivimos, han adquirido un Poder sin
precedentes en tanto en cuanto pueden crear y difundir representaciones de la realidad
que llegan cada día a millones y millones de personas. Este trabajo analiza un tipo muy
concreto de estos medios: las revistas femeninas publicadas en España, en las que
hemos observado una presencia muy elevada de palabras y expresiones en inglés y en
francés.
Con esta investigación trataremos de demostrar que el uso que en ellas se hace
de estas lenguas no es inocente, sino que viene motivado por su poder connotativo, lo
que Roland Barthes llamó «significado de segundo nivel». Para ello, recuriremos a la
sociología crítica de Pierre Bourdieu, adoptada recientemente por otra novísima
disciplina de la traductología: la Sociología de la traducción. De este modo, al aplicar
los conceptos básicos de «campo», «habitus», «illusio», «capital» y «capital
simbólico» al ámbito de las revistas femeninas, daremos los primeros pasos hacia la
elaboración de una teoría social de este tipo de publicaciones que nos permitirá
estudiar el peculiar fenómeno lingüístico que nos ocupa enmarcado en estructuras de
Poder. Así, pretendemos demostrar que este nuevo enfoque aporta un elemento
esencial que siempre debe considerarse a la hora de analizar este tipo de publicaciones:
la sociedad que las produce y las consume. Además, profundizaremos especialmente
en la noción de «capital simbólico», que nos ayudará a explicar por qué los distintos
grupos editoriales coinciden en este uso tan particular de la lengua.
Finalmente, nos centraremos en las implicaciones éticas de esta práctica de (no)
traducción y abogaremos por la necesidad de que todo traductor sea perfectamente
consciente y responsable del uso que hace de la lengua, su herramienta de trabajo que,
en ocasiones, puede convertirse en un arma.
Referencias:
Barthes, R. (1972 [1957]) Mythologies (London: Paladin). Trad. AnnetteLavers.
287
——— (2003 [1967]) El sistema de la moda y otros escritos (Barcelona: Paidós). Trad.
Carles Roche.
Bourdieu, P. (1980) Le sens pratique (Paris: Éditions de Minuit).
——— (1984) Question de sociologie (Paris: Éditions de Minuit).
——— (1987) Choses Dites (Paris: Éditions de Minuit).
Foucault, M. (1992 [1979]) El orden del discurso (Buenos Aires: Tusquets). Trad.
Alberto GonzálezTroyano.
Friedan, B. (1963) The Feminine Mystique (London: Penguin).
Gallego Ayala, J. (1990) Mujeres de papel. De ¡Hola! A Vogue (Barcelona: Icaria).
Grijelmo, Á. (2007 [2000]) La seducción de las palabras (Madrid: Santillana).
Lipovetsky, G. (1999 [1997]) La tercera mujer (Barcelona: Anagrama). Trad. Rosa
Alapont.
Schäffner, C. (ed.) (2000) Translation in the Global Village (Clevedon: Multilingual
Matters).
Vidal Claramonte, M.C.Á. (2003) La magia de lo efímero: representaciones de la mujer
en el arte y literatura actuales (Castelló de la Plana: Universitat Jaume I).
——— (2012) “El lenguaje de las revistas femeninas españolas: la (no) traducción como
ideología”. Meta, 2012.
Wolf, M. y Alexandra F. (eds.) (2007) Constructing a Sociology of Translation (New
York and Amsterdam: John Benjamins).
Wolf, M. (2010) “Translation ‘Going Social’? Challenges to the (Ivory) Tower of Babel”.
MonTI 2, pp. 29-46.
On actually and its translations into Spanish: the challenge of translating
multifunctional units
Pérez, María
Over the last years, epistemic or stance adverbs have received a lot of attention
in many studies due to their multifunctionality (Downing 2001, Aijmer 2005, SimonVandenbergen 2007). Beyond the expression of truth value, stance adverbs have
diachronically developed new pragmatic and textual meanings reflecting a
grammaticalization process. These shifts in meaning may be attested through the
evidence provided by monolingual and bilingual corpus-based studies. Translational
corpora have also proved to be an extraordinary source of data (Simon-Vanderbergen
y Aijmer 2003)
Multifunctional items may present a challenge for translators. The delicate
problem of translating epistemic modal adverbs arises from their context-dependence.
In some contexts one function becomes prevalent over others. Sentence position seems
to be closely associated to the different meanings conveyed by these multifunctional
units. At the same time, analysing translational paradigms supplies an invaluable tool
for disclosing their various functions.
The present paper focuses on one such multifunctional item, the English adverb
actually. This paper is a corpus-based contrastive study of actually and its
corresponding translations into Spanish as they were found in a large English-Spanish
parallel corpus of contemporary texts (P – ACTRES). The results of the analysis of these
bi-texts will reveal the translational options employed by a number of different
288
professional translators to address the multifunctional meaning of actually. Some of the
translation strategies that may be used are the following: 1) literal translation (markers
belonging to the same syntactic category in both languages), 2) transposition (the
meaning is encoded by different syntactic categories in the target language), 3)
omission or 4) alteration (translator ‘infidelity’) of the attitude expressed. Strategies
may vary according to the different functions of actually in English source texts (ST).
The present paper will dwell on the distribution of the different translational options
and their possible associations with different functions in the source text.
The aim of this study is twofold. The first is to attain a better grasp of the
multifunctionality of actually through the translated data provided by the parallel
corpus. In this sense, the translated evidence is a research tool that enhances the
descriptive linguistic knowledge. The second aim of this type of contrastive study is to
provide an inventory of translational options based on the cross-linguistic regularities
found. The translations analysed, are no longer considered as a tool of the analysis, but
as its object. The translation paradigm identified may thus supply the raw material for
the building up of applications in the field of translation practice and translator
training.
References:
Aijmer, K. 2005. “Evaluation and Pragmatic Markers”. In E. Tognini-Bonelli & G. del
Lungo. (eds.). Strategies in Academic Discourse. Amsterdam: John Benjamins. 83-96
Downing, Angela. 2001. ‘“Surely you knew!” Surely as a marker of evidentiality and
stance’. Functions of Language 8:2 (2001), 253-285. Amsterdam/Philadelphia.
Benjamins.
Simon-Vandenbergen, A. and K. Aijmer. 2003. “The expectation marker of course”.
Languages in Contrast 41(1): 13-43.
Simon-Vandenbergen, A. 2007. “No doubt and related expressions. A functional
account”. In: Hannay, Mike and Gerard J. Steen (eds.), Structural-Functional Studies in
English Grammar. vi, 393 pp. (pp. 9–34).
Reconsidering the relevance of grammar and translation in the foreign language class:
the case of english
Petisco, Sonia [email protected]
The following article is based primarily on my latest research reports within the
field of Applied Linguistics and Translation. It deals with the teaching of the English
Language to future translators and interpreters, aiming at the development of the five
communicative skills described in the Common European Framework of Reference for
Languages: reading, writing, listening, speaking and oral interaction.
However, at a time of unprecedented and very fast social changes as the one we
are immersed in, we have been compelled to revise our current communicative
principles so as to incorporate other apparently more traditional elements which have
been put aside with the ebb and flow of the discipline evolution, such as the translation
practice or the in-depth study of grammar. Reassessing the role of these linguistic
issues and their mutual relation constitutes one of our main current concerns.
In our learner-centered teaching proposal, we have introduced the use of
pedagogical translation (Lavault) in the foreign language classroom as a means of
contrastive analysis that can help students discover not only lexical, textual, semiotic or
289
pragmatic differences, but also grammatical differences between L2 and L1 such as
special use of tenses, phrasal verbs, use of prepositions, structural false friends,
grammatical structures without a direct equivalent, etc. It is our belief that students of
a foreign language should be provided with a thorough knowledge of the
subconscious engineering of foreign grammars, so that these grammars can find a way
from subconsciousness to consciousness, and then plunge back again into
subconsciousness. Nevertheless, we are also sensitive to the fact that every pedagogical
endeavour should result in a continuous and lively process that responds to a
conception of language as a means of social communication in a globalized world.
To sum up, our methodological approach takes into account boththe more
superficial level of language --the semantic/cultural level-- but also its deeper and less
conscious aspects, according to a syllabus that combines elements of the grammarstructural syllabus, the functional-notional syllabus, the task-based syllabus and the
topic-based syllabus. Based on actual and positively assessed teaching practice, the
present study includes the design of a series of translation and evaluation activities
which have proved suitable for the accomplishment of one of the main objectives of the
teaching of English to translators: namely, learning how to dissociate two languages in
contact.
References
Al-Kufaishi, A. (2004). “Translation as a learning and teaching strategy”, en Babel,
Revue de la FIT, Copenhagen University, Vol. 3: 45-49.
Berenguer, L. (1999). “Cómo preparar la traducción en la clase de lenguas extranjeras”.
Revista de traducción 4: 135-150.
Catford, J.C. (1970). Una teoría lingüística de la traducción. Caracas: Universidad Central
de Venezuela.
Duff, A. (1989). Translation. Oxford: Oxford University Press.
Elena, P. (1990). Aspectos teóricos y prácticos de la traducción. Universidad de Salamanca.
García, E., P. y J. de Kock (eds.) (2006). Gramática y Traducción. Salamanca: Universidad
de Salamanca.
Hatim, B. and I. Mason (1995). Teoría de la traducción. Barcelona: Ariel.
Hurtado Albir, A. (1988a). “La traducción en la enseñanza comunicativa”. Cable 1: 4245.
---------. (1988b). “Hacia un enfoque comunicativo de la traducción”. Actas II Jornadas
Internacionales de Didáctica del español como lengua extranjera. Madrid: Ministerio de
Cultura, 53-79.
----------. (1994). “Un nuevo enfoque de la traducción en la didáctica de las lenguas”.
Traducción, Interpretación, Lenguaje. Actas III Congreso Internacional Expolingua. Madrid:
Fundación Actilibre, 67-89.
----------. (1999). Enseñar a Traducir. Madrid: Edelsa.
----------. (2001). Traducción y Traductología. Madrid: Cátedra.
Lavault, E. (1984). Fonction de la traduction en didactique des langues. Col. Traductologie 2,
Paris: Didier Erudition.
Muñiz Cachón, C. (1997). “Alcance de la gramática en la traducción. Los falsos amigos
gramaticales". Revista Española de Lingüística 31, 1: 163-178.
----------. (1998). “La Lingüística en la traducción”. Livius: Revista de estudios de traducción
12: 141-162.
290
Steiner, G. (1975). After Babel: Aspects of Language and Translation. Oxford: Oxford
University Press.
Tudor, I. (1987). “Using translation in ESP”, ELT Journal, Vol. 41/4: 32-35.
Pegenaute, L. (1996). “La Traducción como Herramienta Didáctica”. Contextos, xvi/2728: 107-125.
Santoyo, J.C. (ed.) (1989). “La traducción entre el mundo hispánico y anglosajón:
relaciones lingüísticas, culturales y literarias”. Actas del XI Congreso Aedean: Translation
Across Cultures. Servicio de Publicaciones de la Universidad de León.
Snell-Hornby, M. (1988). Translation Studies: An Integrated Approach. Amsterdam: John
Benjamin.
Steiner, G. (1975). After Babel: Aspects of Language and Translation. Oxford: Oxford
University Press.
Tudor, I. (1987). “Using translation in ESP”, ELT Journal, Vol. 41/4: 32-35.
Zabalbeascoa Terrán, P. (1990). “Aplicaciones de la traducción a la enseñanza de
lenguas extranjeras”. Sintagma 2: 75-76.
El aprendizaje explícito en traducción: su papel en la identificación y categorización de
problemas
Rojo, Ana [email protected]
Foulquie, Ana Isabel [email protected]
Navarro, Marta [email protected]
La identificación de problemas juega un papel primordial en la adquisición y
desarrollo de la competencia traductora. Existe, de hecho, evidencia a favor de la
mayor competencia de los traductores expertos frente a los traductores en formación a
la hora de identificar y categorizar los diferentes problemas de traducción. En un
estudio anterior (Navarro Coy et al. 2012) al aquí presentado, se demostró que las
diferencias entre alumnos de primer y último curso del Grado en Traducción e
Interpretación a la hora de identificar y clasificar problemas de traducción no eran
demasiado significativas. Una explicación posible para esta ausencia de diferencias era
la mayor automatización de los procesos de traducción de los alumnos de último
curso. Otra era la escasa instrucción explícita que dichos alumnos habían recibido para
fomentar su capacidad para identificar posibles problemas de traducción.
Para corroborar esta última hipótesis, diseñamos un estudio destinado a
comprobar si el hecho de que los alumnos reciban instrucción explícita en clase puede
aumentar su capacidad para identificar problemas y realizar una traducción de mayor
calidad. En primer lugar, se diseñó una unidad didáctica destinada, entre otras cosas, a
instruir al alumnado sobre los tipos de problemas y errores de traducción más
frecuentes. Los alumnos debían aplicar dichos conocimientos de forma periódica en
una serie de encargos de traducción incluidos en la parte práctica de la asignatura. En
segundo lugar, con el objetivo de comprobar la repercusión de la instrucción recibida
por los alumnos, se preparó un encargo de traducción con un texto para traducir y una
memoria en la que los alumnos debían identificar los posibles problemas presentados
por el texto antes de realizar la traducción. Para comprobar si el nivel de experiencia
podría suplir de alguna forma la instrucción explícita recibida, se distribuyó el encargo
a alumnos de 2º y 4º curso de Grado. Además, para comprobar si existía realmente una
relación entre la capacidad de los alumnos para identificar problemas y la calidad de
291
las traducciones, se analizó una muestra representativa de los encargos realizados por
los alumnos con mayor y menor capacidad para identificar problemas y la calidad de
la traducción realiza por estos.
En el presente trabajo se exponen los resultados más significativos de nuestro
estudio. Los datos obtenidos ponen de relieve que el aprendizaje explícito influye en la
capacidad del alumnado para la identificación y categorización de problemas de
traducción, así como en la calidad final del trabajo de traducción realizado.
Referencias
Angelone, E. (2010) “Uncertainty, uncertainty management, and metacognitive
problem solving in the translation task”. En G.M. Shreve y E. Angelone Translation and
Cognition. Amsterdam y Filadelfia: John Benjamins.
Angelone, E. Y G. M. Shreve (2011) “Uncertainty Management, Metacognitive
Bundling in Problem Solving, and Translation Quality”. En S. O'Brien Cognitive
Explorations of Translation. Continuum Studies in Translation. Nueva York y Londres:
Continuum.
Navarro Coy et al. “El papel de la identificación de problemas en el desarrollo de la
competencia traductora”. XXX Congreso Internacional AESLA. Universitat de Lleida, 1921 abril 2012.
Göpferich, S. Bayer-Hohenwarter, G. Prassl, F. y J. Stadlober (2011) "Exploring
Translation Competence Acquisition: Criteria of Analysis Put to the Test". En S. O'Brien
Cognitive Explorations of Translation. Continuum Studies in Translation. Nueva York y
Londres: Continuum.
Lachat, C. (2003) Estrategias y Problemas de Traducción. Granada: Universidad de
Granada. [Tesis Doctoral]
Lachat, C. (2008) “Aprendizaje de Resolución de Problemas de Traducción:
Herramientas para el Desarrollo Cognitivo de los Estudiantes”. En Pegenaut, L.;
DeCesaris, J.; Tricás, M. y Bernal, E. (eds.) Actas del III Congreso Internacional de la
Asociación Ibérica de Estudios de Traducción e Interpretación. La traducción del futurao:
mediación lingüística y cultural en el siglo XXI. Barcelona 22-24 de marzo de 2007.
Barcelona: PPU. Vol. Nº 2, pp. 47-55.
Schäffner, C. Y B. Adab (eds.) (2000) Developing Translation Competence. Amsterdam y
Filadelfia: John Benjamins.
Seven years of Mediterranean Editors and Translators: Coming in from the cold1
Shaw, Oliver
IIS-Fundación Jiménez Díaz - [email protected]
Mediterranean Editors and Translators (MET) is a forum for Mediterraneanarea language consultants - translators, editors, language coaches and lecturers,
interpreters, writers - who work mainly with or into English in a variety of disciplines.
Many of these professionals live and work in isolation from their mother tongue, with
limited opportunities to meet and collaborate with colleagues. MET has always seen
itself as a meeting-place, real and virtual, for knowledge sharing and exchange.
1
Please note that I propose to be a guest presenter of this poster which was created by
Catherine Mark (science editor, Centro Nacional de Biotecnología/CSIC).
292
The seven-year history of MET is a story of events and achievements, of search
and encounter, questioning and debate, learning and experience. It shows how we
built a network that allows us to pinpoint and address the problems, doubts and crossdisciplinary issues we have in common, and to achieve the objectives defined in our
charter: to identify expertise, share knowledge, channel information exchange, improve
quality, stimulate research, determine user needs and assist in meeting them.
Language support specialists from many fields come together in MET to serve
our needs as professionals and those of our clients. Here we outline major events in
MET's first seven years. We highlight some of our concerns and the ways we work to
help ourselves and the users of our services to communicate clearly.
Mecanismos de contextualización en la Interpretación Telefónica (IT)
Toledano Buendía, María del Carmen
Muchas de las definiciones y caracterizaciones de la interpretación para los
servicios públicos (ISP) incluyen la proximidad física de los participantes en el
encuentro (interlocutores primarios e intérprete) como uno de los rasgos
fundamentales que la diferencian de otros géneros de interpretación (Alexieva 1997,
Gentile 1996). La interpretación remota (IR) y en concreto una de sus variedades, la
interpretación telefónica (IT), cuestionan que la cercanía y el contacto visual sean
esenciales para la interacción entre las partes y la transmisión del mensaje. La ausencia
de un marco físico compartido cuando realiza su labor, así como su sobreexposición a
múltiples contextos y oradores (Rosenberg 2007), obligan al intérprete telefónico a
desarrollar estrategias basadas en el canal auditivo para situar el encuentro y entender
el significado de los enunciados en su contexto y situación comunicativa específica. El
objetivo del presente trabajo es estudiar algunos de los mecanismos activados por los
intérpretes telefónicos para contextualizar el encuentro de interpretación en el que
participan, a través de procesos inferenciales de extracción de información relevante
presente en las intervenciones de los interlocutores, como puede ser el motivo de la
llamada, el contexto en el que tiene lugar, el tipo de equipo técnico utilizado o la
cultura de procedencia del solicitante del servicio. En la rápida obtención de estos
datos repercutirán factores como el grado de familiaridad de los usuarios con el papel
del intérprete, el dominio de los elementos prosódicos y el conocimiento de los
protocolos específicos de cada contexto y de la IT.

Programa - Final (10 abril)

Transcripción

Documentos relacionados