SEDES DEL CONGRESO
SEDES DEL CONGRESO
SEDES DEL CONGRESO
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<strong>SEDES</strong> <strong>DEL</strong> <strong>CONGRESO</strong><br />
- Centro Asociado de la UNED en Tenerife "Federico Díaz Rodríguez",<br />
calle San Agustín, nº 30.<br />
- Antiguo Convento de Santo Domingo de Guzmán. C/ Santo Domingo<br />
s/n. (http://rutasdelpatrimonio.es/portal/es/sancristobalpatrimonio/526-<br />
iglesia-y-ex-convento-de-santo-domingo-de-guzman.html).<br />
- Casa Lercaro C/S. Agustín 22.<br />
(http://rutasdelpatrimonio.es/portal/es/sancristobalpatrimonio/534-<br />
casa-lercaro.html).
ÍNDICE<br />
PROGRAMA / PROGRAMME 3<br />
PONENCIAS / PLENARY LECTURES 12<br />
ADQUISICIÓN Y APRENDIZAJE / LANGUAGE ACQUISITION<br />
AND LEARNING 15<br />
ANÁLISIS <strong>DEL</strong> DISCURSO / DISCOURSE ANALYSIS 62<br />
ENSEÑANZA DE LENGUAS Y DISEÑO CURRICULAR / LANGUAGE<br />
TEACHING AND DESIGN 89<br />
LENGUA PARA FINES ESPECÍFICOS / LANGUAGE FOR SPECIFIC<br />
PURPOSES 119<br />
LEXICOLOGÍA Y LEXICOGRAFÍA / LEXICOLOGY AND<br />
LEXICOGRAPHY 141<br />
LINGÜÍSTICA DE CORPUS, COMPUTACIONAL E INGENIERÍA<br />
LINGÜÍSTICA / CORPUS AND COMPUTATIONAL LINGUISTICS,<br />
LINGUISTIC ENGINEERING 175<br />
PRAGMÁTICA / PRAGMATICS 202<br />
PSICOLOGÍA <strong>DEL</strong> LENGUAJE, LENGUAJE INFANTIL Y<br />
PSICOLINGÜÍSTICA / LANGUAGE PSYCHOLOGY CHILD<br />
LANGUAGE, PSYCHOLINGUISTICS 226<br />
SOCIOLINGÜÍSTICA / SOCIOLINGUISTICS 239<br />
TECNOLOGÍAS EN LA INVESTIGACIÓN LINGÜÍSTICA /<br />
TECHNOLOGIES AND LINGUISTIC RESEARCH 256<br />
TRADUCCIÓN E INTERPRETACIÓN / TRANSLATION AND<br />
INTERPRETING 268<br />
2
11.30-<br />
12.00<br />
12.00-<br />
12.30<br />
12.30-<br />
13.00<br />
13.00-<br />
13.30<br />
13.30-<br />
14.00<br />
14.00-<br />
14.30<br />
MIÉRCOLES, 17 DE ABRIL DE 2013. TARDE<br />
• De 17.00 a 19.00, acreditación y entrega de documentación en la recepción del Centro<br />
Asociado de la UNED en Tenerife "Federico Díaz Rodríguez", calle San Agustín, n.º 30,<br />
La Laguna.<br />
Aula 1.7<br />
Sociolingüística<br />
Juan M. Hernández<br />
Campoy<br />
M. José Rodríguez<br />
Campillo<br />
Marta Kopinska<br />
Ibon Manterola<br />
Richard<br />
Nightingale<br />
Yolanda Ribes<br />
Guerrero<br />
Enric Llurda<br />
Àngels Llanes<br />
Manuel Triano<br />
López<br />
JUEVES, 18 DE ABRIL DE 2013. MAÑANA<br />
Sede Centro Asociado de la UNED (1ª planta)<br />
Aula 1.8<br />
Lingüística de<br />
corpus,<br />
Computacional e<br />
Ingeniería<br />
lingüística<br />
Aula 1.9<br />
Traducción<br />
e<br />
Interpretación<br />
Víctor M. Longa Ana Isabel Foulquie<br />
Marta Navarro<br />
Javier Pérez Guerra<br />
Ana Elina Martínez<br />
Anita Ferreira<br />
Cabrera<br />
Alba Páez Rodríguez<br />
M.ª del Carmen<br />
Toledano Buendía<br />
Aula 1.10<br />
Pragmática<br />
3<br />
Alicia Galera<br />
Masegosa<br />
Francisco Ruiz<br />
Irene<br />
Tabernero<br />
Baños<br />
Lorena Pérez<br />
Paula Pérez<br />
Sobrino<br />
Brian Nolan Sonia Petisco Annalisa<br />
Baicchi<br />
M. Dolores Jiménez<br />
López<br />
Francisco J. Carreras<br />
Riudavets<br />
Ana Rojo<br />
Ana Isabel Foulquie<br />
Marta Navarro<br />
Alexey<br />
Yavetskiy<br />
Antonio García<br />
Gómez
11.30-<br />
12.00<br />
12.00-<br />
12.30<br />
12.30-<br />
13.00<br />
13.00-<br />
13.30<br />
13.30-<br />
14.00<br />
14.00-<br />
14.30<br />
Aula 2.1<br />
Análisis del<br />
discurso<br />
Antonio García<br />
Gómez<br />
JUEVES, 18 DE ABRIL DE 2013. MAÑANA<br />
Sede Centro Asociado de la UNED (2ª planta)<br />
Aula 2.2<br />
Lengua Fines<br />
Específicos<br />
Natalia Yavetskaya Eugenio E. Cortés<br />
Ramírez<br />
Margarita E.<br />
Sánchez Cuervo<br />
Francisco Miguel<br />
Ivorra Pérez<br />
Fernando Polanco<br />
Martínez<br />
Irene Yúfera<br />
Gómez<br />
Aula 2.3<br />
Adquisición y<br />
aprendizaje<br />
Cristina Calle Amparo Lázaro<br />
Raúl Azpilicueta<br />
Martínez<br />
Brendan Byrne<br />
Rosa Manchón<br />
Sandra Peña M.ª Pilar Agustin<br />
Llach<br />
Cristina Calle<br />
Roxana Herescu<br />
Isabel Negro Florentina Nicolás<br />
Conesa<br />
Rosa Manchón<br />
Julio Roca de<br />
Larios<br />
Tamara Flores<br />
Pérez<br />
Aula 2.4<br />
Adquisición y<br />
aprendizaje<br />
Àngels Llanes<br />
Carme Muñoz<br />
4<br />
Almudena<br />
Fernández Fontecha<br />
Andrés Canga<br />
Alonso<br />
Irma Alarcón<br />
Hermida<br />
Mercedes Cabrera<br />
Abreu<br />
Francisco Vizcaíno<br />
Ortega<br />
Eva Cerviño<br />
Povedano<br />
Ana Llinares<br />
McCabe, Morton &<br />
Whittaker
JUEVES, 18 DE ABRIL DE 2013. MAÑANA<br />
Sede ANTIGUO CONVENTO DE SANTO DOMINGO DE GUZMÁN<br />
Salón 1<br />
Enseñanza de lenguas y<br />
Diseño curricular<br />
9.00-9.30 INAUGURACIÓN<br />
9.30-10.30 CONFERENCIA PLENARIA<br />
Salón 2<br />
Enseñanza de lenguas y<br />
Diseño curricular<br />
JAMES PUSTEJOVSKY<br />
10.30-11.00<br />
11.00-11.30<br />
PAUSA<br />
11.30-12.00 Honesto Herrera Soler Marilia Centeno de Guirotane<br />
Marian Amengual Pizarro<br />
12.00-12.30 Amparo Olivares Porras<br />
Purificación Sánchez<br />
Aintzane Roiz<br />
David Lasagabaster<br />
Juan Sierra<br />
12.30-13.00 Floricely Dzay Chulim Olena Vasylets<br />
Roger Gilabert<br />
13.00-13.30 M.ª Esther Rodríguez Gil Hugo Santiago Sánchez<br />
13.30-14.00 Marian Amengual Pizarro<br />
Igor Prieto<br />
14.00-14.30 Manuel Rábano<br />
Juan M. Camacho Ramos<br />
Soraya García Esteban<br />
JUEVES, 18 DE ABRIL DE 2013. MAÑANA<br />
Sede CASA LERCARO (MUSEO DE HISTORIA DE TENERIFE)<br />
Aula 1<br />
Lexicología y Lexicografía<br />
11.30-12.00 Francisca del Mar Plaza Picón<br />
Antonio Cano Ginés<br />
Salón de actos<br />
Lexicología y Lexicografía<br />
Carmen Fumero<br />
12.00-12.30 Roberto Torre Alonso M.ª Auxiliadora Martín Díaz<br />
Eulalia Sosa<br />
12.30-13.00 Luisa Fidalgo Allo Andrea Rosca<br />
Francisco Ruiz<br />
13.00-13.30 Aneider Iza Erviti Alberto De Lucas Vicente<br />
13.30-14.00 Alba Luzondo Oyón Pamela Faber<br />
14.00-14.30 Beatriz Pérez<br />
Eva Samaniego<br />
Rosa Martín Gascueña<br />
JUEVES, 18 DE ABRIL DE 2013. TARDE<br />
Sede Centro Asociado de la UNED<br />
Salón de actos<br />
16.30-17.30 CONFERENCIA PLENARIA<br />
ROBERT VAN VALIN<br />
18,30 VISITA GUIADA AL CASCO HISTÓRICO DE LA LAGUNA<br />
5
VIERNES, 19 DE ABRIL DE 2013. MAÑANA<br />
Sede Centro Asociado de la UNED (1ª planta)<br />
Aula 1.7 Aula 1.8 Aula 1.9 Aula 1.10 Sala de<br />
Sociolingüística Lingüística de Traducción Pragmática Exposiciones<br />
corpus,<br />
e<br />
Computacional<br />
e<br />
Ingeniería<br />
lingüística<br />
Interpretación<br />
8.30- Miguel Mateo<br />
Bruno Echauri<br />
9.00 Ruiz<br />
Francisco<br />
Cantero<br />
Galván<br />
9.00- Eliecer Crespo Abraham León Valentina<br />
9.30 Fernández Manzanero Marta<br />
Carmen I.<br />
Luján García<br />
Rodríguez<br />
Elena Sánchez<br />
Trigo<br />
Tamara Varela<br />
Vila<br />
Elke<br />
Diedrichsen<br />
9.30- Kelly Lowther Rocío Jiménez Alicia Bolaños<br />
10.00 Pereira<br />
Briones<br />
Javier<br />
Alba Luzondo<br />
Oyón<br />
Herrero<br />
10.00- Sonia Petisco Irene Murtagh Kenneth<br />
10.30<br />
Jordan Núñez<br />
M.ª Pilar<br />
Cardos Murillo<br />
Eoghan<br />
Sánchez<br />
Martínez<br />
Moezzipour<br />
Farhad<br />
PÓSTERES<br />
10.30- Sonia Moran M.ª de Gracia María Pérez Francisco<br />
11.00 Panero Carrión Delgado<br />
Alonso<br />
Amalia Mar<br />
Almeida<br />
Rubiales<br />
Laura Cruz<br />
11.00-<br />
11.30<br />
PAUSA<br />
11.30-<br />
Guadalupe Isabel Negro Mesa<br />
12.00<br />
Aguado<br />
redonda<br />
12.00-<br />
Elena Yagunova Jasmina La entonación<br />
12.30<br />
Lidia<br />
Markic<br />
como<br />
Pivovarova<br />
paralenguaje<br />
12.30-<br />
Pablo Ruano San José J. Amigo<br />
13.00<br />
Segundo Extremera<br />
13.00-<br />
Guadalupe Alexandra<br />
13.30<br />
Aguado Daniela Oprica<br />
Elena Montiel Hadasa<br />
Ponsoda Camelia<br />
Ploscar<br />
13.30-<br />
Anna Savina<br />
14.00<br />
Elena Yagunova<br />
6
8.30-<br />
9.00<br />
9.00-<br />
9.30<br />
9.30-<br />
10.00<br />
10.00-<br />
10.30<br />
10.30-<br />
11.00<br />
11.00-<br />
11.30<br />
11.30-<br />
12.00<br />
12.00-<br />
12.30<br />
12.30-<br />
13.00<br />
Aula 2.1<br />
Análisis del<br />
discurso<br />
Paula Pérez<br />
Sobrino<br />
Lorena Pérez<br />
Hanna<br />
Skorczynska<br />
Juan Torre<br />
Martínez<br />
Oana Maria<br />
Carciu<br />
VIERNES, 19 DE ABRIL DE 2013. MAÑANA<br />
Sede Centro Asociado de la UNED (2ª planta)<br />
Aula 2.2<br />
Lengua Fines<br />
Específicos<br />
Mónica<br />
Izquierdo<br />
Alonso<br />
Pedro Martín<br />
Martín<br />
Isabel K. León<br />
Pérez<br />
Inmaculada<br />
Alvarez<br />
Luis D.<br />
Rosado<br />
Poveda<br />
Itziar San<br />
Martin Egia<br />
Mikel<br />
Lersundi<br />
Ayestaran<br />
Igone Zabala<br />
Unzalu<br />
María Varela Sally Burgess<br />
Pedro Martín<br />
Martín<br />
M.ª José<br />
González<br />
Rodríguez<br />
Marisa Carrio<br />
Eva M.<br />
Mestre Mestre<br />
M.ª Ángeles<br />
García<br />
Aula 2.3<br />
Adquisición y<br />
aprendizaje<br />
Mariche<br />
García<br />
Bayonas<br />
M. Ángeles<br />
Escobar<br />
Álvarez<br />
Ismael Iván<br />
Teomiro<br />
García<br />
Nelson<br />
Méndez<br />
Rivera<br />
Raquel<br />
Serrano<br />
Àngels<br />
Llanes<br />
Agurtzane<br />
Azkarai<br />
PAUSA<br />
Irene Yúfera María Pilar<br />
Gómez García Mayo<br />
M.ª Ángeles Roumyana<br />
García Slabakova<br />
Asensio<br />
Fernando<br />
Polanco<br />
Martínez<br />
Oliver Shaw Pilar Safont<br />
Laura<br />
Portolés<br />
Falomir<br />
Eugenia San<br />
Segundo<br />
M.ª Juncal<br />
Gutiérrez<br />
Aula 2.4<br />
Adquisición<br />
y aprendizaje<br />
Sonia López<br />
Serrano<br />
Julio Roca de<br />
Larios<br />
Rosa<br />
Manchón<br />
Maria Gené<br />
Gil<br />
María Juan<br />
Joana Salazar<br />
Elsa Tragant<br />
7<br />
Salón<br />
de actos<br />
Interdisciplinar<br />
sobre Tecnologías en<br />
la Investigación<br />
lingüística<br />
Mar Cruz Piñol<br />
Anabela Rato<br />
Andreia Schurt<br />
Rauber Rauber<br />
Denise Kluge Kluge<br />
Giane Rodrigues<br />
dos Santos<br />
Alexandra<br />
Santamaría Urbieta<br />
Olena Vasylets<br />
Roger Gilabert<br />
Joana Acha Morcillo<br />
Martin Cooke et ál.<br />
M.ª Luisa García<br />
Lecumberri et ál.<br />
Ana Blanco Canales
13.00-<br />
13.30<br />
13.30-<br />
14.00<br />
14.00-<br />
14.30<br />
Asensio<br />
M. M. Suárez<br />
Raúl Alfonso<br />
Lozano<br />
Marta Giralt<br />
Lorenz<br />
Noelia Ruiz<br />
Inmaculada<br />
Fortanet<br />
Fernández<br />
Mangado<br />
María Martínez<br />
Jordi Cicres Ainara Imaz<br />
Agirre<br />
María Pilar<br />
García Mayo<br />
Isabel K. León<br />
Pérez<br />
Mireia Ortega<br />
Duran<br />
Julia Baron<br />
Sofía Martín<br />
Laguna<br />
Otilia Martí<br />
Arnándiz<br />
Carmen<br />
Miranda<br />
Rosa<br />
Manchón<br />
Victoria<br />
Zenotz<br />
Yolanda Ruiz<br />
VIERNES, 19 DE ABRIL DE 2013. MAÑANA<br />
Sede ANTIGUO CONVENTO DE SANTO DOMINGO DE GUZMÁN<br />
Salón 1<br />
Enseñanza de lenguas y<br />
Diseño curricular<br />
8.30-9.00 Eva Alcón<br />
Victoria Codina Espurz<br />
Sofía Martín Laguna<br />
9.00-9.30 Nagore Ipiña Larrañaga<br />
Pilar Sagasta<br />
9.30-10.00 Borja Garrido Aguayo<br />
10.00-10.30 Lidia Aránega Blanco<br />
Patricia Salazar<br />
10.30-11.00 Gloria Luque<br />
M.ª Camino Bueno Alastuey<br />
Manuel Rábano<br />
CONFERENCIA<br />
Pascual Cantos<br />
Gómez<br />
Salón 2<br />
Enseñanza de lenguas y<br />
Diseño curricular //<br />
Psicología del lenguaje,<br />
Lenguaje infantil y Psicolingüística<br />
Francisco Gallardo<br />
María Martínez<br />
María Dolores López Jiménez<br />
MESA REDONDA<br />
Análisis de las muestras de reflexión<br />
sobre el aprendizaje de lengua<br />
a través del portafolio electrónico<br />
11.00-11.30 PAUSA<br />
11.30-12.00 M.ª Camino Bueno Alastuey Sunny Cabrera Salcedo<br />
Carmen N. Hernández Torres<br />
12.00-12.30 Mayya Levkina Marjana Šifrar Kalan<br />
12.30-13.00 Aleksandra Malicka Isabel García del Real Marco<br />
13.00-13.30 Natalia Martínez León<br />
Elena Jiménez Pérez<br />
Maria Antònia Font<br />
13.30-14.00 Rebeca González Otero Paolo Della Putta<br />
Annalisa Baicchi<br />
8
VIERNES, 19 DE ABRIL DE 2013. MAÑANA<br />
Sede CASA LERCARO (MUSEO DE HISTORIA DE TENERIFE)<br />
Aula 1<br />
Lexicología y Lexicografía<br />
8.30-9.00 M.ª Victoria Domínguez Rodríguez<br />
Alicia Rodríguez Álvarez<br />
Salón de actos<br />
Lexicología y Lexicografía<br />
Juana L. Herrera Santana<br />
Dolores García Padrón<br />
9.00-9.30 Clara M.ª Benedetti Ramón Almela Pérez<br />
9.30-10.00 Francisco Gonzálvez García Leticia M.ª González Suárez<br />
José J. Batista Rodríguez<br />
10.00-10.30<br />
Franceschi Daniele<br />
Iraide Ibarretxe<br />
Alberto Hijazo Gascón<br />
10.30-11.00 Sandra Peña Almudena Soto Nieto<br />
11.00-11.30 PAUSA<br />
11.30-12.00 José J. Batista Rodríguez<br />
12.00-12.30 Rosana Sidoti<br />
12.30-13.00 Verónica C. Trujillo<br />
González<br />
13.00-13.30 Carlos A. Hidalgo Alfageme<br />
13.30-14.00 Pedro Ureña Gómez-<br />
Moreno<br />
Ángel Felices<br />
VIERNES, 19 DE ABRIL DE 2013. TARDE<br />
Sede Centro Asociado de la UNED<br />
Salón de actos<br />
16.00-17.00 CONFERENCIA PLENARIA<br />
TERESA CADIERNO<br />
17.00-17.30 PAUSA<br />
17.30-18.30 CONFERENCIA PLENARIA<br />
RODNEY JONES<br />
18.30-20.00 ASAMBLEA DE SOCIOS<br />
21.30 CENA <strong>DEL</strong> <strong>CONGRESO</strong><br />
Sede CASA LERCARO (MUSEO DE HISTORIA DE TENERIFE)<br />
Salón de actos<br />
(Panel Interdisciplinar)<br />
16.00-17.00<br />
17.00-17.30 PAUSA<br />
17.30-18.30 CONFERENCIA<br />
MANUEL CARREIRAS<br />
18.30-21.30<br />
21.30 CENA <strong>DEL</strong> <strong>CONGRESO</strong><br />
9
SÁBADO, 20 DE ABRIL DE 2013. MAÑANA<br />
Sede Centro Asociado de la UNED (1ª planta)<br />
Aula 1.7<br />
Aula 1.8<br />
Aula 1.9<br />
Sociolingüística Lingüística de Traducción<br />
corpus,<br />
e<br />
Computacional e<br />
Ingeniería lingüística<br />
Interpretación<br />
8.30-9.00 Marianela Fernández<br />
Trinidad<br />
Patricia Infante Ríos<br />
Helena Alves<br />
9.00-9.30 Juan J. Ciruela Beate Sandvei María Jesús<br />
Alférez<br />
Fernández Gil<br />
9.30-10.00 David Poveda<br />
M.ª Isabel<br />
Jociles Rubio<br />
Ana M.ª Rivas<br />
Rivas<br />
10.00-10.30 Marta Morgade<br />
Salgado<br />
10.30-11.00 Raquel<br />
Casesnoves<br />
Arianne Reimerink<br />
Pilar León Araúz<br />
Mónica Caballero<br />
Benavente<br />
Lourdes Díaz<br />
Beatriz Sánchez<br />
Cárdenas<br />
Miriam Buendía<br />
Castro<br />
Pilar León Araúz<br />
José J. Ávila Cabrera<br />
Noa Talaván<br />
Menghsuan Ku<br />
Purificación<br />
Meseguer Cutillas<br />
Aula 1.10<br />
Pragmática<br />
10<br />
Marisa Carrio<br />
Rut Muñiz<br />
Calderón<br />
Avelino Corral<br />
Esteban<br />
Silvia Molina<br />
Irasema Cruz<br />
Domínguez<br />
Lilian Guerrero<br />
11.00-11.30 PAUSA<br />
17.00 EXCURSIÓN: SENDERO DE LOS SENTIDOS, PARQUE NATURAL DE ANAGA<br />
8.30-<br />
9.00<br />
9.00-<br />
9.30<br />
9.30-<br />
10.00<br />
10.00-<br />
10.30<br />
Aula 2.1<br />
Análisis del<br />
discurso<br />
Ana Fernández<br />
Marrero<br />
SÁBADO, 20 DE ABRIL DE 2013. MAÑANA<br />
Sede Centro Asociado de la UNED (2ª planta)<br />
Aula 2.3<br />
Adquisición y<br />
aprendizaje<br />
Nashwa Nashaat<br />
Sobhy<br />
Ana Llinares<br />
Máximo Salaberry<br />
Pérez<br />
Julian Maia Wenxiao Zhao<br />
Gisella Meneguelli<br />
Sousa<br />
Daniel Quaranta<br />
Hortènsia Curell<br />
Gotor<br />
Aula 2.4<br />
Adquisición y<br />
aprendizaje<br />
Imelda Katherine<br />
Brady<br />
Argiñe González<br />
García<br />
Marisa García<br />
Yolanda Ruiz<br />
Elizabeth Kissling<br />
Carmen Pérez<br />
María Juan<br />
Joana Salazar<br />
Sofía Moratinos<br />
Salón<br />
de actos
10.30-<br />
11.00<br />
11.00-<br />
11.30<br />
11.30-<br />
12.30<br />
Arsenio Moya<br />
María Pinar<br />
María Andriá<br />
Raquel Serrano<br />
PAUSA<br />
Imelda Katherine<br />
Brady<br />
Thomas Schmidt<br />
Gema Alcaraz<br />
CONFERENCIA<br />
PLENARIA<br />
JUANA GIL<br />
12.30-<br />
CLAUSURA<br />
13.30<br />
17.00 EXCURSIÓN: SENDERO DE LOS SENTIDOS, PARQUE NATURAL DE ANAGA<br />
SÁBADO, 20 DE ABRIL DE 2013. MAÑANA<br />
Sede ANTIGUO CONVENTO DE SANTO DOMINGO DE GUZMÁN<br />
Salón 2<br />
Psicología del lenguaje,<br />
Lenguaje infantil y Psicolingüística<br />
9.00-9.30 David Eddington<br />
Dirk Elzinga Dirk<br />
9.30-10.00 Ricard Herrero Aràmbul<br />
10.00-10.30 Jorge González Alonso<br />
Julián Villegas<br />
10.30-11.00<br />
11.00-11.30 PAUSA<br />
Sede CASA LERCARO (MUSEO DE HISTORIA DE TENERIFE)<br />
Salón de actos<br />
Lexicología y Lexicografía<br />
9.30-10.00 Eliecer Crespo Fernández<br />
10.00-10.30 Federica Salamino<br />
10.30-11.00 Pascual Cantos<br />
Moisés Almela<br />
11.00-11.30 PAUSA<br />
11
PONENCIAS<br />
Lenguaje y pensamiento en acción:<br />
Aprender a 'pensar para hablar' en una segunda lengua<br />
Teresa Cadierno<br />
University of Southern Denmak<br />
Un hito importante en el renovado interés por la hipótesis de la relatividad<br />
lingüística es la noción de ‘pensar para hablar’ (Slobin, 1991, 1996), según la cual la<br />
estructura de una lengua dirige la atención de sus hablantes hacia ciertas dimensiones<br />
de la experiencia durante el acto de habla. Para Slobin, la adquisición del lenguaje<br />
requiere el aprendizaje de ciertas formas de pensar específicas de la lengua o patrones<br />
de ‘pensar para hablar’. Esta noción ha tenido en los últimos años una creciente<br />
influencia en los estudios de adquisición de segundas lenguas (L2) al considerarse que<br />
el proceso de aprendizaje de una L2 implica el desarrollo de maneras alternativas de<br />
‘pensar para hablar’ (Cadierno, 2004, 2008) o aprender a ‘re-pensar para hablar’<br />
(Robinson & Ellis, 2008).<br />
En esta ponencia se expondrán en primer lugar las bases teóricas y empíricas de<br />
la noción de ‘pensar para hablar’ y seguidamente se hará un repaso de los principales<br />
estudios realizados bajo esta perspectiva en relación con el aprendizaje de segundas<br />
lenguas. Se prestará especial atención a las investigaciones realizadas en el ámbito de<br />
los eventos de movimiento aunque también se hará alusión a investigaciones llevadas<br />
a cabo en otras áreas de estudio tales como el rol del aspecto en la conceptualización de<br />
eventos o la expresión de las emociones. Finalmente se señalarán futuras áreas de<br />
investigación en este ámbito de estudio.<br />
12<br />
Voz e identidad<br />
Juana Gil Fernández, Laboratorio de Fonética. CSIC<br />
A lo largo de los últimos treinta años, una aplicación particular de la lingüística,<br />
en concreto de la fonética, ha alcanzado un elevado grado de desarrollo y, al tiempo,<br />
un eco mediático considerable. Nos referimos a la fonética judicial o, si se prefiere,<br />
forense, es decir, el estudio con propósitos legales de los sonidos del habla y de sus<br />
características.<br />
Frente a la creencia popular, bastante difundida, de que la voz es equivalente a<br />
una huella digital y permite la identificación inequívoca de una persona, la realidad<br />
nos muestra que son muchos los problemas que todavía se suscitan en las distintas<br />
subáreas de esta disciplina, y que son también muchas las precauciones que se han de<br />
tomar en este ámbito de actuación de los fonetistas. En este sentido, el debate sobre la<br />
fundamentación ética de la fonética judicial, en cualquiera de sus vertientes, está<br />
todavía abierto. De igual manera, continúa viva la polémica sobre cuáles hayan de ser<br />
los procedimientos para expresar los resultados de las pericias judiciales realizadas por<br />
fonetistas expertos, y cuál el modo de defender tales conclusiones ante los tribunales<br />
de justicia. Estamos, pues, ante una ciencia que goza de gran vitalidad y de gran<br />
actualidad.
En esta ponencia se presentarán los rasgos definitorios de la fonética judicial, se<br />
pondrán de manifiesto sus puntos fuertes y débiles, y se explicarán los resultados de<br />
las investigaciones más recientes en este ámbito, algunas de ellas realizadas en el<br />
Laboratorio de Fonética del Consejo Superior de Investigaciones Científicas.<br />
The Role of Coercion in Language and Thought<br />
James Pustejovsky, Professor<br />
TJX/Feldberg Chair in Computer Science<br />
Department of Computer Science<br />
In this talk, I address the general mechanisms of argument selection in language, and<br />
specifically the role played by type coercion operations in linguistic theory. The view<br />
presented here is that compositional mechanisms must be open to more information<br />
than just the base type of an expression. Such compositional flexibility in the type that<br />
accommodates to the one selected by the verb has been the topic of considerable<br />
research recently. In this talk, I discuss how such coercion mechanisms operate in the<br />
larger context of general selectional strategies in the grammar, and how this is a<br />
reflection of more general cognitive operations involving type modification and<br />
coercion. Adopting general aspects of Generative Lexicon Theory (GL), I distinguish<br />
between two strategies at work in language, type matching and type coercion, both<br />
treated as strong compositional mechanisms. A library of possible coercion operations<br />
is defined, as well as apparent constraints on their application in language. I discuss<br />
new applications of coercion theory to pragmatic effects of presupposition and<br />
accommodation.<br />
Cybernetics, Discourse Analysis and the Entextualization of the Human<br />
Rodney H. Jones<br />
City University of Hong Kong<br />
Although the science of cybernetics as developed by American mathematician<br />
Norbert Wiener is often associated with fields like communication, computer science<br />
and artificial intelligence, many of its key ideas came from work in biology,<br />
particularly that of Austrian biologist Ludwig von Bertalanffy. The great contribution<br />
cybernetics and systems theory have made to the life sciences is in conceptualizing<br />
biological processes not as mechanistic, linear phenomena, but as communication, the<br />
exchange of information within complex systems.<br />
This paper seeks to explore the interface between cybernetics and applied<br />
linguistics in discourses of health and medicine, focusing especially on the new ways<br />
of thinking about, talking about, and interacting around the human body brought<br />
about by technology. With advances in science and technology, medical professionals<br />
have access to more and more sophisticated means of entextualizing the human body<br />
from high-tech digital scans to genetic tests. In fact, medicine has increasingly become<br />
more a matter of analyzing texts of the patient’s body than the body itself. More<br />
recently, laypeople are also gaining access to technologies that allow them to<br />
entextualize their own bodies through devices like heart rate monitors, accelerometers,<br />
digital scales, and devices that measure sleep patterns. Particularly popular are<br />
technologies of entextualization that allow users to broadcast information about their<br />
13
odily functions and health behaviors over online social networks like Facebook and<br />
Twitter. Known by many names including 'personal informatics', the 'quantified self<br />
movement' and 'body hacking', this phenomenon of self-entextualization is becoming<br />
more and more mainstream: According to the Pew Internet and American Life Project,<br />
one in four U.S. internet users track some aspect of their health information using<br />
online tools.<br />
The questions I will be addressing in this paper have important theoretical<br />
implications for applied linguists and important practical implications for health<br />
professionals and for individuals concerned about their health: How does our ability to<br />
make texts out of the human body impact individual health behavior and larger social<br />
systems around health and healthcare? How does entextualization change the way<br />
people talk about their bodies and interact around health and risk? and How can<br />
concepts like feedback, transformation, entropy, and self-organization developed in<br />
cybernetics help us to understand issues central to applied linguists and discourse<br />
analysts, particularly those related to meaning, agency, identity and social action.<br />
Broader social questions around the entextualization of the body will also be discussed:<br />
questions of ‘authorship’, ‘ownership’ and power, of what texts of the body can be<br />
used for, and what they cannot, and of the personal and political agendas these texts<br />
serve.<br />
On the place of information structure in a grammar<br />
Robert D. Van Valin, Jr.<br />
Heinrich-Heine-Universität Düsseldorf<br />
University at Buffalo, The State University of New York<br />
Max Planck Institute for Psycholinguistics, Nijmegen<br />
The question, ‘where does information structure go in the structure of a<br />
grammar’ is first and foremost an architectural question, and different grammar<br />
architectures give different answers.<br />
In this talk I will give one possible answer, based on Role and Reference<br />
Grammar [RRG] (Van Valin 2005), a monostratal (non-derivational) linking theory. In<br />
RRG there is a direct linking between the semantic representation of a sentence and its<br />
syntactic representation, and information structure plays a role in this linking. The<br />
steps in the linking algorithm mapping semantics into syntax will be specified, and it<br />
will be shown that that information structure notions can play a role at every step.<br />
Furthermore, aspects of the interaction between discourse context and information<br />
structure will be captured using a version of Discourse Representation Theory.<br />
14
COMUNICACIONES, MESAS REDONDAS Y PÓSTERES<br />
ADQUISICIÓN Y APRENDIZAJE<br />
Lexical features in CLIL and non-CLIL EFL learners’ letters: a comparison<br />
Agustin Llach, Maria Pilar maria-del-pilar.agustin@unirioja.es<br />
The advent of CLIL approaches in primary and secondary education has raised<br />
a number of studies concerning the effect of this “new” instruction approach on foreign<br />
language learning. Among all other language areas, vocabulary has been found to be<br />
the most benefitted from CLIL instruction (cf. Dalton-Puffer 2007). CLIL classes use the<br />
foreign language as a vehicle for content transmission. Hence, learners in a CLIL<br />
approach might tend to perceive the foreign language as a communication tool rather<br />
than as an object of study as in traditional EFL classes. The different nature and<br />
amount of foreign language input received in CLIL and non-CLIL classes may have<br />
consequences in learners’ lexical profiles in writing.<br />
This particular study is a contribution to research into the nature of the<br />
relationship between CLIL and lexical development. In particular, we want to explore<br />
the lexical features that characterize CLIL EFL letters and compare them to traditional<br />
EFL letters.<br />
We had 72 CLIL learners and 68 non-CLIL traditional EFL learners write an<br />
introduction letter to a prospective English host family. We scrutinized those letters for<br />
lexical features. In particular, we measured frequency bands of words used, word<br />
origin, L1 influence in lexical production, and phonetic spelling. Learners attended 4 th<br />
of Primary, averaged 9-10 years and had Spanish as their L1. By the time of data<br />
collection, CLIL learners had been exposed to around 700 hours of English (419 in EFL<br />
+ 281 CLIL (content in English). Traditional learners had received 419 hours of<br />
instruction in EFL.<br />
Very similar results were obtained for all the measures taken. Results revealed a<br />
global lexical profile in which 80.77% of the words used belong to the most frequent<br />
thousand for the CLIL and 78.69 % for the non-CLIL, 5.93% to the second most<br />
frequent thousand versus 6.48% for the non-CLIL, 0.55% for CLIL and 0.23% for non-<br />
CLIL in the Academic Word List and the remaining 12.75% for the CLIL and 14.59% for<br />
the traditional EFL learners belong to an off-list (L1 borrowings, lexical errors,<br />
misspellings). Additionally, we found that CLIL learners produce an average of 1.42<br />
borrowings, 1.7 L1 adaptation types on average, and a mean of 2.1 instances of<br />
phonetic spelling. For traditional EFL learners, analysis reveals means of 1.6<br />
borrowings, 1.71 L1 adaptations and 1.27 phonetic spelling renderings.<br />
Results are interpreted in terms of the young age of the learners which imposes<br />
certain cognitive constraints on conceptual expression and metalinguistic awareness<br />
(cf. Lightbown 2008, Muñoz 2008). Furthermore, the low L2 proficiency of learners may<br />
also play a significant role in the results obtained, together with their little CLIL<br />
experience (cf. Celaya and Ruiz de Zarobe 2010). The communicative character of FL<br />
use in the CLIL class might contribute to explaining the results. Further researcher may<br />
encompass comparisons with native children of the same age, as well as studies with<br />
older and more proficient learners.<br />
15
References<br />
Celaya, M.L. and Ruiz de Zarobe, Y. (2010). “First languages and age in CLIL and non-<br />
CLIL contexts” International CLIL Research Journal, Vol 1 (3): 59-66.<br />
http://www.icrj.eu/13/article6.htm<br />
Dalton-Puffer, C. Outcomes and processes in content and language integrated learning<br />
(CLIL): current research from Europe. In: Delanoy W, Volkmann L, Eds. Future<br />
perspectives for English language teaching. Heidelberg: Carl Winter 2007.<br />
Lightbown, P. M. (2008). “Easy As Pie? Children Learning Languages” Concordia<br />
Working Papers in Applied Linguistics 1: 5-29.<br />
Muñoz, C. (2008). Symmetries and asymmetries of age effects in naturalistic and<br />
instructed L2 learning. Applied Linguistics, 29(4): 578-596.<br />
Spanish Gender Agreement in English-Spanish Bilinguals: An Online Grammaticality<br />
Judgment Task<br />
Alarcón Hermida, Irma<br />
Wake Forest University - alarcoi@wfu.edu<br />
Grammatical gender is a particularly interesting linguistic category for analysis<br />
because it provides a window to both lexical access and syntactic processing. Research<br />
on second language (L2) Spanish gender is proliferating, and has already provided<br />
general insights into how gender is acquired and processed (e.g. Sagarra and<br />
Herschensohn, 2011). But because there are few empirical studies comparing<br />
populations of adults who acquired Spanish gender at different ages (e.g., Foote, 2011;<br />
Montrul, Foote, and Perpiñan, 2008), there is a genuine need for more processingoriented<br />
research to investigate potentially fundamental differences between first (L1)<br />
and L2 acquisition as a function of age and context of acquisition.<br />
This study investigates knowledge and processing of Spanish gender by using<br />
psycholinguistic methods to measure both accuracy and reaction times of gender<br />
agreement. The goal was to assess acceptability judgments of gender agreement based<br />
on noun gender (masculine vs. feminine), morphology (overt vs. non-overt), and<br />
agreement domain (determiner vs. adjective). The research questions guiding the study<br />
were: (1) Are there differences in noun phrase (NP) gender agreement processing<br />
between early and late bilinguals and native speakers?; (2) If there are processing<br />
differences, are they manifested inversely for grammatical and ungrammatical NPs?;<br />
and (3) Are there processing differences that are affected by noun gender, morphology,<br />
or condition (congruent with both adjective and determiner, with adjective only, or<br />
with determiner only)? Participants (n=53) were advanced proficiency-matched early<br />
and late bilinguals, with native Spanish speakers as a baseline.<br />
The task consisted of a series of NPs displayed one at a time on a computer<br />
screen. All NPs included target nouns that were balanced in gender, noun-ending,<br />
agreement domain, and number of syllables per word/experimental item. There were<br />
60 target inanimate nouns: 30 masculine and 30 feminine, and within each gender half<br />
were overt and half non-overt. In addition, all nouns were two or three syllables, and<br />
were accompanied by the definite article and an adjective overtly marked for gender.<br />
Participants saw each noun in three experimental conditions: once in a matching<br />
condition and twice in a mismatching condition (once with the adjective and once with<br />
the determiner). Thus, there were 60 nouns, each presented 3 times for a total of 180<br />
experimental items. For example: Condition 1: Det + Noun + Adj -> La crisis violenta<br />
16
(The-FEM violent-FEM crisis-FEM); Condition 2: Det + Noun + *Adj -> La crisis violento<br />
(The-FEM violent-MASC crisis-FEM); Condition 3: *Det + Noun + Adj -> El crisis<br />
violenta (The-MASC violent-FEM crisis-FEM).<br />
Preliminary findings support full access accounts of L2 acquisition (cf. White et<br />
al., 2004), since the age of first exposure to Spanish did not affect the L2 acquisition of<br />
gender, a feature not present in the L1 (English). Due to similar levels of both accuracy<br />
and reaction time, analysis suggests that both advanced early and late bilinguals have<br />
gender in their underlying grammars, and that their processing systems are<br />
fundamentally identical (cf. Hopp, 2009).<br />
References<br />
Foote, Rebecca. 2011. “Integrated Knowledge of Agreement in Early and Late English-<br />
Spanish Bilinguals.” Applied Linguistics, 32: 187–220.<br />
Hopp, Holger. 2009. “Ultimate Attainment in L2 Inflection: Performance Similarities<br />
between Non-native and Native Speakers.” Lingua, 901–931.<br />
Montrul, Silvina, Rebecca Foote, and Silvia Perpiñan. 2008. “Gender Agreement in<br />
Adult Second Language Learners and Spanish Heritage Speakers: The Effects of Age<br />
and Context of Acquisition.” Language Learning, 58, 3: 503–553.<br />
Sagarra, Nuria, and Julia Herschensohn. 2011. “Proficiency and Animacy Effects on L2<br />
Gender Agreement Processes during Comprehension.” Language Learning, 61, 1: 80–<br />
116.<br />
White, Lydia, Elena Valenzuela, Martyna Kozlowska-Macgregor, and Yan-Kit Ingrid<br />
Leung. 2004. “Gender and Number Agreement in Nonnative Spanish.” Applied<br />
Psycholinguistics, 25: 105–133.<br />
Exploring new “thinking-for-speaking” patterns in Greek as a foreign language by<br />
Spanish/Catalan L1 learners: the role of proficiency and stays abroad in an oral task<br />
Andriá, María<br />
Universidad de Barcelona - maria.andria25@gmail.com<br />
Serrano, Raquel<br />
raquelserrano@ub.edu<br />
Empirical evidence has shown that during the acquisition of their native<br />
language children learn particular ways of thinking-for-speaking (Berman & Slobin,<br />
1993; Slobin, 1993, 1996a, b; Gumperz & Levinson, 1996; Gentner & Goldin-Meadow,<br />
2003; Javris & Pavlenko, 2008), which are expressed by specific linguistic patterns that<br />
are different for typologically different languages (Whorf, 1956). Therefore, the same<br />
experience could be described in diverse ways by speakers of different first language<br />
(L1) backgrounds. Slobin’s thinking-for-speaking hypothesis (Slobin, 1996) also<br />
suggests that these L1 patterns are transferred during the acquisition of a second<br />
language (L2) -a finding that has been confirmed by other researchers (Han &<br />
Cadierno, 2010), as well. Furthermore, previous studies have indicated that learners’ L1<br />
thinking-for-speaking patterns can be observed even in advanced levels of proficiency<br />
in the L2 (Cadierno, 2004; Kellerman & Van Hoof 2003; Stam 2010). The aim of the<br />
present study is to further investigate this hypothesis firstly with an under-researched<br />
combination of languages (Spanish and Spanish/ Catalan bilinguals who learn Modern<br />
Greek as a L2) and secondly, through a thinking-for-speaking pattern that has not been<br />
analyzed before: experiential verbs, which are expressed with one verb in Greek but<br />
17
with a periphrasis in Spanish/Catalan (πεινάω /pináo/- tener hambre/ tenir gana “to be<br />
hungry”, βιάζομαι /viázomai/ - tener prisa/ tenir pressa “to be in a hurry”). In<br />
addition, we would like to explore whether proficiency and stays in the L2 country can<br />
play a role in the acquisition of the patterns under analysis.<br />
A total of fifty (N= 50) Spanish and Spanish/ Catalan native speakers belonging<br />
to different proficiency levels (from A2.1 to C1) participated in the study. Additionally,<br />
data from fifteen native speakers of Greek was also collected. The instruments<br />
consisted of an oral picture description task that included four target items, and a<br />
questionnaire in which participants provided information about their linguistic profile.<br />
Both quantitative and qualitative analyses were performed.<br />
The results of the study provide evidence for the thinking-for-speaking<br />
hypothesis, given the fact that significant differences where found between the<br />
patterns used by native speakers of Greek and Greek L2 learners. The first group used<br />
single verbs, whereas the second tended to use periphrases. Even in advanced<br />
proficiency levels and after relatively long stays in Greece, traces of L1 based patterns<br />
could still be detected. The influence of these patterns, however, is stronger at the<br />
initial stages of language learning and it decreases as proficiency improves.<br />
References<br />
Berman, R. A. & Slobin, D. I. (1994). Relating events in narrative: a crosslinguistic<br />
developmental study. Hillsdale, NJ: Lawrence Erlnaum.<br />
Cadierno, T. (2004). Expressing motion events in a second language: A cognitive<br />
typological approach. In M. Achard & S. Neimeier (Eds.), Cognitive linguistics, second<br />
language acquisition and foreign language pedagogy (pp. 13-49). Berlin: Mouton de<br />
Gruyter.<br />
Gentner, D., & Goldin-Meadow, S. (2003). Language in mind: Advances in the study of<br />
language and thought. Cambridge, MA: MIT Press.<br />
Gumperz, J. J., and Levinson, S. C. (Eds.) (1996). Rethinking linguistic relativity.<br />
Cambridge, UK. Cambridge University Press.<br />
Han, Z-H. and Cadierno T. (Eds.) (2010). Linguistic Relativity in SLA: Thinking for<br />
Speaking. Clevedon: Multilingual Matters.<br />
Jarvis, S. and Pavlenko, A. (2008). Crosslinguistic Influence in Language and Cognition.<br />
New York: Routledge.<br />
Kellerman, E. and Van Hoof, A. (2003). Manual Accents. International Review of<br />
Applied Linguistics 41, 251-269.<br />
Slobin D.I. (1996a). From “thought and language” to “thinking-for-speaking”. In C.<br />
Gumperz & S. Levinson (Eds.), Rethinking Linguistic Relativity. Studies in the Social<br />
and Cultural Foundations of Language (Vol. 17, pp. 70-96). Cambridge: Cambridge<br />
University Press.<br />
Slobin D.I. (1996b). Two ways to travel: Verbs of motion in English and Spanish. In M.<br />
Shibatani and S.A. Thompson (Eds.), Grammatical Constructions: Their Form and<br />
Meaning (p.p. 195-220). Oxford: Clarendon Press.<br />
Stam, G. (2010). Can an L2 Speaker’s Patterns of Thinking for Speaking Change?. In Z-<br />
H. Han and T. Cadierno (Eds.), Linguistic Relativity in SLA: Thinking for Speaking<br />
(p.p. 59-83). Clevedon: Multilingual Matters.<br />
Whorf, B. L. (1940). Science and linguistics. Technology Review 42: 227-31, 247-8.<br />
Reprinted in Language, thought, and reality: Selected writings of Benjamin Lee Whorf,<br />
18
ed. by J. B. Carroll, 207-19. Cambridge, MA: The Technology Press of MIT/New York:<br />
Wiley. 1956.<br />
The impact of learners' gender and level of engagement on interaction: a study based<br />
on task modality<br />
Azkarai, Agurtzane a.azkarai@gmail.com<br />
Research on language and gender has documented male-female (MF)<br />
differences in the way language is used. Although this issue has not been researched<br />
very often in SLA, within the framework of the Interaction Hypothesis (IH) (Long<br />
1996), which claims that conversational interaction facilitates L2 learning, MF<br />
differences in task-based interaction may play an important role. There is also research<br />
that has shown that learners might have more learning opportunities when their level<br />
of engagement while carrying out tasks is high (Storch, 2001, 2007, 2008).<br />
The present study set out to investigate the influence of learner gender and<br />
level of engagement on L2 learning opportunities when participants worked in a<br />
variety of collaborative tasks that required different types of output (oral or oral +<br />
written) in matched (male-male, female-female) and mixed (male-female) gender<br />
dyads. Learning opportunities were operationalized as language-related episodes<br />
(LREs), as they have been claimed to be a site where L2 learning might occur (Adams<br />
2007; Kim 2008; Swain and Lapkin, 1998). If there are MF and level of engagement<br />
differences in the production of LREs in each task, they might have an impact on the<br />
benefits learners obtain from interaction.<br />
Forty four (22 males, 22 females) EFL participants carried out four tasks, two<br />
requiring oral output (picture description and picture placement) and two requiring<br />
oral+ written output (dictogloss and text reconstruction). About twenty hours of<br />
conversational interaction were transcribed and codified and LREs were analyzed on<br />
the basis of their nature (form or meaning) and outcome (resolved or unresolved).<br />
The findings showed that (i) there were significant differences between both<br />
task modalities when tasks were completed by males but not when they were<br />
completed by females; (ii) there were significant differences in nature and outcome of<br />
LREs depending on task modality: oral output tasks triggered more meaning-focused<br />
LREs and oral+written output tasks triggered more form-focused LREs - oral+written<br />
tasks also featured significantly more resolved LREs -, and (iii) both task modalities led<br />
to LREs in which learners were highly engaged. These findings will be commented on<br />
in light of recent research on the importance of individual variables and task-modality<br />
in task-based interaction.<br />
REFERENCES<br />
Adams, R. (2007). Do second language learners benefit from interacting with each<br />
other? In Mackey, A. (Ed.), Conversational Interaction in Second Language Acquisition.<br />
Oxford: Oxford University Press: 29-52.<br />
Kim, Y. (2008). The contribution of collaborative and individual tasks to the acquisition<br />
of L2 vocabulary. Modern Language Journal, 92: 114-130.<br />
Long, M. H. (1996). The role of the linguistic environment in second language<br />
acquisition. In Ritchie, W.C. and Bhatia, T.K. (Eds.). Handbook of Second Language<br />
Acquisition. New York: Academic Press: 413-468.<br />
Storch, N. (2001). How collaborative is pair work? ESL tertiary students composing in<br />
pairs. Language Teaching Research, 5 (1):29-53.<br />
19
Storch, N. (2007). Investigating the merits of pair work on a text editing task in ESL<br />
classes. Language Teaching Research, 11 (2): 143-159.<br />
Storch, N. (2008). Metatalk in a pair work activity: Level of engagement and<br />
implications for language development. Language Awareness, 17 (2): 95-114.<br />
Swain, M. and Lapkin, S. (1998). Interaction and second language learning: Two<br />
adolescent French immersion students working together. Modern Language Journal, 82:<br />
320-337.<br />
Language Learning Motivation: an exploration of ideal and ought selves in a Spanish<br />
university population<br />
Brady, Imelda Katherine ibrady@pdi.ucam.edu<br />
It is no secret that the Spanish come up somewhat low in achievement stakes<br />
when it comes to acquiring proficiency in English as an L2 in comparison to their EU<br />
counterparts (e.g. see EF/EPI English Proficiency Index, 2011). In an attempt to gain<br />
some insight into the reasons behind this, I propose to explore the English L2 learning<br />
motivation of university students in Southeast Spain using Zoltan Dörnyei`s recently<br />
developed (2005; 2009) L2 Motivational Self System as a theoretical lens. To date, as far<br />
as the author is aware, this is the first study to use the possible selves concept (Markus &<br />
Nurius, 1986) in its application to L2 learning to empirically examine learner<br />
motivation in Spain.<br />
This paper, thus, presents the design procedure, results and discussion of the<br />
pilot study carried out on 124 Spanish university students in preparation for the main<br />
Motivational Factors Questionnaire (MFQ) to be used in a mixed methods (qual –<br />
QUAN – qual) doctoral thesis study. The questionnaire comprising 15 scales (78 items)<br />
was designed from the (MFQ) used by Ryan (2005; 2009) in Japan, and that used by<br />
Taguchi, Magid & Papi (2009) in Japan, China, and Iran respectively. The MFQ was<br />
further informed by a series of interviews with 12 university students.<br />
A main cause for concern in the results is the low Cronbach internal consistency<br />
of the Ought self scale (α = .55), asignificant element of the L2 Motivational Self System<br />
construct. Also unsatisfactory were the scales of Ethnocentricity (α = .63) and Fear of<br />
Assimilation (α = .59). The discussion examines the theoretical significance of these<br />
scales, in particular that of the Ought self, within the L2 Motivational Self System<br />
against the idiosyncrasies of the English L2 learning context of Spain, and details<br />
considerations for dealing with these scales in the main study MFQ.<br />
References<br />
Csizér, K. & Dörnyei, Z. (2005a). Language learners’ motivational profiles and their<br />
motivated learning behavior. Language Learning, 55(4), 613-659.<br />
Csizér, K. & Dörnyei, Z. (2005b). The internal structure of language learning<br />
motivation and its relationship with language choice and learning effort. The Modern<br />
Language Journal, 89(1).<br />
Csizér, K. & Kormos, J. (2009). Attitudes, selves and motivated learning behaviour: A<br />
comparative analysis of structural models for Hungarian secondary and university<br />
learners of English. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and<br />
the L2 self. Clevedon: Multilingual Matters.<br />
Dörnyei, Z. (2009). The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.),<br />
Motivation, language identity and the L2 self. Clevedon: Multilingual Matters.<br />
20
Dörnyei (2005) The psychology of the language learner: Individual differences in<br />
second language acquisition. Mahwah, NJ: Lawrence Erlbaum.<br />
Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative and<br />
mixed methodologies. Oxford: OxfordUniversity Press.<br />
Dörnyei, Z. (2001). Teaching and researching motivation. Harlow: Longman.<br />
Dörnyei, Z. (1994a). Motivation and motivating in the foreign language classroom. The<br />
Modern Language Journal, 78(3), 273- 84.<br />
Dörnyei, Z. & Clément, R. (2001). Motivational characteristics of learning different<br />
target languages: Results of a nationwide survey. In Z. Dörnyei & R. W. Schmidt (Eds.),<br />
Motivation and second language acquisition. (pp. 399-432). Honolulu, Hawaii: Second<br />
Language Teaching and CurriculumCenter, University of Hawaii at Manoa.<br />
Dörnyei, Z. & Csizér, K. (2002). Some dynamics of language attitudes and motivation:<br />
Results of a longitudinal nationwide survey. Applied Linguistics, 23, 421-62.<br />
Lamb, M. (2009). Situating the L2 Self: TwoIndonesianSchool Learners of English. In Z.<br />
Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self. Clevedon:<br />
Multilingual Matters.<br />
MacIntyre, P., MacKinnon, S. P., & Clément, R. (2009). The baby, the Bathwater and the<br />
Future of Language Learning Motivation Research. In Z. Dörnyei & E. Ushioda (Eds.),<br />
Motivation, language identity and the L2 self. Clevedon: Multilingual Matters.<br />
Morales Galvez, et al (2000) La Enseñanza de Lenguas en España. Madrid. Ministerio<br />
de Educación, Cultura y Deporte. Centro de Investigación y Documentación Educativa.<br />
www.eoisantiago.org/lexislacion/estatal/ensinanza_linguas.pdf (consultado 02 de<br />
junio, 2011)<br />
Ryan (2009). Self and Identity in L2 Motivation in Japan: The IdealL2 Self and Japanese<br />
Learners of English. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and<br />
the L2 self. Clevedon: Multilingual Matters.<br />
Ryan (2008). The Ideal L2 Selves of Japanese Learners of English. Unpublished PhD<br />
Thesis. University of Nottingham.<br />
Segalowitz, N. Gatbonton, E. & Trofimovich, P. (2009) Links between Enthnolinguistic<br />
Affiliation, Self-related Motivation and Second Language Fluency. Are they Mediated<br />
by Ppsycholinguistic Variables? In Z. Dörnyei & E. Ushioda (Eds), Motivation, language<br />
identity and the L2 self. Clevedon: Multilingual Matters.<br />
Taguchi, T., Magid, M., & Papi, M. (2009). The L2 motivational self system amongst<br />
Chinese, Japanese and Iranian learners of English: A comparative study. In Z. Dörnyei<br />
& E. Ushioda (Eds.), Motivation, language identity and the L2 self. Clevedon: Mulitlingual<br />
Matters.<br />
Ushioda E. (2009). A Person-in-Context Relational View of Emergent Motivation, Self<br />
and Identity. In Z. Dörnyei & E. Ushioda (Eds), Motivation, language identity and the L2<br />
self. Clevedon: Multilingual Matters.<br />
Yashima, T. (2009). International Posture and the Ideal L2 Self in the Japanese EFL<br />
context. In Z. Dörnyei & E. Ushioda (Eds), Motivation, language identity and the L2 self.<br />
Clevedon: Multilingual Matters.<br />
Yashima, T. (2000). Orientations and motivation in foreign language learning: A study<br />
of Japanese college students. JACET Bulletin, 31, 121-133.<br />
Yashima, T. (2002). Willingness to communicate in a second language: The Japanese<br />
EFL context. The Modern Language Journal, 86(i), 54-66.<br />
21
L2 Motivation and achievement: a study of Primary Education Degree Students in<br />
Murcia, Spain.<br />
Brady, Imelda Katherine ibrady@pdi.ucam.edu<br />
Schmidt, Thomas<br />
Universidad Católica San Antonio de Murcia - tschmidt@ucam.edu<br />
Alcaraz, Gema gemam83@gmail.com<br />
It is becoming widely accepted that motivation is a crucial factor in the<br />
acquisition of an L2. However, this construct has been very difficult to measure due to<br />
its very nature. Indeed, motivation has always been related to the most subjective part<br />
of the individual and it is full of nuances. Nowadays in Spain, English language<br />
learning has become especially ‘urgent’ in the face of recent recommendations on the<br />
part of the Ministry of Education requiring university students to graduate with at<br />
least a B1 in a foreign language. Our aim is to examine and contrast motivation and<br />
achievement in a population of university students.<br />
The present work is part of a longitudinal study which aims at observing the<br />
evolution of the motivational state of participants together with their evolution in their<br />
L2 level. A group of 75 students of the Primary Education degree, specializing in<br />
teaching English, took part in the study. They were tested on their English skills and<br />
vocabulary, as well as their motivational profiles. At the end of this degree students<br />
will have been exposed to 300 hours of Content and Language Integrated Learning.<br />
In order to examine students’ attitudes and motivated behavior, we adopted<br />
Dörnyei`s recently developed (2005; 2009) L2 Motivational Self System as a theoretical<br />
framework. This system is based on the concept of possible selves (Markus & Nurius,<br />
1986) and the concept of discrepancy (Higgins, 1985; 1986). The novelty with respect to<br />
Gardner’s (1972) long standing concept of Integrativeness lies on the fact that<br />
Dörnyei`s construct attempts to broaden the concept of integrative motivation to learn<br />
in L2 to allow for deeper explanatory power in cultural contexts where the L2 culture is<br />
not immediately available to the L2 learner.<br />
In this first stage of the study, the preliminary data is presente[IB2] d, (i.e. scale<br />
reliability and means) on students’ motivational profiles, especially with regard to their<br />
Ideal or Ought selves, and these will be examined along with the correlations pertinent<br />
to the L2 achievement levels.<br />
References<br />
Csizér, K. & Dörnyei, Z. (2005a). Language learners’ motivational profiles and their<br />
motivated learning behavior. Language Learning, 55(4), 613-659.<br />
Csizér, K. & Dörnyei, Z. (2005b). The internal structure of language learning<br />
motivation and its relationship with language choice and learning effort. The Modern<br />
Language Journal, 89(1).<br />
Csizér, K. & Kormos, J. (2009). Attitudes, selves and motivated learning behaviour: A<br />
comparative analysis of structural models for Hungarian secondary and university<br />
learners of English. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and<br />
the L2 self. Clevedon: Multilingual Matters.<br />
Dörnyei (2005) The psychology of the language learner: Individual differences in<br />
second language acquisition. Mahwah, NJ: Lawrence Erlbaum.<br />
Dörnyei, Z. (2001). Teaching and researching motivation. Harlow: Longman.<br />
22
Dörnyei, Z. (1994a). Motivation and motivating in the foreign language classroom. The<br />
Modern Language Journal, 78(3), 273- 84.<br />
Dörnyei, Z. & Clément, R. (2001). Motivational characteristics of learning different<br />
target languages: Results of a nationwide survey. In Z. Dörnyei & R. W. Schmidt (Eds.),<br />
Motivation and second language acquisition. (pp. 399-432). Honolulu, Hawaii: Second<br />
Language Teaching and CurriculumCenter, University of Hawaii at Manoa.<br />
Dörnyei, Z. & Csizér, K. (2002). Some dynamics of language attitudes and motivation:<br />
Results of a longitudinal nationwide survey. Applied Linguistics, 23, 421-62.<br />
Gardner, R. & Lambert, W.E. (1972). Attitudes and Motivation in Second Language<br />
Learning. Newbury House; Rowley, M. A.<br />
Ryan (2009). Self and Identity in L2 Motivation in Japan: The IdealL2 Self and Japanese<br />
Learners of English. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and<br />
the L2 self. Clevedon: Multilingual Matters.<br />
Ryan (2008). The Ideal L2 Selves of Japanese Learners of English. Unpublished PhD<br />
Thesis. University of Nottingham.<br />
Segalowitz, N. Gatbonton, E. & Trofimovich, P. (2009) Links between Enthnolinguistic<br />
Affiliation, Self-related Motivation and Second Language Fluency. Are they Mediated<br />
by Ppsycholinguistic Variables? In Z. Dörnyei & E. Ushioda (Eds), Motivation, language<br />
identity and the L2 self. Clevedon: Multilingual Matters.<br />
Taguchi, T., Magid, M., & Papi, M. (2009). The L2 motivational self system amongst<br />
Chinese, Japanese and Iranian learners of English: A comparative study. In Z. Dörnyei<br />
& E. Ushioda (Eds.), Motivation, language identity and the L2 self. Clevedon: Mulitlingual<br />
Matters.<br />
Ushioda E. (2009). A Person-in-Context Relational View of Emergent Motivation, Self<br />
and Identity. In Z. Dörnyei & E. Ushioda (Eds), Motivation, language identity and the L2<br />
self. Clevedon: Multilingual Matters.<br />
Yashima, T. (2002). Willingness to communicate in a second language: The Japanese<br />
EFL context. The Modern Language Journal, 86(i), 54-66.<br />
EFL Writing in a For-Profit English Language School: Exploring the Terrain<br />
Byrne, Brendan brendanster@gmail.com<br />
Manchón, Rosa manchon@um.es<br />
Discussions of the importance of writing in instructed SLA research have<br />
pointed to a bias which sees writing as only playing an ancillary role to oral aspects of<br />
language acquisition (Harklau, 2002; Ortega, 2012). Accordingly, several scholars have<br />
claimed that writing has to be made much more central in SLA research because the<br />
learning potential of writing may go well beyond the mere reinforcement or practice of<br />
what is already known by the learner (Manchón, 2011; Williams, 2012).Those who<br />
champion the importance of writing research in SLA point to the important<br />
implications for theory, research, and pedagogy that may derive from the exploration<br />
of the processes and purposes of writing programs in a variety of contexts (Leki, 2001;<br />
Casanave, 2009), including those in which writing plays an integral part and which are<br />
often overlooked by research, which seems to be primarily concerned with tertiary<br />
education in SL settings (Leki, 2009; Reichelt, 2006; Tarnopolsky, 2001). Out-of-school<br />
learning contexts are very popular in many FL contexts and yet they have hardly<br />
featured at all in published research, hence the theoretical and pedagogical relevance<br />
23
of expanding the available empirical evidence with a study like the one reported in this<br />
presentation, in which we explored EFL writing in a for-profit language school with<br />
the ultimate aim of contributing to L2 writing research and pedagogy.<br />
As this out-of-school context differs from the traditional classroom, a<br />
conceptual framework was necessary to guide our inquiry. Benson (2008) offers such a<br />
framework with his conceptual definitions of “setting” and “modes of practice” in outof-school<br />
learning settings. Based on this framework, the study was guided by a<br />
number of research questions that focused on (i) teachers’ views of L2 writing learning<br />
and teaching,(ii) the resources used for writing instruction in the context under<br />
investigation, (iii) feedback practices and (iv) teacher training, the latter being two<br />
dimensions considered essential in analyzing writing programs (Manchón, 2009;<br />
Williams, 2012).<br />
The study was carried out in an English language school in the city of XXX. The<br />
main data source were interviews conducted with the school management and the<br />
teachers, the later focusing on the 4 dimensions targeted in the research. Following<br />
qualitative research conventions (cf. Miles & Huberman, 1994), data were transcribed<br />
and analyzed. Inter-rater reliability was sought with the help of a second coder.<br />
The results offer a picture of the processes at work in writing instruction in this<br />
context. It was found that the language school’s resources were deployed primarily to<br />
reinforce grammar and vocabulary. Feedback approaches served primarily to prepare<br />
students for official exams. Teachers reported various problems in their teaching<br />
practice, including difficulties in convincing students of the importance of writing for<br />
their L2 learning, students’ lack of L1 writing training and instruction, and the<br />
teachers’ own lack of training for L2 teaching in general, and for L2 writing in<br />
particular, which they compensated for with close adherence to textbooks. These data<br />
will be reported and implications for the learning and teaching of FL writing will be<br />
discussed.<br />
Trends in the acquisition of tonality in L2 English prosody<br />
Cabrera Abreu, Mercedes<br />
Universidad de Las Palmas de Gran Canaria - mcabrera@dfm.ulpgc.es<br />
Vizcaíno Ortega, Francisco<br />
Universidad de Las Palmas de Gran Canaria - fvizcaino@dfm.ulpgc.es<br />
Learners of English as a foreign language either neglect prosody, or they<br />
transfer their L1 prosody into the prosody of L2, which results in abnormal effects and<br />
also communication failure (Ramírez Verdugo 2006). When teaching and learning<br />
English prosody (if any), traditionally, too much attention is paid to a list of different<br />
prosodic patterns which are associated arbitrarily with a set of communicative effects<br />
or meanings, at the expense of giving an opportunity to the learner to understand and<br />
learn the system underlying such patterns, which, in fact, goes hand in hand with<br />
specific pragmatic effects. In order to understand better the process of the acquisition<br />
of L2 English prosody and to ultimately improve its learning, we undertake a series of<br />
perception and production experiments which evaluate individually the acquisition of<br />
the following parameters: tonality, tonicity and tone (Brazil et al, 1980; Couper-Kuhlen<br />
1986; Wells 2006). The experimental design integrates prosody and pragmatic effects<br />
(Prieto and Roseano 2010), as it incorporates brief contextual descriptions which set the<br />
24
frame for understanding the pragmatic meaning for each pair of stimuli presented in<br />
the cases of testing the acquisition of tonicity and tone. The individual stimulus for the<br />
perception test consists of an audio recording performed by a trained phonetician of tshirt<br />
slogans of the type This land is your land. Each t-shirt slogan is recorded twice, so<br />
that one rendition is produced with a natural intonation pattern, and the other<br />
rendition shows an unnatural intonation pattern. As for the production test, subjects<br />
are asked to utter and record their own rendition of contextualized t-shirt slogans.In<br />
addition, we adopt a pre-test and post-test methodology with a group of B2-level<br />
learners of English who run the test before and after they are introduced to each one of<br />
the aforementioned parameters, all of which results in four sets of data.<br />
The results for tonality reveal an improvement between the perception pre-test<br />
and post-test situations, as shown in figure 1. Thus, the mean statistical value of correct<br />
responses increases from 50,47 in the perception pre-test, to 51,53 in the post-test.<br />
Furthermore, the minimal statistical value of correct responses improves from 44 in the<br />
pre-test to 47 in the post-test, while the maximal statistical value of correct responses<br />
remains stable, 56, in the pre-test and the post-test. In general, these results reveal a<br />
gain in tonality awareness, and leads onto further research on the individual’s<br />
performance across tests. More specifically, in the present study we investigate<br />
whether the subject’s evaluation of the stimuli remains constant or changes (for better<br />
or worse in both cases). We also compare the subject’s responses in the perception tests<br />
with their performance in the pre-production and post-production tests in order to<br />
verify whether (1) there is also an improvement in their production of tonality, and (2)<br />
if their improvement is on a par with their perception. In sum, our findings have<br />
methodological implications for teaching and learning processes of L2 English<br />
prosody, and help us understand the specific role of perception and production<br />
therein.<br />
Figure 1. Distribution of the mean values of correct responses of the perception tests<br />
(pre-test and post-test).<br />
References:<br />
Brazil, D., Coulthard, M. and Johns, C. 1980. Discourse, Intonation and LanguageTeaching.<br />
London: Longman.<br />
Couper-Kuhlen, E. 1986. An Introduction to English Prosody. London and Tubingen:<br />
Edward Arnold and Niemeyer.<br />
Prieto, P., and Roseano, P. 2010. Transcription of Intonation of the Spanish Language.<br />
Munich: Lincom Europa.<br />
Ramírez Verdugo, D. 2006. A Study of Intonation Awareness and Learning in Nonnative<br />
speakers of English. Language Awareness, 15:3, 141-159.<br />
Wells, J. 2006. English Intonation. An Introduction. Cambridge: Cambridge University<br />
Press.<br />
L2 Vowel Category Discrimination and Phonological Short-term Memory<br />
Cerviño Povedano, Eva<br />
Univesitat de Barcelona - ecervino@ub.edu<br />
Previous research has shown that English L2 learners find it difficult to<br />
categorize English vowel contrast in a native-like manner (Bohn 1995; Cebrian 2007;<br />
Cerviño-Povedano 2011). The English vowel contrast /i:/-/I/ has been widely<br />
25
investigated in the literature. It has been demonstrated that the perception and<br />
production of /i:/-/I/ poses a challenge for Spanish learners of English since they tend to<br />
assimilate these categories into the single Spanish category/i/ (Flege 1991). Flege’s 1995<br />
Speech Learning Model (SLM) poses the idea that in order to perceive L2 vowel<br />
contrasts in native-like manner, it is necessary to establish long-term memory<br />
representations of these categories.<br />
Phonological short-term memory (PSTM) is involved in the processing of<br />
verbal-acoustic information (Baddeley 2003). The contribution of PSTM to L2<br />
acquisition has been established in areas such as lexicon, grammar, syntax acquisition<br />
and L2 oral fluency in speech production (French and O’Brian 2008; O’Brien et al. 2007,<br />
2006; Adams and Gathercole 2000) and L2 speech learning (Mackay et al. 2001). A<br />
crucial issue is the extent to which language specific long-term phonological<br />
representations might influence measures of PSMT. The aim of the present study is<br />
two-fold. Firstly, to examine the possible relationship between PSTM and L2 vowel<br />
category discrimination. Secondly, to assess possible long-term memory effects on<br />
serial-non-word recognition (SNWR) as a measure of PSTM.<br />
The participants (N=45) were Catalan-Spanish bilinguals learning English as a<br />
Foreign language. A categorical discrimination task (CDT) with a modified oddity<br />
format was used to test vowel the participants’ perception of English /iù/-/I/, /Aù/-/Ã/<br />
and /Q/-/Ã/. Four alternative responses were given instead of the two presented in<br />
BXA and AXB tests (Flege et. al 1999, 2003). The test consisted of 24 natural stimuli<br />
spoken by 3 male and 3 female speakers of SBE. An A’ sensitivity score (Flege 2003;<br />
Grier 1971) was calculated. The participants’ A’ scores showed great variability from<br />
no sensitivity to native-like sensitivity. To test PSTM and the possible effects of<br />
language knowledge on SNWR, three tasks were used, L1 (Catalan), L2 (English) and<br />
L0 (Danish). English vocabulary proficiency was tested with the X-lex (Meara, 2005)<br />
and Y-lex vocabulary tests (Miralpeix and Meara 2006). The results showed that<br />
Catalan-dominant bilinguals obtained higher scores than Spanish-dominat bilinguals<br />
in L1 SNWR. Both groups obtain similar scores in L0 SNWR, suggesting than an L0<br />
might provide a reliable measure of PSTM with bilingual populations. The results of<br />
the L2 SNWR revealed that there is a relationship between vocabulary knowledge and<br />
PSTM tested in the L2. Taken together, the results for the three sets of items presented<br />
in the SNWR task indicate that measures of PSTM might be language-dependent.<br />
Regarding the possible relationship between PSTM and L2 vowel discrimination, the<br />
results showed that participants with higher PSTM capacity obtained higher A’ scores<br />
than those with poorer PSTM skills. This suggests that PSTM is an important factor in<br />
the discrimination of L2 vowel contrasts, which might allow for the development of<br />
two different categories that will ultimately be represented in long-term memory.<br />
References<br />
Adams, A.-M., Gathercole, S. E. (2000). Limitations in working memory: Implications<br />
for language development. International Journal of Language and Communication<br />
Disorders, 35, 95–116.<br />
Baddeley, A. D. 2003. Working memory and language: An overview. Journal of<br />
Communication Disorders 36. 189-208.<br />
Bohn, O. S. (1995). Cross-language speech perception in adults: First language transfer<br />
doesn’t tell it all. In W. Strange (Ed.), Speech perception and linguistic experience (pp.<br />
279-302). York Press, Baltimore.<br />
26
Cebrian, J. (2007) Old sounds in new contrasts: L2 production of the English tense-lax<br />
vowel distinction. Proceedings of the 16 th International Congress of the Phonetics Sciences,<br />
Saarbrucken, Germany.<br />
Cerviño-Povedano, E., Mora, J. C. (2011). Investigating Catalan learners of English<br />
over-reliance on duration: vowel cue weighting and phonological short-term memory.<br />
Dziubalska-Kołaczyk, K., Wrembel, M. and Kul, M. (eds.) Achievements and perspectives<br />
in the acquisition of second language speech: New Sounds 2010. Volume 1. Peter Lang. 53-64.<br />
French, L., O’Brien (2008). Phonological memory and children’s second language<br />
grammar learning. Applied Psycholinguistics, 29, 463-487.<br />
Flege, J. E. 1991. Orthographic evidence for the perceptual identification of vowels in<br />
Spanish and English. Quarterly Journal of Experimental Psychology, 43, 701-731.<br />
Flege, J.E. 1995. Second language speech learning, theory, findings and problems. In<br />
Winifred Strange (ed.). Speech Perception and Linguistic Experience: Issues in Cross-<br />
Language Research. Timonium, MD: York Press, 1995.<br />
Flege, J.E., Mackay, I.R.A., Meador, D. 1999. Native Italian speakers’ perception and<br />
production of English vowels. Journal of The Acoustical Society of America. 106 (5).<br />
Flege, J. E. (2003). Methods for assessing the perception of vowels in a second<br />
language. In E. Fava and A. Mioni (Eds) Issues in Clinical Linguistics. Padova:<br />
UniPress, Pp. 19-44.<br />
Grier, J. B. 1971. Nonparametric index for sensitivity and bias: computing formulae.<br />
Psychological Bulletin 75. 424-429.<br />
MacKay, I. R. A., Meador, D., Flege, J. E. 2001. The identification of English consonants<br />
by native speakers of Italian. Phonetica 58. 103-125.<br />
Meara, P.M. (2005). X_Lex: the Swansea Vocabulary Levels Test. v2.05. Swansea:<br />
Lognostic.<br />
Meara, P.M, Miralpeix, I. (2006). Y_Lex: the Swansea Advanced Vocabulary Levels<br />
Test. v2.05. Swansea: Lognostics.<br />
O’Brien, I., Segalowitz, N., Freed, B.,Collentine, J. (2007). Phonological memory<br />
predicts second language oral fluency gains in adults, Studies in Second Language<br />
Acquisition, 29, 577-582.<br />
O’Brien, I., Segalowitz, N., Collentine, J., Freed, B. (2006). Phonological memory and<br />
lexical, narrative, and grammatical skills in second language oral production by adult<br />
learners. Applied Psycholinguistics, 27, 377-402.<br />
L1 influence on the acquisition of the expression of motion in English L2 in advanced<br />
foreign learners<br />
Curell Gotor, Hortènsia<br />
Universitat Autònoma de Barcelona - hortensia.curell@uab.cat<br />
The aim of this paper is to establish the amount of L1 (Catalan) influence on<br />
English L2 in the expression of motion events, in advanced foreign language learners.<br />
The analysis was carried out from elicited narratives (“frog stories”) by Catalan<br />
university professors of English, which were video- and tape-recorded.<br />
We draw heavily on both Talmy’s (1985, 1991, 2000) typological work on socalled<br />
lexicalization patterns and Slobin’s (1996, 1997, 2006) theory of thinking for<br />
speaking. Catalan is a verb-framed language, whereas English belongs to the group of<br />
satellite-framed languages. The most striking difference between verb-framed and<br />
27
satellite-framed languages is that path is expressed by the verb in a clause in the<br />
former, whereas in the latter it is expressed by an element associated with the verb.<br />
(1) El mussol va sortir volant de l’arbre.<br />
‘the owl went out flying from the tree<br />
(2) The owl flew out of the tree.<br />
Moreover, the manner component can typically be conflated with the motion verb in<br />
satellite-framed languages, whereas in verb-framed languages manner if at all, is<br />
typically expressed by means of adjuncts, as can be seen in example (1): volant ‘flying’.<br />
This has consequences in various more general aspects of the expression of<br />
motion: 1) amount of manner-of-motion verbs (bigger in satellite-framed than in verbframed);<br />
2) path elaboration (higher in satellite-framed than in verb-framed); 3)<br />
description of the location of protagonists (more sophisticated in verb-framed than in<br />
satellite-framed languages); 4) alternative expressions of manner (more varied in verbframed<br />
than in satellite-framed languages).<br />
When these highly advanced learners narrate the frog story in English, they<br />
show a remarkable influence of their L1 in all the aspects mentioned above. Few<br />
produce complex constructions containing a non-lexical phrasal verb, and even fewer<br />
use the typical satellite-framed strategy of accumulating path expressions. Instead,<br />
most of them make use of their native Romance pattern when segmenting a complex<br />
journey.<br />
As for the use of manner of motion verbs, they use very few of them, compared<br />
to native speakers of English (Slobin 2005), and path elaboration is also much lower.<br />
On the other hand, the alternative expressions of manner are much more varied, and<br />
the description of the location of the protagonists is more sophisticated, as in their L1.<br />
Overall, no matter how advanced the level of L2 English speakers is, they<br />
devote much less attention to path and manner of motion than native speakers, while, at<br />
the same time, they keep paying attention to factors which are important in their L1.<br />
All this leads us to conclude that the influence of L1 in thinking for speaking in L2 is<br />
important even in highly advanced stages. Cadierno and Ruiz (2006), studying the<br />
acquisition of a verb-framed language (Spanish) by speakers of a satellite-framed one<br />
(Danish), claim that there is no L1 influence. Putting their results and the present ones<br />
together, it seems to be more difficult for speakers of a verb-framed language to learn<br />
satellite-framed constructions than the other way around.<br />
References<br />
Cadierno, T. & L. Ruiz (2006). ‘Motion events in Spanish L2 acquisition’. Annual Review<br />
of Cognitive Linguistics 4, 183-216.<br />
Slobin, D.I. (1996). ‘From “thought and language” to “thinking for speaking”. In John J.<br />
Gumperz & Stephen C. Levinson. Rethinking Linguistic Relativity. Cambridge:<br />
Cambridge University Press, 70-96.<br />
Slobin, D.I. (1997). Mind, code, and text. In J. Bybee, J. Haiman, & S. A. Thompson,<br />
(Eds.), Essays on language function and language type: Dedicated to T. Givón. Amsterdam/<br />
Philadelphia: John Benjamins, 437-467.<br />
Slobin, D.I. (2006). “What makes manner of motion salient. Explorations in linguistic<br />
typology, discourse, and cognition”. In M. Hickmann & S. Robert (Eds.), Space in<br />
Languages: Linguistic systems and cognitive categories. Amsterdam/Philadelphia: John<br />
Benjamins, 59-81.<br />
28
Slobin, D.I. & Nini Hoiting (1994). Reference to movement in spoken and signed<br />
languages: Typological considerations. Proceedings of the Twentieth Annual Meeting<br />
of the Berkeley Linguistic Society. Berkeley: Berkeley Linguistics Society, 487-505.<br />
Talmy, L. (1991). Path to realization: A typology of event conflation. Proceedings of the<br />
17th Annual Meeting of the Berkeley Linguistics Society (pp. 480–519). Berkeley, CA:<br />
Berkeley Linguistics Society.<br />
Talmy, L. (1985). Lexicalization patterns: Semantic structure in lexical forms. In<br />
Timothy Shopen (ed.), Language typology and syntactic description, vol. 3: Grammatical<br />
categories and the lexicon. Cambridge: Cambridge University Press, 47-159.<br />
Talmy, L. (2000). Toward a Cognitive Semantics. Cambridge, MA: MIT Press.<br />
The Acquisition of Low Applicatives and Dative “se” in L1 Spanish<br />
Escobar Alvarez, M Angeles<br />
UNED - maescobar@flog.uned.es<br />
Teomiro García, Ismael Iván<br />
Universidad Nacional de Educación a Distancia - iteomiro@flog.uned.es<br />
Anticausative and inherent reflexive verbs, in (1a) and (1b) respectively, require<br />
the presence of clitic ‘se’ in Spanish (cf. Mendikoetxea, 1999; Teomiro, 2010, 2011). In<br />
contrast, other kinds of verbs, like consumption verbs, as in (2), and certain intransitive<br />
verbs like ‘caer(se)’ and ‘morir(se)’, as in (3), optionally allow for this clitic (Montrul,<br />
2004).<br />
Data from L1 acquisition (cf. Baauw, 2000) show that children have no difficulty<br />
with obligatory “se” with the former verbs in (1). Escobar & Torrens (2007, 2010)<br />
provide experimental data that support the hypothesis that children find the clitic “se”<br />
easier with anticausative verbs (1a) than with transitive verbs like (2). Furthermore,<br />
these authors also show that the acquisition of optional clitic “se” with verbs as in (3) is<br />
also problematic, since children tend not to use it at all provided the examples in (4),<br />
while there are no such omissions when clitic “se” is obligatory.<br />
It could be argued that the difficulties with clitic “se” are due to its optional<br />
character. However, other configurations with obligatory “se” with verbs as in (5) are<br />
also acquired at later stages given the examples in (6) found in the same CHILDES<br />
corpus.<br />
In adult syntax, clitic “se” with verbs as in (1) is argued to be either an inflexion<br />
element (Mendikoetxea, 1992) or an expletive-like argument (Teomiro, 2010, 2011),<br />
inserted in either derivation due to formal reasons rather than to semantic ones. In<br />
contrast, the syntactic configurations in (2) and (3) have in common the fact that “se” is<br />
within a low applicative phrase and thus is assigned dative Case (cf. Campini &<br />
Schäffer, 2011 and Teomiro, 2012). If we consider the Czech clitic “si” in examples in (7)<br />
as the equivalent counterpart of Spanish obligatory “se”, we observe that it is also<br />
marked as dative in this second language. This leads us to think that there is also a low<br />
applicative phrase in the configurations of (5) where the clitic “se” is related to the NP<br />
(head, knee, hands) by means of an applicative head which establishes an inalienable<br />
possession relation betwen both elements (Pylkkänen, 2008). Hence, we want to put<br />
forward a twofold analysis of clitic “se”: as an expletive with verbs as in (1), on the one<br />
hand; and, as a dative with verbs as in (2), (3) and (5), on the other hand. We assume<br />
that the difficulty we found with the examples in (4) and (6) is due to the fact that we<br />
29
are in front of dative “se” within a low applicative phrase. We assume that this<br />
complex derivation needs some time to be acquired. Actually, if the optional character<br />
of “se” was the reason for children’s difficulty, acquisition data in (6) would be<br />
unexpected since “se” in “romperse la crisma” break your head, or “mancharse la<br />
rodilla” stain your knee is equally compulsory in adult grammar.<br />
References<br />
Baauw, S. (2000) Grammatical Features and the Acquisition of Reference. A Comparative<br />
Study of Dutch and Spanish. Doctoraldissertation, Utrecht University.<br />
Campini, C. & F. Schäffer (2011) Optional se-constructions in Romance: Syntactic<br />
encoding of conceptual information. Talk given at Generative Linguistics in the Old<br />
Word 34.<br />
Escobar, L. & Torrens, V. (2007) “On the Acquisition of Clitic se and Aspect in Spanish”<br />
in The Acquisition of Romance Languages. Occasional Series 8, LOT, 59-71.<br />
Escobar, L. & Torrens, V. (2010) “The effect of clitics on the aspectual properties of<br />
Child Spanish” in P. Guijarro-Fuentes & L. Domínguez (eds): New Directions in<br />
Language Acquisition: Romance Languages in the Generative Perspective. Cambridge<br />
Scholars Publishing, Newcastle.<br />
Mendikoetxea, Amaya (1992) On the Nature of Agreement: The Syntax of arb se in Spanish.<br />
Doctoral dissertation, York University.<br />
Mendikoetxea, Amaya (1999) Las costrucciones con se. Medias, pasivas e impersonales.<br />
In Ignacio Bosque & Violeta Demonte, Gramática Descriptiva de la Lengua Española,<br />
Madrid: Espasa Calpe.<br />
Montrul (2004) The Acquisition of Spanish: Morphosyntactic Development in Monolingual<br />
and Bilingual L1 Acquisition and Adult L2 Acquisition. Amsterdam: John Benjamins.<br />
Pylkkänen, L. (2008) Introducing arguments. Cambridge: MIT Press.<br />
Teomiro, Ismael (2010) Anaphors at the interfaces. Doctoral dissertation. Universidad<br />
Autónoma de Madrid.<br />
Teomiro, Ismael (2011) Reflexivity and adjustment strategies at the interfaces. Tromso<br />
Nordlyd Working Papers in Linguistics 37:119-149.<br />
Teomiro, Ismael (2012) Low applicatives and optional se in Spanish non-anticausative<br />
intransitive verbs. Unpublished manuscript. Universidad Nacional de Educación a<br />
Distancia.<br />
Motivation and L2 receptive vocabulary knowledge of students at the Official School of<br />
Languages: a preliminary study<br />
Fernández Fontecha, Almudena<br />
almudena.fernandez@unirioja.es<br />
Canga Alonso, Andrés<br />
andres.canga@unirioja.es<br />
In recent decades, a considerable amount of studies have explored the<br />
connection between learners’ motivation and Foreign Language achievement (e.g.<br />
Schmidt and Watanabe, 2001; Masgoret and Gardner, 2003; Csizér and Dörnyei, 2005;<br />
Bernaus and Gardner, 2008; Yu and Watkins, 2008). As a general tendency, a positive<br />
relationship is identified between motivation and language achievement. In<br />
comparison, the relationship between learner’s motivation and their vocabulary<br />
knowledge has received much less attention but in general, and mostly when<br />
30
productive vocabulary is tested, the same positive connection is found (Elley, 1989;<br />
Gardner & MacIntyre, 1991; Fernández Fontecha, 2010; Fernández Fontecha & Terrazas<br />
Gallego, 2012). The present study attempts to shed some light on the relationship<br />
between motivation and the receptive EFL vocabulary knowledge of a group of 30 EFL<br />
students of the 1 st and 2 nd year of the Official School of Languages. First, we examined<br />
the levels of general motivation, intrinsic and extrinsic motivation of the group in both<br />
years; second, we aimed at exploring learners’ level of receptive vocabulary size in<br />
both years; and third, the data collected on the two tests were correlated. We made use<br />
of the 2,000-word frequency-band from the receptive version of the VLT (2k VLT)<br />
(Schmitt, Schmitt & Clapham, 2001, version 2) and an adaptation of Gardner’s (1985)<br />
A/MTB questionnaire. According to a three level scale, ranging from level 1 (marks: 1.0<br />
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<br />
level of motivation and 7 the highest, the results are the same for the two years: most<br />
learners (N=20) were motivated at level 3 and the rest (N=10) at level 2. Concerning the<br />
types of motivation, extrinsic motivation is higher than intrinsic motivation in both<br />
years. The evolution of general motivation, extrinsic and intrinsic from one year to the<br />
next is not significant. Both the general motivation and the intrinsic type decrease<br />
slightly from 1st to 2 nd year. As expected, the receptive vocabulary is incremental from<br />
the first to the second year (Takala, 1984; Terrazas Gallego & Agustín Llach, 2009). This<br />
result is significant. Finally, no significant relationship was detected in the relationship<br />
between the learners’ receptive vocabulary knowledge and their level of general<br />
motivation, nor between the receptive vocabulary knowledge and the two types of<br />
motivation. Reasons that point to the special characteristics of students at the Official<br />
School of Languages or the nature of the vocabulary test are discussed.<br />
References<br />
Bernaus, M. and R. C. Gardner. 2008. “Teacher Motivation Strategies, Student<br />
Perceptions, Student Motivation, and English Achievement”. The Modern Language<br />
Journal 92, 3: 387–401.<br />
Csizér, K. and Z. Dörnyei. 2005. “The Internal Structure of Language Learning<br />
Motivation and its relationship with Language Choice and Learning Effort”. Modern<br />
Language Journal 89: 19–36.<br />
Elley, W. 1989. “Vocabulary Acquisition from Listening to Stories”. Reading Research<br />
Quarterly 24: 174–187.<br />
Fernández Fontecha, A. 2010. “Gender and motivation in EFL vocabulary production”<br />
In R. M. Jiménez Catalán (ed) Gender Perspectives on Vocabulary in Foreign and Second<br />
Languages (pp. 93-116). Palgrave: Macmillan.<br />
Fernández Fontecha, A. and M. Terrazas Gallego. 2012. “The role of motivation and<br />
age in vocabulary knowledge”. VIAL 9: 39-62.<br />
Gardner, R. C. 1985. Social Psychology and Second Language Learning London: Edward<br />
Arnold.<br />
Gardner, R. C. and P. D. MacIntyre. 1991. “An instrumental motivation in language<br />
study: who says it isn’t effective?”. Studies in Second Language Acquisition 13, 1: 57–72.<br />
Masgoret, A-M. and R. C. Gardner. 2003. “Attitudes, motivation, and second language<br />
learning: meta-analyses of studies by Gardner and associates”. In Z. Dörnyei (ed)<br />
Attitudes, orientations and motivations in language learning (pp. 167-210), Oxford:<br />
Blackwell.<br />
31
Schmitt, N., Schmitt, D. and C. Clapham, C. 2001. “Developing and exploring the<br />
behaviour of two new versions of the Vocabulary Level Test”. Language Testing 18: 55-<br />
88.<br />
Schmidt, R. and Y. Watanabe. 2001. “Motivation, strategy use, and pedagogical<br />
preferences in foreign language learning”. In Z. Dornyei and R. Schmidt (eds)<br />
Motivation and second language acquisition. (pp. 313-59). Honolulu: HI: University of<br />
Hawaii, Second Language Teaching Center.<br />
Takala, S. 1985. “Estimating students’ vocabulary sizes in foreign language teaching”.<br />
In Kohonen, V., H. van Essen and C. Klein-Braley, C. (eds) Practice and problems in<br />
language testing (pp. 157-165) Tampere, Finland: Finnish Association for Applied<br />
Linguistics.<br />
Terrazas, Gallego, M. and M. P. Agustín Llach. 2009. “Exploring the increase of<br />
receptive vocabulary knowledge in the foreign language: A longitudinal Study”. IJES:<br />
International Journal of English Studies 9, 1, 113-133.<br />
Yu, B. and D. A. Watkins. 2008. “Motivational and cultural correlates of second<br />
language acquisition: an investigation of international students in the universities of<br />
the people’s Republic of China”. Australian Review of Applied Linguistics 31, 2: 17.11–<br />
17.22.<br />
The development of Spanish oral proficiency during a 5-week study abroad program<br />
García Bayonas, Mariche<br />
megarcia@uncg.edu<br />
This empirical study investigated the factors that may affect Oral Proficiency<br />
gains during a five-week study abroad program in Spain. Oral Proficiency is explored<br />
on two fronts: an Oral Proficiency Interview (OPI) at the beginning and end of the<br />
study abroad program, and a self-reported questionnaire. The research questions were:<br />
do students advance in oral proficiency in five weeks? What factors affect learning?<br />
How much do they improve? Participants were part of a group (N=48) of students<br />
from a mid-size southeastern university on a 5-week study abroad program in Spain.<br />
The data were provided by volunteers (n=19) in the program that were interviewed<br />
using an OPI interview protocol prior to and after the study abroad program.<br />
Additionally, participants filled out a self-reported questionnaire. Some of the<br />
predictors of Oral Proficiency gains were contact with the second language (L2),<br />
motivation, and hours of L2 use, among others. Preliminary statistical analyses showed<br />
that unlike other previous studies in which oral proficiency was measured among<br />
students, all of the participants in this particular study abroad program experienced<br />
gains (at least one level of ACTFL rating) in their Oral Proficiency. Correlations<br />
indicated that there are some variables that can be utilized as predictors of oral<br />
proficiency gains while studying an L2 abroad. Results and findings are discussed.<br />
The syntax-discourse interface in third language acquisition<br />
García Mayo, María Pilar<br />
mariapilar.garciamayo@ehu.es<br />
Slabakova, Roumyana<br />
The University of Iowa - roumyana-slabakova@uiowa.edu<br />
32
A recent version of the Interface Hypothesis (IH) (Sorace, 2011; Sorace &<br />
Serratrice, 2009) proposes a principled distinction between internal interfaces (e.g.<br />
between narrow syntax and phonology, morphology, semantics), and external ones.<br />
Interface properties have not received much attention in third language acquisition<br />
(L3A) yet. This study expands the scope of L3 studies and adds a new population to<br />
interface research.<br />
The IH has not made specific predictions about L3A, but such predictions can<br />
be extrapolated on the basis of the interface delay explanations. Sorace and colleagues<br />
argue persuasively that speakers experience difficulties when they have to integrate<br />
syntactic with discourse information (Belleti, Bennati & Sorace, 2007). Research points<br />
to interface property delays in bilingual child development, stronger language attrition<br />
with such properties, and even near-native L2 residual optionality. The underlying<br />
reason for all these effects in different populations is processing abilities: integration of<br />
context and grammar taxes the language processor. This is especially true with<br />
speakers that have to inhibit one language while processing another, that is, the<br />
bilingual populations mentioned above. We predict that such integration would be<br />
even harder in trilingual speakers.<br />
In order to test the IH in L3A, we used the English constructions Topic (The<br />
lettuce I ate (*it). I didn’t like the olives), Focus (SUE John dated (*her) in high school, not<br />
Mary), and Left Dislocation (A bad tooth, they can extract *(it) and it’s out. Blood pressure is<br />
something else) (Ward, 1988). Typically, when an English speaker wishes to signal<br />
Focus, she simply emphasizes it prosodically (Ladd, 1996). Topic and Focus are seldom<br />
preposed, so they are very rare in the input. A further property of interest is that<br />
English does not double the preposed objects with pronouns in the case of Topic and<br />
Focus, but it does in the subtly different Left Dislocation construction. Spanish Clitic<br />
Left Dislocation (CLLD) construction is the closest equivalent to Topic in English<br />
(Cinque, 1983), but focused objects are not clitic-doubled. Basque never doubles<br />
arguments with clitics, thus Topic marking is very similar in Basque and English but<br />
different from Spanish (Elordieta, 2001).<br />
We created 30 contexts (6 Topic, 6 Focus, 6 LD, 12 fillers) and embedded test<br />
sentences with and without pronouns. Test items appeared written on a screen and<br />
pronounced with the appropriate intonation. The web surveyor service SurveyGizmo<br />
was utilized to make testing convenient for our participants and to keep the data<br />
anonymous. Participants had to rate the acceptability of each sentence in the context on<br />
a 7-point scale. We tested balanced bilinguals: Basque/Spanish bilinguals dominant in<br />
Basque (n= 23), Basque/Spanish bilinguals dominant in Spanish (n= 18), Spanish L2<br />
English learners (n= 53) as well as native English speakers (n=24). Findings supported<br />
the IH and showed that (i) whether Spanish is the L1 or the L2 does not seem to make a<br />
difference and (ii) having Basque as L1 or L2 does not seem to facilitate the learning<br />
task either.<br />
References and sample item<br />
Belletti, A., Bennati, E. & Sorace, A. 2007. Theoretical and developmental issues in the<br />
syntax of subjects: Evidence from near-native Italian. Natural Language and Linguistic<br />
Theory 25: 657-689.<br />
Cinque, G. 1983. ‘Topic’ constructions in some European languages and<br />
‘connectedness’. In K. Ehlich & H. van Riemsdijk (eds.), Connectedness in Sentence,<br />
33
Discourse and Text: Proceedings of the Tilburg Conference held on 25 and 26 January 1982.<br />
Katholieke Hogeschool, Tilburg.<br />
Elordieta, A. 2001. Verb movement and constituent permutation in Basque. Ph.D.<br />
dissertation. Leiden University.<br />
Ladd, D. Robert. 1996. Intonational Phonology. Cambridge: Cambridge University Press.<br />
Sorace, A. 2011. Pinning down the concept of ‘interface’ in bilingualism. Linguistic<br />
Approaches to Bilingualism 1: 1-34.<br />
Sorace, A. & Serratrice, L. 2009. Internal and external interfaces in bilingual language<br />
development: Beyond structural overlap. International Journal of Bilingualism 13: 195-<br />
210.<br />
Ward, G. 1988. The Semantic and Pragmatics of Preposing. New York: Garland.<br />
Sample test item<br />
Topic-fronting condition<br />
John and his sister Sophie are in a Japanese restaurant. John has never eaten in this restaurant<br />
before, so he is not sure about what to order. He decides to ask Sophie:<br />
John: Have you tried the fish here?<br />
Sophie: Last week I had the sole. It was delicious. The salmon I haven’t tried it yet.<br />
(not natural) 1 2 3 4 5 6 7 (perfectly natural)<br />
John: Have you tried the fish here?<br />
Sophie: Last week I had the sole. It was delicious. The salmon I haven’t tried yet.<br />
(not natural) 1 2 3 4 5 6 7 (perfectly natural).<br />
Longitudinal EFL writing development: some insights into CLIL treatment in<br />
secondary classrooms<br />
Gené Gil, Maria<br />
Universitat de les Illes Balears - mariagenegil@gmail.com<br />
Juan, María maria.juan@uib.es<br />
Salazar, Joana jsn@fll.urv.es<br />
The introduction of Content and Language Integrated Learning (CLIL) is<br />
becoming commonplace throughout Europe, as this semi-immersion approach is<br />
believed to significantly improve language performance in the target language without<br />
devoting extra time to its teaching. In the Balearic Islands, CLIL is part of an<br />
experimental programme that has increased steadily year after year since its first<br />
implementation in 2004-2005.<br />
In this sense, it seems timely to assess the results of ongoing CLIL programmes.<br />
Despite the existence of publications describing successful pilot CLIL experiences and<br />
the fact that research in CLIL has gathered momentum over the last years, more finegrained<br />
studies on the effects of CLIL over foreign language competence are needed.<br />
According to Coyle, Hood and Marsh (2010: 140-141), ‘[f]uture work on language<br />
competence should […] [focus] on defining what the CLIL learners are achieving rather<br />
than comparing them with non-CLIL learners’. Moreover, research focusing on written<br />
competence in CLIL contexts is still scarce and findings in this field are not definite<br />
(Ruiz de Zarobe 2010). The present paper makes a contribution in this direction by<br />
presenting results on the longitudinal development of writing in English as a foreign<br />
language (EFL) by secondary education CLIL learners in the Balearic Islands, studying<br />
34
either Science or Social Sciences through English. Additionally, we shed some light into<br />
the treatment of writing in CLIL classrooms.<br />
To that end, CLIL participants’ (N=25) written narrative compositions have<br />
been analysed by means of holistic assessment (Jacobs et al. 1981) –rating content,<br />
organisation, vocabulary, language use and mechanics– and complexity, accuracy and<br />
fluency (CAF) measures at four data collection times covering a three-year period.<br />
Additionally, the treatment of writing in CLIL classrooms has been explored through a<br />
purpose-made questionnaire tapping into the frequency and types of the written tasks<br />
carried out in CLIL classes as well as the feedback provided.<br />
Results point to significant differences in written competence for CLIL learners<br />
along T1 and T4, both holistically and when analysed by means of CAF measures. Data<br />
also unveil that writing was not given any special consideration or treatment in CLIL<br />
classrooms, with most of the written assignments being brief and somehow subjectspecific<br />
and participants not receiving personalized feedback on their written tasks on<br />
a regular basis. These findings seem to confirm that CLIL –which offers increased and<br />
communication-oriented exposure to the target language– may be an effective<br />
approach to enhance written development, even when no special attention is explicitly<br />
paid to this skill in secondary education classrooms.<br />
References<br />
Coyle, D., Hood, P., and Marsh, D. (2010). CLIL: Content and Language Integrated<br />
Learning. Cambridge: Cambridge University Press.<br />
Jacobs, H. L., Zinkgraf, S. A., Wormuth, D. R., Hartfiel, V. F., and Hughey, J. B. (1981).<br />
Testing ESL Composition: A practical Approach. Rowley: Newbury House Publishers.<br />
Ruiz de Zarobe, Y. (2010). Written production and CLIL: An empirical study. In C.<br />
Dalton Puffer, T. Nikula, and U. Smit (eds.), Language Use and Language Learning in<br />
CLIL.Amsterdam/Philadelphia: John Benjamins.<br />
Contextual and individual factors in degree of foreign accent and degree of<br />
comprehensibility in English of Basque immigrants in the United States<br />
González García, Argiñe<br />
Universidad del País Vasco - argigoga@hotmail.com<br />
Ruiz, Yolanda<br />
yolanda.ruizdezarobe@ehu.es<br />
There is ample evidence that the phonetic system of the L1 influences the<br />
phonetic system of the L2 (e.g. Best, 1995; Flege, 1995). Previous research has shown<br />
that age of arrival (AOA) in the host country (e.g. Johnson & Newport, 1989; Munro &<br />
Mann, 2005) as well as quantity and quality of L2 input (e.g. Flege, 2009; Muñoz &<br />
Singleton, 2011) appear to be the strongest predictors of phonetic attainment in the L2.<br />
However, other factors such as degree of L2 activation as well as individual differences<br />
have also proved to be strong predictors of ultimate attainment in an L2 (e.g.<br />
Bongaerts, 1999; Moyer, 1999; Piske et al., 2001).<br />
Our study aimed to explore the phonetic acquisition of an L2 (English) in a<br />
natural setting. We recruited 24 Basque immigrants with Spanish and/or Basque as<br />
their L1(s) in the US who answered a linguistic and biographical questionnaire. Speech<br />
was elicited by means of an interview in which they answered questions about culture<br />
and lifestyle in the US. 6 native speakers of American English rated their degree of<br />
foreign accent and degree of comprehensibility in English.<br />
35
Apart from AOA and length of residence (LOR), we investigated degree of<br />
L1/L2 activation (e.g. Flege & Mackay, 2004), degree of identification with the L2<br />
community, L2 motivation, strength of concern for pronunciation accuracy in the L2,<br />
location (Reno versus Boise) and education level.<br />
AOA, degree of L2 activation and education level appeared to be strong<br />
predictors of degree of phonetic attainment in English. More particularly, we found<br />
that AOA was directly related to degree of foreign accent and inversely related to<br />
degree of comprehensibility for the whole group as well as for participants whose<br />
AOA was above 7 years of age. Likewise, degree of L2 activation was inversely related<br />
to degree of foreign accent and directly related to degree of comprehensibility for the<br />
whole group, but only inversely related to degree of foreign accent for participants<br />
with AOA above 7 years of age. Finally, we found significant differences between<br />
participants with a high and low education level in their degree of foreign accent and<br />
degree of comprehensibility in English for the group as a whole, but only in degree of<br />
comprehensibility for participants with AOA above 7 years of age.<br />
Multiple regression analysis revealed that AOA was the most predicting<br />
variable for degree of foreign accent, whereas participants’ chronological age proved to<br />
be the strongest predictor for degree of comprehensibility in English.<br />
These findings confirm the important role of AOA as well as quality and<br />
quantity of L2 input, but they also highlight the importance of individual differences<br />
among L2 learners in order to predict ultimate attainment in an L2 (e.g. Flege & Liu,<br />
2001).<br />
The Acquisition of L3 English Articles by Basque/Spanish Bilinguals<br />
Gutierrez Mangado, María Juncal<br />
Universidad del País Vasco - junkal.gutierrez@ehu.es<br />
Martínez, María<br />
maria_martinez2@ehu.es<br />
Research on the acquisition of L2 English articles has shown that learners from<br />
different L1s have difficulty acquiring this feature in English. This difficulty is reflected<br />
on two types of errors: (1) omission of the article (Huebner 1985; Lardiere 2004; Parrish<br />
1987; Robertson 2000; White 2003) and (2) overuse of the definite article in indefinite<br />
contexts (Sarko 2008; Hawkins et al. 2006; Ionin et al. 2008; Snape et al. 2006).<br />
Specifically, it has been suggested that learners with [-article] L1s omit and misuse<br />
articles in all proficiency levels, even those in the final state of L2 acquisition (Lardiere<br />
2004; White 2003), while learners whose L1s do have articles converge on the target<br />
system earlier (Robertson 2000; Lu 2001; White 2003; Lardiere 2004, 2005; Zdorenko<br />
and Paradis 2008, 2012, Hawkins et al. 2006), as they are able to transfer their L1 article<br />
semantics (Ionin et al. 2008; Hawkins et al. 2006; Snape et al. 2006; Zdorenko and<br />
Paradis 2008)). More recent studies (Ionin et al. 2009; Zdorenko and Paradis 2012)<br />
conclude that learners with [+article] L1s are supported by L1 transfer only in learning<br />
the Determiner Phrase (DP) structure, but not in the mastering of the distinction<br />
between indefinite and definite contexts. Different theoretical accounts have been<br />
proposed in order to explain the difficulty L1 learners from [-article] languages have<br />
when acquiring L2 English in terms of semantics (The Fluctuation Hypothesis (Ionin<br />
and Wexler 2003, Inoin et al. (2004)), prosody (Goad, White and Steele (2003) and Goad<br />
36
and White (2004)), syntactic (Lardiere 2000, 2004, 2009; Hawkins et al. 2006) or<br />
processing difficulties (Trenkic 2009).<br />
In this paper we present data from the acquisition of L3 English articles by<br />
Basque/Spanish bilingual learners at two testing times. As the L1s of these learners<br />
have articles which semantically follow the same parametric setting as English (even if<br />
the use of articles in Spanish and Basque differs to some extent from that of English),<br />
we entertain the hypothesis that Basque-Spanish bilingual learners should perform as<br />
learners from [+article] L1 backgrounds, thus, showing a low rate of article omission<br />
and misuse. Data were collected in the form of narratives from 20 Basque/Spanish<br />
bilingual subjects at age 14 and subsequently at age 16. The results show that the<br />
bilingual learners examined overuse the definite article in contexts where the indefinite<br />
article should be used, supporting recent studies with children and adults (Ionin et al.<br />
2009; Zdorenko and Paradis 2012). Similarly, a subset of these learners also omits<br />
articles to a surprisingly high extent, specially the definite article, contradicting<br />
previous findings, which leads us to hypothesize that the nature and different use of<br />
the definite article in Basque may be playing a role and that individual learners behave<br />
differently with regard to the syntactic influence of their first language/s when<br />
performing in the L3 (Martínez Adrián, Gallardo del Puerto and Gutiérrez Mangado,<br />
in press). The results also indicate that there is no improvement in the use of L3 English<br />
articles from time 1 to time 2.<br />
References<br />
Goad, H. and White L. (2004). Ultimate attainment of L2 inflections: Effects of L1<br />
prosodic structure. In S. Foster-Cohen, M. Ota, M.A. Sharwood Smith & A. Sorace, A.<br />
(eds.), EUROSLA Yearbook, Vol. 4, pp. 119-145. Amsterdam: John Benjamins.<br />
Goad, H. and White L. (2006). Ultimate attainment in interlanguage grammars: a<br />
prosodic approach. Second Language Research 22: 243-268.<br />
Goad, H., White, L., and Steele, J. (2003). Missing inflection in L2 acquisition: defective<br />
syntax or L1-constrained prosodic representations? Canadian Journal of Linguistics 48:<br />
243-263.<br />
Hawkins, R., Al-Eid, S. Almahboob, I., Athanasopoulos, P., Chaengschenkit, R., Hu, J.,<br />
Rezai, M., Jaensch, C., Jeon, Y., Jiang, a., Leung, Y.-K. I., Matsunaga, K., Ortega, M.,<br />
Sarko, G., Snape, N. and Velasco Zárate, K. (2006). Accounting for English article<br />
interpretation by L2 speakers. In S. H. Foster-Cohen, M. Medved Krajnovic and J.<br />
Milhaljevic Djigunovic, J. (Eds.), EUROSLA Yearbook, 6, 7-25.<br />
Huebner, T. (1985). System and variability in interlanguage syntax. Language Learning,<br />
35, 141-63.<br />
Ionin, T. and Wexler, K. (2003). The certain uses of the in the L2-English. In J. M. Liceras<br />
et al. (Eds.), Proceedings of the 6 th Generative Approaches to Second Language Acquisition<br />
Conference (pp. 150-60). Cascadilla Press.<br />
Ionin, T., Ko, H. and Wexler, K. (2004). Article semantics in L2 acquisition. The role of<br />
specificity. Language Acquisition, 12 (1), 3-69.<br />
Ionin, T., Zubizarreta, M. L. and Maldonado S. B. (2008). Sources of linguistic<br />
knowledge in the second language acquisition of English articles. Lingua, 118, 554-576.<br />
Ionin, T., Zubizarreta, M.L. and Philoppov, V. (2009). Acquisition of article semantics<br />
by child and adult L2-English learners. Bilingualism: Language and Cognition 12 (3), 337-<br />
361.<br />
37
Lardiere, D. (2004). Knowledge of definiteness despite variable article omission. In A.<br />
Brugos, L., Micciulla and C.E. Smith (Eds.), BUCLD 28, 328-39.<br />
Laridere, D. (2005). On morphological competence. In L. Dekydspotter, R. A. Sprouse<br />
and A. Liljestrand (Eds.), Proceedings of the 7 th Generative Approaches to Second Language<br />
Acquisition Conference (GASLA 2004) (pp. 178-92). Somerville, MA: Cascadilla<br />
Proceedings Project.<br />
Lardiere, D. (2009). Some thoughts on the contrastive analysis of features in second<br />
language acquisition. Second Language Research, 25, 173-227.<br />
Lu, C. F. –C. (2001). The acquisition of English articles by Chinese learners. Second<br />
Language Studies 20, 43-78.<br />
Martínez Adrián, M., Gallardo del Puerto, F. and Gutiérrez Mangado, M.J. (in press).<br />
Phonetic and Syntactic Transfer Effects in the English Interlanguage of Basque/Spanish<br />
Bilinguals. VIAL.<br />
Parrish, B. (1987). A new look at methodologies in the study of article acquisition for<br />
learners of ESL. Language Learning, 37, 361-83.<br />
Robertson, D. (2000). Variability in the use of the English article system by Chinese<br />
learners of English. Second Language Research, 16 (2), 135-172.<br />
Sarko, G. (2008). Accounting for indefinite article a drop in the oral L2 English of L1<br />
Syrian Arab speakers. Essex Graduate Student Papers in Language and Linguistics, 10, 97-<br />
115.<br />
Snape, N., Leung, Y.-K. I., and Ting, H.-C. (2006). Comparing Chinese, Japanese and<br />
Spanish speakers in L2 English article acquisition: evidence against the fluctuation<br />
hypothesis? In M.G. O’Brien, C. Shea and J. Archibald et al. (eds.), Proceedings of the 8 th<br />
Generative Approaches to Second Language Acquisition Conference (GASLA 2006), 394-139.<br />
Somerville: MA: Cascadilla Proceedings Project.<br />
Trenkic, D. (2009). Accounting for patterns of article omissions and substitutions in<br />
second language production. In R. Hawkins and M.P. Garcia-Mayo (eds.) Second<br />
language acquisition of articles: empirical findings and theoretical implications, 115-143.<br />
Amsterdam: John Benjamins.<br />
White, L. (2003). Fossilization in steady state L2 grammars: implications of persistent<br />
problems with inflectional morphology. Bilingualism: Language and Cognition, 6, 128-41.<br />
Zdorenko, T. and Paradis, J. (2008). The acquisition of articles in child second language<br />
English: fluctuation, transfer or both? Second Language Research, 24 (2), 227-250.<br />
Zdorenko, T. and Paradis, J. (2012). Articles in child L2 English: when L1 and L2<br />
acquisition meet at the interface. First Language 32 (1-2), 38-62.<br />
The role of higher-order thinking skills (HOTS) and cognitive academic language<br />
proficiency (CALP) in content and language integrated learning (CLIL) and English as<br />
a foreign language (EFL)<br />
Herescu, Roxana<br />
University of Cambridge - arh68@cam.ac.uk<br />
This talk will discuss findings yielded by my mixed-method doctoral project on<br />
the interplay of thinking skills and language in the output of eleven pupils following a<br />
bilingual programme in Romania. Specifically, this research sought to explore which<br />
type of thinking skills the CLIL approach engenders in the learners, as different from<br />
38
the EFL and to find patterns in learners’ use of higher-order thinking skills when<br />
prompted to do so during the purpose-built tasks.<br />
The language associated with higher-order thinking skills (Bloom 1956,<br />
Anderson and Krathwohl 2001) is contented to be distinctly different from the<br />
language in use when lower-order thinking occurs (Cummins 1999, Baker and<br />
Hornberger 2001). Lower-order processing endorses basic interpersonal<br />
communicative skills (BICS) where the main function of the language is to exchange<br />
simple ideas whereas higher-order processing leads to the accruement of cognitive<br />
academic language proficiency (CALP) . CALP refers to the oral and written academic<br />
registers of schooling (Cummins, 2000) which is not simply a level of linguistic<br />
proficiency that could be measured quantitatively through language tests. For higherorder<br />
thinking to occur, pupils need to be in mediums where rich, complex input is<br />
available and equally complex output is required. Theoretically, the dual focus in the<br />
CLIL approach allows for a capitalisation on content as a means of triggering both<br />
lower, but mostly higher-order thinking and hence an efficient development of CALP.<br />
However, research is yet to demonstrate if this is the case.<br />
This study was conducted over a period of ten weeks in two schools in Iași,<br />
Romania. Three main data collection tools were employed. The case study consisted of<br />
eleven focus pupils selected through a stratified procedure. Structured observations of<br />
ten EFL and ten CLIL consecutive lessons were used to map the pupils’ ability to think<br />
and express themselves adequately in English as a result of the two teaching practices.<br />
Also, the eleven focus pupils participated in eight purpose-built consecutive contentbased<br />
tasks and eight consecutive linguistic-based tasks in English. These tasks sought<br />
to examine how/if pupils drew on their CALP and HOTS and whether there were any<br />
differences in the two task types. Semi-structured interviews, carried out with the<br />
pupils and the teachers completed the data collection.<br />
NVivo10 was employed to code the data first from a linguistic perspective<br />
followed by a cognitive one. Codes were created employing both a bottom-up and topdown<br />
coding. Discourse analysis at utterance level was used to identify and label<br />
evidence of CALP and HOTS. Findings were yielded by comparing frequency runs of<br />
CALP and HOTS in the linguistic-based and content based tasks at pupil level and<br />
group level. The same frequency runs were performed for the classroom data (i.e. the<br />
EFL and CLIL lessons).<br />
References<br />
Anderson, L.W. Krathwohl, D. R. (eds.) (2001).A taxonomy for learning teaching and<br />
assessing: A revision of Bloom’s Taxonomy of Educational Objectives, New York:<br />
Longman. Appliquée 120.Arnold<br />
Bloom, B.S. (ed.) (1956) Taxonomy od educational objectives, Handbook I: Cognitive<br />
domain, New York, Longman.<br />
Baker, C. & Nancy H. Hornberger (2001) (Eds). An introductory reader to the writings<br />
of Jim Cummins. UK: Multilingual Matters.<br />
Cummins, J. (1999) BICS and CALP: Clarifying the distinction. Opinion Papers.<br />
Cummins, J. (2000) Immersion education for the millennium: What have we learned<br />
from 30 years of research on Second Language Immersion. Toronto: OISE.<br />
39
Double object constructions in English as a third language<br />
Imaz Agirre, Ainara<br />
Universidad del País Vasco/ Euskal Herriko Unibertsitatea - ainara.imaz@gmail.com<br />
García Mayo, María Pilar<br />
mariapilar.garciamayo@ehu.es<br />
The present study examines the acquisition of double object constructions<br />
(DOCs) (John gave Mary a book) by Basque/Spanish learners of English as a third<br />
language (L3). Previous research on the topic by L1 Japanese and Korean second<br />
language (L2) learners of English shows L1 influence and proficiency effects (Whong-<br />
Barr & Schwartz, 2002; Oh & Zubizarreta, 2006). Research on L2 Romance languages<br />
also reports proficiency effects and higher morphosyntactic than semantic accuracy<br />
(Slabakova, 2002; Bruhn de Garavito, 2006; Cuervo, 2007). The three languages in this<br />
study, Basque, Spanish and English, present two types of dative structures:<br />
prepositional phrases (PPs) (John gave a book to Mary) and DOCs. DOCs differ in<br />
morphosyntactic and semantic properties. Regarding morphosyntax, Basque DOCs are<br />
morphologically marked in the verb (Odria, 2012); in Spanish DOCs are expressed by<br />
means of clitic-doubling (Demonte, 1995; Cuervo, 2007) whereas English DOCs are<br />
restricted by word order constraints (Cuervo, 2007). Concerning semantic properties,<br />
Basque objects could be interpreted as benefactive, goal and source depending on the<br />
predicate and the context (Ormazabal & Romero, 2010). The Spanish object can be<br />
interpreted as recipient, source and possessor (Cuervo, 2007). In contrast, DOCs in<br />
English show idiosyncratic restrictions, such as morphophonological rules (which<br />
exclude most Latinate verbs) as well as language specific constraints (i.e. the possessor<br />
must be animate).<br />
The aim of this study is to explore whether (i) differences between the three<br />
languages have an effect on the L3 learning task, and (ii) proficiency effects can be<br />
observed. Basque-Spanish L3 English learners are expected to be more accurate in PPs<br />
than in DOCs and, on the basis of previous research, proficiency differences are<br />
expected. Following Oh (2006), the study was designed to assess the differences in the<br />
acquisition of DOCs between (il)licit goal and (il)licit benefactive verbs (see Appendix<br />
A). The participants, 28 upper-intermediate (n=14) and advanced (n=14)<br />
Basque/Spanish L3 English learners completed two online acceptability judgments<br />
tasks (with a 7-point Likert scale), a self-paced reading (SPR) task and an auto-paced<br />
reading (APR) task. Each task consisted of 24 PP and 24 DOC items and 48 fillers.<br />
Findings indicated that both groups were more accurate in evaluating PPs than DOCs.<br />
Besides, advanced learners preferred benefactive over goal DOCs (F = 4.335; p = .038)<br />
but this pattern was not found among intermediate learners. No proficiency differences<br />
were found between the two groups (F = .586; p = .444). However, a more detailed<br />
individual analysis of each verb type in each proficiency group indicated that there<br />
were statistically significant differences between licit vs. illicit goal verbs in both<br />
intermediate (F = 56.887; p
Bruhn de Garavito, J. (2006) Knowledge of clitic doubling in Spanish: Evidence against<br />
pattern learning. In R. Slabakova, S. A. Montrul, & P. Provost (eds.) Inquiries in<br />
Linguistic Development: Studies in Honor of Lydia White (pp.305–333) Amsterdam:<br />
Benjamins.<br />
Cuervo, M. C. (2007) Double objects in Spanish as a second language: Acquisition of<br />
morphosyntax and semantics. Studies in Second Language Acquisition 29: 583-615.<br />
Demonte, V. (1995) Dative alternation in Spanish. Probus 7(1): 5-30.<br />
Odria, A. (2012) What lies behind differential object marking: A survey in Basque dialects.<br />
Unpublished MA dissertation, University of the Basque Country.<br />
Oh, E. (2006) Second language acquisition of English double objects construction by Korean<br />
speakers. Unpublished PhD Dissertation, University of Southern California.<br />
Oh, E. & M. L. Zubizarreta (2006) The acquisition of goal and benefactive object<br />
constructions by L2 learners of English. In Proceedings of the 31st Annual Meeting of the<br />
Berkeley Linguistics Society (pp. 241-253). Berkeley, CA.<br />
Ormazabal, J. & J. Romero (2010) The derivation of dative alternations. In M. Duguine,<br />
S. Huidobro & N. Madariaga (eds.) Argument Structure and Syntactic Relations from a<br />
Crosslinguistic Perspective (pp. 203-232) Amsterdam-Philadelphia: John Benjamins.<br />
Pinker, S. (1989) Learnability and Cognition: The Acquisition of Argument Structure.<br />
Cambridge, MA: MIT Press.<br />
Slabakova, R. (2002) The compounding parameter in L2 acquisition. Studies in Second<br />
Language Acquisition 24: 507–540.<br />
Whong-Barr, M. & Schawartz, B. D. (2002). Morphological and syntactic transfer in<br />
child L2 acquisition of the English dative alternation. Studies in Second Language<br />
Acquisition 24: 579-616.<br />
(Un)successful interactions during study abroad: insights from host families, students,<br />
and administrators<br />
Kissling, Elizabeth<br />
James Madison University - elizabeth.kissling@gmail.com<br />
Research suggests study abroad is beneficial for language learning, particularly<br />
oral fluency (Kinginger, 2009). The putative benefits of study abroad arise from<br />
extensive interaction with native speakers, and students are often housed with a local<br />
family to maximize interaction. Researchers who have observed their interaction in<br />
depth, however, have reported that that student—host family interaction can be highly<br />
variable (e.g., Knight & Schmidt-Rinehart, 2010; Iino, 2006); reduced to exceedingly<br />
brief, superficial interactions (Rivers, 1998); and influenced by culturally-construed<br />
beliefs such as what foreigners cannot learn (Iino, 2006). Yet there is much still<br />
unknown about the quality of interaction that students experience during study<br />
abroad, especially in relatively brief summer programs. The current study sought to<br />
further elucidate the nature of student-native speaker interaction by asking<br />
participants to comment on their unique set of beliefs and practices that might<br />
influence the quantity or quality of their interactions. Students in this program were<br />
Spanish majors attending a private university in the United States. They resided in<br />
Seville, Spain, for four weeks while taking advanced language courses and<br />
participating in cultural excursions.<br />
41
The research question was: What are the beliefs and practices of students, host<br />
families, and program administrators regarding communicative interaction between<br />
students and native speakers? Data was collected via semi-structured interviews held<br />
once with host families (n=5) and program administrators (n=3) and held weekly with<br />
focus groups of participating students (n=13). The interviews broached many topics,<br />
including: use of language in the home stay, preferred topics of conversation,<br />
corrective feedback, service encounters, notions about how language is acquired, and<br />
learning goals.<br />
A thematic analysis of the data was performed using Dedoose qualitative<br />
analysis software. Several themes emerged. Host families and students alike positioned<br />
themselves as the more passive receiver of interaction, placing the onus of successful<br />
interaction on their interlocutors rather than themselves. The four-week stay was not<br />
long enough to build the rapport needed to broach less superficial topics of<br />
conversation. Host families had formed an intense bond with their first student that<br />
was not replicated with subsequent students. Over the course of the program, students<br />
experienced cycles of engagement/ disinterest in the host culture, high/ low<br />
expectations about their learning, and high/ low confidence in their communicative<br />
competence. The interactions they experienced in the first week were particularly<br />
important, creating a frame within which they would interpret subsequent<br />
interactions.<br />
These results corroborate previous findings that some student-host family<br />
interactions are brief and superficial (Rivers, 1998) and influenced by what host<br />
families believe students can learn (Iino, 2006). Additionally, the study highlights<br />
several factors that may limit student-native speaker interactions, including the length<br />
of the sojourn, the number of students placed with a particular family over the years,<br />
and the sociocultural knowledge students have for interpreting their encounters with<br />
locals. The results are suggestive of how orientation for students and host-families<br />
could be improved for summer study abroad programs in order to increase the<br />
quantity and quality of student-native speaker interactions.<br />
References<br />
Iino, M. (2006). Norms of Interaction in a Japanese Homestay Setting: Toward a Two-<br />
Way Flow of Linguistic and Cultural Resources. In DuFon, M.A. & Churchill, E. (Eds.),<br />
Language Learners in Study Abroad Contexts (pp. 151-175). Clevedon: Multilingual<br />
Matters.<br />
Kinginger, C. (2009). Language learning and study abroad: a critical reading of<br />
research. Basingstoke, UK: Palgrave Macmillan.<br />
Knight, S. M., & Schmidt-Rinehart, B.C. (2010). Exploring Conditions to Enhance<br />
Student/Host<br />
Family Interaction Abroad. Foreign Language Annals 43(1), 64-79.<br />
Rivers, W.P. (1998). Is being there enough? The effects of home stay placements on<br />
language gain during study abroad. Foreign Language Annals, 31(4), 492-500.<br />
Inventory of peer-peer interaction strategies by 7-8-year-old EFL learners with a low<br />
level of linguistic competence while playing a game in the classroom.<br />
Lázaro, Amparo amparo.lazaro@unavarra.es<br />
Azpilicueta Martínez, Raúl raulazpilicueta@hotmail.com<br />
42
Studies within the interactionist framework, initiated by Long’s (1981, 1983)<br />
seminal work, have attracted a great deal of attention and are categorical in their<br />
statement that interaction has beneficial effects on second language acquisition<br />
(henceforth SLA) (Long, 1996; Gass & Mackey, 2007; McDonough 2006, McDonough &<br />
Mackey 2006; to name but a few recent studies). Initially, studies on the value of<br />
interaction for L2 acquisition concentrated on adult learners (e.g., Pica & Doughty,<br />
1985b; Porter, 1986; Varonis & Gass, 1985; Yule & Mac-Donald, 1990). Later, mainly<br />
with the studies carried out by Alison Mackey and Rhonda Oliver (Mackey&Oliver,<br />
2002; Mackey, Oliver & Leeman, 2003; Oliver, 1995a, 1995b, 1998, 2000, 2002, 2003),<br />
research on negotiation for meaning was extended to children in second language<br />
contexts, that is, in areas where English was the main language. However, despite this<br />
abundant number of studies on interaction, young children learning English as a<br />
foreign language, that is, in a region where English is not spoken, still remain an<br />
unexplored population. In order to fill this research niche, this study examines<br />
conversational interactions between 8 pairs of young (ages 7-9) learners of English as a<br />
Foreign Language (EFL) in a Spanish school. The pairs had a very low level of the<br />
target language and were recorded while playing a guessing game three times over a<br />
period of three weeks.<br />
The patterns of their task-based conversational interactions were examined with<br />
the main objective of making the first database inventory documenting which<br />
conversational strategies children EFL learners use (if any) and of comparing these<br />
strategies to those reported in other populations, mainly in children learning English as<br />
a Second Language. Thus, this preliminary study intends to break new ground for<br />
future studies within the interactionist framework by opening interaction research to<br />
EFL children.<br />
The results show that these children, although scarcely, do negotiate for<br />
meaning and use a variety of strategies to do so. However, they negotiate significantly<br />
less than adults and also less than children learning English as a second language.<br />
Regarding the strategies used, these children make use of all those reported in<br />
previous studies except for one: they do not use comprehension checks, that is,<br />
children do not check if the interlocutor understands them. Comprehension checks<br />
were also scarce among ESL children and more common among adults. On the other<br />
hand, the children also resorted to the L1 on some occasions, which can be catalogued<br />
as a specific strategy for children who share the L1s. Another interesting finding is that<br />
these children seem to use direct correction to correct their peers quite often although,<br />
unlike previous studies, they never use recasts.<br />
In light of these results we will argue in favour of using this type of interactive<br />
activities as a tool to promote oral production in the classroom.<br />
The impact of learning context and age on perceived foreign accent<br />
Llanes, Àngels allanes@dal.udl.cat<br />
Muñoz, Carme munoz@ub.edu<br />
Learning context, age and second language (L2) pronunciation are three central<br />
issues in second language acquisition, and for this reason the degree of perceived<br />
foreign accent (FA) and the effects of age have been investigated with respect to the<br />
setting in which the L2 learning takes place (Derwing, Munro, & Thompson, 2007;<br />
43
Flege & Fletcher, 1992; Flege, Munro, & Mackay, 1995; Llanes & Muñoz, in press;<br />
Mackay, Flege, & Imai, 2006). However, although the development of L2 pronunciation<br />
with respect to the naturalistic setting and the instructed setting has been investigated<br />
quite extensively, very few studies have explored the effects of the study abroad (SA)<br />
setting on L2 pronunciation (Díaz-Campos, 2004; Mora, 2008; Simões, 1996; Stevens,<br />
2001, 2011) and the results are inconclusive. With respect to age, all these studies have<br />
examined the impact of the SA context on L2 pronunciation by adult participants, and<br />
the studies that have examined the effects of age by participants of different ages have<br />
done so in a naturalistic setting. Therefore, the aim of the present study is to fill this<br />
gap in both the learning context and the age literature by comparing the degree of<br />
perceived FA of participants of two different ages.<br />
The participants of this study (n= 56) were Catalan/Spanish bilinguals, learners<br />
of English as an L2 who were distributed into groups according to their age (children<br />
vs. adults) and learning context (SA vs. at home [AH]). Four groups were obtained: SA<br />
children (n= 13), AH children (n= 15), SA adults (n= 13) and AH adults (n= 15). These<br />
participants were tested twice: the pre-test took place the week before the SA departure<br />
to the L2 country, whereas the post-test was administered the week after the return of<br />
the SA participants from the host country. Participants completed several tests<br />
(interview, oral picture-description task, written composition and L2 questionnaire),<br />
but for the purpose of this study only the data gathered through the oral picturedescription<br />
task and the questionnaire were taken into account. Participants were<br />
asked to describe a story that consisted of six pictures whose length varied from<br />
participant to participant, but only the first 20 seconds of each recording were taken for<br />
presentation to the listeners. The listeners were a group of native speakers of English<br />
(n= 28), who were asked to judge the degree of FA of the randomized 20-second<br />
excerpts (of both the pre- and post-test) using a 7-point Likert scale (1= no foreign<br />
accent, 7= very strong foreign accent). Next participants filled out an L2 questionnaire<br />
which inquired about the amount and type of input and exposure participants<br />
received.<br />
Results show that SA participants, regardless of their age, are perceived to have<br />
a milder degree of FA in the post-test. The data extracted through the questionnaire<br />
indicate that the amount of time spent in class, listening, speaking in general and<br />
speaking with native speakers have a positive impact on the degree of FA.<br />
References<br />
Derwing, T.M., Munro, M.J., & Thomson, R.I. (2008). A longitudinal study of ESL<br />
learners' fluency and comprehensibility development. Applied Linguistics, 29, 359-380.<br />
Díaz-Campos, M. (2004). Context of learning in the acquisition of Spanish second<br />
language phonology. Studies in Second Language Acquisition, 26, 249-273.<br />
Flege, J & Fletcher, K . (1992).Talker and listener effects on the perception of degree of<br />
foreign accent. Journal Acoustic Society of America, 91, 370-389.<br />
Flege, J., Munro, M., & MacKay, I. (1995). The effect of age of second language learning<br />
on the production of English consonants. Speech Communication, 16, 1-26.<br />
Llanes, À. & Muñoz, C. (in press). Age effects in a study abroad context: Children and<br />
adults studying abroad and at home. Language Learning.<br />
Mackay, I., Flege, J., & Imai, S. (2006). Evaluating the effects of chronological age and<br />
sentence duration on degree of perceived foreign accent. Applied Psycholinguistics, 27,<br />
157-183.<br />
44
Mora, J.C. (2008). Learning Context Effects on the Acquisition of a Second Language<br />
Phonology. In C. Pérez-Vidal (Coord.), M.Juan-Garau & A. Bel (Eds.), A Portrait of the<br />
Young in the New Multilingual Spain (pp. 241-263). Clevedon: Multilingual Matters.<br />
Simões, Antonio R. M. (1996). Phonetics in second language acquisition: an acoustic<br />
study of fluency in adult learners of Spanish, Hispania 79, 87-95.<br />
Stevens, J. (2001). The acquisition of L2 Spanish pronunciation in a study abroad<br />
context. Unpublished PhD. Dissertation, University of Southern California, USA.<br />
Stevens, J. (2011). Vowel duration in second language Spanish vowels: study abroad<br />
versus at home learners. Arizona Working Papers in SLA & Teaching, 18, 77-104.<br />
The language of evaluation in CLIL students’ written and spoken performance: a<br />
longitudinal study in secondary education<br />
Llinares, Ana ana.llinares@uam.es<br />
In spite of the fact that evaluation is an intrinsic part of language (Halliday and<br />
Matthiessen 2004, Sarangi, 2003), content and language integrated classrooms have<br />
been seen as contexts in which the main focus is the exposition of facts (Dalton-Puffer,<br />
2007). However, CLIL students need to manage the interpersonal in the L2 both in<br />
terms of the language required to interact and establish social relations in the<br />
classroom, and to evaluate information related to the subjects that they are learning. At<br />
the secondary level, to perform well, CLIL students have to use interpersonal language<br />
resources both in the texts they write and when they participate orally in contentrelated<br />
activities.<br />
Combining Appraisal Theory (Martin & White 2005) with Corpus Linguistics<br />
methodology (using O’Donnell’s UAM CorpusTool), this paper examines the type of<br />
evaluation used by CLIL students, and the linguistic resources they have to convey<br />
these functions when they write and talk about History. In order to be able to focus on<br />
both development and a comparison of the use of evaluative language in their spoken<br />
and written performance, we analyse four students’ interviews and written texts,<br />
collected once a year over the four years of obligatory secondary education in response<br />
to a prompt related to a topic from the syllabus. The students come from two state<br />
secondary schools in two different socio-economic areas in Madrid.<br />
Although the total amount of appraisal used by these CLIL students showed a<br />
similar picture in both modes (around 120 instances of appraisal per 1000 words in the<br />
spoken mode, and 110 instances of appraisal per 1000 words in the written), the results<br />
also present interesting differences across modes. For example, students use more<br />
expressions of affect when speaking and more judgement of people and appreciation of<br />
things when writing. Also they use more instances of proclaiming their point of view in<br />
their spoken performance (“I defend”, “I think”, etc). As far as development is<br />
concerned, the four students improve in their use of other features of engagement, such<br />
as justification (“because”) and, in their writing, their later work draws less on<br />
resources from spoken register. Interestingly, the student rated as having the poorest<br />
English improved more than the other three in the amount and variety of types of<br />
appraisal, but not in the linguistic resources realizing those types. Following Ortega<br />
(2009), we believe that SFL (systemic-functional linguistic) approaches to SLA and, in<br />
particular, Appraisal Theory is a promising area in SLA research, and particularly in<br />
the study of CLIL students’ language development.<br />
45
References<br />
Dalton-Puffer, C. (2007) Discourse in Content and Language Integrated Learning (CLIL)<br />
Classrooms. Amsterdam: John Benjamins.<br />
Halliday, M.A.K. & C. M.I.M. Matthiessen (2004) An Introduction to Functional Grammar.<br />
Third edition. London: Hodder Arnold.<br />
Martin, J.R. & White, P.R.R. (2005) The Language of Evaluation. Appraisal in English.<br />
London: Palgrave Macmillan.<br />
Ortega, L. (2009) Understanding Second Language Acquisition. London: Hodder.<br />
Sarangi, S. (2003) Editorial: Evaluating evaluative language. Text 23, 2, 165-170.<br />
The role of L2 proficiency on writers’ strategic orientation of problem-solving<br />
processes.<br />
López Serrano, Sonia lopezserrano.sonia@gmail.com<br />
Roca de Larios, Julio universidad de Murcia - jrl@um.es<br />
Manchón, Rosa manchon@um.es<br />
Traditionally viewed as playing a minor role in promoting second language<br />
acquisition, L2 writing is increasingly regarded as a vehicle that may facilitate a<br />
number of processes potentially conducive to the internalization, modification or<br />
consolidation of L2 knowledge (Harklau, 2002; Manchón, 2011; Manchón & Roca de<br />
Larios 2007; Ortega, 2009; Williams, in press). However, while most of the empirical<br />
studies conducted to date have explored how these processes occur during<br />
collaborative writing, the linguistic processing L2 learners engage in during the<br />
individual completion of L2 writing tasks, particularly composition writing tasks, has<br />
remained largely unexplored (but see Cumming, 1990; Swain & Lapkin, 1995 for<br />
pioneering attempts in this direction).<br />
In an attempt to expand this line of research, the present study aimed to explore<br />
the influence exerted by the learners’ L2 proficiency level on (a) the nature of the<br />
linguistic gaps students noticed during the completion of writing tasks and (b) the<br />
metalinguistic activity they engaged in when dealing with these problems. For this<br />
purpose, the participants (21 EFL students comprising three L2 proficiency groups)<br />
were asked to write an argumentative L2 text under think aloud conditions. Language<br />
related episodes were identified in the resulting protocols, and these were further<br />
analyzed in terms of (i) their frequency (ii) the depth and orientation of the linguistic<br />
processing involved. Our data indicate that learners' concerns with language<br />
systematically varied as a function of their proficiency level. More precisely, with<br />
increased proficiency, L2 learners were more likely to notice language problems of an<br />
ideational and textual nature and to act upon them by engaging in a greater number<br />
and variety of strategies and internal feedback cycles.Our findings will be discussed<br />
from the perspective of the light they shed on the role of written output practice in<br />
instructed SLA.<br />
References:<br />
Cumming, A. (1989). Writing expertise and second language proficiency. Language<br />
learning, 39, 81 – 141.<br />
Harklau, L. (2002). The role of writing in classroom second language acquisition.<br />
Journal of Second Language Writing, 11: 329-350.<br />
46
Manchon, R. M. (2011). Writing to learn the language: Issues in theory and research. In<br />
R. M. Manchón (Ed.) Learning-to-Write and Writing-to-Learn in an Additional Language<br />
(pp. 61 - 82)<br />
Manchón, R. M. & Roca de Larios, J. (2007). Writing-to-learn in instructed language<br />
contexts. In E. Alcón & P. Safont (Eds.) The Intercultural Speaker. Using and Acquiring<br />
English in Instructed Language Contexts (pp 101-121). Dordrecht: Springer-Verlag.<br />
Ortega, L. (2009). Studying writing across EFL contexts: Looking back and moving<br />
forward. In R.M. Manchón (Ed.) Writing in Foreign Language Contexts: Learning,<br />
Teaching, and Research (pp. 232-255). Bristol, UK.: Multilingual Matters.<br />
Swain, M. & Lapkin, S. (1995). Problems in output and the cognitive processes they<br />
generate: A step toward second language learning. Applied Linguistics, 16, 371-391.<br />
Williams, J. (in press). The potential role(s) of writing in second language development.<br />
Journal of Second Language Writing.<br />
Gendered Use of the Pragmatic Formula ‘THANK YOU’ when Mitigating EFL<br />
Requests: an Acquisitional Perspective<br />
Martí Arnándiz, Otilia<br />
Universidad Jaume I, Castelló - omarti@edu.uji.es<br />
Most taxonomies of English as a foreign language (EFL) request modifiers<br />
(Blum-Kulka et al., 1989; Trosborg, 1995; Nikula, 1996; Sifianou, 1999; Márquez Reiter,<br />
2000; Achiba, 2003; or Alcón et al., 2005) construct their categories depending on the<br />
characteristics of the corpora employed. In fact, they may change depending on the<br />
written or the spoken mode of those corpora (see Martínez-Flor and Usó-Juan, 2006) or<br />
as a result of the effect of proficiency level on pragmatic interlanguage when including<br />
EFL elementary learners’ written requestive behaviour (Martí, 2007). Such variables<br />
have questioned the exclusion from widely accepted taxonomies of some external<br />
request modifiers like threats, cost-minimizers, sweeteners or option givers (Martí,<br />
forthcoming).<br />
These modifications on external request modifiers taxonomies would be<br />
incomplete, however, without including one of the most neglected individual variables<br />
in interlanguage pragmatics research, namely, gender of speakers, whose effect was<br />
put forward by Lakoff in the case of first language (L1) speech in 1975. Since then,<br />
other authors have pointed that women might have “a higher assessment than men of<br />
what counts as imposition” (Brown, 1980: 17), and that men and women might assign<br />
different values to those universal pragmatic values (i.e. power, social distance and<br />
ranking of imposition) considered by Brown and Levinson (1987) when calculating the<br />
degree of face-threat inherent in a given speech act (Cameron, 1988: 444).<br />
More recently, the effect of gender in the perception of the face-threatening<br />
nature of requests has been analysed in cross-cultural studies like that conducted by<br />
Lorenzo-Dus and Bou-Franch where Spanish and British undergraduates’ requests<br />
were compared. According to this analysis, the gendered use of request modifiers was<br />
evident in the appearance of appreciation tokens in the Peninsular Spanish female<br />
corpus, a feature interpreted as women fitting “the stereotype of being more prone to<br />
showing deference by going on record as incurring a debt” (2003:11). The present<br />
paper aimed at exploring whether this gendered use of appreciation tokens would<br />
appear in the interlanguage production of request modifiers by Spanish EFL university<br />
47
students and, thus, whether “thank you” should be included in request modifiers<br />
taxonomies. Participants in the study comprised 100 tertiary students, 50 male subjects<br />
and 50 female ones studying at Universitat Jaume (Castelló, Spain).<br />
Results showed that, unlike other external request modifiers, appreciation<br />
tokens were produced due to the impact of subjects’ gender without depending on<br />
participants’ proficiency level or a combination of gender and proficiency:<br />
Figure 1. Effect of proficiency, gender, gender/proficiency, and gender*proficiency on<br />
external request modifiers<br />
Besides, their frequency of use diminishes when proficiency level increases:<br />
Figure 2. Effect of gender in relation to proficiency on appreciation tokens<br />
Therefore, appreciation tokens, along with “please”, would be added to the request act<br />
in the first stages of pragmatic development. Further research should ascertain<br />
whether “thank you” is the result of pragmatic transfer in the case of Spanish female<br />
EFL learners or it is generally used by EFL female interlanguage learners.<br />
References:<br />
Achiba, M. (2003). Learning to request in a second language: a study of child interlanguage<br />
pragmatics. Clevedon: Multilingual Matters.<br />
Alcón Soler, E., M. P. Safont Jordà, and A. Martínez-Flor (2005). “Towards a typology<br />
of modifiers for the speech act of requesting: a socio-pragmatic approach”. RæL: Revista<br />
Electrónica de Lingüística Aplicada, 4: 1-35.<br />
Blum-Kulka, S., J. House and G. Kasper (1989). Cross-cultural pragmatics: requests and<br />
apologies. Norwood: Ablex Publishing Corporation.<br />
Brown, P. (1980). “How and why are women more polite: Some evidence from a<br />
Mayan community”. In. S. McConnell-Ginet, R. Borker and N. Furman (eds.). Women<br />
and language in literature and society. New York: Praeger, pp. 111-136.<br />
Brown, P. and S. C. Levinson (1987 [1978]). Politeness. Some Universals in Language<br />
Usage. 2 nd . Edition. Cambridge: CambridgeUniversity Press.<br />
Cameron, D. (ed.). (1998). The feminist critique of language: a reader (2 nd edition). London:<br />
Routledge.<br />
Lakoff, R. T. (1975). Language and woman’s place. New York: Harper and Row.<br />
Lorenzo-Dus, N. and P. Bou-Franch (2003). “Gender and politeness: Spanish and<br />
British undergraduates’ perceptions of appropriate requests”. In J. Santaemilia (ed.).<br />
Género, lenguaje y traducción. Valencia: Universitat de València/Dirección General de la<br />
Mujer, pp. 187-199.<br />
Márquez-Reiter, R. (2000). Linguistic politeness in Britain and Uruguay. A contrastive<br />
studies of requests and apologies. Amsterdam: John Benjamins.<br />
Martí Arnándiz, O. (2007). Pragmatic competence in English as a third language: a study on<br />
the awareness and production of request modifiers. Unpublished M.A. dissertation. Castelló<br />
de la Plana: Universitat Jaume I.<br />
Martí Arnándiz, O. (forthcoming). Gender Reality and Interlanguage Pragmatics: EFL<br />
Learners’ Polite Use of Request Modifiers. Bristol: Multilingual Matters.<br />
Martínez-Flor, A. and E. Usó-Juan (2006). “Do EFL learners modify their requests when<br />
involved in spontaneous oral tasks?” Paper presented at the XXIV AESLA Conference:<br />
Aprendizaje de lengua, uso el lenguaje y modelación cognitiva. Perspectivas aplicadas entre<br />
disciplinas (30 de marzo-1 de abril 2006). Madrid: Universidad Nacional de Educación a<br />
Distancia (UNED).<br />
48
Nikula, T. (1996). Pragmatic force modifiers. A study in interlanguage pragmatics. Jyväskylä:<br />
University of Jyväskylä.<br />
Sifianou, M. (1999). Politeness phenomena in England and Greece: a cross-cultural<br />
perspective. Oxford: OxfordUniversity Press.<br />
Trosborg, A. (1995). Interlanguage pragmatics. Requests, Complaints and Apologies. Berlin:<br />
Mouton de Gruyter.<br />
Raising learners’ attention to refusals during focus on form interaction: does the<br />
interlocutor matter?<br />
Martín Laguna, Sofía Universitat Jaume I - martins@uji.es<br />
Scholars have emphasized the importance of interaction in the process of SLA<br />
(see García Mayo and Alcón [forthcoming] for a review). Even though instructional<br />
language settings have been described as impoverished settings where opportunities<br />
for pragmatic learning are scarce (Kasper 1997), very few studies have analysed the<br />
benefits of interaction for pragmatic learning (Alcón 2002; Martín-Laguna and Alcón<br />
2012). Therefore, the focus of this paper is to explore whether different types of<br />
interlocutor provide opportunities for pragmatic learning during the performance of a<br />
focused task. Tweny-two secondary school learners of English were asked reconstruct<br />
a dialogue focused on the speech act of refusals. The participants were divided into<br />
two groups: group A interacting with teachers and group B interacting with peers.<br />
Attention to pragmatics was measured by means of language related episodes (LREs).<br />
Our findings suggest that interaction with different interlocutors (teacher vs. peer)<br />
provides opportunities for pragmatic learning during the performance of refusalfocused<br />
tasks in teacher-learner interaction, but not on the targeted speech act. These<br />
results are discussed in relation to their pedagogical implications.<br />
References<br />
Alcón, E. (2002) Relationship between teacher-led versus learners’ interaction and the<br />
development of pragmatics in the EFL classroom, International Journal of Educational<br />
Research, 37, pp. 359-377.<br />
García Mayo, M.P., and Alcón, E. (forthcoming). Negotiated input and output.<br />
Interaction, In: Herschensohn, J. and Young-Scholten, M. The Cambridge Handbook of<br />
Second Language Acquisition. Cambridge: Cambridge University Press.<br />
Kasper, G. (1997) Can pragmatic competence be taught? NFLRC Network, pp. 1-12.<br />
Martín-Laguna, S., and Alcón Soler, E. (2012) The effect of proficiency and interlocutor<br />
on learners’ performance during refusal focused tasks. Paper presented at the XXX<br />
AESLA International Conference, Lleida, Spain, 19-21 April.<br />
La expresión del pronombre personal sujeto en el español de wayuunaikihablantes:<br />
frecuencia y factores condicionantes<br />
Méndez Rivera, Nelson<br />
Universidad de Ottawa - nelsonmendez@nelsonmendez.com<br />
La expresión del pronombre personal sujeto (PPS) en el español ha sido<br />
estudiada en diversas hablas del mundo hispano y tomando en cuenta varios factores<br />
sociales y lingüísticos, (Silva-Corvalán 1982; Bentivoglio 1987; Cameron 1993, 1995;<br />
Lowther 2004; Flores-Ferrán 2004, 2007; Travis 2007; Otheguy, Zentella & Livert 2007;<br />
49
Orozco & Guy 2008; Cacoullous & Travis 2010; Carvalho & Child, 2011; Holmquist<br />
2012; Abreu 2012, entre otros).<br />
El presente trabajo aborda esta variable nuevamente pero a través de un estudio<br />
con hablantes bilingües wayuunaiki/español. Para llevar a cabo el mismo, se<br />
entrevistaron 8 hablantes nativos de wayuunaiki –una lengua indígena hablada en<br />
Colombia y Venezuela-. Los resultados muestran que los wayuunaikihablantes usan el<br />
PPS con una frecuencia del 50.8%, lo que los ubica por encima de otras variedades del<br />
español como la dominicana que tiene una frecuencia de 41% (Otheguy et al 2007) y la<br />
puertorriqueña 44.7 % (Cameron 1993). La alta frecuencia de PPS apoya la hipótesis de<br />
una posible influencia desde el wayuunaiki en el uso de PPS en español, ya que esta<br />
lengua indígena tiene un uso del sujeto más frecuente y además en un estudio<br />
realizado por Orozco y Guy (2007) en la misma zona, los hablantes monolingües de<br />
español tuvieron una frecuencia de uso de PPS de 35.7 %, por debajo de la que se<br />
reporta aquí para los hablantes bilingües wayuunaiki/español.<br />
Con respecto a los factores condicionantes en la expresión del pronombre<br />
personal sujeto, se analizó esta variable con relación al número y persona del verbo, la<br />
clase de verbo, su uso reflexivo o no, el tiempo, el modo y el aspecto, así como con el<br />
factor cambio de referencia y realización previa del sujeto. Los resultados para estos<br />
factores indican que un PPS tiene más probabilidades de aparecer en segunda persona,<br />
en verbos copulativos, en cambio de referencia y debido a la realización previa del<br />
sujeto.<br />
Referencias<br />
Abreu, Laurel. 2012. Subject Pronoun Expression and Priming Effects among Bilingual<br />
Speakers of Puerto Rican Spanish. In Selected Proceedings of the 14th Hispanic Linguistics<br />
Symposium, ed. Kimberly Geeslin and Manuel Díaz-Campos, 1-8. Somerville, MA:<br />
Cascadilla Proceedings Project. www.lingref.com, document #2651.<br />
Bentivoglio, Paola. 1987. Los sujetos pronominales de primera persona en el habla de Caracas.<br />
Caracas: Universidad Central de Venezuela, Consejo de Desarrollo Científico y<br />
Humanístico.<br />
Carvalho, Ana M. and Michael Child. 2011. Subject Pronoun Expression in a Variety of<br />
Spanish in Contact with Portuguese. In Selected Proceedings of the 5th Workshop on<br />
Spanish Sociolinguistics, ed. Jim Michnowicz and Robin Dodsworth, 14-25. Somerville,<br />
MA: Cascadilla Proceedings Project. www.lingref.com, document #2502.<br />
Cameron, Richard. (1993). Ambiguous agreement, functional compensation, and nonspecific<br />
tú in the Spanish of San Juan, Puerto Rico, and Madrid, Spain. Language<br />
Variation and Change 5:305–334.<br />
Cameron, Richard. 1995. The scope and limits of switch reference as a constraint on<br />
pronominal subject expression. Hispanic Linguistics 6/7, 1-27.<br />
Flores-Ferrán Nydia. (2004). Spanish subject personal pronoun use in New York City<br />
Puerto Ricans: Can we rest the case of English contact? Language Variation and Change<br />
16:49–73.<br />
Flores-Ferrán, Nydia. 2007. Los Mexicanos in New Jersey: Pronominal expression and<br />
ethnolinguistic aspects.Selected Proceedings of the Third Workshop on Spanish<br />
Sociolinguistics, ed. por Jonathan Holmquist, Augusto Lorenzino, and Lotfi Sayahi, 85-<br />
91. Somerville, MA: Cascadilla Proceedings Project.<br />
50
Holmquist Jonathan. 2012. Frequency rates and constraints on subject personal<br />
pronooun expresssion: FIndings from the Puerto Rican Highlands. Language Variation<br />
and Change 24, 203-220.<br />
Lowther, Kelly. (2004). First person subject pronoun expression in the Spanish of<br />
Tucson. Divergencias. Revista de studios linguísticos y literarios. Volumen 2 N° 2.<br />
Orozco, Rafael and Gregory R. Guy. 2008. El uso variable de los pronombres sujetos:<br />
¿qué pasa en la costa Caribe colombiana? In Selected Proceedings of the 4th Workshop on<br />
Spanish Sociolinguistics, ed. Maurice Westmoreland and Juan Antonio Thomas, 70-80.<br />
Somerville, MA: Cascadilla Proceedings Project.<br />
Otheguy, Ricardo, Zentella, Ana Celia, & Livert, David. (2007). Language and dialect<br />
contact in New York: Toward the formation of a speech community. Language<br />
83(4):770–802.<br />
Silva-Corvalán, Carmen. (1982). Subject expression and placement in Mexican-American<br />
Spanish. In J. Amaste and E. Olivares (Eds.), Spanish in the United States:<br />
Sociolinguistic aspects.<br />
Torres Cacoullos, Rena; Travis, Catherine. (2010). Variable yo expression in New Mexico:<br />
English influence? In Susana Rivera-Mills & Daniel J. Villa (eds.), Spanish in the U.S.<br />
Southwest: A language in transition, 185- 206. Madrid: Iberoamericana.<br />
Travis, Catherine E. 2007. Genre effects on subject expression in Spanish: Priming in<br />
narrative and conversation. Language Variation and Change 19, 101-135.<br />
L2 writing in instructed SLA: Focus on individual and collaborative writing<br />
Miranda, Carmen Universidad de Murcia - cm.miranda@um.es<br />
Manchón, Rosa manchon@um.es<br />
This study intends to contribute to recent SLA-oriented L2 writing scholarship,<br />
particularly to research on the writing-to-learn dimension of L2 writing (cf. Manchón,<br />
2011; Ortega, 2012; Polio & Williams, 2009; Williams, 2012) with a study that<br />
investigates the outcome of implementing collaborative versus individual writing. The<br />
study was theoretically and pedagogically motivated. From the first perspective, the<br />
research attempts to add to previous studies (cf. Alegría de la Colina & García Mayo,<br />
2007; Brooks & Swain, 2009; Kuiken & Vedder, 2002, 2005; Fortune, 2005; Hanaoka,<br />
2007; Lesser, 2004; Malmqvist, 2005; Nassaji & Tian, 2010; Storch, 2002, 2005, 2007, 2008;<br />
Storch & Wigglesworth, 2007, 2010; Swain & Lapkin, 1998; Wigglesworth & Storch,<br />
2009) on the characteristics of the texts produced in individual and collaborative<br />
writing by focusing on a population (secondary school students), task (composition<br />
writing, versus the kind of decontextualized and grammar-oriented tasks used in<br />
earlier studies) and context (EFL learners) that have hardly featured in previous<br />
research. From the point of view of pedagogy, the study tries to shed further light on<br />
the purported pedagogical, and linguistic advantages associated with collective<br />
scaffolding during collaborative writing (cf. Storch, 2005; Storch & Wigglesworth,<br />
2012).<br />
In order to achieve these ultimate aims, the study was guided by two<br />
overarching research questions. The first question asked about the outcome of<br />
individual and collaborative writing in terms of CAF measures (complexity, accuracy,<br />
and fluency). The second research question focused on the participants’ perceptions of<br />
51
and attitudes towards collaborative writing and the potential benefits associated with<br />
it.<br />
Sixteen lower intermediate Bachillerato students were asked to compose a<br />
narrative task -either in pairs or individually- under time-constrained conditions. They<br />
were also asked to reflect on their collaborative writing experience in a post-task<br />
questionnaire. Retrospective questionnaires were analysed in terms of frequency<br />
counts and the written texts were analysed using quantitative measures to determine<br />
CAF. Inter- and intra-rater reliability measures were implemented.<br />
With respect to the first research question, and in line with previous empirical<br />
evidence, the study found that (i) texts written in the collaborative writing condition<br />
were longer (119 words vs. 93.6 words in individual writing); and ii) texts written<br />
individually were more accurate (in terms of error-free clauses and sentences) and<br />
complex (in terms of length of T-Units and amount of subordination).<br />
With respect to the second research question, the participants reported positive<br />
attitudes towards collaborative writing, the reported advantages being related to the<br />
linguistic benefits that result from collaboration and mutual scaffolding, issues in task<br />
enjoyment and ease in task completion, and motivational factors.<br />
These findings will be reported and, on account of the theoretical and<br />
pedagogical motivation of the study, the results will be discussed with respect to<br />
previous empirical studies in the field, and also with respect to the pedagogical<br />
implications that may derive from them for the teaching of L2 writing in writing-tolearn-language<br />
instructional settings.<br />
A case study on the linguistic profile and self-perception of multilingual university<br />
students<br />
Moratinos Johnston, Sofía<br />
Universitat Illes Balears - sofia_moratinos@yahoo.com<br />
Pérez, Carmen carmen.perez@upf.edu<br />
Juan, María maria.juan@uib.es<br />
Salazar, Joana jsn@fll.urv.es<br />
The study of multilingual competencies and their transfer to the professional<br />
world is still in its infancy. The existing studies – including the ELAN (Effects on the<br />
European Economy of Shortages of Foreign Language Skills in Enterprise) report (CILT, 2006)<br />
and the report prepared at the University of Santiago de Compostela (Vez et al., 2010) –<br />
provide practical information and analysis of the use of multilingual skills and their<br />
impact on business performance. Alred and Byram (2002), for their part, focus on study<br />
abroad (SA) and its influence on professional development. The present case study<br />
tries to make a contribution to a better understanding of the self-perception of<br />
multilingualism and multiculturalism in the international contexts higher education<br />
institutions offer.<br />
Data for the case study have been collected from two multilingual university<br />
students who have experienced three different English-learning contexts (i.e., CO3<br />
profile): formal instruction, content and language integrated learning (CLIL), and SA,<br />
which have been claimed to complement one another in terms of their potential effects<br />
as learning contexts (Pérez-Vidal, 2011). Born in Catalonia, the participants were raised<br />
in a Catalan/Spanish bilingual environment, with English as their main third language,<br />
52
and have additionally learnt a fourth language. They have also had a work experience<br />
placement in which English was spoken.<br />
These data have been gathered through a questionnaire, a focus group<br />
interview, and a composition. They were obtained during a three-day-long data<br />
collection process at a higher education institution in Barcelona. Both the questionnaire<br />
and the interview were designed following Dörnyei (2003) and Kvale and Brinkmann<br />
(2008). The questionnaire mainly functioned as a self-report elicitation document. It<br />
aimed at getting an overall image of the language profile each student had including:<br />
the native language(s) and other languages they speak; an estimation of the extent to<br />
which these languages are used on a daily basis and in different areas of life; the selfrating<br />
of their language abilities; whether and to what extent they had experienced<br />
CLIL; the possession of any language certificates; a description of language-related<br />
experiences such as study abroad; and how successful they judged them to be. The<br />
focus group, on the other hand, served to get further details on how students perceived<br />
their multilingual profiles. It also touched upon issues closely connected to them such<br />
as their personal language histories, the influence of different learning contexts, and<br />
the connection between language and culture. Finally, in the composition, the students<br />
were asked to give their opinion on a statement about acculturation when going<br />
abroad. This instrument offered additional individual written data on the relation<br />
between language and culture.<br />
The paper has been organised in five main parts: (a) the learners’ multilingual<br />
CO3 profile and (b) their self-perceptions and opinions on: first, the personal realm;<br />
second, the academic realm; third, the professional realm; and, finally, the relation<br />
between language and culture. Results point to the high value attached by participants<br />
to their multilingual competencies at all different levels and especially with regard to<br />
the enhancement of their career prospects.<br />
References<br />
Alred, G. and Byram, M. 2002. Becoming an intercultural mediator: A longitudinal<br />
study of residence abroad. Journal of Multilingual and Multicultural Development, 23, 339-<br />
352.<br />
CILT. 2006. ELAN Effects of the European Economy of Shortages of Foreign language Skills in<br />
Enterprise. London: CILT.<br />
Dörnyei, Z. 2003. Questionnaires in Second Language Research: Construction,<br />
Administration and Processing. Mahwah, NJ: Lawrence Erlbaum Associates.<br />
Kvale, S. and Brinkmann, S. 2008. InterViews: Learning the Craft of Qualitative Research<br />
Interviewing. Thousand Oaks, CA: SAGE Publications Ltd.<br />
Pérez-Vidal, C. 2011. Language acquisition in three different contexts of learning:<br />
Formal instruction, stay abroad, and semi-immersion (CLIL). In Content and Foreign<br />
Language Integrated Learning. Contributions to Multilingualism in European Contexts,<br />
edited by Yolanda Ruiz de Zarobe, Juan Manuel Sierra and Francisco Gallardo del<br />
Puerto, 103-27. Bern: Peter Lang.<br />
Vez, J. M., Guillén Diaz, C., and González Piñeiro, M. (eds.). 2010. Perfil competencial en<br />
idiomas e interculturalidad de los egresados universitarios en el desempeño de sus profesiones.<br />
Santiago de Compostela: ICE, Investigaciones educativas, 22.<br />
53
CLIL students’ pragmatic performance in naturalistic and elicitation tasks<br />
Nashaat Sobhy, Nashwa<br />
nash_s@aucegypt.edu<br />
Llinares, Ana<br />
ana.llinares@uam.es<br />
While many studies have reported on the positive outcomes of CLIL students’<br />
performance when compared to EFL students in different areas of the foreign<br />
language, very few studies have focused on their pragmatic ability. This is surprising<br />
given that one of the unresolved queries in both the CLIL research and education<br />
community is that, while CLIL students’ performance in the academic aspects of the<br />
foreign language seems to be enhanced, this might not be the case with their<br />
interpersonal skills, which are key for successful participation in conversational<br />
encounters in the L2 (Llinares, Morton & Whittaker, 2012). A few pragmatic studies on<br />
CLIL classroom discourse have shown that CLIL students have more opportunities for<br />
language use in interactional exchanges than their EFL counterparts (Nikula, 2007) but<br />
they are equally restricted in their opportunities for using directives in the classroom<br />
and these are not usually modified (Dalton-Puffer & Nikula, 2006). While it is known<br />
that managing rapport and politeness are conceptually universal, discourse in different<br />
cultures takes different twists and turns to achieve them. Looking specifically at<br />
interlanguage performance, it has been repeatedly reported in prior studies that NNS’s<br />
use of discourse markers and modifiers are noted to be different from NS’s use (Blum<br />
Kulka, & Olshtain, 1989; Llinares & Romero Trillo, 2008), and that there is an overuse<br />
of please as a polite discourse marker in their structures (Economidou-Kogetsidis, 2005;<br />
Faerch and Kasper, 1989; House’s, 1989; Sato, 2008; Wichmann, 2004). The present<br />
study investigates the use of rapport-managing devices – the use of please, and the use<br />
of grounders - in CLIL students’ language performance in both naturally recorded<br />
group-work and prompted tasks. The proposed presentation aims to shed light on the<br />
use of please in particular in CLIL students’ utterances through a comparison drawn<br />
between two sets of data; one recorded during group work, and the other prompted<br />
through a Written Discourse Completion Test (WDCT). Preliminary analysis shows<br />
differences in rapport management based on the position of please in the sentence. The<br />
study illustrates the interest of combining experimental and natural observation<br />
research methods and data collection procedures in the analysis of CLIL students’ L2<br />
pragmatic development.<br />
References<br />
Blum Kulka, S. and Olshtain, E. (1989). Requests and Apologies: A Cross-Cultural<br />
Study of Speech Act Realization Patterns (CCSARP). Applied Linguistics, 5(3).<br />
Dalton-Puffer, C., & Nikula, T. (2006). Pragmatics of content-based instruction: Teacher<br />
and student directives in Finnish and Austrian classrooms. Applied Linguistics, 27(2),<br />
241-267.<br />
Economidou-Kogetsidis, M. (2005). ‘Yes, tell me please, what time is the midday flight<br />
from Athens arriving?’: Telephone service encounters and politeness. Intercultural<br />
Pragmatics, 2(3), 253-273.<br />
Faerch, C. & Kasper, G. (1989). Internal and external modification in interlanguage<br />
request realization. In Shoshana Blum-Kulka, Juliane House & Gabriele Kasper (eds.),<br />
Cross-cultural pragmatics: Requests and apologies, (pp. 221-247). Norwood, N.J.: Ablex.<br />
54
House, J. (1989). Politeness in English and German, The functions of ‘please’ and ‘bitte’.<br />
In Shoshana Blum-Kulka, Juliane House & Gabriele Kasper (eds.), Cross-cultural<br />
pragmatics: Requests and apologies, (pp. 96-119). Norwood, N.J.: Ablex.<br />
Llinares, A., Morton, T., & Whittaker, R. (2012). The roles of language in CLIL.<br />
Cambridge; New York: Cambridge University Press.<br />
Llinares, A. & Romero Trillo, J. (2008) Discourse markers and the pragmatics of native<br />
and non-native teachers in a CLIL corpus. In Romero-Trillo, J. (ed) Pragmatics and<br />
Corpus Linguistics A mutualistic entente. Berlin: Mouton de Gruyter.<br />
Nikula, T. (2007). The IRF pattern and space for interaction: Observations on EFL and<br />
CLIL classrooms. In C. Dalton-Puffer, & U. Smit (Eds.), Empirical perspectives on CLIL<br />
classroom discourse, (pp. 179-204). Frankfurt: Peter Lang.<br />
Sato, S. (2008). Use of ‘‘Please’’ in American and New Zealand English. Journal of<br />
Pragmatics, 40, 1249–1278.<br />
Wichmann, A. (2004). The intonation of please-requests: a corpus-based study. Journal<br />
of Pragmatics, 36, 1521–1549.<br />
The shaping of EFL student-writers’ goals for their degree studies and future careers<br />
Nicolás Conesa, Florentina<br />
Universidad de Murcia - florinc@um.es<br />
Manchón, Rosa manchon@um.es<br />
Roca de Larios, Julio<br />
Universidad de Murcia - jrl@um.es<br />
There is empirical evidence that highlights the impact of goals on motivation<br />
and learning (e.g.Bandura, 1986; Locke & Latham, 1990) but there is scant research on<br />
goals in L2 writing. According to Cumming's research (2006), writing goals evolve in<br />
relation to particular aspirations for future career plans.However, the changes in ESL<br />
students' goals reported by Cumming were asssociated with different learning<br />
situations and needs across time (i.e. goals for preparatory courses for university<br />
entrance at a first stage and for university studies at a second stage). Accordingly, the<br />
differences in students’ goals and in aspirations could be illustrative of learners'<br />
adaptation to distinct academic situations for writing rather than real goal<br />
development.<br />
In this study, we examine the shaping of goals for both EFL learners’ present<br />
studies at university and future careers at two points in time during a period of eight<br />
months in relation to a single context of action, that is, a complete academic year of<br />
their university studies. In addition, we also investigate whether learners’ reported<br />
goals for their present studies and future careers could be derived from past learning<br />
experiences, their self-efficacy beliefs or outcome expectations (expected grades). We<br />
consider these factors as antecedents of goals following self-regulation models (e.g.<br />
Zimmerman, 1989). Although these antecedents may help us to better understand the<br />
shaping and functioning of goals, they have been unreported in previous research<br />
(e.g.Cumming, 2006; Sasaki, 2009, 2011). The contribution of this study lies in the<br />
understanding of individuals’ processes when writing that could help both deepen<br />
researchers’ knowledge about second language writing and improve pedagogical<br />
practices with regard to motivation and self-regulation.<br />
55
The participants were a group of 21 Spanish university students who were<br />
studying the fourth year of their English degree and were enrolled in a nine-month<br />
long English for Academic Purposes Course. Data came from semi-structured<br />
interviews based on Cumming’s (2006) research and were conducted in October and<br />
June of the same academic year. The participants’ answers to each question were<br />
iteratively reread and coded by several researchers using the constant comparative<br />
method (Miles & Huberman, 1994) and bearing in mind the theoretical and empirical<br />
knowledge of goals. The combination of bottom-up and top-down processes was<br />
extended until a consistent coding scheme was developed. The intra-rater reliability<br />
obtained was aceptable (Kappa=.80).<br />
The results are indicative of the interplay between writer-individual (selfefficacy<br />
beliefs and outcome expectations) and environmental factors (context of<br />
action) for the shaping of goals. Learners’ goals appeared to be restricted to their<br />
current writing course given the difficulty they experienced in reporting future<br />
contexts of action beyond their immediate writing needs. We also found that although<br />
students hold self-efficacy beliefs to pursue goals for writing improvement, if they hold<br />
moderate outcome expectations that do not increase over time due to their previous<br />
learning experiences, the development of students’ goals may also be affected, not only<br />
for their present writing context but also for future endeavours.<br />
How do Native Speakers Perceive Learners’ Emails? A Study on Politeness and Age<br />
Ortega Duran, Mireia<br />
Universitat de Barcelona - m.ortega@ub.edu<br />
Baron, Julia juliabaron@ub.edu<br />
The second language (L2) pragmatics is not an issue very frequently dealt with<br />
in classroom settings (Alcón & Martínez-Flor, 2008), which might result in the<br />
appearance of some difficulties in acquiring the pragmatics of the target language in<br />
foreign language contexts. This aspect of Interlanguage Pragmatics (ILP) has especially<br />
been researched in English as Foreign language (EFL) Contexts. Studies in ILP have<br />
shown that learners might have communicative problems when interacting with<br />
English native speakers (NSs). That is, impolite sequences and misunderstandings<br />
between non-native and native speakers can emerge.<br />
The use of politeness strategies has been extensively studied in ILP; more<br />
specifically, issues, such as the learners’ performance of polite sequences through<br />
speech acts (e.g. Hassall, 2003), the use of politeness strategies, such as the use of please<br />
(Barón, in press; Martínez-Flor, 2009), the use of routines and formulaic language<br />
(House, 1996; Kanagy, 1999), among others, have been main issues analyzed in the<br />
field. In line with these studies, the aim of the present study is two-fold: first, to<br />
analyze how NSs perceive L2 learners’ politeness; and second, to examine if age may<br />
have an effect on politeness.<br />
A total number of 40 Catalan/Spanish bilinguals with an intermediate level of<br />
English participated in the study. They were classified into two groups depending on<br />
their age: The first group was composed by 30 first-year university English students<br />
aged 18-20, and the second one consisted of 20 professionals aged 30-40. All of them<br />
were asked to write an e-mail to their professor asking for the possibility of changing<br />
the date of an exam they had missed. They carried out the task first in English and a<br />
56
month later in their L1 (either Catalan or Spanish). The same task was performed by a<br />
base-line of 20 English NSs. As one of our aims was to analyze the NSs’ perception of<br />
politeness, 6 judges (3 Catalan/Spanish NSs and 3 English NSs) were asked to examine<br />
and judge the participants’ productions. Judges gave the e-mails a score through a<br />
data-driven scale on politeness, which was elaborated taking into account the degree of<br />
indirectness of the requests, the use of apologies and the degree of politeness in<br />
openings and closings.<br />
As regards the first aim of our study –i.e. the perception of politeness-, the<br />
answers of the judges seem to suggest that English NSs judged the learners’ e-mails as<br />
being quite impolite, especially when compared to the NSs’ e-mails. However, the<br />
examination of age issues showed a significant difference between groups, both in the<br />
L2 English and the L1 Catalan/Spanish e-mails. These findings point to some problems<br />
that EFL learners, especially the younger generations, may encounter when interacting<br />
with English NSs. In light of these results, we argue that dealing with pragmatic issues<br />
in the EFL classroom could avoid some of these problems and help EFL learners to<br />
develop their pragmatic skills.<br />
Translanguaging and formulaic speech in the L3 classroom<br />
Safont, Pilar safontj@fil.uji.es<br />
Portol Falomir, Laura lportole@ang.uji.es<br />
The role of formulaic speech (henceforth FS) in the development of children’s<br />
communicative competence has been signaled out by several authors (Klein, 1986;<br />
Girard and Sionis, 2003, 2004). Wray and Perkins (2000: 13-14) identify three main<br />
functions of social interaction that may be performed by formulaic speech, namely<br />
those of manipulation of speakers’ world, expression of individual and group identity.<br />
In addition to that, Girard and Sionis (2004:47-50) list a number of FS functions that<br />
reduce the processing effort of the speaker and facilitate the adaptation to the context.<br />
In this last case, formulaic speech may be regarded as a communication strategy that<br />
contributes to the success and social integration of the language learner. These authors<br />
have analysed the presence and functions performed by formulaic speech in the L2<br />
classroom by focusing on the use of English as a second language. Their results point<br />
to the role of FS in reducing processing effort but there does not seem to be a role for<br />
the communicative function of FS as interaction between teacher and students seemed<br />
highly artificial. Nevertheless, Girard and Sionis (2004) have only considered the use of<br />
the target language (e.g. English) in their analyses, hence adopting a monolingual<br />
perspective in examining classroom discourse. This approach has not taken into<br />
consideration the complexity and dynamism of several language systems in<br />
multilingual practices.<br />
From a multilingual perspective, previous languages should be considered as<br />
pivotal in the acquisition of an additional language and not as drawbacks (Jessner,<br />
2008). As argued by several authors, translanguaginginvolving language alternation<br />
does occur in the language classroom (Creese and Blackledge, 2010; García, 2009).<br />
According to García and Sylvan (2011: 389), this term may be defined as “the<br />
communicative norm of multilingual communities”.<br />
Taking this assumption into account, our main goal is to acknowledge the<br />
presence of translanguaging practices and to identify the functions that formulaic<br />
57
speech performs in our participants’ languages, that is Catalan, Spanish and English.<br />
Data were collected by means of video, audio-recordings of English as an L3 lessons in<br />
three classrooms from different schools adopting three different linguistic programs,<br />
namely those of non-immersion, partial immersion and total immersion in English. All<br />
schools were based in a bilingual (Catalan – Spanish) sociolinguistic setting, that of the<br />
Valencian Community in Spain. Transcripts from these sessions were examined on the<br />
basis of existing typologies employed in the study young learners’ formulaic speech<br />
(Wray and Perkins, 2000; Girard and Sionis, 2003). Results confirm but partially<br />
contradict previous findings from young learners’ classroom discourse whereby a<br />
monolingual approach had been taken. Interesting examples of translanguaging<br />
practices illustrate the great variety of resources employed by multilinguals in<br />
communicative interaction. Finally, several suggestions for further research which<br />
signal out the importance of adopting multilingual perspectives in the analyses of<br />
multilingual students are presented.<br />
References<br />
Creese, A. and Blackledge, A. (2010). Translanguaging in the Bilingual Classroom: A<br />
Pedagogy for Learning and Teaching. The Modern Language Journal 94:103-115.<br />
Jessner, U. (2008) Teaching third languages: Findings, Trends and Challenges. Language<br />
Teaching, 41:15-56.<br />
Klein, W. (1986) Second Language Acquisition. Cambridge: Cambridge University<br />
Press.<br />
García, O. (2009). Bilingual Education in the 21 St century: A Global Perspective. Malden,<br />
MA: Wiley-Blackwell<br />
García, O. and Sylvan, (2011) Pedagogies and Practices in Multilingual Classrooms:<br />
Singularities in Pluralities. The Modern Language Journal, 95:385-400.<br />
Girard, M. and Sionis, C. (2003) Formulaic speech in the L2 class: an attempot at<br />
identification and classification. Pragmatics 13:231-251.<br />
Girard, M. and Sionis, C. (2004) The functions of formulaic speech in the L2 class.<br />
Pragmatics, 14:31-51.<br />
Wray, A. and Perkins, M.R. (2000) The functions of formulaic language. Language and<br />
Communication, 20:1-28.<br />
Representing aspectual contrasts associated with animacy and agency in Spanish and<br />
English<br />
Salaberry Perez, Maximo<br />
University of Texas-Austin - salaberry2003@yahoo.com<br />
English speakers have difficulty understanding nuanced meanings of Spanish<br />
Preterite and Imperfect in contextually complex situations. This problem may be traced<br />
to Slobin’s (1996) “thinking-for-speaking” proposal: the child “learns to attend to<br />
particular aspects of experience and to relate them verbally in ways that are<br />
characteristic of that language.” That is, English speakers focus on contextual<br />
conditions associated with shallow aspectual meanings, thus missing the link between<br />
aspectual markers and more nuanced contextually-determined representations.<br />
I will analyze the effect of agency and animacy of external arguments on the<br />
selection of Spanish past tense. For instance, Doiz-Bienzobas (1995) and Slabakova and<br />
Montrul (2007) propose that the Preterite is not feasible with inanimate subjects.<br />
58
(1) La carta decía/*dijo lo mucho que me quería.<br />
The letter said-IMP/*PRET how much he loved me.<br />
(2) *El río corrió (PRET) / Roberto corrió (PRET) por la montaña.<br />
*The river ran / Roberto ran through the mountain.<br />
However, there are notable counterexamples based on more specific contextual<br />
conditions:<br />
(3) La carta estipuló/describió lo mucho que me quería.<br />
The letter stated/described-PRET how much he loved me.<br />
(4) El río corrió (PRET) por la montaña.<br />
The river ran through the mountain.<br />
The first counterexample requires minimal lexical variation, whereas the second<br />
one is valid if we assumed that the bed of a river had been dry and that the gates of a<br />
dam were open to let the river run again.<br />
I argue that the Preterite is acceptable in association with inanimate subjects<br />
given appropriate contextual conditions. Even though prototypical situations favor the<br />
Imperfect, native speakers accept the Preterite given the relevant context. Non-native<br />
speakers, in turn, are less likely to accept examples such as (3) and (4), because they<br />
primarily rely on probabilities (i.e., likely contextual conditions), and not on<br />
contextually-determined aspectual conditions.<br />
References<br />
Doiz-Bienzobas, A. (1995). The Preterite and the Imperfect in Spanish: Past Situation vs.<br />
Past Viewpoint. Unpublished PhD thesis, University of California-San Diego, San Diego.<br />
Slabakova, R., & Montrul, S. (2007). L2 acquisition at the grammar-discourse interface:<br />
Aspectual shifts in L2 Spanish. In J. Liceras, H. Zobl & H. Goodluck (Eds.), Formal<br />
Features in Second Language Acquisition (pp. 452-483). Mahwah, New Jersey: Lawrence<br />
Erlbaum.<br />
Slobin, D. (1996). From ‘thought and language’ to ‘thinking for speaking'. In J.<br />
Gumperz, J. John & S. Levinson (Eds.), Rethinking Linguistic Relativity (pp. 70–96).<br />
Cambridge: Cambridge University Press.<br />
Short-term stays abroad for teenagers: Are they effective?<br />
Serrano, Raquel raquelserrano@ub.edu<br />
Llanes, Àngels allanes@dal.udl.cat<br />
Second language (L2) learning context has been shown to be an important<br />
factor affecting L2 development (Freed, 1995; Segalowitz & Freed, 2004; Serrano,<br />
Llanes, & Tragant, 2011). Although short stay abroad (SA) programs (< 8 weeks) are the<br />
most popular according to the Institute of International Education, little is known<br />
about their effects on L2 learning (Collentine, 2009; Llanes, 2011), as research on SA has<br />
generally focused on stays of at least one semester abroad. Moreover, most SA studies<br />
have included adult participants, even though other populations such as children and<br />
teenagers often enroll in SA experiences (especially in short-term programs).<br />
The purpose of this paper is to fill the gaps in this area by examining the<br />
language gains experienced by a group of Catalan teenagers (N=54) after a 3-week SA<br />
in the UK, as compared to a group of learners who followed an intensive English<br />
course “at home” (AH) in Barcelona (N=53). Both groups received classroom<br />
instruction (15 hours in the SA context vs. 20 in the AH context). The most significant<br />
59
differential feature between the two settings is the use of the L2 outside the classroom,<br />
which is facilitated abroad.<br />
The learners’ English performance was examined at the beginning and at the<br />
end of their stay/course through different tasks: oral narrative, written narrative,<br />
grammaticality judgment test, test of formulaic sequences, and a sentence imitation<br />
task. Additionally, the learners completed a background questionnaire. These tasks<br />
were analyzed through a variety of measures in within- (pretest vs. posttest) and<br />
between-group (SA vs. AH) comparisons.<br />
Within-group comparisons indicate that, despite the short duration of the<br />
programs, significant language gains occurred in the two contexts in several L2<br />
measures. Contrarily to the lack of significant gains reported for AH L2 learners in<br />
some studies (Freed, 1995; Freed & Segalowitz, 2004), the AH group included in our<br />
study showed a significantly improved performance in the posttest in many measures,<br />
despite the few hours of contact between the two testing times. This might be due to<br />
the fact that they were receiving intensive instruction, which was not the case in other<br />
studies. Intensive exposure to the L2 has been claimed to be crucial for L2 learning<br />
(Collins & White, 2011; Muñoz, 2012). Between-group comparisons suggest a certain<br />
advantage for the SA group in only a few of the L2 measures. These results will be<br />
discussed in relation to previous research as well as through an analysis of the two<br />
contexts under study.<br />
References<br />
Collentine, J. (2009). Study abroad research: Findings, implications and future<br />
directions. In C. Doughty & M. Long (Eds.), Handbook of language teaching (pp. 218-233).<br />
Malden, MA: Blackwell Publishing, Ltd.<br />
Collins, L. & White, J. (2011). An intensive look at intensity and language learning.<br />
TESOL Quarterly, 45, 106-133.<br />
Freed, B. (Ed.) (1995). Second language acquisition in a study abroad context. Amsterdam:<br />
John Benjamins.<br />
Institute of International Education. Retrieved November, 23, 2011 from<br />
http://www.iie.org/Research-and-Publications/Open-<br />
Doors/Data/~/media/Files/Corporate/Open-Doors/Fast-Facts/Fast-Facts-2011.ashx<br />
Llanes, À. (2011). The many faces of study abroad: An update on the research on L2<br />
gains emerged during a study abroad experience. International Journal of<br />
Multilingualism, 3, 189-215.<br />
Muñoz, C. (Ed.) (2012). Intensive exposure experiences in second language learning.<br />
Clevedon: Multilingual Matters.<br />
Segalowitz, N. & Freed, F. B. (2004). Context, contact, and cognition in oral fluency<br />
acquisition: Learning Spanish in at home and study abroad contexts. Studies in Second<br />
Language Acquisition, 26, 173-199.<br />
Serrano, R., Llanes, À. & Tragant, E. (2011). Analyzing the effect of context of second<br />
language learning: Domestic intensive and semi-intensive courses vs. study abroad in<br />
Europe. System, 39, 2, 133-143.<br />
60
Summer camps vs intensive EFL instruction in young learners of English<br />
Tragant, Elsa tragant@ub.edu<br />
The present study examines two language learning contexts at home where<br />
children underwent an intensive exposure to English, their foreign language, outside<br />
the school year. One of these contexts is a language school offering intensive summer<br />
EFL courses taught by native-speaking teachers and the other is an overnight summer<br />
camp run mostly by non-native speaking counselors who communicate with children<br />
in English. Linguistic-oriented summer camps, both abroad and especially at home, are<br />
a popular option for children in many countries but their effects on the language<br />
development have been little explored (Collentine, 2009). Research on intensive<br />
programs of a relatively short duration, both at home or abroad, is also rare with only a<br />
few studies focusing on younger learners and adolescents (i.e., Llanes and Muñoz,<br />
2009; Llanes, 2012).<br />
The present study aims at answering two questions: Does one of the two<br />
contexts prove to be more beneficial for language learning? How does the level of<br />
proficiency of the children affect language gains? The sample includes a total of 85<br />
children aged 10-13, 34 of which attended the language school and 51 participated in<br />
the summer camp. The two programs are based in Barcelona and are oriented to<br />
families with a similar profile. Children in both programs were exposed to English for<br />
several hours a day, the most significant differences being the profile of the instructors<br />
and the number of hours of formal instruction.<br />
Linguistic progress was examined with three proficiency tests and three<br />
elicitation tasks, some of which had been previously used successfully with schoolaged<br />
students in Spain (Muñoz, 2006; Enever, 2011). Pretest and posttest scores were<br />
analyzed in within and between group comparisons with t-tests and analyses of<br />
covariance. Preliminary results indicate similar gains in the two learning contexts and<br />
only some significant differences between the gains of children with lower and higher<br />
levels of proficiency. Results are discussed in relation to other studies in the literature<br />
as well as an analysis of the main features of the two programs.<br />
References<br />
Collentine, J. 2009. Study abroad research: Findings, implications and future directions.<br />
In C. Doughty & M. Long (Eds.), Handbook of language teaching (pp. 218-233). Malden,<br />
MA: Blackwell Publishing, Ltd.<br />
Enever J. (ed.), 2011. ElliE Early Language Learning in Europe. British Council.<br />
Llanes A. and Muñoz C., 2009. A short stay abroad: Does it make a difference? System,<br />
37(3), 535-365.<br />
Llanes A., 2012. The short- and long-term effects of a short study abroad experience:<br />
The case of children. System, 40(2), 179-190.<br />
Muñoz C. (ed.), 2006. Age and the rate of foreign language learning. Multilingual Matters.<br />
Cross-Linguistic Influence in L1 Chinese Learners of Two Foreign Languages<br />
Zhao, Wenxiao<br />
Universitat de Barcelona, Barcelona - victorypeach@hotmail.com<br />
Studies in the area of cross-linguistic influence (CLI) have received increasing<br />
interest in learners with more than one foreign language (e.g. Cenoz et al., 2001;<br />
Hammarberg, 2001). However, little research on CLI deals with Chinese learners with<br />
61
two or more than two foreign languages. The present study explores CLI in L1 Chinese<br />
learners with both English and Spanish as foreign languages who are studying in a<br />
Spanish-speaking community at the time of data collection.<br />
The learners’ English oral production was elicited for analysis with the<br />
following aims: (i) to observe the most frequent category (functional transfer, codeswitching,<br />
borrowing and coinage) in the CLI instances; (ii) to determine the source<br />
language of CLI; (iii) to investigate whether CLI factors, including language distance,<br />
L2 status, proficiency and recency of use, intervene in the appearance of CLI instances<br />
in the participants.<br />
Data were gathered from 16 female Chinese students at the Universidad<br />
Complutense de Madrid (UCM). They are master students aged 22 to 26, who had been<br />
in Spain for more than 5 months when they participated in the present study. The<br />
instrument used was an English semi-structured interview. Results mainly reveal that<br />
(a) borrowing is the most frequent category, accounting for 70% of the CLI instances; (b)<br />
Spanish is the main source language of CLI while Chinese plays a functional role in the<br />
transfer process; (c) language distance proves to be the strongest predictor of CLI.<br />
References<br />
Cenoz, J. (2001) The effect of linguistic distance, L2 status and age on cross-linguistic<br />
influence in third language acquisition. In:J. Cenoz & U. Jessner (Eds.), English in<br />
Europe: The Acquisition of a Third Language (pp. 8-20). Clevedon: Multilingual Matters.<br />
Hammarberg, B. (2001) Roles of L1 and L2 in L3 production and acquisition. In: J.<br />
Cenoz, B. Hufeisen & U. Jessner (Eds.), Cross-Linguistic Influence in Third Language<br />
Acquisition: Psycholinguistic Perspectives (pp. 69–89). Clevedon: Multilingual Matters.<br />
ANÁLISIS <strong>DEL</strong> DISCURSO<br />
El discurso multimodal en el portafolios digital para el aprendizaje de lenguas<br />
extranjeras<br />
Alfonso Lozano, Raúl<br />
Universidad de Barcelona - ralfonso@ub.edu<br />
Giralt Lorenz, Marta<br />
giraltmarta@gmail.com<br />
Nuestro mundo actual está gobernado por la tecnología, hecho que influye<br />
directamente en la manera como los estudiantes aprenden. Además, como docentes,<br />
hemos testimoniado cómo esta situación se proyecta en el ámbito de la pedagogía. Se<br />
requieren nuevos modelos pedagógicos que se ajusten a las nuevas formas de aprender<br />
de la denominada “generación net” (Tapscott, 2008).<br />
Asimismo, el uso de herramientas cibernéticas para el aprendizaje de lenguas<br />
extranjeras supone no solo que el docente tenga a su alcance un gran abanico de<br />
posibilidades didácticas, sino que supone también la creación de nuevos discursos y<br />
modos de comunicación en el marco pedagógico.<br />
Esta comunicación presenta los resultados de una investigación que se llevó a<br />
cabo durante un semestre con un grupo de alumnos de español LE que trabajó con el<br />
portafolios digital como parte de su aprendizaje formal y evaluación. Mostraremos<br />
resultados del análisis del discurso multimodal de los aprendientes para comprobar de<br />
62
qué forma las producciones discursivas de los alumnos de ELE en un portafolios<br />
digital integran la lengua oral en la comunicación multimodal.<br />
Bibliografía<br />
Domínguez Figaredo, D. (2007) "Sobre la intención de la etnografía virtual". Revista<br />
Electrónica de la Educación: Educación y Cultura en la Sociedad de la Información, 8 (1), p. 42-<br />
63<br />
[http://campus.usal.es/~teoriaeducacion/rev_numero_08_01/n8_01_dominguez_figared<br />
o.pdf] Consulta 15 de abril de 2010.<br />
Kress, G. & Van Leeuwen, T. (2001). Multimodal discourse. The modes and media of<br />
contemporary Communication. Londres: Edward Arnold.<br />
Kress, G. (2010). Multimodality. A social semiotic approach to contemporary communication.<br />
Oxon: Routledge.<br />
Tapscott, D (2008). Grown Up Digital: How the Net Generation is Changing Your World<br />
(New York: McGraw-Hill).<br />
English as a global language of scientific communication and the key facet of<br />
authorship in biomedical research publication<br />
Carciu, Oana Maria<br />
Universidad de Zaragoza - oana.carciu@gmail.com<br />
English has established itself as the leading language of science at a global level<br />
(Ammon 2007; Swales 1990, 2004; Wood 2001). Notwithstanding, in the context of the<br />
international exchange of ideas aimed at knowledge growth, English as the common<br />
language of scientific research has engendered two conflicting positions. The first one<br />
asserts the benefits of a common language; that is to say, English is considered to<br />
empower its users, network people and give them access to knowledge beyond the<br />
local (cf. Moreno 2012, Pérez-Llantada 2012). In contrast, other studies suggest that the<br />
global use of English also leads to inequalities and disadvantages for non-natives and<br />
posit a centre-periphery divide (Bennett 2007; Canagarajah 2002; Ferguson 2006;<br />
Flowerdew 1999). To gain a comparative understanding of the impact of English as the<br />
common language in biomedical research publication, this paper focuses on the issue<br />
of authorship. Authorship is a key concept in scientific research publication since it<br />
brings to writing a rhetorical purpose and a human dimension associated with<br />
responsibility but also recognition, promotion and governmental funding which is<br />
assigned to individuals who publish research in international journals (see The Uniform<br />
Requirements of the International Committee of Medical Journal Editors (ICMJE) 2009). In<br />
light of the fact that authors have to meet rhetorical standards demanded by editors,<br />
referees and other gatekeepers, it is suggested that unintended rhetorical effects might<br />
stem from misusing, underusing or overusing genre-specific rhetorical and stylistic<br />
features (Moreno 2010; Pérez-Llantada, Plo and Ferguson 2011). As such, this paper<br />
aims to gain insights of a textual nature into the rhetorical aspect of authorship in<br />
biomedical research articles. More specifically, this paper compares phraseological<br />
patterns marking explicit manifestation of authorship, namely, multi-word units that<br />
cluster around first person plural references. The two cultural communities compared<br />
are English native scholars and their Spanish counterparts, as judged by name and<br />
63
university affiliation, publishing in high impact factor international journals. Data on<br />
common authorship-related multi-word units (cf. Biber et al. 1999; Biber et al. 2004)<br />
from a section coded-corpus of research articles indicate that author-related<br />
phraseologies are section-specific, but that there are also differences in their<br />
configuration across cultures (i.e. Spanish and Anglo-American) (see also Pérez-<br />
Llantada 2010, 2012). Finally, the impact of English as a global language will be<br />
considered with regard to the main accommodations made in the text samples<br />
analysed to project an acceptable authorial persona when engaging in global scientific<br />
communication in English for biomedical research publication from a Spanish context.<br />
Análisis multimodal del discurso universitario<br />
Carrió, Marisa carrio@idm.upv.es<br />
Mestre Mestre, Eva M.<br />
Universitat Politècnica de València - eva.mestre@upvnet.upv.es<br />
Actualmente, debido a la tecnología y al acceso libre a la información,<br />
disponemos de formas distintas de interpretar la producción escrita y el análisis<br />
lingüístico. Una de las más recientes es el análisis multimodal del discurso, que nos<br />
permite analizar y determinar cómo nos comunicamos en la era digital. El estudio del<br />
discurso desde una perspectiva multimodal proviene de la escuela de lingüística<br />
sistémico-funcional desarrollada por Halliday. Esta rama de la lingüística ve el<br />
lenguaje como un sistema semiótico que analizamos teniendo en cuenta el contexto<br />
social y cultural. La visión sistémica considera que este contexto situacional constituye<br />
los factores determinantes de las estructuras semióticas que elegiremos en nuestras<br />
interacciones sociales con los demás. En el ámbito académico, la multimodalidad ha<br />
sido investigada en el aula por Poyas & Eilam (2012) desde la perspectiva del profesor<br />
y los materiales que utiliza, o desde la perspectiva del alumno y la recepción de este<br />
discurso multimodal. Sin embargo, existen pocos estudios que se centren en el análisis<br />
del discurso multimodal en la enseñanza universitaria.<br />
Las tres dimensiones de campo, tenor y modo proporcionan el marco<br />
conceptual para representar el contexto social como el medio ambiente semiótico en el<br />
que las personas intercambian significados. En este estudio, analizaremos estas tres<br />
dimensiones en los objectos de aprendizaje realizados por profesores y dirigidos a<br />
alumnos de inglés de la Universitat Politècnica de València. Nuestro primer objetivo es<br />
elaborar una plantilla que nos permita analizar el discurso multimodal elegido por los<br />
profesores universitarios para dirigirse a los alumnos. Partiendo de esta plantilla,<br />
nuestro segundo objetivo es analizar el tipo de discurso multimodal, identificando su<br />
campo, tenor y modo (Donohue, 2012), sus patrones de representación, los de<br />
interacción y principios de composición siguiendo las indicaciones de Kress y van<br />
Leeuwen (1990, 2001) y Kress (2010). Nuestro tercer objetivo es determinar posibles<br />
directrices para un discurso multimodal efectivo en un ámbito universitario.<br />
Para poder cumplir estos objetivos, analizaremos las imágenes, los gestos y el<br />
discurso, tanto oral como escrito, de treinta objetos de aprendizaje elaborados por<br />
profesores de lenguas de la Universitat Politècnica de València. En este análisis<br />
queremos determinar cómo se puede analizar y mejorar el discurso multimodal<br />
universitario que, como afirma Kress (2003), ha pasado “[…] from the constellation of<br />
64
mode of writing and medium of book, to the constellation of mode of image and<br />
medium of screen”.<br />
Análisis del modelo de interacción docente dentro del aula de la ESO en el sistema<br />
educativo canario<br />
Fernández Marrero, Ana anaf71@yahoo.com<br />
Analizar el discurso oral del profesor de Secundaria en el aula en el ámbito<br />
canario se puede considerar una necesidad ante la ausencia de una bibliografía prolija<br />
y profusa, puesto que hasta ahora la atención prestada a la forma de hablar del docente<br />
se había centrado en gran medida o bien en el ámbito universitario (discurso<br />
académico), o bien dentro de la Enseñanza Secundaria Obligatoria (ESO) en las<br />
materias de Español como Lengua Extranjera (E/LE) o Español como Segunda Lengua<br />
(E/L2). Con la finalidad de alcanzar ese objetivo y dentro de los límites y parámetros de<br />
la disciplina del Análisis del Discurso, se pretende caracterizar el modelo de<br />
interacción que impera en el aula a través del análisis de diez minutos de siete sesiones<br />
grabadas y transcritas, correspondientes a distintas materias de la ESO en un centro<br />
canario. Las fuentes de información para este trabajo se hallan no sólo en bibliografía<br />
existente, correspondiente en su mayoría al ámbito de la enseñanza de la lengua<br />
inglesa, sino también en la grabación de las sesiones correspondientes a seis materias.<br />
Con esta investigación, por ende, se pretendió alcanzar los siguientes objetivos:<br />
1. Comprobar qué recursos y estrategias discursivos formales o informales utiliza el<br />
profesorado de la ESO y determinar, con ello, no sólo si su discurso en el aula se<br />
aproxima más a un registro formal o informal sino también si se basa en un modelo de<br />
interacción específico.<br />
2. Caracterizar el uso particular de la función evaluativa en ese modelo de interacción<br />
según la Teoría de la Valoración.<br />
3. Aceptar o rechazar las siguientes hipótesis:<br />
3.1. El discurso del docente ocupa la mayor parte de la sesión desde la perspectiva<br />
temporal y es quien inicia, por tanto, la mayoría de los intercambios.<br />
3.2. El profesor dispone del último turno de palabra y su retroalimentación no suele ser<br />
significativa para el proceso de enseñanza.<br />
3.3. El tiempo de espera del profesor, tras una pregunta, es insuficiente para que el<br />
alumnado pueda responder.<br />
3.4. Las preguntas realizadas por el profesor se asemejan a aquellas propias de un<br />
examen oral y suelen ser cerradas; además, se esperan respuestas formadas por<br />
palabras sueltas, esto es, requieren de un input simplificado frente a uno elaborado.<br />
Con estas hipótesis se perseguía que en la descripción del acto interactivo, además del<br />
modelo de interacción dentro del aula, se llamara la atención sobre distintos aspectos,<br />
enfatizados ya por Coulthard y Nunan (1991:189-197).<br />
Authority and power in the prefaces to eighteenth-century English grammars<br />
Fernández Martínez, Dolores<br />
Universidad de Las Palmas de Gran Canaria - dfernandez@dfm.ulpgc.es<br />
The eighteenth century was a crucial period in the process of codification of the<br />
English language. The interest in vernaculars and the increasing awareness about the<br />
65
correct use of the language as a feature of social distinction led to the publication of<br />
many English grammars. The battle for the dominance of the new editorial market<br />
justified the necessity of preparing convincing prefaces that exposed the positive<br />
qualities of the grammars. Prefaces emerged, thus, as rich fields of discursive<br />
exploration in which linguistic structures functioned as highly persuasive instruments.<br />
Despite increasing research carried out on the language and grammars<br />
produced in this period (e.g. Tieken Boon van Ostade 2008), discourse analysis still<br />
remains a relatively unexplored area of research. The purpose of this study is to carry<br />
out a critical discourse analysis on the prefaces of some of the most important English<br />
grammars written for schools by British grammar-writers. The grammars analyzed<br />
have been drawn from ECEG, a new online data source for the study of eighteenthcentury<br />
grammars compiled by Rodríguez-Gil & Yáñez-Bouza (2010) which contains<br />
both bibliographic and biographic information. The set of grammars under scrutiny<br />
has been selected by running a combined search of several thematic fields: (i) place of<br />
birth of the author, (ii) type of work (‘English grammar’), and (iii) target audience<br />
(‘institutional’ and/or ‘mixed’). Taking a critical discourse analysis approach, this study<br />
examines the connotations of authority and power enacted through the depiction of the<br />
different individuals or participants involved in the prefaces, namely the author and<br />
potential readers. The instruments of analysis employed include Martin’s (1992)<br />
system of identification, Halliday’s (2004) transitivity structures and van Leeuwen’s<br />
(1996) socio-semantic categories for the representation of social actors in discourse. By<br />
applying these instruments, this study describes the way in which grammarians<br />
imposed their authority on the prefaces through a strategic presentation of individuals,<br />
and how they encouraged the readers to value their work and use it.<br />
References<br />
ECEG = The Eighteenth-Century English Grammar Database. Compiled by María Esther<br />
Rodríguez-Gil (Las Palmas de Gran Canaria, Spain) & Nuria Yáñez-Bouza<br />
(Manchester, UK), 2010.<br />
www.llc.manchester.ac.uk/research/projects/eceg/database/index.html<br />
Halliday, M.A.K. 2004. Introduction to Functional Grammar. London: Edward Arnold.<br />
Martin, James R. 1992. English Text: System and Structure. Amsterdam: Benjamins.<br />
Tieken-Boon van Ostade, Ingrid (ed.) 2008. Grammars, Grammarians and Grammar-<br />
Writing in Eighteenth-Century England. Berlin & New York: Mouton de Gruyter,<br />
Van Leeuwen, Theo 1996. The Representation of Social Actors. In Carmen Rosa Caldas-<br />
Coulthard and Malcolm Coulthard (eds.) Texts and Practices: Readings in Critical<br />
Discourse Analysis, 32-70.London: Routledge.<br />
Escritura en red: construcción multimodal de significados en vistas del portafolio<br />
digital Mahara<br />
García Asensio, Mª Ángeles<br />
Universidad de Barcelona - garciaasensio@ub.edu<br />
Suárez, M.M. mmsuarez@ub.edu<br />
La introducción de portafolios digitales como instrumento de aprendizaje,<br />
desarrollo y evaluación de competencias complejas imprescindibles en un mundo cada<br />
vez más digitalizado está consolidándose en el ámbito de la educación superior. Como<br />
estrategia metodológica, estos portafolios fomentan la autonomía de aprendizaje del<br />
66
estudiante, promueven procesos reflexivos sobre el propio proceso de construcción de<br />
conocimiento y, en definitiva, impulsan el desarrollo personal y profesional (Atienza<br />
2009; Chen, 2009; Schön, 1992). Su dimensión electrónica fomenta, asimismo, la<br />
escritura y la lectura en red y, como consecuencia, el desarrollo de la competencia<br />
comunicativa digital a través de la edición de discursos multimodales (González y<br />
Montmany 2012).<br />
El propósito de esta investigación es ahondar en la construcción multimodal de<br />
significados (Kress 2010, Kress y Van Leeuwen 2001) en un corpus de vistas editadas<br />
en el portafolio digital Mahara por estudiantes universitarios del ámbito de la<br />
Comunicación Audiovisual en el marco de las asignaturas de lengua inglesa y de<br />
lengua española. Las vistas son páginas web concebidas como espacios de reflexión<br />
sobre el proceso de aprendizaje en el desarrollo de las asignaturas. La construcción<br />
multimodal de las vistas implica el recurso a distintos modos semióticos: escritura –<br />
fundamentalmente–, discurso oral, imagen fija o en soporte audiovisual, propios de la<br />
edición de textos digitales. Se analiza hasta qué punto se aprovechan las<br />
potencialidades de representación y de comunicación de cada modo, con énfasis en el<br />
recurso al texto escrito y a la imagen, así como las estrategias sintácticas, semánticas y<br />
pragmáticas empleadas para cohesionar los modos y generar significados globales<br />
(García y Palomeque 2012).<br />
References<br />
Atienza, E. (2009): “EL portafolio del profesor como instrumento de autoformación”,<br />
en MarcoELE, Revista de Didáctica, núm. 9, 2009, en<br />
http://marcoele.com/descargas/9/atienza_portafolio.pdf [Acceso 23/11/2012].<br />
Chen, H. L. (2009). Using e-portfolios to support lifelong and lifewide learning. En D.<br />
Cambridge, B. Cambridge y K. Yancey (eds.), Electronic Portfolios 2.0. Emergent Research<br />
on Implementaton and Impact, pp. 29-35. Sterling, VA: Stylus Publishing, LLC.<br />
García, M. Á., y Palomeque, C. (2012): “El blog multimodal: la potencialidad<br />
comunicativa y de representación de la imagen en interacción con sonidos y texto”, en<br />
Tonos Digital. Revista de Estudios Filológicos, 22, en<br />
http://www.tonosdigital.es/ojs/index.php/tonos/article/view/740 [Acceso23/11/2012].<br />
González, M.V. y Montmany, B. (2012): “El desarrollo de la competencia comunicativa<br />
digital de los futuros maestros a través del portafolio Mahara”, en Actas del Congreso<br />
Internacional de Docencia Universitaria. La universidad: una institución de la sociedad, en<br />
http://www.cidui.org/revista-cidui12/index.php/cidui12/article/view/35/25 [Acceso<br />
22/11/ 2012].<br />
Kress, G. (2010): “A social semiotic multimodal approach to human communication:<br />
implications for speech, writing and applied linguistic”, en Caballero, R. y Pinar, M. J.<br />
(eds.): Modos y formas de la comunicación humana. Ediciones de la Universidad de<br />
Castilla-La Mancha, 77-92.<br />
Kress, G. y Van Leeuwen, Va. T. (2001): Multimodal Discourse: The Modes and Media of<br />
Contemporary Communication Discourse. Londres: Arnold.<br />
Schön, D. (1992): La formación de profesionales reflexivos. Hacia un nuevo diseño de la<br />
enseñanza y el aprendizaje en las profesiones. Madrid: Paidós–MEC.<br />
67
Estudio del habla conflictiva desde una perspectiva analítica discursiva<br />
García Gómez, Antonio<br />
University of Alcalá de Henares - antonio.garciag@uah.es<br />
Aunque comunicarse parece una tarea sencilla, la realidad es que la presencia<br />
del conflicto en nuestra vida es constante desde el momento en que compartimos el<br />
mismo espacio con otros miembros de la sociedad. Se puede pues afirmar que el habla<br />
conflictiva es un fenómeno tan complejo como profundo, enraizado en cualquier<br />
ámbito o dimensión de la vida social humana. Sin embargo, son pocos los estudios que<br />
se han centrado en este tipo de habla y la mayoría de los estudios existentes tratan<br />
aspectos muy particulares y, en ocasiones, un tanto reducidos del complejo proceso<br />
que tiene lugar en este tipo de interacción (Grimshaw, 1990; Kaul de Marlangeon, 1992,<br />
2005 y 2008; Hutchby, 1996 y 2001, Thompson, 2001; Culpeper, 2005 y 2011; Bousfield,<br />
2007, 2008; Bousfield and Locher, 2008; Brenes Peña, 2011; entre otros).<br />
El presente estudio defiende una aproximación al habla conflictiva como acción<br />
social. Mediante el análisis de transcripciones del audience discussion programme Kilroy,<br />
el estudio investiga qué modelos teóricos-metodológicos (la propuesta<br />
etnometodológica y la estructural funcional) son susceptibles y/o pueden dar mayor<br />
cuenta del fenómeno objeto de estudio. Más concretamente, el análisis de los actos<br />
directivos, informativos y de elicitación en el desarrollo de un episodio de conflicto<br />
verbal pretende arrojar luz sobre no sólo los distintos mecanismos que operan en el<br />
sistema de distribución de turnos, sino también sobre la relación existente entre las<br />
motivaciones pragmáticas de los hablantes con la configuración y organización del<br />
intercambio o unidad básica del habla conflictiva. Sobre esta base y a partir de los<br />
objetivos planteados, el estudio lleva a concluir que las motivaciones pragmáticas de<br />
los hablantes causan no sólo la presencia de determinados actos de habla en el<br />
movimiento de inicio del intercambio comunicativo, sino también la existencia de un<br />
tercer movimiento dentro de dicho intercambio. En otras palabras, el estudio concluye<br />
que existe una relación, más o menos sistemática, entre el nivel discursivo<br />
(motivaciones pragmáticas) y pragmático (actos de habla) y entre ambos niveles y la<br />
configuración estructural o unidad básica del habla conflictiva.<br />
Referencias:<br />
Bousfield, Derek (2007) Impoliteness, preference organization and conducivity.<br />
Multilingua 26 (1-2): 1-33.<br />
Bousfield, Derek (2008) Impoliteness in Interaction. Philadelphia and Amsterdam: John<br />
Benjamins.<br />
Bousfield, Derek and Miriam Locher (eds) (2008) Impoliteness in Language: Studies on<br />
its Interplay with Power in Theory and Practice. Berlin and New York: Mouton de<br />
Gruyter.<br />
Brenes-Peña, E. (2011) Descortesía verbal y tertulia televisiva. Análisis<br />
pragmalingüístico. Oxford: Peter Lang.<br />
Culpeper, Jonathan (2005) Impoliteness and entertainment in the television quiz show:<br />
The Weakest Link, Journal of Politeness Research: Language, Behaviour, Culture 1: 35-<br />
72.<br />
Culpeper, Jonathan (2011) Impoliteness: Using Language to Cause Offence.<br />
Cambridge: Cambridge University Press.<br />
68
Kaul de Marlangeon, Silvia ([1992] 1995 - 2003) “La fuerza de Cortesía - Descortesía y<br />
sus Estrategias en el Discurso Tanguero de la Década del `20”. En: RASAL. Año III Nº<br />
3, págs. 7 – 38. (Versión electrónica en www.edice.org/Documentos/Skaul.pdf.<br />
Kaul de Marlangeon Silvia (2005) “Descortesía intragrupal – crónica en la interacción<br />
coloquial de clase media baja del español rioplatense”. Lodz Papers in Pragmatics 1,<br />
121 – 138.<br />
Kaul de Marlangeon, Silvia (2008) “La descortesía en contextos institucionales y no<br />
institucionales”. En Pragmatics Volumen 18 (Nº 4): págs.729 – 749.<br />
Los usos evaluativos del lenguaje en el género de opinión: el discurso en The Guardian<br />
y The Sun<br />
González Rodríguez, María José<br />
majgonza@ull.es<br />
La Teoría de la Valoración (Martin y Rose 2003; White 2003; Martin y White<br />
2005) constituye un desarrollo reciente dentro del estudio de la evaluación en el<br />
lenguaje, la actitud y la emoción, así como de los recursos que hacen variar el<br />
compromiso del emisor con sus enunciados. Originada en la Universidad de Sydney,<br />
los fundamentos de la Teoría de la Valoración se ubican en el marco de la lingüística<br />
sistémico-funcional (Halliday 2004) y en las nociones de dialogismo y heteroglosia<br />
(Bajtín 1981, 1982, 1999). En este ámbito, la Teoría de la Valoración representa en la<br />
actualidad una valiosa herramienta teórica y analítica que posibilita la realización de<br />
investigaciones sobre la evaluación en el lenguaje desde una perspectiva integradora.<br />
Son muchos los investigadores que, desde hace décadas, han dedicado su<br />
atención al estudio de la evaluación. En los últimos años, esta Teoría ha despertado un<br />
gran interés entre los investigadores en lingüística y análisis del discurso en diversas<br />
lenguas (considérese, por ejemplo, el grupo de discusión virtual Appraisal Analysis), y<br />
ha comenzado a aplicarse para estudiar una variedad de aspectos relacionados con el<br />
lenguaje evaluativo y la negociación de posiciones intersubjetivas. La investigación de<br />
esta Teoría se centra particularmente en la comprensión de cómo el uso de diferentes<br />
recursos evaluativos puede variar en función del género, registro o estilos individuales,<br />
e intenta ahondar en los supuestos ideológicos subyacentes, desvelando las estrategias<br />
retóricas mediante las cuales las posturas ideológicas se transforman en naturales. Esta<br />
Teoría pretende igualmente explicar la forma en que los textos construyen para sí<br />
mismos un tipo de interlocutor o lector “ideal” y “no ideal”, y descubre por qué<br />
algunos textos se interpretan como ambivalentes, ambiguos o inconsistentes desde el<br />
punto de vista evaluativo. Además, intenta comprender cómo el uso de diferentes<br />
recursos evaluativos en un texto contribuye a estructurarlo como una unidad<br />
discursiva.<br />
Los recursos evaluativos, según la Teoría de la Valoración, pueden dividirse en<br />
tres dominios semánticos: la actitud, el compromiso y la gradación. En este contexto,<br />
este trabajo examina los recursos evaluativos en el amplio dominio semántico de la<br />
actitud, centrándose en los datos proporcionados por artículos de opinión<br />
pertenecientes a periódicos nacionales británicos. De forma más específica, el estudio<br />
tiene el propósito de describir y explicar los recursos evaluativos empleados en el<br />
discurso de los editoriales en The Guardian y The Sun en relación a un tema en común,<br />
los recientes atentados terroristas en Libia. En este contexto, el modelo de análisis que<br />
69
se aplica pretende poner de relieve aspectos contextuales y culturales, admitiendo la<br />
posibilidad de múltiples lecturas de los significados actitudinales, a través de una<br />
adaptación del modelo de la valoración al análisis de textos producidos en diferentes<br />
ámbitos culturales. Además, se pretende mostrar el papel de los significados<br />
evaluativos en la diseminación de la ideología, en la constitución de estilos textuales e<br />
identidades del autor, y en la negociación de las relaciones escritor vs. lector.<br />
Competitiveness vs. Cooperation: An Intercultural Pragmatic Analysis Applied to the<br />
Discourse of Spanish and British Business Websites<br />
Ivorra Pérez, Francisco Miguel<br />
FM.Ivorra@ua.es<br />
This paper hypothesizes that the different cultural orientations that Spain and<br />
the UK hold with respect to Hofstede's (2001) masculinity indexes (Item International,<br />
2009), may promote different professional discourse cultures. Consequently,<br />
manufacturers from these countries could have varying perspectives and different<br />
socio-cultural expectations in relation to the type of linguistic variables that are<br />
frequently used to express information in the presentation page of their business<br />
websites.<br />
A sample of 100 business websites coming from the toy industry (50 from Spain<br />
and 50 from the UK) was chosen for the analysis. With the help of a computer program<br />
like SPSS Statistics 18 Software, a quantitative analysis was carried out to determine if<br />
there were different frequencies and statistical differences in the use of linguistic<br />
variables selected for the research. The results obtained in this study reveal significant<br />
statistical differences when Spanish and British manufacturers make use of linguistic<br />
variables to convey the transactional meaning in their business websites. This is mainly<br />
due to the fact that cultural values are represented in everything we do and say.<br />
Due to the interdisciplinarity of the study, we take into account tools from<br />
different disciplines, such as: (a) social anthropology (Hofstede, 2001); (b) language for<br />
specific purposes with special attention to the language of a professional genre like the<br />
business website (Askehave & Nielsen, 2005; Boardman, 2005; Bolaños, et al., 2005; Yus,<br />
2010) and (c) intercultural pragmatics applied to the discourse of business websites<br />
(Singh, et al. 2003, 2004; Singh & Baack, 2004; Singh & Boughton, 2004; Singh & Pereira,<br />
2005; Würtz, 2005)<br />
References:<br />
Askehave, I. & Nielsen, E. (2005). “Digital genres: a challenge to traditional genre<br />
theory”. Information Technology & People 18 (2): 120–141.<br />
Boardman, M. (2005). The Language of Websites. New York: Routledge.<br />
Bolaños, A., Rodríguez, M. J., & Bolaños, L. (2005). “Estrategias de localización en sitios<br />
web a partir del análisis contrastivo (inglés/español) de un corpus de páginas de<br />
multinacionales informáticas”. Studies in Contrastive Linguistics. Proceedings of the<br />
4th International Contrastive Linguistics Conference, Santiago de Compostela, 115-124.<br />
Hofstede, G. (2009). Cultural Dimensions: Item International. Available from:<br />
http://www.geert-hofstede.com/hofstede_dimensions.php?culture1=33&culture2=95<br />
Hofstede, G. (2001). Culture’s Consequences: Comparing Values, Behaviors, Institutions, and<br />
Organizations across Nations. Thousands Oaks, CA: Sage Publications.<br />
70
Singh, N., Zhao, H., & Hu, X. (2003). “Cultural adaptation on the web: a study of<br />
American companies’ domestic and Chinese web sites”. Journal of Global Information<br />
Management 11 (3): 63-81.<br />
Singh, N. & Baack, W. D. (2004). “Studying cultural values on the web: a cross-cultural<br />
study of U.S. and Mexican Web Sites”. Journal of Computer Mediated Communication 9<br />
(4).<br />
Singh, N. & Boughton, P. D. (2004). “Measuring web site globalization: a crosssectional<br />
country and industry level analysis”. Journal of Web Site Promotion (in press).<br />
Singh, N. & Pereira, A. (2005). The Culturally Customized Web Site. Customizing Web Sites<br />
for the Global Marketplace. Elsevier Butterworth-Heinemann.<br />
Würtz, E. (2005). “A cross-cultural analysis of websites from high-context cultures and<br />
low-context cultures”. Journal of Computer-Mediated Communication, 11 (1), article 13.<br />
Yus, F. (2010). Ciberpragmática 2.0. Nuevos usos del lenguaje en Internet. Barcelona: Ariel.<br />
El euskera mejora su eficiencia comunicativa en la prosa lógico-discursiva<br />
Maia, Julian julian.maia@ehu.es<br />
El euskara ha experimentado en los últimos 50 años un proceso de<br />
normalización que le ha llevado a ser utilizado en ámbitos de uso poco frecuentes en<br />
tiempos pasados. Uno de ellos corresponde al terreno de la prosa relacionada con el<br />
discurso explicativo-argumentativo, de limitado desarrollo en vasco en comparación<br />
con los niveles alcanzados por las lenguas mayoritarias del entorno (castellano, francés,<br />
inglés), que a su vez ejercen de elemento de referencia para el desarrollo del euskera en<br />
ese ámbito.<br />
Entre los recursos para la construcción del discurso, uno de los componentes<br />
básicos es la organización de los elementos de las oraciones para su adecuado<br />
procesamiento por parte del lector. Para el caso del euskera, se ha postulado que las<br />
diferentes propuestas planteadas en ese ámbito pueden ser incluidas en tres modelos<br />
principales de desarrollo de la prosa discursiva: el modelo idealista idiosincrático, el de<br />
homologación apresurada y el modelo progresivo ponderado (Maia & Larrea, 2012).<br />
En conjunto, se observa un proceso de evolución y adaptación del euskera a los<br />
nuevos retos comunicativos: partiendo de un modelo relativamente rígido y restrictivo<br />
de ordenación de los elementos, se presentan propuestas que tratan de encontrar una<br />
prosa menos encorsetada y con mayor eficiencia comunicativa (Zubimendi & Esnal<br />
1993, Alberdi & Sarasola 2001, Hidalgo 2002, IVAP 2005, Kaltzakorta 2007, Aristegieta<br />
2009, Euskaltzaindia 2011…). En otras palabras: se estaría produciendo una evolución<br />
del modelo “idealista idiosincrático” al denominado “progresivo ponderado”,<br />
fenómeno que parte de los ámbitos y niveles más elevados de “maestría” en y sobre la<br />
lengua vasca y se va extendiendo a otras capas de usuarios de ese tipo de prosa.<br />
El entorno crecientemente trilingüe (Cenoz & Jessner 2000), contribuye a esta<br />
evolución hacia modelos más flexibles de desarrollo del discurso escrito de carácter<br />
explicativo-argumentativo en euskera.<br />
En ese contexto presentamos un estudio acerca de los criterios de corrección<br />
lingüística que presentan dos muestras de usuarios de la lengua correspondientes a<br />
dos niveles de “maestría”; se analiza el orden de los elementos en oraciones<br />
relativamente largas y complejas, que tienen en común la característica de distanciarse<br />
más o menos del modelo mayoritariamente imperante a lo largo del siglo XX. Un<br />
71
grupo de 8 personas representaría a los máximos y más “actualizados” expertos<br />
universitarios en el uso de la lengua vasca, mientras que el otro lo constituye una<br />
muestra representativa de los futuros profesionales de Educación Primaria (212<br />
estudiantes). Se someten a verificación dos hipótesis: 1) ambos colectivos presentarán<br />
alguna tendencia a rechazar las secuencias más “novedosas”, restringiendo así<br />
determinadas combinaciones de organización de los elementos; 2) el grupo “más<br />
experto” será, sin embargo, más propenso a admitir formulaciones “novedosas”,<br />
mientras que el colectivo de estudiantes tenderá a una mayor rigidez en las secuencias,<br />
presentando criterios restrictivos más acusados.<br />
Los resultados de la investigación confirman las dos hipótesis. Nuestra<br />
interpretación apunta a que esa tendencia ha de inscribirse en la línea de una evolución<br />
de carácter más general, que continuará produciéndose en lo sucesivo y abarcará más<br />
casos “novedosos” respecto al canon no escrito imperante en el siglo XX. El contexto<br />
crecientemente multilingüe y las características de las lenguas en intenso contacto con<br />
el euskera (castellano/francés e inglés) contribuyen a que se produzca ese<br />
desplazamiento.<br />
Referencias bibliográficas<br />
Alberdi X., Sarasola I. 2001. Euskal estilo libururantz. Gramatika, estiloa eta hiztegia. Bilbao:<br />
Servicio Editorial UPV-EHU.<br />
Altube S. 1975. Erderismos. Bilbao: Cinsa.<br />
Aristegieta X. 2009. “Euskarazko testuen komunikagarritasun-problema larriak”, Senez,<br />
37: 103-141.<br />
Berria 2006. Estilo liburua. Andoain: Berria.<br />
Cenoz J., Jessner U. (ed.) 2000. English in Europe. The Acquisition of a Third Language.<br />
Clevedon: Multilingual matters ltd.<br />
Euskaltzaindia 2011. Hitz-ordena. Erabilera estrategikoa. Bilbo: Euskaltzaindia.<br />
Hidalgo B. 2002. “Hitzen ordena esaldian”, Senez, 25: 75-109.<br />
IVAP. 2005. IVAPeko estilo-liburua. Vitoria-Gasteiz: Inst. Vasco de Admón. Pública<br />
Kaltzakorta M. 2007. Prosa komunikagarriago egiten (zenbait proposamen). Bilbao: UEU<br />
Maia, J., Larrea, K. 2012. “En el mar de la globalización, ¿hacia dónde remamos en la<br />
sintaxis vasca?”. Actas del Congreso Internacional de AESLA 2012 (en vías de<br />
publicación).<br />
Zubimendi, J. R., Esnal P. 1993. Idazkera-liburua. Vitoria-Gasteiz: Gobierno Vasco-<br />
Consejería de Cultura.<br />
Argumentación y hipermodalidad: un camino hacia la selección y preparación de<br />
material hipermodal en el contexto del aprendizaje a través del ordenador<br />
Meneguelli Sousa, Gisella<br />
Universidad Federal de Juiz de Fora - gisella.meneguelli@gmail.com<br />
Quaranta, Daniel FJF - danielquaranta@gmail.com<br />
El objectivo de este trabajo es investigar la producción de nuevas formas de<br />
significado en la enseñanza y el aprendizaje a distancia provocada por la combinación<br />
de los lenguajes en el entorno digital. Con más detalle, se busca investigar la<br />
hipermodalidad, concepto desarrollado por Lemke (2002), en las actividades didácticas<br />
propuestas en la disciplina Geografía II del curso de Pedagogía a distancia de una<br />
universidad federal de Brasil. Para realizar este análisis, nos basamos especialmente en<br />
72
las contribuciones de Lemke (2002) sobre hipermodalidad, de Kress (1998, 2003) sobre<br />
el lenguaje visual y en el modelo argumentativo de Vieira (2003). El corpus de análisis<br />
está constituido por las actividades propuestas en la disciplina investigada. Los<br />
resultados ayudan a comprender de que manera, los diferentes tipos de lenguajes, en la<br />
hipermodalidad se pueden integrar a fin de facilitar el proceso de aprendizaje. Esto<br />
puede indicar una metodología eficaz para mejor orientar a los profesores,<br />
especialmente los que trabajan con educación a distancia, en la elaboración y la<br />
evaluación de materiales hipermediáticos.<br />
Bibliografía<br />
Braga, D. B. A comunicação interativa em ambiente hipermídia: as vantagens da<br />
hipermodalidade para o aprendizado no meio digital. In: Marcuschi, L. A.; Xavier, A.<br />
C. S. (Orgs.). Hipertexto e gêneros digitais: novas formas de construção do sentido. Rio<br />
de Janeiro: Cortez, 2010, p. 175-197.<br />
Cavalcante, M. C. B. Mapeamento e produção de sentido: os links no hipertexto.<br />
Hipertexto e gêneros digitais: novas formas de construção do sentido. São Paulo:<br />
Cortez, 2010, p.<br />
Ducrot, O. Argumentação Retórica e Argumentação Linguística. In: Letras de Hoje.v.44<br />
n. 1 (2009) Pucrs. Disponível em:<br />
http://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/view/5648 Acesso em: 02<br />
de fevereiro de 2010.<br />
Eemeren, F. H. van et al. Argumentation. In: DIJK, T. A. van. (Ed.). Discourse as<br />
structure and process. London: Sage Publications, 1997.<br />
Koch, I. V. Argumentação e Linguagem. São Paulo: Ed. Cortez, 2009.<br />
Kress, G. Visual and verbal modes of representation in electronically mediated<br />
communication: The potentials of new forms of text. In: SNYDER, I. (ed.). Page to<br />
screen: Taking literacy into the electronic era. London, New York: Routledge, 1998, p.<br />
53-79.<br />
_____. Literacy in the New Media Age. London, New York: Routledge, 2003.<br />
Landow, George. Hypertext 2.0. Baltimore: The John Hopkins University Press, 1997.<br />
Lemke, J. L. Travels in Hypermodality. Visual Communication, London, v. 1(3), 2002,<br />
p. 299-325.<br />
Manovich, L. The language of new media. Cambridge: MIT Press, 2001.<br />
Meneguelli, G. Um estudo sobre elaboração e avaliação de material didático<br />
hipermodal para a educação a distância. 2012. Dissertação (Maestria en Linguística) -<br />
Programa de Pós-Graduação em Linguística, Universidade Federal de Juiz de Fora,<br />
Juiz de Fora, 2012.<br />
Santaella, L. Navegar no ciberespaço: o perfil do leitor imersivo. São Paulo: Paullus,<br />
2004.<br />
Snyder, I. (ed.). Pagetoscreen: Taking literacy into the electronic era. London, New<br />
York: Routledge, 1996.<br />
Vieira, A. T. Movimentos Argumentativos em uma entrevista televisiva: uma<br />
abordagem discursivo-internacional. Juiz de Fora: Clio Edições Eletrônicas, 2003.<br />
73
Nuevas formas de significación en red: el uso de las #etiquetas en el movimiento 15M<br />
Menna, Laura<br />
Universitat de Barcelona - lauramennaub@gmail.com<br />
La presente aportación se basa en la investigación desarrollada durante el año<br />
académico 2011-2012 para obtener el título oficial de Máster en Léxico y Comunicación<br />
lingüística (Universidad de Barcelona) y pretende encuadrarse dentro de los estudios<br />
del análisis del discurso y, concretamente, de la CMO desde una perspectiva<br />
sociológica de la comunicación electrónica.<br />
En el contexto de la sociedad red, caracterizada por el alto grado de intercambio<br />
de información (Castells 1996, van Dijck 1999) nace Internet 2.0 (participative web), un<br />
conjunto de tecnologías diseñadas para incrementar la participación activa de los<br />
usuarios en la edición, selección y valoración de los contenidos digitales (User-generated<br />
Contents). El microblog, género electrónico híbrido, es uno de los escenarios actuales<br />
predilectos para la expresión individual y colectiva.<br />
Haciendo uso del ciberespacio entendido como espacio socialmente practicado<br />
(Mayans 2008), el denominado movimiento 15M se ha apoderado del servicio de<br />
mensajería instantánea, Twitter, para la práctica del periodismo ciudadano (citizen<br />
journalism, OECD 2007) tal y como lo hizo la Primavera árabe, tejiendo una red de<br />
difusión, expresión y organización que convierte Twitter en artefacto político.<br />
En esta línea, los usuarios de Twitter identificados con el 15M han<br />
reconfigurado el uso y la función de las etiquetas (hashtags) de meros metadatos<br />
clasificadores a símbolos identitarios portadores del discurso político del movimiento.<br />
Gracias a los valores añadidos por este grupo social, las etiquetas devienen en nuevas<br />
formas significantes complejas y que sirven de ejemplo de la reinterpretación social de<br />
esta tecnología (Bijker, W. et al. , 1982).<br />
La carga semántica y pragmática de estas etiquetas les otorga nuevas funciones<br />
a las vez que las convierte en elementos semióticos relevantes que complementan y<br />
resignifican el contenido del tuit. Un corpus diseñado especialmente para este estudio,<br />
recoge tuits de un grupo de usuarios ligados al 15M, durante cuatro días de intensa<br />
actividad en el medio de donde se han obtenido más de 500 etiquetas en las que se ha<br />
podido observar su flexibilidad formal (constitución morfológica, inserción sintáctica<br />
dentro del tuit, autonomía semántica) y sus valores discursivos. Algunos casos<br />
analizados son: #hagamoscomoislandia, #niuneuromas, #puigdimisio, #15MpaRato.<br />
Bibliografía<br />
Anscombre, J.C. y Ducrot, O. (1994) La argumentación en la lengua. Madrid:<br />
Gredos.<br />
Araujo, M. y Melo, S. (2003) Del caos a la creatividad: los chats entre lingüistas y<br />
didactas, en López y Seré (eds.), Nuevos géneros discursivos: los textos electrónicos.<br />
Biblioteca Nueva, Madrid, pp. 45-61. Versión on-line:<br />
http://elies.rediris.es/elies24/araujo.htm<br />
Balasubramaniam, N. (2009) «User-Generated Content » en Business Aspects of the<br />
Internet of Things, Seminar of Advanced Topics, ETH Zurich, FS 2009, Florian<br />
Michahelles (ed.)<br />
Benveniste, E. «De la subjetividad en el lenguaje »en Problemas de lingüística general.<br />
Siglo XXI, México, 1974 (4a edc.) pp. 179 – 187<br />
74
Bijker, W. et al. (1982) The social construction of technological artefacts, EASST<br />
Conference, Deutschlandberg, Austria.<br />
Bravo, D. y Briz, A. Eds. (2004) Pragmática sociocultural: estudios sobre el discurso de<br />
cortesía en español. Barcelona: Ariel.<br />
Boczkowski, P. (1996) Acerca de las relaciones entre la(s) sociología(s) de la ciencia y<br />
de la tecnología: pasos hacia dinámica de mutuo beneficio Redes, Vol. III, Núm. 8, pp.<br />
199-227 Universidad Nacional de Quilmes Argentina.<br />
Castells, M. (1996) La era de la información: La sociedad red. Madrid. Alianza,<br />
2ºed.2001.<br />
Crystal, D. (2001) Language and the Internet. Cambridge University Press. Edición<br />
española como El lenguaje e Internet. Traducción Pedro Tena, 2002, Madrid.<br />
Cruz Piñol, M. (2007) La lengua española en el marco de la CMO. Español Actual<br />
nº82.pp. 77-90.<br />
(1999) Enpan-L: Un foro de debate en la Internet sobre lengua española.<br />
Tesina de licenciatura 1997. Publicada en ELIES, Vol. 1 http://elies.rediris.es/elies1/.<br />
Danet, B. (2001) Cyberpl@y:Communicating Online Oxford: Berg<br />
Ducrot, O. (1984) El decir y lo dicho. Paidós. Barcelona.<br />
Espinosa M. (2011) El español en el nuevo género discursivo de los blogs. Trabajo final<br />
de Grado, Universidad de Barcelona.<br />
Hargittai, E. (2007). Whose space? Differences among users and non-users of social<br />
network sites. Journal of Computer-Mediated Communication, 13(1), article 14.<br />
Harris, R. (1999) Signos de escritura. Gedisa, Barcelona.<br />
Jakobson, R. (1960) «The speech event and the functions of language» in Linguistics<br />
and Poetics, Boston: MIT Press.<br />
Kristeva, J. (1981) Semiótica1, Fundamentos, Madrid, 2a ed.<br />
Mayans i Planells, J. (2008) «La política de los nombres en la cibersociedad.<br />
Dimensiones analíticas, políticas y sociales del concepto de ciberespacio» en Cultura<br />
digital y movimientos sociales. Sábada, I. y Gordo, A. (coord.) Madrid, Los libros de<br />
la catarata.<br />
Minchinela, R. (2011) Realismo Sucio: Lemas y consignas en el movimiento 15M.<br />
Conferencia pronunciada en el CCCB. 15/7/2011http://vimeo.com/27147951.<br />
Organisation for Economic Coperation and Development (2007)<br />
Participative Web: User-generated Content .Report compiled by the OECD<br />
Committee for Information, Computer and Communications Policy<br />
Orihuela J.L. (2006). La revolución de los blogs. Madrid: La esfera de los libros<br />
Papacharissi, Z. & Oliveira, M. (2011) «The Rythms of News Storytelling on Twitter:<br />
Coverage of the January 25º Egyptian uprising on Twitter Paper » presented at the<br />
World Association for Public Opinion Research Conference, Amsterdam.<br />
Payrató, L. (2006) Discurso oral y multimodalidad: aspectos introductorios. Oralia, Vol.<br />
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Pons, L. y Molina, C. (2010) Sintagmática externa, sintagmática externa y sintagmática<br />
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Publications Ltd., London (1st edition 1999).<br />
Van Dijck, J. (2009) Users like you? Theorizing agency in users generated contents in<br />
Media, Culture & Society Journal. vol. 31 no. 1 41-58. SAGE Publications.<br />
Yus Ramos, F. (2010) Ciberpragmática 2.0. Barcelona, Ariel.<br />
(2011) Cyberpragmatics: Internet-Mediated Communication in Context.<br />
John Benjamins Publishing Company, Amsterdam- Philadelphia<br />
Revistas on-line.<br />
Computers and writings, Past Conferences Archivehttp://computersandwriting.org/cw<br />
Computer Mediated Communication Jurnalhttp://www.december.com/cmc/mag/<br />
Journal of Computer Mediated Communication (S. Herrins,<br />
ed.)http://jcmc.indiana.edu/<br />
Computer and composition onlinehttp://www.bgsu.edu/departments/english/cconline/<br />
The Representation of Death in Granpa. A Systemic-Functional and Multimodal<br />
Analysis.<br />
Moya, Arsenio Arsenio.MGuijarro@uclm.es<br />
Pinar, María MariaJesus.Pinar@uclm.es<br />
The aim of this paper is to analyze a picture book such as Granpa, by John<br />
Burningham, that brings forth the topic of death and at the same time shows a specific<br />
way of approaching it when dealing with children. Granpa, a picture book intended for<br />
children under six, is a moving account, regarding the relationship between a little girl<br />
and her grandfather. The book’s most interesting resource is the play on the dialogues<br />
between them where the grandfather and his granddaughter’s actions and thoughts<br />
are manifested each in their own world while remaining intensely united.<br />
An analysis of an illustrated story such as this should be approached from a<br />
multimodal perspective that lets us access its verbal and visual components alike. The<br />
analytical approaches employed in this study are Halliday’s Systemic Functional<br />
Grammar (2004) and Kress and van Leeuwen’s Visual Social Semiotics (1996, 2006) as<br />
they complement each other and are powerful models for the study of multimodal<br />
texts. Halliday assumes that language expresses three types of meanings: representing<br />
our experience of the world inside and around us (ideational), enacting social<br />
relationships (interpersonal), and finally, creating coherent wholes of communication<br />
(textual). The reality of the world, however, is not only conceptualized through<br />
language. Aware of this fact, Kress and van Leeuwen (1966, 2006) expand on the SFG<br />
model to account for other types of semiotic meanings than those encoded by language<br />
and create a descriptive framework of multimodality to assign representational,<br />
interactive and compositional meanings to images. In this study, the description of the<br />
text-image intersemiosis will focus solely on the meaning, in an attempt to specify how<br />
the written word and the image complement one another in order to create interaction<br />
between the Represented Participants and the child-viewer.<br />
This paper is divided into the following sections: after the introduction,<br />
Halliday’s Systemic Functional Linguistics (2004), and Kress and van Leeuwen’s Visual<br />
Social Semiotics (1996, 2006) are briefly described in Section 2. In Section 3, the focus is<br />
on aspects of the tale’s interpersonal meanings, that is, mood structures, their<br />
illocutionary forces and modality aspects. Within the framework of Visual Social<br />
76
Semiotics (Kress and van Leeuwen, 2001, 2006), the attention turns to the study of<br />
images in Section 4. The results, obtained from the comparison between the verbal and<br />
non-verbal semiotic modes and their relationship to each other, shed a light on the<br />
kind of complementary relationship that exists between verbal and non-verbal modes<br />
inpicture books.<br />
Main References:<br />
Halliday, M.A.K. 2004. An Introduction to Functional Grammar. Third Edition. Revised<br />
by Christian M.I.M. Matthiessen. London: Edward Arnold.<br />
Kress, Gunther and Theo van Leeuwen. 2006 [1996]. Reading Images. The Grammar of<br />
Visual Design. London: Routledge.<br />
Moya, A. Jesús. 2011. Engaging Readers through Language and Pictures. A Case Study.<br />
Journal of Pragmatics, 43 (12), 2982- 2991.<br />
Embodiment in musical space. Analysis of motion and spatial metaphors in program<br />
music<br />
Pérez Sobrino, Paula paula.perez.sobrino@gmail.com<br />
Pérez, Lorena lorena.perez@dfm.unirioja.es<br />
This presentation surveys some of the metaphors recurrently used in musical<br />
thought and practice. The starting point is that our musical understanding is<br />
essentially metaphorical since musical motion is indivisible from physical motion. Our<br />
most basic experience as moving objects in a landscape heavily directs and constrains<br />
our understanding musical motion and space, thereby making meaningful utterances<br />
as “the violins slow down here” or “here is the coda”.<br />
Embodiment is central to Cognitive Linguistics, as evidenced by the research in<br />
Cognitive Semantics (Lakoff, 1987; Lakoff & Johnson, 1999; Talmy, 2000) and Cognitive<br />
Grammar (e.g. an, 1999). Since the inception of Cognitive Semantics, Lakoff and<br />
Johnson (1980) strongly emphasized the central role of metaphor in the embodiment of<br />
thought, its linguistic expression just being a subsidiary matter. However, despite the<br />
centrality of embodied cognition within Cognitive Linguistics, the study of musical<br />
and audial metaphor (which are likewise embodied phenomena) has been out of focus,<br />
with the exception of the pioneering work carried out by Zbikowski (2009) and<br />
Forceville (2009). The theoretical framework adopted draws on both embodied music<br />
cognition (Johnson and Larson, 2003) and situated cognition (Barsalou, 2009).<br />
Through the analysis of different excerpts of program music (a type of art music<br />
which intends to convey an extra-narrative), this presentation accounts for a series of<br />
conceptual metaphors invoked by the basic PATH image-schema. We provide<br />
evidence of already identified metaphors, such as MUSIC IS A MOVING OBJECT,<br />
MUSIC IS A LANDSCAPE and MUSIC IS FORCE (Johnson and Larson, 2003) but also<br />
other musical metaphors such as MUSIC IS A JOURNEY, MAJOR KEY IS HAPPINESS<br />
and MINOR KEY IS SADNESS. The conceptual metaphors here discussed additionally<br />
call up the inherent patterns of VERTICALITY, FORCE and CONTAINER in their<br />
respective source domains to conceptualize target domains such as musical rhythm,<br />
timing, pitch and phrasing.<br />
References<br />
Barsalou, Lawrence. 2009. Simulation, situated conceptualization and prediction.<br />
Philosophical Transactions. The Royal Society Publishing, 364. 1281-1289.<br />
77
Forceville, Charles. 2009. ‘The role of non-verbal metaphor sound and music in<br />
multimodal metaphor’. Forceville, C. and Uriós-Aparisi, E. eds. Multimodal Metaphor.<br />
Berlin/New York: Mouton de Gruyter. 383-400.<br />
Johnson, Mark and Steve Larson. 2003. ‘Something in the way she moves. Metaphors of<br />
Musical Motion’. Metaphor and Symbol, 18:2. 63-84.<br />
Lakoff, George. 1987. Women, fire, and dangerous things: What categories reveal about the<br />
mind. Chicago: University of Chicago.<br />
Lakoff, George and Mark Johnson. 1980. Metaphors We Live By. Chicago: University of<br />
Chicago Press.<br />
Lakoff, George and Mark Johnson. 1999. Philosophy in the Flesh: the Embodied Mind and<br />
its Challenge to Western Thought. Nueva York: Basic Books.<br />
Langacker, Ronald W. 1999. Grammar and Conceptualization. Berlin/New York : Mouton<br />
de Gruyter.<br />
Talmy, Leonard. 2000. Toward a Cognitive Semantics. Cambridge, MA: MIT Press.<br />
Zbikowski, Lawrence. 2009. ‘Music, Language, and Multimodal Metaphor’. Forceville,<br />
C. and Uriós-Aparisi, E. eds. Multimodal Metaphor. Berlin/New York: Mouton de<br />
Gruyter. 359-381.<br />
Contenidos científicos y contenidos jurídicos en prensa digital: análisis contrastivo del<br />
recurso a estrategias de divulgación de la información especializada<br />
Polanco Martínez, Fernando<br />
Universitat de Barcelona, Barcelona - polanco@ub.edu<br />
Yúfera Gómez, Irene<br />
Universidad de Barcelona - iyufera@ub.edu<br />
El interés por la información judicial ha experimentado un auge considerable en<br />
los últimos años, como refleja la creciente presencia en la prensa tanto de<br />
informaciones como de secciones específicas relativas a este ámbito (Ronda Iglesias<br />
1999). Este tipo de noticias constituye una sección de interés para la opinión pública<br />
por su trascendencia y repercusión informativa (Ronda Iglesias 2003). Igual que ha<br />
ocurrido en otros ámbitos del periodismo como el científico, que han pasado a ocupar<br />
páginas fijas en la prensa escrita y en sus ediciones digitales, muchos profesionales del<br />
Derecho y periodistas especializados reclaman secciones propias para la información<br />
de Tribunales y, por tanto, una mayor autonomía de este campo periodístico que<br />
permita asegurar a la vez un mecanismo de análisis de la realidad desde la perspectiva<br />
del Derecho y un acceso masivo del público a este tipo de información (De la Cuadra<br />
2007; Santiváñez Vivanco 2008; Ghiggi 2012).<br />
Tanto el periodismo científico como el periodismo jurídico deben satisfacer el<br />
derecho de la sociedad a ser informada veraz y rigurosamente. Para ello, el periodista<br />
debe conocer tanto la actividad que se genera en el contexto científico o en el jurídico,<br />
como el lenguaje específico que se maneja en cada uno de estos ámbitos profesionales.<br />
Así, en el ámbito de la justicia, para asegurar el derecho del ciudadano a entender la<br />
información, el periodista debe conocer los elementos que entran en juego en un<br />
proceso judicial y el lenguaje específico de este ámbito profesional. Pero, para asegurar<br />
también el derecho del ciudadano a entender la información, el periodista debe hacer<br />
comprensible a una audiencia lega en materia jurídica conceptos relacionados con la<br />
jurisprudencia, que se expresan mediante un lenguaje altamente especializado. Entre la<br />
78
obligación de mantener el rigor de la información (los errores en este tipo de<br />
información pueden generar daños superiores a los que se producen en otros ámbitos<br />
de la información [Ronda Iglesias 2001]) y la necesidad de transmitirla con claridad, los<br />
medios han de garantizar al ciudadano el derecho a entender al Poder Judicial (De la<br />
Cuadra 2007).<br />
En este trabajo analizamos cómo se refleja esa necesidad reconocida de claridad<br />
informativa en la prensa jurídica digital, a partir del análisis contrastivo de un corpus<br />
compuesto por noticias y crónicas publicadas entre 2008 y 2012 en diferentes<br />
periódicos digitales españoles sobre asuntos legislativos y judiciales, por un lado, y<br />
temas científicos, por otro. Nuestro objetivo es comprobar si se utilizan en la prensa<br />
judicial, y en qué medida aparecen, mecanismos de divulgación del conocimiento<br />
especializado habituales en las noticias científicas -entre otros, el recurso a la<br />
definición, la reformulación, la analogía o la ejemplificación (Ciapuscio 1993, 1997;<br />
Calsamiglia 1997; Cassany y Martí 1998; Salaverría 2002; Alcíbar 2004). Asimismo,<br />
dado el entorno multimodal (Kress 2010), interactivo e hipertextual (Salaverría 2005;<br />
Salaverría y Sancho, 2007) en que se inserta la prensa digital, creemos que este soporte<br />
brinda nuevos recursos para divulgar realidades complejas que también<br />
contemplamos.<br />
Bibliografía<br />
Alcíbar, M. (2004): “La divulgación mediática de la ciencia y la tecnología como<br />
recontextualización discursiva”, Anàlisi, 31, pp. 43-70.<br />
Calsamiglia, H. (1997): "Divulgar: itinerarios discursivos del saber. Una necesidad, un<br />
problema, un hecho", Quark, 7, pp. 9-18.<br />
Cassany, D. y J. Martí (1998): "Estrategias de divulgación de un concepto científico: el<br />
prión", Quark, 12, pp. 58-66. En línea:<br />
http://www.upf.edu/pdi/dtf/daniel_cassany/Estrategias.pdf. [Fecha de consulta:<br />
01/10/2012]<br />
Ciapuscio, G. (1993): "Reformulación textual: el caso de las noticias de divulgación<br />
científica", Revista Argentina de Lingüística, Buenos Aires, 9 (1-2), pp. 69-116.<br />
Ciapuscio, G. (1997). "Lingüística y divulgación de ciencia", Quark, 7, pp. 19-28.<br />
De la Cuadra Fernández, B. (2007): Periodismo jurídico: una resolución debe ser justa e<br />
inteligible. En línea: http://www.fundeu.es/noticias-articulos-periodismo-juridico-unaresolucion-debe-ser-justa-e-inteligible-4015.html<br />
Ghiggi, Inés (2010): "La información judicial como instrumento de participación<br />
ciudadana", Ponencia presentada en las Jornadas Patagónicas para La Reforma Procesal<br />
Penal (Neuquén, 2010). En línea: http://temisnet.juschubut.gov.ar/2012/01/lainformacion-judicial-como-instrumento-de-participacion-ciudadana.html.<br />
[Fecha de<br />
consulta: 05/10/2012].<br />
Kress, G. (2010): Multimodality: A Social Semiotic Approach to Contemporary<br />
Communication, New York: Routledge.<br />
Ronda Iglesia, J. (1999): "Los retos del periodismo judicial", Revista Latina de<br />
Comunicación Social, 15. En línea:<br />
http://www.ull.es/publicaciones/latina/a1999c/116ronda.htm. [Fecha de consulta:<br />
02/10/2012]<br />
Ronda Iglesias, J. (2001): "La especialización del periodismo judicial", Revista Latina de<br />
Comunicación Social, 39. En línea:<br />
79
http://redalyc.uaemex.mx/redalyc/src/inicio/ArtPdfRed.jsp?iCve=81939407. [Fecha de<br />
consulta: 01/10/2012]<br />
Ronda Iglesias, J. (2003): "El periodismo judicial en España", Ámbitos, 9-10, pp. 187-205.<br />
Santiváñez Vivanco, M. (2008): ¿Por qué un periodismo jurídico? En línea:<br />
http://www.legaltoday.com/opinion/articulos-de-opinion/por-que-un-periodismojuridico.<br />
[Fecha de consulta: 02/10/2012]<br />
Salaverría, R. (2002): “Recursos de estilo en los textos periodísticos de divulgación”, en<br />
J. J. Fernández Sanz, J. C. Rueda Laffondy C. Sanz Establés (coords.), Prensa y periodismo<br />
especializado (historia y realidad actual), Actas del Congreso de Prensa y Periodismo<br />
Especializado, (celebrado del 8-10 de mayo de 2002, en Guadalajara). En línea:<br />
http://dspace.unav.es/dspace/bitstream/10171/6033/1/Prensa%20y%20periodismo%20es<br />
pecializado.pdf. [Fecha de consulta: 02/09/2012]<br />
Salaverría, R. (2005): Redacción periodística en internet, Pamplona: Eunsa.<br />
Salaverría, R. y F. Sancho (2007): “Del papel a la Web. Evolución y claves del diseño<br />
periodístico en Internet”, en A. Larrondo Ureta y A. Serrano Tellería (eds.), Diseño<br />
periodístico en Internet, Bilbao: Servicio Editorial de la Universidad del País Vasco, pp.<br />
207-239.<br />
The Importance of Questions in University Lectures: Awareness Raising of Lecturers<br />
when using English as a Medium of Instruction of Gestures for Effective<br />
Comprehension<br />
Ruiz, Noelia madrid@ang.uji.es<br />
Fortanet, Inmaculada fortanet@ang.uji.es<br />
One outstanding genre within spoken academic English is lectures. Indeed, in<br />
recent years there have been many studies about the discourse of lectures (Fortanet,<br />
2004a; Pérez-Llantada, 2006; Csomay, 2007; Deroey & Taverniers, 2011). Lecturing is<br />
the most common speech event in university classrooms in most universities in the<br />
world. There are variations depending on the characteristics of the discipline, the<br />
pedagogic cultures and the audience of students the lectures are addressed to. One<br />
specific aspect explored in the research of academic lectures is the use of questions to<br />
facilitate the speaker-audience interaction. However, most of the studies published up<br />
to this moment have focused exclusively on the language used by the lecturer when<br />
using questions (Thomson, 1998; Csomay, 2002; Fortanet, 2004b; Morell, 204; Crawford,<br />
2008; Chang, 2012) and little attention has been paid to the role of gestures in this<br />
particular strategy (Querol-Julián, 2010). The aim of this study is to identify those<br />
gestures that can be of special relevance for the discourse comprehension of questions<br />
and which could be considered as a trait of the genre of university lectures.<br />
Two academic lectures in English delivered for a group of Spanish students are<br />
studied in order to find gestures and see to what extent they added to the<br />
comprehension of questions by a non-native speaker audience. The results obtained are<br />
contrasted with students' perceptions.<br />
The final objective of this study is to use the results in our courses for training<br />
Spanish lecturers on teaching in English, as it has been observed that body language<br />
and especially gestures need awareness raising in order to facilitate transfer from<br />
mother tongue to another language.<br />
References<br />
80
Chang, Y. (2012) “The use of questions by professors in lectures gicen in Englihs:<br />
influences of disciplinary cultures.” English for Specific Purposes 31: 103-116<br />
Crawford Camiciottoli, B. (2008) “Interaction in academic lectures vs. written text<br />
materials: the case of questions” Journal of Pragmatics 40: 1216-1231<br />
Csomay, E. (2002) “Variation in academic lectures: Interactivity and level of<br />
instruction.” In R. S. Repeen, M. Fitmarice & D. Biber (Eds.) Using Corpora to Explore<br />
Linguistic Variation. Amsterdam: John Benjamins, pp 205-224.<br />
Csomay, E. (2007) “Vocabulary-based discourse units in university class-sessions.” In<br />
D. Biber et al. (Eds.) Discourse on the Move. Amsterdam: John Benjamins, pp 213-238.<br />
Deroey, K.L.B. and Taverniers, M. (2011) “A corpus-based study of lecture functions.”<br />
Moderna Språk, 105 (2): 1–22.<br />
Fortanet I. (2004a). “The use of ‘we’ in university lectures: reference and function.”<br />
English for Specific Purposes, 23: 45-66<br />
Fortanet I. (2004b). ‘Enhancing the speaker-audience relationship in academic<br />
Lectures.’ In: P. Garcés Conejos, R. Gómez Morón, L. Fernández Amaya, M. Padilla<br />
Cruz (Eds.), Current Trends in Intercultural, Cognitive and Social Pragmatics. Sevilla:<br />
Editorial Kronos, pp. 83–96.<br />
Morell, T. (2004). “Interactive lecture discourse for university EFL students.” English for<br />
Specific Purposes 23: 325–338.<br />
Pérez-Llantada, C. (2006) “Signalling speaker’s intentions: Toward a phraseology of<br />
textual metadiscourse in academic lecturing.” English as a Glocalisation Phenomenon:<br />
Observations from a Linguistic Microcosm. In C. Pérez-Llantada, & G. R. Ferguson.<br />
Valencia: University of Valencia, pp. 59-88.<br />
Querol-Julián, M. (2010) Discussion Sessions in Specialised Conference Paper Presentations:<br />
A Multimodal Approach to Analyse Evaluation. Unpublished PhD dissertation. Castellón:<br />
Universitat Jaume I.<br />
Thompson, S. (1998) “Why ask questions in a monologue? Language choice at work in<br />
scientific and linguistic talk.” In: S. Hunston (Ed.) Language atWork. Selected papers from<br />
the Annual Meeting of the British Association of Applied Linguistics, University of<br />
Birmingham, September, 1997, Multilingual Matters Ltd, Clevedon, pp. 137–150.<br />
‘It’s the beginning of the end, guys’: Rhetorical evaluation in pop culture blogs<br />
Sánchez Cuervo, Margarita Esther<br />
Universidad de Las Palmas de Gran Canaria - msanchez@dfm.ulpgc.es<br />
Weblogs have been featured as a new genre of computer mediated<br />
communication (Herring and Paolillo 2006). In the case of pop culture blogging, more<br />
or less known commentators express their opinions on a variety of topics that mainly<br />
revolve around the world of entertainment. What is more, they expect their audience,<br />
made of anonymous people, to partake in their ideas and contribute with their own<br />
views. With this communicative exchange, bloggers engage in an argumentative<br />
process that can be studied through the analysis of rhetoric. In this line, I examine the<br />
rhetorical effects of this lively type of discourse following mainly Martin and White’s<br />
(2005) model for evaluating language. In particular, I focus on those linguistic<br />
resources that these writers take both towards the value positions referenced by their<br />
text and their readers. I will also refer to some figures of communion, aimed at<br />
increasing the audience’s adherence to reasoning (Perelman & Olbrechts-Tyteca, 1969).<br />
81
Some recurrent figures in pop culture blogs are the rhetorical question and the enallage<br />
of person. In this study, figures are analysed as discourse strategies that are part of a<br />
theory of argumentative discourse (Plantin, 2009), easing communication between<br />
writers and readers.<br />
In this discursive practice, the written message is dialogic to the extent that<br />
bloggers reveal their influence on what has been said/written before. At the same time,<br />
they anticipate the reactions of actual, potential or imagined readers. The dialogic<br />
perspective present in the blog writing allows for further research, such as the previous<br />
relationship between bloggers and readers, their preferences about a given topic, and<br />
whether they both share the same beliefs or values.<br />
The methodological approach for this study is both qualitative and quantitative.<br />
The corpus consists of thirty posts belonging to high-traffic pop culture blogs during<br />
September and October 2012. It amounts to 11,110 words. Posts have been selected<br />
randomly, though trying not to repeat more than twice the same topic.<br />
Readers’ motivation to satisfy entertainment becomes in this case an important<br />
reason why they follow this means of communication, which seems to foster a sense of<br />
community. Some conclusions point out the importance of intersubjective positioning<br />
of this argumentative practice, which favours dialogistic effects between bloggers and<br />
readers. I categorise utterances as heteroglossic since they allow for dialogistic<br />
alternative positions and voices (dialogic expansion). I also emphasise the category of<br />
engagement, by which meanings are either anticipated or unexpected. In particular, I<br />
point out engagement meanings like entertain, which considers individual subjectivity<br />
and the authorial voice in propositions like “maybe” and “I believe that”; and attribute,<br />
which considers the subjectivity of an external voice in propositions like “X claims<br />
that”.<br />
References:<br />
Herring, Susan C., and John C. Paolillo. 2006. “Gender and Genre Variation in<br />
Weblogs.” Journal of Sociolinguistics 10: 439–59.<br />
Martin, James R. and Peter R. R. White. 2005. The Language of Evaluation. Appraisal in<br />
English. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan.<br />
Perelman, Chaïm and Lucie Olbrechts-Tyteca. 1969. The New Rhetoric. A Treatise on<br />
Argumentation. Notre Dame: University of Notre Dame Press.<br />
Plantin, Christian. 2009. “A Place for Figures of Speech in Argumentation Theory.”<br />
Argumentation 23.3: 325-337.<br />
Colouring specialised discourse: a comparative study of figurative colour-word<br />
expressions in journalistic discourse on business and science<br />
Skorczynska, Hanna hskorczy@idm.upv.es<br />
Figurative expressions, and especially metaphors are frequently used in<br />
journalistic discourse. Periodicals, such as The Economist, encourage journalists to use<br />
metaphors in news articles as an effective rhetorical strategy. Metaphors attract<br />
readers’ attention, but can also fulfil other functions, such as expressing ideology,<br />
evaluation or emotion. On the other hand, metaphors are also frequent in educational<br />
contexts, as they conveniently aid in condensing information or in transmitting abstract<br />
concepts in terms of something more concrete. Regarding specialist discourse,<br />
figurative colour-word expressions, have not been paid much attention, except for Lan<br />
82
and MacGregor (2009) who compared the use of colour metaphors in business English<br />
between Hong Kong and the United Kingdom. The differences in the use of colour<br />
words with the metaphorical and literal meaning between these two contexts of use<br />
were attributed to cultural reasons. Culturally-motivated colour metaphor variation as<br />
well as the common uses of the basic colour words in different languages were also<br />
attested in more general cross-linguistic studies, which included comparisons between<br />
English and Italian, English and Spanish, or English and Persian (Philip, 2006; Rasekh<br />
& Ghafel, 2011; Valenzuela & Soriano, 2009). This research looks into a more<br />
contextualized use of figurative colour-word expressions in English, rather than into a<br />
broad range of situations and discourse types, as in the previous studies. This survey<br />
offers useful data for foreign language teaching, as the use of colour words in<br />
conventional figurative expressions associated with business and science<br />
popularization might increase their opaqueness, and therefore become an additional<br />
difficulty for a language learner. In addition, it provides corpus data on the variation<br />
associated with the discourse type and genre. Two corpora of approximately 600,000<br />
words each including articles from business periodicals on the one hand, and popular<br />
science magazines on the other, were electronically queried for the use of the basic<br />
colour words (Berlin & Kay, 1969). The frequencies of the literal uses of the colour<br />
words, as well as of their non-literal uses were compared. The results show certain<br />
similarities but also reveal significant variations between these two sets of data, being<br />
on the whole higher in the popular science corpus. For instance, “green” was the most<br />
frequent non-literally used colour word in both corpora. However, “blue” and “red”<br />
were the second and the third most frequent words in the figurative expressions in the<br />
business corpus, and “black” and “white”, in the popular science corpus. The<br />
frequencies identified partially replicate the use of the basic colour words in the<br />
general corpus of the Bank of English (Phillip, 2006), which suggests that colour words<br />
are involved in metaphoric conceptualizations in specialist discourse, and that<br />
different disciplines might be “of different colour” in their respective discourses. Most<br />
of the figurative expressions detected were metonymically motivated conventional<br />
metaphors. The examples extracted from the corpora will be discussed with regard to<br />
their prototypical (literal) and contextual (symbolic) meaning of the colour words.<br />
References<br />
Lan, L. & MacGregor, L. (2009). Colour metaphors in business discourse. In Bhatia, V.<br />
K., Cheng, W., Du-Babock, B. & Lung, J. (Eds.) Language for Professional Communication:<br />
Research, Practice & Training (pp 11-24). Hong Kong: Hong Kong Polytechnic<br />
University.<br />
Philip, G. (2006). Connotative meaning in English and Italian colour-word metaphors.<br />
Metaphorik.de, 10, 1-17.<br />
Rasekh, A. E. & Ghafel, B. (2011). Basic colours and their metaphorical expressions in<br />
English and Persian: Lakoff’s conceptual metaphor theory in focus. Proceedings of<br />
FLTAL’11, pp. 211-224 [http://eprints.ibu.edu.ba/33/]<br />
Valenzuela, J. & Soriano, C. (2009). Emotion and colour across languages: implicit<br />
associations in Spanish colour terms. Social Science Information, 48(3), 421-445.<br />
83
Vampirización discursiva: la architextualidad publicitaria en televisión<br />
Torre Martínez, Juan<br />
Universidad de Barcelona - juantorremartinez@gmail.com<br />
Introducción<br />
En este artículo examinamos las manifestaciones de los fenómenos<br />
intertextuales en la construcción de los discursos de la publicidad televisiva,<br />
focalizando la atención en la naturaleza de una de sus expresiones recurrentes, que,<br />
partiendo de Gérard Genette, denominamos architextualidad publicitaria.<br />
La carga persuasiva y la concreción de los spots predisponen a la publicidad a<br />
referirse continuamente a otros textos —verbales o no— portadores de significados<br />
varios, lo que abona el terreno para la proliferación de vínculos intertextuales. Como<br />
comunicación multimodal y multimedial, la publicidad combina elementos lingüísticos<br />
y paralingüísticos —tanto orales como escritos— con otros sonoros, visuales e icónicos<br />
que dan lugar a mensajes en toda clase de medios. Esta doble naturaleza multiplica su<br />
potencial proteico: cualquier arquetipo discursivo es susceptible de ser parcialmente<br />
adaptado.<br />
Objetivos<br />
A partir de un corpus de trabajo, nos proponemos configurar una propuesta de<br />
tipología de las prácticas intertextuales observadas que nos ayude a analizar la<br />
naturaleza e implicaciones de cada clase de fenómeno intertextual. En último término,<br />
pretendemos evaluar en qué medida y con qué consecuencias la intertextualidad —<br />
centrándonos en la mencionada architextualidad— está integrada en el discurso<br />
ordinario de la publicidad.<br />
Corpus y metodología<br />
Nuestro corpus lo conforman 244 anuncios emitidos en TV3 del 9 al 25 de enero<br />
de 2007. La cadena, que facilitó el material a la Universitat de Barcelona, asegura que<br />
almacena todos los spots que emite a diario, de modo que este corpus debe entenderse<br />
como una muestra inalterada de la publicidad difundida durante el periodo señalado y<br />
una muestra suficientemente representativa de las particularidades de la publicidad<br />
televisiva actual.<br />
Revisados los anuncios, confeccionamos una ficha de cada uno con datos sobre<br />
anunciante y producto, duración y número de planos, música, y texto lingüístico oral y<br />
escrito. Las fichas también incluyen una descripción del contenido global del spot. La<br />
posterior identificación de eventuales relaciones intertextuales se apoya, muy<br />
especialmente, en las diversas contribuciones a las teorías de la intertextualidad. A<br />
continuación, procedimos a categorizar tales relaciones, describiendo su naturaleza con<br />
las distinciones y semejanzas pertinentes, y profundizando en las de tipo architextual.<br />
Avance de resultados<br />
En los casos de architextualidad, los spots reproducen elementos estructurales y<br />
adoptan rasgos formales y temáticos característicos de los patrones textuales que<br />
toman de referencia (architextos), pero no se limitan a la adscripción de un texto a un<br />
arquetipo con el que comparte características genéricas definitorias. El anuncio exhibe<br />
la imitación, más o menos paródica, de los rasgos de un architexto sin por ello<br />
convertirse a ojos del receptor en una expresión propia de ese arquetipo (un spot que<br />
emula la apariencia de un tráiler cinematográfico sigue siendo un anuncio, no es el<br />
avance de una película) y, a la vez, estimula el saber enciclopédico del receptor, objeto<br />
de una apelación insoslayable al patrón textual.<br />
84
Con esta vampirización de tipos discursivos, la publicidad plantea un juego<br />
lúdico-intelectual del cual el receptor pueda salir airoso con la intención de disimular<br />
los fines últimos de sus mensajes persuasivos, insoslayablemente orientados al<br />
consumo.<br />
Bibliografía<br />
Albadalejo Mayordomo, Tomás y García Berrio, Antonio (1983). «La lingüística del<br />
texto», en Francisco Abad y Antonio García Berrio (eds.), Introducción a la lingüística.<br />
Madrid: Alhambra, pp. 217-260.<br />
Allen, Graham (2000). Intertextuality. Londres: Routledge, 2010.<br />
Adam, Jean-Michel y Bonhomme, Marc (1997). La argumentación publicitaria. Retórica del<br />
elogio y de la persuasión. Madrid: Cátedra, 2000.<br />
Austin, John Langshaw (1962). Cómo hacer cosas con palabras. Barcelona: Paidós, 1998.<br />
Bajtin, Mijail M. (1963). La poétique de Dostoïevski. Presentación de Julia Kristeva. París:<br />
Seuil, 1970.<br />
— (1975). Teoría y estética de la novela. Madrid: Taurus, 1989.<br />
— (1982). Estética de la creación verbal. México D. F.: Siglo XXI, 2003.<br />
Barthes, Roland (1968). «La mort de l'auteur», en R. Barthes, Le bruissement de la langue.<br />
París: Seuil, 1984, pp. 61-67.<br />
— (1973a). «Texte (théorie du)», en Encyclopaedia Universalis. París: Encyclopaedia<br />
Universalis France, vol. 15, pp. 1013-1017.<br />
— (1973b). Le plaisir du texte. París: Seuil.<br />
Biasi, Pierre-Marc de (1989). «Intertextualité (théorie de l’)», en Encyclopaedia<br />
Universalis. París: pp. 514-516.<br />
Calsamiglia, Helena y Tusón, Amparo (1999). Las cosas del decir. Manual de análisis del<br />
discurso. Barcelona: Ariel, 2007.<br />
Ferraz Martínez, Antonio (1993). El lenguaje de la publicidad. Madrid: Arco Libros, 2004.<br />
Genette, Gérard (1982). Palimpsestes. La littérature au second degré. París: Seuil.<br />
Greimas, Algirdas Julien y Courtés, Joseph (1979). Semiótica. Diccionario razonado de la<br />
teoría del lenguaje. Madrid: Gredos, 1982.<br />
Jenny, Laurent (1976). «La stratégie de la forme», en Poétique, núm. 27. París: Seuil, pp.<br />
257-281.<br />
Kristeva, Julia (1967). «Le mot, le dialogue et le roman», en J. Kristeva, Séméieotiké.<br />
Recherches pour une sémanalyse. París: Seuil, 1969, pp. 143-173.<br />
— (1968). «Le texte clos», en J. Kristeva, Séméieotiké. Recherches pour une sémanalyse.<br />
París: Seuil, 1969, pp. 113-142.<br />
López Eire, Antonio (1998). La retórica en la publicidad. Madrid: Arco Libros.<br />
Martínez Fernández, José Enrique (2001). La intertextualidad literaria. Madrid: Cátedra.<br />
Piégay-Gros, Nathalie (1996). Introduction à l’intertextualité. París: Nathan/VUF, 2002.<br />
Plett, Heinrich F. (1991). «Intertextualities», en H. F. Plett (ed.), Intertextuality. Berlín:<br />
Walter de Gruyter & Co.<br />
Pons i Griera, Lídia (1998). «Diversitat de recursos i intertextualitat en el discurs<br />
publicitari», en Lluís Meseguer y María Luisa Villanueva (eds.), Intertextualitat i<br />
recepció. Castelló: Publicacions de la Universitat Jaume I.<br />
Rabau, Sophie (2002). L’intertextualité. París: Flammarion.<br />
Riffaterre, Michael (1979). «La syllepse intertextuelle», en Poétique, núm. 40. París:<br />
Seuil, pp. 496-501.<br />
85
— (1980). «La trace de l’intertexte», en La Pensée, núm. 215. París: SEPIRM-La Pensée,<br />
pp. 4-18.<br />
— (1981). «L’intertexte inconnu», en Littérature, núm. 41. París: Larousse, pp. 4-7.<br />
Rodríguez Ferrándiz, Raúl (2003). «Publicidad omnívora, publicidad caníbal: el<br />
intertexto polémico», en Jornadas de Publicidade e Comunicação, Labcom. Covilhã,<br />
Portugal: Universidade da Beira Interior. Disponible en:<br />
.<br />
Samoyault, Tiphaine (2001). L'Intertextualité: mémoire de la littérature. París: Armand<br />
Colin, 2005.<br />
Todorov, Tzvetan (1979). «Bakhtine et l’altérité», en Poétique, núm. 40. París: Seuil, 502-<br />
513.<br />
— (1981). Mikhaïl Bakhtine. Le principe dialogique. París: Seuil.<br />
The construction of legitimation in institutional discourse: A critical discourse analysis<br />
of EU informational publications in the new media<br />
Varela, Maria<br />
Panteion University of Athens - varela.maria@gmail.com<br />
Focusing on the informative material of the European Union (EU) Delegation in<br />
Bosnia-Herzegovina (BiH), my paper investigates the discursive construction of<br />
legitimation, in the context of EU enlargement. It examines the Delegation’s<br />
newsletters 1 between 2005 and 2008, when the Stabilisation and Association Agreement<br />
(SAA) was concluded.<br />
By signing the SAA, BiH committed to implementing a series of reforms aimed<br />
at harmonising its legal, political and market frameworks with EU standards (Acquis<br />
Communautaire). This, however, is an arduous task, given both the complexity of the<br />
Bosnian state as well as the intricacy of the enlargement process. Reforms often have<br />
dire consequences at the grassroots level and are bitterly contested (Chandler, 2006).<br />
Moreover, citizen skepticism about EU enlargement has resulted in a remarkable shift<br />
in its discourse practices (Magistro, 2010).<br />
Recent research concentrating on EU discourse, with a particular focus on<br />
publications available at the EU official website, has demonstrated that the Union’s<br />
recent communication strategies concentrate on eliciting support and promoting<br />
‘common values’ that reinforce its legitimacy (Caliendo and Napolitano, 2010). To that<br />
end, they consistently draw upon marketing/advertisement resources, such as selfpromotional<br />
discourse and multimodality (Caliendo and Napolitano, 2008; Caliendo<br />
and Magistro, 2009), fundamentally pointing to a diachronic tendency of the<br />
institutional discourse marketization, as discussed by Norman Fairclough almost two<br />
decades ago (e.g. Fairclough, 1993; 1995).<br />
In this context, my paper shows how discourse and multimodality are used to<br />
legitimate policies, activities and initiatives that establish the EU as an authoritative<br />
carrier of progress and positive change. I do this by employing Theo Van Leeuwen’s<br />
typology (2008) and systematically analyzing the category of ‘authorization’<br />
1 EU Newsletters are available both in print versions and online, at the Delegation’s website:<br />
http://www.europa.ba/Publications.aspx?id=63&cat=15&lang=EN.<br />
86
legitimation. This includes personal/impersonal authority, expert/role model authority, and<br />
conformity authority. Each of these sub-categories essentially consists in constructing<br />
different representations of EU officials and policies that move dialogically between<br />
personal and institutional authority, thus strengthening individual and organizational<br />
status.<br />
Multimodality constitutes a key element in this process; visual elements such as<br />
images, various types of graphics, colours and logos are widely used, a feature which<br />
seems to be common for EU publications of different kinds (Aiello, 2007). Therefore, I<br />
also examine how the combination of these multiple semiotic resources further<br />
substantiates the institutional message and self-representation, by both framing the<br />
discussion about European integration in very specific terms and selectively portraying<br />
the Union’s involvement in the country’s progress.<br />
References<br />
Aiello, Giorgia (2007) ‘The appearance of diversity: Visual design and the public<br />
communication of EU identity’. In Bain, Jessica and Holland, Martin (Eds.), European<br />
Union identity: Perceptions from Asia and Europe. Nomos, pp. 147-181. Available at:<br />
http://leeds.academia.edu/GiorgiaAiello/Papers/175406/The_appearance_of_diversity_<br />
Visual_design_and_the_public_communication_of_EU_identity<br />
Caliendo, Giuditta and Napolitano, Antonella (2008) Communities, Boundaries and<br />
New Neighbours: The Discursive Construction of EU Enlargement, Journal of<br />
Contemporary European Research, 4 (4), pp. 322-345.<br />
Caliendo, Giuditta and Napolitano, Antonella (2010) ‘Consumers at the heart of<br />
Europe: Language practices and identity building strategies’. In: Duszak, Anna, House,<br />
Juliane & Kumięga, Łukasz (Eds.) Globalization, Discourse, Media: In a Critical Perspective.<br />
Warsaw University Press, pp. 443-484.<br />
Caliendo, Giuditta and Magistro, Elena (2009) The human face of the European Union:<br />
A critical study, Critical Approaches to Discourse Analysis across Disciplines - CADAAD<br />
[e-journal], 3 (2): 176-202.<br />
Chandler, David (2006) State-building in Bosnia, International Journal of Peace Studies, 11<br />
(1): 17-38.<br />
Fairclough, Norman (1993) Critical Discourse Analysis and the Marketization of Public<br />
Discourse: The Universities, Discourse & Society, 4 (2): 133-68.<br />
Fairclough, Norman (1995) Critical Discourse Analysis: The Critical Study of Language.<br />
Addison Wesley Publishing Company.<br />
Magistro, Elena (2010) ‘The Marketization of Institutional Discourse: The Case of the<br />
European Union’. In Okulska, U. & Cap, P. (Eds.) Perspectives in politics and discourse.<br />
Amsterdam/Philadelphia: John Benjamins, pp. 155-171.<br />
Van Leeuwen, Theo (2008) Discourse and Practice: New Tools for Critical Discourse<br />
Analysis, New York: Oxford University Press.<br />
Institutional Potential of the Internet Discourse in Russian and French forums, blogs<br />
and chats<br />
Yavetskaya, Natalia<br />
Moscow State Linguistic University - natalyvlady@yandex.ru<br />
Internet discourse is supposed to be a non-institutional form of communication<br />
since it is assumed that real institutions do not exist in virtual reality (Hamilton, 2003).<br />
87
However, Internet discourse can reflect some features of real institutional<br />
communication (e.g., mass media discourse) (Lutovinova, 2009). We suggest that<br />
Internet discourse, particularly in Russian and French forums, blogs and chats, may be<br />
considered as an individual type of institutional discourse.<br />
The first part of the paper reconsiders institutional discourse as a special cliched<br />
form of communication based on certain rules that the communicants, who may not<br />
know each other, have to respect (Karassik, 2004). Internet discourse may not be as full<br />
of cliches as traditional types of institutional discourse, but there is no doubt that some<br />
linguistic and extralinguistic features can be considered to be close to cliches (e.g., a<br />
specific language of the web). The rules, for their part, apply in every chat, forum or<br />
blog to prevent cases of indiscreet and impolite communicative behaviour. The<br />
observation of the rules is supervised by a moderator/ an administator/ the author of<br />
the blog. Moreover, cases of abusive communicative behaviour suggest that a general<br />
code of conduct should be introduced in the Internet (O’Reilly, 2007). Accordingly,<br />
users should take responsibility not only for what they say, but for other<br />
communicants’ words as well. In fact, even if not all users are familiar with this code,<br />
they do try to call others to obey the rules. In our opinion and based on the analysis,<br />
this need for rules to be observed might indicate the emergence of a certain institution.<br />
Institutional discourse is based on the communication between participants<br />
having different status (e.g., journalist and reader in the mass media discourse)<br />
(Karassik, 2004). Although Internet communicants are believed to have equal<br />
communicative status, as is the case of chats and discussion forum users, the presence<br />
of a moderator or/and an administrator appears to be of major importance. It can be<br />
explicit, when pointing out inappropriate communicative behaviour, justifying deleted<br />
messages. However, in most cases the presence of the regulator is implicit and<br />
constitutes the framework of the communication, which seems to be the manifestation<br />
of institutional communication.<br />
The second part of the paper deals with complex variations of Internet<br />
discourse such as mediablogs kept by professional journalists of paper press web<br />
versions. We demonstrate that this type of discourse combines features of<br />
institutionality pertaining both to mass media discourse and Internet discourse. In the<br />
perspective, that would help follow up the evolution of institutionality in newspapers,<br />
from their print version and up to blogs.<br />
References<br />
Hamilton, H. E. (2003) “Overview of Institutional Discourse Analysis”. In:<br />
International Encyclopedia of Linguistics. Oxford University Press.<br />
Karassik, V.I. (2004) The Language Circle: Personality, Concepts, Discourse. Moscow,<br />
Gnozis. (In Russian)<br />
Lutovinova, O.V. (2009) Lingvocultural characteristics of the Virtual Discourse. PhD Thesis.<br />
Volgograd State Pedagogical University. (In Russian)<br />
O’Reilly, T. (2007) “Call for a Blogger's Code of Conduct”. O’Reilly Radar:<br />
http://radar.oreilly.com/2007/03/call-for-a-bloggers-code-of-co.html<br />
88
ENSEÑANZA DE LENGUAS Y DISEÑO CURRICULAR<br />
Teachers' and students’ perception of e-mail politeness in academic cyber-consultation:<br />
implications for teaching pragmatics<br />
Alcón, Eva alcon@ang.uji.es<br />
Codina Espurz, Victoria codina@ang.uji.es<br />
Martín Laguna, Sofía<br />
Universitat Jaume I - martins@uji.es<br />
E-mail communication has motivated recent interlanguage pragmatic research,<br />
and different studies have examined requests in academic cyber-consultation. So far,<br />
studies have focused on adults’ e-mail request performance (Biesenbach-Lucas 2006,<br />
2007; Economidou-Kogetsidis 2011; Félix-Brasdefer 2012) but, as far as we know, no<br />
study has dealt with adolescents. In addition, research has been conducted mainly on<br />
performance and, with the exception of the study by Pan (2012), the few perception<br />
studies available have focused on L1 speakers’ perception of e-mail requests (Hartford<br />
and Bardovi-Harlig 1996; Hendriks 2010; Economidou-Kogetsidis 2011). However,<br />
understanding L2 users’ perception of e-mail politeness is important to avoid possible<br />
misunderstandings and understanding of language choice. From this perspective, the<br />
study analyses teachers and L1 and L2 teenagers’ perception of e-mail politeness<br />
during academic cyber-consultation, exploring whether L1 and L2 users of English<br />
differ in perception of e-mail politeness. Additionally, the study deals with students<br />
and teachers’ perception of e-mail request politeness.<br />
Data for this study come from a corpus of e-mails that 59 teenagers (29 British<br />
English speakers and 30 International English speakers) following the international<br />
Baccalaureate curriculum sent to their learning mentors between September and<br />
December 2011. A total of 295 e-mail requests, 145 produced by British English<br />
speakers (BES) and 150 performed by International English speakers (IES), were<br />
analyzed with regard to level of directness, and amount and type of mitigation. In<br />
addition, perception of e-mail politeness was obtained by means of automatic e-mails<br />
that students received, including a 5-point Likert scale to indicate the degree of request<br />
imposition of the e-mail message that had been sent to their mentors. They were also<br />
requested to explain their choice by referring to specific linguistic features from the email<br />
request. Results of the study show that on the one hand students’ perceptions of<br />
appropriateness are significantly higher than teachers’ perceptions. In addition, BES<br />
students reach a higher perception score of politeness than IES, who show lack of<br />
confidence in e-mail politeness and rely on different linguistic resources than BES. On<br />
the contrary, although teachers’ perception e-mail politeness is higher for BES than IES,<br />
these differences are not significant. It is also interesting to point out that teachers and<br />
students perception of e-mail politeness are not related. Findings of the study suggest<br />
pedagogical implications in the field of pragmatic instruction, mainly the need for<br />
training in e-mail literacy.<br />
References:<br />
Biesenbach-Lucas, Sigrun. 2006. Making requests in E-mail. Do cyber-consultation<br />
entail directness? Towards convention in a new medium. In Kathleen Bardovi-Harlig,<br />
César Félix-Brasdefer & Alwiya S. Omar (eds.), Pragmatics Language Learning (Vol. 11),<br />
81-107. Honolulu: University of Hawai’i Press.<br />
89
Biesenbach-Lucas, Sigrun. 2007. Student writing emails to faculty: An examination of epoliteness<br />
among native and non-native speakers of English. Language Learning and<br />
Technology 11 (2). 59-81.<br />
Economidou-Kogetsidis, Maria. 2011. “Please answer me as soon as possible”:<br />
Pragmatic failure in non-native speakers’ e-mail requests to faculty. Journal of<br />
Pragmatics 43. 3193-3215.<br />
Félix-Brasdefer, César. 2012. E-mail requests to faculty: E-politeness and internal<br />
modification. In Maria Economidou-Kogetsidis & Helen Woodfield (eds.), Interlanguage<br />
Request Modification, 87-118. Amsterdam: John Benjamins.<br />
Hartford, Beverly S. & Kathleen Bardovi-Harlig. 1996. At your earliest convenience:<br />
Written student requests to faculty. In Lawrence F. Bouton (ed.), Pragmatics and<br />
language learning, 55-69. University of Illinois, Urbana-Champaign: Division of English<br />
as an International Language.<br />
Hendriks, Berna. 2010. An experimental study of native perceptions of non-native<br />
request modification in e-mails in English. Intercultural Pragmatics 7(2). 221-255.<br />
Pan, Ping Cathy. 2012. Interlanguage requests in institutional e-mail discourse. In<br />
Maria Economidou-Kogetsidis & Helen Woodfield (eds.), Interlanguage Request<br />
Modification, 119-162. Amsterdam: John Benjamins.<br />
Investigating Students’ Attitudes and Motivation towards Foreign Language Learning<br />
in CLIL and Traditional EFL Classes.<br />
Amengual, Marian marian.amengual@uib.es<br />
Prieto, Igor jose-igor.prieto@uib.es<br />
The study of motivational and attitudinal factors has been a major area of<br />
research in second and foreign language learning for many years. Students’ attitudes<br />
and motivation have often been reported to be key factors for L2 achievement and<br />
success. Part of the boom that CLIL (Content and Language Integrated Learning)<br />
programmes are currently experiencing is largely related to the potential language<br />
benefits of such approaches. Thus, many research studies have pointed out the positive<br />
effects of CLIL programmes on students’ linguistic competence as well as students’<br />
attitudes and motivation towards L2 learning (Krashen 1987; Dörnyei 2001; Oxford<br />
2001; Coyle 2006; Wilhelmer 2008).<br />
This study aims at investigating the effect of CLIL programmes on students’<br />
attitudes and motivation towards English as a foreign language. The participants in<br />
this study were two groups (CLIL vs. non-CLIL: T = 321) of thirteen/fourteen-year-old<br />
Catalan-Spanish bilinguals enrolled in compulsory secondary education (CSE) at staterun<br />
schools in the Balearic Islands. A questionnaire was designed to collect the opinion<br />
of both groups of students at two different times over a two-year span: beginning (T1:<br />
n = 170) of year 2 of CSE, which marks the onset of the CLIL programme, and end of<br />
Year 3 (T3: n = 151). Results seem to confirm that CLIL programmes have a positive<br />
effect towards foreign language leaning in general and towards the learning of English<br />
in particular. The CLIL approach appears to improve students’ L2 skills by fostering<br />
more favourable attitudes towards English. Results also indicate significant differences<br />
between genders related to motivational factors. Female students are reported to have<br />
a significant strongest desire to learn English. Interestingly, CLIL approaches seem to<br />
help even out gender motivational differences, since the difference between the<br />
90
attitudes of the two genders is not apparent in CLIL classes (Lagasabaster & Sierra<br />
2009).<br />
References<br />
Coyle, D. (2006) Developing CLIL: “Towards a Theory of Practice” in Monograph 6<br />
APAC Barcelona<br />
Krashen S. D. (1987). Principles and Practices in Second Language Acquisition. New York:<br />
Prentice-Hall.<br />
Dörnyei, Z. (2001). Teaching and Researching Motivation. Harlow, England; Perason<br />
Education.<br />
Lagasabaster, D and Sierra, J.M. (2009). “Language Attitudes in CLIL and Traditional<br />
EFL classes”. International CLIL Research Journal, Vol 1 (2).<br />
Oxford, R.L. (2001). “Language learning styles and strategies”. In M. Celce-Murcia<br />
(Ed.), Teaching English as a second language (pp. 359-366). Boston: Heinle & Heinle.<br />
Wilhelmer, N. (2008). Content and Language Integrated Learning (CLIL): Teaching<br />
Mathematics in English. Saarbrücken, Germany: VDM Verlag.<br />
Level of proficiency as a variable in teacher feedback<br />
Aránega Blanco, Lidia al106421@uji.es<br />
Salazar, Patricia csalazar@fil.uji.es<br />
Feedback has been claimed to be a theoretical condition for language learning<br />
to occur, along with input and output, and much research has focused on different<br />
issues concerning feedback, such as its effectiveness (Russell and Spada, 2006), degree<br />
of explicitness (Carroll and Swain, 1993), source of feedback (Van den Branden, 1997),<br />
students’ age (Mackey and Philp, 1998), etc. In the present paper we aim at shedding<br />
further light on the level of proficiency of learners as a variable for the teacher’s<br />
provision of feedback. Despite the fact that some research has been carried out on this<br />
issue (Havranek and Cesnik, 2001; Kennedy, 2010), it is still difficult to determine<br />
whether or not language proficiency affects the feedback provided by the teacher, and<br />
if it does, how it is implemented in the English-as-a-foreign language classroom. The<br />
small-scale study conducted had as participants two groups of high school students<br />
with different proficiency levels (low and high). Data were collected, tallied and<br />
codified according to the type of teacher’s feedback after any error in the oral discourse<br />
of the students. Analysis of results show that the teacher varied her feedback<br />
depending on the students’ level, as the high-level group obtained more feedback in<br />
the form of explicit correction and elicitation. On the contrary, low-level students<br />
received more metalinguistic feedback, clarification requests and recasts.<br />
Our findings also support previous research (e.g. Lyster and Ranta, 1997) which<br />
has shown that recasts are by far the most widely used type of feedback regardless of<br />
students’ proficiency. Moreover, the limitations of the present study call for further<br />
investigation into the relationship between learners’ proficiency and teachers’ feedback<br />
using a wider amount of participants. The use of verbalization protocols such as<br />
stimulated recall interviews may be a useful tool in order to know why some specific<br />
types of feedback are preferred depending on learners’ level of proficiency.<br />
References<br />
91
Carroll, S. and M. Swain (1993). Explicit and implicit negative feedback: An empirical<br />
study of the learning of linguistic generalizations. Studies in Second Language<br />
Acquisition, 15: 357-386.<br />
Havranek, G. and H. Cesnik (2001). Factors affecting the issues of corrective feedback.<br />
Eurosla Yearbook, 1: 99-122.<br />
Kennedy, S. (2010). Corrective feedback for learners of varied proficiency levels: A<br />
teacher’s choices. TESL Canada Journal, 27: 31-50.<br />
Lyster, R. and L. Ranta (1997). Corrective feedback and learner uptake. Studies in<br />
Second Language Acquisition, 19: 36-66.<br />
Mackey, A. and J. Philp (1998). Conversational interaction and second language<br />
development: Recasts, responses and red herrings? The Modern Language Journal, 82:<br />
338-356.<br />
Russell, J. and N. Spada (2006). The effectiveness of feedback for the acquisition of L2<br />
grammar. In J. Norris and L. Ortega (eds.), Synthesizing research on language learning and<br />
teaching (pp. 133-164). Philadelphia: John Benjamins.<br />
Van den Branden, K. (1997). Effects of negotiation on language learners’ output.<br />
Language Learning, 47: 589-636.<br />
El desarrollo de la competencia reflexiva de los formandos a través del Portafolio<br />
digital Mahara<br />
Bayés Gil, Marc<br />
Universidad de Barcelona - marcbayes@ub.edu<br />
Brión Caíño, Rosa<br />
Universidad de Barcelona - rosabrion1@gmail.com<br />
El interés de esta investigación surge de la necesidad de diseñar un modelo de<br />
análisis de las secuencias reflexivas incluidas en los portafolios de formación de los<br />
estudiantes del grado de Educación Primaria de la Universidad de Barcelona. En estos<br />
momentos, en los que nadie duda de la validez del portafolio como herramienta de<br />
formación y evaluación global de las diferentes competencias que ha de adquirir el<br />
futuro maestro (Shulman, 1999), es imprescindible analizar y evaluar los procesos que<br />
el uso de dicha herramienta implica.<br />
Esta investigación trabaja con un corpus integrado por más de 500 portafolios<br />
digitales en tres lenguas: castellano, inglés y catalán, del grado de Educación Primaria e<br />
Infantil. Para el presente trabajo, de los 500 portafolios se han seleccionado muestras<br />
textuales de 100 portafolios escritos en castellano de los alumnos de la asignatura de<br />
Lengua castellana para la enseñanza (grado de Educación Primaria) de la Universidad de<br />
Barcelona. De estos portafolios seleccionados se estudian las secuencias reflexivas en<br />
las que los alumnos describen su competencia y su identidad lingüísticas al inicio del<br />
curso. Poder llevar a cabo un análisis riguroso de esas secuencias reflexivas es<br />
imprescindible para poder tutorizar y asesorar a los alumnos en el proceso del<br />
desarrollo de sus competencias, especialmente la competencia reflexiva.<br />
La investigación propone una categorización que parte de los presupuestos del<br />
Análisis del Discurso (Calsamiglia y Tusón 1999, van Dijk 1997). Esta categorización se<br />
ha establecido a partir del análisis de los datos extraídos del corpus seleccionado,<br />
siguiendo los parámetros de la metodología cualitativa. Esta opción metodológica es<br />
eminentemente inductiva, lo que nos ha permitido analizar conceptos partiendo de<br />
pautas de los datos, y no recoger datos para construir categorías previamente<br />
92
establecidas (Taylor y Bodgan 1975). Además, nos interesaba, en la medida de lo<br />
posible, apartar nuestras creencias y predisposiciones, para ampliar nuestra visión<br />
sobre el fenómeno.<br />
La categorización establece una distinción entre procesos observables y<br />
procesos metacognitivos. Con respecto a los procesos observables, se ha identificado la<br />
siguiente categoría a partir de las acciones llevadas a cabo por el estudiante: describir<br />
(bien a partir de la reconstrucción detallada de lo observado, o bien a partir de la<br />
síntesis de esos hechos). Y en cuanto a los procesos metacognitivos, se han delimitado<br />
las siguientes categorías: explicar, argumentar, valorar o evaluar, interpretar, proponer,<br />
buscar soluciones y buscar aplicaciones prácticas (Pujolà y González 2012).<br />
Las categorías establecidas muestran diferentes estilos en la explicitación de la<br />
reflexión. Si el alumno es capaz de reconocer las secuencias discursivas predominantes<br />
en sus textos reflexivos, podrá tomar conciencia del proceso que está llevando a cabo, y<br />
solo tomando conciencia de lo que hace podrá ser capaz de introducir cambios -si así lo<br />
considerara necesario- en el desarrollo de sus competencias.<br />
Design and evaluation of a course of New Technologies for Pre-service Primary<br />
Foreign Language Teachers<br />
Bueno Alastuey, María Camino<br />
camino.bueno@unavarra.es<br />
Providing pre-service primary education teachers of English with the<br />
appropriate knowledge about both the technological and the pedagogical affordances<br />
of the enormous array of new technologies available to make the learning process more<br />
authentic and student-centered should be an important aim for teacher training<br />
programs in our country.<br />
Furthermore, considering that “as the options multiply, it is easy to become<br />
overwhelmed by the diversity [and that] the need to be able to select and to match tool<br />
to task with clarity and foresight is becoming even more demanding for all users”<br />
(Levy, 2009, p. 781), that there is international research indicating that teachers are not<br />
satisfied with the formal training in New Technologies that they have received<br />
(Kessler, 2006; 2007) and that teacher’s knowledge and skills associated with a<br />
technology seem to “play a … significant role in contributing to classroom technology<br />
integration efforts” (Zhao et al, 2002), reporting on the design of formal training<br />
courses in New Technologies, and analyzing students´ perspectives about that training<br />
seem quite important. However, there is a dearth of studies focusing on the design and<br />
evaluation of ICT courses for pre-service primary teachers in Spain that needs to be<br />
addressed by reflecting on the content and format of teacher training in CALL and<br />
CMC, which is still in its infancy (Kessler, 2006).<br />
The current paper will first reflect upon the rationale and the considerations to<br />
be taken into account for an effective design and evaluation of a course of new<br />
technologies for pre-service primary foreign language teachers. Secondly, the<br />
appropriateness of the different technologies available and the different possibilities of<br />
presenting them detailing the criteria behind our final syllabus design will be stated.<br />
Thirdly, a description of the course together with the evaluation system adopted will<br />
be provided. And, finally, the students´ perceptions about the program will be<br />
analyzed regarding four factors:<br />
93
a) students´ previous use of ICT for personal and learning purposes, including foreign<br />
language learning use;<br />
b) students´ attitude towards the content of the program;<br />
c) aspects of the training students were particularly satisfied and dissatisfied with;<br />
d) and reflections about students´ experience in the course.<br />
The instruments to evaluate those four issues will be both the students´<br />
reflections about the course contained in their portfolios and the answers to the end of<br />
course evaluation survey. Pedagogical and technological considerations will be drawn<br />
from the course evaluation and future improvements will be proposed to maximize<br />
pedagogical reflection.<br />
Kessler, G. (2006). Assessing CALL teacher training: What are we doing and what<br />
could we do better?. In P. Hubbard, & M. Levy (Eds.). Teacher education in CALL.<br />
Amsterdam/ Philadelphia, PA: John Benjamins.<br />
Kessler, G. (2007) Formal and informal CALL preparation and teacher attitude toward<br />
technology, Computer Assisted Language Learning, 20 (2), 173 — 188<br />
Levy, M. (2009) Technologies in Use for Second Language Learning. The Modern<br />
Language Journal, 93: 769–782.<br />
Zhao, Y., Pugh, K., Sheldon, S., & Byers, J. L. (2002). Conditions for classroom<br />
technology innovations. Teachers College Record, 104(3), 482–515.<br />
Enseñar español a alumnos sinohablantes con nuevas tecnologías<br />
Cáceres Lorenzo, María Teresa<br />
Universidad de Las Palmas de G.C. - mcaceres@dfe.ulpgc.es<br />
Santana Alvarado, Yaiza yaiza_san@hotmail.com<br />
Alfonzo De Tovar, Isabel Cristina<br />
Universidad de Las Palmas de Gran Canaria - cristialf@hotmail.com<br />
Romero Morán, Daida<br />
Universidad de Las Palmas de G.C. - daida.romero.moran@gmail.com<br />
La globalización propia de la sociedad intercultural nos lleva a contar en<br />
nuestras aulas con alumnos chinos. La enseñanza de español a estos nuevos aprendices<br />
es una necesidad social que requiere de los docentes de ELE unos conocimientos y<br />
estrategias precisas. El análisis de necesidades de investigaciones anteriores con<br />
sinohablantes nos posibilita el diseño curricular con nuevas tecnologías. El uso de estas<br />
herramientas debe comprenderse no solo como una alfabetización digital. Pensamos<br />
que el docente tiene a través de ellas la posibilidad de integrar nuevas metodologías y<br />
mejorar la evaluación del proceso de enseñanza/aprendizaje.<br />
Nuestra mesa redonda presenta tres investigaciones realizadas en el Instituto<br />
Confucio de la Universidad de Las Palmas de Gran Canaria entre los cursos 2010-13. El<br />
objetivo común es presentar resultados y aportar nuevas perspectivas a la función<br />
formativa del Portafolio europeo de las lenguas:<br />
a) Diseño curricular de un taller de escritura para Moodle de Yaiza Santana Alvarado.<br />
b) Propuesta de materiales en la red para chinos de Cristina Afonzo de Tovar.<br />
c) Creación de una rúbrica en línea para el trabajo autónomo de sinohablantes de M. Teresa<br />
Cáceres-Lorenzo y Daida Romero Morales.<br />
Coordinadora: M. Teresa Cáceres-Lorenzo.<br />
94
La literatura y su adaptación cinematográfica, musical o iconotextual en concomitancia<br />
con las nuevas tecnologías como herramienta en la enseñanza-aprendizaje de EL2/ELE<br />
para estudiantes Erasmus en Cádiz<br />
Centeno de Guirotane, Marilia<br />
Universidad de Cádiz - mar-ce-gui@hotmail.com<br />
Nuestro trabajo tiene como objetivo presentar propuestas de explotación<br />
didáctica basadas en la literatura, tanto en su vertiente escrita como en adaptaciones<br />
cinematográficas, musicales o iconotextuales, inseridas e un blog literario con la<br />
finalidad de activar y desarrollar la competencia intercultural en estudiantes de ELE<br />
que están en la ciudad de Cádiz como Erasmus.<br />
Teniendo en cuenta la importancia que en la enseñanza-aprendizaje del español<br />
como LE/L2 se le está concediendo a los aspectos culturales, al desarrollo de la<br />
autonomía del aprendiente y a la aplicación de las nuevas tecnologías para el<br />
desarrollo de las competencias comunicativa e intercultural de los estudiantes de<br />
lenguas, proponemos la utilización de un blog literario como una fuente atractiva,<br />
dinámica y actual de recursos didácticos y de materiales literarios, socio-culturales e<br />
históricos para el aula. Vinculamos este proyecto a un espacio concreto, la ciudad y la<br />
provincia de Cádiz, con la idea de que los estudiantes de ELE se acerquen, a través de<br />
la lengua y la literatura, a un patrimonio que a partir de la palabra se expande hacia el<br />
cine, la fotografía, la música, la historia, las artes plásticas…<br />
Intentamos, de ese modo, aproximar la literatura, tema a veces visto como muy<br />
distante y poco motivador, a la actualidad de nuestros alumnos, a sus intereses más<br />
cotidianos como el cine o Internet para, a través de un incremento del elemento<br />
motivacional, lograr una comprensión más amplia del idioma, los textos literarios, la<br />
cultura y la sociedad española.<br />
Pretendemos presentar el blog “Cuaderno de Cádiz”, por una parte como un<br />
macro archivo de materiales seleccionados a disposición del docente y de los alumnos<br />
y, por otra parte como base de propuestas didácticas para la enseñanza-aprendizaje de<br />
ELE. La idea principal es proporcionar una herramienta útil y atractiva para que el<br />
aprendiz se desarrolle como agente social, hablante intercultural y aprendiente<br />
autónomo.<br />
Una perspectiva émica del contacto de lenguas en la universidad: la presión del inglés<br />
Doiz, Aintzane<br />
Universidad del País Vasco - aintzane.doiz@gmail.com<br />
Lasagabaster, David david.lasagabaster@ehu.es<br />
Sierra, Juan juanmanuel.sierra@ehu.es<br />
Este trabajo se enmarca dentro del proyecto de investigación en el que<br />
participan tres universidades bilingües europeas: la Universidad de Lleida, la<br />
Universidad del País Vasco (UPV/EHU) y Cardiff University (Reino Unido). Estas tres<br />
universidades están inmersas en un proceso de internacionalización que, sin lugar a<br />
dudas, está incidiendo de manera importante en el equilibrio de las lenguas que<br />
confluyen en las mismas, es decir, las lenguas oficiales y el inglés. En el caso de la<br />
95
UPV/EHU, el proceso de internacionalización se ha traducido en una mayor presencia<br />
de estudiantes internacionales y de las lenguas extranjeras, y en la adopción de una<br />
perspectiva multilingüe en la documentación oficial de la universidad. Asimismo, las<br />
acciones de innovación curricular en idiomas extranjeros constituyen una herramienta<br />
clave en la estrategia de internacionalización de la universidad. El objetivo de este<br />
trabajo es analizar si la comunidad universitaria (el profesorado, alumnado y personal<br />
administrativo) está en sintonía con la postura institucional.<br />
Para ello, en este trabajo analizamos las opiniones de la comunidad<br />
universitaria sobre el papel que desempeñan las lenguas y la cultura en el proceso de<br />
internacionalización. La muestra está compuesta por 787 participantes: 104 profesores,<br />
632 estudiantes y 51 miembros del personal administrativo, todos los cuales<br />
respondieron a las preguntas abiertas y cerradas de un cuestionario. En este estudio<br />
nos centramos en el análisis de las respuestas a dos preguntas abiertas: (i) Escribe las 5<br />
primeras palabras que te vienen a la cabeza cuando ves el término universidad<br />
internacional; (ii) ¿De qué manera crees que la internacionalización de esta universidad<br />
afecta a la situación del euskera? El estudio de las palabras clave en la primera<br />
pregunta persigue obtener una visión émica del concepto de la universidad<br />
internacional (Garrett, 2010; Garrett y Gallego, 2011), y analiza la visión de la<br />
comunidad universitaria sobre las lenguas y la cultura. La segunda cuestión se centra<br />
en los posibles efectos de la internacionalización sobre la ecología de las lenguas<br />
(Pennycook, 2004). Los resultados revelan que la percepción de los participantes sobre<br />
las lenguas y la cultura varían en función de la pregunta de investigación.<br />
Referencias<br />
Garrett, P. (2010) Meanings of ‘globalisation’: east and west. En N. Coupland (ed.) The<br />
Handbook of Language and Globalization (pp. 447-474). Oxford: Wiley-Blackwell.<br />
Garrett, P. y Gallego, L. (2011) Perceptual shapes of international universities and<br />
implications for minority languages: views from university students in Catalonia and<br />
Wales. Comunicación presentada en el Symposium on Multilingual and International<br />
Universities: Policies and Practices. 11–12 Noviembre 2011, Universidad de Lleida.<br />
Pennycook, A. (2004) Language policy and the ecological turn. Language Policy 3, 213-<br />
239.<br />
Examining non-verbal Communication in the Foreign Language Classroom<br />
Dorota Anna, Nowacka<br />
Adam Mickiewicz University, Poznan, Poland - ndorota@ifa.amu.edu.pl<br />
Non-verbal común cation has received much research attention in the past decades.<br />
Nevertheless, most of research projects have been directed towards the areas of<br />
business presentations, negotiations and the acquisition of social skills. Little research,<br />
however, has investigated the role of foreign language teachers’ use of non-verbal<br />
language and its influence on classroom communication. As researchers observed (e.g.<br />
McCroskey et al. 1996) non-verbal communication affects many aspects of human life,<br />
including cognitive learning and interpersonal relationships. The foreign language<br />
teacher’s non-verbal communication patterns influence a learner’s ability to learn and<br />
96
determine the quality of school curriculum. Therefore, in order to avoid confusing<br />
situations, the teacher should recognize the value of skillfully combining verbal and<br />
non-verbal language since nonverbal behavior indicates how learners interpret the<br />
message and negotiate meaning. What is more, foreign language classes conducted by<br />
teachers who display a wide spectrum of good non-verbal skills are perceived as more<br />
engaging, interesting and, hence, motivating.<br />
The principal aim of the poster presentation is to show the significance, as well<br />
as, complexity of incorporating non-verbal communication in the foreign language<br />
classroom. Thus, it will illustrate some non-verbal behaviors of EFL teachers and will<br />
evaluate these selected samples of teacher-produced data collected during the research<br />
conducted in Poland. The focus will be on presenting the importance of teacher’s nonverbal<br />
behavior that has been found to considerably influence the process of classroom<br />
communication.<br />
Percepciones sobre la formación de profesores de inglés en la Universidad de Quintana<br />
Roo: Resultados preliminares<br />
Dzay Chulim, Floricely<br />
Universidad de Quintana Roo - flordzay@gmail.com<br />
En México, la enseñanza-aprendizaje del inglés como lengua extranjera ha<br />
ocupado espacios importantes en el currículum de secundarias y bachilleratos y, más<br />
recientemente, en escuelas primarias. Esto hace constatar la importancia y relevancia<br />
de los programas de licenciatura y postgrado en la enseñanza del inglés como lengua<br />
extranjera en el país. La Universidades Veracruzana (UV), de Colima (UCOL), de<br />
Guanajuato (UGTO) y de Quintana Roo (UQROO) ofrecen Programas Educativos (PE)<br />
enfocados en la preparación de docentes de inglés en diferentes niveles educativos y<br />
han unido esfuerzos para la realización de un estudio colaborativo con el fin de<br />
conocer las percepciones sobre la formacion de profesores en sus respectivos PE. El<br />
objetivo de esta ponencia es presentar los resultados preliminares obtenidos en la<br />
UQROO, respecto a las percepciones de los estudiantes, profesores, egresados y<br />
empleadores sobre la formación de profesores de inglés y el grado en que ésta satisface<br />
las necesidades reales de la sociedad. Estos resultados proveerán un fundamento<br />
sólido para la evaluación y/o modificación de los planes de estudio, de acuerdo con las<br />
necesidades reales de formación de profesores altamente competentes, considerando el<br />
contexto de la institución y las necesidades del estado. El presente estudio se llevó a<br />
cabo bajo un enfoque mixto al incluir: a) una encuesta aplicada a una muestra aleatoria<br />
estratificada y b) entrevistas individuales y grupales. La muestra de esta investigación<br />
la conforman estudiantes y egresados de la Licenciatura en Lengua Inglesa, así como<br />
profesores del mismo programa y empleadores del sector público y privado de<br />
diferentes niveles educativos. Los resutados que arroja este análisis preliminar<br />
muestran las diferencias y similitudes encontradas entre las percepciones de los<br />
diferentes grupos de participantes, siendo la percepción general que la licenciatura en<br />
Lengua Inglesa de la Universidad de Quintana Roo cumple con los objetivos<br />
establecidos en su programa de estudios, las asignaturas son suficientes y adecuadas;<br />
los profesores que imparten las asignaturas están preparados y su perfil es el adecuado<br />
para la impartición de clase en la licenciatura, aunque hay algunos profesores que<br />
carecen de habilidades docentes y/o dedican mayor tiempo a otras actividades en vez<br />
de la docencia, como son: investigación, puestos académico-administrativos.<br />
97
The use of oral presentations in ‘English-medium instruction’ and ‘English as a Foreign<br />
language’ contexts at university<br />
Gallardo, Francisco francisco.gallardo@unican.es<br />
Martínez, María maria_martinez2@ehu.es<br />
Students are customarily required to perform oral presentations in class in<br />
many study programmes at Higher Education. However, this learning tool is<br />
employed by teachers on the assumption that university students know how to make<br />
use of this tool effectively, disregarding the fact that they have typically received little<br />
formal training in how to make a good oral presentation in previous educational<br />
stages. Furthermore, the implementation of study programmes where English is used<br />
as a means of instruction for some subjects is becoming ever more frequent at<br />
universities in Europe (Wächter & Maiworm, 2008; Doiz, Lasagabaster & Sierra, 2013),<br />
in accordance with the European Commission policy to promote multilingualism and<br />
language diversity in language learning, so university students are confronted with the<br />
task of presenting contents orally through a foreign language in the classroom.<br />
The aim of the present study is to gain insight into the use of oral presentations<br />
in English at Higher Education in Spain. More specifically, we present the results from<br />
an educational experience in which two different university student profiles were<br />
involved – a group of English-medium instruction (EMI) students and a group of<br />
English as a foreign language (EFL) students. Both groups took part in a teaching<br />
experience aimed at improving students’ oral presentation skills. They all had to<br />
subsequently perform an oral presentation in English in class, and assessed the whole<br />
experience afterwards. Students reported having learnt in all the areas involved –<br />
content, language, performance, and use of visual support. However, EMI students did<br />
not perceive that their English language skills had improved in comparison with the<br />
significant gains reported by EFL students as a consequence of their participation in<br />
the experience, which suggests that perhaps EMI lessons, in contrast to EFL settings,<br />
are exceedingly focused on the subject content and considerably disregard the<br />
language component (Ruiz de Zarobe, 2010). In fact, students participating in<br />
multilingualism programmes at university usually highlight their limitations in<br />
English language proficiency, in particular when it comes to writing and speaking<br />
(Doiz, Lasagabaster & Sierra, 2012). Hence, in line with the European Commission’s<br />
action plan to promote multilingualism, we make a call for a more integrated contentlanguage<br />
approach in EMI contexts at university, where planned Focus-on-Form<br />
(FonF) techniques could be used as a means to promote a better development of<br />
particular areas of language (García Mayo, 2009, 2012; Ruiz de Zarobe & Lasagabaster,<br />
2010; Basterrechea Lozano, 2012; Gallardo del Puerto & Martínez Adrián, in press;<br />
Martínez Adrián, Gallardo del Puerto & Gutiérrez Mangado, in press).<br />
Grupos Interactivos: una propuesta innovadora de enseñanza en el aula bilingüe<br />
Garrido Aguayo, Borja<br />
Universidad de Alcalá de Henares, Madrid - bga215@yahoo.es<br />
Uno de los principales retos a los que nos enfrentamos los profesores y las<br />
profesoras de inglés en centros de Educación Primaria, es la falta de destrezas<br />
98
comunicativas por parte de nuestro alumnado. Tanto en la normativa como en la<br />
bibliografía (cf. Marsh, 2002) se subraya la necesidad imperiosa de dominar al menos<br />
una segunda lengua, con el fin de vivir con éxito en una sociedad, intercultural, de la<br />
información. Sin embargo, la realidad es que nuestros alumnos y nuestras alumnas<br />
presentan serias dificultades a la hora de entender y expresarse de manera fluida en<br />
una segunda lengua, según el informe EF EPI de 2011 nuestro nivel de inglés es bajo,<br />
ocupando el último lugar de los países europeos estudiados.<br />
Este estudio defiende que el uso de Grupos Interactivos (Elboj et al., 2002),<br />
entendidos como una agrupación escolar, permite a nuestro alumnado alcanzar una<br />
competencia comunicativa óptima durante su educación primaria. Dado que Grupos<br />
Interactivos aboga por el aprendizaje significativo a través de la interacción (Bruner,<br />
1997; Vigotsky, 1979; Wood, 1988; Donato, 1994; Walqui, 2006), al poner en práctica<br />
esta agrupación usando L2 como lengua vehicular, estamos ayudando a los estudiantes<br />
a desarrollar sus destrezas comunicativas en un contexto real y significativo.<br />
Para la realización del presente estudio se propone un enfoque metodológico<br />
interdisciplinar que combina la metodología comunicativa crítica y el estudio de casos,<br />
y se apoya a su vez en elementos de la investigación cuantitativa. Asimismo, el proceso<br />
de recogida de datos orquesta un número de herramientas clave, como son la<br />
observación participante de orientación comunicativa, notas de campo, cuestionarios,<br />
entrevistas, grabaciones y registros de participación, que se han llevado a cabo en un<br />
centro de educación bilingüe en la Comunidad de Madrid durante sesiones<br />
organizadas en Grupos Interactivos. Más concretamente, la investigación ha tenido<br />
lugar durante 4 años en los que se han estudiado 2 grupos distintos en su tercer ciclo<br />
de educación primaria. Los resultados obtenidos dictaminan que esta forma de<br />
agrupación escolar, no sólo se presenta como una herramienta igualitaria dialógica que<br />
mantiene las altas expectativas de todo el alumnado, sino que también incrementa<br />
sustancialmente el tiempo de habla de los alumnos y alumnas, acelerando el<br />
aprendizaje de una segunda lengua.<br />
Referencias<br />
Bruner, J. (1997). La educación, puerta de la cultura. Madrid: Visor<br />
Donato R. (1994). Collective scaffolding in second language learning. In J.P. Lantof and G.<br />
Appel (eds) Vygotskian Approaches to Second Language Research (pp33-56). Norwood, NJ:<br />
Ablex.<br />
Elboj, C.; Puigdellívol, I.; Soler, M.; Valls, R. (2002). Comunidades de aprendizaje:<br />
Transformar la educación. Barcelona: Graó.<br />
Estudio EF EPI 2011 del Índice de nivel de inglés.<br />
http://www.ef.com.es/__/~/media/efcom/epi/pdf/EF-EPI-2011-Spanish<br />
Marsh,D.(2002). CLIL/EMILE. The European dimension. UniCOM, Continuing<br />
Education Centre. University of Jyväskylä, Finland.<br />
Walqui, A. (2006). The International Journal of Bilingual Education and Bilingualism Vol. 9,<br />
nº 2 pp. 159-168<br />
Wood D. J. (1988). How Children Think and Learn. Oxford: Blackwell.<br />
Vigotsky, L.S. (1979). El desarrollo de los procesos psicológicos superiores. Barcelona: Crítica.<br />
99
100<br />
Impact of ICT and authentic materials in the EFL communicative classroom: from<br />
innovation to research<br />
González Otero, Rebeca<br />
Universidad Autónoma de Madrid - rebeca.gonzalez.otero@gmail.com<br />
Ramírez, Dolores<br />
dolores.ramirez@uam.es<br />
Textbooks have always been a very helpful resource for EFL teachers, as they<br />
can be considered guides and sources of inspiration for those who work on the field of<br />
language teaching. However, relying exclusively on textbooks can be rather limiting<br />
because, as it has been shown, they may fail to provide activities and tasks which could<br />
enhance a real use of the language (Huang 2005; Gilmore 2007; Fernandez Guerra &<br />
Martínez Flor 2003). Despite this fact, it seems that many Spanish Secondary EFL<br />
Teachers still rely to a large extent on textbooks to guide their practices. In addition,<br />
this use of the textbook in the classroom tends to enforce a teacher-centered model,<br />
which often restrains students’ interaction for communicative purposes. For this<br />
reason, many authors have suggested that a good selection of authentic materials,<br />
combined with a rational use of ICTs and a careful design of activities and tasks could<br />
represent a successful alternative to the current practice described (Peacock 1997;<br />
Gilmore 2007; Huang 2005).<br />
The present paper reports on the findings obtained in a preliminary action<br />
research study that derives, firstly, from the observation and analysis of current EFL<br />
teaching practices. As a result of this initial survey, an innovative data driven proposal<br />
was implemented and validated with a group of Bachillerato in their 2nd year who<br />
attended the subject Ampliación de Lengua Extranjera, an optional course where students<br />
can further develop their oral skills. This project was based on a balanced use of<br />
authentic materials and ICTs, which would hypothetically motivate our students in<br />
learning the language. At the same time, we hypothesized that the access to these<br />
digital resources and materials could offer students new opportunities to improve their<br />
oral performance and skills.<br />
The study applied a pre-/post- questionnaire methodology to gather data on<br />
students’ motivation and to find out their opinion on the proposal. In the first place,<br />
students’ needs, interests and motivation sources where examined through the<br />
completion of a pre-test that helped us design an innovative teaching unit. The aim of<br />
this unit was to provide students with the necessary tools and strategies that could<br />
enable the development of their communicative needs and the improvement of their<br />
oral performance. To achieve this goal, the innovative teaching unit designed included<br />
six activities that could be classified in three different categories: a video format, etandems<br />
with native speakers and blogs & podcasts. After its implementation, the unit<br />
was assessed through the completion of a post-questionnaire where students could<br />
reflect on the goals accomplished throughout the teaching unit –goals that where<br />
compared with their initial expectations on the subject– and where students could<br />
assess activities (1) from their personal point of view –adequacy towards their needs,<br />
interests and motivation sources; (2) in what respected its adequacy towards the<br />
syllabus and the potential development of their oral skills.<br />
The outcome of the research reported here is quite positive, as students considered the<br />
tasks, activities and resources matched their needs and interests –and hence, made
them feel motivated to advance and improve in their spoken English. Therefore, this<br />
study leaves an open door for further research: a more comprehensive project where<br />
the effectiveness of some of these and new activities could be tested in a longitudinally<br />
study with other groups of students. It will also be interesting to verify whether the<br />
motivation injected on students can lead towards autonomous learning in the future.<br />
Factores que sesgan los resultados de las Pruebas de Acceso a la Universidad (PAU)<br />
Herrera, Honesto herrera@filol.ucm.es<br />
Amengual, Marian marian.amengual@uib.es<br />
Objetivos y diseños nuevos se contemplan en el examen de la lengua extranjera<br />
en las Pruebas de Acceso a la Universidad Española, ya que las destrezas orales no se<br />
han evaluado desde el principio en esta prueba. Aunque, actualmente, la presión se<br />
centra en los profesores que tienen que preparar a los estudiantes para estos destrezas<br />
(Amengual 2009), no se puede olvidar, primero que hay otras destrezas que se tienen<br />
que evaluar y, segundo, que es el momento de estudiar factores latentes que han<br />
podido sesgar los resultados a lo largo de los años y que todavía pueden seguir en el<br />
futuro siendo la causa de información engañosa. Factores como: el sexo, la edad y el<br />
lugar de trabajo se han estudiado en Herrera 2000, en Amengual 2005, Hill & Sabet<br />
2009) y en Laborda-García y Fernández-Álvarez (2010), pero salvo algunos comentarios<br />
sobre cambios poco significativos en los resultados de los candidatos (Herrera 1999) y<br />
sobre el comportamiento de los distintos correctores, lo que tiene realmente<br />
importancia es la elección de una u otra opción que se ofrece en este examen. Esta<br />
elección afecta a los resultados. Nuestros datos confirman que hay diferencias<br />
significativas según la alternativa que elija el candidato. Por tanto, estos resultados, nos<br />
llevan a proponer un análisis serio y profundo de los nuevos diseños en la Prueba de<br />
Acceso a la Universidad.<br />
Referencias bibliográficas<br />
Amengual Pizarro, M. (2005) Posibles sesgos en el examen de selectividad. En Herrera-<br />
Soler, H. y García Laborda, J. Estudios y criterios para una selectividad de calidad en el<br />
examen de inglés, p.121-148. Valencia: Universidad Politécnica de Valencia.<br />
Amengual Pizarro, M. (2009). Does the English test in the Spanish university entrance<br />
examination influence the teaching of English? English Studies, 90(5), 582-598.<br />
International Journal of Language Studies (IJLS), Vol. 5(3), 2011 | 7<br />
García Laborda, J., & Fernández Alvarez, M. (2010). Las variables sexo, edad y lugar de<br />
trabajo en las actitudes de los profesores hacia la interacción oral en L1 y L2 en la clase<br />
de inglés de segundo de Bachillerato. Porta Linguarum, 14, 91-103.<br />
Herrera Soler, H. (1999). Is the English test in the Spanish University Entrance<br />
Examination as discriminating as it should be? Estudios Ingleses de la Universidad<br />
Complutense. Nº.7: 89-107.<br />
Herrera Soler, Honesto. (2000-2001). The effect of gender and working place of raters<br />
on university entrance examination score. Revista Española de Lingüística Aplicada. Vol.<br />
14: 161-168.<br />
Hill, K., & Sabet, M. (2009). Dynamic speaking assessments. TESOL Quarterly: A Journal<br />
for Teachers of English to Speakers of Other Languages and of Standard English as a Second<br />
Dialect, 43(3), 537-545.<br />
101
La influencia del Proyecto Educativo en el desarrollo de las actitudes hacia el inglés en<br />
un contexto plurilingüe. Un estudio de caso.<br />
Ipiña Larrañaga, Nagore<br />
Mondragon Unibertsitatea - nipina@mondragon.edu<br />
Sagasta, Pilar pili_sagasta@huhezi.edu<br />
Cada vez son más los estudios que ponen de manifiesto la importancia de las<br />
actitudes en los procesos de enseñanza aprendizaje (Gómez-Martínez, 2008; Sadait,<br />
2010; Sasaki, 1993). Asimismo y centrándonos en el ámbito de la educación plurilingüe,<br />
es pertinente mencionar que las directrices educativas procedentes de la Comisión<br />
Europea (2008) han promovido la introducción cada vez más temprana de una lengua<br />
extranjera y por lo tanto, es cada vez más común encontrar dos o más lenguas en el<br />
currículum (Lasagabaster, 2003; Lasagabaster y Huguet, 2007; Lasagabaster y Sierra,<br />
2009). Dentro de este desarrollo de la educación plurilingüe, las actitudes lingüísticas<br />
se han convertido en variables a considerar en los procesos de enseñanza-aprendizaje<br />
de lenguas.<br />
En el contexto de la Comunidad Autónoma Vasca, donde la lengua minoritaria<br />
(euskera), la mayoritaria (castellano) y la lengua extranjera (inglés) conviven en el<br />
currículo escolar, cada alumno realiza valoraciones sobre cada una ellas creando de la<br />
misma manera sus propias actitudes relativas a las distintas lenguas, sus hablantes y su<br />
aprendizaje (Lasagabaster, 2003). A juicio de Dörnyei (2000), son las instituciones<br />
educativas, las familias y la sociedad los factores que más influyen en el cambio de<br />
actitudes lingüísticas. Por ello, se considera necesaria una reflexión sobre las<br />
características del Proyecto Educativo de Centro, cuando el objetivo es fomentar un<br />
plurilingüismo aditivo (Cenoz y Genesee, 1998).<br />
El objetivo de esta comunicación es presentar un estudio de caso llevado a cabo<br />
al objeto de analizar la influencia de factores contextuales como el Proyecto Educativo<br />
en el desarrollo de las actitudes hacia la lengua extranjera (inglés). La muestra de esta<br />
investigación está formada por 100 alumnos universitarios de primer curso que<br />
realizan sus estudios de Grado en Educación Primaria en la Universidad Mondragon.<br />
Los resultados longitudinales obtenidos cuantitativamente muestran que<br />
variables relativas a la naturaleza del Proyecto Educativo influyen significativamente<br />
de modo positivo en las actitudes hacia el inglés de la muestra. El trabajo realizado en<br />
las diferentes materias del currículo, el trabajo colaborativo, la visión común entre los<br />
docentes y las metodologías centradas en los alumnos como el trabajo colaborativo y el<br />
aprendizaje basado en proyectos son las variables independientes más significativas.<br />
Referencias bibliográficas<br />
Cenoz, J. y Genesee, F. (1998). Psycholinguistic perspectives on multilingualism and<br />
multilingual education. In J. Cenoz and F. Genesee (eds) Beyond Bilingualism:<br />
Multilingualism and Multilingual Education. Clevedon: Multilingual Matters.<br />
Commission Europea (2008). Multilingüismo: una ventaja para Europa y un<br />
compromiso compartido. Consultado en:<br />
http://ec.europa.eu/education/languages/pdf/com/2008_0566_es.pdf [Acceso: /08/2011].<br />
Dörnyei, Z. (2000). Motivation in action: Towards a process-oriented conceptualisation<br />
of student motivation, British Journal of Educational Psychology.Vol 70(4), 519-538.<br />
Gómez-Martínez, S. (2008). El aprendizaje del inglés en el ámbito universitario español:<br />
perfiles motivacionales e implicaciones en el aula. Actas del XXXVII Simposio<br />
102
Internacional de la sociedad españila de lingusitica (SEL) Consultado en:<br />
http://www.unav.es/lingui/simposopsel/actas/ [Acceso: 4/11/2009].<br />
Lasagabaster, D. (2003).Trilinguismo en la enseñanza. Actitudes hacia la lengua<br />
minoritaria, la mayoritaria y la extranjera. Lleida: Milenio.<br />
Lasagabaster, D. y Huguet, A. (eds.) (2007). Multilingualism in European Bilingual<br />
Contexts. Language Use and Attitudes. Multilingual Matters.<br />
Lasagabaster, D. y Sierra, J.M. (2009). Language attitudes in CLIL and Traditional EFL<br />
classes. International CLIL Research Journal, vol 1(2), 4-17.<br />
Sadait, A.M. (2010). Language attitude: the case of Jordan. International Journal of<br />
Academic Research, vol 2 (6), 235-243.<br />
Sasaki, M. (1993). Relationships among second language proficiency, foreing language,<br />
aptitude and intellingence: a structural equiation Modelling approach. Language<br />
learning, 43 (3), 313-344.<br />
103<br />
Defining cognitive task complexity of a sequence of tasks: three empirical studies<br />
Levkina, Mayya<br />
Universidad de Barcelona - mayuska15@yahoo.es<br />
The focus of the present study concentrates on a widely debated question in<br />
task-based teaching literature: how to define cognitive complexity of tasks? It has<br />
mostly been measured a posteriori. One of the most frequently used methods of<br />
measuring task difficulty, as an evidence of cognitive task complexity, was considered<br />
a test called, Affective Variables Questionnaire, based on a Likert scale (Robinson 2001,<br />
Gilabert 2005). It was assumed that participants were able to grade the tasks by their<br />
difficulty based on their subjective perception of it. Recent studies, however, showed a<br />
necessity to use some additional psychological measures of task difficulty to detect task<br />
difficulty and also to ensure the significant difference of tasks with different cognitive<br />
complexity levels (Norris & Ortega 2009, Baralt 2009). These other measures include<br />
Time Estimation Task, Eye-Tracking and Brain Screening and, more recently, dual task<br />
methodology (Révész, Michel & Gilabert, 2012). While the last three instruments are<br />
still hardly applicable in an applied linguistics’ context, Time Estimation Task is a<br />
quick and efficient instrument to use in the empirical settings, which had been shown<br />
in various studies on psychological issues. In this light, the present study aims to<br />
establish the cognitive task complexity of a series of tasks manipulated along spatial<br />
reasoning demands. Throughout the three experiments, the analysis of task complexity<br />
is done with the use of both measures (Affective Variable Questionnaire and Time<br />
Estimation Task). The following research question forwarded for each of the studies is:<br />
whether theoretically based manipulation of task along spatial reasoning demands is<br />
confirmed empirically? For each study, the analysis of the obtained results showed<br />
where the difference between task complexity had to be more substantial and<br />
statistically different. Therefore, three experiments were carried out before establishing<br />
the satisfactory graduation of cognitive task complexity. Each experimental design<br />
consisted of three oral tasks with different levels of cognitive complexity. Totally, over<br />
50 volunteered participants took part in the study. After having performed each of<br />
three tasks in English, they were given the Affective Variables Questionnaire and The<br />
Time Estimation Test to do. The results were statistically analyzed by means of<br />
parametric and non-parametric tests. The results for the last experiment showed that
oth tests displayed significant results and so discriminated each of the three tasks by<br />
their complexity.<br />
104<br />
A tool for the study of how English oral competence is developed in 2nd of<br />
Bachillerato textbooks<br />
Luque, Gloria gluque@ujaen.es<br />
Bueno Alastuey, María Camino camino.bueno@unavarra.es<br />
Rábano, Manuel manuelrabano@gmail.com<br />
The aim of this paper is to present a tool for the study of how English oral<br />
competence is developed in 2nd of Bachillerato textbooks. It forms part of a research<br />
Project, called Orientación, propuestas y enseñanza para la sección de inglés en la prueba de<br />
acceso a la universidad, with the reference: FFI2021-22442, granted by the Ministerio de<br />
Ciencia e Innovación. The Project in general and the tool in particular constitute an<br />
attempt to adapt to the prospective University Entrance Exam in English, which will<br />
evaluate oral competence, including comprehension and production and introducing a<br />
level B1 from the Common European Framework.<br />
Our aim was to check whether oral competence is currently developed in 2 nd of<br />
Bachillerato textbooks. In order to do this, we created a tool detailing all the aspects<br />
which should be considered when teaching oral competence. There is a need for an<br />
instrument of this type, as most of the tools used for the evaluation of textbooks in<br />
research literature are too general (Ansary & Babaii, 2002; Tok, 2010), not sufficiently<br />
explicit, or devote little space to how oral aspects are dealt with (Ellis, 1997; Maleki &<br />
Kazemi, 2012; Mukundan, Hajimohammadi, & Nimehchisalem, 2011).<br />
Furthermore, theorists in the field of design and analysis of ELT textbooks<br />
(Ellis, 1997) agree on the need to use assessment checklists for oral data.<br />
The tool is divided into three sections: listening, speaking and pronunciation.<br />
Each section contemplates: whether the skill is introduced, how it is introduced<br />
and coordinated with other skills, the type of oral texts included, what kind of support<br />
there is (visual or textual), the variety of activities developed, its methodology, possible<br />
groupings, the average proportion of time devoted to the particular skill, and the<br />
development of strategies. It also considers whether the tasks can be ascribed to an A2<br />
or a B1 level in the Common European Framework for Languages.<br />
Each section in turn covers numerical and categorical sections, depending on<br />
whether each item in the tool requires an amount (how many….?) or the ascription to<br />
one or several categories considered (i.e. visual support: images, graphs or pictures)<br />
ranging from two to nine. Intra and inter rater’s reliability was measured using<br />
Cohen’s Kappa coefficient for categorical measures and Pearson’s correlations for<br />
numerical/quantitative measures. Both indexes used show statistical significance and a<br />
moderate to high inter and intra rater reliability.<br />
Content validity was also considered through an experts’ judgment on how oral<br />
competence should be considered in second of Bachillerato textbooks.<br />
As a conclusion, our research has established that the tool displays adequate<br />
measure properties, that is to say, good content validity through a judgment of experts<br />
and a moderate to high inter and intra rater reliability.
However, to generalize our conclusions and further validate the tool, it should<br />
be applied to a wider range of textbooks’ units by non-trained raters. That will<br />
constitute our next step.<br />
References<br />
Ansary, H. & Babaii, E. 2002. “Universal Characteristics of EFL/ESL Textbooks: A Step<br />
Towards Systematic Textbook Evaluation” The Internet TESL Journal, 8/2<br />
available online at http://202.194.48.102/englishonline/jxyj/iteslj/index-25.htm<br />
Ellis, R. (1997). “The Empirical Evaluation of Language Teaching Materials”. ELT<br />
Journal, 51/1: 36-42.<br />
Maleki, A. & Kazemi, M. 2012. “The Evaluation and Comparison of Two Most Widely<br />
Used Textbooks for Teaching English to the Iranian Students of Medicine” The Iranian<br />
EFL Journal 8/3: 70-93.<br />
Mukundan, J, Hajimohammadi, R. & Nimehchisalem, V. 2011. “Developing An English<br />
Language Textbook Evaluation Checklist” Contemporary Issues In Education Research,<br />
4/6: 21-28.<br />
Tok, H. 2010. “TEFL textbook evaluation: From teachers’ perspectives” Educational<br />
Research and Review 5/9: 508-517.<br />
105<br />
Vocabulary teaching and L2 textbooks: How much of novelty is there?<br />
López Jiménez, María Dolores<br />
Universidad Pablo de Olavide, Sevilla - mdlopezji@upo.es<br />
In the last 30 years the role of vocabulary in L2 teaching has been<br />
acknowledged. Thus, the focus is no longer on whether vocabulary should be taught<br />
but how. This empirical study researches the treatment given to vocabulary in 24<br />
textbooks for teaching English and Spanish to speakers of other languages: 12 English<br />
textbooks and 12 Spanish textbooks. Each set of textbooks included four books at three<br />
proficiency levels, that is, beginning, intermediate, and advanced. The textbooks were<br />
aimed at young adults and adults published between 1999-2009 by European and<br />
North American publishers.<br />
Regarding one-word lexical units, the results indicate that vocabulary teaching<br />
in these L2 textbooks is rather traditional.First, vocabulary selection criteria continue<br />
being absent in most of the teacher's editions. Second, vocabulary presentation is<br />
mostly arranged in semantic groupings instead of favoring thematic sets. Third, in the<br />
vocabulary practice there is an overuse of closed exercises and open activities to the<br />
detriment of communicative activities. Fourth, the units that recycle vocabulary are<br />
insufficient despite the fact that research suggests multiple encounters with the same<br />
lexical unit. Finally, vocabulary learning strategies are scarce which prevents L2<br />
students from becoming more autonomous.<br />
With respect to the presence of multi-word lexical units, specifically lexical<br />
collocations (e.g., weak tea vs. *feeble tea; make a mistake vs. *do a mistake; dinero<br />
negro vs. *dinero oscuro; cometer un error vs.*hacer un error), most of the analyzed<br />
English textbooks differ from the Spanish books in the explicit teaching of these<br />
combinations. It seems that English authors have taken notice of the latest research on<br />
lexical collocations that advises their explicit instruction. Otherwise, the L2 learner fails<br />
to acquire them due to their idiosyncratic nature.
106<br />
Task design in an English for specific purposes context: from Needs Analysis to<br />
pedagogic tasks<br />
Malicka, Aleksandra<br />
Universidad de Barcelona - aleksandra.malicka@gmail.com<br />
The objective of the current study is two-fold. First, it aims to present the<br />
process of Needs Analysis carried out in an English for specific purposes context.<br />
Second, it seeks to apply the obtained insights to the design of pedagogic task<br />
following Robinson’s (2005) Triadic Componential Framework. The study is motivated<br />
by the fact that in many traditional language courses the starting points in developing<br />
a syllabus are various language features and largely imprecise notions of “difficulty”<br />
or “usefulness”. However, according to Long’s (2005) idea of Needs Analysis, every<br />
language course should be a course for specific purposes and a one-size-fits-all<br />
approach should be substituted by a careful examination of learners’ needs by<br />
consulting both applied linguists and experts in a given field. In Needs Analysis,<br />
traditionally used linguistic units are replaced by task as the unit of analysis (Gilabert<br />
2005).<br />
The present study was carried out in the field of tourism, and more specifically,<br />
in the context of a hotel receptionist’s job. It aimed to explore the following research<br />
questions: 1. Can the daily tasks performed by hotel receptionists be described in terms<br />
of pedagogic tasks? 2. Can the components of the different tasks be described in terms<br />
of variables from the Triadic Componential Framework? 3. In what ways can these<br />
variables be manipulated to establish hypothetically different levels of cognitive<br />
complexity, and potentially target qualitative changes in performance? Following<br />
Long’s (2005) guidelines, two methods were employed to carry out the study: seven<br />
interviews with hotel receptionists and three four-hour long observations at hotel<br />
receptions in different hotels in Catalonia. As a result of applying these techniques, the<br />
corpus of data included the information about what constitutes daily tasks in a given<br />
field, the frequency of their occurrence, the different levels of linguistic and cognitive<br />
difficulty of the performed tasks, and the standards according to which the tasks need<br />
to be completed.<br />
The analysis of the obtained data revealed that the observed tasks represent a<br />
variety of task types previously investigated in the literature (problem-solving,<br />
information-exchange, information-gap tasks) and that many of the internal features of<br />
tasks at hotel reception lend themselves to be described in terms of different variables<br />
from the Triadic Componential Framework. Some of the identified resource-directing<br />
dimensions are the options to choose from (±number of elements), apologizing,<br />
justifying, convincing (±reasoning demands), reporting an incident to a superior<br />
(±perspective-taking and ±here-and-now), or providing directions (±spatial reasoning).<br />
Resource-dispersing dimensions include the repetition of the same task (±task<br />
familiarity), the time available to respond to a problem (±planning time), or the number<br />
of stages involved in task performance (±few steps). This information served as a<br />
starting point in designing a sequence of pedagogic tasks.<br />
The study revealed that the insights obtained from this Needs Analysis can<br />
facilitate taking an informed decision at four major levels of syllabus design: how<br />
pedagogic tasks can be drawn from target tasks (task selection), what is considered a
simple and a complex task (task complexity), and the optimal order of presenting them<br />
(task sequencing).<br />
107<br />
El uso de Blogs y Diigo como herramientas de evaluación<br />
Martínez León, Natalia<br />
nataliaml@uma.es<br />
Jiménez Pérez, Elena<br />
UGR - anele@ugr.es<br />
Una de las funciones que los alumnos deben adquirir es el uso y manejo de las<br />
TICs. En esta comunicación abordaremos el uso de diferentes herramientas TIC para la<br />
evaluación en la Mención de Lengua Extranjera del Grado de Educación Primaria.<br />
En este caso usamos blogs, porfolios (entrega electrónica) y Diigo como<br />
herramientas de evaluación además de otras herramientas (Foros, video, Secuencia<br />
Didáctica) en las asignaturas de la especialidad.<br />
Para reforzar el trabajo individual y colaborativo usaremos varias herramientas<br />
tecnológicas que ayudarán a reforzar y afianzar el aprendizaje, fomentar el<br />
autoaprendizaje y fomentar el compromiso de responsabilidad del aprendizaje por<br />
parte del alumno.<br />
En este curso de especialización de la Mención de lenguas extranjeras hemos<br />
usado diferentes herramientas con marcado aspecto tecnológico para la evaluación del<br />
alumnado.<br />
Algunas herramientas han tenido que ser usadas de modo grupal:<br />
• Creación y actualización semanal de un blog. Incluyendo reflexiones sobre su<br />
aprendizaje, materiales relevantes o información referente a la especialización.<br />
Y otras de modo individual:<br />
• Uso de la herramienta Diigo (Digest of Internet Information, Groups and Other<br />
stuff) que es un sistema de gestión de información personal basado en el<br />
concepto "nube", que incluye marcadores web, bloc de notas post-it, archivo de<br />
imágenes y documentos, así como selección de textos destacados. No sólo<br />
ordena y clasifica los favoritos sino que también nuestras notas e imágenes,<br />
permite comentar las páginas marcadas así como añadir notas flotantes y<br />
remarcar fragmentos de una página estática.<br />
• Grabación de un video al final del curso reflexionando sobre qué han supuesto<br />
las exposiciones grupales de las Secuencias Didácticas de los demás grupos<br />
desde el punto de vista de su desarrollo docente y por último un porfolio de las<br />
tres asignaturas.<br />
Todas ellas nos proveerán de un amplio abanico de herramientas para la evaluación<br />
final que tendrá en cuenta el trabajo final (secuencia didáctica), el proceso de desarrollo<br />
(porfolio), trabajo cooperativo (blog) y trabajo individual (diigo).<br />
En conclusión podemos decir que el uso de la web 2.0 para la evaluación es<br />
versátil. Permite subrayar o dejar comentarios sobre los blogs de los alumnos, permite<br />
dejar comentarios para que solo los vean los miembros de un grupo cerrado, permite al<br />
profesor observar y comentar el proceso de aprendizaje, como si de un cuaderno<br />
digital se tratase y mejora el proceso de enseñanza-aprendizaje así como la<br />
retroalimentación que implica toda evaluación.<br />
Referencias bibliográficas
Bartolomé Pina, A. (2008). Entornos de aprendizaje mixto en educación superior.<br />
Revista Iberoamericana de Educación a Distancia, 11(1), 15-51.<br />
Diigo En: http://es.wikipedia.org/wiki/Diigo Consultado 11/2012<br />
Gámiz, V., Rodríguez, M.J. y Romero, M.A. (2008). Las herramientas didácticas en la<br />
universidad (pp.72-92). En Rodriguez, A., Caurcel, M.J. y Ramos, A.M.: Didáctica en el<br />
Espacio Europeo de Educación Superior. Guías de trabajo autónomo (pp. 72-92). Madrid:<br />
EOS.<br />
Lion, C. (2005). Nuevas maneras de pensar tiempos, espacios y sujetos en Tecnologías<br />
Educativas en tiempos de internet. Buenos Aires: Editorial Amorrortu.<br />
Melaré, D.V.B. (2007). Tecnologías de la inteligencia. Gestión de la competencia<br />
pedagógica virtual. Madrid, España: Editorial Popular.<br />
Redondo Martínez, D (2012). Blogs de autor, seguimiento vía RSS y evaluación con<br />
Diigo en Educación para adultos. En:<br />
http://recursostic.educacion.es/buenaspracticas20/web/es/buenas-practicas-<br />
20/educacion-de-adultos/332-blogs-de-autor-seguimiento-via-rss-y-evaluacion-condiigo-en-educacion-para-adultos<br />
Consultado 11/2012<br />
Redondo Martínez, D. (2011). Marcadores sociales con diigo. En:<br />
http://formacion.enlinea.educa.madrid.org/itic11/talleres/diigo.pdf Consultado<br />
11/2012.<br />
Activities aimed to raise motivation among at risk students in a first year ESO context:<br />
A final task approach<br />
Olivares Porras, Amparo<br />
Universidad de Murcia - olivares.amparo@gmail.com<br />
Sánchez, Purificación purisan@um.es<br />
One of the biggest challenges for a Spanish teacher nowadays is to face a class<br />
where students are considered at-risk and do not seem to have any motivation. Despite<br />
the fact that interest in L2 motivation can be traced back over fifty years (Dörney 2001,<br />
2005; Dörney & Ushioda, 2011; Gardner, 1985) and numerous studies have been carried<br />
out to analyse motivation in educational environments (Bernaus & Gardner, 2009;<br />
Taguchi, Magid & Papi, 2009), no research has taken place in a specific Spanish highschool<br />
context with numerous at-risk students.<br />
The present investigation aimed to lay the cornerstone for motivational analysis<br />
in a first year ESO context through the implementation of a final task based on<br />
cooperative learning (Johnson & Johnson, 1999; Slavin, 1983, 1995; Woolfok, 2001). The<br />
study was divided into three parts and three different groups were analysed. In the<br />
first and third part, students took a motivational questionnaire (Taguchi, Magid, &<br />
Papi, 2009), the aim of which was to measure the differences, if any, after the<br />
implementation of the activities. In the second and main part, group A followed its<br />
traditional teaching method while group B and C followed a programme in which a<br />
final task based on cooperative learning was the main focus of their lessons.<br />
Furthermore, in group C, some additional motivational activities were also carried out<br />
(Dörney, 2001) aimed at increasing group cohesion, a variable also measured in the<br />
motivational questionnaires. It was at this point that the following research questions<br />
were answered through comparison:<br />
108
• Are there any observable motivational changes after one month of exposure to<br />
traditional teaching, cooperative learning-based teaching or teaching based on<br />
cooperative learning and motivational activities?<br />
• Is there any improvement in group cohesion after the implementation of the<br />
additional motivational activities?<br />
The results seem to prove that effectively used cooperative learning has a<br />
positive impact on motivation, which would confirm Slavin’s (1983) theory. Thus,<br />
group A had the least favourable results (8 out of 17 items increased), while in group B<br />
and C results showed a significant improvement in motivation (15 out of 17 items<br />
increased in group B and 16 out of 17 in group C). These facts may provide evidence of<br />
the positive relation between motivation and final tasks methodologies in at risk<br />
contexts. As regards the second research question, it is relevant to highlight that group<br />
cohesion increased in group C bud decreased in group B. This may prove that the<br />
additional motivating activities (Dörney, 2001) implemented in group C were effective<br />
and this may also suggest that they are a necessary requirement for obtaining better<br />
motivational results when implementing a final task.<br />
The results of the present study seem to indicate that cooperative learning is a<br />
suitable strategy when faced with demotivated at-risk students. From my point of<br />
view, further research is required to analyse the possible link between motivation,<br />
task-engagement and achievement. The purpose of this future investigation would be<br />
to set the initial step for at-risk students towards reaching academic success.<br />
References:<br />
Bernau, M. & Gardner, R. C., 2009. Teachers’ motivation, classroom strategy use,<br />
students’ motivation and second language achievement. Porta linguarum, 12, pp. 25-36.<br />
Dörnyei, Z., 2001. Motivational Strategies in the Language Classroom. Cambridge:<br />
Cambridge University Press.<br />
Dörnyei, Z., 2005. The psychology of the language learner. London: Lawrence Erlbaum<br />
Associates.<br />
Dörnyei, Z., & Ushioda. E., 2011. Teaching and researching motivation. Harlow: Pearson<br />
Education Limited.<br />
Gardner, R. C., 1985. Social psychology and second language learning: The role of attitudes<br />
and motivation. London: Edward Arnold.<br />
Johnson, D. W., & Johnson, R., 1999. Learning Together And Alone: Cooperative,<br />
Competitive, And Individualistic Learning (5 th Edition). Englewood Cliffs, NJ: Prentice-<br />
Hall.<br />
Slavin, R. E., 1983. Team-Assisted Individualization: A Cooperative Learning Solution<br />
for Adaptive Instruction in Mathematic (Report No. JHS-CSOS-340).<br />
Slavin, R., 1995. Cooperative learning: Theory, research and practice (2 nd Edition). Boston:<br />
Allyn and Bacon.<br />
Taguchi, T., Magid, M. & Papi, M., 2009. The L2 motivational self-system among<br />
Japanese, Chinese and Iranian learners of English: A comparative study. In Dörnyei, Z.<br />
& Ushioda, E. (Eds.), Motivation, language identity and the L2 self. Bristol, UK:<br />
Multilingual matters pp. 66-97.<br />
Woolfolk, A., 2001. Educational Psychology. Boston, MA: Allyn & Bacon.<br />
109
110<br />
Análisis de las muestras de reflexión sobre el aprendizaje de lengua a través del<br />
portafolio electrónico<br />
Pujolà Font, Joan-Tomàs<br />
Universidad de Barcelona - jtpujola@ub.edu<br />
El portafolio electrónico tiene un gran impacto no sólo como herramienta de<br />
evaluación de los aprendizajes, sino también como herramienta de formación, ya que<br />
incide en los hábitos de estudio de los alumnos y permite desarrollar competencias<br />
imprescindibles en un mundo en el que el conocimiento se genera y transforma de<br />
manera dinámica.<br />
Se deben buscar, por tanto, nuevas estrategias metodológicas que ayuden a los<br />
futuros graduados a desarrollar la capacidad de gestionar el conocimiento, de<br />
adaptarlo a situaciones nuevas e imprevistas; de reflexionar sobre lo que van<br />
aprendiendo, y así ser capaces de aprender autónomamente a lo largo de la vida.<br />
Esta nueva manera de entender el proceso de enseñanza-aprendizaje debe<br />
contemplar también nuevas herramientas de formación y de evaluación, a fin de<br />
garantizar el desarrollo de las competencias profesionalizadoras que demanda la<br />
sociedad. Es en este contexto de innovación que se propone la implementación del<br />
portafolio electrónico.<br />
El portafolio electrónico tiene un gran impacto no sólo como herramienta de<br />
evaluación de los aprendizajes, sino también como herramienta de formación, ya que<br />
incide en los hábitos de estudio de los alumnos, en la manera de interactuar entre<br />
alumnos y profesores, y en cómo se comunican en un formato digital. Asimismo,<br />
permite desarrollar competencias imprescindibles en un mundo en el que el<br />
conocimiento se genera y transforma de manera dinámica.<br />
Las tres comunicaciones que se presentan se enmarcan en un proyecto de<br />
investigación en la línea de trabajo del grupo DIDAL (Dinámicas de Innovación<br />
Docente para el Aprendizaje de Lenguas), un grupo de innovación docente que desde<br />
el curso 2004-2005 lleva a cabo el proyecto interdisciplinario ECAL (Espacio Común de<br />
Aprendizaje de Lenguas) cuyo objetivo principal es implantar un portafolios<br />
electrónico multilingüe (catalán, castellano e inglés) en los Grados de Educación<br />
Primaria, Educación Infantil y Comunicación Audiovisual de la Universidad de<br />
Barcelona.<br />
El objetivo general del estudio que se presenta en la mesa redonda es analizar el<br />
impacto del uso del portafolio electrónico Mahara a través de:<br />
1 Analizar a nivel discursivo y semántico las muestras escritas y orales de reflexión de<br />
los estudiantes sobre el proceso de aprendizaje de una primera o segunda lengua<br />
2. Examinar cómo las técnicas de retroalimentación (feedback) en línea entre alumnos y<br />
entre profesor-alumno inciden en el desarrollo del pensamiento reflexivo y crítico de<br />
los estudiantes y en su capacidad de aprendizaje.<br />
Ponencias de la mesa REDONDA<br />
El desarrollo de la competencia reflexiva de los formandos a través del Portafolio<br />
digital Mahara.<br />
Marc Bayés, Rosa Brion y M. Vicenta González<br />
Análisis semántico de las producciones en el portafolios digital Mahara.<br />
Raúl Alfonso y Vanesa Toquero
Aprendiendo a enseñar lenguas extranjeras mediante el modelo reflexivo-experiencial<br />
y los entornos virtuales en el Grado de Magisterio<br />
Rábano, Manuel manuelrabano@gmail.com<br />
Camacho Ramos, Juan Manuel<br />
Universidad de Alcalá - juan.camacho@uah.es<br />
Garcia Esteban, Soraya<br />
Universidad Alcalá de Henares - soraya.garciae@uah.es<br />
El modelo pedagógico llamado “aprendizaje reflexivo-experiencial” (Kolb,<br />
1984) sostiene que el ciclo de adquisición de conocimiento se basa en la reflexión sobre<br />
hechos previamente experimentados, los cuales, una vez conceptualizados, se<br />
convierten en el eje vertebrador de la “retroacción” o “experimentación activa”, que en<br />
términos de competencias profesionales, entendemos como una forma privilegiada<br />
para la mejora de la actividad docente en general, y de la enseñanza de lenguas<br />
extranjeras en particular.<br />
Las conexiones que se establecen entre la enseñanza reflexiva, las prácticas de<br />
microteaching y el desarrollo de la competencia profesional, están avaladas por<br />
numerosos trabajos (Cruikshank, 1985; Cruikshank, Kennedy, Williams, Holton, &<br />
Faye, 1981; Killen, 1989), y forman parte actualmente de los programas de formación<br />
de varias universidades.<br />
Por otra parte, algunas experiencias en relación con la teoría del aprendizaje<br />
(Bransford, Brown, & Cocking, 2000) ponen de relieve la importancia que tiene<br />
involucrar al alumnado en proyectos que, basados en el aprendizaje significativo,<br />
potencien la reflexión crítica mediante el trabajo colaborativo, destacando, además, que<br />
la reflexión sobre el propio proceso de aprendizaje adquiere una relevancia especial<br />
(Bereiter & Scardamalia, 1989) en el éxito del mismo. Las plataformas virtuales se<br />
convierten, de este modo, en herramientas de gran utilidad para la interacción, el<br />
análisis y síntesis, y la evaluación de la información para construir y compartir el<br />
conocimiento del grupo como elemento motivador y enriquecedor (Lord, & Lomicka,<br />
2004; Liaw, Chen & Huang, 2008) en el proceso de enseñanza y aprendizaje. Esto tiene<br />
un gran impacto en la búsqueda y gestión de la información como vías de construcción<br />
del conocimiento de forma dialógica y colaborativa. Y aquí los entornos virtuales se<br />
conciben, una vez más (Álvarez y Guasch, T., 2006; Williams, 2003) como lugares<br />
privilegiados de encuentro e interacción.<br />
La experiencia que presentamos se desarrolló en la Universidad de Alcalá 1 [1]<br />
durante el año académico 2010-2011. En ella participaron un total de 304 alumnos y 4<br />
profesores. Se pretende, mediante un enfoque de aprendizaje reflexivo-experiencial,<br />
que concretamos en prácticas de microteaching (Wallace, 1991), sentar las bases para la<br />
formación de futuros profesionales reflexivos, críticos, autónomos y predispuestos al<br />
trabajo colaborativo, en el contexto del EEES. Las sesiones de microteaching han sido<br />
grabadas en vídeo (55 en total) y subidas a la plataforma de la UAH (Blackboard) y a<br />
Youtube por el profesorado, con la finalidad de permitir a los estudiantes visualizar su<br />
presentación, así como evaluar su intervención en lengua inglesa, tanto de forma<br />
1 Título del Proyecto: Inglés, competencia comunicativa y profesional mediante prácticas de<br />
Microteaching en el Grado en Magisterio. Código: UAH/EV-436. Curso: 2011-2012.<br />
111
individual como en las tutorías, de acuerdo a los criterios reflejados en la hoja Feedback<br />
Form, previamente proporcionada.<br />
Partiendo del análisis cualitativo (152 valoraciones escritas y 55 vídeos) y<br />
cuantitativo (estadística proporcionada por el sistema) de todo el material generado<br />
durante el proceso, se presentan y discuten los resultados obtenidos prestando especial<br />
atención a las percepciones y el grado de implicación del alumnado. Por último, se<br />
presentan algunas conclusiones y recomendaciones para acciones futuras.<br />
Referencias<br />
Álvarez, I. y Guasch, T. (2006). “Diseño de Estrategias Interactivas para la Construcción<br />
de Conocimiento Profesional en Entornos Virtuales de Enseñanza y Aprendizaje”.<br />
RED. Revista de Educación a Distancia, 14. p.11 http://www.um.es/ead/red/14/<br />
(consultado el 10 de noviembre de 2011).<br />
Bransford, J. D., Brown, A. L., & Cocking, R. R. (eds.) (2000). “How people learn: Brain,<br />
mind experience, and school committee on developments in the science of learning”.<br />
Commission on Behavioral and Social Sciences and Education of the National Research<br />
Council, National Academy Press.<br />
Bereiter, C., & Scardamalia, M. (1989). “Intentional learning as a goal of instruction”. In<br />
L.B. Resnick (Ed.), Knowing, Learning, and Instruction, pp. 361-392., NJ, Hillsdale.<br />
Cruickshank, D. (1985). “Uses and benefits of reflective teaching”. Phi Delta Kappan,<br />
June, 704-706.<br />
Cruickshank, D., Kennedy, J., Williams, E., Holton, J., & Faye, E. (1981). “Evaluation of<br />
reflective teaching outcomes”. Journal of Educational Research, 85(1), 26-32.<br />
Lord, G., y Lomicka, L. (2004). “Developing collaborative cyber communities to<br />
prepare tomorrow’s teachers”. Foreign Language Annals, 37, 3, pp.: 401–417.<br />
Liaw, S. S., Chen, G. D., & Huang, H. M. (2008). “Users’ attitudes toward Web-based<br />
collaborative learning systems for knowledge management”. Computers and Education,<br />
50, 3 pp.: 950–961<br />
Kolb, D.A. (1984). Experiential learning: experience as the source of learning and development.<br />
Englewood Cliffs, New Jersey: PrenticeHall.<br />
Wallace, J., (1991): Training foreign language teachers. A reflective approach. Melbourne,<br />
CUP.<br />
Williams, P.E. (2003). “Roles and Competencies for Distance Education Programs in<br />
Higher Education Institutions”. The American Journal of Distance Education, V.17, pp. 45-<br />
57.<br />
112<br />
Perceptions of native and non-native teachers of English: does it really matter?<br />
Rodríguez Gil, María Esther<br />
Universidad de Las Palmas de Gran Canaria - merodriguez@dfm.ulpgc.es<br />
“World Englishes” was one of my subjects during the academic year 2011-2012.<br />
Amongst the topics raised in the course of teaching was the spread of English as an<br />
international language and its implications in English language teaching, especially in<br />
outer and expanding circle contexts (e.g. Liu 1999, Mahboob 2005, Anchimbe 2006,<br />
Caine 2008). This topic triggered a discussion on the much debated issue of native and<br />
non-native speakers as teachers of English. Most of them agreed, and were firmly<br />
convinced of, that native speakers were better teachers of English than their non-native<br />
counterparts simply because they were better models in terms of linguistic proficiency.
The underlying belief was “the fallacious notion that the ultimate goal of English<br />
language learning is native-like proficiency” (Caine 2008: 6).<br />
An important body of literature has been published on the differences between<br />
native and non-native teachers, and research has been published on the attitudes and<br />
perception of teachers and students in countries in the outer circle as well as in an<br />
international context (e.g. Medgyes 1992, Reves & Medgyes 1994, Butler 2003, Ling &<br />
Braine 2007, Villalobos Ulate 2011). To the best of my knowledge, only Madrid & Pérez<br />
Cañado have explored “teacher and student perceptions of the effectiveness of native<br />
and nonnative teachers of English” (2004: 126) within Spain, and more particularly, in<br />
the Andalusian context. This study aims at contributing to the literature on this field<br />
within Spain. I will investigate what undergraduate students of English language and<br />
linguistics and their teachers at the University of Las Palmas de Gran Canaria think of<br />
native and non-native English speaking teachers. Two specific research questions will<br />
be addressed:<br />
(1) What do university students and teachers in Gran Canaria prefer, native or non-<br />
native teachers of English?<br />
(2) What are their views on the strengths and shortcomings of native and non-native<br />
English teachers?<br />
The purpose of this study is double-folded. On the one hand, the data retrieved<br />
will contribute to shed light on the perception of professional teachers and would-be<br />
teachers of English within Spain. On the other hand, it will explore how awareness can<br />
be raised in the university community regarding the qualities and strengths of native<br />
and non-native educators, reinforcing thus their (self)perception of what makes a<br />
competent teacher of the language.<br />
References<br />
Butler, Yuko Goto. 2003. “Perception versus reality: how important is that Korean<br />
elementary school teachers speak “Good English”?” Working Papers in Educational<br />
Linguistics 19(1): 1-25.<br />
Caine, Tonje M. 2008. “Do you Speak global?: the spread of English and the<br />
implications for English language teaching”. Canadian Journal for New Scholars in<br />
Education 1(1): 1-11.<br />
Eric, Anchimbe. 2006. “The native-speaker fever in English language teaching (ELT):<br />
Pitting pedagogical competence against historical origin”. Linguistic Online 26(1/06): 3-<br />
14.<br />
Ling, Cheung Yin & George Braine. 2007. “The attitudes of university students towards<br />
non-native speakers English teachers in Hong Kong”. RELC Journal 38(3): 257-277.<br />
Liu, Jun. 1999. “Nonnative-English-speaking professionals in TESOL”. TESOL<br />
Quarterly 33(1): 85-102.<br />
Madrid, Daniel & Mª Luisa Pérez Cañado. 2004. “Teacher and student preferentes of<br />
native and nonnative foreign language taechers”. Porta Linguarum 2: 125-138.<br />
Mahboob, A. 2005. “Beyond the native speaker in TESOL”. In S. Zafar (Ed.), Culture,<br />
Context, & Communication. Abu Dhabi: Center of Excellence for Applied Research and<br />
Training & The Military Language Institute, 60-93.<br />
Medgyes, Peter. 1992. “Native or non-native: who's worth more?” ELT Journal 46(4):<br />
340-349.<br />
Reves, Thea & Peter Medgyes. 1994. “The non-native English speaking EFL/ESL<br />
teacher’s self-image: an international survey”. System 22(3): 353-367.<br />
113
Villalobos Ulate, Nuria. 2011. “Insights into native and non-native ELT educators”.<br />
Bellaterra Journal of Teaching & Learning Language & Literature 4(1): 56-79.<br />
114<br />
¿Qué implica tener un nivel A1?<br />
Romero Morán, Daida<br />
Universidad de Las Palmas de G.C. - daida.romero.moran@gmail.com<br />
Cáceres Lorenzo, María Teresa<br />
Universidad de Las Palmas de G.C. - mcaceres@dfe.ulpgc.es<br />
La enseñanza y el aprendizaje de lenguas extranjeras en Europa han estado<br />
sujetos a una absoluta renovación a partir de la aparición del Marco Común Europeo de<br />
Referencia (MCER). Una de las principales contribuciones del MCER es la presentación<br />
de cada uno de los niveles de referencia para el aprendizaje de lenguas extrajeras en<br />
una Europa plurilingüe y pluricultural.<br />
El Consejo de Europa ha dado independencia a cada comunidad lingüística<br />
para especificar los contenidos tanto lingüísticos, como socioculturales y de<br />
aprendizaje para cada nivel. De esta suerte, las comunidades lingüísticas europeas han<br />
llevado a cabo la realización de los descriptores de los niveles de referencia para el<br />
aprendizaje de lenguas siguiendo como patrón las pautas propuestas en la Guía de<br />
Producción de Descriptores del Consejo de Europa, llamada Reference level descriptors for<br />
national and regional languages, la cual desglosa diferentes características comunes que<br />
deben tener estos descriptores de niveles.<br />
En los descriptores publicados, existen contenidos gramaticales y léxicos para<br />
determinadas lenguas cuyos equivalentes en otras aparecen en niveles diferentes en<br />
sus correspondientes descriptores para esa lengua. Este hecho, sin duda, se ve reflejado<br />
en los manuales y materiales para el aprendizaje de lenguas adaptados a estos<br />
descriptores y al MCER, así como en los exámenes de Certificación oficial.<br />
Nuestra participación tiene como objetivo aportar una reflexión sobre la<br />
competencia comunicativa de los alumnos de A1 de español, en comparación con los<br />
alumnos de A1 de inglés y los alumnos de A1 de francés a partir de los resultados de la<br />
comparación de contenidos gramaticales y léxicos en los descriptores del nivel A1 de<br />
lengua española (nivel A1 de Niveles de Referencia del español. Plan Curricular del Instituto<br />
Cervantes), de lengua francesa (Niveau A1 pour le français) y de lengua inglesa (nivel<br />
Breakthrough A1 del English profile), así como los respectivos exámenes de certificación<br />
oficial para este nivel en cada lengua.<br />
Insights into L2 teachers’ pedagogical content knowledge: A cognitive perspective on<br />
their grammar explanations<br />
Sanchez, Hugo Santiago<br />
University of Bath - H.S.Sanchez@bath.ac.uk<br />
Language teacher cognition (LTC) research has deepened our understandings<br />
of the pedagogical decisions second and foreign language (L2) teachers make and of<br />
how these are influenced by a range of interacting factors. This study builds on this<br />
tradition of work by examining, with specific reference to L2 grammar explanations,<br />
how experiential, cognitive, and contextual factors interact in defining L2 teachers’<br />
grammar teaching practices. The primary focus of this study is on understanding L2<br />
teachers’ grammar-related pedagogical content knowledge, that is to say, their
knowledge of the specific instructional techniques which they use to explain grammar<br />
content in order to make it accessible to the learners.<br />
The context for the work is the teaching of English as a foreign language (EFL)<br />
in a state secondary school in Argentina. This study thus furthers the research tradition<br />
noted above both by extending our insights of teachers’ practices and cognitions in<br />
teaching L2 grammar as well as by doing so in the work of state sector ‘non-native’<br />
speaker teachers of English. The volume of classroom-based research of the kind<br />
reported on in this study remains limited in such contexts and Argentina in particular<br />
is a country that has not featured at all to date in the LTC literature.<br />
Based on a larger eight-month investigation of teacher cognition and L2<br />
grammar teaching, this study was exploratory-interpretive in nature and followed a<br />
within-site, embedded, multiple-case design. Two case studies (two experienced EFL<br />
teachers) were conducted and, within each case, themes or embedded units (cognition,<br />
experience, and context) were examined. The cases and themes were studied within<br />
their particular micro context of occurrence (the teachers’ EFL classes), which was, in<br />
turn, immersed in a macro context (EFL department at a state secondary school). The<br />
primary data came from classroom observations and post-lesson stimulated recall<br />
interviews in which the teachers explained the rationale for their use of particular<br />
grammar teaching techniques. Further data were collected through autobiographical<br />
accounts, teacher diaries, and semi-structured interviews.<br />
The findings highlight not only the array of instructional strategies employed<br />
by the teachers in their grammar explanations but also the diverse and interacting<br />
range of pedagogical concerns which motivated teachers in opting for these strategies.<br />
More broadly, the analysis of the teachers’ work and their rationales for it highlight the<br />
influence on their pedagogical decisions of their own prior learning experiences, their<br />
perceptions of their knowledge of grammar, their beliefs about the value of grammar<br />
in L2 learning, and their unique interpretations of the context in which they worked.<br />
The findings contribute to our understanding of the nature of L2 teachers’ grammarrelated<br />
pedagogical content knowledge. The qualitative accounts of teachers’<br />
classroom practices and of their commentaries on their work also constitute material<br />
which can be productively used in language teacher education and development<br />
contexts.<br />
115<br />
La retroalimentación entre pares en el portafolio electrónico y el aprendizaje de<br />
lenguas: el discurso metalingüístico<br />
Sánchez Quintana, Núria nsanchezquintana@ub.edu<br />
Mateo Ruiz, Miguel<br />
Universitat de Barcelona - miquel.mateo@gmail.com<br />
El enfoque competencial de la educación pone el acento en la necesidad de<br />
formar profesionales reflexivos y críticos en un mundo en el que la gestión del<br />
conocimiento y la adaptación a la rapidez de los cambios es fundamental. Se deben<br />
buscar, por lo tanto, nuevas estrategias metodológicas que faciliten tanto la reflexión<br />
como la incorporación del cambio durante el proceso de enseñanza-aprendizaje.<br />
En este contexto, el portafolio juega un papel relevante puesto que incide tanto<br />
en el proceso de evaluación como en el de formación, así como en la evolución de los<br />
hábitos de estudio de los alumnos. Todo ello les permite desarrollar competencias
imprescindibles en este mundo en el que el conocimiento se genera y transforma de<br />
forma tan dinámica.<br />
En las facultades de Formación del Profesorado y de Biblioteconomía y<br />
Documentación de la Universidad de Barcelona, los profesores de las áreas de lengua<br />
(español, catalán e inglés) utilizamos el portafolio electrónico como herramienta en<br />
nuestra práctica docente y disponemos ya de un corpus de más de 500 portafolios.<br />
El objetivo de esta comunicación es presentar los resultados de una<br />
investigación que nos permite conocer – a través del análisis del discurso generado- el<br />
modo en el que se produce la retroalimentación entre pares con el fin de obtener una<br />
mejor comprensión del lenguaje metalingüístico de los aprendices de lengua e<br />
incorporar este nuevo conocimiento al discurso del profesor para, de este modo, lograr<br />
una retroalimentación eficaz que redunde en un mejor aprendizaje.<br />
Nuestra metodología es la propia del análisis del discurso. Qué se comentan en<br />
las retroalimentaciones los alumnos y cómo lo hacen. El instrumento utilizado ha sido<br />
el portafolio electrónico Mahara. Los datos analizados se han extraído del corpus<br />
anteriormente mencionado, de la retroalimentación realizada por 60 aprendices de<br />
lengua española entre sí, seleccionados de forma aleatoria.<br />
El modelo de análisis se ha basado en identificar aspectos como los siguientes:<br />
núcleos temáticos, modalización, uso de los pronombres, perífrasis, recursos de<br />
atenuación, calificadores, secuencias argumentativas, etc.<br />
Los resultados obtenidos nos han permitido categorizar las tipologías de<br />
retroalimentación, los diversos modos y técnicas de llevarla a cabo, desde muy<br />
esquemáticas a muy visuales, desde secuencias argumentativas –implicando, en<br />
ocasiones, también al docente- a explicaciones gramaticales o valoraciones, etc.<br />
Los aprendices valoran muy positivamente el proceso y manifiestan que<br />
favorece su aprendizaje. Asimismo, se producen secuencias argumentativas<br />
(dialógicas) de calidad que difícilmente se dan en la retroalimentación entre profesor y<br />
alumnos.<br />
Los datos obtenidos y la valoración de los discentes nos llevan a la conclusión<br />
de que el uso del portafolio promueve la reflexión metalingüística y por tanto su<br />
validez como herramienta en la enseñanza de lengua(s).<br />
Referencias bibliográficas:<br />
Freedman, S.W. (1991): Evaluating writing: linking large-scale testing and classroom<br />
assessment. Occasional paper 27. Carnegie Mellon University. Berkeley: University of<br />
Califonia.<br />
Gibs, G. y C.Simpson (2009): Condicions per a una avaluació continuada que afavoreixi<br />
l’aprenentatge. Quaderns de Docència Universitària 13. Barcelona: Octaedro.<br />
Lyons, N. (comp) (1999): El uso de portafolios. Propuesta para un nuevo profesionalismo<br />
docente. Buenos Aires: Amorrortu.<br />
Parcerisa, Artur (coord.) (2010): Ejes para la mejora docente en la universidad. Barcelona:<br />
Octaedro<br />
Pujolà, J.T. y V. González (2008): “El uso del Portafolio para la Autoevaluación en la<br />
Formación Continua del Profesor”, Revista Marco ELE, 7, pp. 77-98.<br />
Pujolà, J.T., B. Montmany y V. González (2012) : “Opening pedagogical possibilities<br />
through an open source tool: integrating formal and informal language learning using<br />
Mahara”. Comunicació en Eurocall CMC & Teacher Education SIGs Annual<br />
Workshop: Learning through sharing: Open resources, open practices, open<br />
116
communication. Centro Interfacoltà di Linguistica Teorica ed Applicata (CILTA)<br />
University of Bologna, 29-30 March 2012.<br />
Schön, D.A. (1987): Educating the Reflexive Practitioner: Toward a New Design of Teaching<br />
and Learning in the Professions. San Francisco: Jossey-Bass Publishers.<br />
117<br />
El análisis semántico en las reflexiones del portafolio digital Mahara<br />
Toquero Ramos, Vanesa vanesatoquero@hotmail.com<br />
Alfonso Lozano, Raúl Universidad de Barcelona - ralfonso@ub.edu<br />
Gutiérrez-Gamero, Isabel isabelggamero@gmail.com<br />
El portafolio se considera una herramienta que permite potenciar una reflexión<br />
activa, gracias al cual tanto el profesor como el estudiante son capaces de indagar en<br />
las ideas subyacentes para justificar o censurar una determinada actuación. Además, la<br />
reflexión se proyecta hacia atrás, mostrando los conocimientos previos, y hacia<br />
adelante, a través de una conciencia de las propias metas y propósitos. La reflexión que<br />
propone el portafolio no es estática sino que implica una acción y un cambio (Atienza,<br />
E. y González, V., 2012).<br />
La metodología se enmarca dentro del paradigma cualitativo y cuantitativo<br />
definido por Dörney (2001), así como dentro de la investigación - acción definida por<br />
Lewin (1946), donde el profesor es investigador y observador de su propia acción<br />
educativa.<br />
Nuestra investigación implica la recogida de las reflexiones llevadas a cabo por<br />
500 alumnos de la Universidad de Barcelona y el análisis e interpretación de los datos<br />
que se extraen de las mismas. La muestra de este estudio consta de 100 portafolios<br />
pertenecientes a la asignatura de Lengua Castellana para la enseñanza de los estudios de<br />
Grado de Magisterio de Educación Primaria e Infantil.<br />
El desarrollo de la competencia de aprender a aprender comporta un proceso en<br />
sí mismo en la producción de las diferentes vistas del portafolios. Se trata de un<br />
proceso reflexivo donde el estudiante centra su atención en determinados conceptos<br />
relevantes a la hora de tomar conciencia de su propio aprendizaje, dentro de la<br />
asignatura y de su portafolio digital pero, al mismo tiempo, dentro de la perspectiva de<br />
evolución individual como persona autónoma que dirige su formación.<br />
Para llevar a cabo un seguimiento -desde la perspectiva semántica- de las<br />
reflexiones llevadas a cabo por los estudiantes en cada una de las vistas realizadas, nos<br />
proponemos:<br />
• Analizar los temas sobre los que reflexionan los estudiantes.<br />
• Observar si existe una evolución entre la reflexión de partida y la reflexión<br />
final.<br />
• Analizar si los temas tratados en la primera reflexión son abstractos, poco<br />
definidos y generales y si existe una evolución hacia un verdadero análisis del<br />
propio aprendizaje, es decir, hacia unos temas más específicos, particulares y<br />
propios.<br />
• Comprobar si en las reflexiones existe un reconocimiento de las propias<br />
carencias y necesidades.<br />
• Revisar cuáles son las expectativas de partida que tienen los estudiantes y si las<br />
llevan a cabo.
• Analizar qué estrategias y técnicas son consideradas útiles por los estudiantes<br />
para desarrollar su propio aprendizaje.<br />
Así, el análisis semántico de las reflexiones de cada una de las vistas nos permitirá<br />
observar si existe verdaderamente una evolución en el aprendizaje por parte de los<br />
alumnos. De la misma manera, nos permitirá obtener conclusiones respecto a las<br />
capacidades de los alumnos de familiarizarse con una metodología que potencia la<br />
autonomía del estudiante, la toma de decisiones y el desarrollo de la capacidad de<br />
reflexión.<br />
Bibliografía<br />
Atienza, E. y González, V. “El portafolio de formación desde el punto de vista del<br />
formando” en Translation, Technology and Autonomy in Language Teaching and Learning,<br />
Alderete-Díez, Pilar / Incalcaterra McLoughlin, Laura / Ní Dhonnchadha, Labhaoise /<br />
Ní Uigín, Dorothy (eds.), Berna, Peter Lang.<br />
Dörney, Z. (2001). Motivational Strategies in the Language Classroom. Cambridge,<br />
Cambridge University Press.<br />
Lyons, N. (comp.)(1999). El uso de portafolios. Propuesta para un nuevo profesionalismo<br />
docente. Buenos Aires: Amorroru. Pujola, J.T. y González, V. (2008). ”El uso del<br />
portafolio para la autoevaluación en la formación continua del profesor”, revista Marco<br />
ELE, 7, 77-98.<br />
118<br />
Second Language Writing as Moderated by Cognitive Task Complexity<br />
Vasylets, Olena Universitat de Barcelona - ovasylets@hotmail.es<br />
Gilabert, Roger Universitat de Barcelona - rogergilabert@ub.edu<br />
In recent years there has been an increasing interest in task-based second<br />
language teaching (TBLT). This approach reconceptualizes in some way<br />
communicative language teaching by promoting L2 learning by means of integrated<br />
tasks that resemble real-life holisitic uses of language. Four main strands can be<br />
identified within TBLT. Framed within the cognitive information-processing approach<br />
in TBLT, this paper explores the ways the task design interacts with human cognitive<br />
and attentional processes during task performance (Skehan & Foster, 2001, Robinson,<br />
2001, 2005; Robinson and Gilabert, 2007). One of the leading theoretical frameworks<br />
guiding cognitive task-based research is the Cognition Hypothesis (Robinson, 2001,<br />
2005; Robinson & Gilabert, 2007), which predicts that tasks with increased complexity<br />
along the so-called resource-directing dimensions promote more accurate and complex<br />
L2 performance at the expense of fluency. So far, the assumptions of the Cognition<br />
Hypothesis have been mainly tested in L2 oral production. Studies with L2 written<br />
performance are surprisingly scarce and display ambiguous findings.<br />
In this paper, we present the results of the experiment in which we explored the<br />
impact of the increased cognitive task complexity on L2 written performance of N=51<br />
English students coming from two different cultural and learning contexts. By means<br />
of a 2X2 design, 32 Russian/Ukrainian and 19 Spanish/Catalan EFL learners were asked<br />
to perform two written tasks, in which the amount of reasoning was manipulated into<br />
complex and simple. A wide array of general and specific measures was employed to<br />
assess lexical and syntactic complexity, accuracy and cohesion of the written<br />
compositions. Manual counts performed by three human raters were combined with<br />
the use of the text analysis instrument Coh-Metrix (Graesser et al., 2004). In addition to
the analytic measures, a measure of communicative adequacy (Kuiken et al., 2010) was<br />
used. In our study, this holistic measurement performed a function of a task<br />
completion measure, as it assessed the degree to which the participants complied with<br />
the task instructions, as well as how successful the participants were in achieving the<br />
communicative goals of the experimental task. Also, the learners´ affective perception<br />
was explored by means of an affective questionnaire (Robinson, 2001). Finally, time<br />
estimation was used as one of the independent measurements of task complexity.<br />
The results of the experiment provided empirical evidence that increased task<br />
demands qualitatively changed L2 learners´ written production. In our study,<br />
increased task complexity in the written task resulted in the enhanced syntactic<br />
complexity, lexical sophistication and more frequent use of connectives, rather than<br />
accuracy. Interesting patterns emerged in the correlations between the learners´<br />
perceptions of the task and the measures of L2 written production. The results for time<br />
estimation are discussed in the light of the attentional models of time perception<br />
(Thomas & Weaver, 1975; Zakay, 1989). Important implications for task-based<br />
language teaching, L2 writing instruction and L2 assessment in classroom are drawn.<br />
References:<br />
Graesser, A., McNamara, D.S., Louwerse, M. & Cai, Z. (2004). Coh-Metrix: Analysis of<br />
text cohesion and language, Behavioral Research Methods, Instruments, and Computers,<br />
36, p.193-202.<br />
Kuiken, F., Vedder, I., and Gilabert, R. (2010). Communicative adequacy and linguistic<br />
complexity in L2 writing. In I. Bartning., M. Martin, and I. Vedder (Eds.),<br />
Communicative proficiency and linguistic development: Interactions between SLA and<br />
language research, Vol.1 of Eurosla Monographs series, p. 81-99.<br />
Robinson, P. (2001). Task complexity, task difficulty, and task production: Exploring<br />
interactions in the componential framework, Applied Linguitics, 22, p. 27-57.<br />
Robinson, P., (2005). Cognitive complexity and task sequencing: Studies in a<br />
componential framework for second language task design, IRAL, 43, p. 1-32.<br />
Robinson, P., Gilabert, R. (2007). Task complexity, the Cognition Hypothesis and<br />
second language learning and performance, IRAL, 45, p. 161-176.<br />
Skehan, P., Foster, P. (2001). Cognition and tasks. In P. Robinson (Eds.), Cognition and<br />
second language instruction, p. 183-205. Cambridge: Cambridge University Press.<br />
Thomas, E., Weaver, W. (1975). Cognitive processing and time perception, Perception<br />
and Psychophysics, 17, p. 363-367.<br />
Zakay, D. (1989). Subjective time and attentional resource allocation: An integrated<br />
model of time estimation. In I.Leven & D. Zakay (Eds.), Time and human cognition: A lifespan<br />
perspective, p. 363-397, Amsterdam: Elseveir.<br />
LENGUA PARA FINES ESPECÍFICOS<br />
119<br />
El ingeniero ante el anglicismo tecnológico: análisis y herramienta de ayuda.<br />
Alvarez, Inmaculada ialvarez@euitt.upm.es<br />
Rosado Poveda, Luis Daniel<br />
Universidad Politécnica de Madrid - ldrosado@gmail.com<br />
Los dominios de la telecomunicación y la informática, que hoy día se integran<br />
en lo que se conoce como Tecnologías de la Información y la Comunicación (TIC), se
caracterizan por una elevada presencia de anglicismos (Álvarez de Mon, 2006.), ya que<br />
la lengua inglesa, como lengua de la comunicación científica y técnica, es la fuente<br />
principal de neologismos en este lenguaje especializado. En el ámbito de las<br />
tecnologías de la información y las comunicaciones, estos anglicismos son en algunos<br />
casos imprescindibles, pero es necesario informarse para no utilizarlos de forma<br />
indiscriminada.<br />
En un trabajo de investigación reciente (Rosado Poveda, 2012) dirigido por el<br />
Departamento de Lingüística Aplicada a la Ciencia y a la Tecnología de la Universidad<br />
PM, se ha diseñado una herramienta cuyo objetivo primordial es ayudar al ingeniero<br />
que se enfrenta al neologismo cuando redacta su tesis doctoral. Esta herramienta<br />
presenta la información que el ingeniero puede consultar para utilizar correctamente<br />
estos nuevos términos mediante la recopilación de datos de herramientas software y de<br />
distintas fuentes de Internet.<br />
La herramienta en línea que se ha diseñado ayuda a detectar en los textos<br />
posibles neologismos (principalmente anglicismos), ofrece información sobre dichos<br />
términos para que los usuarios puedan decidir si los incluyen en el texto que redactan<br />
o los sustituyen por alguna de las opciones sugeridas y recoge estadísticas de uso con<br />
el fin de refinar la información suministrada en siguientes versiones de la herramienta.<br />
La herramienta funciona del siguiente modo. En primer lugar, el usuario introduce<br />
mediante su interfaz un texto y lo envía al servidor donde se realizará una extracción<br />
de los neologismos/anglicismos mediante “listas de exclusión” (Estornell, 2009),<br />
aunque se está trabajando en la incorporación de patrones léxico-sintácticos (Janssen,<br />
2009). Una vez extraídos los anglicismos, se genera un listado que se utiliza para<br />
realizar diversas consultas a distintos servicios web. El objetivo es obtener toda la<br />
información posible sobre cada uno de los términos de dicha lista. Una vez recopilada<br />
la información, el servidor la procesa y genera una página web en la cual se incluye el<br />
texto introducido y los datos obtenidos de las fuentes consultadas. En el caso de los<br />
acrónimos, se ofrece, además, su explicación y se propone el acrónimo en castellano; se<br />
enlaza a la entrada de dicho término en Wikipedia en distintos idiomas y se ofrecen<br />
sugerencias posibles para su traducción, así como normas de estilo, etc.<br />
Referencias:<br />
Álvarez de Mon, I. 2006. "Del electrón a la telefonía UMTS: un recorrido terminológico<br />
por el léxico de la telecomunicación" en A Pleasure of Life in Words. A Festschrift for<br />
Angela Downing. Eds. M. Carretero et al. Editorial Universidad Complutense de<br />
Madrid, Madrid: 241-262.<br />
Estornell Pons, M. 2009. "Neologismos en la prensa. Criterios para reconocer y<br />
caracterizar las unidades neológicas" en Anejo Nº 70 de la Revista Quaderns de Filologia<br />
Facultat de Filologia, Traducció i Comunicació. Universitat de València.<br />
Janssen, M. 2009. "Detección de neologismos: una perspectiva computacional" en<br />
Debate Terminológico No. 0, Ago. 68-75.<br />
Rosado Poveda, L.D. 2012. "El neologismo en textos de telecomunicación e<br />
informática". Proyecto de investigación inédito. Universidad Politécnica de Madrid.<br />
Wikipedia, La enciclopedia libre. http://www.wikipedia.org/<br />
120
Spanish Medicine and History scholars writing to publish in English-medium journals:<br />
attitudes, motivations, strategies and difficulties<br />
Burgess, Sally Universidad de La Laguna - sburgess@ull.es<br />
Martín Martín, Pedro Universidad de La Laguna - pamartin@ull.es<br />
In the last few decades, publishing one's research in the international arena has<br />
become increasingly crucial for Spanish scholars in most disciplinary areas.<br />
Nevertheless, publishing in English-medium international journals still represents a<br />
considerable hurdle for many.<br />
As part of a wider research project involving a large online survey of scholars at<br />
five universities and research institutions in Spain, the present paper focuses on two<br />
research fields, namely Medicine and History. Our objective is twofold: on the one<br />
hand, to explore the attitudes, motivations, strategies used and difficulties experienced<br />
by these scholars when publishing in English; and on the other hand, to identify their<br />
writing needs in English for Research Publication Purposes (ERPP).<br />
The results indicate that in terms of attitudes the two disciplines are in many<br />
ways polar opposites. While in Medicine there is a general acceptance of the need to<br />
publish in English accompanied by positive attitudes, in History there is far greater<br />
ambivalence with some scholars expressing concern about the impact that publication<br />
in English might have on their discipline. While Historians continue to publish in<br />
Spanish and a large number of other European languages, they share with their<br />
colleagues in Medicine a recognition of the need to improve their proficiency in<br />
English and to acquire more effective writing and publishing strategies especially in<br />
relation to discourse and stylistic conventions, interpretation of results and presention<br />
of one's research both convincingly and coherently.<br />
These results point to a generalised need for training in specific areas of<br />
academic writing, and are therefore a most helpful source of information for future<br />
studies in Spanish-English intercultural rhetoric, and ultimately for the design of<br />
teaching resources in ERPP.<br />
Carencia de destrezas comunicativas en inglés en el ámbito empresarial y soluciones<br />
preventivas desde la Universidad<br />
Calle, Cristina kriscalle@gmail.com<br />
Existen profundas carencias Como profesora de inglés de negocios dentro de la<br />
universidad y en el ámbito empresarial, he detectado con preocupación, las profundas<br />
carencias comunicativas reales de inglés de los trabajadores dentro de las empresas en<br />
determinadas situaciones comerciales. Estas carencias han sido estudiadas a través de<br />
encuestas de análisis de necesidades realizadas en empresas pertenecientes a diferentes<br />
sectores. Las encuestas de análisis de necesidades se realizaron vía on-line en cuatro<br />
empresas de Madrid pertenecientes a diferentes sectores. El total de trabajadores que<br />
respondieron al 100 % de las preguntas fue de 50. La metodología utilizada con los<br />
alumnos fue la siguiente:<br />
1. Poner al alumno en estas tres situaciones sin ninguna preparación previa y<br />
comprobar los resultados.<br />
2. Explicar al alumno las pautas a seguir en cada actividad, las expresiones<br />
apropiadas y los objetivos que se esperaban de cada una de ellas.<br />
121
3. Volver a exponer a los alumnos a las situaciones y hacer un feedback de los<br />
resultados.<br />
Del total de situaciones reflejadas en las encuestas en las que los trabajadores<br />
tenían necesidades, se seleccionaron tres que tuvieran que ver con la interacción y con<br />
la obtención de resultados comerciales o cumplimiento de objetivos. Estas situaciones<br />
fueron: presentaciones y reuniones, conversaciones telefónicas y videoconferencias y<br />
negociaciones con clientes.<br />
Tras este análisis, se decidió diseñar actividades para realizar en el aula con los<br />
alumnos universitarios que todavía no estaban inmersos en ese ámbito laboral. Autores<br />
como Cotton y Robbins (1993), Ellis y Johnson (1994) y Matthews (1987) también han<br />
hecho estudios sobre la importancia de la realización de actividades prácticas en el aula<br />
para adquirir destrezas orales con el fin de ponerlas en práctica en futuras situaciones<br />
profesionales. La enseñanza/aprendizaje de las Lenguas para Fines Específicos se basa<br />
en la estrecha relación que debe establecerse entre la formación académica de los<br />
discentes y los usos comunicativos concretos, en la necesidad de adecuar los<br />
programas de enseñanza a las exigencias académicas profesionales de grupos<br />
específicos de usuarios. (Rico, 1999).<br />
El objetivo de las actividades diseñadas siempre estuvo relacionado con el<br />
trabajo final del alumno. Lo que se ha querido demostrar es cómo con pocas horas de<br />
clase y sin centrarnos demasiado en los aspectos léxicos y lingüísticos, siguiendo unas<br />
pautas determinadas para realizar cada actividad, facilitando sólo el vocabulario y<br />
expresiones necesarias, adecuando lo anterior al contexto e involucrando al alumno en<br />
la actividad, se puede obtener un aprendizaje efectivo en pocas sesiones y hacer que el<br />
alumno se sienta cómodo en situaciones específicas que puede encontrar en un futuro<br />
en su trabajo.<br />
Se comprobó que el aprendizaje del alumno había sido más efectivo poniendo<br />
en práctica unas actividades comunicativas breves y explicadas de forma<br />
esquematizada y clara sin sobrecarga de vocabulario y con libertad de utilizar o no el<br />
que se les estaba enseñando para utilizar en los tres diferentes tipos de situaciones. Se<br />
llegó a la conclusión de que los profesores no sólo somos transmisores de conocimiento<br />
lingüístico sino entrenadores de macro destrezas prácticas y humanas.<br />
Referencias bibliográficas<br />
Cotton, D., Robbins S. 1993. Business Class. London: Nelson<br />
Ellis, M., Johnson C. 1994. Teaching Business English. Oxford: Oxford University Press.<br />
Matthews, C. 1987. Business Interactions. Hemel Hempstead: Prentice Hall.<br />
Rico, M. 1999. Business Interactions. “Pruebas de evaluación en inglés para fines<br />
específicos (IFE): tests de micro-destrezas lingüísticas / tests de macrodestrezas<br />
comunicativas”, Revista Española de Lingüística Aplica: RESLA, 369-380.<br />
122<br />
Estudio del sintagma verbal en textos económicos ingleses y españoles<br />
Calle, Cristina kriscalle@gmail.com<br />
El presente artículo propone un análisis contrastivo de los sintagmas verbales<br />
utilizados en textos económicos escritos en inglés y en español. Se llevará a cabo un<br />
estudio detallado de los recursos verbales utilizados por cada lengua. El estudio<br />
comparativo de las dos lenguas revelará una serie de coincidencias, derivadas de su<br />
condición de pertenecer a un mismo género, y de similitudes y diferencias tanto
estructurales como retóricas que se manifiestan en distinciones en el uso del sintagma<br />
verbal.<br />
En el registro científico tanto del inglés como el español, la voz pasiva es una<br />
construcción encontrada frecuentemente, especialmente en la sección de Materiales y<br />
Métodos de los artículos de investigación; no obstante hay un claro predominio de la<br />
voz activa sobre la voz pasiva en el conjunto de este tipo de textos. Sin embargo, el uso<br />
de ambas voces no coincide en todas las secciones retóricas del discurso científico.<br />
El modelo de análisis y comparación seguido se basa en el método establecido<br />
por Hanania y Akhtar (1985). También se ha tenido en cuenta las modificaciones<br />
hechas por Williams (1994) en su estudio comparativo de textos médicos. Siguiendo a<br />
Valero (1996), se han introducido algunas modificaciones a la hora de analizar las<br />
formas verbales españolas debido a las diferencias existentes entre dichas formas<br />
verbales en español con respecto al inglés.<br />
Con este estudio se pretende demostrar que, como ya en anteriores<br />
investigaciones se ha observado, no sólo las culturas que son completamente diferentes<br />
varían en sus preferencias de discurso, sino que también lo hacen aquellas culturas que<br />
han tenido contactos y cuyas lenguas y culturas son relativamente similares la una a la<br />
otra.<br />
Considero que este tipo de estudios contrastivos puede ser importante, en<br />
primer lugar, para los profesores de Inglés para Fines Específicos con alumnos<br />
españoles, al facilitarles la formación interdisciplinar y la selección de temas y tópicos<br />
que más puede interesar a sus alumnos. En segundo lugar, para los estudiantes de<br />
carreras científicas al facilitarles el acercamiento a textos relacionados con sus estudios<br />
universitarios escritos en inglés y en español abriendo así una vía de comunicación en<br />
ambas lenguas.<br />
Referenciaa Bibliográficas<br />
Espinoza, A. 1997. “Contrastive Analysis of the Spanish and English Passive Voice in<br />
Scientific Prose”, en English for Specific Purposes, vol. 16, 3, 229-243.<br />
Hanania, E.A.S.; Akhtar, K. 1985. “Verb Form and Rhetorical Function in Science<br />
Writing: A Study of M. S. These in Biology, Chemistry and Physics”. The ESP Journal.<br />
New York/Oxford: Pergamon Press, 4, 1. 49-58.<br />
Malcolm, L. 1987. “What Rules Govern Tense Usage in Scientific Articles?”. English for<br />
Specific Purposes. New York/Oxford: Pergamon Press, 6.1, 31-42.<br />
Salager, F. 1992. “A Text-type and Move Analysis Study of Verb Tense and Modality<br />
Distribution in Medical Abstracts”, en English for Specific Purposes, vol. 11, 2, 93-113.<br />
Tarone, E.; Dwyer, S.; Gillette, S.; Icke, V. 1981. “On the Use of the Passive in Two<br />
Astrophysics Journal Papers”. The Esp Journal. Washington D.C.: The English Language<br />
Institute, The University of America, 1, 2, 123-140.<br />
Valero, C. 1996. “Análisis Contrastivo del Sintagma Verbal en Textos Económicos<br />
Ingleses y Españoles”, en Barrueco, S.; Hernández, E.; Sierra, L. (eds.) Lenguas para<br />
Fines Específicos. Investigación y Enseñanza, vol. 5. Universidad de Alcalá.<br />
Williams, I. 1994. “Contrastive Analysis of Finite Verb Profiles in Two Medical Texts”.<br />
Babel, 3, 146-169.<br />
Wingard, P. 1981. “Some Verb Forms and Functions in Six Medical Texts”, en Selinker,<br />
L.; Tarone, E. and Hanzeli, V. (eds.) English for Academic and Technical Purposes: Studies<br />
in Honour Louis Trimble. Rowley, Massachusetts: Newbury House Publishers, Inc. 53-<br />
64.<br />
123
124<br />
Identificación del sexo en habla gritada<br />
Cicres, Jordi jordi.cicres@udg.es<br />
El estudio de la identificación del sexo de los hablantes a partir de parámetros<br />
acústicos varios ha sido estudiado desde la década de 1970. Las variables de análisis,<br />
sin embargo, se han centrado básicamente en la frecuencia fundamental y la estructura<br />
de formantes (Douglas y Whalen 2010; Hanson y Chuang 1999; Hillenbrand y Clark<br />
2009; entre otros). En cualquier caso, en la mayoría de ocasiones se ha considerado el<br />
habla "modal".<br />
En esta línea, en esta comunicación presento los resultados de un estudio<br />
enmarcado en el ámbito de la fonética forense. El objetivo es responder a la siguiente<br />
pregunta: ¿pueden los testigos auditivos confundir la voz gritada de un hombre y de<br />
una mujer?<br />
La comunicación presenta los datos concretos del caso forense que ha motivado<br />
este estudio y los resultados de (a) el análisis acústico de la voz del sospechoso y (b) el<br />
estudio de identificación del sexo a partir del habla gritada.<br />
Este último estudio ha demostrado que, en el habla gritada, a partir de un<br />
umbral de frecuencia fundamental, los errores en la identificación del sexo del hablante<br />
se incrementan significativamente.<br />
Metodológicamente, se ha elaborado un protocolo específico teniendo en cuenta<br />
las observaciones de Blatchford y Foulkes (2006), Clark y Foulkes (2007) y Hillenbrand<br />
y Clark (2009).<br />
Referencias citadas:<br />
Blatchford, H. y Foulkes, P. (2006). "Identification of voices in shouting". International<br />
Journal of Speech, Language and the Law 13, 241-254.<br />
Clark, J. y Foulkes, P. (2007). "Identification of voices in disguised speech". International<br />
Journal of Speech, Language and the Law 14(2), 195-221.<br />
Douglas N.H. y Whalen, D.H. (2010). "Identification of speaker sex from one vowel<br />
across a range of fundamental frequencies". Journal of the Acoustical Society of America<br />
128(5).<br />
Hanson, H. M. y Chuang, E. S. (1999). "Glottal characteristics of male speakers:<br />
Acoustic correlates and comparison with female data". Journal of the Acoustical Society of<br />
America 106, 1064–1077.<br />
Hillenbrand, J. M. y Clark, M. J. (2009). "The role of f0 and formant frequencies in<br />
distinguishing the voices of men and women". Perception & Psychophysics 71, 1150–1166.<br />
Metodología para el desarrollo de la capacidad negociadora mediante el inglés con<br />
fines específicos<br />
Cortés Ramírez, Eugenio Enrique<br />
Universidad de Castilla - La Mancha, Cuenca - EugenioE.Cortes@uclm.es<br />
Uno de los grandes retos que tiene la enseñanza de la Lengua Inglesa con Fines<br />
Específicos ha sido la enseñanza de cómo negociar en Inglés en diversos grados<br />
académicos como ADE, Derecho, Ciencias Sociales, Ciencias Políticas y Económicas.<br />
Pero enseñar a negociar en inglés implica enseñar a negociar en toda la extensión de su<br />
término. Por un lado, hay que tener en cuenta todas las variantes, no sólo las
interculturales, sino también las culturales propias de la lengua inglesa. Pero, por otro,<br />
hay que tener también presente las diversas culturas empresariales, ordenamientos<br />
jurídicos y principios económicos divergentes que engloba todo arte de negociación.<br />
Todo este elenco de disciplinas, materias y principios académicos son entrelazados por<br />
el hilo conductor de la negociación misma que actúa en relación con la gramática y con<br />
los denominados universales del lenguaje. Diremos que ya estamos colaborando con el<br />
Profesor Dr. Dº Francisco J. García Rodríguez, miembro del Departamento de<br />
Economía y Dirección de Empresas de la Facultad de Ciencias Económicas y<br />
Empresariales de la Universidad de la Laguna, para poner en marcha algunos<br />
proyectos específicos a este respecto. El objetivo de esta ponencia consiste en demostrar<br />
cómo el Inglés con Fines Específicos favorece el desarrollo de la capacidad negociadora<br />
del ser humano en todas sus dimensiones: científicas, humanísticas y académicas. Y<br />
por esta razón podemos llegar a preguntarnos cómo se produce este desarrollo y cuál<br />
es su metodología.<br />
La metodología propuesta incluirá los siguientes aspectos: uso de nuevas<br />
tecnologías (Audacity, PowerPoint); uso de textos específicos relacionados con la<br />
carrera de Derecho, Económicas o Empresariales que los alumnos están cursando;<br />
presentación de temas específicos de vocabulario y de gramática inglesa; trabajos y<br />
discusión grupal; uso de técnicas de negociación intercultural; uso de la<br />
interculturalidad; guías de trabajos prácticos; uso de casos prácticos de negociación;<br />
uso de diccionario Inglés “Thesaurus” y Español de Sinónimos y Antónimos;<br />
elaboración de glosarios específicos de la negociación. Los alumnos recibirán distintos<br />
tipos de textos auténticos en inglés y relacionados con las materias que están cursando<br />
durante el año junto con un tema específico de negociación. Trabajarán en grupos, en<br />
pareja o de manera individual, según sea requerido por la actividad propuesta. Cada<br />
grupo analizará el texto presentado de acuerdo a las consignas dadas por el docente.<br />
Las actividades para el análisis y la comprensión de los textos se llevarán a cabo en tres<br />
momentos: antes de la lectura, durante la lectura y después de la lectura.<br />
Bibliografía Selecta:<br />
Alcaraz Varó, E., et al. coords. 2007. Las lenguas profesionales o académicas. Barcelona,<br />
Ariel.<br />
Alcaráz Varó, E. 2000. El ingles profesional y académico. Madrid: Alianza.<br />
Alderson, J.C. 2007. ‘The CEFR and the Need for More Research’, The Modern Language<br />
Journal 94(4): 559-663.<br />
Alderson, J.C. 1988. ‘New procedures of validating proficiency tests of ESP. Theory and<br />
practice’, Language Testing 5(2): 220-232.<br />
Alderson, J. C. 1981. ‘Report of the discussion on communicative language testing’. En<br />
Alderson, J.C. & Hughes, A. (coords.) (1981), Issues in Language Testing, London: The<br />
British Council: 12 - 34.<br />
Arnold, J. y Fonseca Mora, M. C. 2004. Multiple Intelligence Theory and Foreign<br />
Language Learning: A Brain-based Perspective. En IJES, International Journal of<br />
English Studies, vol. 4 (1): 119-136.<br />
Arnold, J. 2000. La dimensión afectiva en el aprendizaje de idiomas, Madrid: Cambridge<br />
University Press.<br />
Ashley, A. 1992. A Correspondence Workbook. Oxford: Oxford University Press.<br />
Bargiela-Chiappini, F. and S. Harris, eds. 1997. The Languages of Business: An<br />
International Perspective. Edinburgh: Edinburgh University Press.<br />
125
Bhatia, V. K. 1993. Analysing Genre: Language Use in Professional Settings. London:<br />
Longman<br />
Bilbow, G.T. 1997. .“Spoken discourse in the multicultural workplace in Hong Kong:<br />
applying a model of discourse as impression management.”. The Languages of Business:<br />
An International Perspective. Eds. F. Bargiela-Chiappini, and S. Harris. Edinburgh<br />
University Press: 21-48.<br />
Brown, P. and S.C. Levinson. 1987. Politeness: Some Universals in Language Use.<br />
Cambridge University Press.<br />
Cotton, D., D. Falvey & S. Kent. 2000. Market Leader Intermediate Business English.<br />
Longman: Pearson Education Limited.<br />
Dudley-Evans T, St. John M. 1998. Developments in English for Specific Purposes- A<br />
multidisciplinary approach. Cambridge: Cambridge University Press: 3, 4.5.<br />
Ellis, R. 1994. The Study of Second Language Acquisition. Oxford: Oxford University Press.<br />
Firth, A., ed. 1994. The Discourse of Negotiation: Studies of Language in the Workplace.<br />
Oxford: Elsevier Science.<br />
Francis, J. N.P. 1991. .“When in Rome? The effects of cultural adaptation on<br />
intercultural business negotiations.”. Journal of International Business Studies (3rd<br />
Quarter): 403-428.<br />
Gumperz, J. and D. Hymes, eds. 1972. Directions in Sociolinguistics: the Ethnography of<br />
Communication. New York: Holt, Rinehart & Winston.<br />
Hofstede, G. 1984. Culture.’s Consequences: International Differences in Work-Related<br />
Values. Beverly Hills, CA: Sage Publications.<br />
Howatt A.1984. A History of English Language Teaching. Oxford: Oxford University<br />
Press: 12-16, 219, 222-223.<br />
Hutchinson T, Waters A. 1987. English for Specific Purposes: a learning-centred<br />
approach. Cambridge University Prerss. Cambridge: 6-8, 17, 19<br />
Hymes, D. 1972. .“Models of the interaction of language and social life.”. Directions in<br />
Sociolinguistics: the Ethnography of Communication. New. Eds. J. Gumperz, and D.<br />
Hymes. New York: Holt, Rinehart & Winston. 35-71.<br />
Jones, L. & R. Alexander. 1989. New International Business English. Cambridge:<br />
Cambridge University Press.<br />
Julian, M. A. 1990. .“Talks: what negotiators think drives a hard bargain.”. Edinburgh<br />
Working Papers in Applied Linguistics. Ed. T. Lynch, nº 1.<br />
Lougheed, L. 2003. Business Correspondence: A Guide to Everyday Writing. New York:<br />
Longman.<br />
March, R. B. 1992. Working for a Japanese Company. Tokyo & New York, London:<br />
Kodanska.<br />
Marriot, H. E. 1990. Intercultural Business Negotiations: The Problem of Norm Discrepancy.<br />
ARAL, Series S. 7: 33-65.<br />
Morgan, R. T. and W. G. Stripp. 1991. Successful International Business Negotiations.<br />
Houston: Gulf Publishing Company.<br />
Naunton, J. 2000. Head for Business. Oxford: Oxford University Press.<br />
Neimeir, S; C. P. Campbell and R. Dirven, eds. 1998. The Cultural Context in Business<br />
Communication. Amsterdam and Philadelphia: John Benjamins.<br />
Neu, J. 1985. A Multivariate Sociolinguistic Analysis of the Speech Event Negotiation.<br />
Unpublished Ph. D., University of Southern California.<br />
126
Scollon, R. and S. W. Scollon. 1995. Intercultural Communication - A Discourse Approach.<br />
Oxford: Blackwell.<br />
Simons, G. F.; C. Vazques and P.R. Harris. 1993. Transcultural Leadership: Empowering<br />
the Diverse Workforce. Houston: Gulf.<br />
Tullis, G. and T. Trappe 2000. New Insights into Business. Essex: Pearson Education<br />
Limited.<br />
English for Veterinary Medicine: research-based learning applied to oral presentations.<br />
Domínguez Rodríguez, M.ª Victoria<br />
vdominguez@dfm.ulpgc.es<br />
The field of English for Specific Purposes (ESP) has developed rapidly in the<br />
last forty years, "becoming a major force in language teaching and research" (Hyland<br />
2007: 391-92) and playing a relevant role in Western European Higher Education after<br />
Bologna (Räisänen & Fortanet-Gómez 2008: 11-54). ESP has a firm compromise with<br />
research-based learning (RBL), as it plays a fundamental role in the acquisition and<br />
development of communicative competence in professional or occupational settings. In<br />
fact, many worldwide universities are implementing research-based learning as part of<br />
their Curriculum Enhancement Projects to successfully link teaching and (pre-)research<br />
activities (e.g. the University of Leeds and Warwick University, England; or Griffith<br />
University, Australia).<br />
The aim of this poster is to show the process and results of RBL applied to oral<br />
presentations delivered by undergraduate students of Veterinary Medicine. A month<br />
before the due date for presentations, students are engaged in specifically-designed<br />
tasks of problem-solving, critical and analytical thinking, cooperative grouping, as well<br />
as information retrieval and evaluation, which are all oriented to gradually acquire a<br />
series of skills useful to conduct some basic research and studies adapted to their needs<br />
and professional interests (Rosenshine 2012: 12-19). All tasks have guidance from the<br />
teacher, but are open enough to elicit different responses and approaches to the issues<br />
under consideration (Linan-Thompson & Vaughn 2007: 3-4). The knowledge and<br />
competences acquired are then applied to oral presentations, whose topics are freely<br />
chosen by each pair or group of threes. The only condition is that the presentation has<br />
to be accompanied by a brief description of how they looked for the information<br />
needed and any problem they might encounter during the process of compilation and<br />
organization of the presentation. Rather than on the correct language usage solely, the<br />
evaluation also focuses on research outcomes and how they shape effective<br />
communication and their ability to articulate specific contents for the public. For these<br />
skills may serve as preparation to carry out future research in English as part of their<br />
postgraduate education or DVM programmes.<br />
References<br />
Hyland, K. (2007). "English for Specific Purposes: Some influences and impacts". In:<br />
Cummins, J. & C. Davison (eds.). International handbook of English language teaching. Part<br />
one. New York: Springer, 391-402.<br />
Linan-Thompson, S. & Vaughn, S. (2007). Research-based methods of reading instruction for<br />
English language learners. Alexandria, VA: Association for Supervision and Curriculum<br />
Development.<br />
Räisänen, C. & Fortanet-Gómez, I. (2008). "The state of ESP teaching in Western Europe<br />
127
Higher Education after Bologna". In: Räisänen, C. & I. Fortanet-Gómez (eds.). ESP in<br />
European Higher Education: Integrating language and content. Amsterdam & Philadelphia:<br />
John Benjamins, 11-51.<br />
Rosenshine, B. (2012). "Principles of instruction: Research-based strategies that all<br />
teachers should know." American Educator (spring issue): 12-19; 39.<br />
128<br />
Español para fines específicos: análisis desde la disponibilidad léxica<br />
Flores Pérez, Tamara<br />
Universidad de Salamanca - tamarafloresperez@gmail.com<br />
En los últimos años, los estudios de disponibilidad léxica aplicados a la<br />
lingüística hispánica han experimentado un gran desarrollo, en gran parte, gracias al<br />
proyecto panhispánico coordinado por Humberto López Morales. La mayoría de los<br />
trabajos englobados dentro del mismo analizan el léxico disponible de los estudiantes<br />
preuniversitarios que poseen como lengua materna el español. Sin embargo,<br />
recientemente se están llevando a cabo investigaciones que utilizan la metodología de<br />
la disponibilidad léxica aplicada a hablantes extranjeros, y cuyos principales<br />
exponentes son Carcedo (1998b, 1999a, 2000a) y Samper Hernández (2002).<br />
En el presente trabajo aplicamos dicha metodología a un grupo de aprendices de<br />
español con fines específicos (Español de la Cocina) procedente de Italia. Los centros<br />
de interés analizados son Alimentos y bebidas en español y Alimentos y bebidas en<br />
italiano, con el objetivo de contrastar las diferencias en la competencia léxica en una<br />
lengua y otra y en la gastronomía de uno y otro país, y de examinar, a partir del<br />
análisis cuantitativo, el bagaje léxico de los alumnos en el campo del que son<br />
especialistas. Asimismo, se comparan, tanto desde el punto de vista cuantitativo como<br />
cualitativo, nuestros resultados con los obtenidos por los estudios de Carcedo (2000a) y<br />
Samper (2002), correspondientes al quinto centro de interés tradicional, Comidas y<br />
bebidas. Todo ello permitirá analizar el grado de especialización del vocabulario<br />
aportado por nuestros informantes y las principales dificultades que presenta el<br />
aprendizaje de los términos gastronómicos.<br />
Referencias<br />
Carcedo González, Alberto (1998b): “Sobre las pruebas de disponibilidad léxica en<br />
estudiantes de español como lengua extranjera”, RILCE, 14(2), número monográfico:<br />
‘Español como lengua extranjera: investigación y docencia’, págs. 204-224.<br />
Carcedo González, Alberto (1999a): “Desarrollo de la competencia léxica en español<br />
LE: análisis de cuatro fases de disponibilidad”, Pragmalingüística, 5-6, págs. 75-94.<br />
Carcedo González, Alberto (2000a): Disponibilidad léxica en español come lengua<br />
extranjera: el caso finlandés (estudio del nivel preuniversitario y cotejo con tres fases de<br />
adquisición). Turku: Universidad de Turku.<br />
Samper Hernández, Marta (2002): Disponibilidad léxica en alumnos de español como<br />
lengua extranjera. Málaga: ASELE.<br />
El resumen desde la perspectiva de la Lingüística Documental: hacia una<br />
sistematización de enfoques teórico-prácticos.<br />
Izquierdo Alonso, Mónica<br />
Facultad de Filosofía y Letras. Universidad de Alcalá - monica.izquierdo@uah.es
Partiendo de la consideración de la lingüística documental como una<br />
subdisciplina de la Lingüística Aplicada, nos situamos en uno de sus objetos de<br />
estudio: el resumen documental como elemento teorizable. Desde este marco, se realiza<br />
una categorización de los estudios del resumen documental a partir de la revisión de<br />
los diferentes modelos y propuestas de los investigadores en este campo. Se señala la<br />
evolución de la investigación en esta actividad de tratamiento documental de contenido,<br />
atendiendo a las aproximaciones de la textolingüística y el estructuralismo lingüístico,<br />
los enfoques semióticos, las orientaciones de la psicología cognitiva, o el funcionalismo<br />
sociointeraccional. Para ello, se establecen distintas etapas, que van desde los<br />
postulados precientíficos iniciales hacia avances metateóricos y procedimentales más<br />
complejos y dinámicos. Las nuevas orientaciones y tendencias son clasificadas en base<br />
a tres dimensiones: el enfoque del texto/producto, el enfoque del proceso-actividad<br />
resumidora y la aproximación comunicativo-sociocultural, como puente integrador<br />
entre ambos. Finalmente, se alude a una fusión necesaria de las teorías resumidoras<br />
existentes, sin renunciar a toda la riqueza de perspectivas y visiones que ofrecen cada<br />
una de ellas, para configurar un mapa consolidado de modelos resumidores en<br />
distintos ámbitos de especialidad.<br />
129<br />
Nature Refracted in the Cognitive Space of Different Ethnicities<br />
Karapetyan, Ruzanna<br />
Yerevan State University - rkarapetyan79@gmail.com<br />
The research seeks to trace how seemingly objective and universal phenomena<br />
and processes of nature, as used in the scientific speech, undergo definite<br />
transformations in the course of perception and cognition by the human mind, and are<br />
subsequently reflected in the language. Regardless of the fact that initially the language<br />
of science is presupposed to directly mirror the natural world around and inside<br />
people, evidence comes to demonstrate that the human brain alters even the bare facts<br />
of unbending and rigid world of nature due to the capability and inclination of the<br />
humankind for figurative thinking, as well as under the influence of the targets<br />
pursued. A strong accent is put on the extent to which pieces of information from<br />
strictly objective reality are bent in the human mind before they are realized in the<br />
language. The highly professional papers from the fields of Physics and Biology by<br />
English, Russian and Armenian scholars serve as empirical material for the<br />
investigation.<br />
The research unfolds to cast an insight into the processes of metaphorical<br />
conception of natural phenomena. On the basis of a number of examples collected both<br />
from scientific papers and oral presentations in the domains mentioned, all the stages<br />
of perception, cognition, metaphorical conceptualization and linguistic realization of<br />
natural phenomena with the emphasis on the source domains of human experience are<br />
searched out. An attempt is made to project a structure of the modes of figurative<br />
thinking in science based on conceptual categories. It is to be mentioned that the<br />
investigation involves analysis of the examples from the three languages mentioned.<br />
The second direction of the analysis is connected with the conceptual<br />
organization of physical and biological processes in the light of the Cognitive Economy<br />
principles. Here we deal mainly with the syntactic organization of the languages in<br />
question to demonstrate the role and prevalence of nominal and verbal ways for
elaborating and construing the conceptual category of processes aimed at describing<br />
nature.<br />
All the conjectures proposed in the research are underpinned by the Metaphor<br />
theory as well as by the Construction Grammar principles. The analysis culminates<br />
with reference to the role of culture and mentality of English, Russian and Armenian<br />
speaking scholars in the process of linguistic shaping of nature.<br />
References<br />
Vyvyan E., Pourcel S. (2009): New Directions in Cognitive Linguistics. Amsterdam and<br />
Phildelphia: John Benjamins.<br />
Lakoff G., Johnson M. (1980): Metaphors we live by. Chicago.<br />
Raymond W. Gibbs Jr. (1996): Why Many Concepts are Metaphorical. Cognition 61,<br />
Elsevier.<br />
Hyland K. (2006): English for Academic Purposes. An Advanced Resource Book. Routledge.<br />
Leech G. et al.(2009): Change in Contemporary English. Cambridge University Press.<br />
Ostman J., Fried M. (2005): Construction Grammars: Cognitive Grounding and Theoretical<br />
Expansions. John Benjamins Publishing Company.<br />
Sponsoring Medical Research: A Discourse Analysis of English-Written Periodicals<br />
León Pérez, Isabel Karely<br />
Universidad de La Laguna - ikleon@ull.es<br />
Purpose. This study is a cross-sectional discourse analysis of advertising for<br />
prescription drugs and other medical and pharmaceutical products published in 30<br />
English biomedical journals (51 issues), both speciality and multi-speciality<br />
publications.<br />
Results. As much as 30.28% of the biomedical corpus was advertising material.<br />
After examining the 2,221 pages of ads found, three main characteristic modes of<br />
presentation (their move clusters and other distinguishing features) were identified.<br />
The scientific mode (with a predominantly argumentative function) mimics the research<br />
article and scientific poster patterns, describes safety instructions and presents<br />
evidence-based data; the announcing mode (mostly informative) follows the trend of<br />
classified advertising; and the marketing mode (clearly persuasive and interpersonal) is<br />
primarily visual and evocative. Particularly for speciality journals, our data suggest<br />
some positive correlation between the advertising load and the ISI impact factor of the<br />
journals, thus reaching a wider readership of homogeneous potential clients:<br />
prescribing physicians and clinicians working on a special field.<br />
Conclusions. Its frequency, variety and internal complexity give advertising<br />
discourse in medical journals a place worthy of note as a subject of study, particularly<br />
for professionals engaged in communication and/or marketing (medical marketing<br />
writers, among them). These data may encourage us to find further connections<br />
between areas so (apparently) diverse as Medicine, Language and Advertising.<br />
“This study is the first to examine...”: The presentation of one’s research in national<br />
and international contexts.<br />
Martín Martín, Pedro Universidad de La Laguna - pamartin@ull.es<br />
León Pérez, Isabel Karely Universidad de La Laguna - ikleon@ull.es<br />
130
Intercultural studies have shown the existence of rhetorical variation in the<br />
prevalent discourse practices of multilingual scholars and those of English-speaking<br />
scholars. In this paper, we examine comparatively the typical rhetorical practices used<br />
in the Introduction section of 80 research articles written in English and 80 in Spanish<br />
in four disciplines in the fields of Health Sciences and Humanities/Social Sciences. We<br />
particularly examine, mainly from a qualitative perspective, how writers present their<br />
research studies in Move 3 (Swales, 2004), with a special focus on those steps that add<br />
promotional value to one’s research. The results revealed that, within the same field,<br />
the English texts present a higher degree of rhetorical promotion than the Spanish texts<br />
in each of the disciplines analysed. However, when comparing the two broad fields,<br />
the Spanish texts in Health Sciences present a higher degree of promotion than the<br />
English (and Spanish) texts in Humanities/Social Sciences. This indicates that, in<br />
shaping the promotional features of the (sub)genre in question, when professional and<br />
national cultural variables interact simultaneously, cultural factors tend to override the<br />
influence of disciplinary context. However, when broad fields of knowledge are<br />
compared, it is the disciplinary conventions in specific professional subcultures that<br />
seem to prevail over national cultural factors.<br />
References<br />
Swales, J. (2004). Research genres: Explorations and applications. Cambridge: Cambridge<br />
University Press.<br />
131<br />
Visual and Verbo-Pictorial Metaphor in the Business Press<br />
Negro, Isabel negro@ccee.ucm.es<br />
In the last thirty years metaphor has been vastly researched within the<br />
framework of the Cognitive Metaphor Theory (Lakoff & Johnson 1980; Lakoff 1987,<br />
2006; Johnson 1987). Although the body of work has focused on verbal metaphor, other<br />
types of metaphor such as visual (or pictorial) metaphor (Forceville 1994, 1996) and<br />
multimodal (i.e. occurring in diverse modes) metaphor (Forceville 2007, 2008, 2009)<br />
have been investigated. The use of metaphor has been discussed in specific genres,<br />
including winespeak (Caballero 2009), advertising (Forceville 2007, 2008, 2009; Koller<br />
2009) and political cartooning (Bounegru & Forceville 2011; El Refaie 2003, 2009; Yus<br />
2009; Schilperoord & Maes 2009). In contrast, the financial press has attracted less<br />
attention (Cortés 2010; Rojo & Orts 2010). The present contribution seeks to study<br />
visual metaphors and multimodal metaphors of the verbo-pictorial variety in the<br />
English business press through a small corpus of covers published in The Economist.<br />
We will analyse the metaphors in terms of target and source and the text-image<br />
interaction. It shall be argued that metaphor plays a central role in meaning<br />
construction.<br />
References<br />
Bounegru, L. & Forceville, C. (2011). Metaphors in editorial cartoons representing the<br />
global financial crisis. Visual Communication 10 (2), 209-229.<br />
Caballero, R. (2009). Cutting across the senses: Imagery in winespeak and audiovisual<br />
promotion. In Forceville, C. & Urios-Aparisi, E. (eds.), 73-94.<br />
Cortés, Mª.E. (2010). Cognitive devices to communicate the economic crisis: An anaysis<br />
through covers in The Economist. Ibérica 20, 81-106.
El Refaie, E. (2003). Understanding visual metaphor: the example of newspaper<br />
cartoons. Visual Communication 2(1), 75-95.<br />
El Refaie, E. (2009). Metaphor in political cartoons: Exploring audience responses. In<br />
Forceville, C. & Urios-Aparisi, E. (eds.), 173-196.<br />
Forceville, C. (1994). Pictorial metaphor in advertisements. Metaphor and Symbolic<br />
Activity 9, 1-29.<br />
Forceville, C. (1996). Pictorial Metaphor in Advertising. London, Routledge.<br />
Forceville, C. (2007). Multimodal metaphor in ten Dutch TV commercials. Public Journal<br />
of Semiotics 1(1), 19-51.<br />
Forceville, C. (2008). Metaphors in pictures and multimodal representations. In Gibbs,<br />
R.W. Jr. (ed.), The Cambridge Handbook of Metaphor and Thought, Cambridge, Cambridge<br />
University Press, 462-482.<br />
Forceville, C. (2009). Non-verbal and multimodal metaphor in a cognitivist framework:<br />
Agendas for research. In Forceville, C. & Urios-Aparisi, E. (eds.), 19-42.<br />
Forceville, C., Urios-Aparisi, E. (eds.) (2009). Multimodal Metaphor. Berlin/New York:<br />
Mouton de Gruyter.<br />
Johnson, M. (1987). The Body in the Mind: The Bodily Basis of Meaning, Imagination and<br />
Reason. Chicago, University of Chicago Press.<br />
Koller, V. (2009). Brand images: Multimodal metaphor in corporate branding<br />
messages”. In Forceville, C & Urios-Aparisi, E. (eds.), 45-71.<br />
Lakoff, G. (1987). Women, Fire and Dangerous Things: What Categories Reveal about the<br />
Mind. Chicago, University of Chicago Press.<br />
Lakoff, G. (2006). The contemporary theory of metaphor. In Geeraerts, D. (ed.),<br />
Cognitive Linguistics: Basic Readings, Berlin, Mouton de Gruyter, 186-238.<br />
Lakoff, G. & Johnson, M. (1980). Metaphors We Live By. Chicago, Chicago University<br />
Press.<br />
Rojo, A.M., Orts, Mª.A. (2010). Metaphorical pattern analysis in financial texts: Framing<br />
the crisis in positive or negative metaphorical terms. Journal of Pragmatics 42: 3300-3313.<br />
Schilperoord, J. & Maes, A. (2009). Visual metaphoric conceptualization in editorial<br />
cartoons. In Forceville, C. & Urios-Aparisi, E. (eds.), 213-240.<br />
Yus, F. (2009). Visual metaphor versus verbal metaphor: A unified account. In<br />
Forceville, C. & Urios-Aparisi, E. (eds.), 147-172.<br />
132<br />
El componente experiencial del lenguaje de los negocios<br />
Peña, Sandra sandra.pena@unirioja.es<br />
Numerosos lingüistas han estudiado el lenguaje de los negocios y financiero<br />
desde el punto de vista de la Lingüística Cognitiva (Alejo 2010, Herrera 1993, Herrera y<br />
White 2000, Herrera y White 2007, Herrera et al. 2002, López 2000, Velasco 2009,<br />
Velasco y Cortés 2009, White 2003). Dichos investigadores toman como punto de<br />
partida este marco teórico con el fin de comprobar cómo un buen número de conceptos<br />
bien desconocidos para el no experto como abstractos se pueden entender por medio<br />
de dominios más delimitados y concretos de nuestra experiencia. Por ejemplo, LOS<br />
NEGOCIOS SON UNA GUERRA, LOS NEGOCIOS SON UN SER VIVO, LA<br />
ECONOMÍA ES UNA PLANTA, LA ECONOMÍA ES UN ANIMAL, LA ECONOMÍA<br />
ES UNA PERSONA, LOS NEGOCIOS SON UN CAMINO o LOS NEGOCIOS SON<br />
RECIPIENTES. Los dominios fuente que estas metáforas cognitivas toman como base
pueden ser de diferente naturaleza, de tal forma que hallamos, siguiendo la<br />
clasificación básica de Lakoff y Johnson (1980), metáforas estructurales (como LOS<br />
NEGOCIOS SON UNA GUERRA, en las cuales un concepto abstracto como el de los<br />
negocios se conceptualiza en términos de un dominio más concreto como el de la<br />
guerra), metáforas ontológicas (como LA ECONOMÍA ES UNA PLANTA; estas<br />
metáforas están basadas en la Gran Cadena del Ser postulada por Lakoff y Turner<br />
(1989), que postula que existen varios niveles de existencia como son los seres<br />
inanimados, las plantas, los animales y las personas. Todas las metáforas en las que<br />
uno de estos niveles se estructura en términos de otro son ontológicas, teniendo en<br />
cuenta que las personas constituirían el nivel más avanzado, en el sentido de<br />
desarrollado, de esta cadena existencial, y los seres inanimados el nivel más básico o<br />
menos desarrollado) y metáforas orientacionales o imagístico-esquemáticas como LOS<br />
NEGOCIOS SON RECIPIENTES. Los esquemas de imagen son constructos<br />
experienciales que emanan de nuestra interacción con el mundo y son un reflejo<br />
fidedigno de la hipótesis de la corporeidad. Estos constructos pueden definirse como<br />
patrones experienciales, topológicos y abstractos (en el sentido de esquemáticos)<br />
(Johnson 1987, Lakoff 1989). Alejo (2010) analiza metáforas imagístico-esquemáticas<br />
(más concretamente aquéllas cuyo dominio fuente es el esquema de imagen de<br />
RECIPIENTE) en libros de texto de economía. En esta línea, esta propuesta pretende<br />
analizar un buen número de metáforas imagístico-esquemáticas basadas en otros<br />
esquemas de imagen como los del CAMINO (por ej., LOS NEGOCIOS SON<br />
FUERZAS), PARTE-TODO (LOS NEGOCIOS SON UN TODO CON PARTES<br />
CENTRALES Y PERIFÉRICAS) y sus esquemas subsidiarios. Un segundo objetivo de<br />
este trabajo persigue comprobar si hay diferencias reseñables entre la taxonomía de<br />
esquemas de imagen para el dominio de las emociones propuesta por Peña (2008) y<br />
para el dominio de los negocios. Nuestro corpus de análisis estará compuesto por<br />
revistas especializadas en negocios y finanzas (como The Economist) y por ejemplos<br />
extraídos de varios diccionarios como A Dictionary of Business (Oxford University,<br />
1996), Dictionary of Business (Peter Collin Publishing, 1997) y Longman Business English<br />
Dictionary (2000).<br />
Referencias<br />
Alejo, R. 2010. Where does the money go? An analysis of the container metaphor in<br />
economics: The market and the economy. Journal of Pragmatics 42(4): 1137-1150.<br />
Herrera, H. 1993. Un análisis sobre la evolución de los préstamos que provienen del<br />
inglés económico. Estudios Ingleses de la Universidad Complutense 1: 97-110.<br />
Herrera, H. y White, M. 2000. Cognitive linguistics and the language learning process:<br />
a case from economics. Estudios Ingleses de la Universidad Complutense 8: 55-78.<br />
Herrera, H. y White, M. 2007. A contrastive view of British and Spanish business press<br />
headlines. Rassegna Italiana di Linguistica Applicata 39(1-2): 295-316.<br />
Herrera, H. et al. 2002. Cognitive schemas in the language learning process of business<br />
and economics. En Lina Sierra Ayala y Esther Hernández (coord.), Lenguas para fines<br />
específicos VII. Investigación y enseñanza. Alcalá de Henares: Universidad de Alcalá, 245-<br />
252.<br />
Johnson, M. 1987. The Body in the Mind. Chicago: University of Chicago Press.<br />
Lakoff, G. 1989. Some empirical results about the nature of concepts. Mind and<br />
Language 4(1-2):103-129<br />
133
Lakoff, G. y Johnson, M. 1980. Metaphors We Live By. Chicago: University of Chicago<br />
Press.<br />
Lakoff, G. y Turner, M. 1989. More than Cool Reason. Chicago: University of Chicago<br />
Press.<br />
López, M.D. 2000. The business of Cognitive Stylistics: A survey of conceptual<br />
metaphors in business English. Atlantis XXII(1): 47-69.<br />
Peña, M.S. 2008. Dependency systems for image-schematic patterns in a usage-based<br />
approach to language. Journal of Pragmatics 40: 1041-1066.<br />
Velasco, M.S. 2009. A translation approach to metaphor teaching in the LSP classroom:<br />
sample exercises from a Business English syllabus. Ibérica 17: 83-98.<br />
Velasco, M.S. y Cortés, M.E. 2009. Persuasive Nature of Image Schematic Devices in<br />
Advertising: Their Use for Introducing Sexisms. Revista Alicantina de Estudios Ingleses<br />
22: 239-270.<br />
White, M. 2003. Metaphor and economics: the case of growth. English for Specific<br />
Purposes: An International Journal of ESP 22(2): 131-151.<br />
134<br />
La comunicación en las salas de justicia españolas: el objeto del veredicto.<br />
Rodríguez Mendoza, Juana<br />
Universidad de La Laguna - jrmendo@ull.es<br />
Blanco Hernández, Pedro<br />
Universidad de La Laguna - pedrob1971@hotmail.com<br />
Martín Rodríguez, Ana María<br />
Universidad de La Laguna - ammartin@ull.es<br />
Diariamente participan en las salas de justicia personas legas en Derecho con<br />
niveles educativos muy dispares, ya sea como acusados, testigos o como jurados, a<br />
partir de la Ley Orgánica 5/1995. Con este trabajo queremos plantear los problemas de<br />
comunicación que se dan en las salas de justicia y cómo se podrían mejorar con un<br />
adecuado uso de la lengua. Para ello, habría que abandonar algunos formalismos<br />
judiciales y usar unas pautas gramaticales esenciales para que cualquier persona con<br />
estudios básicos pueda llegar a entender lo que se le pregunta. Este cambio es<br />
especialmente relevante en casos de violencia o abuso sexual, en los que la prueba<br />
testifical es primordial. También lo es en decisiones judiciales que dependen de un<br />
jurado popular formado, generalmente, por personas de distintos niveles culturales y<br />
educativos, sin experiencia jurídica alguna. En este trabajo analizamos un objetivo del<br />
veredicto presentado cuya complejidad obligó al jurado popular a trabajar y debatir<br />
durante más de ocho horas para poder contestar y justificar sus respuestas, a pesar de<br />
haber decidido por unanimidad la sentencia desde la primera media hora de<br />
deliberación. A partir del análisis de este texto proponemos expresiones alternativas<br />
más adaptadas a las personas a las que iba dirigido.<br />
Nominalización y normalización de lenguas minorizadas: el desarrollo de los registros<br />
académicos del euskera<br />
San Martin Egia, Itziar<br />
UPV/EHU - itziar.sanmartin@gmail.com<br />
Lersundi Ayestaran, Mikel<br />
Universidad del País Vasco - mikel.lersundi@ehu.es
135<br />
Zabala Unzalu, Igone<br />
Universidad del País Vasco (UPV/EHU) - igone.zabala@ehu.es<br />
En los libros de estilo de las diferentes lenguas es habitual la recomendación de<br />
evitar el discurso nominalizante, con el argumento de que los elementos nominales<br />
hacen que el discurso resulte abstracto y opaco. Sin embargo, desde el campo de la<br />
filosofía y del análisis del discurso se ha resaltado la importancia de la nominalización<br />
para la construcción del pensamiento abstracto, ya que gracias a la abstracción y<br />
concisión que aportan las estructuras nominales los conceptos complejos se pueden<br />
tratar como objetos en el discurso (Porzig 1930; Iturrioz 2000; Zabala y Elordui 2010).<br />
Desde el punto de vista tipológico se asume que unas lenguas tienen mayor tendencia<br />
a la nominalización que otras, y el sánscrito suele situarse en el extremo de la<br />
nominalidad. Sin embargo, Azpiazu (2004) ha mostrado que dicha tendencia es más<br />
una característica relacionada con los diferentes registros dentro de una misma lengua<br />
que con el sistema lingüístico de cada lengua. Así las funciones para las que se utiliza<br />
una determinada lengua condicionarían en gran medida su grado de nominalidad<br />
desde un punto de vista global. Esta conclusión es de vital importancia para el<br />
desarrollo de lenguas minorizadas como el euskera, que ha estado relegada hasta hace<br />
pocas décadas a ámbitos de uso familiares y que se ha extendido a ámbitos de uso<br />
formales y especializados debido a diferentes planes de normalización. En el caso del<br />
euskera los ámbitos académicos resultan de gran importancia para la normalización y<br />
desarrollo de la lengua.<br />
En numerosos estudios empíricos se ha constatado que una de las<br />
características distintivas de los registros especializados, incluyendo los registros<br />
académicos escritos, es el uso significativamente mayor de estructuras nominales que<br />
en los registros generales y orales (Kocourek 1979, 1991; Biber et al. 1999; Biber 2006;<br />
Azpiazu 2004; Parodi y Venegas 2004; Castelló 2007). En relación con dicha<br />
características se ha demostrado también que la extensión y la complejidad de los<br />
sintagmas nominales que se utilizan en el discurso presentan una clara relación con el<br />
grado de especialización de dichos discursos (Kocourek 1979, 1991; Sager et al. 1980;<br />
Quirk et al. 1995; Biber et al. 1999; Biber 2006; Quiroz 2005, 2008). En varios estudios<br />
morfopragmáticos también se ha relacionado con los diferentes registros dentro de una<br />
misma lengua la tendencia al uso de unos u otros sufijos en la derivación de nombres<br />
deverbales o deadjetivales (Gallegos 2000, 2003; Guz 2009; Lersundi et al. 2008; San<br />
Martin et al. 2010).<br />
En esta comunicación analizaremos varias recomendaciones estilísticas y<br />
prácticas lexicográficas relacionadas con la nominalización que condicionan en gran<br />
medida el desarrollo y autorregulación de los registros académicos del euskera.<br />
Trataremos de evidenciar que, al no tener en cuenta los aspectos pragmáticodiscursivos<br />
de la nominalización, algunos de ellos podrían estar dificultando el<br />
desarrollo natural de dichos registros. A partir de las conclusiones del análisis,<br />
apuntaremos las líneas en las que se debería de dirigir la investigación de la<br />
nominalización en euskera, en los casos en los que dicha investigación pretenda<br />
contribuir al desarrollo de los registros académicos.<br />
Bibliografía<br />
Azpiazu, S. (2004): Las estrategias de nominalización, Frankfurt: Peter Lang.
Biber, D.; Johanson, S.; Leech, G.; Conrad, S.; Finegan, E. (1999): Longman Grammar of<br />
Spoken and Written English, London: Longman.<br />
Biber, D. (2006): University Language: A Corpus-based Study of Spoken and Written<br />
Registers, Amsterdam: John Benjamins.<br />
Castelló, M. (2007): Escribir y comunicarse en contextos científicos y académicos. Crítica y<br />
fundamentos, Barcelona: GRAÓ.<br />
Gallegos, A. (2000): “Morfología y registro. Algunas relaciones entre tradiciones<br />
discursivas y mofología derivativa nominal en español”, Función, 21-24, 142-215.<br />
Gallegos, A. (2003): Nominalización y registro técnico. Algunas relaciones entre<br />
morfopragmática, tradiciones discursivas y desarrollo de la lengua en español,<br />
Doktoretzatesia, Albert-Ludwigs-Universität.<br />
Guz, W. (2009): “English affixal nominalizations across language registers” Poznań<br />
Studies in Contemporary Linguistics 45(4): 461–485.<br />
Iturrioz, J.L. (2000): “Diversas aproximaciones a la nominalización. De las abstracciones<br />
a las macrooperaciones textuales”, Función 21-24, 32-140.<br />
Kocourek, R. (1979): “Commentary on the report ‘Non-terms and terms’ by L. Drodz”,<br />
en Rondeau, G. (ed.): Table ronde sur les problèmes de découpage du terme. 5ème Congrés<br />
International de Linguistique Appliquée, Montréal 20-26 août 1978. Montreal: OLF.<br />
Kocourek, R. (1991): “Textes et termes”, META, 36, 1, 71-76.<br />
Parodi, G.; Venegas, R. (2004): “Bucólico: Aplicación computacional para el análisis de<br />
textos: Hacia un análisis de rasgos de la informatividad”, Literatura y Lingüística, 15,<br />
223-257.<br />
Porzig, W. (1930): “Die Leistung der Abstrakta in der Sprache” Blätter fir deutsche<br />
Philosophie. 4: 66-67<br />
Lersundi, M., Zabala, I.; Elordui, A. (2008): “Aditzetiko izenen emankortasunaren<br />
azterketa morfopragmatikoa euskarazko corpus orokor eta berezituetan”, en<br />
Artiagoitia, X. eta Lakarra, J.A. (argit.): Gramatika jaietan Patxi Goenagaren omenez,<br />
ASJUren gehigarriak, LI, Bilbo: EHUko Argitalpen Zerbitzua, 491-506.<br />
Quirk, R.; Greenbaum, S.; Leech, G.; SvarikK, J. (1985): A Comprehensive Grammar of the<br />
English Language, London: Longman.<br />
Quiroz, G.A. (2005): “Los sintagmas nominales extensos especializados en inglés y en<br />
español: descripción y clasificación en un corpus de genoma”, Papers de l’IULA. Série<br />
Monografies, 10.<br />
Quiroz, G.A. (2008): Los sintagmas nominales extensos especializados en inglés y en español:<br />
descripción y clasificación en un corpus de genoma, Doktoretza-tesia. Universitat Pompeu<br />
Fabra.<br />
Sager, J.C.; Dungworth, D.; Mcdonald, P.F. (1980): English Special Languages, Principles<br />
and Practice in Science and Technology, Wiesbaden: Brandstteter.<br />
San Martin, I.; Ezeiza, J.; Zabala, I. (2010): “Aditzetiko izenak erregistro bereizle gisa:<br />
corpus espezializatu baten azterketa morfopragmatikoa”, en Alberdi, X. eta Salaburu,<br />
P.(argit.): Ugarteburu Terminologia Jardunaldiak. Euskararen garapena esparru<br />
akademikoetan, Bilbo: EHUko Argitalpen Zerbitzua.<br />
Zabala, I.; Elordui, A. (2010): “Nominalizazioa estrategia diskurtsibo gisa: corpus<br />
akademikoaren azterketaren beharra”, en Alberdi, X. eta Salaburu, P. (argit.) (2010):<br />
Ugarteburu terminologia jardunaldiak: euskararen garapena esparru akademikoetan.<br />
Espezialitate hizkerak eta terminologia IV, Euskal Herriko Unibertsitatea.<br />
136
Guess who's laughing: A perceptual experiment on twin and non-twin siblings'<br />
identification<br />
San Segundo Fernández, Eugenia<br />
Laboratorio de Fonética, Consejo Superior de Investigaciones Científicas -<br />
eugenia.sansegundo@cchs.csic.es<br />
Introduction<br />
The study of laughter has not received special attention in Phonetics despite the<br />
fact that this type of non-verbal vocalization fulfills key functions in social interactions,<br />
such as creating or strengthening affiliative bonds among speakers (Mehu, 2012). From<br />
a linguistic perspective, most studies have been undertaken in the field of Discourse<br />
Analysis. A particular interest has been placed in the temporal distribution of laughter<br />
with respect to topic boundaries (Bonin, Campbell and Vogel, 2012). Within a phonetic<br />
approach, Esling’s (2007) has analyzed the states of the larynx in laughter whereas<br />
Trouvain (2001; 2003) has focused on the acoustic characteristics of laughter.<br />
Objectives<br />
In this study we will test listeners’ performance in a perceptual task consisting<br />
in the identification of their own laughter and that of their siblings/twins. To our<br />
knowledge, this is the first report on a perceptual experiment of this kind. A review of<br />
the literature shows that this type of vocalization, i.e. laughter, has not been studied in<br />
either twins or siblings, who are especially challenging in a forensic setting because of<br />
their similarity.<br />
Laughter (together with other non-linguistic features like tongue-clicking,<br />
audible breathing and throat clearing) is actually considered in forensic casework by<br />
the majority of international experts (Gold and French, 2011). Yet, Yarmey (2004) seems<br />
to be the only study to have proved that the sounds of laughter help listeners decide<br />
whether a speech sample comes from a familiar or an unfamiliar speaker.<br />
Materials and method<br />
A total of 12 subjects have participated in this experiment: 2 monozygotic (MZ)<br />
twin pairs, 2 dizygotic (DZ) twin pairs and 2 brother pairs. The participants were all<br />
male Spanish native speakers (mean age: 32.5). The age gap between brothers was 7<br />
years in one case and 11 years in the other. All of them were recorded holding a semistructured<br />
spontaneous telephone conversation with their respective siblings.<br />
Several months after the recordings, they carried out a forced-choice<br />
identification task in which they listened to 24 stimuli consisting of laughter instances<br />
(6 x pair x 2 repetitions) extracted from their own recordings. They were asked to<br />
identify whose was the laugh at each time: his own or his sibling's.<br />
Results<br />
MZ co-twins share 100% of their genetic information while DZ co-twins as well<br />
as full brothers share 50% of their genes. External factors like social environment are<br />
supposed to be shared within the pairs in all the three speaker types. However, on<br />
brothers with a large age gap of separation, as is the case in our brother sample, the<br />
similarity due to environmental causes is expected to be smaller. Since voice similarity<br />
may depend both on genes and environment, our hypothesis was that MZ pairs would<br />
perform worse at this identification task than DZ pairs, who in turn would perform<br />
worse than brother pairs. Our preliminary results show that the percentage of correct<br />
identifications obtained by MZ pairs is indeed smaller than the percentage obtained by<br />
137
other pairs. Identification scores will be correlated with Likert-scale values of withinsibling<br />
affinity.<br />
References<br />
Bonin, F., Campbell, N. and Vogel, C. (2012) Temporal distribution of laughter in<br />
conversation, Third Interdisciplinary Workshop on Laughter and other Non-Verbal<br />
Vocalisations in Speech, Dublin, October 26-27, 2012.<br />
Esling, J. (2007) States of the Larynx in Laughter, Interdisciplinary Workshop on the<br />
Phonetics of Laughter, Saarland University, Saarbrücken, August 4-5, 2007.<br />
Gold, E. and French, P. (2011) An International Investigation of Forensic Speaker<br />
Comparison Practices, 17 th International Congress of Phonetic Sciences, Hong Kong, 17-21<br />
August 2011.<br />
Mehu, M. (2012) The natural history of human laughter: evolution and social function,<br />
Third Interdisciplinary Workshop on Laughter and other Non-Verbal Vocalisations in Speech,<br />
Dublin, October 26-27, 2012.<br />
Trouvain, J. (2001) Phonetic aspects of "speech-laughs", Proc. Conference on Orality and<br />
Gestuality, Aix-en-Provence, 17-22 June, 2001.<br />
Trouvain, J. (2003) Segmenting phonetic units in laughter, Proc. 15th International<br />
Congress of Phonetic Sciences, Barcelona, August 3-9, 2003.<br />
Yarmey, A. D. (2004) Common-sense beliefs, recognition and the identification of<br />
familiar and unfamiliar speakers from verbal and non-linguistic vocalizations,<br />
International Journal of Speech Language and the Law, vol. II, no. 2: 267-277.<br />
138<br />
A genre analysis of the Discussion section in research articles written by Spanish<br />
medical doctors and researchers<br />
Shaw, Oliver<br />
IIS-Fundación Jiménez Díaz - oliver.shaw@capiosanidad.es<br />
In response to the growing demands placed on non-native researchers to<br />
publish in English-medium journals (Burgess & Martín-Martín, 2008), some research<br />
institutions have established in-house language-support services which aid authors in<br />
publishing their manuscripts. The services provided by these professionals may vary<br />
substantially (Burrough-Boenisch, 2003), but many go beyond grammar and<br />
formatting, delving deeper into the complex process of text creation (Shashok, 2001).<br />
This increased involvement of language professionals may improve the quality of the<br />
texts produced by authors (Burrough-Boenisch, 2003), thus making the case for an<br />
expanded role for author’s editors in these settings.<br />
The present article highlights the primary findings of a genre-based study of a<br />
number of research articles (RAs) sent for revision between February, 2009 and<br />
January, 2012. The corpus consists of Discussion section samples extracted from ten<br />
RAs written by non-native English speakers (NNES) employed by the hospital. Each<br />
text pertains to a different medical or research specialty. By examining the texts from<br />
the perspective of genre, we seek to examine the academic writing produced by the<br />
hospital’s authors so as to improve the end product of the language service and also to<br />
gain insight on the qualities and needs of the NNES researchers at the institution.<br />
All texts were subjected to a move analysis based on the definition by Holmes<br />
(1997), which was further developed by Dudley-Evans (1994: 226) into a framework<br />
made up of nine possible communicative moves. To do so, each Discussion was
analyzed by first dividing the texts according to communicative function as perceived<br />
by the language consultant, yielding 206 text fragments. These fragments were then<br />
assigned to one or more of the nine communicative moves established by Dudley-<br />
Evans by following the criteria established by Nwogu (1997: 122-3): explicit prefacing<br />
or preparatory expressions or statements, explicit lexical items, discourse conjuncts,<br />
and summary statements. The results of the study indicate that the texts included in<br />
the corpus resemble the move structure published by Dudley-Evans, especially as<br />
regards the “overarching structure” within the Discussion (Dudley-Evans, 1994: 224)<br />
and the frequency with which moves 1 (Information Move), 3 (Finding), and 5<br />
(Reference to Previous Research) are used. On the other hand, moves 4 ((Un)expected<br />
Outcome), 8 (Limitation), and 9 (Recommendation) are seldom used by these authors.<br />
Additionally, some of the texts studied contain unorthodox combinations of moves<br />
within a single fragment, suggesting a need for explicit education of NNE biomedical<br />
authors on the most common rhetorical characteristics of the Discussion section, an<br />
essential skill for publication purposes.<br />
References<br />
Burgess, S. & Martín-Martín, P. (2008). Introduction to English as an Additional Language<br />
in Research Publication and Communication. Berlin: Peter Lang. 7-15.<br />
Burrough-Boenisch, J. (2003). Shapers of published NNS research articles. Journal of<br />
Second Language Writing, 12, 223-243.<br />
Dudley-Evans, T. (1994). Genre analysis: an approach to text analysis for ESP. In M.<br />
Coulthard (ed.). Advances in written text analysis. London: Routledge. 219-228.<br />
Holmes, R. (1997). Genre analysis and the social sciences: an investigation of the<br />
structure of research article discussion sections in three disciplines. English for Specific<br />
Purposes, 16(4), 321-337.<br />
Nwogu, K.N. (1997). The medical research paper: Structure and function. English for<br />
Specific Purposes, 16(2), 119-138.<br />
Shashok, K. (2001). Author’s editors: Facilitators of science information transfer.<br />
Learned Publishing, 14(2), 113-121.<br />
El lenguaje jurídico en el periodismo digital: mecanismos lingüísticos de divulgación<br />
Yúfera Gómez, Irene<br />
Universidad de Barcelona - iyufera@ub.edu<br />
García Asensio, M.ª Ángeles<br />
Universidad de Barcelona - garciaasensio@ub.edu<br />
Polanco Martínez, Fernando<br />
Universitat de Barcelona, Barcelona - polanco@ub.edu<br />
El lenguaje periodístico, como lenguaje de especialidad (Lázaro Carreter 1990),<br />
muestra su máxima potencialidad creativa en el nivel léxico-semántico (Guerrero<br />
Salazar 2007). También en este nivel muestra su predisposición hacia el neologismo al<br />
acoger las innovaciones lingüísticas que surgen en la actividad comunicativa cotidiana<br />
o en los sectores sociales de especialidad. A su capacidad creadora y su actitud<br />
neológica se suma su voluntad de divulgación y de claridad; de ahí que los medios de<br />
comunicación tengan también la responsabilidad de hacer comprensible al ciudadano<br />
el conocimiento, los conceptos y, concretamente, el vocabulario especializado que<br />
139
manejan los especialistas de los ámbitos sobre los que se genera información (Gómez<br />
de Enterría 1993; Sarmiento y Vilches 2004).<br />
Son abundantes los trabajos realizados desde la perspectiva de la Lingüística<br />
del Texto y desde el Análisis del Discurso que investigan acerca de los mecanismos<br />
utilizados en la prensa para la divulgación del conocimiento científico y su jerga<br />
(Alcíbar 2004, Ciapuscio 2009, 2011; Gallardo 2005). Sin embargo, apenas hay estudios<br />
exhaustivos sobre el empleo y la divulgación de otros lenguajes, como el jurídicoadministrativo<br />
(Peral 2011), en los medios de comunicación.<br />
El propósito de este trabajo es presentar una investigación empírica que explora<br />
los mecanismos lingüísticos y discursivos a los que se recurre en el periodismo digital<br />
para que el ciudadano lego en la materia tenga acceso al lenguaje de la ley y a la<br />
terminología manejada por los juristas, y pueda, por tanto, alcanzar a comprender<br />
adecuadamente lo que ocurre en juzgados y tribunales.<br />
La investigación está fundamentada en un corpus de noticias y crónicas sobre<br />
asuntos legislativos y judiciales, seleccionadas aleatoriamente de los principales<br />
periódicos digitales españoles y difundidas entre los años 2008-2012. El corpus se ha<br />
sometido a análisis textual con el programa de concordancias Antconc. Los resultados<br />
apuntan hacia la necesidad de invertir mayores esfuerzos en el recurso a estrategias<br />
clarificadoras, aprovechando la dimensión multimodal e hipertextual del periodismo<br />
digital.<br />
Bibliografía<br />
Alcíbar, M. (2004), “La divulgación mediática de la ciencia y la tecnología como<br />
recontextualización discursiva”, Anàlisi 31, 43-70.<br />
Ciapuscio, E. Guiomar (2009). “Lenguaje y medicina: actividades metalingüísticas en<br />
artículos de opinión de mitad del siglo XX”, E. Eckkrammer (ed.), La comparación en<br />
los lenguajes de especialidad, Forum für Fachsprachen-Forschung. Berlín: Frank & Timme,<br />
231-241.<br />
Ciapuscio, E.G. (2011), “De metáforas durmientes, endurecidas y nómades: un enfoque<br />
lingüístico de las metáforas en la comunicación de la ciencia”, ARBOR, Ciencia,<br />
Pensamiento y Cultura, Vol. 187–747, enero-febrero, Universidad de Buenos Aires,<br />
CONICET, 89-98.<br />
Gallardo, Susana (2005). “Pragmatic support of medical recommendations in<br />
popularization texts”, Journal of Pragmatics. Vol. 37/6, 813-835.<br />
Gómez de Enterría, J.: “Las lenguas especiales en la prensa diaria”, Actas de la II Jornada<br />
de lengua para fines específicos. Madrid: Universidad de Alcalá.<br />
Guerrero Salazar, S. (2007): La creatividad en el lenguaje periodístico. Madrid: Cátedra.<br />
Lázaro Carreter, F. (1990): “El idioma del periodismo, ¿lengua especial?, Asterisco, 2,<br />
1990, 3-7.<br />
Palau, D. (2011): “El patchwork electrònic a la trama digital. El desfiament narratiu”, en<br />
Estévez, N., Gómez, J. R., y Carbonell, M. (2011): La comunicación escrita en el siglo XXI.<br />
Valencia: Universitat de València, 233-248.<br />
Peral, M. (dir.) (2012): “Estudio de campo: el lenguaje jurídico en los medios”,<br />
Ministerio de Justicia:<br />
http://www.mjusticia.gob.es/cs/Satellite/es/1288775399001/MuestraInformacion.html.<br />
[Consulta 26/11/2012].<br />
Salaverría, R. (2005): Redacción periodística en internet. Pamplona: Eunsa.<br />
Sarmiento, R. y Vilches, F. (2004): Lengua española y comunicación. Madrid: SGEL.<br />
140
LEXICOLOGÍA Y LEXICOGRAFÍA<br />
141<br />
Los gentilicios según la RAE<br />
Almela Pérez, Ramón<br />
Universidad de Murcia - ralmela@um.es<br />
El tratamiento que hace la Nueva gramática de la lengua española (Madrid, Espasa,<br />
2009) de los gentilicios (tomo I, capítulo 7, apartado 6, páginas 532-539.) adolece de, al<br />
menos, tres defectos: a) positivismo caprichoso, b) frivolidad empírica y c) ligereza<br />
nocional.<br />
En cuanto al positivismo he de decir que hacía tiempo que no veía un trabajo<br />
“oficial” tan involucionista desde el punto de vista metodológico. Regresamos a la<br />
época en la que un trabajo científico se hacía consistir en el predominio de un catálogo<br />
de datos. El hilo “no-conductor” es una sarta de datos enhebrados por diez sufijos. En<br />
la introducción mezcla alusiones a gentilicios, topónimos y antropónimos, enumera los<br />
sufijos formadores de gentilicios y se ocupa de algunas aportaciones que se puede<br />
considerar como “curiosidades”. Los centenares de ejemplos se constituyen en una<br />
“enumeración” atosigante de usos, no en una “confirmación” de conceptos. Más de la<br />
mitad de los vocablos que forman los diversos párrafos corresponden no a exposición<br />
de ideas, sino a ejemplos de casos, denominaciones, valores, ejemplos…, y no sólo de<br />
gentilicios, a pesar de que de estos es de los que dice ocuparse.<br />
Siendo este campo de estudio tan proclive a la utilización de datos organizados,<br />
resulta negativamente sorprendente que la RAE no haya acudido a su propio corpus, el<br />
CREA. El “desuso” de un corpus es síntoma del mal que aqueja a todas nuestras<br />
gramáticas. No debería consolarnos a los lingüistas hispanos el hecho de que las<br />
gramáticas actuales (a fortiori también las pasadas, pero eso ya no tiene remedio) de<br />
cualquier lengua padecen de un mal radical: están alejadas de la realidad de la lengua.<br />
Se afirma que «Los adjetivos gentilicios se forman normalmente» (pág. 533) con 19<br />
sufijos; sin embargo, sólo se ocupa de nueve de ellos y nada dice de los otros 10;<br />
además, no explica por qué selecciona unos sufijos y no selecciona otros.<br />
No es rigurosa ni en la precisión de conceptos ni en la selección terminológica.<br />
Presenta un desarrollo caótico del capítulo. Con el nombre rotular de «Adjetivos<br />
gentilicios. Otros usos», trata de gentilicios, sufijos, antropónimos, topónimos… No ha<br />
asimilado el paradigma borroso, sino que mantiene, frente a las evidencias de lo<br />
contrario, el paradigma binarista. Así, da por descontado que los gentilicios “son”<br />
adjetivos «que admiten también usos sustantivos.» (pág. 533) También podría ser al<br />
revés. Hace gala de estrechez en la asignación de los sentidos de los sufijos pues en<br />
ningún momento aluden a los diversos valores que tienen.<br />
Semántica comparada del griego antiguo y del latín: su aplicación al estudio del<br />
vocabulario y a la traducción<br />
Batista Rodríguez, José Juan ULL - jjbatist@ull.es<br />
El aprendizaje del vocabulario del griego antiguo suele constituir un problema<br />
para los alumnos españoles de enseñanza secundaria y de universidad. Para facilitar<br />
este aprendizaje los que firman esta propuesta proponen un método que pudiera
llamarse de semántica comparada de las lenguas clásicas y que han utilizado con<br />
bastante éxito durante años. Es un hecho que los alumnos españoles que aprenden<br />
griego antiguo conocen el latín tanto de forma indirecta (todas las lenguas románicas<br />
descienden del latín) como de forma directa (los alumnos que aprenden griego antiguo<br />
suelen haber estudiado latín). Por esta razón y como el latín y el griego son lenguas que<br />
han estado en contacto desde los inicios mismos del latín, en el aprendizaje del griego<br />
antiguo conviene partir de las correspondencias etimológicas y de las equivalencias<br />
firmemente establecidas entre vocablos latinos y griegos. Ello facilitará tanto el<br />
aprendizaje del vocabulario como la traducción de textos griegos.<br />
Enseñando unas cuantas reglas fonéticas sencillas y mostrando ciertas<br />
correlaciones morfológicas, el alumno es capaz de ver las múltiples correspondencias<br />
entre morfemas y lexemas griegos y latinos. Así, por ejemplo: ab/ἀπό, in/ἐν,<br />
super/ὑπέρ, sub/ὑπό, somnus/ὑπνος, vetus/ἔτος, aurora/αὔριον, gnosco/γιγνώσκω,<br />
feci/(ἔ)θῆκα, ieci/ἧκα, etc. Si unimos estas correspondencias a las equivalencias bien<br />
establecidas entre morfemas y lexemas griegos y latinos, comotrans/μετά,<br />
pono/τίθημι, capio/αἱρέω, iacio/βάλλω, rectus/εὐθύς, narrare/διηγεῖσθαι,<br />
dicere/λέγειν, vox/φωνή, vocare/καλεῖν, nomen/ὄνομα, verbum/ῥῆμα, natura/φύσις,<br />
etc.<br />
Con unas mil correspondencias de este tipo, referidas a los vocablos griegos<br />
más frecuentes, el alumnado será capaz de ampliar mucho su conocimiento del<br />
vocabulario griego y, en consecuencia, traducirá con mayor soltura y fiabilidad.<br />
142<br />
The syntax-semantics interface of the Way-construction<br />
Benedetti, Clara Maria<br />
University of Modena and Reggio Emilia - claramaria1@alice.it<br />
The term Construction Grammar (CxG) refers to a family of theories, or models of<br />
grammar in which the primary unit of analysis is the construction which is recognized<br />
as a free stranding theoretical entity. In the present paper, I adopt the Cognitive<br />
Construction Grammar approach together with other constructionist studies (Boas<br />
2003, 2008) in order to analyse the complex semantics of a highly productive English<br />
construction, the so-called way-construction. The way-construction entails that the<br />
subject referent creates and moves along the path expressed by the prepositional<br />
phrase, despite external obstacles (Goldberg 1996). I present the syntactic, semantic and<br />
pragmatic features of the way-construction in order to describe its complex structure as<br />
well as the intra-constructional variation occurring in it. From a lexical perspective, the<br />
way-construction shows a different distribution of verbs which share the same lexical<br />
domain (Levin 1993; Faber & Mairal (1999). To this end, I present the internal and<br />
external semantic constraints which govern the subsumption process as well as the<br />
semantic decomposition of the way-construction following the Lexical Constructional<br />
Model (LCM) (Ruiz de Mendoza & Mairal, 2006, 2007, 2008). The variation also refers<br />
to the Aktionsart (VanValin 2005; Vendler 1967) of the verbs occurring in the wayconstruction;<br />
it is interesting to notice that not only verbs expressing activity do occur<br />
in this construction but also stative verbs. I then move on to consider the prepositional<br />
phrase and the spatial configurations described by the way-construction in order to<br />
identify the privileged types of image schemas in the way-construction. After having<br />
presented the semantic and syntactic features of the way-construction, I move on to
look at this construction within an ontological framework for computational<br />
implementation. The LCM has adopted an ontological perspective with the aim of<br />
bridging the gap between the linguistic world and Artificial Intelligence (AI). In<br />
particular, the LCM unified its structure with the Functional-Grammar Knowledge<br />
Base (FunGramKB) (Periñan & Arcas 2004, 2005, 2006, 2007ab, 2010ab; Periñan &<br />
Mairal 2009, 2010; Mairal & Periñan 2009ab, 2010). FunGramKB is a multipurpose<br />
lexico-conceptual knowledge base for natural language processing system (Mairal,<br />
Ruiz de Mendoza & Periñan) where the lexical and the conceptual-grammatical<br />
interface are linked. FunGramKB is made up of three major knowledge levels with<br />
different but interrelated modules, i.e. the lexical, grammatical and conceptual level. In<br />
particular, the ontology is purely conceptual and made up of a universal concept<br />
taxonomy. The ontological level is linked to lexica which are language-specific and it<br />
stores the semantic knowledge in the form of meaning postulates, on the basis of a<br />
thematic frame specification of event participants. The crucial point deriving from the<br />
unification of LCM and FunGramKB is the creation of a computationally treatable<br />
structure known as CLS (Conceptual Logical Structure) which links the linguistic and<br />
the conceptual level. Under this perspective, I present the syntactic and semantic<br />
parameters of the way-construction which I inserted at the ontological level, such as<br />
variables, thematic relations, Aktionsart of the way-construction, prepositions and the<br />
other salient features.<br />
References<br />
Benedetti, C.M. 2009. She battled her way into medical profession. A corpus-based analysis of<br />
the way-construction. Unpublished MA thesis. University of Pavia. Italy.<br />
Benedetti, C. M. 2012. Moving with difficulty while creating a path: The English Way-<br />
Construction. In Giuseppe Mininni and Manuela Manuti eds., Applied Psycholiguistics.<br />
Positive effects and ethical perspectives. 236-247. Milano: Franco Angeli.<br />
Goldberg, A. E. 1995. Constructions: a Construction Grammar Approach to Argument<br />
Structure. Chicago: ChicagoUniversity Press.<br />
Israel, M. 1996. The way construction grow. Conceptual structure, discourse and language.<br />
Ed. Adele Goldberg. 217-230. Standford: Center for Study of Language and Information.<br />
Mairal, R. & Periñan-Pascual, C. (2009a). The anatomy of the lexicon component withinthe<br />
framework of a conceptual knowledge base. Revista española de Lingüistica Aplicada 22 (2009),<br />
217-244.<br />
Periñan-Pascual, C. & F. Arcas Túnez (2004). Meaning postulates in a lexicoconceptualknowledge<br />
base.15 th International Workshop on Database and Expert System<br />
Applications, IEE, Los Alamitos (California), 38-42.<br />
Periñan-Pascual, C. & F. Arcas Túnez (2005). Microconceptual-Knowledge Spreading in<br />
FunGramKB. Proceedings on the 9 th IASTED International Conference on Artificial<br />
Intelligence.and Soft Computing (pp.239-244).Anaheim-Calgary-Zurich: ACTA Press.<br />
Periñan-Pascual, C. & F. Arcas Túnez (2006). Reusing computer-oriented lexica as foreignlanguage<br />
electronic dictionaries. Anglogermánica Online 4, 69-93.<br />
Periñan-Pascual, C. & F. Arcas Túnez (2007a). Cognitive modules of an NLP knowledge<br />
base for language understanding. Procesamiento del Lenguaje Natural 39, 197-204.<br />
Periñan-Pascual, C. & F. Arcas Túnez (2007b). Deep semantics in an NLP knowledge base.<br />
Proceedings of the 21th Conference of the Spanish Association for Artificial Intelligence<br />
(pp.279-288). Universidad de Salamanca. Salamanca.<br />
143
Ruiz de Mendoza Ibáñez, F. J. & Mairal Usón, R. 2006. How to design lexical<br />
andconstructional templates: A step by step guide. www.lexicom.es<br />
Ruiz de Mendoza Ibáñez, F. J. & Mairal Usón, R. 2007. Challenging systems of lexical<br />
representation. Journal of English Studies 4; University of La Rioja: volume in honor of<br />
Carmelo Cunchillos.<br />
Ruiz de Mendoza Ibáñez, F. J. & Mairal Usón, R. 2008. Levels of description and<br />
constraining factors in meaning construction: An introduction to the Lexical Constructional<br />
Model. In Folia Linguistica. 42/2: 355-400.<br />
Factorizing Collocations into Semantic Sets<br />
Cantos, Pascual pcantos@um.es<br />
Almela, Moises m.almela.sanchez@gmail.com<br />
This paper discusses a new methodological approach to the mapping of<br />
collocations into semantic sets. Theoretically, the approach is informed by the Lexical<br />
Constellation Model. The main difference between this model and the mainstream<br />
approaches to collocation lies in its suitability for recognising more than one domain of<br />
lexical attraction within the same collocational window. We will distinguish two<br />
different manifestations of this multiplicity of domains. The first one is the<br />
phenomenon of indirect collocation, which has been investigated in previous lexical<br />
constellation research, and the second one is inter-collocability. This concept refers to<br />
positive or negative dependency relations between collocational pairs (not between<br />
words). It will be argued that incorporating inter-collocability features into lexical<br />
entries can lead to significant advances in the field of combinatorial lexicography. This<br />
version of lexical constellation analysis proposed in this study seeks to improve the<br />
techniques of semantic description associated with this model. In particular, the main<br />
aim of this revised version is to provide a more objective basis for the grouping of<br />
collocates into semantic sets. In previous versions of the model, the classification of<br />
collocates was guided by the intuition of the human analyst. The new strategy<br />
advanced in this paper draws on factor analysis.<br />
Factor analysis is a statistical procedure used to reveal the latent structure of a<br />
set of variables, that is, to discover simple patterns in the relationships among the<br />
variables. In particular, it seeks to discover if the observed variables can be explained<br />
largely or entirely in terms of a much smaller number of variables, called factors. This<br />
statistical approach involves finding a way of condensing the information contained in<br />
a number of original variables into a smaller set of dimensions (factors) with the<br />
minimum loss of information. The new factors are used as explanatory variables<br />
during choice modelling.<br />
The revised method is applied in the description of lexical constellations of the<br />
node ‘decision’. All the data have been extracted from the ukWaC corpus, accessed at<br />
SketchEngine. The results indicate that clustering techniques represent an adequate<br />
starting point for the semantic classification of collocates.<br />
References<br />
Almela, M. (2011). Improving corpus-driven methods of semantic analysis: a case<br />
study of the collocational profile of ‘incidence’. English Studies, 92(1), pp. 84-99.<br />
Almela, M., Cantos, P. & Sánchez, A. (2011). From collocation to meaning: revising<br />
corpus-based techniques of lexical semantic analysis. In I. Balteiro (ed.) New Approaches<br />
144
to Specialized English Lexicology and Lexicography. Newcastle u. T.: Cambridge Scholars<br />
Press, pp. 47-62.<br />
The BBI Dictionary of English Word Combinations (1997). Compiled by M. Benson, E.<br />
Benson & R. Ilson. Amsterdam: John Benjamins.<br />
Bosque, I. (2001). Sobre el concepto de ‘colocación’ y sus límites. Lingüística Española<br />
Actual, 23(1), pp. 9-40.<br />
Bosque, I. (2004). La direccionalidad en los diccionarios combinatorios y el problema de<br />
la selección léxica. In T. Cabré (ed.) Lingüística teórica: anàlisi i perspectives. Bellaterra:<br />
Universitat Autonoma de Barcelona, pp. 13-58.<br />
Cantos, P., Sánchez, A. (2001). Lexical constellations: what collocates fail to tell.<br />
International Journal of Corpus Linguistics, 6(2), pp. 199-228.<br />
DiCE: Diccionario de colocaciones del español. Accessed at: http://www.dicesp.com.<br />
Hanks, P., Pustejovsky, J. (2005). A Pattern Dictionary for Natural Language<br />
Processing. Révue Française de Linguistique Appliquée, 10, pp. 63-82.<br />
Herbst, T., Heath, D., Roe, I.F. & Götz, D. (2004). A Valency Dictionary of English. A<br />
Corpus-Based Analysis of the Complementation Patterns of English Verbs, Nouns and<br />
Adjectives. Berlin: Mouton deGruyter.<br />
Mason, O. (2000). Parameters of collocation: the word in the centre of gravity. In J.M.<br />
Kirk (ed.) Corpora Galore. Analyses and techniques in describing English. Amsterdam:<br />
Rodopi, pp. 267-280.<br />
Macmillan Collocations Dictionary for Learners of English (2010). Compiled by M. Rundell.<br />
Oxford: Macmillan.<br />
Oxford Collocations Dictionary for Students of English (2009). Compiled by C. McIntosh.<br />
Oxford: OxfordUniversity Press.<br />
A Pattern Dictionary of English Verbs. Accessed at: http://deb.fi.muni.cz/pdev/.<br />
REDES: Diccionario combinatorio del español contemporáneo (2004). Compiled by I.<br />
Bosque. Madrid: SM.<br />
Renouf, A. (1996). Les nyms: en quête du thésaurus des textes. Lingvisticae<br />
Investigationes, 20(1), pp. 145-165.<br />
Rychlý, P. (2008). A lexicographer-friendly association score. In P. Sojka, A. Horák<br />
(eds.) Proceedings of Recent Advances in Slavonic Natural Language Processing, RASLAN<br />
2008. Brno: Masaryk University, pp. 6-9.<br />
Sinclair, J. (1991). Corpus, Concordance, Collocation. Oxford: Oxford University Press.<br />
145<br />
Cookies, chicks, dolls… Conceptualizing women through sexist metaphors<br />
Crespo Fernández, Eliecer eliecer.crespo@uclm.es<br />
It is assumed that some men (mostly the so-called ‘macho men’) have an<br />
ideologically biased view of women, which is reflected in the metaphorical terms they<br />
use to talk about them, such as chick, doll, cookie or bunny, just to mention a few. Indeed,<br />
most metaphorical labels are not neutral in their evaluative stance; rather, they are<br />
ideologically charged. We should not miss the fact that, after all, the use of figurative<br />
language is not at random. Metaphor is central to thought and language: we talk about<br />
things the way we conceive them and this is grounded in our values, assumptions and<br />
culture.<br />
In this regard, the aim of this paper is twofold: to gain an insight into the<br />
metaphorical language used mostly by males to refer disparagingly to women and, by
doing so, reflect on the dangers inherent in the use of sexist metaphors to conceptualize<br />
womanhood. To this end, following the well-known theoretical framework of<br />
Conceptual Metaphor Theory initiated by Lakoff and Johnson, I will explore the use<br />
and implications of sexist metaphors in a sample of contextualized discourses extracted<br />
from The British National Corpus, a word collection of samples of written and spoken<br />
current British English.<br />
The analysis undertaken reveals that sexist metaphors bring to the mind<br />
connotations of linguistic discrimination towards women. The metaphorical units<br />
analysed are included in three conceptual metaphors that convey negative<br />
connotations and stereotypes and help legitimise sexist attitudes and behaviors,<br />
namely WOMEN ARE APPETIZING FOOD (cookie, cheesecake); WOMEN ARE<br />
ANIMALS (bunny, chick, fox); and WOMEN ARE PLAYTHINGS (doll, toy). These<br />
dysphemistic conceptualizations, whereby women are represented as sexual objects, as<br />
sexually promiscuous, or as clumsy and unattractive, tend to emphasise those aspects<br />
which are more likely to denigrate, even dehumanize, females. Besides, the results<br />
obtained from the analysis provide evidence for the fact that the sexism underlying this<br />
type of metaphorical dysphemism exalts certain characteristics of males as the<br />
dominant group and confers on the man a position of control over women, which<br />
ultimately serves to establish male authority though language.<br />
References<br />
Allan, K. and K. Burridge. 2006. Forbidden Words. Taboo and the Censoring of Language.<br />
Cambridge: Cambridge University Press.<br />
Cameron, D. and D. Kulick. 2003. Language and Sexuality. Cambridge. Cambridge<br />
University Press.<br />
Deignan, A. 2010. “The Evaluative Properties of Metaphors”. G. Low; Z. Todd; A.<br />
Deignan and L. Cameron, eds. Researching and Applying Metaphor in the Real World.<br />
Amsterdam and Philadelphia: John Benjamins. 357-374.<br />
–––––. 1997. “Metaphors of Desire”. K. Harvey and C. Shalom, eds. Language and Desire:<br />
Encoding Sex, Romance and Intimacy. London: Routledge. 21-42.<br />
Chamizo Domínguez, P. y F. Sánchez Benedito. 2000. Lo que nunca se aprendió en clase.<br />
Eufemismos y disfemismos en el lenguaje erótico inglés. Granada: Comares.<br />
Crespo-Fernández, Eliecer. 2008. “Sex-Related Euphemism and Dysphemism. An<br />
Analysis in Terms of Conceptual Metaphor Theory”. Atlantis 30.2: 95–110.<br />
Fernández Fontecha, A. and R. Jiménez Catalán 2003: ‘Semantic Derogation in Animal<br />
Metaphor: A Contrastive Study of two Male/Female Examples in English and Spanish’.<br />
Journal of Pragmatics 35: 771-97.<br />
Goatly, A. 1997. The Language of Metaphors. London: Routledge.<br />
Hines, C. 2000. “Rebaking the Pie: The WOMAN AS DESSERT Metaphor”. M.<br />
Bucholtz, A. Liang and L. Sutton, eds. Reinventing Identities: The Gendered Self in<br />
Discourse. New York and Oxford: Oxford University Press. 145-62<br />
Kövecses, Z. 2006: “Metaphor and Ideology in Slang: The Case of WOMAN and<br />
MAN”. Revue d’Études Françaises 11: 151-66.<br />
Lakoff, G. 1987. Women, Fire and Dangerous Things. Chicago: Chicago University Press.<br />
––––– 1994 (1979). “The Contemporary Theory of Metaphor’. A. Ortony, ed. Metaphor<br />
and Thought. Cambridge: Cambridge University Press. 202-51.<br />
146
López Rodríguez, I. 2009. “Of Women, Bitches, Chickens and Vixens: Animal<br />
Metaphors for Women in English and Spanish”. Culture, Language and Representation 7:<br />
77-100.<br />
Murphy, P. 2001. Studs, Tools and the Family Jewels. Metaphors Men Live By. Madison and<br />
Wisconsin: The University of Wisconsin Press.<br />
147<br />
The cum-, turned-, slash- and plus-construction in present-day English: new<br />
“candidates” for institutionalisation?<br />
Daniele, Franceschi<br />
University of Pisa - Italy - daniele.franceschi72@gmail.com<br />
This presentation intends to analyse four highly specific but productive<br />
constructions in English consisting of the particles cum, turned, slash and plus linking<br />
nouns/noun phrases, e.g. pub-cum-hotel, oil executives-turned-politicians, actor-slash-writer,<br />
principle plus interest, or prenominal modifiers, e.g. philosophic-cum-economic tinge, whiteturned-black<br />
figure, funny-slash-sad love story, posh plus expensive cafeteria. These types of<br />
formations have received little or no attention at all in the linguistic literature. There<br />
appears to be just one study, within word formation theory, on the use and function of<br />
the element cum (Stein 2000). The purpose is thus to fill in this research gap, by<br />
extending the field of observation and by calling into question not only morphosyntactic<br />
issues, but also those semantic-pragmatic and cognitive aspects involved in<br />
lexical processes (Brinton & Traugott 2005). Conceptual blending theory (Fauconnier &<br />
Turner 1998, 2002) appears to be a particularly suitable model to describe the mapping<br />
mechanisms underlying the formation of the four constructions and their sub-schemas.<br />
The analysis is carried out with respect to the broader phenomenon of<br />
compounding (Benczes 2006; Lieber & P. Štekauer 2009, and references therein), in<br />
order to observe what functions these novel expressions serve compared to similar and<br />
more established word combinations, for example co-ordinate compounds (e.g. butlerchauffeur).<br />
Lexical items may be seen as ranging along a continuum going from highly<br />
‘entrenched’ expressions (Harris 1998; Jackendoff 1995, 2009; Langacker 1987, 1991;<br />
Schmid 2007) to ad-hoc formations constructed “on the fly” and showing discrepancies<br />
with conventional uses. It will be demonstrated how language users creatively<br />
manipulate already existing lexical items to construe specific formations that satisfy<br />
their specific communicative needs (Croft & Cruse 2004), e.g. the intention to express<br />
humour and/or ironical disapproval. The ultimate goal is to show that the cum-, turned-<br />
, slash- and plus-constructions are the result of “forced” cognitive operations aimed at<br />
bringing together concepts that do not always cohere into new units, which are now<br />
beginning to obtain recognition. Some of them even appear in dictionaries or are on the<br />
way to lexicalisation.<br />
The sample of data used for the analysis consists of occurrences of the four<br />
construction types retrieved both in the major corpora of English (British National<br />
Corpus; ICAME collection: Lancaster/Oslo-Bergen Corpus, Freiburg-LOB Corpus,<br />
Australian Corpus of English, Wellington Corpus; BYU corpora: Corpus of<br />
Contemporary American English) and in the 2010 online articles of the British<br />
newspaper The Guardian. Some dictionary entries as well as examples found on the<br />
web are used in an attempt to provide the most comprehensive overview of the<br />
various possible constructional patterns.
References<br />
Benczes R., 2006, Creative compounding in English. Amsterdam/ Philadelphia: John<br />
Benjamins.<br />
Brinton L.J., Traugott E.C., 2005, Lexicalisation and Language Change. Cambridge:<br />
Cambridge University Press.<br />
Croft W., Cruse D. A., 2004, Cognitive Linguistics. Cambridge: Cambridge University<br />
Press.<br />
Fauconnier G., Turner M., 1998, “Principles of Conceptual Integration”, in J.-P. Koenig<br />
(ed.) Discourse and Cognition: Bridging the Gap. Stanford: CSLI Publications, pp. 269-283.<br />
Fauconnier G., Turner M., 2002, The Way We Think: Conceptual Blending and the Mind’s<br />
Hidden Complexities. New York: Basic Books.<br />
Harris C, 1998, “Psychological studies of entrenchment”, in J.-P. Koenig (ed.) Discourse<br />
and Cognition: Bridging the Gap. Stanford: CSLI Publications, pp. 55-70.<br />
Jackendoff J.R., 1995, “The boundaries of the Lexicon”, in M. Everaert, E.-J. van der<br />
Linden, A. Schenk & R. Schreuder (eds.) Idioms: Structural and Psychological Perspectives.<br />
Hillsdale, NJ: Lawrence Erlbaum Associates, pp. 133-165.<br />
Jackendoff J.R., 2009, “Compounding in the Parallel Architecture and Conceptual<br />
Semantics”, in R. Lieber & P. Štekauer (eds.) The Oxford Handbook of Compounding.<br />
Oxford: Oxford University Press, pp. 105-128.<br />
Langacker, R., 1987, Foundations of Cognitive Grammar, Vol. 1: Theoretical<br />
Prerequisites. Stanford: Stanford University Press.<br />
Langacker, R., 1991, Foundations of Cognitive Grammar, Vol. 2: Descriptive<br />
Application. Stanford: Stanford University Press.<br />
Lieber, R., Štekauer, P., 2009, “Introduction: status and definition of compounding”, in<br />
R. Lieber & P. Štekauer (eds.) The Oxford Handbook of Compounding. Oxford: Oxford<br />
University Press, pp. 3-18.<br />
Schmid H.-J., 2007, “Entrenchment, salience and basic levels”, in D. Geeraerts & H.<br />
Cuyckens (eds.) Handbook of Cognitive Linguistics. Oxford: Oxford University Press, pp.<br />
169-203.<br />
Stein G., 2000, “The function of word-formation and the case of English -cum-”, in C.<br />
Dalton-Puffer & N. Ritt (eds.) Words: Structure, Meaning, Function. A Festschrift for Dieter<br />
Kastovsky. Trends in Linguistics: Studies and Monographs 130. Berlin: Mouton de<br />
Gruyter, pp. 277-88.<br />
Los verbos introductores de discurso. Propuesta de presentación según el “Modelo<br />
lexemático funcional”<br />
De Lucas Vicente, Alberto<br />
GRADUN, Universidad de Navarra - adelucas@alumni.unav.es<br />
Como se ha mostrado en un estudio reciente (Casado y De Lucas 2012), los<br />
medios informativos recurren con frecuencia a una gran variedad de lexemas verbales<br />
para introducir en su discurso citas ajenas. Con ello, mantienen la apariencia de<br />
objetividad, al incluir también las voces contrarias, y controlan la orientación<br />
ideológica y persuasiva del texto, (des)autorizando dichas voces o a sus emisores. Esta<br />
estrategia argumentativa, unida al imperativo estilístico de la variatio léxica y a la gran<br />
influencia que en la actualidad globalizada tiene la prensa en el cambio lingüístico,<br />
148
provoca que los verbos así empleados adquieran en muchas ocasiones significados o<br />
matices nuevos.<br />
En la era de la información y la globalización, el hablante común identifica a<br />
menudo el lenguaje periodístico como la variedad de prestigio y dota a los medios<br />
informativos de gran influencia en el cambio lingüístico, de manera que sus<br />
innovaciones suelen gozar de gran aceptación y trascienden a los hablantes,<br />
extendiéndose a gran velocidad y asentándose fácilmente en el sistema de la lengua.<br />
Los principales diccionarios, DRAE, DEA, DUE, GDUESA, (Haensch y<br />
Omeñaca 2004), sin embargo, no siempre recogen estos significados o no lo hacen de<br />
una forma homogénea o sistemática, en definitiva, útil al usuario.<br />
El citado trabajo de Casado y De Lucas, basado en un amplio corpus de textos<br />
periodísticos (1.262.609 tokens), permite una definición sintagmática y paradigmática<br />
exhaustiva de los verbos incluidos en este paradigma léxico, que proponemos en esta<br />
comunicación.<br />
Ante el auge de los diccionarios de uso (con información sintagmática y<br />
paradigmática, cfr. Porto 2002) y la propuesta de su exposición detallada en el<br />
proyectado DCLEA (Porto et al. 2007), procede, sin duda, este acercamiento al<br />
paradigma de los citados verbos. Trataré de mostrar, además, que la forma de<br />
acercamiento a la definición de este paradigma es la que propone el Modelo lexemático<br />
funcional (Martin Mingorance 1990, entre otros), mostrando los verbos de manera<br />
relacional, de modo que cada verbo quede definido por oposición al resto de verbos de<br />
su grupo, habiendo establecido este previamente, basándonos en su función principal:<br />
la introducción de discurso. Aunque nuestro acercamiento se refiera solo a los verbos,<br />
sin duda será útil a propuestas más amplias y relacionadas, como puede ser el Proyecto<br />
“Definiciones Mínimas”, que «consiste, en lo fundamental, en convertir en<br />
transcategorial el modelo lexemático funcional (MLF)» (Bosque y Mairal 2012).<br />
Referencias bibliograficas<br />
Bosque, I. & Mairal, R. (2012). “Definiciones mínimas” en Rodríguez González, F. (ed.).<br />
Estudios de Lingüística española. Homenaje a Manuel Seco. Universidad de Alicante.<br />
Casado Velarde, M. & De Lucas Vicente, A. (2012). “La evaluación del discurso referido<br />
en la prensa a través de los verbos introductores”. (Pendiente de evaluación).<br />
dea= Seco, M., Andrés, O. & Ramos, G. (2011). Diccionario del español actual (2ª ed. act).<br />
Madrid: Aguilar.<br />
drae= Real Academia Española. (2001). Diccionario de la lengua española (22.a ed.).<br />
Consultado en http://www.rae.es/rae.html<br />
due= Moliner, M. (2007). Diccionario de uso del español (3ª ed.). Madrid: Gredos.<br />
gduesa= Sánchez, A., & Anula Rebollo, A. (2001). Gran diccionario de uso del español<br />
actual. Madrid: Sociedad General Española de Librería.<br />
gradun, http://www.unav.es/centro/analisisdeldiscurso/<br />
Haensch, G. & Omeñaca, C. (2004). Los diccionarios del español en el siglo XXI: Problemas<br />
actuales de lexicografía: Los distintos tipos de diccionarios, una guía para el usuario:<br />
Bibliografía de publicaciones sobre lexicografía. In (2ª corr y aum ed., pp. 398).<br />
Salamanca: Universidad de Salamanca.<br />
Martín Mingorance, L. (1990): «Functional grammar and lexematics», En J. Tomaszczyk<br />
y B. Lewandowska-Tomaszczyk (eds.), Meaning and lexicography. Amsterdam: John<br />
Benjamin.<br />
Porto Dapena, J. Á. (2002). Manual de técnica lexicográfica. Madrid: Arco/Libros.<br />
149
Porto Dapena, J. Á. et al. (2007). El diccionario "Coruña" de la lengua española actual: Planta<br />
y muestra. A Coruña: Universidade da Coruña, Servizo de Publicacións.<br />
150<br />
Accounting for the distribution of aspectual features within a computational<br />
knowledge base: “Clean” events in FunGramKB<br />
Díaz Galán, Ana adiazgal@ull.es<br />
As was already exposed previous studies (Martín Díaz 2012a y Díaz Galán<br />
2012b), in terms of Akstionsart (Van Valin & LaPolla 1997), verbs of cleaningexhibit<br />
certain peculiarities which are not captured in the literature on Aktionsart<br />
classification, since -as we can see in the following examples- they show an unusual<br />
Activity-to-Causative Accomplishment alternation:<br />
1. She still manages without a washing machine and she washesevery day (BYC-<br />
BNC)<br />
2. I washed her clothes (BUY- BNC)<br />
According to the tests for Aktionsart classes (VanValin & LaPolla 1997) verbs<br />
such as WASH pattern like activity verbs in examples such as 1 above, but on the other,<br />
they seem to undergo the causative paraphrase and therefore pattern -contrary to what<br />
other linguists regard as an active accomplishment- like a causative accomplishment (2<br />
above).<br />
While other models cannot explain such unexpected alternation, in this poster<br />
we will account for this aspectual variation within the LCM (Cortés 2007; Mairal and<br />
Ruiz de Mendoza 2006, 2008 and 2009, Ruiz de Mendoza and Mairal 2007a,b) and,<br />
more specifically, within its computational implementation: FungramKB’s knowledge<br />
base.<br />
The verbs considered in this study can be defined by means of the basic concept<br />
+CLEAN_01 in the ontological module of FunGramKB. The meaning postulate<br />
attached to this concept would however, in principle, be insufficient to explain the<br />
janus like syntactic behaviour mentioned before. It will be necessary to invoke, first,<br />
certain inheritance mechanisms between hierarchically related concepts within the<br />
ontology and, also, a second set of inheritance mechanism between the ontology and<br />
the lexical and constructional components in FunGramKB.<br />
References:<br />
Cortés Rodríguez, F. J. 2007. Building a Constructicon: Templates, Constraints and<br />
Unification. Unpublished research.<br />
Martín Díaz, M.A y A. Díaz Galán. 2012a “An LCM account of the English Verbs of<br />
Removing: From Activity to Causative Accomplishment”. XXX Congreso Internacional<br />
de AESLA. Universidad de Lleida.19-21 Abril 2011<br />
Díaz Galán, A and M.A. Martín Díaz. 2012b “The Activity to causative accomplishment<br />
alternation of Wipe verbs within the LCM” I International Conference on Meaning and<br />
Knowledge Representation: LCM and FungramKB”. Madrid UNED. 4-6 de Julio de<br />
2012<br />
Mairal Usón, R. y F. J. Ruiz de Mendoza. 2006. “Internal and external constraints in<br />
meaning construction: the lexicon-grammar continuum” en Estudios de Filología Inglesa:<br />
Homenaje a la Dra. Asunción Alba Pelayo. Madrid: UNED.
Mairal Usón, R. y F. J. Ruiz de Mendoza. 2008. “New Challenges for Lexical<br />
Representation within the Lexical-constructional Model (LCM)” Revista Canaria de<br />
Estudios Ingleses 57, noviembre 2008:137-158.<br />
Mairal Usón, R. y F. J. Ruiz de Mendoza. 2009. “Levels of description and explanation<br />
in meaning construction” en C. S. Butler y J. Martín Arista. Eds. Deconstructing<br />
Constructions. Amsterdam y Filadelfia: John Benjamins. 153-200.<br />
VanValin & LaPolla 1997. Syntax: Structure, Meaning, and Function. CUP.<br />
151<br />
A study of paratextual elements in 18th-century general English dictionaries:<br />
appendices and annexes<br />
Domínguez Rodríguez, M.ª Victoria<br />
vdominguez@dfm.ulpgc.es<br />
Rodríguez Álvarez, Alicia<br />
Universidad de Las Palmas de Gran Canaria - arodriguez@dfm.ulpgc.es<br />
In the last decades, 18th-century general English dictionaries have awakened<br />
special interest among scholars. The present paper intends to analyse one aspect of<br />
these works that has been neglected so far; namely: the paratext (Watts 1995). More<br />
precisely, we focus on the role played by the different appendices and annexes<br />
attached to the A-Z section.<br />
For the concept of 'paratext', we follow Genette's approach (1997) to paratextual<br />
elements. This author defines 'paratext' as the group of elements that surround the<br />
main text and are devised to: a) facilitate the reading and understanding of the text<br />
itself; b) complement the information it contains; and c) justify its publication.<br />
According to this definition, the appendices and annexes attached to the front and to<br />
the back matter of dictionaries could enhance the value of lexicographical works by<br />
making these volumes seem more exhaustive and self-contained. In this sense, the<br />
dictionaries displaying such distinctive features stand out in a market oversaturated<br />
with works of the same sort. This fact may have determined the popularity of<br />
appendices and annexes in 18th-century dictionaries, especially those including lists of<br />
proper names, biographical, historical, geographical and other sort encyclopaedic<br />
information (see Hayashi 1984; Landau 2001; Rodríguez-Álvarez 2010).<br />
By exploring the nature and contents of the appendices and annexes that complement<br />
the lexicographic core of our study corpus, we will establish a preliminary typology for<br />
paratextual elements in 18th-century general dictionaries and will make a classification<br />
on the grounds of their contents. After giving a general characterization of the types<br />
identified, we will try to work out the reasons that moved dictionary compilers to<br />
include this extra-material; this will be carried out taking into account the information<br />
provided in the prefaces and the title-pages.<br />
The results of this study will likely shed light on the type of contents considered<br />
potentially appealing at that time, and will constitute a first approach to the analysis of<br />
paratextual elements in dictionaries published during the 18th-century.<br />
References<br />
Genette, Gerard. 1997 (1987). Paratexts. Thresholds of interpretation. Cambridge:<br />
Cambridge University Press.
Hayashi, Tetsuro. 1984. “Methodological problems of 18th-century English<br />
Lexicography”. In: Auroux, S. et al. (eds). Matérieux pour une Histoire des Théories<br />
Linguistiques. Lille: Presses Universitaires de Lille, 355-362.<br />
Landau, Sidney I. 2001. Dictionaries. The Art and Craft of Lexicography. Cambridge:<br />
Cambridge University Press.<br />
Rodríguez-Álvarez, Alicia. 2010. “'With a concise historical account of the language':<br />
outlines of the history of English in eighteenth-century dictionaries”. In: Tieken-Boon<br />
van Ostade, I. & van der Wurff, W. (eds). Current Issues in Late Modern English. Bern,<br />
Berlin & Bruxelles: Peter Lang, 183-208.<br />
Watts, Richard J. 1995. “Justifying Grammars. A Socio-Pragmatic Foray into the<br />
Discourse Community of Early English Grammarians”. In: Jucker, A. H. (ed). Historical<br />
Pragmatics. Pragmatic Developments in the History of English. Amsterdam: John<br />
Benjamins, 145-185.<br />
152<br />
Frames as a Framework for Terminology<br />
Faber, Pamela pfaber@ugr.es<br />
Terminology work involves the collection, analysis, and distribution of terms.<br />
This is essential for a wide range of activities, such as technical writing and<br />
communication, knowledge acquisition, specialized translation, knowledge resource<br />
development, and information retrieval. However, these activities cannot be performed<br />
randomly, but should be based on a systematic set of theoretical principles that reflect<br />
the cognitive and linguistic nature of terms as access points to larger knowledge<br />
configurations.<br />
Frame-Based Terminology (FBT) (Faber 2011, 2012; Faber et al. 2007) is a<br />
cognitive approach to Terminology that focuses on conceptual organization by<br />
applying premises from psychological and linguistic models and theories, such as the<br />
Lexical Grammar Model (Martín Mingorance 1989, Faber and Mairal 1999), FrameNet<br />
(Fillmore and Atkins 1998, Fillmore et al. 2003, Ruppenhofer et al. 2010), the Generative<br />
Lexicon (Pustejovsky 1995), and Situated Cognition (Barsalou 2008).<br />
FBT frame-like representations take the form of conceptual templates<br />
underlying the knowledge encoded in specialized texts and can be regarded as situated<br />
knowledge structures. FBT frames are linguistically reflected in the lexical relations<br />
codified in terminographic definitions. The structure of definitions is thus based on a<br />
frame or template for each category. Concept properties are codified in terms of qualia<br />
(Pustejovsky 1995), which are determined by the nature of concepts. Since qualia roles<br />
are extra-linguistic in nature, they provide a way to systematically structure<br />
information types within definitions and supply an explicit formalization of how<br />
extralinguistic knowledge can be incorporated into a terminological entry.<br />
In FBT, term definitions also reflect situated conceptualizations and<br />
simulations. This type of conceptualization highlights the dynamicity of concepts and<br />
the fact that they are not processed in isolation, but rather are typically situated in<br />
background situations and events (Barsalou 2008).<br />
References<br />
Barsalou, L. W. 2008. Grounded cognition. Annual Review of Psychology 59: 617–645.<br />
Faber, P. 2011. The dynamics of specialized knowledge representation: simulational<br />
reconstruction or the perception-action interface. Terminology 17 (1): 9–29.
Faber, P. (ed.) 2012. A Cognitive Linguistics View of Terminology and Specialized Language.<br />
Berlin: Mouton de Gruyter.<br />
Faber, P., P. León, J. A. Prieto, and A. Reimerink 2007. Linking images and words: the<br />
description of specialized concepts. International Journal of Lexicography 20: 39–65.<br />
Faber, P. and R. Mairal 1999. Constructing a Lexicon of English Verbs. Berlin: Mouton de<br />
Gruyter.<br />
Fillmore, C. J. and S. Atkins 1998. FrameNet and lexicographic relevance. In: A. Rubio,<br />
N. Gallardo, R. Castro, and A. Tejada (eds.), Proceedings of the ELRA Conference on<br />
Linguistic Resources, 417–423. Granada: UGR.<br />
Fillmore, C. J., M. Petruck, J. Ruppenhofer, and A. Wright 2003. Framenet in action: the<br />
case of attaching. International Journal of Lexicography 16 (3): 298–332.<br />
Martín, L. 1989. Functional Grammar and Lexematics. In: J. Tomaszczyk and B.<br />
Lewandowska (eds.), Meaning and Lexicography, 227–253.Amsterdam: John Benjamins.<br />
Pustejovsky, J. 1995. The Generative Lexicon. Cambridge, MA: MIT Press.<br />
Ruppenhofer, J., M. Ellsworth, M. Petruck, C. Johnson, and J. Scheffdzyk 2010.<br />
FrameNet II: Extended Theory and Practice. Available at:<br />
http://framenet.icsi.berkeley.edu/index.php?option=com_wrapper&Itemid=126.<br />
Loss and pervivence of the Old English Adjectival Lexicon 1<br />
153<br />
Fidalgo Allo, Luisa<br />
Universidad de La Rioja - luisa.fidalgoa@unirioja.es<br />
This paper focuses on the Old English adjectival lexicon. There is agreement<br />
among the scholars on the fact that most Old English lexical items got lost; nevertheless<br />
it remains to determine in a more detailed way how semantic change has affected the<br />
lexicon throughout time. Going beyond the quantification of survival and<br />
disappearance of the Old English adjectival lexicon, the aim of this study is to give a<br />
survey of the possible tendencies for loss and pervivence of this grammatical class.<br />
The methodology of research comprises the retrieval of the data on adjectives<br />
from the lexical database of Old English Nerthus (www.nerthusproject.com), and the<br />
subsequent comparison with the entries to The Oxford English Dictionary. The results of<br />
this analysis are that a 16,63% of Old English adjectives have survived into Present-day<br />
English, in spite of the foreing influences and generalized lexical loss that the language<br />
has undergone throughout its history. Conversely, a remarkable 83.36% has got lost.<br />
A deeper examination classifies surviving adjectives according to the meaning<br />
change undergone between the Old English and the Present-day English adjective<br />
derived from the former.Five types of semantic relationship between the Old English<br />
and the Present-day English adjective have been established:<br />
Type 1<br />
No meaning change: oferfǃt ‘too fat’.<br />
Type 2<br />
Some senses added: behōflic ‘necessary’ (new senses: ‘of use; useful, profitable;<br />
needful’)<br />
Type 3<br />
1 This research has been funded through the project FFI2011-29532.
Some senses lost: dīegol ‘secret, hidden, obscure, unknown, deep’ (lost senses: ‘hidden,<br />
unknown, deep’).<br />
Type 4<br />
Some senses added and other senses lost: hlāfordlēas ‘without a lord, leaderless’ (new<br />
sense: ‘of a woman: husbandles’; lost sense: ‘leaderless’).<br />
Type 5<br />
Radical meaning change: undēore ‘cheap’ (new meaning: ‘not dear; not regarded with<br />
affection’).<br />
The results of this classification indicate that the most frequent semantic<br />
relationship in surviving Old English adjectives is the simultaneous addition of new<br />
senses and loss of other senses, followed by the addition of new senses. On the other<br />
hand, the instances of absolute stability are scarce, but even more scarce are the<br />
instances of loss of senses. The conclusion reached is that the addition of new senses<br />
contributes to the survival of the adjective in question and that linguistic evolution<br />
entails meaning expansion.<br />
As regards lost Old English adjectives, this paper yields a semantic<br />
classification in terms of the categories of the Historical Thesaurus of the Oxford English<br />
Dictionary, some additional semantic categories have been added from the taxonomy of<br />
A Thesaurus of Old English. The main conclusion is that lexical losses of the adjectival<br />
class concentrate in the area of less prototypical adjectives with evaluative function or<br />
referring to transitory mental states, and that, in general, more abstract than concrete<br />
adjectives are counted among the losses.<br />
Bibliographical references<br />
The Oxford English Dictionary (2nd. edition on CD-ROM, 2009).<br />
Nerthus: An Online Database of Old English (www.nerthusproject.com), consulted on<br />
April, 2010.<br />
Kay, Christian, Jane Roberts, Michael Samuels and Irene Wotherspoon 2009: Historical<br />
Thesaurus of the Oxford English Dictionary. Oxford: Oxford University Press.<br />
Roberts, Jane, Christian Kay and Lynne Grundy 2000: A Thesaurus of Old English.<br />
Amsterdam: Rodopi.<br />
Semantic and constructional motivation for concept differentiation in FUNGRAM KB’s<br />
(Knowledge Base) ontology: ‘split’ versus ‘separate’ events.<br />
Fumero, Carmen mfumero@ull.es<br />
In previous research Fumero Pérez (2012a, 2012b) we claimed that the verbs<br />
separate, split and detach, which Levin 1993 (164-167) groups within the same lexical<br />
class of ‘Verbs of Separating and Disassembling’, do not have the same ontological<br />
status. Their disparate behavior with respect to a set of constructions showed that<br />
although the event of separating is part of the semantic content of the three verbs,<br />
separate and detach encode it as part of their core meaning and are, therefore, classifiable<br />
as position verbs. However, split does not encode the event of separating within its<br />
core meaning and thus belongs to a different ontological type, being better classified as<br />
a change of state predicate.<br />
In this paper we will deal with the treatment of these three verbs in FUNGRAM<br />
KB’s knowledge base, in which we find that the verbs split and separate are defined by<br />
the same concept, SPLIT_00, and that detach doesn’t appear at all. We will assess the<br />
154
validity of such a classification and propose that the differences between split, on the<br />
one hand, and separate and detach, on the other, are a matter of deep conceptual<br />
semantics, hence pertaining to the ontological model and not merely a surface lexical<br />
semantic distinction. This involves proposing a different basic concept as definiens for<br />
separating and disassembling verbs as opposed to SPLIT_00 that encodes the basic<br />
meaning of break verbs.<br />
Bibliography<br />
Fumero Pérez, M. 2012a. An LCM analysis of Verbs of Separating and Disassembling:<br />
Splitting apart meaning components. XXX Congreso Internacional AESLA “La Lingüística<br />
Aplicada en la Era de la Globalización”. Universidad de Lleida.<br />
Fumero Pérez, M. 2012b An LCM account of verbs of separating and disassembling:<br />
reassigning class membership. I International Conference on Meaning and Knowledge<br />
Representation: LCM & FunGramKB. UNED, Madrid<br />
Levin, B. 1993. English Verb Classes and Alternations: A Preliminary Investigation. Chicago:<br />
Universitty of Chicago Press.<br />
Towards a usage-based, constructionist analysis of sentential complement clauses in<br />
English and Spanish<br />
Gonzálvez García, Francisco fgonza@ual.es<br />
This paper is concerned with a descriptive and explanatory constructionist<br />
account à la Goldberg (2006) of the semantico-pragmatic, syntactic and discoursefunctional<br />
factors impinging on the choice of an infinitival or a finite complement<br />
clause strategy after verbs of volition/causation and cognition/utterance in English and<br />
Spanish, as illustrated in (1) below:<br />
(1) (a) (…) el hombre (…) pidió reponer los platos vacíos (…). (CREA).<br />
‘The man asked that the empty dishes be put back.’<br />
(b) (…) Baró (…) pidió que el partido se jugara el 15 de noviembre (…). (CREA).<br />
‘Baró asked the game to take place on 15, November.’<br />
(c) (…) el Dr... dijo de operarme (…). (CREA).<br />
‘The doctor suggested that I be operated on.’<br />
(d) Dios dijo que éramos hermanos. (CREA).<br />
‘God said that we were brothers.’<br />
It is proposed that the infinitival and finite complement clauses in (1) above can<br />
be adequately captured in terms of a family of constructions, in which two general<br />
groupings can be discerned: (i) the "cause-become" and the "desire-become"<br />
constructions, and (ii) the "assess-state" construction (see Yoon 2004: 383-384).<br />
The constructionist, usage-based analysis provided here shows that these two<br />
general constructional meanings can be further modulated in terms of at least the<br />
following factors: First, the lexical class of the verb (e.g. causation, volition, cognition,<br />
communication), with special focus on the feasibility of specific verbs of being<br />
construed as a verb of a different class. A case in point is that of “say”/decir, which,<br />
unlike other communication verbs, can convey manipulation when combined with an<br />
infinitival clause:<br />
(2)(a) He said/*remarked/*told to come around.<br />
(b) Él (me) dijo/*afirmó/*mantuvo de ir a su casa a jugar con la Wii.<br />
‘He told me to go to his place to play with his Wii video console’<br />
155
A second important factor at work is the degree of morphosyntactic<br />
compression of the complement clause. Specifically, infinitival clauses encode a higher<br />
degree of subject/speaker’s involvement and are thus only compatible with strong<br />
manipulation verbs. Finite (“that-”/“que-”) clauses, by contrast, encode a lesser degree<br />
of subject/speaker’s involvement and are in principle semantically compatible with<br />
weaker manipulation (cf. (3)(a)-(b)) as well as high-low epistemic certainty (cf. (3)(c)-<br />
(d)) verbs.<br />
(3)(a) Sin embargo, el club no piensa dar marcha atrás en ningún caso. (CREA).<br />
(b) (...) she thought to check the receipt book (…). (BNC).<br />
(c) Te aseguro/creo que te pareces a una famosa.<br />
http://www.todamujeresbella.com/116/tienes-el-rostro-de-una-famosa/<br />
(d) I think you’re absolutely right. (BNC).<br />
Third, morphosyntactic factors such as correferentiality, main verb negation<br />
and, to some extent, question formation are also operational, especially in the case of<br />
Spanish:<br />
(4) No creo que lo [sepa/*sabe].<br />
(Bosque 1990: 41).<br />
In this connection, the analysis proposed here accommodates the languagespecific<br />
impact of negation and question formation in Spanish in terms of the negative<br />
assess-state and the question assess-state sub-constructions, respectively. Specifically,<br />
within the negative assess-state construction, assertives (e.g. ver ‘see’, creer ‘think,<br />
believe’, etc) are distinguished from non-assertives (e.g. dudar ‘doubt’, cuestionar ‘call<br />
into question’, etc), insofar as only the former group necessarily takes the subjunctive<br />
when negated.<br />
References<br />
Bosque, I. 1990. Las bases gramaticales de la alternancia modal. Repaso y balance. In<br />
Bosque, I. (ed.), Indicativo y Subjuntivo.Madrid: Taurus Universitaria, pp. 13-65.<br />
Givón, T. 1980. The binding hierarchy and the typology of complements. Studies in<br />
Language 4, pp. 333-377.<br />
Goldberg, A. E. 2006. Constructions at Work: The Nature of Generalization in Language.<br />
Oxford: OxfordUniversity Press.<br />
Michaelis, Laura A. forthcoming. Complementation by construction. In Hauser, M.J. et<br />
al., (eds.), The Proceedings of the Thirty-second Annual Meeting of the Berkeley Linguistics<br />
Society: Parasession on Theoretical Approaches to Argument Structure. Berkeley: BLS, Inc.<br />
Yoon, J. 2004. Infinitival complement constructions in Spanish. A Construction<br />
Grammar approach. In J. Auger, J. Clancy Clements and B. Vance (eds.) Contemporary<br />
Approaches to Romance Linguistics. Selected papers from the 33rd linguistic symposium on<br />
Romance languages (LSRL) [Current Issues in Linguistic Theory 258].<br />
Amsterdam/Philadelphia: John Benjamins, pp. 381-397.<br />
156<br />
Clasificación general de los topónimos de la isla de La Palma<br />
González Suárez, Leticia María<br />
ULL - leticiaglezsuarez@gmail.com<br />
Batista Rodríguez, José Juan ULL - jjbatist@ull.es
Un topónimo es un nombre propio que designa un lugar. Se conoce también<br />
como nombre geográfico. Es frecuente la presencia de topónimos compuestos,<br />
constituidos por un término genérico y otro específico: El Lomo de Machado, El Barranco<br />
de Garome, La Hoya de Rodrigo, etc. El término genérico identifica de manera general la<br />
naturaleza de la entidad geográfica en cuestión: caldero, caldera, verada, hoya, topo, roque,<br />
lomo, barranco, malpaís, etc.; en la toponimia mayor y menor de la isla de La Palma, este<br />
primer término genérico suele ser un morfotopónimo (describe la morfología del<br />
terreno). En cambio, el término específico suele ser un antropotopónimo, un<br />
hagiotopónimo, un hidrotopónimo, un zootopónimo o un fitotopónimo. El presente<br />
artículo pretende realizar una clasificación de los topónimos palmeros, basándose en el<br />
corpus que la Academia Canaria de la Lengua (ACL) ha recopilado en un Proyecto<br />
financiado por Cartográfica de Canarias (Grafcan) para el análisis, selección,<br />
tratamiento y normalización de la toponimia de La Palma. En nuestra clasificación,<br />
incluiremos los topónimos palmeros más repetidos con vistas a elaborar un diccionario<br />
toponímico de la isla de La Palma.<br />
157<br />
La gestión informática de los datos sobre el valor y empleo de los gentilicios<br />
hispánicos1 Herrera Santana, Juana L.<br />
Instituto de Lingüística Andrés Bello/ULL - jlherrer@ull.es<br />
García Padrón, Dolores<br />
Instituto Universitario de Lingüística Andrés Bello/ULL - dgarcia@ull.es<br />
El tratamiento habitual que se le ha dado en la lingüística española a las<br />
palabras gentilicias no ha ido más allá de ofrecer un simple repertorio en relación con<br />
los topónimos correspondientes. Los gentilicios hispánicos, sin embargo, son un<br />
conjunto léxico muy heterogéneo que presenta particularidades fónicas, gramaticales,<br />
léxicas, históricas, sociolingüísticas, pragmático-discursivas, etc., que exigen un<br />
tratamiento lingüístico que dé cuenta de su idiosincrasia, que explique su valor y su<br />
empleo: la existencia de gentilicios gramaticales y léxicos, la diversidad de las bases (no<br />
siempre raíces toponímicas), la complementación sufijal de variado tipo, la variedad de<br />
sus empleos designativos, los distintos aspectos sociolingüísticos (actitudes, creencias,<br />
etc.) implicados en la construcción de la imagen del individuo en relación a un topos, la<br />
convivencia entre los endogentilicios y los exogentilicios, así como las razones de los<br />
trasvases de unas denominaciones gentilicias a otras, esto es, gentilicios que adquieren<br />
sentidos calificativos y seudogentilicios que se convierten en gentilicios, etc.<br />
Varios investigadores pertenecientes a distintas universidades venimos<br />
trabajando desde 2008 sobre todos estos aspectos mencionados, y de ello hemos venido<br />
dando cuenta en varias publicaciones y foros académicos; pero nuestro objetivo ha sido<br />
no solo difundir los resultados de la investigación sino también elaborar a la par una<br />
base de datos que no sea un simple repertorio al uso, sino que contenga toda esta<br />
1 Este trabajo se enmarca en el proyecto Estudio global de los gentilicios de la lengua española:<br />
materiales americanos, nuevas consideraciones teóricas y gestión informática de los datos<br />
(FFI2011-26256), que es continuación de Estudio global de los gentilicios de la lengua española<br />
(FFI2008-01817).
información relevante debidamente recogida, catalogada, etiquetada y explicada. Esta<br />
base, GentiDB, recoge en el momento presente más de 6000 gentilicios<br />
correspondientes a más de 4000 referentes toponímicos; se han anotado en ella varias<br />
decenas de sufijos implicados en su formación, se han vaciado una treintena de fuentes<br />
(diccionarios, glosarios, repertorios, etc.) de todo el mundo hispánico, etc., lo cual<br />
ofrece un panorama muy heterogéneo de este conjunto léxico. Nos proponemos en<br />
nuestra comunicación presentar y explicar el proceso de construcción de esta base y<br />
cómo los datos lingüísticos obtenidos de nuestras investigaciones, en la perspectiva<br />
expresada más arriba, han sido gestionados informáticamente para dar cuenta del<br />
valor y empleo de estas unidades. El objetivo último del proyecto, en lo que a la base se<br />
refiere, es que esta pueda ser consultada en dos niveles: el de los usuarios especialistas<br />
en lingüística y el del público no especialista.<br />
Meronimia y herencia como parámetros que explican el "se" de los verbos inacusativos<br />
de cambio<br />
Hidalgo Alfageme, Carlos Alonso<br />
Universidad Católica / Ruzomberok - carlos.hidalgo@ku.sk<br />
Las relaciones parte-todo constituyen un nivel de representación que<br />
Pustejovsky (1995) propone pero no desarrolla en su Lexicón Generativo, centrado en<br />
el inglés. Pero el español tiene el clítico se. Es posible aplicar la meronimia junto con<br />
otro parámetro del que sí se ocupa en profundidad el mismo autor, la herencia, para<br />
explicar el uso del se con verbos inacusativos de cambio de estado y de movimiento. La<br />
relación entre la meronimia, los verbos de cambio de estado y el se es la de (1):<br />
(1) a. El todo hereda el cambio de cualquiera de sus partes (romperse, evaporarse,<br />
enredarse, ablandarse). Verbos con se.<br />
b. El todo hereda el cambio de algunas de sus partes. Verbos sin se (crecer, descarrilar,<br />
adelgazar, cambiar, florecer)<br />
c. El todo hereda el cambio de todas sus partes (hervir, mutar, nacer). Verbos sin se.<br />
d. El todo hereda el cambio de una parte determinada que, paradójicamente, no sufre<br />
el cambio (arrodillarse, aburrirse, acostarse, atragantarse). Verbos con se.<br />
e. El todo hereda el cambio de una parte determinada que sufre el cambio. El verbo en<br />
este caso es inergativo: (cavilar, cojear, respirar, toser). Verbos sin se.<br />
De entre el amplio corpus de datos que sustenta las generalizaciones de (1) se<br />
podrían destacar los siguientes.<br />
Grupo (1.a). Romper: si una pieza se rompe, la máquina se rompe también, deja de<br />
funcionar. Evaporarse: se interpreta que es el agua de la cazuela lo que se evapora,<br />
aunque en realidad se evapora solo la parte del agua situada en su capa superior.<br />
Grupo (1.b). Crecer: si la nariz le crece a Pinocho, Pinocho no crece; pero si le crecen las<br />
piernas, sí. Descarrilar: si el vagón de cola descarrila, el tren puede no descarrilar; pero<br />
como descarrilen más vagones, sí lo hace.<br />
Grupo (1.c). Hervir: cuando el agua de una cazuela hierve, lo hace toda ella, todas sus<br />
partes. Mutar: Si un extraterrestre cambia, lo hacen algunas de sus partes, pero si muta<br />
el cambio es total.<br />
Grupo (1.d). Arrodillarse: cuando un caballero se arrodilla lo hace todo él, pero no se<br />
puede afirmar que la única parte suya que en realidad sufre el cambio, sus rodillas, y a<br />
las que además apunta el lexema verbal, participen en ese cambio: *Sus rodillas se<br />
158
arrodillan. Aburrirse: con los verbos de cambio psíquico la parte que soporta el cambio<br />
es el cerebro del individuo, del todo; pero no se puede decir que *el cerebro se aburre.<br />
Grupo (1.e) Cavilar: cuando un caballero cavila lo hace todo él, y además cavila la parte<br />
suya que en realidad sufre el cambio: *su cerebro cavila. Cojear: la parte determinada<br />
que soporta el cambio es la pierna, de la que se puede afirmar que cojea.<br />
La lista de (1) proporciona definiciones mínimas. Estas definiciones constituyen<br />
un núcleo capaz de generar nuevos significados a partir de las combinaciones que<br />
establezca cada entrada léxica con otras entradas. Es precisamente en esto en lo que<br />
consisten las definiciones de un lexicón generativo.<br />
Bibliografía<br />
Pustejovsky, James (1995): The generative lexicon. Cambridge: MIT Press.<br />
159<br />
¿Qué es un verbo de movimiento?<br />
Ibarretxe, Iraide iraide@unizar.es<br />
Hijazo Gascón, Alberto a.hijazo-gascon@uea.ac.uk<br />
El decidir qué es realmente un verbo de movimiento es uno de los problemas<br />
metodológicos a los que se enfrentan los estudios sobre la lexicalización del<br />
movimiento desde la tipología de Talmy (1991) y desde el Pensar para Hablar de Slobin<br />
(1991). Normalmente la inclusión de un verbo en la categoría de movimiento y de su<br />
posterior subclasificación se decide en función del tipo de información semántica<br />
(Manera, Camino (trayectoria)…) y del número de piezas de información (una o varias)<br />
que codifican. El problema es que los autores que trabajan en este campo (p.ej., Slobin y<br />
Sebastián (1994), Ibarretxe-Antuñano (2004), Cadierno y Ruiz (2006), Cifuentes-Férez<br />
(2008)), no siempre coinciden en la inclusión de un verbo en una u otra categoría. Esta<br />
falta de uniformidad en el análisis de los distintos estudios es crucial, ya que parte de<br />
la descripción y clasificación tipológica de una lengua depende del número de verbos<br />
de Camino o de Manera que utiliza.<br />
En esta charla, para tratar de eliminar la subjetividad del investigador,<br />
presentamos los resultados de un experimento de categorización de los verbos de<br />
movimiento en español realizados a cien hablantes nativos. Los participantes, a través<br />
de una encuesta online de cien verbos caracterizaron los verbos según su composición<br />
semántica. Estos datos nos permiten contar con la intuición nativa, y complementar<br />
con otras fuentes de información, lo que puede ser de gran utilidad para corroborar o<br />
modificar las clasificaciones previamente establecidas por lingüistas.<br />
Resemblance Operations and Conceptual Complexity in Animal Metaphors<br />
Iza Erviti, Aneider aneideriza@gmail.com<br />
In Cognitive Linguistics the study of conceptual metaphor has been a major<br />
concern ever since Lakoff & Johnson (1980) published their seminal work Metaphors We<br />
Live By. In this approach, metaphor is seen as a mapping between conceptual domains<br />
that allows us to understand one domain (called the source) in terms of another (called<br />
the target). Based on previous works by Ruiz de Mendoza Ibáñez & Otal Campo (2002),<br />
Ruiz de Mendoza Ibáñez & Pérez Hernández (2011) have offered a comprehensive<br />
classification of metaphor types from different taxonomic perspectives. Depending on<br />
the nature of the correspondences we distinguish between resemblance and correlation
metaphors. Resemblance metaphors are not directly grounded in primary<br />
sensorymotor experience and their correspondences are evident through mere attribute<br />
comparison. Grady (1999) calls for a more serious study of the latter type of metaphor<br />
as for over thirty years cognitive linguists have devoted much effort to the study of<br />
metaphors based on the correlation to the detriment of the resemblance metaphor. The<br />
present paper takes up this challenge from the perspective of Cognitive Linguistics on<br />
the basis of a small corpus of ‘animal’ metaphors, essentially based on resemblance, for<br />
three main reasons: 1) because of their productivity in terms of the potential types and<br />
subtypes of metaphors they give rise to 2) because this is the only domain of Lakoff &<br />
Turner’s Great Chain of Being where situational metaphors have a high frequency of<br />
occurrence 3) because resemblance metaphors are the result of more complex cognitive<br />
processes. In order to substantiate this last contention, I offer the analysis of a sample<br />
of English animal metaphors with a special focus on the interaction patterns involved<br />
in accounting for their meaning impact. In this respect, various conceptual interaction<br />
patterns involving metaphor and/or metonymy have proved crucial in the analysis of<br />
expressions involving animals. Among others, we have identified cases of (i) animal<br />
metaphors interacting with high-level metaphors and metonymies (He hared off) where<br />
using high-level metonymies such as OBJECT FOR ACTION the animal in question<br />
stands for the actions it performs (ii) animal metaphors entering metaphtonymic<br />
relations, where the metaphoric source or target is constructed metonymically (To<br />
separate the sheep from the goats) (cf. Goossens 1990; Ruiz de Mendoza Ibáñez & Díez<br />
Velasco 2002), and (iii) animal metaphors interacting with other metaphors thereby<br />
giving rise to metaphoric amalgams, as discussed in Ruiz de Mendoza Ibáñez & Galera<br />
Masegosa (2011). These amalgams refer to expressions that combine two or more<br />
different metaphors into a single conceptual package, as in He was beavering away. In<br />
connection with the cases in (ii), I have also argued that basic ontological metaphors<br />
serve as the basis for the creation of more complex situational metaphors, all of which<br />
have a metonymic ingredient. All these factors determine to a large extent the nature of<br />
much of our inferential activity that takes place when we interpret animal-based<br />
metaphorical expressions in whatever degree of idiomaticity.<br />
References<br />
Goossens, L. (1990). “Metaphtonymy: the Interaction of Metaphor and Metonymy in<br />
Expressions for Linguistic Action” in Dirven, R & Pörings, R. (eds.) Metaphor and<br />
Metonymy in Comparison and Contrast. Mouton de Gruyter, Berlín/New York, 349-378.<br />
Grady, J. (1999). “A typology of motivation for conceptual metaphor: correlation vs.<br />
resemblance” in R. Gibbs & G. Steen (Eds.) Metaphor in cognitive linguistics. Amsterdam,<br />
The Netherlands: John Benjamins, 79–100.<br />
Lakoff, G. and Johnson, M. (1980). Metaphors we live by. Chicago, IL: University of<br />
Chicago Press.<br />
Lakoff, G. and Turner, M. (1989). More than cool reason: A field guide to poetic metaphor.<br />
Chicago, IL: The University of Chicago Press.<br />
Ruiz de Mendoza, F.J. & Galera Masegosa, A. (2011). “Going beyond metaphtonymy:<br />
Metaphoric and metonymic complexes in phrasal verb interpretation”, Language Value<br />
3; in press.<br />
Ruiz de Mendoza Ibáñez, F.J. and Díez Velasco, O. (2002). “Patterns of Conceptual<br />
Interaction” in Dirven, R. & Pörings, R. (eds.) Metaphor and Metonymy in Comparison and<br />
Contrast. Mouton de Gruyter, Berlín/Nueva York, 489–532.<br />
160
161<br />
High-level metaphor and metonymy in the family of the resultative<br />
Luzondo Oyón, Alba alba.luzondo@gmail.com<br />
The present proposal adheres to the constructional view in that it admits the<br />
existence of constructions (i.e. form-meaning or form-function pairings) as<br />
psychologically real linguistic entities capable of supplying meaning (cf. Goldberg,<br />
1995, 2006; Ruiz de Mendoza, to appear). In this context, this paper furnishes a<br />
preliminary account of the family of English resultative constructions (see Goldberg &<br />
Jackendoff, 2004), in which high-level metaphor and metonymy (cf. Ruiz de Mendoza<br />
& Pérez, 2011 for discussion) are shown to be of paramount importance when<br />
accounting for both individual realizations and the relations holding among the<br />
various grammatical constructions participating in this family. These cognitive<br />
operations are termed high-level in the sense that they involve generic cognitive<br />
models thus working at higher levels of abstraction (e.g. the notions of ‘action’, ‘effect’,<br />
‘cause’, etc.). First, I introduce the two general organizational schemas around which<br />
the family of the resultative revolves (cf. Ruiz de Mendoza & Luzondo, 2012). These<br />
read as follows: (1) if the affected entity (A) is perceived or construed as experiencing a<br />
holistic, radical change so that A can no longer be considered the same entity, a<br />
prepositional phrase is required (e.g. The ice melted to liquid, She painted the brush to<br />
pieces). I shall label this the A>B schema. However, (2) if the affected entity (A) acquires<br />
a new property/quality but ultimately retains its essence, and adjectival phrase is<br />
employed (e.g. She drank herself blind, They painted the house green). I shall call this the<br />
A>A’ schema. Between these extremes of the cline a subtype of the latter, namely, the<br />
‘motion’ A>A’ schema can be acknowledged to exist. This schema accounts for<br />
figuratively exploited resultatives which are formally PP resultatives, but semantically<br />
do not codify the same kind of change as that of pure A>B realizations, as in He drank<br />
herself into a depression or The teacher bored us into a stupor. The advantage of these<br />
generalizing schemas is that it largely allows us to determine what type of resultative<br />
phrases a given verb occurs with, despite Boas’s (2008: 123) statement that “the<br />
construction has no way of distinguishing between the two types of resultative<br />
phrases”. Second, pivoting around these schemas, I discuss in some detail the different<br />
members belonging to the family of the resultative, as well as the cognitive operations<br />
motivating them. Some examples are: the standard, non-figurative resultative (e.g. He<br />
hammered the metal flat), figurative resultatives with fake reflexives (e.g. She ate herself<br />
sick), the caused-motion construction (e.g. He kicked the ball into the net), the way<br />
construction (e.g. They fought their way free), the material-product construction (e.g.<br />
Martha carved a toy out of a piece of wood), the total transformation construction (e.g. The<br />
witch turned him from a prince into a frog), etc.<br />
References<br />
Boas, H. (2008) Boas, H. C. (2008b). Determining the structure of lexical entries and<br />
grammatical constructions in Construction Grammar. Annual Review of Cognitive<br />
Linguistics 6: 113-144.<br />
Goldberg, A. (1995). Constructions. A Construction Grammar Approach to Argument<br />
Structure. Chicago: University of Chicago Press.<br />
Goldberg, A. (2006). Constructions at Work: The Nature of Generalization in Language. New<br />
York: Oxford University Press.
Goldberg, A. & Jackendoff, R. (2004). The English resultative as a family of<br />
constructions. Language 80: 532-568.<br />
Ruiz de Mendoza, F. To appear. Meaning construction, meaning interpretation and<br />
formal expression in the Lexical Constructional Model. In B. Nolan & E. Diedrichsen<br />
(Eds.), Linking Constructions into Functional Linguistics: The Role of Constructions in RRG<br />
Grammars [Studies in Language]. Amsterdam/Philadelphia: John Benjamins.<br />
Ruiz de Mendoza, F. & Luzondo, A. (2012). Lexical-constructional subsumption in<br />
resultative constructions in English. In M. Brdar, M. Zic, I. Raffaelli, M.-M. Stanojevic &<br />
N. Tudjman Vukovic (Eds.), Cognitive Linguistics. Between Universality and Variation.<br />
Cambridge Scholars Publishing; in press.<br />
Ruiz de Mendoza, F. & Pérez, L. (2011) The contemporary theory of metaphor: Myths,<br />
developments and challenges. Metaphor and Symbol 26: 1-25.<br />
162<br />
The Diaspora of Writing Events within FunGramKB’s Semantic Modules: A<br />
Reassessment of Creation Events and their Lexical Counterparts<br />
Martín Díaz, María Auxiliadora mmartind@ull.es<br />
Sosa, Eulalia eusosa@ull.es<br />
Many creation verbs like Verbs of Creation and Transformation and Image<br />
Creation Verbs (see Levin 1993: 169) exhibit an alternation between a variant with no<br />
object and a variant with object. In particular, the verbs we are analyzing here, those<br />
encoded under FunGramKB’s basic concept +WRITE_00 and whose superordinate in<br />
the ontology is +CREATE_00, seem to alternate between an activity and an active<br />
accomplishment for that syntactic reason (see Van Valin and LaPolla 1997; Van Valin<br />
2005).<br />
George Sand, WRITING at the peak of the Romantic era, […]<br />
I was WRITING the biography of George Sand, […]<br />
Our first intention at this point is to reconsider the validity of this two-fold<br />
Aktionsart adscription within the Lexical Constructional Model (LCM). We also intend<br />
to reassess the appurtenance of certain lexical units to the conceptual domain of<br />
Creation events. For example, in FunGram’s Knowledge Base, the lexical unit<br />
transcribe, traditionally regarded as an Image Creation Verb, is not associated, as<br />
expected, to the ontology’s basic concept +CREATE_00, since in its description the<br />
concept of change is highlighted. However, Transcribe Verbs behave syntactically as<br />
covert creation verbs (Translate Verbs), understood as “those denoting the coming into<br />
being of an entity that does not surface as an argument to the verb” (Jezec 2010).<br />
Finally, once established the ontological status of different variants of ‘writing’ events<br />
as encoded lexically, we will borrow some semantic parameters from Pustejovsky’s<br />
(1998) Generative Lexicon to encode their corresponding lexical templates.<br />
References<br />
Jesek, Elisabetta (2010). “Verbs of Creation”. Talk presented at the Conference on Word<br />
Classes: Nature, Typology and Computational Representations. Roma Tre University.<br />
24-26 March<br />
Levin, Beth (1993). English Verb Classes and Alternations. A Preliminary Investigation,<br />
Chicago-Londres: The University of Chicago Press.<br />
Pustejovsky, James (1998). The Generative Lexicon, Cambridge MA: MIT Press.<br />
Van Valin, Robert D. Jr. (2005). Exploring the Syntax-Semantic Interface, Cambridge: CUP.
Van Valin, Robert D. Jr. y Randy LAPOLLA (1997). Syntax. Structure, Meaning and<br />
Function, Cambridge: Cambridge University Press.<br />
Merónimos del área de la seguridad informática<br />
Martín Gascueña, Rosa<br />
Universidad Complutense de Madrid y Universidad Carlos III de Madrid -<br />
rmgascue@inf.uc3m.es<br />
En este trabajo vamos a estudiar algunas relaciones de meronimia entre<br />
nombres del área de la seguridad informática que forman parte de la lengua cotidiana.<br />
Esta relación semántica es identificada por las unidades léxicas es parte de / tiene un que<br />
forman la estructura de nuestro sistema cognitivo y actúan como activadores de<br />
conocimiento, focalizando la atención en un zona u otra del área conceptual para<br />
integrar o complementar el significado de las palabras que asocia. Los hablantes<br />
intuitivamente, reconocen que pantalla completa a ordenador, que ordenador integra a red<br />
o que mapa limitaa bit 1 . Son diferentes tipos de relaciones meronímicas clasificadas<br />
como componente-entidad, elemento-multiplicidad, y materia-entidad (Roca 2000). Las<br />
propiedades de estos merónimos se basan en características funcionales, formales y en<br />
su distribución espacial, las cuales determinan el grado de coherencia y discontinuidad<br />
semántica (Cruse 2002) que los identifica como partes asociadas o integrantes.<br />
La relación entre los merónimos y el holónimo depende de dos aspectos<br />
relacionados y que pueden acontecer simultáneamente: uno es la naturaleza semántica<br />
de las unidades léxicas, artefactos o clases naturales (Brown 2002), y sus rasgos<br />
característicos a los que denominamos idiosincrásicos y taxonómicos, (Jackendoff 1991)<br />
y (Pustejovsky 1995). Y el otro aspecto destacado en la interpretación del significado<br />
merónimo/ holónimo son las restricciones convencionales y contextuales que se<br />
desprenden del entorno discursivo desde donde se construye la relación. En nuestro<br />
caso, el discurso de divulgación técnico científico, el puente entre el conocimiento<br />
específico y el no especializado, es un factor la clave para la difusión del léxico y su<br />
adopción dentro del vocabulario general.<br />
Referencias<br />
Brown, G. / Yule, G. (1993): Análisis del discurso. Madrid, Visor.<br />
Calsamiglia, H. / Tusón, A. (1999): Las cosas del decir. Manual de análisis del discurso<br />
Barcelona, Ariel.<br />
Croft, William et Cruse. (2004): Cognitive Linguistic. Cambridge: University Press.<br />
Cruse, D. Alan (2004): Meaning in language: an introduction to semantics and pragmatics.<br />
Oxford: Oxford University Press.<br />
Cruse, D. Alan (1986): Lexical Semantics. Cambridge: Cambridge University Press.<br />
Fuentes, C. (2000): Lingüística pragmática y análisis del discurso Madrid, Arco Libros.<br />
Galán, Cármen y Montero, Jesús (2002): El discurso técnicocientífico: la caja de herramientas<br />
del lenguaje. Madrid Arco Libro.<br />
Jackendoff, Ray (1990): Semantic Structures. Cambrige, Massachusetts and London: The<br />
MIT Press.<br />
1 Mapa de bits.<br />
163
Jackendoff, Ray (1991): “Parts and Boundaries”. Levin and Pinker (eds.): Lexical and<br />
Conceptual Semantics. Amsterdam: Elsevier Science Publishers.<br />
Jackendoff Ray (2003): Foundations of Language. Brain, Meaning, Grammar, Evolution.<br />
New York: Oxford University Press.<br />
Lakoff, George (1987). Women, Fire and Dangerous Things: What Categories Reveal about<br />
the Mind. Chicago: The University of Chicago Press.<br />
Langacker, Ronald (1991): Foundations of Cognitive Grammar, vol I: Theoretical<br />
Prerequisites y vol. II: Descriptive Application. Stanford, California: Stanford University<br />
Press.<br />
Lerat, P (1997): Las lenguas especializadas. Barcelona, Ariel<br />
Martín Gascueña, Rosa (2010): Las relaciones de inclusión en las unidades léxicas. Tesis<br />
doctoral de la Universidad Carlos III de Madrid. Publicado en http://earchivo.uc3m.es/bitstream/10016/9986/6/TESIS%20ROSA%20MARTIN%20GASCUEN<br />
A.pdf.<br />
Miller George et al. (1990): Five Papers on Wordnet. CSL Report 43, Cognitive Science<br />
Laboratory. Princeton University. Publicado en<br />
http://wordnet.princeton.edu/wordnet/publications/.<br />
Pustejovsky, James (1995): The Generative Lexicon. Massachusetts: The MIT Press<br />
Cambridge.<br />
Rosch, Eleonor (1973): “Natural categories”, Cognitive Psychology 4, 328-350.<br />
Wierzbicka, Anna (1996): Semantic: Primes and Universals. Oxford: Oxford University<br />
Press.<br />
Eurowordnet: Base de datos multilingüe. http://www.illc.uva.nl/EuroWordNet/.<br />
Vivanco, Verónica (2006): El español de la ciencia y la tecnología. Madrid Arco Libros.<br />
164<br />
Embodiment and Constructions<br />
Peña, Sandra sandra.pena@unirioja.es<br />
Embodiment plays a vital role in Cognitive Linguistics (CL). The idea that the<br />
body shapes linguistic and conceptual structure and that meaning emerges from our<br />
everyday interaction with the world is a key tenet in CL. Rohrer (2006) provides a brief<br />
history of embodiment in CL. First, the main focus was on the way in which bodily<br />
experience was the source domain of a great number of conceptual metaphors. Then it<br />
was observed that the findings on the semantics of English could be generalized and<br />
applied to languages as distant from it as Japanese and Mixtec. We cannot be blind to<br />
the fact that languages vary cross-culturally in terms of the particular bodily source<br />
domains which are used to structure a given target domain. Johnson (1987: xii-xiii)<br />
presented evidence for the embodiment hypothesis regarded as a directional constraint<br />
on meaning. This evidence included cross-cultural research on metaphor and historical<br />
semantic change, work on prototypes in categorization, the framing of concepts,<br />
polysemy, and inferential patterns in metaphor. Image-schemas are inextricably linked<br />
to the embodiment hypothesis. We might tentatively define image-schemas as<br />
recurring patterns of experience which are abstract and topological in nature. They can<br />
also be eventive patterns in the sense that they take place in space but are not<br />
necessarily identified with space itself, as is the case with PROCESS (Peña 2008: 1042).<br />
These experiential constructs emerge from our bodily interaction with the world. An<br />
area of linguistics where embodiment has not received much attention is constructions.
Following Goldberg (1995), we will define constructions as form-meaning pairings<br />
which arise at all levels of linguistic structure. This proposal will examine embodiment<br />
in the form of image-schematic structure of a set of related constructions, the family of<br />
resultative constructions put forward by Luzondo (2011), which includes the causedmotion<br />
construction, the canonical resultative configuration and the way-construction.<br />
To this end, we will resort to Peña’s (2003, 2008) taxonomy of image-schemas, where<br />
basic and dependent schemas are postulated. Special emphasis will be placed on the<br />
different kinds of force, which are regarded as holding a subsidiary status with respect<br />
to the basic PATH image-schema.<br />
References<br />
Goldberg, A. 1995. Constructions. A Construction Grammar approach to argument structure.<br />
Chicago: University of Chicago Press.<br />
Johnson, Mark, 1987. The Body in the Mind: The Bodily Basis of Meaning, Reason and<br />
Imagination. Chicago: University of Chicago Press.<br />
Luzondo, A. 2011. Construcciones resultativas del inglés en el Modelo Léxico Construccional:<br />
Implicaciones para la modelación de una base de conocimiento léxico conceptual. Ph.D.<br />
Dissertation. University of La Rioja.<br />
Peña, M.S. 2003. Topology and Cognition. What Image-Schemas Reveal About the<br />
Metaphorical Language of Emotions. München: Lincom Europa.<br />
Peña, M.S. 2008. Dependency systems for image-schematic patterns in a usage-based<br />
approach to language. Journal of Pragmatics 40: 1041-1066.<br />
Rohrer, Tim. 2006. Three dogmas of embodiment: Cognitive linguistics as a cognitive<br />
science. In Kristiansen, Gitte, Michel Achard, Rene Dirven, and Francisco J. Ruiz de<br />
Mendoza Ibáñez (eds.), Cognitive Linguistics: Current Applications and Future<br />
Perspectives. Berlin & New York: Mouton de Gruyter, 119-146.<br />
165<br />
La dimensión computacional de las Estructuras Lógico Conceptuales<br />
Pérez, Beatriz bperez-cabello@flog.uned.es<br />
Samaniego, Eva esamaniego@flog.uned.es<br />
Una de las implicaciones lingüísticas más relevantes en el marco del Modelo<br />
Léxico Construccional (www.lexicom.es) y FunGramKB (www.fungramkb.com) ha<br />
sido la apuesta por un modelo de base conceptualista. Este giro metodológico ha traído<br />
consigo un nuevo sistema de representación léxica, las estructuras lógico conceptuales<br />
(EELLCC) (Mairal, Periñán y Pérez, 2012), que sustituyen a las estructuras lógicas de la<br />
Gramática del Papel y la Referencia (GPR) (Van Valin, 2005). Así, cada entrada léxica<br />
viene representada por una ELC, que, a diferencia de las estructuras lógicas de la GPR,<br />
están formadas por unidades conceptuales que suministra la ontología de<br />
FunGramKB. Por consiguiente, mantenemos que las representaciones resultantes están<br />
inspiradas en una semántica ontológica. Aun más, como argumenta Mairal (en prensa),<br />
es posible enriquecer cada ELC mediante la inclusión de los operadores de tiempo,<br />
aspecto, modalidad, negación, ilocución etc. hasta obtener una representación<br />
semántica plenamente especificada de un texto de entrada. Por consiguiente, una ELC<br />
actúa como una interlingua que nos proporciona un sistema de etiquetado semántico<br />
de un enunciado.<br />
En este contexto, el objetivo de este trabajo es mostrar cómo FunGramKB<br />
procesa dos enunciados que bien podrían actuar como texto de entrada que un usuario
plantea en un motor de búsqueda. Así, centraremos nuestra descripción en los pasos<br />
(iii) y (iv) de la nueva versión del algoritmo sintaxis-semántica que se propone en Van<br />
Valin y Mairal (en prensa) y que ilustramos en la Figura 1. Estas dos tareas son las<br />
siguientes:<br />
(i) La representación semántica del enunciado que, a su vez, implica:<br />
1. Consultar el componente léxico y construir la ELC.<br />
2. Consultar el componente gramatical (gramaticón) y enriquecer la ELC que sale<br />
del léxico con aquellos constituyentes que provienen de la construcción, si es el<br />
caso.<br />
(ii) Aplicación de las inferencias. Como vemos en la Figura 1, una ELC sirve de aducto<br />
a un motor de razonamiento (reasoner), que nos va a permitir acceder a la información<br />
conceptual de la base de conocimiento, a través de dos operaciones: la inferencia y la<br />
herencia.<br />
En suma, queremos demostrar que una ELC constituye un sistema de<br />
etiquetado semántico con un gran poder expresivo y alcance explicativo para el<br />
desarrollo de aplicaciones en el entorno de la recuperación de la información.<br />
Figura 1: Vista del algoritmo de enlace sintaxis-semántica en un entorno ontológico<br />
Referencias bibliográficas<br />
Mairal, R, (en prensa). “La arquitectura de una base de conocimiento léxico conceptual:<br />
implicaciones lingüísticas”. En M. Giammatteo, L. Ferrari y H. Albano (eds.). Léxico y<br />
Sintaxis. Volumen temático de la serie editada por la Sociedad Argentina de<br />
Lingüística. Mendoza: Editorial FFyL.<br />
Mairal, R., C. Periñán y M. B. Pérez Cabello de Alba. (2012). “La representación léxica.<br />
Hacia un enfoque ontológico”. En R. Mairal Usón, L. Guerrero y C. González (eds.) El<br />
funcionalismo en la teoría lingüística. La Gramática del Papel y la Referencia. Introducción,<br />
avances y aplicaciones. Madrid: Akal, págs. 85-102.<br />
Periñán, C. y R. Mairal (2012). “La dimensión computacional de la Gramática del Papel<br />
y la Referencia: la estructura lógica conceptual y su aplicación en el procesamiento del<br />
lenguaje natural”. En R. Mairal Usón, L. Guerrero y C. González (eds.) El funcionalismo<br />
en la teoría lingüística. La Gramática del Papel y la Referencia. Introducción, avances y<br />
aplicaciones. Madrid: Akal, págs. 333-348.<br />
Periñán, C. (en prensa). Towards a model of constructional meaning for natural<br />
language understanding. En B. Nolan y E. Diedrichsen (eds.) The Role of Constructions<br />
in a Functional Grammar. Amsterdam: John Benjamins.<br />
Van Valin, R.D. Jr. (2005). The Syntax-Semantics-Pragmatics Interface: An Introduction to<br />
Role and Reference Grammar. Cambridge: Cambridge University Press.<br />
Van Valin, R.D. Jr y R. Mairal (en prensa). “Interfacing the Lexicon and an Ontology in<br />
a Linking Algorithm” En M. Ángeles Gómez, F. Ruiz de Mendoza y F. Gonzálvez-<br />
García (eds.)Form and Function in Language: Functional, Cognitive and Applied<br />
Perspectives. Essays in Honour of Christopher S. Butler. Amsterdam: John Benjamins.<br />
Unidades fraseológicas de naturaleza mitológica en la lengua española<br />
Plaza Picón, Francisca del Mar Ull fmplazap@ull.es<br />
Cano Ginés, Antonio acangi@ull.es<br />
El objetivo del presente estudio es explorar las unidades fraseológicas basadas en la<br />
mitología grecolatina en español. Partiendo de una concepción amplia de la<br />
fraseología, centramos nuestro análisis en aquellas unidades fraseológicas que<br />
166
contienen alguna referencia a la mitología grecolatina. Asimismo realizamos un<br />
estudio contrastivo de los aspectos culturales de dichas unidades teniendo en cuenta<br />
sus precedentes mitológicos. Finalmente, atendiendo a las principales características de<br />
los fraseologismos como marco teórico, observamos el tratamiento que estas unidades<br />
fraseológicas ofrecen en algunos diccionarios monolingües generales de la lengua<br />
española.<br />
167<br />
Lexical-constructional integration: the case of entity-specific change-of-state verbs<br />
Rosca, Andrea deia_nira7@yahoo.com<br />
Ruiz, Francisco francisco.ruizdemendoza@unirioja.es<br />
The framework for this presentation is the Lexical Constructional Model or<br />
LCM (cf. Ruiz de Mendoza & Mairal 2008). The LCM is concerned with the<br />
relationship between syntax and meaning construction at four different levels:<br />
argument structure (level 1), implicational structure (level 2), illocutionary structure<br />
(level 3), and discourse structure (level 4). In the present study the focus will be on<br />
level 1. At this level, the LCM studies how lexical-constructional integration or<br />
subsumption takes place. This operation is regulated by a set of internal and external<br />
constraints. Internal constraints (among them, the Event Identification Condition, the<br />
Lexical Class Constraint, Predicate-Argument Conditioning and Internal Variable<br />
Conditioning) determine whether lexical-constructional integration is possible on the<br />
basis of the conceptual composition of lexical and constructional configurations. By<br />
contrast, external constraints either license or block integration on the basis of the<br />
mind’s ability to re-construe a representation. These constraints usually take the form<br />
of high-level metaphor and metonymy.<br />
On the basis of the analytical tools provided by this framework, we explore the<br />
role of internal and external constraints in lexical-constructional integration involving<br />
entity-specific change-of-state verbs. We have found that these verbs occur in a broader<br />
range of constructions than those proposed by Levin (1993) and Wright (2002), and that<br />
their use is often a matter of more than one single constraint. Consider first the<br />
sentence He burnt them to death, where the PP describes the final resulting event whilst<br />
the verb encodes a prior causal subevent. The verb in a resultative construction must<br />
be the closest temporal subevent to the resultant state. That is why the resulting event<br />
cannot be rendered by a sentence such as *He kindled them to death, since this verb refers<br />
to the first sequence in the chain of events (i.e. causing an entity to start burning). Thus,<br />
the Event Identification Condition, by itself, blocks the integration of the verb kindle into<br />
the resultative construction since there is a mismatch between the subevents encoded<br />
by the verb and those of the construction. Now, consider the case of resultative<br />
expressions based on the figurative use of the caused-motion construction. We find<br />
that this use requires the licensing activity of a high-level metaphoric chain with<br />
various low-level mappings. The sentence They have metamorphosed into a cancer rotting<br />
the life out of our democracies is motivated by a metaphoric complex composed of two<br />
high-level metaphors: (1) AN EFFECTUAL ACTION IS CAUSED MOTION, and (2)<br />
GETTING RID OF A PROPERTY IS GETTING RID OF A MOVING OBJECT.<br />
Furthermore, entity-specific change-of-state verbs can participate in an intransitive<br />
causal construction that conflates causality with spatiality by means of the metaphor<br />
STATES ARE LOCATIONS (e.g. But bells now rust from inactivity, where a state of
inactivity is the starting point on a physical degradation path). Along similar lines, we<br />
examine other cases of lexical-constructional integration involving verbs from the class<br />
selected for this study and discuss how internal and external constraints cooperate in<br />
licensing or blocking specific cases of lexical-constructional integration and their<br />
corresponding linguistic realizations.<br />
References<br />
Lakoff, G. (1987). Women, Fire, and Dangerous Things: What Categories Reveal about the<br />
Mind. Chicago: The University of Chicago Press.<br />
Levin, B. (1993). English Verb Classes and Alternations. A Preliminary Investigation.<br />
Chicago & London: University of Chicago Press.<br />
Ruiz de Mendoza, F. J. & R. Mairal (2008). Levels of description and constraining<br />
factors in meaning construction: An introduction to the Lexical Constructional Model.<br />
Folia Linguistica 42(2), 355-400.<br />
Wright, S. K. (2002). Transitivity and Change of State Verbs. In J. Larson & M. Paster<br />
(Eds.), Proceedings of the twenty-eighth annual meeting of the Berkeley Linguistics Society<br />
(pp. 339-350). Berkeley, California: Berkeley Linguistics Society.<br />
168<br />
Knowledge representation of verbs of vision: Italian Lexicon compilation<br />
Salamino, Federica<br />
Università degli Studi di Pavia - federica.salamino@gmail.com<br />
Lexical domains as implemented in FunGramKB (Periñán-Pascual & Arcas-<br />
Túnez 2007; Periñán-Pascual & Mairal Usón 2010) are exploited in order to gather<br />
verbs according to the subdivision of the concepts listed within the Ontology.<br />
Furthermore, the distribution in FunGramKB of meta- , basic and terminal concepts is<br />
such that it can also make the high-level metaphors that make certain constructions<br />
easy to guess. This core issue is then combined with a detailed grammatical and<br />
miscellaneous description.<br />
In this talk, I will discuss the robust contribution that the theoretical framework<br />
of the Lexical Constructional Model (LCM) (Ruiz de Mendoza & Mairal Usón 2008)<br />
and its computational implementation, the Functional Grammar Knowledge Base<br />
(FunGramKB), offer to meaning and knowledge representation issue. I will therefore<br />
analyse the lexical representation (morphosyntax, LCM core grammar, miscellaneous,<br />
in the FunGramKB Editor) of some verbs of vision for the Italian lexicon in<br />
FunGramKB; I will also describe the procedure I followed while filling in the Italian<br />
lexicon section with verbs of vision through the FunGramKB Suite. I will try to<br />
demonstrate how such a representation can better describe verbs meaning and use,<br />
and be useful especially with verbs involved in the phenomenon of subcategorial<br />
conversion into the caused-motion construction (Baicchi 2010), and metaphorically<br />
motivated (Salamino 2012).<br />
References<br />
Baicchi, Annalisa (2010), “Metaphoric motivation in grammatical structure. The case of<br />
the caused-motion construction from the perspective of the Lexical-Constructional<br />
Model. In Klaus Uwe Panther & Guenter Radden (eds), Motivation in Grammar and the<br />
Lexicon. Amsterdam/ Philadelphia, John Benjamins: 149-170
Faber, Pamela Benitez and Mairal Usón, Ricardo (1999). Constituting a Lexicon of English<br />
Verbs, Eds. A. Machtelt Bolkestein, Casper de Groot, J. Lachlan Mackenzie; Mouton de<br />
Gruyter, Berlin, New York.<br />
Goldberg, Adele (1995). Constructions: A Construction Grammar Approach to Argument<br />
Structure. Chicago: University of Chicago Press.<br />
Lakoff, George & Mark Johnson (1980). Metaphors we live by. Chicago: The University of<br />
Chicago Press.<br />
Mairal Usón, Ricardo and Periñán Pascual, Carlos (2009). “The anatomy of the lexicon<br />
component within the framework of a conceptual knowledge base”. Revista Española de<br />
Lingüística Aplicada 22, 217-244.<br />
Periñán Pascual, Carlos and Arcas Túnez, Francisco (2007) “Deep semantics in an NLP<br />
knowledge base”, 12th Conference of the Spanish Association for Artificial Intelligence,<br />
Universidad de Salamanca, 279-288.<br />
Periñán Pascual, Carlos and Mairal Usón, Ricardo (2009) “Bringing Role and Reference<br />
Grammar to natural language understanding”. Procesamiento del Lenguaje Natural 43,<br />
265-273.<br />
Periñán Pascual, Carlos and Mairal Usón, Ricardo (2010) “La gramática de COREL: un<br />
lenguaje de representación conceptual”. Onomázein 21, 11-45.<br />
Ruiz de Mendoza Ibáñez, F. J. & Mairal Usón, R. (2008). Levels of description and<br />
constraining factors in meaning construction: An introduction to the Lexical<br />
Constructional Model. Folia Linguistica. 42/2: 355-400.<br />
Salamino, Federica (2012). “Metaphoric motivation of verbs of vision: the Causedmotion<br />
Construction”. Paper delivered at the 1st International Conference on Knowledge<br />
and Meaning Representation, Madrid, UNED 4-6 July 2012.<br />
169<br />
¿Dar es dare? Idiosincrasia Colocacional entre Lenguas Afines<br />
Sidoti, Rossana rossana77@hotmail.it<br />
En los últimos años se ha venido considerando el papel que desempeñan las<br />
colocaciones, o sea, combinaciones de al menos dos palabras establecidas por el uso<br />
que coaparecen frecuentemente para expresar un determinado sentido (Calderón<br />
Campos, 1994; Corpas Pastor, 2003; Gómez Molina; 2004; Ruiz, 2005; Higueras García,<br />
2004, 2005 y 2006; Navajas Algaba, 2006; González Grueso, 2006; Álvarez Cavanillas,<br />
2008, etc.) en el ámbito de la enseñanza del español como L2. La dificultad, por parte<br />
de nuestros estudiantes italianos de español como L2 radica, por lo general, en las<br />
tareas de producción ya que se tienen que responsabilizar a la hora de elegir el<br />
colocado que coocurre con una determinada base. El desconocimiento, pues, de la<br />
tendencia que poseen algunas palabras a aparecer en el discurso junto con otras, separa<br />
al no nativo de las producciones del nativo, situando al aprendiz de segunda lengua<br />
fuera de la complicidad lingüística en la que los hablantes nativos están inmersos,<br />
además de comprometer la libertad de la que, teóricamente, gozan los hablantes en la<br />
producción de sus discursos.<br />
Ahora bien, si para un hablante nativo construir un discurso no supone ningún<br />
tipo de esfuerzo, un aprendiente de ELE, difícilmente puede llevar a asumir que una<br />
determinada palabra pueda ir combinándose con otra palabra si su asociación no se<br />
considera ni obvia, ni lógica, ni natural. No siempre tales combinaciones pueden<br />
explicarse mediante reglas, con lo cual para un estudiante de L2 resultan difíciles de
conceptualizar, aprender y usar de manera natural, sobre todo si consideramos que el<br />
fenómeno colocacional es un fenómeno idiosincrásico propio de cada lengua. A partir<br />
de algunos ejemplos sacados del Corpus de Referencia del Español Actual, el mayor<br />
recurso léxico en línea por lo que respecta a la información colocacional relacionada<br />
con el idioma español –contiene ejemplos de los últimos 25 años– nuestro mayor<br />
propósito es reflexionar acerca de las restricciones léxicas que separan la lengua<br />
española de la lengua italiana. Más en concreto nos centraremos en los problemas en la<br />
correspondencia de las colocaciones formadas por los verbos soporte, dado que con<br />
esta tipología de verbos elegir el colocado adecuado para una misma base no resulta<br />
tarea fácil.<br />
Por lo general, quien se dedica a la enseñanza del español como lengua<br />
extranjera, suele individualizar aquellos fenómenos que evidencian una ruptura entre<br />
la lengua materna de los estudiantes y la lengua objeto de estudio. Respecto a la lengua<br />
italiana y a la lengua española los trabajos de fraseología contrastiva relacionados en<br />
concreto con el tema de las colocaciones, son insuficientes. Si bien los elementos<br />
fraseológicos han sido centro de interesantes estudios teóricos y descriptivos que se<br />
han visto enormemente enriquecidos por la proyección de la actividad fraseológica<br />
hacia otras lenguas, la carencia de un soporte teórico de tipo contrastivo entre la lengua<br />
italiana y española y de un criterio o de una metodología que ayude al lexicógrafo a<br />
seleccionar y sistematizar en su trabajo las unidades en cuestión, queda patente. El<br />
hablar continuamente de afinidad entre estas dos lenguas quizá sea, de hecho, la causa<br />
que mejor explique la escasa investigación entre ambas, pero una adecuada<br />
investigación en este campo pone de manifiesto como si bien comparten la<br />
morfosintaxis, al ser lenguas románicas, por otra parte presentan diferencias<br />
apreciables en el campo léxico-semántico.<br />
Bibliografía<br />
Alonso Ramos, M. (1993). Las funciones léxicas en el modelo lexicográfico de I. Mel’cuk.<br />
Tesis Doctoral. Madrid: Universidad Nacional de Educación a Distancia.<br />
Álvarez Cavanillas, J. L. (2008). Algunas aplicaciones del enfoque léxico al aula de ELE.<br />
Memoria de máster. RedELE, 9. Disponible en:<br />
http://www.educacion.gob.es/redele/Biblioteca-Virtual/2008/memoriaMaster/1-<br />
Semestre/ALVAREZ_C.html [Consulta: 11 de marzo de 2012]<br />
Baralo Otonello, M. (2005). “Aspectos de la adquisición de léxico y su aplicación en el<br />
aula”. FIAPE I Congreso internacional: El español como lengua del futuro. Disponible en:<br />
http://www.mec.es/redele/biblioteca2005/fiape/baralo.pdf [Consulta: 14 de marzo de<br />
2012]<br />
Bosque, I., (2001): “Sobre el concepto de ‘colocación’ y sus ‘límites’, Lingüística Española<br />
Actual, XXIII, 1, 9-40, Volúmen monográfico sobre Las Colocaciones.<br />
Bosque, I. (dir.) (2004): Redes. Diccionario combinatorio del español contemporáneo, Madrid,<br />
SM.<br />
Castillo Carballo, Mª A. (2000). “Norma y producción lingüística: las colocaciones<br />
léxicas en la enseñanza de segundas lenguas”. Actas del XI Congreso Internacional de<br />
ASELE, pp. 267-280.<br />
Cordero Raffo, Mª. R. (2004). “El problema de las colocaciones en la L2”. Actas del XV<br />
Congreso Internacional de Asele. Las Gramáticas y los Diccionarios en la Enseñanza del<br />
Español como Segunda Lengua: Deseo y Realidad, Sevilla, pp. 222-229.<br />
Corpas Pastor, G. (1996). Manual de fraseología española. Madrid: Gredos.<br />
170
Ferrando Aramo, V. (2009). Materiales didácticos para la enseñanza-aprendizaje de las<br />
colocaciones: análisis y propuestas. Memoria de máster inédita. Tarragona: Universidad<br />
Rovira i Virgili.<br />
García-Page, M. (2005): “Colocaciones simples y complejas: diferencias estructurales”,<br />
en R. Almela et al. (eds.), Fraseología Contrastiva, Murcia: Universidad de Murcia, 145-<br />
167<br />
Gómez Molina, J. R. (2004). “Las unidades léxicas en español”. Carabela 56. Madrid:<br />
SGEL, pp. 27-50.<br />
González Gruego, F. D. (2006). “Las colocaciones en la enseñanza del español de los<br />
negocios”. Revista de Didáctica MarcoELE, 2.<br />
Higueras García, M. (2004). La enseñanza aprendizaje de las colocaciones en el desarrollo de<br />
la competencia léxica en el español como lengua extranjera. Tesis doctoral inédita. Madrid:<br />
Universidad Complutense de Madrid.<br />
Higueras García, M. (2006). Estudio de las colocaciones léxicas y su enseñanza en español<br />
como lengua extranjera. ASELE, Colección Monografías n° 9.<br />
Mastrofini R., (2005): Dai verbo pesanti ai verbi leggeri: gradi di “verbalità” in italiano L1 e<br />
L2, Tesis Doctoral inédita, Roma, Università Roma Tre.<br />
Miguel, E. De. (2005): “El peso relativo de los nombres y los verbos: cambios,<br />
ampliaciones, reducciones y pérdidas del significado verbal”, Homenaje a Ramón<br />
Santiago, en prensa.<br />
171<br />
El papel de la cultura en la polisemia de "blanco" y "negro": un enfoque cognitivo<br />
Soto Nieto, Almudena<br />
Universidad Católica de Valencia - almudena.soto@ucv.es<br />
Este estudio trata de analizar cómo los elementos culturales intervienen en la<br />
aparición de los diferentes sentidos polisémicos de los términos cromáticos blanco y<br />
negro en español, los cuales se presentan motivados y conectados metonímica y<br />
metafóricamente. Estudios recientes (Kövecses, 2005; Sharfian et alii, 2008; Yu, 2009)<br />
alertan sobre la imposibilidad de abordar el estudio de la metáfora conceptual<br />
únicamente desde la perspectiva de la corporeización y advierten sobre la necesidad de<br />
recurrir al elemento cultural que juega un papel crucial en la cognición humana. Para<br />
estudiar esta cuestión nos proponemos dos objetivos: (i) revisar cuáles son los<br />
diferentes significados que blanco y negro activan y (ii) describir la motivación<br />
conceptual de los mismos y demostrar cómo influye nuestra experiencia corpórea,<br />
cultural y social en ello.<br />
La metodología empleada para realizar el estudio recurre, por una parte, a la<br />
lingüística de corpus, que nos permite el acceso a muestras reales de habla las cuales<br />
nos ayudan a determinar los significados asociados a blanco y negro, y por otra, la<br />
Teoría Conceptual de la Metáfora y la Metonimia (TCMM), base teórica que seguimos<br />
para describir las diferentes construcciones metafóricas y metonímicas, pero que debe<br />
verse completada por la noción de cultura para un análisis más adecuado. Esto nos<br />
permitirá conocer qué sentidos son activados por blanco y negro, describir su<br />
motivación y averiguar cuáles son los conceptos culturales implicados en las<br />
construcciones metonímicas y metafóricas a partir de estos términos de color.<br />
Bibliografía
Kövecses, Zoltán. 2005. Metaphor in Culture. Universality and Variation. Cambridge:<br />
Cambridge University Press.<br />
Sharifian, F., Dirven, R., Yu, N. y Niemeier, S. (eds.) 2008: Culture, Body, and Language.<br />
Conceptualizations of Internal Body Organs across Cultures and Languages. Berlin/New<br />
York: Mouton de Gruyter.<br />
Yu, N. (2009): From Body to Meaning in Culture. Amsterdam and Philadelphia: John<br />
Benjamins.<br />
172<br />
A protrait of recursive formations in Old English suffixed nouns<br />
Torre Alonso, Roberto roberto.torre@unirioja.es<br />
Old English being a language strongly characterised by its Germanic character<br />
(Kastovsky 1992), subject to little foreign influences made extensive use of native<br />
resources and processes for the implementation of the lexicon. Thus, it has been subject<br />
to unnumerable works on morphological and word formation research, both focusing<br />
on transparent derivation (affixation) and opaque derivation as shown by the works of<br />
de la Cruz (1975), Lindemann (1970), Niwa (1966), on affixation and Bammesberger<br />
(1965) and Hinderling (1967) on strong verb stems from Indo-European to Germanic.<br />
However, in the case of transparent derivaton, more emphasis has been put on the<br />
study of prefixes, rather than on suffixes. Furthermore, these studies focus on<br />
individual affixes and do not pay attention to other instances of derivation prior to the<br />
incorporation of the affix under study. Thus, a description of the morphological<br />
structure of suffixed nouns that depicts the succesive steps leading to the formation of<br />
the final output predicate has not yet been faced.<br />
This paper engages in the analysis of the morphology of suffixed nouns in Old<br />
English. More precisely, the study focuses on the use of the native resources of word<br />
formation and their recursive use in the creation of complex lexemes. The current work<br />
is part of a major research on Old English word formation and focuses on the set of<br />
suffixed nouns filed in the database Nerthus (Martín Arista et al. 2009) which add up to<br />
a total of 3,059 words. The structure of the database allows for the morphological<br />
analysis of the selected corpus in such a way that it is possible to isolate the particular<br />
derivative step that partakes in the predicate at a given moment. The study of the<br />
stepwise derivations of these predicates has revealed the interaction of prefixation,<br />
suffixation, compounding, zero-derivation and inlfection in the formation of suffixed<br />
nouns. In this vein, the research has proved the existence of some 34 different<br />
morphological structures, ranging from one level of complexity, as in the word ∂ēofung<br />
‘thieving’ to five derivative steps as in the word unācumenlicnes ‘unbearableness’.<br />
The data show that complex formations are favoured in contrast to single<br />
derived nouns. This is consistent with the idea that the Old English lexicon is recursive<br />
(Torre Alonso 2009, 2011).As a general rule, the more complex the structure, the lesser<br />
the number of predicates in gives birth to. Moreover, the data prove that there is no<br />
restriction in the way the different derivative processes are incorporated in the word<br />
formation process, which implies that no lexical integrity applies at this stage of the<br />
language, if we understand the concept as a relative ordering of processes.<br />
References<br />
de la Cruz, J. 1975. Old English Pure Prefixes: Structure and Function. Linguistics 145:<br />
47-81.
Hinderling, R. 1967. Studien zu den starken Verbalabstrakten des Germanischen. Berlin:<br />
Walter de Gruyter.<br />
Kastovsky, D. 1992. Semantics and vocabulary. In The Cambridge History of the English<br />
Language I: The Beginnings to 1066, R. Hogg (ed.), 290-408. Cambridge: CUP.<br />
Lindemann, J. W. R. 1970. Old English Preverbal Ge-: Its Meaning. Charlottesville:<br />
Virginia University Press.<br />
Martín Arista, J., L. Caballero González, E. González Torres, A. Ibáñez Moreno, R.<br />
Torre Alonso.2009. Nerthus: An Online Lexical Database of Old English.<br />
http://www.nerthusproject.com<br />
Niwa, Y. 1966. “The preverb GE- added to NIMAN in the OE gloss to the Lindisfarne<br />
Gospels.” In: Studies in English Literature (Tokyo). English Number, 65-79.<br />
Torre Alonso, R. 2009. Morphological process feeding in the formation of Old English<br />
nouns: Zeroderivation, affixation and compounding. PhD dissertation. Department of<br />
Modern Languages, University of la Rioja.<br />
Torre Alonso, R. 2011. The morphological structure of Old English complex nouns.<br />
Atlantis 38/1: 127-146.<br />
173<br />
Una aproximación a la metalexicografía francesa del siglo XIX: estudio de Examen<br />
critique des dictionnaires de la langue françoise (1829)<br />
Trujillo González, Verónica C.<br />
Universidad de Las Palmas de Gran Canaria - vtrujillo@dfm.ulpgc.es<br />
La metalexicografía o el análisis crítico de los diccionarios supone una de las<br />
ramas de la Lingüística Aplicada que se ha consolidado en la segunda mitad del siglo<br />
XX; sin embargo, los diccionarios, en tanto que objetos de consulta y de referencia, han<br />
sido sometidos de manera sistemática al escrutinio del público en general y de los<br />
especialistas, en particular. Ya en 1747, el canario Juan de Iriarte titulaba su discurso de<br />
ingreso en la Real Academia: Sobre la imperfección de los diccionarios, mientras que 1829,<br />
Charles Nodier publicaba en Francia, Examen critique des dictionnaires de la langue<br />
françoise, un estudio crítico de los diccionarios franceses, publicado en formato<br />
diccionario.<br />
Nodier, considerado como uno de los padres de la literatura fantástica francesa,<br />
destacó en su época como el especialista de la lengua y de los diccionarios; de hecho,<br />
una de las aportaciones más importantes que realizó al campo de la lexicografía fue la<br />
colaboración con Boiste en la octava edición de su diccionario, Pan-lexique (1834).<br />
Asimismo, Nodier ingresó en la Academia Francesa y en 1833 recibió el encargo de<br />
dirigir la redacción del Dictionnaire historique.<br />
La obra Examen critique des dictionnaires supone un repaso por la lexicografía<br />
francesa del primer tercio del siglo XIX, si bien Nodier no tiene inconveniente en<br />
referirse a repertorios de cualquier época si estos son susceptibles de sus críticas.<br />
Escrito con un tono irónico y, a veces, irreverente, Examen critique des dictionnaires<br />
presenta un estudio metalexicográfico de las principales obras monolingües francesas<br />
redactadas en los primeros años del siglo XIX. En este trabajo analizaremos cuáles son<br />
las críticas más recurrentes realizadas por Nodier, los fundamentos sobre los que<br />
sustenta sus tesis y las estrategias empleadas para la crítica de las obras lexicográficas.<br />
Referencias
Mnnessier-Nodier, Mª. A. (1867): Charles Nodier : épisodes et souvenir de sa vie 1780-1844,<br />
Paris, Didier.<br />
Setbon, R. (1977): « Le dossier Nodier », en Romantisme, nº 15, pp. 92-107.<br />
Vaulchier, H. (1984): Charles Nodier et la lexicographie française 1808-1844, Paris, Institut<br />
National de la Langue Française, C.N.R.S., Didier Érudition.<br />
----------------- (2008): Corpus des écrits métalexicographiques de Charles Nodier 1808-1842,<br />
Paris, Honoré Champion, coll. « Lexica, mots et dictionnaires ».<br />
Conceptual modelling, subsumption and hierarchisation of entities in FunGramKB<br />
“globalcrimeterm subontology”: the case of +WRONGDOER_00 1<br />
174<br />
Ureña Gómez-Moreno, Pedro<br />
Universidad de Granada - pedrou@ugr.es<br />
Felices, Angel afelices@ugr.es<br />
This paper describes some of the phases in the process of constructing a termbased<br />
“satellite ontology” or domain ontology within the architecture of a core<br />
ontology integrated in FunGramKB –a lexico-conceptual knowledge base for the<br />
computational processing of natural language (Periñán-Pascual & Arcas-Túnez 2004,<br />
2007, 2010a; Periñán-Pascual & Mairal-Usón 2009, 2010). The main hypothesis is that<br />
the multilevel model of FunGramKB Core Ontology can be connected to terminological<br />
subontologies or “satellite ontologies” in order to minimize redundancy and maximize<br />
information (Periñán-Pascual & Arcas-Túnez 2010b). If, in general terms, the purpose<br />
of subontological creation is to expand the conceptual model of the knowledge base so<br />
that it can be applied to natural language processing tasks related to domain-specific<br />
translation, computer assisted consultancy or expert artificial reasoning, then this<br />
paper proposes the first steps to attain that goal following the COHERENT<br />
methodology (Periñán-Pascual & Mairal-Usón 2011): a stepwise method for forming<br />
specialised concepts and their subsumption under the Core Ontology. Although the<br />
proposed methodology is partly based on the model for building ontological meaning<br />
described by Periñán-Pascual & Arcas-Túnez (2010b), and Jiménez-Briones &<br />
Luzondo-Oyón (2011), it, in turn, incorporates the use of specialised dictionaries and<br />
the lexico-conceptual decomposition of complex specialised terminology. In doing so,<br />
the paper furnishes substantial evidence on the modelling, subsumption and<br />
hierarchisation of a set of concepts borrowed from the domains of criminal law (cf.<br />
Breuker, Valente & Winkels 2005; Valente 2005; Breuker, Casanovas & Klein 2008),<br />
especially those included in the “Globalcrimeterm” corpus and subontology under<br />
construction (Ureña-Gómez Moreno, Alameda-Hernández & Felices-Lago(2011);<br />
Felices-Lago and Ureña-Gómez Moreno (forthcoming, 2012)). To illustrate this process,<br />
we have selected the superordinate basic concept +WRONGDOER_00 and its basic and<br />
terminal subordinate concepts in the domains of organized crime and terrorism (all of<br />
them under the metaconcept #ENTITY), particularly those referring to collective agents<br />
under the umbrella concepts +ORGANIZED_CRIME_GROUP_00 and<br />
+TERRORIST_GROUP_00. Consequently, the modelling, subsumption and<br />
1 Financial support for this research has been provided by the DGI, Spanish Ministry of<br />
Economy and Competitiveness, grant FFI2010-15983.
hierarchisation of concepts such as +CARTEL_00, +MAFIA_00,<br />
+ORIENTED_CLUSTER_00, +SYNDICATE_00, +GUERRILLA_00,<br />
+TERRORIST_CELL_00, +DEATH_SQUAD_00, etc., will be presented.<br />
References<br />
Breuker, J., Valente, A., Winkels, R. (2005). “Use and Reuse of Legal Ontologies in<br />
Knowledge Engineering and Information Management”. In V.R. Benjamins et al. (eds.).<br />
Law and the Semantic Web. Berlin: Springer, pp. 36-64<br />
Breuker J., Casanovas, P., Klein, M.A.C. & Francesconi, E. (eds.). (2008). Law, Ontologies<br />
and the Semantic Web. Amsterdam: IOS Press.<br />
Felices-Lago, Á & Ureña-GómezMoreno, P. (forthcoming, 2012): “Fundamentos<br />
metodológicos de la creación subontológica en FunGramKB”, Onomázein, 26, 2012/2.<br />
Jiménez-Briones, R. & Luzondo-Oyón, A. (2011). "Building ontological meaning in a<br />
lexico-conceptual knowledge base". Onomázein 23, 11-40.<br />
Periñán-Pascual, C. & Arcas-Túnez, F. (2004). “Meaning postulates in a lexicoconceptual<br />
knowledge base”, 15th International Workshop on Databases and Expert<br />
Systems Applications, IEEE, Los Alamitos (California), pp. 38-42.<br />
Periñán-Pascual, C. & Arcas-Túnez, F. (2007). “Cognitive modules of an NLP<br />
knowledge base for language understanding”, Procesamiento del Lenguaje Natural 39, pp.<br />
197-204.<br />
Periñán-Pascual, C. & Arcas-Túnez, F. (2010a). “ontological commitments in<br />
FunGramKB”, Procesamiento del Lenguaje Natural 44, 27-34.<br />
Periñán-Pascual, C. & Arcas-Túnez, F.( 2010b). “The architecture of FunGramKB” in<br />
Proceedings of the 7 th International Conference on Language Resources and Evaluation,<br />
European Language Resources Association, pp. 2667-2674.<br />
Periñán-Pascual, C. & Mairal-Usón, R. (2009). “Bringing Role and Reference Grammar<br />
to natural language understanding”. Procesamiento del Lenguaje Natural, vol. 43, pp. 265-<br />
273.<br />
Periñán-Pascual, C. & Mairal-Usón, R. (2010). “La Gramática de COREL: un lenguaje<br />
de representación conceptual”. Onomazein. 21 (2010/1), p. 11-45.<br />
Periñán-Pascual, C. & Mairal-Usón, R. (2011). “The COHERENT methodology in<br />
FunGramKB”. Onomázein 24, 13-33.<br />
Ureña-Gómez Moreno, P., Alameda-Hernández, Á. & Felices-Lago, Á. (2011).<br />
"Towards a specialised corpus of organized crime and terrorism". María Luisa Carrió et<br />
al. (eds.) La investigación y la enseñanza aplicadas a las lenguas de especialidad y a la<br />
tecnología. Valencia: Universitat Politècnica de Valencia, pp. 301-306.<br />
Valente, A. (2005). “Types and Roles of Legal Ontologies”. In V.R. Benjamins et al.<br />
(eds.). Law and the Semantic Web. Berlin: Springer, pp. 65-76.<br />
LINGÜÍSTICA DE CORPUS, COMPUTACIONAL E INGENIERÍA LINGÜÍSTICA<br />
175<br />
Análisis de sentimientos en un corpus de redes sociales<br />
Aguado, Guadalupe Lupe@fi.upm.es<br />
Montiel Ponsoda, Elena elemontiel@gmail.com<br />
Cada día es más importante para las distintas empresas conocer el sentimiento<br />
que despiertan sus propias marcas y los productos que lanzan al mercado. En este
sentido, las redes sociales representan una fuente de información muy importante. Por<br />
ello, la existencia de un sistema que pueda extraer de forma automática el sentimiento<br />
global asociado a la empresa, o a alguno de sus productos, facilitaría enormemente<br />
tener acceso a esta información que se considera relevante a la hora de planificar sus<br />
estrategias de mercado. El trabajo descrito en este artículo forma parte de un proyecto<br />
de más alcance, cuyo objetivo es extraer el sentimiento asociado a una entidad dada.<br />
En este trabajo se analizan las expresiones que verbalizan los sentimientos de los<br />
usuarios tomando como base un corpus en español , etiquetado con Freeling 3.0, que<br />
está formado por textos procedentes de distintos canales (blogs, microblogs, tweets,<br />
foros, …) y correspondientes a diferentes dominios (automoción, deporte, banca, …).<br />
La metodología de trabajo es iterativa, por lo que se parte de un conjunto de<br />
expresiones que se va ampliando progresivamente. Aquí se recoge el trabajo realizado<br />
en una primera fase que se centra en la información obtenida mediante dos recursos:<br />
Badele [Bernardos y Barrios, 2008] y Caliope [Aguado y Bernardos, 2007].<br />
Para llevar a cabo este estudio se parte de una clasificación conceptual de los<br />
sentimientos basada en [Ekman 1982; Richins 1997; Shaver et al. 1987], que contempla<br />
las siguientes categorías de sentimientos con sus correspondientes polaridades, no<br />
disjuntas entre sí: satisfacción-insatisfacción, confianza-temor, amor-odio, felicidadtristeza.<br />
De este modo, el objetivo es no limitarse a dar únicamente la polaridad<br />
positivo-negativo (con la posible consideración también de neutro), sino que se<br />
consigue proporcionar unos resultados más afinados.<br />
Para facilitar el uso del analizador morfosintáctico, hemos pre-procesado el<br />
corpus para eliminar elementos propios del canal de comunicación que no se<br />
corresponden con un uso estándar del lenguaje [Kaufmann y Jugal 2010]. Por ejemplo,<br />
hemos eliminado los símbolos “@” y “#” de los tuits, así como otros símbolos. En lo que<br />
respecta a los recursos computacionales, por un lado, se dispone de una BD léxica con<br />
información sobre sentimientos y sus colocaciones, Badele, basada principalmente en<br />
las funciones léxicas de la Teoría Sentido-Texto [Mel’čuk, 1996]. El hecho de emplear<br />
funciones léxicas permite contar con información semántica entre el colocativo y la<br />
base. De este modo, la organización del contenido de Badele ayuda a clasificar más<br />
fácilmente las expresiones atendiendo a las colocaciones registradas en el corpus. Por<br />
otro lado, se ha utilizado Calíope, una herramienta que, entre otras prestaciones,<br />
proporciona un concordanciero, que permite encontrar automáticamente en el corpus<br />
de trabajo los sentimientos y colocaciones de Badele junto a su contexto.<br />
Todo esto, unido a la anotación proporcionada por Freeling, [Pradó y<br />
Stanilovsky, 2012] nos ha permitido establecer reglas que formalizan el conocimiento<br />
lingüístico y sirven para clasificar los textos de acuerdo a la clasificación de<br />
sentimientos mencionada anteriormente. En la parte izquierda de la regla (el<br />
antecedente) se incluye el patrón de una expresión y en la parte derecha (el<br />
consecuente) el tipo (o los tipos) de polaridad al que correspondería cualquier<br />
expresión que casara con el patrón, indicado mediante un valor numérico<br />
(generalmente entre -5 y 5). Para obtener la clasificación de un texto, se combinan los<br />
valores para cada polaridad. Cuanto menor sea el valor resultante, más cerca estará del<br />
extremo negativo de cada tipo de polaridad (insatisfacción, temor, odio, tristeza) y<br />
viceversa.<br />
176
Integración de un corpus de textos bilingüe y un glosario del campo de la informática<br />
Aguado, Guadalupe Lupe@fi.upm.es<br />
Desde la incorporación de la lingüística de corpus al estudio de las lenguas<br />
muchas han sido las aplicaciones desarrolladas para fines tanto didácticos como<br />
investigadores (Sánchez 2000), que engloban aspectos tan variados como: creación de<br />
diccionarios (Sinclair, 1987; De Schryver, G.-M. y G. De Pauw. 2007), análisis de las<br />
características del inglés académico (Perales-Escudero y Swales 2011), análisis de<br />
errores de aprendizaje (Granger 2011), corpus multilingüe del IULA,<br />
[http://www.iula.upf.edu/corpus/corpuses.htm], entre otros campos. Sin embargo, el<br />
reconocimiento de las diferentes comunidades epistemológicas (Yus, 2010) y la<br />
aceptación de que, aun existiendo similaridades transversales entre los diferentes<br />
dominios de conocimiento, los expertos se encuentran con particularidades propias de<br />
su campo, tanto en lo referente a la colonia de géneros específica de un dominio,<br />
(Luzón 2005) como en las los rasgos discursivos propios de ese dominio, (Bhatia 1993,<br />
Swales (1990), se reveló como justificación para crear una herramienta que integrara un<br />
corpus de textos diversos en inglés y español, del ámbito informático y un glosario de<br />
términos contextualizados. En esta comunicación se presenta una aplicación, Calíope<br />
(Aguado y Bernardos 2007), diseñada inicialmente con el objetivo de proporcionar a<br />
alumnos universitarios que estudian informática no sólo una forma de aprender el uso<br />
de los términos en contexto, sino también de ver las relaciones sintácticas y léxicosemánticas<br />
que se establecen entre ellos. Con esta finalidad, se construyó una<br />
herramienta capaz de manejaron-line (http://caliope.no-ip.info/caliope),dos recursos: un<br />
corpus y un glosario de términos en inglés y en español. Entre las principales<br />
prestaciones que presenta la versión actual, que es la 3.0, están las siguientes: en lo que<br />
respecta al corpus, (a) se pueden filtrar los textos con los que se quiere trabajar, y<br />
analizar la frecuencia de las palabras de cada texto; (b) a la búsqueda de concordancias<br />
se le ha añadido la de coocurrencias de varios términos, que pueden aparecer juntos o<br />
no. Gracias a la integración de EuroWordnet [Vossen 1998], en estas búsquedas los<br />
términos concretos se pueden sustituir por categorías gramaticales, lo que permite<br />
encontrar, por ejemplo, todas las ocurrencias de “software” con un verbo a una<br />
distancia dada. Con respecto al glosario, se distinguen los distintos sentidos de cada<br />
término, ofreciendo para cada uno, además de una definición y enlaces a su definición<br />
en otros recursos léxicos como el DRAE, su traducción (con un enlace a esta si ya se<br />
encuentra en el glosario). También se proporcionan ejemplos de su uso dentro del<br />
contexto en que aparecen. Para esto, el administrador puede elegir las concordancias<br />
que considere adecuadas como ejemplos para el sentido con el que se esté trabajando.<br />
Otro rasgo novedoso es que permite reflejar en el glosario el resultado de algunos<br />
análisis del corpus. Esto se consigue estableciendo distintas relaciones entre los<br />
términos, por ejemplo, para indicar las colocaciones que se han logrado identificar tras<br />
el estudio de un término. Existe un conjunto predefinido de relaciones que el<br />
administrador puede ampliar en caso de ser necesaria una nueva categoría. Para<br />
concluir, la principal ventaja con respecto de los concordancieros más tradicionales es<br />
que todos sus elementos están interconectados, el corpus con los términos y estos entre<br />
sí, y todo esto se presenta de manera sencilla y comprensible al usuario.<br />
177
Using corpora for modeling communicative scenarios: train transport domain in B1-B2<br />
level non-native Spanish language learners<br />
Caballero Benavente, Mónica<br />
Universitat de Barcelona, Barcelona - monbenavente@gmail.com<br />
Díaz, Lourdes lourdes.diaz@upf.edu<br />
En el campo de la enseñanza del Español como Lengua Extranjera (E/LE), los<br />
manuales existentes presentan una lengua de cuestionable verosimilitud, carentes de<br />
base empírica. Con el fin de elaborar manuales de E/LE que contengan un lenguaje más<br />
natural proponemos la utilización de un modelo prototípico de la competencia básica,<br />
obtenido a partir del análisis de situaciones comunicativas o escenarios recogidos en<br />
corpus reales. De esta manera, las decisiones pedagógicas de docentes y creadores de<br />
materiales didácticos tendrían una base empírica.<br />
Para nuestro estudio seleccionamos dentro del ámbito de viajar y utilizar los<br />
medios de transporte ―tarea comunicativa recurrente en la enseñanza de lenguas<br />
extranjeras entre los niveles A2 y B2― la transacción de información sobre transporte<br />
en tren. Para empezar, se obtuvo un conjunto de conversaciones de nativos y no<br />
nativos que formaron el corpus oral como fuente de información, el corpus FerroviELE.<br />
Dicho corpus está formado a su vez por tres corpus diferentes, obtenidos a partir de<br />
diversas metodologías: se partió de una muestra de diálogos de un corpus oral ya<br />
existente, InfoTren:Persona (Bonafonte et al., 2000). Dicha muestra seleccionada se llamó<br />
corpus InfoTren-N(ativo), del que se extrajo el prototipo cliente-operador de interacción<br />
para crear el segundo corpus, FerroviELE-A(prendices). A partir del prototipo-guion,<br />
los estudiantes escenificaron una actividad role-play y se grabó la simulación. Por<br />
último, el corpus FerroviELE-N(ativos) de referencia se obtuvo con el mismo guion de<br />
situación de taquilla, con los roles de operador y cliente. Se usó para comparar las<br />
diferencias y las similitudes entre los nativos de InfoTren-N y los no nativos de<br />
FerroviELE-A.<br />
A continuación, se hizo la transcripción ortográfica de las producciones<br />
lingüísticas de los tres corpus con el programa Transcriber. Y, finalmente, se codificó en<br />
formato XML y se etiquetó con el fin de identificar las funciones comunicativas y las<br />
repeticiones presentes en dicho escenario.<br />
Con los datos obtenidos de la simulación entre nativos de referencia y no<br />
nativos, se puede observar que trabajar con el prototipo de una situación concreta, en<br />
este caso, la de transacción de información y compra-venta sobre transporte<br />
ferroviario, no conlleva la uniformidad de la actuación lingüística ni extralingüística ni<br />
en L1 ni en L2. Por esta razón, el factor de “no homogeneidad” en la competencia<br />
nativa y no nativa debería tenerse en cuenta a la hora de modelizar esta y otras<br />
situaciones, basadas en guiones (o scripts) en los materiales didácticos de la enseñanza<br />
de lenguas extranjeras.<br />
En este trabajo se defiende el valor del uso de corpus de conversaciones<br />
coloquiales como herramienta para el investigador, el creador de materiales y el<br />
docente, si bien no se postula que se pueda enseñar usando directamente los corpus en<br />
el aula.<br />
No obstante, no se trata de trabajar exclusivamente sobre el prototipo extraído<br />
de la muestra del corpus InfoTren-N que serviría para proporcionar input, sino que<br />
deberían, además, tenerse en cuenta las diferencias encontradas en la misma situación<br />
178
simulada de compra-venta entre nativos de referencia y no nativos para elaborar los<br />
criterios de evaluación, así como las asimetrías existentes entre los roles de clienteoperador<br />
en la transacción. Sería útil, por tanto, estudiar el discurso en situación real y<br />
simulada, en L1 y en L2.<br />
Bibliografía<br />
Barras, C. et al. (2001): “Transcriber: Development and Use of a Tool for Assisting<br />
Speech Corpora Production”. Speech Communication, 33.<br />
Bonafonte, A. et al.: “Desarrollo de un sistema de diálogo oral en dominios<br />
restringidos” [en línea]. 2000 [consulta: 2011]. Disponible en la web: http://gpstsc.upc.es/veu/basurde/download/Bon00a_sevilla.pdf<br />
Bonafonte, A. y Lleida, E.: “Corpus InfoTren: Persona. Corpus oral de llamadas a un<br />
servicio de información sobre trenes de viajeros” [en línea]. Universitat Politècnica de<br />
Catalunya y Universidad de Zaragoza, 1999 [consulta: 2011]. Disponible en la web:<br />
http://gps-tsc.upc.es/veu/basurde/Home.htm<br />
COUNCIL OF EUROPE (2001): Common European Framework of Reference for Languages:<br />
Learning, Teaching, Assessment (Marco Común Europeo de Referencia para las Lenguas).<br />
Cambridge: Cambridge University Press.<br />
Llisterri, J.: “Transcripción, etiquetado y codificación de corpus orales [en línea].<br />
Instituto Cervantes y Universitat Autònoma de Barcelona”, 1997 [consulta: julio 2012].<br />
Disponible en la web: http://liceu.uab.es/~joaquim/publicacions/FDS97.html<br />
Van Ek, J.A. y Trim, J.L.M. (Council of Europe): Vantage [en línea]. Cambridge<br />
University Press, 2001 [consulta: septiembre 2012]. Disponible en la web:<br />
http://www.coe.int/t/dg4/linguistic/Vantage_CUP.pdf<br />
ANEXO 1: FUENTES URLS<br />
Transcriber: http://trans.sourceforge.net/en/presentation.php.<br />
FreeConj-TIP. Un conjugador verbal para el español bajo licencia GNU.<br />
Carreras Riudavets, Francisco Javier<br />
Universidad de Las Palmas de Gran Canaria - fcarreras@dis.ulpgc.es<br />
Rodríguez Rodríguez, Gustavo<br />
Universidad de Las Palmas de Gran Canaria - grodriguez@dis.ulpgc.es<br />
Martín González, David<br />
Universidad de Las Palmas de Gran Canaria - martingonzalezdavid@gmail.com<br />
Villanueva Roca, Carlos<br />
Universidad de Las Palmas de Gran Canaria - amiguero809@gmail.com<br />
FreeConj-TIP es programa desarrollado en el lenguaje de programación C++,<br />
bajo licencia GNU General Public, que realiza la conjugación de verbos del español. Si<br />
bien es verdad que existen muchos conjugadores en Internet para usuarios finalistas,<br />
no se ha puesto a disposición de la comunidad científica ni de desarrolladores de<br />
recursos lingüísticos, un código de programación abierto que realice esa tarea.<br />
FreeConj-TIP resuelve la conjugación aplicando reglas elementales de la ortografía<br />
española y de conjugación para verbos con una cierta irregularidad en un 97,42% de un<br />
total de 14613 verbos, y el 2,57%, restante, correspondiente a verbos muy irregulares, se<br />
resuelve en base a datos. Este diseño, que hace uso por un lado de reglas poco<br />
complejas y por otro de datos, ha permitido que el código de FreeConj-TIP sea<br />
179
educido, comprensible, sencillo de modificar y fácil de incorporar a otras aplicaciones<br />
de procesamiento del lenguaje natural.<br />
Por otro lado, la sencillez no debe estar sólo del lado programático, sino<br />
también de su potencialidad y configuración, por ello, el almacén de la información<br />
necesaria para su funcionamiento se ha dispuesto en ficheros de texto plano con un<br />
formato simple y comprensible. Estas características hacen de FreeConj-TIP un<br />
programa fácil de incorporar a otras aplicaciones, fácil de configurar y admite la<br />
posibilidad de incorporar tantos infinitivos como sean necesarios para una explotación<br />
óptima.<br />
El objetivo principal del proyecto ha sido el de construir un conjugador verbal<br />
con una implementación sencilla, pero sin que por ello existan verbos que no puedan<br />
ser conjugados de acuerdo a todos los modelos de conjugación que les resulten<br />
aplicables. Para alcanzar este objetivo se ha utilizado como referencia la información<br />
sobre modelos de conjugación contenida en el libro La conjugación de verbos español y<br />
su morfología.<br />
El desarrollo de FreeConj-TIP resulta relativamente inusual, debido a la<br />
necesidad de ofrecer un código sencillo a la par de ser capaz de conjugar todos los<br />
verbos del español. Esto ha propiciado que se utilice un enfoque mixto en la<br />
construcción del programa. En lugar de conjugar los verbos exclusivamente por reglas<br />
escritas en el código del programa o de utilizar solo información contenida en archivos<br />
y medios externos, FreeConj-TIP utiliza reglas para los modelos de conjugación más<br />
simples y frecuentes del español, mientras que para aquellos verbos más complejos de<br />
conjugar, así como para los menos frecuentes, se utilizan datos contenidos en ficheros<br />
de texto plano adicionales.<br />
Esta forma de operar del FreeConj-TIP permite que el conjugador sea fácilmente<br />
actualizable y que cualquier usuario, incluso sin conocimientos de programación, sea<br />
capaz de especificar que un verbo pueda conjugarse de acuerdo con un cierto modelo<br />
de conjugación ya incluido en la documentación del programa o incluso proponer un<br />
modelo de conjugación completamente nuevo.<br />
180<br />
La jerarquización cognitiva de la entidad +CYBERCRIME_00 en FunGramKB<br />
Carrión Delgado, María de Gracia<br />
UNED - mdgcarrion@madrid.uned.es<br />
Mar Rubiales, Amalia ff1marua@uco.es<br />
FunGramKB es una base de conocimiento léxico-conceptual multipropósito y<br />
multilingüe diseñada para su aplicación en diversas tareas de Procesamiento del<br />
Lenguaje Natural (PLN) tales como la traducción automática o el razonamiento<br />
artificial y en varias lenguas (Periñán y Arcas 2004; Mairal y Periñán, 2009; 2010). Su<br />
estructura modular refleja tres niveles de conocimiento —léxico, gramatical y<br />
ontológico— que, aunque independientes, están relacionados entre sí a través del<br />
módulo conceptual, que es compartido por todas las lenguas integradas en la base de<br />
conocimiento. Por tanto, la ontología la componen dos módulos: un módulo de<br />
propósito general, es decir, la ontología nuclear, y varios módulos terminológicos de<br />
dominios específicos, esto es, las ontologías satélite. De hecho, la ontología nuclear<br />
sirve de eje angular de toda la base de conocimiento a la vez que denota conocimiento<br />
del sentido común; mientras que las ontologías terminológicas enriquecen a la
ontología nuclear a través del modelado de conocimiento especializado. En la presente<br />
contribución nos centramos en la ontología satélite del ámbito legal vinculada a la<br />
ontología nuclear de FunGramKB2. Concretamente en el ámbito del crimen<br />
organizado, donde analizamos cómo se desarrolla la jerarquización cognitiva de los<br />
delitos típicos de la criminalidad informática asociados a la entidad<br />
+CYBERCRIME_00. Para la elaboración de la jerarquización presentamos, por un lado,<br />
la metodología COHERENT, base de la ontología nuclear y marco teórico de referencia<br />
en el desarrollo de las ontologías satélite vinculadas a ella y, por otro, el lenguaje de<br />
representación conceptual COREL, que sirve de base angular a los ingenieros del<br />
conocimiento en el desarrollo de la jerarquía conceptual del dominio objeto de estudio.<br />
Falsetto as a disguise method in male voices<br />
Fernández Trinidad, Marianela<br />
CSIC, Laboratorio de Fonética - marianela.fernandez@cchs.csic.es<br />
Infante Ríos, Patricia<br />
Consejo Superior de Investigaciones Científicas, Madrid - patricia.infante@cchs.csic.es<br />
Alves, Helena<br />
CSIC - helena.alves@cchs.csic.es<br />
Mechanical forms of voice disguise –particularly those involving a change in<br />
the phonation registers, such as creak or falsetto– are more frequently used in forensic<br />
cases than electronic, artificial means of disguise (cf. statistics on the occurrence of<br />
different types of disguise in Gfroerer 1994, Künzel 2000).<br />
Hirson and Duckworth’s (1993, 1995) classical works on creak in English, and<br />
Wagner and Köster’s (1999) on falsetto in German, coincide in claiming that disguised<br />
voices prove harder to identify than undisguised ones, as is especially the case of<br />
falsetto (over 90% difference in hit rate with respect to normal voice, versus 30%<br />
difference for creak). In order to provide evidence from Spanish data to support this<br />
hypothesis, we designed an experiment (Alves et al. 2012) in which the results showed<br />
that speaker recognition is significantly easier under falsetto than under creaky<br />
condition (62% hit rate for falsetto vs. 59% for creaky). This means that creaky voice<br />
was the most effective way of disguising voices. Nevertheless, previous studies<br />
showed opposite results. This might be due to the fact that they were run on male<br />
voices whereas our experiment was carried out with female subjects. According to the<br />
fact that women have a higher pitch than men, female voices are expected to be better<br />
disguised with creaky voice (very low pitch) since this setting is further apart from<br />
their usual pitch range.<br />
Therefore, we hypothesize that falsetto will introduce greater distortion than<br />
creak in male voices. Falsetto will be less expected for male voices prototype and this<br />
will complicate identification even more.<br />
6 male speakers, aged 25-35, pronounced 33 words in a carrier sentence using<br />
three phonation registers: modal, creak and falsetto. Two different recording sessions,<br />
one month apart, were conducted for each speaker, according to the recommendations<br />
of Gil, Alves & Hierro (2012). The stimuli for the perceptual test are sentences drawn<br />
from the recorded corpus. 120 triplets (XAB) were formed following a factorial design:<br />
6 speakers x 2 phonation registers x 2 listening orders x 5 distractors.<br />
181
In this paper we will present the results of the discrimination test taken by 44<br />
listeners.<br />
References<br />
Alves, H., Fernández Trinidad, M. Gil Fernández, J., Infante, P., Lahoz, J.M., Pérez<br />
Sanz, C., San Segundo, E. (2012). Disguised voices: a perceptual experiment, 3 rd<br />
European Conference of the International Association of Forensic Linguists on the<br />
theme of "Bridging the Gap(s) between Language and the Law", Oporto – Portugal, 15-<br />
18 de octubre de 2012.<br />
Gil, J., Alves, H., Hierro, J. A. (2012). Proposition raisonnée de protocole de capture de<br />
voix connue à des fins judiciaires. Revue Internationale de Criminalistique et de Police<br />
Scientifique et Technique, LXV, 319-345.<br />
Hirson, A. & Duckworth, M. (1993). Glottal fry and voice disguise: A case study in<br />
forensic phonetics. Journal of Biomedical Engineering, 15, 193-208.<br />
Hirson, A. & Duckworth, M. (1995). Forensic Implications of Vocal Creak as Voice<br />
Disguise, BEIPHOL, Stud. Forensic Phonet., 64: 67-76.<br />
Künzel, H. J. (2000). Effects of voice disguise on speaking fundamental frequency.<br />
Forensic Linguistics, 7(2), 149-179.<br />
Wagner, I. y Köster, O. (1999). Perceptual recognition of familiar voices using falsetto as<br />
a type of voice disguise. Proceedings of the14th International Congress of Phonetic Sciences,<br />
1381–1384.<br />
182<br />
Using Error Analysis For Providing Suitable Written Corrective Feedback In The<br />
Context Of An ICALL System For Learners Of Spanish As A FL<br />
Ferreira Cabrera, Anita<br />
Universidad de Concepción - aferreir@udec.cl<br />
This paper presents an error analysis study which aims at determining error<br />
types, with the highest frequency of occurrence, committed by learners of Spanish as a<br />
foreign language in writing tasks. The objective of this study is to select the most<br />
common writing errors identified in the corpora for providing learners suitable written<br />
corrective feedback to meet their needs, using an ICALL system designed to support<br />
the process of learning Spanish as a foreign language. The study analysis a corpora of<br />
fifty summary texts, written in Spanish by international students of diverse university<br />
study programs with a B1 language proficiency level, enrolled in a b-learning Spanish<br />
as a foreign language course at Universidad de Concepcion, Chile. The tasks to obtain<br />
the corpora involved writing a 300 word summary, in the computer, for each of three<br />
narrative and descriptive text types, on Chilean historical and cultural topics, of about<br />
1000 words each, that learners were asked to read. This paper presents the<br />
methodology used for analysing the corpus: identification of errors, description,<br />
classification, categorization and data processing using the NVIVO software tools.<br />
This study is part of a research granted by FONDECYT (Funding for the<br />
Development of Science and Technology) 1110812: “An Intelligent Tutorial System for<br />
focusing on form in the Teaching of Spanish as Foreign Language.” (Principal investigator:<br />
Anita Ferreira-Cabrera, PhD).
A first approximation towards a computational implementation of argument structure<br />
constructions<br />
Jiménez Briones, Rocío<br />
Universidad Autónoma de Madrid - rocio.jimenez@uam.es<br />
Luzondo Oyón, Alba alba.luzondo@gmail.com<br />
This paper looks at the architecture of the grammatical module of FunGramKB,<br />
so-called Grammaticon. FunGramKB is a lexico-conceptual knowledge base that<br />
incorporates rich semantic and syntactic information for the creation of NLP<br />
applications that involve language processing (cf. Periñán-Pascual & Arcas-Túnez,<br />
2004, 2005, 2007ab, 2010). Along with the lexical and conceptual levels, FunGramKB<br />
also displays a grammatical level where the Grammaticon stores the properties that are<br />
specific to the most relevant constructional schemas in the languages supported in this<br />
knowledge base (i.e. English, Spanish, Italian, French, Bulgarian, German and Catalan).<br />
Unlike most natural language processing (NLP) databases, the FunGramKB lexical and<br />
grammatical modules are based on two robust linguistic theories, namely Role and<br />
Reference Grammar (RRG; Van Valin and Lapolla, 1997; Van Valin, 2005) and the<br />
Lexical Constructional Model (LCM; Ruiz de Mendoza & Mairal-Usón, 2008, 2011;<br />
Mairal-Usón & Ruiz de Mendoza, 2009, to name but a few). Thus, departing from a<br />
purely linguistic perspective which, apart from RRG and the LCM, also encompasses<br />
the proposals made by Construction Grammar (CxG; Goldberg, 1995, 2003, 2006; Boas<br />
2003, 2008ab, 2010, among others), we present a preliminary approximation towards a<br />
computational implementation of two of the most-widely studied English argument<br />
structure constructions, namely, the way construction (They shopped their way around<br />
NYC (Levin, 1993: 99)) and the intransitive motion construction (The horse jumped over<br />
the fence (Levin, 1993: 31)). In so doing, we set up to accomplish two main goals. On the<br />
one hand, we offer a detailed list of the basic features of the constructions under<br />
scrutiny: their structural schemata, meaning, type and nature of the participants,<br />
constraints, etc. On the other hand, we provide a stepped protocol on how to transduce<br />
these linguistic features into the computationally treatable formalism employed in<br />
FunGramKB. Figure 1 illustrates the Grammaticon Editor, where linguists work<br />
populating the semantic, syntactic and categorial information of the forty-six argument<br />
structure constructions stored in the knowledge base.<br />
Figure 1. FunGramKB Editor: the Grammaticon<br />
References<br />
Boas, H. C. (2003). A Constructional Approach to Resultatives. Stanford: CSLI<br />
Publications.<br />
Boas, H. C.(2008a). Resolving form-meaning discrepancies in Construction Grammar.<br />
In J. Leino (ed.), Constructional Reorganization. Amsterdam & Philadelphia: John<br />
Benjamins, 11-36.<br />
Boas, H. C. (2008b). Determining the structure of lexical entries and grammatical<br />
constructions in Construction Grammar. Annual Review of Cognitive Linguistics 6, 113–<br />
144.<br />
Boas, H. C. (2010). Coercion and leaking argument structures in Construction<br />
Grammar. Provisionally accepted for a special issue of Linguistics on Coercion (guest<br />
editors P. Lauwers and D. Willienms).<br />
183
Goldberg, A. (1995). Constructions. A Construction Grammar Approach to Argument<br />
Structure. Chicago: University of Chicago Press.<br />
Goldberg, A. (2003). Constructions: A new theoretical approach to language. Trends in<br />
Cognitive Sciences 7(5), 219–224.<br />
Goldberg, A. (2006). Constructions at Work: The Nature of Generalization in Language. New<br />
York: Oxford University Press.<br />
Levin, B. (1993). English Verb Classes and Alternations. A Preliminary Investigation.<br />
Chicago: University of Chicago.<br />
Mairal-Usón, R. & F. J. Ruiz de Mendoza (2009). Levels of description and explanation<br />
in meaning construction. In C. S. Butler and J. Martín Arista (eds.), Deconstructing<br />
Constructions. Amsterdam/Philadelphia: John Benjamins, 153-198.<br />
Periñán-Pascual, C. & F. Arcas-Túnez (2004). Meaning postulates in a lexico-conceptual<br />
knowledge base. 15th International Workshop on Databases and Expert Systems<br />
Applications, IEEE, Los Alamitos (California), 38-42.<br />
Periñán-Pascual, C. & F. Arcas-Túnez (2005). Microconceptual-Knowledge Spreading<br />
in FunGramKB. Proceedings on the 9th IASTED International Conference on Artificial<br />
Intelligence and Soft Computing. Anaheim-Calgary-Zurich: ACTA Press, 239-244.<br />
Periñán-Pascual, C. & F. Arcas-Túnez (2007a). Cognitive modules of an NLP<br />
knowledge base for language understanding. Procesamiento del Lenguaje Natural 39, 197-<br />
204.<br />
Periñán-Pascual, C. & F. Arcas-Túnez (2007b). Deep semantics in an NLP knowledge<br />
base. Proceedings of the 12th Conference of the Spanish Association for Artificial Intelligence.<br />
Universidad de Salamanca, Salamanca, 279-288.<br />
Periñán-Pascual, C. & F. Arcas-Túnez (2010). The architecture of FunGramKB. 7th<br />
International Conference on Language Resources and Evaluation, 17-23 mayo 2010, Valeta<br />
(Malta). Proceedings of the Seventh International Conference on Language Resources and<br />
Evaluation, European Language Resources Association (ELRA), 2667-2674.<br />
Ruiz de Mendoza, F. J. & R. Mairal-Usón (2008). Levels of description and constraining<br />
factors in meaning construction: An introduction to the Lexical Constructional Model.<br />
Folia Linguistica 42(2), 355-400.<br />
Ruiz de Mendoza, F. J. & R. Mairal-Usón (2011). Constraints on syntactic alternation:<br />
Lexical constructional subsumption in the Lexical-Constructional Model. In P.<br />
Guerrero (ed.), Morphosyntactic Alternations in English. Functional and Cognitive<br />
Perspectives. London, UK/ Oakville, CT: Equinox, 62-82<br />
Van Valin, R. (2005). The Syntax-Semantics-Pragmatics Interface: An Introduction to Role<br />
and Reference Grammar. Cambridge: Cambridge UniversityPress.<br />
Van Valin, R. & R. LaPolla (1997). Syntax: Structure, Meaning and Function. Cambridge:<br />
Cambridge University Press.<br />
Teoría de lenguajes formales: modelos computacionalmente válidos y cognitivamente<br />
adecuados para el procesamiento del lenguaje natural<br />
Jiménez Lopez, M. Dolores<br />
Universitat Rovira i Virgili - mariadolores.jimenez@urv.cat<br />
A pesar de los avances realizados en la investigación sobre el lenguaje natural,<br />
seguimos sin disponer de una respuesta totalmente satisfactoria a las preguntas sobre<br />
184
cómo se adquiere, genera y reconoce el lenguaje. La falta de respuesta a estas<br />
preguntas tiene una doble consecuencia, por un lado no contamos con teorías<br />
unánimemente aceptadas sobre el procesamiento humano del lenguaje y, por otro,<br />
seguimos careciendo de modelos computacionales satisfactorios que permitan el<br />
procesamiento automático del lenguaje y que faciliten nuestra interacción con las<br />
máquinas. La complejidad del problema requiere una solución interdisciplinar. Si<br />
queremos entender cómo procesamos el lenguaje para, posteriormente, poder aplicar<br />
ese conocimiento al diseño de máquinas que sean capaces de hablar es necesaria la<br />
colaboración entre disciplinas. Ni la lingüística, ni la computación ni la ciencia<br />
cognitiva pueden pretender de forma aislada encontrar respuesta a un problema de tal<br />
envergadura.<br />
En esa tarea multi/interdisciplinar, la teoría de lenguajes formales debería ser<br />
considerada como una herramienta de primer orden ya que permite la simulación<br />
computacional del procesamiento humano del lenguaje. Creemos que, en el estado<br />
actual de la investigación, la simulación computacional –esto es, la creación e<br />
implementación de modelos formales que respondan a los mecanismos naturales del<br />
hablante— debe considerarse una nueva metodología científica que permite testar<br />
teorías y que puede ayudar a entender cómo procesamos el lenguaje.<br />
Las características que avalan la adecuación de los lenguajes formales en la<br />
investigación sobre el lenguaje natural y en su simulación computacional son<br />
básicamente tres. En primer lugar, la teoría de lenguajes formales –entendida como una<br />
disciplina que utiliza herramientas matemáticas para la descripción de fenómenos<br />
lingüísticos— es lingüísticamente adecuada, de hecho nace a mediados del siglo XX<br />
como una herramienta para describir la sintaxis de las lenguas naturales. En segundo<br />
lugar, los lenguajes formales son computacionalmente válidos, se consideran la base de la<br />
computación teórica y, por tanto, son fácilmente implementables. Finalmente, los<br />
modelos de lenguajes formales propuestos en los últimos años son cognitivamente<br />
adecuados. Superadas las teorías basadas en mecanismos de reescritura, se han<br />
introducido métodos más naturales, desde el punto de vista cognitivo, para la<br />
descripción del procesamiento del lenguaje.<br />
En este trabajo presentamos un modelo de lenguajes formales que reúne las<br />
características enumeradas: Redes de Procesadores Evolutivos (NEPs). Las NEPs son un<br />
mecanismo computacional bio-inspirado cuyas características —modularidad,<br />
paralelismo, simplicidad— hacen de ellas un modelo adecuado para la simulación del<br />
procesamiento humano del lenguaje. Desde el punto de vista cognitivo, las NEPs<br />
combinan las propiedades de los dos tipos de modelos cognitivos del lenguaje<br />
propuestos, ya que integran la modularidad y el procesamiento simbólico de los<br />
modelos simbolicistas con el paralelismo y la interacción de los modelos conexionistas.<br />
Con la presentación de las NEPs, pretendemos mostrar que la teoría de<br />
lenguajes formales proporciona modelos computacionales cognitivamente adecuados<br />
para la simulación del procesamiento humano de lenguaje. La utilización de estos<br />
mecanismos formales en la simulación de procesos cognitivos puede mejorar nuestro<br />
conocimiento sobre cómo procesamos el lenguaje, con las consiguientes implicaciones<br />
para el procesamiento automático del lenguaje.<br />
Bibliografía<br />
Castellanos, J., Martín-Vide, C., Mitrana, V., & Sempere, J. (2003), Networks of<br />
Evolutionary Processors, Acta Informatica, 39, 517-529.<br />
185
Churchland, P.M. y Sejnowsky, T. (1992), The Computational Brain, MIT Press,<br />
Cambridge.<br />
Newell, A. (1990), Unified Theories of Cognition, Harvard University Press, Cambridge.<br />
Rozenberg, G. & Salomaa, A. (1997), Handbook of formal languages, Springer, Berlin.<br />
186<br />
Some steps for a computational reinterpretation of polysemy: the distribution of<br />
meaning in FunGramK(nowledge)B(ase)<br />
León Manzanero, Abraham<br />
Universidad de La Laguna - a.lemanzanero@hotmail.es<br />
Dealing with the linguistic phenomenon of polysemy always represents a<br />
challenge to semanticists: How to systematically account for those cases in which we<br />
find several meanings or senses for a single lexical item has been a controversial issue<br />
in the study of meaning. Additionally, this problem shows certain particularities when<br />
working with a lexico-conceptual knowledge base like FunGramKB. In this kind of<br />
device, lexical items do not conform a net in relation to each other but they are attached<br />
to a concept holding a place in a hierarchical ontology under a basic concept and/or<br />
above a terminal one. Furthermore, the nature of this lexico-conceptual knowledge<br />
base, including not only these two levels (lexical and conceptual) but also a<br />
grammatical module, increases the number of possible solutions to a particular case of<br />
apparent polysemy. Because of this, we need to find out which of these modules are<br />
involved in a particular example of this phenomenon. Thus, it is necessary to make<br />
decisions about whether we are dealing with a constructional, a lexical or a conceptual<br />
issue. In other words, a particular case of what can be taken as polysemy in traditional<br />
lexicographical terms, needs to be reinterpreted in FunGramKB as a process that may<br />
mean either of the following situations: (1) sense variation may refer to the dividing<br />
line between different constructions that affect meaning (2) otherwise, we may face<br />
different lexical entries with the same form also belonging to the same concept, and (3)<br />
there are even cases that affect two lexical entries with the same form belonging to<br />
different conceptual domains. It is within this scenario that the gamut of meanings of<br />
DENY as expressed in the following examples must be accounted for:<br />
1. They deny rights to UK workers.<br />
2. It would be heartless to deny her the pleasure of feeling that she is making a<br />
useful contribution to the preparation of meals.<br />
3. Orchad has denied to officers that he had done anything funny to the girl.<br />
Such decisions have implications that go beyond the particular characteristics of<br />
lexical items as they mean taking into consideration the location of meaning in the<br />
structure of the whole knowledge base. This paper proposes to combine semantic<br />
criteria from different approaches: Pustejovsky's 1995 qualia structure, Levin's 1993<br />
verb classes and alternations, as well as Lyon's 1977 and Dik's 1989 categorization of<br />
entities are jointly used to offer an effective solution for those especially “blurry”<br />
examples, when the treatment of a possible case of polysemy in the knowledge base is<br />
not clear. Meaning variation involving Spanish and English verbs of permission and<br />
refusal and grammatical constructions in which they participate constitute a set of<br />
interesting examples to illustrate how our proposal will work within FunGramKB.
187<br />
La teoría matemática de la computación como herramienta para inferir lenguaje y<br />
cognición en la Prehistoria<br />
Longa, Víctor M.<br />
Universidad de Santiago de Compostela - victormanuel.longa@usc.es<br />
Dado que no existen evidencias directas del lenguaje en la Prehistoria, el<br />
estudio de las capacidades cognitivas y lingüísticas de las diferentes especies<br />
homínidas debe basarse en evidencias de tipo indirecto. El enfoque usual de la<br />
Paleoantropología y Arqueología a la hora de investigar a nuestros ancestros (de<br />
nuestra misma especie o de otras) se ha basado en analizar los restos prehistóricos<br />
desde la perspectiva de la conducta con la que pudieron asociarse esos restos<br />
(simbólica, tecnológica, social, etc.). En lo que respecta al lenguaje, ambas disciplinas<br />
han considerado que la presencia de objetos simbólicos en el registro arqueológico es<br />
un indicador automático de la existencia de lenguaje complejo en la Prehistoria.<br />
Esta comunicación presenta una perspectiva muy diferente, que sostiene que la<br />
matemática puede ser de gran ayuda en la indagación sobre el lenguaje y la cognición<br />
en la Prehistoria. En concreto, esa perspectiva, basada en la teoría matemática de la<br />
computación, y más en concreto, en la teoría de los lenguajes y gramáticas formales y<br />
la teoría asociada de autómatas, analiza los restos prehistóricos desde la perspectiva de<br />
los procesos y las capacidades computacionales mentales requeridas para producir<br />
esos objetos. Esta perspectiva, por tanto, deja de lado la ‘semántica’ de los objetos<br />
prehistóricos (su posible carácter representacional o simbólico) para centrarse en el<br />
análisis de rasgos puramente formales que revelen una complejidad computacional en<br />
la mente de quienes hicieron esos objetos que sea semejante a la requerida para el<br />
lenguaje complejo. En este sentido, la jerarquía de Chomsky es una herramienta<br />
propicia para ese objetivo, pues permite determinar el tipo de algoritmo que describe<br />
computacionalmente una tarea dada, y clasificarlo en sistemas o tipos de diferente<br />
poder computacional, dispuestos en una escala creciente de complejidad.<br />
La comunicación analizará desde esa perspectiva computacional dos tipos de<br />
diseños geométricos prehistóricos: (1) los producidos en el Paleolítico Inferior y Medio<br />
de Eurasia por especies como Homo neanderthalensis y Homo heidelbergensis, y (2) los<br />
producidos durante la Edad de la Piedra Media Africana por Homo sapiens (Humanos<br />
Anatómicamente Modernos). El análisis computacional de esos diseños busca conocer<br />
si las capacidades computacionales implicadas en su producción son semejantes a las<br />
requeridas para el lenguaje complejo, o si tales capacidades son menos potentes. La<br />
comparación entre ambos tipos de diseños permite inferir si esas especies tuvieron o no<br />
lenguaje complejo, un aspecto muy debatido en la actualidad.<br />
Addressing the challenges to the RRG lexicon posed by Irish Sign Language<br />
Murtagh, Irene<br />
Institute of technology Blanchardstown - murtagh.irene@gmail.com<br />
This paper is concerned with the architecture of the RRG lexicon and the<br />
challenges involved with the development of a lexicon that is capable of representing<br />
lexical information pertinent to (Irish) Sign Language and the lexical definition of a<br />
Sign Language word (Zenshan 2007). Sign Languages are visual gestural languages<br />
articulated in a signing space (Murtagh 2011a, 2011b, 2011c) and have no written form.
Irish Sign Language (O ́Baoill and Mahews 2000, Leeson and Saeed 2012) is a<br />
linguistically complete and very complex language. Communication occurs using a<br />
visual-gestural modality, encompassing manual and non-manual gestures. Manual<br />
gestures make use of hand forms, hand locations, hand movements and orientations of<br />
the palm. Non-manual gestures include the use of eye gaze, facial expression, head and<br />
upper body movements. Both manual and non-manual gestures must be performed to<br />
produce a valid understanding and interpretation of the sign language. The phonemes<br />
of an ISL linguistic sign consist of manual and non-manual features. The manual feature<br />
phonemes of ISL include hand-shape, location and position of the hands in relation to<br />
the signer’s body, movement of the hands and also palm orientation. The non-manual<br />
feature phonemes are eye movement, eyebrow movement, blowing of cheeks, lip<br />
movement, head tilt and position and also upper body and lower body movement.<br />
The visual gestural realisation of a word in Sign Language involves the<br />
simultaneous and parallel expression of a varied number of manual and non-manual<br />
features, each with their own duration, orientation and relative configuration. RRG can<br />
be described as a descriptive framework for the analysis of languages and also an<br />
explanatory framework for the analysis of language acquisition. Van Valin (2005)<br />
describes how the theory was developed in an attempt to answer two simple questions:<br />
(i) What would linguistic theory look like if it was based on the analysis of languages<br />
such as Lakhota, Dyirbal and Tagalog, rather than the analysis of English? and (ii) how<br />
can the interaction of syntax, semantics and pragmatics in different grammatical<br />
systems best be captured and explained?<br />
The questions this paper addresses is: “What would the RRG lexicon look like if<br />
it were developed to accomodate Sign Language?” and how can we meaningfully<br />
motivate extending the RRG theory of the lexicon so that it is universal enough in its<br />
nature to accommodate these linguistic phenomena that are used to articulate and<br />
communicate meaningful discourse in ISL? A strategy is proposed to describe the<br />
morphology of an Irish Sign Language word (lexemes and morphemes) such that these<br />
can be included as part of the verb and noun lexical entry. In doing this we make use of<br />
qualia theory as expressed in RRG (Van Valin 2005, Van Valin and LaPolla 1997) to<br />
extend our knowledge of the layered structure of the word (Nolan 2011a, 2011b, 2011c)<br />
with respect to Sign Language.<br />
References<br />
Leeson, Lorraine and John I. Saeed. 2012. Irish Sign language: A cognitive linguistic<br />
account. Edinburgh: Edinburgh University Press.<br />
Murtagh, Irene. 2011a. Developing a Linguistically Motivated Avatar for ISL VIsualisation.<br />
Workshop on Sign Language Translation and Avatar Technology, University of<br />
Dundee 2011. Dundee, Scotland.<br />
Murtagh, Irene. 2011b. Building an Irish Sign Language Conversational Avatar: Linguistic<br />
and Human Interface Challenges. Conference on Irish Human Computer Interaction,<br />
Cork institute of Technology 2011. Cork, Ireland.<br />
Murtagh, Irene. 2011c. Towards an RRG-enabled Irish Sign Language Avatar. Paper<br />
presented at the International Conference on Role and Reference Grammar on<br />
"Functional Linguistics: Grammar, Communication & Cognition". Facultad de Letras,<br />
at the Pontificia Universidad Católica de Chile, in Santiago de Chile.<br />
Nolan, Brian. 2011a. Constructions as grammatical objects: A new perspective on<br />
constructions in RRG. Paper presented at the International Conference on Role and<br />
188
Reference Grammar on "Functional Linguistics: Grammar, Communication &<br />
Cognition". Facultad de Letras, at the Pontificia Universidad Católica de Chile, in<br />
Santiago de Chile.<br />
Nolan, Brian. 2011b. Constructional templates at the morphology-lexicon interface – meaning<br />
and the layered structure of the Irish word.Paper presented at the workshop on Meaning<br />
construction at the crossroads of grammar, cognition and communication. Societas<br />
Linguistica Europaea, University of La Rioja, Logroño, Spain.<br />
Nolan, Brian. 2011c. Meaning Construction and Grammatical Inflection in the Layered<br />
Structure of the Irish Word: An RRG Account of Morphological Constructions. In:<br />
Wataru Nakamura (ed.). New perspectives in Role and Reference Grammar. Newcastle<br />
upon Tyne: Cambridge Scholars Publishing. 64–103.<br />
O ́Baoill, D. and P. A. Matthews. 2000. The Irish Deaf Community (Volume 2): The<br />
Structure of Irish Sign Language. The Linguistics Institute of Ireland, Dublin, Ireland.<br />
Van Valin, R. and R. La Polla. 1997. Syntax: Structure, Meaning and Function.<br />
Cambridge: Cambridge University Press.<br />
Van Valin, R. 2005. Exploring the Syntax-Semantics interface. Cambridge: Cambridge<br />
University Press.<br />
Zenshan, Ulrike. 2007. Towards a notion of ‘word’ in sign languages. In Dixon, R.M. W<br />
and A. Y. Aikenvald. Word: A cross-linguistic typology. Cambridge: Cambridge<br />
University Press.<br />
Modelling speech acts through conversational agents in a functional model of grammar<br />
Dr. Nolan, Brian<br />
Institute of Technology Blanchardstown Dublin - brian.nolan@gmail.com<br />
This paper proposes to advance a model of conversational agents in a<br />
computational framework that builds on the notion of speech act performatives from<br />
discourse within a functional model of grammar. We describe the language specific<br />
elements of the intelligent conversational agents paradigm and how it can be usefully<br />
employed in modelling of human language in software through use of agentembedded<br />
speech acts.<br />
The linguistic model employed is Role and Reference Grammar (RRG). This<br />
work builds on earlier research (Nolan and Salem 2011) on an RRG Interlingua-based<br />
machine translation engine. It also builds on recent work (Nolan 2012a, 2012b,<br />
Diedrichsen 2012; Nolan and Diedrichsen ‘to appear’) on understanding constructions<br />
as grammatical objects within RRG and the role of computational approaches to<br />
functional grammars (Nolan and Periñán, ‘to appear’).<br />
We propose a view in which a conversational agent has ‘internal’ and ‘external’<br />
models to support the speech acts. The internal model of the agent is concerned with<br />
the internal state of the agent, based upon the intersection at any given time on the<br />
agent’s internal beliefs, desires, and intentions, known as BDI states. The external<br />
model of the agent is composed of an interaction model with its world (human and<br />
other agent(s)). Importantly, the conversational agent also has a language model in<br />
software that is related to its interaction model to support bi-directional<br />
communication in human language through speech acts. For this, we employ insights<br />
from RRG to motivate the design of the language model and we directly use the RRG<br />
bi-directional linking system.<br />
189
The framework we present connects the intelligent conversational agents<br />
paradigm to the RRG model of language. This has significance in that it has potential<br />
for use with linguistically oriented ontological semantics modelling, such as the<br />
research in FunGramKB (Mairal Usón and Ruiz de Mendoza 2009, Nolan, Mairal-Uson<br />
and Periñán 2009; Periñán-Pascual and Mairal Usón 2009; Periñán-Pascual and Arcas<br />
Túnez 2007, 2010;), and as a framework for testing of hypotheses on languages to<br />
support claims of adequacy (Butler 2009) within a functional approach.<br />
References<br />
Butler, Christopher, S. 2009. Criteria of adequacy in functional linguistics. In Folia<br />
Linguistia: Acta Societatis Linguisticae Europaeae. Volume: 42 No. 1, Spring 2009. Mouton<br />
de Gruyter.<br />
Diedrichsen, Elke. 2012. The theoretical importance of Constructional Schemas in RRG. In<br />
Watura Nakamura (ed.). In Wataru Nakamura (ed.). New perspectives in Role and<br />
Reference Grammar. London: Cambridge Scholars Publishing.<br />
Mairal Usón, Ricardo and Francisco Ruiz de Mendoza. 2009: Levels of description and<br />
explanation in meaning construction. In Christopher S. Butler and J. Martín Arista<br />
(eds.). Deconstructing Constructions. Amsterdam & Philadelphia: John Benjamins.<br />
Nolan, Brian. 2012a. The syntax of Irish: A functional account. Sheffield England: Equinox.<br />
Nolan, Brian. 2012b. Constructions as grammatical objects: A new perspective on<br />
constructions in RRG. Paper presented at the 1 st International Conference on Knowledge<br />
Representation and Meaning in FunGramKB and LCM. Facultad de Filología, at the<br />
Universidad Nacional de Educación a Distancia (UNED), in Madrid, Spain.<br />
Nolan, Brian, and Elke Diedrichsen. To appear 2013. Linking Constructions into<br />
functional linguistics – The role of constructions in RRG grammars. Amsterdam &<br />
Philadelphia: John Benjamins.<br />
Nolan, Brianand Carlos Periñán. To appear 2013. Language processing and grammars: The<br />
role of functionally oriented computational models. Amsterdam & Philadelphia: John<br />
Benjamins.<br />
Nolan, Brian, Ricardo Mairal-Uson and Carlos Periñán. 2009. Natural Language<br />
processing applications in an RRG Framework. Proceedings of the 10th International Role<br />
and Reference Grammar Conference. University of California, Berkeley USA.<br />
Nolan, Brian and Yasser Salem. 2011. UniArab: RRG Arabic-to-English Machine<br />
Translation. In: Wataru Nakamura (ed.). New perspectives in Role and Reference Grammar.<br />
Newcastle upon Tyne: Cambridge Scholars Publishing. 312–346.<br />
Periñán-Pascual, Carlos and Francisco Arcas Túnez. 2007. Cognitive modules of an<br />
NLP knowledge base for language understanding. Procesamiento del Lenguaje Natural<br />
39, 197–204.<br />
Periñán-Pascual, Carlos and Francisco Arcas Túnez. 2010. The architecture of<br />
FunGramKB. Proceedings of the Seventh International Conference on Language Resources and<br />
Evaluation, European Language Resources Association (ELRA), 2667–2674.<br />
Periñán-Pascual, Carlos and Ricardo Mairal Usón. 2009. Bringing Role and Reference<br />
Grammar to natural language understanding. Procesamiento del Lenguaje Natural 43,<br />
265–273.<br />
190
L1/L2 syntactic conditioning: a corpus-based study on complement/adjunct placement<br />
in learner language<br />
Pérez Guerra, Javier jperez@uvigo.es<br />
Martínez, Ana Elina minsua@uvigo.es<br />
This study deals with the integration of syntactic complements and adjuncts (or<br />
modifiers) in a number of phrasal projections in learner English in an attempt to<br />
determine whether the production of such constituents in English by non-native<br />
speakers is influenced or not by their first language. The analysis is based on sequences<br />
of complements and adjuncts in verb phrases:<br />
(1) deal [with the construction] [in a somewhat strange way which will lead to odd<br />
results]<br />
(2) deal [in a somewhat strange way which will lead to odd results] [with the<br />
construction]<br />
The aim of this paper is to check the distributional consequences that the<br />
placement of adjuncts and complements has for the parsing of the verb phrases in<br />
which they occur. More specifically, in this paper we determine, firstly, whether native<br />
and non-native English data are in keeping or not with Hawkins’ (1994, 2004)<br />
hypothesis that the sequences of constituents in a sentence are connected in an optimal<br />
way whose goal is to reduce processing effort for both the speaker and the hearer, and,<br />
more specifically, whether this hypothesis is relevant especially to examples of<br />
complementation or not. Secondly, we investigate whether the placement of adjuncts<br />
and complements in the phrase by non-native speakers of English is influenced by<br />
their first language or not. On the one hand, the theoretical framework is the<br />
performance grammar described in Hawkins (1994, 2004). On the other hand, this<br />
study is couched in frameworks which analyse student’s interlanguage (see Eubank et<br />
al. 1997 for definitions) and approximative linguistic systems (Nemser 1971) in general,<br />
and follows Granger’s (1996) comprehensive Integrated Contrastive Model (ICM; see<br />
Gilquin 2008: 6–8) to interlinguistic analysis, which includes a component where the<br />
original data from one language is compared with original data from another<br />
language, as well as as an additional module where native language is compared with<br />
a non-native variety of the language.<br />
We will analyse data retrieved from the following corpora:<br />
– the 100,000-word learner spoken corpus of English VICOLSE, produced by Spanish<br />
University students of English (Tizón-Couto 2012),<br />
– the native corpus LOCNEC (Centre for English Corpus Linguistics, Université<br />
catholique de Louvain), which is used as the English native control corpus,<br />
– the 1.5 million-word ADESSE, a syntactic database of (native) Spanish developed at<br />
the University of Vigo, as the Spanish native comparable database.<br />
A major issue in ICM is the degree of comparability between the data (register,<br />
topic or task, target language proficiency, the language varieties included, textual data,<br />
design criteria, purpose, and standardization and documentation), especially in the<br />
case of learner corpora, which are unique and complex sets of data especially in terms<br />
of authenticity. VICOLSE and LOCNEC are comparable corpora since the compilation<br />
of the former has followed the design of tasks, topics and transcription conventions<br />
used in LOCNEC, inherited from the LINDSEI project. These two corpora however<br />
differ in a number of features. First, as regards the type of participants, the subjects in<br />
191
VICOLSE are Spanish non-native university students of English and those in LOCNEC<br />
are British native university students. Second, although both corpora can be considered<br />
similar as far as the choice for topics is concerned, in LOCNEC the tasks are carried out<br />
in the form of an interview, while VICOLSE consists of recordings in a lab. Whereas<br />
the considerably common design of VICOLSE and LOCNEC eases the possibilities of<br />
comparison between the databases, a careful selection of materials from ADESSE has<br />
proved necessary in order to warrant comparability.<br />
This paper concludes that (i) both English syntax and Spanish syntax exert<br />
significant influence on the learners’ productions as far as compliance with the<br />
syntactic principle of complements-first is concerned; and (ii) compliance with the<br />
processing principle of end-weight is conditioned by modality (spoken versus written)<br />
and not by the learners’ interlanguage.<br />
References<br />
Eubank, Lynn, Larry Selinker and Michael Sharwood Smith. 1995. The current state of<br />
Interlanguage. Amsterdam: John Benjamins.<br />
Gilquin, Gaëtanelle. 2008. “Combining contrastive and interlanguage analysis to<br />
apprehend transfer: detection, explanation, evaluation”. In Gaëtanelle Gilquin, Szilvia<br />
Papp and María Belén Díez-Bedmard eds. Linking up contrastive and learner corpus<br />
research. Amsterdam: Rodopi, 3–33.<br />
Granger, Sylviane. 1996. “From CA to CIA and back: an integrated approach to<br />
computerized bilingual and learner corpora”. In Karin Aijmer, Bengt Altenberg and<br />
Mats Johansson eds. Languages in contrast. Text-based cross-linguistic studies. Lund: Lund<br />
University Press, 37–51.<br />
Hawkins, John A. 1994. A performance theory of order and constituency. Cambridge:<br />
Cambridge University Press.<br />
Hawkins, John A. 2004. Efficiency and complexity in grammars. Oxford: Oxford<br />
University Press.<br />
Nemser, William. 1971. “Approximative systems of foreign language learners”.<br />
International Review of Applied Linguistics 9/2: 115–123.<br />
Tizón Couto, Beatriz. 2012 forthcoming. Clausal complements in native and learner spoken<br />
English. A corpus-based study with VICOLSE. Bern: Peter Lang.<br />
192<br />
Selection and annotation of images for specialized knowledge bases<br />
Reimerink, Arianne<br />
Universidad de Granada - arianne@ugr.es<br />
León Araúz, Pilar<br />
University of Granada - pleon@ugr.es<br />
EcoLexicon is a multimodal and multilingual terminological knowledge base<br />
(TKB) on the environment. In order to make our TKB internally coherent, we apply the<br />
premises of the Generative Lexicon (Pustejovsky, 1995; Pustejovsky et al., 2006) to<br />
conceptual description, which means both to the concept types and conceptual<br />
relations encountered in the environmental domain. Conceptual relations are<br />
associated with a particular qualia role, depending on each concept type (Reimerink et<br />
al. 2010). The notion of qualia is also applied to the definitions of specialized<br />
environmental concepts in our knowledge base. Therefore, qualia make the knowledge<br />
base systematic both at the macrostructural level and the microstructural level.
The information in the TKB is extracted from a textual corpus on the<br />
multidisciplinary field of the environment. In order to semi-automatize knowledge<br />
extraction, we are working on annotating our corpus. Our semantic annotation is<br />
partly based on the definition of recurring knowledge patterns (León et al., 2009;<br />
Barrière, 2004) in the specialized domain of the environment that convey the<br />
underlying conceptual propositions of the domain.<br />
Parallel to the textual corpus, we are creating a visual corpus to enrich the<br />
description of EcoLexicon’s concepts. Previously, the images that we introduced were<br />
selected according to their most salient functions: iconicity, abstraction and dynamicity<br />
(Anglin et al., 2004; Faber et al., 2007) or in terms of their relationship with the realworld<br />
entity that they represented to illustrate the relations a concept can express.<br />
Now our aim is to refine the criteria for the extraction of adequate images for<br />
the description of conceptual propositions in our TKB in order to maintain the internal<br />
coherence of the system. In the same way we extract knowledge from our textual<br />
corpus through the identification of knowledge patterns, the images should be selected<br />
according to similar criteria, their morphological features or visual knowledge<br />
patterns.<br />
In this regard, it is evident that images, as a type of communicative sign, need<br />
to be analyzed in greater depth. In the same way as language, they can be said to have<br />
combinatorial potential as well as a grammar (Faber, 2012; Prieto Velasco, 2008, 2012).<br />
A grammar for visual images is based on the relationship between visual and verbal<br />
communication since both types of communication overlap in many intermedial<br />
contexts (Nöth, 2001: 2). Accordingly, if visual images are signs, theories of depiction<br />
should thus contain semiotic theory elements, involving a syntactic, semantic and<br />
pragmatic component (Scholz, 2000: 202).<br />
This paper will give a proposal on how to combine the syntactic, semantic and<br />
pragmatic components of images with the conceptual propositions in EcoLexicon,<br />
based on: based on: i) the essential combinatory possibilities of concept types; ii) the<br />
qualia roles conveyed by the conceptual relations; iii) the three basic criteria for<br />
describing the functional aspects of images: iconicity, abstraction and dynamism; and<br />
iv) a more detailed description of the morphological features, or visual knowledge<br />
patterns, contained in the images (i.e. shape, colour, textual elements, arrows, etc).<br />
Finally we propose the minimum description requirements for these images in<br />
our database with the aim to present, in a more systematized way, a prototypical<br />
image of the conceptual proposition any end-user of EcoLexicon wants to describe.<br />
These requirements may vary according to the type of information to be conveyed: i)<br />
the description of a concept’s prototypical entry, ii) the description of a concept within<br />
another concept’s entry, iii) the description of a concept within an event, etc.<br />
193<br />
Ontology modeling in FunGramKB with change-of-state verbs<br />
Rosca, Andrea deia_nira7@yahoo.com<br />
This study aims to demonstrate the usefulness of combining linguistic<br />
knowledge with the field of Artificial Intelligence. To this end, we provide a<br />
computational implementation of semantic knowledge by showing how linguistic<br />
information is modeled in a multipurpose Natural Language Processing system known<br />
as FunGramKB (Periñán & Arcas 2004, 2005, 2006; Periñán & Mairal 2009, 2010, to
name a few). The present research focuses on the change-of-state verb burn and its<br />
conceptual correlates within the Ontology of this knowledge base. FunGramKB makes<br />
a neat distinction between the linguistic and the conceptual levels:<br />
(i) The linguistic level comprises a lexical and a grammatical module. The lexical<br />
component can be further divided into: (a) a Morphicon, and (b) a Lexicon. The<br />
grammatical level also known as the Grammaticon has four Constructicon modules: (a)<br />
L1-Constructicon or the argument structure layer; (b) L2-Constructicon or the<br />
implicational layer; (c) L3-Constructicon or the illocutionary level; and (d) L4-<br />
Constructicon or the discourse-structure level.<br />
(ii) The conceptual level is an accurate representation of Tulving’s (1985) long-term<br />
memory model in the sense that it is composed of three language-independent<br />
knowledge schemata. The Cogniconstores procedural knowledge, the<br />
Onomasticondeals with episodic knowledge, whereas the Ontologyis organized as a<br />
hierarchical catalogue of universal concepts.<br />
The Ontology is made of three types of conceptual units: metaconcepts, marked<br />
by the symbol #, basic concepts, preceded by +, and terminal concepts, headed by the<br />
symbol $. In line with the hierarchical organization of the Ontology, we show that the<br />
basic concept +BURN_00 depends conceptually on the following superordinate<br />
concepts and respectively, metaconcepts: +BURN_00 +DAMAGE_00<br />
+CHANGE_00 #TRANSFORMATION #MATERIAL #EVENT. To preserve<br />
the minimization of redundancy commitment, we have agglutinated verbs like<br />
combust, conflagrate, ignite, inflame, kindle [Eng] and arder, encender [Spa] as lexical units<br />
linked to the basic concept +BURN_00. Basic and terminal concepts are characterized<br />
by conceptual properties realized in the form of thematic frames (TFs)and meaning<br />
postulates (MPs). Also, new terminal concepts have been created whenever some<br />
concept exhibited a distinctive feature (or differentiae), which was not present in the<br />
meaning postulate of its superordinate concept. This distinctive feature is codified in<br />
the form of a satellite predication (f). For instance, we have inserted the terminal<br />
concept $CAUTERIZE_00 which displays the following meaning postulate:<br />
MP: +(e1: +BURN_00 (x1)Theme (x2)Referent (f1: +HEAT_00 ^<br />
+CHEMICAL_00)Instrument) (f2: (e2: +CURE_00 (x1)Theme (x2)Referent)Purpose)<br />
This conceptual representation can be interpreted as follows: A human being<br />
(x1) burns an entity (x2) using heat or a chemical as instruments (f1) in order (f2) to<br />
cure that entity (x2). The first predication of $CAUTERIZE_00 (i.e. e1: +BURN_00<br />
(x1)Theme (x2)Referent) is inherited from its superordinate basic concept. Also, we can<br />
notice that satellites can be immediately followed by a basic concept (f1) or by another<br />
predication and its thematic roles (f2). These satellites add new information related to<br />
the cauterization process: the instruments used are heat or a chemical (f1) and the<br />
burning event has curative purposes (f2).<br />
References<br />
Periñán-Pascual, C. & F. Arcas Túnez (2004). Meaning postulates in a lexico-conceptual<br />
knowledge base. 15 th International Workshop on Databases and Expert Systems<br />
Applications, IEEE, Los Alamitos (California), 38-42.<br />
Periñán-Pascual, C. & F. Arcas Túnez (2005). Microconceptual-Knowledge Spreading<br />
in FunGramKB. Proceedings on the 9 th IASTED International Conference on Artificial<br />
Intelligence and Soft Computing (pp. 239-244). Anaheim-Calgary-Zürich: ACTA Press.<br />
194
Periñán-Pascual, C. & F. Arcas Túnez (2006). Reusing computer-oriented lexica as<br />
foreign-language electronic dictionaries. Anglogermánica Online 4, 69-93.<br />
Periñán-Pascual, C. & R. Mairal (2009). Bringing Role and Reference Grammar to<br />
natural language understanding. Procesamiento del Lenguaje Natural 43, 265-273.<br />
Periñán-Pascual, C. & R. Mairal (2010). La Gramática de COREL: un lenguaje de<br />
representación conceptual. Onomazein 21(1), 11-45.<br />
Tulving, E. (1985). How many memory systems are there? American Psychologist 40,<br />
385-398.<br />
Corpus stylistics and Charles Dickens’s discourse presentation: a methodological and<br />
literary exploration<br />
Ruano San Segundo, Pablo<br />
Universidad de Extremadura - pauruano@unex.es<br />
Ever since his lifetime, a lot of research has been carried out regarding<br />
Dickens’s literary production. In the last few years, however, some of these studies<br />
have adopted a new perspective, dealing with his style from a fresh viewpoint: that of<br />
corpus stylistics. Unquestionably, these innovative linguistic analyses open up new<br />
possibilities and point out some issues that usually go unnoticed for the human eye.<br />
In this respect, Hori’s survey (2004) and the brand-new study published by<br />
Mahlberg (2012) represent two indispensable benchmarks. Despite some aspects that<br />
might need to be polished (such as the limited extension of Hori’s reference corpus in<br />
his work, for instance), their computational approaches have proved to be a useful tool<br />
for the study of Dickens’s novels from this emerging perspective, providing scholars<br />
with unknown material based on tangible data.<br />
Stemming from their core idea of the combination of corpus-linguistic methods<br />
and literary-stylistic approaches, as well as from the fact that Dickens’s novels show<br />
one of the richest catalogues of reporting formulae in English (Oncins 2011), this paper<br />
shows the preliminary results of a survey of the speech verbs used by the English<br />
author to introduce the words of his characters.<br />
The somehow stable pattern found in direct speech (strategy par excellence in<br />
the projection of verbal discourse in fiction), namely, Subject + Speech Verb + Reported<br />
Speech offers, from a procedural point of view, a series of advantages that make it<br />
possible their elicitation in electronic literary texts. Thus, with the help of Wordsmith<br />
Tools 4 (Scott 2004), and drawing on the classification of reporting verbs proposed by<br />
Caldas-Coulthard (1987), the present study submits a methodology for the quest of<br />
these verbs in Dickens’s fourteen major novels.<br />
As it will be highlighted, the use of these elements is far from being random.<br />
Circumscribed to specific genres, and even to characters in isolation, speech verbs seem<br />
to constitute a linguistic device deliberately arranged by Dickens in such a way in<br />
order to undertake the issue of characterization. Pointing out aspects otherwise<br />
unnoticed, these innovative corpus-based approaches bridge this gap between<br />
linguistic and literary studies, providing researchers with new possibilities to verify<br />
their hypotheses.<br />
References<br />
Caldas-Coulthard, C. R. (1987). “Reported speech in written narrative texts”, in R. M.<br />
Coulthard (ed.) Discussing Discourse, Birmingham: University of Birmingham, 149-67.<br />
195
Hori, M. (2004). Investigating Dickens’ Style: A Collocational Analysis: London: Palgrave.<br />
Mahlberg, M. (2012). Corpus Stylistics and Dickens’s Fiction. London: Routledge.<br />
Oncins Martínez, José L. (2011) “Ways of saying: a corpus-based view of reporting<br />
formulae in Dickens’ novels”, 3 AELINCO, Universidad Politécnica de Valencia, 7-9<br />
April.<br />
Scott, M. (2004). Wordsmith Tools version 4. Oxford: Oxford University Press.<br />
196<br />
The role of conceptual categories for argument structure prediction<br />
Sánchez Cárdenas, Beatriz<br />
Universidad de Granada - bsc@ugr.es<br />
Buendía Castro, Miriam mbuendia@ugr.es<br />
León Araúz, Pilar<br />
University of Granada - pleon@ugr.es<br />
Specialized language research usually focuses on the description of terms that<br />
are nouns or noun phrases and minimizes the importance of other categories, such as<br />
verbs. However, verbs provide the relational and semantic framework for sentences,<br />
and thus can be regarded as the most important lexical and syntactic category of<br />
language (Fellbaum 1990: 278). When describing a verb from a semantic perspective,<br />
the analysis principally focuses on meaning as well as argument description. As<br />
reflected in corpus analysis, the meaning of a verb constrains the semantic roles and<br />
semantic classes of the arguments that it can take. Verbs and their typical arguments<br />
often generate similar syntactic contexts and even reflect semantic and syntactic<br />
pattern-like behaviour. This is true in both general as well as specialized language.<br />
In specialized language, verb meaning is more restrictive because of the<br />
constraints of specialized domains or specialized subject fields. As such, if arguments<br />
were classified and structured in a set of conceptual-semantic categories typical of a<br />
given domain, along with the semantic roles activated, the range of verbs generally<br />
associated with a certain category could be predicted within the framework of a<br />
specialized event.<br />
The establishment of conceptual categories is still a topic of debate. There have<br />
been many initiatives in general language, from a linguistic viewpoint, such as<br />
WordNet (Fellbaum 2006), Gaston’s (1994) classes d’objets, and computational<br />
proposals, which have led to upper-level ontologies like SUMO (Niles & Pease, 2001).<br />
There are also meaning-based resources which have dealt with this issue by means of<br />
imposing selection restrictions on their possible arguments (i.e. in terms of<br />
concrete/abstract; human/animal/body_part, etc). This is the case of ADESSE 1 , an<br />
online database of syntactic and semantic information for verbs in Spanish, or<br />
VerbNet 2 (Kipper 2005), which can be considered the largest on-line verb lexicon<br />
currently available for English.<br />
Within this scenario as a backdrop, in this research we propose a methodology<br />
to arrive at the establishment of conceptual categories for the environmental<br />
1 [02/03/2012].<br />
2 [13/03/2012].
knowledge base EcoLexicon 1 . EcoLexicon represents the conceptual structure of the<br />
specialized domain of the Environment in the form of a visual thesaurus in which<br />
environmental concepts are configured in semantic networks. The semantic network<br />
for each concept is based on a closed inventory of semantic relations which are also<br />
lexically represented in the definition. In accordance with the premises of Frame-Based<br />
Terminology (Faber et al. 2005, 2006, 2007), concepts in EcoLexicon are also organized<br />
in the so-called Environmental Event, which is composed of the most prototypical<br />
semantic macroroles found in the domain (agent / process / patient / result). Thus,<br />
EcoLexicon displays different conceptual structures from the macrostructural level<br />
(event) to the miscrostructural level (definition). However, it still lacks a more classical<br />
array of ontological classes than those conveyed by the macroroles.<br />
The study of the dynamic verbs prototypically found in this domain -especially<br />
those related to movement and change- can help in the configuration of new<br />
cognitively-sound categories, such as natural disaster. In a cyclic way, the study of<br />
potential category members can help to predict the activation of common verbs which<br />
in turn can point to new categories.<br />
In our study, categories are established based on: (1) the semantic relations of<br />
the concepts expressed by the linguistic realizations found in the corpus; (2) its<br />
verification by means of tests inspired in Gross classes d’objets. For instance, according<br />
to a top-down and bottom-up approach, the top-level concept natural disaster is<br />
characterized by the following properties:<br />
A NATURAL DISASTER causes HUMAN/ECONOMIC/MATERIAL<br />
LOSSES.<br />
A NATURAL DISASTER affects THE ENVIRONMENT.<br />
A NATURAL DISASTER occurs in a SHORT PERIOD OF TIME.<br />
In this regard, whenever a concept fulfils these three conditions, it belongs to the<br />
category of natural disaster. This is verified with corpus information and pattern-based<br />
searches. As such, we can see that the referents of the terms earthquake, typhoon or<br />
eruption all cause human, economic and material losses, affect the environment, and<br />
occur in a short period of time. Furthermore, when they take an active role within their<br />
argumental structure, they all generally activate the same verbs, such as hit, strike, blast,<br />
collide, blast, batter, etc.<br />
References<br />
Faber, Pamela, Carlos Márquez Linares, and Miguel Vega Expósito. 2005. Framing<br />
Terminology: A Process-Oriented Approach. Meta: journal des traducteurs / Meta:<br />
Translators’ Journal 50, no. 4.<br />
Faber, Pamela, Silvia Montero Martínez, María Rosa Castro Prieto, José Senso Ruiz,<br />
Juan Antonio Prieto Velasco, Pilar León Araúz, Carlos Márquez Linares, and Miguel<br />
Vega Expósito. 2006. Process-oriented terminology management in the domain of<br />
Coastal Engineering. Terminology 12, no. 2: 189–213.<br />
1 [02/03/2012].<br />
197
Faber, Pamela, Pilar León Araúz, Juan Antonio Prieto Velasco, and Arianne Reimerink.<br />
2007. Linking Images and Words: the description of specialized concepts. International<br />
Journal of Lexicography 20, no. 1: 39–65.<br />
Fellbaum, C. 1990. “English Verbs as a Semantic Net.” International Journal of<br />
Lexicography 3 (4): 279–301.<br />
Fellbaum, C. 2006. “WordNet and Wordnets.” In Encyclopedia of Language and<br />
Linguistics, ed. Keith et al. Brown, 665–670. Oxford: Elsevier.<br />
Gross, G. 1994. Classes d’objets et description des verbes, Langages, 115, 15-30.<br />
Kipper Schuler, Karin. 2005. “VerbNet: a Broad-coverage, Comprehensive Verb<br />
Lexicon.” http://verbs.colorado.edu/~kipper/Papers/dissertation.pdf.<br />
Niles, I., & Pease, A., 2001. Toward a Standard Upper Ontology, in Proceedings of the<br />
2nd International Conference on Formal Ontology in Information Systems (FOIS-2001), Chris<br />
Welty and Barry Smith, eds.<br />
198<br />
Las construcciones relativas especificativas en el español hablado: la relación entre<br />
forma y función<br />
Sandvei, Beate<br />
Norwegian School of Economics - beate.sandvei@nhh.no<br />
Si bien en las últimas décadas se ha observado un creciente interés en la<br />
lingüística por el estudio de la lengua hablada, todavía hay muchas construcciones<br />
lingüísticas para las que faltan estudios empíricos basados en ejemplos orales<br />
auténticos. Este es también el caso de las construcciones relativas, a saber, la unidad<br />
compuesta por la cláusula relativa y su antecedente. ¿En qué situaciones se usan las<br />
construcciones relativas en la lengua hablada? ¿Qué características estructurales<br />
presentan? Las gramáticas del español no aportan mucha información sobre estos<br />
temas, lo cual no es sorprendente, dado que el énfasis se pone en describir lo que es<br />
posible o gramatical, y no en describir cómo se usan las cláusulas relativas en su hábitat<br />
natural, en la comunicación oral, entre dos o más interlocutores.<br />
En este trabajo se busca una respuesta a estas dos preguntas al analizar las<br />
construcciones relativas especificativas usadas como expresiones referenciales en el<br />
corpus El habla culta de la ciudad de Buenos Aires. Se argumenta que al delimitar el objeto<br />
de estudio a las construcciones relativas especificativas usadas como expresiones<br />
referenciales y al analizar de cerca su contexto de uso en un corpus de español hablado<br />
auténtico, es posible identificar un patrón en el uso de las construcciones relativas, es<br />
decir, una relación entre su forma y sus funciones.<br />
La primera pregunta de investigación busca determinar en qué situaciones el<br />
hablante elige utilizar una construcción relativa especificativa para referir. Para<br />
contestar a esta pregunta se analizó el estado de activación del referente de la<br />
expresión referencial en términos de la taxonomía de identificabilidad y activación de<br />
Lambrecht (1994). El análisis del corpus muestra que el referente de las construcciones<br />
relativas definidas es, en la mayoría de los casos, inactivo, es decir, nuevo en el texto<br />
pero viejo para el oyente, o accesible por haber sido mencionado previamente en el texto.<br />
Para contestar a la segunda pregunta de investigación, se analizaron las<br />
construcciones relativas en lo que se refiere a la función sintáctica de la construcción<br />
relativa en la oración principal y la función sintáctica del relativo en la cláusularelativa<br />
(Fox, 1987; Fox & Thompson, 1990). Según las gramáticas, tanto el antecedente como el
elativo pueden cumplir cualquier función sintáctica. En este trabajo se mostró que la<br />
distribución de las diferentes funciones sintácticas no es aleatoria, sino que se<br />
correlaciona con el tipo de referencia, definida o indefinida, que lleva a cabo el<br />
hablante al usar la construcción.<br />
El trabajo muestra que es posible identificar algunos patrones en el uso de las<br />
construcciones relativas en el español hablado al delimitar el objeto de estudio y al<br />
analizar de cerca sus contextos de uso.<br />
Referencias:<br />
Fox, B. (1987). The Noun Phrase Accessibility Hierarchy Reinterpreted: Subject Primacy<br />
or the Absolutive Hypothesis. Language, 63(4), 856-870.<br />
Fox, B., & Thompson, S. (1990). A Discourse Explanation of the Grammar of Relative<br />
Clauses in English Conversation. Language, 66(2), 297-316.<br />
Lambrecht, K. (1994). Information structure and sentence form: topic, focus, and the mental<br />
representations of discourse referents. Cambridge: Cambridge University Press.<br />
Types of Idioms and Phraseological Units in Female Detective Story<br />
Savina, Anna<br />
Saint-Petersburg State University - anja.savina@gmail.com<br />
Yagunova, Elena<br />
St.-Petersburg State University - iagounova.elena@gmail.com<br />
This paper presents a statistical method based on the corpus and a set of<br />
subcorpora to the study of idioms and phraseological units, which are typical of female<br />
detective story discourse.<br />
1. Introduction<br />
A corpus-based method to the study of idioms and phraseological units is presented in<br />
this paper. Some typical features of corpus of female detective stories, representative of<br />
this text genre, and the set of subcorpora, reflecting the features of individual writers,<br />
are also described in this paper. As a set of any proposed units couldn’t be known in<br />
advance, it must be received as a result of the statistical analysis. Therefore we, first of<br />
all, have chosen a set of potential collocations and then analyzed them selecting the<br />
most interesting class of idioms and phraseological units.<br />
The subject of our study is collocations and statistics. Why? “Collocations of a given<br />
word are statements of the habitual or customary places of that word” [Firth 1957: 181].<br />
“A collocation is an expression consisting of two or more words that correspond to<br />
some conventional way of saying things” [Manning, Schutze 1999: 141]. We<br />
understand the collocation as a non-random combination of two or more lexical items<br />
that characterizes the particular type of discourse, text collection. Various statistical<br />
measures allow us to select collocations from texts and rank them by the degree of<br />
connectivity. According to the purpose of the study of idioms and phraseological units<br />
as reflection of characteristics of the female detective story the statistical method is the<br />
only acceptable.<br />
2. Material and Methods<br />
The material in our study is texts of female detective stories written by Russian<br />
authors. We assume that this is the genre with a lot of idioms and phraseological units.<br />
We used several corpora: total; balanced subcorpus and corpora of different writers.<br />
We used two statistical measures: MI and DICE. The main measure was a modified<br />
DICE, the value of which determined the degree of stability of word combinations.<br />
199
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)<br />
— frequency of collocation [Daudaravicius 2010].<br />
3. Preliminary Results<br />
Preliminary results are based on the material of the balanced subcorpus 1 (1) and<br />
subcorpus of one writer 2 — Daria Dontsova (2).<br />
The analysable collocations:<br />
(1) contain 20% of fixed idioms and phraseological units, 42% (from 118 units) is the<br />
share of predicative constructions with verb in the top.<br />
(2) contain 29% of fixed idioms and phraseological units, 46% (from 174 units) —<br />
predicative constructions.<br />
In the report we are planning to present results of comparative analysis on the material<br />
of female detective stories written by English and Russian authors.<br />
As a result we will be received the data of the idioms and phraseological units with<br />
descriptions including the degree of connectivity between components, sociocultural<br />
and stylistic characteristics and features of the genre “female detective story”.<br />
References<br />
Baranov A., Dobrovolskii D., Kiseleva K., Kozerenko A., Voznesenskaia M. 2012.<br />
“Towards a frequency dictionary of Russian idioms”, Computational Linguistics and<br />
Intelligent Technologies, No. 11: 28-36.<br />
Daudaravicius V. 2010. “Automatic identification of lexical units”, Informatica, vol. 34,<br />
No. 1: 85-91.<br />
Firth J.R. 1957. Papers in Linguistics, 1934–1951. London: OxfordUniversity Press.<br />
Manning C., Schutze H. 1999. Foundations of Statistical Natural Language Processing.<br />
Cambridge: MIT Press.<br />
Yagunova E., Pivovarova L. 2012. “Experimental and computational study of N.V.<br />
Gogol’s fiction”, XLII Vinogradov’s Readings at Moscow State University “V.V. Vinogradov<br />
about fiction”.<br />
200<br />
Cohesion of Media text in the perspective of readability and comprehension<br />
Yagunova, Elena<br />
St.-Petersburg State University - iagounova.elena@gmail.com<br />
Pivovarova, Lidia<br />
lidia.pivovarova@gmail.com<br />
We describe experimental investigation of structural variety in Media texts and<br />
influence of text structure to human’s perception and comprehension. We investigate<br />
cohesion (or coherence) on various language levels; each level is based on its own type<br />
of language units. Thus, this study deals with a wide range of text elements: words<br />
(collocations); syntagmas; propositions; units larger than sentence. Words and<br />
collocations are basic units for text segmentation and perception. Syntagmas are main<br />
elements of text (and speech) comprehension; these units are extremely important<br />
1<br />
The volume of the balanced subcorpus is about 12,800,000 tokens — word usages and<br />
punctuation marks.<br />
2<br />
The volume of the subcorpus of one writer is about 13,400,000 tokens— word usages and<br />
punctuation marks.
when the text is ambiguous or hard to understand. Syntagmatic structure organizes the<br />
text as a set of small understandable “chunks” and also highlights key elements of the<br />
text meaning. Therein syntagmatic structure is ambiguous and depends on<br />
communication situation and an addressee’s knowledge base. Propositions in Media<br />
texts are usually match sentences though they may be nearer to clause. The most<br />
interesting level is a level of more-than-sentence units. These units allow us to describe<br />
and classify narrative structure of the text: for example, a single event or a sequence of<br />
events.<br />
This study is based on two corpora of Russian Media texts. Each collection<br />
contains texts from variable sources (newspapers, news feeds etc.) devoted to one<br />
topic: a visit of Arnold Schwarzenegger to Moscow and appointment of the new<br />
Moscow mayor Sergei Sobyanin. Thus both corpora have heterogeneous subject<br />
structure and, to some extent, style and genre characteristics. Schwarzenegger corpus<br />
contains 360 documents and 110 thousand tokens; Sobyanin corpus - 660 documents<br />
and 270 tokens.<br />
In this paper we compare data of computational experiments and<br />
psycholinguistic experiments. For computational experiments we use common<br />
statistical measures widely used in Information Retrieval and Collocation Extraction<br />
tasks (Yagunova, Pivovarova 2010) as well as formal algorithms able to extract<br />
coherent syntagmatic units up to 7 words in length (Daudaravicius 2010).<br />
Psycholinguistic study consists of four experiments; each of them aimed to<br />
determine coherent units of its own language level (words/collocations – syntagmas -<br />
propositions – more-than-sentence units). Informants are more than 20 humanities<br />
students (different ones for different experiments), which profession or study do not<br />
related to Media texts.<br />
We do not try to determine a “correct” structure or meaning of texts; our<br />
findings are not always easy to combine with linguistics tradition. However, the results<br />
of our experiments are quite informative to understand communicative content of a<br />
text/corpus, and the perception of naïve native speakers that do not have special<br />
knowledge of Media analytics or text structure.<br />
References<br />
Yagunova E.V., Pivovarova L.M. The nature of collocations in the Russian language.<br />
The experience of automatic extraction and classification of the material of news texts.<br />
Journal of Automatic Documentation and Mathematical Linguistics, Allerton Press,<br />
2010. Vol. 44, № 3. pp. 164-175<br />
Daudaravicius V. 2010. Automatic identification of lexical units. Computational<br />
Linguistics and Intelligent text processing CICling-2009, Meksikas, Meksika.<br />
201
PRAGMÁTICA<br />
202<br />
Evidential devices in a corpus of adverts in English<br />
Alonso Almeida, Francisco<br />
Universidad de Las Palmas de Gran Canaria - falonso@dfm.ulpgc.es<br />
Cruz, Laura lcruz@dis.ulpgc.es<br />
This paper is aimed to study evidentiality –i.e. the semantic domain related to<br />
the expression of the information source in a speech act– in press adverts in English. To<br />
this end, a compilation of original adverts in English will allow us to detect the<br />
existence, the types, and the frequency of recurrent evidential devices in the advert<br />
genre. In so doing, authorial stancetaking in discourse is described.<br />
Our choice of a corpus of adverts is due to two main facts. While evidential<br />
devices have been studied in a variety of genres and text-types (Bednarek 2006, Chafe<br />
1986, Fox 2001, Kaplan 2007, Marín Arrese 2004/2007 and Ortega Barrera & Torres<br />
Ramírez 2010, among others), adverts have never been under attention. On the other<br />
hand, although much research has been carried out in the field of advertising focusing<br />
on different aspects –such as the persuasion strategies used by different linguistic<br />
communities in the discourse of advertising (Block de Behar 1992, Cook 1992, Cortés de<br />
los Ríos 2001, Pavitt 2000 and Rein 1982, for example)– evidential devices, surprisingly,<br />
have not been studied as persuasion devices in this context within a broad definition of<br />
evidentiality, i.e. the study of propositional certainty. Due to the appellative nature of<br />
advertising discourse, we think that these texts are likely to convey source of<br />
knowledge through evidentials as an advertising strategy in order to pragmatically<br />
manifest a higher level of credibility and reliability of the information presented<br />
concerning the products and the brands.<br />
Evidentiality can be expressed in a direct (sensorial) or indirect (inferential)<br />
way. We will classify the linguistic realisations of evidentiality and their nature,<br />
namely lexical or grammatical. Because in a broad definition of evidentiality truth is<br />
conveyed in the use of evidentials, our interest in this genre lies in the fact that<br />
information sources are frequently made up in adverts. One of the most important<br />
contribution of this paper is that the relationship between truth/reliability/certainty<br />
and evidentials does not necessarily hold.<br />
References<br />
Bednarek, M. 2006. Epistemological Positioning and Evidentiality in English News<br />
Discourse: A Text-Driven Approach”, Text & Talk, 26(6), 635-660.<br />
Block de Behar, L. 1992. El lenguaje de la publicidad. Madrid: Siglo XXI.<br />
Chafe, W. 1986. Evidentiality in English Conversation and Academic Writing”, in<br />
Chafe, W. & Nichols, J. (eds.), 261-272.<br />
Cook, G. 1992. The Discourse of Advertising. New York: Routledge.<br />
Cortés de los Ríos, E. 2001. Nuevas perspectivas lingüísticas en la publicidad impresa<br />
anglosajona. Almería: Universidad de Almería.<br />
Fox, B. 2001. Evidentiality: Authority, Responsibility, and Entitlement in English<br />
conversation, Journal of Linguistic Anthropology, 11, 167-192.<br />
Kaplan, N. (2007) La construcción discursiva del evento conflictivo en las noticias por<br />
televisión. Tesis doctoral. Caracas: Universidad Central.
Marín Arrese, J. (2004) Evidential and epistemic qualifications in the discourse of fact<br />
and opinion: A comparable corpus study, in Marín Arrese, J. (ed.) Perspectives on<br />
Evidentiality and Modality. Madrid: Editorial Complutense, 153-184.<br />
Marín Arrese, J. 2007. Stance and Subjectivity/Intersubjectivity in Political Discourse. A<br />
Contrastive Case Study, BELL (Belgium Journal of English Language and Literatures)<br />
5, 113-132.<br />
Ortega Barrera, I. & Torres Ramírez, A. 2010. Estudio sobre los abstracts de artículos de<br />
investigación informáticos: evidencialidad y modalidad textual. Lingüística y Lenguas<br />
Aplicadas, 5(1): 141–153.<br />
Pavitt, J. 2000. The Art of Marketing, Marketing. 19 October 2000, 40-41.<br />
Rein, D. P. 1982. The Language of Advertising and Merchandising in English. New York:<br />
Regents.<br />
203<br />
A constructional approach to interpersonal speech acts. Case studies from the<br />
perspective of the Cost-Benefit Cognitive Model<br />
Baicchi, Annalisa<br />
University of Pavia - annalisa.baicchi@gmail.com<br />
This talk illustrates an alternative approach to the study of speech acts that<br />
combines aspects of traditional research on the interpretation of the illocutionary force<br />
into a theoretical framework circumscribed within Cognitive Linguistics and<br />
Construction Grammar: the Cost-Benefit Cognitive Model (Peréz 2001; Peréz and Ruiz de<br />
Mendoza 2002; Ruiz de Mendoza and Baicchi 2006, 2007; Baicchi 2009, 2012, 2013;<br />
Baicchi and Ruiz de Mendoza 2010), which conceives of speech acts in terms of highlevel<br />
situational cognitive models.<br />
Two main strands are recognized as having played the lion’s share in the<br />
scientific panorama of the 20 th century: the Codification Theory and the Inferential Theory.<br />
Proponents of the former give prize of pride to sentence types in the interpretation of<br />
the illocutionary force (e.g. Searle 1969, Ross 1970, Halliday 1994) and through<br />
typological comparisons between a number of languages they identify basic sentence<br />
types that connect to illocutionary functions (Sadock & Zwicky 1985, Givón 1990, Dik<br />
1997, Croft 1994); proponents of the latter emphasize the role of inferential processes in<br />
the comprehension of the speaker’s communicative intentions and ascribe the<br />
interpretation of illocutions to mental mechanisms (e.g. Grice 1975, Bach & Harnish<br />
1979, Leech 1983, Sperber & Wilson 1986).<br />
We believe that, on the one hand, the constructional procedures that codify our<br />
utterances may contribute to identifying the intended meaning, and, on the other, most<br />
of our communicative performances are carried out indirectly and the retrieval of the<br />
speaker’s intention calls for metonymic thinking, which is a natural inference schema<br />
that motivates the production and interpretation of illocutionary meaning (Panther &<br />
Thornburg 1998). The Cost-Benefit Cognitive Model represents the first attempt at<br />
bridging speech acts and constructional approaches in the treatment of illocutionary<br />
meaning. This is done under the scope of a general semantic theory of meaning<br />
construction, the Lexical Constructional Model (Ruiz de Mendoza & Mairal 2008), which,<br />
by combining projectionist and constructional frameworks, expands its concerns so as<br />
to explain all facets of semantic representation and to investigate the relationships
etween syntax and all aspects of meaning construction, including implicature,<br />
illocution and discourse.<br />
This talk sets out to examine the interplay between linguistic structures and<br />
cognitive processes involved in the construal of illocutionary meaning and to discuss<br />
the explanatory adequacy of the Cost-Benefit Cognitive Model against more traditional<br />
theories. To this goal, it presents three case studies devoted to the three categories of<br />
interpersonal speech acts – directive, commissive, and expressive –, scrutinizes three<br />
high-level situational cognitive models – suggesting, offering, and thanking –, examines<br />
the rationales for a number of constructional procedures, identifies the conceptual<br />
metonymies that motivate their instantiation and pins down commonalities and<br />
differences in the applications of the various parameters and socio-cultural variables<br />
advocated in the description of the theoretical model.<br />
References<br />
Bach K. & R. M. Harnish 1979. Linguistic Communication and Speech Acts. Cambridge<br />
Mass., The MIT Press.<br />
Baicchi A. 2009. “The AUX-NP Requestive Construction and its Metonymic Grounding<br />
within the Lexical Constructional Model”, Paper delivered at the International CRAL<br />
Conference 2009. University of La Rioja.<br />
Baicchi A. 2012. On Acting and Thinking. Studies Bridging between Speech Acts and<br />
Cognition. Pisa, ETS.<br />
Baicchi 2013, “Speech Acts as High-level Situational Cognitive Models”. In E.Schulze-<br />
Busacker (ed.), Mélanges en honneur de Giorgetto Giorgi. Paris, Garnier.<br />
Baicchi A. & Ruiz de Mendoza F.J. 2010. “The Cognitive Grounding of Illocutionary<br />
Constructions”. Textus XXIII: 3. M. Bertuccelli Papi and F. Ruiz de Mendoza (eds.).<br />
Special issue on Cognition and the Brain in Language and Linguistics: 543-563.<br />
Croft, W. 1994. “Speech act Classification, Language Typology and Cognition”. In S.<br />
Tsohatzidis (ed). Foundations of Speech Act Theory. Philosophical and Linguistic<br />
Perspectives. London, Routledge: 460-477.<br />
Dik S. 1997. The Theory of Functional Grammar. Complex and Derived Costructions.<br />
Berlin/New York, Mouton de Gruyter.<br />
Givón T. 1990. Syntax. A Functional-Typological Introduction. Amsterdam/ Philadelphia.<br />
John Benjamins.<br />
Grice P. 1975. “Logic and Conversation”. In P. Cole and J. L. Morgan (eds.). Syntax and<br />
Semantics 3. Speech Acts. New York, Academic Press: 41-58.<br />
Halliday M.A.K. 1978. Language as Social Semiotic. The Social Interpretation of Language<br />
and Meaning. London: Arnold.<br />
Leech G. 1983. Principles of Pragmatics. London, Longman.<br />
Panther K.U. & Thornburg L. 1998. “A Cognitive Approach to Inferencing in<br />
Conversation”. Journal of Pragmatics 30: 755-769.<br />
Pérez L. 2001. Illocution and Cognition. Logroño: University of La Rioja Press.<br />
Pérez L. & Ruiz de Mendoza F. 2002. “Grounding, semantic motivation, and<br />
conceptual interaction”. Journal of Pragmatics 34 (3): 259.284.<br />
Ross J. R. 1970. “On Declarative Sentences”. In R. A. Jacobs and P. S. Rosenbaum (eds.).<br />
Readings in English Transformational Grammar. Waltham, Ginn: 222-272.<br />
Ruiz de Mendoza F. & A. Baicchi 2007. “Illocutionary Constructions. Cognitive<br />
Motivation and Linguistic Realization”. In I. Kecskes and L. Horn (eds.). Explorations in<br />
204
Pragmatics: Linguistic, Cognitive, and Intercultural Aspects. Berlin/New York, Mouton de<br />
Gruyter: 95-128.<br />
Ruiz de Mendoza F. & Mairal Usón R. 2008. “Levels of Description and Constraining<br />
Factors in Meaning Construction: An Introduction to the Lexical Constructional<br />
Model”. Folia Linguistica 42 (2): 355-400.<br />
Sadok J. & Zwicky A. 1985. “Speech Act Distinctions in Syntax”. In T. Shopen (ed.).<br />
Language Typology and Syntactic Decsription: Clause Struture. Cambridge,<br />
Cambridge University Press: 155-196.<br />
Searle J. R. 1969. Speech Acts. Cambridge, Cambridge University Press.<br />
Sperber D. & Wilson D. 1986. Relevance. Communication and Cognition. Oxford,<br />
Blackwell.<br />
205<br />
Rasgos prosódicos de la entonación emocional<br />
Cantero, Fco. José cantero@ub.edu<br />
La entonación paralingüística (que incluye las entonaciones "emocional", "de<br />
foco" y "de cortesía") ha sido la gran olvidada en los estudios sobre entonación, en<br />
nuestro país. Se trata, indudablemente, del fenómeno prosódico más relevante en la<br />
comunicación interpersonal, desde la perspectiva pragmática, por su fuerte<br />
dependencia del contexto comunicativo.<br />
En los últimos años, diversos grupos de investigación están haciendo un<br />
esfuerzo por hacer un análisis objetivo de sus rasgos y su rendimiento. Entre ellos, los<br />
grupos de investigación "Fonocortesía", de la Univ. de Valencia, y "Grup de Recerca en<br />
Entonació i Parla (GREP)", de la Univ. de Barcelona.<br />
En esta comunicación, dentro de la mesa redonda "La entonación como<br />
paralenguaje", proponemos una nueva perspectiva de la "entonación emocional",<br />
basada en nuestras investigaciones empíricas (con un corpus de habla espontánea de<br />
miles enunciados y cientos de informantes anónimos) del español peninsular.<br />
En concreto, revisaremos los dos tipos de entonación emocional que hemos<br />
encontrado en nuestro trabajo: la entonación emocional convencionalizada y la<br />
entonación emocional creativa; y presentaremos los rasgos melódicos y prosódicos que<br />
permiten caracterizarlas, con ejemplos concretos de cada una de ellas.<br />
Veremos cómo la entonación emocional se distingue por un empleo<br />
característico no solo de los rasgos melódicos (que informan las otras entonaciones)<br />
sino también de los rasgos prosódicos, tan poco explorados en nuestro ámbito: la<br />
intensidad, la duración y el ritmo (no un rasgo, sino un fenómeno complejo en sí).<br />
Estudio pragmático de las variaciones del inglés en china<br />
Carrió, Marisa lcarrio@idm.upv.es<br />
Muñiz Calderón, Rut<br />
Universidad Católica de Valencia - rut.muniz@ucv.es<br />
El inglés es uno de los ejemplos de que algunas lenguas presentan variaciones<br />
según el contexto cultural de sus hablantes, la región geográfica, etc. Este hecho se debe<br />
principalmente a que es la lengua utilizada por un mayor número de hablantes no<br />
nativos para comunicarse entre ellos, como lengua internacional, y debido a ello ha ido<br />
evolucionando hacia variedades que difieren lingüísticamente y que reflejan de esta
forma el uso y la cultura de estos hablantes. En la actualidad, la comunicación con<br />
China es vital, ya que muchas transacciones económicas se realizan en esta zona,<br />
donde miles de profesionales realizan negocios. En este estudio, tenemos en cuenta las<br />
cuatro máximas identificadas por Grice (1975) para detectar los rasgos pragmáticos<br />
seguidos por los escritores chinos en la comunicación que realizan con otros miembros<br />
de la misma empresa: la máxima de cantidad, la máxima de cualidad, la máxima de<br />
relevancia y la máxima de manera.<br />
En este artículo, analizamos los correos electrónicos de una empresa<br />
internacional de exportación escritos por sus agentes en China desde un punto de vista<br />
pragmático. El objetivo principal de este estudio es estudiar la variación en el uso de<br />
los tiempos verbales para así determinar la influencia de las lenguas maternas y del<br />
contexto socio-cultural de los escritores. El corpus recopilado para este estudio incluye<br />
sesenta correos escritos por hablantes de China, cuyo etiquetado y análisis se realizó de<br />
forma manual. Para extraer los resultados, se clasificaron las variaciones halladas y<br />
como conclusiones del estudio se observó que los tiempos verbales analizados<br />
presentaban influencias socio-lingüísticas y culturales en su uso.<br />
An RRG account of the relationship between the referential structure parameter and<br />
passive voice in Lakota and Cheyenne<br />
Corral Esteban, Avelino avelino.corral@uam.es<br />
This article attempts to provide conclusive evidence to decide on the existence<br />
or absence of passive in two Native American languages, namely Lakhota and<br />
Cheyenne, which exhibit a similar behaviour in this respect. Given that it is evident<br />
that these two languages do not show examples of an English-style passive, that is,<br />
considering the concept of ´passive´ from the viewpoint of traditional grammar, it will<br />
be necessary to study this issue from a different angle, presented in this case by the<br />
Role and Reference Grammar (hereafter RRG) (Van Valin and LaPolla, 1997). Thanks to<br />
its marked typological orientation, this theoretical framework makes it possible to see<br />
both the similarities and differences between these languages, as well as to solve the<br />
problems that arise when studying their grammar owing to their morphological<br />
complexity. With respect to grammatical voice, it is crucial to analyze these two<br />
languages typologically in terms of the morpho-syntactic parameter denominated<br />
´referential structure´. This analysis will shed light on this issue by showing that there<br />
are two different types of languages with respect to this parameter and that this<br />
distinction has a bearing on the existence of two different types of passive, whose<br />
combination will be exhibited by the English-style passive.<br />
206<br />
Alternancias referenciales en las expresiones de percepción, sentimiento u opinión<br />
Cruz Domínguez, Irasema<br />
Instituto de Investigaciones Filológicas, UNAM - cd_irasema@yahoo.com.mx<br />
Guerrero, Lilian<br />
Universidad Nacional Autónoma de México - lilianguerrero@yahoo.com<br />
Los verbos de percepción codifican la adquisición de conocimiento a través de<br />
los sentidos corporales (Ibarretxe 1999, Viberg 1984). Los estudios sobre verbos de<br />
percepción en español (Fernández 2006, Ibarretxe 1999) y otras lenguas (Evans y
Wilkins 2000, Gisborne 2010, Sweetser 1990, Vanhove 2008) suelen centrarse en el<br />
sentido de la vista y/o oído, como locus prominente de percepción, y muy pocos se<br />
detienen en el predicado ‘sentir’ (Verbeke 2011). Esta comunicación forma parte de un<br />
proyecto mayor que examina las correlaciones sintácticas, semánticas y pragmáticas<br />
del verbo ‘sentir’ a nivel de la oración simple y compleja. Entre otros aspectos, se<br />
explora el tipo de extensiones semánticas que cubre este predicado, desde percepciones<br />
físicas (1a), hasta la codificación de estados emocionales (1b) y juicios de valor (1c), y<br />
los recursos sintácticos que suelen asociarse a cada expresión.<br />
(1a) creo que sentí nada más caliente porque ni se siente [78:584]<br />
(1b) me siento contenta y a la vez/ pues triste porque mis papás ya están grandes [23:194]<br />
(1c) pues yo ni siquiera los siento fríos [a los franceses] [28:76]<br />
En esta ocasión, el objetivo es explorar la referencialidad de los pronombres de<br />
sujeto en construcciones con ‘sentir’. Primero, por tratarse de datos de conversaciones<br />
orales, predomina el uso de la primera persona del singular yo; en este caso, resulta<br />
interesante examinar qué motiva la alternancia entre pronombres implícitos vs.<br />
explícitos (Travis y Torres Cacoullos, por aparecer). Con respecto a la segunda y<br />
tercera persona del singular, en el corpus se observa una alternancia frecuente entre su<br />
uso referencial y no-referencial (ej. genérico, impersonal); para la tercera persona,<br />
también es frecuente el pronombre uno. El análisis pone especial atención a ejemplos<br />
como los de (2) y (3), en donde la construcción con ‘sentir’ varía la forma pronominal y<br />
referencial del sujeto con respecto a la oración inmediatamente anterior:<br />
(2a) [yo] nunca andaba con alguien que no bailara /ya lo maduras pero en ese momento sí [tú]<br />
te sientes así como que/ como que sí/ ¿no? la estrellita [48:375]<br />
(2b) como ahorita ya me/ [yo] ya me gané dos tres seño- así personas y mira se siente más<br />
orgulloso uno [76:610]<br />
(3) para entrar [al reclusorio] no pues [uno] se siente horrible/ ya cuando entras/ [tú] sientes<br />
un nudo [en la garganta]/ yo la primera vez que entré sí sentí un nudo/ y no pues empecé a<br />
llorar[74:792]<br />
Nuestra pregunta de investigación es ¿en qué condiciones el hablante usa<br />
sujetos pronominales referenciales y qué motiva la alternancia a sujetos impersonales o<br />
genéricos? Además de identificar la posible función contrastiva (Chafe 1976), el análisis<br />
examina otras posibles motivaciones semántico-pragmáticas en donde interviene el rol<br />
del hablante y su interacción con el oyente y/o el contenido expresado en la<br />
construcción cognitiva (Silva-Corvalán 2003): empatía, familiaridad o solidaridad, o<br />
bien, distanciamiento, desprendimiento o deseo de no involucrarse con las experiencias<br />
y situaciones emocionales codificadas en la construcción con predicado ‘sentir’.<br />
Corpus:<br />
Martín Butragueño, Pedro y Yolanda Lastra. Corpus sociolingüístico de la ciudad de<br />
México. El Colegio de México. Disponible en<br />
http://lef.colmex.mx/Sociolinguistica/CSCM/Corpus.htm<br />
[Consultado el 11 diciembre 2011].<br />
Bibliografía<br />
Chafe, Wallace. 1976. Givenness, contrastiveness, definiteness, subjects, topics, and<br />
point of view. En Charles N. Li (ed.), Subject and topic, 25-55. New York: Academic<br />
Press<br />
Evans, Nicholas y David P. Wilkins. 2000. “In the Mind’s ear: The semantic extensions<br />
of perception verbs in Australian languages”, Language 76 (3): 546-592.<br />
207
Fernández, Jorge. 2006. “Verbos de percepción sensorial en español: una clasificación<br />
cognitiva”, Interlingüística 16: 1-14.<br />
Gisborne, Nikolas. 2010. “Perception Verbs and the Semantics of Content”, The Event<br />
Structure of Perception Verbs. Oxford: Oxford University Press.<br />
Ibarretxe Antuñano, Iraide. 1999. Polysemy and metaphor in perception verbs: a cross<br />
linguistic study, Tesis de doctorado inédita, Universidad de Edimburgo.<br />
Silva-Corvalán, Carmen. 2003. “Otra mirada a la expresión del sujeto como variable<br />
sintáctica”, En F. Moreno Fernández et al. (eds.), Lengua, Variación y contexto: Estudios<br />
dedicado a Humberto López Morales, vol. 2, 849-860. Madrid: Arco Libros.<br />
Sweetser, Eve. 1990. “Semantic structure and semantic change: English perception<br />
verbs in an Indo-European Context”, en From Etymology to Pragmatics. Metaphorical and<br />
Cultural Aspects of Semantic Structure, Cambridge: Cambridge University Press, 23-48.<br />
Travis, Chaterine y Rena Torres Cacoullos. Por aparecer. “What do subject pronouns<br />
do in discourse? Cognitive, mechanical and constructional factors in variation”.<br />
Cognitive Linguistics.<br />
Vanhove, Martine (ed.). 2008. From Polysemy to Semantic Change.Towards a typology of<br />
semantic associations. (Studies in Language Companion Series, 106). Amsterdam: John<br />
Benjamins.<br />
Verbeke, Charlotte. 2011. Sentir: ¿un verbo de percepción o un verbo de emoción? Tesis de<br />
maestría inédita, Universidad de Gante.<br />
Viberg, Ake. 1984. “The verbs of perception: a typological study”, en Explanations for<br />
language universals, Berlin: Mouton, 123-162.<br />
208<br />
La entonación como paralenguaje<br />
Devis Herraiz, Empar<br />
Universitat de Barcelona - devis@ub.edu<br />
El estudio formalizado de la entonación ha suscitado un gran interés en las<br />
últimas décadas, gracias a lo cual se han desarrollado diversos modelos teóricos que<br />
explican y describen su comportamiento desde un punto de vista fonético y fonológico.<br />
Aun así, todavía queda un aspecto muy importante por explorar, y es el que ahonda en<br />
la entonación paralingüística, es decir, en las funciones pragmáticas del componente<br />
melódico. Por entonación paralingüística entendemos los rasgos melódicos específicos de<br />
las melodías que quieren transmitir una intención que va más allá de la mera<br />
formulación lingüística (Cantero, 2002). Con esta definición el autor explica que el<br />
valor significativo de las melodías depende tanto de los contenidos léxico-gramaticales,<br />
como del contexto y la propia intención de los hablantes para incorporar diversos<br />
sentidos al enunciado 1 .<br />
La mesa redonda que proponemos se centra en los tres tipos de entonación<br />
paralingüística descrita en Cantero y Mateo (2011): entonación emocional, entonación de<br />
foco y entonación de cortesía.<br />
Sobre entonación emocional contaremos con la presencia del Profesor Francisco<br />
José Cantero de la Universidad de Barcelona, autor de un nuevo paradigma teórico<br />
para el estudio de la entonación a partir de la publicación en el 2002 del libro Teoría y<br />
1 Canteo y Mateo (2011).
análisis de la entonación, e investigador principal del proyecto Análisis Melódico del Habla.<br />
Este es un nuevo método de análisis que permite hacer una descripción de la<br />
entonación desde un punto de vista fonético y al mismo tiempo facilita su<br />
interpretación lingüística (prelingüística, lingüística y paralingüística).<br />
Sobre entonación de foco contaremos con la Profesora Dolors Font de la<br />
Universidad de Barcelona, miembro del grupo de investigación Análisis Melódico del<br />
Habla y autora de diferentes estudios sobre la entonación de foco en la locución de<br />
radio y televisión.<br />
Y por último, sobre entonación de cortesía contaremos con el Profesor Antonio<br />
Hidalgo de la Universidad de Valencia, investigador principal del proyecto<br />
Fonocortesía, desde el cual se ha querido subsanar la ausencia de estudios que aporten<br />
un volumen amplio de datos relativos a la fenomenología prosódica centrando sus<br />
investigaciones en la descripción de la entonación (des)cortés. Fonocortesía nace en el<br />
2009 con el objetivo de estudiar las diversas estrategias de orden segmental,<br />
suprasegmental y/o paralingüístico que el componente fónico de la lengua española<br />
desarrolla en situaciones discursivas coloquiales, con la finalidad de expresar sentidos<br />
comunicativos (des)corteses (esto es, corteses o descorteses). El grupo se ha dedicado<br />
sobre todo al español pero tiene previsto para el próximo año ampliar sus estudios al<br />
resto de lenguas románicas.<br />
Bibliografía<br />
Cantero Serena, F. J. (2002): Teoría y anàlisis de la entonación, Barcelona: Universitat de<br />
Barcelona.<br />
Cantero Serena, F. J. & D. Font-Rotchés (2009): “Protocolo para el análisis melódico del<br />
habla”, Estudios de Fonética Experimental, XVIII.<br />
Cantero Serena, F. J. & M. Mateo (2011): “Análisis melódico del habla: complejidad y<br />
entonación en el discurso”, Oralia, 14. (105-127)<br />
Font-Rotchés, D. y Paloma Sanllehí, D. (2010): “Notas sobre los énfasis de palabra en<br />
los titulares televisivos”, Icono 14. Revista de Educación y nuevas tecnologías, Anejo 4: 481-<br />
499.<br />
Font-Rotchés, D. y Paloma Sanllehí, D. (en prensa): “Ramon Pellicer versus Xavi Coral.<br />
Caracterització de l’entonació dels titulars televisius”, Actes del XXVI Congrés<br />
Internacional de Lingüística i Filologia Romàniques.<br />
Font-Rotchés, D. y Paloma Sanllehí, D. (2012): “Tendencias entonativas en los titulares<br />
de las noticias en catalán”, Circulo de Lingüística Aplicada a la Comunicación, 51: 50-81.<br />
Hidalgo, A. y Briz, A. (2008): “Marcadores discursivos y prosodia: observaciones sobre<br />
su papel modalizador atenuante”, en Albelda, M., Briz, A., Contreras, J., Hernández, N.<br />
e Hidalgo, A. (eds.): Estudios de cortesía sobre el español: de lo oral a lo escrito. Publicación<br />
electrónica.<br />
Hidalgo, A. (e.p.): “En torno a la (des)cortesía verbal y al papel modalizador de la<br />
entonación en español”, Actas del Congreso Internacional sobre Descortesía y Violencia<br />
Verbal en español, Sevilla 3-5 de noviembre de 2008.<br />
Hidalgo, A. (e.p.): “Modalización (des)cortés y prosodia: estado de la cuestión en el<br />
ámbito hispánico”, RILI, Revista de Investigación de Lingüística Iberoamericana.<br />
209
The pragmatic factor „Illocutionary Force“ in a Constructional Schema: Form-Function<br />
mismatches and how to resolve them<br />
Dr. Diedrichsen, Elke<br />
Google Inc., Dublin - e.diedric@googlemail.com<br />
Constructional schemas in the traditional RRG conception (Van Valin 2005) are<br />
representations of the linguistic knowledge that is stored with respect to a<br />
conventionalized construction in a language community. It includes syntactic, semantic<br />
and pragmatic properties of a construction. Recently, it has been suggested to extend<br />
the application of Constructional Schemas such that they do not only cover language<br />
specific constructions whose specifications go beyond rules of valence and argument<br />
structure, but any kind of construction. According to Nolan (2012 a, b) the construction<br />
can be viewed as a “grammatical object” that is saved in a structured repository of<br />
constructions. A constructional schema is the representative of a grammatical object in<br />
linguistic theory. Also, it has been argued that the idea of a construction as a<br />
representative of knowledge may be extended beyond the realm of linguistic<br />
knowledge proper and include cultural knowledge that goes along with the use of<br />
constructions in linguistic interaction. Therefore, a construction can be viewed as a<br />
“cultural object” (Diedrichsen 2011, to appear a, b). This last approach takes into<br />
account the fact that the channels and realisation modes that carry human interaction<br />
often exceed the level of spoken and written linguistic utterances, and that<br />
sociocultural knowledge is an important factor in the production and interpretation of<br />
utterances in general (Butler to appear).<br />
For the representation of all these levels of knowledge, the constructional<br />
schema is a useful tool, as it presents a complete list of the features of a given<br />
construction. The nature of the form/function correlation, as proposed in many models<br />
of Construction Grammar (Goldberg 2006, 1995, Michaelis and Ruppenhofer 2001),<br />
however, is not always clear (Diedrichsen 2012).<br />
In the paper, I want to propose a few “upgrades” for the representation of<br />
constructions that involve speech acts. These will address the following observations.<br />
1. Form-Function mismatches<br />
With speech acts, the function (i.e. the illocutionary force) does not always<br />
follow from the form. In fact, mismatches have been found to have communicative<br />
effects by successfully addressing background knowledge (“indirect speech acts”).<br />
Some speech acts, however, do not gain their interactional function merely by<br />
indirectness, but evolve as conventions on their own. These are the ones I will be<br />
mainly concerned with, as the interesting question is where the interactive speech act<br />
potential comes from and how it is understood, if it is not supported by the form.<br />
2. “Lexical constraints”<br />
Advocates of the RRG-related Lexical Constructional Model (Ruiz de Mendoza<br />
Ibáñez and Mairal Usón 2006, Ruiz de Mendoza and Mairal Usón 2007, Butler 2009)<br />
criticize that constructional models do not explain the constraints that apply in the<br />
combination of lexical entries with constructions. It is not the case, therefore, that any<br />
verb, for example, can appear with any construction. The LCM sets out that there is a<br />
unification process between a lexical entry and a construction that is ruled by<br />
constraints. “Meaning construction” (Ruiz de Mendoza and Mairal Usón 2006:37) is<br />
achieved by the unification of a lexical template and a constructional template.<br />
210
This paper will suggest that these insights may be applied to a constructionbased<br />
treatment of illocutionary force as well. While a speech act may principally<br />
appear in any form and is not limited to a certain sentence type, for example, there are<br />
constraints, or rather, guidelines, for the achievement of a communicative effect, which<br />
are rooted in the culture of the community of speakers.<br />
References<br />
Austin, John L. (1962): How to do Things with Words: The William James Lectures<br />
delivered at Harvard University in 1955. Ed. J. O. Urmson, Oxford: Clarendon.<br />
Butler, Christopher S. (2009): The Lexical Constructional Model: genesis, strengths and<br />
challenges. In Butler, Christopher S. and Xavier Martín Arista: Deconstructing<br />
Constructions. Amsterdam: Benjamins, 117-152.<br />
Butler, Christopher S. (to appear): Constructions in the Lexical Constructional Model.<br />
To appear in: Diedrichsen, Elke and Brian Nolan (forthcoming): Linking constructions<br />
into functional linguistics – The role of constructions in RRG grammars. Amsterdam:<br />
Benjamins.<br />
Diedrichsen, Elke (2011): The theoretical importance of constructional schemas in RRG.<br />
Nakamura, Wataru (ed.): New perspectives in Role and Reference Grammar. Cambridge<br />
Scholars Publishing, 168-198.<br />
Diedrichsen, Elke (2012): The German Bracket Structure as a construction. Paper<br />
presented at the Societas Linguistica Europeae (SLE) conference in Stockholm, Sweden,<br />
August 2012. Paper available from the author.<br />
Diedrichsen, Elke (to appear a): Zur „Inventarisierung“ von idiomatischen und<br />
Argumentstruktur-Konstruktionen im Deutschen. To appear in Ziem, Alexander and<br />
Lasch, Alexander (eds.): Grammatik als Inventar von Konstruktionen? Sprachliches<br />
Wissen im Fokus der Konstruktionsgrammatik, series „Sprache und Wissen“, Berlin:<br />
De Gruyter.<br />
Diedrichsen, Elke (to appear b): Constructions as memes – Interactional function as<br />
cultural convention beyond the words. To appear in Liedtke, Frank und Cornelia<br />
Schulze (ed.): Beyond the words, Mouton De Gruyter, Series in Pragmatics.<br />
Goldberg, Adele E. (1995): Constructions. A construction grammar approach to argument<br />
structure. London and Chicago: UCP.<br />
Goldberg, Adele E. (2006): Constructions at Work: The nature of generalization in language.<br />
Oxford: OUP.<br />
Liedtke, Frank (1998): Grammatik der Illokution. Tübingen: Narr.<br />
Mairal Usón, Ricardo and Francisco Ruiz de Mendoza. 2009: Levels of description and<br />
explanation in meaning construction. In Christopher S. Butler and J. Martín Arista<br />
(eds.). Deconstructing Constructions. Amsterdam & Philadelphia: John Benjamins.<br />
Nolan, Brian (2012 a): The structure of Irish; A functional account. London: Equinox<br />
Publishing Co.<br />
Nolan Brian (2012 b): The GET constructions of Modern Irish and Irish-English: GETpassive<br />
and GET-recipient variations. In Lenz, Alexandra N. and Gudrun Rawoens<br />
(eds.): The art of getting: GET verbs in European languages from a synchronic and<br />
diachronic point of view. Special Issue of Linguistics: ‘The Art of Getting’. 50-6.<br />
Ruiz de Mendoza, Francisco J. and Ricardo Mairal Usón (2007): Levels of semantic<br />
representation: Where lexicon and grammar meet. Interlingüística 17, 26-47.<br />
211
Ruiz de Mendoza Ibáñez, Francisco José and Mairal, Ricardo. 2008: Levels of<br />
description and constraining factors in meaning construction: an introduction to the<br />
Lexical Constructional Model. Folia Linguistica 42/2, 355–400.<br />
Searle, John R. (1969): Speech Acts: An Essay in the Philosophy of Language. London:<br />
Cambridge University.<br />
Van Valin, Robert D., Jr. (2005): Exploring the syntax-semantics interface. Cambridge:<br />
Cambridge University Press.<br />
212<br />
Discourse-pragmatics of the Persian -ra at the left-periphery<br />
Farhad, Moezzipour<br />
Trinity College Dublin - fmp59i@gmail.com<br />
This paper aims to undertake a Role and Reference Grammar (RRG, Van Valin<br />
2005) approach to the Clitic Left-Dislocation (CLD), which is motivated first and<br />
foremost by the ra-marking of left-dislocated elements, and a resumptive pronoun in<br />
their canonical place (EX. 1). Karimi (1990) argues that ra cannot be a topic marker<br />
because its occurrence with contrastive topics representing new information goes<br />
against such a claim. I will then discuss that CLD is used to serve two distinct<br />
discourse-pragmatic functions with respect to the role of ra as long as we make a<br />
distinction between contrastiveness and topicality. Topicality, following the lead by<br />
Dalrymple and Nikolaeva (2011), is defined in terms of the speaker’s construal of the<br />
situation within the given communicative context, rather than on the noun phrase’s<br />
referential properties, and relies on the speaker’s assumptions about the addressee’s<br />
state of interest with respect to a referent. Contrastiveness, on the other hand, pertains<br />
to selecting a particular element from a given topical set, recalling the subordinate focus<br />
structure proposed by Erteschk-Shir (2007). The RRG projection of CLD is accordingly<br />
affected by this distinction in the fashion that the ordinary CLD is structurally<br />
represented in the Left-Detached Position (LDP) of the sentence (Ex. 2) and the<br />
contrastive CLD is delineated in the Pre-Core Slot (PrCS) of the clause (EX. 3). This<br />
corresponds with the focus structure projection in RRG since the Actual Focus Domain<br />
excludes the left-dislocated element in the former whereas it includes the leftdislocated<br />
element in the latter. This distinction firstly motivates considering a pre-core<br />
slot in addition to a left-detached position in the layered structure of the clause in<br />
Persian from a RRG perspective despite that it is basically a SOV language. Secondly, it<br />
consolidates the claim that ra flags topics (Dabir-Moghaddam 1992) in the sense of<br />
being potentially subject to stimulating the interlocutors’ interest in newsworthiness of<br />
a referent(s). Thus, I display the subordinate focus structure for the ordinary and<br />
contrastive CLD in Persian in (4).<br />
I will also argue that double left-dislocation in Persian (Ex. 5) raises a<br />
problematic issue regarding the static view of topicality in RRG. Extraction of two<br />
consecutive possessors from an Ezafe (Genitive) construction, leading to the<br />
appearance of ra and eliciting hence a topical interpretation, renders that the leftdislocated<br />
possessors are placed in the left-periphery in order of saliency, which<br />
corresponds to the distinction between Primary and Secondary topic, where secondary<br />
topic is defined in terms of a referent that stands in a relationship with the referent of<br />
the primary topic and the focus is construed as being about that relationship<br />
(Nikolaeva 2001). Therefore, I propose that since the Left-Detached Position fails to
indicate this topicality gradience; it would be more beneficial to exert the Left-Ward<br />
Detached Position (LWDP) instead of the LDP. LWDP will be the anchoring node for<br />
the topical elements anchored by LDPs.<br />
(1) sepidæ-ro be-š goft-æm.<br />
Sepide-RA to-PC.3sg say.PST-1sg<br />
‘As for Sepide, I told her’. (CLD: context-free)<br />
(2) diruz sepidæ-ro did-am.<br />
yesterday Sepide-RA see.PST-1SG.<br />
'I saw Sepide yesterday.'<br />
sepidæ-ro, be-š goft-æm ke bayad tasmim-eš -o zud be-gir-e.<br />
Sepide-RA to-PC.3sg say.PST-1sg that must decision-PC.3SG-RA soon SbJN-take.PRS-<br />
3SG<br />
‘As for Sepide, I told her that she has to make her decision soon.’<br />
(CLD: topical reading- Sepide in LDP)<br />
(3) sepidæ-ro be-š goft-æm bæra-m ab bi-yar-e, næ ramin-o.<br />
Sepide-RA to-PC.3sg say.PST-1sg for-PC.1SG water SUBJ.bring.PRS-3SG not Ramin-<br />
RA<br />
‘I told SPEIDE, not RAMIN, to bring me water.’<br />
(CLD: contrastive reading-Sepide in PrCS)<br />
(4) a. Topical CLD: [{A top , … }top]-RA top<br />
b. Contrastive CLD: [{A foc, …}top]-RA top<br />
(5) a. dogme-(y)e pirahæn-e bæčča-ro be-duz. (Canonical)<br />
Button-EZ shirt-EZ child-RA SBJN.sew.Ø<br />
‘Sew the button of the kid’s shirt.’<br />
b. bæččai-ro, pirahænj-eši-o, dogmæ-šj-o be-duz.<br />
child-RA shirt-PC.3SG-RA button-PC.3SG-RA SBJN-sew. Ø (Non-canonical)<br />
‘As for the kid’s shirt, sew its button.’<br />
bæčča: primary topic in LDP1; pirahæn: secondary topic in LDP2<br />
References<br />
Dabir-Moghaddam, Mohammad (1992). “On the (in)dependence of Syntax and<br />
Pragmatics: Evidence from the Postposition -ra in Persian” in D.stein(ed), Cooperating<br />
with Written Texts: the Pragmatics and the Comprehension of Written Texts, 549-573 ,<br />
Mouton de Gruyter, Berlin.<br />
Dalrymple, Mary and Nikolaeva, Irina (2011). Objects and information structure.<br />
Cambridge: Cambridge University Press<br />
Erteschik-Shir, Nomi (2007). Information structure: The syntax-discourse interface. Oxford:<br />
Oxford University Press.<br />
Karimi, Simin (1990). ”Obliqueness, Specificity, and Discourse Functions: -ra in<br />
Persian.” Linguistic Analysis, Vol. 3&4: 139-191.<br />
Nikolaeva, Irina (2001). “Secondary topic as a relation in information structure.”<br />
Linguistics, 39 (1). pp. 1-49.<br />
Van Valin, Robert D., Jr. (2005). Exploring the Syntax-Semantics Interface. Cambridge:<br />
Cambridge University Press.<br />
213
214<br />
Rasgos melódicos de la entonación paralingüística de foco<br />
Font Rotchés, Dolors<br />
Universitat de Barcelona - dolorsfont@ub.edu<br />
En esta intervención, nos proponemos describir los rasgos melódicos de la<br />
entonación paralingüística de foco del habla espontánea del castellano y del catalán, así<br />
como de la locución profesional de ambas lenguas.<br />
Los resultados que se presentaran en este trabajo se han obtenido a partir del<br />
análisis de enunciados, procedentes de corpus distintos y elaborados por miembros del<br />
Grupo de Investigación en Entonación y Habla (Laboratorio de Fonética Aplicada de la<br />
Universitat de Barcelona): a) El corpus de castellano procedente de distintas zonas de<br />
la península y de Canarias, con más de 2400 enunciados, obtenidos de más de 650<br />
informantes a partir de unas 100 horas de grabaciones de programas televisivos<br />
(Ballesteros, Mateo, Cantero, 2011); b) El corpus de catalán, con 580 enunciados, 168<br />
informantes y unas 28 horas de grabaciones de programas televisivos (Font-Rotchés,<br />
2007); c) El corpus de publicidad con un total de 100 anuncios del castellano y 103 del<br />
catalán (Font-Rotchés y Machuca, 2011); d) El corpus de los titulares de noticias, con<br />
unos 40 titulares de noticias de cada lengua, leídos por los locutores televisivos más<br />
emblemáticos (Font-Rotchés y Paloma, 2010, 2012; Machuca, en preparación).<br />
El análisis de los enunciados se ha llevado a cabo siguiendo el método "Análisis<br />
melódico del Habla", propuesto por Cantero (2002) y su Protocolo de Análisis Melódico<br />
del Habla (Cantero y Font-Rotchés, 2009), el cual por su precisión en el establecimiento<br />
de los datos acústicos nos ha permitido poder describir los rasgos melódicos de la<br />
entonación, primero lingüística y, posteriormente, paralingüística —que se define a<br />
partir de los rasgos de énfasis de las melodías que quieren transmitir una intención que<br />
va más allá de la mera formulación lingüística (Cantero y Mateo, 2011).<br />
Un tipo de estos rasgos de énfasis paralingüísticos es el de foco, el cual se centra<br />
en la propia melodía del enunciado, para llamar la atención sobre ella, focalizarla en su<br />
conjunto (foco ancho) o focalizar solo una parte, una palabra (foco estrecho), y/o subrayar<br />
su relevancia en el discurso. En este sentido, el habla espontánea y la locución<br />
profesional presentan ambos tipos de énfasis, pero con finalidades distintas: mientras<br />
que los locutores se esfuerzan en focalizar con ascensos remarcables casi todas las<br />
palabras tónicas de todos los enunciados, porque consideran que todas son<br />
importantes, el hablante es más selectivo y solo enfatiza las palabras o enunciados que<br />
quiere resaltar con distintas finalidades pragmáticas. Y esta distinción, con algunos<br />
rasgos melódicos específicos es la que se mantiene entre ambas lenguas.<br />
Referencias bibliográficas:<br />
Ballesteros, M.P., Mateo, M. y Cantero, F. J. (2011): “Corpus oral para el análisis<br />
melódico de las variedades del español” en Actas del XXXIX Simposio de la SEL.<br />
Cantero, F. J., 2002: Teoría y análisis de la entonación, Barcelona: Edicions de la<br />
Universitat de Barcelona.<br />
Cantero, Francisco J, y Font-Rotchés, D. (2009): “Protocolo para el análisis melódico del<br />
habla”, Estudios de Fonética Experimental XVIII, 17-32.<br />
Cantero, F. J. y Mateo. M. (2011): “Análisis melódico del habla: complejidad y<br />
entonación en el discurso”, Oralia, 14, 105-127.<br />
Font-Rotchés, D., 2007: L’entonació del català, Barcelona: Publicacions de l’Abadia de<br />
Montserrat.
Font-Rotchés, D. y Paloma Sanllehí, D. (2010): “Notas sobre los énfasis de palabra en<br />
los titulares televisivos”, Icono 14. Revista de Educación y nuevas tecnologías, Anejo 4: 481-<br />
499.<br />
Font-Rotchés, D. y Paloma Sanllehí, D. (2012): “Tendencias entonativas en los titulares<br />
de las noticias en catalán”, Circulo de Lingüística Aplicada a la Comunicación, 51, 50-81.<br />
Font-Rotchés, D. y Machuca, M.J. (2011): "Melodía y eslóganes publicitarios". Hidalgo,<br />
A.; Congosto, Y.; Quilis, M. (ed.): El estudio de la prosodia en España en el siglo XXI:<br />
perspectivas y ámbitos. Quaderns de Filologia, Anejo 75. Publicacions Universitat de<br />
València, 177-192.<br />
215<br />
Cognitive operations and figurative uses of language<br />
Galera Masegosa, Alicia<br />
aliciagaleramasegosa@gmail.com<br />
Ruiz, Francisco<br />
francisco.ruizdemendoza@unirioja.es<br />
In this presentation we explore the role of cognitive operations within so-called<br />
figurative uses of language and the creation of different meaning effects.<br />
Our point of departure is found in Lakoff’s (1987) seminal distinction of four<br />
different kinds of knowledge structure called Idealized Cognitive Models or ICMs: frames<br />
(encyclopaedic representations of entities, their properties and relations), image<br />
schemas (abstract topological constructs), metaphor (sets of correspondences across<br />
conceptual domains), and metonymy (a “stands for” relationship between two related<br />
conceptual domains). Ruiz de Mendoza (2007) has argued that metaphor and<br />
metonymy are operational in nature since they work on the basis of frames and image<br />
schemas. The same author has argued that metaphor and metonymy can be broken<br />
down into more basic cognitive operations (cf. Ruiz de Mendoza, 2011). For metaphor,<br />
on the basis of Grady (1999), he advocates correlation and resemblance operations; for<br />
metonymy, he distinguishes between domain expansion and reduction. In addition, his<br />
work provides a taxonomy of cognitive operations (strengthening, mitigation, echoing,<br />
contrasting, parametrization, etc.) that act on non-operational cognitive models like<br />
frames and image schemas thus governing meaning interpretation.<br />
We use Ruiz de Mendoza’s (2011) taxonomy of cognitive operations and argue<br />
that the combination of given cognitive operations yields various ranges of meaning<br />
effects. In this respect, we relate cognitive operations to different figures of speech. For<br />
example, within Relevance Theory, Sperber and Wilson (1995) claimed that ironical<br />
overtones are obtained by echoing someone’s previous assertion or (attributed)<br />
thoughts. Although elegant, this proposal is in our view incomplete. Consider the<br />
sentence You can certainly open the tin, uttered by the addressee’s wife in a context in<br />
which the addressee had taken the tin away from his wife claiming that he could open<br />
it, but in fact, he could not. The wife’s statement is an echo of her husband’s belief<br />
about his own strength/ability to open the tin. In addition, the echoed belief on the part<br />
of the husband about his skills is cancelled out by the actual state of affairs (the fact<br />
that he cannot open the tin either). Thus, the contrasting operation between the<br />
husband’s initial belief and the actual situation combines with an echoing operation<br />
thereby giving rise to ironical communicative effects. Furthermore, echoing and<br />
contrasting operations may combine with resemblance and strengthening operations,
as in the interpretation of the sentence Your daughter is an angel, uttered by a speaker<br />
who knows about the parents’ beliefs about their daughter and her mischievous<br />
behavior. Metaphoric resemblance sets the daughter’s behavior in her parents’ eyes in<br />
correspondence with the exemplar behavior of an angel, while strengthening<br />
operations account for the hyperbolic component of the statement.<br />
Based on naturally-occurring data drawn from different corpora (BNC, COCA)<br />
and web searches (books.google.com), our contribution aims to provide an exhaustive<br />
account of the different ways in which different cognitive operations cooperate and<br />
work in the creation of figurative meaning. For instance, we analyze the role of<br />
contrasting in combination with mitigation and strengthening operations in meiosis<br />
and auxesis respectively.<br />
References<br />
Grady, J. (1999). A typology of motivation for conceptual metaphor: correlation vs.<br />
resemblance. In Gibbs, Raymond W. and Gerard Steen (eds.), Metaphor in cognitive<br />
linguistics.Amsterdam and Philadelphia: John Benjamins, 79–100.<br />
Lakoff, G. (1987). Women, fire, and dangerous things: What categories reveal about the mind.<br />
Chicago: University of Chicago.<br />
Ruiz de Mendoza, F. J. (2007). High-level cognitive models: in search of a unified<br />
framework for inferential and grammatical behavior. In Kosecki, Krzysztof (ed.),<br />
Perspectives on Metonymy. Frankfurt and Main: Peter Lang, 11-30.<br />
Ruiz de Mendoza, F. J. (2011). Metonymy and cognitive operations. In: Benczes, Reka,<br />
Antonio Barcelona, and Francisco J. Ruiz de Mendoza (eds.), Defining Metonymy in<br />
Cognitive Linguistics. Towards a consensus view. Amsterdam and Philadelphia: John<br />
Benjamins, 103-123.<br />
Sperber, D. and D. Wilson. (1995). Relevance. Communication and Cognition. Oxford: Basil<br />
Blackwell.<br />
Topic management, persuasive strategies and aggressive behaviour in reality television<br />
García Gómez, Antonio<br />
University of Alcalá de Henares - antonio.garciag@uah.es<br />
Over the years television along with society in general has taken a dramatic<br />
change. Sociologists and psychologists claim that the reality television phenomenon is<br />
responsible for all these significant changes in television formats (Hill, 2002; Jones, 2002<br />
and O’Loughlin, 2004). These different television formats, which span from docusoaps<br />
to the most blatant examples of what has dubbed voyeur television (Higgins, 2009),<br />
have taken up several prime-time slots in British television. In fact, a wide range of<br />
reality television shows have replaced miniseries, sitcoms and movies in those coveted<br />
slots. These reality television programmes show the transformation of the private<br />
domain into one which can be manipulated and incorporated as an essential element in<br />
the theatricalisation of the intimate experiences of anonymous people (Holmes and<br />
Jermyn, 2004; Murray and Ouellette, 2004; Huff, 2006).<br />
The present paper is an exercise in discourse analysis and is based on the videotape<br />
recording and transcription of Wife Swap. Given that this TV show is<br />
characterised by impoliteness and constant verbal fights, the present study focuses on<br />
women’s assertive anger expression in British reality television. In doing so, I use both<br />
a quantitative and a qualitative approach to examine in detail the use and effects of<br />
216
differentiated linguistic strategies two different generations of women exploit in<br />
episodes of relational aggression. In order to attempt to properly address British<br />
female voices in docusoaps, I take an interdisciplinary approach. Whilst my primary<br />
basis is within discourse analysis, influence from a range of other disciplines is also<br />
evident, including, social and discursive psychology and sociology. This paper<br />
embraces the critical social theories of Butler (1990 and 2006) and applies them to an<br />
empirical, discourse analysis examination of female voices in order to enact power and<br />
authority in episodes of relational aggression (Culpeper, 2011). The situation created is<br />
a repository of power and authority that interactants try to keep and challenge, the site<br />
of decision-making and rule-making within an organisation such as the family is. In<br />
particular, a primary focus falls on the exploitation of discursive strategies in which<br />
mothers and daughters perform their gendered and family role identities in order to<br />
enact power.<br />
References:<br />
Butler, J. (Gender Trouble: Feminism and the Subversion of Identity. Thinking Gender (New<br />
York and London: Routledge, 1990).<br />
Butler, J. `Response to Special Issue. Troubling Identities: Reflections on Judith Butler’s<br />
Philosophy for the Sociology of Education´, British Journal of Sociology of Education, 27<br />
(4): 529-534 (2006).<br />
Culpeper, J. Impoliteness: Using Language to Cause Offence (Cambridge: Cambridge<br />
University Press, 2011).<br />
Higgins, C. `Reality Television - A Noughties Phenomenon: How Voyeur Television<br />
Shows Took Over the 2000's´, (2009) Dec. 21. Retrieved on 3 rd October 2010 from<br />
http://www.suite101.com/content/reality-television-a-noughties-phenomenon-a178974<br />
Hill, A. ‘Big Brother: The Real Audience’, Television and New Media, 3 (3): p. 327 (2002).<br />
Holmes, S., and Jermyn, D. Understanding reality television (London: Routledge, 2004).<br />
Huff, R. M. Reality television (Westport, Conn.: Praeger Publishers, 2006)<br />
O’Loughlin, D. Living in the Box: An Adventure in Reality TV (Birmingham: Collector’s<br />
Edition, 2004).<br />
217<br />
On Gesture and Aspect<br />
Gil Carrillo, Ittay UNAM - tibiogil@hotmail.com<br />
Gestures can be seen as a system integrated with speech. In fact, many studies<br />
have suggested that this relation is deeper, concerning language itself. We report two<br />
studies designed to investigate the relation between the semantic distinctions<br />
pertaining to lexical aspect and gestural behavior. The first study investigates how the<br />
way informants choose lexical aspect in their narrations in Spanish influences the way<br />
they gesture, making their movements dynamically more complex, iterative or<br />
punctual, and how these characteristics impact the time of gesture strokes. In the<br />
second study, informants are shown a series of sounds to make a narration out of them.<br />
These sounds are intended to elicit the use of lexical items which interact with lexical<br />
aspect modifying it (e.g. trata de perseguirlo vs. y lo sigue y lo persigue), and so have an<br />
impact on the synchrony of gesture strokes and verbs. We conclude that the claim that<br />
gestures and speech work as an integrated system holds at least at the aspectual level,<br />
and that this relation could reveal the psychological reality of grammatical distinctions<br />
linguists work with.
Irony revisited<br />
218<br />
Herrero, Javier<br />
javier.herrero@dfm.unirioja.es<br />
The present paper approaches the study of irony from a cognitive perspective<br />
and in relationship with Relevance Theory (cf. Sperber & Wilson, 1986). In so doing, we<br />
first analyse the cognitive operations that characterise this figure and second, we<br />
determine which specific contextual effects irony brings about. Thus, irony is defined<br />
as a meaning-derivation process whereby the hearer reinterprets the conceptual<br />
structure of an utterance or situation (the ironic trigger, i.e. the action, linguistic<br />
expression, or context that departs from the interpreter’s actual cognitive environment)<br />
to make it fit the requirements of that real cognitive environment in such a way that the<br />
ironic trigger and the cognitive environment stand in clear-cut opposition. On top of<br />
that, irony is a trope whereby the contextual effects created by a certain utterance or<br />
situation, which are diametrically opposed to a given cognitive environment, are<br />
emphasised.<br />
Also, we offer a classification of irony according to its complexity and<br />
reinterpretation operation, origin, and the quality of the contextual effects brought<br />
about. In this sense, depending on its complexity and the reinterpretation operation<br />
involved, we shall speak of:<br />
(a) Simple irony: in which reinterpretation consists of assigning the ironic trigger the<br />
opposite meaning of the one that is overtly stated. In this type of irony, a given feature<br />
or attribute of an entity contradicts the hearer’s default expectations, as in Nice day<br />
today! when it is pouring with rain.<br />
(b) Complex irony: it is a complex scene with various characters and features that<br />
interact opposing the hearer’s default expectations. In this sort of irony, the<br />
reinterpretation operation works via adjusting the meaning of the ironic trigger to fit in<br />
the hearer’s cognitive environment, as in How old did you say you were? addressed to an<br />
adult who is behaving like a child.<br />
Taking into account the origin of irony, we can talk about:<br />
(a) Verbal irony: in which irony stems from the tension between a linguistic utterance<br />
and a specific cognitive environment. In turn, we have further divided verbal irony<br />
into: (1) non-echoic and echoic, where the latter refers to those cases in which the<br />
linguistic expression is an echo (cf. Sperber & Wilson, 1986, 1992) based on the<br />
impressions about a precise cognitive environment; (2) understated or overstated,<br />
where the former stands for those cases in which there is a lessening of the ironic<br />
contextual effects whereas the latter signals a maximisation of them (e.g. She doesn’t<br />
disturb / Sarah is a real angel! both to refer to the fact that Sarah behaves very badly).<br />
(b) Situational irony: irony originates in the contrast between a particular situation and<br />
a given configuration of the cognitive environment, as if you see a firehouse burning<br />
down.<br />
As for the quality of the contextual effects produced by irony, we can distinguish<br />
between:<br />
(a) Negative irony: positive remarks about negative cognitive environments (e.g. to<br />
complain or criticise). It is the most common and prototypical type of irony. E.g. Just<br />
great! [you get home and it has been burgled].
(b) Positive irony: negative comments about positive cognitive environments (e.g.<br />
ironic praise: What bad luck! meaning that someone was very lucky).<br />
Finally, in this paper we provide evidence to support Herrero’s thesis (2009) that<br />
certain traditionally-considered tropes (e.g. irony, paradox, overstatement,<br />
understatement, euphemism, dysphemism), can be actually regarded as idealized<br />
cognitive models (ICMs in terms of Lakoff, 1987, 1989).<br />
References<br />
Herrero, Javier. 2009. Understanding Tropes: At the Crossroads between Pragmatics and<br />
Cognition. [Duisburg Papers on Research in Language and Culture 75]. Frankfurt: Peter<br />
Lang.<br />
Lakoff, George. 1987/1990. Women, Fire, and Dangerous Things: What Categories Reveal<br />
About the Mind. Chicago: The University of Chicago Press.<br />
Lakoff, George. 1989. Some empirical results about the nature of concepts. Mind &<br />
Language 4 (1-2). 103-129.<br />
Sperber, Dan & Deirdre Wilson. 1986. On defining relevance. In Richard Grandy &<br />
Richard Warner (eds.), Philosophical Grounds of Rationality: Intentions, Categories, Ends,<br />
143-158. Oxford: Oxford University Press.<br />
Sperber, Dan & Deirdre Wilson 1992. “On verbal irony.” Lingua 87. 53-76.<br />
219<br />
La marcación fonopragmática de (des) cortesía mediante rasgos entonativos<br />
Hidalgo Navarro, Antonio<br />
Universitat de València - antonio.hidalgo@uv.es<br />
La incidencia de la entonación en la expresión de enunciados corteses o<br />
descorteses (en adelante (des)corteses), ha recibido muy escasa atención entre los<br />
especialistas (con honrosas excepciones, como Culpeper, 2011, Attardo, 2003, etc.). Sin<br />
embargo, estudios más recientes (Hidalgo, 2009; Devís, 2011) demuestran la evidencia<br />
del comportamiento fonopragmático de la entonación en la comunicación cotidiana en<br />
esta dirección.<br />
La cuestión, pues, es determinar hasta qué punto dichos recursos entonativos<br />
pueden constituirse en marcas lingüísticas capaces de orientar la interpretación del<br />
oyente/s en la conversación coloquial, entendida como manifestación más genuina del<br />
discurso oral informal dialógico. Se trata de describir así uno de los ámbitos funcionales<br />
de la entonación que, en palabras de Cantero (2002) o Cantero y Font (2007)<br />
correspondería a su comportamiento paralingüístico.<br />
Nuestro corpus de referencia para este trabajo procede de una selección de<br />
conversaciones tomadas del corpus sobre el que trabaja el proyecto Fonocortesía de la<br />
Universitat de València, constituido por 49 conversaciones coloquiales de entre 15 y 30<br />
minutos de duración. A partir de dicho corpus, y aplicando una perspectiva<br />
pragmalingüística (Leech, 1993, Haverkate, 1994), hemos tratado de identificar algunos<br />
fenómenos de base entonativa (o tonal) que, en la conversación coloquial, pueden<br />
interpretarse unas veces como rasgos favorecedores de efectos atenuantes (cortesía<br />
mitigadora), otras de efectos intensificadores (cortesía valorizante) y otras de emisiones<br />
directamente descorteses. Debe advertirse en este sentido que nuestra visión de la (des)<br />
cortesía asume conceptos derivados de Brown y Levinson (1987), pero también de D.<br />
Bravo (1999).
Por lo demás, aunque entendemos que el comportamiento fonopragmático<br />
(des)cortés es un recurso que abarca todos los componentes del nivel fónico de la<br />
lengua, en nuestra aportación centramos el interés, exclusivamente, por una cuestión<br />
de delimitación del objeto de estudio, en el componente suprasegmental y en su<br />
capacidad para cumplir dicho rol fonopragmático (des) cortés: pensemos, p.e., en la<br />
posible presencia de una inflexión circunfleja al final de una expresión aseverativa, en<br />
lugar de una inflexión descendente, como forma de restar importancia o certidumbre a<br />
lo dicho. En todo caso, es evidente que el contexto lingüístico y extralingüístico juegan<br />
un papel irrenunciable a la hora de juzgar rectamente el comportamiento de tales<br />
recursos.<br />
Bibliografía:<br />
Attardo, S., J. Eisterhold, J. Hay e I. Poggi (2003): “Multimodal markers of irony and<br />
sarcasm”, Humor 16(2):143-260.<br />
Bravo, D. (1999): “¿Imagen positiva vs. Imagen negativa?: pragmática social y<br />
componentes de Face”, Oralia, 2:155-184.<br />
Brown, P. y Levinson, S. (1987): Politeness: Some Universals in Language Usage.<br />
Cambridge: Cambridge University Press.<br />
Cantero, F.J. (2002): Teoría y análisis de la entonación, Barcelona, Edicions de la<br />
Universitat de Barcelona<br />
Cantero, F.J. y Font, D. (2007): “Entonación del español peninsular en habla<br />
espontánea: patrones melódicos y márgenes de dispersión”, Moenia, 13, pp. 69-92.<br />
Culpeper, J. (2011): "'It's not what you said, it's how you said it!" Prosody and<br />
impoliteness" en Discursive Approaches to Politeness.Berlin: de Gruyter, pp.57-83<br />
Devís, A. (2011): “Rasgos melódicos de la cortesía atenuadora en el español coloquial”,<br />
Moenia: Revista lucense de lingüistica & literatura, 17: 475-490.<br />
Haverkate, H. (1994). La cortesía verbal. Madrid. Gredos.<br />
Hidalgo, A. (2009): “Modalización (des)cortés y prosodia: estado de la cuestión en el<br />
ámbito hispánico” Boletín de Filología de la Universidad de Chile, 44/1: 161-195.<br />
Leech, G. (1993): Principles of Pragmatics. Londres. Longman.<br />
220<br />
Advising, Requesting and Performing in the EU Thematic Website for Fisheries<br />
Molina, Silvia silvia.molina@upm.es<br />
The aim of this paper is two-fold: to identify and analyze three speech acts in<br />
the EU Fisheries Website, which belongs to the Directorate-General for Maritime<br />
Affairs and Fisheries; namely, advising, requesting and performing from both a<br />
quantitative (using the web as a corpus) and qualitative point of view.<br />
As noted by Wierzbicka (1987:182), one of the senses of advising (to inform<br />
someone about a future state of affairs) is a favored type of speech act in Fisheries<br />
Discourse, performed by professional people or people in a position of responsibility<br />
who need to communicate information which is beneficial for other parties involved.<br />
Highly codified instances of advising are produced by specifying declarative<br />
sentences by means of modality markers. The ones used in advising denote that the<br />
carrying out of the action would not only be recommendable but also obligatory<br />
according to a certain norm. The constructions under scrutiny are the following Must<br />
XVP, Ought To XVP, Have to XVP, Can XVP, Need XVP, Should XVP, XVP Is A Good<br />
Idea, XVP Is The Best Option (Edmonson and House 1981;Biber et al 1998)
Requests in this corpus show the following features: the speaker presents a<br />
future action; the future action involves a benefit to the speaker or a third party; there<br />
is mitigation and the degree of speaker’s will is high, supporting the findings of other<br />
studies (Pérez, 2001:115-130). EU Fisheries favor the use of indirect requests with verbs<br />
such as Tell XVP, Need XVP.<br />
Explicit performative utterances in this type of discourse include the verbs:<br />
conclude, predict, promise and warn. Performatives give direct evidence for the truth<br />
of the proposition they express.<br />
Results indicate that:<br />
1) A means for specifying the advising value of declaratives are modality markers, in<br />
particular the verbs must and ought to. Telling the addressee that the proposed action is<br />
obligatory to a certain extent is an implicit way of reminding him that he is expected to<br />
act in compliance with EU norms. The verb must conveys information with certainty<br />
and authority (Hyland 2000).<br />
2) EU fisheries clearly favor in requests the declarative sentence type, contrary to the<br />
findings of other studies. The most recurring parameter of the generic structure<br />
instantiated by declarative constructions is the one making manifest the speaker’s<br />
need. Realizations of this type also make manifest the EU’s desire to get an action<br />
performed by the stakeholders involved in maritime affairs.<br />
3) Explicit performative verbs in this institutional discourse contribute towards a<br />
proposition whose relevance lies in the way it directs the reader towards a particular<br />
interpretation of another proposition.<br />
References<br />
Biber, D. et al. 1999. Longman Grammar of Spoken and Written English. Harlow: Pearson<br />
Education Limited.<br />
Edmonson, W. and House, J. 1981. Let 's talk and talk about it. A pedagogic interactional<br />
grammar of English. München, Wien and Baltimore: Urban&Schwarzenberg.<br />
Hyland, K. 2000. Disciplinary Discourses: Social Interactions in Academic Writing. London:<br />
Longman.<br />
Olshtain, E. and Cohen, A. (1989). Speech act behaviour across languages. In Dechert,<br />
H. and R. Manfred (eds.). Transfer in Language Production. Norwood, NJ : Ablex, XVII:<br />
53-67.<br />
Pérez, L. 2001. Illocution and Cognition: A Constructional Approach. Logroño: University<br />
of La Rioja.<br />
Wierzbicka, A. 1987. English Speech Act Verbs: A Semantic Dictionary. New York:<br />
Academic Press.<br />
221<br />
(Multiple source)-in-target illocutionary metonymies<br />
Pérez, Lorena<br />
lorena.perez@dfm.unirioja.es<br />
Pérez Sobrino, Paula<br />
paula.perez.sobrino@gmail.com<br />
Indirect speech acts (henceforth ISAs) have been a matter of interest for<br />
linguists of all theoretical persuasions since the inception of Speech Act Theory back in<br />
the 20th century. Traditionally, a distinction has been held between conventionalized<br />
(e.g. Can you pass the SALT, please?) and non-conventionalized (e.g. This stew is tasteless)
indirect illocutions (Searle, 1975; Morgan 1978; Bach and Harnish, 1979), thus<br />
acknowledging the higher inferential load and cognitive processing cost of the latter.<br />
Pragmatists have to date unsatisfactorily tried to account for the different degrees of<br />
conventionalization of ISAs in terms of conventions of use (Searle, 1975; Morgan, 1978),<br />
standardization process (Bach and Harnish, 1979), and pragmatic scales (Leech 1983).<br />
More contemporary accounts of ISAs revolve around the notions of<br />
illocutionary scenarios (Panther and Thornburg 1998, 1999, 2003, 2005) and their<br />
metonymic activation, under the assumption that different elements of the semantic<br />
make-up of a given speech act, when made explicit through an indirect illocution, may<br />
evoke the whole scenario or part of it. In turn, the length of the metonymic links or chains<br />
involved are also said to parallel the degree of conventionality of an ISA<br />
(Stefanowitsch 2003; Panther and Thornburg 2005).<br />
This paper delves deeper into the role of metonymy as a conceptual tool for<br />
their production and interpretation. It does so by challenging previous claims on both<br />
the formalization of illocutionary meaning in terms of illocutionary scenarios, and the<br />
potentiality of metonymic links/chains to fully account for the varied and diverse<br />
degrees of conventionalization displayed by ISAs. Two substantive findings emerge<br />
from the theoretical discussion and the cursory data-driven analysis on which this<br />
paper draws. First, although illocutionary scenarios gather relevant information<br />
regarding the conceptual structure of speech acts, their focus on the cronological and<br />
core elements of illocutionary acts (i. e. BEFORE-CORE-RESULT-AFTER components)<br />
leaves out equally essential facts linked to pragmatic aspects of illocution such as<br />
politeness, and social power issues, among others. A descriptively and explanatorily<br />
adequate account of ISAs requires us to postulate a richer and more encompassing<br />
formalization of the semantics of speech acts in the form of propositional idealized<br />
cognitive models (Lakoff, 1987), which makes room for pragmatic considerations as well<br />
as for the traditional felicity conditions of speech acts included in Panther and<br />
Thornburg's scenarios. Second, we contend that the notion of (multiple-source)-in-target<br />
metonymy underlies and structures the interpretation of utterances with an indirect<br />
illocutionary force, overcoming some of the limitations of earlier proposals. Thus, our<br />
analysis also points to a refinement of the understanding of metonymy in relation to<br />
illocutionary phenomena. The rich kaleidoscopic nature of illocutionary acts, whose<br />
complex conceptual structure includes a vast array of semantic and pragmatic<br />
information, requires of a particular type of metonymic activation, in which not just<br />
one, but several elements of an illocutionary cognitive model may be simultaneously<br />
activated by means of language in order to evoke a target meaning. The number and<br />
centrality of these elements is shown to determine the degree of conventionality of the<br />
resulting speech act.<br />
References<br />
Bach, K. and R.M. Harnish. 1979. Linguistic Communication and Speech Acts. Cambridge,<br />
Mass.: The MIT Press.<br />
Lakoff, G. 1987. Women, Fire, and Dangerous Things: What Categories Reveal About the<br />
Mind. Chicago: University of Chicago Press.<br />
Leech, G. 1983. Principles of Pragmatics. London: Longman.<br />
Morgan, J.L. 1978. “Two types of convention in indirect speech acts.” Cole, P. (ed.) 261-<br />
280.<br />
222
Panther, Klaus-Uwe, and Linda L. Thornburg. 1998. A cognitive approach to<br />
inferencing in conversation. Journal of Pragmatics 30: 755–769.<br />
Panther, Klaus-Uwe, and Linda L. Thornburg. 1999. The POTENTIALITY FOR<br />
ACTUALITY metonymy in English and Hungarian. In: Panther, Klaus-Uwe, and<br />
Günter Radden, eds. Metonymy in Language and Thought [Human Cognitive Processing<br />
4], 333–357. Amsterdam and Philadelphia: Benjamins.<br />
Panther, Klaus-Uwe, and Linda L. Thornburg. 2003. "Metonymies as natural inference<br />
and activation schemas: The case of dependent clauses as independent speech acts." In:<br />
Panther, Klaus-Uwe, and Linda L. Thornburg, eds. Metonymy and Pragmatic Inferencing<br />
[Pragmatics & Beyond New Series 113], 127–147. Amsterdam and Philadelphia:<br />
Benjamins.<br />
Panther, K-U. and L. Thornburg 2005. Motivation and convention in some speech act<br />
constructions: A cognitive-linguistic approach. . In: Reviewing Linguistic Thought:<br />
Converging Trends for the 21st Century, 53–76.<br />
Searle, J.R. 1975. "Indirect Speech Acts." Cole, P. and J.L. Morgan (eds.) 59-82.<br />
Stefanowitsch, A. 2003. "A construction-based approach to indirect speech acts." In<br />
Panther, K-U. and L. Thornburg (eds.) Metonymy and Pragmatic Inferencing.<br />
Amsterdam: John Benjamins, pp. 105-126.<br />
223<br />
Cognitive models and operations in multimodal advertising<br />
Tabernero Baños, Irene Universidad de la Rioja<br />
Programa de Máster - irenetabernero@hotmail.com<br />
This paper studies the presence of cognitive processes in multimodal<br />
communication with the intention of showing how these cognitive mechanisms appear<br />
in multimodality as they do in verbal communication. With this purpose, the analysis<br />
of three different advertisements has been carried out, in order to identify which<br />
cognitive operations (Ruiz de Mendoza 2011) and cognitive models (See Lakoff 1987;<br />
Ruiz de Mendoza 2007, 2011) underlie the creation of meaning in such multimodal<br />
environments and how this meaning is constructed. In this work, metaphor and<br />
metonymy in their multimodal version (Forceville 2007) play an essential role due to<br />
the productivity they prove to have in the creation of mappings when the source and<br />
target domains belong to different modes of communication.<br />
Consider, for instance, an advertisement consisting in an image of a pair of<br />
hands putting a vase into a carboard box with the name of a shipping company printed<br />
on it while another pair of hands is taking it out of the box at the same time. The visual<br />
elements here (each pair of hands and the cardboard box) act as the source of several<br />
metonymies, thus giving access to different concepts (sender, addressee and delivery<br />
process, respectively) through a metonymic cognitive operation based on domain<br />
expansion (cf. Ruiz de Mendoza 2011). These metonymic target concepts, which are<br />
conceptually related to one another, jointly activate the ‘parcel delivery’ frame. In<br />
addition to activating this frame, they create a counterfactual scenario based on the<br />
exaggeration of the efficacy of delivery (one cannot send a parcel so fast that it is<br />
received simultaneously). The impossible situation needs pragmatic adjustment to<br />
reality based on a mitigation operation. This way, the viewer is able to understand that<br />
the shipping company advertises itself as extremely fast and efficient (but not<br />
impossibly so).
The whole interpretation process is possible through the activity of cognitive<br />
mechanisms which are at work between modes of communication: the metaphoric<br />
source (together with a number of inbuilt metonymies) is constructed on the basis of<br />
the visual input, while the target is textual. This is also the case for the other two<br />
advertisements analysed in this study. All of them are intrinsically structured through<br />
metaphor and/or metonymy, thus making evident that both cognitive processes are not<br />
only fruitful for creativity in multimodality, but also a powerful resource for the<br />
creation of meaning, since they allow different modes to be mapped onto others.<br />
This conclusion is largely possible thanks to the exhaustive and comprehensive<br />
analytical apparatus chosen, which allows for a better description of metaphor and<br />
metonymy by breaking them down into more basic cognitive operations that interact<br />
with one another and further combine with other cognitive operations, as described<br />
above. The accuracy of such detailed analysis facilitates the correlation of cognitive<br />
modeling and communicative effects as well as the application of interaction factors<br />
into non-verbal explorations by inserting the analysis of metaphor and metonymy<br />
within a broader picture of meaning representation mechanisms.<br />
References<br />
Forceville, C. 2007. “Multimodal metaphor in ten Dutch TV Commercials”. Public<br />
Journal of Semiotics, 1:19-51<br />
Lakoff, G. 1987. Women, Fire and Dangerous Things: What categories reveal about the mind.<br />
Chicago: University of Chicago.<br />
Ruiz de Mendoza, F.J. 2007. “High-level cognitive models: in search of a unified<br />
framework for inferential and grammatical behaviour”. Perspectives on Metonymy.<br />
Coord. K. Koscki. Frankfurt/Main: Peter Lang. 11-30.<br />
Ruiz de Mendoza, F.J. 2011. “Metonymy and cognitive operations”. Defining Metonymy<br />
in cognitive Linguistics. Towards a consensus view. Coord. R. Benczes, A. Barcelona & F.J.<br />
Ruiz de Mendoza. Amsterdam/Philadelphia: John Benjamins. 103-123.<br />
224<br />
Encoded Meaning, Cognitive Effects, and Semantic-Pragmatic Interfaces<br />
Yavetskiy, Alexey<br />
Moscow State University of Psychology and Education - alexyavetski@hotmail.com<br />
Modeling semantic-pragmatic interfaces requires, in the first place, a clear<br />
delimitation between meaning which is conventionally assigned to linguistic<br />
structures, and inferred meaning of a whole utterance embedded in a specific situation.<br />
However, recent research in cognitive pragmatics has shown that the processing of<br />
literal and figurative meaning is mostly inferential and cannot be reduced to simple<br />
encoding and decoding procedures (Sperber and Wilson 2008). These findings seem to<br />
cast doubt on the possibility that the meaning of any utterance, even in case of a cliché,<br />
can be communicated; rather, the speaker drives the addressee’s interpretation by<br />
giving relevant stimuli that help her comprehend the speaker’s meaning (Sperber and<br />
Wilson 1995, Wilson and Sperber 2012).<br />
Although linguistic pragmatics explains how the speaker’s meaning is<br />
constructed and construed in communication and acknowledges that cognitive effects<br />
(i.e. the results of inferential procedures) are partially based on encoded meaning, it<br />
does not specify the nature of such encoded meaning. This contribution claims that the<br />
encoded component of meaning is instrumental in the generation of cognitive effects,
and proposes an integrated interface to account for correspondences in the semantics<br />
and pragmatics of communication. The first part focuses on the deep-semantic<br />
“building stones” of meaning, for instance, semantic relations and lexicalisable<br />
grammatical relations. It is demonstrated that the encoded meaning of an utterance<br />
represents a highly schematic mental structure which refers to the relevant situation<br />
and its participants, and can be described in terms of semantic actants as suggested by<br />
I. Melčuk (Mel’čuk 2004). Although the relations between the semantic actants are too<br />
general to account for all semantic shades that may arise in context, they form the<br />
deep-semantic basis of the utterance, i.e. a vague image schema in M. Johnson’s (1987)<br />
sense.<br />
The second part explains how the deep-semantic image schema yields cognitive<br />
effects. Therefore, we re-consider Sperber and Wilson’s Communicative Principle of<br />
Relevance (when the communicators are expected to be maximally relevant) and<br />
explore the communicators’ ability to re-construct each others’ intentions. The<br />
communicative intentions, for their part, are understood as a “deep-pragmatic” factor<br />
representing a counterfactual, i.e. an intended, state of affairs. Using G. Fauconnier and<br />
M. Turner’s conceptual integration theory (Fauconnier and Turner 1998, 2002), we<br />
show that the same deep-semantic image schema of an utterance, when fitted into<br />
different counterfactual mental spaces, yields different cognitive effects which can be<br />
anticipated to a certain degree. This type of semantic-pragmatic interface, relying on<br />
semantic image schemas and conceptual integration theory, could account not only for<br />
relatively obvious cases of meaning construction, such as in This surgeon is a butcher,<br />
but also highly ambiguous utterances like The soup is boiling implying a wide range of<br />
the speaker’s intentions (Sperber and Wilson 2008).<br />
References<br />
Fauconnier, G., and Turner, M. (1998), “Conceptual Integration Networks”, in:<br />
Cognitive Science, 22(2), pp.133-187.<br />
Fauconnier, G., and Turner, M. (2002), The Way We Think: Conceptual Blending and the<br />
Mind's Hidden Complexities. New York, Basic Books.<br />
Johnson, M. (1987), The Body in the Mind. The Bodily of Meaning, Imagination, and Reason.<br />
Chicago, University of Chicago Press.<br />
Mel’čuk, I. (2004), “Actants in semantics and syntax I: actants in semantics”, in:<br />
Linguistics, vol. 42, No. 1, pp. 1-66.<br />
Sperber, D., and Wilson, D. (1995), Relevance: Communication and Cognition. Oxford,<br />
Cambridge, Wiley-Blackwell.<br />
Sperber, D., and Wilson, D. (2008), “A Deflationary Account of Metaphor”, in: R. W.<br />
Gibbs (ed.), The Cambridge Handbook of Metaphor and Thought, University of<br />
California, pp. 84‒107.<br />
Wilson, D., and Sperber, D. (2012), Meaning and Relevance. Cambrigde, Cambridge<br />
University Press.<br />
225
PSICOLOGÍA <strong>DEL</strong> LENGUAJE, LENGUAJE INFANTIL Y PSICOLINGÜÍSTICA<br />
226<br />
El perfil evolutivo de la cohesión en el discurso infantil<br />
Cabrera Salcedo, Sunny<br />
Universidad de Puerto Rico, Rio Piedras - suny.cabrera@upr.edu<br />
Hernandez Torres, Carmen N.<br />
Universidad de Puerto Rico, Rio Piedras - cambu@onelinkpr.net<br />
En este trabajo examinamos el desarrollo de los mecanismos de cohesión en el<br />
discurso infantil. Para ello se analiza el manejo de elementos lingüísticos explícitos por<br />
una hablante puertorriqueña a los cuatro y cinco años hasta su gradual sustitución por<br />
el empleo de la semántica de la oración como recurso de cohesión a partir de los once<br />
años.<br />
Entre los mecanismos de cohesión, se analizan concretamente los pronombres y<br />
las frases referenciales; los conectivos temporales y causales; los procesos de<br />
sustitución, elipsis y conjunción. En cuanto al léxico, se identifican casos de<br />
hiperonimia, reiteración y colocación.<br />
Enmarcamos el análisis de los mecanismos seleccionados en un enfoque<br />
sincrético, constructivista pragmático funcional, que integra postulados importantes de<br />
distintos modelos teóricos para dar cuenta de la interrelación entre los aspectos<br />
sintácticos-semánticos y los discursivos-pragmáticos existentes en la adquisición y<br />
desarrollo del lenguaje infantil, según lo plantean Karmiloff-Smith (2005, 1994),<br />
Altamirano Flores (2007), y Serra y sus colaboradores (2000).<br />
En nuestro trabajo queremos puntualizar cómo se da el proceso de la cohesión<br />
textual. Autores como Berman y Slobin (1994) señalan que la capacidad para<br />
introducir, mantener y reintroducir referentes se va adquiriendo gradualmente en un<br />
tiempo prolongado. Para confirmarlo, se estudian las unidades lingüísticas con función<br />
cohesiva, desde su presencia en las etapas en las que aparecen vinculadas con la<br />
realidad externa hasta en aquellas en las que su manejo se controla, en gran medida,<br />
por el discurso mismo. Interesa analizar ¿Cuáles son los mecanismos de cohesión<br />
empleados al inicio del proceso? ¿Cómo evoluciona la cohesión en la informante<br />
durante las etapas consideradas?<br />
Para estos fines, se analizan diez tramos del total de grabaciones que le<br />
realizáramos semanalmente durante un período de tres años, desde los dos hasta los<br />
cinco a una niña puertorriqueña. Además se consideran dos tramos de grabaciones<br />
adicionales realizadas, una a los once años y otra a los trece lo que nos permitirá<br />
contrastar el desarrollo de estructuras específicas. La investigación es parte de un<br />
estudio longitudinal titulado proyecto sobre la adquisición del español como lengua<br />
materna, identificado por sus siglas PAELMA, cuyo propósito es describir en detalle el<br />
desarrollo del español en la etapa en que ocurren cambios significativos en la<br />
producción de lenguaje. Todas las expresiones de la informante son producto de<br />
comunicación espontánea y natural o del empleo de la técnica conocida como<br />
producción dirigida. Los datos se analizan cuantitativa y cualitativamente en función<br />
de la edad.<br />
Finalmente, se comentan los principales hallazgos.<br />
Referencias bibliográficas
Acuña, X. y F. Sentis. 2004. “Desarrollo pragmático en el habla infantil”. En Onomázein<br />
10 (2004/2), 33-56.<br />
Aguirre Martínez, C. y S. Mariscal Altares. 2001. Cómo adquieren los niños la gramática de<br />
su lengua: perspectivas teóricas. Madrid: UNED Ediciones.<br />
Altamirano Flores, F. 2007. “El desarrollo pragmático de la narración oral en la<br />
adquisición del lenguaje”. En Dialogía, 2, 35-72.<br />
Berman, R.A., y Slobin, D.I. 1994. Relating Events in Narrative. A Crosslinguistic<br />
Developmental Study. Mahwah, New Jersey: Lawrence Erlbaum Associates.<br />
Cabrera Salcedo, S. y C. Hernández Torres. 2006. “Estrategias conversacionales en el<br />
lenguaje infantil.” Comunicación presentada en el Tercer Congreso Internacional<br />
Escritura, Individuo y Sociedad en España, Las Américas y Puerto Rico en Homenaje a Luis<br />
Rafael Sánchez, Arecibo, Puerto Rico.<br />
Cattell, R. 2007. Children’s Language. Consensus and Controversy. London; New York:<br />
Continuum.<br />
García Soto, X.R. 1999. “Desarrollo del lenguaje infantil y cohesión narrativa”.<br />
Comunicación presentada en el XVII Congreso Nacional de AESLA, Alcalá de Henares,<br />
Madrid.<br />
Halliday, M.A.K. y R. Hasan. 1976. Cohesion in English. Londres: Longman<br />
Karmiloff, K. y A. Karmiloff-Smith. 2005. Hacia el lenguaje. Madrid: Morata.<br />
Karmiloff-Smith, A. 1994. Más allá de la modularidad. La ciencia cognitiva desde la<br />
perspectiva del desarrollo. Madrid: Alianza.<br />
___. 1987. “Function and Process in Comparing Language and Cognition”. En<br />
Hickmann, M. (Ed.) Social and Functional Approaches to Language and Thought. Orlando:<br />
Academic Press, Inc.<br />
___. 1979. A Functional Approach to Child Language. A Study of Determiners and<br />
Reference. London: Cambridge University Press.<br />
Renkema, J. 1999. Introducción a los estudios del discurso. Barcelona: Gedisa.<br />
Serra, M., E. Serrat, R. Solé, A. Bel y M. Aparici. 2000. La adquisición del lenguaje.<br />
Barcelona: Ariel.<br />
Vila, I. 1991. “Lingüística y adquisición del lenguaje”. En Anales de Psicología, 7 (2), 111-<br />
122.<br />
Constructions at work in foreign language learners’ mind. A comparison between two<br />
sentence-sorting experiments with English and Italian learners.<br />
Della Putta, Paolo<br />
Università di Pavia, Università di Modena e Reggio Emilia - dellaputta@hotmail.it<br />
Baicchi, Annalisa<br />
University of Pavia - annalisa.baicchi@gmail.com<br />
The Lexical Constructional Model (Ruiz de Mendoza & Mairal 2008) has<br />
developed a usage-based semantic theory that, by combining insights from lexicalist<br />
and constructionist approaches, aims to explain how all facets of meaning construction<br />
–including those that go beyond core grammar, such as inferential activity, illocution<br />
and discourse– interact among one another.<br />
With reference to the psychological and pedagogical commitments of the LCM,<br />
this paper aims to discuss the notion of 'construction' as a conventionalized formmeaning<br />
pairing, following Goldberg's pioneering work (1995), where the assumption<br />
227
was defended that constructions are the ultimate grammatical unit of language. In<br />
other words, constructions have their own meaning independent of the lexical<br />
meanings of their constituent content words.<br />
The ontological status of constructions was further demonstrated by Bencini &<br />
Goldberg (2000): they carried out a sentence-sorting experiment with seventeen native<br />
speakers of American English, which gave evidence that the main determinant of<br />
sentence meaning is not the verb, as has been claimed since Healy & Miller (1970), but<br />
the construction in which the verb is embedded.<br />
This paper takes the veil from Bencini & Goldberg's experiment with the aim of<br />
discussing and comparing the verb-centered view with the construction-centered view<br />
in both second language and foreign language learning environments.<br />
At the University of Pavia we tested two groups of learners, both belonging to<br />
the B1 level of the CEFRL, with a view to checking whether constructions play a role<br />
also in foreign language learning. Seventeen Italian learners of English and thirteen<br />
native speakers of Romance languages (Spanish, Portuguese, and French) learning<br />
Italian were asked to sort into four piles sixteen sentences obtained by crossing four<br />
verbs with four argument structure constructions: transitive, ditransitive, causedmotion<br />
and resultative for English, and transitive, dative, caused-motion and<br />
resultative for Italian. The experimental stimuli offered a comparison between two<br />
languages belonging to two different typological families, Germanic and Romance.<br />
Differently from English, the Italian language has the transitive and the resultative<br />
constructions; it also has the caused-motion construction only when it is instantiated<br />
by a transitive motion verb; the Italian language does not display the ditransitive<br />
construction, whose meaning is realized by the dative construction.<br />
Both groups of learners have mostly sorted sentences by construction thus<br />
showing that form-meaning pairings play a crucial role in sentence interpretation, this<br />
demonstrating that constructional information was taken as the pivot parameter in<br />
sentence-sorting. The results have offered additional evidence that Romance speakers<br />
learning Italian have been more influenced by constructional structure in their sorting<br />
task in comparison to Italian speakers learning English. This stresses the fact that<br />
typological differences guide the association of argument structure construction with<br />
sentence meaning.<br />
Similar results were obtained in parallel experiments carried out with Chinese<br />
(Liang 2002), German (Gries & Wulff 2005), Spanish (Cadierno & Ruiz 2006; Martínez<br />
Vázquez 2004; Valenzuela & Rojo 2008a, 2008b; Eddington & Ruiz de Mendoza 2010)<br />
and Iranian (Sepassi & Kamyab 2005; Noora 2009) learners, which provided convincing<br />
evidence of the central presence of constructions in the mind of non-native speakers.<br />
This cross-linguistic evidence puts a strong emphasis in favor of a<br />
constructionist approach in foreign language teaching and points to the need of<br />
planning updated language teaching activities, syllabus design and material<br />
development.<br />
References:<br />
Bencini G. & A.E.Goldberg 2000. "The contribution of Argument Structure<br />
Constructions to Sentence Meaning". Journal of Memory and Language 43: 640-651.<br />
Cadierno T. & L. Ruiz 2006. “Motion events in Spanish L2 acquisition”. Annual Review<br />
of Cognitive Linguistics 4: 183-216.<br />
228
Eddington D. & F. J. Ruiz de Mendoza, 2010. “Argument constructions and language<br />
processing: evidence from a priming experiment and pedagogical implications”. In De<br />
Knop S., Boers F. & T. De Rycker (eds.). Fostering Language Teaching Efficiency through<br />
Cognitive Linguistics. Berlin, New York, Mouton de Gruyter: 213-238.<br />
Goldberg A.E. 1995. Constructions: a construction-grammar approach to argument structure.<br />
Chicago\London: University of Chicago Press.<br />
Gries S. & S.Wulff 2005. "Do foreign language learners also have constructions?<br />
Evidence from priming, sorting and corpora". Annual Review of Cognitive Linguistics 3:<br />
182-200.<br />
Healy A. & G.Miller 1970. "The verb as the main determinant of sentence meaning".<br />
Psychonomic Science 20: 372.<br />
Liang J. 2002. How do Chinese EFL learners construct sentence meaning: verb-centered or<br />
construction-based? M.A. thesis, Guangdong University of Foreign Studies.<br />
Martínez Vázquez M. 2004. "Learning argument structure generalizations in a foreign<br />
language". VIAL 1: 151-165.<br />
Noora 2009. "Iranian undergraduate non-English majors' interpretation of English<br />
structures". GEMA 9 (2): 89-100.<br />
Ruiz de Mendoza F. & R. Mairal 2008. “Levels of description and constraining factors<br />
in meaning construction”, Folia Linguistica, 42 (2).<br />
Sepassi F. & P.Kamyab 2005. "Iranian University students' preference for verb centered<br />
vs. construction cues to sentence structure". From http://www.asian-efljournal.com/teaching<br />
articles. (retrieved on 12 October 2010).<br />
Valenzuela J. & A.Rojo 2008a. "On the existence of constructions in foreign language<br />
learners". In Monroy, R. & A. Sánchez, (eds.). 25 años de Lingüística en España: Hitos y<br />
Retos. Murcia, Editum: 907-912.<br />
Valenzuela J. & A. Rojo 2008b. “What can foreign language learners tell us about<br />
constructions”. In De Knop, S. & T. De Rijcker, (eds.). Cognitive Approaches to<br />
Pedagogical Grammar (Volume in Honour of René Dirven). Berlin-New York, Mouton de<br />
Gruyter: 197-229.<br />
229<br />
An Experimental Approach to Ambisyllabicity in English<br />
Eddington, David<br />
Brigham Young University - victordaniels123@gmail.com<br />
Dirk, Dirk Elzinga Dirk_Elzinga@byu.edu<br />
The idea that a consonant can belong to two syllables at the same time was<br />
suggested in the early 20 th century. On the one hand, the idea that a consonant may<br />
belong to two syllables at the same time has been hailed as a formal device that helps<br />
account for a number of allophonic variations in English such as flapping. On the other<br />
hand, the very existence of the phenomenon has been flatly denied. Rather than<br />
explore ambisyllabicity as a universal linguistic process, we limit ourselves to testing<br />
its role in the English language where a good deal of the literature on the topic has<br />
been focused.<br />
The question we address in the present paper concerns what factors condition a<br />
consonant or consonant cluster to belong to two syllables at the same time. The<br />
experimental literature on the subject suggests a number of conditioning factors for<br />
ambisyllabicity which we tested by asking subjects to choose the first and last part of
581 bisyllabic words. For example, the /b/ in habit was considered ambisyllabic when a<br />
participant chose hab as the first part of the word and bit as the second. Using logistic<br />
regression were were able to determine what factors contribute to the ambisyllabicity<br />
of a consonant or consonant cluster, as well as to measure how influential each factor<br />
is.<br />
We found that geminate spelling interacts with social variables; older<br />
participants and more educated speakers provided more ambisyllabic responses. The<br />
influence of word-level phonotactics on syllabification was also evident. A consonant<br />
such as the medial /d/ in standard is attested as the second consonant in the coda of<br />
many English words (e.g. lard), as well as in the single-consonant onset of many others<br />
(e.g. dirt). For this reason such consonants were often made ambisyllabic. This contrasts<br />
with the /n/ in standard, which is never the first consonant in a word-initial cluster (e.g.<br />
*ndorf) and therefore, rarely made ambisyllabic in the experiment. Consistent with<br />
previous studies, ambisyllabicity was also found more often when the vowel preceding<br />
the single medial-consonant was lax, or stressed, or when the medial-consonant was a<br />
sonorant rather than an obstruent. The idea that a stressed lax vowel in the first<br />
syllable conditions both the ambisyllabicity of the consonant and its geminate spelling<br />
is not supported.<br />
La conceptualitzación de las emociones en la fraseología catalana: aproximación a la<br />
experiencia corporal motora y sensorial<br />
Font, Maria Antònia m-antonia-font@hotmail.com<br />
El objetivo fundamental de la investigación que presentamos es describir la<br />
experiencia corporal motora y sensorial que se relaciona con la conceptualitzación<br />
lingüística de las emociones. A partir de un corpus elaborado a partir del Diccionari de<br />
locucions (1995) y el Diccionari de frases fetes (1996), de Joana Raspall y Joan Martí,<br />
pretendíamos, más específicamente:<br />
1. Constatar que algunas partes del cuerpo son más prominentes que otras<br />
2. Averiguar qué tipo de emociones se vincula con cada parte del cuerpo<br />
3. Exponer los mecanismos cognitivos de un lenguaje emocional<br />
Los pilares teóricos del trabajo son la fraseología de tradición rusa de<br />
concepción restringida y la semántica cognitiva. En este último sentido, cuestionamos<br />
algunos supuestos de la teoría conceptual de Lakoff, Johnson y Turner:<br />
1. El concepto metafórico que describe una expresión metafórica puede variar<br />
según el contenido preposicional: por ejemplo, las metáforas orientacionales<br />
«bueno es mucho» (amb la boca oberta) y «malo es poco» (deixar sense una gota de<br />
sang a les venes) pueden ser también ontológicas si se presentan como «cantidad<br />
es calidad»; además, son ejemplos de propiedades ontológicas (la grandeza<br />
como importancia).<br />
2. Con frecuencia, un esquema de imagen implica la activación simultánea de<br />
otros esquemas de imagen.<br />
Resumidamente, vimos que:<br />
1. Las experiencias que proporcionan emociones buenas se aceptan dentro del<br />
recipiente (ser la boca mesura); por el contrario, si son malas, lo bueno está fuera<br />
(no passar del coll). La cantidad sigue el mismo criterio: obrir un pam de boca pero<br />
no posar-se cap pedra al fetge.<br />
230
2. El desbordamiento no es como la botella medio llena: las sustancias que<br />
contiene son nocivas (negar-se els ulls).<br />
3. El esquema de «objeto» focaliza la parte del cuerpo; poseerlo quiere decir<br />
poseer una propiedad que se le asocia: por ejemplo, la resistencia en tenir fetge.<br />
La fusión focaliza sobre todo la atención (ser tot ulls).<br />
4. El esquema de imagen de «reiteración» es siempre negativo: expresa<br />
situaciones conflictivas (fer girar el cervell).<br />
Apuntamos algunas ideas generales que encontramos en algunas partes del<br />
cuerpo humano (el número indica la cantidad de fraseologismos encontrados):<br />
1. La cabeza (25): predomina la idea de recipiente, concretada con frecuencia en la<br />
imagen de la olla. Con ella se relacionan numerosas expresiones sobre el enfado<br />
(escalfar-se el cap).<br />
2. La boca (11): es una entrada al recipiente del cuerpo, juntamente con las orejas y<br />
los ojos. Expresa gusto, placer (amb la boca oberta).<br />
3. La espalda (7): manifiesta desinterés y resistencia (tirar-s’ho a l’esquena).<br />
4. Los pies (5): significan equilibrio (no tocar de peus a terra).<br />
5. Las entrañas (1): se relacionan con la sensibilidad, como el corazón (sense<br />
entranyes).<br />
Como conclusión final, aventuramos que es necesario afinar las teorías de la<br />
semántica cognitiva y ampliar los horizontes al léxico no fraseológico.<br />
Bibliografía<br />
Obras lexicográficas<br />
Bruguera, J. (1996): Diccionari etimològic. Barcelona: Diccionaris de l’Enciclopèdia.<br />
Coromines (1991): Diccionari etimològic i complementari de la llengua catalana. Barcelona:<br />
Edicions Curial.<br />
Raspall, J. i Joan Martí (1995): Diccionari de locucions. Barcelona: Edicions 62.<br />
Raspall, J. i Joan Martí (1996): Diccionari de frases fetes. Barcelona: Editorial El Cangur.<br />
Materiales teóricos<br />
Chamizo, P. (2005): La metáfora (semántica y pragmática). Versión autorizada del autor<br />
para el Proyecto Ensayo Hispánico y a càrgo de José Luis Gómez. Consultable en<br />
http://www.ensayistas.org/critica/retorica/chamizo/index.htm.<br />
Corpas, G. (2001): «Corrientes actuales de la investigación fraseológica en Europa». En<br />
Euskera XLVI (p. 21-49).<br />
Font, M. (2009): Els idiomatismes i els enunciats col·lectius de la conversa. Observacions<br />
cognitives, pragmàtiques i culturals. Trabajo de investigación de 3r curso de la carrera de<br />
Filologia Catalana.<br />
Kövecses, Z. (2000): Metaphor and Emotion: Language, Culture and Body in Human Feeling.<br />
Cambridge: Cambridge University Press. Nos servimos de una reseña consultable a<br />
http://www.metaphorik.de/07/rezensionkoevecses.pdf.<br />
Lakoff, G y M. Johnson (2007): Metáforas de la vida cotidiana. Madrid: Editorial Cátedra.<br />
Traducción de Carmen González. (El original es de 1980).<br />
Moreno, M. (2005): La metáfora conceptual y el lenguaje periodístico: configuración,<br />
interacciones y niveles de descripción. Logroño: Universidad de La Rioja. Tesis doctoral<br />
dirigida por F. Ruiz de Mendoza.<br />
Nubiola, J. (2000): «El valor cognitivo de las metáforas». En Verdad, bien y belleza.<br />
Cuando los filósofos hablan de los valores (p. 73-84). Pamplona: Cuadernos de Anuario<br />
231
Filosófico nº. 103. Consultable en<br />
http://www.unav.es/users/ValorCognitivoMetaforas.html.<br />
Olza, O. (2009): Aspectos de la semántica de las unidades fraseológicas. La fraseología somática<br />
metalingüística del español. Pamplona: Universidad de Navarra. Tesis doctoral dirigida<br />
por Manuel Casado y Ramón González.<br />
Serra, M. (2005): El camp conceptual de la metàfora. Llenguatge i pensament: la metàfora com<br />
a procés cognitiu en anglès i català. El cas de les metàfores orientacionals. Barcelona:<br />
Universitat Oberta de Catalunya. Trabajo de fin de carrera para la licenciatura en<br />
Filología Catalana.<br />
Rivano, E, (2002): «Metáfora, lenguaje, pensamiento». Universidad de Concepción.<br />
Ponencia presentada en la Universidad Central. Consultable en<br />
http://emiliorivano.semantica.cl/.<br />
Materiales sobre las emociones<br />
Chóliz, M. (2005): Psicología de la emoción: el proceso emocional. València: Universitat de<br />
València. Consultable en http://www.uv.es/choliz/Proceso%20emocional.pdf.<br />
Limonero, J. (2003): Motivació i emoció. Barcelona: Universitat Oberta de Catalunya.<br />
Medina, C. (2007): «Inteligencia emocional». En<br />
http://www.monografias.com/trabajos15/inteligenciaemocional/inteligenciaemocional.shtml.<br />
232<br />
The acquisition of grammatical aspect: semantics or pragmatics?<br />
García del Real Marco, Isabel<br />
Universidad del País Vasco - isabel.garciadelreal@ehu.es<br />
Perfective (PF) and imperfective (IPF) aspect morphemes with telic predicates<br />
differ in that PF entails completion while IPF (Dowty, 1979; Kazanina & Phillips, 2007)<br />
does not and therefore IPF can refer to complete or ongoing events (Dowty, 1979).<br />
However, the use of IPF form, by pragmatic enrichment, sometimes implicates that the<br />
event is not complete (Olsen, 1997; Smith, 1991).<br />
Some studies on children’s comprehension of grammatical aspect show that<br />
children’s performance is adult-like at age 3 (Kazanina & Phillips, 2007; Vinnitskaya &<br />
Wexler, 2001). However, other studies show that the comprehension of IPF is not<br />
adult-like before age 5. Results seem to vary with methodology –the expliciteness of<br />
the RefT and the kind of task– (van Hout, 2005, 2007,2008).<br />
In order to test the influence of the methodology 5 year-olds’ aspectual<br />
reasoning with two different comprehension tasks. One group (n=23) was tested with a<br />
picture-selection task in which participants had to relate PF and IPF to complete,<br />
incomplete or ongoing events (cf. van Hout, 2008). Another group (n=20) was tested<br />
with a yes-no question task in which PF and IPF sentences had to be judged as<br />
appropriate descriptions of complete and incomplete events (cf. van Hout, Gagarina, &<br />
Dressler, 2010). In both tasks, adults and children related PF only to complete events;<br />
however, results for the IPF were different among tasks and among age groups.<br />
Children always related IPF to complete and incomplete events, while adults related<br />
IPF to complete and incomplete events in the second task, but only to ongoing events<br />
in the first task. These differences among tasks and among groups will be explained by<br />
claiming that the two tasks involve different cognitive demandings: the first task<br />
involves pragmatic reasoning while the first task involves semantic reasoning.
Children non adul-like results on the first task will be related to deficits in pragmatic<br />
reasoning.<br />
References<br />
Dowty, D. R. (1979). Word meaning and montague grammar: The semantics of verbs and<br />
times in generative semantics and in montague's PTQ. Dordrecht; Boston: D. Reidel Pub.<br />
Co.<br />
Kazanina, N., & Phillips, C. (2007). A developmental perspective on the imperfective<br />
paradox. Cognition, 105, 65-102.<br />
Olsen, M. B. (1997). A semantic and pragmatic model of lexical and grammatical aspect. New<br />
York; London: Garland Publishing.<br />
Smith, C. S. (1991). The parameter of aspect. Dordrecht; Boston: Kluwer Academic<br />
Publishers.<br />
Van Hout, A. (2005). Imperfect imperfectives: On the acquisition of aspect in Polish. In<br />
P. Kempchinsky, & R. Slabakova (Eds.), Aspectual inquiries (pp. 317-344). Dordrecht:<br />
Springer.<br />
_______ (2007). Optimal and non-optimal interpretations in the acquisition of dutch<br />
past tenses. Proceedings of the 2nd Conference on Generative Approaches to Language<br />
Acquisition North America (GALANA), 159-170.<br />
________ (2008). Acquiring perfectivity and telicity in dutch, italian and polish. Lingua,<br />
118(11), 1740-1765. doi: 10.1016/j.lingua.2007.08.011.<br />
Van Hout, A., Gagarina, N., & Dressler, W. (2010). Learning to understand aspect across<br />
languages.<br />
Paper presented at the 35th Boston University Conference on Language Development.<br />
Vinnitskaya, I., & Wexler, K. (2001). The role of pragmatics in the development of<br />
russian aspect.First Language, 21(62), 143-186.<br />
233<br />
Dominance takes precedence: L3 English processing by Basque-Spanish bilinguals<br />
González Alonso, Jorge<br />
Universidad del País Vasco / Euskal Herriko Unibertsitatea (UPV/EHU) -<br />
jorge.gonzalez.alonso@gmail.com<br />
Villegas, Julián julian_villegas@ehu.es<br />
Word-formation processes vary greatly among languages, although those<br />
which are typologically close tend to cluster around particular configurations which<br />
may or may not differ from those of other linguistic families. Compound words in<br />
Romance and Germanic languages have been considered by both theoretical linguists<br />
(Contreras, 1985; Snyder, 2001) and acquisitionists (Liceras & Díaz, 2000; Slabakova,<br />
2002; García Mayo, 2006), with the latter focusing more on the interplay between two<br />
or more systems in a multilingual setting. The case of deverbal N+N compounds (e.g.<br />
can opener) in English as compared to their [V+N]N Spanish semantic equivalents (e.g.<br />
abrelatas ‘can opener’, lit. ‘opens-cans’) is particularly interesting. What seems apparent<br />
is that Spanish and English do not lexicalise verb-noun relationships in the same way.<br />
Basque, in contrast, does seem to have direct parallels with English: Basque deverbal<br />
compounds are also right-headed N+N constructions, in which the deverbal head has<br />
been nominalised through affixation (e.g. lata irekigailu, lit. ‘can opener’). Considering<br />
these facts, are there any facilitatory effects in processing for those bilinguals whose L1<br />
is similar to the L3 (English) in the formation of deverbal compounds?
An experiment was carried out in which we controlled for both language<br />
profile and proficiency. Ninety-nine participants belonging to one of three language<br />
groups (L1–Spanish monolinguals, L1Basque–L2Spanish bilinguals and L1Spanish–<br />
L2Basque bilinguals) were assigned to one of three levels of proficiency in English<br />
(high, medium, low) based on their scores on the standardised Oxford Placement Test,<br />
and further tested in a lexical decision task, where they were asked to respond whether<br />
the items appearing on screen were actual English words. For the critical conditions, 42<br />
high-frequency English compounds and 42 pseudo-compounds (non-words) were<br />
used. The design was completed with 168 fillers: 84 non-compound words and 84 nonwords.<br />
We predicted practically equal accuracy rates for all groups at comparable<br />
levels of proficiency, since the effect is not expected to override lexical knowledge; a<br />
faster performance of the monolingual group, due to an attested higher processing cost<br />
in bilinguals (Ivanova & Costa, 2008); and shorter response latencies for the Basquedominant<br />
bilinguals as opposed to their Spanish-dominant counterparts, since the<br />
critical structure is hypothesised to be more readily available for the former group.<br />
Response latencies and accuracy rates were analysed with two independent<br />
two-way ANOVA with proficiency in English and language profile as factors. Results<br />
have largely matched our predictions: no significant effect of the participants’ linguistic<br />
profile was found on their accuracy rates (F(2) = 0.098, p = .906), a factor which was<br />
however significantly influential on their response latencies to the critical conditions<br />
(F(2) = 31.334, p < .001). That is, while all participants, irrespective of language group,<br />
performed equally well when compared to their proficiency-matched counterparts,<br />
Basque-dominant bilinguals were significantly faster at processing English deverbal<br />
compounds than their Spanish-dominant peers (p = .044). These results seem to suggest<br />
that certain processing-related factors, such as strength of activation as expected to be<br />
determined by language dominance, may modulate more general patterns of transfer<br />
in L3 learners.<br />
References<br />
Contreras, H. (1985). Spanish exocentric compounds. In: Unessel, F., Jr. Jr. (Ed.).<br />
Current Issues in Hispanic Phonology and Morphology. Bloomington, IN: Indiana<br />
University Linguistics Club, pp. 14–27.<br />
García Mayo, M. P. (2006). Synthetic compounding in the English interlanguage of<br />
Basque-Spanish bilinguals. International Journal of Multilingualism, 3 (4): 231–257.<br />
Ivanova, I. & Costa, A. (2008). Does bilingualism hamper lexical access in speech<br />
production? Acta Psychologica, 127, 277–288.<br />
Liceras, J. M. & Díaz, L. (2000). Triggers in L2 acquisition: The case of Spanish N-N<br />
compounds. Studia Linguistica, 54 (2): 197–211.<br />
Slabakova, R. (2002). The compounding parameter in second language acquisition.<br />
Studies in Second Language Acquisition, 24 (4): 507–540.<br />
Snyder, W. (2001). On the nature of syntactic variation: Evidence from complex<br />
predicates and complex word-formation.<br />
Comparación de cuatro métodos de puntuar el deletreo de niños principiantes: caso de<br />
una ortografía transparente<br />
Goikoetxea, Edurne egoiko@fice.deusto.es<br />
Gaintza Jauregi, Zuriñe<br />
Universidad del País Vasco/Euskal Herriko Unibertsitatea - zuri.gaintza@ehu.es<br />
234
Los autores investigan cuatro métodos para puntuar la escritura de niños<br />
principiantes en la lectoescritura: el método de la palabra entera correcta, el método de<br />
las secuencias de letras correctas, el método de los sonidos y el método de la<br />
codificación fonológica (Ritchely, Coker, McCraw, & Coker, 2010; Tangel & Blachman,<br />
1992, 1995) . La muestra empleada es 100 niños de aulas de infantil (3 a 5 años) y de 1º<br />
de primaria. Se tomaron también medidas de conocimiento de letras, conocimiento<br />
fonológico y lectura de palabras frecuentes con el fin de estimar la relación con los<br />
métodos de puntuación de la escritura. Se examinan las correlaciones entre los cuatro<br />
métodos de puntuación del deletreo y su correlación con el resto de medidas de lectura<br />
y escritura. Los resultados sugieren que todos los métodos de puntuación están<br />
altamente correlacionados entre sí, como en el estudio de Ritchely et al. (2010) en inglés<br />
y que el método de los sonidos y el de la codificación fonológica son los más útiles para<br />
estimar el grado de desarrollo de la escritura desde el inicio de infantil. La medida de<br />
conocimiento fonológico correlacionó fuertemente con la escritura como se ha<br />
mostrado en estudio previos también en español (Casillas & Goikoetxea, 2007). Estos<br />
resultados son útiles para construir un instrumento de medida del desarrollo de la<br />
escritura en niños principiantes que oriente la enseñanza de la lectorescritura.<br />
Referencias<br />
Casillas, A. & Goikoetxea, E. (2007). Sílaba, principio-rima y fonema como predictores<br />
de la lectura y la escritura tempranas. Infancia y Aprendizaje, 30, 445-459.<br />
Ritchely, K. D., Coker, D. L. Jr., McCraw, S. B., & Coker, R. K. D. (2010). A comparison<br />
of metrics for scoring beginning spelling. Assessment for Effective Intervention, 35 (2), 78-<br />
88.<br />
Tangel, D. M., & Blachman, B. A. (1992). Effect of phoneme awareness instruction on<br />
kindergarten children’s invented spelling. Journal of Reading Behavior, 24, 233–261.<br />
Tangel, D. M., & Blachman, B. A. (1995). Effect of phoneme awareness instruction on<br />
the invented spelling of first-grade children: A one-year follow-up. Journal of Reading<br />
Behavior, 27, 153–185.<br />
Optimización perceptiva en secuencias armónicas: el caso de la armonía vocálica del<br />
valenciano<br />
Herrero Aràmbul, Ricard<br />
Universidad Católica de Valencia - ricard.herrero@ucv.es<br />
En el modelo prototípico de la armonía vocálica del valenciano las vocales<br />
medias abiertas de la sílaba tónica /ǫ́/ y /Ǥ́/ proyectan sus rasgos de punto de<br />
articulación ([Palatal] y [Labial], respectivamente) a la vocal baja postónica final, de<br />
manera, por lo tanto, progresiva (c.f. tela /tǫ́la/ [tǫ́lǫ], cosa /kǤ́za/ [kǤ́zǤ]; Jiménez 2001).<br />
Aunque tradicionalmente este fenómeno del valenciano se ha asociado principalmente<br />
con la facilidad y la economía articulatoria, algunos autores han propuesto el segundo<br />
de los grandes beneficios estructurales relacionados con la armonía, la optimización<br />
perceptiva (Walker 2005), como un efecto secundario del proceso específico del<br />
valenciano (Jiménez y Lloret 2007; Lloret 2007). Así, desde un punto de vista métrico,<br />
los rasgos de un elemento en este caso ya prominente –los rasgos de la sílaba tónica– se<br />
extenderían hasta el componente prosódico jerárquicamente superior, el pie métrico, lo<br />
que incrementaría su valor perceptivo.<br />
235
En el presente estudio nos proponemos validar experimentalmente, mediante<br />
una prueba de categorización fonológica, la existencia de beneficios perceptivos<br />
asociados a secuencias vocálicas homogéneas y contiguas. En concreto, analizaremos, a<br />
partir de un conjunto de logotomas controlados acústicamente, si existen indicios de<br />
optimización perceptiva en el reconocimiento de la vocal tónica (V1) cuando el timbre<br />
vocálico de esta reaparece en el elemento débil del pie métrico, V2# (átona), tomando<br />
como referencia el análisis del tiempo de reacción utilizado en el juicio de<br />
categorización fonológica (Nguyen, Fagyal y Cole 2004). Para asegurarnos que la toma<br />
y el análisis de resultados sean correctos, los estímulos se presentan mediante una<br />
aplicación informática generada con un software diseñado para este tipo de<br />
experimentos (Perceval, del Laboratoire Parole et Langage, de Aix-en-Provence, André<br />
et al. 2003). Para comprobar los efectos de la variable, los valores resultantes se<br />
someterán a un análisis estadístico.<br />
Los datos obtenidos nos permitirán delimitar si existen beneficios relacionados<br />
con la percepción en la armonía vocálica del valenciano, y si este factor puede actuar<br />
como complemento de la influencia que, según la fonología experimental o<br />
fundamentada, se atribuye a los procesos de coarticulación V-a-V en la aparición de<br />
fenómenos de armonía vocálica.<br />
Referencias bibliográficas<br />
André C. et al. 2003. “PERCEVAL: a Computer-Driven System for Experimentation on<br />
Auditory and Visual Perception”. Proceedings of XVth ICPhS. Barcelona, España, p.<br />
1421-1424.<br />
Jiménez, J. 2001. “L’harmonia vocàlica en valencià”. Bover i Font, A.; Lloret, M.R.;<br />
Vidal-Tibitts, M. (ed.). Actes del Novè Col·loqui d’Estudis Catalans a Nord-Amèrica.<br />
(Selected Proceedings.) Barcelona, 1998. Barcelona: Publicacions de l’Abadia de<br />
Montserrat, p. 217-244.<br />
Jiménez, J. y M.R. Lloret. 2007. “Entre la articulación y la percepción: Armonías<br />
vocálicas en la península Ibérica”. Ms. Trabajo presentado en el XXV Congrès<br />
International de Linguistique et Philologie Romanes, Innsbruck, Austria. [Disponible en<br />
http://www.uv.es/foncat/].<br />
Lloret, M.R. 2007. “On the nature of vowel harmony: spreading with a purpose”.<br />
Ponencia invitada en el 33 Incontro di Grammatica Generativa. Bologna, Italia.<br />
[Disponible en http://www.uv.es/foncat/].<br />
Nguyen, N., Fagyal, Z. y J. Cole. 2004. “Perceptual relevance of long-domain phonetic<br />
dependencies”. Proceedings of the IVth Linguistic Studies Workshop, Nantes, Francia, p.<br />
173-178 [Disponible en http://www.lettres.univ-nantes.fr/].<br />
Walker, R. 2005. “Weak Triggers in Vowel Harmony”. Natural Language and Linguistic<br />
Theory. Vol. 23, p. 917-989. [Disponible en http://roa.rutgers.edu/].<br />
236<br />
Diagnóstico diferencial tea – tel: predictores de evolución positiva<br />
Senent Capuz, Nuria<br />
Universidad Católica de Valencia - nuria.senent@ucv.es<br />
Introducción<br />
Son diversas las publicaciones y revisiones teóricas que abordan el tema de las<br />
similitudes entre el Trastorno Específico del Lenguaje (TEL) y el Autismo (TEA), así<br />
como, los criterios que marcan el diagnóstico diferencial entre ambos (Mendoza, 2005;
Bishop, 2007). Los puntos de solapamiento entre ambos trastornos van más allá de una<br />
coincidencia sintomatológica y algunos trabajos sugieren que la alteración del lenguaje<br />
en el autismo está conductual, neurobiológica y etiológicamente relacionada con el TEL<br />
(Folstein & Mankoski, 2000; Bishop, 2003).<br />
Objetivos<br />
La finalidad de este trabajo es presentar la descripción de cuatro casos clínicos<br />
que fueron diagnosticados de forma temprana con Trastorno del espectro autista<br />
(TEA), pero su evolución y competencia en el área social y lingüística, los sitúa en la<br />
actualidad dentro del cuadro clínico del TEL. Pretendemos exponer una comparación<br />
entre la sintomatología observada y una valoración sobre las habilidades<br />
prelingüísticas que pueden resultar predictores pre-tratamiento y por tanto, mejorar<br />
los resultados de la intervención (Siller y Sigman, 2008)<br />
Detallaremos un perfil completo de cada uno de los niños, tomando como<br />
referencia los ítems de las pruebas específicas para el diagnostico del autismo y<br />
centrándonos en la descripción de una serie de características positivas y negativas<br />
(entendemos como características positivas aquellas que hacen referencia a ítems cuyo<br />
cumplimiento o ausencia acercaría al niño a los patrones marcados dentro de un<br />
desarrollo normal y como sintomatología negativa aquellos ítems que hacen referencia<br />
a ítems cuyo cumplimiento se entiende como una característica negativa en el<br />
desarrollo del niño, acercándolo a la sintomatología del TEA )<br />
Participantes<br />
Los sujetos utilizados en el estudio provienen de una muestra clínica: niños con<br />
un diagnóstico inicial de TGD-no especificado (realizado antes de los 48 meses de<br />
edad, y cuya sintomatología apareció antes de los 36 meses de edad). El diagnóstico se<br />
fundamentó en la observación conductual en diferentes contextos, la aplicación de<br />
instrumentos estandarizados y el cumplimento de los criterios marcados por el DSM-<br />
IV-TR.<br />
Metodología<br />
Se realizó un análisis cualitativo del perfil cognitivo, lingüístico, comunicativo y<br />
social de estos niños al inicio de la intervención, para identificar rasgos comunes que<br />
pudieran aportar información sobre evolución y pronóstico.<br />
Resultados<br />
La presencia de imitación, atención conjunta y juego simbólico fueron los<br />
factores positivos que marcaron una evolución favorable en estos niños. De una forma<br />
complementaria también habría que tener en cuenta que la ausencia de algunas de las<br />
características que interfieren de forma relevante en el desarrollo y la capacidad de<br />
aprendizaje, como son la inexistencia de desmayos, ausencias y convulsiones, la<br />
ausencia de autolesiones e intereses sensoriales inusuales han favorecido los resultados<br />
de intervención con estos pacientes.<br />
Bibliografía<br />
Ben Itzchak, E, Zachor, D.A (2009). Change in austim classification with early<br />
intervention: Predictors and outcomes. Reseach in Autism Spectrum Disorders. 3(4), 967 –<br />
976.<br />
Hilde M, G and Embrechts, M. (2008). Language Profiles in ASD, SLI, and ADHD. J<br />
Autism Dev Disord, 38,1931 – 1943.<br />
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Landa RJ, Holman KC, Garret – Mallet, E. (2007) Social and communication<br />
development with early and later diagnosis of austim spectrum disorders. Arch Gen<br />
Psychiatry. 853 – 64.<br />
Loucas, T and Charman, T. (2008). Autistic symptomatology and language ability in<br />
autismo spectrum disorder and specific language impairment. Journal of child Psicology<br />
and psiquiatry, 49, 1184 – 1192.<br />
Kelley, E, Naigles, L. (2010). An in- depth examination of optimal outcome children<br />
with a history of autism spectrum disorders. Reseach in Autism Spectrum Disorders. 4,<br />
526 – 538.<br />
Martos, J, Ayuda, P (2004). Desarrollo temprano: algunos datos procedentes del<br />
autismo y los trastornos del lenguaje. Revista neurología, vol .38 , 39 -46.<br />
Mendoza, E, Muñoz.J. (2005). Del trastorno específico del lenguaje al autismo. Revista<br />
de neurología. 41, 91 – 98.<br />
SillerM, Sigman M. (2008) Modeling longitudinal change in the language abilities of<br />
children with autism: parent behaviour and child characteristics as predictors of<br />
change. Dev Psychol, Nov 44(6). 1961 – 704.<br />
Toth,K and Munson, J. (2006).Early predictors of communication development in<br />
young children with autism spectrum. J Autism Dev. Disorder, 36, 993 – 1005.<br />
Watt, N, Wetherby,A &Shumway,S (2006). Prelinguistic predictors of language<br />
outcome at three years of age. Journal of Speech, Language& Hearing Research, 49,1224 –<br />
1237.<br />
238<br />
Disponibilidad léxica y lexicón mental<br />
Šifrar Kalan, Marjana<br />
Universidad de Liubliana - marjana.sifrar@ff.uni-lj.si<br />
La utilidad de los estudios de disponibilidad léxica en las últimas décadas se ha<br />
visto ampliada a un ámbito multidisciplinar. Los trabajos de disponibilidad léxica<br />
constituyen un apoyo importante para la psicolingüística, pues plasman de modo claro<br />
las relaciones que los hablantes establecen entre las unidades léxicas. A partir del léxico<br />
disponible obtenido por 100 alumnos y 100 estudiantes universitarios eslovenos de<br />
ELE se presentarán los índices de cohesión de diferentes centros de interés que<br />
describen si el centro de interés es compacto o difuso al medir el grado de coincidencia<br />
en las asociaciones para el mismo estímulo. Otro vínculo que puede plantearse entre la<br />
disponibilidad y la psicolingüística es la estructura del lexicón mental. En línea con las<br />
teorías asociacionistas (Aitchison 1987; McCarthy 1990; Kleiber 1995; Singleton 1999) se<br />
analizan las respuestas de los hablantes eslovenos de ELE según los centros de interés<br />
y según las siguientes dos clasificaciones: 1) las asociaciones fonéticas, gráficas,<br />
semántico-enciclopédicas y personales y 2) coordinación, colocación, hiponimia,<br />
sinonimia, antonimia. Las conclusiones de este análisis presentan que entre los<br />
encuestados hablantes eslovenos de ELE hay más asociaciones basadas en el<br />
significado (asociaciones semántico-enciclopédicas) que en la forma (asociaciones<br />
fonético-gráficas). Dentro de la cadena asociativa para un estímulo prevalecen las<br />
asociaciones coordinadas, seguidas por sinónimos, hiperónimos, antónimos y al final<br />
las colocaciones. Así se confirman las conclusiones de Aitchison (1994) de que dentro<br />
de campos semánticos las relaciones más fuertes son entre las palabras de coordinación<br />
(i.e. cine – teatro, tren – autobús). Se confirma también que los hablantes de ELE con
menos nivel de español han producido más asociaciones sintagmáticas y los hablantes<br />
con más nivel han producido más asociaciones paradigmáticas.<br />
A pesar de gran carencia de nociones abstractas que nos permitan entender<br />
mejor el funcionamiento del lexicón mental, el presente trabajo llega a conclusiones que<br />
pueden ser de notable ayuda para entender las redes semánticas de una lengua<br />
extranjera.<br />
SOCIOLINGÜÍSTICA<br />
239<br />
Factores que explican el uso del catalán en Internet<br />
Casesnoves, Raquel raquel.casesnoves@upf.edu<br />
Es lógico pensar que, tras la irrupción de las nuevas tecnologías de la<br />
comunicación (TIC), la lista de factores que tradicionalmente han venido<br />
considerándose para valorar la fuerza global de la vitalidad de los grupos<br />
etnolingüísticos (Giles, Bourhis y Taylor 1977; Giles y Viladot, 1994; Ros, Huici y Cano,<br />
1994; Viladot, 1989, 1991, 1992 y 1993) debe ser ampliada. La advertencia de que las<br />
lenguas en peligro de extinción progresarían sólo si sus hablantes podían acceder al<br />
uso de la tecnología electrónica (Crystal, 2000) estimuló, probablemente, su aplicación<br />
a las lenguas en proceso de revitalización (Eisenlohr, 2004; Cunliffe and Herring, 2005;<br />
Bittinger, 2006; Streiter, Scanell and Stuflesser, 2006; Djordjevic 2007; Galla, 2009). Así,<br />
en tan sólo unos años hemos pasado de temer por la desaparición de la diversidad<br />
lingüística (Crystal, 2004) a celebrar la gran oportunidad y recursos que ofrece Internet<br />
a todas las lenguas.<br />
A pesar de que el catalán, junto con el vasco y el gallego, se han incluido entre<br />
las lenguas con alto riesgo de extinción digital (Asunción et al., 2012), los últimos datos<br />
disponibles de su presencia en Internet (Plataforma per la llengua, 2012) muestran que<br />
goza de una 'salud' envidiable, con un dominio propio (.cat) y la versión catalana de las<br />
10 webs más visitadas del mundo. El consumo de la red en catalán sigue siendo, sin<br />
embargo, mucho menor que el del castellano, y esto, tanto en Cataluña como en las<br />
Islas Baleares y, sobre todo, en la Comunidad Valenciana (Fundacc, 2009, 2011 y 2012).<br />
Más allá del componente geográfico y de las diferencias territoriales, lo cierto es que<br />
poco o nada sabemos acerca de los factores que motivan la elección de lengua en<br />
Internet.<br />
Considerando la red, junto con la telefonía móvil, un contexto de comunicación<br />
prioritario entre los jóvenes, llamados 'nativos digitales' (García et al., 2011), en esta<br />
comunicación pretendemos dar respuesta a la cuestión que plantea el consumo del<br />
catalán en las TIC y, concretamente, a los componentes que incitan a su elección y uso.<br />
El método de encuesta consistió en un cuestionario sociolingüístico disponible<br />
en Internet que completaron, en el aula o desde casa, unos 600 jóvenes universitarios<br />
de Cataluña, las Islas Baleares y la Comunidad Valenciana. Los resultados de las<br />
preguntas relacionadas con los usos lingüísticos en las TIC indican que la presencia del<br />
catalán es minoritaria en el teléfono móvil de los estudiantes, pero un poco más<br />
frecuente en el Facebook, independientemente del territorio donde residan. Es lógico<br />
suponer que, de entre los factores que condicionan el uso del catalán en otros ámbitos,<br />
como la lengua materna o la identidad, las redes sociales off-line o analógicas
(Burgueño, 2009) explicarán en gran medida la presencia del catalán en las redes<br />
sociales on-line o virtuales.<br />
Referencias<br />
Asunción, M. et al. (2012). La llengua catalana a l'era digital. Berlin: Springer.<br />
Bittinger, M. (2006). “Software helps revitalize use of Mohawk language” Multilingual,<br />
Vol. 17, núm. 6, p. 1-3.<br />
Burgueño, P. (2009). “Clasificación de redes sociales” En: Blog de Derecho,<br />
http://www.pabloburgeno.com<br />
Crystal, D. (2000). Language Death. Cambridge: Cambridge University Press.<br />
______ (2004). The Language Revolution. Cambridge: Polity Press.<br />
Cunliffe, D. and R. Herring (2005). “Promoting minority language use in a bilingual<br />
online community” New Review in Hypermedia and Multimedia. Vol. 11, núm. 2, p. 157-<br />
179. Taylor and Francis Ltd.<br />
Djordjevic, K. (2007). “Une utopie pluraliste en ligne: l’occitan sur internet” Studies<br />
about languages. núm. 10, p. 53-59.<br />
Eisenlohr, P. (2004). “Language revitalization and new technologies: Cultures of<br />
electronic mediation and the refiguring” Annual Review of Anthropology, núm. 33, p. 21-<br />
45.<br />
Fundacc (Fundació Audiències de la Comunicació i la Cultura) (2009) Baròmetre de la<br />
comunicació i la cultura. Resum 1ª onada 2009, País Valencià. Disponible en:<br />
<br />
______ Baròmetre de la comunicació i la cultura. Resum 1ª onada 2011, Illes Balears.<br />
Disponible en: <br />
______ Baròmetre de la comunicació i la cultura. Resum 1ª onada 2012, Catalunya.<br />
Disponible en: <br />
Galla, C. (2009). “Indigenous Language Revitalization and Technology From<br />
Traditional to Contemporary Domains”. En: J. Reyhner and L. Lockard (eds.)<br />
Indigenous Language Revitalization: Encouragement, Guidance & Lessons Learned. Flagstaff:<br />
Northern Arizona University, p. 167-182.<br />
García, F. et al. (2011). “Addenda: otras aportaciones relacionadas con documentación<br />
informativa multimedia." Cuadernos de Documentación Multimedia, vol.22, p. 110-27.<br />
Giles, H., R. Bourhis and D.M. Taylor (1977). “Towards a theory of language in ethnic<br />
group relations” En: H. Giles (ed.) Language Ethnicity and Intergroup Relations. London:<br />
Academic Press, p. 307-348.<br />
Giles, H. and M.A. Viladot (1994). “Ethnolinguistic differentiation in Catalonia”<br />
Multilingua. Núm. 13 (3), p. 301-312.<br />
Plataforma per la llengua (2012). InformeCAT. 50 dades sobre la llengua catalana.<br />
Disponible en: <br />
Ros, M., C. Huici and J.I. Cano (1994). “Ethnolinguistic vitality and social identity: their<br />
impact on ingroup bias and social attribution” International Journal of the Sociology of<br />
Language. Núm. 108, p. 145-166.<br />
Streiter, O., K.P. Scanell and M. Stuflesser (2006). “Implementing NLP projects for<br />
noncentral languages: instructions for funding bodies, strategies for developers”<br />
Machine Translation, núm. 20, p. 267-289.<br />
Viladot, M.A. (1989). “Anàlisi de la vitalitat subjectiva del català d’una mostrade joves<br />
catalans” Revista de Catalunya. Núm. 27, p. 56-71.<br />
240
______ (1991). “Identitat ètnica i pluralisme cultural i lingüístic” Revista de Catalunya.<br />
Núm. 47, p. 26-40.<br />
______ (1992). “Percepció de la Vitalitat Etnolingüística i Identitat Social” Treballs de<br />
Sociolingüística Catalana. Núm. 10, p. 125-129.<br />
______ (1993). Identitat i vitalitat lingüística dels catalans. Barcelona: Columna.<br />
241<br />
Diversidad lingüística y armonía social en la República Popular China<br />
Ciruela Alférez, Juan José<br />
Universidad de Granada - laopako@gmail.com<br />
En la República Popular China se han catalogado 129 lenguas pertenecientes a<br />
distintas familias. De ellas 117 están en situación de extinción o se acercan<br />
peligrosamente a ese estado, sin que aparentemente se estén tomando medidas<br />
efectivas para su protección. Datos recientes muestran que alrededor de 21 de esas<br />
lenguas ya se consideran extinguidas y ocho de ellas han perdido toda capacidad de<br />
comunicación efectiva. Hay lenguas en China que cuentan con menos de mil hablantes<br />
en la actualidad y en casos extremos como el de la lengua mulao quedan dos hablantes<br />
octogenarios que difícilmente podrán preservarla de su segura extinción. Si a esto<br />
unimos la gran variedad de sistemas de escritura existentes en China, hasta 30<br />
escrituras diferentes, podemos hacernos una idea de la enorme complejidad lingüística<br />
de este gran país.<br />
Por otro lado, el gobierno chino concede gran importancia a las medidas<br />
políticas encaminadas a conseguir la llamada "armonía social" (社会和谐),<br />
absolutamente necesaria para el desarrollo económico futuro del país. Entre estas<br />
medidas deberían tenerse en cuenta aquellas que tratan de resolver el problema de la<br />
protección de algunas lenguas y el de la planificación lingüística, incluyendo la<br />
normalización lingüística y la implantación definitiva de la lengua estándar<br />
(putonghua) entre las minorías étnicas.<br />
Es habitual hablar de la lengua china en distintos foros, dado el enorme auge<br />
que su aprendizaje está teniendo en el mundo occidental. Pero es menos frecuente<br />
hablar de "las lenguas chinas" y del problema de la planificación lingüística en China,<br />
por lo que analizaremos en este trabajo la situación actual de esta cuestión y las<br />
perspectivas de futuro.<br />
El eufemismo y el disfemismo a través de los anglicismos en el lenguaje sexual<br />
Crespo Fernández, Eliecer eliecer.crespo@uclm.es<br />
Luj Garc, Carmen Isabel clujan@dfm.ulpgc.es<br />
La influencia del inglés en la lengua española ha dado lugar a un número<br />
considerable de anglicismos para la designación de conceptos del ámbito del erotismo<br />
y la sexualidad. Dichas voces anglicadas permiten abordar determinados conceptos<br />
sujetos a interdicción con distintos fines comunicativos. Por una parte, dado que<br />
muchas de las voces propias del vocabulario sexual resultan malsonantes o<br />
desprestigiadas en el español europeo, se recurre al uso del anglicismo con valor<br />
eufemístico, que aporta un valor meliorativo en la sustitución de aquellas voces<br />
cargadas negativamente por otras desprovistas de esos matices ofensivos que puedan
presentar los términos patrimoniales. Sin embargo, otras voces foráneas de origen<br />
inglés buscan deliberadamente explotar el estigma del tabú con un ánimo ofensivo.<br />
Comoquiera que el campo de la sexualidad y el erotismo no ha sido aún objeto de<br />
estudios que profundicen en los valores axiológicos que se atribuyen al uso de<br />
anglicismos, hemos considerado oportuno presentar una investigación que arroje luz<br />
en torno a este tema.<br />
Es, por tanto, el propósito de este trabajo examinar los valores axiológicos que<br />
el anglicismo presenta en el vocabulario sexual en el español europeo. Para tal fin, se<br />
analizan los valores eufemísticos y disfemísticos del anglicismo de naturaleza sexual en<br />
un corpus léxico de anglicismos crudos extraídos de dos grandes obras lexicográficas<br />
dentro de este campo: el Diccionario gay-lésbico (2008) y del Diccionario del sexo y el<br />
erotismo (2011), ambas de Félix Rodríguez González.<br />
El análisis se ha realizado no sólo teniendo en cuenta los valores axiológicos de<br />
atenuación o de ofensa de las voces anglicadas utilizadas en la esfera sexual y las<br />
motivaciones que impulsan al hablante a recurrir al anglicismo, sino además haciendo<br />
una distinción entre los diferentes campos semánticos observados en el corpus de<br />
estudio: eventos y espectáculos, estereotipos sexuales, genitales, homosexualidad<br />
masculina, homosexualidad femenina, pornografía, prácticas y relaciones sexuales,<br />
prostitución, sadomasoquismo, travestismo y, por último, vestimenta y objetos. Se<br />
aportan también datos cuantitativos que consideramos significativos del empleo de<br />
lexías anglicadas dentro de cada categoría temática.<br />
Los resultados revelan que el uso de anglicismos en su forma cruda está muy<br />
presente en vocabulario sexual del español europeo. Dicha presencia se advierte sobre<br />
todo en las voces anglicadas con valor eufemístico, aunque los anglicismos a los que se<br />
atribuye un valor disfemístico o peyorativo son también parte destacada en el corpus<br />
consultado. Asimismo, cabe destacar que algunos de los campos analizados, en<br />
concreto los de la homosexualidad masculina, la prostitución y las prácticas sexuales,<br />
constituyen un verdadero campo de cultivo para la aparición del anglicismo.<br />
Referencias<br />
Allan, Keith y Kate Burridge. 2006. Forbidden Words. Taboo and the Censoring of Language.<br />
Cambridge: Cambridge University Press.<br />
Ayto, John. 2007. Wobbly Bits and other Euphemisms. Londres: A&C Black.<br />
Balteiro, Isabel. 2011. “A reassessment of traditional lexicographical tools in the light of<br />
new corpora: sports anglicisms in Spanish”. International Journal of English Studies 11.2:<br />
23-52.<br />
Berns, M., K. de Bot y Uwe Hasebrink, eds. 2010. In the Presence of English. Media and<br />
European Youth. New York: Springer.<br />
Bolaños-Medina, Alicia y Carmen Luján-García. 2010. “Análisis de los anglicismos<br />
informáticos crudos del léxico disponible de los estudiantes universitarios de<br />
traducción”. Lexis 34.2: 241-274.<br />
Casas Gómez, Miguel. 1986. La interdicción lingüística. Mecanismos del eufemismo y<br />
disfemismo. Cádiz: Universidad.<br />
Chamizo Domínguez, Pedro. 2008. “Tabú y lenguaje. Las palabras vitandas y la<br />
censura lingüística”. Thémata. Revista de Filosofía 40: 31-46.<br />
Crespo-Fernández, Eliecer. 2007. El eufemismo y el disfemismo. Alicante: Universidad.<br />
Fischer, Roswitha y Hannah Pulaczewska, eds. 2008. Anglicisms in Europe. Linguistic<br />
Diversity in a Global Context. Newcastle upon Tyne: Cambridge Scholars.<br />
242
Furiasi, Cristiano, Virginia Pulcini y Félix Rodríguez González, eds. 2012. The<br />
Anglization of European Lexis. Ámsterdam y Filadelfia: John Benjamins.<br />
Gómez Capuz, Juan. 2000. Anglicismos léxicos en el español coloquial. Cádiz: Universidad.<br />
Görlach, Manfred, ed. 2002. English in Europe. Oxford: Oxford University Press.<br />
Holder, R. W. 2003. Dictionary of Euphemisms. How not to Say what you Mean. Oxford:<br />
Oxford University Press.<br />
Keyes, Ralph. 2010. Euphemania. Our Love Affair with Euphemisms. New York: Little<br />
Brown and Company.<br />
Lorenzo, Emilio. 1987. “Anglicismos en la prensa”. Primera reunión de Academias de la<br />
Lengua Española sobre el lenguaje y los medios de comunicación. Madrid: RAE. 71-79.<br />
Luján-García, Carmen. 2011. ‘‘‘English invasion’ in Spain: An analysis of toys leaflets<br />
addressed to young children”. English Today 27.1: 3-9.<br />
Medina López, Javier. 1996. El anglicismo en el español actual. Madrid: Arco.<br />
Rodríguez González, Félix. 2008a. Diccionario gay-lésbico.Madrid: Gredos.<br />
––––––––. 2008b. “Anglicisms in Spanish male homosexual terminology”. Anglicisms in<br />
Europe. Eds. Roswitha Fischer y Hannah Pulaczewska. Newcastle: Cambridge Scholars.<br />
247-273.<br />
––––––––. 2011. Diccionario del sexo y el erotismo. Madrid: Alianza.<br />
Rodríguez Medina, María J. 2002. “Los anglicismos de frecuencia sintácticos en<br />
español”. RESLA 15: 149-170.<br />
––––––––. 2003. “La presencia del inglés en España. Antecedentes y panorama actual”.<br />
Analecta Malacitana 13. http://www.anmal.uma.es/numero13/Medina.htm.<br />
The Uniformitarian Principle and Sociolinguistic Universals: The Presence of Overt and<br />
Covert Prestige Patterns in Late Middle English<br />
Hernández Campoy, Juan Manuel<br />
jmcampoy@um.es<br />
In the context of Language Variation and Change, the Uniformitarian Principle<br />
allows us to believe that the constraints affecting contemporary speech communities<br />
may be extrapolated from the present to historical stages of language development and<br />
that the sociolinguistic behaviour of, for example, late 15 th century speakers may have<br />
been determined, to some extent, by similar factors to those currently operating<br />
–attitudes to prestige, socio-demographic factors, mobility as well as by the everyday<br />
contacts of individuals– as sociolinguistic universals. In the Paston Letters, William<br />
Paston II represents the social manifestation of thedevelopment of the awareness of a<br />
well-established standard with his ‘Memorandum on French Grammar’ (Letter 82),<br />
written between 1450 and 1455. This is an exceptional document that provides us with<br />
a description of the English language of the late ME period by a user of that time too<br />
and written with non-standard traits, which highlights the cover versus overt prestige<br />
motivations in his contradictory sociolinguistic behaviour and social psychology of<br />
that late Middle English speech community and society.<br />
243
Linguistic Autobiographies, Language Attitudes and Multilingualism: Basque, Spanish<br />
and English in the Secondary Education’s Trilingual Framework<br />
Kopinska, Marta<br />
Universidad del País Vasco (UPV-EHU) - marta.kopinska@hotmail.com<br />
Manterola, Ibon ibon.manterola@ehu.es<br />
The internationalisation of Europe with the rest of the world increases the<br />
necessity for the high proficiency in foreign languages among the new generations.<br />
Following European Parliament’s policy of fostering multilingualism among the<br />
European society, in the school year 2010-2011 the Basque Autonomous Government’s<br />
Department of Education (2010) presented its plan to promote the Trilingual<br />
Framework for Education. Applying this idea in the classroom, the school’s current<br />
content classes have started to be taught through three languages (Basque, Spanish and<br />
English) in a number of educational centres. Moreover, a modification of the standard<br />
Spanish curriculum considers new linguistic social dimension aims to be achieved by<br />
Basque secondary students, concerning social multilingualism and multiculturalism,<br />
some phenomena and attitudes created by the linguistic contact of various tongues in<br />
everyday life, as well as the importance of each language in the society, and the<br />
development of positive attitudes towards them.<br />
The focus of the present study is the analysis of students’ attitudes towards the<br />
different languages and multilingualism in the Basque context, as the convergence of<br />
various languages on a daily basis could lead, as some may think, to certain dilemmas<br />
or tensions, among others, as far as the acquisition of the minority language is<br />
concerned (Lasagabaster, 2003, 2005a, 2005b, 2009). The research, though it could be<br />
considered a case study, as it has been conducted in a specific sociolinguistic context,<br />
aims also to contribute to the rapidly developing yet still under-developed area of<br />
sociolinguistic studies on language attitudes towards multilingualism.<br />
The participants of the study were 22 students of the 4 th grade of the<br />
compulsory secondary education enrolled in the experimental Trilingual Model in a<br />
public school in Vitoria-Gasteiz. Following Ribera (2010) and Ribera and Costa (2011),<br />
the present study employs the linguistic autobiographies’ methodology in order to collect<br />
qualitative data for the analysis, description and a diagnosis of what language attitudes<br />
towards Basque, Spanish and English, and in general, towards multilingualism the<br />
secondary students of the Trilingual Framework have; what they think of the<br />
acquisition of different languages and what their day-to-day experience with the<br />
trilingual programme has been.<br />
Such an insight into students’ linguistic autobiographies is believed to be crucial<br />
in order to analyse language attitudes among students who experience the Trilingual<br />
Framework in their classrooms, as well as their views on educational and social<br />
environment’s multilingual reality, which in turn can contribute to a better<br />
understanding of the attitudinal and motivational patterns of the students as far as<br />
multilingualism and the acquisition of languages is concerned (Cenoz, 2001; Gardner,<br />
1985), and thus, may be beneficial to the teachers involved in the multilingual<br />
education.<br />
The data reveal students’ general favourable attitudes towards multilingualism<br />
and the trilingual project they take part in. Although the study aims to investigate<br />
language attitudes towards the three languages present in the Basque education, it<br />
244
could also be of interest for cross-comparison research conducted in other bilingual<br />
and multilingual contexts which deal with similar situation, in Spain, as well as in<br />
other European countries.<br />
References<br />
Basque Government (2010) Presentación parlamentaria del Marco de Educación Trilingüe.<br />
Hezkuntza, Unibertsitate eta Ikerketa Saila/Departamento de Educación,<br />
Universidades e Investigación.<br />
Cenoz, J. (2001) Three languages in contact: Language attitudes in the Basque Country.<br />
In: Lasagabaster, D. and J.M. Sierra (eds.) Language Awareness in the Foreign Language<br />
Classroom. 37-60. Zarautz: Universidad del País Vasco-Euskal Herriko Unibertsitatea.<br />
Gardner, R. (1985) Social Psychology and Second Language Learning: The role of attitudes<br />
and motivation. London: Edward Arnold.<br />
Lasagabaster, D. (2003) Trilingüismo en la enseñanza. Actitudes hacia la lengua minoritaria,<br />
la mayoritaria y la extranjera.Lleida: Editorial Milenio.<br />
-. (2005a) Attitudes Towards Basque, Spanish and English: An Analysis of the Most<br />
Influential Variables. Journal of Multilingual and Multicultural Development. Vol. 26, No.<br />
4, 1-21.<br />
-. (2005b) Bearing Multilingual Parameters in Mind when Designing a Questionnaire<br />
on Attitudes: Does This Affect the Results? International Journal of Multilingualism. Vol.<br />
2, No. 1, 26-51.<br />
-. (2009) The implementation of CLIL and attitudes towards trilingualism. ITL,<br />
International Journal of Applied Linguistics 157, 23-45.<br />
Lasagabaster, D. and Sierra, J. M. (2009) Language attitudes in CLIL and traditional<br />
EFL classes. International CLIL Research Journal vol.1 (2), 4-17.<br />
Ribera, P. (2010) Les representacions d’alumnes de segon de Primària sobre les<br />
llengües de l’entorn i el seu aprenentatge a través de l’escriptura d’autobiografies<br />
lingüístiques. CiDd: II Congrés Internacional de Didàctiques, Girona, Spain.<br />
Ribera, P. and A. Costa (2011) Autobiografías lingüísticas y modelos de enseñanza de<br />
lenguas. Clerc, S. et Rispail, M. (eds): (Mé)tisser les langues à l’école. Les Cahiers de<br />
linguistique 2011-37/2. Fernelmont, Namur: Éditions modulaires européennes Cortil<br />
Wodon. 41-56.<br />
245<br />
Major issues are happening in my community!”: Raising social and linguistic<br />
awareness through service-learning for Spanish heritage learners.<br />
Lowther Pereira, Kelly Lowther Pereira<br />
University of North Carolina Greensboro - klpereir@uncg.edu<br />
This paper examines service-learning as a critical pedagogical approach in a<br />
Spanish language course for heritage speakers in the U.S. Bridging the fields of<br />
sociolinguistics and language pedagogy, this study discusses how the integration of<br />
service-learning in a university language course serves both students and the<br />
community alike, fostering community ties and benefitting local community members<br />
in need while simultaneously strengthening heritage students’ Spanish language skills.<br />
The study analyzes the development of students’ sociolinguistic awareness as well as<br />
awareness of social, political and economic issues affecting Latino communities locally,<br />
nationally and abroad. Bilingual students’ attitudes toward home and community<br />
varieties of Spanish and linguistic confidence are analyzed.
This critical service-learning initiative with the Latino community, like some<br />
others before it (see Arries, 1999; Leeman, Rabin & Román-Mendoza, 2011; Martinez,<br />
2010; Plann, 2002), aims to challenge both linguistic and cultural stereotypes and help<br />
students develop a critical orientation toward linguistic, social and political issues<br />
including but not limited to: heritage language maintenance, literacy, language<br />
variation, immigration, social mobility, access to state and federal resources and jobrelated<br />
health issues.<br />
Through the lens of discourse analysis, the current study analyzes student<br />
discourses from journals, reports and interviews to investigate student perspectives on<br />
their language use, community engagement and relationship to the sociopolitical,<br />
economic and linguistic struggles within the Latino communities they serve. On the<br />
one hand, the present study addresses important sociolinguistic issues pertaining to<br />
Spanish in the US and the rapidly growing Hispanic student population at universities<br />
across the nation. Expanding on research conducted on Spanish as a heritage language<br />
in the US (see Carreira, 2003; Potowski, 2005; Martinez, 2003; Valdés, 2001), the current<br />
study addresses the sociolinguistic characteristics of heritage speakers and the complex<br />
relationship between language, power, and identity experienced through the social<br />
value placed on different spoken varieties of Spanish and language contact<br />
phenomena. On the other hand, this study addresses important pedagogical<br />
considerations for heritage and second language instruction alike, with particular<br />
emphasis on how to integrate discussions of sociolinguistic variation in the classroom<br />
and how to raise linguistic and social awareness among students through community<br />
engagement.<br />
References<br />
Arries, J. (1999). Critical pedagogy and service-learning in Spanish: crossing the border<br />
in the freshman seminar. In Hellebrandt, J. & Varona, L. (Eds.), Construyendo puentes<br />
(Building bridges): concepts and models for service-learning in Spanish (pp. 33-47).<br />
Washington, D.C.: American Association for Higher Education.<br />
Carreira, M. (2003). Profiles of SNS students in the twenty-first century: Pedagogical<br />
implications of the changing demographics and social status of U.S. Hispanics. In Roca<br />
& Colombi (Eds.), Mi lengua: Spanish as a heritage language in the United States (pp. 51-<br />
77). Washington, DC: Georgetown University Press.<br />
Leeman, J., Rabin, L., & Román-Mendoza, E. (2011).Critical pedagogy beyond the<br />
classroom walls: Community service-learning and Spanish heritage language<br />
education. Heritage Language Journal 8(3) 1-21. [Available online at:<br />
http://www.heritagelanguages.org].<br />
Martínez, G. (2003). Classroom based dialect awareness in heritage language<br />
instruction: A critical applied linguistic approach. Heritage Language Journal, 1.<br />
[Available online at:www.heritagelanguages.org].<br />
Martínez, G. (2010). Medical Spanish for heritage learners: A prescription to improve<br />
the health of Spanish-speaking patients. In S. Rivera-Mills & J.A. Trujillo (eds.) Building<br />
Communities and Making Connections (pp. 2-15). Newcastle: Cambridge Scholars Press.<br />
Plann, S. (2002). Latinos and literacy: An upper-division Spanish course with service<br />
learning. Hispania, 85(2), 330-338.<br />
Potowski, K. (2005). Fundamentos de la enseñanza del español a hispanohablantes en<br />
los EE.UU. Madrid: Arco/Libros.<br />
246
Valdés, G. (2001). Heritage language students: Profiles and possibilities. In J. Peyton, D.<br />
Ranard & S. McGinnis (Eds.), Heritage languages in America: Preserving a national resource<br />
(pp. 37-77). McHenry: Delta Systems.<br />
247<br />
Español de Canarias: caracterización de la entonación prelingüística<br />
Mateo Ruiz, Miguel<br />
Universitat de Barcelona - miquel.mateo@gmail.com<br />
Cantero, Francisco cantero@ub.edu<br />
El objetivo de esta comunicación es presentar los resultados de una<br />
investigación sobre las características de la entonación prelingüística de las variedades<br />
dialectales del sur de España peninsular y Canarias.<br />
Nuestro trabajo se basa en los presupuestos de la teoría del Análisis Melódico<br />
del habla (AMH), expuestos de forma detallada en Cantero (2002) y actualizados, de<br />
forma sintética, en Cantero y Mateo (2011), teoría que establece tres niveles de análisis<br />
de la entonación:<br />
• Entonación prelingüística, cuya principal función es la integración del discurso.<br />
• Entonación lingüística, que permite la interpretación fonológica del enunciado<br />
en base a la combinación de tres rasgos, /enfático/, /suspendido/ e<br />
/interrogativo/.<br />
• Entonación paralingüística, que aporta información de carácter personal y<br />
expresivo.<br />
La entonación prelingüística es la responsable del llamado “acento dialectal” de<br />
los hablantes: la estructuración del discurso y su integración en unidades prosódicas<br />
inteligibles. En cada variedad del español, esa estructuración fónica del discurso se<br />
concreta en una serie de rasgos melódicos que caracterizan el “acento”<br />
La investigación se ha realizado con un corpus de habla espontánea genuina,<br />
con 77 informantes, y se ha basado en un total de 301 enunciados. Este corpus se ha<br />
extraído de un corpus más amplio elaborado en el Laboratorio de Fonética Aplicada de<br />
la Universitat de Barcelona, con más de 700 informantes y 2700 enunciados.<br />
Para obtener las curvas melódicas seguimos el protocolo descrito de forma<br />
pormenorizada en Cantero y Font (2009), y que ha sido utilizado de forma satisfactoria<br />
en numerosos trabajos sobre la entonación del castellano y del catalán (se pueden<br />
consultar referencias en http://www.ub.es/lfa/ ) o de las variedades dialectales<br />
septentrionales (Ballesteros, 2011)<br />
Siguiendo la metodología del AMH realizamos un análisis acústico (extracción<br />
de los valores de F0 en hercios de cada segmento tonal) de cada uno de los enunciados,<br />
a continuación, los valores en hercios se estandarizan, y, posteriormente, se<br />
representan gráficamente todas los enunciados analizados. Estos resultados nos<br />
permiten clasificar y describir los diferentes rasgos prosódicos de la entonación<br />
prelingüística de las variedades dialectales del español, en nuestro caso del canario. El<br />
instrumental utilizado ha sido el programa de análisis y síntesis de voz Praat;<br />
programa ampliamente utilizado por la comunidad científica en los estudios de la<br />
entonación. Para semiautomatizar la obtención de datos, hemos desarrollado un<br />
software específico, un scrpit de Praat.<br />
En nuestra intervención presentaremos los resultados obtenidos, resultados que<br />
nos permiten establecer los rasgos prosódicos que los hablantes de esta variedad del
español utilizan para integrar su discurso: desplazamiento del primer pico a la átona<br />
posterior; declinación con suaves modulaciones e inflexiones finales atenuadas con<br />
respecto a las descritas para el español estándar.<br />
Referencias bibliográficas:<br />
Almeida, M. (1999): Tiempo y ritmo en el español canario, Madrid, Iberoamericana.<br />
Ballesteros, M. (2011): La entonación del español del norte. Tesis doctoral inédita. Dep.<br />
Filologia hispànica. Universitat de Barcelona.<br />
Cantero Serena, F. J. (2002): Teoría y análisis de la entonación. Barcelona, Edicions de la<br />
Universitat de Barcelona.<br />
Cantero F.J. y D. Font -Rotchés. (2009): “Protocolo para el análisis melódico del habla”,<br />
Estudios de Fonética Experimental, núm. XVIII, p.17-32.<br />
Cantero, F.J. y M.Mateo (2011): “Análisis Melódico del Habla: complejidad y<br />
entonación en el discurso”, en: Oralia, nº 14. pp. 105-127<br />
Dorta, J. (2000): “Particularidades fónicas en las hablas canarias” en Estudios de<br />
dialectología dedicados a Manuel Alvar, La Laguna, Instituto de Estudios Canarios.<br />
Dorta, J. y B. Hernández (2004): “Prosodia de las oraciones SVO declarativas e<br />
interrogativas en el español de Tenerife”, Estudios de Fonética Experimental, XIII, pp. 225-<br />
274.<br />
Dorta, J. (ed.) (2007): La prosodia en el ámbito lingüístico románico. Santa Cruz de Tenerife,<br />
La Página Ediciones.<br />
Font, D. (2007): L’entonació del català. Barcelona, Publicacions de l’Abadia de<br />
Montserrat.<br />
Mateo, M. (2010): “Protocolo para la extracción de datos tonales y curva estándar en<br />
análisis melódico del habla (AMH)”, Phonica, 6, pp. 49-90. [Disponible en<br />
www.ub.edu/lfa ].<br />
Understanding students’ perceptions of English as a Lingua Franca (ELF): voices from<br />
the Spanish-Speaking World<br />
Moran Panero, Sonia<br />
Universidad de Southampton - mp_sonia@hotmail.com<br />
English is experiencing a unique and unprecedented degree of spread in terms<br />
of global reach, penetration of social strata, and varied international domains of use<br />
(Murata and Jenkins, 2009; Seidlhofer, 2011). It is widely acknowledged that the<br />
language is the world’s international lingua franca par excellence at present, as an<br />
astonishing number of speakers from a multitude of backgrounds (Crystal, 2008) use it<br />
on a daily basis for intercultural communication purposes.<br />
Thus, English has become extremely influential in Expanding Circle contexts<br />
where it is not even considered an official language or spoken within immediate local<br />
communities. Spanish-speaking contexts such as the ones under investigation in this<br />
study (Chile, Mexico and Spain) are no exception. The impact of the<br />
internationalisation of English can be felt in the media, entertainment or tourism<br />
amongst other domains, and is particularly observable at educational and language<br />
policy levels. The governments of these countries are highly invested in providing their<br />
populations with the English skills perceived as necessary to communicate and<br />
compete in a globalised world (Matear, 2008; Oukhiar, 2010), and as difficulties in<br />
248
meeting certain standards or expectations are identified, the role or presence of the<br />
language seems to increase in local educational institutions (i.e. CLIL in Spain).<br />
The spread has also had significant consequences for English at a linguistic<br />
level (Graddol, 2006). ELF speakers are found to speak in highly variable, negotiated<br />
and hybrid ways, in which communication and intelligibility tend to be normally<br />
attained as well, despite high degrees of variation (Cogo and Dewey, 2012; Seildhofer,<br />
2011). Yet, understanding the variable and hybrid uses of ELF speakers has been a<br />
matter of much controversy. Despite the evidence that suggests that these uses may<br />
simply be different rather than deficient, acceptability or legitimacy of ELF speakers<br />
language performance has traditionally been refused on the grounds that these uses<br />
deviate from idealised “NS standards” or ‘varieties’ (Jenkins, 2007; 2009a; 2009b).<br />
This study aims to explore the understandings and perceptions that young<br />
university students from Chile, Mexico and Spain display towards such global and<br />
local developments, as well as how they are affected by or experiencing them. I intend<br />
to provide qualitative insights into the attitudes and beliefs that these participants<br />
(co)construct during interviews and focus groups towards: a) the spread of English<br />
globally, that is, in relation to issues of ownership, consequences of its international<br />
role, and associated implications of such global language vis-à-vis their own widely<br />
spoken, variable and internationally promoted ‘L1’ (Spanish), and b) towards the roles<br />
attributed to English within their local contexts. Thus, special attention is drawn to<br />
students’ understanding of their own learning experiences and ELT models<br />
encountered so far. I also explore participants’ conceptualisation and perceptions of<br />
ELF as a communicative phenomenon in terms of linguistic variability, appropriation<br />
and legitimacy, as well as their orientations towards their own and other ELF speakers’<br />
English use. With the results of this study I attempt to contribute to both language<br />
attitude theoretical understandings, and applied recommendations that may inform<br />
English learning/use in the contexts of study.<br />
References<br />
Cogo, A. and Dewey, M. 2012. Analysing English as a Lingua Franca. A Corpus-driven<br />
Investigation. London: Continuum.<br />
Crystal, D. 2008. ‘Two thousand million?’ English Today, 24/1: 3-6.<br />
Graddol, D. 2006. English Next: Why Global English May Mean the End of English as a<br />
Foreign Language’, London: British Council, available at:<br />
www.britishcouncil.org/learning-research<br />
Jenkins, J. 2007. English as a Lingua Franca: Attitude and Identity. Oxford: Oxford<br />
University Press.<br />
Jenkins, J. 2009a. ‘English as a Lingua Franca; interpretations and attitudes’, World<br />
Englishes, 28/2: 200-207<br />
Jenkins, J. 2009b. Exploring Attitudes towards English as a Lingua Franca in the East<br />
Asian Context, in Murata,K. and Jenkins, J. (eds). Global Englishes in Asian Contexts.<br />
Current and Future Debates. London: Palgrave Macmillan.<br />
Matear, A. 2008. “English language learning and education policy in Chile: Can<br />
English really open doors to all?” Asian Pacific Journal of Education, 28,2, 131-147.<br />
Murata, K. and Jenkins, J. 2009. Global Englishes in Asian Contexts: Current and Future<br />
developments, London: Palgrave Macmillan.<br />
Oukhiar, F. 2010. The impact of international cooperation on educational policy: the<br />
case of Spain. European Journal of Language Policy 2/1: 41-56.<br />
249
Seidlhofer, B. 2011. Understanding English as a Lingua Franca. Oxford: Oxford University<br />
Press.<br />
250<br />
Música y Convivencia en las Aulas de Primaria.<br />
Morgade Salgado, Marta<br />
Universidad Autónoma de Madrid - mmorgade.s@gmail.com<br />
En esta comunicación se examina el papel de la música en las aulas de primaria<br />
en el contexto español. La incorporación de la música en el curriculum escolar español<br />
ha sido bastante tardío si lo comparamos con el resto del contexto europeo, o<br />
americano. Por otra parte, esta incorporación tiene ciertas características que la acercan<br />
más a las pedagogías más tradicionales y conservadoras de la música, más parecidas a<br />
los inicios de la música en la escuela europea de hace décadas que de las pedagogías<br />
más actuales Morgade (2013). Como resultado de estos dos elementos el papel que se le<br />
da a la música en el contexto del contexto curricular es meramente anecdótico en<br />
mucho de los casos, y se centra en general en acercar, con breves pinceladas, a la<br />
música clásica. De tal manera que el aprendizaje real de la música queda reservado a<br />
un pequeño número de niños/as que participan de las enseñanzas de la música en los<br />
conservatorios. Los/as niños/as que participan de esas enseñanzas en general llegan a<br />
ellas gracias al acceso que el capital cultural sobre la música que sus familias poseen. Es<br />
decir, la música termina siendo para ciertas elites y se constituye en un lenguaje, en un<br />
capital que sólo algunos llegan a adquirir.<br />
Sin embargo, pese al poco acceso a la música que la escuela española provee en<br />
la actualidad, puede ocupar un lugar preferente, entre el resto de los ámbitos de<br />
conocimiento, a la hora de poder trabajar objetivos de la formación de los alumnos que<br />
se consideran esenciales.<br />
Analizamos en este trabajo las posibilidades de la enseñanza musical en la<br />
escuela primaria a partir del estudio de la actividad de 14 profesores de música de<br />
primaria de la ciudad de Madrid. Durante dos cursos escolares se han realizado<br />
entrevistas en profundidad a los/as profesores/as que han participado en la<br />
investigación, todos excepto un caso pertenecientes a colegios públicos. Además de<br />
esas entrevistas en la mayoría de los casos se ha realizado observación participante de<br />
las actividades que ellos realizan en el aula en al menos dos sesiones. Finalmente, en<br />
dos de los casos se pudo realizar observación durante un trimestre de las sesiones<br />
semanales de la clase de música.<br />
A partir del análisis de toda la información recogida, podemos señalar que el<br />
trabajo musical en el aula provee a partir de muchas de las características de esenciales<br />
al lenguaje musical (armonía, ritmo, acompañamiento, etc.) formas esenciales de<br />
relación, participación y convivencia entre todos los participantes del aula (alumnos/as<br />
y profesores/as). Además, todos los participantes entrevistados indicaban que eran<br />
estas cuestiones, centrales en sus clases, las que de manera casi exclusiva se trabajan en<br />
música dentro del horario escolar. Este trabajo se producía en sus sesiones de manera<br />
“natural” puesto que el propio desarrollo de la actividad musical en grupo requiere de<br />
manera necesaria que interacción, participación y convivencia estén puestas al servicio<br />
de la producción de obras y temas musicales. En este trabajo se muestran tanto<br />
ejemplos de interacciones concretas, a partir de lo observado en las sesiones, así como<br />
del discurso de los profesores sobre su actividad musical dentro y fuera del aula.
251<br />
Use, identity and conflict: three languages in contact in the Valencian Community.<br />
Nightingale, Richard<br />
Universidad Jaume I, Castellón - nighting@uji.es<br />
Based on a dynamic multilingual perspective, this study attempts to move<br />
away from the monolingual bias that has previously characterized language<br />
acquisition research. The study is grounded on previous research into multilingual<br />
language attitudes in Spain, and forms part of a wider, ongoing research project.<br />
Taking into consideration: 1) the identificatory value of language use; 2) the potential<br />
for linguistic ‘friction’ in multilingual communities; 3) concerns about young and<br />
adolescent language learners; and 4) language learning as a life-long process – the<br />
current project addresses multilingual (Catalan, Spanish, English) contact and use in<br />
adolescent subjects (12-13 years). More specifically it explores the following issues:<br />
To what extent:<br />
• do the participants report to be multilingual<br />
• do the participants separate languages according to the communicative context<br />
• are the participants flexible with their use of language<br />
• do the participants aspire to use English<br />
• is there linguistic conflict between the three languages<br />
This study took 22 adolescent EFL students from a high-school in Castelló<br />
(Spain). The students were administered a questionnaire about language attitudes.<br />
Here we analyse the results of a part of the questionnaire based on preferences for<br />
language use in specific communicative contexts. Initial results indicate that the<br />
participants are highly sensitive to the communicative context and modify their<br />
language use accordingly. The participants appear to be more predisposed to<br />
multilingualism among their own peer-group, and when the peer-relationship is more<br />
intimate (boyfriend/girlfriend) the aspiration to multilingualism grows. However,<br />
when dealing with foreigners language use is limited to the international languages<br />
(Spanish and English) and a strong aspiration to use English as a lingua franca is<br />
apparent. There is very little linguistic conflict among the participants. However, there<br />
is slightly more resistance between condition-Spanish/use-Catalan than between<br />
condition-Catalan/use-Spanish; there is no resistance whatsoever to English.<br />
Deconstructing society through language: a grammatical perspective<br />
Petisco, Sonia spetisco@ugr.es<br />
Language creates Reality by means of its semantic vocabulary. What we<br />
understand as society is a linguistic construction which consists of the imposition of<br />
concepts and numbers upon something that was “there” and was unknown.<br />
Taking this premise as our starting point, this article attempts to deconstruct<br />
social reality by questioning the concept of individual on which it is mainly built. This<br />
critical analysis is made by delving into the less superficial level of language, that<br />
grammatical realm which is subconscious and non-personal.<br />
Our methodology focuses on the study of the pronouns “I” and “You” in its<br />
pure sense of elementa which lack semantic meaning within the abstract system of<br />
language. From an initial consideration of these deictic elements as the place where a
speech act takes places or is addressed to, we move on to examine the linguistic<br />
processes by means of which they become defined people who can be named and<br />
counted so as to become members of a democratic organization where everybody has<br />
to be equal but at the same time boast of a distinctive personality.<br />
Once the person is consolidated as the basic institution or visible face of society,<br />
we aim at exploring the emergence of the grammatical category of “number”, whose<br />
origin may be found in the distinction between “me” and “us”. In the pre-grammatical<br />
field this is not a dichotomy between singular and plural; on the contrary, “us” is just<br />
the place where the separation between “I” and “You” is omitted. However, in the<br />
world of ideas, this non-numerical opposition is the basis for the creation of the second<br />
and third person singular and plural and the transfer of the plural category to the<br />
semantic words of a language, something which will lead to the emergence of<br />
individuals socially interacting with one another and to the establishment of things as<br />
they are or as we conceive them.<br />
Following the teachings of other linguists and thinkers who have preceded us<br />
such as Chomsky, Halliday, Whorf or García Calvo, these pages are an invitation to<br />
reveal the inner paradoxes present in the formation of personal and collective identities<br />
constructed by a deceiving match between the general and the particular, between the<br />
grammatical subject “I” who is free from denomination and number, and the social<br />
subjectum who is a servant of the State and an object of counting and trade. The<br />
discovery of these contradictions at the heart of society should not be ignored in any<br />
honest investigation which dares recognize the clear division between Grammar and<br />
Semantics, between Language and Culture.<br />
References<br />
Cook, V. (1996), Chomsky´s Universal Grammar: An Introduction, Cambridge, Mass,<br />
Blackwell.<br />
Chomsky, N. (1969), Current Issues in Linguistic Theory, The Hague, Mouton.<br />
—. (1986), Knowledge of Language: its Nature, Origin and Use, New York, Praeger.<br />
García Calvo, A. (1995), Análisis de la Sociedad del Bienestar, Zamora, Editorial<br />
Lucina.<br />
—. (1990), Hablando de lo que habla: Estudios de lenguaje, Zamora, Editorial Lucina.<br />
—. (1991), «El Poder del Discurso», Entrevista de Enmanuel Lizcano y J. A. González<br />
Sainz, Archipiélago Nº1, pp. 1-7.<br />
—. (1999), Del Aparato (Del Lenguaje III), Zamora, Editorial Lucina.<br />
—. (1983), De la Construcción (Del Lenguaje II), Zamora, Editorial Lucina.<br />
—. (1979), Del Lenguaje I, Zamora, Editorial Lucina.<br />
—. (1973), Lalia: Ensayos de estudio lingüístico de la sociedad, Madrid, Siglo xxi de<br />
España editores.<br />
Halliday, M.A.K. (1979), El lenguaje como semiótica social, México, Fondo de Cultura<br />
Económica.<br />
—. (2004), An Introduction to Functional Grammar, London, Edward Arnold<br />
Lyons, J. (1977), Semantics, Cambridge, Cambridge University Press.<br />
Mühlhausler, P. (1990), Pronouns and People: The Linguistic Construction of Social<br />
and Personal Identity, New York, Basil Blackwell.<br />
Siewierska, A. (2004), Person, Cambridge: Cambridge University Press.<br />
Stein, D. and Susan Wright, eds. (2007), Subjectivity and Subjectivisation: Linguistic<br />
Perspectives, Cambridge, Cambridge University Press.<br />
252
Whorf, B. (1993), Language, Thought and Reality: Selected Writings, ed. by John B.<br />
Carrol, Cambridge, Mass: Mit Press.<br />
Conversaciones cotidianas en familias mono-parentales por elección: hablar sobre el<br />
futuro como estrategia de socialización a un modelo familiar no convencional<br />
Poveda, David david.poveda@uam.es<br />
Jociles Rubio, María Isabel<br />
Universidad Complutense de Madrid - jociles@cps.ucm.es<br />
Rivas Rivas, Ana María<br />
Universidad Complutense de Madrid - rivasant@cps.ucm.es<br />
En esta comunicación discutimos desde el punto de vista del paradigma de la<br />
socialización lingüística el papel de las conversaciones cotidianas como espacio de<br />
socialización a un modelo familiar no convencional en familias mono-parentales por<br />
elección (P/MSPE). Los datos provienen de una investigación etnográfica más amplia<br />
que ha examinado la construcción social de la familia en familias mono-parentales por<br />
elección: mujeres solas que han accedido a la maternidad a través de la reproducción<br />
asistida o la adopción internacional y hombres solos que han accedido a la paternidad<br />
a través del acogimiento permanente o la adopción. El estudio más amplio se ha<br />
realizado en tres comunidades del estado español (Madrid, Valencia y Cataluña) y ha<br />
compilado un conjunto muy amplio de datos que incluye entrevistas a madres, padres,<br />
hijos/as y profesionales, múltiples observaciones en contextos virtuales, institucionales<br />
y organizativos en los que participan P/MSPE y análisis de la documentación,<br />
legislación e investigación relevante en el estado español.<br />
Para esta comunicación nos centramos en grabaciones en audio (acompañadas<br />
por fotografías y breves descripciones) realizadas por las propias familias en diferentes<br />
episodios de su vida cotidiana como conversaciones durante comidas, juegos en<br />
familia, viajes en coche u otras rutinas diarias. En esta parte del estudio participaron<br />
cinco familias, todas las cuales ya habían participado en fases anteriores de la<br />
investigación. Nuestro análisis sugiere que las conversaciones sobre eventos futuros<br />
ocupan un lugar destacado en la actividad conversacional de estas familias.<br />
Igualmente, el habla sobre el futuro -frente a, por ejemplo, la relevancia de las<br />
narraciones sobre experiencias pasadas como herramienta de socialización familiar- tal<br />
y como se desarrolla en estas familias tiene una serie de elementos como una escala<br />
temporal muy amplia, abrirse a la negociación entre interlocutores e incorporar como<br />
tópico la red social de las familias que desempeñan un papel importante en la<br />
construcción de su modelo familiar. Con este análisis pretendemos abrir un debate que<br />
complejice y diversifique la investigación antropológico lingüística sobre<br />
conversaciones en familia al centrarnos en un tipo de familia poco investigada en esta<br />
tradición, considerar múltiples episodios de la vida familiar como espacios de<br />
socialización y examinar el papel de otras estructuras discursivas como herramientas<br />
de socialización lingüística.<br />
253
First Language attrition: the effects of acculturation to the host culture<br />
Ribes Guerrero, Yolanda yribes@dal.udl.cat<br />
Llurda, Enric ellurda@dal.udl.es<br />
Llanes, Àngels allanes@dal.udl.cat<br />
Language attrition studies have mainly focused on second language (L2)<br />
attrition (Bardovi-Harling & Stringer, 2011; Gardner et al., 1987). It is only in the last<br />
three decades that attention has been paid to L1 attrition and this area of applied<br />
linguistics is now aiming at establishing a sound theoretical and developmental<br />
framework. Globalization and the massive transnational migrations of the last decade<br />
have raised awareness on the fragility of what is taken as our linguistic solid ground:<br />
our L1. However, most studies so far have focused either on specific grammatical<br />
performative differences between attriters and control groups or on the codeswitching<br />
habits among migrant populations (Dussias,2004, Major & Baptista, 2007). In contrast,<br />
the present study offers a sociolinguistic perspective by which the participants´ level of<br />
acculturation to the host culture is taken into account when analyzing the performance<br />
of 20 English L1 attriters living in Catalonia against a mirror control group in England.<br />
Participants, all university-level educated English speakers who had lived in<br />
Spain for at least 8 years, were administered a sociolinguistic questionnaire to measure<br />
their level of exposure to their L1 as well as their attitude towards their L1 and the L2.<br />
Also, they were administered three linguistic tests: the first test consisted of a free<br />
speech story-telling test to analyze differences in discourse (lexical richness, syntactic<br />
complexity, hesitation patterns and code switching), the second test measured their<br />
lexical retrieval rate (implicit knowledge) and finally, the third test looked into lexical<br />
retrieval of specific words in specific contexts (explicit knowledge). The results are<br />
measured in terms of correlation analysis (using CLAN and SPSS) between the results<br />
of the linguistic tests and the participants´ sociolinguistic habits. In turn, the latter are<br />
compared to the results of the control group in order to identify which acculturation<br />
phenomena have greater influence over L1 attrition.<br />
References<br />
Bardovi-Harlig, K. & Stringer, D. (2011) The lexicon in second language attrition: What<br />
happens when the cat´s got your tongue? in J. Altarriba and L. Isurin (Eds.), Memory,<br />
Language, and Bilingualism: Theoretical and Applied Approaches.Cambridge:<br />
CambridgeUniversity Press<br />
Cook, V. & Bassetti, B. (Eds.) (2011) Language and Bilingual Cognition, Psychology Press<br />
Dussias, P.E., (2004) Parsing a first language like a second: The erosion of L1 parsing in<br />
Spanish-English bilinguals, International Journal of Bilingualism, September 2004, vol.8<br />
nº3 355-371<br />
Gardner, R.C. et al. (1987) Second Language Attrition: The role of motivation and use.<br />
Journal of Language and Social Psychology, March 1987, Vol.6, nº1,29-47<br />
Major, R.C. & Baptista, B.O. (2007) First Language attrition and Foreign Accent Detection.<br />
New Sounds 2007: Proceedings of the 5 th International Symposium on the Acquisition<br />
of Second Language Speech.<br />
254
255<br />
Análisis sociolectal del español del Siglo XVII<br />
Rodriguez Campillo, M. Jose<br />
Universitat Rovira i Virgili - josefa.rodriguez@urv.cat<br />
Nuestra propuesta se centra en el ámbito de la sociolingüística histórica.<br />
Considerando la importancia que la variable “clase social” ha tenido en los estudios de<br />
sociolingüística, proponemos realizar un análisis que determine la variación sociolectal<br />
en el español del XVII.<br />
Los estudios de sociolingüística histórica se enfrentan al problema de no<br />
disponer de datos reales que permitan el análisis del uso del lenguaje. En estos casos,<br />
las obras literarias pueden usarse como un corpus lingüístico que permite al lingüista<br />
estudiar el uso del lenguaje en un contexto determinado, cuando no se tiene acceso<br />
directo a interacciones conversacionales. La literatura se convierte, así, en una<br />
herramienta para el análisis lingüístico. Si consideramos los distintos estilos literarios,<br />
parece claro que el teatro es uno de los que mejor se presta a servir de base al estudio<br />
pragmático por ser el más interactivo, ya que es puramente conversacional.<br />
Proponemos el análisis de la variación sociolectal a través del estudio del teatro<br />
español de los siglos de oro. El teatro del siglo XVII presenta una ventaja clara para<br />
realizar este tipo de estudios, ya que se considera un teatro de “roles” más que de<br />
personajes en el que los participantes en la obra están obligados a comportarse,<br />
lingüísticamente hablando, tal y como se les exige por pertenecer a una clase<br />
socioeconómica determinada (el rey debe hablar con dignidad real, el mercader debe<br />
hablar de forma diferente al labrador, el rico debe hablar como rico, etc.). Las normas<br />
establecidas por el “decoro” poético, seguidas fielmente por todos los dramaturgos,<br />
garantizan el estricto cumplimiento de las normas de interacción comunicativa<br />
vigentes en la época y hace que podamos ver el discurso literario como un reflejo<br />
directo del lenguaje cotidiano de esa época. El teatro, especialmente el de los siglos de<br />
oro, presenta, por tanto, ventajas claras sobre cualquier otro género literario para<br />
observar la variación sociolectal.<br />
Presentamos, por tanto, un trabajo claramente interdisciplinar, en el que<br />
literatura y sociolingüística colaboran para proporcionar una descripción lo más exacta<br />
posible de los usos lingüísticos del siglo XVII.<br />
Bibliografía<br />
Azevedo, Ángela de (1977): «Dicha y desdicha del juego y devoción de la Virgen» (pp.<br />
1-44), «La margarita del Tajo que dio nombre a Santarén» (pp. 45-90) y «El muerto<br />
disimulado» (pp. 91-132). En Women´s Acts. Plays by women Dramatists of Spain´s Golden<br />
Age. Kentucky, The University Press of Kentucky (edic. de Teresa Scott Souflas).<br />
Caro, Ana (1993): Valor, agravio y mujer. Madrid, Biblioteca de Escritores Castalia,<br />
Instituto de la mujer (edic. de Lola Luna).<br />
Caro, Ana (1997): «El conde Partinuplés» en Women´s Acts. Plays by women Dramatists of<br />
Spain´s Golden Age. Kentucky, The University Press of Kentucky, pp. 133-162 (edic. de<br />
Teresa Scott Souflas).<br />
Chambers, J.K. (1994), Sociolinguistic theory: linguistic variation and its social significance,<br />
Basil Blackwell, Oxford.<br />
Coulmas, F. (ed.) (1997), The Handbook of Sociolinguistics, Blackwell, Oxford.
Cueva, Leonor de la (1994): «La firmeza en el ausencia» en Teatro de mujeres del Barroco.<br />
Madrid, Publicaciones de la Asociación de Directores de Escena de España, pp. 233-336<br />
(edic. de Felicidad González Santamera y Fernando Doménech).<br />
Moreno Fernández, F. (2005), Principios de Sociolingüística y Sociología del Lenguaje, Ariel,<br />
Barcelona<br />
Sor Juana Inés de la Cruz (2006): Los empeños de una casa. Barcelona, Linkgua.<br />
Zayas y Sotomayor, Mª de (1994): La traición en la amistad en Teatro de mujeres del<br />
Barroco. Madrid, Publicaciones de la A.D.E., pp. 33-172 (edic. de Felicidad González<br />
Santamera y Fernando Doménech).<br />
TECNOLOGÍAS EN LA INVESTIGACIÓN LINGÜÍSTICA<br />
256<br />
EHME: A new word database for research in Basque language<br />
Acha Morcillo, Joana<br />
Universidad del País Vasco - joana.acha@ehu.es<br />
We will present an online program that enables students and researchers in<br />
linguistics and psycholinguistics to extract linguistic stimuli, based on a broad range of<br />
statistics concerning the properties of words and nonwords in Basque. This program<br />
has been recently developed to overcome some limitations of a previous version in<br />
response to the increasing demand from researchers on Basque language. This new<br />
program includes a greater number of words and sources, and includes measures of<br />
neighborhood frequency (taking into account recent evidence about transposed,<br />
addition and deletion neighbors; Davis et al., 2009) and morphological structure<br />
frequency, apart from classical word frequency (at whole-word and lemma levels),<br />
bigram and biphone frequency, orthographic similarity, orthographic and<br />
phonological structure, and syllable-based measures. The program is designed for use<br />
by researchers in linguistics and psycholinguistics, particularly those concerned with<br />
data related to recognition of isolated words and morphology. In addition, the<br />
program can be used to undertake large studies in corpus linguistics, to extract words<br />
based on concrete statistical criteria (http://www.ehu.es/ehg/ehme/datu2hitz.htm), as<br />
well as to obtain statistical characteristics form a list of words<br />
(http://www.ehu.es/ehg/ehme/hitz2datu.htm).<br />
Diseño y desarrollo de recursos y de aplicaciones informáticas para la investigación del<br />
componente fónico. Primeros resultados del proyecto aacfele<br />
Blanco Canales, Ana ana.blanco@uah.es<br />
Tras dos años de trabajo, el proyecto de investigación AACFELE (Adquisición y<br />
aprendizaje del componente fónico del español como lengua extranjera - FFI2010-21034)<br />
cuenta ya con resultados significativos, entre los que destaca el desarrollo de recursos y<br />
herramientas informáticas destinados a facilitar la investigación, tanto teórica como<br />
aplicada, del componente fónico. A lo largo de esta comunicación nos ocuparemos de<br />
la descripción de tres herramientas fundamentales: Fono.data, Corpus Fono.ele y<br />
Fono.ele+. Todas ellas se han ideado desde una doble perspectiva. Por un lado, son<br />
instrumentos de investigación para el proyecto AACFELE; por otro lado, son recursos
para ser usados por investigadores que estén interesados en desarrollar proyectos<br />
particulares, de características semejantes al nuestro, si bien, se les posibilita la<br />
adaptación a circunstancias, finalidades y variables distintas. Esta doble perspectiva de<br />
uso es la responsable de las principales características de las herramientas: la<br />
flexibilidad, la versatilidad y la plurifuncionalidad.<br />
Fono.data proporciona los instrumentos necesarios para una completa recogida<br />
de datos sobre competencia fónica: guías orientativas para el desarrollo de las<br />
conversaciones estructuradas; repertorio de textos, frases y palabras para la lectura y<br />
grabación; audios, transcripciones y hojas de respuestas para la recogida de datos de<br />
percepción; test de percepción adaptados a alumnos de seis lenguas maternas distintas<br />
(polaco, portugués, griego, árabe, alemán y chino mandarín); test de actitudes y<br />
motivación.<br />
Corpus Fono.ele ofrece más de 30.000 archivos de voz procedentes de 96<br />
estudiantes de español de diferentes nacionalidades. Para la muestra de hablantes, se<br />
ha atendido tanto a factores socioculturales como lingüísticos. La recogida de datos se<br />
ha llevado a cabo mediante procedimientos diversos (conversación estructurada,<br />
lectura de textos, lectura de frases), con lo que obtenemos muestras de lengua con<br />
distintos grados de formalidad.<br />
Fono.ele+ es un sistema informático interactivo que permite la administración,<br />
el análisis estadístico y el visionado del corpus y de todos los elementos asociados y<br />
desarrollados a partir de él. Consiste básicamente en una base de datos que, no solo<br />
administra todo el contenido de audios, textos, errores, respuestas, etc., sino que<br />
también es la responsable de interrelacionar los diferentes materiales y la información<br />
(lingüística y extralingüística) que alberga el sistema.<br />
Estos instrumentos de investigación están permitiendo el cumplimiento de los<br />
principales objetivos que el proyecto se había planteado, a saber: desarrollar nuevas<br />
líneas de estudio, de carácter eminentemente aplicado, sobre adquisición y aprendizaje<br />
de la competencia fónica en español; analizar y establecer los errores de producción y<br />
percepción fónicas fundamentales en hablantes no nativos atendiendo tanto a factores<br />
lingüísticos (lengua materna, nivel de conocimientos, registro) como a otros de tipo<br />
sociocultural (nacionalidad, la edad, el sexo, el nivel formativo, la relación con el país<br />
extranjero); estudiar en los casos de mayor relevancia las bases psicolingüísticas y<br />
fisiológicas del error (recepción/fonación), así como el impacto social de esos errores<br />
(actitudes sociolingüísticas por parte de los nativos con respecto a los no nativos;<br />
índices de aceptación/rechazo en función del grado de corrección fónica, etc.).<br />
257<br />
Crowdsourcing as a tool in speech research<br />
Cooke, Martin<br />
Ikerbasque/UPV-EHU - m.cooke@ikerbasque.org<br />
García Lecumberri, Mª Luisa<br />
garcia.lecumberri@ehu.es<br />
Barker, Jon<br />
University of Sheffield, UK - j.barker@dcs.shef.ac.uk<br />
Crowdsourcing -the collection of responses from web-based participants- has<br />
been used in virtually all branches of science, including linguistics and has the<br />
potential to deliver insights which complement those obtainable through traditional
approaches. For speech research in particular, crowdsourcing provides the exciting<br />
possibility of employing very large listener samples in estimating detailed stimulusresponse<br />
distributions for naturalistic material, something which is difficult to carry<br />
out in the laboratory. However, crowdsourcing in speech research presents its own<br />
challenges, especially those related to environmental factors such as external<br />
conditions which might affect participants' responses, participant factors such as<br />
listeners' linguistic background, and stimulus factors that describe how the sounds that<br />
are heard will be controlled.<br />
Following a review of work in the last decade on crowdsourcing in linguistics,<br />
with a focus on speech, this contribution presents some possible solutions to the<br />
aforementioned challenges, and goes on to describe the outcome of a web experiment<br />
on speech perception in noise in which thousands of listeners identified monosyllabic<br />
English words in a variety of maskers (Cooke et al., 2013). Results are compared with a<br />
group of listeners tested under laboratory conditions. We demonstrate both subjective<br />
(participant-based) and objective (response-based) techniques for web-listener selection<br />
and show that, with careful control, useful results on consistent word confusions can<br />
be obtained using crowdsourcing. We also present recent results on the use of<br />
crowdsourcing in second language acquisition in which the need to handle additional<br />
listener- and stimulus-related factors is paramount, especially those related to first<br />
language, limited lexical familiarity and interspeaker variability.<br />
Reference<br />
Cooke, M., Barker, J., and Garcia Lecumberri, M.L. (2013) Crowdsourcing in Speech<br />
Perception. In: Crowdsourcing for Speech Processing: Applications to Data Collection,<br />
Transcription and Assessment, Eskenazi, M., Levow, G.A., Meng, H., Parent, G. and<br />
Suendermann, D. (eds), John Wiley.<br />
258<br />
Balance tras quince años orientando a estudiantes de Lingüística en el uso de<br />
tecnologías para la investigación<br />
Cruz Piñol, Mar<br />
Universitat de Barcelona - mcruz@ub.edu<br />
Con la perspectiva que proporciona la docencia desde 1998 de asignaturas<br />
metodológicas de Licenciatura y de Máster en una Facultad de Filología (Universidad<br />
de Barcelona), esta comunicación se centrará en ver cómo han ido evolucionando las<br />
necesidades de los investigadores noveles en lo referente al uso de tecnologías para la<br />
investigación lingüística. Para ello se centrará la atención en los recursos que a lo largo<br />
de estos quince años se han presentado en las clases, cuáles se han ido descartando y<br />
por qué, y cuáles se han incorporado recientemente. En esta revisión se mencionarán<br />
desde herramientas de búsqueda avanzada hasta gestores de documentación<br />
académica, pasando por redes sociales y foros, sin olvidar los recursos específicamente<br />
lingüísticos, como son las interfaces de consulta lexicográfica y los corpus en línea.<br />
A partir de los testimonios de los estudiantes y de la propia experiencia<br />
docente, se mostrará que, a diferencia de lo que ocurría a finales del siglo XX, cuando<br />
las tecnologías eran poco comunes en los estudios de “Letras” y los alumnos estaban<br />
ansiosos por descubrirlas, en la actualidad la situación es absolutamente diferente: hoy<br />
la red es un recurso omnipresente en la investigación, y lo que piden los jóvenes<br />
investigadores son recursos que les ayuden a localizar, valorar, compartir y manejar
grandes volúmenes de información académica digital sin caer en la infoxicación. Y es<br />
que la investigación –como la docencia– evoluciona con la sociedad.<br />
Referencias:<br />
Blecua, José Manuel, Gloria Clavería, Carlos Sánchez y Joan Torruella (Eds.) (1999):<br />
Filología e informática. Nuevas tecnologías en los estudios filológicos, Barcelona, Seminario<br />
de Filología e Informática de la U. Autónoma de Barcelona y Ed. Milenio.<br />
Facultad de Filología de la Universidad de Barcelona (2000): Actas de la Jornada<br />
complementaria a la asignatura Bases instrumentales para el estudio de la lengua española:<br />
http://www.ub.edu/filhis/bases.htm<br />
Cruz Piñol, Mar (2004): «La Filología y las nuevas tecnologías. Seis años de innovación<br />
en la docencia de una asignatura práctica de Filología Hispánica», en Actas del III<br />
Congreso Internacional de Docencia Universitaria e Innovación (CIDUI) celebrado en la<br />
Universitat de Girona, Publicado en CD, copia en<br />
https://sites.google.com/site/marcruzpinolub/docenciauniv<br />
Fernández Martín, Patricia (2012): Filología y lingüística: métodos, corpus y nuevas<br />
tecnologías. Propuestas de adaptación de las humanidades a las nuevas formas de hacer ciencia,<br />
Saarbrücken, Editorial Académica Española.<br />
Marcos Marín, Francisco (1994): Informática y humanidades, Madrid, Gredos.<br />
Introducción de estudiantes universitarios al empleo de aplicaciones informáticas en la<br />
investigación lingüística<br />
de- Matteis, Lorena Marta Amalia<br />
CONICET/Universidad Nacional del Sur, Bahía Blanca, Argentina -<br />
lmatteis@uns.edu.ar<br />
Durante 2012 se dictó en el Departamento de Humanidades de la Universidad<br />
Nacional del Sur (Argentina) el curso extracurricular “Aplicaciones Informáticas en<br />
Humanidades: fuentes escritas/orales y producción de discurso académico”, destinado<br />
a introducir a sus estudiantes en el empleo de aplicaciones para disciplinas<br />
humanísticas. Este póster presenta una descripción y evaluación de la experiencia en<br />
sus distintas etapas. Se confronta primero el interés despertado en la promoción del<br />
curso a partir de los correos electrónicos recibidos de estudiantes de distintas<br />
disciplinas con la respuesta de los que formalizaron su inscripción, un número<br />
reducido de estudiantes avanzados de la Licenciatura en Letras con orientación<br />
lingüística y de posgrado de igual orientación. A continuación, se comentan los<br />
resultados de dos encuestas: una de diagnóstico de conocimientos previos y<br />
expectativas (cuya muestra total se amplió al finalizar el curso incluyendo estudiantes<br />
avanzados que no se inscribieron) y una de valoración final de la experiencia. Los<br />
resultados de la primera, en particular, muestran a) experiencia casi exclusiva en<br />
herramientas ofimáticas, reproductores multimediales y diversos medios de<br />
socialización, b) desconocimiento general de aplicaciones humanísticas. En tercer<br />
lugar, se describe el trabajo áulico. La duración del curso fue breve: ocho horas se<br />
destinaron a la demostración del programa WordSmith Tools y del sistema LATEX,<br />
mientras que las cuatro restantes se dedicaron a considerar las implicaciones<br />
metodológicas de las herramientas informáticas, nociones de estadística elemental,<br />
corpus digitales y la presentación de otras aplicaciones diversas. Al no contar con un<br />
aula informática ni licencias suficientes para todos los alumnos, la demostración se<br />
259
ealizó mediante proyecciones y la práctica individual fue realizada de manera<br />
domiciliaria por los estudiantes a partir de versiones de prueba de la mayoría de los<br />
programas mientras que, en el caso del sistema LATEX, los alumnos asistieron con sus<br />
computadoras para realizar una instalación guiada y ejercitaciones durante dos horas.<br />
La evaluación consistió en un trabajo en el que propusieron distintas maneras de<br />
aprovechar los recursos presentados a sus respectivos temas de investigación. Los<br />
resultados de esta actividad se presentaron en un archivo de LATEX para constatar el<br />
aprendizaje realizado y la autonomía de los estudiantes en el empleo las herramientas<br />
básicas de este sistema. Como conclusión puede señalarse que, si bien existe un<br />
consenso general en la comunidad científica sobre la utilidad que las herramientas<br />
informáticas pueden tener en la investigación humanística (cfr. por ejemplo, Stulic-<br />
Etchevers y Rouissi 2009), la cultura tecnológica de los estudiantes de los niveles<br />
avanzados de la formación de grado o iniciales del nivel de posgrado de la<br />
Universidad Nacional del Sur no incluye programas especializados. En este sentido,<br />
para subsanar tal carencia y familiarizar a los futuros investigadores con los medios<br />
que pueden optimizar su labor “operaria” para facilitar la de “analistas” (Villayandre<br />
Llamazares 2010), la positiva valoración de los estudiantes sugiere la conveniencia de<br />
profundizar la oferta y de mejorar las condiciones necesarias para cursos de<br />
informática que complementen los espacios curriculares destinados a metodología de<br />
la investigación.<br />
Referencias:<br />
Viudas Camarasa, A. 1990. “Inteligencia artificial en filología”, Anuario de Estudios<br />
Filológicos, 13, 403-409.<br />
Stulic-Etchevers, A. y S. Rouissi. 2009. “Pensando un corpus en modo colaborativo:<br />
hacia el prototipo del corpus judeoespañol digital”, en Enrique-Arias, A. (ed.)<br />
Diacronía de las lenguas iberorrománicas. Nuevas aportaciones desde la lingüística de<br />
corpus, Madrid: Iberoamericana-Vervuert, pp. 117-134.<br />
Villayandre Llamazares, M. 2010. Aproximación a la lingüística computacional, León,<br />
Universidad de León.<br />
260<br />
Analysis of phonemic confusions with the Web Transcription Tool<br />
García Lecumberri, Mª Luisa<br />
garcia.lecumberri@ehu.es<br />
Cooke, Martin<br />
Ikerbasque/UPV-EHU - m.cooke@ikerbasque.org<br />
Tang, Yan<br />
UPV/EHU - Y.Tang@laslab.org<br />
Transcription, whether from orthographic texts or audio samples, is one of the<br />
best ways to raise phonemic awareness during language acquisition, especially for<br />
foreign language learners. Motivated by the desire to automate the provision of<br />
accurate and timely feedback on transcription, the web transcription tool (WTT;<br />
http://www.wtt.org/uk) was designed (Garcia Lecumberri et al., 2003) and has been in<br />
continuous use in the subsequent decade. Multiple languages are supported, including<br />
English, Spanish and German. The system provides support for both students and<br />
tutors. Tutors can create transcriptions or select from existing exemplars in order to<br />
construct a programme of transcriptions for their student body. Tutors can also
customise feedback and monitor individual and group-level performance. It is this<br />
latter function that makes WTT useful as a research tool. Data can be obtained about<br />
phonemic confusions in any transcription and their evolution through students'<br />
subsequent attempts with differing levels of feedback as an additional variable.<br />
Furthermore, the audio transcription mode allows analysis of perceptual confusions<br />
with similar follow-up and feedback possibilities. Individual and group trends can be<br />
obtained for a particular written or audio sample and for overall performance. The<br />
current presentation examines our experience with WTT over the last 10 years,<br />
focusing on the the wealth of data created by around a thousand Spanish advanced<br />
learners of English and providing examples of these transcription and perceptual<br />
confusions in this large sample of learners.<br />
Reference:<br />
García Lecumberri, M.L., Maidment, J., Cooke, M.P., Ericsson, A. and Giurgiu, M.<br />
(2003), A web-based transcription tool, International Congress on Phonetic Science,<br />
Barcelona, pp. 981-984.<br />
Information and Communication Technologies applied to the English Studies Degree,<br />
an European Space for Higher Education (ESHE) approach<br />
Jordano, Maria mjordano@flog.uned.es<br />
Pomposo, Lourdes lpomposo@telefonica.net<br />
For more than a decade, the integration of subjects related to Computer Assisted<br />
Language Learning (CALL) has become a reality in most Spanish and other foreign<br />
Universities. The implementation of the new Degrees on English Studies has meant a<br />
rethinking of the now traditional ICT subject among the optative lists of subjects<br />
offered by these institutions to their students. In some cases, this subject has not<br />
experience any change at all, but in many others it has experienced a radical face wash<br />
derived from the news professional profiles described at English Studies ANECA<br />
White Book. Although teaching still appears as the main option, there are many<br />
alternatives dealing directly with research, biblioteconomy, translation or focused on<br />
the publishing industry, that need to be covered by the syllabus of the new subjects. In<br />
order to obtain reliable data ready to be compared to our case, this research has been<br />
introduced by a recollection of different study guides ICT subjects delivered by public<br />
and private universities all through the Spanish territory. These have been divided into<br />
three groups, those which have remained closed to teaching purposes (merely as a<br />
continuation of the previous ICT subject), the ones which have incorporated new<br />
contents and a third group formed by those designed completely from scratch<br />
according to the new professional profiles shown by ANECA book. In this context, our<br />
aim in this teaching project has been to show the wide range software solutions that<br />
any English Studies student has at his/her disposal to order to do a better job either in<br />
his/her own academic career or his/her professional life. All the applications have been<br />
described very slightly so that it could be the student the one who might focus his/her<br />
interest on his/her own field of knowledge. These little capsules of knowledge have<br />
been accomplished by assorted collaborative activities using different web 2.0 supports<br />
as working spaces.<br />
In order to find some evidences that UNED students have achieved any profit<br />
from the complete new design of the subject, different questionnaires have been<br />
261
submitted by them before, during and after the first year of implementation. Other sort<br />
of data has been found in the course statistics, and a questionnaire that will be sent by<br />
the end of this academic year to Final Degree Assignment, since 2012-13 will be as well<br />
its first year of delivery and most of them have been enrolled in both subjects at the<br />
same time.<br />
262<br />
The challenges of ICTs implementation at secondary school: the case of digital<br />
academic writing<br />
Oliver, Sonia sonia.oliver@uab.cat<br />
Aliagas Marín, Cristina<br />
Universitat Autònoma de Barcelona - cristina.aliagas@uab.cat<br />
Bologna’s process (1999) towards the convergence of the European Higher<br />
Education Area (EHEA) aimed at the creation of a coherent, compatible and<br />
competitive framework and had three main goals: a) competition, b) employability and<br />
c) mobility of learners and teachers as well as to trigger a crucial change in teaching<br />
methodology. In this sense, this Higher Education paradigm implied a change in the<br />
learning and teaching focus by moving from a previous traditional teacher-oriented<br />
tuition typology to a student-oriented one. In fact, since then, formation has evolved into<br />
generic, specific and cross-curricular competences, the latter concerning the<br />
implementation of Information and Communication Technologies (ICTs) in the classroom.<br />
On the other hand, written and oral communication have become key also as a<br />
cross-curricular competence since all students should master not only a proficient<br />
linguistic level in their mother tongue and their second/third foreign language but also<br />
have the ability of interacting efficiently in 21 st century multilingual and multicultural<br />
settings. Based on previous studies (Cassany 2011, Domingo&Marqués 2011 and<br />
Fontich 2010), the aim of our study is to observe the methodological changes occurred<br />
since the implementation of the ICTS in the 2.0 classrooms of 15 public/state<br />
Institutions in Catalonia and assess its impact and influence in terms of evolving<br />
Academic Literacy practices. In other words, our research aims at investigating the role<br />
of technology as to enhancing linguistic skills and increasing both oral and written<br />
communicative competences, in particular, facilitating language acquisition and, very<br />
especially, English as a foreign language.<br />
So as to carry out our investigation we have obtained data through formal and<br />
semi-formal interviews conducted to students, parents, teachers, principals and heads<br />
of Studies at all the schools involved in the present project, with the aim of gathering<br />
data about the potential difficulties and possible benefits of ICTs’ implementation in<br />
the teaching and learning processes at secondary school levels.<br />
In this vein, it seems that the voices of both students and teachers might differ<br />
depending on the degree of accessibility to the ICTs, their quality, users’ previous<br />
training and the different applications of digital devices so as to improve academic<br />
literacy. In order to explore this issue in more detail, we have developed a<br />
questionnaire for the students about the process of writing academic texts in their<br />
language subjects: English, Catalan and Spanish. In other words, the focus of the<br />
questionnaire is the digital resources that students use to support their writing tasks<br />
(which ones, how they heard about them, in what situations they are used, in what<br />
sense these digital resources are perceived as useful, etc.). To sum up, in this
presentation we will specifically deal with ICTs’ potential impact on language<br />
acquisition within the framework of our larger research project on digital literacies in 2.0<br />
classrooms.<br />
References<br />
Cassany, D. (2011). En_línia: leer y escribir en la red. Barcelona: Anagrama, 2012.<br />
Domingo, M. and marqués, P. (2011). “Aulas 2.0 y uso de las TIC en la práctica<br />
docente”. Comunicar 37 (XIX): 169-175.<br />
Fontich, Xavier (2010). “Llibres de text i digitalització de les aules: parlem-ne”. Articles<br />
de Didàctica de la Llengua i de la Literatura 50: 69-84.<br />
Designing Audio, Visual, and Audiovisual Perceptual Experiments with TP Software<br />
Rato, Anabela<br />
Universidade do Minho, Portugal - asrato@gmail.com<br />
Rauber, Andreia Schurt Rauber<br />
Universidade Catolica de Pelotas - asrauber@gmail.com<br />
Kluge, Denise Kluge<br />
Universidade Federal do Paraná - deniseckluge@gmail.com<br />
Rodrigues dos Santos, Giane<br />
Universidade Católica de Pelotas - giane.rsantos@hotmail.com<br />
Many studies have shown that perceptual training has positive effects on the<br />
modification of sound perceptual patterns (e.g., McClaskey, Pisoni, & Carrell, 1983;<br />
Lively et al., 1994) and on the improvement of pronunciation accuracy (e.g., Rochet,<br />
1995; Bradlow et al., 1997, 1999; Yamada et al., 1999; Wang, Jongman, & Sereno, 2003;<br />
Lamchaber et al., 2005; Nobre-Oliveira, 2007). However, software to design perceptual<br />
tests and training tasks with immediate feedback are scarce and some require the<br />
knowledge of scripting languages and programming. If the experiments involve<br />
audiovisual stimuli, computational resources are even more limited. To facilitate<br />
computer-assisted perceptual training of segments and suprasegments, we created TP<br />
(Perception Testing/Training), an open source application software that is user-friendly<br />
and very intuitive. The scope of TP is very wide, since it allows the application of two<br />
different types of perceptual tasks: discrimination and identification and the use of<br />
audio, visual and audiovisual stimuli. It also gives stimulus-by-stimulus and<br />
cumulative feedback, measures participants’ reaction times, permits users to rate<br />
category goodness-of-fit (with a Likert or a sliding scale), provides detailed information<br />
about the users’ performance in an Excel spreadsheet, and can be configured to run in<br />
different languages.<br />
In this paper, we will show how to set perceptual tests/tasks using TP and give<br />
examples of experiments we designed to train/test the perception of English vowels<br />
and nasals by native speakers of Portuguese. To improve the perception of English<br />
vowels we used audio-only tasks; however, to improve the perception of English<br />
nasals in word-final position we used both audiovisual and audio-only tasks. In the<br />
two studies, the results showed that the pronunciation of the target sounds improved<br />
after perceptual training tasks with immediate feedback. In the specific case of English<br />
nasals, students trained with audiovisual stimuli had even better results than those<br />
who received audio-only training.<br />
References<br />
263
Bradlow, A. R., Pisoni, D. B., Yamada, R. A., & Tohkura, Y. (1997). Training Japanese<br />
listeners to identify English /r/ and /l/: IV. Some effects of perceptual learning on<br />
speech production. Journal of the Acoustical Society of America, 101(4), 2299-2310.<br />
Bradlow, A., Yamada, R., Pisoni, D., & Tohkura, Y. (1999). Training Japanese listeners<br />
to identify English /r/ and /l/: Long-term retention of learning in perception and<br />
production. Perception & Psychophysics, 61(5), 977-985.<br />
Lambacher, S. G., Martens, W. L., Kakehi, K., Marasinghe, C. A., & Molholt, G. (2005).<br />
The effects of identification training on the identification and production of American<br />
English vowels by native speakers of Japanese. Applied Psycholinguistics, 26, 227-247.<br />
Lively, S. E., Pisoni, D. B., Yamada, R. A., Tohkura, Y., & Yamada, T. (1994). Training<br />
Japanese listeners to identify English /r/and /l/: III. Long-term retention of new<br />
phonetic categories. Journal of the Acoustical Society of America, 96, 2076-2087.<br />
McClaskey, C. L., Pisoni, D. B., & Carrell, T. D. (1983). Transfer of training of a new<br />
linguistic contrast in voicing. Perception and Psychophysics, 34(4), 323-330.<br />
Nobre-Oliveira, D. (2007). The effect of perceptual training on the learning of English vowels<br />
by Brazilian Portuguese speakers. Unpublished Doctoral Dissertation, Florianópolis,<br />
Brazil: Federal University of Santa Catarina.<br />
Rochet, B. (1995). Perception and production of second-language speech sounds by<br />
adults. In: W. Strange (Ed.), Speech perception and linguistic experience: issues in cross<br />
language research (pp. 379-410). Timonium, MD: York Press.<br />
Wang, Y., Jongman, A., & Sereno, J. (2003). Acoustic and perceptual evaluation of<br />
Mandarin tone productions before and after training. Journal of the Acoustical Society of<br />
America, 113, 1033-1043.<br />
Yamada, R., Tohkura, Y., Bradlow, A. R., & Pisoni, D. B. (1999). Does training in speech<br />
perception modify speech production? In: Proceedings of the International Congress of<br />
Phonetic Sciences (pp. 117-120). San Francisco.<br />
264<br />
The use of current Mobile learning applications in EFL<br />
Rodríguez Arancón, Pilar<br />
UNED - prodriguez@flog.uned.es<br />
Most people have some amount of dead time during a typical day while they<br />
travel to and from work, have a lunch break or wait to see somebody. However, this<br />
time can be easily spent in learning a second language. Technological developments in<br />
ubiquitous computing and wireless communication together with the adoption of<br />
mobile multimedia devices and applications have translated into huge opportunities<br />
for English as a second language (ESL). Operating systems like Google’s open source<br />
Android, Apple’s iOS, and Microsoft’s Windows 7, are getting more sophisticated all<br />
the time and now have the potential to dramatically change ESL. These handheld<br />
devices support individual and collaborative learning and offer the opportunity to<br />
develop technology that will assist students to learn anytime and anywhere and a large<br />
amount of applications for mobile phones, tablets and i-pod players has already been<br />
widely employed in second language learning.<br />
Mobile learning (m-learning) refers to the use of mobile technologies for<br />
educational purposes. O’Malley et al. (2003: 6) defined it as ‘‘any sort of learning that<br />
happens when the learner is not in a fixed, predetermined location, or learning that<br />
happens when the learner takes advantage of the learning opportunities offered by
mobile technologies. These devices can offer learning opportunities that are:<br />
spontaneous, informal, contextual, portable, ubiquitous, pervasive, and personal<br />
(Kukulska-Hulme et al, 2009). Thus, as Pilling-Cormick and Garrison (2007) explained,<br />
learners take primary responsibility and control of their learning process, including<br />
setting goals, finding resources, determining strategies, and evaluating outcomes were<br />
no longer the passive recipients of education, but consumers making choices in the<br />
learning market.<br />
However, although the stimuli from multi-channels (sound, image, interaction,<br />
etc.) may be very advantageous for the learner, it must be applied with caution as<br />
mobile technologies offer numerous practical uses in language learning but also<br />
require the thoughtful integration of second language pedagogy. In this paper, we<br />
intend to examine both the qualities and limitations of the most salient mobile<br />
applications available at the moment by assessing their features from a linguistic point<br />
of view with the aid of a rubric. The results here presented are the starting point for the<br />
development of MALL applications for EFL teaching/learning as part of the work<br />
carried out by linguists and IT engineers within the context of the SO-CALL-ME<br />
project in Spain.<br />
References<br />
Kukulska-Hulme, A., Pettit, J., Bradley, L., Carvalho, A., Herrington, A., Kennedy, D.,<br />
and Walker, A. (2009). An International Survey of Mature Students’ Uses of Mobile<br />
Devices in Life and Learning. In D. Metcalf, A. Hamilton and C. Graffeo (Eds.), mLearn<br />
2009: 8th World Conference on Mobile and Contextual Learning (p. 143), Florida: University<br />
of Central Florida.<br />
O’Malley, C., Vavoula, G., Glew, J.P., Taylor, J., Sharples, M., & Lefrere, P. (2003).<br />
MOBIlearn WP4 – Guidelines for learning/teaching/tutoring in a mobile environment.<br />
Retrieved 27/10/2012 from:<br />
http://www.mobilearn.org/download/results/guidelines.pdf<br />
Pilling-Cormick, J. and Garrison, D.R. (2007). "Self-Directed and Self-Regulated<br />
Learning: Conceptual Links." Canadian Journal of University Continuing Education 33(2),<br />
13-33.<br />
265<br />
Software para el manejo y análisis de corpus paralelos y comparables<br />
Santamaría Urbieta, Alexandra<br />
Universidad de Las Palmas de Gran Canaria - santamariaurbieta@hotmail.com<br />
En la era del conocimiento y de las nuevas tecnologías las personas recurrimos<br />
a múltiples y muy variados programas informáticos para las actividades más<br />
cotidianas (entretenimiento y trabajo). Sin embargo, los beneficios y las ventajas de<br />
utilizar estas herramientas no se limitan a nuestro día a día, sino que también se<br />
convierten en herramientas fundamentales en el terreno académico.<br />
El tema de esta presentación parte de la utilización que se ha hecho de tres<br />
programas informáticos con el fin de estudiar el discurso empleado en un corpus de<br />
guías de viaje escritas originalmente en español y guías escritas originalmente en inglés<br />
(corpus paralelo) y en un corpus de guías de viaje en inglés y sus traducciones al<br />
español (corpus comparable). Debido a la extensión de estos documentos y, por tanto,<br />
a la gran cantidad de palabras que contienen, fue necesario recurrir a varios programas
informáticos que facilitarían la tarea de recuento y localización de determinados<br />
elementos.<br />
El objetivo de esta comunicación se basa en demostrar hasta qué punto se<br />
puede recurrir al uso de software específico y en qué medida su uso es válido y útil para<br />
el manejo de grandes cantidades de texto y para el posterior conteo, análisis y estudio.<br />
Aunque existe una variedad de programas en el mercado, en esta presentación<br />
nos limitaremos a explicar el uso que se ha hecho del programa de traducción asistida<br />
TRADOS, centrando especialmente la atención en las herramientas WinAlign y<br />
Workbench, el programa de análisis y explotación de corpora AntConc 3.2.1 y el<br />
software dedicado a la búsqueda en memorias de traducción Olifant; todos ellos<br />
empleados durante el análisis del lenguaje empleado en el tipo textual de las guías de<br />
viaje.<br />
Aunque estas herramientas no nos evitan el proceso de conteo y de análisis,<br />
constituyen una ayuda que nos permite agilizar algunas de las tareas más tediosas a las<br />
que tiene que hacer frente el investigador que trabaja con corpus.<br />
A pesar de que en este trabajo nos centramos en el discurso de corpus de textos<br />
pertenecientes a un tipo textual muy concreto, su uso se podría extrapolar de forma<br />
igualmente eficaz a otros tipos de texto.<br />
Computational Assessment of Cohesion in L2 Writing: Advantages and Possibilities of<br />
Coh-Metrix<br />
Vasylets, Olena Universitat de Barcelona<br />
ovasylets@hotmail.es<br />
Gilabert, Roger Universitat de Barcelona<br />
rogergilabert@ub.edu<br />
Coh-Metrix is an automated text analysis tool that synthesizes recent<br />
developments in computational linguistics, corpus linguistics, information<br />
extraction/retrieval, psycholinguistics and discourse processing (Graesser et al., 2004).<br />
One of the central purposes of Coh-Metrix is to measure cohesion and text difficulty at<br />
various levels of language, discourse and conceptual analysis (Crossley & McNamara,<br />
2009; McNamara et al., 2010). Utilizing a wide array of resources, such as lexicons,<br />
part-of-speech taggers, or syntactic parsers, Coh-Metrix generates 60 linguistic indices<br />
that offer general word and text information (e.g., number of words/sentences in the<br />
text), readability indices (e.g., average sentence length), various syntactic and lexical<br />
metrics (e.g, mean number of modifiers per noun-phrase, type-token ratio, word<br />
concreteness, incidence of connectives, etc.), and also indices of causal, spatial,<br />
intentional, temporal and logical cohesion. Previously published studies have<br />
demonstrated that Coh-Metrix is capable, for example, to identify differences between<br />
spoken and written samples of English (Louwerse et al., 2004), to detect text authorship<br />
(McCarthy et al., 2006), to differentiate sections (e.g., introduction, methods, etc.) in<br />
scientific texts (McCarthy et al., 2007), or to distinguish between authentic and adapted<br />
(simplified) versions of texts (Crossley et al, 2007). Of importance, multiple validation<br />
studies conducted on Coh-Metrix measures in relation to cohesion, have proved the<br />
reliability of this computational tool (Crossley et al., 2008; Dufty et al., 2006).<br />
In this paper, we provide an overview of the functions and possibilities offered<br />
by Coh-Metrix, and illustrate the added value of technologies in linguistic research by<br />
266
presenting the results of an empirical study, framed within the Cognition Hypothesis<br />
(Robinson, 2001, 2005; Robinson & Gilabert, 2007), in which we explored how increases<br />
in cognitive complexity of a written task influenced cohesion of the L2 written<br />
compositions. At test, 51 Russian/Ukrainian and Spanish/Catalan EFL learners<br />
performed two writing tasks, in which the amount of reasoning was manipulated into<br />
complex and simple. Following a within-subject design, and employing Coh-Metrix 2.0<br />
program (available at http://www.cohmetrix.com/) as the key tool of the analysis, we<br />
compared incidence of eight types of connectives, as well as the scores of causal,<br />
temporal and spatial cohesion in the simple versus complex version of the writing task.<br />
Results showed that there was no task effect neither for causal, nor temporal, nor<br />
spatial cohesion indices. However, we discovered that the participants employed more<br />
task-relevant explicit linguistic devices, such as negative additive connectives (e.g.,<br />
anyhow, but, rather, etc.) and negative logical connectives (e.g., by contrast, even<br />
though, etc.), in the complex version of the writing task. These results indicate that<br />
enhanced task demands have the potential to draw learners´ attention to the taskrelevant<br />
explicit linking devices, thus, contributing to the cohesion/coherence of the<br />
written text. Implications for L2 writing instruction, and, importantly, for the role of<br />
computational tools in L2 writing research are drawn.<br />
References:<br />
Crossley, S., Louwerse, M., McCarthy, P., McNamara, D. (2007). A linguistic analysis of<br />
simplified and authentic texts, Modern Language Journal, 91 (2), p. 15-30.<br />
Crossley, S., Greenfield, J., McNamara, D. (2008). Assessing text readability using<br />
cognitivley based indices, TESOL Quaterly, 42, p. 475-493.<br />
Crossley, S., McNamara, D. (2009). Computational assessment of lexical differences in<br />
L1 and L2 writing, Journal of Second Language Writing, 18, p. 119-135.<br />
Graesser, A., McNamara, D.S., Louwerse, M. & Cai, Z. (2004). Coh-Metrix: Analysis of<br />
text cohesion and language, Behavioral Research Methods, Instruments, and Computers,<br />
36, p. 193-202.<br />
Louwerse, M., McCarthy, P., McNamara, D., Graesser, A. (2004). Variation in language<br />
and cohesion across written and spoken registers. In K. Forbus, D. Gentner, & T. Regier<br />
(Eds.), Proceedings of the 26 th Annual Cognitive Science Society (pp. 843-848), Mahwah, NJ:<br />
Erlbaum.<br />
McCarthy, P., Lewis, G., Dufty, D., McNamara, D. (2006). Analyzing writing styles<br />
with Coh-Metrix. In G.C. Sutcliffe & R. G. Goebel (Eds.), Proceedings of the 19 th Annual<br />
Florida Artifical Intelligence Research Society International Conference (pp. 764-770),<br />
Melbourne Beach, FL: AAAI Press.<br />
McCarthy, P., Briner, S., Rus, W., McNamara, D. (2007). Textual signatures: identifying<br />
text types using latent semantic analysis to measure the cohesion of text strucutures. In<br />
A. Kao & S. Poteet (Eds.), Natural language processing and text mining (pp. 107-122),<br />
London: Springer-Verlag.<br />
McNamara, D., Crossley, S., McCarthy, P. (2010). Linguistic features of writing quality,<br />
Written Communication, 27 (1), p. 57-86.<br />
Robinson, P. (2001). Task complexity, task difficulty, and task production: Exploring<br />
interactions in the componential framework, Applied Linguitics, 22, p. 27-57.<br />
Robinson, P., Gilabert, R. (2007). Task complexity, the Cognition Hypothesis and<br />
second language learning and performance, IRAL, 45, p. 161-176.<br />
267
TRADUCCIÓN E INTERPRETACIÓN<br />
268<br />
Horizontes lejanos: traducción (inter)cultural y traductología cognitiva<br />
Amigo Extremera, José Jorge<br />
Grupo de investigación PETRA. Universidad de Las Palmas de Gran Canaria -<br />
josejorge.amigo@cogtrans.net<br />
La cultura –tanto en los Estudios de Traducción (Holmes 1988) como en los<br />
enfoques antropológicos que los sustentan parcialmente– es un concepto esencialmente<br />
controvertido (essentially contested concepts, Gallie 1964), al igual que «democracia» o<br />
«doctrina cristiana»: a) todos tenemos una definición propia, b) estas definiciones<br />
personales no coinciden entre sí pero c) estamos familiarizados con muchas<br />
definiciones distintas a la propia que no compartimos pero sí comprendemos. Es<br />
creciente el interés por estudiar las referencias culturales y diversas técnicas de traducción<br />
para tratarlas en todo tipo de textos (audiovisuales, Asimakoulas 2004; jurídicos,<br />
Gémar 2002, Terral 2004; literarios, Hagfors 2003, Inggs 2003, Nord 2003, etc.). La<br />
variedad de enfoques y paradigmas culturales no permite generalizaciones categóricas,<br />
pero muchas parecen contemplar la cultura como elemento externo al sujeto y<br />
fundamentan aproximaciones al proceso de traducción como «fenómeno de<br />
comunicación intercultural» (Reiss & Vermeer 1984; Katan 2004, 2009), en consonancia<br />
con el «giro cultural» (cultural turn) anunciado por Bassnett & Levefere (1990).<br />
Esta propuesta se plantea la necesidad de estudiar de forma empírica las<br />
relaciones entre diversas concepciones de cultura y traducción. Para ello, analiza<br />
informáticamente el léxico de un modesto corpus textual de 92 artículos de<br />
investigación, extraído de Meta, TTR y Perspectives, indizadas en ISI Web of<br />
Knowledge, ERIH y Scopus. Los textos incluyen los lemas traducción cultural y/o<br />
traducción intercultural en diversas lenguas. Los temas abarcan desde formación de<br />
traductores e intérpretes (Bahumaid 2010) hasta el discurso de la Otredad (Dimitriu<br />
2012), pasando por estudios sobre recepción de literatura multicultural en contextos<br />
académicos formales (Pascua 2003), e incluso reflexiones de corte antropológico<br />
(Valero-Garcés 1995, Bahadir 2004).<br />
Los resultados del análisis permiten trazar un mapa conceptual de las diversas<br />
aproximaciones y sus interrelaciones. De este mapa se deriva el siguiente recorrido por<br />
las definiciones implícitas y explícitas de traducción (inter)cultural en el corpus (en el<br />
caso de la traducción cultural, algunos autores se basan en las aproximaciones de<br />
Bhabha 1994:228, Carbonell 1999:47 y Trivedi 2004) y permiten esbozar una crítica<br />
constructiva y razonada desde la traductología cognitiva (Muñoz 2007, 2010a y 2010b),<br />
que propugna un enfoque interpersonal (Muñoz 1999:162) sobre la traducción y la<br />
interpretación, y busca el modo de operativizar la cultura en la investigación empírica,<br />
para evitar los problemas inherentes a las aproximaciones estructuralistas (cf. Martín<br />
de León 2005).<br />
Referencias<br />
Asimakoulas, D. 2004. Towards a model of describing humour translation: a case study<br />
of Greek subtitled versions of Airplane! and Naked Gun! Meta 49: 822–842.<br />
Bahadir, Ş. 2004. Moving in-between: the interpreter as ethnographer and the<br />
interpreting-researcher as anthropologist. Meta 49: 805–821.
Bahumaid, S. 2010. Investigating cultural competence in English-Arabic translator<br />
Training Programs. Meta 55: 569–588.<br />
Bassnett-McGuire, S. & A. Levefere, eds. 1990. Translation, History and Culture. London:<br />
Pinter Publishers.<br />
Bhabha, H.K. 1994. The location of culture. London: Routledge, 212–235.<br />
Carbonell, O. 1997. Traducir al otro. Traducción, exotismo y postcolonialismo. Escuela de<br />
Traductores de Toledo: Ediciones de Castilla-La Mancha.<br />
Dimitriu, R. 2010. When ‘we’ are ‘the other’. Travel books on Romania as exercises in<br />
intercultural communication. Perspectives 20/3: 313–327.<br />
Gallie, W.B. 1964. Essentially Contested Concepts. W.B. Gallie, ed. Philosophy and the<br />
Historical Understanding. London: Chatto & Wind, pp 157–191.<br />
Gémar, J.-C. 2002. Le plus et le moins-disant culturel du texte juridique. Langue,<br />
culture et équivalence. Meta 47/2: 163–176.<br />
Hagfors, I. 2003. The Translation of Culture-Bound Elements into Finnish in the Post-<br />
War Period. Meta 48: 115–127.<br />
Holmes, J. 1988. Translated! Papers in Literary Translation and Translation Studies.<br />
Amsterdam: Rodopi.<br />
Inggs, J. 2003. From Harry to Garri: Strategies for the Transfer of Culture and Ideology<br />
in Russian Translations of Two English Fantasy Stories. Meta 48/1-2: 285–297.<br />
Katan, D. 2004. Translating Cultures: An Introduction for Translators, Interpreters and<br />
Mediators. Manchester: St. Jerome Publishing.<br />
Katan, D. 2009. Translation as intercultural communication. J. Munday, ed. The<br />
Routledge Companion to Translation Studies. London & New York: Routledge, pp 74–<br />
92.<br />
Martín de León, C. 2005. Contenedores, recorridos y metas. Metáforas en la traductología<br />
funcionalista. Frankfurt: Peter Lang.<br />
Muñoz Martín, R. 1999. Contra Sísifo: Interdisciplinariedad y multiculturalidad.<br />
Perspectives 7/2: 153–163.<br />
Muñoz Martín, R. 2007. Apuntes para una traductología cognitiva. En L. Peganute, J.<br />
Decesaris, M. Tricás & M. Bernal, eds. Actas del III Congreso Internacional de la Asociación<br />
Ibérica de Estudios de Traducción e Interpretación. La traducción del futuro: mediación<br />
lingüística y cultural en el siglo XXI. Barcelona 22 –24 de 2007. Barcelona: PPU, pp. 65–75.<br />
Muñoz Martín, R. 2010a. Leave no stone unturned: On the development of cognitive<br />
translatology. Translation and Interpreting Studies 5/2: 145–162.<br />
Muñoz Martín, R. 2010b. On paradigms and cognitive translatology. En. G. Shreve & E.<br />
Angelone, eds. Translation and Cognition. Amsterdam: John Benjamins, pp. 169–187.<br />
Nord, C. 2003. Proper Names in Translation for Children: Alice in Wonderland as a Case<br />
in Point. Meta 48/1-2: 182–196.<br />
Pascua Febles, I. 2003. Translation and Intercultural Education. Meta 48/1-2: 276–284.<br />
Reiss, K. & H.J. Vermeer. 1996. [1984]. Fundamentos para una teoría funcional de la<br />
traducción. Madrid: Akal. Trad. De Sandra García Reina y Celia Martín de León.<br />
Terral, F. 2004. L’empreinte culturelle des termes juridiques. Meta 49/4: 876–890.<br />
Trivedi, H. 2005. Translating Culture vs. Cultural Translation. 91st meridian.org: 1–8.<br />
Valero-Garcés, C. 1995. Modes of translating culture: ethnography and translation.<br />
Meta 40/4: 556–563.<br />
269
The role of dubbing in foreign language learning: first insights<br />
Ávila Cabrera, José Javier<br />
UNED, Madrid. - javila@flog.uned.es<br />
Talaván, Noa<br />
ntalavan@bec.uned.es<br />
In recent years, Audiovisual Translation (henceforth, AVT) in the form of<br />
subtitling has proved to have great potential to improve foreign language learning<br />
skills (Incalcaterra McLoughlin et al., 2011; Sokoli et al., 2011; Talaván, 2010). Dubbing,<br />
as the other main AVT mode, is also bound to be helpful as a didactic resource in the<br />
language class, although not many authors have yet stopped to study its possible<br />
benefits. This presentation attempts to provide a general overview of the possible<br />
pedagogical applications of dubbing in foreign language learning (henceforth, FLL), as<br />
well as the main skills that it may enhance.<br />
First of all, dubbing should be applied to short video clips previously selected<br />
to work on the corresponding language content or skill students need to practise. They<br />
should be short so as not to turn the activity into a time-consuming task that may end<br />
up being more discouraging than motivating. There should be a careful selection of the<br />
source audiovisual text in terms of its relevance, interest, the type of language<br />
presented, the number of characters involved and the type of situation contained. The<br />
most practical option would be to have the dubbing process performed into the foreign<br />
language from a source video originally recorded in the students’ mother tongue, but<br />
intralingual dubbing could also be performed. Be it as it may, foreign language input<br />
needs to be there as the final goal of the activity.<br />
It would be ideal for these activities to be enclosed within complete tasks that<br />
include a warm-up section introducing the language to be dealt with, then the dubbing<br />
task, and finally a follow-up stage that takes the text further, probably working on<br />
other skills or on related content.<br />
The main advantages that dubbing seems to offer FLL stem, first of all, from the<br />
use of audiovisual dialogue, that is, quasi-realistic situations from everyday life that<br />
make use of useful language structures within a rather thorough replication of a real<br />
communicative context (Pavesi, 2012). Also, we can count on the benefits of translation<br />
as such in FLL, which offers learners the possibility of working on mediation strategies,<br />
which are so important to help students process language and establish equivalent<br />
meanings (Council of Europe, 2001). In such an activity, lip synchrony would be<br />
respected in a relatively flexible manner, given the didactic context, where dubbing<br />
could become a sort of voiceover for students; the final aim will always be to improve<br />
FLL skills, not to learn how to dub properly.<br />
As regards FLL skills, all of them could be promoted in this type of didactic<br />
task: oral and written production, listening and even reading comprehension. The<br />
research that has been undertaken thus far involves making students dub and subtitle<br />
a particular clip or set of clips as a single activity, since it has been considered a more<br />
comprehensive task that can profit from a wider range of didactic benefits. Some<br />
samples of such experiments will be discussed in this presentation, so as to provide<br />
information as to potential benefits and further uses.<br />
References:<br />
Council of Europe (2001) Common European Framework of Reference for Languages.<br />
Cambridge: Cambridge University Press.<br />
270
Incalcaterra McLoughlin, L. and Lertola, J. (2011) Learn through Subtitling: Subtitling<br />
as an Aid to language Learning. In L. Incalcaterra McLoughlin, M. Biscio and M. Áine<br />
Ní Mhainnín (eds). Subtitles and Subtitling. Theory and Practice (pp.197-218). Oxford:<br />
Peter Lang.<br />
Pavesi M. (2012). The potentials of audiovisual dialogue for second language<br />
acquisition. In Alderete-Díez, P., Incalcaterra McLoughlin, L., Ní Dhonnchadha, L. &<br />
Ní Uigín, D. (eds.). Translation, Technology and Autonomy in Language Teaching and<br />
Learning. Oxford: Peter Lang.<br />
Sokoli, S., Zabalbeascoa, P. and Fountana, M. (2011). Subtitling Activities for Foreign<br />
Language learning: What Learners and Teachers Think. In L. Incalcaterra McLoughlin,<br />
M. Biscio and M. Áine Ní Mhainnín (eds). Subtitles and Subtitling. Theory and Practice<br />
(pp.197-218). Oxford: Peter Lang.<br />
Talaván, N. (2010). Subtitling as a Task and Subtitles as Support: Pedagogical<br />
Applications. In J. Díaz Cintas, A. Matamala and J. Neves (eds). New Insights into<br />
Audiovisual Translation and Media Accessibility (pp. 285-299). Amsterdam: Rodopi.<br />
La reconciliación cognitiva en la retrotraducción como mecanismo para la mejora de la<br />
calidad de la traducción médica<br />
Bolaños, Alicia abolanos@dfm.ulpgc.es<br />
En los últimos años, el procedimiento de retrotraducción se ha consolidado<br />
como una fase fundamental a la hora de garantizar la calidad de la traslación y<br />
adaptación de diferentes géneros textuales en campos tales como las ciencias de la<br />
salud, la investigación transcultural y las pruebas psicométricas (Andriesen, 2008;<br />
Tyupa, 2011). Sin embargo, a pesar de su extendido uso, recomendado incluso por la<br />
Organización Mundial de la Salud (World Health Organization, 2010), se trata de una<br />
práctica que apenas ha sido estudiada desde la traductología (Ozolins, 2009).<br />
La retrotraducción consta de tres pasos (Maxwell, 1996): en primer lugar, el<br />
texto original se traduce a la lengua de llegada; a continuación, otro traductor se<br />
encarga de traducir el texto meta de nuevo a la lengua de partida, para finalmente<br />
comparar las dos versiones del texto en dicha lengua, con el objetivo de detectar<br />
posibles discordancias entre ellos y corregirlas. Este último proceso se conoce como<br />
reconciliación cognitiva y tiene como finalidad desentrañar de qué forma van a recibir<br />
el mensaje los destinatarios de la traducción, en comparación con los hablantes nativos<br />
del idioma de partida (Eker y Peters, 2007). A menudo la retrotraducción no ha<br />
contado con el beneplácito de los profesionales de la traducción, por ejemplo, porque<br />
tradicionalmente antepone el concepto de equivalencia conceptual frente al de<br />
funcionalidad (Bolaños Medina y González Ruiz, 2012), por propiciar que ciertos<br />
defectos del TM pasen inadvertidos si se realiza una traducción palabra por palabra o<br />
porque puede propiciar una similaridad conceptual en cierta medida artificial (AERA,<br />
APA and NCME 2008). Sin embargo, también ha quedado patente que en ocasiones<br />
puede servir para que éstos hagan oír su voz y favorecer el intercambio de impresiones<br />
con el cliente (Ozolins, 2009).<br />
El presente proyecto pretende contribuir a colmar la laguna bibliográfica<br />
detectada sobre la retrotraducción en el ámbito de los géneros textuales propios del<br />
campo de la Medicina, a menudo producidos en el marco de los ensayos clínicos de<br />
investigación (Bolaños Medina, 2012) y entre los que se encuentran: el consentimiento<br />
271
informado (Stiffler, 2003); los instrumentos de evaluación en general (Díaz Rojo, 2000),<br />
entre los que destacan los cuestionarios de calidad de vida relacionada con la salud<br />
(CVRS) (Serra-Sutton y Herdman, 2001); y los formularios de recopilación de<br />
resultados informados por el paciente (Wild et al., 2005). Tras revisar la escasa<br />
literatura existente, caracterizaremos el proceso de reconciliación cognitiva desde un<br />
enfoque funcional y en el marco de la traductología cognitiva. Por último, con el fin de<br />
orientar la investigación en este ámbito, expondremos, a partir de las conclusiones del<br />
estudio, los aspectos más salientes que merecen ser objeto de un estudio más detallado<br />
en el futuro.<br />
Bibliografía<br />
Aera, apa and ncme (2008): Standards for Educational and Psychological Testing.<br />
Washington: American Educational Research Association, American Psychological<br />
Association and National Council on Measurement in Education, and American<br />
Educational Research Association.<br />
Andriesen, S. (2008): “Benefiting from back translations”. Clinical Trial Management, 16-<br />
20.<br />
Bolaños Medina, A. (2012): “The key role of the translation of clinical trial protocols in<br />
the university training of medical translators”. Jostrans, 17<br />
Bolaños Medina, A.; González Ruíz, V. (2012): “Deconstructing the Translation of<br />
Psychological Tests”. Meta, Journal des traducteurs, 57(3).<br />
Díaz Rojo, J.A. (2000): “La traducción y adaptación cultural de instrumentos de<br />
evaluación en medicina”. Panace@, 1(1), 24-25.<br />
Eker, J.; Peters, J. (2007): “Gained in translation”. Future Pharmaceuticals, 3, 94-95.<br />
Maxwell, B. (1996): “Translation and Cultural Adaptation of the Survey Instruments”.<br />
En M.O. Martin y D.L. Kelly: Third International Mathematics and Science Study (TIMSS)<br />
Technical Report, Volume I: Design and Development. Chestnut Hill, MA: Boston College,<br />
1-10.<br />
Ozolins, U. (2009): “Back traslation as a means of giving translators a voice”. The<br />
International Journal for Translation and Interpreting, 1(2).<br />
Serra-Sutton, V.; Herdman, M. (2001): “Metodología de adaptación transcultural de<br />
instrumentos de medida de la calidad de vida relacionada con la salud”. Agència<br />
d’Informació, Avaluació i Qualitat en Salut, Generalitat de Catalunya.<br />
Stiffler, H.L. (2003): “Guidelines for Obtaining Informed Consent for Clinical<br />
Research”, Applied Clinical Trials Online, november 2003.<br />
Tyupa, S. (2011): “A theoretical framework for back-translation as a quality assessment<br />
tool”. New Voices in Translation Studies, 7, 35-46.<br />
Wild, D.; Grove, A.; Martin, M.; Ermenco, S.; McElroy, S.; Verjee-Lorenz, A.; Erikson, P.<br />
(2005): “Principles of Good Practice for the Translation and Cultural Adaptation<br />
Process for Patient-Reported Outcomes (PRO) Measures: Report of the ISPOR Task<br />
Force for Translation and Cultural Adaptation”. Value in Health, 8(2).<br />
World Health Organization (2010): “Process of translation and adaptation of<br />
instruments”. Disponible en:<br />
http://www.who.int/substance_abuse/research_tools/translation/en/ [Consulta: 27 de<br />
noviembre de 2012].<br />
272
Entre el fondo y la forma: algunas reflexiones sobre la interpretación en el campo de la<br />
salud mental<br />
Echauri Galván, Bruno<br />
Universidad de Alcalá de Henares - bruyo18@hotmail.com<br />
El presente proyecto pretende, por un lado, relacionar algunas teorías<br />
pragmáticas con los rasgos propios de una comunicación triangular interlingüística<br />
(paciente-personal sanitario-intérprete) en el campo de la salud mental y, por otro,<br />
justificar la importancia y reflexionar acerca de la figura del intérprete activo (Bot,<br />
2003) en este contexto.<br />
A partir de la idea de Verschueren (1999) de que la pragmalingüística estudia el<br />
uso que los hablantes hacen de la lengua como acción social, podemos inferir que los<br />
elementos que abarca esta disciplina (interlocutores, actos de habla, contexto…) la<br />
convierten en un factor inherente a todo proceso oral de comunicación. En el ámbito<br />
sanitario, resulta especialmente importante que este intercambio de información sea<br />
efectivo, ya que es fundamental que el personal médico comprenda las necesidades de<br />
los pacientes para poder prestar un servicio de calidad que permita cubrirlas (Baylav,<br />
2003). Por esa razón, la base de este trabajo es el Principio de Cooperación de Grice<br />
(Escandell Vidal, 1993, 92) que se sustenta sobre la idea central de que nuestra<br />
contribución debe ser en cada momento «la requerida por el propósito o la dirección<br />
del intercambio comunicativo» del que somos partícipes. Sobre este fundamentose<br />
añaden otras dos corrientes teóricas como son la Teoría de la Relevancia de Sperber y<br />
Wilson y el concepto de imagen formulado por Brown y Levinson (Escandell Vidal,<br />
1993). La suma de estos tres principios sirve para construir un marco hipotético para el<br />
desarrollo de una comunicación eficaz y satisfactoria entre todas las partes, basado en<br />
la voluntad de cooperación de cada uno de los interlocutores y la relevancia en los<br />
enunciados (presupuestos a la mayor parte de actos comunicativos) y que a su vez,<br />
contempla y asume una serie de violaciones relacionadas con la imagen social que cada<br />
uno de los hablantes desea proyectar y mantener. Sin embargo, en nuestro particular<br />
contexto de estudio, las diferencias lingüísticas y culturales, algunos factores<br />
característicos de la comunicación en el ámbito de la salud mental y las<br />
particularidades de algunas patologías, impiden que este modelo teórico se cumpla,<br />
levantando una serie de barreras que se convierten en el siguiente punto de análisis. De<br />
este modo, se describirá cómo el proceso comunicativo puede verse afectado por<br />
diversas interferencias, algunas surgidas a partir de los propios trastornos, otras de las<br />
relaciones entre el personal médico y los pacientes (Cushing, 2003), y otras a raíz del<br />
choque entre las ideas, valores y comportamientos de dos culturas diferentes (Lau,<br />
1984). El propósito final de este proyecto es mostrar cómo, en este ámbito de estudio,<br />
los rasgos propios de algunas patologías, las diferencias entre las partes (personales,<br />
sociales, idiomáticas, culturales…) y las teorías pragmáticas descritas anteriormente<br />
conforman una suma de factores a considerar y objetivos a alcanzar que influyen<br />
inevitablemente en una comunicación interlingüística y, por consiguiente, en el proceso<br />
de interpretación. A este respecto, la parte final del trabajo pretende reivindicar la<br />
figura del intérprete activo como pieza indispensable en la interacción, analizando<br />
tanto las repercusiones de este particular contexto en su labor, como el tipo de<br />
decisiones (modelo de interpretación, actitud, etc.) que puede tomar para alcanzar una<br />
comunicación lo más eficiente y relevante posible.<br />
273
Bibliografía<br />
Baylav, A. (2003). Issues of language provision in health care services. En R. Tribe y H.<br />
Raval (eds.). Working with interpreters in Mental Health, 69-77. East Sussex:<br />
Routledge.<br />
Bot, H. (2003). The myth of the uninvolved interpreter interpreting in Mental Health and the<br />
development of a three-person psychology. En L. Brunette, G. Bastin, I. Hemlin y C. Heather<br />
(eds.). The Critical Link 3: Interpreters in the Community, 27-35. Amsterdam;<br />
Philadelphia: John Benjamins.<br />
Cushing, A. (2003). Interpreters in medical consultations. En R. Tribe, y H. Raval (eds.).<br />
Working with interpreters in Mental Health, 30-54. East Sussex: Routledge.<br />
Escandell Vidal, M. V. (1993). Introducción a la Pragmática. Barcelona: Anthropos.<br />
Lau, A. (1984). Transcultural issues in family therapy. Journal of Family Therapy, vol. 6,<br />
91-112.<br />
Verschueren, J. (1999). Understanding Pragmatics. London; New York: Arnold.<br />
La banalización del mal: traducciones que crean una cara amable de los ideólogos nazis<br />
Fernández Gil, María Jesús<br />
Universidad Complutense de Madrid - mafern18@pdi.ucm.es<br />
Hoy en día el mal se expande por la sociedad cual epidemia, de suerte que su<br />
presencia invade todos los aspectos de la realidad cotidiana. Es cierto que a lo largo de<br />
la historia se han sucedido hechos atroces y personajes malvados. La novedad reside,<br />
sin embargo, en el carácter cotidiano que ha adquirido esta realidad. Y es que el<br />
despliegue de actos barbáricos vivido en el siglo XX y en lo que llevamos de siglo XXI<br />
ha convertido a la monstruosidad en un elemento integrante del modus vivendi del<br />
hombre moderno. Nos hemos acostumbrado a él y hasta lo hemos aceptado, incapaces<br />
de distinguir entre bien y mal. La prueba de dicha normalización la encontramos en la<br />
acogida que ha recibido el concepto de “banalidad del mal”, acuñado por Hannah<br />
Arendt en el año 1963. Esta filósofa alemana se valió de esta idea para explicar que la<br />
monstruosidad de los actos cometidos por Adolf Eichmann, uno de los grandes<br />
jerarcas nazis, se debía no a su maldad sino a su papel de ejecutor de órdenes. De este<br />
modo burocratizó el mal, dando el primer paso para desposeer a éste de su carácter<br />
intrínsecamente maléfico.<br />
En este trabajo, ilustraremos cómo algunas de las (re)escrituras del Holocausto<br />
han favorecido la consolidación de esta visión dulcificada del mal, hasta el punto de<br />
que puede hablarse de traducciones que crean una cara amable de los ideólogos nazis.<br />
Se trata de textos que, ya sea por motivos económicos, políticos o sociales, han<br />
(re)escrito el original para plegarse a una ideología totalmente contraria a la que les vio<br />
nacer. Lefevere (1992) denunció tal manipulación en la traducción al alemán del diario<br />
de Anne Frank, pero no es el único caso de intervención. Se observa un proceso similar<br />
en la (re)escritura al francés del manuscrito de Elie Wiesel Un di velt hot geshvign. La<br />
traducción al inglés y al francés de Se questo è un uomo de Primo Levi así como la<br />
versión neerlandesa de la autobiografía de Rudolf Höss también redefinen el papel de<br />
los nazis en el Holocausto. El marco teórico desde el que analizaremos todos estos<br />
ejemplos es el de la teoría de la recepción y de la ética (Wolfang 1993; Pym 2007), una<br />
perspectiva que nos ayudará a configurar la imagen proyectada del Tercer Reich, en<br />
general, y de Hitler y los nazis, en particular. Lejos de señalar con el dedo las opciones<br />
274
traductoras tomadas por quienes firman la traducción, pretendemos incidir en el hecho<br />
de que las maniobras de reinterpretación están sujetas a factores varios y variados, que<br />
a veces poco tienen que ver con el traductor. En cualquier caso y al margen del agente,<br />
el hecho no ha de pasar desapercibido, pues la materia objeto de traducción es, en el<br />
caso que aquí nos ocupa, de contenido altamente sensible.<br />
Bibliografía<br />
Arendt, H. (1963) Eichmann in Jerusalem: A Report on the Banality of Evil. New York:<br />
Viking Press.<br />
Lefevere, A. (1992) Translation, Rewriting, and the Manipulation of Literary Fame. Londres:<br />
Routledge.<br />
Pym, A. (1997) Pour un éthique du traducteur. Arras: Presses de l’Université d’Ottawa.<br />
Wolfang, I. (1993) “La interacción texto-lector”. En Dietrich Rall (ed.), En busca del texto:<br />
teoría de la recepción. México: UNAM.<br />
275<br />
El trabajo colaborativo y la adquisición de la competencia traductora en el aula de<br />
Traducción General<br />
Foulquie, Ana Isabel ana.foulquie@um.es<br />
Navarro, Marta mnavarrocoy@um.es<br />
Esta comunicación presenta la metodología utilizada para alcanzar uno de los<br />
objetivos principales de la asignatura Traducción General B-A, A-B I (inglés) del Grado<br />
en Traducción e Interpretación de la Universidad de Murcia. Dicho objetivo consiste<br />
esencialmente en aplicar los principios socioconstructivistas a la didáctica de la<br />
traducción. Estos principios enfatizan la forma única en que cada individuo percibe el<br />
mundo desde su propia experiencia y entre ellos destaca el trabajo colaborativo que,<br />
según la literatura es la forma de organización social que más favorece la instauración<br />
de un contexto favorable para el proceso de enseñanza y aprendizaje. Así, además de<br />
fomentar la interacción entre los estudiantes y de estos con el profesor, reduce la<br />
ansiedad típica de los contextos competitivos (Crozier 1997; Oxford 1999) y ayuda a<br />
instaurar relaciones interpersonales positivas, al mismo tiempo que favorece la<br />
autonomía de trabajo de los miembros del grupo (Crandal, 1999; Onrubia, 2003). El<br />
trabajo colaborativo comporta, además, la adquisición de técnicas interpersonales<br />
como la verbalización y justificación de las propias elecciones, la negociación, la<br />
división de roles, la revisión del trabajo realizado, etc., que son requisitos<br />
fundamentales en el mundo real (La Rocca 2007). Para Kiraly (2000:37), una de las<br />
grandes ventajas del trabajo colaborativo es que permite que las actividades de<br />
aprendizaje giren en torno a proyectos que reflejan la complejidad de las situaciones<br />
que se presentan en la vida real. Así es como se puede fomentar el ‘aprender a<br />
aprender’ que tendrá como resultado un aprendizaje para toda la vida (lifelong learning)<br />
que servirá al alumno para poder a enfrentarse a cualquier tipo de situación que se le<br />
presente una vez concluya su etapa en la institución docente y se incorpore a la<br />
realidad del mercado de trabajo.<br />
Parte de la metodología aplicada en la asignatura contempla el trabajo en<br />
grupos de 3 o 4 estudiantes con la finalidad no sólo de realizar encargos de traducción<br />
sino también de actuar como revisores de las traducciones hechas por otros grupos de<br />
compañeros. En ambos casos, los alumnos han de llevar a cabo una reflexión de ambos
procesos que deben reflejar en un documento al que denominamos ‘Memoria de<br />
traducción’.<br />
Así, tal y como se reflejará a lo largo de la comunicación, a través de esta<br />
dinámica de trabajo el alumno obtiene grandes beneficios derivados, tal y como se ha<br />
señalado, de las ventajas del trabajo colaborativo en el aula.<br />
Referencias<br />
Crandal, J., (1999) ‘Cooperative language learning and affective factors’, en Arnold, J.<br />
(ed.), Affect in Language Learning, Cambridge, Cambridge University Press, 226-245.<br />
Crozier, W. R (1997) Individual Learners. Personality Differences in Education.<br />
London/New York, Routledge.<br />
Kiraly, D. (2000) A Social Constructivist Approach to Translator Education. Cornwall: St.<br />
Jerome Publishing.<br />
La Rocca, M. (2007) El Taller de Traducción: Una Metodología Didáctica Integradora para la<br />
Enseñanza Universitaria de la Traducción. Tesis Doctoral, Universidad de Vic.<br />
Onrubia, J. (2003) ‘Las aulas como comunidades de aprendizaje: una propuesta de<br />
enseñanza basada en la interacción, la cooperación y el trabajo en equipo’. Cooperación<br />
Educativa 68, págs. 37-46.<br />
276<br />
A New Look at "A Separation": Metaphor Translation<br />
Hosseini, Nina<br />
alzahra university - nina.hosseini@student.alzahra.ac.ir<br />
Asiaee, Maral<br />
m.asiyaee@student.alzahra.ac.ir<br />
Conceptual metaphor or cognitive metaphor, a term introduced by Lakoff and<br />
Johnson (1980), refers to the fact that metaphors are not just terms that are used in<br />
literature or language, but they actually govern our mind and regulate our behavior.<br />
They do not just shape our daily communication, but they shape the way we think and<br />
act. According to this view, the conceptual system of human’s mind which controls the<br />
way he thinks and the way he behaves is metaphoric in nature (Iranmanesh, 2010).<br />
Based on cognitive approach, Mandelblit (1995) was apparently the first one who<br />
introduced metaphor schemes for translation. He considered two schemes for<br />
metaphor translation from one language to another; Similar mapping conditions<br />
between source language (SL) and target language (TL) and different mapping<br />
conditions between SL and TL. Afterwards, and based on Mandelblit’s suggestion,<br />
Kovecses (2005), Al- Hassnawi (2007), Iranmanesh (2010) and Taheri (2011) have each<br />
considered four, three, six and five schemes for metaphors in their models of<br />
translation, respectively; all based on English as the source language. In this paper we<br />
attempt to do the analysis in a different way by considering English as the target<br />
language and Persian as the source language. The aim is to discover how many<br />
metaphor schemes will be used while translating a non-English piece of art to English.<br />
To do so we chose the screenplay of Persian Oscar-winning film “A Separation” by<br />
Asghar Farhadi and extracted all possible metaphors which have been translated into<br />
English as the subtitle.<br />
References:<br />
Al-Hassnawi, A. R. (2007) ''A Cognitive Approach to Translating Metaphors''.<br />
Translation Journal, 11(3).
Kovecses, Z. (2005) Metaphor in Culture: Universality and Variation. Cambridge:<br />
Cambridge University Press.<br />
Iranmanesh, A. & G. S. Kulwindr Kaur. (2010) "A Cognitive Approach and Translation<br />
Strategies Used in the Subtitling of Metaphors in Three American Movies. Retrieved<br />
January 10, 2011, from:<br />
http://english.um.edu.my/anuvaada/PAPERS/IRANMANESH.pdf.<br />
Lakoff, G. & M. Johnson. (1980). Metaphors We Live By. Chicago: University of Chicago<br />
Mandelblit, N. (1995) "The Cognitive View of Metaphor and its Implications for<br />
Translation Theory". Translation and Meaning, Part 3 (483-495). Maastricht: Universitaire<br />
Press.<br />
Taheri Ardali, M. (2011). “A New Model to Metaphor Translation: A cognitive<br />
Approach in Focus”.The Fourth International Conference of Cognitive Science (ICCS).<br />
Tehran, Iran.<br />
Errores en la traducción jurídica y económica: posibles mejoras en la adquisición y el<br />
desarrollo de la competencia comunicativa en lenguas extranjeras de futuros<br />
traductores<br />
Jordan Núñez, Kenneth<br />
Universidad San Jorge - kjn.traducciones@gmail.com<br />
Cardos Murillo, María Pilar<br />
Universidad San Jorge - trad.j.mpcardos@gmail.com<br />
Sánchez Martínez, Eoghan<br />
Universidad San Jorge - eoghansanchez@yahoo.es<br />
El objetivo de esta comunicación es definir qué aspectos de la competencia<br />
comunicativa en la lengua de partida conviene reforzar durante el proceso de<br />
enseñanza-aprendizaje de la lengua extranjera de futuros traductores para mejorar su<br />
competencia traductora respecto de los textos de especialidad del ámbito jurídico y<br />
económico. Este trabajo, por tanto, se inscribe en el ámbito de la didáctica de la<br />
traducción y en el ámbito de la didáctica de las lenguas extranjeras en los estudios de<br />
traducción.<br />
Este estudio parte del concepto de competencia traductora según el<br />
planteamiento de Amparo Hurtado Albir, definida como “el sistema subyacente de<br />
conocimientos y habilidades necesarios para traducir” (Hurtado 1999: 43). Esta<br />
competencia la integran una serie de subcompetencias: comunicativa en las dos<br />
lenguas, extralingüística, de transferencia, instrumental y profesional, psicofisiológica<br />
y estratégica (Hurtado 2010: 182-183); si bien este trabajo se centra en la competencia<br />
comunicativa de la lengua de partida (que abarca conocimientos gramaticales,<br />
discursivos y sociolingüísticos) (PACTE 2001: 39-45), y, más concretamente, en la<br />
competencia de comprensión lectora.<br />
Se toman como objeto de estudio traducciones realizadas por alumnos del<br />
grado en Traducción y Comunicación Intercultural de la Universidad San Jorge en las<br />
materias de traducción jurídica y económica, porque es en estas materias de traducción<br />
especializada (que se cursan en los dos últimos cursos del grado) donde se ponen en<br />
práctica todos esos conocimientos y habilidades necesarios para traducir (gran parte de<br />
los cuales, sobre todo los relativos a la competencia comunicativa, han sido trabajados<br />
en las materias de los dos primeros cursos). Además, se parte de la consideración de<br />
277
que las materias de traducción directa general son solo una iniciación a la “traducción<br />
real” (Jordan 2012: 19) o a la “traducción profesional” (Hurtado 1996: 31).<br />
Se utiliza un corpus de cerca de 250 traducciones evaluadas mediante métodos<br />
basados en el análisis de errores (Waddington 1999) y realizadas en materias de<br />
traducción directa jurídica y económica de inglés y francés a español. Tras identificar<br />
todos los errores de traducción, se procede a clasificarlos utilizando como criterio la<br />
causa del error, y se seleccionan aquellos originados por posibles carencias de<br />
conocimientos y habilidades en la lengua extranjera o de partida implicada. Por último,<br />
se trata de determinar cuáles son los conocimientos y competencias relacionados con la<br />
comprensión lectora de la lengua de partida que los alumnos deberían haber<br />
adquirido, desarrollado o reforzado en las materias de lengua extranjera y en las<br />
materias de traducción general o de iniciación a la traducción para prevenir esas<br />
futuras carencias.<br />
Se espera que los resultados del estudio contribuyan a mejorar los planes de<br />
estudio de los grados en traducción y, sobre todo, los programas de las materias de los<br />
primeros cursos del grado (especialmente, las materias de lengua extranjera y de<br />
traducción general o de introducción a la traducción). De esa forma, podrá garantizarse<br />
que los alumnos disponen de las herramientas para adquirir y desarrollar los<br />
conocimientos y habilidades necesarios para abordar la traducción especializada, real o<br />
profesional como “traductores competentes” (Zabalbeascoa 2000).<br />
Referencias bibliográficas:<br />
Borja Albi, A. 1998. Estudio descriptivo de la traducción jurídica. Un enfoque discursivo.<br />
Directora: Amparo Hurtado Albir. Tesis doctoral. Universitat Autònoma de Barcelona.<br />
Brehm, J. y A. Hurtado. 1999. “La primera lengua extranjera”. Enseñar a traducir. Ed. A.<br />
Hurtado Albir. Madrid: Edelsa. 59-70.<br />
Hurtado Albir, A. 1999. “Objetivos de aprendizaje y metodología en la formación de<br />
traductores e intérpretes”. Enseñar a traducir. Ed. A. Hurtado Albir. Madrid: Edelsa. 8-<br />
58.<br />
Hurtado Albir, A. 2010. “La competencia traductora y su adquisición: un modelo<br />
holístico y dinámico”. Perspectives: Studies in Translatology. Vol. 7, 177-188.<br />
Jordan Núñez, K. 2012. Propuesta metodológica para la preparación y el desarrollo de una<br />
materia de traducción económica inglés-español dentro del Espacio Europeo de Educación<br />
Superior. Director: Javier Franco Aixelá. Tesina de máster. Universidad de Alicante.<br />
Jordan Núñez, K. (en prensa). “Some tips for designing and presenting an<br />
undergraduate course in economic, financial and commercial translation”. Current<br />
trends in translation teaching and learning. Ed. M. Garant. Helsinki: University of<br />
Helsinki Press.<br />
Nord, C. 1996. “El error en la traducción: categorías y evaluación”. La enseñanza de la<br />
traducción. Ed. A. Hurtado Albir. Castelló de la Plana: Publicacions de la Universitat<br />
Jaume I. 91-103.<br />
PACTE. 2001. La competencia traductora y su adquisición. Quaderns: revista de<br />
traducció. Vol. 6, 39-45.<br />
Román Mínguez, V. 2008. La enseñanza de la traducción (inglés-español) de los tipos<br />
textuales del mundo de la empresa: aproximación metodológica y materiales. Directora: Emilio<br />
Ortega Arjonilla. Tesis doctoral. Universidad de Málaga.<br />
Waddington, C. 1999. Estudio comparativo de diferentes métodos de evaluación de traducción<br />
general (Inglés-Español). Madrid: Universidad Pontificia Comillas.<br />
278
Zabalbeascoa Terran, P. 2000. “La didáctica de la traducción: desarrollo de la<br />
competencia traductora”. Aproximaciones a la traducción. [Documento de Internet<br />
disponible en http://cvc.cervantes.es/obref/aproximaciones/zabalbeascoa.htm#10].<br />
La utilidad de la orientación lingüístico-cognitiva en Terminología para la traducción<br />
especializada (a base del estudio terminológico psicolingüístico ruso-alemán-español)<br />
Koreneva Antonova, Olga<br />
Universidad de Granada - okoreneva@ugr.es<br />
El conocimiento especializado destaca por su indudable dinamismo y<br />
complejidad y su asimilación requiere del ser humano un esfuerzo cognitivo adicional.<br />
El objetivo de la comunicación especializada es la transmisión de nociones de<br />
especialidad. La globalización crea la necesidad de que la comunicación especializada<br />
se efectúe a nivel multilingüe, lo que plantea un desafío para los traductores y<br />
terminólogos a la hora de crear recursos terminológicos válidos. Según el enfoque de la<br />
gestión terminológica basada en el conocimiento (Faber 1999), solo la asimilación<br />
previa del conocimiento especializado garantiza su representación eficaz y el uso<br />
terminológico adecuado en el discurso científico-técnico. Las bases de conocimiento<br />
terminológico multilingües vienen a sustituir los diccionarios ordenados<br />
alfabéticamente. En la estructura de las bases de conocimiento terminológico se busca<br />
el máximo acercamiento a la organización del sistema conceptual humano<br />
considerando diferentes perspectivas en la percepción o conceptualización<br />
(multidimensionalidad), presentes tanto a nivel intralingüístico como inherentes a<br />
distintas lenguas. Estos recursos permiten recopilar una información exhaustiva sobre<br />
los conceptos especializados y ofrecen definiciones terminológicas más completas y<br />
eficaces.<br />
A pesar de la existencia de numerosos estudios sobre conceptos abstractos, es<br />
evidente la escasez de investigaciones sobre la conceptualización en el dominio de<br />
especialidad, así como la falta de estudios psicolingüísticos orientados hacia conceptos<br />
especializados a nivel intra e interlingüístico. Con el fin de eliminar estas lagunas,<br />
hemos emprendido una investigación sobre la conceptualización reflejada en la<br />
terminología medioambiental en ruso, alemán y español que combina el análisis léxico<br />
de términos en un corpus trilingüe con un estudio psicolingüístico realizado con<br />
sujetos nativos. Nuestra hipótesis consiste en que la diferente procedencia de esas<br />
lenguas, la rusa (eslava), la alemana (germánica) y la española (romance), originaría<br />
distintas perspectivas en la conceptualización de los mismos conceptos especializados.<br />
El análisis léxico del corpus permitió extraer el conocimiento especializado de la<br />
terminología perteneciente a un segmento del dominio medioambiental elegido y<br />
aportó los conceptos claves. Su inventario fue confirmado también por el estudio<br />
psicolingüístico (tarea de asociación de palabras). Dichos conceptos fueron<br />
organizados para su representación como un action-environmental interface (Barsalou<br />
2003) en un marco supralingüístico prototípico del dominio (evento medioambiental)<br />
propuesto por la Terminología Basada en Marcos (TBM) (Faber et al 2005, 2006, 2007;<br />
Faber 2011). Esta estructuración permite constatar también la influencia de la<br />
multidimensionalidad intra e interlingüística en la organización conceptual. La<br />
reconstrucción de la estructura conceptual subyacente a los términos ayuda a<br />
establecer la equivalencia terminológica en diferentes lenguas y permite formular las<br />
279
definiciones más completas. También se ha podido demostrar que el conocimiento más<br />
profundo de los conceptos especializados y su organización en forma dinámica mejora<br />
la representación y la transmisión del conocimiento especializado. La metodología<br />
propuesta demuestra la eficacia de la orientación lingüístico-cognitiva en la<br />
Terminología para la traducción científico-técnica y contribuye a la comunicación<br />
especializada multilingüe.<br />
280<br />
Estudio de las resoluciones de traducción en español del Sorgo Rojo<br />
Ku, Menghsuan<br />
National Chengchi University - menghsuanku@hotmail.com<br />
El escritor chino, Mo Yan, recibió el Premio Nobel de Literatura en 2012.<br />
Procede de una familia campesina, las tramas de sus novelas revelan la nostalgia de su<br />
pueblo a través de una descripción detallada de las historias ocurridas en su tierra<br />
natal Gaomi, Shandong. El estilo de sus obras se caracteriza por el realismo mágico<br />
influenciado por las obras de William Faulkner y Gabriel García Márquez. Es por ello<br />
que Mo Yan pudo escapar a la censura de China a pesar de sus referencias históricas.<br />
Sorgo Rojo, la novela por la que Mo Yan se hizo famoso, fue publicada en 1986 y<br />
llevada al cine dos años después, ganando numerosos premios cinematográficos tal<br />
como el 38 o Oso de Oro del Festival Cinematográfico en Berlín en 1988. El relato de la<br />
obra se sitúa en la época de la invasión japonesa y la lucha de China contra ella, e<br />
incluye historias de amor, retratos de la vida de entonces así como de la ideología<br />
dominante. Nuestro trabajo pretende estudiar la estrategia de tradución del Sorgo Rojo<br />
del chino al español, asímismo se marca los objetivos particulares de comparar las<br />
interpretaciones entre la película y la novela, las técnicas de traducción aplicadas con<br />
frecuencia y las resoluciones culturales empleadas.<br />
Los verbos de movimiento en las perífrasis verbales como un problema de traducción<br />
(análisis de la novela de Javier Marías Corazón tan blanco y su traducción al esloveno)<br />
Markic, Jasmina<br />
Universidad de Ljubljana Eslovenia - jasmina.markic@ff.uni-lj.si<br />
Los verbos de movimiento tienen «una importante flexibilidad léxica y<br />
sintáctica y se caracterizan por mostrar una predisposición a modificar sus<br />
propiedades léxico-semánticas y sintácticas en función del contexto en que aparecen;<br />
esa relativa facilidad para ‘vaciarse’ es precisamente lo que los capacita para entrar a<br />
formar parte de perífrasis como verbos auxiliares desemantizados» (de Miguel, E.<br />
(2012) «Verbos de movimiento en predicaciones sin desplazamiento espacial». Verba<br />
Hispanica XX. Ljubljana: Filozofska fakulteta (en prensa)). La ponencia se centra en uno<br />
de los grandes problemas de traducción del español al esloveno: la expresión del<br />
tiempo, aspecto y modo con las estructuras perifrásticas llamadas perífrasis verbales en<br />
español. El análisis contrastivo de estas dos lenguas de familias lingüísticas distintas, el<br />
esloveno (lengua eslava predominantemente aspectual) y el español (lengua romance)<br />
muestra interesantes soluciones en la traducción de las perífrasis verbales. El esloveno<br />
no conoce este tipo de estructuras perifrásticas (Markič, J. (2006) «Valores y usos de las<br />
perífrasis verbales de gerundio con los auxiliares ir, andar y venir». Linguistica 46 /2 .<br />
Ljubljana: Filozofska fakulteta. 243-250) salvo el caso de algunas perífrasis modales con
infinitivo (deber, poder + inf.: morati, moči, smeti + inf.), algunas perífrasis indicadoras de<br />
las fases de la acción también con infinitivo (empezar, comenzar a + inf., terminar de + inf.,<br />
dejar de + inf.: začeti, pričeti + inf., končati, prenehati + inf.) y las perífrasis verbales<br />
copulativas formadas de dos verbos conjugados relacionados con la conjunción y,<br />
cuyos significado y función se asemejan a las perífrasis verbales (Va y me dice que… /<br />
Gre in mi reče…). El traductor del español al esloveno debe conocer a fondo estas<br />
estructuras perifrásticas, sus usos y significados para encontrar equivalentes en<br />
esloveno y evitar traducciones falsas o incompletas.<br />
El análisis contrastivo de la novela de Javier Marías Corazón tan blanco y su<br />
traducción eslovena Tako belo srce se centra en estas cuestiones. El estilo narrativo de<br />
Javier Marías, el entrelazamiento de los “tiempos” en la narración, la expresión de lo<br />
narrado con largas frases son retos importantes para la traducción. La ponencia<br />
contrasta algunos fragmentos de la novela con su traducción eslovena y presenta<br />
algunas soluciones (im)posibles del problema tratado.<br />
Bibliografía<br />
De Miguel, E. (2012): «Verbos de movimiento en predicaciones sin desplazamiento<br />
espacial». Verba Hispanica XX (en prensa).<br />
García fernández, L. (2006): Diccionario de perífrasis verbales. Madrid: Gredos.<br />
Markič, J. (2006): “Valores y usos de las perífrasis verbales de gerundio con los<br />
auxiliares ir, andar y venir”. Linguistica 46 /2. Ljubljana: Filozofska fakulteta. 243-250.<br />
Real Academia Española (2009): Nueva gramática de la lengua española. Madrid: Espasa<br />
Calpe.<br />
281<br />
Dificultades socioculturales en la traducción biomédica: textos sobre terapia<br />
ocupacional<br />
Marta Rodríguez, Valentina<br />
Universidade de Vigo - vmarta@uvigo.es<br />
Sánchez Trigo, Elena<br />
Universidade de Vigo - etrigo@uvigo.es<br />
Varela Vila, Tamara<br />
Universidade de Vigo - tvarela@uvigo.es<br />
El objetivo de este trabajo es abordar un aspecto novedoso que no suele ser<br />
tratado por los estudios que analizan las dificultades traductoras de este amplio<br />
dominio de trabajo. Nos referimos a los problemas de naturaleza sociocultural<br />
presentes en la traducción de textos biomédicos.<br />
Para ello, tomamos como base la obra Occupational Therapy and Duchenne<br />
Muscular Dystrophy (2007), que hemos traducido al español para la Federación<br />
Española de Enfermedades Neuromusculares (ASEM). El texto original fue publicado<br />
por John Wiley & Sons Ltd, (), una editorial<br />
especializada en la edición textos científicos e información técnica.<br />
La obra proporciona información sobre la utilidad de la terapia ocupacional<br />
(TO) aplicada a personas con una de las enfermedades neuromusculares (ENM) más<br />
frecuentes: la distrofia muscular de Duchenne (DMD). Presenta un enfoque clínico<br />
flexible y bien fundamentado sobre las ventajas de la TO para los afectados por esta<br />
enfermedad.
La finalidad de la traducción ha sido dar a conocer en nuestra sociedad el<br />
enfoque otorgado a la DMD en el Reino Unido. De este modo, se quiere contribuir a<br />
que los pacientes reciban una atención y tratamiento acorde con los últimos avances. Se<br />
trata de la primera obra sobre TO y ENM que se traduce al castellano.<br />
Las principales dificultades que han surgido en el proceso de traducción han<br />
sido de dos tipos. Por un lado, la numerosa terminología propia de la TO, cuyo análisis<br />
hemos abordado en otros trabajos. Por otro, el gran número de referencias<br />
socioculturales alusivas a las estructuras asistenciales y de apoyo específicas del Reino<br />
Unido, a las que hemos tenido que dedicar una especial atención. Es en estas últimas<br />
en las que se centra nuestra presentación.<br />
En primer lugar se analizarán los aspectos socioculturales más importantes<br />
presentes en la citada obra. A continuación, se presentarán los problemas de traducción<br />
que plantearon y, finalmente, se mostrarán las soluciones traductoras adoptadas. De<br />
este modo, se destaca la importancia que cobran una serie de elementos que, si bien no<br />
suelen incluirse entre las características de los textos biomédicos, la práctica traductora<br />
nos muestra que pueden tener una importante presencia en los mismos.<br />
Este trabajo se inscribe en la investigación que sobre traducción de textos del<br />
ámbito de la biomedicina que estamos desarrollando. Se trata de un ámbito de especial<br />
interés por ser novedoso, multidisciplinar y en el que existe una demanda social de<br />
difusión de la información. Además, el subdominio de las enfermedades raras (ER), en<br />
el que se integran las ENM que se abordan en este estudio, constituye en estos<br />
momentos una prioridad en las políticas de salud pública.<br />
Referencias bibliográficas<br />
Alexandre Costa, N.M. y Guirardello de Brito, E. (2002). «Adaptación cultural de<br />
instrumentos utilizados en salud ocupacional», Revista Panamericana de Salud Pública, 11<br />
(2): 109-111.<br />
Congost Maestre, N. (2012). «Aspectos socioculturales en la traducción de cuestionarios<br />
de salud estadounidenses», Panace@, vol. XIII, 35, 91-98.<br />
Gracia Torres, M. y Bugnot, M.A. (2005). El referente cultural en la comunicación<br />
especializada. Málaga: Libros Encasa Ediciones y Publicaciones.<br />
Marta, V., Sánchez Trigo, E. y Varela, T. (2011). «Terminological Analysis in the Field<br />
of Medicine: The Translation of the Names of Assistive Products in the Book<br />
Occupational Therapy and Duchenne Muscular Dystrophy and a Proposal for their<br />
Classification»en Maruenda-Bataller, Sergio, y Clavel-Arroitia, Begoña (eds.): Multiple<br />
Voices in Academic and Professional Discourse: Current Issues in Specialised Language<br />
Research, Teaching and New Technologies. Cambridge: Cambridge Scholar Publishing (CSP),<br />
pp. 288- 297.<br />
Montalt, V. y González Davies, M. (2007). Medical translation Step by Step. Manchester<br />
(Reino Unido) y Kinderhook (EE. UU.): St. Jerome Publishing.<br />
Pym, A., Shlesinger, M. y Jettmarová, Z. (eds.).(2006). Sociocultural Aspects of Translating<br />
and Interpreting. Ámsterdam y Filadelfia: Benjamins Translation Library.<br />
Varela Vila, T., Sánchez Trigo, E. y Marta Rodríguez, V. (2012). «Vocabulario inglésespañol<br />
de productos de apoyo utilizados en terapia ocupacional para personas con<br />
enfermedades neuromusculares», Panace@, Vol. XIII, 35, pp. 69-90.<br />
Witte, H. (2008). Traducción y percepción intercultural. Granada: Editorial Comares.<br />
282
La liga antimuerte, de Kingsley Amis: Una nueva perspectiva sobre el sistema censor<br />
en el régimen franquista<br />
Meseguer Cutillas, Purificación<br />
Universidad de Murcia - purimeseguer@hotmail.com<br />
Con este estudio se pretende dar a conocer los datos del análisis descriptivo<br />
comparativo de una de las obras que conforman el corpus de nuestra tesis doctoral,<br />
enmarcada dentro de los Estudios Descriptivos de Traducción, en la que se exploran<br />
las diferentes estrategias censorias que se llevaron a cabo en la traducción literaria<br />
durante el Franquismo. Nuestro objetivo consiste en sumergirnos en una de las etapas<br />
más oscuras de la historia de España, de la que aún queda mucho por sacar a la luz,<br />
con el fin de examinar la recepción de obras extranjeras y verificar no solo si su<br />
traducción pone de evidencia un fenómeno de manipulación o censura de su<br />
contenido, sino también si existe la posibilidad de extraer patrones de actuación<br />
censoria.<br />
Para ello, desentrañaremos el funcionamiento de la censura y exploraremos los<br />
mecanismos sobre los se articula. La hipótesis que sostenemos es que los censores<br />
utilizaban diferentes estrategias dependiendo del texto al que se enfrentaran. De este<br />
modo, nuestra tesis se centra sobre tres bloques temáticos: sexo, política y religión;<br />
terrenos pantanosos e incómodos para los encargados de velar por la pureza ideológica<br />
del régimen. La liga antimuerte, precisamente, está plagada de referencias a la religión y<br />
a la política, pero, sobre todo, al sexo, uno de los recursos predilectos de su autor. Y es<br />
este rasgo el que convierte la obra en susceptible de haber sido manipulada.<br />
Publicada en España en 1967, es decir, un año después de la aprobación de la<br />
Ley de Fraga —la cual supuso, en principio, cierta distensión en la censura de Estado—<br />
La liga antimuerte apareció sin embargo con un gran número de supresiones y<br />
alteraciones. Lo que pretendemos es dar cuenta de esos ejemplos, detenernos en los<br />
más significativos y analizarlos, para extraer conclusiones que nos permitan<br />
caracterizar el comportamiento censor.<br />
Los resultados de este trabajo se contrastarán con el expediente del Archivo<br />
General de la Administración, que recoge todos los documentos sobre la consulta y<br />
publicación de la obra. Para las necesidades del presente análisis, recurriremos a este<br />
material tanto a priori como a posteriori. Esto nos dará la ocasión de detenernos en el<br />
fenómeno de la autocensura, dado que cualquier modificación del texto no<br />
preconizada previamente por la administración censora se sigue atribuyendo<br />
indiscriminadamente a limitaciones que el traductor se hubiese impuesto él mismo.<br />
Pero en el caso concreto de esta obra, existe un documento único y valiosísimo que<br />
viene a poner en tela de juicio un supuesto que tan a menudo se ha dado por sentado<br />
en los estudios traductológicos de la censura franquista.<br />
Bibliografía<br />
Abellán, M. (1980). Censura y creación literaria en España (1939-1976). Barcelona:<br />
Península.<br />
Amis, K. (1966). The Anti-death League. Londres: Penguin Books<br />
Amis, K. (1967). La liga antimuerte. Barcelona: Lumen.<br />
Bradford, R. (2001). Lucky Him: The biography of Kinsley Amis. Londres: Peter Owen Ltd.<br />
Cisquella, G. et al. (1977) Diez años de represión cultural: la censura de libros durante la ley<br />
de prensa (1966-1976). Barcelona: Anagrama.<br />
283
Gubern, R. (1981). La censura: Función política y ordenamiento jurídico bajo el franquismo<br />
(1936-1976). Barcelona: Península.<br />
Guindin, J. (1962). Postwar British Fiction: New Accents and Attitudes. Berkeley:<br />
University of California Press.<br />
Michael B. (1975). «The art of fiction LIX, Kingsley Amis» (entrevista). Paris Review, 64.<br />
Disponible en www.theparisreview.org/interviews/3772/the-art-of-fiction-no-59kingsley-amis.<br />
Moseley, M. (1993). Understanding Kingsley Amis. University of South Carolina Press.<br />
Rabadán, R., ed. (2000). Traducción y censura inglés-español: 1939-1985. Estudio<br />
preliminar. León: Universidad de León.<br />
Toury, G. (1995). Descriptive Translation Studies and Beyond. Amsterdam,<br />
Philadelphia: John Benjamins.<br />
284<br />
La traducción de las metáforas en el lenguaje del vino<br />
Negro, Isabel inegro@ccee.ucm.es<br />
En los últimos años el auge de la enología, el enoturismo, los cursos de catas y<br />
las publicaciones sobre el vino han contribuido a la creación de un lenguaje<br />
especializado marcado por su carácter metafórico que ha sido objeto de estudio por<br />
varios autores en lenguas como el inglés (Caballero y Suárez-Toste 2008, 2010) y el<br />
francés (Amoraritei 2002). La metáfora también estructura la representación y<br />
descripción del vino en español. En efecto, el lenguaje de la cata se articula en torno a<br />
cuatro metáforas fundamentales: EL VINO ES UN SER VIVO, EL VINO ES UN<br />
OBJETO, EL VINO ES UN TEJIDO y EL VINO ES UN ALIMENTO. La cuestión de la<br />
traducibilidad de la metáfora ha sido abordada por diversos autores (Dagut 1987,<br />
Rabadán 1991, Samaniego 1987) que subrayan la dificultad o incluso la imposibilidad<br />
de trasvasar la metáfora a otra lengua. En este trabajo analizamos los procedimientos<br />
de traducción de las metáforas utilizadas en un corpus de notas de cata en español e<br />
inglés.<br />
Bibliografía<br />
Amoraritei, L. 2002. «La métaphore en œnologie».<br />
www.metaphorik.de/03/amoraritei.pdf.<br />
Caballero, R. y Suárez-Toste, E. 2008. «Translating the senses. Teaching the metaphors<br />
in winespeak» in Boers, F. y Lindstromberg, S. (eds.), Cognitive Linguistic Approaches to<br />
Teaching Vocabulary and Phraseology, Berlin/New York, Mouton de Gruyter, 241-259.<br />
Caballero, R. y Suárez-Toste, E. 2010. «A genre approach to imagery in winespeak:<br />
Issues and prospects» en Low, G. et al. (eds.), Researching and Applying Metaphor in the<br />
Real World, Amsterdam/Philadelphia, John Benjamins, 265-288.<br />
Dagut, M. 1987. «More about the translatability of metaphors». BABEL 2, vol.33, 78-83.<br />
Rabadán, R. 1991. Equivalencia y traducción. Problemática de la equivalencia translémica<br />
inglés-español. León: Universidad de León.<br />
Samaniego, E. 1996. La traducción de la metáfora. Valladolid: Universidad de Valladolid.
Dificultades traductológicas del Folclore rumano. Estudio de caso: los cánticos<br />
infantiles en la clase de rumano como segunda lengua para los niños rumanos nacidos<br />
y educados en España<br />
Oprica, Alexandra Daniela doprica@gmail.com<br />
Ploscar, Hadasa Camelia had30cam@yahoo.com<br />
Esta investigación tiene como punto de partida el hecho de que el folclore es<br />
una parte importante de la cultura de una nación. Por un lado, hemos analizado<br />
algunas dificultades que aparecen a la hora de abordar un texto folclórico y por otro<br />
lado, intentaremos presentar algunas técnicas de traducción que hemos utilizado para<br />
que el contenido de los textos no pierda su esencia y refleje lo que el autor quiso<br />
plasmar en el texto. El conocimiento del folclore ayuda a comprender mejor la vida<br />
misma, dado que contiene la sabiduría popular en clave. El trabajo que vamos a<br />
presentar es el resultado de unas 6 sesiones en las que hemos trabajado con un grupo<br />
de niños de origen rumano que siguen los cursos de lengua y cultura rumana en<br />
diversos Colegios de la Comunidad de Madrid.<br />
En cuanto a la antigüedad de los juegos de los niños rumanos, la primera<br />
indicación conocida es la de Anton-Maria del Chiaro, el secretario florentino de<br />
Constantin Brâncoveanu, un príncipe de Valaquía, autor de un libro de historia “Istoria<br />
delle moderne revoluzioni della Valachia” dedicado al Papa Clemente XI y editado en<br />
Venecia en 1718. Del Chiaro se excusa al lector en su afán de describir los juegos<br />
infantiles de la Valaquia justificando que “verá en ellos el testimonio de ser<br />
descendientes de los antiguos colonizadores que dejó Trajano después de conquistar la<br />
Dacia y los que han trasmitido a las generaciones, hasta hoy día, los mismos juegos la<br />
pelota, la peonza, las nueces, los caballos, el columpio, jugar a la gallina ciega y otros,<br />
todos empleados a su tiempo”. Del Chiaro ve en los juegos infantiles una muestra del<br />
origen latín de los rumanos y de su permanencia sin interrupción en la tierra de la<br />
antigua Dacia hasta hoy.<br />
El folclore de los niños está formado por: juegos, canciones-fórmulas,<br />
recitativos-cuentas, refranes, dichos, encantamientos y desencantamientos. Todos estos<br />
géneros han constituido el corpus para la traducción al español. Una primera dificultad<br />
que surge se debe al hecho de que se trata de estructuras habituales de la lengua<br />
hablada que Gloria Corpas Pastor (1997) divide en formulas discursivas y formulas<br />
psicosociales. Por otro lado, aparecen problemas de lingüística bastante complejos que<br />
muy difícilmente se pueden solucionar con el uso de los clásicos recursos lexicográficos<br />
actualmente en circulación. A estas dificultades, se suman también los problemas de<br />
orden terminológicos y los elementos extralingüísticos. El primer paso ha sido la<br />
comprensión del texto y el análisis del mismo a través de preguntas guiadas (cuenta las<br />
sílabas, dónde cae el acento, cuales son las sílabas finales); en muchos casos, los alumnos<br />
hacen la traducción de las frases solamente a nivel de sentido sin conservar las normas<br />
de una poesía. Como ejercicios buscamos palabras compuestas de 2 ó 3 sílabas que<br />
rimen con oca: oca-loca/toca/mazorca; o palabras de dos, tres o cuatro sílabas que rimen<br />
con restos: restos-nuestros/modestos/ancestros/alimentos. Ese tipo de ejercicios que<br />
solicita la creatividad implica el brainstorming. Con todos estos resultados,<br />
reorganizamos el texto para que responda a los requisitos que hemos analizado al<br />
principio: rima, ritmo, medida.<br />
285
La creatividad y la competitividad en la búsqueda de palabras que acaben en la<br />
misma sílaba y la reformulación del texto es un proceso educativo que interesa a los<br />
niños de todas las edades. El juego es la base de estos tipos de ejercicios que hace que<br />
los niños se motiven tanto en la selección, recogida de nuevas palabras y en el<br />
aprendizaje de nuevo léxico en los dos idiomas. Siendo versos cortos, muchos salen de<br />
clase con sintagmas memorizados, que estimulan el desarrollo de procesos psíquicos.<br />
En conclusión podemos afirmar que a través de juegos, canciones y adivinanzas se<br />
puede trasmitir a los niños la importancia del folklore, como educador y transmisor de<br />
valores y conceptos que van más allá del conocimiento del patrimonio folklórico. Por<br />
otro lado, la traducción del folklore constituye un medio para la práctica tanto del<br />
idioma rumano como un medio para entrar en contacto con el folklore y la cultura<br />
española.<br />
El curioso caso de la prensa femenina publicada en España: la (no) traducción como<br />
herramienta ideológica.<br />
Páez Rodríguez, Alba<br />
Universidad de Salamanca, Salamanca - alba.paez.rodriguez@hotmail.com<br />
En los últimos años, los Estudios de Traducción han presenciado la<br />
inauguración de una nueva línea de investigación que analiza la importancia de la<br />
traducción en los medios de comunicación de masas, elementos que, en esta<br />
«hiperrealidad» baudrillana en la que vivimos, han adquirido un Poder sin<br />
precedentes en tanto en cuanto pueden crear y difundir representaciones de la realidad<br />
que llegan cada día a millones y millones de personas. Este trabajo analiza un tipo muy<br />
concreto de estos medios: las revistas femeninas publicadas en España, en las que<br />
hemos observado una presencia muy elevada de palabras y expresiones en inglés y en<br />
francés.<br />
Con esta investigación trataremos de demostrar que el uso que en ellas se hace<br />
de estas lenguas no es inocente, sino que viene motivado por su poder connotativo, lo<br />
que Roland Barthes llamó «significado de segundo nivel». Para ello, recuriremos a la<br />
sociología crítica de Pierre Bourdieu, adoptada recientemente por otra novísima<br />
disciplina de la traductología: la Sociología de la traducción. De este modo, al aplicar<br />
los conceptos básicos de «campo», «habitus», «illusio», «capital» y «capital<br />
simbólico» al ámbito de las revistas femeninas, daremos los primeros pasos hacia la<br />
elaboración de una teoría social de este tipo de publicaciones que nos permitirá<br />
estudiar el peculiar fenómeno lingüístico que nos ocupa enmarcado en estructuras de<br />
Poder. Así, pretendemos demostrar que este nuevo enfoque aporta un elemento<br />
esencial que siempre debe considerarse a la hora de analizar este tipo de publicaciones:<br />
la sociedad que las produce y las consume. Además, profundizaremos especialmente<br />
en la noción de «capital simbólico», que nos ayudará a explicar por qué los distintos<br />
grupos editoriales coinciden en este uso tan particular de la lengua.<br />
Finalmente, nos centraremos en las implicaciones éticas de esta práctica de (no)<br />
traducción y abogaremos por la necesidad de que todo traductor sea perfectamente<br />
consciente y responsable del uso que hace de la lengua, su herramienta de trabajo que,<br />
en ocasiones, puede convertirse en un arma.<br />
Referencias:<br />
Barthes, R. (1972 [1957]) Mythologies (London: Paladin). Trad. AnnetteLavers.<br />
286
——— (2003 [1967]) El sistema de la moda y otros escritos (Barcelona: Paidós). Trad.<br />
Carles Roche.<br />
Bourdieu, P. (1980) Le sens pratique (Paris: Éditions de Minuit).<br />
——— (1984) Question de sociologie (Paris: Éditions de Minuit).<br />
——— (1987) Choses Dites (Paris: Éditions de Minuit).<br />
Foucault, M. (1992 [1979]) El orden del discurso (Buenos Aires: Tusquets). Trad.<br />
Alberto GonzálezTroyano.<br />
Friedan, B. (1963) The Feminine Mystique (London: Penguin).<br />
Gallego Ayala, J. (1990) Mujeres de papel. De ¡Hola! A Vogue (Barcelona: Icaria).<br />
Grijelmo, Á. (2007 [2000]) La seducción de las palabras (Madrid: Santillana).<br />
Lipovetsky, G. (1999 [1997]) La tercera mujer (Barcelona: Anagrama). Trad. Rosa<br />
Alapont.<br />
Schäffner, C. (ed.) (2000) Translation in the Global Village (Clevedon: Multilingual<br />
Matters).<br />
Vidal Claramonte, M.C.Á. (2003) La magia de lo efímero: representaciones de la mujer<br />
en el arte y literatura actuales (Castelló de la Plana: Universitat Jaume I).<br />
——— (2012) “El lenguaje de las revistas femeninas españolas: la (no) traducción como<br />
ideología”. Meta, 2012.<br />
Wolf, M. y Alexandra F. (eds.) (2007) Constructing a Sociology of Translation (New<br />
York and Amsterdam: John Benjamins).<br />
Wolf, M. (2010) “Translation ‘Going Social’? Challenges to the (Ivory) Tower of Babel”.<br />
MonTI 2, pp. 29-46.<br />
287<br />
On actually and its translations into Spanish: the challenge of translating<br />
multifunctional units<br />
Pérez, María<br />
Universidad Complutense de Madrid - maria.perez.blanco@pdi.ucm.es<br />
Over the last years, epistemic or stance adverbs have received a lot of attention<br />
in many studies due to their multifunctionality (Downing 2001, Aijmer 2005, Simon-<br />
Vandenbergen 2007). Beyond the expression of truth value, stance adverbs have<br />
diachronically developed new pragmatic and textual meanings reflecting a<br />
grammaticalization process. These shifts in meaning may be attested through the<br />
evidence provided by monolingual and bilingual corpus-based studies. Translational<br />
corpora have also proved to be an extraordinary source of data (Simon-Vanderbergen<br />
y Aijmer 2003)<br />
Multifunctional items may present a challenge for translators. The delicate<br />
problem of translating epistemic modal adverbs arises from their context-dependence.<br />
In some contexts one function becomes prevalent over others. Sentence position seems<br />
to be closely associated to the different meanings conveyed by these multifunctional<br />
units. At the same time, analysing translational paradigms supplies an invaluable tool<br />
for disclosing their various functions.<br />
The present paper focuses on one such multifunctional item, the English adverb<br />
actually. This paper is a corpus-based contrastive study of actually and its<br />
corresponding translations into Spanish as they were found in a large English-Spanish<br />
parallel corpus of contemporary texts (P – ACTRES). The results of the analysis of these<br />
bi-texts will reveal the translational options employed by a number of different
professional translators to address the multifunctional meaning of actually. Some of the<br />
translation strategies that may be used are the following: 1) literal translation (markers<br />
belonging to the same syntactic category in both languages), 2) transposition (the<br />
meaning is encoded by different syntactic categories in the target language), 3)<br />
omission or 4) alteration (translator ‘infidelity’) of the attitude expressed. Strategies<br />
may vary according to the different functions of actually in English source texts (ST).<br />
The present paper will dwell on the distribution of the different translational options<br />
and their possible associations with different functions in the source text.<br />
The aim of this study is twofold. The first is to attain a better grasp of the<br />
multifunctionality of actually through the translated data provided by the parallel<br />
corpus. In this sense, the translated evidence is a research tool that enhances the<br />
descriptive linguistic knowledge. The second aim of this type of contrastive study is to<br />
provide an inventory of translational options based on the cross-linguistic regularities<br />
found. The translations analysed, are no longer considered as a tool of the analysis, but<br />
as its object. The translation paradigm identified may thus supply the raw material for<br />
the building up of applications in the field of translation practice and translator<br />
training.<br />
References:<br />
Aijmer, K. 2005. “Evaluation and Pragmatic Markers”. In E. Tognini-Bonelli & G. del<br />
Lungo. (eds.). Strategies in Academic Discourse. Amsterdam: John Benjamins. 83-96<br />
Downing, Angela. 2001. ‘“Surely you knew!” Surely as a marker of evidentiality and<br />
stance’. Functions of Language 8:2 (2001), 253-285. Amsterdam/Philadelphia.<br />
Benjamins.<br />
Simon-Vandenbergen, A. and K. Aijmer. 2003. “The expectation marker of course”.<br />
Languages in Contrast 41(1): 13-43.<br />
Simon-Vandenbergen, A. 2007. “No doubt and related expressions. A functional<br />
account”. In: Hannay, Mike and Gerard J. Steen (eds.), Structural-Functional Studies in<br />
English Grammar. vi, 393 pp. (pp. 9–34).<br />
Reconsidering the relevance of grammar and translation in the foreign language class:<br />
the case of english<br />
Petisco, Sonia spetisco@ugr.es<br />
The following article is based primarily on my latest research reports within the<br />
field of Applied Linguistics and Translation. It deals with the teaching of the English<br />
Language to future translators and interpreters, aiming at the development of the five<br />
communicative skills described in the Common European Framework of Reference for<br />
Languages: reading, writing, listening, speaking and oral interaction.<br />
However, at a time of unprecedented and very fast social changes as the one we<br />
are immersed in, we have been compelled to revise our current communicative<br />
principles so as to incorporate other apparently more traditional elements which have<br />
been put aside with the ebb and flow of the discipline evolution, such as the translation<br />
practice or the in-depth study of grammar. Reassessing the role of these linguistic<br />
issues and their mutual relation constitutes one of our main current concerns.<br />
In our learner-centered teaching proposal, we have introduced the use of<br />
pedagogical translation (Lavault) in the foreign language classroom as a means of<br />
contrastive analysis that can help students discover not only lexical, textual, semiotic or<br />
288
pragmatic differences, but also grammatical differences between L2 and L1 such as<br />
special use of tenses, phrasal verbs, use of prepositions, structural false friends,<br />
grammatical structures without a direct equivalent, etc. It is our belief that students of<br />
a foreign language should be provided with a thorough knowledge of the<br />
subconscious engineering of foreign grammars, so that these grammars can find a way<br />
from subconsciousness to consciousness, and then plunge back again into<br />
subconsciousness. Nevertheless, we are also sensitive to the fact that every pedagogical<br />
endeavour should result in a continuous and lively process that responds to a<br />
conception of language as a means of social communication in a globalized world.<br />
To sum up, our methodological approach takes into account boththe more<br />
superficial level of language --the semantic/cultural level-- but also its deeper and less<br />
conscious aspects, according to a syllabus that combines elements of the grammarstructural<br />
syllabus, the functional-notional syllabus, the task-based syllabus and the<br />
topic-based syllabus. Based on actual and positively assessed teaching practice, the<br />
present study includes the design of a series of translation and evaluation activities<br />
which have proved suitable for the accomplishment of one of the main objectives of the<br />
teaching of English to translators: namely, learning how to dissociate two languages in<br />
contact.<br />
References<br />
Al-Kufaishi, A. (2004). “Translation as a learning and teaching strategy”, en Babel,<br />
Revue de la FIT, Copenhagen University, Vol. 3: 45-49.<br />
Berenguer, L. (1999). “Cómo preparar la traducción en la clase de lenguas extranjeras”.<br />
Revista de traducción 4: 135-150.<br />
Catford, J.C. (1970). Una teoría lingüística de la traducción. Caracas: Universidad Central<br />
de Venezuela.<br />
Duff, A. (1989). Translation. Oxford: Oxford University Press.<br />
Elena, P. (1990). Aspectos teóricos y prácticos de la traducción. Universidad de Salamanca.<br />
García, E., P. y J. de Kock (eds.) (2006). Gramática y Traducción. Salamanca: Universidad<br />
de Salamanca.<br />
Hatim, B. and I. Mason (1995). Teoría de la traducción. Barcelona: Ariel.<br />
Hurtado Albir, A. (1988a). “La traducción en la enseñanza comunicativa”. Cable 1: 42-<br />
45.<br />
---------. (1988b). “Hacia un enfoque comunicativo de la traducción”. Actas II Jornadas<br />
Internacionales de Didáctica del español como lengua extranjera. Madrid: Ministerio de<br />
Cultura, 53-79.<br />
----------. (1994). “Un nuevo enfoque de la traducción en la didáctica de las lenguas”.<br />
Traducción, Interpretación, Lenguaje. Actas III Congreso Internacional Expolingua. Madrid:<br />
Fundación Actilibre, 67-89.<br />
----------. (1999). Enseñar a Traducir. Madrid: Edelsa.<br />
----------. (2001). Traducción y Traductología. Madrid: Cátedra.<br />
Lavault, E. (1984). Fonction de la traduction en didactique des langues. Col. Traductologie 2,<br />
Paris: Didier Erudition.<br />
Muñiz Cachón, C. (1997). “Alcance de la gramática en la traducción. Los falsos amigos<br />
gramaticales". Revista Española de Lingüística 31, 1: 163-178.<br />
----------. (1998). “La Lingüística en la traducción”. Livius: Revista de estudios de traducción<br />
12: 141-162.<br />
289
Steiner, G. (1975). After Babel: Aspects of Language and Translation. Oxford: Oxford<br />
University Press.<br />
Tudor, I. (1987). “Using translation in ESP”, ELT Journal, Vol. 41/4: 32-35.<br />
Pegenaute, L. (1996). “La Traducción como Herramienta Didáctica”. Contextos, xvi/27-<br />
28: 107-125.<br />
Santoyo, J.C. (ed.) (1989). “La traducción entre el mundo hispánico y anglosajón:<br />
relaciones lingüísticas, culturales y literarias”. Actas del XI Congreso Aedean: Translation<br />
Across Cultures. Servicio de Publicaciones de la Universidad de León.<br />
Snell-Hornby, M. (1988). Translation Studies: An Integrated Approach. Amsterdam: John<br />
Benjamin.<br />
Steiner, G. (1975). After Babel: Aspects of Language and Translation. Oxford: Oxford<br />
University Press.<br />
Tudor, I. (1987). “Using translation in ESP”, ELT Journal, Vol. 41/4: 32-35.<br />
Zabalbeascoa Terrán, P. (1990). “Aplicaciones de la traducción a la enseñanza de<br />
lenguas extranjeras”. Sintagma 2: 75-76.<br />
El aprendizaje explícito en traducción: su papel en la identificación y categorización de<br />
problemas<br />
Rojo, Ana anarojo@um.es<br />
Foulquie, Ana Isabel ana.foulquie@um.es<br />
Navarro, Marta mnavarrocoy@um.es<br />
La identificación de problemas juega un papel primordial en la adquisición y<br />
desarrollo de la competencia traductora. Existe, de hecho, evidencia a favor de la<br />
mayor competencia de los traductores expertos frente a los traductores en formación a<br />
la hora de identificar y categorizar los diferentes problemas de traducción. En un<br />
estudio anterior (Navarro Coy et al. 2012) al aquí presentado, se demostró que las<br />
diferencias entre alumnos de primer y último curso del Grado en Traducción e<br />
Interpretación a la hora de identificar y clasificar problemas de traducción no eran<br />
demasiado significativas. Una explicación posible para esta ausencia de diferencias era<br />
la mayor automatización de los procesos de traducción de los alumnos de último<br />
curso. Otra era la escasa instrucción explícita que dichos alumnos habían recibido para<br />
fomentar su capacidad para identificar posibles problemas de traducción.<br />
Para corroborar esta última hipótesis, diseñamos un estudio destinado a<br />
comprobar si el hecho de que los alumnos reciban instrucción explícita en clase puede<br />
aumentar su capacidad para identificar problemas y realizar una traducción de mayor<br />
calidad. En primer lugar, se diseñó una unidad didáctica destinada, entre otras cosas, a<br />
instruir al alumnado sobre los tipos de problemas y errores de traducción más<br />
frecuentes. Los alumnos debían aplicar dichos conocimientos de forma periódica en<br />
una serie de encargos de traducción incluidos en la parte práctica de la asignatura. En<br />
segundo lugar, con el objetivo de comprobar la repercusión de la instrucción recibida<br />
por los alumnos, se preparó un encargo de traducción con un texto para traducir y una<br />
memoria en la que los alumnos debían identificar los posibles problemas presentados<br />
por el texto antes de realizar la traducción. Para comprobar si el nivel de experiencia<br />
podría suplir de alguna forma la instrucción explícita recibida, se distribuyó el encargo<br />
a alumnos de 2º y 4º curso de Grado. Además, para comprobar si existía realmente una<br />
relación entre la capacidad de los alumnos para identificar problemas y la calidad de<br />
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las traducciones, se analizó una muestra representativa de los encargos realizados por<br />
los alumnos con mayor y menor capacidad para identificar problemas y la calidad de<br />
la traducción realiza por estos.<br />
En el presente trabajo se exponen los resultados más significativos de nuestro<br />
estudio. Los datos obtenidos ponen de relieve que el aprendizaje explícito influye en la<br />
capacidad del alumnado para la identificación y categorización de problemas de<br />
traducción, así como en la calidad final del trabajo de traducción realizado.<br />
Referencias<br />
Angelone, E. (2010) “Uncertainty, uncertainty management, and metacognitive<br />
problem solving in the translation task”. En G.M. Shreve y E. Angelone Translation and<br />
Cognition. Amsterdam y Filadelfia: John Benjamins.<br />
Angelone, E. Y G. M. Shreve (2011) “Uncertainty Management, Metacognitive<br />
Bundling in Problem Solving, and Translation Quality”. En S. O'Brien Cognitive<br />
Explorations of Translation. Continuum Studies in Translation. Nueva York y Londres:<br />
Continuum.<br />
Navarro Coy et al. “El papel de la identificación de problemas en el desarrollo de la<br />
competencia traductora”. XXX Congreso Internacional AESLA. Universitat de Lleida, 19-<br />
21 abril 2012.<br />
Göpferich, S. Bayer-Hohenwarter, G. Prassl, F. y J. Stadlober (2011) "Exploring<br />
Translation Competence Acquisition: Criteria of Analysis Put to the Test". En S. O'Brien<br />
Cognitive Explorations of Translation. Continuum Studies in Translation. Nueva York y<br />
Londres: Continuum.<br />
Lachat, C. (2003) Estrategias y Problemas de Traducción. Granada: Universidad de<br />
Granada. [Tesis Doctoral]<br />
Lachat, C. (2008) “Aprendizaje de Resolución de Problemas de Traducción:<br />
Herramientas para el Desarrollo Cognitivo de los Estudiantes”. En Pegenaut, L.;<br />
DeCesaris, J.; Tricás, M. y Bernal, E. (eds.) Actas del III Congreso Internacional de la<br />
Asociación Ibérica de Estudios de Traducción e Interpretación. La traducción del futurao:<br />
mediación lingüística y cultural en el siglo XXI. Barcelona 22-24 de marzo de 2007.<br />
Barcelona: PPU. Vol. Nº 2, pp. 47-55.<br />
Schäffner, C. Y B. Adab (eds.) (2000) Developing Translation Competence. Amsterdam y<br />
Filadelfia: John Benjamins.<br />
Seven years of Mediterranean Editors and Translators: Coming in from the cold1 Shaw, Oliver<br />
IIS-Fundación Jiménez Díaz - oliver.shaw@capiosanidad.es<br />
Mediterranean Editors and Translators (MET) is a forum for Mediterraneanarea<br />
language consultants - translators, editors, language coaches and lecturers,<br />
interpreters, writers - who work mainly with or into English in a variety of disciplines.<br />
Many of these professionals live and work in isolation from their mother tongue, with<br />
limited opportunities to meet and collaborate with colleagues. MET has always seen<br />
itself as a meeting-place, real and virtual, for knowledge sharing and exchange.<br />
1 Please note that I propose to be a guest presenter of this poster which was created by<br />
Catherine Mark (science editor, Centro Nacional de Biotecnología/CSIC).<br />
291
The seven-year history of MET is a story of events and achievements, of search<br />
and encounter, questioning and debate, learning and experience. It shows how we<br />
built a network that allows us to pinpoint and address the problems, doubts and crossdisciplinary<br />
issues we have in common, and to achieve the objectives defined in our<br />
charter: to identify expertise, share knowledge, channel information exchange, improve<br />
quality, stimulate research, determine user needs and assist in meeting them.<br />
Language support specialists from many fields come together in MET to serve<br />
our needs as professionals and those of our clients. Here we outline major events in<br />
MET's first seven years. We highlight some of our concerns and the ways we work to<br />
help ourselves and the users of our services to communicate clearly.<br />
292<br />
Mecanismos de contextualización en la Interpretación Telefónica (IT)<br />
Toledano Buendía, María del Carmen<br />
Universidad de La Laguna - ctoledan@ull.es<br />
Muchas de las definiciones y caracterizaciones de la interpretación para los<br />
servicios públicos (ISP) incluyen la proximidad física de los participantes en el<br />
encuentro (interlocutores primarios e intérprete) como uno de los rasgos<br />
fundamentales que la diferencian de otros géneros de interpretación (Alexieva 1997,<br />
Gentile 1996). La interpretación remota (IR) y en concreto una de sus variedades, la<br />
interpretación telefónica (IT), cuestionan que la cercanía y el contacto visual sean<br />
esenciales para la interacción entre las partes y la transmisión del mensaje. La ausencia<br />
de un marco físico compartido cuando realiza su labor, así como su sobreexposición a<br />
múltiples contextos y oradores (Rosenberg 2007), obligan al intérprete telefónico a<br />
desarrollar estrategias basadas en el canal auditivo para situar el encuentro y entender<br />
el significado de los enunciados en su contexto y situación comunicativa específica. El<br />
objetivo del presente trabajo es estudiar algunos de los mecanismos activados por los<br />
intérpretes telefónicos para contextualizar el encuentro de interpretación en el que<br />
participan, a través de procesos inferenciales de extracción de información relevante<br />
presente en las intervenciones de los interlocutores, como puede ser el motivo de la<br />
llamada, el contexto en el que tiene lugar, el tipo de equipo técnico utilizado o la<br />
cultura de procedencia del solicitante del servicio. En la rápida obtención de estos<br />
datos repercutirán factores como el grado de familiaridad de los usuarios con el papel<br />
del intérprete, el dominio de los elementos prosódicos y el conocimiento de los<br />
protocolos específicos de cada contexto y de la IT.
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