Casi nada (Poesia (Linkgua)) (Spanish Edition)

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Another interesting finding is that these children seem to use direct correction to correct their peers quite often although, unlike previous studies, they never use recasts. In light of these results we will argue in favour of using this type of interactive activities as a tool to promote oral production in the classroom.

With respect to age, all these studies have examined the impact of the SA context on L2 pronunciation by adult participants, and the studies that have examined the effects of age by participants of different ages have done so in a naturalistic setting. Therefore, the aim of the present study is to fill this gap in both the learning context and the age literature by comparing the degree of perceived FA of participants of two different ages.

Four groups were obtained: These participants were tested twice: Participants completed several tests interview, oral picture-description task, written composition and L2 questionnaire , but for the purpose of this study only the data gathered through the oral picturedescription task and the questionnaire were taken into account. Participants were asked to describe a story that consisted of six pictures whose length varied from participant to participant, but only the first 20 seconds of each recording were taken for presentation to the listeners. Next participants filled out an L2 questionnaire which inquired about the amount and type of input and exposure participants received.

Results show that SA participants, regardless of their age, are perceived to have a milder degree of FA in the post-test. The data extracted through the questionnaire indicate that the amount of time spent in class, listening, speaking in general and speaking with native speakers have a positive impact on the degree of FA. A longitudinal study of ESL learners' fluency and comprehensibility development. Applied Linguistics, 29, Context of learning in the acquisition of Spanish second language phonology.

Studies in Second Language Acquisition, 26, Talker and listener effects on the perception of degree of foreign accent. Journal Acoustic Society of America, 91, The effect of age of second language learning on the production of English consonants. Speech Communication, 16, Age effects in a study abroad context: Children and adults studying abroad and at home. Evaluating the effects of chronological age and sentence duration on degree of perceived foreign accent. Phonetics in second language acquisition: The acquisition of L2 Spanish pronunciation in a study abroad context.

Vowel duration in second language Spanish vowels: However, CLIL students need to manage the interpersonal in the L2 both in terms of the language required to interact and establish social relations in the classroom, and to evaluate information related to the subjects that they are learning. At the secondary level, to perform well, CLIL students have to use interpersonal language resources both in the texts they write and when they participate orally in contentrelated activities. The students come from two state secondary schools in two different socio-economic areas in Madrid.

Although the total amount of appraisal used by these CLIL students showed a similar picture in both modes around instances of appraisal per words in the spoken mode, and instances of appraisal per words in the written , the results also present interesting differences across modes. For example, students use more expressions of affect when speaking and more judgement of people and appreciation of things when writing. Interestingly, the student rated as having the poorest English improved more than the other three in the amount and variety of types of appraisal, but not in the linguistic resources realizing those types.

Matthiessen An Introduction to Functional Grammar. Text 23, 2, For this purpose, the participants 21 EFL students comprising three L2 proficiency groups were asked to write an argumentative L2 text under think aloud conditions. Language related episodes were identified in the resulting protocols, and these were further analyzed in terms of i their frequency ii the depth and orientation of the linguistic processing involved. Our data indicate that learners' concerns with language systematically varied as a function of their proficiency level. More precisely, with increased proficiency, L2 learners were more likely to notice language problems of an ideational and textual nature and to act upon them by engaging in a greater number and variety of strategies and internal feedback cycles.

Our findings will be discussed from the perspective of the light they shed on the role of written output practice in instructed SLA. Writing expertise and second language proficiency. Language learning, 39, 81 — The role of writing in classroom second language acquisition. Journal of Second Language Writing, Writing to learn the language: Issues in theory and research. Writing-to-learn in instructed language contexts.

Studying writing across EFL contexts: Looking back and moving forward. Writing in Foreign Language Contexts: Learning, Teaching, and Research pp. Problems in output and the cognitive processes they generate: A step toward second language learning. Applied Linguistics, 16, The potential role s of writing in second language development. Journal of Second Language Writing. These modifications on external request modifiers taxonomies would be incomplete, however, without including one of the most neglected individual variables in interlanguage pragmatics research, namely, gender of speakers, whose effect was put forward by Lakoff in the case of first language L1 speech in Learning to request in a second language: Women and language in literature and society.

Some Universals in Language Usage. The feminist critique of language: Linguistic politeness in Britain and Uruguay. A contrastive studies of requests and apologies. Pragmatic competence in English as a third language: Gender Reality and Interlanguage Pragmatics: Perspectivas aplicadas entre disciplinas 30 de marzo-1 de abril A study in interlanguage pragmatics. Politeness phenomena in England and Greece: Requests, Complaints and Apologies.

Therefore, the focus of this paper is to explore whether different types of interlocutor provide opportunities for pragmatic learning during the performance of a focused task. Tweny-two secondary school learners of English were asked reconstruct a dialogue focused on the speech act of refusals. The participants were divided into two groups: Attention to pragmatics was measured by means of language related episodes LREs.

Our findings suggest that interaction with different interlocutors teacher vs. These results are discussed in relation to their pedagogical implications. Negotiated input and output. Los resultados muestran que los wayuunaikihablantes usan el PPS con una frecuencia del Los sujetos pronominales de primera persona en el habla de Caracas. Jim Michnowicz and Robin Dodsworth, Language Variation and Change 5: The scope and limits of switch reference as a constraint on pronominal subject expression.

Can we rest the case of English contact? Language Variation and Change Los Mexicanos in New Jersey: Pronominal expression and ethnolinguistic aspects. Frequency rates and constraints on subject personal pronooun expresssion: FIndings from the Puerto Rican Highlands. Language Variation and Change 24, First person subject pronoun expression in the Spanish of Tucson.

Orozco, Rafael and Gregory R. El uso variable de los pronombres sujetos: Maurice Westmoreland and Juan Antonio Thomas, Language and dialect contact in New York: Toward the formation of a speech community. Subject expression and placement in Mexican-American Spanish. Torres Cacoullos, Rena; Travis, Catherine. Variable yo expression in New Mexico: A language in transition, Genre effects on subject expression in Spanish: Priming in narrative and conversation. Language Variation and Change 19, L2 writing in instructed SLA: The study was theoretically and pedagogically motivated.

From the first perspective, the research attempts to add to previous studies cf. From the point of view of pedagogy, the study tries to shed further light on the purported pedagogical, and linguistic advantages associated with collective scaffolding during collaborative writing cf. In order to achieve these ultimate aims, the study was guided by two overarching research questions. The first question asked about the outcome of individual and collaborative writing in terms of CAF measures complexity, accuracy, and fluency.

Sixteen lower intermediate Bachillerato students were asked to compose a narrative task -either in pairs or individually- under time-constrained conditions. They were also asked to reflect on their collaborative writing experience in a post-task questionnaire. Retrospective questionnaires were analysed in terms of frequency counts and the written texts were analysed using quantitative measures to determine CAF. Inter- and intra-rater reliability measures were implemented.

With respect to the first research question, and in line with previous empirical evidence, the study found that i texts written in the collaborative writing condition were longer words vs. With respect to the second research question, the participants reported positive attitudes towards collaborative writing, the reported advantages being related to the linguistic benefits that result from collaboration and mutual scaffolding, issues in task enjoyment and ease in task completion, and motivational factors. These findings will be reported and, on account of the theoretical and pedagogical motivation of the study, the results will be discussed with respect to previous empirical studies in the field, and also with respect to the pedagogical implications that may derive from them for the teaching of L2 writing in writing-tolearn-language instructional settings.

Alred and Byram , for their part, focus on study abroad SA and its influence on professional development. The present case study tries to make a contribution to a better understanding of the self-perception of multilingualism and multiculturalism in the international contexts higher education institutions offer.

Data for the case study have been collected from two multilingual university students who have experienced three different English-learning contexts i. They have also had a work experience placement in which English was spoken. These data have been gathered through a questionnaire, a focus group interview, and a composition. They were obtained during a three-day-long data collection process at a higher education institution in Barcelona.

The questionnaire mainly functioned as a self-report elicitation document. It aimed at getting an overall image of the language profile each student had including: The focus group, on the other hand, served to get further details on how students perceived their multilingual profiles.

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It also touched upon issues closely connected to them such as their personal language histories, the influence of different learning contexts, and the connection between language and culture. Finally, in the composition, the students were asked to give their opinion on a statement about acculturation when going abroad. This instrument offered additional individual written data on the relation between language and culture.

The paper has been organised in five main parts: Results point to the high value attached by participants to their multilingual competencies at all different levels and especially with regard to the enhancement of their career prospects. Becoming an intercultural mediator: A longitudinal study of residence abroad.

The fall from grace

Journal of Multilingual and Multicultural Development, 23, Questionnaires in Second Language Research: Construction, Administration and Processing. Learning the Craft of Qualitative Research Interviewing. Language acquisition in three different contexts of learning: Formal instruction, stay abroad, and semi-immersion CLIL. ICE, Investigaciones educativas, While it is known that managing rapport and politeness are conceptually universal, discourse in different cultures takes different twists and turns to achieve them.

Preliminary analysis shows differences in rapport management based on the position of please in the sentence. References Blum Kulka, S. Applied Linguistics, 5 3. Pragmatics of content-based instruction: Teacher and student directives in Finnish and Austrian classrooms. Applied Linguistics, 27 2 , Telephone service encounters and politeness. Intercultural Pragmatics, 2 3 , Internal and external modification in interlanguage request realization. Requests and apologies, pp. The roles of language in CLIL. The IRF pattern and space for interaction: Journal of Pragmatics, 40, — The intonation of please-requests: Journal of Pragmatics, 36, — According to Cumming's research , writing goals evolve in relation to particular aspirations for future career plans.

However, the changes in ESL students' goals reported by Cumming were asssociated with different learning situations and needs across time i. We consider these factors as antecedents of goals following self-regulation models e. Although these antecedents may help us to better understand the shaping and functioning of goals, they have been unreported in previous research e. Cumming, ; Sasaki, , The combination of bottom-up and top-down processes was extended until a consistent coding scheme was developed. The results are indicative of the interplay between writer-individual selfefficacy beliefs and outcome expectations and environmental factors context of action for the shaping of goals.

Studies in ILP have shown that learners might have communicative problems when interacting with English native speakers NSs. That is, impolite sequences and misunderstandings between non-native and native speakers can emerge. In line with these studies, the aim of the present study is two-fold: They were classified into two groups depending on their age: The first group was composed by 30 first-year university English students aged , and the second one consisted of 20 professionals aged All of them were asked to write an e-mail to their professor asking for the possibility of changing the date of an exam they had missed.

They carried out the task first in English and a 57 month later in their L1 either Catalan or Spanish. The same task was performed by a base-line of 20 English NSs.

Judges gave the e-mails a score through a data-driven scale on politeness, which was elaborated taking into account the degree of indirectness of the requests, the use of apologies and the degree of politeness in openings and closings. As regards the first aim of our study —i. These findings point to some problems that EFL learners, especially the younger generations, may encounter when interacting with English NSs. In light of these results, we argue that dealing with pragmatic issues in the EFL classroom could avoid some of these problems and help EFL learners to develop their pragmatic skills.

Wray and Perkins In addition to that, Girard and Sionis In this last case, formulaic speech may be regarded as a communication strategy that contributes to the success and social integration of the language learner. These authors have analysed the presence and functions performed by formulaic speech in the L2 classroom by focusing on the use of English as a second language.

Their results point to the role of FS in reducing processing effort but there does not seem to be a role for the communicative function of FS as interaction between teacher and students seemed highly artificial. Nevertheless, Girard and Sionis have only considered the use of the target language e.

English in their analyses, hence adopting a monolingual perspective in examining classroom discourse. This approach has not taken into consideration the complexity and dynamism of several language systems in multilingual practices. From a multilingual perspective, previous languages should be considered as pivotal in the acquisition of an additional language and not as drawbacks Jessner, Data were collected by means of video, audio-recordings of English as an L3 lessons in three classrooms from different schools adopting three different linguistic programs, namely those of non-immersion, partial immersion and total immersion in English.

All schools were based in a bilingual Catalan — Spanish sociolinguistic setting, that of the Valencian Community in Spain. Interesting examples of translanguaging practices illustrate the great variety of resources employed by multilinguals in communicative interaction. Finally, several suggestions for further research which signal out the importance of adopting multilingual perspectives in the analyses of multilingual students are presented.

Translanguaging in the Bilingual Classroom: A Pedagogy for Learning and Teaching. The Modern Language Journal Findings, Trends and Challenges. Bilingual Education in the 21 St century: The Modern Language Journal, Language and Communication, I will analyze the effect of agency and animacy of external arguments on the selection of Spanish past tense. For instance, Doiz-Bienzobas and Slabakova and Montrul propose that the Preterite is not feasible with inanimate subjects. However, there are notable counterexamples based on more specific contextual conditions: The river ran through the mountain.

The first counterexample requires minimal lexical variation, whereas the second one is valid if we assumed that the bed of a river had been dry and that the gates of a dam were open to let the river run again. I argue that the Preterite is acceptable in association with inanimate subjects given appropriate contextual conditions. Even though prototypical situations favor the Imperfect, native speakers accept the Preterite given the relevant context. Non-native speakers, in turn, are less likely to accept examples such as 3 and 4 , because they primarily rely on probabilities i.

The Preterite and the Imperfect in Spanish: L2 acquisition at the grammar-discourse interface: Aspectual shifts in L2 Spanish. Short-term stays abroad for teenagers: Moreover, most SA studies have included adult participants, even though other populations such as children and teenagers often enroll in SA experiences especially in short-term programs. Both groups received classroom instruction 15 hours in the SA context vs.

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The most significant 60 differential feature between the two settings is the use of the L2 outside the classroom, which is facilitated abroad. Additionally, the learners completed a background questionnaire. These tasks were analyzed through a variety of measures in within- pretest vs. Within-group comparisons indicate that, despite the short duration of the programs, significant language gains occurred in the two contexts in several L2 measures. This might be due to the fact that they were receiving intensive instruction, which was not the case in other studies.

Between-group comparisons suggest a certain advantage for the SA group in only a few of the L2 measures. These results will be discussed in relation to previous research as well as through an analysis of the two contexts under study. Findings, implications and future directions. An intensive look at intensity and language learning. Second language acquisition in a study abroad context.

Institute of International Education. Retrieved November, 23, from http: The many faces of study abroad: An update on the research on L2 gains emerged during a study abroad experience. International Journal of Multilingualism, 3, Intensive exposure experiences in second language learning. Context, contact, and cognition in oral fluency acquisition: Learning Spanish in at home and study abroad contexts.

Analyzing the effect of context of second language learning: Domestic intensive and semi-intensive courses vs. System, 39, 2, One of these contexts is a language school offering intensive summer EFL courses taught by native-speaking teachers and the other is an overnight summer camp run mostly by non-native speaking counselors who communicate with children in English.

Linguistic-oriented summer camps, both abroad and especially at home, are a popular option for children in many countries but their effects on the language development have been little explored Collentine, Research on intensive programs of a relatively short duration, both at home or abroad, is also rare with only a few studies focusing on younger learners and adolescents i.

The present study aims at answering two questions: Does one of the two contexts prove to be more beneficial for language learning? How does the level of proficiency of the children affect language gains? The sample includes a total of 85 children aged , 34 of which attended the language school and 51 participated in the summer camp.

The two programs are based in Barcelona and are oriented to families with a similar profile. Children in both programs were exposed to English for several hours a day, the most significant differences being the profile of the instructors and the number of hours of formal instruction.

Pretest and posttest scores were analyzed in within and between group comparisons with t-tests and analyses of covariance. Preliminary results indicate similar gains in the two learning contexts and only some significant differences between the gains of children with lower and higher levels of proficiency. Results are discussed in relation to other studies in the literature as well as an analysis of the main features of the two programs. A short stay abroad: Does it make a difference? System, 37 3 , The short- and long-term effects of a short study abroad experience: The case of children.

System, 40 2 , Age and the rate of foreign language learning. However, little research on CLI deals with Chinese learners with 62 two or more than two foreign languages. The present study explores CLI in L1 Chinese learners with both English and Spanish as foreign languages who are studying in a Spanish-speaking community at the time of data collection. They are master students aged 22 to 26, who had been in Spain for more than 5 months when they participated in the present study.

The instrument used was an English semi-structured interview. The Acquisition of a Third Language pp. The modes and media of contemporary Communication.

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A social semiotic approach to contemporary communication. Notwithstanding, in the context of the international exchange of ideas aimed at knowledge growth, English as the common language of scientific research has engendered two conflicting positions. The first one asserts the benefits of a common language; that is to say, English is considered to empower its users, network people and give them access to knowledge beyond the local cf. In contrast, other studies suggest that the global use of English also leads to inequalities and disadvantages for non-natives and posit a centre-periphery divide Bennett ; Canagarajah ; Ferguson ; Flowerdew To gain a comparative understanding of the impact of English as the common language in biomedical research publication, this paper focuses on the issue of authorship.

Authorship is a key concept in scientific research publication since it brings to writing a rhetorical purpose and a human dimension associated with responsibility but also recognition, promotion and governmental funding which is assigned to individuals who publish research in international journals see The Uniform Requirements of the International Committee of Medical Journal Editors ICMJE As such, this paper aims to gain insights of a textual nature into the rhetorical aspect of authorship in biomedical research articles.

More specifically, this paper compares phraseological patterns marking explicit manifestation of authorship, namely, multi-word units that cluster around first person plural references. The two cultural communities compared are English native scholars and their Spanish counterparts, as judged by name and 64 university affiliation, publishing in high impact factor international journals. Data on common authorship-related multi-word units cf. Finally, the impact of English as a global language will be considered with regard to the main accommodations made in the text samples analysed to project an acceptable authorial persona when engaging in global scientific communication in English for biomedical research publication from a Spanish context.

Nuestro primer objetivo es elaborar una plantilla que nos permita analizar el discurso multimodal elegido por los profesores universitarios para dirigirse a los alumnos. El tiempo de espera del profesor, tras una pregunta, es insuficiente para que el alumnado pueda responder. The interest in vernaculars and the increasing awareness about the 66 correct use of the language as a feature of social distinction led to the publication of many English grammars.

The battle for the dominance of the new editorial market justified the necessity of preparing convincing prefaces that exposed the positive qualities of the grammars. Prefaces emerged, thus, as rich fields of discursive exploration in which linguistic structures functioned as highly persuasive instruments. Despite increasing research carried out on the language and grammars produced in this period e. Tieken Boon van Ostade , discourse analysis still remains a relatively unexplored area of research. The purpose of this study is to carry out a critical discourse analysis on the prefaces of some of the most important English grammars written for schools by British grammar-writers.

The set of grammars under scrutiny has been selected by running a combined search of several thematic fields: Taking a critical discourse analysis approach, this study examines the connotations of authority and power enacted through the depiction of the different individuals or participants involved in the prefaces, namely the author and potential readers. By applying these instruments, this study describes the way in which grammarians imposed their authority on the prefaces through a strategic presentation of individuals, and how they encouraged the readers to value their work and use it.

Introduction to Functional Grammar. Tieken-Boon van Ostade, Ingrid ed. Mouton de Gruyter, Van Leeuwen, Theo The Representation of Social Actors. Readings in Critical Discourse Analysis, Using e-portfolios to support lifelong and lifewide learning. Emergent Research on Implementaton and Impact, pp.

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Ediciones de la Universidad de Castilla-La Mancha, Bousfield, Derek Impoliteness, preference organization and conducivity. Bousfield, Derek Impoliteness in Interaction. Studies on its Interplay with Power in Theory and Practice. Berlin and New York: Culpeper, Jonathan Impoliteness and entertainment in the television quiz show: Language, Behaviour, Culture 1: Culpeper, Jonathan Impoliteness: Using Language to Cause Offence. Lodz Papers in Pragmatics 1, — Consequently, manufacturers from these countries could have varying perspectives and different socio-cultural expectations in relation to the type of linguistic variables that are frequently used to express information in the presentation page of their business websites.

A sample of business websites coming from the toy industry 50 from Spain and 50 from the UK was chosen for the analysis. With the help of a computer program like SPSS Statistics 18 Software, a quantitative analysis was carried out to determine if there were different frequencies and statistical differences in the use of linguistic variables selected for the research.

The results obtained in this study reveal significant statistical differences when Spanish and British manufacturers make use of linguistic variables to convey the transactional meaning in their business websites. This is mainly due to the fact that cultural values are represented in everything we do and say. Due to the interdisciplinarity of the study, we take into account tools from different disciplines, such as: The Language of Websites. Studies in Contrastive Linguistics. Journal of Global Information Management 11 3: Journal of Computer Mediated Communication 9 4.

Journal of Web Site Promotion in press. The Culturally Customized Web Site. Customizing Web Sites for the Global Marketplace. Journal of Computer-Mediated Communication, 11 1 , article Nuevos usos del lenguaje en Internet. Gramatika, estiloa eta hiztegia.

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The Acquisition of a Third Language. Prosa komunikagarriago egiten zenbait proposamen. Los resultados ayudan a comprender de que manera, los diferentes tipos de lenguajes, en la hipermodalidad se pueden integrar a fin de facilitar el proceso de aprendizaje. Discourse as structure and process. Visual and verbal modes of representation in electronically mediated communication: The potentials of new forms of text.

Taking literacy into the electronic era. Literacy in the New Media Age. The John Hopkins University Press, Visual Communication, London, v. The language of new media. Movimentos Argumentativos em uma entrevista televisiva: Algunos casos analizados son: Biblioteca Nueva, Madrid, pp. Tesina de licenciatura Trabajo final de Grado, Universidad de Barcelona. Differences among users and non-users of social network sites. Journal of Computer-Mediated Communication, 13 1 , article Mayans i Planells, J.

Madrid, Los libros de la catarata. Lemas y consignas en el movimiento 15M. Conferencia pronunciada en el CCCB. La esfera de los libros Papacharissi, Z. Sperber y Wilson La relevancia. Internet-Mediated Communication in Context. Computers and writings, Past Conferences Archivehttp: A Systemic-Functional and Multimodal Analysis.

Granpa, a picture book intended for children under six, is a moving account, regarding the relationship between a little girl and her grandfather. An analysis of an illustrated story such as this should be approached from a multimodal perspective that lets us access its verbal and visual components alike. Halliday assumes that language expresses three types of meanings: The reality of the world, however, is not only conceptualized through language. Aware of this fact, Kress and van Leeuwen , expand on the SFG model to account for other types of semiotic meanings than those encoded by language and create a descriptive framework of multimodality to assign representational, interactive and compositional meanings to images.

In this study, the description of the text-image intersemiosis will focus solely on the meaning, in an attempt to specify how the written word and the image complement one another in order to create interaction between the Represented Participants and the child-viewer. This paper is divided into the following sections: Within the framework of Visual Social 77 Semiotics Kress and van Leeuwen, , , the attention turns to the study of images in Section 4.

The results, obtained from the comparison between the verbal and non-verbal semiotic modes and their relationship to each other, shed a light on the kind of complementary relationship that exists between verbal and non-verbal modes inpicture books. An Introduction to Functional Grammar. Revised by Christian M. Kress, Gunther and Theo van Leeuwen. The Grammar of Visual Design. Engaging Readers through Language and Pictures. Journal of Pragmatics, 43 12 , Embodiment in musical space. The starting point is that our musical understanding is essentially metaphorical since musical motion is indivisible from physical motion.

Since the inception of Cognitive Semantics, Lakoff and Johnson strongly emphasized the central role of metaphor in the embodiment of thought, its linguistic expression just being a subsidiary matter.

However, despite the centrality of embodied cognition within Cognitive Linguistics, the study of musical and audial metaphor which are likewise embodied phenomena has been out of focus, with the exception of the pioneering work carried out by Zbikowski and Forceville The theoretical framework adopted draws on both embodied music cognition Johnson and Larson, and situated cognition Barsalou, Through the analysis of different excerpts of program music a type of art music which intends to convey an extra-narrative , this presentation accounts for a series of conceptual metaphors invoked by the basic PATH image-schema.

Simulation, situated conceptualization and prediction. The Royal Society Publishing, Johnson, Mark and Steve Larson. Metaphor and Symbol, Women, fire, and dangerous things: What categories reveal about the mind. Lakoff, George and Mark Johnson. Metaphors We Live By. University of Chicago Press. Philosophy in the Flesh: Una necesidad, un problema, un hecho", Quark, 7, pp. Larrondo Ureta y A. The Importance of Questions in University Lectures: Lecturing is the most common speech event in university classrooms in most universities in the world.

There are variations depending on the characteristics of the discipline, the pedagogic cultures and the audience of students the lectures are addressed to. One specific aspect explored in the research of academic lectures is the use of questions to facilitate the speaker-audience interaction. The aim of this study is to identify those gestures that can be of special relevance for the discourse comprehension of questions and which could be considered as a trait of the genre of university lectures. Two academic lectures in English delivered for a group of Spanish students are studied in order to find gestures and see to what extent they added to the comprehension of questions by a non-native speaker audience.

The results obtained are contrasted with students' perceptions. The final objective of this study is to use the results in our courses for training Spanish lecturers on teaching in English, as it has been observed that body language and especially gestures need awareness raising in order to facilitate transfer from mother tongue to another language. References 81 Chang, Y. Interactivity and level of instruction.

Using Corpora to Explore Linguistic Variation. John Benjamins, pp Discourse on the Move. Toward a phraseology of textual metadiscourse in academic lecturing. Observations from a Linguistic Microcosm. University of Valencia, pp. A Multimodal Approach to Analyse Evaluation. Language choice at work in scientific and linguistic talk. In the case of pop culture blogging, more or less known commentators express their opinions on a variety of topics that mainly revolve around the world of entertainment.

What is more, they expect their audience, made of anonymous people, to partake in their ideas and contribute with their own views. With this communicative exchange, bloggers engage in an argumentative process that can be studied through the analysis of rhetoric. In particular, I focus on those linguistic resources that these writers take both towards the value positions referenced by their text and their readers.

In this study, figures are analysed as discourse strategies that are part of a theory of argumentative discourse Plantin, , easing communication between writers and readers. At the same time, they anticipate the reactions of actual, potential or imagined readers. The dialogic perspective present in the blog writing allows for further research, such as the previous relationship between bloggers and readers, their preferences about a given topic, and whether they both share the same beliefs or values. The methodological approach for this study is both qualitative and quantitative.

The corpus consists of thirty posts belonging to high-traffic pop culture blogs during September and October It amounts to 11, words. Posts have been selected randomly, though trying not to repeat more than twice the same topic. Some conclusions point out the importance of intersubjective positioning of this argumentative practice, which favours dialogistic effects between bloggers and readers.

I categorise utterances as heteroglossic since they allow for dialogistic alternative positions and voices dialogic expansion. I also emphasise the category of engagement, by which meanings are either anticipated or unexpected. The Language of Evaluation. A Treatise on Argumentation. University of Notre Dame Press. Periodicals, such as The Economist, encourage journalists to use metaphors in news articles as an effective rhetorical strategy. On the other hand, metaphors are also frequent in educational contexts, as they conveniently aid in condensing information or in transmitting abstract concepts in terms of something more concrete.

Regarding specialist discourse, figurative colour-word expressions, have not been paid much attention, except for Lan 83 and MacGregor who compared the use of colour metaphors in business English between Hong Kong and the United Kingdom. The differences in the use of colour words with the metaphorical and literal meaning between these two contexts of use were attributed to cultural reasons. This research looks into a more contextualized use of figurative colour-word expressions in English, rather than into a broad range of situations and discourse types, as in the previous studies.

This survey offers useful data for foreign language teaching, as the use of colour words in conventional figurative expressions associated with business and science popularization might increase their opaqueness, and therefore become an additional difficulty for a language learner. In addition, it provides corpus data on the variation associated with the discourse type and genre.

The frequencies of the literal uses of the colour words, as well as of their non-literal uses were compared. The results show certain similarities but also reveal significant variations between these two sets of data, being on the whole higher in the popular science corpus. Most of the figurative expressions detected were metonymically motivated conventional metaphors.

The examples extracted from the corpora will be discussed with regard to their prototypical literal and contextual symbolic meaning of the colour words. Colour metaphors in business discourse. Language for Professional Communication: Hong Kong Polytechnic University. Connotative meaning in English and Italian colour-word metaphors. Basic colours and their metaphorical expressions in English and Persian: Emotion and colour across languages: Social Science Information, 48 3 , Esta doble naturaleza multiplica su potencial proteico: Adam, Jean-Michel y Bonhomme, Marc Austin, John Langshaw Barthes, Le bruissement de la langue.

Encyclopaedia Universalis France, vol. Le plaisir du texte. Biasi, Pierre-Marc de Las cosas del decir. El lenguaje de la publicidad. Publicacions de la Universitat Jaume I. Universidade da Beira Interior. The construction of legitimation in institutional discourse: By signing the SAA, BiH committed to implementing a series of reforms aimed at harmonising its legal, political and market frameworks with EU standards Acquis Communautaire.

This, however, is an arduous task, given both the complexity of the Bosnian state as well as the intricacy of the enlargement process. Reforms often have dire consequences at the grassroots level and are bitterly contested Chandler, Moreover, citizen skepticism about EU enlargement has resulted in a remarkable shift in its discourse practices Magistro, In this context, my paper shows how discourse and multimodality are used to legitimate policies, activities and initiatives that establish the EU as an authoritative carrier of progress and positive change.

Each of these sub-categories essentially consists in constructing different representations of EU officials and policies that move dialogically between personal and institutional authority, thus strengthening individual and organizational status. Multimodality constitutes a key element in this process; visual elements such as images, various types of graphics, colours and logos are widely used, a feature which seems to be common for EU publications of different kinds Aiello, Perceptions from Asia and Europe.

In a Critical Perspective. Warsaw University Press, pp. Fairclough, Norman Critical Discourse Analysis: The Critical Study of Language. Addison Wesley Publishing Company. Perspectives in politics and discourse. Van Leeuwen, Theo Discourse and Practice: We suggest that Internet discourse, particularly in Russian and French forums, blogs and chats, may be considered as an individual type of institutional discourse. The first part of the paper reconsiders institutional discourse as a special cliched form of communication based on certain rules that the communicants, who may not know each other, have to respect Karassik, Internet discourse may not be as full of cliches as traditional types of institutional discourse, but there is no doubt that some linguistic and extralinguistic features can be considered to be close to cliches e.

The rules, for their part, apply in every chat, forum or blog to prevent cases of indiscreet and impolite communicative behaviour. In fact, even if not all users are familiar with this code, they do try to call others to obey the rules. In our opinion and based on the analysis, this need for rules to be observed might indicate the emergence of a certain institution. Institutional discourse is based on the communication between participants having different status e. It can be explicit, when pointing out inappropriate communicative behaviour, justifying deleted messages.

However, in most cases the presence of the regulator is implicit and constitutes the framework of the communication, which seems to be the manifestation of institutional communication. The second part of the paper deals with complex variations of Internet discourse such as mediablogs kept by professional journalists of paper press web versions. We demonstrate that this type of discourse combines features of institutionality pertaining both to mass media discourse and Internet discourse.

In the perspective, that would help follow up the evolution of institutionality in newspapers, from their print version and up to blogs. International Encyclopedia of Linguistics. In Russian Lutovinova, O. Volgograd State Pedagogical University. Data for this study come from a corpus of e-mails that 59 teenagers 29 British English speakers and 30 International English speakers following the international Baccalaureate curriculum sent to their learning mentors between September and December A total of e-mail requests, produced by British English speakers BES and performed by International English speakers IES , were analyzed with regard to level of directness, and amount and type of mitigation.

In addition, perception of e-mail politeness was obtained by means of automatic e-mails that students received, including a 5-point Likert scale to indicate the degree of request imposition of the e-mail message that had been sent to their mentors. They were also requested to explain their choice by referring to specific linguistic features from the email request. In addition, BES students reach a higher perception score of politeness than IES, who show lack of confidence in e-mail politeness and rely on different linguistic resources than BES.

It is also interesting to point out that teachers and students perception of e-mail politeness are not related. Findings of the study suggest pedagogical implications in the field of pragmatic instruction, mainly the need for training in e-mail literacy. Making requests in E-mail. Do cyber-consultation entail directness? Towards convention in a new medium. Student writing emails to faculty: An examination of epoliteness among native and non-native speakers of English.

Language Learning and Technology 11 2. Journal of Pragmatics E-mail requests to faculty: E-politeness and internal modification. At your earliest convenience: Written student requests to faculty. University of Illinois, Urbana-Champaign: Division of English as an International Language. An experimental study of native perceptions of non-native request modification in e-mails in English. Intercultural Pragmatics 7 2. Interlanguage requests in institutional e-mail discourse. Part of the boom that CLIL Content and Language Integrated Learning programmes are currently experiencing is largely related to the potential language benefits of such approaches.

The participants in this study were two groups CLIL vs. A questionnaire was designed to collect the opinion of both groups of students at two different times over a two-year span: Results seem to confirm that CLIL programmes have a positive effect towards foreign language leaning in general and towards the learning of English in particular. Results also indicate significant differences between genders related to motivational factors. Female students are reported to have a significant strongest desire to learn English.

Principles and Practices in Second Language Acquisition. Teaching and Researching Motivation. Harlow, England; Perason Education. Lagasabaster, D and Sierra, J. Teaching Mathematics in English. Despite the fact that some research has been carried out on this issue Havranek and Cesnik, ; Kennedy, , it is still difficult to determine whether or not language proficiency affects the feedback provided by the teacher, and if it does, how it is implemented in the English-as-a-foreign language classroom.

The small-scale study conducted had as participants two groups of high school students with different proficiency levels low and high. On the contrary, low-level students received more metalinguistic feedback, clarification requests and recasts. Our findings also support previous research e. References 92 Carroll, S. Explicit and implicit negative feedback: Thank you very much you have been to our website, Let get enjoy together!!! Download it once and read it on your Kindle device, PC, phones or tablets. I started reading my ebook galley as soon as I was approved.

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