Detecting acronyms from capital letter sequences in Spanish

This paper presents an automatic strategy to decide how to pronounce a Capital Letter Sequence (CLS) in a Text to Speech system (TTS). If CLS is well known by the TTS, it can be expanded in several words. But when the CLS is unknown, the system has two alternatives: spelling it (abbreviation) or pronouncing it as a new word (acronym). In Spanish, there is a high relationship between letters and phonemes. Because of this, when a CLS is similar to other words in Spanish, there is a high tendency to pronounce it as a standard word. This paper proposes an automatic method for detecting acronyms. Additionaly, this paper analyses the discrimination capability of some features, and several strategies for combining them in order to obtain the best classifier. For the best classifier, the classification error is 8.45%. About the feature analysis, the best features have been the Letter Sequence Perplexity and the Average N-gram order.

Applied genre analysis: the case of introductions in spanish teacher trainees curricular design documents

A host of studies over the years have been published on introductions to research articles across a variety of fields. However, much less attention has been paid to professional or workplace introductions as well as student written introductions. This study aims to redress this imbalance by studying the writing samples of four primary English teacher trainees’ introductions to curricular design i.e. the document candidates must present to an examination board in Spain. This genre can be considered occluded in that exemplars are private and confidential and not readily available to the aspiring candidate. Three recurrent moves were identified, namely, explaining the importance of curricular design, providing background and defining concepts. Instances of self-glorification (Bhatia 1996) were revealed. The implications of the findings can have a positive effect on students’ future writing. RESUMEN. Se han publicado varios estudios en los últimos años sobre las introducciones de los artículos de investigación en varios campos. Sin embargo, se ha prestado mucha menor atención a las introducciones en los ámbitos profesionales o las introducciones en el lugar de trabajo, así como a las introducciones escritas por estudiantes. Este estudio tiene por objeto corregir este desequilibrio mediante el análisis de cuatro introducciones redactadas por candidatos para las oposiciones públicas de profesores de inglés de primaria. Este género se puede considerar oculto puesto que las muestras de dichas introducciones no están publicadas. El análisis de estas introducciones muestra que hay tres movimientos recurrentes: una explicación de la importancia del diseño curricular, definición del contexto educativo y, por último, definición de conceptos. Hay ejemplos en este estudio empírico de auto-promoción (Bhatia 1996). Las implicaciones de los resultados pueden tener un efecto positivo en la escritura de estos estudiantes en el futuro.