Ikasleen hizkuntza erroreak eta hutsegiteak : zuzentzeko proposamena

[Es]El presente trabajo se basa en las consultas que los profesores y profesoras de distintas asignaturas nos hacen al profesorado de lengua. Muchas veces los profesores debemos corregir no sólo el contenido de los trabajos de nuestros alumnos, sino también la lengua. La discusión no es nueva: ¿somos todos los profesores también profesores de lengua? Es un desafío del que difícilmente podemos escapar, ya que la lengua además de ser una materia de estudio también es el vehículo en el que se imparten los contenidos de todas las asignaturas. Con el presente trabajo pretendemos ayudar a los profesores que no imparten lengua como asignatura a corregir los trabajos de sus alumnos. Esta propuesta consta de tres ejes de actuación marcados por un orden de prioridad: prevenir, autocorregir y ayudar.

Solutions for New Terrestrial Broadcasting Systems Offering Simultaneously Stationary and Mobile Services

221 p.

Corrective feedback in oral interaction: A comparison of a CLIL and an EFL classroom

[EN] Since Long's Interaction Hypothesis (Long, 1983) multiple studies have suggested the need of oral interaction for successful second language learning. Within this perspective, a great deal of research has been carried out to investigate the role of corrective feedback in the process of acquiring a second language, but there are still varied open debates about this issue. This comparative study seeks to contribute to the existing literature on corrective feedback in oral interaction by exploring teachers' corrective techniques and students' response to these corrections. Two learning contexts were observed and compared: a traditional English as a foreign language (EFL) classroom and a Content and Language Integrated Learning (CLIL) classroom .The main aim was to see whether our data conform to the Counterbalance Hypothesis proposed by Lyster and Mori (2006). Although results did not show significant differences between the two contexts, a qualitative analysis of the data shed some light on the differences between these two language teaching settings. The findings point to the need for further research on error correction in EFL and CLIL contexts in order to overcome the limitations of the present study.

New Keynesian Model Features that Can Reproduce Lead, Lag and Persistence Patterns

This paper uses a new method for describing dynamic comovement and persistence in economic time series which builds on the contemporaneous forecast error method developed in den Haan (2000). This data description method is then used to address issues in New Keynesian model performance in two ways. First, well known data patterns, such as output and inflation leads and lags and inflation persistence, are decomposed into forecast horizon components to give a more complete description of the data patterns. These results show that the well known lead and lag patterns between output and inflation arise mostly in the medium term forecasts horizons. Second, the data summary method is used to investigate a rich New Keynesian model with many modeling features to see which of these features can reproduce lead, lag and persistence patterns seen in the data. Many studies have suggested that a backward looking component in the Phillips curve is needed to match the data, but our simulations show this is not necessary. We show that a simple general equilibrium model with persistent IS curve shocks and persistent supply shocks can reproduce the lead, lag and persistence patterns seen in the data.

Optimal Correction for Guessing in Multiple-Choice Tests

Building on Item Response Theory we introduce students’ optimal behavior in multiple-choice tests. Our simulations indicate that the optimal penalty is relatively high, because although correction for guessing discriminates against risk-averse subjects, this effect is small compared with the measurement error that the penalty prevents. This result obtains when knowledge is binary or partial, under different normalizations of the score, when risk aversion is related to knowledge and when there is a pass-fail break point. We also find that the mean degree of difficulty should be close to the mean level of knowledge and that the variance of difficulty should be high.

The Effect of Data Revisions on the Basic New Keynesian Model

This paper proposes an extended version of the basic New Keynesian monetary (NKM) model which contemplates revision processes of output and inflation data in order to assess the importance of data revisions on the estimated monetary policy rule parameters and the transmission of policy shocks. Our empirical evidence based on a structural econometric approach suggests that although the initial announcements of output and inflation are not rational forecasts of revised output and inflation data, ignoring the presence of non well-behaved revision processes may not be a serious drawback in the analysis of monetary policy in this framework. However, the transmission of inflation-push shocks is largely affected by considering data revisions. The latter being especially true when the nominal stickiness parameter is estimated taking into account data revision processes.