La explotación del acuífero de la Aldea (Gran Canaria) desde el punto de vista de la directiva marco del agua

[ES] El valle de La Aldea, al oeste de Gran Canaria, se dedica a la agricultura intensiva en un clima semi-árido. El agua de riego proviene de aguas superficiales y subterráneas. El acuífero está aislado del resto de la isla por el borde impermeable de la Caldera de Tejeda. El aluvial principal de La Aldea se comporta como un depósito de almacenamiento de agua que se llena y vacía, con un tiempo medio de renovación de aproximadamente 2 años. Las aguas subterráneas muestran una alta salinidad de origen natural, debido a la evapoconcentración de la deposición atmosférica y la interacción agua-roca, y antropogénica debida a los retornos de riego que producen contenidos en nitratos que pueden alcanzar los 700 mg/L. Se ha establecido un modelo conceptual de funcionamiento del acuífero y se han cuantificado los términos del balance de agua. El uso actual del acuífero está en conflicto con los requerimientos de la Directiva Marco del Agua (DMA). Sin embargo, dado que su uso es clave para el desarrollo económico del valle de La Aldea en particular, cabe plantear las excepciones legales específicas previstas en la DMA.

Corpora in the Social Sciences- How corpus-based appraches can support qualitative interview analyses

[EN]Qualitative and quantitative research approaches are often considered as incompatible, and when they are brought together in a study, the analyses often stay within the realm of the same research field. The study at hand aims at combining the two methods from the perspectives of different disciplines and tries to determine to which degree a corpus-based analysis might support the traditional content-focused approach to qualitative data and render additional results.

Author stance in doctoral dissertations of native and non-native speakers of English: a corpus-based study on epistemic adverbs

[EN]Our study concentrates on the epistemic adverbs used in conveying author stance in academic English. The Contrastive Interlanguage Analysis (Granger, 1996) was run to three sets of corpora comprising doctoral dissertations written by native and non-native academic authors of English. Epistemic adverbs occurring in the dissertations were identified through a computer programme and their frequencies were separately computed for each corpus. Lastly, a log-likelihood test was administered to see whether there is a statistically significant difference across the groups in concern concerning the use of these adverbs.

Teaching and learning stance in specialized English for computing. A corpus linguistics approach

[EN]The use of large corpora in the study of languages is a well established tradition. In the same vein, scholarship is also well represented in the case of the study of corpora for making grammars of languages. This is the case of the COBUILD grammar and dictionary and the case of the Longman Grammar of Spoken and Written English. This means that corpora have been analyzed in order to identify patterns in languages that can be later practised by learners following those patterns described and exemplified with real instances.

Corpus-based teaching of pragmatics

[EN]This paper is a proposal for teaching pragmatics following a corpus-based approach. Corpora have had a high impact on how linguistics is looked at these days. However, teaching linguistics is still traditional in its scope and stays away from a growing tendency of incorporating authentic samples in the theoretical classroom, and so lecturers perpetuate the presentation of the same canonical examples students may find in their textbooks or in other introductory monographs. Our view is that using corpus linguistics, especially corpora freely available in the World Wide Web, will result in a more engaging and fresh look at the course of Pragmatics, while promoting early research in students. This way, they learn the concepts but most importantly how to later identify pragmatic phenomena in real text. Here, we raise our concern with the methodology, presenting clear examples of corpus-based pragmatic activities, and one clear result is the fact that students learn also how to be autonomous in their analysis o f data. In our proposal, we move from more controlled tasks to autonomy. This proposal focuses on students enrolled in the course Pragmática de la Lengua inglesa, currently part of the curriculum in Lenguas Modernas, Universidad de Las Palmas de Gran Canaria.