La fraseología en la clase de lengua extranjera: ¿misión imposible?

En este artículo ofrecemos una perspectiva diferente del aprendizaje y la enseñanza de la fraseología en clase de lengua extranjera (LE). Partiendo de la premisa sobre el carácter eminentemente holístico del lenguaje, concebimos las unidades fraseológicas (UF) como elementos habituales e inherentes en la comunicación verbal, por lo que no pueden excluirse del proceso de adquisición de la competencia comunicativa en una LE. Nuestra propuesta consiste en partir de la fraseología para optimizar el desarrollo de diversas subcompetencias de la competencia comunicativa. Para ello, resulta imprescindible indagar en la configuración y el funcionamiento del significado fraseológico, que, según defendemos en este trabajo, conforma un conjunto de informaciones de diversa índole que se articulan en dos niveles, el semántico y el pragmático. Tal indagación permite desarrollar una serie de consideraciones con interesantes implicaciones didácticas.

imaxin|software: PLN aplicada a la mejora de la comunicación multilingüe de empresas e instituciones

imaxin|software es una empresa creada en 1997 por cuatro titulados en ingeniería informática cuyo objetivo ha sido el de desarrollar videojuegos multimedia educativos y procesamiento del lenguaje natural multilingüe. 17 años más tarde, hemos desarrollado recursos, herramientas y aplicaciones multilingües de referencia para diferentes lenguas: Portugués (Galicia, Portugal, Brasil, etc.), Español (España, Argentina, México, etc.), Inglés, Catalán y Francés. En este artículo haremos una descripción de aquellos principales hitos en relación a la incorporación de estas tecnologías PLN al sector industrial e institucional.

Fraseodidáctica: a fraseoloxía para a didáctica

In this article it is offered a different view of the role of phraseology in the foreign language class. Considering the holistic nature of language, phraseological units are conceived as inherent elements in the verbal communication, which confirms its importance in the formation process of the communicative competence in a foreign language. With attention to the modular conceptions of the communicative competence (Canale 1983) and of the phraseological meaning (Timofeeva 2012), it is proposed conceiving the phraseology as a starting point for developing the different parts of communicative competence. As it is explained, phraseological meaning is conformed by several informational chunks articulated in two levels, the semantic and the pragmatic. The connexions between these chunks and the parts of communicative competence allow to use more effectively the phraseological contents for the foreign language learning and teaching.

The orchestration of modes and EFL audio-visual comprehension: A multimodal discourse analysis of vodcasts

This thesis explores the role of multimodality in language learners’ comprehension, and more specifically, the effects on students’ audio-visual comprehension when different orchestrations of modes appear in the visualization of vodcasts. Firstly, I describe the state of the art of its three main areas of concern, namely the evolution of meaning-making, Information and Communication Technology (ICT), and audio-visual comprehension. One of the most important contributions in the theoretical overview is the suggested integrative model of audio-visual comprehension, which attempts to explain how students process information received from different inputs. Secondly, I present a study based on the following research questions: ‘Which modes are orchestrated throughout the vodcasts?’, ‘Are there any multimodal ensembles that are more beneficial for students’ audio-visual comprehension?’, and ‘What are the students’ attitudes towards audio-visual (e.g., vodcasts) compared to traditional audio (e.g., audio tracks) comprehension activities?’. Along with these research questions, I have formulated two hypotheses: Audio-visual comprehension improves when there is a greater number of orchestrated modes, and students have a more positive attitude towards vodcasts than traditional audios when carrying out comprehension activities. The study includes a multimodal discourse analysis, audio-visual comprehension tests, and students’ questionnaires. The multimodal discourse analysis of two British Council’s language learning vodcasts, entitled English is GREAT and Camden Fashion, using ELAN as the multimodal annotation tool, shows that there are a variety of multimodal ensembles of two, three and four modes. The audio-visual comprehension tests were given to 40 Spanish students, learning English as a foreign language, after the visualization of vodcasts. These comprehension tests contain questions related to specific orchestrations of modes appearing in the vodcasts. The statistical analysis of the test results, using repeated-measures ANOVA, reveal that students obtain better audio-visual comprehension results when the multimodal ensembles are constituted by a greater number of orchestrated modes. Finally, the data compiled from the questionnaires, conclude that students have a more positive attitude towards vodcasts in comparison to traditional audio listenings. Results from the audio-visual comprehension tests and questionnaires prove the two hypotheses of this study.

The colloquial faculty for languages : cerebral localization and the nature of genius : tentamen physiologicum /

Includes bibliographical references.

Modern languages

Mode of access: Internet.

Annual report /

Latest issue consulted: Fiscal year 2008.

Highlighting hybridity: A critical discourse analysis of teacher talk in science classrooms

There is evidence that alienation from science is linked to the dominant discourse practices of science classrooms (cf. Lemke, J. L. (1990). Talking Science: Language, Learning, and Values. Norwood, NJ: Ablex). Yet, in secondary science education it is particularly hard to find evidence of curriculum reform that includes explicit changes in pedagogic discourses to accommodate the needs of students from a wide range of backgrounds. However, such evidence does exist and needs to be highlighted wherever it is found to help address social justice concerns in science education. In this article, I show how critical discourse analysis can be used to explore a way of challenging the dominant discourse in teacher-student interactions in science classrooms. My findings suggest a new way of moving toward more socially just science curricula in middle years and secondary classrooms by using hybrid discourses that can serve emancipatory purposes. © 2005 Wiley Periodicals. Inc.

Quel role pour la langue de reference dans les representations des apprenants? Le cas de l'evaluation en langue etrangere

This research project explores learner’s representations of strategic L1 use in the foreign language classroom and highlights both the positive or negative roles attributed to the L1 in the language learning process - particularly with respect to language assessment - continuing to explore the relatively understudied domain of student representations within a scholarly context. Surveying a population of Australian (N=18) and French students (N=25), this study uses both questionnaire and interview responses in order to analyse the roles allocated to the L1 with respect to learning outcomes. The results indicate that students have a very balanced view of the L1 with respect to the learning of grammar, vocabulary and social aspects, yet its use in assessment aspects appears much more advantageous. The importance of this study and its findings is in recognizing the complex nature of learner representations in order to facilitate a discussion that is based more on the reality of language teaching, with the hope of renewing classroom practices.

TV DIGITAL E EAD POSSIBILIDADES, LIMITES E TENSÕES

Essa pesquisa discorre sobre possibilidades e entraves na aplicação do Sistema Brasileiro de Televisão Digital Interativa Terrestre (SBTVDI-T) nos Sistemas de Ensino a Distância (EAD) de nível superior. Justifica-se a importância da pesquisa pelas especulações que o nascimento do SBTVDI gera quanto a suas contribuições tecnológicas, algumas delas voltadas especificamente para o sistema de ensino. Objetiva-se coletar e analisar as possibilidades e impasses da nova tecnologia em relação a EAD de nível superior, considerando a visão dos profissionais envolvidos na implantação da nova TV brasileira. A metodologia da dissertação está composta de pesquisas documentais e bibliográficas que fundamentam a televisão digital brasileira, interatividade e EAD relacionadas com entrevistas em profundidade com os desenvolvedores e pesquisadores da nova tecnologia, sistematizadas pelo método da análise interpretativa. Concluí-se que TV digital pode ser aliada à EAD, independente do grau de ensino, mas ainda é inconclusiva sua participação específica na convergência entre as tecnologias da informação e da comunicação (TIC) disponíveis.

A FORMAÇÃO DO PROFESSOR DE LÍNGUAS FRENTE À PRÁTICA DE INCLUSÃO OU EXCLUSÃO

A presente pesquisa tem como objetivo abordar a questão da política de inclusão brasileira e sua real aplicação nas escolas regulares levando em consideração a não utilização de salas especiais, especificamente ao que se refere à disciplina de Língua Espanhola. Aponta os benefícios da convivência com a diversidade para todos os alunos, com ou sem necessidades educacionais especiais, seja quanto ao respeito diante das diferenças, seja quanto aos estímulos no desenvolvimento. Indaga ao que diz respeito a real aprendizagem educacional dos alunos incluídos na sala regular na educação não especial. Discorre sobre o que dizem estudiosos sobre a inclusão escolar de acordo com a literatura educacional objetivando o aprendizado humano e o ensino de idiomas. Busca a reflexão da formação do professor de letras habilitado em língua espanhola diante da realidade da inclusão, a partir da ação investigativa das políticas públicas de formação de professores, bem como às Diretrizes Curriculares Nacionais para as licenciaturas.

Bilingualism and educational achievement:a study of young bilinguals in Birmingham schools and colleges

This study aimed firstly to investigate current patterns of language use amongst young bilinguals in Birmingham and secondly to examine the relationship between this language use and educational achievement. The research then focussed on various practices, customs and attitudes which would favour the attrition or survival of minority languages in the British situation. The data necessary to address this question was provided by a sample of three hundred and seventy-four 16-19 year olds, studying in Birmingham schools and colleges during the period 1987-1990 and drawn from the main linguistic minority communities in Birmingham. The research methods chosen were both quantitative and qualitative. The study found evidence of ethnolinguistic vitality amongst many of the linguistic minority communities in Birmingham: a number of practices and a range of attitudes indicate that linguistic diversity may continue and that a stable diglossic situation may develop in some instances, particularly where demographical and religious factors lead to closeness of association. Where language attrition is occurring it is often because of the move from a less prestigious minority language or dialect to a more prestigious minority language in addition to pressures from English. The educational experience of the sample indicates that literacy and formal language study are of key importance if personal bilingualism is to be experienced as an asset; high levels of oral proficiency in the L1 and L2 do not, on their own, necessarily correlate with positive educational benefit. The intervening variable associated with educational achievement appears to be the formal language learning process and literacy. A number of attitudes and practices, including the very close associations maintained with some of the countries of origin of the families, were seen to aid or hinder first language maintenance and second language acquisition.

Teaching speaking:a holistic approach

Teaching Speaking A Holistic Approach brings together theoretical and pedagogical perspectives on teaching speaking within a coherent methodological framework. The framework combines understandings derived from several areas of speaking research and instruction including cognitive and affective processes, oracy for thinking and learning communicative competence, discourse theories, task-based language learning, and self-regulated learning. By explaining, interpreting, evaluating, and synthesizing these diverse perspectives from linguistics and language learning, the text offers a comprehensive and versatile approach for teaching speaking. Samples of authentic classroom data are used for illustrating important concepts to help readers see how theoretical perspectives can be applied in practice. It also includes a pedagogical model for sequencing learning activities with concrete guidelines on planning and conducting speaking lessons. Different types of learning tasks are explained and illustrated with examples, and each chapter includes short tasks and ends with a number of tasks that enable readers to extend their ideas.

A comparative study of bayesian models for unsupervised sentiment detection

This paper presents a comparative study of three closely related Bayesian models for unsupervised document level sentiment classification, namely, the latent sentiment model (LSM), the joint sentiment-topic (JST) model, and the Reverse-JST model. Extensive experiments have been conducted on two corpora, the movie review dataset and the multi-domain sentiment dataset. It has been found that while all the three models achieve either better or comparable performance on these two corpora when compared to the existing unsupervised sentiment classification approaches, both JST and Reverse-JST are able to extract sentiment-oriented topics. In addition, Reverse-JST always performs worse than JST suggesting that the JST model is more appropriate for joint sentiment topic detection.

Delivering optometric care in the UK

Optometrists play an important part in delivering eye care in the United Kingdom; however opportunities for practitioners to extend their role through co-management of patients with ophthalmologists vary across the country. Devolution in Scotland and Wales has led to greater emphasis on community based care in these regions. This thesis reviews the current situation and, by examining ophthalmic outpatient clinic data, discusses further opportunities to reduce demands on secondary care and the cost savings that can be made. To assess whether the profession is currently in a position to adopt an extended clinical role, changes in the availability of optometric instrumentation are assessed over a two year period. An increased prevalence of fundus cameras and contact tonometers places optometrists in a good position to take on further responsibilities in glaucoma management, however future investment could be impacted by the current economic climate as value for money became increasingly important to practitioners looking to purchase equipment. Methods of training optometrists in the necessary skills to utilise new technology to extend their role are evaluated in terms of both learning and cost effectiveness. Interactive distance learning is proposed as a convenient and effective method to deliver continuing professional development. Any changes to optometric practice must take account of the need for a sustainable business and the importance of attracting and retaining patients. The views of patients are assessed through a validated service quality questionnaire, SERVQUAL. The questionnaire is found to be valid for use in an optometry setting. Patients have a generally positive view of the service quality they receive from their optical practice and consider the intangible aspects, in particular responsiveness and empathy, most important. Optometrists are well placed to increase their role in patient management; however a viable business model must exist to enable investment in instrumentation and training.