Patrones de lexicalización y metodología de enseñanza para L2

Nuestro análisis surge de los datos recabados para el Proyecto de Investigación en curso "Estudio comparativo de los patrones de lexicalización de los verbos de movimiento en español, inglés y chino en primera lengua. Fase I". Tomando como punto de partida la metafunción experiencial, específicamente el análisis de la transitividad, en este trabajo intentamos analizar secuencias narrativas. Esto permite identificar en qué medida el estímulo empleado es disparador de descripciones con distintas características. A mayor identificación psicológica del hablante con el estímulo se observa una alta frecuencia de verbos que describen procesos mentales. Mientras que, si el estímulo no compromete tan intensamente al espectador, la narración tiene mayor registro de verbos de procesos materiales que no muestran explícitamente un alto grado de empatía. Nuestra hipótesis de trabajo fue que los hablantes de español usan exclusivamente verbos que indican trayecto y refuerzan la noción de trayecto con información extra en la claúsula subordinada. Consideramos que la información sobre manera no será codificada, a menos que los hablantes la perciban como prominente. En tal caso, la manera de movimiento será codificada como un coevento (Talmy , 2000; París 2006ª, 2006b).En la enseñanza del español como segunda lengua la narrativa ocupa un lugar central. Por lo tanto, al momento de seleccionar el material, variaciones controladas en el estímulo podrán generar distintas producciones que focalicen en procesos mentales o materiales. Esto debería ser un factor a tener en cuenta por el docente al momento de planificar el material y la metodología de enseñanza.

La enseñanza de las construcciones pasivas e impersonales con "se" en español como L2. ¿Cuántas distinciones son necesarias?

Este artículo sugiere un enfoque nuevo a la enseñanza de las dos estructuras gramaticales la pasiva refleja y el “se” impersonal para las clases universitarias de E/LE. Concretamente, se argumenta que las dos se deberían tratar como construcciones pasivas, basada en un análisis léxico-funcional de ellas que enfoca la lingüística contrastiva. Incluso para la instrucción de E/LE, se recomienda una aproximación contrastiva en la que se enfocan tanto la reflexión metalingüística como la competencia del estudiante en el L2. Específicamente, el uso de córpora lingüísticos en la clase forma una parte integral de la instrucción. El uso de un corpus estimula la curiosidad del estudiante, le expone a material de lengua auténtica, y promulga la reflexión inductiva independiente.

O desenvolvimento da competência comunicativa intercultural de surdos aprendizes de inglês : a internet como meio

Dissertação (mestrado)—Universidade de Brasília, Instituto de Letras, Departamento de Línguas Estrangeiras e Tradução, Programa de Pós-Graduação em Linguística Aplicada, 2015.

Reading Strategies in Spanish (L1) and English (L2)

The purpose of this study was to identify, detect and compare the reading strategies used in L1 and L2 by four Spanish-speaking university students, in order to find out in what stage of the reading process (before, during or after) they focused their strategic efforts. This research is based on the proposals by Solé (2000) and Díaz Barriga and Hernández (2000); contributions by Oxford (1990) and Barnett (1989) were significant in the interpretation of results. It is a qualitative field-study with semi-structured interviews, observation of participants and two reading comprehension tests for data collection; the information obtained was triangulated. One of the most remarkable findings is the general use of strategies before the L2 reading; although almost the same strategies were used in both texts, except for a group of strategies only used for L2. After comparing the results, it was found that the participants focused their strategic efforts in different stages of the reading process.

Are alphabetic language-derived models of L2 reading relevant to L1 logographic background readers?

In this paper, we argue that second language (L2) reading research, which has been informed by studies involving first language (L1) alphabetic English reading, may be less relevant to L2 readers with non-alphabetic reading backgrounds, such as Chinese readers with an L1 logographic (Chinese character) learning history. We provide both neuroanatomical and behavioural evidence from Chinese language reading studies to support our claims. The paper concludes with an argument outlining the need for a universal L2 reading model which can adequately account for readers with diverse L1 orthographic language learning histories.

Insights into the role and function of L2, the minor capsid protein of papillomaviruses

Human papillomaviruses (HPV) are responsible for the most common human sexually transmitted viral infections, and high-risk types are responsible for causing cervical and other cancers. The minor capsid protein L2 of HPV plays important roles in virus entry into cells, localisation of viral components to the nucleus, in DNA binding, capsid formation and stability. It also elicits antibodies that are more cross-reactive between HPV types than does the major capsid protein L1, making it an attractive potential target for new-generation, more broadly protective subunit vaccines against HPV infections. However, its low abundance in natural capsids-12-72 molecules per 360 copies of L1-limits its immunogenicity. This review will explore the biological roles of the protein, and prospects for its use in new vaccines. © 2009 Springer-Verlag.

An investigation into the use of human papillomavirus type 16 virus-like particles as a delivery vector system for foreign proteins: N- and C-terminal fusion of GFP to the L1 and L2 capsid proteins

Development of vaccine strategies against human papillomavirus (HPV), which causes cervical cancer, is a priority. We investigated the use of virus-like particles (VLPs) of the most prevalent type, HPV-16, as carriers of foreign proteins. Green fluorescent protein (GFP) was fused to the N or C terminus of both L1 and L2, with L2 chimeras being co-expressed with native L1. Purified chimaeric VLPs were comparable in size (∼55 nm) to native HPV VLPs. Conformation-specific monoclonal antibodies (Mabs) bound to the VLPs, thereby indicating that they possibly retain their antigenicity. In addition, all of the VLPs encapsidated DNA in the range of 6-8 kb. © 2007 Springer-Verlag.

Immunogenicity of an HPV-16 L2 DNA vaccine

The ability to elicit cross-neutralizing antibodies makes human papillomavirus (HPV) L2 capsid protein a possible HPV vaccine. We examined and compared the humoral response of mice immunized with a HPV-16 L2 DNA vaccine or with HPV-16 L2 protein. The L2 DNA vaccine elicited a non-neutralizing antibody response unlike the L2 protein. L2 DNA vaccination suppressed the growth of L2-expressing C3 tumor cells, which is a T cell mediated effect, demonstrating that the lack of non-neutralizing antibody induction by L2 DNA was not caused by lack of T cell immunogenicity of the construct. © 2009 Elsevier Ltd. All rights reserved.

L2-stability of nonstationary feedback systems: Frequency-domain criteria

A frequency-domain positivity condition is derived for linear time-varying operators in2and is used to develop2stability criteria for linear and nonlinear feedback systems. These criteria permit the use of a very general class of operators in2with nonstationary kernels, as multipliers. More specific results are obtained by using a first-order differential operator with a time-varying coefficient as multiplier. Finally, by employing periodic multipliers, improved stability criteria are derived for the nonlinear damped Mathieu equation with a forcing function.

Improved Conditions For L2-Stability Of Nonstationary Feedback-Systems

Concerning the L2-stability of feedback systems containing a linear time-varying operator, some of the stringent restrictions imposed on the multiplier as well as the linear part of the system, in the criteria presented earlier, are relaxed.

L2-Stability Of A Class Of Nonlinear-Systems

Sufficient conditions are given for the L2-stability of a class of feedback systems consisting of a linear operator G and a nonlinear gain function, either odd monotone or restricted by a power-law, in cascade, in a negative feedback loop. The criterion takes the form of a frequency-domain inequality, Re[1 + Z(jω)] G(jω) δ > 0 ω ε (−∞, +∞), where Z(jω) is given by, Z(jω) = β[Y1(jω) + Y2(jω)] + (1 − β)[Y3(jω) − Y3(−jω)], with 0 β 1 and the functions y1(·), y2(·) and y3(·) satisfying the time-domain inequalities, ∝−∞+∞¦y1(t) + y2(t)¦ dt 1 − ε, y1(·) = 0, t < 0, y2(·) = 0, t > 0 and ε > 0, and , c2 being a constant depending on the order of the power-law restricting the nonlinear function. The criterion is derived using Zames' passive operator theory and is shown to be more general than the existing criteria