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.

Treatment of newly diagnosed acute promyelocytic leukemia (APL): a comparison of French-Belgian-Swiss and PETHEMA results

All-trans retinoic acid (ATRA) plus anthracycline chemotherapy is the reference treatment of newly diagnosed acute promyelocytic leukemia (APL), whereas the role of cytosine arabinoside (AraC) remains disputed. We performed a joint analysis of patients younger than 65 years included in Programa para el Estudio de la Terapéutica en Hemopatía Maligna (PETHEMA) LPA 99 trial, where patients received no AraC in addition to ATRA, high cumulative dose idarubicin, and mitoxantrone, and APL 2000 trial, where patients received AraC in addition to ATRA and lower cumulative dose daunorubicin. In patients with white blood cell (WBC) count less than 10 x 10(9)/L, complete remission (CR) rates were similar, but 3-year cumulative incidence of relapse (CIR) was significantly lower in LPA 99 trial: 4.2% versus 14.3% (P = .03), although 3-year survival was similar in both trials. This suggested that AraC is not required in APL with WBC count less than 10 x 10(9)/L, at least in trials with high-dose anthracycline and maintenance treatment. In patients with WBC of 10 x 10(9)/L or more, however, the CR rate (95.1% vs 83.6% P = .018) and 3-year survival (91.5% vs 80.8%, P = .026) were significantly higher in APL 2000 trial, and there was a trend for lower 3-year CIR (9.9% vs 18.5%, P = .12), suggesting a beneficial role for AraC in those patients.

Givenness, procedural meaning and connectives: The case of French puisque

I argue that the communication of given information is part of the procedural instructions conveyed by some connectives like the French puisque. I submit in addition that the encoding of givenness has cognitive implications that are visible during online processing. I assess this hypothesis empirically by comparing the way the clauses introduced by two French causal connectives, puisque and parce que, are processed during online reading when the following segment is ‘given’ or ‘new’. I complement these results by an acceptability judgement task using the same sentences. These experiments confirm that introducing a clause conveying given information is a core feature characterizing puisque, as the segment following it is read faster when it contains given rather than new information, and puisque is rated as more acceptable than parce que in such contexts. I discuss the implications of these results for future research on the description of the meaning of connectives.

The introduction of teaching innovations into the traditional teaching of construction and building materials

The traditional teaching methods used for training civil engineers are currently being called into question as a result of the new knowledge and skills now required by the labor market. In addition, the European Higher Education Area is requesting that students be given a greater say in their learning. In the subject called Construction and Building Materials at the Civil Engineering School of the Universidad Politécnica de Madrid, a path was set three academic years ago to lead to an improvement in traditional teaching by introducing active methodologies. The innovations are based on cooperative learning, new technologies, and continuous assessment. The writers’ proposal is to offer their experience as a contribution to the debate on how students can be encouraged to acquire the skills currently demanded from a civil engineer, though not overlooking solid, top-quality training. From the outcomes obtained, it can be concluded that using new teaching techniques to supplement a traditional approach provides more opportunities for students to learn while boosting their motivation. In our case, the introduction of these changes has resulted in an increased pass rate of 29% on average, when such a figure is considered in the light of the mean value of passes during the last decade.

Using Virtual Reality in the teaching of manufacturing processes with material removal in CNC Machine-Tools

This paper presents a methodology for the incorporation of a Virtual Reality development applied to the teaching of manufacturing processes, namely the group of machining processes in numerical control of machine tools. The paper shows how it is possible to supplement the teaching practice through virtual machine-tools whose operation is similar to the 'real' machines while eliminating the risks of use for both users and the machines.