Browsing by browse.metadata.contributordepartment "Filología Inglesa"
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- PublicationRestrictedA critical review of the Presentation-Practice-Production Model (PPP) in Foreign Language Teaching(Universidad de Murcia, Servicio de Publicaciones, ) Criado, Raquel; Filología Inglesa
- PublicationRestrictedA diachronic-comparative analysis of three foreign language teaching manuals from the perspective of Skill Acquisition Theory(Legenda : Modern Humanities Research Association, 2018) Criado, Raquel; Filología InglesaThe purpose of this chapter is to highlight the need to add a cognitive perspective to pedagogical and historical angles when assessing language teaching methods so as to obtain a deeper understanding of their potential contribution to language learning. This new perspective is based on Skill Acquisition Theory (SAT) from Cognitive psychology. It distinguishes between declarative knowledge (knowledge about the linguistic system), procedural knowledge (instrumental knowledge) and automatized knowledge (the refinement of procedural knowledge or fluent and automatic deployment of communicative competence). The activities of the three middle lessons from three elementary textbooks were cognitively analysed. The three methods to which they adhered were the Grammar-Translation Method (G-T), Audio-Lingual Method (ALM) and the weak version of Communicative Language Teaching (CLT). The materials were dated 1973 (the first edition having been published in 1925), 1966 and 1984 respectively. All of them allegedly shared the same overarching goal: catering for students’ communicative needs. The pedagogical tools of G-T and ALM were found to not be adequate to foster solid proceduralization, since meaningful and mechanical drills do not enable meaning–form relationships in the students’ long-term memory. The early CLT materials were potentially more effective as proceduralization seems to be activated with communicative drills. The application of a cognitive perspective to the analysis of authentic textbooks contributes to enriching our knowledge of the History of Language Learning and Teaching and supports the call for interdisciplinary studies in this field.
- PublicationOpen AccessA proposal for a reading strategies training programme for secondary students.(2001) Criado, Raquel; Cánovas-Gambín, Francisca; Filología InglesaEven though the Spanish Official Curriculum stresses the use of autonomous learning strategies, there are paradoxically scarce studies regarding strategies instruction in Foreign Language Learning in Spain. The present paper is the summary of a proposal of a reading strategies training programme included in a wider project. The authors' experience, the Curriculum and the specialised literature were used in its conception and design. This resulted in a twelve-week explicit strategy training programme introductory in nature and addressed to sixteen-year-old Spanish native students, their level of English being low-intermediate. The aim of the training programme was to develop the skill of reading for different purposes (confirming expectations, getting general and specific information) by means of the strategies of predicting, skimming and scanning respectively. These would be exploited in eighteen hours, which comprised a "Preparation" and an "lntroduction" session followed by a "Presentation", "Practice" and "Evaluation" stage for each one of the strategies. A "General Practice and Evaluation" section plus an "Expansion" class were included at the end. We also address the rationale behind the different decisions taken.
- PublicationOpen AccessA study on LIWC categories for opinion mining in Spanish reviews(SAGE Publications, 2014-08-26) Salas Zárate, María del Pilar; López López, Estanislao; Valencia García, Rafael; Aussenac Gilles, Natalie; Almela, Ángela; Alor Hernández, Giner; Filología InglesaWith the exponential growth of social media, that is, blogs and social networks, organizations and individual persons are increasingly using the number of reviews of these media for decision-making about a product or service. Opinion mining detects whether the emotions of an opinion expressed by a user on Web platforms in natural language are positive or negative. This paper presents extensive experiments to study the effectiveness of the classification of Spanish opinions in five categories: highly positive, highly negative, positive, negative and neutral, using the combination of the psychological and linguistic features of LIWC (Linguistic Inquiry and Word Count). LIWC is a text analysis software that enables the extraction of different psychological and linguistic features from natural language text. For this study, two corpora have been used, one about movies and one about technological products. Furthermore, we conducted a comparative assessment of the performance of various classification techniques, J48, SMO and BayesNet, using precision, recall and F-measure metrics. The findings revealed that the positive and negative categories provide better results than the other categories. Finally, experiments on both corpora indicated that SMO produces better results than BayesNet and J48 algorithms, obtaining an F-measure of 90.4 and 87.2% in each domain.
- PublicationRestrictedActivity sequencing in foreign language teaching textbooks: a cognitive and communicative processes-based perspective.(LAP (Lambert Academic Publishing), 2010) Criado, Raquel; Filología InglesaThis book is about activity sequencing in Foreign Language Teaching. lt is divided into two parts. Part I includes the operationalisation of the construct of activity sequencing, definition and analysis of the P-P-P (“Presentation-Practice-Production model of activity sequencing”), application of cognitive psychology to teaching sequencing and a critical review of the CPM (“Communicative Processes-based model of activity sequencing”) and other contemporary sequencing models from pedagogic and cognitive perspectives. Part II describes the quasi-experimental study implemented to determine the influence on learning of the CPM in contrast to the P-P-P. Key findings confirm the importance of activity sequencing in TEFL and draw our attention to the fact that, in order to be effective, activity sequencing should go hand in hand with the sequence(s) of cognitive processes. This book will be valuable to researchers in foreign language teaching methodology and graduate students in applied linguistics, particularly for those who believe in the need of developing empirical studies in real-life classrooms and of applying Cognitive Psychology to foreign language teaching research.
- PublicationRestrictedActivity sequencing in foreign language teaching: psychological and pedagogic considerations in late 19th century and 21st century materials(Editum. Ediciones de la Universidad de Murcia, 2008) Criado, Raquel; Filología InglesaIn foreign language teaching research, activity sequencing represents a nearly theoretically and empirically neglected element. This study reports a comparative diachronic analysis of activity sequencing exemplified in two case-studies. Our aim is to uncover the related differences between past and present implementations from pedagogic and psychological perspectives. To accomplish this aim, we drew on Ollendorff’s New Method of Learning to Read, Write, and Speak the Spanish Language (1895) and on a 2005 textbook. Ollendorff’s work embodies one of the first modern attempts to facilitate the study of foreign language grammars. This has not prevented stern attacks to his coursebooks due to his contemporary classification as a representative name within the Grammar- Translation Method. Regarding our procedure, a middle unit of each textbook was examined by means of the Presentation-Practice-Production sequencing teaching model, which constituted our analytical tool. A description of this model from a cognitive viewpoint (Anderson 2000) was also included. The pair of units was examined at both pedagogic and psychological levels. Results indicate: a) a higher sophisticated degree of the current materials concerning the two levels of analysis; b) the value of activity sequencing examination in diachronic studies to evaluate present-day negative views of older methods.------------------------------------------------------
- PublicationOpen AccessActivity sequencing patterns in the Teaching of English as a Foreign Language: an analysis based on three 20th century samples(2008-10-08T09:20:18Z) Criado, Raquel; Sánchez Pérez, Aquilino; Filología Inglesa; Letras
- PublicationRestrictedActivity typology and sequencing in Foreign Language Teaching textbooks(Síntesis, 2022) Criado, Raquel; Filología Inglesa
- PublicationOpen AccessAdding and subtracting by hand: Metaphorical representations of arithmetic in spontaneous co-speech gesturesAlibali, M. W.; Valenzuela Manzanares, J.; Alcaraz Carrión, Daniel; Filología InglesaThis study investigated the spontaneous co-speech gestures produced by speakers who were talking about the concepts of addition and subtraction in a television news setting. We performed a linguistic and co-speech gesture analysis of expressions related to the concepts of addition (N plus N, addition, add) and subtraction (Nminus N, subtraction, subtract). First, we compared the linguistic frequency of these structures across several corpora. Second, we performed a multimodal gesture analysis, drawing data from a television news repository. We analyzed 423 co-speech gestures (169 for subtraction and 254 for addition) in terms of their axis (e.g., lateral, sagittal) and their direction (e.g., leftwards, away from their body). Third, we examined the semantic properties of the direct object that was added or subtracted. There were two main findings. First, low-frequency linguistic expressions were more likely to be accompanied by co-speech gestures. Second, most gestures about addition and subtraction were produced along the lateral or sagittal axes. When people spoke about addition, they tended to produce lateral, rightwards movements or movements away from the body. When people spoke about subtraction, they tended to produce lateral, leftwards movements or movements towards the body. This co-speech gesture data provides evidence that people activate two different metaphors for arithmetic in spontaneous behavior: ARITHMETIC IS MOTION ALONG A PATH and ARITHMETIC IS COLLECTING OBJECTS.
- PublicationRestrictedAdverbial hedges in university students' oral performance: a cross-language Multidimensional Analysis.(Editum. Servicio de Publicaciones de la Universidad de Murcia, 2008) Pérez Paredes, Pascual F.; Sánchez Hernández, Purificación; Aguado Jiménez, Pilar; Criado, Raquel; Filología InglesaIn this paper we set out to examine the natural, non-elicited, occurrence of adverbial hedges in the production of (a) Spanish learners of EAP and (b) British students of Modern Languages. Our research is based on three premises. First, it is data-driven. Our corpora are made up of interviews which were conducted following the same methodology and mirroring the tasks in the LINDSEI oral corpus. Second, linguistically it builds on Biber (1988) and Biber, Conrad, Reppen, Byrd and Helt (2002) Multidimensional Analysis of language, which holds that there is a tendency for linguistic features of morpho-syntactic and semantic nature to cluster together around dimensions of use. Finally, it is cross-linguistic, as we present a comparison between the productions of different speakers performing exactly the same communicative tasks. Results show important differences in the frequency of use as well as in the contexts of use of adverbial hedges in these two comparable communities of use. The discussion offers insights into the interplay between quantitative research methodology for language analysis and pedagogical concerns. ----------------------------
- PublicationRestrictedAffordances and limitations when using Inputlog to study young learners’ pausing behavior in L2 writing(John Benjamins, 2023) Criado, Raquel; Manchón Ruiz, Rosa María; Garcés Manzanera, Aitor; Filología InglesaThis chapter focuses on methodological considerations in a study in which keystroke-logging data was used for the analysis of young English as a foreign language (EFL) learners’ pausing behavior while writing in their L2. We first present the rationale behind the study and subsequently discuss methodological considerations in the operationalization of the construct of pausing behavior, challenges and problems related to data analysis, and solutions adopted. In the final part, we suggest directions for further research.
- PublicationOpen AccessAlfabetización mediática y bienestar emocional en nuestro alumnado(Dykinson, 2025) Navarro Pérez, Margarita; Filología Inglesa; Aznar Díaz, Inmaculada; Lara Lara, Fernando; Santos Villalba, María Jesús; Campos Soto, María Natalia; Facultades de la UMU::Facultad de LetrasEn el contexto de la actual era digital, caracterizada por la sobreexposición a información mediada por tecnologías y redes sociales, la educación se enfrenta al reto de formar estudiantes críticos y conscientes. Si bien la integración de herramientas digitales ofrece importantes oportunidades educativas, también conlleva riesgos asociados a la desinformación y a contenidos potencialmente perjudiciales. En este marco, la Alfabetización Mediática y de la Información (AMI) se presenta como una respuesta educativa clave para fomentar el pensamiento crítico y capacitar al alumnado para analizar, evaluar y cuestionar la información procedente de los medios digitales. El capítulo defiende la enseñanza de lenguas extranjeras como un contexto idóneo para la integración de la AMI, debido a la diversidad de contenidos y al potencial de esta área para el debate, la reflexión y el diálogo en el aula. A partir de una experiencia desarrollada en la asignatura Lengua y Cultura del Grado en Educación Primaria en la Universidad de Castilla-La Mancha, se explora la incorporación de la AMI en la enseñanza del inglés mediante metodologías innovadoras y dinámicas de trabajo cooperativo. Tomando como base esta experiencia y las recomendaciones de la literatura científica, el capítulo propone una serie de estrategias didácticas para integrar la AMI en el aula de lenguas extranjeras. Estas estrategias persiguen un doble objetivo: enriquecer el aprendizaje lingüístico mediante el desarrollo del pensamiento crítico y promover el bienestar y la salud mental del alumnado a través de una relación más reflexiva y consciente con los medios digitales.
- PublicationOpen AccessEl ámbito de la oralidad en la investigación lingüística anglosajona reciente.(Asociación Española de Lingüística Aplicada (AESLA), 2006) Pérez-Paredes, Pascual F.; Sánchez, Purificación; Aguado Giménez, Pilar; Criado, Raquel; Filología InglesaLos estudios sobre oralidad han adquirido una enorme relevancia en las últimas décadas coincidiendo con la eclosión de las investigaciones con corpus lingüísticos y la creación de herramientas de tratamiento textual cada vez más sofisticadas. En este trabajo llevamos a cabo una labor exhaustiva de análisis de artículos publicados en quince revistas internacionales de máximo prestigio y relevancia en el área de la lingüística aplicada durante los años 2004 y 2005 para determinar cuales son las líneas de trabajo más notables en este campo y así valorar en qué punto se encuentran las investigaciones en este área. A efectos de estudio hemos clasificado los trabajos analizados en tres grandes bloques dentro del campo de la oralidad: estructuras mononucleares, estructuras complejas y unidades sintácticas y pragmáticas. Lo primero que cabe resaltar es la variedad en cuanto a los textos analizados, así como a los contextos de estudio y lenguas estudiadas. Sí existe, sin embargo, homogeneidad en cuanto al tipo de análisis llevado a cabo, que es fundamentalmente cualitativo para las estructuras mononucleares y cuantitativo para las complejas. Las unidades sintácticas y pragmáticas, sin embargo participan de ambos tipos de análisis. Una de las carencias detectadas en nuestra investigación es la ausencia de trabajos publicados que aborden un estudio longitudinal utilizando muestras de los mismos informantes en puntos temporales diferentes.---------------------------------
- PublicationRestrictedAn introduction to the analysis of literary texts in english(Diego Marín, 2019-02-08) García Periago, Rosa; Virgili Viudes, Sofía; Filología Inglesa
- PublicationOpen AccessAnalysing deception in a psychopath’s speech: a quantitative approach(Pontifícia Universidade Católica de São Paulo - LAEL, 2015-07-01) Almela, Ángela; Alcaraz Mármol, Gema; Cantos Gómez, Pascual; Filología Inglesa; Facultades de la UMUPsychopathy involves a series of specifi c cognitive, social and emotional features which make the psychopath different from the general population; the two most signifi cant characteristics are extreme selfi shness and deep emotional defi cit that is refl ected in apathy. Notably, psychopaths are skilled communicators who that use language to lie. As there has been little examination of the speech associated specifi cally with psychopaths, especially in the Spanish language, the present study aims to contrast different veracious excerpts to others which are deceptive. The text analysis is framed within forensic computational linguistics, and complemented with some information related to the stylometric profi le of the text. The investigation shows how the parameter mainly affected by the psychological condition of the psychopath subject is the distribution of grammatical persons; in addition, some further evidence includes the frequency of certainty adverbs and verbs related to cognitive processes.
PublicationMetadata onlyAnalysing L2 writers' processing of written corrective feedback via written languaging and think-aloud protocols(John Benjamins, 2023) McBride, Sophie; Manchón Ruiz, Rosa María; Filología Inglesa- PublicationOpen AccessAnalysis of context-dependent errors in the medical domain in Spanish: a corpus-based study(SAGE Publications, 2023-01-18) López Hernández, Jésica; Molina Molina, Fernando; Almela, Ángela; Filología InglesaThis corpus-based study aimed to investigate the presence of context-dependent linguistic errors in a corpus of clinical reports. The data were taken from a corpus comprising more than 2 million words and made up of clinical reports from emergency medicine, intensive care unit, general surgery, and psychiatry. Quantitative and qualitative analyses were carried out. A language model based on n-grams was developed for the detection of errors, parameters for the selection of cases were defined, and a classification tool was implemented. The findings indicated that emergency medicine was the medical specialty with the highest number of context-dependent errors and that the most frequent type of error was omission of written accent. Furthermore, the analysis revealed the presence of errors of competence due to the incorrect application of the linguistic norm of Spanish, phenomena of phonetic similarity, and composition of words; it is also worth noting that performance errors occurred due to rapid typing on the keyboard. This study constituted the first analysis and creation of a typology of context-dependent errors for the medical domain in Spanish. It contributed to the design of a module based on linguistic knowledge that can be used for the development and improvement of automatic correction systems that, in turn, are used for data processing in medicine.
- PublicationOpen AccessAnti-Racism in ‘War’ and ‘Africanos en Madrid’: a contrastive cultural analysis(Asociación de Jóvenes Lingüistas (AJL), 2003-04) Criado, Raquel; Filología Inglesa
- PublicationOpen AccessAnxiety and EFL speaking in Spanish compulsory and non-compulsory Secondary Education: a mixed-method study.(Universidad de Zaragoza, 2017-12-20) Criado, Raquel; Mengual, Yáfar; Filología InglesaThis exploratory study aims to examine the relationship between language anxiety (LA) and the speaking skill for English as a Foreign Language in both Spanish Compulsory Secondary Education (CSE) and (Upper) Non-compulsory Secondary Education (NCSE). A sequential explanatory mixed-method study was implemented with two intact classes (18 CSE and 19 NCSE students). In the quantitative phase the 37 students’ LA levels were measured through the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz and Cope 1986) to analyse their relationship with their school speaking test scores, using bivariate correlation and stepwise linear regression analyses. Quantitative results revealed an inverse relationship between the students’ LA levels and the test scores; the predictive power of course level and fear of negative evaluation in the test scores and the absence of an increase of LA as a function of the students’ course level. In the qualitative phase, follow-up interviews were conducted with four subjects whose quantitative results had revealed a non-isomorphic pattern in the relationship between LA and the test scores (high/low, low/high). The qualitative results corroborated the significance of fear of negative evaluation and made the prominence of other factors more visible. Several pedagogical implications are indicated. --------------------------------------
- PublicationRestrictedAportaciones recientes al estudio de la oralidad(Prensas Universitarias de Zaragoza, 2006) Pérez Paredes, Pascual Francisco; Sánchez Hernández, Purificación; Aguado Giménez, Pilar; Criado, Raquel; Filología InglesaEn las dos últimas décadas, el análisis del discurso se ha valido con reiterada frecuencia de las técnicas propias de la lingüística del corpus para explorar un campo de investigación en auge: la variación lingüística. Sin duda, son los métodos cuantitativos de análisis los que definitivamente han ganado un mayor peso en nuestra área de conocimiento y, quizás por mimesis respecto a otras ciencias sociales, se configuran en la actualidad como el paradigma de referencia científica en las publicaciones de más prestigio en el ámbito lingüístico. De especial relevancia en este campo es la metodología de análisis multidimensional de Biber (véanse 1988, 2003). El presente trabajo examina la producción científica de los años 2004 y 2005 en el ámbito de la lingüística aplicada en dieciséis revistas de prestigio académico que, de manera directa o indirecta, han abordado el análisis de la oralidad. Con la finalidad de categorizar la investigación en el campo y evaluar las líneas de investigación actuales, se ofrece una taxonomía de los estudios publicados en estas revistas, así como una discusión sobre las perspectivas de investigación futura. Palabras clave: oralidad, investigación, análisis multidimensional, corpus