Browsing by browse.metadata.contributordepartment "Filología Inglesa"
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- PublicationEmbargoA critical review of the Presentation-Practice-Production Model (PPP) in Foreign Language Teaching(Universidad de Murcia, Servicio de Publicaciones, 2013) Criado, Raquel; Filología Inglesa
- PublicationEmbargoA diachronic-comparative analysis of three foreign language teaching manuals from the perspective of Skill Acquisition Theory(2018) Criado, Raquel; Filología Inglesa
- PublicationOpen AccessA proposal for a reading strategies training programme for secondary students.(2001) Cánovas-Gambín, Francisca; Criado, Raquel; 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.
- PublicationEmbargoActivity 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.
- PublicationEmbargoActivity 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
- PublicationEmbargoActivity 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 gesturesAlcaraz Carrion, D.; Alibali, M. W.; Valenzuela Manzanares, J.; 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.
- PublicationEmbargoAdverbial 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. ----------------------------
- PublicationEmbargoAffordances and limitations when using Inputlog to study young learners’ pausing behavior in L2 writing(John Benjamins, 2023) Garcés-Manzanera, Aitor; Manchón, Rosa María; Criado, Raquel; 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 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.---------------------------------
- PublicationEmbargoAn introduction to the analysis of literary texts in english(Diego Marín, 2019-02-08) García Periago, Rosa; Virgili Viudes, Sofía; Filología Inglesa
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 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) Mengual, Yáfar; Criado, Raquel; 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. --------------------------------------
- PublicationOpen AccessUna aproximación a la traducción de inglés a español de formas de tocar.(Universidad de las Palmas de Gran Canaria, Servicio de Publicaciones, 2005) Criado, Raquel; Filología InglesaLas divergencias tipológicas entre el inglés y el español derivan en un habitual detrimento de la información (relativa a la manera) en la transferencia al español de verbos ingleses de movimiento (Slobin, 1996), paralelamente a los de vista (Rojo y Valenzuela, 1999). Por contra, la traducción de inglés a español de los verbos de las otras percepciones sensoriales (Criado, 2002; Rojo y Valenzuela, inédito) supone el mantenimiento de la información, mientras que para los verbos de decir (Rojo y Valenzuela, 2001) se constata aumento. Enmarcado en la misma línea de investigación, el presente trabajo tiene como objetivo examinar la posible reducción o ganancia de información en la traducción española de todos los ejemplos de verbos ingleses de tocar (96) presentes en la novela Lord of the Flies. Los resultados indican un alto grado de conservación de la información junto con un discreto aumento que supera la pérdida observada.------------------------------------
- PublicationOpen AccessAutomatic term recognition and legal language: a shorter path to the lexical profiling of legal texts?(John Benjamins B.V., 2023) Marín Pérez, María José; Filología InglesaNatural Language Processing (NLP) tools offer language scholars a wide array of possibilities to examine, amongst other, the lexicon in any text collection. This research was designed as an attempt to try to measure the degree of precision of three of these methods (Chung 2003; Drouin 2003; Scott 2008a) through their implementation on two corpora of Spanish and British judicial decisions which revolve around the topic of immigration. In addition, the last section of this chapter explores the lexical inventories extracted by each method (the top 500 candidate terms (CTs) in each case) by grouping them into ad hoc thematic categories, the most numerous being, as was to be expected, legal terms, followed by territory, evaluative items, crime and family.
- PublicationEmbargoEl ayer y el hoy de las asignaturas implicadas en el proyecto de innovación educativa para la adaptación al sistema de créditos E.C.T.S.(Editum. Ediciones de la Universidad de Murcia., 2007) Sánchez Hernández, Purificación; Cerezo García, María Lourdes; Pérez Paredes, Pascual F.; Criado, Raquel; Filología Inglesa
- PublicationEmbargoCamp, 1965(Yale University Press, 2021) Suárez, Juan A.; Filología Inglesa
- PublicationRestrictedCognitive patterns in the acquisition of knowledge and the sequencing of activities in the organization of teaching materials(Ediciones UIB, 2009) Sánchez Pérez, Aquilino; Criado, Raquel; Filología InglesaThe core of this paper is centred on the analysis of knowledge acquisition patterns and the sequencing patterns teaching materials are governed by. Our approach to the problem will proceed in the following steps: after briefly commenting on more traditional and well consolidated theories of knowledge acquisition, we analyse the cognitive model advanced by Anderson (ACT; 1983, 1987, 2005), and establish the procedure in the acquisition of knowledge; Secondly, we will analyse the sequencing patterns in a sample lesson extracted from a well-known contemporary textbook. Such an analysis will illustrate the degree of similarity of this teaching material regarding the general model of knowledge acquisition.