IJES 2019, v. 19, n. 2
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- PublicationOpen AccessSyntactic ambiguity of (complex) nominal groups in technical English.(Universidad de Murcia, Servicio de Publicaciones, 2019) Borucinsky, Mirjana; Kegalj, JanaComplex nominal groups are common in technical English (i.e., English for Specific Purposes, ESP) since they allow lexical items to be tightly packed into a clause which consequently leads to increased lexical density and syntactic ambiguity. In this paper, we analyse (complex) nominal groups in technical English. We propose that, in addition to context and extralinguistic knowledge (i.e. shared technical background that the ESP teacher does not necessarily possess), the structure of the nominal group — or, more precisely, the position of modifiers within the group also plays a role in resolving of syntactic ambiguity and disambiguation of meaning. Thus, modifiers standing farthest from the head have the least specifying potential and are followed by other modifiers that restrict the meaning of the entire nominal group. In this way, the participle reciprocating in steam reciprocating engine (vs.* reciprocating steam engine ) is more specific in meaning and is thus positioned closer to the head of the nominal group. Our results indicate the type of modification (i.e. linear or non-linear) lends support to the disambiguation of complex nominal groups. The paper‘s main contribution is in the field of ESP teacher education in the way that it helps ESP teachers who are not specialists in the field of (marine) engineering to process understand and successfully teach complex nominal groups.
- PublicationOpen Access'Oh, there are so many things I want to write': becoming an author: Doris Lessing and the Whitehorn letters from 1944 to 1949.(Universidad de Murcia, Servicio de Publicaciones, 2019) García Navarro, CarmenThis paper explores the narrative process identified in the Whitehorn Letters, written by Doris Lessing from 1944 to 1949, as historical documents that form a single, coherent whole. Their significance is assessed by means of an epistemological reflection that sheds light on the path by which the young Lessing established her identity as an author (Bieder, 1993). In the letter-writing process, Lessing declares her aim to become a writer. The letters also characterise the writer as a historical subject, and describe the relationship between this historical subject and the individual who writes the correspondence. Since the letters formulate a coherent discourse about Lessing‘s authorial identity, I investigate whether using a model for reading them may be beneficial. I believe that additional nuances could be detected in her narratives by revisiting Lessing and examining, in the centenary of her birth, some hitherto unknown parts of her writings, as these letters represent.
- PublicationOpen Access"Meet our group!": addressing mulitple audiences on the websites of Spanish research groups.(Universidad de Murcia, Servicio de Publicaciones, 2019) Luzón, María JoséWebsites offer research groups a powerful tool for self-promotion and dissemination of their research to a diversified audience. The aim of this study is to explore how research groups affiliated to a research institution in a non-Anglophone country compose their websites to achieve visibility and impact and reach multiple audiences. Content analysis of the websites and semi-structured interviews were used to examine the language(s) in which the websites are written and their content. The study shows that through these websites research groups address simultaneously the international disciplinary community and various local audiences and that these audiences shape the choice of language and content. Findings from this study provide insights into new communication and representation practices engaged in by research groups to meet disciplinary goals, requirements for funding, and society’s demands.
- PublicationOpen AccessCollaborative teaching and learning of interactive multimodal spoken academic genres for doctoral students.(Universidad de Murcia, Servicio de Publicaciones, 2019) Querol Julián, Mercedes; Fortanet Gómez, InmaculadaThe last teaching - learning stage in the education system is the doctoral programmes, which turn graduate students into researchers. This evolution involves writing a dissertation, but also being able to discuss research. However, training on spoken genres has not received much attention, and the interest has been mainly on monologic prepared speeches. This paper focuses on a genre of interactive speech, the discussion session (DS) that follows the paper presentation, which is particularly challenging for no vice researchers. We present a learner - led pedagogy for the teaching - learning of this genre that fosters thinking - based learning and multimodal awareness. It was implemented in a course of academic discourse for doctoral students in order to prove its effe ctiveness. We propose a process of active and collaborative deconstruction and construction of DSs to identify verbal and non - verbal resources and their interpersonal functions, so that novel researchers reflect on and integrate them in their repertoire.
- PublicationOpen AccessAmbivalent texts, the borderline, and the sense of nonsense in Lewis Carroll's "Jabberwocky".(Universidad de Murcia, Servicio de Publicaciones, 2019) Templeton, MichaelTaking Carroll‘s ―Jabberwocky‖ as emblematic of a text historically enjoyed by both children and adults, this article seeks to place the text in what Kristeva defines as the borderline between language and subjectivity to theorize a realm in which ambivale nt texts emerge as such. The fact that children‘s literature remains largely trapped in the literary – didactic split in which these texts are understood as either learning materials and primers for literacy, or as examples of poetic or historical modernist discourse. This article situates Carroll‘s text in the theories of language, subjectivity, and clinical discourse toward a more complex reading of a children‘s poem, one that finds a point of intersection between the adult and the child reader.