IJES 2022, v. 22, n. 2
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- PublicationOpen AccessThe morpho-syntactic alternations of old English verbs of inaction.(Universidad de Murcia, Servicio de Publicaciones, 2022) Ojanguren López, Ana ElviraThe aim of this article is to describe the morpho-syntactic alternations of Old English verbs of inaction. The method includes the analysis of the syntactic constructions in which verbs of inaction are found and of the alternations themselves, which are described as to argumenthood, morphological case, prepositional government and structural complexity. Two types of alternation are identified on the basis of the affected argument. The dative alternation and the reflexive alternation involve both the first and the second argument, whereas the nominalisation alternation and the genitive alternation are restricted to the second argument. The main conclusions are that the alternations found with inaction verbs consist of two alternants that show different degrees of semantic and syntactic integration, and that the consistent distribution of alternations justifies the classification of the set of classes of inaction proposed in this article.
- PublicationOpen AccessQueer and Black Martyrdom in Alan Hollinghurst and Paul Mendez.(Universidad de Murcia, Servicio de Publicaciones, 2022) Yebra, José M.Both Alan Hollinghurst and Paul Mendez address the vulnerability of dissident, non-normative masculinities. With this purpose, I will first revise the narratives of martyrdom as an iconography (and trope) which relies on but exceeds its religious origins to understand gay and black identity representation in these writers. There are, however, some differences in their treatment of martyrdom. Hollinghurst’s career spans more than three decades and, hence, his novels feature different faces of martyrdom although all the characters/narrators do it from a white perspective. By contrast, Mendez’s Rainbow Milk revisits martyrdom as a contested narrative from the decolonized and black/queer viewpoint of the protagonist.
- PublicationOpen AccessExploring verbal and non-verbal expressions of ESP undergraduates’ own voices and identities.(Universidad de Murcia, Servicio de Publicaciones, 2022) García-Pinar, AránzazuGiven the ubiquity of digital technologies in all sorts of academic contexts, it is generally assumed that many undergraduates’ writing tasks will include verbal and visual modes these days. The interweaving of different modes allows students to express different multidisciplinary and individual identities while they become agents and designers of different L2 learning tasks. Using an interpretative qualitative approach, the present study explores the authorial voices and stance that four engineering undergraduates enacted in their presentation slides for an in-class oral presentation. Data sources included screen capture, classroom observation, and interview transcripts. Findings revealed that behind students’ collaborative compositional processes there are complex multimodal decisions that help them express their identities and enhance their engagement in the L2. Students perceived their presentation slides as artefacts to accommodate their audience and as means through which they were able to represent themselves as agents and designers of the discipline of engineering. Based on the results, this study highlights different pedagogical implications and ideas for English for specific purposes (ESP) contexts.
- PublicationOpen AccessSustained content language teaching: insights from an ESL and EFL course.(Universidad de Murcia, Servicio de Publicaciones, 2022) Reynolds, Barry Lee; Shieh, Jin-Jy; Ding, Chen; Ha, Xuan VanInstructional settings (English as a second language (ESL) and English as a foreign language (EFL)) may provide different opportunities for learners’ meaningful language use. This qualitative study was designed to shed light on this issue. The data included multiple sources collected from a sustained content gastronomy language course taught in an American ESL and a Taiwanese EFL context. Findings revealed that various factors (e.g., themes, environment, and learners) contributed to learners from both contexts meeting course goals. The findings further indicate that it is not the ESL/EFL context but instead using a sustained content language teaching approach that incorporates theme-based instruction and dynamic units that ensures learners are provided opportunities for meaningful and purposeful language use.
- PublicationOpen AccessLate Coetzee revisited.(Universidad de Murcia, Servicio de Publicaciones, 2022) Chesney, Duncan McCollIn this paper I reassess the discussion of Coetzee and late style by focusing on the criticism from around the time of Elizabeth Costello in order to observe if these treatments, and the concept of lateness developed by Adorno and Said, help us to understand the late, late Jesus trilogy. After reviewing the crisis in the novel exemplified by the Dairy I turn to an analysis of the Jesus novels and then finally assess the discussion of Coetzee in recent work in World Literature. The late, late works of Coetzee do not fit exactly within the existing critical discussion of late Coetzee; yet, they cannot be easily subsumed within an account of the post-historicist, global novel. These novels, while not Coetzee’s best, must still be understood within the history of Coetzee’s own development as a writer. Precisely, this attention to continuity helps reveal both strengths and weaknesses of late, late Coetzee.