REVISTA Nº 1

 

AS CONTRIBUIÇÕES DA LINGUÍSTICA COGNITIVA E DA SEMÂNTICA LEXICAL PARA O ENSINO DO VOCABULÁRIO EM INGLÊS PARA FINS OCUPACIONAIS (IFO): O CASO DA BOLSA DE VALORES

Maria Ivone Cunha

Instituto Superior de Contabilidade e Administração do Porto

Resumo

O presente artigo aborda duas fases distintas do IFO: a sua génese e pressupostos, tendo em conta as contribuições da Linguística Cognitiva e da Semântica Lexical.

 

BILINGUALISM AND ATTITUDE TOWARDS ENGLISH

Joseba Mikel González Ardeo

Abstract

Although several researchers have already investigated whether knowing more than one language will help students acquire additional languages (Edwards, 1995; Klein, 1995; Cenoz & Genesse, 1998), one of the still unexplored areas when considering the diference between bilingualism and trilingualism is that of linguistic behaviour referred to adults (Hoffmann, 1999). The present study reflets on the socio-cultural and socio-political situation in the Basque Coutry and its relationship with performance in English as L2 oe L3. Thus, a research was carried out by testing matched groups of Monolingual (M) (Spanish) versus Bilingual (B) (Basque/ Spanish) university students, acquiring English for Specific Purposes (ESP) within the following fields: Engineering – mechanical branch -, Business Administration and Nursing. Participants were tested on acquisition of specific technical vocabulary from their fields of study, and they were invited to complete a questionnaire on attitudes towards English. The Bls as a whole outperformed slightly the Mls, suggesting that Bls’ immediate/ academic aims are somewhat more easily achieved but the differences were not statistically significant. As far as their attitudes towards Englsih are concerned, the differences between Mls and Bls were not significant either, both groups showing overall positive attitudes towards English.


Keywords: ESP; attitude; linguistic competence; university students.

 

CLASSICAL DERIVATION IN COMPUTING TERMINOLOGY

Elvira Pérez Iglesias

Universidad de Salamanca

Abstract

This paper focuses on the analysis of the prevalence of derivation in computing terminology, mainly in the case of nouns, adjectives and verbs, and the results of this analysis are shown with examples selected from several computing manuals which are mentioned in the primary sources of the bibliography. The computing words of these manuals have been collected in lists of derivatives divided into three groups according to the English, classical or French source of their affixes. (These lists are not shown in the paper due to their length). We can conclude that this study of the words found in these manuals shows that classical derivational affixes are very frequent in computing terminology. The paper, therefore, may be of great use to computing students, enabling them to guess at the meaning of words by applying their knowledge of the meaning of their affixes.


Keywords: classical; derivation; computing;terminology

 

CLOZE TESTS FOR THE ANALYSIS OF READING COMPREHENSION ERRORS

Mercedes Rico García
 Patricia Edwards Rowkoski


Universidad de Extremadura

Abstract


For nearly half a century, cloze tests have been considered a fundamental language tool for evaluation due to their discernible capacity to integrate overall linguistic competence testing (Oller and Conrad 1971; Clarke 1980; Hughes 1989; Davies 1995, Hastings 1995, Taylor 2003).
Notwithstanding their undeniable usefulness in assessing and diagnosing students' communicative deficiencies, the purpose of the present study is to analyse, by means of cloze tests, the errors that occur during the L2 reading process in order to determine the incidence and importance of these mistakes in the comprehension of written text. The results point out that a lack of vocabulary, and a tendency towards literal translation, among a diversity of other factors, are the main reasons for our students' deficiencies in reading comprehension.
Although the results are markedly context-dependent, i.e. -the personal characteristics of the students, their level of ability in the English Language, etc.-, the contribution of the research herein presented proposes the methodological application of cloze tests as a diagnostic tool in the classroom in order to determine the causes of erroneous interpretation during the reading process.


Keywords: Cloze Tes; L2 reading behaviour; ESP testing

 

DEVELOPMENTS AND UNDERSTANDINGS IN ENGLISH FOR ACADEMIC PURPOSES

Pedro Martín-Martín

University of  La Laguna

Abstract

 

English for Specific Purposes (ESP) has become an important and distinctive discipline of English Language Teaching, which has grown considerably over the last forty years. Within this discipline, English for Academic Purposes (EAP) has established itself as the most expanding branch of ESP, as it is mainly concerned with providing teaching to the non-native English speaking student and novice academic who needs to adopt the discourse conventions which characterise international scientific and technical communication in specific academic communities. In this paper, I overview the issues and directions that EAP has taken from its origins in the early 1960’s to its present developments. This involves looking into the different approaches to EAP research throughout the four last decades and the influences on teaching and pedagogical materials. I also discuss the new developments and future directions that EAP is currently taking.


Keywords: ESP; EAP; discourse conventions; scientific and technical communication.

 

JUGGLING AND JIGSAW PUZZLES: FLEXIBLE ASSESSMENT AS A PARAMETER FOR INDIVIDUALISATION IN ENGLISH  FOR SPECIFIC ACADEMIC PURPOSES COURSES


Pascual Pérez-Paredes & Purificación Sánchez


Faculdad de Letras da Universidad de Murcia

Abstract


English for Academic Purposes (ESAP) courses are becoming more available as new professional needs demand specific language training programs from higher institutions. This article examines practical ways in which the General English (GE) and ESAP components of an English for Psychology students course can be integrated to produce a balanced assessment of the students enrolled in the course. It is a fact that the introduction of a GE module affects the design and implementation of ESAP courses in various ways. A considerable amount of time has to be devoted to non-ESAP contents, students with a good command of the language can easily feel unmotivated and summative evaluation might be biased in excess by students’ prior L2 learning experiences and command. We propose that flexible assessment be considered and incorporated as an integral part of ESAP courses through the introduction of a moderating variable which can account for every student’s communicative competence.

 

A GENRE APPROACH TO BOOK REVIEWS IN THE EAP/ ESP CLASSROOM

Piedad Fernandez Toledo


Faculdad de Documentación
Universidad de Murcia

 Abstract

The label genre allows for the study of texts in relation to and as product of social and communicative events, beyond purely linguistic criteria, and thus permits the interpretation of textual features according to social and pragmatic parameters. A particular case of genre approach, which focuses on book reviews,  is presented. First, the rationale for this methodology in English for Information Science and the potential interest of the specific genre Book Reviews for students of Library and Information Science at tertiary level is examined. Secondly, book reviews are analysed as instances of a genre type, following Bhatia’s model of genre analysis. Lastly, the steps taken in applying the genre approach to the English for Library and Information Science course design are enumerated and described. As a conclusion, an evaluation of an academic year’s actual class implementation is provided. Both theoretical and practical implications are drawn as a conclusion.


Keywords: Library and Information Science (LIS); genre analysis, book reviews, English for Academic Purposes (EAP).

 

TEACHING BUSINESS ENGLISH IN THE AGE OF INFORMATION TECHNOLOGY: CHANGING PERSPECTIVES IN SYLLABUS DESIGN

Manuela Ruiz Pardos
E.U. de Estudios Empresriales
Huesca

Abstract

In recent years, the dynamics of business communication has undergone profound changes that cannot be ignored by Business English practitioners. As the international language of business and commerce, English has come to occupy a central position within the expanding ‘cyberspaces’, which are now working as essential meeting points for individuals and companies. The new paths in the world of communication opened up by the Internet revolution should be explored within the BE classroom without delay. At a theoretical level, this current challenge would first involve a systematic analysis of the impact of the Internet on language, while from a practical point of view, it calls for a partial redefinition of former choices in syllabus design. Given the unprecedented scale and significance of the Net as a global medium of immense communicative power and, in my view, of remarkable pedagogic potential, we, as language teachers, should take urgent steps to integrate online communication with the rest of our teaching-learning experience. In an attempt to contribute to such a project, it is my aim to focus on how the use of Internet utilities can be integrated within university Business English courses, a syllabus model in which the selection of classroom tasks, target language and teaching materials does not remain alien to the key role played by information technology both in the ongoing evolution of language and in the complex professional practices of today’s business world.

 

THE INTEGRATION OF CORPUS DATA AND ACADEMIC TASKS IN BUSINESS ENGLISH

Alejandro Curado Fuentes


Universidad de Extremadura

Abstract

A growing number of ESP (English for Specific Purposes) studies incorporates Corpus Linguistics as a main line of research. This focus is mainly justified on the basis of textual representativeness and balance, as fitting corpus sources can lead to specific language profiles (Hunston, 2002). In terms of corpus information and its application to teaching and learning situations, however, the demand is still strong in the ESP / EAP (English for Academic Purposes) area (Thompson, 2002). In this direction, this paper aims to contributing results and discussion derived from corpus-driven language exploitation in the ESP classroom. Three main stages are followed: First, the selection and analysis of material included in a specific corpus for Business students are described; secondly, the exploitation of the corpus data by Business English learners is detailed, and thirdly, an examination is provided on how the ESAP (English for Specific Academic Purposes) approach may lead to effective use of corpus data by learners. The conclusions summarise methodological ideas and developments founded on the integration of corpus and academic tasks.


Keywords: Business English; corpus; collocation; academic task; ESAP.

 

THE RELEVANCE OF GENRE IDENTIFICATION IN THE ELABORATION OF GLOSSARIES

Maria José A. Pereira Oliveira


Escola Superior Agrária de Santarém

Abstract


This paper will focus on the elaboration of a corpus-based glossary and the procedures followed to its accomplishment. But a specialised corpus is not the exclusive via to produce these kinds of works, which need other sources of information as well. However, this paper will concentrate only on the organisation of the material compiled to the building up of the corpus and the relevance of the identification of genres as a means to its achievement and to provide real, accurate examples to illustrate concepts. The fulfilment of this task intends to minimize the difficulties our students experience with the bibliography they have to read in the course of their studies, and also to build up a tool that may be of great help to professionals working in the area of meat technology.

 

THE USE OF THE INTERNET TO ENHANCE EFFECTIVE LEARNING IN ESP

Maria José Luzón Marco


Centro Politécnico Superior, Area de Filología
Universidad de Zaragoza

Abstract

In order to help ESP students learn the language and communication skills that they will need in the future target situation, language should be practised in real contexts, with authentic tasks and materials related to their discipline. The internet can be used as a resource for authentic content-based matewrials and as a tool to create learning environments where students have to perform authentic tasks. It can also provide the medium for real communication and for the collaborative construction of knowledge. The aim of this paper is to discuss how the Internet can improve the quality of ESP teaching and learning and to suggest three types of pedagogical strategies that ESP teachers can use to create tasks that take advantage of the Internet capabilities within a learner centred framework. These strategies involve student oriented learning andlearner responsibility, are based on learning by doing and exploring, and tend to involve collaboration with others.


Keywords: language learning; task-based; ESP; Internet.

 

SURFING THE WEB: INTERNET RESOURCES FOR LANGUAGE LEARNING SKILLS
FRANCISCO RUBIO CUENCA

Escuela Superior de Ingeniería
Universidad de Cádiz

Abstract


The fast development of the use of ICT (Information and Communication Technology) for teaching and learning has led to a growing interest amongst English teachers concerned with experiencing new methods of teaching the language. In the light of this, it is obvious that a huge amount of the information available on the Internet is in English. In this sense, the present paper offers and analyses a variety of Internet resources concerning the main learning skills (listening, speaking, reading, writing) featuring some activities to enhance self-access and autonomous learning to help university students improve their language learning skills and at the same time to encourage extensive practice in language use, with the Internet as the basic learning tool.


Keywords: Web resources; ICT; self-access; learning skills.

 
 

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