REVISTA Nº 2

 

LISTENING TO LEARNERS: A BRIEF STUDY OF LEARNER INTERVIEW DATA


Cristina Maria Ferreira Pinto da Silva


Instituto Superior de Contabilidade e Administração do Porto

Abstract


In this article I will describe and analyse learner interview data collected at Instituto Superior de Contabilidade e Administração do Porto (ISCAP). I had the opportunity to observe six first-year English Language lessons and interview 19 students from the BA Course in Languages and Administration Course (LAC) about their perceptions of classroom events. The interviews were conducted in Portuguese, on a one-to-one basis, taped, and the class teacher was not present. The data were then transcribed and translated into English by me. The analysis of the learner interview data that follows represents an attempt to deepen my understanding of the complex nature of classroom encounters. I will focus on the descriptions provided by the volunteer interviewees, their perceptions of task purpose, and their expressed beliefs about teaching and learning. I conclude with a discussion of the main insights gained, namely the significance of the issue of learner heterogeneity in the foreign language classroom for my own teaching practice.


Keywords: learner interviews; learner interpretations; learner individuality; task purpose.

 

SPECIFICITY AND DEVELOPING BASIC LANGUAGE SKILLS: ARE THEY MUTUALLY EXCLUSIVE?

Marcella Chartrand* & Catherine Millar**


* Universidad Pontificia Comillas de Madrid, Spain
** Universidad Pontificia Comillas de Madrid, Spain

Abstract


The optimal degree of specificity to be introduced in the classroom has been a matter of controversy over the years. The problem is even more acute where less-advanced students are concerned, because of the need to improve basic language skills. Hyland (2002) argues against a wide-angle LSP, while Huckin (2003) thinks that students should bring their own specific area to the classroom. However, for both researchers, educational setting has a huge bearing on pedagogical materials and classroom practices. In the present paper, the authors outline and discuss some different approaches to this problematical area. They then describe a methodology that was successfully used to overcome the difficulties encountered with basic skills by intermediate-level university students in a highly specific field.


Keywords: LSP; intermediate; specificity; communication skills; European Language Portfolio.

 

 

THE USE OF COGNITIVE AND METACOGNITIVE STRATEGIES TO ENCOURAGE COLLABORATION IN ESP COURSE

Francisco Rubio Cuenca


Universidad de Cádiz, Spain

Abstract


We are aware of the fact that the students ’ knowledge of English together with subject-matter knowledge is heterogeneous in most EAP/ESP courses, which should encourage students to take an active part when working in a team. However, those students with a high level of English and subject-matter content may feel their knowledge is not being properly assessed as it might be diluted into a team with a lower-than-average level. On the other hand, there are lower-level students who either take advantage of the work done by their higher-level mates or become frustrated as they might feel they are not being taken into account and thus held up in their learning process. In this paper, we propose a series of cognitive and metacognitive strategies based on Chamot & O’Malley (1994)’s Cognitive Academic Language Learning Approach (CALLA) and task-based instruction in order to create a team learning environment, a collaborative atmosphere to encourage dynamic and active participation of students in their group, so that the whole group contributes to the integration of every member regardless of their language and subject-matter level.


Keywords: cognitive strategies; metacognitive strategies; collaborative learning; teamwork; task-based instruction.

 

 

CASE STUDIES: BRINGING THE PROFESSIONAL CONTEXT INTO THE CLASSROOM


Mª. Carmen Foz Gil


Universidad de Zaragoza, Spain

Abstract


In the context of the teaching-learning process of ESP, case-studies is proposed as a very suitable method for the students to use the managerial or technical skills that they themselves have developed over the years of study or work. By using action-oriented materials when designing courses of a foreign language for professionals, the teacher caters to the students’ interests and to their cognitive and behavioural styles.
This paper explains what the case-study method consists of, justifies its suitability for specialised courses and shows how to build a case using multi-media resource and the strategies used for the exploitation of the language.


Keywords: Didactics and language acquisition; task-based learning; case studies.

 

 

ASSESSMENT TO ESP THROUGH DIGITAL VIDEO

Filomena Vinagre Arias


University of Extremadura, Spain

Abstract

Several pilot projects in the use of Digital Video (DV) in education are presently taking place in the UK and it is believed that standards may rise as the consequence of this technology. Taking these practises as a base for our work, we will explore its usage and possibilities in ESP learning environments.
This paper focuses on the advantages of producing and editing digital video to assess the development of students’ competence in ESP. Firstly, we discuss current methods of ESP assessment in the four competences explored by Bachman in 1990: language, pragmatic, socio-linguistic and strategic competence. Secondly, we analyse the audio-visual possibilities of video editing at teachers and students’ own accord for ESP presentations with the specific purpose of assessing the linguistic competence in ESP students. We examine ways in which the digital video facilitates the assessment procedure by means of audio recording, editing, image filming and editing, visual content recycling from TV, subtitling and adding activities.
We advise on a range of techniques in which students make use of the digital video capabilities to improve their own learning by recording their progress throughout the course, editing their work and through individual or collaborative audiovisual presentations. This way they can express their own understanding of the studied material and be provided with situations to build up and self-assess their communication skills in ESP.

Keywords: Digital Vídeo; Audiovisual material; ESP assessment.

 

 

A UTILIZAÇÃO DE CORPORA E A EXPLORAÇÃO DE DADOS TERMINOLÓGICOS NO ENSINO DE INGLÊS PARA FINS ESPECÍFICOS

Maria João Ferro Cotter


Instituto Superior de Contabilidade e Administração de Lisboa

Resumo


Partindo-se da constata ção de que muitos manuais de ensino de uma Língua para Fins Específicos (LFE) não são baseados em corpora e, portanto, dificilmente descreverão o discurso real de um especialista, analisam-se as vantagens da utilização de corpora num contexto didáctico. Para tal, reflecte-se sobre a linguística de corpora, a constituição de corpora e a sua exploração, dando-se um papel determinante à análise terminológica. Chama-se a atenção para o facto de as unidades terminológicas poderem ser compostas por mais de um elemento, analisando-se, assim, a importância das colocações no discurso de especialidade.
Numa abordagem prática, testam-se as teorias enunciadas na primeira parte do artigo, constituindo-se um corpus adaptado à utilização numa aula de Inglês para Fins Específicos (IFE), concretamente Inglês para Negócios. Explora-se o corpus utilizando um programa que permite a análise de concordâncias, concluindo-se que, de facto, os corpora são uma mais-valia na preparação de materiais didácticos no contexto de uma LFE.

Palavras-chave: colocação; Inglês para Fins Específicos; linguística de corpora; terminologia.

 

 

FROM CORPUS RESEARCH INTO LANGUAGE PEDAGOGY: DISCOURSE STRUCTURING WORDS IN ESP LECTURE COMPREHENSION

Carmen Pérez-Llantada


University of Zaragoza, Spain

Abstract


This paper focuses on discourse structuring words in academic spoken English, as they are high-frequency lexemes that are often overlooked in EAP listening courses. Using genre analysis, classroom observation of these linguistic items can provide exposure to semantic, pragmatic and rhetorical aspects of discourse. Our contention is that if students become aware of those textual and interpersonal mechanisms of communication they will better develop more effective listening strategies to interpret the interactional aspects of speech in different academic settings and for different communicative purposes. The paper also assesses the role of corpus methodologies in providing information on frequency variability, linguistic patterning and functional behaviour of words. In doing so, corpora allow ESP practitioners to enquire into real language usage and make informed decisions about teaching priorities.


Keywords: rhetoric; genre analysis; corpus analysis; language methodology; curricula development.

 

MIDDLE ENGLISH LEGAL TERMINOLOGY OF FRENCH ORIGIN


Elvira Pérez Iglesias


Universidad de Salamanca, Spain

Abstract


The main aim is to show the introduction of French juridical terms into Middle English because, since the Norman Conquest (1066), the French were in power in Great Britain and, as a result, the Anglo-Norman dialect (1066-1250) and subsequently the Central French dialect (1250-1500) influenced the English language. Many Gallicisms of the First Stage were deliberate, they were introduced to supply the needs of English, for instance in legal terminology, because it was a less elaborated language in this field; the Gallicisms of the Second Stage belonged to the same fields, but they were considered more learned. The definitions of the French legal terms are extracted from the OED.

Keywords: Middle English; French legal terminology.

 

TEACHING SCIENTIFIC ENGLISH TO TRANSLATION STUDENTS

Belén López Arroyo*
Martín J. Fernández Antolín**


* ITBYTE, Universidad de Valladolid, Spain.
** Universidad Europea Miguel de Cervantes, Spain.

Abstract

Translation students need some training in English Specialized Languages before developing translation skills for specialized texts. However, some of the methodologies do not abound in the specific needs of Translation Studies, so students do not always succeed in their training. Translation students need not only have a structural competence of the English language, but also a communicative one because they have to deal with many subject domain documents both in their mother tongue and in the second language. This paper tries to state that a semantic analysis of a text is a valid approach to provide students of translation with a way of identifying scientific discourse. Recognizing the patterns of behaviour of the English Language within scientific genres is the first step towards the contrastive analysis they will be carrying out in translation courses.


Keywords: Contrastive Rhetoric; Specialized Languages; Text Analysis; Translation Studies.

A TRADUÇÃO COMO RECURSO NO ENSINO DO INGLÊS TÉCNICO-CIENTÍFICO


Vivina Almeida Carreira de Campos Figueiredo


Escola Superior Agrária de Coimbra

Resumo

A breve reflexão de que se dá conta nesta comunicação situa-se no tema, bastante revisitado nos tempos que correm, do recurso à tradução no ensino das línguas, mais concretamente no ensino do sub-sistema linguístico técnico-científico. A reflexão é motivada por uma experiência pessoal enquanto docente de Inglês Técnico, na qual se tem vindo a confirmar, em determinadas situações de ensino-aprendizagem, o elevado potencial da tradução quando utilizada não como um fim em si mesma, mas como um instrumento a ser utilizado em conjugação com outros. Desenha-se uma breve visão diacrónica da clássica argumentação contra o uso da tradução no ensino de línguas e apresenta-se a argumentação favorável a esse método, sobretudo no âmbito concreto do ensino das línguas técnico-científicas. Tenta-se demonstrar que à evolução da abordagem desta questão não tem sido alheio o desenvolvimento dos estudos sobre tradução nos últimos trinta anos.


Palavras-chave: tradução; ensino de línguas; Inglês técnico-científico.

 

BREAKING THE RULES: THE THEORY RESEARCH SECTION IN BUSINESS ORGANISATION RESEARCH ARTICLES

Juan Carlos Palmer-Silveira


Universitat Jaume I (Castelló), Spain

Abstract


Publishing research articles in international journals has received widespread recognition in recent years among researchers in different areas of knowledge. In fact, the study of all the different parts that constitute a research paper has generated great attention. However, the volume of texts devoted to the analysis of possible variations among often-related disciplines does not seem so frequent. Our study undertakes the general structure of this type of texts, trying to develop the general framework of the research article within the Business Organisation field. In order to analyse the way these articles are published we have taken an initial corpus of 40 research articles (RAs) taken from widely-respected international journals. After our initial studies (Palmer and Ripollés, forthcoming; Ripollés and Palmer, forthcoming) we have paid special attention to a section that tends to appear within these texts: this new section is often called Literature Review (LR) or Theory Research (TR). We have analysed all the different moves and steps appearing within this section. In order to deal with our results we offer examples taken from a reduced corpus of ten RAs.


Keywords: Literature review; theory research; research article; discourse analysis.

 

 

 

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