In fact and actually in English history texts (1700-1900)

ABSTRACT In this paper, I analyse evidential devises as stancetaking markers in history scientific texts from the Modern English period (1700-1900). For this, I will use the Corpus of History English Texts (CHET), one of the subcorpora within the Coruña Corpus, focussing the attention on how these adverbial devises are used to express interpersonal meanings (Hoye 1997; Biber and Finegan 1988). The adverbials selected for this study, actually and in fact, are said to show authorial stance, therefore they are categorised as epistemic adverbs. From the excerpts available, their use by eighteenth and nineteenth century writers of history texts will be described showing that depending on the context, they may fulfil several pragmatic functions, e.g. indicating different degrees of authorial commitment and detachment towards the information presented, persuasion or politeness and it will be analise as well how authors use those devices to negotiate interactional meanings with their potential readers, mostly colleagues. Keywords: actually, in fact, evidentiality, Coruña Corpus, stance, Modern English

Possible implementation of subjects taught using English as a Medium of Instruction methodology in tourism studies

The present study analyses which conditions would be necessary to implement subjects taught using English as a Medium of Instruction (EMI) methodology in the undergraduate degree in tourism studies at the University of Las Palmas de Gran Canaria (ULPGC). In the literature review, some of the concepts related to this methodological approach are examined to clarify diverse methodological approaches that are frequently confused, namely Content and Language Integrated Learning (CLIL), EMI, and English for Specific Purposes. With the objective of finding out the specific conditions necessary for implementing EMI subjects in the Degree in Tourism at the ULPGC, a revision of EMI subjects that have been already implemented at this institution would be made. Then a proposal indicating the conditions that are regarded as vital for implementing EMI subjects in this degree would be presented.El presente estudio analiza las condiciones necesarias para implementar asignaturas impartidas con la metodología del inglés como medio de instrucción (EMI) en el Grado en Turismo de la Universidad de Las Palmas de Gran Canaria (ULPGC). En la revisión bibliográfica se examinan algunos de los conceptos relacionados con este método para aclarar diversos enfoques metodológicos que se confunden con frecuencia, a saber, el Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE), el EMI y el Inglés con Fines Específicos. Con el objetivo de conocer las condiciones específicas necesarias para la implantación de las asignaturas EMI en el Grado en Turismo de la ULPGC, se realiza una revisión de las asignaturas EMI que ya se han implantado en esta institución. A continuación, se presenta una propuesta indicando las condiciones vitales para la implantación de asignaturas EMI en esta titulación.Este estudi analitza les condicions necessàries per a implementar assignatures impartides a través de la metodologia de l’anglés com a mitjà d’instrucció (EMI) en el Grau de Turisme de la Universidad de Las Palmas de Gran Canaria (ULPGC). En la revisió bibliográfica s’examinen alguns dels conceptes relacionats amb este mètode per a aclarir diverses metodologies que es confonen freqüentment, com ara l’Aprenentatge Integrat de Contingut i Llengües Estrangeres (AICLE), l’anglès com a mitjà d’instrucció (EMI) i l’anglés amb fins específics (ESP). Amb la finalitat de conéixer les condicions específiques necessàries per a la implantació de les assignatures d’EMI en el Grau de Turisme de l’ULPGC, es realitza una revisió de les assignatures EMI que ja han estat implantades en esta institució. A continuació es presenta una proposta que indica les condicions vitals per a la implantació d’assignatures EMI en esta titulació

The discourse markers indeed, in fact, really and actually and their Spanish equivalents in economy

[EN] This article explores the translation procedures followed in the rendering of the adverbials indeed, in fact, really and actually in a parallel corpus of English texts and their Spanish counterparts in the field of economy. While the adverbials mentioned are all categorized as boosters according to Hyland’s classification of metadiscourse markers (2005) in the source corpus, their Spanish correspondents may fall within other such metadiscourse categories as attitude and hedging markers, for example. The study of these variants contributes to our understanding of the processes involved in the translation of these markers, which seem to correspond to an intention of the translators to provide adequate translated versions so that these texts read as naturally in the target language as possible. Our methodology of inquiry involves corpus linguistics tools in order to interrogate a parallel corpus and retrieve cases of the adverbials indeed, in fact, really and actually. Our approach to discourse markers includes Schiffrin (1987), Fraser (1996), Jucker & Ziv (1998), Aijmer (2002), and especially Buysse (2012), Ghezzi (2014), Carrió-Pastor (2016a, 2016b), and Furkó (2020). Our notion of metadiscourse follows Hyland (2005) from where we have also taken the taxonomy of metadiscourse markers used in the analysis of data to classify findings.  The identification and the classification of the translation procedures rely on Cruz-García (2014). Conclusions report on the most frequent translations procedures and the commonest Spanish forms used to translate the adverbial analysed, including their metadiscourse functions.Research grant FFI2016-77941-P (Ministerio de Economía y Competitividad, Spain)Alonso Almeida, F.; Álvarez-Gil, FJ. (2021). The discourse markers indeed, in fact, really and actually and their Spanish equivalents in economy. Revista de Lingüística y Lenguas Aplicadas. 16(1):11-23. https://doi.org/10.4995/rlyla.2021.14397OJS1123161Aijmer, K. (2002). English Discourse Particles (Studies in Corpus Linguistics). Vol. 10. Amsterdam: John Benjamins Publishing Company. https://doi.org/10.1075/scl.10Alonso-Almeida, F. & Sánchez, A. (2016). "'If they have not the french': translation choices in The Happy Deliverie of Women (1612)", The Translator 22/1, 40-58. https://doi.org/10.1080/13556509.2015.1032535Andersen, G & Fretheim, T. (2000). "Introduction", in G. Andersen & T. Fretheim (eds.), Pragmatic Markers and Propositional Attitude. Amsterdam: John Benjamins Publishing Company, 1-16. https://doi.org/10.1075/pbns.79.01andBerk-Seligson, S. (2002). The Bilingual Courtroom: Court Interpreters in the Judicial Process (Language and Legal Discourse). Chicago: University of Chicago Press. https://doi.org/10.7208/chicago/9780226923277.001.0001Blakemore, D. (2004). "Discourse markers", in L. R. Horn & G. Ward (eds.), The Handbook of Pragmatics. Oxford: Blackwell Publishing, 221-240. https://doi.org/10.1002/9780470756959.ch10Blakemore, D. & Gallai, F. (2014). "Discourse markers in free indirect style and interpreting", Journal of Pragmatics 60, 106-120. https://doi.org/10.1016/j.pragma.2013.11.003Bouveret, M. & Carter-Thomas, S. (2020). "More of the same or something different? An analysis of the French discourse marker par ailleurs in academic writing", Journal of Pragmatics 156, 136-148. https://doi.org/10.1016/j.pragma.2019.04.002Brinton, L. J. (1996). Pragmatic Markers in English. Grammaticalization and Discourse Functions. Berlin: Mouton de Gruyter. https://doi.org/10.1515/9783110907582Buysse, L. (2012). "So as a multifunctional discourse marker in native and learner speech", Journal of Pragmatics 44/13, 1764-1782. https://doi.org/10.1016/j.pragma.2012.08.012Carrió-Pastor, M. L. (2016a). A contrastive study of interactive metadiscourse in academic papers written in English and in Spanish, en F. Alonso Almeida, L. Cruz García y V. González Ruiz (Eds.), Corpus-based studies on language varieties. Bern: Peter Lang, pp. 80-102.Carrió-Pastor, M. L. (2016b). A contrastive study of the hedges used by English, Spanish and Chinese researchers in academic papers, en F. Alonso Almeida et al. (Eds.), Input a word, analyze the world: Selected approaches to Corpus Linguistics. Newcastle upon Tyne: Cambridge Scholars, pp. 477-492.Carrió-Pastor, M. L. (2016c). Mitigation of claims in medical research papers: A comparative study of English and Spanish writers. Communication & Medicine, 13: 1-25. https://doi.org/10.1558/cam.28424Carrió Pastor, M. L. (2019). Authorial engagement in business emails: a cross-cultural analysis of attitude and engagement markers, en C. Sancho Guinda (Ed.), Engagement in Professional Genres. Amsterdam: John Benjamins, pp. 47-65. https://doi.org/10.1075/pbns.301.03carCarrió-Pastor, M. L. y Muñiz Calderón, R. (2015). A contrastive analysis of metadiscourse features in business e-mails written by non-native speakers of English. Procedia, Social and Behavioral Sciences, 173, 214-221. https://doi.org/10.1016/j.sbspro.2015.02.055Crible, L. & Pascual, E. (2020). "Combinations of discourse markers with repairs and repetitions in English, French and Spanish", Journal of Pragmatics 156, 54-67. https://doi.org/10.1016/j.pragma.2019.05.002Cruz García, L. (2014). "Copy Adaptation, or How to Translate a Source Product for a Target Market", Meta 58/2, 347-372. https://doi.org/10.7202/1024178arFischer, K. (2006). "Towards an understanding of the spectrum of approaches to discourse particles: introduction to the volume", in K. Fischer (ed.), Approaches to Discourse Particles. Amsterdam: Elsevier, 1-20.Fraser, B. (1990). "An approach to discourse markers", Journal of Pragmatics 14/3, 167-190. https://doi.org/10.1016/0378-2166(90)90096-VFraser, B. (1996). "Pragmatic markers", Pragmatics 6, 167-190. https://doi.org/10.1075/prag.6.2.03fraFraser, B. (1999). "What are discourse markers?", Journal of Pragmatics, 31/7, 931-952. https://doi.org/10.1016/S0378-2166(98)00101-5Furkó, P. B. (2020). Discourse Markers and Beyond Descriptive and Critical Perspectives on Discourse-Pragmatic Devices across Genres and Languages. Cham, Switzerland: Palgrave Macmillan. https://doi.org/10.1007/978-3-030-37763-2Ghezzi, C. & Molinelli, P. (2014). "Discourse and pragmatic markers from Latin to the Romance languages: New insights", in C. Ghezzi & P. Molinelli (eds.), Discourse and Pragmatic Markers from Latin to the Romance Languages. Oxford: Oxford University Press, 1-9. https://doi.org/10.1093/acprof:oso/9780199681600.003.0001Ghezzi, C. (2014). "The development of discourse and pragmatic markers", in C. Ghezzi & P. Molinelli (eds.), Discourse and Pragmatic Markers from Latin to the Romance Languages. Oxford: Oxford University Press, 10-26. https://doi.org/10.1093/acprof:oso/9780199681600.003.0002Halliday, M. A. K. & Hasan, R. (1976). Cohesion in English. London: Longman.Hyland, K. (2005). Metadiscourse. Exploring Interaction in Writing. London, New York: Continuum.Jucker, A. H. (1993). "The discourse marker well: A relevance theoretical account", Journal of Pragmatics 19/5, 435-452. https://doi.org/10.1016/0378-2166(93)90004-9Jucker, A. H. & Ziv, Y. (1998). "Discourse markers: Introduction", in A. H. Jucker & Y. Ziv (eds.), Discourse Markers. Description and Theory. Amsterdam, Philadephia: John Benjamins, 1-12. https://doi.org/10.1075/pbns.57.03jucLutzky, U. (2012). Discourse Markers in Early Modern English (Pragmatics & Beyond New Series). Vol. 227. Amsterdam: John Benjamins Publishing Company. https://doi.org/10.1075/pbns.227Nyan, T. (2016). Context Construction as Mediated by Discourse Markers. Leiden: BRILL. https://doi.org/10.1163/9789004273818Schiffrin, D. (1987). Discourse Markers (Studies in Interactional Sociolinguistics). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511611841Schourup, L. (2011). "The discourse marker now: A relevance-theoretic approach", Journal of Pragmatics 43/8, 2110-2129. https://doi.org/10.1016/j.pragma.2011.01.005Torabi Asr, F. & Demberg, V. (2020). "Interpretation of Discourse Connectives Is Probabilistic: Evidence From the Study of But and Although", Discourse Processes 57/4, 376-399. https://doi.org/10.1080/0163853X.2019.170076

Analysis of the linguistic expression I think in a corpus of late Modern English scientific texts

The present paper deals with the relationship between modality and evidentiality, focussed specifically on the use of the expression I think in combination with other modal devices, as well as the possible pragmatic effects observed in text samples obtained from the Coruña Corpus of English Scientific Writingand whether the variable of discipline might have some effect on the functions the expression represents in these texts.Even if much research is still to be done in academic texts from a diachronic perspective, there are some previous studies on stance devices carried out within the arena of historical pragmatics (cf. Gray, Biber and Hiltunen 2011; Moskowich and Crespo 2014; Alonso-Almeida 2015). Following this tradition, we focus on the expression I think, following the work of van der Auwera and Plungian (1998) for the description of modality and modal types.El presente trabajo trata sobre la relación entre modalidad y evidencialidad. Está centrado específicamente en el uso de la expresión I thinken combinación con otros elementos modales, así como los posibles efectos pragmáticos observados en muestras de textos obtenidas del Coruña Corpus of English Scientific Writing. Asimismo, analizamos si la variable de disciplina podría tener algún efecto sobre las funciones que la expresión lleva a cabo en estos textos. Aunque todavía queda mucho por investigar en textos académicos desde una perspectiva diacrónica, hay algunos estudios previos sobre elementos de posicionamiento realizados en el ámbito de la pragmática histórica (cf. Gray, Biber y Hiltunen 2011; Moskowich and Crespo 2014;Alonso-Almeida 2015). Siguiendo esta tradición, nos centramos en la expresión I think, siguiendo el trabajo de van der Auwera y Plungian (1998) para la descripción de la modalidad y los tipos modales

Modal verbs in the abstract genre in the field of tourism

This paper looks into the use of modal verbs in a corpus of abstracts excerpted from scientific papers in the field of tourism. These texts have been written by specialists in tourism studies. Our study will show the way in which modality is used to show the authors’ intention as to the contents of their texts. The pragmatic implications of modal uses will be highlighted bearing in mind the purposes of the abstractgenre within the academic paper. The methodology of study is corpus linguistics, and the framework of analysis includes the works of Palmer (1979; Palmer, 1986)and Collins (2009), among others. This paper is part of a larger research on modal verbs in touristic scientific papers

Inglés turístico: autoevaluación y aprendizaje en la enseñanza de idiomas a nivel universitario

En este artículo se presenta un estudio sobre la importancia de la autoevaluación, tanto por parte del alumnado como del profesorado que imparte docencia en una lengua extranjera. Además, se estudia la relación entre la autoevaluación y el aprendizaje de la lengua a través de un estudio empírico realizado con cincuenta y ocho estudiantes de nivel universitario de estudios relacionados con el sector turístico. El objetivo es demostrar a través de una propuesta metodológica que la aplicación de la autoevaluación promueve un aprendizaje más efectivo y por tanto conlleva una obtención de unos resultados más positivos

An Analysis of Certainly and Generally in Late-Modern English English History Texts

This paper analyses the adverbs certainly and generally as stancetaking markers. These adverbial devices are said to show authorial stance and to communicate the author’s commitment or detachment towards the information presented, and so they are classified as epistemic adverbs (Alonso-Almeida 2015). For this study, I have selected a corpus of history texts from the Modern English period (1700-1900), as compiled in The Corpus of History English Texts (Crespo and Moskowich 2015), on the basis of which the two evidential adverbs are examined using computer corpus tools, although manual inspection is also employed to assess the meaning of the items in context. The findings suggest that, in this type of scientific articles, the two adverbs are used with differing pragmatic functions, in the case of certainly it functions mostly as a booster and, in the specific case of generally, its use seems to primarily suggest a hedging purpose (Hyland 2005a)

The modal forms 'must' and 'should' in English academic discourse by Spanish postgraduates

This paper presents a corpus linguistic study investigating the use and functions of the modal verbs, must and should, in academic discourse. The study analyses a corpus of doctoral dissertations within two distinct fields of knowledge, written in English and submitted to Spanish universities between 2011 and 2021. By employing corpus linguistics, we could interrogate this compilation to obtain concordances that could be analysed from a horizontal perspective, ensuring that each sample was appraised appropriately within its context of occurrence. The frequency and distribution of these modals in various contexts were examined. The findings revealed that must and should are utilised with differing frequencies and in diverse ways, depending on the academic discipline and the rhetorical purpose of the discourse. The paper contends that the use of modality, particularly deontic modality, is a vital aspect of academic writing, as it signals the writer's stance and the level of necessity, recommendation or obligation in their argumentation

El cine como herramienta didáctica para la inclusión del elemento cultural en la clase de inglés como lengua extranjera

En el presente estudio se realiza una propuesta didáctica para la introducción del componente cultural en la enseñanza del inglés como lengua extranjera utilizando el cine como herramienta didáctica. El uso de fragmentos de diferentes películas tendrá como resultado una clase más atractiva para los alumnos con una visión novedosa y diferente y, al mismo tiempo, promovemos el desarrollo de la capacidad investigadora del alumnado desde la etapa de educación obligatoria. En este estudio se realiza una propuesta metodológica donde, basándonos en el marco teórico presentado, se ofrecen algunos ejemplos de actividades basadas en el empleo del cine como principal herramienta de enseñanza

Shall y Will en el Corpus of History English Texts

Este artículo estudia los significados de las formas verbales shall y will en inglés moderno tardío, tal y como aparecen en el Corpus of History English Texts (1700-1900). Existen trabajos específicos sobre verbos modales en períodos históricos de la lengua inglesa, como Fachinetti (1997) y Gotti (2003). Para el estudio de estos modales, se emplean herramientas de corpus para identificar los sentidos de estos dos verbos en contexto. Los datos resultantes de este análisis se agrupan de acuerdo con estos significados. El concepto de modalidad que seguimos se basa principalmente en Palmer (1986; 2001), Hoye (2008) y van der Auwera y Plungian (1998). Las conclusiones muestran que estas formas verbales tenían, de hecho, significados modales, incluso si su uso perifrástico para indicar futuro era evidente.This paper deals with the meanings of the verbal forms shall and will in the late Modern English period, as evinced in the Corpus of History English Texts (1700-1900). Earlier literature on modal verbs in historical periods includes Fachinetti (1997) and Gotti (2003). We study these modals using corpus tools in order to identify the senses of these two verbs in context and to group findings according to meaning. Our notion of modality mainly follows from Palmer (1986; 2001), Hoye (2008) and van der Auwera and Plungian (1998). Conclusions show that these verbal forms had indeed modal meanings, even if their periphrastic use to indicate future was evident