Oral debates in Spanish as an Additional Language classroom: assessment criteria to improve student performance

The oral debate is a classroom discourse genre commonly used to assess the interactional competence of language learners. Nevertheless, its multidimensional features are often not explicitly spelled out to students, and empirical data related to student performance of this genre has thus far received little attention in the literature. With these two issues in mind, a group of Australian students of Spanish as an Additional Language were audio-recorded as they performed during two oral debates, one a practice session, the other a final debate intended to showcase their oral interaction skills for assessment purposes. Between the two debates, the students received feedback from classmates and their instructor on their preliminary debate performance, and the criteria and indicators of achievement by which their final debate performance would be judged were discussed with them. Transcripts of the two debates were subjected to thematic analysis and the results compared. This comparison revealed improvements in student debate performance, especially in terms of effective turn-requesting and turn-alternation. A second outcome was the elaboration of a revised, more detailed set of criteria for assessing the performance in oral debates of upper intermediate-level students, an instrument which will be useful in any Additional Language contex

PARODI, GIOVANNI (ed.) (2005). Discurso Especializado e Instituciones Formadoras. Valparaiso: Ediciones Universitarias de Valparaiso, Pontifícia Universidad Católica de Valparaiso. 261 pp. ISBN: 956-17-0362-9

PARODI, GIOVANNI (ed.) (2005). Discurso Especializado e Instituciones Formadoras. Valparaiso: Ediciones Universitarias de Valparaiso, Pontifícia Universidad Católica de Valparaiso. 261 pp. ISBN: 956-17-0362-9

Mapping discourse genres: routes to assess plurilingual discourse coompetence

[EN] A didactic model for the assessment of plurilingual discourse competence is presented in order to promote its development more effectively. The method chosen is that of online cartographic representation: on the one hand, we work with a sky map of three constellations for the theoretical conceptualization of the model; on the other hand, we represent on an earth map of five continents the genres of discourse to be learned, grouped into families. Proposing this double cartographic metaphor (sky map and earth map) has the result of guiding with criteria the teaching, learning and assessment of discourse genres to offer routes adapted to both teacher needs and those of each particular student.[ES] Se presenta un modelo didáctico de evaluación de la competencia discursiva plurilingüe para fomentar su desarrollo con mayor eficacia. El método escogido es el de la representación cartográfica en línea: por una parte, se trabaja con un mapa de tres constelaciones para la conceptualización teórica del modelo; por otra parte, se representan en un mapa terrestre de cinco continentes los géneros discursivos objeto de aprendizaje agrupados en familias. Proponer esta doble metáfora cartográfica tiene como resultado guiar con criterio la enseñanza, aprendizaje y evaluación de los géneros discursivos para ofrecer rutas adaptadas tanto a las necesidades docentes como a las de cada estudiante particular.Este artículo recoge el trabajo llevado a cabo por los miembros del proyecto I+D+i ECODAL, coordinado por Carmen López Ferrero, con financiación del Plan Nacional de Investigación Científica, Desarrollo e Innovación Tecnológica 2016 del Ministerio de Economía, Industria y Competitividad español, la Agencia Estatal de Investigación (AEI) y el Fondo Europeo de Desarrollo Regional (FEDER). Web del proyecto: https://www.upf.edu/web/ecodalLópez Ferrero, C.; Atienza Cerezo, E. (2022). Cartografiar los géneros discursivos: rutas para evaluar la competencia discursiva plurilingüe. Revista de Lingüística y Lenguas Aplicadas. 17:71-83. https://doi.org/10.4995/rlyla.2022.15597OJS71831

Cryptic homoeology analysis in species and hybrids of genus <i>Zea</i>

Cryptic intergenomic pairing of genus Zea was induced by the use of a diluted colchicine solution in order to elucidate the phylogenetic relations and differentiation of the homoeologous genomes. Results indicate that in species and hybrids with 2n = 20, there was chromosome pairing between the homoeologous A and B genomes with a maximum of 5IV, with the exception of Zea diploperennis and their interspecific hybrids where cryptic homoeologous chromosome pairing was not induced. In almost all 2n = 30 hybrids, observed cryptic pairing increased to a maximum of 10III although Z. mays × Z. mays with 2n = 30 did not show significant differences between treated and untreated materials. Pairing was also observed in species and hybrids with 2n = 40, in which a maximum of 10IV was observed, with the exception of Z. mays with 2n = 40 where treated and untreated cells did not differ significantly.Facultad de Ciencias Agrarias y Forestale