Caracterización del concepto cultura en la didáctica de las lenguas

La comunicación humana depende del conocimiento compartido del mundo que tienen las propias personas que hablan e interactúan entre sí. Todos tenemos en común universales humanos que vamos caracterizando por nuestras propias culturas, haciendo que cada una de ellas adquiera un valor que es específico y único. Hablar de cultura es referirnos a un concepto sumamente complejo. Abarca un número amplio de ideas que encierran características que tienen en común los miembros de una determinada comunidad y que los une en las visiones del mundo sobre diferentes temas, comportamientos y actitudes y los caracteriza frente a otras comunidades culturales

Habilidades argumentativas en contextos digitales escolares de nivel superior

The aim of this work is to descibe a set of strategies of appropriation of arguments in the dialogic processes of checking information and its recovery in specific written texts. The study is based in the description and analysis of the requested texts to three groups of college students in the area of Humanities in a mexican university, developed in the frame of the online courses through the educative platform of Google (G-Suite), with the purpose of watching the increasing of complexity of tasks in writing and its vinculation with the exploitation of voices that show the arguments of an academic text. The results show that this procedures are not completely progressives nor homogenous but they present different grades of complexity that can be analyzed since three axiss of development: 1) the adecquation of the dialogicity to the ambit of the academic writing, 2) the improvement of the argumental precision beginning with the processes of comparison and 3) the development of critical thinking to achieve an own declarative ranking in the texts.El objetivo de este trabajo es describir un conjunto de estrategias de apropiación de argumentos en los procesos dialógicos de revisión de información y su recuperación en textos escritos específicos. El estudio se basa en la descripción y análisis de textos solicitados a tres grupos de estudiantes universitarios del área de Humanidades en una universidad mexicana, desarrollados en el marco de cursos en línea a través de la plataforma educativa de Google (G-Suite), con la finalidad de observar el aumento de complejidad de tareas de escritura y su vinculación con el aprovechamiento de voces que muestran los argumentos de un texto académico. Los resultados muestran que estos procesos no son completamente progresivos ni homogéneos, sino que presentan diferentes grados de complejidad desde los que se pueden analizar, cuando menos, tres ejes de desarrollo: 1) la adecuación de la dialogicidad al ámbito de la escritura académica, 2) el mejoramiento de la precisión argumental a partir de procesos de comparación y 3) el desarrollo de pensamiento crítico para lograr un posicionamiento enunciativo propio en los textos

Deixis discursiva y cohésion textual: recursos para la redacción de textos

Existe una forma de la deixis discursiva que ha recibido poca atención, y sin embargo puede resultar de gran apoyo en la lingüística aplicada, en particular para la enseñanza de la redacción. Se trata de la dinámica del despliegue textual a partir de unidades de cohesión textual basados en los demostrativos neutros. Para el caso del español, es la situación particular de su uso comosintetizadores de información (deícticos discursivos) que facilitan la continuidad temática y el despliegue textual del universo del discurso. Con fundamento en la pragmática contrastiva y los estudios de cohesión textual, el artículo aborda el uso de los deícticos discursivos como prototípicos de la comunicación oral y de la redacción de inexpertos en el manejo de la escritura, y que pueden servir de apoyo para el monitoreo y la revisión de la redacción, tanto paraescritores de español en lengua materna como para la enseñanza de español como L2. En el artículo se comparan textos orales obtenidos de situaciones comunicativas cotidianas con escritos de estudiantes universitarios, lo que permite describir y analizar las características de la deixis discursiva, para finalmente proponer algunas rutas para mejorar la enseñanza de la escritura enel nivel de la cohesión del texto escrito

La construcción de inferencias en la comprensión lectora: una investigación correlacional

This piece of research aims to identify if there is any correlation between passing a reading university course (with Spanish as a first language) and an improvement in reading comprehension, compared with the reading level obtained before attending the classes. After testing our reading comprehension tool among different pilot groups, we reach the final version, which has two different texts: the first one is a technical text, which requires readers to make propositional inferences, and the second one is a humanistic text, which requires readers to make pragmatic inferences. The analysis of the results was undertaken in two phases: first, we evaluated the reading comprehension level of each text, and second, we compared both levels to know if students who had passed had a higher reading comprehension level than students who had never taken this reading course. The discussion showed that there is not any correlation between technical test performance and humanistic test performance; neither is there a correlation between passing the subject and the level of reading comprehension. Moreover, reading comprehension did not show any significant improvement. In sum, after taking the entire course, students are still unable to perform the mental operations needed to reach the representation level (propositional or pragmatical) expected to comprehend both text types.El objetivo del estudio consiste en identificar, a partir de una prueba de comprensión lectora off-line de dos tipos textuales, si existe correlación entre aprobar una materia de lectura (en español como lengua materna) en escolaridad superior (licenciatura) y una mejoría en la comprensión lectora respecto al nivel previo a la asignatura. El instrumento fue pilotado hasta llegar a su versión final, donde el texto técnico exige inferencias proposicionales y el texto humanístico requiere inferencias pragmáticas. El análisis de los resultados se realizó en dos fases: primero, se evaluó el nivel de comprensión lectora derivado de cada uno de los textos por separado y después fueron comparados ambos estratos para saber si los alumnos que aprobaron la asignatura tienen en realidad un nivel de comprensión más alto que quienes no la cursaron. La discusión reveló que no existe correlación entre el desempeño en la prueba técnica y el desempeño en la prueba humanística. Tampoco existe correlación entre aprobar la asignatura y el nivel de comprensión lectora, ni de un texto técnico ni de uno inferencial; de hecho, el nivel de comprensión lectora no presenta mejorías significativas. En conclusión, esto implica que, tras cursar una materia de comprensión lectora, los estudiantes siguen siendo incapaces de realizar las operaciones mentales necesarias para llegar hasta el nivel de representación que el tipo de texto exige tanto en el nivel proposicional como en el pragmático

El desarrollo de la competencia intercultural a través de un aprendizaje significativo en docentes de idiomas

Este estudio se propone explorar de qué manera el aprendizaje significativo influye en el desarrollo de la competencia intercultural por parte de los docentes de idiomas, de tal manera que pueda disminuir la brecha existente entre su teoría y su práctica en el contexto mexicano. Basado en las teorías de Aguado (2003), Byram, (1993), Gómez-Zermeño, (2010), Jäger (2014), Vilà (2002), entre otros, el estudio se enmarca en una investigación-acción de tipo descriptiva asentada en un curso de formación del profesorado de seis semanas, para nueve profesores, utilizando como instrumentos la observación y el análisis de documentos. Entre las conclusiones obtenidas resultó que, expuestos a un aprendizaje significativo, los docentes desarrollan la cultura bajo un enfoque de la competencia intercultural, llevándolos a hacer análisis críticos, reflexiones, aumentando la comunicación y los conocimientos interculturales dentro del grupo participativo

Effect of chitosan essential oil films on the storage-keeping quality of pork meat products

Edible films based on chitosan were prepared, with and without basil or thyme essential oils, with the aim of assessing their protective ability against lipid oxidation and their antimicrobial activity. Chitosan films had good oxygenbarrier properties, which were worsened by essential oil addition, especially when the film equilibrium moisture content increased. Due to the oxygen-barrier effect, all the films effectively protected pork fat from oxidation, in comparison to unprotected samples. In spite of the worsening of the oxygen-barrier properties, the films with essential oils were more effective than those of pure chitosan, which points to the chemical action of specific antioxidant compounds of the oils. Films were effective to control microbial growth in minced pork meat, although the incorporation of essential oils did not improve their antimicrobial activity. Throughout the storage, the films led to colour changes in minced pork meat associated with the conversion of myoglobin into metmyoglobin due to the reduction of the oxygen availability.The authors acknowledge the financial support provided by the Universitat Politecnica de Valencia (PAID-06-09-2834), Generalitat Valenciana (GV/2010/082) and Ministerio de Educacion y Ciencia (AGL2010-20694). Author J. Bonilla is deeply grateful to Generalitat Valenciana for a Santiago Grisolia Grant.Bonilla Lagos, MJ.; Vargas, M.; Atarés Huerta, LM.; Chiralt Boix, MA. (2014). Effect of chitosan essential oil films on the storage-keeping quality of pork meat products. Food and Bioprocess Technology. 7(8):2443-2450. https://doi.org/10.1007/s11947-014-1329-3S2443245078ASTM D3985. (1995). Standard test method for oxygen gas transmission rate through plastic films and sheeting using a coulometric sensor. 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Theta dependence of SU(N) gauge theories in the presence of a topological term

We review results concerning the theta dependence of 4D SU(N) gauge theories and QCD, where theta is the coefficient of the CP-violating topological term in the Lagrangian. In particular, we discuss theta dependence in the large-N limit. Most results have been obtained within the lattice formulation of the theory via numerical simulations, which allow to investigate the theta dependence of the ground-state energy and the spectrum around theta=0 by determining the moments of the topological charge distribution, and their correlations with other observables. We discuss the various methods which have been employed to determine the topological susceptibility, and higher-order terms of the theta expansion. We review results at zero and finite temperature. We show that the results support the scenario obtained by general large-N scaling arguments, and in particular the Witten-Veneziano mechanism to explain the U(1)_A problem. We also compare with results obtained by other approaches, especially in the large-N limit, where the issue has been also addressed using, for example, the AdS/CFT correspondence. We discuss issues related to theta dependence in full QCD: the neutron electric dipole moment, the dependence of the topological susceptibility on the quark masses, the U(1)_A symmetry breaking at finite temperature. We also consider the 2D CP(N) model, which is an interesting theoretical laboratory to study issues related to topology. We review analytical results in the large-N limit, and numerical results within its lattice formulation. Finally, we discuss the main features of the two-point correlation function of the topological charge density.Comment: A typo in Eq. (3.9) has been corrected. An additional subsection (5.2) has been inserted to demonstrate the nonrenormalizability of the relevant theta parameter in the presence of massive fermions, which implies that the continuum (a -> 0) limit must be taken keeping theta fixe