A mixed-methods study of the impact of sociocultural adaptation on development of pragmatic production

This study employs a mixed-method research approach to investigate the effect of sociocultural adaptation on the development of pragmatic production in a study abroad (SA) context. It focuses on the ability to produce pragmatic routines, and whether sociocultural adaptation experiences by learners of different cultural backgrounds predict pragmatic gains. Seventy-eight college students participating in SA programs in the US completed a pre-test and a post-test version of a sociocultural adaptation scale (SCAS) and of a written discoursecompletion task (DCT) that measured their ability to use prototypical routines. Supplementary interviews to a subset of 2 students provided further insights on the nature of their adaptation experiences. A quantitative analysis revealed that sociocultural adaptation development had a partial effect on pragmatic gains, due to the mediation of learners’ background culture, which had a direct influence on routine production. The qualitative analysis revealed individual trajectories that illustrated the interplay among sociocultural adaptation, background culture, and gains in production of pragmatic routines

Pragmatic gains in the study abroad context: Learners' experiences and recognition of pragmatic routines

The present study investigates second language (L2) learners' pragmatic development during study abroad (SA) programs by focusing on the recognition of pragmatic routines, and how sociocultural adaptation and intensity of interaction influence pragmatic gains. It is a longitudinal investigation that employed a mixed-method approach. Thirty-one Brazilian students in their first semester of study in a US university completed a pretest and posttest version of a sociocultural adaptation questionnaire, a language contact survey, and a routine recognition test. Quantitative data were complemented with qualitative information from semi-structured interviews with 2 of the participants, who provided details about the nature of their adaptation experiences and the patterns of interaction they held during the sojourn. Findings revealed that the recognition of pragmatic routines significantly increased during a semester abroad, and that this development was influenced by both sociocultural adaptation and intensity of interaction, interaction being the main predictor of pragmatic gains. Results from this study emphasize the importance of SA programs for the acquisition of pragmatic routines, and suggest that learners' willingness to acculturate in the SA environment, and exposure to recurrent situations outside of the classroom are determinant aspects for routine recognition

Teaching the pragmatics of English as an international language: A focus on pragmatic markers

The current era of globalization and emergence of English as an international language (EIL) has brought about new opportunities for L2 pragmatic learning and teaching. The common view of pragmatic learning as an approximation to native-likeness is changing towards conceiving pragmatic ability as a tool to interact with people of different cultural and linguistic backgrounds, the majority of whom are non-native speakers (NNSs) of English. While such reality is widely acknowledged, few attempts have been made to teach pragmatic competence in EIL. Addressing this concern, the present study investigates the effects that a pedagogical intervention on EIL pragmatics has on the oral use of pragmatic markers (PMs): a key tool for successful communication in the current increasingly multicultural and multilingual society. Seventy-three Spanish EFL students were divided into an instructional (n = 34) and a control group (n = 39). The instructional group received 4 interventional sessions that included (1) awareness of the legitimacy of EIL, (2) meta-pragmatic awareness of pragmatic behavior across the world, (3) task-supported instruction on PMs, and (4) strategy-based instruction. Pragmatic competence was assessed by students’ use of PMs in oral academic presentations. The results revealed that the instructional group had more significant changes in the frequency and variety of PMs used than the control one, as they widened the repertoire of PMs uttered in their academic presentations. These findings project the future of pragmatic instruction in EIL and provide directions for reorienting the EIL curriculum towards the integration of L2 pragmatics

EL DESARROLLO INTERCULTURAL DURANTE ESTANCIAS CORTAS EN EL EXTRANJERO: EL PAPEL DEL CONTACTO LINGÜÍSTICO INTENSIVO EN LA SENSIBILIDAD INTERCULTURAL

The present study examines second language (L2) learners’ development of cross-cultural sensitivity (CCS) during short-term study abroad (STSA) programs and explores the role intensity of interaction may play on CCS. Participants in this study were 19 US college students enrolled in an 8-week STSA program in Spain. Before they went abroad, learners completed the Inventory of Cross- Cultural Sensitivity (ICCS, Mahon & Cushner, 2014), which consists of 4 subscales: cultural behavior integration, cultural anxiety, cognitive flexibility, and cultural inclusion. While overseas, they completed 10 weekly journal entries about their experiences. At the end of their stay, they retook the ICCS, and completed a language contact survey, which measured the amount and nature of their interactions in Spanish in different situations. Results revealed that their STSA program afforded gains in their overall CCS, and more specifically in their cultural behavioral integration. Interestingly, the participants experienced a decrease in their cognitive flexibility, suggesting that after participating in an STSA program, they still felt like tourists and did not have time to develop a positive attitude toward local folks. As for the role of intensity of interaction, a partial effect on CCS was observed. This is due to the fact that only the subscale of cultural anxiety was related to amount of interaction in Spanish. All in all, this study represents a key contribution to the fields of intercultural competence and the study abroad (SA) context, providing data relevant for program planning decisions and for preparation of students prior to undertaking an international experience.Este estudio examina el desarrollo de la sensibilidad intercultural (CCS) de estudiantes de segundo idioma (L2) durante estancias cortas en el extranjero (STSA), y explora el papel del contacto lingüístico en el desarrollo de la CCS. Los participantes fueron 19 universitarios estadounidenses matriculados en un programa de 8 semanas en España. Antes de viajar cumplimentaron el Inventario de Sensibilidad Intercultural (ISI, Mahon & Cushner, 2014) de 4 subescalas: integración del comportamiento cultural, ansiedad cultural, flexibilidad cognitiva e inclusión cultural. En España, completaron 10 entradas semanales en sus diarios sobre sus experiencias. Al final volvieron a cumplimentar el ISI y un cuestionario de contacto sobre sus interacciones en español en situaciones diferentes. Los resultados revelaron que tras la estancia en España ganaron en desarrollo de la CCS, específicamente en integración del comportamiento cultural. Paradójicamente, los participantes experimentaron un descenso en flexibilidad cognitiva, lo que sugiere que tras su participación en el programa seguían sintiéndose como turistas y no desarrollaron una actitud positiva hacia la comunidad local. En cuanto al papel de la intensidad de interacción, se observó un efecto parcial en el desarrollo de la CCS, ya que sólo la subescala de ansiedad cultural se relacionaba con cantidad de interacción en español. En general, este estudio representa una contribución clave a los campos de la competencia intercultural y al contexto de los estudios en el extranjero, aportando datos relevantes a las decisiones que afectan a la planificación de programas y la preparación de estudiantes antes de realizar una experiencia internacional.The present study examines second language (L2) learners’ development of cross-cultural sensitivity (CCS) during short-term study abroad (STSA) programs and explores the role intensity of interaction may play on CCS. Participants in this study were 19 US college students enrolled in an 8-week STSA program in Spain. Before they went abroad, learners completed the Inventory of Cross- Cultural Sensitivity (ICCS, Mahon & Cushner, 2014), which consists of 4 subscales: cultural behavior integration, cultural anxiety, cognitive flexibility, and cultural inclusion. While overseas, they completed 10 weekly journal entries about their experiences. At the end of their stay, they retook the ICCS, and completed a language contact survey, which measured the amount and nature of their interactions in Spanish in different situations. Results revealed that their STSA program afforded gains in their overall CCS, and more specifically in their cultural behavioral integration. Interestingly, the participants experienced a decrease in their cognitive flexibility, suggesting that after participating in an STSA program, they still felt like tourists and did not have time to develop a positive attitude toward local folks. As for the role of intensity of interaction, a partial effect on CCS was observed. This is due to the fact that only the subscale of cultural anxiety was related to amount of interaction in Spanish. All in all, this study represents a key contribution to the fields of intercultural competence and the study abroad (SA) context, providing data relevant for program planning decisions and for preparation of students prior to undertaking an international experience

Sensibilidad intercultural e intensidad de interacción durante estancias en el extranjero: un enfoque longitudinal

The present study examines second language (L2) learners’ development of cross-cultural sensitivity (CCS) during study abroad (SA) programs, and how intensity of interaction with L2 speakers influences the reported gains. A group of US college students participating in a SA program in Mexico completed the Inventory of Cross-Cultural Sensitivity (ICCS) questionnaire (Cushner, 1986), a language contact questionnaire, and 10 weekly journal entries. The results revealed that learners did not significantly develop their CCS. Intensity of interaction, however, was enhanced during the semester, although it did not seem to affect CCS gains. Qualitative data provided insights into the reasons behind the reported development.Este estudio examina el desarrollo de la competencia intercultural de estudiantes de lenguas extranjeras durante estancias en el extranjero, y cómo la intensidad de interacción con hablantes nativos influye en el desarrollo intercultural. Un grupo de estudiantes estadounidenses en una estancia en México completaron el Inventario de Sensibilidad Intercultural (Cushner, 1986), un cuestionario de contacto y 10 entradas de diarios. Los resultados indicaron que los estudiantes no desarrollaron significativamente su competencia intercultural. Sin embargo, sí que aumentaron la intensidad de interacción, aunque esta no tuvo ningún efecto sobre las ganancias interculturales. Mediante datos cualitativos se obtuvieron detalles sobre la evolución observada

¿Send nudes? coerción y consentimiento en sexting: una aproximación cualitativa

Trabajo fin de Máster en Psicología General SanitariaHoy en día el sexting es una práctica muy extendida entre jóvenes adultos. Los investigadores han alertado de la elevada prevalencia, especialmente en mujeres, del envío de sexting bajo coerción verbal y el envío de imágenes de contenido sexual no solicitadas. A pesar de esto, los estudios al respecto siguen siendo escasos. El objetivo de este trabajo es explorar de forma cualitativa, mediante el uso de viñetas, las creencias y actitudes de los jóvenes adultos hacia situaciones en las que se produce sexting bajo coerción o el envío de imágenes de contenido sexual no solicitada. Los resultados sugieren que existen una serie de variables a nivel contextual e individual que intervienen en estos fenómenos, siendo el género especialmente importante. Respecto a las estrategias de coerción, en las situaciones propuestas estas guardan cierta similitud con las encontradas en estudios offline, pudiéndose clasificar en positivas, cuando se trata de apelar a mejoras de la relación, negativas, cuando apelan a sentimientos de obligación y neutras, repitiendo la petición. En cuanto al consentimiento, entre los entrevistados parece que el modelo de consentimiento afirmativo (la idea de que previo a cualquier interacción sexual es necesario asegurar que se cuenta con la aprobación entusiasta de la otra persona) es considerado el deseable para la práctica de sexting. Aun así, sigue habiendo algunas ideas contrarias al mismo, sobre todo en lo relativo a si este se da de forma libre bajo coerción. Por último, se comentan las actitudes hacia el sexting bajo coerción sexual y el envío de fotografías de contenido erótico no solicitadasNowadays, sexting is a widespread sexual interaction between young people. Since its beginning researchers have been pointing out the risk, especially among females, of sexting under coercion and receiving unsolicited sexts. In spite of it, investigation in this area remains scarce. The main aim of this study is to explore attitudes and beliefs of young adults, towards sexting under verbal coercion and receiving unsolicited sexts, using vignettes. Findings suggest that individual and contextual factors can influence both phenomena, with gender being the most important of them. Regarding coercion, it seems that in the situations proposed, verbal coercive strategies are quite similar to those found in studies offline, being classified as positive, involving promises of improvements in the relationship, negative, when the aggressor elicits feelings of guilt and obligation and neutral, when the request is repeated several times. Concerning consent, between participants, affirmative consent (the idea that before any kind of sexual interaction enthusiastic approval from the other person must be assured) may be assumed as desirable and necessary for getting involved in sexting, although there are still some misconceptions about it, especially regarding if it is free or not under coercion. Finally, attitudes towards sexting under coercion and unsolicited sexts are discusse

Parks and gardens as touristic resource in Cantabria

RESUMEN: Para comprender el arte de los parques y jardines es necesario conocer la diferencia entre jardinero y paisajista, ya que son dos profesiones que generalmente se confunden pero son distintas. La evolución de los parques y jardines desde su origen hasta la actualidad ha permitido el desarrollo de diversas corrientes artísticas procedentes de distintas partes del mundo, lo que permite que hoy en día contemos con importantes parques y jardines históricos, a través de los cuales, podemos conocer tanto la historia como la cultura de las diferentes épocas en las que se han proyectado. La diversidad paisajística y climática de España es un atractivo que ha potenciado la llegada de paisajistas destacables que han desempeñado su labor mostrándonos sus ideas, diseños y formas de crear espacios naturales de manera creativa, funcional o simbólica. Algunos de estos paisajistas han llegado a Cantabria, como son Forestier y Winthuysen, donde también han realizado obras paisajísticas relevantes. A pesar de esto, no existe ninguna ruta o información que permita conocer la historia y características que le dan importancia a estos parques y jardines.ABSTRACT: In order to understand the works of art in parks and gardens it is necessary to know the difference between a gardener and a landscaper, as they are two different professions that people usually mix up. The evolution of parks and gardens from their origin to the present has allowed the development of different art movements from around the world, which means that today we have important parks and historic gardens where we can get to know the history and the culture of the different periods of time in which they were created. Both the diversity of Spain's landscapes and the excellent Spanish weather are attractions which have encouraged the arrival of outstanding landscapers who have carried out their work showing us their ideas, designs and ways of creating natural spaces in a creative, functional or symbolic way. Some of these landscaping experts such as Forestier or Winthuysen have come to Cantabria, where they have also carried out relevant landscaping works. Despite this, there is neither information nor a tourist route to learn about the history and characteristics that make these parks and gardens play an important role in the landscape.Grado en Turism

Acculturation and acquisition of pragmatic routines in the study abroad context

The present study explores the influence of acculturation on learning pragmatic routines in the study-abroad context by students of diverse cultural backgrounds. It is a longitudinal investigation that involves a mixed-method approach. One hundred twenty-two International students in their first semester of study at US universities completed a series of pre-tests and post-tests that measured their sociocultural adaptation and their knowledge of pragmatic routines. Moreover, semi-structured interviews were conducted with a subset of 10 learners in order to obtain details about their individual pragmatic learning and acculturation trajectories. A quantitative analysis revealed that sociocultural adaptation development influenced gains in recognition and production of pragmatic routines, but the effect was different across cultures. The qualitative analysis showed individual trajectories that illustrated the interplay among sociocultural adaptation, background culture, and gains in knowledge of pragmatic routines.El presente estudio analiza la influencia de la aculturación sobre el aprendizaje de rutinas pragmáticas en el contexto de estudios en el extranjero y por parte de estudiantes de distinto bagaje cultural. Se trata de un estudio longitudinal con un enfoque mixto de investigación. Ciento veintidós estudiantes internacionales en su primer semestre de inmersión completaron una serie de pre- and post-test que medían su nivel de adaptación sociocultural y su conocimiento de rutinas pragmáticas. Además, se realizaron entrevistas semiestructuradas a un subgrupo de 10 participantes con el fin de obtener detalles sobre sus trayectorias individuales de aculturación y de aprendizaje pragmático. El análisis cuantitativo mostró que la adaptación sociocultural influía en el desarrollo del reconocimiento y del uso de rutinas, pero este efecto era distinto según la cultura. El análisis cualitativo presentó trayectorias individuales que ilustraban la interacción entre aculturación, bagaje cultural y las ganancias en conocimiento de rutinas pragmáticas

El arte textil como anclaje

Treballs Finals de Grau de Belles Arts. Facultat de Belles Arts. Universitat de Barcelona, Curs: 2022-23, Tutor: Nieves Ramos, Fayna[spa] Este es un proyecto sobre mirecorrido de autoconocimientoinacabado, en el que intentoaliviar las malas emociones queme provocan las situaciones disociativas, las cuales llevanconmigo desde hace años. Paraeste camino decido utilizar lapráctica artística textil como método de anclaje. Con un proceso experimental yinterdisciplinario, procedo apracticar la atención plenamediante actividades sensoriales apostando por mi desarrolloartístico y personal. Con esta creación autónomalogro acercarme cada día más aconseguir una normalidad sinlos efectos de los impactos deltrastorno disociativo dandocomo resultado una pieza querecoge todo este recorrido.[eng] This is a project about myunfinished path of self-knowledge, in which I try toalleviate the bad emotions thatdissociative situations, whichhave been with me for years,provoke in me dissociativesituations. In order to follow this path Idecide to use the textile artisticpractice as an anchoringmethod. With an experimental andinterdisciplinary process, Iproceed to practice mindfulnessthrough sensorial activities,betting on my artistic andpersonal development. With this autonomous creation,I get closer every day to achievea normality without the effectsof the impacts of dissociativedisorder, resulting in a piece ofart that collects all this journey

Gene expression profiling reveals functional specialization along the intestinal tract of a carnivorous teleostean fish (Dicentrarchus labrax)

High-quality sequencing reads from the intestine of European sea bass were assembled, annotated by similarity against protein reference databases and combined with nucleotide sequences from public and private databases. After redundancy filtering, 24,906 non-redundant annotated sequences encoding 15,367 different gene descriptions were obtained. These annotated sequences were used to design a custom, high-density oligo-microarray (8 × 15 K) for the transcriptomic profiling of anterior (AI), middle (MI), and posterior (PI) intestinal segments. Similar molecular signatures were found for AI and MI segments, which were combined in a single group (AI-MI) whereas the PI outstood separately, with more than 1900 differentially expressed genes with a fold-change cutoff of 2. Functional analysis revealed that molecular and cellular functions related to feed digestion and nutrient absorption and transport were over-represented in AI-MI segments. By contrast, the initiation and establishment of immune defense mechanisms became especially relevant in PI, although the microarray expression profiling validated by qPCR indicated that these functional changes are gradual from anterior to posterior intestinal segments. This functional divergence occurred in association with spatial transcriptional changes in nutrient transporters and the mucosal chemosensing system via G protein-coupled receptors. These findings contribute to identify key indicators of gut functions and to compare different fish feeding strategies and immune defense mechanisms acquired along the evolution of teleosts.This work was funded by the EU seventh Framework Programme by the ARRAINA (Advanced Research Initiatives for Nutrition and Aquaculture; KBBE-2011-288925) project. It does not necessarily reflect the views of the EU and in no way anticipates the Commission's future policy in this area. The funders had no role in the study design, data collection and analysis, decision to publish, or preparation of the manuscript. Additional funding was obtained from the Spanish Ministerio de Economía y Competitividad through the MI2-FISH project (Unraveling Metabolic, Intestinal and Immunopathological Fish Status; AGL2013-48560) and Generalitat Valenciana (PROMETEO FASE II-2014/085).Peer Reviewe