Error in the learning and teaching of english as a second language at higher education level

Linguistic error has proven to be a recurrent area of interest for researchers. There exist several types of approaches to error; some studies have focused on specific errors, such as grammatical errors, others on more general or exogenous issues, such as the perception of error of the group object of study, etc. From the point of view of methodology, some have been dedicated to the definition and description of error, while others have studied the identification of erroneous uses of language. Several proposals for error categorisation have also been propounded. In the case of error production in languages foreign to the speaker, the learning factor must also be included. Some authors have focused on the underlying reasons, questioning if the cause for errors rests upon an inadequate teaching method, or the actual teacher, or even if the cause is intrinsic to any learnt language, as opposed to the Mother Tongue. From the principle that it is possible to improve the language proficiency level of students by looking at the errors produced, this doctoral dissertation studies pragmatic error in the production of written English. In addition, it includes pedagogic perspectives that introduce a Second Language to potential speakers and the European Framework of Reference. The thesis is structured as follows: the first part is dedicated to a theoretical justification of the research, with an introduction to Pragmatics, Error Analysis, Contrastive Analysis, Second Language Acquisition -in particular the Communicative Approach- and the European Framework for Languages. The third chapter is dedicated to the objectives. Chapter 4 explains the methodology used for data processing and analysis. The results are explained in chapter 5 and chapter 6 presents the conclusions derived from these. To begin with, a proposal for error analysis and identification is presented. This takes into account error distribution and classification and language levels proposed in the Common Europea Framework of Reference for Languages as an open tool for the analysis of errors investigated.Mestre I Mestre, EM. (2011). Error in the learning and teaching of english as a second language at higher education level [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/11277Palanci

ESTUDIO CONTRASTIVO DE LA ELIPSIS EN INGLÉS TÉCNICO Y LITERARIO

[EN] Various studies have shown that reading comprehension is one of the most complex communicative skills for Spanish students, who have difficulties in accurately understanding the message conveyed in the written text, in particular in those cases in which the use of cohesion devices based on the principle of “verbatim recoverability” is involved. One, and probably the most complex of such textual resources is ellipsis, as it lacks a distinctive mark in the text indicating the omission of some part of the i n f o rmation. The main objective of the present work is to gain a deeper understanding of the process of textual ellipsis through the comparative analysis of literary vs. technical texts for teaching purposes.[ES] Diversos estudios han demostrado que la comprensión lectora es una de las destrezas lingüísticas de mayor complejidad para nuestros estudiantes que tienen problemas a la hora de descifrar los recursos textuales que utiliza la lengua inglesa para transmitir el mensaje, basados en la economía del lenguaje. Parte de ese complejo entramado textual consiste en omitir algunas unidades de información que son recuperables del resto del discurso. Pero, dado que este recurso discursivo de la elisión carece de marca distintiva en el texto, su identificación resulta más complicada que la de otros aspectos retóricos. Por ello hemos querido profundizar en la comprensión del proceso de elisión mediante un aná- lisis comparativo de utilización de este recurso en inglés literario y científico con fines fundamentalmente pedagógicos.Jaime Pastor, MA.; Mestre I Mestre, EM. (2007). ESTUDIO CONTRASTIVO DE LA ELIPSIS EN INGLÉS TÉCNICO Y LITERARIO. Revista de Lingüística y Lenguas Aplicadas. 2:39-46. doi:10.4995/rlyla.2007.70039462Fillmore, Ch. (1986). "Pragmatically controlled zero anaphora". Proceedings of the Berkeley Linguistics Society: 95-107.Hahn, U. y M. Romacker. (1997). "Text Structures in Medical Text processing: empirical evidence and a text understanding prototype". Proceedings of AMIA Fall Symposium.Hahn, U., M. Strube y K. Markert. (1996). "Bridging textual ellipses, International Conference On Computational Linguistics". Proceedings of the 16th conference on Computational linguistics, 1: 496 - 501. https://doi.org/10.3115/992628.992714Halliday, M. A. K. y R. Hasan. (1976). Cohesion in English. London: Longman.Hankamer, J. e I. Sag. (1976). "Deep and surface anaphora." Linguistic Inquiry, 7(3): 128.Informe PISA2003 OCDE PISA (2003). Data Analysis Manual.James, C. (1980). Contrastive Analysis. London: Longman.McEnery, Ty A. Wilson. (1996). Corpus Linguistics. Edinburgh: Edinburgh University PressMcEnery, Ty A. Wilson. (2001). Web supplement to Corpus Linguistics, (2nd ed): 3.Postdam, E. (1997). "English Verbal Morphology and VP Ellipsis". Proceedings of the 27thMeeting of the NE Linguistic Society. Massachusetts: GLSA: 353-368.Prague Dependency Treebank 2.0. (2006). http://ufal.mff.cuni.cz/pdt2.0/doc/manuals/en/a-layer/html/ch03s03.html.Quirk, R. y S. Greenbaum. (1973).A Concise Grammar of Contemporary English. Harcourt Brace Jovanovich Inc.Quirk, R., S. Greenbaum, S. Leech, y J. Svartvik. (1985). A Comprehensive Grammar of the English Language. London: Longman.Rooth, M. (2006). "Ellipsis Redundancy and Reduction Redundancy". http://www.ims.uni-stuttgart.de/ftp/pub/papers/mats/ellipsis.ps.gz.Te Velde, R. John.(2005)."Unifying prosody and syntax for right- and left-edge coordinate ellipsis". Lingua, 115: 483-502. https://doi.org/10.1016/j.lingua.2003.09.012Wijnen, C. (2005). "The interpretation of ellipsis: psycholinguistic studies". http://www.let.uu.nl/~Frank.Wijnen/personal/KNAW.htm

Experiencias de Analíticas de Aprendizaje para el Seguimiento de Competencias Transversales

[EN] This article compiles a series of learning analytics experiences carried out in a multi-disciplinary university context in order to facilitate the monitoring students achieve-ment of certain soft skills. The experiences involve the use of computer tools for the collection, analysis and / or processing of data generated mainly from the students in-teractions with the Learning Management Systems used at the Universitat Polit`ecnica de Val`encia (PoliformaT, based on Sakai, Microsoft Teams, Videoapuntes). The results indicate that the integration of learning analytics techniques makes it possible to collect evidence and shed visibility in a partially automated way in order to support the process of monitoring the degree of achievement of certain soft skills.[ES] Este artículo recopila una serie de experiencias de analíticas de aprendizaje realizadas en un contexto universitario multi-disciplinar para poder facilitar el seguimiento del alcance de ciertas competencias transversales por parte del alumnado. Las experiencias involucran el uso de herramientas informáticas para la recopilación, análisis y/o procesado de datos generados principalmente a partir de las interacciones del estudiante con los Sistemas de Gestión del Aprendizaje utilizados en la Universitat Politècnica de València (PoliformaT, basado en Sakai, Microsoft Teams y Videoapuntes). Los resultados indican que la integración de técnicas de analíticas de aprendizaje permite recopilar evidencias y arrojar visibilidad de forma parcialmente automatizada con el objetivo de dar soporte al proceso de seguimiento del grado de alcance de ciertas competencias transversales.Proyecto de Innovación y Mejora Educativa (PIME) con identificador PIME/19-20/166 y financiado por la Universitat Politècnica de ValènciaMoltó Martínez, G.; Fita Fernández, IC.; Gómez Barquero, D.; Mestre I Mestre, EM.; Monserrat Del Río, JF.; Fita Fernández, AM. (2021). Experiencias de Analíticas de Aprendizaje para el Seguimiento de Competencias Transversales. En IN-RED 2021: VII Congreso de Innovación Edicativa y Docencia en Red. Editorial Universitat Politècnica de València. 1337-1351. https://doi.org/10.4995/INRED2021.2021.13704OCS1337135

Potential of FX06 to prevent disease progression in hospitalized non-intubated COVID-19 patients — the randomized, EU-wide, placebo-controlled, phase II study design of IXION

Background: More than 2.7 million hospitalizations of COVID-19-infected patients have occurred in Europe alone since the outbreak of the coronavirus in 2020. Interventions against SARS-CoV-2 are still in high need to prevent admissions to ICUs worldwide. FX06, a naturally occurring peptide in humans and other mammals, has the potential to reduce capillary leak by improving endothelial dysfunction and thus preventing the deterioration of patients. With IXION, we want to investigate the potential of FX06 to prevent disease progression in hospitalized, non-intubated COVID-19 patients. Methods: IXION is an EU-wide, multicentre, placebo-controlled, double-blinded, parallel, randomized (2:1) phase II clinical study. Patient recruitment will start in September 2022 (to Q2/2023) in Germany, Italy, Lithuania, Spain, Romania, Portugal, and France. A total of 306 hospitalized patients (>= 18 years and < 75 years) with a positive SARS-CoV-2 PCR test and a COVID-19 severity of 4-6 according to the WHO scale will be enrolled. After randomization to FX06 or placebo, patients will be assessed until day 28 (and followed up until day 60). FX06 (2 x 200 mg per day) or placebo will be administered intravenously for 5 consecutive days. The primary endpoint is to demonstrate a difference in the proportion of patients with progressed/worsened disease state in patients receiving FX06 compared to patients receiving placebo. Secondary endpoints are lung function, oxygen saturation and breathing rate, systemic inflammation, survival, capillary refill time, duration of hospital stay, and drug accountability. Discussion: With IXION, the multidisciplinary consortium aims to deliver a new therapy in addition to standard care against SARS-CoV-2 for the clinical management of COVID-19 during mild and moderate stages. Potential limitations might refer to a lack of recruiting and drop-out due to various possible protocol violations. While we controlled for drop-outs in the same size estimation, recruitment problems may be subject to external problems difficult to control for

Identification of genetic variants associated with Huntington's disease progression: a genome-wide association study

Background Huntington's disease is caused by a CAG repeat expansion in the huntingtin gene, HTT. Age at onset has been used as a quantitative phenotype in genetic analysis looking for Huntington's disease modifiers, but is hard to define and not always available. Therefore, we aimed to generate a novel measure of disease progression and to identify genetic markers associated with this progression measure. Methods We generated a progression score on the basis of principal component analysis of prospectively acquired longitudinal changes in motor, cognitive, and imaging measures in the 218 indivduals in the TRACK-HD cohort of Huntington's disease gene mutation carriers (data collected 2008–11). We generated a parallel progression score using data from 1773 previously genotyped participants from the European Huntington's Disease Network REGISTRY study of Huntington's disease mutation carriers (data collected 2003–13). We did a genome-wide association analyses in terms of progression for 216 TRACK-HD participants and 1773 REGISTRY participants, then a meta-analysis of these results was undertaken. Findings Longitudinal motor, cognitive, and imaging scores were correlated with each other in TRACK-HD participants, justifying use of a single, cross-domain measure of disease progression in both studies. The TRACK-HD and REGISTRY progression measures were correlated with each other (r=0·674), and with age at onset (TRACK-HD, r=0·315; REGISTRY, r=0·234). The meta-analysis of progression in TRACK-HD and REGISTRY gave a genome-wide significant signal (p=1·12 × 10−10) on chromosome 5 spanning three genes: MSH3, DHFR, and MTRNR2L2. The genes in this locus were associated with progression in TRACK-HD (MSH3 p=2·94 × 10−8 DHFR p=8·37 × 10−7 MTRNR2L2 p=2·15 × 10−9) and to a lesser extent in REGISTRY (MSH3 p=9·36 × 10−4 DHFR p=8·45 × 10−4 MTRNR2L2 p=1·20 × 10−3). The lead single nucleotide polymorphism (SNP) in TRACK-HD (rs557874766) was genome-wide significant in the meta-analysis (p=1·58 × 10−8), and encodes an aminoacid change (Pro67Ala) in MSH3. In TRACK-HD, each copy of the minor allele at this SNP was associated with a 0·4 units per year (95% CI 0·16–0·66) reduction in the rate of change of the Unified Huntington's Disease Rating Scale (UHDRS) Total Motor Score, and a reduction of 0·12 units per year (95% CI 0·06–0·18) in the rate of change of UHDRS Total Functional Capacity score. These associations remained significant after adjusting for age of onset. Interpretation The multidomain progression measure in TRACK-HD was associated with a functional variant that was genome-wide significant in our meta-analysis. The association in only 216 participants implies that the progression measure is a sensitive reflection of disease burden, that the effect size at this locus is large, or both. Knockout of Msh3 reduces somatic expansion in Huntington's disease mouse models, suggesting this mechanism as an area for future therapeutic investigation

learning vocabulary: processes

L'objecte d'aprenentatge està destinat a ajudar els estudiants trobar eines i mecanismes per a aprendre vocabulari específic en anglés per al turisme. En particular, aquest està destinat a la descripció de processos.https://media.upv.es/player/?id=d66d5235-b040-42bb-aca3-af4c868752b8Mestre I Mestre, EM. (2014). learning vocabulary: processes. http://hdl.handle.net/10251/3838

learning vocabulary: accommodation

L'objecte d'aprenentatge està destinat a ajudar els estudiants trobar eines i mecanismes per a aprendre vocabulari específic en anglés per al turisme. En particular, aquest està destinat a la descripció de l'allotjament en la indústria turística.https://media.upv.es/player/?id=244dadd6-22e2-4c5f-87df-c35ba42bd55bMestre I Mestre, EM. (2014). learning vocabulary: accommodation. http://hdl.handle.net/10251/3838

learning vocabulary: air travel

L'objecte d'aprenentatge està destinat a ajudar els estudiants trobar eines i mecanismes per a aprendre vocabulari específic en anglés per al turisme. En particular, aquest està destinat a la descripció de tipus de viatges.https://media.upv.es/player/?id=cc08e7c8-2496-4131-a270-5f533311b7d0Mestre I Mestre, EM. (2014). learning vocabulary: air travel. http://hdl.handle.net/10251/3838

Formal writing in English

Identificació d'errors en l'escriptura formal en anglés. Consells i mecanismes de correcció.http://politube.upv.es/play.php?vid=51769Mestre I Mestre, EM. (2012). Formal writing in English. http://hdl.handle.net/10251/1694

Errors related to register

https://media.upv.es/player/?id=9df59422-dde6-4791-ba56-26519367aeaeMestre I Mestre, EM. (2012). Errors related to register. http://hdl.handle.net/10251/1649