Medical Discourse in Professional, Academic and Popular Settings. Pilar Ordóñez-López, Nuria Edo-Marzá (eds) [Ressenya]

Ressenya del llibre: PALANQUES, Vicente Beltrán. Medical Discourse in Professional, Academic and Popular Settings. Pilar Ordóñez-López, Nuria Edo-Marzá (eds). Bristol/Buffalo/Toronto: Multilingual Matters, 2016. 224 pages. ISBN: 978-1-7830-9625-1.Review of the book: PALANQUES, Vicente Beltrán. Medical Discourse in Professional, Academic and Popular Settings. Pilar Ordóñez-López, Nuria Edo-Marzá (eds). Bristol/Buffalo/Toronto: Multilingual Matters, 2016. 224 pages. ISBN: 978-1-7830-9625-1

Practical concerns in SL writing: working collaboratively across instructed settings using new technology tools

The development of the four language skills in a given second/foreign language (sl/fl) is one of the major goals of language teachers. To reach to that end, language teachers need to develop learners’ communicative competence as it might enable them to use language appropriately in different contexts. Over the years, research has focused on this particular issue and it has emphasised the necessity of integrating the different components of the communicative model to better assist language learners (Usó-Juan and Martínez-Flor 2006, 8-15). It is the aim of this chapter to contribute to the ongoing research related to the four language skills by focusing on the skill of writing. The rationale behind this selection is based on the following aspects: (1) writing involves a complex cognitive process of learning which requires effort, time, practise, cultural knowledge, and of course, formal instruction; and (2) writing is not appropriately tackled in the instructed setting as in many cases it is performed individually and its major focus is the final product rather than the whole process of writing. Building on these assumptions, this chapter first reviews both the notion of communicative competence and the nature of writing. Then, it discusses the pedagogical value of different non-traditional materials for developing the language skill of writing. Finally, it presents an instructional approach for the teaching of the skill of writing from a communicative and collaborative perspective and fostering the use of new technology

Teaching the four language skills from a communicative perspective: some pedagogical implications

Setzenes Jornades de Foment de la Investigació (Any 2011

Speaking in a Second Language Rosa Alonso Alonso, ed. 2018 Amsterdam: John Benjamins, 2018. xii + 243 pp. ISBN-10: 9027200440. ISBN-13: 978-9027200440 (Reseña)

Reseña de: Speaking in a Second Language. Rosa Alonso Alonso, ed. 2018. Amsterdam: John Benjamins, 2018. xii + 243 pp. ISBN-10: 9027200440. ISBN-13: 978-9027200440

English language learning in northern and southern europe: Spain and the Netherlands

Catorzenes Jornades de Foment de la Investigació de la FCHS (Any 2008-2009

Revisiting pragmatic tests in the FL context: Towards interactive tests to examine speech act performance1

The aim of this study is to explore the task effect of two different research methods, namely those of interactive discourse completion tasks/tests (IDCTs) and role-play tasks (RPTs). The two research methods employed in this study adopt an interactive approach that allows participants to freely interact not only in the oral mode but also in the written mode. This paper compares the apology strategies elicited by means of IDCTs and in RPTs in terms of strategy length, amount of strategies and classification of strategies across the two elicitation techniques. Results from this comparison will be presented and discussed, and pedagogical implications suggested

Exploring Learners' Backchannel Production in Complaint Sequences Across Proficiency Levels

To participate effectively in interaction, interlocutors should make use of various resources such as backchannels. Through backchannels, listeners can, for example, show attention and provide support and feedback. The study aims to explore the effect of proficiency level on backchannel production. 64 English learners at two different proficiency levels participated in a role-play task consisting of a complaint situation. The learners’ production of backchannels was analysed in terms of frequency and typology. Results suggest that the proficiency level and the role adopted in the simulated task appeared to affect the overall frequency and typology of backchannels. Learners with a higher level of language proficiency seem to use backchannels more frequently, probably due to their greater linguistic repertoire and pragmatic awareness regarding the construction of interaction. Results also show that the backchannel categories of continuer and agreement stand out above the rest. Finally, the study offers some pedagogical implications concerning the treatment of backchannels in the language classroom

Hacia un enfoque centrado en el alumno para diseñar instrumentos de role-play para estudios de pragmática de la interlengua: estudio basado en quejas

Role-play tasks have been widely used in pragmatic research to explore spoken interaction. This instrument consists of situational scenarios purposefully designed to make participants elicit specific pragmatic data in controlled situations (Kasper & Youn 2017, Félix-Brasdefer 2018). Notwithstanding the widespread use of role-plays, some drawbacks have been identified concerning design (Hudson et al. 1995, Trosborg 1995, Youn 2015) and real-life consequences (Al-Gahtani & Roever 2012). Against this backdrop, this study presents a learner-centred approach to design situational scenarios based on participants’ examples of complaint situations. Specifically, an exemplar generation task and a likelihood questionnaire (Jianda 2006a, 2006b) were used to elaborate the role-play task. The study reports on the implementation of the learner-centred approach and its effectiveness to construct a role-play task. Furthermore, using retrospective verbal reports, this study discusses whether participants’ engagement in the design of the role-play task encouraged them to act out the situations, as they would do it in real-life contexts. The study evidences the usefulness of adopting a learner-centred approach to design the role-play task. In terms of performance, it seems that, in general, the participants would exhibit similar pragmatic behaviour in a real context. However, they were aware of the lack of real consequences role-play tasks carry.Las tareas de role-play se han utilizado ampliamente en la investigación pragmática para explorar la interacción hablada. Este instrumento se compone de escenarios situacionales diseñados a propósito para que los participantes produzcan datos pragmáticos específicos en situaciones controladas (Kasper y Youn 2017, Félix-Brasdefer 2018). A pesar de su uso generalizado, se han identificado algunos inconvenientes con respecto al diseño (Hudson et al. 1995, Trosborg 1995, Youn 2015) y a las implicaciones en la vida real (Al-Gahtani y Roever 2012). Frente a esto, este estudio presenta un enfoque centrado en el alumno para diseñar escenarios situacionales basados en ejemplos de situaciones de queja generadas por los participantes. Concretamente, se utilizó una tarea de generación de ejemplos y un cuestionario de probabilidad (Jianda 2006a, 2006b) para elaborar la tarea. El estudio informa sobre la implementación del enfoque centrado en el alumno y su efectividad para construir una tarea de role-play. Además, utilizando informes verbales retrospectivos, este estudio analiza si la colaboración de los participantes en el diseño de una tarea de role-play centrada en el alumno facilitó que estos representaran las situaciones como lo harían en la vida real. El estudio demuestra el potencial que supone adoptar un enfoque centrado en el alumno para diseñar la tarea. En términos de producción, parece que, en general los participantes mostrarían un comportamiento pragmático similar en un contexto auténtico. Sin embargo, eran conscientes de la falta de consecuencias reales que conllevan las situaciones de role-play

Complaint sequences across proficiency levels: the contribution of pragmatics and multimodality

El objetivo de esta tesis es contribuir a la investigación en pragmática del interlenguaje y multimodalidad. El objetivo principal es explorar como aprendices de lengua en distintos niveles de lengua realizan quejas desde la perspectiva del análisis de la conversación (Kasper, 2006). Un análisis multimodal de la conversación se ha realizado para examinar cómo diferentes modos interactúan en la construcción de la conversación. El marco teórico presentado en el estudio se centró en la naturaleza de la pragmática (Crystal, 1985; Leech, 1983; Thomas, 1983), pragmática del interlenguaje (Kasper & Blum-Kulka, 1993), análisis de la conversación (Sacks et al., 1974), nivel de lengua (e.g. Al-Gahtani & Roever, 2012), el acto de habla de las quejas (e.g. Trosborg, 1995; Laforest, 2002), y la multimodalidad (Jewitt, et al., 2016).The aim of this thesis is to contribute to the research on interlanguage pragmatics and multimodality. The main purpose is to explore how learners at different proficiency levels perform complaints and responses to complaints following a conversation analysis approach (Kasper, 2006). Furthermore, a multimodal conversation analysis is conducted in order to examine how different modes interact in the construction of the conversation. To meet the objectives of the thesis, the theoretical framework presented in the study focused on the nature of pragmatics (Crystal, 1985; Leech, 1983; Thomas, 1983), interlanguage pragmatics (Kasper & Blum-Kulka, 1993), conversation analysis (Sacks et al., 1974), proficiency (e.g. Al-Gahtani & Roever, 2012), the speech act of complaints (e.g. Trosborg, 1995; Laforest, 2002), and multimodality (Jewitt, et al., 2016). This framework served to explore participants' performance of complaints sequences at different proficiency levels, specific conversational features such as backchannel and overlapping, paralanguage and kinesics

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