1,721,004 research outputs found
Evaluative language in peer review referee reports
No full textMost international journals and conferences currently use the peer review system to ensure the quality of their contributions. Among the various types of peer review, the "blind" and the "anonymous" review seem to be the most common. Reviewers, or referees, usually write reports anonymously to indicate to authors what they should change in their papers in order to meet the requirements of journals or conferences, and to help editors to decide whether to publish the article or not. Despite their relevance in the review process and their importance for researchers all over the world, as an academic genre referee reports have not received the attention that might be expected, maybe due to their "occluded" genre status. This study presents an analysis of 50 referee reports from the fields of Applied Linguistics and Business Organisation, based on a taxonomy which combines formal and functional features. It provides an overview of some of the most significant evaluative features of this genre, and their pragmatic value as direct or indirect requests. It is hoped that this will facilitate the task of researchers who need to understand and interpret these reports, as well as those who need to write them. © 2008 Elsevier Ltd. All rights reserved
Preface in memoriam of Raquel Segovia Martín: Translation studies and film studies: New trends
Full text linkThis is the fourteenth issue of Language Value, the journal created by the Department of English Studies at Universitat Jaume I (UJI) over 12 years ago. Since its beginning, the journal has grown and progressed, and, at this moment, it is already indexed and recognised internationally. In this evolution, many persons have left their imprint, some of them from the department that devised this journal. One of these persons was Raquel Segovia Martín, who unfortunately left us one year ago. Raquel arrived at Universitat Jaume I from the University of Pittsburgh (USA), where she had obtained her PhD degree in Languages and Film Studies and taught Spanish language and culture courses. Since very young, she had been interested in the Spanish language: she had finished her bachelor’s degree in Hispanic Philology at the Universidad Autónoma de Madrid. However, she saw an opportunity to adapt her profile and to participate in the new project of Universitat Jaume I in 1994, once she had decided to come back to Spain. At this university, she could combine her knowledge of Spanish and English in translation courses and add to it her expertise in film and communication studies. She was a good teacher and a good colleague who left us much too soon. This volume is in memorial of Raquel Segovia Martín, and the articles included in it are all related to her profile: translation, cinema and communication
A Scholar's Guide to Getting Published in English. Critical Choices and Practical Strategies [Ressenya]
Full text linkReseña: CURRY, Mary Jane; LILLIS, Theresa. A Scholar’s Guide to Getting Published in English: Critical Choices and Practical Strategies.. Clevedon: Multilingual Matters, 2013. 192 pages. ISBN: 9781783090594.Book review: CURRY, Mary Jane; LILLIS, Theresa. A Scholar’s Guide to Getting Published in English: Critical Choices and Practical Strategies.. Clevedon: Multilingual Matters, 2013. 192 pages. ISBN: 9781783090594
La multimodalidad en la docencia internacional en inglés
No full textLa docencia en inglés se instaló en las universidades españolas en la primera década de este siglo y se ha consolidado en la mayoría de ellas, bien mediante programas completos en inglés, o bien mediante asignaturas impartidas en esta lengua . Esta práctica ha supuesto un esfuerzo por parte de los profesores de contenido para expresarse en inglés y ayudar a los estudiantes a entender sus explicaciones, lo que ha conllevado en muchos casos el apoyo en medios audiovisuales con un alto contenido multimodal: imágenes, expresión facial, gestos, énfasis, entre otros recursos . En este artículo presentamos algunos resultados de la investigación llevada a cabo por el grupo GRAPE (Group for Research on Academic and Professional English) de la Universitat Jaume I . Sus estudios se han centrado en el análisis de la multimodalidad en contextos EMI (Educación por Medio del Inglés) . Por una parte, el estudio de los constructos multimodales (‘multimodal ensembles’) en el discurso del profesorado ha servido para visualizar elementos no verbales que ayudan al profesor a comunicar y a los estudiantes a comprender mejor el contenido . Por otra parte, se han realizado estudios sobre herramientas como el Sistema de Gestión de Cursos (‘Course Management System’) Moodle, así como del uso de materiales audiovisuales en el aula, y el aprendizaje de nuevos géneros digitales como el de venta de productos (‘product pitches’) y de PechaKuchas . Estos estudios han servido para poner de manifiesto la importancia del análisis multimodal con el objetivo de diseñar programas de formación eficaces para estudiantes y profesorado que faciliten su integración en los planes de docencia internacional en inglés de las universidades españolas
Critical components of integrating content and language in Spanish higher education
Full text linkSpecial Issue: Collaborating for content and language integrated learningAfter the harmonization process carried out in Spanish higher education following the Bologna Declaration, many universities have decided to introduce English as the language of instruction for some studies. From 2010, the new study programmes have been implemented, and there is an urgency to define what is meant by "teaching in English". Some researchers have investigated the constraints and difficulties of introducing a second or third language of instruction and have shown the difficulties content teachers have in recognising and describing their disciplinary discourse (Jacobs, 2007), which would make it very difficult for them to teach it in a foreign language. There seems to be a need for dialogue between language and content teachers, in which they can express their experiences, opinions and fears. An innovative education project proposed by ESP teachers at Universitat Jaume I investigated how teachers intend to implement the directive to introduce English as a third language of instruction and the relationship they think should be established between language and content teachers. This paper summarizes the discussions developed in the meetings held in the framework of this projec
Stance and Voice in Written Academic Genres
Full text linkReview of: HYLAND, Ken; GUINDA, Carmen Sancho. Stance and voice in written academic genres. Palgrave Macmillan, 2012.Reseña de: HYLAND, Ken; GUINDA, Carmen Sancho. Stance and voice in written academic genres. Palgrave Macmillan, 2012
English as a lingua franca in the EFL classroom. A proposal to improve Spanish EFL students' oral skills
Full text linkTreball Final de Màster Universitari en Professor/a d'Educació Secundària Obligatòria i Batxillerat, Formació Professional i Ensenyaments d'Idiomes. Codi SAP419. Curs: 2019/2020English is the main language spoken around the world nowadays because of its
expansion. However, most students tend to be misled when listening to native speakers.
Hence, new needs have to be considered when teaching English as a Foreign Language.
This work aims at analysing the needs of 21st century students in the Escuela Oficial de
Idiomas in Castellón and it proposes a new way of teaching English in intermediate levels
(B1): teaching English as an International Language (McKay & Brown, 2016). In order
to accomplish this, different English Standard varieties are introduced in the English
classroom. Moreover, the notion of English as a lingua franca and the importance of
intercultural communication are addressed. For the purpose of this study, a literature
review is presented. Afterwards, a teaching unit is proposed and since it is introduced in
the classroom, results of the implementation are presented and commented. Results show
that it is possible to introduce different English varieties in non-proficient levels and that
students find them useful because it is important for their examinations. Finally,
pedagogical recommendations for improvement of the English classroom are given,
suggesting that curriculum developers could include more authentic examples of varieties
of English and that contact with different English speakers (non-native or native) should
be enhanced in and outside the classroom in order to boost oral competence
Transition from High School to University: The Case of the English Studies Degree Students at Universitat Jaume I
No full textTreball Final de Grau en Estudis Anglesos. Codi: EA0938. Curs acadèmic: 2019/2020Transition from secondary school to university is a vital experience
that affects students in very different ways. The first year at the university carries
considerable challenges for every student, not only academically but also
personally. For those who enrolled in higher education, this becomes a
transitional period that essentially marks a distinguishable moment in their lives
and in their academic career (Mutch, 2005). Today, access to higher education
is much more possible than it was before, due to this fact, institutions are open to
a more diverse student body coming from very different backgrounds making this
process in some way, harder for all the parties involved, students and institutions.
Unfortunately, most students are poorly prepared for this great step in their lives
(Soundy, 2016; Chacon, 2015; Swanger, 2016). This adventure requires students
to adapt to a new mentality that involves more commitment and responsibility,
but in order to make a successful transition, students must be specially
accompanied and supported by their institutions. The aim of this study is to
observe how this transition process has been for the students enrolled in the
Bachelor’s degree in English Studies at Universitat Jaume I. First and second
year students were asked to participate in an online survey where they were
probed with questions related to their own personal experience and perspective
on the process of transition and adaptation to the university. The results revealed
that they are adapted and coping well with their studies. However, in spite of this,
they would have appreciated having more guidance and information; especially
at the beginning
The new Multilingualism Decree: Study on teachers' view
No full textTreball Final de Màster Universitari en Professor/a d'Educació Secundària Obligatòria i Batxillerat, Formació Professional i Ensenyaments d'Idiomes. Codi.: SAP419. Curs acadèmic: 2016/2017The role of English as a global language is unquestionable. Consequently,
governments focus on fostering the learning of the foreign language. The Valencian
Government tries to achieve this goal and strengthen the minority language
(Valencian) through a new Multilingualism Decree that regulates English, Valencian
and Spanish as the media of instruction, although the number of hours varies taken
into account three levels that are established in the Decree. In the following paper,
we carried out a study in the IES Ribalta, an emblematic high school of Castelló de la
Plana, so as to ascertain a) the teachers’ opinions about the Decree, b) the effects of
the new Decree on IES Ribalta and c) the opinion of the teachers about what subjects
should be taught using English as the language of instruction. Moreover, this
information allows us to recommend IES Ribalta which level should choose. This
study shows that teachers agree with the Decree and think it will be helpful to foster
English and to achieve a balanced command of the two official languages. However,
they underline that the Valencian Government should invest in teachers’ language
training. Lastly, they believe that Technology and Physical Education are the two
subjects more suitable to implement through English. To conclude, we recommend
IES Ribalta to choose the intermediate level since the high school will be able to
select how many subjects will be taught through English and Valencian each
academic year and this level allows fostering the English-speaking competence
Collaborative Online International Learning (COIL) between Spanish and Ukrainian Students: New Tasks and New Relationships
No full textActualmente, nuestra vida profesional se enfrenta a retos que inevitablemente requieren una rápida reacción y un cambio en la educación. Además, la globalización, y la guerra en curso en Ucrania, motivan al profesorado a buscar nuevas oportunidades para la comunicación intercultural. Esta investigación pretende analizar los efectos que produce en el estudiantado una experiencia de aprendizaje internacional colaborativo en línea (COIL por sus siglas en inglés). Los participantes en el estudio fueron 12 estudiantes ucranianos de la Taras Shevchenko National University of Kyiv (Ucrania) de una asignatura de Inglés Académico en el cuarto curso del programa de Lenguas, Literatura y Traducción, y 20 estudiantes españoles de la Universitat Jaume I matriculados en Inglés para los Negocios en el quinto curso del doble grado de Administración de Empresas y Derecho. La metodología constó de tres fases. En primer lugar, los participantes se comunicaron en línea para establecer un primer contacto. En segundo lugar, debatieron sobre sostenibilidad corporativa en Zoom. En tercer lugar, cada grupo redactó un ensayo de opinión en colaboración. Los resultados confirmaron que, a pesar de las dificultades debidas a la guerra en Ucrania, la percepción del estudiantado sobre su experiencia con COIL fue positiva. Estuvieron más motivados e indicaron que esta actividad les había ayudado a mejorar sus destrezas orales y escritas, y su competencia intercultural.
Nowadays, our professional lives face challenges that inevitably require a quick reaction and a shift in the field of education. Moreover, globalisation and the ongoing war in Ukraine motivate teachers to look for new opportunities to communicate across cultures. This research aims to analyse students’ perceptions of the effects of collaborative online international learning (COIL). The study participants were 12 fourth-year Ukrainian students from Taras Shevchenko National University of Kyiv who were taking the course on Academic English within the Languages, Literature and Translation program and a group of 20 Spanish fifth-year students from Universitat Jaume I who were enrolled in the Business English course as part of the dual degree in Business Administration and Law. The methodology consisted of three stages. Firstly, participants used online communication tools to establish contacts with partners. Secondly, students discussed the topic of corporate sustainability on Zoom. Thirdly, each group used online collaborative teaching (OCT) to write an opinion essay. Results from the final questionnaire after the COIL experience confirmed that, despite the difficulties due to the ongoing war in Ukraine, students’ perceptions of their experience of COIL were positive. They were more motivated and believed the activity had helped them to improve their writing and speaking skills as well as their intercultural competence
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