1
20
3
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https://bibliotecadelenguas.uncoma.edu.ar/files/original/1dfc3bc5cde6fcd9b13ef51b3ae29c74.pdf
2d905449968f471437415cefe3b44b85
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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Artículos en revistas académicas
Description
An account of the resource
Artículos de docentes/investigadores de la Facultad de Lenguas publicados en revistas científicas
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The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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<p class="page_title">Asimetrías entre <em>but</em> y <em>pero</em> en el discurso científico-técnico: una aplicación de la teoría de la argumentación en la lengua</p>
Creator
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Herczeg, Claudia
Abstract
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<p align="justify">El objetivo de este trabajo es establecer un vínculo entre el análisis semántico propuesto por la Teoría de la Argumentación en la Lengua (Anscombre y Ducrot 1983. Anscombre 1995, Ducrot 1998) y algunos problemas frecuentes en la enseñanza de la lectura en lengua extranjera (en este caso en inglés) que dicen relación, específicamente, con el uso de conectores discursivos. Para tal propósito, se presentará, en una primera parte, el marco teórico en el cual se enmarca este trabajo y. en la segunda parte, el análisis propuesto para comparar los usos de but en textos técnicos del área de las ciencias agrarias y sus interpretaciones en español.</p>
Subject
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Lingüística
Linguistics
Description
An account of the resource
<p align="justify">El objetivo de este trabajo es establecer un vínculo entre el análisis semántico propuesto por la Teoría de la Argumentación en la Lengua (Anscombre y Ducrot 1983. Anscombre 1995, Ducrot 1998) y algunos problemas frecuentes en la enseñanza de la lectura en lengua extranjera (en este caso en inglés) que dicen relación, específicamente, con el uso de conectores discursivos. Para tal propósito, se presentará, en una primera parte, el marco teórico en el cual se enmarca este trabajo y. en la segunda parte, el análisis propuesto para comparar los usos de but en textos técnicos del área de las ciencias agrarias y sus interpretaciones en español.</p>
Source
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<a href="https://lenguasmodernas.uchile.cl/index.php/LM/article/view/45404"><em>Lenguas Modernas,<span> 30</span></em><span> (2004), 109-122.</span></a>
Publisher
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Universidad de Chile
Date
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2004
Extent
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14 p.
Bibliographic Citation
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<span>Herczeg, C. (2004). Asimetrías entre <em>but</em> y <em>pero</em> en el discurso científico-técnico: una aplicación de la teoría de la argumentación en la lengua. </span><em>Lenguas Modernas,<span> </span></em><span>(30), 109 - 122.</span>
Language
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español
Type
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artículo
Identifier
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<a href="https://lenguasmodernas.uchile.cl/index.php/LM/article/view/45404">https://lenguasmodernas.uchile.cl/index.php/LM/article/view/45404</a>
<a href="https://bibliotecadelenguas.uncoma.edu.ar/items/show/494">https://bibliotecadelenguas.uncoma.edu.ar/items/show/494</a>
Format
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pdf
License
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CC BY-NC-SA
análisis semántico
conectores discursivos
J018
Teoría de la Argumentación en la Lengua
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https://bibliotecadelenguas.uncoma.edu.ar/files/original/2ae8f4b4d3331d726380087a57474c3c.pdf
7af3279b93d43e16086c20b3a875acc7
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Artículos en revistas académicas
Description
An account of the resource
Artículos de docentes/investigadores de la Facultad de Lenguas publicados en revistas científicas
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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Manifestación del aspecto en la postmodificación en inglés
Creator
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Sandmann, Fabiana
Herczeg, Claudia
Fracassi, María Rosa
Lapegna, Mónica
Abstract
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<p align="justify">En los últimos años, la Gramática Generativa ha intentado incorporar el aspecto a una teoría semántica general. Entre otros temas, se ha discutido cómo incluir la información aspectual en la entrada léxica de los predicados. Si bien existen numerosos trabajos sobre los adjetivos y los participios en el castellano, no parece suceder lo mismo, hasta donde sabemos, en inglés. El objetivo del presente estudio es comprobar la relación existente entre el aspecto y la posición de los modificadores en la frase nominal en inglés. A tal efecto, se recurrirá a la teoría de los eventos y a la clasificación de los predicados en los de nivel episódico y los de nivel individual. Nuestra conclusión es que, en inglés, solo los primeros son postnominales y manifiestan el aspecto, determinado por la existencia del argumento davidsoniano.</p>
Subject
The topic of the resource
Lingüística
Linguistics
Description
An account of the resource
<p align="justify">En los últimos años, la Gramática Generativa ha intentado incorporar el aspecto a una teoría semántica general. Entre otros temas, se ha discutido cómo incluir la información aspectual en la entrada léxica de los predicados. Si bien existen numerosos trabajos sobre los adjetivos y los participios en el castellano, no parece suceder lo mismo, hasta donde sabemos, en inglés. El objetivo del presente estudio es comprobar la relación existente entre el aspecto y la posición de los modificadores en la frase nominal en inglés. A tal efecto, se recurrirá a la teoría de los eventos y a la clasificación de los predicados en los de nivel episódico y los de nivel individual. Nuestra conclusión es que, en inglés, solo los primeros son postnominales y manifiestan el aspecto, determinado por la existencia del argumento davidsoniano.</p>
Source
A related resource from which the described resource is derived
<a href="https://lenguasmodernas.uchile.cl/index.php/LM/article/view/45389"><em>Lenguas Modernas,<span> 30</span></em><span> (2004), 25-38.</span></a>
Publisher
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Universidad de Chile
Date
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2004
Extent
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14 p.
Bibliographic Citation
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<span>Sandmann, F., Herczeg, C., Fracassi, M., & Lapegna, M. (2004). Manifestación del aspecto en la postmodificación en inglés. </span><em>Lenguas Modernas,<span> </span></em><span>(30), 25-38.</span>
Language
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español
Type
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artículo
Identifier
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<a href="https://lenguasmodernas.uchile.cl/index.php/LM/article/view/45389">https://lenguasmodernas.uchile.cl/index.php/LM/article/view/45389</a>
<a href="https://bibliotecadelenguas.uncoma.edu.ar/items/show/493">https://bibliotecadelenguas.uncoma.edu.ar/items/show/493</a>
Format
The file format, physical medium, or dimensions of the resource
pdf
License
A legal document giving official permission to do something with the resource.
CC BY-NC-SA
aspecto
frase nominal
J018
postmodificación
-
https://bibliotecadelenguas.uncoma.edu.ar/files/original/684b09f92d1fe3401d14f9a932ba05cc.pdf
bfdafd4b08fd3f842b373bae1a5b7fdf
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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Tesis de Posgrado
Description
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<strong>Colección de Tesis de Posgrado de la Facultad de Lenguas.</strong> <br /><ul><li>Maestría en Lingüística</li>
<li>Maestría en Lingüística Aplicada</li>
<li>Especialización en Lingüística Aplicada</li>
<li>Tesis de posgrado defendidas por docentes de FADEL en otras universidades.</li>
</ul>
Abstract
A summary of the resource.
<strong>Colección de Tesis de Posgrado de la Facultad de Lenguas.</strong> <br /><ul><li>Maestría en Lingüística</li>
<li>Maestría en Lingüística Aplicada</li>
<li>Especialización en Lingüística Aplicada</li>
<li><span>Tesis de posgrado defendidas por nuestros docentes en otras universidades.</span></li>
</ul>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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<p>Enhancing language learning through affective approaches</p>
Creator
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Tavella, Gabriela
Contributor
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Tomlinson, Brian (director)
Abstract
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<p text="" align="justify"><em>Introducción:</em> Affective/humanistic approaches help develop a positive attitude towards language learning, and thus promote language development. I have found in these approaches the underlying principles behind most of my classroom practices, feeling that they backed my beliefs about teaching and learning. <br />This dissertation intends to share specific experiences on how these ideas could be used with young learners and adults; in ESP and EGP contexts. There is no limit if we really want a change, if we believe that the foreign language classroom could be a territory for personal and professional growth. <br />I firmly sustain that there is no need to leave the cognitive aside when dealing with the affective but I can perfectly understand that we, teachers, might feel a little insecure as we have started to move on far less steady ground where we must handle the unpredictable, both affectively and cognitively. “It is unrealistic to suppose that methodology, curriculum design, and classroom management will be immune from the level of uncertainty avoidance prevalent in the wider society” (Grundy, 2001). <br />This paper starts by defining the terms “affect” and “approach”, i.e. why it is that we talk about “approaches” and what “affect” is in a language learning environment. We then turn to consider how the affective side of the learner started to be included within broader educational contexts and within foreign and second language learning. <br />We will look at affectivity from two sides: first, the language learner as an individual and second, as an active participant in socio- cultural situations (Arnold & Brown, 1999, p. 8). Among the individual factors that may affect learning, self- esteem, motivation and learning styles will be considered; among the relational factors affecting learning we will concentrate on cooperative learning as a means to promote and enhance language learning. <br />Teachers may find a detailed analysis of the principles underlying the affective/ humanistic approaches and some specific examples on possible activities or techniques they may wish to implement in their classes.</p>
Description
An account of the resource
<p text="" align="justify"><em>Introducción: </em>Affective/humanistic approaches help develop a positive attitude towards language learning, and thus promote language development. I have found in these approaches the underlying principles behind most of my classroom practices, feeling that they backed my beliefs about teaching and learning. <br />This dissertation intends to share specific experiences on how these ideas could be used with young learners and adults; in ESP and EGP contexts. There is no limit if we really want a change, if we believe that the foreign language classroom could be a territory for personal and professional growth. <br />I firmly sustain that there is no need to leave the cognitive aside when dealing with the affective but I can perfectly understand that we, teachers, might feel a little insecure as we have started to move on far less steady ground where we must handle the unpredictable, both affectively and cognitively. “It is unrealistic to suppose that methodology, curriculum design, and classroom management will be immune from the level of uncertainty avoidance prevalent in the wider society” (Grundy, 2001). <br />This paper starts by defining the terms “affect” and “approach”, i.e. why it is that we talk about “approaches” and what “affect” is in a language learning environment. We then turn to consider how the affective side of the learner started to be included within broader educational contexts and within foreign and second language learning. <br />We will look at affectivity from two sides: first, the language learner as an individual and second, as an active participant in socio- cultural situations (Arnold & Brown, 1999, p. 8). Among the individual factors that may affect learning, self- esteem, motivation and learning styles will be considered; among the relational factors affecting learning we will concentrate on cooperative learning as a means to promote and enhance language learning. <br />Teachers may find a detailed analysis of the principles underlying the affective/ humanistic approaches and some specific examples on possible activities or techniques they may wish to implement in their classes.</p>
Date
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2004
Extent
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88 p.
Language
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inglés
Type
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tesis de maestría
Identifier
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<a href="http://bibliotecadelenguas.uncoma.edu.ar/items/show/430">http://bibliotecadelenguas.uncoma.edu.ar/items/show/430</a>
Format
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pdf
License
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CC BY-NC-SA
Subject
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Educación
Publisher
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Leeds Metropolitan University
Bibliographic Citation
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<div class="csl-bib-body">
<div class="csl-entry">Tavella, Gabriela. (2004). <i>Enhancing language learning through affective approaches</i> (Tesis de Maestría) Leeds Metropolitan University, Leeds, Inglaterra.</div>
<span class="Z3988" title="url_ver=Z39.88-2004&ctx_ver=Z39.88-2004&rfr_id=info%3Asid%2Fzotero.org%3A2&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Adissertation&rft.title=Enhancing%20language%20learning%20through%20affective%20approaches&rft.au=undefined&rft.au=Tomlinson%2C%20Brian&rft.date=2004&rft.tpages=88&rft.language=Ingl%C3%A9s"></span></div>
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Tesis presentada para obtener el título de <em>Master of Arts in Professional Development for Language Education</em>. (Leeds Metropolitan University)
afectividad y enseñanza
affective approaches
enseñanza de idiomas
language learning