Articles publicats en revistes (Llengües i Literatures Modernes i Estudis Anglesos)
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ArticleLearning L2 constructions from captioned audio-visual exposure: The effect of learner-related factors(Elsevier Ltd., 2020-10) Pattemore, Anastasia; Muñoz Lahoz, CarmeMost studies showing the benefits of caption-supported audio-visual input for second language (L2) learning have focused on vocabulary learning and content comprehension, and there is a dearth of research on the effects on grammar learning. The present study aims to contribute to filling this gap focusing on L2 grammar learning from a constructionist perspective of language. It reports an extensive classroom intervention in which learners viewed an original version TV series under two conditions, Captions and Non-Captions. The results demonstrated that the Captions group outperformed the Non-Captions group, and that individual differences, such as proficiency and working memory (WM) capacity, played an important role in learning grammar constructions from audio-visual input, while language aptitude had no effect on learning gains. Intermediate-level learners benefited most from the viewing intervention, suggesting that their proficiency level was optimally suited to the difficulty level of the series. WM and group interacted significantly, indicating that the group that did not have the support of captions relied more strongly on WM. This study extends the known benefits of audio-visual input for vocabulary and comprehension to the underexplored area of L2 constructions and suggests that grammar learning may need a substantial amount of exposure to this input.- ArticleBecause words matter: Investigating vocabulary development across contexts and modalities(SAGE Publications, 2021-03-01) Zaytseva, Victoria; Miralpeix, Imma; Pérez Vidal, CarmenThe present study investigates the effects of two subsequent learning contexts, formal instruction (FI) at home and a 3-month stay abroad (SA), on vocabulary acquisition in English as a foreign language (EFL) writing and speaking. Data were collected from 30 Catalan/Spanish learners of English before and after each learning period using a written composition and an oral interview. These samples were examined in terms of quantitative measures of lexical proficiency in the domains of diversity, sophistication, density and accuracy. Native-speaker baseline data were also obtained through the same tasks for comparison purposes. Results reveal that SA is particularly beneficial for written productive vocabulary, and less so for oral, and that progress occurs especially in lexical diversity. FI, however, shows a modest effect on the improvement of oral productive vocabulary and affects namely lexical sophistication.
- ArticleThe Effects of contexts on the acquisition of oral lexical ability in English as a Foreign Language(Taylor & Francis, 2021-09-09) Zaytseva, Victoria; Miralpeix, Imma; Pérez Vidal, CarmenWhile there is ample evidence that study abroad (SA) enhances oral fluency in a foreign language, the effects of different types of learning context on other aspects of oral skills, such as vocabulary use, have not received much attention in academic research and are less clear. The present study tries to fill this void by investigating lexical development in oral production by advanced learners of English experiencing two different contexts of acquisition: formal instruction (FI) at home, followed by a 3-month stay abroad (SA). Speech samples were elicited from a group of 30 Catalan/Spanish undergraduates before and after each learning context by means of an oral interview and were later analyzed in terms of lexical diversity, sophistication, density and accuracy. Additionally, we examined baseline data from 25 native speakers of English, elicited through the same task. Our results reveal that both contexts enhance significant development in lexical accuracy and that SA proves especially beneficial for growth in adverb density, which moves towards target-like norm and adds fluidity to learners’ speech. FI, in contrast, causes a significant impact on lexical sophistication, as learners seem to acquire more specific vocabulary during classroom instruction.
- ArticleESL written development at home and abroad: Taking a closer look at vocabulary(Taylor & Francis, 2022-01-01) Zaytseva, Victoria; Miralpeix, Imma; Pérez Vidal, CarmenThe present study examines the development of second language (L2) vocabulary in writing comparing two different learning contexts, formal instruction (FI) at home followed by a 3-month stay abroad (SA). Data were obtained from a group of 30 Catalan/Spanish advanced learners of English before and after each learning period by means of a written composition. These compositions were analyzed quantitatively in terms of lexical measures in various domains, such as diversity, density, sophistication and accuracy. Baseline data from 29 native speakers of English, elicited through the same task, were also used for comparison purposes. Our results reveal that the different aspects of lexical proficiency in L2 writing do not develop in the same manner across the two learning contexts. While SA is particularly beneficial for lexical diversity, lexical accuracy seems to flourish after both FI and SA learning periods. Learners also achieve more native-like behaviour in terms of spelling and lexical sophistication after SA. These findings are interpreted together with the relevance of the selected measures used in the study.
- ArticleTime Metaphors in the Menologium: A Conceptual-Metaphor-Informed Analysis(Koninklijke Brill, 2024-10-05) Castaño Castaño, Emilia; Verdaguer, IsabelThis article explores the predominant metaphorical construals of time in the Menologium. Drawing on Conceptual Metaphor Theory and previous research on the role of space and motion in the conceptualization of time in Modern English and Old English, the Menologium is analyzed from a linguistic point of view to get an insight into how conventional time metaphors were used to describe the course of the Anglo-Saxon liturgical year. This analysis shows a persistent metaphorical link between time, motion and the circular and sagittal – front-back – spatial axes reflected in the use of lexical items such as the preposition ymb or motion verbs to describe the passing of time. The result is a complex time model which is simultaneously cyclical and linear, where days, months and years are conceptualized as circular but also bounded time units sequentially proceeding towards a stationary observer, the reader. In this view the various parts of a year and liturgical feasts are seen as periodically recurring in a time framework that also sees each point in time as unique. This analysis of the Menologium complements previous studies of the poem with a conceptual metaphor approach in which cognitive linguistics is brought to bear on literary analysis.
- ArticleCaptions and learnability factors in learning grammar from audio-visual input(Castledown, 2022-04) Pattemore, Anastasia; Muñoz Lahoz, CarmeThis study explores the effects of extensive audio-visual input with three captioning modes - unenhanced captions, textually enhanced captions, and no captions - on learning a variety of L2 grammatical constructions and examines the effects of three learnability factors: construction type, frequency, and recency. A total of 112 participants watched ten full-length TV series episodes over a period of five weeks. The study targeted 27 frequently occurring grammatical constructions categorized as fully-schematic, partially-filled, and fully-filled. The design included a pretest, an immediate posttest to measure the effects of recency, and a delayed posttest. The results indicated mixed effects of captioning: textually enhanced captions - a more salient condition - led to immediate learning outcomes while unenhanced captions resulted in higher long-term effects. A limit to the amount of different textually enhanced constructions presented in the input for effective learning is suggested. In general, unenhanced captions appear sufficient for successful grammar construction learning.
- ArticleVocabulary networks workshop 1: Introduction(Castledown, 2022-12-01) Meara, Paul; Miralpeix, ImmaThe idea that a vocabulary is a network of words is one that has become a common theme of the second language (L2) vocabulary research literature. However, not many people have considered the wider implications of this powerful metaphor. This paper is the first in a series of workshops that examines some of these implications. In this first workshop, we introduce some very simple computational models which illustrate some basic properties of network structures. The workshop consists of a set of interactive programs that model a vocabulary as a Cellular Automaton—a minimally organized network where each word is linked to a small number of other words, and words change their activity status depending on the inputs they receive from other words. These networks exhibit some surprising emergent properties which have important implications for the way we understand and think about real vocabulary networks.
- ArticleVocabulary networks workshop 2: Activating words in a network(Castledown, 2022-12-30) Meara, Paul; Miralpeix, ImmaWorkshop 2 explores some larger vocabulary networks than those presented in Workshop 1 (1,000 words instead of 100), and introduces some additional ways of activating words in a network (e.g., by using new parameters in our models). The simulations will show that raising a network’s activation level may not be as easy as we would have expected, and that different kinds of events may cause either temporary or permanent changes in the networks. Findings will be discussed in relation to the previous literature on passive and active vocabularies. Several implications for vocabulary learning and teaching will also be considered.
- ArticleVocabulary networks workshop 5: Modelling vocabulary attrition in a network(Castledown, 2025-10-01) Meara, Paul; Miralpeix, ImmaThis paper is part 5 of a series of workshops that examines the properties of some simple models of vocabulary networks. While previous workshops dealt with activating words in the network, this workshop focuses on vocabulary loss. We will simulate two possible ways of modelling attrition: (a) explicitly turning active words OFF, and (b) raising the activation threshold of a few words in a network. The workshop is linked to an online practice room where readers can explore these processes for themselves.
- ArticleVocabulary networks workshop 3: Activating words in a network (II)(Castledown, 2023-12-01) Meara, Paul; Miralpeix, ImmaThis paper is part 3 of a series of workshops that examine the properties of some simple models vocabulary networks. This Workshop focusses on how the vocabulary network responds when words become easier to activate. The Workshop is linked to an on-line practice room where readers can explore these processes for themselves.
- ArticleEstudio comparativo del tratamiento de noticias sobre política “cotidiana” en la prensa española(Universidad Complutense de Madrid, 2025-11-14) Vázquez García, Glòria; Comelles Pujadas, ElisabetEn este trabajo se presentan los resultados del análisis de siete noticias publicadas en 2018 por tres diarios españoles (21 textos) que se asocian a tendencias ideológicas distintas y que apenas han sido estudiados desde una perspectiva lingüística. El principal objetivo es comprobar si los resultados de nuestro estudio, que se basa, como novedad, en noticias de política “cotidiana”, corroboran dicho sesgo. Para ello no solo se han usado técnicas de análisis cualitativo, provenientes del análisis del discurso, sino también cuantitativo. Desde el punto de vista cuantitativo se ha estudiado e interpretado la longitud de los artículos, el número de citas y el porcentaje de lemas coincidentes y diferentes. En cuanto al análisis cualitativo, hemos tratado cuestiones como el foco, las connotaciones semánticas del léxico y el grado de complejidad discursiva. Los resultados de ambos análisis están en la misma línea y nos permiten corroborar, aunque con matices, las tendencias asociadas a los medios estudiados.
- ArticleLes chansons de Philippe Soupault: forme poétique ou mode d'écriture?(Universidad de Murcia, 2009) Mallart Brussosa, Myriam[spa] A lo largo de su trayectoria poética Philippe Soupault ha desvelado su predilección por la canción, agrupando en diferentes antologías una serie de poemas sin música que el propio autor distingue de sus otras creaciones poéticas. Este escritor, enemigo de la tradición literaria, no pretende con la elección de este término, clasificar su obra en función de una tipología textual, sino que mediante él pone de manifiesto un modo de producción que se distingue del automatismo propio de Los campos magnéticos que escribió junto a André Breton y de otros textos escritos por él mismo. Sus canciones son fruto de una voz que atraviesa el autor y se impone a él, haciendo resurgir en su mente, pero transformados, proverbios, canciones, expresiones e imágenes de su infancia.
- ArticleGoytisolo y Barral, puentes latinoamericanos para Italia(Servei Publicacions Universitat Autònoma de Barcelona, 2014-08-04) Luti, Francesco[spa] Estas páginas quieren documentar cómo algunos de los autores más representativos del boom de la novela hispanoamericana comienzan a aparecer en el ámbito literario y editorial italiano, gracias, en parte, a los lazos que previamente ya habían establecido los representantes de la llamada Escuela de Barcelona (Carlos Barral, José Agustín Goytisolo y Josep Maria Castellet) con los editores italianos más importantes. El artículo se centra en las décadas del cincuenta y sesenta, años en que estos autores, poco a poco, empiezan a darse a conocer en Italia. Desde la ciudad de Barcelona, Barral, Goytisolo y Castellet, fueron los primeros en establecer estrechos contactos con Italo Calvino y Giulio Einaudi. El continuo canje entre Barral y Calvino permitió la penetración de las novedades que venían del mundo latinoamericano. Sin olvidar la importante labor del editor Giangiacomo Feltrinelli, sin duda el que más literatura latinoamericana publicó en Italia en aquel período.Palabras clave: Carlos Barral, José Agustín Goytisolo, Giulio Einaudi,
- ArticleItalo Calvino; Literatura latinoamericana; Julio Cortázar; Juan Carlos Onetti; JoãoGuimarães Rosa(Ajuntament de l'Eliana, 2023-12-30) Luti, FrancescoEl presente estudio investiga algunos aspectos del amplio vínculo que Italo Calvinoestableció con Latinoamérica. Como asesor de la editorial Einaudi, ya desde mediados de los años cincuenta, el autor italiano tendió un puente entre las dos orillas que favoreció la recepción y la difusión de la literatura latinoamericana en Italia. El análisis de documentos de primera mano (entre los cuales se encuentran cartas de los archivos de Einaudi y Seix-Barral) sirven para aportar las piezas necesarias para componer el mosaico Calvino-Latinoamérica. El artículo, además, se propone integrar cuestiones apenas esbozadas o incluso nunca tratadas sobre Calvino en relación con el universo latinoamericano: se revelan detalles de títulos que se produjeron gracias a su laborde mediación, y aprovechamos para recordar su amistad con algunos autores, así como otros que no llegó a conocer, pero a los que él consideraba imprescindible leer. Finalmente cabe mencionar algunos puntos de unión con escritores que vieron en Calvino un referente para la literatura del siglo XXI
- ArticleTranslingüismo y aprendizaje integrado de contenidos y lengua extranjera (AICLE) en la educación primaria: percepciones y prácticas reales del profesorado(SAGE Publications, 2022-02-09) Serra, Judit; Feijóo Antolín, Sara[eng] The use of the students’ first language (L1) in the foreign language class (FL) is a common but controversial issue that has received little attention. This might be more relevant in the case of Content and Language Integrated Learning (CLIL), since, under CLIL approaches, students need to acquire content through an FL that they have not mastered yet. The current paper aims at analysing teachers’ uses and perceptions of translanguaging in CLIL classrooms in a primary education context following a case study. Five CLIL primary education teachers from Catalonia participated in the study. They were voice-recorded for several sessions teaching a subject in CLIL with the same class and they also completed a questionnaire. The analysis showed that all the participants used their L1 for a number of purposes. Even though individual perceptions differed, in general, teachers were positive about using translanguaging. CLIL teachers would benefit both from reflecting on their own practices in terms of translanguaging uses and from formal instruction in the matter.
- ArticleCalvino e le interviste spagnole: una cronistoria(Universitat de Barcelona, 2024-12-31) Luti, FrancescoAquest article recull, per primera vegada, les entrevistes concedides per Italo Calvino a la premsa i televisió espanyoles. Les de televisió, no disponibles en línia, es remunten als anys 1979 i 1981, respectivament, d’aquest material es desprèn dos principals elements rellevants: quant es coneixia de Calvino a Espanya i quant en sabia Calvino de literatura en castellà. I, sobretot, el missatge que, a través d’aquests testimonis, l’autor ha volgut transmetre a qui els llegia o els escolta. En conjunt, tot això constitueix un testimoni inèdit, almenys des del punt de vista italià, capaç d’aportar un element útil més a l’estudi d’aquest autor capital del segle XX, un nom que s’ha convertit en un clàssic internacional.
- ArticleTraduir teatre al segle XXI(Universitat Autònoma de Barcelona. Departament de Traducció i Interpretació, 2025-05-27) Moreno i Domènech, Maria; Bartoll Teixidor, Eduard; Bosom, Maria; Cabal Guarro, Miquel; Soler Horta, AnnaAquest text comenta els preparatius i les aportacions de la taula rodona «Traduir teatre al segle xxi» formada pels traductors Eduard Bartoll, Maria Bosom, Miquel Cabal Guarro i Anna Soler Horta. L’escrit fa esment del context en què sorgeix aquesta taula i destaca la rellevància de les aportacions dels diversos ponents.
- ArticleThe Chinese Intercultural Competence Scale and the External Factors of Spanish as a Foreign Language(Immigrant Institute, 2023-09-10) Chen, Tzu-YiuThe current study aimed to assess the intercultural competence (IC) of Chinese students of Spanish as a foreign language (SFL) using Chen's (2019) Chinese Intercultural Competence Scale (CICS), as well as to investigate which external factors influence the acquisition of IC in the field of SFL. The quantitative data from the study show that the participants' IC level was neither high nor low. Their level of IC was affected by age, study abroad experience, frequency of using Spanish, and positive intercultural experiences, but not by gender, college year, or number of foreign languages spoken. The findings have implications for intercultural educators and teachers of foreign languages.
- ArticleGrowing up in a socially bilingual environment: simultaneous acquisition of a typologically close language(Taylor & Francis, 2021-04-13) Serrat Sellabona, Elisabet; Amadó, Anna; Bonet, Aina; Feijóo Antolín, Sara; Aguilar-Mediavilla, Eva MaríaPrevious research indicates that developmental contexts influence language development. These developmental contexts include bilingualism, which is the focus of the current paper. This study analyses the influence that the acquisition of a language, Catalan, has when the simultaneous acquisition of another similar language, Spanish, occurs. This influence is examined according to degree of exposure to the languages. The parents of 801 children completed the Catalan version of the MacArthur-Bates CDI-II questionnaire, which assesses the acquisition of vocabulary, morphology and grammatical complexity. Subjects were divided into three groups according to age and linguistic context (Catalan monolingual, medium bilingual and familiar bilingual). The results do not reveal substantial differences according to linguistic context. However, children aged 26–30 months with a medium bilingual profile show a higher level of vocabulary as compared to the other groups. The results are discussed in relation to the sociolinguistic context, caregiver diversity, typological distance between the languages and developmental stages of language acquisition.
- Article(Self-)translation and migration: The political exile of Spanish scientists and scholars after the Civil War(John Benjamins Publishing Company, 2025-01-24) Camps, AssumptaSince the 1970s, the circumstances of the twentieth-century migration ofexiled intellectuals and scientists from Franco-era Spain to Mexico havearoused major interest in both Spain and Mexico (Fagen 1973; Abellán1976–1978; VV.AA. 1982; VV.AA. 1987). The resulting studies shed light onthe lives and careers of exiled Spanish scientists, many of whom wentunnoticed by researchers within Spain for decades because of censorshipunder Franco’s regime. This article focuses on one highly representative example of an exiled Spanish scholar, Pere Bosch Gimpera (1891–1974), in order to illustrate not only the importance of scientific migration and exile in this particular context, but also the role of inter- and intralingual translation for these exiled scientists.