Its more than two centuries since Sense and Sensibility was first published, in three austere volumes. Things have grown rather more colourful since, with heaving bosoms, gilt-embossed curlicues appealing to different decades and demographics.
Source: www.theguardian.com
See on Scoop.it – Applied linguistics and knowledge engineering
Anyone born after 1985 is a digital native and cant imagine a time before the internet, when we werent constantly connected Continue reading…
Source: www.theguardian.com
See on Scoop.it – Applied linguistics and knowledge engineering
Consejo de Gobierno, en sesión ordinaria,
9:30, Sala de Juntas del edificio Convalecencia
ORDEN DEL DÍA
1. Aprobación, si procede, del acta de la sesión anterior, celebrada el día 3 de octubre de 2014.
2. Informe del Sr. Rector.
3. Informe para dar cuenta de los asuntos tratados en la Comisión Permanente del Consejo de Gobierno, celebrada el día 31 de octubre de 2014.
4. Informe de Convenios de promoción educativa tramitados a través del Vicerrectorado de Transferencia, Emprendimiento y Empleo.
5. Aprobación, si procede, de diversos Convenios tramitados a través de Secretaría General.
6. Aprobación, si procede, de reconocimiento de créditos por actividades universitarias (CRAU) del artículo 10 del Reglamento vigente.
7. Aprobación, si procede, de la modificación de los Reglamentos de las Juntas de Centros de:
7.1. Facultad de Bellas Artes.
7.2. Facultad de Ciencias del Trabajo.
7.3. Facultad de Derecho.
8. Aprobación, si procede, de la modificación de los Reglamentos de las Delegaciones de Alumnos de las Facultades de Ciencias del Trabajo y Psicología.
9. Aprobación, si procede, de asuntos varios de Gerencia:
9.1 Propuesta de aprobación de Plan de Control Financiero para los ejercicios 2015 y 2016 del Área de Control Interno.
9.2 Transferencias de crédito (expedientes 1858/2014, 1917/2014, 1926/2014,1968/2014, 2169/2014).
9.3 Gastos plurianuales:
a) Prórrogas de contratos de servicio:
9.3.1 Mantenimiento y asistencia técnica de los aparatos elevadores de la
Universidad de Murcia (Expediente 2011/32/SE-AM).
9.3.2 Prestación de servicios para el CTT del Parque Tecnológico de Fuente
Álamo (Expediente 2011/48/SE-AM).
9.3.3 Control de plagas en espacios exteriores e interiores de la Universidad de
Murcia (Expediente 2011/78/SE-AM)
9.3.4 Mantenimiento preventivo de las instalaciones de climatización y agua
caliente sanitaria de la Universidad de Murcia (Expediente 2011/33/SEAM).
b) Prórrogas de contrato de suministro:
9.3.5 Arrendamiento sin opción a compra de 34 impresoras (Expediente
2011/74/SU-AM).
c) Modificación de contrato suministro:
9.3.6 Arrendamiento con opción a compra de equipo de producción digital en
color y B/N en hoja suelta, tecnología de impresión láser (Expediente
2013/33/SU-AM).
d) Solicitud de gasto plurianual para iniciar expedientes de contratación de servicios:
9.3.7 Impresión y personalización de títulos universitarios oficiales en la
Universidad de Murcia.
9.3.8 Conserjería-Control de accesos del Colegio Mayor Azarbe.
10. Informe de Modificaciones Presupuestarias del 2º trimestre de 2014.
11. Aprobación, si procede, de la propuesta de cambio de denominación de la Biblioteca General como Biblioteca General María Moliner.
12. Aprobación, si procede, de asuntos varios del Vicerrectorado de Formación e Innovación:
12.1 Cursos de posgrado, cursos, congresos, jornadas y seminarios que se acogen al catálogo de precios públicos.
12.2 Cursos de posgrado, cursos, congresos, jornadas y seminarios que no se acogen a catálogo de precios públicos y propuesta de precios públicos.
13. Informe de las Memorias de Actividades 2013/2014 de los Centros de Estudios y de las Escuelas de Prácticas.
14. Aprobación, si procede, de asuntos varios del Vicerrectorado de Profesorado:
14.1 Solicitudes de plazas de profesorado para el curso 2014/2015.
14.2 Resolución de la convocatoria de transformación de plazas de profesores a tiempo
completo.
14.3 Comisiones de selección de profesorado contratado.
14.4 Permisos de Personal Docente.
15. Aprobación, si procede, de la Normativa de la obligatoriedad para la tutela de los TFG y TFM.
16. Aprobación, si procede, de la resolución complementaria de asignación individualizada al PDI de las retribuciones complementarias establecidas en los artículos 55 y 69 de la Ley
Orgánica de Universidades.
17. Aprobación, si procede, de asuntos varios del Vicerrectorado de Planificación de Enseñanzas:
17.1. Propuesta de nuevos Másteres Universitarios.
17.2. Modificación de la Normativa para la regulación de la Prueba de Acceso a los estudios universitarios de Grado de la Universidad de Murcia para Mayores de 40
años, mediante la acreditación de experiencia laboral o profesional.
17.3. Modificación de la Normativa para la regulación de la Prueba de Acceso a los estudios universitarios de Grado de la Universidad de Murcia para Mayores de 25
y 45 años.
18. Ruegos y preguntas.
Second Language Speech Perception and Production: Implications for Language Teaching / Perception et production de la parole : répercussions sur l’enseignement des langues secondes
This issue contains:
Editorial/Éditorial
The past decade has witnessed a steady increase in research on foreign- or second-language (L2) speech perception and production targeting varied populations of speakers, using different languages in various linguistic, educational, social, and political contexts. However, most of this research –whether it is carried out in areas of speech pathology, speech science, linguistics, psychology, or cognitive science – has been largely theoretical and has not been targeted toward researchers and teachers interested in the pedagogical aspects of L2 pronunciation teaching and learning. Motivated by this observation and the recent growth of research in the area, this special issue of the Canadian Modern Language Review /La Revue canadienne des langues vivantes (CMLR/RCLV) emphasizes the pedagogical implications and applications of research to L2 speech perception and production. DOI: 10.3138/cmlr.70.4.editorial
http://bit.ly/cmlr704a
Changes in Second-Language Learners’ Oral Skills and Socio-Affective Profiles Following Study Abroad: A Mixed-Methods Approach
Debra M. Hardison
Research on the effectiveness of short-term study-abroad (SA) programs for improving oral skills has shown mixed results. In this study, 24 L2 German learners (L1 English) provided pre- and post-SA speech samples addressing a hypothetical situation and completed surveys on cross-cultural interest and adaptability; L2 communication affect, strategies, perceived competence; and L2 contact. Native speakers (NSs) provided ratings for pronunciation, fluency, grammar, vocabulary, and accentedness. Results revealed significant improvement in all oral skills and positive changes in the socio-affective factors. Participants who reported more positive affect in interactions with NSs pre-SA tended to spend more hours in extended interactions with them while abroad. These hours were related to increased positive communication affect post-SA. No significant relationships were found between L2 contact and gains in oral skills. Homestay experiences were positive, providing opportunities for extended interactions and cultural knowledge. For classroom learners, findings suggest a role for e-languaging tasks with NSs. DOI: 10.3138/cmlr.2202
http://bit.ly/cmlr704b
The Link between Pronunciation Anxiety and Willingness to Communicate in the Foreign-Language Classroom: The Polish EFL Context
Małgorzata Baran-Łucarz
Anxiety and L2 self-confidence have been suggested as vital determinants of willingness to communicate (WTC) in a foreign-language (FL) learning environment. Studies also demonstrate that it is a concern over pronunciation mistakes that is particularly likely to cause embarrassment and apprehension in FL students. Linking these two facts may lead to an explanation for why many post-puberty learners avoid participating in speaking tasks in the FL classroom. The present article reports the outcomes of a study adopting a mixed-methods approach, which showed that pronunciation anxiety (PA) – conceptualized as pronunciation self-perception, fear of negative evaluation, and beliefs concerning the pronunciation of the target language – is related to WTC (r = −.60 at p < .001). Moreover, results of t-tests suggested that high-PA learners have statistically lower degrees of WTC than their low-PA classmates. A link between the two constructs was further observed through the following situational variables: level of familiarity with interlocutor(s), group size, type of task, and target-language proficiency level. The quantitative data were supported by answers to open-ended questions. DOI: 10.3138/cmlr.2666
http://bit.ly/cmlr704c
Second-Language Learners’ Identification of Target-Language Phonemes: A Short-Term Phonetic Training Study
Juli Cebrian, Angelica Carlet
This study examined the effect of short-term high-variability phonetic training on the perception of English /b/, /v/, /d/, /ð/, /æ/, /#_x028C_#/, /i/, and /i/ by Catalan/Spanish bilinguals learning English as a foreign language. Sixteen English-major undergraduates were tested before and after undergoing a four-session perceptual training program involving a series of discrimination and identification tasks. Although some scores were already high at pre-test, there was improvement from pre-test to post-test, and this improvement generalized to novel words and a novel talker. An effect of word frequency was observed, but this effect was found to decrease after training. The results show that relatively advanced foreign-language learners in an instructional setting may improve in perception as a result of short-term high-variability phonetic training. The implications of these findings for the teaching of pronunciation are discussed. DOI: 10.3138/cmlr.2318
http://bit.ly/cmlr704d
Two Phonetic-Training Procedures for Young Learners: Investigating Instructional Effects on Perceptual Awareness
Esther Gómez Lacabex, Francisco Gallardo del Puerto
This study investigated the effect of two distinct computer-based phonetic training procedures administered in an English-as-a-foreign-language (EFL) classroom with young learners. Students’ perceptual awareness of the occurrence of an English schwa in an unstressed position in content words was tested in two experimental groups, which underwent differentiated training regimes (auditory discrimination/identification practice and listen-and-repeat practice), and a control group, which received no phonetic treatment. A training effect was shown by the significant improvement in the perception abilities of the two experimental groups only. In addition, both experimental groups exhibited comparable improvement in all the variables analyzed. Training effects were also found for the word-familiarity variable, which was mitigated after treatment. Results suggest a positive impact of both aural and imitation computer-based phonetic training on L2 sound perceptual awareness in classroom settings with young learners. DOI: 10.3138/cmlr.2324
http://bit.ly/cmlr704e
What Predicts the Effectiveness of Foreign-Language Pronunciation Instruction? Investigating the Role of Perception and Other Individual Differences
Elizabeth M. Kissling
This study investigated second language (L2) learners’ perception of L2 sounds as an individual difference that predicted their improvement in pronunciation after receiving instruction. Learners were given explicit pronunciation instruction in a series of modules added to their Spanish as a foreign language curriculum and were then tested on their pronunciation accuracy. Their perception of the target sounds was measured with an AX discrimination task. Though the best predictor of pronunciation post-test score was pre-test score, perception made a unique and significant contribution. The other factors associated with better pronunciation of some L2 sounds were age, attitude, and time spent using Spanish outside the classroom. The results suggest that instructors should give adequate time for learners to hone their perception of target sounds at the outset of pronunciation instruction, because their initial ability to perceive the target sounds will, in part, determine how much they learn from such instruction. The results support models of L2 speech acquisition that claim that target-like perception is a precursor to target-like production, in this case in a formal learning context. DOI: 10.3138/cmlr.2161
http://bit.ly/cmlr704f
Les effets de l’enseignement des phénomènes d’enchaînement sur la production orale des élèves dans un cours d’espagnol langue étrangère au Québec
Cristina Uribe, Henrietta Cedergren, Jessica Payeras
Le présent article offre un aperçu d’une étude expérimentale réalisée dans le cadre d’un cours d’espagnol langue étrangère donné dans une école secondaire à Montréal. Cette étude avait deux objectifs : (a) vérifier l’impact d’une instruction explicite sur le fonctionnement de la synalèphe et de l’enchaînement sur la production orale des étudiants et (b) confirmer si la réalisation de ces phénomènes est associée aux évaluations de niveau d’aisance perçue par des locuteurs hispanophones natifs. Pour ce faire, une intervention pédagogique a été mise en place durant six semaines afin de montrer aux apprenants le fonctionnement desdits phénomènes. Cette étude a été menée selon un protocole expérimental pré-test/post-test auprès de deux classes ayant un niveau similaire de langue et la même charge horaire par semaine. L’une des deux classes formait le groupe témoin (n = 22) et l’autre, le groupe expérimental (n = 24). Trois locuteurs hispanophones natifs ont évalué, selon leur propre perception, la réalisation des phénomènes enseignés et le niveau d’aisance des énoncés produits par les apprenants. Notre analyse suggère que l’instruction explicite sur les deux phénomènes contribue à leur intégration dans la production orale des apprenants. Nous avons également trouvé une corrélation entre les variables « réalisation des phénomènes d’enchaînement » et « niveau d’aisance perçue » : les participants qui enchaînent les mots au cours de leurs productions ont été perçus comme ayant un niveau d’aisance plus élevé que ceux qui ne les enchaînent pas. DOI: 10.3138/cmlr.2307
http://bit.ly/cmlr704g
Book and Software Reviews / Critiques de livres et de logiciels
A. Moyer (2013), Foreign Accent: The Phenomenon of Non-native Speech. reviewed by Annie Bergeron
DOI: 10.3138/cmlr.70.4.rev1
http://bit.ly/cmlr704h
Canadian Modern Language Review online at:
CMLR Online – http://bit.ly/cmlronline
Project MUSE – http://bit.ly/cmlr_pm
For more information about CMLR/ RCLV (in print or online) or for submissions information, please contact
University of Toronto Press — Journals Division
5201 Dufferin St., Toronto, ON,
Canada M3H 5T8
tel: (416) 667-7810 fax: (416) 667-7881
Fax Toll Free in North America 1-800-221-9985
email: journals@utpress.utoronto.ca
www.utpjournals.com/cmlr
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Posted by T Hawkins, UTP Journals
Through CALICO List
El Campus de Excelencia Internacional ‘Mare Nostrum 37/38’ destina, en la Universidad de Murcia, 55.000 Euros para continuar incrementando los estudios bilingües de Grado y Máster.
Campus Mare Nostrum 37/38, con el fin de dar respuesta a la necesidad de ofrecer a los estudiantes provenientes de bachilleratos bilingües la continuidad de su aprendizaje en una segunda lengua, hace pública, por tercer año consecutivo, la CONVOCATORIA PARA IMPULSO Y CONSOLIDACIÓN DE PROYECTOS DE DOCENCIA BILINGÜE EN INGLÉS DURANTE EL CURSO 2014/2015 que incluye los siguientes programas y subprogramas:
1) Consolidación y/o impartición de cursos de grado/máster
2) Preparación para impartición de cursos de grado/máster
Y subprogramas:
1.1) para apoyar la consolidación y/o impartición en inglés de los programas de grado/máster que obtuvieron ayudas para la impartición de docencia en inglés durante el curso 2013/2014.
2.1) para preparación durante el curso 2014/2015 para impartición de cursos de grado/máster en inglés en el curso 2015/2016.
La solicitud de este Subprograma implica un compromiso de ofertar dichos cursos en inglés para el curso 2015/2016.,
The eighth international Corpus Linguistics conference (CL2015) will be held at Lancaster University from Tuesday 21st July 2015 to Friday 24th July 2015. The main conference will be preceded by a workshop day on Monday 20th July.
This series of conferences began in 2001 with an event celebrating the career of Professor Geoffrey Leech, on the occasion of his retirement. In August of 2014, we reported with great sadness Geoff’s sudden death.
By dedicating this eighth conference in the Corpus Linguistics series once again to a celebration of Geoff’s life, his career, and his truly remarkable influence on the field, we once more pay tribute to, and commemorate, a remarkable intellect and a sorely-missed colleague and friend.
Conference themes and topics
The goals of the conference are:
. To gather together current and developing research in the study and application of corpus linguistics;
. To push the field forwards by promoting dialogue among the many different users of corpora across interconnected sub-disciplines of linguistics – be they descriptive, theoretical, applied or computational;
. To explore new challenges both within corpus linguistics, and in the extension of corpus approaches to new fields of study.
CL2015 will have three thematic streams and a general programme.
Stream A: A tribute to Geoffrey Leech
For this stream we invite contributions using corpus methods in any of the branches of linguistics with which Geoffrey Leech’s research was especially closely associated, namely:
. Pragmatics
. Stylistics
. Description of English grammar and grammatical change
. Grammatical annotation of corpus texts
Stream B: Discourse, Politics and Society
For this stream we invite contributions in the following areas:
. The use of corpora in discourse analysis
. Corpus approaches to the study of new media
. Applications of corpus approaches in the social sciences and humanities
Stream C: Language learning and teaching
For this stream we invite contributions in the following areas:
. Learner corpus research
. Corpus-based work in English language teaching, including ESP and EAP
. Use of corpora in second language acquisition studies
. Data-driven learning
. Development of learner materials
General Programme
For the general programme, we invite contributions on as broad and inclusive a basis as possible. The areas in which we particularly welcome submissions include but are not limited to:
. Corpus methodology:
o Critical explorations of existing measures and methods in corpus linguistics;
o New methods and techniques in corpus development, annotation and analysis;
o New tools and techniques developed in corpus-based computational linguistics;
o Advances in quantitative techniques.
. Theoretical corpus linguistics:
o The interface between corpus and linguistic theory;
o Syntax, morphology, semantics;
o Psycholinguistic and cognitive explorations;
o Multi-lingual comparative and contrastive analysis;
o Historical linguistics.
. Lexis and lexicon:
o Lexicography;
o Collocation and meaning in context.
. Sociolinguistics, language variation and applied linguistics:
o Regional and social variation in language;
o Code-switching and bilingualism;
o Forensic linguistics;
o Genre, register and textual variation.
Plenary speakers
We are delighted to announce that the following speakers have accepted our invitation to give plenary lectures at CL2015:
. Douglas Biber (Northern Arizona University, USA)
. Sylviane Granger (Université catholique de Louvain, Belgium)
. Michaela Mahlberg (University of Nottingham, UK)
. Alan Partington (Università di Bologna, Italy)
Call for pre-conference workshops
As noted above, CL2015 will include a workshop day on Monday 20th July 2015. We hereby issue a call for workshop proposals on any theme relevant to the conference.
“Workshops” may take two main forms.
The first type is the colloquium-style workshop, which operates as a mini-conference with its own programme committee and call for papers to be presented: proposals for this type of workshop should specify the scope of the workshop, who its organisers will be, and whether the creation of workshop proceedings is envisaged. Proposals should also provide an initial version of the text of the call for papers.
The other main type of workshop is a practical or applied workshop providing a demonstration of or training in some particular corpus linguistic technique or piece of software. In this case the proposal must explain the content of the workshop, provide an initial version of the text of a call for participation, and give an indication of the workshop’s IT requirements, if any.
We are also happy to consider innovative forms of workshop intermediate between colloquium-style workshop and practical workshop.
All proposals must in addition specify the proposed running time. Our timetable allows for the following lengths of workshop:
. Full-day workshop – up to 7 hours (plus lunch/breaks)
. Half-day workshop – up to 3.5 hours (plus break)
. Short workshop – up to 2 hours (single session)
There is no fixed format for workshop proposals, as long as they include all the details specified above. Proposals should be sent by email to Andrew Hardie by 15th December. We are happy to respond to informal expressions of interest in advance of formal submission of a proposal.
Call for papers, posters and panels
We invite submission of abstracts for papers, posters and panels on any topic relevant to the conference themes.
For this conference, we are requesting extended abstracts (750-1500 words), as we do not plan to produce a volume of conference proceedings. All abstracts will be peer-reviewed by the conference programme committee.
Paper presentations will consist of a 20 minute talk followed by 10 minutes for questions and discussion. Please note: paper submissions should present either complete research, or research in progress where at least some substantial results have been achieved. Work in progress which has yet to produce results can instead be submitted as a poster abstract.
Submissions for panel discussions should take the form of a single 1500 word abstract on behalf of all speakers to be on the panel. The abstract should include a note to specify whether the panel is intended to be 1 hour or 1.5 hours in length.
Submissions for poster presentations should be shorter (400-750 words). We especially welcome poster abstracts that (a) report on innovative research that is in its very earliest phases (b) report on new software or corpus data resources.
We especially encourage abstract submissions from early-career researchers, including postgraduate research students and postdoctoral researchers.
All abstracts must be submitted via the conference website; the submission system is now live (see http://ucrel.lancs.ac.uk/cl2015/call.php ). Details on how to submit an abstract to a specific conference stream are available on the website.
Key dates
. End October 2014 – call for papers; call for proposals for pre-conference workshops
. 7th January 2015 – deadline for abstract submission
. 16th January 2015 – earlybird registration opens
. 24th January 2015 – all abstract review outcomes will be returned by this date
. 30th March 2015 – end of earlybird registration (rates rise)
. 21st June 2015 – end of main registration (late registration not guaranteed, though we’ll try)
. 21st June 2015 – final deadline for cancellation with refund of registration fees
. 20th July 2015 – pre-conference workshop day
. 21st July to 24th July 2015 – main conference
General information
For information on registration, accommodation travel etc., see the conference website: http://ucrel.lancs.ac.uk/cl2015 ; email: cl2015@lancaster.ac.uk
The conference is hosted by the UCREL research centre (http://ucrel.lancs.ac.uk), which brings together the Department of Linguistics and English Language (http://www.ling.lancs.ac.uk/) with the School of Computing and Communications (http://www.scc.lancs.ac.uk/).
Local organising committee of CL 2015: Andrew Hardie (chair), Tony McEnery, Paul Rayson.