| 1. |
- Alberto Morales, Oscar, et al.
(författare)
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Estructura léxico-gramatical de títulos de artculos de investigación de odontología en español
- 2020
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Ingår i: RLA. Revista de Lingüística Teórica y Aplicada. - : UNIV CONCEPCION, FAC HUMANIDADES ARTE. - 0033-698X .- 0718-4883. ; 58:2, s. 69-92
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Tidskriftsartikel (refereegranskat)abstract
- This paper aims to analyze the syntactic structure and rhetorical function of 250 dentistry research articles titles in Spanish. Length, punctuation, lexical-grammatical structure, and styles of titles were examined qualitatively and quantitatively. It was found an average of 15.5 words per title; three types of titles: nominal (78%), compound (21.2%) and full-sentence titles (0.8%). Titles without punctuation predominated. 21.2% used colon and period to form compound titles predominated. It was observed that compound titles combine two rhetorical components: topic-method and topic-description. Uni-head nominal constructions (using mainly non-discipline-specific nouns) using prepositional phrases (100%), adjectives (29%), non-personal verbal phrases (28%) and relative clauses (4.4%) as postmodifiers predominated.
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| 2. |
- Leijten, Mariëlle, et al.
(författare)
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Source-based writing in professional spanish as a foreign language: some pedagogical insights based on a quali-quantitative approach : [Escritura basada en fuentes en español profesional como lengua extranjera: algunas reflexiones pedagógicas desde un enfoque cuali-cuantitativo]
- 2022
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Ingår i: RLA. Revista de Lingüística Teórica y Aplicada. - : Universidad de Concepcion. - 0033-698X .- 0718-4883. ; 60:1, s. 127-151
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Tidskriftsartikel (refereegranskat)abstract
- Source-based writing is a crucial skill for communication professionals. This studyinvestigates how master students in professional communication incorporate sources insynthesis writing tasks in their L1 (Dutch), L2 (English) and FL (Spanish and French).To show the complexity that characterizes the use of sources, we will first present a casestudy of two students in Spanish as a foreign language. We will then link it to the resultsof a factor analysis that points out which variables are descriptive indicators of the way inwhich master’s students (N = 209) deal with sources during the writing process. There arethree components that can determine source use (75% of the total variance in the data): a)initial reading time, b) interaction with sources, and c) degree of variation in source use.In L1 there seems to be a correlation between the initial reading time and interaction withsources, on the one hand, and the quality of the writing, on the other; also, the time spentconsulting sources compared to writing time is considerably longer in FL than in L1 andL2. These findings allow us to reflect upon how to develop effective teaching strategies to promote writing skills from sources in a foreign language. More specifically, we will focuson developing process feedback, based on the recording data, that promotes reflection andself-regulation.
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