Revista de Lingüística y Lenguas Aplicadas <p style="text-align: justify; text-justify: inter-ideograph; margin: 0cm 0cm 6.0pt 0cm;"><strong>Revista de Lingüística y Lenguas Aplicadas (RLyLA)</strong>, an open-access scientific journal edited by the <em>Universitat Politècnica de València, </em>aims to publish research related to discourse analysis, language teaching, translation and terminology, specialized languages and computer-assisted language learning. The Scientific Advisory Board, whose members are internationally renowned researchers, carefully selects contributions through the double-blind peer review process.</p> en-US <p><a href="" rel="license"><img src="" alt="Creative Commons License" /></a></p> <p>This journal is licensed under a <a href="" rel="license">Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License</a>.</p> (María Luisa Carrió Pastor) (Administrador PoliPapers) Mon, 08 Jul 2024 00:00:00 +0200 OJS 60 Analysis of intercultural competence in a post-pandemic telecollaborative context: a proposal for university internationalisation <p>This article examines the impact of teaching Spanish as a foreign language in a post-pandemic context. It does so by analysing a telecollaborative programme with a particular focus on an intercultural approach. The aim is to contrast the development of Intercultural Communication Competence (ICC) in the two modalities, face-to-face and online, in order to identify the scope and fulfilment of the programme’s objectives in the online version. To achieve this aim, a comparative study was carried out using Fantini and Tirmizi (2006)’s scale of intercultural dimensions. The results confirm the positive impact, but also reveal the difficulties and perceptions expressed by learners in a virtual modality, as well as the importance and need for methodological and didactic adaptation. In conclusion, this research provides an analysis that encourages reflection on the intercultural teaching of foreign languages in online mode, paying heightened attention to the promotion of intercultural mediation.</p> Isabel Cristina Alfonzo de Tovar, Richard Clouet Copyright (c) 2024 Revista de Lingüística y Lenguas Aplicadas Mon, 08 Jul 2024 00:00:00 +0200 Transfer of affective connotations in the basic lexicon of Spanish learners of L2 English <p>This study addresses emotion in second languages with the aim of understanding how late bilinguals incorporate the affective connotations of core vocabulary into their mental lexicon. Specifically, it examines whether there are emotionality differences between the L2 and the native languages of reference, and whether linguistic competence, contact with the L2 and its culture, and attitudes explain the different tendencies. For this purpose, a group of Spanish learners of L2 English assessed a corpus of 300 words on the affective dimensions of valence and arousal. Different statistical analyses showed that English learners value the lexical repertoire in a very similar way to Spanish speakers, differing markedly from English speakers. It is mainly concluded that the mother tongue exerts a significant influence on this perceptual process and that the emotional connotations of the L2 are incorporated into the mental lexicon through translations from the L1 as a result of an emotional transfer.</p> Ana Blanco Canales, Elisa Pérez-García Copyright (c) 2024 Revista de Lingüística y Lenguas Aplicadas Mon, 08 Jul 2024 00:00:00 +0200 The impact of a gamified approach on vocabulary learning and vocabulary self-efficacy: evidence from a chilean primary EFL school <p>Although many studies addressing gamified approaches have documented the performance and perceptions of adult EFL learners, little research has been conducted with younger students and with a focus on specific linguistic components. Therefore, the present study assessed the impact of a gamified approach involving the use of Kahoot! on the vocabulary learning and vocabulary self-efficacy of 122 primary EFL school learners. A quasi-experimental design was applied where participants were divided into an experimental group (n = 57) that was exposed to vocabulary learning through Kahoot! and a control group (n = 65) that received traditional coursebook instruction. Ten target words were assessed through a vocabulary learning post-test, while vocabulary self-efficacy was evaluated through a questionnaire. Results revealed that both groups performed equally well regarding lexical gains, and that students in the experimental group significantly increased their vocabulary self-efficacy when compared to the control group. Pedagogical implications are discussed.</p> Marco Cancino, Camila Viguera Copyright (c) 2024 Revista de Lingüística y Lenguas Aplicadas Mon, 08 Jul 2024 00:00:00 +0200 To participate or not to participate: Willingness To Communicate (WTC) in online Spanish language teaching for Chinese speakers <p>This paper presents new data on the implementation and design of the <em>Willingness to Communicate</em> (WTC) theoretical model in the teaching of Spanish as a second language. First, the concept of WTC is defined and a brief state of the art is presented, considering several studies on the variables that affect communication. Based on an exploratory questionnaire and interviews conducted with Spanish teachers in China, the objective is to identify the factors affecting the WTC of Sino-speaking university students in online Spanish classes. The data analyzed allow us to design our own model on WTC in Spanish that has didactic and curricular implications for online courses.</p> Carmen Chacón García, Wei Chen Copyright (c) 2024 Revista de Lingüística y Lenguas Aplicadas Mon, 08 Jul 2024 00:00:00 +0200 The Politics of Eurovision: A Case Study of the United Kingdom’s 2021 and 2022 Participations as Expressed on Social Media <p style="font-weight: 400;">In recent years, the opinion that the Eurovision Song Contest has become highly politicised is prevalent in the media and the popular voice, although not much research exists that can attest to this claim. In this work we conduct a case study that applies sentiment and discourse analysis methodologies to the assessment of political opinions in social media regarding this artistic and social event. The main objective is to explore to what extent and in what form this supposed politicisation has an expression on Twitter, as illustrated by the cases of artists Sam Ryder and James Newman, the United Kingdom’s representatives in the 2022 and 2021 editions of the contest, respectively. We examine references to two historical-political contexts that have had a severe impact on the European society over the last few years, and which have determined, among many other social aspects, the reception of Eurovision results ever since they took place: Brexit and the Russian invasion of Ukraine.</p> María García-Gámez, Antonio Moreno-Ortiz Copyright (c) 2024 Revista de Lingüística y Lenguas Aplicadas Mon, 08 Jul 2024 00:00:00 +0200 Improving Clinical Communication: a qualitative study on the Informed Consent <p>In the context of the Patient-Centred Care paradigm (Epstein et al., 2005; Suojanen et al., 2012) and the shift toward the psychobiological model (Dean &amp; Street, 2015; Muñoz &amp; García-Izquierdo, 2020), there is a growing demand for the patient to be an active agent in the management of their health. Clinical communication should be conveyed accurately and empathetically (Bellés Fortuño &amp; García-Izquierdo, forthcoming), especially in complex legal genres such as the Informed Consent (IC). The research carried out by the Gentt research group up-to-date has revealed that there is no specific monitoring with the use of IC protocols in clinical practice. In this paper, we present the results of a qualitative pilot study with a group of practitioners from the Valencian Community (Spain). A focus group was conducted where the articulation of communication with patients was analyzed. The study tries to define the practical insights of using the IC to draw conclusions that can improve clinical communication. Results show that MPs generally consider that the IC process needs improvement, especially when considering closeness with patients to enhance communication.</p> Isabel García-Izquierdo, Begoña Bellés-Fortuño Copyright (c) 2024 Revista de Lingüística y Lenguas Aplicadas Mon, 08 Jul 2024 00:00:00 +0200 A hint of the summery goodness of green grass: a look at English descriptors in tasting notes <p style="font-weight: 400;">Tasting descriptors, which are common terms used to describe a food product, play a significant role in tasting discourse and particularly in tasting notes. Although they have been the subject of a number of studies from different perspectives, none of them describe and classify descriptors from their form, function and combination in tasting notes in English. In this paper, we examine a corpus of tasting notes with the aim of 1. determining the positioning of English descriptors in relation to the keywords designating the tasting process; 2. scoping the depth of description, as indicated by the number of descriptors; 3. identifying if the descriptors are specific to a given aspect of the food product or are generic enough to be used to describe different aspects of it.; and 4. categorizing frequent semantic associative processed among descriptors and keywords. Our results will be a valuable resource for professionals, technical writers and students’ tasters in English.</p> Belén López Arroyo, Lucia Sanz-Valdivieso Copyright (c) 2024 Revista de Lingüística y Lenguas Aplicadas Mon, 08 Jul 2024 00:00:00 +0200 Language proficiency and diversity in students’ attitudes towards code-switching: a case study of English as a foreign language classrooms in Italian tertiary education <p>By relying on a mixed-method approach consisting of a combination of various quantitative and qualitative techniques of data collection and processing, this article delves into the attitudes towards code switching (CS), as expressed by students attending English language and English linguistics courses at two Italian universities. Data are retrieved by means of a questionnaire, submitted to 297 students in total and including both closed- and open-ended questions. Based on concepts such as those of conversational loci, or CS functions – namely academic, managerial and social, all well-rooted in the literature – this article also aims at establishing a link between students’ attitudes and their respective proficiency level in English according to the CEFR. Despite managing to establish that teacher CS is not felt to have a negative impact on their language skills, the data gathered reveal diverse attitudes, also in relation to the specific functions examined. In the conclusion, possible pedagogical implications of classroom CS are proposed and assessed.</p> Antonella Luporini, Antonella Giacosa, Cristiano Furiassi Copyright (c) 2024 Revista de Lingüística y Lenguas Aplicadas Mon, 08 Jul 2024 00:00:00 +0200 Analysis of Verb Usage Errors in Russian Students of Spanish as a Foreign Language: Comparative Approach of the Russian Language and the Spanish Language <p style="font-weight: 400;">This article analyzes grammatical competence errors related to the usage of the Spanish verb in native Russian-speaking students. The sample was obtained from the CEDEL2 public corpus and is composed of 57 texts written by adult students (ages between 17-40 years) with B1-B2 level of Spanish language. The purpose is to identify the most frequent errors committed by Russian speakers while learning Spanish as a foreign language. Besides, the other objective is to establish the origin of errors based on the student’s native language. The article follows the methodology of computerized corpus studies of learners. The analysis of the corpus has revealed that the majority of errors related to the use of the verb are represented by the confusion of verb tenses, errors of verbal forms, verbal omission and the confusion of the verbs “ser” and “estar”. The errors are caused by the interference of Russian as a native language.</p> Pavlo Marynenko, Tatjana Portnova Copyright (c) 2024 Revista de Lingüística y Lenguas Aplicadas Mon, 08 Jul 2024 00:00:00 +0200 Inflection of gender in Spanish as a foreign language. Contributions and didactic implications of a corpus study <p>Taking as a reference the main descriptive and pedagogical grammars of Spanish, instructional treatments, and previous studies on gender processing, this paper examines the difficulties that Spanish students of different L1s have in the learning of the noun inflection for gender with articles. To this end, more than 45.000 examples extracted from the CAES (Corpus of Spanish Learners) are analysed. Results show that, although students at the lowest levels show the highest number of agrammatical cases, these are even found among the most advanced learners. Students who speak English, Mandarin and Arabic show the greatest difficulties, while a contrary trend is observed among students who have Portuguese and French as their mother tongue. To conclude, we discuss the pedagogical implications of our results and propose examples of classroom applications.</p> Ignacio Miguel Palacios Martínez, Ana Fernández-Dobao Copyright (c) 2024 Revista de Lingüística y Lenguas Aplicadas Mon, 08 Jul 2024 00:00:00 +0200 Discursive implications of French interference in Spanish and Italian judicial eurolects: a preliminary corpus-based analysis of argumentative markers <p>This paper proposes a discursive approximation to the phenomenon of the interference in a parallel trilingual French-Spanish-Italian corpus of criminal judgments delivered by the Court of Justice of the European Union (CJEU). After characterising the corpus from a lexicometric point of view, the paper focuses on argumentative markers and, in particular, on the so-called argumentative strengthening and weakening markers, detecting distributional and semantic-pragmatic asymmetries between national judgments (original texts) and European judgments (translated texts). The results point to a higher frequency of argumentative reinforcement markers in the national judicial language compared to the European one and an overrepresentation of the argumentative weakening marker 'en principio'/'in linea di principio' in the European judicial language, a paradigmatic example of 'repertoreme' and the result of the interference of the French 'en principe'.</p> Gianluca Pontrandolfo, Chiara Sarni Copyright (c) 2024 Revista de Lingüística y Lenguas Aplicadas Mon, 08 Jul 2024 00:00:00 +0200 The approximators about, at least and nearly as interpersonal devices in nineteenth-century women’s instructive texts <p>This paper aims at describing how about, at least and nearly are used in the nineteenth-century subcorpus of the Corpus of Women’s Instructive Texts in English, which gathers instructional texts exclusively written by women. While still retaining their approximative sense, about, at least and nearly have a large potential to build and maintain writer-reader interpersonal relationships. The most frequent collocational patterns have been firstly identified by using corpus tools to later analyse the major pragmatic functions of specific examples following Zhang’s (2015) framework for elastic language. Findings reveal that collocations with numerical expressions are common to about, at least and nearly while other patterns only emerge with about and nearly. It also seems that pattern and function are tightly interwoven. In general, the approximators surveyed here fulfill a variety of interpersonal functions, most notably, just-right elastic, rapport elastic, mitigating elastic, self-protection elastic, and intensifying elastic.</p> Elena Quintana Toledo Copyright (c) 2024 Revista de Lingüística y Lenguas Aplicadas Mon, 08 Jul 2024 00:00:00 +0200 Ict use and instruction modes in pandemic and post-pandemic contexts: A study on ESP students’ motivation and academic performance <p>The implementation of information and communication technology became crucial amidst the Covid-19 pandemic. Several studies have been carried out on the effect of technology-mediated instruction modes on learners from diverse educational backgrounds, yet few articles have discussed the pandemic aftereffects in ESP students. This study seeks to investigate the use of technologies and the impact of the pandemic on ESP students’ motivation and academic outcomes. Data was collected from 116 students assigned to three groups, the Experimental 1 group (N=39) and the Control group (N=48) data was gathered in 2021-2022 post-pandemic context. The Experimental group 2 (N=29) data collection took place in 2020-2021 pandemic context. A medium-impact blend ESP course was implemented with both Experimental groups while the Control group experienced coursebook based traditional instruction. Group comparisons revealed the detrimental effects of the pandemic and the positive impact of the ICT-mediated medium blend implementation on both students’ motivation and academic outcomes. These findings contribute to identify the pandemic aftereffects and the challenges for all of the stakeholders in this particular context.</p> Manuel Rodríguez-Peñarroja, Julia Haba-Osca Copyright (c) 2024 Revista de Lingüística y Lenguas Aplicadas Mon, 08 Jul 2024 00:00:00 +0200 The Effect of Different Planning Conditions versus Explicit Grammar Instruction on Young EFL Learners’ Oral Production of a Picture Promoted Task and Grammar Gain <p>This study examined the effects of three task conditions on young EFL learners’ oral performance of a picture prompted task and their grammatical knowledge gain. To this end, 34 EFL learners were randomly assigned into three experimental groups, namely online planning, pre-planning, and explicit instruction, and one control group. Pictures were employed as prompts to implement the tasks in all groups. A Grammatical Judgment Test was used to compare students’ knowledge of simple present passive structure before and after the treatment. Learners’ oral task performance was measured in terms of Complexity, Accuracy, and Fluency (CAF). The findings demonstrated significant differences among groups as for CAF measures. However, no significant differences were spotted in GJT posttest scores. The paper calls for the incorporation of diverse prompt-based planning conditions in task-oriented teaching practices in order to target learners'&nbsp; higher levels of oral competence.</p> Karim Sadeghi, Azadeh Hamidi Copyright (c) 2024 Revista de Lingüística y Lenguas Aplicadas Mon, 08 Jul 2024 00:00:00 +0200 Influence of learning contexts on the mental lexicon: lexical productivity and semantic networks in SFL students <p>Learning contexts are one of the most influential variables in foreign language teaching. Our sample includes two groups of English-speaking SFL learners at upper-intermediate level, one in a formal learning context and the other in the context of a stay in a Spanish-speaking country (stay abroad). We present an analysis of the productivity of each group in the categorical fluency tasks used in lexical availability and compare the semantic networks constructed in the available lexicon of each group, in two centres of interest with different internal configurations ("animals" and "the city"). The results show notable differences: greater productivity in the group in the context of stay abroad and smaller, denser networks with more interconnected nodes in the group in formal context.</p> Marta Sánchez-Saus Laserna, Vanesa Álvarez Torres Copyright (c) 2024 Revista de Lingüística y Lenguas Aplicadas Mon, 08 Jul 2024 00:00:00 +0200 Incidental vocabulary recognition effects of subtitled, captioned and reverse subtitled audiovisual input <p>This study compares effects of brief exposure to L1 subtitled, L2 captioned, and reverse subtitled audiovisual input on three aspects of vocabulary learning: meaning, form, and pronunciation of target language words. A within-subjects design was used, in which three video clips in the different viewing modes were shown to ten L1 Spanish participants who underwent a pre-test, post-test, and delayed post-test of English terms that each occurred in just one of the videos. The tests measured recognition of meaning, form, and pronunciation through translation into the L1, dictation, and reading the target words aloud with native speaker ratings, respectively. The findings show statistically significant gains in producing the accurate written form of vocabulary in reverse subtitled and L2 captioned video clips, and mixed results for the other variables, including statistically significant gains in pronunciation of vocabulary with L1 subtitles.</p> Jana van der Kolk, Sara Feijoo Copyright (c) 2024 Revista de Lingüística y Lenguas Aplicadas Mon, 08 Jul 2024 00:00:00 +0200 Review of Santos Gargallo, I. & Pastor Cesteros, S. (2022). Metodología de la investigación en la enseñanza-aprendizaje del español como segunda lengua (L2)/ lengua extranjera (LE). Madrid: Arco/Libros <p> </p> <p><br /><span id="transmark" style="display: none; width: 0px; height: 0px;"></span></p> Aarón Pérez Bernabeu Copyright (c) 2024 Revista de Lingüística y Lenguas Aplicadas Mon, 08 Jul 2024 00:00:00 +0200