7 episódios

Colección de vídeos del 34 Congreso Internacional de AESLA (AESLA 2016) que contiene las plenarias de AESLA 2016 (Maurizio Gotti, Juana Muñoz-Liceras, Lynne Bowker y Pascual Cantos), una de las Mesas redondas (Moderadora: Pilar García-Mayo) y los actos de apertura y clausura.

Videos de AESLA 2016 Videos de AESLA 2016

    • Educação

Colección de vídeos del 34 Congreso Internacional de AESLA (AESLA 2016) que contiene las plenarias de AESLA 2016 (Maurizio Gotti, Juana Muñoz-Liceras, Lynne Bowker y Pascual Cantos), una de las Mesas redondas (Moderadora: Pilar García-Mayo) y los actos de apertura y clausura.

    • video
    Acto de clausura

    Acto de clausura

    Acto de clausura de AESLA 2016

    • 7 min
    • video
    Acto de inauguración de AESLA 2016

    Acto de inauguración de AESLA 2016

    Acto de inauguración de AESLA 2016

    • 28 min
    • video
    Bilingüismo simultáneo y bilingüismo secuencial: las distintas facetas de nuestro ?Imitation Game?

    Bilingüismo simultáneo y bilingüismo secuencial: las distintas facetas de nuestro ?Imitation Game?

    La identificación y definición de lengua dominante y la identificación de las áreas en que se produce influencia interlingüística (transferencia) así como la direccionalidad de la misma son dos problemas centrales de la investigación de la adquisición bilingüe y de la interacción de las lenguas en contacto. Abordamos aquí ambos problemas a partir del análisis de datos espontáneos y experimentales que ponen de manifiesto cómo las diferencias y similitudes de las lenguas y los contextos en que se adquieren marcan el proceso de adquisición bilingüe. La presentación de la problemática se llevará a cabo utilizando una metáfora basada en la propuesta que Turing (1950) bautizó como ?imitation game?. A partir de esta metáfora se discuten propuestas de aprendibilidad basadas en análisis lingüísticos y psicolingüísticos y dirigidas a identificar los problemas que presenta el análisis de datos a la hora de predecir y explicar si el concepto de lengua dominante constituye un factor a tener en cuenta en la presencia y direccionalidad de los procesos de influencia interlinguística.

    • 56 min
    • video
    Disintermediation and the language professions: Exploring the effects on specialized discourse

    Disintermediation and the language professions: Exploring the effects on specialized discourse

    Disintermediation is giving the user or the consumer direct access to information that otherwise would require a mediator, such as a librarian, a doctor, or a translator. Web-based technologies (e.g. search engines, machine translation systems) give users the power to access information that was previously accessible only to specialists. In some cases this might remove the need for the mediator (librarian, doctor, translator), but at the very least, it changes the relationship between the user and the product (e.g. text). For instance, the notions of terminologization and de-terminologization, where lexical items move from language for general purposes into language for specific purposes, or vice versa, are both susceptible to the effects of disintermediation. Another example is online searching using natural language keyword queries. Are users choosing appropriate search terms to identify specialized information, and how effective are the resulting searches? In this presentation, we will explore the social process of disintermediation in the language professions, focusing in particular on ways in which this phenomenon is affecting specialized professional and academic discourse.

    • 1h 2 min
    • video
    Interdisciplinary Cooperation in the Analysis of Specialized Discourse: Challenges and Prospects

    Interdisciplinary Cooperation in the Analysis of Specialized Discourse: Challenges and Prospects

    The purpose of this paper is to investigate some of the challenges and prospects connected with interdisciplinary cooperation in the analysis of specialized discourse. In the last few decades, the ESP literature has often underlined the importance of this type of collaboration, highlighting the usefulness of the integration of methodological diversity, the exploration of possible connections among procedures and knowledge in order to achieve more focused interpretation and purposeful action. This interdisciplinary process is considered fundamental to better understand how practitioners use language to achieve the objectives of their professions. However, this collaborative experience may also present serious challenges both to the applied linguist and the expert professional, which can only be faced by means of a careful alignment of the specialist?s perspective with the analyst?s approach, and a continuous process of feedback and triangulation that guarantees inter-analytic reliability of the research project. This negotiation of the findings also avoids the insurgence of the practitioners? skepticism towards the research results and therefore their limited impact on professional practice.

    • 57 min
    • video
    Learning language and content through tasks

    Learning language and content through tasks

    The main goal of this round table is to explore the interface between content and language integrated learning (CLIL) and task-based language teaching (TBLT).

    • 1h 1m

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