Persona: Escobar Álvarez, Mª Ángeles
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Escobar Álvarez
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Mª Ángeles
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Publicación On the Role Played by Project-Based Learning in Teacher Training Online(Academic Research Publishing Group, 2021-07-29) Sánchez Calderón, Silvia::virtual::6256::600; Escobar Álvarez, Mª Ángeles::virtual::6257::600; Sánchez Calderón, Silvia; Escobar Álvarez, Mª Ángeles; Sánchez Calderón, Silvia; Escobar Álvarez, Mª Ángeles; Sánchez Calderón, Silvia; Escobar Álvarez, Mª ÁngelesThis work investigates the perceptions on the role played by Project-Based Learning (PBL) in English as a second language (L2 English) participants who are receiving teacher training online. The participants in this study were enrolled in the Psycholinguistic Analysis of English Acquisition module at xxx-removed for blind review. They were given the choice of two projects: (a) an L2 English learner linguistic profile and (b) a grammatical structure analysis and its L2 English teaching application. The participants’ opinions about PBL were then collected in a questionnaire that included the following variables: motivation and attitude towards L2 English learning before and after the project, perception of the development of English language proficiency skills, content acquisition, and other issues related to PBL such as L2 learning reflection; and, autonomy and real language use. They reported having learned by doing and, as a consequence, believed that they had learned autonomously because they were responsible for their own learning. Likewise, they claimed PBL facilitated critical thinking, creativity, language awareness, and professional development through the project completion. They also showed a positive attitude towards the integration of the four language skills and the building of content knowledge by gathering and planning information using authentic resources.Publicación Comparing textual genres in Spanish: the case of the tourism domain(Asociación Europea de Lenguas para Fines Específicos (AELFE), 2021) Montané, M. Amos.; Fisas Elizalde, Beatriz; Cunha Fanego, Iria Da; Escobar Álvarez, Mª ÁngelesTourism is one of the most important specialized domains in Spain. For this reason, many linguistic studies related to tourism texts have been carried out in the last few years. In this work, we focus on three of the most frequent and difficult textual genres written in Spanish in this domain: the informative article, the travel blog post, and the rules and regulations (for tourist accommodation facilities). The goals of this research are two: a) to carry out a linguistic analysis of the three aforementioned genres from the tourism domain on the textual, lexico-grammatical and discourse levels to gain a comprehensive understanding of the features of these text types, and b) to compare these genres in order to identify statistically significant differences among them and show that some specific linguistic features are prototypical of each one. To achieve these goals, we compiled a corpus in Spanish comprised of texts corresponding to the analysed genres. Then, we analysed linguistic features from both a quantitative and qualitative point of view. Finally, we carried out a comparative analysis using statistical techniques that shed light on significant differences between the genres.Publicación Designing and implementing blogs in English second language learning(European Association of Distance Teaching Universities (EADTU), 2022) Sánchez Calderón, Silvia; Escobar Álvarez, Mª ÁngelesThis paper discusses the design and implementation of an institutional blog that hosts a repository of online and open access grammar checkers with the objective of fostering the development of autonomous learning through the acquisition of skills related to the self-correction of written essays in English. Examples of these tools include Grammarly, ProWriting Aid, PaperRater or Writing Assistant, among others. This repository is hosted in an institutional blog at the National University of Distance Education (UNED), and each grammar checker is structured as follows: (a) a brief description of the tool; (b) the main functionalities that each tool offers for the self-correction of English texts with the visual support of a checklist; and (c) a short video tutorial. The main distinctive feature of these video tutorials is that they have been designed, taking as a starting point a corpus of English written texts produced by undergraduate students of Instrumental English I and II of the English Bachelor’s Degree and Modern Language I. Foreign Language: English of the Spanish Language and Literature Bachelor’s Degree. Thus, this institutional blog aims to contribute to the expansion of innovative digital resources that will help both English second language learners in the development of their written competence and self-correction of errors and English language teachers in the implementation of online Information and Communication Technology tools in the classroom.Publicación Developing CLIL in Tertiary Education: Working with Tourism Texts(Palgrave Macmillan, 2020) Escobar Álvarez, Mª ÁngelesMany adults enter higher education in Europe where English for Specific Purposes (ESP) is key to their studies and therefore they are required to have sufficient preparation for the development of professional expertise in this target language. Recently, Content Language Integrative Learning (CLIL) has also been incorporated in tertiary education. This chapter examines a number of challenges addressing both ESP and CLIL. The main goal of this chapter is twofold: (i) To focus on students’ needs when facing ESP; (ii) To discuss the skills required to succeed in CLIL modules paying attention to both the acquisition of disciplinary content and the improvement of the target language. In particular, this chapter examines some carefully prepared reading and writing activities for a university course on English for Tourism.Publicación Bachelor’s Final Project in the philology field: assessment of the degree of satisfaction in the process of elaboration and tutorial function(Asociación Nacional de Universidades e Instituciones de Educación Superior (México), 2021) Sánchez Calderón, Silvia; Escobar Álvarez, Mª ÁngelesEl objetivo de este trabajo es analizar el nivel de satisfacción de 93 estudiantes del Grado en Estudios Ingleses con una metodología de aprendizaje a distancia durante la elaboración del Trabajo de Fin de Grado, la función tutorial y el uso de los recursos en el curso virtual. A través de una encuesta en línea, los estudiantes mostraron alta satisfacción con su línea de trabajo y las orientaciones del tutor. Los recursos didácticos del curso virtual reflejaron una satisfacción media, lo que sugiere mejoras en el uso de vídeos, recursos bibliográficos y seminarios sobre la elaboración de un trabajo académico.Publicación Análisis contrastivo inglés-español de las recomendaciones sobre lenguaje claro en el ámbito jurídico-administrativo en los últimos 10 años dentro de la UNIÓN EUROPEA(Editorial Comares, 2022) Escobar Álvarez, Mª Ángeles; Samaniego Fernández, Eva; Cunha Fanego, Iria DaPublicación La intención y comportamiento de estudiantes adultos españoles frente a los mooc durante la pandemia de covid-19(2021) Ciancio, Julio; Escobar Álvarez, Mª ÁngelesMany Spanish students need to learn English beyond the age of 25 to be able to find a job or be further promoted. Unfortunately, those who attempt to pass a university entry-qualifications test often lack the required academic level. To help them achieve this goal, they are usually provided with learning materials and supportive digital resources. During the covid-19 pandemic, the need for online resources increased. This is why the National Distance Education University offered a massive open online course (mooc) on elementary English. The main goal of this contrastive qualitative study was twofold: First, it attempted to explore adult students’ intention-behaviour while taking the course. Secondly it delved into students’ satisfaction with this type of courses during two different years: 2017 and 2020 when the pandemic had a clear impact on distance education. For this purpose, the study used a comprehensive post-questionnaire given at the end of both courses. The data revealed a few significant differences regarding students’ satisfaction, intentions, perceptions, and interests in contexts where face-to-face-learning was not an option. These findings suggest that mooc should be considered as an alternative way to build specific content in situations of crisis.Publicación Recomendations on plain language in spanish in the legal-administrative field: analysis and classification(universidad de Cádiz. Grupos de Investigación Estudios de Pragmalinguistica y Semainein, 2021) Cunha Fanego, Iria Da::virtual::3029::600; Escobar Álvarez, Mª Ángeles::virtual::3030::600; Cunha Fanego, Iria Da; Escobar Álvarez, Mª Ángeles; Cunha Fanego, Iria Da; Escobar Álvarez, Mª Ángeles; Cunha Fanego, Iria Da; Escobar Álvarez, Mª ÁngelesThe impact of the introduction of plain language into Spanish administration has been lees acknowledged than in the administrations of other countries. However, various initiatives have been carried out to improve the clarity of legal-administrative texts and, in addition, there are different sources that offer recommendations for writing these kinds of texts in plain language. The aim of this work is to analyse the recommendations on written plain language in Spanish that are collected in the most relevant and current sources on the subject, to later classify them according to the language level to which they refer. Specifically, the discourse, morphosyntactic and lexical levels are considered. Based on this analysis and classification, a list of the most frequent and, therefore, most relevant, plain language recommendations in Spanish is offered, taking the aforementioned three language levels into accountPublicación Audiovisual translation (dubbing and audio description) as a didactic tool to promote foreign language learning: The case of Spanish clitic pronouns(John Benjamins, 2021) Vermeulen, Anna; Escobar Álvarez, Mª ÁngelesThis empirical study focuses on the use of Spanish clitic pronouns when they function as accusative or as dative clitics in the translation tasks performed by university students of Spanish as a foreign language (SFL). The participants were 35 Belgian Dutch-speaking students of SFL (Level B2) from the Department of Translation, Interpreting and Communication of Ghent University (Belgium), who are enrolled in the Translation course. They were asked to perform two tasks: (1) to create an audio description script in Spanish, and (2) to translate the English dialogues into Spanish from a sequence taken from the film The Help (Taylor 2011). The written texts they produced were compared to those written by 39 Erasmus Spanish native students, who carried out the same tasks. The results showed that the Belgian students produced significantly fewer clitic pronouns, especially in the case of dative clitic doubling, than those produced by the Spanish natives. As for the differences between the two modes of audiovisual translation, the findings revealed that the Belgians produced more accurate results in the interlingual than in the intersemiotic task. The results of our study also made it clear that more attention should be paid to the use of redundant clitic pronouns in the SFL classroom.