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Escobar Álvarez, Mª Ángeles

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Escobar Álvarez
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Mª Ángeles
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2020 - 20224
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Mostrando 1 - 4 de 4
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    Developing CLIL in Tertiary Education: Working with Tourism Texts
    (Palgrave Macmillan, 2020) Escobar Álvarez, Mª Ángeles
    Many 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.
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    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 Ángeles
    The 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 account
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    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 Ángeles
    This 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.