Persona:
Cunha Fanego, Iria Da

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0000-0002-7707-1574
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Cunha Fanego
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Iria Da
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2022 - 20233
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Autor: Pistola Grille, Sara × search.filters.applied.f.itemDepartamento: Filologías Extranjeras y sus Lingüísticas ×

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Mostrando 1 - 3 de 3
  • Miniatura
    Publicación
    RE-Write: a mobile app as an L2 English teaching-learning resource for writing authentic texts based on textual genres
    (Zenodo, 2023) Sánchez Calderón, Silvia; Brady, Imelda Katherine; Carranza Márquez, Aurelia; Cunha Fanego, Iria Da; Escobar Álvarez, María Ángeles; Pistola Grille, Sara; Romea Parente, Elena; https://orcid.org/0000-0001-8650-0038; https://orcid.org/0000-0003-3811-5869
    This paper analyzes the design of the mobile application RE-Write (Resources for English Writing) as an autonomous learning resource for the development of written production of English texts based on textual genres. Examples of these textual genres include opinion essays, job application letters, formal emails or articles. The learning resources hosted in each textual genre are structured as follows: (a) a brief videotutorial that explains the structure and the content of each text, along with the main linguistic features from three main approaches, namely, lexicon (semantic fields), grammar (verbal tenses) and discourse (use of connectors, rethorical figures), (b) a golden text extracted from an online and open access source, that will serve users as a model pattern for writing their own texts and (c) self-corrected activities with gamification that will allow to measure the users’ progress by obtaining points or trophies. Previous empirical studies have evidenced that students show high motivation for learning English through the use of mobile phones and the development of written production of texts in this language has considered to be positive via Mobile Assisted Language Learning (MALL) (Hao, Lee, Chen and Sim 2019; Khalitova and Gimaletdinova 2016). Therefore, RE-Write aims to contribute to help English second language learners with an A2-B1 level develop autonomous learning in the writing of textual genres through MALL and also aid these learners along their academic performance.
  • Miniatura
    Publicación
    Writing Administrative Textual Genres in Scholarly and Professional Contexts in Spain
    (Universidad de Antioquia, 2023-09-13) Pistola Grille, Sara; Cunha Fanego, Iria Da
    Los géneros textuales del campo de la administración pueden resultar difíciles de escribir tanto para el alumnado universitario como para el personal de las administraciones públicas, ya que para redactarlos deben tenerse en cuenta unas características lingüísticas concretas que varían en función del género y del receptor. Este artículo recoge los resultados de un estudio empírico sobre la percepción de dos colectivos pertenecientes al ámbito académico y profesional en cuanto a la escritura de géneros textuales del campo de la Administración dirigidos a la ciudadanía. Estos colectivos fueron los estudiantes de una universidad pública española y el personal de una administración local de referencia. Los datos se extraen del análisis cuantitativo de dos encuestas, a las que respondieron más de 2000 personas. El análisis permite identificar que los géneros que se escriben más frecuentemente y los que se perciben como más difíciles de escribir tanto en el contexto académico como en el profesional son el informe, el requerimiento, la resolución, el contrato y el acta. También revela que las dificultades de escritura a las que más frecuentemente se enfrentan los dos colectivos cuando tienen que redactar esos géneros son saber la estructura específica que deben seguir y usar el vocabulario adecuado. Estos hallazgos confirman que tanto los estudiantes como los profesionales de la Administración tienen dificultades a la hora de escribir los géneros textuales propios de su ámbito. Asimismo, sugieren que existe una correspondencia entre el currículo universitario y la práctica profesional en lo que se refiere a la redacción de géneros administrativos.
  • Miniatura
    Publicación
    The administrative resolution published on institutional web portals: A corpus-based analysis
    (Universidad de Alicante, 2022-07-19) Pistola Grille, Sara::virtual::6949::600; Cunha Fanego, Iria Da::virtual::6950::600; Pistola Grille, Sara; Cunha Fanego, Iria Da; Pistola Grille, Sara; Cunha Fanego, Iria Da; Pistola Grille, Sara; Cunha Fanego, Iria Da
    The Spanish public administration communicates with its citizens through a series of specialized texts. Until a few years ago, these communications were produced in paper format. However, with the emergence of the so-called e-administration, the internet has become the main channel of communication between the administration and its citizens. This means that pre-existing administrative texts have had to be adapted using the available technical possibilities, becoming digital genres. This paper focuses on the analysis of a textual genre of the administration that is currently disseminated almost exclusively through digital media: the resolution published on institutional web portals. For this purpose, the resolutions published on the website of the Boletín Oficial del Ayuntamiento de Madrid (BOAM) are taken as the subject of study for this research. We carry out a linguistic analysis (on a textual and lexical level) of a corpus consisting of 20 texts. Likewise, a qualitative analysis of the digital features of this textual genre is performed. The main result of this study is a model structure containing the prototypical sections, titles and contents of the textual genre under analysis. In addition, a selection of phraseological units that can be used to write these contents is included. These units are adapted to plain language recommendations, which advocate for the use of simpler language by public institutions. Regarding the analysis of the digital features, some differences are observed between the publication of this type of text in paper format and on the internet. For example, with online texts it is possible to expand the information through web links or to use Secure Verification Codes (CSV).