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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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 Developing autonomy in English writing skills: a study on EFL learners’ selection criteria of open access and online self-correction tools(Universidad Complutense de Madrid, 2023-03-03) Sánchez Calderón, Silvia; Cunha Fanego, Iria DaIn this study, we carry out a comparative analysis of the functionalities of a repository of 11 open access and online self-correction tools that contribute to the development of English writing skills and self-learning abilities in online and distance English Foreign Language (EFL) learning contexts. The repository has been designed based on Al-Ahdal’s (2020) taxonomy of self-correction online tools and the embedded resources for each tool (description of the tool, video tutorials and a checklist of the functionalities) have been hosted in an institutional blog. The second objective of our study entails the wide circulation of the repository among EFL learners to explore their learning experience with the navigation and the use of the tools with their own written productions, as measured via a tailor-made research survey. The EFL learners’ experience will contribute to shed light on establishing selection criteria for the use of one tool over another based on the users’ learning objectives in proofreading their own written productions with the aid of technological tools. The results of this study have revealed that there are common functionalities among the interface of the 11 open access and online tools available in the repository, namely, the identification of spelling and grammar errors, along with the display of synonyms for words that have not been used in an adequate linguistic context. However, some differences have been observed and, in particular, the inclusion of more advanced functionalities in certain tools of the repository. As for the EFL learners’ experience with the navigation and their self-correction practice with some of their own written productions, our findings have evidenced that, although all the tools provide a user-friendly interface, Hemingway, LanguageTool and Spell Check Plus have been reported to be more intuitive in terms of the navigation through their functionalities. Furthermore, the resources available in the repository have been considered to be highly effective in contributing to encourage learners in the process of writing texts and, in particular, for those learners that reported to have low digital competence. Finally, Hemingway, Spell Check Plus and Grammarly have been pointed out by the respondents of the survey that exhibiting a significant utility impact on improving the quality of English written texts, as explained by the functionalities that they offer.Publicación Writing Administrative Textual Genres in Scholarly and Professional Contexts in Spain(Universidad de Antioquia, 2023-09-13) Pistola Grille, Sara; Cunha Fanego, Iria DaLos 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.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 DaThe 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).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 account