{"docstore/data": {"250eca43-c27b-40e5-9050-df8879348517": {"__data__": {"id_": "250eca43-c27b-40e5-9050-df8879348517", "embedding": null, "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-100", "node_type": "4", "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "hash": "9c07b03b8a227f5064aeaf720b71ec97d5c6d4af3a3ff3828c2498b8b72604db", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "d3e18421-4615-4e74-bf15-e65a1afbee14", "node_type": "1", "metadata": {}, "hash": "17a72f35d09f6a32d382dd0c02d1aa6052df95d8267d8a1daf09e2674963d4ab", "class_name": "RelatedNodeInfo"}}, "text": "Iberica 13\n\n\nIb\u00e9rica 38 (2019): 249-274\n\nISSN: 1139-7241 / e-ISSN: 2340-2784\n\nAbstract\n\nThe pervasiveness of slideshows in present-day academic lectures calls for a\n\ncontinuous redefinition and problematization of the nature and functions of\n\nmodes, as well as of their interaction in a multimodal space such as the slide.\n\nIndeed, intense visuality in lectures is linked to a growing need for the ability to\n\ndecipher the complex semiological landscapes that slides represent. This work is\n\nbased on the analysis of a corpus of lecture slides drawn from the mIT\n\nOpenCourseWare initiative. Through a qualitative approach, it observes the\n\nfluidity of the different types of resources, with particular attention paid to\n\nvisuals. This study offers an analytical framework which represents an embryonic\n\nrubric for operationalizing the grammar of visuals. It is based on a fluid and\n\ndynamic conception of visuals and focuses on the hybridity of the different\n\nsemiotic resources, which often cannot be ascribed to specific categories without\n\nrunning into reductionist simplifications. The approach adopted aims to go\n\nbeyond the investigation of the contribution made by individual modes, and to\n\nconsider the meaning created dynamically by the interaction of the different\n\nresources, in a circular process which goes from the singular to the global and\n\nvice versa. Results show that the multiple semiotic resources involved develop\n\nsyncretically and have a reciprocal transformative function in the meaning-\n\nmaking process. Also, they synergically convey the information desired through\n\ntheir mutual validation.\n\nKeywords: visual communication, PowerPoint, syncretic modality, lecture\n\nslides, social semiotics, slideshow presentations, Digital Humanities.\n\nResumen \n\nM od al i da d s inc r\u00e9 ti c a e n l as p re s e n ta c io ne s d e d ia p os i tiv as e n l a e ra de l a s\n\nh u ma ni da de s d ig i ta l e s : \u00bf h ac i a u na r e c o nc e p tua l i z ac i \u00f3n d e l os e l e me n to s\n\nv is ua l e s ?\n\nSyncretic modality in slideshows in the\n\nera of Digital Humanities: Towards a\n\nreconceptualization of visuals? \n\nPatrizia Anesa\n\nUniversity of Bergamo (Italy)\npatrizia.anesa@unibg.it\n\n249\n\n09 IBERICA 38_Iberica 13 13/1/20 19:53 P\u00e1gina 249", "start_char_idx": 48, "end_char_idx": 2332, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "d3e18421-4615-4e74-bf15-e65a1afbee14": {"__data__": {"id_": "d3e18421-4615-4e74-bf15-e65a1afbee14", "embedding": null, "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-100", "node_type": "4", "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "hash": "9c07b03b8a227f5064aeaf720b71ec97d5c6d4af3a3ff3828c2498b8b72604db", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "250eca43-c27b-40e5-9050-df8879348517", "node_type": "1", "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "hash": "abc1b63c54690ee0a7fc152336589d7280dd68db8757314a5e4b85d07e7a2980", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "529bea92-0f1f-4c7a-a8cd-4b77983ffbbf", "node_type": "1", "metadata": {}, "hash": "1e8a43c8de882704d774299cfc7e05cb823795ba527dd2fcf272792eb31b2a46", "class_name": "RelatedNodeInfo"}}, "text": "Ib\u00e9rica 38 (2019): 249-274\n\nPATRIZIA ANESA\n\nLa generalizaci\u00f3n de las presentaciones de diapositivas en las clases actuales\n\nllama a una continua redefinici\u00f3n y problematizaci\u00f3n de la naturaleza y de las\n\nfunciones de los diferentes modos, as\u00ed como de su interacci\u00f3n en un espacio\n\nmultimodal como la diapositiva. De hecho, la intensa visualidad de las clases\n\nconlleva una creciente necesidad de saber descifrar los complejos paisajes\n\nsemiol\u00f3gicos que representan las diapositivas. El presente art\u00edculo se basa en el\n\nan\u00e1lisis de un corpus de presentaciones de diapositivas de clases procedentes de\n\nla iniciativa Mit OpenCourseWare. mediante un an\u00e1lisis cualitativo, se analiza la\n\nfluidez de los diferentes tipos de recursos, con especial atenci\u00f3n a los elementos\n\nvisuales. Este trabajo ofrece un marco de an\u00e1lisis que representa una r\u00fabrica\n\nembrionaria para operacionalizar la gram\u00e1tica de los elementos visuales, que se\n\nbasa en una concepci\u00f3n fluida y din\u00e1mica de los elementos visuales y se centra\n\nen el car\u00e1cter h\u00edbrido de los diferentes recursos semi\u00f3ticos, los cuales a menudo\n\nno pueden adscribirse a categor\u00edas espec\u00edficas sin incurrir en simplificaciones\n\nreduccionistas. La elecci\u00f3n de la perspectiva adoptada responde a la intenci\u00f3n de\n\nno limitarse al an\u00e1lisis de la contribuci\u00f3n de modos individuales, sino de\n\nconsiderar el significado creado de manera din\u00e1mica por la interacci\u00f3n de\n\ndiferentes recursos, en un proceso circular que va de lo singular a lo global y\n\nviceversa. Los resultados muestran que los m\u00faltiples recursos semi\u00f3ticos\n\ninvolucrados se desarrollan de manera sincr\u00e9tica y tienen una funci\u00f3n\n\ntransformadora rec\u00edproca en el proceso de creaci\u00f3n de significado. Asimismo,\n\ntransmiten de manera sin\u00e9rgica la informaci\u00f3n mediante su validaci\u00f3n mutua.\n\nPalabras clave: comunicaci\u00f3n visual, PowerPoint, modalidad sincr\u00e9tica,\n\ndiapositivas de clases, semi\u00f3tica social, presentaciones de diapositivas,\n\nhumanidades digitales.\n\n1. Introduction\n\nSlideshow presentations are becoming increasingly common in academic\n\nsettings, and lectures constitute no exception to this trend. multimodality\n\napproaches often focus on the analysis of different semiotic resources\n\ninvolved in the construction of meaning in social interaction. In this study,\n\nthe emphasis is on specific communicative events, namely academic lectures.\n\nGiven the plethora of semiotic resources which could be explored, the\n\nobject of the investigation had to be restricted and is circumscribed to the\n\nuse of visual material, with particular attention being paid to the role that\n\nslides play in the process of meaning-making. more specifically, the material\n\nanalyzed is drawn from a corpus of lecture slides pertaining to four open\n\ncourses run at mIT (massachusetts Institute of Technology, Cambridge, uSA)\n\nbetween 2014 and 2016. \n\n250\n\n09 IBERICA 38_Iberica 13 13/1/20 19:53 P\u00e1gina 250", "start_char_idx": 2336, "end_char_idx": 5234, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "529bea92-0f1f-4c7a-a8cd-4b77983ffbbf": {"__data__": {"id_": "529bea92-0f1f-4c7a-a8cd-4b77983ffbbf", "embedding": null, "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-100", "node_type": "4", "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "hash": "9c07b03b8a227f5064aeaf720b71ec97d5c6d4af3a3ff3828c2498b8b72604db", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "d3e18421-4615-4e74-bf15-e65a1afbee14", "node_type": "1", "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "hash": "40098fbb4f877cd2ec5f4aabf4148b2da31fddde678ff19e6a0b8763a2ece184", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "78e2faf4-5dea-40e6-8bc0-ef6d55265d05", "node_type": "1", "metadata": {}, "hash": "19abb33f36a82b2e6f4c83a61c8ac04e15ccd0ca99230af8c5ec78b0ea59f0c9", "class_name": "RelatedNodeInfo"}}, "text": "Any multimodal analysis should take into account that the classifications of\n\nmodes1 are often contested because the very notion of \u2018mode\u2019 varies across\n\ndifferent schools of thought (mills, 2016). modes may be broadly defined as\n\nsemiotic resources or structures which allow for the construction of\n\nmeaning in a given social and cultural context. However, what may be\n\nconsidered as a mode is highly dependent on the specific community, and the\n\nmeaning which it allocates to such structures or resources, as well as the sign-\n\nmaking system that it shares. For instance, traditional modes may be seen as\n\nwide-ranging resources such as texts, images, sounds, gestures, etc. However,\n\na given community of professionals may assign the status of mode to a\n\nprecise element, such as color or font, in that it acquires a specific semiotic\n\nmeaning which is clearly acknowledged within that particular community (cf.\n\nDjonov & Van Leeuwen, 2011). Kress also describes a mode as a \u201csocially\n\nshaped and culturally given resource for making meaning\u201d (2009: 55). Thus,\n\na mode does not display a specific semiotic value per se, but such value\n\ndepends on the usage that a social group makes of it. In other words, modes\n\nare unstable entities which evolve through social processes. The pattern\n\nwhich characterizes the use of modes in a certain context, and within a\n\ncertain community, is definable as modal grammar (Jewitt, 2006). \n\nIt can be argued that not all modes have the same importance or prominence\n\nfor the creation of meaning as such prominence is variable: it is highly\n\ncontext-dependent and participant-dependent. moreover, such presumed\n\nprominence evolves over time, so that a certain mode may initially appear\n\nless salient, although ultimately it may represent the main vehicle through\n\nwhich meaning is created. What is more, a hierarchical conceptualization of\n\nmodes is to some extent fallacious, given their interdependence and the fact\n\nthat they often live in their reciprocal lights. \n\n2. Multimodal approaches to discourse\n\nOver the years, multimodality has become a key aspect of scientific enquiry\n\nacross fields and disciplines and has been extensively employed to\n\nunderstand the functions of different semiotic resources (textual, auditory,\n\nvisual, spatial, etc.) and their orchestration in the creation of meaning. As\n\nJewitt (2014) points out, \u201cmultimodality can be understood as a theory, a\n\nperspective or field of enquiry or a methodological application\u201d. As\n\ndiscourse is inherently multimodal, it comes as no surprise that, among its\n\nSYNCRETIC mODALITY IN SLIDESHOWS IN THE ERA OF DIGITAL HumANITIES\n\nIb\u00e9rica 38 (2019): 249-274 251\n\n09 IBERICA 38_Iberica 13 13/1/20 19:53 P\u00e1gina 251", "start_char_idx": 5238, "end_char_idx": 7971, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "78e2faf4-5dea-40e6-8bc0-ef6d55265d05": {"__data__": {"id_": "78e2faf4-5dea-40e6-8bc0-ef6d55265d05", "embedding": null, "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-100", "node_type": "4", "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "hash": "9c07b03b8a227f5064aeaf720b71ec97d5c6d4af3a3ff3828c2498b8b72604db", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "529bea92-0f1f-4c7a-a8cd-4b77983ffbbf", "node_type": "1", "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "hash": "37b09451558374212196dfc5a7f39350938ba6ce81fb84675464bf79ea2c5979", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "28dee510-292a-4947-983d-bcc3a95ffe20", "node_type": "1", "metadata": {}, "hash": "08f7f110629fca929f646e297a02c6998dbe73be22f41b82314cefa8a69f8043", "class_name": "RelatedNodeInfo"}}, "text": "various fields of application, multimodality has played a significant role in a\n\nvast array of discourse studies.\n\nFollowing pivotal studies such as Roth (1994) or Kress and Van Leeuwen\n\n(2001), the constant growth of theoretical and methodological frameworks\n\nwithin the field of multimodality is indicative of the plurality of perspectives\n\nthrough which this ground can be approached. At the same time, it is also\n\nindicative of the growing need for new ideas and tools to investigate the\n\ncomplex multimodal phenomena which characterize contemporary social life. \n\nAccording to Jewitt (2014), three main strands of research may be identified\n\nin the area of multimodality:\n\n1. social semiotic, which investigates the way in which people use\n\ndifferent multimodal resources in given social contexts;\n\n2. systemic functional, which aims to observe how multimodal\n\nresources contribute to processes of meaning-making within an\n\napproach grounded in systemic functional grammar (see e.g.\n\nHalliday & matthiessen, 2014);\n\n3. interactional, which draws considerably on the notion of situated\n\ninteraction (e.g. Scollon & Scollon, 2013) and places its focus on\n\nthe participants and their reactions. \n\nThese approaches may at times overlap (for instance, both the social\n\nsemiotic and the systemic functional approach draw significantly on\n\nHallidayan theories) or may be fruitfully combined. From a different, albeit\n\nrelated, perspective, Jewitt, Bezemer and O\u2019Halloran (2016) identify three\n\nfocal approaches to multimodality, which include systemic functional\n\nlinguistics, social semiotics, and conversation analysis.\n\nFollowing a well-established tradition (see e.g. Baldry & Thibault, 2006;\n\nBateman, 2008; Iedema, 2003; O\u2019Halloran, 2004), this work hinges,\n\nultimately, on an adaptation of Halliday\u2019s Systemic Functional Linguistics\n\n(SFL) (Halliday, 1975, 1994, 2003) to Social Semiotics (see e.g. Kress & Van\n\nLeeuwen, 2001; Van Leeuwen, 2005). It may be placed broadly within the\n\narea of \u2018multimodal discourse analysis\u2019 and partially draws on an approach\n\nwhich has been defined as \u2018systemic functional multimodal discourse\n\nanalysis\u2019 (SF-mDA) (cf. O\u2019Halloran, 2008; Jewitt, Bezemer & O\u2019Halloran,\n\n2016). As O\u2019Halloran (2008: 444) notes, \n\nPATRIZIA ANESA\n\nIb\u00e9rica 38 (2019): 249-274252\n\n09 IBERICA 38_Iberica 13 13/1/20 19:53 P\u00e1gina 252", "start_char_idx": 7975, "end_char_idx": 10336, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "28dee510-292a-4947-983d-bcc3a95ffe20": {"__data__": {"id_": "28dee510-292a-4947-983d-bcc3a95ffe20", "embedding": null, "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-100", "node_type": "4", "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "hash": "9c07b03b8a227f5064aeaf720b71ec97d5c6d4af3a3ff3828c2498b8b72604db", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "78e2faf4-5dea-40e6-8bc0-ef6d55265d05", "node_type": "1", "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "hash": "241e912532b7c9ae456f56fcd281d2cbae06bf81692566deeef331961c56451f", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "95aa99e3-49c3-4013-9205-6e77a2b285b6", "node_type": "1", "metadata": {}, "hash": "eea4c26f02b554ca77d7e0209e4c8267ddef4bbf6989302d0b3a2354ec16665d", "class_name": "RelatedNodeInfo"}}, "text": "[t]he sf-mda approach is concerned with the meaning potential of semiotic\n\nresources distributed across strata (i.e. context, discourse semantics,\n\nlexicogrammar and phonology, and typography/graphology) and the\n\ntheory/analysis of the integrative meaning of semiotic choices in multimodal\n\ndiscourse. (O\u2019Halloran, 2008: 444)\n\nHalliday\u2019s traditional metafunctions of language (Halliday, 1975) have often\n\nbeen used to analyze the creation of meaning in intersemiotic systems. The\n\nideational metafunction realizes the representation of entities extant in the\n\nworld and, consequently, it is the \u2018content function of language\u2019 (Halliday,\n\n2007: 183). The interpersonal metafunction is the \u2018participatory function of\n\nlanguage\u2019 (Halliday, 2007: 184) and it allows the expression of the\n\nrelationships between all the participants involved. The textual metafunction\n\nenables the actualization of ideational and interpersonal meaning in given\n\ncontexts (see Royce & Bowcher, 2007). \n\nA metafunctional analytical approach can find applications beyond the\n\nlinguistic field and provides a descriptive basis across various meaning-\n\nmaking practices. For instance, visuals, on which this analysis concentrates,\n\nalso fulfill the three metafunctions assumed in SFL in that their use can\n\nconvey information, contribute to structuring the talk, and help the\n\nimagination of the audience in the construction of meaning (see Valeiras\n\nJurado, 2015: 113). \n\nIn particular, the ideational metafunction represents the key focus of this\n\nstudy. In this respect, unsworth (2006) suggests the notions of concurrence,\n\nconnection and complementarity to describe the processes through which\n\nideational meanings between image and language are created. Concurrence is\n\nrelated to an (approximate) equivalence between the meaning conveyed by\n\nimage and language. Connection refers to the creation of meaning through\n\nthe relations developing between image and language (such relations may be\n\nspatial, temporal, causal, etc.). Finally, in the case of complementarity, image\n\nand language construct different, but complementary, meanings by\n\ncorroborating or neglecting one another. \n\nThis classification is partial, in that it is based fundamentally on a bimodal\n\nperspective which takes into account only images and texts and ignores other\n\nsemiotic resources which unavoidably play a role in the creation of meaning\n\nin most social contexts. Also, these processes may be fluid and dynamic and\n\nnot necessarily mutually exclusive. However, it serves the crucial purpose of\n\nclearly illustrating that meaning is not created simply by the different\n\nSYNCRETIC mODALITY IN SLIDESHOWS IN THE ERA OF DIGITAL HumANITIES\n\nIb\u00e9rica 38 (2019): 249-274 253\n\n09 IBERICA 38_Iberica 13 13/1/20 19:53 P\u00e1gina 253", "start_char_idx": 10340, "end_char_idx": 13135, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "95aa99e3-49c3-4013-9205-6e77a2b285b6": {"__data__": {"id_": "95aa99e3-49c3-4013-9205-6e77a2b285b6", "embedding": null, "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-100", "node_type": "4", "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "hash": "9c07b03b8a227f5064aeaf720b71ec97d5c6d4af3a3ff3828c2498b8b72604db", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "28dee510-292a-4947-983d-bcc3a95ffe20", "node_type": "1", "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "hash": "5a6273c46c238061776992c592dd03d5568d915fa393177a89abe188b67afa68", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "ada34b17-60a3-4684-9565-de25d0ca66c2", "node_type": "1", "metadata": {}, "hash": "bc2469d7bc47dd1e7ff8d4de11ed2262fc814f19fee537082e60d46fdeb34c87", "class_name": "RelatedNodeInfo"}}, "text": "semiotic resources involved but ultimately by the processes which\n\ncharacterize the relationships between such resources. \n\nOn a practical note, it should be kept in mind that a complete description of\n\nthe meaning-making processes which lie at the interstices of multiple modes\n\nis, inevitably, a partial task and would probably fail in providing valuable\n\ninsights into complex intersemiotic relations. Any classification runs the risk\n\nof being reductionist and overly-rigid given the immense human creativity\n\nand the vast technological power at our disposal and the consequent infinite\n\npotential in combining different modes. However, improving our\n\nunderstanding of the semiotic resources available, and the intricacy of their\n\nrelationships, can help raise critical awareness and sensitize us to their\n\nprospects and their contingencies.\n\n3. Academic lectures \n\n3.1. Lectures as multimodal events\n\nThe lecture has always constituted a space characterized by creative\n\nintersemiosis (Thesen, 2016: 35). At the same time, the importance assigned to\n\ndifferent modes and their salience within lectures has constantly evolved. Clark\n\n(2006) points put that social practices in academia have progressively led to\n\n\u201cthe triumph of the eye over the ear\u201d (2006: 13), and, continuing in this vein,\n\nThesen observes that the written text has gradually imposed itself over the\n\n\u201cpredominantly oral, memorial culture of the medieval university\u201d (Thesen,\n\n2016: 38).2 Similarly, Kruse (2006) also highlights the mounting importance of\n\nwriting in universities. This epistemic shift should be continuously\n\nproblematized, considering the implications that \u2018the triumph of the eye\u2019 has\n\nin modern academic learning environments, with the exigencies of moving\n\nbeyond the textual mode, intended merely as the written word, to a perspective\n\nencompassing an ensemble of different visual modes. In particular, Bayne and\n\nRoss (2013) emphasize the key importance of visuals and suggest that the\n\nsupremacy of the verbal text is fading away, to the extent that the written word\n\ncan even become entirely unnecessary in some academic contexts. \n\nIn a lecture, all semiotic resources need to be investigated as a composite. No\n\nmode can be observed in isolation if the objective is to understand its social\n\nsemiotic value within the complexities of a given communicative event. The\n\nfocus of this preliminary investigation is restricted to the analysis of\n\npresentation slides and this choice is guided by two primary reasons. Firstly,\n\nPATRIZIA ANESA\n\nIb\u00e9rica 38 (2019): 249-274254\n\n09 IBERICA 38_Iberica 13 13/1/20 19:53 P\u00e1gina 254", "start_char_idx": 13139, "end_char_idx": 15777, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "ada34b17-60a3-4684-9565-de25d0ca66c2": {"__data__": {"id_": "ada34b17-60a3-4684-9565-de25d0ca66c2", "embedding": null, "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-100", "node_type": "4", "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "hash": "9c07b03b8a227f5064aeaf720b71ec97d5c6d4af3a3ff3828c2498b8b72604db", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "95aa99e3-49c3-4013-9205-6e77a2b285b6", "node_type": "1", "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "hash": "3e8043fb9503ce6b73be65c9f0fc41a6e262c17be8f320c41e3fc8872a376ff2", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "2de723ca-e460-4034-9e55-f72501a20282", "node_type": "1", "metadata": {}, "hash": "749d3ab837a8e7fd07ad090d83e065ab5423e7772790eaef8dd92f48846cff73", "class_name": "RelatedNodeInfo"}}, "text": "this work is only an initial step into a broader analysis of the components of\n\nthe meaning-making ensemble involved in lectures, and a comprehensive\n\ninvestigation would obviously be unachievable (running the risk of over-\n\nsimplifications which are against the very nature of a study aiming to\n\nobserve the complexities of multimodal events such as lectures). Secondly, it\n\nis not excludible a priori that a student may access one specific type of\n\nmaterial, such as the slides, without consulting the other sources of\n\ninformation available on the course webpage.\n\nOne should take into account that the open courses analyzed can provide\n\ndifferent types of materials online, ranging from videos to slides, from\n\nreadings to notes, from transcripts to extra exercises, etc. Ideally, when\n\nstudents access a course, they watch the lecture videos and consult notes and\n\nslides, thus practically recreating the space of the lecture. However, for some\n\ncourses, lecture videos are not available, and, in any case, a student may\n\nconsult one type of material, ignoring the others, or may access them\n\nasynchronically.\n\nThe primary target audience is represented by the students attending the\n\nlesson in class, who may simultaneously listen to the lectures and observe the\n\nslides whilst they are being projected. However, all the slides are available\n\nonline and may be accessed across time and space by a wide range of users,\n\ndescribed by mIT as belonging to three main groups: students, educators, and\n\nself-learners. Presenters are aware that the material will be publicly available\n\nand thus visible to a potentially infinite number of users. This may, directly\n\nor indirectly, affect the specific construction of a slide and the exploitation\n\nof the affordances of the different semiotic resources.\n\n3.2. Slides\n\nSlide presentations are widely used in different academic settings, such as\n\nconferences and seminars, and also represent a standard tool through which\n\nlectures are conducted. Lecture slides may be ascribed to the \u201cslide show\n\ngenre\u201d (Charles & Ventola, 2002: 170). While originally conceived as\n\napplying to conference presentations, this name may also be extended to\n\nlectures in which slideshows are employed. A slideshow may be included\n\nwithin the lecture genre as well, which, according to Fortanet\u2019s (2005)\n\nclassification, belongs to the category of \u201cclassroom genres\u201d. \n\nLecture slides have been thoroughly investigated focusing on themes such as\n\nstudents\u2019 reactions (e.g., Apperson, Laws & Scepansky 2008; Burke, James &\n\nSYNCRETIC mODALITY IN SLIDESHOWS IN THE ERA OF DIGITAL HumANITIES\n\nIb\u00e9rica 38 (2019): 249-274 255\n\n09 IBERICA 38_Iberica 13 13/1/20 19:53 P\u00e1gina 255", "start_char_idx": 15781, "end_char_idx": 18495, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "2de723ca-e460-4034-9e55-f72501a20282": {"__data__": {"id_": "2de723ca-e460-4034-9e55-f72501a20282", "embedding": null, "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-100", "node_type": "4", "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "hash": "9c07b03b8a227f5064aeaf720b71ec97d5c6d4af3a3ff3828c2498b8b72604db", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "ada34b17-60a3-4684-9565-de25d0ca66c2", "node_type": "1", "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "hash": "d17ccaf1163012a14849169bd8ec2d0a6743b2dcab5af3bf9b3df6806b7a3505", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "3dfe3047-aa93-4625-acca-bb169d060078", "node_type": "1", "metadata": {}, "hash": "c9662d5c6a599f09d8d431174fc6418878866b2e64ce852a4634eabcc1c1157f", "class_name": "RelatedNodeInfo"}}, "text": "Ahmadi, 2009), performance and recall (e.g., Amare, 2006; Baker et al.,\n\n2018), and design recommendation (e.g., Garner et al., 2009). However, it\n\nshould be pointed out that results regarding their efficacy are often\n\ninconsistent (see Levasseur & Sawyer, 2006, for an overview).\n\nSlides are employed in lectures worldwide for several reasons: they help the\n\nspeaker to follow the path envisaged in the presentation of the contents;\n\nthey should favor understanding by students taking notes; they provide\n\nmaterial which can be uploaded onto eLearning platforms, and so can be\n\naccessed remotely. However, extensive criticism has also been raised\n\nregarding the use of slides (see Kernbach, Bresciani & Eppler, 2015),\n\nespecially in terms of information overload and as a potential distraction\n\ncatalyst, hampering the full understanding of the talk. moreover, myers\u2019\n\n(2000) reservations that PowerPoint (PPT) slideshows may lead the presenter\n\nto be an animator, rather than a lecturer, are still particularly relevant to any\n\nreflection on the use of these tools in academia. \n\nThe software employed for presentation design is generally microsoft\n\nPowerPoint, which, in some settings, has become the standard, to the extent\n\nthat the word is often used as an eponymy to refer to all types of\n\npresentation applications. However, several other tools are available and\n\ninclude: Prezi,3 Keynote,4 Google Slides,5 Visme,6 Slidebean,7 and Swipe,8\n\namong others.\n\nThe use of computer slides has profoundly affected the way we\n\ncommunicate and interact in lectures. In this respect, academics can exploit\n\na vast array of multimodal elements, while fulfilling the need to conform to\n\nthe demands set by the genre and the expectations that it generates (Archer\n\n& Breuer, 2015; Van Leeuwen, Djonov & O\u2019Halloran, 2013). Indeed, joining\n\nthe academic community also involves the ability to analyze the different\n\nfunctions of the multiple modes available. Thus, lectures should be designed\n\nin order to consider the importance of multimodal resources for the\n\ntransmission of information. Indeed, they do not simply represent an\n\nadditional support to the lesson itself but have a transformative value and\n\nplay a crucial role in the success of the communicative moment. \n\nOn the one hand, we can argue that lectures have always encompassed\n\nmultimodal potential (see section 3.1). On the other hand, new technological\n\naffordances can radically modify the processes through which the creation of\n\nmeaning takes place in a lecture. For instance, the linearity and the sequential\n\nproduction which characterizes speech is based on a conception of\n\nPATRIZIA ANESA\n\nIb\u00e9rica 38 (2019): 249-274256\n\n09 IBERICA 38_Iberica 13 13/1/20 19:53 P\u00e1gina 256", "start_char_idx": 18499, "end_char_idx": 21252, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "3dfe3047-aa93-4625-acca-bb169d060078": {"__data__": {"id_": "3dfe3047-aa93-4625-acca-bb169d060078", "embedding": null, "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-100", "node_type": "4", "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "hash": "9c07b03b8a227f5064aeaf720b71ec97d5c6d4af3a3ff3828c2498b8b72604db", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "2de723ca-e460-4034-9e55-f72501a20282", "node_type": "1", "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "hash": "184d04b41ebd275447a14e019f3f75258f825cdae90fa41bd3e7f5c9c270205b", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "3476466f-7ebc-4677-b03f-3c20547f0505", "node_type": "1", "metadata": {}, "hash": "d37e121262dd453590ffbfd9dcda848fa8881fc1d8a02df8939511687085c4cb", "class_name": "RelatedNodeInfo"}}, "text": "communication which is ontologically different from the simultaneous\n\noccupation of space that a slide presents, as illustrated by Kress in his\n\ndiscussion of the logics of time and space (Kress, 2005). In this regard, we\n\ncan argue that the ephemerality of speech has often been contrasted to the\n\npermanence of writing, but this distinction to some extent loses its\n\napplicability in most contemporary contexts, for example, in the case of\n\nlectures which can be video-recorded and then re-watched ad libitum.\n\nAdditionally, the \u201cability of the written text to travel across time and space\u201d\n\n(R\u00e4is\u00e4nen, 2015: 136) seems to be extended to an entire communicative\n\nevent, such as a lecture, although in a reproduced context which may imply\n\ndifferent enactments on the part of the agents involved and possible\n\ndifferent effects in terms of the users\u2019 interpretation.\n\n4. Method\n\n4.1. Corpus\n\nThe corpus under investigation consists of 2620 slides presented in 68\n\nlectures during four courses randomly selected from the mIT website through\n\nOpenCourseWare, the initiative which involves the web-based publication of\n\nmIT course content.9 At the time of writing, the site offers more than 2400\n\ncourses and has had 300 million visitors. The material available includes,\n\namong others, videolectures, transcripts, slides, handouts, extra reading\n\nmaterial, and syllabi. Table 1 presents an overview of the corpus:\n\nSYNCRETIC mODALITY IN SLIDESHOWS IN THE ERA OF DIGITAL HumANITIES\n\nIb\u00e9rica 38 (2019): 249-274 257\n\n09 IBERICA 38_Iberica 13 13/1/20 19:53 P\u00e1gina 257\n\n\n\nThe four courses belong to different areas (Electronic Engineering and\n\nComputer Science, Biology, management, and Physics) and ran between\n\n2014 and 2016. Each course was taught by at least two different instructors,\n\nand this criterion allows us to include a wider range of presenters (thus\n\naiming for a more heterogeneous set of participants). Another criterion for\n\nselection was that the courses include complete videolectures and\n\ntranscripts.10 Although this study prioritizes slides as the main object of\n\nobservation, this choice is linked to the potential use of related material for\n\nsubsequent analysis. \n\nPATRIZIA ANESA\n\nIb\u00e9rica 38 (2019): 249-274258\n\nPATRIZIA ANESA \n\nIb\u00e9rica 38 (2019): 225-248 \n\nOpenCourseWare, the initiative which involves the web-based publication of MIT \ncourse content.9 At the time of writing, the site offers more than 2400 courses \nand has had 300 million visitors. The material available includes, among others, \nvideolectures, transcripts, slides, handouts, extra reading material, and syllabi. \nTable 1 presents an overview of the corpus: \n\n Course Number of lectures \nLecture \ncode \n\nNo.", "start_char_idx": 21256, "end_char_idx": 23971, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "3476466f-7ebc-4677-b03f-3c20547f0505": {"__data__": {"id_": "3476466f-7ebc-4677-b03f-3c20547f0505", "embedding": null, "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-100", "node_type": "4", "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "hash": "9c07b03b8a227f5064aeaf720b71ec97d5c6d4af3a3ff3828c2498b8b72604db", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "3dfe3047-aa93-4625-acca-bb169d060078", "node_type": "1", "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "hash": "ba27d5a27d1c8c1a2e6f6d2dea87a894996527e80e23797cafaffb0fc42b2120", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "4e45ffc6-f5b0-4f24-99eb-011e73e5bd42", "node_type": "1", "metadata": {}, "hash": "aa717c8d94029ffe76c6b2d15e25bf668f5ae2a5817bfaf57b14e3655a0bd155", "class_name": "RelatedNodeInfo"}}, "text": "of \nslides \n\nLength of \nlecture Instructor(s) Year \n\nA Introduction to \nComputer Science \nand Programming \nin Python \n\n12 A-L1 \nA-L2 \nA-L3 \nA-L5 \nA-L5 \nA-L6 \nA-L7 \nA-L8 \nA-L9 \nA-L10 \nA-L11 \nA-L12 \n\n35 \n24 \n21 \n35 \n24 \n58 \n35 \n21 \n26 \n39 \n40 \n38 \n\n43\u201905 \n43\u201930 \n45\u201901 \n41\u201908 \n41\u201927 \n48\u201921 \n41\u201932 \n41\u201943 \n47\u201927 \n51\u201925 \n49\u201912 \n48\u201931 \n\nAB \nAB \nAB \nAB \nAB \nEG \nAB \nAB \nAB \nEG \nEG \nEG \n\n2016 \n2016 \n2016 \n2016 \n2016 \n2016 \n2016 \n2016 \n2016 \n2016 \n2016 \n2016 \n\nB Foundations of \nComputational and \nSystems Biology \n\n20 B-L1 \nB-L2 \nB-L3 \nB-L4 \nB-L5 \nB-L6 \nB-L7 \nB-L8 \nB-L9 \nB-L10 \nB-L11 \nB-L12 \nB-L13 \nB-L14 \nB-L15 \nB-L16 \nB-L17 \nB-L18 \nB-L19 \nB-L20 \n\n62 \n26 \n46 \n44 \n51 \n85 \n45 \n44 \n36 \n32 \n42 \n72 \n88 \n\n118 \n152 \n150 \n\n42 \n58 \n47 \n61 \n\n1h06\u201910 \n1h16\u201947 \n1h20\u201900 \n1h22\u201937 \n1h20\u201905 \n1h08\u201913 \n1h21\u201927 \n1h20\u201927 \n1h22\u201905 \n1h18\u201925 \n1h22\u201939 \n1h05\u201950 \n1h04\u201921 \n1h11\u201937 \n1h19\u201918 \n\n45\u201910 \n1h14\u201914 \n1h20\u201929 \n1h22\u201912 \n1h17\u201956 \n\nCB,DG,EF \nCB \nCB \nCB \nDG \nDG \nDG \nDG \nCB \nCB \nCB \nEF \nEF \nEF \nEF \nEF \nGL \nDG \nDG \nDG \n\n2014 \n2014 \n2014 \n2014 \n2014 \n2014 \n2014 \n2014 \n2014 \n2014 \n2014 \n2014 \n2014 \n2014 \n2014 \n2014 \n2014 \n2014 \n2014 \n2014 \n\nC Poker Theory and \nAnalytics \n\n8 C-L1 \nC-L2 \nC-L3 \nC-L4 \nC-L5 \nC-L6 \nC-L7 \nC-L8 \n\n50 \n50 \n76 \n\n112 \n104 \n\n14 \n21 \n58 \n\n30\u201948 \n1h08\u201928 \n1h11\u201944 \n\n43\u201939 \n46\u201925 \n\n1h20\u201908 \n1h04\u201913 \n1h04\u201946 \n\nKD \nJF \n\nKD \nKD \nKD \nAB \nBC \nMH \n\n2015 \n2015 \n2015 \n2015 \n2015 \n2015 \n2015 \n2015 \n\nD Reducing the \nDanger of Nuclear \nWeapons and \nProliferation \n\n2 D-1 \nD-2 \n\n29 \n30 \n\n1h35\u201926 \n1h23\u201927 \n\nVN \nAB \n\n2015 \n2015 \n\n Total 68 2620 \n\nTable 1: Corpus details. \n\n09 IBERICA 38_Iberica 13 13/1/20 19:53 P\u00e1gina 258", "start_char_idx": 23972, "end_char_idx": 25590, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "4e45ffc6-f5b0-4f24-99eb-011e73e5bd42": {"__data__": {"id_": "4e45ffc6-f5b0-4f24-99eb-011e73e5bd42", "embedding": null, "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-100", "node_type": "4", "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "hash": "9c07b03b8a227f5064aeaf720b71ec97d5c6d4af3a3ff3828c2498b8b72604db", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "3476466f-7ebc-4677-b03f-3c20547f0505", "node_type": "1", "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "hash": "797c8968c5c5e48ed99099e2abee82ee96c912d7a9f4643e6d8d94eba46ded87", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "8ad85ad3-a7c4-4210-b813-ec1a111249c9", "node_type": "1", "metadata": {}, "hash": "5062377968baeefee4cff10fd22ab7e59f9c1de6fb92fa70d60d41f4dadea4a4", "class_name": "RelatedNodeInfo"}}, "text": "4.2. Approach\n\nThis study focuses on lecture slides11 and, more specifically, on the use of\n\nvisual semiotic resources, with the awareness that they are part of a wider\n\nmultimodal event which is the lecture itself. Among the many approaches\n\navailable to investigate a complex product such as a slide, the multimodal\n\napproach allows us to account for the key role played by a syncretic use of\n\nmodes (and, in particular, of visuals) and the ways in which they contribute\n\nto meaning-making processes. \n\nAmong the plurality of multimodal practices in academic environments,\n\nslideshows represent a complex, quotidian space where the conflation of\n\ndifferent modes becomes evident. A presentation, be it a PPT or other,\n\nbecomes a multimodal product. Indeed, not only is it a conglomerate of\n\nindividual modes (in that it includes a vast array of visuals but can also\n\ninclude audio and video material within the presentation) but, at a wider\n\nlevel, it is inseparable from the context of production and from the\n\npresenter, whose comments become an integral part of the presentation.\n\nThus, the slideshow can be observed at three different levels:\n\n1. statically, by looking at the slide as a final entity, as a product per se;\n\n2. dynamically, by observing the animation within the slides and the\n\nproducts incorporated. This level of analysis is appropriate to\n\ninvestigate genre hybridity, which in turn is interdiscursively related\n\nto other genres;\n\n3. interactively, by observing the context of production and\n\nconsidering the slides as inherently linked to the communicative\n\nevent in which they are shown. This level of analysis takes into\n\naccount the social semiotic plane from a more inclusive\n\nperspective.\n\nIn this work the approach adopted aims to go beyond the observation of the\n\ncontribution of individual semiotic modes and to consider the meaning\n\ncreated dynamically by the interaction of the different resources, in a circular\n\nprocess which goes from the singular to the global and vice versa. As Kress\n\nand Van Leeuwen (2006: 177) aptly state, multimodal analysis often implies\n\nreflecting upon \u201cwhether the meanings of the whole should be treated as the\n\nsum of the meanings of the parts or whether the parts should be looked\n\nupon as interacting with and affecting one another\u201d.\n\nSYNCRETIC mODALITY IN SLIDESHOWS IN THE ERA OF DIGITAL HumANITIES\n\nIb\u00e9rica 38 (2019): 249-274 259\n\n09 IBERICA 38_Iberica 13 13/1/20 19:53 P\u00e1gina 259", "start_char_idx": 25594, "end_char_idx": 28066, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "8ad85ad3-a7c4-4210-b813-ec1a111249c9": {"__data__": {"id_": "8ad85ad3-a7c4-4210-b813-ec1a111249c9", "embedding": null, "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-100", "node_type": "4", "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "hash": "9c07b03b8a227f5064aeaf720b71ec97d5c6d4af3a3ff3828c2498b8b72604db", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "4e45ffc6-f5b0-4f24-99eb-011e73e5bd42", "node_type": "1", "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "hash": "32c7e40fdf8dc8d0cd6291de82b874ac55a652e27e8a9417ad62e9938615c1e0", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "15c68a5c-c226-4793-ac67-ccaf3033b9cb", "node_type": "1", "metadata": {}, "hash": "36b6a38e02bdd6f900160c3b9e32bca47407e1acb0ed3cfe342679dc060cabe5", "class_name": "RelatedNodeInfo"}}, "text": "This investigation is based on a model specifically developed for the analysis of\n\nvisuals, which I define as IFV (Integrated Framework for Visuals), as illustrated\n\nin section 5. methodologically, the framework loosely draws on a typology of\n\nvisuals introduced by Rowley-Jolivet (2002). This analysis is inherently\n\nqualitative, and it is exempted from quantitative data for two primary reasons.\n\nFirstly, several detailed works have previously approached slideshows (in lectures\n\nand in other settings) from this perspective (see e.g. Diani, 2015; Rowley-Jolivet,\n\n2002). Secondly, this paper is conceptually based on the recognition of the\n\nfluidity of semiotic resources and the problematization of their ascription to a\n\nspecific category; thus, I would argue that a qualitative approach allows a\n\nminimization of the risk of running into reductionist simplifications which\n\nwould go against the theoretical underpinnings of this work. \n\nA comprehensive multimodal social semiotic approach to the investigation\n\nof tools such as PowerPoint as a semiotic practice should include three\n\ndifferent dimensions: the software\u2019s design, the composition of slideshows,\n\nand their presentation, as Zhao, Djonov and Van Leeuwen (2014) pertinently\n\npoint out. This study, however, focuses exclusively on the second dimension\n\nand, more specifically, on the use of visuals, in that it has the mere purpose\n\nto conceptualize them from the perspective of hybridity and to illustrate\n\nsuch hybridity through a limited number of examples selected to this end. \n\n5. Towards a dynamic typology of visuals\n\nRowley-Jolivet\u2019s seminal study (2002) focuses on the importance of visuals in\n\nscientific conference paper presentations. Her four-dimension typology, broadly\n\ndrawing on Bertin (1973), can also constitute a point of departure for the\n\ninvestigation of visual elements in lecture slides. However, shifting paradigms in\n\nthe use of visuals (determined, inter alia, by new technological affordances) call\n\nfor the need to reconceptualize and redefine typologies of visuals.\n\nAlthough his theories have often been oversimplified, leading to static\n\napplications of fixed categories of visuals to heterogeneous and dynamic\n\nelements, Bertin himself emphasized that graphic representation is\n\nconstantly subject to changes regarding the very nature of the image, which\n\ncan become a living entity. \n\nLa grande diff\u00e9rence [\u2026] entre la repr\u00e9sentation graphique d\u2019hier, mal\n\ndissoci\u00e9e de l\u2019image figurative, et la graphique de demain, c\u2019est la disparition\n\nPATRIZIA ANESA\n\nIb\u00e9rica 38 (2019): 249-274260\n\n09 IBERICA 38_Iberica 13 13/1/20 19:53 P\u00e1gina 260", "start_char_idx": 28070, "end_char_idx": 30733, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "15c68a5c-c226-4793-ac67-ccaf3033b9cb": {"__data__": {"id_": "15c68a5c-c226-4793-ac67-ccaf3033b9cb", "embedding": null, "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-100", "node_type": "4", "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "hash": "9c07b03b8a227f5064aeaf720b71ec97d5c6d4af3a3ff3828c2498b8b72604db", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "8ad85ad3-a7c4-4210-b813-ec1a111249c9", "node_type": "1", "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "hash": "bc01093ec6d7c8256f653aac0145da942a9fb06f21120977b364077b9054fc81", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "d0aea795-50e9-4e43-a8a3-8d87c9e85cf5", "node_type": "1", "metadata": {}, "hash": "96001b37852c23323d3f95c1ceff75daa44125d1560022235219c32d67b9aa28", "class_name": "RelatedNodeInfo"}}, "text": "de la fixit\u00e9 cong\u00e9nitale de l\u2019image. Devenue manipulable par superpositions,\n\njuxtapositions, transformations, permutations, autorisant groupements et\n\nclassements, l\u2019image graphique est pass\u00e9e de l\u2019image morte, de l\u2019illustration, \u00e0\n\nl\u2019image vivante, \u00e0 l\u2019instrument de recherches accessible \u00e0 tous (Bertin, 1973: 7-\n\n8) (italics in original).12\n\nBertin\u2019s work paved the way for an approach that I would define as\n\n\u2018semiological infographics\u2019, given the semiological perspective adopted to\n\ninvestigate information design. Yet, some of the conceptual underpinnings of\n\nhis work appear inapplicable to contemporary contexts, as will be illustrated.\n\nBertin (1973: 6) distinguishes between graphical images (such as graphs,\n\ndiagrams, and maps) and figurative images (such as photographs),13 and\n\nRowley-Jolivet\u2019s (2002) classification integrates them with scriptural visuals\n\n(including texts) and numerical visuals (e.g. mathematical formulas). Numerical\n\nand graphical visuals are generally considered monosemic, while figurative and\n\nscriptural ones are defined as polysemic (Rowley-Jolivet 2002: 28).14 According\n\nto Bertin (1973: 6), the reading of a graphical image is originally defined as\n\nmonosemic in that each single element has a given, pre-defined value encoded\n\nby a single variable. Thus, if one variable represents a given value, the reading\n\nof the graphical visual should be unambiguous. For instance, if in a graph the\n\nblue color refers to a certain piece of information, it is supposed that the user\n\nwill not have to make a hermeneutic effort to interpret the graph, as the image\n\nis theoretically monosemic. Instead, figurative images are traditionally\n\ndescribed as polysemic and open to various interpretations. Clearly, this\n\nconceptualization (which Bertin applied specifically to the field of\n\ncartography) nowadays needs to be problematized and is not applicable tout\n\ncourt to other types of visuals. Indeed, although Bertin\u2019s interpretation was\n\nparticularly influential when it was developed at the beginning of the 1970s,\n\nthe complexities of new technology, and its affordances in the digital age,\n\nrender its application controversial in the modern era. In this regard, I would\n\nargue that the constant increase in the level of sophistication in the creation of\n\nvisuals makes the distinction between monosemic and polysemic items\n\ninevitably largely fallacious if applied to contemporary visual design.\n\nThis paper aims to show that this dichotomic distinction is fundamentally an\n\noversimplification which neglects the polysemic value that graphical and\n\nnumerical visuals may also assume and the hermeneutic effort involved in\n\ntheir processing. Secondly, the hybrid nature and the fluidity of visuals often\n\nmake the very distinction between these categories unclear. The notion of\n\nSYNCRETIC mODALITY IN SLIDESHOWS IN THE ERA OF DIGITAL HumANITIES\n\nIb\u00e9rica 38 (2019): 249-274 261\n\n09 IBERICA 38_Iberica 13 13/1/20 19:53 P\u00e1gina 261", "start_char_idx": 30737, "end_char_idx": 33720, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "d0aea795-50e9-4e43-a8a3-8d87c9e85cf5": {"__data__": {"id_": "d0aea795-50e9-4e43-a8a3-8d87c9e85cf5", "embedding": null, "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-100", "node_type": "4", "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "hash": "9c07b03b8a227f5064aeaf720b71ec97d5c6d4af3a3ff3828c2498b8b72604db", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "15c68a5c-c226-4793-ac67-ccaf3033b9cb", "node_type": "1", "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "hash": "3b6e5d70aa6847ecf63299a2a6baeb71d1ac773ebe7487fc55f81bc1c97ee83a", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "0a8946b0-b004-4a2c-8b79-a249ea0dfcb4", "node_type": "1", "metadata": {}, "hash": "96538e03b01ba706f3f5af0df45065dd83af151bc0f10062c83cd4b642dfdc74", "class_name": "RelatedNodeInfo"}}, "text": "monosemic images (conveying apparently only one meaning) inexorably\n\nimplies some shortcomings, such as the overlooking of the fact that\n\nsophisticated graphical images can be ideologically laden, elicit emotions, and\n\nconvey multiple, even oppositional, subjective constructions of meanings. \n\nConceptually, Rowley-Jolivet (2002) defines \u2018graphical\u2019 and \u2018figurative\u2019 as\n\nbelonging to the same semiotic system (visual), while \u2018scriptural\u2019 belongs to the\n\nlinguistic semiotic system and \u2018numerical\u2019 to the mathematical one. The use of\n\nthe term \u2018visual\u2019 to define both the semiotic system and the mode could be\n\ncriticized; consequently, for the sake of clarity, in this work the term \u2018illustrative\u2019\n\nis adopted to define the semiotic system which pertains to graphical and\n\nfigurative visuals (see table 2). Although such distinction is heuristic rather than\n\nconceptual, it may avoid the risk of running into definitional overlapping. \n\nTable 2 presents the Integrated Framework for Visuals, which is based on a\n\ntypology that includes the categories suggested by Rowley-Jolivet (which I grouped\n\nunder the label \u2018form\u2019), but is also extended to features such as synchronicity,\n\naspect, format and hyperlinking. Far from representing an exhaustive typology, it\n\naims to take into account different features which characterize a wide range of\n\nvisuals and may be adopted for the analysis of slides. Consequently, this framework\n\nis tentative and constantly evolving, given the nature of the items contemplated. It\n\nmay be considered as a \u2018snapshot\u2019 of a typology which is applicable to a specific\n\ngenre at this point in time, with the awareness that technological developments will\n\ndetermine the need for its constant adaptation.\n\nVisuals are firstly classified according to their form, including scriptural,\n\ngraphical, figurative and numerical items, but also the classes \u2018other\u2019 and\n\n\u2018hybrid\u2019. Given the general tendency to conceive visuals as images, the\n\nPATRIZIA ANESA\n\nIb\u00e9rica 38 (2019): 249-274262\n\n09 IBERICA 38_Iberica 13 13/1/20 19:53 P\u00e1gina 262", "start_char_idx": 33724, "end_char_idx": 35792, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "0a8946b0-b004-4a2c-8b79-a249ea0dfcb4": {"__data__": {"id_": "0a8946b0-b004-4a2c-8b79-a249ea0dfcb4", "embedding": null, "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-100", "node_type": "4", "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "hash": "9c07b03b8a227f5064aeaf720b71ec97d5c6d4af3a3ff3828c2498b8b72604db", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "d0aea795-50e9-4e43-a8a3-8d87c9e85cf5", "node_type": "1", "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "hash": "ded527c093c4ebbd7c6f5044a5931d015f170c85b8f0acfea57aaca8294ac1cc", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "feaaa512-5462-499d-a0f5-a405528ec5e5", "node_type": "1", "metadata": {}, "hash": "7373c5ffece995005229543d173a3ca808d9bb09d2983dece2f1f134638be8e0", "class_name": "RelatedNodeInfo"}}, "text": "inclusion of scriptural and numerical elements in this category may appear\n\ndebatable. However, visuals are here intended as a macrocategory, thus\n\nencompassing elements consisting of different visual signs. A description of\n\nvisuals which does not include the scriptural and numerical elements is, of\n\ncourse, conceptually possible but appears in line with the dichotomic\n\nperspective that the theoretical background of this paper aims to deviate\n\nfrom, i.e. the conceptual contrast between words and pictures (and, more\n\ngenerally, between different categories of modes). The class \u2018other\u2019\n\nheuristically encompasses all other potential forms of visuals, such as videos,\n\nwhich are not specifically contemplated in the traditional typology. Hybridity,\n\nas we shall see, is a feature which is present across visuals, and all items may\n\npresent hybrid characteristics. Hence, these classes should be considered\n\nfluid and permeable. Some visuals may also be predominantly ascribable to\n\none category, while displaying features of another. However, in some cases,\n\nthe \u2018hybrid\u2019 label appears necessary as it is not possible to define which class\n\nis focal in order to ascribe the item to one single class. For instance, if we\n\nconsider a logo which includes both figurative and textual elements, it would\n\nbe conceptually fallacious to analyze the different elements as if they existed\n\nin isolation and thus the image text has to be conceived as a hybrid visual.\n\nVisuals are also classified according to their dynamic aspect, in that both static\n\nand moving visuals may be present. Dynamicity encompasses different stages\n\nfrom complete steadiness, to the presentation of animated effects, to video\n\nmaterial. As regards format, although it may not appear crucial for the\n\nconstruction of meaning (as images in different formats may not display\n\nmanifest differences), raster and vector images15 carry with them affordances\n\nwhich can imply precise constraints in the production of the slideshow. Slides\n\nmay also be classified according to the presence of hyperlinks. This aspect is\n\nnot automatically applicable to all visuals, but in the digital age it seems to be\n\nacquiring particular importance and is relevant to the genre under investigation\n\nin this study. Slides may include external links, thus having an outward drive\n\nwhich cannot be ignored, in that the anchoring element (and the related\n\ncontent) becomes an additional source of information.\n\n6. Slides as multimodal spaces\n\n6.1. The fluidity of visuals\n\nAs mentioned above, this paper argues for the need to reconceptualize\n\nvisuals according to fluid and dynamic categories. While some elements may\n\nSYNCRETIC mODALITY IN SLIDESHOWS IN THE ERA OF DIGITAL HumANITIES\n\nIb\u00e9rica 38 (2019): 249-274 263\n\n09 IBERICA 38_Iberica 13 13/1/20 19:53 P\u00e1gina 263", "start_char_idx": 35796, "end_char_idx": 38630, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "feaaa512-5462-499d-a0f5-a405528ec5e5": {"__data__": {"id_": "feaaa512-5462-499d-a0f5-a405528ec5e5", "embedding": null, "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-100", "node_type": "4", "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "hash": "9c07b03b8a227f5064aeaf720b71ec97d5c6d4af3a3ff3828c2498b8b72604db", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "0a8946b0-b004-4a2c-8b79-a249ea0dfcb4", "node_type": "1", "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "hash": "c86048239134be5f388c7d56f4f2288efaf18d0e6eb5d701915dc2bb2f3c8bdd", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "fc16f9a7-8034-40bb-80b2-790fdc8ed393", "node_type": "1", "metadata": {}, "hash": "30aa11159fe1eaaeb2252af85fa5ffb25d3a05a30478f4f0c56dafa2dfaa8856", "class_name": "RelatedNodeInfo"}}, "text": "be unproblematically assigned one specific label as only one form of visual\n\nis present, in several cases this attribution is not possible. Indeed, new\n\ntechnology has led to further mutability in visuals, and the boundaries\n\nbetween the categories are often blurred. One single paper clearly cannot\n\ndescribe exhaustively the infinite forms of hybridity which emerge in\n\ncomplex spaces such as slides. Thus, the objective is to present selected\n\nexamples which demonstrate the high level of intricacy which characterize\n\nvisuals with merely illustrative purposes. \n\nNot only can visuals not be easily ascribed to specific categories, but a single\n\nslide often includes multiple forms of visuals and it is impossible to define it\n\nas purely numerical, scriptural or figurative. By means of an example, Figure\n\n116 constitutes a complex modal ensemble in which different figurative\n\nelements, whose presence is crucial for the graphical conceptualization of the\n\nmessage, are clearly combined with scriptural ones. The construction of\n\nmeaning is given by the interdependence of the different visuals, which create\n\nhybrid units acting in synergy and thus assuming a given epistemological value\n\nthanks to their mutual validation. For instance, a single visual (e.g. the image of\n\nHomer Simpson) is not only \u2018accompanied\u2019 by another (e.g. the textual\n\nelement \u2018Homer\u2019), but a new compositional unit (whose different components\n\nreciprocally nurture their validity) is created, and it acquires a specific meaning\n\nwithin the entire space of the slide. \n\nPATRIZIA ANESA\n\nIb\u00e9rica 38 (2019): 249-274264\n\n09 IBERICA 38_Iberica 13 13/1/20 19:53 P\u00e1gina 264\n\n\n\nThe analysis of the position that the different visuals assume within the slide\n\nis also critical to the definition of their meaning-making potential (see\n\nDjonov & Van Leeuwen, 2013), but this approach would clearly be beyond\n\nthe scope of the paper, which is aimed exclusively at the problematization of\n\na clear-cut separation between classes of visuals. \n\nThe next slide, as shown in Figure 2, presents a formula expressed through\n\nnumerical signs, followed by the same concept in a more verbalized version\n\n(\u201cin words\u201d). The two forms coexist and, while scriptural signs can have a\n\nclarifying function, they both guide the viewer in the interpretation process.\n\nThus, one visual is not merely an addition to the other but, rather, they\n\nbecome inseparable for the successful conveyance of meaning.\n\nFigure 3 also presents figurative elements, as well as textual and numerical\n\nones, within a graphical apparatus. They are all central to the representation\n\nof knowledge and the creation of a shared meaning among the agents\n\ninvolved. Hence, the slide itself constitutes what I define as a \u2018multitopia\u2019,\n\nmeaning an environment which entails a variety of environments,\n\ncharacterized by the presence of various visuals which act synergically.\n\nSYNCRETIC mODALITY IN SLIDESHOWS IN THE ERA OF DIGITAL HumANITIES\n\nIb\u00e9rica 38 (2019): 249-274 265\n\n09 IBERICA 38_Iberica 13 13/1/20 19:53 P\u00e1gina 265\n\n\n\nBeyond the hybridity of slides from a macro perspective, the analysis of\n\nindividual elements also reveals their high levels of complexity. For example,\n\nthe visual item in Figure 4 may be seen as predominantly scriptural, but it is\n\nnot a prototypical scriptural form and the meaning conveyed also assumes\n\ngraphical contours. Categorizing it simplistically as a scriptural component\n\nwould mean ignoring the meaning conveyed by its graphical traits. \n\nFigure 5 may be described as mostly graphic, but to some extent it is also\n\nfigurative. From a broad perspective, this element consists solely of a\n\nPATRIZIA ANESA\n\nIb\u00e9rica 38 (2019): 249-274266\n\n09 IBERICA 38_Iberica 13 13/1/20 19:53 P\u00e1gina 266", "start_char_idx": 38634, "end_char_idx": 42417, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "fc16f9a7-8034-40bb-80b2-790fdc8ed393": {"__data__": {"id_": "fc16f9a7-8034-40bb-80b2-790fdc8ed393", "embedding": null, "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-100", "node_type": "4", "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "hash": "9c07b03b8a227f5064aeaf720b71ec97d5c6d4af3a3ff3828c2498b8b72604db", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "feaaa512-5462-499d-a0f5-a405528ec5e5", "node_type": "1", "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "hash": "84675bf8a2187a01bce59a28b573f4ef44323fe5c3b3e55648159a2f5e792600", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "59c0ee51-02ce-4d69-bc11-e70fa8268b98", "node_type": "1", "metadata": {}, "hash": "89ea1a6a6a2ba614b96f7684e803ecc8c75d1a068ebeae3160a0346e090fab96", "class_name": "RelatedNodeInfo"}}, "text": "graphic, which is then composed of different signs. However, when\n\nobserved individually, the different semiotic resources appear as a\n\ncombination of texts, images, and lines, which co-construct meaning.\n\nIn this case, lines play a chief function in that they represent a connection;\n\nthey link the different elements, thus contributing to the creation of a\n\nspecific visual syntax17 (Van Leuween, 2005). The meaning potential of these\n\nconnections is noticeable and can indicate dependence, cause, development,\n\netc. The line itself does not simply serve as a connector but has a\n\ntransformative value, in that the single elements which are linked are not\n\nintended as isolated entities but as a part of new composition.\n\nAnother illustration of the hybridity of visuals is offered by Figure 6, which\n\npresents an instance of coding. Coding lies in between the realms of\n\nnumerical and textual representations in that both semiotic systems are\n\nemployed for the conveying of information. It may be described as a hybrid\n\nsystem, which inevitably generates visuals which do not clearly belong to a\n\nsingle traditional category.\n\nSYNCRETIC mODALITY IN SLIDESHOWS IN THE ERA OF DIGITAL HumANITIES\n\nIb\u00e9rica 38 (2019): 249-274 267\n\n09 IBERICA 38_Iberica 13 13/1/20 19:53 P\u00e1gina 267\n\n\n\nAs previously mentioned, logos constitute complex alphanumerical-pictorial\n\nensembles, ascribable to the category \u2018hybrid\u2019. They often include both\n\ngraphical/pictorial and scriptural elements which work in synergy. \n\nThus, it can be argued that each mode has a transformative function in\n\nrelation to the others, transferring meaning from one element to another,\n\nwhich in turn is transformed, assuming a new meaning.\n\n6.2. Multimodal syncretism\n\nSlides include a vast range of semiotic modes, whose usage varies according\n\nto the presenter, the subject, and the educational objectives to be fulfilled, so\n\nthat each course displays its own multimodal mannerism. Certain types of\n\ninformation can only successfully be conveyed through specific visuals,\n\nwhich are used in a syncretic way. In this respect, slides become catalysts for\n\nthe syncretic use of multimodal resources. \n\nSlides can be seen as multimodal spaces which incorporate multiple\n\nresources. To describe them, I suggest using the term syncretism, which\n\ncontemplates the investigation of different modes and their relations from a\n\nglobal perspective. Like a chemical reaction which rearranges the atoms of\n\nthe reactants to create different substances, the combination of the different\n\nmodes creates a new final product. Thus, syncretic modality is in line with\n\nthe concept of intersemiotic complementarity, i.e. how modes \u201ccomplement\n\neach other in the ways that they project meaning\u201d (Royce, 2007: 63).\n\nDifferent modes generate new inseparable entities, which exist in a perpetual\n\nentanglement. \n\nPATRIZIA ANESA\n\nIb\u00e9rica 38 (2019): 249-274268\n\n09 IBERICA 38_Iberica 13 13/1/20 19:53 P\u00e1gina 268", "start_char_idx": 42421, "end_char_idx": 45393, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "59c0ee51-02ce-4d69-bc11-e70fa8268b98": {"__data__": {"id_": "59c0ee51-02ce-4d69-bc11-e70fa8268b98", "embedding": null, "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-100", "node_type": "4", "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "hash": "9c07b03b8a227f5064aeaf720b71ec97d5c6d4af3a3ff3828c2498b8b72604db", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "fc16f9a7-8034-40bb-80b2-790fdc8ed393", "node_type": "1", "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "hash": "226c0bf8c16716b5e1193c5569d42618c67db97a5229ecc790a89999efaa8007", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "370e01ec-1311-4735-8575-31d42b73ec0a", "node_type": "1", "metadata": {}, "hash": "07e5231e9a367279dd96d70fc910ef819444f49dad96cec7d8353becfd3e620f", "class_name": "RelatedNodeInfo"}}, "text": "7. Conclusions\n\nSlideshows in lectures have become common in all disciplinary fields, and\n\nvisually attractive presentations are often deemed necessary in order to meet\n\nstudents\u2019 expectations in the era of Digital Humanities. During lectures,\n\nstudents are expected to listen, watch and read at the same time. This appears\n\nin contrast to assumptions that we live in a logocentric society, as well as to\n\ntraditional conceptualizations of representation in which text supersedes all\n\nother forms of meaning (Lim, 2004). The seismic epistemic shift which we\n\nhave experienced has led to the imposition of a visual culture, and this\n\nfundamental change is also reflected in academic lectures, where multimodal\n\nresources can function as enhancers of knowledge popularization and\n\nknowledge communication. The different resources are not simply\n\naccompanying tools which only have an aesthetic function or which only\n\nguide the presenter through the lecture. Rather, they help listeners to co-\n\nconstruct knowledge and to engage in the process of creating commonly-\n\nshared meanings. \n\nThis work focuses on authentic examples of academic communication and\n\nprovides a contribution to applied linguistics through two main focal points:\n\n1) a theoretical one, which describes the fluidity of modes (with special\n\nattention being devoted to visuals), problematizes their very distinction, and\n\nsuggests the conceptualization of syncretic multimodality; and 2) an\n\nempirical one, which observes real instances of modal syncretism in slides\n\nand confirms the blurred contours which exist between different types of\n\nmodal resources. \n\nThe dilemma regarding whether new media require \u201ca new concept of\n\nliteracy, or simply a recombination of literacy practices\u201d (Tyner, 2000: xv)\n\nremains unsolved. If the word \u2018graphicy\u2019 (see e.g. Donnison, 2004) has been\n\nintroduced as opposed to literacy and numeracy to define the ability to\n\nmaster graphic and pictorial resources, I would argue for the need to\n\nconceptualize the notion of \u2018modacy\u2019, intended as the ability to master\n\nmultiple modal resources, which has become crucial with the advent of new\n\nand converging technologies. \n\nThis paper also emphasizes the necessity to gain a finer understanding of the\n\nfluidity of modal resources, and their flexible and permeable nature. New\n\ntechnological affordances make their ascription to static categories highly\n\nproblematic, and the time is ripe for a problematization of the very\n\ndistinction of modes in the first place. Different semiotic resources are\n\nSYNCRETIC mODALITY IN SLIDESHOWS IN THE ERA OF DIGITAL HumANITIES\n\nIb\u00e9rica 38 (2019): 249-274 269\n\n09 IBERICA 38_Iberica 13 13/1/20 19:53 P\u00e1gina 269", "start_char_idx": 45397, "end_char_idx": 48115, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "370e01ec-1311-4735-8575-31d42b73ec0a": {"__data__": {"id_": "370e01ec-1311-4735-8575-31d42b73ec0a", "embedding": null, "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-100", "node_type": "4", "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "hash": "9c07b03b8a227f5064aeaf720b71ec97d5c6d4af3a3ff3828c2498b8b72604db", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "59c0ee51-02ce-4d69-bc11-e70fa8268b98", "node_type": "1", "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "hash": "4750350d3c91dfbed83cfae62454f574d8303c0b8663c84bda4b4a8e766293ea", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "03045ed1-fa84-427a-b925-032c9e84e9ec", "node_type": "1", "metadata": {}, "hash": "4a96fb455870175d9ef26c9ce4879b020b62f0b39d4c9e8d899b7a652e64845c", "class_name": "RelatedNodeInfo"}}, "text": "unstable and dynamic. This is particularly evident for those ascribable to the\n\ncategory of visuals, which are becoming progressively hybrid to the degree\n\nthat they may become increasingly complex and lose their defining features.\n\nThus, it is often impossible to categorize slides as \u2018scriptural\u2019, \u2018numerical\u2019,\n\n\u2018graphical\u2019 or \u2018figurative\u2019, according to traditional paradigms, in that the\n\nmajority of slides present a combination of different visuals. Overall, this\n\napproach highlights the need for a constant reconsideration of predefined\n\ncategorizations of modes in a world where technological advances\n\nconstantly create shifts in paradigmatic conceptions of the resources\n\navailable, and new creative ways of combining modes become possible.\n\nClearly, the relatively limited number of courses and presenters involved in\n\nthis study implies a word of caution regarding the possibility of drawing\n\ngeneralizable conclusions. Also, the themes of subjectivity and reflexivity\n\ninevitably play an important role in an area where individual choices may be\n\ndetermined by a complex array of factors which are not always available to\n\nthe researchers. However, given their ubiquity and their relevance in\n\nacademic lectures, slideshows represent a fertile ground for research.\n\nOn a practical note, the mastery of slides as a genre implies a deep\n\nunderstanding of the affordances of various semiotic resources in a given\n\ncontext. This, in turn, may lead to a more enlightened use of such resources\n\nand to a more successful construction of meaning, as well as (potentially) to\n\ncommunicative achievements and the ensuing educational success. Indeed,\n\nthe acquaintance to how multimodality operates in educational settings can\n\nallow us to implement multimodal tools more effectively. From an\n\neducational standpoint, analyses of this type can contribute to helping\n\nlecturers become more cognizant of both the affordances of multiple\n\nsemiotic resources and the need to consider them from a syncretic\n\nperspective. \n\nAcknowledgements\n\nThis study is part of the project \u201cKnowledge Dissemination across media in\n\nEnglish: Continuity and Change in Discourse Strategies, Ideologies, and\n\nEpistemologies\u201d, funded through PRIN 2015, Prot. 2015TJ8ZAS_002.\n\nArticle history:\n\nReceived 26 November 2018\n\nReceived in revised form 10 May 2019\n\nAccepted 13 May 2019\n\nPATRIZIA ANESA\n\nIb\u00e9rica 38 (2019): 249-274270\n\n09 IBERICA 38_Iberica 13 13/1/20 19:53 P\u00e1gina 270\n\n\n\nReferences\n\nSYNCRETIC mODALITY IN SLIDESHOWS IN THE ERA OF DIGITAL HumANITIES\n\nIb\u00e9rica 38 (2019): 249-274 271\n\nAmare, N. (2006). \u201cTo slideware or not to\n\nslideware: Students\u2019 experiences with PowerPoint\n\nvs. lecture\u201d. 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", "date": "2019-01-02", "file": "iberica-100.pdf"}, "hash": "9c07b03b8a227f5064aeaf720b71ec97d5c6d4af3a3ff3828c2498b8b72604db", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "03045ed1-fa84-427a-b925-032c9e84e9ec", "node_type": "1", "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "hash": "e217e7d83a61465906bde8da431094da0a1809a8554a9b75055321a604169765", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "c19f7b67-232d-48ae-8aec-0070ad8cef6e", "node_type": "1", "metadata": {}, "hash": "46e36466603870e4c7954705ae7fc4e9c4f7158576cfc67000658f2c2eb27d3d", "class_name": "RelatedNodeInfo"}}, "text": "(2007). Language and\n\nEducation. London: Continuum.\n\nHalliday, M. A. K. & C. Matthiessen (2014). An\n\nIntroduction to Functional Grammar, 4th ed.\n\nLondon: Edward Arnold. \n\n09 IBERICA 38_Iberica 13 13/1/20 19:53 P\u00e1gina 271\n\n\n\nPATRIZIA ANESA\n\nIb\u00e9rica 38 (2019): 249-274272\n\nHigton, M. (2012). A Theology of Higher\n\nEducation. Oxford: Oxford University Press.\n\nIedema, R. (2003). \u201cMultimodality,\n\nresemioticization: Extending the analysis of\n\ndiscourse as a multisemiotic practice\u201d. Visual\n\nCommunication 2(1): 29-57.\n\nJewitt, C. (2006). Technology, Literacy and\n\nLearning. London/New York: Routledge.\n\nJewitt, C. (2014). \u201cDifferent approaches to\n\nmultimodality\u201d in C. Jewitt (ed.), The Routledge\n\nHandbook of Multimodal Analysis, 2nd ed., 28-39.\n\nLondon: Routledge.\n\nJewitt, C., J. Bezemer & K. O\u2019Halloran (2016).\n\nIntroducing Multimodality. London: Routledge.\n\nKernbach, S., S. Bresciani & M. J. Eppler (2015).\n\n\u201cSlip-sliding-away: A review of the literature on the\n\nconstraining qualities of PowerPoint\u201d. Business\n\nand Professional Communication Quarterly 78(3):\n\n292-313.\n\nKress, G. (2005). \u201cGains and losses: New forms of\n\ntexts, knowledge, and learning\u201d. Computers and\n\nComposition 22, 5-22.\n\nKress, G. (2009). \u201cAssessment in the perspective\n\nof a social semiotic theory of multimodal teaching\n\nand learning\u201d in C. Wyatt-Smith & J.J. Cumming\n\n(eds.), Educational Assessment in the 21st\n\nCentury: Connecting Theory and Practice, 19-43.\n\nLondon/New York: Springer. \n\nKress, G. & T. Van Leeuwen (2001). Multimodal\n\nDiscourse: The Modes and Media of\n\nContemporary Communication. London: Arnold.\n\nKress, G. & T. Van Leeuwen (2006). Reading\n\nImages: The Grammar of Visual Design, 2nd ed.\n\nNew York: Routledge. \n\nKruse, O. (2006). \u201cThe origins of writing in the\n\ndisciplines: Traditions of seminar writing and the\n\nHumboldtian ideal of the research university\u201d.\n\nWritten Communication 23: 331-352.\n\nLevasseur, D. G. & K. Sawyer (2006). \u201cPedagogy\n\nmeets PowerPoint: A research review of the\n\neffects of computer-generated slides in the\n\nclassroom\u201d. The Review of Communication 6(1-2):\n\n101-123. \n\nLim, F.V. (2004). \u201cDeveloping an integrative multi-\n\nsemiotic model\u201d in K. O\u2019Halloran (ed.), 220-246.\n\nMills, K. (2016). Literacy Theories for the Digital\n\nAge. Bristol: Multilingual Matters.\n\nMitchell, W. J. T. (1994). Picture Theory. Essays on\n\nVerbal and Visual Representation. Chicago:\n\nUniversity of Chicago Press.\n\nMyers, G. (2000). \u201cPowerpoints: Technology,\n\nlectures, and changing genres\u201d in A. Trosborg\n\n(ed.), Analysing Professional Genres, 177-192.\n\nAmsterdam: John Benjamins.\n\nO\u2019Halloran, K. (ed.) (2004). Multimodal Discourse\n\nAnalysis. London: Continuum.\n\nO\u2019Halloran, K. (2008). \u201cSystemic Functional-\n\nmultimodal Discourse Analysis (SF-MDA):\n\nConstructing ideational meaning using language\n\nand visual imagery\u201d. Visual Communication 7:\n\n443-475.\n\nR\u00e4is\u00e4nen, C. (2015).", "start_char_idx": 54548, "end_char_idx": 57423, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "c19f7b67-232d-48ae-8aec-0070ad8cef6e": {"__data__": {"id_": "c19f7b67-232d-48ae-8aec-0070ad8cef6e", "embedding": null, "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-100", "node_type": "4", "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "hash": "9c07b03b8a227f5064aeaf720b71ec97d5c6d4af3a3ff3828c2498b8b72604db", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "8b0bb6e3-d246-4ed0-97ca-90bf2d703cd6", "node_type": "1", "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "hash": "57972fb0c00d03041f36cca60aa5c2db3a68a662a7c3319a97dadddc59c23f87", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "3bb55ef6-15f3-484a-99dc-3cf0d37d0901", "node_type": "1", "metadata": {}, "hash": "9d2988f5a49051caddc98f6d20b5db619c6aefde6dfdf031f62a499b457c116d", "class_name": "RelatedNodeInfo"}}, "text": "R\u00e4is\u00e4nen, C. (2015). \u201cThere is more to\n\nmultimodality than discourse features and\n\nnonverbal behaviors!\u201d in B. Crawford Camiciottoli\n\n& I. Fortanet-G\u00f3mez (eds.), 133-143.\n\nRoth, W. M. (1994). \u201cThinking with hands, eyes,\n\nand signs: Multimodal science talk in a grade 6/7\n\nunit on simple machines\u201d. Interactive Learning\n\nEnvironments 4: 170-187.\n\nRowley-Jolivet, E. (2002). \u201cVisual discourse in\n\nscientific conference papers: A genre based\n\nstudy\u201d. English for Specific Purposes 21: 19-40.\n\nRoyce, W. L. (2007). \u201cIntersemiotic\n\ncomplementarity: A framework for multimodal\n\ndiscourse analysis\u201d in T.D. Royce & W.L. Bowcher\n\n(eds.), New Directions in the Analysis of\n\nMultimodal Discourse, 63-109. Mahwah, NJ:\n\nLawrence Erlbaum.\n\nScollon, R. & S. Scollon (2003). Discourses in\n\nPlace: Language in the Material World. London:\n\nRoutledge.\n\nSimpson, Z. (2016). \u201cDrawn writing: The role of\n\nwritten text in civil engineering drawing\u201d in E.\n\nBreuer & A. Archer (eds.), 241-255.\n\nSipe, L. R. (1998). \u201cHow picture books work: A\n\nsemiotically framed theory of text-picture\n\nrelationships\u201d. Children\u2019s Literature in Education\n\n29(2): 97-108.\n\nThesen, L. (2016). \u201cThe past in the present:\n\nModes, gaze and changing communicative\n\npractices in lectures\u201d in E. Breuer & A. Archer\n\n(eds.), 31-52.\n\nTyner, K. (2000). \u201cForeword: expanding literacy in\n\na shrinking world\u201d in A. W. Pailliotet & P. Mosenthal\n\n(eds.), Reconceptualizing Literacy in the Media\n\nAge, xV-xx. Oxford: Elsevier.\n\nUnsworth, L. (2006). \u201cTowards a metalanguage for\n\nmultiliteracies education: Describing the meaning-\n\nmaking resources of language-image interaction\u201d.\n\nEnglish Teaching: Practice and Critique 1: 55-76.\n\nValeiras Jurado, J. (2015). \u201cA multimodal approach\n\nto persuasion in conference presentations\u201d in B.\n\n09 IBERICA 38_Iberica 13 13/1/20 19:53 P\u00e1gina 272", "start_char_idx": 57403, "end_char_idx": 59229, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "3bb55ef6-15f3-484a-99dc-3cf0d37d0901": {"__data__": {"id_": "3bb55ef6-15f3-484a-99dc-3cf0d37d0901", "embedding": null, "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-100", "node_type": "4", "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "hash": "9c07b03b8a227f5064aeaf720b71ec97d5c6d4af3a3ff3828c2498b8b72604db", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "c19f7b67-232d-48ae-8aec-0070ad8cef6e", "node_type": "1", "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "hash": "488c4f59089456973527a1b736c101868754f86899478535dcc393b2649baa74", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "f40cc77e-b26b-4473-83a8-a31f26c86c58", "node_type": "1", "metadata": {}, "hash": "b63fa47bd1bc4da6ee7827fc04e8c4582260ab11d8565f28cf6bcff7ad14d4ca", "class_name": "RelatedNodeInfo"}}, "text": "Patrizia Anesa (Ph.D. in English Studies, university of Verona) is a\n\nResearcher in English Language and Translation at the university of\n\nBergamo and is a member of CERLIS (Research Centre on Specialized\n\nLanguages). Her research interests lie mostly in the area of ESP, with\n\nparticular reference to legal and academic discourse and to the investigation\n\nof knowledge asymmetries in expert-lay interaction.\n\nNoTeS\n\n1 Following Bezemer and Kress\u2019s seminal definition, in this work a mode is intended as \u201ca socially and\n\nculturally shaped resource for making meaning. Image, writing, layout, speech, moving images are\n\nexamples of modes\u201d (2008: 171).\n\n2 In this respect, see the concept of lectio and disputatio which characterized medieval scholastic practices\n\n(cf. Higton, 2012: 23).\n\n3 Prezi provides completely animated presentations. Slides are showcased within one frame, making the\n\ntransition unexpected and involving. \n\n4 Keynote has been developed for Apple devices and offers a wide range of transitions and animations.\n\n5 Google Slides is characterized by simplicity and an intuitive approach. It allows collaborators to be\n\nconnected and work simultaneously on the same presentation. \n\n6 Visme is cloud-based and is particularly useful to produce creative infographics.\n\n7 Slidebean manages formatting and transitions automatically and is a very time-efficient tool.\n\n8 Swipe allows the presentation to be fully interactive by creating polls that can be used in real time. \n\n9 All courses are freely available at https://ocw.mit.edu/courses/.\n\n10 For all the courses selected, the material available includes slides, videos (showing the complete lecture),\n\nand transcripts of the entire talk accompanying the slides.\n\n11 Thus, a slide represents the basic unit of meaning in this analysis. \n\n12 \u201cThe big difference [...] between the graphic representation of yesterday, wrongly dissociated from the\n\nfigurative image, and the graphic of tomorrow, is the disappearance of the congenital fixity of the image.\n\nHaving become manipulable by superpositions, juxtapositions, transformations, permutations, permitting\n\nSYNCRETIC mODALITY IN SLIDESHOWS IN THE ERA OF DIGITAL HumANITIES\n\nIb\u00e9rica 38 (2019): 249-274 273\n\nCrawford Camiciottoli & I. Fortanet-G\u00f3mez (eds.),\n\n108-130.\n\nVan Leeuwen, T. (2005). Introducing Social\n\nSemiotics. London: Routledge.\n\nVan Leeuwen, T., E. Djonov & K. O\u2019Halloran\n\n(2013). \u201c\u2018David Byrne really does love\n\nPowerPoint\u2019: Art as research on semiotics and\n\nsemiotic technology\u201d. Social Semiotics 23(3): 409-\n\n423.\n\nZhao, S., E. Djonov & T. Van Leeuwen (2014).\n\n\u201cSemiotic technology and practice: A multimodal\n\nsocial semiotic approach to PowerPoint\u201d. Text &\n\nTalk 34(3): 349-375. \n\n09 IBERICA 38_Iberica 13 13/1/20 19:53 P\u00e1gina 273", "start_char_idx": 59233, "end_char_idx": 62015, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "f40cc77e-b26b-4473-83a8-a31f26c86c58": {"__data__": {"id_": "f40cc77e-b26b-4473-83a8-a31f26c86c58", "embedding": null, "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-100", "node_type": "4", "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "hash": "9c07b03b8a227f5064aeaf720b71ec97d5c6d4af3a3ff3828c2498b8b72604db", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "3bb55ef6-15f3-484a-99dc-3cf0d37d0901", "node_type": "1", "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "hash": "96d8db0378faf2b4194fbd59f4344219e2e6174dd7ddcfa7415302f952795326", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "ff111ac1-d067-4f7c-b3c2-c45517647903", "node_type": "1", "metadata": {}, "hash": "f995c0c1ac5dab89c08fb8588ef59bd37f113c4839b15d9b40966d5b9e09581c", "class_name": "RelatedNodeInfo"}}, "text": "groupings and classifications, the graphic image has gone from the still image, from the illustration, to the\n\nliving image, to the instrument of research accessible to all\u201d.\n\n13 It should be pointed out that Bertin\u2019s original interpretation also included mathematical and musical\n\nsigns as categories of fundamental signs. \n\n14 Bertin\u2019s work also contemplates the case of pansemic meanings attributed to signs, as happens, for\n\ninstance, with non-figurative images, i.e. abstract images. \u2018Pans\u00e9mie\u2019 is thus described as an extreme form\n\nof \u2018polys\u00e9mie\u2019 (Bertin, 1973: 6).\n\n15 Raster graphics consist of colored pixels arranged to create an image, while vector graphics are made\n\nup of paths, each with a mathematical formula (vector) which dictates how the image is rendered. Vectors\n\ncan be infinitely scaled without losing quality, whereas raster images cannot be scaled to larger sizes\n\nwithout scarifying their appearance.\n\n16 All images are used in conformity with the Code of Best Practices in Fair Use for OpenCourseWare (see\n\nhttp://cmsimpact.org/code/code-best-practices-fair-use-opencourseware/).\n\nPATRIZIA ANESA\n\nIb\u00e9rica 38 (2019): 249-274274\n\n09 IBERICA 38_Iberica 13 13/1/20 19:53 P\u00e1gina 274", "start_char_idx": 62019, "end_char_idx": 63233, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "ff111ac1-d067-4f7c-b3c2-c45517647903": {"__data__": {"id_": "ff111ac1-d067-4f7c-b3c2-c45517647903", "embedding": null, "metadata": {"identifier": "iberica-102", "author": "Lobato Patricio, Julia", "title": "La mejora de la competencia traductora de los estudiantes franc\u00f3fonos a trav\u00e9s de las asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol", "date": "2019-01-02", "file": "iberica-102.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-102", "node_type": "4", "metadata": {"identifier": "iberica-102", "author": "Lobato Patricio, Julia", "title": "La mejora de la competencia traductora de los estudiantes franc\u00f3fonos a trav\u00e9s de las asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol", "date": "2019-01-02", "file": "iberica-102.pdf"}, "hash": "b24ba7625ad625b48e058f4f85213a54ab04343ba0857b84416b3e3b0ae781a6", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "f40cc77e-b26b-4473-83a8-a31f26c86c58", "node_type": "1", "metadata": {"identifier": "iberica-100", "author": "Anesa, Patrizia", "title": "Syncretic modality in slideshows in the era of digital humanities: Towards a reconceptualization of visuals? ", "date": "2019-01-02", "file": "iberica-100.pdf"}, "hash": "901cfbae15ffe3febb6367a153adc43d9884bdcc693a9b642185dd8c9590144d", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "92199b41-d16a-4a62-a578-b5fb746f5c3d", "node_type": "1", "metadata": {}, "hash": "0cb523d9de389b2cc34bfae1683d222a21b9ba85f813769120616aa0d9f9e856", "class_name": "RelatedNodeInfo"}}, "text": "Iberica 13\n\n\nIb\u00e9rica 38 (2019): 303-326\n\nISSN: 1139-7241 / e-ISSN: 2340-2784\n\nResumen\n\nEl fin \u00faltimo del Grado en Traducci\u00f3n e Interpretaci\u00f3n (GTeI) de cualquier\ninstituci\u00f3n es, o deber\u00eda ser, la adquisici\u00f3n de la competencia traductora. Este\nconcepto cobra tal importancia en la Did\u00e1ctica de la Traducci\u00f3n que ha sido\nobjeto de infinidad de estudios (Toury, 1984; Pym, 1992; Campbell, 1998; etc.) y\nde importantes labores de clasificaci\u00f3n/homogeneizaci\u00f3n (Kelly, 2002; Hurtado,\n1999; y el grupo PaCTE, 2001). Los estudiantes erasmus franc\u00f3fonos que se\nmatriculan en asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol del Grado en\nTraducci\u00f3n e Interpretaci\u00f3n de la Universidad Pablo de Olavide demuestran, por\nlo general, tener una menor competencia traductora que los estudiantes locales\nde su mismo nivel acad\u00e9mico. Esto provoca que muchos de estos estudiantes\nvean frustrados sus esfuerzos al no poder superar los objetivos establecidos en\nlas gu\u00edas docentes. Para tratar de hacer frente a esta situaci\u00f3n se ha llevado a cabo\nun proyecto de investigaci\u00f3n financiado por el mECD cuyo objetivo es la mejora\nde la competencia traductora de los estudiantes Erasmus franc\u00f3fonos a trav\u00e9s de\nlas asignaturas de traducci\u00f3n. Comenzamos revisando las nociones de\n\u201ccompetencia traductora\u201d y \u201cerror de traducci\u00f3n\u201d, para continuar con la\ndescripci\u00f3n, desde un punto de vista tanto ling\u00fc\u00edstico como traductol\u00f3gico, de\nlas necesidades iniciales de los estudiantes franc\u00f3fonos que eligen la UPO durante\nsu estancia Erasmus (y que coinciden en el aspecto ling\u00fc\u00edstico con las se\u00f1aladas\npor autores como agbodoyetin, 2011; Nginios, 2013, y agudelo, 2016).\nFinalmente exponemos, como han hecho Delgado y Barcel\u00f3 (2011) en \u00e1mbitos\nespecializados, los recursos metodol\u00f3gicos que hemos aplicado y recomendamos\npara paliar estas necesidades y desarrollar la competencia traductora de dichos\nestudiantes.\n\nPalabras clave: competencia traductora, error de traducci\u00f3n, detecci\u00f3n de\nnecesidades, recursos metodol\u00f3gicos, estudiantes erasmus franc\u00f3fonos.\n\nLa mejora de la competencia traductora\nde los estudiantes franc\u00f3fonos a trav\u00e9s\nde las asignaturas de traducci\u00f3n franc\u00e9s-\nespa\u00f1ol\n\nJulia Lobato Patricio\n\nUniversidad Pablo de Olavide (Espa\u00f1a)\njlobato@upo.es\n\n303\n\n11 IBERICA 38_Iberica 13 13/1/20 19:55 P\u00e1gina 303", "start_char_idx": 48, "end_char_idx": 2332, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "92199b41-d16a-4a62-a578-b5fb746f5c3d": {"__data__": {"id_": "92199b41-d16a-4a62-a578-b5fb746f5c3d", "embedding": null, "metadata": {"identifier": "iberica-102", "author": "Lobato Patricio, Julia", "title": "La mejora de la competencia traductora de los estudiantes franc\u00f3fonos a trav\u00e9s de las asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol", "date": "2019-01-02", "file": "iberica-102.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-102", "node_type": "4", "metadata": {"identifier": "iberica-102", "author": "Lobato Patricio, Julia", "title": "La mejora de la competencia traductora de los estudiantes franc\u00f3fonos a trav\u00e9s de las asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol", "date": "2019-01-02", "file": "iberica-102.pdf"}, "hash": "b24ba7625ad625b48e058f4f85213a54ab04343ba0857b84416b3e3b0ae781a6", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "ff111ac1-d067-4f7c-b3c2-c45517647903", "node_type": "1", "metadata": {"identifier": "iberica-102", "author": "Lobato Patricio, Julia", "title": "La mejora de la competencia traductora de los estudiantes franc\u00f3fonos a trav\u00e9s de las asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol", "date": "2019-01-02", "file": "iberica-102.pdf"}, "hash": "4223e3eb71909498e2f06b9238c346e2df63f9477847b4a39facf4d6246bdf33", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "f1945110-b453-46df-821a-547acc6096cf", "node_type": "1", "metadata": {}, "hash": "4769d4ddb8ed2ad0d093560b655813015bce588a302030a5c677ec69b055a54a", "class_name": "RelatedNodeInfo"}}, "text": "Ib\u00e9rica 38 (2019): 303-326\n\nJULIa LOBaTO PaTRICIO\n\nAbstract\n\nT h e i mp ro v e me nt of Tr an s l at io n C omp e te n c e i n F r e nc h - s p e ak i ng s tud e nt s\nt h ro ug h F r e nc h - Sp an is h T ra ns l a ti on c o ur s e s\n\nThe main purpose of the Ba in Translation and Interpreting is, or should be, the\nacquisition of \u201ctranslation competence\u201d. This concept has been particularly\nsignificant in the field of Translation Teaching, which has been the object of\nmany studies (Toury, 1984; Pym, 1992; Campbell, 1998; etc.) and of three\nmodels of classification/homogenization (Roiss, 2006): Kelly, 2002; Hurtado\n1999; and the PaCTE research group, PaCTE 2001. French-speaking incoming\nstudents who register in French Translation courses at the University Pablo de\nOlavide generally show a lesser degree of acquisition of translation competence\nthan the local students. This sometimes causes frustration because little or no\ntranslation competence prevents them from succeeding in these courses. In\norder to mitigate this situation, a research project supported by the Spanish\nministry of Education was carried out. The main goal of this project was to\nimprove the translation competence of French-speaking incoming students\nthrough translation courses. This paper briefly defines the notions of translation\ncompetence and \u201ctranslation error\u201d, reports the outcome of the aforementioned\nproject, and goes on to analyse the linguistic and translation needs of such\nstudents, following the studies of agbodoyetin (2011), Nginios (2013) and\nagudelo (2016). Finally, some teaching tools designed to overcome these needs\nand develop translation competence are explained, in the vein of some authors\nfrom the field of Specialized Translation, such as Delgado & Barcel\u00f3 (2011).\n\nKeywords: translation competence, translation error, detection of needs,\nteaching tools, French-speaking incoming students.\n\n1. Introducci\u00f3n\n\nEl fin \u00faltimo del Grado en Traducci\u00f3n e Interpretaci\u00f3n (GTeI) de cualquier\ninstituci\u00f3n es, o deber\u00eda ser, la adquisici\u00f3n de la \u201ccompetencia traductora\u201d.\nEste concepto cobra tal importancia en la did\u00e1ctica de la Traducci\u00f3n que ha\nsido objeto de infinidad de estudios (Toury, 1984; Pym, 1992; Campbell,\n1998; etc.) y de tres grandes labores de clasificaci\u00f3n/homogeneizaci\u00f3n\n(Roiss, 2006): Kelly, 2002; Hurtado 1999; y el grupo PaCTE, 2001.\n\nEn este estudio se ha llevado a cabo una metodolog\u00eda de investigaci\u00f3n\ndescriptiva basada en datos emp\u00edricos obtenidos de forma cuantitativa que\npermiten proponer de forma cualitativa una metodolog\u00eda de adquisici\u00f3n de\nla competencia traductora mediante el aprendizaje de una lengua extranjera.\n\n304\n\n11 IBERICA 38_Iberica 13 13/1/20 19:55 P\u00e1gina 304", "start_char_idx": 2336, "end_char_idx": 5071, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "f1945110-b453-46df-821a-547acc6096cf": {"__data__": {"id_": "f1945110-b453-46df-821a-547acc6096cf", "embedding": null, "metadata": {"identifier": "iberica-102", "author": "Lobato Patricio, Julia", "title": "La mejora de la competencia traductora de los estudiantes franc\u00f3fonos a trav\u00e9s de las asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol", "date": "2019-01-02", "file": "iberica-102.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-102", "node_type": "4", "metadata": {"identifier": "iberica-102", "author": "Lobato Patricio, Julia", "title": "La mejora de la competencia traductora de los estudiantes franc\u00f3fonos a trav\u00e9s de las asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol", "date": "2019-01-02", "file": "iberica-102.pdf"}, "hash": "b24ba7625ad625b48e058f4f85213a54ab04343ba0857b84416b3e3b0ae781a6", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "92199b41-d16a-4a62-a578-b5fb746f5c3d", "node_type": "1", "metadata": {"identifier": "iberica-102", "author": "Lobato Patricio, Julia", "title": "La mejora de la competencia traductora de los estudiantes franc\u00f3fonos a trav\u00e9s de las asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol", "date": "2019-01-02", "file": "iberica-102.pdf"}, "hash": "aceb16150ae0314b9e441b1b095d3c1bd54cb3464c516408a09a6b053cd347e4", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "596ac5ff-322e-4020-95c5-a48c131a28cc", "node_type": "1", "metadata": {}, "hash": "bd0b2c5e4c399fac20469663a6a18a3651e756477600bca839f535b14ce267d0", "class_name": "RelatedNodeInfo"}}, "text": "Los estudiantes erasmus franc\u00f3fonos que se matriculan en asignaturas de\nTraducci\u00f3n franc\u00e9s-espa\u00f1ol del Grado en Traducci\u00f3n e Interpretaci\u00f3n\n(GTeI) de la Universidad Pablo de Olavide (UPO) demuestran, por lo general,\ntener una menor competencia traductora que los estudiantes locales de su\nmismo nivel acad\u00e9mico. La mayor parte de estos estudiantes procedentes de\notras universidades cursan en sus universidades de origen la Licence en Langues\n\u00c9trang\u00e8res Appliqu\u00e9es.1 Esta falta de fundamento traductol\u00f3gico es\nconsecuencia de la inexistencia de asignaturas de corte traductol\u00f3gico en los\nplanes de estudios de las universidades de origen. Esto provoca que al\nmatricularse en la UPO del GTeI muchos de estos estudiantes vean frustrados\nsus esfuerzos al no poder superar los objetivos establecidos en las gu\u00edas\ndocentes de las asignaturas de Traducci\u00f3n. \n\nPara tratar de hacer frente a esta situaci\u00f3n se ha llevado a cabo un proyecto\nde investigaci\u00f3n financiado por el mECD cuyo objetivo era la mejora de la\ncompetencia traductora de los estudiantes Erasmus franc\u00f3fonos a trav\u00e9s de\nlas asignaturas de Traducci\u00f3n.\n\n2. La Competencia Traductora\n\nEl estado de la cuesti\u00f3n sobre el concepto de \u201ccompetencia traductora\u201d no\npresenta opiniones un\u00e1nimes en vista de los estudios publicados hasta la\nfecha (Roiss, 2006: 440). En un somero repaso a dicha noci\u00f3n encontramos\nno solo una gran variedad de definiciones, sino tambi\u00e9n importantes\ndiferencias en cuanto a las sub-competencias que la constituyen.\n\nPym define la competencia traductora desde un prisma puramente\ntraductol\u00f3gico en el que se da por hecho que los traductores han de tener un\namplio conocimiento gramatical, ret\u00f3rico, terminol\u00f3gico, del mundo laboral,\netc. as\u00ed, para Pym (1992: 3), la adquisici\u00f3n de la competencia traductora debe\nimplicar la habilidad de generar una serie de textos meta para un texto origen\ny de seleccionar de forma r\u00e1pida y con confianza justificada uno de estos\ntextos meta y proponerlo como sustituto del texto origen para un prop\u00f3sito\ny un lector determinados. \n\nPara Hurtado (2003: 42), y el Grupo PaCTE (2017), desde un enfoque m\u00e1s\nprofesional, la competencia traductora es un proceso din\u00e1mico de\nconstrucci\u00f3n de conocimientos a partir de conocimientos previos; se\nconsidera un proceso de reconstrucci\u00f3n y reestructuraci\u00f3n de los\nconocimientos ya existentes. La competencia traductora est\u00e1 formada por\n\nLa mEJORa DE La COmPETENCIa TRaDUCTORa DE LOS ESTUDIaNTES FRaNC\u00d3FONOS\n\nIb\u00e9rica 38 (2019): 303-326 305\n\n11 IBERICA 38_Iberica 13 13/1/20 19:55 P\u00e1gina 305", "start_char_idx": 5075, "end_char_idx": 7619, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "596ac5ff-322e-4020-95c5-a48c131a28cc": {"__data__": {"id_": "596ac5ff-322e-4020-95c5-a48c131a28cc", "embedding": null, "metadata": {"identifier": "iberica-102", "author": "Lobato Patricio, Julia", "title": "La mejora de la competencia traductora de los estudiantes franc\u00f3fonos a trav\u00e9s de las asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol", "date": "2019-01-02", "file": "iberica-102.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-102", "node_type": "4", "metadata": {"identifier": "iberica-102", "author": "Lobato Patricio, Julia", "title": "La mejora de la competencia traductora de los estudiantes franc\u00f3fonos a trav\u00e9s de las asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol", "date": "2019-01-02", "file": "iberica-102.pdf"}, "hash": "b24ba7625ad625b48e058f4f85213a54ab04343ba0857b84416b3e3b0ae781a6", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "f1945110-b453-46df-821a-547acc6096cf", "node_type": "1", "metadata": {"identifier": "iberica-102", "author": "Lobato Patricio, Julia", "title": "La mejora de la competencia traductora de los estudiantes franc\u00f3fonos a trav\u00e9s de las asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol", "date": "2019-01-02", "file": "iberica-102.pdf"}, "hash": "be6d18ca5133a42e74c099b232901f1f2b530686cb1deaa007ef2b03216ca616", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "dc598c88-c4b2-4890-bd71-0d8b1b82db40", "node_type": "1", "metadata": {}, "hash": "c9ac651695a7683e840c0ae94559e0cb2a7bd7708b5d3e754b64ae6e487abf3b", "class_name": "RelatedNodeInfo"}}, "text": "una serie de sub-competencias como son la competencia comunicativa en las\ndos lenguas (comprensi\u00f3n en la lengua de partida y reexpresi\u00f3n en la lengua\nde llegada), la competencia extraling\u00fc\u00edstica (conocimientos culturales,\ntem\u00e1ticos, etc.), la competencia de transferencia (capacidad de realizar el\nproceso traductor con la m\u00e1xima calidad), la competencia profesional\n(conocimientos y habilidades relacionados con el ejercicio de la traducci\u00f3n\nprofesional: mercado laboral, herramientas de documentaci\u00f3n, NNTT, etc.), la\ncompetencia psicofisiol\u00f3gica (estar en buen estado f\u00edsico, capacidad de\nresistencia, buena memoria, ser creativo, etc.) y la competencia estrat\u00e9gica\n(capacidad de aplicar procedimientos para paliar deficiencias en otras sub-\ncompetencias o para resolver problemas encontrados durante el proceso\ntraductor, como la reducci\u00f3n del plazo de entrega).\n\nDesde una perspectiva did\u00e1ctica, Kelly (2007: 106), por su parte, se\u00f1ala que\nla \u201cmacrocompetencia traductora\u201d se subdivide a su vez en la competencia\ncomunicativa y textual, cultural, tem\u00e1tica, instrumental, psicof\u00edsica,\ninterpersonal y estrat\u00e9gica. \n\nComo podemos observar, tanto Kelly como Hurtado proponen una\ndenominaci\u00f3n distinta a la hora de describir las sub-competencias en las que\nse clasifica la competencia traductora, aunque la mayor parte de los\nconceptos quedan recogidos en sus clasificaciones; as\u00ed, las competencias\ninstrumental y tem\u00e1tica y cultural de Kelly coinciden con las competencias\nprofesional y la extraling\u00fc\u00edstica de Hurtado, respectivamente. \n\nmart\u00edn (2010: 234-235) a\u00f1ade que a estas sub-competencias, formuladas de\ndiversas maneras, se han a\u00f1adido por parte de algunos autores ciertas\ncualidades que podr\u00edamos denominar de naturaleza personal, como la\npaciencia, el esmero y la capacidad de ver las cosas desde perspectivas\ndiferentes (Kurz et al., 2000: 80), el disfrute durante el proceso de traducci\u00f3n\n(Hervey et al., 1995: 4), la capacidad de tolerar la ambig\u00fcedad (Tirkkonen-\nCondit, 2000: 141), la capacidad de hacer y responder las preguntas\nrelevantes (mackenzie y malmkjaer, 1998: 16) y otras (malkiel, 2008: 61-62).\nNosotros a\u00f1adimos adem\u00e1s (Lobato, 2011: 38) la competencia cr\u00edtica, que\nconsistir\u00eda en tener la capacidad de valorar la fiabilidad de las fuentes de\ndocumentaci\u00f3n y aplicar ese esp\u00edritu cr\u00edtico para autoevaluar el propio\nresultado del proceso traductor en aras de conseguir la m\u00e1xima calidad. \n\nEn cualquier caso, ya sea desde un enfoque m\u00e1s traductol\u00f3gico, profesional\no did\u00e1ctico, todos los autores coinciden en se\u00f1alar que la competencia\ntraductora es un saber hacer para el que se necesitan unas habilidades\n\nJULIa LOBaTO PaTRICIO\n\nIb\u00e9rica 38 (2019): 303-326306\n\n11 IBERICA 38_Iberica 13 13/1/20 19:55 P\u00e1gina 306", "start_char_idx": 7623, "end_char_idx": 10366, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "dc598c88-c4b2-4890-bd71-0d8b1b82db40": {"__data__": {"id_": "dc598c88-c4b2-4890-bd71-0d8b1b82db40", "embedding": null, "metadata": {"identifier": "iberica-102", "author": "Lobato Patricio, Julia", "title": "La mejora de la competencia traductora de los estudiantes franc\u00f3fonos a trav\u00e9s de las asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol", "date": "2019-01-02", "file": "iberica-102.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-102", "node_type": "4", "metadata": {"identifier": "iberica-102", "author": "Lobato Patricio, Julia", "title": "La mejora de la competencia traductora de los estudiantes franc\u00f3fonos a trav\u00e9s de las asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol", "date": "2019-01-02", "file": "iberica-102.pdf"}, "hash": "b24ba7625ad625b48e058f4f85213a54ab04343ba0857b84416b3e3b0ae781a6", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "596ac5ff-322e-4020-95c5-a48c131a28cc", "node_type": "1", "metadata": {"identifier": "iberica-102", "author": "Lobato Patricio, Julia", "title": "La mejora de la competencia traductora de los estudiantes franc\u00f3fonos a trav\u00e9s de las asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol", "date": "2019-01-02", "file": "iberica-102.pdf"}, "hash": "03dcb65ad6dfd89f4bd35d410b258cb4e27871d10c9222ff8559805455e428aa", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "b6aaa875-f9d9-48b7-aa60-5920dd415f54", "node_type": "1", "metadata": {}, "hash": "af72d569c87971d21097b96adc9706a90cf5fd2f0affa8d3440dceff111fd374", "class_name": "RelatedNodeInfo"}}, "text": "espec\u00edficas con el fin \u00faltimo de producir un texto meta con la m\u00e1xima\ncalidad2 posible. \n\nSeg\u00fan Conde (2008: 99), desde una perspectiva pedag\u00f3gica, y citando a Lee-\nJahnke (2001: 260), solo cuando los estudiantes son conscientes de sus\npropios errores, se vuelven sensibles a la evaluaci\u00f3n y, de esta forma, los\nestudiantes comprender\u00e1n mejor qu\u00e9 y c\u00f3mo se eval\u00faa, adem\u00e1s de poder\ndeterminar la calidad de su traducci\u00f3n. \n\n3. El concepto de e r ro r en traducci\u00f3n \n\nEl concepto de \u201cerror\u201d en traducci\u00f3n ha sido tradicionalmente, y sigue\nsiendo considerado, seg\u00fan Tolosa (2013: 17), una de las \u201ccenicientas\u201d en la\ntraductolog\u00eda moderna. Este autor atribuye la escasez de estudios sobre esta\ncuesti\u00f3n a la dificultad y lo et\u00e9reo del tema, lo cual \u201cdificulta\nextraordinariamente la tarea de trazar una l\u00ednea de an\u00e1lisis global\u201d. No\nobstante, encontramos algunos estudios (Pym, 1992; Nord, 1996; Delisle et\nal., 1999; Hurtado, 2001, entre otros) que hoy en d\u00eda son considerados\nliteratura de referencia en torno a esta cuesti\u00f3n que han tratado de ofrecer,\nsi bien cada uno por su parte, de forma aislada, una definici\u00f3n y clasificaci\u00f3n\ndel error en traducci\u00f3n de utilidad para la evaluaci\u00f3n de las traducciones,\nentendidas estas como producto y teniendo como punto de mira la\nadquisici\u00f3n de la competencia traductora. \n\nPara Pym (1992: 4) un \u201cerror de traducci\u00f3n\u201d es la manifestaci\u00f3n de un\ndefecto en cualquiera de los factores que entran en juego en las habilidades\nque para \u00e9l conforman la competencia traductora, que son, por una parte, la\ncapacidad de generar una serie de t\u00e9rminos v\u00e1lidos en el texto meta para un\ntexto origen y, por otra parte, la capacidad de seleccionar de manera r\u00e1pida y\njustificada una de estas opciones de la serie para crear un texto meta que\nresponda al encargo de traducci\u00f3n y a las expectativas del lector. En\nresumen, es el proceso de generar y seleccionar entre distintas opciones\ntextuales. Para Pym, al traductor se le presuponen todas las dem\u00e1s\nhabilidades requeridas (conocimientos gramaticales, culturales, estrat\u00e9gicos,\nsentido com\u00fan, etc.). Partiendo de esta concepci\u00f3n, Pym ofrece una visi\u00f3n\nno binaria de la traducci\u00f3n en la que un texto origen puede dar m\u00e1s de un\ntexto meta correcto o adecuado y propone una clasificaci\u00f3n de lo que se\nentiende por error de traducci\u00f3n. En primer lugar, estar\u00edan los errores no\nbinarios, aquellos para los que hay al menos dos opciones viables de t\u00e9rmino\n\nLa mEJORa DE La COmPETENCIa TRaDUCTORa DE LOS ESTUDIaNTES FRaNC\u00d3FONOS\n\nIb\u00e9rica 38 (2019): 303-326 307\n\n11 IBERICA 38_Iberica 13 13/1/20 19:55 P\u00e1gina 307", "start_char_idx": 10370, "end_char_idx": 12955, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "b6aaa875-f9d9-48b7-aa60-5920dd415f54": {"__data__": {"id_": "b6aaa875-f9d9-48b7-aa60-5920dd415f54", "embedding": null, "metadata": {"identifier": "iberica-102", "author": "Lobato Patricio, Julia", "title": "La mejora de la competencia traductora de los estudiantes franc\u00f3fonos a trav\u00e9s de las asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol", "date": "2019-01-02", "file": "iberica-102.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-102", "node_type": "4", "metadata": {"identifier": "iberica-102", "author": "Lobato Patricio, Julia", "title": "La mejora de la competencia traductora de los estudiantes franc\u00f3fonos a trav\u00e9s de las asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol", "date": "2019-01-02", "file": "iberica-102.pdf"}, "hash": "b24ba7625ad625b48e058f4f85213a54ab04343ba0857b84416b3e3b0ae781a6", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "dc598c88-c4b2-4890-bd71-0d8b1b82db40", "node_type": "1", "metadata": {"identifier": "iberica-102", "author": "Lobato Patricio, Julia", "title": "La mejora de la competencia traductora de los estudiantes franc\u00f3fonos a trav\u00e9s de las asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol", "date": "2019-01-02", "file": "iberica-102.pdf"}, "hash": "bc17d3b30e3875ba37d9506043fb6c2ecb7d7c2dc9a9fee1a6a348576868eac7", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "0cc4a878-f712-4f96-b924-6a37d6d76466", "node_type": "1", "metadata": {}, "hash": "f03b6aee17624cc34de45e1f2c0fad44dcde9de674f0b02dbd0203449eb8e2ef", "class_name": "RelatedNodeInfo"}}, "text": "en el texto meta frente a otras opciones incorrectas; y, en segundo lugar,\nestar\u00edan los errores binarios, que solo admiten dos opciones: correcto o\nincorrecto. Para Pym, los problemas binarios establecen una l\u00ednea clara y\ndelimitada entre lo correcto y lo incorrecto, mientras que en el caso de los\nno binarios, la l\u00ednea es mucho m\u00e1s difusa e imprecisa. En este sentido, Pym\ndesacredita la hip\u00f3tesis simplista de que las correcciones de errores binarios\ncorresponden a las clases de lengua y los no binarios a las clases de\ntraducci\u00f3n y defiende que ambos tipos de errores deben ser corregidos en\nambos escenarios en la medida de las necesidades de los estudiantes y de la\ncapacidad del profesor. \n\nPara Delisle hablar de \u201cerror\u201d en traducci\u00f3n es hablar de faute (1993: 30) y lo\ndescribe como \u201cel error de forma o de fondo cometido por\ndesconocimiento o ignorancia de los conocimientos\u201d. Distingue entre\n\u201cerrores de lengua\u201d y \u201cerrores de traducci\u00f3n\u201d (Delisle et al., 1999: 246). Para\nestos autores el error de lengua es un error que se produce en el texto de\nllegada y que se puede atribuir a la falta de conocimiento de la lengua de\nllegada o de su manejo. Los autores incluyen en esta categor\u00eda las\nambig\u00fcedades no deliberadas, los barbarismos, los errores ortogr\u00e1ficos,\ngramaticales o de puntuaci\u00f3n, los usos impropios, las colocaciones\nequivocadas, las repeticiones abusivas y los solecismos. Por otra parte,\ndistingue el error de traducci\u00f3n como \u201caquel que se produce en el texto de\nllegada y que se puede atribuir a la falta de conocimiento o la aplicaci\u00f3n\nequivocada de los principios de traducci\u00f3n, las reglas de traducci\u00f3n o los\nprocedimientos de traducci\u00f3n, o bien a la interpretaci\u00f3n err\u00f3nea de alg\u00fan\nsegmento del texto de origen, o bien a un error metodol\u00f3gico\u201d. Entre estos\nerrores distingue la adici\u00f3n, el contrasentido, el falso sentido, la\nhipertraducci\u00f3n, la interferencia, la omisi\u00f3n, la par\u00e1frasis, la p\u00e9rdida, el\nsinsentido, la sobretraducci\u00f3n y la subtraducci\u00f3n. \n\nOtra de las autoras principales en este campo, Nord (1997), lleva a cabo una\ndistinci\u00f3n de error de traducci\u00f3n muy distinta a la de otros autores, aunque\nen la l\u00ednea de su categorizaci\u00f3n de los problemas. Para Nord, hablar de \u201cerror\nde traducci\u00f3n\u201d es hablar de un fracaso a la hora de cumplir las instrucciones\ndel encargo de traducci\u00f3n y de proponer soluciones adecuadas a los\ndiferentes problemas de traducci\u00f3n. De esta forma, divide los errores en\ncuatro grupos, comenzando con los errores pragm\u00e1ticos, que se derivan de\nsoluciones inadecuadas a los problemas pragm\u00e1ticos (diferencias entre las\nsituaciones comunicativas). En segundo lugar, encontramos los errores\nculturales, que afectan a la reproducci\u00f3n o adaptaci\u00f3n de las normas y las\n\nJULIa LOBaTO PaTRICIO\n\nIb\u00e9rica 38 (2019): 303-326308\n\n11 IBERICA 38_Iberica 13 13/1/20 19:55 P\u00e1gina 308", "start_char_idx": 12959, "end_char_idx": 15795, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "0cc4a878-f712-4f96-b924-6a37d6d76466": {"__data__": {"id_": "0cc4a878-f712-4f96-b924-6a37d6d76466", "embedding": null, "metadata": {"identifier": "iberica-102", "author": "Lobato Patricio, Julia", "title": "La mejora de la competencia traductora de los estudiantes franc\u00f3fonos a trav\u00e9s de las asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol", "date": "2019-01-02", "file": "iberica-102.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-102", "node_type": "4", "metadata": {"identifier": "iberica-102", "author": "Lobato Patricio, Julia", "title": "La mejora de la competencia traductora de los estudiantes franc\u00f3fonos a trav\u00e9s de las asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol", "date": "2019-01-02", "file": "iberica-102.pdf"}, "hash": "b24ba7625ad625b48e058f4f85213a54ab04343ba0857b84416b3e3b0ae781a6", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "b6aaa875-f9d9-48b7-aa60-5920dd415f54", "node_type": "1", "metadata": {"identifier": "iberica-102", "author": "Lobato Patricio, Julia", "title": "La mejora de la competencia traductora de los estudiantes franc\u00f3fonos a trav\u00e9s de las asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol", "date": "2019-01-02", "file": "iberica-102.pdf"}, "hash": "c80b24fb53fa24716d8187d24c6fba93fb943cff5902e6a91ede076b3ce79397", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "71b4951e-efd4-4449-a4a7-cb02a2e85282", "node_type": "1", "metadata": {}, "hash": "c3d278f1d814feb9dcbdc5fe03914383b73932379faa769d962e0ec37f737127", "class_name": "RelatedNodeInfo"}}, "text": "convenciones de los dos sistemas. a continuaci\u00f3n, se mencionan los errores\nling\u00fc\u00edsticos, que son aquellos frutos de traducciones inadecuadas en lo que a\nestructuras ling\u00fc\u00edsticas se refiere. Finalmente, a\u00f1ade los errores textuales,\ncausados por una respuesta inadecuada a problemas textuales, producto del\ntexto concreto del que se deriva. a su clasificaci\u00f3n, Nord a\u00f1ade una\njerarquizaci\u00f3n de los errores seg\u00fan la dificultad que supone afrontar cada\ntipo de problema de traducci\u00f3n. \n\nConcluimos este apartado con la concepci\u00f3n del error de traducci\u00f3n por\nparte de Hurtado (2001: 302). La autora sostiene que los errores de\ntraducci\u00f3n se definen teniendo en cuenta criterios textuales, contextuales y\nfuncionales. asimismo, pueden afectar tanto al sentido del texto original\ncomo a la reformulaci\u00f3n en la lengua de llegada en todas sus dimensiones.\nDe esta forma, Hurtado distingue tres grandes grupos de errores de\ntraducci\u00f3n. Como mencionamos, comienza con los errores que afectan al\nsentido original del texto, que pueden abarcar desviaciones de sentido\n(contrasentido, falso sentido, sinsentido y no mismo sentido), adiciones y\nsupresiones desacertadas, referencias extraling\u00fc\u00edsticas mal o no solucionadas\ne inadecuaci\u00f3n al registro (campo, modo y tono). En segundo lugar,\ncontempla los errores que afectan a la expresi\u00f3n en la lengua de llegada, en\nel plano textual (incoherencia y mal encadenamiento discursivo), estil\u00edstico\n(estilo pesado o no idiom\u00e1tico, falta de eufon\u00eda), l\u00e9xico (barbarismos, calcos\ny registro inadecuado), morfosint\u00e1ctico y, finalmente, ortogr\u00e1fico y\ntipogr\u00e1fico. Por \u00faltimo, a\u00f1ade los errores pragm\u00e1ticos, que derivan de la\nelecci\u00f3n de soluciones no acordes con la finalidad de la traducci\u00f3n; en otras\npalabras, con el encargo y el destinatario. \n\na continuaci\u00f3n, presentamos a modo de recapitulaci\u00f3n una tabla en la que\nse recogen las clasificaciones de los errores de traducci\u00f3n propuestas por los\nautores anteriormente citados:\n\nLa mEJORa DE La COmPETENCIa TRaDUCTORa DE LOS ESTUDIaNTES FRaNC\u00d3FONOS\n\nIb\u00e9rica 38 (2019): 303-326 309\n\n11 IBERICA 38_Iberica 13 13/1/20 19:55 P\u00e1gina 309", "start_char_idx": 15799, "end_char_idx": 17913, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "71b4951e-efd4-4449-a4a7-cb02a2e85282": {"__data__": {"id_": "71b4951e-efd4-4449-a4a7-cb02a2e85282", "embedding": null, "metadata": {"identifier": "iberica-102", "author": "Lobato Patricio, Julia", "title": "La mejora de la competencia traductora de los estudiantes franc\u00f3fonos a trav\u00e9s de las asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol", "date": "2019-01-02", "file": "iberica-102.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-102", "node_type": "4", "metadata": {"identifier": "iberica-102", "author": "Lobato Patricio, Julia", "title": "La mejora de la competencia traductora de los estudiantes franc\u00f3fonos a trav\u00e9s de las asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol", "date": "2019-01-02", "file": "iberica-102.pdf"}, "hash": "b24ba7625ad625b48e058f4f85213a54ab04343ba0857b84416b3e3b0ae781a6", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "0cc4a878-f712-4f96-b924-6a37d6d76466", "node_type": "1", "metadata": {"identifier": "iberica-102", "author": "Lobato Patricio, Julia", "title": "La mejora de la competencia traductora de los estudiantes franc\u00f3fonos a trav\u00e9s de las asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol", "date": "2019-01-02", "file": "iberica-102.pdf"}, "hash": "c1b8782e4ec58193b9775ffda6609575d0e7f1d4a9ddf342686eb53caac54701", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "d5a03ebf-c91a-4260-82ba-0338b91544b3", "node_type": "1", "metadata": {}, "hash": "806d766e2ae482e939d792b463509cdd1c2be2f20c10109c04e616b25f04bd8d", "class_name": "RelatedNodeInfo"}}, "text": "4. Descripci\u00f3n del proyecto\n\nComo venimos observando desde hace varios cursos, los estudiantes\nerasmus franc\u00f3fonos que se matriculan en asignaturas de traducci\u00f3n franc\u00e9s-\nespa\u00f1ol (ya sea traducci\u00f3n general o especializada) del GTeI de la UPO\ndemuestran, por lo general, tener una menor competencia traductora que los\nestudiantes locales de su mismo nivel acad\u00e9mico. Este hecho tiene como\nconsecuencia que muchos de estos estudiantes vean frustrados sus esfuerzos\nal no poder superar los objetivos que estas asignaturas establecen en sus\ngu\u00edas docentes. \n\nEn la UPO, las asignaturas \u201cTraducci\u00f3n Especializada CI y CII franc\u00e9s\u201d e\n\u201cIntroducci\u00f3n a la traducci\u00f3n C franc\u00e9s\u201d suelen contar cada a\u00f1o con un\nn\u00famero importante de estudiantes erasmus matriculados (un 15\u00a0 %)3; este\nescenario de ense\u00f1anza-aprendizaje multicultural supone, sin duda, un\nenriquecimiento no solo para los propios estudiantes Erasmus, sino tambi\u00e9n\npara los estudiantes locales (normalmente hispanohablantes), que se ven\nbeneficiados del intercambio ling\u00fc\u00edstico y cultural que se produce en el aula.\nSin embargo, podemos afirmar por nuestra experiencia como docentes de\ndichas asignaturas durante diez a\u00f1os que los estudiantes erasmus\nprocedentes de universidades de pa\u00edses franc\u00f3fonos demuestran tener una\nmenor competencia traductora que los estudiantes espa\u00f1oles de su mismo\nnivel universitario. Esto puede deberse a la composici\u00f3n de sus planes de\nestudio o a la visi\u00f3n que su sistema educativo tiene del proceso traductor, que\nhace que los estudiantes erasmus franc\u00f3fonos que cursan asignaturas de\nTraducci\u00f3n tengan carencias traductol\u00f3gicas no solo a nivel te\u00f3rico, sino\ntambi\u00e9n metodol\u00f3gico y pr\u00e1ctico. Este hecho tiene como consecuencia que\nmuchos de estos estudiantes vean frustrados sus esfuerzos al no poder\nsuperar los objetivos que estas asignaturas establecen en sus gu\u00edas docentes.\nConsideramos que un semestre es tiempo insuficiente para instruirles en los\nconceptos traductol\u00f3gicos imprescindibles (adem\u00e1s de que sean capaces de\nsuperar las deficiencias ling\u00fc\u00edsticas en espa\u00f1ol que presentan al comenzar el\ncurso)4 para que adquieran la competencia traductora necesaria para superar\ndichas asignaturas.\n\na esto se le a\u00f1ade el inconveniente de que el docente no puede detener el\nritmo de estas asignaturas ni cambiar la programaci\u00f3n establecida para\ninstruir a los estudiantes Erasmus en conceptos traductol\u00f3gicos ya\nestudiados por los alumnos locales en otras asignaturas de corte m\u00e1s te\u00f3rico\no de cursos inferiores. \n\nJULIa LOBaTO PaTRICIO\n\nIb\u00e9rica 38 (2019): 303-326310\n\n11 IBERICA 38_Iberica 13 13/1/20 19:55 P\u00e1gina 310", "start_char_idx": 17917, "end_char_idx": 20526, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "d5a03ebf-c91a-4260-82ba-0338b91544b3": {"__data__": {"id_": "d5a03ebf-c91a-4260-82ba-0338b91544b3", "embedding": null, "metadata": {"identifier": "iberica-102", "author": "Lobato Patricio, Julia", "title": "La mejora de la competencia traductora de los estudiantes franc\u00f3fonos a trav\u00e9s de las asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol", "date": "2019-01-02", "file": "iberica-102.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-102", "node_type": "4", "metadata": {"identifier": "iberica-102", "author": "Lobato Patricio, Julia", "title": "La mejora de la competencia traductora de los estudiantes franc\u00f3fonos a trav\u00e9s de las asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol", "date": "2019-01-02", "file": "iberica-102.pdf"}, "hash": "b24ba7625ad625b48e058f4f85213a54ab04343ba0857b84416b3e3b0ae781a6", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "71b4951e-efd4-4449-a4a7-cb02a2e85282", "node_type": "1", "metadata": {"identifier": "iberica-102", "author": "Lobato Patricio, Julia", "title": "La mejora de la competencia traductora de los estudiantes franc\u00f3fonos a trav\u00e9s de las asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol", "date": "2019-01-02", "file": "iberica-102.pdf"}, "hash": "aa7bc5a5b5dd2361418040e8600f24192d003b989dbbdfe081389ec0a2dfbbcc", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "90b83b8c-7f4a-4f67-b947-4699fbc1a4db", "node_type": "1", "metadata": {}, "hash": "3a0983a27d1080372820f31f337a130ef03cd0ce3277f5d31c87373f60cb4008", "class_name": "RelatedNodeInfo"}}, "text": "Es aqu\u00ed donde el proyecto de colaboraci\u00f3n que presentamos cobra sentido.\nEn el marco de una beca5 de colaboraci\u00f3n del mECD (de Espa\u00f1a) con el\ndepartamento de Filolog\u00eda y Traducci\u00f3n de la UPO concedida para el curso\n2017-18, se llev\u00f3 a cabo el proyecto \u201cLa mejora de la competencia traductora\nde los estudiantes erasmus franc\u00f3fonos en las asignaturas de traducci\u00f3n de\nfranc\u00e9s\u201d. La finalidad de este proyecto era que los estudiantes Erasmus\nfranc\u00f3fonos matriculados en asignaturas de traducci\u00f3n de franc\u00e9s-espa\u00f1ol\npudieran adquirir (no solo durante las clases sino tambi\u00e9n en sesiones de\napoyo adicionales) las destrezas traductol\u00f3gicas necesarias para cursar dichas\nasignaturas de forma satisfactoria y, as\u00ed, poder superarlas. \n\nLos objetivos del proyecto fueron los siguientes:\n\n1. analizar los planes de estudio de las titulaciones universitarias de\nprocedencia de los estudiantes Erasmus franc\u00f3fonos con el fin de\ndetectar el origen de las carencias traductol\u00f3gicas.\n\n2. analizar, junto con los estudiantes Erasmus, la metodolog\u00eda que\nestos alumnos utilizan a la hora de enfrentarse al proceso traductor\ny corregirla en sesiones grupales espec\u00edficamente dise\u00f1adas para\nlos estudiantes Erasmus.\n\n3. analizar y clasificar los errores de lengua y de traducci\u00f3n cometidos\npor estos estudiantes y corregirlos en sesiones grupales de apoyo\nespec\u00edficamente dise\u00f1adas para los estudiantes Erasmus.\n\nSiguiendo la recomendaci\u00f3n de Pym (1992), hemos llevado a cabo este\nestudio de evaluaci\u00f3n emp\u00edrico de adquisici\u00f3n de la competencia traductora\n(a trav\u00e9s de la investigaci\u00f3n-acci\u00f3n participativa), siendo conscientes, como\napuntan Lobato y aubry (2018: 135), de la sinergia necesaria entre las clases\nde lengua y las clases de traducci\u00f3n para la correcci\u00f3n de errores en aras de\nla adquisici\u00f3n de la competencia traductora7. \n\nCoincidimos con Pym (1992: 1) en la dificultad8 de obtener muestras\nrepresentativas y grupos de control y somos conscientes de que la muestra\nde nuestro estudio (15 estudiantes Erasmus que cursaron las asignaturas\n\u201cIntroducci\u00f3n a la Pr\u00e1ctica de la Traducci\u00f3n\u201d o \u201cTraducci\u00f3n Especializada\nCI\u201d durante el a\u00f1o 2017-18 y 45 textos analizados) puede no ser\nrepresentativa ni aplicable a todas las clases de traducci\u00f3n en esta\ncombinaci\u00f3n ling\u00fc\u00edstica franc\u00e9s-espa\u00f1ol. Los sujetos son estudiantes\nfranc\u00f3fonos erasmus procedentes todos ellos de universidades francesas9 que\n\nLa mEJORa DE La COmPETENCIa TRaDUCTORa DE LOS ESTUDIaNTES FRaNC\u00d3FONOS\n\nIb\u00e9rica 38 (2019): 303-326 311\n\n11 IBERICA 38_Iberica 13 13/1/20 19:55 P\u00e1gina 311", "start_char_idx": 20530, "end_char_idx": 23070, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "90b83b8c-7f4a-4f67-b947-4699fbc1a4db": {"__data__": {"id_": "90b83b8c-7f4a-4f67-b947-4699fbc1a4db", "embedding": null, "metadata": {"identifier": "iberica-102", "author": "Lobato Patricio, Julia", "title": "La mejora de la competencia traductora de los estudiantes franc\u00f3fonos a trav\u00e9s de las asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol", "date": "2019-01-02", "file": "iberica-102.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-102", "node_type": "4", "metadata": {"identifier": "iberica-102", "author": "Lobato Patricio, Julia", "title": "La mejora de la competencia traductora de los estudiantes franc\u00f3fonos a trav\u00e9s de las asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol", "date": "2019-01-02", "file": "iberica-102.pdf"}, "hash": "b24ba7625ad625b48e058f4f85213a54ab04343ba0857b84416b3e3b0ae781a6", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "d5a03ebf-c91a-4260-82ba-0338b91544b3", "node_type": "1", "metadata": {"identifier": "iberica-102", "author": "Lobato Patricio, Julia", "title": "La mejora de la competencia traductora de los estudiantes franc\u00f3fonos a trav\u00e9s de las asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol", "date": "2019-01-02", "file": "iberica-102.pdf"}, "hash": "d95bb17d8c799156110fafda04eba9f81d44af7fce20747095ec7a8b19f9ea6d", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "f7992b5a-ce35-4d19-99a5-c9c74100b052", "node_type": "1", "metadata": {}, "hash": "f822ddd7ca146df752dc5052dc87442e49aa3002cb07f0087fda90fa95621c99", "class_name": "RelatedNodeInfo"}}, "text": "en el momento de su estancia Erasmus cursaban el 2\u00ba o 3er a\u00f1o de la Licence\nen Langues \u00c9trang\u00e8res Appliqu\u00e9es con una duraci\u00f3n en el sistema universitario\nfranc\u00e9s de 3 a\u00f1os (Bac+3). al analizar los planes de estudios de las\nuniversidades de origen, observamos que en este nivel de estudios (licence) no\nhay asignaturas propiamente de traducci\u00f3n, sino que la traducci\u00f3n10 se\nenmarca, en su mayor\u00eda, dentro del bloque de lengua extranjera y se hace uso\nde la traducci\u00f3n pedag\u00f3gica, rechazada durante a\u00f1os y que parece de nuevo\nrecobrar fuerza (Carreres y Noriega, 2013: 256) con el fin de adquirir una\nlengua extranjera y no de la ense\u00f1anza-aprendizaje de la Traducci\u00f3n como\ndisciplina en s\u00ed misma para la formaci\u00f3n de traductores. \n\n5. Detecci\u00f3n de las necesidades de los estudiantes\n\nfranc\u00f3fonos\n\nPartiremos de la descripci\u00f3n, desde un punto de vista tanto traductol\u00f3gico\ncomo ling\u00fc\u00edstico, de las necesidades iniciales de los estudiantes franc\u00f3fonos\nque eligen la Universidad Pablo de Olavide durante su estancia Erasmus.\n\nEstas necesidades fueron detectadas a trav\u00e9s de las sesiones de apoyo11 que\nse ofrecieron a los estudiantes Erasmus como complemento, y de forma\ntotalmente gratuita, a las clases de traducci\u00f3n. En estas sesiones, los\nestudiantes llevaban a cabo un proceso guiado de autoevaluaci\u00f3n de las\ntraducciones que previamente hab\u00edan realizado (bien en clase o bien en casa)\nen el marco de las asignaturas de traducci\u00f3n de la que estuvieran\nmatriculados en la UPO. as\u00ed, seg\u00fan recomienda Lee-Jahnke (2001: 262) se\niban anotando las fuentes documentales y las dificultades que los estudiantes\nhab\u00edan encontrado en el proceso traductor (adem\u00e1s de los errores cometidos\nen las traducciones) y, una vez clasificadas, se les ofrec\u00edan las herramientas y\nrecursos necesarios para poder superarlas. Tal y como afirma Conde (2009:\n99) citando a Haiyan (2006), la autoevaluaci\u00f3n es una manera \u00f3ptima para\nestimular la aparici\u00f3n de una conciencia cr\u00edtica y favorece la reflexi\u00f3n\nobjetiva de los estudiantes sobre la calidad de sus traducciones. \n\nEn primer lugar, desde el punto de vista traductol\u00f3gico se detect\u00f3 que los\nestudiantes erasmus que cursaban en su mayor\u00eda en su universidad de origen\nuna Licence en LeA llegaban a la UPO sin haber estudiado nunca Traductolog\u00eda,\npor lo que no pose\u00edan conocimientos te\u00f3ricos acerca de la competencia\ntraductora, el proceso traductor, las t\u00e9cnicas de traducci\u00f3n o sobre los\naspectos profesionales del \u00e1mbito de la traducci\u00f3n. \n\nJULIa LOBaTO PaTRICIO\n\nIb\u00e9rica 38 (2019): 303-326312\n\n11 IBERICA 38_Iberica 13 13/1/20 19:55 P\u00e1gina 312", "start_char_idx": 23074, "end_char_idx": 25652, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "f7992b5a-ce35-4d19-99a5-c9c74100b052": {"__data__": {"id_": "f7992b5a-ce35-4d19-99a5-c9c74100b052", "embedding": null, "metadata": {"identifier": "iberica-102", "author": "Lobato Patricio, Julia", "title": "La mejora de la competencia traductora de los estudiantes franc\u00f3fonos a trav\u00e9s de las asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol", "date": "2019-01-02", "file": "iberica-102.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-102", "node_type": "4", "metadata": {"identifier": "iberica-102", "author": "Lobato Patricio, Julia", "title": "La mejora de la competencia traductora de los estudiantes franc\u00f3fonos a trav\u00e9s de las asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol", "date": "2019-01-02", "file": "iberica-102.pdf"}, "hash": "b24ba7625ad625b48e058f4f85213a54ab04343ba0857b84416b3e3b0ae781a6", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "90b83b8c-7f4a-4f67-b947-4699fbc1a4db", "node_type": "1", "metadata": {"identifier": "iberica-102", "author": "Lobato Patricio, Julia", "title": "La mejora de la competencia traductora de los estudiantes franc\u00f3fonos a trav\u00e9s de las asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol", "date": "2019-01-02", "file": "iberica-102.pdf"}, "hash": "388e4672e58e43090b3a48274979381dde705e59fc3ad3b02f90d10d12f6c666", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "91f44be9-e8da-47ea-9ee9-6875ac3b4485", "node_type": "1", "metadata": {}, "hash": "b77a9b13c35f59bbbcf16740dbb10ef008a4dd5d4cd28cf4e41f364a93801702", "class_name": "RelatedNodeInfo"}}, "text": "Como consecuencia de esto, se observ\u00f3 una carencia de metodolog\u00eda a la\nhora de enfrentarse al proceso de traducci\u00f3n. Hasta entonces, la mayor\u00eda de\nlos estudiantes solo hab\u00edan empleado la traducci\u00f3n mediante lo que\nconocemos como \u201ctraducci\u00f3n pedag\u00f3gica\u201d (Grellet, 1991: 86; Lavault, 1991:\n54) para el aprendizaje de una lengua extranjera. \n\nEn segundo lugar, desde el punto de vista ling\u00fc\u00edstico y coincidiendo con\nautores como agbodoyetin (2011), Nginios (2013) y agudelo (2016), se\ndetectaron las siguientes necesidades:\n\n- Se observ\u00f3 una falta de metodolog\u00eda en la b\u00fasqueda de\ninformaci\u00f3n (equivalentes, reglas gramaticales, colocaciones, etc.)\nen diccionarios o bases de datos.\n\n- Se observaron errores de interlengua en las traducciones de los\nestudiantes. Seg\u00fan Santos (1993: 128) \u201cLa Interlengua es el sistema\nling\u00fc\u00edstico del estudiante de una L2, que media entre la lengua\nnativa (L1) y la lengua meta (L2), cuya complejidad se va\nincrementando en un proceso creativo que atraviesa sucesivas\netapas marcadas por las nuevas estructuras y vocabulario que el\nalumno adquiere\u201d, es decir, es la lengua propia del aprendiz. Entre\nlos principales errores destacamos:\n\n- Errores gramaticales: uso de las preposiciones, confusi\u00f3n de\nlos verbos ser y estar, fallos de concordancia de g\u00e9nero,\nconcordancia de tiempos verbales o el uso del subjuntivo.\n\n- Errores ortogr\u00e1ficos: acentuaci\u00f3n, mal uso de los signos de\nexclamaci\u00f3n, interrogaci\u00f3n, tanto por ciento, etc.\n\n- Errores terminol\u00f3gicos: incapacidad de elegir el t\u00e9rmino\nadecuado seg\u00fan el campo tem\u00e1tico o la \u201ccolocaci\u00f3n\u201d correcta. \n\n- Errores de falsos sentidos, contrasentidos y sinsentidos:\ndificultades a la hora de transmitir en el texto meta el sentido\ndel texto original de forma total o parcial. \n\nHemos comprobado que, adem\u00e1s de los errores descritos m\u00e1s arriba, los\nalumnos hacen tambi\u00e9n hipercorrecciones, adiciones, omisiones de\ninformaci\u00f3n, errores de coherencia textual e incluso inadecuaciones de\nregistro o de estilo.\n\nLa mEJORa DE La COmPETENCIa TRaDUCTORa DE LOS ESTUDIaNTES FRaNC\u00d3FONOS\n\nIb\u00e9rica 38 (2019): 303-326 313\n\n11 IBERICA 38_Iberica 13 13/1/20 19:55 P\u00e1gina 313", "start_char_idx": 25656, "end_char_idx": 27795, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "91f44be9-e8da-47ea-9ee9-6875ac3b4485": {"__data__": {"id_": "91f44be9-e8da-47ea-9ee9-6875ac3b4485", "embedding": null, "metadata": {"identifier": "iberica-102", "author": "Lobato Patricio, Julia", "title": "La mejora de la competencia traductora de los estudiantes franc\u00f3fonos a trav\u00e9s de las asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol", "date": "2019-01-02", "file": "iberica-102.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-102", "node_type": "4", "metadata": {"identifier": "iberica-102", "author": "Lobato Patricio, Julia", "title": "La mejora de la competencia traductora de los estudiantes franc\u00f3fonos a trav\u00e9s de las asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol", "date": "2019-01-02", "file": "iberica-102.pdf"}, "hash": "b24ba7625ad625b48e058f4f85213a54ab04343ba0857b84416b3e3b0ae781a6", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "f7992b5a-ce35-4d19-99a5-c9c74100b052", "node_type": "1", "metadata": {"identifier": "iberica-102", "author": "Lobato Patricio, Julia", "title": "La mejora de la competencia traductora de los estudiantes franc\u00f3fonos a trav\u00e9s de las asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol", "date": "2019-01-02", "file": "iberica-102.pdf"}, "hash": "208d1f5d9ff9c97c3b39a47c48bb0f565381c667fee0de3385c216a0eea56785", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "e66118ff-2545-4d39-aaf3-d57f3884b358", "node_type": "1", "metadata": {}, "hash": "d8955df29ed9421e24cd723093fc33a8aa025f753876438353e63deea3703f2c", "class_name": "RelatedNodeInfo"}}, "text": "6. An\u00e1lisis y clasificaci\u00f3n de errores\n\nEn las 45 traducciones (franc\u00e9s a espa\u00f1ol) analizadas se detectaron 1420\nerrores. mostramos a continuaci\u00f3n en una tabla, a modo de resumen, el\nporcentaje de cada tipo de error y el n\u00famero de errores cometidos por\ntipolog\u00edas atendiendo a la clasificaci\u00f3n de Hurtado (2001) y a\u00f1adimos\nejemplos concretos de los errores cometidos por los estudiantes: \n\nErrores gramaticales (26\u00a0%, 367)\n\nDentro de los errores gramaticales, los m\u00e1s comunes son los siguientes:\n\n- Confusi\u00f3n de los verbos ser y estar.\n\n(1) [...] las personas que son en contra [...].\n\n(2) [...] i los especies animales son m\u00e1s protegidos que los embriones\nhumanos [...].\n\nEn (2), adem\u00e1s de la confusi\u00f3n entre ser y estar, encontramos\nerrores ortogr\u00e1ficos y de concordancia de g\u00e9nero.\n\n- mal uso de preposiciones.\n\n(3) [...] la iglesia espa\u00f1ola cat\u00f3lica vuelve estar en guerra.\n\n(4) [...] un proyecto de ley que est\u00e1 en favor del aborto.\n\n(5) [...] el gobierno de Jos\u00e9 Luis Zapatero va presentar [...].\n\n- Confusi\u00f3n en el uso del g\u00e9nero de los sustantivos. Falta de\nconcordancia de g\u00e9nero.\n\n(6) [...] las programas de desarollo suspendidas [...].\n\n(7) [...] la revoluci\u00f3n de los costumbres realizado [...].\n\nJULIa LOBaTO PaTRICIO\n\nIb\u00e9rica 38 (2019): 303-326314\n\n11 IBERICA 38_Iberica 13 13/1/20 19:55 P\u00e1gina 314\n\n\n\n(8) Las razones de la coche compartida son m\u00faltiples. [...]\n\n- Error en la conjugaci\u00f3n de tiempos verbales.\n\n(9) [...] forman parte de los zapatos terap\u00e9uticos que se vende en farmacias\n[...].\n\n(10) [...]. Ponga todo en tu lavadora [...].\n\n- mal uso del subjuntivo.\n\n(11) [...] fue su jefe quien le propus\u00f3 a cada uno de sus salarios compartir\nsus viajes con otras personas que vivan cerca.\n\n- Error en el uso de los pronombres relativos que y quien.\n\n(12) El lunes, es Paul que lleva las riendas [...].\n\nErrores ortogr\u00e1ficos (26\u00a0%, 366)\n\nDentro de los errores ortogr\u00e1ficos, los m\u00e1s comunes son los siguientes:\n\n- Errores de acentuaci\u00f3n.\n\n(13) [...] fue su jefe quien le propus\u00f3 [...].\n\n(14) \u00bfCu\u00e1l es la causa y como esta va a evolucionar?\n\n(15) [...] en la zona de vehiculos compartidos [...].\n\n- Uso incorrecto de los espacios entre los signos de interrogaci\u00f3n,\nexclamaci\u00f3n y comillas.\n\n(16) [...] \u00a1s\u00f3lo hace falta empezar !\n\nEn (16) se ha dejado un espacio de separaci\u00f3n antes del signo\nde exclamaci\u00f3n de cierre.\n\n(17) i Y ha encontrado uno !\n\nEn este caso el estudiante confundi\u00f3 el signo de apertura de\nla exclamaci\u00f3n con la letra \u201ci\u201d adem\u00e1s de dejar espacio de\nseparaci\u00f3n tras y antes del signo. \n\n- mal uso de la coma.\n\n(18) [...] Usted parece un hallux valgus, es decir de una inflamaci\u00f3n [...].\n\nadem\u00e1s de la errata ortogr\u00e1fica en el verbo \u201cpadecer\u201d o quiz\u00e1\nde la confusi\u00f3n con el verbo \u201cparecer\u201d, hay un mal uso de la\ncoma, ya que no se a\u00f1ade tras el reformulador \u201ces decir\u201d.\n\nLa mEJORa DE La COmPETENCIa TRaDUCTORa DE LOS ESTUDIaNTES FRaNC\u00d3FONOS\n\nIb\u00e9rica 38 (2019): 303-326 315\n\n11 IBERICA 38_Iberica 13 13/1/20 19:55 P\u00e1gina 315", "start_char_idx": 27799, "end_char_idx": 30759, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "e66118ff-2545-4d39-aaf3-d57f3884b358": {"__data__": {"id_": "e66118ff-2545-4d39-aaf3-d57f3884b358", "embedding": null, "metadata": {"identifier": "iberica-102", "author": "Lobato Patricio, Julia", "title": "La mejora de la competencia traductora de los estudiantes franc\u00f3fonos a trav\u00e9s de las asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol", "date": "2019-01-02", "file": "iberica-102.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-102", "node_type": "4", "metadata": {"identifier": "iberica-102", "author": "Lobato Patricio, Julia", "title": "La mejora de la competencia traductora de los estudiantes franc\u00f3fonos a trav\u00e9s de las asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol", "date": "2019-01-02", "file": "iberica-102.pdf"}, "hash": "b24ba7625ad625b48e058f4f85213a54ab04343ba0857b84416b3e3b0ae781a6", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "91f44be9-e8da-47ea-9ee9-6875ac3b4485", "node_type": "1", "metadata": {"identifier": "iberica-102", "author": "Lobato Patricio, Julia", "title": "La mejora de la competencia traductora de los estudiantes franc\u00f3fonos a trav\u00e9s de las asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol", "date": "2019-01-02", "file": "iberica-102.pdf"}, "hash": "3271aa8e80bfeafd510224430a8bab380e663d562748869b34bb31fcd0408dbd", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "d4038867-65fc-4530-b396-c56401677550", "node_type": "1", "metadata": {}, "hash": "21dff529d3777bd37085f6a69232a61d608c30a07a33f5173ceb006ff9ae8495", "class_name": "RelatedNodeInfo"}}, "text": "- Uso incorrecto del signo del tanto por ciento.\n\n(19) [...] afecta fundamente las mujeres, en 95%, [...].\n\nadem\u00e1s de no haber incluido el espacio entre la cifra y el\nsigno %, se detecta la falta de la preposici\u00f3n a antes de \u201clas\nmujeres\u201d y de un determinante antes de la cifra. \n\nErrores de inadecuaciones de estilo (17\u00a0%, 237)\n\nErrores terminol\u00f3gicos (14,7\u00a0%, 209)\n\n- Selecci\u00f3n de t\u00e9rminos no adecuados al campo tem\u00e1tico. \n\n(20) [...] este c\u00edtrico es famoso por sus numerosas utilizaciones probadas\ntanto en medicina que en cocina [...]. \n\nEn (20), el t\u00e9rmino m\u00e1s apropiado ser\u00eda \u201cpropiedades\u201d.\n\n- Selecci\u00f3n de t\u00e9rminos no adecuados en la \u201ccolocaci\u00f3n\u201d\ncorrespondiente.\n\n(21) marion sale su coche del garaje [...].\n\nEn (21) se ha elegido el verbo intransitivo \u201csalir\u201d en lugar del\ntransitivo \u201csacar\u201d y el resultado es una expresi\u00f3n incorrecta\nsin sentido en espa\u00f1ol. \n\n(22) [...] una anomal\u00eda morfol\u00f3gica como el pie plato [...].\n\nEn (22), el error proviene del claro calco del franc\u00e9s \u201cpied\nplat\u201d, que produce una combinaci\u00f3n err\u00f3nea de t\u00e9rminos en\nespa\u00f1ol. \n\nErrores de falsos sentidos, contrasentidos y sinsentidos (5,5\u00a0%, 78)\n\n(23) Ejemplo 1: \nTraducci\u00f3n del estudiante: \u201cHoy, no estr\u00e9s, se hace conducir\u201d\n(sinsentido).\nFrase original: \u00ab\u00a0aujourd\u2019hui, pas de stress, elle se fait conduire.\u00a0\u00bb\n\n(24) Ejemplo 2:\nTraducci\u00f3n del estudiante: \u201c\u00a1Para Sylvie, deb\u00eda comprar un coche o no\npod\u00eda ir al trabajo!\u201d\nFrase original: \u00ab\u00a0Pour Sylvie, c\u2019\u00e9tait covoiturage ou pas de boulot!\u00a0\u00bb\n(falso sentido).\n\nJULIa LOBaTO PaTRICIO\n\nIb\u00e9rica 38 (2019): 303-326316\n\n11 IBERICA 38_Iberica 13 13/1/20 19:55 P\u00e1gina 316", "start_char_idx": 30763, "end_char_idx": 32363, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "d4038867-65fc-4530-b396-c56401677550": {"__data__": {"id_": "d4038867-65fc-4530-b396-c56401677550", "embedding": null, "metadata": {"identifier": "iberica-102", "author": "Lobato Patricio, Julia", "title": "La mejora de la competencia traductora de los estudiantes franc\u00f3fonos a trav\u00e9s de las asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol", "date": "2019-01-02", "file": "iberica-102.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-102", "node_type": "4", "metadata": {"identifier": "iberica-102", "author": "Lobato Patricio, Julia", "title": "La mejora de la competencia traductora de los estudiantes franc\u00f3fonos a trav\u00e9s de las asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol", "date": "2019-01-02", "file": "iberica-102.pdf"}, "hash": "b24ba7625ad625b48e058f4f85213a54ab04343ba0857b84416b3e3b0ae781a6", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "e66118ff-2545-4d39-aaf3-d57f3884b358", "node_type": "1", "metadata": {"identifier": "iberica-102", "author": "Lobato Patricio, Julia", "title": "La mejora de la competencia traductora de los estudiantes franc\u00f3fonos a trav\u00e9s de las asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol", "date": "2019-01-02", "file": "iberica-102.pdf"}, "hash": "fe26934b28e98275543a6f37c0c4dbd9460649d5fc266de13069b4e754ff29b8", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "8a859fee-6583-4ecb-89de-887afde8a0eb", "node_type": "1", "metadata": {}, "hash": "c5e390cd5d1db585f3bf2d1d2b8312dc73a762d62dca1940f0725b2ffc7ae98a", "class_name": "RelatedNodeInfo"}}, "text": "En la parte marcada en cursiva ha habido una traslaci\u00f3n\nerr\u00f3nea del sentido del texto original. La \u00fanica opci\u00f3n\ncontemplada por Sylvie para ir al trabajo era \u201ccompartir\ncoche\u201d, no \u201ccomprar un coche\u201d. \n\nErrores que afectan al plano textual (incoherencia, mal\n\nencadenamiento discursivo, uso indebido de conectores) (5,2\u00a0%, 784)\n\n(25) [...] este c\u00edtrico es famoso por sus numerosas utilizaciones probadas\ntanto en medicina que en cocina [...]. \n\nSe trata de un calco del franc\u00e9s \u201ctant\u2026 que\u201d.\n\n(26) [...] Si tienes la ropa un poco amarilleada, puedes cortar un lim\u00f3n en\nrodajas, [...]. Ponga todo en tu lavadora [...].\n\nEn (26), adem\u00e1s de la mala elecci\u00f3n del t\u00e9rmino amarilleada,\nhay una inconsistencia en el uso de la persona verbal. \n\nErrores relacionados con la inadecuaci\u00f3n de registro ling\u00fc\u00edstico (3\u00a0%,\n\n45)\n\n(27) Ejemplo 1:\nTraducci\u00f3n del estudiante: \u201c\u00a1Para Sylvie, deb\u00eda comprar un coche o\nno pod\u00eda ir al trabajo!\u201d.\nFrase original\u00a0: \u00ab\u00a0Pour Sylvie, c\u2019\u00e9tait covoiturage ou pas de boulot!\u00a0\u00bb.\n\nEn este caso no se ha mantenido el mismo registro de lengua\ny el estudiante ha utilizado una expresi\u00f3n perteneciente a la\nlengua est\u00e1ndar en lugar de haber utilizado una m\u00e1s coloquial\ncomo \u201cno currar\u201d, \u201cquedarse en paro\u201d, etc.\n\n(28) Ejemplo 2: \nTraducci\u00f3n del estudiante: \u201c[...] algunos productos antiacneicos no\npueden utilizarse al sol so pena de irritaciones [...]\u201d.\nFrase original: \u00ab\u00a0[...] certains produits antiacn\u00e9iques ne peuvent \u00eatre\nutilis\u00e9s au soleil sous peine d\u2019irritations [...]\u00a0\u00bb.\n\nEn espa\u00f1ol la locuci\u00f3n preposicional \u201cso pena de\u201d est\u00e1\nreservada para el lenguaje jur\u00eddico con un registro\nnormalmente elevado. \n\nLa mEJORa DE La COmPETENCIa TRaDUCTORa DE LOS ESTUDIaNTES FRaNC\u00d3FONOS\n\nIb\u00e9rica 38 (2019): 303-326 317\n\n11 IBERICA 38_Iberica 13 13/1/20 19:55 P\u00e1gina 317\n\n\n\nErrores de adici\u00f3n, supresi\u00f3n innecesaria de informaci\u00f3n (2\u00a0%, 31)\n\n(29) \u201c[...] una manifestaci\u00f3n ligada al virus del herpes (VHS-1) HSV1 por\nsus siglas en ingl\u00e9s [...]\u201d. \n\nEn este caso ha habido una adici\u00f3n de la parte marcada en\ncursiva. No es necesario a\u00f1adir la sigla en ingl\u00e9s. \n\nAlusiones extraling\u00fc\u00edsticas no solucionadas (0,6\u00a0%, 9)\n\n(30) \u201c[...] El gobierno de Jos\u00e9 Luis Rodr\u00edguez Zapatero, en efecto, va a\npresentar un proyecto de ley que descriminalizar\u00e1 el iVg [...]\u201d.\n\nNo se ha solucionado el uso de la sigla en espa\u00f1ol, que ser\u00eda\nen todo caso IVE. Puesto que el uso de esta sigla en espa\u00f1ol\nno est\u00e1 tan extendido como en franc\u00e9s, habr\u00eda que hacer\nexpl\u00edcita toda la expresi\u00f3n \u201cinterrupci\u00f3n voluntaria del\nembarazo\u201d. Se observa tambi\u00e9n un error de concordancia de\ng\u00e9nero. \n\n(31) \u201c[...] En este lugar, representantes con visi\u00f3n parcial del colectivo\nHandicap 35, t\u00e9cnicos de Rennes M\u00e9tropole, de Keolis Rennes [...]\u201d.\n\nNo se facilita al receptor m\u00e1s informaci\u00f3n sobre estas\nempresas. Teniendo en cuenta el encargo de traducci\u00f3n, era\nnecesario hacerlo ya que al receptor de la traducci\u00f3n no se le\npresuponen dichos conocimientos. \n\nJULIa LOBaTO PaTRICIO\n\nIb\u00e9rica 38 (2019): 303-326318\n\n11 IBERICA 38_Iberica 13 13/1/20 19:55 P\u00e1gina 318", "start_char_idx": 32367, "end_char_idx": 35393, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "8a859fee-6583-4ecb-89de-887afde8a0eb": {"__data__": {"id_": "8a859fee-6583-4ecb-89de-887afde8a0eb", "embedding": null, "metadata": {"identifier": "iberica-102", "author": "Lobato Patricio, Julia", "title": "La mejora de la competencia traductora de los estudiantes franc\u00f3fonos a trav\u00e9s de las asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol", "date": "2019-01-02", "file": "iberica-102.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-102", "node_type": "4", "metadata": {"identifier": "iberica-102", "author": "Lobato Patricio, Julia", "title": "La mejora de la competencia traductora de los estudiantes franc\u00f3fonos a trav\u00e9s de las asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol", "date": "2019-01-02", "file": "iberica-102.pdf"}, "hash": "b24ba7625ad625b48e058f4f85213a54ab04343ba0857b84416b3e3b0ae781a6", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "d4038867-65fc-4530-b396-c56401677550", "node_type": "1", "metadata": {"identifier": "iberica-102", "author": "Lobato Patricio, Julia", "title": "La mejora de la competencia traductora de los estudiantes franc\u00f3fonos a trav\u00e9s de las asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol", "date": "2019-01-02", "file": "iberica-102.pdf"}, "hash": "75864a37485a0370108eef824d9d69678468a0498bc982cef9073a5aef711f4d", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "a7de36a5-b915-4601-afde-36ad8d5351f2", "node_type": "1", "metadata": {}, "hash": "5a1008918f1953c7a5bdf0ecf7f99fc1f9f18d6126e0b17a32316654d56d74f0", "class_name": "RelatedNodeInfo"}}, "text": "7. Propuestas de acci\u00f3n\n\na continuaci\u00f3n, exponemos las propuestas de acci\u00f3n que se llevaron a cabo\npara paliar las necesidades detectadas en los estudiantes Erasmus. En primer\nlugar, comenzaremos por las necesidades traductol\u00f3gicas.\n\nDebido a la falta de conocimientos te\u00f3ricos sobre los conceptos\ntraductol\u00f3gicos de base, la principal necesidad en este plano era la\nadquisici\u00f3n de una metodolog\u00eda para llevar a cabo el proceso traductor. Para\nello, en las sesiones de apoyo se les instruy\u00f3 en este sentido recomendando\nlo siguiente: no empezar a traducir directamente, sino hacer una o varias\nlecturas previas del texto original con el fin de detectar los problemas de\ntraducci\u00f3n, terminolog\u00eda especializada (desconocida para el estudiante),\nestructuras gramaticales complicadas, etc. Una vez realizada esta fase, se les\nindic\u00f3 que llevaran a cabo la labor de documentaci\u00f3n en general sobre el\ntema y en particular sobre esta terminolog\u00eda espec\u00edfica y que una vez hecho\nesto podr\u00edan comenzar con la fase de transferencia hacia la lengua meta. De\nforma paralela, a medida que se iba poniendo en pr\u00e1ctica esta metodolog\u00eda\ntanto en las sesiones de apoyo como en las clases de traducci\u00f3n, se iban\nexplicando a los estudiantes los conceptos traductol\u00f3gicos necesarios.\n\nEn cuanto a las necesidades ling\u00fc\u00edsticas, consideramos que la falta de\ncompetencia ling\u00fc\u00edstica puede suplirse con una fuerte competencia\ndocumental. Seg\u00fan Delgado y Barcel\u00f3 (2011: 117), la documentaci\u00f3n se erige\ncomo el m\u00e9todo m\u00e1s eficaz para solucionar las dificultades propias de los\ntextos especializados. El desconocimiento de los aspectos anteriores no es\nexcusa para cometer un error de este tipo, sobre todo en encargos para los\nque cuentan con tiempo suficiente para resolver sus dudas (se excluyen las\nsituaciones de examen por disponer de menos tiempo). \n\nPor ello, proponemos los siguientes recursos documentales:\n\n- Para paliar los errores relacionados con los aspectos gramaticales,\nproponemos la utilizaci\u00f3n de los siguientes recursos: La Nueva\ngram\u00e1tica de la lengua espa\u00f1ola, el Diccionario Panhisp\u00e1nico de Dudas\n(DPD), el portal Fund\u00e9u (Fundaci\u00f3n del espa\u00f1ol urgente), CREa\n(Corpus de Referencia del Espa\u00f1ol actual de la Real academia\nEspa\u00f1ola), conjugadores en l\u00ednea, etc.12\n\n- Para paliar los errores relacionados con los aspectos ortogr\u00e1ficos\nproponemos la consulta de recursos como el Diccionario\n\nLa mEJORa DE La COmPETENCIa TRaDUCTORa DE LOS ESTUDIaNTES FRaNC\u00d3FONOS\n\nIb\u00e9rica 38 (2019): 303-326 319\n\n11 IBERICA 38_Iberica 13 13/1/20 19:55 P\u00e1gina 319", "start_char_idx": 35397, "end_char_idx": 37937, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "a7de36a5-b915-4601-afde-36ad8d5351f2": {"__data__": {"id_": "a7de36a5-b915-4601-afde-36ad8d5351f2", "embedding": null, "metadata": {"identifier": "iberica-102", "author": "Lobato Patricio, Julia", "title": "La mejora de la competencia traductora de los estudiantes franc\u00f3fonos a trav\u00e9s de las asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol", "date": "2019-01-02", "file": "iberica-102.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-102", "node_type": "4", "metadata": {"identifier": "iberica-102", "author": "Lobato Patricio, Julia", "title": "La mejora de la competencia traductora de los estudiantes franc\u00f3fonos a trav\u00e9s de las asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol", "date": "2019-01-02", "file": "iberica-102.pdf"}, "hash": "b24ba7625ad625b48e058f4f85213a54ab04343ba0857b84416b3e3b0ae781a6", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "8a859fee-6583-4ecb-89de-887afde8a0eb", "node_type": "1", "metadata": {"identifier": "iberica-102", "author": "Lobato Patricio, Julia", "title": "La mejora de la competencia traductora de los estudiantes franc\u00f3fonos a trav\u00e9s de las asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol", "date": "2019-01-02", "file": "iberica-102.pdf"}, "hash": "aafddff2a73f2b1423067141dcc289fe538f3bc508b8ef33591728f7739f33e1", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "53924f7e-3566-4ea4-84a5-b661ce3ce241", "node_type": "1", "metadata": {}, "hash": "67a80aed8dc3cdce9065f70bdde5e03820b39596e3c921a3767e82ed15792923", "class_name": "RelatedNodeInfo"}}, "text": "Panhisp\u00e1nico de Dudas o el volumen Hablar y escribir correctamente.\ngram\u00e1tica normativa del espa\u00f1ol actual de Leonardo G\u00f3mez Torrego,\nentre otros.\n\n- Para paliar errores relacionados con los aspectos terminol\u00f3gicos,\nproponemos como principal fuente de documentaci\u00f3n los textos\nparalelos (entendidos aqu\u00ed como textos originales redactados en la\nlengua meta sobre el mismo tema con la misma funci\u00f3n o\nfunciones equivalentes a las del texto original), adem\u00e1s de la\nconsulta del Diccionario de la Lengua espa\u00f1ola (DLE), el Diccionario\ncombinatorio del espa\u00f1ol contempor\u00e1neo de Ignacio Bosque, el uso de\nalineadores de textos paralelos como Linguee o Reverso (con especial\natenci\u00f3n a las fuentes de las que provienen), bases de datos (como\nIaTE y ProZ), etc. \n\n- Para paliar los errores relacionados con la transmisi\u00f3n del sentido,\nbas\u00e1ndonos en F\u00e9rriz y Sans (2010: 54), se han dise\u00f1ado\nactividades (algunas de las cuales incluimos en el ap\u00e9ndice)\nencaminadas a la detecci\u00f3n, identificaci\u00f3n y correcciones de\nerrores de traducci\u00f3n relacionados con la transmisi\u00f3n del sentido. \n\n8. Conclusiones \n\nComprobamos en nuestros resultados que coincidimos con las conclusiones\na las que llegan autores como Nginios (2013: 103) al afirmar que la principal\ncausa de los errores es la transferencia negativa o interferencia de la lengua\nmaterna (franc\u00e9s) de los aprendientes, por su similitud con la lengua meta\n(espa\u00f1ol). \n\nSeg\u00fan Conde (2008: 99), desde una perspectiva pedag\u00f3gica, y citando a Lee-\nJahnke (2001: 260), los estudiantes de traducci\u00f3n han de ser sensibles a la\nevaluaci\u00f3n, lo cual solo se consigue haci\u00e9ndoles conscientes de sus propios\nerrores. Lorenzo (2004: 165) considera que el an\u00e1lisis de las traducciones\npropias posee un alto valor pedag\u00f3gico. En este sentido, consideramos que\nmediante la puesta en pr\u00e1ctica de este proyecto, en cierto modo, hemos\ncontribuido a favorecer la conciencia cr\u00edtica de los estudiantes/traductores\nsobre su trabajo, ya que han llevado a cabo la revisi\u00f3n de las traducciones\nrealizadas, han podido detectar los errores cometidos y hallar una soluci\u00f3n a\nlos mismos. \n\nJULIa LOBaTO PaTRICIO\n\nIb\u00e9rica 38 (2019): 303-326320\n\n11 IBERICA 38_Iberica 13 13/1/20 19:55 P\u00e1gina 320\n\n\n\na pesar de la reducida muestra con la que hemos podido contar en este\nestudio, sirva este trabajo como modesto punto de partida para seguir\nprofundizando en los aspectos relativos a la adquisici\u00f3n de la competencia\ntraductora de los estudiantes erasmus que cursan en las universidades de\ndestino asignaturas de traducci\u00f3n sin tener previamente nociones\ntraductol\u00f3gicas. \n\nPodemos afirmar, a la luz de los satisfactorios resultados obtenidos en las\nasignaturas de traducci\u00f3n13, que, tras llevar a cabo este proyecto, la mayor\u00eda\nde los estudiantes que participaron en \u00e9l consiguieron, al final del semestre,\nreducir considerablemente el n\u00famero de errores detectados en las\ntraducciones que iban realizando. Sin embargo, por falta de tiempo, no\nhemos podido extraer datos cuantitativos acerca de la progresi\u00f3n de cada\nestudiante en distintos momentos del proyecto. \n\nFinalmente, hemos de se\u00f1alar el gran inter\u00e9s y satisfacci\u00f3n de los estudiantes\nparticipantes en la experiencia, los cuales lo han puesto de manifiesto tanto\nde forma verbal en las clases como por escrito en las encuestas de evaluaci\u00f3n\ndocente.", "start_char_idx": 37941, "end_char_idx": 41259, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "53924f7e-3566-4ea4-84a5-b661ce3ce241": {"__data__": {"id_": "53924f7e-3566-4ea4-84a5-b661ce3ce241", "embedding": null, "metadata": {"identifier": "iberica-102", "author": "Lobato Patricio, Julia", "title": "La mejora de la competencia traductora de los estudiantes franc\u00f3fonos a trav\u00e9s de las asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol", "date": "2019-01-02", "file": "iberica-102.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-102", "node_type": "4", "metadata": {"identifier": "iberica-102", "author": "Lobato Patricio, Julia", "title": "La mejora de la competencia traductora de los estudiantes franc\u00f3fonos a trav\u00e9s de las asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol", "date": "2019-01-02", "file": "iberica-102.pdf"}, "hash": "b24ba7625ad625b48e058f4f85213a54ab04343ba0857b84416b3e3b0ae781a6", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "a7de36a5-b915-4601-afde-36ad8d5351f2", "node_type": "1", "metadata": {"identifier": "iberica-102", "author": "Lobato Patricio, Julia", "title": "La mejora de la competencia traductora de los estudiantes franc\u00f3fonos a trav\u00e9s de las asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol", "date": "2019-01-02", "file": "iberica-102.pdf"}, "hash": "6aed3d4a6db6638fdb7541f9e3116e3ee7edf775cb34e1cf0da8ddec41d645cc", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "21f630e3-12d2-474a-b414-f37b6e3bff31", "node_type": "1", "metadata": {}, "hash": "802341a79f35af0d73e5d37009496c874b7b33a2f82f3d734111ad5f14f36eaa", "class_name": "RelatedNodeInfo"}}, "text": "Historia del art\u00edculo:\nRecibido 5 abril 2019\n\nVersi\u00f3n revisada recibida 22 octubre 2019\nAceptado 23 octubre 2019\n\nReferencias\n\nLa mEJORa DE La COmPETENCIa TRaDUCTORa DE LOS ESTUDIaNTES FRaNC\u00d3FONOS\n\nIb\u00e9rica 38 (2019): 303-326 321\n\nAgbodoyetin, H. (2011). An\u00e1lisis de errores de\ninterlengua e intralengua en aprendices\nfranc\u00f3fonos de E/L2 y l\u00edneas de actuaci\u00f3n para su\ntratamiento did\u00e1ctico. Tesis doctoral. Universidad\nAut\u00f3noma de Madrid.\n\nAgudelo, P. (2016). La interlengua de los\nestudiantes franc\u00f3fonos de ELE: el caso de ser y\nestar. Tesis doctoral. Universidad de Montreal.\n\nCampbell, S. (1998). Translation into the Second\nLanguage. Londres/Nueva York: Longman.\n\nCarreres, A. y M.R. Noriega (2013). \u201cTraducci\u00f3n\npedag\u00f3gica y pedagog\u00eda de la traducci\u00f3n: un\ndi\u00e1logo necesario\u201d en B. Blecua, S. Borrell, B.\nCrous, F. Sierra (eds.), Pluriling\u00fcismo y ense\u00f1anza\nde ELE en contextos multiculturales: xxiii Congreso\ninternacional ASELE, 253-261. Alicante: Biblioteca\nVirtual Miguel de Cervantes.\n\nConde, T. (2009). Proceso y resultado de la\nevaluaci\u00f3n de traducciones. Tesis doctoral.\nUniversidad de Granada.\n\nDelgado, I. y T. Barcel\u00f3 (2011). \u201cEl proceso de\ndocumentaci\u00f3n en el aula de traducci\u00f3n\necon\u00f3mica (franc\u00e9s-espa\u00f1ol): recopilaci\u00f3n de\nrecursos electr\u00f3nicos sobre el mundo de la\nempresa\u201d. \u00c7\u00e9dille, revista de estudios franceses 7:\n116-136.\n\nDelisle, J (1993). La traduction raisonn\u00e9e. Ottawa:\nPresses Universitaires d\u2019Ottawa. \n\nDelisle, J., H. Lee-Jahnke y M.C. Cormier (eds.)\n(1999). Terminologie de la traduction /Translation\nTerminology / Terminolog\u00eda de la traducci\u00f3n /\nTerminologie der \u00dcbersetzung. \u00c1msterdam/\nFiladelfia: John Benjamins.\n\nF\u00e9rriz, C. y C. Sans (2010). \u201cUna propuesta de\nintervenci\u00f3n did\u00e1ctica en la ense\u00f1anza de la\ntraducci\u00f3n del portugu\u00e9s al espa\u00f1ol: an\u00e1lisis de\nerrores de traducci\u00f3n\u201d. Monogr\u00e1ficos Marco ELE\n11: 37-63.\n\nGarzone, G. (2002). \u201cQuality and norms in\ninterpretation\u201d en G. Garzone y M. Viezzi (eds.),\n\n11 IBERICA 38_Iberica 13 13/1/20 19:55 P\u00e1gina 321\n\n\n\nNOTAS\n\n1 Con una duraci\u00f3n de 3 a\u00f1os, estos estudios ofrecen, por lo general, una formaci\u00f3n multidisciplinar en\n\ndos lenguas y civilizaciones extranjeras y en materias de aplicaci\u00f3n de corte econ\u00f3mico. Informaci\u00f3n\n\nextra\u00edda del sitio web de la association Nationale des Langues \u00c9trang\u00e8res appliqu\u00e9es: .", "start_char_idx": 41262, "end_char_idx": 43573, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "21f630e3-12d2-474a-b414-f37b6e3bff31": {"__data__": {"id_": "21f630e3-12d2-474a-b414-f37b6e3bff31", "embedding": null, "metadata": {"identifier": "iberica-102", "author": "Lobato Patricio, Julia", "title": "La mejora de la competencia traductora de los estudiantes franc\u00f3fonos a trav\u00e9s de las asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol", "date": "2019-01-02", "file": "iberica-102.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-102", "node_type": "4", "metadata": {"identifier": "iberica-102", "author": "Lobato Patricio, Julia", "title": "La mejora de la competencia traductora de los estudiantes franc\u00f3fonos a trav\u00e9s de las asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol", "date": "2019-01-02", "file": "iberica-102.pdf"}, "hash": "b24ba7625ad625b48e058f4f85213a54ab04343ba0857b84416b3e3b0ae781a6", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "53924f7e-3566-4ea4-84a5-b661ce3ce241", "node_type": "1", "metadata": {"identifier": "iberica-102", "author": "Lobato Patricio, Julia", "title": "La mejora de la competencia traductora de los estudiantes franc\u00f3fonos a trav\u00e9s de las asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol", "date": "2019-01-02", "file": "iberica-102.pdf"}, "hash": "14154832ee7677de8257b222da5959b127308d85ea339ecea14611b522ec8976", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "4be3d06b-cbe7-4d85-b92b-e03a2e2aadad", "node_type": "1", "metadata": {}, "hash": "b7a650fd8a9418e24cc10d67d3dc0ffe4a24719c5598d5e9b529a1d4490afe85", "class_name": "RelatedNodeInfo"}}, "text": "2 No entraremos aqu\u00ed en explicar lo que se entiende por calidad en traductolog\u00eda, ya que no forma parte\n\nde los objetivos de este estudio; sin embargo, apuntamos que es, sin duda, un concepto muy debatido\n\ndesde los or\u00edgenes de esta ciencia, sobre el cual la mayor\u00eda de los autores que lo han tratado (Pellet, 2001:\n\n12; Halliday, 2001: 14; Garzone, 2002: 115) coinciden en destacar que el concepto de \u201ccalidad\u201d es un\n\nconcepto relativo que afecta a todo un proceso y cuya concepci\u00f3n va cambiando con el tiempo. \n\n3 Seg\u00fan los datos de estudiantes matriculados en las asignaturas \u201cIntroducci\u00f3n a la pr\u00e1ctica de la\n\ntraducci\u00f3n de la lengua C franc\u00e9s\u201d, \u201cTraducci\u00f3n especializada CI franc\u00e9s\u201d y \u201cTraducci\u00f3n especializada\n\nJULIa LOBaTO PaTRICIO\n\nIb\u00e9rica 38 (2019): 303-326322\n\ninterpreting in the 21st Century: Challenges and\nOpportunities, 107-119. \u00c1msterdam: John\nBenjamins.\n\nGrellet, F. (1991). \u201cVers une p\u00e9dagogie\ncommunicative de la traduction\u201d en The British\nCouncil, Goethe-Institut y ENS-CREDIF (eds.), The\nRole of Translation in Foreign Language Teaching,\n85-89. Par\u00eds: Didier \u00c9rudition.\n\nHalliday, M.A.K. (2001). \u201cTowards a theory of good\ntranslation\u201d en E. Steiner y C. Yallop (eds.),\nExploring Translation and Multilingual Text\nProduction: Beyond Content, 13-18. Berl\u00edn/Nueva\nYork: Mouton de Gruyter. \n\nHurtado, A. (1999). Ense\u00f1ar a traducir. Madrid:\nEdelsa. \n\nHurtado, A. (2001). Traducci\u00f3n y traductolog\u00eda:\nintroducci\u00f3n a la traductolog\u00eda. Madrid: C\u00e1tedra.\n\nKelly, D. (2002). \u201cUn modelo de competencia\ntraductora: bases para el dise\u00f1o curricular\u201d.\nPuentes 1: 9-20.\n\nLavault, E. (1985). Fonctions de la traduction en\ndidactique des langues. Par\u00eds: Didier Erudition.\n\nLee-Janhke, H. (2001). \u201cAspects p\u00e9dagogiques de\nl\u2019\u00e9valuation en traduction\u201d. Meta: Journal des\ntraducteurs/Meta: Translators\u2019 Journal 46(2): 258-\n271.\n\nLobato, J. (2011). Materiales did\u00e1cticos para la\nense\u00f1anza y la pr\u00e1ctica de la traducci\u00f3n franc\u00e9s-\nespa\u00f1ol. Pretraducci\u00f3n y Traducci\u00f3n, 2\u00aa ed.\nSevilla: Bubok Publishing. \n\nLobato, J. y A. Aubry (2018). \u201c\u00bfEs posible mejorar\nla competencia ling\u00fc\u00edstica en lengua francesa a\npartir de los errores detectados en las clases de\ntraducci\u00f3n con el fin de mejorar la adquisici\u00f3n de\nla competencia traductora?\u201d en M.T. Barcel\u00f3\n\nMart\u00ednez, y C. Velasco Rengel (eds.), Evaluaci\u00f3n,\ndireccionalidad y orientaci\u00f3n profesional en los\nestudios de traducci\u00f3n e interpretaci\u00f3n, 133-147.\nM\u00e1laga: EDA Libros. \n\nMart\u00edn Mart\u00edn, J.M. (2010). \u201cSobre la evaluaci\u00f3n\nde traducciones en el \u00e1mbito acad\u00e9mico\u201d. RESLA\n23: 229-245.\n\nNginios, T. (2013). Dificultades en el uso de las\npreposiciones en estudiantes franc\u00f3fonos de ELE.\nMemoria de maestr\u00eda. Universidad de Montreal.\n\nPACTE GROUP (2017). \u201cPACTE Translation\nCompetence model. A holistic, dynamic model of\nTranslation Competence\u201d en A. Hurtado Albir (ed.", "start_char_idx": 43575, "end_char_idx": 46379, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "4be3d06b-cbe7-4d85-b92b-e03a2e2aadad": {"__data__": {"id_": "4be3d06b-cbe7-4d85-b92b-e03a2e2aadad", "embedding": null, "metadata": {"identifier": "iberica-102", "author": "Lobato Patricio, Julia", "title": "La mejora de la competencia traductora de los estudiantes franc\u00f3fonos a trav\u00e9s de las asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol", "date": "2019-01-02", "file": "iberica-102.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-102", "node_type": "4", "metadata": {"identifier": "iberica-102", "author": "Lobato Patricio, Julia", "title": "La mejora de la competencia traductora de los estudiantes franc\u00f3fonos a trav\u00e9s de las asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol", "date": "2019-01-02", "file": "iberica-102.pdf"}, "hash": "b24ba7625ad625b48e058f4f85213a54ab04343ba0857b84416b3e3b0ae781a6", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "21f630e3-12d2-474a-b414-f37b6e3bff31", "node_type": "1", "metadata": {"identifier": "iberica-102", "author": "Lobato Patricio, Julia", "title": "La mejora de la competencia traductora de los estudiantes franc\u00f3fonos a trav\u00e9s de las asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol", "date": "2019-01-02", "file": "iberica-102.pdf"}, "hash": "0adaef96a1c2a05478aa4aecd2414602d799d9b4d27f76aefca630ccc46fc682", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "b9e03d93-4b38-4a34-9f60-bf01fd8c184b", "node_type": "1", "metadata": {}, "hash": "e2dfa8c2914439fe20dcfb2ed11204f65bfb1f7195ecdb444586283196b76c74", "class_name": "RelatedNodeInfo"}}, "text": "),\nResearching Translation Competence by PACTE\nGroup, 35-41. \u00c1msterdam: John Benjamins. \n\nPellet, M. (2001). \u201cTranslation quality is the\ndifference between \u2018March Madness\u2019 and the\nCraziness of March\u201d. The ATA Chronicle 30(5): 11-\n13.\n\nPym, A. (1992). \u201cTranslation error analysis and the\ninterface with language teaching\u201d en: C. Dollerup y\nA. Loddegaard (eds.), Teaching Translation and\ninterpreting. Training, Talent, and Experience,\n279-290. \u00c1msterdam: John Benjamins.\n\nRoiss, S. (2006). \u201cCompetencia traductora y\ntipolog\u00eda textual en busca del punto de\nintersecci\u00f3n\u201d. Estudios Filol\u00f3gicos Alemanes 11:\n439-450.\n\nTolosa, M. (2013). Don de errar: tras los pasos del\ntraductor errante. Castell\u00f3 de la Plana:\nPublicacions de la Universitat Jaume I.\n\nToury, G. (1984). \u201cThe notion of \u2018native translator\u2019\nand translation teaching\u201d en W. Wilss y G. Thome\n(eds.), Die Theorie des \u00dcbersetzens und ihr\nAufschlusswert f\u00fcr die \u00dcbersetzungs\u2013 und\nDolmetschdidaktik. Tubinga: Narr.\n\n11 IBERICA 38_Iberica 13 13/1/20 19:55 P\u00e1gina 322", "start_char_idx": 46379, "end_char_idx": 47401, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "b9e03d93-4b38-4a34-9f60-bf01fd8c184b": {"__data__": {"id_": "b9e03d93-4b38-4a34-9f60-bf01fd8c184b", "embedding": null, "metadata": {"identifier": "iberica-102", "author": "Lobato Patricio, Julia", "title": "La mejora de la competencia traductora de los estudiantes franc\u00f3fonos a trav\u00e9s de las asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol", "date": "2019-01-02", "file": "iberica-102.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-102", "node_type": "4", "metadata": {"identifier": "iberica-102", "author": "Lobato Patricio, Julia", "title": "La mejora de la competencia traductora de los estudiantes franc\u00f3fonos a trav\u00e9s de las asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol", "date": "2019-01-02", "file": "iberica-102.pdf"}, "hash": "b24ba7625ad625b48e058f4f85213a54ab04343ba0857b84416b3e3b0ae781a6", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "4be3d06b-cbe7-4d85-b92b-e03a2e2aadad", "node_type": "1", "metadata": {"identifier": "iberica-102", "author": "Lobato Patricio, Julia", "title": "La mejora de la competencia traductora de los estudiantes franc\u00f3fonos a trav\u00e9s de las asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol", "date": "2019-01-02", "file": "iberica-102.pdf"}, "hash": "1e6d972324dde8811494773991bab4a6c3a09599268bc26bbe2a4c10babd3351", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "f629dbcc-388e-4cb5-8a84-540169693f7f", "node_type": "1", "metadata": {}, "hash": "e7f66fa9507f89925ca9ae22d0537f697cca04a5b3375d8186abc4b21ae18cff", "class_name": "RelatedNodeInfo"}}, "text": "CII franc\u00e9s\u201d de la Universidad Pablo de Olavide durante los cursos 2013-14, 2016-17 y 2017-18. La\n\nmenci\u00f3n de lengua C hace referencia a que se trata de la segunda lengua de trabajo de los alumnos. \n\n4 Este mismo enfoque pero aplicado a estudiantes hispanohablantes con el fin de mejorar su competencia\n\nling\u00fc\u00edstica en FLE ha sido tratado por Lobato y aubry (2018).\n\n5 Otorgada al estudiante de 4\u00ba curso adri\u00e1n Granados Navarro y dirigida por la Dra. Julia Lobato Patricio.\n\n6. En este caso con el Departamento de Filolog\u00eda y Traducci\u00f3n de la Universidad Pablo de Olavide. \n\n7 Otros proyectos pioneros sobre la adquisici\u00f3n de la competencia traductora han sido llevado a cabo por\n\nel Grupo PaCTE 2001. \n\n8 Puesto que el proyecto no formaba parte del programa de las asignaturas en las que estos alumnos se\n\nhab\u00edan matriculado, la participaci\u00f3n de los sujetos depend\u00eda del grado de compromiso del estudiante\n\nErasmus con en el proyecto, que implicaba asistir a sesiones de tutor\u00eda fuera del horario de clase, as\u00ed como\n\nla revisi\u00f3n y correcci\u00f3n de los textos traducidos durante estas sesiones y en casa. \n\n9 Universit\u00e9 du Littoral C\u00f4te d\u2019Opale, Universit\u00e9 Paris Est Creteil, Universit\u00e9 de Picardie Jules Verne, entre\n\notras.\n\n10 Th\u00e8me, Th\u00e8me gramatical, como se denomina en algunos de los planes de estudios consultados.\n\n11 Las sesiones fueron de una hora y media semanales durante 12 semanas.\n\n12 a modo de ejemplo incluimos en este apartado una serie de actividades que seg\u00fan Nginios (2013: 70-\n\n102) son eficaces para facilitar el aprendizaje de los usos de las preposiciones y evitar \u201cen lo posible la\n\nfosilizaci\u00f3n de errores\u201d. En estas actividades se trabajan expresiones con preposiciones (completar\n\nhuecos, respuesta de preguntas a partir de un texto, relacionar unas expresiones con otras mediante\n\nflechas, ordenar una secuencia l\u00f3gica, etc.). El autor se centra sobre todo en la pr\u00e1ctica de los usos de las\n\npreposiciones de, a/ en y por/ para ya que se ha observado que son las preposiciones que m\u00e1s dificultades\n\npresentan en los alumnos franc\u00f3fonos. (Nginios, 2013: 104). Las principales preposiciones practicadas a\n\npartir de estas actividades son de, a/ en y por/ para, con especial atenci\u00f3n a las oposiciones en los usos de\n\nlos pares a / en y por / para. adem\u00e1s se desarrollan las destrezas de la comprensi\u00f3n lectora, la expresi\u00f3n\n\nescrita. \n\n13 En el curso 17-18 en la asignatura \u201cIntroducci\u00f3n a la pr\u00e1ctica de la traducci\u00f3n de la lengua C franc\u00e9s\u201d\n\nlos cuatro estudiantes erasmus franc\u00f3fonos matriculados superaron la asignatura, mientras que en\n\n\u201cTraducci\u00f3n especializada CI franc\u00e9s\u201d, de los once estudiantes erasmus franc\u00f3fonos matriculados, la\n\nsuperaron ocho. \n\nLa mEJORa DE La COmPETENCIa TRaDUCTORa DE LOS ESTUDIaNTES FRaNC\u00d3FONOS\n\nIb\u00e9rica 38 (2019): 303-326 323\n\n11 IBERICA 38_Iberica 13 13/1/20 19:55 P\u00e1gina 323\n\n\n\nAp\u00e9ndice\n\nActividad 1. Equivalencias fuera de contexto\n\nObjetivos:\n\nReflexionar sobre las diferencias entre las equivalencias fuera de contexto y contextualizadas.\n\nReflexionar sobre la importancia del contexto en traducci\u00f3n.\n\nBuscar equivalencias de los t\u00e9rminos haciendo uso de los conocimientos previos o del diccionario.\n\nDesarrollo de la tarea y comentario:\n\nSe divide la clase en dos grupos; se reparten dos listas de t\u00e9rminos o expresiones en franc\u00e9s (A y B), una a\n\ncada mitad de la clase, y se pide a los alumnos que busquen el equivalente en espa\u00f1ol.", "start_char_idx": 47405, "end_char_idx": 50810, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "f629dbcc-388e-4cb5-8a84-540169693f7f": {"__data__": {"id_": "f629dbcc-388e-4cb5-8a84-540169693f7f", "embedding": null, "metadata": {"identifier": "iberica-102", "author": "Lobato Patricio, Julia", "title": "La mejora de la competencia traductora de los estudiantes franc\u00f3fonos a trav\u00e9s de las asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol", "date": "2019-01-02", "file": "iberica-102.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-102", "node_type": "4", "metadata": {"identifier": "iberica-102", "author": "Lobato Patricio, Julia", "title": "La mejora de la competencia traductora de los estudiantes franc\u00f3fonos a trav\u00e9s de las asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol", "date": "2019-01-02", "file": "iberica-102.pdf"}, "hash": "b24ba7625ad625b48e058f4f85213a54ab04343ba0857b84416b3e3b0ae781a6", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "b9e03d93-4b38-4a34-9f60-bf01fd8c184b", "node_type": "1", "metadata": {"identifier": "iberica-102", "author": "Lobato Patricio, Julia", "title": "La mejora de la competencia traductora de los estudiantes franc\u00f3fonos a trav\u00e9s de las asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol", "date": "2019-01-02", "file": "iberica-102.pdf"}, "hash": "e30efc9db9af131e4a6751151a9c506e339f6253c5477f0d09af08b65b8dd1c6", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "4835fc9c-3625-4826-8551-e0db04a2e515", "node_type": "1", "metadata": {}, "hash": "2af102337409841d805e3e8195ee4deeebc7e3f4b90f652ba002fbdd30498eda", "class_name": "RelatedNodeInfo"}}, "text": "Podr\u00e1 hacerse uso del\n\ndiccionario biling\u00fce. Estos t\u00e9rminos o expresiones han sido extra\u00eddos de dos textos (que se presentan al final\n\nde la siguiente tarea) que guardan bastantes similitudes entre ellos en cuanto a estructura, contenido,\n\nterminolog\u00eda, etc. Es importante que los alumnos no conozcan el t\u00edtulo de los textos ni sepan qu\u00e9 tema tratan\n\npara que no est\u00e9n influenciados a la hora de elegir los equivalentes en espa\u00f1ol. De esta forma se pondr\u00e1 m\u00e1s\n\nde relieve la dificultad de traducir un texto (o una expresi\u00f3n en este caso) sin ayuda del contexto.\n\nEvaluaci\u00f3n:\n\nSe ponen en com\u00fan las traducciones de los dos listados de t\u00e9rminos y se llega a una propuesta de traducci\u00f3n\n\n(fuera de contexto) para cada t\u00e9rmino. Se vuelve a dividir la clase en dos grupos y se reparten los textos \u00abVotre\n\nenfant a de la fi\u00e8vre?\u00bb y \u00abVous avez de la fi\u00e8vre?\u00bb de los que se han extra\u00eddo los t\u00e9rminos o expresiones. Se\n\nrepartir\u00e1 el texto 1 al grupo que ten\u00eda el listado B y el 2 al que busc\u00f3 las equivalencias del listado A. Por parejas,\n\nlos alumnos comprueban si la traducci\u00f3n ofrecida anteriormente para el listado de t\u00e9rminos ser\u00eda la adecuada\n\nteniendo ahora delante el texto completo. No tardaremos en darnos cuenta de que, aunque dispongamos del\n\ntexto completo para comprobar la propuesta de traducci\u00f3n de los t\u00e9rminos, no podremos valorar la validez o no\n\nde la traducci\u00f3n hasta no tener un encargo de traducci\u00f3n para nuestro texto. Las decisiones de traducci\u00f3n se\n\ntoman teniendo en cuenta todos los agentes y elementos que intervienen en el contexto de traducci\u00f3n.\n\nLista A\n\nTemp\u00e9rature, signe, organisme, coup de chaleur, troubles, conseils pratiques, maux de t\u00eate, appareil, tisane,\n\nbouillon, d\u00e9lais, sauf avis contraire\n\nLista B\n\nSoulager, chez un enfant, couvert, r\u00e9action naturelle, mal support\u00e9e, inconfort, personne ayant la garde,\n\ncouches superflues, s\u2019\u00e9vacuer, bouillon, d\u00e9couvrir, pi\u00e8ce\n\nActividad 2. Equivalencias contextualizadas\n\nObjetivos:\n\nReflexionar sobre la importancia del contexto en traducci\u00f3n y c\u00f3mo \u00e9ste condiciona la toma de decisiones para\n\nresolver los problemas concretos de traducci\u00f3n.\n\nDesarrollo de la tarea:\n\nEn este caso los alumnos han de crear un encargo de traducci\u00f3n para los textos 1 \u00abVotre enfant a de la fi\u00e8vre?\u00bb\n\ny 2 \u00abVous avez de la fi\u00e8vre?\u00bb empleados en el ejercicio anterior y, a continuaci\u00f3n, traducirlo. Se reparte el texto\n\na los alumnos y se les deja un tiempo prudencial (30-40 minutos) para traducirlo de forma individual. Es\n\ninteresante que los alumnos contin\u00faen trabajando con el mismo texto que en el ejercicio anterior.\n\nEvaluaci\u00f3n:\n\nSe pide a los alumnos que expongan los posibles contextos y encargos de traducci\u00f3n creados y se corrige la\n\ntraducci\u00f3n en clase resolviendo los problemas de traducci\u00f3n que haya en el texto.\n\nComentarios:\n\nEl profesor ha de insistir en que, a la hora de crear el encargo de traducci\u00f3n, este debe ser lo m\u00e1s real posible\n\nJULIa LOBaTO PaTRICIO\n\nIb\u00e9rica 38 (2019): 303-326324\n\n11 IBERICA 38_Iberica 13 13/1/20 19:55 P\u00e1gina 324", "start_char_idx": 50811, "end_char_idx": 53830, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "4835fc9c-3625-4826-8551-e0db04a2e515": {"__data__": {"id_": "4835fc9c-3625-4826-8551-e0db04a2e515", "embedding": null, "metadata": {"identifier": "iberica-102", "author": "Lobato Patricio, Julia", "title": "La mejora de la competencia traductora de los estudiantes franc\u00f3fonos a trav\u00e9s de las asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol", "date": "2019-01-02", "file": "iberica-102.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-102", "node_type": "4", "metadata": {"identifier": "iberica-102", "author": "Lobato Patricio, Julia", "title": "La mejora de la competencia traductora de los estudiantes franc\u00f3fonos a trav\u00e9s de las asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol", "date": "2019-01-02", "file": "iberica-102.pdf"}, "hash": "b24ba7625ad625b48e058f4f85213a54ab04343ba0857b84416b3e3b0ae781a6", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "f629dbcc-388e-4cb5-8a84-540169693f7f", "node_type": "1", "metadata": {"identifier": "iberica-102", "author": "Lobato Patricio, Julia", "title": "La mejora de la competencia traductora de los estudiantes franc\u00f3fonos a trav\u00e9s de las asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol", "date": "2019-01-02", "file": "iberica-102.pdf"}, "hash": "0b5a1472733c85dac0edab82b7c34772c9dd3d1bbb3eb5cf41d7ff8942874c70", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "70d19a9d-86da-4dd9-8689-00ae4ea154b7", "node_type": "1", "metadata": {}, "hash": "fdb0ab4087fb5f9dff054a396efc0bb76c0bc74b0d9f6dbaf61935fa273fd404", "class_name": "RelatedNodeInfo"}}, "text": "para tratar de asimilar esta actividad a una situaci\u00f3n profesional de traducci\u00f3n. Es interesante que este ejercicio\n\nse realice en un aula de inform\u00e1tica o que los alumnos traigan a clase sus ordenadores port\u00e1tiles (si hay\n\nconexi\u00f3n inal\u00e1mbrica a Internet) o bien diccionarios monoling\u00fces y biling\u00fces.\n\nLa mEJORa DE La COmPETENCIa TRaDUCTORa DE LOS ESTUDIaNTES FRaNC\u00d3FONOS\n\nIb\u00e9rica 38 (2019): 303-326 325\n\n11 IBERICA 38_Iberica 13 13/1/20 19:55 P\u00e1gina 325\n\n\n\nJULIa LOBaTO PaTRICIO\n\nIb\u00e9rica 38 (2019): 303-326326\n\n11 IBERICA 38_Iberica 13 13/1/20 19:55 P\u00e1gina 326", "start_char_idx": 53834, "end_char_idx": 54402, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "70d19a9d-86da-4dd9-8689-00ae4ea154b7": {"__data__": {"id_": "70d19a9d-86da-4dd9-8689-00ae4ea154b7", "embedding": null, "metadata": {"identifier": "iberica-103", "author": "Qiu, Xuyan; Ma, Xiaohao", "title": "Disciplinary enculturation and authorial stance: Comparison of stance features among master\u2019s dissertations, doctoral theses, and research articles ", "date": "2019-01-02", "file": "iberica-103.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-103", "node_type": "4", "metadata": {"identifier": "iberica-103", "author": "Qiu, Xuyan; Ma, Xiaohao", "title": "Disciplinary enculturation and authorial stance: Comparison of stance features among master\u2019s dissertations, doctoral theses, and research articles ", "date": "2019-01-02", "file": "iberica-103.pdf"}, "hash": "501d26009f0cc18bad5bc169701cfc6b0e06c8abb968c313179fab19e4a17b6a", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "4835fc9c-3625-4826-8551-e0db04a2e515", "node_type": "1", "metadata": {"identifier": "iberica-102", "author": "Lobato Patricio, Julia", "title": "La mejora de la competencia traductora de los estudiantes franc\u00f3fonos a trav\u00e9s de las asignaturas de traducci\u00f3n franc\u00e9s-espa\u00f1ol", "date": "2019-01-02", "file": "iberica-102.pdf"}, "hash": "0538590b25b21b0b616b05b7ba7895ae6c1126c4a1f80a7e404df3b2e3accf6f", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "215c5b92-2e8c-4c9a-a18f-fe6ad9b01030", "node_type": "1", "metadata": {}, "hash": "b552e1ae4d8163b855f6ef5470da923b0ea3c14ce9aec42b849a412f4eb52199", "class_name": "RelatedNodeInfo"}}, "text": "Iberica 13\n\n\nIb\u00e9rica 38 (2019): 327-348\n\nISSN: 1139-7241 / e-ISSN: 2340-2784\n\nAbstract\n\nAchieving a credible and authoritative stance in academic writing requires a\n\nwriter\u2019s disciplinary enculturation. While postgraduate students may have a foot\n\nin the door, expert writers have accumulated much knowledge and practice in\n\ntheir research fields. However, we do not yet know enough about how writers\n\nwith different degrees of disciplinary enculturation produce an authorial stance\n\nin specific writing contexts. To address this gap, this study explores the use of\n\nstance features in master\u2019s dissertations, doctoral theses, and published research\n\narticles in applied linguistics. Findings show that master\u2019s students employed\n\nmore hedges, boosters, and attitude markers, but fewer self-mentions than\n\ndoctoral and expert writers, suggesting they were tentative in making\n\npropositions and respectful of claims in their disciplinary community. Doctoral\n\ncandidates adopted similar stance expression practices as expert writers,\n\nindicating their emergent mastery of their field\u2019s rhetorical conventions. The\n\nfindings contribute to understandings of writers\u2019 differences in taking authorial\n\nstance with respect to disciplinary enculturation, and suggest ways to enhance\n\npostgraduate students\u2019 stance-taking practices in academic writing.\n\nKeywords: authorial stance, postgraduate students, thesis and dissertation,\n\ncorpus. \n\nResumen \n\nE n c ul t ur ac i \u00f3n d is c i pl ina r y p os i c io na mie n to d e l a ut or: c o mp ar ac i \u00f3n d e l o s\n\nm e c a nis m os d e p os i c io na mi e nto e n te s i s d e m\u00e1 st e r, te s i s do c to ra l e s y ar t\u00ed c ul o s\n\nd e in v e s tig ac i \u00f3n\n\nDisciplinary enculturation and authorial\n\nstance: Comparison of stance features\n\namong master\u2019s dissertations, doctoral\n\ntheses, and research articles\n\nXuyan Qiu & Xiaohao Ma\n\nThe Open University of Hong Kong, Jilin University (China)\n\nchristyxyq@hotmail.com, xiaohao@jlu.edu.cn \n\n327\n\n12 IBERICA 38_Iberica 13 13/1/20 19:56 P\u00e1gina 327", "start_char_idx": 48, "end_char_idx": 2103, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "215c5b92-2e8c-4c9a-a18f-fe6ad9b01030": {"__data__": {"id_": "215c5b92-2e8c-4c9a-a18f-fe6ad9b01030", "embedding": null, "metadata": {"identifier": "iberica-103", "author": "Qiu, Xuyan; Ma, Xiaohao", "title": "Disciplinary enculturation and authorial stance: Comparison of stance features among master\u2019s dissertations, doctoral theses, and research articles ", "date": "2019-01-02", "file": "iberica-103.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-103", "node_type": "4", "metadata": {"identifier": "iberica-103", "author": "Qiu, Xuyan; Ma, Xiaohao", "title": "Disciplinary enculturation and authorial stance: Comparison of stance features among master\u2019s dissertations, doctoral theses, and research articles ", "date": "2019-01-02", "file": "iberica-103.pdf"}, "hash": "501d26009f0cc18bad5bc169701cfc6b0e06c8abb968c313179fab19e4a17b6a", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "70d19a9d-86da-4dd9-8689-00ae4ea154b7", "node_type": "1", "metadata": {"identifier": "iberica-103", "author": "Qiu, Xuyan; Ma, Xiaohao", "title": "Disciplinary enculturation and authorial stance: Comparison of stance features among master\u2019s dissertations, doctoral theses, and research articles ", "date": "2019-01-02", "file": "iberica-103.pdf"}, "hash": "530801d4f973c9c178ec2b7d3f8e349597c1a9d35a2566477fe950361e931580", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "4c4bcc2d-fa69-4468-8e5c-e9b8ec61e964", "node_type": "1", "metadata": {}, "hash": "2467194322a62514c5e78500badddb51368d555ba20761e2e5f1e3302dc24bda", "class_name": "RelatedNodeInfo"}}, "text": "Ib\u00e9rica 38 (2019): 327-348\n\nXUYAN QIU & XIAOHAO MA\n\nPara mostrar credibilidad y autoridad, los autores de textos acad\u00e9micos deben\n\nadquirir los usos y h\u00e1bitos de sus respectivas disciplinas. Mientras los estudiantes\n\nde posgrado todav\u00eda est\u00e1n inici\u00e1ndose, los investigadores experimentados ya han\n\nacumulado muchos conocimientos y pr\u00e1ctica en sus \u00e1reas de investigaci\u00f3n. Se\n\nsabe poco, sin embargo, sobre el modo en que los distintos grados de\n\nenculturaci\u00f3n acad\u00e9mica afectan al posicionamiento del autor en contextos\n\nconcretos de escritura. Para averiguarlo, en el presente estudio se examinan las\n\ndistintas estrategias de posicionamiento del autor utilizadas en tesis de m\u00e1ster y\n\nde doctorado y en art\u00edculos de investigaci\u00f3n de expertos publicados en el campo\n\nde la ling\u00fc\u00edstica aplicada. Los resultados muestran que los estudiantes de\n\nposgrado utilizan m\u00e1s mitigadores, intensificadores y marcadores de actitud,\n\npero no se mencionan a s\u00ed mismos tanto como los doctorandos o los escritores\n\nexpertos, lo cual indica que los estudiantes de posgrado son prudentes en sus\n\nafirmaciones y respetuosos de los preceptos de su comunidad disciplinar. En los\n\ndoctorandos se aprecia una pr\u00e1ctica similar a la de los escritores expertos a la\n\nhora de manifestar su postura, lo que indica un cierto dominio incipiente de la\n\nret\u00f3rica de la disciplina. Los hallazgos de esta investigaci\u00f3n ayudan a comprender\n\nlas diferencias en la adopci\u00f3n de un determinado posicionamiento por parte de\n\ndiversos grupos de escritores en relaci\u00f3n con su enculturaci\u00f3n acad\u00e9mica e\n\ninspiran f\u00f3rmulas de mejora de las pr\u00e1cticas habituales entre los estudiantes de\n\nposgrado.\n\nPalabras clave: posicionamiento del autor, alumnos de posgrado, tesis y\n\ndisertaciones, corpus.\n\n1. Introduction\n\nRecent ESP/EAP studies have shown growing interest in stance in academic\n\nwriting. Underlying this trend is the recognition that writing for curriculum\n\nand publication purposes is a persuasive practice; to accomplish\n\npersuasiveness, the writer needs to assume a credible, authoritative stance\n\nappropriate to specific contexts of writing (Flowerdew, 2015; Hyland, 1999).\n\nExperienced writers are aware of the centrality of stance-taking in academic\n\nwriting. Rather than merely communicating information, they evaluate\n\ncontent to establish authority and effect persuasion, deploying various\n\ndevices to convey their attitudes and opinions (Hyland, 2005a). Accordingly,\n\nstudents are expected to project a critical, informed stance that aligns with\n\ndisciplinary experts\u2019 discourse practices (Lancaster, 2016). \n\nMuch has been written about linguistic manifestations of stance in students\u2019\n\nacademic writing, for example, in essays, academic reports, and theses (Soler-\n\n328\n\n12 IBERICA 38_Iberica 13 13/1/20 19:56 P\u00e1gina 328", "start_char_idx": 2107, "end_char_idx": 4909, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "4c4bcc2d-fa69-4468-8e5c-e9b8ec61e964": {"__data__": {"id_": "4c4bcc2d-fa69-4468-8e5c-e9b8ec61e964", "embedding": null, "metadata": {"identifier": "iberica-103", "author": "Qiu, Xuyan; Ma, Xiaohao", "title": "Disciplinary enculturation and authorial stance: Comparison of stance features among master\u2019s dissertations, doctoral theses, and research articles ", "date": "2019-01-02", "file": "iberica-103.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-103", "node_type": "4", "metadata": {"identifier": "iberica-103", "author": "Qiu, Xuyan; Ma, Xiaohao", "title": "Disciplinary enculturation and authorial stance: Comparison of stance features among master\u2019s dissertations, doctoral theses, and research articles ", "date": "2019-01-02", "file": "iberica-103.pdf"}, "hash": "501d26009f0cc18bad5bc169701cfc6b0e06c8abb968c313179fab19e4a17b6a", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "215c5b92-2e8c-4c9a-a18f-fe6ad9b01030", "node_type": "1", "metadata": {"identifier": "iberica-103", "author": "Qiu, Xuyan; Ma, Xiaohao", "title": "Disciplinary enculturation and authorial stance: Comparison of stance features among master\u2019s dissertations, doctoral theses, and research articles ", "date": "2019-01-02", "file": "iberica-103.pdf"}, "hash": "5a0056565c05aad26d36964b8bfbafac98683cb989acbd947b92cd21b79f9781", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "eee5928a-7f88-451e-a308-a1d439eb8f30", "node_type": "1", "metadata": {}, "hash": "baa47d1ec7e25cd8466dbfa2cde41b1e5d60b06a50c50ccbbe09a4f4a9e3a49b", "class_name": "RelatedNodeInfo"}}, "text": "Monreal, 2016; Jiang & Ma, 2018). By relating the scope and patterns of\n\nstance features to students\u2019 linguistic, disciplinary, and educational\n\nbackgrounds, researchers have established that appropriately signalling a\n\nstance can challenge student writers, especially those lacking linguistic\n\nresources and disciplinary writing experience. Expert writers sometimes\n\nassert stance subconsciously or through tacit choices, making it challenging\n\nfor students to discern and learn such language features. Some first-year\n\nundergraduate students tend to adopt extreme generalization markers (such\n\nas always) to demonstrate stance (Aull et al., 2017), and final-year\n\nundergraduates often rely on a limited range of stance features infrequently\n\nused by expert writers (Hyland, 2012). \n\nIn addition to certain students\u2019 stance-taking performance, researchers have\n\nrecently inquired about differences in stance-taking by students of different\n\nlearning levels, or different degrees of disciplinary enculturation. Aull and\n\nLancaster (2014) analysed stance features in writing by first- and advanced-\n\nyear college students and published writers, and found increasing hedging\n\nand decreasing boosting features as writers gained more disciplinary\n\nenculturation. Kawase (2015) analysed authors\u2019 doctoral theses and later\n\nresearch articles and discovered that writers inserted more hedges and fewer\n\nattitude markers and self-mentions in the latter. While Kawase attributed this\n\nto genre difference, it is fair to speculate whether writers\u2019 growing expertise\n\nalso influenced their use of stance resource.\n\nWhile studies have examined stance features in undergraduate (Hyland,\n\n2012; Lee & Deakin, 2016), master\u2019s (Peters, 2011), and doctoral writing (El-\n\nDakhs, 2018), it is difficult to attain a plausible understanding of writers\u2019\n\ndevelopment in the specific academic writing practice of stance-taking.\n\nSome studies (e.g., Koutsantoni, 2006) treat master\u2019s and doctoral students as\n\na group with similar understandings of and performance in academic\n\nwriting. However, because of the different learning purposes, inquiry modes,\n\nand learning outcomes of undergraduate, master\u2019s, and doctoral\n\nprogrammes, it is unconvincing to generalize findings of stance in\n\ncoursework genres and master\u2019s dissertations to doctoral writing. As Samraj\n\n(2008: 65) rightly noted, master\u2019s dissertations, \u201cproduced by \u2018quasi\u2019\n\nmembers at the end of a master\u2019s program, do not completely embody the\n\ndiscursive practices of the disciplines.\u201d Similarly, El-Dakhs (2018: 14-15)\n\nobserved, \u201cmaster\u2019s authors display less enculturation in the disciplinary\n\ncommunity than their PhD counterparts and may thus not appropriate their\n\npractices well enough to the community\u2019s conventions.\u201d \n\nDISCIPLINARY ENCULTURATION AND AUTHORIAL STANCE\n\nIb\u00e9rica 38 (2019): 327-348 329\n\n12 IBERICA 38_Iberica 13 13/1/20 19:56 P\u00e1gina 329", "start_char_idx": 4913, "end_char_idx": 7827, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "eee5928a-7f88-451e-a308-a1d439eb8f30": {"__data__": {"id_": "eee5928a-7f88-451e-a308-a1d439eb8f30", "embedding": null, "metadata": {"identifier": "iberica-103", "author": "Qiu, Xuyan; Ma, Xiaohao", "title": "Disciplinary enculturation and authorial stance: Comparison of stance features among master\u2019s dissertations, doctoral theses, and research articles ", "date": "2019-01-02", "file": "iberica-103.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-103", "node_type": "4", "metadata": {"identifier": "iberica-103", "author": "Qiu, Xuyan; Ma, Xiaohao", "title": "Disciplinary enculturation and authorial stance: Comparison of stance features among master\u2019s dissertations, doctoral theses, and research articles ", "date": "2019-01-02", "file": "iberica-103.pdf"}, "hash": "501d26009f0cc18bad5bc169701cfc6b0e06c8abb968c313179fab19e4a17b6a", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "4c4bcc2d-fa69-4468-8e5c-e9b8ec61e964", "node_type": "1", "metadata": {"identifier": "iberica-103", "author": "Qiu, Xuyan; Ma, Xiaohao", "title": "Disciplinary enculturation and authorial stance: Comparison of stance features among master\u2019s dissertations, doctoral theses, and research articles ", "date": "2019-01-02", "file": "iberica-103.pdf"}, "hash": "00032009a738bb51a4e92a725fb428600217f8f78f6d0747de4da5102e073c29", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "51a0ed32-7639-4743-9a33-9d83da7f48cc", "node_type": "1", "metadata": {}, "hash": "5716286b212876b168311c2cb65f54e0c49132908edad7e2c16ccef2d97ebf58", "class_name": "RelatedNodeInfo"}}, "text": "Considering the importance of stance for success in academic writing, the\n\nlack of knowledge about stance-taking performance development, and the\n\nneed to control for influences from disciplinary discourse practices, this\n\nstudy compares stance features in the writings of master\u2019s students, doctoral\n\ncandidates, and expert scholars in applied linguistics, in specific, second or\n\nforeign language learning and teaching. Drawing on Hyland\u2019s (2005a)\n\ncategorisation of stance resources in interactional metadiscourse, and Hu\n\nand Cao\u2019s (2011) study, this study explores how three writer groups at\n\ndifferent stages of disciplinary enculturation deploy stance features in their\n\nwriting. The question guiding the study is:\n\nHow do master\u2019s students, doctoral candidates, and expert writers in\n\napplied linguistics deploy stance features to project their authorial\n\nstance in their writing? \n\nWe will first discuss current conceptions of stance and review relevant\n\nliterature on stance in student academic writing and applied linguistics\n\nresearch genres, then present the study\u2019s corpus and analytical framework,\n\nbefore discussing our findings.\n\n2. Stance and student academic writing\n\n2.1. Stance: Evaluative position and writer presence\n\nStance concerns the interpersonal and interactional aspects of academic\n\nwriting. It signals the writer\u2019s voice or personality in the text and is influenced\n\nby disciplinary practices of academic persuasion (Hyland, 2005a). According\n\nto Gray and Biber (2012), stance conveys writers\u2019 judgement and opinion\n\nabout given information, varying in its linguistic manifestation (ranging from\n\nlexical to grammatical structures) and locus of assessment (from\n\ncommunicating personal attitudes to commenting on the status of\n\nknowledge). It is conveyed through evaluative and self-mention language,\n\nincluding features of personal attitudes, beliefs, opinions, and the writer\u2019s\n\nchosen self-mention devices (Hyland, 2005a). By modulating language of\n\nevaluation and self-mention, writers turn texts into venues of negotiation\n\nwith readers for credit and credibility of claims (Dressen-Hammouda, 2014). \n\nA popular and well-tested taxonomy for analysing stance in academic writing\n\nis Hyland\u2019s (2005a) metadiscourse model, which divides metadiscourse into\n\nXUYAN QIU & XIAOHAO MA\n\nIb\u00e9rica 38 (2019): 327-348330\n\n12 IBERICA 38_Iberica 13 13/1/20 19:56 P\u00e1gina 330", "start_char_idx": 7831, "end_char_idx": 10241, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "51a0ed32-7639-4743-9a33-9d83da7f48cc": {"__data__": {"id_": "51a0ed32-7639-4743-9a33-9d83da7f48cc", "embedding": null, "metadata": {"identifier": "iberica-103", "author": "Qiu, Xuyan; Ma, Xiaohao", "title": "Disciplinary enculturation and authorial stance: Comparison of stance features among master\u2019s dissertations, doctoral theses, and research articles ", "date": "2019-01-02", "file": "iberica-103.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-103", "node_type": "4", "metadata": {"identifier": "iberica-103", "author": "Qiu, Xuyan; Ma, Xiaohao", "title": "Disciplinary enculturation and authorial stance: Comparison of stance features among master\u2019s dissertations, doctoral theses, and research articles ", "date": "2019-01-02", "file": "iberica-103.pdf"}, "hash": "501d26009f0cc18bad5bc169701cfc6b0e06c8abb968c313179fab19e4a17b6a", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "eee5928a-7f88-451e-a308-a1d439eb8f30", "node_type": "1", "metadata": {"identifier": "iberica-103", "author": "Qiu, Xuyan; Ma, Xiaohao", "title": "Disciplinary enculturation and authorial stance: Comparison of stance features among master\u2019s dissertations, doctoral theses, and research articles ", "date": "2019-01-02", "file": "iberica-103.pdf"}, "hash": "ebfd101c32460d91e67e3fca7b10b2271bf4ae39c4bf5f08fe00f36dd8a0d861", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "22c1f56b-0b5f-432b-96f1-b7f58b7d00a7", "node_type": "1", "metadata": {}, "hash": "e67e56607ced7f2974744dde3f634dd21320e3e9ba846e19c57147cbae0665fb", "class_name": "RelatedNodeInfo"}}, "text": "interactive sources (guiding readers through texts) and interactional ones\n\n(involving readers in the argument). Drawing on this model, the current\n\nstudy highlights stance features categorised as interactional markers, dividing\n\nstance into hedges, boosters, attitude markers, and self-mentions (Hyland,\n\n2005b). It understands hedges and boosters as writers\u2019 means of indexing\n\nepistemic stance, and attitude markers as annotations of writers\u2019 feelings on\n\nand attitudes towards the information. Specifically, hedges are lexical\n\nexpressions of writers\u2019 caution about the reliability and plausibility of a\n\nstatement (such as perhaps); in contrast, boosters signal writers\u2019 commitment\n\nand assertiveness about certain information (such as definitely). Attitude\n\nmarkers communicate the writer\u2019s feelings of information; they include\n\nattitude verbs (such as prefer), sentence adverbs (such as essentially), and\n\nadjectives (such as remarkable), all of which are lexical items of emotions,\n\njudgement, and (dis)agreement (Hyland, 2005b). Self-mention (such as I) is\n\nalso a stance feature, because intrusion of first-person pronouns exhibits\n\nwriters\u2019 rhetorical decision to assert their credibility and gain credit for their\n\nclaim (Hyland, 2012). \n\nFocusing on lexical evidence of stance manifestation, Hyland\u2019s (2005b)\n\nmodel has proven an efficient heuristic for identifying traces of stance in\n\nacademic writing (Dahme & Sastre, 2015), particularly in the corpus-based\n\napproach taken in this study, through which researchers can consistently\n\nextract stance features in large numbers of texts. Moreover, heeding Silver\u2019s\n\n(2003) caution that analysis of stance features should examine the context of\n\ntheir occurrences, we consider the sentential and discoursal context of\n\nstance feature in this study.\n\n2.2. Stance in student academic writing \n\nProjecting a stance that is critical, considered, and aligned with disciplinary\n\npractices is crucial to students\u2019 academic writing success. College students\n\nare often required to \u201cconstruct stances \u2026 in ways that are recognized by\n\nreaders as appropriate and authoritative \u2013 i.e., assertive, knowledgeable,\n\ncritically distant, and aligned with a specific disciplinary culture\u201d (Lancaster,\n\n2014: 269-270), and may receive lower grades when their writing is regarded\n\nas lacking an analytical and evaluative stance (Soliday, 2004; Wu, 2006).\n\nPostgraduate students are also expected to project a knowledgeable and\n\nauthoritative stance (Swales & Feak, 2012), which requires them to evaluate\n\ndisciplinary claims and knowledge in a polite, yet contrastive manner\n\n(Hyland, 1998). \n\nDISCIPLINARY ENCULTURATION AND AUTHORIAL STANCE\n\nIb\u00e9rica 38 (2019): 327-348 331\n\n12 IBERICA 38_Iberica 13 13/1/20 19:56 P\u00e1gina 331", "start_char_idx": 10245, "end_char_idx": 13027, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "22c1f56b-0b5f-432b-96f1-b7f58b7d00a7": {"__data__": {"id_": "22c1f56b-0b5f-432b-96f1-b7f58b7d00a7", "embedding": null, "metadata": {"identifier": "iberica-103", "author": "Qiu, Xuyan; Ma, Xiaohao", "title": "Disciplinary enculturation and authorial stance: Comparison of stance features among master\u2019s dissertations, doctoral theses, and research articles ", "date": "2019-01-02", "file": "iberica-103.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-103", "node_type": "4", "metadata": {"identifier": "iberica-103", "author": "Qiu, Xuyan; Ma, Xiaohao", "title": "Disciplinary enculturation and authorial stance: Comparison of stance features among master\u2019s dissertations, doctoral theses, and research articles ", "date": "2019-01-02", "file": "iberica-103.pdf"}, "hash": "501d26009f0cc18bad5bc169701cfc6b0e06c8abb968c313179fab19e4a17b6a", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "51a0ed32-7639-4743-9a33-9d83da7f48cc", "node_type": "1", "metadata": {"identifier": "iberica-103", "author": "Qiu, Xuyan; Ma, Xiaohao", "title": "Disciplinary enculturation and authorial stance: Comparison of stance features among master\u2019s dissertations, doctoral theses, and research articles ", "date": "2019-01-02", "file": "iberica-103.pdf"}, "hash": "a5a02bf13df96f390a34a3b0ee51c7f7aa71ae8879887cf878a9f53b50dcbdaf", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "dfab02b0-80f2-4899-83c3-b1d316dca10d", "node_type": "1", "metadata": {}, "hash": "884ab60797fa902737b89f0b3e4e0aae6ff6972596d828c3f93a9c76b0342d29", "class_name": "RelatedNodeInfo"}}, "text": "Though important, assuming an appropriate stance can be challenging. It\n\ninvolves \u201cdemarcating one\u2019s views vis-\u00e0-vis others\u2019 views, such as through\n\nparticular types of proportions of hedges, boosters, contrast markers, and\n\ncode glosses\u201d (Aull & Lancaster, 2014: 174), which requires students to\n\nmanage linguistic resources, pragmatic considerations, and discourse\n\nknowledge. Since students need to grapple with content knowledge and\n\nrhetorical situation simultaneously, they are often unprepared when\n\ncommunicating a stance with disciplinary readers or assessors (Soliday,\n\n2004). Concerning students\u2019 stance-taking performance in academic writing,\n\nprevious studies have examined two broad questions: 1) the differences\n\nbetween English L1 (EL1) and L2 (EL2) students in enlisting stance features;\n\nand, 2) the differences in stance feature use by students of different levels of\n\nstudy. \n\nRegarding the first question, research shows EL2 students generally\n\nunderperform EL1 students in terms of the frequency and array of stance\n\nfeatures in their writing (Lee & Deakin, 2016). EL2 students also insert\n\nstrong stance features, sometimes to a disproportionate degree, to increase\n\npersuasiveness (Li & Wharton, 2012). However, L1-L2 disparity in stance-\n\ntaking may decrease as L2 students\u2019 English academic writing experience and\n\ndisciplinary enculturation increase. Ryshina-Pankova (2011) compared\n\npersuasive writings by L2 students of different levels and found students\n\nwere increasingly capable of \u201ca more intersubjective and indirect expression\n\nof stance\u201d (p. 253). Focusing on doctoral theses written by Chinese- and\n\nEnglish-speaking students, Geng and Wharton (2016) also found advanced-\n\nlevel EL2 writers performed similarly to EL1 writers in employing stance\n\nfeatures, suggesting that \u201cat the highest level of education, writers\u2019 first\n\nlanguage may not exert as much impact on academic writing as it arguably\n\ndoes when writers are at a lower level\u201d (p. 89). \n\nIn terms of the second question, researchers have examined how students\n\ncompare with expert writers, and incoming college students with their higher-\n\nlevel counterparts in enacting stance. Crosthwaite, Cheung, and Jiang (2017)\n\ncompared academic texts written by undergraduates with expert writers\u2019 and\n\nfound that students used richer and more frequent hedging and boosting\n\nresources in marking their authorial stance. Aull et al. (2017) compared low-\n\n(first-year undergraduates), medium- (final-year undergraduates to year-three\n\npostgraduates), and advanced-expertise (published) writers, and noted that the\n\nfrequency and range of generalisation features (such as always, never)\n\ndistinguished the three groups\u2019 stance-taking practices. \n\nXUYAN QIU & XIAOHAO MA\n\nIb\u00e9rica 38 (2019): 327-348332\n\n12 IBERICA 38_Iberica 13 13/1/20 19:56 P\u00e1gina 332", "start_char_idx": 13031, "end_char_idx": 15884, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "dfab02b0-80f2-4899-83c3-b1d316dca10d": {"__data__": {"id_": "dfab02b0-80f2-4899-83c3-b1d316dca10d", "embedding": null, "metadata": {"identifier": "iberica-103", "author": "Qiu, Xuyan; Ma, Xiaohao", "title": "Disciplinary enculturation and authorial stance: Comparison of stance features among master\u2019s dissertations, doctoral theses, and research articles ", "date": "2019-01-02", "file": "iberica-103.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-103", "node_type": "4", "metadata": {"identifier": "iberica-103", "author": "Qiu, Xuyan; Ma, Xiaohao", "title": "Disciplinary enculturation and authorial stance: Comparison of stance features among master\u2019s dissertations, doctoral theses, and research articles ", "date": "2019-01-02", "file": "iberica-103.pdf"}, "hash": "501d26009f0cc18bad5bc169701cfc6b0e06c8abb968c313179fab19e4a17b6a", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "22c1f56b-0b5f-432b-96f1-b7f58b7d00a7", "node_type": "1", "metadata": {"identifier": "iberica-103", "author": "Qiu, Xuyan; Ma, Xiaohao", "title": "Disciplinary enculturation and authorial stance: Comparison of stance features among master\u2019s dissertations, doctoral theses, and research articles ", "date": "2019-01-02", "file": "iberica-103.pdf"}, "hash": "c04d37ce29282f8c4d07935d5d86e46e4fe47e619a0fdaeede7a37ee33ad0cc3", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "0f70ae3b-8302-4367-b060-e445b9116853", "node_type": "1", "metadata": {}, "hash": "506034b62154641540df1ef5e3ef42d755230bbe3943a262e09d36bfe8c37ee2", "class_name": "RelatedNodeInfo"}}, "text": "Based on previous studies, we may make two assertions. First, as students\n\nadvance in curricular levels, disciplinary enculturation may be more\n\nimportant than linguistic backgrounds in students\u2019 academic writing\n\nperformance, including their performance in using stance features.\n\nConsequently, when examining postgraduate students\u2019 stance performance,\n\nwe may group L1 and L2 students for comparison with expert writers (Aull\n\net al., 2017; Crosthwaite et al., 2017). Second, to discover the roles of\n\ndisciplinary enculturation in writers\u2019 different stance-taking performances in\n\nacademic writing, focusing on one discipline will be more feasible and\n\nreliable, especially if the metadiscourse features of the discipline\u2019s academic\n\nwriting are comparatively prominent.\n\n2.3. Under-explored stance in postgraduate student writing \n\nUnlike the differences in stance-taking between L1 and L2 students, and\n\nstudents and experts, few studies have addressed the \u201cdeeper and more\n\nimportant issues of disciplinary enculturation and academic identity\n\nformation that graduate students undergo, and the role of academic writing\n\nin this trajectory\u201d (Curry, 2016: 78). Students start to gain disciplinary\n\nidentity \u2013 beginning their \u201cdisciplinary becoming\u201d \u2013 in their postgraduate\n\nyears (Dressen-Hammouda, 2008: 234). While scholars generally agree\n\nwriting experience in a specific field improves rhetorical knowledge of that\n\ndiscipline (Beaufort, 2004), and a stance-taking developmental trajectory is\n\nfound in undergraduate writing (Aull et al., 2017), existing scholarship on\n\nstance has not yet profiled stance-taking differences among postgraduate-\n\nlevel students. \n\nThis is an important gap to fill, given the different foci of learning, inquiry\n\nmodes, programme outcomes, and degrees of disciplinary enculturation in\n\nundergraduate, master\u2019s, and doctoral learning. While undergraduate learning\n\ninvolves \u201csummarizing, describing, identifying, and applying\u201d knowledge,\n\npostgraduate learning requires \u201cquestioning, judging, and recombining ideas\n\nand information into an argument\u201d (Ballard & Clanchy, 1997, cited in\n\nPaltridge & Starfield, 2007: 9) and developing an awareness that knowledge\n\nis rhetorically constructed and negotiable (Geisler, 1994). Given the different\n\ninquiry modes and learning purposes, undergraduate students may face\n\ndifferent stance construction expectations; thus, findings on stance-taking\n\ndevelopment among undergraduates (Aull et al., 2017) may not be\n\ngeneralizable to postgraduate writing. \n\nDISCIPLINARY ENCULTURATION AND AUTHORIAL STANCE\n\nIb\u00e9rica 38 (2019): 327-348 333\n\n12 IBERICA 38_Iberica 13 13/1/20 19:56 P\u00e1gina 333", "start_char_idx": 15888, "end_char_idx": 18564, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "0f70ae3b-8302-4367-b060-e445b9116853": {"__data__": {"id_": "0f70ae3b-8302-4367-b060-e445b9116853", "embedding": null, "metadata": {"identifier": "iberica-103", "author": "Qiu, Xuyan; Ma, Xiaohao", "title": "Disciplinary enculturation and authorial stance: Comparison of stance features among master\u2019s dissertations, doctoral theses, and research articles ", "date": "2019-01-02", "file": "iberica-103.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-103", "node_type": "4", "metadata": {"identifier": "iberica-103", "author": "Qiu, Xuyan; Ma, Xiaohao", "title": "Disciplinary enculturation and authorial stance: Comparison of stance features among master\u2019s dissertations, doctoral theses, and research articles ", "date": "2019-01-02", "file": "iberica-103.pdf"}, "hash": "501d26009f0cc18bad5bc169701cfc6b0e06c8abb968c313179fab19e4a17b6a", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "dfab02b0-80f2-4899-83c3-b1d316dca10d", "node_type": "1", "metadata": {"identifier": "iberica-103", "author": "Qiu, Xuyan; Ma, Xiaohao", "title": "Disciplinary enculturation and authorial stance: Comparison of stance features among master\u2019s dissertations, doctoral theses, and research articles ", "date": "2019-01-02", "file": "iberica-103.pdf"}, "hash": "a2d077147cc8b8bd6c906500ce85114d183e1504feb893658f3ed9fcbc0a3151", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "fab271ce-828c-4583-a02c-94588ff8c5d1", "node_type": "1", "metadata": {}, "hash": "78e93bb71f6096f54baf0db1c8b9085768e6a5eb867ebec80ad182a860f17741", "class_name": "RelatedNodeInfo"}}, "text": "Likewise, research on doctoral students\u2019 use of stance expressions may not\n\ninform us about master\u2019s students\u2019 stance practices in their writing (El-\n\nDakhs, 2018). Doctoral students, as scholarly participants in disciplinary\n\ncommunities, are often expected to project an expert, authoritative stance in\n\ntheir theses (Swales & Feak, 2012). In contrast, master\u2019s students, positioned\n\nbetween coursework and scholarly participation, may face different stance\n\nexpectations from undergraduate and doctoral students. In research-based\n\nmaster\u2019s programmes, a master\u2019s dissertation is students\u2019 \u201cstepping stone\n\ninto the professional writing practices of their discipline\u201d (Peters, 2011: 178).\n\nStudents in programmes focusing on providing professional knowledge and\n\ntraining are also expected to be enculturated in their communities by the end\n\nof their candidature, via research projects or dissertations. Master\u2019s\n\ndissertations may exhibit stance-taking patterns that are different from\n\ndoctoral theses or published research articles.\n\nSurprisingly, claims about postgraduate student writing are often made\n\nwithout distinguishing between master\u2019s and doctoral writing. One exception\n\nis Hyland (2004), who analysed stance in postgraduate writing from six\n\ndisciplines and discovered that master\u2019s students used slightly more stance\n\nfeatures than doctoral students. Another study conducted by Dahme and\n\nSastre (2015) followed biomedical science students who became researchers\n\nin the field, and found that they employed more attitude markers and self-\n\nmentions in their later published articles than in their master\u2019s dissertations,\n\nwhich the researchers explained as symptomatic of students\u2019 \u201clack of\n\nmastery of disciplinary rhetorical conventions\u201d (174).\n\n2.4. Undiscovered developmental trajectory of stance in applied\n\nlinguistics\n\nAs stance-taking practices are highly sensitive to disciplinary cultures (Hu &\n\nCao, 2015), we focused on a single discipline \u2013 applied linguistics with a\n\nspecial focus on second and foreign language learning and teaching (Hu &\n\nCao, 2011) \u2013 when comparing master\u2019s students\u2019 features in enacting an\n\nauthorial stance to those of doctoral and published writers. One rationale for\n\nchoosing applied linguistics is that the authors are language specialists who\n\nare more familiar with the linguistic and rhetorical features of applied\n\nlinguistics research genres than researchers from other disciplines; thus, there\n\nwould be more opportunities to identify stance projection pertaining to the\n\ngenre (Kawase, 2015). In addition, previous studies (Hyland, 1998) of\n\ndisciplinary differences in the use of interactional metadiscourse revealed\n\nXUYAN QIU & XIAOHAO MA\n\nIb\u00e9rica 38 (2019): 327-348334\n\n12 IBERICA 38_Iberica 13 13/1/20 19:56 P\u00e1gina 334", "start_char_idx": 18568, "end_char_idx": 21372, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "fab271ce-828c-4583-a02c-94588ff8c5d1": {"__data__": {"id_": "fab271ce-828c-4583-a02c-94588ff8c5d1", "embedding": null, "metadata": {"identifier": "iberica-103", "author": "Qiu, Xuyan; Ma, Xiaohao", "title": "Disciplinary enculturation and authorial stance: Comparison of stance features among master\u2019s dissertations, doctoral theses, and research articles ", "date": "2019-01-02", "file": "iberica-103.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-103", "node_type": "4", "metadata": {"identifier": "iberica-103", "author": "Qiu, Xuyan; Ma, Xiaohao", "title": "Disciplinary enculturation and authorial stance: Comparison of stance features among master\u2019s dissertations, doctoral theses, and research articles ", "date": "2019-01-02", "file": "iberica-103.pdf"}, "hash": "501d26009f0cc18bad5bc169701cfc6b0e06c8abb968c313179fab19e4a17b6a", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "0f70ae3b-8302-4367-b060-e445b9116853", "node_type": "1", "metadata": {"identifier": "iberica-103", "author": "Qiu, Xuyan; Ma, Xiaohao", "title": "Disciplinary enculturation and authorial stance: Comparison of stance features among master\u2019s dissertations, doctoral theses, and research articles ", "date": "2019-01-02", "file": "iberica-103.pdf"}, "hash": "176da8a40acdd37a0382f60f657e0ab473ad54c38f5ec84adc158e52407ff182", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "5e6bc6c3-f017-4423-9f6a-8b47c3be55b6", "node_type": "1", "metadata": {}, "hash": "0f0faa1712ef7804d1962c57e097a470301966f384fd1f061f52fca07601c1e0", "class_name": "RelatedNodeInfo"}}, "text": "\u201cthe greater role of explicit personal interpretation of research\u201d (Hyland &\n\nTse, 2004: 173), and more careful interpretation of findings in the academic\n\nwriting of applied linguists than in texts by hard-science researchers.\n\nResearch focusing on applied linguistics alone (El-Dakhs, 2018; Hu & Cao,\n\n2011) mostly explores metadiscoursal markers in different moves of a\n\nspecific section (Liu & Buckingham, 2018) or compares L1 and L2 scholars\u2019\n\nstances (Abdollahzadeh, 2011). \n\nNotwithstanding attention to the use of metadiscourse markers in applied\n\nlinguistics research writings (e.g., El-Dakhs, 2018; Hu & Cao, 2011), few\n\nstudies on applied linguistics (Hyland & Tse, 2005; Kuhi & Behnam, 2011)\n\nadopt a \u201cdevelopmental perspective\u201d to analyse research genres produced by\n\nwriters at various degrees of disciplinary enculturation. El-Dakhs (2018), for\n\nexample, compared the use of metadiscourse in abstracts of doctoral theses\n\nand research articles, and found doctoral students employed more hedges\n\nbut fewer self-mentions than did expert writers. Kuhi and Behnam (2011)\n\ncompared metadiscourse use in research articles, handbook chapters, and\n\nscholarly and introductory textbook chapters, and found academic texts\n\nconveyed not only professional knowledge, but also different stakeholders\u2019\n\nacademic communication struggles. Given that scientific/academic\n\nknowledge is developed from empirical research to a shared, embedded, and\n\nrespected routine in the discourse community, there could exist a\n\ndevelopmental trajectory from less-enculturated to more experienced\n\nresearchers. Our current study addresses this issue by comparing stance\n\nfeatures in master\u2019s dissertations, doctoral theses, and research articles.\n\n3. Material and methods\n\n3.1. Corpus construction\n\nWe compiled a corpus of approximately three million words, comprising 30\n\nmaster\u2019s dissertations, 30 doctoral theses, and 60 published research articles\n\nfrom applied linguistics. Following Hu and Cao\u2019s (2011) scope of research,\n\nwe focused on applied linguistics writings on second or foreign language\n\nlearning and teaching. Master\u2019s students, doctoral candidates, and experts in\n\nthe corpus are a mixture of L1 and L2 English speakers, as scholars\n\n(Casanave, 2014; Curry, 2016) claim that L1 and L2 writers face similar\n\nchallenges with academic English, and existing literature (Geng & Wharton,\n\n2016) reveals no obvious stance-taking differences in L1 and L2 learners\u2019\n\nDISCIPLINARY ENCULTURATION AND AUTHORIAL STANCE\n\nIb\u00e9rica 38 (2019): 327-348 335\n\n12 IBERICA 38_Iberica 13 13/1/20 19:56 P\u00e1gina 335", "start_char_idx": 21376, "end_char_idx": 23979, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "5e6bc6c3-f017-4423-9f6a-8b47c3be55b6": {"__data__": {"id_": "5e6bc6c3-f017-4423-9f6a-8b47c3be55b6", "embedding": null, "metadata": {"identifier": "iberica-103", "author": "Qiu, Xuyan; Ma, Xiaohao", "title": "Disciplinary enculturation and authorial stance: Comparison of stance features among master\u2019s dissertations, doctoral theses, and research articles ", "date": "2019-01-02", "file": "iberica-103.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-103", "node_type": "4", "metadata": {"identifier": "iberica-103", "author": "Qiu, Xuyan; Ma, Xiaohao", "title": "Disciplinary enculturation and authorial stance: Comparison of stance features among master\u2019s dissertations, doctoral theses, and research articles ", "date": "2019-01-02", "file": "iberica-103.pdf"}, "hash": "501d26009f0cc18bad5bc169701cfc6b0e06c8abb968c313179fab19e4a17b6a", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "fab271ce-828c-4583-a02c-94588ff8c5d1", "node_type": "1", "metadata": {"identifier": "iberica-103", "author": "Qiu, Xuyan; Ma, Xiaohao", "title": "Disciplinary enculturation and authorial stance: Comparison of stance features among master\u2019s dissertations, doctoral theses, and research articles ", "date": "2019-01-02", "file": "iberica-103.pdf"}, "hash": "e6689163e08f87a67d480fba6bb5b8c46cccb59390f3826553e4a0bee82b9bae", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "c0dbdd15-20c8-420a-8a46-9113ae4efc8d", "node_type": "1", "metadata": {}, "hash": "ea76218526e7463db15cd69979f93fecbdd02b75c38c76678f4074be45583007", "class_name": "RelatedNodeInfo"}}, "text": "academic texts. The EL2 writers are from various L1 backgrounds, including\n\nChinese, Japanese, and Korean.\n\nTable 1 characterises the corpus by the total number of words and the\n\naverage length of each piece of writing. The dissertations and theses were\n\nsearched via ProQuest dissertations database and a library dissertations\n\ndatabase at a university in Hong Kong, using keywords including \u201csecond or\n\nforeign language teaching,\u201d \u201clanguage learning,\u201d \u201clanguage acquisition,\u201d and\n\n\u201capplied linguistics.\u201d The first author downloaded the dissertations and\n\ntheses, which were submitted in pursuit of Master of Arts or Education and\n\nDoctor of Philosophy degrees. We randomly selected 30 master\u2019s\n\ndissertations and 30 doctoral theses submitted from 2005 to 2017. These\n\ndissertations include studies adopting quantitative or qualitative methods.\n\nOnly the abstracts and main bodies of the writings were included. Interview\n\nextracts appearing in the main texts were excluded. \n\nSixty research articles published in high-impact-factor, English-medium\n\nSSCI (Social Science Citation Index) journals for applied linguistics were\n\nselected based on the Web of Science database 2016, including Applied\n\nLinguistics, tEsoL Quarterly, Language Learning, studies in second Language\n\nAcquisition, Modern Language Journal, Journal of second Language Writing, Language\n\nteaching, Language teaching Research and system. The first author manually\n\ndownloaded articles published from 2005 to 2017 that related to second or\n\nforeign language learning and teaching. All articles were single-authored, by\n\nauthors describing themselves as assistant professors or above when the\n\narticles were published. We randomly selected 60 of these quantitative or\n\nqualitative research articles. Only the abstracts and main parts of the articles\n\nwere included, with in-text interview extracts excluded.\n\n3.2. Analytical focus\n\nDrawing on Hyland\u2019s (2005a) list of stance features, we used the\n\nconcordance function of Lawrence Anthony\u2019s AntConc software (version\n\n3.4.4, 2016) to identify authors\u2019 stance features, then coded them manually.\n\nXUYAN QIU & XIAOHAO MA\n\nIb\u00e9rica 38 (2019): 327-348336\n\n12 IBERICA 38_Iberica 13 13/1/20 19:56 P\u00e1gina 336\n\n\n\nThe normalized frequencies of stance features, boosters, attitude markers,\n\nhedges, and self-mentions per 1,000 words were then calculated. The first\n\nauthor coded all the data and the second author coded 20%, yielding an\n\ninter-coder reliability above 95% for all data sets. \n\nTo compare stance features in the three groups\u2019 writing, we conducted one-\n\nway between-subjects analysis of variance analyses (ANOvA) via SPSS\n\nsoftware. The alpha was set at .05. If the one-way ANOvA results achieved\n\na significant level, Tukey\u2019s HSD test was conducted to make post hoc pairwise\n\ncomparisons among the groups. The interpretation for the effect size, partial\n\n\u03b7\n2, followed Cohen\u2019s (1988) scale, in which .01, .06, and .14 are dividing lines\n\nbetween small, medium, and large effect sizes. Drawing upon Hyland\u2019s\n\n(2005a, 2005b) list, we conducted contextualized analyses of the functions\n\nand effects of stance features by considering the stretches of discourse in\n\nwhich they appeared. \n\n4. Findings and discussion\n\nThis study compared the use of stance features in master\u2019s dissertations,\n\ndoctoral theses, and experts\u2019 research articles in applied linguistics (more\n\nspecifically, the field of second and foreign language learning and teaching).\n\nTable 2 presents the mean normalized frequencies per 1,000 words and\n\nstandard deviations for stance markers, hedges, boosters, attitude markers,\n\nand self-mentions. Table 3 presents the results of the post hoc Turkey HSD\n\ntests following the ANOvA tests. The findings are presented and discussed\n\nin the following paragraphs.", "start_char_idx": 23983, "end_char_idx": 27802, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "c0dbdd15-20c8-420a-8a46-9113ae4efc8d": {"__data__": {"id_": "c0dbdd15-20c8-420a-8a46-9113ae4efc8d", "embedding": null, "metadata": {"identifier": "iberica-103", "author": "Qiu, Xuyan; Ma, Xiaohao", "title": "Disciplinary enculturation and authorial stance: Comparison of stance features among master\u2019s dissertations, doctoral theses, and research articles ", "date": "2019-01-02", "file": "iberica-103.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-103", "node_type": "4", "metadata": {"identifier": "iberica-103", "author": "Qiu, Xuyan; Ma, Xiaohao", "title": "Disciplinary enculturation and authorial stance: Comparison of stance features among master\u2019s dissertations, doctoral theses, and research articles ", "date": "2019-01-02", "file": "iberica-103.pdf"}, "hash": "501d26009f0cc18bad5bc169701cfc6b0e06c8abb968c313179fab19e4a17b6a", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "5e6bc6c3-f017-4423-9f6a-8b47c3be55b6", "node_type": "1", "metadata": {"identifier": "iberica-103", "author": "Qiu, Xuyan; Ma, Xiaohao", "title": "Disciplinary enculturation and authorial stance: Comparison of stance features among master\u2019s dissertations, doctoral theses, and research articles ", "date": "2019-01-02", "file": "iberica-103.pdf"}, "hash": "06f3656a47e7f8ed3d33fc26a5810d87b841d2187a43924666a5ac68774c96cb", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "3a0958fc-5d0b-4db6-b515-bf29f85e045b", "node_type": "1", "metadata": {}, "hash": "10d8065ec7733ae7c73912bc9c7be08af236cc681cfd66295341e90b71456fa5", "class_name": "RelatedNodeInfo"}}, "text": "The findings are presented and discussed\n\nin the following paragraphs.\n\nDISCIPLINARY ENCULTURATION AND AUTHORIAL STANCE\n\nIb\u00e9rica 38 (2019): 327-348 337\n\nXUYAN QIU & XIAOHAO MA \n\nIb\u00e9rica 38 (2019): 295-314 \n\nthe results of the post hoc Turkey HSD tests following the ANOVA tests. The \nfindings are presented and discussed in the following paragraphs. \n\n Master Doctoral Expert F p Partial !2 \nhedges 15.83 (8.03) 12.43 (4.11) 12.10 (3.65) 5.547 .005** .09 \n\nboosters 8.36 (4.32) 6.38 (1.97) 5.81 (1.55) 9.676 .000** .14 \nattitude 3.69 (2.54) 2.55 (0.89) 2.50 (1.02) 6.697 .002* .10 \n\nself-mentions 3.18 (0.62) 3.77 (0.62) 5.16 (0.44) 4.005 .021* .60 \nstance 31.06 (13.96) 25.13 (7.23) 25.57 (4.82) 4.931 .009** .08 \n\nNote. * means p < .05, ** means p < .01. \n\nTable 2: Results for stance markers. \n\n Master-Doctoral Master-Expert Doctoral-Expert \nhedges .033* .005** .954 \n\nboosters .011* .000** .595 \nattitude .012* .002** .987 \n\nself-mentions .776 .026* .158 \nstance .022* .013* .972 \n\nNote. * means p < .05, ** means p < .01. \n\nTable 3: Statistical significance of stance marker differences between corpora. \n\n4.1. Hedges \nHedges (Extract 1) are considered as one kind of communicative strategy for \nweakening the force of authorial claims (Hyland, 1998; Myers, 1989). As a \nrhetorical device, they are usually adopted to project authors\u2019 reservation or \nuncertainty about their statements, or to express their humility and respect for the \nopinions of other scholars in the disciplinary community, which creates space to \ninteract with potential readers (Hyland, 1998). Example: \n\n(1)! This may account for the humbleness in the self-denigration of the \u201cdean\u201d in \nthe roleplay data. (PhD 04; Findings) \n\nFrom Table 2, hedges were the most frequent stance feature for the three writer \ngroups, indicating they all intended to express reservations about their claims or \nrespect for others\u2019 statements. However, there exists a reducing trajectory \nconcerning the normalized frequency of hedges among the three writer groups, \nsuggesting that, as writers became more enculturated in the disciplinary \ncommunity and more exposed to the research field\u2019s rhetorical conventions, they \ntended to hedge less. Table 3 shows master\u2019s students deployed significantly \nmore hedges in their dissertations than did doctoral candidates and expert \nwriters, and that there were no significant differences between the latter two \ngroups. \n\nBased on Hyland\u2019s (2005a) taxonomy and Lee & Deakin\u2019s (2016) list of hedge \nsub-categories, content-oriented and reader-oriented hedges were also analyzed. \nAccording to Hyland (1996: 439), content-oriented hedges (i.e. accuracy- and \nwriter-oriented hedges) \u201c[concern] a statement\u2019s adequacy conditions: the \nrelationship between proposition and a representation of reality.\u201d Accuracy-\n\n12 IBERICA 38_Iberica 13 13/1/20 19:56 P\u00e1gina 337", "start_char_idx": 27732, "end_char_idx": 30600, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "3a0958fc-5d0b-4db6-b515-bf29f85e045b": {"__data__": {"id_": "3a0958fc-5d0b-4db6-b515-bf29f85e045b", "embedding": null, "metadata": {"identifier": "iberica-103", "author": "Qiu, Xuyan; Ma, Xiaohao", "title": "Disciplinary enculturation and authorial stance: Comparison of stance features among master\u2019s dissertations, doctoral theses, and research articles ", "date": "2019-01-02", "file": "iberica-103.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-103", "node_type": "4", "metadata": {"identifier": "iberica-103", "author": "Qiu, Xuyan; Ma, Xiaohao", "title": "Disciplinary enculturation and authorial stance: Comparison of stance features among master\u2019s dissertations, doctoral theses, and research articles ", "date": "2019-01-02", "file": "iberica-103.pdf"}, "hash": "501d26009f0cc18bad5bc169701cfc6b0e06c8abb968c313179fab19e4a17b6a", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "c0dbdd15-20c8-420a-8a46-9113ae4efc8d", "node_type": "1", "metadata": {"identifier": "iberica-103", "author": "Qiu, Xuyan; Ma, Xiaohao", "title": "Disciplinary enculturation and authorial stance: Comparison of stance features among master\u2019s dissertations, doctoral theses, and research articles ", "date": "2019-01-02", "file": "iberica-103.pdf"}, "hash": "8cfdbeef57fc4b14c0dfc24894c62d3d5e46ce066635f2ed05184a2602c90931", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "25e2bbca-b5a1-4983-b2fa-820348d6c0ca", "node_type": "1", "metadata": {}, "hash": "d50d4e8c82aab99c9609f25ab94cfbfd1039783e15d339928c4ad11c99c0d9da", "class_name": "RelatedNodeInfo"}}, "text": "4.1. Hedges\n\nHedges (Extract 1) are considered as one kind of communicative strategy for\n\nweakening the force of authorial claims (Hyland, 1998; Myers, 1989). As a\n\nrhetorical device, they are usually adopted to project authors\u2019 reservation or\n\nuncertainty about their statements, or to express their humility and respect\n\nfor the opinions of other scholars in the disciplinary community, which\n\ncreates space to interact with potential readers (Hyland, 1998). Example: \n\n(1) This may account for the humbleness in the self-denigration of the\n\n\u201cdean\u201d in the roleplay data. (PhD 04; Findings)\n\nFrom Table 2, hedges were the most frequent stance feature for the three\n\nwriter groups, indicating they all intended to express reservations about their\n\nclaims or respect for others\u2019 statements. However, there exists a reducing\n\ntrajectory concerning the normalized frequency of hedges among the three\n\nwriter groups, suggesting that, as writers became more enculturated in the\n\ndisciplinary community and more exposed to the research field\u2019s rhetorical\n\nconventions, they tended to hedge less. Table 3 shows master\u2019s students\n\ndeployed significantly more hedges in their dissertations than did doctoral\n\ncandidates and expert writers, and that there were no significant differences\n\nbetween the latter two groups. \n\nBased on Hyland\u2019s (2005a) taxonomy and Lee & Deakin\u2019s (2016) list of\n\nhedge sub-categories, content-oriented and reader-oriented hedges were also\n\nanalysed. According to Hyland (1996: 439), content-oriented hedges (i.e.\n\naccuracy- and writer-oriented hedges) \u201c[concern] a statement\u2019s adequacy\n\nconditions: the relationship between proposition and a representation of\n\nreality.\u201d Accuracy-oriented hedges (such as about) represent writers\u2019\n\ntentativeness about the accuracy or reliability of the propositional content.\n\nWriter-oriented hedges (such as assume) reduce writers\u2019 commitments to their\n\nstatements. Furthermore, reader-oriented hedges (such as believe) attend to\n\nreaders\u2019 acceptance of writers\u2019 statements, using expressions of modesty and\n\ndeference. \n\nTable 4 presents the normalized frequencies of hedge sub-categories among\n\nthe three writer groups and the significant differences between corpora,\n\nfrom one-way ANOvA test results. Though the differences were not\n\nsignificant, master\u2019s students deployed higher frequencies of accuracy- and\n\nwriter-oriented hedges than did other writers, indicating they tended to\n\nexpress uncertainty regarding their own statements and reservations about\n\nXUYAN QIU & XIAOHAO MA\n\nIb\u00e9rica 38 (2019): 327-348338\n\n12 IBERICA 38_Iberica 13 13/1/20 19:56 P\u00e1gina 338\n\n\n\nothers\u2019 (Hyland, 2005a; Aull & Lancaster, 2014). Master\u2019s students include\n\nmany reader-oriented hedges to convey their deference and respect for\n\ndissertation readers (examiners and supervisors) and display humility. They\n\ndistance themselves from statements to expand the dialogic space, so that\n\ntheir assertions are less likely to be challenged by examiners (Hyland, 2005a). \n\nThough no significant difference in hedges was noticed between doctoral\n\ntheses and published research articles, doctoral students adopted slightly\n\nmore accuracy-oriented and reader-oriented hedges, perhaps reflecting genre\n\ndifferences. Previous literature (Curry, 2016; El-Dakhs, 2018) suggests the\n\neducational genre (dissertations, theses) serves purposes of learning and\n\nassessing students\u2019 disciplinary content knowledge, whereas high-stake\n\ngenres (research articles) are professional, written and reviewed by scholars\n\nwith higher degrees of enculturation in the disciplinary community. As\n\nassessors, supervisors and examiners hold authoritative power over doctoral\n\ncandidates; thus, doctoral students might be cautious when stating\n\npropositional content and attempt to obtain supervisors\u2019 and examiners\u2019\n\nacceptance. However, expert writers are at an advanced stage of disciplinary\n\nenculturation, and their power balance with disciplinary gatekeepers\n\n(reviewers and editors) may be more equal, so they may deploy fewer\n\naccuracy-oriented and reader-oriented hedges (Kawase, 2015). However,\n\ndoctoral candidates and experts had similar writer-oriented hedge practices.", "start_char_idx": 30604, "end_char_idx": 34809, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "25e2bbca-b5a1-4983-b2fa-820348d6c0ca": {"__data__": {"id_": "25e2bbca-b5a1-4983-b2fa-820348d6c0ca", "embedding": null, "metadata": {"identifier": "iberica-103", "author": "Qiu, Xuyan; Ma, Xiaohao", "title": "Disciplinary enculturation and authorial stance: Comparison of stance features among master\u2019s dissertations, doctoral theses, and research articles ", "date": "2019-01-02", "file": "iberica-103.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-103", "node_type": "4", "metadata": {"identifier": "iberica-103", "author": "Qiu, Xuyan; Ma, Xiaohao", "title": "Disciplinary enculturation and authorial stance: Comparison of stance features among master\u2019s dissertations, doctoral theses, and research articles ", "date": "2019-01-02", "file": "iberica-103.pdf"}, "hash": "501d26009f0cc18bad5bc169701cfc6b0e06c8abb968c313179fab19e4a17b6a", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "3a0958fc-5d0b-4db6-b515-bf29f85e045b", "node_type": "1", "metadata": {"identifier": "iberica-103", "author": "Qiu, Xuyan; Ma, Xiaohao", "title": "Disciplinary enculturation and authorial stance: Comparison of stance features among master\u2019s dissertations, doctoral theses, and research articles ", "date": "2019-01-02", "file": "iberica-103.pdf"}, "hash": "dded71dd0df3dbf12c45cbae84f1d0cd4a265e4c02fe7eae59fd35b8db585590", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "e8715182-388c-45f2-894c-bc1d8a53b206", "node_type": "1", "metadata": {}, "hash": "c037dc3288a40bdcb376ebd0a0a1db3f01c832325ab2d605164b98bf2b8d26fd", "class_name": "RelatedNodeInfo"}}, "text": "However,\n\ndoctoral candidates and experts had similar writer-oriented hedge practices.\n\nAs doctoral candidates obtained more professional knowledge and greater\n\nfamiliarity with the research field\u2019s rhetorical conventions, they seem to\n\nbecome more confident about their claims, and make less use of writer-\n\noriented hedges. \n\n4.2. Boosters\n\nBoosters (Extract 2) display writers\u2019 assertiveness, conviction, and\n\nconfidence about their propositions. By using boosters, writers \u201cmark\n\ninvolvement and solidarity with an audience, stressing shared information,\n\ngroup membership, and direct engagement with readers\u201d (Hyland, 1998:\n\nDISCIPLINARY ENCULTURATION AND AUTHORIAL STANCE\n\nIb\u00e9rica 38 (2019): 327-348 339\n\nDISCIPLINARY ENCULTURATION AND AUTHORIAL STANCE \n\nIb\u00e9rica 38 (2019): 295-314 \n\noriented hedges (such as about) represent writers\u2019 tentativeness about the \naccuracy or reliability of the propositional content. Writer-oriented hedges (such \nas assume) reduce writers\u2019 commitments to their statements. Furthermore, \nreader-oriented hedges (such as believe) attend to readers\u2019 acceptance of writers\u2019 \nstatements, using expressions of modesty and deference. \n\nTable 4 presents the normalized frequencies of hedge sub-categories among the \nthree writer groups and the significant differences between corpora, from one-\nway ANOVA test results. Though the differences were not significant, master\u2019s \nstudents deployed higher frequencies of accuracy- and writer-oriented hedges \nthan did other writers, indicating they tended to express uncertainty regarding \ntheir own statements and reservations about others\u2019 (Hyland, 2005a; Aull & \nLancaster, 2014). Master\u2019s students include many reader-oriented hedges to \nconvey their deference and respect for dissertation readers (examiners and \nsupervisors) and display humility. They distance themselves from statements to \nexpand the dialogic space, so that their assertions are less likely to be challenged \nby examiners (Hyland, 2005a). \n\nThough no significant difference in hedges was noticed between doctoral theses \nand published research articles, doctoral students adopted slightly more \naccuracy-oriented and reader-oriented hedges, perhaps reflecting genre \ndifferences. Previous literature (Curry, 2016; El-Dakhs, 2018) suggests the \neducational genre (dissertations, theses) serves purposes of learning and \nassessing students\u2019 disciplinary content knowledge, whereas high-stake genres \n(research articles) are professional, written and reviewed by scholars with higher \ndegrees of enculturation in the disciplinary community. As assessors, supervisors \nand examiners hold authoritative power over doctoral candidates; thus, doctoral \nstudents might be cautious when stating propositional content and attempt to \nobtain supervisors\u2019 and examiners\u2019 acceptance. However, expert writers are at an \nadvanced stage of disciplinary enculturation, and their power balance with \ndisciplinary gatekeepers (reviewers and editors) may be more equal, so they may \ndeploy fewer accuracy-oriented and reader-oriented hedges (Kawase, 2015). \nHowever, doctoral candidates and experts had similar writer-oriented hedge \npractices. As doctoral candidates obtained more professional knowledge and \ngreater familiarity with the research field\u2019s rhetorical conventions, they seem to \nbecome more confident about their claims, and make less use of writer-oriented \nhedges. \n\nHedges \ncategories \n\nNormalized frequencies (per 1,000 words) Statistical significances between corpora \n\nMaster Doctoral Expert \nMaster-\nDoctoral \n\nMaster-\nExpert \n\nDoctoral-\nExpert \n\nAccuracy 9.06 7.74 7.57 p = .358 p = .175 p = .976 \nWriter 1.98 1.80 1.78 p = .709 p = .539 p = .988 \n\nReader 4.15 2.84 2.34 p = .002** p = .000** p = .272 \n\nTable 4: Hedging categories: normalized frequencies and statistical differences between groups. \n\n \n\n12 IBERICA 38_Iberica 13 13/1/20 19:56 P\u00e1gina 339", "start_char_idx": 34723, "end_char_idx": 38634, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "e8715182-388c-45f2-894c-bc1d8a53b206": {"__data__": {"id_": "e8715182-388c-45f2-894c-bc1d8a53b206", "embedding": null, "metadata": {"identifier": "iberica-103", "author": "Qiu, Xuyan; Ma, Xiaohao", "title": "Disciplinary enculturation and authorial stance: Comparison of stance features among master\u2019s dissertations, doctoral theses, and research articles ", "date": "2019-01-02", "file": "iberica-103.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-103", "node_type": "4", "metadata": {"identifier": "iberica-103", "author": "Qiu, Xuyan; Ma, Xiaohao", "title": "Disciplinary enculturation and authorial stance: Comparison of stance features among master\u2019s dissertations, doctoral theses, and research articles ", "date": "2019-01-02", "file": "iberica-103.pdf"}, "hash": "501d26009f0cc18bad5bc169701cfc6b0e06c8abb968c313179fab19e4a17b6a", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "25e2bbca-b5a1-4983-b2fa-820348d6c0ca", "node_type": "1", "metadata": {"identifier": "iberica-103", "author": "Qiu, Xuyan; Ma, Xiaohao", "title": "Disciplinary enculturation and authorial stance: Comparison of stance features among master\u2019s dissertations, doctoral theses, and research articles ", "date": "2019-01-02", "file": "iberica-103.pdf"}, "hash": "2e1a38183fbdf07a54a2045a29c5e0a98295634bfb2347812a31e0abf3ff2fb9", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "f25e2f74-6076-4376-ac67-153fae48eab2", "node_type": "1", "metadata": {}, "hash": "4f4fd579d07c5b8ab5634811e3ff10fdebd8d0bd981d1cb96baadd1cbd131337", "class_name": "RelatedNodeInfo"}}, "text": "350); they can also project politeness, truthfulness, and sincerity (Brown &\n\nLevinson, 1987). Example: \n\n(2) \u2026there are obviously similarities between how a teacher feels when\n\npresented with a smaller class (\u201cless of a burden\u201d) and when a student is\n\nasked to speak in front of a class that is almost half the size of a regular\n\nclass. (PhD 16; Findings)\n\nFrom Table 2, writers with more disciplinary enculturation deployed fewer\n\nboosting features. This decrease was obvious between master\u2019s students and\n\nboth their doctoral counterparts and expert writers (Table 3). Table 5 shows\n\nthe normalized frequencies of emphatics (reinforce truth value, such as\n\nreally) and amplifying adverbs (strengthening verbs and adverbs, such as\n\nalways) (Hyland, 2005b: 13). Although most boosters (over 66%) among the\n\nthree writer groups were emphatics, that is, used for stressing the certainty\n\nof their or others\u2019 views, one-way ANOvA test results indicated a decrease\n\nin emphatics from master\u2019s and doctoral students to expert writers, and\n\nsignificant differences in emphatics between master\u2019s students and expert\n\nwriters. The frequencies of amplifying adverbs also decreased as writers\n\nbecame more enculturated; master\u2019s students inserted significantly more\n\namplifying adverbs than other writers. \n\nThough all three groups projected politeness and marked involvement toward\n\nthe audience via boosters, this feature\u2019s higher frequency in postgraduate writing\n\nsuggests master\u2019s and doctoral students might have deemed doing so more\n\nimportant. As Hyland (2005a: 53) observed, boosters \u201cemphasise certainty and\n\nconstruct rapport by marking involvement with the topic and solidarity with an\n\naudience\u201d; Hinkel (2005: 40) commented that intensifiers/boosters help\n\n\u201c[reinforce] the truth-value of a proposition or claim or the strength of the\n\nwriter\u2019s conviction.\u201d Given a perceived strong student-assessor power\n\nrelationship, postgraduate students might have deliberately inserted boosters to\n\nreinforce claims, demonstrate certainty, and emphasise agreements with scholars\u2019\n\nviews and establish direct engagement with supervisors and examiners. Example\n\n3 was extracted from the literature review chapter of a master\u2019s dissertation.\n\nBefore the statement, the writer reviewed various scholars\u2019 opinions towards the\n\nimportance of motivation in L2 learning, then used \u201ccertainly\u201d to align\n\nhimself/herself with those scholars. Example:\n\n(3) As one can see, motivation is certainly one of the important factors in L2\n\nacquisition, and there is no doubt that in order to be a successful learner one\n\nXUYAN QIU & XIAOHAO MA\n\nIb\u00e9rica 38 (2019): 327-348340\n\n12 IBERICA 38_Iberica 13 13/1/20 19:56 P\u00e1gina 340", "start_char_idx": 38638, "end_char_idx": 41356, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "f25e2f74-6076-4376-ac67-153fae48eab2": {"__data__": {"id_": "f25e2f74-6076-4376-ac67-153fae48eab2", "embedding": null, "metadata": {"identifier": "iberica-103", "author": "Qiu, Xuyan; Ma, Xiaohao", "title": "Disciplinary enculturation and authorial stance: Comparison of stance features among master\u2019s dissertations, doctoral theses, and research articles ", "date": "2019-01-02", "file": "iberica-103.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-103", "node_type": "4", "metadata": {"identifier": "iberica-103", "author": "Qiu, Xuyan; Ma, Xiaohao", "title": "Disciplinary enculturation and authorial stance: Comparison of stance features among master\u2019s dissertations, doctoral theses, and research articles ", "date": "2019-01-02", "file": "iberica-103.pdf"}, "hash": "501d26009f0cc18bad5bc169701cfc6b0e06c8abb968c313179fab19e4a17b6a", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "e8715182-388c-45f2-894c-bc1d8a53b206", "node_type": "1", "metadata": {"identifier": "iberica-103", "author": "Qiu, Xuyan; Ma, Xiaohao", "title": "Disciplinary enculturation and authorial stance: Comparison of stance features among master\u2019s dissertations, doctoral theses, and research articles ", "date": "2019-01-02", "file": "iberica-103.pdf"}, "hash": "921b78283b841982e4343802ea99fe271bd88a23913591afc0f9d6d1102be9d0", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "2472a6fe-d2cd-4020-bb50-cf34a86ec378", "node_type": "1", "metadata": {}, "hash": "239da84dbff8ebba4b0efee02fd240f5b7620411e9b5b88a5b97df14df3784d0", "class_name": "RelatedNodeInfo"}}, "text": "needs to be motivated and exert much effort into the learning process.\n\n(Master 10; Literature review)\n\nThe decreasing occurrence of boosters could also be explained by the\n\nmaster\u2019s students\u2019 developmental trajectory when compared to expert\n\nwriters. As observed in previous studies (Hyland, 2012; Crosthwaite et al.,\n\n2017), novices\u2019 use of metadiscourse features is different from that of more\n\nexperienced writers. Aull and Lancaster (2014) point out that beginning\n\nwriters tend to overuse intensifying boosters (very, certainly), projecting an\n\novergeneralized and less measured stance, while advanced academic writers\n\ndelimit their own opinions and construct a stance presenting \u201cacademically\n\nappropriate acknowledgment\u201d (p. 175). As part of the trend, master\u2019s\n\nstudents might overgeneralize some statements, leaving limited space for\n\nalternative views and resulting in a comparatively higher frequency of\n\nboosters.\n\n4.3. Attitude markers\n\nAttitude markers usually express affective feelings about propositions\n\n(Extract 4). As Hyland (2005b: 180) put it, \u201cBy signalling an assumption of\n\nshared attitudes, values and reactions to material, writers both express a\n\nposition and pull readers into a conspiracy of agreement so that it can often\n\nbe difficult to dispute these judgements.\u201d Example:\n\n(4) The analysis of the email (Extract 7) shows that the project manager,\n\nKaty, was included in the salutation, but what is interesting is that Katy\n\ndoes participate in this email chain at all. (PhD 15; Findings)\n\nFrom Table 2, for the three writer groups, attitude markers accounted for a\n\nsmall proportion of stance markers (around 10%), similar to previous\n\nstudies\u2019 findings (Lee & Deakin, 2016; Li & Wharton, 2012). Table 3 further\n\nreveals that master\u2019s students more frequently deployed personal attitudes\n\nthan doctoral candidates and expert writers, whose normalized frequencies\n\nof attitude markers were quite similar. For the sub-categories of attitude\n\nDISCIPLINARY ENCULTURATION AND AUTHORIAL STANCE\n\nIb\u00e9rica 38 (2019): 327-348 341\n\n12 IBERICA 38_Iberica 13 13/1/20 19:56 P\u00e1gina 341\n\n\n\nmarkers (Hyland, 2005a) in Table 6, a decreasing trajectory in attitude verbs\n\n(agree) and adjectives (important) was noticed across master\u2019s students,\n\ndoctoral candidates, and expert writers, with the differences between\n\nmaster\u2019s students and experts being significant, while those between doctoral\n\ncounterparts and experts were not obvious. Adjectives were the most\n\ncommon attitude markers, followed by attitude verbs. \n\nWhen considering the contextualized functions of attitude markers, we\n\nfound that expert writers tended to express affective attitudes about the\n\nfindings and contributions of their studies (Extract 5). Besides providing\n\nattitudinal comments on their results, doctoral candidates employed attitude\n\nmarkers to assert the research gaps in the introduction or literature review\n\nchapters (such as \u201ca bit surprising\u201d in Extract 6), consistent with Kawase\u2019s\n\n(2015) finding. In master\u2019s dissertations, most attitude markers appeared in\n\nthe literature review to reinforce existing theories or claims, showing writers\u2019\n\npositive feelings (agreement, preference) towards other scholars\u2019 views\n\n(Extract 7). Using these attitude markers, master\u2019s students might intend to\n\ndemonstrate their knowledge, respect for scholars, and eagerness to align\n\nwith the disciplinary academic community. Example:\n\n(5) This has important implications for pronunciation instruction. (Expert 28;\n\nImplications)\n\n(6) Given that social contexts play an important mediating role in accordance\n\nwith sociocultural theory, it is also a bit surprising to note the absence of a\n\ndetailed account of the cultural and social contexts as well as the\n\ncontextual influences upon English learning in these studies. (PhD 30;\n\nLiterature Review)\n\n(7) Goal setting is important because, as proposed in goal theories... (Master\n\n07; Literature Review)\n\nXUYAN QIU & XIAOHAO MA\n\nIb\u00e9rica 38 (2019): 327-348342\n\n12 IBERICA 38_Iberica 13 13/1/20 19:56 P\u00e1gina 342", "start_char_idx": 41360, "end_char_idx": 45434, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "2472a6fe-d2cd-4020-bb50-cf34a86ec378": {"__data__": {"id_": "2472a6fe-d2cd-4020-bb50-cf34a86ec378", "embedding": null, "metadata": {"identifier": "iberica-103", "author": "Qiu, Xuyan; Ma, Xiaohao", "title": "Disciplinary enculturation and authorial stance: Comparison of stance features among master\u2019s dissertations, doctoral theses, and research articles ", "date": "2019-01-02", "file": "iberica-103.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-103", "node_type": "4", "metadata": {"identifier": "iberica-103", "author": "Qiu, Xuyan; Ma, Xiaohao", "title": "Disciplinary enculturation and authorial stance: Comparison of stance features among master\u2019s dissertations, doctoral theses, and research articles ", "date": "2019-01-02", "file": "iberica-103.pdf"}, "hash": "501d26009f0cc18bad5bc169701cfc6b0e06c8abb968c313179fab19e4a17b6a", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "f25e2f74-6076-4376-ac67-153fae48eab2", "node_type": "1", "metadata": {"identifier": "iberica-103", "author": "Qiu, Xuyan; Ma, Xiaohao", "title": "Disciplinary enculturation and authorial stance: Comparison of stance features among master\u2019s dissertations, doctoral theses, and research articles ", "date": "2019-01-02", "file": "iberica-103.pdf"}, "hash": "4d00a7d1035eef7877ba200548e73a87771e34e50f99e5b96b6a74795149970e", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "258a5408-5045-4b10-9915-9b0fd9254e5a", "node_type": "1", "metadata": {}, "hash": "3123809cd417107861f624017ee071a81b3ac463b864851e9a7fd9d9e84ec8a6", "class_name": "RelatedNodeInfo"}}, "text": "4.4. Self-mentions\n\nSelf-mention markers (Extract 8) refer to \u201cthe use of first person pronouns\n\nand possessive adjectives to present propositional, affective and\n\ninterpersonal information\u201d (Hyland, 2005b: 181), and convey writers\u2019 stance\n\nand authorial identity. While science researchers aim to create an objective\n\nsituation for their studies without self-mentioning, in the humanities and\n\nsocial sciences, a personal pronoun means the writer intends to project a\n\nstrong relationship with his/her claims, such as reinforcing his/her\n\ncontribution or seeking audience agreement (Hyland, 2005a). Example:\n\n(8) What I am arguing for in short story analysis is that it serves as a heuristic\n\nfor the systematic thematic analysis of the content and context of\n\nnarrative data (in the form of short stories). (Expert 27; Methodology)\n\nTables 2 and 3 reveal an increasing use of self-mentions from master\u2019s\n\ndissertations to doctoral theses to published research articles, with significant\n\ndifferences in the use of personal pronouns between master\u2019s students and\n\nexpert writers. These findings seem to indicate that writers become more\n\ncomfortable marking their textual existence through self-mentions as they\n\ngain disciplinary enculturation. \n\nIn master\u2019s dissertations, \u201cwe\u201d was the most frequent self-mention marker\n\n(64% of all first-person pronouns), suggesting master\u2019s students\u2019 intent to\n\ninvolve readers in their statements or arguments. Similar to Kawase (2015),\n\nwe found master\u2019s students used \u201cwe\u201d to comment on previous studies or\n\naddress research gaps in the introduction, to include themselves as members\n\nof the successful/expert group and reduce their risk of being challenged\n\n(Myers, 1989). Furthermore, master\u2019s students adopted \u201cwe\u201d when reporting\n\ntheir study\u2019s findings. In these cases, \u201cwe\u201d was often collocated with hedges,\n\nsuch as \u201cas we can see\u201d and \u201cwe could conclude that\u201d, which may have been\n\nused to involve readers in agreeing with the writers\u2019 interpretations. In\n\ncomparison, expert writers more frequently used \u201cI\u201d in published research\n\narticles (92% of all first-person pronouns), thus reinforcing their\n\nauthoritativeness (Hyland, 2004). While doctoral theses are written for\n\ndegree accreditation, doctoral writers, having more experience in the\n\nresearch field, seemed more at ease striking an authoritative tone, and thus\n\nmade more self-mentions than master\u2019s students. \n\nThe functions of self-mention \u201cI\u201d were further analysed based on previous\n\ntaxonomies (Harwood, 2005; Peters, 2011). The findings echo Harwood\u2019s\n\nDISCIPLINARY ENCULTURATION AND AUTHORIAL STANCE\n\nIb\u00e9rica 38 (2019): 327-348 343\n\n12 IBERICA 38_Iberica 13 13/1/20 19:56 P\u00e1gina 343", "start_char_idx": 45438, "end_char_idx": 48149, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "258a5408-5045-4b10-9915-9b0fd9254e5a": {"__data__": {"id_": "258a5408-5045-4b10-9915-9b0fd9254e5a", "embedding": null, "metadata": {"identifier": "iberica-103", "author": "Qiu, Xuyan; Ma, Xiaohao", "title": "Disciplinary enculturation and authorial stance: Comparison of stance features among master\u2019s dissertations, doctoral theses, and research articles ", "date": "2019-01-02", "file": "iberica-103.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-103", "node_type": "4", "metadata": {"identifier": "iberica-103", "author": "Qiu, Xuyan; Ma, Xiaohao", "title": "Disciplinary enculturation and authorial stance: Comparison of stance features among master\u2019s dissertations, doctoral theses, and research articles ", "date": "2019-01-02", "file": "iberica-103.pdf"}, "hash": "501d26009f0cc18bad5bc169701cfc6b0e06c8abb968c313179fab19e4a17b6a", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "2472a6fe-d2cd-4020-bb50-cf34a86ec378", "node_type": "1", "metadata": {"identifier": "iberica-103", "author": "Qiu, Xuyan; Ma, Xiaohao", "title": "Disciplinary enculturation and authorial stance: Comparison of stance features among master\u2019s dissertations, doctoral theses, and research articles ", "date": "2019-01-02", "file": "iberica-103.pdf"}, "hash": "29a0cf8a22665ae1592c69353ec7f73f862aeb62da2baaa7e261717b63b82e3e", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "49d54ce8-4ccb-4e92-90f0-02c5c494ec5b", "node_type": "1", "metadata": {}, "hash": "f7f29550e11eab4586ad3916774b0947b72a50a3c321e8c3e9cd3bfd1acdc03c", "class_name": "RelatedNodeInfo"}}, "text": "(2005), in that postgraduate students adopted a wide range of\n\nmethodological \u201cI\u201d to elaborate their studies\u2019 procedures. More specifically,\n\nmaster\u2019s students used methodological \u201cI\u201d for methodological description,\n\nbut seldom for overcoming methodological pitfalls. Instead, master\u2019s\n\nstudents stated purposes via \u201cI\u201d, such as \u201cIn this chapter, I am going to....\u201d\n\nFurthermore, they deployed personal \u201cI\u201d in their dissertations, meaning they\n\npraised personal narratives (such as personal experience) to motivate their\n\ntopic and establish their arguments\u2019 importance. Such use of personal \u201cI\u201d\n\n(Extract 9) emphasised that a research topic was defined by the writer\u2019s\n\npersonal observation, thus directing readers\u2019 attention to what the writer had\n\ndone (Ellis & Bochner, 2001). Example:\n\n(9) As a full-time English tutor in mass tutorial schools for over four years,\n\nI gained some insights about English learning under shadow education in\n\nHong Kong... I aspired to conduct a study on learners\u2019 experience under\n\nshadow education, in order to yield insights on how to provide students\n\nwith better English learning experience. (Master 11; Introduction)\n\nA wider range of functions for personal \u201cI\u201d was observed in doctoral theses\n\nand published research articles, with personal \u201cI\u201d being used when making\n\narguments, defining terms, describing methodological issues, and stating\n\npurposes (Harwood, 2005). Doctoral candidates and expert writers attended\n\nmore to knowledge production; they deflected expertise and diverted\n\nreaders\u2019 attention away from their agentive role (Peters, 2011). They also\n\ndiscussed prior scholarships and brought out new knowledge or arguments\n\nmore directly. \n\n4.5. Stance markers\n\nFor the overall occurrences of stance markers (Table 2), the ANOvA test\n\nyielded significant differences among the three writer groups, with a medium\n\neffect size. From Table 3, master\u2019s students included significantly more\n\nstance features in their dissertations than did doctoral counterparts and\n\nexpert writers. While Hyland (2004) proposed that, compared with master\u2019s\n\nstudents, doctoral counterparts are more tentative in presenting their\n\n\u201c\u2018academic\u2019 reader-friendly prose\u201d (p. 141) and in interacting with potential\n\nreaders, our findings suggest that master\u2019s students were most obvious in\n\nsignalling their voice or personality, and expressing their academic\n\npersuasion. Master\u2019s students seemed the most modest and lacking in\n\nconfidence, and they thus used more hedges to show their respect for\n\nXUYAN QIU & XIAOHAO MA\n\nIb\u00e9rica 38 (2019): 327-348344\n\n12 IBERICA 38_Iberica 13 13/1/20 19:56 P\u00e1gina 344", "start_char_idx": 48153, "end_char_idx": 50788, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "49d54ce8-4ccb-4e92-90f0-02c5c494ec5b": {"__data__": {"id_": "49d54ce8-4ccb-4e92-90f0-02c5c494ec5b", "embedding": null, "metadata": {"identifier": "iberica-103", "author": "Qiu, Xuyan; Ma, Xiaohao", "title": "Disciplinary enculturation and authorial stance: Comparison of stance features among master\u2019s dissertations, doctoral theses, and research articles ", "date": "2019-01-02", "file": "iberica-103.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-103", "node_type": "4", "metadata": {"identifier": "iberica-103", "author": "Qiu, Xuyan; Ma, Xiaohao", "title": "Disciplinary enculturation and authorial stance: Comparison of stance features among master\u2019s dissertations, doctoral theses, and research articles ", "date": "2019-01-02", "file": "iberica-103.pdf"}, "hash": "501d26009f0cc18bad5bc169701cfc6b0e06c8abb968c313179fab19e4a17b6a", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "258a5408-5045-4b10-9915-9b0fd9254e5a", "node_type": "1", "metadata": {"identifier": "iberica-103", "author": "Qiu, Xuyan; Ma, Xiaohao", "title": "Disciplinary enculturation and authorial stance: Comparison of stance features among master\u2019s dissertations, doctoral theses, and research articles ", "date": "2019-01-02", "file": "iberica-103.pdf"}, "hash": "879c9727b68d448aadf57a09e4f7eeca5e8c66e997a265c25daf662f6c25f092", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "507cfc6f-58c6-48af-a38c-89a13d50e51b", "node_type": "1", "metadata": {}, "hash": "5f9ee5cd44d8e189cbd43487b02492dfee6b2c7411204c1fdab5904c62b9fce1", "class_name": "RelatedNodeInfo"}}, "text": "potential readers and scholars and were more tentative about their claims.\n\nAnother possible reason is that master\u2019s students may not have manifested\n\ntheir stance well enough because of their limited knowledge about academic\n\nconventions and genre characteristics (Bitchener & Basturkmen, 2006; El-\n\nDakhs, 2018). \n\nWhile doctoral candidates adopted slightly fewer stance markers than expert\n\nwriters, no significant differences were found. This suggests that, regardless\n\nof the differences between educational and professional genres, doctoral\n\ncandidates and expert writers were similarly sensitive in projecting their\n\nauthorial voices and interacting with readers. This may be explained by\n\ndoctoral candidates\u2019 mastery of disciplinary rhetorical conventions,\n\nimproved writing competence, and greater academic knowledge (compared\n\nto masters\u2019 students) as they become more enculturated in the field. \n\n5. Concluding remarks\n\nThis study makes a nuanced comparison of the stance features used by\n\nmaster\u2019s, doctoral, and expert writers in applied linguistics, specifically\n\nemphasising second and foreign language learning and teaching, and sheds\n\nsome light on the differences in writers\u2019 stance-taking at different stages of\n\ntheir disciplinary enculturation. Since appropriate use of stance expressions\n\nshould \u201cdisplay excitement and commitment... but be objective\u201d and show\n\nassertiveness but \u201callow for other viewpoints\u201d (Lancaster, 2016: 295-297),\n\nthe scope and patterns of stance in master\u2019s dissertations presented in this\n\nstudy underscore the need for teachers to facilitate these students\u2019\n\ndisciplinary enculturation and familiarise them with the field\u2019s rhetorical\n\nconventions. For example, teachers could integrate awareness-raising tasks,\n\ninvolving students in contrasting the stance-taking practices valued in expert\n\nwriting with their own performance. They could also engage students in\n\ndeliberate stance-projecting practices by emulating expert writers\u2019\n\nperformance and introduce them to corpus tools, to help them become\n\neffective, informed writers who are aware of the discipline\u2019s valued stance\n\nresources and can establish an authoritative and objective stance in their own\n\nwriting. \n\nGiven previous studies have revealed disciplinary differences regarding\n\nauthorial stance in academic writing (Hyland, 2004), the findings of this\n\nstudy may not be generalized to disciplines other than applied linguistics.\n\nDISCIPLINARY ENCULTURATION AND AUTHORIAL STANCE\n\nIb\u00e9rica 38 (2019): 327-348 345\n\n12 IBERICA 38_Iberica 13 13/1/20 19:56 P\u00e1gina 345", "start_char_idx": 50792, "end_char_idx": 53379, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "507cfc6f-58c6-48af-a38c-89a13d50e51b": {"__data__": {"id_": "507cfc6f-58c6-48af-a38c-89a13d50e51b", "embedding": null, "metadata": {"identifier": "iberica-103", "author": "Qiu, Xuyan; Ma, Xiaohao", "title": "Disciplinary enculturation and authorial stance: Comparison of stance features among master\u2019s dissertations, doctoral theses, and research articles ", "date": "2019-01-02", "file": "iberica-103.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-103", "node_type": "4", "metadata": {"identifier": "iberica-103", "author": "Qiu, Xuyan; Ma, Xiaohao", "title": "Disciplinary enculturation and authorial stance: Comparison of stance features among master\u2019s dissertations, doctoral theses, and research articles ", "date": "2019-01-02", "file": "iberica-103.pdf"}, "hash": "501d26009f0cc18bad5bc169701cfc6b0e06c8abb968c313179fab19e4a17b6a", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "49d54ce8-4ccb-4e92-90f0-02c5c494ec5b", "node_type": "1", "metadata": {"identifier": "iberica-103", "author": "Qiu, Xuyan; Ma, Xiaohao", "title": "Disciplinary enculturation and authorial stance: Comparison of stance features among master\u2019s dissertations, doctoral theses, and research articles ", "date": "2019-01-02", "file": "iberica-103.pdf"}, "hash": "ec2d67179210003ded36e18fb0a8ff70f7c4bf058ceede9509a6fc721ed97263", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "958c0951-19db-4571-81c3-e776810cebff", "node_type": "1", "metadata": {}, "hash": "f9e8c665e631b5ef64e7bc02368196a9a75f5edd9f320b92b091a69e37b597c9", "class_name": "RelatedNodeInfo"}}, "text": "Future research involving a wider range of disciplines is needed.\n\nFurthermore, this study adopted cross-sectional data (master\u2019s dissertations,\n\ndoctoral theses, research articles) to address the developmental trajectories\n\nof applied linguistics researchers. It remains unknown whether the findings\n\nare consistent with the \u201cdevelopment turmoil\u201d (Peters, 2011: 184) novice\n\nresearchers experience while transiting to expert writers, which warrants\n\nfurther exploration. Corpus-based analyses provided valuable insights on\n\nstance in academic writing among the three groups of second language\n\neducation researchers. A more comprehensive and in-depth picture would be\n\ngenerated were interviews about their perceptions of academic stance and\n\ninner thoughts (Lancaster, 2016) included.\n\nAcknowledgements\n\nWe would like to express our sincere gratitude to Professor Carmen Sancho\n\nGuinda and the two anonymous reviewers for their insightful comments on\n\nour research article. Special thanks go to Professor Feng (Kevin) Jiang for his\n\ninvaluable advice.\n\nArticle history:\n\nreceived 26 October 2018\n\nreceived in revised form 11 May 2019\n\nAccepted 11 May 2019\n\nReferences\n\nXUYAN QIU & XIAOHAO MA\n\nIb\u00e9rica 38 (2019): 327-348346\n\nAbdollahzadeh, E. (2011). \u201cPoring over the\n\nfindings: interpersonal authorial engagement in\n\napplied linguistics papers\u201d. Journal of Pragmatics\n\n43(1): 288-297. \n\nAnthony, L. (2016). AntConc (Version 3.4.4)\n\n[Computer Software]. Tokyo: Waseda University.\n\nUrL: http://www.laurenceanthony.net/ [12/06/18].\n\nAull, L., D. Bandarage. & M. Miller (2017).\n\n\u201cGenerality in student and expert epistemic stance:\n\nA corpus analysis of first-year, upper-level, and\n\npublished academic writing\u201d. Journal of English for\n\nAcademic Purposes 26: 29-41.\n\nAull, L. & Z. Lancaster (2014). \u201cLinguistic markers\n\nof stance in early and advanced academic writing\n\nA corpus-based comparison\u201d. 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(2005b). \u201cStance and engagement: A\n\nmodel of interaction in academic discourse\u201d.\n\nDiscourse Studies 7: 173-192.", "start_char_idx": 56883, "end_char_idx": 59926, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "0b302ebc-bd45-4108-a736-646a0123ab69": {"__data__": {"id_": "0b302ebc-bd45-4108-a736-646a0123ab69", "embedding": null, "metadata": {"identifier": "iberica-103", "author": "Qiu, Xuyan; Ma, Xiaohao", "title": "Disciplinary enculturation and authorial stance: Comparison of stance features among master\u2019s dissertations, doctoral theses, and research articles ", "date": "2019-01-02", "file": "iberica-103.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-103", "node_type": "4", "metadata": {"identifier": "iberica-103", "author": "Qiu, Xuyan; Ma, Xiaohao", "title": "Disciplinary enculturation and authorial stance: Comparison of stance features among master\u2019s dissertations, doctoral theses, and research articles ", "date": "2019-01-02", "file": "iberica-103.pdf"}, "hash": "501d26009f0cc18bad5bc169701cfc6b0e06c8abb968c313179fab19e4a17b6a", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "958c0951-19db-4571-81c3-e776810cebff", "node_type": "1", "metadata": {"identifier": "iberica-103", "author": "Qiu, Xuyan; Ma, Xiaohao", "title": "Disciplinary enculturation and authorial stance: Comparison of stance features among master\u2019s dissertations, doctoral theses, and research articles ", "date": "2019-01-02", "file": "iberica-103.pdf"}, "hash": "9af8f84d21750f300f49724058815da984e99d5999a3b853dc5485337809d84b", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "ff43374c-ab4d-4630-9a92-169cac14a90a", "node_type": "1", "metadata": {}, "hash": "6dd294a2c77b14019166af2676c3cfa5020295c70aa037bbd01abb630b3294a1", "class_name": "RelatedNodeInfo"}}, "text": "Discourse Studies 7: 173-192.\n\nHyland, K. (2012). \u201cUndergraduate understandings:\n\nStance and voice in final year reports\u201d in K. Hyland\n\n& C. Sancho Guinda (eds.), Stance and Voice in\n\nWritten Academic Genres, 134-150. London:\n\nPalgrave Macmillan.\n\nHyland, K. & P. Tse (2004). \u201cMetadiscourse in\n\nacademic writing: A reappraisal\u201d. Applied\n\nLinguistics 25(2): 156-177.\n\nHyland, K. & P. Tse (2005). \u201cHooking the reader: A\n\ncorpus study of evaluative that in abstracts\u201d.\n\nEnglish for Specific Purposes 24: 123-139. \n\nJiang, F. & X. Ma. (2018). \u201c\u2018As we can see\u2019:\n\nreader engagement in PhD candidature\n\nconfirmation reports\u201d. Journal of English for\n\nAcademic Purposes 35: 1-15. \n\nKawase, T. 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Thesis and\n\nDissertation Writing in a Second Language: A\n\nHandbook for Supervisors.", "start_char_idx": 59897, "end_char_idx": 63148, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "ff43374c-ab4d-4630-9a92-169cac14a90a": {"__data__": {"id_": "ff43374c-ab4d-4630-9a92-169cac14a90a", "embedding": null, "metadata": {"identifier": "iberica-103", "author": "Qiu, Xuyan; Ma, Xiaohao", "title": "Disciplinary enculturation and authorial stance: Comparison of stance features among master\u2019s dissertations, doctoral theses, and research articles ", "date": "2019-01-02", "file": "iberica-103.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-103", "node_type": "4", "metadata": {"identifier": "iberica-103", "author": "Qiu, Xuyan; Ma, Xiaohao", "title": "Disciplinary enculturation and authorial stance: Comparison of stance features among master\u2019s dissertations, doctoral theses, and research articles ", "date": "2019-01-02", "file": "iberica-103.pdf"}, "hash": "501d26009f0cc18bad5bc169701cfc6b0e06c8abb968c313179fab19e4a17b6a", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "0b302ebc-bd45-4108-a736-646a0123ab69", "node_type": "1", "metadata": {"identifier": "iberica-103", "author": "Qiu, Xuyan; Ma, Xiaohao", "title": "Disciplinary enculturation and authorial stance: Comparison of stance features among master\u2019s dissertations, doctoral theses, and research articles ", "date": "2019-01-02", "file": "iberica-103.pdf"}, "hash": "2d623929f13ff1d5239279e142853ff96965414fadc6abaa2d78b8afd75695ed", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "bf4cc088-c15c-465d-9a51-e50c7924eb35", "node_type": "1", "metadata": {}, "hash": "5bdc457f34e91e2dfe9aa2c34bf7a083831e66953d90c43ef742e3328d11523a", "class_name": "RelatedNodeInfo"}}, "text": "Abingdon: routledge.\n\nPeters, S. (2011). \u201cAsserting or deflecting\n\nexpertise? Exploring the rhetorical practices of\n\nmaster\u2019s theses in the philosophy of education\u201d.\n\nEnglish for Specific Purposes 30(3): 176-185.\n\nryshina-Pankova, M. (2011). \u201cDevelopmental\n\nchanges in the use of interactional resources:\n\nPersuading the reader in FL book reviews\u201d.\n\nJournal of Second Language Writing 20: 243-256.\n\nSamraj, B. (2008). \u201cA discourse analysis of\n\nmaster\u2019s theses across disciplines with a focus on\n\nintroductions\u201d. Journal of English for Academic\n\nPurposes 7(1): 55-67.\n\nSilver, M. (2003). \u201cThe stance of stance: A critical\n\nlook at ways stance is expressed and modeled in\n\nacademic discourse\u201d. Journal of English for\n\nAcademic Purposes 2: 359-374. \n\nSoler-Monreal, C. (2016). \u201cA move-step analysis of\n\nthe concluding chapters in computer science PhD\n\ntheses\u201d. Ib\u00e9rica, Journal of the European\n\nAssociation of Languages for Specific Purposes\n\n32: 105-132.\n\nSoliday, M. (2004). \u201creading student writing with\n\nanthropologists: Stance and judgment in college\n\nwriting\u201d. College Composition and Communication\n\n56(1): 72-93.\n\nSwales, J. & C. Feak (2012). Academic Writing for\n\nGraduate Students: Essential Tasks and Skills, 3rd\n\ned. Ann Arbor, MI: University of Michigan Press.\n\nWu, S. (2006). \u201cCreating a contrastive rhetorical\n\nstance investigating the strategy of\n\nproblematization in students\u2019 argumentation\u201d.\n\nRELC Journal 37(3): 329-353. \n\n12 IBERICA 38_Iberica 13 13/1/20 19:56 P\u00e1gina 348", "start_char_idx": 63149, "end_char_idx": 64640, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "bf4cc088-c15c-465d-9a51-e50c7924eb35": {"__data__": {"id_": "bf4cc088-c15c-465d-9a51-e50c7924eb35", "embedding": null, "metadata": {"identifier": "iberica-104", "author": "Montaner Villalba, Salvador", "title": "Integrating Information and Communication Technologies in English for Specific Purposes. Rosa Mu\u00f1oz-Luna & Lidia Taillefer (eds.) Cham, Switzerland: Springer, 2018. 211 pages. ISBN: 978- 3-319-68925-8.", "date": "2019-01-02", "file": "iberica-104.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-104", "node_type": "4", "metadata": {"identifier": "iberica-104", "author": "Montaner Villalba, Salvador", "title": "Integrating Information and Communication Technologies in English for Specific Purposes. Rosa Mu\u00f1oz-Luna & Lidia Taillefer (eds.) Cham, Switzerland: Springer, 2018. 211 pages. ISBN: 978- 3-319-68925-8.", "date": "2019-01-02", "file": "iberica-104.pdf"}, "hash": "ba33c2388a6abd1e50a62d89e570118928b3f82245f7c93fbc9c4424eeb09d47", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "ff43374c-ab4d-4630-9a92-169cac14a90a", "node_type": "1", "metadata": {"identifier": "iberica-103", "author": "Qiu, Xuyan; Ma, Xiaohao", "title": "Disciplinary enculturation and authorial stance: Comparison of stance features among master\u2019s dissertations, doctoral theses, and research articles ", "date": "2019-01-02", "file": "iberica-103.pdf"}, "hash": "3128ae8d1c8f2850475ad62801a9f6d1d593d8d28542d14f0b6c3ffc5d4058ce", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "1cd9ec75-6d02-4981-8772-ae9853fad0a7", "node_type": "1", "metadata": {}, "hash": "c91e92be61678cda43a8b62915d8c6ddce5ad335261b8ccc74e8d775655724ca", "class_name": "RelatedNodeInfo"}}, "text": "Iberica 13\n\n\nIb\u00e9rica 38 (2019): 349-352\n\nISSN: 1139-7241 / e-ISSN: 2340-2784\n\nIntegrating Information and\n\nCommunication Technologies in\n\nEnglish for Specific Purposes.\n\nRosa Mu\u00f1oz-Luna & Lidia Taillefer (eds.) \n\nCham, Switzerland: Springer, 2018. 211 pages. ISBN: 978-\n\n3-319-68925-8.\n\nThe present volume, edited by Mu\u00f1oz-Luna and Taillefer, wisely combines\nthe use of the Information and Communication Technologies (henceforth\nICTs) with the teaching and processing of English for Specific Purposes\n(henceforth, ESP). In this combination of interrelated fields, as well as in the\nwide coverage of their state-of-the-art, resides the uniqueness of the book.\nIt presents insights on methodological ESP principles in both academic and\nprofessional situations, and emphasizes authenticity in teaching and learning\ncontexts.\n\nThe teaching and learning of ESP have grown significantly, causing a\nproliferation of ICTs within the educational context. Mu\u00f1oz\u2013Luna and\nTaillefer offer a broad panorama of the didactic applications of ICTs in the\nESP classroom: blended learning, learning management systems in tertiary\neducation, virtual reality, and translation as a technology-assisted tool in the\nteaching and processing of ESP.\n\nIn the Foreword (v-vIII), Surdyk concisely overviews how technology has\nevolved from its beginnings to the use of the Web 2.0. Next, he offers some\nconsiderations related to the concept of ludology and concludes by drawing a\nrelationship between ludic strategies and ICTs, which have come to be\nassociated with the concept of gamification in the learning of foreign\nlanguages. \n\nThe book structure is divided into three sections that permit readers to easily\nfind chapters related with the various subjects in which they might be\ninterested. After the Introduction by the editors (pp. 1-4), the first section\ndemonstrates how English language teaching (ELT) has been significantly\n\n349\n\nRese\u00f1as/Book Reviews\n\n13 IBERICA 38_Iberica 13 13/1/20 19:57 P\u00e1gina 349", "start_char_idx": 48, "end_char_idx": 2048, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "1cd9ec75-6d02-4981-8772-ae9853fad0a7": {"__data__": {"id_": "1cd9ec75-6d02-4981-8772-ae9853fad0a7", "embedding": null, "metadata": {"identifier": "iberica-104", "author": "Montaner Villalba, Salvador", "title": "Integrating Information and Communication Technologies in English for Specific Purposes. Rosa Mu\u00f1oz-Luna & Lidia Taillefer (eds.) Cham, Switzerland: Springer, 2018. 211 pages. ISBN: 978- 3-319-68925-8.", "date": "2019-01-02", "file": "iberica-104.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-104", "node_type": "4", "metadata": {"identifier": "iberica-104", "author": "Montaner Villalba, Salvador", "title": "Integrating Information and Communication Technologies in English for Specific Purposes. Rosa Mu\u00f1oz-Luna & Lidia Taillefer (eds.) Cham, Switzerland: Springer, 2018. 211 pages. ISBN: 978- 3-319-68925-8.", "date": "2019-01-02", "file": "iberica-104.pdf"}, "hash": "ba33c2388a6abd1e50a62d89e570118928b3f82245f7c93fbc9c4424eeb09d47", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "bf4cc088-c15c-465d-9a51-e50c7924eb35", "node_type": "1", "metadata": {"identifier": "iberica-104", "author": "Montaner Villalba, Salvador", "title": "Integrating Information and Communication Technologies in English for Specific Purposes. Rosa Mu\u00f1oz-Luna & Lidia Taillefer (eds.) Cham, Switzerland: Springer, 2018. 211 pages. ISBN: 978- 3-319-68925-8.", "date": "2019-01-02", "file": "iberica-104.pdf"}, "hash": "a5934814d34451dbb64d971ffbefc48c022fc77c6c87dfac08f0c93cc10182be", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "8c5e9f66-94af-4c86-9c88-a0f4c6013af5", "node_type": "1", "metadata": {}, "hash": "600ee3957a6d84ac408b6b873757a6041573f4755e7fdc564ad3097dc6f3c207", "class_name": "RelatedNodeInfo"}}, "text": "influenced by the use of technology (Avalos, 2011: 10-20). This first section\nconsists of three chapters: Li Li\u2019s (pp. 7-25) presents the state-of-the-art of\ncomputer-assisted language learning and ESP, establishes principles to\ncombine technologies, and offers some exemplary practice, including diverse\nkinds of technological tools in English for Academic Purposes (EAP) and\nEnglish for Professional Purposes contexts (EPP). The second chapter, by\nStroo, Mu\u00f1oz-Luna and Jurado Navas (pp. 27-36), provides a summary of\nthe most well-known and utilized basic technologies in ESP, such as learning\nmanagement systems (henceforth LMS). A key aspect here is learner\ninteraction and participation, being both of them the most important\nobjectives of the application Educlick. The chapter finishes with an\nexamination of the various uses of mobile phones and audiovisual materials\nin the classroom. \n\nIn the third chapter, L\u00f3pez-Ozieblo (pp. 37-53) argues that Massive Open\nOnline Courses (henceforth, MOOCs) are not the best solution for ESP\nteachers. However, the author is in favor of a methodology that integrates a\nface-to-face approach and technology use, such as blended teaching, and the\nFlipped Classroom in particular, as it encourages social interaction, essential\nto the learning process. \n\nThe second section of this volume, devoted to EAP, comprises four chapters.\nThe fourth chapter, by D\u00edez-Prados and Cabrejas-Pe\u00f1uelas (pp. 57-78),\ndescribes how the Internet can be used to facilitate the process of writing by\nsuggesting resources for its different stages and proposing how these may be\nemployed to conduct a writing task. One of these online resources is\nBlackboard, a discussion tool that eases both educator-learner and learner-\nlearner feedback. The fifth chapter, by Jurado-Navas (pp. 79-92), brings to\nlight the attitudes and real experiences of a group of undergraduates using\ndigital LMS in the classroom. Recourse to LMS by university tutors has been\nlimited to the upload of files for learners, who can just search and read in a\npassive way, and as a result of this limitation, the author explores an\nenriching option consisting of a more updated classification of tools and\napps, integrating the digital and offline use of such platforms. In the sixth\nchapter, Ramos-Garc\u00eda (pp. 93-106) makes an interesting suggestion to help\na certain student population, that of future English teachers at a Faculty of\nEducation, improve their listening skills in EAP. She holds that increasing the\nexposure of learners to real input in an anxiety-free context can gradually\ndevelop their listening skills. Her suggestion is the use of a parallel\ncomputer-based listening skills program in which learners have to follow\n\nRESE\u00f1AS / BOOK REvIEWS\n\nIb\u00e9rica 38 (2019): 349-352350\n\n13 IBERICA 38_Iberica 13 13/1/20 19:57 P\u00e1gina 350", "start_char_idx": 2052, "end_char_idx": 4911, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "8c5e9f66-94af-4c86-9c88-a0f4c6013af5": {"__data__": {"id_": "8c5e9f66-94af-4c86-9c88-a0f4c6013af5", "embedding": null, "metadata": {"identifier": "iberica-104", "author": "Montaner Villalba, Salvador", "title": "Integrating Information and Communication Technologies in English for Specific Purposes. Rosa Mu\u00f1oz-Luna & Lidia Taillefer (eds.) Cham, Switzerland: Springer, 2018. 211 pages. ISBN: 978- 3-319-68925-8.", "date": "2019-01-02", "file": "iberica-104.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-104", "node_type": "4", "metadata": {"identifier": "iberica-104", "author": "Montaner Villalba, Salvador", "title": "Integrating Information and Communication Technologies in English for Specific Purposes. Rosa Mu\u00f1oz-Luna & Lidia Taillefer (eds.) Cham, Switzerland: Springer, 2018. 211 pages. ISBN: 978- 3-319-68925-8.", "date": "2019-01-02", "file": "iberica-104.pdf"}, "hash": "ba33c2388a6abd1e50a62d89e570118928b3f82245f7c93fbc9c4424eeb09d47", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "1cd9ec75-6d02-4981-8772-ae9853fad0a7", "node_type": "1", "metadata": {"identifier": "iberica-104", "author": "Montaner Villalba, Salvador", "title": "Integrating Information and Communication Technologies in English for Specific Purposes. Rosa Mu\u00f1oz-Luna & Lidia Taillefer (eds.) Cham, Switzerland: Springer, 2018. 211 pages. ISBN: 978- 3-319-68925-8.", "date": "2019-01-02", "file": "iberica-104.pdf"}, "hash": "1189df5640302e227d3101a25b65b61db500b46c34bb02e0ba36e103df0b88ab", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "b1661a2b-b30f-43cb-a59a-473b205a44a5", "node_type": "1", "metadata": {}, "hash": "81a1b6bf94b338f224c6669ea943cec04e7ac017e28570f48e64a14a0a2bb71e", "class_name": "RelatedNodeInfo"}}, "text": "aural instructions, so outcomes are expected to improve. In the last chapter,\nLan Li (pp. 107-124) focuses on the use of virtual reality in ELT, especially\nthrough online platforms such as Second Life. The author makes a strong\ncase for multimedia instruction and learning to assist students\u2019 knowledge-\nbuilding: her research shows how Second Life could be utilized to share\nknowledge, teach language functions, begin instant communication, and give\npeer assessment during the learning process. It stresses the stimulating,\ninteractive and entertaining nature of this technology. \n\nThe third section of the volume deals with English for Specific Purposes\n(pp. 125-203) and encompasses four chapters. In the first, Fuertes-Olivera\n(pp. 127-143) reflects on the use of collaborative dictionaries (e.g. Wikipedia)\nto help ESP students broaden their knowledge in fields such as business and\neconomics. Chapter nine, by Postigo-Pinazo and Mira-Rueda (pp. 145-163),\nconcentrates upon the field of medicine and the improvement of the\ncompetences of scientific writers, medical translators and interpreters with\nthe use of technology, which may meet their needs and propel a flourishing\nlabor market in southern Spain. In chapter ten, Taillefer (pp. 165-182)\nreconsiders the design of business English courses in the digital era, drawing\non her previous experience, not only classroom-based but also with online\nlearning. She proposes surveying learners and educators and following a\ncombined approach to improve course adjustment to the learners\u2019 needs, in\norder to avoid traditional educational problems and fully benefit from\ntechnology. Her analyses prove blended methodology and the use of online\nresources, tasks and tools are the best option for ESP curriculum\nimprovement. The last chapter, by Leah Leone (pp. 183-203), shows that\ntraining translators online brings them the benefits of learning within the\nactual context in which they will eventually work. The author does a needs\nanalysis that is reported by the practice of backward course design. Then,\nshe outlines effective applications of the online platform to finally close the\nchapter with several suggestions for technology-based translation tasks. \n\nThe book successfully meets its goal of presenting the state-of-the-art of\ntechnological innovation in the teaching and learning of ESP: the three\nsections covered are relevant and provide enlightening current knowledge\nand research in the interrelated fields of computer-assisted language\nlearning/teaching and the teaching and learning of ESP. The collection of\narticles not only contributes insightful discussions on varied issues related to\nthe practice of ESP in the classroom, but also expands the existing network\nof publications on LSP (e.g. Arn\u00f3, Soler & Rueda, 2006; B\u00e1rcena, Read &\n\nRESE\u00f1AS / BOOK REvIEWS\n\nIb\u00e9rica 38 (2019): 349-352 351\n\n13 IBERICA 38_Iberica 13 13/1/20 19:57 P\u00e1gina 351", "start_char_idx": 4915, "end_char_idx": 7849, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "b1661a2b-b30f-43cb-a59a-473b205a44a5": {"__data__": {"id_": "b1661a2b-b30f-43cb-a59a-473b205a44a5", "embedding": null, "metadata": {"identifier": "iberica-104", "author": "Montaner Villalba, Salvador", "title": "Integrating Information and Communication Technologies in English for Specific Purposes. Rosa Mu\u00f1oz-Luna & Lidia Taillefer (eds.) Cham, Switzerland: Springer, 2018. 211 pages. ISBN: 978- 3-319-68925-8.", "date": "2019-01-02", "file": "iberica-104.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-104", "node_type": "4", "metadata": {"identifier": "iberica-104", "author": "Montaner Villalba, Salvador", "title": "Integrating Information and Communication Technologies in English for Specific Purposes. Rosa Mu\u00f1oz-Luna & Lidia Taillefer (eds.) Cham, Switzerland: Springer, 2018. 211 pages. ISBN: 978- 3-319-68925-8.", "date": "2019-01-02", "file": "iberica-104.pdf"}, "hash": "ba33c2388a6abd1e50a62d89e570118928b3f82245f7c93fbc9c4424eeb09d47", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "8c5e9f66-94af-4c86-9c88-a0f4c6013af5", "node_type": "1", "metadata": {"identifier": "iberica-104", "author": "Montaner Villalba, Salvador", "title": "Integrating Information and Communication Technologies in English for Specific Purposes. Rosa Mu\u00f1oz-Luna & Lidia Taillefer (eds.) Cham, Switzerland: Springer, 2018. 211 pages. ISBN: 978- 3-319-68925-8.", "date": "2019-01-02", "file": "iberica-104.pdf"}, "hash": "ac0712cddf49b3c5c8561519dfbce1919cc05863fb40cb15b2dad6823a3c3dae", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "307385c8-bf1c-44c4-a821-4dd20a358c02", "node_type": "1", "metadata": {}, "hash": "89de5fd6f66445c0b9b7bdeaae4746e7f44062ecf8d1bca620bc6fd123771307", "class_name": "RelatedNodeInfo"}}, "text": "Ar\u00fas, 2014; Mart\u00edn-Monje & Barcena, 2015; Mart\u00edn-Monje, Elorza & Garc\u00eda-\nRiaza, 2016). Perhaps the major strength of the volume reviewed is that it\nprovides holistic and cross-disciplinary solutions to future challenges and\ntechnological barriers recently arisen in English language teaching and\nlearning, mostly in ESP. It is shown how social and computer sciences and\ntechnological devices can synergize to create more interactive and practical\nlearning backgrounds where recent frameworks can be applied for academic\nand personal purposes alike. \n\nThe intended readership of this book embraces ESP researchers, educators\nand students, since it facilitates case studies of how ICT can be used in\nEnglish for a variety of purposes. Authors share their experiences of\ncombining tools and methods and each chapter furnishes valuable\npedagogical implications.\n\nReceived 3 August 2018\n\nAccepted 5 October 2018\n\nReviewed by Salvador Montaner Villalba\nUniversidad Polit\u00e9cnica de valencia (Spain)\nsmonvil@idm.upv.es \n\nReferences\n\nRESE\u00f1AS / BOOK REvIEWS\n\nIb\u00e9rica 38 (2019): 349-352352\n\nArn\u00f3, E., A. Soler & C. Rueda (eds.) (2006).\n\nInformation Technology in Languages for Specific\n\nPurposes. Issues and Prospects. New York:\n\nSpringer. \n\nAvalos, B. (2011) \u201cTeacher professional\n\ndevelopment over ten years\u201d. Teaching and\n\nTeacher Education 27: 10-20. \n\nB\u00e1rcena, E., T. Read & J. Ar\u00fas (eds.) (2014).\n\nLanguages for Specific Purposes in the Digital\n\nEra. New York: Springer. \n\nMart\u00edn-Monje, E. & E. B\u00e1rcena (eds.) (2015).\n\nLanguage moocs. Providing Learning,\n\nTrascending Boundaries. London/New York: De\n\nGruyter Open. \n\nMart\u00edn-Monje, E., I. Elorza & B. Garc\u00eda Riaza\n\n(eds.) (2016). Technology-enhanced Language\n\nLearning for Specialized Domains. Practical\n\nApplications and mobility. London/New York:\n\nRoutledge.\n\n13 IBERICA 38_Iberica 13 13/1/20 19:57 P\u00e1gina 352", "start_char_idx": 7853, "end_char_idx": 9714, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "307385c8-bf1c-44c4-a821-4dd20a358c02": {"__data__": {"id_": "307385c8-bf1c-44c4-a821-4dd20a358c02", "embedding": null, "metadata": {"identifier": "iberica-105", "author": "Li, Xiangdong", "title": "Optimizing the Process of Teaching English for Medical Purposes with the Use of Mobile Applications: A Memrise-based Study. Maria Chojnacka Frankfurt am Main: Peter Lang, 2017. 205 pages. ISBN: 978- 3-631-73061-4", "date": "2019-01-02", "file": "iberica-105.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-105", "node_type": "4", "metadata": {"identifier": "iberica-105", "author": "Li, Xiangdong", "title": "Optimizing the Process of Teaching English for Medical Purposes with the Use of Mobile Applications: A Memrise-based Study. Maria Chojnacka Frankfurt am Main: Peter Lang, 2017. 205 pages. ISBN: 978- 3-631-73061-4", "date": "2019-01-02", "file": "iberica-105.pdf"}, "hash": "83dc69f4ae034ad4d8a6d15f6861ff563af5a9374aa17295b718ddf5a137e144", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "b1661a2b-b30f-43cb-a59a-473b205a44a5", "node_type": "1", "metadata": {"identifier": "iberica-104", "author": "Montaner Villalba, Salvador", "title": "Integrating Information and Communication Technologies in English for Specific Purposes. Rosa Mu\u00f1oz-Luna & Lidia Taillefer (eds.) Cham, Switzerland: Springer, 2018. 211 pages. ISBN: 978- 3-319-68925-8.", "date": "2019-01-02", "file": "iberica-104.pdf"}, "hash": "eef9009a47e2debf125682ab729bf68585630e2fdc7b8f436ed1173a3b66233f", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "6f43bda9-78b6-4b54-89b6-729b140fdbc6", "node_type": "1", "metadata": {}, "hash": "ab7ab7a55b82bbf81b216b0407d445b66df1a94e0010a99a08aab2cd9e96b1f6", "class_name": "RelatedNodeInfo"}}, "text": "Iberica 13\n\n\nOptimizing the Process of Teaching\n\nEnglish for Medical Purposes with the\n\nUse of Mobile Applications: A\n\nMemrise-based Study.\n\nMaria Chojnacka\n\nFrankfurt am Main: Peter Lang, 2017. 205 pages. ISBN: 978-\n\n3-631-73061-4.\n\nThe title of the monograph by Maria Chojnacka, Optimizing the Process of\nTeaching English for Medical Purposes with the Use of Mobile Applications: A\n\nMemrise-based Study, speaks for itself and points to a timely contribution to\nthe current literature on teaching English for Specific Purposes (ESP). The\nauthor aims to improve the teaching of English for Medical Purposes (EMP)\nthrough an innovative pedagogical methodology, the use of a mobile\napplication called Memrise, and touches upon three important topics in the\nfields of Applied Linguistics; namely, ESP pedagogy, learner autonomy, and\ntechnology-assisted language learning. \n\nThis is a pioneering study exploring the effect of innovative teaching\nmethods within ESP pedagogy. According to Garcia Laborda and Litzler\u2019s\n(2015) review of the current literature, the main areas of ESP teaching\nresearch include needs analysis, specialist text and discourse analysis, and\ncurriculum development (course planning, material development and\ninstructional methods). With regard to the latter, the efficacy of certain\nmethodologies is yet to be explored and in Chojnacka\u2019s research, one of the\nresearch questions is precisely the effectiveness of the use of mobile\ntechnology in learning EMP. \n\nThe author draws on motivational theories and autonomous learning as\ntheoretical frameworks. According to Gollin-Kies, Hall and Moore (2015),\none intersection of globalization and digital technologies for Language for\nSpecific Purposes (LSP) research in the new century is independent or\nautonomous learning. Chojnacka has developed a mobile learning\nenvironment that allows for self-paced autonomous learning of EMP on the\npart of the medical students involved. She also explores the students\u2019 change\nof attitude towards such an autonomous learning model, their progress in\nEMP as a result of such a model and their evaluations. \n\nRESE\u00f1AS / BOOK REvIEWS\n\nIb\u00e9rica 38 (2019): 353-355\n\nISSN: 1139-7241 / e-ISSN: 2340-2784\n\n353\n\n13 IBERICA 38_Iberica 13 13/1/20 19:57 P\u00e1gina 353", "start_char_idx": 48, "end_char_idx": 2326, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "6f43bda9-78b6-4b54-89b6-729b140fdbc6": {"__data__": {"id_": "6f43bda9-78b6-4b54-89b6-729b140fdbc6", "embedding": null, "metadata": {"identifier": "iberica-105", "author": "Li, Xiangdong", "title": "Optimizing the Process of Teaching English for Medical Purposes with the Use of Mobile Applications: A Memrise-based Study. Maria Chojnacka Frankfurt am Main: Peter Lang, 2017. 205 pages. ISBN: 978- 3-631-73061-4", "date": "2019-01-02", "file": "iberica-105.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-105", "node_type": "4", "metadata": {"identifier": "iberica-105", "author": "Li, Xiangdong", "title": "Optimizing the Process of Teaching English for Medical Purposes with the Use of Mobile Applications: A Memrise-based Study. Maria Chojnacka Frankfurt am Main: Peter Lang, 2017. 205 pages. ISBN: 978- 3-631-73061-4", "date": "2019-01-02", "file": "iberica-105.pdf"}, "hash": "83dc69f4ae034ad4d8a6d15f6861ff563af5a9374aa17295b718ddf5a137e144", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "307385c8-bf1c-44c4-a821-4dd20a358c02", "node_type": "1", "metadata": {"identifier": "iberica-105", "author": "Li, Xiangdong", "title": "Optimizing the Process of Teaching English for Medical Purposes with the Use of Mobile Applications: A Memrise-based Study. Maria Chojnacka Frankfurt am Main: Peter Lang, 2017. 205 pages. ISBN: 978- 3-631-73061-4", "date": "2019-01-02", "file": "iberica-105.pdf"}, "hash": "422a6e83fcca64e113efc0f00c49f4c3796e58b4a149faf612929911f1b30403", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "4dd90d89-bd0f-4ca0-ad66-5f016bfca91f", "node_type": "1", "metadata": {}, "hash": "ffdedbc29a53bc1d708ee1589b1e44a04031f0f3cdfb29e3d297ae932e129a11", "class_name": "RelatedNodeInfo"}}, "text": "The book also advances knowledge of the use of technology-assisted\nlearning in the context of EMP teaching. The creation of innovative\npedagogical models, such as combining new technologies with language\nlearning, is an area to be explored further in LSP teaching (Gollin-Kies, Hall\n& Moore, 2015). This same opinion is also held by Arn\u00f3-Maci\u00e1 (2012), who\nbelieves that new technologies can change LSP teaching and learning through\nthe creation of online courses and enhancement in learner autonomy, and\nthat the integration of new technologies into LSP for more efficient learning\nis one area that merits further analysis. Chojnacka\u2019s contribution is one of\nthe pioneering efforts in integrating mobile technologies to create a virtual\nlearning environment for EMP students. \n\nThe monograph is divided into six chapters. In chapter 1, the author gives a\npanoramic view of key concepts in teaching ESP, including its singular\ncharacteristics, its methodology and research history. Then chapter 2 moves\non to focus upon the characteristics of EMP as a specialized language or\nregister at lexical, grammatical and discourse levels. As the theoretical\nfoundations of the whole research project, chapter 3 draws upon\nmotivational theories and learning autonomy in language learning research\nand tailors them to the use of mobile technologies to create an omnipresent\nmobile learning environment. Based on chapter 3, chapter 4 defines mobile\nlearning, reviews the current literature on the topic as well as on the use of\ntechnologies in ESP teaching, and thoroughly describes Memrise, the mobile\napplication that helps create a mobile learning environment in the project.\nChapter 5 is the most important part of the monograph because it reports\non a case study of using the mobile learning model in a given context. To\ninvestigate the learners\u2019 change of attitude towards the mobile learning\nmodel, their progress in EMP as a result of its application, and their\nevaluations, forty first-year medical students contributed to data collection\nthrough two questionnaires and pre- and post-tests. Findings are discussed\nin chapter 6, together with the basic principles and design of a new\neducational solution to assist EMP learning (Mobile Medical English\nCompanion).\n\nTwo limitations are notable in the study: firstly, the participants are first year\nmedical students. The problem of recruiting novice students as informants\nis that they have very little knowledge about the subject they are going to\nlearn and do not have enough abilities to judge their learning process. This\nmay pose challenges to the credibility of the results. Secondly, the research\nwas set in a specific university context and only forty students were involved.\n\nRESE\u00f1AS / BOOK REvIEWS\n\nIb\u00e9rica 38 (2019): 353-355354\n\n13 IBERICA 38_Iberica 13 13/1/20 19:57 P\u00e1gina 354", "start_char_idx": 2330, "end_char_idx": 5184, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "4dd90d89-bd0f-4ca0-ad66-5f016bfca91f": {"__data__": {"id_": "4dd90d89-bd0f-4ca0-ad66-5f016bfca91f", "embedding": null, "metadata": {"identifier": "iberica-105", "author": "Li, Xiangdong", "title": "Optimizing the Process of Teaching English for Medical Purposes with the Use of Mobile Applications: A Memrise-based Study. Maria Chojnacka Frankfurt am Main: Peter Lang, 2017. 205 pages. ISBN: 978- 3-631-73061-4", "date": "2019-01-02", "file": "iberica-105.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-105", "node_type": "4", "metadata": {"identifier": "iberica-105", "author": "Li, Xiangdong", "title": "Optimizing the Process of Teaching English for Medical Purposes with the Use of Mobile Applications: A Memrise-based Study. Maria Chojnacka Frankfurt am Main: Peter Lang, 2017. 205 pages. ISBN: 978- 3-631-73061-4", "date": "2019-01-02", "file": "iberica-105.pdf"}, "hash": "83dc69f4ae034ad4d8a6d15f6861ff563af5a9374aa17295b718ddf5a137e144", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "6f43bda9-78b6-4b54-89b6-729b140fdbc6", "node_type": "1", "metadata": {"identifier": "iberica-105", "author": "Li, Xiangdong", "title": "Optimizing the Process of Teaching English for Medical Purposes with the Use of Mobile Applications: A Memrise-based Study. Maria Chojnacka Frankfurt am Main: Peter Lang, 2017. 205 pages. ISBN: 978- 3-631-73061-4", "date": "2019-01-02", "file": "iberica-105.pdf"}, "hash": "b97bf5c4fd6778c27a9fc77c28e836d599d5aa62430e43689c38d7866b94a7e4", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "f3e80af5-9ab7-4b17-a444-c3ac55dd36b4", "node_type": "1", "metadata": {}, "hash": "c6096a468528667c70d4af452e8ddd00cd244b47d14720f4b959392ad4bb0b87", "class_name": "RelatedNodeInfo"}}, "text": "The very nature of case studies does not allow generalizations and\nextrapolations of results into other contexts. \n\nIn spite of the above limitations, the current book is still worth reading, as\nit usefully explores the integration of mobile technologies into EMP teaching\nand provides a good starting point for further studies in the future.\nTherefore, I would like to recommend this monograph to scholars, teachers,\nadvanced graduates and many others who are interested in LSP pedagogy,\nlearner autonomy, and technology-assisted language learning. \n\nReceived 29 August 2018\n\nAccepted 5 October 2018\n\nReviewed by Xiangdong Li\nXi\u2019an International Studies University, Xi\u2019an (China)\nxiangdong813@gmail.com \n\nReferences\n\nRESE\u00f1AS / BOOK REvIEWS\n\nIb\u00e9rica 38 (2019): 353-355 355\n\nArn\u00f3-Maci\u00e1, E. (2012). \u201cThe role of technology in\n\nteaching languages for specific purposes\n\ncourses\u201d. modern Language Journal 96(s1): 89-\n\n104\n\nGarcia Laborda, J., & M. F. Litzler. (2015). \u201cCurrent\n\nperspectives in teaching English for Specific\n\nPurposes\u201d. onom\u00e1zein 31: 38-51.\n\nGollin-Kies, S., D. Hall & S. Moore. (2015).\n\nLanguage for Specific Purposes. New York:\n\nPalgrave Macmillan.\n\n13 IBERICA 38_Iberica 13 13/1/20 19:57 P\u00e1gina 355", "start_char_idx": 5188, "end_char_idx": 6408, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "f3e80af5-9ab7-4b17-a444-c3ac55dd36b4": {"__data__": {"id_": "f3e80af5-9ab7-4b17-a444-c3ac55dd36b4", "embedding": null, "metadata": {"identifier": "iberica-106", "author": "Wang, Jingjing", "title": "Novice Writers and Scholarly Publication: Authors, Mentors, Gatekeepers. Pejman Habibie & Ken Hyland (eds.) London: Palgrave Macmillan, 2019. 297 pages. ISBN: 978- 3-319-95332-8", "date": "2019-01-02", "file": "iberica-106.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-106", "node_type": "4", "metadata": {"identifier": "iberica-106", "author": "Wang, Jingjing", "title": "Novice Writers and Scholarly Publication: Authors, Mentors, Gatekeepers. Pejman Habibie & Ken Hyland (eds.) London: Palgrave Macmillan, 2019. 297 pages. ISBN: 978- 3-319-95332-8", "date": "2019-01-02", "file": "iberica-106.pdf"}, "hash": "a3f21b8fa5b495f2615f0088751d75d5399c5f7d413a360564b135b8a15668fd", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "4dd90d89-bd0f-4ca0-ad66-5f016bfca91f", "node_type": "1", "metadata": {"identifier": "iberica-105", "author": "Li, Xiangdong", "title": "Optimizing the Process of Teaching English for Medical Purposes with the Use of Mobile Applications: A Memrise-based Study. Maria Chojnacka Frankfurt am Main: Peter Lang, 2017. 205 pages. ISBN: 978- 3-631-73061-4", "date": "2019-01-02", "file": "iberica-105.pdf"}, "hash": "60a8da253a2816996d3b94df37031a9e42c8b2a526b59e9d8b7b3d2620a307cc", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "c8a6f44a-b280-4fd3-96ef-7b9a79344a48", "node_type": "1", "metadata": {}, "hash": "78bfc988bd2ebd6c287f3a729e89b79cc421964898dd76123b973bb0ae4cb700", "class_name": "RelatedNodeInfo"}}, "text": "Iberica 13\n\n\nNovice Writers and Scholarly\n\nPublication: Authors, Mentors,\n\nGatekeepers.\n\nPejman Habibie & Ken Hyland (eds.)\n\nLondon: Palgrave Macmillan, 2019. 297 pages. ISBN: 978-\n\n3-319-95332-8.\n\nPublication in quality journals is considered an essential qualification to most\nacademics. However, it places tremendous demands on apprentice scholars,\nparticularly doctoral students and newly initiated academics. This book,\nNovice Writers and Scholarly Publication, sets out to provide valuable experiences,\nopinions and suggestions to both Anglophone scholars and English-as-an-\nadditional-language (EAL) scholars. The subtitle Authors, Mentors, Gatekeepers\nhints at the divergent range of perspectives of senior writers, mentors,\njournal editors and reviewers, providing individual views and empirical\nresearch on the practices and challenges in writing for publication.\n\nThis volume is structured into four parts with 15 chapters, including an\nintroduction. Each part centres around perspectives on publication from\none particular group. In the introductory chapter, Habibie and Hyland\nprovide an overview of this volume and a succinct summary of each\nchapter. Part one (Ch. 2-4) \u201cPerspectives on Scholarly Publication\u201d is\nopened by Ken Hyland. Drawing on literature upon linguistic injustice in\npaper publication, Hyland acknowledges the publication challenges\nencountered by non-English writers, but claims that simply framing\npublication difficulties in terms of the \u2018linguistically advantaged native\nEnglish speakers vs disadvantaged EAL writers\u2019 polarization both\ndemoralises EAL writers and underestimates difficulties experienced by\napprentice English-speaking academics. More holistic and balanced views\nof publication are expected, as academic writing is not just about\ngrammatical accuracy but entails a complex discursive practice involving\n\u201crhetorical knowledge, persistence, and an awareness of an authorial self \u201d\n(page 28). \n\nHabibie echoes Hyland\u2019s claim in Chapter 3, highlighting the dearth of\ninvestigations into writing for publication practices of novice Anglophone\nscholars. He presents a critical view on a mispresented assumption, namely\n\nRESE\u00f1AS / BOOK REvIEWS\n\nIb\u00e9rica 38 (2019): 356-360\n\nISSN: 1139-7241 / e-ISSN: 2340-2784\n356\n\n13 IBERICA 38_Iberica 13 13/1/20 19:57 P\u00e1gina 356", "start_char_idx": 48, "end_char_idx": 2368, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "c8a6f44a-b280-4fd3-96ef-7b9a79344a48": {"__data__": {"id_": "c8a6f44a-b280-4fd3-96ef-7b9a79344a48", "embedding": null, "metadata": {"identifier": "iberica-106", "author": "Wang, Jingjing", "title": "Novice Writers and Scholarly Publication: Authors, Mentors, Gatekeepers. Pejman Habibie & Ken Hyland (eds.) London: Palgrave Macmillan, 2019. 297 pages. ISBN: 978- 3-319-95332-8", "date": "2019-01-02", "file": "iberica-106.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-106", "node_type": "4", "metadata": {"identifier": "iberica-106", "author": "Wang, Jingjing", "title": "Novice Writers and Scholarly Publication: Authors, Mentors, Gatekeepers. Pejman Habibie & Ken Hyland (eds.) London: Palgrave Macmillan, 2019. 297 pages. ISBN: 978- 3-319-95332-8", "date": "2019-01-02", "file": "iberica-106.pdf"}, "hash": "a3f21b8fa5b495f2615f0088751d75d5399c5f7d413a360564b135b8a15668fd", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "f3e80af5-9ab7-4b17-a444-c3ac55dd36b4", "node_type": "1", "metadata": {"identifier": "iberica-106", "author": "Wang, Jingjing", "title": "Novice Writers and Scholarly Publication: Authors, Mentors, Gatekeepers. Pejman Habibie & Ken Hyland (eds.) London: Palgrave Macmillan, 2019. 297 pages. ISBN: 978- 3-319-95332-8", "date": "2019-01-02", "file": "iberica-106.pdf"}, "hash": "329a756cdb1e345db549231ffb3383c15c77a2d492b898256e0c2722558bb26f", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "89734e2c-d1b8-421d-b839-6e53180601c6", "node_type": "1", "metadata": {}, "hash": "4ff936f7520b1ac9bb27437d751c00b8e352836fdb8f6f3c3b8b5569a897a69c", "class_name": "RelatedNodeInfo"}}, "text": "\u201cThe Lucky Anglophone Scholar\u201d orthodoxy, which suggests that the geo-\nlinguistic advantages of native English speakers may guarantee their\nacademic publications. On the contrary, reviewing existing literature, Habibie\ndiscusses how novice Anglophone writers, particularly doctoral students,\nunlike their EAL peers, are less likely to be exposed to academic discursive\nand rhetorical training that could scaffold their scholarly publication practice.\nThis chapter, then, is a call for more explicit, practical support in\nAnglophone student academic literary development.\n\nTribble, in Chapter 4, critiques the new paradigm to EAP, that is, ELFA\n(English as a Lingua Franca for Academic Purposes), which contends that\nEAP programmes are designed on the premise of native models. He rebuts\nthat misassumption with discoursal, lexico-grammatical and disciplinary\nevidence from a self-compiled corpus of quality journals from four\ndisciplines, claiming that academic writing is shaped by disciplinary\nepistemology rather than by simply following the native norms. Thus, he\nsuggests, more academic literacy programmes should be introduced to\napprentice writers to enhance genre awareness, regardless of their native\nlanguage backgrounds.\n\nPart II, \u201cPerspectives of Authors\u201d (Ch. 5-8), presents case studies and\npersonal reflections on the process of paper writing. Drawing on Tardy\u2019s\n(2009) classification of \u201cgenre knowledge\u201d and recording two Anglophone\ndoctoral students\u2019 interviews in a longitudinal study, Fazel reports that both\nAnglophone and EAL writers encounter discursive and non-discursive\nchallenges in paper writing. This study thus provides evidential support to\nthe claims proposed in part I, suggesting that more investigations should be\nconducted on novice Anglophone writers\u2019 issues and challenges in paper\nwriting. However, Fazel does not elaborate on subject-matter domain, which\nis a key part of Tardy\u2019s classification. With this elaboration and a larger\nsample size, Fazel\u2019s arguments could be more solid and convincing. \n\nIn the following chapter, Mur-Due\u00f1as looks back on her research trajectory\nand paper publication histories as an EAL writer in self-reflective auto-\nethnographic narrative. She highlights the point that participation in national\nor international conferences is an essential way to construct academic\nresearch networks. She claims that intercultural skills and genre knowledge,\nespecially rhetorical and formal knowledge in paper writing, are particularly\nchallenging. She also admits in the narrative that international publication\nmay require more efforts and cost for non-Anglophone writers. \n\nRESE\u00f1AS / BOOK REvIEWS\n\nIb\u00e9rica 38 (2019): 356-360 357\n\n13 IBERICA 38_Iberica 13 13/1/20 19:57 P\u00e1gina 357", "start_char_idx": 2372, "end_char_idx": 5124, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "89734e2c-d1b8-421d-b839-6e53180601c6": {"__data__": {"id_": "89734e2c-d1b8-421d-b839-6e53180601c6", "embedding": null, "metadata": {"identifier": "iberica-106", "author": "Wang, Jingjing", "title": "Novice Writers and Scholarly Publication: Authors, Mentors, Gatekeepers. Pejman Habibie & Ken Hyland (eds.) London: Palgrave Macmillan, 2019. 297 pages. ISBN: 978- 3-319-95332-8", "date": "2019-01-02", "file": "iberica-106.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-106", "node_type": "4", "metadata": {"identifier": "iberica-106", "author": "Wang, Jingjing", "title": "Novice Writers and Scholarly Publication: Authors, Mentors, Gatekeepers. Pejman Habibie & Ken Hyland (eds.) London: Palgrave Macmillan, 2019. 297 pages. ISBN: 978- 3-319-95332-8", "date": "2019-01-02", "file": "iberica-106.pdf"}, "hash": "a3f21b8fa5b495f2615f0088751d75d5399c5f7d413a360564b135b8a15668fd", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "c8a6f44a-b280-4fd3-96ef-7b9a79344a48", "node_type": "1", "metadata": {"identifier": "iberica-106", "author": "Wang, Jingjing", "title": "Novice Writers and Scholarly Publication: Authors, Mentors, Gatekeepers. Pejman Habibie & Ken Hyland (eds.) London: Palgrave Macmillan, 2019. 297 pages. ISBN: 978- 3-319-95332-8", "date": "2019-01-02", "file": "iberica-106.pdf"}, "hash": "829aa052a544c0a677527ed22e3c88d1efdcc21354519a2c68c176bedc034637", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "07009b13-bd14-42fd-b74c-40281a743613", "node_type": "1", "metadata": {}, "hash": "2a579ebe85c5a3e8b178e01432279558c419b173e5318d03defce1377cb5d77a", "class_name": "RelatedNodeInfo"}}, "text": "Xu, in Chapter 7, presents a critical review of two approaches in writing for\npublication, which she refers to as \u201cthe linguistic approach\u201d and \u201cthe genre\napproach\u201d. She suggests that the complementation of the two approaches\nmay inform the dual nature of language as being analytical and holistic.\nDrawing on a case study of a Chinese linguist, Xu demonstrates how the\nmemorization strategy bridges between linguistic and genre knowledge in\nscholarly writing.\n\nIn Chapter 8, Casanave addresses the difficulties in writing for publication.\nAs a native speaker of English, she argues that publication even gets more\ndifficult for her. Invisible factors, such as expertise, patience for publication,\nfacing overwhelming research information and finding new ways to existing\ntheories all pose challenges. However, instead of discouraging novice writers,\nshe inspires young scholars to face those challenges and push beyond their\ncurrent limits.\n\nPart III \u201cPerspectives of Mentors\u201d (Ch. 9-13) features empirical studies and\nshared experiences in mentoring scholarly writing. Each chapter presents an\nindividual yet somewhat repetitive opinion: co-authoring could benefit both\nstudents and supervisors. Shvidko and Atkinson present this argument from\nearly-career scholars\u2019 perspectives. They explore the difficulties, challenges\nand reflections in the publication experience shared by six novice writers via\ninterview on five related themes. The study indicates that seeking support\nfrom senior writers, institutional culture, motivation for publication and\npersistence in the face of rejection all contribute to successful paper\npublication. Less important in scholarly writing is the native/non-native line,\naccording to the informants. In chapter 9, Darvin and Norton share their\nexperience of collaborative writing between students and supervisors,\nclaiming that the full participation of a student in a given academic context\nwith the help of a supervisor not only involves rhetorical endeavor but also\nnon-discursive factors, such as the negotiation of identity, ideology and\ncapital. \n\nCargill, in Chapter 11, goes on to explore the value of writing for publication\nworkshops (WfPWs) in helping novice writers develop scholarly writing skills.\nShe suggests that the participants in those workshops gained significant\nconfidence in both writing papers and dealing with the publication process.\nIn Chapter 12, Ferris discusses the challenges faced by graduate students and\nprovides \u201cfour-stage cycle\u201d strategies (page 221) for mentoring them. In the\nfollowing chapter, Li explores the features of co-authoring interaction\n\nRESE\u00f1AS / BOOK REvIEWS\n\nIb\u00e9rica 38 (2019): 356-360358\n\n13 IBERICA 38_Iberica 13 13/1/20 19:57 P\u00e1gina 358", "start_char_idx": 5128, "end_char_idx": 7873, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "07009b13-bd14-42fd-b74c-40281a743613": {"__data__": {"id_": "07009b13-bd14-42fd-b74c-40281a743613", "embedding": null, "metadata": {"identifier": "iberica-106", "author": "Wang, Jingjing", "title": "Novice Writers and Scholarly Publication: Authors, Mentors, Gatekeepers. Pejman Habibie & Ken Hyland (eds.) London: Palgrave Macmillan, 2019. 297 pages. ISBN: 978- 3-319-95332-8", "date": "2019-01-02", "file": "iberica-106.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-106", "node_type": "4", "metadata": {"identifier": "iberica-106", "author": "Wang, Jingjing", "title": "Novice Writers and Scholarly Publication: Authors, Mentors, Gatekeepers. Pejman Habibie & Ken Hyland (eds.) London: Palgrave Macmillan, 2019. 297 pages. ISBN: 978- 3-319-95332-8", "date": "2019-01-02", "file": "iberica-106.pdf"}, "hash": "a3f21b8fa5b495f2615f0088751d75d5399c5f7d413a360564b135b8a15668fd", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "89734e2c-d1b8-421d-b839-6e53180601c6", "node_type": "1", "metadata": {"identifier": "iberica-106", "author": "Wang, Jingjing", "title": "Novice Writers and Scholarly Publication: Authors, Mentors, Gatekeepers. Pejman Habibie & Ken Hyland (eds.) London: Palgrave Macmillan, 2019. 297 pages. ISBN: 978- 3-319-95332-8", "date": "2019-01-02", "file": "iberica-106.pdf"}, "hash": "86e8cf90bcc77bc5c1a5a425071496bcc0648f9cfdc5ea255c381ef424874c28", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "9dc50e5e-b0c6-4c8a-b057-86c0e3a815bb", "node_type": "1", "metadata": {}, "hash": "fa702354e63ee10b07879300ac8712e757804c86efe13cd557e59d33c6cb595d", "class_name": "RelatedNodeInfo"}}, "text": "between junior scientists and senior writers. She takes the existing literature\nas a starting point and suggests further research focused on the publication\nexperience of science doctoral students, which would be necessary to\novercome the barriers existing between \u201cacademic tribes\u201d (Becher &\nTrowler, 2001).\n\nPart Iv \u201cPerspectives of Accessors\u201d (Ch. 14-15) shifts to gatekeepers\u2019\nperspectives on writing for publication. Both chapters provide detailed\ninformation on the reviewing process and personal suggestions for new\nacademics. Starfield and Paltridge perceive the role of editor more as a\ncustodian than as a gatekeeper, as he/she serves to enhance the journal\u2019s\nreputation and supports the production of worthy knowledge. Drawing on\nthe responsibilities of authors and their own experiences as journal editors,\nthese authors offer applicable suggestions to novice writers to better\nunderstand the publication process. Closing the chapter, Starfield and\nPaltridge highlight the importance of holding a positive attitude towards\nrejections from journals, as there is still a lot to be learnt in the reviewing\nprocess. \n\nIn the last chapter, Tardy seeks to unpack the myth of peer review. She\nunveils the roles peer reviewers play, outlines the perspectives they hold in\nthe publication and review processes and comments on her own experience\nas a reviewer and editor. Acknowledging the challenges encountered by new\nacademics in working with peer reviewers, she claims that harsh criticism or\neven rejection is a part of publication. She further offers suggestions to\nnovice writers for negotiating review comments, and contends that the\nnameless reviewers are playing quite valuable and effective roles in\nknowledge production.\n\nThis book offers its readers, especially newly initiated scholars, the\nopportunity to get insights into publishing in quality journals by providing\ndivergent perceptions. Despite the informed suggestions of the book,\nhowever, the authors might consider including more shared experience or\npersonal stories about the transition period from novice writer to widely-\npublished experts, particularly the strategies applied to tackle both discursive\nand non-discursive challenges in writing for publication and appropriately\nresponding to reviewer\u2019s feedbacks. \n\nTo recapitulate, as an EAL novice writer, I should state that it is very\nencouraging to learn from published writers\u2019 perspectives, their paper-\nwriting trajectories, and the constructive suggestions from journal reviewers\n\nRESE\u00f1AS / BOOK REvIEWS\n\nIb\u00e9rica 38 (2019): 356-360 359\n\n13 IBERICA 38_Iberica 13 13/1/20 19:57 P\u00e1gina 359\n\n\n\nand editors. In short, I would add that it is a very welcome publication\nbecause it unpacks the myth of writing for publication and explores the\nmisassumption of the native/non-native divide in scholarly writing. Thus, it\nwill be of interest to doctoral students, newly initiated scholars, and teachers\nor instructors of academic English writing.\n\nReceived 22 January 2019\n\nAccepted 9 April 2019\n\nReviewed by Jingjing Wang\nHubei University (China)\ncewangjingjing@163.com\n\nReferences\n\nRESE\u00f1AS / BOOK REvIEWS\n\nIb\u00e9rica 38 (2019): 356-360360\n\nBecher, T. & P.R. Trowler (2001). Academic Tribes\n\nand Territories. Buckingham: Open University\n\nPress.\n\n13 IBERICA 38_Iberica 13 13/1/20 19:57 P\u00e1gina 360", "start_char_idx": 7877, "end_char_idx": 11216, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "9dc50e5e-b0c6-4c8a-b057-86c0e3a815bb": {"__data__": {"id_": "9dc50e5e-b0c6-4c8a-b057-86c0e3a815bb", "embedding": null, "metadata": {"identifier": "iberica-107", "author": "Mel\u00e9ndez Garc\u00eda, V\u00edctor A.", "title": "English for Research Publication Purposes: Critical Plurilingual Pedagogies. Karen Englander y James N. Corcoran Nueva York: Routledge, 2019. 299 p\u00e1ginas. ISBN 978-1- 138-69831-4", "date": "2019-01-02", "file": "iberica-107.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-107", "node_type": "4", "metadata": {"identifier": "iberica-107", "author": "Mel\u00e9ndez Garc\u00eda, V\u00edctor A.", "title": "English for Research Publication Purposes: Critical Plurilingual Pedagogies. Karen Englander y James N. Corcoran Nueva York: Routledge, 2019. 299 p\u00e1ginas. ISBN 978-1- 138-69831-4", "date": "2019-01-02", "file": "iberica-107.pdf"}, "hash": "d2eeecf556b09dc6aabe213744401808f75010609a2959fb06eb743fa3973579", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "07009b13-bd14-42fd-b74c-40281a743613", "node_type": "1", "metadata": {"identifier": "iberica-106", "author": "Wang, Jingjing", "title": "Novice Writers and Scholarly Publication: Authors, Mentors, Gatekeepers. Pejman Habibie & Ken Hyland (eds.) London: Palgrave Macmillan, 2019. 297 pages. ISBN: 978- 3-319-95332-8", "date": "2019-01-02", "file": "iberica-106.pdf"}, "hash": "d0f55fa4dd95b8f67b205e2c0a23582a95cbdacb7f051bb79c97d15c301959a6", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "c863dfc5-ab51-41a1-83c8-e8c24b7bdb79", "node_type": "1", "metadata": {}, "hash": "f3cb3088ecbf97f553360f747a689d0cd0876c13c86d6f7db3767c52472ab72e", "class_name": "RelatedNodeInfo"}}, "text": "Iberica 13\n\n\nEnglish for Research Publication\n\nPurposes: Critical Plurilingual\n\nPedagogies.\n\nKaren Englander y James N. Corcoran\n\nNueva York: Routledge, 2019. 299 p\u00e1ginas. ISBN 978-1-\n\n138-69831-4\n\nEl libro English For Research Publication Purposes: Critical Plurilingual Pedagogies\nrepresenta una apuesta por un desarrollo acad\u00e9mico-cient\u00edfico diverso,\npluriling\u00fce y, en la medida de lo posible, igualitario. A lo largo de sus p\u00e1ginas,\nlos autores, Karen Englander y James N. Corcoran, organizan un argumento\nen favor de una transformaci\u00f3n pedag\u00f3gica que permita, a largo plazo, un\ncambio dentro del mundo de la divulgaci\u00f3n cient\u00edfica, en la actualidad\ndominado principalmente por el idioma ingl\u00e9s. Para exponer su alegato, los\nautores han organizado y dividido el libro en tres partes fundamentales.\n\nLa primera, titulada What We Know (\u201clo que sabemos\u201d), presenta una\nintroducci\u00f3n sobre el enfoque del libro, con el fin de situar al lector sobre\ncu\u00e1l es el punto de partida de este volumen. Esta secci\u00f3n sintetiza el discurso\nactual relacionado a la publicaci\u00f3n cient\u00edfica y presta especial atenci\u00f3n al\ncontingente denominado \u201cacad\u00e9micos de la periferia\u201d, esto es, aquella\npoblaci\u00f3n cuya lengua primaria no es el ingl\u00e9s. En particular, se centra en el\ncaso de los investigadores de Am\u00e9rica Latina. La segunda parte, titulada\nWhat We Learned (\u201clo que hemos aprendido\u201d), est\u00e1 destinada a detallar la\nmetodolog\u00eda y hallazgos de los autores al estudiar de forma espec\u00edfica el\nprograma de English for Research Publishing Purposes de una universidad a la que\nse hace referencia en el volumen con el pseud\u00f3nimo \u201cUniversidad de\nM\u00e9xico\u201d para garantizar el anonimato de la instituci\u00f3n investigada. Es\nprecisamente la informaci\u00f3n recopilada a lo largo de este estudio lo que\npermite la organizaci\u00f3n de la tercera parte, titulada Incorporating What We\u2019ve\nLearned (\u201caplicando lo que hemos aprendido\u201d). En este apartado se utiliza la\ninformaci\u00f3n obtenida en el estudio de caso de la Universidad de M\u00e9xico para\nla puesta en pr\u00e1ctica de enfoques pedag\u00f3gicos cr\u00edticos pluriling\u00fces con el fin\nde impulsar un curso anclado en el pragmatismo cr\u00edtico.\n\nLa intenci\u00f3n de configurar un curso para formar a acad\u00e9micos interesados\nen publicar sus investigaciones en ingl\u00e9s y que, al mismo tiempo, tenga unos\n\nRESE\u00f1AS / BOOK REvIEWS\n\nIb\u00e9rica 38 (2019): 361-364\n\nISSN: 1139-7241 / e-ISSN: 2340-2784\n\n361\n\n13 IBERICA 38_Iberica 13 13/1/20 19:57 P\u00e1gina 361", "start_char_idx": 48, "end_char_idx": 2479, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "c863dfc5-ab51-41a1-83c8-e8c24b7bdb79": {"__data__": {"id_": "c863dfc5-ab51-41a1-83c8-e8c24b7bdb79", "embedding": null, "metadata": {"identifier": "iberica-107", "author": "Mel\u00e9ndez Garc\u00eda, V\u00edctor A.", "title": "English for Research Publication Purposes: Critical Plurilingual Pedagogies. Karen Englander y James N. Corcoran Nueva York: Routledge, 2019. 299 p\u00e1ginas. ISBN 978-1- 138-69831-4", "date": "2019-01-02", "file": "iberica-107.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-107", "node_type": "4", "metadata": {"identifier": "iberica-107", "author": "Mel\u00e9ndez Garc\u00eda, V\u00edctor A.", "title": "English for Research Publication Purposes: Critical Plurilingual Pedagogies. Karen Englander y James N. Corcoran Nueva York: Routledge, 2019. 299 p\u00e1ginas. ISBN 978-1- 138-69831-4", "date": "2019-01-02", "file": "iberica-107.pdf"}, "hash": "d2eeecf556b09dc6aabe213744401808f75010609a2959fb06eb743fa3973579", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "9dc50e5e-b0c6-4c8a-b057-86c0e3a815bb", "node_type": "1", "metadata": {"identifier": "iberica-107", "author": "Mel\u00e9ndez Garc\u00eda, V\u00edctor A.", "title": "English for Research Publication Purposes: Critical Plurilingual Pedagogies. Karen Englander y James N. Corcoran Nueva York: Routledge, 2019. 299 p\u00e1ginas. ISBN 978-1- 138-69831-4", "date": "2019-01-02", "file": "iberica-107.pdf"}, "hash": "cc70c3ea06c923b1076eb6c04773241d9b14c27a78d6f314121b1fd6129de528", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "396cd569-c68e-4eb5-a928-7843a10815f9", "node_type": "1", "metadata": {}, "hash": "ee5c7f963a67c080c794a0cf74e6b895e3ab5206ceedd9d4ea72d1282e03d51e", "class_name": "RelatedNodeInfo"}}, "text": "s\u00f3lidos cimientos en el imaginario del pragmatismo cr\u00edtico responde en gran\nmedida a la experiencia previa de los autores. Tanto Karen Englander como\nJames N. Corcoran han tenido un abundante contacto intercultural y han\ncolaborado con acad\u00e9micos internacionales cuya lengua primaria no es el\ningl\u00e9s. \n\nLas conversaciones y experiencias con estos acad\u00e9micos los han llevado a\nreconocer tanto los beneficios como las limitaciones que tiene la hegemon\u00eda\ndel ingl\u00e9s como lengua de divulgaci\u00f3n cient\u00edfica. Una hegemon\u00eda que,\nnecesariamente, va acompa\u00f1ada de relaciones de poder, limitaciones de\nacceso y de toda una serie de din\u00e1micas que inciden sobre la poblaci\u00f3n\nacad\u00e9mica de la periferia. Por este motivo, los autores presentan un\nargumento, que, si bien no resulta especialmente revolucionario, s\u00ed va en\nfavor de la creaci\u00f3n de programas acad\u00e9micos que no solo ofrezcan una\nformaci\u00f3n a los investigadores desde una perspectiva ling\u00fc\u00edstica cr\u00edtica, sino\ntambi\u00e9n herramientas para desenvolverse dentro del mundo cient\u00edfico y\nacad\u00e9mico existente. De este modo, se conjuga un esfuerzo de autocr\u00edtica\nsobre el sistema actual y se aportan mecanismos que simult\u00e1neamente lo\nsustentan e intentan transformarlo. Esto constituye la representaci\u00f3n m\u00e1s\nevidente de la complejidad de la vida social donde confluyen los imaginarios\nde lo pol\u00edtico, lo acad\u00e9mico y del mundo cotidiano. Es la materializaci\u00f3n de\nun esfuerzo pedag\u00f3gico que rebasa los l\u00edmites de la academia y cuestiona la\norganizaci\u00f3n de las relaciones de poder dentro del paradigma de la era de la\ninformaci\u00f3n, aunque, al mismo tiempo, funcione como un elemento que\nsustente la hegemon\u00eda del ingl\u00e9s como idioma de divulgaci\u00f3n cient\u00edfica. \n\nUn punto fundamental dentro de este entramado de relaciones ling\u00fc\u00edsticas,\nsimb\u00f3licas y pol\u00edticas es que, en su propuesta, los autores abogan por la\ncreaci\u00f3n de cursos de formaci\u00f3n docente que vayan m\u00e1s all\u00e1 de la\nconsecuci\u00f3n de objetivos pragm\u00e1ticos. Seg\u00fan Englander y Corcoran, es\ncrucial que se incluyan tres elementos de an\u00e1lisis cr\u00edtico que aportar\u00e1n\nprofundidad a la actividad divulgativa. Estos son (pp. 227-229) el\nconocimiento del g\u00e9nero que se va a redactar (Genre Awareness), la conciencia\ncr\u00edtica sobre el lenguaje o Critical Language Awareness, y las pr\u00e1cticas de\nescritura sostenible (Sustainable Writing Practices). La combinaci\u00f3n de estos\nelementos ofrece, en primer lugar, un esquema cr\u00edtico que posibilita la\nreflexi\u00f3n sobre las publicaciones cient\u00edficas y reconoce el potencial y\nposibilidades de cambio que tiene a su alcance. Por otra parte, la noci\u00f3n\ncr\u00edtica del lenguaje permite la formulaci\u00f3n de interrogantes respecto al\ndiscurso, a su simbolog\u00eda y usos y fomenta el cuestionamiento de la rigidez\n\nRESE\u00f1AS / BOOK REvIEWS\n\nIb\u00e9rica 38 (2019): 361-364362\n\n13 IBERICA 38_Iberica 13 13/1/20 19:57 P\u00e1gina 362", "start_char_idx": 2483, "end_char_idx": 5303, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "396cd569-c68e-4eb5-a928-7843a10815f9": {"__data__": {"id_": "396cd569-c68e-4eb5-a928-7843a10815f9", "embedding": null, "metadata": {"identifier": "iberica-107", "author": "Mel\u00e9ndez Garc\u00eda, V\u00edctor A.", "title": "English for Research Publication Purposes: Critical Plurilingual Pedagogies. Karen Englander y James N. Corcoran Nueva York: Routledge, 2019. 299 p\u00e1ginas. ISBN 978-1- 138-69831-4", "date": "2019-01-02", "file": "iberica-107.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-107", "node_type": "4", "metadata": {"identifier": "iberica-107", "author": "Mel\u00e9ndez Garc\u00eda, V\u00edctor A.", "title": "English for Research Publication Purposes: Critical Plurilingual Pedagogies. Karen Englander y James N. Corcoran Nueva York: Routledge, 2019. 299 p\u00e1ginas. ISBN 978-1- 138-69831-4", "date": "2019-01-02", "file": "iberica-107.pdf"}, "hash": "d2eeecf556b09dc6aabe213744401808f75010609a2959fb06eb743fa3973579", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "c863dfc5-ab51-41a1-83c8-e8c24b7bdb79", "node_type": "1", "metadata": {"identifier": "iberica-107", "author": "Mel\u00e9ndez Garc\u00eda, V\u00edctor A.", "title": "English for Research Publication Purposes: Critical Plurilingual Pedagogies. Karen Englander y James N. Corcoran Nueva York: Routledge, 2019. 299 p\u00e1ginas. ISBN 978-1- 138-69831-4", "date": "2019-01-02", "file": "iberica-107.pdf"}, "hash": "2dee1006bdd1afac95ebd63f24ef6873549cfa2f18fa63de24fa1b50d457ba98", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "0a2108a0-1e79-41bd-bf8c-d76d2501fb61", "node_type": "1", "metadata": {}, "hash": "24d76f6301ed91dac1058684704bb65d44dd0c9fe70eb468735246bcfd49a1e8", "class_name": "RelatedNodeInfo"}}, "text": "de las fronteras ling\u00fc\u00edsticas y disciplinarias. Por \u00faltimo, el elemento de\nsostenibilidad va dirigido a explorar las posibilidades que ofrece una\ncomunicaci\u00f3n cient\u00edfica pluriling\u00fce y los diversos efectos que podr\u00eda tener en\nlas poblaciones acad\u00e9micas tanto de la periferia como del centro. Adem\u00e1s, se\nofrecen recomendaciones para su aplicaci\u00f3n en las aulas, se ofrecen\nsugerencias para la creaci\u00f3n de grupos de docencia para la publicaci\u00f3n y se\nfacilitan pautas de organizaci\u00f3n curricular y temporal para estos cursos. \n\nEn este sentido, el libro English for Research Publication Purposes: Critical\nPlurilingual Pedagogies aporta una visi\u00f3n atractiva y de especial inter\u00e9s, tanto\npara estudiantes universitarios como para profesores y cuerpos\nadministrativos de la educaci\u00f3n superior. Si bien es cierto que parte del\ndiscurso se centra en aspectos te\u00f3ricos del lenguaje y en distintos enfoques\npedag\u00f3gicos, tambi\u00e9n ofrece gu\u00edas pr\u00e1cticas y recomendaciones que muy\nprobablemente ser\u00e1n de utilidad para la mejora de estrategias de publicaci\u00f3n,\norganizaci\u00f3n institucional y pr\u00e1cticas de ense\u00f1anza.\n\nRecibida 28 septiembre 2019\n\nAceptada 31 octubre 2019\n\nRese\u00f1ado por V\u00edctor A. Mel\u00e9ndez Garc\u00eda\nUniversidad de Navarra (Espa\u00f1a)\nvmelendez@alumni.unav.es\n\nRESE\u00f1AS / BOOK REvIEWS\n\nIb\u00e9rica 38 (2019): 361-364 363\n\n13 IBERICA 38_Iberica 13 13/1/20 19:57 P\u00e1gina 363", "start_char_idx": 5307, "end_char_idx": 6664, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "0a2108a0-1e79-41bd-bf8c-d76d2501fb61": {"__data__": {"id_": "0a2108a0-1e79-41bd-bf8c-d76d2501fb61", "embedding": null, "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-110", "node_type": "4", "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "hash": "d8244dda68aa20b833c1a4ba9d2eb44b113c046d3e446b173abcbc02a02b20ac", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "396cd569-c68e-4eb5-a928-7843a10815f9", "node_type": "1", "metadata": {"identifier": "iberica-107", "author": "Mel\u00e9ndez Garc\u00eda, V\u00edctor A.", "title": "English for Research Publication Purposes: Critical Plurilingual Pedagogies. Karen Englander y James N. Corcoran Nueva York: Routledge, 2019. 299 p\u00e1ginas. ISBN 978-1- 138-69831-4", "date": "2019-01-02", "file": "iberica-107.pdf"}, "hash": "fc48047aea314b4d8253c4342b988039ac8132cf0a988f3b0b6c79d0c0ab9c32", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "2b970d10-1ba5-48a2-b64b-d6a2bb449377", "node_type": "1", "metadata": {}, "hash": "0212f346497a0d708534f50ea118c6bbf2072b72011d4a6806be4631d45293ea", "class_name": "RelatedNodeInfo"}}, "text": "Iberica 13\n\n\nIb\u00e9rica 37 (2019): 65-86\n\nISSN: 1139-7241 / e-ISSN: 2340-2784\n\nAbstract \n\nMost universities now target graduate employability as an indicator of their\n\neducational self-efficacy. Undergraduate English-for-Specific-Purposes syllabi\n\nalso include a number of market-wise soft skills such as presenting and\n\nnegotiating as learner outcomes. However, ESP assessment remains language-\n\nbound. This study follows a quantification approach of the impact of\n\nmultimodal factors in 140 recorded business pitches and 376 written investor\n\nreports. It provides statistical evidence of the impact of non-verbal elements on\n\npitch success, revealing in turn an implicit conflation of non-verbal aspects and\n\nsoft skills in academic assessment. Further analysis on the start-up valuation (a\n\nresult of funds raised and equity released, in real-life terms) and their success\n\nfactors (as justified in investor reports) makes it possible to infer that non-verbal\n\nelements are more directly related to pitch success than verbal aspects. A\n\nqualitative-quantitative analysis of investor reports confirms the minimal\n\npresence of linguistic elements as reasons for investment, and the primary focus\n\non paralinguistic features to explain business decisions, which is the exact\n\nopposite to the reasons why ESP raters assign grades. In view of both these\n\nfindings, it seems empirically evident that the theoretical problem posed by\n\nassessment discrepancy is indeed present: target soft-skills cannot be readily\n\nmeasured through grades and, conversely, grades do not necessarily reflect the\n\nacquisition of these skills. As a potential remedy, the need for a multimodal\n\nrubric-based improved method for assessment is put forward, so as to better\n\nalign assessment and module targets expectations. \n\nKeywords: Business English, multimodality, evidence-based assessment,\n\npresentations, non-verbal communication. \n\nBeyond language: a multimodal analysis\nof success in non-native Business-\nEnglish pitches\n\nAntonio Jim\u00e9nez-Mu\u00f1oz \n\nUniversidad de Oviedo (Spain) \n\njimenezantonio@uniovi.es \n\n65\n\n03 IBERICA 37_Iberica 13 8/5/19 18:18 P\u00e1gina 65", "start_char_idx": 48, "end_char_idx": 2198, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "2b970d10-1ba5-48a2-b64b-d6a2bb449377": {"__data__": {"id_": "2b970d10-1ba5-48a2-b64b-d6a2bb449377", "embedding": null, "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-110", "node_type": "4", "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "hash": "d8244dda68aa20b833c1a4ba9d2eb44b113c046d3e446b173abcbc02a02b20ac", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "0a2108a0-1e79-41bd-bf8c-d76d2501fb61", "node_type": "1", "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "hash": "b3819ac0ccafcea452f89315a8a0bbd49c6371fc7b6d2e19f0a022d2b2c768bb", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "5f1b1703-854e-4b30-915d-93bb674c7a17", "node_type": "1", "metadata": {}, "hash": "4b8b765a625098b1b741b254f7e1794defc14707c69a1955b3c318f09004f3ed", "class_name": "RelatedNodeInfo"}}, "text": "Ib\u00e9rica 37 (2019): 65-86\n\nAnTOnIO JIM\u00e9nEz-MU\u00f1Oz\n\nResumen \n\nM \u00e1s al l \u00e1 d e l i di om a: un a n\u00e1 l is i s mu l ti mod a l d e l \u00e9 xi to e n l a s pr e s e nt ac i on e s\n\nd e e s tud i an te s n o- n ati v o s d e i ng l \u00e9 s d e ne g o c io s\n\nActualmente, la mayor parte de las universidades utilizan la empleabilidad de sus\ngraduados como indicador de su propia eficiencia educativa. Sus asignaturas de\nIngl\u00e9s para Fines Espec\u00edficos incluyen como objetivos de aprendizaje una serie\nde microdestrezas requeridas en el mercado laboral, tales como hacer\npresentaciones o saber negociar. Sin embargo, la evaluaci\u00f3n de estas asignaturas\nsigue muy ligada al idioma. El presente estudio sigue un enfoque cuantitativo del\nimpacto de los factores multimodales en 140 presentaciones de negocios\ngrabadas y 376 informes escritos de inversores. El estudio proporciona\nevidencias estad\u00edsticas del impacto de los elementos no verbales en el \u00e9xito de las\npresentaciones. El an\u00e1lisis de las tasaciones de las start-ups y sus factores de \u00e9xito\npermite deducir que los elementos no verbales est\u00e1n m\u00e1s directamente\nrelacionados con el \u00e9xito. Un an\u00e1lisis cualitativo y cuantitativo de los informes de\nlos inversores confirma el m\u00ednimo papel que desempe\u00f1an los elementos\nling\u00fc\u00edsticos como razones para la inversi\u00f3n y muestra que las decisiones de\nnegocios residen en los elementos paraling\u00fc\u00edsticos, lo cual es contrario a los\ncriterios seguidos por los evaluadores de Ingl\u00e9s para Fines Espec\u00edficos. Como\nconsecuencia de estos resultados, emp\u00edricamente parece evidente que hay un\nproblema te\u00f3rico de discrepancia en la evaluaci\u00f3n: las microdestrezas no se\npueden medir a trav\u00e9s de las notas y, a la inversa, las notas no reflejan\nnecesariamente la adquisici\u00f3n de estas destrezas. Como soluci\u00f3n, se ofrece un\nmodelo de evaluaci\u00f3n multimodal, basado en r\u00fabricas, que permite acercar la\nevaluaci\u00f3n a los objetivos. \n\nPalabras clave: ingl\u00e9s para los negocios, multimodalidad, evaluaci\u00f3n basada\nen evidencias, presentaciones, comunicaci\u00f3n no verbal. \n\n1. Introduction \n\nYears of economic recession have contributed to the establishment of graduate\nemployability as a primary target for universities around the world. Once\nassumed as a by-product of tertiary education, the employment rate of\ngraduates and post-graduates is now a weighted indicator of the success of\nuniversities worldwide (Shanghai, 2018; Quacquarelli Symonds, 2019). This\nestablishes a closer relationship between educators and the labour market: if\neducational success is measured by employability, then it must be observed as a\ncurricular target, which requires module designers and policy-makers to\nconstantly explore market needs. Reportedly, this not the case: in media\n\n66\n\n03 IBERICA 37_Iberica 13 8/5/19 18:18 P\u00e1gina 66", "start_char_idx": 2202, "end_char_idx": 4995, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "5f1b1703-854e-4b30-915d-93bb674c7a17": {"__data__": {"id_": "5f1b1703-854e-4b30-915d-93bb674c7a17", "embedding": null, "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-110", "node_type": "4", "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "hash": "d8244dda68aa20b833c1a4ba9d2eb44b113c046d3e446b173abcbc02a02b20ac", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "2b970d10-1ba5-48a2-b64b-d6a2bb449377", "node_type": "1", "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "hash": "9a5d34d1a047b04ff951dd54c3c8c472e7204f94f187daeaa146ac9720f7558f", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "24ea957f-b432-46a6-8e63-10ff84058a37", "node_type": "1", "metadata": {}, "hash": "912a6515cd16887a1d02f7e15714b085c68a25e78564893f9c780fc454b3f61d", "class_name": "RelatedNodeInfo"}}, "text": "coverage, universities \u201coften receive the strongest criticism on the poor\nemployability assets graduates possess\u201d, assumedly on the grounds of an\n\u201coutdated and irrelevant curriculum\u201d or the persistence of \u201ctraditional teaching\nmethods and the absent of career guidance\u201d (Tran, 2015: 207). However\ndebatable the issue might be, it is certainly true that there is evidence that\nstudents in the last decade have been persuaded of the idea that their degree is\ninsufficient for market demands, and that employers often fail to perceive this\nmarket-oriented turn at universities (O\u2019leary, 2017; Tymon, 2013).\n\nMost of the suggested solutions have revolved around the distinction\nbetween so-called hard and soft skills, the former being knowledge-based\nand degree-specific, and the latter more context-oriented and transferable. In\ntheir Pan-European study on business undergraduates, Andrews and Higson\n(2008: 413) already identified a number of key competencies sought after by\nemployers, such as:\n\n- Professionalism;\n\n- Reliability;\n\n- The ability to cope with uncertainty;\n\n- The ability to work under pressure;\n\n- The ability to plan and think strategically;\n\n- The capability to communicate and interact with others, either in\nteams or through networking;\n\n- good written and verbal communication skills;\n\n- Information and Communication Technology skills;\n\n- Creativity and self-confidence;\n\n- good self-management and time-management skills;\n\n- A willingness to learn and accept responsibility.\n\nEven in areas where staff shortages are common (such as Engineering or\nMedicine) there is an evident need for a certain skill-set to complement the\nhard skills acquired during professional-training degrees. Employers report\nthe need for planning and evaluation, self-guided research and leadership\n(Buunaaisie, Manyara, Annett, Bird, Bray, Ige & Evans, 2018), critical analysis\nand multidisciplinary thinking (Rao, 2014), and interpersonal skills (Inti &\n\nBEYOnd lAngUAgE: A MUlTIMOdAl AnAlYSIS OF SUCCESS In nOn-nATIvE BUSInESS-EnglISH PITCHES\n\nIb\u00e9rica 37 (2019): 65-86 67\n\n03 IBERICA 37_Iberica 13 8/5/19 18:18 P\u00e1gina 67", "start_char_idx": 4999, "end_char_idx": 7129, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "24ea957f-b432-46a6-8e63-10ff84058a37": {"__data__": {"id_": "24ea957f-b432-46a6-8e63-10ff84058a37", "embedding": null, "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-110", "node_type": "4", "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "hash": "d8244dda68aa20b833c1a4ba9d2eb44b113c046d3e446b173abcbc02a02b20ac", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "5f1b1703-854e-4b30-915d-93bb674c7a17", "node_type": "1", "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "hash": "18579574b59ae060da96d7fa714fd12f5bf1d1a035f6b0e0e02a8cb23c972cf1", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "53229500-b1dd-4c79-a914-6c57cfe0a1e7", "node_type": "1", "metadata": {}, "hash": "a65041084583ae636872cc4bdb3f2382826c0226dd705ed997507877356511da", "class_name": "RelatedNodeInfo"}}, "text": "latih, 2018). Additionally, entrepreneurship and self-employment have\ngrown as an alternative to being hired, since persistent changes in overall\nemployment structure in the last decade have limited company ability to\nincorporate new graduates (O\u2019Connor, 2013). Some recent studies have\nargued that entrepreneurial teaching programmes have impacted student\nskills positively (Fayolle & gailly, 2015; Karlsson & Moberg, 2013).\nUniversities have been recommended to \u201cemploy teaching and learning\nmethods that encourage individuals to behave proactively\u201d through \u201cstudent\nled approaches [\u2026] and experiential learning such as business simulations\nand scenarios\u201d (Bell, 2016: 13).\n\nIn sum, there has been serious concern about the gap between graduate skills\nand work environment requirements. Researchers have located several\ndesirable skill-sets, but most soft-skills research has failed to acknowledge\nthat, in non-Anglophone contexts, the ability of graduates to use English\nproficiently is also crucial, and that \u201cEnglish is playing an ever-more\nprominent role in the curriculum [\u2026] in all countries and at all levels\u201d\n(Erling, 2015: 61). However, in a business context these English skills relate\nto English as a lingua Franca (ElF): cultural awareness is a priority for\nemployers, particularly as multinationals have come to dominate markets.\nSome years ago theorists suggested that students \u201cshould have open minds\nand generosity towards other people; know how to behave in other cultures\nand how to communicate with people with different religions, values and\ncustoms, and not be scared of coping with new and unfamiliar issues\u201d\n(W\u00e4chter, 2003: 39). due to the rise of multinationals and globalisation, it is\nbecoming clear that using English proficiently within a multinational and\nmulticultural setting is an implied requirement for new graduates entering\nthe job market, and not just a desirable addition.\n\nIn the last decade, universities worldwide have promptly responded to both\nchallenges: they have redesigned their curricula to suit more skills-based\npedagogical targets, and have provided students with experiences to\nenhance their English and multicultural skills. In particular, in addition to\nthe already-existing student exchanges with international universities, most\ntertiary institutions in non-Anglophone countries have relied on fostering\nEnglish as a Medium of Instruction (EMI) and ESP provisions as part of\nInternationalisation at Home (IaH), in order to tackle the aforementioned\nlinguistic and cultural targets and to \u201cimprove student preparedness for a\nglobalized/internationalised world\u201d (Beelen, 2011: 257). EMI, which\nentails the teaching of academic subjects through English, has experienced\n\nAnTOnIO JIM\u00e9nEz-MU\u00f1Oz\n\nIb\u00e9rica 37 (2019): 65-8668\n\n03 IBERICA 37_Iberica 13 8/5/19 18:18 P\u00e1gina 68", "start_char_idx": 7133, "end_char_idx": 9965, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "53229500-b1dd-4c79-a914-6c57cfe0a1e7": {"__data__": {"id_": "53229500-b1dd-4c79-a914-6c57cfe0a1e7", "embedding": null, "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-110", "node_type": "4", "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "hash": "d8244dda68aa20b833c1a4ba9d2eb44b113c046d3e446b173abcbc02a02b20ac", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "24ea957f-b432-46a6-8e63-10ff84058a37", "node_type": "1", "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "hash": "b92e4606d271101c0797ca237504b71186e0292c1aa168ba25cd0e98618ab96d", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "abb2135e-e9c6-4bba-8fad-9f6751399029", "node_type": "1", "metadata": {}, "hash": "522ead6094edc8f44ca8d4ec7a44028d3698ebb7ab025db7c88a34b6807ea890", "class_name": "RelatedNodeInfo"}}, "text": "a sustained growth (W\u00e4chter & Maiworm, 2014; dearden, 2015) as a direct\nresult of university attempts to add language targets to existing\nprogrammes of study, and to offer more content-based integration than\nthe more linguistically-focused targets of ESP modules. This move has\nbeen in close connection with IaH as the \u201cpurposeful integration of\ninternational and intercultural dimensions into the formal and informal\ncurriculum for all students within domestic learning environments\u201d\n(Beelen & Jones, 2015: 69).\n\nThe inclusion of both formal and informal curricular targets is highly\nrelevant here: IaH has set cross-curricular and informal curriculum targets\nthat formal module assessment has failed to include as evidence of learning.\nIn EMI, language is notably absent in module assessment, since content\nlecturers have largely refused to integrate linguistic targets (Aguilar &\nMu\u00f1oz, 2014; dafouz, Camacho & Urquia, 2014), despite English\nproficiency being one of the main drivers for EMI. In both EMI and ESP,\nsoft skills have been included extensively within module design as outcomes\n(Spring, 2015) so as to improve employability, particularly in business-related\nareas (Fisher & Friedman, 2015). However, these very same skills have not\nbeen graded explicitly in task-oriented assessment. Hence, there is a severe\nmismatch between formal and informal curricular targets (soft skills,\nEnglish, cultural awareness, entrepreneurship, etc.) and the actual assessment\ninstruments in both EMI and ESP. This conflation of the assessment of soft\nskills in ESP/EMI is clearly problematic on a number of levels. First, it voids\nthe validity of student attainment of these soft skills, since it erases any trace\nof objective evaluation and feedback on these skills. Secondly, it creates a\nnegative washback effect, since those elements which are not assessed risk\nbeing perceived as ancillary by learners and instructors. Finally, it impairs the\nadequate teaching of other curricular targets (such as content in EMI or\nlanguage in ESP) since fostering these skills in class leaves less time for\ntargets students will be actually assessed on. Ultimately, if evidence of these\ninformal achievements is tenuous, employers may have doubts about formal\nlearning outcomes as well.\n\nTherefore, it is paramount to improve module assessment in EMI/ESP by\nincluding these skills within the evaluation pool. This way, such a move\nwould substantiate these soft skills as module targets (as they indeed stand in\nmodern syllabi), and also align student workload and assessment more\nclosely. How to do this, however, may not be evident; literature on measuring\nsoft skills has stressed that \u201ctraits and outcomes are measured using\n\nBEYOnd lAngUAgE: A MUlTIMOdAl AnAlYSIS OF SUCCESS In nOn-nATIvE BUSInESS-EnglISH PITCHES\n\nIb\u00e9rica 37 (2019): 65-86 69\n\n03 IBERICA 37_Iberica 13 8/5/19 18:18 P\u00e1gina 69", "start_char_idx": 9969, "end_char_idx": 12869, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "abb2135e-e9c6-4bba-8fad-9f6751399029": {"__data__": {"id_": "abb2135e-e9c6-4bba-8fad-9f6751399029", "embedding": null, "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-110", "node_type": "4", "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "hash": "d8244dda68aa20b833c1a4ba9d2eb44b113c046d3e446b173abcbc02a02b20ac", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "53229500-b1dd-4c79-a914-6c57cfe0a1e7", "node_type": "1", "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "hash": "e2d98e5d058a75efbf29755fa9acd490920561531836d7c0f2a75a9d0f21480b", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "2f7a2dda-60e4-488e-b331-4f1190ab3905", "node_type": "1", "metadata": {}, "hash": "badc1b90a00f08e9c754b80bcb4c53c4f26d60eeb3a1c376e8ff5a3101dd0bdf", "class_name": "RelatedNodeInfo"}}, "text": "performance on some task or set of tasks\u201d (Heckman & Kautz, 2012: 4) and\nthat it is possible to observe these skills empirically if decomposed in\nsmaller, more directly observable elements (Balcar, 2014), which is current\npractice in high-profile human resources (Fan, Wei & zhang, 2017).\n\nThis omission of soft-skill assessment targets is also a point of concern for\nESP, which has generally relied on the four basic skills of reading, writing,\nspeaking and listening as a way to conceptualise assessment. Modern tertiary\nESP modules such as Business English also include soft skills as curricular\ntargets. Business English has a tradition of designing modules through the\nassessment of learner needs, which are tailored to the specific labour market\n(Hind & Moss, 2011). Business English modules include in their design\nnotions of non-verbal communication, active listening, several modalities of\ngiving and receiving feedback, understanding information presented in\nvarious forms (such as graphs, charts, or diagrams) that typically require\ndecision-making, problem-solving or further negotiation with others\nthrough digital and non-digital channels. Oral communication tasks in\nBusiness English typically include interacting, delivering presentations,\npersuading individuals or audiences, negotiating and problem-solving\nthrough a number of channels such as face-to-face, phone or IT-mediated\ncommunication, and students can work individually or as part of a team. In\nthis sense, Business English modules have simulated real-life conditions\n(and, therefore, the soft skills involved). Abilities such as presenting to a\nspecialised audience include in their effectiveness observable verbal, written,\nand non-verbal material, body language, visual interaction and other modes\nthat must be individually assessed to evidence learning outcomes.\n\nA particular task criss-crossing Business English with entrepreneurship is the\nbusiness pitch, where entrepreneurs present a start-up with the goal of\nraising funds. This particular subtype of business presentation is inherently\nmultimodal, since it uses different communication modes (such as speech,\ntext, audio-visual material and body language), and it combines presentation\nwith improvisation, responding to questions and negotiation (O\u2019Halloran &\nSmith, 2011). For example, presenters may make a point orally, then\nexemplify it with a diagram, and use eye contact and gestures to draw\nattention to the visual and explicate previous ideas, again re-checking for\nunderstanding via eye contact or check-up questions. The constant\ninteraction between aural and visual modes has led some researchers to draw\nincreasing attention to the visual dimension and to explore its interaction\nwith speech in visually-aided presentations (Charles & ventola, 2002; Tardy,\n\nAnTOnIO JIM\u00e9nEz-MU\u00f1Oz\n\nIb\u00e9rica 37 (2019): 65-8670\n\n03 IBERICA 37_Iberica 13 8/5/19 18:18 P\u00e1gina 70", "start_char_idx": 12873, "end_char_idx": 15793, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "2f7a2dda-60e4-488e-b331-4f1190ab3905": {"__data__": {"id_": "2f7a2dda-60e4-488e-b331-4f1190ab3905", "embedding": null, "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-110", "node_type": "4", "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "hash": "d8244dda68aa20b833c1a4ba9d2eb44b113c046d3e446b173abcbc02a02b20ac", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "abb2135e-e9c6-4bba-8fad-9f6751399029", "node_type": "1", "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "hash": "00a4ed10f0d42c65f32b690a886cca864379cefd3daa39b7c09453c56adfe590", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "8bda6945-e512-40f2-a238-621cb66acd6e", "node_type": "1", "metadata": {}, "hash": "896a61a0a36449d9b17fcb7875fb8d2bf84d45fcae9ec1248f3172f16a0a3495", "class_name": "RelatedNodeInfo"}}, "text": "2005). Some have stressed the theoretical importance of body language for\nthe effectiveness of the presentation, especially as a way to increase\ninterpersonal rapport (Hood & Forey, 2005). Others have explored the\ninfluence of paralinguistic resources to express evaluative interpersonal\nmeaning in business contexts (Hatton, 2007; Furnham & Petrova, 2010).\nThese studies generally find that non-verbal features play an important role\nin conveying meaning, intensifying declarative and evaluative discourse, and\nparticularly in conveying speaker attitude beyond the actual words uttered.\nThese modes offer different realisations, and they can be combined or\nsequenced in various manners as per their intended purposes (Kress, 2003;\nMorell, 2015). This is particularly relevant if the participants are multicultural\nor their English proficiency requires some communication repair. In\neducational EMI/ESP contexts (or in ElF work environments such as\nmultinationals, for that matter) it may seem the case that coordinating\nsemiotic resources such as images, writing, layout, sound, gestures, speech\nand other audio-visual material (Kress, 2010) may be more important than\nshowing a good command of the spoken language.\n\nThese studies observe the interaction of verbal and non-verbal cues, and\nhint at the importance of combining these for effective communication, but\nhave not attempted a quantitative assessment of the relative importance of\neach particular element involved. The research presented here targets a\nquantification approach (Rowley-Jolivet, 2015) of such impact by analysing\na substantial corpus of business pitches in an entrepreneur-simulation task\nwithin a Business English module at a Spanish medium-sized state university\nbetween 2010 and 2018. It shows how it is possible to explore quantitatively\nwhich factors have greater impact on presentation successfulness, as\nevidenced from the money raised for student fantasy start-ups. Secondly, it\nexplores how to align assessment with the very ambitious list of typical\ncurricular targets in these ESP Business modules: problem-solving, decision-\nmaking, working within an international context, performing in various\nmulticultural contexts, adapting to new situations, engaging in oral and\nwritten production, applying cultural aspects from texts to behavioural and\nsimulation models, and using communicative strategies in English to argue,\nexplain, give further details, state opinions, make plans or projects, apologise\nand promote a product, plan and give oral presentations in English on\nbusiness-related topics.\n\nSuch analysis may achieve two major targets: on the one hand, to evidence\nwhich modal element (speech delivery, pace, eye-contact, gesture,\n\nBEYOnd lAngUAgE: A MUlTIMOdAl AnAlYSIS OF SUCCESS In nOn-nATIvE BUSInESS-EnglISH PITCHES\n\nIb\u00e9rica 37 (2019): 65-86 71\n\n03 IBERICA 37_Iberica 13 8/5/19 18:18 P\u00e1gina 71", "start_char_idx": 15797, "end_char_idx": 18702, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "8bda6945-e512-40f2-a238-621cb66acd6e": {"__data__": {"id_": "8bda6945-e512-40f2-a238-621cb66acd6e", "embedding": null, "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-110", "node_type": "4", "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "hash": "d8244dda68aa20b833c1a4ba9d2eb44b113c046d3e446b173abcbc02a02b20ac", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "2f7a2dda-60e4-488e-b331-4f1190ab3905", "node_type": "1", "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "hash": "6c42740a8bf1a78edf095d1e225af4488e62f4fd1c719b4307151a8be656dabe", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "b47dfa58-c1ff-48a6-8abb-e737be064f4d", "node_type": "1", "metadata": {}, "hash": "6fd0a7e378dcf770f484b8550e58b099eb8fba42d8aa34a226693ae10040de57", "class_name": "RelatedNodeInfo"}}, "text": "positioning, etc.) has a greater degree of effectiveness; on the other, to\nconfirm the potential dissonance between the language-based grades\nassigned and intended curricular outcomes, so as to enable more coherent\nassessment tools within modern ESP modules.\n\n2. Research questions\n\nTo better guide the stages of inquiry, analysis, and reporting, the following\nresearch questions are put forward:\n\n- Q1. do paralinguistic elements have a greater impact on pitch\neffectiveness?\n\n- Q2. Which verbal or non-verbal elements are significantly more\nsuccessful?\n\n- Q3. Is there any correlation between money raised and student\ngrades?\n\n- Q4. do investors value verbal elements as a deciding factor in their\ncomments?\n\n3. Method and participants\n\nAs a semester-long project for their Business English module (free elective,\n6 ECTS, 4th-year, 1st-semester) students create a fantasy start-up, typically\nset around a flagship product or service. After ideation and market research,\nstudents design a guided business plan for growth, including the following\naspects:\n\n- Short introduction to your company and flagship (main) product or\nservice.\n\n- Company Analysis: what products and/or services do you offer now\nand/or what will you develop and offer in the future?\n\n- Industry Analysis: how big is/are your market(s) and how are they\nchanging? What trends are affecting them and are these good for\nyour future success?\n\n- Competitive Analysis: who are your competitors and what are each\n\nAnTOnIO JIM\u00e9nEz-MU\u00f1Oz\n\nIb\u00e9rica 37 (2019): 65-8672\n\n03 IBERICA 37_Iberica 13 8/5/19 18:18 P\u00e1gina 72\n\n\n\nof their key strengths and weaknesses? In what areas will you have\nor gain competitive advantage? How?\n\n- Customer Analysis: who are your target customers? Why? What are\ntheir needs?\n\n- Marketing Plan: how will you reach your target customers? What\npromotional tactics and marketing channels will you use? How will\nyou price your products and/or services? \n\n- Management Team: who comprises your current team and who\nwould you hire?\n\n- Operations Plan: what is your action plan? What are the milestones\nyou must accomplish to go from where you are now to where you\nwant to be at year\u2019s end? At the end of five years?\n\n- Financial Plan: how much external funding (if applicable) do you\nneed to build your company? In what areas will these funds be\ninvested? What are your projected revenues and profits over the\nnext one to five years? What assets must you acquire?\n\nThese elements are central to the preparation of a 7-minute pitch where\nstudents deliver the previously-designed business plan, modelled on BBC\ngame show Dragon\u2019s Den. Presenters may use a variety of material, from\nmultimedia to realia, so as to show their proof-of-concept models to their\nclassmates, who act as potential investors. The pitch is followed by a 5-\nminute follow-up where presenters are asked for clarifications, outline the\nfinancial aspects of the business, and negotiate equity (i.e. a stake of their\nbusiness in exchange for investment) with their classmates, who role-play as\nprospective investors with a pre-allocated budget of \u00a3100,000. Investors can\nfund a sole start-up or distribute their money between up to three projects.\nAt a later stage, investors justify their decisions in writing, thus producing a\nshort report on each start-up they funded.\n\nAlthough the money raised by students would act as proof of their success\nin real life, this aspect is not observed in the assessment of their pitch:\nstudents are assigned a grade by their instructor as per their linguistic\nperformance, towards an expected Common European Framework of\nReference for languages (CEFR) level B2. Students are assessed on the basis\nof their use of grammar and specialised vocabulary within this level, but no\nother multimodal factors are taken into account. In other words, no\n\nBEYOnd lAngUAgE: A MUlTIMOdAl AnAlYSIS OF SUCCESS In nOn-nATIvE BUSInESS-EnglISH PITCHES\n\nIb\u00e9rica 37 (2019): 65-86 73\n\n03 IBERICA 37_Iberica 13 8/5/19 18:18 P\u00e1gina 73", "start_char_idx": 18706, "end_char_idx": 22723, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "b47dfa58-c1ff-48a6-8abb-e737be064f4d": {"__data__": {"id_": "b47dfa58-c1ff-48a6-8abb-e737be064f4d", "embedding": null, "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-110", "node_type": "4", "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "hash": "d8244dda68aa20b833c1a4ba9d2eb44b113c046d3e446b173abcbc02a02b20ac", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "8bda6945-e512-40f2-a238-621cb66acd6e", "node_type": "1", "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "hash": "8db0719cfbb54c881ef574501c1bdbd21d90bc3757e91770e5f360f3642d16d2", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "07cb1d36-0454-4940-b149-99c8da1a3fa0", "node_type": "1", "metadata": {}, "hash": "af886cd63410fb0f3658e55c25d8255cf8e3b851018ce36d2581cb65c037b952", "class_name": "RelatedNodeInfo"}}, "text": "assessment criteria gauge their use of body posture, eye-to-eye contact,\nsignposting, voice projection, audience engagement, improvisation,\nnegotiation, turn-taking and other soft skills, even if their importance is\npractised and discussed in class as part of preparation towards presentations,\nand these skills feature as explicit module targets.\n\nParticipants between 2010 and 2018 belonged to several nationalities.\nThey were tested at the beginning of the module, being CEFR B1 or\nhigher. For statistical purposes, all CEFR values are normalised following\na descriptor-based method (Jimenez-Munoz, 2014). As the course was a\nfree elective module, Spanish-to-foreign student balance depended\nentirely on opt-ins, but the class was decidedly multicultural in every\ncohort, and the syllabus included entrepreneurial and labour-related topics\nwithin an international context. Pitch presenters were recorded on video\nas proof of assessment. For the 140 individual pitches that make up the\ncorpus of this study, the nationality breakdown is as follows, with no\nAnglophone participants:\n\nThis mix of Spanish and international students is infrequent in Spanish\nclassrooms, where students are mainly local. Additionally, interaction among\nthese national and international students was heightened by the business\npitch simulation: not only did they share the classroom, but they also acted\nas an active audience, engaging in open negotiation after the pitch. Typically,\npitch presenters faced a mixture of nationalities, business cultures, and ElF\nuses that they needed to respond to. \n\nFor the purposes of this research, these video-recorded pitches were\nanalysed and graded in terms of language, but also non-verbal cues,\nparalinguistic semiotics, their use of multimedia and realia, and a number of\n\nAnTOnIO JIM\u00e9nEz-MU\u00f1Oz\n\nIb\u00e9rica 37 (2019): 65-8674\n\nANTONIO JIM\u00c9NEZ-MU\u00d1OZ \n\nIb\u00e9rica 37 (2019): 64-84 \n\nNationality Students Percentage of total \nSpanish 61 43.57 \nTurkish 18 12.86 \nItalian 14 10 \nGerman 13 9.29 \nFrench 11 7.86 \nMexican 8 5.71 \nPortuguese 5 3.57 \nPolish 4 2.86 \nCzech 3 2.14 \nGuinean 2 1.43 \nJapanese 1 0.71 \n\nTable 1. Participant nationalities \n\n \n\nThis mix of Spanish and international students is infrequent in Spanish \nclassrooms, where students are mainly local. Additionally, interaction among \nthese national and international students was heightened by the business pitch \nsimulation: not only did they share the classroom, but they also acted as an active \naudience, engaging in open negotiation after the pitch. Typically, pitch \npresenters faced a mixture of nationalities, business cultures, and ELF uses that \nthey needed to respond to. \n\nFor the purposes of this research, these video-recorded pitches were analysed \nand graded in terms of language, but also non-verbal cues, paralinguistic \nsemiotics, their use of multimedia and realia, and a number of other factors \nwhich may have had a direct influence on their success. Separating and grading \nthese elements in detail enables a quantitative analysis to reveal which elements \nhad a greater impact on student achievement, measured both in real-life terms \nand the original grade given. This would uncover three major aspects. First, \nexplaining which of these multimodal aspects has a greater impact on awarded \ngrade, its significance, and whether verbal elements are indeed more tightly \nrelated to the grade given than non-verbal aspects, as implied by assessment \ncriteria. Secondly, whether real-life targets (such as money raised and equity \nrelinquished) have any discrepancy with evaluative course targets. Finally, \nwhether soft skills are directly observable through these more detailed indicators. \n\nFrom each recorded pitch, a complex dataset was extracted from the videos, \nincluding the following 40 variables: \n\n-! Presenter details: ID, sex, age, nationality, L1, CEFR entry level \n-!", "start_char_idx": 22727, "end_char_idx": 26623, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "07cb1d36-0454-4940-b149-99c8da1a3fa0": {"__data__": {"id_": "07cb1d36-0454-4940-b149-99c8da1a3fa0", "embedding": null, "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-110", "node_type": "4", "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "hash": "d8244dda68aa20b833c1a4ba9d2eb44b113c046d3e446b173abcbc02a02b20ac", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "b47dfa58-c1ff-48a6-8abb-e737be064f4d", "node_type": "1", "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "hash": "96784d5eeafea4b1b7eb4c17a2361c7501e05c6855c2c3e4667eff8fb1482f81", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "efd324d0-aec9-4578-9867-83c7c48ab258", "node_type": "1", "metadata": {}, "hash": "a6d4cd124de67ec63fc706366d93ac0fa9aa0f6661bb13869fc6bd489c81bfff", "class_name": "RelatedNodeInfo"}}, "text": "Presenter \u2013 English-skills appropriateness and accuracy (human-rated, \n\nqualitative range 1-100, higher is better): grammar accuracy, grammar \nvariation, grammar appropriateness, vocabulary accuracy (key words), \nvocabulary variation, vocabulary appropriateness (register), discourse \nmarkers, pace, accuracy in intonation and modulation (chunking, \nsentence stress). \n\n03 IBERICA 37_Iberica 13 8/5/19 18:18 P\u00e1gina 74\n\n\n\nother factors which may have had a direct influence on their success.\nSeparating and grading these elements in detail enables a quantitative analysis\nto reveal which elements had a greater impact on student achievement,\nmeasured both in real-life terms and the original grade given. This would\nuncover three major aspects. First, explaining which of these multimodal\naspects has a greater impact on awarded grade, its significance, and whether\nverbal elements are indeed more tightly related to the grade given than non-\nverbal aspects, as implied by assessment criteria. Secondly, whether real-life\ntargets (such as money raised and equity relinquished) have any discrepancy\nwith evaluative course targets. Finally, whether soft skills are directly\nobservable through these more detailed indicators.\n\nFrom each recorded pitch, a complex dataset was extracted from the videos,\nincluding the following 40 variables:\n\n- Presenter details: Id, sex, age, nationality, l1, CEFR entry level\n\n- Presenter \u2013 English-skills appropriateness and accuracy (human-\nrated, qualitative range 1-100, higher is better): grammar accuracy,\ngrammar variation, grammar appropriateness, vocabulary accuracy\n(key words), vocabulary variation, vocabulary appropriateness\n(register), discourse markers, pace, accuracy in intonation and\nmodulation (chunking, sentence stress). \n\n- Presenter \u2013 non-verbal skills appropriateness and accuracy (human-\nrated, qualitative range 1-100, higher is better): eye contact, gestures\n(hands), posture, positioning, closeness, movement\n\n- Presentation (human-rated, qualitative range 1-100, higher is better):\nfont style, font size, contrast, images, text-to-image balance,\nintegration with discourse, lack of redundancy\n\n- Original grade assigned (human-rated, normalized qualitative range\n1-100, higher is better)\n\n- Start-up: title, money raised, equity relinquished\n\n- Interaction \u2013 verbal (human-rated, qualitative range 1-100, higher is\nbetter): responding, improvisation, revisiting, completion\n\n- Interaction \u2013non-verbal (human-rated, qualitative range 1-100,\nhigher is better): eye contact, gestures, posture, positioning,\ncloseness, movement\n\nBEYOnd lAngUAgE: A MUlTIMOdAl AnAlYSIS OF SUCCESS In nOn-nATIvE BUSInESS-EnglISH PITCHES\n\nIb\u00e9rica 37 (2019): 65-86 75\n\n03 IBERICA 37_Iberica 13 8/5/19 18:18 P\u00e1gina 75", "start_char_idx": 26624, "end_char_idx": 29383, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "efd324d0-aec9-4578-9867-83c7c48ab258": {"__data__": {"id_": "efd324d0-aec9-4578-9867-83c7c48ab258", "embedding": null, "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-110", "node_type": "4", "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "hash": "d8244dda68aa20b833c1a4ba9d2eb44b113c046d3e446b173abcbc02a02b20ac", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "07cb1d36-0454-4940-b149-99c8da1a3fa0", "node_type": "1", "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "hash": "0794207bbf21421f7fc2d54a2307c2f430dd97be3faa70f430c4952ef09c4b96", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "93ab0519-8426-40e0-8707-01ed0443448a", "node_type": "1", "metadata": {}, "hash": "cf281a979a5a19a2c4a7fb7ac85b4d8b1d7b39e895aac2d69489a6bb4b31139d", "class_name": "RelatedNodeInfo"}}, "text": "The dataset was then explored quantitatively using R software 3.5.1 for r-\nsquared and adjusted r-squared Pearson correlation coefficients between co-\ndependent variables, with a significance threshold of alpha 0.05. The r-\nsquared test indicates the extent to which two variables are linearly related\n(with relative values between -1 and 1), and the adjusted r-square adapts to\nthe number of predictors in the model to avoid chance, thus offering a more\ntailored result. Additionally, a mixed-methods approach was followed to\nfurther analyse 376 investor reports in which lenders motivated their\ninvestment choices. These reports were codified qualitatively using\nMAXQdA 18 computer-assisted mixed methods text analysis software. In\nturn, codification data results were further analysed quantitatively, so as to\nallow further interpretation of the hard statistical data above.\n\n4. Results\n\nA regression matrix of the 40 variables shows the significant bivariate\ncorrelation between these elements when they act individually as dependent\nvariables of the rest; p-value was 0.034, which is below the alpha 0.05\nsignificance threshold, and therefore rules out variable independence. That\nis to say, it reveals the relation of a dependent variable (such as money raised\nby start-ups or grade awarded by rater) with an independent variable (such\nas grammar accuracy or eye contact). Thus, it is possible to determine\nwhether it can be inferred that one or various independent variables (such as\ngestures or text-to-image balance) have an impact on the dependent variable\nunder scrutiny (such as the grade given or the money raised). This is a fact\nhardly observable for the whole cohort within the classroom (other than\nintuitively), and more so when only language targets are being assessed and\npaid attention to. \n\nIn real life, it can be safely assumed than a presenter in a pitch would be\njudged solely on two product-oriented factors: money raised from investors,\nand the equity retained. Table 2 shows those variables with greater impact on\nthe money exchanged for equity by the investors. With the exception of\nvocabulary accuracy, the rest of the variables are prominently non-verbal,\nand their correlation with the money raised is high. The more appropriate\nand accurate the use of hands or eye contact is, the more money raised for\nthe start-up, and so forth:\n\nAnTOnIO JIM\u00e9nEz-MU\u00f1Oz\n\nIb\u00e9rica 37 (2019): 65-8676\n\n03 IBERICA 37_Iberica 13 8/5/19 18:18 P\u00e1gina 76\n\n\n\nThe second of the real-life factors (the equity retained by presenters in\nexchange for investor\u2019s money) shows that, understandably, there is a very\nstrong correlation between the money raised and the equity retained.\nHowever, this is less interesting than the fact that most of the same non-\nlinguistic variables above also play a role in decisions, but their relative\nimpact is significantly lower in most cases. Since equity is negotiated after the\npitch, it seems that the clarity of presenter responses (but also their ability to\nrevisit the presentation, keep eye contact and appropriate closeness) in\ninteractive negotiation has a greater impact than in the pitch itself:\n\nUnlike in real life, in the classroom students were assigned a grade for their\nperformance; that is to say, assessment was process-oriented (how they did)\nrather than focused on the actual outcome (how much they raised for which\nequity, and the start-up resulting valuation). Although language-related\nfactors were not individually assessed when the original grade was awarded,\nTable 4 shows that the discrimination of language-bound variables such as\nCEFR entry level or vocabulary accuracy indicates a strong correlation with\nthe assigned grade, but also that some non-assessed elements such as Pace,\nRevisiting content or Text-to-Image balance also play a role:\n\nBEYOnd lAngUAgE: A MUlTIMOdAl AnAlYSIS OF SUCCESS In nOn-nATIvE BUSInESS-EnglISH PITCHES\n\nIb\u00e9rica 37 (2019): 65-86 77\n\nANTONIO JIM\u00c9NEZ-MU\u00d1OZ \n\nIb\u00e9rica 37 (2019): 64-84 \n\nIn real life, it can be safely assumed than a presenter in a pitch would be judged \nsolely on two product-oriented factors: money raised from investors, and the \nequity retained.", "start_char_idx": 29387, "end_char_idx": 33566, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "93ab0519-8426-40e0-8707-01ed0443448a": {"__data__": {"id_": "93ab0519-8426-40e0-8707-01ed0443448a", "embedding": null, "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-110", "node_type": "4", "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "hash": "d8244dda68aa20b833c1a4ba9d2eb44b113c046d3e446b173abcbc02a02b20ac", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "efd324d0-aec9-4578-9867-83c7c48ab258", "node_type": "1", "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "hash": "6b7eba9f232fd778c61d9facc706b1a250c98174ab09a81b790f43ba5999704c", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "53009ca9-ef6e-4ddb-9a45-f67c7f0f539e", "node_type": "1", "metadata": {}, "hash": "9aae3322a1f89dc0c62465f1dc7a04d15fca7cf6d246e4f8b422903620bff551", "class_name": "RelatedNodeInfo"}}, "text": "Table 2 shows those variables with greater impact on the money \nexchanged for equity by the investors. With the exception of vocabulary \naccuracy, the rest of the variables are prominently non-verbal, and their \ncorrelation with the money raised is high. The more appropriate and accurate the \nuse of hands or eye contact is, the more money raised for the start-up, and so \nforth: \n\n \n\nRank Variable pair R-squared Adjusted R-squared \n1 GestureHands ~ MoneyRaised 0.8777 0.8775 \n2 EyeContact ~ MoneyRaised 0.8352 0.835 \n3 TextImageBalance ~ MoneyRaised 0.7978 0.8976 \n4 IntonationModulation ~ MoneyRaised 0.7881 0.7879 \n5 VocabularyAccuracy ~ MoneyRaised 0.7679 0.7676 \n6 IntegrationDiscourse ~ MoneyRaised 0.6921 0.6897 \n7 Pace ~ MoneyRaised 0.6432 0.6431 \n8 Responding ~ MoneyRaised 0.6219 0.6216 \n9 Closeness ~ MoneyRaised 0.6133 0.6131 \n\n10 EyeContactInteraction ~ MoneyRaised 0.5881 0.5877 \n\nTable 2. Top 10 adjusted R-squared coefficients (money raised). \n\n \n\nThe second of the real-life factors (the equity retained by presenters in exchange \nfor investor\u2019s money) shows that, understandably, there is a very strong \ncorrelation between the money raised and the equity retained. However, this is \nless interesting than the fact that most of the same non-linguistic variables above \nalso play a role in decisions, but their relative impact is significantly lower in \nmost cases. Since equity is negotiated after the pitch, it seems that the clarity of \npresenter responses (but also their ability to revisit the presentation, keep eye \ncontact and appropriate closeness) in interactive negotiation has a greater impact \nthan in the pitch itself: \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\nBEYOND LANGUAGE: A MULTIMODAL ANALYSIS OF SUCCESS IN NON-NATIVE BUSINESS-ENGLISH \nPITCHES \n\nIb\u00e9rica 37 (2019): 64-84 \n\nRank Variable pair R-squared Adjusted R-squared \n1 MoneyRaised ~ EquityRetained 0.9474 0.9472 \n2 Responding ~ EquityRetained 0.6459 0.6456 \n3 EyeContactInteraction ~ EquityRetained 0.6145 0.6143 \n4 Revisiting ~ EquityRetained 0.5961 0.5959 \n5 Closeness ~ EquityRetained 0.5524 0.5522 \n6 VocabularyAccuracy ~ EquityRetained 0.5289 0.5286 \n7 IntegrationDiscourse ~ EquityRetained 0.52111 0.52107 \n8 DiscourseMarkers ~ EquityRetained 0.4956 0.4954 \n9 Pace ~ EquityRetained 0.4256 0.4255 \n\n10 EyeContact ~ EquityRetained 0.4133 0.4131 \n\nTable 3. Top 10 adjusted R-squared coefficients (equity). \n\n \n\nUnlike in real life, in the classroom students were assigned a grade for their \nperformance; that is to say, assessment was process-oriented (how they did) \nrather than focused on the actual outcome (how much they raised for which \nequity, and the start-up resulting valuation). Although language-related factors \nwere not individually assessed when the original grade was awarded, Table 4 \nshows that the discrimination of language-bound variables such as CEFR entry \nlevel or Vocabulary accuracy indicates a strong correlation with the assigned \ngrade, but also that some non-assessed elements such as Pace, Revisiting content \nor Text-to-Image balance also play a role: \n\n \n\nTable 4. Top 10 adjusted R-squared coefficients (original grade). \n\n \n\nSince student investors had to justify their decisions in a report, it is possible to \nscrutinise these texts qualitatively through bottom-up coding of comments in \nthese reports. In the corpus, there are 376 short investment justification reports \n(150-200 words) on these 140 start-up pitches. The reason that there are more \nreports than pitches has to do with the fact that students were allocated a budget \nof \u00a3100,000 and allowed to split it into up to three start-ups.", "start_char_idx": 33567, "end_char_idx": 37184, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "53009ca9-ef6e-4ddb-9a45-f67c7f0f539e": {"__data__": {"id_": "53009ca9-ef6e-4ddb-9a45-f67c7f0f539e", "embedding": null, "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-110", "node_type": "4", "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "hash": "d8244dda68aa20b833c1a4ba9d2eb44b113c046d3e446b173abcbc02a02b20ac", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "93ab0519-8426-40e0-8707-01ed0443448a", "node_type": "1", "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "hash": "c3c4d2f1b0380f2336abdfcca188ee518c874718bedd6736e9e81d2ed2bdeb4a", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "a9fa375f-fd9f-438a-9009-d0d8c17f8760", "node_type": "1", "metadata": {}, "hash": "4593efcd6927f22c72da573fbcc1c8f88f6e9df36c3b5d009ae60b851f67991d", "class_name": "RelatedNodeInfo"}}, "text": "Consequently, some \n\n03 IBERICA 37_Iberica 13 8/5/19 18:18 P\u00e1gina 77\n\n\n\nSince student investors had to justify their decisions in a report, it is possible\nto scrutinise these texts qualitatively through bottom-up coding of\ncomments in these reports. In the corpus, there are 376 short investment\njustification reports (150-200 words) on these 140 start-up pitches. The\nreason that there are more reports than pitches has to do with the fact that\nstudents were allocated a budget of \u00a3100,000 and allowed to split it into up\nto three start-ups. Consequently, some students decided to invest in more\nthan one start-up, thus generating more than one report. These texts were\ncodified using MAXQdA, in a process which was semi-automated; codes\n(i.e., the reasons given to invest) were created manually as arising from\nreading the texts, and then excerpts were codified both through the use of\nkey words and manually in every text. As the process was inductive, it\nintegrated most of the 40 multimodal variables above, but also other factors\nstemming from investors\u2019 comments, such as usefulness or potential\nprofitability. A total of 1,956 coded items were tagged in discourse extracts,\nwith 38 different reasons given for investment. Quantitative analysis of these\ncoded items yielded the following results:\n\nAnTOnIO JIM\u00e9nEz-MU\u00f1Oz\n\nIb\u00e9rica 37 (2019): 65-8678\n\nBEYOND LANGUAGE: A MULTIMODAL ANALYSIS OF SUCCESS IN NON-NATIVE BUSINESS-ENGLISH \nPITCHES \n\nIb\u00e9rica 37 (2019): 64-84 \n\nTable 3. Top 10 adjusted R-squared coefficients (equity). \n\n \n\nUnlike in real life, in the classroom students were assigned a grade for their \nperformance; that is to say, assessment was process-oriented (how they did) \nrather than focused on the actual outcome (how much they raised for which \nequity, and the start-up resulting valuation). Although language-related factors \nwere not individually assessed when the original grade was awarded, Table 4 \nshows that the discrimination of language-bound variables such as CEFR entry \nlevel or Vocabulary accuracy indicates a strong correlation with the assigned \ngrade, but also that some non-assessed elements such as Pace, Revisiting content \nor Text-to-Image balance also play a role: \n\n \n\nRank Variable pair R-squared Adjusted R-squared \n1 CEFREntryLevel ~ GradeAwarded 0.9261 0.9258 \n2 VocabularyAccuracy ~ GradeAwarded 0.8851 0.8849 \n3 Pace ~ GradeAwarded 0.7972 0.7967 \n4 GrammarAccuracy ~ GradeAwarded 0.7865 0.7863 \n5 DiscourseMarkers ~ GradeAwarded 0.7661 0.7658 \n6 IntonationModulation ~ GradeAwarded 0.7461 0.7459 \n7 GrammarVariation ~ GradeAwarded 0.6692 0.6690 \n8 Revisiting ~ GradeAwarded 0.5211 0.5208 \n9 IntegrationDiscourse ~ GradeAwarded 0.5163 0.5161 \n\n10 TextImageBalance ~ GradeAwarded 0.5053 0.5051 \n\nTable 4. Top 10 adjusted R-squared coefficients (original grade). \n\n \n\nSince student investors had to justify their decisions in a report, it is possible to \nscrutinise these texts qualitatively through bottom-up coding of comments in \nthese reports. In the corpus, there are 376 short investment justification reports \n(150-200 words) on these 140 start-up pitches. The reason that there are more \nreports than pitches has to do with the fact that students were allocated a budget \nof \u00a3100,000 and allowed to split it into up to three start-ups. Consequently, some \n\nANTONIO JIM\u00c9NEZ-MU\u00d1OZ \n\nIb\u00e9rica 37 (2019): 64-84 \n\nstudents decided to invest in more than one start-up, thus generating more than \none report.", "start_char_idx": 37185, "end_char_idx": 40650, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "a9fa375f-fd9f-438a-9009-d0d8c17f8760": {"__data__": {"id_": "a9fa375f-fd9f-438a-9009-d0d8c17f8760", "embedding": null, "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-110", "node_type": "4", "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "hash": "d8244dda68aa20b833c1a4ba9d2eb44b113c046d3e446b173abcbc02a02b20ac", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "53009ca9-ef6e-4ddb-9a45-f67c7f0f539e", "node_type": "1", "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "hash": "e9d3948f1094ceca7763f9a7b3cc1336cddec7e2b01c86805545afbf47c28b1f", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "469b731d-78cd-454d-a99b-a9b09d6247db", "node_type": "1", "metadata": {}, "hash": "e59a464b684c03560c4e49f6f0b3d306052b3aaf63a17e48dfb886b14603f98d", "class_name": "RelatedNodeInfo"}}, "text": "These texts were codified using MAXQDA, in a process which was \nsemi-automated; codes (i.e., the reasons given to invest) were created manually \nas arising from reading the texts, and then excerpts were codified both through \nthe use of key words and manually in every text. As the process was inductive, it \nintegrated most of the 40 multimodal variables above, but also other factors \nstemming from investors\u2019 comments, such as usefulness or potential \nprofitability. A total of 1,956 coded items were tagged in discourse extracts, with \n38 different reasons given for investment. Quantitative analysis of these coded \nitems yielded the following results: \n\n \n\n \n\nRank Coding Occurrences Percentage of total \ncoded items \n\nPercentage of \ntotal pitches \n\n1 Idea/Usefulness 284 14.52 75.53 \n2 Profitability 179 9.15 47.61 \n3 InternationalOutlook 86 4.4 22.87 \n4 Confidence 72 3.68 19.15 \n5 EyeContact 67 3.46 17.82 \n6 IntegrationDiscourse 54 2.76 14.36 \n7 ClearEnglish 52 2.66 13.83 \n8 TextImageBalance 48 2.45 12.77 \n9 VocabularyApropriateness 41 2.1 10.9 \n\n10 Closeness 33 1.69 8.78 \n\nTable 5. Top 10 reasons for investment (Investor Reports). \n\n \n\nIn the reports, student investors focused on the product, and commented \nrepeatedly on the fact that the project presented was a good, innovative idea \n(investor 32) to cover an unexplored market niche (investor 27) that could yield \nprofits in the future not only in Europe, but in other areas (investor 117). \nInvestors sometimes referred to the confidence and personality of the presenter \n(investor 58) and occasionally commented on the fact that the presentation was \nin very clear English (investor 84), with good vocabulary (investor 247), or that \nit was a sound, very well integrated discourse (investor 29) where the audio-\nvisual really helped selling the idea (investor 312). Comments on the fact that the \npresenter was looking at the audience all the time (investor 78) and he or she was \nclose and responsive (investor 99) are scarcer but nevertheless present. \n\n5. Discussion \n\n03 IBERICA 37_Iberica 13 8/5/19 18:18 P\u00e1gina 78", "start_char_idx": 40651, "end_char_idx": 42757, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "469b731d-78cd-454d-a99b-a9b09d6247db": {"__data__": {"id_": "469b731d-78cd-454d-a99b-a9b09d6247db", "embedding": null, "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-110", "node_type": "4", "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "hash": "d8244dda68aa20b833c1a4ba9d2eb44b113c046d3e446b173abcbc02a02b20ac", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "a9fa375f-fd9f-438a-9009-d0d8c17f8760", "node_type": "1", "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "hash": "ab1ff4ac1f049db0a1c04e45f3edb78414aa260bcc504391a2f8c607304ec2e2", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "30608e3c-d1f2-4c57-a17f-fddc477e83f5", "node_type": "1", "metadata": {}, "hash": "2e2771d03dec6ff7285a4d8e8e2ad6f4a9e1d3deecb756a9b7301613bd1168ee", "class_name": "RelatedNodeInfo"}}, "text": "In the reports, student investors focused on the product, and commented\nrepeatedly on the fact that the project presented was a good, innovative idea\n(investor 32) to cover an unexplored market niche (investor 27) that could\nyield profits in the future not only in Europe, but in other areas (investor\n117). Investors sometimes referred to the confidence and personality of the\npresenter (investor 58) and occasionally commented on the fact that the\npresentation was in very clear English (investor 84), with good vocabulary\n(investor 247), or that it was a sound, very well integrated discourse (investor\n29) where the audio-visual really helped selling the idea (investor 312).\nComments on the fact that the presenter was looking at the audience all the\ntime (investor 78) and he or she was close and responsive (investor 99) are\nscarcer but nevertheless present.\n\n5. Discussion\n\nResults show that there is, prima facie, a discrepancy between real-life\nconditions and academic assessment. These two evaluations of the same\nmultimodal speech act reflect upon strikingly dissimilar aspects: the pitch as\na linguistic performance and its practical outcome in real-life terms. While\nESP scholars have defined modern evaluation as process-oriented, where\nperformance is criterion-referenced, interactive and aiming at fostering\nintrinsic motivation (douglas-Brown, 2003), failing to take account of\nmultimodal aspects in assessment complicates the correct evaluation of acts\nwhere language is only one factor. It has been suggested that mode\n\u201ccombinations can lead to improved performances\u201d as it may \u201ccompensate\nfor verbal deficiencies\u201d and effective presenters \u201ctend to use a variety of\nmodes that often overlap but work together to convey specific meanings\u201d\n(Morell, 2015: 149). However, it seems that, for investors, the actual language\nuttered by presenters in communication and interaction was less relevant\nthan kinesic or proxemic elements: eye contact, integration of discourse with\nvisuals, text-to-image balance or closeness weighed more in their decisions\nthan clear English or vocabulary accuracy (cf. Table 5). On the other hand,\nthe task rater seemed to have paid little attention to non-linguistic elements.\nThis is problematic on two counts: it ignores much of the ongoing non-\nverbal communication, and it fails to foreground soft skills as the learning\noutcomes specified in the curriculum and practiced through curricular\nimplementation. To discuss our research questions may help to illuminate\nthese issues further.\n\nBEYOnd lAngUAgE: A MUlTIMOdAl AnAlYSIS OF SUCCESS In nOn-nATIvE BUSInESS-EnglISH PITCHES\n\nIb\u00e9rica 37 (2019): 65-86 79\n\n03 IBERICA 37_Iberica 13 8/5/19 18:18 P\u00e1gina 79\n\n\n\nTheoretically, in every specialised domain there are different \u201cmultimodal\naffordances\u201d (Airey & linder, 2009) which connect the interplaying elements\nand settings, but their relative importance is always subject to a \u201cdisciplinary\naffordance that underpins appropriate holistic meaning-making\u201d (linder,\n2013: 44). The results above show the quantification of these multimodal\nelements within business pitches and their relative impact on grades or\ninvestor decisions. Our first research question asks whether paralinguistic\nelements have a greater impact on pitch effectiveness. Clearly, there is a\nperceived imbalance in the importance of paralinguistic elements in real-life\nsituations. Tables 2 and 3 above showed how these elements correlate with\nmoney raised or equity retained more closely than linguistic factors.\nHowever, pitch effectiveness is measured in real-life terms by the money\nraised, the equity retained, and the difference from the actual investment\nrequired by the start-up to cover heading costs. It follows that, to align with\nreal-life assessment, ESP task evaluation necessitates discipline-specific\nknowledge. Even if students were partially graded on money raised, for a\ntask grade to reflect skill acquisition subject knowledge is needed: pitch\nsuccessfulness cannot be measured solely on money raised, but on a more\ncomplex success ratio (percentage of investment required actually raised /\nequity relinquished), assigning a total valuation to each start-up.", "start_char_idx": 42761, "end_char_idx": 46965, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "30608e3c-d1f2-4c57-a17f-fddc477e83f5": {"__data__": {"id_": "30608e3c-d1f2-4c57-a17f-fddc477e83f5", "embedding": null, "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-110", "node_type": "4", "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "hash": "d8244dda68aa20b833c1a4ba9d2eb44b113c046d3e446b173abcbc02a02b20ac", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "469b731d-78cd-454d-a99b-a9b09d6247db", "node_type": "1", "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "hash": "4bbcfe678ef8b5edcf94c328fbef3c0653d00ec43bdfd78af606481c623148c1", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "9628e110-faf4-4175-bfe2-0fa6ec9bc2a2", "node_type": "1", "metadata": {}, "hash": "f99f6ba4b318e42d7fb404a7149b2452fe9a0211cf973afe1a91ac7664c080a6", "class_name": "RelatedNodeInfo"}}, "text": "On average\nin our dataset, investors paid \u00a332,246 in exchange for 26.6% of the shares,\nwhich yields an average whole-company valuation of \u00a3121,225. This value\n(calculated for each start-up) can be further tested against linguistic and non-\nlinguistic variables in the dataset, yielding the relative impact of every pitch\nmultimodal element in real-life valuation. Table 6 averages the correlation of\nall English-related factors (such as grammar, vocabulary, intonation, etc.) and\nnon-linguistic elements (such as gestures, eye contact, positioning, etc.), thus\nrevealing their distinct degree of effectiveness:\n\nThere is a significant correlation between the successful use of non-linguistic\nelements and the start-up valuation obtained by students, and a weaker\ncorrelation between company worth and language performance, something\nwhich was also observed in Tables 1 and 2 above when correlating these\nvariables against money raised and equity retained. This makes it possible to\n\nAnTOnIO JIM\u00e9nEz-MU\u00f1Oz\n\nIb\u00e9rica 37 (2019): 65-8680\n\nANTONIO JIM\u00c9NEZ-MU\u00d1OZ \n\nIb\u00e9rica 37 (2019): 64-84 \n\nreal-life valuation. Table 6 averages the correlation of all English-related factors \n(such as grammar, vocabulary, intonation, etc.) and non-linguistic elements (such \nas gestures, eye contact, positioning, etc.), thus revealing their distinct degree of \neffectiveness: \n\n \n\nRank Variable pair R-squared Adjusted R-squared \n1 NonLinguistic (avg) ~ Valuation 0.7152 0.7149 \n2 Linguistic (avg) ~ Valuation 0.4588 0.4586 \n\nTable 6. Adjusted R-squared coefficients (Valuation). \n\n \n\nThere is a significant correlation between the successful use of non-linguistic \nelements and the start-up valuation obtained by students, and a weaker \ncorrelation between company worth and language performance, something \nwhich was also observed in Tables 1 and 2 above when correlating these \nvariables against money raised and equity retained. This makes it possible to \ninfer that, empirically, non-verbal elements are more directly related to pitch \nsuccess than verbal aspects, which reveals the ESP gap between language-bound \nand skill-bound assessment criteria. \n\nThe second research question ponders on the individual impact of verbal or non-\nverbal elements on effectiveness, measured in Table 7 below through start-up \nvaluation. It lists the elements with the highest correlation, unearthing the \nimportance of several linguistic aspects hitherto unnoticed when observing \nmoney raised only: \n\n \n\nTable 7. Top 10 adjusted R-squared coefficients (Valuation). \n\n \n\nWhile using hand gestures, keeping eye contact and making a balanced used of \nvisuals are successful elements in the business pitches, it is now revealed that \nsome linguistic factors (such as the presenter\u2019s previous CEFR level, vocabulary \n\n03 IBERICA 37_Iberica 13 8/5/19 18:18 P\u00e1gina 80\n\n\n\ninfer that, empirically, non-verbal elements are more directly related to pitch\nsuccess than verbal aspects, which reveals the ESP gap between language-\nbound and skill-bound assessment criteria.\n\nThe second research question ponders on the individual impact of verbal or\nnon-verbal elements on effectiveness, measured in Table 7 below through\nstart-up valuation. It lists the elements with the highest correlation,\nunearthing the importance of several linguistic aspects hitherto unnoticed\nwhen observing money raised only:\n\nWhile using hand gestures, keeping eye contact and making a balanced used\nof visuals are successful elements in the business pitches, it is now revealed\nthat some linguistic factors (such as the presenter\u2019s previous CEFR level,\nvocabulary accuracy and intonation) also play an important role in the\nvaluation, implicitly. This importance is, as commented above, less evident in\ninvestor reports, thus highlighting the fact that English is an expected\nscaffold for the pitch and generally overlooked in conscious reporting.\n\nOur third research question wondered about the correlation between money\nraised and student grades. It is very weak (0.092), particularly when\ncompared with the other factors analysed in Table 2.", "start_char_idx": 46966, "end_char_idx": 51058, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "9628e110-faf4-4175-bfe2-0fa6ec9bc2a2": {"__data__": {"id_": "9628e110-faf4-4175-bfe2-0fa6ec9bc2a2", "embedding": null, "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-110", "node_type": "4", "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "hash": "d8244dda68aa20b833c1a4ba9d2eb44b113c046d3e446b173abcbc02a02b20ac", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "30608e3c-d1f2-4c57-a17f-fddc477e83f5", "node_type": "1", "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "hash": "0f64ed9f463bc1f6b3eeebb2dc5490e5502924a7100a92035dea6b7c3a5700fc", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "5657c4ae-746a-49b1-afe8-2450e90d93d0", "node_type": "1", "metadata": {}, "hash": "643964871c0cb5962dce2792c1113e98cd40b90f1b4576976d43bdf1eb608180", "class_name": "RelatedNodeInfo"}}, "text": "This highlights a major\nfact: if the goal is to put soft skills into practice by putting together a pitch\nand negotiate for investment, then why are students judged merely on their\noral performance? likewise, if there is considerable attention given in class\nto the non-linguistic aspects of presenting, why are students graded solely on\ntheir language performance? The four graders involved were interviewed on\ntheir assessment methods, and they all commented on grammar and\nvocabulary accuracy, pace and intonation appropriateness, and some on a\nholistic evaluation of task effectiveness. However, they largely failed to\nmention gestures, eye-contact and other non-verbal factors in the assessment\n\nBEYOnd lAngUAgE: A MUlTIMOdAl AnAlYSIS OF SUCCESS In nOn-nATIvE BUSInESS-EnglISH PITCHES\n\nIb\u00e9rica 37 (2019): 65-86 81\n\nANTONIO JIM\u00c9NEZ-MU\u00d1OZ \n\nIb\u00e9rica 37 (2019): 64-84 \n\nreal-life valuation. Table 6 averages the correlation of all English-related factors \n(such as grammar, vocabulary, intonation, etc.) and non-linguistic elements (such \nas gestures, eye contact, positioning, etc.), thus revealing their distinct degree of \neffectiveness: \n\n \n\nTable 6. Adjusted R-squared coefficients (Valuation). \n\n \n\nThere is a significant correlation between the successful use of non-linguistic \nelements and the start-up valuation obtained by students, and a weaker \ncorrelation between company worth and language performance, something \nwhich was also observed in Tables 1 and 2 above when correlating these \nvariables against money raised and equity retained. This makes it possible to \ninfer that, empirically, non-verbal elements are more directly related to pitch \nsuccess than verbal aspects, which reveals the ESP gap between language-bound \nand skill-bound assessment criteria. \n\nThe second research question ponders on the individual impact of verbal or non-\nverbal elements on effectiveness, measured in Table 7 below through start-up \nvaluation. It lists the elements with the highest correlation, unearthing the \nimportance of several linguistic aspects hitherto unnoticed when observing \nmoney raised only: \n\n \n\nRank Variable pair R-squared Adjusted R-squared \n1 GestureHands ~ Valuation 0.8762 0.8759 \n2 EyeContact ~ Valuation 0.8166 0.8164 \n3 TextImageBalance ~ Valuation 0.7787 0.7785 \n4 IntonationModulation ~ Valuation 0.7523 0.7521 \n5 VocabularyAccuracy ~ Valuation 0.7216 0.7214 \n6 IntegrationDiscourse ~ Valuation 0.6624 0.6623 \n7 Pace ~ MoneyRaised 0.6221 0.6219 \n8 Responding ~ Valuation 0.5836 0.5834 \n9 Closeness ~ Valuation 0.5534 0.5531 \n\n10 EyeContactInteraction ~ Valuation 0.5486 0.5484 \nTable 7. Top 10 adjusted R-squared coefficients (Valuation). \n\n \n\nWhile using hand gestures, keeping eye contact and making a balanced used of \nvisuals are successful elements in the business pitches, it is now revealed that \nsome linguistic factors (such as the presenter\u2019s previous CEFR level, vocabulary \n\n03 IBERICA 37_Iberica 13 8/5/19 18:18 P\u00e1gina 81", "start_char_idx": 51059, "end_char_idx": 54032, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "5657c4ae-746a-49b1-afe8-2450e90d93d0": {"__data__": {"id_": "5657c4ae-746a-49b1-afe8-2450e90d93d0", "embedding": null, "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-110", "node_type": "4", "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "hash": "d8244dda68aa20b833c1a4ba9d2eb44b113c046d3e446b173abcbc02a02b20ac", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "9628e110-faf4-4175-bfe2-0fa6ec9bc2a2", "node_type": "1", "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "hash": "995f83f035fcc36708b57d59974db7d697770abf1a70f853c7f246424d53b78e", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "a6905609-a3a7-40fe-be43-6fd05b046738", "node_type": "1", "metadata": {}, "hash": "5b53145e02bd09b944f28edaac7a694a8073ca096fc2cc368552a42ed257692c", "class_name": "RelatedNodeInfo"}}, "text": "rubric, although they had all practised and commented on them in class. As\naforementioned, this represents a major problem for skills-based assessment\nin the first place, and ultimately for curricular validity. Statistically, the\ndifference between academic and real-life assessment is significant, since the\ncorrelation between grades and valuation is relatively weak, at 0.2213 r-\nsquared and 0.2211 adjusted r-squared. This demonstrates quantitatively that\nthe theoretical problem posed by assessment discrepancy is indeed present:\ntarget skills cannot be measured through module grades and, conversely,\ngrades do not necessarily reflect the acquisition of these skills. The tenuous\ncorrelation among these factors is crucial, because curricular design\nestablished learning outcomes that cannot be ensured (merely expected,\nwithout sufficient ground) to have been achieved.\n\nOur last research question asked whether investors valued language elements\nas a deciding factor in their report comments. Report analysis findings reveal\nthat student investors seemed to overlook linguistic elements. They are not\nlanguage professionals (nor are they doing a linguistics degree), and\ntherefore their focus is primarily on content. However, of the fact that they\nignored the obvious (that a presentation must be given in good English to be\neffective) is problematic, particularly as it seems to challenge the traditional\nidea that observer affect is determined by language factors (Krauss, Apple,\nMorency, Wenzel & Winton, 1981; Chen, Yao & Kotha, 2009). These results\nmay suggest that the reasons which make the pitch successful transcend\nmultimodal analysis, at least partially. That is to say, from the report analysis,\nonly 23.8 percent of presentations can have their success in receiving funds\nassociated with verbal or non-verbal elements to some degree, but language-\nrelated elements account for a meagre 2.56 percent in total. However, some\nof the coded reasons are intersected by multimodal elements: while there are\nclearly non-modal indicators (such as the idea itself, or its profitability) the\neffect of the combination of proficient English and gestures or discourse\nintegration with images, and written text may have played a role in the\nconfidence observed by investors. Similarly, what is referred to as clear\nEnglish may have been appreciated as such because of an adequate pace,\ngrammar and pronunciation, which are aspects virtually unmentioned in\nthese reports. A sub-disciplinary affordance is relevant here: there seems to\nbe little evidence of the impact of multimodal elements in investor reports\nbecause the investment is target-oriented, which means that investors seem\nto value the idea and economic prospects over anything else. The relative\nabsence of multimodal elements in reports has more to do this heightened\n\nAnTOnIO JIM\u00e9nEz-MU\u00f1Oz\n\nIb\u00e9rica 37 (2019): 65-8682\n\n03 IBERICA 37_Iberica 13 8/5/19 18:18 P\u00e1gina 82", "start_char_idx": 54036, "end_char_idx": 56988, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "a6905609-a3a7-40fe-be43-6fd05b046738": {"__data__": {"id_": "a6905609-a3a7-40fe-be43-6fd05b046738", "embedding": null, "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-110", "node_type": "4", "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "hash": "d8244dda68aa20b833c1a4ba9d2eb44b113c046d3e446b173abcbc02a02b20ac", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "5657c4ae-746a-49b1-afe8-2450e90d93d0", "node_type": "1", "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "hash": "70fc37decb5be4212403980c395680676f2031e10b839a28e7fae82a64b66475", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "ee42ea93-4c6d-4038-b863-77c3356395ae", "node_type": "1", "metadata": {}, "hash": "6eaa2e79d77a198f7f54c727d31b032549671fc021ec4a03eae83beab0e54a92", "class_name": "RelatedNodeInfo"}}, "text": "focus on economic viability and potential return on investment than the\nactual reflection on their role in effectiveness.\n\n6. Conclusions\n\nThe qualitative-quantitative approach to the multimodal analysis of business\npitches has indicated that non-verbal cues, paralinguistic elements, presenter\nuse of multimedia and realia, and a number of other factors influence\nsuccess in real-life terms, as measured by start-up valuation. disaggregating\nthese elements and analysing them individually showed that the use of\nhands, eye contact, visuals and voice modulation explains student success in\nraising funds better than language proficiency. Conversely, the impact of\nparalinguistic features remains scant on student grades within the module,\ndespite relatively strong correlations among some of the non-verbal\nelements and achievement. This highlights a methodological discrepancy\nbetween linguistic and skills-based learning outcomes, and implicit resistance\nto incorporating multimodal and real-life factors like assessment criteria in\nsuch simulations. Therefore, an improved method for assessment is needed:\none that includes both speech and other modalities, including task\neffectiveness under simulation, to better match the real-life skills targeted by\ncurricular design. This is not a new idea; Canale & Swain (1980) already\npointed to the importance of non-verbal communication in testing criteria\nso that classroom discourse and real contexts are aligned. However, the issue\nhas failed to be addressed systematically (particularly in ESP, in light of the\nfindings above) and there is still a need for a \u201ccommunicative testing model\nwhich is grounded in a wider, multi-dimensional interpretation of what is\nbelieved to constitute communicative behaviour and oral language\nproficiency\u201d (Pillar, 2011: 24).\n\nSuch improvement can be achieved through rubrics which not only include\nmultimodal aspects but also interpersonal modes. This shift is already in\nprogress; the new CEFR includes Mediation so as to \u201cmove away from the\nfour skills, as one of the four modes of communication, that is: reception,\ninteraction, production and mediation\u201d (Council of Europe, 2018). To\nattempt a congruent alignment with skills-based approaches, task outcomes\n(in discipline-related real-life terms) should also be included in the rubric.\nThe benefits would include better assessment (with clearer evidence of\nlearning objectives as descriptors of the assessment tool itself) and enhanced\n\nBEYOnd lAngUAgE: A MUlTIMOdAl AnAlYSIS OF SUCCESS In nOn-nATIvE BUSInESS-EnglISH PITCHES\n\nIb\u00e9rica 37 (2019): 65-86 83\n\n03 IBERICA 37_Iberica 13 8/5/19 18:18 P\u00e1gina 83", "start_char_idx": 56992, "end_char_idx": 59650, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "ee42ea93-4c6d-4038-b863-77c3356395ae": {"__data__": {"id_": "ee42ea93-4c6d-4038-b863-77c3356395ae", "embedding": null, "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-110", "node_type": "4", "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "hash": "d8244dda68aa20b833c1a4ba9d2eb44b113c046d3e446b173abcbc02a02b20ac", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "a6905609-a3a7-40fe-be43-6fd05b046738", "node_type": "1", "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "hash": "4efc17a8d06dcf0d61591e42850eade506b257b467c6c32339737bd405fb174b", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "108cc78c-3f4a-44d2-a33c-522b3aa87877", "node_type": "1", "metadata": {}, "hash": "068e7d8e1eba2ec33d7badb66c58f467e78ae7a0d9f5c00d2ab02d321d676bc8", "class_name": "RelatedNodeInfo"}}, "text": "circularity: the learning of the communicative procedures and devices used\nto transmit the targeted disciplinary knowledge or accomplish the\ndisciplinary task are explicitly taught, and as important in the assessment of\nthe task as the task outcome itself. This may be useful for both those who\nwould like to integrate soft skills into their assessment and ESP lecturers\nwilling to include multimodal aspects as well, in light of their impact on\ncommunication.\n\nSuch a fine-grained rubric, in which the many elements above are gauged,\nwould provide a formative assessment tool affecting English learners\u2019\nmultimodal text production and performance beyond existing theory-driven\nmodels (Hung, Chiu & Yeh, 2013). The findings of this research may\ncontribute towards the establishment of more evidence-based assessment\nwithin ESP contexts, as it exemplifies how the use of research and theory\ncan inform the selection of assessment targets, methods and processes. As\nnoted in the pursuit of multimodal curricula, \u201cmultimodal communication\nenvironments require broader, more integrated epistemologies: one must be\nable to entertain multiple perspectives and multiple strategies for\ncommunication\u201d (Fordham & Oakes, 2013: 315). This multiplicity also\naffects ESP: not only beyond the assessment of the basic four skills, but also\nbeyond language itself, and into multimodality and measurable skills as proof\nof complex literacies towards employment-enabling education.\n\nArticle history: \n\nReceived 28 July 2018\n\nReceived in revised form 08 November 2018\n\nAccepted 16 November 2018\n\nReferences \n\nAnTOnIO JIM\u00e9nEz-MU\u00f1Oz\n\nIb\u00e9rica 37 (2019): 65-8684\n\nAguilar, M., & C. Mu\u00f1oz (2014). \u201cThe effect of\n\nproficiency on CLIL benefits in engineering\n\nstudents in Spain\u201d. International Journal of Applied\n\nLinguistics 24: 1\u201318.\n\nAirey, J., & C. Linder (2009). \u201cA disciplinary\n\ndiscourse perspective on university science\n\nlearning: Achieving fluency in a critical\n\nconstellation of modes\u201d. Journal of Research in\n\nScience Teaching: The Official Journal of the\n\nNational Association for Research in Science\n\nTeaching 46: 27-49.\n\nAndrews, J., & H. Higson (2008). \u201cGraduate\n\nemployability, \u2018soft skills\u2019 versus \u2018hard\u2019 business\n\nknowledge: A European study\u201d. Higher Education\n\nin Europe 33,4: 411-422.\n\nBalcar, J. (2014). \u201cSoft Skills and their Wage\n\nReturns: Overview of Empirical Literature\u201d. Review\n\nof Economic Perspectives 14,1: 3-15.\n\nBeelen, J. (2011). \u201cInternationalisation at Home in\n\na Global Perspective\u201d. Revista de Universidad y\n\nSociedad del Conocimiento 8,2: 249-264.\n\nBeelen, J., & E. Jones (2015). \u201cRedefining\n\nInternationalization at Home\u201d, in A. Curaj, L. Matei,\n\nR. Pricopie, J. Salmi, & P. Scott (eds.), The\n\nEuropean Higher Education Area, 59-72. New\n\nYork: Springer.\n\nBell, R. (2016). \u201cUnpacking the link between\n\nEntrepreneurialism and Employability: An\n\nassessment of the relationship between\n\nentrepreneurial attitudes and likelihood of\n\n03 IBERICA 37_Iberica 13 8/5/19 18:18 P\u00e1gina 84\n\n\n\nBEYOnd lAngUAgE: A MUlTIMOdAl AnAlYSIS OF SUCCESS In nOn-nATIvE BUSInESS-EnglISH PITCHES\n\nIb\u00e9rica 37 (2019): 65-86 85\n\ngraduate employment in a professional field\u201d.\n\nEducation + Training 58: 2-17.\n\nBuunaaisie, C., A. Manyara, H. Annett, E. Bird, I.\n\nBray, J. Ige, D. Evans (2018). \u201cEmployability and\n\ncareer experiences of international graduates of\n\nMSc Public Health: a mixed methods study\u201d.\n\nPublic Health 160: 62\u201369.\n\nCanale, M., & M. Swain (1980). \u201cTheoretical bases\n\nof communicative approach to second language\n\nteaching and testing\u201d. Applied Linguistics 1: 1-47.", "start_char_idx": 59654, "end_char_idx": 63230, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "108cc78c-3f4a-44d2-a33c-522b3aa87877": {"__data__": {"id_": "108cc78c-3f4a-44d2-a33c-522b3aa87877", "embedding": null, "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-110", "node_type": "4", "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "hash": "d8244dda68aa20b833c1a4ba9d2eb44b113c046d3e446b173abcbc02a02b20ac", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "ee42ea93-4c6d-4038-b863-77c3356395ae", "node_type": "1", "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "hash": "4f7f14f45eb42e566acb7633fc65bbad1410e7eb4662ae19954f26b75e2ca498", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "a90f9bc3-d340-4261-bf75-4cf32bb4dbb8", "node_type": "1", "metadata": {}, "hash": "6d53eb78ad174ceea4eff25c0b4d3516a885b282053c84ad8e81130f8f2fff6f", "class_name": "RelatedNodeInfo"}}, "text": "Applied Linguistics 1: 1-47.\n\nCharles, C., & E. Ventola (2002). \u201cA multi-semiotic\n\ngenre: The conference slide show\u201d in E. Ventola,\n\nE. Shalom, & S. Thompson (eds.), The Language\n\nof Conferencing, 169-210. Frankfurt a.M.: Peter\n\nLang.\n\nChen, X., X. Yao, & S. Kotha. (2009).\n\n\u201cEntrepreneur passion and preparedness in\n\nbusiness plan presentations: A persuasion\n\nanalysis of venture capitalists\u2019 funding decisions\u201d.\n\nAcademy of Management Journal 52: 199-214.\n\nCouncil of Europe. (2018). Common European\n\nFramework of Reference for Languages:\n\nCompanion Volume with New Descriptors.\n\nStrasbourg: Council of Europe. \n\nDafouz, E., M. Camacho, & E. Urquia (2014).\n\n\u201cSurely they can\u2019t do as well: A comparison of\n\nbusiness students\u2019 academic performance in\n\nEnglish-medium and Spanish-as-first-language-\n\nmedium programmes\u201d. Language and Education,\n\n28, 223\u2013236.\n\nDearden, J. (2015). 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Oakes (2013). \u201cRhetoric across\n\nmodes, rhetoric across campus: Faculty and\n\nstudents building a multimodal curriculum\u201d in T.\n\nBowen, & C. Whithaus (eds.), Multimodal\n\nLiteracies and Emerging Genres, 313\u2013335.\n\nPittsburgh, PA: University of Pittsburgh.\n\nFurnham, A., & E. Petrova (2010). Body Language\n\nin Business: Decoding the Signals. London:\n\nPalgrave.\n\nHatton, A. (2007). The Definitive Business Pitch:\n\nHow to Make the Best Pitches, Proposals and\n\nPresentations. London: Pearson.\n\nHeckman, J., & T. Kautz (2012). Hard Evidence on\n\nSoft Skills. Cambridge, MA: National Bureau of\n\nEconomic Research.\n\nHeugh, K., X. Li, & Y. Song (2017). \u201cMultilingualism\n\nand Translanguaging in the Teaching of and\n\nThrough English: Rethinking Linguistic Boundaries\n\nin an Australian University\u201d in B. Fenton-Smith, P.\n\nHumphreys, & I. Walkinshaw (eds.), English\n\nMedium Instruction in Higher Education in Asia-\n\nPacific, 259-279. New York: Springer.\n\nHind, D., & S. Moss (2011). Employability Skills,\n\n2nd ed. Sunderland, UK: Business Education.\n\nHood, S., & G. Forey (2005). \u201cIntroducing a\n\nconference paper: Getting interpersonal with your\n\naudience\u201d. Journal of English for Academic\n\nPurposes, 4,4: 291-306.\n\nHung, H., Y. Chiu, & H. Yeh (2013). \u201cMultimodal\n\nassessment of and for learning: A theory\u2010driven\n\ndesign rubric\u201d. British Journal of Education\n\nTechnology, 44,3: 400-409.\n\nInti, M., & A. Latih (2018). \u201cPedagogical\n\napproaches required for fostering interpersonal\n\nskills among mechanical engineering technology\n\nstudents\u201d. Advanced Science Letters 24,4: 2854-\n\n2857.", "start_char_idx": 63202, "end_char_idx": 66497, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "a90f9bc3-d340-4261-bf75-4cf32bb4dbb8": {"__data__": {"id_": "a90f9bc3-d340-4261-bf75-4cf32bb4dbb8", "embedding": null, "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-110", "node_type": "4", "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "hash": "d8244dda68aa20b833c1a4ba9d2eb44b113c046d3e446b173abcbc02a02b20ac", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "108cc78c-3f4a-44d2-a33c-522b3aa87877", "node_type": "1", "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "hash": "c293bbb67b36ed62e28bec2005eaf493a202754f8a0163f63bf4b30224f2cffd", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "c1904357-bcd9-401f-a6d7-69f07090f34b", "node_type": "1", "metadata": {}, "hash": "0e12b02efaa5500d3e9113b7545fc67a785d3ab164c0db3da4bb47749e6151fc", "class_name": "RelatedNodeInfo"}}, "text": "Advanced Science Letters 24,4: 2854-\n\n2857.\n\nJimenez-Mu\u00f1oz, A. (2014). \u201cMeasuring the impact\n\nof CLIL on language skills: a CEFR-based\n\napproach for Higher Education\u201d. Language Value\n\n6: 28-50.\n\nKarlsson, T., & K. Moberg (2013). \u201cImproving\n\nperceived entrepreneurial abilities through\n\neducation: Exploratory testing of an\n\nentrepreneurial self efficacy scale in a pre-post\n\nsetting\u201d. International Journal of Management\n\nEducation, 11: 1-11.\n\nKrauss, R. M., W. Apple, N. Morency, C. Wenzel, &\n\nW. Winton (1981). \u201cVerbal, vocal, and visible\n\nfactors in judgments of another\u2019s affect\u201d. Journal of\n\nPersonality and Social Psychology 40,2: 312-320.\n\nKress, G. (2003). Literacy in the New Media Age.\n\nLondon: Routledge.\n\n03 IBERICA 37_Iberica 13 8/5/19 18:18 P\u00e1gina 85", "start_char_idx": 66454, "end_char_idx": 67221, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "c1904357-bcd9-401f-a6d7-69f07090f34b": {"__data__": {"id_": "c1904357-bcd9-401f-a6d7-69f07090f34b", "embedding": null, "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-110", "node_type": "4", "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "hash": "d8244dda68aa20b833c1a4ba9d2eb44b113c046d3e446b173abcbc02a02b20ac", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "a90f9bc3-d340-4261-bf75-4cf32bb4dbb8", "node_type": "1", "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "hash": "cd0607b000c7d4bbbe4ed299651aa0d8ac2fcf95488057424412c4813ce92935", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "72ad133d-d168-456c-b927-58dc53b6ebb3", "node_type": "1", "metadata": {}, "hash": "f03234fd3978057ed82ebf35d917ffec02da2fbf5ac4e138c9cdfd7f3b4246ee", "class_name": "RelatedNodeInfo"}}, "text": "Antonio Jim\u00e9nez-Mu\u00f1oz is an assistant professor within the department\nof English, german, and French Philology at the Universidad de Oviedo,\nSpain. He has also taught linguistics and ESP at Kent, Hull and, more\nrecently, Oxford. His main interest is the acquisition of ESP in English-as-\na-Medium-of-Instruction contexts, particularly in those degrees related to\nEconomics, on which he publishes regularly.\n\nAnTOnIO JIM\u00e9nEz-MU\u00f1Oz\n\nIb\u00e9rica 37 (2019): 65-8686\n\nKress, G. (2010). Multimodality: A Social Semiotic\n\nApproach to Contemporary Communication.\n\nLondon: Routledge.\n\nLinder, C. (2013). \u201cDisciplinary discourse,\n\nrepresentation, and appresentation in the teaching\n\nand learning of science\u201d. European Journal of\n\nScience and Mathematics Education 1,2: 43-49.\n\nMorell, T. (2015). \u201cInternational conference paper\n\npresentations: A multimodal analysis to determine\n\neffectiveness\u201d. English for Specific Purposes 37:\n\n137-150.\n\nO\u2019Connor, A. (2013). \u201cA conceptual framework for\n\nentrepreneurship education policy: Meeting\n\ngovernment and economic purposes\u201d. Journal of\n\nBusiness Venturing 28,4: 546-563.\n\nO\u2019Leary, S. (2017). \u201cGraduates\u2019 experiences of,\n\nand attitudes towards, the inclusion of\n\nemployability-related support in undergraduate\n\ndegree programmes; trends and variations by\n\nsubject discipline and gender\u201d. Journal of\n\nEducation and Work, 30: 84-105.\n\nPillar, G. (2011). \u201cA framework for testing\n\ncommunicative competence\u201d. Partium Journal of\n\nEnglish Studies 2: 24-37.\n\nQuacquarelli Symonds (2019). QS World\n\nUniversity Rankings. URL: https://www.\n\ntopuniversities.com/qs-world-university-rankings/\n\n[01/09/19].\n\nRao, M. (2014). \u201cEnhancing employability in\n\nengineering and management students through\n\nsoft skills\u201d. Industrial and Commercial Training, 46:\n\n42-48.\n\nRowley-Jolivet, E. (2015). \u201cQuantification in\n\nconference talks and proceedings articles in\n\nengineering\u201d. English for Specific Purposes 38: 11-\n\n22.\n\nShanghaiRanking Consultancy (2018). \u201cAcademic\n\nranking of world universities\u201d. URL:\n\nhttp://www.shanghairanking.com/ARWU2018.html\n\n[25/09/18].\n\nSpring, J. (2015). Economization of Education:\n\nHuman Capital, Global Corporations, Skills-Based\n\nSchooling. New York: Routledge.\n\nTardy, C. (2005). \u201cExpressions of disciplinarity and\n\nindividuality in a multimodal genre\u201d. Computers\n\nand Composition 22,3: 319-326.\n\nTomlinson, M. (2008). \u201c \u2018The degree is not\n\nenough\u2019: students\u2019 perceptions of the role of higher\n\neducation credentials for graduate work and\n\nemployability\u201d. British Journal of Sociology of\n\nEducation 29: 49-61.\n\nTran, T. (2015). \u201cIs graduate employability the\n\n\u2018whole-of-higher-education-issue\u2019?\u201d. Journal of\n\nEducation and Work 25,3: 207-227.\n\nTymon, A. (2013). \u201cThe student perspective on\n\nemployability\u201d. Studies in Higher Education 38,6:\n\n841-856.\n\nW\u00e4chter, B. (2003). \u201cAn introduction:\n\nInternationalisation at home in context\u201d. Journal of\n\nStudies in International Education 7: 5-11.\n\nW\u00e4chter, B., & F. Maiworm (2014). English-taught\n\nProgrammes in European Higher Education: The\n\nState of Play in 2014. Bonn: Lemmens.\n\nWatkins, H., & R. Smith (2018). \u201cThinking globally,\n\nworking locally: Employability and\n\ninternationalization at home\u201d. Journal of Studies in\n\nInternational Education 22,3: 210-224.\n\n03 IBERICA 37_Iberica 13 8/5/19 18:18 P\u00e1gina 86", "start_char_idx": 67225, "end_char_idx": 70527, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "72ad133d-d168-456c-b927-58dc53b6ebb3": {"__data__": {"id_": "72ad133d-d168-456c-b927-58dc53b6ebb3", "embedding": null, "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-114", "node_type": "4", "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "hash": "4b494a0f689803fa1f2abada391d961ca2746ca6815ad8ac04a50b8ccd4a0dfe", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "c1904357-bcd9-401f-a6d7-69f07090f34b", "node_type": "1", "metadata": {"identifier": "iberica-110", "author": "Jim\u00e9nez Mu\u00f1oz, Antonio Jos\u00e9", "title": "Beyond language: a multimodal analysis of success in non-native Business-English pitches ", "date": "2019-01-02", "file": "iberica-110.pdf"}, "hash": "22feabcc230920418d60966ba38457f3c1900e1b49f18d61d831492bf54e7132", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "471c9928-ea65-4bba-afc5-8e0b7555a6a5", "node_type": "1", "metadata": {}, "hash": "a971cff236761f261678d27b733c83ec4eef283a60aece008da6db5032a54fc8", "class_name": "RelatedNodeInfo"}}, "text": "Iberica 13\n\n\nIb\u00e9rica 37 (2019): 167-192\n\nISSN: 1139-7241 / e-ISSN: 2340-2784\n\nAbstract\n\nThe Internet provides researchers with tools to disseminate their research\nfindings to different audiences and meet the information needs of various\npublics. One of these tools is online science videos, which can be addressed to\naudiences with different degrees of expertise and shared on various platforms.\nThe current study analyzes a set of online videos used by research groups to\ninform about their research and findings and engage the audience with this\nresearch. My purpose is to analyze how multimodal strategies are used in these\nvideos to recontextualize knowledge for a wide audience. The analysis reveals\nfour types of strategies, which may be performed through the orchestration of\nvarious semiotic modes: (i) strategies to construct the research group\u2019s credibility\nand authority; (ii) strategies to construct persuasive arguments; (iii) strategies to\ntailor information to the assumed knowledge of potential viewers; (iv) strategies\nto bond with the viewers and engage them. \n\nKeywords: digital genres, online videos, multimodality, science\ndissemination, recontextualization\n\nResumen\n\nT e n di e nd o pu e nt e s e n tre e xp e rt os y p \u00fab l ic os : e l pa pe l d e l a mu l tim od al i d ad\n\ne n l a di s e mi na c i\u00f3 n d e l a inv es t ig ac i \u00f3n e n v \u00edd e os on l in e\n\nInternet ofrece a los investigadores diversas herramientas para difundir los\nresultados de su investigaci\u00f3n y satisfacer las necesidades de informaci\u00f3n de\np\u00fablicos diversos. Una de estas herramientas es el v\u00eddeo cient\u00edfico en l\u00ednea,\ndirigido a p\u00fablicos m\u00e1s o menos expertos en la disciplina, y que puede\ncompartirse a trav\u00e9s de varias plataformas. El presente estudio analiza una serie\n\nBridging the gap between experts and\npublics: the role of multimodality in\ndisseminating research in online videos\n\nMar\u00eda-Jos\u00e9 Luz\u00f3n\n\nUniversidad de Zaragoza\n\nmjluzon@unizar.es\n\n167\n\n07 IBERICA 37_Iberica 13 8/5/19 18:22 P\u00e1gina 167", "start_char_idx": 48, "end_char_idx": 2070, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "471c9928-ea65-4bba-afc5-8e0b7555a6a5": {"__data__": {"id_": "471c9928-ea65-4bba-afc5-8e0b7555a6a5", "embedding": null, "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-114", "node_type": "4", "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "hash": "4b494a0f689803fa1f2abada391d961ca2746ca6815ad8ac04a50b8ccd4a0dfe", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "72ad133d-d168-456c-b927-58dc53b6ebb3", "node_type": "1", "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "hash": "c3d413fe302e2752f50db9ef86fafb3b4c4c4369c29394f5a53131e31d16760b", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "e95b7f00-9ef6-4dc7-9c6d-3814e97dcddb", "node_type": "1", "metadata": {}, "hash": "f698a3616d4c954ca87a8e5265d7cc41b4c35ca91e0bd2e4f2160d04ada781c0", "class_name": "RelatedNodeInfo"}}, "text": "Ib\u00e9rica 37 (2019): 167-192\n\nMAr\u00edA-JOS\u00e9 LUz\u00f3n\n\nde v\u00eddeos utilizados por diferentes grupos de investigaci\u00f3n para informar sobre\nsu trabajo y resultados. Mi objetivo es analizar c\u00f3mo se utilizan las estrategias\nmultimodales en estos v\u00eddeos para recontextualizar el conocimiento cuando se\ndirige a un p\u00fablico m\u00e1s amplio. El an\u00e1lisis revela la existencia de cuatro tipos de\nestrategias, que pueden llevarse a cabo por medio de la coordinaci\u00f3n de varios\nmodos semi\u00f3ticos: (i) estrategias para construir la credibilidad y autoridad del\ngrupo de investigaci\u00f3n; (ii) estrategias para construir argumentos persuasivos;\n(iii) estrategias para adaptar la informaci\u00f3n al conocimiento de los espectadores\npotenciales, y (iv) estrategias para crear v\u00ednculos con los espectadores e\nimplicarlos en la investigaci\u00f3n. \n\nPalabras clave: g\u00e9neros digitales, v\u00eddeos en l\u00ednea, multimodalidad,\ndivulgaci\u00f3n cient\u00edfica, recontextualizaci\u00f3n\n\n1. Introduction\n\nThe online environment, with its multimodal affordances, offers researchers\nnew possibilities for dissemination of their research and for public outreach.\nOnline videos have become a popular tool to communicate science to the\npublic (Kousha, Thelwall & Abdoli, 2012; Erviti & Stengler, 2016; Le\u00f3n &\nBourk, 2018) and are used by academics, universities and other organizations\nto disseminate courses and other educational content (Pasquali, 2007;\nKousha, Thelwall & Abdoli, 2012). Given the potential of online videos for\nthe communication of science, researchers are analyzing them from different\nperspectives, e.g. the uses of online videos for education (DeCesare, 2014),\nthe different types and purposes of online science videos (Thelwall, Kousha,\nWeller & Puschmann, 2012; Mu\u00f1oz-Morcillo, Czurda & Trotha, 2016), or\nthe factors that affect their popularity (Thelwall et al., 2012; Welbourne &\nGrant, 2016; Erviti & Le\u00f3n, 2016). However, except for studies on a specific\ntype of online video genre, TED Talks (e.g. Scotto di Carlo, 2014; Santini,\n2015), there has been little research on how online videos are exploited by\nacademics to disseminate information about science to the public and to\npromote their work and findings. Additionally, studies on TED Talks have\nforegrounded the oral mode of communication and have concentrated\nalmost exclusively on the analysis of linguistic features. However, the\nmultiplicity of semiotic resources deployed in online science videos calls for\nthe need to study how various modes interact to make meaning and achieve\nthe communicative purpose of the genre. The main focus of this paper is\nthe interplay of various modes in online science videos to recontextualize\nknowledge for the intended audience. \n\n168\n\n07 IBERICA 37_Iberica 13 8/5/19 18:22 P\u00e1gina 168", "start_char_idx": 2074, "end_char_idx": 4821, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "e95b7f00-9ef6-4dc7-9c6d-3814e97dcddb": {"__data__": {"id_": "e95b7f00-9ef6-4dc7-9c6d-3814e97dcddb", "embedding": null, "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-114", "node_type": "4", "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "hash": "4b494a0f689803fa1f2abada391d961ca2746ca6815ad8ac04a50b8ccd4a0dfe", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "471c9928-ea65-4bba-afc5-8e0b7555a6a5", "node_type": "1", "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "hash": "f604915a09a4c2a27391c9779b8ef69f25af1dbb263c4f8cd637efbf104e1785", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "d98a671f-2afc-430b-bab3-ffbb13c97495", "node_type": "1", "metadata": {}, "hash": "3059f8165326ed52e4ad212d536643ad9b440c3da36d0d82d6d96196761ae03a", "class_name": "RelatedNodeInfo"}}, "text": "The possibilities for public dissemination afforded by online videos are\nparticularly important in the current research context, where funding\nagencies are increasingly encouraging researchers\u2019 involvement in outreach\nactivities and interaction with the lay public. The current study analyzes\nonline videos used by research groups to inform both peers and the\ninterested public about their research, in order to update scientifically\ninformed users and engage peers and the public with this research. These\nvideos share features with science documentaries, in that they combine\nnarration and audiovisual modes for both informative and persuasive\npurposes: they are intended not only to inform the audience but also to\npersuade them of the relevance of the research. The purpose of the study\nis to analyze how multimodal strategies are used to achieve specific rhetorical\npurposes and to meet the information needs of the audience. I attempt to\nanswer the following questions: (i) How is the credibility and authority of the\nresearch group constructed? (ii) How do different modes interplay in the\nconstruction of arguments? (iii) How do different modes contribute to\nmaking the content understandable? (iv) What rhetorical strategies are used\nto engage the viewer and how are they realized? \n\n2. Online videos and audiences in academic\n\ncommunication\n\nThere is a wide variety of online science videos (Kousha et al., 2012; Le\u00f3n\n& Bourk, 2018), differing in terms of purpose and intended audience. In\ntheir study, Thelwall et al. (2012) classified online science videos into six\ncategories: scientific demonstration, public dissemination, education, talks to\nacademics, information about scientists, and comedy. These purposes and\nthe way the videos are produced are clearly related to the audience. Some\nonline videos are used as tools to communicate with peers, to show\nexperimental details or illustrate methods (Thelwall et al., 2012). The Journal\nof Visualized Experiments (JoVE, http://www.jove.com/), for instance, is a\npeer reviewed scientific video journal which publishes research in a visual\nformat. Some journals provide short video summaries of their published\npapers, either embedded on the journal website as a complement to the\npaper or on their YouTube channel, e.g. the journal Clinical Gastroenterology\nand Hepatology, the New Journal of Physics or the Journal of Number Theory. These\nvideos help to provide information that is difficult to convey only with text,\nsuch as the morphological change of cells (Pasquali, 2007).\n\nBrIDGInG THE GAP BETWEEn ExPErTS AnD PUBLICS\n\nIb\u00e9rica 37 (2019): 167-192 169\n\n07 IBERICA 37_Iberica 13 8/5/19 18:22 P\u00e1gina 169", "start_char_idx": 4825, "end_char_idx": 7510, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "d98a671f-2afc-430b-bab3-ffbb13c97495": {"__data__": {"id_": "d98a671f-2afc-430b-bab3-ffbb13c97495", "embedding": null, "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-114", "node_type": "4", "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "hash": "4b494a0f689803fa1f2abada391d961ca2746ca6815ad8ac04a50b8ccd4a0dfe", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "e95b7f00-9ef6-4dc7-9c6d-3814e97dcddb", "node_type": "1", "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "hash": "be7706aa94cc8b9af268ad4cc2db6458f9efbdec31e36c9ae95d294b3f506895", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "3c062910-d49c-4e02-98f0-1c156d415548", "node_type": "1", "metadata": {}, "hash": "290bbd91658d805c20b1f2076223cfa25e9203e84b611b6792168e0dce15d65f", "class_name": "RelatedNodeInfo"}}, "text": "Online video is also used as a tool to communicate with and engage the lay\npublic (Jenkins, 2007; Thelwall et al., 2012; Scotto di Carlo, 2014). Its\nmultimodal nature makes it a very effective and accessible format to\ncommunicate complex scientific ideas, explain scientific concepts and\ncommunicate science to the interested public (Pasquali, 2007; Thelwall et al.,\n2012). Publications like Nature or New Scientist use videos as a complement\nto their publication to tell people about the research they publish in a visual\nway. In the words of Sandrine Ceurstemont (multimedia producer at New\nScientist), \u201cin certain cases, video is the most attractive way to convey certain\nstories, because you can describe some things in words, but you just see the\nvideo and, right away, you get the point\u201d (Erviti & Stengler, 2016: 7). The\nweb helps researchers publishing in Nature to reach a wide diversified\naudience, consisting both of other researchers and the interested public. The\nfact that online videos can be embedded in several websites and shared on\nsocial media contributes to this widening of their audience. \n\nSome research groups are also harnessing the affordances of the online\nvideo to promote their work among different audiences. The audiovisual\npresentations embedded on their websites or available on online platforms\n(e.g. YouTube, Vimeo) are more engaging both for peers and for the lay public\nthan the written description of their research available on their websites.\nThrough these videos, groups can interact directly not only with peers but\nalso with a wider audience, and arouse public interest in their research\nactivity and their discipline.\n\n3. Multimodality and recontextualization\n\nOnline science videos are multimodal texts which draw on several modes or\nsemiotic resources (e.g. non-verbal sound, spoken and written language,\nimage) to re-contextualize scientific discourse. Therefore, the analysis of\ncommunication, representation and re-contextualization in these texts\nshould be approached from a multimodal perspective.\n\n3.1. Multimodality\n\nMDA (Multimodal Discourse Analysis) is based on several assumptions (Kress\n& van Leeuwen, 2001; Kress, 2003; Bezemer & Kress, 2008; Jewitt, 2009):\nlanguage is just one part of an ensemble of modes, all of which contribute to\nmeaning; modes have differing modal resources (e.g. writing and speech share\n\nMAr\u00edA-JOS\u00e9 LUz\u00f3n\n\nIb\u00e9rica 37 (2019): 167-192170\n\n07 IBERICA 37_Iberica 13 8/5/19 18:22 P\u00e1gina 170", "start_char_idx": 7514, "end_char_idx": 9996, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "3c062910-d49c-4e02-98f0-1c156d415548": {"__data__": {"id_": "3c062910-d49c-4e02-98f0-1c156d415548", "embedding": null, "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-114", "node_type": "4", "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "hash": "4b494a0f689803fa1f2abada391d961ca2746ca6815ad8ac04a50b8ccd4a0dfe", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "d98a671f-2afc-430b-bab3-ffbb13c97495", "node_type": "1", "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "hash": "639fa1d9d71d1c10652cc626f199a70e2fe33be08108f15e91f335dd25486d4b", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "78c3dd29-30b5-43c0-8bc6-ba348045e801", "node_type": "1", "metadata": {}, "hash": "c5271a06bd6e39e5bf07a8fb2706f88cef3f3d073a488c8196752bb3956c2d06", "class_name": "RelatedNodeInfo"}}, "text": "lexical and grammatical resources, but they also have other resources, like\npunctuation in the case of writing, and pitch in the case of speech; images use\nresources like size and color, and, in the case of moving images, movement) and\ntherefore they can be used to realize different meanings, i.e. they have different\naffordances; meaning is constructed through the selection, combination and\ninteraction of modes, that is, modes work together to create what Kress and\nVan Leeuwen (2001) call \u201ccommunicational ensembles\u201d. The affordances of\nthe different modes for meaning-making enable \u201csign makers to do different\nwork in relation to their interests and their rhetorical intentions for designs of\nmeaning, which, in modal ensembles, best meet the rhetor\u2019s interest and sense\nof the needs of the audience\u201d (Bezemer & Kress, 2008: 171). \n\nAnalyzing academic genres from this perspective involves regarding genres\nas \u201cdiscernible patterns of semiosis\u201d (O\u2019Halloran, 2009: 99) and accepting\nthat the social purpose of the genres is achieved not only through language\nbut through the interaction of several semiotic modes. Genres differ in their\nsemiotic affordances for creating various types of meaning (Kress & van\nLeeuwen, 2001; Bateman, Delin & Henschel, 2007; Bateman, 2008). Users\nselect semiotic resources from these afforded by the genre and combine\nthem in such a way that they work together to achieve the communicative\npurpose of the genre. According to Bateman (2008), multimedia genres are\nconstituted by collections of rhetorical strategies which collaborate to\nachieve the goal of the genre through the deployment and selection of the\nsemiotic modes made available by the medium. \n\n3.2. Recontextualization\n\nThis study explores communication and representation in interview-based\nscience documentaries, i.e. documentaries where the researchers themselves\ntell the story of their research. In these texts the scientific discourse of\nformal academic genres is recontextualized in online science videos,\nharnessing the multimodal affordances of digital video. Bezemer and Kress\n(2008: 184) define recontextualization as follows: \n\nmoving meaning material from one context with its social organization of\nparticipants and its modal ensembles to another, with its different social\norganization and modal ensembles. Meaning material always has a semiotic\nrealization, so recontextualization involves the re-presentation of the\nmeaning materials in a manner apt for the new context in the light of the\navailable modal resources.\n\nBrIDGInG THE GAP BETWEEn ExPErTS AnD PUBLICS\n\nIb\u00e9rica 37 (2019): 167-192 171\n\n07 IBERICA 37_Iberica 13 8/5/19 18:22 P\u00e1gina 171", "start_char_idx": 10000, "end_char_idx": 12683, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "78c3dd29-30b5-43c0-8bc6-ba348045e801": {"__data__": {"id_": "78c3dd29-30b5-43c0-8bc6-ba348045e801", "embedding": null, "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-114", "node_type": "4", "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "hash": "4b494a0f689803fa1f2abada391d961ca2746ca6815ad8ac04a50b8ccd4a0dfe", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "3c062910-d49c-4e02-98f0-1c156d415548", "node_type": "1", "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "hash": "e16e6a5ad76ff8f98d831c98746d2c415596f79d80446fc1e57b4b62daf2512e", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "31e7c5c7-d163-4339-af81-a3db41568fd5", "node_type": "1", "metadata": {}, "hash": "d8827ac82bb14878a9a6f4de0e07e22655f452d471c05aa76f8569ee032f96da", "class_name": "RelatedNodeInfo"}}, "text": "This definition is particularly relevant in the context of this study because it\nis based on the assumption that meaning is made through the interaction of\nmodes. \n\nrecontextualization is achieved through various rhetorical processes, e.g.\n\u201csimplification\u201d or \u201ccondensation\u201d; \u201cexplicitation\u201d, \u201creformulation\u201d and\n\u201celaboration\u201d; and \u201crefocusing\u201d (Calsamiglia & van Dijk, 2004; Bezemer &\nKress, 2008; Bondi, Cacchiani & Mazzi, 2015). According to Bezemer and\nKress (2008), recontextualization involves four rhetorical principles:\n\u201cselection\u201d (of meaning material that is relevant in the new context and\ncontributes to the rhetor\u2019s interest, and of modal resources which are\navailable in the new context and are appropriate for the audience of this\ncontext); \u201carrangement\u201d (of the meaning materials in a way that is best for\nthe audience and for the rhetor\u2019s purpose); \u201cforegrounding\u201d (of the\nelements that are particularly significant in the new context); and \u201csocial\nreposition\u201d (or reconstruction of social relations between the rhetor and the\naudience of the new context).\n\nAs a result of the current interest in the public understanding of science,\nthere is a growing body of research on the strategies used in different genres\nto transform scientific discourse into discourse that meets the interests of\nthe lay or interested public (e.g. Hyland, 2010; Luz\u00f3n, 2013; Scotto di Carlo,\n2014; Hunston, 2015). Hyland\u2019s (2010) concept of \u201cproximity\u201d helps us to\nunderstand the different facets of recontextualization in popular texts.\n\u201cProximity\u201d refers to: \n\na writer\u2019s control of rhetorical features which display both authority as an\nexpert and a personal position towards issues in an unfolding text. It involves\nresponding to the context of the text (\u2026) It is concerned with how writers\nrepresent not only themselves and their readers, but also their material, in\nways which are most likely to meet their readers\u2019 expectations (Hyland, 2010:\n117). \n\nHyland compares how proximity is constructed in texts intended for experts\nand for a lay public and in doing so he shows how the discourse of research\narticles is recontextualized in popular science. For instance, in popular\nscience new concepts are defined and explained, in order to adapt\ninformation to the assumed knowledge of the potential readers, and\nquestions and second person pronouns are used to involve the reader.\nHunston (2015) analyzed interviews with scientists on a radio programme\nand found that they used interpersonal strategies to promote their work in\n\nMAr\u00edA-JOS\u00e9 LUz\u00f3n\n\nIb\u00e9rica 37 (2019): 167-192172\n\n07 IBERICA 37_Iberica 13 8/5/19 18:22 P\u00e1gina 172", "start_char_idx": 12687, "end_char_idx": 15331, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "31e7c5c7-d163-4339-af81-a3db41568fd5": {"__data__": {"id_": "31e7c5c7-d163-4339-af81-a3db41568fd5", "embedding": null, "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-114", "node_type": "4", "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "hash": "4b494a0f689803fa1f2abada391d961ca2746ca6815ad8ac04a50b8ccd4a0dfe", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "78c3dd29-30b5-43c0-8bc6-ba348045e801", "node_type": "1", "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "hash": "44bbb362ce8d873dec7c4d8ec480108dc5f4e83b783d374afc33a99db78158c8", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "29ea6871-43b8-42bc-b721-be78627df7a4", "node_type": "1", "metadata": {}, "hash": "68ba55349cec8686078a300b88a98b3dd2607090685cf0a7a7dc2830d49bdafe", "class_name": "RelatedNodeInfo"}}, "text": "front of the general public, e.g. evidentials and status markers, emphasis on\nthe novelty of results or value of the research. recontextualization strategies\nhave also been explored in digital genres (e.g. Luz\u00f3n, 2013; Scotto di Carlo,\n2014). In science blogs, the bloggers\u2019 desire to reach a wide and diversified\naudience leads to the use of strategies to connect with the interested public\n(e.g. informal discourse, personal narratives) and to the blending of\ndiscursive practices from different discourses (Luz\u00f3n, 2013). In TED Talks\nspeakers draw on various discourse strategies to establish a close relation\nwith the audience and enhance their credibility (Scotto di Carlo, 2014). \n\n4. Corpus and Method\n\n4.1. Corpus\n\nThe corpus analyzed in this study is composed of 14 online videos where\nresearch groups report on their research. Two sets of videos have been\nselected: (i) promotional videos produced by research groups themselves or\ntheir institutions, available on the research group\u2019s website or on other\nplatforms like YouTube or Vimeo (or on both), where the groups tell about\ntheir research lines (henceforth referred to as \u201cPresentation Videos\u201d); (ii)\nvideos from Nature Online Video Streaming Archive, also available on the\nNature YouTube channel, which act as complements to published papers\n(henceforth referred to as \u201cnature Videos\u201d). Charlotte Stoddart, the Head\nof Multimedia at Nature, stated that the video format enabled both scientists\nand public to understand better the published research (Erviti & Stengler,\n2016). The objective of both types of videos is the promotion of scientific\nculture and the dissemination of the group\u2019s research activity. However,\nwhile nature Videos recontextualize the specific research reported in the\npaper, Presentation Videos report more broadly on the group\u2019s areas of\nresearch and interests. Therefore, they may resort to different rhetorical\nstrategies and resources to achieve their communicative purpose.\n\nSeven videos were selected from each group (see Appendix). In order to find\nthe Presentation Videos, search words like \u201c(our) research group\u201d, \u201c(our)\nresearch team\u201d were used in Google Videos, YouTube and Vimeo. The following\ncriteria were used to select these videos: (i) they should be in English; (ii) they\nshould be interview-based science documentaries; (iii) they should be\nbetween 3 and 6 minutes long; (iv) they should have been produced in the\nlast 3 years or (if they were older) they should still be present on the research\n\nBrIDGInG THE GAP BETWEEn ExPErTS AnD PUBLICS\n\nIb\u00e9rica 37 (2019): 167-192 173\n\n07 IBERICA 37_Iberica 13 8/5/19 18:22 P\u00e1gina 173", "start_char_idx": 15335, "end_char_idx": 17982, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "29ea6871-43b8-42bc-b721-be78627df7a4": {"__data__": {"id_": "29ea6871-43b8-42bc-b721-be78627df7a4", "embedding": null, "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-114", "node_type": "4", "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "hash": "4b494a0f689803fa1f2abada391d961ca2746ca6815ad8ac04a50b8ccd4a0dfe", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "31e7c5c7-d163-4339-af81-a3db41568fd5", "node_type": "1", "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "hash": "67c82c5ec27c0d7e8c660a5ad34f2bc90a65d077501eef4e0f341e7f9cbcf6a3", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "a56918c8-dfa8-4c35-81bc-ed2b36fe5f08", "node_type": "1", "metadata": {}, "hash": "a42f2583ec0f217b163fb0687e1ccfc094ef982775a29b41219bf7274aa67802", "class_name": "RelatedNodeInfo"}}, "text": "group\u2019s website (to make sure that they were still relevant for the group).\nregarding the nature Videos, all of them are written in English. I selected\nthe seven most recent interview-based science documentaries (at the time of\ncollection) with a length between 3 and 6 minutes. \n\nThe corpus size is moderate for two reasons. First, it was difficult to find\nPresentation Videos that met all the selection criteria listed above: many\nresearch groups produce Presentation Videos in their own first language,\nrather than in English, to reach a local audience; in addition, in some cases\ngroups do not use interview-based science documentaries to present their\nresearch, but a monologic format. The second reason to select only 14\nvideos was the need to work with a manageable corpus, since the analysis\ninvolved looking at a variety of semiotic resources. A corpus of this size\nprovides enough analytic data for the type of study (i.e. mostly qualitative)\nreported in this paper, and is in line with the corpora used in other studies\nof multimodality in academic genres (Querol-Juli\u00e1n & Fortanet G\u00f3mez,\n2012; Valeiras-Jurado, ruiz-Madrid & Jacobs, 2018).\n\n4.2. Method\n\nIn this research a multimodal perspective is adopted to analyze the\nrecontextualization of academic discourse in online science videos. From\nthis perspective, the focus of analysis is on how the different semiotic\nresources which are co-present in the videos interplay to enact rhetorical\nstrategies. \n\nPaltridge (2012) notes that when carrying out MDA there are often too many\ndata for analysis and therefore it is necessary to select specific aspects to\nexamine. Due to the impossibility of analyzing all the semiotic resources that\ncontribute to the recontextualization of science in online videos, I decided\nto focus on the following modes: speech, written language, static images, and\nmoving images. Paralanguage and kinesic features are not analyzed, despite\ntheir importance in genres where scientists present research orally (see\nQuerol-Juli\u00e1n & Fortanet G\u00f3mez, 2012; ruiz-Madrid & Fortanet G\u00f3mez,\n2017). I will discuss briefly the role of gestures when they play a particularly\nimportant role, but the detailed study of gestures by participants in the video\nis too complex to be dealt with in this study.\n\nThe data for this study were analyzed with Atlas.ti, a qualitative data analysis\ntool which allows annotation and coding of text, audio and video\ndocuments. Documents can be loaded on Atlas.ti to make a corpus, and\n\nMAr\u00edA-JOS\u00e9 LUz\u00f3n\n\nIb\u00e9rica 37 (2019): 167-192174\n\n07 IBERICA 37_Iberica 13 8/5/19 18:22 P\u00e1gina 174", "start_char_idx": 17986, "end_char_idx": 20595, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "a56918c8-dfa8-4c35-81bc-ed2b36fe5f08": {"__data__": {"id_": "a56918c8-dfa8-4c35-81bc-ed2b36fe5f08", "embedding": null, "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-114", "node_type": "4", "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "hash": "4b494a0f689803fa1f2abada391d961ca2746ca6815ad8ac04a50b8ccd4a0dfe", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "29ea6871-43b8-42bc-b721-be78627df7a4", "node_type": "1", "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "hash": "75163a5ed43deb23fb8556e4b0c42b916ca19335e2fba9e21ed40e6277328c4e", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "c56ee73e-273d-4838-a1fb-bcdc0689b01c", "node_type": "1", "metadata": {}, "hash": "d4d4610a9148d6968e0cc45a80d656be92e4f3dce11fb78343e500c654ac2bfe", "class_name": "RelatedNodeInfo"}}, "text": "selected data segments in these documents (video segments in the current\nstudy) can be assigned one or more codes. In this study, coding was done by\nstarting with an initial list of anticipated codes which evolved over time, as\nsome codes were eliminated and new codes emerging from the data were\nadded.\n\nTo design this initial code list, I took into account research on the discursive\nstrategies used in scientific discourse to respond to the context of the text\n(Fahnestock, 1986; Calsamiglia & Van Dijk, 2004; Giannoni, 2008; Hyland,\n2010; Luz\u00f3n, 2013). These studies provided the justification for the\nclassification of recontextualizing strategies into four groups: (i) strategies to\nconstruct the research group\u2019s credibility and authority (\u201cSource credibility\u201d);\n(ii) strategies to construct persuasive arguments (\u201cConvincing arguments\u201d);\n(iii) strategies to tailor information to the assumed knowledge of potential\nreaders (\u201cFraming\u201d); (iv) strategies to engage the viewers (\u201cEngagement\u201d).\nPrevious research on rhetorical strategies also provided information on the\nsemiotic resources to realize these strategies, which guided their\nidentification in the corpus. For instance, \u201cAppeal to novelty\u201d can be realized\nverbally through positive evaluation (e.g. \u201ca new approach\u201d). The initial code\nlist based on previous research was complemented with codes generated on\nthe basis of my observation of the data, using the \u201ccoding in vivo\u201d option\nof Atlas.ti. The rationale for this methodological decision was that previous\nresearch focuses mainly on verbal modes, and, since visual modes have such\nan important role in meaning-making in science videos, it is necessary to\nconsider also visual semiotic resources and analyze how they are co-deployed\nwith other semiotic resources to enact rhetorical strategies. \n\nThe first phase in the analysis of the video corpus consisted in viewing each\nof the videos twice to get a general impression of the rhetorical work and of\nthe strategies used in these videos to recontextualize scientific knowledge.\nThe second phase consisted in coding the data. In the first round, video\nsegments were assigned descriptive codes (semiotic resources related to each\nof the four broad categories of strategies: \u201cSource credibility\u201d, \u201cConvincing\narguments\u201d, \u201cFraming\u201d and \u201cEngagement\u201d), e.g. \u201cVideo footage\nrepresenting researchers doing science. Source credibility\u201d. \u201cVerbal non-\ntechnical explanation. Framing\u201d. These codes were then grouped into\ncategories (strategies). For instance, \u201cVideo footage representing researchers\ndoing science\u201d was grouped into the category \u201crepresenting researchers as\nexperts\u201d. Coding was an iterative process, which involved refining codes,\neliminating redundant ones or merging those that were minimally different.\n\nBrIDGInG THE GAP BETWEEn ExPErTS AnD PUBLICS\n\nIb\u00e9rica 37 (2019): 167-192 175\n\n07 IBERICA 37_Iberica 13 8/5/19 18:22 P\u00e1gina 175", "start_char_idx": 20599, "end_char_idx": 23523, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "c56ee73e-273d-4838-a1fb-bcdc0689b01c": {"__data__": {"id_": "c56ee73e-273d-4838-a1fb-bcdc0689b01c", "embedding": null, "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-114", "node_type": "4", "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "hash": "4b494a0f689803fa1f2abada391d961ca2746ca6815ad8ac04a50b8ccd4a0dfe", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "a56918c8-dfa8-4c35-81bc-ed2b36fe5f08", "node_type": "1", "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "hash": "260fd84b4169dff14873d76a9f094cd71c63a6f86acd9e8c76a179cf93a45e47", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "756116fa-8ea0-46c8-b29c-6e891c062585", "node_type": "1", "metadata": {}, "hash": "87032108960b8ccd270f0e970d9db7505599260cc34ca275ea5dbbc348135cfd", "class_name": "RelatedNodeInfo"}}, "text": "The possibility of assigning more than one code to each data segment helps\nto reveal how various semiotic resources are co-deployed to enact rhetorical\nstrategies.\n\nTables 1-4 in section 5 list the different strategies and semiotic resources that\nwere coded for. As pointed out above, this is a qualitative study, intended to\nshow how various modes interplay to realize strategies through which\nresearch is contextualized in online videos. However, some quantitative\ninformation is provided (i.e. the number of videos in each set where the\nvarious semiotic resources are used) to help establish the relation between\nthe use of these resources and the communicative purpose of the genre.\n\n5. Results\n\nIn this section I discuss how various semiotic resources are co-deployed in\nscience videos to establish the group\u2019s authority and credibility, shape the\nmaterial to construct persuasive arguments, tailor information to the\naudience\u2019s needs, and engage and position the audience. \n\n5.1. Establishing the group\u2019s authority and credibility\n\nTable 1 presents the different strategies to establish the group\u2019s authority (in\nitalics) and the resources through which these strategies are realized. The\ntable also provides quantitative information on the number of videos where\nthese strategies and resources occur, to determine the extent to which they\nare typical of this type of video. Quantitative data are provided on the two\nsets of videos separately to reveal any possible difference.\n\nIn order to bestow credibility on the researchers reporting the information,\nthree strategies are used: informing of the researcher\u2019s/ group\u2019s position and\naffiliation, representing researchers as experts, and informing about the\ngroup\u2019s collaborators. Viewers are informed of the group\u2019s affiliation\nthrough several modes: by means of superimposed writing when the\nresearchers first appear on screen; through speech, with the researchers\nintroducing themselves (e.g. 1a) or with voice-over presenting the group (e.g.\n1b); by means of images (e.g. Faculty, logo). Setting contributes to\nconstructing the academic identity: all videos but one are filmed in an\nacademic setting (laboratories, facilities of the research center, offices) and\nin the case of Presentation Videos a picture of the main entrance of the\n\nMAr\u00edA-JOS\u00e9 LUz\u00f3n\n\nIb\u00e9rica 37 (2019): 167-192176\n\n07 IBERICA 37_Iberica 13 8/5/19 18:22 P\u00e1gina 176", "start_char_idx": 23527, "end_char_idx": 25941, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "756116fa-8ea0-46c8-b29c-6e891c062585": {"__data__": {"id_": "756116fa-8ea0-46c8-b29c-6e891c062585", "embedding": null, "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-114", "node_type": "4", "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "hash": "4b494a0f689803fa1f2abada391d961ca2746ca6815ad8ac04a50b8ccd4a0dfe", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "c56ee73e-273d-4838-a1fb-bcdc0689b01c", "node_type": "1", "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "hash": "4f21d49cad43a78eace774029d4b8a903fb32e9239bd80b29ba74b61620f2638", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "ffe0d541-3f6d-4f94-9fc0-c553c8255264", "node_type": "1", "metadata": {}, "hash": "060e1e5ce67c3599ee0af5775688a682f7e87654e5806d1c0160adf81e916f1c", "class_name": "RelatedNodeInfo"}}, "text": "Faculty building or the research Centre is always present. All these resources\ncontribute to the meaning that the researchers\u2019 authority is institutionally\nlegitimate.\n\n1a. My name is Guido Sch\u00e4fer. I\u2019m the group leader of the networks\nand Optimization Group here at CW (V11)\n\n1b. The heterogeneous catalysis and sustainable chemistry group led\nby professor Gaddy rothenberg forms part of the Vanette HOF\nInstitute for molecular sciences at the university of Amsterdam\n(V12).\n\nThe representation of researchers as experts is also achieved by the interplay\nof visual and verbal resources. In all the videos researchers themselves\npresent their research (even if in some videos there is also a voice-over or\nexternal narrator): in nature Videos researchers present a specific finding\nand in Presentation Videos they present their research line or main\nachievement. In all the videos, live-action footage represents members of the\ngroup \u201cdoing research\u201d in their research setting and using the methods of\ntheir discipline, e.g. digging in archaeological sites, using laboratory\nequipment or computers. Additionally, in 64.3% of the videos (100% of the\n\nBrIDGInG THE GAP BETWEEn ExPErTS AnD PUBLICS\n\nIb\u00e9rica 37 (2019): 167-192 177\n\nBRIDGING THE GAP BETWEEN EXPERTS AND PUBLICS \n\nof this type of video. Quantitative data are provided on the two sets of videos \nseparately to reveal any possible difference. \n\nStrategies and semiotic resources No. of videos \n(Nature) \n\nNo. of videos \n(Presentation) \n\nInforming of researcher\u2019s/ group\u2019s position and affiliation \nVoice-over information about researcher\u2019s/ group\u2019s \naffiliation \n\n1 2 \n\nResearcher\u2019s self-introduction 1 2 \nWritten identification of researcher\u2019s/ group\u2019s \naffiliation \n\n7 7 \n\nImage of Faculty, University, Research Centre 0 7 \nUniversity logo 0 2 \nVisual representation of academic setting 6 7 \n\nRepresenting researchers as experts \nResearchers presenting their own research \nverbally \n\n7 7 \n\nVideo footage representing researchers \u201cdoing \nscience\u201d \n\n7 7 \n\nVideo footage representing researchers explaining \naspects of their research \n\n7 2 \n\nVisual representation of equipment 7 7 \nExclusive \u201cwe\u201d 7 7 \nPositive verbal evaluation of the group and their \nfacilities \n\n0 2 \n\nInforming about the group\u2019s network \nReference to collaborators 0 6 \n\nTable 1. Semiotic resources to establish the group\u2019s authority and credibility. \n\nIn order to bestow credibility on the researchers reporting the information, three \nstrategies are used: informing of the researcher\u2019s/ group\u2019s position and affiliation, \nrepresenting researchers as experts, and informing about the group\u2019s \ncollaborators. Viewers are informed of the group\u2019s affiliation through several \nmodes: by means of superimposed writing when the researchers first appear on \nscreen; through speech, with the researchers introducing themselves (e.g. 1a) or \nwith voice-over presenting the group (e.g. 1b); by means of images (e.g. Faculty, \nlogo). Setting contributes to constructing the academic identity: all videos but \none are filmed in an academic setting (laboratories, facilities of the research \ncenter, offices) and in the case of Presentation Videos a picture of the main \nentrance of the Faculty building or the Research Centre is always present. All \nthese resources contribute to the meaning that the researchers\u2019 authority is \ninstitutionally legitimate. \n\n1a. My name is Guido Sch\u00e4fer. I\u2019m the group leader of the Networks and \nOptimization Group here at CW (V11) \n\n1b. The heterogeneous catalysis and sustainable chemistry group led by \nprofessor Gaddy Rothenberg forms part of the Vanette HOF Institute for \nmolecular sciences at the university of Amsterdam (V12). \n\n07 IBERICA 37_Iberica 13 8/5/19 18:22 P\u00e1gina 177", "start_char_idx": 25945, "end_char_idx": 29703, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "ffe0d541-3f6d-4f94-9fc0-c553c8255264": {"__data__": {"id_": "ffe0d541-3f6d-4f94-9fc0-c553c8255264", "embedding": null, "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-114", "node_type": "4", "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "hash": "4b494a0f689803fa1f2abada391d961ca2746ca6815ad8ac04a50b8ccd4a0dfe", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "756116fa-8ea0-46c8-b29c-6e891c062585", "node_type": "1", "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "hash": "b5603af01b4dad4799ca04ac0f092ff082aa29ecaf6f98a4af7a0a818fbd01b7", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "61873ec4-0250-44b3-b26d-201523073b6c", "node_type": "1", "metadata": {}, "hash": "69cd57ba33d9a554bb0ddd1729151ef410549da23081e6f927f4dc3a014a1210", "class_name": "RelatedNodeInfo"}}, "text": "nature Videos) researchers are represented explaining aspects of their\nresearch: they describe the procedures and methods they use, or they explain\nconcepts and theories. These visual and verbal resources are combined to\nshow researchers\u2019 expertise and knowledge of the discipline and their\nmastery of disciplinary procedures and practices. \n\nThe use of \u201cexclusive we\u201d also helps to enhance authority and give visibility\nto the group. This linguistic device is, however, used differently in the two\nsets of videos. In nature Videos \u201cexclusive we\u201d performs mostly the\ndiscourse function of \u201crecounter of the research process\u201d: a writer \u201cwho\ndescribes or recounts the various steps of the research process\u201d (Tang &\nJohn, 1999: S28) (see example 2). This recount shows that researchers are\nfamiliar with disciplinary procedures and methods and thus helps to\nconstruct their identity as experts. \n\n2. We selected two pairs of animals (\u2026) We measured the muscle\npower (\u2026) So to measure these things, we used wildlife tracking\ncollars (V2)\n\nIn Presentation Videos \u201cexclusive we\u201d performs mainly the discourse\nfunction of \u201coriginator\u201d, a role in which speakers \u201cclaim authority\u201d and\nownership of findings and show \u201dthat they perceive themselves as people\nwho have the right and the ability to originate new ideas\u201d (Tang & John,\n1999: S29) (see examples 3a and 3b). \n\n3a. In our group we develop mathematical tools to solve complex\noptimization problems coming from real world applications (V11)\n\n3b. Several or our discoveries have resulted in valuable inventions\n(\u2026) Most recently, we\u2019ve discovered a new type of biodegradable\nplastic. It is completely biodegradable, made of 100% plant-\nbased materials (V12) \n\nAuthority is also constructed by the positive evaluation of the group, their\nresearch outcomes or their equipment (as evidence of their capability to\nconduct research). For example, in V14 the researcher states \u201cwe have become\na world recognized research team internationally\u201d. Similarly, in V12 the voice-\nover describes the group as \u201cinternationally known as a leader in catalyst\ndiscovery and optimization\u201d and the members of the group use the following\nwords to describe their lab: \u201cnewest commercially available equipment\u201d,\n\nMAr\u00edA-JOS\u00e9 LUz\u00f3n\n\nIb\u00e9rica 37 (2019): 167-192178\n\n07 IBERICA 37_Iberica 13 8/5/19 18:22 P\u00e1gina 178\n\n\n\n\u201cbrand new lab\u201d, \u201cstate of the art equipment\u201d. The frequent pairing or\n\u201cwe\u201d/\u201cour\u201d with positive evaluation foregrounds the relevance, novelty and\nimportance of the groups\u2019 research (see examples 3a and 3b above). \n\nFinally, in Presentation Videos, making reference to collaborators and\nstressing the importance of the collaboration also helps to reinforce the\ncredibility of the researchers.\n\n5.2. Shaping material to construct persuasive arguments\n\nTable 2 presents the different strategies and semiotic resources used in these\nvideos to make arguments and claims more acceptable for the viewers.\n\nAlthough in both sets of videos several semiotic resources are combined to\nconstruct persuasive arguments, there are some differences in the resources\nused for this purpose. nature Videos are similar to popularizations in that\nthey present a \u201cnarrative of nature\u201d (Myers, 1990): the narrative is organized\nchronologically and focuses on the object of research, rather than on the\nresearch process. This chronological presentation helps to \u201cenhance the\nvisibility of information and make the message more convincing\u201d (Hyland,\n2010: 121). In the videos the verbal chronological narration is integrated with\nimages which help viewers visualize the stages of the narrative and attract\ntheir attention to the object of research. Presentation Videos do not present\na narrative of nature, probably due to the fact that these videos are intended\nto present an overview of the group\u2019s research activity rather than report on\na specific finding.\n\nBrIDGInG THE GAP BETWEEn ExPErTS AnD PUBLICS\n\nIb\u00e9rica 37 (2019): 167-192 179\n\nBRIDGING THE GAP BETWEEN EXPERTS AND PUBLICS \n\nFinally, in Presentation Videos, making reference to collaborators and stressing \nthe importance of the collaboration also helps to reinforce the credibility of the \nresearchers. \n\n5.2.", "start_char_idx": 29707, "end_char_idx": 33921, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "61873ec4-0250-44b3-b26d-201523073b6c": {"__data__": {"id_": "61873ec4-0250-44b3-b26d-201523073b6c", "embedding": null, "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-114", "node_type": "4", "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "hash": "4b494a0f689803fa1f2abada391d961ca2746ca6815ad8ac04a50b8ccd4a0dfe", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "ffe0d541-3f6d-4f94-9fc0-c553c8255264", "node_type": "1", "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "hash": "b57806c0cdf554f0e256d9cd7b30ed757b046b97dc886a192cf407cc8d1daa02", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "f5a3dc43-5940-4d4c-bc88-b60d9bda53e3", "node_type": "1", "metadata": {}, "hash": "4f1d77701fb47502f3cd2fe9bd04950faebfe654b2784d7cdb9eab2fca326abe", "class_name": "RelatedNodeInfo"}}, "text": "5.2. Shaping material to construct persuasive arguments \nTable 2 presents the different strategies and semiotic resources used in these \nvideos to make arguments and claims more acceptable for the viewers. \n\nStrategies and semiotic resources No. of videos \n(Nature) \n\nNo. of videos \n(Presentation) \n\nPresenting a narrative of nature \nChronological verbal presentation 6 0 \nVisuals to support the narrative 6 0 \n\nAppeal to novelty or newsworthiness \nEvaluative language to express a gap/ problem/ challenge 4 5 \nPositive verbal evaluation of their research 4 5 \n\nAppeal to application \nLinguistic expression of ability 4 7 \nListing of uses or applications 3 3 \nVisual representation of uses or applications 3 3 \n\nProviding supporting evidence for claims \nVisual providing evidence for what is being said 5 1 \nProviding evidence with gesture/ action 1 0 \n\nTable 2. Semiotic resources to make claims and arguments convincing. \n\nAlthough in both sets of videos several semiotic resources are combined to \nconstruct persuasive arguments, there are some differences in the resources used \nfor this purpose. Nature Videos are similar to popularizations in that they present \na \u201cnarrative of nature\u201d (Myers, 1990): the narrative is organized chronologically \nand focuses on the object of research, rather than on the research process. This \nchronological presentation helps to \u201cenhance the visibility of information and \nmake the message more convincing\u201d (Hyland, 2010: 121). In the videos the \nverbal chronological narration is integrated with images which help viewers \nvisualize the stages of the narrative and attract their attention to the object of \nresearch. Presentation Videos do not present a narrative of nature, probably due \nto the fact that these videos are intended to present an overview of the group\u2019s \nresearch activity rather than report on a specific finding. \n\nAnother difference between the two sets of videos is the use of visuals to \nconstruct arguments. There are more Nature Videos where visuals help to \nprovide evidence for claims. This is consistent with the fact that these videos \nrecontextualize Nature papers where a claim to knowledge is made. As can be \nseen in example (4), different types of visuals can be used for support, e.g. video \nfootage, computer simulation, still images, or various disciplinary visual aids. In \nV2 video footage illustrates what the researcher says: a cheetah is filmed chasing \nits prey and trying to catch it up (e.g. 4a); in V1 the researcher shows that a \n\n07 IBERICA 37_Iberica 13 8/5/19 18:22 P\u00e1gina 179", "start_char_idx": 33917, "end_char_idx": 36493, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "f5a3dc43-5940-4d4c-bc88-b60d9bda53e3": {"__data__": {"id_": "f5a3dc43-5940-4d4c-bc88-b60d9bda53e3", "embedding": null, "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-114", "node_type": "4", "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "hash": "4b494a0f689803fa1f2abada391d961ca2746ca6815ad8ac04a50b8ccd4a0dfe", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "61873ec4-0250-44b3-b26d-201523073b6c", "node_type": "1", "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "hash": "22f59d08dd8eb5a4c187521a496a6e0190d79d51e4ac87c1051bf95a64e597a2", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "58ddae60-1f48-40dc-9e32-fe731171c980", "node_type": "1", "metadata": {}, "hash": "a117265ae121328b7062d0a1085e821661cd6bc56162beb98cdeaace9b7343e3", "class_name": "RelatedNodeInfo"}}, "text": "Another difference between the two sets of videos is the use of visuals to\nconstruct arguments. There are more nature Videos where visuals help to\nprovide evidence for claims. This is consistent with the fact that these videos\nrecontextualize Nature papers where a claim to knowledge is made. As can be\nseen in example (4), different types of visuals can be used for support, e.g.\nvideo footage, computer simulation, still images, or various disciplinary visual\naids. In V2 video footage illustrates what the researcher says: a cheetah is\nfilmed chasing its prey and trying to catch it up (e.g. 4a); in V1 the researcher\nshows that a helmet fits on her head by actually trying it on (e.g. 4b); in the\nsame video the researcher explains how MEG (Magnetoencephalography)\nworks and uses the scan image on the computer to actually show areas of the\nbrain moving, and thus provide evidence for what he says (e.g. 4c). \n\n4a. The prey is \u2026 always a stride ahead and the predator is always\nplaying catch-up (+video footage) (V2)\n\n4b. It fits perfectly on my head (+video footage) (V1)\n\n4c. We can localize which area of the brain is responsible for the\nmovement (+scan image) (V1)\n\nTo make the research valuable for the audience, these videos draw on the\n\u201cnovelty\u201d appeal, i.e. presenting the research as a new contribution to\nexisting disciplinary knowledge (Hyland, 2010) and the \u201capplications\u201d\nappeal, i.e. presenting the research as having further benefits or future\napplications (Fahnestock, 1986). Hyland (2010) notes that novelty is\nnegotiated differently in research papers and popular texts. While in research\npapers claims for novelty are made against existing disciplinary knowledge,\nin popular texts the novel is changed into the newsworthy and scientific\nfindings are evaluated in terms of uniqueness and immediate value for the\naudience. The evaluative statements in examples (5a) and (5b) are used to\nemphasize that the group is making a contribution to existing knowledge:\n\n5a. What makes the group special is that it connects deep methods\nfrom mathematics to practical problems from logistics (V11)\n\n5b. We are taking all that software and all that knowledge....and\nbringing it into new domains of biology and nanotechnology (V9)\n\nExample (6) illustrates the newsworthiness appeal. The first sequences of\nthe video intersperse the expressions of \u201cwonder\u201d by an expert outside the\n\nMAr\u00edA-JOS\u00e9 LUz\u00f3n\n\nIb\u00e9rica 37 (2019): 167-192180\n\n07 IBERICA 37_Iberica 13 8/5/19 18:22 P\u00e1gina 180", "start_char_idx": 36497, "end_char_idx": 38995, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "58ddae60-1f48-40dc-9e32-fe731171c980": {"__data__": {"id_": "58ddae60-1f48-40dc-9e32-fe731171c980", "embedding": null, "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-114", "node_type": "4", "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "hash": "4b494a0f689803fa1f2abada391d961ca2746ca6815ad8ac04a50b8ccd4a0dfe", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "f5a3dc43-5940-4d4c-bc88-b60d9bda53e3", "node_type": "1", "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "hash": "9a074e85e2121d21e45055e334f76d9ec03d96b014e15fe4aab347c4ef754ba2", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "f7930c0f-828b-47ef-87bc-30727621645c", "node_type": "1", "metadata": {}, "hash": "8129c94deb94e2c1db4f22cb1da61e32ae0a5c987d698873230732505e871634", "class_name": "RelatedNodeInfo"}}, "text": "research group and by a group member with written text on a black screen.\nBoth in the participants\u2019 speech and in the written text, uniqueness and\noriginality is stressed with the use of evaluative vocabulary. This is combined\nwith emphasis of this evaluation achieved through intonation (high pitch\nwords appear in CAPITALS) and gestures.\n\n6. Expert\u2019s speech: My first reaction on reading the paper was nO\nthis is wrong, something is wrong.\n\nWritten text: An archaeological dig in California...\n\nresearcher\u2019s speech: They are gonna think, this is crazy, this is\noutrageous\n\nWritten text: ...has unearthed something almost unbelievable...\n\nExpert: I didn\u2019t believe it. I STILL don\u2019t believe it properly.\n\nWritten text: ..about the first human to reach north America\n\nresearcher\u2019s speech: It really is a paradigm shift in terms of when\nhumans arrived in this continent.\n\nExpert\u2019s speech: and if it DOES turn out to be true, it changes\nABSOLUTELY everything\n\nVideos in both sets establish the relevance of the research by presenting the\nresearch process as a result of the researchers\u2019 effort to solve a problem or\nchallenge (see examples 7a and 7b). The claim for novelty or newsworthiness is\nusually based on the positive evaluation of the solution to that problem (see\nexamples 7c and 7d). Although the presentation of the problem is mostly done\nverbally, through the use of evaluative vocabulary, visuals can help to provide\nevidence for the negative evaluation, as shown in example (7b). The utterance\nof \u201cvery large, they are very bulky and that one size fits all\u201d is synchronous first\nwith the researcher\u2019s gestures and then with the image of an EMG scanner\nthrough which the audience can actually see how bulky these devices are.\n\n7a. One of the real challenges for sport teams is to decide when their\nathletes will be ready to return to sport. The work we do here at\nLGMU allows us to help inform those decision-making\nprocesses (V8)\n\n7b. The problem with current EMG scanners is that they are very\nlarge, they are very bulky and that one size fits all (V1)\n\nBrIDGInG THE GAP BETWEEn ExPErTS AnD PUBLICS\n\nIb\u00e9rica 37 (2019): 167-192 181\n\n07 IBERICA 37_Iberica 13 8/5/19 18:22 P\u00e1gina 181", "start_char_idx": 38999, "end_char_idx": 41206, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "f7930c0f-828b-47ef-87bc-30727621645c": {"__data__": {"id_": "f7930c0f-828b-47ef-87bc-30727621645c", "embedding": null, "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-114", "node_type": "4", "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "hash": "4b494a0f689803fa1f2abada391d961ca2746ca6815ad8ac04a50b8ccd4a0dfe", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "58ddae60-1f48-40dc-9e32-fe731171c980", "node_type": "1", "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "hash": "87cf589a14412b31f627edd6876f8c663c7a6a504bba0a360d4668c43e2e6d86", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "5bce7f06-742b-42b1-af01-9e0163f36a49", "node_type": "1", "metadata": {}, "hash": "347d9d483bc7696818e6849a4b20c013dd786f48439d9e351f82accab511dc43", "class_name": "RelatedNodeInfo"}}, "text": "7c. The existing commercial processes for making nylon are not very\nclean. They use corrosive chemicals and produce large amount of\nbyproducts. We are now developing a new process that avoids\nthese problems (V12) \n\n7d. One of its work areas is the design of revolutionary biosensors\nwith highly competitive properties \u2026(V10)\n\nThe \u201capplications\u201d appeal is realized through semiotic resources that stress\nand present the usefulness or benefits of the research (both verbally and\nvisually): linguistic expressions of ability help to present the benefits that the\nresearch will bring to the audience (see example 8a); verbal presentation of\nuses or applications are synchronized with video footage representing these\napplications, which helps the viewers visualize and remember them (see\nexample 8b)\n\n8a. With this new technology scanning babies\u2026 is going to become\npossible (\u2026) I think we will certainly be able to really start seeing\nthe neural substrate that underlie these disorders in children (V1)\n\n8b. These kind of three-dimensional visualizations may instead be\nused to train medical professionals for advanced procedures. They\ncan also be used in aviation. (+ visuals showing applications) (V5)\n\n5.3. Strategies to tailor information to the needs of the interested\n\npublic\n\nIn the videos analyzed visual and verbal semiotic resources interplay to make\nthe message more understandable for the lay audience. As in popular texts,\nin online science videos language is used to explain or clarify concepts or\nprocesses that may be unfamiliar for viewers. Concepts, theories or\nprocesses are defined or explained in non-technical language or compared to\nother everyday concepts or processes that lay people can engage with (see\nexample 9). These linguistic resources are most often co-deployed with\nvisuals for a clearer explanation of how science works. Visual resources\ninteract with verbal resources in a variety of ways: definitions, comparisons\nand descriptions may be accompanied by images, as is the case of the\ndefinition in example 9; an object may be mentioned synchronously with its\nverbal representation, which makes further verbal explanation unnecessary\n(see example 10); deixis is accompanied by visual representation of the\n\nMAr\u00edA-JOS\u00e9 LUz\u00f3n\n\nIb\u00e9rica 37 (2019): 167-192182\n\n07 IBERICA 37_Iberica 13 8/5/19 18:22 P\u00e1gina 182\n\n\n\nobject (see example 11); moving simulations show what the researcher is\nexplaining or what the voice-over is saying. For instance, in V3 the researcher\nexplains the different injuries in a skull and the video shows a simulated skull\nspinning to show the injuries that the speaker is talking about.\n\n9. A volumetric image is essentially an image that is taking up three-\ndimensional space (+ filmed image of a volumetric image) (V5)\n\n10. If you produce a trabecular lattice, you could grow cells.(+ filmed\nimage of a trabecular lattice) (V9)\n\nBrIDGInG THE GAP BETWEEn ExPErTS AnD PUBLICS\n\nIb\u00e9rica 37 (2019): 167-192 183\n\nMAR\u00cdA JOS\u00c9 LUZ\u00d3N \n\nIb\u00e9rica xx (xxxx): \u2026-\u2026 \n\nStrategies and semiotic resources No. of videos \n(Nature) \n\nNo. of videos \n(Presentation) \n\nComparison 3 0 \nDefinition 3 3 \nRepresentation/ description of an object \n\nVerbal description of an object 4 0 \nVisual representation of an object mentioned in the \nvideo (naming+ deixis) \n\n7 4 \n\nNon-technical explanation of disciplinary procedures and \nmethods \n\n \n\nVerbal non-technical explanation 5 1 \nRepresentation of disciplinary procedures through video \nfootage \n\n3 2 \n\nNon-technical explanation or demonstration of concepts, \ntheories \n\n \n\nVerbal non-technical explanation or demonstration of \nconcepts, theories \n\n6 5 \n\nSymbolic images to facilitate understanding of \nresearcher\u2019s explanation \n\n6 4 \n\nVisual elaboration of what the researcher is saying 2 0 \nEmphasis, noticing \n\nWritten language of key words 4 1 \nGestures 7 7 \n\nTable 3. Strategies to tailor information to the needs of the interested public. \n\nIn the videos analyzed visual and verbal semiotic resources interplay to make the \nmessage more understandable for the lay audience.", "start_char_idx": 41210, "end_char_idx": 45286, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "5bce7f06-742b-42b1-af01-9e0163f36a49": {"__data__": {"id_": "5bce7f06-742b-42b1-af01-9e0163f36a49", "embedding": null, "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-114", "node_type": "4", "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "hash": "4b494a0f689803fa1f2abada391d961ca2746ca6815ad8ac04a50b8ccd4a0dfe", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "f7930c0f-828b-47ef-87bc-30727621645c", "node_type": "1", "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "hash": "ce5bf4a5ef46ddb4b03c64844f89ca90402cc102bb722a5ffc11ba04fbe3fb62", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "64676de2-8ebf-4231-9795-a3e822d7ef07", "node_type": "1", "metadata": {}, "hash": "cb19cb592f9a4f8c49758ffcf283d5150dfd860d63257d7ef2467c6b64a5e531", "class_name": "RelatedNodeInfo"}}, "text": "As in popular texts, in online \nscience videos language is used to explain or clarify concepts or processes that \nmay be unfamiliar for viewers. Concepts, theories or processes are defined or \nexplained in non-technical language or compared to other everyday concepts or \nprocesses that lay people can engage with (see example 9). These linguistic \nresources are most often co-deployed with visuals for a clearer explanation of \nhow science works. Visual resources interact with verbal resources in a variety of \nways: definitions, comparisons and descriptions may be accompanied by images, \nas is the case of the definition in example 9; an object may be mentioned \nsynchronously with its verbal representation, which makes further verbal \nexplanation unnecessary (see example 10); deixis is accompanied by visual \nrepresentation of the object (see example 11); moving simulations show what the \nresearcher is explaining or what the voiceover is saying. For instance, in V3 the \nresearcher explains the different injuries in a skull and the video shows a \nsimulated skull spinning to show the injuries that the speaker is talking about. \n\n 9. A volumetric image is essentially an image that is taking up three-\ndimensional space (+ filmed image of a volumetric image) (V5) \n\n10. If you produce a trabecular lattice, you can.(+ filmed image of a \ntrabecular lattice) (V9)!\n\nBRIDGING THE GAP BETWEEN EXPERTS AND PUBLICS \n\n \nFigure 1. Researcher holding a trabecular lattice \n\n11. This is a cheetah collar, this is a zebra collar and this is a lion collar (+ \nfilmed image of the researcher pointing to the different collars) (V2) \n\nThe explanations of disciplinary procedures and methods are also illustrated \nvisually: information is presented synchronously in two modes (moving image \nand speech) to help understanding. For instance, in V7, the narrator\u2019s and the \nresearcher\u2019s voices are interspersed to explain how the research group makes a \nnew kind of maser using diamond, while one of the researchers demonstrates the \nwhole process, in such a way that the viewers have a visual representation of the \nprocess and can actually see all the stages (e.g. \u201cAnd then what we do, we \nactually shine a green laser, And when the laser hits the NV centers, the diamond \nglows a rich pink\u201d). Similarly, in V8 the principal investigator explains one of \nthe techniques used by the group, i.e. three-dimensional motion analysis, while a \nparticipant in the video illustrates this technique (see Figure 2). \n\n \nFigure 2. Illustration of three-dimensional motion analysis. \n\nAnother frequent strategy to help the viewers understand how science works and \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n\nEEN BETWAPGTHE NGIDGBRI \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n\nCSIPUBLAND TS EXPEREEN \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n\n1.e gurFi\n\n11. sisiTh a coaheetch\nse reeefilm\n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n\necitatlarulabecrta ng diholhercearesR1.\n\na rzeba sisiht,arllco arllco tdan\nne thtinino prehcrae\n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n\n(arllconoila sisiht + \nsrllaot cn )2(V) \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n\nilpicsidfosnoitanalpxeeTh\nylluasvi rpisntioamrin: enes\n\nantserdnupelhot)eechpsdan\nrsetnireaseciovs\u2019rehrcaesre\nmading iusresamofnd kiwne\nywaahcusni,ssecorpelowh\neesy lluatcan acnd asseocpr\n\nA,erasleenrga e nihsylaluact\nlralimiS.", "start_char_idx": 45287, "end_char_idx": 49476, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "64676de2-8ebf-4231-9795-a3e822d7ef07": {"__data__": {"id_": "64676de2-8ebf-4231-9795-a3e822d7ef07", "embedding": null, "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-114", "node_type": "4", "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "hash": "4b494a0f689803fa1f2abada391d961ca2746ca6815ad8ac04a50b8ccd4a0dfe", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "5bce7f06-742b-42b1-af01-9e0163f36a49", "node_type": "1", "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "hash": "39ac32160e269fbf3e2d48946f4f205e2cf668c950b778e345ae31928dfce609", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "02859cf8-f4f6-43b6-9e2f-94a84cb53dd3", "node_type": "1", "metadata": {}, "hash": "e5ab6258d6489725c1428c3e1886c06cadb5818922530d96ddf218dd44267b55", "class_name": "RelatedNodeInfo"}}, "text": ")nk\u201dpih cirasowgl\nrgethybdesuseuiqnhcteeth\n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n\nsdohtemdnaserudecorpani\nmowtniylsuonorchnysedten\n\nce,antsniroF.gnidan th, 7Vin\nsreehtwohnialpxeotderseprs\n\nhetofoneelhiwond,m hrcaesre\nlausivaevahsrweeivehttahty\nhetnd A\u201cg..e(sgeatshetllae\n\nVNe htstiherasle htenhwdnA\ngaitsnveilpainciprhet8 Vn i,yl\n\neerth. i.e, puor - otmlonainsemdi\n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n\ndetartsullioslaeras\ne agmignivom(esdom\nethdnas\u2019rtoarraneth\nasekampuroghrcae\nehtsetratsnomedrseh\nehtfonoitatneserper\newdo,ewthawn he\n\ntcen ers, dnomiadeth\nofonensiaxpleortga\naelhiw,siyslnaaon iot\n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n\nrgethybdesuseuiqnhcteeth\nrtusllio devihetn intpaicitrpa\n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n\neerth. i.e, uor otmlonainsemdi\nsetar eruig Fees (enhc teisth\n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n\naelhiw,siyslnaaon iot\n.) 2\n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n\n2.e gurFi sIllu\n\nhotygetartstneuqerehtoAn\n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n\neref th ontiotras - ysianalon iotmonalensimdi\n\nohdnatsrednusrweeivehtpleh\n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n\nsysi .\n\ndnaskrwoecneicsw o\n\n07 IBERICA 37_Iberica 13 8/5/19 18:22 P\u00e1gina 183\n\n\n\n11. This is a cheetah collar, this is a zebra collar and this is a lion collar\n(+ filmed image of the researcher pointing to the different collars) (V2)\n\nThe explanations of disciplinary procedures and methods are also illustrated\nvisually: information is presented synchronously in two modes (moving\nimage and speech) to help understanding. For instance, in V7, the narrator\u2019s\nand the researcher\u2019s voices are interspersed to explain how the research\ngroup makes a new kind of maser using diamond, while one of the\nresearchers demonstrates the whole process, in such a way that the viewers\nhave a visual representation of the process and can actually see all the stages\n(e.g. \u201cAnd then what we do, we actually shine a green laser. And when the\nlaser hits the nV centers, the diamond glows a rich pink\u201d). Similarly, in V8\nthe principal investigator explains one of the techniques used by the group,\ni.e. three-dimensional motion analysis, while a participant in the video\nillustrates this technique (see Figure 2).\n\nAnother frequent strategy to help the viewers understand how science works\nand clarify scientific content is having the researcher explain or demonstrate\nthe concepts with the help of visual aids: explanations are combined with\nwriting or drawing on a whiteboard or on paper, with images and simulations\non computers, or with simulations superimposed on the video footage. In\nV7, for example, the researcher uses the whiteboard to explain how masers\nwork and in V8 (see Figure 3) a computer simulation helps to explain how\nthree-dimensional motion analysis works.", "start_char_idx": 49476, "end_char_idx": 53373, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "02859cf8-f4f6-43b6-9e2f-94a84cb53dd3": {"__data__": {"id_": "02859cf8-f4f6-43b6-9e2f-94a84cb53dd3", "embedding": null, "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-114", "node_type": "4", "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "hash": "4b494a0f689803fa1f2abada391d961ca2746ca6815ad8ac04a50b8ccd4a0dfe", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "64676de2-8ebf-4231-9795-a3e822d7ef07", "node_type": "1", "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "hash": "11c1caede56ecd799d7f2cc40ae43b002fca001dc7032c6552aa3c5927a5fd46", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "282459f9-7a2b-42d5-982e-b62ba7d50b28", "node_type": "1", "metadata": {}, "hash": "25391021ade03da27ab021287477aa12e04d9972656f2ca0fd2587b3474c121f", "class_name": "RelatedNodeInfo"}}, "text": "MAr\u00edA-JOS\u00e9 LUz\u00f3n\n\nIb\u00e9rica 37 (2019): 167-192184\n\nBRIDGING THE GAP BETWEEN EXPERTS AND PUBLICS \n\n \nFigure 1. Researcher holding a trabecular lattice \n\n11. This is a cheetah collar, this is a zebra collar and this is a lion collar (+ \nfilmed image of the researcher pointing to the different collars) (V2) \n\nThe explanations of disciplinary procedures and methods are also illustrated \nvisually: information is presented synchronously in two modes (moving image \nand speech) to help understanding. For instance, in V7, the narrator\u2019s and the \nresearcher\u2019s voices are interspersed to explain how the research group makes a \nnew kind of maser using diamond, while one of the researchers demonstrates the \nwhole process, in such a way that the viewers have a visual representation of the \nprocess and can actually see all the stages (e.g. \u201cAnd then what we do, we \nactually shine a green laser, And when the laser hits the NV centers, the diamond \nglows a rich pink\u201d). Similarly, in V8 the principal investigator explains one of \nthe techniques used by the group, i.e. three-dimensional motion analysis, while a \nparticipant in the video illustrates this technique (see Figure 2). \n\n \nFigure 2. Illustration of three-dimensional motion analysis. \n\nAnother frequent strategy to help the viewers understand how science works and \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n\nEEN BETWAPGTHE NGIDGBRI \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n\nCSIPUBLAND TS EXPEREEN \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n\n1.e gurFi\n\n11. sisiTh a coaheetch\nse reeefilm\n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n\necitatlarulabecrta ng diholhercearesR1.\n\na rzeba sisiht,arllco arllco tdan\nne thtinino prehcrae\n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n\n(arllconoila sisiht + \nsrllaot cn )2(V) \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n\nilpicsidfosnoitanalpxeeTh\nylluasvi rpisntioamrin: enes\n\nantserdnupelhot)eechpsdan\nrsetnireaseciovs\u2019rehrcaesre\nmading iusresamofnd kiwne\nywaahcusni,ssecorpelowh\neesy lluatcan acnd asseocpr\n\nA,erasleenrga e nihsylaluact\nlralimiS.)nk\u201dpih cirasowgl\nrgethybdesuseuiqnhcteeth\n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n\nsdohtemdnaserudecorpani\nmowtniylsuonorchnysedten\n\nce,antsniroF.gnidan th, 7Vin\nsreehtwohnialpxeotderseprs\n\nhetofoneelhiwond,m hrcaesre\nlausivaevahsrweeivehttahty\nhetnd A\u201cg..e(sgeatshetllae\n\nVNe htstiherasle htenhwdnA\ngaitsnveilpainciprhet8 Vn i,yl\n\neerth.", "start_char_idx": 53375, "end_char_idx": 56718, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "282459f9-7a2b-42d5-982e-b62ba7d50b28": {"__data__": {"id_": "282459f9-7a2b-42d5-982e-b62ba7d50b28", "embedding": null, "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-114", "node_type": "4", "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "hash": "4b494a0f689803fa1f2abada391d961ca2746ca6815ad8ac04a50b8ccd4a0dfe", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "02859cf8-f4f6-43b6-9e2f-94a84cb53dd3", "node_type": "1", "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "hash": "e27bdc37de8540dcbf4888fa3288666adf82d949dc8e45d52377339135e99411", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "e11c473e-632a-4ff5-9913-1454a3155ef7", "node_type": "1", "metadata": {}, "hash": "010fa7b697eb7affdaf7eed36cb89e67c374213e1ba3efac991628eef11f4579", "class_name": "RelatedNodeInfo"}}, "text": "i.e, puor - otmlonainsemdi\n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n\ndetartsullioslaeras\ne agmignivom(esdom\nethdnas\u2019rtoarraneth\nasekampuroghrcae\nehtsetratsnomedrseh\nehtfonoitatneserper\newdo,ewthawn he\n\ntcen ers, dnomiadeth\nofonensiaxpleortga\naelhiw,siyslnaaon iot\n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n\nrgethybdesuseuiqnhcteeth\nrtusllio devihetn intpaicitrpa\n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n\neerth. i.e, uor otmlonainsemdi\nsetar eruig Fees (enhc teisth\n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n\naelhiw,siyslnaaon iot\n.) 2\n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n\n2.e gurFi sIllu\n\nhotygetartstneuqerehtoAn\n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n\neref th ontiotras - ysianalon iotmonalensimdi\n\nohdnatsrednusrweeivehtpleh\n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n\nsysi .\n\ndnaskrwoecneicsw o\n\n07 IBERICA 37_Iberica 13 8/5/19 18:22 P\u00e1gina 184\n\n\n\nVisuals can also be used to elaborate content that has been presented in\nspeech, although this is not frequent, since visuals usually co-occur with\nexplicit verbal explanations. For instance, in V3 the utterance in example (12)\nis synchronous with a drawing which provides more detailed and specific\ninformation of \u201cpeculiar position\u201d. The researcher does not need to\ndescribe that \u201cpeculiar position\u201d verbally because it is very clear from the\nimage.\n\n12. A young lady who was found sitting and she had her hands\ncrossed in a very peculiar position (V3)\n\nFinally, another strategy that helps comprehension by enhancing information\nis emphasis, defined by Valeiras-Jurado et al. (2018: 110) as \u201chighlighting parts\nof the message so that they receive more attention\u201d. In the videos in the\ncorpus emphasis is mainly achieved through intonation, gestures and written\ntext. Written language helps to emphasize and draw attention to elements of\nspoken discourse (e.g. technical concepts). For instance, in V7 the participant\nis using the whiteboard to explain how masers work and when he says \u201cThis\nputting electrons into a higher stage is called a population inversion\u201d,\n\u201cpopulation inversion\u201d is written on the blackboard and underlined. In the\nsame video, the researcher describes a maser assembly, with the help of video\nfootage, and the different elements of the assembly are labeled with written\ntext superimposed on the image of the assembly. \n\n5.4. Strategies to engage the audience\n\nHyland (2010: 295) defines engagement as \u201can alignment dimension of\ninteraction where writers acknowledge and connect to others\u201d. The semiotic\n\nBrIDGInG THE GAP BETWEEn ExPErTS AnD PUBLICS\n\nIb\u00e9rica 37 (2019): 167-192 185\n\nMAR\u00cdA JOS\u00c9 LUZ\u00d3N \n\nIb\u00e9rica xx (xxxx): \u2026-\u2026 \n\nclarify scientific content is having the researcher explain or demonstrate the \nconcepts with the help of visual aids: explanations are combined with writing or \ndrawing on a whiteboard or on paper, with images and simulations on computers, \nor with simulations superimposed on the video footage. In V7, for example, the \nresearcher uses the whiteboard to explain how masers work and in V8 (see \nFigure 3) a computer simulation helps to explain how three-dimensional motion \nanalysis works.", "start_char_idx": 56719, "end_char_idx": 60799, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "e11c473e-632a-4ff5-9913-1454a3155ef7": {"__data__": {"id_": "e11c473e-632a-4ff5-9913-1454a3155ef7", "embedding": null, "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-114", "node_type": "4", "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "hash": "4b494a0f689803fa1f2abada391d961ca2746ca6815ad8ac04a50b8ccd4a0dfe", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "282459f9-7a2b-42d5-982e-b62ba7d50b28", "node_type": "1", "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "hash": "423c8b2e57d06f811165eb1c4ea8077796f41ff6e3ac4050ec0630727368d6d4", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "a5779fcf-77fa-40ef-ac20-e2d0ce6713f0", "node_type": "1", "metadata": {}, "hash": "afbf6b05b6a5effe4242993f34d3316ff21a7a48d1da7b9bbe753e3301c7d686", "class_name": "RelatedNodeInfo"}}, "text": "Figure 3. Computer simulation of three-dimensional motion analysis. \n\nVisuals can also be used to elaborate content that has been presented in speech, \nalthough this is not frequent, since visuals usually co-occur with explicit verbal \nexplanations. For instance, in V3 the utterance in example (12) is synchronous \nwith a drawing which provides more detailed and specific information of \n\u201cpeculiar position\u201d. The researcher does not need to describe that \u201cpeculiar \nposition\u201d verbally because it is very clear from the image. \n\n12. A young lady who was found sitting and she had her hands crossed in \na very peculiar position (V3) \n\nFinally, another strategy that helps comprehension by enhancing information is \nemphasis, defined by Valeiras-Jurado et al. (2018: 110) as \u201chighlighting parts of \nthe message so that they receive more attention\u201d. In the videos in the corpus \nemphasis is mainly achieved through intonation, gestures and written text. \nWritten language helps to emphasize and draw attention to elements of spoken \ndiscourse (e.g. technical concepts). For instance, in V7 the participant is using \nthe whiteboard to explain how masers work and when he says \u201cThis putting \nelectrons into a higher stage is called a population inversion\u201d, \"population \ninversion\" is written on the blackboard and underlined. In the same video, the \nresearcher describes a maser assembly, with the help of video footage, and the \ndifferent elements of the assembly are labeled with written text superimposed on \nthe image of the assembly.", "start_char_idx": 60804, "end_char_idx": 62337, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "a5779fcf-77fa-40ef-ac20-e2d0ce6713f0": {"__data__": {"id_": "a5779fcf-77fa-40ef-ac20-e2d0ce6713f0", "embedding": null, "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-114", "node_type": "4", "metadata": {"identifier": "iberica-114", 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"text": "\u00d3NZUL\u00c9OSJA\u00cdRMA\n\nsitentncoc itencisiarcl\nusivfopelhe hthtiwstcepnco\n\non ord rboaethiwaon ng iwadr\nposmirupesonsitaulmish tiwor\nobetihwehtsesur ehrcaesre\ntalumisretupmoca)3erugFi\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\nnailpexerchearesre htgniavh\natanlpex:sdaialu bmocerasnio\n\nulmisnd asgeamih tiw,rpepaon \nn I.geao deviheton d epos\nwrsesamwohnialpxeotrda\n\nwohnialpxeotsplehnoit eerth\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\ne hte atrtsnoemdron\nrogitinrwithwdeinb\n,sreputomcon onsitaul\n\nhet,eplmxae7,V\nnidnarkow ees(V8\n\ne- on iotmlonainsemdi\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n.skrowsisyalan\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\nerputomC3.e gurFi\n\neotdesueboslanacslausVi\nal t, neuqet onisisthhguoth\n\nnice,antsniroF.snoiatanlpex\nvorphciwhgnwiardahtwi\n\nehT\u201d.noitisoparilecu\u201cp sre\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\neehrtofon iatulmiser - analon iotmonalensimdi\n\nneebsahtahttnetnocetarobale\nocllyausulsauisvecins - urcoc\n\ne lpamexnice anerttue ht3Vn\nsediv epsdnadeliatedermo\n\nedotdeentonseodr ehrcaes\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\nsysianal .", "start_char_idx": 62344, "end_char_idx": 65658, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "149eb6df-e0a5-404d-9346-8157eeed2249": {"__data__": {"id_": "149eb6df-e0a5-404d-9346-8157eeed2249", "embedding": null, "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-114", "node_type": "4", "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "hash": "4b494a0f689803fa1f2abada391d961ca2746ca6815ad8ac04a50b8ccd4a0dfe", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "a5779fcf-77fa-40ef-ac20-e2d0ce6713f0", "node_type": "1", "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "hash": "950c91fe1992670d8d23e8aaffb0fc0840e5b83e420322b96a80ec5f4daeb544", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "e55ee8c4-14d4-419a-b59b-10f05cd0826e", "node_type": "1", "metadata": {}, "hash": "f68d18379913bf2127d4d28bfdfbd1da930fd1183e431928db6dcbb33788d6df", "class_name": "RelatedNodeInfo"}}, "text": ",hceepsnidetneserp\nlbarveticixpleh tiwur\nsuonorchnyssi)21(e \nfonoitmarnicic\nr ailucep\u201ctahtebrics\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\nitieusacbey llbarveon\u201ditipos\n\n12. ohwydalgnuoyA \nyerva on itiraiulc\n\ntahtygetartsrehtona,yllanFi\nasreiybednd,siashpem\nceryetht athosegassemeth\nedeviachylnaimsisiashpem\nmeotsplehegaugnalnettiWr\n\noncclachnicetg..e(esourcsdi\nohinlapxetodraobitehweth\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n.geamihetomraelcy rvesi\n\ndahehsdnagnittisdnusaw\non )3(V\n\npmocspleh ahneybnoisnehre\nas- \u201cs a)011:8102(.lateodarJu\n\nethnI. \u201dntiontteaeromeivec\nesrutesg,noiatnotnihguorhted\notnoitnettawarddnaezisahpm\n\nhet7 Vn i,encatnsiorF.)spteonc\nhnehwdnakrowsresamwo\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\nnidessorcsdnahreh\n\nsinoitarmfonignicna\nfos trapgnithgilhgih\u201c\nsuprocethinsoeidv\n\naes .xtetn ettirwnd \nnekopsfostnemeleo\n\nng iussintpaicitrpahe\ne sysa gnittupsih\u201cT\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\nx xaicr\u00e9Ib ): \u2026xxx(x -\u2026\n\np\norectel geatsrghehiao ntins\n\nbethnonitterwis\"niosrevin\nr esamasebricsedr ehrcaesre\n\nsahetofsntemelenterdi se\n. lybmess ae oega imeth\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\nnveion itapopulad ellacsige\nnI. delinrednudnadraobkclab\nivf oplehehthtiw,ylbmessa\ntnettirwhtiwdelebaleraylbmse\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\ny gp\non itapopul\",on\u201disrnve\n\neth, oeidvemasethn\nehtdna,egatofooedi\nnodseopmirepsutxet\n\n07 IBERICA 37_Iberica 13 8/5/19 18:22 P\u00e1gina 185", "start_char_idx": 65660, "end_char_idx": 68697, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "e55ee8c4-14d4-419a-b59b-10f05cd0826e": {"__data__": {"id_": "e55ee8c4-14d4-419a-b59b-10f05cd0826e", "embedding": null, "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-114", "node_type": "4", "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "hash": "4b494a0f689803fa1f2abada391d961ca2746ca6815ad8ac04a50b8ccd4a0dfe", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "149eb6df-e0a5-404d-9346-8157eeed2249", "node_type": "1", "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "hash": "ed1b9b903daed6cae9f329d3f1060844fc7a90e0ef4eb3c698d3627c9d3acd29", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "18a99733-083b-45bd-8f33-bc8abb1c8cb5", "node_type": "1", "metadata": {}, "hash": "dbd0115515d5a16e44b9435d83d7972cb72698364bc7cbbe59923660d125e6a6", "class_name": "RelatedNodeInfo"}}, "text": "devices that interplay in the videos analyzed to engage the audience are\npresented in Table 4.\n\nAs table 4 shows, resources to engage the audience are more varied and more\nfrequently deployed in nature Videos. A variety of semiotic resources help\nto establish affinity and solidarity, and to recognize the presence of the\nviewers and connect with them. \n\nPronouns play an important role in establishing affinity and intimacy. Most\nnature Videos use inclusive \u201cwe\u201d or \u201cour\u201d to construct a bond with the\naudience (see example 13). As in TED Talks (Scotto di Carlo, 2014),\n\u201cinclusive we\u201d helps to involve the audience by transmitting the message that\nresearchers and audience are alike and share common interests. These\ninclusive uses help to represent the viewers as participants in scientific\nresearch.\n\n13. nanotechnology is placing tools within our grasp that will\nrevolutionize the way in which we carry out diagnosis and treat\ndiseases, the way we manage the environment and the food\nindustry (V10)\n\nViewer pronouns are also present in more than half of nature Videos (e.g.\n14a and 14b). They help researchers to attract the viewer\u2019s attention; to\ninvolve the viewers in the construction of the argument, by anticipating their\nopinion and accepting or rejecting it to present their own claim (e.g. 14a); or\nto engage in a dialogic interaction with the viewers (e.g. 14b). In example\n\nMAr\u00edA-JOS\u00e9 LUz\u00f3n\n\nIb\u00e9rica 37 (2019): 167-192186\n\nBRIDGING THE GAP BETWEEN EXPERTS AND PUBLICS \n\n5.4. Strategies to engage the audience \nHyland (2010: 295) defines engagement as \u201can alignment dimension of \ninteraction where writers acknowledge and connect to others\u201d. The semiotic \ndevices that interplay in the videos analyzed to engage the audience are \npresented in Table 4. \n\nStrategies and semiotic resources No. of videos \n(Nature) \n\nNo. of videos \n(Presentation) \n\nCreating intimacy and dialogic involvement \nInclusive we 5 1 \nReference to viewers 4 2 \nQuestions 3 1 \nPersonal narratives 6 0 \nInformal language 4 0 \nRepresentation of researchers in everyday situations, actions 2 1 \n\nAttracting or focusing the audience\u2019s attention, raising interest \nImages representing content mentioned in speech 6 1 \nQuestions 3 1 \nStatement of a problem or challenge to solve 4 5 \n\nExpressing feelings or emotional reactions \nVerbal expressions of feelings or emotional reactions 4 2 \nNon-linguistic expressions of feelings or emotional reactions 5 0 \n\nTable 4. Semiotic resources to engage the audience. \n\nAs table 4 shows, resources to engage the audience are more varied and more \nfrequently deployed in Nature Videos. A variety of semiotic resources help to \nestablish affinity and solidarity, and to recognize the presence of the viewers and \nconnect with them. \n\nPronouns play an important role in establishing affinity and intimacy. Most \nNature Videos use inclusive \u201cwe\u201d or \u201cour\u201d to construct a bond with the audience \n(see example 13). As in TED Talks (Scotto Di Carlo, 2014), \u201cinclusive we\u201d helps \nto involve the audience by transmitting the message that researchers and \naudience are alike and share common interests. These inclusive uses help to \nrepresent the viewers as participants in scientific research. \n\n13. Nanotechnology is placing tools within our grasp that will \nrevolutionize the way in which we carry out diagnosis and treat diseases, \nthe way we manage the environment and the food industry (V10) \n\nViewer pronouns are also present in more than half of Nature Videos (e.g. 14a \nand 14b). They help researchers to attract the viewer\u2019s attention; to involve the \nviewers in the construction of the argument, by anticipating their opinion and \naccepting or rejecting it to present their own claim (e.g. 14a); or to engage in a \ndialogic interaction with the viewers (e.g. 14b). In example (14b) the question is \ndirectly addressed to the viewer and both linguistic elements (the pronoun you, \nand the question) contribute to initiating an imaginary dialogue. Questions help \nto create an intimate relation by helping to present videos as conversations with \n\n07 IBERICA 37_Iberica 13 8/5/19 18:22 P\u00e1gina 186", "start_char_idx": 68701, "end_char_idx": 72829, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "18a99733-083b-45bd-8f33-bc8abb1c8cb5": {"__data__": {"id_": "18a99733-083b-45bd-8f33-bc8abb1c8cb5", "embedding": null, "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-114", "node_type": "4", "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "hash": "4b494a0f689803fa1f2abada391d961ca2746ca6815ad8ac04a50b8ccd4a0dfe", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "e55ee8c4-14d4-419a-b59b-10f05cd0826e", "node_type": "1", "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "hash": "ee37630b9f823d18a2305d30dcb717236f0954bc46983bf930f2c4086a42fe21", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "5063a0dd-8acc-426c-beec-21d25ad2d138", "node_type": "1", "metadata": {}, "hash": "7012b426a42338cfcbaa8df1e219a3571e9373c11aba9ee84d31d433ee3932e1", "class_name": "RelatedNodeInfo"}}, "text": "(14b) the question is directly addressed to the viewer and both linguistic\nelements (the pronoun you, and the question) contribute to initiating an\nimaginary dialogue. Questions help to create an intimate relation by helping\nto present videos as conversations with the audience. \n\n14a. So, you might think the prey\u2019s strategy should be to run as quickly\nas possible away from the predator. That is absolutely not the\ncase. Because the predator is faster and is catching the prey up\n(longer explanation) (V2)\n\n14b. For example, imagine you\u2019re a transportation company and have\nto route your trucks through the network in order to satisfy\nseveral pick-up and delivery requests of your customers. How\ncan you determine an optimal routing scheme, satisfying all these\nrequests in the cheapest possible way? (V11)\n\nrepresentation of researchers in everyday situations (e.g. drinking coffee,\nchatting with colleagues), informal language (e.g. \u201cSo, yeah\u201d, \u201cI mean\u201d, \u201cyou\nknow\u201d, \u201cmy thing is stone tools\u201d, \u201cthat starts to ring alarm bells\u201d), and\nresearchers\u2019 personal narratives about their research (see example 15) also\ncontribute to establishing a close social distance. \n\n15. We had been trying for about a year to kind of observe this\namazing phenomenon and we\u2019d had no kind of positive results.\nAnd then we saw this quirky phenomenon and I knew what that\nwas and I got very excited. So the next day everyone was there.\n(V7)\n\nIn all but one of the nature Videos there are in-motion and still images\nrepresenting content mentioned in the video which do not have an\nexplanatory or elucidating function: their purpose seems to be rather to\nconnect to what is already known by the viewers, to attract their interest and\nthus keep them engaged. For instance, in V7, the utterance \u201cBased on an\neffect predicted by Einstein, masers were invented in the 1950\u201d is\nsynchronous with a picture of Einstein. \n\nOther devices to attract the audience\u2019s attention and arouse their interest,\nwhich also serve to organize content, are the presentation of research as a\nchallenge or problem to solve (with the use of nouns like \u201cchallenge\u201d,\n\u201cpuzzle\u201d, \u201cproblem\u201d and negative evaluative vocabulary) (see example 7\n\nBrIDGInG THE GAP BETWEEn ExPErTS AnD PUBLICS\n\nIb\u00e9rica 37 (2019): 167-192 187\n\n07 IBERICA 37_Iberica 13 8/5/19 18:22 P\u00e1gina 187", "start_char_idx": 72833, "end_char_idx": 75160, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "5063a0dd-8acc-426c-beec-21d25ad2d138": {"__data__": {"id_": "5063a0dd-8acc-426c-beec-21d25ad2d138", "embedding": null, "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-114", "node_type": "4", "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "hash": "4b494a0f689803fa1f2abada391d961ca2746ca6815ad8ac04a50b8ccd4a0dfe", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "18a99733-083b-45bd-8f33-bc8abb1c8cb5", "node_type": "1", "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "hash": "1456ff12cd8a3c41b97f66de07f1d775d77643d09ffe21d33ac8742f4cefc8b7", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "f0a4d56d-c1f6-468a-be74-ab3ba82692b7", "node_type": "1", "metadata": {}, "hash": "e4a3d06330e7f3db32ca408bae3a18807d95efe610b80a506cd6b58943f6a6fd", "class_name": "RelatedNodeInfo"}}, "text": "above) and questions (e.g. 16). As was said above, some of these videos are\nconstructed to show how the group\u2019s research provides the answer to a\nchallenge for researchers or practitioners or to a question posed at the\nbeginning of the video. \n\n16a. How did those rocks get there? (V11)\n\n16b. The hobbits were a new and unique species of ancient human.\nBut where did they come from? and how did they end up so\nsmall? (V4)\n\nAnother element intended to engage the viewer is the expression of feelings\nor emotional reaction, both verbally or through gestures (e.g. 17).\nresearchers express their enthusiasm and excitement when carrying out\nresearch, in order to provoke the same feeling or emotions in the viewers. \n\n17a. We\u2019re excited about the publication of a research project we\u2019ve\nbeen working on for a few years that, I guess, in a nutshell, we\ncould call the oldest archaeological site here in north America\n(V6)\n\n17b. I never expected to find the remains of a massacre (V3)\n\nregarding gestures, they are a ubiquitous resource, used at some moment in\nall the videos for the expression of emotions and feelings. However, the\ndetailed analysis of gestures is beyond the scope of this study. I have just\ncoded very explicit facial gestures, which are clearly visible and evident for\nthe viewers. As can be seen, this is a frequent resource in nature Videos,\nused by researchers when reporting their findings to share their excitement\nwith the viewer. For instance in V6, the researcher reporting their\n\u201cunbelievable\u201d finding smiles with satisfaction at the end of the utterance in\nexample (17a). Similarly, in V7, when remembering the day when the team\nmanaged to produce a continuous room temperature maser one of the\nresearchers says \u201cWe were all excited actually, so it was really a great day\u201d\nwhile she laughs and smiles broadly.\n\n6. Conclusions\n\nThe current communication landscape, where digital technologies bring new\naffordances for the communication of science, requires a multimodal\n\nMAr\u00edA-JOS\u00e9 LUz\u00f3n\n\nIb\u00e9rica 37 (2019): 167-192188\n\n07 IBERICA 37_Iberica 13 8/5/19 18:22 P\u00e1gina 188", "start_char_idx": 75164, "end_char_idx": 77271, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "f0a4d56d-c1f6-468a-be74-ab3ba82692b7": {"__data__": {"id_": "f0a4d56d-c1f6-468a-be74-ab3ba82692b7", "embedding": null, "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-114", "node_type": "4", "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "hash": "4b494a0f689803fa1f2abada391d961ca2746ca6815ad8ac04a50b8ccd4a0dfe", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "5063a0dd-8acc-426c-beec-21d25ad2d138", "node_type": "1", "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "hash": "d5767e660d8dbd30eea9412257f123bbc19074bb398d3d3c2757be46b3a9fd6a", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "8ba1e020-a9e9-415f-8af1-c9e694a41cf9", "node_type": "1", "metadata": {}, "hash": "9f319713a7be0778385d2fd9f87bd4ab87fae01aa32e5ec49a1769d6ab963e3f", "class_name": "RelatedNodeInfo"}}, "text": "approach to the analysis of academic discourse, which accounts for all the\nelements that contribute to meaning creation in a specific context. In some\nacademic genres, particularly those intended for the public dissemination of\nknowledge, visual modes play an important role in meaning making and in\nmeeting the audience\u2019s expectations and communicative needs. The online\nscience video is one of these genres.\n\nThis study has shown that in online science videos a multiplicity of semiotic\nresources from different modes are co-articulated to realize rhetorical\nstrategies intended to recontextualize knowledge for a wide audience. The\nvideos introduce the research groups and position their members as\ndisciplinary experts by informing of their affiliation to a research institution\nand by using the affordances of the verbal and visual modes to actually show\nthem \u201cexplaining science\u201d, \u201cdoing science\u201d, and using disciplinary\nequipment and procedures. Speech and image are also interwoven to\nconstruct persuasive arguments, with images being used to support the\nnarrative of nature or to provide evidence for claims. Various resources are\nalso combined to establish novelty and newsworthiness, and show the value,\nrelevance and applications of the research carried out by the group. As for\nthe strategies used to make scientific knowledge more comprehensible to the\ninterested audience, definitions and non-technical explanations of concepts,\nprocedures and methods are synchronized with visuals that facilitate\nunderstanding. Finally, the strategies to engage the viewers and attain\naffective engagement are also realized by orchestrating resources of speech\n(e.g. lexical and grammatical choices which convey intimacy, informality or\naffinity), image and gestures. The current study has also shown that the\nvarious modal resources and elements are multifunctional and can contribute\nto making different meanings in combination with other resources. The\nmotion image of the researchers explaining or demonstrating procedures,\nfor instance, is combined with other resources to bestow authority on the\nresearchers, make explanations easy to understand, and even engage the\naudience by showing them how researchers carry out research and obtain\nfindings. \n\nThe analysis of two different sets of videos has revealed some differences in\nthe strategies realized in the two sets and the semiotic resources to perform\nsuch strategies, which suggests subtle differences in the intended audience\nand communicative purpose. The purpose of nature Videos seems to be to\ninform the interested audience of a recent discovery reported in the journal\nand to show the relevance and newsworthiness of this discovery.\n\nBrIDGInG THE GAP BETWEEn ExPErTS AnD PUBLICS\n\nIb\u00e9rica 37 (2019): 167-192 189\n\n07 IBERICA 37_Iberica 13 8/5/19 18:22 P\u00e1gina 189", "start_char_idx": 77275, "end_char_idx": 80120, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "8ba1e020-a9e9-415f-8af1-c9e694a41cf9": {"__data__": {"id_": "8ba1e020-a9e9-415f-8af1-c9e694a41cf9", "embedding": null, "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-114", "node_type": "4", "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "hash": "4b494a0f689803fa1f2abada391d961ca2746ca6815ad8ac04a50b8ccd4a0dfe", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "f0a4d56d-c1f6-468a-be74-ab3ba82692b7", "node_type": "1", "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "hash": "8595527fbc4b9dce956bea7a45e4f65fe6e56eb819dbd90f2cc831743ed4ff46", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "12b75006-45cb-44d9-ac5d-caf786884e69", "node_type": "1", "metadata": {}, "hash": "3fb399bd1e50cd28980bd168459623243e45f6cce4ea1e0d2cdeb7ecf5ee640a", "class_name": "RelatedNodeInfo"}}, "text": "Presentation Videos are embedded on the groups\u2019 websites and the purpose\nseems to be to show both to peers and to the public the relevance of their\nresearch as a contribution to disciplinary knowledge. This explains, for\ninstance, why only Presentation Videos include pictures of the Faculty\nbuilding to bestow credibility on the researchers, why only nature Videos\npresent a narrative of nature, why \u201cexclusive we\u201d is used differently in the\ntwo sets of videos, and why the strategies and semiotic resources to make\ncontent understandable and to connect with the audience play a more\nimportant role in nature Videos. The study therefore contributes to showing\nthat the sign makers combine the multiplicity of generic resources made\navailable by the medium to meet their rhetorical interests. The results of this\nstudy provide insights into strategies for the recontextualization of scientific\ndiscourse which can be useful for research groups interested in reaching the\ngeneral public and promoting interest in their research. \n\nAcknowledgements\n\nThis research was supported by the Spanish Ministry of Economy and\nCompetitiveness (project code: FFI2015-68638-r MInECO/FEDEr, EU)\nand by the regional Government of Arag\u00f3n (project code: H16_17r).\n\nArticle history:\n\nReceived 4 July 2018\n\nReceived in revised form 8 November 2018\n\nAccepted 8 November 2018\n\nReferences\n\nMAr\u00edA-JOS\u00e9 LUz\u00f3n\n\nIb\u00e9rica 37 (2019): 167-192190\n\nBateman, J.A. (2008). Multimodality and Genre.\n\nBasingstoke, UK: Palgrave Macmillan.\n\nBateman, J.A., J.L. Delin & R. Henschel (2007).\n\n\u201cMapping the multimodal genres of traditional and\n\nelectronic newspapers\u201d in T.D. 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(2015). \u201cOnline edutainment videos:\n\nRecontextualizing and reconceptualizing expert\n\ndiscourse in a participatory web-culture\u201d.\n\nJournalism and Mass Communication 52: 51-63.\n\nScotto di Carlo, G. (2014). \u201cThe role of proximity in\n\nonline popularizations: The case of TED Talks\u201d.\n\nDiscourse Studies 16,5: 591-606.\n\nTang, R. & S. John (1999). \u201cThe \u2018I\u2019 in identity:\n\nexploring writer identity in student academic\n\nwriting through the first-person pronoun\u201d. English\n\nfor Specific Purposes 18: S23-S39.", "start_char_idx": 83434, "end_char_idx": 86456, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "787c672b-f264-495e-be53-32afdc58e072": {"__data__": {"id_": "787c672b-f264-495e-be53-32afdc58e072", "embedding": null, "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-114", "node_type": "4", "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "hash": "4b494a0f689803fa1f2abada391d961ca2746ca6815ad8ac04a50b8ccd4a0dfe", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "12b75006-45cb-44d9-ac5d-caf786884e69", "node_type": "1", "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "hash": "709a623a133bceb143dcb6c97c484126cb68b097040324a1448d74b11994681e", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "e4d6ded7-c77d-4b52-8714-81f10b328c11", "node_type": "1", "metadata": {}, "hash": "8927762f9fd4cf3bc89a111be246bd12949516609c1f5eb5473e7773f16c4044", "class_name": "RelatedNodeInfo"}}, "text": "English\n\nfor Specific Purposes 18: S23-S39.\n\nThelwall, M., K. Kousha, K. Weller & C.\n\nPuschmann (2012). \u201cAssessing the impact of\n\nonline academic videos\u201d, in G.W. Wulff & K.\n\nHolmberg (eds.), Social Information Research,\n\n195-213. Bingley, U.K.: Emerald Group Publishing\n\nLimited.\n\nValeiras-Jurado, J., N. Ruiz-Madrid & G. Jacobs\n\n(2017). \u201cRevisiting persuasion in oral academic\n\nand professional genres: Towards a\n\nmethodological framework for Multimodal\n\nDiscourse Analysis of research dissemination\n\ntalks\u201d. Ib\u00e9rica 35: 93-118.\n\nWelbourne, D.J. & W.J. Grant (2016). \u201cScience\n\ncommunication on YouTube: Factors that affect\n\nchannel and video popularity\u201d. Public\n\nUnderstanding of Science 25,6: 706-718.\n\n07 IBERICA 37_Iberica 13 8/5/19 18:22 P\u00e1gina 191\n\n\n\nMar\u00eda Jos\u00e9 Luz\u00f3n is Senior Lecturer at the University of zaragoza, Spain.\nShe has a PhD in English Philology and has published papers on academic\nand professional discourse and on language teaching and learning in the field\nof English for Academic Purposes. Her current research interests include\nthe analysis of online academic genres and the analysis of ELF in academic\nonline and written discourse.\n\nAppendix: videos making up the corpus\n\nMAr\u00edA-JOS\u00e9 LUz\u00f3n\n\nIb\u00e9rica 37 (2019): 167-192192\n\nBRIDGING THE GAP BETWEEN EXPERTS AND PUBLICS \n\nanalysis of online academic genres and the analysis of ELF in academic online \nand written discourse. \n\nAppendix: videos making up the corpus \n \n\nNature Videos \n\nBrainwaves in Motion: A Wearable Brain Scanner \n(https://www.nature.com/nature/videoarchive/brainwaves/index.html) (V1) \n\nAnatomy of a Hunt: Speed Strategy and Survival (https://www.nature.com/nature/videoarchive/hunt/index.html) \n(V2) \n\nAttack by the Lake: A Prehistoric Massacre \n(https://www.nature.com/nature/videoarchive/ancient_massacre/index.html) (V3) \n\nHobbit Histories: The Origins of Homo floresiensis (https://www.nature.com/nature/videoarchive/hobbit-\nhistories/index.html) (V4) \n\nPictures in the Air: 3D Printing with Light (https://www.nature.com/nature/videoarchive/3D-printing/index.html) \n(V5) \n\nThe First Americans: Clues to an Ancient Migration (https://www.nature.com/nature/videoarchive/first-\namericans/index.html) (V6) \n\nThe Maser Goes Mainstream Diamond Microwave Lasers \n(https://www.nature.com/nature/videoarchive/maser/index.html) (V7) \n\n \n\nPresentation Videos \n\nBiomechanics Research Group (https://www.youtube.com/watch?v=nZFvVc3DX-Y) (V8) \n\nBioNano Research Group at Autodesk Research (https://www.youtube.com/watch?v=BSWkaa_f4rg) (V9) \n\nCapsules of Nanotechnology Nanosensors (https://www.youtube.com/watch?v=pnToLYyc_Gs) (V10) \n\nCWI Networks and Optimization Group (https://www.youtube.com/watch?v=KMdb32UDL1g) (V11) \n\nGadi Rothenbergs Research Group at the University of Amsterdam \n(https://www.youtube.com/watch?v=afggRfw0-Ko) (V12) \n\nResearch Team Presentation Video: Faculty of Medicine and Dentistry UPV \n(https://ehutb.ehu.eus/video/58c66df4f82b2b93748b456d) (V13) \n\nMusic Technology Group Presentation (https://www.youtube.com/watch?v=VAfa2GK3NRo) (V14) \n\n07 IBERICA 37_Iberica 13 8/5/19 18:22 P\u00e1gina 192", "start_char_idx": 86413, "end_char_idx": 89525, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "e4d6ded7-c77d-4b52-8714-81f10b328c11": {"__data__": {"id_": "e4d6ded7-c77d-4b52-8714-81f10b328c11", "embedding": null, "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-115", "node_type": "4", "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "hash": "772ef36b6ebbfc922282847f3b634fb24d7db51b5cf7069ac2b59d5380ef9b3b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "787c672b-f264-495e-be53-32afdc58e072", "node_type": "1", "metadata": {"identifier": "iberica-114", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos", "date": "2019-01-02", "file": "iberica-114.pdf"}, "hash": "f1404d3022b9f21a5241973ce3db035113d1445fa9c12aaa4ffd9c27992210f2", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "c68c58f2-8b11-4531-a37f-55e253bc7133", "node_type": "1", "metadata": {}, "hash": "67e504934bfcde06950fb04b3a1052742fa24b142527b73701ccaa6801bd8cf3", "class_name": "RelatedNodeInfo"}}, "text": "Iberica 13\n\n\nIb\u00e9rica 37 (2019): 193-220\n\nISSN: 1139-7241 / e-ISSN: 2340-2784\n\nAbstract\n\nResearch on how paper presentations in academic settings are structured and\n\ndelivered has been carried out in the last decades, mainly focused on verbal\n\ncomponents. In recent times, this research has progressed and presentations are\n\nstudied from a multimodal discourse analysis perspective, which is the concern\n\nunderlying this paper. Our research deals only with the set-up stage of a\n\nconference presentation. Some literature on the topic (R\u00e4is\u00e4nen, 1999, 2002;\n\nRowley-Jolivet, 2002; Rowley-Jolivet & Carter-Thomas, 2005; Fortanet-G\u00f3mez,\n\n2008; Piqu\u00e9 Angordans, Cama\u00f1o Puig & Piqu\u00e9 Noguera, 2011) and textbooks\n\naddressed to the disciplinary field of Nursing (Ribes & Feliu Rey, 2010; Giba &\n\nRibes, 2011) describe some expected and recommended requirements to develop\n\nthe speaker\u2019s persona and catch the audience\u2019s attention. \n\nThe aim of the study is to determine whether there is a common pattern to start\n\noral presentations in an international Nursing conference, and to analyse the\n\ninitial stage from a multimodal perspective. Based on previous research on the\n\ntopic (Hood & Forey, 2005; Rowley-Jolivet & Carter-Thomas, 2005), a dataset of\n\n16 invited conference presentations on nursing are analysed, looking at their\n\nstructural, metadiscoursal and non-linguistic features. Results indicate that\n\nfindings from previous research need to be reconsidered. Additionally,\n\nmetadiscourse and non-linguistic features show diversity in the promotions of\n\nspeakers\u2019 persona and audience engagement. Finally, the paper offers some\n\nsuggestions for further research. \n\nKeywords: conference presentations, set-up stage, metadiscourse,\n\nmultimodal discourse analysis, Nursing.\n\nResumen\n\nL a i nt ro du c c i\u00f3 n d e p on e nc i as e n e n f e rme r \u00eda : U n pa s o a de l a nt e\n\nEn las \u00faltimas d\u00e9cadas se han publicado diversos trabajos sobre la estructura y la\n\nforma de ofrecer una presentaci\u00f3n oral acad\u00e9mica, centrados principalmente en\n\nIntroducing nursing conference\n\npresentations: A step forward\n\nMiguel F. Ruiz-Garrido\n\nUniversitat Jaume I (Spain)\n\nmruiz@uji.es\n\n193\n\n08 IBERICA 37_Iberica 13 8/5/19 18:23 P\u00e1gina 193", "start_char_idx": 48, "end_char_idx": 2277, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "c68c58f2-8b11-4531-a37f-55e253bc7133": {"__data__": {"id_": "c68c58f2-8b11-4531-a37f-55e253bc7133", "embedding": null, "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-115", "node_type": "4", "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "hash": "772ef36b6ebbfc922282847f3b634fb24d7db51b5cf7069ac2b59d5380ef9b3b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "e4d6ded7-c77d-4b52-8714-81f10b328c11", "node_type": "1", "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "hash": "65a05bff14161287ec934510ff9d8e9530e805fba8cfbf5dac911c60fb6c5a5c", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "2d57ec90-8403-40e9-b448-c7dc8b0920d9", "node_type": "1", "metadata": {}, "hash": "d98dc169355261c63c48c2a759abe36de53f604c459f1bac535a156c499228a3", "class_name": "RelatedNodeInfo"}}, "text": "Ib\u00e9rica 37 (2019): 193-220\n\nMIGuEL F. RuIz GARRIDO\n\ncomponentes verbales. En los \u00faltimos a\u00f1os, la investigaci\u00f3n en este campo ha\n\nevolucionado y este tipo de presentaciones se estudian desde la perspectiva del\n\nan\u00e1lisis multimodal del discurso. El presente art\u00edculo versa sobre la fase inicial de\n\nlas ponencias, la conocida como set-up stage. Algunos trabajos previos sobre\n\neste tema (R\u00e4is\u00e4nen, 1999, 2002; Rowley-Jolivet, 2002; Rowley-Jolivet y Carter-\n\nThomas, 2005; Fortanet-G\u00f3mez, 2008; Piqu\u00e9 Angordans, Cama\u00f1o Puig y Piqu\u00e9\n\nNoguera, 2011), as\u00ed como algunos manuales del \u00e1mbito de la Enfermer\u00eda (Ribes\n\ny Feliu Rey, 2010; Giba y Ribes, 2011), describen ciertas recomendaciones para\n\nelaborar la personalidad del hablante y captar la atenci\u00f3n del p\u00fablico.\n\nEl objetivo de este estudio es determinar si existe un patr\u00f3n com\u00fan para\n\ncomenzar una ponencia en un congreso internacional de Enfermer\u00eda y analizar\n\nesas secciones iniciales desde una perspectiva multimodal. Con base en trabajos\n\nprevios sobre este asunto (Hood y Forey, 2005; Rowley-Jolivet y Carter-Thomas,\n\n2005) se han analizado 16 ponencias invitadas del campo de la Enfermer\u00eda de\n\nacuerdo con su estructura metadiscursiva y sus caracter\u00edsticas no ling\u00fc\u00edsticas. Los\n\nresultados muestran que es necesario revisar algunas recomendaciones previas.\n\nDel mismo modo, algunas caracter\u00edsticas metadiscursivas y no ling\u00fc\u00edsticas\n\nmuestran diversidad en la promoci\u00f3n de la imagen p\u00fablica del hablante y de la\n\nimplicaci\u00f3n y el compromiso por parte del p\u00fablico. Finalmente, el art\u00edculo\n\nsugiere algunas propuestas para futuras investigaciones.\n\nPalabras clave: ponencias orales, fase inicial, metadiscurso, an\u00e1lisis\n\nmultimodal del discurso, Enfermer\u00eda.\n\n1. Introduction\n\nAs Bosher (2013: 263) said, \u201cEnglish for nursing is a relatively recent\n\nspecialty within the field of English for specific purposes\u201d. Historically\n\nspeaking, it seems that medical language was an umbrella term integrating\n\nthe different fields of the Health Sciences, until recent times when other\n\n\u201cspecific languages\u201d have come to the fore (English for nurses, for example).\n\nLanguages for Specific Purposes (LSP) is mostly related to the pedagogical\n\nscope of the discipline, although our interest is in the LSP that nurses use,\n\nmore specifically, academic language. The need to conduct linguistic research\n\non communication in Nursing using discourse analysis was identified some\n\nyears ago (Crawford & Brown, 1999).\n\nThe status of English as an international language led to research in many\n\nfields. Not much research has been carried out on English for Nursing, and\n\nthe closest field is English for Medical Purposes. According to Ferguson\n\n(2013), for instance, research on spoken communication is relatively scarce,\n\n194\n\n08 IBERICA 37_Iberica 13 8/5/19 18:23 P\u00e1gina 194", "start_char_idx": 2281, "end_char_idx": 5099, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "2d57ec90-8403-40e9-b448-c7dc8b0920d9": {"__data__": {"id_": "2d57ec90-8403-40e9-b448-c7dc8b0920d9", "embedding": null, "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-115", "node_type": "4", "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "hash": "772ef36b6ebbfc922282847f3b634fb24d7db51b5cf7069ac2b59d5380ef9b3b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "c68c58f2-8b11-4531-a37f-55e253bc7133", "node_type": "1", "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "hash": "5d21178e904a848e3a206e219bec8888da1d9f4b9ec95f948898ef7e37d86f35", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "93856688-4cf4-4bc7-998c-2564320dc400", "node_type": "1", "metadata": {}, "hash": "e78808c4891a53b7d36bcd7371256285531b74e83fdfaa48749c76b50bee3abd", "class_name": "RelatedNodeInfo"}}, "text": "and even non-existent for Nursing. The reason may be due to the fact that\n\nNursing research is a recent field in academia, which needs to be studied\n\nfrom a discourse analysis standpoint.\n\nOver the last few decades, nurses have worked hard to occupy a niche they\n\nhave long deserved, and they have now taken their place and are consolidating\n\ntheir research field worldwide (zabalegui Y\u00e1rnoz & Maci\u00e1 Soler, 2010; Grove,\n\nGray & Burns, 2015). Piqu\u00e9 Angordans et al. (2011) promote and support\n\nnurses\u2019 research and the dissemination of their work to other scholars and\n\nprofessionals. Through the idea of genre and discourse communities (Swales,\n\n2016), they make it clear that Nursing is a discourse community (Bosher, 2013;\n\nMacian & Salvador, 2017). Those communities of practice1 have a common\n\ngoal as well as some specific ones, together with specific lexis, a series of\n\nmechanisms allowing members the community to communicate with one\n\nanother, a set of known genres, and an adequate ratio of experts with respect\n\nto novices. We agree with Macian and Salvador (2017) that language has an\n\ninfluence on everything, although it is not everything. The different discourse\n\npractices (linguistic or multimodal) are the main tool to build up a profession,\n\nand Nursing can be an example of this. \n\n2. Academic Conference Presentations (CP)\n\nFollowing on from the line of reasoning outlined above regarding the search for\n\nacademic support for medical discourse spoken genres, some authors have\n\nalready explained the features of CP, sometimes comparing them to other spoken\n\nacademic genres (lectures), or even to genres in the field of written academic\n\ndiscourse (Dubois, 1987; R\u00e4isanen, 1999; Rowley-Jolivet, 2002; Webber, 2002,\n\n2005; Ruiz-Garrido & Fortanet-G\u00f3mez, 2008; Ruiz-Garrido, 2015). A CP is an\n\noral event, although it lies somewhere in the middle of a continuum between a\n\nmore objective, impersonal style, with formal elements (such as a research paper),\n\nand a more personal style, showing insights and beliefs, with more informal\n\nelements, such as in confidential interviews with researchers (Swales & Burke,\n\n2003; Wulff, Swales & Keller, 2009). It should be mentioned that some CPs are\n\nwritten previously and rehearsed many times, most of the presentation therefore\n\nbeing planned in advance (except for the discussion after the presentation).\n\nHowever, many things can happen during a presentation which may require some\n\nimprovisation or that cannot even be prepared properly.\n\nThe main aim of scientific research communication is twofold: informative\n\nand rhetorical/persuasive, regardless of the medium. However, this fact has\n\nINTRODuCING NuRSING CONFERENCE PRESENTATIONS\n\nIb\u00e9rica 37 (2019): 193-220 195\n\n08 IBERICA 37_Iberica 13 8/5/19 18:23 P\u00e1gina 195", "start_char_idx": 5103, "end_char_idx": 7904, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "93856688-4cf4-4bc7-998c-2564320dc400": {"__data__": {"id_": "93856688-4cf4-4bc7-998c-2564320dc400", "embedding": null, "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-115", "node_type": "4", "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "hash": "772ef36b6ebbfc922282847f3b634fb24d7db51b5cf7069ac2b59d5380ef9b3b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "2d57ec90-8403-40e9-b448-c7dc8b0920d9", "node_type": "1", "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "hash": "2e4601bf7dd7a27788d30d825695f608339037253235bf12dcb01bc4419aba50", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "233c65ff-467e-43a3-8a3c-36e4e43164b1", "node_type": "1", "metadata": {}, "hash": "14439f17e3e36806b8c97184bfe630bc508c6044f8efc0f4f4fbc3bff344a863", "class_name": "RelatedNodeInfo"}}, "text": "a different effect on the audience. Because in CPs there is little distance\n\nbetween the audience and the speaker, there is a need to set up \u201ca feeling of\n\nconnivance. Too detached a monologue would be ill-suited to the\n\ncommunicative context and appropriate interpersonal strategies are\n\nimportant\u201d (Carter-Thomas & Rowley-Jolivet, 2003: 60). Some sections of\n\nthe CP may be more likely to include this interactional aspect.\n\nOther common features of CPs have been found in many other studies.\n\nSome have found that speakers in CPs can apologise and admit mistakes\n\n(Rowley-Jolivet, 1999), heavily hedge their discourse (Poos & Simpson, 2000)\n\nand frequently signpost the discourse by means of discourse markers (Swales\n\n& Malcewski, 2001). Likewise, the frequent use of first person pronouns,\n\nactive verb forms, sequencing words, repetition, or episodes of humour and\n\nself-irony, are other relevant topics studied (Ruiz-Garrido & Fortanet-\n\nG\u00f3mez, 2008; Hyland, 2009). \n\nIn addition to the linguistic nature of CPs and their purposes, the scientific\n\nCP is a multimodal genre, in which visual communication also plays an\n\nimportant role. Semiotic modes are a requirement so that the audience can\n\nfollow the oral and visual information easily. Thus, verbal and non-verbal\n\nfeatures should be considered as a whole when studying spoken academic\n\ndiscourse (Ventola et al., 2002; Rowley-Jolivet, 2004; Hood & Forey, 2005;\n\nRowley-Jolivet & Carter-Thomas, 2005; Crawford-Camiciottoli & Fortanet-\n\nG\u00f3mez, 2015; Forey & Feng, 2016). This is also confirmed in textbooks and\n\nguides addressed to the disciplinary field of Nursing (for example, Ribes &\n\nFeliu Rey, 2010; Giba & Ribes, 2011).\n\nAlong these lines, Valeiras and Ruiz-Madrid (2015) and Valeiras, Ruiz-Madrid\n\nand Jacobs (2018) show how speakers in CPs try to get their audience\u2019s\n\nattention in order to create a convincing message by orchestrating a variety\n\nof semiotic modes into persuasive multimodal ensembles. It seems, then,\n\nthat adopting an MDA (Multimodal Discourse Analysis) (Querol, 2011 or\n\nValeiras-Jurado & Ruiz-Madrid, 2015) approach could afford a more\n\ncomprehensive understanding of the generic description of the initial stage\n\nof Nursing conferences.\n\n3. The set-up stage of Conference Presentations\n\nIn the CP, the fact that the audience is physically present in the venue means\n\nthat actions must be performed immediately and entails a different\n\nMIGuEL F. RuIz GARRIDO\n\nIb\u00e9rica 37 (2019): 193-220196\n\n08 IBERICA 37_Iberica 13 8/5/19 18:23 P\u00e1gina 196\n\n\n\nrelationship with the audience. Thus, it seems necessary to shape the talk \u201cto\n\n(inter)act interpersonally with their audience\u201d (Hood & Forey, 2005: 292) in\n\norder to build up a relationship of solidarity (Hood & Forey, 2005; Rowley-\n\nJolivet & Carter-Thomas, 2005). The use of appropriate interpersonal\n\nstrategies is required in order to make the CP more involving for the\n\nparticipants, and \u201cIn setting up this relationship, the role of the introductory\n\nsection is obviously crucial\u201d (Rowley-Jolivet & Carter-Thomas, 2005: 50).\n\nAccording to Hood and Forey (2005: 294), \u201cThe set-up stage functions on\n\nthe one hand to situate the talk in the immediate context, and on the other\n\nto provide the point of departure for the presentation \u2018proper\u2019\u201d. If the aim\n\nof scientific research communication is to inform and persuade, this initial\n\nstage seems to require even more skills to be performed successfully. \n\nFurthermore, this initial stage also represents an important situation in\n\nwhich speakers must \u201cresolve inherent tensions\u201d (Hood & Forey, 2005: 292).\n\nSpeakers are supposed to be, at least to some extent, on their topic, and the\n\nsuccess of their presentation relies on the acceptance, approval and positive\n\njudgement of the audience.", "start_char_idx": 7908, "end_char_idx": 11710, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "233c65ff-467e-43a3-8a3c-36e4e43164b1": {"__data__": {"id_": "233c65ff-467e-43a3-8a3c-36e4e43164b1", "embedding": null, "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-115", "node_type": "4", "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "hash": "772ef36b6ebbfc922282847f3b634fb24d7db51b5cf7069ac2b59d5380ef9b3b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "93856688-4cf4-4bc7-998c-2564320dc400", "node_type": "1", "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "hash": "da46a59b8fe28d2ba11d3192d87e346a296d31f6b4a3bbaa754123e43ad8f5b2", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "f1c82c3a-dd43-4b5c-989a-5885479edd71", "node_type": "1", "metadata": {}, "hash": "29e1be596c5cc08946fc0612c03c8d854dc56174f6a96c8d9a3b87365982d2bb", "class_name": "RelatedNodeInfo"}}, "text": "However, the audience have other tensions, as\n\nthey need to \u201cfeel accommodated in the presentation, as part of the\n\ndiscourse community, set-off against the cost of attendance\u201d (Hood &\n\nForey, 2005: 292). \n\nThus, what we are concerned with is the set-up stage of the CP. Rowley-\n\nJolivet and Carter-Thomas (2005) propose the following model for CP\n\nintroductions:\n\nINTRODuCING NuRSING CONFERENCE PRESENTATIONS\n\nIb\u00e9rica 37 (2019): 193-220 197\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\na 5in\u00e1gP \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n.1ra uig F.\n\nrkowem frae thp ugnttie.", "start_char_idx": 11711, "end_char_idx": 12394, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "f1c82c3a-dd43-4b5c-989a-5885479edd71": {"__data__": {"id_": "f1c82c3a-dd43-4b5c-989a-5885479edd71", "embedding": null, "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-115", "node_type": "4", "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "hash": "772ef36b6ebbfc922282847f3b634fb24d7db51b5cf7069ac2b59d5380ef9b3b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "233c65ff-467e-43a3-8a3c-36e4e43164b1", "node_type": "1", "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "hash": "c7290cd7cf4855f2e178365353202c26f791999e23f9168655d7441d78029aed", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "22e756d3-8d58-4a0e-813a-74adb7bf6d4d", "node_type": "1", "metadata": {}, "hash": "757a08f086dac1d6976f12a49869b981159bf040a75d67d324d5f591a0706300", "class_name": "RelatedNodeInfo"}}, "text": "SA\namr falonserperntI\n\nweamre fsourcsiD\n\ncpioe thng tisialutexnto CB\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\nrk\nkorewam 1a ei orerentsLi\n\nord/an 1b dgelwnokcA\nkorw 2a e TncunonA\n\nord/an 2b tru SenitluO\noce SatcndiI\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\nnoiatnte\nsentemdg\n\ncopie T\n/ ertuctru\n\npeo\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n 11, naig\u00e1P\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\ncpioe thng tisialutexnto C.B\n\noiath rcareese rhg tniatt S.C\nnotiavtioM\n\nesponseR\n\n 2aurgiF 11, \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n1a e cencernfoC\nord/an 1b es ralnereG\n\nenalo\n1a g// gsemblorP\n\nord/an 1b e/ancevelR\nord/an 1c oiuatnintoC\n\n2a onitesuQ -ra\nord/an 2b es rweievrP\n\n3 eese rnilutO\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\ntexntoe c\ntexonth ccarees\n\nerunto c/aps g - simlac\ned ne// neytialrent c\n\nkor wusoievprn of\n/ gnisira sieshotphy\n\nnsoiutol s orstules\noalh gcare\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n 11, naig\u00e1P\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n 2aurgiF 11, \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\nINTRODUCING NURSING CONFERENCE PRESENTATIONS \n\n!\n\n 3 Outline research goal \n\nFigure 1. A move model from scientific conference presentation introductions (Rowley-Jolivet & Carter-Thomas, \n2005: 51). \n\nThere are three moves, each with its own purpose, and several sub-moves and \nsteps. Our interest is in the first move. It serves some important functions in the \nacademic communication process because speakers prepare the audience to \nreceive the message of the talk \u201cby generating expectations as to how the speaker \nwill handle the communicative situation (Interpersonal framework) and by \nmapping out the structural contours of the talk (Discourse framework)\u201d (Rowley-\nJolivet & Carter-Thomas, 2005: 53). In this paper, we are dealing more \nspecifically with the \u201cInterpersonal framework\u201d, although sometimes it is not easy \nto make a clear-cut separation between sub-moves and steps.", "start_char_idx": 12395, "end_char_idx": 15661, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "22e756d3-8d58-4a0e-813a-74adb7bf6d4d": {"__data__": {"id_": "22e756d3-8d58-4a0e-813a-74adb7bf6d4d", "embedding": null, "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-115", "node_type": "4", "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "hash": "772ef36b6ebbfc922282847f3b634fb24d7db51b5cf7069ac2b59d5380ef9b3b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "f1c82c3a-dd43-4b5c-989a-5885479edd71", "node_type": "1", "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "hash": "be00b566890029689fbae514a4210da3987c8d5d002335a5c8d69f2262d9abd6", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "3ebca5e7-add6-4ffd-ac50-300a05cccc90", "node_type": "1", "metadata": {}, "hash": "ea069085cb1a9c2e4e554a83dc19412ca6200ba6f9870f8da0550590c9f9d086", "class_name": "RelatedNodeInfo"}}, "text": "Within this sub-\nmove, which is audience-oriented to get the listeners\u2019 attention and their \ninvolvement in the presentation, there are two steps. \u201cListener orientation\u201d \n\u201cincludes all remarks addressed by the speaker to the chairperson, to the audience \nor the conference organisers, thanking them, greeting them and generally making \ncontact\u201d (Rowley-Jolivet & Carter-Thomas, 2005: 52). This sub-move could also \noccur throughout the presentation, but it is at this point in the speech delivery when \nthe speaker tries to make an effort to establish a rapport with the audience, and to \ncreate a feeling of solidarity. Additionally, this is also the time to create the \nspeaker\u2019s persona for the presentation (Rowley-Jolivet & Carter-Thomas, 2005). \nIt may happen when speakers tell a joke, explain a personal anecdote or utter some \nlight-hearted remarks. The second step is the verbal and/or visual \nacknowledgement of co-authors, collaborators, companies or funding agencies. \nThrough persuasive strategies, speakers can project a courteous, friendly image \nthrough the \u201cListener orientation\u201d step, while speaker modesty is reflected in the \n\u201cAcknowledgements\u201d step (Rowley-Jolivet & Carter-Thomas, 2005). \n\nHood and Forey (2005) proposed a different, more detailed list of components in \nthis first stage of CPs (Table 1), which fits perfectly within the so-called \n\u201cInterpersonal framework\u201d move. \n\n08 IBERICA 37_Iberica 13 8/5/19 18:23 P\u00e1gina 197\n\n\n\nThere are three moves, each with its own purpose, and several sub-moves\n\nand steps. Our interest is in the first move. It serves some important\n\nfunctions in the academic communication process because speakers prepare\n\nthe audience to receive the message of the talk \u201cby generating expectations\n\nas to how the speaker will handle the communicative situation (Interpersonal\n\nframework) and by mapping out the structural contours of the talk\n\n(Discourse framework)\u201d (Rowley-Jolivet & Carter-Thomas, 2005: 53). In this\n\npaper, we are dealing more specifically with the \u201cInterpersonal framework\u201d,\n\nalthough sometimes it is not easy to make a clear-cut separation between\n\nsub-moves and steps. Within this sub-move, which is audience-oriented to\n\nget the listeners\u2019 attention and their involvement in the presentation, there\n\nare two steps. \u201cListener orientation\u201d \u201cincludes all remarks addressed by the\n\nspeaker to the chairperson, to the audience or the conference organisers,\n\nthanking them, greeting them and generally making contact\u201d (Rowley-Jolivet\n\n& Carter-Thomas, 2005: 52). This sub-move could also occur throughout\n\nthe presentation, but it is at this point in the speech delivery when the\n\nspeaker tries to make an effort to establish a rapport with the audience, and\n\nto create a feeling of solidarity. Additionally, this is also the time to create the\n\nspeaker\u2019s persona for the presentation (Rowley-Jolivet & Carter-Thomas,\n\n2005). It may happen when speakers tell a joke, explain a personal anecdote\n\nor utter some light-hearted remarks. The second step is the verbal and/or\n\nvisual acknowledgement of co-authors, collaborators, companies or funding\n\nagencies. Through persuasive strategies, speakers can project a courteous,\n\nfriendly image through the \u201cListener orientation\u201d step, while speaker\n\nmodesty is reflected in the \u201cAcknowledgements\u201d step (Rowley-Jolivet &\n\nCarter-Thomas, 2005).\n\nHood and Forey (2005) proposed a different, more detailed list of\n\ncomponents in this first stage of CPs (Table 1), which fits perfectly within\n\nthe so-called \u201cInterpersonal framework\u201d move. \n\nHood and Forey (2005) add two more aspects to complete their analysis.\n\nFirst, they study grammatical and lexical features to promote the\n\ninterpersonal meanings. Secondly, they are concerned about the multimodal\n\nnature of the stage. They explain that discourse strategies co-occur with\n\ngestures to construct and enhance the (interpersonal) meanings, aimed at the\n\ndifferent purposes of the phase. Now, we will see how to classify some\n\npossible linguistic resources used in the set-up stages of CPs. \n\nMIGuEL F. RuIz GARRIDO\n\nIb\u00e9rica 37 (2019): 193-220198\n\n08 IBERICA 37_Iberica 13 8/5/19 18:23 P\u00e1gina 198", "start_char_idx": 15662, "end_char_idx": 19838, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "3ebca5e7-add6-4ffd-ac50-300a05cccc90": {"__data__": {"id_": "3ebca5e7-add6-4ffd-ac50-300a05cccc90", "embedding": null, "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-115", "node_type": "4", "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "hash": "772ef36b6ebbfc922282847f3b634fb24d7db51b5cf7069ac2b59d5380ef9b3b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "22e756d3-8d58-4a0e-813a-74adb7bf6d4d", "node_type": "1", "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "hash": "9693b9d91399e2c206a55fbded20ed43f0a4f426aac9fcb4256aef34203e8162", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "59044225-042b-4031-8356-ee7b5a54a52e", "node_type": "1", "metadata": {}, "hash": "dccd849b63545a30f19b8a020f60e7e5172254e99279262785d62846a6dc0727", "class_name": "RelatedNodeInfo"}}, "text": "4. Metadiscourse\n\nThe set-up stage of any CP promotes interaction, uses different strategies\n\nfor interpersonal communication, establishes solidarity, constructs the\n\nidentity of the speaker and even encourages alignment between speakers and\n\naudience. According to Hyland\u2019s seminal work (2005a: 59), \u201cmetadiscourse\n\noffers a way of understanding the interpersonal resources writers use to\n\norganise texts coherently and to convey their personality, credibility, reader\n\nsensitivity and relationship to the message\u201d. Thus, it can be useful to detect\n\nthe textual devices that identify the presence of the author, explicitly\n\nestablish the relationships between all the parties involved, engage the\n\naudience and signal the attitude of the speaker. \n\nAlthough previous research has been conducted on metadiscourse in\n\nacademic CPs (Heino, Tervonen and Tommola, 2002) or metadiscourse and\n\nMDA (Bernad-Mech\u00f3, 2017), the work by Baumgarten (2012) following\n\nHyland seems to fit our study better. Hyland (2005b) divides metadiscourse\n\ninto two categories: \u201cinteractive\u201d and \u201cinteractional\u201d. The former makes\n\nexplicit the organisation of the text applied to the audience\u2019s knowledge,\n\ninterests and needs, and can be performed by means of transitions, frame\n\nmarkers, endophoric markers, evidentials, and code glosses. The latter\n\ninvolves the audience and the speaker adopting \u201can acceptable persona and\n\na tenor consistent with the norms of the community\u201d (Baumgarten, 2012:\n\n163). It can be performed by stance through hedges, boosters, attitude\n\nmarkers, self-mentions, and engagement markers (explained below).\n\nRegarding interactional features, Baumgarten (2012) focuses on academic\n\npresentations of L2 novices and L1/L2 experts. She proposes an extensive\n\nINTRODuCING NuRSING CONFERENCE PRESENTATIONS\n\nIb\u00e9rica 37 (2019): 193-220 199\n\nMIGUEL F. RUIZ GARRIDO!\n\nIb\u00e9rica xx (xxxx): \u2026-\u2026 \n\n\u2022 Introduce self as presenter \n\u2022 Introduce co-presenter \n\u2022 Thank convenor \n\u2022 Greet/thank audience \n\u2022 Check technological support \n\u2022 Refer to support resources (e.g. handout) \n\u2022 Check composition of audience \n\u2022 Discuss conference location \n\u2022 Identify topic \n\u2022 Contextualise the presentation \n\u2022 Preview the content/structure of presentation \n\u2022 Refer to contribution of others (include others present) \n\u2022 Joke/humour \n\u2022 Signal transition to next stage \n\nTable 1. Components of the set-up stage of the presentations (Hood & Forey, 2005: 295). \n\nHood and Forey (2005) add two more aspects to complete their analysis. First, \nthey study grammatical and lexical features to promote the interpersonal \nmeanings. Secondly, they are concerned about the multimodal nature of the stage. \nThey explain that discourse strategies co-occur with gestures to construct and \nenhance the (interpersonal) meanings, aimed at the different purposes of the phase. \nNow, we will see how to classify some possible linguistic resources used in the \nset-up stages of CPs. \n\n4. Metadiscourse \n\nThe set-up stage of any CP promotes interaction, uses different strategies for \ninterpersonal communication, establishes solidarity, constructs the identity of the \nspeaker and even encourages alignment between speakers and audience. \nAccording to Hyland\u2019s seminal work (2005a: 59), \u201cmetadiscourse offers a way of \nunderstanding the interpersonal resources writers use to organise texts coherently \nand to convey their personality, credibility, reader sensitivity and relationship to \nthe message\u201d. Thus, it can be useful to detect the textual devices that identify the \npresence of the author, explicitly establish the relationships between all the parties \ninvolved, engage the audience and signal the attitude of the speaker. \n\nAlthough previous research has been conducted on metadiscourse in academic \nCPs (Heino, Tervonen and Tommola, 2002) or metadiscourse and MDA (Bernad-\nMech\u00f3, 2017), the work by Baumgarten (2012) following Hyland seems to fit our \nstudy better. Hyland (2005b) divides metadiscourse into two categories: \n\u201cinteractive\u201d and \u201cinteractional\u201d.", "start_char_idx": 19842, "end_char_idx": 23873, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "59044225-042b-4031-8356-ee7b5a54a52e": {"__data__": {"id_": "59044225-042b-4031-8356-ee7b5a54a52e", "embedding": null, "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-115", "node_type": "4", "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "hash": "772ef36b6ebbfc922282847f3b634fb24d7db51b5cf7069ac2b59d5380ef9b3b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "3ebca5e7-add6-4ffd-ac50-300a05cccc90", "node_type": "1", "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "hash": "6a8bd46dc3a020c10bcdf84a0c4b24e224571b85ba33aafd2b463913ab67846f", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "929f589f-88f8-4430-a1b1-853c951c09bc", "node_type": "1", "metadata": {}, "hash": "d2719d3140b6e1984a3acf87c9c5326ede751b80e465a53b78ede79f8413fd48", "class_name": "RelatedNodeInfo"}}, "text": "The former makes explicit the organisation of \nthe text applied to the audience\u2019s knowledge, interests and needs, and can be \nperformed by means of transitions, frame markers, endophoric markers, \nevidentials, and code glosses. The latter involves the audience and the speaker \nadopting \u201can acceptable persona and a tenor consistent with the norms of the \ncommunity\u201d (Baumgarten, 2012: 163). It can be performed by stance through \n\n08 IBERICA 37_Iberica 13 8/5/19 18:23 P\u00e1gina 199\n\n\n\nmodel of Hyland\u2019s (2005b) stance (referring to the speaker) and engagement\n\n(referring to the audience). As she points out (2012: 163-164): \n\nIn this model, stance captures speaker positioning in terms of the expression\n\nof affect, attitudes and evidentiality. Engagement describes audience\n\npositioning. It refers to the ways speakers express (dis)alignment with the\n\naudience by including the audience as discourse participants, focusing their\n\nattention on specific information in the discourse or the physical\n\nsurroundings and anticipating their reactions towards the unfolding\n\nargument. \n\nThe following table shows the categories she uses:\n\nThis taxonomy of interactional metadiscourse maintains the essentials of\n\nHyland\u2019s taxonomy, but also adds other categories, which apply specifically\n\nto spoken discourse, such as \u201cspeaker orientation\u201d, \u201capologies\u201d, \u201cthanks\u201d,\n\n\u201cgreeting\u201d and \u201crepair\u201d. Studies on metadiscourse tend to focus mostly on\n\nwritten discourse, although Hyland (2005a) explains some potential written\n\nand oral non-verbal expressions of metadiscourse. Among the oral ones,\n\nParalanguage, Proxemics and Kinesics are considered, confirming that a\n\nmultimodal analysis can also be useful to complement textual analysis. \n\nEven though multimodality in academic settings has been studied, to our\n\nknowledge nothing has been done on Nursing academic discourse as a\n\nthriving professional field within LSP. The aim of this study is to build upon\n\nMIGuEL F. RuIz GARRIDO\n\nIb\u00e9rica 37 (2019): 193-220200\n\nINTRODUCING NURSING CONFERENCE PRESENTATIONS \n\n!\n\nhedges, boosters, attitude markers, self-mentions, and engagement markers \n(explained below). \n\nRegarding interactional features, Baumgarten (2012) focuses on academic \npresentations of L2 novices and L1/L2 experts. She proposes an extensive model \nof Hyland\u2019s (2005b) stance (referring to the speaker) and engagement (referring \nto the audience). As she points out (2012: 163-164): \n\nIn this model, stance captures speaker positioning in terms of the expression of \naffect, attitudes and evidentiality. Engagement describes audience positioning. It \nrefers to the ways speakers express (dis)alignment with the audience by including \nthe audience as discourse! participants, focusing their attention on specific \ninformation in the discourse or the physical surroundings and anticipating their \nreactions towards the unfolding argument. \n\nThe following table shows the categories she uses: \n\nStance category: Function \n\n\u201cHedges\u201d: Epistemic uncertainty signals serving to withhold commitment to a proposition \n\u201cBoosters\u201d: Epistemic certainty signals expressing conviction in the truth of the proposition \n\u201cAttitude markers\u201d: Express speakers\u2019 affective attitude \n\u201cSelf-mention\u201d: Encodes speakers as referents in their discourse \n\u201cSpeaker orientation\u201d: Encodes speaker orientation towards own talk \n\nEngagement category: Function \n\n\u201cHearer pronouns\u201d: Include the audience as discourse participants \n\u201cAsides\u201d: Interrupt the flow of the argument to comment on what has been said or done; introduce \ninformation not directly related to the main line of the argument \n\u201cShared knowledge\u201d: Present information as familiar or accepted \n\u201cDirectives\u201d: Instruct audience to perform a physical or cognitive action \n\u201cQuestions\u201d: Rhetorical: Demand cognitive involvement from audience Real: Invoke direct interaction with \nthe audience \n\u201cApologies\u201d: Express regret for violating conventions, disappointing expectations \n\u201cThanks\u201d: Thanking for attendance and attention \n\u201cGreeting\u201d: Acknowledging the audience\u2019s presence \n\u201cRepair\u201d: Coping with production difficulties and online planning \n\nTable 2. Stance and engagement sub-categories (taken from Baumgarten, 2012: 164-166).", "start_char_idx": 23874, "end_char_idx": 28097, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "929f589f-88f8-4430-a1b1-853c951c09bc": {"__data__": {"id_": "929f589f-88f8-4430-a1b1-853c951c09bc", "embedding": null, "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-115", "node_type": "4", "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "hash": "772ef36b6ebbfc922282847f3b634fb24d7db51b5cf7069ac2b59d5380ef9b3b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "59044225-042b-4031-8356-ee7b5a54a52e", "node_type": "1", "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "hash": "d95e9c629ca5a0ffda2758bddb91643a39b2d35706730221e3b492c578197fae", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "b16bd85b-2933-427a-8a86-3348efba3f4c", "node_type": "1", "metadata": {}, "hash": "bbe026c593438a45a6df53c5834b7702dc38108abd684084c3c1b8facf2cf29c", "class_name": "RelatedNodeInfo"}}, "text": "This taxonomy of interactional metadiscourse maintains the essentials of Hyland\u2019s \ntaxonomy, but also adds other categories, which apply specifically to spoken \ndiscourse, such as \u201cspeaker orientation\u201d, \u201capologies\u201d, \u201cthanks\u201d, \u201cgreeting\u201d and \n\u201crepair\u201d. Studies on metadiscourse tend to focus mostly on written discourse, \nalthough Hyland (2005a) explains some potential written and oral non-verbal \nexpressions of metadiscourse. Among the oral ones, paralanguage, proxemic and \nkinesic items are considered, confirming that a multimodal analysis can also be \nuseful to complement textual analysis. \n\nEven though multimodality in academic settings has been studied, to our \nknowledge nothing has been done on Nursing academic discourse as a thriving \nprofessional field within LSP. The aim of this study is to build upon previous \n\n08 IBERICA 37_Iberica 13 8/5/19 18:23 P\u00e1gina 200\n\n\n\nprevious studies on the set-up stage of conference presentations, but applied\n\nto the Nursing field. We would like to test whether previous findings about\n\nthe section analysed are also observed in our dataset, understanding that\n\nevery kind of discourse is multimodal in its own nature. Therefore, we will\n\nanalyse the interactional and interpersonal features of set-up stages and the\n\neffect they may have in combination with the paralinguistic and kinesic\n\nresources used. This study attempts to describe the presentation deliveries\n\nand uncover patterns, although our hypothesis is that speakers will try to\n\nfollow a similar structure but their own personal traits will make the\n\ndifference. Our research questions are:\n\n1. Can Hood and Forey\u2019s sub-stages be taken for granted?\n\n2. What interactional metadiscourse features can be found in our\n\ndataset? \n\n3. How are non-linguistic resources used to convey or support\n\ninterpersonal meaning according to the speakers\u2019 purposes?\n\n5. Methodology\n\nThe present study aims to explore linguistic and non-linguistic features\n\n(Kinesic and Paralanguistic items) in a set of spoken academic conference\n\npresentations. The data selected for analysis belongs to the FEND\n\nassociation (the Foundation of European Nurses in Diabetes), the pan-\n\nEuropean non-profit organisation for nurses working in the specialty of\n\ndiabetes, as they present themselves on their website (www.fend.com). They\n\nhold conferences annually, and since their 15th Annual Conference (2010),\n\nthey have compiled, uploaded and given open access to the basic\n\ncomponents of all CPs: video files and supporting visual aids. \n\nWe selected the presentations from the 20th annual conference, held in\n\nStockholm, Sweden, in 2015. All presentations at FEND conferences are\n\ndelivered by invitation. In 2015, not all the sessions were of the same nature.\n\nWe have chosen the individual research presentations, as some others did not\n\nfit our objective (they were the institutional welcoming, the opening and\n\nclosing remarks, the awards ceremony, some patient narratives and some\n\nmasterclasses). \n\nOur dataset includes 16 individual presentations delivered in morning and\n\nafternoon sessions but on two different days. All the presenters were\n\nINTRODuCING NuRSING CONFERENCE PRESENTATIONS\n\nIb\u00e9rica 37 (2019): 193-220 201\n\n08 IBERICA 37_Iberica 13 8/5/19 18:23 P\u00e1gina 201", "start_char_idx": 28100, "end_char_idx": 31376, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "b16bd85b-2933-427a-8a86-3348efba3f4c": {"__data__": {"id_": "b16bd85b-2933-427a-8a86-3348efba3f4c", "embedding": null, "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-115", "node_type": "4", "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "hash": "772ef36b6ebbfc922282847f3b634fb24d7db51b5cf7069ac2b59d5380ef9b3b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "929f589f-88f8-4430-a1b1-853c951c09bc", "node_type": "1", "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "hash": "a2f123a1e1ff40ddd5718182a5df6d0d1f10011ba101a9b3809e416e67e8c268", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "4995bd77-7d97-454a-a6bc-762d6f6b8c40", "node_type": "1", "metadata": {}, "hash": "25afde8b1a110f6f613864dbb84b4f2cc25e26e7a29652ad9c58d92e2427e6d6", "class_name": "RelatedNodeInfo"}}, "text": "professionals in Nursing or closely related fields, as proven by their\n\nqualifications and affiliation, as well as being competent speakers, regardless\n\nof their nationality. There were three male (CP9, CP10, CP15) and thirteen\n\nfemale speakers. All knew beforehand that they had 30-minute slots to\n\ndeliver the presentation, including time for discussion, and most of them\n\nadapted to this time. However, in this research, we only analyse the first\n\nsections of the presentation and the lengths vary slightly (see Table 3 below).\n\nThe CP transcripts and the corresponding video recordings were analysed.\n\nThe total size of the corpus is 20.58 minutes. The size of the corpus does\n\nnot allow for quantitatively-based generalisations, but it is valid for qualitative\n\nanalysis. It is also consistent with previous multimodal studies, which, due to\n\ntheir minute level of detail and the lack of automating tools, cannot afford\n\nto use larger corpora (for example, Querol-Juli\u00e1n, 2011).\n\nSo as to decide where the introductory section finishes, we distinguished\n\nbetween the end of this section and the beginning of the subsequent one by\n\nmeans of discourse markers, lexical signals or even gesture or positioning.\n\nRegarding the physical settings of the presentations, the arrangement is the\n\nsame for all speakers (Figure 2). Speakers and chairpersons are on a dais in\n\nfront of the audience. All speakers are standing behind a podium, on which\n\nthey may place their notes or electronic tool, as well as the wireless uSB\n\npresentation clicker to change the slides or point to the screen. On the right-\n\nhand side of the presenter, there is a table with the committee and the\n\nMIGuEL F. RuIz GARRIDO\n\nIb\u00e9rica 37 (2019): 193-220202\n\nINTRODUCING NURSING CONFERENCE PRESENTATIONS \n\n!\n\nfor qualitative analysis. It is also consistent with previous multimodal studies, \nwhich, due to their minute level of detail and the lack of automating tools, cannot \nafford to use larger corpora (for example, Querol-Juli\u00e1n, 2011). \n\n Set-up stage duration \n(minutes) \n\nNo. of words \n\nCP1 0.53 95 \nCP2 0.28 93 \nCP3 0.36 71 \nCP4 2.32 215 \nCP5 0.23 55 \nCP6 0.41 89 \nCP7 0.42 81 \nCP8 2.23 358 \nCP9 1.35 101 \nCP10 2.37 405 \nCP11 0.38 118 \nCP12 0.34 68 \nCP13 1.01 119 \nCP14 0.58 110 \nCP15 1.29 252 \nCP16 3.05 378 \n\nTable 3. Dataset used for the study. \n\nSo as to decide where the introductory section finishes, we distinguished between \nthe end of this section and the beginning of the subsequent one by means of \ndiscourse markers, lexical signals or even gesture or positioning. \n\nRegarding the physical settings of the presentations, the arrangement is the same \nfor all speakers (Figure 2). Speakers and chairpersons are on a dais in front of the \naudience. All speakers are standing behind a podium, on which they may place \ntheir notes or electronic tool, as well as the wireless USB presentation clicker to \nchange the slides or point to the screen. On the right-hand side of the presenter, \nthere is a table with the committee and the chairpersons. Then, there are two useful \nscreens (dual-screen), one for the audience (also to their right, but behind them) \nand another in front of speakers, slightly to their right, down on the floor. This \narrangement is important to understand better that speakers may look to their right \nto see the chairpersons or the screens (up to the right or down to the right). All \nspeakers are introduced before they start talking. !\n\n08 IBERICA 37_Iberica 13 8/5/19 18:23 P\u00e1gina 202\n\n\n\nchairpersons. Then, there are two useful screens (dual-screen), one for the\n\naudience (also to their right, but behind them) and another in front of\n\nspeakers, slightly to their right, down on the floor.", "start_char_idx": 31380, "end_char_idx": 35103, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "4995bd77-7d97-454a-a6bc-762d6f6b8c40": {"__data__": {"id_": "4995bd77-7d97-454a-a6bc-762d6f6b8c40", "embedding": null, "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-115", "node_type": "4", "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "hash": "772ef36b6ebbfc922282847f3b634fb24d7db51b5cf7069ac2b59d5380ef9b3b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "b16bd85b-2933-427a-8a86-3348efba3f4c", "node_type": "1", "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "hash": "763bc9d24b0fa87257c2ef881a4c5f3112d7b74a05cc1756988aeee4211b1706", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "5c9c809f-c1f3-413e-926f-041e6531daf3", "node_type": "1", "metadata": {}, "hash": "e1176d088185fd9a0130de321d95545c2508a91d97a3e1f4919c3c76ea25d26d", "class_name": "RelatedNodeInfo"}}, "text": "This arrangement is\n\nimportant to understand better that speakers may look to their right to see\n\nthe chairpersons or the screens (up to the right or down to the right). All\n\nspeakers are introduced before they start talking. \n\nOnce the dataset and the sections had been selected, we marked the\n\ncomponents in the transcripts to later analyse co-occurring non-linguistic\n\nfeatures. For metadiscourse, we used AntConc (3.5.7), and then revised the\n\nwordlist and keywords identified in their context. As the dataset and the\n\nnumber of items to analyse were limited in size, the paralinguistic and kinesic\n\nanalysis was performed manually, using the video recordings to observe non-\n\nlinguistic behaviours that occurred together with linguistic expressions.\n\nAs for the analysis of non-linguistic resources, following previous research\n\non multimodality and spoken academic discourse (Querol-Juli\u00e1n, 2011;\n\nQuerol-Juli\u00e1n & Fortanet-G\u00f3mez, 2012), the non-verbal resources\n\ninvestigated had to be restricted. However, because of the varying durations\n\nof the sections and the individual characteristics of each participant, in the\n\npresent research we decided to make some changes. After identifying the\n\ncomponents and the most frequent metadiscourse elements, we examined\n\nhow each speaker performed different non-linguistic features. We searched\n\nINTRODuCING NuRSING CONFERENCE PRESENTATIONS\n\nIb\u00e9rica 37 (2019): 193-220 203\n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\na 5in\u00e1gP \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n.1ra uig F.\n\nrkowem frae thp ugnttie. SA\namr falonserperntI\n\nweamre fsourcsiD\n\ncpioe thng tisialutexnto CB\n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\nrk\nkorewam 1a ei orerentsLi\n\nord/an 1b dgelwnokcA\nkorw 2a e TncunonA\n\nord/an 2b tru SenitluO\noce SatcndiI\n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\nnoiatnte\nsentemdg\n\ncopie T\n/ ertuctru\n\npeo\n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n 11, naig\u00e1P\n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\ncpioe thng tisialutexnto C.B\n\noiath rcareese rhg tniatt S.C\nnotiavtioM\n\nesponseR\n\n 2aurgiF 11, \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n1a e cencernfoC\nord/an 1b es ralnereG\n\nenalo\n1a semblorP\n\nord/an 1b e/ancevelR\nord/an 1c oiuatnintoC\n\n2a onitesuQ -ra\nord/an 2b es rweievrP\n\n3 eese rnilutO\n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\ntexntoe c\ntexonth ccarees\n\nerunto c/aps g - simlac\nedytialrent c\n\nkor wusoievprn of\n/ gnisira sieshotphy\n\nnsoiutol s orstules\noalh gcare\n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n 11, naig\u00e1P\n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n 2aurgiF 11, \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\nMIGUEL F. RUIZ GARRIDO!\n\nIb\u00e9rica xx (xxxx): \u2026-\u2026 \n\n \n\nFigure 2. Arrangement of the venue. \n\nOnce the dataset and the sections had been selected, we marked the components \nin the transcripts to later analyse co-occurring non-linguistic features.", "start_char_idx": 35104, "end_char_idx": 38096, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "5c9c809f-c1f3-413e-926f-041e6531daf3": {"__data__": {"id_": "5c9c809f-c1f3-413e-926f-041e6531daf3", "embedding": null, "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-115", "node_type": "4", "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "hash": "772ef36b6ebbfc922282847f3b634fb24d7db51b5cf7069ac2b59d5380ef9b3b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "4995bd77-7d97-454a-a6bc-762d6f6b8c40", "node_type": "1", "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "hash": "0117dd84677027c7cb5dadaff19e2888d0621fbb5b6b97f2f59f8a12aa5bff75", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "ae74ca32-12dd-4769-a647-eec4e47755d9", "node_type": "1", "metadata": {}, "hash": "25efccdd8eb6a662d60f6f274534329e182d63bca203b27a143ad3ac303e5349", "class_name": "RelatedNodeInfo"}}, "text": "For \nmetadiscourse, we used AntConc (3.5.7), and then revised the wordlist and \nkeywords identified in their context. As the dataset and the number of items to \nanalyse were limited in size, the paralinguistic and kinesic analysis was performed \nmanually, using the video recordings to observe non-linguistic behaviours that \noccurred together with linguistic expressions. \n\nAs for the analysis of non-linguistic resources, following previous research on \nmultimodality and spoken academic discourse (Querol-Juli\u00e1n, 2011; Querol-\nJuli\u00e1n & Fortanet-G\u00f3mez, 2012), the non-verbal resources investigated had to be \nrestricted. However, because of the varying durations of the sections and the \nindividual characteristics of each participant, in the present research we decided \nto make some changes. After identifying the components and the most frequent \nmetadiscourse elements, we examined how each speaker performed different non-\nlinguistic features. We searched for any common pattern across the whole dataset \nand, finally, we analysed how those non-linguistic features combined with the \ntextual ones, paying attention to their function. Among the modes that could be \nanalysed, the position of the speakers behind the podium allows us to study three \nsalient aspects in oral genres: gestures (hands and arms) and head movements \n(kinesic features) (Kendon, 2004), and intonation/pitch or silence (paralinguistic \nfeatures) (Brazil, 1997). To do so, and to avoid subjective interpretations, all \nsamples were watched by two different researchers (an external one and the author \nof this paper) who agreed, first, on the non-verbal resources used in those \n\nODIRRGAZIUR.FLEGUMI !\n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n !\n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n !\n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n !\n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n !\n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n !\n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\ngurFi\n\ntcesehtdnatesatadehtecOn\nrtelatotsiprcsnatrethin\n\ntnAdesuew,esruocsidatme\ncrihetn id eintdeidsorywke\nhtze,isniedtimile erwe syalan\n\nnma ero devihetng iusy,llua\n\n !\n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\nenue.vhe tofentangemrAr2.e gur\n\namwe,detcelesneebdahsnoit\noceslyana - nonng irurcoc - glin\n\nsivernehtdna,)7.5.3(cnoCt\nhetnd atesatdahetsA.xteontc\nanc iesnikdanc itsiugnialarpe h\n\nnonvereobso tngsdiorce - uglin\n\n !\n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\nstnenopmocehtdekra\nticisug r oF.sreutafe\n\ndnatsildrowehtdes\no tsmetiofrbenumhe\n\nedmrerpaswsisyalan\nt athsruiovahebticisu\n\n !", "start_char_idx": 38097, "end_char_idx": 42346, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "ae74ca32-12dd-4769-a647-eec4e47755d9": {"__data__": {"id_": "ae74ca32-12dd-4769-a647-eec4e47755d9", "embedding": null, "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-115", "node_type": "4", "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "hash": "772ef36b6ebbfc922282847f3b634fb24d7db51b5cf7069ac2b59d5380ef9b3b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "5c9c809f-c1f3-413e-926f-041e6531daf3", "node_type": "1", "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "hash": "0ab46c41992b17a5a7d9abe01227304d6cb8983b8b99715e8c9a26223c512338", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "124e2b13-3d94-4018-9dd9-dbef96e6a9ce", "node_type": "1", "metadata": {}, "hash": "49e76773446228f5c35c0315089eff40be910da206d589ea81878e959da25b99", "class_name": "RelatedNodeInfo"}}, "text": "snguiilh tiwrhetogetd ecoc\n\nnonfosisylanaehtrAs -lin\nanekopsdnaytiladmoitlmu\n\ntenatroF&n\u00e1ilJu - 02,zemG\u00f3\nesuacebr,evewoH.detcritsre\nefosticisrtecarahcl auidivdin\nrA. segnahcemosekamto\n\neew,stnmeeleesruocsidatme\nhcraeseW. sertuaticisuglin\n\new,ylaln,dan ohedsyalan\ntiotteinl tute\n\n !\n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n.onsissexprecits\n\nginwllo, secruoserticisuglin\nloreuQ(esruocsidcmiedaca -Jul\n\nnoneht,)21 - isecourserlbarve\nf osnoitraudgniryavehtf oe\nt neserpethint, naipticraphcae\natsnenopmocethginneidr\nfreprekaepshcaewohdenmiax\nrcanrtteapnommocynardeh\n\nnone sohtw - ertuaticisuglin\nthAtiofirthto\n\n !\n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\nnohcraesersuioverp\nolrueQ2011;n,\u00e1iul -\nbeo td had etgaitsnve\n\nehtdnasnoitceseht\ncedewhcraeser deid\n\nt neet somethdna\nnontneriddmer -\n\nt estaadleohwethssor\nethithwdeinbmocse\n\nbldt thd\n\n !\n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\nx xaicr\u00e9Ib ): \u2026xxx(x -\u2026\n\nntiontteaginyap, senol atuxte\nse htfonoitisope ht,edsyalan\ns:erneglaronis tcespatneilsa\n\n2,nodne(K) sreutafeciseni(k\noT).7991,lizra(B) sreutafe\nowtybdehctawerews elpmsa\n\nd,eegraho w)rpepashitof\n\n !\n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\nethgnomA. ntiocnirethton\nlalmuidope htdniehbsereakps\n\ns: a)smrand andsha(seurtsge\nsr ohctip/noitanotnidna),400\nvitceusdiovaotdna,osod\n\nehcraseertnerido rnetxen(ars\nnonheton ,tsr - ourserlbarve\n\n !\n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\neblduoct athsedom\nee rhtydutsotsuswo\n\nsntemovemd ahend a\ncitsiugnilraa(pecnelis\nlla,snoitatrerpetniev\nr ohtuaehtdnaenolarn\nehostn id eussecour\n\n08 IBERICA 37_Iberica 13 8/5/19 18:23 P\u00e1gina 203", "start_char_idx": 42600, "end_char_idx": 45246, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "124e2b13-3d94-4018-9dd9-dbef96e6a9ce": {"__data__": {"id_": "124e2b13-3d94-4018-9dd9-dbef96e6a9ce", "embedding": null, "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-115", "node_type": "4", "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "hash": "772ef36b6ebbfc922282847f3b634fb24d7db51b5cf7069ac2b59d5380ef9b3b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "ae74ca32-12dd-4769-a647-eec4e47755d9", "node_type": "1", "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "hash": "5b24fdd5a5091e5bad54b254dc9645408e3108226c05cd891ea7e7a5b9fad18c", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "ef0a3e4b-0ce0-43d3-82c3-89ce814dd840", "node_type": "1", "metadata": {}, "hash": "dec9994ef28e6ce5385fab96b6e63dc2c829c0074779d572504230242419b2f8", "class_name": "RelatedNodeInfo"}}, "text": "for any common pattern across the whole dataset and, finally, we analysed\n\nhow those non-linguistic features combined with the textual ones, paying\n\nattention to their function. Among the modes that could be analysed, the\n\nposition of the speakers behind the podium allows us to study three salient\n\naspects in oral genres: gestures (hands and arms) and head movements\n\n(kinesic features) (Kendon, 2004), and intonation/pitch or silence\n\n(paralinguistic features) (Brazil, 1997). To do so, and to avoid subjective\n\ninterpretations, all samples were watched by two different researchers (an\n\nexternal one and the author of this paper) who agreed, first, on the non-\n\nverbal resources used in those introductory sections, and second, on the role\n\nand function of those non-linguistic resources. When disagreements arose\n\n(which only occurred in a few cases), the analysis of a third external\n\nresearcher was solicited and consensus was reached. \n\n6. Results\n\n6.1. Components of set-up stages\n\nThe first part of the analysis followed Hood and Forey\u2019s components (2005)\n\nand how they were shown in the current dataset. Some differences appear in\n\nour analysis. Only 13 out of 14 components were taken into consideration.\n\nThe last one (\u201cSignal transition to next stage\u201d) was not considered as this\n\nstep is only transitional. It was clearly marked by using non-linguistic signals,\n\nsuch as silence, uttering a discourse marker like \u201cOK\u201d or \u201cWell\u201d, or\n\nspecifying the outline, the aim or the start of the content. \u201cJoke/humour\u201d is\n\nnot a component either. Some humorous situations are identified, but as part\n\nof an anecdote or part of a problem explained in the presentation. Humour\n\ncannot be a component by itself like the others, but is instead a kind of\n\ntransversal resource (humour can even appear in a self-introduction, for\n\nexample), as it cannot be considered a structural item but is content-\n\ndetermined. Those humorous comments are included in the new\n\ncomponent \u201cNarrative/story\u201d. Additionally, one of the components,\n\n\u201cDiscuss conference location\u201d, was not found. The rest were identified,\n\nalthough with certain minor changes or nuances, which are explained in their\n\ndescription, and some new components have also been added (the last five\n\nin Table 4). Thus, a description of the components found in our dataset (and\n\ntheir frequency) is presented in Table 4: \n\nMIGuEL F. RuIz GARRIDO\n\nIb\u00e9rica 37 (2019): 193-220204\n\n08 IBERICA 37_Iberica 13 8/5/19 18:23 P\u00e1gina 204\n\n\n\nFrom a metafunctional perspective, 14 speakers include at least one sub-\n\nstage focusing on ideational meaning (\u201cIdentify topic\u201d or \u201cContextualise the\n\npresentation\u201d) and all speakers focus on the interpersonal meaning\n\n(introduce, greet/thank; refer to contribution of others). Apparently, the\n\nduration of the set-up stage does not have a great effect on the number of\n\ncomponents used. An average of 5.5 components out of 16 are used by all\n\nspeakers, within a range between 4 and 8, but there is no correlation between\n\nduration and number of components.\n\nAnother important feature that emerges is that the order of appearance of\n\nthe components does not have a common pattern among the CP set-up\n\nstages analysed. Of the most common components, greetings to convenors\n\nand audience tend to appear at the beginning, but occasionally the first one\n\nis repeated throughout the section. The other two most common\n\ncomponents, used to identify the topic and contextualise it, tend to appear\n\nin that order as well. The rest of the components exist all through the set-\n\nup stage, mixed with the previous components. It is also relevant to admit\n\nthat some components hardly ever appear, probably because the context of\n\nthis conference does not call for them (such as the lack of co-presenters, no\n\nINTRODuCING NuRSING CONFERENCE PRESENTATIONS\n\nIb\u00e9rica 37 (2019): 193-220 205\n\nMIGUEL F. RUIZ GARRIDO!\n\nIb\u00e9rica xx (xxxx): \u2026-\u2026 \n\nComponents and new descriptions No.", "start_char_idx": 45250, "end_char_idx": 49220, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "ef0a3e4b-0ce0-43d3-82c3-89ce814dd840": {"__data__": {"id_": "ef0a3e4b-0ce0-43d3-82c3-89ce814dd840", "embedding": null, "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-115", "node_type": "4", "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "hash": "772ef36b6ebbfc922282847f3b634fb24d7db51b5cf7069ac2b59d5380ef9b3b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "124e2b13-3d94-4018-9dd9-dbef96e6a9ce", "node_type": "1", "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "hash": "effbc751cda3e0e1846af66891c1721cfc5e80bfb8f4ca8c4f338ef2fc9c2bd0", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "811e0ac3-c0ec-41fc-b996-9c94af71b01c", "node_type": "1", "metadata": {}, "hash": "7a1b4272081c888bd0a8f531eaf110c623cb3e7af07ced5f44899055d25340a9", "class_name": "RelatedNodeInfo"}}, "text": "Ib\u00e9rica xx (xxxx): \u2026-\u2026 \n\nComponents and new descriptions No. of \nCPs \n\n\u201cIntroduce self as presenter\u201d includes any reference to speakers themselves in any sense, \nreferring to their name or to their career, or any other self-reference \n\n5 \n\n\u201cIntroduce co-presenter\u201d 2 \n\u201cGreet/thank convenor\u201d modifies the label to join greeting and thanking, which tend to appear \ntogether, and to be parallel to the following component \n\n15 \n\n\u201cGreet/thank audience\u201d is considered when the words are explicit and when the gestures show \nthis speech act \n\n12 \n\n\u201cCheck technological support\u201d refers to any allusion to the technical tools used 1 \n\u201cRefer to support resources\u201d 1 \n\u201cRefer to composition of audience\u201d comes from \u201cCheck composition of audience\u201d; although \nspeakers know in advance the kind of audience attending, some references are made to them \nand their role or job \n\n3 \n\n\u201cIdentify topic\u201d 12 \n\u201cContextualise the presentation\u201d 10 \n\u201cPreview the content of presentation\u201d has deleted \u201cstructure\u201d 4 \n\u201cRefer to contribution of others (include others present)\u201d 3 \n\u201cNarrative/story\u201d refers to the stories told by the speakers, not necessarily related to another \ncomponent, but which make sense in the presentation; sometimes they involve a humorous \nnarration \n\n3 \n\n\u201cShowing feelings/attitudes\u201d is a component explicitly expressed before the audience about \nthe speakers\u2019 feelings and/or emotional state \n\n9 \n\n\u201cDirect involvement of audience\u201d deals with explicit situations in which the speaker tries to \ninvolve the audience \n\n7 \n\n\u201cAcknowledgements\u201d is the occasion when speakers thank a third party for their support in the \nwork presented \n\n1 \n\n\u201cDiscuss conference organisation\u201d occurs when speakers refer to the degree of relevance of \nthe meeting/conference \n\n1 \n\nTable 4. List of components and the number of CPs in which they appear. \n\nFrom a metafunctional perspective, 14 speakers include at least one sub-stage \nfocusing on ideational meaning (\u201cIdentify topic\u201d or \u201cContextualise the \npresentation\u201d) and all speakers focus on the interpersonal meaning (introduce, \ngreet/thank; refer to contribution of others). Apparently, the duration of the set-up \nstage does not have a great effect on the number of components used. An average \nof 5.5 components out of 16 are used by all speakers, within a range between 4 \nand 8, but there is no correlation between duration and number of components. \n\nAnother important feature that emerges is that the order of appearance of the \ncomponents does not have a common pattern among the CP set-up stages \nanalysed. Of the most common components, greetings to convenors and audience \ntend to appear at the beginning, but occasionally the first one is repeated \nthroughout the section. The other two most common components, used to identify \nthe topic and contextualise it, tend to appear in that order as well. The rest of the \ncomponents exist all through the set-up stage, mixed with the previous \ncomponents. It is also relevant to admit that some components hardly ever appear, \nprobably because the context of this conference does not call for them (such as the \nlack of co-presenters, no need for comments on technological aspects, or a \nprevious knowledge of the audience composition and the organisers). \n\n08 IBERICA 37_Iberica 13 8/5/19 18:23 P\u00e1gina 205\n\n\n\nneed for comments on technological aspects, or a previous knowledge of the\n\naudience composition and the organisers). \n\n6.2. Metadiscourse features\n\nFor the analysis of metadiscourse features, we have followed Baumgarten\u2019s\n\ntaxonomy (2012). The term \u201coccurrences\u201d may mean one single word or a\n\nmultiword element (such as, \u201cyou guys\u201d). Therefore, although the figures\n\nmay not represent precisely the number of metadiscourse elements found,\n\nthey serve to exemplify the patterns of occurrences. The following table\n\nshows the frequency of stance and engagement as metadiscourse elements\n\nand their variation among speakers:\n\nThose results, compared with the duration of the set-up stages (Table 3),\n\nshow that all stages over 2 minutes are the ones that include a larger number\n\nof metadiscourse features (CP4, CP8, CP10 and CP16), except for CP9\n\nwhich lasts 1.35 minutes and uses metadiscourse widely.", "start_char_idx": 49160, "end_char_idx": 53378, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "811e0ac3-c0ec-41fc-b996-9c94af71b01c": {"__data__": {"id_": "811e0ac3-c0ec-41fc-b996-9c94af71b01c", "embedding": null, "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-115", "node_type": "4", "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "hash": "772ef36b6ebbfc922282847f3b634fb24d7db51b5cf7069ac2b59d5380ef9b3b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "ef0a3e4b-0ce0-43d3-82c3-89ce814dd840", "node_type": "1", "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "hash": "1afbdcea236d7a46353d8cef1ea5dab15b609b091cfa80c330c2aa7e62cfe406", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "57760104-d6a0-497d-8a34-250117079723", "node_type": "1", "metadata": {}, "hash": "28f6e0d8271f76c871b291de4ad29528002c7eed57a4250190baecad901fb555", "class_name": "RelatedNodeInfo"}}, "text": "For the rest, there is\n\nvariation proving that length and quantity are not a clear match. In other\n\nwords, some short presentations, such as CP2 (0.28 minutes) uses 22\n\nmetadiscourse occurrences, whereas CP13 (1.01 min.) includes 21 examples. \n\nThe following tables show the results divided into categories and\n\nappearances in CP.\n\nMIGuEL F. RuIz GARRIDO\n\nIb\u00e9rica 37 (2019): 193-220206\n\nINTRODUCING NURSING CONFERENCE PRESENTATIONS \n\n!\n\n6.2. Metadiscourse features \nFor the analysis of metadiscourse features, we have followed Baumgarten\u2019s \ntaxonomy (2012). The term \u201coccurrences\u201d may mean one single word or a \nmultiword element (such as, \u201cyou guys\u201d). Therefore, although the figures may not \nrepresent precisely the number of metadiscourse elements found, they serve to \nexemplify the patterns of occurrences. The following table shows the frequency \nof stance and engagement as metadiscourse elements and their variation among \nspeakers: \n\nCP1 CP2 CP3 CP4 CP5 CP6 CP7 CP8 \n\n29 22 9 30 20 17 18 48 \nCP9 CP10 CP11 CP12 CP13 CP14 CP15 CP16 \n55 93 17 9 16 21 33 67 \n\nTable 5. Overall number of occurrences in each CP. \n\nThose results, compared with the duration of the set-up stages (Table 3), show that \nall stages over 2 minutes are the ones that include a larger number of \nmetadiscourse features (CP4, CP8, CP10 and CP16), except for CP9 which lasts \n1.35 minutes and uses metadiscourse widely. For the rest, there is variation \nproving that length and quantity are not a clear match. In other words, some short \npresentations, such as CP2 (0.28 minutes) uses 22 metadiscourse occurrences, \nwhereas CP13 (1.01 m) includes 21 examples. \n\nThe following tables show the results divided into categories and appearances in \nCP. \n\nTable 6. Stance subcategories. \n\n \n\n \n\n \n\n \n\nINTRODUCING NURSING CONFERENCE PRESENTATIONS \n\n!\n\n6.2. Metadiscourse features \nFor the analysis of metadiscourse features, we have followed Baumgarten\u2019s \ntaxonomy (2012). The term \u201coccurrences\u201d may mean one single word or a \nmultiword element (such as, \u201cyou guys\u201d). Therefore, although the figures may not \nrepresent precisely the number of metadiscourse elements found, they serve to \nexemplify the patterns of occurrences. The following table shows the frequency \nof stance and engagement as metadiscourse elements and their variation among \nspeakers: \n\nTable 5. Overall number of occurrences in each CP. \n\nThose results, compared with the duration of the set-up stages (Table 3), show that \nall stages over 2 minutes are the ones that include a larger number of \nmetadiscourse features (CP4, CP8, CP10 and CP16), except for CP9 which lasts \n1.35 minutes and uses metadiscourse widely. For the rest, there is variation \nproving that length and quantity are not a clear match. In other words, some short \npresentations, such as CP2 (0.28 minutes) uses 22 metadiscourse occurrences, \nwhereas CP13 (1.01 m) includes 21 examples. \n\nThe following tables show the results divided into categories and appearances in \nCP. \n\nCategory: Function Total No. of occurrences No. of CPs \n\nHedges 36 12/16 \nBoosters 42 13/16 \nAttitude markers 72 16/16 \nSelf-mention 191 16/16 \nSpeaker orientation 2 2/16 \n\nTable 6. Stance subcategories. \n\n \n\n \n\n \n\n \n\n08 IBERICA 37_Iberica 13 8/5/19 18:23 P\u00e1gina 206", "start_char_idx": 53379, "end_char_idx": 56643, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "57760104-d6a0-497d-8a34-250117079723": {"__data__": {"id_": "57760104-d6a0-497d-8a34-250117079723", "embedding": null, "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-115", "node_type": "4", "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "hash": "772ef36b6ebbfc922282847f3b634fb24d7db51b5cf7069ac2b59d5380ef9b3b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "811e0ac3-c0ec-41fc-b996-9c94af71b01c", "node_type": "1", "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "hash": "61b2a3f7eb6a3983303db0fa97c02e3bdf09b5696f050e6ca2a829e6c3c1fb73", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "6afeb69f-00a0-47d1-8e24-5cde8f283d13", "node_type": "1", "metadata": {}, "hash": "7c29dfa7cca5b41dd0a6f9c5fdc56cacd4ff3d85383277bdab8224323af58fed", "class_name": "RelatedNodeInfo"}}, "text": "Although Baumgarten (2012) focused on the whole presentation, she found\n\nout that for most speakers (experts or novices) \u201cSelf-mention\u201d and\n\n\u201cHedges\u201d were the most frequent stance subcategories, and \u201cHearer\n\npronoun\u201d and \u201cShared knowledge\u201d were the most common ones for\n\nengagement. In our dataset, and according to previous literature, speakers\n\nshould be more inclined to use the set-up section analysed to create a more\n\npersonal environment, build rapport with the audience, and use\n\ninterpersonal strategies as a key feature.\n\nRegarding those strategies, \u201cSelf-mention\u201d and \u201cAttitude markers\u201d are the\n\nmost frequently used. The pronoun \u201cI\u201d is the most highly used (113\n\noccurrences in all CPs). This result is quite predictable because the speaker\u2019s\n\npersona needs to be created, and the use of first-person pronouns/adjectives\n\nare the most common strategy for positioning before the audience, explicitly\n\nexpressing propositional information or interactional moves or sounding\n\nmore personal and closer to the audience. Other expressions involved are\n\n\u201cmy\u201d (26), \u201cme\u201d (17), and \u201cmyself \u201d (3). As regards first-person plural\n\npronouns, \u201cwe\u201d attests 27 occurrences (17 inclusive and 10 exclusive), \u201cus\u201d\n\n5, and \u201cour\u201d 2, but none of them appeared in all samples analysed. In these\n\ncases, speakers opted for a strategy to make the audience feel more\n\nintegrated rather than detached. Those cases only happen when speakers\n\npresent facts or data, which result from the work carried out by their teams,\n\nas a collective entity. \n\nThe second most frequent stance sub-category is \u201cAttitude markers\u201d. This\n\nalso seems to be predictable. As a complement to setting up the speakers\u2019\n\npersona, they show their affective attitude to the audience as a good\n\npersuasive strategy. As for the rest of the sub-categories, \u201cHedges\u201d and\n\nINTRODuCING NuRSING CONFERENCE PRESENTATIONS\n\nIb\u00e9rica 37 (2019): 193-220 207\n\nMIGUEL F. RUIZ GARRIDO!\n\nIb\u00e9rica xx (xxxx): \u2026-\u2026 \n\nCategory: Function Total No. of occurrences No. of CPs \n\nHearer 93 16/16 \nAsides 10 6/16 \nShared knowledge 12 8/16 \nDirectives 6 5/16 \nQuestions - Real 1 2/16 \nQuestions - Rhetorical 3 1/16 \nApologies 4 3/16 \nThanks 23 15/16 \nGreeting 8 7/16 \nRepair 1 1/16 \n\nTable 7. Engagement subcategories. \n\nAlthough Baumgarten (2012) focused on the whole presentation, she found out \nthat for most speakers (experts or novices) \u201cSelf-mention\u201d and \u201cHedges\u201d were the \nmost frequent stance subcategories, and \u201cHearer pronoun\u201d and \u201cShared \nknowledge\u201d were the most common ones for engagement. In our dataset, and \naccording to previous literature, speakers should be more inclined to use the set-\nup section analysed to create a more personal environment, build rapport with the \naudience, and use interpersonal strategies as a key feature. \n\nRegarding those strategies, \u201cSelf-mention\u201d and \u201cAttitude markers\u201d are the most \nfrequently used. The pronoun \u201cI\u201d is the most highly used (113 occurrences in all \nCPs). This result is quite predictable because the speaker\u2019s persona needs to be \ncreated, and the use of first-person pronouns/adjectives are the most common \nstrategy for positioning before the audience, explicitly expressing propositional \ninformation or interactional moves or sounding more personal and closer to the \naudience. Other expressions involved are \u201cmy\u201d (26), \u201cme\u201d (17), and \u201cmyself\u201d (3). \nAs regards first-person plural pronouns, \u201cwe\u201d attests 27 occurrences (17 inclusive \nand 10 exclusive), \u201cus\u201d 5, and \u201cour\u201d 2, but none of them appeared in all samples \nanalysed. In these cases, speakers opted for a strategy to make the audience feel \nmore integrated rather than detached. Those cases only happen when speakers \npresent facts or data, which result from the work carried out by their teams, as a \ncollective entity. \n\nThe second most frequent stance sub-category is \u201cAttitude markers\u201d. This also \nseems to be predictable.", "start_char_idx": 56647, "end_char_idx": 60534, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "6afeb69f-00a0-47d1-8e24-5cde8f283d13": {"__data__": {"id_": "6afeb69f-00a0-47d1-8e24-5cde8f283d13", "embedding": null, "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-115", "node_type": "4", "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "hash": "772ef36b6ebbfc922282847f3b634fb24d7db51b5cf7069ac2b59d5380ef9b3b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "57760104-d6a0-497d-8a34-250117079723", "node_type": "1", "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "hash": "3d3dd7ab6865167788e93df59490057a816c9938a09ffbaffeebf6a181c43a15", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "8bed1b87-c449-4e8e-b21d-ace04bdc04b5", "node_type": "1", "metadata": {}, "hash": "b0a13c3293191cbd28753f604429654aab77900c5d54bd1b530fa68aa32dae42", "class_name": "RelatedNodeInfo"}}, "text": "This also \nseems to be predictable. As a complement to setting up the speakers\u2019 persona, they \nshow their affective attitude to the audience as a good persuasive strategy. As for \nthe rest of the sub-categories, \u201cHedges\u201d and \u201cBoosters\u201d tend to appear in all the \npresentations (both appear in 13 presentations), combining the certainty of \nboosters and the uncertainty of hedges (key words marked), as the following \nexamples show: \n\nI\u2019m sure maybe all of you \u2026 (CP1) \n\nit could be a psychological state, it could be a geographical state, but it is \ncertainly about \u2026 (CP8). \n\n08 IBERICA 37_Iberica 13 8/5/19 18:23 P\u00e1gina 207\n\n\n\n\u201cBoosters\u201d tend to appear in all the presentations (both appear in 13\n\npresentations), combining the certainty of boosters and the uncertainty of\n\nhedges (key words marked), as the following examples show: \n\nI\u2019m sure maybe all of you \u2026 (CP1)\n\nit could be a psychological state, it could be a geographical state, but it is\n\ncertainly about \u2026 (CP8). \n\nThe most frequent engagement sub-category is \u201cHearer\u201d. As expected, the\n\nmost direct way to connect to the audience is by mentioning them, calling\n\nthem and making them participate in the event. In that sense, not only \u201cyou\u201d\n\n(as subject or object) or \u201cyour\u201d (followed by a noun) have been identified for\n\nthis subcategory, but also other references to a specific addressee or an\n\nimpersonal one have been considered, so that the audience feels involved.\n\nThe most common expression used is the pronoun \u201cyou\u201d (93 times). Most\n\nof them (55) were used as subjects/objects, while the other 38 occurrences\n\nhave other uses, such as: \n\n- the impersonal \u201cyou\u201d (generic or indefinite) is used to refer\n\nunspecifically to anyone, sometimes within the audience or even\n\nincluding the speakers themselves\n\n- when \u201cyou\u201d or its derivatives are not used but there is a reference to\n\ncertain people or participants, by adding their names or roles, such\n\nas \u201cparticipants\u201d, \u201cladies and gentlemen\u201d, or \u201ceveryone\u201d. In those\n\ncases, \u201cyou\u201d has required a complementary analysis of the video-\n\nrecordings and the gestures involved to confirm that interpretation \n\n- in the expression \u201cyou guys\u201d, and\n\n- \u201cyour + noun\u201d\n\nOverall, we think this represents a good number of opportunities and\n\noptions to make the audience feel part of the presentation and to create\n\nsolidarity. \n\nThe second most frequent sub-category is \u201cThanks\u201d, used by all speakers\n\nexcept for one (who greets instead). This is an expected result, as part of the\n\npoliteness rules usually happening in academic events, and an example of\n\ninteraction between audience and presenters. \u201cThanks\u201d and \u201cGreeting\u201d\n\nwould be two options that could be used by most speakers to start their talk,\n\nMIGuEL F. RuIz GARRIDO\n\nIb\u00e9rica 37 (2019): 193-220208\n\n08 IBERICA 37_Iberica 13 8/5/19 18:23 P\u00e1gina 208", "start_char_idx": 60499, "end_char_idx": 63331, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "8bed1b87-c449-4e8e-b21d-ace04bdc04b5": {"__data__": {"id_": "8bed1b87-c449-4e8e-b21d-ace04bdc04b5", "embedding": null, "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-115", "node_type": "4", "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "hash": "772ef36b6ebbfc922282847f3b634fb24d7db51b5cf7069ac2b59d5380ef9b3b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "6afeb69f-00a0-47d1-8e24-5cde8f283d13", "node_type": "1", "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "hash": "d1661e6458eb1f41c9167a2fc1d7fe0fc5155296e75ae30577483cc81eaa721d", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "39c8762d-c486-412c-991a-c4ef0c2167cc", "node_type": "1", "metadata": {}, "hash": "d8344bd67614a0e3b8f81f0a07c002d0579208f5530e62def168f0436d0072f3", "class_name": "RelatedNodeInfo"}}, "text": "although in our case \u201cGreeting\u201d has not been widely used (only in 7\n\npresentations). Among the rest of the sub-categories, no common patterns\n\nare found, showing a great diversity of use. \u201cShared knowledge\u201d is used in\n\nhalf of the presentations, but the rest of subcategories are only used\n\noccasionally.\n\nIt is worth noting that only 7 speakers use over half of the engagement sub-\n\ncategories, whereas the rest of them use a few, thereby proving that, in\n\ngeneral, the higher number of metadiscourse features used, the higher the\n\nnumber of engagement strategies included. Despite that, all speakers seem\n\nto use different strategies to capture and hold the audience\u2019s attention and to\n\nmake them feel involved in the presentation from the very beginning, in an\n\neffort to establish the grounds for the rest of the presentation. Variation in\n\nstance and engagement use among speakers suggests that everyone follows\n\na different idea of how to position oneself and the audience in one\u2019s talk. \n\n6.3. Gestures \n\nAs regards MDA, we will concentrate on describing the gestures that can be\n\nof interest in terms of making contact with the audience and the creation of\n\nthe speaker\u2019s persona. We have analysed the most frequent components and\n\nmetadiscourse features, but now we attempt to combine those results with\n\nthe most notable gesture traits, with attention given to their functionality.\n\nAlthough presentations can be practised and rehearsed in advance, this set-\n\nup stage seems less predictable and less likely to be rehearsed and therefore\n\nbecome more spontaneous depending on the speaker\u2019s mood or emotions at\n\nthat time. In this sense, it seems to lie more at the conversational end of the\n\ncontinuum (as mentioned earlier) and could involve more improvisation than\n\nrehearsal. The results are similar to the ones obtained earlier: it becomes\n\ndifficult to find common patterns. Without the intention of providing a\n\ndetailed analysis, the diversity and personal way of delivering presentations\n\namong speakers can be different, some reflecting a more self-secure image,\n\nwhile others appear nervous and share that feeling with the audience. \n\nDespite all this, some aspects are worth detailing. Among the common\n\ncomponents and metadiscourse features, \u201cThanking\u201d and \u201cGreeting\u201d\n\n(convenor/audience) are similar. Concerning frequency, they are the most\n\ncommon recurrent components among the engagement sub-categories. In\n\nour dataset, the arrangement of the venue seems to play a relevant role. The\n\nposition of the convenors, the podium and the speaker\u2019s screen down on the\n\nINTRODuCING NuRSING CONFERENCE PRESENTATIONS\n\nIb\u00e9rica 37 (2019): 193-220 209\n\n08 IBERICA 37_Iberica 13 8/5/19 18:23 P\u00e1gina 209", "start_char_idx": 63335, "end_char_idx": 66072, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "39c8762d-c486-412c-991a-c4ef0c2167cc": {"__data__": {"id_": "39c8762d-c486-412c-991a-c4ef0c2167cc", "embedding": null, "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-115", "node_type": "4", "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "hash": "772ef36b6ebbfc922282847f3b634fb24d7db51b5cf7069ac2b59d5380ef9b3b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "8bed1b87-c449-4e8e-b21d-ace04bdc04b5", "node_type": "1", "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "hash": "eab6da696f6accac9403ec31122676d4d5bed8eafe301c23d38a540a7e3bedc3", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "10807da5-e2df-49a3-a99a-fc3b4424a253", "node_type": "1", "metadata": {}, "hash": "39c95cf404fb05fd4ba22685d4c8171f766a21777358605d3d51dd1d3618b105", "class_name": "RelatedNodeInfo"}}, "text": "dais (see Figure 2), make most speakers (14 out of 16) look to their right to\n\ngreet or thank the convenors and to the front to greet the audience. When\n\nthey look to the right, this is performed mostly with just a simple head\n\nand/or body movement, but often speakers accompany it with a nod (4\n\ncases) or even use their arms/hands as a deictic to point to chairpersons (2\n\ncases). When looking at the audience, all speakers tend to scan them from\n\nright to left, which seems the logical trend. In those moments, speakers look\n\ndirectly at the audience in a relaxed way, with a slight or half smile (except\n\nfor two of them, who do not smile at/from the very beginning).\n\nAdditionally, even if they smile, some speakers touch or look down at their\n\nnotes or touch the microphones, which are actions that may make them feel\n\nmore relaxed or comfortable before they start the talk. This smile is usually\n\nkept throughout all this section. However, some speakers (5) change their\n\nsmile into a serious expression when identifying the topic. There is even a\n\ncase (CP15) in which this change of the face turns back into a smile when a\n\ndirect involvement of the audience occurs. \n\nThe individual characteristics of each speaker evidence variation and\n\ndifferences among them. However, it is a fact that gestures help to transmit\n\nthe message and show how a person feels at that moment (intentionally or\n\nunintentionally). In these first steps of the set-up stage, speakers try to feel\n\nrelaxed, to convey a nice image by means of linguistic and non-linguistic\n\nfeatures, generally to start projecting their image and make the audience feel\n\ncloser. Their individual traits illustrate the variety in a few of the cases and\n\npossibilities displayed.\n\nA moment where speakers may feel more relaxed and gesticulate more is\n\nwhen \u201cShowing feelings/Attitude\u201d and the category of stance \u201cAttitude\n\nmarkers\u201d appear. In this sense, eight speakers take advantage of a selection\n\nof diverse paralinguistic and kinesic features and use them to confirm their\n\nattitudinal expression. For example, CP1 uses a couple of sentences showing\n\nthat she is not very comfortable or secure: \u201cThis is really a difficult job now\n\nfor me\u201d and \u201cIt\u2019s not easy\u201d. Particularly, the first sentence (attitudinal\n\ncomponent and category) is accompanied by a more serious facial\n\nexpression, pitch emphasis on \u201cjob\u201d and a nervous laugh at the end of the\n\nsentence. We only see her face, and with no remarkable traits, she has a half\n\nsmile and makes a head movement scanning from side to side, apparently\n\nshowing that bit of shyness she is feeling. \n\nMIGuEL F. RuIz GARRIDO\n\nIb\u00e9rica 37 (2019): 193-220210\n\n08 IBERICA 37_Iberica 13 8/5/19 18:23 P\u00e1gina 210\n\n\n\nAnother example of insecurity is shown by CP5 (Table 8). In this case, the\n\nwords are conveying the self-doubt of the speaker, when using hedges such\n\nas \u201cfeel\u201d, \u201cmaybe\u201d or \u201cI hope\u201d, and the expression \u201cI feel like someone from\n\nanother planet in this context\u201d. These feelings are shared with the audience\n\nwith a main twofold purpose: to be comfortable in front of others and to\n\nmake the audience feel compassion for her. This may be done\n\nunintentionally, but this strategy works to engage the audience, it makes\n\nthem feel sympathetic towards her. These utterances are accompanied by\n\nsome gestures, which are not helping her to mitigate but instead quite to the\n\ncontrary, emphasise her diffident attitude.\n\nINTRODuCING NuRSING CONFERENCE PRESENTATIONS\n\nIb\u00e9rica 37 (2019): 193-220 211\n\nINTRODUCING NURSING CONFERENCE PRESENTATIONS \n\n!\n\n\u201cShowing feelings/Attitude\u201d and the category of stance \u201cAttitude markers\u201d appear. \nIn this sense, eight speakers take advantage of a selection of diverse paralinguistic \nand kinesic features and use them to confirm their attitudinal expression. For \nexample, CP1 uses a couple of sentences showing that she is not very comfortable \nor secure: \u201cThis is really a difficult job now for me\u201d and \u201cIt\u2019s not easy\u201d.", "start_char_idx": 66076, "end_char_idx": 70068, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "10807da5-e2df-49a3-a99a-fc3b4424a253": {"__data__": {"id_": "10807da5-e2df-49a3-a99a-fc3b4424a253", "embedding": null, "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-115", "node_type": "4", "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "hash": "772ef36b6ebbfc922282847f3b634fb24d7db51b5cf7069ac2b59d5380ef9b3b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "39c8762d-c486-412c-991a-c4ef0c2167cc", "node_type": "1", "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "hash": "a5bef0c59567aaef8071a04311d36c4fe080e463acf91c0d7889ace422a66ecf", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "b43878e2-c04d-417c-aef0-02813306bb69", "node_type": "1", "metadata": {}, "hash": "0c28ed6282ce47380eb3ec7086ec808931676c43c3a7db7e0691ad0ffb4019ae", "class_name": "RelatedNodeInfo"}}, "text": "Particularly, the first sentence (attitudinal component and category) is \naccompanied by a more serious facial expression, pitch emphasis on \u201cjob\u201d and a \nnervous laugh at the end of the sentence. We only see her face, and with no \nremarkable traits, she has a half smile and makes a head movement scanning from \nside to side, apparently showing that bit of shyness she is feeling. \n\n \n \n\n \n\nSpeaker starts saying \u201cThis is \nreally...\u201d \n\nSpeaker emphasises \u201cjob\u201d Speaker scans and shows a half \nsmile \n\nFigure 3. Example of CP1. \n\nAnother example of insecurity is shown by CP5 (Table 8). In this case, the words \nare conveying the self-doubt of the speaker, when using hedges such as \u201cfeel\u201d, \n\u201cmaybe\u201d or \u201cI hope\u201d, and the expression \u201cI feel like someone from another planet \nin this context\u201d. These feelings are shared with the audience with a main twofold \npurpose: to be comfortable in front of others and to make the audience feel \ncompassion for her. This may be done unintentionally, but this strategy works to \nengage the audience, it makes them feel sympathetic towards her. These utterances \nare accompanied by some gestures, which are not helping her to mitigate but \ninstead quite to the contrary, emphasise her diffident attitude. \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\nane\u201d dutittA/sgnigniwoh\u201cS\natrsekaepsthgie,esnessihtIn\ne sudanesruc iesnikdan\noe lpucoa essu1PCe,lpamex\nay llaersishiT\u201c:eurcesor\ntnestsreht,ylralucitrPa\n\n \n\n!\n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\nFNO CGINSRU NGINCUDORTIN\n\ntitt\u201cAce antsfoyroegcate htdan\nf onoitcelesaf oegatnavdaeka\n\nrncootemhte dutittariehtm \nsie hsathtgniwohscesentensfo\n\n\u201demnowob jtulcdia\ntnenopmoclanidutitta(ecnet\n\n \n\n!\n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\nSNIOTATNESER PECNEREF\n\n.earpap\u201d serkarme dut\ncitsiugnilraapersevid\nroF.noisserpxelanid\ne labtrmcoyervton\n.y\u201dsaenots\u2019tI\u201cnd a\n\ntacdnat si)yroeg\n\n \n\n!\n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\noierse roma ybedianpmacco\nofnd ehettaugh alvousrne\n\nahasahehs,stiratelbarkamre\ndsiotedsi iwohsyltenarpape,\n\n \n\n!\n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\npemchtip,noisesrpexalacifsuo\nheeesy onleW.encenteshet\nvomdaehasekamdnaelimsf la\n\nsie hssesnyhsfotibathtgni\n\n \n\n!\n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\na dan\u201d bo\u201cjnosiashp\nno h tiwnd a,ecafrhe\nmfrogninnacstnemev\n\n.gnieel\n\n \n\n!\n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\ngniyasstratsrekaeSp \u201c sisThi\n.yllare ..\u201d\n\nSp\n\nytirucesnifoelpmaxerehtoAn\nfelse htgnieyvncoe ar -doubt\n\ne htdane\u201d,poh\u201cIroe\u201d bay\u201cm\nglineesehT.", "start_char_idx": 70070, "end_char_idx": 73921, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "b43878e2-c04d-417c-aef0-02813306bb69": {"__data__": {"id_": "b43878e2-c04d-417c-aef0-02813306bb69", "embedding": null, "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-115", "node_type": "4", "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "hash": "772ef36b6ebbfc922282847f3b634fb24d7db51b5cf7069ac2b59d5380ef9b3b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "10807da5-e2df-49a3-a99a-fc3b4424a253", "node_type": "1", "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "hash": "b4f02bd95c61279bfe217a381d58381aeecee761f9c2d6c1184e3252ead1e903", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "217e5f7c-d605-40b3-ab8e-6d5db16630d4", "node_type": "1", "metadata": {}, "hash": "5e724a0f1b401165c227181628682718da8c62bca03a7b304c5d769d71435f17", "class_name": "RelatedNodeInfo"}}, "text": "t\u201dxtenocisthin\n\neblaomcbeo t:epospur\naymsihT.erhrnoisaspmco\n\n \n\n!\n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\nsesisahpmerekaeSp \u201c bjo \u201d kaeSp\nelism\n\nP1.Cofe plamEx3.e gurFi\n\nI.)8elbaT(5PCybwnohssiy n \nheng iusn hew,rkeapeshetof\nneomose kil\u201cInoisesrpex\necnieduaethithwderahserasg\nkeamo tnd asrheotofontn i\nttub,ylalnoitentninue node bay\n\n \n\n!\n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\nflahawsohsdnasnacsrek\n\ndsorwhet,esacshitn \n,\u201dle\u201csah ucssdgehe\n\netanlperhtoanmoe \ninamaithwe ldotw\n\nleenceudiahetke\notsowyegatrtssiht\n\n \n\n!\n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\nesakmtice,enidaue hte aggen\naccoe ar gmeosybdeinamp\n\n, eyratrno ce th toiteu qdatesin\n\n \n\n!\n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\nsdarwotc iethatpmysemht\ngniplehtonerahcihw,serutse\nedttitut ane dre heissahpm, e\n\n \n\n!\n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\ncesanerttue eshT.erh\ntubetagitmiotrehg\n\n.e\n\n \n\n!\n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n!\n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n!\n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\nMIGUEL F. RUIZ GARRIDO!\n\nIb\u00e9rica xx (xxxx): \u2026-\u2026 \n\nText Body / Arms / Hands Head / Face \n\nVerbatim Initial position: body is stiff, and arms are \nstuck to the body (or even slightly behind it) \n\nNeutral face; looks at \naudience \n\nSo, I \n \n \ngot a bit scared \n \n \nin the previous talks. \n \nI feel I\u2019m \u2026 ehhhh \n \n\u2013 what would you say \u2013 \nthe\u2026 \n \n \nwe had the \u2013 \n \n \nmaybe the \u2026 the \n \n \n \nsomeone from another \n \n \nplanet or something like \nthat. \n \nLet\u2019s start \nwith this. But \n \nI hope ... \n \n \n \n \nyeah ... \n \nthat you will \n \nlike it.", "start_char_idx": 73922, "end_char_idx": 77335, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "217e5f7c-d605-40b3-ab8e-6d5db16630d4": {"__data__": {"id_": "217e5f7c-d605-40b3-ab8e-6d5db16630d4", "embedding": null, "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-115", "node_type": "4", "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "hash": "772ef36b6ebbfc922282847f3b634fb24d7db51b5cf7069ac2b59d5380ef9b3b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "b43878e2-c04d-417c-aef0-02813306bb69", "node_type": "1", "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "hash": "7654dee2cc79ce56713a147ca27418e4a6f222aa0dc90722cbbe1eeb4924c6aa", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "ae506708-146e-457c-b75e-975165db5497", "node_type": "1", "metadata": {}, "hash": "017f8c058805affd57e24d85c4369de4c4852fc338d4670178b10a2b49700653", "class_name": "RelatedNodeInfo"}}, "text": "Same position (body and arms) \n \n \nOpens arms a bit, moves body backwards a \nbit, and shakes it in a metaphorical way \n \nCentral position \n \nLeft arm moves up \n \nBack to central position \nHands, palm down, get closer starting from \noutside (as representing something round) \n \nRight hand up, brings finger tips together \nand palms down \n \nRight hand/arm moves up quickly and \nfingers positioned as if taking something \nupwards and down to join left hand \n \nHold hands at a medium position; presses \nleft over right \n \nRight hand up a bit and opens it to join \nhands again; moves to central position \n \nStill holding hands \nSeparates finger left hand and back to joined \nposition \nRubs hands a bit \n \n \nOpens and closes arms quickly, palms \ntowards her \n \nMoves hands to holding position \n \nRight hand on clicker \n\nHead looking right; sound with \nthe mouth/ lips stuck together; \ncloses eyes \nGazes at audience; slight \nsmile \n \nLooks at audience and closes \neyes \nLooks right; smile \n \nLooks to the front; smile \n \n \n \nLooks right \n \n \n \n \nLooks to audience; smiling \n \nVoice pitch lowers and looks \nright \n \n \nLooks down at notes \n \nLooks up to audience \n \n \nKeeps frontal look and \npresses lips together \nSlight smile, and presses lips \ntogether again \n \nMoves slightly to the right \n \nSerious expression and looks \ndown to notes \nVoice pitch lowers \n\nTable 8. Example of the co-occurrence of linguistic and non-linguistic features. \n\nThe feeling of belonging to the same discourse community involves attitudinal \ncomponents, metadiscourse and gestures, sometimes of nervousness, perhaps \nbecause of the pressure of being judged, sometimes of relaxation because of a \nfeeling of familiarity and a sense of belonging to that community. Although a \nNursing association is the organiser of the conference and the target audience \nconsists of nurses, two of the speakers were not nurses. However, they make no \nattempt to conceal the fact; on the contrary, they try to preserve their persona, \n\n08 IBERICA 37_Iberica 13 8/5/19 18:23 P\u00e1gina 211\n\n\n\nThe feeling of belonging to the same discourse community involves\n\nattitudinal components, metadiscourse and gestures, sometimes of\n\nnervousness, perhaps because of the pressure of being judged, sometimes\n\nof relaxation because of a feeling of familiarity and a sense of belonging to\n\nthat community. Although a Nursing association is the organiser of the\n\nconference and the target audience consists of nurses, two of the speakers\n\nwere not nurses. However, they make no attempt to conceal the fact; on the\n\ncontrary, they try to preserve their persona, prevent any misunderstandings\n\nand, at the same time, transmit to the audience that they are aware that they\n\nare \u201coutsiders\u201d, thus building a feeling of solidarity, at least during the time\n\nthe conference lasts. Both speakers make it clear that they do not belong to\n\nthe community of practice (\u201cI\u2019m not a diabetes person\u201d (CP10) or \u201cthis is\n\nprobably not a type of presentation you hear often and I\u2019m neither a nurse\u201d\n\n(CP14)). However, they create a common ground with the audience through\n\na combination of words and gestures:\n\n- CP10, almost immediately after saying what he is not twice, goes on\n\nto say \u201cI study obesity. I don\u2019t have to rehearse with you why we\n\nshould actually care about obesity to begin with\u201d. This extract\n\nappears in the component \u201cIntroducing Self as presenter\u201d; stance\n\nmetadiscourse \u201cSelf-mention\u201d, including 2 samples of \u201cI\u201d, but one\n\ninclusive \u201cwe\u201d, very close to the pronoun \u201cyou\u201d, which integrates\n\nthe audience. Additionally, the engagement metadiscourse \u201cShared\n\nknowledge\u201d happens when the speaker is not explicit in the\n\ninformation given; all this is co-occurring with some sporadic facial\n\nmovement, a serious expression, eyes closed before the utterance,\n\nand hands/arms open in a quick movement and palms facing\n\nMIGuEL F. RuIz GARRIDO\n\nIb\u00e9rica 37 (2019): 193-220212\n\nMIGUEL F. RUIZ GARRIDO!\n\nIb\u00e9rica xx (xxxx): \u2026-\u2026 \n\nSo, I \n \n \ngot a bit scared \n \n \nin the previous talks.", "start_char_idx": 77338, "end_char_idx": 81383, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "ae506708-146e-457c-b75e-975165db5497": {"__data__": {"id_": "ae506708-146e-457c-b75e-975165db5497", "embedding": null, "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-115", "node_type": "4", "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "hash": "772ef36b6ebbfc922282847f3b634fb24d7db51b5cf7069ac2b59d5380ef9b3b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "217e5f7c-d605-40b3-ab8e-6d5db16630d4", "node_type": "1", "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "hash": "293fe38bd7dacbda855190d11ce8eb08d49da9e97dda47282916a07104575774", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "b1c6db55-00f6-459d-8307-1244a73c6ddc", "node_type": "1", "metadata": {}, "hash": "631a512e74929e9cf1569e5310eb73d8a277629e4095f98bd6796f885664be9b", "class_name": "RelatedNodeInfo"}}, "text": "I feel I\u2019m \u2026 ehhhh \n \n\u2013 what would you say \u2013 \nthe\u2026 \n \n \nwe had the \u2013 \n \n \nmaybe the \u2026 the \n \n \n \nsomeone from another \n \n \nplanet or something like \nthat. \n \nLet\u2019s start \nwith this. But \n \nI hope ... \n \n \n \n \nyeah ... \n \nthat you will \n \nlike it. \n\nSame position (body and arms) \n \n \nOpens arms a bit, moves body backwards a \nbit, and shakes it in a metaphorical way \n \nCentral position \n \nLeft arm moves up \n \nBack to central position \nHands, palm down, get closer starting from \noutside (as representing something round) \n \nRight hand up, brings finger tips together \nand palms down \n \nRight hand/arm moves up quickly and \nfingers positioned as if taking something \nupwards and down to join left hand \n \nHold hands at a medium position; presses \nleft over right \n \nRight hand up a bit and opens it to join \nhands again; moves to central position \n \nStill holding hands \nSeparates finger left hand and back to joined \nposition \nRubs hands a bit \n \n \nOpens and closes arms quickly, palms \ntowards her \n \nMoves hands to holding position \n \nRight hand on clicker \n\nHead looking right; sound with \nthe mouth/ lips stuck together; \ncloses eyes \nGazes at audience; slight \nsmile \n \nLooks at audience and closes \neyes \nLooks right; smile \n \nLooks to the front; smile \n \n \n \nLooks right \n \n \n \n \nLooks to audience; smiling \n \nVoice pitch lowers and looks \nright \n \n \nLooks down at notes \n \nLooks up to audience \n \n \nKeeps frontal look and \npresses lips together \nSlight smile, and presses lips \ntogether again \n \nMoves slightly to the right \n \nSerious expression and looks \ndown to notes \nVoice pitch lowers \n\nTable 8. Example of the co-occurrence of linguistic and non-linguistic features. \n\nThe feeling of belonging to the same discourse community involves attitudinal \ncomponents, metadiscourse and gestures, sometimes of nervousness, perhaps \nbecause of the pressure of being judged, sometimes of relaxation because of a \nfeeling of familiarity and a sense of belonging to that community. Although a \nNursing association is the organiser of the conference and the target audience \nconsists of nurses, two of the speakers were not nurses. However, they make no \nattempt to conceal the fact; on the contrary, they try to preserve their persona, \n\n08 IBERICA 37_Iberica 13 8/5/19 18:23 P\u00e1gina 212\n\n\n\ninwards, like pointing to the audience, showing overall a humble\n\nfeeling that indicates he can feel part of the same discourse\n\ncommunity for the day.\n\n- CP14, after the sentence uttered \u2013 a kind of \u201cApology\u201d \u2013 she goes\n\non by \u201cIntroducing Self as presenter\u201d together with the use of\n\n\u201cSelf-mention\u201d, to reinforce her persona, using \u201cHedges\u201d, when\n\nreferring to the kind of presentation delivered but also, later, when\n\nironically she states that she could save lives after 20 years without\n\nmedical practice. Previously, her face displayed a serious expression;\n\nshe moves her eyebrows upwards just before saying \u201cI do have a\n\nmedical degree\u201d, and uses short movements with her left hand from\n\nthe podium towards herself, palm facing up to her when the\n\nmovement happens. Finally, she finishes this excerpt by saying what\n\nshe is (\u201ccivil servant\u201d, \u201cbureaucrat\u201d), but being explicit that she\n\nknows \u201cwho the experts are and who I can ask for advice\u201d,\n\nenhancing this last idea with a movement of her left hand from the\n\npodium upwards towards the audience, palm facing up and partly\n\ninwards, at the end of the movement. Altogether, she seeks the\n\nsolidarity of the audience to allow her to be part of the same\n\ndiscourse community for the duration of the talk. \n\nAll these examples are simply a glimpse of the diversity of kinesic and\n\nparalinguistic features found combined with the language used and the\n\ninterpretation of the intention of the message. Thus, no common patterns\n\nare found except for a few traits, which may rely more on the personality and\n\ncontext of the speaker than on the CP itself.\n\nINTRODuCING NuRSING CONFERENCE PRESENTATIONS\n\nIb\u00e9rica 37 (2019): 193-220 213\n\nMIGUEL F. RUIZ GARRIDO!", "start_char_idx": 81388, "end_char_idx": 85426, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "b1c6db55-00f6-459d-8307-1244a73c6ddc": {"__data__": {"id_": "b1c6db55-00f6-459d-8307-1244a73c6ddc", "embedding": null, "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-115", "node_type": "4", "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "hash": "772ef36b6ebbfc922282847f3b634fb24d7db51b5cf7069ac2b59d5380ef9b3b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "ae506708-146e-457c-b75e-975165db5497", "node_type": "1", "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "hash": "4710ddf1734be345549c9eb49f784d73c9c1119e462eadaffa26989be000e10b", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "422c8937-0362-4d7a-b85b-dd6b7b226403", "node_type": "1", "metadata": {}, "hash": "58f154d645ab701187697377546e3816823eeb0db5017df3cfbfb3f3b54266a4", "class_name": "RelatedNodeInfo"}}, "text": "Ib\u00e9rica xx (xxxx): \u2026-\u2026 \n\n \n \n\n \n\nSpeaker says \u201cI\u2019m neither a \nnurse\u201d \n\nSpeaker emphasises \u201cI do have a \nmedical degree\u201d \n\nSpeaker tell the audience she \nknows \u201cwho the experts are\u201d \n\nFigure 4. Example of CP14. \n\nAll these examples are simply a glimpse of the diversity of kinesic and \nparalinguistic features found combined with the language used and the \ninterpretation of the intention of the message. Thus, no common patterns are found \nexcept for a few traits, which may rely more on the personality and context of the \nspeaker than on the CP itself. \n\n7. Conclusions \n\nClearly, the limited number of speakers in the sample, and the lack of depth of the \nanalysis conducted preclude any definite conclusions from this study. As \nmentioned earlier, in a study that involves individuals, results may be affected by \nseveral factors that are beyond our control. Nevertheless, we believe that this kind \nof study focused on the analysis of real academic conference presentations from a \nlong neglected field of research (Nursing), allows us to gain some further insights \ninto the multimodal dimension of CP. More specifically, it provides additional \nknowledge of the set-up stages, thus making an important contribution to applied \nlinguistics and, hopefully, to the field of Nursing. \n\nOur research has shown that the combination of all the elements analysed, the \nstructure of set-up stages, the metafunctions (ideational and interpersonal), and the \nuse of non-linguistic elements (paralinguistic and kinesic), overall prove the \nmultimodal nature of spoken academic discourse and the need to analyse the \ndifferent factors altogether. The results reveal that the study of certain items in \nisolation does not have the same value as when they are contextualised. Some \nlanguage expressions, disregarding the move where they appear in the text, the \nfunction they play, the metadiscourse they represent or the gesture accompanying \nthem, may have a more comprehensive explanation when studied as a whole. \n\nGoing back to our research questions, some conclusions can nevertheless be \ndrawn. Our findings have shown that in most set-up stages, there seem to be certain \nmoves or steps that are part of the standards in academic conference presentations. \nHood and Forey\u2019s proposal (2005) was an accurate one but, as we observed, those \ncomponents may not be a complete list or a list of pre-established ordered \n\nODIRRGAZIUR.FLEGUMI !\n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n \n\n \n \n\n !\n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n \n\n \n \n\n !\n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n \n\n \n \n\nienm\u2019I\u201csyasrekaeSp r aeth\nse\u201dnur\n\nSp\nme\n\nmiseraselpmaxeesehtlAl\nseurtacitsnguiilarpa\n\nntionteinethfontiotaerprtein\nchihw,stairta rtcepex\n\nnonahtrekaesp .lfe itsP Ceth\n\n !\n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n \n\n \n \n\naevahodI\u201csesisahpmerekaeSp\n\u201deergedlacidme\n\nkaeSp\ns know\n\nP14.Cofe plamEx4.e gurFi\n\nrevidehtfoespmilgaylpm\nnguaalheth tiwd nebiomcound \nmmocon, suhT. egassemethfo\nalnoserpe htnoe romyelraym\n\n !", "start_char_idx": 85428, "end_char_idx": 89635, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "422c8937-0362-4d7a-b85b-dd6b7b226403": {"__data__": {"id_": "422c8937-0362-4d7a-b85b-dd6b7b226403", "embedding": null, "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-115", "node_type": "4", "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "hash": "772ef36b6ebbfc922282847f3b634fb24d7db51b5cf7069ac2b59d5380ef9b3b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "b1c6db55-00f6-459d-8307-1244a73c6ddc", "node_type": "1", "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "hash": "3bd954fe0d1b5e335a00fb5a44e70a41178c978d65b7c16f7bf6776e726f3018", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "536a5da9-d3b2-4a4a-a96b-0e22cc600bab", "node_type": "1", "metadata": {}, "hash": "bff11f8f4c3bae4a073fab6c32d8051b357993642a3690be36cc818acb3cffba", "class_name": "RelatedNodeInfo"}}, "text": "ehsecneiduaehtlletrek\ne\u201dars texperhe tho w\u201cs \n\ncisenikfoytisr dan\nhetnd ad eusgengua\ndnuerasnrtteapnom\ne htfotextncodanyti\n\n !\n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n \n\n \n \n\nsonisulcon7. C\n\nforebmundetimileht,ylraeCl\ne dueclrpedctudncosisyalan\n tdut s an i,reilra edenoitnme\ndnoyeberatahts rotcaflarevse\n\nyslnaaheton d eusudy tsof\ncraeserfolddteclegengnlo\niosneimdl adoltimumethtoin\n\nteshetofdgeelknow - geatsup \n\n !\n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n \n\n \n \n\nhtdna,elpmasehtnisrekaepsf\nfsnoisuclncoe tindyane \ntluse r,slaudividn isevlovn itah t\n\newss,elehtreveN.lortnocruod\nencerccimdeacalaerofsiys\n\n(hc N ngisur niagotsuswolla),\nit , llyacepseroM. PCfonio\nontcntatpormin ang kiamhust,sge\n\n !\n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n \n\n \n \n\nehtfohtpedfokcaleh\nsA.ydutssihtmo\n\n mast d etcabe\ndniks ihttahteveileb\naomonsitantesepre\nsthgisnir ehrtfuemos\nl anitioddaseidvorpit \nd eipplao ton ibutiront\n\n !\n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n \n\n \n \n\ndge geup \n th, tollyepo, hdn asticisuglin\n\ntahtwnohssahhcraeserrOu\ntsefoerutcurst - mhet,sgeatsup \n\nnonofeus - nemleeticisuglin\nanladmoitlmu nekopsfoertu\n\nT.rhetogetlasortcafnterdi\nsethevaht onseodntiolaois\nagerisd, sniosserpxeegaugnla\nidatemeht,yalpyehtnoitcnfu\n\npmo cero m aeva hya, mmeth\n\n !\n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n \n\n \n \n\nporng ,\nf olde th N ngisur .\n\nleehtllafonoitanibmocehtt\nntind alonaitadei(onsitatem\n\nicseinkdnaticisuglinarap(tsn\nethdnaesruocisdicmedacan\n\nudy tshetthatlaveerstulserheT\nceraethnehwsaeluavemas\n\nindra ppeay heterhewovemhetg \ngehtr otnesrepreyehtersuocsi\ntu sneh wntioanlapx eeivsneherp\n\n !\n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n \n\n \n \n\nppl\n\neht,desylanastneme\nhetnd a,)lonasrperent\n\nethevorpll arevo, )ic\netheslyanatodeen\nn ismetin iatrecofudy \nemoS. delisatuxtenoc\n\nhet,xtethetn irappe\ngniynapmoccareutseg\n\n.", "start_char_idx": 89983, "end_char_idx": 93599, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "536a5da9-d3b2-4a4a-a96b-0e22cc600bab": {"__data__": {"id_": "536a5da9-d3b2-4a4a-a96b-0e22cc600bab", "embedding": null, "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-115", "node_type": "4", "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "hash": "772ef36b6ebbfc922282847f3b634fb24d7db51b5cf7069ac2b59d5380ef9b3b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "422c8937-0362-4d7a-b85b-dd6b7b226403", "node_type": "1", "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "hash": "c482c08b6987e2c220bb28e1b6c1fd1e679011f8f281db1de62ac10bf3dec5a8", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "e6ef7d9b-1fcd-41cd-8476-9260d2eb7a02", "node_type": "1", "metadata": {}, "hash": "eae80ff1d632664908af2914bedac47d992bb93012572b45545d4b60fe05161b", "class_name": "RelatedNodeInfo"}}, "text": "leoh w as adiedtu\n\n !\n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n \n\n \n \n\nx xaicr\u00e9Ib ): \u2026xxx(x -\u2026\n\nhcraeserruootkcabgniGo\nhowsvehangsndiurOn.wadr\n\nfotraperatahtspetsrosevmo\n2(lasoporps\u2019yeroFdnadoHo\n\na e btonaymstennopmco\n\n !\n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n \n\n \n \n\nsnoisulcnocemos,snoitseuq\ntestosmn ithatn how - het,sgeatsup \n\nfnoccmiedacanisdradnatsehtf\na,tubenoetaruccanaswa)5002\nerpfotsila rotsile etlpmco\n\n !\n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n \n\n \n \n\ne bseselhterevncan\nerhe mese intarecebto\n\n.snoitatneserpecner\nesbowesa esoht,derv\n\ne- ederdroedhsilabtes\n\n08 IBERICA 37_Iberica 13 8/5/19 18:23 P\u00e1gina 213\n\n\n\n7. Conclusions\n\nClearly, the limited number of speakers in the sample, and the lack of depth\n\nof the analysis conducted preclude any definite conclusions from this study.\n\nAs mentioned earlier, in a study that involves individuals, results may be\n\naffected by several factors that are beyond our control. Nevertheless, we\n\nbelieve that this kind of study focused on the analysis of real academic\n\nconference presentations from a long neglected field of research (Nursing),\n\nallows us to gain some further insights into the multimodal dimension of CP.\n\nMore specifically, it provides additional knowledge of the set-up stages, thus\n\nmaking an important contribution to applied linguistics and, hopefully, to the\n\nfield of Nursing.\n\nOur research has shown that the combination of all the elements analysed,\n\nthe structure of set-up stages, the metafunctions (ideational and\n\ninterpersonal), and the use of non-linguistic elements (paralinguistic and\n\nkinesic), overall prove the multimodal nature of spoken academic discourse\n\nand the need to analyse the different factors altogether. The results reveal\n\nthat the study of certain items in isolation does not have the same value as\n\nwhen they are contextualised. Some language expressions, disregarding the\n\nmove where they appear in the text, the function they play, the metadiscourse\n\nthey represent or the gesture accompanying them, may have a more\n\ncomprehensive explanation when studied as a whole. \n\nGoing back to our research questions, some conclusions can nevertheless be\n\ndrawn. Our findings have shown that in most set-up stages, there seem to be\n\ncertain moves or steps that are part of the standards in academic conference\n\npresentations. Hood and Forey\u2019s proposal (2005) was an accurate one but, as\n\nwe observed, those components may not be a complete list or a list of pre-\n\nestablished ordered components, even though we expect certain sections to\n\nappear, probably at the beginning (thanks and/or greeting).\n\nThose first components, including showing feelings or directly involving the\n\naudience, are already promoting the creation of the speaker\u2019s persona and\n\nthe construction of the best relationship with the audience, although the\n\nparticular context of the conference may modify the components used. Yet\n\nthe metadiscourse features analysed play a crucial role in the conveyance of\n\ninterpersonal and interactional meanings. Our findings show some common\n\ntraits at the same time that they underline the diversity in their use depending\n\non the individual speakers. Some sub-categories seem to be more common\n\nand probably more expected than others (\u201cSelf-mention\u201d and \u201cAttitude\n\nMIGuEL F. RuIz GARRIDO\n\nIb\u00e9rica 37 (2019): 193-220214\n\n08 IBERICA 37_Iberica 13 8/5/19 18:23 P\u00e1gina 214", "start_char_idx": 93600, "end_char_idx": 97906, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "e6ef7d9b-1fcd-41cd-8476-9260d2eb7a02": {"__data__": {"id_": "e6ef7d9b-1fcd-41cd-8476-9260d2eb7a02", "embedding": null, "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-115", "node_type": "4", "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "hash": "772ef36b6ebbfc922282847f3b634fb24d7db51b5cf7069ac2b59d5380ef9b3b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "536a5da9-d3b2-4a4a-a96b-0e22cc600bab", "node_type": "1", "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "hash": "5cb549f5b0de137982368372d9dbe4fb4a218d26bda0a5599a0bf2a56ead13d5", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "30a5b90c-f6de-434b-8ea1-0229b1e31cd8", "node_type": "1", "metadata": {}, "hash": "9789785f2d1bcea048af6b3ffea489d881719f40d1eedfa85bc6d215fe8f0a5c", "class_name": "RelatedNodeInfo"}}, "text": "markers\u201d). Most stance subcategories are used in all CPs, promoting the\n\nspeaker\u2019s personality (especially through \u201cI\u201d) and establishing part of the\n\nground for the rest of the presentation. As for engagement metadiscourse,\n\nits use is recurrent (mainly \u201cHearer\u201d by means of \u201cyou\u201d, and \u201cThanks\u201d, plus\n\n\u201cGreeting\u201d), and the results are more varied. All speakers have their own\n\nstrategies and combination of linguistic forms that enable them to pursue\n\nthe same goal by means of different tools. Their final aim is to create the\n\nrapport, engage the audience and relieve or release both the speakers\u2019 and\n\nthe listeners\u2019 inherent tensions.\n\nAnother issue mentioned is that the duration of the set-up stage might have\n\nan influence on the components or the metadiscourse features included. The\n\nresults do not completely match this idea. Some longer set-up stages have the\n\nhighest numbers of components and metadiscourse features, but this is not\n\nalways the case, since some shorter stages have the same or higher number\n\nof elements. Hood and Forey (2005) stated that certain stages in CPs are\n\nmore likely to show interpersonal features, such as in introductions, greetings\n\nand the thank-you discourse, when referring to the contribution of others or\n\nwhen using humour on purpose. However, other examples of audience\n\ninvolvement and building up a feeling of solidarity have appeared in this\n\nstage.\n\nFinally, the use of non-linguistic features seems fundamental to complete\n\nour analysis. Nevertheless, no clear and conclusive common patterns have\n\nbeen found, so that we can propose a categorisation of the non-linguistic\n\nresources used with language. As Hood and Forey (2005: 302) state,\n\n\u201cAnalyses reveal that the extent and nature of the gestures used vary\n\nmarkedly from speaker to speaker\u201d. Those differences suggest the influence\n\nof both individual and contextual variables when using gestures. We have\n\nobserved that Paralinguistics and Kinesics play a relevant role when speaking\n\nin public, and in our case, when supporting the creation of the speaker\u2019s\n\npersona and the relationship with the audience by means of words. In our\n\nanalysis, pitch or silence, on the one hand, and head and hand/arm\n\nmovements and gestures, on the other, were used to support the spoken\n\nlanguage. The position of the chairpersons, the audience, the screens or even\n\nthe podium lead speakers to use certain paralinguistic features to fit in such\n\na physical context. Additionally, whether the speaker feels nervous or relaxed\n\n(as the two extremes of speakers\u2019 feelings), paralinguistic and kinesic traits in\n\ncombination with words generate the creation of the speaker\u2019s persona and\n\nrapport with the audience. When speakers display nervousness, they may\n\nINTRODuCING NuRSING CONFERENCE PRESENTATIONS\n\nIb\u00e9rica 37 (2019): 193-220 215\n\n08 IBERICA 37_Iberica 13 8/5/19 18:23 P\u00e1gina 215", "start_char_idx": 97910, "end_char_idx": 100813, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "30a5b90c-f6de-434b-8ea1-0229b1e31cd8": {"__data__": {"id_": "30a5b90c-f6de-434b-8ea1-0229b1e31cd8", "embedding": null, "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-115", "node_type": "4", "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "hash": "772ef36b6ebbfc922282847f3b634fb24d7db51b5cf7069ac2b59d5380ef9b3b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "e6ef7d9b-1fcd-41cd-8476-9260d2eb7a02", "node_type": "1", "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "hash": "691155b72c40dfd1145ac344cdd762b96d8f858fe38bdb14d6a70fa71972c80c", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "e1d4549d-e98c-4ea3-ae1e-937a56a881f2", "node_type": "1", "metadata": {}, "hash": "2fca16fb40ba865ee85200706ef3f4e315b2c4e6959b098e3e2974dbdb308c09", "class_name": "RelatedNodeInfo"}}, "text": "gain compassion from the audience and feel protected by the discourse\n\ncommunity; when speakers can be seen as more relaxed, audience\n\nengagement is easier and their inclusion in the discourse community is taken\n\nfor granted. At both ends of the same situation, the objective is to prove the\n\nspeaker\u2019s role, to connect with the audience and to create a common feeling\n\nof community belonging.\n\nSome limitations must be pointed out. The use of specialised software in\n\nmultimodal analysis (such as ELAN or Multimodal Analysis Video\n\nSoftware), instead of carrying out a manual analysis, is a future improvement\n\nin this study. However, the small number of CPs studied allowed us to focus\n\non a qualitative-based analysis. This sample of presentations needs to be\n\nextended in an attempt to reach conclusions that are more practical.\n\nNonetheless, the step ahead in CP set-up stages, as well as in the discourse\n\nof the Nursing field, may lead to some further ideas. We have not studied the\n\neffect some gestures or expressions used may have on the audience or the\n\neffect that speakers wanted to produce. Although very relevant for the\n\nusefulness of verbal and non-verbal features, this research would require an\n\nimmediate ethnographic study (not possible in our case). Some studies could\n\ninclude the textual dimension related to the one already studied, the use of\n\npersuasive strategies or the influence of other visual modes in some other\n\nsections of CPs. Finally, yet equally important, this research can also be\n\napplied to the classroom, to make Nursing students aware of the existence\n\nand co-occurrence of those elements to improve their presentation skills.\n\nOur teaching practices cannot leave aside our research, and nurses preparing\n\nfor a research career may require some training on how to deal with those\n\nsituations, which are relatively new for their discourse community.\n\nAcknowledgements\n\nI would like to thank FEND, and the president, Anne-Marie Felton, for their\n\ncollaboration in this research and the permission granted to use their online\n\nmaterial in this paper. This study has been developed as part of two research\n\nprojects, one funded by the Ministry of Science and Innovation of Spain (ref.\n\nFFI2011-24269), and the other by universitat Jaume I (ref. uJI-B2017-28).\n\nArticle history:\n\nReceived 3 August 2018\n\nReceived in revised form 30 November 2018\n\nAccepted 6 December 2018\n\nMIGuEL F. RuIz GARRIDO\n\nIb\u00e9rica 37 (2019): 193-220216\n\n08 IBERICA 37_Iberica 13 8/5/19 18:23 P\u00e1gina 216\n\n\n\nReferences\n\nINTRODuCING NuRSING CONFERENCE PRESENTATIONS\n\nIb\u00e9rica 37 (2019): 193-220 217\n\nBaumgarten, N. (2012). \u201cMetadiscourse and the\n\nconstruction of speaker identities in L2 academic\n\npresentational talk\u201d in N. Baumgarten, I. Du Bois &\n\nJ. House (eds.), Subjectivity in Language and in\n\nDiscourse, 157-191. Bingley, UK: Emerald.\n\nBernad-Mech\u00f3, E. (2017). \u201cMetadiscourse and\n\nTopic Introductions in an Academic Lecture: A\n\nMultimodal Insight\u201d. Multimodal Communication 6,\n\n1: 39-60.\n\nBosher S. (2013). \u201cEnglish for Nursing\u201d in B.\n\nPaltridge & S. Starfield (eds.), The Handbook of\n\nEnglish for Specific Purposes, 263-281. Malden,\n\nMA: Wiley Blackwell.\n\nBrazil, D. (1997). The Communicative Value of\n\nIntonation in English (2nd ed.). Cambridge:\n\nCambridge University Press.\n\nCarter-Thomas, S. & E. Rowley-Jolivet (2003).\n\n\u201cAnalysing the scientific conference presentation\n\n(CP). A methodological overview of a multimodal\n\ngenre\u201d. ASp 39/40: 59-72.\n\nCrawford, P. & B. Brown (1999). \u201cA language for\n\nnursing: furthering the debate\u201d. Nursing Standard\n\n14,12: 36-37.\n\nCrawford-Camiciottoli, B. & I. Fortanet-G\u00f3mez\n\n(eds.) (2015). Multimodal Analysis in Academic\n\nSettings.", "start_char_idx": 100817, "end_char_idx": 104523, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "e1d4549d-e98c-4ea3-ae1e-937a56a881f2": {"__data__": {"id_": "e1d4549d-e98c-4ea3-ae1e-937a56a881f2", "embedding": null, "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-115", "node_type": "4", "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "hash": "772ef36b6ebbfc922282847f3b634fb24d7db51b5cf7069ac2b59d5380ef9b3b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "30a5b90c-f6de-434b-8ea1-0229b1e31cd8", "node_type": "1", "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "hash": "fa95529c4a586284e4c9363d9a9c5a0652321f4483d9cba6d58190ab94975d7f", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "abb0515c-0ac4-410c-b7ec-9ac7dcf482f0", "node_type": "1", "metadata": {}, "hash": "0470c968809733634651324b0a0823d02af4225444a37758eb41a5647b7734da", "class_name": "RelatedNodeInfo"}}, "text": "(2015). Multimodal Analysis in Academic\n\nSettings. From Research to Teaching. New York /\n\nLondon: Routledge.\n\nDubois, B.L. (1987). \u201c\u2018Something in the order of\n\naround forty to forty-four\u2019: Imprecise numerical\n\nexpressions in biomedical slide talks\u201d. Language\n\nin Society 16/4: 527-541.\n\nFerguson, G. (2013). \u201cEnglish for medical\n\npurposes\u201d in B. Paltridge & S. Starfield (eds.) The\n\nHandbook of English for Specific Purposes, 243-\n\n261. Malden, MA: Wiley Blackwell.\n\nForey, G. & D. Feng (2016) \u201cInterpersonal\n\nmeaning and audience engagement in academic\n\npresentations. A multimodal discourse analysis\n\nperspective\u201d in K. Hyland & P. Shaw (eds.), The\n\nRoutledge Handbook of English for Academic\n\nPurposes, 416-430. Abington, UK: Routledge. \n\nFortanet-G\u00f3mez, I. (Coord.) (2008). Hablar Ingl\u00e9s\n\nen la Universidad. Docencia e Investigaci\u00f3n.\n\nOviedo, Spain: Septem.\n\nGiba, J. & R. Ribes (2011). Preparing and\n\nDelivering Scientific Presentations. A Complete\n\nGuide for International Medical Scientists.\n\nHeidelberg: Springer.\n\nGrove, S.K., J.R. Gray & N. Burns (2015).\n\nUnderstanding Nursing Research (6th ed.).\n\nLondon: Elsevier.\n\nHeino, A., E. Tervonen & J. Tommola (2002).\n\n\u201cMetadiscourse in academic conference\n\npresentations\u201d in E. Ventola, C. Shalom & S.\n\nThompson (eds.), The Language of Conferencing,\n\n127-146. Frankfurt a.M: Peter Lang.\n\nHood, S. & G. Forey (2005). \u201cIntroducing a\n\nconference paper: Getting interpersonal with your\n\naudience\u201d. Journal of English for Academic\n\nPurposes 4,4: 291-306.\n\nHyland, K. (2005a). Metadiscourse. Exploring\n\nInteraction in Writing. London: Continuum. \n\nHyland, K. (2005b). \u201cStance and engagement: A\n\nmodel of interaction in academic discourse\u201d.\n\nDiscourse Studies 7, 2: 173-191.\n\nHyland, K. (2009). Academic Discourse: English in\n\na Global Context. London: Continuum.\n\nKendon, A. 2004. Gesture: Visible Action as\n\nUtterance. Cambridge: Cambridge University\n\nPress.\n\nMacian, C. & V. Salvador (2017). \u201cM\u00e9dic@s y\n\nenfermer@s: la construcci\u00f3n discursiva de las\n\nprofesiones de la salud\u201d. eHumanista/IVITRA 11,\n\n222-237. URL: http://www.ehumanista.ucsb.edu/\n\nsites/secure.lsit.ucsb.edu.span.d7_eh/files/sitefile\n\ns/ivitra/volume11/2.1.%20Maci%C3%A1n%26Sal\n\nvador.pdf [22/03/18]\n\nPiqu\u00e9 Angordans, J., R. Cama\u00f1o Puig & C. Piqu\u00e9\n\nNoguera (2011). Escribir y publicar en enfermer\u00eda.\n\nValencia: Tirant Humanidades.\n\nPoos, D. & R.C. Simpson (2000). \u201cHedging and\n\ndisciplinary variation\u201d. Paper presented at the\n\nAmerican Association of Applied Linguistics,\n\nVancouver.\n\nQuerol Juli\u00e1n, M. & I. Fortanet-G\u00f3mez (2012).\n\n\u201cMultimodal evaluation in academic discussion\n\nsessions: How do presenters act and react?\u201d\n\nJournal of English for Specific Purposes 31,4: 271-\n\n283.\n\nQuerol-Juli\u00e1n, M. (2011). Evaluation in Discussion\n\nSessions of Conference Paper Presentations: A\n\nMultimodal Approach. Saarbr\u00fccken, Germany:\n\nLAP Lambert Academic Publishing.\n\nR\u00e4is\u00e4nen, C. (1999). The Conference Forum as a\n\nSystem of Genres: A Sociocultural Study of\n\nAcademic Conference Practices in Automotive\n\nEngineering. Gothenburg, Sweden: Acta\n\nUniversitatis Gothoburgensis.", "start_char_idx": 104473, "end_char_idx": 107555, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "abb0515c-0ac4-410c-b7ec-9ac7dcf482f0": {"__data__": {"id_": "abb0515c-0ac4-410c-b7ec-9ac7dcf482f0", "embedding": null, "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-115", "node_type": "4", "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "hash": "772ef36b6ebbfc922282847f3b634fb24d7db51b5cf7069ac2b59d5380ef9b3b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "e1d4549d-e98c-4ea3-ae1e-937a56a881f2", "node_type": "1", "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "hash": "957aa854ff69c866dab903a46d6dbd7cabccf116f912fe74daf9148cb11d4c79", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "dd2cb87e-8528-415b-a402-fed30fed3dc4", "node_type": "1", "metadata": {}, "hash": "ee7884be1577b63a8b04b921c249b6cb96fd69a6c4fd7f9308cedd28287e0a3e", "class_name": "RelatedNodeInfo"}}, "text": "Gothenburg, Sweden: Acta\n\nUniversitatis Gothoburgensis. \n\nR\u00e4is\u00e4nen, C. (2002). \u201cThe Conference Forum: A\n\n08 IBERICA 37_Iberica 13 8/5/19 18:23 P\u00e1gina 217\n\n\n\nMiguel F. Ruiz-Garrido, PhD, member of GRAPE, is an associate\n\nprofessor at universitat Jaume I (Castell\u00f3n, Spain). His main research fields\n\nare English for professional and academic purposes. He co-edited\n\nIntercultural and International Business Communication: Theory, Research and Teaching\n\n(Peter Lang, 2006) and English for Professional and Academic Purposes (Rodopi,\n\n2010). His latest works appear in Business and Professional Communication\n\nMIGuEL F. RuIz GARRIDO\n\nIb\u00e9rica 37 (2019): 193-220218\n\nsystem of interrelated genres and discursive\n\npractices\u201d in E. Ventola, C. Shalom & S.\n\nThompson (eds.), The Language of Conferencing,\n\n69-93. Frankfurt a.M.: Peter Lang.\n\nRibes, R. & E. Feliu Rey (2010). Medical English.\n\nPractical Guide. Barcelona, Spain: Ediciones\n\nMayo.\n\nRowley-Jolivet, E. (1999). \u201cThe pivotal role of\n\nconference papers in the network of scientific\n\ncommunication\u201d. ASp 23\u201326, 179\u2013196.\n\nRowley-Jolivet, E. (2002). \u201cScience in the making:\n\nScientific conference presentations and the\n\nconstruction of facts\u201d in E. Ventola, C. Shalom & S.\n\nThompson (eds.), The Language of Conferencing,\n\n95-125. Frankfurt a.M.: Peter Lang.\n\nRowley-Jolivet, E. (2004). \u201cDifferent visions,\n\ndifferent visuals. A social semiotic analysis of field-\n\nspecific visual composition in scientific conference\n\npresentations\u201d. Visual Communication 3, 2: 145-\n\n75.\n\nRowley-Jolivet, E. & S. Carter-Thomas (2005).\n\n\u201cThe rhetoric of conference presentation\n\nintroductions: context, argument and interaction\u201d.\n\nInternational Journal of Applied Linguistics 15, 1:\n\n45-70.\n\nRuiz-Garrido, M. F. & I. Fortanet-G\u00f3mez (2008).\n\n\u201cEl lenguaje de las comunicaciones\u201d in I. Fortanet-\n\nG\u00f3mez (Coord.), Hablar ingl\u00e9s en la universidad.\n\nDocencia e investigaci\u00f3n, 125-157. Oviedo, Spain:\n\nSeptem.\n\nRuiz-Garrido, M.F. (2015). \u201cIntensifying adverbs in\n\nacademic spoken discourse: A contrastive study\n\nbetween English and Spanish\u201d in Crawford-\n\nCamiciottoli, B. & I. Fortanet-G\u00f3mez (eds.),\n\nMultimodal Analysis in Academic Settings. From\n\nResearch to Teaching, 61-82. New York / London:\n\nRoutledge.\n\nSwales, J. M. & A. Burke (2003). \u201c\u2018It\u2019s really\n\nfascinating work\u2019: Differences in evaluative\n\nadjectives across academic registers\u201d in C. Meyer\n\n& P. Leistyna (eds.), Corpus Analysis: Language\n\nStructure and Use, 1-18. Amsterdam and Atlanta:\n\nRodopi.\n\nSwales, J.M. & B. Malcewski (2001). \u201cDiscourse\n\nmanagement and new episode flags in MICASE\u201d\n\nin R.C. Simpson & J.M. Swales (eds.), Corpus\n\nLinguistics in North America: Selections from the\n\n1999 Symposium, 145-164. Ann Arbor, MI:\n\nUniversity of Michigan Press.\n\nSwales, J.M. (2016). \u201cReflections on the concept\n\nof discourse community\u201d. Asp 69, 7-19.\n\nValeiras-Jurado, J. & N. Ruiz-Madrid (2015). \u201cA\n\nmultimodal approach to product presentations\u201d.\n\nProcedia. Social and Behavioral Sciences 173:\n\n252-258. \n\nValeiras-Jurado, J., N. Ruiz-Madrid & G. Jacobs\n\n(2018).", "start_char_idx": 107500, "end_char_idx": 110553, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "dd2cb87e-8528-415b-a402-fed30fed3dc4": {"__data__": {"id_": "dd2cb87e-8528-415b-a402-fed30fed3dc4", "embedding": null, "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-115", "node_type": "4", "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "hash": "772ef36b6ebbfc922282847f3b634fb24d7db51b5cf7069ac2b59d5380ef9b3b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "abb0515c-0ac4-410c-b7ec-9ac7dcf482f0", "node_type": "1", "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "hash": "505cb4b6b092366caefb16f0f97d9170d5c370dc010e26a3ce062fb05cd45f93", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "332b6710-c4bc-49e5-a210-c0c1bc1dc052", "node_type": "1", "metadata": {}, "hash": "16f2309bcd5fac4ec268c6be07858cade1fd86dde9947e4f1de3d0f233d812a1", "class_name": "RelatedNodeInfo"}}, "text": "\u201cRevisiting persuasion in oral academic\n\nand professional genres: Towards a\n\nmethodological framework for Multimodal\n\nDiscourse Analysis of research dissemination\n\ntalks\u201d. Ib\u00e9rica 35: 93-118. \n\nVentola, E., C. Shalom & S. Thompson (eds.)\n\n(2002) The Language of Conferencing. Frankfurt\n\na.M.: Peter Lang.\n\nWebber, P. (2002). \u201cThe paper is now open for\n\ndiscussion\u201d in E. Ventola, C. Shalom & S.\n\nThompson (eds.), The Language of Conferencing,\n\n227-253. Frankfurt a.M.: Peter Lang.\n\nWebber, P. (2005). \u201cInteractive features in medical\n\nconference monologue\u201d. English for Specific\n\nPurposes 24: 157-181.\n\nWulff, S., J.M. Swales & K. Keller (2009). \u201c\u2018We\n\nhave about seven minutes for questions\u2019: The\n\ndiscussion sessions from a specialized\n\nconference\u201d. English for Specific Purposes 28, 2:\n\n79-92.\n\nZabalegui Y\u00e1rnoz, A. & L. Maci\u00e1 Soler (eds.)\n\n(2010). Desarrollo del M\u00e1ster y Doctorado Oficial\n\nde Enfermer\u00eda en Espa\u00f1a. Castell\u00f3: Publicacions\n\nUJI. \n\n08 IBERICA 37_Iberica 13 8/5/19 18:23 P\u00e1gina 218\n\n\n\nQuarterly (2014) and in the book Multimodal Analysis in Academic Settings. From\n\nResearch to Teaching (2016, Routledge).\n\nNOTES\n\n1 In this paper, we use \u201cdiscourse community\u201d and \u201ccommunity of practice\u201d as synonyms, even though\n\nwe do understand the differences they may have.\n\nINTRODuCING NuRSING CONFERENCE PRESENTATIONS\n\nIb\u00e9rica 37 (2019): 193-220 219\n\n08 IBERICA 37_Iberica 13 8/5/19 18:23 P\u00e1gina 219\n\n\n\n08 IBERICA 37_Iberica 13 8/5/19 18:23 P\u00e1gina 220", "start_char_idx": 110554, "end_char_idx": 112022, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "332b6710-c4bc-49e5-a210-c0c1bc1dc052": {"__data__": {"id_": "332b6710-c4bc-49e5-a210-c0c1bc1dc052", "embedding": null, "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-116", "node_type": "4", "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "hash": "4d58aac6f88fd34ed894cd154e1dbd407dd59f675623a8a66066b506ee16171c", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "dd2cb87e-8528-415b-a402-fed30fed3dc4", "node_type": "1", "metadata": {"identifier": "iberica-115", "author": "Ruiz Garrido, Miguel Francisco", "title": "Introducing nursing conference presentations: A step forward ", "date": "2019-01-02", "file": "iberica-115.pdf"}, "hash": "d73ac80f76f4191ce82cb17fe566fc6076e6bb8938ede1b3095cc1c4b1e89ff6", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "fd6b0880-a9c2-42d3-b8f6-10ab895f8086", "node_type": "1", "metadata": {}, "hash": "70092f3d9a7483f43295a454aaf070923e68f8125c54ae0e6d0781f4c77e0e93", "class_name": "RelatedNodeInfo"}}, "text": "Iberica 13\n\n\nIb\u00e9rica 37 (2019): 221-244\n\nISSN: 1139-7241 / e-ISSN: 2340-2784\n\nAbstract\n\nUniversity websites play a pivotal role in the recruitment of international\n\nstudents for Australian universities, in particular at a time of fierce global\n\ncompetition. These websites make an interesting specialised genre for discourse\n\nanalysis. This article conceptualises university websites as multimodal texts\n\nemploying language and other semiotic resources such as images to represent\n\ninternational students in the context of shifting conceptualisations of\n\ninternational student education. Based on a qualitative inquiry into the webpages\n\nfor international students on the official websites of three Australian universities,\n\nthe article shows how the universities categorise international students and\n\nrepresent them in perceived activities and interpersonal relations through\n\nlanguage and other modalities. The discursive representation of international\n\nstudents by the three Australian universities is discussed in relation to conceptual\n\nshifts in international student education, diversity management and multimodal\n\ndiscourse analysis. The article concludes with implications for international\n\nstudent representation and university webpage design.\n\nKeywords: university websites, multimodal discourse analysis, international\n\nstudents, interplay between modalities, webpage design.\n\nResumen\n\nL a re p re s e n ta c i\u00f3 n de l os e s t ud ia nte s in te rn ac io na l e s e n l as p\u00e1 g in as we b d e\n\nl as un iv e r s id ad e s a us t ra l ia na s : U n an \u00e1l i s is c r \u00edt ic o d e l di s c ur s o mu l ti mod al\n\nLas p\u00e1ginas web universitarias desempe\u00f1an un papel esencial en la captaci\u00f3n de\n\nestudiantes internacionales en las universidades australianas, especialmente en un\n\ncontexto de gran competencia global. Estas p\u00e1ginas web constituyen un g\u00e9nero\n\nRepresentation of international students\n\non Australian university websites: A\n\ncritical multimodal discourse analysis\n\nZuocheng Zhang and Wenchao Tu\n\nUniversity of New England (Australia) and University of Sydney (Australia)\n\nzzhang26@une.edu.au\n\n221\n\n09 IBERICA 37_Iberica 13 8/5/19 18:24 P\u00e1gina 221", "start_char_idx": 48, "end_char_idx": 2237, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "fd6b0880-a9c2-42d3-b8f6-10ab895f8086": {"__data__": {"id_": "fd6b0880-a9c2-42d3-b8f6-10ab895f8086", "embedding": null, "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-116", "node_type": "4", "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "hash": "4d58aac6f88fd34ed894cd154e1dbd407dd59f675623a8a66066b506ee16171c", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "332b6710-c4bc-49e5-a210-c0c1bc1dc052", "node_type": "1", "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "hash": "82e7fe9f72091aab7eeb6967fa235a80fb43665c3b289f6de52fe7b2c4c44313", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "aea747c9-88c9-41bf-bf72-91c5b1c6799f", "node_type": "1", "metadata": {}, "hash": "3748675292e1413cf4c694856370f0b372239d7f4fdde9d38c275ec488203928", "class_name": "RelatedNodeInfo"}}, "text": "Ib\u00e9rica 37 (2019): 221-244\n\nZUoChENg ZhANg & WENChAo TU\n\nespecializado de inter\u00e9s para el an\u00e1lisis del discurso. En el presente art\u00edculo se\n\nconciben las p\u00e1ginas web universitarias como textos multimodales que emplean\n\nel lenguaje y otros recursos semi\u00f3ticos, como las im\u00e1genes, para representar a los\n\nestudiantes internacionales en un contexto cambiante sobre el concepto de la\n\neducaci\u00f3n de estudiantes extranjeros. Bas\u00e1ndonos en una investigaci\u00f3n\n\ncualitativa de las secciones para estudiantes internacionales en las p\u00e1ginas web\n\noficiales de tres universidades australianas, el art\u00edculo muestra c\u00f3mo las\n\nuniversidades categorizan a estos estudiantes y los representan en actividades y\n\nen relaciones interpersonales percibidas a trav\u00e9s del lenguaje y de otros modos\n\nsemi\u00f3ticos. Adem\u00e1s, se examina la representaci\u00f3n discursiva de este grupo de\n\nalumnos en las tres universidades australianas en relaci\u00f3n con los cambios\n\nconceptuales en la educaci\u00f3n de los estudiantes internacionales, la gesti\u00f3n de la\n\ndiversidad y el an\u00e1lisis multimodal del discurso. El art\u00edculo concluye con algunas\n\nimplicaciones para la representaci\u00f3n de los estudiantes internacionales y para el\n\ndise\u00f1o de las p\u00e1ginas web universitarias.\n\nPalabras clave: p\u00e1ginas web universitarias, an\u00e1lisis del discurso multimodal,\n\nestudiantes internacionales, interacci\u00f3n entre modalidades, dise\u00f1o web.\n\n1. Introduction\n\nWebsites are an important genre of technology-mediated discourses in\n\ninstitutional, organisational and interpersonal communication. They are\n\nmultimodal as they typically draw on a variety of semiotic resources (Jewitt,\n\n2009) or communicative modes (Norris, 2004) such as linguistic text, image,\n\nsound, video, colour and spacing. Just as linguistic texts are generally\n\nacknowledged to be able to construct various social meanings, so are\n\nwebsites frequently used by government agencies, commercial or non-\n\ncommercial organisations to give expression to their purposes, intentions\n\nand goals and help \u201ccreate and maintain a distinct identity\u201d (Saichaie, 2011:\n\n160). For example, Chiew (2004) analysed the Ministry of Education of\n\nSingapore\u2019s website, showing how the \u201cinstitution and its objectives become\n\ntranslated, transmitted and received through the hypertext medium\u201d (2004:\n\n131).\n\nUniversity websites are no exception. As they are typically the first port of\n\ncall for prospective students in their selection of universities to apply to and\n\nfor current students who rely on them for their participation in university\n\nlife, university websites are a key specialised discourse in contemporary\n\ntertiary education. Research has shed valuable light on university websites, in\n\nparticular web design, usability and marketing of universities to international\n\n222\n\n09 IBERICA 37_Iberica 13 8/5/19 18:24 P\u00e1gina 222", "start_char_idx": 2241, "end_char_idx": 5063, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "aea747c9-88c9-41bf-bf72-91c5b1c6799f": {"__data__": {"id_": "aea747c9-88c9-41bf-bf72-91c5b1c6799f", "embedding": null, "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-116", "node_type": "4", "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "hash": "4d58aac6f88fd34ed894cd154e1dbd407dd59f675623a8a66066b506ee16171c", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "fd6b0880-a9c2-42d3-b8f6-10ab895f8086", "node_type": "1", "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "hash": "74586dfc8a1ab91f3ec65cc90e2dc884353bbc75045bae1d320c0251bc103600", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "5204a880-5804-426e-a3d4-e8ae6136d308", "node_type": "1", "metadata": {}, "hash": "b0e4103e9aa7cde3a48090531f0202a7243d0a83d2b0a28f340ba02509f4d85f", "class_name": "RelatedNodeInfo"}}, "text": "students (e.g., Baldry & o\u2019halloran, 2019; Cerd\u00e1 Su\u00e1rez, 2016; Tom\u00e1\u0161kov\u00e1,\n\n2015). What seems to be under-researched is university websites as a crucial\n\ntype of \u201ccultural expressions\u201d (pauwels, 2012: 247) in the sense that such\n\nmultimodal texts construct discursive representations of educational\n\npractices in specific geographical and sociocultural milieus today. in the era\n\nof internationalisation of education and mobility of students on a global\n\nscale, the discursive representation of international students on university\n\nwebsites is an important undertaking.\n\nAn investigation of Australian universities\u2019 construction of international\n\nstudents on their websites may contribute to the unpacking of the cultural\n\nexpressions in some unique ways. As one of the most popular destinations\n\nfor international students from across the world, Australian universities have\n\nbeen experiencing increasing diversity on their campuses and in their\n\nclassrooms. Managing diversity is an on-going challenge for Australian\n\nuniversities. There have been continuing discussions of attending to diversity\n\nthrough inclusivity to engender a positive and productive learning experience\n\nfor international students (e.g., Arkoudis, Baik, Marginson & Cassidy, 2012;\n\nArkoudis & doughney, 2014; Ziguras & harwood, 2011). Australian\n\nresearchers and educators are also critically reviewing the conceptualisations\n\nof international education over time and working to develop new concepts\n\nin response to the changing reality. For example, Rizvi (2011: 700) argues,\n\nif the neo-liberal market view of international education was largely about\n\nrecruiting students, enabling them to experience international education,\n\nthen the emphasis on transnational collaborations implies rethinking the\n\nnature and scope of that education itself.\n\nThis important critique raises the issue of how we define and understand\n\ninternational students in contemporary Australia and indeed in the world as\n\na whole. As diversity is a recognised fact of life on university campuses and\n\nin the classrooms, an education that assists international students and their\n\ndomestic peers in their academic study and personal growth becomes highly\n\nrelevant to research. While it is important to investigate how international\n\nstudents are engaged in day to day educational practice (e.g., Kettle, 2017), it\n\nwould also be useful to look into the texts that are produced in the processes,\n\nin particular university websites, which are understandably an important\n\nvenue for diversity management and engagement. This article aims to work\n\nin this direction by conceptualising university websites as a genre involving\n\nmultimodal discourses, and by exploring how international students are\n\nREpRESENTATioN oF iNTERNATioNAL STUdENTS oN AUSTRALiAN UNivERSiTy WEBSiTES\n\nIb\u00e9rica 37 (2019): 221-244 223\n\n09 IBERICA 37_Iberica 13 8/5/19 18:24 P\u00e1gina 223", "start_char_idx": 5067, "end_char_idx": 7990, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "5204a880-5804-426e-a3d4-e8ae6136d308": {"__data__": {"id_": "5204a880-5804-426e-a3d4-e8ae6136d308", "embedding": null, "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-116", "node_type": "4", "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "hash": "4d58aac6f88fd34ed894cd154e1dbd407dd59f675623a8a66066b506ee16171c", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "aea747c9-88c9-41bf-bf72-91c5b1c6799f", "node_type": "1", "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "hash": "9e6b9b671e0fe8defa5ed772f68b03b2ff8c4a07386c25ff2d8fcd9db87f5577", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "ac3da384-7bb9-48fa-baa6-fc43e77845f1", "node_type": "1", "metadata": {}, "hash": "4606ae8d508b746d0c74884c7ab4e443f5ec026d973f9deecc9af9e2d6e7a652", "class_name": "RelatedNodeInfo"}}, "text": "represented by Australian universities via their websites. it is guided by the\n\nfollowing two questions:\n\n1. how do Australian universities view international students as\n\nshown through the linguistic texts and other modalities on their\n\nuniversity website?\n\n2. To what extent have these universities demonstrated application of\n\nresearch insights into engaging international students on their\n\nwebsite?\n\nFindings from this research will contribute to multimodal discourse studies\n\nand international student education by generating insights into multimodal\n\nrepresentation of international students through the complex genre of\n\nuniversity websites.\n\n2. Literature review\n\nThe rapid development and widespread use of modern technology in\n\ncommercial and non-commercial sectors has prompted research that goes\n\nbeyond analysing language on its own to investigating language in\n\nconnection with other modalities such as images, sounds and spatial layout\n\nto entertain, engage and/or persuade target audiences. This is referred to as\n\nmultimodal discourse analysis (e.g., Kress & van Leeuwen, 2006). Similar to\n\nthe interest in meaning making in traditional \u201cmonomodal\u201d print texts,\n\nresearchers have been unveiling how multimodal texts make meaning. For\n\nexample, Bateman (2009, 2011, 2014) emphasises the importance of\n\nexploring how different modes of semiotics interplay to present meanings.\n\nWebsites as a multimodal genre are considerably different from print genres\n\nas information is no longer presented in a linear way, but is typically\n\nmodularised (Bezemer & Kress, 2016; Kress, 2015) and there are more\n\nconnections and reading pathways than in plain texts or other print genres\n\n(Askehave & Nielsen, 2005; hirsch & Jenstad, 2016). A critical slant in\n\nresearch on multimodal texts has also occurred to explore sociocultural\n\nfactors behind choices made in discourses (e.g., van Leeuwen, 2013, 2014).\n\nThere has been a call for merging parts of Systemic Functional Linguistics,\n\nmultimodal analysis and critical discourse analysis (Jancsary, h\u00f6llerer &\n\nMeyer, 2016; Machin, 2013).\n\nZUoChENg ZhANg & WENChAo TU\n\nIb\u00e9rica 37 (2019): 221-244224\n\n09 IBERICA 37_Iberica 13 8/5/19 18:24 P\u00e1gina 224", "start_char_idx": 7994, "end_char_idx": 10201, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "ac3da384-7bb9-48fa-baa6-fc43e77845f1": {"__data__": {"id_": "ac3da384-7bb9-48fa-baa6-fc43e77845f1", "embedding": null, "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-116", "node_type": "4", "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "hash": "4d58aac6f88fd34ed894cd154e1dbd407dd59f675623a8a66066b506ee16171c", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "5204a880-5804-426e-a3d4-e8ae6136d308", "node_type": "1", "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "hash": "db159586431734e3d79210bb13a8792f7a9b00e5af24d7ec6b8471696085e5ca", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "f7ea4318-adb4-40ee-a19a-5d8c9e926b71", "node_type": "1", "metadata": {}, "hash": "56d59e40a9cd4194acb0f41fc4bdc3c2af44ca84bed754ee0b455648cf1d0ae8", "class_name": "RelatedNodeInfo"}}, "text": "As an important component of the multimodal discourse studies landscape,\n\nresearch for university websites has generated useful insights into the\n\ndiscursive practices of universities by using internet technology. For\n\nexample, university websites in different cultural contexts are likely to differ\n\nin interesting ways. Through comparing two university homepages, Tsinghua\n\nUniversity\u2019s Chinese homepage and the National University of Singapore\u2019s\n\nEnglish homepage, Zhang and o\u2019halloran (2012) showed how the two\n\nuniversities employ multimodal resources to create a gateway for web users\n\nto access and browse the websites and project their university\u2019s identity.\n\nWhile Tsinghua University took a more university-centred position in\n\ndesigning its homepage, the National University of Singapore\u2019s website\n\nevolved to present more appealing images and highlight a more vibrant\n\ncommunity with the effect of looking more global, promotion-oriented than\n\nTsinghua University\u2019s homepage. \n\nimages are found to be an important semiotic resource in multimodal\n\ndiscourses. Kress and van Leeuwen (2006) demonstrate that analysing images\n\ncan help researchers to understand the interactive relationship between image\n\nproducer and the viewer of the images. They provide researchers powerful\n\ntools to identify interactive meanings in images. For example, the social\n\ndistance that the image producer wants to keep from the viewer can be\n\nassessed by analysing the proximity of shots such as close shot, medium shot,\n\nor long shot; the power relationship between the image producer and the\n\nviewer can be evaluated by examining the vertical angles of the images such as\n\nhigh angle, eye-level angle, or low angle; the extent to which the image viewer\n\nis designed to be involved with the represented participant(s) of the images\n\ncan be weighed by the horizontal angles of the images such as frontal angle\n\nand oblique angle; the way in which an image producer addresses the viewer(s)\n\ncan be evaluated by whether direct eye contact (gaze) is established in the\n\nimage that \u201cdemands\u201d a direct contact, or whether the image producer is just\n\nintending to \u201coffer\u201d information. Following this framework, harvey (2013)\n\nanalysed eight commercial hair-loss websites with the finding that the images\n\nof balding men were presented as \u201coffer\u201d pictures, and the images of hirsute\n\nmen were presented as \u201cdemanding\u201d images. Tu\u2019s (2016) analysis of 40\n\nChinese university introduction webpages showed that eye-level and low angle\n\nimages were presented far more than high angle images. The images of\n\nuniversity architecture which were taken and presented from a low angle made\n\nthe architecture appear more imposing and remarkable and the university\n\nauthoritative and noble. \n\nREpRESENTATioN oF iNTERNATioNAL STUdENTS oN AUSTRALiAN UNivERSiTy WEBSiTES\n\nIb\u00e9rica 37 (2019): 221-244 225\n\n09 IBERICA 37_Iberica 13 8/5/19 18:24 P\u00e1gina 225", "start_char_idx": 10205, "end_char_idx": 13141, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "f7ea4318-adb4-40ee-a19a-5d8c9e926b71": {"__data__": {"id_": "f7ea4318-adb4-40ee-a19a-5d8c9e926b71", "embedding": null, "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-116", "node_type": "4", "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "hash": "4d58aac6f88fd34ed894cd154e1dbd407dd59f675623a8a66066b506ee16171c", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "ac3da384-7bb9-48fa-baa6-fc43e77845f1", "node_type": "1", "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "hash": "22d55b8789a979c61f1ca7eed9e339618fbbc1d283be4eab4eee85629c44e455", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "0c9e9768-b857-4549-b53c-a0aeea7a4eac", "node_type": "1", "metadata": {}, "hash": "3351d9b03f2d31e0d5cbf55c4f22b8c9463cf741e480db12c943d92a051f557a", "class_name": "RelatedNodeInfo"}}, "text": "By its very nature, multimodal discourses presuppose the co-occurrence of\n\nmultiple semiotic resources (e.g., Zhang, 2015; Norris, 2007). The interplay\n\nbetween the modalities may take the form of enhancement,\n\ncomplementarity or contradiction (Xing, 2014). There are several interesting\n\nfindings concerning the interplay between modalities on university websites.\n\nTom\u00e1\u0161kov\u00e1\u2019s (2015) study of university homepages and prospective\n\nstudents\u2019 pages indicates that the visual resources presented on the webpages\n\ncorrelated with written texts and illustrated written messages. Tu\u2019s (2016)\n\nanalysis of university introduction webpages demonstrates the connection\n\nbetween the organisational structures of written texts, various modes of\n\nvisual design, evaluative meanings and interpersonal positioning in achieving\n\neach university\u2019s communication purposes and the cross-cultural adaptation\n\nnecessary to ensure the appropriate transmission of information to different\n\ntarget audiences.\n\nThese insights into the features of various modalities in multimodal texts\n\nand the interplay between them to express a range of social meanings are\n\nuseful for understanding the construction of international students through\n\nmultimodality. Research in Systemic Functional Linguistics is also relevant to\n\nthis end. Texts in discourse studies, in particular studies with a critical\n\norientation, are often treated as social practice which may be unpacked\n\nthrough linguistic analysis (Fairclough, 1992). Systemic Functional\n\nLinguistics provides the model of language and descriptive tools suitable for\n\nthis unpacking process (Eggins, 2004). For example, a human experience\n\nmay be construed as a material process, relational process, mental process,\n\nbehavioural process, verbal process or existential process where the humans,\n\nobjects, time, place and manner may be presented as actors or goals or\n\ncircumstances in the clause. The resultant clauses provide particular takes on\n\nthe same human experience to the reader. These clauses may take the form\n\nof a statement which offers information, or a question which invites a\n\nresponse, or an imperative which commands action. Clauses, and by\n\nextension texts, offer \u201creading positions\u201d (Kress, 1989: 37) readers/viewers\n\nare persuaded to take. These linguistic tools and perspectives are useful for\n\nstudying the representation of international students on university websites.\n\nFor example, examining what experiences are perceived for international\n\nstudents, what roles are assigned to them in the clauses, and how universities\n\nset up the interaction between them and international students through\n\nspeech functions in the webpage texts would help researchers to decipher the\n\nuniversity\u2019s approach to portraying international students. \n\nZUoChENg ZhANg & WENChAo TU\n\nIb\u00e9rica 37 (2019): 221-244226\n\n09 IBERICA 37_Iberica 13 8/5/19 18:24 P\u00e1gina 226", "start_char_idx": 13145, "end_char_idx": 16054, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "0c9e9768-b857-4549-b53c-a0aeea7a4eac": {"__data__": {"id_": "0c9e9768-b857-4549-b53c-a0aeea7a4eac", "embedding": null, "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-116", "node_type": "4", "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "hash": "4d58aac6f88fd34ed894cd154e1dbd407dd59f675623a8a66066b506ee16171c", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "f7ea4318-adb4-40ee-a19a-5d8c9e926b71", "node_type": "1", "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "hash": "9b4a19a6b851e334fbd92a1b4df183f418a0f2cbbe1e1100cfbd0a3ddc661b26", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "6f0d9f00-bdb3-4329-acb9-005f90d3351b", "node_type": "1", "metadata": {}, "hash": "db583b588c999a06c24951dd80f5c457caf7661de000ff091dbe81ea599a2229", "class_name": "RelatedNodeInfo"}}, "text": "it is useful to extend peirce\u2019s discussion of sign in terms of icon and index\n\nin understanding the relations between the different blocks or clusters of\n\ntexts on webpages. An icon mirrors the object that it denotes (e.g., a photo\n\nmirrors a specific person), while an index points to the object through\n\ninvoking the association that is established between itself and the object, for\n\nexample, smoke indexing fire (peirce, 1931-1958). When one linguistic or\n\nmultimodal text imparts the same message as another linguistic or\n\nmultimodal text in the same composition, for example, a webpage, the two\n\ntexts may be viewed as in an iconic relationship. An indexical relationship\n\nholds when association between the two texts needs to be actively worked\n\nout by invoking life experience or background knowledge of the viewer.\n\nSuch intertextual relationships are helpful for understanding the design of\n\ncompositional meaning on university websites to position international\n\nstudents in their reading/viewing.\n\n3. Methods\n\n3.1. Data collection\n\nof all 37 public universities in Australia, three were selected for this\n\npreliminary study, including one prestigious metropolitan university\n\n(hereinafter UA), one prestigious university in the nation\u2019s capital (hereinafter\n\nUB), and one reasonably well-known university located in the country\u2019s\n\nregional and rural area (hereinafter UC). in addition to the consideration of\n\nlocation and prestige, these three universities were selected due to their\n\nrespective initial feel, which is argued as an important factor in website\n\nanalysis (pauwels, 2012). For example, a first encounter with UB\u2019s website\n\nimpressed the authors as more academically oriented, efficient and\n\nfunctional, while UA appeared to be more dynamic, modern and less off-\n\nputting, and UC looked different from UA and UB, featuring more mature-\n\nlooking students and a somewhat cluttered webpage. The official websites of\n\nthe three universities were sourced for data in the analysis of their way of\n\nrepresenting international students.\n\nAs this research concerns the information on international students, the\n\nuniversity websites were browsed to locate such information, from the\n\nhomepage to the pages that were hyperlinked to the homepage to target at\n\ninternational students. This search led to the finding that there was a similar\n\nwebpage designated for international students on the websites of UA, UB\n\nREpRESENTATioN oF iNTERNATioNAL STUdENTS oN AUSTRALiAN UNivERSiTy WEBSiTES\n\nIb\u00e9rica 37 (2019): 221-244 227\n\n09 IBERICA 37_Iberica 13 8/5/19 18:24 P\u00e1gina 227\n\n\n\nand UC. The pathways leading from the homepages to the international\n\nstudent webpages, however, differed across the three universities. Table 1 is\n\na summary of the reading pathways leading from the homepage of each\n\nuniversity to its webpage designated for international students. We would\n\nrefrain from suggesting that these would be the reading pathways\n\ninternational students would actually follow in their browsing of the\n\nwebpages for relevant information given the possibly multiple starting and\n\nending points when viewing a multimodal text (Askehave & Nielsen, 2005;\n\nhirsch & Jenstad, 2016).\n\nAs Table 1 shows, each university provided three pathways destined for the\n\nwebpage for international students. one common pathway started from the\n\n\u201cStudy\u201d menu on each university\u2019s homepage. UA and UB also had a\n\npathway leading from the \u201cCurrent students\u201d menu and \u201cAdmissions\u201d menu\n\non their homepage respectively to the international student webpage. it is\n\ninteresting to note that for UB and UC, each had a separate sub-block for\n\ninternational students in the middle block of its homepage. The sub-block\n\nfor international students at UC\u2019s homepage was located along with three\n\nuniversity functions such as student accommodation, research and study\n\nmode. UB\u2019s webpage featuring various study information listed international\n\nstudents among \u201cUndergraduate students\u201d, \u201cpostgraduate students\u201d,\n\n\u201cpostgrad research students\u201d, \u201cparents & guardians\u201d, \u201cCareer advisors\u201d and\n\n\u201cAgents representatives\u201d. The significance of these features to international\n\nstudent representation will be discussed in Section 4.", "start_char_idx": 16058, "end_char_idx": 20279, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "6f0d9f00-bdb3-4329-acb9-005f90d3351b": {"__data__": {"id_": "6f0d9f00-bdb3-4329-acb9-005f90d3351b", "embedding": null, "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-116", "node_type": "4", "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "hash": "4d58aac6f88fd34ed894cd154e1dbd407dd59f675623a8a66066b506ee16171c", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "0c9e9768-b857-4549-b53c-a0aeea7a4eac", "node_type": "1", "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "hash": "f14e15b1075b27c395d7c5a111b23f93320c6e54ddd7a4d2f23aaaba0a9adae5", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "691f9a81-3b46-450a-a709-54a89117cd0b", "node_type": "1", "metadata": {}, "hash": "e6ba4ff9fc3919d83a6398aa366fc24077da609c6fea53bde5809cf2d8f5d384", "class_name": "RelatedNodeInfo"}}, "text": "The significance of these features to international\n\nstudent representation will be discussed in Section 4.\n\nAs each university had more than one webpage directed to international\n\nstudents, only the webpage that was directly hyperlinked from the homepage\u2019s\n\nZUoChENg ZhANg & WENChAo TU\n\nIb\u00e9rica 37 (2019): 221-244228\n\nREPRESENTATION OF INTERNATIONAL STUDENTS AT AUSTRALIAN UNIVERSITY WEBSITES \n\nIb\u00e9rica xx (xxxx): \u2026-\u2026 \n\nUniversities Reading pathways \nUA \u2022! Homepage^Study(top menu)^Admissions^Why study in Australia \n\n\u2022! Homepage^Current students(top menu)^Administration^International \nstudents^Support for international students* \n\n\u2022! Homepage^Study(top menu)^Admissions^Academic support^Support \nfor international students** \n\nUB \u2022! Homepage^Study(top menu)^Information for international students \n\u2022! Middle block of the homepage with a sub-block for international \n\nstudents^ Information for international students \n\u2022! Homepage^Admission(bottom menu)^International^Information for \n\ninternational students \nUC \u2022! Homepage^Study(top menu)^International \n\n\u2022! Middle of the homepage with a block for international students^ \nInternational \n\n\u2022! Homepage^Study(bottom menu)^International \n\nTable 1. Summary of reading pathways for UA, UB and UC.1 \n\nAs Table 1 shows, each university provided three pathways destined for the \nwebpage for international students. One common pathway started from the \n\u201cStudy\u201d menu on each university\u2019s homepage. UA and UB also had a pathway \nleading from the \u201cCurrent students\u201d menu and \u201cAdmissions\u201d menu on their \nhomepage respectively to the international student webpage. It is interesting to \nnote that for UB and UC, each had a separate sub-block for international students \nin the middle block of its homepage. The sub-block for international students at \nUC\u2019s homepage was located along with three university functions such as \nstudent accommodation, research and study mode. UB\u2019s webpage featuring \nvarious study information listed international students among Undergraduate \nstudents, Postgraduate students, Postgrad research students, Parents & guardians, \nCareer advisors and Agents representatives. The significance of these features to \ninternational student representation will be discussed in Section 4. \n\nAs each university had more than one webpage directed to international students, \nonly the webpage that was directly hyperlinked from the homepage\u2019s \u201cStudy\u201d \nmenu was selected in this research to facilitate across-case comparison. For UA, \nthis page included a big photo taken from the university building looking onto \nthe CBD which was placed at the top of the page, followed by a tripartite layout: \nA list of menus along with hyperlinks such as \u201cInternational student stories\u201d, \n\u201cOur ties with your region\u201d and \u201cContact our regional experts\u201d on the left-hand \nside, a series of multimodal text blocks in the middle explaining \u201cWhy study in \nAustralia?\u201d, and news about the university\u2019s external ranking, hyperlinks to \nvarious support available to international students and student stories on the \nright-hand side. The middle column had, from top to bottom, a linguistic text \nblock introducing benefits to studying in Australia, a video depicting the natural \nscenery of the university campus and various activities for university students \nincluding a graduation ceremony and celebration, the specific reasons for \nchoosing to study in Australia, and a video showing the application procedures. \nThe bottom of the whole webpage included three related articles, which were \n\n09 IBERICA 37_Iberica 13 8/5/19 18:24 P\u00e1gina 228", "start_char_idx": 20171, "end_char_idx": 23756, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "691f9a81-3b46-450a-a709-54a89117cd0b": {"__data__": {"id_": "691f9a81-3b46-450a-a709-54a89117cd0b", "embedding": null, "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-116", "node_type": "4", "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "hash": "4d58aac6f88fd34ed894cd154e1dbd407dd59f675623a8a66066b506ee16171c", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "6f0d9f00-bdb3-4329-acb9-005f90d3351b", "node_type": "1", "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "hash": "cdb2b4beebcace33e64a256cf1e4753d8dde89923e194fbff72ffd7ef3b52318", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "940a2c56-7cbc-41cc-8fa4-e4c287315327", "node_type": "1", "metadata": {}, "hash": "2021fdcdd9150085392c050c070f5724eca090094d2784961819dbd3940c39f2", "class_name": "RelatedNodeInfo"}}, "text": "\u201cStudy\u201d menu was selected in this research to facilitate across-case\n\ncomparison. For UA, this page included a big photo taken from the university\n\nbuilding looking onto the CBd which was placed at the top of the page,\n\nfollowed by a tripartite layout: A list of menus along with hyperlinks such as\n\n\u201cinternational student stories\u201d, \u201cour ties with your region\u201d and \u201cContact our\n\nregional experts\u201d on the left-hand side, a series of multimodal text blocks in\n\nthe middle explaining \u201cWhy study in Australia?\u201d, and news about the\n\nuniversity\u2019s external ranking, hyperlinks to various support available to\n\ninternational students and student stories on the right-hand side. The middle\n\ncolumn had, from top to bottom, a linguistic text block introducing benefits\n\nto studying in Australia, a video depicting the natural scenery of the university\n\ncampus and various activities for university students including a graduation\n\nceremony and celebration, the specific reasons for choosing to study in\n\nAustralia, and a video showing the application procedures. The bottom of the\n\nwhole webpage included three related articles, which were three blocks of\n\nmultimodal texts about dealing with homesickness, essential learning at\n\nuniversity and making friends at university. \n\nUB\u2019s webpage for international students was composed of a multimodal text\n\nblock at the top, inviting viewers to learn about applying to study at UB,\n\nfollowed by nine multimodal text blocks including rationale for choosing UB,\n\nvarious programmes, entry requirements, application procedures, financial\n\nsupport information, alternative pathways, agent and representative,\n\npublications and guides for international students and student visa\n\nrequirements. The bottom section of the webpage provided hyperlinks to\n\nrelated websites in ten foreign languages in both English and the foreign\n\nlanguage script in addition to contact information. \n\nUC\u2019s designated webpage for international students had the title\n\n\u201cinternational\u201d which was followed by a multimodal text block featuring a\n\nchat facility for international students and a male in medium shot smiling\n\nbrightly at the viewer. Below this text block were 12 self-contained text-\n\nimage sub-blocks, four in a row and three rows in total. The sub-blocks\n\nprovided information on application, choices of available academic\n\nprogrammes, research, financial matters, social networks for international\n\nstudents, opportunities for mobility experiences, agents of the university,\n\nsources of information for international students, English language support,\n\nservices the university provides for international students, policies and rules\n\nthe university complies with in its business operations, and contact\n\ninformation on international staff. \n\nREpRESENTATioN oF iNTERNATioNAL STUdENTS oN AUSTRALiAN UNivERSiTy WEBSiTES\n\nIb\u00e9rica 37 (2019): 221-244 229\n\n09 IBERICA 37_Iberica 13 8/5/19 18:24 P\u00e1gina 229", "start_char_idx": 23760, "end_char_idx": 26694, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "940a2c56-7cbc-41cc-8fa4-e4c287315327": {"__data__": {"id_": "940a2c56-7cbc-41cc-8fa4-e4c287315327", "embedding": null, "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-116", "node_type": "4", "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "hash": "4d58aac6f88fd34ed894cd154e1dbd407dd59f675623a8a66066b506ee16171c", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "691f9a81-3b46-450a-a709-54a89117cd0b", "node_type": "1", "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "hash": "b7cec38e74033691f8066a49979f20bd7bfd15e004af996016ddc86c6277b1b3", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "aa3247df-270c-40f9-ac3b-a16ca3b556b6", "node_type": "1", "metadata": {}, "hash": "da569eb68f4ff11ecbabf3555f793f41e0440d80cdca7167db89e0e66778d3ca", "class_name": "RelatedNodeInfo"}}, "text": "All the webpages described above were captured through the Uniform\n\nResource Locator on 13 June 2018 and stored in the computer for close\n\ncoding and analysis.\n\n3.2. Data processing\n\nThe two authors organised themselves to view and code the captured\n\nwebpages at the same time and communicate their viewing via WeChat (a\n\nmobile app enabling sharing viewing and oral interaction). The coding\n\nfocused on the representation of international students in light of their\n\n\u201croles\u201d in clauses, the \u201cspeech functions\u201d of the clauses and the \u201cuse of\n\nimages\u201d to create the dyad between the university and international students\n\nand the interplay between texts. \n\nThe coding of the linguistic texts in relation to participant roles in clauses\n\nand speech functions was informed by halliday\u2019s (1994) Functional\n\ngrammar. Clauses were identified from the webpage text and the process\n\ntype each clause exemplifies was determined, i.e., whether the clause was a\n\nmaterial, relational, mental, verbal, behavioural or existential process. The\n\nfocus was on the \u201crole\u201d international students and the university under\n\nquestion were assigned in each clause, i.e., as actor, carrier, senser, sayer,\n\nbehaver, existent, or goal, beneficiary, phenomenon, recipient, verbiage, or\n\ncircumstances. The \u201cspeech function\u201d of each clause was also determined,\n\ni.e., as a statement, a question or imperative. These results indicate how each\n\nuniversity portrayed international students by presenting their activities, their\n\nroles in the activities and the interactional relationship between the university\n\nand the students in the activities. \n\nThe \u201canalysis of the images\u201d in this study focused on how the universities\n\nposition their webpage viewers from four dimensions: \u201cSocial distance\u201d,\n\n\u201cpower relationship\u201d, \u201clevel of involvement\u201d, and \u201cvisual address\u201d.\n\nFollowing Tom\u00e1\u0161kov\u00e1 (2015) and Zhang and o\u2019halloran (2012, 2013), we\n\nput the images into two groups: \u201cpersonal images\u201d (which feature people or\n\ncontain people as part of the image) and \u201cnon-personal images\u201d (which are\n\nimages without people present) in order to investigate the university\u2019s\n\napproach to constructing social distance with the viewer. We also coded the\n\nvisual power established by the university in relation to its webpage viewers\n\nby examining the \u201cangles of the images\u201d, that is, the angle from which a\n\nphoto is taken or a picture is composed visually, or in other words, the angle\n\nfrom which viewers are invited to view the image. The angles of images\n\nZUoChENg ZhANg & WENChAo TU\n\nIb\u00e9rica 37 (2019): 221-244230\n\n09 IBERICA 37_Iberica 13 8/5/19 18:24 P\u00e1gina 230", "start_char_idx": 26698, "end_char_idx": 29334, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "aa3247df-270c-40f9-ac3b-a16ca3b556b6": {"__data__": {"id_": "aa3247df-270c-40f9-ac3b-a16ca3b556b6", "embedding": null, "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-116", "node_type": "4", "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "hash": "4d58aac6f88fd34ed894cd154e1dbd407dd59f675623a8a66066b506ee16171c", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "940a2c56-7cbc-41cc-8fa4-e4c287315327", "node_type": "1", "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "hash": "86cde9c1d7fbd6d584328b62260fbc088d78b67e9b8f7c3721f5eff5494cf729", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "c772bca0-d6b9-4d07-959f-971f8c038b69", "node_type": "1", "metadata": {}, "hash": "8e9ddc8fa0897c92d1d389e332e0e861d6ce37424713f03676f6a7b59876842e", "class_name": "RelatedNodeInfo"}}, "text": "imply a situation of visual power (Feng, 2011) and reveal how the universities\n\nposition themselves in relation to international students. in addition, we\n\ncoded the way universities visually address the webpage viewers according to\n\nwhether the eye-contact between represented participants and viewers is\n\ndirect, which addresses the viewer as \u201cyou\u201d and demands a response or\n\naction, or indirect, which does not require strong viewer involvement (Kress\n\n& van Leeuwen, 2006). \n\nWe also attended to the \u201ccompositional meaning\u201d. Each text block was\n\nrelated to other text blocks on the same webpage to help understand the\n\nconstruction of the interplay between the text blocks, including between\n\nlinguistic texts and other linguistic texts and between linguistic texts and\n\nmultimodal texts. For example, on UA\u2019s \u201cAdmissions\u201d webpage, there were\n\ntwo linguistic text blocks (linguistic captions under their images)\n\n[UA] has been ranked in the top 50 universities in the world for the\n\n14th year in a row.\n\n[UA] has been ranked number one in Australia and 28 globally in the\n\nnew Thomson Reuters\u2019 innovation ranking \u2013 \u2018Top 75: Asia\u2019s Most\n\ninnovative Universities\u2019.\n\nwhich were placed in the third column to the right of the following linguistic\n\ntext, located in the middle column of the webpage:\n\ndeciding to study in Australia secures you a globally recognised\n\neducation, access to world-class facilities, and memorable student\n\nexperiences\n\nClearly, the first two texts are in an evidence-claim relationship with the third\n\ntext: The externally assigned ranking of UA supports the claims UA makes\n\nabout its quality education, superb facilities and student experiences. it is also\n\nmore or less an iconic relationship as the claim text (third text) is mirrored\n\nin the evidence texts (first two texts) and would require little effort to\n\nassociate one with the other.\n\n3.3. Inter-rater reliability and trustworthiness of the study\n\nQualitative research is often judged for its trustworthiness and reliability\n\n(Bryman, 2012). The two authors coded the collected webpages\n\nindependently and then compared their coding through telephone or\n\nREpRESENTATioN oF iNTERNATioNAL STUdENTS oN AUSTRALiAN UNivERSiTy WEBSiTES\n\nIb\u00e9rica 37 (2019): 221-244 231\n\n09 IBERICA 37_Iberica 13 8/5/19 18:24 P\u00e1gina 231", "start_char_idx": 29338, "end_char_idx": 31648, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "c772bca0-d6b9-4d07-959f-971f8c038b69": {"__data__": {"id_": "c772bca0-d6b9-4d07-959f-971f8c038b69", "embedding": null, "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-116", "node_type": "4", "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "hash": "4d58aac6f88fd34ed894cd154e1dbd407dd59f675623a8a66066b506ee16171c", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "aa3247df-270c-40f9-ac3b-a16ca3b556b6", "node_type": "1", "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "hash": "8b37920ba09662db403a1106e4f675a5c6fe110a0e863d032ba4349520315cca", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "60ce766b-494e-4e74-abb0-86c85abfbf42", "node_type": "1", "metadata": {}, "hash": "18d8287a8c015770fbc8d1b129341989d11a298edbf43d1b0907b7717e3b96a7", "class_name": "RelatedNodeInfo"}}, "text": "WeChat until they agreed on the results of coding and analysis. This process\n\nof securing inter-rater reliability assisted in achieving reliability for this study.\n\nWe also made the data collection and processing procedures explicit to make\n\nthe results verifiable and thus to reach a substantial trustworthiness in our\n\nresearch. The next section reports on the results of the analysis. For the sake\n\nof anonymity and copyright concerns, no image captured from the\n\nuniversity websites will be reproduced in this article. What there is in the\n\noriginal image is described in considerable detail to facilitate understanding\n\nfor readers of this article.\n\n4. Results and discussion\n\nThis section reports the results of the data analysis and relates them, where\n\nappropriate, to theoretical discussions and practical issues in international\n\nstudent education.\n\n4.1. Categorisation of international students\n\nThe analysis of the presentation of international students on the reading\n\npathways on the websites of UA, UB and UC indicates that international\n\nstudents were categorised differently across the universities. All three\n\nuniversities had a designated international student webpage and\n\nunsurprisingly, this designated webpage was among the series of hyperlinks\n\nstarting from the \u201cStudy\u201d menu on the university\u2019s homepage. As studying is\n\nthe main business of students at universities, it would be normal to have\n\ninternational students channelled through the Study reading pathway. What\n\nwas intriguing in the analysis of the presentation of international students is\n\nthe way they were channelled in other ways and signposted on the webpages.\n\nFor example, UA had two other reading pathways, including through the\n\n\u201cCurrent students\u201d menu and \u201cAdmissions\u201d menu. it seems that\n\ninternational students were just another group of subjects to be managed\n\nthrough the university\u2019s administration or admissions procedures. UB had its\n\nlink to the designated international student webpage conspicuously\n\nsignposted on its homepage. international students were also listed along\n\nwith other student or people groups as if for UB, international students were\n\ndifferent types of students or people from the other groups at the university.\n\nSimilar to UB, UC had its designated international student webpage\n\nconspicuously signposted on its homepage and straightforwardly\n\nZUoChENg ZhANg & WENChAo TU\n\nIb\u00e9rica 37 (2019): 221-244232\n\n09 IBERICA 37_Iberica 13 8/5/19 18:24 P\u00e1gina 232", "start_char_idx": 31652, "end_char_idx": 34152, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "60ce766b-494e-4e74-abb0-86c85abfbf42": {"__data__": {"id_": "60ce766b-494e-4e74-abb0-86c85abfbf42", "embedding": null, "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-116", "node_type": "4", "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "hash": "4d58aac6f88fd34ed894cd154e1dbd407dd59f675623a8a66066b506ee16171c", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "c772bca0-d6b9-4d07-959f-971f8c038b69", "node_type": "1", "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "hash": "11557bf4c07248572fcfe5406e2370c9a659ae2b4e01c8af0e1f1c751d5e8413", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "6a4b5ac8-3437-4d89-bba8-91b084675972", "node_type": "1", "metadata": {}, "hash": "5b112691753adbc41abf217132f4a268cac32735552ad7311b3ad7316654ed95", "class_name": "RelatedNodeInfo"}}, "text": "hyperlinked. UC also put the link to its international student webpage among\n\nthe links to university functions. international students appear to be the \u2018odd\n\nman in\u2019 at UC as the other three links were not groupings of students or\n\nuniversity personnel. When the channelling and juxtaposition practices were\n\nconsidered together and across UA, UB and UC, it led to the argument that\n\ninternational students are represented in three distinct ways. given UA\u2019s deep\n\nembedding of international students in its operational procedures, the\n\nuniversity seems to treat international students as undifferentiable and\n\nweaves them seamlessly into the university fabric. For UB, international\n\nstudents make a patch that is added to the university fabric, while at UC,\n\ninternational students, in the form of a patch, do not seem to find an easy\n\nfit in the university fabric. international students thus appear to be an\n\nambivalent group, similar to other groups on campus (e.g., domestic\n\nstudents) but also different enough to be given an umbrella sub-heading on\n\nits own. UA, UB and UC seem to be aware of the diversity of their student\n\npopulation, and were responding to it, knowingly or unknowingly, by\n\napplying different \u201cgrids of specification\u201d (Foucault, 1972: 19): diversity is\n\nacknowledged and represented in a matter-of-fact manner, as in UB and UC,\n\nand backgrounded, not to be represented as salient, as in UA. These different\n\napproaches may be a reflection of the difficulty in discussions of diversity: a\n\ncolourful stance where differences are noted and a colour-blind stance where\n\ndifferences are viewed as invisible or non-existent (e.g., Stevens, plaut &\n\nSanchez-Burks, 2008). UA\u2019s approach would have the danger of overlooking\n\ninternational students\u2019 unique needs. The approach taken by UB and UC, on\n\nthe other hand, may run the risk of continuing the othering of international\n\nstudents.\n\nThere have been several concepts developed to manage diversity, including\n\nequity and inclusivity. inclusivity in education is associated with equal access\n\nto opportunity and participation and equitable outcomes for students (e.g.,\n\nhyde, 2017). Understandings of diversity and inclusivity seem to be\n\nundergoing a change from the universalist perspective and business model\n\non diversity towards a diversity leveraging perspective, at least in the\n\ncommercial sector (e.g., Wallace, hoover & pepper, 2014). There seems to\n\nbe a similar change in current research in international student education.\n\nEngagement, as understood to mean catering to international students\u2019\n\nneeds such as their English language needs, integrating with domestic\n\nstudents, participating in academic practices in the classroom and achieving\n\npersonal growth (Kettle, 2017), would be a way of diversity management\n\nREpRESENTATioN oF iNTERNATioNAL STUdENTS oN AUSTRALiAN UNivERSiTy WEBSiTES\n\nIb\u00e9rica 37 (2019): 221-244 233\n\n09 IBERICA 37_Iberica 13 8/5/19 18:24 P\u00e1gina 233", "start_char_idx": 34156, "end_char_idx": 37132, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "6a4b5ac8-3437-4d89-bba8-91b084675972": {"__data__": {"id_": "6a4b5ac8-3437-4d89-bba8-91b084675972", "embedding": null, "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-116", "node_type": "4", "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "hash": "4d58aac6f88fd34ed894cd154e1dbd407dd59f675623a8a66066b506ee16171c", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "60ce766b-494e-4e74-abb0-86c85abfbf42", "node_type": "1", "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "hash": "69969ae7fa6f9144f61be53e1312b2c14110179b2451598cabaaf9e5d7ca98e2", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "993705ac-a770-4bcd-b113-73b9891ca3f8", "node_type": "1", "metadata": {}, "hash": "c94406cbe4f0941fe0f769bafd6e22f2de66aeb7ce942793526e63bd16140f53", "class_name": "RelatedNodeInfo"}}, "text": "which contributes to the drive for internationalisation of education at\n\nAustralian universities with a view to integrating their student groups to\n\nenrich learning experiences for all (Arkoudis et al., 2012). in this light, it\n\nwould be less productive to avoid viewing international students as a distinct\n\ngroup, or being \u201cinternational student-blind\u201d by treating them as a group\n\n\u201cequal\u201d to dominant groups on campus. it would be more productive to\n\nexplore ways of representing them along with domestic students in both\n\nacademic studies and personal growth to achieve the outcome of\n\ntransformation for both.\n\n4.2. Role assignment for international students in class\n\ninternational students were assigned a variety of roles in the clauses of the\n\nwebpage texts that target them. Table 2 summarises the represented roles of\n\ninternational students in the material, mental, relational and verbal processes\n\nidentified in the data. it is clear that international students were represented\n\nas participating in a range of experiences at university and more importantly\n\nwere assigned agentive roles in a sizable number of clauses as the actor,\n\nsenser, carrier and sayer in the processes. UA appears to be the most\n\ngenerous in assigning the agentive roles to its prospective international\n\nstudents, seconded by UB. UC seems to assign the least opportunities to its\n\nprospective international students to initiate an experience.\n\n4.3. Dyads between the university and international students through\n\nspeech functions and images\n\nThe tasks involved in application and admission of international students create\n\na dyad between universities and international students. The three universities\n\nZUoChENg ZhANg & WENChAo TU\n\nIb\u00e9rica 37 (2019): 221-244234\n\nZUOCHENG ZHANG & WENCHAO TU \n\nIb\u00e9rica xx (xxxx): \u2026-\u2026 \n\n4.2. Role assignment for international students in class \nInternational students were assigned a variety of roles in the clauses of the \nwebpage texts that target them. Table 2 summarises the represented roles of \ninternational students in the material, mental , relational and verbal processes \nidentified in the data. It is clear that international students were represented as \nparticipating in a range of experiences at university and more importantly were \nassigned agentive roles in a sizable number of clauses as the actor, senser, carrier \nand sayer in the processes. UA appears to be the most generous in assigning the \nagentive roles to its prospective international students, seconded by UB. UC \nseems to assign the least opportunities to its prospective international students to \ninitiate an experience. \n\nName of university UA UB UC \nNumber of text blocks 11 12 14 \n\nNumber of clauses 72 28 31 \nInternational student vs. uni. as \u201cactor\u201d in \n\nmaterial process \n17/5 6/4 4/6 \n\nInternational student vs. uni. as \u201csenser\u201d in \nmental process \n\n10/1 10/1 3/0 \n\nInternational student vs. uni. as \u201ccarrier\u201d in \nrelational process \n\n6/4 1/0 0/3 \n\nInternational student vs. uni. as \u201csayer\u201d in \nverbal process \n\n2/4 4/0 3/1 \n\nInternational student vs. uni. as \n\u201ccircumstance\u201d, \u201cgoal\u201d, \u201cbeneficiary\u201d or in \n\n\u201cno explicit role\u201d in the clause \n\n37/58 7/23 21/21 \n\nTable 2. Representation of international student versus the university in the clauses.2 \n\n4.3. Dyads between the university and international students through \nspeech functions and images \nThe tasks involved in application and admission of international students create a \ndyad between universities and international students. The three universities \nconstructed different dynamics of the dyad, which can be attested by the speech \nfunctions and the images deployed on the webpages. The linguistic texts were \nfound to include statements, questions and imperatives that indicate the \ninterpersonal relationship the universities were constructing with their \nprospective international students. Table 3 is a summary of the analysis of \nspeech functions of the clauses on the webpages of UA, UB and UC. \n\nTable 3. Summary of speech function of clauses for UA, UB and UC. \n\n09 IBERICA 37_Iberica 13 8/5/19 18:24 P\u00e1gina 234", "start_char_idx": 37136, "end_char_idx": 41240, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "993705ac-a770-4bcd-b113-73b9891ca3f8": {"__data__": {"id_": "993705ac-a770-4bcd-b113-73b9891ca3f8", "embedding": null, "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-116", "node_type": "4", "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "hash": "4d58aac6f88fd34ed894cd154e1dbd407dd59f675623a8a66066b506ee16171c", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "6a4b5ac8-3437-4d89-bba8-91b084675972", "node_type": "1", "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "hash": "be0bbc4bd423a011f3bbfe08ea7cde76959d7cd9a488d833e0130de1476509b0", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "06322eb1-0924-46ef-94a6-9e8133540203", "node_type": "1", "metadata": {}, "hash": "1242b38225ef54d61cb323a609aafca05e0aca1d7e5c6813ee6126e936fce862", "class_name": "RelatedNodeInfo"}}, "text": "constructed different dynamics of the dyad, which can be attested by the\n\nspeech functions and the images deployed on the webpages. The linguistic texts\n\nwere found to include statements, questions and imperatives that indicate the\n\ninterpersonal relationship the universities were constructing with their\n\nprospective international students. Table 3 is a summary of the analysis of\n\nspeech functions of the clauses on the webpages of UA, UB and UC.\n\nWhat can be seen in Table 3 is that the largest number of clauses goes to\n\nstatements for UA and UC while UB tends to have a much higher number\n\nof imperatives in its webpage text. As statements offer information, while\n\nquestions and imperatives command response or action, the three\n\nuniversities seem to hail their (prospective) international students differently:\n\nAs \u201cpatient provider of information\u201d, for UA and UC, and \u201ckeen recruiter\u201d\n\nfor UB. in marketing terms, UA and UC adopted the \u201csoft sell\u201d approach by\n\noffering information for informed decision on the part of the\n\nviewer/prospective international students who were enticed to seek\n\nmembership, whereas UB opted for the \u201chard sell\u201d approach by\n\ncommanding their viewer to act and respond. \n\nimages and other modalities contribute to the different dyads that were\n\nidentified through the linguistic text analysis. Table 4 provides the summary\n\nof the analysis of the images from social distance, visual power, visual\n\naddress and involvement to show how the three universities constructed an\n\ninterpersonal relationship with their international students.\n\nTable 4 shows that compared with non-personal images, personal images\n\nwere preferred by the universities on their webpages. UB, particularly, chose\n\nto present only personal images. it should be added that the participants\n\nrepresented in these personal images appear to be university students of\n\ndifferent ethnic backgrounds. According to Tom\u00e1\u0161kov\u00e1 (2015) and Zhang\n\nand o\u2019halloran (2012, 2013), presenting the image of students on the\n\nwebpage creates a more emotional sense of the university: welcoming,\n\nmulticultural and inviting to potential students.\n\nREpRESENTATioN oF iNTERNATioNAL STUdENTS oN AUSTRALiAN UNivERSiTy WEBSiTES\n\nIb\u00e9rica 37 (2019): 221-244 235\n\nZUOCHENG ZHANG & WENCHAO TU \n\nIb\u00e9rica xx (xxxx): \u2026-\u2026 \n\n4.2. Role assignment for international students in class \nInternational students were assigned a variety of roles in the clauses of the \nwebpage texts that target them. Table 2 summarises the represented roles of \ninternational students in the material, mental , relational and verbal processes \nidentified in the data. It is clear that international students were represented as \nparticipating in a range of experiences at university and more importantly were \nassigned agentive roles in a sizable number of clauses as the actor, senser, carrier \nand sayer in the processes. UA appears to be the most generous in assigning the \nagentive roles to its prospective international students, seconded by UB. UC \nseems to assign the least opportunities to its prospective international students to \ninitiate an experience. \n\nTable 2. Representation of international student versus the university in the clauses.2 \n\n4.3. Dyads between the university and international students through \nspeech functions and images \nThe tasks involved in application and admission of international students create a \ndyad between universities and international students. The three universities \nconstructed different dynamics of the dyad, which can be attested by the speech \nfunctions and the images deployed on the webpages. The linguistic texts were \nfound to include statements, questions and imperatives that indicate the \ninterpersonal relationship the universities were constructing with their \nprospective international students. Table 3 is a summary of the analysis of \nspeech functions of the clauses on the webpages of UA, UB and UC. \n\nName of university UA UB UC \nNumber of statements 64 13 26 \nNumber of questions 5 1 1 \n\nNumber of imperatives 3 14 4 \n\nTable 3. Summary of speech function of clauses for UA, UB and UC. \n\n09 IBERICA 37_Iberica 13 8/5/19 18:24 P\u00e1gina 235\n\n\n\nRegarding the proximity of the shot of the images, UB and UC presented\n\nmore close shots of images, which establish a more personal space between\n\nthe university and its viewers.", "start_char_idx": 41244, "end_char_idx": 45599, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "06322eb1-0924-46ef-94a6-9e8133540203": {"__data__": {"id_": "06322eb1-0924-46ef-94a6-9e8133540203", "embedding": null, "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-116", "node_type": "4", "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "hash": "4d58aac6f88fd34ed894cd154e1dbd407dd59f675623a8a66066b506ee16171c", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "993705ac-a770-4bcd-b113-73b9891ca3f8", "node_type": "1", "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "hash": "65f3c31706399e8aa393227f78d0413fd451fa06c235dd35d28f6fa70f6504b2", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "367b3b57-b51b-4e7c-a8ab-14eda34f4b07", "node_type": "1", "metadata": {}, "hash": "f0446b417e6379c43cb21a92b2d2f4352e2f4033672b394b1c3072e8f7cd429e", "class_name": "RelatedNodeInfo"}}, "text": "in contrast, UA seems to keep a certain\n\ndistance through its lower use of close shots (Another reason could be that\n\nUA\u2019s webpage did not have as many images as on UB\u2019s and UC\u2019s webpage).\n\nThis result seems to align with that from the analysis of the \u201cfrontal\u201d versus\n\n\u201coblique\u201d angles of images. While UA\u2019s and UC\u2019s webpages were mostly of\n\nimages taken from an oblique angle, more than half of the images shown on\n\nUB\u2019s international student webpage were taken from a frontal angle.\n\nFollowing Kress and van Leeuwen (2006), UA and UC gave the impression\n\nof keeping a certain distance and being detached from the participants\n\nrepresented in the images, whereas UB seems to be more involved with their\n\nparticipants. \n\nThe images of the three universities were taken predominantly at eye-level,\n\nwith only a small number of high angle images and occasional low angle\n\nimages. What this shows is that all three universities seem to be trying to\n\nbuild an equal relationship with international students and even allowing a\n\nslightly more powerful position to them than to the universities themselves\n\n(Feng, 2011; Kress & van Leeuwen, 2006).\n\nConcerning visual address, UA and UC images stood out for their absence\n\nof gaze , while UB made more use of gaze in its images, with nearly half of\n\nthem having the represented participants looking directly at viewers, as if\n\ninviting or even demanding a personal contact and involvement.\n\nTables 3 and 4 show the workings of modalities in their own terms. When\n\nthe two tables are read together, two findings can be generated. First, the\n\nZUoChENg ZhANg & WENChAo TU\n\nIb\u00e9rica 37 (2019): 221-244236\n\nREPRESENTATION OF INTERNATIONAL STUDENTS AT AUSTRALIAN UNIVERSITY WEBSITES \n\nIb\u00e9rica xx (xxxx): \u2026-\u2026 \n\nWhat can be seen in Table 3 is that the largest number of clauses goes to \nstatements for UA and UC while UB tends to have a much higher number of \nimperatives in its webpage text. As statements offer information, while questions \nand imperatives command response or action, the three universities seem to hail \ntheir (prospective) international students differently: As \u201cpatient provider of \ninformation\u201d, for UA and UC, and \u201ckeen recruiter\u201d for UB. In marketing terms, \nUA and UC adopted the \u2018soft sell\u2019 approach by offering information for \ninformed decision on the part of the viewer/prospective international students \nwho were enticed to seek membership, whereas UB opted for the \u201chard sell\u201d \napproach by commanding their viewer to act and respond. \n\nImages and other modalities contribute to the different dyads that were identified \nthrough the linguistic text analysis. Table 4 provides the summary of the analysis \nof the images from social distance, visual power, visual address and involvement \nto show how the three universities constructed an interpersonal relationship with \ntheir international students.", "start_char_idx": 45600, "end_char_idx": 48479, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "367b3b57-b51b-4e7c-a8ab-14eda34f4b07": {"__data__": {"id_": "367b3b57-b51b-4e7c-a8ab-14eda34f4b07", "embedding": null, "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-116", "node_type": "4", "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "hash": "4d58aac6f88fd34ed894cd154e1dbd407dd59f675623a8a66066b506ee16171c", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "06322eb1-0924-46ef-94a6-9e8133540203", "node_type": "1", "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "hash": "cec652d18b40935ecbdf0487b0e150f82dfd34ed2f92eac7ed9aa6774ab56946", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "f5ff9b48-5244-410f-8f10-fe4d0dc66575", "node_type": "1", "metadata": {}, "hash": "18e6b05b918537ec9b9d227f3287b6f30d7438337aa8badd03874c77e7ac0a16", "class_name": "RelatedNodeInfo"}}, "text": "Categories of \ninterpersonal \n\nmeanings \n\nFeatures displayed in the images Meanings made through \nthe deployment of \n\nfeatures \nSocial distance personal (UA--7/9; UB--9/9; UC--10/14) \n\nnon-personal (UA--2/9; UB--0/9; UC--4/14) \npersonal & emotional \n\nimpersonal \nSocial distance close shot (UA--1/9; UB--4/9; UC--6/14) \n\nmedium shot (UA--5/9; UB--4/9; UC--5/14) \nlong shot (UA--3/9; UB--1/9; UC--3/14) \n\npersonal/intimate \nsocial \n\nimpersonal \nVisual power high angle (UA--3/9; UB--1/9; UC--1/14 \n\neye-level angle (UA--5/9; UB--8/9; UC--13/14) \nlow angle (UA--1/9; UB--0/9; UC--0/14) \n\nrepresents viewer power \nequality \n\nrepresents participant power \nVisual address gaze (UA--2/9; UB--5/9; UC--3/14) \n\nabsence of gaze (UA--7/9; UB--4/9; UC--11/14) \ndemand (contact) \n\noffer \nInvolvement frontal angle (UA--3/9; UB--5/9; UC--3/14) \n\noblique angle (UA--6/9; UB--4/9; UC--11/14) \ninvolvement \ndetachment \n\nTable 4. Constructing interpersonal relationship through images.3 \n\nTable 4 shows that compared with non-personal images, personal images were \npreferred by the universities on their webpages. UB, particularly, chose to \npresent only personal images. It should be added that the participants represented \nin these personal images appear to be university students of different ethnic \nbackgrounds. According to Tom\u00e1!kov\u00e1 (2015) and Zhang and O\u2019Halloran (2012, \n2013), presenting the image of students on the webpage creates a more emotional \nsense of the university: welcoming, multicultural and inviting to potential \nstudents. \n\nRegarding the proximity of the shot of the images, UB and UC presented more \nclose shots of images, which establish a more personal space between the \nuniversity and its viewers. In contrast, UA seems to keep a certain distance \nthrough its lower use of close shots (Another reason could be that UA\u2019s \n\n09 IBERICA 37_Iberica 13 8/5/19 18:24 P\u00e1gina 236", "start_char_idx": 48482, "end_char_idx": 50374, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "f5ff9b48-5244-410f-8f10-fe4d0dc66575": {"__data__": {"id_": "f5ff9b48-5244-410f-8f10-fe4d0dc66575", "embedding": null, "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-116", "node_type": "4", "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "hash": "4d58aac6f88fd34ed894cd154e1dbd407dd59f675623a8a66066b506ee16171c", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "367b3b57-b51b-4e7c-a8ab-14eda34f4b07", "node_type": "1", "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "hash": "81449668acbd3fc6f884c0b85527661324b3adf4db12e8bd118bde7819360194", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "310a82ec-490d-438b-9d0a-00fedb095eab", "node_type": "1", "metadata": {}, "hash": "fee9ea0e6381a7a0f625a655cbf048a774a209641091f31143d611c9b0b11e7e", "class_name": "RelatedNodeInfo"}}, "text": "messages imparted through the linguistic texts and the images largely align\n\nwith each other. For example, by using a large number of statements in their\n\nlinguistic texts, UA and UC were found to be providing information that was\n\nreflected or enhanced through the absence of gaze in their images, which\n\nmeans that no contact was explicitly required to be made. UB, on the other\n\nhand, shows a more demanding position both visually (large number of\n\ndemand gaze) and linguistically (large number of imperative clauses) to\n\ninvite/demand direct contact with the web users and their response and\n\naction. \n\nThe differences that have been noted between the dyads the three Australian\n\nuniversities were constructing may derive from the basic premise each\n\nuniversity seems to be playing with. UB builds on its claim as the leading\n\nuniversity of the country and does not seem to find much need to promote\n\nitself while the other two universities devote many of their respective\n\nlinguistic and visual resources to providing the evidence to win the favour of\n\ntheir viewers (prospective students). on the external rankings of Australian\n\nuniversities over the years, UB has had better rankings than the other two\n\nuniversities. From a sociolinguistic point of view (e.g., Sarangi & Roberts,\n\n1999), UB\u2019s discourse seems to be reflecting its status in the tertiary\n\neducation sector (discourse construes reality) and brings it into being\n\nthrough the discourse (discourse constructs reality).\n\n4.4. Compositional meanings\n\nThe analysis of the webpages reveals very interesting patterns of\n\ncomposition involving linguistic texts in relation to other linguistic texts and\n\nto the images. Two most striking findings include: 1) UA\u2019s and UC\u2019s use of\n\nblocks of linguistic texts or blocks of images to set up a claim and evidence\n\nrelationship, and 2) the frequent use of images as indexical, particularly on\n\nUB\u2019s webpage. \n\nThe designated international student webpages of UA and UC feature a\n\nnumber of examples of linguistic or multimodal texts in a claim-evidence\n\nrelationship. For example, one of UC\u2019s images is an event photo in which its\n\ninternational office was offering assistance to international students through\n\ncolourful posters and face-face consultation. This image is placed above the\n\nlinguistic text, providing evidence for the claim in the text\u2019s punch line\n\n\u201cinternational Services can help!\u201d. The extensive use of the claim-evidence\n\nsequence in composition may well reflect the Western tradition of evidence-\n\nREpRESENTATioN oF iNTERNATioNAL STUdENTS oN AUSTRALiAN UNivERSiTy WEBSiTES\n\nIb\u00e9rica 37 (2019): 221-244 237\n\n09 IBERICA 37_Iberica 13 8/5/19 18:24 P\u00e1gina 237", "start_char_idx": 50378, "end_char_idx": 53084, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "310a82ec-490d-438b-9d0a-00fedb095eab": {"__data__": {"id_": "310a82ec-490d-438b-9d0a-00fedb095eab", "embedding": null, "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-116", "node_type": "4", "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "hash": "4d58aac6f88fd34ed894cd154e1dbd407dd59f675623a8a66066b506ee16171c", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "f5ff9b48-5244-410f-8f10-fe4d0dc66575", "node_type": "1", "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "hash": "1e9816b95449dc7c31073aa586f077d0957178d8e8356d6a09b40dc6a109e28f", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "3baef3de-3657-4f54-ad44-ae2c7ee9fdf6", "node_type": "1", "metadata": {}, "hash": "8d87a7b4381b35e3df9108208edf7c1c45f432c9b6397c6b9149834ba3699c8c", "class_name": "RelatedNodeInfo"}}, "text": "based argument (Wang, 2004) in academia. The discursive practice resonates\n\nwith UA\u2019s and UC\u2019s basic premise in their respective argument for being a\n\nuniversity of choice for international students: long tradition, heritage and\n\neducational values. Together with this emphasis on academic tradition, UA\u2019s\n\nand UB\u2019s inclusion of hyperlinks to regional ties and representatives of\n\ninternational students and websites in international students\u2019 home language\n\non their respective webpage may indicate an awareness on the side of\n\nAustralian universities of the need to return to traditional educational values\n\nin providing international education and to enact the transition from the\n\nneo-liberalist conceptualisation of international education as an\n\nentrepreneurial undertaking to some signs of transnational collaboration\n\n(Rizvi, 2011). \n\nThe analysis of the interplay between linguistic texts and multimodal texts\n\n(mainly images in the data) yields other interesting insights. UB and UC both\n\nmake extensive use of images on their webpages for international students.\n\nFor every linguistic text block, there is an image. What is worth noting is that\n\nUC\u2019s images are more often iconic than indexical while the exact opposite is\n\ntrue of UB. For example, UC\u2019s images are often photos of its campus\n\nindicating the natural environment of the university or the location of the\n\nuniversity personnel responsible for international student affairs. The\n\nmessages through the images are often congruent with the messages of the\n\naccompanying linguistic texts. A good example of this iconic relationship is\n\nthe image including a microscope and stethoscope suggesting the disciplines\n\nthat are studied at the university, and the linguistic text with the title\n\n\u201cResearch\u201d. UB\u2019s images are frequently indexical in the sense that the\n\nconnection between the messages through the image and the linguistic text\n\nneeds to be worked out by invoking the viewer\u2019s life experience. For example,\n\nthe image chosen to accompany the linguistic text about entry requirements\n\nis a medium shot of an international student standing in front of the lawn,\n\nholding a folder, smiling at the viewer. While the linguistic text is explicitly\n\nabout the message \u201cFind out about the entry requirements for international\n\nstudents\u201d, what the image is imparting is less immediate. The viewer needs\n\nto infer that the folder contains print information on entry requirements and\n\nthat such information is for international students. UC\u2019s images seem to be\n\nmore candid in being informational and functional while UB\u2019s images tend\n\nto have a more inspirational and motivational intention (oWL at purdue,\n\n2013). Although UA does not couple each linguistic text with an image, the\n\ntwo videos located at the top and bottom of the international student\n\nZUoChENg ZhANg & WENChAo TU\n\nIb\u00e9rica 37 (2019): 221-244238\n\n09 IBERICA 37_Iberica 13 8/5/19 18:24 P\u00e1gina 238", "start_char_idx": 53088, "end_char_idx": 56037, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "3baef3de-3657-4f54-ad44-ae2c7ee9fdf6": {"__data__": {"id_": "3baef3de-3657-4f54-ad44-ae2c7ee9fdf6", "embedding": null, "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-116", "node_type": "4", "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "hash": "4d58aac6f88fd34ed894cd154e1dbd407dd59f675623a8a66066b506ee16171c", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "310a82ec-490d-438b-9d0a-00fedb095eab", "node_type": "1", "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "hash": "f06b67fc06a37524b1d228f9a147d4c92a748987a13e596b76fb90bd192c369d", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "179829d8-7a2e-43d7-ab83-3ce69030263d", "node_type": "1", "metadata": {}, "hash": "ccf5fcc973ad07354e7c7222ed6ed704d6966f68ce487aed17d9baa94f09e4d5", "class_name": "RelatedNodeInfo"}}, "text": "webpage are in an ideal (top) and real (bottom) semantic structure (Kress &\n\nvan Leeuwen, 2006). viewers are visually persuaded to do the real (making\n\nthe application) to achieve the ideal (dynamic university life and graduation).\n\nThe image-linguistic text relation on UA\u2019s webpage would also be described\n\nas iconic. it may be inferred that the choice of an iconic or indexical\n\nrelationship between linguistic texts and images aligns with the\n\nconceptualisation of international student education that underlies the\n\ndiscursive practices. in other words, when marketing is the overt goal, go for\n\nindexical.\n\n5. Conclusions\n\nThis article sought answers to the questions of how Australian universities\n\nrepresent international students on their websites through multimodality and\n\nwhether current thinking in international student education has made\n\ninroads into the universities\u2019 discursive practices. Although the nature of this\n\nqualitative inquiry restrains us from providing any conclusive answers, we\n\nwould argue that Australian universities seem to be struggling with a uniform\n\nrepresentation of international students. Through linguistic texts,\n\nmultimodal texts, and the intertextual relations between them on the\n\nuniversity websites, international students are portrayed either as a group of\n\nstudents equal to other student groups, studying and growing on the same\n\ncampus, being informed of and gently socialised into the same (Western)\n\nacademic tradition, in a somewhat egalitarian relationship with the university\n\n(e.g., informed decision-making, equality in social interaction), as exemplified\n\nby UA. or as in the example of UB, they are represented as part of a\n\ncomposite, being different from but equal to all other groups of people on\n\ncampus, and more saliently, the group earnestly approached. And\n\nsomewhere in between these two polar representations, as shown in the case\n\nof UC, international students are recognised as a real existence that is,\n\nnonetheless, not comfortably engageable (e.g., limited interaction between\n\ninternational students and the university in both the linguistic texts and\n\nimages). These distinct discursive practices prompt us to link the multimodal\n\nrepresentation of international students to bigger issues that are being\n\nattended to in the literature, in particular the changing trend in\n\nconceptualisation of international student education in the era of\n\nglobalisation and perhaps the apparent uncertainty in globalisation in the last\n\ntwo years. As an institutional discourse, university websites are motivated.\n\nREpRESENTATioN oF iNTERNATioNAL STUdENTS oN AUSTRALiAN UNivERSiTy WEBSiTES\n\nIb\u00e9rica 37 (2019): 221-244 239\n\n09 IBERICA 37_Iberica 13 8/5/19 18:24 P\u00e1gina 239", "start_char_idx": 56041, "end_char_idx": 58793, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "179829d8-7a2e-43d7-ab83-3ce69030263d": {"__data__": {"id_": "179829d8-7a2e-43d7-ab83-3ce69030263d", "embedding": null, "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-116", "node_type": "4", "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "hash": "4d58aac6f88fd34ed894cd154e1dbd407dd59f675623a8a66066b506ee16171c", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "3baef3de-3657-4f54-ad44-ae2c7ee9fdf6", "node_type": "1", "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "hash": "aa52c532bff18249b8946b04492e72f4c57b7fb1073f9806a8a6c0af6fc3ab78", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "9d16ff18-d6ed-4b98-b267-3836aafa834b", "node_type": "1", "metadata": {}, "hash": "ec5b6a7aa8c473476af5f2f9cfd7923bb482799087bfe225cef147a3a5389189", "class_name": "RelatedNodeInfo"}}, "text": "They seem to be informed by current research and in a sense, are also\n\ncontributing to shaping the transitional status in thinking about international\n\neducation (e.g., international education as an entrepreneurial undertaking for\n\npeople\u2019s development versus as transnational collaboration) and the\n\nmanagement of diversity (e.g., colour-blindness versus colourful approach).\n\nThis study has provided further evidence for the power of critical\n\nmultimodal approaches to understanding meaning-making. The interplay\n\nbetween images and linguistic texts assists in achieving a mitigating effect in\n\nhuman communication. Some of the apparently strong linguistic speech\n\nfunctions, e.g., imperatives, may be tempered by the use of images that are\n\nwelcoming and inviting. it is also useful to note the alignment of iconic\n\nversus indexical relations between clusters of texts with the overall goal of\n\ndiscursive practices. These insights should have considerable value for\n\neducation in languages for specific purposes and webpage design. \n\nFor further research, a corpus linguistics approach (e.g., Baldry &\n\no\u2019halloran, 2019) may be usefully adopted to validate the findings reported\n\nin this article. our analysis focused on the international student webpage,\n\nwithout including the further hyperlinked pages which elaborate the\n\ndifferent text blocks on the international student webpage. it would be\n\ninteresting to examine the more detailed texts to see if the patterns reported\n\nwould still apply. it would be useful to investigate prospective and current\n\ninternational students\u2019 real experience of viewing the webpages by tracking\n\ntheir reading pathways, for example, through eye-tracking research, and\n\ninviting them to comment on the indexical rather than iconic images in\n\nrelation to clarity and persuasive effect. University personnel may also be\n\ninterviewed to seek their perception of representing international students\n\non their university websites to validate the claims in this study. it would be\n\nmost interesting to compare the webpages for international students in\n\nvaried geographical and sociocultural settings to develop a deeper\n\nunderstanding of multimodal representation of international students and\n\ninternationalisation of education in a rapidly transforming world. \n\nArticle history:\n\nReceived 15 August 2018\n\nReceived in revised form 8 November 2018\n\nAccepted 19 November 2018\n\nZUoChENg ZhANg & WENChAo TU\n\nIb\u00e9rica 37 (2019): 221-244240\n\n09 IBERICA 37_Iberica 13 8/5/19 18:24 P\u00e1gina 240\n\n\n\nReferences\n\nREpRESENTATioN oF iNTERNATioNAL STUdENTS oN AUSTRALiAN UNivERSiTy WEBSiTES\n\nIb\u00e9rica 37 (2019): 221-244 241\n\nArkoudis, S., C. Baik, S. Marginson & E. Cassidy\n\n(2012). Internationalising the Student Experience\n\nin Australian Tertiary Education: Developing\n\nCriteria and Indicators. URL:\n\nhttp://www.cshe.unimelb.edu.au [20/07/2018]\n\nArkoudis, S. & L. Doughney (2014). Good Practice\n\nReport \u2013 English Language Proficiency. URL:\n\nhttps://melbourne-\n\ncshe.unimelb.edu.au/__data/assets/pdf_file/0004\n\n/1489162/GPR_English_language_2014.pdf\n\n[15/08/2018]\n\nAskehave, I. & A. E. Nielsen (2005). \u201cDigital\n\ngenres: A challenge to traditional genre theory\u201d.\n\nInformation Technology & People 18,2: 120-141.\n\nBaldry, A. & K. O\u2019Halloran (2019). Multimodal\n\nCorpus-based Approaches to Website Analysis.\n\nSheffield, UK: Equinox.\n\nBateman, J. (2009). \u201cDiscourse across semiotic\n\nmodes\u201d in J. Rellkema (ed.), Discourse, of Course:\n\nAn Overview of Research, 55-66. Amsterdam:\n\nJohn Benjamins.\n\nBateman, J. (2011). \u201cThe decomposability of\n\nsemiotic modes\u201d in K. O\u2019Halloran & B. Smith\n\n(eds.), Multimodal Studies: Exploring Issues and\n\nDomains, 17-38. New York: Routledge.\n\nBateman, J. (2014). Text and Image: A Critical\n\nIntroduction to the Visual/Verbal Divide. New York:\n\nRoutledge.\n\nBezemer, J.", "start_char_idx": 58797, "end_char_idx": 62625, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "9d16ff18-d6ed-4b98-b267-3836aafa834b": {"__data__": {"id_": "9d16ff18-d6ed-4b98-b267-3836aafa834b", "embedding": null, "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-116", "node_type": "4", "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "hash": "4d58aac6f88fd34ed894cd154e1dbd407dd59f675623a8a66066b506ee16171c", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "179829d8-7a2e-43d7-ab83-3ce69030263d", "node_type": "1", "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "hash": "21b6837399b81bf89f214e19d4dfe0098dcc0157776cba70bbea61835ea09859", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "77ab5af2-63cc-4fef-a5ae-6d60432f4fc4", "node_type": "1", "metadata": {}, "hash": "2423eff8122504af3ed1185510782d29dd102a08003e5c910f999c4a0ae7bf67", "class_name": "RelatedNodeInfo"}}, "text": "New York:\n\nRoutledge.\n\nBezemer, J. & G. Kress (2016). Multimodality,\n\nLearning and Communication: A Social Semiotic\n\nFrame. New York: Routledge.\n\nBryman, A. (2012). Social Research Methods (4th\n\ned.). Oxford: Oxford University Press.\n\nCerd\u00e1 Su\u00e1rez, L. M. (2016). \u201cInvestigating website\n\nappearance and usability effects on student\n\nsatisfaction with the website: A descriptive analysis\n\nin three countries\u201d. International Review on Public\n\nand Nonprofit Marketing 13,3: 223-238.\n\nChiew, A. K. K. (2004). \u201cMultisemiotic mediation in\n\nhypertext\u201d in K. L. O\u2019Hallowran (ed.), Multimodal\n\nDiscourse Analysis: Systemic Functional\n\nPperspectives, 131-159. London: Continuum.\n\nEggins, S. (2004). An Introduction to Systemic\n\nFunctional Linguistics (2nd ed.). London:\n\nBloomsbury. \n\nFairclough, N. (1992). Discourse and Social\n\nChange. Cambridge: Polity Press.\n\nFeng, D. (2011). \u201cVisual space and ideology: A\n\ncritical cognitive analysis of spatial orientations in\n\nadvertising\u201d in K. O\u2019Halloran & B. Smith (eds.),\n\nMultimodal Studies: Exploring Issues and\n\nDomains, 55-74. New York: Routledge.\n\nFoucault, M. (1972). The Archaeology of\n\nKnowledge. New York, NY: Routledge. \n\nHalliday, M.A.K. (1994). An Introduction to\n\nFunctional Grammar (2nd ed.). London: Edward\n\nArnold.\n\nHarvey, K. (2013). \u201cMedicalisation, pharmaceutical\n\npromotion and the Internet: A critical multimodal\n\ndiscourse analysis of hair loss websites\u201d. Social\n\nSemiotics 23,5: 691-714.\n\nHirsch, B. D. & J. Jenstad (2016). \u201cBeyond the\n\ntext: Digital editions and performance\u201d.\n\nShakespeare Bulletin 34, 1: 107-127.\n\nHyde, M. (2017). \u201cUnderstanding diversity,\n\ninclusion and engagement\u201d in M. Hyde, L.\n\nCarpenter & S. Dole (eds.), Diversity, Inclusion and\n\nEngagement (3rd ed.), 3-13. Sydney: Oxford\n\nUniversity Press. \n\nJancsary, D., M.A. H\u00f6llerer & R. E. Meyer (2016).\n\n\u201cCritical analysis of visual and multimodal texts\u201d in\n\nR. Wodak & R. Meyer (ed.), Methods of Critical\n\nDiscourse Studies, 180-204. London: Sage.\n\nJewitt, C. (Ed.) (2009). The Routledge Handbook\n\nof Multimodal Analysis. London: Routledge. \n\nKettle, M. (2017). International Student\n\nEngagement in Higher Education: Transforming\n\nPractices, Pedagogies and Participation. Bristol:\n\nMultilingual Matters.\n\nKress, G. (1989). Linguistic Processes in\n\nSociocultural Practice (2nd ed.). Oxford: Oxford\n\nUniversity Press. \n\nKress, G. (2015). \u201cSemiotic work: Applied\n\nlinguistics and a social semiotic account of\n\nmultimodality\u201d. AILA Review 28: 49-71.\n\nKress, G. & T. van Leeuwen (2006). Reading\n\nImages: The Grammar of Visual Design (2nd ed.).\n\nLondon: Routledge.\n\nMachin, D. (2013). \u201cWhat is multimodal critical\n\ndiscourse studies? \u201d. Critical Discourse Studies\n\n10,4: 347-355.\n\nNorris, S. (2004). Analyzing Multimodal\n\nInteraction: A Methodological Framework. London:\n\nRoutledge. \n\nNorris, S. (2007). \u201cThe micropolitics of personal\n\nnational and ethnicity identity\u201d. Discourse and\n\nSociety 18,5: 653-674.\n\n09 IBERICA 37_Iberica 13 8/5/19 18:24 P\u00e1gina 241", "start_char_idx": 62591, "end_char_idx": 65571, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "77ab5af2-63cc-4fef-a5ae-6d60432f4fc4": {"__data__": {"id_": "77ab5af2-63cc-4fef-a5ae-6d60432f4fc4", "embedding": null, "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-116", "node_type": "4", "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "hash": "4d58aac6f88fd34ed894cd154e1dbd407dd59f675623a8a66066b506ee16171c", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "9d16ff18-d6ed-4b98-b267-3836aafa834b", "node_type": "1", "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "hash": "08feeaa9469c379d8bbc62e5db27847131dfbf4b1098cb4a8962cf800d403040", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "35b468ba-f58d-40c6-a592-8edc7232b22d", "node_type": "1", "metadata": {}, "hash": "660be43fb43420950aee1db1ef54f18e30cf1c48f33ded43845c518a32337328", "class_name": "RelatedNodeInfo"}}, "text": "Zuocheng Zhang is a senior lecturer at the University of New England,\n\nAustralia. he has published four scholarly books and around 50 articles on\n\nEnglish for Specific purposes, Multimodality, and Literacy Education,\n\nincluding his recent books Multimodal Study of Situated Discourses (2014, with\n\nWorld publishing Corporation) and Learning Business English in China: The\n\nConstruction of Professional Identity (2017, with palgrave Macmillan). his current\n\nprojects concern university websites as multimodal discourses and\n\ninternational students\u2019 study-abroad experiences.\n\nZUoChENg ZhANg & WENChAo TU\n\nIb\u00e9rica 37 (2019): 221-244242\n\nOWL at Purdue. (2013). Visual Rhetoric: Analyzing\n\nVisual Documents. URL: https://owl.purdue.edu/\n\nowl/general_writing/visual_rhetoric/analyzing_visu\n\nal_documents/index.html [20/07/2018]\n\nPauwels, L. (2012). \u201cA multimodal framework for\n\nanalyzing websites as cultural expressions\u201d.\n\nJournal of Computer-Mediated Communication 17:\n\n247-265.\n\nPeirce, C. S. (1931-58). Collected Papers.\n\nCambridge, MA: Harvard University Press. \n\nRizvi, F. (2011). \u201cTheorizing student mobility in an\n\nera of globalization\u201d. Teachers and Teaching:\n\nTheory and Practice 17,6: 693-701.\n\nSaichaie, K. (2011). Representation on College\n\nand University Websites: An Approach Using\n\nCritical Discourse Analysis (Unpublished doctoral\n\ndissertation). Iowa City, IA: University of Iowa. \n\nSarangi, S. & C. Roberts (eds.). (1999). Talk, Work\n\nand Institutional Order: Discourse in Medical,\n\nMediation and Management Settings. Berlin,\n\nGermany: Mouton de Gruyter. \n\nStevens, F. G., V.C. Plaut & J. Sanchez-Burks\n\n(2008). \u201cUnlocking the benefits of diversity: All-\n\ninclusive multiculturalism and positive\n\norganizational change\u201d. The Journal of Applied\n\nBehavioral Science 44,1: 116-133.\n\nTom\u00e1\u0161kov\u00e1, R. (2015). \u201cA walk through the\n\nmultimodal landscape of university websites\u201d. Brno\n\nStudies in English 41,1: 77-100.\n\nTu, W. (2016). How Universities Introduce\n\nThemselves on the Internet: A Critical Multimodal\n\nComparative Genre Study (Doctoral thesis).\n\nSydney: The University of Sidney.\n\nvan Leeuwen, T. (2013). \u201cCritical analysis of\n\nmultimodal discourse\u201d in C. A. Chapelle (ed.), The\n\nEncyclopedia of Applied Linguistics, 1416\u20131421.\n\nOxford: Blackwell.\n\nvan Leeuwen, T. (2014). \u201cCritical discourse\n\nanalysis and multimodality\u201d in C. Hart & P. Cap\n\n(eds.), Contemporary Critical Discourse Studies,\n\n281-296. London: Bloomsbury.\n\nWallace, H. M. L., K.F. Hoover & M. B. Pepper\n\n(2014). \u201cMulticultural ethics and diversity\n\ndiscourse\u201d. Equality, Diversity and Inclusion: An\n\nInternational Journal 33,4: 318-333. \n\nWang, W. (2004). \u201cA contrastive analysis of letters\n\nto the editor in Chinese and English\u201d. Australian\n\nReview of Applied Linguistics 27: 72-88.\n\nXing, J. Y. (2014). \u201cThe mechanism of\n\ncomplementarity between modalities in situated\n\ndiscourses\u201d in Z.C. Zhang, J. Y. Xing, Y. Wang, M.\n\nH. Zhu, J. Q. Sun & J. X. Liu, duomotai jixihuayu\n\nyanjiu (Multimodal Study of Situated Discourses),\n\n39-48. Guangzhou: World Publishing Corporation.\n\nZhang, Y. & K. L. O\u2019Halloran (2012). \u201cThe gate of\n\nthe gateway: A hypermodal approach to university\n\nhomepages\u201d. Semiotica 190: 87-109.\n\nZhang, Y. & K. L. O\u2019Halloran (2013).", "start_char_idx": 65575, "end_char_idx": 68807, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "35b468ba-f58d-40c6-a592-8edc7232b22d": {"__data__": {"id_": "35b468ba-f58d-40c6-a592-8edc7232b22d", "embedding": null, "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-116", "node_type": "4", "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "hash": "4d58aac6f88fd34ed894cd154e1dbd407dd59f675623a8a66066b506ee16171c", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "77ab5af2-63cc-4fef-a5ae-6d60432f4fc4", "node_type": "1", "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "hash": "8b541876b53e334d20a8bcd12fdac8d3aeda5afaf8339f37609318ecb03bf3ed", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "f8916635-1bd8-4093-9273-d2f74e9a790b", "node_type": "1", "metadata": {}, "hash": "70776dfea4c5c408741b08afbd24635213648d4c3757d45ec07d8be639225eed", "class_name": "RelatedNodeInfo"}}, "text": "Zhang, Y. & K. L. O\u2019Halloran (2013). \u201cToward a\n\nglobal knowledge enterprise: University websites\n\nas portals to the ongoing marketization of higher\n\neducation\u201d. Critical Discourse Studies 10,4: 468-\n\n485. \n\nZhang, Z. C. (2015). \u201cDisagreements in plenary\n\naddresses as multimodal action\u201d in B.C.\n\nCamiciottoli & I. Fortanet-G\u00f3mez (eds.),\n\nMultimodal Analysis in Academic Settings: From\n\nResearch to Teaching, 17-38. London: Routledge.\n\nZiguras, C. & A. Harwood (2011). Principles of\n\nGood Practice for Enhancing International Student\n\nExperience Outside the Classroom. URL:\n\nhttp://pandora.nla.gov.au/pan/130672/20120131-\n\n1750/www.isana.org.au/images/file/isana%20goo\n\nd%20practice%20guide.pdf [12/08/2018]\n\n09 IBERICA 37_Iberica 13 8/5/19 18:24 P\u00e1gina 242\n\n\n\nWenchao Tu has recently graduated from the University of Sydney. her\n\nphd thesis investigated universities promoting themselves through their\n\nwebsites.\n\nNOTES\n\n1 ^ indicates sequence of the hyperlinks. * and ** are named the same but have different content\n\ninformation. They seem to be different versions with one being the revised and the other being the old\n\nversion.\n\n2 Clauses include finite and non-finite clauses as well as phrases presented as a self-contained unit of\n\ninformation in the webpage texts. \u201c/\u201d in the statistics indicates comparison between the number of the\n\nrole assigned to the student versus to the university.\n\n3 The first digit shows the number of images that have the particular feature out of the total number of\n\nimages (indicated by the second digit following \u201c/\u201d) on the university\u2019s webpage for international\n\nstudents.\n\nREpRESENTATioN oF iNTERNATioNAL STUdENTS oN AUSTRALiAN UNivERSiTy WEBSiTES\n\nIb\u00e9rica 37 (2019): 221-244 243\n\n09 IBERICA 37_Iberica 13 8/5/19 18:24 P\u00e1gina 243\n\n\n\n09 IBERICA 37_Iberica 13 8/5/19 18:24 P\u00e1gina 244", "start_char_idx": 68771, "end_char_idx": 70609, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "f8916635-1bd8-4093-9273-d2f74e9a790b": {"__data__": {"id_": "f8916635-1bd8-4093-9273-d2f74e9a790b", "embedding": null, "metadata": {"identifier": "iberica-117", "author": "Gordejuela, Adriana", "title": "Multimodality across Communicative Settings, Discourse Domains and Genres. Veronica Bonsignori, Belinda Crawford Camiciottoli (eds). Newcastle-upon-Tyne: Cambridge Scholars Publishing, 2016. 268 pages. ISBN: 978-1-4438-1107-1", "date": "2019-01-02", "file": "iberica-117.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-117", "node_type": "4", "metadata": {"identifier": "iberica-117", "author": "Gordejuela, Adriana", "title": "Multimodality across Communicative Settings, Discourse Domains and Genres. Veronica Bonsignori, Belinda Crawford Camiciottoli (eds). Newcastle-upon-Tyne: Cambridge Scholars Publishing, 2016. 268 pages. ISBN: 978-1-4438-1107-1", "date": "2019-01-02", "file": "iberica-117.pdf"}, "hash": "586b15cb67557fd494b85d8ecc7bd5ce20bdc0c3cc184f6ca88bd63a924b7a85", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "35b468ba-f58d-40c6-a592-8edc7232b22d", "node_type": "1", "metadata": {"identifier": "iberica-116", "author": "Zhang, Zuocheng; Tu, Wenchao", "title": "Representation of international students on Australian university websites: A critical multimodal discourse analysis ", "date": "2019-01-02", "file": "iberica-116.pdf"}, "hash": "57edff544bd187a27f8691af0746f08c58a3c294151574125d8f79a0f1147cba", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "293896a4-3178-46f8-b656-18a74ee0c1c8", "node_type": "1", "metadata": {}, "hash": "d78a2089e98975c93713b4858903520b1f2b0af77d12342b1f1bc3ae1ca8fbf4", "class_name": "RelatedNodeInfo"}}, "text": "Iberica 13\n\n\nIb\u00e9rica 37 (2019): 245-248\n\nISSN: 1139-7241 / e-ISSN: 2340-2784\n\nMultimodality across Communicative\n\nSettings, Discourse Domains and\n\nGenres.\n\nVeronica Bonsignori, Belinda Crawford Camiciottoli\n\n(eds).\n\nNewcastle-upon-Tyne: Cambridge Scholars Publishing,\n\n2016. 268 pages. ISBN: 978-1-4438-1107-1.\n\nThe volume edited by Veronica Bonsignori and Belinda Crawford Camiciottoli\nhas its origin in the workshop Multimodal Perspectives on Language Teaching and\nResearch (University of Pisa, 2015), where the contributions collected in the\nvolume were first presented. The publication stresses the pivotal role\nmultimodality plays in \u201clive\u201d communicative events. As van Leeuwen states in\nthe Foreword, \u201c[m]ultimodality matters. It is not just an add on, a matter of\nstyle. It partakes meaningfully in the representational as well as in the\ninterpersonal and textual functions of communication\u201d (page ix). In general\nterms, the edited volume deals with multimodality in diverse communicative\nsettings, and pays particular attention to the interplay of different semiotic\nmodes and to the way the meaning of verbal expressions is reinforced by non-\nverbal elements. More specifically, it highlights the great importance of\nmultimodality in language teaching and learning. The book is composed of ten\nchapters divided in two sections: the five chapters in the first part revolve\naround multimodal resources employed in teaching contexts and activities,\nconsidering also learners with disabilities. In the second part, composed of five\nchapters as well, multimodality is discussed as a fundamental element of\ncommunication in different genres (e.g. TED talks, political interviews, film\ngenres) and domains (e.g. legal discourse, political discourse).\n\nIn Chapter 1, Mar\u00eda Carmen Campoy-Cubillo explores the role of different\ncommunicative modes in the process of listening comprehension.\nMultimodal listening is discussed as a macro-skill composed of several\nmicro-skills that involve the understanding of different inter-connected\nmodes within a single communicative unit. The chapter discusses diverse\n\n245\n\nRese\u00f1as/Book Reviews\n\n10 IBERICA 37_Iberica 13 8/5/19 18:24 P\u00e1gina 245", "start_char_idx": 48, "end_char_idx": 2243, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "293896a4-3178-46f8-b656-18a74ee0c1c8": {"__data__": {"id_": "293896a4-3178-46f8-b656-18a74ee0c1c8", "embedding": null, "metadata": {"identifier": "iberica-117", "author": "Gordejuela, Adriana", "title": "Multimodality across Communicative Settings, Discourse Domains and Genres. Veronica Bonsignori, Belinda Crawford Camiciottoli (eds). Newcastle-upon-Tyne: Cambridge Scholars Publishing, 2016. 268 pages. ISBN: 978-1-4438-1107-1", "date": "2019-01-02", "file": "iberica-117.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-117", "node_type": "4", "metadata": {"identifier": "iberica-117", "author": "Gordejuela, Adriana", "title": "Multimodality across Communicative Settings, Discourse Domains and Genres. Veronica Bonsignori, Belinda Crawford Camiciottoli (eds). Newcastle-upon-Tyne: Cambridge Scholars Publishing, 2016. 268 pages. ISBN: 978-1-4438-1107-1", "date": "2019-01-02", "file": "iberica-117.pdf"}, "hash": "586b15cb67557fd494b85d8ecc7bd5ce20bdc0c3cc184f6ca88bd63a924b7a85", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "f8916635-1bd8-4093-9273-d2f74e9a790b", "node_type": "1", "metadata": {"identifier": "iberica-117", "author": "Gordejuela, Adriana", "title": "Multimodality across Communicative Settings, Discourse Domains and Genres. Veronica Bonsignori, Belinda Crawford Camiciottoli (eds). Newcastle-upon-Tyne: Cambridge Scholars Publishing, 2016. 268 pages. ISBN: 978-1-4438-1107-1", "date": "2019-01-02", "file": "iberica-117.pdf"}, "hash": "1096b9c195a73dc2633578b725119748ea723dcbf85bddf853fe51a8fd81885b", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "71ab69d1-266b-4198-9a37-d05ba1a39066", "node_type": "1", "metadata": {}, "hash": "e2c256d15d76fd7ed702264c3046b8ea3327cdc693d7739c981072dded715554", "class_name": "RelatedNodeInfo"}}, "text": "criteria for multimodal listening task design, but focuses particularly on two\nissues (question types and task administration) because of the central role\nthey play in multimodal listening implementation.\n\nIn Chapter 2, Gloria Cappelli and Sabrina Noccetti investigate how to\nimprove the way adult learners with dyslexia process lexical input, and this\nthrough multimodal and multisensory activities. To this end, they develop a\ncase study which compares two groups of Italian dyslexic learners in the\nprocess of acquiring specialised English vocabulary through two different\nmethods, one of them highly multisensory and multimodal. The results\nobtained confirm that multimodal and multisensory learning methods, by\nmaking lexical inputs more easily processable for dyslexic students,\ncontribute to the successful acquisition of specialised vocabulary by those\nlearners.\n\nThe contribution by Belinda Crawford Camiciottoli (Chapter 3) also consists\nof a case study which examines how verbal (e.g. questions, imperatives) and\nnon-verbal (e.g. co-speech gesture) modes of communication interact in\nlecturer-audience interpersonal episodes in an academic lecture. Specifically,\nthe video recording and transcript of a political philosophy lecture (available\nonline) are analysed, using the software ELAN to annotate the co-\noccurrence of verbal and non-verbal elements during the lecture. Ultimately,\nthe study shows how the interplay of different modes in lecturer-audience\ninteractions contributes to strengthen meanings and enhances\ncomprehension.\n\nChapter 4, by Vicente Beltr\u00e1n-Palanques, discusses the importance of taking\ninto account the multimodal dimension of pragmatic competence (which\ninvolves pragmalinguistic and sociopragmatic knowledge) in teaching second\nand foreign languages. Since communication is naturally multimodal, the\ninterplay between diverse modes is an essential issue to be addressed\nregarding the development of pragmatic competence in language learning.\nFrom this standpoint, the author proposes a multimodal pragmatic\nconversational approach for teaching speech acts, and ultimately highlights\nthe centrality of multimodal pragmatic competence in language learning.\n\nIn Chapter 5, Elena Davitty proposes a multimodal approach to study the\ncommunicative dynamics of dialogue interpreting (DI), one which takes into\naccount both the verbal and embodied resources (e.g. gesture, gaze) at play\nin interpreter-mediated dialogue situations. It is also argued that all the\nparties involved in interpreter-mediated interactions (and not just the\n\nRESE\u00f1AS / BOOK REVIEWS\n\nIb\u00e9rica 37 (2019): 245-248246\n\n10 IBERICA 37_Iberica 13 8/5/19 18:24 P\u00e1gina 246", "start_char_idx": 2247, "end_char_idx": 4936, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "71ab69d1-266b-4198-9a37-d05ba1a39066": {"__data__": {"id_": "71ab69d1-266b-4198-9a37-d05ba1a39066", "embedding": null, "metadata": {"identifier": "iberica-117", "author": "Gordejuela, Adriana", "title": "Multimodality across Communicative Settings, Discourse Domains and Genres. Veronica Bonsignori, Belinda Crawford Camiciottoli (eds). Newcastle-upon-Tyne: Cambridge Scholars Publishing, 2016. 268 pages. ISBN: 978-1-4438-1107-1", "date": "2019-01-02", "file": "iberica-117.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-117", "node_type": "4", "metadata": {"identifier": "iberica-117", "author": "Gordejuela, Adriana", "title": "Multimodality across Communicative Settings, Discourse Domains and Genres. Veronica Bonsignori, Belinda Crawford Camiciottoli (eds). Newcastle-upon-Tyne: Cambridge Scholars Publishing, 2016. 268 pages. ISBN: 978-1-4438-1107-1", "date": "2019-01-02", "file": "iberica-117.pdf"}, "hash": "586b15cb67557fd494b85d8ecc7bd5ce20bdc0c3cc184f6ca88bd63a924b7a85", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "293896a4-3178-46f8-b656-18a74ee0c1c8", "node_type": "1", "metadata": {"identifier": "iberica-117", "author": "Gordejuela, Adriana", "title": "Multimodality across Communicative Settings, Discourse Domains and Genres. Veronica Bonsignori, Belinda Crawford Camiciottoli (eds). Newcastle-upon-Tyne: Cambridge Scholars Publishing, 2016. 268 pages. ISBN: 978-1-4438-1107-1", "date": "2019-01-02", "file": "iberica-117.pdf"}, "hash": "e8b188ef5f89682164bce4efaf2bfe64b7d83fd94dc8ef7b0e59bc325587a3cc", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "10776b61-c078-4319-adef-cd3caa6601ac", "node_type": "1", "metadata": {}, "hash": "79b47c7d45fdb47e3af26fbe54f9b11f8727ec297afc9f5957aabf7e6c039dae", "class_name": "RelatedNodeInfo"}}, "text": "interpreter) contribute to the multimodal co-construction of meaning.\nHypotheses are tested through the analysis of extracts from authentic data\nfrom a multimodal and multiparty standpoint. As a conclusion, it is\nsuggested that this kind of research may help improve the practice of\nprofessional interpreters, as well as positively influence their training process.\n\nChapter 6, by Silvia Masi, considers the increasing use of TED talks in\nforeign language teaching as a tool to develop listening comprehension skills\nand teach how to use gestures. The study specifically explores the interaction\nbetween verbal utterances and arm and hand gestures in TED talks, and,\nthrough the analysis of three talks on socio-economic topics, discusses how\nco-speech gesture may facilitate meaning understanding in international\ncontexts like those where TED talks take place.\n\nIn Chapter 7, Silvia Bruti addresses the role of body language and gestures\nin the construction of meaning in political interviews, and compares male\nand female styles. Specifically, she analyses in detail the CBS News\nprogramme 60-minute interview with President Obama and the then\nSecretary of State Hillary Clinton, aired in January 2013. Clinton\u2019s and\nObama\u2019s gestures in the interview are contrasted with their gestural\nperformance in two other interviews. Also, both politicians\u2019 speech is\ncompared to that of other politicians (male and female) in TV interviews in\norder to see if Clinton\u2019s and Obama\u2019s speech style is gender-related. It is\nconcluded that Obama\u2019s and Clinton\u2019s speech, body language and gesture\npreferences in the main interview do not follow gender-related patterns, but\nrather depend on the topic of discourse and the context of enunciation. \n\nThe contribution by Veronica Bonsignori (Chapter 8) discusses the interplay\nof non-verbal elements (e.g. gestures, gaze) and verbal rhetorical strategies\n(e.g. parallelism, metaphor) in political discourse. The aim of the study is to\nshed light on the way different semiotic resources cooperate in political\ncontexts to construct meaning. To this end, selected fragments from two\npolitical drama films -The Ides of March (2011) and The Iron Lady (2011)- are\nannotated with ELAN and analysed from a multimodal perspective. It is also\npointed out that the multimodal analysis of political films may constitute a\nuseful tool for research and teaching in ESP due to films being crafted for\nnative speakers of a language.\n\nIn Chapter 9, Daniele Franceschi offers a multimodal analysis of trial\nlanguage. The selected data consist of some audio-visual fragments from the\ntrial of the South African athlete Oscar Pistorius. The analysis focuses on the\n\nRESE\u00f1AS / BOOK REVIEWS\n\nIb\u00e9rica 37 (2019): 245-248 247\n\n10 IBERICA 37_Iberica 13 8/5/19 18:24 P\u00e1gina 247", "start_char_idx": 4940, "end_char_idx": 7747, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "10776b61-c078-4319-adef-cd3caa6601ac": {"__data__": {"id_": "10776b61-c078-4319-adef-cd3caa6601ac", "embedding": null, "metadata": {"identifier": "iberica-117", "author": "Gordejuela, Adriana", "title": "Multimodality across Communicative Settings, Discourse Domains and Genres. Veronica Bonsignori, Belinda Crawford Camiciottoli (eds). Newcastle-upon-Tyne: Cambridge Scholars Publishing, 2016. 268 pages. ISBN: 978-1-4438-1107-1", "date": "2019-01-02", "file": "iberica-117.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-117", "node_type": "4", "metadata": {"identifier": "iberica-117", "author": "Gordejuela, Adriana", "title": "Multimodality across Communicative Settings, Discourse Domains and Genres. Veronica Bonsignori, Belinda Crawford Camiciottoli (eds). Newcastle-upon-Tyne: Cambridge Scholars Publishing, 2016. 268 pages. ISBN: 978-1-4438-1107-1", "date": "2019-01-02", "file": "iberica-117.pdf"}, "hash": "586b15cb67557fd494b85d8ecc7bd5ce20bdc0c3cc184f6ca88bd63a924b7a85", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "71ab69d1-266b-4198-9a37-d05ba1a39066", "node_type": "1", "metadata": {"identifier": "iberica-117", "author": "Gordejuela, Adriana", "title": "Multimodality across Communicative Settings, Discourse Domains and Genres. Veronica Bonsignori, Belinda Crawford Camiciottoli (eds). Newcastle-upon-Tyne: Cambridge Scholars Publishing, 2016. 268 pages. ISBN: 978-1-4438-1107-1", "date": "2019-01-02", "file": "iberica-117.pdf"}, "hash": "a833ba73a4715acaca1209dd7dcbfb8c0d0f410a02119df8a78bf1e0a5063e57", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "c8a3944a-c78e-49d1-9390-986b9caf9875", "node_type": "1", "metadata": {}, "hash": "80e79a874499ac626cee678f562892edc76f60149bff5126684a576888bd2299", "class_name": "RelatedNodeInfo"}}, "text": "questioning techniques and speaking styles employed by both defence and\nprosecuting lawyers, which are examined in terms of their lexical-semantic\nand socio-pragmatic features, as well as considering the non-verbal elements\nthat accompany speech. The study aims to contribute to the analysis of trial\ndiscourse in English-speaking countries other than US and UK, while doing\nso from a multi-semiotic perspective.\n\nFinally, Chapter 10, by Gianmarco Vignozzi, deals with the multimodal\nrepresentation of idiomatic expressions in selected Disney animated films.\nThe examples analysed show how the complexity of meaning of idioms is\ntranslated to the multi-semiotic nature of film to achieve humorous and\ndouble entendre effects, as well as an effective construction of meaning.\nFinally, a reception study involving children and adults is suggested for\nfurther research, which would serve to test, among other things, which\nsemiotic elements are perceived as pivotal in the multimodal representation\nof idioms.\n\nOverall, the studies that compose the volume represent novel contributions\nto research on multimodality from different methodological approaches and\ntechniques (multimodal discourse analysis, multimodal transcription, and\nmultimodal annotation software, to name a few). Because of the variety of\ntopics covered, the book may appeal to researchers working on\nmultimodality in general, and also to those with an interest on particular\ndiscursive genres and domains (e.g. political discourse, trial language). It may\nbe highly informative as well for foreign language teachers who want to learn\nabout ways of implementing multimodal learning techniques in their\nclassroom.\n\nReceived 26 February 2019\n\nAccepted 01 March 2019\n\nReviewed by Adriana Gordejuela\nInstitute for Culture and Society, University of Navarra (Spain)\nagordejuela@unav.es\n\nRESE\u00f1AS / BOOK REVIEWS\n\nIb\u00e9rica 37 (2019): 245-248248\n\n10 IBERICA 37_Iberica 13 8/5/19 18:24 P\u00e1gina 248", "start_char_idx": 7751, "end_char_idx": 9715, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "c8a3944a-c78e-49d1-9390-986b9caf9875": {"__data__": {"id_": "c8a3944a-c78e-49d1-9390-986b9caf9875", "embedding": null, "metadata": {"identifier": "iberica-118", "author": "Rajandran, Kumaran", "title": "Doing Visual Analysis. Per Ledin, David Machin (eds). Los Angeles: Sage, 2018. 208. ISBN: 978-1-4739-7299-5", "date": "2019-01-02", "file": "iberica-118.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-118", "node_type": "4", "metadata": {"identifier": "iberica-118", "author": "Rajandran, Kumaran", "title": "Doing Visual Analysis. Per Ledin, David Machin (eds). Los Angeles: Sage, 2018. 208. ISBN: 978-1-4739-7299-5", "date": "2019-01-02", "file": "iberica-118.pdf"}, "hash": "43b53c998585bb65be2ec73e2e0f9a336e1be5f92be577cd8cb7cf73a18533ac", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "10776b61-c078-4319-adef-cd3caa6601ac", "node_type": "1", "metadata": {"identifier": "iberica-117", "author": "Gordejuela, Adriana", "title": "Multimodality across Communicative Settings, Discourse Domains and Genres. Veronica Bonsignori, Belinda Crawford Camiciottoli (eds). Newcastle-upon-Tyne: Cambridge Scholars Publishing, 2016. 268 pages. ISBN: 978-1-4438-1107-1", "date": "2019-01-02", "file": "iberica-117.pdf"}, "hash": "c1a5d28b9ec093f9706f8b5b9cb6cbf78b4ad97df694ba738b58a83fdf0ae8ee", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "1288c2ac-b6bf-460c-8347-70f6846b33c0", "node_type": "1", "metadata": {}, "hash": "9ac4407a0713ba3dd685e592249fd4dfc41dd82fa399e81cebe65e6b68c269c8", "class_name": "RelatedNodeInfo"}}, "text": "Iberica 13\n\n\nDoing Visual Analysis.\n\nPer Ledin, David Machin (eds).\n\nLos Angeles: Sage, 2018. 208. ISBN: 978-1-4739-7299-5.\n\nLos elementos visuales est\u00e1n muy presentes en la vida contempor\u00e1nea y\ntambi\u00e9n los textos de especialidad suelen combinarlos con los elementos\nverbales (O\u2019Halloran, 2009). Aunque la comunicaci\u00f3n visual es un \u00e1mbito de\ncreciente inter\u00e9s, todav\u00eda carece de m\u00e9todos anal\u00edticos bien definidos. El\nlibro de Ledin y Machin pretende resolver esta carencia, pues nace con el\nprop\u00f3sito de dar a conocer la comunicaci\u00f3n visual. Los autores han\nprofundizado en sus ideas anteriores al respecto y las han organizado con el\nfin de proponer herramientas claras para analizar una gran variedad de\nelementos visuales. El subt\u00edtulo del libro, \u201cDe la teor\u00eda a la pr\u00e1ctica\u201d, ya deja\nclaro su firme prop\u00f3sito de proporcionar herramientas concretas y\ndemostrar su aplicaci\u00f3n.\n\nEn primer lugar, los autores destacan la popularidad de la que ha gozado la\ncomunicaci\u00f3n visual desde las \u00faltimas dos d\u00e9cadas, una popularidad originada\na partir del volumen Reading Images de Kress y van Leeuwen (1996). Desde\nentonces, hemos presenciado la publicaci\u00f3n de un gran n\u00famero de libros y\nart\u00edculos de investigaci\u00f3n que examinan los elementos visuales en diversos\ncontextos. El libro subraya esta trayectoria y se fija en la s\u00edntesis de\nconocimientos anteriores acerca de la comunicaci\u00f3n visual. Los autores opinan\nque hoy en d\u00eda el consumismo y la tecnolog\u00eda difunden f\u00e1cilmente elementos\nvisuales y los convierten en realidades sofisticadas (p\u00e1gina 1). Estos elementos\nrepresentan materiales semi\u00f3ticos (p\u00e1gina 3) que cuentan con significados\nsociales (p\u00e1gina 6). Seg\u00fan Ledin y Machin, estos contribuyen a la\ncomunicaci\u00f3n y merecen ser estudiados con m\u00e1s \u00e9nfasis porque son un\nrecurso semi\u00f3tico, al igual que los elementos verbales (p\u00e1gina 8).\n\nEl libro est\u00e1 organizado en nueve cap\u00edtulos y combina descripciones te\u00f3ricas\ncon aplicaciones pr\u00e1cticas, cumpliendo as\u00ed con lo prometido en el subt\u00edtulo. En\nla introducci\u00f3n se define la comunicaci\u00f3n visual como el uso de recursos\nsemi\u00f3ticos para comunicar significados sociales espec\u00edficos (p\u00e1gina 8) y se\njustifica mediante la importancia de los elementos visuales y el contexto de su\nempleo. A continuaci\u00f3n, el segundo cap\u00edtulo plantea que la principal meta del\nan\u00e1lisis visual es entender c\u00f3mo estos elementos producen sus significados\nsociales (p\u00e1gina 15). Asimismo, aqu\u00ed se esbozan los enfoques fundadores de la\n\nRESE\u00f1AS / BOOK REVIEWS\n\nIb\u00e9rica 37 (2019): 249-252\n\nISSN: 1139-7241 / e-ISSN: 2340-2784\n\n249\n\n10 IBERICA 37_Iberica 13 8/5/19 18:24 P\u00e1gina 249", "start_char_idx": 48, "end_char_idx": 2648, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "1288c2ac-b6bf-460c-8347-70f6846b33c0": {"__data__": {"id_": "1288c2ac-b6bf-460c-8347-70f6846b33c0", "embedding": null, "metadata": {"identifier": "iberica-118", "author": "Rajandran, Kumaran", "title": "Doing Visual Analysis. Per Ledin, David Machin (eds). Los Angeles: Sage, 2018. 208. ISBN: 978-1-4739-7299-5", "date": "2019-01-02", "file": "iberica-118.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-118", "node_type": "4", "metadata": {"identifier": "iberica-118", "author": "Rajandran, Kumaran", "title": "Doing Visual Analysis. Per Ledin, David Machin (eds). Los Angeles: Sage, 2018. 208. ISBN: 978-1-4739-7299-5", "date": "2019-01-02", "file": "iberica-118.pdf"}, "hash": "43b53c998585bb65be2ec73e2e0f9a336e1be5f92be577cd8cb7cf73a18533ac", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "c8a3944a-c78e-49d1-9390-986b9caf9875", "node_type": "1", "metadata": {"identifier": "iberica-118", "author": "Rajandran, Kumaran", "title": "Doing Visual Analysis. Per Ledin, David Machin (eds). Los Angeles: Sage, 2018. 208. ISBN: 978-1-4739-7299-5", "date": "2019-01-02", "file": "iberica-118.pdf"}, "hash": "eba5695d53198077660588615a45eb4f4a46b5f532aa16dd34a49138d2104a59", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "d56d78a3-df3c-4514-bae6-65bfb900f12c", "node_type": "1", "metadata": {}, "hash": "5361bd76a27e744582d03a63dbcafefb96dd3eed1608340aede900dcdcf8c1d5", "class_name": "RelatedNodeInfo"}}, "text": "comunicaci\u00f3n visual, amparada por tres \u00e1reas: la semi\u00f3tica social, la\nmultimodalidad y el discurso. En primer lugar, de la semi\u00f3tica social, derivada de\nla ling\u00fc\u00edstica sist\u00e9mico-funcional de Halliday (1978), proceden los conceptos\nb\u00e1sicos de la comunicaci\u00f3n visual (p\u00e1gina 16). En segundo lugar, la\nmultimodalidad, actualmente en boga, presta especial atenci\u00f3n a la codificaci\u00f3n\nde los elementos visuales (p\u00e1gina 26). Y, en tercer y \u00faltimo lugar, el discurso\nsubraya la influencia de la ideolog\u00eda en la comunicaci\u00f3n visual (p\u00e1gina 27). En\nsuma, la comunicaci\u00f3n visual cuenta con or\u00edgenes heterog\u00e9neos.\n\nEl libro admite perseguir un objetivo sumamente ambicioso: proponer las\nherramientas necesarias para analizar elementos visuales. Estas herramientas\ndependen del tipo de elemento visual, por lo que los cap\u00edtulos 3-8 se centran\nen el an\u00e1lisis de seis tipos de elementos visuales diferentes: fotograf\u00edas\n(Cap\u00edtulo 3), el dise\u00f1o de documentos (Cap\u00edtulo 4), embalajes (Cap\u00edtulo 5),\nel dise\u00f1o de espacios (Cap\u00edtulo 6), clips de pel\u00edculas (Cap\u00edtulo 7) y la\npresentaci\u00f3n de datos (Cap\u00edtulo 8). Los seis cap\u00edtulos siguen la misma\nestructura, lo cual facilita la lectura. Comienzan con una introducci\u00f3n al\nelemento visual estudiado, seguida de una serie de ejemplos, y dedican su\nparte central a la herramienta de an\u00e1lisis en cuesti\u00f3n, para terminar con\ndiferentes sugerencias para investigaciones futuras.\n\nLos cap\u00edtulos se ven enriquecidos con varios ejemplos procedentes de\nperi\u00f3dicos (Cap\u00edtulo 3), carteles de pel\u00edculas (Cap\u00edtulo 4), pantallas de\nm\u00f3viles (Cap\u00edtulo 4), revistas (Cap\u00edtulo 4), p\u00e1ginas web (Cap\u00edtulo 3, 4),\nembalajes (Cap\u00edtulo 5), espacios de aulas, oficinas y restaurantes (Cap\u00edtulo 6),\nanuncios (Cap\u00edtulo 7), esquemas (Cap\u00edtulo 8) y tablas (Cap\u00edtulo 8). Los\nejemplos introducen los conceptos que componen las herramientas de\nan\u00e1lisis propuestas e ilustran c\u00f3mo llevar a cabo un an\u00e1lisis visual.\n\nLas herramientas de an\u00e1lisis constituyen la parte central de los cap\u00edtulos.\nEstas herramientas establecen los conceptos que examinan las distintas\npartes de los elementos visuales y que ayudan a manifestar su significado. Las\nherramientas parecen estar inspiradas en las obras de Barthes y Kress y van\nLeeuwen, e incluso en las de otros expertos de la semi\u00f3tica social y la\nmultimodalidad. Por ello, muchos conceptos presentados en las\nherramientas resultan familiares, si bien el modo en que se definen y se\naplican los convierte en una contribuci\u00f3n original a la bibliograf\u00eda de la\ncomunicaci\u00f3n visual. Adem\u00e1s, las herramientas se explican con un lenguaje\nclaro, conciso y divulgativo que facilita su adopci\u00f3n entre los expertos y los\nno expertos en comunicaci\u00f3n visual.\n\nRESE\u00f1AS / BOOK REVIEWS\n\nIb\u00e9rica 37 (2019): 249-252250\n\n10 IBERICA 37_Iberica 13 8/5/19 18:24 P\u00e1gina 250", "start_char_idx": 2652, "end_char_idx": 5442, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "d56d78a3-df3c-4514-bae6-65bfb900f12c": {"__data__": {"id_": "d56d78a3-df3c-4514-bae6-65bfb900f12c", "embedding": null, "metadata": {"identifier": "iberica-118", "author": "Rajandran, Kumaran", "title": "Doing Visual Analysis. Per Ledin, David Machin (eds). Los Angeles: Sage, 2018. 208. ISBN: 978-1-4739-7299-5", "date": "2019-01-02", "file": "iberica-118.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-118", "node_type": "4", "metadata": {"identifier": "iberica-118", "author": "Rajandran, Kumaran", "title": "Doing Visual Analysis. Per Ledin, David Machin (eds). Los Angeles: Sage, 2018. 208. ISBN: 978-1-4739-7299-5", "date": "2019-01-02", "file": "iberica-118.pdf"}, "hash": "43b53c998585bb65be2ec73e2e0f9a336e1be5f92be577cd8cb7cf73a18533ac", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "1288c2ac-b6bf-460c-8347-70f6846b33c0", "node_type": "1", "metadata": {"identifier": "iberica-118", "author": "Rajandran, Kumaran", "title": "Doing Visual Analysis. Per Ledin, David Machin (eds). Los Angeles: Sage, 2018. 208. ISBN: 978-1-4739-7299-5", "date": "2019-01-02", "file": "iberica-118.pdf"}, "hash": "63bbac322c1bcd0fd7c78e5269f532f79ebe1a00d5a3645867d729c81d286887", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "e3d88db2-75bb-4507-b938-79c549bad217", "node_type": "1", "metadata": {}, "hash": "98b0ea6c34cdce11aace830a2e58476b44fc160b6c841ce733918b17ae52032c", "class_name": "RelatedNodeInfo"}}, "text": "La conclusi\u00f3n ofrece diversos consejos para el an\u00e1lisis visual. Necesitamos\nidentificar qu\u00e9 queremos indagar antes de aplicar las herramientas (p\u00e1gina\n189), cuyo uso no es aleatorio o impredecible, sino que debe ajustarse a nuestra\nindagaci\u00f3n. As\u00ed, las herramientas habilitan el an\u00e1lisis visual y pueden\ndesentra\u00f1ar el poder de los elementos visuales en la sociedad (p\u00e1ginas 192-\n193). El libro termina con las referencias y el \u00edndice: por un lado, las referencias\nanotan los estudios que utilizan los conceptos esbozados en las herramientas\nque permiten una mayor comprensi\u00f3n y profundizaci\u00f3n de la comunicaci\u00f3n\nvisual en distintos contextos; y, por otro, el \u00edndice simplifica la b\u00fasqueda de los\nconceptos en las herramientas y nos gu\u00eda hacia el contenido necesario.\n\nEl libro cumple ampliamente con el objetivo prometido en la introducci\u00f3n. Su\nprincipal ventaja es la recopilaci\u00f3n de herramientas para analizar una gran\nvariedad de elementos visuales, as\u00ed como la inclusi\u00f3n de numerosos ejemplos.\nResulta gratificante el esfuerzo de los autores al pormenorizar qu\u00e9 es lo que se\nha de estudiar en los elementos visuales, aunque en ocasiones las herramientas\npueden ser abrumadoras por sus detalles. No obstante, ser\u00eda preferible que los\nejemplos se presentaran despu\u00e9s de las herramientas, para, as\u00ed, ilustrar su\naplicaci\u00f3n. Aunque estos ejemplos proceden de pa\u00edses occidentales, las\nherramientas propuestas pueden generalizarse a otras culturas (p\u00e1gina 193). Es\nde esperar que su validez se compruebe en futuras investigaciones.\n\nEl volumen rese\u00f1ado presenta un enorme potencial para las Lenguas para\nFines Espec\u00edficos (LFE), pues multitud de elementos visuales est\u00e1n\ndiseminados en muchos textos, a pesar de que los an\u00e1lisis tienden a centrarse\nen el an\u00e1lisis del lenguaje, como si los elementos visuales ocuparan un lugar\nsecundario. El \u00e1rea de LFE presta atenci\u00f3n a la competencia discursiva\n(Bhatia, 2004), que implica conocimientos tanto ling\u00fc\u00edsticos como visuales.\nYa existen conceptos para el an\u00e1lisis ling\u00fc\u00edstico, pero faltan aquellos que\npermitan explicar los elementos visuales. Por ello, las herramientas\npropuestas por Ledin y Machin ayudan a explorar sistem\u00e1ticamente las\ndiferentes partes que constituyen los elementos visuales y su contribuci\u00f3n al\ndiscurso (p\u00e1gina 9). Dado que los textos de especialidad reflejan cierto\ncontexto, es necesario vincular el discurso con su contexto (p\u00e1gina 17). La\ncombinaci\u00f3n del an\u00e1lisis ling\u00fc\u00edstico y visual ofrece una excelente\noportunidad para comprender c\u00f3mo se lleva a cabo la comunicaci\u00f3n\nmultimodal en los textos de especialidad.\n\nCada uno de los cap\u00edtulos 3-8 se centra en un tipo de elemento visual y ofrece\nuna herramienta amplia que puede enriquecer nuestra indagaci\u00f3n. Sin\n\nRESE\u00f1AS / BOOK REVIEWS\n\nIb\u00e9rica 37 (2019): 249-252 251\n\n10 IBERICA 37_Iberica 13 8/5/19 18:24 P\u00e1gina 251", "start_char_idx": 5446, "end_char_idx": 8290, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "e3d88db2-75bb-4507-b938-79c549bad217": {"__data__": {"id_": "e3d88db2-75bb-4507-b938-79c549bad217", "embedding": null, "metadata": {"identifier": "iberica-118", "author": "Rajandran, Kumaran", "title": "Doing Visual Analysis. Per Ledin, David Machin (eds). Los Angeles: Sage, 2018. 208. ISBN: 978-1-4739-7299-5", "date": "2019-01-02", "file": "iberica-118.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-118", "node_type": "4", "metadata": {"identifier": "iberica-118", "author": "Rajandran, Kumaran", "title": "Doing Visual Analysis. Per Ledin, David Machin (eds). Los Angeles: Sage, 2018. 208. ISBN: 978-1-4739-7299-5", "date": "2019-01-02", "file": "iberica-118.pdf"}, "hash": "43b53c998585bb65be2ec73e2e0f9a336e1be5f92be577cd8cb7cf73a18533ac", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "d56d78a3-df3c-4514-bae6-65bfb900f12c", "node_type": "1", "metadata": {"identifier": "iberica-118", "author": "Rajandran, Kumaran", "title": "Doing Visual Analysis. Per Ledin, David Machin (eds). Los Angeles: Sage, 2018. 208. ISBN: 978-1-4739-7299-5", "date": "2019-01-02", "file": "iberica-118.pdf"}, "hash": "f208db4b3eb8988ca0db4883c51f070452f64b1086184790238dc4d8e971eadf", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "b9055d9f-4723-4da9-bcda-1b0a655aa091", "node_type": "1", "metadata": {}, "hash": "f1c98327ff9fd99179af6cf52e76de871c22b34e2f08a7f67f3778cc82e57cf2", "class_name": "RelatedNodeInfo"}}, "text": "embargo, las herramientas deben ser utilizadas de manera flexible (p\u00e1gina 189).\nEstas pueden incorporarse a otros m\u00e9todos, especialmente el an\u00e1lisis del\ndiscurso, el an\u00e1lisis cr\u00edtico del discurso, la pragm\u00e1tica y los estudios de g\u00e9nero,\ntodos ellos m\u00e9todos favorecidos en el \u00e1rea de LFE. M\u00e1s a\u00fan, estas\nherramientas pueden ser aplicadas independientemente de los elementos\nverbales, porque analizan elementos visuales. Obviamente, ser\u00eda necesaria una\ntraducci\u00f3n de la terminolog\u00eda en ingl\u00e9s a la lengua meta, y la creaci\u00f3n de un\nglosario biling\u00fce ser\u00eda un recurso \u00fatil para investigadores hispanohablantes.\n\nEste libro no exige conocimientos previos especializados y, de este modo,\npuede captar la atenci\u00f3n tanto de los expertos en LFE como de lectores\nmenos duchos en esta \u00e1rea. Por consiguiente, promete ser una lectura \u00fatil\npara todo tipo de p\u00fablico, bien sean estudiantes de grado o posgrado, bien\ninvestigadores. Todos ellos pueden incorporar el an\u00e1lisis visual para\ninvestigar textos multimodales en discursos espec\u00edficos o, si ya lo hacen,\npueden mejorar su investigaci\u00f3n. El libro combina elementos te\u00f3ricos y\npr\u00e1cticos, lo cual contribuye enormemente a una mejor comprensi\u00f3n. El\nvolumen est\u00e1 redactado en ingl\u00e9s, en un estilo f\u00e1cil de comprender y con\nexplicaciones muy claras. As\u00ed pues, este libro ya se ha convertido en una obra\nde referencia en el \u00e1rea de la comunicaci\u00f3n visual y ha logrado un sitio en la\nbibliograf\u00eda cient\u00edfica de las \u00e1reas relacionadas, sobre todo en la semi\u00f3tica\nsocial y la multimodalidad. Es de esperar que nuevos art\u00edculos aprovechen las\nherramientas proporcionadas y que, en consecuencia, apliquen en mayor\nmedida el an\u00e1lisis de la comunicaci\u00f3n visual en el \u00e1rea de LFE.\n\nRecibida 20 noviembre 2018\n\nAceptada 18 febrero 2019\n\nRese\u00f1ado por Kumaran Rajandran\nUniversiti Sains Malaysia (Malasia)\nkumaranr@tuta.io\n\nReferencias\n\nRESE\u00f1AS / BOOK REVIEWS\n\nIb\u00e9rica 37 (2019): 249-252252\n\nBhatia, V. (2004). Worlds of Written Discourse: A\n\nGenre-Based View. London: Continuum.\n\nHalliday, M. (1978). Language as Social Semiotic.\n\nLondon: Edward Arnold.\n\nKress, G. & van Leeuwen, T. (1996). Reading\n\nImages: The Grammar of Visual Design. London:\n\nRoutledge.\n\nO\u2019Halloran, K. (2009). \u201cHistorical changes in the\n\nsemiotic landscape\u201d. In C. Jewitt (Ed.), The\n\nRoutledge Handbook of Multimodal Analysis, 98-\n\n113. London: Routledge.\n\n10 IBERICA 37_Iberica 13 8/5/19 18:24 P\u00e1gina 252", "start_char_idx": 8294, "end_char_idx": 10700, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "b9055d9f-4723-4da9-bcda-1b0a655aa091": {"__data__": {"id_": "b9055d9f-4723-4da9-bcda-1b0a655aa091", "embedding": null, "metadata": {"identifier": "iberica-119", "author": "D'Angelo, Larissa", "title": "Introducing multimodality Jewitt, C., J. Bezemer & K. O\u2019Halloran. London: Routledge, 2016. 219 pages. ISBN 978-0-415- 63926-2", "date": "2019-01-02", "file": "iberica-119.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-119", "node_type": "4", "metadata": {"identifier": "iberica-119", "author": "D'Angelo, Larissa", "title": "Introducing multimodality Jewitt, C., J. Bezemer & K. O\u2019Halloran. London: Routledge, 2016. 219 pages. ISBN 978-0-415- 63926-2", "date": "2019-01-02", "file": "iberica-119.pdf"}, "hash": "5f335831b757ae19dd93a5aca1aa42fcfc6249f8bbd67633eda466c612d9f351", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "e3d88db2-75bb-4507-b938-79c549bad217", "node_type": "1", "metadata": {"identifier": "iberica-118", "author": "Rajandran, Kumaran", "title": "Doing Visual Analysis. Per Ledin, David Machin (eds). Los Angeles: Sage, 2018. 208. ISBN: 978-1-4739-7299-5", "date": "2019-01-02", "file": "iberica-118.pdf"}, "hash": "8b8f9404ad6b9995ce3e0c5873688f302e0e880d27d83b070e45ecb5a0067e63", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "e6fd34fc-0f21-4cf0-8fc4-cd55c946308d", "node_type": "1", "metadata": {}, "hash": "dc4fc87621dfa81558c9e2d25a9b1100cc08c3c242d37e8ba202dfca9936ff72", "class_name": "RelatedNodeInfo"}}, "text": "Iberica 13\n\n\nIntroducing multimodality \n\nJewitt, C., J. Bezemer & K. O\u2019Halloran. \n\nLondon: Routledge, 2016. 219 pages. ISBN 978-0-415-\n\n63926-2\n\nIntroducing Multimodality is a recent publication by JEWITT, C., BEZEMER,\nJ., and O\u2019HALLORAN, K., published by Routledge. These renowned\nauthors draw upon their extensive knowledge of the discipline and their\nprevious well-known publications, such as the Routledge Handbook of\nMultimodal Analysis (Jewitt, 2009), Multimodality, Learning and Communication: A\nSocial Semiotic Frame (Bezemer & Kress, 2015) and Multimodal Studies: Exploring\nIssues and Domains (O\u2019Halloran & Smith, 2011). These diverse scholars\nconverge in this volume to discuss theories and methodologies relevant to\nmultimodal research and their applicability to such a field.\n\nThe outcome is a user-friendly and readable contribution that provides a\nrelevant and welcome introduction and overviews theories on multimodality.\nIt draws upon two decades of research on this evolving field and focuses on\nthree main traditions that have utilised multimodality: Systemic Functional\nLinguistics, Social Semiotics and Conversation Analysis. The history of each\nof these traditions is provided, together with a summary of key concepts\nand pivotal studies available. \n\nThe volume consists of seven chapters, including an introductory section, a\nglossary and a self-study guide. Chapter One deals with the history and\ncritical concepts of multimodality and introduces different types of\nmultimodal analyses. In Chapter Two, the authors discuss possible reasons\nfor carrying out multimodal research, whereas in Chapters Three, Four and\nFive we see three different approaches to multimodality: Systemic Functional\nLinguistics; Social Semiotics and Conversational Analysis. Their respective\nareas of application are described and illustrated, as well as their limitations.\nIn Chapter Six, five other approaches to multimodality are considered, which\nhave stemmed from a combination of different research traditions and serve\nas an example of how research in multimodality can be conducted: Geo-\nSemiotics; Multimodal (Inter)actional Analysis; Multimodal Ethnography; a\ncorpus-based approach to multimodality; and Multimodal Reception\nAnalysis. Each approach is explained and the reasons to use these combined\nframeworks are argued for. Chapter Seven offers a hands-on approach on\n\nRESE\u00f1AS / BOOK REVIEWS\n\nIb\u00e9rica 37 (2019): 253-254\n\nISSN: 1139-7241 / e-ISSN: 2340-2784\n\n253\n\n10 IBERICA 37_Iberica 13 8/5/19 18:24 P\u00e1gina 253", "start_char_idx": 48, "end_char_idx": 2583, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "e6fd34fc-0f21-4cf0-8fc4-cd55c946308d": {"__data__": {"id_": "e6fd34fc-0f21-4cf0-8fc4-cd55c946308d", "embedding": null, "metadata": {"identifier": "iberica-119", "author": "D'Angelo, Larissa", "title": "Introducing multimodality Jewitt, C., J. Bezemer & K. O\u2019Halloran. London: Routledge, 2016. 219 pages. ISBN 978-0-415- 63926-2", "date": "2019-01-02", "file": "iberica-119.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-119", "node_type": "4", "metadata": {"identifier": "iberica-119", "author": "D'Angelo, Larissa", "title": "Introducing multimodality Jewitt, C., J. Bezemer & K. O\u2019Halloran. London: Routledge, 2016. 219 pages. ISBN 978-0-415- 63926-2", "date": "2019-01-02", "file": "iberica-119.pdf"}, "hash": "5f335831b757ae19dd93a5aca1aa42fcfc6249f8bbd67633eda466c612d9f351", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "b9055d9f-4723-4da9-bcda-1b0a655aa091", "node_type": "1", "metadata": {"identifier": "iberica-119", "author": "D'Angelo, Larissa", "title": "Introducing multimodality Jewitt, C., J. Bezemer & K. O\u2019Halloran. London: Routledge, 2016. 219 pages. ISBN 978-0-415- 63926-2", "date": "2019-01-02", "file": "iberica-119.pdf"}, "hash": "00a3d2a5a12041127f8ccba8684d1a8d1462336254e17b90713e08913709ff11", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "cb4fb615-7857-4351-bb09-615b3a1422f7", "node_type": "1", "metadata": {}, "hash": "a5a0852fe70adce2f8732d140e6007108fc69530c121dcc4c8d72819b6144938", "class_name": "RelatedNodeInfo"}}, "text": "how to design and construct a multimodal study, outlining eight key elements\nthat researchers need to consider, i.e. choosing an approach; deciding on a\nresearch area/focus; formulating research questions; selecting an empirical\nfocus; collecting, managing and transcribing research materials; and\nconsidering the ethical dimensions of multimodal research. The volume\nends with a glossary and a self-study guide with seven comprehensive study\nunits that address each chapter in the text.\n\nThe volume by Jewitt, Bezemer, and O\u2019Halloran is a valuable contribution in\nthe ever-changing field of Multimodality, because it provides a user-friendly\nguide to past and recent developments within the field and equips\nundergraduates, graduate students and novice researchers alike with an\nauthoritative review of the different strands in multimodal theory and research.\nEach chapter is enriched by examples, visuals, and new directions in the field. \n\nWhat is particularly useful for (under)graduate students (and for lecturers\nwilling to use the volume as a didactic resource in class) is the self-study\nguide at the end, which works as a study companion to each chapter in the\nbook. Each unit encompasses a chapter overview, with chapter topics and a\nsummary; a set of study questions; exercises; tips and suggested resources.\nAlso quite helpful for novice researchers is Chapter Seven, which furnishes\na rationale for designing a multimodal study. The book balances a first\nmethodological part with a more practical, hands-on approach found in its\nsecond half. Overall, this volume is highly recommended and very much\nappreciated because of the wise, knowledgeable and exciting input it\nprovides for researchers and practitioners working in Multimodality,\nSemiotics, Applied Linguistics and related areas.\n\nReceived: 14 April 2019\n\nAccepted: 17 April 2019\n\nReviewed by Larissa D\u2019Angelo\nUniversit\u00e1 degli Studi di Bergamo (Italy)\nlarissa.dangelo@unibg.it\n\nReferences:\n\nRESE\u00f1AS / BOOK REVIEWS\n\nIb\u00e9rica 37 (2019): 253-254254\n\nBezemer, J. & G. Kress (2015). Multimodality,\n\nLearning and Communication: A Social Semiotic\n\nFrame. London: Routledge.\n\nJewitt, C. (ed.) (2009). The Routledge Handbook\n\nof Multimodal Analysis. London: Routledge.\n\nO\u2019Halloran, K. & B.A. Smith (eds.)\n\n(2011). Multimodal Studies: Exploring Issues and\n\nDomains. London: Routledge.\n\n10 IBERICA 37_Iberica 13 8/5/19 18:24 P\u00e1gina 254", "start_char_idx": 2587, "end_char_idx": 4988, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "cb4fb615-7857-4351-bb09-615b3a1422f7": {"__data__": {"id_": "cb4fb615-7857-4351-bb09-615b3a1422f7", "embedding": null, "metadata": {"identifier": "iberica-120", "author": "Engberg, Jan", "title": "Multimodal Analysis in Academic Settings. From Research to Teaching. Edited by Belinda Crawford Camiciottoli and Inmaculada Fortanet-Gomez. London / New York 2015: Routledge (Paperback 2018)", "date": "2019-01-02", "file": "iberica-120.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-120", "node_type": "4", "metadata": {"identifier": "iberica-120", "author": "Engberg, Jan", "title": "Multimodal Analysis in Academic Settings. From Research to Teaching. Edited by Belinda Crawford Camiciottoli and Inmaculada Fortanet-Gomez. London / New York 2015: Routledge (Paperback 2018)", "date": "2019-01-02", "file": "iberica-120.pdf"}, "hash": "d8cd32e2fd333f0878e0476057f6c8a67136ef5f95b24d4f9893d8fdccb0318b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "e6fd34fc-0f21-4cf0-8fc4-cd55c946308d", "node_type": "1", "metadata": {"identifier": "iberica-119", "author": "D'Angelo, Larissa", "title": "Introducing multimodality Jewitt, C., J. Bezemer & K. O\u2019Halloran. London: Routledge, 2016. 219 pages. ISBN 978-0-415- 63926-2", "date": "2019-01-02", "file": "iberica-119.pdf"}, "hash": "cd9f69a9fbf1307b132b6d185f9e2540d77da328bbb17dd7d76a3cf30b50a7ed", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "364e343d-eff7-44b1-8a8a-bf2b9b15c96d", "node_type": "1", "metadata": {}, "hash": "154159db294284ccf04d694f2a0fe46e05440a1cef958d9640716a3e0ad270d3", "class_name": "RelatedNodeInfo"}}, "text": "Iberica 13\n\n\nMultimodal Analysis in Academic\n\nSettings. From Research to Teaching. \n\nEdited by Belinda Crawford Camiciottoli and Inmaculada\n\nFortanet-Gomez. \n\nLondon / New York 2015: Routledge (Paperback 2018)\n\nThis volume, which was published first in 2015 and now has appeared in\npaperback format, is interesting in at least two ways that make it relevant to\nwrite a review of it today, despite the fact that the content is not new. Mainly,\nit takes on a topic not often treated in depth in the field of studies of\nacademic communication, viz., oral communication. Furthermore, and not\nleast important, due to the number of studies on different aspects of oral\nacademic communication, it is an interesting example of the variety of ways\nin which multimodal studies based upon systemic-functional analysis\napproache this complex object of research.\n\nThe book consists of an introduction followed by ten chapters. The first six\ntake on the study of conference contributions, while the last four deal with\nmultimodal/oral communication in or for the classroom. All of the chapters\nfall within a well-defined frame of interest and form a coherent whole, but\nare sufficiently different to render a diversified picture of the common topic.\nIn what follows I want to highlight this coherent diversity.\n\nThe chapter by Zuocheng Zhang (\u201cDisagreements in Plenary Addresses as\nMultimodal Action\u201d) aims to \u201cexplore how disagreements are accomplished by\nplenary speakers at academic conferences\u201d. It analyses the multimodal meaning-\nmaking devices involved in presenting four types of disagreement in two plenary\ntalks. The focus of analysis is set on modalities such as spoken language, hand\nmovement, head movement, facial expression, posture, and gaze. The study\nidentifies individual systems in combining these modalities when performing the\ndisagreement characteristic of professional academic practice. \n\nThe chapter \u201cContrastive Multimodal Analysis \u2013 Conference Plenary\nLectures in English and Spanish\u201d by Noelia Ruiz-Madrid and Inmaculada\nFortanet-Gomez, analysing various semiotic systems, intends to demonstrate\n\u201chow the relationship among them adds a particular pragmatic value to the\nlinguistic message conveyed\u201d. Focus is upon the study of asides, starting\nfrom a linguistic analysis and moving on to paralinguistic (voice quality, voice\n\nRESE\u00f1AS / BOOK REVIEWS\n\nIb\u00e9rica 37 (2019): 255-260\n\nISSN: 1139-7241 / e-ISSN: 2340-2784\n\n255\n\n10 IBERICA 37_Iberica 13 8/5/19 18:24 P\u00e1gina 255", "start_char_idx": 48, "end_char_idx": 2550, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "364e343d-eff7-44b1-8a8a-bf2b9b15c96d": {"__data__": {"id_": "364e343d-eff7-44b1-8a8a-bf2b9b15c96d", "embedding": null, "metadata": {"identifier": "iberica-120", "author": "Engberg, Jan", "title": "Multimodal Analysis in Academic Settings. From Research to Teaching. Edited by Belinda Crawford Camiciottoli and Inmaculada Fortanet-Gomez. London / New York 2015: Routledge (Paperback 2018)", "date": "2019-01-02", "file": "iberica-120.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-120", "node_type": "4", "metadata": {"identifier": "iberica-120", "author": "Engberg, Jan", "title": "Multimodal Analysis in Academic Settings. From Research to Teaching. Edited by Belinda Crawford Camiciottoli and Inmaculada Fortanet-Gomez. London / New York 2015: Routledge (Paperback 2018)", "date": "2019-01-02", "file": "iberica-120.pdf"}, "hash": "d8cd32e2fd333f0878e0476057f6c8a67136ef5f95b24d4f9893d8fdccb0318b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "cb4fb615-7857-4351-bb09-615b3a1422f7", "node_type": "1", "metadata": {"identifier": "iberica-120", "author": "Engberg, Jan", "title": "Multimodal Analysis in Academic Settings. From Research to Teaching. Edited by Belinda Crawford Camiciottoli and Inmaculada Fortanet-Gomez. London / New York 2015: Routledge (Paperback 2018)", "date": "2019-01-02", "file": "iberica-120.pdf"}, "hash": "3564df8e484e001c4720ab960d6964500876d6f459b6cf4ba2163e8cbd7cf2a6", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "1e50cc33-8ea6-4b83-84c1-95e37e1a7c30", "node_type": "1", "metadata": {}, "hash": "1d275638637801378857916126f112340565093056557468f7c9737dc23914f8", "class_name": "RelatedNodeInfo"}}, "text": "differentiator) and kinetic (gestures, head movement, facial expression, gaze)\nresources. Two plenary lectures (one Spanish, one English) are examined,\ncontaining 25 and 39 asides, respectively. One rich aside sequence is selected\nfrom each talk for deep analysis of the multimodal interaction. Conclusions\nare mainly methodological and concern the usefulness of this type of\nanalysis for describing complex communicative processes of this sort, with\na focus on didactic settings. \n\nIn the chapter \u201cIntensifying Adverbs in Academic Spoken Discourse\u201d,\nMiguel F. Ruiz-Garrido examines in presentations the most common\nintensifiers used to modify adjectives and their accompanying paralinguistic\n(pitch, silence, syllable duration) and kinesic (hand movement, head\nmovement, body movement) features. Four presentations by female\npresenters are studied (two Spanish and two English). Paralinguistic and\nkinesic resources support linguistic intensification, but no deep systematicity\nis found. However, it is suggested that it would be sensible to explore this\nphenomenon further in order to find common patterns and apply these in\nteaching.\n\nThe chapter by Giuliana Diani (\u201cVisual Communication in Applied\nLinguistic Conference Presentation\u201d) investigates types of visuals (i.e. slides)\nin PowerPoint conference presentations as well as the relations between the\nmacro structure of the presentation and the IMRD structure of research\narticles. She investigates 56 PPT presentations from three conferences and\ncategorises the slides into scriptural, numerical, figurative, and graphical. The\nvast majority (75 %) are scriptural, whereas the rest are evenly divided. The\nstructure found generally deviates from the IMRD sequence, due to\ndifferences in the communicative situation. \n\nIn her chapter \u201cA Multimodal Approach to Persuasion in Conference\nPresentations\u201d, Julia Valeiras Jurado uses ethnographic methods to study the\nuse of semiotic modalities for making conference presentations more\npersuasive. She analyses one conference presentation delivered by two\npresenters and investigates the following modalities: verbal text,\nparalanguage (intonation, pauses, non-verbal vocalizations), kinesics\n(gestures, body posture, head movements, gaze), visuals on screen, and\nwritten text projected on screen. \n\nThe chapter by Christine R\u00e4is\u00e4nen (\u201cThere is more to Multimodality Than\nDiscourse Features and Nonverbal Behaviors\u201d) is different from most of the\nothers in that it does not rely upon an empirical study. Instead, it is a\n\nRESE\u00f1AS / BOOK REVIEWS\n\nIb\u00e9rica 37 (2019): 255-260256\n\n10 IBERICA 37_Iberica 13 8/5/19 18:24 P\u00e1gina 256", "start_char_idx": 2554, "end_char_idx": 5193, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "1e50cc33-8ea6-4b83-84c1-95e37e1a7c30": {"__data__": {"id_": "1e50cc33-8ea6-4b83-84c1-95e37e1a7c30", "embedding": null, "metadata": {"identifier": "iberica-120", "author": "Engberg, Jan", "title": "Multimodal Analysis in Academic Settings. From Research to Teaching. Edited by Belinda Crawford Camiciottoli and Inmaculada Fortanet-Gomez. London / New York 2015: Routledge (Paperback 2018)", "date": "2019-01-02", "file": "iberica-120.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-120", "node_type": "4", "metadata": {"identifier": "iberica-120", "author": "Engberg, Jan", "title": "Multimodal Analysis in Academic Settings. From Research to Teaching. Edited by Belinda Crawford Camiciottoli and Inmaculada Fortanet-Gomez. London / New York 2015: Routledge (Paperback 2018)", "date": "2019-01-02", "file": "iberica-120.pdf"}, "hash": "d8cd32e2fd333f0878e0476057f6c8a67136ef5f95b24d4f9893d8fdccb0318b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "364e343d-eff7-44b1-8a8a-bf2b9b15c96d", "node_type": "1", "metadata": {"identifier": "iberica-120", "author": "Engberg, Jan", "title": "Multimodal Analysis in Academic Settings. From Research to Teaching. Edited by Belinda Crawford Camiciottoli and Inmaculada Fortanet-Gomez. London / New York 2015: Routledge (Paperback 2018)", "date": "2019-01-02", "file": "iberica-120.pdf"}, "hash": "a80b8b1da18d300b5443bf1dcff5a8f97345252847daf0d6faaa803475a85159", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "37ba41a4-c51b-400c-9888-3deb43143b62", "node_type": "1", "metadata": {}, "hash": "da3e0a4b04f17b826f802bb7e66205684154cd29bc474f1f9a6f4489e8bdd06e", "class_name": "RelatedNodeInfo"}}, "text": "theoretical contribution proposing that we should include not only\nmodalities which communicators control (internal modalities), but also\nmodalities with power to influence communication without communicators\ngoverning them (external modalities). Along this line of thought, she\nproposes to include the matter around the communication (e.g., artifacts and\nspatial layout) in her multimodal analysis. Hence, she proposes to proceed in\nthe ethnographic direction, especially visible in Valeiras Jurado\u2019s\ncontribution.\n\nThe chapter \u201cElaborating Explanations During OpenCourseWare\nHumanities Lectures\u201d by Belinda Crawford Camiciottoli, investigates the\ninterplay between the linguistic expressions of explanation and the co-\noccurring non-verbal signals in humanities lectures from Yale University\u2019s\nOpenCourse website. Five lectures are analysed. The verbal expressions of\nexplanation (dominantly: argumentation) are taken as a basis and\nsupplemented by an analysis of the co-occurring features \u2018prosodic stress\u2019,\n\u2018outward gaze\u2019, and \u2018gesturing\u2019. The finding is that nonverbal signals are used\nto reinforce verbal meaning and promote an atmosphere that facilitates\nlearning.\n\nJuan Carlos Palmer-Silveira\u2019s \u201cMultimodality in Business Communication\u201d\nanalyses three student presentations from a training course in this genre and\ndelves into body language as a visual aid. Different from the other empirical\nchapters in the volume, this chapter studies communicative instances from\nthe normative point of view of the course: Have the students acquired the\nintended skills? The chapter thus appears to have more of a didactic than a\nresearch orientation. The features analysed are \u2018stage\u2019, \u2018hands\u2019, \u2018eye contact\u2019,\nand \u2018head movement\u2019, which interweave in an encompassing picture of the\ninteraction of body language constituents in such presentations, together\nwith a number of normative utterances on the desirable use of those\nconstituents\u2019 (students should \u2026).\n\nThe chapter \u201cAssessing Multimodal Listening\u201d by Mari Carmen Campoy-\nCubillo and Mercedes Querol-Juli\u00e1n resumes the didactic focus. It does not\ncontain an empirical analysis but presents instead a theory-based suggestion\nof a set of criteria for assessing listening tasks based upon videotexts in\nforeign language teaching. Apart from verbal aspects, extralinguistic features\n(visual context, visual information, aural information, kinesics, proxemics)\nand paralinguistic features (qualities, qualifiers, differentiators) are proposed.\n\nFinally, Silvia Bruti\u2019s chapter \u201cTeaching Learners How to Use Pragmatic\n\nRESE\u00f1AS / BOOK REVIEWS\n\nIb\u00e9rica 37 (2019): 255-260 257\n\n10 IBERICA 37_Iberica 13 8/5/19 18:24 P\u00e1gina 257", "start_char_idx": 5197, "end_char_idx": 7881, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "37ba41a4-c51b-400c-9888-3deb43143b62": {"__data__": {"id_": "37ba41a4-c51b-400c-9888-3deb43143b62", "embedding": null, "metadata": {"identifier": "iberica-120", "author": "Engberg, Jan", "title": "Multimodal Analysis in Academic Settings. From Research to Teaching. Edited by Belinda Crawford Camiciottoli and Inmaculada Fortanet-Gomez. London / New York 2015: Routledge (Paperback 2018)", "date": "2019-01-02", "file": "iberica-120.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-120", "node_type": "4", "metadata": {"identifier": "iberica-120", "author": "Engberg, Jan", "title": "Multimodal Analysis in Academic Settings. From Research to Teaching. Edited by Belinda Crawford Camiciottoli and Inmaculada Fortanet-Gomez. London / New York 2015: Routledge (Paperback 2018)", "date": "2019-01-02", "file": "iberica-120.pdf"}, "hash": "d8cd32e2fd333f0878e0476057f6c8a67136ef5f95b24d4f9893d8fdccb0318b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "1e50cc33-8ea6-4b83-84c1-95e37e1a7c30", "node_type": "1", "metadata": {"identifier": "iberica-120", "author": "Engberg, Jan", "title": "Multimodal Analysis in Academic Settings. From Research to Teaching. Edited by Belinda Crawford Camiciottoli and Inmaculada Fortanet-Gomez. London / New York 2015: Routledge (Paperback 2018)", "date": "2019-01-02", "file": "iberica-120.pdf"}, "hash": "bcc9e2de8bfdbc03734f123b6b3c791f7a6cb045f46b7d3f0307b7bcb73905c5", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "f1806f15-1499-4773-8a6d-10ed96306b82", "node_type": "1", "metadata": {}, "hash": "02d04b68af005b0db945db8463796cdd01ff1723da1cb20a9d7d1409a38ea458", "class_name": "RelatedNodeInfo"}}, "text": "Routines Through Audiovisual Material\u201d is also a proposal for a didactic\napproach, in which multimodal analysis and especially multimodal\ntranscription may be used in order to teach the pragmatic features of\nconversational interaction. Two examples are presented of the relevant\ninsights that may be obtained from a multimodal transcription of two\ndifferent film clips. In addition to modalities such as kinesics and proxemics,\nothers more akin to film semiotics are studied, such as shot description\n(medium shot, close-up shot, etc.) and audio track and music. This choice of\nfeatures to include in the transcription appears broad, if the goal is to let\nstudents become aware of features of conversational interaction.\n\nLooking at the volume as a whole, two characteristics are prominent. The\nfirst, more methodologically oriented, is the implicit ideal of most\ncontributions to render system-based insights on the genres or linguistic\nvarieties studied, preferably in the form of generalisations. There is a\nmethodological challenge hidden here: the number of possible modalities to\nstudy is by definition unlimited in the field of Multimodality Studies (cf.\nR\u00e4is\u00e4nen\u2019s suggestion of including the agential role of non-human agents).\nIn order to make this approach viable, the studies in the volume therefore\nsensibly limit the number of modalities included, typically to paralinguistic\nand kinetic features, but still keep a considerable number of analytic\ndimensions. Furthermore, they restrict the number of communicative\ninstances studied to between one and five, hence dominantly following an\nethnographic and qualitative approach (one exception is Diani\u2019s study of a\ntotal of 1680 slides). However, although many authors explicitly describe the\nlimited size of their communicative samples as both a characteristic and a\nlimitation, this fact does not prevent them from making such claims as \u201cOur\nfindings have shown that certain intensifying adverbs are quite frequent in\nacademic spoken English and Spanish, \u2026\u201d (p. 78), based upon two Spanish\nand two English conference contributions. Consequently, although the\nauthors show a clear awareness of the need to limit the object of study in\norder to cope analytically, there is still a wish to give a \u2018big picture\u2019 of\nacademic spoken discourse from a multimodal standpoint.\n\nInterestingly, the second characteristic actually points in the opposite\ndirection, towards a more qualitative than quantitative approach. All the\nchapters comment upon the didactic use of their findings, but regularly not\nin the form of systems of characteristics deduced from the studies. Rather,\nthey suggest that students use the same approach in their study of\ncommunicative instances as in this study and thus become able to perceive\n\nRESE\u00f1AS / BOOK REVIEWS\n\nIb\u00e9rica 37 (2019): 255-260258\n\n10 IBERICA 37_Iberica 13 8/5/19 18:24 P\u00e1gina 258\n\n\n\nthe interaction between verbal and para- or non-verbal modalities. This is a\nsensible way to control the high number of interacting factors (i.e.. the\ndifferent features studied in the chapters). \n\nIt has been a pleasure to read this book, which I can recommend to everyone\ninterested in how to investigate and teach multimodal communication in the\nacademic field.\n\nReceived: 15 April 2019\n\nAccepted: 17 April 2019\n\nReviewed by Jan Enberg\nAarhus Universitet (Denmark)\nje@cc.au.dk\n\nRESE\u00f1AS / BOOK REVIEWS\n\nIb\u00e9rica 37 (2019): 255-260 259\n\n10 IBERICA 37_Iberica 13 8/5/19 18:24 P\u00e1gina 259\n\n\n\n10 IBERICA 37_Iberica 13 8/5/19 18:24 P\u00e1gina 260", "start_char_idx": 7885, "end_char_idx": 11434, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "f1806f15-1499-4773-8a6d-10ed96306b82": {"__data__": {"id_": "f1806f15-1499-4773-8a6d-10ed96306b82", "embedding": null, "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-121", "node_type": "4", "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "hash": "59420399f6491be86a779414e09338e74fe067647bdcc265964c07833779add2", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "37ba41a4-c51b-400c-9888-3deb43143b62", "node_type": "1", "metadata": {"identifier": "iberica-120", "author": "Engberg, Jan", "title": "Multimodal Analysis in Academic Settings. From Research to Teaching. Edited by Belinda Crawford Camiciottoli and Inmaculada Fortanet-Gomez. London / New York 2015: Routledge (Paperback 2018)", "date": "2019-01-02", "file": "iberica-120.pdf"}, "hash": "2f265cc8391eae8c6d526aeafcc828497e6bffcd17812717e8d917ec48a174e7", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "375143fd-287c-49e8-b530-8a63ea139b7c", "node_type": "1", "metadata": {}, "hash": "89a0b91079189a3bc54b61837cb3ce96c7e1e105d84942f411c18ce961482f07", "class_name": "RelatedNodeInfo"}}, "text": "Maquetaci\u00f3n 1\n\n\nIb\u00e9rica 36 (2018): 15-42\n\nISSN: 1139-7241 / e-ISSN: 2340-2784\n\nAbstract \n\nDigital media have the potential to foster genre innovation and change in\n\nscholarly communication, by 1) opening up new, diversified audiences to\n\nacademics, and 2) facilitating the use of a range of multimodal semiotic\n\nresources, that combine word and image, in academic writing. However,\n\nrelatively little applied linguistic research has investigated innovation in research\n\ngenres, especially high stakes genres like the research article. In addition, some of\n\nthe existing literature on the topic has concluded that the addition of digital\n\nelements to research articles (for example, embedded video) fails to add\n\nsignificant meaning to the genre, perhaps indicating a poor match between the\n\naffordances of digital media and the communicative purposes of the academic\n\nwriters. This exploratory study provides a multi-dimensional genre analysis of a\n\nnew research genre in the field of science: the video methods article (VMA),\n\npublished online by the Journal of Visualized Experiments (JoVE). In order to\n\nunderstand the intertextual communicative context of this genre, community\n\ndocuments were reviewed and two specialist informants were interviewed. A\n\nsample of eleven VMAs from JoVE, one per year of publication from 2006-\n\n2016, was examined. The multimodal analysis shows how the VMA genre draws\n\non the affordances of digital video in order to meet genuine needs of academic\n\nwriters. The findings also show some innovation and development in the genre\n\nover time, which moves through an initial period of experimentation before\n\nsettling on a stable generic structure. \n\nKeywords: genre innovation, digital media, digital literacies, multimodality,\n\nEnglish for academic purposes, English for research publication, digital\n\nvideo. \n\nGenre innovation and multimodal\n\nexpression in scholarly communication:\n\nVideo methods articles in experimental\n\nbiology \n\nChristoph A. Hafner \n\nCity University of Hong Kong (Hong Kong) \n\nc.hafner@cityu.edu.hk\n\n15\n\n01 IBERICA 36_Iberica 13 26/10/18 20:19 P\u00e1gina 15", "start_char_idx": 42, "end_char_idx": 2167, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "375143fd-287c-49e8-b530-8a63ea139b7c": {"__data__": {"id_": "375143fd-287c-49e8-b530-8a63ea139b7c", "embedding": null, "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-121", "node_type": "4", "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "hash": "59420399f6491be86a779414e09338e74fe067647bdcc265964c07833779add2", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "f1806f15-1499-4773-8a6d-10ed96306b82", "node_type": "1", "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "hash": "373480e9f600bce73dcdf78ffd54c96aa2419ac93bf044950d969f12f225658c", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "13c79f8d-a673-4f05-8be3-e30e06f9e7bd", "node_type": "1", "metadata": {}, "hash": "3e69a9e49fafe3fe7d82a803211253063eb361f9a48fa126cf3d2be5576bc61f", "class_name": "RelatedNodeInfo"}}, "text": "Ib\u00e9rica 36 (2018): 15-42\n\nCHrIsToPH A. HAfNEr\n\nResumen \n\nI nn ov a c i\u00f3 n de g \u00e9 n e ro y e x pr e s i\u00f3 n mul t im od al e n l a c o mun ic a c i \u00f3n a c a d\u00e9 mi c a :\n\nE l v \u00ed de o -a rt \u00edc u l o d e m \u00e9 tod o s e n b io l og \u00eda e x pe r ime n ta l \n\nLos medios digitales pueden propiciar la innovaci\u00f3n de g\u00e9neros textuales y\n\ncambios en la comunicaci\u00f3n acad\u00e9mica por dos v\u00edas: 1) proporcionando a la\n\ncomunidad cient\u00edfica p\u00fablicos nuevos, m\u00e1s amplios y diversos, y 2) facilitando el\n\nuso de una gama de recursos semi\u00f3ticos multimodales que combinen palabra e\n\nimagen. La Ling\u00fc\u00edstica Aplicada, sin embargo, ha estudiado poco la innovaci\u00f3n\n\nen los g\u00e9neros textuales empleados en la investigaci\u00f3n, especialmente en aquellos\n\nque, como el art\u00edculo cient\u00edfico, revisten una importancia fundamental. Parte de\n\nla literatura especializada, adem\u00e1s, ha llegado a la conclusion de que a\u00f1adir\n\nelementos digitales a los art\u00edculos cient\u00edficos (insertando v\u00eddeos, por ejemplo) no\n\naporta ning\u00fan significado adicional de inter\u00e9s, lo cual tal vez sea indicativo de un\n\ndesfase entre el potencial tecnol\u00f3gico del medio digital y el prop\u00f3sito\n\ncomunicativo del autor. El presente art\u00edculo analiza, desde una perspectiva\n\nmultidimensional y exploratoria, un nuevo g\u00e9nero de investigaci\u00f3n cient\u00edfica: el\n\nv\u00eddeo-art\u00edculo de m\u00e9todos (VAM), que publica en Internet la revista\n\nespecializada Journal of Visualized Experiments (JoVE). Para comprender el\n\ncontexto comunicativo intercultural del g\u00e9nero, se han revisado los documentos\n\nde una comunidad disciplinaria, se ha entrevistado a dos informadores\n\nespecialistas y se ha examinado una muestra de once VAMs de JoVE, uno por\n\ncada a\u00f1o de publicaci\u00f3n de 2006 a 2016. El an\u00e1lisis multimodal muestra c\u00f3mo el\n\ng\u00e9nero del VAM recurre al potencial del v\u00eddeo digital para satisfacer las\n\nnecesidades comunicativas genuinas de los autores acad\u00e9micos. Los hallazgos del\n\nestudio evidencian asimismo cierta innovaci\u00f3n y desarrollo del g\u00e9nero a trav\u00e9s\n\ndel tiempo, desde un per\u00edodo experimental inicial hasta la consolidaci\u00f3n de una\n\nestructura ret\u00f3rica estable. \n\nPalabras clave: innovaci\u00f3n de g\u00e9nero, medios digitales, competencias\n\ndigitales, multimodalidad, ingl\u00e9s para fines acad\u00e9micos, ingl\u00e9s para la\n\npublicaci\u00f3n cient\u00edfica, v\u00eddeo digital. \n\nIntroduction \n\nThere have, for some time now, been calls for language and literacy\n\neducators to engage with emerging digital and multimodal forms of\n\nexpression (e.g. New London Group, 1996; Kress, 2000; Belcher, 2004;\n\nHafner, Chik & Jones, 2013, 2015; Early, Kendrick & Potts, 2015). Although\n\nsuch new forms of expression have emerged at a dizzying pace in popular\n\ncontexts, they have been much slower to take hold in the academic context,\n\n16\n\n01 IBERICA 36_Iberica 13 26/10/18 20:19 P\u00e1gina 16", "start_char_idx": 2171, "end_char_idx": 4956, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "13c79f8d-a673-4f05-8be3-e30e06f9e7bd": {"__data__": {"id_": "13c79f8d-a673-4f05-8be3-e30e06f9e7bd", "embedding": null, "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-121", "node_type": "4", "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "hash": "59420399f6491be86a779414e09338e74fe067647bdcc265964c07833779add2", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "375143fd-287c-49e8-b530-8a63ea139b7c", "node_type": "1", "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "hash": "b4a49f06492d79d8b31b666bef30a3253d4550e937fca70ca1efbdd9665a98b1", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "cff13eff-3f53-4a24-b2f4-b33c5b64f92f", "node_type": "1", "metadata": {}, "hash": "11c2a61fa5275f2bdd78120cae959d88b4dc0f866e62ae9e356a8899beff41d0", "class_name": "RelatedNodeInfo"}}, "text": "where traditional research genres using traditional forms of expression have\n\ntended to predominate. relatively little attention has been paid to the ways\n\nin which digital media potentially affect academic genres. As P\u00e9rez-Llantada\n\n(2016: 24) puts it, \u201cThere is therefore a need for stimulating scholarly\n\nconversation on issues of genre innovation and change so as to better\n\nunderstand the new forms of research communication in today\u2019s academic\n\nsettings\u201d. In this article, I hope to contribute to this conversation by\n\nexploring an important innovation in scientific research genres, namely, the\n\ndevelopment of the video methods article. \n\nExisting applied linguistic research into digital research genres includes work\n\non academic homepages (Hyland, 2011), academic blogs (Blanchard, 2011;\n\nLuz\u00f3n, 2012, 2013), and innovative digital forms of expression in the\n\nresearch article (rA) (P\u00e9rez-Llantada, 2013). Given the central importance of\n\nthe rA in academic genre systems, it is an especially interesting genre to\n\nconsider. P\u00e9rez-Llantada (2013) investigates the so-called Article of the\n\nfuture introduced by the academic publisher Elsevier in order to provide\n\nacademic writers with a number of enhanced elements for expression: an\n\ninteractive web interface with navigation sidebars, research highlights,\n\ngraphical abstracts, embedded video and interactive figures and graphs.\n\nAccording to the Elsevier website, \u201cThe Article of the future initiative aims\n\nto revolutionise the traditional linear format of the academic paper to make\n\nit more dynamic and user-friendly\u201d (Zudilova-seinstra, 2013: n.p.).\n\nExperimenting with the form of scholarly communication in rAs is not\n\nunusual: for example, a recent special issue of the European Journal of\n\nInformation Systems examines six alternative representational forms in that\n\ndiscipline (Avital, Mathiassen & schultze, 2017). However, one possible\n\ncriticism of initiatives like Elsevier\u2019s Article of the future is that the simple\n\nintroduction of new digital elements, for all their potential, fails to add\n\nsignificant new meanings that address the genuine communicative needs of\n\nacademics. As one critic puts it, the new features are \u201cjust lipstick\u201d (P\u00e9rez-\n\nLlantada, 2013: 222). Comparing a corpus of Article of the future\n\n\u201cprototypes\u201d (i.e. commissioned articles that used the new online elements)\n\nwith a larger journal article corpus, P\u00e9rez-Llantada examined macro\n\nstructural and linguistic features and found that the new online elements in\n\nthe Article of the future did not affect \u201cactual text-composing and reception\n\npractices\u201d of the rA genre (page 233). However, that study focused on the\n\nmain text of rAs and did not consider the new part genres (for example,\n\nembedded videos), where discursive innovations might well be observable. It\n\nGENrE INNoVATIoN AND MuLTIMoDAL ExPrEssIoN IN sCHoLArLy CoMMuNICATIoN\n\nIb\u00e9rica 36 (2018): 15-42 17\n\n01 IBERICA 36_Iberica 13 26/10/18 20:19 P\u00e1gina 17", "start_char_idx": 4960, "end_char_idx": 7953, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "cff13eff-3f53-4a24-b2f4-b33c5b64f92f": {"__data__": {"id_": "cff13eff-3f53-4a24-b2f4-b33c5b64f92f", "embedding": null, "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-121", "node_type": "4", "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "hash": "59420399f6491be86a779414e09338e74fe067647bdcc265964c07833779add2", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "13c79f8d-a673-4f05-8be3-e30e06f9e7bd", "node_type": "1", "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "hash": "980e2aef5227ac81c6e754c4f613a9cf4e1815fadccb10fa06b1515015f45d46", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "85ef0ddc-536d-4231-bc52-6450f30b7c8c", "node_type": "1", "metadata": {}, "hash": "e80bc1f51f1b5fcb9e0093170563907dd56698c359c1a200ffd21600139ef572", "class_name": "RelatedNodeInfo"}}, "text": "remains unclear how the rA genre might be developing as a result of\n\ninnovations in expression resulting from the affordances of digital media.\n\nMore research that examines the way that academics recruit these\n\naffordances in order to serve their communicative purposes is needed.\n\none important affordance of digital media is to allow academics to reach out\n\nto and interact with a much wider audience than would be possible through\n\ntraditional means. Academic blogs provide an interesting example of\n\nscholarly communication that engages a wider, \u201cdiversified\u201d audience in this\n\nway (see Luz\u00f3n, 2012, 2013). such blogs are publicly available and allow\n\nreaders to \u201cwrite back\u201d to the blog author by posting comments. They likely\n\nengage a range of different audiences simultaneously: disciplinary specialists,\n\nspecialists from related disciplines, as well as non-specialists like policy\n\nmakers and a popular audience of interested amateurs. The discussions that\n\ntake place in academic blogs can have a profound impact on research writing.\n\nfor example, Blanchard (2011) describes how the philosopher John s.\n\nWilkins acknowledged his \u201cblog readers for comment and discussion\u201d in an\n\narticle published in the academic journal Studies in History and Philosophy of the\n\nLife Sciences. similarly, access to this diversified audience could have an effect\n\non the way that academics go about seeking funding. Mehlenbacher (2017)\n\nexamines science-focused crowdfunding proposals on the website\n\nKickstarter.com, suggesting the development of a new, hybrid genre of\n\nfunding proposals aimed at a wider audience.\n\nA second important affordance of digital media is to increase the range of\n\nsemiotic resources available to academic writers, especially by facilitating\n\nmultimodal forms of expression that combine words, images and other\n\nmodes. Considerable applied linguistic work has gone into this area, with\n\nthe emergence of the field of \u201cmultimodality\u201d, a social semiotic approach\n\nto communication (Jewitt & Kress, 2003; Kress, 2010). Within this\n\ntradition, the work of Kress and van Leeuwen (2006), which examines the\n\ndesign of visuals, has been especially influential. In the field of EsP, we\n\nhave also seen considerable interest in the way that visuals are recruited in\n\norder to communicate, establish identities, and learn disciplinary practices\n\n(Johns, 1998; rowley-Jolivet, 2002, 2004; Tardy, 2005; Prior, 2013). This\n\nwork has tended to focus on the use of static images in conference\n\npresentations and student assignments and there is therefore a need to\n\nextend existing research by examining multimodal expression in academic\n\nvideo genres. \n\nCHrIsToPH A. HAfNEr\n\nIb\u00e9rica 36 (2018): 15-4218\n\n01 IBERICA 36_Iberica 13 26/10/18 20:19 P\u00e1gina 18", "start_char_idx": 7957, "end_char_idx": 10734, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "85ef0ddc-536d-4231-bc52-6450f30b7c8c": {"__data__": {"id_": "85ef0ddc-536d-4231-bc52-6450f30b7c8c", "embedding": null, "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-121", "node_type": "4", "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "hash": "59420399f6491be86a779414e09338e74fe067647bdcc265964c07833779add2", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "cff13eff-3f53-4a24-b2f4-b33c5b64f92f", "node_type": "1", "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "hash": "31f03685befe956b6a8d829e94f4ae63e87220bf7808500aaa9c126f186cd827", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "5d1c2e46-305d-45ab-aad3-82b5cbaa806d", "node_type": "1", "metadata": {}, "hash": "f49cbb3f0dfbbf82b3ff0acfbb88004c1661d4d710dde219b6ac6cc6e22f81ca", "class_name": "RelatedNodeInfo"}}, "text": "In view of this background, the aim of this article is to explore how the\n\naffordances of digital media may serve to enhance scholarly communication\n\nin a meaningful way and, in so doing, contribute to genre innovation and\n\nchange. In the article, I provide a description of the emerging scientific genre\n\nof video methods article: its intertextual and interdiscursive communicative\n\ncontext, its generic structure, its multimodal semiotic features, as well as\n\nsome observations about how the genre has developed over time. In light of\n\nthis analysis, I consider how the affordances of the web-based digital video\n\nmedium potentially affect the generic features observed. I also evaluate the\n\nextent to which the features observed can be seen either as innovative or as\n\nbuilding on existing features of academic discourse. \n\nThe study \n\nThe Journal of Visualised Experiments (JoVE) \n\nThis study focuses on a scientific video journal called the Journal of Visualised\n\nExperiments, or JoVE for short. JoVE was established in December 2006 in\n\norder to address a serious problem in science: the difficulty of replicating\n\nscientific procedures reported in written protocols in rAs. To do so, it\n\nemploys \u201cvideo methods articles\u201d (VMAs) that draw upon the affordances\n\nof digital video in order to visually demonstrate experimental procedures.\n\nThe use of digital video is intended to enhance the communication of\n\nprocedures by filling in the gaps encountered in a written protocol with\n\nvisual information. A video demonstration has the potential to precisely\n\nconvey minute details of, for example, how researchers must handle\n\nequipment in laboratory or surgical procedures. Access to such a visual\n\nrecord can in turn save other researchers time and money, as they spend less\n\neffort on perfecting techniques to use in their own research. \n\nJoVE therefore presents an interesting example of specialised disciplinary\n\ncommunication that has adopted an innovative form of representation, i.e.\n\ndigital video, in an attempt to solve a serious communication problem. Note\n\nthat the journal is well respected in the scientific community, being listed in\n\nindexes like Scopus and PubMed Database, with a 2016 impact factor of 1.232\n\naccording to Journal Citation reports. The journal focuses on multiple\n\ndisciplines in the physical and life sciences, with thirteen areas of interest:\n\nbehaviour, chemistry, genetics, biochemistry, developmental biology,\n\nimmunology and infection, bioengineering, engineering, medicine, biology,\n\nGENrE INNoVATIoN AND MuLTIMoDAL ExPrEssIoN IN sCHoLArLy CoMMuNICATIoN\n\nIb\u00e9rica 36 (2018): 15-42 19\n\n01 IBERICA 36_Iberica 13 26/10/18 20:19 P\u00e1gina 19", "start_char_idx": 10738, "end_char_idx": 13434, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "5d1c2e46-305d-45ab-aad3-82b5cbaa806d": {"__data__": {"id_": "5d1c2e46-305d-45ab-aad3-82b5cbaa806d", "embedding": null, "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-121", "node_type": "4", "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "hash": "59420399f6491be86a779414e09338e74fe067647bdcc265964c07833779add2", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "85ef0ddc-536d-4231-bc52-6450f30b7c8c", "node_type": "1", "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "hash": "ae9639f46c5f3fd68978a4cdd68671a908717e1b35d72489a6217397fefa1da8", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "731dffbb-3c3e-45a9-be5d-b9fa443346a5", "node_type": "1", "metadata": {}, "hash": "0e3a67e46ef261b2ff450f5b0c0a796493bff0b589a9ecec09c257d6b1240557", "class_name": "RelatedNodeInfo"}}, "text": "environment, neuroscience, cancer research. The journal also includes a\n\nscience education section, which provides a range of video resources to\n\nteach the basics of science, from the fundamentals of the biology lab to\n\nclinical skills needed by medical doctors. \n\nData sources and analytical methods \n\nThis exploratory study adopts a multi-perspective approach to genre analysis\n\n(Bhatia, 1993, 2004; Hafner, 2010) drawing on multiple sources of data to\n\nunderstand the video methods article (VMA) genre. This approach aims to\n\ngo beyond a formal description of texts to develop an understanding of the\n\ngenre as a social practice. This involves understanding the intertextual and\n\ninterdiscursive communicative context within which the genre is situated,\n\nincluding processes of text construction and the social relationships of\n\nwriters and readers as members of a discourse community that employs the\n\ngenre in order to achieve strategic communicative goals. In order to develop\n\nthis more detailed understanding of the communicative context of the\n\ngenre, researchers may draw on secondary data sources to complement their\n\nanalysis of text. These include: 1) existing community texts that describe and\n\nexplain the genre, e.g. handbooks and guidelines; 2) interviews with specialist\n\ninformants, community insiders, who draw on their expert knowledge in\n\norder to explain features observed in the analysis.\n\nThe present study involved the collection of community texts, namely\n\nrelevant pages from the JoVE web site (e.g. \u201cAbout JoVE\u201d, \u201cPublishing\n\nProcess\u201d, \u201cEditorial Policies\u201d) and \u201cInstructions for authors\u201d. In addition,\n\ntwo specialist informants were consulted and interviewed (for about 30-\n\n60 minutes) on questions relating to the production process, authoring\n\nand reception of the genre. one was Moshe Pritsker, the CEo and co-\n\nfounder of JoVE. The other was raymond Wong (a pseudonym), a\n\nbiologist at the City university of Hong Kong, who, as well as answering\n\ngeneral questions about the genre, provided some feedback on initial\n\nanalysis. While Wong does not have first-hand experience of creating\n\nVMAs, he is an occasional user of such videos, and JoVE has approached\n\nhim in the past to suggest that he might like to author a video about his\n\nown research methods. Pritsker was interviewed over skype while Wong\n\nwas interviewed in person. Both gave informed consent to participate in\n\nthe study. The interviews were audio recorded and transcribed for later\n\nthematic analysis. \n\nCHrIsToPH A. HAfNEr\n\nIb\u00e9rica 36 (2018): 15-4220\n\n01 IBERICA 36_Iberica 13 26/10/18 20:19 P\u00e1gina 20", "start_char_idx": 13438, "end_char_idx": 16063, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "731dffbb-3c3e-45a9-be5d-b9fa443346a5": {"__data__": {"id_": "731dffbb-3c3e-45a9-be5d-b9fa443346a5", "embedding": null, "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-121", "node_type": "4", "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "hash": "59420399f6491be86a779414e09338e74fe067647bdcc265964c07833779add2", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "5d1c2e46-305d-45ab-aad3-82b5cbaa806d", "node_type": "1", "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "hash": "e09f95651e410c54f3200c0864ccba0f538e9d24e1f95c9dd54eb311f4ff8d82", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "669c08c3-54d4-4f65-9f84-13ddf89b0319", "node_type": "1", "metadata": {}, "hash": "7d3ce871947655d943695582ed0e4bbbb746579525082566d46329ab4e17064e", "class_name": "RelatedNodeInfo"}}, "text": "The primary source of data is a set of eleven VMAs, one per year from 2006\n\nto 2016 (see Appendix for complete citations). In order to sample videos\n\nthat had achieved clear community acceptance, articles with high numbers of\n\ncitations in the Scopus database were selected. Also, selecting one highly cited\n\narticle per year allows for the observation of potential developments over\n\ntime in this innovative genre. The selection was limited to articles in the\n\nbiology subsection of JoVE in order to limit possible confounding effects of\n\ndiscipline on the genre analysis. Biology was a convenient choice for two\n\nmain reasons: first, many of the highly cited articles in JoVE appear to come\n\nfrom biology; second, the specialist informant was a biologist and well\n\nplaced to comment on these articles. VMAs appear embedded in a dedicated\n\nweb page, which, as well as the video, includes a written protocol and a\n\ncomments section, where readers/viewers can leave comments for authors.\n\nTherefore, after downloading the selected videos, the related written\n\nprotocol was downloaded as a pdf file, and comments were also copied for\n\nlater analysis. Table 1 summarises key characteristics of the eleven VMAs\n\nfinally selected for analysis.\n\nThe VMAs selected have received between 14 and 172 citations (81 on\n\naverage). They are between 8:01 and 16:11 minutes long (11:35 on average).\n\nAccording to the view counter on the JoVE website they have been viewed\n\nbetween 5,196 and 65,098 times (32,062 on average). They have received\n\nbetween zero and 71 comments (22 on average). The subject matter includes\n\na behavioural test for mice, two different surgical procedures for mice, and a\n\nrange of lab procedures that aim to detect, identify, map, isolate, quantify,\n\nand measure the size of different kinds of biological samples (descriptions\n\nin the table are based on the stated aims recorded in the videos). seven out\n\nof the eleven samples are available open access, while the other four require\n\na subscription.\n\nonce identified, the eleven videos were viewed one by one and initial\n\nobservations were made about the multimodal presentation strategies,\n\nincluding potential genre moves and their multimodal semiotic expression.\n\nThe spoken narration of the videos was transcribed and selective\n\nmultimodal transcriptions were made. This multimodal transcription\n\nfollowed a similar procedure to that reported in Hafner (2014, 2015), using\n\nELAN (Max Planck Institute for Psycholinguistics, 2018), software that\n\nallows the user to create a multidimensional transcription of video. In this\n\nprocedure, the video was first divided according to the shots observed\n\n(typically a robust unit of analysis), with shots further subdivided into visual\n\nGENrE INNoVATIoN AND MuLTIMoDAL ExPrEssIoN IN sCHoLArLy CoMMuNICATIoN\n\nIb\u00e9rica 36 (2018): 15-42 21\n\n01 IBERICA 36_Iberica 13 26/10/18 20:19 P\u00e1gina 21", "start_char_idx": 16067, "end_char_idx": 18979, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "669c08c3-54d4-4f65-9f84-13ddf89b0319": {"__data__": {"id_": "669c08c3-54d4-4f65-9f84-13ddf89b0319", "embedding": null, "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-121", "node_type": "4", "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "hash": "59420399f6491be86a779414e09338e74fe067647bdcc265964c07833779add2", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "731dffbb-3c3e-45a9-be5d-b9fa443346a5", "node_type": "1", "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "hash": "88d83a99ff8d7ab767de950c745847361e134ed0792be1253aefc305378e6eaf", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "ba663232-0662-4d82-9dad-155979951e8b", "node_type": "1", "metadata": {}, "hash": "48e2ef773d1ac7efb1098c4b425511daed1303d51b3f194448883c579148e6db", "class_name": "RelatedNodeInfo"}}, "text": "frames if more than one visual frame was presented in the shot (following\n\nBaldry & Thibault, 2006). The following dimensions were transcribed for\n\neach shot: 1) speech, i.e. what was said in the video; 2) action, gesture, gaze\n\nperformed by visual participants; 3) soundtrack; 4) camera position and\n\nperspective, i.e. the vertical angle of the camera, the horizontal angle, and the\n\ndistance of the shot (close up, medium, long); 5) setting and participants, i.e.\n\nwhere the shot took place and who/what was in it; 6) text on screen. \n\nCHrIsToPH A. HAfNEr\n\nIb\u00e9rica 36 (2018): 15-4222\n\nGENRE INNOVATION AND MULTIMODAL EXPRESSION IN SCHOLARLY COMMUNICATION \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\n# Year Cites Comments Views Length Open \naccess? \n\nField Subject \nmatter \n\nVMA1 2006 58 3 20,829 10 min \n35 \n\nYes Biology A behavioural \ntest for mice \n\nVMA2 2007 61 58 24,598 15 min \n20 \n\nNo Biology A surgical \ntechnique on \n\nmice \nVMA3 2008 107 17 55,913 8 min 8 No Biology A surgical \n\ntechnique on \nmice \n\nVMA4 2009 121 25 19,271 10 min \n57 \n\nNo Biology A lab procedure \nfor detecting \n\nproteins \nVMA5 2010 107 39 34,048 12 min \n\n24 \nYes Biology A lab procedure \n\nto identify \nbinding sites of \nRNA binding \n\nproteins \nVMA6 2011 103 71 34,292 10 min \n\n45 \nYes Biology A lab procedure \n\nto map binding \nsites of RNA \n\nbinding proteins \nVMA7 2012 172 27 65,098 9 min \n\n43 \nYes Biology A lab procedure \n\nto isolate \nexosomes \n\nVMA8 2013 53 1 14,703 16 min \n11 \n\nYes Biology A lab procedure \nto create a cell \nfree expression \n\nsystem \nVMA9 2014 67 1 63,595 8 min \n\n01 \nNo Biology A lab procedure \n\nto quantify \ncellular \n\nanchorage \nVMA10 2015 23 0 15,141 11 min \n\n38 \nYes Biology A lab procedure \n\nto quantify and \nmeasure the \n\nsize of \nexosomes \n\nVMA11 2016 14 0 5,196 11 min \n02 \n\nYes Biology A lab procedure \nto assess the \n\nrelative \nabundance of \nhistone post-\ntranslational \nmodifications \n\nTable 1. Video methods articles selected for analysis. \n\nThe VMAs selected have received between 14 and 172 citations (81 on average). \nThey are between 8:01 and 16:11 minutes long (11:35 on average). According to \nthe view counter on the JoVE website they have been viewed between 5,196 and \n\n01 IBERICA 36_Iberica 13 26/10/18 20:19 P\u00e1gina 22", "start_char_idx": 18983, "end_char_idx": 21217, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "ba663232-0662-4d82-9dad-155979951e8b": {"__data__": {"id_": "ba663232-0662-4d82-9dad-155979951e8b", "embedding": null, "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-121", "node_type": "4", "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "hash": "59420399f6491be86a779414e09338e74fe067647bdcc265964c07833779add2", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "669c08c3-54d4-4f65-9f84-13ddf89b0319", "node_type": "1", "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "hash": "af65af7fa7805e08d0b7d16ffff35ee606646cf40b9739186a249bca2d4f54ff", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "62bca3bc-3c38-45b6-8bf9-f1ef4ca5ed92", "node_type": "1", "metadata": {}, "hash": "5fc026d170385e2aaf0078f3fc9389ff2460c1267016f20d5c57f98ce8a7614d", "class_name": "RelatedNodeInfo"}}, "text": "A qualitative, multimodal genre analysis was performed, attending to relevant\n\nvisual and verbal cues to identify sections and moves in the video article\n\ngenre. for example, title frames occupying the whole screen (similar to a\n\nheading in text) provided a useful visual cue that sometimes delineated a\n\nsection of the genre. At the same time, the video narration provided a verbal\n\ncue to further identify genre sections and moves. once sections and moves\n\nwere identified in this way, the multimodal semiotic resources typically\n\nemployed to realise these moves and sub-moves could be analysed in greater\n\ndetail. The analysis of text was supported by a thematic analysis (Braun &\n\nClarke, 2006) of community documents and transcribed interviews with\n\nspecialist informants. The approach taken was primarily deductive in nature,\n\nwith data coded according to the themes of communicative context\n\n(audience, purpose, and reader use), composing process (overview,\n\nproduction, script writing, filming, editing, proofing, challenges), and\n\ninnovation. The entire analysis was facilitated by the use of MaxQDA (Verbi\n\nsoftware, 2018), qualitative data analysis software that allows the user to code\n\na range of text types. \n\nFindings and discussion \n\nThe intertextual communicative context \n\nInformation about the target audience(s), the purpose of communication,\n\nand the process of text construction, can be gleaned from information on\n\nthe JoVE website as well as from comments by specialist informants. The\n\nfollowing statement from the \u201cAbout JoVE\u201d page gives a sense of JoVE\u2019s\n\nmission and intended audience: \n\nBy allowing scientists, educators and students to see the intricate details of\n\ncutting-edge experiments rather than read them in text articles, JoVE\n\nincreases sTEM research productivity and student learning, saving their\n\ninstitutions time and money. \n\nLike written articles in traditional scientific methods journals, the purpose of\n\nthe VMAs is to share advances in scientific technologies and techniques with\n\nother researchers. such methods might be faster, more sensitive, more\n\naccurate, more user friendly and more cost effective than existing methods.\n\nThe statement above also draws attention to the use of the digital video\n\nmedium to fulfil an important aim of JoVE, to share methods in visual form,\n\nGENrE INNoVATIoN AND MuLTIMoDAL ExPrEssIoN IN sCHoLArLy CoMMuNICATIoN\n\nIb\u00e9rica 36 (2018): 15-42 23\n\n01 IBERICA 36_Iberica 13 26/10/18 20:19 P\u00e1gina 23", "start_char_idx": 21221, "end_char_idx": 23714, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "62bca3bc-3c38-45b6-8bf9-f1ef4ca5ed92": {"__data__": {"id_": "62bca3bc-3c38-45b6-8bf9-f1ef4ca5ed92", "embedding": null, "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-121", "node_type": "4", "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "hash": "59420399f6491be86a779414e09338e74fe067647bdcc265964c07833779add2", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "ba663232-0662-4d82-9dad-155979951e8b", "node_type": "1", "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "hash": "7c19b98bbdcc5f18ce07df20c1ece1da1e669afc57b629d1008d113d4971e2ee", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "4ecc5146-8a18-44fd-8226-2f0b14f4947c", "node_type": "1", "metadata": {}, "hash": "dab025182205249a180857773de68adacfe0f06f1d1c61d7665f4c29a1c1c0c5", "class_name": "RelatedNodeInfo"}}, "text": "so that the audience can \u201csee\u2026 intricate details\u201d. Both informants\n\nconsidered the use of this digital video medium as the main innovation of\n\nJoVE, with Wong (the biologist informant) confirming that \u201cit saves a lot of\n\ntime\u201d (Interview).\n\nPritsker (JoVE CEo/co-founder) identified the audience(s) for JoVE\n\narticles as follows: \n\nAudiences are practising researchers, practical scientists who work in the\n\nlaboratory. so everywhere between professors to postdoc to graduate\n\nstudents to undergraduate, including technicians, basically everybody who\n\ndoes experiments with their own hands and everybody who sometimes has\n\nto guide these experiments. And that both in academia but also in bio-\n\npharma industry. (Interview) \n\nAlthough articles are sometimes made available in open access format on the\n\nInternet, neither informant felt that they would appeal to a wider audience\n\nof the general public, because of their technical nature. Pritsker commented:\n\n\u201cIt\u2019s a professional resource for professionals\u201d (Interview).\n\nThe process of text construction builds on traditional forms of scientific\n\ndiscourse and extends these into the presentation of content through video.\n\nThe JoVE website (\u201cPublishing process\u201d) identifies five main steps: \n\n1. Manuscript preparation; \n\n2. Editorial and peer review; \n\n3. scripting and filming; \n\n4. Video editing;\n\n5. Proofing and publication. \n\nof these five steps, the first two are identical to those required for\n\npublication in a traditional scientific methods journal, with scientists\n\nsubmitting a written manuscript for review. Pritsker noted: \n\nWhile we have a new media, a new production process, at the same time, we\n\nwant to preserve the foundation of scientific publishing as we know it, which\n\nis peer review based. so we preserve that and then, finishing that we apply\n\nthis new production process. (Interview) \n\nCHrIsToPH A. HAfNEr\n\nIb\u00e9rica 36 (2018): 15-4224\n\n01 IBERICA 36_Iberica 13 26/10/18 20:19 P\u00e1gina 24", "start_char_idx": 23718, "end_char_idx": 25693, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "4ecc5146-8a18-44fd-8226-2f0b14f4947c": {"__data__": {"id_": "4ecc5146-8a18-44fd-8226-2f0b14f4947c", "embedding": null, "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-121", "node_type": "4", "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "hash": "59420399f6491be86a779414e09338e74fe067647bdcc265964c07833779add2", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "62bca3bc-3c38-45b6-8bf9-f1ef4ca5ed92", "node_type": "1", "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "hash": "1102a16e5fb930417e12e98cf419b44d5aec43bc041f296852528c2d2cf7a654", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "89f99124-f3c1-4d42-8ebf-3becb0f67629", "node_type": "1", "metadata": {}, "hash": "219a58b814255d412246051bf403aada2065947e791a326c3018c7c9e3f60207", "class_name": "RelatedNodeInfo"}}, "text": "The last three steps are where the process diverges from traditional\n\npublishing, involving the creation of the digital video methods article. Two\n\ndifferent processes are possible, according to the website (\u201cEditorial\n\nPolicies\u201d): 1) \u201cVideo produced by JoVE\u201d; or 2) \u201cVideo produced by author\u201d.\n\nThe vast majority of submissions fall into the first category. steps three and\n\nfour of the process involve a JoVE production team developing a script\n\nbased on the written manuscript, sending a film crew to the lab to record the\n\nprocedure, recording a narration using professional voice actors, and finally\n\nediting the footage and narration. In the final proofing and publication step,\n\nthe video is shared with the scientist authors, who may provide feedback and\n\nrequest changes.\n\nAccording to Pritsker, JoVE has developed an extensive infrastructure to\n\nsupport the development of VMAs, one that \u201cincludes local filmmakers in\n\n25 countries around the world, residing in cities with high concentration of\n\nacademic institutions\u201d. This makes it possible \u201cto film\u2026 practically in every\n\nbig university around the world\u201d (Interview). Developing this infrastructure\n\nbecame necessary as scientists were generally not capable of producing high\n\nquality VMAs without assistance. Pritsker commented: \n\nour first idea was that eventually, after making a few videos and having them\n\nas an example, scientists would submit their own, would make and submit\n\ntheir own videos. And it didn\u2019t work. And the reason it doesn\u2019t work is\n\nbecause making a scientific video is much more complex than making a video\n\nfor interview for example, right? \u2026so we realise that we have to do it for\n\nthem\u2026 if we want this information out of their heads, we have to do it.\n\n(Interview) \n\nWhat we see here is a complex process of collaborative authorship, where\n\nthe production of text is divided in numerous ways, which can be\n\nunderstood using Goffman\u2019s notion of \u201cproduction format\u201d. Goffman\n\n(1981) points out that production of text can be divided between a principal,\n\nwhose beliefs and views are represented by the words uttered; an author,\n\nwho composes those words; and an animator, who acts as the \u201csounding\n\nbox\u201d to make the utterances.\n\nIn the typical case for JoVE VMAs (produced by JoVE), the principal is the\n\nteam of scientist authors who produce the written manuscript with the\n\nbacking of their laboratory and institution. regarding the author, we need to\n\nconsider not only words but also other semiotic resources, especially visual\n\nresources. In both cases, the semiotic resources deployed can be seen as\n\nGENrE INNoVATIoN AND MuLTIMoDAL ExPrEssIoN IN sCHoLArLy CoMMuNICATIoN\n\nIb\u00e9rica 36 (2018): 15-42 25\n\n01 IBERICA 36_Iberica 13 26/10/18 20:19 P\u00e1gina 25", "start_char_idx": 25697, "end_char_idx": 28460, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "89f99124-f3c1-4d42-8ebf-3becb0f67629": {"__data__": {"id_": "89f99124-f3c1-4d42-8ebf-3becb0f67629", "embedding": null, "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-121", "node_type": "4", "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "hash": "59420399f6491be86a779414e09338e74fe067647bdcc265964c07833779add2", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "4ecc5146-8a18-44fd-8226-2f0b14f4947c", "node_type": "1", "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "hash": "d3492f7dc9125673fc7258be8ac16788e69f7b6ebcc3a7a94831bbb05f1b98e2", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "4a32b195-af07-426a-93d1-8cf9eea2dcaf", "node_type": "1", "metadata": {}, "hash": "42b993320956cd6f15ddec55e36a2e345633c7b98173d2f66d5e0f0e2d8aff51", "class_name": "RelatedNodeInfo"}}, "text": "collaboratively authored by the scientist writers and the JoVE production\n\nteam: after scientists produce the written manuscript and highlight important\n\nparts, the JoVE production team uses this to create a script. similarly,\n\nscientist authors will need to consider how best to visually present laboratory\n\nprocedures, working with the JoVE team to supply diagrams as the basis for\n\nconceptual animations, demonstrating procedures for a film crew, and\n\nproviding representations of results to be incorporated into the video.\n\nfinally, a range of participants animate (i.e. in Goffman\u2019s sense of making\n\nutterances in) the VMA. scientists address the camera to explain procedures\n\nand feature in the video as demonstrators. often, these are not the same\n\npeople, with a more senior scientist explaining a procedure while lab\n\ntechnicians, graduate students, and research assistants take on the\n\ndemonstrator role. Professional voice actors from the JoVE team animate\n\n(again, in Goffman\u2019s sense) a narration of the procedures.\n\nIn order to properly understand the VMAs, it is important to note that the\n\nvideos are just one part of a larger intertextual system, including the video\n\nitself, the written article that it is based on, and the website frame that houses\n\nboth of these texts as well as readers\u2019 comments. These three different kinds\n\nof texts may interact and complement one another, drawing on their unique\n\naffordances to contribute different kinds of meanings. Video provides visual\n\nresources capable of extending the meanings made in the written protocol.\n\nAs Wong explained, \n\n(\u2026) how a protocol is being executed is being captured visually. so there is\n\nlike no mistake on how it is being done, especially if, say, if we\u2019re doing\n\nmicro-injection of DNA into eggs, okay, how do you handle the pipette?\n\nHow deep do you penetrate it? so there\u2019s lots of finer details which are being\n\nsort of captured visually (\u2026) (Interview) \n\nThe written protocol provides a complete record of the procedure, including\n\nall of the steps that need to be followed, as well as \u201crecipes\u201d that are needed,\n\nfor example to create particular kinds of materials and solutions. finally, the\n\ncomments allow scientists to interact, asking for clarifications of procedures\n\nwhere necessary. \n\nGeneric structure \n\nAnalysis of the videos reveals a stable generic structure, summarised in\n\nfigure 1. \n\nCHrIsToPH A. HAfNEr\n\nIb\u00e9rica 36 (2018): 15-4226\n\n01 IBERICA 36_Iberica 13 26/10/18 20:19 P\u00e1gina 26", "start_char_idx": 28464, "end_char_idx": 30975, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "4a32b195-af07-426a-93d1-8cf9eea2dcaf": {"__data__": {"id_": "4a32b195-af07-426a-93d1-8cf9eea2dcaf", "embedding": null, "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-121", "node_type": "4", "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "hash": "59420399f6491be86a779414e09338e74fe067647bdcc265964c07833779add2", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "89f99124-f3c1-4d42-8ebf-3becb0f67629", "node_type": "1", "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "hash": "134cd65c22d4591e83f294ffd7c6a9849c103f3764cc6821423eb12f581c3e3d", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "c04ea2e8-82db-462c-a09f-26a1e10af73b", "node_type": "1", "metadata": {}, "hash": "ed7309e0021fdf136204626f3277b23e9f7de9edb3ae705d2186a42cfc505de1", "class_name": "RelatedNodeInfo"}}, "text": "figure 1 shows seven macro sections. All seven sections are obligatory but\n\nthey may be realised through different moves. section A, Video Intro, is a\n\nbrief opening section, whose purpose is to state the title of the video article.\n\nIt consists of several frames of text on screen: the JoVE logo with an\n\naccompanying jingle, a black on white title frame displaying the article title,\n\nauthors and affiliations. These can be followed by another title frame stating\n\nthat procedures have been approved by relevant ethics committees. section\n\nB, overview, provides a summary of the procedure in a conventionalised\n\nway: stating the Goal, summarising the Procedure and Explaining\n\nsignificance are all obligatory moves in this section. The overview section\n\ndraws on a wide range of visuals: conceptual animations, video of\n\nprocedures, images of raw data, charts and graphs to aggregate results.\n\nsection C, researcher\u2019s Introduction, provides an opportunity for the\n\nresearcher to engage the audience and introduce the demonstration of\n\nprocedures. While the section is obligatory, it is realised in a variety of ways\n\nand all of the moves identified are optional. Visually, the section is primarily\n\nrealised through a shot of the researcher addressing the camera.\n\nGENrE INNoVATIoN AND MuLTIMoDAL ExPrEssIoN IN sCHoLArLy CoMMuNICATIoN\n\nIb\u00e9rica 36 (2018): 15-42 27\n\nCHRISTOPH HAFNER \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\nA. Video Intro \nB. Overview \n\n1) Stating the Goal \n2) Summarising the Procedure \n3) Explaining Significance \n\nC. Researcher\u2019s Introduction \n1) Introducing Self \n2) Forecasting the Demonstration \n3) Explaining Significance \n4) Introducing Additional Researchers \n5) Inviting the Audience \n\nD. Demonstration \n1) Introducing Apparatus/Materials \n2) Describing Steps \n3) Elaborating on Steps \n4) Explaining/Evaluating Steps \n\nE. Representative Results \n1) Summarising Procedure \n2) Presenting Results \n3) Evaluating Results \n\nF. Researcher\u2019s Conclusion \n1) Summarising/Recapping the procedure \n2) Giving Tips \n3) Explaining Significance \n4) Summarising Learning \n5) Wishing Viewers Well \n6) Thanking Viewers \n\nG. Closing Credits \n\nFigure 1. Generic structure of video methods articles. \n\nFigure 1 shows seven macro sections. All seven sections are obligatory but they \nmay be realised through different moves. Section A, Video Intro, is a brief \nopening section, whose purpose is to state the title of the video article. It consists \nof several frames of text on screen: the JoVE logo with an accompanying jingle, \na black on white title frame displaying the article title, authors and affiliations. \nThese can be followed by another title frame stating that procedures have been \napproved by relevant ethics committees. Section B, Overview, provides a \nsummary of the procedure in a conventionalised way: Stating the Goal, \nSummarising the Procedure and Explaining Significance are all obligatory \nmoves in this section. The Overview section draws on a wide range of visuals: \nconceptual animations, video of procedures, images of raw data, charts and \ngraphs to aggregate results. Section C, Researcher\u2019s Introduction, provides an \nopportunity for the researcher to engage the audience and introduce the \ndemonstration of procedures. While the section is obligatory, it is realised in a \nvariety of ways and all of the moves identified are optional. Visually, the section \nis primarily realised through a shot of the researcher addressing the camera. \n\nThe longest section is section D, Demonstration, whose purpose is to \ndemonstrate the procedures, key to the VMA\u2019s communicative purpose of \n\n01 IBERICA 36_Iberica 13 26/10/18 20:19 P\u00e1gina 27", "start_char_idx": 30979, "end_char_idx": 34646, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "c04ea2e8-82db-462c-a09f-26a1e10af73b": {"__data__": {"id_": "c04ea2e8-82db-462c-a09f-26a1e10af73b", "embedding": null, "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-121", "node_type": "4", "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "hash": "59420399f6491be86a779414e09338e74fe067647bdcc265964c07833779add2", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "4a32b195-af07-426a-93d1-8cf9eea2dcaf", "node_type": "1", "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "hash": "f3586decb81fa914e27f1c133a8bd2346d8d82d0894a08a5040e5d4a0aa59b9f", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "1e32713b-de2f-4eb4-89be-5afee8dd61d5", "node_type": "1", "metadata": {}, "hash": "3ce1d00ca34bf901d860966ed47a1701f2f762d079dc58613049c8c87978af8b", "class_name": "RelatedNodeInfo"}}, "text": "The longest section is section D, Demonstration, whose purpose is to\n\ndemonstrate the procedures, key to the VMA\u2019s communicative purpose of\n\nsharing techniques. Move D2, Describing steps, is obligatory and is optionally\n\nsupported by the other three moves: Introducing Apparatus/Materials,\n\nElaborating on steps, Explaining/Evaluating steps, all of which occur very\n\ncommonly. The spoken narration is combined with video of demonstrators in\n\nrelevant lab settings, who perform the procedures. In addition, text may appear\n\non screen, especially where additional information is required, for example the\n\ningredients of a solution that must be mixed as part of the procedure. section\n\nE, representative results, aims to provide examples of the kind of results that\n\ncan be obtained from the procedure. Visually, these are represented through\n\nimages of raw data, and charts and graphs that aggregate results. These are\n\nsometimes evaluated by comparing with other techniques in terms of cost-\n\neffectiveness, sensitivity, speed and so on. section f, researcher\u2019s Conclusion,\n\nallows the researcher to appear on camera again and re-engage with the\n\naudience through the moves listed in figure 1. section G, Closing Credits,\n\nincludes title frames with author and institution information, followed by\n\ncredits for the production team.\n\nIn this paper, I will focus on sections B, C, and D. section B (overview)\n\nbecause of the range of visuals that it draws on: conceptual animations,\n\nfootage of the procedure, visual displays of data and results. section C\n\n(researcher\u2019s Introduction) because in it the researcher addresses the camera\n\ndirectly, engaging with the audience in a novel way that illustrates the hybrid\n\nnature of this genre. section D (Demonstration) because this is the core of\n\nthe VMA, the move considered most innovative by the expert informants.\n\nAs the researcher demonstrates the procedure, we can observe an interesting\n\ndivision of labour between different modes like image, spoken narration,\n\nand text on screen, which all perform slightly different roles in terms of the\n\nkinds of information that they convey. finally, it is interesting to consider\n\nhow the genre has stabilised over time and this can be observed in the\n\ndevelopment of a more and more conventionalised generic structure for\n\nsection B, overview. \n\nMultimodality in the Demonstration section \n\nBoth informants saw the principal innovation of the VMA as the use of video\n\nto visually demonstrate novel procedures. An analysis of the Demonstration\n\nsection therefore has the potential to show how the affordances of digital\n\nvideo are recruited in order to clearly convey experimental techniques and\n\nCHrIsToPH A. HAfNEr\n\nIb\u00e9rica 36 (2018): 15-4228\n\n01 IBERICA 36_Iberica 13 26/10/18 20:19 P\u00e1gina 28\n\n\n\nprocedures. Constraints of space do not permit a full multimodal analysis of\n\nevery move. Instead I will examine how multimodal resources are combined\n\nin a short extract from VMA8, shown in figure 2. \n\nfigure 2 shows two shots, the first (shot 37) being an over-the-shoulder view of\n\na researcher standing at a lab bench with an ice bucket on the left and a centrifuge\n\non the right. This is a Describing steps move, which uses the imperative form in\n\nthe narration: \u201cCentrifuge the filter apparatuses\u2026\u201d The video shows the\n\nresearcher placing samples in a centrifuge. Text on screen summarises key\n\nsettings: \u201c6,000 x g | 5 min | 4 \u00b0C\u201d, reinforcing the narration. Here, the written\n\nmode provides viewers with a simultaneous list, introducing the information all\n\nat once and preserving it on screen for some time. In contrast, the spoken mode\n\nmust introduce each element sequentially. This strategy is frequently used with\n\nlong lists of ingredients that sometimes must be mixed to obtain necessary\n\nexperimental solutions. shot 38 begins with a Describing steps move (\u201cverify\n\nthat\u2026\u201d) and continues with Elaborating on steps (\u201cProperly beaten extract will\n\nnot be turbid\u2026\u201d). This move serves to provide additional information and detail.\n\nThe video here features a still image of two samples, one good one and one poor\n\none, which are described and compared in the narration. Here the visual mode\n\nagain reinforces the narration as well as elaborating on it by adding visual detail to\n\nexemplify the good and bad samples.", "start_char_idx": 34650, "end_char_idx": 38996, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "1e32713b-de2f-4eb4-89be-5afee8dd61d5": {"__data__": {"id_": "1e32713b-de2f-4eb4-89be-5afee8dd61d5", "embedding": null, "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-121", "node_type": "4", "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "hash": "59420399f6491be86a779414e09338e74fe067647bdcc265964c07833779add2", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "c04ea2e8-82db-462c-a09f-26a1e10af73b", "node_type": "1", "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "hash": "85d3e4f6b087f7c4a8e127d345c3a45cff5c7d1f3ee88b952fe768b7698b08f5", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "a4a2bc2f-350c-497e-a689-a9148f41e071", "node_type": "1", "metadata": {}, "hash": "ba561049321499ce7281180f1ba96635e5dcd936e71cc8f608b67b1bd63530aa", "class_name": "RelatedNodeInfo"}}, "text": "GENrE INNoVATIoN AND MuLTIMoDAL ExPrEssIoN IN sCHoLArLy CoMMuNICATIoN\n\nIb\u00e9rica 36 (2018): 15-42 29\n\nCHRISTOPH HAFNER \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\nsettings: \u201c6,000 x g | 5 min | 4 \u00b0C\u201d, reinforcing the narration. Here, the written \nmode provides viewers with a simultaneous list, introducing the information all \nat once and preserving it on screen for some time. In contrast, the spoken mode \nmust introduce each element sequentially. This strategy is frequently used with \nlong lists of ingredients that sometimes must be mixed to obtain necessary \nexperimental solutions. Shot 38 begins with a Describing Steps move (\u201cverify \nthat\u2026\u201d) and continues with Elaborating on Steps (\u201cProperly beaten extract will \nnot be turbid\u2026\u201d). This move serves to provide additional information and detail. \nThe video here features a still image of two samples, one good one and one poor \none, which are described and compared in the narration. Here the visual mode \nagain reinforces the narration as well as elaborating on it by adding visual detail \nto exemplify the good and bad samples. \n\n \n \n\n \n\n5 min 52 sec (s37) 6 min 04 sec (s38) \n\nCentrifuge the filter apparatuses, falcon tube \nuncapped, at six thousand G for five minutes at four \ndegrees Celsius, to separate extract and pellet from \nbeads. \n\nAfter centrifugation, verify that each bead beating \ntube has produced viable extract. Properly beaten \nextract will not be turbid and the pellet will have two \ndistinct layers, as illustrated by the tube on the left. \nTurbid tubes, as shown in the example on the right, \nmust be discarded. \n\n \n\nFigure 2. Extract from Demonstration section (VMA8, shots 37-38). Images used with permission. \n\nFigure 2 shows how the modes of spoken narration, still and moving image, and \nwritten text on screen work together in a complementary way. The visual mode \nclearly plays an important role in this, as images are capable of answering some \nof the questions that spoken or written texts leave open. In shot 38, the images \nmake it possible to see precisely what is meant by \u201cdistinct layers\u201d. At the same \ntime, there are certain kinds of meanings that are typically made through spoken \nnarration, being difficult to capture visually. These include certain kinds of \nexplanations that detail why a particular step has to be carried out in a particular \n\nNERHAFPH OSTCHRI\n\n|nim5|gx000,6\u201cs:gnittse\nhtiwsreweivsedivorpedmo\n\nsnotigniveresrpdance noat\ntnmeelehcaeecudortnitsmu\nathtsniederginfotslisgnlo\ntohS.snoitulosaltenmierpex\n\nithtind)th\n\n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n \n \n\n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n \n\n \n \n\n \n \n\n \n\nitarranehtgnicrnier,\u201d\u00b0C4\nnicudortni,tsilsuoenatlmuisa\nasrtnconIe.mite mosreencrs\n\nsiygetartssihT.yllaitneuqes\ndeixmebt sumsetimemost a\ngnibicresDa htiwsniegb83\n\nly(tinbla\n\n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n \n \n\n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n \n\n \n \n\n \n \n\n \n\nn ettirwhet,ereHon.\nllanoitmarniehtgn\ne domenkopse ht,tas\n\ndesuyltneuqe htwi\nyrassecenintaboto\n\nierv\u201c(e vomseptS\nill bly\n\n \n\n \n\n \n \n\n \n \n \n\n \n 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chiw,one\nnoiatrarne htcesrneirnaiag\n\nmex eto d band agood hetipl\n\n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n \n \n\n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n \n\n \n \n\n \n \n\n \n\nlyreporP\u201c(spteSnogtinaroblaE\nnfilonaitddiadeovipro tsveres\nogeno,selpmasowtfoegamil\nHon.itanahetn id erpaomcnd \n\nelwasn ybit nogtinaroblaesal \n.seplmasd \n\n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n \n \n\n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n \n\n \n \n\n \n \n\n \n\nill wt catrxenteaebly\n.liatdend aon itam\nroopenodnaenodoo\n\nodemluasvihetereH\nil taedl auisvgindday\n\n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n \n \n\n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n \n\n \n \n\n \n \n\n \n\nn im5 \n\n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n \n \n\n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n \n\n \n \n\n \n \n\n \n\ns37)(sec 52 n \n\n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n \n \n\n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n \n\n \n \n\n \n \n\n \n\ns38)(sec 04 n im6 \n\n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n \n \n\n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n \n\n \n \n\n \n \n\n \n\nn im5 \n\ntnoclaffa,sesuttuarraapparetliffiehttheguffuirrittrnCe\nnutimve iffiorfforGhousand tthousand x sisix atuncapped,\n\no tus,sielCees degrdegrees and actrractextextre atseparseparat\nbeads.\n\n2.e gurFi artsnomDemorftcartEx\n\ndomehtwohswohs2erugFi\n\n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n \n \n\n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n \n\n \n \n\n \n \n\n \n\ns37)(sec 52 n \n\nebut\nourffourates nutnutes \nomrromffretlpel\n\nyffyirrievve,noitaguffuirrittrnecretteAfAft\nlebia v viadd vecudro psa hebtu\nand d biururbitturbe notlliwwiactrextextr\n\natrratustustrllias s,ayerayers,lnctiststidi\nT n in showshown as ubes,td biururbi\n\n.dedrrdacsidebtsmu\n\n73stohs,A8VM(noitcesnoita -38). segaIm\n\ndnallitsnoitarrannekopsfose\n\n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n \n \n\n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n \n\n \n \n\n \n \n\n \n\neft\n\ns38)(sec 04 n im6 \n\ngnitaebdaebhcaetahtyffy\nnteae brlyrly beprot. Pt. Proctrax ele\n\no wwo thave lliwwietlpelhe tand \n.teflhe tthe on ube the tby ed at\n,ghtght,irrihe tthe on e plexamhe tn \n\nniosisrme pith wdes u .", "start_char_idx": 42825, "end_char_idx": 46710, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "7a2b880a-1186-4ccb-a2e6-d953cba1ad09": {"__data__": {"id_": "7a2b880a-1186-4ccb-a2e6-d953cba1ad09", "embedding": null, "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-121", "node_type": "4", "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "hash": "59420399f6491be86a779414e09338e74fe067647bdcc265964c07833779add2", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "a4a2bc2f-350c-497e-a689-a9148f41e071", "node_type": "1", "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "hash": "8d2c3f184c68d8d4064f620072f053271fc5348dbb84db8bf7fed34ee68c2c88", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "1a65c7f5-47b4-4ef9-923f-eeb6107fc04a", "node_type": "1", "metadata": {}, "hash": "6ea612f069f711637ec2440cc29859b61721070077504e5dfd484050439f1c80", "class_name": "RelatedNodeInfo"}}, "text": "dnaegamignivomd\n\n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n \n \n\n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n \n\n \n \n\n \n \n\n \n\n6 3aicr\u00e9Ib 810(2 ): \u2026-\u202614\n\ndomehtwohswohs2erugFi\ntkrwoneercsnotxetnettiwr\nlortantropmiansaylpylearcl\n\nhatonsitsquehetof nekopst \nsicerpeesotelbissoptiekma\nosdinkintareceraereth, etim\n\no ttulcding ibeon,itarrna\na yhwlaietdathtsnoiatanlpex\n\n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n \n \n\n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n \n\n \n \n\n \n \n\n \n\ndnallits,noitarrannekopsfose\nwayratnemelpmocanirehtego\nlabcape aresagmias,sihtnie l\nnI. nepoevaletsxtenitterwro\ntcnitsid\u201cybtnamesitahwyles\nmllyaicptyerat athsginnaemfo\n\nac udelnciesheTy.lluasvieurpt\nircare botasheptsarlcuitarpa \n\n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n \n \n\n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n \n\n \n \n\n \n \n\n \n\ndna,egamignivomd\nedomlausivehT.ywa\ne mosgnierwsanfoe l\nsegaimeth, 83t ohsn\n\nmeasehttA.\u201dsreyal\nnekopshguorthedam\n\nofndskin iatrecude\narlcuitarpa nituoedi\n\nCHRISTOPH HAFNER \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\nsettings: \u201c6,000 x g | 5 min | 4 \u00b0C\u201d, reinforcing the narration. Here, the written \nmode provides viewers with a simultaneous list, introducing the information all \nat once and preserving it on screen for some time. In contrast, the spoken mode \nmust introduce each element sequentially. This strategy is frequently used with \nlong lists of ingredients that sometimes must be mixed to obtain necessary \nexperimental solutions. Shot 38 begins with a Describing Steps move (\u201cverify \nthat\u2026\u201d) and continues with Elaborating on Steps (\u201cProperly beaten extract will \nnot be turbid\u2026\u201d). This move serves to provide additional information and detail. \nThe video here features a still image of two samples, one good one and one poor \none, which are described and compared in the narration. Here the visual mode \nagain reinforces the narration as well as elaborating on it by adding visual detail \nto exemplify the good and bad samples. \n\n \n\nFigure 2. Extract from Demonstration section (VMA8, shots 37-38). Images used with permission. \n\nFigure 2 shows how the modes of spoken narration, still and moving image, and \nwritten text on screen work together in a complementary way. The visual mode \nclearly plays an important role in this, as images are capable of answering some \nof the questions that spoken or written texts leave open. In shot 38, the images \nmake it possible to see precisely what is meant by \u201cdistinct layers\u201d. At the same \ntime, there are certain kinds of meanings that are typically made through spoken \nnarration, being difficult to capture visually.", "start_char_idx": 46712, "end_char_idx": 49948, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "1a65c7f5-47b4-4ef9-923f-eeb6107fc04a": {"__data__": {"id_": "1a65c7f5-47b4-4ef9-923f-eeb6107fc04a", "embedding": null, "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-121", "node_type": "4", "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "hash": "59420399f6491be86a779414e09338e74fe067647bdcc265964c07833779add2", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "7a2b880a-1186-4ccb-a2e6-d953cba1ad09", "node_type": "1", "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "hash": "92a16918e3cf07d3d7155ff1a119ceff1f320e5eab2db041e7bd67009985c692", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "1b77a9a7-6e46-4e55-a6ce-8c100cc815ff", "node_type": "1", "metadata": {}, "hash": "d39d9776accfcee4dcea01e71cf166ac8dc43c41620518f5a331949fce8abfcd", "class_name": "RelatedNodeInfo"}}, "text": "These include certain kinds of \nexplanations that detail why a particular step has to be carried out in a particular \n\nNERHAFPH OSTCHRI\n\n|nim5|gx000,6\u201cs:gnittse\nhtiwsreweivsedivorpedmo\n\nsnotigniveresrpdance noat\ntnmeelehcaeecudortnitsmu\nathtsniederginfotslisgnlo\ntohS.snoitulosaltenmierpex\n\nithtind)th\n\n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n \n \n\n \n\n \n\n \n\n \n \n \n\n \n \n\n \n \n\n \n\nitarranehtgnicrnier,\u201d\u00b0C4\nnicudortni,tsilsuoenatlmuisa\nasrtnconIe.mite mosreencrs\n\nsiygetartssihT.yllaitneuqes\ndeixmebt sumsetimemost a\ngnibicresDa htiwsniegb83\n\nly(tinbla\n\n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n \n \n\n \n\n \n\n \n\n \n \n \n\n \n \n\n \n \n\n \n\nn ettirwhet,ereHon.\nllanoitmarniehtgn\ne domenkopse ht,tas\n\ndesuyltneuqe htwi\nyrassecenintaboto\n\nierv\u201c(e vomseptS\nill bly\n\n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n \n \n\n \n\n \n\n \n\n \n \n \n\n \n \n\n \n \n\n \n\nEithwseutinnocdna)\u201dt\u2026ath\nT.)\u201dd\u2026tbenot ovemshi\n\nllitsaserutaerehoediveTh\nnd ad beircsdeerah chiw,one\nnoiatrarne htcesrneirnaiag\n\nmex 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tus,sielC and e \nbeads.\n\n2.e gurFi artsnomDemorftcartEx\n\ndomehtwohswohs2erugFi\n\n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n \n \n\n \n\n \n\n \n\n \n \n \n\n \n \n\n \n \n\n \n\ns37)(sec 52 n \n\nebut\nat\n\netlpel\n\n,noitagnecr\nlebecudro psa hebtu\nand d be notllact\n\nllias lnctdi\nT n ias ubes,td \n\n.deacsidebtsmu\n\n73stohs,A8VM(noitcesnoita -38).", "start_char_idx": 49949, "end_char_idx": 53950, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "1b77a9a7-6e46-4e55-a6ce-8c100cc815ff": {"__data__": {"id_": "1b77a9a7-6e46-4e55-a6ce-8c100cc815ff", "embedding": null, "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "excluded_embed_metadata_keys": [], 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{}, "hash": "0423db4d0e4df9b0e3a61c4dc1447e30662d088e1ebb27501e9402d86870e0c9", "class_name": "RelatedNodeInfo"}}, "text": "segaIm\n\ndnallitsnoitarrannekopsfose\n\n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n \n \n\n \n\n \n\n \n\n \n \n \n\n \n \n\n \n \n\n \n\ns38)(sec 04 n im6 \n\ngnitaebdaebhcaetaht\nnteaeepctrax ele\n\nthave lletlpelhe tand \n.lon ube the tby ed at\n\non e plexamhe tn \n\nniosisrme pith wdes u .\n\ndnaegamignivomd\n\n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n \n \n\n \n\n \n\n \n\n \n \n \n\n \n \n\n \n \n\n \n\n6 3aicr\u00e9Ib 810(2 ): \u2026-\u202614\n\ndomehtwohswohs2erugFi\ntkrwoneercsnotxetnettiwr\nlortantropmiansaylpylearcl\n\nhatonsitsquehetof nekopst \nsicerpeesotelbissoptiekma\nosdinkintareceraereth, etim\n\no ttulcding ibeon,itarrna\na yhwlaietdathtsnoiatanlpex\n\n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n \n \n\n \n\n \n\n \n\n \n \n \n\n \n \n\n \n \n\n \n\ndnallits,noitarrannekopsfose\nwayratnemelpmocanirehtego\nlabcape aresagmias,sihtnie l\nnI. nepoevaletsxtenitterwro\ntcnitsid\u201cybtnamesitahwyles\nmllyaicptyerat athsginnaemfo\n\nac udelnciesheTy.lluasvieurpt\nircare botasheptsarlcuitarpa \n\n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n \n \n\n \n\n \n\n \n\n \n \n \n\n \n \n\n \n \n\n \n\ndna,egamignivomd\nedomlausivehT.ywa\ne mosgnierwsanfoe l\nsegaimeth, 83t ohsn\n\nmeasehttA.\u201dsreyal\nnekopshguorthedam\n\nofndskin iatrecude\narlcuitarpa nituoedi\n\n01 IBERICA 36_Iberica 13 26/10/18 20:19 P\u00e1gina 29", "start_char_idx": 53951, "end_char_idx": 55889, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "5b36693e-4eff-46b3-955b-bfe9d01a74d1": {"__data__": {"id_": "5b36693e-4eff-46b3-955b-bfe9d01a74d1", "embedding": null, "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-121", "node_type": "4", "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "hash": "59420399f6491be86a779414e09338e74fe067647bdcc265964c07833779add2", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "1b77a9a7-6e46-4e55-a6ce-8c100cc815ff", "node_type": "1", "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "hash": "e49973c6c69d62246c89f9c766c65fbfc1bd54769af51c69efdc00fcbe3da2f6", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "09897d25-ee48-426f-85f3-c436bc8b4cd0", "node_type": "1", "metadata": {}, "hash": "48d2abe29fcfd63c1ae1e20e07ee592a034f16be1f83b817a4f6b43870f985d3", "class_name": "RelatedNodeInfo"}}, "text": "figure 2 shows how the modes of spoken narration, still and moving image,\n\nand written text on screen work together in a complementary way. The visual\n\nmode clearly plays an important role in this, as images are capable of\n\nanswering some of the questions that spoken or written texts leave open. In\n\nshot 38, the images make it possible to see precisely what is meant by\n\n\u201cdistinct layers\u201d. At the same time, there are certain kinds of meanings that\n\nare typically made through spoken narration, being difficult to capture\n\nvisually. These include certain kinds of explanations that detail why a\n\nparticular step has to be carried out in a particular way. Elsewhere in VMA8,\n\nwe have an example that depends on a counterfactual statement: \n\n(\u2026) add a very small drop of bead cell solution onto the inside of a bead\n\nbeating tube cap, being careful to not put solution into the outside lip of the\n\ncap. otherwise, the bead beating tube will not close sufficiently. (VMA8,\n\nnarration, Demonstration) \n\nHere we see the \u201cfunctional specialisation\u201d (Kress & Jewitt, 2003) of\n\ndifferent modes, which tend to play slightly different roles: the visual mode\n\ncan be used to illustrate in detail, while the spoken mode can be used to\n\nconsider hypothetical situations and provide reasons not demonstrated\n\nvisually. furthermore, the video text itself is more constrained in terms of\n\ntime/space than is the accompanying written protocol, so that researchers\n\noften refer to the protocol as the most complete account, for example:\n\n\u201crefer to the written article for processing steps after dialysis\u201d (VMA8,\n\nnarration, Demonstration). Thus, the different texts in the JoVE genre\n\nsystem, with their unique affordances and constraints, also perform different\n\nroles and functions: while the video both shows and explains (through\n\naffordances of moving image and spoken narration), the written protocol\n\naffords the space to provide a complete account. \n\nHybridity in the Researcher\u2019s Introduction section \n\nIn the researcher\u2019s Introduction section, the researcher appears on screen\n\nlike a host on a television show (for example a cooking programme). The\n\npurpose of the section is to engage the audience and introduce the\n\ndemonstration of procedures by highlighting key points. A number of\n\noptional moves, like Introducing self, Introducing other researchers, and\n\nInviting the Audience, are clearly designed to engage with viewers and\n\nsometimes welcome them into the lab where the demonstration is\n\nconducted. of the eleven videos, nine included at least one of these\n\nCHrIsToPH A. HAfNEr\n\nIb\u00e9rica 36 (2018): 15-4230\n\n01 IBERICA 36_Iberica 13 26/10/18 20:19 P\u00e1gina 30\n\n\n\nengagement-oriented moves in the researcher\u2019s Introduction. In this section,\n\nthe researcher may draw on informal stance and engagement features to\n\nconstruct a professional identity not available in written rAs. The section\n\nlikely resembles other speech events that scientists regularly participate in,\n\nlike conference presentations for their colleagues or lab demonstrations for\n\ntheir students. The section is therefore replete with hybridity, as it draws both\n\non the discourse of hosted popular media programmes and the discourse of\n\nspoken scientific instruction. \n\nAn analysis of the researcher\u2019s Introduction in VMA3 demonstrates the\n\nhybridity that comes from explicit forms of engagement in this genre and\n\nshows also how such engagement is constructed through multiple modes.\n\nfigure 3 shows the beginning and end of the researcher\u2019s Introduction in\n\nVMA3. shot 13 realises an Introducing self move, consisting of a\n\ngreeting (\u201cHi\u201d) and introduction (\u201cmy name is\u201d). The researcher is seated\n\nat a computer in an office, facing the camera in a medium length demand\n\nshot, with gaze on the audience, a highly engaging visual composition.\n\nshot 14 realises a forecasting the Demonstration move and is\n\naccompanied by diagrams related to the surgical procedure. The camera\n\nreturns to the researcher as he explains key applications of the procedure,\n\nculminating in shot 18, which realises the Inviting the Audience move.\n\nThe researcher\u2019s invitation (\u201cso, let\u2019s get started\u201d) is accompanied by\n\nembodied action as he raises his lab coat (folded over one arm), stands up\n\nand leaves the shot.", "start_char_idx": 55893, "end_char_idx": 60182, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "09897d25-ee48-426f-85f3-c436bc8b4cd0": {"__data__": {"id_": "09897d25-ee48-426f-85f3-c436bc8b4cd0", "embedding": null, "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-121", "node_type": "4", "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "hash": "59420399f6491be86a779414e09338e74fe067647bdcc265964c07833779add2", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "5b36693e-4eff-46b3-955b-bfe9d01a74d1", "node_type": "1", "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "hash": "26ade7902d31de1815bf894315ef841dba3e27907774eed860c7e0233c1ca06e", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "0aa0db39-63f8-4687-b3fb-b2664c89097c", "node_type": "1", "metadata": {}, "hash": "d91aa59a3b1f29a6f4ddb30e42e8af2d4354ae61df714d8735e4ff41edafc81b", "class_name": "RelatedNodeInfo"}}, "text": "GENrE INNoVATIoN AND MuLTIMoDAL ExPrEssIoN IN sCHoLArLy CoMMuNICATIoN\n\nIb\u00e9rica 36 (2018): 15-42 31\n\nCHRISTOPH HAFNER \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\nDemonstration move and is accompanied by diagrams related to the surgical \nprocedure. The camera returns to the researcher as he explains key applications \nof the procedure, culminating in shot 18, which realises the Inviting the \nAudience move. The researcher\u2019s invitation (\u201cSo, let\u2019s get started\u201d) is \naccompanied by embodied action as he raises his lab coat (folded over one arm), \nstands up and leaves the shot. \n\n \n \n\n \n\n1 min 06 sec (s13) 1 min 14 sec (s14) \n\nHi. My name is [name omitted] from [name omitted]\u2019s \nlab at the [institution name omitted]. \n\nToday I will show you how to collect cerebral\u2026 \n\n\u2026shots 15-17 omitted\u2026 \n\n \n\n \n\nFigure 3. Extract from the Researcher\u2019s Introduction (VMA3, shots 13, 14 & 18). Images used with permission. \n\nNERHAFPH OSTCHRI\n\nsidnaevomnoitartsnomDe\nnsurteraremacheT.edureocpr\nitnaimulc,edureocprhetof\n\neserehT.evomecneidAu\nactedidobemybedianpmacco\n\nsevaeldnapus dnast t. oh seth\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\nersmargaidybdeinapmocca\nxplehesarhecraeserheto tns\n\nsilaerh chiw18,hotsn ing i\ntel,oS\u201c(noitativnis\u2019rehcra\nf(atcoablsihessaire hasnoiact\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\nlacigrusehtotdetal\nppay kensia sntioalic\n\nhetng itnviIhetses\nsi)\u201ddetratstegs\u2019t\n,)mare noervoeddl\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\nn im1 \n\nman[[nmorroffr]dd]ettimoeman[[nsiemanyM.Hi\n].dd].ittem oema nntiotitus [inet th abla\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\ns13)(sec 06 n \n\ns\u2019]dd]ettetimoem howou yyou howslliwwiIToday\n\n51stoh\u2026s - ed\u2026ttiom17 \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\ns14)(sec 14 n im1 \n\n\u2026alebrebralererebrcteclolco thow\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n6 3aicr\u00e9Ib 810(2 ): \u2026-\u202616\n\ns18a)(sec 05 n im2 \n\n!detratstegs\u2019tel,So\n\n3.e gurFi s\u2019rehcraesReehtmorftcartEx\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\ns18b)(sec 07 n im2 \n\nudortnI 18)&14 13,s shot3,AMV(on ict .", "start_char_idx": 60185, "end_char_idx": 63566, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "0aa0db39-63f8-4687-b3fb-b2664c89097c": {"__data__": {"id_": "0aa0db39-63f8-4687-b3fb-b2664c89097c", "embedding": null, "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-121", "node_type": "4", "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "hash": "59420399f6491be86a779414e09338e74fe067647bdcc265964c07833779add2", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "09897d25-ee48-426f-85f3-c436bc8b4cd0", "node_type": "1", "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "hash": "cbb0cb1c0ce7337e63d7c507bf48e5d1dc4e4f56353a39f322e4a0954cdfc438", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "34d424de-63f8-4d50-a188-4006fbf2047f", "node_type": "1", "metadata": {}, "hash": "646b4b2bb2c5a12460e959b225a3fcb3a5ea548b51ca4be01d179b4bcb28278b", "class_name": "RelatedNodeInfo"}}, "text": "Im\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n\n \n\n \n\n \n\n niosisrme pith wdes usegaIm .\n\n01 IBERICA 36_Iberica 13 26/10/18 20:19 P\u00e1gina 31\n\n\n\nCompared to the written article that VMAs are based on, the engagement\n\nobserved in the researcher\u2019s Introduction can be seen as an innovative\n\nfeature of the genre, likely linked to the visual affordances of the video\n\nmedium. This is to suggest that, because researchers are using video, they\n\npotentially engage with their audience in an innovative way. While the section\n\nis obligatory, moves that explicitly engage the audience are not. Nevertheless,\n\nthe section provides an opportunity for researchers to engage the audience\n\nin a range of ways. It is worth noting that the section sometimes includes an\n\nintroduction of other researchers, graduate students or research assistants,\n\nwho will be doing the actual demonstration of the procedures. In this way,\n\nthe section sometimes highlights the collaborative, team-based nature of\n\nscientific study, drawing attention to the different roles adopted by different\n\nauthors, again in a way that is not seen in written rAs. \n\nDevelopment over time: Emergence of a conventionalised Overview\n\nsection \n\nComparing early videos with later ones reveals a noticeable development over\n\ntime, with later VMAs showing greater sophistication in terms of the range\n\nof multimodal resources used and also showing a more conventionalised and\n\nstable generic structure. Asked about this, Pritsker noted: \n\n(\u2026) when we really started, we didn\u2019t know how exactly everything is going\n\nto work. And we have to trial our own to make it with these video articles.\n\nAnd actually the first video articles were filmed by me, in laboratory. so my\n\nCHrIsToPH A. HAfNEr\n\nIb\u00e9rica 36 (2018): 15-4232\n\nCHRISTOPH HAFNER \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\nDemonstration move and is accompanied by diagrams related to the surgical \nprocedure. The camera returns to the researcher as he explains key applications \nof the procedure, culminating in shot 18, which realises the Inviting the \nAudience move. The researcher\u2019s invitation (\u201cSo, let\u2019s get started\u201d) is \naccompanied by embodied action as he raises his lab coat (folded over one arm), \nstands up and leaves the shot. \n\n\u2026shots 15-17 omitted\u2026 \n\n \n2 min 05 sec (s18a) 2 min 07 sec (s18b) \n\nSo, let\u2019s get started! \n\n \n \n\nFigure 3. Extract from the Researcher\u2019s Introduction (VMA3, shots 13, 14 & 18). Images used with permission.", "start_char_idx": 63567, "end_char_idx": 66093, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "34d424de-63f8-4d50-a188-4006fbf2047f": {"__data__": {"id_": "34d424de-63f8-4d50-a188-4006fbf2047f", "embedding": null, "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-121", "node_type": "4", "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "hash": "59420399f6491be86a779414e09338e74fe067647bdcc265964c07833779add2", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "0aa0db39-63f8-4687-b3fb-b2664c89097c", "node_type": "1", "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "hash": "adbc22a95786baf7721877b78301b077e969a1c6bc5f609af4696574f46d0401", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "098457c4-a8ff-4db3-869c-9ee3d85fa971", "node_type": "1", "metadata": {}, "hash": "f8dff5ffd185370ab29f88c03f01b3b6b7bc373ee7e7c900668403036b9b633c", "class_name": "RelatedNodeInfo"}}, "text": "Images used with permission. \n\nNERHAFPH OSTCHRI\n\nsidnaevomnoitartsnomDe\nnsurteraremacheT.edureocpr\nitnaimulc,edureocprhetof\n\neserehT.evomecneidAu\nactedidobemybedianpmacco\n\nsevaeldnapus dnast t. oh seth\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n\n \n \n\n \n\nersmargaidybdeinapmocca\nxplehesarhecraeserheto tns\n\nsilaerh chiw18,hotsn ing i\ntel,oS\u201c(noitativnis\u2019rehcra\nf(atcoablsihessaire hasnoiact\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n\n \n \n\n \n\nlacigrusehtotdetal\nppay kensia sntioalic\n\nhetng itnviIhetses\nsi)\u201ddetratstegs\u2019t\n,)mare noervoeddl\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n\n \n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n\n \n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n\n \n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n\n \n \n\n \n\nn im1 \n\nmamettimoemasiemanyM.Hi\nittem oema nntiotitus [inet th abla\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n\n \n \n\n \n\ns13)(sec 06 n \n\ns\u2019timoem howhowsllIToday\n\n51stoh\u2026s - ed\u2026ttiom17 \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n\n \n \n\n \n\ns14)(sec 14 n im1 \n\n\u2026cteclolco thow\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n\n \n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n\n \n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n\n \n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n\n \n \n\n \n\n6 3aicr\u00e9Ib 810(2 ): \u2026-\u202616\n\ns18a)(sec 05 n im2 \n\n!detratstegs\u2019tel,So\n\n3.e gurFi s\u2019rehcraesReehtmorftcartEx\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n\n \n \n\n \n\ns18b)(sec 07 n im2 \n\nudortnI 18)&14 13,s shot3,AMV(on ict . Im\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n\n \n \n\n niosisrme pith wdes usegaIm .\n\nCHRISTOPH HAFNER \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\nDemonstration move and is accompanied by diagrams related to the surgical \nprocedure. The camera returns to the researcher as he explains key applications \nof the procedure, culminating in shot 18, which realises the Inviting the \nAudience move. The researcher\u2019s invitation (\u201cSo, let\u2019s get started\u201d) is \naccompanied by embodied action as he raises his lab coat (folded over one arm), \nstands up and leaves the shot. \n\n \n\nFigure 3. Extract from the Researcher\u2019s Introduction (VMA3, shots 13, 14 & 18). Images used with permission.", "start_char_idx": 66065, "end_char_idx": 68976, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "098457c4-a8ff-4db3-869c-9ee3d85fa971": {"__data__": {"id_": "098457c4-a8ff-4db3-869c-9ee3d85fa971", "embedding": null, "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-121", "node_type": "4", "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "hash": "59420399f6491be86a779414e09338e74fe067647bdcc265964c07833779add2", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "34d424de-63f8-4d50-a188-4006fbf2047f", "node_type": "1", "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "hash": "7ac6f5127b95c0916c67c145207e0917d4e90bace481eac2b7d13f58cf4cd922", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "41c13755-45f3-4454-b803-cc7077655c2a", "node_type": "1", "metadata": {}, "hash": "43577cdaba2e27b2932a4bde11309a3b8c76911546d691583980880202341fed", "class_name": "RelatedNodeInfo"}}, "text": "Images used with permission. \n\nNERHAFPH OSTCHRI\n\nsidnaevomnoitartsnomDe\nnsurteraremacheT.edureocpr\nitnaimulc,edureocprhetof\n\neserehT.evomecneidAu\nactedidobemybedianpmacco\n\nsevaeldnapus dnast t. oh seth\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\nersmargaidybdeinapmocca\nxplehesarhecraeserheto tns\n\nsilaerh chiw18,hotsn ing i\ntel,oS\u201c(noitativnis\u2019rehcra\nf(atcoablsihessaire hasnoiact\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\nlacigrusehtotdetal\nppay kensia sntioalic\n\nhetng itnviIhetses\nsi)\u201ddetratstegs\u2019t\n,)mare noervoeddl\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\nn im1 \n\nmamettimoemasiemanyM.Hi\nittem oema nntiotitus [inet th abla\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\ns13)(sec 06 n \n\ns\u2019timoem howhowsllIToday\n\n51stoh\u2026s - ed\u2026ttiom17 \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\ns14)(sec 14 n im1 \n\n\u2026cteclolco thow\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n6 3aicr\u00e9Ib 810(2 ): \u2026-\u202616\n\ns18a)(sec 05 n im2 \n\n!detratstegs\u2019tel,So\n\n3.e gurFi s\u2019rehcraesReehtmorftcartEx\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\ns18b)(sec 07 n im2 \n\nudortnI 18)&14 13,s shot3,AMV(on ict . Im\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n niosisrme pith wdes usegaIm .\n\n01 IBERICA 36_Iberica 13 26/10/18 20:19 P\u00e1gina 32\n\n\n\nfriends who agreed to do it. It was very unusual at that time, video journals,\n\nsomething unheard of. \n\nWe see here the gradual development of the video methods article genre. Table 2\n\npresents the sections observed in the first five video methods articles in the corpus. \n\nVMA1 (2006) consists of only two sections of substance: Demonstration\n\nand representative results. A narrower range of multimodal resources is\n\nused in this video: there is no soundtrack and no oral narration of any kind,\n\nwith text on screen performing the narrative role. In VMA2 (2007), the\n\nresearcher\u2019s Introduction and Conclusion are added. Throughout this video,\n\nthe researcher verbally narrates the procedures describing what we see\n\nhappening in the lab, with frequent long pauses as the demonstration catches\n\nup with this narration. This narration is at most semi-scripted and the\n\ndelivery is perhaps similar to what one would observe in an actual lab\n\ndemonstration with the researcher. In VMA3 (2008), the overview section\n\nis added, serving to summarise the procedure before it is demonstrated in\n\ndetail. This is highly scripted and draws on a wide range of visuals, including\n\nboth still and moving images of the (surgical) procedure being performed in\n\nthe lab, as well as drawings/diagrams of the procedure with accompanying\n\ntext on screen. The overview in VMA3 is accompanied by a professionally\n\nproduced narration, performed by a voice actor and added in post\n\nproduction. There is an unobtrusive soundtrack. finally, VMA4 (2009) and\n\nVMA5 (2010) adopt the conventional generic structure with all seven\n\nsections present.", "start_char_idx": 68948, "end_char_idx": 72660, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "41c13755-45f3-4454-b803-cc7077655c2a": {"__data__": {"id_": "41c13755-45f3-4454-b803-cc7077655c2a", "embedding": null, "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-121", "node_type": "4", "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "hash": "59420399f6491be86a779414e09338e74fe067647bdcc265964c07833779add2", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "098457c4-a8ff-4db3-869c-9ee3d85fa971", "node_type": "1", "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "hash": "c9e728f168c46a495ea844c934bf381148d18a89dbc348428e2c557416dced02", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "1d3bfb81-37e4-4f65-b2bb-c0eeb3ad0054", "node_type": "1", "metadata": {}, "hash": "9dffe2ffb24ac1a192b09de9ed8ecef231114dd97b57ddaad8872c6783d3357f", "class_name": "RelatedNodeInfo"}}, "text": "Both present a wide range of multimodal resources, with a\n\nsophisticated combination of spoken narration, still and moving images,\n\nanimated diagrams, text on screen, and soundtrack.\n\nGENrE INNoVATIoN AND MuLTIMoDAL ExPrEssIoN IN sCHoLArLy CoMMuNICATIoN\n\nIb\u00e9rica 36 (2018): 15-42 33\n\nGENRE INNOVATION AND MULTIMODAL EXPRESSION IN SCHOLARLY COMMUNICATION \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\nCompared to the written article that VMAs are based on, the engagement \nobserved in the Researcher\u2019s Introduction can be seen as an innovative feature of \nthe genre, likely linked to the visual affordances of the video medium. This is to \nsuggest that, because researchers are using video, they potentially engage with \ntheir audience in an innovative way. While the section is obligatory, moves that \nexplicitly engage the audience are not. Nevertheless, the section provides an \nopportunity for researchers to engage the audience in a range of ways. It is worth \nnoting that the section sometimes includes an introduction of other researchers, \ngraduate students or research assistants, who will be doing the actual \ndemonstration of the procedures. In this way, the section sometimes highlights \nthe collaborative, team-based nature of scientific study, drawing attention to the \ndifferent roles adopted by different authors, again in a way that is not seen in \nwritten RAs. \n\nDevelopment over time: Emergence of a conventionalised Overview \nsection \nComparing early videos with later ones reveals a noticeable development over \ntime, with later VMAs showing greater sophistication in terms of the range of \nmultimodal resources used and also showing a more conventionalised and stable \ngeneric structure. Asked about this, Pritsker noted: \n\n(\u2026) when we really started, we didn\u2019t know how exactly everything is going to \nwork. And we have to trial our own to make it with these video articles. And \nactually the first video articles were filmed by me, in laboratory. So my friends \nwho agreed to do it. It was very unusual at that time, video journals, something \nunheard of. \n\nVMA1 VMA2 VMA3 VMA4 VMA5 \nVideo intro Video intro Video intro Video intro Video intro \nDemonstration Researcher\u2019s \n\nIntroduction \nOverview Overview Overview \n\nRepresentative \nResults \n\nDemonstration Researcher\u2019s \nIntroduction \n\nResearcher\u2019s \nIntroduction \n\nResearcher\u2019s \nIntroduction \n\nCredits Researcher\u2019s \nConclusion \n\nDemonstration Demonstration Demonstration \n\n Credits Researcher\u2019s \nConclusion \n\nRepresentative \nResults \n\nRepresentative \nResults \n\n Credits Researcher\u2019s \nConclusion \n\nResearcher\u2019s \nConclusion \n\n Credits Credits \n\nTable 2. Sections observed in VMA1 to VMA5 (2006-2010). \n\nVMA1 (2006) consists of only two sections of substance: Demonstration and \nRepresentative Results. A narrower range of multimodal resources is used in this \nvideo: there is no soundtrack and no oral narration of any kind, with text on \n\n01 IBERICA 36_Iberica 13 26/10/18 20:19 P\u00e1gina 33\n\n\n\nConsidering only the overview section in VMA3, VMA4, VMA5, we also\n\nsee some change over time (recall also that there was no overview present\n\nin VMA1 and VMA2). Table 3 shows the moves observed. \n\nAll three articles contain the summarising the Procedure move in their\n\noverview section, but again this becomes more complex over time. VMA3\n\n(2008) is a simple summary, with narration beginning as follows: \n\nThe procedure begins with anaesthetising the mouse and the preparation of\n\nthe surgical site. The mouse is then placed\u2026 (VMA3, narration, overview). \n\nVMA4 (2009) is similar but the narration begins by explicitly forecasting the\n\ndemonstration: \n\nIn this video we will demonstrate the power of a modified coomassie\n\nstaining protocol for detecting several nanograms of protein in\n\npolyacrylamide gels, using the example of two dimensional gel\n\nelectrophoresis. (VMA4, narration, overview) \n\nVMA5 (2010) adopts the highly stable and conventional structure that is\n\nobserved in all subsequent articles in the corpus: stating the goal,\n\nsummarising the procedure, Explaining significance.", "start_char_idx": 72661, "end_char_idx": 76715, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "1d3bfb81-37e4-4f65-b2bb-c0eeb3ad0054": {"__data__": {"id_": "1d3bfb81-37e4-4f65-b2bb-c0eeb3ad0054", "embedding": null, "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-121", "node_type": "4", "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "hash": "59420399f6491be86a779414e09338e74fe067647bdcc265964c07833779add2", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "41c13755-45f3-4454-b803-cc7077655c2a", "node_type": "1", "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "hash": "da7d76e3ecc2c576f34b969afa3476788fcc2d8a62a1175119012752b476e972", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "e71868cd-5b8f-4788-90fa-8a7c9fdbe437", "node_type": "1", "metadata": {}, "hash": "24d3801f359b4d7091431d53c982b2d5648bb0681b4ed0c74916a5661ac643d5", "class_name": "RelatedNodeInfo"}}, "text": "Key elements of the\n\nnarration are: \n\nThe overall goal of this procedure is to determine the transcriptome wide\n\nbinding sites of r N A binding proteins or r B Ps. This is accomplished by\n\nfirst using photoreactive nucleocide analogues for in vivo labelling of nascent\n\ntranscripts. The second step of the procedure\u2026 ultimately, results can be\n\nobtained that show transcriptome wide binding sites of the r V Ps and\n\nenable the definition of the r N A recognition element and its binding\n\npreferences. (VMA5, narration, overview) \n\nNote the highly formulaic language, variations of which occur in almost all\n\nof the subsequent VMAs in the corpus: \u201cThe overall goal of this procedure\n\nCHrIsToPH A. HAfNEr\n\nIb\u00e9rica 36 (2018): 15-4234\n\nCHRISTOPH HAFNER \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\nscreen performing the narrative role. In VMA2 (2007), the Researcher\u2019s \nIntroduction and Conclusion are added. Throughout this video, the researcher \nverbally narrates the procedures describing what we see happening in the lab, \nwith frequent long pauses as the demonstration catches up with this narration. \nThis narration is at most semi-scripted and the delivery is perhaps similar to what \none would observe in an actual lab demonstration with the researcher. In VMA3 \n(2008), the Overview section is added, serving to summarise the procedure \nbefore it is demonstrated in detail. This is highly scripted and draws on a wide \nrange of visuals, including both still and moving images of the (surgical) \nprocedure being performed in the lab, as well as drawings/diagrams of the \nprocedure with accompanying text on screen. The Overview in VMA3 is \naccompanied by a professionally produced narration, performed by a voice actor \nand added in post production. There is an unobtrusive soundtrack. Finally, \nVMA4 (2009) and VMA5 (2010) adopt the conventional generic structure with \nall seven sections present. Both present a wide range of multimodal resources, \nwith a sophisticated combination of spoken narration, still and moving images, \nanimated diagrams, text on screen, and soundtrack. \n\nConsidering only the Overview section in VMA3, VMA4, VMA5, we also see \nsome change over time (recall also that there was no Overview present in VMA1 \nand VMA2). Table 3 shows the moves observed. \n\nVMA3 VMA4 VMA5 \nSummarising the procedure Forecasting the demonstration Stating the goal \n Summarising the procedure Summarising the procedure \n Explaining significance \n\nTable 3. Moves observed in the Overview section of VMA3 to VMA5 (2008-2010). \n\nAll three articles contain the Summarising the Procedure move in their Overview \nsection, but again this becomes more complex over time. VMA3 (2008) is a \nsimple summary, with narration beginning as follows: \n\nThe procedure begins with anaesthetising the mouse and the preparation of the \nsurgical site. The mouse is then placed\u2026 (VMA3, narration, Overview). \n\nVMA4 (2009) is similar but the narration begins by explicitly forecasting the \ndemonstration: \n\nIn this video we will demonstrate the power of a modified coomassie staining \nprotocol for detecting several nanograms of protein in polyacrylamide gels, using \nthe example of two dimensional gel electrophoresis. (VMA4, narration, \nOverview) \n\nVMA5 (2010) adopts the highly stable and conventional structure that is \nobserved in all subsequent articles in the corpus: Stating the goal, Summarising \nthe procedure, Explaining significance. Key elements of the narration are: \n\n01 IBERICA 36_Iberica 13 26/10/18 20:19 P\u00e1gina 34", "start_char_idx": 76716, "end_char_idx": 80237, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "e71868cd-5b8f-4788-90fa-8a7c9fdbe437": {"__data__": {"id_": "e71868cd-5b8f-4788-90fa-8a7c9fdbe437", "embedding": null, "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-121", "node_type": "4", "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "hash": "59420399f6491be86a779414e09338e74fe067647bdcc265964c07833779add2", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "1d3bfb81-37e4-4f65-b2bb-c0eeb3ad0054", "node_type": "1", "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "hash": "6372d1ee9f18d0b00331378888ec8d5944b379da9076e13b18a939b1ff673569", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "1ecf81ea-4d89-4b86-bd3a-ca38e1823258", "node_type": "1", "metadata": {}, "hash": "244d96226ce300e9053e7fdc02a4fe093db442d1afbfc2472346c35e6654d6a5", "class_name": "RelatedNodeInfo"}}, "text": "is to\u2026\u201d; \u201cThis is achieved by\u2026\u201d; \u201cresults can be obtained that show\u2026\u201d. A\n\nfull multimodal analysis of this section would also be interesting but given\n\nconstraints of space, such an analysis is not possible here. \n\nDiscussion and conclusions \n\nWhile this exploratory study is based on a limited amount of data, it is\n\nnevertheless possible to generate some valuable insights into the VMA\n\ngenre. The analysis shows that this new and innovative genre draws heavily\n\non a range of existing types of scientific text types and interactions,\n\nincluding traditional written methods articles, lab demonstrations and\n\nconference presentations. The interview with Pritsker, JoVE\u2019s CEo and co-\n\nfounder, showed how the genre was conceived of as an extension of a\n\ntraditional written methods article. The genre, which makes use of digital\n\nvideo with an accompanying spoken narration and opportunities for\n\nscientists to \u201cspeak to\u201d their audience, is replete with hybridity as the VMA\n\ncombines features of written articles with those of spoken scientific\n\ninteractions as well as popular media text types.\n\nCompared to written rAs, a number of innovations can be observed in the\n\nVMA genre. one such innovation is the way that the researcher intrudes into\n\nthe VMA in the researcher\u2019s Introduction and researcher\u2019s Conclusion\n\nsections, often explicitly interacting with and engaging the audience, wishing\n\nviewers well in their research, thanking viewers and so on. These strategies\n\nare reminiscent of conference presentations, which place importance on the\n\ninteractional metafunction: getting the talk off to a good start or ending on\n\na warmer note to get question time off to a good start (rowley-Jolivet,\n\n2002). In one VMA, one even observes a wry sense of humour as a\n\nresearcher concludes with the comment that: \n\nWhile attempting this procedure it is important to remember that each of the\n\nsixty-four steps is critical and has to be performed with hundred per cent\n\naccuracy. (VMA6, narration, researcher\u2019s Conclusion) \n\nThis observation is interpreted as humorous by a viewer contributing to the\n\ncomment section, who responds: \n\nfirst I would like to say this latest method is really neat. I also like Julian\u2019s\n\ncomment at the end of the video when he said with a big smirk, \u201cyou have\n\nGENrE INNoVATIoN AND MuLTIMoDAL ExPrEssIoN IN sCHoLArLy CoMMuNICATIoN\n\nIb\u00e9rica 36 (2018): 15-42 35\n\n01 IBERICA 36_Iberica 13 26/10/18 20:19 P\u00e1gina 35", "start_char_idx": 80241, "end_char_idx": 82701, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "1ecf81ea-4d89-4b86-bd3a-ca38e1823258": {"__data__": {"id_": "1ecf81ea-4d89-4b86-bd3a-ca38e1823258", "embedding": null, "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-121", "node_type": "4", "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "hash": "59420399f6491be86a779414e09338e74fe067647bdcc265964c07833779add2", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "e71868cd-5b8f-4788-90fa-8a7c9fdbe437", "node_type": "1", "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "hash": "02170d9735281162cc6de4ba9e974de7121aac481dddb732503627da2662b461", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "16a33fe7-f765-44c0-8de1-a1a9b0b9a284", "node_type": "1", "metadata": {}, "hash": "1676016b67513aae288a97be50d488ad70428deb353e92eaaf1e6c854d91c350", "class_name": "RelatedNodeInfo"}}, "text": "to perform each of the 64 steps with 100% accuracy\u201d. :D That is epic.\n\n(VMA6, comments). \n\nsuch a use of humour is a feature of popularisations (Giannoni, 2008) and\n\nalso present in academic blogs (Luz\u00f3n, 2013), where it is used to \u201cconstruct\n\nsolidarity and reinforce common assumptions\u201d (page 448). \n\nA second innovation \u2013 highlighted by specialist informants \u2013 is the reliance\n\non the video medium to convey essential information about procedures,\n\nespecially in the Demonstration section. This makes it possible to use a wide\n\nrange (and a large quantity) of visuals, something that is not possible to the\n\nsame extent in written rAs. Drawing on rowley-Jolivet\u2019s (2002, 2004)\n\nclassification of images in scientific conference presentations, we see the use\n\nof: 1) figurative images (e.g. photos/film of the research setting, photos/film\n\nof raw data like x-rays or gel photos) to visually communicate procedures\n\nand results; 2) graphical images (e.g. charts, graphs, diagrams) to aggregate\n\ndata and present concepts; 3) \u2018scriptural\u2019 images (e.g. section headings,\n\nflowcharts); and 4) \u2018numerical\u2019 images (e.g. mathematical script). Based on\n\nthis exploratory study, further research is necessary to understand the precise\n\nnature of the visual elements of this genre.\n\nThe analysis of VMAs thus suggests some clear genre innovations in terms\n\nof the choice of semiotic resources used as well as how these resources are\n\nused, including the use of language. In particular, the analysis shows that\n\ndiscoursal identities not available in rAs are made possible by the video\n\nmedium, with much greater engagement (realised through visual and\n\nlinguistic strategies) unlikely to be found in traditional rAs (e.g. the use of\n\n\u201cLet\u2019s get started\u201d to invite viewers in the researcher\u2019s Introduction). This\n\nfinding contrasts with P\u00e9rez-Llantada\u2019s (2013) study of Elsevier\u2019s Article of\n\nthe future, the digitally enhanced rA. That study showed a similar lexical\n\nand grammatical profile for the Article of the future and contemporary\n\nwritten rAs. More research is necessary to precisely identify the nature and\n\nextent of lexico-grammatical innovations in VMAs. Nevertheless, this\n\nexploratory study shows how, when digital media is recruited to meet the\n\nspecific communicative needs of a discourse community, its use can lead to\n\nthe development of an innovative, hybrid genre that breaks from convention\n\nin certain ways. \n\nCommenting on the kinds of digital enhancements that are beginning to\n\nappear in rAs, P\u00e9rez-Llantada (2016: 31) notes that \n\nCHrIsToPH A. HAfNEr\n\nIb\u00e9rica 36 (2018): 15-4236\n\n01 IBERICA 36_Iberica 13 26/10/18 20:19 P\u00e1gina 36", "start_char_idx": 82705, "end_char_idx": 85377, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "16a33fe7-f765-44c0-8de1-a1a9b0b9a284": {"__data__": {"id_": "16a33fe7-f765-44c0-8de1-a1a9b0b9a284", "embedding": null, "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-121", "node_type": "4", "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "hash": "59420399f6491be86a779414e09338e74fe067647bdcc265964c07833779add2", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "1ecf81ea-4d89-4b86-bd3a-ca38e1823258", "node_type": "1", "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "hash": "c9d5ab3a3dd1e841bcebe611227558c628b14eea1a8741f45f49060229cb75cf", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "54ef85b0-0472-40ec-9f8d-331a40ee9b0b", "node_type": "1", "metadata": {}, "hash": "08e49363b30f258ff56142e7669cc4b3fa5d208af227091f39bb6f9e979bbd41", "class_name": "RelatedNodeInfo"}}, "text": "This type of abstract is visually attractive and explicit at a glimpse, yet, as\n\nsancho Guinda (2015) notes, it does not extend the information of the\n\nstandard verbal abstract. The same applies to the interactive figures/tables\n\nand charts in the article text, which add very little to the article content. \n\nIn contrast, the visuals provided in VMAs make significant additional\n\nmeanings possible. The difference here seems to be a genuine match\n\nbetween the purpose of the genre (precisely describing a protocol) and the\n\naffordances of the semiotic resources used, especially those of moving\n\nimages. In VMAs, the use of digital media is not just an add-on: it is a crucial\n\nfeature to deliver essential meanings which frequently get lost in a traditional\n\nmethods article. \n\nIn common with some other digital research genres like academic blogs,\n\nVMAs tend to highlight the process of research, a feature that is of course\n\nby design, considering the purpose of the genre to share advances in\n\nscientific technologies and techniques. A move that is occasionally seen in\n\nthe researcher\u2019s Introduction section and which would be unlikely to occur\n\nin written methods articles is Introducing Additional researchers, typically\n\nlaboratory technicians, research assistants, or graduate students, whose\n\nspecialist expertise lies in conducting the experimental procedures. This\n\nmove highlights the distributed expertise of scientific teams, a feature that is\n\nobscured in written rAs, which tend to suppress agency of individual\n\nauthors and co-authors. \n\nunlike many studies of digital research genres, the design of this exploratory\n\nstudy explicitly focused on the dimension of time, by selecting one VMA per\n\nyear for analysis from the inception of the journal in 2006 to 2016. By\n\nconsidering this dimension, the study was able to identify an initial\n\nexploratory period, during which proponents of the genre experimented\n\nwith forms of expression before the genre became relatively stabilised. This\n\nis seen especially clearly in the development of the overview section, which\n\nwas not observed at all in initial videos and which developed a highly\n\nconventionalised structure within a relatively short period of time (in this\n\ncorpus it was observed to emerge in 2008 and become highly\n\nconventionalised by 2010). This perspective neatly illustrates the way that\n\nrecruiting digital media, while providing additional affordances for\n\nexpression, can also provide challenges. It is a reminder that genres are not\n\nstatic but rather evolve in response to changes in the communicative context,\n\nincluding changes in medium. \n\nGENrE INNoVATIoN AND MuLTIMoDAL ExPrEssIoN IN sCHoLArLy CoMMuNICATIoN\n\nIb\u00e9rica 36 (2018): 15-42 37\n\n01 IBERICA 36_Iberica 13 26/10/18 20:19 P\u00e1gina 37", "start_char_idx": 85381, "end_char_idx": 88184, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "54ef85b0-0472-40ec-9f8d-331a40ee9b0b": {"__data__": {"id_": "54ef85b0-0472-40ec-9f8d-331a40ee9b0b", "embedding": null, "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-121", "node_type": "4", "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "hash": "59420399f6491be86a779414e09338e74fe067647bdcc265964c07833779add2", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "16a33fe7-f765-44c0-8de1-a1a9b0b9a284", "node_type": "1", "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "hash": "ba9ee8e8dfc432fe38b3d683e9b1c295b9c0dba14c8de5854326a82a183ddb17", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "424951b6-7c30-4e74-ad7e-f784defeb283", "node_type": "1", "metadata": {}, "hash": "4cf102f20bc1b748133c7853f60a8264489ef1f878da60c894065a85d5a83d07", "class_name": "RelatedNodeInfo"}}, "text": "In terms of its pedagogical implications, this study supports the notion that\n\nan important component of communicative competence in the academic\n\ncontext is the ability to understand and construct digital multimodal genres.\n\nEffective academic communication extends beyond the written mode to\n\nencompass the integration of various forms of visuals in both written and\n\nspoken texts. At the same time, the study also highlights the way that VMAs\n\nare collaboratively constructed, with experts in scientific communication\n\n(employed by the journal) facilitating the construction of the videos,\n\nespecially more technically demanding aspects such as filming, editing, and\n\nthe creation of diagrammatic animations. In spite of this support, those\n\nscientists who are able to visually design necessary elements of such VMAs\n\nare likely to be at an advantage in constructing this genre. Given the\n\nimportance of visual design in academic communication, it would therefore\n\nbe of great benefit to learners if courses in EsP embraced this aspect of\n\nacademic communication. In order to do so effectively and systematically,\n\nEsP teachers need an understanding of the affordances of different modes\n\nfor communicating different kinds of information and the way that these\n\nmodes can interact. I hope that this article provides a useful step in this\n\ndirection. \n\nAcknowledgements \n\nI am grateful to the two specialist informants for the time that they devoted\n\nto this study. I would also like to thank the editors for their valuable\n\ncomments on drafts of the manuscript and for giving me the opportunity to\n\ncontribute this article. \n\nArticle history: \n\nReceived 22 July 2018 \n\nReceived in revised form 13 August 2018 \n\nAccepted 27 August 2018 \n\nReferences \n\nCHrIsToPH A. HAfNEr\n\nIb\u00e9rica 36 (2018): 15-4238\n\nAvital, M., L. Mathiassen & U. Schultze (2017).\n\n\u201cAlternative genres in information systems\n\nresearch\u201d. European Journal of Information\n\nSystems 26,3: 240-247. URL: https://doi.org/\n\n10.1057/s41303-017-0051-4\n\nBaldry, A. & P. J. Thibault (2006). Multimodal\n\nTranscription and Text Analysis. London: Equinox.\n\nBelcher, D. (2004). \u201cTrends in teaching English for\n\nspecific purposes\u201d. 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(2017). \u201cCrowdfunding\n\nscience: Exigencies and strategies in an emerging\n\ngenre of science communication\u201d. Technical\n\nCommunication Quarterly 26,2: 127-144.", "start_char_idx": 91596, "end_char_idx": 94395, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "4c3aec20-be79-4552-9c82-7ab9e6e87304": {"__data__": {"id_": "4c3aec20-be79-4552-9c82-7ab9e6e87304", "embedding": null, "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-121", "node_type": "4", "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "hash": "59420399f6491be86a779414e09338e74fe067647bdcc265964c07833779add2", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "424951b6-7c30-4e74-ad7e-f784defeb283", "node_type": "1", "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "hash": "ea965ceff0d6cad269310c8246fc2baec6821897f6330be5aa843f8184eedf39", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "99e6d456-d21c-4792-a872-92e1bf371c93", "node_type": "1", "metadata": {}, "hash": "4f165271eda68711ac52f6290deb1295e550bc97d8855344c5163c9150ec1d3f", "class_name": "RelatedNodeInfo"}}, "text": "Technical\n\nCommunication Quarterly 26,2: 127-144. URL:\n\nhttps://doi.org/10.1080/10572252.2017.1287361\n\nNew London Group. (1996). \u201cA pedagogy of\n\nmultiliteracies: Designing social futures\u201d. Harvard\n\nEducational Review 66,1: 60-92.\n\nP\u00e9rez-Llantada, C. (2013). \u201cThe article of the\n\nfuture: Strategies for genre stability and change\u201d.\n\nEnglish for Specific Purposes 32,4: 221-235. URL:\n\nhttps://doi.org/10.1016/j.esp.2013.06.004\n\nP\u00e9rez-Llantada, C. (2016). \u201cHow is the digital\n\nmedium shaping research genres? Some cross-\n\ndisciplinary trends\u201d. ESP Today 4,1: 22-42.\n\nPrior, P. (2013). \u201cMultimodality and ESP research\u201d\n\nin B. Paltridge & S. Starfield (eds.), The Handbook\n\nof English for Specific Purposes, 519-534. Malden,\n\nMA: John Wiley.\n\nRowley-Jolivet, E. (2002). \u201cVisual discourse in\n\nscientific conference papers: A genre-based\n\nstudy\u201d. English for Specific Purposes 21,1: 19-40.\n\nDOI: 10.1016/S0889-4906(00)00024-7\n\nRowley-Jolivet, E. (2004). \u201cDifferent visions,\n\n01 IBERICA 36_Iberica 13 26/10/18 20:19 P\u00e1gina 39\n\n\n\nChristoph A. Hafner is Associate Professor in the Department of English,\n\nCity university of Hong Kong. He has published widely in the areas of\n\nEnglish for specific purposes, digital literacies, and language learning and\n\ntechnology. His latest book, English in the Disciplines: A multidimensional model\n\nfor ESP course design (with Lindsay Miller) is published with routledge. \n\nAppendix: Corpus of VMAs \n\nCHrIsToPH A. HAfNEr\n\nIb\u00e9rica 36 (2018): 15-4240\n\ndifferent visuals: A social semiotic analysis of field-\n\nspecific visual composition in scientific conference\n\npresentations\u201d. Visual Communication 3,2: 145-\n\n175. URL: https://doi.org/10.1177/1470357040\n\n43038\n\nSancho Guinda, C. (2015). \u201cGenres on the move:\n\nCurrency and erosion of the genre moves\n\nconstruct\u201d. Journal of English for Academic\n\nPurposes 19: 73-87. URL: https://doi.org/\n\n10.1016/j.jeap.2015.07.001\n\nTardy, C. M. (2005). \u201cExpressions of disciplinarity\n\nand individuality in a multimodal genre\u201d.\n\nComputers and Composition 22,3: 319-336. URL:\n\nhttps://doi.org/10.1016/j.compcom.2005.05.004\n\nVerbi Software (2018). MaxQDA, software for\n\nqualitative data analysis. Berlin.\n\nZudilova-Seinstra, E. (2013, January 16).\n\n\u201cDesigning the Article of the Future\u201d. URL:\n\nhttps://www.elsevier.com/connect/designing-the-\n\narticle-of-the-future [20/07/2018]. \n\nCHRISTOPH HAFNER \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\nRowley-Jolivet, E. (2002). \u201cVisual discourse in scientific conference papers: A genre-\nbased study\u201d. English for Specific Purposes 21,1: 19-40. DOI: 10.1016/S0889-\n4906(00)00024-7 \n\nRowley-Jolivet, E. (2004). \u201cDifferent visions, different visuals: A social semiotic analysis \nof field-specific visual composition in scientific conference presentations\u201d. Visual \nCommunication 3,2: 145-175. URL: https://doi.org/10.1177/147035704043038 \nSancho Guinda, C. (2015). \u201cGenres on the move: Currency and erosion of the genre \nmoves construct\u201d. Journal of English for Academic Purposes 19: 73-87.", "start_char_idx": 94346, "end_char_idx": 97324, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "99e6d456-d21c-4792-a872-92e1bf371c93": {"__data__": {"id_": "99e6d456-d21c-4792-a872-92e1bf371c93", "embedding": null, "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-121", "node_type": "4", "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "hash": "59420399f6491be86a779414e09338e74fe067647bdcc265964c07833779add2", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "4c3aec20-be79-4552-9c82-7ab9e6e87304", "node_type": "1", "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "hash": "4482a0b0e5d5cc6631cd5f129d76572d25c84867c2a6642c652e138fbc3ab6cd", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "739d4c2c-b0d5-4a97-b3d2-909aef71566a", "node_type": "1", "metadata": {}, "hash": "d5615361e6d97be95ed5e42f01177e1df28d13b36492d1e8893bff8a7c175e43", "class_name": "RelatedNodeInfo"}}, "text": "Journal of English for Academic Purposes 19: 73-87. URL: \nhttps://doi.org/10.1016/j.jeap.2015.07.001 \n\nTardy, C. M. (2005). \u201cExpressions of disciplinarity and individuality in a multimodal \ngenre\u201d. Computers and Composition 22,3: 319-336. URL: \nhttps://doi.org/10.1016/j.compcom.2005.05.004 \nVerbi Software (2018). MaxQDA, software for qualitative data analysis. Berlin. \nZudilova-Seinstra, E. (2013, January 16). \u201cDesigning the Article of the Future\u201d. URL: \nhttps://www.elsevier.com/connect/designing-the-article-of-the-future [20/07/2018]. \n\nChristoph A. Hafner is Associate Professor in the Department of English, City \nUniversity of Hong Kong. He has published widely in the areas of English for \nspecific purposes, digital literacies, and language learning and technology. His \nlatest book, English in the Disciplines: A multidimensional model for ESP course \ndesign (with Lindsay Miller) is published with Routledge. \n\nAppendix: Corpus of VMAs \n\nVMA1 Takao, K., & Miyakawa, T. (2006). Light/dark Transition Test for Mice. JoVE (Journal of Visualised \nExperiments), (1), e104\u2013e104. https://doi.org/10.3791/104 \n\nVMA2 Szot, G. L., Koudria, P., & Bluestone, J. A. (2007). Murine Pancreatic Islet Isolation. JoVE (Journal of \nVisualised Experiments), (7), e255\u2013e255. https://doi.org/10.3791/255 \n\nVMA3 Liu, L., & Duff, K. (2008). A Technique for Serial Collection of Cerebrospinal Fluid from the Cisterna \nMagna in Mouse. JoVE (Journal of Visualised Experiments), (21), e960\u2013e960. \nhttps://doi.org/10.3791/960 \n\nVMA4 Dyballa, N., & Metzger, S. (2009). Fast and Sensitive Colloidal Coomassie G-250 Staining for \nProteins in Polyacrylamide Gels. JoVE (Journal of Visualised Experiments), (30), e1431\u2013e1431. \nhttps://doi.org/10.3791/1431 \n\nVMA5 Hafner, M., Landthaler, M., Burger, L., Khorshid, M., Hausser, J., Berninger, P., \u2026 Tuschl, T. (2010). \nPAR-CliP - A Method to Identify Transcriptome-wide the Binding Sites of RNA Binding Proteins. \nJoVE (Journal of Visualised Experiments), (41), e2034\u2013e2034. https://doi.org/10.3791/2034 \n\nVMA6 Konig, J., Zarnack, K., Rot, G., Curk, T., Kayikci, M., Zupan, B., \u2026 Ule, J. (2011). iCLIP - \nTranscriptome-wide Mapping of Protein-RNA Interactions with Individual Nucleotide Resolution. \nJoVE (Journal of Visualised Experiments), (50), e2638\u2013e2638. https://doi.org/10.3791/2638 \n\nVMA7 L\u00e4sser, C., Eldh, M., & L\u00f6tvall, J. (2012). Isolation and Characterisation of RNA-Containing \nExosomes. JoVE (Journal of Visualised Experiments), (59), e3037\u2013e3037. \nhttps://doi.org/10.3791/3037 \n\nVMA8 Sun, Z. Z., Hayes, C. A., Shin, J., Caschera, F., Murray, R. M., & Noireaux, V. (2013). Protocols for \nImplementing an Escherichia coli Based TX-TL Cell-Free Expression System for Synthetic Biology. \nJoVE (Journal of Visualised Experiments), (79), e50762\u2013e50762.", "start_char_idx": 97273, "end_char_idx": 100066, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "739d4c2c-b0d5-4a97-b3d2-909aef71566a": {"__data__": {"id_": "739d4c2c-b0d5-4a97-b3d2-909aef71566a", "embedding": null, "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-121", "node_type": "4", "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "hash": "59420399f6491be86a779414e09338e74fe067647bdcc265964c07833779add2", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "99e6d456-d21c-4792-a872-92e1bf371c93", "node_type": "1", "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "hash": "3a09b8154f104ab1b105c91bbb67a4ff2f2e95dfe456cd6cf34cf981fa24f0f8", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "28ed67a1-b6db-4dfb-8f51-1ba4c8cb1daf", "node_type": "1", "metadata": {}, "hash": "840ab710c1f92078c8d44ba4f0e8e0928abef40716f3c611c8b1bdf5ff8c1678", "class_name": "RelatedNodeInfo"}}, "text": "https://doi.org/10.3791/50762 \n\nVMA9 Borowicz, S., Scoyk, M. V., Avasarala, S., Rathinam, M. K. K., Tauler, J., Bikkavilli, R. K., & Winn, R. \nA. (2014). The Soft Agar Colony Formation Assay. JoVE (Journal of Visualised Experiments), (92), \n\nGENRE INNOVATION AND MULTIMODAL EXPRESSION IN SCHOLARLY COMMUNICATION \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\ne51998\u2013e51998. https://doi.org/10.3791/51998 \nVMA10 Mehdiani, A., Maier, A., Pinto, A., Barth, M., Akhyari, P., & Lichtenberg, A. (2015). An Innovative \n\nMethod for Exosome Quantification and Size Measurement. JoVE (Journal of Visualised \nExperiments), (95), e50974\u2013e50974. https://doi.org/10.3791/50974 \n\n \n\n01 IBERICA 36_Iberica 13 26/10/18 20:19 P\u00e1gina 40\n\n\n\nGENrE INNoVATIoN AND MuLTIMoDAL ExPrEssIoN IN sCHoLArLy CoMMuNICATIoN\n\nIb\u00e9rica 36 (2018): 15-42 41\n\nGENRE INNOVATION AND MULTIMODAL EXPRESSION IN SCHOLARLY COMMUNICATION \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\nVMA10 Mehdiani, A., Maier, A., Pinto, A., Barth, M., Akhyari, P., & Lichtenberg, A. (2015). An Innovative \nMethod for Exosome Quantification and Size Measurement. JoVE (Journal of Visualised \nExperiments), (95), e50974\u2013e50974. https://doi.org/10.3791/50974 \n\nVMA11 Sidoli, S., Bhanu, N. V., Karch, K. R., Wang, X., & Garcia, B. A. (2016). Complete Workflow for \nAnalysis of Histone Post-translational Modifications Using Bottom-up Mass Spectrometry: From \nHistone Extraction to Data Analysis. JoVE (Journal of Visualised Experiments), (111), e54112\u2013\ne54112. https://doi.org/10.3791/54112 \n\n \n\n01 IBERICA 36_Iberica 13 26/10/18 20:19 P\u00e1gina 41\n\n\n\n01 IBERICA 36_Iberica 13 26/10/18 20:19 P\u00e1gina 42", "start_char_idx": 100067, "end_char_idx": 101669, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "28ed67a1-b6db-4dfb-8f51-1ba4c8cb1daf": {"__data__": {"id_": "28ed67a1-b6db-4dfb-8f51-1ba4c8cb1daf", "embedding": null, "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-122", "node_type": "4", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "hash": "8d6a31de29575909b28c7d520db946e88479fc332e699e92fcdc120c43981aa5", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "739d4c2c-b0d5-4a97-b3d2-909aef71566a", "node_type": "1", "metadata": {"identifier": "iberica-121", "author": "Hafner, Christoph A.", "title": "Genre innovation and multimodal expression in scholarly communication: Video methods articles in experimental biology ", "date": "2018-01-02", "file": "iberica-121.pdf"}, "hash": "7676af75d428553ec58910c27ffd8027d6f322bc5bd83dcc0eef157f03f86cb2", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "bc8a7ac6-f359-4429-a4a1-523c40b613f8", "node_type": "1", "metadata": {}, "hash": "5d1d3f9d2c4132166b032dd01a24892096b8d4b1f90714a3bb34eb51ae00b585", "class_name": "RelatedNodeInfo"}}, "text": "Maquetaci\u00f3n 1\n\n\nIb\u00e9rica 36 (2018): 43-68\n\nISSN: 1139-7241 / e-ISSN: 2340-2784\n\nAbstract \n\nMetaphor is a cognitive tool that helps create intimacy (Bowles & Katz, 2015).\nLately, big data methods have enabled text analysis on a large scale, especially\nrelevant for investigating language use on the Internet. Although several text\nmining techniques have been used before, the use of big data allows the\ndevelopment of new text analysis methods, especially those capable of\nsentiment analysis and lemmatization. This paper explores recent changes in\ncross-cultural communication with regard to metaphor use and its function in\ncommunication on the Internet, specifically about mobile phone use. Big data\nmethods were employed to search for selected phrases in cross-cultural\ncommunication, and a list of commonly used metaphors was made. Big data\ntechnologies used in the survey permitted the identification of the phrases and\ncollocations employed by Internet users. Text mining methods were used,\nincluding extraction of the information from unstructured data sources. The\nsurvey addressed the users of social media and mobile phone technology\nforums. They were profiled regarding their country and language, limiting the\ndetailed analysis to English and Polish examples. Results show the growing scale\nof the creation of new metaphors in cross-cultural communication, and the\nimportance of the cognitive functions of metaphor in a culturally and\nlinguistically diverse environment. \n\nKeywords: metaphor, social cognition, cross-cultural communication,\ndiscourse processing, information technologies.\n\nResumen \n\nC om uni c a c i\u00f3 n c o n me t\u00e1 f or as : A n\u00e1 l i si s in te rc u l tu ra l d e f or os te c n ol \u00f3 g i c os \n\nLa met\u00e1fora es una herramienta cognitiva que favorece la creaci\u00f3n de intimidad\n(Bowles & Katz, 2015). \u00daltimamente, los m\u00e9todos de big data han permitido el\n\nCommunicating with metaphors: A\ncross-cultural analysis of technology\nforums \n\nDorota Sylwia Majewicz and Jacek Ma\u015blankowski \n\nUniversity of Gda\u0144sk (Poland) \n\ndorota.majewicz@ug.edu.pl & jacek.maslankowski@ug.edu.pl\n\n43\n\n02 IBERICA 36_Iberica 13 30/10/18 7:40 P\u00e1gina 43", "start_char_idx": 42, "end_char_idx": 2213, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "bc8a7ac6-f359-4429-a4a1-523c40b613f8": {"__data__": {"id_": "bc8a7ac6-f359-4429-a4a1-523c40b613f8", "embedding": null, "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-122", "node_type": "4", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "hash": "8d6a31de29575909b28c7d520db946e88479fc332e699e92fcdc120c43981aa5", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "28ed67a1-b6db-4dfb-8f51-1ba4c8cb1daf", "node_type": "1", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "hash": "b0f4fd49721e868c3f72b9e3289056db3a962f1b082ef0de275be3697dd02a18", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "c37d72d9-0592-4662-a3a6-baae2f5b5611", "node_type": "1", "metadata": {}, "hash": "ac49682b5885ea6fa7456a1a5fba5e2e4d3f535e88d2c2402d432535bd173388", "class_name": "RelatedNodeInfo"}}, "text": "Ib\u00e9rica 36 (2018): 43-68\n\nDOROTA SYLWIA MAJEWICZ & JACEK MA\u015aLANKOWSKI\n\nan\u00e1lisis de textos a gran escala, especialmente relevantes al investigar el uso de la\nlengua en Internet. Aunque diversas t\u00e9cnicas de miner\u00eda de datos se hab\u00edan\nutilizado previamente, las fuentes de big data permiten desarrollar nuevos\nm\u00e9todos de an\u00e1lisis de textos, especialmente aquellos capaces de analizar\nsentimientos y lematizar. Este art\u00edculo examina los cambios recientes en la\ncomunicaci\u00f3n intercultural relativos al uso de met\u00e1foras y su funci\u00f3n para\nestablecer un ambiente cordial en Internet entre los que debaten sobre el uso de\ntel\u00e9fonos m\u00f3viles. En este art\u00edculo, se emplearon m\u00e9todos de big data para buscar\nexpresiones usadas en la comunicaci\u00f3n intercultural y se cre\u00f3 una lista de\nmet\u00e1foras de uso com\u00fan. Las tecnolog\u00edas de big data permitieron identificar la\ncantidad de expresiones y colocaciones l\u00e9xicas empleadas por los usuarios de\nInternet. Se utilizaron m\u00e9todos de miner\u00eda de datos incluso para la extracci\u00f3n de\ninformaci\u00f3n proveniente de fuentes de datos sin estructurar. La encuesta fue\ndirigida a usuarios de las redes sociales y foros de telefon\u00eda m\u00f3vil. El perfil de los\nusuarios se hizo en base al pa\u00eds e idioma y el an\u00e1lisis detallado se limit\u00f3 a los\ncasos ingleses y polacos. Los resultados del an\u00e1lisis muestran la escalada de la\ncreaci\u00f3n de met\u00e1foras en la comunicaci\u00f3n intercultural y la importancia de las\nfunciones cognitivas de las met\u00e1foras en un ambiente cultural y ling\u00fc\u00edsticamente\nheterog\u00e9neo. \n\nPalabras clave: met\u00e1fora, cognici\u00f3n social, comunicaci\u00f3n intercultural,\nprocesamiento del discurso, tecnolog\u00edas de la informaci\u00f3n.\n\n1. Introduction and theoretical framework analysis \n\nThe concept of metaphor has been broadly used in both scholarly and\nscientific discourse, since metaphors reflect ideas and concepts, while they\nadditionally reveal thought models for language users (Lakoff & Johnson,\n1980). The constant development of information and computer technology\n(ICT) has had a huge impact on people\u2019s communication and on the\nformation of new metaphors to describe those changes (Colvin & Bullock,\n2014). Metaphors, in fact, define the way people perceive, think, act, and,\nwhat is more, the way they learn (Tait-McCutcheon & Drake, 2016). The aim\nof this paper is to analyse metaphor use among students in order to show\nthe relevance of their awareness when using conceptual metaphors in the\nmobile phone era. A secondary goal is to explore the importance of\nconceptual beliefs about the nature of technology via metaphor analysis.\nDespite the large body of research into different types of metaphor, not to\nmention the variety of classifications provided, there still appears to be a\nnecessity for further research, especially in developing areas, such as IS/IT,\n\n44\n\n02 IBERICA 36_Iberica 13 30/10/18 7:40 P\u00e1gina 44", "start_char_idx": 2217, "end_char_idx": 5071, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "c37d72d9-0592-4662-a3a6-baae2f5b5611": {"__data__": {"id_": "c37d72d9-0592-4662-a3a6-baae2f5b5611", "embedding": null, "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-122", "node_type": "4", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "hash": "8d6a31de29575909b28c7d520db946e88479fc332e699e92fcdc120c43981aa5", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "bc8a7ac6-f359-4429-a4a1-523c40b613f8", "node_type": "1", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "hash": "f1063291aa1870f42f1e1919d23d8700a52191ebc607dd9988905a7d85afe80d", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "d589932d-fb47-4b28-ad2d-f371508517ab", "node_type": "1", "metadata": {}, "hash": "9982230bd639e79fed4304dbc976df6ca173248a938a3dba51fea8cd9e4fc6ee", "class_name": "RelatedNodeInfo"}}, "text": "with respect to different types of approach, such as project approach\n(Cornelissen, Oswick, Christensen & Philips, 2008). However, little is yet\nknown about how language users elicit new types or classifications of\nmetaphors (Jackson, 2016). Therefore, this paper investigates both the\nmetaphors produced by language users and the level of comprehension of\nthe metaphors used among participants of mobile phone forums.\n\nDespite the broad literature and the many studies highlighting the metaphors\npresent in everyday life, an unambiguous list of such metaphors in different\nfields of our lives has not yet been proposed, although a number of\nresearchers have attempted to do so. The implementation of conceptual\nmetaphors offers the possibility to describe and provide linguistic\nrepresentation to help structure abstract concepts and show a variety of ways\nin which the world can be understood (Turner, 1987; Gibbs, 1994; K\u00f6vecses,\n2005). Some of the most commonly used metaphors are those related to the\nbroad field of technology. For example, there are several fields of research\nrelated to technological metaphors, such as photography (Mykytka, 2016).\nOther uses of metaphors may refer to the process of technological innovation,\nsuch as revolutionary or calm technology (Lindh & Nolin, 2017), which, in\nsome cases, can be referred to as falling within the category of threats, e.g.,\nvirus (Koc, 2013), or metaphor community, which can be classified within the\narea of the study of virtuality (Jackson, 2016). More detailed metaphors may\nrelate to specific devices, such as PDA \u2013 Personal Digital Assistant \u2013 which use\nthe metaphor of a day planner (Yanga, Hana & Park, 2010), or may refer to\nthe Internet as a medium (Firat & Yurdakul, 2012; Tanasescu, 2009).\nFurthermore, members of the younger generation are called \u201cdigital natives\u201d,\nas they use new technologies in their everyday life (Smith, 2013), where\ntechnological metaphors have been classified as those perceived in several\ndifferent dimensions, i.e., people, living organisms, machines or lifestyle\n(Papadoudi, 2010). We can also find publications on the categorization of\ntechnological metaphors that are included as the foundation layer of CLA\n\u2013Causal Layered Analysis (Carbonella, S\u00e1nchez-Esguevillas & Carro, 2016).\nTechnology leads to the creation of metaphors of code, which include the\nfollowing examples: machine, organism, brain, flux and transformation,\nculture, political system, psychic prison, instrument of domination and\ncarnival (Dufva & Dufva, 2016). The examples of the current literature just\nmentioned show that although technological metaphors are not a new\nphenomenon, there are still a lot of new contributions that may be added to\nthis research area. This article suggests a shift from the broadly researched\n\nCOMMUNICATING WITH METAPHORS\n\nIb\u00e9rica 36 (2018): 43-68 45\n\n02 IBERICA 36_Iberica 13 30/10/18 7:40 P\u00e1gina 45", "start_char_idx": 5075, "end_char_idx": 8009, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "d589932d-fb47-4b28-ad2d-f371508517ab": {"__data__": {"id_": "d589932d-fb47-4b28-ad2d-f371508517ab", "embedding": null, "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-122", "node_type": "4", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "hash": "8d6a31de29575909b28c7d520db946e88479fc332e699e92fcdc120c43981aa5", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "c37d72d9-0592-4662-a3a6-baae2f5b5611", "node_type": "1", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "hash": "2000c5c09ab7efddac3ff69b961e32515d207fd3fade57a3173f3c2d6732a95c", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "83a464d5-26a2-43c5-bfa4-aa6aeb341c7d", "node_type": "1", "metadata": {}, "hash": "c11087fdaded56e146aa46b9dbfa93a8a53c14640857bc0ac8e877a0ea48f94b", "class_name": "RelatedNodeInfo"}}, "text": "theoretical approach to metaphor to one that discusses the utility of metaphor\nas an analytic tool (Denny & Sunderland, 2005). Therefore, in this piece of\nresearch, technological metaphors have been referred to as \u201cutility metaphors\u201d\n(Lindh, 2016). \n\nAn efficient way of comprehending metaphor is to understand it as source\ndomain and target domain, that is, \u201cunderstanding and experiencing one\nkind of thing in terms of another\u201d (Lakoff & Johnson, 1980: 5). The source\nrepresents the original concept used to reason about the target, whereas the\ntarget is the new domain of experience one wants to deal with. In this\nrespect, Cuadrado and Dur\u00e1n (2013) proposed a hierarchy of metaphorical\nterms based on the distance between the categories of the source and the\ntarget domains, in which the source domain categories come from the\nhuman world, and the target from science and technology. According to the\nauthors, the distance, which appeared very high in most of the analysed\ncases, \u201ccan constitute a parameter to be taken into account when evaluating\nthe level of metaphoricity of these terms\u201d (2013: 1-14). Furthermore, the\nincreasing role of metaphors at a regional level has also been investigated in\nnumerous publications regarding particular countries\u2019 specific semantics\n(Shu, 2015; Shuk-ling & Foong Ha Yap, 2015; Su, Tian & Chen, 2016; Yingli,\nRezanova & Shilyaev, 2015; Nguyen, 2016; Salahshour, 2016).\n\nConcerning metaphor, a teacher\u2019s belief system influences the effect of\ntechnology integration upon his or her students, affecting them as language\nparticipants (Ertmer, 2005). Bearing in mind the relevance of teachers\u2019\nknowledge on their specific fields, our aim was to indicate the importance of\ntheir linguistic awareness with regard to courses of English for Specific\nPurposes (ESP), especially in the use of metaphors in technology. Thus, in\nthe first phase of this study, we decided to test the metaphor knowledge\nassociated with mobile phones through an analysis of a questionnaire given\nto students of the Institute of English and American Studies at the\nUniversity of Gda\u0144sk (Poland) being trained to be English teachers. As such,\nthey will teach courses that focus on developing English communication\nskills in a specific discipline, such as marketing, management, human\nresources, finance or engineering. Accordingly, extended research has been\nrecently found with respect to a variety of ESP fields, including aeronautics\n(Robisco & Cuadrado, 2003), economics (Cort\u00e9s de los R\u00edos, 2010), finance\n(Hoa & Cheng, 2016), geology and Information Technologies (IT) (Dur\u00e1n\n& Arg\u00fcelles, 2016), and the Internet technological forums (Gauducheau,\n2016; Wo, Ha & Chen, 2016). \n\nDOROTA SYLWIA MAJEWICZ & JACEK MA\u015aLANKOWSKI\n\nIb\u00e9rica 36 (2018): 43-6846\n\n02 IBERICA 36_Iberica 13 30/10/18 7:40 P\u00e1gina 46", "start_char_idx": 8013, "end_char_idx": 10853, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "83a464d5-26a2-43c5-bfa4-aa6aeb341c7d": {"__data__": {"id_": "83a464d5-26a2-43c5-bfa4-aa6aeb341c7d", "embedding": null, "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-122", "node_type": "4", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "hash": "8d6a31de29575909b28c7d520db946e88479fc332e699e92fcdc120c43981aa5", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "d589932d-fb47-4b28-ad2d-f371508517ab", "node_type": "1", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "hash": "140684bacb6a122c34bf6263224d6bc0cb09ad0d4c79456f169ee9525af68328", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "9d936b07-d399-43a0-af57-6780ba4b22b8", "node_type": "1", "metadata": {}, "hash": "5f739092edee947eb809980401a07fca64f268743c2c0d7f72e8641bf7295d6b", "class_name": "RelatedNodeInfo"}}, "text": "With regard to the creation of metaphorical expressions in the field of IT,\nDur\u00e1n and Arg\u00fcelles (2016) provide examples of new electronic and\ncomputer science terms linked to already existing earth science concepts,\nsuch as flow as in control flow, data flow, and traffic flow. The authors claim\n\u201ccontext is not only important for the comprehension of metaphor, but also\nnecessary to understand metaphoric usage of a term in a new specific\ndomain as well as the new meaning the word acquires\u201d (2016: 108). This\nnotably applies to metaphorical meaning extension, \u201cwhere the convergence\nof form and content needs to be contextualized in both source and target\nscientific fields in order to understand metaphoric coinages\u201d (2016: 110), as\nwe shall see in section 2.1. \n\nThe importance of metaphors\u2019 cognitive functions is that they are culturally\nand linguistically diverse, as has been confirmed in numerous research papers\n(Cohen, 1978; Lakoff & Johnson, 1980, 1999; Lakoff, 1993; Clausner &\nCroft, 1997; Grady, 1997; Colston & Katz, 2005; Cameron, 2008; Lucke,\nKostova & Roch, 2014). Moreover, metaphors help create intimacy in an\notherwise miscellaneous environment (Bowles & Katz, 2015). In this work,\nthe emphasis was placed on cross-cultural communication, which has been\nthe subject of a more extensive study with an increasing number of foreign\nstudents arriving to study in Poland. This, in turn, justifies the need for an\nawareness of semantic differences that occur among native and non-native\nusers of English. Therefore, we have studied whether the same English\nexpression may belong to different semantic fields with regard to the\nlanguage used in the process of communication; i.e. whether the same\nEnglish metaphorical expression at a mobile-phone user forum might have\ndifferent meanings among speakers of English from speakers of Polish. \n\nThis paper is divided into four sections. In the first part, we present a\ntheoretical framework analysis underlying the research undertaken on\ntechnological and mobile phone metaphors. The second part is devoted to a\ngeneral overview of the empirical study methodology in relation to the main\ngoal of this paper. It starts by the first phase of the survey, its aim being to\nselect metaphors related to mobile phones based on the literature and a\nwebsite review, namely, Internet forums. It is followed by a detailed\ndescription of the second stage of the survey which shows the current usage\nof mobile phone-related metaphors among student young users. The third\npart concentrates on an analysis of the results. Finally, it concludes by\nshowing the main contributions of this project to the research field of\nmobile phone metaphor expressions. \n\nCOMMUNICATING WITH METAPHORS\n\nIb\u00e9rica 36 (2018): 43-68 47\n\n02 IBERICA 36_Iberica 13 30/10/18 7:40 P\u00e1gina 47", "start_char_idx": 10857, "end_char_idx": 13692, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "9d936b07-d399-43a0-af57-6780ba4b22b8": {"__data__": {"id_": "9d936b07-d399-43a0-af57-6780ba4b22b8", "embedding": null, "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-122", "node_type": "4", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "hash": "8d6a31de29575909b28c7d520db946e88479fc332e699e92fcdc120c43981aa5", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "83a464d5-26a2-43c5-bfa4-aa6aeb341c7d", "node_type": "1", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "hash": "57ef2395832b2d4d0b9ee37ce68cb9cd65bd56de82f055a2c00f2d0f2f7550eb", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "62e445c0-e046-43a0-aea1-ee912c5142fb", "node_type": "1", "metadata": {}, "hash": "53cbfd3b701e17a2949bbc1d937e9ec75a856560e8ae5cb0600a49452a6062fe", "class_name": "RelatedNodeInfo"}}, "text": "2. Data and methodology \n\nTo accomplish the main goal of this paper, we conducted a survey divided\ninto two phases. Phase one focused on the use of big data tools to determine\nthe popularity of metaphors once they were identified by the Metaphor\nIdentification Procedure (Pragglejaz Group, 2007) described below. The\nsecond concentrated on preparing the questionnaire based on the results\nfrom the first phase, including all the popular metaphors identified\npreviously. All told, this covered 32 English metaphors and 30 metaphors in\nPolish.\n\nThe main purpose of the first phase was to use big data methods and tools\nto web scrape Internet forums in which people share opinions and\nknowledge on the use of mobile phones. For web scraping, we used the\nApache Spark with Apache Hadoop engine to execute Python scripts. Text\nmining methods were used to extract and process the information from\nunstructured data sources. The main purpose of text mining is to find\npatterns in unstructured data (Miner, 2012). The HTML parser used to web\nscrape and tokenize the text was BeautifulSoup4. We counted the number of\noccurrences doing WordCount analysis supported by MapReduce\nalgorithms. Such methods are core components for efficient data analysis\nusing big data (Hashem et al., 2016). The data was stored in a HDFS\n(Hadoop Distributed File System) that is a default data storage for Apache\nHadoop, the core component of the Big Data ecosystem (Arias, Gamez &\nPuerta, 2017). The main goal of this phase was to identify which of the\nmetaphors on mobile phones are most commonly used in a modern society.\nThe metaphors tested by big data tools were selected based on a theoretical\nframework analysis underlying the research undertaken as well as their\nidentification by deep analysis of Internet forums and other sources related\nto the use of mobile phones. Next, the big data tools were used to assess\ntheir popularity. In our study, we decided to use both Polish and English\nmetaphors to gain a better understanding of their cross-cultural\ndependencies.\n\nBoth Polish and English metaphors identified by big data analysis were\nused in the second phase of the survey. This part was conducted\nempirically using a traditional questionnaire, which included most of the\nmetaphors identified in the first phase. The aim was to assess the\nconsciousness of the metaphor\u2019s meaning among students aged 19-24\nstudying non-technological fields. These metaphors were divided into\n\nDOROTA SYLWIA MAJEWICZ & JACEK MA\u015aLANKOWSKI\n\nIb\u00e9rica 36 (2018): 43-6848\n\n02 IBERICA 36_Iberica 13 30/10/18 7:40 P\u00e1gina 48\n\n\n\nPolish and English. An overview of the framework of the survey\nconsisting of two phases is presented in Figure 1.\n\nAlthough there are several research methods to identify metaphor use, such\nas Wmatrix (Sun & Jiang, 2014), Q-methodology (Kendall & Kendall, 1993),\nMIP (Pragglejaz Group, 2007), our two-phase survey propelled us to choose\na combined approach on Big Data (word count algorithm) and MIP, as well\nas a traditional survey with a questionnaire. With this approach we aimed at\nmaximum omission of the weaknesses of particular approaches mentioned\nabove. For instance, in Q-methodology all of the statements used represent\nthe possible domain of opinion on a particular topic (Kendall & Kendall,\n1993) while we focused our attention on the possibility of metaphor\nextension and the existence of new ones. It helped us to construct a\nsufficient framework that provides reliable data (Figure 1). \n\nAs shown in Figure 1, Phase 1 was devoted to the use of big data tools in\norder to identify the most popular metaphors. In Phase 2 we identified the\nlevel of awareness of these metaphors to ensure that they were in common\nuse by students of non-technological fields, aged 19-24. It was important to\nexamine those metaphors shared by a group of users, rather than those\nspecific to individuals. \n\n2.1.", "start_char_idx": 13696, "end_char_idx": 17617, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "62e445c0-e046-43a0-aea1-ee912c5142fb": {"__data__": {"id_": "62e445c0-e046-43a0-aea1-ee912c5142fb", "embedding": null, "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-122", "node_type": "4", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "hash": "8d6a31de29575909b28c7d520db946e88479fc332e699e92fcdc120c43981aa5", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "9d936b07-d399-43a0-af57-6780ba4b22b8", "node_type": "1", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "hash": "78ac805768db46d75f0d62ef90a6357efa029c243e619f125e583eb1495b7a39", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "d30b431f-4f66-4ddc-af57-604e6db58d1c", "node_type": "1", "metadata": {}, "hash": "80c5304cc2aeadf5ff34723dd64e4ad8b8d47653edbbaaa33a20288057287074", "class_name": "RelatedNodeInfo"}}, "text": "2.1. Phase 1\u2013analysis of the occurrence of technology metaphors on\n\nthe Internet \n\nAs already mentioned in the theoretical section, there are numerous studies\nthat identify and describe technological metaphors; thus, we limited the\npopulation of the survey to people using metaphors in technological forums\nrelated to mobile phones. To obtain good results from the survey, we decided\nto conduct a deep analysis of technological metaphors presented in the\n\nCOMMUNICATING WITH METAPHORS\n\nIb\u00e9rica 36 (2018): 43-68 49\n\nDOROTA SYLWIA MAJEWICZ & JACEK MA!LANKOWSKI \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\ncombined approach on Big Data (word count algorithm) and MIP, as well as a \ntraditional survey with a questionnaire. With this approach we aimed at \nmaximum omission of the weaknesses of particular approaches mentioned \nabove. For instance, in Q-methodology all of the statements used represent the \npossible domain of opinion on a particular topic (Kendall & Kendall, 1993) \nwhile we focused our attention on the possibility of metaphor extension and the \nexistence of new ones. It helped us to construct a sufficient framework that \nprovides reliable data (Figure 1). \n\n \n\nFigure 1. General overview of the framework of the survey. \n\nAs shown in Figure 1, Phase 1 was devoted to the use of big data tools in order \nto identify the most popular metaphors. In Phase 2 we identified the level of \nawareness of these metaphors to ensure that they were in common use by \nstudents of non-technological fields, aged 19-24. It was important to examine \nthose metaphors shared by a group of users, rather than those specific of \nindividuals. \n\n2.1. Phase 1\u2013analysis of the occurrence of technology metaphors on \nthe Internet \nAs already mentioned in the theoretical section, there are numerous studies that \nidentify and describe technological metaphors; thus, we limited the population of \nthe survey to people using metaphors in technological forums related to mobile \nphones. To obtain good results from the survey, we decided to conduct a deep \nanalysis of technological metaphors presented in the literature as well as \nmanually analyze Internet forums. The goal was to find potential metaphors that \ncould be used in the second phase of the survey. \n\nThe survey employed big data tools and methods to web scrape and analyze \ninstances of metaphors on Internet forums. The general methodology of this \nsurvey consisted of five steps. \n\n1. Select Internet forums on mobile phones that have the highest number \nof posts. \n\nIEWAJMA IWSYLA TRODO CZ & KECJA\n\nBnoachorpapednibmco Dig\nqaithwyevrusl anitiodatr\n\nehtfonoissmiom muixma\nQnice,antsniroFe.voab -me\n\non niopiofn iadomeblispos\noitnettaruodesucweeliwh\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n\n \n \n\nIKSWOKNLA!AMK\n\nna)mithrolgat nuocdrow(taaD\nppaisthithW.", "start_char_idx": 17613, "end_char_idx": 20674, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "d30b431f-4f66-4ddc-af57-604e6db58d1c": {"__data__": {"id_": "d30b431f-4f66-4ddc-af57-604e6db58d1c", "embedding": null, "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-122", "node_type": "4", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; 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Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-122", "node_type": "4", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "hash": "8d6a31de29575909b28c7d520db946e88479fc332e699e92fcdc120c43981aa5", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "d30b431f-4f66-4ddc-af57-604e6db58d1c", "node_type": "1", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "hash": "c1e972f1e708bbbe180bdca4d62dc257c5f7369abdc8aad422caae7bf618ca94", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "4e08dedf-9630-43b4-98b7-21867bedeadc", "node_type": "1", "metadata": {}, "hash": "fafc013a7aee2f048c73fac7e5e5dae5e4577c87335a4f5c8565d7a7bba25b03", "class_name": "RelatedNodeInfo"}}, "text": "1esaPh \u2013 ofsiysalan\ntenrtenIeth\n\nehtnidenoitnemydaerlaAs\nloonhcteeibrcseddnaneid\n\nlepoeptoyevruseth mng ius\nulsergood n iaobto T.sphone\nmcaligolonechtfosisyalan\nrtenretnIezylanayllaunma\n\npdnecose htniedsue bdluco\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n\n \n \n\nogy olnhcetofecnerrucoceht\n\nneraereht,noitceslaciteroeht\nitelimew, suth; srohptaeml aicglo\n\numlacogihnolcetn isphoratem\ndeicdeewy,veurshetomstul\nle htniedtenesrpsrohapetm\n\nawlaogehT.ms topdnots \n.eyvruse htfoe ash\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n\n \n \n\nonsorhaptemogy \n\ntahtseidutssuoremun\nfontiolaupopethdite\nelobimo td etalersum\np edeatonducco td de\n\naslelwase ruaterti\ntahts rohpatemlaitnet\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n\n \n \n\n6 3aicr\u00e9Ib 810(2 ): \u2026-\u20266\n\nadgibdeyolpmeyevruseTh\nInosrohptaemfosecntasin\n\nevfodestsinocyevrsu s spte\n\n1. murtenretnItcelSe\n.stposof\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n\n \n \n\nbewotsdohtemdnaslootata\nl arenegehT. smt etenI\n\n. \n\nevahtahtsenohpelibomnosm\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n\n \n \n\nezylanadnaeparcsb\nisthfoygloodothem\n\nrebmuntsehgihehte\n\n02 IBERICA 36_Iberica 13 30/10/18 7:40 P\u00e1gina 49", "start_char_idx": 23917, "end_char_idx": 26351, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "4e08dedf-9630-43b4-98b7-21867bedeadc": {"__data__": {"id_": "4e08dedf-9630-43b4-98b7-21867bedeadc", "embedding": null, "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-122", "node_type": "4", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "hash": "8d6a31de29575909b28c7d520db946e88479fc332e699e92fcdc120c43981aa5", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "e27beae8-8b4d-42f5-ac23-860325447aef", "node_type": "1", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "hash": "d89565ac7ea6ef9295f1ea704c02c6e80e327af33eeb5e253024f8cae4217e73", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "046547f6-711d-4f8a-8dac-651611fc0808", "node_type": "1", "metadata": {}, "hash": "215c13a2da47d995885845af94fca5c2ad499c74afdb63752fdc3b9540702e07", "class_name": "RelatedNodeInfo"}}, "text": "literature as well as manually analyze Internet forums. The goal was to find\npotential metaphors that could be used in the second phase of the survey.\n\nThe survey employed big data tools and methods to web scrape and analyze\ninstances of metaphors on Internet forums. The general methodology of\nthis survey consisted of five steps. \n\n1. Select Internet forums on mobile phones that have the highest\nnumber of posts.\n\n2. Analyze selected forums and research papers on technological\nlanguage to identify metaphorical expressions related to mobile\nphone technology.\n\n3. Use the selected metaphors for further big data analysis to provide\ninformation on their frequency (word-count algorithms).\n\n4. Compile a final list of metaphors related to the use of mobile\nphones.\n\n5. Find cross-cultural relations between metaphors. \n\nAs noted above, the survey began with the selection of Internet forums\nrelated to mobile phone technology. We used the following criteria to\nascertain the final list of the data sources: \n\n1. the number of posts on the forum,\n\n2. the variety of topics,\n\n3. topics related mostly to issues of mobile phone use, not hardware\nissues,\n\n4. the language of the Internet forum. \n\nThe way these criteria were formulated enabled the identification of the five\nEnglish-language Internet forums on mobile phone use listed in Table 1. \n\nDOROTA SYLWIA MAJEWICZ & JACEK MA\u015aLANKOWSKI\n\nIb\u00e9rica 36 (2018): 43-6850\n\nCOMMUNICATING WITH METAPHORS \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\n2. Analyze selected forums and research papers on technological language \nto identify metaphorical expressions related to mobile phone technology. \n\n3. Use the selected metaphors for further big data analysis to provide \ninformation on their frequency (word-count algorithms). \n\n4. Compile a final list of metaphors related to the use of mobile phones. \n\n5.Find cross-cultural relations between metaphors. \n\nAs noted above, the survey began with the selection of Internet forums related to \nmobile phone technology. We used the following criteria to ascertain the final \nlist of the data sources: \n\n1. the number of posts on the forum, \n\n2. the variety of topics, \n\n3. topics related mostly to issues of mobile phone use, not hardware issues, \n\n4. the language of the Internet forum. \n\nThe way these criteria were formulated enabled the identification of the five \nEnglish-language Internet forums on mobile phone use listed in Table 1. \n\nID Website address Number of threads \n(thousands) \n\nEN1 https://www.avforums.com/forums/mobile-phones-forum.106/ ca. 17 \nEN2 https://www.cnet.com/forums/phones/ ca. 15 \nEN3 http://forums.digitalspy.co.uk/forumdisplay.php?f=1 ca. 40 \nEN4 https://www.thestudentroom.co.uk/forumdisplay.php?f=187&page=157 ca. 10 \nEN5 https://www.boards.ie/b/forum/411 ca. 25 \n\nTable 1. Selected English-language forums on mobile phones (step 1). \n\nThe number of threads on these English language forums varied from 10 to 40 \nthousand topics related to the different areas of mobile phone use. We did not \nclassify any forums as more or less relevant due to the number of topics \navailable on the forums. Because of the necessity to find various metaphors in \ncross-cultural communication, we also included Polish forums related to the \nsame issues as those given in Table 1. As a result, six Internet forums on mobile \nphones available in Polish were added to the survey. The goal of this step was to \nensure that the same metaphors were used in these two different languages. The \nlist of Polish forums is presented in Table 2. \n\n \n\n \n\n \n\n02 IBERICA 36_Iberica 13 30/10/18 7:40 P\u00e1gina 50\n\n\n\nThe number of threads on these English language forums varied from 10 to\n40 thousand topics related to the different areas of mobile phone use. We\ndid not classify any forums as more or less relevant due to the number of\ntopics available on the forums. Because of the necessity to find various\nmetaphors in cross-cultural communication, we also included Polish forums\nrelated to the same issues as those given in Table 1. As a result, six Internet\nforums on mobile phones available in Polish were added to the survey.", "start_char_idx": 26355, "end_char_idx": 30483, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "046547f6-711d-4f8a-8dac-651611fc0808": {"__data__": {"id_": "046547f6-711d-4f8a-8dac-651611fc0808", "embedding": null, "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-122", "node_type": "4", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "hash": "8d6a31de29575909b28c7d520db946e88479fc332e699e92fcdc120c43981aa5", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "4e08dedf-9630-43b4-98b7-21867bedeadc", "node_type": "1", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "hash": "22b3c1311aea221e7671ec33fb24ed159204fb932152d40d2fdd945badfef0a8", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "3308bed8-4f5f-4f99-894e-800d2ac250bc", "node_type": "1", "metadata": {}, "hash": "78e87c2ddd71de5ae4f8af7ed1b94450c40f0254b92a1fb1f70bdbe73efa4cf8", "class_name": "RelatedNodeInfo"}}, "text": "The\ngoal of this step was to ensure that the same metaphors were used in these\ntwo different languages. The list of Polish forums is presented in Table 2. \n\nIn phase two, we conducted a text analysis of metaphors presented on topics\navailable from the forums listed in Tables 1 and 2. An additional data source\nwas a theoretical framework analysis underlying the research undertaken\nrelated to technological metaphors. We compared our results with the results\nfrom research papers to ensure that our identified metaphors overlapped.\nThis was done in the first stage of this research. To find possible metaphors,\nposts from Internet forums were selected from different topics according to\nthe popularity of each post. It was not possible to search through all the\nposts and topics because web scrapers could be blocked by forum\nadministrators. Therefore, only selected items were analysed in depth to find\nthe popularity of potential metaphorical expressions. This was consistent\nwith the strategy of this survey, which assumed manual identification of\npossible metaphors as the second step of the research phase. The method\nused to accomplish this task was consistent with the Metaphor Identification\nProcedure (MIP) developed by the Pragglejaz Group (Pragglejaz Group,\n2007). In accordance with MIP we decided to determine the lexical units in\nthe entire text (Internet forums). After that, we established the meaning of\nthe metaphor in contrast to basic meaning. If the meaning was different to\nthe basic meaning, we identified that lexical unit as a metaphor. Examples of\n\nCOMMUNICATING WITH METAPHORS\n\nIb\u00e9rica 36 (2018): 43-68 51\n\nDOROTA SYLWIA MAJEWICZ & JACEK MA!LANKOWSKI \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\nID Website address Number of \nthreads/posts \n(thousands) \n\nPL1 http://www.telepolis.pl/forum/ ca. 50 (threads) \nPL2 http://forum.benchmark.pl/forum/32-telefony-kom%C3%B3rkowe-i-smartfony/ ca. 30 (threads) \nPL3 http://www.chip.pl/forum/viewforum?fid=14 ca. 1 (threads) \nPL4 http://www.komorki.fora.pl/ ca. 4.5 (threads) \nPL5 http://forumgsm.pl/ ca. 50 (posts) \nPL6 http://forum.purepc.pl/forum/98-telefony-kom%C3%B3rkowe/ ca. 1 (threads) \n\nTable 2. Selected Polish language forums on mobile phones. \n\nIn phase two, we conducted a text analysis of metaphors presented on topics \navailable from the forums listed in Tables 1 and 2. An additional data source \nwas a theoretical framework analysis underlying the research undertaken related \nto technological metaphors. We compared our results with the results from \nresearch papers to ensure that our identified metaphors overlapped. This was \ndone in the first stage of this research. To find possible metaphors, posts from \nInternet forums were selected from different topics according to the popularity of \neach post. It was not possible to search through all the posts and topics because \nweb scrapers could be blocked by forum administrators. Therefore, only selected \nitems were analysed in depth to find the popularity of potential metaphorical \nexpressions. This was consistent with the strategy of this survey, which assumed \nmanual identification of possible metaphors as the second step of the research \nphase. The method used to accomplish this task was amenable with the Metaphor \nIdentification Procedure (MIP) developed by the Pragglejaz Group (Pragglejaz \nGroup, 2007). In accordance with MIP we decided to determine the lexical units \nin the entire text (Internet forums). After that, we established the meaning of the \nmetaphor in contrast to basic meaning. If the meaning was different to the basic \nmeaning, we identified that lexical unit as a metaphor. Examples of English \nmetaphors selected from English language forums are presented in Table 3. \n\nTable 3. Identification of possible metaphors on Internet forums. \n\nFrom the analysis of possible metaphors, we may conclude that people on \nInternet forums use a limited range of metaphors in their posts.", "start_char_idx": 30484, "end_char_idx": 34427, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "3308bed8-4f5f-4f99-894e-800d2ac250bc": {"__data__": {"id_": "3308bed8-4f5f-4f99-894e-800d2ac250bc", "embedding": null, "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-122", "node_type": "4", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "hash": "8d6a31de29575909b28c7d520db946e88479fc332e699e92fcdc120c43981aa5", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "046547f6-711d-4f8a-8dac-651611fc0808", "node_type": "1", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "hash": "84751248ed61ecb5b54bf4e06d5a68fb915fe8282845482a70363ca37c3818dc", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "9809db88-066d-4d5f-a11c-757ea307b0fe", "node_type": "1", "metadata": {}, "hash": "fc5b12c54315935bcae0a25ff2122f128edb095eea000e3a4aa0f419d46ced76", "class_name": "RelatedNodeInfo"}}, "text": "Because \nnumerous posts on Internet forums are written by users with different language \n\n02 IBERICA 36_Iberica 13 30/10/18 7:40 P\u00e1gina 51\n\n\n\nEnglish metaphors selected from English language forums are presented in\nTable 3. \n\nFrom the analysis of possible metaphors, we may conclude that people on\nInternet forums use a limited range of metaphors in their posts. Because\nnumerous posts on Internet forums are written by users with different\nlanguage levels, there appear numerous language mistakes, such as\nmisspellings or grammar mistakes, which also pertain to metaphorical\nphrases. It is important to note that the basic set of metaphors presented in\nthis study was prepared not only based upon the forum analysis but also\nfrom the theoretical framework analysis underlying the research undertaken.\nThis precipitated the conclusion that some of the mobile phone-related\nmetaphors are the same as those found in any technological domains. For\nexample, the word phishing is mostly related to the phenomenon of\ninformation security. The pronunciation of the word itself is a homophone\nof the word fishing, which describes an act of catching fish as prey;\ntherefore, the metaphorical \u201cprey\u201d are the victims whose data has been\nstolen. The word shot (in the meaning of taking a photo) is related to\nphotography. Even though it is used by mobile phone users, it was long-ago\nadopted from the set of photography-related metaphors.\n\nThe third step of this phase was to conduct a word count analysis to ensure\na metaphor\u2019s popularity among Internet users of forums related to mobile\nphone technology. To accomplish this task, a basic big data framework was\nused to web scrape the web page. Then, an analysis of word occurrence was\nmade using traditional MapReduce algorithms for the word count analysis.\nSince the technology used is not an issue for this paper, we will not\nconcentrate on technological aspects of the big data framework. The word-\ncount analysis resulted in a final set of metaphors, which was prepared in the\nfourth step of this phase. The results of this procedure are briefly described\n\nDOROTA SYLWIA MAJEWICZ & JACEK MA\u015aLANKOWSKI\n\nIb\u00e9rica 36 (2018): 43-6852\n\nDOROTA SYLWIA MAJEWICZ & JACEK MA!LANKOWSKI \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\nTable 2. Selected Polish language forums on mobile phones. \n\nIn phase two, we conducted a text analysis of metaphors presented on topics \navailable from the forums listed in Tables 1 and 2. An additional data source \nwas a theoretical framework analysis underlying the research undertaken related \nto technological metaphors. We compared our results with the results from \nresearch papers to ensure that our identified metaphors overlapped. This was \ndone in the first stage of this research. To find possible metaphors, posts from \nInternet forums were selected from different topics according to the popularity of \neach post. It was not possible to search through all the posts and topics because \nweb scrapers could be blocked by forum administrators. Therefore, only selected \nitems were analysed in depth to find the popularity of potential metaphorical \nexpressions. This was consistent with the strategy of this survey, which assumed \nmanual identification of possible metaphors as the second step of the research \nphase. The method used to accomplish this task was amenable with the Metaphor \nIdentification Procedure (MIP) developed by the Pragglejaz Group (Pragglejaz \nGroup, 2007). In accordance with MIP we decided to determine the lexical units \nin the entire text (Internet forums). After that, we established the meaning of the \nmetaphor in contrast to basic meaning. If the meaning was different to the basic \nmeaning, we identified that lexical unit as a metaphor. Examples of English \nmetaphors selected from English language forums are presented in Table 3. \n\nPosts Metaphor Meaning \n\u201cit hasn\u2019t affected the \nbattery life at all\u201d \n\nBattery life This means the duration of the efficient work of a battery; \nsimilar to Application Life (up to date application).", "start_char_idx": 34428, "end_char_idx": 38474, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "9809db88-066d-4d5f-a11c-757ea307b0fe": {"__data__": {"id_": "9809db88-066d-4d5f-a11c-757ea307b0fe", "embedding": null, "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-122", "node_type": "4", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "hash": "8d6a31de29575909b28c7d520db946e88479fc332e699e92fcdc120c43981aa5", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "3308bed8-4f5f-4f99-894e-800d2ac250bc", "node_type": "1", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "hash": "1e34057dac8f44a53153a8b4d3b2092dc661d27dfd36e04361b8eedc0e19a697", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "4e6c22d3-67ce-4977-9cf4-3f3e676e8978", "node_type": "1", "metadata": {}, "hash": "29ffaa032c77610df2c6f49c177d4e3c222aa50567dfb69b07de6f4536c49fe5", "class_name": "RelatedNodeInfo"}}, "text": "\u201cupload my files to a \ncloud\u201d \n\nCloud Remote location, Remote storage \n\n\u201ctried to get some shots\u201d Shot Take a photo with a mobile phone \n\u201cThe worst phishing \nemail\u201d \n\nPhishing An attempt to obtain sensitive information \n\n\u201cour mobile virtual \ncommunity\u201d \n\nVirtual \nCommunity \n\nA group of people for whom a meeting place is virtual \n\nTable 3. Identification of possible metaphors on Internet forums. \n\nFrom the analysis of possible metaphors, we may conclude that people on \nInternet forums use a limited range of metaphors in their posts. Because \nnumerous posts on Internet forums are written by users with different language \n\n02 IBERICA 36_Iberica 13 30/10/18 7:40 P\u00e1gina 52\n\n\n\nin point 4.2. As mentioned above, this third step aimed to discover whether\nthe list of metaphors selected in the previous step of the survey was relevant\nand worth including in the traditional survey to determine the overall\nunderstanding of the topics by students. This resulted in the preparation of\na final set of metaphors related to mobile phones, whose final list is in\nAppendix 1.\n\nFrom the final list of metaphors, we suggest the following classification of\nmobile phone-related metaphors in terms of their source area: Nature,\nPeople, Technology, Food. The most popular way is to construct metaphors\nbased on phenomena related to nature, be it biological, environmental or\notherwise. For example, in application life (nature), IT specialists borrow the\nterm \u201clife\u201d from biology to name the length of time when an application is\nup to date. In fat finger (people), the metaphor refers to a situation of\naccidental, inaccurate typing on a computer or smartphone keyboard. A\npopular form based on people-related metaphors is community. Another\nfrequently used metaphor, sweet photo, related to food, has become one of the\nbest-known ones when smart phones first came into common use. The final\nlist of mobile phone related metaphors (see Appendix 1) correspondingly\nrefers to technological metaphors, which were adopted to fulfill mobile\nphone users\u2019 expectations. Such metaphors enable the creation of a common\nlanguage with technological experts as well as computer geeks also using\nmobile phone technology. The basis of the relationship between mobile\nphone metaphors and technology is that modern smart phones have the\nfunctionality of a computer, tablet and camera. Some of the metaphors\nrelate to the specific functionality of a mobile phone, such as access to social\nmedia. Linguistically, it means that users of a particular language consider all\nthose technology devices semantically coherent and overlapping. Therefore,\nthe metaphors that refer to mobile phones simultaneously apply to other\nsimilar devices.\n\nThe next step in our research aimed at discovering whether the same\nmetaphors are used in different languages and different cultures. For this\nreason, we decided to test the sample keywords in other Internet forums,\nsuch as those listed in Table 2. The main conclusion we reached\ndemonstrates that every English metaphor from the list was adapted to\nPolish. However, this process may respond to five different methods of\nadaptation. \n\n1. by the use of an English word (e.g. phishing)\n\nCOMMUNICATING WITH METAPHORS\n\nIb\u00e9rica 36 (2018): 43-68 53\n\n02 IBERICA 36_Iberica 13 30/10/18 7:40 P\u00e1gina 53\n\n\n\n2) by direct translation /loan translation (e.g. cloud \u2013 chmura)\n\n3) by translation with some minor changes (e.g. application life \u2013 czas\n\u017cycia aplikacji)\n\n4) by using a completely different word, but with the same meaning\n(e.g. shoot \u2013 cyka\u0107)\n\n5) by using a phonologically similar word (e.g. like \u2013 lajk, photo \u2013 fota) \n\nThe final list of English and Polish metaphors enabled the planning of the\nsecond phase of the survey described in this paper. These lists became the\nsource for producing a questionnaire used to identify the level of knowledge\nof metaphors among the selected population. \n\n2.2. Phase 2 \u2013 Survey and the analysis underlying the research \n\nA traditional survey was conducted in 2016 on a population cohort of two\nhundred respondents.", "start_char_idx": 38477, "end_char_idx": 42562, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "4e6c22d3-67ce-4977-9cf4-3f3e676e8978": {"__data__": {"id_": "4e6c22d3-67ce-4977-9cf4-3f3e676e8978", "embedding": null, "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-122", "node_type": "4", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "hash": "8d6a31de29575909b28c7d520db946e88479fc332e699e92fcdc120c43981aa5", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "9809db88-066d-4d5f-a11c-757ea307b0fe", "node_type": "1", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "hash": "efb29f1396920536d376d126cd4b28d535d4deb649950842f41b718c5dfd59c1", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "3836d954-cd86-4ae9-83b1-4a21dc7bad2a", "node_type": "1", "metadata": {}, "hash": "5d92590103f97673733a21f57907e693fec5a51b6b44905c3ebc3abc8f5f253d", "class_name": "RelatedNodeInfo"}}, "text": "We decided to have a population of students ages 19-\n24 whose field of study was unrelated to technology. The method used to\nselect respondents was a non-probability sampling, and we considered it\nespecially important in the description of social processes that occur in a\nchanging society due to the use of new technologies. The decision to select\nrespondents ages 19-24 was made for two reasons. Firstly, young people use\nmobile phones for different purposes, and contrary to more mature users,\nare usually more familiar with metaphorical expressions related to various\nfields of technology. Moreover, young users are more familiar with\ninternational forums and social media, which means that they have better\nknowledge of English metaphors. Although many English metaphors have\nbeen adapted directly into Polish, there are still metaphors that have been\ntranslated instead of being used in their original English form.\n\nThe sample selected for this survey enabled the identification of the overall\nphenomenon of familiarity with such metaphors in modern society. To sum\nup, in this survey a typical sampling unit was a person aged 19-24 involved\nin a non-technology related field of study. The sample characteristics are in\nTable 4. \n\nDOROTA SYLWIA MAJEWICZ & JACEK MA\u015aLANKOWSKI\n\nIb\u00e9rica 36 (2018): 43-6854\n\nCOMMUNICATING WITH METAPHORS \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\nin this survey a typical sampling unit was a person aged 19-24 involved in a non-\ntechnology related field of study. The sample characteristics are in Table 4. \n\nSpecification Total Completed \nNumber of questionnaires with Polish metaphors 200 157 \nNumber of questionnaires with English metaphors 200 156 \n\nTable 4. Characteristics of the traditional survey. \n\nAs the table above shows, we collected one hundred and fifty-seven \nquestionnaires with Polish metaphors along with one hundred and fifty-six \nquestionnaires with English metaphors. The way each questionnaire was \nconstructed allowed conclusions to be drawn based on their familiarity. The \nqualitative character of the survey lead to the goal of presenting how metaphors \nare perceived in a cross-cultural society. \n\nThe traditional questionnaire was constructed upon the assumption that a student \nmust complete it in less than twenty minutes. Therefore, it consisted of four \nparts: \n\n1. knowledge of thirty two given English metaphors \n\n2. the level of certainty (from 1 to 5) \n\n3. knowledge of thirty given Polish metaphors \n\n4. the level of certainty (from 1 to 5). \n\nIn the first part, we asked respondents about their general understanding of \nselected English metaphors. They could choose their answer from the following \noptions: \u201cYes\u201d, \u201cNo\u201d, or \u201cNot sure\u201d. In the second part of the survey, subjects \nwere asked to assess their level of understanding of selected metaphors. The \nscale ranged from 1 to 5, where \u201c5\u201d indicated a good understanding of the \nmetaphor and \u201c1\u201d indicated not being sure what a specific metaphor actually \nmeant. In the third part, the survey was repeated with Polish metaphors. These \nwere randomized, to see whether respondents were more familiar with Polish \nequivalents. As in the second step, the fourth step was to identify the level of the \nrespondents\u2019 comprehension. \n\n3. Discussion of results \n\nThe survey results show that students aged 20-24 enrolled in non-technological \nfields of study have a good understanding of English metaphors. Of the thirty-\nthree selected metaphors, fifteen were chosen by more than 90% of the cohort as \nwell-known metaphors (see Figure 2). \n\n02 IBERICA 36_Iberica 13 30/10/18 7:40 P\u00e1gina 54", "start_char_idx": 42563, "end_char_idx": 46179, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "3836d954-cd86-4ae9-83b1-4a21dc7bad2a": {"__data__": {"id_": "3836d954-cd86-4ae9-83b1-4a21dc7bad2a", "embedding": null, "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-122", "node_type": "4", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "hash": "8d6a31de29575909b28c7d520db946e88479fc332e699e92fcdc120c43981aa5", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "4e6c22d3-67ce-4977-9cf4-3f3e676e8978", "node_type": "1", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "hash": "88d982d1acee7fbe8f8e9ef6c16c97797dbadb1eb649834eb2e2bb9fa9fe4158", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "f4fc7894-8ca8-42d3-bbb7-b31edd289f4c", "node_type": "1", "metadata": {}, "hash": "90578276c62a057e986cdc2ab86a414a4eac8590f6f5533b9426a7af3700b74e", "class_name": "RelatedNodeInfo"}}, "text": "As the table above shows, we collected one hundred and fifty-seven\nquestionnaires with Polish metaphors along with one hundred and fifty-six\nquestionnaires with English metaphors. The way each questionnaire was\nconstructed allowed conclusions to be drawn based on their familiarity. The\nqualitative character of the survey led to the goal of presenting how\nmetaphors are perceived in a cross-cultural society.\n\nThe traditional questionnaire was constructed upon the assumption that a\nstudent must complete it in less than twenty minutes. Therefore, it consisted\nof four parts: \n\n1. knowledge of thirty two given English metaphors\n\n2. the level of certainty (from 1 to 5)\n\n3. knowledge of thirty given Polish metaphors\n\n4. the level of certainty (from 1 to 5). \n\nIn the first part, we asked respondents about their general understanding of\nselected English metaphors. They could choose their answer from the\nfollowing options: \u201cYes\u201d, \u201cNo\u201d, or \u201cNot sure\u201d. In the second part of the\nsurvey, subjects were asked to assess their level of understanding of selected\nmetaphors. The scale ranged from 1 to 5, where \u201c5\u201d indicated a good\nunderstanding of the metaphor and \u201c1\u201d indicated not being sure what a\nspecific metaphor actually meant. In the third part, the survey was repeated\nwith Polish metaphors. These were randomized, to see whether respondents\nwere more familiar with Polish equivalents. As in the second step, the fourth\nstep was to identify the level of the respondents\u2019 comprehension. \n\n3. Discussion of results \n\nThe survey results show that students aged 19-24 enrolled in non-\ntechnological fields of study have a good understanding of English\nmetaphors. Of the thirty-three selected metaphors, fifteen were chosen by\nmore than 90% of the cohort as well-known metaphors (see Figure 2). \n\nCOMMUNICATING WITH METAPHORS\n\nIb\u00e9rica 36 (2018): 43-68 55\n\n02 IBERICA 36_Iberica 13 30/10/18 7:40 P\u00e1gina 55\n\n\n\nThe most common and well-known metaphor is selfie stick. It is worth noting\nthat it is used in other languages as a loan expression. The second most well-\nknown metaphor is virtual reality, a basic one to describe the digital era. Cell\nphone, a metaphor used to describe mobile phones within the field of cellular\ntechnology, was one of the most familiar terms for Polish students. Even\nthough the word cloud has a different name in Polish, it is also very well-\nknown in its English form. Finally, we included the frequently used\nexpression sweet photo, which refers to a picture usually taken with the front\ncamera of a mobile phone. On the other hand, the least well-known\nmetaphors were presented in Figure 3. \n\nMetaphors that proved obscure, although they are often used by more\nexperienced users of Internet forums, are: Cadillac solution, rubber duck\ndebugging, fat finger and sentiment analysis. The first metaphor, whose meaning is\nto describe something very expensive, has a self-defining nature \u2013 usually\nCadillacs are very expensive cars. Nonetheless, some students are not certain\nabout the meaning of the given metaphor. The second metaphorical\nexpression, rubber duck debugging, evolved mostly from communication among\n\nDOROTA SYLWIA MAJEWICZ & JACEK MA\u015aLANKOWSKI\n\nIb\u00e9rica 36 (2018): 43-6856\n\nDOROTA SYLWIA MAJEWICZ & JACEK MA!LANKOWSKI \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\nFigure 2. Understanding of English metaphors. \n\nThe most common and well-known metaphor is selfie stick. It is worth noting \nthat it is used in other languages as a loan expression. The second most well-\nknown metaphor is virtual reality, a basic one to describe the digital era. Cell \nphone, a metaphor used to describe mobile phones within the field of cellular \ntechnology, was one of the most familiar terms for Polish students. Even though \nthe word cloud has a different name in Polish, it is also very well-known in its \nEnglish form. Finally, we included the frequently used expression sweet photo, \nwhich refers to a picture usually taken with the front camera of a mobile phone.", "start_char_idx": 46183, "end_char_idx": 50184, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "f4fc7894-8ca8-42d3-bbb7-b31edd289f4c": {"__data__": {"id_": "f4fc7894-8ca8-42d3-bbb7-b31edd289f4c", "embedding": null, "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-122", "node_type": "4", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "hash": "8d6a31de29575909b28c7d520db946e88479fc332e699e92fcdc120c43981aa5", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "3836d954-cd86-4ae9-83b1-4a21dc7bad2a", "node_type": "1", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "hash": "a1772ee2439e711604e21dd26bc637251a3ebe606b57e46fa6ce8697d279265d", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "902c92c2-7f73-4639-876d-1cbb5c1afe6d", "node_type": "1", "metadata": {}, "hash": "00260a3294e4625078e1a274a77e4f7794f8a3605f8acc66fd8d5185344e7324", "class_name": "RelatedNodeInfo"}}, "text": "On the other hand, the least well-known metaphors were presented in Figure 3. \n\nFigure 3. Unfamiliar English metaphors \n\nMetaphors that proved obscure, although they are often used by more \nexperienced users of Internet forums, are: Cadillac solution, rubber duck \ndebugging, fat finger and sentiment analysis. The first metaphor, whose meaning \nis to describe something very expensive, has a self-defining nature \u2013 usually \nCadillacs are very expensive cars. Nonetheless, some students are not certain \nabout the meaning of the given metaphor. The second metaphorical expression, \nrubber duck debugging, evolved mostly from communication among \n\nIEWAJMA IWSYLA TRODO CZ & KECJA \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\nIKSWOKNLA!AMK \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n2e gurFi\n\nllewdnanommoctsomeTh -\n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n2. srohpatemhsilgEnfognidnatsredUn .\n\n- siphoratemn know cistese\n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\nkc gtinonthrowist I. \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\nugnlarethoindesuisit t ath\nsiphoratemn know rlautrvi\n\nphone esurohptaema, deo td \nmethfoenosaw, ygloonhcte\n\ndroweth duocl nterdiasha\ncniew,yllaniF.mrhsilgEn\nausuerutcipaotsrerhciwh\n\nwetsaeleht,dnahrehtoehtOn\n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\nhT. niosserpxenaloasasegau\nilea eibrcsedtoenoicsaba, \n\nn hitiwsphoneelobimbeircsde\nshlisoPrsmrteriliamaft som\n\nveo slasitih,siolPn iemnant\nehtdedulc pxedesuyltneuqfre\n\nremactnoehthtwinekatylla\nllwe - eprerewsphoratemn know\n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\nllewt somdnoceseh -\n. arel itaigdethe llCe\n\nraulllecofd lehetn \nhguothnevE. tsnedtu\n\nllewy rve - stin in know\nnoissrep otohpteesw , \n\n.enohpelibomafoar\n3eguriFn id entese . \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\ngurFi\n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n3e gur .", "start_char_idx": 50186, "end_char_idx": 53624, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "902c92c2-7f73-4639-876d-1cbb5c1afe6d": {"__data__": {"id_": "902c92c2-7f73-4639-876d-1cbb5c1afe6d", "embedding": null, "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-122", "node_type": "4", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "hash": "8d6a31de29575909b28c7d520db946e88479fc332e699e92fcdc120c43981aa5", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "f4fc7894-8ca8-42d3-bbb7-b31edd289f4c", "node_type": "1", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "hash": "0253f01d9a4d7c5f8ccb93492f59150f9a452ff5d09775f08e4d5f79e531133a", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "f899ebd6-9e4e-450b-8478-376b7b8c3a0d", "node_type": "1", "metadata": {}, "hash": "c51bd15bfcdb0abb1aa65e014d49edf0c283d16ed03a1c16aaa310d4be89038e", "class_name": "RelatedNodeInfo"}}, "text": "srohpatemhsilgEnrailimafUn\n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n6 3aicr\u00e9Ib 810(2 ): \u2026-\u202612\n\nbodevorptahtsrohpatMe\nnertnIfosersucedenierpex\n\nngbuggide , rfint fa dan nse\nrevginthemoseibrcsedtois\nevisnepxeyreverascallidCa\n\nfognieanme httuoab ivgeth\ngniubkcr ebbru , \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\nfoerayehthguohtla,erucs\ne:ar,smuretn oscallCa\n\nssianatnemit ptaemt sehT. \nlfesasah, eivsnepxeyr - nide\n\ndutsemos,sselehtenoN.srace\ntaemdnocesehT. rohptaemneiv\nmocmotlysomdelvove\n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\neromybdesune\nnoitulo , kcr ebbru\n\nginnaemesohw, rohp\neurtnang ni \u2013 y lluaus\n\nniatrectonerastned\n, niosserpxel aicrohpta\n\ngnomantioaicnumm\n\nDOROTA SYLWIA MAJEWICZ & JACEK MA!LANKOWSKI \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\nFigure 2. Understanding of English metaphors. \n\nThe most common and well-known metaphor is selfie stick. It is worth noting \nthat it is used in other languages as a loan expression. The second most well-\nknown metaphor is virtual reality, a basic one to describe the digital era. Cell \nphone, a metaphor used to describe mobile phones within the field of cellular \ntechnology, was one of the most familiar terms for Polish students. Even though \nthe word cloud has a different name in Polish, it is also very well-known in its \nEnglish form. Finally, we included the frequently used expression sweet photo, \nwhich refers to a picture usually taken with the front camera of a mobile phone. \nOn the other hand, the least well-known metaphors were presented in Figure 3. \n\nFigure 3. Unfamiliar English metaphors \n\nMetaphors that proved obscure, although they are often used by more \nexperienced users of Internet forums, are: Cadillac solution, rubber duck \ndebugging, fat finger and sentiment analysis. The first metaphor, whose meaning \nis to describe something very expensive, has a self-defining nature \u2013 usually \nCadillacs are very expensive cars. Nonetheless, some students are not certain \nabout the meaning of the given metaphor. The second metaphorical expression, \nrubber duck debugging, evolved mostly from communication among \n\nIEWAJMA IWSYLA TRODO CZ & KECJA \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\nIKSWOKNLA!AMK \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n2e gurFi\n\nllewdnanommoctsomeTh -\n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n2. srohpatemhsilgEnfognidnatsredUn .", "start_char_idx": 53625, "end_char_idx": 57296, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "f899ebd6-9e4e-450b-8478-376b7b8c3a0d": {"__data__": {"id_": "f899ebd6-9e4e-450b-8478-376b7b8c3a0d", "embedding": null, "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-122", "node_type": "4", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "hash": "8d6a31de29575909b28c7d520db946e88479fc332e699e92fcdc120c43981aa5", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "902c92c2-7f73-4639-876d-1cbb5c1afe6d", "node_type": "1", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "hash": "ba51f12eab77b93397d97fdd84ee1cfa539c65fc65ed794f230fd0f10f42f939", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "6d38bc39-d17c-4ffd-b51c-53c25af31478", "node_type": "1", "metadata": {}, "hash": "7b13d343a68ab2883ae3d113b2d3938455ed98ff6197ed329ab4cfcb486fa485", "class_name": "RelatedNodeInfo"}}, "text": "- siphoratemn know cistese\n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\nkc gtinonthrowist I. \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\nugnlarethoindesuisit t ath\nsiphoratemn know rlautrvi\n\nphone esurohptaema, deo td \nmethfoenosaw, ygloonhcte\n\ndroweth duocl nterdiasha\ncniew,yllaniF.mrhsilgEn\nausuerutcipaotsrerhciwh\n\nwetsaeleht,dnahrehtoehtOn\n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\nhT. niosserpxenaloasasegau\nilea eibrcsedtoenoicsaba, \n\nn hitiwsphoneelobimbeircsde\nshlisoPrsmrteriliamaft som\n\nveo slasitih,siolPn iemnant\nehtdedulc pxedesuyltneuqfre\n\nremactnoehthtwinekatylla\nllwe - eprerewsphoratemn know\n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\nllewt somdnoceseh -\n. arel itaigdethe llCe\n\nraulllecofd lehetn \nhguothnevE. tsnedtu\n\nllewy rve - stin in know\nnoissrep otohpteesw , \n\n.enohpelibomafoar\n3eguriFn id entese . \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\ngurFi\n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n3e gur . srohpatemhsilgEnrailimafUn\n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n6 3aicr\u00e9Ib 810(2 ): \u2026-\u202612\n\nbodevorptahtsrohpatMe\nnertnIfosersucedenierpex\n\nngbuggide , rfint fa dan nse\nrevginthemoseibrcsedtois\nevisnepxeyreverascallidCa\n\nfognieanme httuoab ivgeth\ngniubkcr ebbru , \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\nfoerayehthguohtla,erucs\ne:ar,smuretn oscallCa\n\nssianatnemit ptaemt sehT. \nlfesasah, eivsnepxeyr - nide\n\ndutsemos,sselehtenoN.srace\ntaemdnocesehT. rohptaemneiv\nmocmotlysomdelvove\n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\neromybdesune\nnoitulo , kcr ebbru\n\nginnaemesohw, rohp\neurtnang ni \u2013 y lluaus\n\nniatrectonerastned\n, niosserpxel aicrohpta\n\ngnomantioaicnumm\n\n02 IBERICA 36_Iberica 13 30/10/18 7:40 P\u00e1gina 56\n\n\n\nprogrammers and IT experts. The meaning is to explain something very\ncarefully, step by step, to someone who knows very little or nothing about\ncomputers and programming. Another one, fat finger, refers to mistakes made\non a phone while typing on the keypad. Because most mobile phones have\ntouchable screens now, it is quite easy to understand that a fat finger will make\nmistakes on the keypad. For some people, this metaphor may appear\noffensive or negative.", "start_char_idx": 57298, "end_char_idx": 61036, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "6d38bc39-d17c-4ffd-b51c-53c25af31478": {"__data__": {"id_": "6d38bc39-d17c-4ffd-b51c-53c25af31478", "embedding": null, "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-122", "node_type": "4", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "hash": "8d6a31de29575909b28c7d520db946e88479fc332e699e92fcdc120c43981aa5", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "f899ebd6-9e4e-450b-8478-376b7b8c3a0d", "node_type": "1", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "hash": "3aff6ca5e75fdc9a0c096806f39d7e6c6c000db1420c2944db610dbb1ed18dd7", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "f87c8a54-65b6-41a7-9087-3fdf9b0778c0", "node_type": "1", "metadata": {}, "hash": "e0c5a448cef90c0ae376908d40f7ca20408eedd70eefa3970116df5160bd0cdd", "class_name": "RelatedNodeInfo"}}, "text": "For some people, this metaphor may appear\noffensive or negative. The last one, sentiment analysis, indicates the process of\ntrying to understand the general meaning and tenor of a text message. Its\nmeaning may sometimes be difficult to understand, especially when used\nsarcastically.\n\nTo gain a better overview and reconfirm all the results mentioned above, we\ndecided to show metaphors that were difficult to understand (see Figure 4).\nRespondents indicated five different metaphors as not easy to identify, which\nshows that their general meaning may be considered somewhat ambiguous. \n\nThe list of metaphors that appear dubious for speakers of Polish include\nexpressions such as mapping, sentiment analysis, application life, garbage in garbage\nout and big day. The word mapping was well known for 40% of the\nrespondents, 39% of them did not know what mapping in mobile phone\nterminology was, while 20% remained uncertain about the meaning of this\nmetaphor. Even though the word life is used very often in various metaphors,\nnot only in the context of technology, it was quite difficult for 15% of\nstudents to correctly identify it. The metaphor big day, used to describe the\ntime of the release of new software or a new mobile phone, is also used in\nother activities of our life. However, about 10% of respondents were not\nable to define this metaphor correctly and more than 50% of them did not\nknow the meaning of this word.\n\nCOMMUNICATING WITH METAPHORS\n\nIb\u00e9rica 36 (2018): 43-68 57\n\nCOMMUNICATING WITH METAPHORS \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\nprogrammers and IT experts. The meaning is to explain something very \ncarefully, step by step, to someone who knows very little or nothing about \ncomputers and programming. Another one, fat finger, refers to mistakes made on \na phone while typing on the keypad. Because most mobile phones have \ntouchable screens now, it is quite easy to understand that a fat finger will make \nmistakes on the keypad. For some people, this metaphor may appear offensive or \nnegative. The last one, sentiment analysis, indicates the process of trying to \nunderstand the general meaning and tenor of a text message. Its meaning may \nsometimes be difficult to understand, especially when used sarcastically. \n\nTo gain a better overview and reconfirm all the results mentioned above, we \ndecided to show metaphors that were difficult to understand (see Figure 4). \nRespondents indicated five different metaphors as not easy to identify, which \nshows that its general meaning may be considered somewhat ambiguous. \n\nFigure 4. English metaphors that were difficult to identify for language users. \n\nThe list of metaphors that appear dubious for speakers of Polish include \nexpressions such as mapping, sentiment analysis, application life, garbage in \ngarbage out and big day. The word mapping was well known for 40% of the \nrespondents, 39% of them did not know what mapping in mobile phone \nterminology was, while 20% remained uncertain about the meaning of this \nmetaphor. Even though the word life is used very often in various metaphors, not \nonly in the context of technology, it was quite difficult for 15% of students to \ncorrectly identify it. The metaphor big day, used to describe the time of the \nrelease of new software or a new mobile phone, is also used in other activities of \nour life. However, about 10% of respondents were not able to define this \nmetaphor correctly and more than 50% of them did not know the meaning of this \nword. \n\nThe second part of the survey aimed at determining whether respondents were \nable to define each metaphor precisely. The question was asked as a self-\nassessment concerning knowledge of the correct definition of each metaphor.", "start_char_idx": 60972, "end_char_idx": 64691, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "f87c8a54-65b6-41a7-9087-3fdf9b0778c0": {"__data__": {"id_": "f87c8a54-65b6-41a7-9087-3fdf9b0778c0", "embedding": null, "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-122", "node_type": "4", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "hash": "8d6a31de29575909b28c7d520db946e88479fc332e699e92fcdc120c43981aa5", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "6d38bc39-d17c-4ffd-b51c-53c25af31478", "node_type": "1", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "hash": "ce67669a98e0c5fa0b6645a2ae4d7f2ec82a417e77947738865a6986c782b3de", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "ada2874a-56c3-48ef-bb33-a93f062bfb05", "node_type": "1", "metadata": {}, "hash": "204016d083437196f555dd07e1ecabf6a83e395d5354ae7ba1f7f2e45f919cec", "class_name": "RelatedNodeInfo"}}, "text": "The question was asked as a self-\nassessment concerning knowledge of the correct definition of each metaphor. \n\nrxpeeTInd asremmaogrpr\nsot,eptsybepts,yllcar\n.gnimamrgorpdansertupmco\n\nnognipyte lihwe nohpa \nqisit , wonsneercslebahcuto\n\nyekehtnosekatsmi sorFd.pa\n\n \n\n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n\nCATUNIMMCO\n\nxpleo tsing niaemheT.str\nttilvswonkohwe neomos\n\ne,noerhtonA regfint fa srer, \nmtsome secauB.adpeyke ht\nat athdntasrednutoysaeiteuq\namphoratemshit,eoplpeeoms\n\n \n\n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n\nMH TIWNGICAT RSETAPHO\n\ny rveng hiteomsn iaxpl\nnihtonroe lt boutag \n\nnoedamsektaismtos\ne avhesnohpe libom\n\na rfint fa ekamllwi\norveinsrappeay a\n\n \n\n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n\n,onetsalheT.veitgane tnse\nniaemlarnegehetnd atsrunde\ndnuottlucidebs emitemso\n\naweivrevorettebaniagTo\nsphoratemhowso td deicde\ndevdetacidnistnednopsRe\nninaemlarenegs titahts wosh\n\n \n\n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n\nssianatnemit ethsteaicdin, \nassemxtetaofnoretnd ang ni\n\nspe,dnastre sedsuenhwylaleci\n\nmstluserehtllamrnocerdna\nsrundeo ttulcdierewthat\nsaetonsasrohpatemtnerid\nahwemsoderedsinocebyamgn\n\n \n\n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n\ntoginytrfossecorp\ny amng niaemstI.gea\n\n.ylcalitcasars\n\new,evobadenoitnem\n.4)eguriFees(nd ats\n\n,itnediotys hciwh\ngibmata .uous\n\n \n\n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n\n \n\n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n\n \n\n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n\n \n\n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n\n4e gurFi . atemhsilgEn\n\ntahtsrohpatemfotsileTh\naschussnoisesrpex i\n\noutbagegar dan dayg bi hT.", "start_char_idx": 64582, "end_char_idx": 68758, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "ada2874a-56c3-48ef-bb33-a93f062bfb05": {"__data__": {"id_": "ada2874a-56c3-48ef-bb33-a93f062bfb05", "embedding": null, "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-122", "node_type": "4", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "hash": "8d6a31de29575909b28c7d520db946e88479fc332e699e92fcdc120c43981aa5", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "f87c8a54-65b6-41a7-9087-3fdf9b0778c0", "node_type": "1", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "hash": "4772c90c77c1237e8bfb804d2d613703745b84086cd5b2b8033bedf2f548621c", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "2823786e-700a-49d9-9386-05eac14ba920", "node_type": "1", "metadata": {}, "hash": "aa1ddcae69e23a40e11c15bf09f6976ca0855a3848ee158783f04811b6828c28", "class_name": "RelatedNodeInfo"}}, "text": "mehtf o%93,stnednopsre\n\n%02ilehw, sawyglooinmrte\nwehthguohtnevE.rohpatme\n\nhnolcetofxteontchetn iy onl\netme hT.tiitendiylectrrco\nnar oreawftoswenf oesaelre\n\n \n\n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n\nugnalrofyfitnediottluciffiderwetahtsrohpa\n\nrekaepsrsuoibudraeppa\ng, ssianatnemitnse , atciappl\n\ndroweh gni nkllweswa\ntahwwonktondid ni\n\nt uobaintarecnudeinamer%\ndrow life avinnoyrevdesuis\n\nogy,hnol lt uditeuqsawit \nrohapet dayg bi csedtodesu, \n\ndesuoslasi,enohpelibomwen\n\n \n\n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n\nsresuegau .\n\nedulcnihsiloPfosr\nlon iat , n ibagegar\n\nhtfo%04rwnon e \ngn enohpilebomin\n\nisthfoginnaemeth\nt on, srohptaemsuiora\n\ntotsnedtusfo%51r\nethfoetimetheibrc\nf oseitivitcar ehtonid\n\n \n\n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n\n10%bouta,rveeowH.ilour\nermodnayltcerrocrohpatme\n\n.drwo\n\nevrusehtfotrapdnoceseTh\nhapetmeache ndote lab\nwonkgnincerncotenmsessas\n\n \n\n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n\nIb\u00e9r\n\n,p\nerewsntpondeserof10% not\n\nwonktondidm ehtfo%05naht\n\nhtehwgninimretedtademiaye\nwnoitesuqe hT.yelsecirproh\noitindectrrcoe htfoe gedlw\n\n \n\n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n\n36ca ib\u00e9r 810(2 ): \u2026-\u2026 13\n\nshitnedeo tebla\nsihtfogninameehtw\n\nerewstnednopserreh\nelsa asedkasasw f-\n\n.rohapetmeachfon\n\n02 IBERICA 36_Iberica 13 30/10/18 7:40 P\u00e1gina 57\n\n\n\nThe second part of the survey aimed at determining whether respondents\nwere able to define each metaphor precisely. The question was asked as a\nself-assessment concerning knowledge of the correct definition of each\nmetaphor. Metaphors marked with the maximum amount of certainty by the\nfirst and third quartile of the population are presented in Table 5. The\ncolumn \u201caverage\u201d is a mean of the level of certainty marked by respondents\non a scale of 1 to 5. The column \u201csum of points\u201d shows the total of all\nmarked levels. \u201cNumber of collected answers\u201d shows how many people\ncompleted this point of the questionnaire without making a mistake. \n\nAs presented in Table 5, respondents claimed to be certain about only four\nmetaphors they had identified, namely selfie stick, cell phone, sweet photo, and\nspam. All those were also specified as easy to define in terms of their meaning\n(a firm positive answer to the question: \u201cDo you clearly understand the\nmeaning of the following metaphors?\u201d). \n\nOn the other hand, metaphors that were very hard to define and understand\ncorrectly are presented in Table 6.", "start_char_idx": 68760, "end_char_idx": 72608, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "2823786e-700a-49d9-9386-05eac14ba920": {"__data__": {"id_": "2823786e-700a-49d9-9386-05eac14ba920", "embedding": null, "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-122", "node_type": "4", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "hash": "8d6a31de29575909b28c7d520db946e88479fc332e699e92fcdc120c43981aa5", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "ada2874a-56c3-48ef-bb33-a93f062bfb05", "node_type": "1", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "hash": "7e5bb5384b9a9d5a0fe7e8a54da523dd60cf0dd53f3fa638c75aa8b7ae50f755", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "2b9079ba-88a0-43aa-81e8-3be895d62518", "node_type": "1", "metadata": {}, "hash": "79082b3a8993aacfed400f8c81868254fdcf5430ba336b3de41f5028681ae19c", "class_name": "RelatedNodeInfo"}}, "text": "Among the list of metaphors, five of them have an average level of certainty\nbelow 2.5: Garbage in garbage out, sentiment analysis, fat finger, rubber duck debugging\nand Cadillac solution. It is consistent with the answers included in the first part\nof this survey (the answer \u2013 \u201cnot sure\u201d).\n\nDOROTA SYLWIA MAJEWICZ & JACEK MA\u015aLANKOWSKI\n\nIb\u00e9rica 36 (2018): 43-6858\n\nDOROTA SYLWIA MAJEWICZ & JACEK MA!LANKOWSKI \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\nMetaphors marked with the maximum amount of certainty by the first and third \nquartile of the population are presented in Table 5. The column \u201caverage\u201d is a \nmean of the level of certainty marked by respondents on a scale of 1 to 5. The \ncolumn \u201csum of points\u201d shows the total of all marked levels. \u201cNumber of \ncollected answers\u201d shows how many people completed this point of the \nquestionnaire without making a mistake. \n\nMetaphor Average Median Sum of \npoints \n\nNumber of \ncollected \nanswers \n\nQuartile 1 Quartile 3 \n\nSelfie stick 4.92 5 645 152 5 5 \nCell phone 4.81 5 630 152 5 5 \nSweet photo 4.70 5 588 146 5 5 \nSpam 4.58 5 563 144 5 5 \n\nTable 5. Metaphors easy to define in respondents\u2019 opinion. \n\nAs presented in Table 5, respondents claimed to be certain about only four \nmetaphors they had identified, namely selfie stick, cell phone, sweet photo, and \nspam. All those were also specified as easy to define in terms of their meaning (a \nfirm positive answer to the question: \u201cDo you clearly understand the meaning of \nthe following metaphors?\u201d). \n\nOn the other hand, metaphors that were very hard to define and understand \ncorrectly are presented in Table 6. \n\nTable 6. The most difficult metaphors to define by respondents. \n\nAmong the list of metaphors, five of them have an average level of certainty \nbelow 2.5: Garbage in garbage out, sentiment analysis, fat finger, rubber duck \ndebugging and Cadillac solution. It is compliant with the answers included in the \nfirst part of this survey (the answer \u2013 \u201cnot sure\u201d). \n\nTo gain a better understanding of cross-cultural communication and the \nadaptation of different metaphors, we decided to design a similar questionnaire, \nbut include only Polish metaphors. Figure 5 shows well-known Polish \nmetaphors. \n\nDOROTA SYLWIA MAJEWICZ & JACEK MA!LANKOWSKI \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\nMetaphors marked with the maximum amount of certainty by the first and third \nquartile of the population are presented in Table 5. The column \u201caverage\u201d is a \nmean of the level of certainty marked by respondents on a scale of 1 to 5. The \ncolumn \u201csum of points\u201d shows the total of all marked levels. \u201cNumber of \ncollected answers\u201d shows how many people completed this point of the \nquestionnaire without making a mistake. \n\nTable 5. Metaphors easy to define in respondents\u2019 opinion. \n\nAs presented in Table 5, respondents claimed to be certain about only four \nmetaphors they had identified, namely selfie stick, cell phone, sweet photo, and \nspam. All those were also specified as easy to define in terms of their meaning (a \nfirm positive answer to the question: \u201cDo you clearly understand the meaning of \nthe following metaphors?\u201d). \n\nOn the other hand, metaphors that were very hard to define and understand \ncorrectly are presented in Table 6.", "start_char_idx": 72611, "end_char_idx": 75846, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "2b9079ba-88a0-43aa-81e8-3be895d62518": {"__data__": {"id_": "2b9079ba-88a0-43aa-81e8-3be895d62518", "embedding": null, "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-122", "node_type": "4", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "hash": "8d6a31de29575909b28c7d520db946e88479fc332e699e92fcdc120c43981aa5", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "2823786e-700a-49d9-9386-05eac14ba920", "node_type": "1", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "hash": "51cce21e7c02c9bb8b60035bf51d5c6aaefb53c4cbccaa4d27d9852603daa933", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "9ba31227-675f-4398-ac82-b342dce2ed07", "node_type": "1", "metadata": {}, "hash": "b07775e23c8c5054bb9c333bfb386684533ffb273ff2bbaad409f8ab1f7eee47", "class_name": "RelatedNodeInfo"}}, "text": "Metaphor Average Median Sum of \npoints \n\nNumber \nof \ncollected \nanswers \n\nQuartile 1 Quartile 3 \n\nGarbage in Garbage out 2.26 2 138 82 1 3 \nSentiment analysis 2.05 1 121 80 1 3 \nFat finger 2.03 1 124 82 1 3 \nRubber duck debugging 1.62 1 89 76 1 2 \nCadillac solution 1.30 1 73 77 1 1 \n\nTable 6. The most difficult metaphors to define by respondents. \n\nAmong the list of metaphors, five of them have an average level of certainty \nbelow 2.5: Garbage in garbage out, sentiment analysis, fat finger, rubber duck \ndebugging and Cadillac solution. It is compliant with the answers included in the \nfirst part of this survey (the answer \u2013 \u201cnot sure\u201d). \n\nTo gain a better understanding of cross-cultural communication and the \nadaptation of different metaphors, we decided to design a similar questionnaire, \nbut include only Polish metaphors. Figure 5 shows well-known Polish \nmetaphors. \n\n02 IBERICA 36_Iberica 13 30/10/18 7:40 P\u00e1gina 58\n\n\n\nTo gain a better understanding of cross-cultural communication and the\nadaptation of different metaphors, we decided to design a similar\nquestionnaire, but include only Polish metaphors. Figure 5 shows well-\nknown Polish metaphors. \n\nCompared to Figure 2, these metaphors are almost the same and include: \n\n1. Spam (the same in English)\n\n2. Selfie stick (the same in English)\n\n3. Kom\u00f3rka (Cell phone)\n\n4. Sie\u0107 (Network)\n\n5. Wirtualna rzeczywisto\u015b\u0107 (Virtual reality)\n\n6. Chmura (Cloud). \n\nThis means that there is both a direct influence upon, and adaptation of, new\nmetaphors to different languages. \n\nCOMMUNICATING WITH METAPHORS\n\nIb\u00e9rica 36 (2018): 43-68 59\n\nCOMMUNICATING WITH METAPHORS \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\nFigure 5. Understanding of Polish metaphors. \n\nCompared to Figure 2, these metaphors are almost the same and include: \n\n1. Spam (the same in English) \n\n2. Selfie stick (the same in English) \n\n3. Kom\u00f3rka (Cell phone) \n\n4. Sie\" (Network) \n\n5. Wirtualna rzeczywisto#\" (Virtual reality) \n\n6. Chmura (Cloud). \n\nThis means that there is both a direct influence upon, and adaptation of, new \nmetaphors to different languages. \n\n \n\nFigure 6. Unfamiliar Polish metaphors. \n\nPolish students did not understand the following metaphors in the Polish \nquestionnaire: Phishing, analiza sentymentu (sentiment analysis), mapowanie \n(mapping) and cykl !ycia aplikacji (application life). Three additional metaphors \nwere also included in the list of those which are considered as obscure, and, thus, \ndifficult to identify among Polish language users (see Figure 7). \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n\n \n\n \n \n \n\n \n \n\nCATUNIMMCO \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n\n \n\n \n \n \n\n \n \n\nMH TIWNGICAT RSETAPHO \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n\n \n\n \n \n \n\n \n \n\ne gurFi\n\nmeseht,2erugiFotderapmCo\n\n1. Spam Eniemaseh(t\n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n\n \n\n \n \n \n\n \n \n\n5. srohpatemhsilPofognidnatsredUn .\n\nerasrohpatem e amse httsomal\n\n)hsilgn\n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n\n \n\n \n \n \n\n \n \n\neduclnidan : \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n\n \n\n \n \n \n\n \n \n\n2. kcitseSe emaseh(t\n\n3. akr\u00f3mKo nohplle(C\n\n4.", "start_char_idx": 75850, "end_char_idx": 79486, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "9ba31227-675f-4398-ac82-b342dce2ed07": {"__data__": {"id_": "9ba31227-675f-4398-ac82-b342dce2ed07", "embedding": null, "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-122", "node_type": "4", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "hash": "8d6a31de29575909b28c7d520db946e88479fc332e699e92fcdc120c43981aa5", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "2b9079ba-88a0-43aa-81e8-3be895d62518", "node_type": "1", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "hash": "07cb8f06f710a9939b854b2ef2f27df0ca191a3d4f7b6a1300bb537c48a8b006", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "a33b31ae-b6b3-4f38-a3a0-c77ccee7cf6e", "node_type": "1", "metadata": {}, "hash": "bc4d1ecbeb18142569791113d771c8b172cc89aae41aa28b479d785afd7ebf80", "class_name": "RelatedNodeInfo"}}, "text": "\"eSi )rkowte(N\n\n5. tsiwceanlautrWi\n\n6. mCh aur ).duol(C\n\ntobsierehttahtsnaemsiTh\naugnaltneridotsrohpatme\n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n\n \n\n \n \n \n\n \n \n\n)hsilgnEnie\n\n)e\n\n\"#ot )ytilarelaurti(V\n\ndna,nopuecneunitceridaht\nsega . \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n\n \n\n \n \n \n\n \n \n\nwenonoitatpadad\n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n\n \n\n \n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n\n \n\n \n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n\n \n\n \n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n\n \n\n \n \n \n\n \n \n\ngurFi\n\nnutondidstnedutshsilPo\n:erionnaitsque ihsiPh , anal\n\nni(m dan ilacykl\ntsilehtnidedulcnioslaerwe\nolPong maintdeio ttulcdi\n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n\n \n\n \n \n \n\n \n \n\nIb\u00e9r\n\n6.e gur .srohpatemhsilPorailimafUn\n\natemgniwollehtdnatsred\nanalnteminteu ntemesa zianal\n\nlnoitcailicjkai eerhT. \nderedisnocerahciwhesohtfo\n\neguriFees(sreusgenguaalh siol\n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n\n \n\n \n \n \n\n \n \n\n36ca ib\u00e9r 810(2 ): \u2026-\u2026 15\n\nhsilPoehtnisrohp\nis , einawo\n\nsrohptaeml anitiodda\n,suht,dna,erucsbosa\n\n7)e . \n\nCOMMUNICATING WITH METAPHORS \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\nFigure 5. Understanding of Polish metaphors. \n\nCompared to Figure 2, these metaphors are almost the same and include: \n\n1. Spam (the same in English) \n\n2. Selfie stick (the same in English) \n\n3. Kom\u00f3rka (Cell phone) \n\n4. Sie\" (Network) \n\n5. Wirtualna rzeczywisto#\" (Virtual reality) \n\n6. Chmura (Cloud). \n\nThis means that there is both a direct influence upon, and adaptation of, new \nmetaphors to different languages. \n\n \n\nFigure 6. Unfamiliar Polish metaphors. \n\nPolish students did not understand the following metaphors in the Polish \nquestionnaire: Phishing, analiza sentymentu (sentiment analysis), mapowanie \n(mapping) and cykl !ycia aplikacji (application life). Three additional metaphors \nwere also included in the list of those which are considered as obscure, and, thus, \ndifficult to identify among Polish language users (see Figure 7). \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n\n \n\n \n \n \n\n \n \n\nCATUNIMMCO \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n\n \n\n \n \n \n\n \n \n\nMH TIWNGICAT RSETAPHO \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n\n \n\n \n \n \n\n \n \n\ne gurFi\n\nmeseht,2erugiFotderapmCo\n\n1. Spam Eniemaseh(t\n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n\n \n\n \n \n \n\n \n \n\n5. srohpatemhsilPofognidnatsredUn .\n\nerasrohpatem e amse httsomal\n\n)hsilgn\n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n\n \n\n \n \n \n\n \n \n\neduclnidan : \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n\n \n\n \n \n \n\n \n \n\n2. kcitseSe emaseh(t\n\n3. akr\u00f3mKo nohplle(C\n\n4.", "start_char_idx": 79487, "end_char_idx": 83322, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "a33b31ae-b6b3-4f38-a3a0-c77ccee7cf6e": {"__data__": {"id_": "a33b31ae-b6b3-4f38-a3a0-c77ccee7cf6e", "embedding": null, "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-122", "node_type": "4", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "hash": "8d6a31de29575909b28c7d520db946e88479fc332e699e92fcdc120c43981aa5", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "9ba31227-675f-4398-ac82-b342dce2ed07", "node_type": "1", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "hash": "5e6e3c9a3bdb9ddf3b8e921a60a517cb7fea10d979964b99dcbd53e0264b0f69", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "372c496f-abda-4e35-a394-495a4188407f", "node_type": "1", "metadata": {}, "hash": "81128eea39a06ad7f6e3955bec7f23966b08ff7ff6c72a4363f1a89f3c1596f5", "class_name": "RelatedNodeInfo"}}, "text": "\"eSi )rkowte(N\n\n5. tsiwceanlautrWi\n\n6. mCh aur ).duol(C\n\ntobsierehttahtsnaemsiTh\naugnaltneridotsrohpatme\n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n\n \n\n \n \n \n\n \n \n\n)hsilgnEnie\n\n)e\n\n\"#ot )ytilarelaurti(V\n\ndna,nopuecneunitceridaht\nsega . \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n\n \n\n \n \n \n\n \n \n\nwenonoitatpadad\n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n\n \n\n \n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n\n \n\n \n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n\n \n\n \n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n\n \n\n \n \n \n\n \n \n\ngurFi\n\nnutondidstnedutshsilPo\n:erionnaitsque ihsiPh , anal\n\nni(m dan ilacykl\ntsilehtnidedulcnioslaerwe\nolPong maintdeio ttulcdi\n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n\n \n\n \n \n \n\n \n \n\nIb\u00e9r\n\n6.e gur .srohpatemhsilPorailimafUn\n\natemgniwollehtdnatsred\nanalnteminteu ntemesa zianal\n\nlnoitcailicjkai eerhT. \nderedisnocerahciwhesohtfo\n\neguriFees(sreusgenguaalh siol\n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n\n \n\n \n \n \n\n \n \n\n36ca ib\u00e9r 810(2 ): \u2026-\u2026 15\n\nhsilPoehtnisrohp\nis , einawo\n\nsrohptaeml anitiodda\n,suht,dna,erucsbosa\n\n7)e . \n\n02 IBERICA 36_Iberica 13 30/10/18 7:40 P\u00e1gina 59\n\n\n\nPolish students did not understand the following metaphors in the Polish\nquestionnaire: Phishing, analiza sentymentu (sentiment analysis), mapowanie\n(mapping) and cykl \u017cycia aplikacji (application life). Three additional metaphors\nwere also included in the list of those which are considered as obscure, and,\nthus, difficult to identify among Polish language users (see Figure 7). \n\nAmong the list of Polish metaphors, four were tough to define and these\nwere almost the same as in English: Cykl \u017cycia aplikacji (Application Life),\nMapowanie (Mapping) as well as Analiza sentymentu (Sentiment analysis). If we\ncompare Figure 4, three English metaphors were almost the same. \n\n4. Conclusions \n\nThe present paper has aimed to confirm the occurrence of a variety of\nmetaphors in the discourse of mobile phone users on the Internet forums\nas an extension for specialized language analysis. We have attempted to\nhighlight the fact that the language of Internet forums is filled with\nmetaphors related to mobile phones as well as other technological devices,\ne.g., cameras, which have not as yet been subject to extensive study. Our\nanalysis showed that the majority of these metaphors are used cross-\nculturally and in different languages, based on English-Polish adaptation.\nEnglish language forum users are both speakers of English as a first and as\na second language. Thus, our findings have proved that the semantic fields\nfor particular metaphors may differ with regard to whether English is the\nfirst or the second language for the speaker. Forum users tend to use the\nsame metaphors; however, when they are presented in English their meaning\nmay vary from their loan word in Polish.\n\nDOROTA SYLWIA MAJEWICZ & JACEK MA\u015aLANKOWSKI\n\nIb\u00e9rica 36 (2018): 43-6860\n\nDOROTA SYLWIA MAJEWICZ & JACEK MA!LANKOWSKI \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\n \n\nFigure 7. Polish metaphors that were difficult to identify for language users.", "start_char_idx": 83323, "end_char_idx": 87099, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "372c496f-abda-4e35-a394-495a4188407f": {"__data__": {"id_": "372c496f-abda-4e35-a394-495a4188407f", "embedding": null, "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-122", "node_type": "4", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "hash": "8d6a31de29575909b28c7d520db946e88479fc332e699e92fcdc120c43981aa5", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "a33b31ae-b6b3-4f38-a3a0-c77ccee7cf6e", "node_type": "1", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "hash": "d1309a49a9427eca7fe2c18ed85fb28c2e1bd994734b27cae7e4459d43f9d585", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "2b54fe0d-a67a-47a1-b13e-bd0800405158", "node_type": "1", "metadata": {}, "hash": "514b3f7a3325c0787bb71aa34921ffb1d6391b191ad87ac0404554022f4f3413", "class_name": "RelatedNodeInfo"}}, "text": "Polish metaphors that were difficult to identify for language users. \n\nAmong the list of Polish metaphors, four were tough to define and these were \nalmost the same as in English: Cykl !ycia aplikacji (Application Life), \nMapowanie (Mapping) as well as Analiza sentymentu (Sentiment analysis). If we \ncompare Figure 4, three English metaphors were almost the same. \n\n4. Conclusions \n\nThe present paper has aimed to confirm the occurrence of a variety of metaphors \nin the discourse of mobile phone users on the Internet forums as an extension for \nspecialized language analysis. We have attempted to highlight the fact that the \nlanguage of Internet forums is filled with metaphors related to mobile phones as \nwell as other technological devices, e.g., cameras, which have not as yet been \nsubject to extensive study. Our analysis showed that the majority of these \nmetaphors are used cross-culturally and in different languages, based on English-\nPolish adaptation. English language forum users are both speakers of English as \na first and as a second language. Thus, our findings have proved that the \nsemantic fields for particular metaphors may differ with regard to whether \nEnglish is the first or the second language for the speaker. Forum users tend to \nuse the same metaphors; however, when they are presented in English their \nmeaning may vary from their loan word in Polish. \n\nThis analysis allows us to reach several conclusions related to the utility of \nmetaphorical expressions concerning mobile phones. The adaptation of the \nConceptual Metaphor Theory as well as the Metaphor Identification Procedure \n(MIP) gave an insight into the identification and categorization of novelty in the \nprocess of metaphor formation among mobile phone language users. Then, a \ntheoretical framework analysis underlying the research undertaken has proved \nthat technology metaphors can be classified into different semantic domains and \n\nIEWAJMA IWSYLA TRODO CZ & KECJA \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\nIKSWOKNLA!AMK \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n7e gurFi . patemhsilPo\n\nemhsiloPfotsilehtgnoAm\n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\nugnalrofyffyitnediottluciffffiderwetahtsrohp\n\ndothguoterweru,srohpate\n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\nsresuega .\n\nerweesehtdnaene\n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\nemhsiloPfotsilehtgnoAm\nEniase amse httsomal\n\nnieinawo elwas\nilgnEee rht,4e rugiFe arpmco\n\n4. sonisulconC\n\ndemiasahrepaptneserpeTh\nhpilebomfoesruocisdethin\ns.siylanaegaugnaldezilaicesp\n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\ndothguoterweru,srohpate\n:hsilgn iilaiclkCy\n\naslel itneutnemnesazilaAn\ni ehtstomlaerews rohpatemsh\n\nafoecneuccoehtmrnocot\nmurt enrtenIethnosresueno\nlhgihotdetpmettaevaheWs.", "start_char_idx": 87031, "end_char_idx": 91725, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "2b54fe0d-a67a-47a1-b13e-bd0800405158": {"__data__": {"id_": "2b54fe0d-a67a-47a1-b13e-bd0800405158", "embedding": null, "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-122", "node_type": "4", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "hash": "8d6a31de29575909b28c7d520db946e88479fc332e699e92fcdc120c43981aa5", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "372c496f-abda-4e35-a394-495a4188407f", "node_type": "1", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "hash": "9ae3a5ccf73c8f98e2f58774f2f3164d60f8797f2365386854809dea1502cde8", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "96baeb68-51f3-45e0-ba0c-25c11a527ee7", "node_type": "1", "metadata": {}, "hash": "7682442fcf1e81a1a7c0cfcc7adb8eb2655a50c4c2f5e6639d238ebcff4fc69e", "class_name": "RelatedNodeInfo"}}, "text": "erweesehtdnaene\nLnoitacil , \n\nisanatnemi ewfI. \nemsa . \n\nsrohpatemfoyteirav\nrniosntexenasasm\nehttahttcafehtthgil\n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\nissmurt etenIfoegaugnla\nehtosallwe dlacigolonhcetr \n\n.ydustevsinetxeottcesu\nssorcdesuerasrohpatme - tlcu\n\nnalhsilgnE.noitatpadahsilPo\nanldnecosa asdantsra \n\nalucitraprs dlecitnamse\ncesehtrotsrehtsihsilgEn\n\nhow;sphoratememasheteus\nriehtm oavymagniname\n\nlliliTh\n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\ndtelaersrohptaemithwdis\nhhcihw,sraemac,.g.e,secived\nhttahtdewoshs siylanaruO\n\naguganltenidnidanylalrut\naugn pesh boterasreusumge\n\nhsgnidnruo,suhTe.agugan\nhtiwridyams rohpatemra\n.rekaepsehtregaugnaldnoc\nntesepreray hetn hew,rveehow\n\n.hsiloPnidrownaol\n\nlillh\n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\nsasenohpilebomtod\nneebteysatonevah\n\nseehtfoytiromeh\nhsilgnEnoedasb,es -\nsah singlEofsrkeape\ne htathtedvorpe avh\nrehtehwotdragerh\notdnetsresumurFo\nriheth singlEn id ent\n\nfilihd\n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n6 3aicr\u00e9Ib 810(2 ): \u2026-\u202616\n\nrotsuswollasisylanasiTh\nocsnoisserpxelacirohpatme\nyroehTrohpateMlautpecnCo\n\nhtotnithgisninaevag) IP(M\nitamphoratemofsseocpr\nslyanakrowemal aticeroeth\nacsrohptaemygloonhctet ath\n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\nalersnoisulcnoclareveshcaer\niecno heT.sphoneelobimng \n\nedIrohpateMehtsallewsay\ntazriogetacdnanoitacfiitnedieh\n\nnguaalphoneelobimong maon i\nnuhcraeserethginlyrednuiss\nest nerdtoindsslacebna\n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\nfoytilituehtotdeta\nhetofon itaptdaahe\nerudecorPnoitacitn\nehtniytlevonf onoit\n\ngengua an,heT.sreus\ndevorpsahnektaredn\ndnasinamodticname\n\n02 IBERICA 36_Iberica 13 30/10/18 7:40 P\u00e1gina 60", "start_char_idx": 92042, "end_char_idx": 95324, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "96baeb68-51f3-45e0-ba0c-25c11a527ee7": {"__data__": {"id_": "96baeb68-51f3-45e0-ba0c-25c11a527ee7", "embedding": null, "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-122", "node_type": "4", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "hash": "8d6a31de29575909b28c7d520db946e88479fc332e699e92fcdc120c43981aa5", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "2b54fe0d-a67a-47a1-b13e-bd0800405158", "node_type": "1", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "hash": "3fd4b40798e9fcf8f235b1bd76115caee088536ffc27fe441bf6ade2c0243b82", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "669577c5-1b21-4ac6-8cfb-10649ba83199", "node_type": "1", "metadata": {}, "hash": "dc4382ea38456762aa6624e4008ba142f7826424cc713ae5ee9adab27b10501a", "class_name": "RelatedNodeInfo"}}, "text": "This analysis allows us to reach several conclusions related to the utility of\nmetaphorical expressions concerning mobile phones. The adaptation of the\nConceptual Metaphor Theory as well as the Metaphor Identification\nProcedure (MIP) gave an insight into the identification and categorization of\nnovelty in the process of metaphor formation among mobile phone\nlanguage users. Then, a theoretical framework analysis underlying the\nresearch undertaken showed that technology metaphors can be classified\ninto different semantic domains and categorized by different dimensions.\nFor instance, they can be used as a service description (e.g. cloud that comes\nfrom cloud computing) or a development (e.g. revolutionary or calm technology).\nEmpirical studies have confirmed that metaphor meaning depends on\ndifferent levels of understanding, namely that users of mobile phones\nclassify these themselves as either well-known, completely unfamiliar or\npartly identified. Well-known metaphors, such as selfie stick, are commonly\nused even by inexperienced users posting on Internet forums with basic\nmobile phone problems. On the other hand, less frequently used metaphors,\nsuch as big day (the time of release of a particular type of software) remain\nincomprehensible, as their meaning seems hazy for most mobile phone\nusers.\n\nSecondly, the literature analysis resulted in the conclusion that most mobile\nphone metaphor expressions were adopted directly from other fields of\ntechnology and other technology-related metaphors, such as camera shot or\nphishing. Metaphors adapted from technology directly into the field of mobile\nphone language are related to both concepts and activities, as could be\nobserved in section 2.1.\n\nLastly, Polish native-speaking respondents proved to be more familiar with\nthe Polish equivalents of the metaphors, even though the difference in their\nknowledge of Polish and English metaphors was similar. Metaphor\ncomprehension has proved to be culture-dependent, i.e. speakers of Polish\nunderstand particular metaphors differently than speakers of English. This\ncould be found by our extensive study with big data tools, which have a high\npotential in metaphor identification, considering previous attempts made by\nresearchers using, e.g., Wmatrix or word frequency approach, which have not\nproven satisfactory enough. \n\nWe hope to be able to extend our research on the use of metaphors in\nspecialized discourse such as with mobile phone forum users, and offer\nfurther analyses of other metaphors, which have indicated significant\n\nCOMMUNICATING WITH METAPHORS\n\nIb\u00e9rica 36 (2018): 43-68 61\n\n02 IBERICA 36_Iberica 13 30/10/18 7:40 P\u00e1gina 61\n\n\n\ndifferences in the semantic analysis of the corpora. The results could not be\nincluded in this paper due to space limitations; however, such results will\nprobably offer a broader perspective on the issue. \n\nArticle history: \n\nReceived 29 January 2017 \n\nReceived in revised form 16 May 2017 \n\nAccepted 17 May 2017 \n\nReferences \n\nDOROTA SYLWIA MAJEWICZ & JACEK MA\u015aLANKOWSKI\n\nIb\u00e9rica 36 (2018): 43-6862\n\nArias, J., J. Gamez & J. Puerta. (2017). \u201cLearning\n\ndistributed discrete Bayesian Network Classifiers\n\nunder MapReduce with Apache Spark\u201d.\n\nKnowledge-Based Systems,117: 16-26.\n\nBowles, A. & A. Katz. (2015). \u201cMetaphor creates\n\nintimacy and temporarily enhances theory of\n\nmind\u201d. Memory & Cognition 43,6: 953-963.\n\nCambridge English Dictionary. URL:\n\nhttp://dictionary.cambridge.org/dictionary/english.\n\n[04/01/17]\n\nCameron, L. (2008). \u201cMetaphor in the construction\n\nof a learning environment\u201d in Berendt, E. (Ed.),\n\nMetaphors for Learning, 159-176. 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System 60: 66-78.\n\nOxford English Dictionary, http://www.oed.com\n\n[04/01/17]\n\nPapadoudi, D. (2010). Conceptual Metaphor in\n\nEnglish Popular Technology and Greek\n\nTranslation. A PhD thesis, University of\n\nManchester, Faculty of Humanities.\n\nPragglejaz Group (2007). \u201cMIP: A method for\n\nidentifying metaphorically used words in\n\ndiscourse\u201d. Metaphor and Symbol 22,1: 1-39.\n\nRobisco Martin, M.M & G. Cuadrado Esclapez.\n\n(2003). \u201cMetaphor and Genre: The Presence and\n\nRole of Metaphor in the Building Review\u201d. Applied\n\nLinguistics 24,2: 145-167.\n\nSalahshour, N. (2016). \u201cLiquid metaphors as\n\npositive evaluations: A corpus-assisted discourse\n\nanalysis of the representation of migrants in a daily\n\nNew Zealand newspaper\u201d. Discourse, Context &\n\nMedia 13: 73-81.\n\nShu, D. (2015). \u201cChinese xiehouyu (\u6b47\u540e\u8bed) and\nthe interpretation of metaphor and metonymy\u201d.\n\nJournal of Pragmatics 86: 74-79.\n\nShuk-ling, A. & C. Foong Ha Yap (2015). \u201cPlease\n\ncontinue to be an anime lover: The use of\n\ndefamation metaphors in Hong Kong electoral\n\ndiscourse\u201d. Journal of Pragmatics 87: 31-53.\n\nSilicon Valley Dictionary. URL: http://\n\nsvdictionary.com [09/01/17]\n\nSmith, T. (2013).", "start_char_idx": 102105, "end_char_idx": 105020, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "c2dfc955-0032-41ff-ae80-8705536a060d": {"__data__": {"id_": "c2dfc955-0032-41ff-ae80-8705536a060d", "embedding": null, "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-122", "node_type": "4", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "hash": "8d6a31de29575909b28c7d520db946e88479fc332e699e92fcdc120c43981aa5", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "97d23d68-b458-4e00-9647-04f373f8cc7d", "node_type": "1", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "hash": "357bd0d3ac6e11bc183deb8a657fe4c7e9d3374a3717d3fe45165039bfe4b492", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "2546c5a4-667a-4138-82ca-6dafbd28b904", "node_type": "1", "metadata": {}, "hash": "a755b161995a9d82aa5be9756fe4e2024e1aaed4c19901f8d51b78ec31cb2151", "class_name": "RelatedNodeInfo"}}, "text": "(2013). \u201cDigital renegades in America:\n\nChanging metaphors to realize the potential of\n\ntechnology in education\u201d. Critical Questions in\n\nEducation 4,1: 30-41.\n\nSolarwinds. URL: https://thwack.solarwinds.com/\n\ncommunity/solarwinds-community/geek-speak_tht\n\n/blog/2015/02/23/favorite-it-metaphorssayings-and\n\n-aphorisms#start=75 [09/01/17]\n\nSu, C., J. Tian & Y. Chen (2016). \u201cLatent semantic\n\nsimilarity based interpretation of Chinese\n\nmetaphors\u201d. Engineering Applications of Artificial\n\nIntelligence 48: 188-203.\n\nSun Y. & J. Jiang. (2014). \u201cMetaphor use in\n\nChinese and US corporate mission statements: A\n\ncognitive sociolinguistic analysis\u201d. English for\n\nSpecific Purposes 33: 4-14.\n\nTait-McCutcheon, S. & M. Drake. (2016). \u201cIf the\n\njacket fits: A metaphor for teacher professional\n\nlearning and development\u201d. Teaching and Teacher\n\nEducation 55: 1-13.\n\nTanasescu, V. (2009). \u201cSpatiotemporal Metaphors\n\nand Internet Technologies\u201d. The Open University.\n\nUnited Kingdom.\n\nTechnopedia TM. URL: https://www.techopedia.\n\ncom/dictionary. [09/01/17]\n\nTurner, M. (1987). Death is the Mother of Beauty:\n\nMind, Metaphor, Criticism. Chicago: The University\n\nof Chicago Press.\n\nWo J., S.H. Ha & H. Chen. (2016). \u201cTracing topic\n\ndiscussions with the event-driven sir model for\n\n02 IBERICA 36_Iberica 13 30/10/18 7:40 P\u00e1gina 63", "start_char_idx": 105013, "end_char_idx": 106330, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "2546c5a4-667a-4138-82ca-6dafbd28b904": {"__data__": {"id_": "2546c5a4-667a-4138-82ca-6dafbd28b904", "embedding": null, "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-122", "node_type": "4", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "hash": "8d6a31de29575909b28c7d520db946e88479fc332e699e92fcdc120c43981aa5", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "c2dfc955-0032-41ff-ae80-8705536a060d", "node_type": "1", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "hash": "0a155588c23b6e4649e3f7a20e94965ecd7bf76fa154b42d1e3f2189d8cd5541", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "254b2d72-1b49-4928-906f-83be16e5ec2c", "node_type": "1", "metadata": {}, "hash": "808bd80dbd95cc1ff688ee04f956f32047dadae1350401c6b37949a1a606a010", "class_name": "RelatedNodeInfo"}}, "text": "Dr. Dorota Sylwia Majewicz is an Assistant Professor in the Institute of\nEnglish and American Studies at the University of Gda\u0144sk, Poland. Her\ncurrent research includes semantic aspects of Natural Language Processing\nand discourse analysis of conflict management in ADR (Alternative Dispute\nResolution) methods in labor and employment cases, with emphasis on\ninternational mediation processes. Dr. Majewicz is a certified court mediator\nat the Regional Court in Gda\u0144sk and the Regional Court in Pozna\u0144. \n\nDr. Jacek Ma\u015blankowski is an Assistant Professor in the Faculty of\nManagement at the University of Gda\u0144sk. His numerous research papers\nrelate to text analytics applying Big Data in unstructured web data analysis.\nHis more recent research interests focus on providing valuable\ninformation from human generated data, including social media\ncommunication forms. \n\nAppendix 1 \n\nDOROTA SYLWIA MAJEWICZ & JACEK MA\u015aLANKOWSKI\n\nIb\u00e9rica 36 (2018): 43-6864\n\nonline forums\u201d. Journal Of Electronic Commerce\n\nResearch 17,2: 169-187.\n\nYanga, H., S.H. Hana & J. Park. (2010). \u201cUser\n\ninterface metaphors for a PDA operating system\u201d.\n\nInternational Journal of Industrial Ergonomics\n\n40,5: 517-529.\n\nYingli D., Z.I. Rezanova & K.S. Shilyaev (2015).\n\n\u201cMetaphors for language and speech in Russian\n\nand Chinese: A comparative study\u201d. Procedia -\n\nSocial and Behavioral Sciences 200: 574-578.\n\nCOMMUNICATING WITH METAPHORS \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\nNombre Apellido(s) Dr. Jacek Ma\"lankowski is an Assistant Professor in the \nFaculty of Management at the University of Gda!sk. His numerous research \npapers relate to text analytics applying Big Data in unstructured web data \nanalysis. His more recent research interests focus on providing valuable \ninformation from human generated data, including social media communication \nforms. \n\nAppendix 1 \nEnglish metaphors related to mobile phones \n\nNo. Metaphor Meaning Classification \n\n1.! Rubber Duck \nDebugging \n\nExplaining a programming problem to someone else, possibly \neven to someone who knows nothing about programming, and \nthen hitting upon the solution in the process of explaining the \nproblem. In describing what the code is supposed to do and \nobserving what it actually does, any incongruity between these \ntwo becomes apparent. (Silicon Valley Dictionary, 2017) \n\nTechnology \n\n2.! Application Life Application life cycle management (ALM) is the combined \ncoordination of various development life cycle activities, \nincluding requirements and modeling development, built and \ntested by: \n\n\u2022 Proper enforcement of processes that cover these \nactivities. \n\n\u2022 Managing relationships between development artifacts \nused or produced by these activities. \n\n\u2022 Creating progress reports of the complete development \ncycle. \n\nApplication life cycle management is also known as software life \ncycle management. (Technopedia TM, 2017) \n\nNature \n\n02 IBERICA 36_Iberica 13 30/10/18 7:40 P\u00e1gina 64", "start_char_idx": 106334, "end_char_idx": 109272, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "254b2d72-1b49-4928-906f-83be16e5ec2c": {"__data__": {"id_": "254b2d72-1b49-4928-906f-83be16e5ec2c", "embedding": null, "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-122", "node_type": "4", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "hash": "8d6a31de29575909b28c7d520db946e88479fc332e699e92fcdc120c43981aa5", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "2546c5a4-667a-4138-82ca-6dafbd28b904", "node_type": "1", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "hash": "83d95dcd2f53a7169931c81db62540be0a8371158d6ffe8a249a61da50171d7b", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "44139272-497b-4fc7-84b2-82f0fa2868bc", "node_type": "1", "metadata": {}, "hash": "17aff9597c6e58c56e2e9814ea4752c5585f9e50ce9fbc8cf6f4b8cb58fc678b", "class_name": "RelatedNodeInfo"}}, "text": "COMMUNICATING WITH METAPHORS\n\nIb\u00e9rica 36 (2018): 43-68 65\n\nCOMMUNICATING WITH METAPHORS \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\nNombre Apellido(s) Dr. Jacek Ma\"lankowski is an Assistant Professor in the \nFaculty of Management at the University of Gda!sk. His numerous research \npapers relate to text analytics applying Big Data in unstructured web data \nanalysis. His more recent research interests focus on providing valuable \ninformation from human generated data, including social media communication \nforms. \n\nAppendix 1 \nEnglish metaphors related to mobile phones \n\n2.! Application Life Application life cycle management (ALM) is the combined \ncoordination of various development life cycle activities, \nincluding requirements and modeling development, built and \ntested by: \n\n\u2022 Proper enforcement of processes that cover these \nactivities. \n\n\u2022 Managing relationships between development artifacts \nused or produced by these activities. \n\n\u2022 Creating progress reports of the complete development \ncycle. \n\nApplication life cycle management is also known as software life \ncycle management. (Technopedia TM, 2017) \n\nNature \n\n3.! Big Day The day that something important happens (Merriam-Webster Dictionary and Thesaurus, 2017); the \ndate of release of a new mobile phone/application \n\nPeople \n\n4.! Fat Finger To accidentally press a button or key adjacent to the desired \none. \n\u2014a situation in which you press the wrong button by accident \nwhen you are using a computer keyboard (Cambridge English \nDictionary, 2017) \n\u2014used to refer to clumsy or inaccurate typing, typically resulting \nfrom one finger striking two keys at the same time: \n\u2018the programming problem turned out to be a case of fat finger\u2019 \n(Oxford English Dictionary, 2017) \n\nNature \n\n5.! Garbage in \nGarbage out \n\nBad input data produce bad output (wrong application should be \ndeleted). \n\u2014something you say that means that something produced from \nmaterials of low quality will also be of low quality (Cambridge \nEnglish Dictionary, 2017) \n\u2014garbage in, garbage out (GIGO), in the context of information \ntechnology, is a slang expression that means regardless of how \n\nNature \nDOROTA SYLWIA MAJEWICZ & JACEK MA!LANKOWSKI \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\naccurate a program's logic is, the results will be incorrect if the \ninput is invalid.!\n\u2014while the term is most frequently used in the context of \nsoftware development, GIGO can also be used to refer to any \ndecision-making systems where failure to make right decisions \nwith precise, accurate data could lead to wrong, nonsensical \nresults. (Technopedia, 2017) \n\n6.! Cadillac Solution \u2014an application or phone which is too expensive. \nA high-priced solution to a problem that may require only \ningenuity/diligence (Solarwinds, 2017) \n\nTechnology \n\n7.! Tweet \u2014a post made on the Twitter online message service (Merriam-\nWebster Dictionary and Thesaurus, 2017)!\n\u2014to post a message, image, etc. on Twitter; Communicate with \n(someone) on Twitter (Oxford English Dictionary, 2017) \n\nNature \n\n8.! Cloud A remote storage location. \n\u2014the computers and connections that support cloud computing \n (Merriam-Webster Dictionary and \nThesaurus, 2017) \n\u2014cloud computing: the practice of using a network of remote \nservers hosted on the Internet to store, manage, and process \ndata, rather than a local server or a personal computer (Oxford \nEnglish Dictionary, 2017) \n\nNature \n\n9.! Spam Unwanted e-mail or Short Text Message. \n\u2014irrelevant or unsolicited messages sent over the Internet, \ntypically to a large number of users, for the purposes of \nadvertising, phishing, spreading malware, etc. (Oxford English \nDictionary, 2017) \n\u2014unsolicited usually commercial e-mail sent to a large number \nof addresses (Merriam-Webster Dictionary and Thesaurus, \n2017) \n\nFood \n\n02 IBERICA 36_Iberica 13 30/10/18 7:40 P\u00e1gina 65", "start_char_idx": 109276, "end_char_idx": 113151, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "44139272-497b-4fc7-84b2-82f0fa2868bc": {"__data__": {"id_": "44139272-497b-4fc7-84b2-82f0fa2868bc", "embedding": null, "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-122", "node_type": "4", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "hash": "8d6a31de29575909b28c7d520db946e88479fc332e699e92fcdc120c43981aa5", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "254b2d72-1b49-4928-906f-83be16e5ec2c", "node_type": "1", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "hash": "9a8d24bad57cf34050ec2321828d0b377c1070474a1ad28db6caba7c65455d2b", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "b895b1e7-0a69-464e-b409-c1500c4d62a3", "node_type": "1", "metadata": {}, "hash": "34823fc5831da44f5311c6bb2a0873bf262f8011be38765bc6ee654c46703055", "class_name": "RelatedNodeInfo"}}, "text": "DOROTA SYLWIA MAJEWICZ & JACEK MA\u015aLANKOWSKI\n\nIb\u00e9rica 36 (2018): 43-6866\n\nDOROTA SYLWIA MAJEWICZ & JACEK MA!LANKOWSKI \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\n9.! Spam Unwanted e-mail or Short Text Message. \n\u2014irrelevant or unsolicited messages sent over the Internet, \ntypically to a large number of users, for the purposes of \nadvertising, phishing, spreading malware, etc. (Oxford English \nDictionary, 2017) \n\u2014unsolicited usually commercial e-mail sent to a large number \nof addresses (Merriam-Webster Dictionary and Thesaurus, \n2017) \n\nFood \n\n10.! Navigation Application Menu \n\u2014the science of getting ships, aircraft, or spacecraft from place \nto place; the method of determining position, course, and \ndistance traveled (Merriam-Webster Dictionary and Thesaurus, \n2017); the action of moving around a website, the Internet, etc. \n(Oxford English Dictionary, 2017) \n\nTechnology \n\n11.! Community A group of people sharing mobile phone knowledge. \n\u2014a unified body of individuals: such as \npeople with common interests living in a particular area; broadly : \nthe area itself \n\u2014a group of people with a common characteristic or interest \nliving together within a larger society (Merriam-Webster Dictionary \nand Thesaurus, 2017) \n\nPeople \n\n12.! Virtual \nCommunity \n\nA group of people sharing the same virtual meeting place. \n\u2014 a community of people sharing common interests, ideas, and \nfeelings over the Internet. (Oxford English Dictionary, 2017) \n\nPeople \n\nCOMMUNICATING WITH METAPHORS \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\n13.! Virtual Reality A world which exists only in electronic form. \n\u2014the computer-generated simulation of a three-dimensional \nimage or environment that can be interacted with in a seemingly \nreal or physical way by a person using special electronic \nequipment, such as a helmet with a screen inside or gloves fitted \nwith sensors. (Oxford English Dictionary, 2017) \n\u2014an artificial environment which is experienced through sensory \nstimuli (as sights and sounds) provided by a computer and in \nwhich one's actions partially determine what happens in the \nenvironment; also: the technology used to create or access a \nvirtual reality (Merriam-Webster Dictionary and Thesaurus, 2017) \n\nNature \n\n14.! Cell Phone \u2014a portable usually cordless telephone for use in a cellular \nsystem (Merriam-Webster Dictionary and Thesaurus, 2017) \n\u2014a telephone with access to a cellular radio system so it can be \nused over a wide area, without a physical connection to a \nnetwork. (Oxford English Dictionary, 2017) \n\n \n\n15.! Connecting \nPeople \n\nTo establish emotional connection with a person via a mobile \nphone. \n\nPeople \n\n16.! Networking A group of people. \n\u2014the exchange of information or services among individuals, \ngroups, or institutions; specifically : the cultivation of productive \nrelationships for employment or business < \u2026 networking \nremains the No. 1 cause of job attainment \u2026 \u2014 Hal Lancaster> \n\u2014the establishment or use of a computer network (Merriam-Webster Dictionary and Thesaurus, 2017) \n\nPeople \n\n17.! Social Networking A group of people using social media as a communication \nmedium. \n\u2014the creation and maintenance of personal and business \nrelationships especially online (Merriam-Webster Dictionary and \nThesaurus, 2017)!\nThe use of dedicated websites and applications to interact with \nother users, or to find people with similar interests to oneself. \n(Oxford English Dictionary, 2017) \n\nPeople \n\n02 IBERICA 36_Iberica 13 30/10/18 7:40 P\u00e1gina 66", "start_char_idx": 113155, "end_char_idx": 116800, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "b895b1e7-0a69-464e-b409-c1500c4d62a3": {"__data__": {"id_": "b895b1e7-0a69-464e-b409-c1500c4d62a3", "embedding": null, "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-122", "node_type": "4", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "hash": "8d6a31de29575909b28c7d520db946e88479fc332e699e92fcdc120c43981aa5", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "44139272-497b-4fc7-84b2-82f0fa2868bc", "node_type": "1", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "hash": "8bdcc0b81c57268d2da5230f442547ecc6f516781b500e95ec56a18dc168316f", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "77873476-4d65-438b-98a7-1b819dddab5c", "node_type": "1", "metadata": {}, "hash": "b680a6f58537456102ca03d11126d79ec55cd209c4162e51cc9df678c92c6f5f", "class_name": "RelatedNodeInfo"}}, "text": "COMMUNICATING WITH METAPHORS\n\nIb\u00e9rica 36 (2018): 43-68 67\n\nCOMMUNICATING WITH METAPHORS \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\n17.! Social Networking A group of people using social media as a communication \nmedium. \n\u2014the creation and maintenance of personal and business \nrelationships especially online (Merriam-Webster Dictionary and \nThesaurus, 2017)!\nThe use of dedicated websites and applications to interact with \nother users, or to find people with similar interests to oneself. \n(Oxford English Dictionary, 2017) \n\nPeople \n\n18.! Mapping To fit something into a specific pattern. \n\u2014the activity or process of creating a picture or diagram that \nrepresents something. (Cambridge English Dictionary, 2017) \n\u2014an operation that associates each element of a given set (the \ndomain) with one or more elements of a second set (the range). \n(Oxford English Dictionary, 2017) \n\nTechnology \n\n19.! Cellphone Era A world in which we are using mobile phones. \n\u2014a period of time typical for cell phone development (authors\u2019 \ndefinition) \n\nNature \n\n20.! Network The Internet. \n\u2014a large system consisting of many similar parts that are \nconnected together to allow movement or communication \nbetween or along the parts, or between the parts and a control \n\nNature \n\nDOROTA SYLWIA MAJEWICZ & JACEK MA!LANKOWSKI \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\ncentre, 2. a number of computers that are connected together so \nthat they can share information (Cambridge English Dictionary, \n2017)!\n\u2014an interconnected or interrelated chain, group, or system \n\u2014a system of computers, peripherals, terminals (see 2 terminal \n5), and databases connected by communications lines; 5: \nusually informally interconnected group or association of persons \n(as friends or professional colleagues) \n(Merriam-Webster Dictionary, 2017) \n\n21.! Selfie Stick A stick to facilitate taking the photo of oneself, usually taken with \nthe front camera of the mobile phone. \n\u2014a long device that you can attach to your mobile phone and \nuse for taking a selfie (= a photograph of yourself) from a \ndistance, so you can fit more people or things into the picture \n(Cambridge English Dictionary, 2017) \n\nNature \n\n22.! Sweetphoto The same as selfie, with the person being photographed smiling \n(authors\u2019 definition) \n\nFood \n\n23.! Electronic World A world in which we communicate via mobile phones or \ncomputers. \n\u2014(digital world) electronic spectrum of data creation, storage, \nretrieval and synchronization (Reverso Dictionary, 2017)!\n\u2014the use of digital media (Facebook, Twitter, Instagram) in \norder to socialize via digital technological devices, i.e. cell \nphones, computers; also the use of technology for professional \npurposes, e.g. power point presentations or more advanced \nmulti-media technologies (authors\u2019 definition) \n\nNature \n\n24.! Sentiment \nAnalysis \n\nAnalysis of people's opinions and emotions. \n\u2014the process of computationally identifying and categorizing \nopinions expressed in a piece of text, especially in order to \ndetermine whether the writer's attitude towards a particular topic, \nproduct, etc. is positive, negative, or neutral: (\u201cCompanies have \nkey lessons to learn about harnessing the power of social media \nand sentiment analysis\u201d (Oxford English Dictionary, 2017) \n\nPeople \n\n \n\n02 IBERICA 36_Iberica 13 30/10/18 7:40 P\u00e1gina 67", "start_char_idx": 116804, "end_char_idx": 120205, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "77873476-4d65-438b-98a7-1b819dddab5c": {"__data__": {"id_": "77873476-4d65-438b-98a7-1b819dddab5c", "embedding": null, "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-122", "node_type": "4", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "hash": "8d6a31de29575909b28c7d520db946e88479fc332e699e92fcdc120c43981aa5", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "b895b1e7-0a69-464e-b409-c1500c4d62a3", "node_type": "1", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "hash": "022a78b0fff2c46cc6c88c231b3d49d2cf9d529620bf3073b617d85c294ad9ab", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "13b45d11-94db-4284-8ab4-53ce5c6a5b93", "node_type": "1", "metadata": {}, "hash": "0bba5aa2f75a657e0099f4bd2abf0a6bb8cce494a2d1ad54c5c5e28112d6e14e", "class_name": "RelatedNodeInfo"}}, "text": "DOROTA SYLWIA MAJEWICZ & JACEK MA\u015aLANKOWSKI\n\nIb\u00e9rica 36 (2018): 43-6868\n\nDOROTA SYLWIA MAJEWICZ & JACEK MA!LANKOWSKI \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\n25.! Phishing A way sensitive data are obtained, such as user \nnames/passwords, addresses etc. \n\u2014a scam by which an e-mail user is duped into revealing \npersonal or confidential information which the scammer can use \nillicitly (Merriam-Webster Dictionary and Thesaurus, 2017) \n\u2014 an attempt to trick someone into giving information over the \ninternet or by email that would allow someone else to take \nmoney from them, for example by taking money out of their bank \naccount (Cambridge English Dictionary, 2017) \n\nNature \n\n \n\n02 IBERICA 36_Iberica 13 30/10/18 7:40 P\u00e1gina 68", "start_char_idx": 120209, "end_char_idx": 120929, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "13b45d11-94db-4284-8ab4-53ce5c6a5b93": {"__data__": {"id_": "13b45d11-94db-4284-8ab4-53ce5c6a5b93", "embedding": null, "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-123", "node_type": "4", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "4121cf9105a4fb5d6fd11af6ff5302d4c452ef08df43017e8651dd5bc8a67d63", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "77873476-4d65-438b-98a7-1b819dddab5c", "node_type": "1", "metadata": {"identifier": "iberica-122", "author": "Sylwia Majewicz, Dorota; Ma\u015blankowski, Jacek", "title": "Communicating with metaphors: A cross-cultural analysis of technology forums ", "date": "2018-01-02", "file": "iberica-122.pdf"}, "hash": "4473630ce2ec23cfe378bcf2c0d9d7a783b7e8df818acd489cb915694949ac80", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "9fb4b12e-cfea-4f0c-becc-217033276557", "node_type": "1", "metadata": {}, "hash": "88a2f83ce6ebec615da01a57c59dce75a4d6165bfe973f278b0ed6ccd84ed6af", "class_name": "RelatedNodeInfo"}}, "text": "Maquetaci\u00f3n 1\n\n\nIb\u00e9rica 36 (2018): 69-92\n\nISSN: 1139-7241 / e-ISSN: 2340-2784\n\nZusammenfassung \n\nDie Berichte amtlicher Wirtschaftsinstitutionen waren in Zeiten der\nWeltwirtschaftskrise am Anfang des 21. Jahrhunderts sehr relevant f\u00fcr die\nGesellschaft, da sie zuverl\u00e4ssige Ausk\u00fcnfte \u00fcber die wirtschaftliche Lage gaben.\nDiese Berichte wurden auf Englisch verfasst und beinhalten zahlreiche\nMetaphern, die in verschiedene Sprachen \u00fcbersetzt werden mussten. Ziel dieser\nArbeit ist die Klassifizierung der Metaphern nach ihrer Typologie, um die\n\u00dcbersetzungsmethoden zu untersuchen und zu optimieren. Das Korpus besteht\naus Texten des IWF in der Quellsprache Englisch und ihren \u00dcbersetzungen ins\nDeutsche und Spanische. \n\nSchl\u00fcsselw\u00f6rter: Kontrastive Linguistik, \u00dcbersetzungswissenschaft,\nWirtschaftssprache, Metapherntheorie. \n\nAbstract \n\nM e ta ph o rs i n t im e s of e c on omi c c r is i s : A s tu dy a bo ut th e t ra ns l a ti on of t h e\n\na nn ua l re p or ts o f th e I nt e rn ati on al M o ne t ar y F u nd \n\nThe reports of official economic institutions were especially relevant for society\nduring the world economic crisis because they conveyed reliable information\nabout the financial situation. These reports were written in English and\ncontained metaphors that must be translated into several languages. This paper\ninvestigates the typology of metaphors in economic reports and the need to\noptimize the current translation strategies. For this, a parallel corpus composed\n\nMetaphern in Zeiten der\nWirtschaftskrise: Eine Studie \u00fcber die\n\u00dcbersetzung der Jahresberichte des\nInternationalen W\u00e4hrungsfonds \n\nCarmen Mateo Gallego and Guadalupe Ruiz Yepes \n\nHochschule Heilbronn (Germany) \ncarmen.mateo-gallego@hs-heilbronn.de & \nguadalupe.ruiz-yepes@hs-heilbronn.de \n\n69\n\n03 IBERICA 36_Iberica 13 30/10/18 7:42 P\u00e1gina 69", "start_char_idx": 42, "end_char_idx": 1891, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "9fb4b12e-cfea-4f0c-becc-217033276557": {"__data__": {"id_": "9fb4b12e-cfea-4f0c-becc-217033276557", "embedding": null, "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-123", "node_type": "4", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "4121cf9105a4fb5d6fd11af6ff5302d4c452ef08df43017e8651dd5bc8a67d63", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "13b45d11-94db-4284-8ab4-53ce5c6a5b93", "node_type": "1", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "b92b3f218eda27a63ab9acc0739026da52a946e351a3763f0449dd8daa17d1da", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "a59c4e4b-d11b-42ee-9e60-6387dc7697f0", "node_type": "1", "metadata": {}, "hash": "5e9a1d05f65ee59dcb840da1e65634d851b3d4c92bf6197d6ac42012dd635209", "class_name": "RelatedNodeInfo"}}, "text": "Ib\u00e9rica 36 (2018): 69-92\n\nC. MATEO GALLEGO & G. RUIZ YEPES\n\nby texts from the IMF will be used to compare the English source language text\nwith their translations into Spanish and German. \n\nKeywords: contrastive linguistics, translation theory, language of economics,\ntheory of metaphors. \n\n1. Einf\u00fchrung \n\nDas Erscheinen von neuartigen Metaphern hat mit der Verbreitung von\nTexten \u00fcber die Weltwirtschaftskrise am Anfang des 21. Jahrhunderts\nzugenommen. Der \u00fcberwiegende Teil dieser Texte stammt aus dem\nEnglischen und beinhaltet viele Metaphern, die anhand unterschiedlicher\nMethoden \u00fcbersetzt werden. \n\nAls Korpus dieser Arbeit wird das Kapitel \u00fcber Entwicklungen in der\nWeltwirtschaft und auf den globalen Finanzm\u00e4rkten aus dem\nenglischsprachigen Jahresbericht des Internationalen W\u00e4hrungsfonds (IWF)\nvon 2010 analysiert und mit seinen \u00dcbersetzungen ins Spanische und\nDeutsche verglichen. F\u00fcr die Weltwirtschaft stellte das Jahr 2010 aufgrund\nvon Instabilit\u00e4t, Rettungspaketen f\u00fcr EU-L\u00e4nder und zunehmender\nVerschuldung eine besondere Herausforderung dar. Die Bewertungen des\nIWF dienen als Ma\u00dfstab f\u00fcr die globale Volkswirtschaft, und seine\nJahresberichte werden von mehr als tausend Banken, Regierungsbeh\u00f6rden\nund Universit\u00e4ten auf der ganzen Welt gelesen (eine Auflistung der\nAbonnenten steht auf der Webseite der Institution zur Verf\u00fcgung). \n\nIm Mittelpunkt dieser Arbeit stehen folgende Forschungsfragen: Welche\nMetapherntypen erscheinen im Jahresbericht 2010 des IWF? Welche\nMethoden werden f\u00fcr die \u00dcbersetzung dieser Metaphern verwendet?\nExistieren \u00dcbersetzungsmethoden, die noch nicht postuliert wurden?\n\nEinen Paradigmenwechsel leitete die bekannte Metapherntheorie von Lakoff\nund Johnson (1980) ein, die die kognitive oder konzeptuelle Metapher\npostulieren. Sie vertreten die Meinung, dass Metaphern allgegenw\u00e4rtig sind\nund zu Vernunft und Handeln des Menschen geh\u00f6ren. Die Autoren\nunterscheiden zwischen Strukturmetaphern, Orientierungsmetaphern,\nontologischen Metaphern und Bildmetaphern, und zwar je nach\nBeschaffenheit der Quelldom\u00e4nen. Da der erste Analyseparameter dieser\nStudie den Schwerpunkt auf die Typologie legt, werden im Folgenden\nzun\u00e4chst alle Metaphern des Korpus nach den oben genannten vier Typen\n\n70\n\n03 IBERICA 36_Iberica 13 30/10/18 7:42 P\u00e1gina 70", "start_char_idx": 1895, "end_char_idx": 4186, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "a59c4e4b-d11b-42ee-9e60-6387dc7697f0": {"__data__": {"id_": "a59c4e4b-d11b-42ee-9e60-6387dc7697f0", "embedding": null, "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-123", "node_type": "4", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "4121cf9105a4fb5d6fd11af6ff5302d4c452ef08df43017e8651dd5bc8a67d63", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "9fb4b12e-cfea-4f0c-becc-217033276557", "node_type": "1", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "99d21dc7ca33726d941028fee1157d3211be9e8776149fd22f1f12d5c9028b5e", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "e48355ca-d9af-431c-97f2-f9208fdd4091", "node_type": "1", "metadata": {}, "hash": "4dba9fcaef59687f159fbc5d18797ced29e21d6745231bd917bb46a924fa79db", "class_name": "RelatedNodeInfo"}}, "text": "von Metaphern kategorisiert. Danach wird ein zweites\nKlassifikationskriterium im Hinblick auf kognitive Metaphern innerhalb der\nWirtschaftssprache angewandt. Dieses Kriterium wurde vom\nWirtschaftswissenschaftler Henderson (1982) postuliert und unterscheidet\nzwischen drei Gruppen von Metaphern je nach Funktion und\nSpezialisierungsgrad innerhalb der Wirtschaftssprache. Die erste Gruppe\nbesteht aus Metaphern, die eine rein ornamentale Funktion haben, die zweite\naus Metaphern der Standardsprache, und zur dritten Gruppe geh\u00f6ren\nMetaphern, die spezifische Probleme der Wirtschaft darstellen oder die\nIdeen und Theorien der Fachdisziplin erweitern. Die Klassifizierung nach\nden Kriterien von Lakoff und Johnson (1980) sowie die auf die\nWirtschaftssprache fokussierende Differenzierung nach Henderson (1982)\nerm\u00f6glichen es, \u00dcbereinstimmungen zwischen beiden Klassifikationen\ndarzustellen.\n\nEin weiterer Analyseparameter bezieht sich auf die \u00dcbersetzungsmethoden,\ndie f\u00fcr die deutsche und die spanische Version des Korpus verwendet\nwurden. Dobrzy\u0144ska (1995) beschreibt drei m\u00f6gliche\n\u00dcbersetzungsmethoden f\u00fcr Metaphern, die in vielen Studien ab Ende der\n90er Jahre thematisiert werden. Die erste ist die Methode \u201cMetapher durch\n\ngleiche Metapher\u201d (M g M), die zweite funktioniert nach dem Prinzip\n\u201cMetapher durch eine andere Metapher\u201d (M1 g M2) und die dritte Methode\nlautet \u201cMetapher durch Umschreibung oder Paraphrase\u201d (M g P). Diese drei\nMethoden wurden tats\u00e4chlich sehr h\u00e4ufig Anfang des 21. Jahrhunderts bei\nder \u00dcbersetzung von Metaphern in der Wirtschaftssprache verwendet\n(Ser\u00f3n 2005; Ramacciotti 2012). \n\nDie ins Spanische und ins Deutsche \u00fcbersetzten Metaphern des Korpus\nwerden je nach verwendeter \u00dcbersetzungsmethode klassifiziert. Bei der\nKlassifizierung wird also zu fragen sein, inwieweit sie sich einer der drei\nvorgenannten \u00dcbersetzungsmethoden zuordnen lassen, bzw. ob sich\ndar\u00fcber hinaus auch andere, hier noch nicht thematisierte Methoden\nnachweisen lassen. \n\nF\u00fcr die Identifizierung der metaphorischen Ausdr\u00fccke in der\nOriginalsprache Englisch, wird die Software Linguistic Inquiry and Word Count\n(LIWC) als Hilfsmittel eingesetzt, die eine Klassifikation der W\u00f6rter nach\nWortfeld und nach affektiver Bewertung erm\u00f6glicht. \n\nDanach wird eine manuelle Suche durchgef\u00fchrt, um die Gesamtheit der\nMetaphern im Text zu identifizieren. Sie werden alle in eine Datenbank\n\nMETAPHERn In ZEITEn DER WIRTSCHAFTSKRISE\n\nIb\u00e9rica 36 (2018): 69-92 71\n\n03 IBERICA 36_Iberica 13 30/10/18 7:42 P\u00e1gina 71", "start_char_idx": 4190, "end_char_idx": 6697, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "e48355ca-d9af-431c-97f2-f9208fdd4091": {"__data__": {"id_": "e48355ca-d9af-431c-97f2-f9208fdd4091", "embedding": null, "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-123", "node_type": "4", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "4121cf9105a4fb5d6fd11af6ff5302d4c452ef08df43017e8651dd5bc8a67d63", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "a59c4e4b-d11b-42ee-9e60-6387dc7697f0", "node_type": "1", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "120ea902525346c7b165e0f99b76e5c79642abb2ad3e337b5fb163d3730d0e3c", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "be0da855-faee-4eb1-86ca-cce9a7c418a1", "node_type": "1", "metadata": {}, "hash": "4afd89142d651f2d04925886a6c19b51ce07134369dd05872925b94122c1804b", "class_name": "RelatedNodeInfo"}}, "text": "eingetragen, um die Typologie der vorkommenden Metaphern sowie die\nverwendeten \u00dcbersetzungsmethoden im Korpus vollst\u00e4ndig zu erfassen. \n\n2. Stand der Forschung \n\n2.1. Kognitive Metaphern in der Wirtschaftssprache \n\nAus der Perspektive der kognitiven Linguistik besteht jede Metapher aus\nzwei Elementen, n\u00e4mlich Sprache und Kognition. Die kognitive Ebene wird\n\u201ckognitive oder konzeptuelle Metapher\u201d genannt und steht in engem\nZusammenhang mit unserer Wahrnehmung und unserem kulturellem\nHintergrund. Konzeptuelle Metaphern werden durch die Formulierung A\nIST B repr\u00e4sentiert, wie beispielsweise ZEIT IST GELD1 (Lakoff und\nJohnson, 2011:15). Die Eigenschaften der Quelldomaine (Geld) werden\ngedanklich auf die Zieldomaine (Zeit) \u00fcbertragen und diese \u00dcbertragung\nkann sich in zahlreichen sprachlichen metaphorischen Ausdr\u00fccken, wie\n\u201cZeit investieren\u201d, \u201cZeit kosten\u201d, \u201cZeit gewinnen\u201d oder \u201cZeit verlieren\u201d\n(ebd.: 15) widerspiegeln. Solche \u00c4u\u00dferungen werden als \u201csprachliche\nmetaphorische Ausdr\u00fccke\u201d oder \u201csprachliche Metaphern\u201d bezeichnet.\nLakoff und Johnson (1980) erkl\u00e4ren das nebeneinanderbestehen von\nsprachlichen und kognitiven Elementen innerhalb einer Metapher wie folgt: \n\n[\u2026] metaphor is typically viewed as characteristic of language alone, a matter\nof words rather than thought or action. For this reason, most people think\nthey can get along perfectly without metaphor. We have found, on the\ncontrary, that metaphor is pervasive in everyday life, not just in language, but\nin thought and action (Lakoff und Johnson, 1980: 454-455). \n\nSowohl in der \u00dcbersetzungswissenschaft wie in der kontrastiven Linguistik\nist die Differenzierung zwischen kognitiven und sprachlichen Metaphern\nvon gro\u00dfer Bedeutung. Trim (2007: 28) weist darauf hin, dass die\nUnterscheidung in sprachliche und konzeptuelle Metaphern bei der\nBestimmung von Parallelen zwischen Sprachgemeinschaften wesentlich ist.\nWenn es um die \u00dcbersetzung von Metaphern in der Wirtschaftssprache geht,\nist Englisch die h\u00e4ufigste Quellsprache, d. h. die Mehrheit der Texte ist in\ndieser Sprache verfasst und wird in zahlreiche andere Sprachen \u00fcbersetzt. Bei\nder \u00dcbersetzung aus englischen Wirtschaftstexten handelt es sich nicht nur\num die \u00dcbertragung von einer Sprache in eine andere, sondern auch um die\nTransposition verschiedener kognitiver Modelle (vgl. Zheng, 2015).\n\nC. MATEO GALLEGO & G. RUIZ YEPES\n\nIb\u00e9rica 36 (2018): 69-9272\n\n03 IBERICA 36_Iberica 13 30/10/18 7:42 P\u00e1gina 72", "start_char_idx": 6701, "end_char_idx": 9154, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "be0da855-faee-4eb1-86ca-cce9a7c418a1": {"__data__": {"id_": "be0da855-faee-4eb1-86ca-cce9a7c418a1", "embedding": null, "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-123", "node_type": "4", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "4121cf9105a4fb5d6fd11af6ff5302d4c452ef08df43017e8651dd5bc8a67d63", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "e48355ca-d9af-431c-97f2-f9208fdd4091", "node_type": "1", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "c0daa16b707b14e6cae9e53dc3f11a21236efd1ae473bd180efd74c50fbb7c6b", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "0db786d3-95ec-4476-9a4b-c1f20aa2ffbd", "node_type": "1", "metadata": {}, "hash": "3671d055bb6b0b912a40f15cf633b62fca6fa4835dfe6bc3ff63d51f375a46cc", "class_name": "RelatedNodeInfo"}}, "text": "Wie in der Einf\u00fchrung erw\u00e4hnt unterscheiden Lakoff und Johnson (1980)\nzwischen vier Gruppen von kognitiven Metaphern, die eine \u00e4hnliche\nGrundstruktur besitzen, jedoch einige Unterschiede bez\u00fcglich ihrer\nBeschaffenheit aufweisen. Die erste Gruppe bilden die sogenannten\nStrukturmetaphern, die einen konkreten Herkunftsbereich auf einen\nabstrakten konzeptuellen Zielbereich \u00fcbertragen. Als Beispiel sei die zuvor\nerw\u00e4hnte konzeptuelle Metapher ZEIT IST GELD (Lakoff und Johnson,\n2011: 15) und die dazugeh\u00f6renden sprachlichen Metaphern \u201cZeit kosten\u201d,\n\u201cZeit gewinnen\u201d oder \u201cZeit verlieren\u201d genannt (ebd.: 15). \u201cDiese\nVerbindung zwischen den Dom\u00e4nen ist nur unidirektional, das hei\u00dft, dass\neine R\u00fcck-Abbildung des Zielbereichs auf den Herkunftsbereich nicht\nm\u00f6glich ist\u201d (J\u00e4kel, 2003:55). Die Orientierungsmetaphern bilden die\nzweite Gruppe und beziehen sich auf den physischen Raum, zum Beispiel\nin der Phrase \u201cWirtschaftliche Produktivit\u00e4t ist oben\u201d (Soddemann, 2013:\n28). Dabei lassen sich Konzeptualisierungen wie GUT IST OBEn und\nSCHLECHT IST UnTEn erkennen (vgl. ebd.: 28). Die n\u00e4chste Gruppe\nbilden die ontologischen Metaphern, die sich dadurch auszeichnen, dass\nabstrakte Realit\u00e4ten als physische Entit\u00e4ten, Gegenst\u00e4nde, Gef\u00e4\u00dfe,\nSubstanzen und Personen dargestellt werden, wie zum Beispiel in dem Satz\n\u201cDie Wirtschaftskrise ist ein Gegner\u201d (ebd.: 24). Zuletzt ist noch eine\nvierte Gruppe von Metaphern zu nennen, die auf gemeinsamen visuellen\nFormen zwischen zwei Elementen basiert. Das sind die sogenannten\nBildmetaphern (Lakoff und Johnson, 1987). Sie werden wie folgt\nbeschrieben: \u201cmetaphor that maps conventional mental images by virtue of their\ninternal structure\u201d (Lakoff, 1987: 219), wie beispielsweise \u201cItalien ist ein\nStiefel\u201d oder \u201cIch habe eine Maus f\u00fcr den PC gekauft\u201d (Cuenca und\nHilferty, 1999: 104-105). W\u00e4hrend die ersten drei kognitiven\nMetapherntypen zahlreiche Korrelationen und \u00c4hnlichkeiten zwischen\nden Dom\u00e4nen hervortreten lassen, erlauben Bildmetaphern nur eine\nvisuelle Verbindung zwischen den Dom\u00e4nen. \n\nAb den 80er Jahren erleben die Theorien \u00fcber Metaphern in\nWirtschaftstexten einen Aufschwung. Henderson (1982), McCloskey (1983)\nund Charteris-Black (2000) stimmen darin \u00fcberein, dass Metaphern in der\nWirtschaftssprache f\u00fcr das Verst\u00e4ndnis wirtschaftlicher Theorien und\nPh\u00e4nomenen unerl\u00e4sslich sind (vgl. Cardini, 2014). Die abstrakten Vorg\u00e4nge\nder Wirtschaft, wie beispielsweise Transaktionen, Kapitalfl\u00fcsse, Eink\u00e4ufe,\nVerk\u00e4ufe und W\u00e4hrungswerte lassen sich durch Metaphern f\u00fcr den Leser\nverst\u00e4ndlicher darstellen. \n\nMETAPHERn In ZEITEn DER WIRTSCHAFTSKRISE\n\nIb\u00e9rica 36 (2018): 69-92 73\n\n03 IBERICA 36_Iberica 13 30/10/18 7:42 P\u00e1gina 73", "start_char_idx": 9158, "end_char_idx": 11839, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "0db786d3-95ec-4476-9a4b-c1f20aa2ffbd": {"__data__": {"id_": "0db786d3-95ec-4476-9a4b-c1f20aa2ffbd", "embedding": null, "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-123", "node_type": "4", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "4121cf9105a4fb5d6fd11af6ff5302d4c452ef08df43017e8651dd5bc8a67d63", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "be0da855-faee-4eb1-86ca-cce9a7c418a1", "node_type": "1", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "99c210bb1fdd301c20c9d10e4d96d63c2b890ab7adbdf302b9a8f16a2b3c283f", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "0f80b218-c012-4d60-a20f-963a58ff97c0", "node_type": "1", "metadata": {}, "hash": "5e6fe4dc63a1038e2f9b0e1ad8688c1d7cfe5ed2e713bfb3d0ddb6267612054d", "class_name": "RelatedNodeInfo"}}, "text": "Bisher wurden in Bezug auf die Typologie der Metaphern in der Fachsprache\nder Wirtschaft anhand verschiedener Kriterien unterschiedliche\nKlassifikationen postuliert. Wie schon erw\u00e4hnt bezieht sich Henderson (1982)\nauf den Spezialisierungsgrad und die \u00c4sthetik der Metapher innerhalb der\nWirtschaftssprache und unterscheidet drei Typen: Dekorativmetaphern dienen\nder Ausgestaltung oder Abbildung, Standardmetaphern sind auch in der\nAllgemeinsprache zu finden, und fachspezifische Metaphern stellen\nspezifische Probleme der Wirtschaft dar oder erweitern Ideen und Theorien\nder Fachdisziplin. Dagegen fokussieren Klamer und Leonard (1994) auf die\nFunktion der Metapher in Wirtschaftstexten und unterscheiden zwischen drei\nTypen: P\u00e4dagogische Metaphern helfen, wirtschaftliche Vorg\u00e4nge besser zu\nverstehen, heuristische Metaphern haben die Funktion, neuartige Ideen und\nKonzepte zu benennen, und bildende Metaphern stellen die spezifischen\nTermini der Fachdisziplin dar. Anfang des 21. Jahrhunderts formuliert\nH\u00f6ppnerov\u00e1 (2006) eine \u00e4hnliche Klassifikation wie Henderson (1982), die die\ngleichen Kriterien zum Ausgangspunkt nimmt. Diese umfasst ebenfalls drei\nTypen: Terminologiebildende Metaphern, die Termini der Fachsprache der\nWirtschaft darstellen, stilistische Metaphern, die auf die Sch\u00f6nheit des Textes\nabzielen und pragmatischen Metaphern, welche Einfluss auf das\nTextverst\u00e4ndnis des Lesers nehmen. In den bestehenden Klassifikationen von\nMetaphern in der Wirtschaftssprache stimmt die Mehrheit der Autoren in\neinem Typ \u00fcberein. Hierbei handelt es sich um die fachspezifischen\nMetaphern. Die anderen Typen sind alle eher heterogen und beziehen sich auf\nverschiedene Aspekte.\n\nIn der vorliegenden Arbeit werden alle Metaphern des Korpus einer\nqualitativen und quantitativen Analyse unterzogen. Der erste Parameter der\nUntersuchung basiert auf der Metaphernklassifikation von Lakoff und\nJohnson (1980). Damit l\u00e4sst sich feststellen, welche Typen der kognitiven\nMetapher im Korpus am h\u00e4ufigsten auftreten. Das zweite Kriterium verengt\nden Fokus auf Metapherntypen innerhalb der Wirtschaftssprache. Daher\nliegt es nahe, die vorgefundenen Metaphern nach der Klassifikation von\nHenderson (1982) zu kategorisieren. Sowohl diese Klassifikation als auch die\nKriterien, auf denen sie basiert \u2013 Spezialisierungsgrad und \u00c4sthetik der\nMetapher \u2013 werden h\u00e4ufig f\u00fcr die Untersuchung von Metaphern in der\nWirtschaftssprache verwendet. Lindstromberg (1991: 215) stellt diese\nKlassifikation den drei Funktionen von Metaphern nach Lakoff und Turner\n(1989) gegen\u00fcber: image metaphors, generic-level metaphors and specific-level\nmetaphors. Skorczynska und Deignan (2006) ziehen ebenfalls die\n\nC. MATEO GALLEGO & G. RUIZ YEPES\n\nIb\u00e9rica 36 (2018): 69-9274\n\n03 IBERICA 36_Iberica 13 30/10/18 7:42 P\u00e1gina 74", "start_char_idx": 11843, "end_char_idx": 14643, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "0f80b218-c012-4d60-a20f-963a58ff97c0": {"__data__": {"id_": "0f80b218-c012-4d60-a20f-963a58ff97c0", "embedding": null, "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-123", "node_type": "4", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "4121cf9105a4fb5d6fd11af6ff5302d4c452ef08df43017e8651dd5bc8a67d63", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "0db786d3-95ec-4476-9a4b-c1f20aa2ffbd", "node_type": "1", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "a07b1e45807d6c405a0c93763904316c3bf56b102bfec639ddcf0610f4cd6624", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "1b8ba7d3-ef71-4c91-9096-b161fe5b6024", "node_type": "1", "metadata": {}, "hash": "ff20437daaab5ca82b639bc45b34ec30633f7d18969187e145e4cc9f043a822f", "class_name": "RelatedNodeInfo"}}, "text": "Klassifikation von Henderson (1982) heran, um die Metaphorik von Texten\naus zwei Quellen mit verschiedenem Spezialisierungsgrad und heterogenem\nZielpublikum zu vergleichen. Das von ihnen analysierte Korpus besteht aus\nwissenschaftlichen Abhandlungen \u00fcber Wirtschaftsthemen und aus\nPresseartikeln aus Fachzeitungen. Die Anwendung der Klassifikation von\nLakoff und Johnson (1980) und derjenigen von Henderson (1982)\nerm\u00f6glicht es, bestehende Gemeinsamkeiten zwischen beiden zu erkennen.\nIm Folgenden werden die drei Metapherntypen nach Henderson (1982)\nmithilfe von Beispielen des Korpus dargestellt und detailliert beschrieben. \n\n\u2022 Die Dekorativmetapher dient - wie der name sagt - der\nDekoration oder Abbildung. Im IWF-Jahresbericht von 2010\nbefindet sich zum Beispiel der Satz: countries came together in a spirit of\nsolidarity. Die gleiche Information kann auch neutral formuliert\nwerden. Ein konstruiertes Beispiel f\u00fcr eine neutrale Formulierung\ndieser Information lautet: Countries have shown solidarity2. \n\n\u2022 Die Standardmetapher ist auch in der Standardsprache zu\nfinden. Beispielsweise findet man im Korpus den Satz: The crisis is\nnot yet completely behind us. Die Metapher behind us kann im Sinne\neines Ereignisses, das vergangen ist, auftreten3. \n\n\u2022 Die Fachspezifische Metapher stellt spezifische Probleme der\nWirtschaft dar oder erweitert Ideen und Theorien der\nFachdisziplin, wie zum Beispiel die Ausdr\u00fccke capital flows oder\nhuman capital. Diese Gruppe bezieht sich auf terminologisch\nlexikalisierte Metaphern, die neologismen innerhalb der\nFachsprache bilden. Sie sind au\u00dferdem als tote Metaphern\nbekannt, weil sie kaum noch als Metaphern zu erkennen sind,\nsondern nur als fachliche Begriffe der Wirtschaft. Dagegen werden\nauff\u00e4llige Metaphern als neuartige oder lebendige Sprachbilder\nwahrgenommen. Loma (2011) vergleicht die grammatischen\nKategorien der fachspezifischen Metaphern auf Englisch und\nSpanisch und stellt fest, dass die englische Wirtschaftssprache dazu\nneigt, vor allem Verben und Adjektive mit metaphorischen Sinn zu\ngebrauchen, w\u00e4hrend die spanische Sprache mehr zu Substantiven\nund nominalphrasen tendiert. \n\nnach der Analyse der Metaphern gem\u00e4\u00df den zwei gew\u00e4hlten\nKlassifikationen werden nun die Methoden der \u00dcbersetzung ins Spanische\n\nMETAPHERn In ZEITEn DER WIRTSCHAFTSKRISE\n\nIb\u00e9rica 36 (2018): 69-92 75\n\n03 IBERICA 36_Iberica 13 30/10/18 7:42 P\u00e1gina 75", "start_char_idx": 14647, "end_char_idx": 17042, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "1b8ba7d3-ef71-4c91-9096-b161fe5b6024": {"__data__": {"id_": "1b8ba7d3-ef71-4c91-9096-b161fe5b6024", "embedding": null, "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-123", "node_type": "4", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "4121cf9105a4fb5d6fd11af6ff5302d4c452ef08df43017e8651dd5bc8a67d63", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "0f80b218-c012-4d60-a20f-963a58ff97c0", "node_type": "1", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "06e94db8ab693190ab5c28aa275c424f707dc81c000bd910f59b95a6627aef32", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "a5ac80ad-8b29-4b42-80c6-a0f424b86bed", "node_type": "1", "metadata": {}, "hash": "005c1fb5c1ee14c9a6bceb71e4585b4f0ffd911b668d73baa7f6a2c6c8498878", "class_name": "RelatedNodeInfo"}}, "text": "und ins Deutsche untersucht, um Gemeinsamkeiten zwischen den\nParametern der Studie zu identifizieren. \n\n2.2. Metaphern in der kontrastiven Linguistik \n\nDie Verbindung zwischen den Dom\u00e4nen einer Metapher wird in der\nkognitiven Linguistik als mapping bezeichnet und stellt einen Schwerpunkt\nbisheriger kontrastiver Analysen dar. Au\u00dferdem wird das Erscheinen von\nFachbegriffen aus verschiedenen Disziplinen in der Wirtschaft \u2013 von\nEckartsberg (1983) crossfertilization genannt \u2013 sehr h\u00e4ufig in kontrastiven\nAnalysen thematisiert. Beispielsweise erforscht die Arbeit von Boers und\nDemecheleer (1997) die Begriffe der Medizin, der Geographie und\nMilit\u00e4rwesen in englischen, niederl\u00e4ndischen und franz\u00f6sischen Texten. Die\nAutoren zeigen, dass die drei Wortfelder in den wirtschaftlichen Metaphern\nimmer wieder erscheinen, wenn auch die H\u00e4ufigkeit je nach Sprache variiert.\nEin weiteres Beispiel stammt von Charteris-Black und Ennis (2001), die sich\nmit spanischen und englischen Zeitungen zum Thema \u201cKrise an der B\u00f6rse\u201d\nbefassen. Beide Sprachen teilen Konzeptualisierungen von\nWirtschaftsvorg\u00e4ngen als Organismen, als Bewegungen im Raum oder als\nnaturkatastrophen. Allerdings zeigt die Studie, dass die Metaphern der\nspanischen Sprache h\u00e4ufiger den Ausdruck pers\u00f6nlicher Stimmung abbilden,\nw\u00e4hrend in der englischen Sprache das Wortfeld der nautik bevorzugt wird.\nCharteris-Black und Ennis (2001) nennen als m\u00f6glichen Grund hierf\u00fcr die\nreligi\u00f6se Tradition der spanischen Kultur im Gegensatz zur englischen, die\neine enge Verbindung mit dem Wasser und der Seefahrt aufweist. Es gibt\nunz\u00e4hlige Analysen von westlichen Sprachen, die das konzeptuelle mapping,\ndie crossfertilization der Metapher und ihre kulturellen, emotionellen oder\nideologischen Inhalte vergleichen wie G\u00f3mez Parra et al. (1999), Charteris-\nBlack und Musolff (2003), Gilarranz (2008), Rojo und Orts (2010) und\nnegro Alousque (2011). Englisch ist mit Sicherheit in Studien \u00fcber\nWirtschaft die am meisten untersuchte Sprache. \u201cJeder, der sich in der\nFinanz- und Wirtschaftswelt auskennt, wei\u00df, dass die englische Sprache sehr\noft als internationale lingua franca fungiert\u201d (Konovalova und Ruiz Yepes,\n2016: 97). Deshalb wird das Englische in fast jeder der bisherigen\nkontrastiven Studien behandelt.\n\nMetaphern als sprach\u00fcbergreifende Ph\u00e4nomene r\u00fccken erst ab Ende der\n90er Jahre in den Fokus. Eine der ersten, kontrastiven Studien, diejenige von\nDeignan et al. (1997), basiert auf einem mit polnischen Englisch-Studenten\n(auf fortgeschrittenem niveau) durchgef\u00fchrten Experiment, die eine Liste\n\nC. MATEO GALLEGO & G. RUIZ YEPES\n\nIb\u00e9rica 36 (2018): 69-9276\n\n03 IBERICA 36_Iberica 13 30/10/18 7:42 P\u00e1gina 76", "start_char_idx": 17046, "end_char_idx": 19717, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "a5ac80ad-8b29-4b42-80c6-a0f424b86bed": {"__data__": {"id_": "a5ac80ad-8b29-4b42-80c6-a0f424b86bed", "embedding": null, "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-123", "node_type": "4", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "4121cf9105a4fb5d6fd11af6ff5302d4c452ef08df43017e8651dd5bc8a67d63", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "1b8ba7d3-ef71-4c91-9096-b161fe5b6024", "node_type": "1", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "d1cb5d7b6f7a6d01bc510b386f1112a4b8cc21fcfce6440bb8b6e84b788abe8f", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "f19be35d-00bd-4246-82e4-21e1577e8433", "node_type": "1", "metadata": {}, "hash": "83dc674c49bd868ee32053cc588687022bd190dd6560db1f40397e466bbb1827", "class_name": "RelatedNodeInfo"}}, "text": "wirtschaftlicher Metaphern in ihre Muttersprache \u00fcbersetzen mussten. Die\nAutoren hatten sich zum Ziel gesetzt, die translatability der jeweiligen\nMetapher auf kulturelle Parallelen zwischen beiden Sprachen hin zu\n\u00fcberpr\u00fcfen. Sie fanden heraus, dass die meisten \u00dcbersetzungsprobleme4\n\ndurch je unterschiedliche kulturelle Verbindungen zwischen einzelnen\nfunktionalen Dom\u00e4nen in Ausgangs- und Zielsprache verursacht wurden.\n\nSer\u00f3n (2005) besch\u00e4ftigte sich mit englischen Texten von Finanzanalysten\naus dem Zeitraum von Januar 2002 bis Mai 2005 und deren \u00dcbersetzung ins\nSpanische. In der \u00fcberwiegenden Mehrzahl der F\u00e4lle wurde sowohl im\nAusgangstext als auch in der spanischen Version jeweils eine semantisch\nidentische oder affine Metapher verwendet. Alle bisherigen Arbeiten stellen\nfest, dass die Strategie der w\u00f6rtlichen \u00dcbersetzung immer dann m\u00f6glich ist,\nwenn das mapping zwischen Quelldomain und Zieldomain in beiden\nSprachen vorliegt (vgl. Zheng, 2015). \n\nIm Zusammenhang mit der vorliegenden Arbeit ist Mirzoyeva (2014) zu\nnennen. Die Autorin hat sich im Bereich der Metaphern in der\nWirtschaftssprache ein \u00e4hnliches Ziel gesetzt. Sie vergleicht die\n\u00dcbersetzungsstrategien von englischen Texten ins Russische unter\nBer\u00fccksichtigung der Verbindung von au\u00dfersprachlichen Faktoren und\n\u00dcbersetzungsproblemen. Hierzu f\u00fchrt sie eine sowohl quantitative als auch\nqualitative Untersuchung aller Metaphern des ihrer Studie zugrunde\nliegenden Korpus und der darin verwendeten Methoden der \u00dcbersetzung ins\nRussische durch. Trotz vieler Untersuchungen \u00fcber die Metapher in der\nWirtschaftssprache wurde die Verbindung zwischen Typologie der Metapher\nund \u00dcbersetzungsstrategie weder in der kontrastiven noch in der kognitiven\nLinguistik bislang erforscht. \n\n2.3. Zu den Methoden der \u00dcbersetzung von Metaphern \n\nIn der Translatologie finden sich abweichende Definitionen des Begriffs\nMetapher. Samaniego (1996) tr\u00e4gt in ihrer deskriptiven Studie die wichtigsten\nDefinitionen seit 1920 zusammen. Die ersten Arbeiten erw\u00e4hnen\n\u00dcbersetzungsprobleme allgemein und schlagen Strategien vor, die einen\nEinblick in die Problematik gew\u00e4hren, aber f\u00fcr Spezialisten nicht genug sind.\nOgden und Richards (1923) nennen die emotionalen Funktionen als\n\u00dcbersetzungsproblem im Hinblick auf die Metapher, aber sie geben keine\nDefinition dazu. Die ersten Arbeiten der 70er Jahre zeigen das geringe\nInteresse an Metaphern in der \u00dcbersetzungswissenschaft und die vagen\n\nMETAPHERn In ZEITEn DER WIRTSCHAFTSKRISE\n\nIb\u00e9rica 36 (2018): 69-92 77\n\n03 IBERICA 36_Iberica 13 30/10/18 7:43 P\u00e1gina 77", "start_char_idx": 19721, "end_char_idx": 22285, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "f19be35d-00bd-4246-82e4-21e1577e8433": {"__data__": {"id_": "f19be35d-00bd-4246-82e4-21e1577e8433", "embedding": null, "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-123", "node_type": "4", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "4121cf9105a4fb5d6fd11af6ff5302d4c452ef08df43017e8651dd5bc8a67d63", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "a5ac80ad-8b29-4b42-80c6-a0f424b86bed", "node_type": "1", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "851c685d57124246e54d678b53a4def2cd910235e23a0cdec9a9d915f7cee4c9", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "aa8d4f66-9d28-43b7-b437-c551e42a643a", "node_type": "1", "metadata": {}, "hash": "9a2b1710bf47caba32e435af5b4f9fed62fddeb0832f44acf76a7116679e0732", "class_name": "RelatedNodeInfo"}}, "text": "Begriffsbestimmungen, die bis dahin existierten. In dieser Disziplin\nforschten erst ab Ende der 70er Jahre V\u00e1zquez Ayora (1977), newmark\n(1988) und Van Besien und Pelsmaekers (1988). In ihren Studien\nbesch\u00e4ftigen sie sich ausf\u00fchrlich mit der Problematik und erarbeiten sowohl\neine Klassifikation der Metaphern als auch eine Auflistung der\n\u00dcbersetzungsstrategien zur Weiterentwicklung der Disziplin. Besonders\nrelevant sind aber die Beitr\u00e4ge, die sich der \u00dcbersetzung der Metapher als\nsprach\u00fcbergreifendem Prozess und interkulturellem Transfer widmen.\nnewmark (1988) hat in seiner Ver\u00f6ffentlichung Approaches to Translation die\nThematik im Detail untersucht. Laut newmark besteht der bisher\nschwerwiegendste Fehler der Forschung \u00fcber Metaphern darin, diese\nlediglich als rhetorische Figuren der poetischen Sprache zu betrachten (vgl.\nebd.: 84). Der Autor ordnet die Metapher je nach Gebrauch und\nEntwicklung innerhalb der Sprache ein und beschreibt ausf\u00fchrlich sieben\n\u00dcbersetzungsprozesse (ebd.: 88-91): \n\n\u2022 Reproducing the same image in the TL. \n\n\u2022 Replacing the image in the SL with a standard TL image, which does not\nclash with the TL culture.\n\n\u2022 Translation of metaphor by simile, retaining the image. \n\n\u2022 Translation of metaphor (or simile) by simile plus sense, or occasionally\nmetaphor plus sense.\n\n\u2022 Conversion of metaphor to sense.\n\n\u2022 Translation of metaphor by the same metaphor combined with sense.\n\n\u2022 Deletion. If the metaphor is redundant or serves no practical purpose, there is\na case for its deletion, together with its sense component. \n\nDie Analyse von newmark (1988) ist bis heute einer der umfassendsten zur\nThematik der \u00dcbersetzung von Metaphern (vgl. Samaniego 1996). Auf der\n\nGrundlage von newmarks (1988) Klassifikation schl\u00e4gt Dobrzy\u0144ska (1995) drei\nMethoden der \u00dcbersetzung von Metaphern vor. Dieser Ansatz ist in Studien zur\nMetaphorik von Wirtschaftssprache bis heute der am meisten verwendete und\nbeschr\u00e4nkt sich auf die \u00dcbertragung der Dom\u00e4nen der Metapher der Quelltexte\nin die Zieltexte. Die drei Methoden nach Dobrzynska (1995) sollen im\nFolgenden dargestellt und mittels Beispielen aus dem englischen IWF-\nJahresbericht von 2010 mit ihrer spanischen \u00dcbersetzung erl\u00e4utert werden: \n\nC. MATEO GALLEGO & G. RUIZ YEPES\n\nIb\u00e9rica 36 (2018): 69-9278\n\n03 IBERICA 36_Iberica 13 30/10/18 7:43 P\u00e1gina 78", "start_char_idx": 22289, "end_char_idx": 24625, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "aa8d4f66-9d28-43b7-b437-c551e42a643a": {"__data__": {"id_": "aa8d4f66-9d28-43b7-b437-c551e42a643a", "embedding": null, "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-123", "node_type": "4", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "4121cf9105a4fb5d6fd11af6ff5302d4c452ef08df43017e8651dd5bc8a67d63", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "f19be35d-00bd-4246-82e4-21e1577e8433", "node_type": "1", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "11136db604c78cfe5cb4b82d4ec860a8bfbf26031f7c8bf8568ea144fda8e42e", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "d3157842-ea81-4010-9494-6d0e3c366c1b", "node_type": "1", "metadata": {}, "hash": "43c76675db6f19f6cd47374d12321bd3f0f86f6b53eae11e6a67b90c0f5ebf54", "class_name": "RelatedNodeInfo"}}, "text": "\u2022 M g M: Metapher durch die gleiche Metapher\n\nThe global economy is recovering / La econom\u00eda mundial est\u00e1 recuper\u00e1ndose. \n\n\u2022 M1 g M2: Metapher durch eine andere Metapher\n\nThe availability of credit fell / El cr\u00e9dito se paraliz\u00f3.\n\n\u2022 M g P: Metapher durch Umschreibung\n\nEmerging from the great recession / Indicios de reactivaci\u00f3n tras la gran\n\nrecession. \n\nFuertes Olivera (1998), Ser\u00f3n (2005) und Ramacciotti (2012) bef\u00fcrworten\nf\u00fcr das linguistische Binom Englisch-Spanisch ebenso diese drei Strategien.\n\nBisherige vergleichende Studien zum Spanischen und Englischen zeigen, dass\ndie w\u00f6rtliche \u00dcbersetzung von Metaphern in der Mehrheit der F\u00e4lle\nanwendbar ist. Selbst mit einer kulturell so weit entfernten Sprache wie der\nchinesischen teilt die englische Sprache Konzeptualisierungen \u00fcber die\nWirtschaft, die gleicherma\u00dfen die Methode der w\u00f6rtlichen \u00dcbersetzungen\nerm\u00f6glichen. Mit dem Prozess der Globalisierung und dem Austausch von\nInformationen in verschiedenen Sprachen tendieren die kognitiven Modelle\nvon Menschen selbst aus distanten Kulturen zu gewissen Ann\u00e4herungen. Dies\nerm\u00f6glicht in vielen F\u00e4llen eine w\u00f6rtliche \u00dcbersetzung, die den Kontakt\nzwischen beiden Kulturen bereichert (vgl. Zheng, 2015). Die vorliegende\nArbeit untersucht auch, ob \u2013 neben den oben genannten Methoden \u2013 weitere\nStrategien zur \u00dcbersetzung von Metaphern in der Wirtschaftssprache\nexistieren, die bislang in der Forschung noch nicht thematisiert wurden. \n\n3. Korpus \n\nDas Korpus besteht aus dem Kapitel Developments in the Goblal Economy and\nFinancial Markets des IWF-Jahresberichts von 2010 in der Quellsprache\nEnglisch sowie deren Direkt\u00fcbersetzungen ins Deutsche und Spanische. Der\nIWF ist eine Sonderorganisation der Vereinten nationen, die im Juli 1944\ngegr\u00fcndet wurde. Gegenw\u00e4rtig geh\u00f6ren dem IWF 188 L\u00e4nder an, und sein\nSitz ist in Washington D.C. in den USA. Seine Publikationen werden weltweit\nvon einzelnen Interessenten sowie von Institutionen, haupts\u00e4chlich\nUniversit\u00e4ten und Regierungen gelesen, die Abonnenten der Online-\nBibliothek des IWF sind. \n\nMETAPHERn In ZEITEn DER WIRTSCHAFTSKRISE\n\nIb\u00e9rica 36 (2018): 69-92 79\n\n03 IBERICA 36_Iberica 13 30/10/18 7:43 P\u00e1gina 79", "start_char_idx": 24629, "end_char_idx": 26800, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "d3157842-ea81-4010-9494-6d0e3c366c1b": {"__data__": {"id_": "d3157842-ea81-4010-9494-6d0e3c366c1b", "embedding": null, "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-123", "node_type": "4", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "4121cf9105a4fb5d6fd11af6ff5302d4c452ef08df43017e8651dd5bc8a67d63", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "aa8d4f66-9d28-43b7-b437-c551e42a643a", "node_type": "1", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "b2f82fa01462c236fce551521c1554c340cdadbd6eda438cd7afbe1813a258ae", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "bce003d9-424c-4e3a-a139-a732f727dfb9", "node_type": "1", "metadata": {}, "hash": "c20f8ccf55004844ea913308ff0f45ec4761331c4bf0137b16a418fdac102e25", "class_name": "RelatedNodeInfo"}}, "text": "Das Korpus hat sowohl im englischen Original als auch in den beiden\n\u00fcbersetzten Versionen eine L\u00e4nge von drei DIn-A4-Seiten5. Diejenigen\nunter den gefundenen kognitiven Metaphern, die darin mehrmals\nvorkommen, wurden nur einmal ber\u00fccksichtigt; demgem\u00e4\u00df wurden\ninsgesamt 141 Metaphern untersucht.\n\nDas Kapitel \u00fcber Entwicklungen in der Weltwirtschaft basiert auf\nMaterialien aus zwei Publikationen des IWF: World Economic Outlook und\nGlobal Financial Stability Report (vom April 2010). Es dient als kurze\nZusammenfassung der internationalen wirtschaftlichen Lage und stellt die\nwichtigsten Ereignisse des fraglichen Jahres und deren Folgen f\u00fcr die\nEntwicklung der Weltwirtschaft dar. Genauer, unter Ber\u00fccksichtigung der\nHintergr\u00fcnde bezieht sich das ausgew\u00e4hlte Kapitel des Berichts 2010 auf die\nEreignisse der Weltwirtschaft, die seit 2008 stattfanden, wie der Absturz von\nLehman Brothers und die sp\u00e4teren Auswirkungen, die dieses Ereignis auf\nden Finanzm\u00e4rkten hatte. Au\u00dferdem werden die von den einzelnen L\u00e4ndern\nund Regierungen umgesetzte politische Ma\u00dfnahmen h\u00e4ufig in Bezug auf\nWachstumsraten und Risikoverhalten thematisiert. \n\nDie spanische und die deutsche Version sind Direkt\u00fcbersetzungen aus dem\nEnglischen, so dass es sich um ein paralleles Korpus handelt, das einen\nVergleich von Strategien zur \u00dcbersetzung von Metaphern zwischen beiden\nZielsprachen erlaubt. Alle Publikationen des IWF werden auf Englisch\nverfasst, ins Arabische, Chinesische, Franz\u00f6sische, Deutsche, Portugiesische,\nRussische und Spanische \u00fcbersetzt und in der Online-Bibliothek\nver\u00f6ffentlicht. \n\nDie \u00dcbersetzer und Dolmetscher des IWF geh\u00f6ren der Abteilung Language\nServices an und kommen aus allen Regionen der Welt. Sie sind als\nStammpersonal oder als externe \u00dcbersetzer besch\u00e4ftigt. Die \u00fcbersetzten\nDokumente haben einen \u00fcberwiegend informativen Charakter, d. h. sie\ndienen zur Orientierung des Lesers und verfolgen, zumindest dem eigenen\nAnspruch nach, keine juristischen und/oder politischen Zwecke. Die\n\u00dcbersetzungst\u00e4tigkeit in Institutionen erfolgt normalerweise unter hohem\nZeitdruck, da die Texte eher umfangreich sind und Abgabefristen meist\nzeitnah gesetzt werden. \n\n4. Methodologie \n\nDie Metaphern des Korpus werden in der Reihenfolge ihres Auftretens in\neine Datenbank eingetragen und anhand verschiedener Kriterien\n\nC. MATEO GALLEGO & G. RUIZ YEPES\n\nIb\u00e9rica 36 (2018): 69-9280\n\n03 IBERICA 36_Iberica 13 30/10/18 7:43 P\u00e1gina 80\n\n\n\nkategorisiert. Als erstes Kriterium wird der Typ der jeweiligen Metapher im\nQuelltext analysiert. Dazu werden zwei verschiedene Klassifikationen\nangewandt. In die erste Spalte der Datenbank wird der kognitive Typus jeder\nMetapher nach Lakoff und Johnson (1980) eingetragen. In der zweiten\nSpalte wird der jeweilige Typus der kognitiven Metaphern innerhalb der\nWirtschaftssprache nach Henderson (1982) erfasst.\n\nDas zweite Hauptkriterium der Analyse bezieht sich auf die\n\u00dcbersetzungsstrategien. F\u00fcr dieses Kriterium werden die Strategien von\nDobrzy\u0144ska (1995) angewandt, die bei der \u00dcbersetzung von Metaphern in\nder Wirtschafssprache sehr verbreitet sind.", "start_char_idx": 26804, "end_char_idx": 29890, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "bce003d9-424c-4e3a-a139-a732f727dfb9": {"__data__": {"id_": "bce003d9-424c-4e3a-a139-a732f727dfb9", "embedding": null, "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-123", "node_type": "4", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "4121cf9105a4fb5d6fd11af6ff5302d4c452ef08df43017e8651dd5bc8a67d63", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "d3157842-ea81-4010-9494-6d0e3c366c1b", "node_type": "1", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "f940a60d3acb9d1cd4a9eaea22e50d210de1cafad99320d86d48e82215081d4d", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "fd7cb339-0121-47a7-b081-d0358dbf2db5", "node_type": "1", "metadata": {}, "hash": "90bb75b58f2e3a508d8c511abedee6da9b94353430cd75d5c305c00e3a8ca31d", "class_name": "RelatedNodeInfo"}}, "text": "In einer Spalte der Datenbank\nsind die verwendeten Methoden in der spanischen \u00dcbersetzung, in einer\nweiteren Spalte die verwendeten Methoden in der deutschen \u00dcbersetzung\nenthalten. \n\nDiese Art der quantitativen Analyse erm\u00f6glicht es, das Verhalten der zwei\nVariablen Typus und \u00dcbersetzungsmethode zu beschreiben. Au\u00dferdem\nbietet diese Methodologie die M\u00f6glichkeit herauszuarbeiten, ob bisher nicht\nthematisierte Kategorien gem\u00e4\u00df den obigen Klassifikationen vorhanden\nsind.\n\nFolgende Abbildungen zeigen die Datenbank der Analyse: \n\n5. Analyse \n\n5.1. Typologien der kognitiven Metaphern \n\nDie am h\u00e4ufigsten vorkommenden Metapherntypen sind\nStrukturmetaphern. Diese stellen zur Beschreibung der Krise oder der\n\nMETAPHERn In ZEITEn DER WIRTSCHAFTSKRISE\n\nIb\u00e9rica 36 (2018): 69-92 81\n\nTITULO BREVE \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\nDas zweite Hauptkriterium der Analyse bezieht sich auf die \n\u00dcbersetzungsstrategien. F\u00fcr dieses Kriterium werden die Strategien von \nDobrzy!ska (1995) angewandt, die bei der \u00dcbersetzung von Metaphern in der \nWirtschafssprache sehr verbreitet sind. In einer Spalte der Datenbank sind die \nverwendeten Methoden in der spanischen \u00dcbersetzung, in einer weiteren Spalte \ndie verwendeten Methoden in der deutschen \u00dcbersetzung enthalten. \n\nDiese Art der quantitativen Analyse erm\u00f6glicht es, das Verhalten der zwei \nVariablen Typus und \u00dcbersetzungsmethode zu beschreiben. Au\u00dferdem bietet \ndiese Methodologie die M\u00f6glichkeit herauszuarbeiten, ob bisher nicht \nthematisierte Kategorien gem\u00e4\u00df den obigen Klassifikationen vorhanden sind. \n\nFolgende Abbildungen zeigen die Datenbank der Analyse: \n\n \n\nAbbildung 1: Datenbank der Studie f\u00fcr die spanische \u00dcbersetzung \n\n \n\nAbbildung 2. Datenbank der Studie f\u00fcr die deutsche \u00dcbersetzung. \n\n5. Analyse \n\n5.1. Typologien der kognitiven Metaphern \nDie am h\u00e4ufigsten vorkommenden Metapherntypen sind Strukturmetaphern. \nDiese stellen zur Beschreibung der Krise oder der Wirtschaft unter anderem \nVerbindungen mit den semantischen Feldern Krankheit/Gesundheit, Maschinen, \nNaturkatastrophen und Wasserstr\u00f6mungen her, wie in den folgenden kurzen \nTextbeispielen: The recovery is proceeding at varying speeds; Financial sectors \nwere healthy; oder The crisis was transmitted across the globe. \n\nDie zweith\u00e4ufigste Gruppe bilden die Orientierungsmetaphern, die sich durch \nOrtsangaben auf den physischen Raum beziehen. Gen\u00fcgen m\u00f6gen hier die \nBeispiele Financial reform must also be high on the policy agenda und rising \nunemployment.", "start_char_idx": 29891, "end_char_idx": 32373, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "fd7cb339-0121-47a7-b081-d0358dbf2db5": {"__data__": {"id_": "fd7cb339-0121-47a7-b081-d0358dbf2db5", "embedding": null, "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-123", "node_type": "4", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "4121cf9105a4fb5d6fd11af6ff5302d4c452ef08df43017e8651dd5bc8a67d63", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "bce003d9-424c-4e3a-a139-a732f727dfb9", "node_type": "1", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "b06b5a9d45a732c2bddde04b48019b7ae75612702eb2455c0f6b7d03025067c3", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "059ee8b7-eb03-412c-b638-c9b3e323392a", "node_type": "1", "metadata": {}, "hash": "3dde205fa1c018bb141993fd592ecec376b6758af27221d401cb77c5dfaf5dd2", "class_name": "RelatedNodeInfo"}}, "text": "Den dritth\u00e4ufigsten Typus stellen die ontologischen Metaphern \ndar, die abstrakte Realit\u00e4ten als physische Entit\u00e4ten, n\u00e4mlich als Gegenst\u00e4nde, \n\nuiretirktpuHaetiwezsDa\nr\u00fcF.neigetartssgnuztesre\u00dcb\n\n)5991(aks!yzrbDo anewgan\nrbrevrhesehcarpssfahcstrWi\n\nden in hodeteMn etndeewrve\nveedi ninedohteMnetednerw\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n\nheizebesylaAnredmu\neid nedrewmuiretirKs se\n\netserb\u00dcerdeibe id,tdan vgnzu\ntetier redetlapSrenienI.dnsi\n\nen iung,ztesrbe\u00dcn hecsnipasrde\nnegnuzterseb\u00dcnehcstuedr edn\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n\nEVEBRLOTUTI\n\neidfuahcisth\nvon n egietartSedi\n\nerdnihapetMno\nnetaDr edind isnk ba\n\netlpaSn eretiewrneie\n.netlahtn\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n\nnevitatitnauqredtAreseDi\nsre\u00dcbdnusupyTnelbairVa\nMedieogihodolteMesedi\n\nta Kterietisameth emgeniroeg\n\nnegieznegnudlibbAedneglFo\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n\nsad,sethcilg\u00f6mreesylaAn\nebierhcsebuzedohtemsgnuzte\n\n\u00f6gM iteebrauzsuarehit ekhlic n,\nisaslKengiboend\u00e4\u00dfem nenoitakfi\n\nlanAredknabnetaDeidn :eys\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n\niwezrednetlahrVe\nteteibmedre\u00dfAu.ne\n\nhtcnirhesbiob n,\n.dnisnednarhovn\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n\netDa:1gnudlibAb\n\ngnudlibAb 2. etDa\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n\nr\u00fcfeiduStredknabne setber\u00dcsche spanie di\n\nesre\u00dcbehcstuedeidr\u00fcfeiduStredknabne\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n\nzungset\n\ngnuzt .\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n\neysaln5. A\n\niognkredneogiolypT1.5.", "start_char_idx": 32374, "end_char_idx": 35838, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "059ee8b7-eb03-412c-b638-c9b3e323392a": {"__data__": {"id_": "059ee8b7-eb03-412c-b638-c9b3e323392a", "embedding": null, "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-123", "node_type": "4", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "4121cf9105a4fb5d6fd11af6ff5302d4c452ef08df43017e8651dd5bc8a67d63", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "fd7cb339-0121-47a7-b081-d0358dbf2db5", "node_type": "1", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "7ff88eb9104fd0086970f64a701ebef7095108ffe4b524b39662a9666a72daca", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "b71db4c4-4de6-46a8-9022-5da6a17c3857", "node_type": "1", "metadata": {}, "hash": "4d42192cd96c7002fbf8f870f5104af37476fc2b4ef38f046fe6b9cff35a4f83", "class_name": "RelatedNodeInfo"}}, "text": "A\n\niognkredneogiolypT1.5.\nmmokrovnetsgu\u00e4hmaeDi\nubierhcseBruznelletseseDi\n\nnedtimnegnudniVe s anem\nssaWdnunehportsatakrutNa\n\n:neleipsiebtxTe evocereTh\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n\nnveiti nrehpatMe\ndnisnepytnrehpateMnednem\nstriWredredoesiKrredgnu\n\nitan eG/tiehknarKnredleFnehsc\nedniewi,rehnegnum\u00f6rtsres\neegniavtagneecorpsi\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n\n.nrehpatemrutktSd\nmerednaretnuahcs\n\n,nenihscaM,tiehdnsu\nnezruknedneglne\n\n; srotceslaicnanFi\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n\np y\ntlaeherwe red; o sisirceTh\n\nbeppuGretsgu\u00e4htiwezeDi\nsisyhpnedfuanebagnastOr\n\neleipsiBe mmrrlaicnanFi\nntemoyune irdneD. fu\u00e4tth\n\nn et\u00e4tilaeRektartbsaedi,rda\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n\nIb\n\npgygp\nsorcadettimsnartsaw olgehts \n\npatemsgnureitneiOreidnedlib\ng\u00fcnGe.neheizebmuaRnehcs\ncilopehtnoiheboatsum\n\ntonoiednlletessupyTntes\nlmn\u00e4n,et\u00e4tintEhecsiphyssla\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n\nb 36ca i\u00e9r 810(2 ): \u2026-\u2026 11\n\n; \neb .\n\nhcrudhciseid,ehp\neidreihneg\u00f6mneg\n\nne und gnsiri\nehptaeMnehcisglo\n\n,nde\u00e4tnsgeeGslah ci\n\n03 IBERICA 36_Iberica 13 30/10/18 7:43 P\u00e1gina 81\n\n\n\nWirtschaft unter anderem Verbindungen mit den semantischen Feldern\nKrankheit/Gesundheit, Maschinen, naturkatastrophen und\nWasserstr\u00f6mungen her, wie in den folgenden kurzen Textbeispielen: The\nrecovery is proceeding at varying speeds; Financial sectors were healthy; oder The crisis\nwas transmitted across the globe.\n\nDie zweith\u00e4ufigste Gruppe bilden die Orientierungsmetaphern, die sich\ndurch Ortsangaben auf den physischen Raum beziehen. Gen\u00fcgen\nm\u00f6gen hier die Beispiele Financial reform must also be high on the policy\nagenda und rising unemployment. Den dritth\u00e4ufigsten Typus stellen die\nontologischen Metaphern dar, die abstrakte Realit\u00e4ten als physische\nEntit\u00e4ten, n\u00e4mlich als Gegenst\u00e4nde, Gef\u00e4\u00dfe, Substanzen und Personen,\ndarstellen. Innerhalb dieser Kategorie sind die Personenmetaphern,\nsogenannte Personifikationen, die zahlreichste Untergruppe. Ein\nBeispiel dazu ist folgender Ausdruck: Banks still face considerable challenges.\nDie zweith\u00e4ufigste Untergruppe innerhalb der ontologischen Metaphern\nsind solche, die Substanzen evozieren, wie Liquidity risk management.", "start_char_idx": 35813, "end_char_idx": 39102, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "b71db4c4-4de6-46a8-9022-5da6a17c3857": {"__data__": {"id_": "b71db4c4-4de6-46a8-9022-5da6a17c3857", "embedding": null, "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-123", "node_type": "4", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "4121cf9105a4fb5d6fd11af6ff5302d4c452ef08df43017e8651dd5bc8a67d63", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "059ee8b7-eb03-412c-b638-c9b3e323392a", "node_type": "1", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "7ade1a45f175034af9b6e4439863d73e39cd3014dacc910f48fe567d704d3556", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "0f794742-4c29-4ec7-9581-5f0265053e53", "node_type": "1", "metadata": {}, "hash": "61d18b16928057b65441ec19c247a5fc65480b49b90b07be25cd934515378a52", "class_name": "RelatedNodeInfo"}}, "text": "Folgende Abbildung zeigt die Prozents\u00e4tze der Metapherntypen nach\nder kognitiven Klassifikation von Lakoff und Johnson (1980) im\nQuelltext: \n\nDer zweite angewandte Klassifikationsparameter ist die Klassifikation nach\nHenderson (1982). Gem\u00e4\u00df dieser lassen sich die kognitiven Metaphern der\nWirtschaftssprache in dekorative, in Standardmetaphern oder in\nfachspezifische einteilen. Alle Metaphern des Korpus wurden anhand dieser\nKlassifikation eingruppiert. Anschlie\u00dfend wurde nach Verbindungen und\n\u00c4hnlichkeiten zwischen der kognitiven Typen im Allgemeinen und der\n\nC. MATEO GALLEGO & G. RUIZ YEPES\n\nIb\u00e9rica 36 (2018): 69-9282\n\nC. MATEO GALLEGO & G. RUIZ YEPES \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\nGef\u00e4\u00dfe, Substanzen und Personen, darstellen. Innerhalb dieser Kategorie sind die \nPersonenmetaphern, sogenannte Personifikationen, die zahlreichste Untergruppe. \nEin Beispiel dazu ist folgender Ausdruck: Banks still face considerable \nchallenges. Die n\u00e4chsth\u00e4ufige Untergruppe innerhalb der ontologischen \nMetaphern sind solche, die Substanzen evozieren, wie Liquidity risk \nmanagement, gefolgt von ontologischen Metaphern von Gef\u00e4\u00dfen wie Asset \nbubbles. Folgende Abbildung zeigt die Prozents\u00e4tze der Metapherntypen nach \nder kognitiven Klassifikation von Lakoff und Johnson (1980) im Quelltext: \n\n \n\nAbbildung 3. Prozentsatz der Metaphern nach der kognitiven Typologie von Lakoff und Johnson (1980). \n\nDer zweite angewandte Klassifikationsparameter ist die Klassifikation nach \nHenderson (1982). Gem\u00e4\u00df dieser lassen sich die kognitiven Metaphern der \nWirtschaftssprache in dekorative, in Standardmetaphern oder in fachspezifische \neinteilen. Alle Metaphern des Korpus wurden anhand dieser Klassifikation \neingruppiert. Anschlie\u00dfend wurde nach Verbindungen und \u00c4hnlichkeiten \nzwischen der kognitiven Typen im Allgemeinen und der Typen der kognitiven \nMetapher innerhalb der Wirtschaftssprache nach Henderson (1982) gesucht. \n\nDie Standardmetapher ist die h\u00e4ufigste Kategorie, gefolgt von fachspezifischen \nund dekorativen Metaphern. Die Mehrheit der gefundenen fachspezifischen \nMetaphern sind gleichzeitig Strukturmetaphern, die feste Konzeptualisierungen \n\u00fcber die Wirtschaft darstellen. Dar\u00fcber hinaus geh\u00f6ren viele dieser \nfachspezifischen Metaphern dem Fachgebiet der Medizin an, wie capital \ninjections und recovery sowie dem Fachgebiet der Technik wie collapse und \ndownturn. Dar\u00fcber hinaus ist es bemerkenswert, dass die Mehrheit der rein \nfachspezifischen Metaphern der Wirtschaft wie global growth, Small and \nmedium-sized enterprises, recession oder advanced economies \nOrientierungsmetaphern sind, weil sie sich auf den physischen Raum sowie auf \ndie Gr\u00f6\u00dfe oder die Menge beziehen. \n\nC. GO ELLGAO ETMA .G& YEPESZRUI\n\nosrePdnuneznatsbuS,e\u00dfGe\nnnanegos,nrehpatemnenosrPe\n\nieBnEi glstiuzadleisp\nenllach u\u00e4thshc\u00e4nieD.", "start_char_idx": 39103, "end_char_idx": 41917, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "0f794742-4c29-4ec7-9581-5f0265053e53": {"__data__": {"id_": "0f794742-4c29-4ec7-9581-5f0265053e53", "embedding": null, "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-123", "node_type": "4", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "4121cf9105a4fb5d6fd11af6ff5302d4c452ef08df43017e8651dd5bc8a67d63", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "b71db4c4-4de6-46a8-9022-5da6a17c3857", "node_type": "1", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "a39f6e4ecea6215fbfff697e2985512af8542f2b1f004116e30a90473b137175", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "989a1e89-b450-4e7c-8f11-e1a618475964", "node_type": "1", "metadata": {}, "hash": "61438b9ef614b1086b7c8b8b2b572e4df74176e6f1910fc2638fc0e4bf9a8bde", "class_name": "RelatedNodeInfo"}}, "text": "d,ehclosdnisnrehpatMe\nmanma ten onovt lgeg, \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\nYEPES\n\nseidblahrennI.nelletsrad,neno\nkinosrPeetn zae id,ennoiat rhl\n\n:kcursduAredneg litsnBa\nlbahrenineppurgrtenUe\n,nereizoveneznatsbuSeid\nnovnrehptaeMnehcisglotono\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\neiddniseirogetKares\n.uppegrrentUethscier\nelbarisnocecll\nnehcisglotonored\n\neiw ksiriuqLi\niewne\u00df\u00e4feG tesAs\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\nsebubbl gnuildbbAednelgoF. \non itkaissalKn veitkognirde\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\nMredetz\u00e4tsnezorPiedt igezg\n1980)(on ohnsJund aLvon \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\nhcanneptynrehptaeM\ntllueQmi1980) :tex\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\ngnudlibAb 3. hpateMredztastnezoPr\n\naKletdnwaegnaetiwezrDe\n.)2891(nosrednHe \u00df\u00e4mGe\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\naLnoveigolopTynevitingokredhcannreh\n\neidtsiretemarapsnoitakissa\ntingokeidhcisnessalreseid\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n)0891(nosnhoJdnuffok .\n\nnoitakissaKl h cna\ndnrehpateMnevit er\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\narokedniehcarpssahcstrWi\ndnerhapetMe llA.enleitnei\n\ndene\u00dfilchsnA.terippurgnei\npyTenvitingokerdenchsizw\nstriWredblaennirehpatMe\n\neidtsirehpatemdradnatSeDi\nitakordeund n.rpheateMn ve\n\ngitiezhcielgdnisnrehpatMe\nsrdahacstriWedir\u00fcbe\n\nrehpateMnehcsfiizepshcfa n \nund \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\na donrehptaemdradntaSin, etiv\nddanhanendruwsuproKesd\n\nnegnudniVehcanedrwu\ngllAmienp Terddnuenneiem\n\nnosredneHhcanehcarpssahcs\n\ntgleg,eirogetKaetsgu\u00e4he\nnegerdetihehreMeiDn.", "start_char_idx": 41920, "end_char_idx": 45707, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "989a1e89-b450-4e7c-8f11-e1a618475964": {"__data__": {"id_": "989a1e89-b450-4e7c-8f11-e1a618475964", "embedding": null, "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-123", "node_type": "4", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "4121cf9105a4fb5d6fd11af6ff5302d4c452ef08df43017e8651dd5bc8a67d63", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "0f794742-4c29-4ec7-9581-5f0265053e53", "node_type": "1", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "4a131c1e0e4c94a5ee762965cc1be183d8142d440afa2b5b69f0d5e791fcd0e9", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "2d7717d1-fc64-486c-9e52-12ab94a08bc5", "node_type": "1", "metadata": {}, "hash": "3246c5fbc0cb80244d9cc53d364e22dab1c5c2c80863cd6fe8d9b89ac1bf6288", "class_name": "RelatedNodeInfo"}}, "text": "Ketseid,ehpateutkurtS\nh\u00f6rgeusnahir\u00fcberaDn.ellets\nzdieMrdetebihgecaFmde\n\ndibhFdi hT\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\nehczepshcafinred\nnoiatkisaslKeresid\nnetiekhciln\u00c4hdnu\n\ningokerdenpyT netiv\n.thcuseg)2891(\n\nnov hcfa nehscizesp\nn hecsizpehscafn ne\nnegnureisilautpeznoK\nresedielevin eh\u00f6r\n\neiwn,an iz lati\niki ll und \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n6 3aicr\u00e9Ib 810(2 ): \u2026-\u202612\n\nsntioc und ryevocre wso\nnurntdow issuainhreb\u00fcraD. \n\nateMnehcsfiizepshcfa n rphe\nmume - sserirpetnedzesi\n\ndnisnrehpatemsgnureitneiOr\nzbengeeMedirode\u00f6\u00dferGedi\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\nedteibeghcaFmedeiw nhceTr \niedssadewsnekremebset is\n\neiwhacstriWrde obalgl\n, nossiecre rode adv\n\ncsisyhpnedfuahciseisliwe,\nn.heeiz\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\neiwkin esllco und \nitehrheMie n ierrde\n\nhtowgr , Sm and lal\nseionomced eancadv\nfuaewiosmuaRnehc\n\n03 IBERICA 36_Iberica 13 30/10/18 7:43 P\u00e1gina 82\n\n\n\nTypen der kognitiven Metapher innerhalb der Wirtschaftssprache nach\nHenderson (1982) gesucht. \n\nDie Standardmetapher ist die h\u00e4ufigste Kategorie, gefolgt von\nfachspezifischen und dekorativen Metaphern. Die Mehrheit der gefundenen\nfachspezifischen Metaphern sind gleichzeitig Strukturmetaphern, die feste\nKonzeptualisierungen \u00fcber die Wirtschaft darstellen. Dar\u00fcber hinaus\ngeh\u00f6ren viele dieser fachspezifischen Metaphern dem Fachgebiet der\nMedizin an, wie capital injections und recovery sowie dem Fachgebiet der\nTechnik wie collapse und downturn. Bemerkenswert ist au\u00dferdem, dass die\nMehrheit der rein fachspezifischen Metaphern der Wirtschaft wie global\ngrowth, Small and medium-sized enterprises, recession oder advanced economies\nOrientierungsmetaphern sind, weil sie sich auf den physischen Raum sowie\nauf die Gr\u00f6\u00dfe oder die Menge beziehen.\n\nS\u00e4mtliche dekorativen Metaphern des Korpus schlie\u00dflich stimmen mit der\nTypologie der Strukturmetaphern \u00fcberein. So sind die Metaphern The fragile\nrecoveries are exposed to new shocks und The threat of contagion overshadows the recovery\nbeide dekorativ, weil die \u00e4sthetische Funktion dominiert und weil sie\ngleichzeitig die Strukturmetapher DIE KRISE IST EInE KRAnKHEIT\nwiderspiegeln.\n\nFolgende Abbildung zeigt die Prozents\u00e4tze der oben genannten\nMetapherntypen gem\u00e4\u00df der Klassifikation der kognitiven Metaphern der\nWirtschafssprache nach Henderson (1982) im Quelltext: \n\n5.2.", "start_char_idx": 45708, "end_char_idx": 48943, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "2d7717d1-fc64-486c-9e52-12ab94a08bc5": {"__data__": {"id_": "2d7717d1-fc64-486c-9e52-12ab94a08bc5", "embedding": null, "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-123", "node_type": "4", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "4121cf9105a4fb5d6fd11af6ff5302d4c452ef08df43017e8651dd5bc8a67d63", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "989a1e89-b450-4e7c-8f11-e1a618475964", "node_type": "1", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "4801bc7f6630ee641306cb68732ec41053782bc5dad18eebce1d3bc058821562", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "8e45dbb5-570d-427f-8cae-71561e982d74", "node_type": "1", "metadata": {}, "hash": "4b4d98573510ce9e3062c6983fb65a1317c1d25df73ee1ad0af13b812ee55257", "class_name": "RelatedNodeInfo"}}, "text": "Vergleich der \u00dcbersetzungsmethoden \n\nDie Methode \u201cMetapher durch die gleiche Metapher\u201d (M g M) ist die am\n\nMETAPHERn In ZEITEn DER WIRTSCHAFTSKRISE\n\nIb\u00e9rica 36 (2018): 69-92 83\n\nTITULO BREVE \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\nS\u00e4mtliche dekorativen Metaphern des Korpus schlie\u00dflich stimmen mit der \nTypologie der Strukturmetaphern \u00fcberein. So sind die Metaphern The fragile \nrecoveries are exposed to new shocks und The threat of contagion overshadows \nthe recovery beide dekorativ, weil die \u00e4sthetische Funktion dominiert und weil \nsie gleichzeitig die Strukturmetapher DIE KRISE IST EINE KRANKHEIT \nwiderspiegeln. \n\nFolgende Abbildung zeigt die Prozents\u00e4tze der oben genannten Metapherntypen \ngem\u00e4\u00df der Klassifikation der kognitiven Metaphern der Wirtschafssprache nach \nHenderson (1982) im Quelltext: \n\nAbbildung 4. Prozentsatz der kognitiven Metaphern in der Wirtschaftssprache nach Henderson (1982). \n\n5.2. Vergleich der \u00dcbersetzungsmethoden \nDie Methode \u201cMetapher durch die gleiche Metapher\u201d (M \" M) ist die am \nh\u00e4ufigsten verwendete Methode in beide Sprachen. Hier kann folgende Metapher \nals Beispiel dienen: fiscal vulnerabilities wurde als vulnerabilidades fiscales ins \nSpanische und als fiskalische Schwachstellen ins Deutsche \u00fcbersetzt. Allerdings \nist diese Tendenz im Deutschen weiter verbreitet als im Spanischen. \n\nDes Weiteren ist festzuhalten, dass die Methode \u201cMetapher durch eine andere \nMetapher\u201d (M1 \" M2) in der spanischen \u00dcbersetzung h\u00e4ufiger verwendet wird \nals in der deutschen. Beispielsweise enth\u00e4lt der Satz The outlook is subject to \nconsiderable uncertainty ein Adjektiv mit metaphorischem Sinn, und zwar \nsubject to, das auf Spanisch durch ein anderes Adjektiv ersetzt wurde, obwohl \ndas gleiche Adjektiv in der spanischen Sprache vorhanden ist. Die \u00dcbersetzung \nins Spanische lautet: Las perspectivas contin\u00faan rodeadas de considerable \nincertidumbre. Das Adjektiv rodeadas stammt aus dem Verb rodear und hat die \nBedeutung von \u201cumschlie\u00dfen\u201d. Die dritte thematisierte Methode \u201cMetapher \ndurch Umschreibung\u201d (M \" P) wurde nur in seltenen F\u00e4llen verwendet, und nur \nin der spanischen \u00dcbersetzung.", "start_char_idx": 48944, "end_char_idx": 51066, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "8e45dbb5-570d-427f-8cae-71561e982d74": {"__data__": {"id_": "8e45dbb5-570d-427f-8cae-71561e982d74", "embedding": null, "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-123", "node_type": "4", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "4121cf9105a4fb5d6fd11af6ff5302d4c452ef08df43017e8651dd5bc8a67d63", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "2d7717d1-fc64-486c-9e52-12ab94a08bc5", "node_type": "1", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "7d14c129755c338443e4b2cc8855941fe68499c48030a0d64101b08fa4831ca3", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "794f0d59-3163-464f-9c20-688c461c7d07", "node_type": "1", "metadata": {}, "hash": "a20fe88fb0c6fb7fd4dd4bdf7c4919e6839a285ee53c1a620075c1570dadb6bc", "class_name": "RelatedNodeInfo"}}, "text": "Beispielsweise wird die Metapher A key task in \nder spanischen Version umschrieben und durch Una de las tareas m\u00e1s \n\nateMnevitarokedehciltmS\u00e4\nlopTy pheatemuruktrtSrdeeogi\n\nwenotdseoereas erievocre\nevocereth v,itakordedeibe\n\nrutkurtSeidgitiezhcielgesi\n.nlegeipsredwi\n\n \n\n \n\n \n \n\n \n \n \n\n \n\n \n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n\ncil\u00dfeilhcssuproKsednrehpa\nMedind iso Sn.ier\u00fcben rphe\n\ncoshw und noctaerhteTh\nhets\u00e4ediliewv, ntioknuFehctis\n\nmr ETSIESIRKEIDerhapet\n\n \n\n \n\n \n \n\n \n \n \n\n \n\n \n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n\nEVEBRLOTUTI\n\nredtimnemmitshc\nn rpheateM elaeTh\n\nswahsrevonoigatn\nil ewdnut rieinmodn\nTIEHKNARKENIE\n\n \n\n \n\n \n \n\n \n \n \n\n \n\n \n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n\neidtgiezgnudlibbAedneglFo\nrdeon itkaissalKrde\u00df \u00e4mge\n\ntlleQumi)2891(nosrednHe ex\n\n \n\n \n\n \n \n\n \n \n \n\n \n\n \n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n\nnnanegneboredezt\u00e4stnezoPre\niWrden rpheateMn veitkognir\n\n:tex\n\n \n\n \n\n \n \n\n \n \n \n\n \n\n \n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n\nnepytnrehpateMnetn\nh cnahecaprssfhacstri\n\n \n\n \n\n \n \n\n \n \n \n\n \n\n \n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n\ngnudlibAb 4. tingokredztastnezoPr\n\nesreb\u00dcredhcieglreV2.5.\n\n \n\n \n\n \n \n\n \n \n \n\n \n\n \n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n\nehcarpsstfahcstriWredninrehpateMnevit\n\nneodhtemgsnuzte\n\n \n\n \n\n \n \n\n \n \n \n\n \n\n \n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n\n)2891(nosrednHehcan .", "start_char_idx": 51067, "end_char_idx": 54063, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "794f0d59-3163-464f-9c20-688c461c7d07": {"__data__": {"id_": "794f0d59-3163-464f-9c20-688c461c7d07", "embedding": null, "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-123", "node_type": "4", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "4121cf9105a4fb5d6fd11af6ff5302d4c452ef08df43017e8651dd5bc8a67d63", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "8e45dbb5-570d-427f-8cae-71561e982d74", "node_type": "1", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "ed36b7f1ca47ac6538494d46847c849d77ddaa6313608a131f4a177583ad98a1", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "1aab2ccf-f837-40b2-adef-d354f8c480c2", "node_type": "1", "metadata": {}, "hash": "825ea399d32e475141e3bcf1782b1a51fde0f1cabd64d975cbdde46e8278bd94", "class_name": "RelatedNodeInfo"}}, "text": "\u201cedohteMeDi atMe durrphe\nrven etgsh\u00e4 ohteMetednwe\n\n:enenidelipseiBsal lnuvl acfis\nsinaSp e chsialkssaldnue ch\n\nhctsue D imznedne Tesiet dis\n\ntsineretieWsDe netlahuztsfe\n\u201drehpatMe edni) 2M\"1(M\n\neiB.enchsteuderdnisal eisp\nniatcernue lbaisnco nei\n\nottcesu hcisnapSfuasad, \n\n \n\n \n\n \n \n\n \n \n \n\n \n\n \n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n\n\u201drpheateMheciegledih cdur (M\nnakreHi.nehcarpSediebniedo\n\nilibareln stie slaedrwu aernlvu\nachwchSe ehsctueDs ninellest\n\nnap S imlst aiteerbre vritee wne\n\n\u201cedohteMeidssad,n hpatMe\nu\u00e4hgnuzterseb\u00dcnehcsinapsr e\n\nztaSredtl\u00e4htneseieswle eTh\nchsirohapetmtimvitekAn\n\ninehcrud ervitekAeserdan\n\n \n\n \n\n \n \n\n \n \n \n\n \n\n \n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n\n(M maeidtsi)M\"\nrehpateMedneglnn\n\neslcasiliba sin\ns gnidrellA.tztsereb\u00fc\n\n.nehcisn\n\ndre hcur e erdane nei\ntednerwevr egfiu drwi\n\nottceussikooltuo\narzwdnu,nniSemch\n\nlhowboe,druwztetser\n\u00dcb\n\n \n\n \n\n \n \n\n \n \n \n\n \n\n \n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n\nsrden iv iktedjAhecieglsda\nt: teulaehcisnapSsin psLa\n\nerbmrecin tivkAsaD. \ne\u00dfeilhcsmu\u201cnovgnutuedBe\n\nbung\u201diehrcsmUh cdur \"(M\nnutzesreb\u00dcnehcisnapsredin\n\numon isreVn hecsnipasrde\n\n \n\n \n\n \n \n\n \n \n \n\n \n\n \n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n\nIb\n\nn ndehavorhecaprSn hecsnipas\ndaorna\u00fanitnocsavitcerep\n\nsaro reVmeds uatmmast\netreisitamehtettirdeiD.\u201dne\nell\u00e4Fnenetlesnir unerduw) P\neMieddirweisewlsiepiseB. gn\n\nh cdurund n beeihrcsum aUn\n\n \n\n \n\n \n \n\n \n \n \n\n \n\n \n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n\nb 36ca i\u00e9r 810(2 ): \u2026-\u2026 13\n\n.tsi gnuztesre\u00dcbeDi\nelbarisnocs\n\nbr raro u edithand \nrehpateM\u201cedohteM\nr undnu,tednerwevn\n\nrehptae ksatkA in\nsm\u00e1saeratsal\n\n03 IBERICA 36_Iberica 13 30/10/18 7:43 P\u00e1gina 83", "start_char_idx": 54337, "end_char_idx": 57008, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "1aab2ccf-f837-40b2-adef-d354f8c480c2": {"__data__": {"id_": "1aab2ccf-f837-40b2-adef-d354f8c480c2", "embedding": null, "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-123", "node_type": "4", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "4121cf9105a4fb5d6fd11af6ff5302d4c452ef08df43017e8651dd5bc8a67d63", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "794f0d59-3163-464f-9c20-688c461c7d07", "node_type": "1", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "ca6d2ee2cdf6de588b056eecfad7880dee1e13c73f7b868f721d390274cc9504", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "ee4a7d79-4787-4b9a-ab52-9dd86503cc4e", "node_type": "1", "metadata": {}, "hash": "84e72707b86b7fd0d3e659b7eda14b1fbb0ff332e6be6989a043a320731901df", "class_name": "RelatedNodeInfo"}}, "text": "h\u00e4ufigsten verwendete Methode in beide Sprachen. Hier kann folgende\nMetapher als Beispiel dienen: fiscal vulnerabilities wurde als vulnerabilidades\nfiscales ins Spanische und als fiskalische Schwachstellen ins Deutsche \u00fcbersetzt.\nAllerdings ist diese Tendenz im Deutschen weiter verbreitet als im\nSpanischen.\n\nDes Weiteren ist festzuhalten, dass die Methode \u201cMetapher durch eine\n\nandere Metapher\u201d (M1 g M2) in der spanischen \u00dcbersetzung h\u00e4ufiger\nverwendet wird als in der deutschen. Beispielsweise enth\u00e4lt der Satz The\noutlook is subject to considerable uncertainty ein Adjektiv mit metaphorischem\nSinn, und zwar subject to, das auf Spanisch durch ein anderes Adjektiv\nersetzt wurde, obwohl das gleiche Adjektiv in der spanischen Sprache\nvorhanden ist. Die \u00dcbersetzung ins Spanische lautet: Las perspectivas\ncontin\u00faan rodeadas de considerable incertidumbre. Das Adjektiv rodeadas stammt\naus dem Verb rodear und hat die Bedeutung von \u201cumschlie\u00dfen\u201d. Die dritte\n\nthematisierte Methode \u201cMetapher durch Umschreibung\u201d (M g P) wurde\nnur in seltenen F\u00e4llen verwendet, und nur in der spanischen \u00dcbersetzung.\nBeispielsweise wird die Metapher A key task in der spanischen Version\numschrieben und durch Una de las tareas m\u00e1s importantes \u00fcbersetzt. Der Sinn\nder Metapher key wurde durch das Adjektiv importante \u2013 wichtig \u2013 ersetzt,\nobwohl die gleiche Metapher in der spanischen Sprache m\u00f6glich gewesen\nw\u00e4re: Idiomatisch korrekt ist n\u00e4mlich die genaue Entsprechung una tarea\n\nclave6. F\u00fcr die deutsche \u00dcbersetzung von key wurde die Methode M g \u00d8\nangewandt. Die \u00dcbersetzung lautet: Eines der [\u2026] Ziele. Es ist\nbemerkenswert, dass in anderen Kapiteln des Jahresberichts 2010 der\n\nAusdruck key tasks durch die Methode M g M als Schl\u00fcsselthemen ins\nDeutsche \u00fcbersetzt wurde. \n\nDie Methode \u201cMetapher durch Weglassung\u201d (M g \u00d8) findet sich ebenfalls\nin beiden Sprachen \u2013 insbesondere in der spanischen Version \u2013, wird aber in\nder oben genannten Klassifikation von Dobrzy\u0144ska (1995) nicht erw\u00e4hnt. In\ndiesem Fall werden die Metaphern nicht \u00fcbersetzt, und die Information wird\ndementsprechend im Zieltext weggelassen. \n\nZuletzt ist festzuhalten, dass verschiedene \u00dcbersetzungen der gleichen\nMetapher zu finden sind. So taucht Monetary tightening in der spanischen\n\u00dcbersetzung gleicherma\u00dfen als endurecimiento monetario und als restricci\u00f3n\nmonetaria auf. In der deutschen Fassung entsprechen dieser Metapher\nebenfalls zwei Wiedergabem\u00f6glichkeiten: Einschr\u00e4nkungen auf dem Geldsektor\nund Straffung der Geldpolitik.\n\nC. MATEO GALLEGO & G. RUIZ YEPES\n\nIb\u00e9rica 36 (2018): 69-9284\n\n03 IBERICA 36_Iberica 13 30/10/18 7:43 P\u00e1gina 84\n\n\n\nFolgende Abbildungen zeigen eine \u00dcbersicht \u00fcber das Verh\u00e4ltnis der je\nverwendeten \u00dcbersetzungsmethoden in beiden Zielsprachen. \n\nBeide Sprachenpaare Englisch-Spanisch und Englisch-Deutsch teilen\nKonzeptualisierungen \u00fcber die Wirtschaft, die die \u00dcbersetzungen von\n\nMETAPHERn In ZEITEn DER WIRTSCHAFTSKRISE\n\nIb\u00e9rica 36 (2018): 69-92 85\n\nC. MATEO GALLEGO & G. RUIZ YEPES \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\nimportantes \u00fcbersetzt.", "start_char_idx": 57012, "end_char_idx": 60038, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "ee4a7d79-4787-4b9a-ab52-9dd86503cc4e": {"__data__": {"id_": "ee4a7d79-4787-4b9a-ab52-9dd86503cc4e", "embedding": null, "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-123", "node_type": "4", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "4121cf9105a4fb5d6fd11af6ff5302d4c452ef08df43017e8651dd5bc8a67d63", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "1aab2ccf-f837-40b2-adef-d354f8c480c2", "node_type": "1", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "381b54396c6b81910764a04276845062e6bccf46e9f332f145899baf4ddb4feb", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "83d84937-3692-49cd-a803-3327ad88f512", "node_type": "1", "metadata": {}, "hash": "b857ecc085a74b69e44800d0f7afbff1e6fd2ce78cbce8f3fd09aa4aa6f7c0fb", "class_name": "RelatedNodeInfo"}}, "text": "Der Sinn der Metapher key wurde durch das Adjektiv \nimportante \u2013 wichtig \u2013 ersetzt, obwohl die gleiche Metapher in der spanischen \nSprache m\u00f6glich gewesen w\u00e4re: Idiomatisch korrekt ist n\u00e4mlich die genaue \nEntsprechung una tarea clave6. F\u00fcr die deutsche \u00dcbersetzung von key wurde die \nMethode M \" \u00d8 angewandt. Die \u00dcbersetzung lautet: Eines der [\u2026] Ziele. Es ist \nbemerkenswert, dass in anderen Kapiteln des Jahresberichts 2010 der Ausdruck \nkey tasks durch die Methode M \" M als \u201cSchl\u00fcsselthemen\u201d ins Deutsche \n\u00fcbersetzt wurde. \n\nDie Methode \u201cMetapher durch Weglassung\u201d (M \" \u00d8) findet sich ebenfalls in \nbeiden Sprachen \u2013 insbesondere in der spanischen Version \u2013, wird aber in der \noben genannten Klassifikation von Dobrzy!ska (1995) nicht erw\u00e4hnt. In diesem \nFall werden die Metaphern nicht \u00fcbersetzt, und die Information wird \ndementsprechend im Zieltext weggelassen. \n\nZuletzt ist festzuhalten, dass verschiedene \u00dcbersetzungen der gleichen Metapher \nzu finden sind. So taucht Monetary tightening in der spanischen \u00dcbersetzung \ngleicherma\u00dfen als endurecimiento monetario und als restricci\u00f3n monetaria auf. \nIn der deutschen Fassung entsprechen dieser Metapher ebenfalls zwei \nWiedergabem\u00f6glichkeiten: Einschr\u00e4nkungen auf dem Geldsektor und Straffung \nder Geldpolitik. \n\nFolgende Abbildungen zeigen eine \u00dcbersicht \u00fcber das Verh\u00e4ltnis der je \nverwendeten \u00dcbersetzungsmethoden in beiden Zielsprachen. \n\n \nAbbildung 5. Bei der \u00dcbersetzung von Metaphern ins Deutsche angewandte Methoden. \n\nC. GO ELLGAO ETMA .G& YEPESZRUI\n\nstentaro SreD.tztesr\u00fcbe\ntentaro \u2013 githcwi \u2013 ztetser\n\nwneseweghcilg\u00f6mehcarSp\ngnuhcerpstEn eavlca eartuna \n\nedohtMe .tdnawegna\u00d8\"M \nrndean issda,trewnskerembe\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\nYEPES\n\nrpheateMrdenn iS key edrwu\nhapetMe cheilge idlhowbo,zt\n\ntsitkerrokhcsitamoidI:er\u00e4w\ne6.", "start_char_idx": 60039, "end_char_idx": 62031, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "83d84937-3692-49cd-a803-3327ad88f512": {"__data__": {"id_": "83d84937-3692-49cd-a803-3327ad88f512", "embedding": null, "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-123", "node_type": "4", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; 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Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-123", "node_type": "4", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "4121cf9105a4fb5d6fd11af6ff5302d4c452ef08df43017e8651dd5bc8a67d63", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "83d84937-3692-49cd-a803-3327ad88f512", "node_type": "1", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "5e0be38d7d823380a362b22bf64c68cf724c6df38534eb32948d2e2ec9bd97f9", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "ee851544-5b4f-4cf8-b051-8e9363e4a930", "node_type": "1", "metadata": {}, "hash": "651e50aa1c1dc26b581aa892c1869fdc4c441dd05a51580c9f2eb86eb682e808", "class_name": "RelatedNodeInfo"}}, "text": "gieznegnudlibbAedneglFo\ntesrbe\u00dcn etndeewrve etmsgnzu\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\neprsnteung apetMeresidench\ndleGmanegnn\u00e4rhcsnEi\n\nsadreb\u00fcthcisreb\u00dcenieneg\narpseliZendeibniendohet ench\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\neizwsleneberhap\nrotke und rSt\n\nl\u00e4hreVs tn jeredis\n.en\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n6 3aicr\u00e9Ib 810(2 ): \u2026-\u202614\n\ngnudlibAb 5. esre\u00dcbrediBe\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n waegnaehcstuDesninrehpateMnovgnuzte\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n nedohteMetdnwa .\n\nTITULO BREVE \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\n \n\nAbbildung 6. Bei der \u00dcbersetzung von Metaphern ins Spanische angewandte Methoden. \n\nBeide Sprachenpaare Englisch-Spanisch und Englisch-Deutsch teilen \nKonzeptualisierungen \u00fcber die Wirtschaft, die die \u00dcbersetzungen von Metaphern \ndurch gleiche Metaphern zulassen. Allerdings wird diese Methode in der \ndeutschen Version um etwa zwanzig Prozent h\u00e4ufiger verwendet, vor allem \nwenn es sich bei den fraglichen englischen Ausdr\u00fccken um neuartige Metaphern \nhandelt. Dahingegen wurden viele Metaphern in der spanischen Version durch \neine andere Metapher \u00fcbersetzt, und zwar auch dort, wo die gleiche Metapher in \nder spanischen Sprache m\u00f6glich gewesen w\u00e4re. Beispielsweise wurde die \nMetapher When the dust (of the crisis) had settled [...] ins Deutsche durch die \ngleiche Metapher \u00fcbersetzt: \u201cNachdem sich der Staub gelegt hatte\u201d. Im \nspanischem Text wurde eine andere Metapher angewandt: Cuando la turbulencia \namain\u00f3 [...]. Das bedeutet: \u201cAls die Turbulenz nachlie\u00df [\u2026]\u201d. \n\nDie Methode M1 \" M2 ist im vorliegenden Korpus in beiden Zielsprachen am \nzweith\u00e4ufigsten anzutreffen. In den meisten F\u00e4llen wurde eine andere Metapher \nverwendet, die einen \u00e4hnlichen Sinn aufweist. So wurde The crisis was \ntransmitted swiftly across the globe mit Die Krise pflanzte sich rasch [\u2026] quer \n\u00fcber die ganze Welt fort wiedergegeben. Die Methode der Umschreibung (M \" \nP) wurde im spanischen Text zweimal verwendet, in der deutschen Version \ndagegen kein einziges Mal. Abschlie\u00dfend ist anzumerken, dass die Methode M \n\" \u00d8 in der spanischen Version neun Mal auftaucht, w\u00e4hrend sie in der \ndeutschen Version nur ein einziges Mal vorkommt.", "start_char_idx": 64047, "end_char_idx": 67779, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "ee851544-5b4f-4cf8-b051-8e9363e4a930": {"__data__": {"id_": "ee851544-5b4f-4cf8-b051-8e9363e4a930", "embedding": null, "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-123", "node_type": "4", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "4121cf9105a4fb5d6fd11af6ff5302d4c452ef08df43017e8651dd5bc8a67d63", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "14243f9d-48de-41e8-9d61-ef9f93f214d1", "node_type": "1", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "ec9648c0915d773d5da0be87173363e2c0baae4c43fdcb28820a262486f1d997", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "851fe388-317e-4f68-b1df-fb6a474f3a26", "node_type": "1", "metadata": {}, "hash": "3005a4d883abcab3a39dd269a3200b8d2a0cde797eea7a53c030a8ad67645035", "class_name": "RelatedNodeInfo"}}, "text": "Au\u00dferdem entspricht dem \neinzigen Fall von M \" \u00d8 in der deutschen Version auch in der spanischen \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\nEVEBRLOTUTI \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\ngnudlibAb 6. tesre\u00dcbrediBe\n\nnEeraapnehcarpSediBe\nb\u00fcnegnureisilautpeznKo ider\n\nzn rpheateMhecieglh cdur\nawteumon isreVn hecsutde\nhcilganediebhcissennwe\n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\nwaegnaehcsinaSpsninrehpateMnovgnuzt\n\nhcsilg - ilgnEdnuhcsinaSp\nzuetserb\u00dce ide id,chstriWe i\n\nn.essaulz eiddrwisgnidrelAl\nvergeh\u00e4nteozrPg inzawza\n\nmunekc\u00fcrdsAunehcsilgneneh\n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\nnedohteMetdnwa .\n\nhcsi - neliethcstuDe\nnerhapetMnovengnzu\nredniedohteMese\n\nmellavor,tndeewrve\nn nerhapetMe gitareu\n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\ng\nn deurwn gengehiaD.tlndeha\netserb\u00fcerhapetMe erdane nei\n\u00f6glmhecaprSn hecsnipasrde\n\nrehpatMe neWh t seth\ntztesr\u00fcberpheateMheciegl\n aeni eedru wtxe Tmehscinasp\n\n]..n\u00f3 aiam t: \u201cteuede bsa. D Al\n\nitsi2M\"1MedohteMeDi\ng\u00e4uhteizw .nertuznanest\n\nhn\u00e4n neieedi,tndeewrve lic\n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\ng\nnipasrden in rpheateMelevin \ne idow,trodchauarzwdnu,ztet\n\npisieB.er\u00e4wn esewgeh ci\u00f6gl\ndttleesdahisrceth sin\n\n\u201c: hcNa ub atSrdeh cismde\n:tdnawegn arehpate Meredn a Cu\n\ndsAl lubru Tie ]\u2026[e\u00dfilachnz en\n\niebnisuprKonednegeilrovmi\needruwnell\u00e4FnestiemnednI\nuwoSt. iseuaninSnehlic\n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\napg\nh cduron isreVn hecsni\nnierhapetMe cheilge \nedideurwesiewslepi\n\ndhcrudehctsueDs ie\n\u201detthagtelgeub mI. \n\naicnelubrutalnaCu\n\u201d] .", "start_char_idx": 67780, "end_char_idx": 71687, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "851fe388-317e-4f68-b1df-fb6a474f3a26": {"__data__": {"id_": "851fe388-317e-4f68-b1df-fb6a474f3a26", "embedding": null, "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-123", "node_type": "4", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "4121cf9105a4fb5d6fd11af6ff5302d4c452ef08df43017e8651dd5bc8a67d63", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "ee851544-5b4f-4cf8-b051-8e9363e4a930", "node_type": "1", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "0adc60425b8c0df437878095a9aa82678fa1881e40737654294ec403081ef121", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "b3128c3e-34f2-405f-a85f-971ee2967b89", "node_type": "1", "metadata": {}, "hash": "32c0b9bbbe35d68135f1e49b498c1cc07683df94ae7c4f2d260b6f72e55c2139", "class_name": "RelatedNodeInfo"}}, "text": "aicnelubrutalnaCu\n\u201d] .\n\ni man hecaprsleiZn de\neMerednaenie rehpta\n\nedru sawsisirceTh\n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\nethssorcaiftlywsdittemsnatr\nttleganzedir\u00fcbe dewi\n\neTnehcsinapsmiedruwP)\nA.laMsgeinzien iken gegeda\n\nVnehcsinapsredni\u00d8\"\nen ienuron isreVn hecsutde\n\n\u00d8\"MnovlalFengzinei\n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\nIb\n\nbloge e tmi etznaesirKeDi\nUmrededohteMeDi.nebegegred\n\nlamiewztxe den i,tndeewrve\nn,kereumnzatsind \u00dfeeihlcbsA\n,thcuaualaMnuennoisreV\n\nu\u00dfeA.tmkomvorlaMsgeinzi\nchaunoiserVenchsteuderdni\n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\nb 36ca i\u00e9r 810(2 ): \u2026-\u2026 15\n\nreuq]\u2026[hcsarhcis\n\"M(gnubierhcsUm\n\nreVn hecsutderde nosi\nedissda M edohtMe\n\nrednieisdnerh\u00e4w\nmdehtciprsntemder\nenchsianpserdnich\n\n03 IBERICA 36_Iberica 13 30/10/18 7:43 P\u00e1gina 85", "start_char_idx": 71665, "end_char_idx": 73045, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "b3128c3e-34f2-405f-a85f-971ee2967b89": {"__data__": {"id_": "b3128c3e-34f2-405f-a85f-971ee2967b89", "embedding": null, "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-123", "node_type": "4", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "4121cf9105a4fb5d6fd11af6ff5302d4c452ef08df43017e8651dd5bc8a67d63", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "851fe388-317e-4f68-b1df-fb6a474f3a26", "node_type": "1", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "5e0acf97707ee46a6b57bde9572d5ebdd264183071c9a528032afeca80de5165", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "4ad20b73-9600-4e67-89fd-d9918325c901", "node_type": "1", "metadata": {}, "hash": "354da2e5de1152775afe9f9eb43d00c7629886112e42ff8dcd7a955b5e029bce", "class_name": "RelatedNodeInfo"}}, "text": "Metaphern durch gleiche Metaphern zulassen. Allerdings wird diese\nMethode in der deutschen Version um etwa zwanzig Prozent h\u00e4ufiger\nverwendet, vor allem wenn es sich bei den fraglichen englischen Ausdr\u00fccken\num neuartige Metaphern handelt. Dahingegen wurden viele Metaphern in\nder spanischen Version durch eine andere Metapher \u00fcbersetzt, und zwar\nauch dort, wo die gleiche Metapher in der spanischen Sprache m\u00f6glich\ngewesen w\u00e4re. Beispielsweise wurde die Metapher When the dust (of the crisis)\nhad settled [...] ins Deutsche durch die gleiche Metapher \u00fcbersetzt: Nachdem\nsich der Staub gelegt hatte. Im spanischem Text wurde eine andere Metapher\nangewandt: Cuando la turbulencia amain\u00f3 [...]. Das bedeutet: \u201cAls die Turbulenz\nnachlie\u00df\u201d.\n\nDie Methode M1 g M2 ist im vorliegenden Korpus in beiden Zielsprachen\nam zweith\u00e4ufigsten anzutreffen. In den meisten F\u00e4llen wurde eine andere\nMetapher verwendet, die einen \u00e4hnlichen Sinn aufweist. So wurde The crisis\nwas transmitted swiftly across the globe mit Die Krise pflanzte sich rasch [\u2026] quer \u00fcber\n\ndie ganze Welt fort wiedergegeben. Die Methode der Umschreibung (M g P)\nwurde im spanischen Text zweimal verwendet, in der deutschen Version\ndagegen kein einziges Mal. Abschlie\u00dfend ist anzumerken, dass die Methode\n\nM g \u00d8 in der spanischen Version neun Mal auftaucht, w\u00e4hrend sie in der\ndeutschen Version nur ein einziges Mal vorkommt. Au\u00dferdem entspricht\n\ndem einzigen Fall von M g \u00d8 in der deutschen Version auch in der\nspanischen Version die Entscheidung f\u00fcr dieses Verfahren. Die Metapher an\nenvironment of unprecedented cooperation wurde sowohl im Spanischen als auch im\nDeutschen weggelassen. \n\n5.3. Erg\u00e4nzung der \u00dcbersetzungsmethoden \n\nIm Korpus sind Metaphern zu finden, deren Bedeutungen in den Zieltexten\nbeeinflusst, intensiviert oder g\u00e4nzlich ge\u00e4ndert wurden. Allerdings werden\ndiese F\u00e4lle in der oben genannten Klassifikation nicht ber\u00fccksichtigt, weil sie\nsich nur auf die \u00dcbertragung von Zieldom\u00e4ne und Quelldom\u00e4ne von einer\nSprache in die andere beziehen. \n\nDie Beispiele des Korpus dieser Studie zeigen, wie einige Metaphern, die\n\ndurch die Methode M g M \u00fcbersetzt wurden, Ver\u00e4nderungen in Bezug auf\nden Sinn aufweisen. Hierzu nur wenige Beispiele: Der metaphorische Satz\nThe past year has been a roller coaster for the global economy wurde im deutschen\nKorpus wie folgt \u00fcbersetzt: Das vergangene Jahr bescherte der Weltwirtschaft eine\nveritable Achterbahnfahrt. Die Metapher bleibt gleich, weil die Dom\u00e4nen\n\nC. MATEO GALLEGO & G. RUIZ YEPES\n\nIb\u00e9rica 36 (2018): 69-9286\n\n03 IBERICA 36_Iberica 13 30/10/18 7:43 P\u00e1gina 86", "start_char_idx": 73049, "end_char_idx": 75634, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "4ad20b73-9600-4e67-89fd-d9918325c901": {"__data__": {"id_": "4ad20b73-9600-4e67-89fd-d9918325c901", "embedding": null, "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-123", "node_type": "4", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "4121cf9105a4fb5d6fd11af6ff5302d4c452ef08df43017e8651dd5bc8a67d63", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "b3128c3e-34f2-405f-a85f-971ee2967b89", "node_type": "1", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "88d9caaaeead5fbaef5d3ba54290f956fdb2436409d9efb239608ba1980747b4", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "2d07d054-95be-47a9-b930-09579e031a1b", "node_type": "1", "metadata": {}, "hash": "72ec78f362963adc99d51a05602eb844787d6a7c9c88b5966a8af34e07628ecb", "class_name": "RelatedNodeInfo"}}, "text": "\u201cAchterbahn\u201d und \u201cWeltwirtschaft\u201d im Zieltext beibehalten werden, aber die\nnegative Bedeutung der Information \u00fcber die Weltwirtschaft erf\u00e4hrt durch\ndie Verwendung des Verbs \u201cbescheren\u201d und des Adjektivs \u201cveritable\u201d eine\nIntensivierung. Das gew\u00e4hlte Verb \u201cbescheren\u201d wird in diesem Satz mit einer\ngewissen Ironie gebraucht, da es sonst eine positive Bedeutung hat. In der\nspanischen Version wurde die Metapher des Quelltextes umschrieben: El a\u00f1o\npasado estuvo lleno de altibajos para la econom\u00eda mundial. Diese Version teilt mit,\ndass die Weltwirtschaft im vergangenen Jahr vielen Schwankungen\nunterworfen war. Ebenso wird die Personifikation Central banks have already\n\nbegun to reduce [\u2026] durch die Methode M g M ins Spanische \u00fcbersetzt, und\nzwar wie folgt: los bancos centrales ya est\u00e1n reduciendo [\u2026]. Die Personifikation ist\ngenau die gleiche in der Zielsprache, weil dort die Konzeptualisierung von\nBanken als Personen gleicherma\u00dfen vorhanden ist. Allerdings weicht der\nSinn leicht ab. In der spanischen Version steht, dass die Banken schon am\nReduzieren sind, weil das Verb \u201canfangen\u201d weggelassen wurde. Die deutsche\nVersion \u00fcbertr\u00e4gt jedoch den genauen Sinn des Originaltextes, einschlie\u00dflich\nder Personifikation: haben jedoch die Zentralbanken bereits damit begonnen [\u2026] zu\nreduzieren.\n\nAu\u00dferdem wurden im Korpus Metaphern gefunden, die aufgrund der\n\nMethode M1 g M2 auff\u00e4llige \u00dcbersetzungsversionen aufweisen. Zu zitieren\nw\u00e4re hier die Phrase Advanced economies were the most significantly affected by the\nfinancial crisis. Der Ausdruck significantly affected impliziert ein Konzept, das die\nKrise als Krankheit wahrnimmt. Im Spanischen wurde eine andere, den Sinn\ndes Originaltextes ver\u00e4ndernde Metapher verwendet: La crisis asest\u00f3 el golpe\nm\u00e1s duro a las econom\u00edas avanzadas. In dieser Version wird die Krise als ein\naktives Element dargestellt, die den \u201cfortgeschrittenen Volkswirtschaften\neinen schweren Schlag versetzt7\u201d. Eine w\u00f6rtliche \u00dcbersetzung w\u00e4re auch im\nspanischen Zieltext m\u00f6glich gewesen, allerdings entschied sich der\n\u00dcbersetzer f\u00fcr eine freie Version. Ins Deutsche wurde der Sinn vom\nEnglischen dagegen w\u00f6rtlich \u00fcbersetzt: Die fortgeschrittenen Volkswirtschaften\nwaren am schwersten von der Krise betroffen. \n\nDes Weiteren finden sich im Korpus Beispiele f\u00fcr die Methode M g P. Die\nPersonifikation countries adopted a countercyclical stance wurde in der spanischen\nVersion folgenderma\u00dfen \u00fcbersetzt: En el terreno fiscal, se impuso una orientaci\u00f3n\nantic\u00edclica. Die L\u00e4nder wurden im Quelltext als aktive Entit\u00e4ten angesehen, die\neine antizyklische Haltung einnehmen. Demgegen\u00fcber wurden die L\u00e4nder in\nder spanischen Version nicht genannt, und die Assertion wurde durch einen\nunpers\u00f6nlichen Satz zum Ausdruck gebracht. Au\u00dferdem wird der Sinn des\n\nMETAPHERn In ZEITEn DER WIRTSCHAFTSKRISE\n\nIb\u00e9rica 36 (2018): 69-92 87\n\n03 IBERICA 36_Iberica 13 30/10/18 7:43 P\u00e1gina 87", "start_char_idx": 75638, "end_char_idx": 78530, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "2d07d054-95be-47a9-b930-09579e031a1b": {"__data__": {"id_": "2d07d054-95be-47a9-b930-09579e031a1b", "embedding": null, "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-123", "node_type": "4", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "4121cf9105a4fb5d6fd11af6ff5302d4c452ef08df43017e8651dd5bc8a67d63", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "4ad20b73-9600-4e67-89fd-d9918325c901", "node_type": "1", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "805c07641417295dad147fcac95f76013d7f1f2ca4116f3f8fca64d62741f4c3", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "85fd65bb-64f6-480c-bdfa-354fe0e452fc", "node_type": "1", "metadata": {}, "hash": "c8aa8422d14c7d270f54bd3c0f88a89006aad69e15d0fc8e4367534b01d8d3ef", "class_name": "RelatedNodeInfo"}}, "text": "Verbs adopted ver\u00e4ndert. Im Zieltext steht, dass es ihnen aufgezwungen\nwurde, diese Ma\u00dfnahmen zu ergreifen. Ins Deutsche wird der Sinn des\nQuelltexts durch die gleiche Metapher \u00fcbertragen: [\u2026] nahmen L\u00e4nder eine\ngegenzyklische Haltung ein. \n\nZuletzt wird auch die Methode M g \u00d8 verwendet, obwohl die Zielsprache\ndie gleiche Metapher erlauben w\u00fcrde. Beispielsweise wurde bei der\n\u00dcbersetzung des Satzes aggressive measures delivered in an environment of\nunprecedented cooperation auf eine \u00dcbersetzung der Metapher environment of\nunprecedented cooperation sowohl im Spanischen als auch im Deutschen\nverzichtet, obwohl der Sinn in beiden Zielsprachen problemlos\nwiedergegeben werden k\u00f6nnte. F\u00fcr solche Weglassungen lassen sich\nverschiedene Gr\u00fcnde anf\u00fchren, wie beispielsweise Begrenzungen in der\nL\u00e4nge des Zieltextes oder die M\u00f6glichkeit, dass die \u00dcbersetzer den Satz als\nWiderspruch angesehen und deshalb die Metapher ausgespart haben. \n\n6. Schlussfolgerungen \n\nDie Schlussfolgerungen dieser Studie basieren auf den quantitativen und\nqualitativen Ebenen der Analyse. Die erste Schlussfolgerung hat zum\nSchwerpunkt die Typologie der Metaphern und bezieht sich auf die beiden\nangewandten Klassifikationen. Alle gefundenen dekorativen Metaphern\ninnerhalb der Wirtschaftssprache nach der Typologie von Henderson (1982)\nstimmen mit den Strukturmetaphern von Lakoff und Johnson (1980)\n\u00fcberein. Diese Verbindung ist allerdings nur unidirektional, denn nicht alle\nStrukturmetaphern verf\u00fcgen innerhalb der Wirtschaftssprache \u00fcber einen\ndekorativen Charakter.\n\nDie zweite Schlussfolgerung hat ebenfalls die Typologie zum Schwerpunkt\nund bezieht sich lediglich auf die Klassifikation von Henderson (1982).\nDiese Klassifikation wird in wissenschaftlichen Abhandlungen \u00fcber\nMetaphern in der Wirtschaftssprache weiterhin verwendet, auch wenn sie\ngro\u00dfes Verbesserungspotenzial aufweist. Die Kategorien \u201cStandard\u201d und\n\u201cdekorativ\u201d und ihre Definitionen \u00fcberschneiden sich. Der metaphorische\nAusdruck: When the dust (of the crisis) had settled [...] ist beispielsweise dekorativ\nund kann gleichzeitig auch Eingang in den Standardgebrauch einer Sprache\ngefunden haben, wo er nicht auf wirtschaftliche Krisen zu beziehen ist,\nsondern auf andere Ph\u00e4nomene. In dem Satz regulatory reform does not go hand\nin hand with [\u2026] geh\u00f6rt der Ausdruck to go hand in hand der Standardsprache\n\nC. MATEO GALLEGO & G. RUIZ YEPES\n\nIb\u00e9rica 36 (2018): 69-9288\n\n03 IBERICA 36_Iberica 13 30/10/18 7:43 P\u00e1gina 88", "start_char_idx": 78534, "end_char_idx": 81012, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "85fd65bb-64f6-480c-bdfa-354fe0e452fc": {"__data__": {"id_": "85fd65bb-64f6-480c-bdfa-354fe0e452fc", "embedding": null, "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-123", "node_type": "4", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "4121cf9105a4fb5d6fd11af6ff5302d4c452ef08df43017e8651dd5bc8a67d63", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "2d07d054-95be-47a9-b930-09579e031a1b", "node_type": "1", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "bec650166b9028cf348c5db88144e436cf499fc7722db3ccd405d3283d87b737", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "90bed08a-e0cd-4f41-828c-6c005c9141ab", "node_type": "1", "metadata": {}, "hash": "0a8041ccc7975abfb1e53e2f7fe70c32f31dc8cb411af06d0112a25705e8a0f7", "class_name": "RelatedNodeInfo"}}, "text": "an und hat zugleich eine dekorative Funktion, wenn er in der\nWirtschaftssprache benutzt wird. Daher ist eine pr\u00e4zise und klare Definition\nund Klassifikation der kognitiven Metaphern innerhalb der\nWirtschaftssprache notwendig. Die Untergliederung in dekorative, Standard-\nund fachspezifische Metaphern erfordert eine Erg\u00e4nzung durch neue\nwissenschaftliche Beitr\u00e4ge. Au\u00dferdem z\u00e4hlt die Mehrzahl der rein\nfachspezifischen Metaphern der Wirtschaftssprache wie global growth, small\nand medium-sized enter prises, recession, oder advanced economies zu den\nOrientierungsmetaphern, da sie sich auf den physischen Raum bezieht.\nDiese Metaphern sind in der Wirtschaftssprache lexikalisiert und geh\u00f6ren\nzur spezifischen Terminologie der Wirtschaft. \n\nDie dritte Schlussfolgerung bezieht sich auf die \u00dcbersetzungsmethoden.\nDie Studien, die sich mit den Methoden der \u00dcbersetzung von Metaphern\nin der Wirtschaftssprache besch\u00e4ftigen, gehen von lediglich drei\n\nMethoden aus (M g M, M1 g M2 und M g P), obwohl auch eine vierte\nMethode, \u201cMetapher durch Weglassung\u201d (M g \u00d8), durchaus verbreitet ist.\nSowohl in der deutschen als auch in der spanischen Version wird diese\n\nMethode sogar h\u00e4ufiger verwendet als M g P. Wie weiter oben erw\u00e4hnt,\nunterscheidet newmark (1988) in seiner Arbeit Approaches to Translation\nsieben \u00dcbersetzungsmethoden f\u00fcr Metaphern aller m\u00f6glichen Textsorten\n(siehe Punkt 2.3) und grenzt die \u00dcbersetzungsmethoden \u201cMetapher durch\n\nWeglassung\u201d (M g \u00d8) und \u201cMetapher durch Umschreibung oder\nParaphrase\u201d (M g P) voneinander ab. Allerdings wird diese Klassifikation\nbei der \u00dcbersetzung von Metaphern in der Wirtschaftssprache seit den\n90er Jahren nicht mehr ber\u00fccksichtigt. Die drei oben genannten\nMethoden nach Dobrzy\u0144ska (1995) beziehen sich lediglich auf die\nsprachliche Ebene der Metapher und ignorieren deren kognitiven\nAspekte, die aber ein Verst\u00e4ndnis von Metaphern \u00fcberhaupt erst\nerm\u00f6glichen. Beispielsweise sind \u00dcbersetzungen im Korpus zu finden, die\nden Sinn der Metaphern beeinflussen, obwohl die Dom\u00e4nen sowohl in der\nHerkunfts- als auch in der Zielsprache vorhanden sind und damit die\n\nMethode M g M m\u00f6glich w\u00e4re. Die Verwendung von Adjektiven, Verben\noder Pr\u00e4positionen in der Zielsprache, die sich auf die Metapher\nbeziehen, k\u00f6nnen deren Bedeutung intensivieren, ver\u00e4ndern oder\nmindern. Jedoch wird diese Auswirkung in den bisherigen\nKlassifikationen nicht beachtet. \n\nDar\u00fcber hinaus ist bemerkenswert, dass Metaphern des Quelltextes ohne\nerkennbaren Grund durch eine andere Metapher \u00fcbersetzt wurden, obwohl\n\nMETAPHERn In ZEITEn DER WIRTSCHAFTSKRISE\n\nIb\u00e9rica 36 (2018): 69-92 89\n\n03 IBERICA 36_Iberica 13 30/10/18 7:43 P\u00e1gina 89\n\n\n\nin der Zielsprache die gleiche Metapher auch m\u00f6glich gewesen w\u00e4re, da\nbeide Sprachen die gleichen Konzeptualisierungen der Wirtschaft teilen.\n\nDie \u00dcbersetzungsversionen, die den Sinn der Metapher beeinflussen,\nver\u00e4ndern oder weglassen, sind f\u00fcr die Translatologie und insbesondere f\u00fcr\ndie Erweiterung der Theorie der \u00dcbersetzungsmethoden besonders relevant.", "start_char_idx": 81016, "end_char_idx": 84027, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "90bed08a-e0cd-4f41-828c-6c005c9141ab": {"__data__": {"id_": "90bed08a-e0cd-4f41-828c-6c005c9141ab", "embedding": null, "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-123", "node_type": "4", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "4121cf9105a4fb5d6fd11af6ff5302d4c452ef08df43017e8651dd5bc8a67d63", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "85fd65bb-64f6-480c-bdfa-354fe0e452fc", "node_type": "1", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "7f240630c3368054ca6ddb316532923f3e46b7aaca8387cb6d5ab87ff8b770bf", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "0ac76779-b978-419c-9e07-3b2e4044586a", "node_type": "1", "metadata": {}, "hash": "41175ca3005969d042d3638d4abde6f4f4a5b21b307d0ff7055149762c9bb6b0", "class_name": "RelatedNodeInfo"}}, "text": "Genau diese F\u00e4lle r\u00fccken das Loyalit\u00e4tsprinzip der \u00dcbersetzung neu ins\nBlickfeld. Dieser Grundsatz bezieht sich auf die Leser der Zieltexte, die\nerwarten, dass der Inhalt mit der Originalversion \u00fcbereinstimmt (vgl. nord,\n1993). F\u00fcr die \u00dcbersetzungswissenschaft ist es erforderlich, die bisherigen\nKlassifikationen von \u00dcbersetzungsmethoden von Metaphern in der\nWirtschaftssprache zu erg\u00e4nzen und zu pr\u00e4zisieren. Die \u00dcbersetzungen\nsollten sich nicht nur auf die \u00dcbertragung von Dom\u00e4nen und W\u00f6rtern\nbeschr\u00e4nken, sondern auch deren semantischen und pragmatischen\nEigenschaften miteinbeziehen. \n\nArticle history: \nReceived 30 June 2016 \n\nReceived in revised form 3 May 2107 \nAccepted 4 May 2017 \n\nLiteraturverzeichnis \n\nC. MATEO GALLEGO & G. RUIZ YEPES\n\nIb\u00e9rica 36 (2018): 69-9290\n\nBoers, F. und Demecheleer, M. (1997). \u201cA few\nmetaphorical models in (western) economic\ndiscourse\u201d in W.A. Liebert, G. Redeker und L. Waugh\n(Hrsg.), Discourse and Perspective in Cognitive\nLinguistics, 115-129. Amsterdam: John Benjamins.\n\nCardini, F.E. (2014). \u201cAnalysing English metaphors of\nthe economic crisis\u201d. Lingua e Linguaggi 11: 59-76.\n\nCharteris-Black, J. (2000). \u201cMetaphor and\nvocabulary teaching in ESP economics\u201d. English\nfor Specific Purposes 19:149-165.\n\nCharteris-Black, J. und T. Ennis (2001). \u201cA\ncomparative study of metaphor in Spanish and\nEnglish financial reporting\u201d. English for Specific\nPurposes 20: 249-266A.\n\nCharteris-Black, J. und A. Musolff (2003).\n\u201c\u2018Battered hero\u2019 or \u2018innocent victim\u2019? A comparative\nstudy of metaphors for euro trading in British and\nGerman financial reporting\u201d. English for Specific\nPurposes 22: 153-176.\n\nCuenca, J. M. und J. Hilferty (1999). Introducci\u00f3n\na la ling\u00fc\u00edstica cognitiva. Barcelona: Ariel.\n\nDeignan, A., D. Gabry\u015b und A. Solska (1997).\n\u201cTeaching English metaphors using cross-linguistic\n\nawareness-raising activities\u201d. Oxford ELT Journal\n51,4: 352-360.\n\nDobrzy\u0144ska, T. (1995). \u201cTranslating metaphors:\nProblems of meaning\u201d. Journal of pragmatics 24,6:\n595-604.\n\nEckartsberg, R. (1983). \u201cDavid Bohm\u2019s Suggestive\nMetaphors and Constructs, a psychological\nreading\u201d in American Physiological Association,\nAnaheim, CA.\n\nFuertes Olivera, P. (1998). \u201cMetaphor and\ntranslation: A case study in the field of economics\u201d\nin P. Fern\u00e1ndez Nistal und J.M. Bravo (Hrsg.), La\ntraducci\u00f3n: orientaciones ling\u00fc\u00edsticas y culturales,\n79-95. Valladolid: Universidad de Valladolid,\nSecretariado de Publicaciones e Intercambio\nEditorial.\n\nGilarranz Lape\u00f1a, M. (2010). \u201cLa traducci\u00f3n de la\nmet\u00e1fora en el lenguaje de la econom\u00eda.\nCorrespondencia en lenguas afines: italiano-\nespa\u00f1ol\u201d in Actas del IV Congreso El espa\u00f1ol,\nlengua de traducci\u00f3n para la cooperaci\u00f3n y el\ndi\u00e1logo, 405-421. Madrid: Esletra.\n\nG\u00f3mez Parra, E., C. M\u00e1rquez Linares und C.\nP\u00e9rez Hern\u00e1ndez (1999).", "start_char_idx": 84028, "end_char_idx": 86809, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "0ac76779-b978-419c-9e07-3b2e4044586a": {"__data__": {"id_": "0ac76779-b978-419c-9e07-3b2e4044586a", "embedding": null, "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-123", "node_type": "4", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "4121cf9105a4fb5d6fd11af6ff5302d4c452ef08df43017e8651dd5bc8a67d63", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "90bed08a-e0cd-4f41-828c-6c005c9141ab", "node_type": "1", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "1fb061d393f4ed7fea30a71ce088af44d6e4c86def6240238e5ced2d52399bbf", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "25105f39-c97b-42eb-8e7c-a910af895f89", "node_type": "1", "metadata": {}, "hash": "b22e35ec51b3413de7b00b40e8748b10c4b030ec7a417bec093596341005da05", "class_name": "RelatedNodeInfo"}}, "text": "\u201cLa met\u00e1fora en los\n\n03 IBERICA 36_Iberica 13 30/10/18 7:43 P\u00e1gina 90\n\n\n\nMETAPHERn In ZEITEn DER WIRTSCHAFTSKRISE\n\nIb\u00e9rica 36 (2018): 69-92 91\n\nclich\u00e9s del mundo burs\u00e1til\u201d. Paremia 8: 237-242.\n\nHenderson, W. (1982). \u201cMetaphor in economics\u201d.\nEconomics (Winter): 147-153.\n\nH\u00f6ppnerov\u00e1, V. (2006). \u201cBildhaftes\nWirtschaftsdeutsch. Auf Spurensuche im\nMetaphernbereich\u201d. Deutsch als Fremdsprache 6:\n233-238.\n\nJ\u00e4kel, O. (2003). Wie Metaphern Wissen schaffen.\nDie kognitive Metapherntheorie und ihre\nAnwendung in Modell-Analysen der\nDiskursbereiche Geistest\u00e4tigkeit, Wirtschaft,\nWissenschaft und Religion. Hamburg: Verlag Dr.\nKovac.\n\nKlamer, A. und Leonard, T. (1994). So what\u2019s an\neconomic metaphor? in P. Mirowski (Hrsg.),\nNatural Images in Economic Thought: Markets\nRead in Tooth and Claw. Cambridge: Cambridge\nUniversity Press.\n\nKonovalova, A. und Ruiz Yepes, G. (2016). \u201cDie\nSprache des Marketings und ihre \u00dcbersetzung:\nmorphologische und semantische Aspekte der\nTerminologie\u201d. MonTI 8: 95-123.\n\nLakoff, G. und Johnson, M. (1980). Metaphors We\nLive By. Chicago/London: The University of\nChicago Press.\n\nLakoff. G. (1987). \u201cImage Metaphors\u201d. Metaphors\nand Symbolic Activity 2,3: 219-222.\n\nLakoff, G. und Turner, M. (1989). More than Cool\nReason: A Field Guide to Poetic Metaphor.\nChicago: University of Chicago Press.\n\nLakoff, G. und Johnson, M. (2011). Leben in\nMetaphern. Konstruktion und Gebrauch von\nSprachbildern 7. Aufl. Heidelberg: Carl Auer.\n\nLindstromberg, S. (1991). \u201cMetaphor and ESP: A\nghost in the machine\u201d. English for Specific\nPurposes 10: 207-25\n\nLoma, M. (2011). \u201cLa met\u00e1fora como recurso de\nproducci\u00f3n l\u00e9xica en la metalengua de la\neconom\u00eda en espa\u00f1ol y en ingl\u00e9s\u201d. Lorenzo\nHerv\u00e1s 20: 310-325.\n\nMcCloskey D.N. (1983). \u201cThe rhetoric of\neconomics\u201d. Journal of Economic Literature XXI:\n481-517\n\nMirzoyeva, L. (2014). \u201cMetaphorical economic\nterms: Problems of their translation from English\ninto Russian\u201d. Procedia-Social and Behavioral\nSciences 136: 169-174.\n\nNegro Alousque, I. (2011). \u201cMetaphor and ideology\nin the business press: The case of Endesa\ntakeover\u201d. Miscel\u00e1nea: A Journal of English and\nAmerican Studies 43: 73-85.\n\nNewmark, P. (1988). Approaches to Translation.\nNew York: Prentice Hall.\n\nNord, C. (1991). Textanalyse und \u00dcbersetzen.\nTheoretische Grundlagen, Methode und\ndidaktische Anwendung einer\n\u00fcbersetzungsrelevanten Textanalyse. Neu\nbearbeitete Auflage. Heidelberg: Julius Groos.\n\nNord, C. (1993). Einf\u00fchrung in das funktionale\n\u00dcbersetzen. Am Beispiel von Titeln und\n\u00dcberschriften. T\u00fcbingen: Francke.\n\nOgden, C. und I. Richards (1923).", "start_char_idx": 86810, "end_char_idx": 89377, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "25105f39-c97b-42eb-8e7c-a910af895f89": {"__data__": {"id_": "25105f39-c97b-42eb-8e7c-a910af895f89", "embedding": null, "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-123", "node_type": "4", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "4121cf9105a4fb5d6fd11af6ff5302d4c452ef08df43017e8651dd5bc8a67d63", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "0ac76779-b978-419c-9e07-3b2e4044586a", "node_type": "1", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "78aee8f35d6106c99283352746f585e309aeeda3445873efd07ddfe89e6840e9", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "5c0b2517-e5c9-4ee0-805e-79685e9b7165", "node_type": "1", "metadata": {}, "hash": "cd6495443488d14fdb9eecf5e50ac1a090a30ab0bca5739b41b43f872884bf16", "class_name": "RelatedNodeInfo"}}, "text": "Ogden, C. und I. Richards (1923). Meaning of\nMeaning. Orlando: A Harvest/HBJ Books\n\nRamaccioti, S. (2012) \u201cLa met\u00e1fora en el discurso\nmacroecon\u00f3mico \u2013 sentido y expresividad\u201d.\nDebate Terminol\u00f3gico 8: 65-79\n\nRojo, A. und M. Orts (2010). \u201cMetaphorical pattern\nanalysis in financial texts: Framing the crisis in\npositive or negative metaphorical terms\u201d. Journal\nof Pragmatics 42: 3300-3313\n\nSamaniego, E. (1996). La Traducci\u00f3n de la\nmet\u00e1fora. Valladolid: Secretariado de\npublicaciones e intercambio cient\u00edfico de la\nUniversidad de Valladolid\n\nSer\u00f3n, I. (2005). \u201cLa traducci\u00f3n de la met\u00e1fora en\nlos textos financieros: Estudio de caso\u201d in M.\nGracia Torres und M.A. Bugnot (Hrsg.), Traducci\u00f3n\ny cultura: el referente cultural en la comunicaci\u00f3n\nespecializada, 205-250. M\u00e1laga: Encasa\n\nSkorczynska, H. und A. Deignan (2006)\n\u201cReadership and purpose in the choice of\neconomics metaphors\u201d. Metaphor and Symbol\n21,2: 87-104.\n\nSoddemann, K. (2013). Die Metaphorik im Diskurs\n\u00fcber die Wirtschaftskrise. Eine korpuslinguistische\nUntersuchung aus Sicht der kognitiven\nMetapherntheorie \u00fcber die Darstellung der\nj\u00fcngsten Wirtschaftskrise im Sprachgebrauch\nverschiedener deutscher Online-Zeitungen.\nEssen: Redaktion LINSE (Linguistik-Server\nEssen).\n\nTrim, R. (2007): Metaphor Networks: The\nComparative Evolution of Figurative Language.\nNew York: Palgrave Macmillan.\n\nVan Besien, F. und Pelsmaekers, K. (1988). \u201cThe\ntranslation of metaphor\u201d in P. Nekeman, 140-146\n\nV\u00e1zquez Ayora, G. (1977). Introducci\u00f3n a la\ntraductolog\u00eda: Curso b\u00e1sico de traducci\u00f3n.\nGeorgetown: Georgetown University Press\n\nZheng, J. (2015). \u201cTranslation of metaphors in\nbusiness English from a cognitive perspective\u201d.\nInternational Journal of English Linguistics 5,2:\n132-13.\n\n03 IBERICA 36_Iberica 13 30/10/18 7:43 P\u00e1gina 91", "start_char_idx": 89344, "end_char_idx": 91124, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "5c0b2517-e5c9-4ee0-805e-79685e9b7165": {"__data__": {"id_": "5c0b2517-e5c9-4ee0-805e-79685e9b7165", "embedding": null, "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-123", "node_type": "4", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "4121cf9105a4fb5d6fd11af6ff5302d4c452ef08df43017e8651dd5bc8a67d63", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "25105f39-c97b-42eb-8e7c-a910af895f89", "node_type": "1", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "2ae8b9c2ff546d3fcf95a0c9c568436d7ed32854a35524c66336f3f5e84834a4", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "9fd2f0a3-d8ae-44f6-a75a-33906fbf3364", "node_type": "1", "metadata": {}, "hash": "be6c2f82922b96eb1a0848d5d853dca7e049fe0f7bac82f7abd6fb2b79b66573", "class_name": "RelatedNodeInfo"}}, "text": "Carmen Mateo Gallego hat den Studiengang \u00dcbersetzen und\nDolmetschen absolviert sowie einen Masterstudiengang f\u00fcr International\nBusiness. Zurzeit ist sie wissenschaftliche Mitarbeiterin f\u00fcr Spanisch an der\nHochschule Heilbronn und besch\u00e4ftigt sich im Rahmen ihrer Promotion mit\nder \u00dcbersetzung von Metaphern in der Wirtschaftssprache. \u00dcberdies befasst\nsie sich auch mit den Einsatz von neuen Medien in der Fremdsprachlehre\nund mit digitalen Pr\u00fcfungsformen. \n\nGuadalupe Ruiz Yepes ist Professorin f\u00fcr Spanisch als Fachsprache f\u00fcr\nWirtschaft an der Hochschule Heilbronn. Sie promovierte im Bereich\n\u00dcbersetzungswissenschaft und besch\u00e4ftigt sich derzeit mit der kontrastiven\nAnalyse der Wirtschaftsphraseologie. Im Rahmen eines\nForschungsaufenthalts hat sie ein Jahr an der Aston University verbracht. Sie\nhat \u00dcbersetzung und Sprachen an Universit\u00e4ten in Spanien, Deutschland,\nGro\u00dfbritannien und den USA gelehrt. \n\nNOTES \n\n1 Kognitive Metaphern werden in Gro\u00dfbuchstaben geschrieben, um sie von sprachlichen Metaphern zu\n\ndifferenzieren.\n\n2 Konstruiertes Beispiel der Autorinnen.\n\n3 Laut Lakoff und Johnson (1980) handelt es sich au\u00dferdem um eine Orientierungsmetapher.\n\n4 Der Begriff \u201c\u00dcbersetzungsproblem\u201d wird in dieser Arbeit nach der Definition von Christiane nord\n\n(1991) verwendet. Er hat mit Faktoren wie der Situation, der Textsorte oder den Konventionen der\n\nSprachen und Kulturen zu tun. Dagegen sind \u201c\u00dcbersetzungsschwierigkeiten\u201d mit Kompetenz und\n\nErfahrung des \u00dcbersetzers in Zusammenhang zu bringen.\n\n5 Die englische Version umfasst 1703 W\u00f6rter, w\u00e4hrend die deutsche 1787 W\u00f6rter und die spanische 2024\n\nW\u00f6rter enthalten.\n\n6 Konstruiertes Beispiel der Autorinnen.\n\n7 Eigene \u00dcbersetzung des vorangehenden Beispiels. \n\nC. MATEO GALLEGO & G. RUIZ YEPES\n\nIb\u00e9rica 36 (2018): 69-9292\n\n03 IBERICA 36_Iberica 13 30/10/18 7:43 P\u00e1gina 92", "start_char_idx": 91128, "end_char_idx": 92967, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "9fd2f0a3-d8ae-44f6-a75a-33906fbf3364": {"__data__": {"id_": "9fd2f0a3-d8ae-44f6-a75a-33906fbf3364", "embedding": null, "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-124", "node_type": "4", "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "hash": "0687f63809eecf92931b711b7634792ff2ba6220c82ebc1888dc534a9b37f19b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "5c0b2517-e5c9-4ee0-805e-79685e9b7165", "node_type": "1", "metadata": {"identifier": "iberica-123", "author": "Mateo Gallego, Carmen; Ruiz Yepes, Guadalupe", "title": "Metaphern in Zeiten der Wirtschaftskrise: Eine Studie \u00fcber die \u00dcbersetzung der Jahresberichte des Internationalen W\u00e4hrungsfonds ", "date": "2018-01-02", "file": "iberica-123.pdf"}, "hash": "ec960cf60d345766e5866f2d5808f9a2a8188087f32aa57ad51790c0f578d6f9", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "78ba70d4-0fdf-4aee-a645-cd7fdc76c9e8", "node_type": "1", "metadata": {}, "hash": "1e373bfe5c72dba2cf9651b00b4a684c90ee0cbd53466ff8e0af9a01a63dd334", "class_name": "RelatedNodeInfo"}}, "text": "Maquetaci\u00f3n 1\n\n\nIb\u00e9rica 36 (2018): 93-118\n\nISSN: 1139-7241 / e-ISSN: 2340-2784\n\nResumo \n\nConsiderada em um \u00e2mbito mais amplo da comunica\u00e7\u00e3o especializada, as teorias\nmodernas da Terminologia concebem a varia\u00e7\u00e3o como uma propriedade\ninerente ao termo e, por esse motivo, pass\u00edvel de estudo, considerando fatores\ncognitivos e contextuais como evolu\u00e7\u00e3o do conhecimento, n\u00edvel de\nespecializa\u00e7\u00e3o, ponto de vista, entre outros. Por outro lado, embora reconhecida\ne estudada, a representa\u00e7\u00e3o da varia\u00e7\u00e3o nos dicion\u00e1rios ainda segue uma\norienta\u00e7\u00e3o prescritiva. Nesse sentido, neste trabalho, objetiva-se analisar o\nfen\u00f4meno da varia\u00e7\u00e3o denominativa na Lexicografia em uso no Brasil e propor\numa representa\u00e7\u00e3o lexicogr\u00e1fica da varia\u00e7\u00e3o em um dicion\u00e1rio especializado de\naprendizagem de Lexicografia. Para isso, realizamos uma an\u00e1lise da varia\u00e7\u00e3o\ndenominativa expl\u00edcita em um c\u00f3rpus de textos de Lexicografia brasileira com o\nobjetivo de verificar as consequ\u00eancias cognitivas resultantes da utliza\u00e7\u00e3o dessas\nvariantes, bem como os poss\u00edveis fatores cognitivos que podem originar essa\nvaria\u00e7\u00e3o. Finalmente, propomos uma representa\u00e7\u00e3o da varia\u00e7ao na organiza\u00e7\u00e3o\nmicroestrutural do Dicion\u00e1rio de Lexicografia Brasileira. \n\nPalavras-chave: terminologia, varia\u00e7\u00e3o denominativa, lexicografia brasileira,\ndicion\u00e1rio especializado. \n\nAbstract \n\nE x pl i c it te rm v a ri at io n in Br az i l i an l e x ic o g r ap h y: p ro po s al f o r it s\n\nr e p r e s e n t at i on i n th e m ic ro s t r uc tu re o f t h e B ra z i l i a n L e xi c o g ra p h y\n\nD ic tio na ry \n\nA varia\u00e7\u00e3o denominativa expl\u00edcita na\nLexicografia no Brasil: pressupostos para\na organiza\u00e7\u00e3o microestrutural do\nDicion\u00e1rio de Lexicografia Brasileira1\n\nLucimara Alves Costa & Sabela Fern\u00e1ndez-Silva \n\nPontificia Universidad Cat\u00f3lica de Valpara\u00edso (Chile) \nlucimara.costa@hotmail.com & sabela.fernandez@pucv.cl \n\n93\n\n04 IBERICA 36_Iberica 13 26/10/18 20:21 P\u00e1gina 93", "start_char_idx": 42, "end_char_idx": 1975, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "78ba70d4-0fdf-4aee-a645-cd7fdc76c9e8": {"__data__": {"id_": "78ba70d4-0fdf-4aee-a645-cd7fdc76c9e8", "embedding": null, "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-124", "node_type": "4", "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "hash": "0687f63809eecf92931b711b7634792ff2ba6220c82ebc1888dc534a9b37f19b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "9fd2f0a3-d8ae-44f6-a75a-33906fbf3364", "node_type": "1", "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "hash": "bac7138457851ff7e85c69490ed46dbd0632af33f75902ad9d0e8460f766c541", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "f63ef5ce-5f79-48d9-91d7-22a145774164", "node_type": "1", "metadata": {}, "hash": "54a896abb26f59a02a1e4b751fedced0b0fae5f9db41aa3e22fed6beff20ef55", "class_name": "RelatedNodeInfo"}}, "text": "Ib\u00e9rica 36 (2018): 93-118\n\nL. ALvES CoSTA & S. FERN\u00e1NDEz-SILvA\n\nFrom a specialized communication perspective, contemporary theories of\nTerminology conceive variation as an inherent feature of the term. For such\nreason, it is plausible of analysis, taking into consideration cognitive and\ncontextual factors such as chronological evolution, level of specialization,\nviewpoints, among others. Nevertheless, variation in dictionaries remains\nunderrepresented, due to the prescriptive tradition that dominated terminology\nresearch. In this sense, the present paper aims at analyzing the phenomenon of\nterm variation in the domain of Lexicography in Brazil and at offering a\nproposal for its lexicographic representation in a specialized lexicography\ndictionary for learners. Thus, we have carried out analysis of explicit term\nvariation of a corpus of texts of Brazilian Lexicography with a view to\nobserving the cognitive consequences emerging from the use of such variation,\nas well as the possible cognitive factors that may originate this variation. Finally,\nwe propose the representation of term variation in the microstructural\norganization of the Brazilian Lexicography Dictionary. \n\nKeywords: terminology, term variation, Brazilian lexicography, specialized\ndictionary. \n\n1. Introdu\u00e7\u00e3o \n\nAs teorias modernas da Terminologia2 como a Socioterminologia (Gambier,\n1991; Gaudin, 1993, 2003), a Teoria Sociocognitiva da Terminologia\n(Temmerman, 2000) e a Teoria Comunicativa da Terminologia (Cabr\u00e9, 1999)\npropiciaram uma nova orienta\u00e7\u00e3o sobre o estudo dos termos, passando a\nconsider\u00e1-los como unidades din\u00e2micas inseridas numa diversidade de\ncontextos de comunica\u00e7\u00e3o especializada. Dessa forma, a varia\u00e7\u00e3o \u00e9\nreconhecida como uma caracter\u00edstica inerente ao termo e que pode\nmanifestar-se em todas as \u00e0reas de especialidade, devendo, por isso, ser\nrepresentada nos dicion\u00e1rios levando em considera\u00e7\u00e3o as necessidades dos\nusu\u00e1rios em situa\u00e7\u00f5es sociais e comunicativas espec\u00edficas (Fern\u00e1ndez e Faber,\n2011).\n\nEmbora tenha havido um consider\u00e1vel desenvolvimento na produ\u00e7\u00e3o de\ndicion\u00e1rios especializados direcionados a distintos tipos de usu\u00e1rios (Alcaraz\n& Hughes, 1993/2007/2012; Dancette & Rh\u00e9thor\u00e9, 2000; Binon et al., 2002;\nL\u2019Homme, 2008; Faber & Le\u00f3n, 2010), a Lexicografia Especializada de\naprendizagem ainda necessita de maior aten\u00e7\u00e3o \u00e0 fun\u00e7\u00f5es ainda pouco\naprofundadas, como o tratamento da varia\u00e7\u00e3o terminol\u00f3gica nos dicion\u00e1rios\n(Fern\u00e1ndez-Silva & Becerra, 2015).\n\n94\n\n04 IBERICA 36_Iberica 13 26/10/18 20:21 P\u00e1gina 94", "start_char_idx": 1979, "end_char_idx": 4515, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "f63ef5ce-5f79-48d9-91d7-22a145774164": {"__data__": {"id_": "f63ef5ce-5f79-48d9-91d7-22a145774164", "embedding": null, "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-124", "node_type": "4", "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "hash": "0687f63809eecf92931b711b7634792ff2ba6220c82ebc1888dc534a9b37f19b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "78ba70d4-0fdf-4aee-a645-cd7fdc76c9e8", "node_type": "1", "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "hash": "65bb64fb7aa324c875e0bf50a3edeffca8968d2f21b76d20cfbfbbd99f909e73", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "c87f3bd7-43c2-4080-9935-4dd842994d39", "node_type": "1", "metadata": {}, "hash": "1ad0db2f8e0044b64a506156c8f30d237192c422ed5520b9a89ece96cefb3be8", "class_name": "RelatedNodeInfo"}}, "text": "Nesse sentido, neste trabalho objetivamos investigar sobre a varia\u00e7\u00e3o\ndenominativa na Lexicografia corrente no Brasil, com o intuito de observar\ncomo este fen\u00f4meno se manifesta nesse \u00e2mbito, sua motiva\u00e7\u00e3o e como esta\npode ser representada na microestrutura do Dicion\u00e1rio de Lexicografia\nBrasileira (DLB).\n\nPara o desenvolvimento da pesquisa compilamos um c\u00f3rpus especializado\nconstitu\u00eddo por 300 textos de Lexicografia brasileira no per\u00edodo 1980 a 2013.\nExtra\u00edmos os termos e contextos definit\u00f3rios com dois programas\ncomputacionais (Wordsmith Tools e Terminus) e detectamos as variantes\nbuscando pelos marcadores de equival\u00eancia ou sinon\u00edmia. \n\nConsideramos apenas as variantes denominativas expl\u00edcitas, ou seja,\nclaramente demarcadas por meio de marcadores discursivos que veiculam\nequival\u00eancia (Suarez, 2004: 02) e analisamos as consequ\u00eancias cognitivas\ndessas variantes (Fern\u00e1ndez-Silva, 2011), bem como os poss\u00edveis fatores que\npoderiam motivar essa varia\u00e7\u00e3o. Nessa an\u00e1lise pudemos selecionar as\nvariantes a serem inclu\u00eddas na proposta do dicion\u00e1rio supracitado e sua\nrepresenta\u00e7\u00e3o na microestrutura dessa obra. \n\nPara melhor compreens\u00e3o da proposta, ap\u00f3s essa introdu\u00e7\u00e3o\napresentamos a fundamenta\u00e7\u00e3o te\u00f3rica a respeito da varia\u00e7\u00e3o nas teorias\nmodernas da Terminologia e discutimos a respeito da terminologia da\nLexicografia brasileira. Posteriormente, descrevemos os fundamentos\nmetodol\u00f3gicos seguidos para o desenvolvimento do trabalho e passamos\naos resultados da pesquisa que, por sua vez, foram divididos em dois\nblocos: (i) quanto \u00e0 varia\u00e7\u00e3o terminol\u00f3gica na Lexicografia em uso no\nBrasil e (ii) quanto \u00e0 sua representa\u00e7\u00e3o na proposta do dicion\u00e1rio e, por\nfim, as conclus\u00f5es. \n\n2. A varia\u00e7\u00e3o nas teorias modernas da Terminologia \n\nAs teorias modernas da Terminologia adotam uma perspectiva descritivista\nem que a linguagem passa a ocupar um papel central na categoriza\u00e7\u00e3o,\nrepresenta\u00e7\u00e3o e transmiss\u00e3o do conhecimento especializado. Nesse novo\ncen\u00e1rio a varia\u00e7\u00e3o terminol\u00f3gica deixa de ser vista como um obst\u00e1culo e\npassa a ser vista como um fen\u00f4meno funcional na comunica\u00e7\u00e3o\nespecializada, estando presente na conceitualiza\u00e7\u00e3o e na denomina\u00e7\u00e3o do\nconhecimento especializado. \n\nA vARIA\u00e7\u00e3o DENomINATIvA ExPL\u00edCITA NA LExICoGRAFIA No BRASIL \n\nIb\u00e9rica 36 (2018): 93-118 95\n\n04 IBERICA 36_Iberica 13 26/10/18 20:21 P\u00e1gina 95", "start_char_idx": 4519, "end_char_idx": 6851, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "c87f3bd7-43c2-4080-9935-4dd842994d39": {"__data__": {"id_": "c87f3bd7-43c2-4080-9935-4dd842994d39", "embedding": null, "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-124", "node_type": "4", "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "hash": "0687f63809eecf92931b711b7634792ff2ba6220c82ebc1888dc534a9b37f19b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "f63ef5ce-5f79-48d9-91d7-22a145774164", "node_type": "1", "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "hash": "a2bc148ec0b854e8f289eea711b6caa58529784fc6eff505ecb20f826a59fe4c", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "77706ff7-2f6b-4258-86f7-4b4e6d5301bf", "node_type": "1", "metadata": {}, "hash": "3ee4e9bf0b0fef0bf5a8b662e40d402fb927661c1cfabfcaa0ea406d6ca7127b", "class_name": "RelatedNodeInfo"}}, "text": "Atualmente constata-se que h\u00e1 uma s\u00f3lida e crescente preocupa\u00e7\u00e3o no\ndesenvolvimento de estudos sobre a varia\u00e7\u00e3o terminol\u00f3gica abordando este\nfen\u00f4meno tanto no plano lingu\u00edstico, quanto sociocomunicativo e cognitivo.\nNo plano cognitivo observa-se que a varia\u00e7\u00e3o est\u00e1 relacionada \u00e0\ndinamicidade dos processos de categoriza\u00e7\u00e3o e estrutura\u00e7\u00e3o do\nconhecimento especializado e o car\u00e1ter situado da cogni\u00e7\u00e3o. \n\nNesse vi\u00e9s destacam-se as teorias terminol\u00f3gicas cujos pressupostos se\nembasam na lingu\u00edstica cognitiva como a Teoria Sociocognitiva da\nTerminologia (Temmerman, 2000), a Teoria Comunicativa da Terminologia\n(Cabr\u00e9 1999, 2008; Fern\u00e1ndez-Silva et al., 2012) e a Terminologia baseada em\nmarcos (Faber et al., 2006), com a integra\u00e7\u00e3o de modelos sem\u00e2nticos\nprovenientes das ci\u00eancias cognitivas para explicar os processos de forma\u00e7\u00e3o\ne estrutura\u00e7\u00e3o dos conceitos especializados e sua denomina\u00e7\u00e3o por meios\nlingu\u00edsticos. \n\nNa Teoria Sociocognitiva da Terminologia, Temmerman (2000) demonstra a\nestrutura protot\u00edpica de algumas categorias das ci\u00eancias naturais, para cuja\ndefini\u00e7\u00e3o n\u00e3o basta indicar apenas sua posi\u00e7\u00e3o em uma estrutura l\u00f3gico-\nontol\u00f3gica e suas caracter\u00edsticas distintivas, e sim considerar outros\nelementos estruturais como a origem da compreens\u00e3o, dimens\u00f5es que\nconstituem a estrutura intercategorial e a inten\u00e7\u00e3o do emissor da mensagem,\no que determinar\u00e1 os elementos informativos que ser\u00e3o apresentados na\ndescri\u00e7\u00e3o da categoria (Temmerman, 2000:74). \n\nJ\u00e1 a Teoria Comunicativa da Terminologia surge como uma proposta te\u00f3rica\nque pretende descrever a varia\u00e7\u00e3o em toda sua dimensionalidade, propondo\num modelo variacionista e textualista que permite sua descri\u00e7\u00e3o em todos os\nn\u00edveis lingu\u00edsticos e discursivos (Cabr\u00e9, 1999: 106). Para a autora, a\ndiversidade est\u00e1 presente no processo que transcorre desde a formula\u00e7\u00e3o at\u00e9\na denomina\u00e7\u00e3o de um conceito e, portanto, a varia\u00e7\u00e3o se projeta em tr\u00eas\nplanos da unidade terminol\u00f3gica: referencial, cognitivo e lingu\u00edstico.\n\nEsses pressupostos cognitivos tamb\u00e9m se transladaram para a elabora\u00e7\u00e3o de\nprodutos lexicogr\u00e1ficos e terminol\u00f3gicos seguindo os fundamentos da\nLexicografia cognitiva (Geeraerts, 2007; Ibarretxe-Antu\u00f1ano, 2010;\nostermann, 2012, 2015). Assim, a Terminologia baseada em marcos (Faber\net al., 2006) apresenta uma proposta de representa\u00e7\u00e3o conceitual embasada\nna sem\u00e2ntica de marcos (Fillmore, 1985) destinada \u00e0 cria\u00e7\u00e3o de bases de\ndados terminol\u00f3gicos multil\u00edngues. Segundo as autoras, \u00e9 importante\nconsiderar que os produtos terminol\u00f3gicos devem ser elaborados de forma\n\nL. ALvES CoSTA & S. FERN\u00e1NDEz-SILvA\n\nIb\u00e9rica 36 (2018): 93-11896\n\n04 IBERICA 36_Iberica 13 26/10/18 20:21 P\u00e1gina 96", "start_char_idx": 6855, "end_char_idx": 9522, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "77706ff7-2f6b-4258-86f7-4b4e6d5301bf": {"__data__": {"id_": "77706ff7-2f6b-4258-86f7-4b4e6d5301bf", "embedding": null, "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-124", "node_type": "4", "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "hash": "0687f63809eecf92931b711b7634792ff2ba6220c82ebc1888dc534a9b37f19b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "c87f3bd7-43c2-4080-9935-4dd842994d39", "node_type": "1", "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "hash": "4e50c9d68dc56b19c2528d5f0b35ae86ebc8d272562758b3e765e5c5d0c5abd4", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "a49e8ccd-025c-4144-a85b-d4edd89faf53", "node_type": "1", "metadata": {}, "hash": "806e5fdf296780cbd193be56090faa0168eb7afc27aecea2bb20e0811be290a8", "class_name": "RelatedNodeInfo"}}, "text": "que representem o car\u00e1ter multidimensional, flex\u00edvel e situado da\nestrutura\u00e7\u00e3o conceitual, uma vez que os modelos tradicionais n\u00e3o refletem a\norganiza\u00e7\u00e3o real dos conceitos, tampouco o dinamismo da categoriza\u00e7\u00e3o. os\nprojetos Ecolexicon3, o projeto varimed4 e o Dicion\u00e1rio de arquitetura\n(Fern\u00e1ndez e Faber, 2011) s\u00e3o exemplos de recursos elaborados\nconsiderando essa teoria. \n\n2.1. Varia\u00e7\u00e3o terminol\u00f3gica conceitual e denominativa \n\nA varia\u00e7\u00e3o terminol\u00f3gica pode ocorrer no plano do conte\u00fado (cognitivo) e\nno plano formal (lingu\u00edstico) dando lugar \u00e0 varia\u00e7\u00e3o conceitual e\ndenominativa. Embora diversos estudos tenham investigado essa tem\u00e1tica,\nainda n\u00e3o se tem uma defini\u00e7\u00e3o consensual a respeito destes dois fen\u00f4menos. \n\nPodemos entender a varia\u00e7\u00e3o conceitual como resultado das diferen\u00e7as na\nconcep\u00e7\u00e3o de uma mesma realidade. Segundo Cabr\u00e9 (2008), a varia\u00e7\u00e3o\nconceitual ocorre quando diferentes conceitualiza\u00e7\u00f5es originam distintos\nconceitos para um mesmo referente. Por outro lado, a varia\u00e7\u00e3o conceitual\npode ser entendida como a varia\u00e7\u00e3o em um mesmo conceito. Assim, o que\ntemos s\u00e3o diferentes nuances conceituais a respeito de uma conceitualiza\u00e7\u00e3o\nunit\u00e1ria.\n\nEssa varia\u00e7\u00e3o em um mesmo conceito pode ou n\u00e3o ter reflexos\ndenominativos, como aponta Freixa (2002) e Kostina (2010). Esta \u00faltima\nautora define a varia\u00e7\u00e3o conceitual como \u201cum processo cognitivo que\nconduz a mudan\u00e7as graduais em um conceito, e manifesta-se formal e\nsemanticamente em diferentes graus de equival\u00eancia entre os sentidos de\numa unidade lexical ou de suas variantes l\u00e9xico-sem\u00e2nticas\u201d (Kostina, 2010:\n36). A varia\u00e7\u00e3o n\u00e3o ter\u00e1 reflexos denominativos quando a altera\u00e7\u00e3o se projeta\napenas semanticamente, como ocorre por meio de processos poliss\u00eamicos\nregulares e irregulares. \n\nNesse trabalho, entendemos que a varia\u00e7\u00e3o conceitual se processa entre\ndiferentes tra\u00e7os conceituais de um mesmo conceito, por isso ela ocorre, em\nespecial, no plano cognitivo. \n\nSe as distintas vis\u00f5es de um mesmo conceito motivam representa\u00e7\u00f5es\nlingu\u00edsticas distintas, ocorre a varia\u00e7\u00e3o conceitual com reflexo denominativo, ou\ntamb\u00e9m denominada varia\u00e7\u00e3o denominativa com consequ\u00eancias cognitivas. Para n\u00f3s,\nestes dois fen\u00f4menos s\u00e3o o mesmo. A diferen\u00e7a consiste, basicamente, em\numa quest\u00e3o de perspectiva: se partimos do conceito ou do ponto de vista\n\nA vARIA\u00e7\u00e3o DENomINATIvA ExPL\u00edCITA NA LExICoGRAFIA No BRASIL \n\nIb\u00e9rica 36 (2018): 93-118 97\n\n04 IBERICA 36_Iberica 13 26/10/18 20:21 P\u00e1gina 97", "start_char_idx": 9526, "end_char_idx": 11977, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "a49e8ccd-025c-4144-a85b-d4edd89faf53": {"__data__": {"id_": "a49e8ccd-025c-4144-a85b-d4edd89faf53", "embedding": null, "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-124", "node_type": "4", "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "hash": "0687f63809eecf92931b711b7634792ff2ba6220c82ebc1888dc534a9b37f19b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "77706ff7-2f6b-4258-86f7-4b4e6d5301bf", "node_type": "1", "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "hash": "14a889529f1479228190ec621f8a6176002ff66e1b5a6a4128eac43ec9ba6822", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "7026a431-cfb0-49c9-9922-bb40f924c1af", "node_type": "1", "metadata": {}, "hash": "d3ac4da71c41dbdfe0b8b4aecf29c3ed983019e054d23fff1b82d66bada5261e", "class_name": "RelatedNodeInfo"}}, "text": "da produ\u00e7\u00e3o, estamos diante da varia\u00e7\u00e3o conceitual com reflexo\ndenominativo; quando partimos da denomina\u00e7\u00e3o e se tem em conta a\nrecep\u00e7\u00e3o, estar\u00edamos falando de varia\u00e7\u00e3o denominativa com consequ\u00eancias\ncognitivas.\n\nConv\u00e9m ressaltar que a varia\u00e7\u00e3o denominativa n\u00e3o \u00e9 equivalente \u00e0 sinon\u00edmia\nlingu\u00edstica por dois motivos (Fern\u00e1ndez-Silva, Freixa & Cabr\u00e9, 2012):\nprimeiro, porque a varia\u00e7\u00e3o denominativa pode incluir mudan\u00e7as formais ou\nestruturais (por exemplo, entre uma sigla e sua forma desenvolvida) e n\u00e3o\napenas altera\u00e7\u00f5es l\u00e9xicas. Segundo, porque nem sempre ocorre uma rela\u00e7\u00e3o\nde sinon\u00edmia completa entre as variantes denominativas, podendo haver\ncasos de sinon\u00edmia relativa, na qual h\u00e1 uma rela\u00e7\u00e3o de inclus\u00e3o, intersec\u00e7\u00e3o\nou outra rela\u00e7\u00e3o entre o conte\u00fado sem\u00e2ntico das variantes. Para diferenciar\nestes dois casos, Cabr\u00e9 (2008) e Fern\u00e1ndez-Silva (2011) prop\u00f5em distinguir\nentre varia\u00e7\u00e3o denominativa sem e com consequ\u00eancias cognitivas, como veremos no\nseguinte item. \n\n2.1.1. Varia\u00e7\u00e3o denominativa sem e com consequ\u00eancias cognitivas \n\nA varia\u00e7\u00e3o denominativa sem consequ\u00eancias cognitivas ocorre quando um mesmo\nconceito \u00e9 representado por denomina\u00e7\u00f5es distintas, mas com o mesmo\nconte\u00fado sem\u00e2ntico, como por exemplo, nomenclatura e nominata (listado de\nnomes). Ao proporcionar a mesma informa\u00e7\u00e3o sobre o conceito,\npresumivelmente \u201c\u00f1ao se associa a nenhuma inten\u00e7\u00e3o cognitiva por parte do\nemissor\u201d (Fern\u00e1ndez-Silva, 2011: 60).\n\nA varia\u00e7\u00e3o denominativa com consequ\u00eancias cognitivas \u00e9 produzida quando um\nconceito se expressa por meio de variantes que se diferenciam n\u00e3o s\u00f3\nformalmente, mas tamb\u00e9m semanticamente pois apresentam aspectos\ndistintos do conte\u00fado conceitual, como em marca de uso e marca lexicogr\u00e1fica\nque, embora sejam utilizadas como sin\u00f4nimas, observa-se que ressaltam\nvis\u00f5es distintas do conceito. A primeira ressalta a fun\u00e7\u00e3o (orientar quanto ao\nuso) ao passo que a segunda destaca o destino, ou seja, uma marca\u00e7\u00e3o\nutlizada em obras lexicogr\u00e1ficas. Considera-se que esse tipo de varia\u00e7\u00e3o tem\nconsequ\u00eancias cognitivas porque enfatiza algumas caracter\u00edsticas do\nconceito, um ponto de vista particular e, portanto, incide na maneira como\no receptor compreende a informa\u00e7\u00e3o conceitual. \n\nEste tipo de varia\u00e7\u00e3o poderia responder a uma inten\u00e7\u00e3o cognitiva do emissor\nque, de maneira consciente ou inconsciente, emprega este recurso para\nressaltar um determinado ponto de vista ou determinadas caracter\u00edsticas\n\nL. ALvES CoSTA & S. FERN\u00e1NDEz-SILvA\n\nIb\u00e9rica 36 (2018): 93-11898\n\n04 IBERICA 36_Iberica 13 26/10/18 20:21 P\u00e1gina 98\n\n\n\nconceituais sobre outras em um dado contexto. Na seguinte se\u00e7\u00e3o veremos\nos fatores cognitivos que podem originar a varia\u00e7\u00e3o denominativa. \n\n2.2. Fatores cognitivos de varia\u00e7\u00e3o denominativa \n\nFern\u00e1ndez-Silva (2011) prop\u00f5e uma tipologia de fatores cognitivos de varia\u00e7\u00e3o\ndenominativa (ver Tabela 1) em que se distinguem fatores sist\u00eamicos \u2013\nrelacionados com a natureza dos sistemas conceituais e lingu\u00edsticos \u2013 e fatores\ncontextuais, relacionados \u00e0 diferen\u00e7as de categoriza\u00e7\u00e3o entre indiv\u00edduos ou\ngrupos de indiv\u00edduos, ou diferen\u00e7as na abordagem de um mesmo conceito em\nfun\u00e7\u00e3o da situa\u00e7\u00e3o comunicativa em que \u00e9 usado.", "start_char_idx": 11981, "end_char_idx": 15141, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "7026a431-cfb0-49c9-9922-bb40f924c1af": {"__data__": {"id_": "7026a431-cfb0-49c9-9922-bb40f924c1af", "embedding": null, "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-124", "node_type": "4", "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "hash": "0687f63809eecf92931b711b7634792ff2ba6220c82ebc1888dc534a9b37f19b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "a49e8ccd-025c-4144-a85b-d4edd89faf53", "node_type": "1", "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "hash": "0a3f5287105775ddca500d40d50f66ca9e3708d4eeb19a0bcb31bd6b39561322", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "b4d1cd4a-0bd4-42b3-9b4f-2a2ae0099dbf", "node_type": "1", "metadata": {}, "hash": "74ec4d05060719605a4a9f3b01a1cbed07ae3a5009b7aa74f6322f21b27aa83d", "class_name": "RelatedNodeInfo"}}, "text": "Centrando-nos nos fatores cognitivos de ordem contextual abordados nesta\ninvestiga\u00e7\u00e3o, em primeiro lugar destaca-se a evolu\u00e7\u00e3o do conhecimento\n(varia\u00e7\u00e3o diacr\u00f4nica). Em segundo temos os dialetos e culturas que tamb\u00e9m\npodem ser um fator de varia\u00e7\u00e3o, pois assim como as comunidades lingu\u00edsticas\nse diferenciam na forma como percebem e estruturam a realidade, tamb\u00e9m\npode ocorrer diferen\u00e7as entre as variantes de uma mesma l\u00edngua. \n\nPor outro lado, a conflu\u00eancia de distintas \u00e1reas tem\u00e1ticas em um contexto\ninterdisciplinar pode originar varia\u00e7\u00e3o. Como apontam Gaudin (1993), Cabr\u00e9\n(1999) e Teb\u00e9 (2005), os conceitos surgidos de uma \u00e1rea podem ser\napropriados e reinterpretados em outras, convivendo uma pluralidade de\nperspectivas sobre a mesma realidade, a qual se pode manifestar no emprego\nde distintas variantes que refletem a conceitualiza\u00e7\u00e3o particular de cada \u00e1rea\ndisciplinar. \n\nA vARIA\u00e7\u00e3o DENomINATIvA ExPL\u00edCITA NA LExICoGRAFIA No BRASIL \n\nIb\u00e9rica 36 (2018): 93-118 99\n\nL. ALVES COSTA & S. FERN\u00c1NDEZ-SILVA \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\num determinado ponto de vista ou determinadas caracter\u00edsticas conceituais sobre \noutras em um dado contexto. Na seguinte se\u00e7\u00e3o veremos os fatores cognitivos \nque podem originar a varia\u00e7\u00e3o denominativa. \n\n2.2. Fatores cognitivos de varia\u00e7\u00e3o denominativa \nFern\u00e1ndez-Silva (2011) prop\u00f5e uma tipologia de fatores cognitivos de variaci\u00f3n \ndenominativa (ver Tabela 1) em que se distinguem fatores sist\u00eamicos \u2013 \nrelacionados com a natureza dos sistemas conceituais e lingu\u00edsticos \u2013 e fatores \ncontextuais, relacionados \u00e0 diferen\u00e7as de categoriza\u00e7\u00e3o entre indiv\u00edduos ou \ngrupos de indiv\u00edduos, ou diferen\u00e7as na abordagem de um mesmo conceito em \nfun\u00e7\u00e3o da situa\u00e7\u00e3o comunicativa em que \u00e9 usado. \n\nFatores sist\u00eamicos \n\nDa organiza\u00e7\u00e3o conceitual \n\nSistema conceitual \nMultidimensionalidade do sistema conceitual \nClasse conceitual \nFlexibilidade do conceito \n\nDa organiza\u00e7\u00e3o lingu\u00edstica Sistema lingu\u00edstico-cultural \n\nFatores contextuais \n\nDiferen\u00e7as de conceitualiza\u00e7\u00e3o (varia\u00e7\u00e3o por usu\u00e1rios) \n\nEvolu\u00e7\u00e3o do conhecimento \nDialetos/ culturas \n\u00c1reas tem\u00e1ticas em contexto interdisciplinar \nEscolas de pensamento/ ideologias \nIndiv\u00edduo (perspectiva individual) \n\nDiferen\u00e7as na abordagem do conceito (varia\u00e7\u00e3o por usos) Adequa\u00e7\u00e3o ao n\u00edvel de especializa\u00e7\u00e3o \nInten\u00e7\u00e3o, objetivo, ponto de vista \n\nTabela 1. Fatores cognitivos de varia\u00e7\u00e3o denominativa (adaptado de Fern\u00e1ndez-Silva, 2011: 61-62). \n\nCentrando-nos nos fatores cognitivos de ordem contextual abordados nesta \ninvestiga\u00e7\u00e3o, em primeiro lugar destaca-se a evolu\u00e7\u00e3o do conhecimento \n(varia\u00e7\u00e3o diacr\u00f4nica). Em segundo temos os dialetos e culturas que tamb\u00e9m \npodem ser um fator de varia\u00e7\u00e3o, pois assim como as comunidades lingu\u00edsticas se \ndiferenciam na forma como percebem e estruturam a realidade, tamb\u00e9m pode \nocorrer diferen\u00e7as entre as variantes de uma mesma l\u00edngua. \n\nPor outro lado, a conflu\u00eancia de distintas \u00e1reas tem\u00e1ticas em um contexto \ninterdisciplinar pode originar varia\u00e7\u00e3o.", "start_char_idx": 15144, "end_char_idx": 18119, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "b4d1cd4a-0bd4-42b3-9b4f-2a2ae0099dbf": {"__data__": {"id_": "b4d1cd4a-0bd4-42b3-9b4f-2a2ae0099dbf", "embedding": null, "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-124", "node_type": "4", "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "hash": "0687f63809eecf92931b711b7634792ff2ba6220c82ebc1888dc534a9b37f19b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "7026a431-cfb0-49c9-9922-bb40f924c1af", "node_type": "1", "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "hash": "4915fdea944755b1dbb9a33c12f5581e4a5cd79b27a7b720ae4e8b366964c7a7", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "a6580c30-0796-4e2d-bcb1-cb11528749cc", "node_type": "1", "metadata": {}, "hash": "7607d59ea4d39fb98f0e64c5b2d5992e02c67226b67aeeaf29a2effdce354b64", "class_name": "RelatedNodeInfo"}}, "text": "Como apontam Gaudin (1993), Cabr\u00e9 \n(1999) ou Teb\u00e9 (2005), os conceitos surgidos de uma \u00e1rea podem ser apropriados \ne reinterpretados em outras, convivendo uma pluralidade de perspectivas sobre a \nmesma realidade, a qual se pode manifestar no emprego de distintas variantes \nque refletem a conceitualiza\u00e7\u00e3o particular de cada \u00e1rea disciplinar. \n\nQuanto \u00e0 varia\u00e7\u00e3o causada por escolas de pensamento ou ideologias, constata-se \nque se trata de uma pr\u00e1tica comum que, em uma mesma disciplina, distintas \n\n04 IBERICA 36_Iberica 13 26/10/18 20:21 P\u00e1gina 99\n\n\n\nQuanto \u00e0 varia\u00e7\u00e3o causada por escolas de pensamento ou ideologias,\nconstata-se que se trata de uma pr\u00e1tica comum que, em uma mesma\ndisciplina, distintas escolas empreguem suas pr\u00f3prias denomina\u00e7\u00f5es para\nreferir-se a conceitos id\u00eanticos ou muito pr\u00f3ximos, seja por diferen\u00e7as na\nconceitualiza\u00e7\u00e3o ou pela vontade de diferencia\u00e7\u00e3o (Freixa, 2002). \n\nDo mesmo modo, as diferen\u00e7as socioprofissionais podem ser um fator de\nvaria\u00e7\u00e3o na comunica\u00e7\u00e3o especializada. As diferen\u00e7as no tratamento da\nl\u00edngua de especialialidade e da l\u00edngua geral entre grupos socioprofissionais\ndedicados a uma mesma atividade refletem a estratifica\u00e7\u00e3o lingu\u00edstica do\nentorno de trabalho (Bertaccini & matteucci, 2005), a qual se manifesta,\nentre outros aspectos, em usos diferenciados da terminologia. \n\nRessalta-se que a varia\u00e7\u00e3o tamb\u00e9m pode ser causada por uma perspectiva\nindividual, relacionada a uma motiva\u00e7\u00e3o subjetiva do autor ao utilizar uma\nnova variante, geralmente impulsionado pelo fato de que nenhuma das\ndenomina\u00e7\u00f5es existentes reflitam sua concep\u00e7\u00e3o particular do conceito. \n\nPor fim, em uma \u00faltima divis\u00e3o se encontram os fatores cognitivos relacionados\n\u00e0s diferentes situa\u00e7\u00f5es de comunica\u00e7\u00e3o. Isso ocasiona a varia\u00e7\u00e3o em um mesmo\nautor (autovaria\u00e7\u00e3o), seja em um mesmo texto ou em textos distintos, dado o\nfato de que um \u00fanico autor pode usar variadas variantes que refletem distintos\naspectos do conte\u00fado conceitual, seja para adaptar-se ao n\u00edvel de conhecimento\nda audi\u00eancia, seja para enfatizar algum aspecto do conceito que considera\npertinente em um contexto dado. Esses fatores cognitivos de varia\u00e7\u00e3o foram os\nmesmos utilizados nessa pesquisa para analisar as poss\u00edveis motiva\u00e7\u00f5es para a\nvaria\u00e7\u00e3o na terminologia da Lexicografia brasileira. \n\n3. A terminologia da Lexicograf\u00eda brasileira \n\nSegundo Krieger et al. (2009), o marco da Lexicografia brasileira se deu no\ns\u00e9culo xx com as primeiras edi\u00e7\u00f5es de dicion\u00e1rios no pa\u00eds. Entretanto,\nNunes (1996) advoga que a produ\u00e7\u00e3o lexicogr\u00e1fica no Brasil deve ser\nconsiderada desde as pr\u00e1ticas textuais do per\u00edodo da coloniza\u00e7\u00e3o, quando as\nl\u00ednguas ind\u00edgenas mescladas \u00e0 l\u00edngua dos colonizadores deram origem aos\nneologismos (mais tarde brasileirismos), que solidificaram o portugu\u00eas do\nBrasil e que come\u00e7am a ser inclu\u00eddos nos dicion\u00e1rios de l\u00edngua portuguesa\n(em Portugal) no final do s\u00e9culo xIx e, posteriormente no Brasil.\n\nSobre a publica\u00e7\u00e3o dos primeiros dicion\u00e1rios brasileiros, Biderman (2003:\n71) advoga que Ant\u00f4nio Joaquim macedo de Soares teria sido o primeiro\n\nL. ALvES CoSTA & S. FERN\u00e1NDEz-SILvA\n\nIb\u00e9rica 36 (2018): 93-118100\n\n04 IBERICA 36_Iberica 13 26/10/18 20:21 P\u00e1gina 100", "start_char_idx": 18120, "end_char_idx": 21304, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "a6580c30-0796-4e2d-bcb1-cb11528749cc": {"__data__": {"id_": "a6580c30-0796-4e2d-bcb1-cb11528749cc", "embedding": null, "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-124", "node_type": "4", "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "hash": "0687f63809eecf92931b711b7634792ff2ba6220c82ebc1888dc534a9b37f19b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "b4d1cd4a-0bd4-42b3-9b4f-2a2ae0099dbf", "node_type": "1", "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "hash": "696b0b37fa39f6bd510b8f21247b727345d80682b899abd980331e2f941c5849", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "18563acb-4203-4513-bcc7-3495670ed87e", "node_type": "1", "metadata": {}, "hash": "9443a80c63952ac359a98bc28f4d6261c7db949cc4ca773b295e24d4b74e969a", "class_name": "RelatedNodeInfo"}}, "text": "dicionarista a descrever o vocabul\u00e1rio do portugu\u00eas brasileiro se sua obra\ntivesse sido publicada no s\u00e9culo xIx; entretanto, segundo Nunes (1996: 57),\nos primeiros dicion\u00e1rios brasileiros de l\u00edngua portuguesa produzidos no\nBrasil s\u00f3 apareceram por volta de 1930 e 1940 e s\u00e3o os dicion\u00e1rios de Lima\ne Barroso (1938) e de Freire (1939-1943).\n\nDentre os principais acontecimentos que demarcaram e solidificaram a\nLexicografia no Brasil desde as primeiras defesas das disserta\u00e7\u00f5es de mestrado\nat\u00e9 a atualidade, apresentamos, na Tabela 2, um breve retrospecto dos marcos\nconsiderados, a nosso ver, como principais demarcadores dessa trajet\u00f3ria. \n\nA vARIA\u00e7\u00e3o DENomINATIvA ExPL\u00edCITA NA LExICoGRAFIA No BRASIL \n\nIb\u00e9rica 36 (2018): 93-118 101\n\nL. ALVES COSTA & S. FERN\u00c1NDEZ-SILVA \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\nDentre os principais acontecimentos que demarcaram e solidificaram a \nLexicografia no Brasil desde as primeiras defesas das disserta\u00e7\u00f5es de mestrado \nat\u00e9 a atualidade, apresentamos, na Tabela 2, um breve retrospecto dos marcos \nconsiderados, a nosso ver, como principais demarcadores dessa trajet\u00f3ria. \n\nData Marcos Autores Forma\u00e7\u00e3o/ \nescola \n\nlexicogr\u00e1fica \n\n1930/1940 Prim\u00f3rdios \n 1. Primeiros dicion\u00e1rios brasileiros \n\nde l\u00edngua portuguesa produzidos \nno Brasil, ainda sob influ\u00eancia \nind\u00edgena e regionalista. \n\n- Hildebrando de Lima e \nGustavo Barroso (1938) \n- Laudelino Freire (1939) \n\nbrasileira \n\n1980 a 2000 Instaura\u00e7\u00e3o e solidifica\u00e7\u00e3o da Lexicografia como disciplina \n 1. Primeiros trabalhos \n\nacad\u00eamicos sobre na \u00e1rea da \nLexicografia \n\n1. Leci B. Barbisan \n- Maria da Gra\u00e7a Krieger (1980) \n\nbrasileira \n\n 2. Publica\u00e7\u00e3o do artigo marco da \nLexicografia no Brasil \n\n2. Maria Tereza Camargo \nBiderman (1984) \n\nbrasileira \n\n 3. Um dos trabalhos pioneiros \nsobre a o dicion\u00e1rio bil\u00edngue \n\n3. John Robert Schmitz (1984) inglesa \n\n 4. Um dos primeiros trabalhos \nenfocando a Lexicografia \nbrasileira \n\n4. Maria Jos\u00e9 Bocorny Finatto \n(1966) \n\nbrasileira \n\n 5. In\u00edcio da publica\u00e7\u00e3o da \ncolet\u00e2nea \u201cCi\u00eancias do L\u00e9xico\u201d \n\n5. (1998) \n\n2001 a 2015 Lexicografia como ci\u00eancia: avan\u00e7o na pesquisa e produ\u00e7\u00e3o bibliogr\u00e1fica \nbrasileira \n\n 1. Publica\u00e7\u00e3o de uma das \nprincipais obras sobre a \nLexicografia. \n\n1. Herbert Andreas Welker \n(2004) \n\n1. alem\u00e3 \n\n \n\n2. Publica\u00e7\u00e3o de dois artigos \nreconhecidos como grande \nrefer\u00eancia nos estudos sobre a \ntrajet\u00f3ria da Lexicografia \nbrasileira e a Lexicografia no \ns\u00e9culo XX \n\n2. Maria da Gra\u00e7a Krieger \nAlexandra Felderkircher Muller, \nAndr\u00e9ia Roberta da Rocha \nGarcia e Rosinalda Pereira \nBatista (2006, 2009) \n\nbrasileira \n\n 2. Maria da Gra\u00e7a Krieger \nAlexandra Felderkircher \nMuller e Rosinalda Pereira \nBatista \n\nbrasileira \n\n 3. Primeira tese discutindo \nsobre a varia\u00e7\u00e3o terminol\u00f3gica \nna Lexicografia brasileira . \n\n3.", "start_char_idx": 21308, "end_char_idx": 24074, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "18563acb-4203-4513-bcc7-3495670ed87e": {"__data__": {"id_": "18563acb-4203-4513-bcc7-3495670ed87e", "embedding": null, "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-124", "node_type": "4", "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "hash": "0687f63809eecf92931b711b7634792ff2ba6220c82ebc1888dc534a9b37f19b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "a6580c30-0796-4e2d-bcb1-cb11528749cc", "node_type": "1", "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "hash": "cc431d9b0b33eb4e533b55399d0a1a5072ec0f6a5d96e585810c9434057ca0bc", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "3cf40ab1-3390-4147-ac73-43a9a76d6b20", "node_type": "1", "metadata": {}, "hash": "eb40a5a219d6c6e0b95bc273d3a4dcddee577a33237bb0c6786d8c99deaabbbc", "class_name": "RelatedNodeInfo"}}, "text": "3. Lucimara Alves da Costa \n(2015) \n\nbrasileira \n\nTabela 2. Marcos principais da Lexicografia no Brasil (Adaptado de Costa, 2015). \n\n04 IBERICA 36_Iberica 13 26/10/18 20:21 P\u00e1gina 101\n\n\n\nConstata-se que a trajet\u00f3ria lexicogr\u00e1fica brasileira constitui-se pela mescla\nde diferentes l\u00ednguas e tend\u00eancias lexicogr\u00e1ficas, come\u00e7ando com as l\u00ednguas\nind\u00edgenas, passando pela Lexicografia portuguesa, para depois chegar \u00e0\nLexicografia brasileira com os primeiros dicion\u00e1rios em 1938/1939. Por\u00e9m,\nmesmo esses dicion\u00e1rios demarcando o in\u00edcio da produ\u00e7\u00e3o dicionar\u00edstica no\nBrasil, verifica-se que a produ\u00e7\u00e3o lexicogr\u00e1fica brasileira solidificou-se\nfortemente influenciada pelas tend\u00eancias espanhola, inglesa, francesa e\nalem\u00e3, conforme verifica-se com os trabalhos de Herbert Andreas Welker,\nJohn Robert Schmitz, Philippe Humbl\u00e9, Felix Bugue\u00f1o-miranda, entre\noutros autores estrangeiros significativos no panorama da Lexicografia no\nBrasil, n\u00e3o mencionados nesse recorte.\n\nEsta heterogeneidade de perspectivas, tem\u00e1ticas e escolas d\u00e1 lugar, como\nveremos mais adiante, a uma terminologia pouco estabilizada com uma\ngrande conviv\u00eancia de variantes terminol\u00f3gicas.\n\nA respeito do estudo da varia\u00e7\u00e3o na Lexicografia brasileira, o primeiro\ntrabalho a abordar com profundidade essa quest\u00e3o se deu em Costa (2015).\nAnteriormente, o que pod\u00edamos encontrar eram textos em que se abordava,\nsucintamente, essa tem\u00e1tica e desde uma perspectiva prescritiva, como\npodemos ver em Barbosa (2001), ao referir-se \u00e0s varia\u00e7\u00f5es terminol\u00f3gicas\ndos termos gloss\u00e1rio, dicion\u00e1rio e vocabul\u00e1rio. \n\nConsiderando o conjunto de obras lexicogr\u00e1ficas e terminol\u00f3gico-\nterminogr\u00e1ficas produzidas em \u00e9pocas mais recentes, dir\u00edamos que n\u00e3o se\ntem muita clareza, quanto \u00e0s fronteiras conceptuais, denominativas,\ndefinicionais dos tipos desses textos, n\u00e3o obstante o est\u00e1gio avan\u00e7ado em que\nse encontram, neste fim de s\u00e9culo, as pesquisas das ci\u00eancias da palavra, nessas\n\u00e1reas, n\u00e3o obstante, igualmente, a exist\u00eancia de numerosos organismos e\nobras de normaliza\u00e7\u00e3o terminol\u00f3gica em diferentes pa\u00edses, que n\u00e3o\nconseguiram assegurar, para certos conceitos, uma terminologia da\nTerminologia uniforme e consensual (Barbosa, 2001: 26). \n\nNo trabalho de Costa (2015) observou-se que de fato n\u00e3o existe uma\nterminologia da Lexicografia uniforme e consensual, por\u00e9m, n\u00e3o\nacreditamos que isso seja necess\u00e1rio e tampouco poss\u00edvel, devido \u00e0 grande\ncomplexidade dos fatores lingu\u00edsticos, cognitivos e sociais que envolvem a\npr\u00e1tica terminol\u00f3gica. \n\nAssim, nesta pesquisa, o que buscamos \u00e9 explorar essa varia\u00e7\u00e3o como uma\ncontribui\u00e7\u00e3o a mais para o estudo da Lexicografia. varia\u00e7\u00e3o esta que, de\n\nL. ALvES CoSTA & S. FERN\u00e1NDEz-SILvA\n\nIb\u00e9rica 36 (2018): 93-118102\n\n04 IBERICA 36_Iberica 13 26/10/18 20:21 P\u00e1gina 102", "start_char_idx": 24072, "end_char_idx": 26832, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "3cf40ab1-3390-4147-ac73-43a9a76d6b20": {"__data__": {"id_": "3cf40ab1-3390-4147-ac73-43a9a76d6b20", "embedding": null, "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-124", "node_type": "4", "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "hash": "0687f63809eecf92931b711b7634792ff2ba6220c82ebc1888dc534a9b37f19b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "18563acb-4203-4513-bcc7-3495670ed87e", "node_type": "1", "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "hash": "f99786857a7973a100cbc5408ba8035d3b8f7d11998c3d3c69c5ebb2cc27d911", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "29cf8a91-b43b-4127-9228-d37ac5abecc0", "node_type": "1", "metadata": {}, "hash": "b6e64fa02bdf66c2894d6004cf46c9ebe3732275453999825ce9e0a1ed775c30", "class_name": "RelatedNodeInfo"}}, "text": "forma criteriosa e estruturada, deve ser refletida na microestrutura de um\ndicion\u00e1rio especializado de aprendizagem organizado com as unidades\nespecializadas pr\u00f3prias desse dom\u00ednio. \n\n4. Fundamentos metodol\u00f3gicos \n\nNesta se\u00e7\u00e3o detalhamos a metodologia embasada em c\u00f3rpus seguida para a\nparte descritiva da pesquisa: (4.1) compila\u00e7\u00e3o do c\u00f3rpus, (4.2) extra\u00e7\u00e3o dos\ntermos e sele\u00e7\u00e3o das variantes e (4.3) an\u00e1lise sem\u00e2ntico-cognitivo das\nvariantes em rela\u00e7\u00e3o com os contextos de ocorr\u00eancia. \n\n4.1. O c\u00f3rpus \n\no c\u00f3rpus de an\u00e1lise, composto por 300 textos da \u00e1rea de Lexicografia (45\nmilh\u00f5es de palabras), foi constitu\u00eddo pautado nos seguintes crit\u00e9rios: \n\n(i) Textos escritos em portugu\u00eas brasileiro, por autores brasileiros\nou estrangeiros, no recorte temporal de 1980 a 2013; \n\n(ii) Autores significativos da Lexicografia no Brasil, que fazem parte\ndo Grupo de Trabalho em Lexicologia, Lexicografia e\nTerminologia (Anpoll5), ou com produ\u00e7\u00f5es em coautoria com\nalguns desses autores; \n\n(iii) Relev\u00e2ncia das publicaciones no \u00e2mbito, baseada no n\u00famero de\ncita\u00e7\u00f5es no Google escolar e na bibliografia obrigat\u00f3ria do\nprograma de doutorado en Lingu\u00edstica da Universidade Estadual\nde S\u00e3o Paulo (UNESP)6; \n\n(iv) Textos acad\u00eamicos de diversas tipologias textuais: cap\u00edtulos de\nlivro, artigos de revista, teses, disserta\u00e7\u00f5es, livros, resenhas e\nresumos; \n\nos 300 textos foram recuperados em sua vers\u00e3o digital ou, nos casos dos\ntextos impressos ou textos mais antigos e que n\u00e3o estavam dispon\u00edveis on-\nline, eses foram digitalizados e convertidos com oCR para que pudessem ser\nmanipulados com programas computacionais.\n\nConsideramos que o c\u00f3rpus \u00e9 uma mostra representativa da produ\u00e7\u00e3o\nlexicogr\u00e1fica brasileira pois, por um lado, nos preocupamos em buscar um\nequil\u00edbrio entre os crit\u00e9rios acima mencionados e, por outro, o tamanho do\nc\u00f3rpus permite uma aproxima\u00e7\u00e3o exaustiva do fen\u00f4meno estudado. \n\nA vARIA\u00e7\u00e3o DENomINATIvA ExPL\u00edCITA NA LExICoGRAFIA No BRASIL \n\nIb\u00e9rica 36 (2018): 93-118 103\n\n04 IBERICA 36_Iberica 13 26/10/18 20:21 P\u00e1gina 103", "start_char_idx": 26836, "end_char_idx": 28868, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "29cf8a91-b43b-4127-9228-d37ac5abecc0": {"__data__": {"id_": "29cf8a91-b43b-4127-9228-d37ac5abecc0", "embedding": null, "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-124", "node_type": "4", "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "hash": "0687f63809eecf92931b711b7634792ff2ba6220c82ebc1888dc534a9b37f19b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "3cf40ab1-3390-4147-ac73-43a9a76d6b20", "node_type": "1", "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "hash": "5fb2f7b500b4f5e48497ed359de14939b3226f85111895ceecd81be07bad4614", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "ada833c2-ba25-4ba4-bd8b-733d6b9938c0", "node_type": "1", "metadata": {}, "hash": "4c02149a252717b11099a73bb5dd16ac98d7de65e64ab0a80b0da5e72584c86d", "class_name": "RelatedNodeInfo"}}, "text": "4.2. Extra\u00e7\u00e3o dos termos \n\nPara a extra\u00e7\u00e3o dos termos utilizamos o crit\u00e9rio de frequ\u00eancia e de estrutura\nmorfossint\u00e1tica. Em rela\u00e7\u00e3o \u00e0 frequ\u00eancia, por meio da ferramenta Word list\n(Wordsmith Tools) e a ferramenta de extra\u00e7\u00e3o de termos e N-gramas do\nprograma Terminus, realizamos a extra\u00e7\u00e3o dos termos mais frequentes do\nc\u00f3rpus. Para isso estabelecemos uma m\u00e9dia de corte que consistiu em\nconsiderar os termos que tinham a m\u00e9dia de 0.01 na frequ\u00eancia relativa, o\nque equivale a 288 ocorr\u00eancias na frequ\u00eancia absoluta dos termos no c\u00f3rpus. \n\nQuanto aos padr\u00f5es morfossint\u00e1ticos, consideramos unidades monol\u00e9xicas\ne polil\u00e9xicas de at\u00e9 3 constituintes com as seguintes estruturas: N (nome:\nmacroestrutura); v (verbo: lematizar); N+A+(A) (nome+ adjetivo+adjetivo:\nlexicograf\u00eda infantil, dicion\u00e1rio escolar infantil); N+(A)+SP (nome+\nadjetivo+sintagma preposicional: marca de uso; dicion\u00e1rio geral de l\u00edngua). Essas\nestruturas foram selecionadas pelo fato de serem as constru\u00e7\u00f5es mais\nfrequentes na forma\u00e7\u00e3o de termos.\n\nSeguindo esses crit\u00e9rios, extra\u00edmos uma lista provis\u00f3ria de candidatos a\ntermos com os 500 mais frequentes do c\u00f3rpus que, posteriormente, por\nmeio de an\u00e1lise comparativa entre as listas extra\u00eddas pelos dois programas,\nreduzimos a 200 termos-n\u00facleo que apareciam nas duas listas e que\napresentavam variantes denominativas expl\u00edcitas inter e intralingu\u00edsticas.\nDessas 200 unidades, selecionamos as 50 variantes denominativas\nintralingu\u00edsticas mais frequentes a fim de analisar como ocorria o processo\nde varia\u00e7\u00e3o terminol\u00f3gica. \n\n4.3. Detec\u00e7\u00e3o e an\u00e1lise das variantes \n\nPara a an\u00e1lise da varia\u00e7\u00e3o terminol\u00f3gica no c\u00f3rpus selecionamos, de forma\nsemi-autom\u00e1tica utilizando a ferramenta Concord do Wordsmith Tools, os\ncontextos ricos em conhecimento7 (meyer, 2001) no qual se apresentavam as\nvariantes denominativas expl\u00edcitas, ou seja, com marcadores de equival\u00eancia\nclaramente destacados, como \u00e9 o caso da Figura 1. \n\nL. ALvES CoSTA & S. FERN\u00e1NDEz-SILvA\n\nIb\u00e9rica 36 (2018): 93-118104\n\n04 IBERICA 36_Iberica 13 26/10/18 20:21 P\u00e1gina 104\n\n\n\nUma vez detectadas as variantes, procedemos \u00e0 an\u00e1lise sem\u00e2ntico-cognitiva.\nPara isso, diferenciamos entre variantes com consequ\u00eancias cognitivas e sem\nconsequ\u00eancias, segundo os par\u00e2metros descritos na Tabela 3, a seguir: \n\nA continua\u00e7\u00e3o, analisou-se o tipo de rela\u00e7\u00e3o sinon\u00edmica entre as variantes, o\nque nos permitiu diferenci\u00e1-los em: \n\n1. Sin\u00f4nimos: quando os variantes s\u00e3o equivalentes semanticamente. \n\n2. Sin\u00f4nimos relativos por inclus\u00e3o: h\u00e1 uma rela\u00e7\u00e3o de inclus\u00e3o entre\nos significados, isto \u00e9, uma rela\u00e7\u00e3o de composi\u00e7\u00e3o (formar ou\nfazer parte de...).", "start_char_idx": 28872, "end_char_idx": 31485, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "ada833c2-ba25-4ba4-bd8b-733d6b9938c0": {"__data__": {"id_": "ada833c2-ba25-4ba4-bd8b-733d6b9938c0", "embedding": null, "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-124", "node_type": "4", "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "hash": "0687f63809eecf92931b711b7634792ff2ba6220c82ebc1888dc534a9b37f19b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "29cf8a91-b43b-4127-9228-d37ac5abecc0", "node_type": "1", "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "hash": "67742abd0b038f4e3332833dce793160fa41e8dd720cb5497370ce55f60e0c6a", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "f658b8fd-d2a4-4412-b6b0-0b49dfe133e2", "node_type": "1", "metadata": {}, "hash": "0ff7ad4a65b0d5a8ade2ca0897c9a207072bb1abf6e09b56c1a597c31485c40d", "class_name": "RelatedNodeInfo"}}, "text": "A vARIA\u00e7\u00e3o DENomINATIvA ExPL\u00edCITA NA LExICoGRAFIA No BRASIL \n\nIb\u00e9rica 36 (2018): 93-118 105\n\nA VARIA\u00c7\u00c3O DENOMINATIVA EXPL\u00cdCITA NA LEXICOGRAFIA NO BRASIL \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\nSeguindo esses crit\u00e9rios, extra\u00edmos uma lista provis\u00f3ria de candidatos a termos \ncom os 500 mais frequentes do c\u00f3rpus que, posteriormente, por meio de an\u00e1lise \ncomparativa entre as listas extra\u00eddas pelos dois programas, reduzimos a 200 \ntermos-n\u00facleo que apareciam nas duas listas e que apresentavam variantes \ndenominativas expl\u00edcitas inter e intralingu\u00edsticas. Dessas 200 unidades, \nselecionamos as 50 variantes denominativas intralingu\u00edsticas mais frequentes a \nfim de analisar como ocorria o processo de varia\u00e7\u00e3o terminol\u00f3gica. \n\n4.3. Detec\u00e7\u00e3o e an\u00e1lise das variantes \nPara a an\u00e1lise da varia\u00e7\u00e3o terminol\u00f3gica no c\u00f3rpus selecionamos, de forma semi-\nautom\u00e1tica utilizando a ferramenta Concord do Wordsmith Tools, os contextos \nricos em conhecimento7 (Meyer, 2001) no qual se apresentavam as variantes \ndenominativas expl\u00edcitas, ou seja, com marcadores de equival\u00eancia claramente \ndestacados, como \u00e9 o caso da Figura 1. \n\n \n\nFigura 1. Contexto com as variantes denominativas palavra-entrada e lema. \n\nUma vez detectadas as variantes, procedemos \u00e0 an\u00e1lise sem\u00e2ntico-cognitiva. \nPara isso, diferenciamos entre variantes com consequ\u00eancias cognitivas e sem \nconsequ\u00eancias, segundo os par\u00e2metros descritos na Tabela 3, a seguir: \n\n \n\n \n\nVARIA \n\nrtxe,soir\u00e9tircsesseodniugSe\nestenueqsaim005somco\nastsilase rtena viatarpmco\n\nsomrte - maicerpaaqueo eln\u00fac\nntisatic\u00edxplesvaitnainomde\ns etnairav05s as omanoicelse\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n\n \n\n \n\nNATIMDENOA\u00c7\u00c3OVARI LA NAIT\u00cdCLPX EAIV\n\ntsilamusom\u00edar e da ir\u00f3sivorpa \ne,tenmroiertsope,suprc\u00f3od\nasamrgorpsiodsoelpasda\u00edrtex\n\npraqueesatsilsduasnam\nseD.sacitsngu\u00edilarntierent\n\ncist\u00edugnilartnis avitanimoneds \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n\n \n\n \n\nXE L ILSAR BO NIAFARGOIC\n\nsota soatdidcane \ne si\u00e1lane doeimrope,\n002a somziuedr,as\n\nrvamvaantesepr stenia\n,sdedauni200 sass\nas etneuqes iams ac\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n\n \n\n \n\narriocoomocr asilanaedmfi\n\nasdesi\u00e1lane\u00e3o \u00e7ceteD3.4.", "start_char_idx": 31487, "end_char_idx": 34008, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "f658b8fd-d2a4-4412-b6b0-0b49dfe133e2": {"__data__": {"id_": "f658b8fd-d2a4-4412-b6b0-0b49dfe133e2", "embedding": null, "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-124", "node_type": "4", "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "hash": "0687f63809eecf92931b711b7634792ff2ba6220c82ebc1888dc534a9b37f19b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "ada833c2-ba25-4ba4-bd8b-733d6b9938c0", "node_type": "1", "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "hash": "4928b816a42416e6a688efff432741bb4375bfafed3e7fe1999e71543e2ced37", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "2c61ae70-7c05-4be4-b832-4b341f1becc8", "node_type": "1", "metadata": {}, "hash": "9971ef52ce4dad593d401f2d54268caf97db82b3a37335ff9523b5e5cb178d6c", "class_name": "RelatedNodeInfo"}}, "text": "mreto\u00e3\u00e7airavadesil\u00e1naaarPa\n\namra odzanilituca i\u00e1tmotau\notnemicehnocmesocri 7 e(M\n\nou ,satic\u00edxplesvaitnainomde\ndao saco \u00e9o omc,dosacatsde\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n\n \n\n \n\nonirmeto\u00e3\u00e7ariavedossecropo\n\nsetanivaras\nanoicelessupr\u00f3conacig\u00f3lonim\n\noddrconoCa tenam htimrWo\nesrepaeslauqon) 1002r,eye\n\nquiedesedoracramomc,as\n1aguriF . \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n\n \n\n \n\nacig\u00f3lo . \n\nimesamred,soma -\nsloh so, sotextnco\n\namavatne s etnairavs \nentemaralcainc\u00ealvaqui\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n\n \n\n \n\n1.a gurFi mocotxetnCo\n\niravsasadatcetedzevaUm\ntnesomaicneridossiarPa\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n\n \n\n \n\narvalapsavitanimonedsetnairavsam - ada rent\n\nl\u00e1na\u00e0somedecorp,setnai eis\nicn\u00eaesnocmocsetnairavert\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n\n \n\n \n\na.emle ada \n\noticn\u00e2mes - a.vitingco\nmesesavitingocsai\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n\n \n\n \n\ntnesomaicnerid,ossiarPa\narpsoodnuegs,asci\u00eanueqsnco\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n\n \n\n \n\nIb\u00e9r\n\nicn\u00eaesnocmocsetnairavert\n3a elabTa nsoticresdsoret\u00e2mar\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n\n \n\n \n\n36ca ib\u00e9r 810(2 ): \u2026-\u2026 11\n\nmesesavitingocsai\n:riuegsa ,\n\nL. ALVES COSTA & S. FERN\u00c1NDEZ-SILVA \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\nVaria\u00e7\u00e3o denominativa sem consequ\u00eancias \ncognitivas \n\nVaria\u00e7\u00e3o denominativa com consequ\u00eancias \ncognitivas \n\nH\u00e1 altera\u00e7\u00e3o na forma (escrita) da unidade \nterminol\u00f3gica (UT), mas n\u00e3o h\u00e1 altera\u00e7\u00e3o no sentido. \n\nH\u00e1 altera\u00e7\u00e3o na forma (escrita) e tamb\u00e9m no sentido. \n\nOs termos apresentam os mesmos tra\u00e7os \nconceituais. \n\nOs termos apresentam tra\u00e7os conceituais diferentes. \n\nOs termos podem ser considerados equivalentes \nsinonimicamente. \n\nNa !o ha \" uma relac #a !o de sinoni \"mia absoluta entre os \ntermos, mas pode haver uma sinoni \"mia relativa por \ninclusa !o ou por intersecc #a !o. \n\nTabela 3. Crit\u00e9rios para classifica\u00e7\u00e3o dos termos de acordo com a tipologia sem\u00e2ntico-cognitiva (Costa, 2015).", "start_char_idx": 34009, "end_char_idx": 37487, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "2c61ae70-7c05-4be4-b832-4b341f1becc8": {"__data__": {"id_": "2c61ae70-7c05-4be4-b832-4b341f1becc8", "embedding": null, "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-124", "node_type": "4", "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "hash": "0687f63809eecf92931b711b7634792ff2ba6220c82ebc1888dc534a9b37f19b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "f658b8fd-d2a4-4412-b6b0-0b49dfe133e2", "node_type": "1", "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "hash": "7901b302ba04984e218b1c7c1afd7573a93d652599757666f28f29cbee4c5cd4", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "b9018b0f-4a60-4cbd-a060-15b757fd3e67", "node_type": "1", "metadata": {}, "hash": "23b3d3a427c0dd9704e21983caecacd28b843d471da30766b8c82a057c14c951", "class_name": "RelatedNodeInfo"}}, "text": "A continua\u00e7\u00e3o, analisou-se o tipo de rela\u00e7\u00e3o sinon\u00edmica entre as variantes, o que \nnos permitiu diferenci\u00e1-los em: \n\n1. Sin\u00f4nimos: quando os variantes s\u00e3o equivalentes semanticamente. \n\n2. Sin\u00f4nimos relativos por inclus\u00e3o: h\u00e1 uma rela\u00e7\u00e3o de inclus\u00e3o entre os \nsignificados, isto \u00e9, uma rela\u00e7\u00e3o de composi\u00e7\u00e3o (formar ou fazer parte \nde...). \n\n3. Sin\u00f4nimos relativos por intersec\u00e7\u00e3o: os significados se relacionam \nparcialmente, apresentando tra\u00e7os em comum e coincidindo de alguma \nforma. \n\n4. N\u00e3o sin\u00f4nimos: n\u00e3o h\u00e1 equival\u00eancia sem\u00e2ntica entre os termos, de foma \nque n\u00e3o podem ser considerados sin\u00f4nimos lingu\u00edsticos. \n\n5. Resultados \n\nNesta se\u00e7\u00e3o apresentamos, primeiramente, a tipologia de varia\u00e7\u00e3o encontrada e \nas causas de varia\u00e7\u00e3o e, posteriormente, a representa\u00e7\u00e3o dessa varia\u00e7\u00e3o na \nproposta de organiza\u00e7\u00e3o microestrutural. \n\n5.1. A varia\u00e7\u00e3o terminol\u00f3gica no corpus de Lexicografia Brasileira \nOs resultados da classifica\u00e7\u00e3o sem\u00e2ntica das variantes podem ser visualisados na \nTabela 4. \n\n \n\n \n\n \n\n \n\n04 IBERICA 36_Iberica 13 26/10/18 20:21 P\u00e1gina 105\n\n\n\n3. Sin\u00f4nimos relativos por intersec\u00e7\u00e3o: os significados se relacionam\nparcialmente, apresentando tra\u00e7os em comum e coincidindo de\nalguma forma.\n\n4. N\u00e3o sin\u00f4nimos: n\u00e3o h\u00e1 equival\u00eancia sem\u00e2ntica entre os termos, de\nfoma que n\u00e3o podem ser considerados sin\u00f4nimos lingu\u00edsticos. \n\n5. Resultados \n\nNesta se\u00e7\u00e3o apresentamos, primeiramente, a tipologia de varia\u00e7\u00e3o\nencontrada e as causas de varia\u00e7\u00e3o e, posteriormente, a representa\u00e7\u00e3o dessa\nvaria\u00e7\u00e3o na proposta de organiza\u00e7\u00e3o microestrutural. \n\n5.1. A varia\u00e7\u00e3o terminol\u00f3gica no c\u00f3rpus de Lexicografia brasileira \n\nos resultados da classifica\u00e7\u00e3o sem\u00e2ntica das variantes podem ser\nvisualisados na Tabela 4. \n\nSe identificaram 38 variantes com consequ\u00eancias cognitivas e 12 sem\nconsequ\u00eancias cognitivas. Todas as variantes sem consequ\u00eancias cognitivas foram\nconsideradas sin\u00f4nimas porque estabelecem uma rela\u00e7\u00e3o de equival\u00eancia\nsem\u00e2ntica, como podemos verificar no exemplo das variantes r\u00f3tulo e rubrica: \n\nContexto 1: Nos dicion\u00e1rios quando os dom\u00ednios espec\u00edficos a que a entrada\npertence aparecem no verbete, s\u00e3o denominados marcas de uso, r\u00f3tulos ou\nrubricas. Fonte: Rangel & Bagno, 2006. \n\nAs unidades apresentadas s\u00e3o variantes denominativas que se distinguem\nformalmente, mas apresentam os mesmos tra\u00e7os conceituais: marca\u00e7\u00e3o que\nserve para identificar ou rotular o sentido e utiliza\u00e7\u00e3o de uma determinada\npalavra. Nesse caso, o uso de uma ou outra variante n\u00e3o apresenta incid\u00eancia\n\nL. ALvES CoSTA & S. FERN\u00e1NDEz-SILvA\n\nIb\u00e9rica 36 (2018): 93-118106\n\nA VARIA\u00c7\u00c3O DENOMINATIVA EXPL\u00cdCITA NA LEXICOGRAFIA NO BRASIL \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\nTipologia Classifica\u00e7\u00e3o lingu\u00edstica Qtd. Exemplo \n\nvariantes com consequ\u00eancias \ncognitivas \n\nsin\u00f4nimos relativos por \ninclus\u00e3o \n\n08 defini\u00e7\u00e3o circular/ \ncircularidade \n\nsin\u00f4nimos relativos por \nintersec\u00e7\u00e3o \n\n18 dicion\u00e1rio geral/ dicion\u00e1rio \npadr\u00e3o \n\nn\u00e3o sin\u00f4nimos 12 dicionarista/ lexic\u00f3grafo \nvariantes sem consequ\u00eancias \ncognitivas \n\nsin\u00f4nimos 12 r\u00f3tulo/rubrica \n\nTabela 4. Tipologia e classifica\u00e7\u00e3o lingu\u00edstica das variantes analisadas.", "start_char_idx": 37491, "end_char_idx": 40589, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "b9018b0f-4a60-4cbd-a060-15b757fd3e67": {"__data__": {"id_": "b9018b0f-4a60-4cbd-a060-15b757fd3e67", "embedding": null, "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-124", "node_type": "4", "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "hash": "0687f63809eecf92931b711b7634792ff2ba6220c82ebc1888dc534a9b37f19b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "2c61ae70-7c05-4be4-b832-4b341f1becc8", "node_type": "1", "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "hash": "a0612b2c0d37597600f20df10203386f5e57d0e694a30912124274374a0bd3b1", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "482077ed-d8b5-44f7-a370-75d90df012ff", "node_type": "1", "metadata": {}, "hash": "90f5c1286a8ba34494404f7da85266b75bea52f21480ddfaf65abf4478641665", "class_name": "RelatedNodeInfo"}}, "text": "Tipologia e classifica\u00e7\u00e3o lingu\u00edstica das variantes analisadas. \n\nSe identificaram 38 variantes com consequ\u00eancias cognitivas e 12 sem \nconsequ\u00eancias cognitivas. Todas as variantes sem consequ\u00eancias cognitivas \nforam consideradas sin\u00f4nimas porque estabelecem uma rela\u00e7\u00e3o de equival\u00eancia \nsem\u00e2ntica, como podemos verificar no exemplo das variantes r\u00f3tulo e rubrica: \n\nContexto 1: Nos dicion\u00e1rios, quando os dom\u00ednios espec\u00edficos a que a entrada \npertence aparecem no verbete, s\u00e3o denominados marcas de uso, r\u00f3tulos ou \nrubricas. Fonte: Rangel & Bagno, 2006. \n\nAs unidades apresentadas s\u00e3o variantes denominativas que se distinguem \nformalmente, mas apresentam os mesmos tra\u00e7os conceituais: marca\u00e7\u00e3o que serve \npara identificar ou rotular o sentido e utiliza\u00e7\u00e3o deu uma determinada palavra. \nNesse caso, o uso de um ou outra variante n\u00e3o apresenta incid\u00eancia cognitiva \nsobre o receptor, que recebe as mesmas informa\u00e7\u00f5es conceituais a respeito do \ntermo definido, por isso s\u00e3o considerados variantes denominativas sem \nconsequ\u00eancias cognitivas. \n\nA respeito do tipo de mudan\u00e7a formal entre as variantes sinon\u00edmicas, embasada \nna classifica\u00e7\u00e3o formal de Freixa (2002), verificam-se os seguintes casos (ver \nTabela 5): \n\nTabela 5. Classifica\u00e7\u00e3o formal das variantes sem consequ\u00eancias cognitivas. \n\nObserva-se que as variantes sem consequ\u00eancias cognitivas de nossa amostra \napresentam somente varia\u00e7\u00e3o lexical. Os casos de varia\u00e7\u00e3o comportam \naltera\u00e7\u00f5es l\u00e9xicas, tanto simples como complexas. Assim, em 2 casos se d\u00e1 a \nvaria\u00e7\u00e3o em unidades monol\u00e9xicas (r\u00f3tulo/rubrica) e em 2 casos em unidades \npolil\u00e9xicas (Lexicografia did\u00e1tica/Lexicografia pedag\u00f3gica). Temos 2 casos em \n\n04 IBERICA 36_Iberica 13 26/10/18 20:21 P\u00e1gina 106\n\n\n\ncognitiva sobre o receptor, que recebe as mesmas informa\u00e7\u00f5es conceituais a\nrespeito do termo definido, por isso s\u00e3o considerados variantes denominativas\nsem consequ\u00eancias cognitivas. \n\nA respeito do tipo de mudan\u00e7a formal entre as variantes sinon\u00edmicas,\nembasada na classifica\u00e7\u00e3o formal de Freixa (2002), verificam-se os seguintes\ncasos (ver Tabela 5): \n\nobserva-se que as variantes sem consequ\u00eancias cognitivas de nossa amostra\napresentam somente varia\u00e7\u00e3o lexical. os casos de varia\u00e7\u00e3o comportam\naltera\u00e7\u00f5es l\u00e9xicas, tanto simples como complexas. Assim, em 2 casos se d\u00e1 a\nvaria\u00e7\u00e3o em unidades monol\u00e9xicas (r\u00f3tulo/rubrica) e em 2 casos em unidades\npolil\u00e9xicas (Lexicografia did\u00e1tica/Lexicografia pedag\u00f3gica). Temos 2 casos em que\nocorre uma mudan\u00e7a l\u00e9xica simples entre os modificadores de unidades\nmono/polil\u00e9xicas, e em otros 6 casos, altera\u00e7\u00f5es l\u00e9xicas complexas, com\nparentesco formal (entrada/palavra-entrada) ou sem parentesco formal entre as\nvariantes (Lexicografia especializada/ Terminografia). \n\nEm rela\u00e7\u00e3o \u00e0 varia\u00e7\u00e3o denominativa com consequ\u00eancias cognitivas, identificamos tr\u00eas\ntipos de rela\u00e7\u00e3o de sinon\u00edmia: relativa por inclus\u00e3o, intersec\u00e7\u00e3o ou n\u00e3o-\nsinon\u00edmia, como apontamos na tabela 4. Nesses casos temos tra\u00e7os\nconceituais diferentes refletidos pelas variantes, o que faz com que tenham\nincid\u00eancia cognitiva na forma como o conte\u00fado \u00e9 entendido pelo receptor.\nComo exemplo, consideramos a dualidade a seguir: \n\nContexto 2: defini\u00e7\u00e3o circular, tamb\u00e9m denominada circularidade ocorre quando\numa palavra-entrada \u00e9 definida por um sin\u00f4nimo, e vice-versa.", "start_char_idx": 40526, "end_char_idx": 43826, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "482077ed-d8b5-44f7-a370-75d90df012ff": {"__data__": {"id_": "482077ed-d8b5-44f7-a370-75d90df012ff", "embedding": null, "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-124", "node_type": "4", "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "hash": "0687f63809eecf92931b711b7634792ff2ba6220c82ebc1888dc534a9b37f19b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "b9018b0f-4a60-4cbd-a060-15b757fd3e67", "node_type": "1", "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "hash": "14528b67092de0c7f0347f7f6e19b4a0f09e1352a508dcea96849145a022bcf8", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "be67e9c7-d3f2-450f-9c98-fe346a80dcc8", "node_type": "1", "metadata": {}, "hash": "98cb2c3f4dd9424de534d5ce703e9b3fd682ba005e82f65a60c2d578532d6f7c", "class_name": "RelatedNodeInfo"}}, "text": "Fonte: Rangel\n& Bagno, 2006. \n\nAinda que neste contexto sejam empregadas como variantes de um mesmo\nconceito, ao analisarmos semanticamente essas unidades vemos que a\n\nA vARIA\u00e7\u00e3o DENomINATIvA ExPL\u00edCITA NA LExICoGRAFIA No BRASIL \n\nIb\u00e9rica 36 (2018): 93-118 107\n\nA VARIA\u00c7\u00c3O DENOMINATIVA EXPL\u00cdCITA NA LEXICOGRAFIA NO BRASIL \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\nTabela 4. Tipologia e classifica\u00e7\u00e3o lingu\u00edstica das variantes analisadas. \n\nSe identificaram 38 variantes com consequ\u00eancias cognitivas e 12 sem \nconsequ\u00eancias cognitivas. Todas as variantes sem consequ\u00eancias cognitivas \nforam consideradas sin\u00f4nimas porque estabelecem uma rela\u00e7\u00e3o de equival\u00eancia \nsem\u00e2ntica, como podemos verificar no exemplo das variantes r\u00f3tulo e rubrica: \n\nContexto 1: Nos dicion\u00e1rios, quando os dom\u00ednios espec\u00edficos a que a entrada \npertence aparecem no verbete, s\u00e3o denominados marcas de uso, r\u00f3tulos ou \nrubricas. Fonte: Rangel & Bagno, 2006. \n\nAs unidades apresentadas s\u00e3o variantes denominativas que se distinguem \nformalmente, mas apresentam os mesmos tra\u00e7os conceituais: marca\u00e7\u00e3o que serve \npara identificar ou rotular o sentido e utiliza\u00e7\u00e3o deu uma determinada palavra. \nNesse caso, o uso de um ou outra variante n\u00e3o apresenta incid\u00eancia cognitiva \nsobre o receptor, que recebe as mesmas informa\u00e7\u00f5es conceituais a respeito do \ntermo definido, por isso s\u00e3o considerados variantes denominativas sem \nconsequ\u00eancias cognitivas. \n\nA respeito do tipo de mudan\u00e7a formal entre as variantes sinon\u00edmicas, embasada \nna classifica\u00e7\u00e3o formal de Freixa (2002), verificam-se os seguintes casos (ver \nTabela 5): \n\nTipo de altera\u00e7\u00e3o Qtd. exemplos \n\nvaria\u00e7\u00e3o lexical \nsimples \n\nunidades monol\u00e9xicas 02 r\u00f3tulo/rubrica \nunidades polil\u00e9xicas 02 Lexicografia did\u00e1tica/Lexicografia \n\npedag\u00f3gica \n\nvaria\u00e7\u00e3o (lexical) \ncomplexa \n\ncom parentesco formal \n(mono/poli) \n\n02 entrada/ palavra-entrada \n\nsem parentesco formal 04 Lexicografia \nespecializada/Terminografia \n\nTabela 5. Classifica\u00e7\u00e3o formal das variantes sem consequ\u00eancias cognitivas. \n\nObserva-se que as variantes sem consequ\u00eancias cognitivas de nossa amostra \napresentam somente varia\u00e7\u00e3o lexical. Os casos de varia\u00e7\u00e3o comportam \naltera\u00e7\u00f5es l\u00e9xicas, tanto simples como complexas. Assim, em 2 casos se d\u00e1 a \nvaria\u00e7\u00e3o em unidades monol\u00e9xicas (r\u00f3tulo/rubrica) e em 2 casos em unidades \npolil\u00e9xicas (Lexicografia did\u00e1tica/Lexicografia pedag\u00f3gica). Temos 2 casos em \n\n04 IBERICA 36_Iberica 13 26/10/18 20:21 P\u00e1gina 107", "start_char_idx": 43827, "end_char_idx": 46256, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "be67e9c7-d3f2-450f-9c98-fe346a80dcc8": {"__data__": {"id_": "be67e9c7-d3f2-450f-9c98-fe346a80dcc8", "embedding": null, "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-124", "node_type": "4", "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "hash": "0687f63809eecf92931b711b7634792ff2ba6220c82ebc1888dc534a9b37f19b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "482077ed-d8b5-44f7-a370-75d90df012ff", "node_type": "1", "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "hash": "37b29df3c54aff1a2932213db6e2efb005e7544302c637e6863a2840bafb8e43", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "e14af726-81be-417a-8fda-6ae3e63d449e", "node_type": "1", "metadata": {}, "hash": "7f4343cad6b1e6a1a8973839558f5cb208e9c64c970935cb4fd2f39e723c3a62", "class_name": "RelatedNodeInfo"}}, "text": "primeira delas representa um tipo de defini\u00e7\u00e3o, ao passo que a segunda\nequivale a uma propriedade apresentada por ela, isto \u00e9, refer\u00eancia de um\ntermo a outro de forma a ocasionar uma s\u00e9rie de consultas ao dicion\u00e1rio.\nEsta complementariedade entre os significados nos permite clasific\u00e1-los\ncomo sin\u00f4nimos relativos por inclus\u00e3o.\n\nComo exemplo de variantes sin\u00f4nimos relativos por intersec\u00e7\u00e3o\napresentamos a dualidade dicion\u00e1rio geral de l\u00edngua e dicion\u00e1rio padr\u00e3o, que\nembora sejam tratados como variantes (ver contexto 3), apresentam tra\u00e7os\ndistintos de um mesmo conceito: \n\nContexto 3: Em todas as taxonomias j\u00e1 mencionadas, h\u00e1 um consenso sobre\na exist\u00eancia de un gen\u00f3tipo chamado por Biderman (1998, p.129) \u201cdicion\u00e1rio\npadrao\u201d ou \u201cdicion\u00e1rio geral de lingual\u201d [...]. Fonte: Bugue\u00f1o-miranda & Farias,\n2011. \n\nDevido ao car\u00e1ter mais abrangente e extenso do termo dicion\u00e1rio geral em\ndetrimento do car\u00e1ter mais seletivo e conciso de dicion\u00e1rio padr\u00e3o, os termos\nn\u00e3o podem ser considerados como sin\u00f4nimos. No entanto, h\u00e1 uma rela\u00e7\u00e3o\nde intersec\u00e7\u00e3o entre alguns tra\u00e7os conceituais dessas duas tipologias de\ndicion\u00e1rios, como o fato de descreverem o l\u00e9xico da l\u00edngua geral, serem\norganizados alfabeticamente e apresentarem, minimamente, informa\u00e7\u00f5es\ncomo lema e defini\u00e7\u00e3o, informa\u00e7\u00f5es gramaticais, etc.\n\nComo exemplo de variantes consideradas por muitos como sin\u00f4nimos, mas\nque apresentam tra\u00e7os conceituais diferentes de acordo com nossa an\u00e1lise,\ntemos as unidades dicionarista e lexic\u00f3grafo: \n\nContexto 4: Primeiro entendamos o lexic\u00f3grafo (ou dicionarista) em sentido\nrestrito, o profissional que prepara dicion\u00e1rios de l\u00edngua, ou seja, os\ndicion\u00e1rios que informam como \u00e9 a estrutura da l\u00edngua e como ela funciona\n(Borba, 2011). Fonte: xatara et al., 2011. \n\nA linha que diferencia os conceitos de lexic\u00f3grafo e dicionarista \u00e9 bastante t\u00eanue,\npara alguns at\u00e9 inexistente, como podemos verificar no contexto\napresentado. Por outro lado, para autores como zavaglia (2010), por\ndicionarista entende-se o profissional que elabora dicion\u00e1rios, mas sem\nforma\u00e7\u00e3o ou prepara\u00e7\u00e3o para isso, apenas um t\u00e9cnico ou um \u201cfazedor de\ndicion\u00e1rios\u201d, que n\u00e3o segue crit\u00e9rios cient\u00edficos e tampouco se embasa em\nestudos lexicol\u00f3gicos ou metalexic\u00f3graficos para produzir seus dicion\u00e1rios.\nNesse sentido, poder\u00edamos entender o dicionarista como o profissional que\n\nL. ALvES CoSTA & S. FERN\u00e1NDEz-SILvA\n\nIb\u00e9rica 36 (2018): 93-118108\n\n04 IBERICA 36_Iberica 13 26/10/18 20:21 P\u00e1gina 108\n\n\n\nproduz um dicion\u00e1rio sem ter forma\u00e7\u00e3o espec\u00edfica, ao passo que o lexic\u00f3grafo\nseria o profissional formado em Lexicografia e que reflete, analisa e disp\u00f5e\nde crit\u00e9rios cient\u00edficos para elaborar suas obras. Sendo assim, lexic\u00f3grafo e\ndicionarista n\u00e3o s\u00e3o variantes sinon\u00edmicas de um mesmo conceito, pois,\nembora contenham tra\u00e7os em comum, as informa\u00e7\u00f5es conceituais veiculadas\nn\u00e3o s\u00e3o as mesmas.", "start_char_idx": 46260, "end_char_idx": 49118, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "e14af726-81be-417a-8fda-6ae3e63d449e": {"__data__": {"id_": "e14af726-81be-417a-8fda-6ae3e63d449e", "embedding": null, "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-124", "node_type": "4", "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "hash": "0687f63809eecf92931b711b7634792ff2ba6220c82ebc1888dc534a9b37f19b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "be67e9c7-d3f2-450f-9c98-fe346a80dcc8", "node_type": "1", "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "hash": "2dc6702db576f95117ef8363610d51c2be97edddc7f16ffe1cee62470c67edb9", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "10a5053d-f4bf-47fc-abaa-c8c169b512d5", "node_type": "1", "metadata": {}, "hash": "26515be0779e2b3dc05e7a78bc4d4c302a2687fc36d15d7c6c7a8ded48404a34", "class_name": "RelatedNodeInfo"}}, "text": "Quanto \u00e0 tipologia formal das variantes com consequ\u00eancias cognitivas,\nverificam-se os seguintes casos (ver Tabela 6): \n\nverifica-se que as variantes denominativas com consequ\u00eancias cognitivas de nossa\namostra s\u00e3o, em sua maioria variantes lexicais simples, em que se d\u00e1 uma\naltera\u00e7\u00e3o l\u00e9xica nos modificadores das unidades polil\u00e9xicas (dicion\u00e1rio\ngeral/dicion\u00e1rio padr\u00e3o), totalizando um n\u00famero de 20 variantes, e apenas 08\nmonol\u00e9xicas. Tamb\u00e9m se registram 10 casos de varia\u00e7\u00e3o lexical complexa,\nsendo 08 variantes com parentesco formal (defini\u00e7\u00e3o circular/circularidade) e 02\nsem parentesco (artigo lexicogr\u00e1fico/verbete). Contudo, n\u00e3o se constata na\namostra analisada nenhum caso de varia\u00e7\u00e3o morfossint\u00e1tica. \n\n5.1.1. Fatores de varia\u00e7\u00e3o denominativa \n\no passo seguinte consistiu em analisar os fatores que originaram a varia\u00e7\u00e3o\nnos casos analisados. Embasados na tipologia dos fatores cognitivos de\nvaria\u00e7\u00e3o de Fern\u00e1ndez-Silva (2011), distinguimos tr\u00eas principais fatores em\nnosso c\u00f3rpus: (i) varia\u00e7\u00e3o causada por motiva\u00e7\u00e3o subjetiva, (ii) varia\u00e7\u00e3o\ncausada pela tend\u00eancia ou escola de pensamento seguida pelo autor e (iii)\nvaria\u00e7\u00e3o cronol\u00f3gica relacionada \u00e0 evolu\u00e7\u00e3o do conhecimento. Estes tr\u00eas\nfatores originam tanto os casos de varia\u00e7\u00e3o com consequ\u00eancias cognitivas\ncomo sem consequ\u00eancias cognitivas (ver Tabla 7): \n\nA vARIA\u00e7\u00e3o DENomINATIvA ExPL\u00edCITA NA LExICoGRAFIA No BRASIL \n\nIb\u00e9rica 36 (2018): 93-118 109\n\nA VARIA\u00c7\u00c3O DENOMINATIVA EXPL\u00cdCITA NA LEXICOGRAFIA NO BRASIL \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\nA linha que diferencia os conceitos de lexic\u00f3grafo e dicionarista \u00e9 bastante \nt\u00eanue, para alguns at\u00e9 inexistente, como podemos verificar no contexto \napresentado. Por outro lado, para autores como Zavaglia (2010), por dicionarista \nentende- se o profissional que elabora dicion\u00e1rios, mas sem forma\u00e7\u00e3o ou \nprepara\u00e7\u00e3o para isso, apenas um t\u00e9cnico ou um \u201cfazedor de dicion\u00e1rios\u201d, que n\u00e3o \nsegue crit\u00e9rios cient\u00edficos e tampouco se embasa em estudos lexicol\u00f3gicos ou \nmetalexic\u00f3graficos para produzir seus dicion\u00e1rios. Nesse sentido, poder\u00edamos \nentender o dicionarista como o profissional que produz um dicion\u00e1rio sem ter \nforma\u00e7\u00e3o espec\u00edfica, ao passo que o lexic\u00f3grafo seria o profissional formado em \nLexicografia e que reflete, analisa e disp\u00f5e de crit\u00e9rios cient\u00edficos para elaborar \nsuas obras. Sendo assim, lexic\u00f3grafo e dicionarista n\u00e3o s\u00e3o variantes \nsinon\u00edmicas de um mesmo conceito, pois, embora contenham tra\u00e7os em comum, \nas informa\u00e7\u00f5es conceituais veiculadas n\u00e3o s\u00e3o as mesmas. \n\nQuanto \u00e0 tipologia formal das variantes com consequ\u00eancias cognitivas, \nverificam-se os seguintes casos (ver Tabela 6): \n\nTipo de altera\u00e7\u00e3o Qtd. exemplos \n\nvaria\u00e7\u00e3o lexical \nsimples \n\nunidades monol\u00e9xicas 08 lexic\u00f3grafo/dicionarista \nunidades polil\u00e9xicas 20 dicion\u00e1rio geral/dicion\u00e1rio padr\u00e3o \n\nvaria\u00e7\u00e3o lexical \ncomplexa \n\ncom parentesco formal \n(mono/poli) \n\n08 defini\u00e7\u00e3o circular/circularidade \n\nsem parentesco formal 02 artigo lexicogr\u00e1fico/ verbete \n\nTabela 6. Classifica\u00e7\u00e3o formal das variantes com consequ\u00eancias cognitivas.", "start_char_idx": 49121, "end_char_idx": 52144, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "10a5053d-f4bf-47fc-abaa-c8c169b512d5": {"__data__": {"id_": "10a5053d-f4bf-47fc-abaa-c8c169b512d5", "embedding": null, "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-124", "node_type": "4", "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "hash": "0687f63809eecf92931b711b7634792ff2ba6220c82ebc1888dc534a9b37f19b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "e14af726-81be-417a-8fda-6ae3e63d449e", "node_type": "1", "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "hash": "3938d4fd0b1bc58d3fd6d3e75868516ee0e8ae790f6e02e566d6882a7a78dbca", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "8c96af55-5079-412f-88b9-bd445e117223", "node_type": "1", "metadata": {}, "hash": "4017ae1fc072a82ab34f19f13ab953ea5507ae7fa0bf246d3d16e7f7e1d034cb", "class_name": "RelatedNodeInfo"}}, "text": "Classifica\u00e7\u00e3o formal das variantes com consequ\u00eancias cognitivas. \n\nVerifica-se que as variantes denominativas com consequ\u00eancias cognitivas de \nnossa amostra s\u00e3o, em sua maioria variantes lexicais simples, em que se d\u00e1 uma \naltera\u00e7\u00e3o l\u00e9xica nos modificadores das unidades polil\u00e9xicas (dicion\u00e1rio \ngeral/dicion\u00e1rio padr\u00e3o), totalizando um n\u00famero de 20 variantes, e apenas 08 \nmonol\u00e9xicas. Tamb\u00e9m se registram 10 casos de varia\u00e7\u00e3o lexical complexa, \nsendo 08 variantes com parentesco formal (defini\u00e7\u00e3o circular/circularidade) e \n02 sem parentesco (artigo lexicogr\u00e1fico/verbete). Contudo, n\u00e3o se constata na \namostra analisada nenhum caso de varia\u00e7\u00e3o morfossint\u00e1tica. \n\n5.1.1. Fatores de varia\u00e7\u00e3o denominativa \n\nO passo seguinte consistiu em analisar os fatores que originaram a varia\u00e7\u00e3o nos \ncasos analisados. Embasados na tipologia dos fatores cognitivos de varia\u00e7\u00e3o de \nFern\u00e1ndez-Silva (2011), distinguimos tr\u00eas principais fatores em nosso c\u00f3rpus: (i) \nvaria\u00e7\u00e3o causada por motiva\u00e7\u00e3o subjetiva, (ii) varia\u00e7\u00e3o causada pela tend\u00eancia \nou escola de pensamento seguida pelo autor e (iii) varia\u00e7\u00e3o cronol\u00f3gica \nrelacionada \u00e0 evolu\u00e7\u00e3o do conhecimento. Estes tr\u00eas fatores originam tanto os \ncasos de varia\u00e7\u00e3o com consequ\u00eancias cognitivas como sem consequ\u00eancias \ncognitivas (ver Tabla 7): \n\n04 IBERICA 36_Iberica 13 26/10/18 20:21 P\u00e1gina 109\n\n\n\n(i) varia\u00e7\u00e3o causada por motiva\u00e7\u00e3o subjetiva \n\nA varia\u00e7\u00e3o originada por um fator individual e, portanto subjetiva, est\u00e1\nrelacionada a um desejo e escolha pessoal do autor. No nosso c\u00f3rpus esta se\nd\u00e1 como um recurso de progress\u00e3o textual, como se pode observar no\nseguinte contexto: \n\nContexto 5: Apesar da tentativa de se formular uma defini\u00e7\u00e3o seguindo os\nmoldes da defini\u00e7\u00e3o por g\u00eanero pr\u00f3ximo e diferen\u00e7a espec\u00edfica, a maioria das\npar\u00e1frases assume a caracter\u00edstica do que muitos estudiosos convencionaram\nchamar de defini\u00e7\u00e3o circular. [\u2026] Ao tamb\u00e9m tratar da defini\u00e7\u00e3o circular, mart\u00ednez\nde Souza [...] a concebe como uma \u201cdefini\u00e7\u00e3o defeituosa onde o definido e\no definiente se remetem reciprocamente\u201d, ou seja, o segundo tipo de\ncircularidade apontado por Landau (2001). Fonte: Brangel, 2011. \n\nConsideramos que o uso dessas variantes se d\u00ea como um recurso estil\u00edstico,\npor parte do autor, para evitar a repeti\u00e7\u00e3o, pois, embora saibamos que\ndefini\u00e7\u00e3o circular e circularidade aportam informa\u00e7\u00f5es conceituais distintas\n(a primeira um tipo de varia\u00e7\u00e3o e a segunda uma propriedade dessa tipologia\nde defini\u00e7\u00e3o), cognitivamente, para o autor do texto as duas variantes s\u00e3o\nsin\u00f4nimas, podendo ser ambas utilizadas para dar maior flu\u00eancia ao texto.\nPode, tratar-se, nesse caso, de uma inten\u00e7\u00e3o consciente de ressaltar a\npropriedade de circularidade, pois ao reiterar a refer\u00eancia a esta propriedade\npor meio de um substantivo, atribui-le uma maior import\u00e2ncia e se focaliza\na aten\u00e7\u00e3o do leitor.\n\nEm outros casos essa motiva\u00e7ao subjetiva pode estar condicionada por uma\nvontade de adapta\u00e7\u00e3o ao n\u00edvel de conhecimento do p\u00fablico direcionado,\ncomo \u00e9 o caso do contexto 2, que reproduzimos novamente: \n\nContexto 6: A entrada [o mesmo que lema, cabe\u00e7a de verbete, palavra-entrada] \u00e9 a\npalavra ou express\u00e3o que encabe\u00e7a o verbete, o elemento a ser definido ou\nexplicado.", "start_char_idx": 52080, "end_char_idx": 55286, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "8c96af55-5079-412f-88b9-bd445e117223": {"__data__": {"id_": "8c96af55-5079-412f-88b9-bd445e117223", "embedding": null, "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-124", "node_type": "4", "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "hash": "0687f63809eecf92931b711b7634792ff2ba6220c82ebc1888dc534a9b37f19b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "10a5053d-f4bf-47fc-abaa-c8c169b512d5", "node_type": "1", "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "hash": "38333a87570928f8f6d2797902db63699115bfa69424bbe9b11b46ab47bb1d41", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "9e61401d-e31f-4dcc-8d59-984edaadab9c", "node_type": "1", "metadata": {}, "hash": "28807e0af7bef763deff1dc4f6386ac2eac0ed9625792a98394a32ad479263de", "class_name": "RelatedNodeInfo"}}, "text": "Fonte: Rangel & Bagno, 2006. \n\nL. ALvES CoSTA & S. FERN\u00e1NDEz-SILvA\n\nIb\u00e9rica 36 (2018): 93-118110\n\nL. ALVES COSTA & S. FERN\u00c1NDEZ-SILVA \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\nFator de varia\u00e7\u00e3o Tipologia Qtd. Exemplo \n\nmotiva\u00e7\u00e3o subjetiva com consequ\u00eancias 26 defini\u00e7\u00e3o circular/ circularidade sem consequ\u00eancias 08 Lexicografia did\u00e1tica/ Lexicografia pedag\u00f3gica \ntend\u00eancia ou escola \nlexicogr\u00e1fica \n\ncom consequ\u00eancias 12 Entrada/lema \nsem consequ\u00eancias 02 Lexicografia especializada/Terminografia \n\nevolu\u00e7\u00e3o do conhecimento com consequ\u00eancias 02 macroestrutura/nomenclatura sem consequ\u00eancias 00 -- \n\nTabela 7. Fatores de varia\u00e7\u00e3o denominativa encontrados no c\u00f3rpus. \n\n(i) Varia\u00e7\u00e3o causada por motiva\u00e7\u00e3o subjetiva \nA varia\u00e7\u00e3o originada por um fator individual e, portanto subjetiva, est\u00e1 \nrelacionada a um desejo e escolha pessoal do autor. No nosso c\u00f3rpus esta se d\u00e1 \ncomo um recurso de progress\u00e3o textual, como se pode observar no seguinte \ncontexto: \n\nContexto 5: Apesar da tentativa de se formular uma defini\u00e7\u00e3o seguindo os moldes \nda defini\u00e7\u00e3o por g\u00eanero pr\u00f3ximo e diferen\u00e7a espec\u00edfica, a maioria das par\u00e1frases \nassume a caracter\u00edstica do que muitos estudiosos convencionaram chamar de \ndefini\u00e7\u00e3o circular. [\u2026] Ao tamb\u00e9m tratar da defini\u00e7\u00e3o circular, Mart\u00ednez de \nSouza [...] a concebe como uma \u201cdefini\u00e7\u00e3o defeituosa onde o definido e o \ndefiniente se remetem reciprocamente\u201d, ou seja, o segundo tipo de circularidade \napontado por Landau (2001). Fonte: Brangel, 2011. \n\nConsideramos que o uso dessas variantes se d\u00ea como um recurso estil\u00edstico, por \nparte do autor, para evitar a repeti\u00e7\u00e3o, pois, embora saibamos que defini\u00e7\u00e3o \ncircular e circularidade aportam informa\u00e7\u00f5es conceituais distintas (a primeira um \ntipo de varia\u00e7\u00e3o e a segunda uma propriedade dessa tipologia de defini\u00e7\u00e3o), \ncognitivamente, para o autor do texto as duas variantes s\u00e3o sin\u00f4nimas, podendo \nser ambas utilizadas para dar maior flu\u00eancia ao texto. Pode, tratar-se, nesse caso, \nde uma inten\u00e7\u00e3o consciente de ressaltar a propriedade de circularidade, pois ao \nreiterar a refer\u00eancia a esta propriedade por meio de um substantivo, atribui-le \numa maior import\u00e2ncia e se focaliza a aten\u00e7\u00e3o do leitor. \n\nEm outros casos essa motiva\u00e7ao subjetiva pode estar condicionada por uma \nvontade de adapta\u00e7\u00e3o ao n\u00edvel de conhecimento do p\u00fablico direcionado, como \u00e9 \no caso do contexto 2, que reproduzimos novamente: \n\nContexto 6: A entrada [o mesmo que lema, cabe\u00e7a de verbete, palavra-entrada] \u00e9 \na palavra ou express\u00e3o que encabe\u00e7a o verbete, o elemento a ser definido ou \nexplicado. Fonte: Rangel & Bagno, 2006. \n\nTrata-se de um manual organizado para professores da rede estadual de ensino \nque tem por objetivo orientar sobre o uso de dicion\u00e1rios em sala de aula. Sendo \nassim, a varia\u00e7\u00e3o denominativa cumpre uma fun\u00e7\u00e3o did\u00e1tica de viabilizar o \nconhecimento a um p\u00fablico leigo, pois ao apresentar as duas variantes o autor \napresenta aspectos distintos do conceito que podem auxiliar na compreens\u00e3o. \n\n04 IBERICA 36_Iberica 13 26/10/18 20:21 P\u00e1gina 110", "start_char_idx": 55287, "end_char_idx": 58307, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "9e61401d-e31f-4dcc-8d59-984edaadab9c": {"__data__": {"id_": "9e61401d-e31f-4dcc-8d59-984edaadab9c", "embedding": null, "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-124", "node_type": "4", "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "hash": "0687f63809eecf92931b711b7634792ff2ba6220c82ebc1888dc534a9b37f19b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "8c96af55-5079-412f-88b9-bd445e117223", "node_type": "1", "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "hash": "6944c3599042a520bc9d156248d3c07b1a953afd6f1541f7a96494d67abbb0d3", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "4978ff72-d634-4631-a0c7-fe2322c9520f", "node_type": "1", "metadata": {}, "hash": "4330058897f1f57420fcb7fb90d0d0d5f1b18e0048368aeda9f2165af9ddb420", "class_name": "RelatedNodeInfo"}}, "text": "Trata-se de um manual organizado para professores da rede estadual de\nensino que tem por objetivo orientar sobre o uso de dicion\u00e1rios em sala de\naula. Sendo assim, a varia\u00e7\u00e3o denominativa cumpre uma fun\u00e7\u00e3o did\u00e1tica de\nviabilizar o conhecimento a um p\u00fablico leigo, pois ao apresentar as duas\nvariantes o autor apresenta aspectos distintos do conceito que podem\nauxiliar na compreens\u00e3o. \n\n(ii) varia\u00e7\u00e3o causada por tend\u00eancia ou escola lexicogr\u00e1fica seguida \n\nPor meio de nossas an\u00e1lises pudemos verificar que muitas das variantes\ndenominativas utilizadas na Lexicografia brasileira s\u00e3o influenciadas por\ntend\u00eancias lexicogr\u00e1ficas de outros pa\u00edses. Em sua maioria, constata-se essa\nvaria\u00e7\u00e3o em textos e autores distintos, por\u00e9m, em alguns casos, isso pode\nocorrer em um mesmo texto e autor. o fato de conflu\u00edrem esses termos\nconstantemente na produ\u00e7\u00e3o lexicogr\u00e1fica do pa\u00eds, faz com que os mesmos\nse mesclem e n\u00e3o apresentem delimita\u00e7\u00f5es t\u00e3o vis\u00edveis quanto \u00e0 tend\u00eancia\nlexicogr\u00e1fica de que se origina, o que torna natural a utiliza\u00e7\u00e3o de variantes\nde escolas distintas em uma mesma obra.\n\nEsses exemplos s\u00e3o mais vis\u00edveis com os termos pr\u00f3prios da Lexicografia\ninglesa e alem\u00e3, pois os termos da Lexicografia francesa, espanhola e\nportuguesa h\u00e1 muito se solidificaram na produ\u00e7\u00e3o lexicogr\u00e1fica no Brasil, o\nque torna dif\u00edcil delimitar de que escola se originaram.\n\nComo exemplo de varia\u00e7\u00e3o denominativa com consequ\u00eancias cognitivas originadas\npela influ\u00eancia da tend\u00eancia ou escola lexicogr\u00e1fica, apontamos as unidades\nlema e signo-lema, como se mostra no contexto 7: \n\nContexto 7: Por um lado, o usu\u00e1rio pode querer conhecer a significa\u00e7\u00e3o de\numa unidade l\u00e9xica, ou seja, a sua estrat\u00e9gia de busca vai do lema (ou signo-\n\nlema) \u00e0 par\u00e1frase explanat\u00f3ria. Fonte: Bugue\u00f1o-miranda, 2009.\n\nA unidade signo-lema foi motivada pela influ\u00eancia lexicogr\u00e1fica alem\u00e3, seguida\npor Bugue\u00f1o-miranda (2009), ao passo que outros autores como Biderman\n(2003), apontem como variantes de lema as unidades entrada ou palavra-\nentrada, geralmente seguindo a tradi\u00e7\u00e3o francesa. \n\nComo exemplo de varia\u00e7\u00e3o sem consequ\u00eancias cognitivas originada por tend\u00eancia\nou escola lexicogr\u00e1fica, podemos analisar a dualidade Lexicografia\nEspecializada e Terminografia, vis\u00edvel no seguinte contexto: \n\nA vARIA\u00e7\u00e3o DENomINATIvA ExPL\u00edCITA NA LExICoGRAFIA No BRASIL \n\nIb\u00e9rica 36 (2018): 93-118 111\n\n04 IBERICA 36_Iberica 13 26/10/18 20:21 P\u00e1gina 111", "start_char_idx": 58311, "end_char_idx": 60721, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "4978ff72-d634-4631-a0c7-fe2322c9520f": {"__data__": {"id_": "4978ff72-d634-4631-a0c7-fe2322c9520f", "embedding": null, "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-124", "node_type": "4", "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "hash": "0687f63809eecf92931b711b7634792ff2ba6220c82ebc1888dc534a9b37f19b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "9e61401d-e31f-4dcc-8d59-984edaadab9c", "node_type": "1", "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "hash": "70c2b930fb89884a1da0594217aa03e61294293bf06598100f5fb8250f778225", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "8db6f7ff-c125-483e-b187-b11976f2cff7", "node_type": "1", "metadata": {}, "hash": "34a7f7a2546b40aef3f004b05cf17f7021715f056d64675ffff5a5b95b465c5e", "class_name": "RelatedNodeInfo"}}, "text": "Contexto 8: J\u00e1 na terminografia, tamb\u00e9m conhecida como Lexicografia\nespecializada, est\u00e1 focada na an\u00e1lise dos termos relativos a uma linguagem\nespecializada [...]. Fonte: Costa Filho, 2007.\n\nComo se pode observar, Costa Filho (2007) utiliza Terminografia e\nLexicografia especializada como variantes, ainda que venham de disciplinas\ndistintas com tradi\u00e7\u00f5es separadas. Entretanto, funcionalmente se reconhece\nque se trata de um mesmo conceito, e que portanto se usam indistintamente\ncomo variantes. Parece-nos claro que h\u00e1, na utiliza\u00e7\u00e3o desses termos, uma\nvaria\u00e7\u00e3o ocasionada por tend\u00eancias lexicogr\u00e1ficas distintas. \n\n(iii) varia\u00e7\u00e3o causada por evolu\u00e7\u00e3o do conhecimento \n\nA varia\u00e7\u00e3o denominativa relacionada \u00e0 evolu\u00e7\u00e3o do conhecimento ocorre\nquando h\u00e1 o surgimento de uma nova denomina\u00e7\u00e3o para um conceito pr\u00e9-\nexistente, sendo esta relacionada \u00e0 amplia\u00e7\u00e3o ou modifica\u00e7\u00e3o do\nconhecimento; isso faz com que se peceba novos matizes conceituais antes\nn\u00e3o observados e que se manifieste em uma varia\u00e7\u00e3o denominativa, como se\npode observar nos exemplos 9 e 10. \n\nContexto 9: Um dicion\u00e1rio \u00e9 constitu\u00eddo de entradas lexicais, ou lemas [...].\nA lista total desses lemas constitui a nomenclatura do dicion\u00e1rio, a sua\nmacroestrutura. Fonte: Biderman, 2001.\n\nContexto 10: Tamb\u00e9m deveria ratificar o termo nominata usado por villar,\npois o termo consagrado em Lexicologia/Lexicografia \u00e9 nomenclatura. os\nte\u00f3ricos do l\u00e9xico tamb\u00e9m usam o termo macroestrutura que refere, por\u00e9m, um\nconceito distinto. Fonte: Biderman, 2002. \n\nAnalisando os contextos apresentados, podemos dizer que, nesse caso, se\nproduziu uma altera\u00e7\u00e3o temporal na conceitualiza\u00e7\u00e3o realizada por uma\nmesma autora. Em 2001, Biderman n\u00e3o via diferen\u00e7as conceituais entre\nnomenclatura e macroestrutura e as empregava como variantes sinon\u00edmicas,\npor\u00e9m como resultado da evolu\u00e7\u00e3o de seu pensamento, passou a ver\naspectos que a levaram a consider\u00e1-las como unidades com conceitos\ndistintos e, portanto, n\u00e3o sin\u00f4nimas. \n\n5.2. A representa\u00e7\u00e3o da varia\u00e7\u00e3o na proposta do Dicion\u00e1rio de\n\nLexicografia Brasileira \n\no usu\u00e1rio potencial do DLB foi considerado de n\u00edvel m\u00e9dio ou alto,\nconstitu\u00eddo por estudantes e especialistas dessa \u00e1rea, que possuem certo\n\nL. ALvES CoSTA & S. FERN\u00e1NDEz-SILvA\n\nIb\u00e9rica 36 (2018): 93-118112\n\n04 IBERICA 36_Iberica 13 26/10/18 20:21 P\u00e1gina 112", "start_char_idx": 60725, "end_char_idx": 63044, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "8db6f7ff-c125-483e-b187-b11976f2cff7": {"__data__": {"id_": "8db6f7ff-c125-483e-b187-b11976f2cff7", "embedding": null, "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-124", "node_type": "4", "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "hash": "0687f63809eecf92931b711b7634792ff2ba6220c82ebc1888dc534a9b37f19b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "4978ff72-d634-4631-a0c7-fe2322c9520f", "node_type": "1", "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "hash": "85f87b91c892b02b0f6cee09f1f9230ac534acb74c277d9795f1bec091cc8578", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "aec381a1-51aa-4cda-ab41-d9c7146aeaa3", "node_type": "1", "metadata": {}, "hash": "312b2d4a555858e9a8e4645dd1ad03bc9f0c7587a51d0f8008aa6289368078ac", "class_name": "RelatedNodeInfo"}}, "text": "conhecimento sobre a Lexicografia e que n\u00e3o buscaria nesse dicion\u00e1rio\ninforma\u00e7\u00f5es formais e b\u00e1sicas como classe gramatical, marca\u00e7\u00f5es de plural,\nconcord\u00e2ncia, etc. \n\nEm rela\u00e7\u00e3o com a representa\u00e7\u00e3o da varia\u00e7\u00e3o consideramos que a\nmicroestrutura do DLB deva, primeiramente, possibilitar aos estudantes e\nespecialistas desse \u00e2mbito: \n\n1. Compreender as variantes apresentadas para uma mesma\ndenomina\u00e7\u00e3o;\n\n2. Entender a utiliza\u00e7\u00e3o e os tra\u00e7os que diferenciam essas variantes\npor meio dos contextos definit\u00f3rios, visando compreender quando\nseus tra\u00e7os sem\u00e2nticos se equivalem, incluem-se ou se\ninterseccionam;\n\n3. Compreender as poss\u00edveis causas dessa varia\u00e7\u00e3o;\n\n4. verificar as consequ\u00eancias cognitivas presentes na utiliza\u00e7\u00e3o de\ndistintas variantes. \n\nNesse sentido, a proposta de microestrutura do DLB foi pautada seguindo os\npressupostos da terminologia cognitiva e sendo assim, n\u00e3o se trata de uma\nproposta prescritiva, uma vez que inclui informa\u00e7\u00f5es sobre os termos e sua\nutiliza\u00e7\u00e3o. Apresenta todos os tipos de rela\u00e7\u00f5es entre as variantes e n\u00e3o apenas\nas estritamente sin\u00f4nimas, o que permite que se visualize a\nmultidimensionalidade dos conceitos por meio das rela\u00e7\u00f5es de n\u00e3o sinon\u00edmia e\nsinon\u00edmia relativa por inclus\u00e3o e intersec\u00e7\u00e3o. o enunciado definit\u00f3rio considera\nos tra\u00e7os protot\u00edpicos dos termos e foi adaptada para o tipo de usu\u00e1rio almejado\ne os conceitos ativam os pressupostos cognitivos subjacentes e, portanto,\nmostram as rela\u00e7\u00f5es deste conceito com outros na estrutura conceitual, o que\npermite uma maior compreens\u00e3o do conceito e sua estrutura\u00e7\u00e3o. \n\nAssim, a proposta de verbete do DLB contemplar\u00e1 as seguintes informa\u00e7\u00f5es\n(ver exemplo no quadro 1): \n\n(a) entrada: apresentada em letra min\u00fascula e negrito, seguido de ponto\nfinal;\n\nb) categoria gramatical: apresentada em it\u00e1lico e abreviadas: s.m.\n(substantivo masculino singular), s.m.p. (substantivo masculino\nplural), s.f. (substantivo feminino), s.f.p. (substantivo feminino\nplural), adj. (adjetivo), v. (verbo);\n\nA vARIA\u00e7\u00e3o DENomINATIvA ExPL\u00edCITA NA LExICoGRAFIA No BRASIL \n\nIb\u00e9rica 36 (2018): 93-118 113\n\n04 IBERICA 36_Iberica 13 26/10/18 20:21 P\u00e1gina 113\n\n\n\nc) defini\u00e7\u00e3o: considerando os pressupostos da Lexicografia cognitiva\nprocuramos apresentar uma proposta de defini\u00e7\u00e3o mais ampla e\nmais tang\u00edvel aque apresentasse maiores informa\u00e7\u00f5es sobre o\nconte\u00fado conceitual e permitisse que o usu\u00e1rio obtivesse uma\nmaior compreens\u00e3o sobre a forma com se estrutura o conceito. \n\nd) contextos \u201cricos em conhecimento\u201d: apresentamos contextos que\ndefinam a palavra-entrada e forne\u00e7am mais detalhes sobre a\nutiliza\u00e7\u00e3o do lema em contextos de uso, apresentados por\ndiferentes autores. \n\ne) remissivas: al\u00e9m da remissiva tradicional, apresentamos a explica\u00e7\u00e3o\nsobre como se d\u00e1 essa remiss\u00e3o: sin\u00f4nimo; sin\u00f4nimo relativo por\ninclus\u00e3o, sin\u00f4nimo relativo por intersec\u00e7\u00e3o, n\u00e3o sin\u00f4nimo e siglas.\n\nf) notas explicativas: utilizada como um recurso para elencar as\nobserva\u00e7\u00f5es e coment\u00e1rios feitos pelos autores a respeito do\ntermo definido ou para apresentar nossas observa\u00e7\u00f5es a respeito\ndas defini\u00e7\u00f5es presentes nos contextos. vejamos: \n\n6.", "start_char_idx": 63048, "end_char_idx": 66150, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "aec381a1-51aa-4cda-ab41-d9c7146aeaa3": {"__data__": {"id_": "aec381a1-51aa-4cda-ab41-d9c7146aeaa3", "embedding": null, "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-124", "node_type": "4", "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "hash": "0687f63809eecf92931b711b7634792ff2ba6220c82ebc1888dc534a9b37f19b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "8db6f7ff-c125-483e-b187-b11976f2cff7", "node_type": "1", "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "hash": "7854a555366b3a5a8221f11f2a79918d07eaed923591106661fff4b5296dfabd", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "171d069c-daa3-48d0-8e2b-51b6344d03c9", "node_type": "1", "metadata": {}, "hash": "0aac0b730bb0068be6574b9700e2c8848f8ce6f222f12160179dea7f60a94b48", "class_name": "RelatedNodeInfo"}}, "text": "vejamos: \n\n6. Conclus\u00f5es \n\nNo presente trabalho investigamos o fen\u00f4meno da varia\u00e7\u00e3o denominativa na\nLexicografia em uso no Brasil, com o intuito de propor uma representa\u00e7\u00e3o\nlexicogr\u00e1fica que refletisse essa varia\u00e7\u00e3o. Apoiamo-nos nos pressupostos das\nteorias modernas da Terminologia de base cognitiva, que concebem a\nvaria\u00e7\u00e3o terminol\u00f3gica como um fen\u00f4meno inerente \u00e0 comunica\u00e7\u00e3o\n\nL. ALvES CoSTA & S. FERN\u00e1NDEz-SILvA\n\nIb\u00e9rica 36 (2018): 93-118114\n\nL. ALVES COSTA & S. FERN\u00c1NDEZ-SILVA \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\nverbete s.m enunciado lexicogr\u00e1fico ou terminol\u00f3gico constitu\u00eddo pela jun\u00e7\u00e3o da palavra-entrada e todas as \ninforma\u00e7\u00f5es relacionadas a ela como: classe gramatical, defini\u00e7\u00e3o, contexto de uso, entre outras. \n \n\nContexto: o verbete, ou artigo lexicogr\u00e1fico, \u00e9 a unidade m\u00ednima aut\u00f4noma em que se organiza o \ndicion\u00e1rio [...]. Fonte: Heinrich (2007). \nContexto: Todo dicion\u00e1rio [...] consiste num estudo atom\u00edstico do l\u00e9xico na medida em que \nconsidera isoladamente as palavras que servem de entradas[...]. \u00c9 a partir da palavra-entrada ou lema \nque se organiza o verbete ou artigo lexicogr\u00e1fico. Fonte: Murakawa (2010). \n \n\nRemissivas: artigo lexicogr\u00e1fico s.m. (n\u00e3o sin\u00f4nimos) \n\nNotas: Embora sejam utilizados como sin\u00f4nimos ressalta-se que as unidades verbete e artigo lexicogr\u00e1fico \nressaltam aspectos distintos do conceito. Verbete refere-se a um breve texto ou apontamento, ao passo que \nartigo lexicogr\u00e1fico al\u00e9m das informa\u00e7\u00f5es sobre a natureza ou seja, texto breve, refor\u00e7a o destino, pequeno \ntexto que se insere dentro de uma obra lexicogr\u00e1fica. Sobre a utiliza\u00e7\u00e3o desses termos na Lexicografia \nbrasileira destacamos que, ainda que os dois termos sejam comumente utilizados, a unidade terminol\u00f3gica \nverbete \u00e9 a mais frequente e comumente aceit\u00e1vel na Lexicografia do Brasil, ao passo que artigo \nlexicogr\u00e1fico, consiste em uma tradu\u00e7\u00e3o e adapta\u00e7\u00e3o da unidade terminol\u00f3gica art\u00edculo lexicografico, utilizado \nna Lexicografia espanhola. \n\nQuadro 1. Modelo de verbete do Dicion\u00e1rio de Lexicografia Brasileira (adaptado de Costa, 2015). \n\n6. Conclus\u00f5es \n\nNo presente trabalho investigamos o fen\u00f4meno da varia\u00e7\u00e3o denominativa na \nLexicografia em uso no Brasil, com o intuito de propor uma representa\u00e7\u00e3o \nlexicogr\u00e1fica que refletisse essa varia\u00e7\u00e3o. Apoiamo-nos nos pressupostos das \nteorias modernas da Terminologia de base cognitiva, que concebem a varia\u00e7\u00e3o \nterminol\u00f3gica como um fen\u00f4meno inerente \u00e0 comunica\u00e7\u00e3o especializada, reflexo \nda dinamicidade dos processos de categoriza\u00e7\u00e3o do connhecimento e funcional \nna transmiss\u00e3o do conhecimento especializado e que, por esse motivo, deve ser \nrepresentada nos recursos terminol\u00f3gicos. \n\nNossa proposta est\u00e1 embasada no estudo sobre a varia\u00e7\u00e3o na Terminologia da \nlexicografia brasileira. Para isso, realizamos uma an\u00e1lise da varia\u00e7\u00e3o \ndenominativa expl\u00edcita em um c\u00f3rpus de textos de Lexicografia brasileira, e \nrefletimos sobre as consequ\u00eancias cognitivas resultantes da utliza\u00e7\u00e3o dessas \nvariantes e os possiveis fatores cognitivos que podem origin\u00e1-la.", "start_char_idx": 66137, "end_char_idx": 69162, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "171d069c-daa3-48d0-8e2b-51b6344d03c9": {"__data__": {"id_": "171d069c-daa3-48d0-8e2b-51b6344d03c9", "embedding": null, "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-124", "node_type": "4", "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "hash": "0687f63809eecf92931b711b7634792ff2ba6220c82ebc1888dc534a9b37f19b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "aec381a1-51aa-4cda-ab41-d9c7146aeaa3", "node_type": "1", "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "hash": "8edc0131c51ff96f470ed10cf25c61d4158444903ccc5594252a1b0b6cef75d8", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "4e5fface-ce4d-4864-bf1f-2467e4243788", "node_type": "1", "metadata": {}, "hash": "14518238a79dff26e9f861d30f4381a00c98c08fbf2ff0dae9d0bc495f2d29b9", "class_name": "RelatedNodeInfo"}}, "text": "Os dados obtidos nessa pesquisa nos mostram que a varia\u00e7\u00e3o, assim como em \nqualquer \u00e2mbito, est\u00e1 presente tamb\u00e9m na Lexicografia brasileira, podendo ser \nesta ocasionada por motiva\u00e7\u00e3o subjetiva dos autores, confuencia de tend\u00eancias \nlexicogr\u00e1ficas distintas, ou evolu\u00e7\u00e3o do conhecimento. A partir desses \nresultados, a microestrutura, que propomos para o Dicion\u00e1rio de Lexicografia \nBrasileira, aspira refletir a multidimensionalidade dos conceitos especializados e \nsua variabilidade denominativa. O objetivo \u00e9 representar o uso da varia\u00e7\u00e3o como \numa estrat\u00e9gia cognitiva na produ\u00e7\u00e3o e compreens\u00e3o do discurso especializado. \nPor esse motivo nossa proposta pretende ser um aporte para essa linha, \nreconhecendo que n\u00e3o \u00e9 a \u00fanica proposta e admitindo as limita\u00e7\u00f5es que possa \n\n04 IBERICA 36_Iberica 13 26/10/18 20:21 P\u00e1gina 114", "start_char_idx": 69166, "end_char_idx": 69996, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "4e5fface-ce4d-4864-bf1f-2467e4243788": {"__data__": {"id_": "4e5fface-ce4d-4864-bf1f-2467e4243788", "embedding": null, "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-124", "node_type": "4", "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "hash": "0687f63809eecf92931b711b7634792ff2ba6220c82ebc1888dc534a9b37f19b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "171d069c-daa3-48d0-8e2b-51b6344d03c9", "node_type": "1", "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "hash": "dfe172edc73648cd9ebf7395468ad5419677440245d06ef50d4e00ddb6f0c17e", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "45877102-e872-41f2-8345-0e1732b7912b", "node_type": "1", "metadata": {}, "hash": "6cfc456398ba0fddd3db1789dcb55c08962a8a80c57ba39f8fad3db4bc6a1184", "class_name": "RelatedNodeInfo"}}, "text": "especializada, reflexo da dinamicidade dos processos de categoriza\u00e7\u00e3o do\nconhecimento na transmiss\u00e3o do conhecimento especializado e que, por esse\nmotivo, deve ser representada nos recursos terminol\u00f3gicos. \n\nNossa proposta est\u00e1 embasada no estudo sobre a varia\u00e7\u00e3o na Terminologia\nda lexicografia brasileira. Para isso, realizamos uma an\u00e1lise da varia\u00e7\u00e3o\ndenominativa expl\u00edcita em um c\u00f3rpus de textos de Lexicografia brasileira, e\nrefletimos sobre as consequ\u00eancias cognitivas resultantes da utiliza\u00e7\u00e3o dessas\nvariantes e os poss\u00edveis fatores cognitivos que podem origin\u00e1-la. \n\nos dados obtidos nessa pesquisa nos mostram que a varia\u00e7\u00e3o, assim como\nem qualquer \u00e2mbito, est\u00e1 presente tamb\u00e9m na Lexicografia brasileira,\npodendo ser esta ocasionada por motiva\u00e7\u00e3o subjetiva dos autores,\nconflu\u00eancia de tend\u00eancias lexicogr\u00e1ficas distintas, ou evolu\u00e7\u00e3o do\nconhecimento. A partir desses resultados, a microestrutura, que propomos\npara o Dicion\u00e1rio de Lexicografia Brasileira, aspira refletir a\nmultidimensionalidade dos conceitos especializados e sua variabilidade\ndenominativa. o objetivo \u00e9 representar o uso da varia\u00e7\u00e3o como uma\nestrat\u00e9gia cognitiva na produ\u00e7\u00e3o e compreens\u00e3o do discurso especializado.\nPor esse motivo nossa proposta pretende ser um aporte para essa linha,\nreconhecendo que n\u00e3o \u00e9 a \u00fanica proposta e admitindo as limita\u00e7\u00f5es que\npossa apresentar. No entanto, consideramos seu aporte na tradi\u00e7\u00e3o\nlexicogr\u00e1fica brasileira, j\u00e1 que todavia prevalece uma vis\u00e3o prescritiva sobre\na varia\u00e7\u00e3o e sua representa\u00e7\u00e3o nos dicion\u00e1rios. \n\nArticle history: \nReceived 9 August 2016 \n\nReceived in revised form 11 July 2017 \nAccepted 12 July 2017 \n\nBibliografia \n\nA vARIA\u00e7\u00e3o DENomINATIvA ExPL\u00edCITA NA LExICoGRAFIA No BRASIL \n\nIb\u00e9rica 36 (2018): 93-118 115\n\nAlcaraz, V.E. e B. Hughes (2012). Diccionario de\nt\u00e9rminos jur\u00eddicos Ingl\u00e9s- Espa\u00f1ol/Spanish-\nEnglish. Barcelona: Ariel.\n\nBarbosa, M.A. (2001). \u201cDicion\u00e1rio, vocabul\u00e1rio,\ngloss\u00e1rio: Concep\u00e7\u00f5es\u201d. Caderno de Terminologia\n1: 23-45.\n\nBertaccini, F. e A. Matteucci (2005). \u201cL\u2019approche\nvariationniste \u00e0 la pratique terminologique\nd\u2019entreprise\u201d. Meta 50,4. [CD-ROM]\n\nBiderman, M.T.C. (2001). \u201cTerminologia e\nLexicografia\u201d. TradTerm 07: 153-181. \n\nBiderman, M.T.C. (2002). \u201cAn\u00e1lise de dois\n\ndicion\u00e1rios gerais do Portugu\u00eas contempor\u00e2neo:\nO Aur\u00e9lio e o Houaiss\u201d. Filologia Lingu\u00edstica\nPortuguesa 05: 85-116.\n\nBiderman, M.T.C. (2003). \u201cDicion\u00e1rios de\nportugu\u00eas da tradi\u00e7\u00e3o \u00e0 contemporaneidade\u201d. Alfa\n47,1: 53-69. \n\nBinon, J., S. Verlinde, J. Van Dyck y A. Bertels\n(2002). Dictionnaire d\u2019apprentissage du fran\u00e7ais\ndes affaires. Dictionnaire de compr\u00e9hension et de\nproduction de la langue des affaires. Paris: Didier.\n\nBugue\u00f1o-Miranda, F.V. (2009). \u201cPara uma\ntaxonomia de par\u00e1frases explanat\u00f3rias\u201d. Alfa 53,1:\n243-260.\n\n04 IBERICA 36_Iberica 13 26/10/18 20:21 P\u00e1gina 115\n\n\n\nL. ALvES CoSTA & S. FERN\u00e1NDEz-SILvA\n\nIb\u00e9rica 36 (2018): 93-118116\n\nBugue\u00f1o-Miranda, F.V. e V.S.", "start_char_idx": 70000, "end_char_idx": 72904, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "45877102-e872-41f2-8345-0e1732b7912b": {"__data__": {"id_": "45877102-e872-41f2-8345-0e1732b7912b", "embedding": null, "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-124", "node_type": "4", "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "hash": "0687f63809eecf92931b711b7634792ff2ba6220c82ebc1888dc534a9b37f19b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "4e5fface-ce4d-4864-bf1f-2467e4243788", "node_type": "1", "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "hash": "7e18a239f53e56705a80db2fb6b1a904473f6f0ac50493f338fe3d336a5504b7", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "a6e9b8aa-3b07-4068-9942-54fff6e4a7bf", "node_type": "1", "metadata": {}, "hash": "54ac8aa04063fd5b766b8ac86da76f8cc6be4f1962e35fd71edb6302e56e1a41", "class_name": "RelatedNodeInfo"}}, "text": "e V.S. Farias (2011). \u201cDa\nmicroestrutura em dicion\u00e1rios semasiol\u00f3gicos do\nportugu\u00eas e seus problemas\u201d. Estudos da\nL\u00edngua(gem) 9,1: 39-69.\n\nBrangel, L.M.B. (2011). \u201cProblemas concernentes\n\u00e0s defini\u00e7\u00f5es de cores em dicion\u00e1rios gerais do\nPortugu\u00eas\u201d. Dom\u00ednios da Linguagem 05,1: 191-218. \n\nCabr\u00e9, M.T. (1999). La Terminologia:\nRepresentaci\u00f3n y comunicaci\u00f3n. Elementos para\nuna teoria de base comunicativa y otros art\u00edculos.\nGirona: Documenta Universitaria. \n\nCabr\u00e9, M.T. (2008). \u201cEl princ\u00edpio de poliedricidad:\nLa articulaci\u00f3n de lo discursivo, lo cognitivo y lo\nlingu\u00edstico em Terminologia\u201d. Ib\u00e9rica, 16: 09-36.\n\nCosta, L.A.C. (2015). Reflex\u00f5es sobre a varia\u00e7\u00e3o\nterminol\u00f3gica na Lexicografia corrente no Brasil e\na constru\u00e7\u00e3o das bases te\u00f3rico-metodol\u00f3gicas\npara o dicion\u00e1rio de Lexicografia brasileira. Tese\nde doutorado. Universidade Estadual Paulista -\nUnesp/ Universidad Pompeu Fabra, S\u00e3o Jos\u00e9 do\nRio Preto/Barcelona.\n\nCosta Filho, J.E. (2007). \u201cElaborac\u0327a\u0303o de um\nglossa\u0301rio de termos utilizados na teoria da\nmeta\u0301fora conceitual\u201d. Anais do Seta 01: 329-332.\n\nDancette, J. y C. R\u00e9thor\u00e9 (2000). Dictionnaire\nanalytique de la distribution [Analytical Dictionary\nof Retailing]. Montr\u00e9al: Les Presses de l\u2019Universit\u00e9\nde Montr\u00e9al.\n\nFaber, P. S. Mart\u00ednez e M.R. Prieto et al. (2006).\n\u201cProcess-oriented terminology management in the\ndomain of Coastal Engineering\u201d. Terminology 12,2:\n189-213.\n\nFaber, P. e P. Le\u00f3n (2010). \u201cDinamismo conceptual\nen las bases de conocimiento terminol\u00f3gico: El\ncaso de EcoLexicon\u201d. \u00cdkala, Revista de Lenguaje y\nCultura 15: 75-100.\n\nFern\u00e1ndez-Silva, S. (2011). Variacio\u0301n\nterminolo\u0301gica y cognicio\u0301n: Factores cognitivos en\nla denominacio\u0301n del concepto especializado.\nBarcelona: IULA-TDX. \n\nFern\u00e1ndez-Silva, S., M.T. Cabr\u00e9 y J. Freixa (2012).\n\u201cA cognitive approach to synonymy in terminology\u201d\nin M. Brdar, I. Raffaelli e M. \u017dic Fuchs (eds.),\nCognitive Linguistics between Universality and\nVariation, 189-212. Newcastle: Cambridge\nScholars Publishing.\n\nFern\u00e1ndez-Silva, S. e N. Becerra Rojas (2015).\n\u201cLa variaci\u00f3n terminol\u00f3gica en la comprensi\u00f3n y\nproducci\u00f3n de textos acad\u00e9micos: Propuesta de\nrepresentaci\u00f3n en un diccionario especializado de\naprendizaje de Psicolog\u00eda\u201d. Iberica 30: 183-208.\n\nFern\u00e1ndez, T. & P. Faber (2011). \u201cThe\nrepresentation of multidimensionality in a\n\nbilingualized English-Spanish thesaurus for\nlearners in architecture and building construction\u201d.\nInternational Journal of Lexicography 24,2: 198-\n225. doi:10.1093/ijl/ecq046\n\nFillmore, C. (1985). \u201cFrames and the semantics of\nunderstanding\u201d. Quaderni di semantica 6,2: 222-\n254.\n\nFreixa, J. (2002).", "start_char_idx": 72898, "end_char_idx": 75494, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "a6e9b8aa-3b07-4068-9942-54fff6e4a7bf": {"__data__": {"id_": "a6e9b8aa-3b07-4068-9942-54fff6e4a7bf", "embedding": null, "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-124", "node_type": "4", "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "hash": "0687f63809eecf92931b711b7634792ff2ba6220c82ebc1888dc534a9b37f19b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "45877102-e872-41f2-8345-0e1732b7912b", "node_type": "1", "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "hash": "250b9cc6d979695d271519b3ea4e107cd3fa5d6e936b91377559936b99458cad", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "c0d4dd06-e071-40e5-84ab-1671d7a1a381", "node_type": "1", "metadata": {}, "hash": "91c19383079e11c45717b876e5578d0eb004f1315a8fba08efd180f5b650f12e", "class_name": "RelatedNodeInfo"}}, "text": "Freixa, J. (2002). La variaci\u00f3 terminol\u00f2gica: An\u00e0lisi\nde la variaci\u00f3 denominativa en textos de diferent\ngrau d\u2019especialitzaci\u00f3 de l\u2019\u00e0rea de medi ambient.\nBarcelona: IULA.\n\nGambier, Y. (1991). \u201cPresupos\u00e9s de la\nterminologie: Vers une remise en cause\u201d. Cahiers\nde linguistique sociale 18: 31-58.\n\nGaudin, F. (1993). Pour une socioterminologie:\nDes problemes s\u00e9mantiques aux pratiques\ninstitutionnelles. Rouen: Universit\u00e9 de Rouen.\n\nGaudin, F. (2003). Socioterminologie: Une\napproche sociolinguistique de la terminologie.\nBruxelles: De Boek Duculot.\n\nGeeraerts, D. (2007). \u201cLexicography\u201d in D.\nGeeraerts e H. Cuyckens (eds.), The Oxford\nHandbook of Cognitive Linguistics, 1160-1174.\nOxford: Oxford University Press. \n\nIbarretxe Antu\u00f1ano, I. (2010). \u201cLexicograf\u00eda y\nLing\u00fc\u00edstica Cognitiva\u201d. Revista espa\u00f1ola de\nling\u00fc\u00edstica aplicada 23: 195-214.\n\nKostina, I. (2010). La variaci\u00f3n conceptual de los\nt\u00e9rminos en el discurso especializado. Barcelona:\nIULA-UPF.\n\nKrieger, M.G. et al. (2009). \u201cA Lexicografia\nbrasileira do s\u00e9culo XX: Dicion\u00e1rios inaugurais e\ntem\u00e1ticas\u201d. Anais do XIII CNLF-CiFEFiL: 1426-\n1434.\n\nL\u2019Homme, M.C. (2008). \u201cLe DiCoInfo.\nM\u00e9thodologie pour une nouvelle g\u00e9n\u00e9ration de\ndictionnaires sp\u00e9cialis\u00e9s\u201d. Traduire 217: 78-103.\n\nMeyer, I. (2001). \u201cExtracting knowledge-rich\ncontexts for terminography. A conceptual and\nmethodological framework\u201d in: D. Borigault, C.\nJacquemin e M.C. L\u2019homme (eds.), Recent\nAdvances in Computational Terminology, 279-302.\nAmsterdam: John Benjamins.\n\nMurakawa, C. (2010). \u201cDicion\u00e1rio hist\u00f3rico do\nportugu\u00eas do Brasil: Um modelo de dicion\u00e1rio\nhist\u00f3rico\u201d. Filologia Lingu\u00edstica Portuguesa 12,2:\n329-342.\n\nNunes, J. H. (1996). Discurso e Instrumentos\nLing\u00fc\u00edsticos no Brasil: Dos relatos de viajantes aos\nprimeiros dicion\u00e1rios. Tese de doutorado.\nCampinas: Universidade Estadual de Campinas \u2013\nUNICAMP.\n\n04 IBERICA 36_Iberica 13 26/10/18 20:21 P\u00e1gina 116\n\n\n\nLucimara Alves Costa \u00e9 Doutora em Estudos Lingu\u00edsticos pela\nUniversidade Estadual Paulista- UNESP/IBILCE, Brasil e Doutora em\nCiencias del Lenguaje y Lingu\u00edstica Aplicada pela Universitat Pompeu Fabra\nde Barcelona. Atualmente realiza uma investiga\u00e7\u00e3o de P\u00f3s-Doutorado na\nPontif\u00edcia Universidad Cat\u00f3lica de valpara\u00edso-Chile. Seus interesses de\ninvestiga\u00e7\u00e3o compreendem a Terminologia e a Lexicografia.\n\nSabela Fern\u00e1ndez-Silva \u00e9 Doutora em Ciencias del Lenguaje y Lingu\u00edstica\nAplicada pela Universitat Pompeu Fabra de Barcelona. Atualmente trabalha\nna Pontif\u00edcia Universidad Cat\u00f3lica de valpara\u00edso-Chile, onde exerce doc\u00eancia\nna gradua\u00e7\u00e3o e P\u00f3s-Gradua\u00e7\u00e3o. Seus interesses de investiga\u00e7\u00e3o\ncompreendem a Terminologia, a neolog\u00eda a traducci\u00f3n especializada desde\numa perspectiva cognitiva.", "start_char_idx": 75476, "end_char_idx": 78151, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "c0d4dd06-e071-40e5-84ab-1671d7a1a381": {"__data__": {"id_": "c0d4dd06-e071-40e5-84ab-1671d7a1a381", "embedding": null, "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-124", "node_type": "4", "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "hash": "0687f63809eecf92931b711b7634792ff2ba6220c82ebc1888dc534a9b37f19b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "a6e9b8aa-3b07-4068-9942-54fff6e4a7bf", "node_type": "1", "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "hash": "49696ecbd9c80c2cb7ec4463ae49b8d1e0a35587cbeb264dcfd8c15b0cac601f", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "e87c8810-1e1d-4359-8f8e-a8a553f347a0", "node_type": "1", "metadata": {}, "hash": "8d2e4fed3383bc3816599c597ae2581fcc7a0a91d953f94901be1b195612e9de", "class_name": "RelatedNodeInfo"}}, "text": "NOTAS \n\n1 Este trabalho \u00e9 uma amplia\u00e7\u00e3o da pesquisa de Doutorado intitulada: Reflex\u00f5es sobre a varia\u00e7\u00e3o\n\nterminol\u00f3gica na Lexicografia corrente no Brasil: an\u00e1lises e consequ\u00eancias e foi realizado no decorrer da\n\ninvestiga\u00e7\u00e3o de P\u00f3s Doutorado \u201cDI PoSTDoC\u201d, financiado pela Pontificia Universidad Cat\u00f3lica de\n\nvalpara\u00edso - PUCv, Chile. \n\n2 Utilizamos Terminologia (com T mai\u00fasculo) sempre que ser referir \u00e0 disciplina e terminologia (com t\n\nmin\u00fasculo) quando diz respeito ao conjunto de termos de uma disciplina ou \u00e1rea de especialidade.\n\n3 http://ecolexicon.ugr.es/en/aboutecolexicon.htm\n\n4 http://varimed.ugr.es \n\nA vARIA\u00e7\u00e3o DENomINATIvA ExPL\u00edCITA NA LExICoGRAFIA No BRASIL \n\nIb\u00e9rica 36 (2018): 93-118 117\n\nOstermann, C. (2012). \u201cCognitive Lexicography of\nEmotion Terms\u201d. 15th EURALEX International\nCongress, 493-501. Oslo, Norwegen. \n\nOstermann, C. (2015). Cognitive Lexicography \u2013 A\nNew Approach to Lexicography Making Use of\nCognitive Semantics. Lexicographica. Series\nMaior 149. Berlin/Boston: De Gruyter Mouton.\n\nPrieto Velasco, J.A., M. Tercedor S\u00e1nchez & C.I.\nL\u00f3pez Rodr\u00edguez (2013). \u201cLa multidimensionalidad\nconceptual en la traducci\u00f3n m\u00e9dica\u201d. Skopos.\nRevista Internacional de Traducci\u00f3n e\nInterpretaci\u00f3n 2: 167-183.\n\nRangel, E.O. e M. Bagno (2006). Diciona\u0301rios em\nsala de aula / elaborac\u0327a\u0303o Egon de Oliveira Rangel,\nMarcos Bagno. Brasi\u0301lia: Ministe\u0301rio da Educac\u0327a\u0303o,\nSecretaria de Educac\u0327a\u0303o Ba\u0301sica.\n\nSu\u00e1rez, M. (2004). An\u00e1lisis contrastivo de la\nvariaci\u00f3n denominativa en textos especializados:\nDel texto original al texto meta. Barcelona: IULA-\nUPF.\n\nTeb\u00e9, C. (2005). La representaci\u00f3 conceptual en\nterminologia: L\u2019atribuci\u00f3 tem\u00e0tica en els bancs de\ndades terminol\u00f2giques. Barcelona: IULA-UPF.\n\nTemmerman, R. (2000). Toward New Ways of\nTerminology Description: The Sociocognitive\nApproch. Amsterdam: John Benjamins.\n\nXatara, C. et al. (2011). Dicion\u00e1rios na teoria e na\npr\u00e1tica: Como e para quem s\u00e3o feitos. S\u00e3o Paulo:\nPar\u00e1bola Editorial.\n\nZavaglia, C. (2010). Dicion\u00e1rios Infantis: Uma\nan\u00e1lise de suas microestruturas. Relat\u00f3rio de P\u00f3s-\nDoutoramento. S\u00e3o Jos\u00e9 do Rio Preto: UNESP. \n\n04 IBERICA 36_Iberica 13 26/10/18 20:21 P\u00e1gina 117", "start_char_idx": 78154, "end_char_idx": 80307, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "e87c8810-1e1d-4359-8f8e-a8a553f347a0": {"__data__": {"id_": "e87c8810-1e1d-4359-8f8e-a8a553f347a0", "embedding": null, "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-124", "node_type": "4", "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "hash": "0687f63809eecf92931b711b7634792ff2ba6220c82ebc1888dc534a9b37f19b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "c0d4dd06-e071-40e5-84ab-1671d7a1a381", "node_type": "1", "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "hash": "02d5607cb3217fa20060e0a3b28d53f0ae0850ec49280e2e6f48d93df37eebba", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "79ada9d3-7ae2-4184-8dba-ad9eb043f287", "node_type": "1", "metadata": {}, "hash": "a9fbdf4b41dc8ef4f325223e387d2d5f80868dfd1a00a77eb942f9a42191e367", "class_name": "RelatedNodeInfo"}}, "text": "5 Associa\u00e7\u00e3o Nacional de P\u00f3s-Gradua\u00e7\u00e3o e Pesquisa em Letras e Lingu\u00edstica. \n\n6 Este programa de Doutorado foi realizado durante os anos de 2010 a 2014, sendo cursadas durante esse\n\nper\u00edodo 4 disciplinas de Lexicografia, o que demonstra a forte forma\u00e7\u00e3o lexicogr\u00e1fica que tem esse\n\nprograma e sua import\u00e2ncia no contexto da Lexicografia no Brasil. \n\n7 De acordo com meyer (2001) os contextos ricos em conhecimento s\u00e3o aqueles em que se recorre a\n\nelementos contextuais que possam auxiliar na compreens\u00e3o e identifica\u00e7\u00e3o de um item do dom\u00ednio de\n\nconhecimento (meyer, 2001: 281). \n\nL. ALvES CoSTA & S. FERN\u00e1NDEz-SILvA\n\nIb\u00e9rica 36 (2018): 93-118118\n\n04 IBERICA 36_Iberica 13 26/10/18 20:21 P\u00e1gina 118", "start_char_idx": 80311, "end_char_idx": 81011, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "79ada9d3-7ae2-4184-8dba-ad9eb043f287": {"__data__": {"id_": "79ada9d3-7ae2-4184-8dba-ad9eb043f287", "embedding": null, "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-125", "node_type": "4", "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "hash": "34b4e97335bcd46418c3ea0848ff02529deee73200c99ca4e8fc33423fd8d8aa", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "e87c8810-1e1d-4359-8f8e-a8a553f347a0", "node_type": "1", "metadata": {"identifier": "iberica-124", "author": "Alves Da Concei\u00e7\u00e3o Costa, Lucimara; Fern\u00e1ndez Silva, Sabela", "title": "A varia\u00e7\u00e3o denominativa expl\u00edcita na Lexicografia no Brasil: pressupostos para a organiza\u00e7\u00e3o microestrutural do Dicion\u00e1rio de Lexicografia Brasileira ", "date": "2018-01-02", "file": "iberica-124.pdf"}, "hash": "bafded5be9b946de7eaee2953cadcd89a156d41c67d03ca37953614edb7753a8", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "16bb609f-aacc-4323-ac85-28b8a3686a86", "node_type": "1", "metadata": {}, "hash": "a5eec6a1c8d267d372afa074adea9d59d642a1d022d28fa975a427de96eaca2e", "class_name": "RelatedNodeInfo"}}, "text": "Maquetaci\u00f3n 1\n\n\nIb\u00e9rica 36 (2018): 119-142\n\nISSN: 1139-7241 / e-ISSN: 2340-2784\n\nResumen \n\nEsta investigaci\u00f3n se sit\u00faa en una l\u00ednea de trabajo definida por la confluencia de\nla Ling\u00fc\u00edstica Cognitiva y del An\u00e1lisis Cr\u00edtico del Discurso, que contribuyen de\nmodo complementario al estudio del texto, integrando su dimensi\u00f3n social e\nideol\u00f3gica y su dimensi\u00f3n individual y cognitiva. Partiendo de este marco te\u00f3rico,\nexaminamos el modo en que el discurso pol\u00edtico de los medios de comunicaci\u00f3n\ncategoriza al mandatario p\u00fablico acudiendo a met\u00e1foras conceptuales\ndeslegitimadoras enraizadas en el dominio cognitivo del ESPECT\u00c1CULO y el\nTEATRO con el objetivo de focalizar la propiedad de fingidor, de persona que\nsimula lo que no es. A trav\u00e9s del an\u00e1lisis de las proyecciones metaf\u00f3ricas\nestablecidas entre la estructura conceptual que presta este dominio y el t\u00f3pico de\nla pol\u00edtica, comprobamos el dinamismo consustancial a los procesos de\ncategorizaci\u00f3n, que dependen en buena medida de las representaciones\nconceptuales de los sujetos, quienes, mediatizados por modelos mentales y\nculturales, seleccionan los marcos espec\u00edficos sobre los que proyectan el tema del\ndiscurso y, con ello, establecen los elementos relevantes de su particular\ninterpretaci\u00f3n de la categor\u00eda. Constatamos, finalmente, que la conceptualizaci\u00f3n\nmetaf\u00f3rica de la pol\u00edtica como simulaci\u00f3n, como enga\u00f1o, constituye una\nrepresentaci\u00f3n socialmente compartida, que ejerce en el corpus analizado una\ndoble funci\u00f3n, pues al tiempo que act\u00faa como un marco general que otorga\ncoherencia al discurso, contribuye a crear una narrativa, un circuito de emociones\nnegativas, que repercute en la calificaci\u00f3n \u00e9tica de la entidad. \n\nPalabras clave: discurso pol\u00edtico, met\u00e1fora conceptual, deslegitimaci\u00f3n,\nespect\u00e1culo y teatro, narrativa. \n\nMet\u00e1fora conceptual y el marco\nESPECT\u00c1CULO en el discurso pol\u00edtico\nde los medios de comunicaci\u00f3n \n\nGracia Pinero-Pinero \n\nUniversidad de Las Palmas de Gran Canaria (Espa\u00f1a) \n\ngracia.pinero@ulpgc.es \n\n119\n\n05 IBERICA 36_Iberica 13 26/10/18 20:22 P\u00e1gina 119", "start_char_idx": 42, "end_char_idx": 2098, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "16bb609f-aacc-4323-ac85-28b8a3686a86": {"__data__": {"id_": "16bb609f-aacc-4323-ac85-28b8a3686a86", "embedding": null, "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-125", "node_type": "4", "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "hash": "34b4e97335bcd46418c3ea0848ff02529deee73200c99ca4e8fc33423fd8d8aa", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "79ada9d3-7ae2-4184-8dba-ad9eb043f287", "node_type": "1", "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "hash": "14ac88a6d87d2e48c6fe3206f1ac8ab29e5e6f0feabb65f4541a2786c6084950", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "09382089-c47e-4be9-a4b5-534c3d153132", "node_type": "1", "metadata": {}, "hash": "756949c7c77a66e030423ee493b4ad4ac39cb12aafce41673a24f39ceb2371a4", "class_name": "RelatedNodeInfo"}}, "text": "Ib\u00e9rica 36 (2018): 119-142\n\nGRACIA PInERO-PInERO\n\nAbstract \n\nC on c e pt ua l m e ta ph o r an d th e f ra me SPE C TA CL E i n po l i tic al di s c ou rs e in\n\nt h e m e di a \n\nOur research lies at the point of confluence of Cognitive Linguistics and Critical\nDiscourse Analysis, two disciplines that contribute in a complementary way to\nthe study of texts by integrating on the one hand, their social and ideological\ndimension and, on the other, their individual and cognitive aspects. Supported by\nthis theoretical framework, our study explores the way in which political\ndiscourse in the media categorises public figures by drawing on delegitimising\nconceptual metaphors which are rooted in the cognitive domain of THEATRE\nand SPECTACLE with the aim of focalising the characteristics of deception and\nof pretence of what one is not. Through analysis of the metaphoric mappings\nestablished between the conceptual structure of this domain and the topic of\npolitics, we find a dynamism that is consubstantial with the processes of\ncategorisation that depend largely on the conceptual representation of\nindividuals who, influenced by their mental and cultural models, select the\nspecific frames on which to map the discourse topic and consequently establish\nthe elements relevant to their particular interpretation of a category. Finally, we\ndemonstrate that the metaphoric conceptualisation of politics as imitation or\ndeception constitutes a socially shared representation. In our corpus, it exercises\na dual role, acting at the same time as a general framework providing discourse\ncoherence, and also contributing to creating a narrative, a circuit of negative\nemotions, that has repercussions on the ethical status of the entity. \n\nKeywords: political discourse, conceptual metaphor, delegitimisation,\nspectacle and theatre, narrative. \n\n1. Introduction \n\nLa concepci\u00f3n de los acontecimientos de discurso como manifestaciones\nespec\u00edficas de la interacci\u00f3n social permite entender la actividad discursiva\ncomo escenario en el que se construyen las identidades de los interlocutores\nsociales, tanto del individuo como del grupo social al que pertenece y con el\nque comparte actitudes, creencias y valoraciones (Cameron, 2010; Cameron\ny Maslen, 2010). \n\nEste proceso de construcci\u00f3n de identidades sociales es esencialmente\ndin\u00e1mico, en tanto que la categorizaci\u00f3n ling\u00fc\u00edstica y, muy especialmente,\npragm\u00e1tica de los conceptos se encuentra poderosamente mediatizada por el\ncontexto. Los conceptos, por consiguiente, no constituyen elementos\n\n120\n\n05 IBERICA 36_Iberica 13 26/10/18 20:22 P\u00e1gina 120", "start_char_idx": 2102, "end_char_idx": 4724, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "09382089-c47e-4be9-a4b5-534c3d153132": {"__data__": {"id_": "09382089-c47e-4be9-a4b5-534c3d153132", "embedding": null, "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-125", "node_type": "4", "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "hash": "34b4e97335bcd46418c3ea0848ff02529deee73200c99ca4e8fc33423fd8d8aa", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "16bb609f-aacc-4323-ac85-28b8a3686a86", "node_type": "1", "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "hash": "c61314a5ab3eab78db832a1dd7251742006a93040676e1f98fca6c690e10dfa8", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "60ad32f9-64b0-4968-90c6-a5e2d2af2ce2", "node_type": "1", "metadata": {}, "hash": "e18a6651b52ad56c8237774ee2743bd540b0187799e4fc05849811176360b9cc", "class_name": "RelatedNodeInfo"}}, "text": "aut\u00f3nomos sino que forman parte de modelos mentales (van Dijk, 2009: 22),\na trav\u00e9s de los cuales el sujeto construye sus representaciones de acuerdo con\nsu particular perspectiva; y de modelos culturales, o estructuras de\nconocimiento que se corresponden con el saber socialmente compartido\n(Dirven, Wolf y Polzenhagen, 2007: 1217). Las categor\u00edas,\nconsecuentemente, han de ser interpretadas en un contexto cognitivo, social\ny cultural (Sharifian y Palmer, 2007).\n\nCon estos planteamientos, nos proponemos analizar el modo en que la\ncomunicaci\u00f3n pol\u00edtica, entendida en t\u00e9rminos amplios como aquella que\nintegra tanto la producci\u00f3n discursiva del pol\u00edtico en el ejercicio de su\nfunci\u00f3n social como la del ciudadano que participa en el espacio p\u00fablico\n(Berm\u00fadez, 2012; Gonz\u00e1lez y Satt, 2016), conceptualiza al mandatario\np\u00fablico acudiendo a met\u00e1foras conceptuales deslegitimadoras (van Dijk,\n1998) enraizadas en el dominio cognitivo (Langacker, 1987: 147-152) del\nTEATRO y el ESPECT\u00c1CULO1 con el objetivo de focalizar la propiedad\nde fingidor, de persona que simula lo que no es para lograr de manera\nfraudulenta la confianza del ciudadano2. \n\n2. Marco te\u00f3rico y conceptual: discurso, cognici\u00f3n y\n\nsociedad \n\nEn consonancia con lo afirmado, esta investigaci\u00f3n se sit\u00faa en una l\u00ednea de\ntrabajo defensora de la confluencia de dos disciplinas, el An\u00e1lisis Cr\u00edtico del\nDiscurso y la Ling\u00fc\u00edstica Cognitiva, que, aunque heterog\u00e9neas, contribuyen\nal estudio del texto, integrando su dimensi\u00f3n social e ideol\u00f3gica y su\ndimensi\u00f3n individual y cognitiva (Van Dijk, 1997, 1998, 1999, 2009;\nFairclough, 2003; Chilton, 2004, 2005; Wodak, 2006). \n\nPrecisamente una de las parcelas m\u00e1s beneficiadas de este maridaje (n\u00fa\u00f1ez-\nPerucha, 2004, 2010, 2011) ha sido la del estudio de la met\u00e1fora conceptual,\nese modelo cognitivo idealizado con el que categorizamos t\u00f3picos complejos\ny abstractos a trav\u00e9s de su proyecci\u00f3n sobre veh\u00edculos m\u00e1s sencillos, m\u00e1s\nconcretos y, por ello, m\u00e1s asequibles (Lakoff y Johnson, 1980, 1999;\nJohnson, 1987; Lakoff, 1987, 2008; Lakoff y Turner, 1989; Turner, 1991;\nKoller, 2005; K\u00f6vecses, 2015)3. Desde esta perspectiva, que, naturalmente,\ncomo se\u00f1alan Gibbs (2011) y Ruiz de Mendoza Ib\u00e1\u00f1ez y P\u00e9rez Hern\u00e1ndez\n(2011), requiere nuevos desarrollos, la met\u00e1fora es entendida, no como una\nexpresi\u00f3n ling\u00fc\u00edstica o una f\u00f3rmula ret\u00f3rica, sino como una herramienta de\n\nMET\u00c1FORA COnCEPTUAL y EL MARCO ESPECT\u00c1CULO\n\nIb\u00e9rica 36 (2018): 119-142 121\n\n05 IBERICA 36_Iberica 13 26/10/18 20:22 P\u00e1gina 121", "start_char_idx": 4728, "end_char_idx": 7229, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "60ad32f9-64b0-4968-90c6-a5e2d2af2ce2": {"__data__": {"id_": "60ad32f9-64b0-4968-90c6-a5e2d2af2ce2", "embedding": null, "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-125", "node_type": "4", "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "hash": "34b4e97335bcd46418c3ea0848ff02529deee73200c99ca4e8fc33423fd8d8aa", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "09382089-c47e-4be9-a4b5-534c3d153132", "node_type": "1", "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "hash": "8870654ee093bee44d5b638a2592fc6fe72da081686afeec59a775bb732d2ccb", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "163a6372-c5a1-4aac-beee-35484d100953", "node_type": "1", "metadata": {}, "hash": "b4c205c1776165c3b6b33bc3e138a6de46ecc6b24554db2f846d71cb3a4d87a3", "class_name": "RelatedNodeInfo"}}, "text": "conceptualizaci\u00f3n del significado basada en la asociaci\u00f3n de dos dominios\ncognitivos: el dominio fuente aporta un esquema conceptual, generador de\nuna serie de subcategor\u00edas que, mediante el establecimiento de\ncorrespondencias, se proyectan sobre el esquema conceptual del dominio\nmeta.\n\nInvestigadores como Steen (2007) han insistido en la idea de que el uso del\nlenguaje se halla sistem\u00e1ticamente mediatizado y regulado por el g\u00e9nero o el\nregistro; en este sentido, el texto es producido por un individuo que\npertenece a una determinada comunidad de discurso, con cuyos miembros\ncomparte tipos y pr\u00e1cticas textuales. Es precisamente esta pertenencia a una\ncomunidad (Barton, 2007)4 espec\u00edfica la que ocasiona variaciones en el\nlenguaje, que afectan, naturalmente tambi\u00e9n, al funcionamiento del lenguaje\nfigurado y particularmente de la met\u00e1fora conceptual. Al respecto, Cameron\net al. (2010) y Deignan et al. (2013) han subrayado la necesidad de desarrollar\ninvestigaciones que descubran las discrepancias existentes entre registros en\nrelaci\u00f3n con el comportamiento de estos mecanismos, porque \u201cthe use of\nfigurative language varies depending on the nature of the communicative\nactivity, or, more specifically, depending on factors such as topic, audience,\nmode of communication, situational context, and so on\u201d (Deignan et al.\n2013: 1).\n\nLos estudiosos han puesto de relieve que los textos period\u00edsticos constituyen\nun material particularmente id\u00f3neo para el studio del lenguaje figurado y,\nmuy especialmente, de la met\u00e1fora conceptual (Kitis y Milapides, 1997;\nZinken, 2003; Musolff, 2006; Chiang y Duann, 2007): \n\nAs news contributes to building and adapting knowledge and beliefs and\n\u2018metaphor is an essential part of the way we deal with novel and current\nevents\u2019 (Kennedy 2000: 209), news discourse is naturally a particularly rich\nsource of figurative language (Steen et al. 2010:43). \n\nSe trata de textos que, en t\u00e9rminos generales, suelen requerir la presencia de\nnumerosas correspondencias metaf\u00f3ricas con las que comunicar la\nabstracci\u00f3n de sus contenidos (Steen et al. 2010: 196); adem\u00e1s, a diferencia\nde la conversaci\u00f3n espont\u00e1nea, contienen una serie de rasgos que\ndeterminan que el proceso de identificaci\u00f3n de met\u00e1foras sea m\u00e1s\ntransparente: responden a la variedad formal y est\u00e1ndar y,\nconsecuentemente, son f\u00e1cilmente accesibles; y son textos de informaci\u00f3n\ndensa, cuyo proceso de producci\u00f3n permite al periodista una configuraci\u00f3n\n\nGRACIA PInERO-PInERO\n\nIb\u00e9rica 36 (2018): 119-142122\n\n05 IBERICA 36_Iberica 13 26/10/18 20:22 P\u00e1gina 122", "start_char_idx": 7233, "end_char_idx": 9797, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "163a6372-c5a1-4aac-beee-35484d100953": {"__data__": {"id_": "163a6372-c5a1-4aac-beee-35484d100953", "embedding": null, "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-125", "node_type": "4", "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "hash": "34b4e97335bcd46418c3ea0848ff02529deee73200c99ca4e8fc33423fd8d8aa", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "60ad32f9-64b0-4968-90c6-a5e2d2af2ce2", "node_type": "1", "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "hash": "641ecc142d520617772efe82993b565916f91ab4c3f1cb8798f3a483e45844e2", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "4b86223e-bfdf-488f-ac64-7f65af83e044", "node_type": "1", "metadata": {}, "hash": "01a6ce6c8a199db213714d3da93210644c15de253c25b27ff8b252468c5051df", "class_name": "RelatedNodeInfo"}}, "text": "cuidadosa y una selecci\u00f3n de elementos l\u00e9xicos precisa (Steen et al., 2010:\n43-44).\n\nTradicionalmente se ha se\u00f1alado que el discurso pol\u00edtico recurre con\nfrecuencia a la met\u00e1fora conceptual como herramienta de categorizaci\u00f3n del\nsignificado por los importantes beneficios que proporciona, pues permite\nreducir la abstracci\u00f3n de la pol\u00edtica a modelos m\u00e1s simples y f\u00e1ciles de\nmanejar. Los seres humanos, afirma Landau et al. (2010), somos avaros\ncognitivos y, dado que la abstracci\u00f3n exige mayores esfuerzos de\nprocesamiento, a menudo la gestionamos mediante met\u00e1foras. A tales\nbeneficios apuntan tambi\u00e9n Ortony (1975), quien subraya su cualidad de\ncompacta, de comunicar gran cantidad de informaci\u00f3n de modo conciso; y\nEdelman (1971), para quien esta estructura entra\u00f1a una relaci\u00f3n entre la\nparte y el todo que la convierte en un procedimiento eficaz para aludir a\ncuestiones m\u00e1s amplias y complejas. \n\nJunto a esta rentabilidad sobre el procesamiento del discurso, los estudiosos\nde la met\u00e1fora como herramienta de persuasi\u00f3n (Mio, 1997; Charteris-Black,\n2005) resaltan su capacidad para combinar la ruta central de la persuasi\u00f3n,\nl\u00f3gica y racional, con la ruta perif\u00e9rica, emocional e irracional (Petty y\nCacioppo, 1986). En tal sentido, una de las mayores fuentes de poder de este\nmodelo cognitivo idealizado reside en su dimensi\u00f3n valorativa: la met\u00e1fora\nestablece la posici\u00f3n actitudinal del usuario mediante la expresi\u00f3n del afecto,\ndel juicio \u00e9tico y de la apreciaci\u00f3n a prop\u00f3sito de los acontecimientos y de\nquienes participan en ellos (Martin y White, 2005), porque mediante las\nproyecciones no solo exportamos realidades procedentes de los veh\u00edculos\nseleccionados, sino tambi\u00e9n, y lo que es m\u00e1s importante, creencias, actitudes,\nemociones y valoraciones a prop\u00f3sito de esos mismos veh\u00edculos.\n\nTodos estos argumentos, en definitiva, convierten la met\u00e1fora en \u201cpart of\nthe political struggle for collective meaning, the interpretation of the forms\nor patterns of human political life\u201d (Beer y de Landtsheer, 2004: 6).\n\nPuesto que trabajamos con la Teor\u00eda de la Met\u00e1fora Conceptual, nuestro\nmarco te\u00f3rico se completa, por \u00faltimo, con nociones surgidas en el \u00e1mbito\nde la Sem\u00e1ntica Cognitiva, que, participando de la consideraci\u00f3n general de\nla lengua como una ventana para el estudio de la cognici\u00f3n humana\n(Valenzuela et al., 2012: 43), ha puesto el acento en que una adecuada\ncomprensi\u00f3n de las expresiones ling\u00fc\u00edsticas exige completar su significado\ndenotativo con su significado pragm\u00e1tico, contextual, cultural o social. El\nsignificado de tales expresiones constituye, pues, un proceso mental que va\n\nMET\u00c1FORA COnCEPTUAL y EL MARCO ESPECT\u00c1CULO\n\nIb\u00e9rica 36 (2018): 119-142 123\n\n05 IBERICA 36_Iberica 13 26/10/18 20:22 P\u00e1gina 123", "start_char_idx": 9801, "end_char_idx": 12546, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "4b86223e-bfdf-488f-ac64-7f65af83e044": {"__data__": {"id_": "4b86223e-bfdf-488f-ac64-7f65af83e044", "embedding": null, "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-125", "node_type": "4", "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "hash": "34b4e97335bcd46418c3ea0848ff02529deee73200c99ca4e8fc33423fd8d8aa", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "163a6372-c5a1-4aac-beee-35484d100953", "node_type": "1", "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "hash": "ae9f8e234740e0b33a8294fe515a06776222e32f4aaec9983e1ce6adf9959112", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "b8b4cd9b-dc83-4713-b57f-13a97108af86", "node_type": "1", "metadata": {}, "hash": "a2c8b7d44f515e2b8fe7b91e41fa6e24722623d16c199df451974ff39591f427", "class_name": "RelatedNodeInfo"}}, "text": "m\u00e1s all\u00e1 de la lengua y que es resultado de las representaciones conceptuales\ndel sujeto; la palabra, el elemento ling\u00fc\u00edstico, pues, ser\u00eda el nodo de acceso\n(Langacker, 1987: 163) a toda esta red de conocimientos fruto de la\nexperiencia del hablante: \n\nThe entity designated by a simbolic unit can therefore be thought of as a\npoint of access to a network. The semantic value of a symbolic unit is given\nby the open-ended set of relations \u2013simple and complex, direct and indirect\u2013\nin which this access node participates. \n\nLa Sem\u00e1ntica Cognitiva ha intentado explicar la estructura de esta red de\nconocimientos a trav\u00e9s de t\u00e9rminos diversos tales como marco (Fillmore,\n1982), escenario (Fillmore, 1985), dominio (Langacker, 1987) o gui\u00f3n (Schank y\nAbelson, 1977), que, con las diferencias pertinentes (Ruiz de Mendoza\nIb\u00e1\u00f1ez y Galera Masegosa, 2014: 60-63), pueden ser entendidos como un\nsistema de conceptos relacionados de tal modo que para entender uno de\nellos es necesario conocer y comprender la estructura de la que forma parte.\nAl respecto se\u00f1ala Langacker (1987: 147): \n\nAll linguistic units are context-dependent to some degree. A context for the\ncharacterization of a semantic unit is referred to as domain. Domains are\nnecessarily cognitive entities: mental experiences, representational spaces,\nconcepts, or conceptual complexes. \n\nSea cual sea la denominaci\u00f3n que empleemos para hacer referencia a estas\nestructuras de conocimiento, suscribimos la afirmaci\u00f3n de S\u00e1nchez Garc\u00eda\n(2007: 208-9) de que \u201c[\u2026] framing is a fundamental cognitive strategy to\norganize our experience of reality, to conceptually structure or make sense\nof the world by imposing a logic of its own [\u2026]\u201d. \n\n3. Objetivos \n\nSobre la base de estos principios, nos proponemos analizar, desde una\nperspectiva cualitativa5, la conceptualizaci\u00f3n metaf\u00f3rica que se hace del\nservidor p\u00fablico y de su actividad en un corpus de textos pertenecientes a la\ncomunicaci\u00f3n pol\u00edtica que seguidamente describiremos. Puesto que esta\nconceptualizaci\u00f3n comprende dimensiones heterog\u00e9neas, hemos\nseleccionado las proyecciones metaf\u00f3ricas que se perfilan sobre el dominio\nfuente ESPECT\u00c1CULO y TEATRO y que contribuyen a la construcci\u00f3n de\n\nGRACIA PInERO-PInERO\n\nIb\u00e9rica 36 (2018): 119-142124\n\n05 IBERICA 36_Iberica 13 26/10/18 20:22 P\u00e1gina 124", "start_char_idx": 12550, "end_char_idx": 14866, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "b8b4cd9b-dc83-4713-b57f-13a97108af86": {"__data__": {"id_": "b8b4cd9b-dc83-4713-b57f-13a97108af86", "embedding": null, "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-125", "node_type": "4", "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "hash": "34b4e97335bcd46418c3ea0848ff02529deee73200c99ca4e8fc33423fd8d8aa", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "4b86223e-bfdf-488f-ac64-7f65af83e044", "node_type": "1", "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "hash": "7196fd7ec9c92fb22b34bbdb3c1ed62b7c4c31150e51d44a386ea09460ae6375", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "9f1fcebd-d774-4e47-98ee-a5cabed73b23", "node_type": "1", "metadata": {}, "hash": "fba59a60953f86afefab911f97bfebf0276e2b69bc96a8d388e2c28343946ded", "class_name": "RelatedNodeInfo"}}, "text": "la imagen deslegitimadora (van Dijk, 1998) del mandatario p\u00fablico \u2013 y del\nuniverso en que se desenvuelve \u2013 , quien, de este modo, queda desacreditado\nal ser categorizado como persona que finge lo que no es. \n\nEl resultado es, como veremos, un retrato parcial, sesgado, consecuencia de\nla explotaci\u00f3n de la met\u00e1fora como herramienta de especial habilidad\ncognitiva para dirigir y centrar la atenci\u00f3n del receptor sobre aquellos\naspectos de la realidad que interesan a una determinada perspectiva\n(Langacker, 1987, 1991a,b, 2008); y para eclipsar, al mismo tiempo, otras\nvertientes de esa misma realidad que no se avienen con ella (Ottati et al.,\n2014: 195).\n\nMediante el an\u00e1lisis de las correspondencias metaf\u00f3ricas establecidas entre la\nestructura conceptual que presta este foco y el t\u00f3pico analizado,\ncomprobaremos el rendimiento de este dominio origen, que facilita y agiliza\nel esfuerzo de procesamiento de los participantes en la comunicaci\u00f3n\n(Crawford, 2014; Ottati et al., 2014); establece su posici\u00f3n actitudinal\nmediante la expresi\u00f3n de la desafecci\u00f3n, del juicio \u00e9tico y de la apreciaci\u00f3n\n(Martin y White, 2005); y, por \u00faltimo, incorpora una disonancia cognitiva\n(Festinger, 1957), seg\u00fan la cual el pol\u00edtico queda conceptualizado como\nalguien que ejerce una actividad ajena, propia de otros profesionales cuyo\nprop\u00f3sito es la simulaci\u00f3n6. La met\u00e1fora se comporta entonces, afirma\nFern\u00e1ndez Lagunilla (1999: 69), como una estrategia de indirecta verbal, a\ntrav\u00e9s de la cual el productor aborda cuestiones delicadas dotado de una\ncierta inmunidad comunicativa, al tiempo que denuncia a quien, en lugar de\nsalvaguardar el bien com\u00fan, sirve a intereses espurios. \n\n4. Descripci\u00f3n del corpus y metodolog\u00eda \n\nPara localizar y analizar la identidad discursiva del pol\u00edtico tal y como la\nconstruyen el individuo y la comunidad, hemos dise\u00f1ado un corpus que\nrecoge al mismo tiempo la voz de los servidores p\u00fablicos y la de los\nperiodistas, quienes, sin pertenecer a la comunidad de l\u00edderes y gobernantes,\nse hacen eco de ellos informando, creando opini\u00f3n a trav\u00e9s de los medios de\ncomunicaci\u00f3n y construyendo as\u00ed la imagen discursiva del pol\u00edtico que sirve\nde punto de partida a nuestro estudio.\n\nProcede, por tanto, nuestro corpus de esa zona de confluencia entre la\ncomunicaci\u00f3n pol\u00edtica y la comunicaci\u00f3n period\u00edstica (n\u00fa\u00f1ez Ladev\u00e9ze,\n1999), resultado de la labor de mediaci\u00f3n que ejerce el informador entre la\n\nMET\u00c1FORA COnCEPTUAL y EL MARCO ESPECT\u00c1CULO\n\nIb\u00e9rica 36 (2018): 119-142 125\n\n05 IBERICA 36_Iberica 13 26/10/18 20:22 P\u00e1gina 125", "start_char_idx": 14870, "end_char_idx": 17415, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "9f1fcebd-d774-4e47-98ee-a5cabed73b23": {"__data__": {"id_": "9f1fcebd-d774-4e47-98ee-a5cabed73b23", "embedding": null, "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-125", "node_type": "4", "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "hash": "34b4e97335bcd46418c3ea0848ff02529deee73200c99ca4e8fc33423fd8d8aa", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "b8b4cd9b-dc83-4713-b57f-13a97108af86", "node_type": "1", "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "hash": "8d9d82371e800ae9d042e2f43d7bfa675b288d70e22ae874103906ef125e1f25", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "740a26c4-fb15-4ea1-b6b3-f7f8d69b2875", "node_type": "1", "metadata": {}, "hash": "8fec012303635b9559380f927dc34dafc7da843ee9c0ef105b013e24e218e54c", "class_name": "RelatedNodeInfo"}}, "text": "sociedad, destinataria de los medios de comunicaci\u00f3n, y el pol\u00edtico, quien,\npor otra parte, la considera indispensable para desempe\u00f1ar eficazmente sus\nfunciones, manteniendo as\u00ed su visibilidad p\u00fablica y estableciendo un v\u00ednculo\ncon la ciudadan\u00eda.\n\nDe acuerdo con estas consideraciones, hemos confeccionado un corpus\nintegrado por art\u00edculos de opini\u00f3n (yanes Mesa, 2004) sobre temas pol\u00edticos\nextra\u00eddos de la prensa espa\u00f1ola de mayor difusi\u00f3n, seg\u00fan la Oficina de\nJustificaci\u00f3n de la Difusi\u00f3n, y de ideolog\u00eda diversa, publicada en el intervalo\ncomprendido entre el 1 de enero y el 31 de diciembre de 2013. De los 171\nart\u00edculos que conforman el corpus, 58 proceden del peri\u00f3dico conservador,\nmon\u00e1rquico y cat\u00f3lico ABC, est\u00e1n firmados por 23 autores diferentes y\nalcanzan un total de 32150 palabras. Los 113 art\u00edculos restantes han sido\nextractados del medio progresista El Pa\u00eds, disponen de un total de 63 351\npalabras y est\u00e1n firmados por 98 autores diferentes, algunos de los cuales\ncomparten la autor\u00eda de un mismo art\u00edculo.\n\nCon el prop\u00f3sito de identificar las met\u00e1foras objeto de an\u00e1lisis en el corpus\nse\u00f1alado, hemos recurrido a la estrategia de b\u00fasqueda manual descrita por\nStefanowitsch (2006: 2) para la extracci\u00f3n de expresiones ling\u00fc\u00edsticas que\nmanifiestan proyecciones conceptuales, pues, tal y como afirma el autor,\n\u00abconceptual mappings are not linked to particular linguistic forms\u00bb. Una vez\nidentificadas las met\u00e1foras, hemos aplicado el procedimiento denominado\n\u201cde arriba abajo\u201d, que explica Krennmayr (2013: 7-8), entre otros, y que ha\nsido empleado en sus investigaciones por Chilton (1996), Koller (2004) y\nMusolff (2004). Seg\u00fan este m\u00e9todo, una vez inferida, a trav\u00e9s de la lectura\ndel texto, la presencia de met\u00e1foras conceptuales, hemos determinado las\nexpresiones ling\u00fc\u00edsticas en las que estas se materializan. A partir de ellas,\nnuestro an\u00e1lisis se ha desarrollado en tres fases: en primer lugar, se formulan\nlas proyecciones conceptuales halladas en el texto; en segundo lugar, se\nidentifican los dominios cognitivos sobre los que se perfila metaf\u00f3ricamente\nel t\u00f3pico del discurso; finalmente, se analiza la red de correspondencias\nmetaf\u00f3ricas que se establecen entre el dominio fuente y diana.\n\nDe igual modo, y por lo que se refiere a aspectos concretos del m\u00e9todo de\nidentificaci\u00f3n de analog\u00edas, hemos partido de una concepci\u00f3n de la met\u00e1fora\ncomo proyecci\u00f3n entre dominios conceptuales, que se manifiestan\nling\u00fc\u00edsticamente tanto a trav\u00e9s de expresiones directas como indirectas; por\nconsiguiente, y de acuerdo con Steen et al. (2010: 220), hemos incluido\ntambi\u00e9n en el corpus de met\u00e1foras objeto de an\u00e1lisis los s\u00edmiles, que\n\nGRACIA PInERO-PInERO\n\nIb\u00e9rica 36 (2018): 119-142126\n\n05 IBERICA 36_Iberica 13 26/10/18 20:22 P\u00e1gina 126", "start_char_idx": 17419, "end_char_idx": 20180, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "740a26c4-fb15-4ea1-b6b3-f7f8d69b2875": {"__data__": {"id_": "740a26c4-fb15-4ea1-b6b3-f7f8d69b2875", "embedding": null, "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-125", "node_type": "4", "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "hash": "34b4e97335bcd46418c3ea0848ff02529deee73200c99ca4e8fc33423fd8d8aa", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "9f1fcebd-d774-4e47-98ee-a5cabed73b23", "node_type": "1", "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "hash": "df9d6713abffef9b8dafa76b3826108aba10df6073300ec1ff6e2cce5d8650e2", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "021207c3-0a0d-4a20-a31f-6a1b295105db", "node_type": "1", "metadata": {}, "hash": "fa72f99d1f0b532c8a8d4efb3f504d5eff12d2f1456900e632ca810482711887", "class_name": "RelatedNodeInfo"}}, "text": "contienen un elemento7 que se\u00f1ala expl\u00edcitamente la presencia de una\ncomparaci\u00f3n.\n\nCon el fin de contextualizar el corpus, conviene tener presente que se gesta\nen momentos de grandes turbulencias de origen econ\u00f3mico. En efecto, tras\nla fase expansiva que experimenta la econom\u00eda mundial entre los a\u00f1os 1992\ny 2007, se desencadena la mayor depresi\u00f3n financiera desde el crack del 29\n(Mir, 2009: 7-9). En Espa\u00f1a, tal depresi\u00f3n provoca extraordinarios estragos,\ncomo consecuencia del singular desarrollo del sector de la construcci\u00f3n, que,\ntras la formaci\u00f3n de una burbuja inmobiliaria de \u201cespecial magnitud\u201d (Mir,\n2009: 42), experimenta una brusca paralizaci\u00f3n y ocasiona un estado de\nemergencia social en amplios sectores de la poblaci\u00f3n. \n\nTodo ello genera una desconfianza en los gestores p\u00fablicos, que, aunque\nconstituye un sentimiento larvado de antiguo, crece y se multiplica en\nmomentos como los que describimos, lo que repercute notablemente en la\nimagen del colectivo que nos ofrecen los autores de nuestro corpus, en la\nque, junto a trazos que destacan el lado luminoso de su actividad, se\nsubrayan los tintes m\u00e1s oscuros del ejercicio de la pol\u00edtica. nuestro estudio\npretende, precisamente, poner al descubierto el modo en que este\ndesencanto, esta falta de fe en los servidores p\u00fablicos, se sustancia en una\nfotograf\u00eda que se va revelando a trav\u00e9s de las met\u00e1foras que se perfilan sobre\nel dominio se\u00f1alado y a las que recurren los autores de los textos para\ncategorizar, interpretar y valorar a la clase pol\u00edtica, porque \u201clinguistic\nmetaphors in discourse can tell us something about how people are thinking\n[\u2026]\u201d (Cameron y Maslen, 2010: 7). \n\n5. An\u00e1lisis \n\nEl empleo del dominio cognitivo del ESPECT\u00c1CULO y del TEATRO\ncomo cantera de la que se nutre la categorizaci\u00f3n metaf\u00f3rica del pol\u00edtico\nparte de la concepci\u00f3n cl\u00e1sica del mundo como un gran espect\u00e1culo,\nformalizada, desde la perspectiva sociol\u00f3gica, por Goffman (1959), quien\nentiende la interacci\u00f3n social como una sucesi\u00f3n de representaciones\nteatrales a trav\u00e9s de las cuales el individuo trata de manipular la impresi\u00f3n\nque los dem\u00e1s reciben de \u00e9l.\n\nnaturalmente, este escenario se ha aplicado de igual modo a la pol\u00edtica \u2013 que\nno es m\u00e1s que un micromundo de ese gran teatro al que nos hemos referido\n\u2013 bajo designaciones diversas. As\u00ed, Beer y de Landtsheer (2004: 17-19) se\n\nMET\u00c1FORA COnCEPTUAL y EL MARCO ESPECT\u00c1CULO\n\nIb\u00e9rica 36 (2018): 119-142 127\n\n05 IBERICA 36_Iberica 13 26/10/18 20:22 P\u00e1gina 127", "start_char_idx": 20184, "end_char_idx": 22660, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "021207c3-0a0d-4a20-a31f-6a1b295105db": {"__data__": {"id_": "021207c3-0a0d-4a20-a31f-6a1b295105db", "embedding": null, "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-125", "node_type": "4", "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "hash": "34b4e97335bcd46418c3ea0848ff02529deee73200c99ca4e8fc33423fd8d8aa", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "740a26c4-fb15-4ea1-b6b3-f7f8d69b2875", "node_type": "1", "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "hash": "ebc4132d41c0828eb97de3a8530ff37a075f0454734536339516d9420f1a0f27", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "d95f6159-d056-438c-acfa-28ea16bb53d4", "node_type": "1", "metadata": {}, "hash": "75ce79a325908288448f9c7f6225b0f1cffad730590a57c0fc6a50fdddbc6f0f", "class_name": "RelatedNodeInfo"}}, "text": "refieren a la proyecci\u00f3n del dominio SPECTACLE, sustanciado en un\namplio listado de modalidades, sobre el t\u00f3pico de la pol\u00edtica; de igual modo,\nMoreno Lara (2008) constata, en un corpus de textos pertenecientes a la\ncomunicaci\u00f3n pol\u00edtica extra\u00eddo de la prensa brit\u00e1nica, la recurrencia a este\nmarco del ESPECT\u00c1CULO o REPRESEnTACI\u00d3n; Cameron y Maslen\n(2010: 251-253) consignan el dominio THEATRE \u201cas a broad label to\ncapture different kinds of spectacle seen on a stage or a screen by an\naudience\u201d en la comunicaci\u00f3n pol\u00edtica relacionada con el terrorismo; en el\ncontexto espa\u00f1ol abundan tambi\u00e9n los estudios que verifican, en este tipo de\ndiscurso, la presencia de tal marco como veh\u00edculo de met\u00e1foras (Hernando,\n1990: 190-193; Rodr\u00edguez Gonz\u00e1lez, 1991: 104-145; Fern\u00e1ndez Lagunilla,\n1999: 49; n\u00fa\u00f1ez y Guerrero, 2002: 114; S\u00e1nchez Garc\u00eda, 2009).\n\nTeniendo en cuenta tales precedentes, no sorprende el hecho de que nuestro\ncorpus corrobore nuevamente la afirmaci\u00f3n de Beer y de Landtsheer (2004:\n17) de que \u201c[\u2026] metaphors taken from drama also offer a significant way of\nunderstanding politics\u201d. Ahora bien, en nuestro caso, este marco, sin excluir,\ncomo veremos, su faceta de entretenimiento y diversi\u00f3n proyectada sobre el\nt\u00f3pico de la pol\u00edtica (Moreno Lara, 2008), se utiliza primordialmente con la\nfinalidad de focalizar su dimensi\u00f3n de acci\u00f3n fingida.\n\nDe este modo, los tres fragmentos siguientes extra\u00eddos del corpus8 identifican\nla vida pol\u00edtica con una representaci\u00f3n, mediante la referencia a la actuaci\u00f3n\nde los mandatarios como la puesta en escena (1) de un texto dram\u00e1tico; como un\nespect\u00e1culo (2) que se celebra en un teatro, en un circo o en cualquier otro lugar\n(RAE, 2017)9; e incluso, finalmente, como una farsa (3)10, esto es, una \u201cobra de\nteatro c\u00f3mica, generalmente breve y de car\u00e1cter sat\u00edrico\u201d, a la que muchas\nveces se le asignan connotaciones despectivas: \n\n(1) La otra persona cuya intervenci\u00f3n llam\u00f3 mi atenci\u00f3n era representante de\nun movimiento social que ha alcanzado una considerable notoriedad en\nlos \u00faltimos tiempos. He de reconocer que su puesta en escena [\u2026] me\nresult\u00f3 ciertamente llamativa (M. Cruz, Un cocktail indigesto, El Pa\u00eds,\n06/09/13)11.\n\n(2) El espect\u00e1culo pol\u00edtico nacional genera inmensas ganas de salir huyendo de\neste pa\u00eds. (H. Tertsch, Blanco supremo, ABC, 19/07/13).\n\n(3) El se\u00f1or Mas tiene el problema de tener que cargar ahora con el lastre de\nun mensaje inviable que ni siquiera era suyo y que adopt\u00f3 por puro\noportunismo. Cre\u00eda que eran los vientos de la historia y no era m\u00e1s que\nun subid\u00f3n de ego y mil errores de percepci\u00f3n y c\u00e1lculo. Ahora tiene que\n\nGRACIA PInERO-PInERO\n\nIb\u00e9rica 36 (2018): 119-142128\n\n05 IBERICA 36_Iberica 13 26/10/18 20:22 P\u00e1gina 128", "start_char_idx": 22664, "end_char_idx": 25380, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "d95f6159-d056-438c-acfa-28ea16bb53d4": {"__data__": {"id_": "d95f6159-d056-438c-acfa-28ea16bb53d4", "embedding": null, "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-125", "node_type": "4", "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "hash": "34b4e97335bcd46418c3ea0848ff02529deee73200c99ca4e8fc33423fd8d8aa", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "021207c3-0a0d-4a20-a31f-6a1b295105db", "node_type": "1", "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "hash": "3424769eafa7f1e8ab3cc2348b565df280ca1d99d2c2e960e4b901a1dcd938d7", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "9e962b5b-aec1-4948-80c2-cd62050ec31c", "node_type": "1", "metadata": {}, "hash": "3c6538933fd9a8588297ceab4570e65d1857e6f06932cbdfbc4d6abf8467f23d", "class_name": "RelatedNodeInfo"}}, "text": "prolongar la farsa. Para sobrevivir (H. Tertsch, El eje del delirio, ABC,\n06/09/13). \n\nOcurre con frecuencia en nuestro corpus que esta categorizaci\u00f3n de la\npol\u00edtica como simulaci\u00f3n, como fraude, no solo se efect\u00faa mediante una\nestrategia como la met\u00e1fora sino que, al mismo tiempo, este procedimiento\nse acompa\u00f1a de una formulaci\u00f3n, sea en el pre-texto o en el postexto, directa\no expl\u00edcita, que, en opini\u00f3n de Ottati et al. (2014: 192), \u201ccan serve as a\ncognitive expectancy that influences the interpretation of subsequent\ninformation\u201d. En la muestra 3, el descr\u00e9dito que conlleva la equiparaci\u00f3n de\neste universo con una farsa va precedido de una descalificaci\u00f3n literal del\npol\u00edtico, a quien se acusa de adoptar un mensaje inviable por puro oportunismo y de\ninterpretar equivocadamente la realidad como consecuencia de un subid\u00f3n de\nego y de mil errores de percepci\u00f3n y c\u00e1lculo. \n\nUna vez conceptualizada la pol\u00edtica como representaci\u00f3n, se proyectan sobre\nella algunas de las categor\u00edas clave de todo drama (Burke, 1969), tales como\nel escenario y el personaje. La primera de ellas, el escenario, el lugar donde\nse desarrolla la representaci\u00f3n, se corresponde con cualquiera de los espacios\nen los que el pol\u00edtico ejerce su actividad, ll\u00e1mese parlamento, ll\u00e1mese mitin,\ny que se identifican, finalmente, con el mundo, concebido entonces, seg\u00fan se\nconstata en los extractos que seguidamente exponemos (4, 5, 6 y 7), como\nun gran escenario en el que el pol\u00edtico protagoniza el espect\u00e1culo, que a veces\nqueda reducido a ruido esc\u00e9nico, tal y como ocurre en la muestra 7, donde las\nelecciones primarias que tienen lugar en un partido pol\u00edtico se identifican\ncon la citada expresi\u00f3n, referida a la interferencia que puede afectar a la\ncomunicaci\u00f3n entre el p\u00fablico y la escena: \n\n(4) Ocurre que los dos jarrones chinos [\u2026] lucen con demasiada intensidad\nen unas estanter\u00edas repletas de enseres vulgares como son las de la escena\np\u00fablica espa\u00f1ola (I. Camacho, Fondo de armario, ABC, 08/11/13).\n\n(5) no debe haber persona m\u00e1s feliz esta \u00faltima semana que el ministro de\nEducaci\u00f3n, Jos\u00e9 Ignacio Wert, que, por fin, ha conseguido desaparecer del\nescenario p\u00fablico, guarecido [\u2026] detr\u00e1s de las imponentes figuras de Alberto\nRuiz-Gallard\u00f3n y Jos\u00e9 Manuel Soria (S. Gallego-D\u00edaz, Compromisos para\nquien ose pedir el voto, El Pa\u00eds, 29/12/13).\n\n(6) La izquierda suele hacer de estos congresos un gran escenario para el mitin\n[\u2026] (C. Herrera, \u00bfDe verdad que no van a hablar de eso?, ABC, 08/11/13).\n\n(7) Se equivocan por tanto quienes creen que el Partido Socialista est\u00e1\n\nMET\u00c1FORA COnCEPTUAL y EL MARCO ESPECT\u00c1CULO\n\nIb\u00e9rica 36 (2018): 119-142 129\n\n05 IBERICA 36_Iberica 13 26/10/18 20:22 P\u00e1gina 129", "start_char_idx": 25384, "end_char_idx": 28076, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "9e962b5b-aec1-4948-80c2-cd62050ec31c": {"__data__": {"id_": "9e962b5b-aec1-4948-80c2-cd62050ec31c", "embedding": null, "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-125", "node_type": "4", "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "hash": "34b4e97335bcd46418c3ea0848ff02529deee73200c99ca4e8fc33423fd8d8aa", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "d95f6159-d056-438c-acfa-28ea16bb53d4", "node_type": "1", "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "hash": "cf8884aa85fa3473bfbdf1d1c8f9fd188028ff2280e8e2b8a0fd7fff71b33a9d", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "f174c155-084b-457c-ad13-0285863ef7f1", "node_type": "1", "metadata": {}, "hash": "727c46bf4a7719cf17c7d1a4a97c3a5f7dbacc4461d22dd54e2e54a366763326", "class_name": "RelatedNodeInfo"}}, "text": "desahuciado como alternativa. Con este alegre modelo de gasto, el ruido\nesc\u00e9nico que generar\u00e1n las primarias y un candidato de refresco pueden\nestar en condiciones de disputar el poder dentro de un par de a\u00f1os [\u2026]\n(I. Camacho, El partido que se parece a Espa\u00f1a, ABC, 11/11/13). \n\nLa relaci\u00f3n solidaria que se establece entre el escenario y el espacio en el que\ninterviene la clase pol\u00edtica se acompa\u00f1a a menudo, como hemos visto a\nprop\u00f3sito de otras correspondencias, de secuencias que explicitan la\nevaluaci\u00f3n negativa que el autor de la met\u00e1fora hace del pol\u00edtico,\nsistem\u00e1ticamente vinculado con el concepto de enga\u00f1o, que aflora a la\nsuperficie del texto a trav\u00e9s de t\u00e9rminos tales como fraude, suplantaci\u00f3n, crisis\nde credibilidad o cuestionamiento de la legitimidad, seg\u00fan observamos en los\nfragmentos 8 y 9: \n\n(8) El factor William Wallace, la fraudulenta leyenda heroica de la liberaci\u00f3n\nnacional, se ha apoderado del escenario p\u00fablico catal\u00e1n al suplantar con la\nmovilizaci\u00f3n callejera los mecanismos de representaci\u00f3n democr\u00e1tica (I.\nCamacho, El factor Wallace, ABC, 13/09/13).\n\n(9) y crisis de liderazgo pol\u00edtico y de credibilidad que afecta pr\u00e1cticamente a\ntodos los actores de ese escenario, al ser cuestionada su legitimidad [\u2026] (J.L.\nGarc\u00eda Delgado, Por un compromiso de regeneraci\u00f3n democr\u00e1tica, El Pa\u00eds,\n13/11/13). \n\nno es infrecuente que la proyecci\u00f3n metaf\u00f3rica del escenario sobre el lugar\nen el que act\u00faa el pol\u00edtico se instancie, como en los extractos 10, 11 y 12,\nmediante otras expresiones que activan el mismo marco esc\u00e9nico en la mente\ndel receptor: tal es el caso del sintagma nominal tel\u00f3n de fondo (10), \u201caquello\nque cierra la escena\u201d; de la locuci\u00f3n adverbial entre bastidores12 (11), \u201cfuera de\nla representaci\u00f3n que el p\u00fablico ve en el escenario\u201d, que alude, adem\u00e1s, al\nprop\u00f3sito del pol\u00edtico de ocultar a la opini\u00f3n p\u00fablica sus actuaciones; o de la\nlocuci\u00f3n verbal rasgarse las vestiduras con dramatismo griego (12), la cual focaliza\nla hipocres\u00eda de la clase pol\u00edtica, que se escandaliza y se indigna con la\nafectaci\u00f3n o la exageraci\u00f3n propias de un actor, como nos da a entender, m\u00e1s\nall\u00e1 de la met\u00e1fora, el autor de la muestra 12 cuando afirma que llegado el\nmomento, nada de nada: \n\n(10) Pero este es solamente el tel\u00f3n de fondo sobre el que se desarrollan otros\ndos argumentos [\u2026] (J. Coll, Catalu\u00f1a, democracia o populismo, El Pa\u00eds,\n09/09/13).\n\n(11) Ser\u00eda, con todo, un error atribuir toda la responsabilidad al extinto\n\nGRACIA PInERO-PInERO\n\nIb\u00e9rica 36 (2018): 119-142130\n\n05 IBERICA 36_Iberica 13 26/10/18 20:22 P\u00e1gina 130", "start_char_idx": 28080, "end_char_idx": 30644, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "f174c155-084b-457c-ad13-0285863ef7f1": {"__data__": {"id_": "f174c155-084b-457c-ad13-0285863ef7f1", "embedding": null, "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-125", "node_type": "4", "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "hash": "34b4e97335bcd46418c3ea0848ff02529deee73200c99ca4e8fc33423fd8d8aa", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "9e962b5b-aec1-4948-80c2-cd62050ec31c", "node_type": "1", "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "hash": "0dd548272d2337b2971683057ae37b2964ddd418c3b83c9e0c38f1c187ffb907", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "85f7ec14-0e7a-4eca-b01a-ce62615e3069", "node_type": "1", "metadata": {}, "hash": "588bad753af9081abfffe5fa90397e795f0fa772dc2218f5427be248ff549f1f", "class_name": "RelatedNodeInfo"}}, "text": "dictador. [\u2026]. Secundados por figuras de segunda fila, pero miembros\nprominentes de la \u00e9lite de los servidores del r\u00e9gimen [\u2026], todos m\u00e1s o\nmenos enzarzados en una lucha entre bastidores de la que nadie ha dicho\nhasta ahora ni p\u00edo (A. Vi\u00f1as, La astracanada del oro de Mosc\u00fa, El Pa\u00eds,\n23/08/13).\n\n(12) Durante un a\u00f1o la clase pol\u00edtica espa\u00f1ola ha discutido, se ha peleado y\nse ha rasgado las vestiduras con dramatismo griego por la cuesti\u00f3n catalana,\npero llegado el momento, nada de nada (n. Redondo Terreros, Ante el desaf\u00edo\ncatal\u00e1n, ni todo ni nada, El Pa\u00eds, 27/09/13). \n\nJunto al escenario, el personaje es otra de las categor\u00edas esenciales al drama\n(Burke, 1969) que en nuestro corpus se corresponde metaf\u00f3ricamente con el\npol\u00edtico, quien de este modo se transforma en actor, en alguien que\nrepresenta un personaje y que, consecuentemente, finge ser lo que no es. Las\nmuestras que siguen (13, 14, 15, 16 y 17) categorizan a los mandatarios\np\u00fablicos como actores, protagonistas p\u00fablicos que adoptan papeles y que, como se\nconstata en la \u00faltima de ellas, abandonan la escena cuando concluyen su\nespect\u00e1culo: \n\n(13) Wert ha adoptado el papel del fan\u00e1tico McEachern, el personaje creado por\nWilliam Faulkner en Luz de agosto, empe\u00f1ado en que su hijo adoptivo Joe\nChristmas aprendiera el catecismo a latigazos (A. Lara Ramos, Wert:\nfracasar\u00e1 tu reforma, El Pa\u00eds, 17/07/13).\n\n(14) y crisis de liderazgo pol\u00edtico y de credibilidad que afecta pr\u00e1cticamente a\ntodos los actores de ese escenario, al ser cuestionada su legitimidad [\u2026] (J.L.\nGarc\u00eda Delgado, Por un compromiso de regeneraci\u00f3n democr\u00e1tica, El Pa\u00eds,\n13/11/13). \n\n(15) Todo el proceso de reforma estatutaria fue desgraciado desde el\nprincipio hasta el final; los actores pol\u00edticos del momento, tanto en Barcelona\ncomo en Madrid, actuaron con frivolidad y cortoplacismo [\u2026] (J. Coll,\nCatalu\u00f1a, democracia o populismo, El Pa\u00eds, 09/09/13).\n\n(16) no se dan cuenta, por ejemplo, los dirigentes de los dos grandes\npartidos nacionales [\u2026] que la falta de acuerdo entre ellos no solo es\naprovechada por los nacionalistas catalanes, sino que profundiza el\nalejamiento de los ciudadanos, que son incapaces de ver un m\u00ednimo de\ngrandeza en los protagonistas p\u00fablicos (n. Redondo Terreros, Ante el desaf\u00edo\ncatal\u00e1n, ni todo ni nada, El Pa\u00eds, 27/09/13).\n\n(17) \u00c9se era el calendario sobre el cual se articul\u00f3 la pol\u00edtica de Estado de un\nRodr\u00edguez Zapatero que s\u00f3lo abandon\u00f3 la escena cuando ya todas las\n\nMET\u00c1FORA COnCEPTUAL y EL MARCO ESPECT\u00c1CULO\n\nIb\u00e9rica 36 (2018): 119-142 131\n\n05 IBERICA 36_Iberica 13 26/10/18 20:22 P\u00e1gina 131", "start_char_idx": 30648, "end_char_idx": 33222, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "85f7ec14-0e7a-4eca-b01a-ce62615e3069": {"__data__": {"id_": "85f7ec14-0e7a-4eca-b01a-ce62615e3069", "embedding": null, "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-125", "node_type": "4", "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "hash": "34b4e97335bcd46418c3ea0848ff02529deee73200c99ca4e8fc33423fd8d8aa", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "f174c155-084b-457c-ad13-0285863ef7f1", "node_type": "1", "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "hash": "372fe00edac75a08bb8b23e75aa0805a56c9cce0b6be2c3809dc4609ca235cf5", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "6ca2f758-c4c9-4d67-bf0d-a4a440c912ca", "node_type": "1", "metadata": {}, "hash": "55358e75b9fc30a5c22f4fab250d6020d5414bcb32c829b41cc9aa61320d0fb9", "class_name": "RelatedNodeInfo"}}, "text": "determinaciones conducentes a ese desenlace estuvieron tomadas (G.\nAlbiac, Cierre de modelo, ABC, 24/10/13).\n\nEn las secuencias anteriores, adem\u00e1s, esta conceptualizaci\u00f3n metaf\u00f3rica que\ndesautoriza al pol\u00edtico como simulador suele apuntalarse con otros\nargumentos que lo denigran manifiestamente; as\u00ed, en la 13, el pol\u00edtico adopta\nel papel de un fan\u00e1tico, de quien carece de mesura en la defensa de sus\nopiniones; en la 14, la met\u00e1fora est\u00e1 flanqueda por juicios negativos en torno\na la clase pol\u00edtica, de la que se afirma que atraviesa una crisis de credibilidad y\nde la que se cuestiona su legitimidad; en la 15, se abunda en su descr\u00e9dito\nacus\u00e1ndole de proceder con frivolidad y cortoplacismo; en la 16, por \u00faltimo, se le\nculpa de carecer de un m\u00ednimo de grandeza, de elevaci\u00f3n moral.\n\nDe acuerdo con el referido enfoque dramat\u00fargico de la interacci\u00f3n social\n(Goffman, 1959), el rol, el papel que representa el individuo, se instancia en\nnuestros textos en met\u00e1foras ling\u00fc\u00edsticas que aluden a los diversos artificios,\nm\u00e1scara, camuflaje o disfraz13, a los que recurre el gobernante con el fin de no\nser reconocido o de tomar el aspecto de otro. En los extractos siguientes (18,\n19 y 20), el pol\u00edtico queda deslegitimado por enga\u00f1ar deliberadamente, por\nenmascarar, camuflar o disfrazar; y por hacerlo, adem\u00e1s, con el fin il\u00edcito de tapar\nsus muchas verg\u00fcenzas, como se indica en el primero de ellos: \n\n(18) La insultante, desgraciada, imp\u00fadica y repugnante ley del aborto,\nenmascarada con el pornogr\u00e1fico tratamiento ling\u00fc\u00edstico de Ley Org\u00e1nica\nde Protecci\u00f3n de la Vida del Concebido y de los Derechos de la Mujer\nEmbarazada, hojarasca rimbombante para tapar sus muchas verg\u00fcenzas [\u2026]\n(J.M. Izquierdo, Abortemos esa funesta ley del aborto, El Pa\u00eds, 27/12/13).\n\n(19) [\u2026] la historia nos muestra que la exacerbaci\u00f3n de los conflictos que\ntienen una base identitaria, aunque intenten camuflarse tras otras m\u00e1scaras,\ndiluyen las verdaderas luchas por una mayor igualdad y justicia social (J.\nColl, Catalu\u00f1a, democracia o populismo, El Pa\u00eds, 09/09/13).\n\n(20) Incluso la foto que ilustraba en muchos medios la presencia de Montoro\nen el Congreso (abrazado a su colega de Econom\u00eda, Luis de Guindos)\nera forzada [\u2026]. Resultaba curiosa, mientras los testigos permanec\u00edan\nat\u00f3nitos ante el disfraz de un pa\u00eds acelerado en su bienestar (J. Estefan\u00eda, Ese no\nes el debate, El Pa\u00eds, 27/10/13). \n\nSin embargo, el dominio cognitivo del espect\u00e1culo, seg\u00fan hemos afirmado,\nva m\u00e1s all\u00e1 del drama; por ello, el dirigente no solo se concept\u00faa como actor,\ncomo hemos visto hasta ahora; es, adem\u00e1s, prestidigitador, ventr\u00edlocuo e\n\nGRACIA PInERO-PInERO\n\nIb\u00e9rica 36 (2018): 119-142132\n\n05 IBERICA 36_Iberica 13 26/10/18 20:22 P\u00e1gina 132", "start_char_idx": 33226, "end_char_idx": 35943, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "6ca2f758-c4c9-4d67-bf0d-a4a440c912ca": {"__data__": {"id_": "6ca2f758-c4c9-4d67-bf0d-a4a440c912ca", "embedding": null, "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-125", "node_type": "4", "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "hash": "34b4e97335bcd46418c3ea0848ff02529deee73200c99ca4e8fc33423fd8d8aa", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "85f7ec14-0e7a-4eca-b01a-ce62615e3069", "node_type": "1", "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "hash": "6867cdbfb13a2bbd06ed5c2854c4f85cd82772f9e5ee7dd1416a693a022bde30", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "bcf4689a-f7f6-462b-a91c-97bf6f1f275a", "node_type": "1", "metadata": {}, "hash": "a1a55c380896ea27c44ccab60e14672c2b166b71ad2f95339a723b1b62495f3c", "class_name": "RelatedNodeInfo"}}, "text": "incluso estrella de la canci\u00f3n, seg\u00fan sea la modalidad de espect\u00e1culo en la que\nse sit\u00fae el usuario de la met\u00e1fora. Todas estas instanciaciones, como veremos,\ninsisten en la descalificaci\u00f3n del pol\u00edtico por fingidor, por dar a entender algo\nque no es cierto. \n\nLa primera de estas conceptualizaciones, como decimos, identifica la pol\u00edtica\ncon el ilusionismo, con el \u201carte de producir fen\u00f3menos que parecen contradecir\nlos hechos naturales\u201d; en nuestro corpus, lejos de constituir un entretenimiento\ninocente, hace referencia a acciones deliberadamente encaminadas a hacer pasar\npor real lo que no lo es. El dirigente, entonces, se retrata como un\nprestidigitador, como un constructor de falsas apariencias, que, mediante\ntrucos, crea la ilusi\u00f3n de que algo imposible est\u00e1 ocurriendo. Tal es el caso de\nsacar un conejo de la chistera14, seg\u00fan se afirma en el fragmento que sigue (21): \n\n(21) La diputada Cunillera pertenece a un PSC experto en sacarse conejos de la\nchistera pol\u00edtica y que tiene curiosamente serios problemas \u00abfederales\u00bb\nporque act\u00faa m\u00e1s como \u00abconfederado\u00bb que como \u00abfederado\u00bb, o sea\ncuestionando a todas horas el poder federal de Ferraz y de La Moncloa\n(I. Ezquerra, Corcuera y el alma, ABC, 20/09/13). \n\nEn las l\u00edneas que reproducimos a continuaci\u00f3n, el mandatario p\u00fablico se\nidentifica, adem\u00e1s, con un ventr\u00edlocuo, con una persona \u201cque tiene el arte de\nmodificar su voz de manera que parezca venir de lejos, y que imita las de\notras personas\u201d. Esta met\u00e1fora negativa desacredita al pol\u00edtico y lo\nrepresenta como un sujeto que transmite un discurso ajeno, prestado,\ncorrespondiente al personaje que encarna en la escena, tal y como se\u00f1ala el\ntexto siguiente (22): \n\n(22) La misi\u00f3n sagrada del escribiente pol\u00edtico, el negro de toda la vida que\nahora se denomina ghostwriter, consiste en diluirse en el anonimato y\ndejar que su jefe pase a la Historia como ventr\u00edlocuo de un ingenio\nprestado (I. Camacho, Fin de la cita, ABC, 06/08/13). \n\nEl pol\u00edtico, por \u00faltimo, se transforma tambi\u00e9n, en el marco del espect\u00e1culo,\nen una estrella de la canci\u00f3n, de la que interesa su apariencia, su aspecto, su\nimagen, como explicita la muestra 23, en la que las acciones de reformar o\nrenovar que ejecuta el pol\u00edtico se identifican no solo con fichar a un Justin Bieber\nsino tambi\u00e9n con sustituir ideas por palabras ret\u00f3ricas: \n\n(23) Las reformas solo se justifican con argumentos rigurosos acerca de\nproblemas muy serios. Por poner algunos ejemplos: Catalu\u00f1a, la pol\u00edtica\n\nMET\u00c1FORA COnCEPTUAL y EL MARCO ESPECT\u00c1CULO\n\nIb\u00e9rica 36 (2018): 119-142 133\n\n05 IBERICA 36_Iberica 13 26/10/18 20:22 P\u00e1gina 133", "start_char_idx": 35947, "end_char_idx": 38553, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "bcf4689a-f7f6-462b-a91c-97bf6f1f275a": {"__data__": {"id_": "bcf4689a-f7f6-462b-a91c-97bf6f1f275a", "embedding": null, "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-125", "node_type": "4", "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "hash": "34b4e97335bcd46418c3ea0848ff02529deee73200c99ca4e8fc33423fd8d8aa", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "6ca2f758-c4c9-4d67-bf0d-a4a440c912ca", "node_type": "1", "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "hash": "b8d9ed5618effdb487cb502e8b2717519a3db6cdb4b7b2d270fc7ce0902e572a", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "c66ddb0a-76f0-4507-9da3-01c10a330343", "node_type": "1", "metadata": {}, "hash": "bb25225842f43763cd775848df379c60ccd4de4366db518ad337331cbfe0c9d4", "class_name": "RelatedNodeInfo"}}, "text": "fiscal, la crisis del euro, programas de gasto social no redistributivo, la\ndirecci\u00f3n pol\u00edtica de la uni\u00f3n Europea. Si no es as\u00ed, reformar o renovar solo\nconsistir\u00e1 en fichar a un Justin Bieber; en sustituir ideas por palabras ret\u00f3ricas\n(J. M. Maravall, M\u00e1s participaci\u00f3n para salvar la pol\u00edtica, El Pa\u00eds, 16/09/13). \n\nApreciamos en este extracto un complejo metaf\u00f3rico (Ruiz de Mendoza y\nGalera, 2014: 96), sustanciado en la expresi\u00f3n fichar a un Justin Bieber, en la que\nconcurren dos escenarios relacionados con el dominio ESPECT\u00c1CULO: de\nuna parte, el vocablo fichar activa el marco base del espect\u00e1culo deportivo,\ncuya estructura conceptual se proyecta sobre el pol\u00edtico para identificarlo con\nun fichaje, con el contrato de un deportista de prestigio por parte de un club\no de un equipo; de otra, el empleo del nombre propio de un conocido artista,\nJustin Bieber, introduce el escenario del espect\u00e1culo musical para\nconceptualizar al pol\u00edtico como una estrella de la canci\u00f3n; este escenario del\nespect\u00e1culo musical incorpora a la vez un conglomerado conceptual,\nderivado de la interacci\u00f3n entre met\u00e1fora y metonimia, que se particulariza\nen un caso de parang\u00f3n (Ruiz de Mendoza y Galera, 2014: 113), pues\nconlleva una reducci\u00f3n meton\u00edmica del dominio fuente: en efecto, el\nparang\u00f3n, definido como objeto o persona considerada como modelo y\nejemplo de una cualidad en particular, se materializa aqu\u00ed en la figura de Justin\nBieber, para representar al pol\u00edtico como una persona que dispone de una\nimagen exterior impecable, pero a la que no necesariamente se le presuponen\nargumentos o ideas rigurosas a la hora de emprender reformas de su\ncompetencia.\n\nnaturalmente, el espect\u00e1culo, como suele ser habitual en las fiestas p\u00fablicas,\ntiene como ingrediente ineludible la coheter\u00eda, los fuegos de artificio, que, con\nsu estallido de luces, colores y sonidos, proyectan metaf\u00f3ricamente la noci\u00f3n\nde agitaci\u00f3n, de inquietud, sobre el mundo de la pol\u00edtica en general, en el caso\nde la muestra 24, y, en la muestra 25, sobre las elecciones primarias que\ntienen lugar en el seno de un partido pol\u00edtico: \n\n(24) [\u2026] el sanedr\u00edn socialista decidi\u00f3 pisar el acelerador y considerar que\ntodo val\u00eda contra un gobierno de derechas que dos a\u00f1os atr\u00e1s les hab\u00eda\nhumillado en las urnas con una aplastante mayor\u00eda absoluta. Todo val\u00eda\ny todo se hizo: el salto valorativo de la cr\u00edtica razonable a la coheter\u00eda y la\nagitaci\u00f3n fue inmediato (C. Herrera, Aznar hundi\u00f3 el Prestige, ABC,\n15/11/13).\n\n(25) no me sorprende, pues, que se prefiera evitar la coheter\u00eda de las primarias\n(C. Herrera, \u00bfDe verdad que no van a hablar de eso?, ABC, 08/11/13). \n\nGRACIA PInERO-PInERO\n\nIb\u00e9rica 36 (2018): 119-142134\n\n05 IBERICA 36_Iberica 13 26/10/18 20:22 P\u00e1gina 134", "start_char_idx": 38557, "end_char_idx": 41296, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "c66ddb0a-76f0-4507-9da3-01c10a330343": {"__data__": {"id_": "c66ddb0a-76f0-4507-9da3-01c10a330343", "embedding": null, "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-125", "node_type": "4", "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "hash": "34b4e97335bcd46418c3ea0848ff02529deee73200c99ca4e8fc33423fd8d8aa", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "bcf4689a-f7f6-462b-a91c-97bf6f1f275a", "node_type": "1", "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "hash": "cd64deaf4e1b285e24af86b5e9c28be5d2b2dbc2d08802d3fa8563e2d03cdc2c", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "9098c355-6edb-455d-a60b-cbc9a50b885f", "node_type": "1", "metadata": {}, "hash": "9911a9179437f77718720cb248611e09eb0b587f3d8ca0e90b9e610f87b21eed", "class_name": "RelatedNodeInfo"}}, "text": "El examen efectuado confirma el dinamismo consustancial a los procesos de\ncategorizaci\u00f3n, en tanto que en el discurso pol\u00edtico de los medios de\ncomunicaci\u00f3n el veh\u00edculo del ESPECT\u00c1CULO y el TEATRO se proyecta\nmetaf\u00f3ricamente sobre los l\u00edderes pol\u00edticos para focalizar una propiedad, la\nde fingidor, que, aunque en un principio se estima como extr\u00ednseca y\nperif\u00e9rica, parece estar adquiriendo un mayor grado de centralidad en nuestra\ncomunidad de habla para representar esta categor\u00eda.\n\nEn este sentido, conviene tener presente que cada una de las especificaciones\nque conforman el significado enciclop\u00e9dico de una entidad dispone de un\ngrado particular de centralidad, correlacionado con factores diversos15 y, de\nmanera especial, como en el caso que nos ocupa, con el nivel de\nconvencionalidad que alcanza en una determinada comunidad de habla. Al\nrespecto, afirma Langacker (1987: 159): \u201cA specification achieves linguistic\nsignificance, and can be regarded as part of the meaning of a lexical item,\nonly to the extent that it is shared by a community of speakers\u201d. \n\n6. Conclusiones \n\nnuestro an\u00e1lisis ha puesto de manifiesto la pertinencia de un marco te\u00f3rico\nconformado por la confluencia de la Ling\u00fc\u00edstica Cognitiva y del An\u00e1lisis\nCr\u00edtico del Discurso para descubrir el modo en que la actividad discursiva, en\ntanto que pr\u00e1ctica social, se constituye en el escenario en el que se\nconstruyen las identidades de los interlocutores sociales, tanto del individuo\ncomo del grupo social al que pertenece.\n\nCentrados particularmente en la met\u00e1fora conceptual, hemos constatado una\nvez m\u00e1s que la categorizaci\u00f3n se muestra como un proceso din\u00e1mico, que\npone al descubierto que los significados de las expresiones ling\u00fc\u00edsticas\ndependen en buena medida de las representaciones conceptuales de los\nsujetos, quienes, mediante la selecci\u00f3n de unos marcos espec\u00edficos sobre los\nque proyectan el t\u00f3pico del discurso, establecen los elementos relevantes\npara hablar de una determinada categor\u00eda y modulan el grado de centralidad\nde sus rasgos definitorios.\n\nEn nuestro caso, y a trav\u00e9s de un corpus constituido por textos\npertenecientes al discurso pol\u00edtico de los medios de comunicaci\u00f3n espa\u00f1oles\nde mayor difusi\u00f3n, hemos analizado las met\u00e1foras conceptuales y ling\u00fc\u00edsticas\nperfiladas sobre el dominio cognitivo del ESPECT\u00c1CULO y el TEATRO,\nque deslegitiman al pol\u00edtico \u2013 y el universo en el que se desenvuelve \u2013\npresent\u00e1ndolo como persona que finge lo que no es. \n\nMET\u00c1FORA COnCEPTUAL y EL MARCO ESPECT\u00c1CULO\n\nIb\u00e9rica 36 (2018): 119-142 135\n\n05 IBERICA 36_Iberica 13 26/10/18 20:22 P\u00e1gina 135", "start_char_idx": 41300, "end_char_idx": 43889, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "9098c355-6edb-455d-a60b-cbc9a50b885f": {"__data__": {"id_": "9098c355-6edb-455d-a60b-cbc9a50b885f", "embedding": null, "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-125", "node_type": "4", "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "hash": "34b4e97335bcd46418c3ea0848ff02529deee73200c99ca4e8fc33423fd8d8aa", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "c66ddb0a-76f0-4507-9da3-01c10a330343", "node_type": "1", "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "hash": "dedbe37be87a7398d197dca08e19354b23469b743b9609c5fe71c60aa94f4af4", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "394ab0b5-517b-4e8b-a30f-a6df6f7f850c", "node_type": "1", "metadata": {}, "hash": "e7a5c2c636070e278a1dff6152707eac4fcf1999d50777317b056914a2d48c1a", "class_name": "RelatedNodeInfo"}}, "text": "A trav\u00e9s del an\u00e1lisis de las correspondencias metaf\u00f3ricas generadas por la\nestructura conceptual que presta el foco estudiado, hemos observado su\nrendimiento cognitivo, que agiliza el procesamiento de los participantes en la\ncomunicaci\u00f3n (Ottati et al., 2014; Crawford, 2014), establece su posici\u00f3n\nactitudinal (Martin y White, 2005) y, por \u00faltimo, incorpora una disonancia\ncognitiva (Festinger, 1957), seg\u00fan la cual el pol\u00edtico queda colocado sobre un\nescenario ajeno, en el que desarrolla funciones opuestas a las propias de su\ncaracterizaci\u00f3n m\u00e1s intr\u00ednseca.\n\nEl dominio cognitivo analizado proyecta sobre la vida p\u00fablica algunas de las\ncategor\u00edas clave de toda representaci\u00f3n: as\u00ed, este universo se convierte en un\ngran escenario, en el que el pol\u00edtico se describe como un actor que interpreta\nun papel, identificado metaf\u00f3ricamente con la m\u00e1scara, el camuflaje o el disfraz,\nque son los artificios a los que recurre con el fin de no ser reconocido o de\ntomar el aspecto de otro. M\u00e1s all\u00e1 del teatro, en otras modalidades de\nespect\u00e1culo, el gobernante queda representado como un prestidigitador, que\nmediante trucos crea la ilusi\u00f3n de que algo imposible est\u00e1 ocurriendo; como\nun ventr\u00edlocuo, que transmite un discurso ajeno, el propio del personaje que\nencarna; y finalmente, como un deportista de prestigio o como una estrella\nde la canci\u00f3n, de la que interesa su apariencia, su imagen, su aspecto.\n\nLas met\u00e1foras que beben de este marco fuente se constituyen entonces en un\nprocedimiento de deslegitimaci\u00f3n del pol\u00edtico \u2013 muchas veces acompa\u00f1ado\nde otras formulaciones expl\u00edcitas \u2013 , quien, proyectado sobre \u00e9l, queda\ndevaluado y desacreditado como un simulador, al que se tilda de mentiroso,\nde falsificador. \n\nLa frecuencia con la que se presentan estas correspondencias permite hablar\nde una met\u00e1fora sistem\u00e1tica (Cameron, 2010: 91) o de escenarios de\nmet\u00e1foras (Cameron y Maslen, 2010: 251), por cuanto se dan cita en\nsucesivos acontecimientos de discurso, en los que, adem\u00e1s de otorgarles\ncoherencia, contribuyen a crear una narrativa (Fisher, 1984), un circuito de\nemociones negativas, que repercute en la calificaci\u00f3n \u00e9tica de los\nprotagonistas.\n\nLa deslegitimaci\u00f3n del pol\u00edtico como fingidor constituye, a tenor de su\nconvencionalidad, una representaci\u00f3n metaf\u00f3rica socialmente compartida,\nque, consecuentemente, se observa, m\u00e1s que a trav\u00e9s de individuos, a trav\u00e9s\nde grupos socioculturales (Cienki, 2005; Mussolf, 2004, 2006), entre cuyos\nmiembros constituye una herramienta relevante en el discurso intergrupal\n(Bowdle y Gentner, 2005).\n\nGRACIA PInERO-PInERO\n\nIb\u00e9rica 36 (2018): 119-142136\n\n05 IBERICA 36_Iberica 13 26/10/18 20:22 P\u00e1gina 136", "start_char_idx": 43893, "end_char_idx": 46554, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "394ab0b5-517b-4e8b-a30f-a6df6f7f850c": {"__data__": {"id_": "394ab0b5-517b-4e8b-a30f-a6df6f7f850c", "embedding": null, "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-125", "node_type": "4", "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "hash": "34b4e97335bcd46418c3ea0848ff02529deee73200c99ca4e8fc33423fd8d8aa", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "9098c355-6edb-455d-a60b-cbc9a50b885f", "node_type": "1", "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "hash": "a113a9e9e433d5ab4a1fbdd57a2385f3cb365187689664ad501ec1ccf1a6be28", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "0e79a408-9007-4ae8-a6fb-25a6d4101b56", "node_type": "1", "metadata": {}, "hash": "263535ab117e0ab8f6627ac9e8eea48cb767d35ba25cc16f85494bcea65a391e", "class_name": "RelatedNodeInfo"}}, "text": "El dinamismo inherente a los procesos de categorizaci\u00f3n convierte el\ndiscurso pol\u00edtico de los medios de comunicaci\u00f3n en un espejo que refleja,\nmediante las conceptualizaciones metaf\u00f3ricas que efect\u00faan los\ninterlocutores, sus inquietudes, sus reivindicaciones, las transformaciones, en\nfin, que tienen lugar en el contexto en el que se desenvuelven y que permiten\nentender las discrepancias con que distintas comunidades de habla\ninterpretan una misma entidad, porque, como afirman Beer y de Landtsheer\n(2004: 6), las met\u00e1foras son herramientas esenciales para enmarcar el\ndiscurso, para mantener o transformar las ideas pol\u00edticas. \n\nAgradecimientos \n\nQueremos agradecer a los dos revisores an\u00f3nimos los constructivos\ncomentarios vertidos sobre una versi\u00f3n anterior de este art\u00edculo. \n\nArticle history: \n\nReceived 20 February 2017 \n\nReceived in revised form 7 July 2017 \n\nAccepted 10 July 2017 \n\nBibliograf\u00eda \n\nMET\u00c1FORA COnCEPTUAL y EL MARCO ESPECT\u00c1CULO\n\nIb\u00e9rica 36 (2018): 119-142 137\n\nBarton, D. (2007). Literacy: An Introduction to the\nEcology of Written Language. Oxford: Blackwell.\n\nBeer, F.A. y Ch. de Landtsheer (eds.). (2004).\n\nMetaphorical World Politics. Michigan State:\nUniversity Press East Lansing.\n\nBerm\u00fadez, N. (2012). \u201cTipolog\u00eda y discurso\n\npolitico\u201d. Signo y Se\u00f1a 22: 139-163.\n\nBowdle, B.F. y D. Gentner (2005). \u201cThe career of\n\nmetaphor\u201d. Psychological Review 112: 193-216.\n\nBurke, K. (1969). A Grammar of Motives.\nCalifornia: University of California Press.\n\nCameron, L. (2010). \u201cWhat is metaphor and why\n\ndoes it matter?\u201d, en L. Cameron y R. Maslen\n\n(eds.), 3-25.\n\nCameron, L. y A. Deignan (2003). \u201cCombining\n\nLarge and Small Corpora to Investigate Tuning\n\nDevices Around Metaphor in Spoken Discourse\u201d.\n\nMetaphor and Symbol, 18(3), 149-160.\n\nCameron, L., G. Low y R. Maslen (2010). \u201cFinding\n\nsystematicity in metaphor use\u201d, en L. Cameron y\n\nR. Maslen (eds.), 116-146. \n\nCameron, L. y R. Maslen (eds.) (2010). Metaphor\n\nAnalysis. Research Practice in Applied Linguistics,\nSocial Sciences and the Humanities. London:\nEquinox.\n\nCharteris-Black, J. (2005). \u201cPersuasion, legitimacy\n\nand leadership\u201d, en J. Charteris-Black (ed.),\n\nPoliticians and Rhetoric: The Persuasive Power of\nMetaphor, 1-31. Hampshire/New York: Palgrave\nMacmillan.\n\nChiang, W.Y. y R.F. Duann (2007). \u201cConceptual\n\nmetaphors for SARS: \u2018War\u2019 between whom?\u201d..\n\nDiscourse & Society 18(5): 579-602.\n\nChilton, P. (1996). Security Metaphors: Cold War\nDiscourse from Containment to Common House.\nNew York: Peter Lang.\n\nChilton, P. (2004). Analysing Political Discourse.\nTheory and Practice. London/New York:\nRoutledge.\n\nChilton, P. (2005). \u201cMissing links in mainstream\n\nCDA: Modules, blends and the critical instinct\u201d, en\n\nR. Wodak y P. Chilton (eds.), A New Agenda in\n(Critical) Discourse Analysis. Theory, Methodology\nand Interdisciplinarity, 19-51. Amsterdam/\nPhiladelphia: John Benjamins.\n\n05 IBERICA 36_Iberica 13 26/10/18 20:22 P\u00e1gina 137\n\n\n\nGRACIA PInERO-PInERO\n\nIb\u00e9rica 36 (2018): 119-142138\n\nCienki, A. (2005).", "start_char_idx": 46558, "end_char_idx": 49555, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "0e79a408-9007-4ae8-a6fb-25a6d4101b56": {"__data__": {"id_": "0e79a408-9007-4ae8-a6fb-25a6d4101b56", "embedding": null, "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-125", "node_type": "4", "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "hash": "34b4e97335bcd46418c3ea0848ff02529deee73200c99ca4e8fc33423fd8d8aa", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "394ab0b5-517b-4e8b-a30f-a6df6f7f850c", "node_type": "1", "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "hash": "df947f721503378d774153ae08f3658ce9b2b312e5a9a7c92b42c5471cbaf9e6", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "8c1dd66b-4496-45af-bfd6-5dc286a96926", "node_type": "1", "metadata": {}, "hash": "6370d563b734504d07baa6ea2372cf711ed722fddbd155f245ae75cf4f436825", "class_name": "RelatedNodeInfo"}}, "text": "(2005). \u201cMetaphor in the \u2018Strict Father\u2019\n\nand \u2018Nurturant Parent\u2019 cognitive models:\n\nTheoretical issues raised in an empirical study\u201d.\n\nCognitive Linguistics 2: 279-312.\n\nCrawford, L.E. (2014). \u201cThe role of conceptual\n\nmetaphor in memory\u201d, en M.J. Landau, M.D.\n\nRobinson y B.P. Meier (eds.), 65-83.\n\nDeignan, A., J. Litlemore y E. Semino (2013).\n\nFigurative Language, Genre and Register.\nCambridge: University Press.\n\nDirven, R., H.G. Wolf y F. Polzenhagen (2007).\n\n\u201cCognitive Linguistics and Cultural Studies\u201d, en D.\n\nGeeraerts y H. Cuyckens (eds.), The Oxford\nHandbook of Cognitive Linguistics, 1203-1221.\nOxford: Oxford University Press.\n\nEdelman, M. (1971). Politics as Symbolic Action:\nMass Arousal and Quiescence. Chicago:\nMarkham.\n\nFairclough, N. (2003). Analysing Discourse:\nTextual Analysis for Social Research. London:\nRoutledge.\n\nFern\u00e1ndez Lagunilla, M. (1999). La lengua en la\ncomunicaci\u00f3n pol\u00edtica I: El discurso del poder.\nMadrid: Arco/Libros.\n\nFestinger, L. (1957). Cognitive Dissonance\nTheory. Primary Prevention of HIV/AIDS:\nPsychological Approaches. Newbury Park,\nCalifornia: Sage Publications.\n\nFillmore, C. (1982). \u201cFrame semantics\u201d, en\n\nLinguistic Society of Korea (ed.), Linguistics in the\nMorning Calm, 111-137. Seoul: Hanshin\nPublishing.\n\nFillmore, C. (1985). \u201cFrames and the semantics of\n\nunderstanding\u201d. Quaderni di Semantica 6: 222-\n254.\n\nFisher, W.R. (1984). \u201cNarration as a human\n\ncommunication paradigm: The case of public\n\nmoral argument\u201d. Communication Monographs\n51: 1-22.\n\nGibbs, R.W. (2011). \u201cEvaluating Conceptual\n\nMetaphor Theory\u201d. Discourse Processes 48(8):\n529-562.\n\nGoatly, A. (2011). The language of metaphors.\nEngland: Routledge.\n\nGoffman, E. (1959). The Presentation of Self in\nEveryday Life. New York: Garden City.\n\nGonz\u00e1lez Arias, C. y J. Satt Rom\u00e1n (2016).\n\n\u201cModalidad de\u00f3ntica como expresi\u00f3n de la\n\nregulaci\u00f3n social en el discurso pol\u00edtico ciudadano\n\nen las cadenas de comentarios en blogs de\n\nperiodismo\u201d. Ib\u00e9rica 32: 201-220.\n\nHernando, B.M. (1990). Lenguaje de la prensa.\nMadrid: Eudema.\n\nIbarretxe-Antu\u00f1ano, I. y J. Valenzuela (dirs.).\n\n(2012). Ling\u00fc\u00edstica Cognitiva. Barcelona:\nAnthropos.\n\nJohnson, M. (1987). The Body in the Mind: The\nBodily Basis of Meaning, Imagination, and\nReason. Chicago: University Press.\n\nKitis, E. y M. Milapides (1997). \u201cRead it and\n\nbelieve it: How metaphor constructs ideology in\n\nnews discourse. A case study\u201d. Journal of\nPragmatics 28(5): 557-590.\n\nKoller, V. (2004). Metaphor and Gender in\nBusiness Media Discourse: A Critical Cognitive\nStudy. London/New York: Palgrave Macmillan.\n\nKoller, V. (2005). \u201cCritical Discourse Analysis and\n\nsocial cognition: Evidence from business media\n\ndiscourse\u201d. Discourse & Society 16(2): 199-224.\n\nK\u00f6vecses, Z. (2015). Where Metaphors Come\nFrom: Reconsidering Context in Metaphor.\nOxford: University Press.\n\nKrennmayr, T. (2013).", "start_char_idx": 49548, "end_char_idx": 52396, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "8c1dd66b-4496-45af-bfd6-5dc286a96926": {"__data__": {"id_": "8c1dd66b-4496-45af-bfd6-5dc286a96926", "embedding": null, "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-125", "node_type": "4", "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "hash": "34b4e97335bcd46418c3ea0848ff02529deee73200c99ca4e8fc33423fd8d8aa", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "0e79a408-9007-4ae8-a6fb-25a6d4101b56", "node_type": "1", "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "hash": "5f7a0195de000f355a3c35d727f7dd655661a87b84779fc3d154b2368c1ceb33", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "3a28bc00-511b-4def-ba3c-711b1523b3ab", "node_type": "1", "metadata": {}, "hash": "1aef157acede4663b10c4c7e908251e4b8a2305594adb3de4e1751c182b4922b", "class_name": "RelatedNodeInfo"}}, "text": "Oxford: University Press.\n\nKrennmayr, T. (2013). \u201cTop-down versus bottom-\n\nup approaches to the identification of metaphor in\n\ndiscourse\u201d. Metaphorik.de 24: 7-36.\n\nLakoff, G. (1987). Women, Fire and Dangerous\nThings. What Categories Reveal About the Mind.\nChicago: Chicago University Press.\n\nLakoff, G. (2008). The Political Mind. Why You\nCan\u2019t Understand 21st-Century Politics with an\n18th-Century Brain. New York: Penguin.\n\nLakoff, G. y M. Johnson (1980). Metaphors We\nLive By. Chicago/London: University of Chicago\nPress.\n\nLakoff, G. y M. Johnson (1999). Philosophy in the\nFlesh: The Embodied Mind and its Challenge to\nWestern Thought. New York: Basic Books.\n\nLakoff, G. y M. Turner (1989). More than Cool\nReason. Field Guide to Poetic Metaphor.\nChicago/London: University of Chicago Press. \n\nLandau, M.J., B.P. Meier y L.A. Keefer (2010). \u201cA\n\nmetaphor-enriched social cognition\u201d.\n\nPsychological Bulletin 136(6): 1045-1067.\n\nLandau, M.J., M.D. Robinson y B.P. Meier (eds.).\n\n(2014). The Power of Metaphor. Examining Its\nInfluence on Social Life. Washington DC:\nAmerican Psycological Association. \n\nLangacker, R.W. (1987). Foundations of Cognitive\nGrammar, vol. I: Theoretical Prerequisites.\nStanford: Stanford University Press.\n\nLangacker, R.W. (1991a). Foundations of\n\n05 IBERICA 36_Iberica 13 26/10/18 20:22 P\u00e1gina 138\n\n\n\nMET\u00c1FORA COnCEPTUAL y EL MARCO ESPECT\u00c1CULO\n\nIb\u00e9rica 36 (2018): 119-142 139\n\nCognitive Grammar, vol. II: Descriptive\nApplication. Stanford: Stanford University Press.\n\nLangacker, R.W. (1991b). Concept, Image and\nSymbol. The Cognitive Basis of Grammar.\nBerlin/New York: Mouton de Gruyter.\n\nLangacker, R.W. (2008). Cognitive Grammar. A\nBasic Introduction. Oxford: Oxford University\nPress.\n\nLave, J. y E. Wenger (1991). \u201cSituating learning in\n\ncommunities of practice\u201d. Perspectives on Socially\nShared Cognition 2: 63-82. \n\nMaass, A., C. Suitner y L. Arcuri (2014). \u201cThe role\n\nof metaphors in intergroup relations\u201d, en M.J.\n\nLandau, M.D. Robinson y B.P. Meier (eds.), 153-\n\n177.\n\nMartin, J.R. y P.R. White (2005). The Language of\nEvaluation. Appraisal in English. London and New\nYork: Palgrave Macmillan.\n\nMio, J.S. (1997). \u201cMetaphor and politics\u201d.\n\nMetaphor and Symbol 12: 113-133.\n\nMir, J.M.V. (2009). \u201cLa crisis econ\u00f3mica actual.\n\nSus or\u00edgenes y caracter\u00edsticas. Medidas para salir\n\nde la crisis\u201d. Revista de Obras P\u00fablicas: \u00d3rgano\nprofesional de los ingenieros de caminos, canales\ny puertos 3496: 19-44.\n\nMoreno Lara, M.A. (2008). La met\u00e1fora en el\nlenguaje pol\u00edtico de la prensa americana: Modelos\ncognitivos y formaci\u00f3n de significado. Granada:\nComares. \n\nMussolf, A. (2004). Metaphor and Political\nDiscourse. Analogical Reasoning in Debates\nabout Europe. UK: Palgrave Macmillan.\n\nMussolf, A. (2006). \u201cMetaphor scenarios in public\n\ndiscourse\u201d.", "start_char_idx": 52348, "end_char_idx": 55124, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "3a28bc00-511b-4def-ba3c-711b1523b3ab": {"__data__": {"id_": "3a28bc00-511b-4def-ba3c-711b1523b3ab", "embedding": null, "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-125", "node_type": "4", "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "hash": "34b4e97335bcd46418c3ea0848ff02529deee73200c99ca4e8fc33423fd8d8aa", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "8c1dd66b-4496-45af-bfd6-5dc286a96926", "node_type": "1", "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "hash": "ff407cae9b77325c3b6229dd8f8814b523df400e297e7860a63cd562a19a222c", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "db3b7464-31dc-4668-8bfb-842c7da46258", "node_type": "1", "metadata": {}, "hash": "d752b9aee465a1f10e4ce6c0fd433944f440326e6b32db4bb869c9606ede2ce9", "class_name": "RelatedNodeInfo"}}, "text": "(2006). \u201cMetaphor scenarios in public\n\ndiscourse\u201d. Metaphor and Symbol 21(1): 23-38.\n\nN\u00fa\u00f1ez Ladev\u00e9ze, N. (1999). \u201cLenguaje del\n\npol\u00edtico, lenguaje del informador\u201d. Estudios sobre\nel mensaje period\u00edstico 5: 111-127.\n\nN\u00fa\u00f1ez Cabeza, E.A. y S. Guerrero Salazar (2002).\n\nEl lenguaje pol\u00edtico espa\u00f1ol. Madrid: C\u00e1tedra.\n\nN\u00fa\u00f1ez-Perucha, B. (2004). \u201cIdeology, cognition\n\nand discourse revisited: Exploring counter-\n\nideologies\u201d, en M. P\u00fctz, J. Neff y van Dijk (eds.),\n\nCommunicating Ideologies: Multidisciplinary\nPerspectives on Language, Discourse, and Social\nPractice, 175-200. Frankfurt am Main: Peter Lang.\n\nN\u00fa\u00f1ez Perucha, B. (2010). \u201cCognition, discourse\n\nand socio-political research: An interdisciplinary\n\nperspective\u201d, en M.L. Blanco y J.I. Mar\u00edn Arrese\n\n(eds.), Discourse and Communication: Cognitive\nand Functional Perspectives, 69-108. Madrid:\nUniversidad Rey Juan Carlos.\n\nN\u00fa\u00f1ez-Perucha, B. (2011). \u201cCritical Discourse\n\nAnalysis and Cognitive Linguistics as tolos for\n\nideological research: A diachronic analysisi of\n\nfeminism\u201d, en C. Hart (ed.), Critical Discourse\nStudies in Context and Cognition, 97-117.\nAmsterdam/Philadelphia: John Benjamins\n\nPublishing Company.\n\nOrtony, A. (1975). \u201cWhy metaphors are necessary\n\nand not just nice\u201d. Educational Theory 25(1): 45-\n53.\n\nOttati, V., R. Renstrom y E. Price (2014). \u201cThe\n\nmetaphoric Framing Model: Political\n\nCommunication and Public Opinion\u201d, en M.J.\n\nLandau, M.D. Robinson y B.P. Meier (eds.), 179-\n\n202.\n\nPetty, R.E. y J.T. Cacioppo (1986).\n\nCommunication and Persuasion: Central and\nPeripheral Routes to Attitude Change. New York:\nSpringer-Verlag.\n\nPinero-Pinero, G. (2017). \u201cA matrix of cognitive\n\ndomains at the service of the metaphoric\n\ndelegitimisation of politicians\u201d. Discourse, Context\n& Media 18: 20-30.\n\nReal Academia Espa\u00f1ola (2017). Diccionario de la\nLengua Espa\u00f1ola. URL: http://dle.rae.es/?w=\ndiccionario.\n\nRodr\u00edguez Gonz\u00e1lez, F. (1991). Prensa y lenguaje\npol\u00edtico. Madrid: Fundamentos.\n\nRuiz de Mendoza Ib\u00e1\u00f1ez, F.J. y A. Galera\n\nMasegosa (2014). Cognitive Modeling: A Linguistic\nPerspective. Amsterdam/Philadelphia: John\nBenjamins Publishing Company.\n\nRuiz de Mendoza Ib\u00e1\u00f1ez, F.J. y L. P\u00e9rez\n\nHern\u00e1ndez (2011). \u201cThe contemporary theory of\n\nmetaphor: Myths, developments and challenges\u201d.\n\nMetaphor and Symbol 26(3): 161-185.\n\nS\u00e1nchez Garc\u00eda, F.J. (2009). \u201cUsos metaf\u00f3ricos\n\ndel lenguaje pol\u00edtico espa\u00f1ol. La met\u00e1fora\n\nestructural en los debates sobre el estado de la\n\nnaci\u00f3n\u201d, en A Survey on Corpus Based Research.\nPanorama de investigaciones basadas en corpus,\n989-1007. Murcia: Universidad de Murcia. \n\nS\u00e1nchez Garc\u00eda, J.M. (2007). \u201cToward a\n\ncognitively-oriented Critical Discourse Analysis:\n\nFraming, construal and violence-related emotional\n\nmeaning\u201d, en Ch. Hart y D. Lukes (eds.), Cognitive\nLinguistics in Critical Discourse Analysis:\nApplication and Theory, 207-231. Cambridge:\nCambridge Scholars Publishing. \n\nSchank, R. y R.P. Abelson (1977).", "start_char_idx": 55074, "end_char_idx": 57997, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "db3b7464-31dc-4668-8bfb-842c7da46258": {"__data__": {"id_": "db3b7464-31dc-4668-8bfb-842c7da46258", "embedding": null, "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-125", "node_type": "4", "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "hash": "34b4e97335bcd46418c3ea0848ff02529deee73200c99ca4e8fc33423fd8d8aa", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "3a28bc00-511b-4def-ba3c-711b1523b3ab", "node_type": "1", "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "hash": "2fc85b566ea5e2d924edc3dd2431ea93036aea67437730136a2a50ba06b53808", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "744aea4c-f900-41c0-a0e6-362a66628dc8", "node_type": "1", "metadata": {}, "hash": "65dce78bf2e74d3f2af1eea9dbac663084922c771dbb4e007739417810c9d6b0", "class_name": "RelatedNodeInfo"}}, "text": "Schank, R. y R.P. Abelson (1977). Scripts, Plans,\nGoals and Understanding. Hillsdale, NJ; NY:\nLawrence Erlbaum.\n\nSharifian, F. y G.B. Palmer (eds.). (2007). Applied\n\n05 IBERICA 36_Iberica 13 26/10/18 20:22 P\u00e1gina 139\n\n\n\nGracia Pi\u00f1ero Pi\u00f1ero, doctora en Filolog\u00eda Hisp\u00e1nica y Profesora Titular\nde Universidad, forma parte de la divisi\u00f3n Cognici\u00f3n, Texto y Contexto del\nInstituto Universitario de An\u00e1lisis y Aplicaciones Textuales (IATEXT) de la\nUniversidad de Las Palmas de Gran Canaria. Desarrolla su investigaci\u00f3n en\ndiversas \u00e1reas relacionadas con la Ling\u00fc\u00edstica Aplicada y con la Ling\u00fc\u00edstica\nCognitiva\n\nNOtAs \n\n1 De acuerdo con la convenci\u00f3n propia de los trabajos desarrollados en el \u00e1mbito de la Teor\u00eda de la\n\nMet\u00e1fora Conceptual, mantenemos la versalita para referirnos a los dominios cognitivos fuente y diana,\n\nas\u00ed como a las met\u00e1foras conceptuales. \n\n2 Este trabajo forma parte de una investigaci\u00f3n de mayor amplitud que analiza los dominios cognitivos\n\nempleados en el discurso pol\u00edtico de los medios de comunicaci\u00f3n para desacreditar al pol\u00edtico mediante\n\nmet\u00e1foras. El marco del ESPECT\u00c1CULO y del TEATRO que estudiamos aqu\u00ed se completa con una\n\nmatriz integrada por los tres dominios siguientes: DECORACI\u00d3n y MAQUILLAJE, COMERCIO y\n\nMARKETInG, y, por \u00faltimo, SUE\u00d1O y FAnTAS\u00cdA. Todos ellos comparten con el espect\u00e1culo una\n\nsemejanza de familia, pues reiteran, mediante escenarios diferentes, la conceptualizaci\u00f3n del profesional\n\nde la pol\u00edtica como manipulador, como persona que distorsiona la verdad al servicio de intereses\n\nparticulares. La amplitud significativa de esta matriz y las numerosas proyecciones metaf\u00f3ricas que origina\n\nhan aconsejado dedicarle un estudio espec\u00edfico (Pinero-Pinero, 2017). \n\nGRACIA PInERO-PInERO\n\nIb\u00e9rica 36 (2018): 119-142140\n\nCultural Linguistics. Implications for Second\nLanguage Learning and Intercultural\nCommunication. Amsterdam/Philadelphia: John\nBenjamins.\n\nSteen, G. (2007). Finding Metaphor in Grammar\nand Usage. Amsterdam/Philadelphia: John\nBenjamins.\n\nSteen, G.J., A.G. Dorst, J.B. Herrman, A.A. Koal, T.\n\nKrennmayr y T. Pasma (2010). A method for\nlinguistic metaphor identification: from MIP to\nMIPVU. Amsterdam/Philadelphia: John\nBenjamins.\n\nStefanowitsch, A. (2006). \u201cCorpus-based\n\napproaches to metaphor and metonymy\u201d, en A.\n\nStefanowitsch, S.Th. Gries (eds.), Corpus-Based\nApproaches to Metaphor and Metonymy, 1-16.\nBerlin/New York: Mouton de Gruyter.\n\nTurner, M. (1991). Reading Minds: The Study of\nEnglish in the Age of Cognitive Science. Princeton,\nNJ: University Press.\n\nValenzuela, J., I. Ibarretxe-Antu\u00f1ano y J. Hilferty\n\n(2012). \u201cLa sem\u00e1ntica cognitiva\u201d, en I. Ibarretxe-\n\nAntu\u00f1ano y J. Valenzuela (dirs.), 41-68.\n\nVan Dijk, T. (1997). Discourse as Social\nInteraction. Discourse Studies: A Multidisciplinary\nIntroduction. London: SAGE.\n\nVan Dijk, T. (1998). Ideology. A Multidisciplinary\nApproach. London: SAGE.\n\nVan Dijk, T. (1999).", "start_char_idx": 57964, "end_char_idx": 60870, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "744aea4c-f900-41c0-a0e6-362a66628dc8": {"__data__": {"id_": "744aea4c-f900-41c0-a0e6-362a66628dc8", "embedding": null, "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-125", "node_type": "4", "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "hash": "34b4e97335bcd46418c3ea0848ff02529deee73200c99ca4e8fc33423fd8d8aa", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "db3b7464-31dc-4668-8bfb-842c7da46258", "node_type": "1", "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "hash": "76ef7cd9616a2572008633a06bb87a6f066d2224106fc69a4278454ac06c895f", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "60e8b574-e235-41c6-a4aa-9d9ba2f242c7", "node_type": "1", "metadata": {}, "hash": "13fc83647b4c46221339e32e4824d6f84485d1bd608ddfa78cef42df52546c86", "class_name": "RelatedNodeInfo"}}, "text": "London: SAGE.\n\nVan Dijk, T. (1999). \u201cEl an\u00e1lisis cr\u00edtico del\n\ndiscurso\u201d. Anthropos 186: 23-36.\n\nVan Dijk, T. (2009). Society and Discourse: How\nSocial Context Influence Text and Talk.\nCambridge, New York: Cambridge University\n\nPress.\n\nWodak, R. (2006). \u201cMediation between discourse\n\nand society: Assessing cognitive approaches in\n\nCDA\u201d. Discourse Studies 8(1): 179-190.\n\nYanes Mesa, R. (2004). \u201cEl art\u00edculo, un g\u00e9nero\n\nentre la opini\u00f3n y la actualidad\u201d. Revista Latina de\nComunicaci\u00f3n Social 58: 1-10.\n\nZinken, J. (2003). \u201cIdeological imagination:\n\nIntertextual and correlational metaphors in political\n\ndiscourse\u201d. Discourse & Society 14(4): 507-523. \n\n05 IBERICA 36_Iberica 13 26/10/18 20:22 P\u00e1gina 140\n\n\n\n3 Las consideraciones sobre la necesidad de aunar el An\u00e1lisis Cr\u00edtico del Discurso y la Ling\u00fc\u00edstica\n\nCognitiva han alumbrado la denominada Critical Metaphor Theory (Charteris-Black, 2005: 26), que establece\n\nv\u00ednculos entre el componente cognitivo, el componente social y el componente ling\u00fc\u00edstico del discurso.\n\n4 En el \u00e1mbito de la socioling\u00fc\u00edstica interaccional, Lave y Wenger (1991) introducen el concepto de\n\ncommunity of practice para referirse a la variaci\u00f3n que experimenta el lenguaje, no por la pertenencia del\n\nindividuo a un determinado grupo social, sino por su implicaci\u00f3n en una actividad espec\u00edfica.\n\n5 Pretendemos un estudio cualitativo, que, m\u00e1s all\u00e1 del grado de frecuencia con el que estas met\u00e1foras\n\nafloran en el discurso, revele la categorizaci\u00f3n que hacen los autores del corpus de esta esfera de la\n\nrealidad.\n\n6 naturalmente, no se trata de met\u00e1foras espec\u00edficas del discurso pol\u00edtico; por el contrario, nos hallamos\n\nante proyecciones convencionales, que se dan cita en nuestro corpus y que pueden identificarse en otros\n\ntipos de discurso, porque, como afirman Maass et al. (2014: 153-4), las met\u00e1foras compartidas se procesan\n\ncon mayor facilidad y rapidez y, por ello, se convierten en una herramienta relevante en el discurso\n\nintergrupal.\n\n7 Cameron y Deignan (2003) y Goatly (2011) se refieren a estas expresiones con el nombre de metaphor\n\nflags; por su parte, Steen et al. (2010) hablan de metaphor in thought.\n\n8 Atendiendo a nuestro prop\u00f3sito de desarrollar un estudio cualitativo y con el fin de no sobrepasar los\n\nl\u00edmites de un trabajo de esta naturaleza con reiteraciones innecesarias, hemos seleccionado aquellos\n\nfragmentos del corpus en los que las proyecciones metaf\u00f3ricas estudiadas son m\u00e1s significativas o a\u00f1aden\n\nalg\u00fan matiz especialmente revelador.\n\n9 Todas las definiciones que figuran en este estudio est\u00e1n extra\u00eddas del Diccionario de la Lengua Espa\u00f1ola\n\n(RAE 2017), de manera que, a partir de este momento, y para no resultar excesivamente reiterativos,\n\nomitiremos la referencia a esta fuente.\n\n10 Moreno Lara (2008) documenta en la prensa inglesa la categorizaci\u00f3n de unas elecciones y de un di\u00e1logo\n\nentre pol\u00edticos como una farce.\n\n11 Las muestras extractadas del corpus se acompa\u00f1an de la informaci\u00f3n relacionada con el texto en que\n\nse insertan: autor, peri\u00f3dico en que aparecen y fecha de publicaci\u00f3n.\n\n12 Moreno Lara (2008) identifica en la prensa brit\u00e1nica la expresi\u00f3n behind the scenes para hacer referencia\n\nal modo en que el pol\u00edtico desarrolla secretamente sus actividades, con el prop\u00f3sito consciente de\n\nocultarse a la luz p\u00fablica.", "start_char_idx": 60835, "end_char_idx": 64146, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "60e8b574-e235-41c6-a4aa-9d9ba2f242c7": {"__data__": {"id_": "60e8b574-e235-41c6-a4aa-9d9ba2f242c7", "embedding": null, "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-125", "node_type": "4", "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "hash": "34b4e97335bcd46418c3ea0848ff02529deee73200c99ca4e8fc33423fd8d8aa", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "744aea4c-f900-41c0-a0e6-362a66628dc8", "node_type": "1", "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "hash": "eef7e1a0155326831607e5deafe2c35460b70d693ac4e0c442bc899399dc96f4", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "edde2104-2cbb-46b8-8d6c-b46786df9f39", "node_type": "1", "metadata": {}, "hash": "13947378069e279db2e875f61ad47188433486e859fdee89eb8a0c431092c5ba", "class_name": "RelatedNodeInfo"}}, "text": "13 Chilton (1996: 141) documenta la representaci\u00f3n de la mentira y el enga\u00f1o como un disfraz en la\n\nmet\u00e1fora EL MARXISMO ES Un DISFRAZ identificada en el texto enviado por Georges Kennan,\n\nresponsable de Asuntos Exteriores en la Embajada de Mosc\u00fa, al Departamento de Estado americano a\n\nprop\u00f3sito del discurso que Stalin pronunci\u00f3 el 9 de febrero de 1946. En este caso, se conceptualiza el\n\nsecretismo y el enga\u00f1o atribuido a la mente sovi\u00e9tica como un disfraz. \n\n14 n\u00fa\u00f1ez y Guerrero (2002: 109) incluyen, entre los veh\u00edculos a los que recurre la comunicaci\u00f3n pol\u00edtica,\n\nciertas profesiones como el ilusionista, que ilustran con un enunciado del expresidente del gobierno\n\nespa\u00f1ol J.M. Aznar similar al identificado en nuestro corpus: Gonz\u00e1lez es un ilusionista que se saca de la chistera\n\nun conejo llamado Garz\u00f3n.\n\n15 A prop\u00f3sito del grado de centralidad de los rasgos que configuran una categor\u00eda, asevera Langacker\n\nMET\u00c1FORA COnCEPTUAL y EL MARCO ESPECT\u00c1CULO\n\nIb\u00e9rica 36 (2018): 119-142 141\n\n05 IBERICA 36_Iberica 13 26/10/18 20:22 P\u00e1gina 141\n\n\n\n(1987: 159): \u201cThe inherent nature of a specification does not fully determine its degree of centrality, but\nseveral contributing factors can be discerned: centrality tends to correlate with the extent to which a\nspecification is conventional, generic, intrinsic, and characteristic\u201d. \n\nGRACIA PInERO-PInERO\n\nIb\u00e9rica 36 (2018): 119-142142\n\n05 IBERICA 36_Iberica 13 26/10/18 20:22 P\u00e1gina 142", "start_char_idx": 64148, "end_char_idx": 65595, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "edde2104-2cbb-46b8-8d6c-b46786df9f39": {"__data__": {"id_": "edde2104-2cbb-46b8-8d6c-b46786df9f39", "embedding": null, "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-126", "node_type": "4", "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "hash": "501274dd60178dfcc5d1c4fc41bcfe6125c90eadcf3a7e68cf2f9ce415596c3f", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "60e8b574-e235-41c6-a4aa-9d9ba2f242c7", "node_type": "1", "metadata": {"identifier": "iberica-125", "author": "Pi\u00f1ero Pi\u00f1ero, Gracia", "title": "Met\u00e1fora conceptual y el marco ESPECT\u00c1CULO en el discurso pol\u00edtico de los medios de comunicaci\u00f3n", "date": "2018-01-02", "file": "iberica-125.pdf"}, "hash": "3ca3662a90736f83d7ed784249b9c9ad649a0a5104454f0029bdf0f806a36a59", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "662e9c8b-467e-40fe-98da-980ebbf12f16", "node_type": "1", "metadata": {}, "hash": "e24fdb2b6dbbbfc872f9cc4034997cadddbd86ed9e0fa797626899a6f96c44dc", "class_name": "RelatedNodeInfo"}}, "text": "Maquetaci\u00f3n 1\n\n\nIb\u00e9rica 36 (2018): 143-170\n\nISSN: 1139-7241 / e-ISSN: 2340-2784\n\nAbstract \n\nMy aim in this paper is to describe the rhetorical structure of the sub-genre of\n\nInstruction Manuals for household appliances in British English (BE) and\n\nPeninsular Spanish (PS). This study is based on the concept of genre, and it\n\nconsists of a move analysis of an ad hoc specialised corpus. The analysis has two\n\ndiscrete parts: a qualitative analysis to establish the structure of this sub-genre;\n\nand a quantitative one, to identify the presence of each feature in order to\n\ndetermine the prototypical structure of this sub-genre. Finally, some possible\n\nimplications of these findings are presented. \n\nKeywords: rhetorical move analysis, instruction manuals, English for\n\nScience and Technology (EST), instructional genre. \n\nResumen \n\nA n \u00e1l i s is r e t\u00f3 ri c o d e l s u bg \u00e9 ne ro d e l o s ma nua l e s d e i ns tr uc c io ne s d e\n\ne l e c tro d om\u00e9 s t ic o s b a s ad o e n c o rp us \n\nEl prop\u00f3sito de este art\u00edculo es la descripci\u00f3n de la estructura ret\u00f3rica del\n\nsubg\u00e9nero de los manuales de instrucciones de aparatos electrodom\u00e9sticos en\n\ningl\u00e9s brit\u00e1nico y en espa\u00f1ol peninsular. Este estudio se basa en el concepto de\n\ng\u00e9nero y consiste en un an\u00e1lisis de movimientos de un corpus ad hoc\n\nespecializado. El an\u00e1lisis tiene dos partes diferenciadas: un an\u00e1lisis cualitativo,\n\ndonde se establece la estructura de este subg\u00e9nero; y otro cuantitativo, en el que\n\nse identifican las diferentes caracter\u00edsticas con el fin de determinar la estructura\n\nprotot\u00edpica de este subg\u00e9nero. Por \u00faltimo, se presentan algunas posibles\n\nimplicaciones de los resultados. \n\nCorpus-based rhetorical analysis of the\n\nsub-genre of instruction manuals for\n\nhousehold appliances \n\nAraceli Cristobalena \n\nUniversidad de Le\u00f3n (Spain) \n\nacrif@unileon.es \n\n143\n\n06 IBERICA 36_Iberica 13 26/10/18 20:22 P\u00e1gina 143", "start_char_idx": 42, "end_char_idx": 1956, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "662e9c8b-467e-40fe-98da-980ebbf12f16": {"__data__": {"id_": "662e9c8b-467e-40fe-98da-980ebbf12f16", "embedding": null, "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-126", "node_type": "4", "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "hash": "501274dd60178dfcc5d1c4fc41bcfe6125c90eadcf3a7e68cf2f9ce415596c3f", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "edde2104-2cbb-46b8-8d6c-b46786df9f39", "node_type": "1", "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "hash": "3a7bb0e04f7b4661530470374579b5fe300feff670dd76da48c1ba358c2b0673", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "b0eecaaa-5652-468c-9fc0-5d494bc0d334", "node_type": "1", "metadata": {}, "hash": "ec31e93f24f79fb712e898f29d4cf67bbb4144663bb082be4be132bd057ee130", "class_name": "RelatedNodeInfo"}}, "text": "Ib\u00e9rica 36 (2018): 143-170\n\nArACElI CrISToBAlEnA\n\nPalabras clave: an\u00e1lisis de movimientos ret\u00f3ricos, manuales de\n\ninstrucciones, lenguaje cient\u00edfico-t\u00e9cnico, g\u00e9nero de la instrucci\u00f3n. \n\n1. Introduction \n\nWhy do we write a text belonging to a genre the way we do? Why do we\n\nfollow the conventions of a given genre? It all depends on its communicative\n\npurpose. The role of the linguist when facing a genre is to find out\n\neverything about it and discover its true nature (Bhatia, 1993: xiii; 2004). We\n\nneed to understand its arquitextura \u2013\u201carchitexture\u201d \u2013 (Bustos-Gisbert, 2013),\n\nthat is the overall structure as well as the internal structure and the typical\n\nlanguage used. This concept, although not very widespread in the literature,\n\nhas also been applied by other scholars, as the adjective \u201carchitextual\u201d, used\n\nto mean \u201cthe different generic, discursive, lexical, thematic, and structural\n\nblueprints from which a given text emerges and is created\u201d (Herbeck, 2017),\n\nlinks to the Swalesian model of moves and steps that vertebrate a text in\n\ngenre theory (Swales, 1981; 1990).\n\nThis paper tries to understand this \u201carchitexture\u201d of Instruction Manuals,\n\ncalled here the Instructional Genre. Adopting a corpus-based methodology,\n\nI focus on Instruction Manuals for household appliances to find out how\n\none specific sub-genre within this Instructional Genre works, using Swales\u2019\n\nwell grounded and widely known move and step model (1981; 1990) to\n\ninvestigate the \u201carchitexture\u201d of these texts. \n\n2. Theoretical framework \n\n2.1. Genre analysis \n\nGenre analysis is an applied discipline which seeks to distinguish the\n\nconventionalized uses of language; its nature is thus versatile and dynamic, and\n\nit does not aim merely to describe but also to provide explanations about the\n\nnature of genres. Its scope may be small, but it conveys a wide perspective.\n\nGenre analysis means investigating highly conventionalized texts within a\n\ncontext to understand how the members of a specific discursive community\n\ninterpret and use a genre to reach communicative goals (Bhatia, 2002).\n\nThe central objective of this paper is to identify all those elements always\n\npresent in the sub-genre of Instruction Manuals for household appliances:\n\n144\n\n06 IBERICA 36_Iberica 13 26/10/18 20:22 P\u00e1gina 144", "start_char_idx": 1960, "end_char_idx": 4268, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "b0eecaaa-5652-468c-9fc0-5d494bc0d334": {"__data__": {"id_": "b0eecaaa-5652-468c-9fc0-5d494bc0d334", "embedding": null, "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-126", "node_type": "4", "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "hash": "501274dd60178dfcc5d1c4fc41bcfe6125c90eadcf3a7e68cf2f9ce415596c3f", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "662e9c8b-467e-40fe-98da-980ebbf12f16", "node_type": "1", "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "hash": "23958bbbae86c4f780b5888b5b1624db1f1b379a3ba6fef313c7bc31e5fca7bf", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "b404be19-1b3c-468a-a17f-c97fa890a856", "node_type": "1", "metadata": {}, "hash": "55c92f4f15469aad0902ed2ec5144f7e411af602fbd7f88bfb511af0e12790ed", "class_name": "RelatedNodeInfo"}}, "text": "i.e. the obligatory moves. If one of these elements is missing, the perception\n\nwe obtain is that the text is incomplete. Then, I will identify the optional\n\nelements, which are determined by the \u201ctextual context\u201d, and are not present\n\nat random. All this provides a \u201cpotential generic structure\u201d (Halliday &\n\nHassan, 1989) or \u201cprototypical structure\u201d (rosch, 1978; Bondarko, 1991).\n\nThe prototypical structure cannot lose any of the obligatory elements, which\n\nwould make up the core of the genre, but other peripheral elements are\n\noptional and may not be present.\n\nThe objectives of genre analysis are mainly pedagogical, as Bhatia and other\n\nscholars suggest (Hopkins & dudley-Evans, 1988; Albadalejo, 1989; Bhatia,\n\n1993, 2002; Bustos-Gisbert, 2013). nonetheless, there are other implications\n\nthat go beyond pedagogy: \n\n[There is] a development of genre theory from a purely ESP or lSP\n\npedagogic application to a more critical engagement leading to\n\ndemystification of the realities of the professional world. [Genre analysis is]\n\na multidimensional and multi-perspective methodological framework to\n\nunderstand and analyse professional and academic genres, professional\n\npractices, and disciplinary and professional cultures as comprehensively as\n\npossible. (Bhatia, 2012: 26) \n\nA key concept in the above definition is \u201cframework\u201d. This metaphor of the\n\ngenre as a \u201cframe\u201d is also present in Bazerman: \n\nGenres [...] are frames for social action. They are environments for learning. They\n\nare locations within which meaning is constructed. Genres shape the\n\nthoughts we form and the communications by which we interact. Genres are\n\nthe familiar places we go to create intelligible communicative action with\n\neach other and the guideposts we use to explore the familiar. (Bazerman,\n\n1994: 19) \n\nAccording to Swales (1990), this \u201cframe\u201d is only an orientation about how\n\nspeakers or writers may order their ideas and how listeners or readers may\n\norientate their expectations. Todorov spoke about \u201chorizons of expectation\u201d\n\nfor readers and \u201cmodels of writing\u201d for authors (Todorov, 1990: 18), and\n\ngenre analysis is \u201cpattern seeking rather than pattern imposing\u201d (Hart, 1986:\n\n280). In fact, what people remember about a genre is its macro-structure,\n\nwhich reflects what Chesterman calls \u201cmacropropositions\u201d (1998: 166). \n\nCorPuS-BASEd rHETorICAl AnAlySIS oF THE SuB-GEnrE oF InSTruCTIon MAnuAlS\n\nIb\u00e9rica 36 (2018): 143-170 145\n\n06 IBERICA 36_Iberica 13 26/10/18 20:22 P\u00e1gina 145", "start_char_idx": 4272, "end_char_idx": 6773, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "b404be19-1b3c-468a-a17f-c97fa890a856": {"__data__": {"id_": "b404be19-1b3c-468a-a17f-c97fa890a856", "embedding": null, "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-126", "node_type": "4", "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "hash": "501274dd60178dfcc5d1c4fc41bcfe6125c90eadcf3a7e68cf2f9ce415596c3f", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "b0eecaaa-5652-468c-9fc0-5d494bc0d334", "node_type": "1", "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "hash": "bbe792e047e73a4e92f95bfd7a5eebd9d06504af28eec7d5224ee3d3af7b5637", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "eaac57ff-2e83-4f3b-ae62-477e18e77ecb", "node_type": "1", "metadata": {}, "hash": "de6a77bf28d2cdee2e2328fcdd29470a9fc7aecfc021ec58609f1b46dd1f52d4", "class_name": "RelatedNodeInfo"}}, "text": "2.2. The concept of genre and its purpose \n\nTo have a clear idea of the concept of genre in relation to its purpose, it is\n\nenough to recall the following quote which provides the basis for the lSP\n\napproach: \n\nIt is a recognizable communicative event characterized by a set of\n\ncommunicative purpose(s) identified as mutually understood by the members\n\nof the professional or academic community in which it regularly occurs.\n\n(Bhatia, 1993:13) \n\nBhatia also adds that \u201ceach genre is an instance of a successful achievement\n\nof a specific communicative purpose using conventionalized knowledge of\n\nlinguistic and discoursal resources\u201d (Bhatia, 1993: 16). \n\nThe functional-systemic Sydney School takes the previous concepts but also\n\nemphasizes discourse functionality, as rose states: \n\n[G]enres have been characterized in this research tradition as staged, goal\n\noriented social processes: social since texts are always interactive events; goal\n\noriented in that a text unfolds towards its interactants\u2019 purposes; staged,\n\nbecause it usually takes more than one step to reach the goal. In functional\n\nlinguistic terms this means that genres are defined as a recurrent\n\nconfiguration of meanings, which enact the social practices of a culture.\n\n(rose, 2012: 209) \n\nour current approach to professional genres thus integrates rhetorical\n\nconcepts, and has a twofold objective: (a) inductive, as we study previous\n\ntexts belonging to the same genre to establish their characteristics, and (b)\n\nprojective, as previous study will help in the construction (and teaching) of\n\nfuture texts according to the conventions discovered (Albadalejo, 1989).\n\nThese objectives are also expressed by Bhatia (2002) in the following terms: \n\nto represent and account for the seemingly chaotic realities of the world; to\n\nunderstand and account for the private intentions of the author, in addition\n\nto socially recognized communicative purposes; to understand how language\n\nis used and shaped by socio-critical environment; and, to offer solutions to\n\npedagogical and other applied linguistic problems. (Bhatia, 2002: 5) \n\nSpecific genres have been the object of a considerable volume of recent\n\nresearch, such as du-Babcock and Bhatia (2013) himself on Business and\n\nTechnical Communication, l\u00f3pez-Arroyo and roberts (2015) on wine\n\nArACElI CrISToBAlEnA\n\nIb\u00e9rica 36 (2018): 143-170146\n\n06 IBERICA 36_Iberica 13 26/10/18 20:22 P\u00e1gina 146", "start_char_idx": 6777, "end_char_idx": 9212, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "eaac57ff-2e83-4f3b-ae62-477e18e77ecb": {"__data__": {"id_": "eaac57ff-2e83-4f3b-ae62-477e18e77ecb", "embedding": null, "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-126", "node_type": "4", "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "hash": "501274dd60178dfcc5d1c4fc41bcfe6125c90eadcf3a7e68cf2f9ce415596c3f", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "b404be19-1b3c-468a-a17f-c97fa890a856", "node_type": "1", "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "hash": "109419943d0f026103c5bb0ae4f00f36dfec925ad584f682184d0d5d253f18b2", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "e90de65c-05f2-402d-9817-870773b9dd0b", "node_type": "1", "metadata": {}, "hash": "ae3eb65fa718944656a2e003ccadb9865b91bb714f7ed741036fe7a8f3f4b68f", "class_name": "RelatedNodeInfo"}}, "text": "tasting notes, rabad\u00e1n, Colwell and Sanjurjo-Gonz\u00e1lez (2016) on the gastro\n\nindustry, P\u00e9rez-Blanco (2016) on newspaper opinion discourse or Coxhead\n\n(2018) on language and vocabulary for specific purposes. However, the\n\nInstructional Genre has so far received little critical attention. \n\n2.3. The instructional genre \n\nThe Instructional Genre is often taught within the framework of English for\n\noccupational Purposes (EoP), which is divided into: (a) English for\n\nProfessional Purposes, and (b) English for Vocational Purposes (dudley-\n\nEvans & St. John, 1998). Instruction Manuals can be situated in the\n\nintersection between these last two categories; they are not an instance of\n\nexpert-to-expert language, as is the case of pure professional language, but\n\nan example of expert-to-non-expert language, so the register also has some\n\ncharacteristics typical of the language used for vocational purposes.\n\nPearson (1998) differentiates four levels of specialization distinguished by\n\nthe register used: (a) expert-to-expert; (b) expert to initiates; (c) relative\n\nexperts to the uninitiated; and (d) teacher-pupil communication. other\n\nauthors prefer to distinguish three levels of specialization (Bowker &\n\nPearson, 2002; Buend\u00eda & ure\u00f1a, 2010): (a) advanced texts with a very high\n\nlevel of specialization; (b) instructive texts, generally with a pedagogical\n\ncharacter; and (c) popular texts for the general public. Instruction Manuals\n\nbelong to the third level according to the first classification, and share\n\ncharacteristics of the second and the third levels according to the second.\n\nThey are instructive texts, with a pedagogical objective; besides, no previous\n\nknowledge can be presumed on the part of the reader, so the writer has to\n\nfocus on a potential reader who may not know anything about the appliance.\n\nIn scientific and technical writing, the general goal is to inform, define or\n\ndescribe and/or argue. The main intention in an instruction manual for an\n\nappliance is that of \u201cinforming\u201d about it and its functions. nonetheless, for\n\nthis purpose we have to describe, categorize and distinguish it from other\n\nmembers of its own category (Kindel\u00e1n-Echevarr\u00eda, 2010).\n\nlanguage functions are related to social behaviour and they represent the\n\nintention of the source (Hutchinson & Waters, 1987). The way in which\n\nthese functions are related and how they are linguistically realized are what\n\nestablishes the particular conventions of each genre (Widdowson, 1988).\n\nThe language for Science and Technology (lST) functions proposed by\n\nTrimble (1985) can be seen in Table 1. \n\nCorPuS-BASEd rHETorICAl AnAlySIS oF THE SuB-GEnrE oF InSTruCTIon MAnuAlS\n\nIb\u00e9rica 36 (2018): 143-170 147\n\n06 IBERICA 36_Iberica 13 26/10/18 20:22 P\u00e1gina 147", "start_char_idx": 9216, "end_char_idx": 11991, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "e90de65c-05f2-402d-9817-870773b9dd0b": {"__data__": {"id_": "e90de65c-05f2-402d-9817-870773b9dd0b", "embedding": null, "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-126", "node_type": "4", "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "hash": "501274dd60178dfcc5d1c4fc41bcfe6125c90eadcf3a7e68cf2f9ce415596c3f", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "eaac57ff-2e83-4f3b-ae62-477e18e77ecb", "node_type": "1", "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "hash": "de6e69fe1c8ad71d8048c08b36ecbdbb290b695057dd13e9de4ecd61798e3c26", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "99df288c-6e7d-415f-9f86-2ab084baee70", "node_type": "1", "metadata": {}, "hash": "2bb893b4a0bed112a2581c26b75ee5bb4e47d1134579576604148f8369ca40f2", "class_name": "RelatedNodeInfo"}}, "text": "All the functions described above are present in Instruction Manuals to a\n\ngreater or lesser extent. With them, a descriptive frame can be built in\n\nfunctional terms, only with the necessary categories for the description of\n\nthe communicative event in question and related to the text by means of: (a)\n\nthe content of the message; (b) the internal logical organization; and (c) how\n\naudience is taken into account, as well as establishing a rhetorical referential\n\nSwalesian frame (Hopkins & dudley-Evans, 1988). Thus, I will attempt to\n\nestablish the rhetorical structure of the sub-genre of Instruction Manuals\n\nfor household appliances. \n\n3. Materials and methods \n\nThe objective of this research is: (a) to establish how the genre is structured\n\nin Instruction Manuals (qualitative analysis); and (b) analyse and contrast\n\ntheir prototypical structure in BE and in PS (quantitative analysis). \n\nArACElI CrISToBAlEnA\n\nIb\u00e9rica 36 (2018): 143-170148\n\nCORPUS-BASED RHETORICAL ANALYSIS OF THE SUB-GENRE OF INSTRUCTION MANUALS \n\n5 \nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\nDescription \nPhysical description \nFunction description \nProcess description \n\n \n\nDefinition \n\nSimple/single-sentence \ndefinition \n\nFormal definition \nSemi-formal definition \nNon-formal definition \n\nComplex definition \nStipulation \nOperation \nExplication \n\nClassification \n\nDirection of the classification \nFinding the members of a given class \nFinding a class for one or more given \nmembers \n\nExplicit \nFull classification \nPartial classification \n\nImplicit \n\nInstructions \n\nTelling someone what to do \nDirect instructions \nIndirect instruction \n\nInstructional information \n\nExplanations \nTheory \nWarnings \n(or any other additional information) \n\nVisual-verbal \nrelationships Illustrative/graphical material \n\n \n\nTable 1. Rhetorical functions of LST (Trimble, 1985). \n\nAll the functions described above are present in Instruction Manuals to a greater \nor lesser extent. With them, a descriptive frame can be built in functional terms, \nonly with the necessary categories for the description of the communicative \nevent in question and related to the text by means of: (a) the content of the \nmessage; (b) the internal logical organization; and (c) how audience is taken into \naccount, as well as establishing a rhetorical referential Swalesian frame (Hopkins \n& Dudley-Evans, 1988). Thus, I will attempt to establish the rhetorical structure \nof the sub-genre of Instruction Manuals for household appliances. \n\n3. Materials and methods \n\nThe objective of this research is: (a) to establish how the genre is structured in \nInstruction Manuals (qualitative analysis); and (b) analyse and contrast their \nprototypical structure in BE and in PS (quantitative analysis). \n\n3.1. Corpus data \n\n06 IBERICA 36_Iberica 13 26/10/18 20:22 P\u00e1gina 148", "start_char_idx": 11995, "end_char_idx": 14802, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "99df288c-6e7d-415f-9f86-2ab084baee70": {"__data__": {"id_": "99df288c-6e7d-415f-9f86-2ab084baee70", "embedding": null, "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-126", "node_type": "4", "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "hash": "501274dd60178dfcc5d1c4fc41bcfe6125c90eadcf3a7e68cf2f9ce415596c3f", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "e90de65c-05f2-402d-9817-870773b9dd0b", "node_type": "1", "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "hash": "03ab3aae7c6b6dabacfe41f1431f357e4134e43271e1de2e5939fbdb5520d83f", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "7cc1713c-01c3-4e1b-b268-a37ab0b89eb1", "node_type": "1", "metadata": {}, "hash": "495a9c6ec540042293b6bd1db103871bf3e582564d9966e50cfb54dd099d4eb5", "class_name": "RelatedNodeInfo"}}, "text": "3.1. Corpus data \n\nA research study based on real texts gives a reliable description of language\n\nuse in a genre. In order to study how these manuals are structured, I built a\n\nlinguistic corpus that meets the particular needs of this analysis. It consists\n\nof two sub-corpora, one in BE and one in PS; it is therefore bilingual and\n\ncomparable as the texts have similar characteristics in the two languages. I\n\nincluded complete written texts, and they were codified or annotated\n\nfollowing a manual tagging process using rhetorical tags within a previously\n\nestablished frame (Cristobalena, 2015). It was thus built \u201c[\u2026] using the same\n\nsampling frame and similar balance and representativeness, e.g. the same\n\nproportions of the texts of the same genres in the same domains in a range\n\nof different languages in the same sampling period\u201d (McEnery & Xiao,\n\n2005: 3).\n\nIn order to create a valid and representative corpus of Instruction Manuals,\n\nI established a data set belonging to the sub-genre of manuals for household\n\nappliances and organized according to criteria of language, brand and type\n\nof appliance, as can be clearly seen in Tables 2 and 3. The corpus collected\n\nconsists of forty manuals for household appliances in BE and forty in PS.\n\nThe word count in each text varies from 17 264 words, in the longest case,\n\nto 644 in the shortest. The total number of words collected is 206 669 in BE\n\nand 174 134 in PS, making up a total of 380 803 words. This is enough for\n\nan lSP study as \u201ca few thousand and a few hundred thousand words\u201d are an\n\nappropriate amount when the texts are of a highly specific genre or\n\nspecialised nature (Bowker & Pearson, 2002).\n\nTo maintain a criterion of variety within the homogeneous group of\n\nappliances used in household chores, I fixed a limit of 20% of texts\n\nbelonging to the same brand or type of appliance. This limit was necessary\n\nbecause manuals from the same manufacturer usually have a similar style,\n\nand manuals for similar appliances have a very similar content lexis.\n\nunfortunately, no information was available concerning whether the texts\n\nwere originals or translations. \n\nCorPuS-BASEd rHETorICAl AnAlySIS oF THE SuB-GEnrE oF InSTruCTIon MAnuAlS\n\nIb\u00e9rica 36 (2018): 143-170 149\n\n06 IBERICA 36_Iberica 13 26/10/18 20:22 P\u00e1gina 149\n\n\n\nArACElI CrISToBAlEnA\n\nIb\u00e9rica 36 (2018): 143-170150\n\nCORPUS-BASED RHETORICAL ANALYSIS OF THE SUB-GENRE OF INSTRUCTION MANUALS \n\n7 \nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\nN Tagging ID Brand Type of appliance Number of \nwords \n\n1 [040IGWS__130114TechEN] Beyond \nappliances \n\nMicrowave oven 13 330 \n\n2 [008IGWS__111022TechEN] Bosch Induction cooker 5 389 \n3 [012IGWS__111021TechEN] Breadman Automatic bread baker \n\nTR2828G \n17 264 \n\n4 [034IGWS__130424TechEN] Breville Extreme steam 2400W 2 787 \n5 [035IGWS__130417TechEN] Breville 4 Slice Toaster 2 143 \n6 [022IGWS__120110TechEN] Elica Suction cooker hood 2 045 \n7 [003IGWS__130115TechEN] Fagor Refrigerator/freezer + vacuum \n\npacking \n2 796 \n\n8 [009IGWS__111023TechEN] Fagor Coffee grinder ML-2006 X 1 087 \n9 [031IGWS__130114TechEN] Indesit Oven FI 31 K.", "start_char_idx": 14806, "end_char_idx": 17923, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "7cc1713c-01c3-4e1b-b268-a37ab0b89eb1": {"__data__": {"id_": "7cc1713c-01c3-4e1b-b268-a37ab0b89eb1", "embedding": null, "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-126", "node_type": "4", "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "hash": "501274dd60178dfcc5d1c4fc41bcfe6125c90eadcf3a7e68cf2f9ce415596c3f", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "99df288c-6e7d-415f-9f86-2ab084baee70", "node_type": "1", "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "hash": "860da09f51ad98327616a9bb08fb4e28fd06c31faadb329d016ca1ef509c2fdd", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "e2aa8d3c-b669-4ad5-bf0b-273df069421f", "node_type": "1", "metadata": {}, "hash": "0e60189ef8ef01d422aa2f29c6c43f1c1da228d1b34f551e39cfdfeaa06d1e46", "class_name": "RelatedNodeInfo"}}, "text": "B GB 3 521 \n10 [001IGWS__130115TechEN] Miele Compact oven H 5040 B 13 131 \n11 [004IGWS__130115TechEN] Miele Dishwasher 11 073 \n12 [006IGWS__130117TechEN] Miele Built-in coffee machine CV \n\n3660 \n16 403 \n\n13 [011IGWS__120111TechEN] Miele Washing machine W 1613 12 757 \n14 [024IGWS__130116TechEN] Miele Freezer F 12011 S-1 9 103 \n15 [036IGWS__130115TechEN] Miele Microwave oven M 8151-2 15 431 \n16 [019IGWS__111022TechEN] Moulinex Yogurteo 2 291 \n17 [025IGWS__111022TechEN] Moulinex Juice extractor 585 \n18 [026IGWS__111022TechEN] Moulinex Audacio Juice extractor 666 \n19 [027IGWS__111023TechEN] Moulinex Bebeo Steamer blender 1 416 \n20 [028IGWS__111023TechEN] Moulinex Ovatio Food processor 2 752 \n21 [033IGWS__130114TechEN] Nodor Extractor hood 1 349 \n22 [010IGWS__111019TechEN] Philips Airfryer HD9225 3 411 \n23 [013IGWS__111019TechEN] Philips Mixer HR1565 1 483 \n24 [020IGWS__111019TechEN] Philips Vacuum cleaner FC8149 - \n\nFC8140 \n2 109 \n\n25 [029IGWS__111019TechEN] Philips Blender HR2084 3 026 \n26 [018IGWS__111019TechEN] Philips Saeco Automatic coffee maker 12 361 \n27 [005IGWS__130115TechEN] Samsung Refrigerator 9 530 \n28 [014IGWS__111023TechEN] Siemens Vacuum cleaner 2 275 \n29 [030IGWS__111022TechEN] Siemens Washer-dryer 7 708 \n30 [032IGWS__130203TechEN] Siemens Freezer 3 448 \n31 [037IGWS__130504TechEN] Swam Soup Maker SP18010N 3 317 \n32 [038IGWS__130504TechEN] Swam Grill Chef SP19010CDWMN 1 582 \n33 [002IGWS__111018TechEN] Tefal Coffee maker 866 \n34 [007IGWS__111018TechEN] Tefal Ol\u00e9oclean Fryer 3 769 \n35 [015IGWS__111010TechEN] Tefal Kettle 1 843 \n36 [016IGWS__111019TechEN] Tefal X'press Cooker 3 294 \n37 [017IGWS__111019TechEN] Tefal Steam generator 2 289 \n38 [021IGWS__111019TechEN] Tefal Steamer Aqua Timer (food 1 475 \n\nARACELI CRISTOBALENA \n\n8 \nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\nprocessor) \n39 [023IGWS__111019TechEN] Tefal Astucio electric casserole 1 273 \n40 [039IGWS__130504TechEN] WMF Perfect Plus (express cooker) 4 291 \n\n \n\nTable 2. BE sub-corpus. \n\n06 IBERICA 36_Iberica 13 26/10/18 20:22 P\u00e1gina 150\n\n\n\nCorPuS-BASEd rHETorICAl AnAlySIS oF THE SuB-GEnrE oF InSTruCTIon MAnuAlS\n\nIb\u00e9rica 36 (2018): 143-170 151\n\nARACELI CRISTOBALENA \n\n8 \nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\n \n\nTable 2. BE sub-corpus. \n\nN Tagging ID Brand Type of appliance Number of \nwords \n\n1 [003IGWS__130115TechES] Fagor Refrigerator/freezer + vacuum \npacking \n\n2 810 \n\n2 [005IGWS__120109TechES] Fagor", "start_char_idx": 17923, "end_char_idx": 20337, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "e2aa8d3c-b669-4ad5-bf0b-273df069421f": {"__data__": {"id_": "e2aa8d3c-b669-4ad5-bf0b-273df069421f", "embedding": null, "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-126", "node_type": "4", "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "hash": "501274dd60178dfcc5d1c4fc41bcfe6125c90eadcf3a7e68cf2f9ce415596c3f", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "7cc1713c-01c3-4e1b-b268-a37ab0b89eb1", "node_type": "1", "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "hash": "48d553e7c59864381a4f86ea943e30d1e5828b886d28600c8e5e1ca2983c34f8", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "3065b21c-1c51-48f1-9e3e-006bbc5ffa45", "node_type": "1", "metadata": {}, "hash": "801459fe0996aca831214617ce725118623adfbef90643001805e43d7c0c69f1", "class_name": "RelatedNodeInfo"}}, "text": "2 810 \n\n2 [005IGWS__120109TechES] Fagor Refrigerator/freezer 2 670 \n3 [009IGWS__111023TechES] Fagor Coffee grinder ML-2006 X 1 140 \n4 [022IGWS__120110TechES] Fagor Oven 3 056 \n5 [027IGWS__130118TechES] Fagor Kettle TK-400 1 155 \n6 [035IGWS__130114TechES] Fagor Steam ironing station PLC-809CC 2 524 \n7 [039IGWS__130504TechES] Jata electro Fryer FR276 1 297 \n8 [040IGWS__130504TechES] Jata electro Food steamer 200 1409 \n9 [036IGWS__130515TechES] LG Induction cooker 5 728 \n10 [008IGWS__111018TechES] Magefesa Express pressure cooker 2 960 \n11 [016IGWS__111023TechES] Magefesa Electric mincer 1 049 \n12 [017IGWS__120504TechES] Magefesa Electric grill 1 260 \n13 [018IGWS__111023TechES] Magefesa Electric pan cooker 1 568 \n14 [021IGWS__111023TechES] Magefesa Pressure cooker 5 581 \n15 [002IGWS__130115TechES] Miele Dishwasher 12 953 \n16 [004IGWS__130115TechES] Miele Compact oven H 5040 B 16 094 \n17 [006IGWS__130115TechES] Miele Coffee machine CM 5100 16 070 \n18 [007IGWS__130115TechES] Miele Washing machine W 1714 11 654 \n19 [012IGWS__111022TechES] Moulinex Home bread 4 319 \n20 [019IGWS__111022TechES] Moulinex Yogurt maker 2 285 \n21 [023IGWS__111022TechES] Moulinex Electric carving knife 648 \n22 [024IGWS__111022TechES] Moulinex Accessimo juice extractor 730 \n23 [026IGWS__111022TechES] Moulinex Audacio juice extractor 644 \n24 [010IGWS__120111TechES] MxOnda Steam ironing station MX-\n\nCPV2034 \n3 863 \n\n25 [033IGWS__130114TechES] Nodor Suction cooker hood 1 516 \n26 [013IGWS__111019TechES] Philips Kneader HR1565 1 613 \n27 [020IGWS__111019TechES] Philips Vacuum cleaner FC8149 - \n\nFC8140 \n2 360 \n\n28 [029IGWS__111019TechES] Philips Blender HR2084 3 272 \n29 [032IGWS__111019TechES] Philips Senseo coffee machine 5 054 \n30 [034IGWS__130114TechES] Rowenta Air force vacuum cleaner 2 895 \n31 [037IGWS__130503TechES] Samsung Microwave oven 12 824 \n32 [011IGWS__111022TechES] Siemens Washer and dryer 8 555 \n33 [014IGWS__111023TechES] Siemens Vacuum cleaner 2 384 \n\nCORPUS-BASED RHETORICAL ANALYSIS OF THE SUB-GENRE OF INSTRUCTION MANUALS \n\n9 \nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\n34 [015IGWS__111023TechES] Siemens Freezer 4 967 \n35 [001IGWS__111206TechES] Tefal Ultra Compact sandwich maker 648 \n36 [028IGWS__130122TechES] Tefal Multi Delices yogurt maker 4 482 \n37 [031IGWS__111018TechES] Tefal Pro minute steam ironing station 2 188 \n38 [038IGWS__130504TechES] Tefal ActiFry family 3 369 \n39 [030IGWS__130114TechES] Vorwerk Thermomix TM 31 10 414 \n40 [025IGWS__111023TechES] WMF \n\nPerfect \nPressure cooker 4 126 \n\nTable 3.", "start_char_idx": 20298, "end_char_idx": 22848, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "3065b21c-1c51-48f1-9e3e-006bbc5ffa45": {"__data__": {"id_": "3065b21c-1c51-48f1-9e3e-006bbc5ffa45", "embedding": null, "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-126", "node_type": "4", "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "hash": "501274dd60178dfcc5d1c4fc41bcfe6125c90eadcf3a7e68cf2f9ce415596c3f", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "e2aa8d3c-b669-4ad5-bf0b-273df069421f", "node_type": "1", "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "hash": "960d86a4d999aac795c539f636218d6adc9fd58faff0e7d3b86fe6d6cf12817b", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "11edfd4e-f59f-448c-9391-e65a81247e07", "node_type": "1", "metadata": {}, "hash": "802ef0960bda6fca599300b55c1ace54b2d3e7a3b8fd49714f60bb5a99751b04", "class_name": "RelatedNodeInfo"}}, "text": "WMF \n\nPerfect \nPressure cooker 4 126 \n\nTable 3. PS sub-corpus. \n\n3.2. Procedure: Rhetorical analysis \nLinguistics is essentially a social science but also an applied science (Stubbs, \n1993). For this reason, a methodology combining both qualitative and \nquantitative methods is needed. A mixed methodology combining data of both \nkinds (Teddlie & Tashakkori, 2003) was therefore used. \n\nThe move analysis aims at establishing the structure and function of the \nInstruction Manuals for household appliances. For this purpose, and drawing on \nSwales (1981; 1990), a rhetorical structure is proposed based on moves, steps \nand sub-steps. \n\nThe specific analytical framework proposed has already been used in a previous \npilot study (Cristobalena, 2015). It was established after a thorough observation \nof a number of texts of the corpus, as no other similar analyses had been found to \nexist in this restricted field. \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n06 IBERICA 36_Iberica 13 26/10/18 20:22 P\u00e1gina 151\n\n\n\n3.2. Procedure: Rhetorical analysis \n\nlinguistics is essentially a social science but also an applied science (Stubbs,\n\n1993). For this reason, a methodology combining both qualitative and\n\nquantitative methods is needed. A mixed methodology combining data of\n\nboth kinds (Teddlie & Tashakkori, 2003) was therefore used. \n\nThe move analysis aims at establishing the structure and function of the\n\nInstruction Manuals for household appliances. For this purpose, and\n\ndrawing on Swales (1981; 1990), a rhetorical structure is proposed based on\n\nmoves, steps and sub-steps. \n\nThe specific analytical framework proposed had already been used in a\n\nprevious pilot study (Cristobalena, 2015). It was established after a thorough\n\nobservation of a number of texts of the corpus, as no other similar analyses\n\nhad been found to exist in this restricted field. \n\n3.3. Tools \n\nThe tools used in this study are those designed by the ACTrES1 research\n\ngroup: (a) a custom-made rhetorical tagger adapted for the needs of this\n\nsub-genre; and (b) a browser, which shows concordances in the rhetorical\n\nArACElI CrISToBAlEnA\n\nIb\u00e9rica 36 (2018): 143-170152\n\nARACELI CRISTOBALENA \n\n10 \nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\nMoves Step Sub-steps \n\nIdentification Manual\u2019s title \n Manufacturing company \n Name \n Model \n Artwork \n Elements \n Purpose \nPraise Self praise \n Gratitude \nObjective description Specifications \n Reference \nFunctions Installing Installing stages \n Operating Operating stages \nAdvice (Extra) tips \n Recipes \n Timing \n Dos \n Don\u2019ts \n Maintenance Maintenance stages \n Troubleshooting Problem/solution \n Guarantee \n Consumer service \n Legislation Safety \n Recycling \n\nTable 4. Moves, Steps and Sub-steps of Instruction Manuals for household appliances. \n\n3.3. Tools \nThe tools used in this study are those designed by the ACTRES1 research group: \n(a) a custom-made rhetorical tagger adapted for the needs of this sub-genre; and \n(b) a browser, which shows concordances in the rhetorical move or step selected \nfrom both languages on the screen and also offers wordlists and statistical \ninformation (see Figures 1 and 2). \n\n \n\n \n\n06 IBERICA 36_Iberica 13 26/10/18 20:22 P\u00e1gina 152\n\n\n\nmove or step selected from both languages on the screen and also offers\n\nwordlists and statistical information (see Figures 1 and 2). \n\n4. Results and discussion \n\n4.1. Qualitative analysis of the rhetorical structure \n\nFrom the five rhetorical functions of lST (description, definition,\n\nclassification, instruction and visual-verbal relationships) (see Table 1), I\n\nfound, in a first reading, that the descriptive elements are the most\n\noutstanding. Following the same taxonomy, a description can be: (a) physical,\n\na description of the appliance and its elements; (b) functional, the purpose\n\nof the appliance itself or of each specific part; and (c) of a process, a\n\ndescription of the appliance\u2019s operation.", "start_char_idx": 22800, "end_char_idx": 26730, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "11edfd4e-f59f-448c-9391-e65a81247e07": {"__data__": {"id_": "11edfd4e-f59f-448c-9391-e65a81247e07", "embedding": null, "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-126", "node_type": "4", "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "hash": "501274dd60178dfcc5d1c4fc41bcfe6125c90eadcf3a7e68cf2f9ce415596c3f", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "3065b21c-1c51-48f1-9e3e-006bbc5ffa45", "node_type": "1", "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "hash": "6ef702ba8bacb1b23c128bbf98dbc543cf023df0c5453bff4c4099cd3cba343f", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "38b17ae7-8e7e-42ef-83b7-7491b639fda6", "node_type": "1", "metadata": {}, "hash": "7ea5424dd650770e32b9bd5909443e83f9e66969661f8fc5cfb6d7a2f63c8242", "class_name": "RelatedNodeInfo"}}, "text": "The first two types of description,\n\nCorPuS-BASEd rHETorICAl AnAlySIS oF THE SuB-GEnrE oF InSTruCTIon MAnuAlS\n\nIb\u00e9rica 36 (2018): 143-170 153\n\nCORPUS-BASED RHETORICAL ANALYSIS OF THE SUB-GENRE OF INSTRUCTION MANUALS \n\n11 \nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\n \nFigure 1. ACTRES Rhetorical tagger. \n\n \nFigure 2. ACTRES Rhetorical browser. \n\n4. Results and discussion \n\n4.1. Qualitative analysis of the rhetorical structure \nFrom the five rhetorical functions of LST (description, definition, classification, \ninstruction and visual-verbal relationships) (see Table 1), I found, in a first \nreading, that the descriptive elements are the most outstanding. Following the \nsame taxonomy, a description can be: (a) physical, a description of the appliance \nand its elements; (b) functional, the purpose of the appliance itself or of each \nspecific part; and (c) of a process, a description of the appliance\u2019s operation. The \nfirst two types of description, physical and functional, are found in the first move \n\nRPUSCO - RIRHETOBASED \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\nSUBTHE F OS YSIANALCALRI - OFERNGE \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\nSLAUNMAONITCURTSNIOF \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\ngurFi\n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n1.e gur reggatlaciroteRhACTRES . \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\ngurFi\n\nonissucsi dd antsluse4. R\n\nofsiysalanveiattialuQ1.4.\n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n2.e gur laciroteRhACTRES .serowbr\n\non\n\nerutcurtsalciortehrehtof\n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n11\n\ntcnlacirotehrevehtmoFr\nlauisvdnantiocutrsin - lbarve\n\nevitpricsedehttaht,gnidare\nymonoxatemsa ntioiprcseda, \n\nnoictn)b(;stenemelstidan\ncorpafo)c(dna;trapcicesp\n\nedf osepytowttsrfi ,noitpirsc\n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\nIb\n\ned,noitpircsed(STLfosnoit\n1)eblaTees()pshionsitalerl\n\nnatstuotsomehtreastnemele\niprcsedal, aicsyhp)a(: ebnacn\nanilpape htfoe soprupe ht,aln\nailppaehtfonoitpirscedass,ec\n\nera,lanoitcndnalacsiyhp\n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n6 3aicr\u00e9Ib ): \u2026810(2 -\u2026\n\n,noitacissalc,noitini\ntsran iI,\nehtgniwolloF.gnidn\necnliappaethfontioip\n\neachforofelstice an\nehT.noitarepos \u2019ecna\nevomstrehtnidnuo\n\n06 IBERICA 36_Iberica 13 26/10/18 20:22 P\u00e1gina 153", "start_char_idx": 26731, "end_char_idx": 30400, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "38b17ae7-8e7e-42ef-83b7-7491b639fda6": {"__data__": {"id_": "38b17ae7-8e7e-42ef-83b7-7491b639fda6", "embedding": null, "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-126", "node_type": "4", "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "hash": "501274dd60178dfcc5d1c4fc41bcfe6125c90eadcf3a7e68cf2f9ce415596c3f", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "11edfd4e-f59f-448c-9391-e65a81247e07", "node_type": "1", "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "hash": "c20742314e54107650bba5bda13365c3bc6c0882b131212e0d8f20f9e5f0c2e7", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "ed494bfa-8079-4909-963e-59cdaa39b861", "node_type": "1", "metadata": {}, "hash": "743b4de7d06e0c5890f83adc1ea257a55c1fd168473a850b3594b5c4d5f71512", "class_name": "RelatedNodeInfo"}}, "text": "physical and functional, are found in the first move called \u201cidentification\u201d\n\n(see Table 4), also to be found in the information about the name of the\n\ncompany, the name of the appliance, the model and one or more illustrations\n\nof the appliance and its elements. This last function belongs to \u201cvisual-verbal\n\nrelationships\u201d. We can also find physical descriptions in the technical\n\nspecifications of the appliance.\n\nHowever, the last kind of description mentioned, \u201cdescription of a process\u201d,\n\nis not found in the identification of the appliance, it is in a different move. It\n\nhas also been noted that there are several \u201cdescriptions of processes\u201d in the\n\nmanuals and they do not only refer to the operation of the appliance, but to\n\nits installation and its maintenance as well. This move is called \u201cfunctions\u201d.\n\nThe rhetorical functions of \u201cdefinition\u201d and \u201cclassification\u201d are not inherent\n\nto Instruction Manuals; instead, the \u201cinstruction\u201d is the central axis of the\n\nInstructional Genre. Trimble defines instruction as \u201cthe rhetoric of telling\n\nsomeone what to do and how to do it to achieve a certain goal\u201d (Trimble,\n\n1985: 20) and he divides it into two groups: (a) instructions, the action of\n\ntelling someone what to do; and (b) instructional information, additional\n\ninformation surrounding the instructions. In the case of Instruction\n\nManuals, we can find instructions related to the operation of the appliance,\n\nas well as instructive information such as advice on what to do or not to do\n\nwith the appliance.\n\nBelow, taking the rhetorical frame already established (see Table 4) as a\n\nreference, I present the qualitative analysis of the corpus collected: \n\nMoVE 1: \n\nIn this move we have all the information that identifies the appliance. It is\n\ndivided into different steps.\n\nStep 1. \n\nThis is the name that is given to the manual. It may seem very obvious but\n\nit is often included in the text. The noun \u201cinstruction\u201d and its equivalent in\n\nPS, \u201cinstrucci\u00f3n\u201d, nearly always appear. The most popular option in BE is\n\n\u201cInstruction manual\u201d while in PS is \u201cManual de instrucciones\u201d.\n\nStep 2. \n\nThis is the commercial name of the company or brand. Companies usually\n\nprefer names that are easy to pronounce in different languages to avoid\n\nchanging the name depending on the country. \u201cMiele\u201d is the brand that\n\nArACElI CrISToBAlEnA\n\nIb\u00e9rica 36 (2018): 143-170154\n\n06 IBERICA 36_Iberica 13 26/10/18 20:22 P\u00e1gina 154\n\n\n\nstands out in both sub-corpora. All Instruction Manuals include the name of\n\nthe company, but some brands tend to repeat their own name more\n\nfrequently, for example on the front cover, back cover, etc.\n\nStep 3. \n\nThis is the name of the appliance in general; here we find nouns or noun\n\nphrases such as \u201cmicrowave oven\u201d or \u201clavadora autom\u00e1tica\u201d. But sometimes\n\nwe also find neologisms to emphasize that it is a new invention\n\n(\u201cThermomix\u201d).\n\nStep 4. \n\nThis is to distinguish the different versions of the same appliance by the\n\nsame company. We usually find here an alphanumeric code (\u201cCV200\u201d), but\n\nneologisms are also used in this case, like \u201cyogurteo\u201d in BE or \u201cSupernova\u201d\n\nin PS; in fact, we could not say which language these words belong to\n\nwithout their co-text.\n\nStep 5. \n\nAlthough this is not written language, a photo or illustration is present in\n\nalmost every manual. It can be a general illustration for the cover, or a\n\ndetailed illustration to facilitate identification of all the different parts and\n\ncontrols of the appliance with numbers or letters. \n\nStep 6. \n\nHere, the user is given the names of the different parts of the appliance.", "start_char_idx": 30404, "end_char_idx": 34105, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "ed494bfa-8079-4909-963e-59cdaa39b861": {"__data__": {"id_": "ed494bfa-8079-4909-963e-59cdaa39b861", "embedding": null, "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-126", "node_type": "4", "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "hash": "501274dd60178dfcc5d1c4fc41bcfe6125c90eadcf3a7e68cf2f9ce415596c3f", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "38b17ae7-8e7e-42ef-83b7-7491b639fda6", "node_type": "1", "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "hash": "865640f699fe2974e6f9c257d11763227c92f956a417a0d6965457d3f1159b55", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "936dac8d-5604-4514-87e9-ff21fe279190", "node_type": "1", "metadata": {}, "hash": "70aa1f8829914ececdb7d5ad60761027b62d5b190f317dd9d9290f137be1fe17", "class_name": "RelatedNodeInfo"}}, "text": "This\n\nis very closely related to the previous step and they generally come together\n\nCorPuS-BASEd rHETorICAl AnAlySIS oF THE SuB-GEnrE oF InSTruCTIon MAnuAlS\n\nIb\u00e9rica 36 (2018): 143-170 155\n\nCORPUS-BASED RHETORICAL ANALYSIS OF THE SUB-GENRE OF INSTRUCTION MANUALS \n\n13 \nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\nThis is the name of the appliance in general; here we find nouns or noun phrases \nsuch as \u201cmicrowave oven\u201d or \u201clavadora autom\u00e1tica\u201d. But sometimes we also \nfind neologisms to emphasize that it is a new invention (\u201cThermomix\u201d). \n\nStep 4. \n\nThis is to distinguish the different versions of the same appliance by the same \ncompany. We usually find here an alphanumeric code (\u201cCV200\u201d), but \nneologisms are also used in this case, as \u201cYogurteo\u201d in BE or \u201cSupernova\u201d in \nPS; in fact, we could not say which language these words belong to without their \nco-text. \n\nStep 5. \n\nAlthough this is not written language, a photo or illustration is present in almost \nevery manual. It can be a general illustration for the cover, or a detailed \nillustration to facilitate identification of all the different parts and controls of the \nappliance with numbers or letters. \n\n \nFigure 3. Washing machine. \n\nStep 6. \n\nHere, the user is given the names of the different parts of the appliance. This is \nvery closely related to the previous step and they generally come together by \nmeans of numbers or letters. We usually find noun phrases in both languages \n(\u201cpower cord\u201d, \u201cdep\u00f3sito de agua\u201d). \n\nStep 7. \n\nApart from giving the name of the element of the appliance, we can also find an \nexplanation of its purpose. This breaks with the trend in the tendency to rely on \nnouns or noun phrases. Now, we can also find complete sentences: \n\nThis function allows the creation of a new user. \n\nRPUSCO - RIRHETOBASED \n\nailppaehtfoemanehtsisiTh\no\u201dnevoevaworcim\u201cs ahcsu\nezisahpmeotsmsigoloendnfi\n\n>ledoowtrstnemelesopru\n\nApart from giving the name of the element of the appliance, we can also\n\nfind an explanation of its purpose. This breaks with the trend in the\n\ntendency to rely on nouns or noun phrases. now, we can also find complete\n\nsentences:\n\nThis function allows the creation of a new user.\n\nEnciende el horno (symbol). \n\nMoVE 2: \n\nIn this move, we do not find objective language, for this is the commercial\n\npart of the manual. The user has already bought the appliance; the objective\n\nof the manufacturer is no longer to sell the product, but to make the client\n\nfeel that this was the best choice.\n\nStep 1. \n\nThis step refers to the language the manufacturer uses to refer to the\n\nproperties of the appliance. We mainly find complex/compound sentences\n\nin the present tense in BE and PS. We can also find structures that take the\n\nform of the slogan:\n\nyour new airfryer allows you to prepare your favourite ingredients and\n\nsnacks in a healthier way.\n\nlo mejor de nosotros para su familia.\n\nStep 2. \n\nHere the manufacturer congratulates or thanks the client.\n\nCongratulations on your purchase and welcome to Philips!\n\nle agradecemos que haya elegido un aparato de la gama Moulinex.\n\nMoVE 3: \n\nThis move presents the characteristics of the appliance with objective\n\ninformation.\n\nStep 1. \n\nArACElI CrISToBAlEnA\n\nIb\u00e9rica 36 (2018): 143-170156\n\n06 IBERICA 36_Iberica 13 26/10/18 20:22 P\u00e1gina 156\n\n\n\nThis step shows schematic technical information in the form of noun\n\nphrases:\n\nWidth: 1 850 mm\n\nAltura 48 mm\n\nBut we can also find sentences of the complex/compound type in the\n\npresent tense:\n\nThis appliance contains the coolant Isobutane (r600a), a natural gas which\n\nis environmentally friendly.\n\nEste aparato funciona con refrigerante r600A, que no deteriora el medio\n\nambiente.\n\nStep 2. \n\nThis step tells us where we can find further information, either included in\n\nthe manual (internal reference) or somewhere else, such as a webpage\n\n(external reference). This is what is known as \u201cintertextuality\u201d (Beaugrande\n\n& dressler, 1981). Here the imperative is the tense used in the sentences:\n\nSee Cleaning and Storing, pages 19-20.\n\nConsulte la lista de centros de servicio autorizados rowenta o contacte con\n\nel servicio al consumidor rowenta.\n\nMoVE 4: \n\nThis is the core of the Instruction Manual. Here the user is told how to\n\nhandle the appliance.\n\nStep 1. \n\nFirst we are told how to prepare the appliance for installation. Most of this\n\nis in complex/compound sentences in the present simple and the imperative:\n\nThis is important for the correct electronic functioning of the appliance.\n\nremove all packaging, stickers or other accessories from the inside and\n\noutside of the kettle.\n\nAntes de utilizar la aspiradora por primera vez, la bater\u00eda debe cargarse\n\ndurante 6 horas.\n\nlimpie su Thermomix TM 31 minuciosamente antes del primer uso.\n\nCorPuS-BASEd rHETorICAl AnAlySIS oF THE SuB-GEnrE oF InSTruCTIon MAnuAlS\n\nIb\u00e9rica 36 (2018): 143-170 157\n\n06 IBERICA 36_Iberica 13 26/10/18 20:22 P\u00e1gina 157", "start_char_idx": 41099, "end_char_idx": 44358, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "833beb96-89fa-4be6-af24-ce9158bd7dd6": {"__data__": {"id_": "833beb96-89fa-4be6-af24-ce9158bd7dd6", "embedding": null, "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-126", "node_type": "4", "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "hash": "501274dd60178dfcc5d1c4fc41bcfe6125c90eadcf3a7e68cf2f9ce415596c3f", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "9fc2b11c-e31e-459f-9942-23d4bd3826b5", "node_type": "1", "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "hash": "a8e297319b6af71926924a64101487cfc3837557c420031846a6cb60f542704e", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "68634084-d1f1-46fe-a724-d70f7af0686b", "node_type": "1", "metadata": {}, "hash": "f36999275c1f74f9cd0e106c96d35a65cd88c4283a5ae81bc3f3841ffabe70af", "class_name": "RelatedNodeInfo"}}, "text": "Sub-step 1. \n\nIn this step, we get detailed direct instructions for installing the appliance.\n\nVery frequently, we find the stages highlighted with bullets or numbers, to\n\nstress the order of the installation process. Here we have\n\ncomplex/compound sentences that take the imperative as the main verb,\n\ntogether with many details on how to proceed:\n\nFit the appliance door from below onto upper hinge pin 4 and then close the\n\nappliance door.\n\nPulse el bot\u00f3n de encendido/apagado y, a continuaci\u00f3n, pulse brevemente\n\nlos botones de 1 taza (symbol) y 2 tazas (symbol) al mismo tiempo.\n\nStep 2. \n\nIn this step, the manufacturer gives the instructions on how to operate the\n\nappliance. First, we may find explanations, for example why it is important\n\nto perform such an action. Complex/compound sentences are preferred as\n\nwell as present tenses:\n\nThe microwave cooks the food, and the grill browns it.\n\nEsto facilita el ahorro de energ\u00eda cuando no se utiliza el horno.\n\nSub-step 1. \n\nIn this sub-step we find the actual operating instructions. Again, the stages\n\nare highlighted, there is a preference for complex/compound sentences\n\nusing the imperative and we may also observe the use of adjuncts:\n\nTurn the speed selector to position 2 to start the appliance.\n\ndesconecte el lavavajillas pulsando la tecla (symbol).\n\nMoVE 5: \n\nThis move is different from the previous one since the instructions given\n\nhere are not directly related to operating the appliance. This advice has a\n\nwider scope, and may or may not directly involve the appliance, covering\n\nsuch topics as what products should be used to clean the appliance, or what\n\noperations must not be performed because they are dangerous.\n\nStep 1. <(extra) tips>\n\nArACElI CrISToBAlEnA\n\nIb\u00e9rica 36 (2018): 143-170158\n\n06 IBERICA 36_Iberica 13 26/10/18 20:22 P\u00e1gina 158\n\n\n\nThese are optional recommendations made by the manufacturer for better\n\nperformance of the appliance, to save energy, and so on. Here we find\n\nsyntactic structures of all kinds and they use mainly the present tense:\n\nWe recommend using the universal tray with the rack on top.\n\nuna correcta dosificaci\u00f3n reduce el impacto ambiental y proporciona un\n\nresultado \u00f3ptimo de lavado.\n\nStep 2. \n\nIn the case of appliances used for cooking, we can also find recipes. Here\n\nthe noun phrase is very important because we have the list of ingredients,\n\nwhich means there are also quantifiers. In the main body of a recipe, BE\n\nprefers the imperative and PS prefers the present tense:\n\nToscana bread, ingredients: [\u2026]\n\nAdd the butter.\n\nAlubias con chorizo\n\nCerramos la olla y mantenemos en cocci\u00f3n durante 10 minutos.\n\nStep 3. \n\nThis step shows the time lapse needed for a task. It is very closely related to\n\nrecipes but it is also found in other kinds of appliances with automatic\n\nprogrammes. This is usually presented in the form of a data table with many\n\nnumerical noun phrases:\n\nChips 1000 g 14-16 min.\n\nTiempo de cocci\u00f3n 5 min.\n\nStep 4. \n\nCompulsory advice: the user must perform the instruction given. In this step\n\nwe can find caution symbols emphasising the message, traffic signs and\n\nexclamation marks being common, as some previous knowledge of the\n\nworld is needed. Sentences take the form of direct orders, using the\n\nimperative:\n\nKeep children away from the machine at all times.\n\nApague siempre el aparato antes de limpiarlo.\n\nCorPuS-BASEd rHETorICAl AnAlySIS oF THE SuB-GEnrE oF InSTruCTIon MAnuAlS\n\nIb\u00e9rica 36 (2018): 143-170 159\n\n06 IBERICA 36_Iberica 13 26/10/18 20:22 P\u00e1gina 159", "start_char_idx": 44362, "end_char_idx": 47968, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "68634084-d1f1-46fe-a724-d70f7af0686b": {"__data__": {"id_": "68634084-d1f1-46fe-a724-d70f7af0686b", "embedding": null, "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-126", "node_type": "4", "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "hash": "501274dd60178dfcc5d1c4fc41bcfe6125c90eadcf3a7e68cf2f9ce415596c3f", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "833beb96-89fa-4be6-af24-ce9158bd7dd6", "node_type": "1", "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "hash": "532fb5870ba8950e5e963222baab2e2c6118bff7d53d3d72abdfb293b37566de", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "6503751b-c24a-478d-80a6-6ae5c32800e2", "node_type": "1", "metadata": {}, "hash": "789ec5b170b7302fa64b16e3ac8594f8a4b321aa66a1e688f2964ff22ffe68a4", "class_name": "RelatedNodeInfo"}}, "text": "Step 5. \n\nThis step only differs from the previous one in the use of the negative, and\n\nimplies not performing an action because it is dangerous and must be\n\navoided. Here, we also find caution symbols. There are generally\n\ncomplex/compound sentences and they take the negative imperative form:\n\ndo not install or use a damaged washing machine.\n\nno almacene en el congelador bebidas gaseosas.\n\nStep 6. \n\nThis step shows how to maintain the appliance. First, we are given general\n\ninformation. This information takes the form of complex/compound\n\nsentences in the present tense:\n\nChanging the filter on time provides you with the freshest, cleanest water\n\nfrom your fridge.\n\nEl aparato tiene un sistema electr\u00f3nico que controla la vida del cartucho\n\nantical.\n\nSub-step 1. \n\nAs in the installation and operation steps, here there is also a sub-step\n\nincluding detailed instructions, the difference being that here the instructions\n\nare about the cleaning and maintenance of the appliance. We can find simple\n\nas well as complex/compound sentences and the use of the imperative as\n\nthe main verb:\n\nWash and dry the accessories.\n\nEnjuague y seque.\n\nStep 7. \n\nIn this step, the user will find the information necessary if the appliance fails\n\nto work properly. It is divided into three sub-steps: problem/solution,\n\nguarantee and consumer service.\n\nSub-step 1. \n\nusers will be referred to this part to try to solve a problem themselves. This\n\nis a very visual sub-step as it appears in the form of a table, columns or lists\n\nArACElI CrISToBAlEnA\n\nIb\u00e9rica 36 (2018): 143-170160\n\n06 IBERICA 36_Iberica 13 26/10/18 20:22 P\u00e1gina 160", "start_char_idx": 47972, "end_char_idx": 49679, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "6503751b-c24a-478d-80a6-6ae5c32800e2": {"__data__": {"id_": "6503751b-c24a-478d-80a6-6ae5c32800e2", "embedding": null, "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-126", "node_type": "4", "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "hash": "501274dd60178dfcc5d1c4fc41bcfe6125c90eadcf3a7e68cf2f9ce415596c3f", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "68634084-d1f1-46fe-a724-d70f7af0686b", "node_type": "1", "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "hash": "df45b572781eba161a696aaabb02d8ba3a570621bd6db541c52c1433a60b6626", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "01fdb95b-80bf-4b9b-9114-8d21895874a3", "node_type": "1", "metadata": {}, "hash": "bcf05b74bc5e9a3ff66ecb0a3e46d6f892d7a2bb08240de3f6201cdb92f18f0a", "class_name": "RelatedNodeInfo"}}, "text": "to clearly show the possible problem and how to solve it. The\n\ncomplex/compound sentence does not prevail in this case and the present\n\nsimple is the tense used most. A special characteristic of this sub-step is the\n\nuse of the interrogative. It not very important quantitatively, but it stands out\n\nas it is the only sub-step where we can find it:\n\nWhat\u2019s wrong?\n\nIf you have difficulty removing bread from the Bread Pan, slide a flat rubber\n\nor plastic spatula along the sides of the pan to loosen the loaf.\n\n\u00bfQu\u00e9 debo hacer?\n\nComprueba que la puerta est\u00e9 bien cerrada.\n\nSub-step 2. \n\nIn this sub-step the user can find the terms and conditions of the appliance\n\nguarantee. This language has legal connotations and, together with the\n\nlanguage in step \u201cpraise\u201d, it can be clearly differentiated from the rest of the\n\nInstruction Manual. In general, there are long and complex/compound\n\nsentences in the present tense, and other salient features, such as the use of\n\nthe passive voice in PS and the use of \u201cshall\u201d in BE, both of which are\n\ntypical of legal language:\n\nrepair, replacement or refund shall be the sole remedy of the purchaser\n\nunder this warranty, and in no event shall Salton be liable for any incidental\n\nor consequential damages, losses or expenses.\n\nEste aparato no est\u00e1 dise\u00f1ado para ser utilizado por personas (incluyendo\n\nni\u00f1os) con alguna discapacidad f\u00edsica, sensorial o mental, o falta de\n\nexperiencia y conocimientos, a no ser que sean supervisados o la persona\n\nresponsable de su seguridad les haya proporcionado instrucciones precisas\n\nsobre el funcionamiento del aparato.\n\nSub-step 3. \n\nIn case the user still has difficulties, the manufacturer provides a list of\n\ncustomer service providers where, if necessary, the user can have the\n\nappliance repaired. This list of providers takes the form of a noun phrase,\n\nbut there are also sentences with explanations and directions on how to\n\nproceed. Here, BE prefers the present tense, tends to be more descriptive,\n\nand PS prefers the imperative, and prefers the direct instruction.\n\nCorPuS-BASEd rHETorICAl AnAlySIS oF THE SuB-GEnrE oF InSTruCTIon MAnuAlS\n\nIb\u00e9rica 36 (2018): 143-170 161\n\n06 IBERICA 36_Iberica 13 26/10/18 20:22 P\u00e1gina 161", "start_char_idx": 49683, "end_char_idx": 51943, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "01fdb95b-80bf-4b9b-9114-8d21895874a3": {"__data__": {"id_": "01fdb95b-80bf-4b9b-9114-8d21895874a3", "embedding": null, "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-126", "node_type": "4", "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "hash": "501274dd60178dfcc5d1c4fc41bcfe6125c90eadcf3a7e68cf2f9ce415596c3f", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "6503751b-c24a-478d-80a6-6ae5c32800e2", "node_type": "1", "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "hash": "2d8cb42398947ae6bd2ebb55b71000466dadca7a4878d0b1333f1f681b7e30ec", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "c524e2cd-bb53-4fa7-a35d-ad9a0f9b30c0", "node_type": "1", "metadata": {}, "hash": "353edcaeab727e3387c3215e085e45d3f2f3a4ddecd77e2ad4179ecfe9da3578", "class_name": "RelatedNodeInfo"}}, "text": "you may contact Tefal uK limited for a replacement.\n\nEn caso de anomal\u00edas que no pueda solucionar Vd. mismo, p\u00f3ngase en\n\ncontacto con su distribuidor Miele o el Servicio Post-venta Miele.\n\nStep 8. \n\nThis step deals with the current regulations affecting the appliance.\n\nSub-step 1. \n\nThe first sub-step refers to safety regulations country by country. In the uK,\n\nfor example, there are very restrictive regulations concerning electrical plugs.\n\nSyntactically there are different structures, but the complex/compound\n\nsentence is the one favoured. It also has a very descriptive character,\n\nnoticeable in the use of the present tense.\n\nThe wire which is coloured blue must be connected to the terminal which is\n\nmarked with the letter n or coloured black.\n\nEsto garantiza protecci\u00f3n suficiente contra descargas el\u00e9ctricas, como\n\nrequiere el organismo de certificaci\u00f3n.\n\nSub-step 2. \n\nFinally there are instructions on how to dispose of the appliance. This sub-\n\nstep is linguistically very similar to the previous one; it prefers the\n\ncomplex/compound sentence and the tense used is mainly the present.\n\nThere are also many adjuncts indicating place and purpose, indicating where\n\nto take the appliance for recycling and why.\n\nThe European directive 2002/96/EC on Waste Electrical and Electronic\n\nEquipment (WEEE), requires that old household electrical appliances must\n\nnot be disposed of in the normal unsorted municipal waste stream.\n\nEste aparato cuenta con las marcas prescritas por la directiva europea\n\n2002/96/CE relativa a la retirada y reciclaje de residuos de Aparatos\n\nEl\u00e9ctricos y Electr\u00f3nicos (rAEE).\n\nAccording to this description of the different moves, steps and sub-steps,\n\nand once the corpus has been tagged accordingly, I can now measure in\n\nquantitative terms the relative weight of each one in relation with the whole\n\ncorpus. \n\nArACElI CrISToBAlEnA\n\nIb\u00e9rica 36 (2018): 143-170162\n\n06 IBERICA 36_Iberica 13 26/10/18 20:22 P\u00e1gina 162", "start_char_idx": 51947, "end_char_idx": 53942, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "c524e2cd-bb53-4fa7-a35d-ad9a0f9b30c0": {"__data__": {"id_": "c524e2cd-bb53-4fa7-a35d-ad9a0f9b30c0", "embedding": null, "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-126", "node_type": "4", "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "hash": "501274dd60178dfcc5d1c4fc41bcfe6125c90eadcf3a7e68cf2f9ce415596c3f", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "01fdb95b-80bf-4b9b-9114-8d21895874a3", "node_type": "1", "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "hash": "1288103f23613e0504e9cff72f770ee193a31e8a3fb0b017dca7b2c5734e4656", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "10bc4a57-99ac-4c28-9797-ec4df5023e85", "node_type": "1", "metadata": {}, "hash": "d0b3b73af43ee2c5357c385092b34a879517e90107673a2caecfcdc7f824d1a1", "class_name": "RelatedNodeInfo"}}, "text": "4.2. Quantitative analysis of the rhetorical structure \n\nWhen shaping the genre and its conventions, the most suitable procedure is\n\nto analyse probabilistic criteria rather than canonical ones (Bustos-Gisbert,\n\n2013). once the rhetorical structure has been established, the weight that\n\neach particular move, step and sub-step has in the Instructional Genre can\n\nbe quantitatively determined from the corpus data. The present study uses\n\nthe statistics tool of the ACTrES rhetorical browser (see Figure 4). In this\n\nexample we can see the percentage of text included in the step \u201cpurpose\u201d. \n\nFollowing this procedure, the table below presents the percentages that show\n\nthe amount of text each sub-corpus allocates to the different rhetorical\n\nsections. In general, there are no major differences across languages, but I\n\nhave highlighted those with a difference wider than three texts, as this equals\n\na minimum of 7.5%. A narrower difference is not considered significant. \n\nCorPuS-BASEd rHETorICAl AnAlySIS oF THE SuB-GEnrE oF InSTruCTIon MAnuAlS\n\nIb\u00e9rica 36 (2018): 143-170 163\n\nARACELI CRISTOBALENA \n\n20 \nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\n \nFigure 4. ACTRES Rhetorical browser (statistics). \n\nFollowing this procedure, the table below presents the percentages that show the \namount of text each sub-corpus allocates to the different rhetorical sections. In \ngeneral, there are no major differences across languages, but I have highlighted \nthose with a difference wider than three texts, this equals a minimum of 7.5%. A \nnarrower difference is not considered significant. \n\n \n\n \n\n \n\n \n\nENABALSTOCRIIARACEL \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n\n \n\n \n\n \n\n4.e gurFi\n\neht,erudecorpsihtgniwollFo\nfotnuoam bushcaet xte -co\n\ndiormno eraerhet,larnege\nreidwecnerdaithwesoth\n\niencerdireowrrna noctons \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n\n \n\n \n\n \n\n)scitsitats(rewsorblaciroteRhACTRES . \n\necrepehtstneserpwolebelbate\nhrtenide htotescatolalsup\n\nbut,sgenguaalsosrcasencerdi\nmalsauqeisth, tsxteeerthnath\n\ntnacingsideredsin . \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n\n \n\n \n\n \n\nehtwohstahtsegatne\nnI.snoiectscaliroeth\nd eghtighlhivehaIbut\nA. %.57fomuiminm\n\n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n\n \n\n \n\n \n\n20\n6 3aicr\u00e9Ib ): \u2026810(2 -\u2026\n\n06 IBERICA 36_Iberica 13 26/10/18 20:22 P\u00e1gina 163\n\n\n\nIn Table 5, we can appreciate the different moves as well as the steps in\n\nwhich they are divided, and the sub-steps which in turn are sub-divided. The\n\nfirst difference shown is placed in Move 1 Step 1 (\u201cmanual\u2019s title\u201d). PS tends\n\nto repeat the manual\u2019s title more often than BE, the difference is 7.5%.\n\nThis difference is also found in Move 1 Step 2 (\u201cmanufacturing company\u201d).\n\nThis could be because some companies tend to repeat their own name more\n\noften than others. It is not present in 100% of texts because when the files\n\nof some manuals were requested from companies, the covers were not\n\nincluded, causing a loss of information.", "start_char_idx": 53946, "end_char_idx": 57724, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "10bc4a57-99ac-4c28-9797-ec4df5023e85": {"__data__": {"id_": "10bc4a57-99ac-4c28-9797-ec4df5023e85", "embedding": null, "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-126", "node_type": "4", "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "hash": "501274dd60178dfcc5d1c4fc41bcfe6125c90eadcf3a7e68cf2f9ce415596c3f", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "c524e2cd-bb53-4fa7-a35d-ad9a0f9b30c0", "node_type": "1", "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "hash": "5ba4b700a12de2851c2a0c9904b59888d19b76106b02242ae48c1393947b67d8", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "2459419b-2f38-4466-b266-1d245ec9b29e", "node_type": "1", "metadata": {}, "hash": "ec82d967fd36bbed0169734b6553434369733c1ed455180881ea83fb5434fc92", "class_name": "RelatedNodeInfo"}}, "text": "Move 1 Step 3 (\u201cname\u201d), Move 1 Step 4 (\u201cmodel\u201d), Move 1 Step 5\n\n(\u201cartwork\u201d) and Move 1 Step 6 (\u201celements\u201d), show very similar percentages\n\nin both languages. It is in the case of Move 1 Step 7 (\u201cpurpose\u201d) where there\n\nArACElI CrISToBAlEnA\n\nIb\u00e9rica 36 (2018): 143-170164\n\nCORPUS-BASED RHETORICAL ANALYSIS OF THE SUB-GENRE OF INSTRUCTION MANUALS \n\n21 \nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\n PS BE \n\n Number \nof texts \n\nPercentage Number \nof texts \n\nPercentage \n\nMove 1 Identification 40 100.00% 40 100.00% \nStep 1 Manual\u2019s title 25 62.50% 22 55.00% \nStep 2 Manufacturing company 39 97.50% 36 90.00% \nStep 3 Name 26 65.00% 24 60.00% \nStep 4 Model 25 62.50% 24 60.00% \nStep 5 Artwork 40 100.00% 40 100.00% \nStep 6 Elements 37 92.50% 35 87.50% \nStep 7 Purpose 17 42.50% 21 52.50% \nMove 2 Praise 19 47.50% 16 40.00% \nStep 1 Self praise 10 25.00% 9 22.50% \nStep 2 Gratitude 12 30.00% 9 22.50% \nMove 3 Objective description 32 80.00% 37 92.50% \nStep 1 Specifications 18 45.00% 20 50.00% \nStep 2 Reference 27 67.50% 32 80.00% \nMove 4 Functions 40 100.00% 40 100.00% \nStep 1 Installing 32 80.00% 35 87.50% \nSub-step 1 Installing stage 29 72.50% 29 72.50% \nStep 2 Operating 39 97.50% 39 97.50% \nSub-step 1 Operating stage 38 95.00% 35 87.50% \nMove 5 Advice 40 100.00% 40 100.00% \nStep 1 Extra tips 34 85.00% 34 85.00% \nStep 2 Recipes 9 22.50% 8 20.00% \nStep 3 Timing 17 42.50% 14 35.00% \nStep 4 Do\u2019s 40 100.00% 40 100.00% \nStep 5 Don\u2019ts 40 100.00% 40 100.00% \nStep 6 Maintenance 39 97.50% 40 100.00% \nSub-step 1 Maintenance stage 35 87.50% 36 90.00% \nStep 7 Troubleshooting 40 100.00% 40 100.00% \nSub-step 1 Problem/solution 27 67.50% 28 70.00% \nSub-step 2 Guarantee 35 87.50% 35 87.50% \nSub-step 3 Consumer service 37 92.50% 38 95.00% \nStep 8 Legislation 35 87.50% 38 95.00% \nSub-step 1 Safety 29 72.50% 35 87.50% \nSub-step 2 Recycling 28 70.00% 25 62.50% \n\nTable 5. Frequency of moves, steps and sub-steps in the corpus \n\nIn Table 5, we can appreciate the different moves as well as the steps in which \nthey are divided, and the sub-steps which in turn are sub-divided. The first \ndifference shown is placed in Move 1 Step 1 (\u201cmanual\u2019s title\u201d). PS tends to \nrepeat the manual\u2019s title more often than BE, the difference is 7.5%. \n\nThis difference is also found in Move 1 Step 2 (\u201cmanufacturing company\u201d). This \ncould be because some companies tend to repeat their own name more often than \nothers.", "start_char_idx": 57726, "end_char_idx": 60105, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "2459419b-2f38-4466-b266-1d245ec9b29e": {"__data__": {"id_": "2459419b-2f38-4466-b266-1d245ec9b29e", "embedding": null, "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-126", "node_type": "4", "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "hash": "501274dd60178dfcc5d1c4fc41bcfe6125c90eadcf3a7e68cf2f9ce415596c3f", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "10bc4a57-99ac-4c28-9797-ec4df5023e85", "node_type": "1", "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "hash": "84ea4003bb4126274c1cd5a98a8e6e17379da804d7f937971679daaffdfdfc36", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "0d87b97a-9f1c-47f8-ade2-17e0c5891f60", "node_type": "1", "metadata": {}, "hash": "54c3089cd113907331a141cb46855a6a4bdbb9fb48edd532d9780693dce432c8", "class_name": "RelatedNodeInfo"}}, "text": "This \ncould be because some companies tend to repeat their own name more often than \nothers. It is not present in 100% of texts because when the files of some manuals \nwere requested from companies, the covers were not included, causing a loss of \ninformation. \n\n06 IBERICA 36_Iberica 13 26/10/18 20:22 P\u00e1gina 164\n\n\n\nis a difference of ten percentage points. This shows more explanations about\n\nthe purpose of the elements in BE than in PS.\n\nMove 2 (\u201cpraise\u201d) also reveals some differences very much linked to Move 2\n\nStep 2 (\u201cgratitude\u201d). Move 2 is, in general, more frequent in PS (7.5%). The\n\ndifference in Move 2 Step 1 (\u201cself praise\u201d) is also minor and in favour of PS.\n\nIt is in Move 2 Step 2 (\u201cgratitude\u201d) where the difference reaches 7.5% also\n\nin favour of PS. We may therefore conclude that, though not to a great\n\nextent, PS tends to include flattering language expressing self praise as well\n\nas gratitude.\n\nMove 3 (\u201cobjective description\u201d) also presents differences, but in this case in\n\nfavour of BE. regarding Move 3, there is an overall difference of 12.5%.\n\nMove 3 Step 1 (\u201cspecifications\u201d) presents a small difference (5%) in favour\n\nof BE. However, Move 3 Step 2 (\u201creference\u201d) gives the broadest difference\n\n(12.5%). BE tends to give more references, which are internal as well as\n\nexternal (inside or outside the manual).\n\nMove 4 (\u201cfunctions\u201d) is the core of the manual with 100% presence in both\n\nsub-corpora. In spite of this, there are some internal variations. Move 4 Step\n\n1 (\u201cinstalling\u201d) shows a 7.5% difference in favour of BE, but in Move 4 Step\n\n1 Sub-step 1 (\u201cinstalling stage\u201d), where the actual instructions to follow are\n\nlocated, there is no difference, the percentage is the same (72.5%). Move 4\n\nStep 2 (\u201coperating\u201d) also has the same percentage, with some differences in\n\nMove 4 Step 2 Sub-step 1 (\u201coperating stage\u201d); here the rate is a little higher\n\nin PS (7.5%). We could determine that the appliances in the BE sub-corpus\n\ngive more explanations on how to instal them and, on the contrary, PS\n\nmanuals come with more explanations on how to use the appliances.\n\nMove 5 (\u201cadvice\u201d) is present in 100% of cases in BE and PS, but it is also\n\nthe most extensive and it offers advice of different kinds, consequently it\n\npresents variations in both languages. In Move 5 Step 3 (\u201ctiming\u201d) there is a\n\ndifference of 7.5%; PS tends to give more data about the length of\n\nprogrammes of appliances, which could also mean that there are more\n\nappliances with programming functions in PS. It is in Move 5 Step 8\n\n(\u201clegislation\u201d) that the difference across languages is greater. In the whole of\n\nMove 5 Step 8, the difference is 7.5% in favour of BE. nonetheless, if we\n\nobserve both sub-steps, the first one, Move 5 Step 8 Sub-step 1 (\u201csafety\u201d),\n\nhas a higher rate in BE and the second one, Move 5 Step 8 Sub-step 2\n\n(\u201crecycling\u201d), has a higher rate in PS. The differentiation in the first sub-step\n\nis 15% and in the second 7.5%. This implies that the section on security has\n\nCorPuS-BASEd rHETorICAl AnAlySIS oF THE SuB-GEnrE oF InSTruCTIon MAnuAlS\n\nIb\u00e9rica 36 (2018): 143-170 165\n\n06 IBERICA 36_Iberica 13 26/10/18 20:22 P\u00e1gina 165", "start_char_idx": 60013, "end_char_idx": 63199, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "0d87b97a-9f1c-47f8-ade2-17e0c5891f60": {"__data__": {"id_": "0d87b97a-9f1c-47f8-ade2-17e0c5891f60", "embedding": null, "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-126", "node_type": "4", "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "hash": "501274dd60178dfcc5d1c4fc41bcfe6125c90eadcf3a7e68cf2f9ce415596c3f", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "2459419b-2f38-4466-b266-1d245ec9b29e", "node_type": "1", "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "hash": "d64f8ba64c55f8c1da7ee597d9dd4ab95db0f9e3e44823885c4d07bfa8d894c3", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "903033da-0573-45c7-be29-b8c938720328", "node_type": "1", "metadata": {}, "hash": "25dc5daceca933ec8009e0ba2410e2a061636aa6f78f91dd231ea6e99ece3c56", "class_name": "RelatedNodeInfo"}}, "text": "a higher importance in BE and the part on recycling is more important in PS.\n\nThis is because BE texts give very detailed information about the wiring of\n\nthe appliances with very specific information only needed in the uK. on the\n\nother hand, PS seems to try to promote recycling, as the amount of text\n\nabout it is larger in PS.\n\nFinally, it can be said there are small quantitative variations along the general\n\nrhetorical structure of this sub-genre comparing BE and PS; however, there\n\nis no single reason for these variations, the reasons I have tried to formulate\n\nare varied and each one is justified by different motivations. \n\n4.3. Prototypical structure of Instruction Manuals for household\n\nappliances \n\nThe percentages shown in Table 6 are useful not only for comparing BE and\n\nPS percentages, but also to establish the prototypical moves, steps and sub-\n\nsteps in the sub-genre of Instruction Manuals for household appliances,\n\naccording to their percentage occurrence in the corpus. To this end, the\n\nfollowing rate parameters are taken as reference and they will help in\n\nestablishing the prototypical structure in BE and in PS: higher than 80%,\n\nobligatory; from 79% to 60%, high priority; from 59% to 40%, medium\n\npriority; from 39% to 20%, low priority; less than 20%, should not be\n\nconsidered. \n\nregarding the prototypical structure, there are no steps or sub-steps below a\n\n20% rate to reject automatically. Those sections with a low priority: Move 2\n\nStep 1 (\u201cself praise\u201d) and Move 2 Step 2 (\u201cgratitude\u201d), are not prototypical,\n\nso Move 2 (\u201cpraise\u201d) could be considered a peripheral element in both\n\nlanguages. regarding Move 5 Step 2 (\u201crecipes\u201d), if the appliance is not for\n\ncooking, it does not make sense to have a recipe section. Finally, although\n\nMove 5 Step 3 (\u201ctiming\u201d) has a medium rate in PS, it is very close to low\n\npriority (40%). This makes it a peripheral element in BE, and it could also be\n\nthus considered in PS.\n\nConsequently, the prototypical structures of the Instructional Genre could\n\nbe established as in Table 6. This means that only the moves regarding\n\n\u201cpraise\u201d and \u201crecipes\u201d can be considered peripheral in both languages along\n\nwith \u201ctiming\u201d in BE. \n\nArACElI CrISToBAlEnA\n\nIb\u00e9rica 36 (2018): 143-170166\n\n06 IBERICA 36_Iberica 13 26/10/18 20:22 P\u00e1gina 166\n\n\n\n6. Conclusions \n\nThroughout these pages, I have developed an analysis of the \u201carchitexture\u201d\n\nof the subgenre of instruction manuals for household appliances, which was\n\nthe main objective. The conclusions I have reached are the following: the\n\nsub-genre of Instruction Manuals for household appliances is well\n\nestablished in PS and in BE, its structure is well defined and the language\n\nused in each step and sub-step has its own characteristics with no major\n\ndifferences across languages. These characteristics are very much linked to\n\nthe general use of language for science and technology. We can also find\n\nlanguage not only belonging to this text type, but there are also traces of\n\nother genres such as commercial language in Move 2 (\u201cpraise\u201d) or in Move\n\n5 Step 6 Sub-step 2 (\u201cguarantee\u201d), where legal language may be found.", "start_char_idx": 63203, "end_char_idx": 66363, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "903033da-0573-45c7-be29-b8c938720328": {"__data__": {"id_": "903033da-0573-45c7-be29-b8c938720328", "embedding": null, "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-126", "node_type": "4", "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "hash": "501274dd60178dfcc5d1c4fc41bcfe6125c90eadcf3a7e68cf2f9ce415596c3f", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "0d87b97a-9f1c-47f8-ade2-17e0c5891f60", "node_type": "1", "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "hash": "fb53c333d53358284f2687361aeebd31788fcabf240a9311adbd298111ac191c", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "ff899488-ecfa-456b-887e-fa2aeb8dacff", "node_type": "1", "metadata": {}, "hash": "75cb9fb221a118d372c8b2aa7d7faa4a32f244c0c13c506d9e702adbe1ecb803", "class_name": "RelatedNodeInfo"}}, "text": "CorPuS-BASEd rHETorICAl AnAlySIS oF THE SuB-GEnrE oF InSTruCTIon MAnuAlS\n\nIb\u00e9rica 36 (2018): 143-170 167\n\nARACELI CRISTOBALENA \n\n24 \nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\n PS BE \n\n Percentage Priority Percentage Priority \nMove 1 Identification 100.00% obligatory 100.00% obligatory \nStep 1 Manual\u2019s title 62.50% high 55.00% medium \nStep 2 Manufacturing company 97.50% obligatory 90.00% obligatory \nStep 3 Name 65.00% high 60.00% high \nStep 4 Model 62.50% high 60.00% high \nStep 5 Artwork 100.00% obligatory 100.00% obligatory \nStep 6 Elements 92.50% obligatory 87.50% obligatory \nStep 7 Purpose 42.50% medium 52.50% medium \nMove 2 Praise 47.50% medium 40.00% medium \nStep 1 Self praise 25.00% low 22.50% low \nStep 2 Gratitude 30.00% low 22.50% low \nMove 3 Objective description 80.00% obligatory 92.50% obligatory \nStep 1 Specifications 45.00% medium 50.00% medium \nStep 2 Reference 67.50% high 80.00% obligatory \nMove 4 Functions 100.00% obligatory 100.00% obligatory \nStep 1 Installing 80.00% obligatory 87.50% obligatory \nSub-step 1 Installing stage 72.50% high 72.50% high \nStep 2 Operating 97.50% obligatory 97.50% obligatory \nSub-step 1 Operating stage 95.00% obligatory 87.50% obligatory \nMove 5 Advice 100.00% obligatory 100.00% obligatory \nStep 1 Extra tips 85.00% obligatory 85.00% obligatory \nStep 2 Recipes 22.50% low 20.00% low \nStep 3 Timing 42.50% medium 35.00% low \nStep 4 Dos 100.00% obligatory 100.00% obligatory \nStep 5 Don\u2019ts 100.00% obligatory 100.00% obligatory \nStep 6 Maintenance 97.50% obligatory 100.00% obligatory \nSub-step 1 Maintenance stage 87.50% obligatory 90.00% obligatory \nStep 7 Troubleshooting 100.00% obligatory 100.00% obligatory \nSub-step 1 Problem/solution 67.50% high 70.00% high \nSub-step 2 Guarantee 87.50% obligatory 87.50% obligatory \nSub-step 3 Consumer service 92.50% obligatory 95.00% obligatory \nStep 8 Legislation 87.50% obligatory 95.00% obligatory \nSub-step 1 Safety 72.50% high 87.50% obligatory \nSub-step 2 Recycling 70.00% high 62.50% high \n\nTable 6. Different priorities across PS and BE. \n\nRegarding the prototypical structure, there are no steps or sub-steps below a 20% \nrate to reject automatically. Those sections with a low priority: Move 2 Step 1 \n(\u201cself praise\u201d) and Move 2 Step 2 (\u201cgratitude\u201d), are not prototypical, so Move 2 \n(\u201cpraise\u201d) could be considered a peripheral element in both languages. Regarding \nMove 5 Step 2 (\u201crecipes\u201d), if the appliance is not for cooking, it does not make \nsense to have a recipe section. Finally, although Move 5 Step 3 (\u201ctiming\u201d) has a \nmedium rate in PS, it is very close to low priority (40%). This makes it a \nperipheral element in BE, and it could also be thus considered in PS. \n\nConsequently, the prototypical structures of the Instructional Genre could be \nestablished as in Table 6. This means that only the moves regarding \u201cpraise\u201d and \n\u201crecipes\u201d can be considered peripheral in both languages along with \u201ctiming\u201d in \nBE. \n\n06 IBERICA 36_Iberica 13 26/10/18 20:22 P\u00e1gina 167", "start_char_idx": 66365, "end_char_idx": 69347, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "ff899488-ecfa-456b-887e-fa2aeb8dacff": {"__data__": {"id_": "ff899488-ecfa-456b-887e-fa2aeb8dacff", "embedding": null, "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-126", "node_type": "4", "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "hash": "501274dd60178dfcc5d1c4fc41bcfe6125c90eadcf3a7e68cf2f9ce415596c3f", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "903033da-0573-45c7-be29-b8c938720328", "node_type": "1", "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "hash": "9ab8228423108c3b54890e6fed23eab10d37e40458f4f461e5c48305d4651a07", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "60c2f532-9b1f-402c-ba7c-e01248dfa45a", "node_type": "1", "metadata": {}, "hash": "68c493f22de4849cb05d785fd96133781cab58d205ab43d7e66d72e7a00a9ed1", "class_name": "RelatedNodeInfo"}}, "text": "This piece of research also has future projections. The first one would be a\n\nstudy of other related genres such as, for example, instruction manuals for\n\ntoys. A second one would include a parallel investigation with other\n\nlanguages, French, German, Italian, Japanese, etc. to contrast the results with\n\nthose from this study. Finally, a further perspective would include\n\ninterdisciplinary applications in machine translation. \n\nAcknowledgements \n\nI am grateful to the ACTrES research Group for all their support and their\n\npermission to use ACTrES research tools in this paper. \n\nArticle history: \n\nReceived 01 January 2017 \n\nReceived in revised form 23 September 2018 \n\nAccepted 23 September 2018 \n\nReferences \n\nArACElI CrISToBAlEnA\n\nIb\u00e9rica 36 (2018): 143-170168\n\nAlbadalejo, T. (1989). Ret\u00f3rica. Madrid: S\u00edntesis.\n\nBazerman, C. (1994). \u201cSystems of genres and the\n\nenacment of social interactions\u201d in A. Freedman &\n\nP. Medway (eds.), Genre and the new rhetoric, 79-\n\n101. London: Taylor & Francis.\n\nBeaugrande, R. A. & W. U. Dressler (1981).\n\nIntroduction to Text Linguistics. London: Longman.\n\nBhatia, V. K. (1993). Analysing Genre: Language\n\nUse in Professional Settings. Harlow: Pearson\n\nEducation.\n\nBhatia, V. K. (2002). \u201cProfessional discourse:\n\nTowards a multi-dimensional approach and shared\n\npractice\u201d in C. N. Candlin (ed.), Research and\n\nPractice in Professional Discourse, 36-60. Hong\n\nKong: City University of Hong Kong Press.\n\nBhatia, V. K. (2004). Worlds of Written Discourse.\n\nNew York: Continuum.\n\nBhatia, V. K. (2012). \u201cCritical reflections on genre\n\nanalysis\u201d. Ib\u00e9rica 24: 17-28.\n\nBondarko, A. V. (1991). Functional Grammar: A\n\nField Approach. (I. S. Chulaki, Trans.).\n\nAmsterdam/Philadelphia: John Benjamins.\n\nBowker, L. & J. Pearson (2002). Working with\n\nSpecialized Language. London: Routledge.\n\nBuend\u00eda, M. & J. M. Ure\u00f1a (2010). \u201c\u00bfC\u00f3mo\n\ndise\u00f1ar un corpus de calidad? Par\u00e1metros de\n\nevaluaci\u00f3n\u201d. Sendebar 21: 165-180.\n\nBustos-Gisbert, J. M. (2013). Arquitextura.\n\nSalamanca: Ediciones Universidad de Salamanca.\n\nChesterman, A. (1998). Contrastive Functional\n\nAnalysis. Amsterdam/Philadelphia: John\n\nBenjamins.\n\nCoxhead, A (2018). Vocabulary and English for\n\nSpecific Purposes Research. London: Routledge.\n\nCristobalena, A. (2015). \u201cA corpus-based genre\n\nstudy of instruction manuals for household\n\nappliances\u201d. Procedia - Social and Behavioral\n\nSciences 103-111. Elsevier.\n\nDu-Babcock, B. & V. K. Bhatia (2013). \u201cBusiness\n\nand professional communication in Asia: An\n\nintroduction\u201d. Journal of Business and Technical\n\nCommunication 27: 239-242.\n\nDudley-Evans, T. & M. J. St. John (1998).\n\nDevelopments in English for Specific Purposes: A\n\nmultidisciplinary Approach. Cambridge:\n\nCambridge University Press.\n\nHalliday, M. A. & R. Hasan (1989). Language,\n\nContext, and Text: Aspects of Language in a\n\nSocial-Semiotic Perspective. Oxford: Oxford\n\nUniversity Press.\n\nHart, R. P. (1986). \u201cOf genre, computers and the\n\nReagan inaugural\u201d in H. W. Simons & A. A.\n\nAghazarian (eds.), Form, Genre and the Study of\n\n06 IBERICA 36_Iberica 13 26/10/18 20:22 P\u00e1gina 168\n\n\n\nAraceli Cristobalena is an honorary collaborator of the ACTrES research\n\ngroup (university of le\u00f3n) and holds a Phd in English Philology. Her main\n\nresearch interests are contrastive studies, pragmatics, genre rhetoric, ESP and\n\nEST among others.", "start_char_idx": 69351, "end_char_idx": 72689, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "60c2f532-9b1f-402c-ba7c-e01248dfa45a": {"__data__": {"id_": "60c2f532-9b1f-402c-ba7c-e01248dfa45a", "embedding": null, "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-126", "node_type": "4", "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "hash": "501274dd60178dfcc5d1c4fc41bcfe6125c90eadcf3a7e68cf2f9ce415596c3f", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "ff899488-ecfa-456b-887e-fa2aeb8dacff", "node_type": "1", "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "hash": "54badaed44e31242ea147312d2df5e49b9221939900c9b7a54f8a559dccec46d", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "49ccc96e-0cfa-4101-8b9a-ad11edc99d90", "node_type": "1", "metadata": {}, "hash": "f0839e4b9c1a431fc11fd31272f6d48989a12a9f6681c02acefd202e1bb63284", "class_name": "RelatedNodeInfo"}}, "text": "She has participated in various international conferences\n\nand published several papers in specialised journals. \n\nNoTes \n\n1 Contrastive Analysis and Translation English-Spanish in its Spanish acronym. See\n\nhttp://actres.unileon.es/ for further details. \n\nCorPuS-BASEd rHETorICAl AnAlySIS oF THE SuB-GEnrE oF InSTruCTIon MAnuAlS\n\nIb\u00e9rica 36 (2018): 143-170 169\n\nPolitical Discourse 278-298. Columbia: University\n\nof South Carolina Press.\n\nHerbeck, J. (2017). Architextual Authenticity.\n\nLiverpool: Liverpool University Press.\n\nHopkins, A. & T. Dudley-Evans (1988). \u201cA genre-\n\nbased investigation of the discussion section\n\narticles and dissertations\u201d. English for Specific\n\nPurposes 7: 113-121.\n\nHutchinson, T. & A. Waters (1987). English for\n\nSpecific Purposes. Cambridge: Cambridge\n\nUniversity Press.\n\nKindel\u00e1n-Echevarr\u00eda, M. P. (2010). La escritura\n\ncent\u00edfico-t\u00e9cnica en lengua inglesa. Madrid:\n\nC\u00e1tedra.\n\nL\u00f3pez-Arroyo, B. & R. P. Roberts (2015). \u201cUnusual\n\nsentence structure in wine tasting notes: A\n\ncontrastive corpus based study\u201d. Languages in\n\nContrast 15, 2: 162-181.\n\nMcEnery, T., & Z. Xiao (2005). \u201cParallel and\n\ncomparable corpora: What are they up to?\u201d in G.\n\nJames & G. Anderman (eds.), Incorporating\n\nCorpora: Translation and the Linguist. Clevedon:\n\nMultilingual Matters.\n\nPearson, J. (1998). Terms in Context.\n\nAmsterdam/Philadelphia: John Benajmins.\n\nP\u00e9rez-Blanco, M. (2016). \u201c\u2018An important issue\u2019: A\n\ncorpus-based contrastive study of evaluation\n\nalong the parameter of relevance in English and\n\nSpanish newspaper opinion discourse\u201d. R\u00c6L-\n\nRevista Electr\u00f3nica de Ling\u00fc\u00edstica Aplicada 15: 36-\n\n52.\n\nRabad\u00e1n, R., V. Colwell & H. Sanjurjo-Gonz\u00e1lez\n\n(2016). \u201cBi-texting your food: Helping the gastro\n\nindustry reach the global market\u201d in A. Moreno &\n\nC. P\u00e9rez-Hern\u00e1ndez (eds.), EPiC Series in\n\nLanguage and Linguistics 1, 129-174.\n\nRosch, E. (1978). Cognition and Categorization.\n\nMichigan: Erlbaum Associates.\n\nRose, D. (2012). \u201cGenre in the Sydney school\u201d in\n\nJ.P. Gee & M. HandFord (eds.), The Routledge\n\nHandbook of Discourse Analysis, 209-225. New\n\nYork: Routledge.\n\nStubbs, M. (1993). \u201cBritish traditions in text\n\nanalysis\u201d in M. Baker, G. Francis & E. Tognini-\n\nBonelli (eds.), Text and Technology: In Honour of\n\nJohn Sinclair, 1-33. Philadelphia: John Benjamins.\n\nSwales, J. M. (1981). Aspects of Article\n\nIntroductions (2011 ed.). Ann Arbor, MI: The\n\nUniversity of Michigan Press.\n\nSwales, J. M. (1990). Genre Analysis. Cambridge:\n\nCambridge University Press.\n\nTeddlie, C., & A. Tashakkori (2003). \u201cMajor issues\n\nand controversies in the use of mixed methods in\n\nthe social and behavioral sciences\u201d in A.\n\nTashakkori & C. Teddlie (eds.), Handbook of Mixed\n\nMethods in Social and Behavioral Research, 3-50.\n\nThousand Oaks, CA: Sage.\n\nTodorov, T. (1990). Genres in Discourse.\n\nCambridge: Cambridge University Press.\n\nTrimble, L. (1985). English for Science and\n\nTechnology. Cambridge: Cambridge University\n\nPress.\n\nWiddowson, H. G. (1988). \u201cTeaching the\n\ncommunicative use of English\u201d in J. M. Swales\n\n(ed.), Episodes in ESP, 73-87.", "start_char_idx": 72690, "end_char_idx": 75744, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "49ccc96e-0cfa-4101-8b9a-ad11edc99d90": {"__data__": {"id_": "49ccc96e-0cfa-4101-8b9a-ad11edc99d90", "embedding": null, "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-126", "node_type": "4", "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "hash": "501274dd60178dfcc5d1c4fc41bcfe6125c90eadcf3a7e68cf2f9ce415596c3f", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "60c2f532-9b1f-402c-ba7c-e01248dfa45a", "node_type": "1", "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "hash": "5c37798180400245b6f76a85110248e1c57e0f34c398142bd03669481f926575", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "65630cfa-40f9-4c34-9a3f-175f4117a765", "node_type": "1", "metadata": {}, "hash": "c597b3cd0ae4bff5faad8bb06afa57b96950a1961cae251f4d631e9f02318584", "class_name": "RelatedNodeInfo"}}, "text": "), Episodes in ESP, 73-87. Hemel Hempstead:\n\nPrentice Hall. \n\n06 IBERICA 36_Iberica 13 26/10/18 20:22 P\u00e1gina 169\n\n\n\n06 IBERICA 36_Iberica 13 26/10/18 20:22 P\u00e1gina 170", "start_char_idx": 75718, "end_char_idx": 75890, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "65630cfa-40f9-4c34-9a3f-175f4117a765": {"__data__": {"id_": "65630cfa-40f9-4c34-9a3f-175f4117a765", "embedding": null, "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-127", "node_type": "4", "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "hash": "9e9c8f3cd2e94f166d42a48c71bcad51bf77de9158fd56e1588a6019ee70acd7", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "49ccc96e-0cfa-4101-8b9a-ad11edc99d90", "node_type": "1", "metadata": {"identifier": "iberica-126", "author": "Cristobalena Frutos, Araceli", "title": "Corpus-based rhetorical analysis of the sub-genre of instruction manuals for household appliances", "date": "2018-01-02", "file": "iberica-126.pdf"}, "hash": "d705d613aec066a78d59931cd5281bb944bacff99f1f65f5e0086916ca6e1be8", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "22243345-da1d-449a-8ce1-9e423339f208", "node_type": "1", "metadata": {}, "hash": "6710bc27187c91341e63e345be7f7b3a05826232a5388c955971417117217cc9", "class_name": "RelatedNodeInfo"}}, "text": "Maquetaci\u00f3n 1\n\n\nIb\u00e9rica 36 (2018): 171-194\n\nISSN: 1139-7241 / e-ISSN: 2340-2784\n\nAbstract \n\nCitations, i.e. references to previous research, serve scholars to construct their\nown authority and support their new knowledge claims. However, scholars from\ndifferent linguacultural backgrounds may use citations differently to achieve\nthese purposes. This study compares the use of reporting verbs in articles\nwritten in English by scholars from Anglophone contexts and EAL scholars, in\norder to identify divergent usage and examine to what extent diverse discursive\npatterns containing these verbs are used and accepted in international\npublications. Results show that, although the overall frequency of reporting\nverbs is similar in both corpora, there were differences in the types of verbs (i.e.\nresearch verbs, discourse verbs and mental verbs) most frequently used, in the\nvariety of verbs, and in the frequency of some specific verbs. Further, the usage\nof reporting verbs in the texts written by the EAL scholars appears to be\ndetermined by their knowledge of and conformance to generic conventions but\nalso by their bilingual literacy. \n\nKeywords: reporting verbs, citation, variation, academic writing, EAL. \n\nResumen \n\nV ar ia c i \u00f3n e n p r\u00e1 c ti c a s d e e s c ri tu ra a c a d\u00e9 m ic a : U n an \u00e1l is i s d e l os v e rb os d e\n\na tr ib uc i \u00f3n en pu bl i c ac io ne s e n in g l \u00e9 s \n\nLas referencias a estudios previos permiten a los autores de textos acad\u00e9micos\nconstruir su propia autoridad y apoyar sus conclusiones. Sin embargo, estas\nreferencias pueden ser usadas de forma distinta por acad\u00e9micos de distintas\nculturas y lenguas para lograr estos objetivos. Este art\u00edculo compara el uso de\nverbos de atribuci\u00f3n en art\u00edculos de investigaci\u00f3n de ling\u00fc\u00edstica escritos en ingl\u00e9s\npor autores angl\u00f3fonos y espa\u00f1oles, para identificar usos diferentes y examinar\n\nVariation in academic writing practices:\nThe case of reporting verbs in English-\nmedium research articles \n\nMar\u00eda-Jos\u00e9 Luz\u00f3n \n\nUniversity of Zaragoza (Spain)\nmjluzon@unizar.es\n\n171\n\n07 IBERICA 36_Iberica 13 26/10/18 20:23 P\u00e1gina 171", "start_char_idx": 42, "end_char_idx": 2170, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "22243345-da1d-449a-8ce1-9e423339f208": {"__data__": {"id_": "22243345-da1d-449a-8ce1-9e423339f208", "embedding": null, "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-127", "node_type": "4", "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "hash": "9e9c8f3cd2e94f166d42a48c71bcad51bf77de9158fd56e1588a6019ee70acd7", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "65630cfa-40f9-4c34-9a3f-175f4117a765", "node_type": "1", "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "hash": "110fd044aab77ef49457e3cb5798577e2eb43979578a0107c916fd567b97b0c1", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "26d7e443-3248-4edf-ae0d-b7c5ce7c9cae", "node_type": "1", "metadata": {}, "hash": "a0e03603c43580890e9d28e1981b39fc86e9f55a5c77488d934e46b1142444d4", "class_name": "RelatedNodeInfo"}}, "text": "Ib\u00e9rica 36 (2018): 171-194\n\nMAR\u00edA-JoS\u00e9 LUz\u00f3n\n\nhasta qu\u00e9 punto se aceptan pr\u00e1cticas discursivas variadas en las publicaciones\ninternacionales. El an\u00e1lisis muestra que, aunque la frecuencia de verbos de\natribuci\u00f3n es similar en ambos corpus, hay diferencias en el tipo de verbos\n(verbos de investigaci\u00f3n, de discurso o mentales) que se usan m\u00e1s\nfrecuentemente, en la variedad de verbos, y en la frecuencia de algunos verbos.\nLos resultados sugieren que el uso de verbos de atribuci\u00f3n en el discurso de los\nling\u00fcistas espa\u00f1oles est\u00e1 determinado por su conocimiento de las convenciones\ngen\u00e9ricas, pero tambi\u00e9n por su literacidad biling\u00fce. \n\nPalabras clave: verbos de atribuci\u00f3n, citas, variaci\u00f3n, escritura acad\u00e9mica\nIngl\u00e9s como Lengua Adicional. \n\n1. Introduction \n\nEnglish has become the dominant language of communication in\ninternational academic contexts and scientific publication, with scholars\nusing EAL (English as an Additional Language) for publication\noutnumbering first-language English scholars (Lillis & Curry, 2010; P\u00e9rez-\nLlantada, 2012). The high linguistic and cultural diversity of scholars\npublishing in English has aroused interest in the publishing and writing\npractices of EAL scholars (Lillis & Curry, 2010; Hanauer & Englander, 2013;\nKuteeva & Mauranen, 2014; Cargill & Burgess, 2017). These studies have\nshown that the rhetorical choices of EAL scholars often arise from their\ndiscursive tradition and concluded that the imposition of Anglophone\nrhetorical conventions pose considerable challenges and difficulties for these\nscholars when attempting to publish in English (e.g., they may have to revise\nand resubmit their manuscripts because they diverge from the accepted\nnorms of research reporting; research writing is particularly time consuming\nfor them) (see Curry & Lillis, 2004; Belcher, 2007; Uzuner, 2008; Lillis &\nCurry, 2010). These concerns about the disadvantages of EAL scholars have\nled to calls for the acceptance of variation and multicultural rhetorical\nstrategies in academic written texts (Belcher, 2007; Mauranen et al., 2010;\nCanagarajah, 2013; Lillis & Tuck, 2016).\n\nThe consideration of practices that diverge from those deployed by\nAnglophone scholars from the perspective of \u201clanguage variation\u201d, rather\nthan \u201clanguage deficit\u201d, is shared by three related approaches to academic\nwriting: academic (bi)literacies, translingualism, and English as a Lingua\nFranca (ELF). The academic literacies approach (e.g., Lillis & Curry, 2010;\nLillis & Tuck, 2016) sees academic writing as situated social practice, where\n\n172\n\n07 IBERICA 36_Iberica 13 26/10/18 20:23 P\u00e1gina 172", "start_char_idx": 2174, "end_char_idx": 4801, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "26d7e443-3248-4edf-ae0d-b7c5ce7c9cae": {"__data__": {"id_": "26d7e443-3248-4edf-ae0d-b7c5ce7c9cae", "embedding": null, "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-127", "node_type": "4", "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "hash": "9e9c8f3cd2e94f166d42a48c71bcad51bf77de9158fd56e1588a6019ee70acd7", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "22243345-da1d-449a-8ce1-9e423339f208", "node_type": "1", "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "hash": "f407419046e39dfe0f951047189a53642380bc6fdeebb69a02b750c1faddfa98", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "d9f3eac7-148a-4a15-9259-9ca105cbc6b3", "node_type": "1", "metadata": {}, "hash": "04e08a0066424421123582a551e1c845e1b5416337c5a2cc35ebe34a4cdfdcf8", "class_name": "RelatedNodeInfo"}}, "text": "aspects such as identity, institutional context, power relations or ideology\nplay an important role, and argues for the acceptance of diverse semiotic/\nlinguistic practices for academic knowledge-making. The translingual\napproach (e.g., Horner, 2011; Canagarajah, 2013) views the integration of\n(bilingual) language practices not as a problem to solve, but as a resource to\nproduce meaning and achieve communicative effectiveness. ELF researchers\nalso claim that, since most readers and writers of research published in\nEnglish are non-native, there is no justification for imposing the \u201clinguistic\nstandards of a national community\u201d (Mauranen et al., 2010: 184). Jenkins\u2019\n(2015) most recent conceptualization of ELF incorporates perspectives of\nthe translingual approach: in ELF interactions the other languages that the\nparticipants know are also present, even if they are not used, giving way to\nwhat Jenkins calls \u201clanguage leakage\u201d (2015: 75). This echoes a basic concept\nin translingualism: \u201ccommunication transcends individual languages\u201d, that is,\nlanguages \u201cmutually influence each other\u201d (Canagarajah, 2013: 6). Rather\nthan being detrimental, this influence offers possibilities to construct\nmeaning and convey one\u2019s voice. These three approaches emphasize that\nbi/multilinguals draw on their communicative repertoires for meaning\nconstruction and stress the need to accept these multiple discursive practices.\n\nRecent research on academic writing actually reflects a trend towards an\nincreasing acceptance of non-standard linguistic forms in some high-\nprestige international journals (Rozycki & Johnson, 2013), which intimates\nthat in order to get a paper accepted for publication grammatical accuracy\nmay be less relevant than other factors like genre knowledge or awareness of\nthe rhetorical self (Hyland, 2016; Tribble, 2017). Research has also revealed\nthe acceptability of non-conventional hybrid rhetorical structures in research\npaper abstracts (Lor\u00e9s-Sanz, 2016) and the use of recurring academic\nphraseology in L2 published papers that deviates from the use of academic\nphraseology by writers from L1 English backgrounds (P\u00e9rez-Llantada,\n2014), which suggests that EAL scholars may be reshaping rhetorical\npatterns in innovative ways (Lor\u00e9s-Sanz, 2016) and that Anglophone norms\nare merging with \u201cculture-specific linguistic features\u201d (P\u00e9rez-Llantada, 2014:\n192). However, research on variation in academic texts and on the\ncontribution of EAL authors to the evolution of English as used for\ninternational publishing is still scarce and there is, therefore, a need for more\nstudies on the discursive practices of EAL scholars seeking publication.\n\nAn integral part of academic discourse that can shed light on EAL scholars\u2019\nwriting practices is citation, i.e., the inclusion in the text of a reference to\n\nVARIATIon In ACAdEMIC wRITIng PRACTICES\n\nIb\u00e9rica 36 (2018): 171-194 173\n\n07 IBERICA 36_Iberica 13 26/10/18 20:23 P\u00e1gina 173", "start_char_idx": 4805, "end_char_idx": 7772, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "d9f3eac7-148a-4a15-9259-9ca105cbc6b3": {"__data__": {"id_": "d9f3eac7-148a-4a15-9259-9ca105cbc6b3", "embedding": null, "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-127", "node_type": "4", "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "hash": "9e9c8f3cd2e94f166d42a48c71bcad51bf77de9158fd56e1588a6019ee70acd7", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "26d7e443-3248-4edf-ae0d-b7c5ce7c9cae", "node_type": "1", "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "hash": "78f01cdf64ab62fbeeaeff96d2aad30b8baf4c758c996151b4b91e3ed34fed8a", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "a8cce07d-b77d-4e81-88df-1e73717af03d", "node_type": "1", "metadata": {}, "hash": "faea15ee99143db01e99b3c3186281c002d65f549a8c28a66aebeb10d774f424", "class_name": "RelatedNodeInfo"}}, "text": "another source. Citation is generally acknowledged as a key feature for\nknowledge construction (and persuasion) in academic writing (Hyland, 1999;\nCharles, 2006). References to previous research enable writers to construct\ntheir own authority by showing that they are knowledgeable members of the\ncommunity, to position their research within an existing state of disciplinary\nknowledge and create a niche for this research, and to show their allegiance\nto specific orientation within a disciplinary community (Hyland, 1999;\nCharles, 2006; Harwood, 2009). Much research into citation has been\ndevoted to the analysis of the form and/or rhetorical function of citations\nin texts by a specific group of writers (e.g. novice writers, L2 students) (e.g.\n\nThompson & Tribble, 2001; Charles, 2006; Petri\u0107, 2007; Harwood, 2009;\nMansourizadeh & Ahmad, 2011; Petri\u0107 & Harwood, 2013; Samraj, 2013).\nSome studies have focused particularly on reporting verbs, analyzing their\ntense and voice (e.g. Shaw, 1992), their denotation, i.e. the types of activities\nthey refer to (Thompson & Ye, 1991; Hyland, 2002), or their role as\nevaluative devices, used to express the cited author\u2019s stance towards the\nreported information and the writer\u2019s commitment (Thompson & Ye, 1991;\nHyland, 1999; Bloch, 2010).\n\nYet despite the extensive body of research on citation, most studies have\nconcentrated on texts by Anglophone writers, both expert and novice\n\n(Hyland, 1999; Charles, 2006) or by non-native student writers (Petri\u0107, 2007).\nAlthough less attention has been paid to the citation practices of non-\nAnglophone scholars, research has revealed the influence of the scholars\u2019\ndiscursive tradition and social context on these practices. Some studies have\nanalyzed the influence of the geographical location of scholars and the\nmedium of publication (national vs. international) on the types of sources\ncited (Lillis & Curry, 2010; Lillis et al., 2010) and have revealed the pressure\nexperienced by non-Anglophone writers to cite English-medium texts.\nother studies report cross-linguistic differences in citation practices (e.g.,\nMur-due\u00f1as 2009; Hu & wang, 2014). Mur-due\u00f1as (2009) reports\ndifferences in citation frequency and citation types between business\nmanagement RAs written in English and in Spanish, and Hu and wang\n(2014) found differences in the type of citations used in Chinese- and\nEnglish-medium journals of applied linguistics and medicine. Focusing on\nEnglish-medium publications, research has also shown that the L1\nbackground of non-Anglophone scholars influences their citation practices\nwhen writing in English (e.g., okamura, 2008; Rowley-Jolivet & Carter, 2014;\ndontcheva-navratilova, 2016; Hryniuk, 2016). okamura (2008) examined\n\nMAR\u00edA-JoS\u00e9 LUz\u00f3n\n\nIb\u00e9rica 36 (2018): 171-194174\n\n07 IBERICA 36_Iberica 13 26/10/18 20:23 P\u00e1gina 174", "start_char_idx": 7776, "end_char_idx": 10629, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "a8cce07d-b77d-4e81-88df-1e73717af03d": {"__data__": {"id_": "a8cce07d-b77d-4e81-88df-1e73717af03d", "embedding": null, "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-127", "node_type": "4", "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "hash": "9e9c8f3cd2e94f166d42a48c71bcad51bf77de9158fd56e1588a6019ee70acd7", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "d9f3eac7-148a-4a15-9259-9ca105cbc6b3", "node_type": "1", "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "hash": "dd0d1df5326f643634372159ea139f4715e235409ea8c36bd4dd933779b6e844", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "55c3353b-a2af-49cf-937f-ab6a10fc6b56", "node_type": "1", "metadata": {}, "hash": "6fb286abb11747f92578f252d0f1739f78840d707acab5e7db4adfad698a1d79", "class_name": "RelatedNodeInfo"}}, "text": "citation forms in scientific articles written in English by Anglophone and by\nJapanese writers and found that the latter tended to use a single form of\nintegral citation, while in the writing of the Anglophone writers there was\nmore variety of forms. Rowley-Jolivet and Carter (2014) compared\nuncorrected manuscripts written in English by expert French researchers\nand published RAs by Anglophone researchers and found a much higher\nnumber of \u201creporting-that\u201d clauses and a larger range of verbs in\n\u201creporting-that\u201d structures in Anglophone writing than in drafts written in\nEnglish by French scholars. These authors suggest that the reason for these\ndifferences could be that other types of reporting structures are used in\nFrench academic discourse and this influences the French researchers\u2019\nwriting in academic English. Likewise, dontcheva-navratilova (2016) states\nthat differences in intended readership and literacy traditions may account\nfor the differences in the function of citations in research articles published\nin English by Anglophone scholars (targeted at an international readership)\nand by Czech linguists (targeted at a more local readership).\n\nTo contribute to a better understanding of EAL scholars\u2019 citation practices,\nthe present article focuses on the use of reporting verbs when citing others\u2019\nwork. despite the role of reporting verbs as evaluative devices to construct\nauthorial identity (Thompson & Ye, 1991; Hyland, 2002), little research has\naddressed how EAL scholars use these verbs, although this scarce research\nsuggests that the authors\u2019 linguistic backgrounds may affect their use\n(Rowley-Jolivet & Carter, 2014). The aim of this article is to analyze and\ncompare the use of reporting verbs in linguistics English-medium research\narticles written by Anglophone scholars and EAL scholars, in order to\nascertain whether variations occur and to examine to what extent\ninternational publishing is accepting hybrid discursive practices regarding\nthese verbs. More specifically, I will analyze whether the texts written by the\ntwo groups of writers display different citation practices as regards the\nfrequency of use of reporting verbs, the semantics of these verbs, and the\ncitation patterns where these verbs occur. \n\n2. Corpus and Method \n\n2.1. Corpus \n\nFor the study, a corpus of 60 RAs in linguistics published between 2000 and\n2009 was analyzed. 30 RAs were written in English by scholars from\n\nVARIATIon In ACAdEMIC wRITIng PRACTICES\n\nIb\u00e9rica 36 (2018): 171-194 175\n\n07 IBERICA 36_Iberica 13 26/10/18 20:23 P\u00e1gina 175", "start_char_idx": 10633, "end_char_idx": 13208, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "55c3353b-a2af-49cf-937f-ab6a10fc6b56": {"__data__": {"id_": "55c3353b-a2af-49cf-937f-ab6a10fc6b56", "embedding": null, "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-127", "node_type": "4", "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "hash": "9e9c8f3cd2e94f166d42a48c71bcad51bf77de9158fd56e1588a6019ee70acd7", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "a8cce07d-b77d-4e81-88df-1e73717af03d", "node_type": "1", "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "hash": "737eb5bc79c55df91c513b27c559836034960f0542ac659920ab79663754181a", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "f0c51ba9-c30f-49ee-9b96-459cf3ade2b5", "node_type": "1", "metadata": {}, "hash": "af1d9673f8c4463d78f5c0dd3ec15ea8a34d74b26ef8e8dc4b53d8899f2f7889", "class_name": "RelatedNodeInfo"}}, "text": "Anglophone contexts (EngAL sub-corpus) (totaling 241,533 words) and 30\nRAs were written in English by EAL scholars (Spanish scholars)1\n\n(SPEngAL sub-corpus) (totaling 237,982 words). The corpus used is part\nof a larger corpus: the Spanish\u2013English Research Article Corpus (SERAC).\nThe SERAC corpus contains 24 articles for the EngAL sub-corpus and 24\narticles for the SPEngAL corpus. I added six articles to each of the sub-\ncorpora to have more data for the analysis of variation2. The criteria used to\nselect RAs was the affiliation of the authors to Anglophone institutions (for\nthe EngAL corpus) or to Spanish institutions (for the SPEngAL corpus).\nThe authors\u2019 first and last names provided additional confirmation of their\nstatus as Anglophone or EAL authors. \n\nFor each of the sub-corpora 10 articles were taken from each of three\ninternational high-impact journals3 (Journal of Pragmatics, English for Specific\nPurposes and Lingua). Using the same journals for the compilation of the two\nsub-corpora guarantees likely audience, similar publication impact, and\nsimilar publication guidelines and editorial gatekeeping. \n\n2.2. Method \n\nThe first step of the analysis consisted in the manual identification of the\nreporting verbs (henceforth RVs) in the corpus. Through careful reading of\nthe two sub-corpora, a list of all the verb lemmas that functioned as RVs in\neach of them was compiled. Then, the number of occurrences of each RV\nwas calculated. For this purpose, WordSmith tools (Scott, 2008) was used to\ngenerate concordances for the verbs. Every concordance line was then\nexamined manually, to count only occurrences of verbs that functioned as\nRVs in context. I use the term \u201creporting verb\u201d to refer to those occurrences\nof verbs that in a particular rhetorical context are used to report on claims\nor ideas by other authors. Therefore, suggest is considered a reporting verb in\n(1a), but not in (1b). \n\n(1) a. welty (1989) suggests that (\u2026) it is not always the most suitable one for\nstudents who are not familiar with the discussion method (SPEngAL)\n\nb. The analysis of collocational frameworks in the medical paper suggests\nthat some frameworks are central to the phraseology of this genre.\n(SPEngAL) \n\nFrequencies of RVs in both corpora were compared and the academic\nsection of the CoCA (Corpus of Contemporary American English) was\n\nMAR\u00edA-JoS\u00e9 LUz\u00f3n\n\nIb\u00e9rica 36 (2018): 171-194176\n\n07 IBERICA 36_Iberica 13 26/10/18 20:23 P\u00e1gina 176", "start_char_idx": 13212, "end_char_idx": 15690, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "f0c51ba9-c30f-49ee-9b96-459cf3ade2b5": {"__data__": {"id_": "f0c51ba9-c30f-49ee-9b96-459cf3ade2b5", "embedding": null, "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-127", "node_type": "4", "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "hash": "9e9c8f3cd2e94f166d42a48c71bcad51bf77de9158fd56e1588a6019ee70acd7", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "55c3353b-a2af-49cf-937f-ab6a10fc6b56", "node_type": "1", "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "hash": "386bd63d4b3a8fb3ff510ea60893abd1d456f5cc10e5e341cec1f9c63863bad9", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "0c1fe21a-9ccf-450e-9d1e-6c9ea2919615", "node_type": "1", "metadata": {}, "hash": "15fc670e7eb41e75deacb6812da5fc7061a321ddee2707b51a143ee6de1b092a", "class_name": "RelatedNodeInfo"}}, "text": "used to check whether RVs present in the SPEngAL but absent in the\nEngAL occurred in a larger English corpus.\n\nI then analyzed whether Spanish and Anglophone scholars used the different\ntypes of RVs with the same frequency. For the categorization of RVs,\nHyland\u2019s (2002) model was used. drawing on Thompson and Ye (1991),\nHyland (2002) distinguished between \u201cresearch acts\u201d, which contain verbs\nwhich describe experimental activities or findings (e.g., calculate, discover, find),\n\u201ccognition acts\u201d, which contain verbs which represent the researcher\u2019s\nmental processes (e.g., believe, assume), and \u201cdiscourse acts\u201d, which involve\nverbal expressions (e.g., discuss, describe). At this stage, the 30 most frequent\nRVs in each sub-corpus were selected, classified according to the acts to\nwhich they refer (research verbs, discourse verbs and mental verbs) and the\nfrequency of occurrence of each type of verbs in the two sub-corpora was\ncompared.\n\nThe next step involved gathering all the occurrences of each RV and coding\nthem according to the following criteria: type of citation and citation pattern.\nThis coding helps to reveal differences in the cited author\u2019s prominence and\nvisibility in the two sub-corpora. The coding form to register the\ninformation for each RV can be found in Appendix A. \n\n(i) The type of citation where the verb occurs. I drew on Swales\u2019 (1986)\ndistinction between integral citation (i.e., the name of the author4 is\nincluded in the sentence, e.g., \u201cSwales (1991) claims that\u2026\u201d), which\nforegrounds the cited author, and non-integral citation (i.e., the\nname of the author is provided in brackets), which places emphasis\non the content. However, following Fl\u00f8ttum et al. (2006) and\nHewings et al. (2010), I distinguished integral citation, non-integral\ncitation and direct quotation. As Hewings et al. (2010) point out,\nalthough the occurrences of direct quotation could be classified as\nintegral or non-integral citation, keeping \u201cdirect quotation\u201d as a\nseparate category can provide useful information on differences\nregarding author prominence in both corpora. \n\n(ii) The pattern where the verb occurs. For this analysis I drew partly\non Thompson and Tribble\u2019s (2001: 95-96) classification of\nfunctions of citation. They divided integral and non-integral\ncitation into sub-types, taking into account both the function and\nthe form of the citation. I adapted Thompson and Tribble\u2019s (2001)\nclassification, to focus mainly on form, that is, on the grammatical\n\nVARIATIon In ACAdEMIC wRITIng PRACTICES\n\nIb\u00e9rica 36 (2018): 171-194 177\n\n07 IBERICA 36_Iberica 13 26/10/18 20:23 P\u00e1gina 177", "start_char_idx": 15694, "end_char_idx": 18321, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "0c1fe21a-9ccf-450e-9d1e-6c9ea2919615": {"__data__": {"id_": "0c1fe21a-9ccf-450e-9d1e-6c9ea2919615", "embedding": null, "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-127", "node_type": "4", "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "hash": "9e9c8f3cd2e94f166d42a48c71bcad51bf77de9158fd56e1588a6019ee70acd7", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "f0c51ba9-c30f-49ee-9b96-459cf3ade2b5", "node_type": "1", "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "hash": "e8b7c5257ddb119b2e3aabb579409d752b5a4c10b08a85c885bfdec8367e7d19", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "5b414c56-998a-4b5f-892b-b941fca79d10", "node_type": "1", "metadata": {}, "hash": "53594d6b1afc908c0b1fe33b5d3875c672eeefe012b8ed4a4b718d7264ab3a87", "class_name": "RelatedNodeInfo"}}, "text": "choices made by writers when using RVs. In this case the\noccurrences of direct quotation have been subsumed in the\nintegral/non-integral categories because there were only 13\noccurrences of non-integral quotation and considering them\nseparately would make the classification unnecessarily complex. I\ndistinguished the following categories: \n\n1. Patterns in integral citation (including integral quotation). \n\n1.1. Human subject (cited author) + RV. A noun group referring to the\ncited author functions as the subject of the RV or as the agent in a\npassive construction. \n\n(2) a. Biber et al. (1999) show that these items convey a great deal of meaning\n\n(SPEngAL)\n\nb. \u2026 communicative tasks, defined by Skehan (1998: 268) as activities \u2026\n\n(EngAL)\n\n1.2. non-human subject (research noun+ cited author) + RV. The\nsubject of the RV is a noun group whose head is a research noun\n(e.g., findings) and where the cited author is typically a modifier. \n\n(3) More recent work by Aijmer (2002) emphasizes that\u2026. (EngAL)\n\n2. Patterns in non-integral citation (including non-integral quotation). \n\n2.1. general inanimate reference (discourse/research noun with a\ngeneral reference) + RV (active /passive). The discourse noun is\nused to refer to several sources and the citation in brackets provides\nexamples of these sources. \n\n(4) Some notable studies (Aguado de Cea, 1993; Belda Medina, 2003;\ngallench P\u00e9rez & Posteguillo g\u00f3mez, 2001) have provided different\n\napproaches\u2026(SPEngAL)\n\n2.2. general animate reference (plural reference to cited authors) + RV.\nA plural animated noun (writers, researchers) is the head of a noun\nphrase that functions as the subject of the RV. \n\n(5) other authors mention the possibility of zero plural (\u2026) (Lorenzo Criado,\n1994, p. 200; Seco, 1972, p. 139). (SPEngAL)\n\nMAR\u00edA-JoS\u00e9 LUz\u00f3n\n\nIb\u00e9rica 36 (2018): 171-194178\n\n07 IBERICA 36_Iberica 13 26/10/18 20:23 P\u00e1gina 178", "start_char_idx": 18325, "end_char_idx": 20221, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "5b414c56-998a-4b5f-892b-b941fca79d10": {"__data__": {"id_": "5b414c56-998a-4b5f-892b-b941fca79d10", "embedding": null, "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-127", "node_type": "4", "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "hash": "9e9c8f3cd2e94f166d42a48c71bcad51bf77de9158fd56e1588a6019ee70acd7", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "0c1fe21a-9ccf-450e-9d1e-6c9ea2919615", "node_type": "1", "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "hash": "9d59ebea9f2e1ab627f7c23fb2441c9fdcec8fc9fe6ec29f031a17b44f4a7a24", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "5cdb4663-3274-4b6d-90d1-c8286f6f464b", "node_type": "1", "metadata": {}, "hash": "130faa5f52b9d01179fbe2f1979c9b97066480fd3544773df511d8416122b506", "class_name": "RelatedNodeInfo"}}, "text": "2.3. RV in the passive voice or introductory \u2018it\u2019 as subject of RV in the\npassive voice (e.g., it has been reported that). \n\n(6) Research into teacher beliefs has been critiqued for eliciting (\u2026) (Munby\n1984; woods 1996) (EngAL)\n\nThese patterns reflect different degrees of authors\u2019 visibility as participants\nin the reporting process. while assigning the cited author the subject\nposition (pattern 1.1.) makes him/her more prominent and visible, pattern\n2.3. deflects attention from the author. \n\n3. Results \n\n3.1. Frequency of reporting verbs \n\nThe number of occurrences of RVs in the two sub-corpora was very similar:\n648 (272.28 per 100,000 words) in the SPEngAL corpus and 631 (261.24\nper 100,000 words) in the EngAL corpus. This similarity indicates that\nSpanish expert writers in linguistics are fully aware of the function of RVs\nin their discipline. despite this similarity in the frequency of RVs, there is a\nstriking difference regarding lexical variety: a much higher number of\ndifferent verbs are used in the SPEngAL corpus (129 vs. 88). A comparison\nof the verbs that are used by Spanish and Anglophone scholars may help to\nexplain this difference (see Table 2). As can be seen, 65 verbs occur in both\ncorpora, a high number of verbs (64) occur only in the SPEngAL corpus,\nand a much smaller number of verbs occur only in the EngAL corpus. \n\nVARIATIon In ACAdEMIC wRITIng PRACTICES\n\nIb\u00e9rica 36 (2018): 171-194 179\n\nVARIATION IN ACADEMIC WRITING PRACTICES \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\nb. \u2026 communicative tasks, defined by Skehan (1998: 268) as activities \u2026 \n(ENGAL) \n\n1.2. Non-human subject (research noun+ cited author) + RV. The subject \nof the RV is a noun group whose head is a research noun (e.g., \nfindings) and where the cited author is typically a modifier. \n\n(3) More recent work by Aijmer (2002) emphasizes that\u2026. (ENGAL) \n\n2. Patterns in non-integral citation (including non-integral quotation). \n\n2.1. General inanimate reference (discourse/research noun with a general \nreference) + RV (active /passive). The discourse noun is used to refer \nto several sources and the citation in brackets provides examples of \nthese sources. \n\n(4) Some notable studies (Aguado de Cea, 1993; Belda Medina, 2003; Gallench \nP\u00e9rez & Posteguillo G\u00f3mez, 2001) have provided different \napproaches\u2026(SPENGAL) \n\n2.2. General animate reference (plural reference to cited authors) + RV. A \nplural animated noun (writers, researchers) is the head of a noun \nphrase that function as the subject of the RV. \n\n(5) Other authors mention the possibility of zero plural (\u2026) (Lorenzo Criado, \n1994, p. 200; Seco, 1972, p. 139). (SPENGAL) \n\n2.3. RV in the passive voice or introductory \u2018it\u2019 as subject of RV in \npassive voice (e.g., it has been reported that). \n\n(6) Research into teacher beliefs has been critiqued for eliciting (\u2026) (Munby \n1984; Woods 1996) (ENGAL) \n\nThese patterns reflect different degrees of authors\u2019 visibility as participants in the \nreporting process. While assigning the cited author the subject position (pattern \n1.1.) makes him/her more prominent and visible, pattern 2.3. deflects attention \nfrom the author. \n\n3. Results \n\n3.1. Frequency of reporting verbs \n\n Occurrences Per 100,000 words Number of different \nverbs used \n\nSPENGAL 648 272.28 129 \nENGAL 631 261.24 88 \n\nTable 1. Frequency of RVs in the SPENGAL and ENGAL corpora. \n\n07 IBERICA 36_Iberica 13 26/10/18 20:23 P\u00e1gina 179", "start_char_idx": 20225, "end_char_idx": 23649, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "5cdb4663-3274-4b6d-90d1-c8286f6f464b": {"__data__": {"id_": "5cdb4663-3274-4b6d-90d1-c8286f6f464b", "embedding": null, "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-127", "node_type": "4", "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "hash": "9e9c8f3cd2e94f166d42a48c71bcad51bf77de9158fd56e1588a6019ee70acd7", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "5b414c56-998a-4b5f-892b-b941fca79d10", "node_type": "1", "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "hash": "7452e09060328def0c3c3ef9c013a1c2ec2d4d44fa0674d47845dbe94fe3833b", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "61c30b44-4b86-40c6-b92a-eba05ca33ba4", "node_type": "1", "metadata": {}, "hash": "795ee31bd6c8c4bda6805ad4fdbb8023f2eb1fbf9ab76e0c97e0375d5f872563", "class_name": "RelatedNodeInfo"}}, "text": "Some of the verbs that occur in both corpora are part of phrases where the\nreporting expression is actually the whole phrase (e.g., draw a conclusion, provide\nevidence). Interestingly, although these verbs are present in both corpora, they\ndo not always occur in the same combinations. For instance, the\ncombinations draw+ proposal or provide+ approach occur in the SPEngAL\ncorpus, but not in the EngAL corpus. Since the absence of a specific\ncombination in any of the corpora may be due to the size of these corpora,\nI searched for draw+ proposal and provide+ approach in the academic section of\nthe CoCA, to check whether they occurred in a larger English corpus. The\nsearches yielded no occurrence of draw+ proposal, and a very low frequency\nof provide+ approach (1.28 per million). The SPEngAL corpus also displayed\n\u201cmulti-word verb+ noun\u201d combinations which occurred only once (build up\na typology, play down the role of, flesh out a framework) (e.g. 7) and were absent both\nin the EngAL corpus and in the academic section of the CoCA corpus.\nAlthough these combinations might be considered \u201cincorrect\u201d with regard\nto EnL (English as a native Language) standards, they are intelligible and\nhave been accepted as such by participants in the reviewing and editorial\nprocess. The occurrence of these unconventional combinations is in\nagreement with P\u00e9rez-Llantada\u2019s (2014) finding that formulaicity in L2\nexpert writing is not completely native-like. \n\nMAR\u00edA-JoS\u00e9 LUz\u00f3n\n\nIb\u00e9rica 36 (2018): 171-194180\n\nMAR\u00cdA-JOS\u00c9 LUZ\u00d3N \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\nThe number of occurrences of RVs in the two sub-corpora was very similar: 648 \n(272.28 per 100,000 words) in the SPENGAL corpus and 631 (261.24 per \n100,000 words) in the ENGAL corpus. This similarity indicates that Spanish \nexpert writers in Linguistics are fully aware of the function of RVs in their \ndiscipline. Despite this similarity in the frequency of RVs, there is a striking \ndifference regarding lexical variety: a much higher number of different verbs are \nused in the SPENGAL corpus (129 vs. 88). A comparison of the verbs that are \nused by Spanish and Anglophone scholars may help to explain this difference \n(see Table 2). As can be seen, 65 verbs occur in both corpora, a high number of \nverbs (64) occur only in the SPENGAL corpus, and a much smaller number of \nverbs occur only in the ENGAL corpus. \n\n1. RVs occurring in both \ncorpora (65) \n\n2. RVs occurring only in the \nSPENGAL corpus (64) \n\n3.", "start_char_idx": 23653, "end_char_idx": 26125, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "61c30b44-4b86-40c6-b92a-eba05ca33ba4": {"__data__": {"id_": "61c30b44-4b86-40c6-b92a-eba05ca33ba4", "embedding": null, "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-127", "node_type": "4", "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "hash": "9e9c8f3cd2e94f166d42a48c71bcad51bf77de9158fd56e1588a6019ee70acd7", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "5cdb4663-3274-4b6d-90d1-c8286f6f464b", "node_type": "1", "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "hash": "18abc9e67698e7c75057b19d0fa1f194b8c9e015587376d8f9fb1d02929cf12c", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "c590d5e8-ef6d-4c0b-be37-388c20c14794", "node_type": "1", "metadata": {}, "hash": "80e58e5477669d8a5c78523a5ec24b5f67792dc0846083cc614cf8ec37829bf6", "class_name": "RelatedNodeInfo"}}, "text": "RVs occurring only in the \nSPENGAL corpus (64) \n\n3. RVs occurring only in the \nENGAL corpus (23) \n\naccept, address, advocate, \nanalyze, apply, argue, assume, \ncall, characterize, cite, claim, \nclassify, comment, compare, \nconclude, consider, contend, \ncriticize, deal with, define, \ndemonstrate, describe, develop, \ndiscuss, distinguish, document, \ndraw, emphasize, establish, \nexamine, explain, find, focus, give, \nhighlight, hypothesize, identify, \ninclude, indicate, introduce, \ninvestigate, maintain, make, note, \nnotice, offer, observe, perform, \npoint out, present, propose, prove, \nprovide, reveal, put it, refer, report, \nsay, show, state, stress, study, \nsuggest, use, write \n\nacknowledge, add, adhere, agree, \nallude, approach, argue against, \nattest, attribute, be aware thati, be \nconcerned, believe, build up, \nbroaden, capture, carry out, \ncenter, challenge, claim for, \ncontribute, declare, defend, \nestimate, differentiate, divide, do \n(research)ii, echo (suggestions), \nendorse, expound, flesh out (a \nframework), follow, hold (a view), \nillustrate, incorporate, insist, lay \n(emphasis on), link, list, mention, \nobtain, pay attention to, play down, \npoint to, postulate, propound, put \nforward, qualify, reach (a \nconclusion), recognize, \nrecommend, refine, reject, remark, \nreproduce, resort to, see as, \nsignal, suffer, sustain, talk about, \nthink, underline, understand, warn \n\naccount for, assert, assign, \nconfirm, constrain, dismiss, draw \non, employ, formulate, interpret, \ninstruct, outline, posit, produce (an \nanalysis), question, raise (a point), \nreview, specify, support, take (a \nposition), term, test, view \n\ni Within RVs I also consider collocations of the type BE+ adjective. \nii The object of the verb is provided to show how these verbs are used as a RV in the corpus. \n\nTable 2. Comparison of RVs used in the SPENGAL and the ENGAL corpus. \n\nSome of the verbs that occur in both corpora are part of phrases where the \nreporting expression is actually the whole phrase (e.g., draw a conclusion, \nprovide evidence). Interestingly, although these verbs are present in both \ncorpora, they do not always occur in the same combinations. For instance, the \ncombinations draw + proposal or provide+ approach occur in the SPENGAL \ncorpus, but not in the ENGAL corpus. Since the absence of a specific \ncombination in any of the corpora may be due to the size of these corpora, I \nsearched for draw+ proposal and provide+ approach in the academic section of \nthe COCA, to check whether they occurred in a larger English corpus. The \n\n07 IBERICA 36_Iberica 13 26/10/18 20:23 P\u00e1gina 180", "start_char_idx": 26074, "end_char_idx": 28689, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "c590d5e8-ef6d-4c0b-be37-388c20c14794": {"__data__": {"id_": "c590d5e8-ef6d-4c0b-be37-388c20c14794", "embedding": null, "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-127", "node_type": "4", "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "hash": "9e9c8f3cd2e94f166d42a48c71bcad51bf77de9158fd56e1588a6019ee70acd7", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "61c30b44-4b86-40c6-b92a-eba05ca33ba4", "node_type": "1", "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "hash": "fa5192726bcd83b42f2e4feadca2e122dccffa3a0cbea46466f162f4233846b1", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "c0d2a4a2-a7c6-405c-8a3c-50061b7e886b", "node_type": "1", "metadata": {}, "hash": "10b658096c7f802b6e211353682840d296f8c559c4e63c70819ba450eccf8bcb", "class_name": "RelatedNodeInfo"}}, "text": "(7) Although early research played down the role of the LI in second language\n\nlearning (dulay, Burt, & Krashen, 1982)... (SPEngAL) \n\nRegarding columns 2 and 3 in Table 2, what is interesting is not the presence\nof some verbs in only one of the corpora, since this may be due to the size\nof the corpora, but the high number of verbs that only occur in the\nSPEngAL corpus. These include verbs of Latin origin, which have a\nfrequently used Spanish cognate (e.g., adhere, allude, attribute, center, contribute,\ndeclare, defend, expound, mention, propound, recognize, sustain). Their high frequency\nin the SPEngAL corpus could be the result of \u201clanguage leakage\u201d (Jenkins,\n2015) from the EAL scholars\u2019 L1. L1 influence could also explain the\noccurrence in the SPEngAL corpus of specific verbs that do not occur in\nthe EngAL corpus, such as signal (see example 8), and that could be\nconsidered \u201cfalse cognates\u201d. \n\n(8) Janney and Arndt (1992: 22) signal \u201cthe lack of agreement among\n\ninvestigators about how politeness should be defined\u201d (SPEngAL) \n\nThe two occurrences of signal could be due to the fact that the Spanish\nverb se\u00f1alar is the equivalent for note/ point out. The meaning that the author\nintends to convey (signal = point out) could be different from the meaning\nthat would be construed by monolingual native English readers (signal = to\nmake a sound or movement that tells someone something), but not\nnecessarily different from the meaning construed by other multilingual\nreaders, who may be familiar with cognates of se\u00f1alar (meaning point out) in\nother European languages (e.g. signaler in French, segnalare in Italian). This\nraises the question of the fluidity of lexical meaning in intercultural\ncommunication. It should not be taken for granted that English users from\ndifferent linguistic backgrounds share identical meanings of a lexical item\n(Xu & dinh, 2013), but this semantic divergence does not necessarily lead\nto misunderstanding, since in intercultural communication lexical\nmeanings are co-constructed and negotiated in context. The audience of\narticles in international journals is composed of readers from different\nmultilingual backgrounds, who will draw on their linguistic repertoires\n(including their L1 and other languages they may know) to construct\nmeaning. In example (8) the use of signal has been accepted as valid in the\nreviewing process, which suggests that certain semantic divergences might\nbe overlooked both by authors and readers, as long as there is no major\ncommunication breakdown. \n\nVARIATIon In ACAdEMIC wRITIng PRACTICES\n\nIb\u00e9rica 36 (2018): 171-194 181\n\n07 IBERICA 36_Iberica 13 26/10/18 20:23 P\u00e1gina 181", "start_char_idx": 28693, "end_char_idx": 31367, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "c0d2a4a2-a7c6-405c-8a3c-50061b7e886b": {"__data__": {"id_": "c0d2a4a2-a7c6-405c-8a3c-50061b7e886b", "embedding": null, "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-127", "node_type": "4", "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "hash": "9e9c8f3cd2e94f166d42a48c71bcad51bf77de9158fd56e1588a6019ee70acd7", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "c590d5e8-ef6d-4c0b-be37-388c20c14794", "node_type": "1", "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "hash": "11007e84a9b43f7340ab75924bc3607213e7feb7455c0b75889192358498aaa2", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "7cedcb94-6113-4673-a7ca-ee8e7e9b66f1", "node_type": "1", "metadata": {}, "hash": "1d4d43109c194cd1a347fbe34f0cf74dc3dec5ae9eee2d2d8c2a5f0ede292276", "class_name": "RelatedNodeInfo"}}, "text": "A comparison of the frequency of the RVs in column 2 in the different\nsections of the CoCA reveals that some of them are less common in written\nacademic English than in other more informal registers, e.g. talk about (760\noccurrences per million in the spoken section vs. 51.70 in the academic\nsection), play down (3.58 occurrences per million in the newspaper section vs.\n0.83 in the academic section). This is also the case with some verbs which\noccur more frequently in the SPEngAL than in the EngAL corpus, e.g. say\n(5,199 occurrences per million in the spoken section vs. 946 in the academic\nsection), put it (95 occurrences per million in the spoken section vs. 36 in the\nacademic section). This suggests that SPEngAL authors may be less\nsensitive to register variation in English than EngAL authors. This is in\nagreement with previous research revealing that the academic texts of L2\nwriters display some elements more typical of spoken discourse (Hinkel,\n2003) and with Cohen\u2019s (2001) recount of his own difficulty in\ndiscriminating between formal and informal register when using academic\nHebrew. This result is also related to the finding that the development of L2\nwriting involves a move from the features of spoken English to those typical\nof formal writing (Shaw & Liu, 1998). \n\n3.2. Types of RVs in the SPENGAL and ENGAL sub-corpora \n\nTable 3 shows the top RVs in the two corpora (31 in the SPEngAL corpus,\n30 in the EngAL corpus) with their frequency of occurrence. The first\nfigure indicates the number of instances of the RV and the second figure\nexpresses the frequency of each RV as a percentage of all RVs in each sub-\ncorpus. \n\nMAR\u00edA-JoS\u00e9 LUz\u00f3n\n\nIb\u00e9rica 36 (2018): 171-194182\n\nVARIATION IN ACADEMIC WRITING PRACTICES \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\nSPENGAL ENGAL \n\nVerb total % (of \n648) \n\nVerb total % (of 631) \n\npoint out 45 6.94 find 74 11.72 \npropose 36 5.55 propose 54 8.55 \nargue 34 5.24 note 48 7.6 \nclaim 29 4.47 argue 43 6.8 \nshow 25 3.85 suggest 39 6.18 \nconsider 25 3.85 show 38 6.02 \nfind 23 3.54 discuss 18 2.85 \nsuggest 23 3.54 identify 17 2.69 \nstate 22 3.4 assume 17 2.69 \nnote 21 3.24 analyze 16 2.53 \ndefine 14 2.16 examine 14 2.21 \nexplain 14 2.16 consider 13 2.06 \nanalyze 13 2.00 claim 13 2.06 \nfocus 13 2.00 describe 13 2.06 \ndescribe 12 1.85 study 12 1.9 \ndistinguish 11 1.7 point out 12 1.9 \n\nTable 3. Top RVs in the two corpora. \n\nDrawing on Hyland\u2019s (2002) distinction, the verbs in Table 3 were classified into \nresearch verbs (i.e., verbs referring to procedures/experimental activities or used \nto state findings), discourse verbs (i.e., verbs involving verbal expression) and \ncognitive verbs (i.e., verbs referring to mental processes). Table 4 below shows \nthe classification of the top RVs used in the two corpora and the percentage of \neach type. \n\n \n\n \n\n \n\n07 IBERICA 36_Iberica 13 26/10/18 20:23 P\u00e1gina 182\n\n\n\ndrawing on Hyland\u2019s (2002) distinction, the verbs in Table 3 were classified\ninto research verbs (i.e., verbs referring to procedures/experimental activities\nor used to state findings), discourse verbs (i.e., verbs involving verbal\nexpression) and cognitive verbs (i.e., verbs referring to mental processes).\nTable 4 below shows the classification of the top RVs used in the two\ncorpora and the percentage of each type.", "start_char_idx": 31371, "end_char_idx": 34682, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "7cedcb94-6113-4673-a7ca-ee8e7e9b66f1": {"__data__": {"id_": "7cedcb94-6113-4673-a7ca-ee8e7e9b66f1", "embedding": null, "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-127", "node_type": "4", "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "hash": "9e9c8f3cd2e94f166d42a48c71bcad51bf77de9158fd56e1588a6019ee70acd7", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "c0d2a4a2-a7c6-405c-8a3c-50061b7e886b", "node_type": "1", "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "hash": "d0a496656e9ddc08e4544b1173adc9315a969fafef573b87bd7f77c718d83b2a", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "c19f6c13-a9b6-404b-aa17-a1a965ab8ebd", "node_type": "1", "metadata": {}, "hash": "97e0aa1d589e39b0e38b11687e521057009c93765d17941c4eed903725f811e6", "class_name": "RelatedNodeInfo"}}, "text": "VARIATIon In ACAdEMIC wRITIng PRACTICES\n\nIb\u00e9rica 36 (2018): 171-194 183\n\nVARIATION IN ACADEMIC WRITING PRACTICES \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\ndistinguish 11 1.7 point out 12 1.9 \nmention 10 1.54 present 11 1.74 \nmaintain 9 1.38 call 9 1.42 \naccept 8 1.23 compare 9 1.42 \ncall 8 1.23 report 9 1.42 \nstress 8 1.23 cite 8 1.26 \nconclude 7 1.08 distinguish 8 1.36 \nexamine 7 1.08 investigate 8 1.36 \nobserve 7 1.08 use 8 1.36 \npoint to 7 1.08 provide 7 1.1 \nprovide 7 1.08 develop 7 1.1 \nput it 7 1.08 document 7 1.1 \ncomment 6 0.92 observe 6 0.95 \ncompare 6 0.92 focus 6 0.95 \nidentify 6 0.92 refer 6 0.95 \nstudy 6 0.92 \n\nTotal 470 Total 550 \n\nTable 3. Top RVs in the two corpora. \n\nDrawing on Hyland\u2019s (2002) distinction, the verbs in Table 3 were classified into \nresearch verbs (i.e., verbs referring to procedures/experimental activities or used \nto state findings), discourse verbs (i.e., verbs involving verbal expression) and \ncognitive verbs (i.e., verbs referring to mental processes). Table 4 below shows \nthe classification of the top RVs used in the two corpora and the percentage of \neach type. \n\n \n\n \n\n \n\nMAR\u00cdA-JOS\u00c9 LUZ\u00d3N \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\nVerb group SPENGAL ENGAL \n\n Verbs % of \ntotal \n\nVerbs % of total \n\nresearch show, find, analyze, \nfocus, observe, \nexamine, study (7 \nverbs/ 95 \noccurrences) \n\n20.21 find, show, analyze, \nexamine, study, \ninvestigate, use, \ndevelop, observe, \nfocus (10 verbs/ 189 \noccurrences) \n\n34.36 \n\ndiscourse point out, propose, \nargue, claim, suggest, \nstate, note, define, \nexplain, describe, \ndistinguish, mention, \nmaintain, accept, \nstress, call, compare, \nconclude, put it, point \nto, provide, comment, \nidentify (23 verbs/ 350 \noccurrences) \n\n74.46 propose, note, argue, \nsuggest, discuss, \nidentify, claim, \ndescribe, point out, \npresent, call, report, \ncompare, cite, \ndistinguish, provide, \ndocument, refer (18 \nverbs/ 331 \noccurrences) \n\n60.18 \n\ncognitive consider (1 verb/ 25 \noccurrences) \n\n5.31 assume, consider (2 \nverbs/ 30 \noccurrences) \n\n5.45 \n\n 470 100 550 100 \n\nTable 4. Types of RVs in the SPENGAL and the ENGAL sub-corpora. \n\nThe percentage of cognitive RVs is very low in both corpora, consider and \nassume being the only cognitive verbs among the top RVs. However, there is a \nstriking difference in the frequency of use of research and discourse verbs in the \ntwo corpora. Although there is a clear preference for discourse verbs over \nresearch verbs in the two corpora, scholars in an Anglophone context used a \nmuch higher number of research verbs than Spanish scholars. Table 3 shows the \nhigh frequency in the ENGAL corpus of two research verbs used to state \nfindings, find, show (which together comprise 17.74% of the RVs in the ENGAL \ncorpus, compared to 7.39% in the SPENGAL corpus). By contrast, the most \nfrequent RV in the SPENGAL corpus is the discourse verb point out (6.94% of \nthe RVs in the SPENGAL corpus vs. 1.9% of the RVs in the ENGAL corpus).", "start_char_idx": 34685, "end_char_idx": 37634, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "c19f6c13-a9b6-404b-aa17-a1a965ab8ebd": {"__data__": {"id_": "c19f6c13-a9b6-404b-aa17-a1a965ab8ebd", "embedding": null, "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-127", "node_type": "4", "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "hash": "9e9c8f3cd2e94f166d42a48c71bcad51bf77de9158fd56e1588a6019ee70acd7", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "7cedcb94-6113-4673-a7ca-ee8e7e9b66f1", "node_type": "1", "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "hash": "ed1d6bbb83626502b6fb56f73c65184c3333079b05613c4ae1686c4e65c8245e", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "19a6addc-ae96-46a1-b0e3-1adfd230bcb6", "node_type": "1", "metadata": {}, "hash": "64d6cfebbc1d4d9b0e1488d8d808fd398e9cbf48081499eab95ed7cb9f37a0a1", "class_name": "RelatedNodeInfo"}}, "text": "1.9% of the RVs in the ENGAL corpus). \n\nHyland and Tse (2005: 60) suggest that academic writers use RVs strategically \nto focus on a specific type of support for their own claims: \u201cBy framing \nevaluations with either a research, cognitive, or discoursal focus, writers can also \nimplicitly signal whether they intend their judgements to be understood as \ngrounded in research practices, interpretive practices, or reporting practices\u201d. \nHyland (2009) found a clear preference for research act verbs in the hard \ndisciplines and for discourse act verbs in the soft disciplines and attributed it to \nthe differences in the way knowledge is constructed, with the hard disciplines \nemphasizing the importance of experimental results to support claims and the \n\n07 IBERICA 36_Iberica 13 26/10/18 20:23 P\u00e1gina 183\n\n\n\nThe percentage of cognitive RVs is very low in both corpora, consider and\nassume being the only cognitive verbs among the top RVs. However, there is\na striking difference in the frequency of use of research and discourse verbs\nin the two corpora. Although there is a clear preference for discourse verbs\nover research verbs in the two corpora, scholars in an Anglophone context\nused a much higher number of research verbs than Spanish scholars. Table\n3 shows the high frequency in the EngAL corpus of two research verbs\nused to state findings, find, show (which together comprise 17.74% of the RVs\nin the EngAL corpus, compared to 7.39% in the SPEngAL corpus). By\ncontrast, the most frequent RV in the SPEngAL corpus is the discourse\nverb point out (6.94% of the RVs in the SPEngAL corpus vs. 1.9% of the\nRVs in the EngAL corpus).\n\nHyland and Tse (2005: 60) suggest that academic writers use RVs\nstrategically to focus on a specific type of support for their own claims: \u201cBy\nframing evaluations with either a research, cognitive, or discoursal focus,\nwriters can also implicitly signal whether they intend their judgements to be\nunderstood as grounded in research practices, interpretive practices, or\nreporting practices\u201d. Hyland (2009) found a clear preference for research act\nverbs in the hard disciplines and for discourse act verbs in the soft disciplines\nand attributed it to the differences in the way knowledge is constructed, with\nthe hard disciplines emphasizing the importance of experimental results to\nsupport claims and the humanities relying on the strength of arguments and\non the reference to the words of previous researchers. \n\nAs can be seen, both in the SPEngAL and the EngAL corpus discourse\nact verbs are more frequent than research act verbs, which shows the\nimportance of argument and interpretation in linguistics. However, the\nhigher frequency of discourse act verbs in the SPEngAL corpus when\ncompared with the EngAL corpus could suggest that, while both Spanish\nand Anglophone writers prefer to ground their claims on the cited authors\u2019\nreporting of and interpretation of their own research, Spanish writers are\nless willing to emphasize the research results of cited authors- as in example\n(9)- instead of their authority- see example 10. \n\n(9) Laufer (1989) found that learners who knew 95 per cent of the words\nin text were more likely to be successful readers (EngAL) \n\n(10) gains (1999) claims that the informality of e-mail messages is not\n\nretained in business messages (SPEngAL) \n\nMAR\u00edA-JoS\u00e9 LUz\u00f3n\n\nIb\u00e9rica 36 (2018): 171-194184\n\n07 IBERICA 36_Iberica 13 26/10/18 20:23 P\u00e1gina 184\n\n\n\n3.3. Types of citations of which reporting verbs are part \n\nTable 5 gives the frequency of RVs in the three different types of citation\nconsidered in the research. It should be pointed out that I did not count the\noccurrences of the different types of citation in the corpora, but the\nfrequency of these types with a RV. A chi-square test was carried out in order\nto determine the significance of the differences in the two corpora.", "start_char_idx": 37597, "end_char_idx": 41496, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "19a6addc-ae96-46a1-b0e3-1adfd230bcb6": {"__data__": {"id_": "19a6addc-ae96-46a1-b0e3-1adfd230bcb6", "embedding": null, "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-127", "node_type": "4", "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "hash": "9e9c8f3cd2e94f166d42a48c71bcad51bf77de9158fd56e1588a6019ee70acd7", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "c19f6c13-a9b6-404b-aa17-a1a965ab8ebd", "node_type": "1", "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "hash": "5cacb84de6f2d7977ea047a1a3459fb4fecfbde862be4d9e952ff81832ec0811", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "257d8241-a4e8-4009-89c4-b7d2e5a678df", "node_type": "1", "metadata": {}, "hash": "76f28ca599bb77f9b5e911702d45a83f06edd777cbca6dfe7946aeb1ad155ce2", "class_name": "RelatedNodeInfo"}}, "text": "The\ndistribution of citation types with RVs was found to be significantly different\nbetween the two corpora (\u03c7\u00b2= 50.92, df = 2, p < 0.0001).\n\nTable 5 shows a striking difference in the use of RVs in the two corpora: the\npercentage of RVs+ quotation is much higher in the SPEngAL corpus\nthan in the EngAL corpus (18.51% vs. 5.7%). This suggests that Spanish\nwriters resort to quotation much more frequently than Anglophone writers.\nA possible explanation is that, since writers use direct quotations to give\nother authors\u2019 voices the floor (Fl\u00f8ttum et al., 2006), Spanish scholars tend\nto use more quotations to provide a more authoritative support to their\nclaim, as illustrated in example (11). \n\n(11) First, we have provided further evidence that discourse is pre-patterned\n(\u2026). As Sinclair puts it (Sinclair, 1991: 108): \u201cby far the majority of text\nis made of the occurrence of common words in common patterns\u201d.\n(SPEngAL) \n\nIt is also interesting to compare which RVs are used in quotations: \n\nVARIATIon In ACAdEMIC wRITIng PRACTICES\n\nIb\u00e9rica 36 (2018): 171-194 185\n\nVARIATION IN ACADEMIC WRITING PRACTICES \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\nhumanities relying on the strength of arguments and on the reference to the \nwords of previous researchers. \n\nAs can be seen, both in the SPENGAL and the ENGAL corpus discourse act \nverbs are more frequent than research act verbs, which shows the importance of \nargument and interpretation in Linguistics. However, the higher frequency of \ndiscourse act verbs in the SPENGAL corpus when compared with the ENGAL \ncorpus could suggest that, while both Spanish and Anglophone writers prefer to \nground their claims on the cited authors\u2019 reporting of and interpretation of their \nown research, Spanish writers are less willing to emphasize the research results \nof cited authors- as in example (9)- instead of their authority- see example 10. \n\n(9) Laufer (1989) found that learners who knew 95 per cent of the words in text \nwere more likely to be successful readers (ENGAL) \n\n(10) Gains (1999) claims that the informality of e-mail messages is not retained in \nbusiness messages (SPENGAL) \n\nLaufer (1989) found that learners who knew 95 per cent of the words in text \nwere more likely to be successful readers and had better comprehension scores. \n\n3.3. Types of citations of which reporting verbs are part \n\nType of citation SPENGAL ENGAL \n\n total % total % \nIntegral citation (excluding quotations) 415 64.04 487 77.17 \nNon-integral citation (excluding quotations) 113 17.43 108 17.11 \nQuotation 120 18.51 36 5.7 \nTotal 648 100 631 100 \n\nTable 5. Occurrences of reporting verbs in integral citations, non-integral citations and quotations. \n\nTable 5 gives the frequency of RVs in the three different types of citation \nconsidered in the research. It should be pointed out that I did not count the \noccurrences of the different types of citation in the corpora, but the frequency of \nthese types with a RV. A chi-square test was carried out in order to determine the \nsignificance of the differences in the two corpora. The distribution of citation \ntypes with RVs was found to be significantly different between the two corpora \n(\"#= 50.92, df = 2, p < 0.0001). \n\nTable 5 shows a striking difference in the use of RVs in the two corpora: the \npercentage of RVs+ quotation is much higher in the SPENGAL corpus than in \nthe ENGAL corpus (18.51% vs. 5.7%). This suggests that Spanish writers resort \nto quotation much more frequently than Anglophone writers. A possible \nexplanation is that, since writers use direct quotations to give other authors\u2019 \nvoices the floor (Fl\u00f8ttum et al., 2006), Spanish scholars tend to use more \nquotations to provide a more authoritative support to their claim, as illustrated in \nexample (11).", "start_char_idx": 41497, "end_char_idx": 45275, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "257d8241-a4e8-4009-89c4-b7d2e5a678df": {"__data__": {"id_": "257d8241-a4e8-4009-89c4-b7d2e5a678df", "embedding": null, "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-127", "node_type": "4", "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "hash": "9e9c8f3cd2e94f166d42a48c71bcad51bf77de9158fd56e1588a6019ee70acd7", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "19a6addc-ae96-46a1-b0e3-1adfd230bcb6", "node_type": "1", "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "hash": "7c2dcc7f3e3cd78a32ceb6f6eefc395559bdbaa677d570918409d62450bfce5f", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "379b1a42-3f6e-4ef4-adcd-f3e87c7203b6", "node_type": "1", "metadata": {}, "hash": "972fbbb371f8a83af6af4689e8e15203427dab88b82398631a081a0eb2061abd", "class_name": "RelatedNodeInfo"}}, "text": "MAR\u00cdA-JOS\u00c9 LUZ\u00d3N \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\n(11) First, we have provided further evidence that discourse is pre-patterned (\u2026). \nAs Sinclair puts it (Sinclair, 1991: 108): \u201cby far the majority of text is made \nof the occurrence of common words in common patterns\u201d. (SPENGAL) \n\nIt is also interesting to compare which RVs are used in quotations: \n\nSPENGAL (120) ENGAL (36) \nstate (13), define (10), point out (10), call (8), explain (8), \nargue (7), put it (6), describe (5), maintain (5), claim (4), \nconclude (4), note (4), observe (4), say (4), refer (3), \nstress (3), consider (3), mention (2), signal (2), suggest \n(2), talk (2), remark (2), write (2), add (1), advocate (1), \ncomment (1), find (1), prove (1), show (1), underline (1) \n\nnote (10), call (5), describe (4), observe (2), \nargue (2), claim (2), refer (2), state (2), \nconclude (1), consider (1), define (1), propose \n(1), put it (1), say (1), suggest (1) \n\nTable 6. Verbs occurring in quotations in the SPENGAL corpus and the ENGAL corpus5. \n\nAs can be seen, the most frequent RVs in quotation are different in the two \ncorpora. Point out and note are both factive verbs (Hyland, 2002) used to show \nthat the writer accepts the truth of what the original author said, but while \nENGAL authors prefer note, SPENGAL authors prefer point out. Note occurs in \n28.57% of the quotations in the ENGAL corpus and only in 3.3% of the \nquotations in the SPENGAL corpus. Similarly, point out, which occurs in 8.3% \nof the quotations in the SPENGAL corpus, is absent in the ENGAL corpus. \n\nSome verbs are closely associated to quotation in the SPENGAL corpus: 85% of \nthe occurrences (6 out of 7) of put it and 59% of the occurrences of state are used \nto introduce a quotation. These are non-factive verbs, always used by Spanish \nwriters in the corpus to introduce a quotation which supports the writer\u2019s \nstatement (see examples 11 and 12). \n\n(12) A close examination of the Introduction unit of the abstracts revealed that this \nsection was the most complex unit (\u2026). Swales himself draws our attention to \nthe complexity of research article introductions when he states that: \n\nIntroductions are known to be troublesome [...].(SPENGAL) \n\nIn the SPENGAL corpus state usually occurs in the patterns: \u201cAs stated by+ \nauthor\u201d, \u201cAs author(s)+ state(s)\u201d, \u201cAccordingly, author(s)+ state(s) that\u201d. The \nuse of state in the SPENGAL corpus is similar to that in the learner corpus \nanalyzed by Bloch (2010). He found that in expert writing state was sometimes \nused to present a claim with which the writer did not agree, while in the learner \ncorpus state tended to be used to report the cited author\u2019s claims as facts. This is \ninteresting because the evaluative potential of words seems to be easily available \nto Anglophone authors, but it may not be so evident for EAL authors. Therefore, \nthe evaluative meaning of RVs in academic texts by EAL writers might not be \nexactly the same as the meaning construed by Anglophone speakers. \n\nTable 7 shows the frequency of RVs in the different citation patterns. \nInterestingly, the relative frequency of each pattern was not significantly \n\n07 IBERICA 36_Iberica 13 26/10/18 20:23 P\u00e1gina 185", "start_char_idx": 45279, "end_char_idx": 48476, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "379b1a42-3f6e-4ef4-adcd-f3e87c7203b6": {"__data__": {"id_": "379b1a42-3f6e-4ef4-adcd-f3e87c7203b6", "embedding": null, "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-127", "node_type": "4", "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "hash": "9e9c8f3cd2e94f166d42a48c71bcad51bf77de9158fd56e1588a6019ee70acd7", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "257d8241-a4e8-4009-89c4-b7d2e5a678df", "node_type": "1", "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "hash": "32a288b5aeeba6da6f5292c4286b2d0dbdf04c1b2486348ba5120c1e939fdddf", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "e579adda-8cd6-4f0b-bc30-4a66d353b1ee", "node_type": "1", "metadata": {}, "hash": "e69d2191847142e417ad38fae0ccf116f41b56667587380980668a30a8cee8f2", "class_name": "RelatedNodeInfo"}}, "text": "As can be seen, the most frequent RVs in quotation are different in the two\ncorpora. Point out and note are both factive verbs (Hyland, 2002) used to show\nthat the writer accepts the truth of what the original author said, but while\nEngAL authors prefer note, SPEngAL authors prefer point out. Note occurs\nin 28.57% of the quotations in the EngAL corpus and only in 3.3% of the\nquotations in the SPEngAL corpus. Similarly, point out, which occurs in\n8.3% of the quotations in the SPEngAL corpus, is absent in the EngAL\ncorpus.\n\nSome verbs are closely associated to quotation in the SPEngAL corpus:\n85% of the occurrences (6 out of 7) of put it and 59% of the occurrences\nof state are used to introduce a quotation. These are non-factive verbs, always\nused by Spanish writers in the corpus to introduce a quotation which\nsupports the writer\u2019s statement (see examples 11 and 12). \n\n(12) A close examination of the Introduction unit of the abstracts revealed\nthat this section was the most complex unit (\u2026). Swales himself draws\nour attention to the complexity of research article introductions when\nhe states that:\n\nIntroductions are known to be troublesome [...].(SPEngAL)\n\nIn the SPEngAL corpus state usually occurs in the patterns: \u201cAs stated by+\nauthor\u201d, \u201cAs author(s)+ state(s)\u201d, \u201cAccordingly, author(s)+ state(s) that\u201d. The\nuse of state in the SPEngAL corpus is similar to that in the learner corpus\nanalyzed by Bloch (2010). He found that in expert writing state was\nsometimes used to present a claim with which the writer did not agree, while\nin the learner corpus state tended to be used to report the cited author\u2019s\nclaims as facts. This is interesting because the evaluative potential of words\nseems to be easily available to Anglophone authors, but it may not be so\nevident for EAL authors. Therefore, the evaluative meaning of RVs in\nacademic texts by EAL writers might not be exactly the same as the meaning\nconstrued by Anglophone speakers. \n\nTable 7 shows the frequency of RVs in the different citation patterns.\nInterestingly, the relative frequency of each pattern was not significantly\ndifferent between the two corpora (\u03c7\u00b2= 3.33 df= 4, p > 0.5), which suggests\nthat both groups of expert writers in linguistics share genre knowledge\nconcerning the function of the different citation patterns in RAs in their\ndiscipline. As can be seen, in both corpora the most frequent pattern where\nRVs occur is the one where the author is most visible, pattern 1.1.: \u201cHuman\n\nMAR\u00edA-JoS\u00e9 LUz\u00f3n\n\nIb\u00e9rica 36 (2018): 171-194186\n\n07 IBERICA 36_Iberica 13 26/10/18 20:23 P\u00e1gina 186", "start_char_idx": 48480, "end_char_idx": 51082, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "e579adda-8cd6-4f0b-bc30-4a66d353b1ee": {"__data__": {"id_": "e579adda-8cd6-4f0b-bc30-4a66d353b1ee", "embedding": null, "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-127", "node_type": "4", "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "hash": "9e9c8f3cd2e94f166d42a48c71bcad51bf77de9158fd56e1588a6019ee70acd7", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "379b1a42-3f6e-4ef4-adcd-f3e87c7203b6", "node_type": "1", "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "hash": "480ff0538b21254fd8a04ca028581211b80dea000786ed40b2cb617146675d01", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "8e590f93-4835-4f30-bc62-497fa221705e", "node_type": "1", "metadata": {}, "hash": "e2ba4f02706df445de5bda1b1c4521ccc40e4f37dc9b8145e193d36048b5e744", "class_name": "RelatedNodeInfo"}}, "text": "subject (cited author)+ RV\u201d, and the other patterns are used with a similar\nfrequency. \n\n4. Discussion and conclusions \n\nThe analysis of the two corpora of English-medium RAs in linguistics, one\nwritten by Anglophone scholars and the other by Spanish scholars, shows\nvariation regarding the use of RVs in academic writing. The present findings\nthus indicate that the discourse of English-medium RAs written by Spanish\nexpert writers displays many linguistic features and rhetorical practices found\nin texts written by Anglophone scholars, but also examples of language use\nthat diverge from Anglophone style and norms.\n\nBoth corpora display a similar number of occurrences of RVs and a\npreference for discourse RVs to construct knowledge. This may be\nattributed to the fact that both groups of scholars are expert users of\nacademic English who make an effective use of RVs to achieve the goals of\ntheir disciplinary cultures. However, although the corpus analyzed is not\nlarge enough to make confident generalizations, the study has revealed some\ndifferences in the way these two groups of writers used RVs in English-\nmedium research articles, which allows for some tentative conclusions. The\nanalysis of the corpora showed that Spanish scholars used a higher\npercentage of discourse act RVs than Anglophone scholars and a higher\npercentage of RVs in quotations, thus giving the cited author the floor more\n\nVARIATIon In ACAdEMIC wRITIng PRACTICES\n\nIb\u00e9rica 36 (2018): 171-194 187\n\nVARIATION IN ACADEMIC WRITING PRACTICES \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\ndifferent between the two corpora (\"#= 3.33 df= 4, p > 0.5), which suggests that \nboth groups of expert writers in Linguistics share genre knowledge concerning \nthe function of the different citation patterns in RAs in their discipline. As can \nbe seen, in both corpora the most frequent pattern where RVs occur is the one \nwhere the author is most visible, pattern 1.1.: \u201cHuman subject (cited author)+ \nRV\u201d, and the other patterns are used with a similar frequency. \n\n SPENGAL (648 \noccurrences) \n\n ENGAL (631 \noccurrences) \n\n \n\nPatterns total % of RVs total % of RVs \nIntegral structures \n1.1. Human subject+ RV (Biber et \nal. show that) \n\n518 79.93 506 80.19 \n\n1.2. Non-human subject+ RV \n(recent work by Aijmer \nemphasizes that) \n\n9 1.38 11 1.74 \n\nNon-integral structures \n2.1. General inanimate reference+ \nRV (Some studies have provided) \n\n51 7.87 58 9.19 \n\n2.2. General animate reference+ \nRV (Some writers emphasize that) \n\n23 3.54 13 2.06 \n\n2.3. Introductory it or RV in \npassive voice (Research into \u2026 \nhas been critiqued for) \n\n47 7.25 43 6.81 \n\nTotal 648 100 631 100 \n\nTable 7. Citation patterns of which RVs are part. \n\n4. Discussion and conclusions \n\nThe analysis of the two corpora of English-medium RAs in Linguistics, one \nwritten by Anglophone scholars and the other by Spanish scholars, shows \nvariation regarding the use of RVs in academic writing. The present findings \nthus indicate that the discourse of English-medium RAs written by Spanish \nexpert writers displays many linguistic features and rhetorical practices found in \ntexts written by Anglophone scholars, but also examples of language use that \ndiverge from Anglophone style and norms. \n\nBoth corpora display a similar number of occurrences of RVs and a preference \nfor discourse RVs to construct knowledge. This may be attributed to the fact that \nboth groups of scholars are expert users of academic English who make an \neffective use of RVs to achieve the goals of their disciplinary cultures. However, \nalthough the corpus analyzed is not large enough to make confident \ngeneralizations, the study has revealed some differences in the way these two \ngroups of writers used RVs in English-medium research papers, which allows for \nsome tentative conclusions. The analysis of the corpora showed that Spanish \n\n07 IBERICA 36_Iberica 13 26/10/18 20:23 P\u00e1gina 187", "start_char_idx": 51086, "end_char_idx": 55009, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "8e590f93-4835-4f30-bc62-497fa221705e": {"__data__": {"id_": "8e590f93-4835-4f30-bc62-497fa221705e", "embedding": null, "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-127", "node_type": "4", "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "hash": "9e9c8f3cd2e94f166d42a48c71bcad51bf77de9158fd56e1588a6019ee70acd7", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "e579adda-8cd6-4f0b-bc30-4a66d353b1ee", "node_type": "1", "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "hash": "744cea763d4a1ecb73999502f9b365696d65eb247cddf3ab7b9fe48b160e9dcc", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "9a99dc00-ca91-46ca-bdda-f5a4d169e95b", "node_type": "1", "metadata": {}, "hash": "dd14d78f53cc02e8c5700a1fad34fda488d17dc0e0158a70641a6253a806fe22", "class_name": "RelatedNodeInfo"}}, "text": "often. According to the findings, the group of EAL scholars investigated\nseems to have a clearer preference for citation practices that enable them to\nsupport their own claims by recourse to other scholars\u2019 ideas, assertions and\ninterpretation. Thus, the Spanish authors in this study could be exploiting\nRVs to make their knowledge claims acceptable by the editors and reviewers\nof high impact international journals and thus secure publication in these\njournals. The study has also revealed that, although the overall frequency of\nRVs was similar in both corpora, the texts written by Spanish scholars\ndisplayed a higher number of different verbs, some of them with very few\noccurrences. Spanish scholars utilized non-routine verb+noun combinations\nand a high number of verbs from a Latin origin, both true and false\ncognates. Consistent with previous research (P\u00e9rez-Llantada, 2014; Lor\u00e9s-\nSanz, 2016) this variability indicates that the EAL writers activated their L1\nliteracy resources to meet their communicative needs when writing in\nEnglish. The comparison of the two corpora also reveals slight differences\nin the use of some RVs: some verbs are more strongly associated with\nspecific patterns or specific functions in one corpus than in the other (e.g.\nthe use of point out, state and put it to introduce quotations in the SPEngAL\ncorpus). The present findings suggest that, although the two groups of\nwriters share most generic conventions regarding RVs, the usage of these\nverbs in the writing of Spanish scholars is influenced by their multilingual\nliteracy repertoire, which supports previous research showing the \u201chybrid\u201d\npractices (\u201clargely, but not completely, native-like\u201d) of EAL scholars (\u00c4del &\nErman, 2012; P\u00e9rez-Llantada, 2014: 84). \n\nThe analysis of the data also suggests emerging features in academic writing\nby EAL scholars (or, at least, in the academic writing by Spanish scholars)\n(e.g. verbs of spoken register, frequent use of cognates), which, as a result of\nthe increasing number of EAL researchers publishing in international\njournals, could, as Rozycki and Johnson (2013) point out, contribute to\ngradually altering the features of academic written communication. An\ninteresting finding is that the Spanish writers in this study seem to be\nrelatively less register-sensitive than Anglophone writers and they may also\noverlook subtle semantic divergences when using \u201cfalse\u201d cognates or when\nusing some RVs for evaluation. It can thus be concluded that a key to\neffective communication at the receptive level is relative tolerance towards\nregister and code variations, for instance, accepting usage that might be\nslightly less formal than expected or accepting words whose meaning is\nslightly different from the one that would be construed by a native speaker.\n\nMAR\u00edA-JoS\u00e9 LUz\u00f3n\n\nIb\u00e9rica 36 (2018): 171-194188\n\n07 IBERICA 36_Iberica 13 26/10/18 20:23 P\u00e1gina 188", "start_char_idx": 55013, "end_char_idx": 57927, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "9a99dc00-ca91-46ca-bdda-f5a4d169e95b": {"__data__": {"id_": "9a99dc00-ca91-46ca-bdda-f5a4d169e95b", "embedding": null, "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-127", "node_type": "4", "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "hash": "9e9c8f3cd2e94f166d42a48c71bcad51bf77de9158fd56e1588a6019ee70acd7", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "8e590f93-4835-4f30-bc62-497fa221705e", "node_type": "1", "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "hash": "e6fb173b2f9a369eb963786b5f9c176cf84f6dd7ef11c02097dc821e50df24c6", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "f5bfd8a7-edd6-4b87-98f4-c51649ce9459", "node_type": "1", "metadata": {}, "hash": "10ff20255dd319e63bae58ae71a056e340ca41851b2e3076a32bbd81bb3b54d0", "class_name": "RelatedNodeInfo"}}, "text": "As convincingly argued by Belcher, there is a need for a \u201cnew reader\nresponsibility\u201d, based on flexibility and contextual adaptation: readers of\ninternational publications need to be flexible and \u201cwilling, when needed, to\naccept responsibility for constructing meaning from what may seem less-\nthan-immediately-transparent text\u201d (Belcher, 2014: 65). As Horner\nconcludes, EAL (multilingual) writers have to employ attitudes like\n\u201ctolerance for language variation\u201d and \u201cstrategies of accommodation and\nnegotiation\u201d (Horner, 2011: 302).\n\nThe findings of this study are consistent with previous research showing the\npresence of non-standard forms, innovative rhetorical patterns, and culture-\nspecific features in peer-reviewed academic writing (Rozycki & Johnson,\n2013; P\u00e9rez-Llantada, 2014; Lor\u00e9s-Sanz, 2016) and support Hyland\u2019s (2016)\ncall for a more inclusive view of academic publishing, not based on L1 vs.\nL2 dichotomies. The study has thus sought to contribute to providing\ninformation on variations that are successfully used by EAL authors to\nachieve their purposes and shows the need to conceptualize academic\nEnglish as English-medium discourse characterized by variability, fluidity\nand hybridity, with room for the diverse rhetorical styles and textual choices\nof expert scholars (including Anglophone scholars) with different L1\nbackgrounds, who use various linguistic/ semiotic resources to report\nresearch. \n\nThe results of this study have implications both for academic literacy\ninstruction and for publication reviewing and gate-keeping. one important\nimplication of this study is that the teaching of academic English should be\napproached from a \u201clanguage variation\u201d perspective, acknowledging the\ndiscourse practices of scholars from varied linguistic backgrounds, as also\npostulated by wingate (2015) for students. Aligning with Curry and Lillis\n(2004) and Belcher (2007), the results of this study highlight the need for\nacademic writing courses for EAL scholars, which raise their awareness of\nhow expert writers (both Anglophone and non-Anglophone) make\nrhetorical choices intended to develop their authorial identity and get their\nclaims accepted. As Heng Hartse and Kubota (2014) argue, an \u201cerror-based\u201d\napproach, which focuses on identifying non-standard forms in the writing of\nL2 scholars and helping them to avoid these \u201cerrors\u201d, is not adequate,\nbecause, as this study has shown, some forms that are not preferred by\nAnglophone scholars are accepted in actual practice. Materials to be used in\nthose courses and criteria to assess acceptable performance should,\ntherefore, not be based on corpus observation (data driven Learning) of\n\nVARIATIon In ACAdEMIC wRITIng PRACTICES\n\nIb\u00e9rica 36 (2018): 171-194 189\n\n07 IBERICA 36_Iberica 13 26/10/18 20:23 P\u00e1gina 189", "start_char_idx": 57931, "end_char_idx": 60731, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "f5bfd8a7-edd6-4b87-98f4-c51649ce9459": {"__data__": {"id_": "f5bfd8a7-edd6-4b87-98f4-c51649ce9459", "embedding": null, "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-127", "node_type": "4", "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "hash": "9e9c8f3cd2e94f166d42a48c71bcad51bf77de9158fd56e1588a6019ee70acd7", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "9a99dc00-ca91-46ca-bdda-f5a4d169e95b", "node_type": "1", "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "hash": "2b59adcfc2e8da7d59d7a40fb0aeb71d47a44224a455d8c06eee3e3aa432c535", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "76ca6ce5-e634-42c0-94ed-b7ae344511c1", "node_type": "1", "metadata": {}, "hash": "c7fb1af7a8fcf431c960146541123f95c68ea47dcedc2451a9aed519d1328201", "class_name": "RelatedNodeInfo"}}, "text": "what Anglophone scholars do, but on the study of the processes and texts\nof expert scholars from different linguistic backgrounds. These materials\nwould help to promote the acceptance of varying norms, lexico-grammatical\nforms that might deviate from the Anglophone norms, and creative uses of\nlanguage intended to achieve communicative effectiveness. As Hyland (2016)\nalso contends, the assumption that conformity to native-speaker standards\naffects paper acceptance may discourage EAL authors from revising their\nmanuscripts. Therefore, materials exposing scholars who write in English to\na diversity of discursive practices may reassure them when submitting their\ncontributions to English-medium journals. This is in line with a critical\npragmatic approach to the teaching of academic writing, which\nacknowledges the need to teach dominant discourse conventions, but also\nencourages students to question these conventions (Harwood & Hadley,\n2004).\n\nIn terms of publication reviewing, this study supports the recommendation\nof other scholars (Belcher, 2007; Heng Hartse & Kubota, 2014) that\nreviewers, editors, and other literacy brokers should accept linguistic and\ndiscursive choices that diverge from Anglophone conventions but are\neffective and should not assess submissions against Anglophone norms but\nagainst the criterion of international intelligibility. A sensible practice when\nconsidering the acceptability of forms in academic writing by EAL users is\nthe \u201cvariation-oriented\u201d perspective proposed by Heng Hartse & Kubota\n(2014: 82): the acceptance of difference and variation while maintaining high\nstandards of intelligibility, communicative effectiveness, and linguistic\naccuracy. \n\none limitation of this study is that it has involved EAL scholars in a single\ndiscipline and in a single geopolitical context. Therefore, future research is\nnecessary on the use of RVs and function of citations in the English-\nmedium writing of EAL scholars in other disciplines and locations. This\nresearch would contribute to identifying possible features which, even if\ninfrequent in the writing of Anglophone authors, are preferred by\nmultilingual scholars from different L1 backgrounds. A study of the use of\nRVs and citation patterns by Anglophone and multilingual scholars in\ndifferent disciplines could also reveal differences in how the practices of\nmultilingual scholars diverge from those of Anglophone scholars across\ndisciplines, which would help to understand the rationale for the citation\npractices of scholars from different linguistic backgrounds and in different\nsocial and cultural contexts. Finally, in line with current ethnographic studies\n\nMAR\u00edA-JoS\u00e9 LUz\u00f3n\n\nIb\u00e9rica 36 (2018): 171-194190\n\n07 IBERICA 36_Iberica 13 26/10/18 20:23 P\u00e1gina 190", "start_char_idx": 60735, "end_char_idx": 63520, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "76ca6ce5-e634-42c0-94ed-b7ae344511c1": {"__data__": {"id_": "76ca6ce5-e634-42c0-94ed-b7ae344511c1", "embedding": null, "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-127", "node_type": "4", "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "hash": "9e9c8f3cd2e94f166d42a48c71bcad51bf77de9158fd56e1588a6019ee70acd7", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "f5bfd8a7-edd6-4b87-98f4-c51649ce9459", "node_type": "1", "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "hash": "3d93000ca8f54f5a5035a0e4832bd5412dbb6118051922e30969403ec461db47", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "fbe181f7-590d-4c3c-ac70-74e9b73aa09a", "node_type": "1", "metadata": {}, "hash": "7a1cc60e379f7c376dc78c61b630239ea6de6ac9e5bead46c2be4985105155da", "class_name": "RelatedNodeInfo"}}, "text": "on academic writing and literacy practices (Lillis & Curry, 2010), this study\ncould be complemented with interview-based research where some of the\nauthors in the corpora could provide information about their citation\npractices and explain the motivations for their preferences regarding specific\nRVs or citation patterns, thus furthering our understanding of the\nsituatedness of citation practices in English-medium texts. \n\nAcknowledgements \n\nThis research was supported by the Spanish Ministry of Economy and\nCompetitiveness (project code: FFI2012-37346; and project code: FFI2015-\n68638-R) and by the Regional government of Arag\u00f3n (project code: H21). \n\nArticle history: \nReceived 9 November 2017 \n\nReceived in revised form 2 February 2018 \nAccepted 2 February 2018 \n\nReferences \n\nVARIATIon In ACAdEMIC wRITIng PRACTICES\n\nIb\u00e9rica 36 (2018): 171-194 191\n\n\u00c4del, A. & B. Erman (2012). \u201cRecurrent word\ncombinations in academic writing by native and\nnon-native speakers of English: A lexical bundles\napproach\u201d. English for Specific Purposes 31,2: 81-\n92.\n\nBelcher, D. (2007). \u201cSeeking acceptance in an\nEnglish-only research world\u201d. Journal of Second\nLanguage Writing 16: 1-22. \n\nBelcher, D. (2014). \u201cWhat we need and don\u2019t need\nintercultural rhetoric for: A retrospective and\nprospective look at an evolving research area\u201d.\nJournal of Second Language Writing, 25: 59-67.\n\nBloch, J. (2010). \u201cA concordance-based study of\nthe use of reporting verbs as rhetorical devices in\nacademic papers\u201d. Journal of Writing Research 2:\n219-244.\n\nCanagarajah, A.S. (2013). Translingual Practice:\nGlobal Englishes and Cosmopolitan Relations.\nNew York: Routledge.\n\nCargill, M. & S. Burgess (eds.) (2017). Publishing\nResearch in English as an Additional Language:\n\nPractices, Pathways and Potentials. 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Journal of Second\nLanguage Writing 24: 71-82.", "start_char_idx": 63524, "end_char_idx": 66932, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "fbe181f7-590d-4c3c-ac70-74e9b73aa09a": {"__data__": {"id_": "fbe181f7-590d-4c3c-ac70-74e9b73aa09a", "embedding": null, "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-127", "node_type": "4", "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "hash": "9e9c8f3cd2e94f166d42a48c71bcad51bf77de9158fd56e1588a6019ee70acd7", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "76ca6ce5-e634-42c0-94ed-b7ae344511c1", "node_type": "1", "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "hash": "1fed730233746498a61f97e7ebea0d890ab9c087d23588000f64cf4bb326dcfa", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "df5e5b10-4649-4811-836a-a011ed155b1e", "node_type": "1", "metadata": {}, "hash": "7611d4e5ea127ec2cb9976cf34c6b52602cc4a200ac20f5f64a29208c016d1a9", "class_name": "RelatedNodeInfo"}}, "text": "Journal of Second\nLanguage Writing 24: 71-82.\n\nHewings, A., T. Lillis, & D. Vladimirou (2010).\n\u201cWho\u2019s citing whose writings? A corpus- based\nstudy of citations as interpersonal resource in\nEnglish medium national and English medium\ninternational journals\u201d. Journal of English for\nAcademic Purposes 9: 102-115. \n\nHinkel, E. (2003). \u201cSimplicity without elegance:\nFeatures of sentences in L1 and L2 academic\ntexts\u201d. TESOL Quarterly 37: 275-301.\n\nHorner, B. (2011). \u201cWriting English as a lingua\nfranca\u201d in A. Archibald, A. Cogo & J. Jenkins (eds.),\nLatest trends in ELF research, 299-311. Newcastle\nupon Tyne: Cambridge Scholars Press \n\nHryniuk, K. (2016). \u201cThe use of citations in\nresearch articles written by Polish and English\nnative-speaker writers\u201d in H. Chodkiewicz, P.\nSteinbrich & M. Krzemi\u0144ska-Adamek (eds.),\nWorking with Text and Around Text in Foreign\n\nLanguage Environments. Springer, Cham.\n\nHu, G.W. & G.H. Wang (2014). \u201cDisciplinary and\nethnolinguistic influences on citation in research\narticles\u201d. Journal of English for Academic\nPurposes 14: 14-28. \n\nHyland, K. (1999). \u201cAcademic attribution: Citation\nand the construction of disciplinary knowledge\u201d.\nApplied Linguistics 20: 341-367.\n\nHyland, K. (2002). \u201cActivity and evaluation:\nReporting practices in academic writing\u201d in J.\nFlowerdew (ed.), Academic Discourse, 115-130.\nHarlow, England: Longman.\n\nHyland, K. & P. Tse (2005). \u201cEvaluative that\nconstructions: Signaling stance in research\nabstracts\u201d. Functions of Language 12: 39-64.\n\nHyland, K. (2009). \u201cWriting in the disciplines\u201d.\nTaiwan International ESP Journal 1: 5-22.\n\nHyland, K. (2016). \u201cAcademic publishing and the\nmyth of linguistic injustice\u201d. Journal of Second\nLanguage Writing 31: 58-69.\n\nJenkins, J. (2015). \u201cRepositioning English and\nmultilingualism in English as a Lingua Franca\u201d.\nEnglishes in Practice 2: 49-85.\n\nKuteeva, M. & A. Mauranen (eds.) (2014). Writing\nfor international publication in multilingual\n\ncontexts. Special issue of Journal of English for\nAcademic Purposes 13.\n\nLillis, T. & M.J. Curry (2010). Academic Writing in a\nGlobal Context: The Politics and Practices of\n\nPublishing in English. Abingdon, Oxford, UK:\nRoutledge.\n\nLillis, T., A. Hewings, D. Vladimirou, & M.J. Curry\n(2010). \u201cThe geolinguistics of English as an\nAcademic Lingua Franca: Citation practices\nacross English medium national and English\nmedium international journals\u201d. International\nJournal of Applied Linguistics 20: 111-135.\n\nLillis, T. & J. Tuck (2016). \u201cAcademic literacies: A\ncritical lens on writing and reading in the academy\u201d\nin K. Hyland & P. Shaw (eds.), The Routledge\nHandbook of English for Academic Purposes, 30-\n43. Abingdon: Routledge.\n\nLor\u00e9s-Sanz, R. (2016). \u201cELF in the making?:\nSimplification and hybridity in abstract writing\u201d.\nJournal of English as a Lingua Franca 5: 53-81.\n\nMansourizadeh K. & U.K. Ahmad (2011) \u201cCitation\npractices among non-native expert and novice\nscientific writers\u201d. Journal of English for Academic\nPurposes 10: 152-161.\n\nMauranen, A. (2012). Exploring ELF. Academic\nEnglish Shaped by Non-native Speakers.\nCambridge University Press, Cambridge.", "start_char_idx": 66887, "end_char_idx": 69989, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "df5e5b10-4649-4811-836a-a011ed155b1e": {"__data__": {"id_": "df5e5b10-4649-4811-836a-a011ed155b1e", "embedding": null, "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-127", "node_type": "4", "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "hash": "9e9c8f3cd2e94f166d42a48c71bcad51bf77de9158fd56e1588a6019ee70acd7", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "fbe181f7-590d-4c3c-ac70-74e9b73aa09a", "node_type": "1", "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "hash": "9e3de8428d44be8bd546929675b9a8031d8d8331cfc380d44b712f5623e87f01", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "131894b2-df9e-4343-98a1-f3756de7aad1", "node_type": "1", "metadata": {}, "hash": "ef04c3a0cba6a19d0948a2cfc959c73ac1f23708552f9a8cc742f30df3c5a5a2", "class_name": "RelatedNodeInfo"}}, "text": "Academic\nEnglish Shaped by Non-native Speakers.\nCambridge University Press, Cambridge.\n\nMauranen, A., N. Hynninen, & E. Ranta (2010).\n\u201cEnglish as an academic lingua franca: The ELFA\nproject\u201d. English for Specific Purposes 29: 183-\n190.\n\nMur-Due\u00f1as, P. (2009). \u201cCitation in business\nmanagement RAs: A contrastive corpus-based\nanalysis\u201d in E. Suomela-Salmi & F. Dervin (eds.),\nCross-cultural and Cross-linguistic Perspectives\n\non Academic Discourse, 49-60. Amsterdam/\nPhiladelphia: John Benjamins.\n\nOkamura, A. (2008). \u201cCitation forms in scientific\ntexts: Similarities and differences in L1 and L2\nprofessional writing\u201d. Nordic Journal of English\nStudies 7,3: 61-81. \n\nP\u00e9rez-Llantada, C. (2012). Scientific Discourse\nand the Rhetoric of Globalization. New York,\nContinuum.\n\nP\u00e9rez-Llantada, C. (2014). \u201cFormulaic language in\nL1 and L2 expert academic writing: Convergent\nand divergent usage\u201d. Journal of English for\nAcademic Purposes 14: 84-94.\n\nPetri\u0107, B. (2007). \u201cRhetorical functions of citations\nin high- and low-rated master\u2019s theses\u201d. Journal of\nEnglish for Academic Purposes 6: 238-253.\n\nPetri\u0107, B. & N. Harwood (2013) \u201cTask\nrequirements, task representation, and self-\nreported citation functions: An exploratory study of\na successful L2 student\u2019s writing\u201d. Journal of\n\n07 IBERICA 36_Iberica 13 26/10/18 20:23 P\u00e1gina 192", "start_char_idx": 69903, "end_char_idx": 71231, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "131894b2-df9e-4343-98a1-f3756de7aad1": {"__data__": {"id_": "131894b2-df9e-4343-98a1-f3756de7aad1", "embedding": null, "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-127", "node_type": "4", "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "hash": "9e9c8f3cd2e94f166d42a48c71bcad51bf77de9158fd56e1588a6019ee70acd7", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "df5e5b10-4649-4811-836a-a011ed155b1e", "node_type": "1", "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "hash": "701b9ca07680a90f524640cf4e4cd2c183d085c3d70440d8f7d84c023fe5f6d6", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "8a60e60b-0785-4433-b4d8-0dad49fcb48f", "node_type": "1", "metadata": {}, "hash": "783f85e1e4e77fcd912526b38433d8248185ded0d4171b25cba395faa8dad0a0", "class_name": "RelatedNodeInfo"}}, "text": "Mar\u00eda Jos\u00e9 Luz\u00f3n is Senior Lecturer at the University of zaragoza, Spain.\nShe has a Phd in English Philology and has published papers on academic\nand professional discourse and on language teaching and learning in the field\nof English for Academic Purposes. Her current research interests include\nthe analysis of online academic genres, especially academic blogs, and the\nanalysis of ELF in academic online and written discourse. \n\nNoTES \n\n1 For the sake of brevity, the terms \u201cAnglophone scholars\u201d/ \u201cAnglophone writers\u201d, and \u201cSpanish\n\nscholars\u201d/ \u201cSpanish writers\u201d are used herein to refer to these groups. \n\n2 For a more detailed description of the SERAC corpus and of the criteria used in its compilation see\n\nP\u00e9rez-Llantada (2012). \n\n3 These are Anglophone journals, listed in the Social Science Citation Index, which in the years of\n\ncompilation had a high impact factor in the discipline (higher than 1). \n\n4 Following Thompson and Ye (1991: 361), the term \u201cauthor\u201d is used to refer to \u201cthe person who is being\n\nreported\u201d and \u201cwriter\u201d to refer to \u201cthe person who is reporting\u201d. \n\n5 Bold has been used to highlight verbs that occur in both corpora. \n\nVARIATIon In ACAdEMIC wRITIng PRACTICES\n\nIb\u00e9rica 36 (2018): 171-194 193\n\nEnglish for Academic Purposes 12: 110-124.\n\nRowley-Jolivet, E. & S. Carter-Thomas (2014).\n\u201cCitation practices of expert French writers of\nEnglish: Issues of attribution and stance\u201d in A.\n\u0141yda & K. Warcha\u0142 (eds.), Occupying Niches:\nInterculturality, Cross-culturality and Aculturality in\n\nAcademic Research, 17-34. New York: Springer.\n\nRozycki, W. & N. Johnson (2013). \u201cNon-canonical\ngrammar in Best Paper award winners in\nengineering\u201d. English for Specific Purposes 32,3:\n157-169.\n\nSamraj, B. (2013). \u201cForm and function of citations\nin discussion sections of master\u2019s theses and\nresearch articles\u201d. Journal of English for Academic\nPurposes 12: 299-310. \n\nScott, M. (2008). WordSmith Tools version 5.\nLiverpool: Lexical Analysis Software.\n\nShaw, P. (1992) \u201cReasons for the correlation of\nvoice, tense and sentence function in reporting\nverbs.\u201d Applied Linguistics 13,3: 302-319.\n\nSeidlhofer, B. (2011). Understanding English as a\nLingua Franca. Oxford: Oxford University Press.\n\nShaw, P. & E. Liu (1998). \u201cWhat develops in the\n\ndevelopment of second language writing? Applied\nLinguistics 19: 225-254.\n\nTribble, C. (2017). \u201cELFA vs. Genre: A new\nparadigm war in EAP writing instruction?. Journal\nof English for Academic Purposes 25: 30-44.\n\nThompson, G. & Y. Ye (1991). \u201cEvaluation in the\nreporting verbs used in academic papers\u201d. Applied\nLinguistics 12: 365-382.\n\nThompson, P. & C. Tribble (2001). \u201cLooking at\ncitations: Using corpora in English for Academic\nPurposes\u201d. Language Learning and Technology 5:\n91-105. \n\nUzuner, S. (2008). \u201cMultilingual scholars\u2019\nparticipation in core/global academic communities:\nA literature review\u201d. Journal of English for\nAcademic Purposes 7: 250-263.\n\nWingate, U. (2015). Academic Literacy and\nStudent Diversity: The Case for Inclusive Practice.\nLondon: Multilingual Matters.\n\nXu, Z. & T.N. Dinh (2013). \u201cHow do \u2018WE\u2019 (World\nEnglishes) make sense in ELF communication?\nWords and their meanings across cultures\u201d.\nJournal of English as a Lingua Franca 2,2: 365\u200a-\n388. \n\n07 IBERICA 36_Iberica 13 26/10/18 20:23 P\u00e1gina 193", "start_char_idx": 71235, "end_char_idx": 74523, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "8a60e60b-0785-4433-b4d8-0dad49fcb48f": {"__data__": {"id_": "8a60e60b-0785-4433-b4d8-0dad49fcb48f", "embedding": null, "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-127", "node_type": "4", "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "hash": "9e9c8f3cd2e94f166d42a48c71bcad51bf77de9158fd56e1588a6019ee70acd7", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "131894b2-df9e-4343-98a1-f3756de7aad1", "node_type": "1", "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "hash": "2970fb58f776e128c7270b96cc3858d558770d92bd8a615fcb74ecc42ffc0ec1", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "11cd1c5e-9ebb-4b2f-a8b3-a52fd65648b1", "node_type": "1", "metadata": {}, "hash": "47c1ec92cdcdb4db786299b9fb64ba767f90557e8875b4f946ba40e4dc353459", "class_name": "RelatedNodeInfo"}}, "text": "Appendix \n\nMAR\u00edA-JoS\u00e9 LUz\u00f3n\n\nIb\u00e9rica 36 (2018): 171-194194\n\nMAR\u00cdA-JOS\u00c9 LUZ\u00d3N \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\nNOTES \n1 For the sake of brevity, the terms \u201cAnglophone scholars\u201d/ \u201cAnglophone writers\u201d, and \n\u201cSpanish scholars\u201d/ \u201cSpanish writers\u201d are used herein to refer to these groups. \n2 For a more detailed description of the SERAC corpus and of the criteria used in its \ncompilation see P\u00e9rez-Llantada (2012). \n3 These are Anglophone journals, listed in the Social Science Citation Index, which in the \nyears of compilation had a high impact factor in the discipline (higher than 1). \n4 Following Thompson and Ye (1991: 361), the term \u201cauthor\u201d is used to refer to \u201cthe \nperson who is being reported\u201d and \u201cwriter\u201d to refer to \u201cthe person who is reporting\u201d. \n5 Bold has been used to highlight verbs that occur in both corpora. \n\nAppendix \n\nVERB: ENGAL corpus \n(Number of \n\noccurrences) \n\nSPENGAL corpus \n(Number of \n\noccurrences) \nType of citation \n\n1.Integral \n2.Non-integral \n3.Quotation \n\nSyntactic pattern \n1.1. (I) Human subject (cited author)+ RV \n1.2. (I) Non-human subject+ RV \n2.1. (Non-I) General inanimate reference+ RV \n2.2. (Non-I) General animate reference+ RV \n2.3. (Non-I) RV in passive voice \n\n \n\n07 IBERICA 36_Iberica 13 26/10/18 20:23 P\u00e1gina 194", "start_char_idx": 74527, "end_char_idx": 75815, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "11cd1c5e-9ebb-4b2f-a8b3-a52fd65648b1": {"__data__": {"id_": "11cd1c5e-9ebb-4b2f-a8b3-a52fd65648b1", "embedding": null, "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-128", "node_type": "4", "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "hash": "1fd0948b1a3cd82b896b16d628705aaca121e8d6c8dedac609abc71a8142996f", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "8a60e60b-0785-4433-b4d8-0dad49fcb48f", "node_type": "1", "metadata": {"identifier": "iberica-127", "author": "Luz\u00f3n Marco, Mar\u00eda Jos\u00e9", "title": "Variation in academic writing practices: The case of reporting verbs in English medium research articles ", "date": "2018-01-02", "file": "iberica-127.pdf"}, "hash": "7ddb910aed7858d4f5380bce9eea59aa8b179df779e9e26a86ac329178f24070", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "b138b7ef-16f4-4a67-9f34-249bc76775cd", "node_type": "1", "metadata": {}, "hash": "f654b7dd430dbbfbb5aeb2061a7d06aaf30dcd98facbc2bfc096c30720593191", "class_name": "RelatedNodeInfo"}}, "text": "Maquetaci\u00f3n 1\n\n\nIb\u00e9rica 36 (2018): 195-216\n\nISSN: 1139-7241 / e-ISSN: 2340-2784\n\nAbstract \n\nThis paper describes the design and implementation of an advanced Spanish for\nthe sciences course at the college level in the United States. The course is\ncentered on public dissemination and scholarly communication, as opposed to\nthe predominant approach of focusing on scientific content areas. The main idea\nwas to follow a Languages Across the Curriculum (LAC) model that shifts the\nresponsibility of providing the scientific content of the course from the\ninstructor to the students, allowing them to: 1) develop technical and scientific\ncommunication skills and materials, 2) explore the interrelated notions of\nscience and culture in Spanish-speaking societies, 3) draw connections between\ntheir knowledge of both Spanish language and the sciences, 4) compare what\n\u201cscience\u201d means to them to the ways this concept is perceived around the\nSpanish-speaking world, and 5) participate in Spanish-speaking scientific\ncommunities. \n\nKeywords: Languages Across the Curriculum, Spanish for Specific\nPurposes, Spanish for Science and Technology, Spanish for the Professions,\ncurriculum design. \n\nResumen \n\nE s p a\u00f1 ol p ar a l a s c i e nc i a s : u n e nf o qu e b as a d o e n l a c o mu nic ac i \u00f3n \n\nEste art\u00edculo describe el dise\u00f1o y la implementaci\u00f3n de un curso avanzado de\nespa\u00f1ol para las ciencias a nivel universitario en los Estados Unidos. El curso se\ncentra en la divulgaci\u00f3n y la difusi\u00f3n cient\u00edficas, en contraposici\u00f3n con el\nenfoque predominante de concentrarse en \u00e1reas de contenido cient\u00edfico. La idea\nprincipal fue seguir un modelo de lenguas a trav\u00e9s del curr\u00edculo (LAC por sus\nsiglas en ingl\u00e9s) que traslada la responsabilidad de proveer el contenido cient\u00edfico\ndel curso del instructor a los estudiantes, permiti\u00e9ndoles a estos \u00faltimos: 1)\n\nSpanish for the sciences: A\ncommunication-based approach \n\nOscar A. P\u00e9rez \n\nSkidmore College (United States) \n\noperezhe@skidmore.edu\n\n195\n\n08 IBERICA 36_Iberica 13 30/10/18 7:48 P\u00e1gina 195", "start_char_idx": 42, "end_char_idx": 2096, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "b138b7ef-16f4-4a67-9f34-249bc76775cd": {"__data__": {"id_": "b138b7ef-16f4-4a67-9f34-249bc76775cd", "embedding": null, "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-128", "node_type": "4", "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "hash": "1fd0948b1a3cd82b896b16d628705aaca121e8d6c8dedac609abc71a8142996f", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "11cd1c5e-9ebb-4b2f-a8b3-a52fd65648b1", "node_type": "1", "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "hash": "0fc70cb1403bcba0ce24bbec1f3277770f5692b6ee9e00beeceeccd659fd6e60", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "803dd955-40aa-4a70-a832-9a24ce25fb23", "node_type": "1", "metadata": {}, "hash": "947bd128b4874265d8c73d204cd20f18c9dd6320a5c9591198c29cd3825f1482", "class_name": "RelatedNodeInfo"}}, "text": "Ib\u00e9rica 36 (2018): 195-216\n\nOSCAr A. P\u00e9rEz \n\ndesarrollar habilidades y materiales de comunicaci\u00f3n t\u00e9cnica y cient\u00edfica, 2)\nexplorar las nociones interrelacionadas de ciencia y cultura en sociedades de\nhabla hispana, 3) establecer conexiones entre su conocimiento de la lengua\nespa\u00f1ola y las ciencias, 4) comparar lo que el t\u00e9rmino \u201cciencia\u201d significa para\nellos con las formas en que este concepto es percibido en el mundo hispano y 5)\nparticipar en comunidades cient\u00edficas hispanoparlantes. \n\nPalabras clave: lenguas a trav\u00e9s del curr\u00edculo, espa\u00f1ol para fines espec\u00edficos,\nespa\u00f1ol para ciencia y tecnolog\u00eda, espa\u00f1ol para las profesiones, dise\u00f1o\ncurricular. \n\n1. Introduction \n\nIn its 2017 report on the state of language education in the United States,\nthe American Academy of Arts & Sciences recognized that \u201cthe nation\u2019s\ncompetitiveness in scientific and technological innovation would be\nimproved if researchers were able to communicate and translate their\nfindings internationally and to account for the work of scientists who\nreported their findings in non-English journals\u201d (Commission, 2017: 2). This\nacknowledgement echoes past calls from several other organizations and\nagencies in the country, including a 2013 position statement of the American\nCouncil on the Teaching of Foreign Languages (ACTFL) on the role of\nlanguages as a core component of education, as they provide \u201caccess to\ninformation and collaboration in any field \u2013 including science, technology,\nengineering, mathematics\u201d (ACTFL, 2013). \n\nWhen it comes to the Spanish language, curricular offerings related to\nscientific and technological disciplines have been part of the growing\nnumber of Spanish for Specific Purposes (SSP) and Spanish for the\nProfessions (SP) courses in the United States. Two decades ago, in the\npreface to the farseeing volume Spanish and Portuguese for Business and the\nProfessions, Alvord G. Branan projected the proliferation of SSP and SP\nprograms across the country, stating that \u201cthe [foreign language for business]\nmovement will spread, as it has already begun to do, to all the professions:\nmedical and health care, social work, law, science, and technology\u201d (Branan,\n1998: 5). Although mostly accurate in his predictions, Branan\u2019s uplifting\nperspective has failed to materialize when it comes to a significant increase\nof Spanish language courses related to science, technology, engineering, and\nmathematics (STEM), where the pace of growth so far does not measure up\nto that in other areas, particularly, when compared to the numerous options\n\n196\n\n08 IBERICA 36_Iberica 13 30/10/18 7:48 P\u00e1gina 196", "start_char_idx": 2100, "end_char_idx": 4722, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "803dd955-40aa-4a70-a832-9a24ce25fb23": {"__data__": {"id_": "803dd955-40aa-4a70-a832-9a24ce25fb23", "embedding": null, "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-128", "node_type": "4", "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "hash": "1fd0948b1a3cd82b896b16d628705aaca121e8d6c8dedac609abc71a8142996f", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "b138b7ef-16f4-4a67-9f34-249bc76775cd", "node_type": "1", "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "hash": "c9b2d057a0621263a520e5e4528789f4360ca2b8e0b4e7d3b755420399d21be3", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "80b80541-31b5-454d-96a2-49940ccc7574", "node_type": "1", "metadata": {}, "hash": "58111649aad0092ceb7a94ec156ec487d6da0e675a0ecb200166fbefb1a9f342", "class_name": "RelatedNodeInfo"}}, "text": "now available of Spanish for the health professions (e.g., hardin, 2015). In\nthe chapter of the aforementioned volume dedicated to science and\ntechnology, Mar\u00eda Cooks recognized that the \u201cmain problem in designing\ncourses for science and technology involves the area of concentration\u201d\n(Cooks, 1998: 407), proposing the development of language courses around\n\u201ccluster issues\u201d such as the environment or biotechnology, and not\ntraditional disciplines like physics or biology. Although this approach\naddresses some of the challenges that have limited the expansion of Spanish\nfor STEM (S-STEM) offerings, it still presents some practical\nimplementation limitations, especially at smaller institutions, since it requires\nrecurrent partnerships between language and science instructors (or\nlanguage instructors trained in scientific content) and a critical number of\nstudents interested in the particular cluster issue that are also willing to enroll\nin the course.\n\nThe present article describes the development of an advanced Spanish for\nthe Sciences course within the framework of Languages Across the\nCurriculum (LAC) and based on standards by the American Council on the\nTeaching of Foreign Languages. The course was implemented at Skidmore\nCollege, a private liberal arts college in upstate new York, during the fall\nsemester (September to December) of 2016. This course is particularly\ninnovative because it is centered on scientific communication (public\ndissemination and scholarly communication), as opposed to placing an\nemphasis on scientific content areas, which has been the norm for this type\nof courses. On the one hand, the focus on communication of such a course\nresponds to best practices and standards of language learning. On the other\nhand, this model provides a viable framework to facilitate the proliferation\nof Spanish for science and technology offerings within language\ndepartments and programs at institutions of higher education, given that the\ncourse can be adapted to particular needs and availability of resources, as has\nbeen the case in other areas of the Spanish for Specific Purposes (SSP)\nspectrum (e.g., S\u00e1nchez-L\u00f3pez, 2010). \n\n2. Spanish for STEM in U.S. Higher Education \n\nAlthough courses specifically designated as some variation of \u201cSpanish for\nScience\u201d or \u201cSpanish for Engineering\u201d have been present in the United\nStates for a long time (e.g., Willcox, 1913; Williams, 1925, 1929), they are\n\nSPAnISh FOr ThE SCIEnCES\n\nIb\u00e9rica 36 (2018): 195-216 197\n\n08 IBERICA 36_Iberica 13 30/10/18 7:48 P\u00e1gina 197", "start_char_idx": 4726, "end_char_idx": 7286, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "80b80541-31b5-454d-96a2-49940ccc7574": {"__data__": {"id_": "80b80541-31b5-454d-96a2-49940ccc7574", "embedding": null, "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-128", "node_type": "4", "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "hash": "1fd0948b1a3cd82b896b16d628705aaca121e8d6c8dedac609abc71a8142996f", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "803dd955-40aa-4a70-a832-9a24ce25fb23", "node_type": "1", "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "hash": "bb3d7eac1774ed30820de50d6c57c27178e8dccef2005a226c03ee7a4a072f2b", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "390445ee-e850-4e73-804d-ed7f749710e1", "node_type": "1", "metadata": {}, "hash": "0c5502c7bebea5fe2a1a1b0b0876e38ecd066d5765da8816f791972f309a15db", "class_name": "RelatedNodeInfo"}}, "text": "currently not easy to come by in course catalogs of institutions of higher\neducation, with the notable exceptions of Georgia Tech (SPAn 3693 Science\nand Technology, SPAn 4061 Science & Technology I, SPAn 4062 Science\n& Technology II), Scripps College (SPAn 070 SC Advanced Spanish:\nSpanish for Science), Texas A&M University (SPAn 307 Spanish for the\nSciences), University of Alabama (SP 104 Spanish for Engineering),\nUniversity of Pittsburgh at Johnstown (SPAn 0106 Spanish for Science and\nEngineering), University of Virginia (SPAn 2015 Spanish for Engineering),\nand the International Engineering Program at the University of rhode\nIsland, where students not only take technical Spanish courses on campus,\nbut can spend a year taking STEM-related courses abroad. The limited\nofferings contrast with the significant growth of SSP courses in business and\neducation, and to a lesser degree, law and social work (Long & Uscinski,\n2012). the existence of such courses does, however, highlight the growing\ndiversification of SSP offerings and the need they intend to fulfill within the\nhigher-education Spanish language curriculum, more so if we consider that\nthe second largest group of SSP courses up until 2011 comprised those\nfocusing on an area where Spanish language and the sciences converge:\nSpanish for medicine and the health professions (Long & Uscinski, 2012).\n\nAs language educators explore different pedagogical models that could\nsupport S-STEM offerings, some approaches seem markedly appropriate\ndue to the possibilities they offer to integrate language learning in the\ncontext of scientific and technological disciplines, including project-based\n(e.g., Garc\u00eda Gonz\u00e1lez & Veiga D\u00edaz, 2015) and service-based (e.g., S\u00e1nchez-\nL\u00f3pez, 2013; ruggiero, 2015) learning. In particular, the Languages Across\nthe Curriculum (LAC) approach has been suggested as an effective\nmethodology to develop language courses focusing on STEM. In fact, other\nscholars have reported successful implementations, including the\ndevelopment of German courses for engineering (Kirchner, 2000). \n\n3. Languages Across the Curriculum (LAC) Models \n\nIn the introduction to Languages Across the Curriculum: Interdisciplinary Structures\nand Internationalized Education, an essential volume for those interested in the\ntopic, Maria-regina Kecht and Katharina von hammerstein (2000) described\nsome of the defining characteristics of LAC models, mainly that they are a\ncurricular response to \u201cstudents\u2019 insufficient language competence and the\n\nOSCAr A. P\u00e9rEz \n\nIb\u00e9rica 36 (2018): 195-216198\n\n08 IBERICA 36_Iberica 13 30/10/18 7:48 P\u00e1gina 198", "start_char_idx": 7290, "end_char_idx": 9926, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "390445ee-e850-4e73-804d-ed7f749710e1": {"__data__": {"id_": "390445ee-e850-4e73-804d-ed7f749710e1", "embedding": null, "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-128", "node_type": "4", "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "hash": "1fd0948b1a3cd82b896b16d628705aaca121e8d6c8dedac609abc71a8142996f", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "80b80541-31b5-454d-96a2-49940ccc7574", "node_type": "1", "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "hash": "11225a0768f1ee934c6a8c2c66c350d464d00f1abf10388d4ff682e6d9301573", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "afe5f053-6230-40cc-bb4e-c629c9833ef1", "node_type": "1", "metadata": {}, "hash": "c3913d641bfa5d9aefa9d07c76b086875934428218aaba0a59c103c899921504", "class_name": "RelatedNodeInfo"}}, "text": "disjointed nature of their education,\u201d in which \u201c[s]tudents are engaged in\nactive and relevant uses of their language skills as they apply them to subject\nareas of their choice\u201d through a \u201ccontent-driven, task-oriented, and learner-\ncentered approach that prepares students for real-life use of a language\u201d\n(Kecht & von hammerstein, 2000: xxi). This broad framework has allowed the\nimplementation of very different models at various institutions throughout the\nyears, each one with very particular characteristics. Currently, Languages\nAcross the Curriculum (LAC) and Cultures and Languages Across the\nCurriculum (CLAC) work more like an umbrella framework that encompasses\na diverse array of offerings, from \u201ccontent courses taught entirely or partially\nin languages other than English\u201d to \u201clinked language and content courses\u201d\n(CLAC Consortium, What is CLAC?: n.d.). That is, there is no one single\nLAC/CLAC model, but an array of several models that respond to the specific\nneeds of students, colleges, and programs (CLAC Consortium, CLAC Models:\nn.d.). There are, however, a set of principles that guide these programs,\nparticularly, the \u201cmeaningful use of language,\u201d or in other words, \u201cthe use of\nlanguage within an authentic cultural context\u201d to \u201capproach subjects and\nexperiences outside the traditional language classroom\u201d (CLAC Consortium,\nPrinciples of CLAC: n.d.). \n\nGiven the numerous possibilities, when talking about LAC/CLAC, it\nbecomes necessary to describe the characteristics of each specific program.\nAt Skidmore College, LAC was first implemented in 2000 under a Title VI\ngrant, evolving from a trial period of non-credit offerings in the first years,\nto 1-credit (intermediate) and 2-credit (advanced) courses established by\n2006. And unlike many other programs across the United States, LAC\ncourses at Skidmore College are taught by faculty in the Department of\nWorld Languages and Literatures as standalone sections not linked to any\nother particular content course, regularly being offered in six languages\n(Chinese, French, German, Italian, Japanese, and Spanish). The goal is to let\nstudents naturally connect LAC courses to other courses or areas of the\ncurriculum without enforcing specific links. For example, a student writing a\nthesis, and enrolled in an intermediate LAC course, could read materials in\nSpanish directly related to the topic of their thesis and write about such\nmaterials, while another student taking a biology class, and enrolled in the\nsame intermediate LAC section, could read and report about biology-related\ntexts. \n\nWhen it comes to Spanish language, there have been numerous reports of\nLAC offerings related to other disciplines, such as history, social sciences,\n\nSPAnISh FOr ThE SCIEnCES\n\nIb\u00e9rica 36 (2018): 195-216 199\n\n08 IBERICA 36_Iberica 13 30/10/18 7:48 P\u00e1gina 199", "start_char_idx": 9930, "end_char_idx": 12777, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "afe5f053-6230-40cc-bb4e-c629c9833ef1": {"__data__": {"id_": "afe5f053-6230-40cc-bb4e-c629c9833ef1", "embedding": null, "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-128", "node_type": "4", "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "hash": "1fd0948b1a3cd82b896b16d628705aaca121e8d6c8dedac609abc71a8142996f", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "390445ee-e850-4e73-804d-ed7f749710e1", "node_type": "1", "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "hash": "9263f078025a277c7a6d6f40b2c290f30cc9ce81041a06dd259d163982b99f5a", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "e1a59716-7cf3-4048-9574-21ce05b1e3eb", "node_type": "1", "metadata": {}, "hash": "efb4adf0e82df47bfe2e4456b2592725fbad0d8a9aa8fe40bc0ccc261d3bd509", "class_name": "RelatedNodeInfo"}}, "text": "and international relations (Klee & Barnes-Karol, 2006), with different\ndegrees of success. regarding STEM, Barbara Domcekova (2010) has\ndescribed the implementation of one-hour-per-week Spanish \u201cenhancement\nsections\u201d in Environmental Studies and Chemistry, made possible by the\ncollaboration between language and science faculty, that is, a LAC model\nwhere a specific science course taught in English is linked to a Spanish\nlanguage section. Addressing some of the challenges of implementing such\nofferings, Domcekova identifies \u201cthree main issues we still need to address\non our campus: faculty compensation, increased visibility/publicity, and\nscheduling\u201d (2010: 142). In general terms, these issues are related to resource\nallocation, enrollment, and logistics. For example, in terms of logistics,\n\u201c[s]cheduling [of enhancement sections] requires additional cooperation\nbetween the science and language faculty and coordination of multiple\nschedules\u201d as they \u201ccannot be scheduled for days/hours conflicting with\nother science and language courses\u201d (2010: 142). Furthermore, as described\nby the author, faculty have not been compensated for their participation in\nthis initiative, but it is hoped \u201cthat growing enrollments in the program will\nspur the administration to consider additional faculty compensation,\u201d since\nenrollments \u201chave been small but steadily increasing\u201d (2010: 142), and hence\nthe need for more visibility/publicity. In the present article, it is suggested\nthat one way to address such issues, especially at small institutions where they\ncan be magnified, is to offer standalone Spanish LAC sections (or SSP\ncourses inspired by LAC principles) focused on different areas of\ncommunication within STEM (science journalism, science documentary\nfilm, scholarly communication, policy-oriented presentations, etc.), that\nwiden the target audience, offer more flexibility in terms of the scientific and\ntechnical content, and avoid some of the logistical concerns mentioned\nabove. \n\n4. Scope of a Spanish for the Sciences Course \n\nA course of Spanish for the Sciences at Skidmore College was originally\nconceived to fulfill the needs of advanced Spanish learners interested in\nimproving their language skills within the context of STEM, particularly the\nnatural sciences, whether majoring in a science-related discipline or not.\nAdditionally, the course was meant to attract students that traditionally\nwould not enroll in advanced language courses focused on literature and\ncultural studies offered by the Department of World Languages and\n\nOSCAr A. P\u00e9rEz \n\nIb\u00e9rica 36 (2018): 195-216200\n\n08 IBERICA 36_Iberica 13 30/10/18 7:48 P\u00e1gina 200", "start_char_idx": 12781, "end_char_idx": 15453, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "e1a59716-7cf3-4048-9574-21ce05b1e3eb": {"__data__": {"id_": "e1a59716-7cf3-4048-9574-21ce05b1e3eb", "embedding": null, "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-128", "node_type": "4", "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "hash": "1fd0948b1a3cd82b896b16d628705aaca121e8d6c8dedac609abc71a8142996f", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "afe5f053-6230-40cc-bb4e-c629c9833ef1", "node_type": "1", "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "hash": "0fe35e16a947ff30951ea2ee671257e6d389dcdc1e4b9e0ed6e9080edc57c7dd", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "d3d47581-f811-47ee-a743-1c353b08fc6b", "node_type": "1", "metadata": {}, "hash": "d1ae4a37c0310e8055272153f047dfc43821077b903fc449b5545c98652054b4", "class_name": "RelatedNodeInfo"}}, "text": "Literatures. As with other LAC courses at Skidmore College, the course was\na standalone offering where students were encouraged to explore their\ninterests and current or past research work in any scientific discipline\nthrough the Spanish language. The course was offered for the first time\nduring the fall of 2016. There were 10 students enrolled, with the following\ndistribution by declared major: one was a Spanish major, one was a double-\nmajor in Spanish and a scientific discipline, four were majoring in a science-\nrelated discipline only, and four were majoring in a discipline other than\nSpanish or the natural sciences. Although this is a small sample, this\ndistribution shines light on the type of students that such a course could\nattract. In this case, eight out of the ten students in the class would typically\nnot enroll in an advanced Spanish course.\n\nFrom the very beginning, the course was envisioned to be communicative in\nnature with a visual literacy component, as financial support was received\nfrom Project Vis, a three-year initiative sponsored by the Andrew W. Mellon\nFoundation to increase visual literacy on campus. however, a more complex\nquestion soon emerged. If students were to be prepared for \u201creal-life use of\nlanguage,\u201d what is, and will continue to be, the real-life use of Spanish in the\nnatural sciences in particular and in STEM more generally? This is not an\neasy question to answer, especially at a time when it has been stated that\n\u201cEnglish is not only the dominant form of international scientific\npublication and oral communication at conferences and in multinational\nlaboratories\u2014it is almost always the only language of such communication\u201d\n(Gordin, 2015: 293). To this respect, a series of position essays included in\nthe volume El espa\u00f1ol, lengua de comunicaci\u00f3n cient\u00edfica (Garc\u00eda Delgado et al.,\n2013) can be enlightening. \n\nThe future of the Spanish language in scholarly communication\u2014what in\nSpanish is known as difusi\u00f3n\u2014seems to be a contentious issue among\nscholars, with opinions divided between those who think that championing\nSpanish as a language of communication among scientists is a lost battle\n(e.g., Arango, 2013), and those who advocate for a vibrant language that\nencompasses all aspects of human knowledge, including scientific and\ntechnical scholarly communication (e.g., Vivanco Cervero, 2009; Campos\n2013). nevertheless, most scholars that contributed to the aforementioned\nvolume seem to agree on the vital role that Spanish plays, and will continue\nto play, in the public dissemination of scientific and technological\nknowledge, or divulgaci\u00f3n (e.g., Garc\u00eda Ca\u00f1ete, 2013). \n\nSPAnISh FOr ThE SCIEnCES\n\nIb\u00e9rica 36 (2018): 195-216 201\n\n08 IBERICA 36_Iberica 13 30/10/18 7:48 P\u00e1gina 201", "start_char_idx": 15457, "end_char_idx": 18225, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "d3d47581-f811-47ee-a743-1c353b08fc6b": {"__data__": {"id_": "d3d47581-f811-47ee-a743-1c353b08fc6b", "embedding": null, "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-128", "node_type": "4", "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "hash": "1fd0948b1a3cd82b896b16d628705aaca121e8d6c8dedac609abc71a8142996f", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "e1a59716-7cf3-4048-9574-21ce05b1e3eb", "node_type": "1", "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "hash": "18b62fcdbb3d7bffaa8fb39a5dea6e0b66d02e03c114e1a9fe9e8146d7d7dc7d", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "375218f1-8197-4889-9398-c4815029cea0", "node_type": "1", "metadata": {}, "hash": "8c54f3589ac0bd3f1f833734b535f34040b7171dd37d67b6476cb6cf56bf3bfe", "class_name": "RelatedNodeInfo"}}, "text": "More recently, Pilar Barreiro Elorza and Carmen Sancho Guinda have\ndescribed a Content and Language Integrated Learning (CLIL) teaching\ninitiative for engineering students at Universidad Polit\u00e9cnica de Madrid that\nplaces emphasis on recognizing \u201ccommunities of practice and their\nbackground and experience with the genres, modes, and the new discourses\nthey engender\u201d (2016: 39), that is, the authors recognize the importance of\ngenre literacy in \u201creal-life\u201d language use in scientific and technological fields.\nThis perspective should not seem unexpected, since there is an extensive\nbody of literature on the notion of genre in Language for Specific Purposes,\nparticularly in English (e.g., Paltridge, 2001; Swales, 2004; Tardy, 2009; nesi\n& Gardner, 2012; hyon, 2018). \n\nhaving these considerations in mind, it was decided that the main emphasis\nof the course was going to be on scientific communication. In addition, a\nsignificant portion of the course would be organized around genres of both\nscholarly communication and public dissemination of science. \n\n5. Standards-Based Course Design \n\nWhen designing the course, the World-Readiness Standards for Learning\nLanguages (national Standards, 2015a), and particularly the Standards for\nLearning Spanish (national Standards, 2015b), were embraced as a roadmap.\nAnd following principles of backward design (Wiggins & McTighe, 2005),\nsix learning goals were defined to inform the assessment strategies that will\nlater be mapped into corresponding tasks, assignments, and projects, called\nlearning scenarios in this article. Table 1 provides an overview of the\nalignment between World-readiness Standards goal areas and the course\nlearning goals. Finally, the resulting learning scenarios were organized into\nthree thematic modules. \n\nOSCAr A. P\u00e9rEz \n\nIb\u00e9rica 36 (2018): 195-216202\n\n08 IBERICA 36_Iberica 13 30/10/18 7:48 P\u00e1gina 202\n\n\n\nThe following sections include a description of the main learning scenarios\nthat were developed. For a summary of the targeted course learning goals\nand standards by learning scenario see Table 2. Additionally, a sample\ncalendar of the course organized by modules can be found in Appendix 1. \n\n5.1. Learning Scenario 1: Designing the Syllabus \n\nTargeted Standards: Interpretive Communication, Presentational\nCommunication, Practices of Culture, Products of Culture, Making\nConnections, Language Comparison, Cultural Comparisons.\n\nTargeted Learning Goals: LG1, LG3, LG4, LG5.\n\nSPAnISh FOr ThE SCIEnCES\n\nIb\u00e9rica 36 (2018): 195-216 203\n\nSPANISH FOR THE SCIENCES \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\nportion of the course would be organized around genres of both scholarly \ncommunication and public dissemination of science. \n\n5. Standards-Based Course Design \n\nWhen designing the course, the World-Readiness Standards for Learning \nLanguages (National Standards, 2015a), and particularly the Standards for \nLearning Spanish (National Standards, 2015b), were embraced as a roadmap. \nAnd following principles of backward design (Wiggins & McTighe, 2005), six \nlearning goals were defined to inform the assessment strategies that will later be \nmapped into corresponding tasks, assignments, and projects, called learning \nscenarios in this article. Table 1 provides an overview of the alignment between \nWorld-Readiness Standards goal areas and course learning goals. Finally the \nresulting learning scenarios were organized into three thematic modules. \n\nGoal Area Learning Goal \nCommunication Learning Goal 1 (LG1): Students can read, summarize, and analyze technical texts in their \n\nscientific area of interest. \nLearning Goal 2 (LG2): Students can create and present basic science communication and \npublic dissemination materials in Spanish. \n\nCultures Learning Goal 3 (LG3): Students can describe scientific practices in the Spanish-speaking \nworld by analyzing scientific communication materials \n\nConnections Learning Goal 4 (LG4): Students can draw connections between their knowledge of both \nSpanish language and the natural sciences \n\nComparisons Learning Goal 5 (LG5): Students can compare what \u201cscience\u201d means to them to the ways \nthis concept is perceived around the Spanish-speaking world \n\nCommunities Learning Goal 6 (LG6): Students can participate in Spanish-speaking professional \ncommunities in the sciences. \n\nTable 1.", "start_char_idx": 18229, "end_char_idx": 22561, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "375218f1-8197-4889-9398-c4815029cea0": {"__data__": {"id_": "375218f1-8197-4889-9398-c4815029cea0", "embedding": null, "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-128", "node_type": "4", "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "hash": "1fd0948b1a3cd82b896b16d628705aaca121e8d6c8dedac609abc71a8142996f", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "d3d47581-f811-47ee-a743-1c353b08fc6b", "node_type": "1", "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "hash": "0c16036def47d46fa342d61f9c344f8a1b6a661467d7fcaf4b1e05528d7004ec", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "a39a76d0-b2f3-4b01-b4d0-9aad59c7fd06", "node_type": "1", "metadata": {}, "hash": "ced0df6d9941ce4bd2425b07bdbd86d5c1ddd8d80be3d822a290130efbf8414a", "class_name": "RelatedNodeInfo"}}, "text": "Table 1. Course learning goals by goal area. \n\nThe following sections include a description of the main learning scenarios that \nwere developed. For a summary of the targeted course learning goals and \nstandards by learning scenario see Table 2. Additionally, a sample calendar of \nthe course organized by modules can be found in Appendix 1. \n\n \n\n \n\n \n\n \n\nOSCAR A. P\u00c9REZ \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\nLearning \nScenario \n\nTargeted Learning \nGoals \n\nTargeted Standards \n\nLearning Scenario 1: \nDesigning the \nSyllabus \n\nLG1, LG3, LG4, LG5 Interpretive Communication, Presentational \nCommunication, Practices of Culture, Products of \nCulture, Making Connections, Language Comparison, \nCultural Comparisons. \n\nLearning Scenario 2: \nIndividual \nReflections on \nScientific \nCommunication \nMaterials \n\nLG1, LG2, LG3, LG4, LG5 Interpretive Communication, Products of Culture, \nMaking Connections, Acquiring Information, Language \nComparison, Cultural Comparisons. \n\nLearning Scenario 3: \nMeet the Scientists \n\nLG3, LG5, LG6 Practices of Culture, Cultural Comparisons, School and \nCommunity, Lifelong Learning \n\nLearning Scenario 4: \nPoster Session \n\nLG1, LG2, LG3, LG4 Interpersonal Communication, Interpretive \nCommunication, Presentational Communication, \nProducts of Culture, Making Connections, Acquiring \nInformation. \n\nTable 2. Targeted course learning goals and standards by learning scenario. \n\n5.1. Learning Scenario 1: Designing the Syllabus \nTargeted Standards: Interpretive Communication, Presentational \nCommunication, Practices of Culture, Products of Culture, Making Connections, \nLanguage Comparison, Cultural Comparisons. \n\nTargeted Learning Goals: LG1, LG3, LG4, LG5. \n\nIt was expected that the students would use their language skills to explore \ncontent of their interest in the sciences, particularly the natural sciences. \nConsequently, the students were in charge of shaping the \u201cscientific\u201d part of the \ncourse. That is, they had to use their language skills to search and choose texts \nthat everyone in the class would read or watch, in the case of films, and discuss. \nThe students were encouraged to select texts closely related to their interests or \nfield of specialization, if applicable. As it was initially outlined, the scientific \ncontent was expected to come from sources of public dissemination \n(divulgaci\u00f3n) and scholarly communication (difusi\u00f3n) in Spanish. During the \nfirst week of classes, the students were assigned specific genres of scientific \ncommunication. Types of texts included science news articles, science \ndocumentaries, research articles, research posters, and examples of visual \npresentation of scientific data, among others. In order to find such texts, the \nstudents were provided with a list of newspapers, streaming websites, research \ndatabases, and institutional repositories in Spanish (see Appendix 3). The \nstudents had to deeply engage with the texts, so they were not only responsible \nfor finding them and making them available to the class, but also presenting \nthem and leading the discussion that day. For example, those who chose the \nscience documentary film genre received a list of websites with documentary \ncollections. Two weeks before their presentation, the instructor received from the \n\n08 IBERICA 36_Iberica 13 30/10/18 7:48 P\u00e1gina 203", "start_char_idx": 22553, "end_char_idx": 25869, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "a39a76d0-b2f3-4b01-b4d0-9aad59c7fd06": {"__data__": {"id_": "a39a76d0-b2f3-4b01-b4d0-9aad59c7fd06", "embedding": null, "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-128", "node_type": "4", "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "hash": "1fd0948b1a3cd82b896b16d628705aaca121e8d6c8dedac609abc71a8142996f", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "375218f1-8197-4889-9398-c4815029cea0", "node_type": "1", "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "hash": "b0835d8c8908e4ae9c61d2c91cc72421fa7caa9ea894c5a7a999118d9fa6941c", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "9e7ff13d-53b9-480e-bfe2-1cc130f6f182", "node_type": "1", "metadata": {}, "hash": "33c8893ab4f5720f39cc8b387bb2c2cec8bbb96896d6ee5bf576a43e11452492", "class_name": "RelatedNodeInfo"}}, "text": "It was expected that the students would use their language skills to explore\ncontent of their interest in the sciences, particularly the natural sciences.\nConsequently, the students were in charge of shaping the \u201cscientific\u201d part of\nthe course. That is, they had to use their language skills to search and choose\ntexts that everyone in the class would read or watch, in the case of films, and\ndiscuss. The students were encouraged to select texts closely related to their\ninterests or field of specialization, if applicable. As it was initially outlined, the\nscientific content was expected to come from sources of public dissemination\n(divulgaci\u00f3n) and scholarly communication (difusi\u00f3n) in Spanish. During the first\nweek of classes, the students were assigned specific genres of scientific\ncommunication. Types of texts included science news articles, science\ndocumentaries, research articles, research posters, and examples of visual\npresentation of scientific data, among others. In order to find such texts, the\nstudents were provided with a list of newspapers, streaming websites,\nresearch databases, and institutional repositories in Spanish (see Appendix 3).\nThe students had to deeply engage with the texts, so they were not only\nresponsible for finding them and making them available to the class, but also\npresenting them and leading the discussion that day. For example, those who\nchose the science documentary film genre received a list of websites with\ndocumentary collections. Two weeks before their presentation, the instructor\nreceived from the students a link to the documentary film they had chosen in\norder to make it available to their classmates so everyone could watch it. The\nstudents selected an episode of the series El hombre y la Tierra [Men and Earth],\nthat ran from 1974 to 1981, by the renowned Spanish science popularizer\nF\u00e9lix rodr\u00edguez de la Fuente. The film is available on rTVE.es, the website\nof the public radio and television company in Spain (radio y Televisi\u00f3n\nEspa\u00f1ola). During the presentation of the film, centered on Iberian nocturnal\nraptors, students not only noted linguistic and visual elements, but also the\nparticular scientific methods shown in the documentary to track the birds.\nThen, they raised the question \u201cWho was the audience of this documentary?\u201d\nThe discussion that followed included the description of some of the\ncharacteristics of the Spanish society at the end of the 1970\u2019s. \n\n5.2. Learning Scenario 2: Individual Reflections on Scientific\n\nCommunication Materials \n\nTargeted Standards: Interpretive Communication, Products of Culture,\nMaking Connections, Acquiring Information, Language Comparison,\nCultural Comparisons.\n\nOSCAr A. P\u00e9rEz \n\nIb\u00e9rica 36 (2018): 195-216204\n\n08 IBERICA 36_Iberica 13 30/10/18 7:48 P\u00e1gina 204", "start_char_idx": 25873, "end_char_idx": 28685, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "9e7ff13d-53b9-480e-bfe2-1cc130f6f182": {"__data__": {"id_": "9e7ff13d-53b9-480e-bfe2-1cc130f6f182", "embedding": null, "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-128", "node_type": "4", "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "hash": "1fd0948b1a3cd82b896b16d628705aaca121e8d6c8dedac609abc71a8142996f", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "a39a76d0-b2f3-4b01-b4d0-9aad59c7fd06", "node_type": "1", "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "hash": "19669e5d24d3c4c2806445e0d64ad6f574552b104597f9c54f5121001bf315d6", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "5d2cbbcf-407f-4296-b0aa-2154a2bbdcad", "node_type": "1", "metadata": {}, "hash": "4989114656c07a1fa0d4f21f43654173a7b87162f92aacdb24d0acde4c450785", "class_name": "RelatedNodeInfo"}}, "text": "Targeted Learning Goals: LG1, LG2, LG3, LG4, LG5.\n\nStarting on week three, and approximately every week or every other week,\nstudents had the opportunity to submit individual reflection papers related\nto the topic being discussed in class at the time. Out of a total of eight\noptional reflection papers, students were required to complete three. The\nnumber of papers required was a result of considerations that had to do with\nstudent workload expectations associated with a 2-credit course, the time\nrequired for other course assignments, and to provide an opportunity for\nstudents to concentrate on their individual interests and goals, a\ncharacteristic of Language Across the Curriculum courses at this particular\ninstitution. Each assignment had specific instructions and objectives, always\nkeeping in mind a particular type of scientific communication text. For\nexample, during the fourth, fifth, and sixth week of classes the discussion\ncentered on science journalism. Students were directed to read reference\ntexts on the characteristics of scientific news articles. Appendix 1 provides a\nlist of the bibliographic materials provided and the reference texts assigned.\nThese texts emphasized how to write a news article based on the results\nreported in a scholarly one. \n\nAs an individual reflection paper, students were asked to find and analyze an\narticle of science journalism. A list of science sections in popular Spanish-\nspeaking newspapers was provided. Then, they were required to reflect on\nthings like the effectiveness of the title, the structure and organization of\ninformation, rhetorical strategies and figures of speech used (such as the use\nof similes, quotes, examples, etc.) in this particular genre, vocabulary\n(abundance or lack of technical terms), and target audience. Additionally,\nthey were directed to comment on the scientific content, in order to promote\nconnections with the scientific knowledge they already possessed. \n\nIn a following reflection paper, students had to write a news article based on\na scholarly one. In class we went over sources for science news, with\nemphasis on articles in scientific journals. To complete this assignment,\nstudents had to perform a search in order to find a scholarly article written\nin Spanish in an area of their interest. A list of scholarly search engines,\ndatabases, and institutional repositories was provided (see Appendix 3). Also,\na class was dedicated to familiarize all students with two leading open-access\ndatabases with a vast number of scholarly articles written in Spanish: redalyc\nand SciELO. Although the course was branded as \u201cSpanish for the natural\nSciences,\u201d after performing initial searches, students soon realized that the\n\nSPAnISh FOr ThE SCIEnCES\n\nIb\u00e9rica 36 (2018): 195-216 205\n\n08 IBERICA 36_Iberica 13 30/10/18 7:48 P\u00e1gina 205", "start_char_idx": 28689, "end_char_idx": 31540, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "5d2cbbcf-407f-4296-b0aa-2154a2bbdcad": {"__data__": {"id_": "5d2cbbcf-407f-4296-b0aa-2154a2bbdcad", "embedding": null, "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-128", "node_type": "4", "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "hash": "1fd0948b1a3cd82b896b16d628705aaca121e8d6c8dedac609abc71a8142996f", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "9e7ff13d-53b9-480e-bfe2-1cc130f6f182", "node_type": "1", "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "hash": "dc65b924b07af16f5438a137c3211153f91cf07b6df9359219545aac8391b47e", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "e6f0c096-c381-401e-a056-22dc8a973011", "node_type": "1", "metadata": {}, "hash": "ddee810a704085528ba03a4e5ab30c5e819ef629147252546091488f93e48ce1", "class_name": "RelatedNodeInfo"}}, "text": "notion of \u201cscience\u201d in English, usually associated with the natural sciences,\nis much more fluid in the Spanish language. This aspect became evident\nwhen they navigated collections of revistas cient\u00edficas, noting that when most\nSpanish-speaking scholars use the adjective cient\u00edfico/a, they are discussing a\nbroader domain that can include, for example, the social sciences and even\nthe humanities. Once a scholarly article was chosen, students faced the\nchallenge of reporting the most important and relevant results to a non-\nexpert audience. This exercise helped them reflect, by doing, on the\nrhetorical mechanisms and practices used by science journalists, and then\nmake comparisons to those used by scientists to communicate with other\npeers within their community of professionals. \n\nThe individual reflection papers were designed to promote a deeper student\nengagement with various scientific communication texts, giving students the\npossibility to choose the genres that interested them the most. Additionally,\nthese assignments helped students face their own preconceived notions\nabout certain topics, providing direction on how to identify such\npreconceptions in order to foster a more nuanced and critical reading. \n\n5.3. Learning Scenario 3: Meet the Scientists \n\nTargeted Standards: Practices of Culture, Cultural Comparisons, School and\nCommunity, Lifelong Learning.\n\nTargeted Learning Goals: LG3, LG5, LG6.\n\nAn important goal of the class was to foster student participation in\nscientific communities using the Spanish language. One way to accomplish\nsuch goal included transforming the classroom into a space where students\ncould interact with science professionals who use or had used Spanish in\nprofessional environments, so they could establish relationships that were\nlikely to grow beyond the classroom. A natural group of professionals to\nconsider was Spanish-speaking scientists at our institution and other\ninstitutions in the area, anticipating that the physical proximity would make\nconstant contact possible, if desired. \n\nThe instructor coordinated the visits to class, on different days, of three local\nSpanish-speaking scientists. These included two faculty members from\nSkidmore College\u2019s Departments of Physics and Chemistry, and one faculty\nmember from a nearby research university who specializes in molecular\nbiology. Before the day of the visit, the instructor provided the students with\n\nOSCAr A. P\u00e9rEz \n\nIb\u00e9rica 36 (2018): 195-216206\n\n08 IBERICA 36_Iberica 13 30/10/18 7:48 P\u00e1gina 206", "start_char_idx": 31544, "end_char_idx": 34083, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "e6f0c096-c381-401e-a056-22dc8a973011": {"__data__": {"id_": "e6f0c096-c381-401e-a056-22dc8a973011", "embedding": null, "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-128", "node_type": "4", "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "hash": "1fd0948b1a3cd82b896b16d628705aaca121e8d6c8dedac609abc71a8142996f", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "5d2cbbcf-407f-4296-b0aa-2154a2bbdcad", "node_type": "1", "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "hash": "322c5eddda43edaa4f03b9939c138f83ff939e69d73ec4639bac7d8062fdedba", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "6d81960e-54fc-43d5-9212-770dff5360cf", "node_type": "1", "metadata": {}, "hash": "12099c36c922521f730693e290f8a1f8afa004a1d136ecd1d4f01e91eefff957", "class_name": "RelatedNodeInfo"}}, "text": "biographic information along with a sample of the visiting scientist\u2019s work\n(when available, the visitor\u2019s website that contained a list of bibliographic\ninformation and descriptions of their interests and projects), and asked\nstudents to prepare at least two questions for the visitor. Scientists visited the\nclass on different days, and spent about 20 minutes talking in Spanish about\ntheir careers and their work. The presentation was followed by a 20- to 30-\nminute session when students asked the questions they had prepared in\nadvance. The type of questions showed interest in the scientist\u2019s career and\nresearch projects as well as their experiences using the Spanish language and\ntheir personal journeys. In the case of institutions where such visits are not\npossible, similar sessions can be scheduled by contacting scientists at other\nuniversities, for example, those located in Spanish-speaking countries, and\narrange \u201cvirtual visits\u201d via video chat services such as Skype, Google\nhangouts, or Facebook Messenger\u2019s video chat. \n\n5.4. Learning Scenario 4: Poster Session \n\nTargeted Standards: Interpersonal Communication, Interpretive\nCommunication, Presentational Communication, Products of Culture,\nMaking Connections, Acquiring Information.\n\nTargeted Learning Goals: LG1, LG2, LG3, LG4.\n\nIn the second half of the semester, and once students became familiar with\ndifferent genres of scientific communication, they had to collaborate with a\npartner to create a research poster. The poster was the result of at least two\nmonths of research, when they went through many of the steps followed by\nexperienced scholars. As part of the process, students had to agree on a\ntopic of interest, conduct a literary review (using the skills developed in the\nfirst half of the semester), propose a preliminary draft, and submit it to peer-\nreview (performed by their classmates during a session devoted to this end).\nIn addition, the instructor provided feedback at different stages of the\nprocess. Students had complete freedom with respect to the kind of research\nthey wanted to pursue, from reports of projects they were working on in\nother classes or in which they had participated, to a critical comparison of\nthe findings of at least three different scholarly articles related to a specific\ntopic. On the last day of classes, students had to present their posters in a\nJornada cient\u00edfica y tecnol\u00f3gica (Science and Technology Open Day) that anyone\non campus was welcome to attend (getting extra encouragement by some\nlight refreshments), and much like the way research posters are presented\n\nSPAnISh FOr ThE SCIEnCES\n\nIb\u00e9rica 36 (2018): 195-216 207\n\n08 IBERICA 36_Iberica 13 30/10/18 7:48 P\u00e1gina 207", "start_char_idx": 34087, "end_char_idx": 36815, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "6d81960e-54fc-43d5-9212-770dff5360cf": {"__data__": {"id_": "6d81960e-54fc-43d5-9212-770dff5360cf", "embedding": null, "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-128", "node_type": "4", "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "hash": "1fd0948b1a3cd82b896b16d628705aaca121e8d6c8dedac609abc71a8142996f", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "e6f0c096-c381-401e-a056-22dc8a973011", "node_type": "1", "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "hash": "03d355adf11da77cccfc488677d9864176c919b488b5bfe4707be6aeb6314c63", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "dfba6d05-a6b2-4ac7-93da-0312911ec8ac", "node_type": "1", "metadata": {}, "hash": "9ca98ef61745f200b201de1193b88f3138103f7200764c6aee93137bff0935fd", "class_name": "RelatedNodeInfo"}}, "text": "during a major conference. having to present the results of their work to an\naudience other than their instructor not only gave students the opportunity\nto practice their Spanish language skills in a real-life setting, but also to face\nmany of the challenges that come with doing research, including self-\nreflection on its relevance to the general public. \n\n6. Implementation \n\nThe course was branded as \u201cAdvanced LAC: Spanish for the natural\nSciences,\u201d to emphasize its connection to the Languages Across the\nCurriculum approach and to attract students from the natural sciences that\nwould normally not consider taking an advanced Spanish course. The title\nwas also a subtle way to reference the differences between the term science\n(frequently used to indicate the natural sciences) and the broader term ciencia,\ndifferences that would be addressed in the class. As mentioned before, the\ncourse was organized around three thematic modules: a brief introductory\nmodule where students reviewed some basic communication tools (general\ntopics included the metric system, \u201creading math,\u201d and linguistic\nmechanisms to form technical terms), a longer module on scientific\ncommunication, and a final module on the state of science and technology\nin the Spanish-speaking world. The sample calendar included in Appendix 1\noffers an overview of the materials covered in each module. Appendix 2\nprovides a summary of student assessment components. \n\nAt the end of the semester, students were asked to identify strengths and\nareas of improvement of the course in an anonymous online survey. The\nsurvey consisted of the following three open-ended questions: \u201c1. Please\nidentify what you consider to be the strengths of the course,\u201d \u201c2. Please\nidentify areas where you think the course could be improved,\u201d and \u201c3. Any\nadditional comments?\u201d In terms of strengths, some of the responses were\nrelated to the learning scenarios (\u201cI thought the projects throughout the\ncourse \u2013 such as the presentation and poster \u2013 were good to apply the\ntechniques and practices taught in the course\u201d), the connections they were\nable to make (\u201cI liked how applicable the course was to my other major and\nhow many different topics it covered\u201d), the comparisons and cultures goal\nareas (\u201cThe assignments were all very effective in forcing me to analyze in\ndepth the efficiency of science reporting and the involvement of the Spanish\nspeaking world in science\u201d), and the modes of communication (\u201cThe\n\nOSCAr A. P\u00e9rEz \n\nIb\u00e9rica 36 (2018): 195-216208\n\n08 IBERICA 36_Iberica 13 30/10/18 7:48 P\u00e1gina 208", "start_char_idx": 36819, "end_char_idx": 39402, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "dfba6d05-a6b2-4ac7-93da-0312911ec8ac": {"__data__": {"id_": "dfba6d05-a6b2-4ac7-93da-0312911ec8ac", "embedding": null, "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-128", "node_type": "4", "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "hash": "1fd0948b1a3cd82b896b16d628705aaca121e8d6c8dedac609abc71a8142996f", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "6d81960e-54fc-43d5-9212-770dff5360cf", "node_type": "1", "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "hash": "de0bef552ddf49aa877ad6aa70aa23c73ec8606a582556488ca2be9620970542", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "56147204-834b-4d8d-9f78-b509667a1ad1", "node_type": "1", "metadata": {}, "hash": "d65af0030fd99e0df3e13296e190c2eef81664164b2450e0336427ea8a666388", "class_name": "RelatedNodeInfo"}}, "text": "prevalence of open group discussions provided me with confidence to speak\nabout scientific topics in Spanish\u201d; \u201cI also found the class discussions were\ngood to discuss the readings in depth\u201d). \n\nIn terms of areas of improvement, the most common themes had to do with\nthe selection of readings (\u201cI found some of the readings to be very tedious\nand redundant\u201d; \u201cSome of the readings were very long/technical/hard to\nget through\u201d) as well as the relationship between the topics covered and the\namount of time available (\u201cThere was also a lot of information to get\nthrough in a short period of time. Either changing the course to 4 credits or\nmeeting once for three hours at a time each week might help\u201d; \u201cI think it\ncould be more effective as a three credit course rather than a two credit\ncourse\u201d), challenges that can be addressed by adjusting the sample calendar\nprovided in Appendix 1. \n\n7. Final Remarks \n\nThe course described in this article provides a roadmap for the design and\nimplementation of courses at the intersection of language learning and the\nsciences. To this respect, two innovative aspects have been proposed. First,\nan emphasis on scientific communication that allows instructors in language\ndepartments to focus on what they know best: the use of language and the\nimprovement of communication skills. Second, a Languages Across the\nCurriculum approach that encourages students to make connections\nbetween the target language and their own individual scientific interests.\nFurthermore, by putting the responsibility of the scientific content on\nstudents, such a course need not be linked to a particular scientific discipline\nand can welcome students with a wide variety of backgrounds. This\napproach allows instructors the possibility of not only adjusting the course\nto meet students\u2019 needs, but also, for those who are not too familiar with\nspecialized scientific content, to meaningfully facilitate learning in the\nclassroom. These two aspects can foster the growth of Spanish for STEM\ncourse offerings at institutions of higher education, particularly those\noffered by language departments, as they address some of the common\nchallenges that these type of courses have faced in the past. \n\nhowever, this particular framework might not offer the best solution for all\ncases. For example, it may not be the best fit for those interested in areas of\nSTEM communication that are less dependent on written materials, such as\n\nSPAnISh FOr ThE SCIEnCES\n\nIb\u00e9rica 36 (2018): 195-216 209\n\n08 IBERICA 36_Iberica 13 30/10/18 7:48 P\u00e1gina 209\n\n\n\ninterpreting or workplace interpersonal communication, where other\nmethodologies such as content-based, project-based, or service-based\nlearning can prove more effective. nevertheless, it is the author\u2019s hope that\nthe present work will encourage others to rethink this crucial area of the\nLanguage for Specific Purposes (LSP) curriculum, so it continues to grow. \n\nAcknowledgements\n\nI want to express my sincere appreciation to Project Vis and the Andrew W.\nMellon Foundation for their financial support to develop this course.\n\nArticle history: \n\nReceived 23 September 2017 \n\nReceived in revised form 19 April 2018 \n\nAccepted 19 April 2018 \n\nReferences \n\nOSCAr A. P\u00e9rEz \n\nIb\u00e9rica 36 (2018): 195-216210\n\nACTFL (2013). Languages as a Core Component\n\nof Education for All Students. URL:\n\nhttp://www.actfl.org/news/position-\n\nstatements/languages-core-component-\n\neducation-all-students [04/16/17].\n\nArango, J. (2013). \u201cQuince acotaciones: Joaqu\u00edn\n\nArango\u201d in J.L. Garc\u00eda Delgado, J.A. Alonso & J.C.\n\nJim\u00e9nez (eds.), 443-446. \n\nBarreiro Elorza, P. & C. Sancho Guinda. (2016). \u201cA\n\ntrans-disciplinary CLIL venture for promoting sci-\n\ntech innovation at the Technical University of\n\nMadrid\u201d in M.F. Litzler, J. Garc\u00eda Laborda & C.\n\nTejedor Mart\u00ednez (eds.), Beyond the Universe of\n\nLanguages for Specific Purposes: The 21st\n\nCentury Perspective, 39-43. Alcal\u00e1 de Henares:\n\nUniversidad de Alcal\u00e1.\n\nBranan, A. G. (1998).", "start_char_idx": 39406, "end_char_idx": 43398, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "56147204-834b-4d8d-9f78-b509667a1ad1": {"__data__": {"id_": "56147204-834b-4d8d-9f78-b509667a1ad1", "embedding": null, "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-128", "node_type": "4", "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "hash": "1fd0948b1a3cd82b896b16d628705aaca121e8d6c8dedac609abc71a8142996f", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "dfba6d05-a6b2-4ac7-93da-0312911ec8ac", "node_type": "1", "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "hash": "606a9d6d133b2f46e8c684a9a45e0f53c6d5c4014f4dfb3244993f91a5fd72d4", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "0b48d8f1-1b9f-418a-b469-fb5949b6662b", "node_type": "1", "metadata": {}, "hash": "fe070fba04895049382422c2e3dc72f20206366709d922118bba6b20ccad4f96", "class_name": "RelatedNodeInfo"}}, "text": "Branan, A. G. (1998). \u201cPreface: Part I\u201d in T. B.\n\nFryer & C. G. Guntermann (eds.), 3-5.\n\nCampos, A. (2013). \u201cQuince acotaciones: Antonio\n\nCampos\u201d in J.L. Garc\u00eda Delgado, J.A. Alonso &\n\nJ.C. Jim\u00e9nez (eds.), 450-455.\n\nCLAC Consortium. (n.d.). CLAC Models. URL:\n\nhttp://clacconsortium.org/about-2/clac-models/\n\n[04/16/17].\n\nCLAC Consortium. (n.d.). Principles of CLAC (a\n\nCLAC Manifesto). URL: https://clacconsortium.org/\n\nabout-2/defining-clac/principles-of-clac-a-clac-\n\nmanifesto/ [04/02/18].\n\nCLAC Consortium. (n.d.). What is CLAC?. URL:\n\nhttp://clacconsortium.org/about-2/defining-clac/more-\n\non-clac/ [04/16/17].\n\nCommission on Language Learning. (2017).\n\nAmerica\u2019s Languages: Investing in Language\n\nEducation for the 21st Century. Cambridge, MA:\n\nAmerican Academy of Arts & Sciences. URL:\n\nhttp://www.amacad.org/content/publications/public\n\nation.aspx?d=22474 [04/16/17].\n\nCooks, M. 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Barnes-Karol.", "start_char_idx": 43377, "end_char_idx": 46253, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "0b48d8f1-1b9f-418a-b469-fb5949b6662b": {"__data__": {"id_": "0b48d8f1-1b9f-418a-b469-fb5949b6662b", "embedding": null, "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-128", "node_type": "4", "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "hash": "1fd0948b1a3cd82b896b16d628705aaca121e8d6c8dedac609abc71a8142996f", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "56147204-834b-4d8d-9f78-b509667a1ad1", "node_type": "1", "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "hash": "6722843e44f2dcff32d418bfceaea8eecedc9df734694df6a5d7a93934b80845", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "4a93e22d-4a97-4d7a-8c22-c9f811643108", "node_type": "1", "metadata": {}, "hash": "d32ad1aabd89cc857e20ccf5725fe5935849f18022f79b5bb0c01e096a057282", "class_name": "RelatedNodeInfo"}}, "text": "Klee, C.A. & G. Barnes-Karol. (2006). \u201cA content-\n\nbased approach to Spanish language study:\n\nForeign Languages Across the Curriculum\u201d in R.\n\nSalaberry & B.A. Lafford (eds.), The Art of\n\nTeaching Spanish: Second Language Acquisition\n\nfrom Research to Praxis, 23-38. Washington:\n\nGeorgetown University Press. \n\nLong, M.K. & I. Uscinski. (2012). \u201cEvolution of\n\nLanguages for Specific Purposes programs in the\n\nUS: 1990-2011\u201d. Modern Language Journal 96,s1:\n\n173-189. \n\nThe National Standards Collaborative Board.\n\n(2015a). World-Readiness Standards for Learning\n\nLanguages. 4th ed., Alexandria: Author. \n\nThe National Standards Collaborative Board.\n\n(2015b). \u201cStandards for learning Spanish: A\n\nProject of the American Association of Teachers of\n\nSpanish and Portuguese\u201d in World-Readiness\n\nStandards for Learning Languages. \n\nNesi, H. & S. Gardner. (2012). Genres across the\n\nDisciplines: Student Writing in Higher Education.\n\nCambridge: Cambridge University Press.\n\nPaltridge, B. (2001). Genre and the Language\n\nLearning Classroom. Ann Arbor: University of\n\nMichigan Press.\n\nRuggiero, D. (2015). \u201cBridging the community and\n\ninstitution gap: A sample course with Civic\n\nEngagement and Language for Specific Purposes\n\ncombined\u201d. Journal of Languages for Specific\n\nPurposes 2: 35-48. \n\nS\u00e1nchez-L\u00f3pez, L. (2010). \u201cEl espa\u00f1ol para fines\n\nespec\u00edficos: La proliferaci\u00f3n de programas\n\ncreados para satisfacer las necesidades del siglo\n\nXXI\u201d. Hispania 93,1: 85-89.\n\nS\u00e1nchez-L\u00f3pez, L. (2013). \u201cService-learning\n\ncourse design for Languages for Specific\n\nPurposes programs\u201d. Hispania 96.2: 383-396.\n\nSwales, J. M. (2004). Research Genres:\n\nExplorations and Applications. Cambridge:\n\nCambridge University Press.\n\nTardy, C. M. (2009). Building Genre Knowledge.\n\nWest Lafayette, Indiana: Parlor Press.\n\nVivanco Cervero, V. (2009). \u201cV\u00edas de actuaci\u00f3n\n\npara el fomento y la difusi\u00f3n del espa\u00f1ol cient\u00edfico\n\ny t\u00e9cnico\u201d in M.J. Arias-Salgado Rosby, M.\n\nC\u00e1mara Hurtado, B. Granadino Goenechea, J.A.\n\nL\u00f3pez Cerezo, D. Mart\u00edn Mayorga, L. Plaza\n\nG\u00f3mez & V. Vivanco Cervero (eds.), El espa\u00f1ol,\n\nlengua para la ciencia y la tecnolog\u00eda: presente y\n\nperspectivas de futuro, 110-134. Alcal\u00e1 de\n\nHenares: Instituto Cervantes, Santillana.\n\nWiggins, G.P. & J. McTighe. (2005).\n\nUnderstanding by Design. 2nd ed., Alexandria:\n\nAssociation for Supervision and Curriculum\n\nDevelopment. \n\nWillcox, C.D. (1913). A Reader of Scientific and\n\nTechnical Spanish for Colleges and Technological\n\nSchools with Vocabulary and Notes. New York:\n\nSturgis & Walton Company. \n\nWilliams, E. B. (1925). \u201cThe teaching of scientific\n\nFrench, German and Spanish in the Engineering\n\nSchools of the United States\u201d. Modern Language\n\nJournal 9,4: 237-243. \n\nWilliams, E. B. (1929). \u201cThe teaching of scientific\n\nFrench, German and Spanish in American\n\nColleges\u201d. Modern Language Journal 13,6: 471-\n\n476. \n\n08 IBERICA 36_Iberica 13 30/10/18 7:48 P\u00e1gina 211", "start_char_idx": 46224, "end_char_idx": 49125, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "4a93e22d-4a97-4d7a-8c22-c9f811643108": {"__data__": {"id_": "4a93e22d-4a97-4d7a-8c22-c9f811643108", "embedding": null, "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-128", "node_type": "4", "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "hash": "1fd0948b1a3cd82b896b16d628705aaca121e8d6c8dedac609abc71a8142996f", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "0b48d8f1-1b9f-418a-b469-fb5949b6662b", "node_type": "1", "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "hash": "3555cde94f9f8627cfadb7bb39c593fe85941d5be2b5728180e6e102817a4fb5", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "58050a01-989b-48ec-abcf-dab9522ee347", "node_type": "1", "metadata": {}, "hash": "fe9a91abed1573c3ae901d75e0b957ac843f3b91eb44acef51d79b70be5609db", "class_name": "RelatedNodeInfo"}}, "text": "Appendix 1 \n\nOSCAr A. P\u00e9rEz \n\nIb\u00e9rica 36 (2018): 195-216212\n\nOSCAR A. P\u00c9REZ \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\nAppendix 1 \nSample Calendar for a Spanish for the Sciences Course \nThe following sample calendar has been slightly adjusted, for clarity and logistical improvements, from the one \nfollowed when the course was first taught. The original syllabus is available upon request. \nCodes used: \nLS1-Learning Scenario 1. Designing the Syllabus. \nLS2-Learning Scenario 2. Individual Reflections on Scientific Communication Materials (students are required to \nwrite a total of three reflection papers out of eight options). \nLS3-Learning Scenario 3. Meet the Scientists. \nLS4-Learning Scenario 4. Poster Session \n\nModule 1 \nBasic Scientific Communication Tools \n\nDate Topic Read/study before class Assignments due \nWeek 1, \nDay 1 \n\nIntroduction to the \ncourse, scope, and \napproach. \n\n \n\nWeek 1, \nDay 2 \n\nThe metric system and \nthe language of math \n\nHandout on how to read numerical \nexpressions in Spanish. \n\n \n\nWeek 2, \nDay 1 \n\nThe creation of \ntechnical terminology in \nSpanish: Neologisms of \nform \n\nGuti\u00e9rrez Rodilla, B. (2005). La \ncreaci\u00f3n terminol\u00f3gica: Neolog\u00eda \nde forma. In El lenguaje de las \nciencias (pp. 43-55). Madrid, \nSpain: Gredos. \n\n \n\nWeek 2, \nDay 2 \n\nThe creation of \ntechnical terminology in \nSpanish: Neologisms of \nmeaning \n\nGuti\u00e9rrez Rodilla, B. (2005). La \ncreaci\u00f3n terminol\u00f3gica: Neolog\u00eda \nde sentido, neolog\u00eda sint\u00e1ctica, \nneolog\u00eda de pr\u00e9stamo. In El \nlenguaje de las ciencias (pp. 57-\n65). Madrid, Spain: Gredos. \n\n \n\nWeek 3, \nDay 1 \n\nThe language of \nstatistics \n\nHandout on how to read statistical \nexpressions in Spanish. \n\nLS2-Option 1 \nIndividual reflection paper: \nChoose a science news article, \nidentify 10 technical terms, and \nsuggest the possible \nmechanisms for their creation. \nExplain your reasons. \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\nSPANISH FOR THE SCIENCES \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\nModule 2 \nScientific Communication \n\nDate Topic Read/study before class Assignments due \nWeek 3, \nDay 2 \n\nIntroduction to scientific \ncommunication \n\nRead pp. 174-182. \nFern\u00e1ndez Bayo, I., & Angulo, E. \n(2011). El lenguaje y los formatos en \nla comunicaci\u00f3n de la ciencia. In C. \nMoreno Castro (Ed.), Periodismo y \ndivulgaci\u00f3n cient\u00edfica: tendencias en \nel \u00e1mbito iberoamericano (166-189). \nMadrid, Spain: Biblioteca Nueva. \n\n \n\nWeek 4, \nDay 1 \n\nPublic dissemination of \nscience: Science news \narticle \n\nRead pp. 146-156. (5.4 El periodista \ncient\u00edfico como traductor de \nlenguajes; 5.5 C\u00f3mo elaborar un \ntexto period\u00edstico a partir de uno \ncient\u00edfico) \nEli !as, C. (2008). Fundamentos de \nperiodismo cient\u00edfico y divulgaci\u00f3n \nmedi\u00e1tica. Madrid, Spain: Alianza. \n\n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n08 IBERICA 36_Iberica 13 30/10/18 7:48 P\u00e1gina 212", "start_char_idx": 49129, "end_char_idx": 51916, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "58050a01-989b-48ec-abcf-dab9522ee347": {"__data__": {"id_": "58050a01-989b-48ec-abcf-dab9522ee347", "embedding": null, "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-128", "node_type": "4", "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "hash": "1fd0948b1a3cd82b896b16d628705aaca121e8d6c8dedac609abc71a8142996f", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "4a93e22d-4a97-4d7a-8c22-c9f811643108", "node_type": "1", "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "hash": "8b86c89964c755cf8418aba01cefe2e37d124930ce15090138ce66a0f505b6ea", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "ec66324c-d469-4a0f-b51b-2f16a457b333", "node_type": "1", "metadata": {}, "hash": "ddb226f69901945f3ec06470e22506b39e4e8d7576a11bd5ceacf4967e67ff18", "class_name": "RelatedNodeInfo"}}, "text": "SPAnISh FOr ThE SCIEnCES\n\nIb\u00e9rica 36 (2018): 195-216 213\n\nSPANISH FOR THE SCIENCES \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\nWeek 4, \nDay 1 \n\nPublic dissemination of \nscience: Science news \narticle \n\nRead pp. 146-156. (5.4 El periodista \ncient\u00edfico como traductor de \nlenguajes; 5.5 C\u00f3mo elaborar un \ntexto period\u00edstico a partir de uno \ncient\u00edfico) \nEli !as, C. (2008). Fundamentos de \nperiodismo cient\u00edfico y divulgaci\u00f3n \nmedi\u00e1tica. Madrid, Spain: Alianza. \n\n \n\nWeek 4, \nDay 2 \n\nPublic dissemination of \nscience: Science news \narticle \n\nLS1 \nArticle proposed by students: Science \nnews. \n\nLS1 \nPresentation by \nstudents: Science news \narticle. \n \nLS2-Option 2 \nIndividual reflection \npaper: Choose and \nanalyze a science news \narticle. \n\nWeek 5, \nDay 1 \n\nPublic dissemination of \nscience: Sources \n\nHandout on sources of scientific \nnews: Scholarly databases, academic \nsearch engines, and institutional \nrepositories in Spanish. \n\n \n\nWeek 5, \nDay 2 \n\nPublic dissemination of \nscience: Science \ndocumentary \n\nRead pp. 131-140. \nLe\u00f3n, B. (2010). La ciencia en \nim\u00e1genes. Construcci\u00f3n visual y \ndocumental cient\u00edfico. ArtefaCToS, \n3(1), 131-149. \n\nLS2-Option 3 \nIndividual reflection \npaper: Write a science \nnews article. \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\nOSCAR A. P\u00c9REZ \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\nModule 2 \nScientific Communication \n\nDate Topic Read/study before class Assignments due \nWeek \n6, Day \n1 \n\nPublic dissemination \nof science: Science \ndocumentary \n\nRead pp. 140-149. \nLe\u00f3n, B. (2010). La ciencia en im\u00e1genes. \nConstrucci\u00f3n visual y documental cient\u00edfico. \n\n \n\nWeek \n6, Day \n2 \n\nPublic dissemination \nof science: Science \ndocumentary \n\nLS1 \nFilm proposed by students: Science \ndocumentary. \n\nLS1 \nPresentation by students: \nScience documentary. \n\nWeek \n7, Day \n1 \n\nProfessional \ncommunication in \nscience: Technical \nwriting \n\nRead pp. 157-160 (Recursos gramaticales y \nestil\u00edsticos) \nGarc\u00eda-Cervig\u00f3n, A. (2007). El discurso \ncient\u00edfico y tecnol\u00f3gico y la lengua espa\u00f1ola. \nIn R. Sarmiento, F. Vilvhes (Eds.), \nNeologismos y sociedad del conocimiento \n(pp. 153-167). Barcelona, Spain: Ariel. \n\nLS2-Option 4 \nIndividual reflection \npaper: Choose and \nanalyze a science \ndocumentary. \n\nWeek \n7, Day \n2 \n\nTechnical writing LS1 \nTechnical text proposed by students: \nEmphasis on use of language. \n\nLS1 \nPresentation by students: \ntechnical writing. \n\nWeek \n8, Day \n1 \n\nProfessional \ncommunication in \nscience: The IMRaD \nformat \n\nRead pp. 4-14 (Cap. 2 Los or\u00edgenes de la \nredacci\u00f3n cient\u00edfica; Cap. 3 \u00bfQu\u00e9 es un \nart\u00edculo cient\u00edfico?) \nDay, R. A. (2005). C\u00f3mo escribir y publicar \ntrabajos cient\u00edficos. Washington, D.C: \nOrganizaci\u00f3n Panamericana de la Salud. \n\n \n\nWeek \n8, Day \n2 \n\nThe IMRaD format LS1 \nScholarly article proposed by students: \nEmphasis on organization and structure. \n\nLS1 \nPresentation by students: \nOrganization and \nstructure of scientific texts \n(IMRaD format) \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n08 IBERICA 36_Iberica 13 30/10/18 7:48 P\u00e1gina 213", "start_char_idx": 51920, "end_char_idx": 54915, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "ec66324c-d469-4a0f-b51b-2f16a457b333": {"__data__": {"id_": "ec66324c-d469-4a0f-b51b-2f16a457b333", "embedding": null, "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-128", "node_type": "4", "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "hash": "1fd0948b1a3cd82b896b16d628705aaca121e8d6c8dedac609abc71a8142996f", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "58050a01-989b-48ec-abcf-dab9522ee347", "node_type": "1", "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "hash": "ace11a3678ea7c84f67d243a3f4149c5fac7f7ce36c95adbffa31ee3ab130a94", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "8ba6743f-36b3-4229-a52d-5a83434e852e", "node_type": "1", "metadata": {}, "hash": "80c74d6cdb72f857e7238645105ff0378c94fea0439f1c40b166db0e2e71912f", "class_name": "RelatedNodeInfo"}}, "text": "OSCAr A. P\u00e9rEz \n\nIb\u00e9rica 36 (2018): 195-216214\n\nSPANISH FOR THE SCIENCES \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\nModule 2 \nScientific Communication \n\nDate Topic Read/study before class Assignments due \nWeek 9, \nDay 1 \n\nScientific texts: \nVisual presentation of data \n\nFeria, M. (2010). Consejos para la \nconfecci\u00f3n de gr\u00e1ficos cient\u00edficos. \nIn E. Ser\u00e9s, L. Rosich, & F. Bosch \n(Eds.), Presentaciones orales en \nbiomedicina. Aspectos a tener en \ncuenta para mejorar la \ncomunicaci\u00f3n (pp. 45-56). \nBarcelona, Spain: Fundaci\u00f3n Dr. \nAntonio Esteve. \n\nLS2-Option 5 \nIndividual reflection paper: \nChoose a scholarly article \nand critically comment on at \nleast three of the following \naspects: title, organization, \nuse of language, content, \ntarget audience. \n\nWeek 9, \nDay 2 \n\nScientific texts: \nVisual presentation of data \n\nLS1 \nScholarly article proposed by \nstudents: Emphasis on visual \npresentation of data. \n\nLS1 \nPresentation by students: \nVisual presentation of data. \n\nWeek 10, \nDay 1 \n\nScholarly communication: \nThe content of a research \nposter \n\nRead pp. 85-91. \nGuardiola, E. (2010). El p\u00f3ster \ncient\u00edfico. In E. Ser\u00e9s, L. Rosich, \n& F. Bosch (Eds.), \nPresentaciones orales en \nbiomedicina. Aspectos a tener en \ncuenta para mejorar la \ncomunicaci\u00f3n (pp. 85-102). \nBarcelona, Spain: Fundaci\u00f3n Dr. \nAntonio Esteve. \n\nLS2-Option 6 \nIndividual reflection paper: \nChoose a scholarly article \nand analyze the visual \npresentation of data. \n\nWeek 10, \nDay 2 \n\nScholarly communication: \nThe format of a research \nposter \n\nRead pp. 91-102. \nGuardiola, E. (2010). El p\u00f3ster \ncient\u00edfico. \n\n \n\nWeek 11, \nDay 1 \n\nScholarly communication: \nDiscussion of a research \nposter \n\nLS1 \nResearch poster proposed by \nstudents. \n\nLS1 \nPresentation by students: \nResearch poster. \n \nLS2-Option 7 \nIndividual reflection paper: \nChoose and analyze a \nresearch poster. \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\nOSCAR A. P\u00c9REZ \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\nModule 3 \nScience and Technology in the Spanish-Speaking World \n\nDate Topic Read/study before class Assignment due \nWeek 11, \nDay 2 \n\nState of science and \ntechnology in the \nSpanish-speaking world \n\nRICYT (2015). El estado de la ciencia \nen im\u00e1genes. In El estado de la \nciencia: Principales indicadores de \nciencia y tecnolog\u00eda iberoamericanos/ \ninteramericanos (pp. 13-28). Buenos \nAires, Argentina: Author. \n\nLS4 \nFirst draft of research \nposter to be submitted to \ninstructor. \n \nLS2-Option 8 \nIndividual reflection \npaper: El estado de la \nciencia en im\u00e1genes. \n\nWeek 12, \nDay 1 \n\nScientific communities: \nGuest scientist visit \n\nLS3 \nRead information provided about \nguest. \n\nLS3 \nPrepare at least two \nquestions for guest. \n\nWeek 12, \nDay 2 \n\nScientific communities: \nGuest scientist visit \n\nLS3 \nRead information provided about \nguest. \n\nLS3 \nPrepare at least two \nquestions for guest. \n\nWeek 13, \nDay 1 \n\nPeer review of research \nposter \n\n LS4 \nAll students need to bring \nto class a printed copy of \nthe second draft of their \nresearch poster for peer \nreview. \n\nAppendix 2 \n\nStudent Assessment \nStudent assessment consisted on the following components. Evaluation rubrics are available upon request. \nPreparation/Participation (20%) \nAttendance (5%) \nIndividual Reflection Papers, LS2 (30%) \nSelection of Text and Presentation, LS1 (20%) \nResearch Poster, LS4 (25%). \n\n08 IBERICA 36_Iberica 13 30/10/18 7:48 P\u00e1gina 214", "start_char_idx": 54919, "end_char_idx": 58284, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "8ba6743f-36b3-4229-a52d-5a83434e852e": {"__data__": {"id_": "8ba6743f-36b3-4229-a52d-5a83434e852e", "embedding": null, "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-128", "node_type": "4", "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "hash": "1fd0948b1a3cd82b896b16d628705aaca121e8d6c8dedac609abc71a8142996f", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "ec66324c-d469-4a0f-b51b-2f16a457b333", "node_type": "1", "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "hash": "36a00064421d56fa95f0a5432d7be5f702b6e298eee774a4af885696e579547d", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "cd1e1f8e-9073-4cd7-8c2a-4fdcc61ddf05", "node_type": "1", "metadata": {}, "hash": "f091fdcd63685947cbaa5467d3129b77b8bfa55f2df330d6299a836745f21aa3", "class_name": "RelatedNodeInfo"}}, "text": "SPAnISh FOr ThE SCIEnCES\n\nIb\u00e9rica 36 (2018): 195-216 215\n\nOSCAR A. P\u00c9REZ \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\nWeek 12, \nDay 2 \n\nScientific communities: \nGuest scientist visit \n\nLS3 \nRead information provided about \nguest. \n\nLS3 \nPrepare at least two \nquestions for guest. \n\nWeek 13, \nDay 1 \n\nPeer review of research \nposter \n\n LS4 \nAll students need to bring \nto class a printed copy of \nthe second draft of their \nresearch poster for peer \nreview. \n\nWeek 13, \nDay 2 \n\nScientific communities: \nGuest scientist visit. \n\nLS3 \nRead information provided about \nguest. \n\nLS3 \nPrepare at least two \nquestions for guest. \n\nWeek 14, \nDay 1 \n\nFuture of the Spanish \nlanguage in the Sciences \n\nChoose one essay, out of the fifteen \navailable, and prepare to defend the \nposition of the author during an in-class \ndebate: \n \nGarc\u00eda Delgado, J. L., Alonso, J. A., & \nJim\u00e9nez, J. C. (Eds.). (2013). Quince \nacotaciones. In El espa\u00f1ol, lengua de \ncomunicaci\u00f3n cient\u00edfica (pp. 421-482). \nBarcelona, Spain: Ariel. \n\n \n\nWeek 14, \nDay 2 \n\nJornada cient\u00edfica y \ntecnol\u00f3gica: Science and \nTechnology Open Day \n\n LS4 \nPresentation by all \nstudents: Research \nposter. \n\nAppendix 2 \n\nStudent Assessment \nStudent assessment consisted on the following components. Evaluation rubrics are available upon request. \nPreparation/Participation (20%) \nAttendance (5%) \nIndividual Reflection Papers, LS2 (30%) \nSelection of Text and Presentation, LS1 (20%) \nResearch Poster, LS4 (25%). \n\nOSCAR A. P\u00c9REZ \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\nAppendix 2 \n\nStudent Assessment \nStudent assessment consisted on the following components. Evaluation rubrics are available upon request. \nPreparation/Participation (20%) \nAttendance (5%) \nIndividual Reflection Papers, LS2 (30%) \nSelection of Text and Presentation, LS1 (20%) \nResearch Poster, LS4 (25%).", "start_char_idx": 58288, "end_char_idx": 60086, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "cd1e1f8e-9073-4cd7-8c2a-4fdcc61ddf05": {"__data__": {"id_": "cd1e1f8e-9073-4cd7-8c2a-4fdcc61ddf05", "embedding": null, "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-128", "node_type": "4", "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "hash": "1fd0948b1a3cd82b896b16d628705aaca121e8d6c8dedac609abc71a8142996f", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "8ba6743f-36b3-4229-a52d-5a83434e852e", "node_type": "1", "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "hash": "208612170bd8af349ae3f12c876a22c23c28b814823c65ce0076575abd02ce72", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "a6c60816-a66e-4cd6-8edd-a2d71cf78348", "node_type": "1", "metadata": {}, "hash": "8c6397e25e19b86b1c6e127fcbb80ff359e2cdf36547ba811ad242cdac3c9ca1", "class_name": "RelatedNodeInfo"}}, "text": "SPANISH FOR THE SCIENCES \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\nAppendix 3 \nResources \n\nDatabases and Search Engines of Scientific Journals from Latin America and Spain \nDialnet, http://dialnet.unirioja.es \nLatindex, http://www.latindex.unam.mx \nRedalyc, Red de Revistas Cient\u00edficas de Am\u00e9rica Latina, el Caribe, Espa\u00f1a y Portugal http://www.redalyc.org \nSciELO, Scientific Electronic Library Online, http://www.scielo.org \n \nInstitutional Repositories \nLA Referencia, http://www.lareferencia.info/joomla/ \nRepositorios Institucionales Espa\u00f1oles de Acceso Abierto, http://www.accesoabierto.net/repositorios/ \n \nPublic Dissemination of Science in Spanish \nAgencia iberoamericana para la difusi\u00f3n de la ciencia y la tecnolog\u00eda, http://www.dicyt.com/espanol \n\u00bfC\u00f3mo ves?, Revista de divulgaci\u00f3n de la ciencia de la UNAM, http://www.comoves.unam.mx \nDiario El Pa\u00eds, Secci\u00f3n ciencia, http://elpais.com/tag/ciencia \nDiario P\u00fablico, Secci\u00f3n ciencias, http://www.publico.es/ciencias \nDivulgaUNED, http://divulgauned.es \nEl Huffington Post, Secci\u00f3n ciencia y tecnolog\u00eda, http://www.huffingtonpost.es/news/ciencia-y-tecnologia \nInvestigaci\u00f3n y desarrollo, Suplemento del diario mexicano La Jornada, http://www.invdes.com.mx \nLatinAmericanScienceDotOrg, http://latinamericanscience.org/spanish \nNaukas, Revista electr\u00f3nica de divulgaci\u00f3n, http://naukas.com \nRed de Popularizaci\u00f3n de la Ciencia y la Tecnolog\u00eda para Am\u00e9rica Latina y el Caribe, http://www.redpop.org \nRed latinoamericana de blogs de ciencia, http://redlbc.wordpress.com \nScidev.Net, http://www.scidev.net/america-latina \nScientific American en espa\u00f1ol, http://www.scientificamerican.com/espanol \n \nScience Documentaries Collections \nNational Geographic en espa\u00f1ol, http://www.ngenespanol.com \nRTVE.es, http://www.rtve.es/alacarta/documentales/cienciaytecnologia/ \nTED en espa\u00f1ol, https://www.youtube.com/channel/UCshVTOdmZLdLj8LTV1j_0uw \n \nOther Useful Information Collections \nLANIC, Latin American Network Information Center, http://lanic.utexas.edu \n \n\nAppendix 2\n\nAppendix 3\n\n08 IBERICA 36_Iberica 13 30/10/18 7:48 P\u00e1gina 215", "start_char_idx": 60089, "end_char_idx": 62173, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "a6c60816-a66e-4cd6-8edd-a2d71cf78348": {"__data__": {"id_": "a6c60816-a66e-4cd6-8edd-a2d71cf78348", "embedding": null, "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-128", "node_type": "4", "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "hash": "1fd0948b1a3cd82b896b16d628705aaca121e8d6c8dedac609abc71a8142996f", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "cd1e1f8e-9073-4cd7-8c2a-4fdcc61ddf05", "node_type": "1", "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "hash": "f3da9283142d36eee91e1e36b354f99a37338339dbe6678afe6aa6d1f6f4c51d", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "a3e23e81-2e06-4e42-aea2-3b011d610aba", "node_type": "1", "metadata": {}, "hash": "1b699b5ae639476de852dff7730488c4b97c6a1aeff5f87a4cf237676b5d866f", "class_name": "RelatedNodeInfo"}}, "text": "OSCAr A. P\u00e9rEz \n\nIb\u00e9rica 36 (2018): 195-216216\n\nSPANISH FOR THE SCIENCES \n\nIb\u00e9rica 36 (2018): \u2026-\u2026 \n\nAppendix 3 \nResources \n\nDatabases and Search Engines of Scientific Journals from Latin America and Spain \nDialnet, http://dialnet.unirioja.es \nLatindex, http://www.latindex.unam.mx \nRedalyc, Red de Revistas Cient\u00edficas de Am\u00e9rica Latina, el Caribe, Espa\u00f1a y Portugal http://www.redalyc.org \nSciELO, Scientific Electronic Library Online, http://www.scielo.org \n \nInstitutional Repositories \nLA Referencia, http://www.lareferencia.info/joomla/ \nRepositorios Institucionales Espa\u00f1oles de Acceso Abierto, http://www.accesoabierto.net/repositorios/ \n \nPublic Dissemination of Science in Spanish \nAgencia iberoamericana para la difusi\u00f3n de la ciencia y la tecnolog\u00eda, http://www.dicyt.com/espanol \n\u00bfC\u00f3mo ves?, Revista de divulgaci\u00f3n de la ciencia de la UNAM, http://www.comoves.unam.mx \nDiario El Pa\u00eds, Secci\u00f3n ciencia, http://elpais.com/tag/ciencia \nDiario P\u00fablico, Secci\u00f3n ciencias, http://www.publico.es/ciencias \nDivulgaUNED, http://divulgauned.es \nEl Huffington Post, Secci\u00f3n ciencia y tecnolog\u00eda, http://www.huffingtonpost.es/news/ciencia-y-tecnologia \nInvestigaci\u00f3n y desarrollo, Suplemento del diario mexicano La Jornada, http://www.invdes.com.mx \nLatinAmericanScienceDotOrg, http://latinamericanscience.org/spanish \nNaukas, Revista electr\u00f3nica de divulgaci\u00f3n, http://naukas.com \nRed de Popularizaci\u00f3n de la Ciencia y la Tecnolog\u00eda para Am\u00e9rica Latina y el Caribe, http://www.redpop.org \nRed latinoamericana de blogs de ciencia, http://redlbc.wordpress.com \nScidev.Net, http://www.scidev.net/america-latina \nScientific American en espa\u00f1ol, http://www.scientificamerican.com/espanol \n \nScience Documentaries Collections \nNational Geographic en espa\u00f1ol, http://www.ngenespanol.com \nRTVE.es, http://www.rtve.es/alacarta/documentales/cienciaytecnologia/ \nTED en espa\u00f1ol, https://www.youtube.com/channel/UCshVTOdmZLdLj8LTV1j_0uw \n \nOther Useful Information Collections \nLANIC, Latin American Network Information Center, http://lanic.utexas.edu \n \n\n08 IBERICA 36_Iberica 13 30/10/18 7:48 P\u00e1gina 216", "start_char_idx": 62177, "end_char_idx": 64285, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "a3e23e81-2e06-4e42-aea2-3b011d610aba": {"__data__": {"id_": "a3e23e81-2e06-4e42-aea2-3b011d610aba", "embedding": null, "metadata": {"identifier": "iberica-129", "author": "Querol Juli\u00e1n, Mercedes", "title": "Certainty and Doubt in Academic Discourse: Epistemic Modality Markers in English and Polish Linguistics Articles. Krystyna Warcha\u0142. Katowice: Wydawnictwo Uniwersytetu \u015al\u0105kiego, 2015. 311 pages. ISBN:978-83-8012-455-4", "date": "2018-01-02", "file": "iberica-129.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-129", "node_type": "4", "metadata": {"identifier": "iberica-129", "author": "Querol Juli\u00e1n, Mercedes", "title": "Certainty and Doubt in Academic Discourse: Epistemic Modality Markers in English and Polish Linguistics Articles. Krystyna Warcha\u0142. Katowice: Wydawnictwo Uniwersytetu \u015al\u0105kiego, 2015. 311 pages. ISBN:978-83-8012-455-4", "date": "2018-01-02", "file": "iberica-129.pdf"}, "hash": "1d564bed543e5ac4667b526463ab297e69c1c5d0a2cad0a9de38b4d748e2c301", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "a6c60816-a66e-4cd6-8edd-a2d71cf78348", "node_type": "1", "metadata": {"identifier": "iberica-128", "author": "P\u00e9rez, Oscar A.", "title": "Spanish for the sciences: A communication-based approach ", "date": "2018-01-02", "file": "iberica-128.pdf"}, "hash": "97d607e0de7558a574fb504c787b3b4290b68c32e1a2c643f6ca1b3e55cccf26", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "37c5b5ff-7f34-4e5f-be14-fa07428606e1", "node_type": "1", "metadata": {}, "hash": "52a9e6a979c3d836e76601366b2d4b2a790762e62b4c784a3c5f635f33ec2c44", "class_name": "RelatedNodeInfo"}}, "text": "Maquetaci\u00f3n 1\n\n\nIb\u00e9rica 36 (2018): 217-220\nISSN: 1139-7241 / e-ISSN: 2340-2784\n\nCertainty and Doubt in Academic\n\nDiscourse: Epistemic Modality Markers\n\nin English and Polish Linguistics\n\nArticles. \n\nKrystyna Warcha\u0142. \nKatowice: Wydawnictwo Uniwersytetu \u015al\u0105kiego, 2015. 311\npages. ISBN:978-83-8012-455-4\n\nCertainty and Doubt in Academic Discourse sets out to provide a close and careful\nexamination of the use of modality in peer-reviewed journal articles in the\nfield of applied linguistics. The subtitle Epistemic Modality Markers in English\nand Polish Linguistics Articles hints at the cross-linguistic and cross-cultural\nanalysis of the semantic category of epistemicity in this research genre in\nEnglish and Polish. The volume successfully accomplishes the goals\nestablished in the Introduction. It sheds some light on the differences and\nsimilarities between English and Polish articles regarding: the frequency of\nuse and categories of epistemic markers, the epistemic modal values, and the\ndistribution of markers in article sections.\n\nThe book is organized into five chapters, which perfectly sets the\npresentation of empirical research. The organization of the chapters gives\ncohesion to this well written volume, very approachable also in style. The\nfirst two chapters provide a thorough review of up-to-date literature on\n\u201cacademic discourse and its rhetoric\u201d and on \u201clinguistic modality\u201d. Chapter\none sets the tone by offering a general overview of academic discourse and\nits complexity. The author provides a useful reflection on the cultural factor\nin academic discourse and a detailed review of previous studies in English\nand Polish academic discourse. Chapter two features an excellent and careful\nsummary of the state of art in linguistic modality. It offers an introduction\nto this concept from different approaches, and revises types of modality and\nvalues. The chapter also focuses on epistemic modality markers in English\nand Polish, and gives a brief review of previous research of modality in\nacademic discourse. The reader will welcome the Concluding Remarks\n\n217\n\nRese\u00f1as/Book Reviews\n\n09 IBERICA 36_Iberica 13 5/11/18 8:24 P\u00e1gina 217", "start_char_idx": 40, "end_char_idx": 2221, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "37c5b5ff-7f34-4e5f-be14-fa07428606e1": {"__data__": {"id_": "37c5b5ff-7f34-4e5f-be14-fa07428606e1", "embedding": null, "metadata": {"identifier": "iberica-129", "author": "Querol Juli\u00e1n, Mercedes", "title": "Certainty and Doubt in Academic Discourse: Epistemic Modality Markers in English and Polish Linguistics Articles. Krystyna Warcha\u0142. Katowice: Wydawnictwo Uniwersytetu \u015al\u0105kiego, 2015. 311 pages. ISBN:978-83-8012-455-4", "date": "2018-01-02", "file": "iberica-129.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-129", "node_type": "4", "metadata": {"identifier": "iberica-129", "author": "Querol Juli\u00e1n, Mercedes", "title": "Certainty and Doubt in Academic Discourse: Epistemic Modality Markers in English and Polish Linguistics Articles. Krystyna Warcha\u0142. Katowice: Wydawnictwo Uniwersytetu \u015al\u0105kiego, 2015. 311 pages. ISBN:978-83-8012-455-4", "date": "2018-01-02", "file": "iberica-129.pdf"}, "hash": "1d564bed543e5ac4667b526463ab297e69c1c5d0a2cad0a9de38b4d748e2c301", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "a3e23e81-2e06-4e42-aea2-3b011d610aba", "node_type": "1", "metadata": {"identifier": "iberica-129", "author": "Querol Juli\u00e1n, Mercedes", "title": "Certainty and Doubt in Academic Discourse: Epistemic Modality Markers in English and Polish Linguistics Articles. Krystyna Warcha\u0142. Katowice: Wydawnictwo Uniwersytetu \u015al\u0105kiego, 2015. 311 pages. ISBN:978-83-8012-455-4", "date": "2018-01-02", "file": "iberica-129.pdf"}, "hash": "fe70f8add0881178451588b2678db330c86d6abd1a54ea5187b030fed685427f", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "86b3b704-4d98-4691-b27e-2a17ce84b7ef", "node_type": "1", "metadata": {}, "hash": "6dbfc7e51e82f33d51c9bd7706657b5f12c1ad7cba2a4110989b0c552f2d22e3", "class_name": "RelatedNodeInfo"}}, "text": "sections that close these chapters, which present a comprehensive summary\nof them.\n\nChapter three introduces the empirical research, the aims, the corpus and\nhow the analysis, drawn on studies of metadiscourse and evaluation, was\ndone. The balanced corpus of four hundred articles written in English and\nPolish is defined and the corpus size fully justified. It can be inferred that the\nEnglish sub-corpus is comprised by English as a lingua franca (ELF) articles,\nas it is claimed that authors have a native-like command of English. This\ndistinctive feature of the sub-corpus could, in my opinion, be clearly stated\nto avoid any misinterpretation of the variety of academic English under\nexamination, since relatively recent studies have shown differences between\nELF and native English academic discourse (see e.g. Mauranen, 2012).\nPersonally, I would have liked to know more details about the selection of\nthe papers of the two sub-corpora. For example, it would be interesting to\nknow the expertise of the writers and their position in academia. One could\nexpect that the frequency of use of the epistemic markers and the epistemic\nmodal values that senior and junior scholars use could be different.\nSubstantial academic production, an extensive experience in writing research\narticles, and the level of recognition of the researcher by the academic\ncommunity could influence the expression of (un)certainty in the articles.\nAn ethnographic perspective, thus, could possibly guarantee a suitable tertium\ncomparationis for the contrastive analysis.\n\nThe results are thoroughly presented and discussed in chapter four, which is\norganized in three sections according to the epistemic modal value (high,\nmiddle, or low). Each section presents the outcomes of the analysis of the\nEnglish and Polish articles, as well as a final in-depth discussion of the\ncontrastive study regarding the frequency of use of epistemic markers, their\nsemantic categories and modal values, the distribution of the markers in the\narticle sections (in general and by categories and modal values), among\nothers. I find particularly useful the list of the main points of difference,\nbetween the two sub-corpora that Warcha\u0142 includes at the end of each\ndiscussion. The Results and Discussion are illustrated with plenty of helpful\ncontextualized examples. However, the visual representations in pie and bar\ncharts and tables may seem confusing, as in some occasions the units are not\nindicated on the visuals. The reader will find results expressed in actual\nnumber of records or percentages, figures normalized to 1 million words or\ncalculated per ten thousand words. The use of only the number of records,\nthat is, absolute numbers, can be misleading. This is the case of the analysis\n\nRESE\u00f1AS / BOOK REVIEWS\n\nIb\u00e9rica 36 (2018): 217-220218\n\n09 IBERICA 36_Iberica 13 5/11/18 8:24 P\u00e1gina 218", "start_char_idx": 2225, "end_char_idx": 5122, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "86b3b704-4d98-4691-b27e-2a17ce84b7ef": {"__data__": {"id_": "86b3b704-4d98-4691-b27e-2a17ce84b7ef", "embedding": null, "metadata": {"identifier": "iberica-129", "author": "Querol Juli\u00e1n, Mercedes", "title": "Certainty and Doubt in Academic Discourse: Epistemic Modality Markers in English and Polish Linguistics Articles. Krystyna Warcha\u0142. Katowice: Wydawnictwo Uniwersytetu \u015al\u0105kiego, 2015. 311 pages. ISBN:978-83-8012-455-4", "date": "2018-01-02", "file": "iberica-129.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-129", "node_type": "4", "metadata": {"identifier": "iberica-129", "author": "Querol Juli\u00e1n, Mercedes", "title": "Certainty and Doubt in Academic Discourse: Epistemic Modality Markers in English and Polish Linguistics Articles. Krystyna Warcha\u0142. Katowice: Wydawnictwo Uniwersytetu \u015al\u0105kiego, 2015. 311 pages. ISBN:978-83-8012-455-4", "date": "2018-01-02", "file": "iberica-129.pdf"}, "hash": "1d564bed543e5ac4667b526463ab297e69c1c5d0a2cad0a9de38b4d748e2c301", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "37c5b5ff-7f34-4e5f-be14-fa07428606e1", "node_type": "1", "metadata": {"identifier": "iberica-129", "author": "Querol Juli\u00e1n, Mercedes", "title": "Certainty and Doubt in Academic Discourse: Epistemic Modality Markers in English and Polish Linguistics Articles. Krystyna Warcha\u0142. Katowice: Wydawnictwo Uniwersytetu \u015al\u0105kiego, 2015. 311 pages. ISBN:978-83-8012-455-4", "date": "2018-01-02", "file": "iberica-129.pdf"}, "hash": "a29be804d7eef47c4d5ada4a47d6d8b699f0fb51c7e0078081dd5e0aa631e03d", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "a07a3573-d616-4270-8ea8-3822a0e95892", "node_type": "1", "metadata": {}, "hash": "1c1cb301a268e74f563aca78f1ade623798920e1efff48cc1e967642c00889ce", "class_name": "RelatedNodeInfo"}}, "text": "of the distribution of the different expressions of modal values in article\nsections, where results show a predominant concentration of markers in the\nmain body. \n\nThe final chapter gives a general insightful overview of the study, providing\nclear answers to the research questions. The tendency observed is that the\nepistemic evaluation is not marked with the same frequency in both\nlanguages, as it is conspicuously higher in the English articles. Implicit\nrealizations prevail over explicit ones in both languages, and subjectivity is\nhigher in English. The frequency of the three modal values (high, middle, and\nlow) also differs in the two sub-corpora. In English, low-value evaluation is\nmore frequent; whereas in Polish, middle-value epistemic modality is more\nfrequent. Warcha\u0142 gives ample justification to the predominant use of\nepistemic modality and low-value markers by English authors. This\njustification is based on a higher authorial presence, as well as a higher dialogic\ninvolvement with the reader, and on a model of face-maintenance that may\ncontribute to writer\u2019s strategic choices which, as the author perfectly argues,\nis linked to culture. Regarding categories, modal verbs and modal modifiers\nprevail in both sub-corpora, modal verbs being higher in English and modal\nmodifiers in Polish; however, the analysis of the particular modal values\nreveals significant differences in terms of the semantic categories employed.\nThe distribution of epistemic markers across sections per 10,000 words\nshows these are more frequently used in the Conclusion section of the\narticles in both languages, a result that contradicts findings in chapter four\npresented in absolute numbers and that is acknowledged by the author. \n\nThese points aside, Certainty and Doubt in Academic Discourse represents an\ninsightful, thoroughly excellent work. While the book aims at a specific\naudience interested in cultural-based and discipline-based academic written\ndiscourse, and epistemic modality from a cross-linguistic and cross-cultural\nperspective, it would come into its own as a useful resource on academic\nwriting courses for doctoral students in English as a lingua franca and in\nPolish, as it offers a comprehensive introductory overview of academic\ndiscourse and linguistic modality, as well as plenty of contextualized actual\nexamples of the use and functions of markers of (un)certainty in linguistics\narticles.\n\nReceived 21 February 2018 \nAccepted 22 February 2018 \n\nRESE\u00f1AS / BOOK REVIEWS\n\nIb\u00e9rica 36 (2018): 217-220 219\n\n09 IBERICA 36_Iberica 13 5/11/18 8:24 P\u00e1gina 219\n\n\n\nReviewed by Mercedes Querol Juli\u00e1n \nUniversidad Internacional de La Rioja, UNIR (Spain) \nmercedes.querol@unir.net \n\nReferences \n\nMauranen, A. (2012). Exploring ELF: Academic\nEnglish Shaped by Non-native Speakers.\n\nCambridge: Cambridge University Press. \n\nRESE\u00f1AS / BOOK REVIEWS\n\nIb\u00e9rica 36 (2018): 217-220220\n\n09 IBERICA 36_Iberica 13 5/11/18 8:24 P\u00e1gina 220", "start_char_idx": 5126, "end_char_idx": 8092, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "a07a3573-d616-4270-8ea8-3822a0e95892": {"__data__": {"id_": "a07a3573-d616-4270-8ea8-3822a0e95892", "embedding": null, "metadata": {"identifier": "iberica-130", "author": "Gironzetti, Elisa", "title": "Escribir a trav\u00e9s del curr\u00edculum. Una gu\u00eda de referencia. Bazerman, C., J. Little, L. Bethel, T. Chavkin, D. Fouquette y J. Garufis (eds). C\u00f3rdoba: Universidad Nacional de C\u00f3rdoba, 2016. 266 pages. ISBN: 978-950-33-1300-8", "date": "2018-01-02", "file": "iberica-130.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-130", "node_type": "4", "metadata": {"identifier": "iberica-130", "author": "Gironzetti, Elisa", "title": "Escribir a trav\u00e9s del curr\u00edculum. Una gu\u00eda de referencia. Bazerman, C., J. Little, L. Bethel, T. Chavkin, D. Fouquette y J. Garufis (eds). C\u00f3rdoba: Universidad Nacional de C\u00f3rdoba, 2016. 266 pages. ISBN: 978-950-33-1300-8", "date": "2018-01-02", "file": "iberica-130.pdf"}, "hash": "e59f8c85c117c683ee0d42ddf4f6189456c8df97370fd44f4a3f7f6b80d0645f", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "86b3b704-4d98-4691-b27e-2a17ce84b7ef", "node_type": "1", "metadata": {"identifier": "iberica-129", "author": "Querol Juli\u00e1n, Mercedes", "title": "Certainty and Doubt in Academic Discourse: Epistemic Modality Markers in English and Polish Linguistics Articles. Krystyna Warcha\u0142. Katowice: Wydawnictwo Uniwersytetu \u015al\u0105kiego, 2015. 311 pages. ISBN:978-83-8012-455-4", "date": "2018-01-02", "file": "iberica-129.pdf"}, "hash": "8a8a43d5ce0f4303bd15c37360928e809f317c4306a4214665c2d12c63fcc89a", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "52e56bc5-88f5-4138-bab4-54a42e75e328", "node_type": "1", "metadata": {}, "hash": "485e3b23806d625d4c3f602ea4b33c896d8082a36ec06d654e7930561f0fe0ce", "class_name": "RelatedNodeInfo"}}, "text": "Maquetaci\u00f3n 1\n\n\nEscribir a trav\u00e9s del curr\u00edculum. Una\n\ngu\u00eda de referencia. \n\nBazerman, C., J. Little, L. Bethel, T. Chavkin, D.\nFouquette y J. Garufis (eds). \nC\u00f3rdoba: Universidad Nacional de C\u00f3rdoba, 2016. 266\npages. ISBN: 978-950-33-1300-8.\n\nEscribir a trav\u00e9s del curr\u00edculum. Una gu\u00eda de referencia se public\u00f3 en 2016 con el\napoyo de la Universidad Nacional de C\u00f3rdoba. El volumen es una traducci\u00f3n\nal espa\u00f1ol del original ingl\u00e9s Reference Guide to Writing Across the Curriculum,\npublicado en 2005 por Bazerman et al. en el marco de la colecci\u00f3n Reference\nGuides to Rhetoric and Composition editada por el mismo Bazerman. Al igual que\nla edici\u00f3n original en ingl\u00e9s, la traducci\u00f3n al espa\u00f1ol se ha publicado de\nforma digital y gratuita con el objetivo de llegar a un amplio espectro de\nlectores y servir como punto de referencia para la ense\u00f1anza y la\ninvestigaci\u00f3n en el \u00e1mbito latinoamericano. \n\nLa edici\u00f3n en espa\u00f1ol de Escribir a trav\u00e9s del curr\u00edculum incluye tres secciones\nin\u00e9ditas: un prefacio escrito por los co-editores del libro, profesores de la\nFacultad de Ciencias de la Comunicaci\u00f3n de la Universidad Nacional de\nC\u00f3rdoba; un pr\u00f3logo escrito por Bazerman y traducido al espa\u00f1ol por \u00c1vila\nReyes; y una introducci\u00f3n del editor de la obra en espa\u00f1ol, Federico Navarro.\nEn conjunto, las tres secciones contribuyen a que esta edici\u00f3n en espa\u00f1ol\nrepresente un verdadero esfuerzo para contextualizar el movimiento Escribir\na trav\u00e9s del curr\u00edculum (WAC, por sus siglas en ingl\u00e9s) en Am\u00e9rica Latina,\nm\u00e1s all\u00e1 de ofrecer una traducci\u00f3n de la obra en ingl\u00e9s.\n\nEn el prefacio, los autores y co-editores del volumen, Casta\u00f1o, Orellana,\n\u00c1vila y Pinque, presentan brevemente el contexto pol\u00edtico, social y educativo\nque caracteriz\u00f3 Argentina durante las \u00faltimas d\u00e9cadas y que dio lugar a\niniciativas WAC en este territorio, en las que la traducci\u00f3n y publicaci\u00f3n de\neste volumen se enmarcan. En esta breve presentaci\u00f3n destacan algunos\nparalelismos con la situaci\u00f3n estadounidense presentada de forma m\u00e1s\nextensa en el Cap\u00edtulo 2, que le permiten al lector comparar, aunque sin\nprofundizar, los dos contextos. \n\nEn el pr\u00f3logo, Bazerman se dirige a los profesores en una reflexi\u00f3n que\nsubraya el valor de WAC y de la escritura en general para la educaci\u00f3n y el\n\nRESE\u00f1AS / BOOK REVIEWS\n\nIb\u00e9rica 36 (2018): 221-223\nISSN: 1139-7241 / e-ISSN: 2340-2784\n\n221\n\n09 IBERICA 36_Iberica 13 5/11/18 8:24 P\u00e1gina 221", "start_char_idx": 40, "end_char_idx": 2444, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "52e56bc5-88f5-4138-bab4-54a42e75e328": {"__data__": {"id_": "52e56bc5-88f5-4138-bab4-54a42e75e328", "embedding": null, "metadata": {"identifier": "iberica-130", "author": "Gironzetti, Elisa", "title": "Escribir a trav\u00e9s del curr\u00edculum. Una gu\u00eda de referencia. Bazerman, C., J. Little, L. Bethel, T. Chavkin, D. Fouquette y J. Garufis (eds). C\u00f3rdoba: Universidad Nacional de C\u00f3rdoba, 2016. 266 pages. ISBN: 978-950-33-1300-8", "date": "2018-01-02", "file": "iberica-130.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-130", "node_type": "4", "metadata": {"identifier": "iberica-130", "author": "Gironzetti, Elisa", "title": "Escribir a trav\u00e9s del curr\u00edculum. Una gu\u00eda de referencia. Bazerman, C., J. Little, L. Bethel, T. Chavkin, D. Fouquette y J. Garufis (eds). C\u00f3rdoba: Universidad Nacional de C\u00f3rdoba, 2016. 266 pages. ISBN: 978-950-33-1300-8", "date": "2018-01-02", "file": "iberica-130.pdf"}, "hash": "e59f8c85c117c683ee0d42ddf4f6189456c8df97370fd44f4a3f7f6b80d0645f", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "a07a3573-d616-4270-8ea8-3822a0e95892", "node_type": "1", "metadata": {"identifier": "iberica-130", "author": "Gironzetti, Elisa", "title": "Escribir a trav\u00e9s del curr\u00edculum. Una gu\u00eda de referencia. Bazerman, C., J. Little, L. Bethel, T. Chavkin, D. Fouquette y J. Garufis (eds). C\u00f3rdoba: Universidad Nacional de C\u00f3rdoba, 2016. 266 pages. ISBN: 978-950-33-1300-8", "date": "2018-01-02", "file": "iberica-130.pdf"}, "hash": "939db2b0a012218f0727ae3d2601f95d19bff79307152d763adba6d6954b3359", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "fd6f4253-a1f9-4d46-bb6f-f6a7dbb2c39c", "node_type": "1", "metadata": {}, "hash": "ea7a87d060a2844fccaeb66968099262c6f272fe80cafd52b7734eba5cb77312", "class_name": "RelatedNodeInfo"}}, "text": "aprendizaje, subrayando la versatilidad de este enfoque, que hace que sea un\nmodelo id\u00f3neo y adaptable a diferentes contextos educativos y marcos\ndisciplinares, y la importancia de que los estudiantes (y los profesores)\ncomprendan \u201cque una participaci\u00f3n efectiva en el mundo disciplinar\ndepende de la articulaci\u00f3n en su escritura\u201d (p\u00e1gina 30). \n\nEn la introducci\u00f3n, el editor del volumen en espa\u00f1ol, Federico Navarro,\nprofundiza m\u00e1s en la descripci\u00f3n del movimiento WAC en Latinoam\u00e9rica\nya esbozada en el prefacio. Esta secci\u00f3n del libro constituye una\nherramienta muy valiosa para aquellos lectores interesados en comprender\na fondo no solo el movimiento WAC, sino tambi\u00e9n c\u00f3mo se ha\ndesarrollado y adaptado para contestar preguntas y solucionar problemas\nespec\u00edficos de Am\u00e9rica Latina. Adem\u00e1s, esta secci\u00f3n ofrece una rica\nselecci\u00f3n de fuentes bibliogr\u00e1ficas recientes y espec\u00edficas para el contexto\nlatinoamericano que complementan las referencias incluidas en los\ncap\u00edtulos originales del libro. \n\nEl volumen cuenta con los mismos once cap\u00edtulos de la versi\u00f3n original,\norganizados en tres partes. Los tres cap\u00edtulos de la primera parte, \u201cEl\nmovimiento de escribir a trav\u00e9s del curr\u00edculum\u201d, definen los conceptos clave\ndel enfoque WAC en relaci\u00f3n con diferentes contextos educativos y de\ninvestigaci\u00f3n investigadores (Cap\u00edtulo 1); trazan la historia del movimiento\nWAC en el Reino Unido y los Estados Unidos (Cap\u00edtulo 2), y detallan las\ncaracter\u00edsticas y la evoluci\u00f3n de los primeros programas de escritura que\nimplementaron este modelo (Cap\u00edtulo 3). \n\nLos cinco cap\u00edtulos de la segunda parte, \u201cEnfoques de la teor\u00eda y la\ninvestigaci\u00f3n\u201d, describen las caracter\u00edsticas de los programas y cursos WAC\nen los diferentes niveles educativos, desde la escuela primaria hasta el\nposgrado (Cap\u00edtulo 4); las conexiones entre WAC y el enfoque Escribir para\naprender (Cap\u00edtulo 5) as\u00ed como entre WAC y la Ret\u00f3rica de la ciencia,\nRet\u00f3rica de la investigaci\u00f3n y Escribir en las disciplinas (Cap\u00edtulo 6); los\nproblemas que derivan de las particularidades del discurso en un \u00e1rea\ndisciplinar dada (Cap\u00edtulo 7) y el papel del estudiante (Cap\u00edtulo 8). \n\nFinalmente, la tercera parte, \u201cRecomendaciones pr\u00e1cticas\u201d, incluye tres\ncap\u00edtulos que se centran en detallar nuevas direcciones program\u00e1ticas\nrelacionadas con diferentes tipos de cursos y programas, desde centros de\nescritura hasta modelos de aprendizaje-servicio (Cap\u00edtulo 9); valorar y\nevaluar la implementaci\u00f3n de modelos pedag\u00f3gicos WAC (Cap\u00edtulo 10); y\nofrecer una selecci\u00f3n de lecturas complementarias organizadas por\n\nRESE\u00f1AS / BOOK REVIEWS\n\nIb\u00e9rica 36 (2018): 221-223222\n\n09 IBERICA 36_Iberica 13 5/11/18 8:24 P\u00e1gina 222", "start_char_idx": 2448, "end_char_idx": 5118, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "fd6f4253-a1f9-4d46-bb6f-f6a7dbb2c39c": {"__data__": {"id_": "fd6f4253-a1f9-4d46-bb6f-f6a7dbb2c39c", "embedding": null, "metadata": {"identifier": "iberica-130", "author": "Gironzetti, Elisa", "title": "Escribir a trav\u00e9s del curr\u00edculum. Una gu\u00eda de referencia. Bazerman, C., J. Little, L. Bethel, T. Chavkin, D. Fouquette y J. Garufis (eds). C\u00f3rdoba: Universidad Nacional de C\u00f3rdoba, 2016. 266 pages. ISBN: 978-950-33-1300-8", "date": "2018-01-02", "file": "iberica-130.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-130", "node_type": "4", "metadata": {"identifier": "iberica-130", "author": "Gironzetti, Elisa", "title": "Escribir a trav\u00e9s del curr\u00edculum. Una gu\u00eda de referencia. Bazerman, C., J. Little, L. Bethel, T. Chavkin, D. Fouquette y J. Garufis (eds). C\u00f3rdoba: Universidad Nacional de C\u00f3rdoba, 2016. 266 pages. ISBN: 978-950-33-1300-8", "date": "2018-01-02", "file": "iberica-130.pdf"}, "hash": "e59f8c85c117c683ee0d42ddf4f6189456c8df97370fd44f4a3f7f6b80d0645f", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "52e56bc5-88f5-4138-bab4-54a42e75e328", "node_type": "1", "metadata": {"identifier": "iberica-130", "author": "Gironzetti, Elisa", "title": "Escribir a trav\u00e9s del curr\u00edculum. Una gu\u00eda de referencia. Bazerman, C., J. Little, L. Bethel, T. Chavkin, D. Fouquette y J. Garufis (eds). C\u00f3rdoba: Universidad Nacional de C\u00f3rdoba, 2016. 266 pages. ISBN: 978-950-33-1300-8", "date": "2018-01-02", "file": "iberica-130.pdf"}, "hash": "9c9af435f172f74142bd8be6db980a6f98269d871f20a9fa5d073b34fc53de6a", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "d2b0d482-6a8d-4254-97bd-9603b310d200", "node_type": "1", "metadata": {}, "hash": "2ff9a8fbfafbe26a7a83f2f42ec70983939e049d14dc1347b24dc0098a52b8ca", "class_name": "RelatedNodeInfo"}}, "text": "disciplinas que comprenden matem\u00e1ticas, ingl\u00e9s, lengua y literatura,\npsicolog\u00eda, econom\u00eda e historia (Cap\u00edtulo 11).\n\nEn general, el volumen cumple con creces su prop\u00f3sito de dar a conocer el\nmovimiento y el enfoque WAC a lectores hispanohablantes y as\u00ed promover\nel debate en torno a los desarrollos futuros de las teor\u00edas pedag\u00f3gica y\npr\u00e1cticas docentes vinculadas con este. Cabe destacar que la traducci\u00f3n de\nestos cap\u00edtulos no solo es acertada, sino que incorpora numerosas notas al\npie de p\u00e1gina que explican, contextualizan, profundizan y ampl\u00edan\nconceptos, temas, momentos hist\u00f3ricos y fuentes, lo que enriquece la\nexperiencia del lector hispanohablante y le ayudan a interpretar WAC y\ntrasladar sus principios al \u00e1mbito latinoamericano. La traducci\u00f3n de esta obra\ncentral del movimiento WAC crea un espacio disciplinar y terminol\u00f3gico en\nespa\u00f1ol que contribuye a definir el campo de WAC en Latinoam\u00e9rica y as\u00ed a\npromover su expansi\u00f3n. Los lectores interesados apreciar\u00e1n sobre todo la\nextensa bibliograf\u00eda que acompa\u00f1a la obra y que no siempre se encuentra\nreferenciada o accesible en espa\u00f1ol, y las detalladas descripciones de cursos,\nprogramas e implementaciones en el aula que hacen que este libro constituya\nun excelente punto de partida para el dise\u00f1o y la evaluaci\u00f3n curricular. Por\nsus caracter\u00edsticas y los temas tratados, este libro es un excelente recurso para\nlos investigadores latinoamericanos que trabajan en el campo de la lectura y\nescritura, los estudiantes de posgrado que se acercan al movimiento WAC\npor primera vez, los profesores interesados en desarrollar cursos o\nimplementar actividades de clase, y los directores de programas o centros\neducativos que quieran dise\u00f1ar programas seg\u00fan los principios del enfoque\nWAC.\n\nRecibida 8 March 2018 \nAceptada 9 March 2018 \n\nRese\u00f1ado por Elisa Gironzetti \nUniversity of Maryland (The United States of America) \nelisag@umd.edu \n\nReferences \n\nBazerman, Charles (2005). Reference Guide to\n\nWriting Across the Curriculum. Parlor Press LLC.\n\nRESE\u00f1AS / BOOK REVIEWS\n\nIb\u00e9rica 36 (2018): 221-223 223\n\n09 IBERICA 36_Iberica 13 5/11/18 8:24 P\u00e1gina 223", "start_char_idx": 5122, "end_char_idx": 7238, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "d2b0d482-6a8d-4254-97bd-9603b310d200": {"__data__": {"id_": "d2b0d482-6a8d-4254-97bd-9603b310d200", "embedding": null, "metadata": {"identifier": "iberica-131", "author": "Beltr\u00e1n Palanques, Vicente", "title": "Medical Discourse in Professional, Academic and Popular Settings. Pilar Ord\u00f3\u00f1ez-L\u00f3pez, Nuria Edo-Marz\u00e1 (eds). Bristol/Buffalo/Toronto: Multilingual Matters, 2016. 224 pages. ISBN: 978-1-7830-9625-1.", "date": "2018-01-02", "file": "iberica-131.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-131", "node_type": "4", "metadata": {"identifier": "iberica-131", "author": "Beltr\u00e1n Palanques, Vicente", "title": "Medical Discourse in Professional, Academic and Popular Settings. Pilar Ord\u00f3\u00f1ez-L\u00f3pez, Nuria Edo-Marz\u00e1 (eds). Bristol/Buffalo/Toronto: Multilingual Matters, 2016. 224 pages. ISBN: 978-1-7830-9625-1.", "date": "2018-01-02", "file": "iberica-131.pdf"}, "hash": "4dd334dba7734ffa31cb1686d6952ac954b762f38d12d2db959903943605bd3e", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "fd6f4253-a1f9-4d46-bb6f-f6a7dbb2c39c", "node_type": "1", "metadata": {"identifier": "iberica-130", "author": "Gironzetti, Elisa", "title": "Escribir a trav\u00e9s del curr\u00edculum. Una gu\u00eda de referencia. Bazerman, C., J. Little, L. Bethel, T. Chavkin, D. Fouquette y J. Garufis (eds). C\u00f3rdoba: Universidad Nacional de C\u00f3rdoba, 2016. 266 pages. ISBN: 978-950-33-1300-8", "date": "2018-01-02", "file": "iberica-130.pdf"}, "hash": "23ee61f85cd4cbd219a00f9e42f25273e5908bf757ceaa135454d065a716e624", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "6f56dfdf-7be9-444a-80b9-adc7cdcc3425", "node_type": "1", "metadata": {}, "hash": "ae6ce8880c09ee67111e36f6f91f072eede02e3abfec7cd10cd8a994f08a6276", "class_name": "RelatedNodeInfo"}}, "text": "Maquetaci\u00f3n 1\n\n\nMedical Discourse in Professional,\n\nAcademic and Popular Settings. \n\nPilar Ord\u00f3\u00f1ez-L\u00f3pez, Nuria Edo-Marz\u00e1 (eds). \nBristol/Buffalo/Toronto: Multilingual Matters, 2016. 224\npages. ISBN: 978-1-7830-9625-1. \n\nMedical Discourse in Professional, Academic and Popular Settings is a newly edited\nvolume by PILAR ORD\u00d3\u00f1EZ-L\u00d3PEZ and NURIA EDO-MARZ\u00c1 and\npublished by Multilingual Matters, particularly as part of the series Language\nat Work, which, in general terms, seeks to disseminate workplace research. The\nedited volume reviewed here represents an updated collection of chapters that\nexplore medical discourse from various perspectives. Medical discourse, as\nshown in this volume, appears not to be exclusively limited to health\nprofessionals; rather, it is part of a wider audience, including, for example,\npatients or professionals of different fields. Nowadays, medical discourse is\nsomehow more accessible to the general public (Pilegaard, 2007) and medical\nknowledge is then part of society, who may make judgements and evaluate it\n(Weingart, 2002). This particular edited volume is a relevant and welcome\ncontribution that serves to understand how medical discourse is constructed\nas well as to reflect upon the issue of successful medical communication. \n\nThis edited volume consists of nine chapters, including an introductory\nchapter by the editors. In Chapter 1, PILAR ORD\u00d3\u00f1EZ-L\u00d3PEZ and\nNURIA EDO-MARZ\u00c1 present a brief overview on medical discourse,\ndiscuss the importance of conducting research in this particular area, and\nreport how this type of discourse has evolved from a more professionally-\noriented perspective towards an interactive and social perspective. This\nintroductory chapter also serves to provide an overview of the chapters\nincluded in the edited volume. \n\nAs reported in what follows, Chapter 2 focuses on the study of textual\nvariation in medical discourse; Chapter 3 and 4 centre on different medical\ngenres, training and the importance of developing communication skills;\nChapter 5 and 6 examine textual genres that are particularly addressed to\npatients; Chapter 7 and 8 focus on the use of metaphors in medical\ndiscourse on cancer; and finally, Chapter 9 explores the use of metaphors in\nthe discourse of mindfulness. \n\nRESE\u00f1AS / BOOK REVIEWS\n\nIb\u00e9rica 36 (2018): 224-227\nISSN: 1139-7241 / e-ISSN: 2340-2784\n\n224\n\n09 IBERICA 36_Iberica 13 5/11/18 8:24 P\u00e1gina 224", "start_char_idx": 40, "end_char_idx": 2469, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "6f56dfdf-7be9-444a-80b9-adc7cdcc3425": {"__data__": {"id_": "6f56dfdf-7be9-444a-80b9-adc7cdcc3425", "embedding": null, "metadata": {"identifier": "iberica-131", "author": "Beltr\u00e1n Palanques, Vicente", "title": "Medical Discourse in Professional, Academic and Popular Settings. Pilar Ord\u00f3\u00f1ez-L\u00f3pez, Nuria Edo-Marz\u00e1 (eds). Bristol/Buffalo/Toronto: Multilingual Matters, 2016. 224 pages. ISBN: 978-1-7830-9625-1.", "date": "2018-01-02", "file": "iberica-131.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-131", "node_type": "4", "metadata": {"identifier": "iberica-131", "author": "Beltr\u00e1n Palanques, Vicente", "title": "Medical Discourse in Professional, Academic and Popular Settings. Pilar Ord\u00f3\u00f1ez-L\u00f3pez, Nuria Edo-Marz\u00e1 (eds). Bristol/Buffalo/Toronto: Multilingual Matters, 2016. 224 pages. ISBN: 978-1-7830-9625-1.", "date": "2018-01-02", "file": "iberica-131.pdf"}, "hash": "4dd334dba7734ffa31cb1686d6952ac954b762f38d12d2db959903943605bd3e", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "d2b0d482-6a8d-4254-97bd-9603b310d200", "node_type": "1", "metadata": {"identifier": "iberica-131", "author": "Beltr\u00e1n Palanques, Vicente", "title": "Medical Discourse in Professional, Academic and Popular Settings. Pilar Ord\u00f3\u00f1ez-L\u00f3pez, Nuria Edo-Marz\u00e1 (eds). Bristol/Buffalo/Toronto: Multilingual Matters, 2016. 224 pages. ISBN: 978-1-7830-9625-1.", "date": "2018-01-02", "file": "iberica-131.pdf"}, "hash": "3d234560d239b8905ed0e766775600563fdd78016075740a8b6f84cf6ef0866e", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "9e29ecab-975c-4fa0-bdcd-c36090d04c07", "node_type": "1", "metadata": {}, "hash": "4ca0683364bf753daaf76194eb2f3cac77c4ac7b739ddf6e603fdda289b91b3c", "class_name": "RelatedNodeInfo"}}, "text": "Chapter 2, by MAURIZIO GOTTI, examines variation in medical discourse\nused for academic purposes. Following a corpus-based approach, the author\nexamines the relationship between sociocultural identity factors and textual\nvariation. The author presents an overview of the evolution of medical\ndiscourse in academic contexts, a revision of some current projects that\nfocus on specialised discourse in English in different academic areas, and\ndiscusses the results of the CERLIS project. This study reveals that the\naffiliation of writers (professional, ideological or ethnic-geographic) seems\nto influence medical discourse and participants\u2019 rhetorical positioning. \n\nIn Chapter 3, VICENT SALVADOR explores the structure and content of\nclinical case reports, which can be found in some specialised academic\nperiodicals and consist of the written story of the patient. This study shows\nthat clinical case reports, as a medical narrative, may serve to construct\npatient identity. The author suggests that the inclusion of clinical case\nreports as a genre in medical journals may contribute to the elaboration of\na more personalised, albeit scientific, discourse. The pedagogical value of\nclinical case reports for students and professionals is also highlighted here.\n\nChapter 4, by BEGO\u00f1A BELL\u00c9S-FORTU\u00f1O, presents a corpus-based\nanalysis of two different types of genres, particularly scientific research\narticles and popular science articles. The author attempts to compare and\ncontrast these two genres in terms of evaluative language and discourse\nmarkers to explore whether popular science articles can be pedagogically\nappropriate for health science students. This study shows that popular\nscience articles, which tend to be less complex than scientific research\narticles, can be regarded as a suitable pedagogical tool for health science\nstudents, especially in their first academic courses, when students\u2019 knowledge\nof scientific academic writing is still scarce. \n\nIn Chapter 5, MORTEN PILEGAARD examines ethics in authentic\ninformed consent documents from an integrative perspective, which involves\ndrawing on systemic functional linguistics, genre theory, translation theory and\ndiscourse analysis. This study reveals that there is a general lack of ethicalness,\nshowing, for example, instances of structural patterns, choice of lexical items,\nand pragmatic choices that may be inappropriate. Furthermore, it is observed\nthat, in general, communication between the professional and the addressee\nseems to lack appropriateness. The author argues that a patient-centred\nperspective is fundamental and that communication should be adapted to\npatient knowledge and information needs.\n\nRESE\u00f1AS / BOOK REVIEWS\n\nIb\u00e9rica 36 (2018): 224-227 225\n\n09 IBERICA 36_Iberica 13 5/11/18 8:24 P\u00e1gina 225", "start_char_idx": 2473, "end_char_idx": 5282, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "9e29ecab-975c-4fa0-bdcd-c36090d04c07": {"__data__": {"id_": "9e29ecab-975c-4fa0-bdcd-c36090d04c07", "embedding": null, "metadata": {"identifier": "iberica-131", "author": "Beltr\u00e1n Palanques, Vicente", "title": "Medical Discourse in Professional, Academic and Popular Settings. Pilar Ord\u00f3\u00f1ez-L\u00f3pez, Nuria Edo-Marz\u00e1 (eds). Bristol/Buffalo/Toronto: Multilingual Matters, 2016. 224 pages. ISBN: 978-1-7830-9625-1.", "date": "2018-01-02", "file": "iberica-131.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-131", "node_type": "4", "metadata": {"identifier": "iberica-131", "author": "Beltr\u00e1n Palanques, Vicente", "title": "Medical Discourse in Professional, Academic and Popular Settings. Pilar Ord\u00f3\u00f1ez-L\u00f3pez, Nuria Edo-Marz\u00e1 (eds). Bristol/Buffalo/Toronto: Multilingual Matters, 2016. 224 pages. ISBN: 978-1-7830-9625-1.", "date": "2018-01-02", "file": "iberica-131.pdf"}, "hash": "4dd334dba7734ffa31cb1686d6952ac954b762f38d12d2db959903943605bd3e", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "6f56dfdf-7be9-444a-80b9-adc7cdcc3425", "node_type": "1", "metadata": {"identifier": "iberica-131", "author": "Beltr\u00e1n Palanques, Vicente", "title": "Medical Discourse in Professional, Academic and Popular Settings. Pilar Ord\u00f3\u00f1ez-L\u00f3pez, Nuria Edo-Marz\u00e1 (eds). Bristol/Buffalo/Toronto: Multilingual Matters, 2016. 224 pages. ISBN: 978-1-7830-9625-1.", "date": "2018-01-02", "file": "iberica-131.pdf"}, "hash": "2e512a67f8d968b3434ef7ede2c1caa74c0c48db98092b789b4ae0b20943997f", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "ada2b856-4b4d-4623-b5c1-55a9536293a5", "node_type": "1", "metadata": {}, "hash": "8852a2305cacdaacf4a60222e09325e4299191d116a3b0c8586b004aa85cb99f", "class_name": "RelatedNodeInfo"}}, "text": "Chapter 6, by VICENT MONTALT and ISABEL GARC\u00cdA-IZQUIERDO,\nfocuses on oral and written modes from a holistic perspective, particularly\nfollowing a translation studies perspective to identify cultural and conceptual\nasymmetries between patients and doctors. Also, drawing on the Calgary-\nCambridge Guide, the authors attempt to identify the interaction between\nthese two modes in consultation genre. This study suggests that written and\nvisual information can benefit oral consultations, and identifies various\nprinciples and criteria concerning patient\u2019s perspective, timing for\ninformation delivery and comprehensibility, which, in turn, may be exploited\nfrom research and pedagogical perspectives. \n\nIn Chapter 7, IGNASI NAVARRO I FERRANDO conducts a corpus-\nbased study that seeks to explore cognitive functions of metaphors (e.g.\ncategorisation and conceptualisation) and discourse communicative\nfunctions (e.g. deliberate and novel usage) in research papers, scientific\nnews and press articles in which the topic of cancer is addressed. This\nstudy shows a characterisation of metaphor use across the three genres and\nsuggests that the use of metaphors seems to be genre-specific. For\nexample, the author finds that in more specialised genres metaphors tend\nto be used more unconsciously, whereas in press articles they are used\nmore deliberately. \n\nChapter 8, by MART\u00cd DOM\u00cdNGUEZ and LUC\u00cdA SAPI\u00f1A, examines\nmetaphors in medical discourse on cancer in Spanish press in order to see\nhow they contribute to shape an image of the disease. To do so, the authors\nfocus on three significant events that involve three famous sports\npersonalities. As the authors report, war metaphors are commonly used to\nrefer to cancer, thereby evoking a rather negative image of the disease. This\nstudy suggests that war metaphors are widely used in media discourse when\ncancer is addressed, even though some contexts allow for the use of other\ntype of metaphors, such as sport metaphors. \n\nFinally, in Chapter 9, ANTONIO-JOS\u00c9 SILVESTRE-L\u00d3PEZ presents a\nstudy that focuses on metaphors in the discourse of mindfulness. Following\na cognitive linguistic approach, this study seeks to explore what the analysis\nof spoken discourse in mindfulness may show about the mental\nrepresentations involved in the mindfulness experience and practice. This\nstudy reveals the activation of a set of idealised cognitive models, which can\nbenefit discourse coherence and, therefore, expand participants\u2019\nunderstanding. Analysing this type of discourse seems to serve to improve\n\nRESE\u00f1AS / BOOK REVIEWS\n\nIb\u00e9rica 36 (2018): 224-227226\n\n09 IBERICA 36_Iberica 13 5/11/18 8:24 P\u00e1gina 226", "start_char_idx": 5286, "end_char_idx": 7948, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "ada2b856-4b4d-4623-b5c1-55a9536293a5": {"__data__": {"id_": "ada2b856-4b4d-4623-b5c1-55a9536293a5", "embedding": null, "metadata": {"identifier": "iberica-131", "author": "Beltr\u00e1n Palanques, Vicente", "title": "Medical Discourse in Professional, Academic and Popular Settings. Pilar Ord\u00f3\u00f1ez-L\u00f3pez, Nuria Edo-Marz\u00e1 (eds). Bristol/Buffalo/Toronto: Multilingual Matters, 2016. 224 pages. ISBN: 978-1-7830-9625-1.", "date": "2018-01-02", "file": "iberica-131.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-131", "node_type": "4", "metadata": {"identifier": "iberica-131", "author": "Beltr\u00e1n Palanques, Vicente", "title": "Medical Discourse in Professional, Academic and Popular Settings. Pilar Ord\u00f3\u00f1ez-L\u00f3pez, Nuria Edo-Marz\u00e1 (eds). Bristol/Buffalo/Toronto: Multilingual Matters, 2016. 224 pages. ISBN: 978-1-7830-9625-1.", "date": "2018-01-02", "file": "iberica-131.pdf"}, "hash": "4dd334dba7734ffa31cb1686d6952ac954b762f38d12d2db959903943605bd3e", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "9e29ecab-975c-4fa0-bdcd-c36090d04c07", "node_type": "1", "metadata": {"identifier": "iberica-131", "author": "Beltr\u00e1n Palanques, Vicente", "title": "Medical Discourse in Professional, Academic and Popular Settings. Pilar Ord\u00f3\u00f1ez-L\u00f3pez, Nuria Edo-Marz\u00e1 (eds). Bristol/Buffalo/Toronto: Multilingual Matters, 2016. 224 pages. ISBN: 978-1-7830-9625-1.", "date": "2018-01-02", "file": "iberica-131.pdf"}, "hash": "48c5fc516fdad01079fd74061eb2183e1318d48a3a2f45a6e92a9ea2d81078b7", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "1b90219f-5e77-4931-86c3-72dfb1179bca", "node_type": "1", "metadata": {}, "hash": "f29f5c01a73b5696c0606ee6380c3e73c53bb4e575aebe22c3bb52ff266a4fd6", "class_name": "RelatedNodeInfo"}}, "text": "mindfulness teaching practices effectiveness, while becoming a relevant data\nsource for psychological experiments. \n\nOverall, the chapters included in this edited volume are theoretically well-\ngrounded from various perspectives and disciplines, and undoubtedly\nrepresent a relevant contribution to the field of medical discourse. At a\npersonal level, I should state that medicine and health issues have attracted\nmy interest, especially in recent years, and the chapters included in this edited\nvolume have encouraged me to learn more about medical discourse from a\nresearch perspective. However, in reading the volume, one may notice that,\ndespite the fact that the guiding threat of this edited volume is medical\ndiscourse, the multiple diversity of the aspects covered unfortunately seems\nto result in lack of homogeneity and unity. Taking into account this reality, it\nseems complex to envisage a concrete and homogeneous audience. Despite\nthese limitations, this edited volume is an excellent contribution to the area\nof specialised language and therefore is highly recommendable to both\nresearchers and language teachers whose academic and/or teaching interests\nlie in the specific domain of medicine discourse.\n\nReceived 1 May 2018 \nAccepted 3 May 2018 \n\nReviewed by Vicent Beltr\u00e1n-Palanques \nUniversitat Jaume I (Spain) \nvbeltran@uji.es \n\nReferences \n\nRESE\u00f1AS / BOOK REVIEWS\n\nIb\u00e9rica 36 (2018): 224-227 227\n\nPilegaard, M. (2007). \u201cAdvances in medical\ndiscourse analysis: oral and written contexts, edited\nby Maurizio Gotti and Fran\u00e7oise Salager-Meyer\u201d.\nLSP and Professional Communication 7(2): 113-118. \n\nWeingart, P. (2002). \u201cThe moment of truth for\nscience: The consequences of the \u201bknowledge\nsociety\u2019 for society and science\u201d. EMBO Reports\n3(8): 703-706. \n\n09 IBERICA 36_Iberica 13 5/11/18 8:24 P\u00e1gina 227", "start_char_idx": 7952, "end_char_idx": 9779, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "1b90219f-5e77-4931-86c3-72dfb1179bca": {"__data__": {"id_": "1b90219f-5e77-4931-86c3-72dfb1179bca", "embedding": null, "metadata": {"identifier": "iberica-132", "author": "Bardi, Mirela", "title": "Power, Persuasion and Manipulation in Specialised Genres: Providing Keys to the Rhetoric of Professional Communities. Mar\u00eda \u00c1ngeles Orts Llopis, Ruth Breeze and Maurizio Gotti (eds). Bern, Switzerland: Peter Lang, 2017. 368 pages. ISBN: 978- 303-43-3012-1", "date": "2018-01-02", "file": "iberica-132.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-132", "node_type": "4", "metadata": {"identifier": "iberica-132", "author": "Bardi, Mirela", "title": "Power, Persuasion and Manipulation in Specialised Genres: Providing Keys to the Rhetoric of Professional Communities. Mar\u00eda \u00c1ngeles Orts Llopis, Ruth Breeze and Maurizio Gotti (eds). Bern, Switzerland: Peter Lang, 2017. 368 pages. ISBN: 978- 303-43-3012-1", "date": "2018-01-02", "file": "iberica-132.pdf"}, "hash": "9cca976d26006515e678756b6079a2558bbc007bbff7df16336e8e431af580eb", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "ada2b856-4b4d-4623-b5c1-55a9536293a5", "node_type": "1", "metadata": {"identifier": "iberica-131", "author": "Beltr\u00e1n Palanques, Vicente", "title": "Medical Discourse in Professional, Academic and Popular Settings. Pilar Ord\u00f3\u00f1ez-L\u00f3pez, Nuria Edo-Marz\u00e1 (eds). Bristol/Buffalo/Toronto: Multilingual Matters, 2016. 224 pages. ISBN: 978-1-7830-9625-1.", "date": "2018-01-02", "file": "iberica-131.pdf"}, "hash": "e746c1a185390507c04d586b1627b489bb7876349eee4129ffdc236b27768eb4", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "0c5d03fd-cfa9-4ac2-9022-ddd3524aa73e", "node_type": "1", "metadata": {}, "hash": "86cb5ca234880a14f395db4ead28d778766e7fdd824614cf6f3b3254b9cab17e", "class_name": "RelatedNodeInfo"}}, "text": "Maquetaci\u00f3n 1\n\n\nPower, Persuasion and Manipulation in\n\nSpecialised Genres: Providing Keys to the\n\nRhetoric of Professional Communities. \n\nMar\u00eda \u00c1ngeles Orts Llopis, Ruth Breeze and Maurizio\nGotti (eds). \nBern, Switzerland: Peter Lang, 2017. 368 pages. ISBN: 978-\n303-43-3012-1.\n\nThe volume edited by Maria Angeles Orts, Ruth Breeze and Maurizio Gotti\nassembles a comprehensive and innovative collection of studies that take a\nconstructivist approach to analysis of genres as tools available to\nprofessional communities to generate their practices and discourses.\nProfessions are regarded as \u201cspecialised communities aiming to dominate,\npolice and protect their particular area of expertise\u201d (page 10). Thus,\nprofessions and the institutional frameworks they have created are strongly\nconnected to ideologies, power and legitimation, often constituted and\nmanifested through language. Genre theory connects language study with\ndisciplinary cultures by exploring the role of language in constructing and\nexpressing social reality. It offers a generous conceptual framework to\nanalysts interested in exploring professional communication.\n\nThe studies collected in this volume investigate a comprehensive range of\nprofessional environments and an impressive variety of discourses, from\nintensely explored ones such as media, business and legal discourses to less\nfrequently analysed ones such as surrogacy websites or air-accident dockets.\nThey explore very specific and well-defined discourses and describe clearly\nthe methodological tools they use in order to highlight specific instances of\nlanguage use.\n\nIn line with the comprehensive range of professional environments,\ncomplex corpora were analysed using appropriate discourse and rhetorical\nanalysis instruments. Each study has strong theoretical underpinnings while\nthe analyses integrate textual, rhetorical and socio-pragmatic elements. They\ndo so in order to show how language promotes the interests of professional\ngroups, often through persuasion and manipulation. These are the key\nconcepts that provide the organisation principle of the volume: the\nchapters in Part I are dedicated to concepts of manipulation while those in\n\nRESE\u00f1AS / BOOK REVIEWS\n\nIb\u00e9rica 36 (2018): 228-231\nISSN: 1139-7241 / e-ISSN: 2340-2784\n\n228\n\n09 IBERICA 36_Iberica 13 5/11/18 8:24 P\u00e1gina 228", "start_char_idx": 40, "end_char_idx": 2382, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "0c5d03fd-cfa9-4ac2-9022-ddd3524aa73e": {"__data__": {"id_": "0c5d03fd-cfa9-4ac2-9022-ddd3524aa73e", "embedding": null, "metadata": {"identifier": "iberica-132", "author": "Bardi, Mirela", "title": "Power, Persuasion and Manipulation in Specialised Genres: Providing Keys to the Rhetoric of Professional Communities. Mar\u00eda \u00c1ngeles Orts Llopis, Ruth Breeze and Maurizio Gotti (eds). Bern, Switzerland: Peter Lang, 2017. 368 pages. ISBN: 978- 303-43-3012-1", "date": "2018-01-02", "file": "iberica-132.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-132", "node_type": "4", "metadata": {"identifier": "iberica-132", "author": "Bardi, Mirela", "title": "Power, Persuasion and Manipulation in Specialised Genres: Providing Keys to the Rhetoric of Professional Communities. Mar\u00eda \u00c1ngeles Orts Llopis, Ruth Breeze and Maurizio Gotti (eds). Bern, Switzerland: Peter Lang, 2017. 368 pages. ISBN: 978- 303-43-3012-1", "date": "2018-01-02", "file": "iberica-132.pdf"}, "hash": "9cca976d26006515e678756b6079a2558bbc007bbff7df16336e8e431af580eb", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "1b90219f-5e77-4931-86c3-72dfb1179bca", "node_type": "1", "metadata": {"identifier": "iberica-132", "author": "Bardi, Mirela", "title": "Power, Persuasion and Manipulation in Specialised Genres: Providing Keys to the Rhetoric of Professional Communities. Mar\u00eda \u00c1ngeles Orts Llopis, Ruth Breeze and Maurizio Gotti (eds). Bern, Switzerland: Peter Lang, 2017. 368 pages. ISBN: 978- 303-43-3012-1", "date": "2018-01-02", "file": "iberica-132.pdf"}, "hash": "c7b408affca61091c0ad784a78439fbc614c94c52f707b405d7b2597dec7742c", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "1c78bad4-334f-4224-9f30-4914abf9e505", "node_type": "1", "metadata": {}, "hash": "db6df83e26f67849dfc8ba3d37fdf139d5712b7c72de4a5bd6ac87fce942314d", "class_name": "RelatedNodeInfo"}}, "text": "Part II look at discourses centred on persuasion. The distinction between\nthe two concepts is sometimes difficult to establish and indeed, many of the\nstudies in the volume detect both manipulation and persuasion strategies in\nthe discourses they analyse. The introduction to the volume does admit this\nrather blurred distinction and adds a necessary explanatory element: the\nvolume groups together studies on texts where \u201cmanipulation seems to\ndominate\u201d and \u201cstudies where more open-ended forms of persuasion are\ndiscussed\u201d (page 16). Studies dedicated to analysis of media reporting, to\neditorials or texts that construct institutional profiles and interests are\ngrouped in the first category, while genres intended for promotional,\neducational and conflict resolution situations are grouped in the second\npart.\n\nThe volume appears very ambitious in scope, with clear interest for the\ndiversity of professional fields, of genres and specific discourses, of\nmethodological and analytical tools. Through diversity of discourses,\ncorpora and research methods the volume makes an impressive, outstanding\ncontribution to the understanding of genre as a valuable analytical tool. The\nresearch findings communicated by the studies contribute to increasing\nawareness of the power and versatility of genres in exploring professional\ncommunication strategies.\n\nThe section \u201cPower through manipulation\u201d is opened by the study by Vijay.\nK. Bhatia and Aditi Bhatia, which investigates the creation of hybrid genres\nin the media and explores the concept of interdiscursivity as a key factor in\nthe \u201cconstruction, interpretation, use and exploitation of media genres\u201d\n(page 32). \u201cInterdiscursive appropriation\u201d of discourse and generic features\nhelps create \u201can illusion of objectivity\u201d (Bhatia & Bhatia, 2017: 32) and\nindicates manipulative intent and effect.\n\nThe discourse of globalisation in international organisations is the focus of\nthe article by Ana Bocanegra-Valle. The study highlights the connection\nbetween discourses and institutional frameworks through well-evidenced\nanalysis of the use of discourse to construct institutional dominance. The\npower of discourses as tools to further institutional interests and to exert\ncontrol is convincingly demonstrated by the analysis. \n\nShirley Carter-Thomas and Elizabeth Rowley-Jolivet have investigated\nsyntactic resources used to deploy power in medical journal editorials as\nopinion vehicles of an elite, highly regulated professional community. Their\narticle analyses the diverse communicative functions of editorials and\n\nRESE\u00f1AS / BOOK REVIEWS\n\nIb\u00e9rica 36 (2018): 228-231 229\n\n09 IBERICA 36_Iberica 13 5/11/18 8:24 P\u00e1gina 229", "start_char_idx": 2386, "end_char_idx": 5083, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "1c78bad4-334f-4224-9f30-4914abf9e505": {"__data__": {"id_": "1c78bad4-334f-4224-9f30-4914abf9e505", "embedding": null, "metadata": {"identifier": "iberica-132", "author": "Bardi, Mirela", "title": "Power, Persuasion and Manipulation in Specialised Genres: Providing Keys to the Rhetoric of Professional Communities. Mar\u00eda \u00c1ngeles Orts Llopis, Ruth Breeze and Maurizio Gotti (eds). Bern, Switzerland: Peter Lang, 2017. 368 pages. ISBN: 978- 303-43-3012-1", "date": "2018-01-02", "file": "iberica-132.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-132", "node_type": "4", "metadata": {"identifier": "iberica-132", "author": "Bardi, Mirela", "title": "Power, Persuasion and Manipulation in Specialised Genres: Providing Keys to the Rhetoric of Professional Communities. Mar\u00eda \u00c1ngeles Orts Llopis, Ruth Breeze and Maurizio Gotti (eds). Bern, Switzerland: Peter Lang, 2017. 368 pages. ISBN: 978- 303-43-3012-1", "date": "2018-01-02", "file": "iberica-132.pdf"}, "hash": "9cca976d26006515e678756b6079a2558bbc007bbff7df16336e8e431af580eb", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "0c5d03fd-cfa9-4ac2-9022-ddd3524aa73e", "node_type": "1", "metadata": {"identifier": "iberica-132", "author": "Bardi, Mirela", "title": "Power, Persuasion and Manipulation in Specialised Genres: Providing Keys to the Rhetoric of Professional Communities. Mar\u00eda \u00c1ngeles Orts Llopis, Ruth Breeze and Maurizio Gotti (eds). Bern, Switzerland: Peter Lang, 2017. 368 pages. ISBN: 978- 303-43-3012-1", "date": "2018-01-02", "file": "iberica-132.pdf"}, "hash": "660bec56833484a2b33709e89b5e08d731118c7bd3c58d7f91f0447c53644de4", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "ab49abb0-735a-4396-aed1-df829deb402a", "node_type": "1", "metadata": {}, "hash": "08ef542574c3a7172ebd184f0d90ec08e15285d43850377509d7de9702ae734f", "class_name": "RelatedNodeInfo"}}, "text": "compares editorials with research articles, texts with different\ncommunicative functions and a covert rhetoric. \n\nTexts posted on the websites of surrogacy organisations were analysed by\nGiuliana Elena Garzone in order to highlight rhetorical and discursive\nstrategies institutions use to present themselves as highly professional and\ntrustworthy. The focus on ethical arguments, the attempt to influence the\nemotions of the audience while appealing to rational thinking are rhetorical\ntools revealed by analysis of these websites. \n\nThe use of face-work as an ideological instrument in judicial discourse is\nexplored in the study by Esther Monzo-Nebot. The analysis reveals\nlinguistic elements used to portray the victim and the offender and\ndemonstrates how face-work can influence public perception in cases where\nthe victim is a member of an unprivileged group while the perpetrator\nbelongs to a dominant group. \n\nThe 2015 UK higher education green paper and the social media debate that\naccompanied its introduction are analysed in the chapter by Pascual Perez-\nParedes. The study used corpus-aided discourse analysis methods and social\ndata mining techniques to explore the role of keywords in shaping\ndiscourses of power and manipulation in higher education policy. \n\nThe second section of the volume is dedicated to genres that display\npersuasive features deriving from a more balanced power relationship\nbetween participants. Some of the chapters in this section centre around\nspecific themes, (eg. violence against women) while others approach specific\nprofessional fields (eg. banking, arbitration, etc).\n\nAcknowledging that professional genres are associated with \u201cpurposeful,\nstrategic action\u201d (page 196) the study by Antoinette Mary Fage-Butler uses\ncritical genre analysis of campaign materials meant to promote gender-\nequality and to advance health-promoting, ethical changes. The analysis is\nbased on Bhatia\u2019s concept of interdiscursive analysis that invites analysts to\nlook at the multiple discourses integrated in genres.\n\nWebsite promotion of banking products is the genre selected by Daniel\nGallego-Hernandez. The author used a pilot corpus of business and\neconomics texts in French, Spanish and English, which were classified\naccording to a rigorous set of criteria and analysed using the software\nAntConc. The significance of the findings for translation practice is\nhighlighted and so are the implications for teaching business translation. \n\nRESE\u00f1AS / BOOK REVIEWS\n\nIb\u00e9rica 36 (2018): 228-231230\n\n09 IBERICA 36_Iberica 13 5/11/18 8:24 P\u00e1gina 230", "start_char_idx": 5087, "end_char_idx": 7678, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "ab49abb0-735a-4396-aed1-df829deb402a": {"__data__": {"id_": "ab49abb0-735a-4396-aed1-df829deb402a", "embedding": null, "metadata": {"identifier": "iberica-132", "author": "Bardi, Mirela", "title": "Power, Persuasion and Manipulation in Specialised Genres: Providing Keys to the Rhetoric of Professional Communities. Mar\u00eda \u00c1ngeles Orts Llopis, Ruth Breeze and Maurizio Gotti (eds). Bern, Switzerland: Peter Lang, 2017. 368 pages. ISBN: 978- 303-43-3012-1", "date": "2018-01-02", "file": "iberica-132.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-132", "node_type": "4", "metadata": {"identifier": "iberica-132", "author": "Bardi, Mirela", "title": "Power, Persuasion and Manipulation in Specialised Genres: Providing Keys to the Rhetoric of Professional Communities. Mar\u00eda \u00c1ngeles Orts Llopis, Ruth Breeze and Maurizio Gotti (eds). Bern, Switzerland: Peter Lang, 2017. 368 pages. ISBN: 978- 303-43-3012-1", "date": "2018-01-02", "file": "iberica-132.pdf"}, "hash": "9cca976d26006515e678756b6079a2558bbc007bbff7df16336e8e431af580eb", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "1c78bad4-334f-4224-9f30-4914abf9e505", "node_type": "1", "metadata": {"identifier": "iberica-132", "author": "Bardi, Mirela", "title": "Power, Persuasion and Manipulation in Specialised Genres: Providing Keys to the Rhetoric of Professional Communities. Mar\u00eda \u00c1ngeles Orts Llopis, Ruth Breeze and Maurizio Gotti (eds). Bern, Switzerland: Peter Lang, 2017. 368 pages. ISBN: 978- 303-43-3012-1", "date": "2018-01-02", "file": "iberica-132.pdf"}, "hash": "0957d865e9daf68346e3f39cec8f5cdb49135f21c487238db24abf665640d3c8", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "ac0dabe3-3b21-49aa-8373-ec3a740ac516", "node_type": "1", "metadata": {}, "hash": "f70d304847b063b81b75e17cd5ba86524c333f9eb439dd5ed1bc6cb273560904", "class_name": "RelatedNodeInfo"}}, "text": "Acknowledging the expansion of arbitration as an alternative dispute\nresolution method, Diana Giner investigates persuasion in legal discourse with\nparticular reference to a collection of arbitral awards. Persuasion is displayed\nthrough the rhetorical strategies of intensification, hedging and attitude and\nhelp construct the line of argumentation justifying the final decision.\n\nThe discourse of dispute resolution is investigated in the chapter authored\nby Maurizio Gotti, in which Alternative Dispute Resolution strategies \u2013\narbitration and mediation/conciliation \u2013 are thoroughly examined in the\ncontext of their legal tradition and the local culture. A comparison of\nWestern and Eastern traditions highlights the roles played by power and\npersuasion in the practice of arbitration and proposes a perspective that may\nchange the role of arbitrators and arbitration practice.\n\nBusiness relations and the way companies create their international, global\ncorporate image is the focus of the study by Juan C. Palmer-Silveira. Texts\npresented by Spanish, European and North American corporations were\nanalysed in order to highlight the persuasive use of language by companies\nattempting to strengthen their international profile.\n\nDiscourse as both the product of power relations and as a means of exercising\npower is investigated in relation to risk communication strategies in the\nchapter by Carmen Sancho Guinda. The structure of online aviation accident\ndockets issued by the national Transportation Safety Board is related to their\nprevention role and displays a \u201cdiscursive hybridization character\u201d (page 313).\n\nSupreme Court Majority and Dissenting opinions are the genre analysed by\nHolly Vass in the final chapter of the section. Both types of decisions carry\nsalient information about judicial practice and attempt to convince the public of\nthe robustness of their reasoning, thus becoming highly persuasive documents. \n\nThe studies in this volume highlight the role of language as both\nrepresenting and constituting reality. They discuss the significance of their\nfindings for advancing genre theory and analysis, for the practice of teaching\nand translation, etc. This can only help widen the readership of this volume\nwhich makes a very informative and relevant resource for researchers,\npractitioners and students alike.\n\nReceived 15 May 2018 \nAccepted 18 May 2018 \n\nReviewed by Mirela Bardi \nBucharest University of Economic Studies (Romania) \nmirela.bardi@incontext.ro \n\nRESE\u00f1AS / BOOK REVIEWS\n\nIb\u00e9rica 36 (2018): 228-231 231\n\n09 IBERICA 36_Iberica 13 5/11/18 8:24 P\u00e1gina 231", "start_char_idx": 7682, "end_char_idx": 10298, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "ac0dabe3-3b21-49aa-8373-ec3a740ac516": {"__data__": {"id_": "ac0dabe3-3b21-49aa-8373-ec3a740ac516", "embedding": null, "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-133", "node_type": "4", "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "hash": "e00b1cd106dbfa5199d5914afed22f0ab0d949d6ea648319717c34676fb21c64", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "ab49abb0-735a-4396-aed1-df829deb402a", "node_type": "1", "metadata": {"identifier": "iberica-132", "author": "Bardi, Mirela", "title": "Power, Persuasion and Manipulation in Specialised Genres: Providing Keys to the Rhetoric of Professional Communities. Mar\u00eda \u00c1ngeles Orts Llopis, Ruth Breeze and Maurizio Gotti (eds). Bern, Switzerland: Peter Lang, 2017. 368 pages. ISBN: 978- 303-43-3012-1", "date": "2018-01-02", "file": "iberica-132.pdf"}, "hash": "b0253fdc360168bd542bc5babcca2953f411c91ced8bb410e79a6d8d27141341", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "faffc6d3-62e8-46fb-9be3-2d2ecf874f63", "node_type": "1", "metadata": {}, "hash": "d74f3b3f50641923329cdea6fc9b8784c23cf874af186c1e37816ff4eac5f274", "class_name": "RelatedNodeInfo"}}, "text": "01 Editorial.qxd\n\n\nIb\u00e9rica 35 (2018): 13-40\n\nISSN: 1139-7241 / e-ISSN: 2340-2784\n\nAbstract \n\nWhile vast research efforts have been directed to the identification of moves and\n\ntheir constituent steps in research articles (RA), less attention has been paid to\n\nthe social negotiation of knowledge, in particular in the Conclusion section of\n\nRAs. In this paper, I examine the Conclusion sections of RAs in English and\n\nSpanish, including RA Conclusions written in English by Spanish-background\n\nspeakers in the field of applied linguistics. This study brings together two\n\ncomplementary frameworks, genre-based knowledge and evaluative stance,\n\ndrawing on Swales\u2019s (1990, 2004) move analysis framework and on the\n\nengagement system in Martin and White\u2019s (2005) Appraisal framework. The\n\nresults indicate that the English L1 group negotiates a consistent space for\n\nreaders to approve or disapprove the writers\u2019 propositions. However, the Spanish\n\nL1 group aligns with readers, using a limited space through contracting\n\nresources, which may be because this group addresses a smaller audience in\n\ncomparison to the English L1 group which addresses an international\n\nreadership. On the other hand, the English L2 group tends to move towards\n\nEnglish rhetorical international practice, but without fully abandoning their\n\nSpL1. These results contribute to gaining a better understanding of how\n\nsuccessful scholarly writing in English is achieved, and offers important insights\n\nfor teaching multilingual researchers. \n\nKeywords: functional rhetoric moves, evaluative stances, specific rhetorical\n\neffects in English and Spanish, multilingual writers, wider audience in\n\nEnglish. \n\nDialogic spaces of knowledge\n\nconstruction in research article\n\nConclusion sections written by English\n\nL1, English L2 and Spanish L1 writers \n\nElena Sheldon \n\nUniversity of Technology Sydney (Australia) \n\nElena.Sheldon@uts.edu.au \n\n13", "start_char_idx": 41, "end_char_idx": 1960, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "faffc6d3-62e8-46fb-9be3-2d2ecf874f63": {"__data__": {"id_": "faffc6d3-62e8-46fb-9be3-2d2ecf874f63", "embedding": null, "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-133", "node_type": "4", "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "hash": "e00b1cd106dbfa5199d5914afed22f0ab0d949d6ea648319717c34676fb21c64", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "ac0dabe3-3b21-49aa-8373-ec3a740ac516", "node_type": "1", "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "hash": "72eabdc5d50bcb372d6665616c85ddc27a89a906af981935c1c1fa11fbb38768", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "82228086-6c5e-4dac-9d50-f3a14ee0e904", "node_type": "1", "metadata": {}, "hash": "efbf68d56dfad795b08f0d34e5ae7539f4e6c73038cf9e92421caba4baa32d0a", "class_name": "RelatedNodeInfo"}}, "text": "Ib\u00e9rica 35 (2018): 13-40\n\nELEnA SHELDOn\n\nResumen \n\nE s p ac io s d ia l \u00f3g ic o s e n l a c on s tru c c i \u00f3n d e c ono c i mie n to s d e l a s e c c i\u00f3 n de l a\n\nC on c l us i \u00f3n e n ar t\u00ed c ul o s de in v e s ti g ac i\u00f3n e s c r it os e n in g l \u00e9 s L 1 , ing l \u00e9 s L 2 y\n\ne n e s pa \u00f1o l L 1 \n\nSi bien se han dirigido vastos esfuerzos de investigaci\u00f3n a la identificaci\u00f3n de los\n\nmovimientos ret\u00f3ricos y sus pasos en art\u00edculos acad\u00e9micos, menos atenci\u00f3n se\n\nha puesto en la negociaci\u00f3n social de conocimiento, en particular en la secci\u00f3n\n\nde la Conclusi\u00f3n. En este art\u00edculo, examino la secci\u00f3n de la Conclusi\u00f3n de\n\nart\u00edculos de investigaci\u00f3n en ingl\u00e9s y espa\u00f1ol, incluyendo las conclusiones de\n\ninvestigaciones escritas en ingl\u00e9s tomando en cuenta distintos enfoques, el\n\nconocimiento basado en la teor\u00eda del g\u00e9nero y el proceso de evaluaci\u00f3n,\n\nbas\u00e1ndome en el marco de an\u00e1lisis de movimientos ret\u00f3ricos propuesto por\n\nSwales (1990, 2004) y en el sistema de compromiso propuesto por Martin y\n\nWhite (2005) dentro del marco de la evaluaci\u00f3n. Los resultados indican que el\n\ngrupo de ingl\u00e9s como primera lengua (L1) negocia un espacio consistente para\n\nque los lectores aprueben o desaprueben las propuestas de los escritores. Sin\n\nembargo, el grupo de espa\u00f1ol L1 se alinea con los lectores, utilizando un espacio\n\nlimitado a trav\u00e9s de recursos de contracci\u00f3n, lo cual puede atribuirse a que este\n\ngrupo se dirige a una audiencia m\u00e1s peque\u00f1a en comparaci\u00f3n con el grupo ingl\u00e9s\n\nL1 que se dirige a lectores internacionales. Por otro lado, el grupo de escritores\n\nen ingl\u00e9s como segunda lengua (L2) tiende a adecuarse a la pr\u00e1ctica de ret\u00f3rica\n\ninternacional del ingl\u00e9s, pero sin abandonar totalmente su espa\u00f1ol como primera\n\nlengua (L1). Estos resultados contribuyen a lograr una mejor comprensi\u00f3n de\n\nc\u00f3mo lograr una escritura acad\u00e9mica en ingl\u00e9s y brindan un importante\n\nconocimiento a los profesores investigadores multiling\u00fces.\n\nPalabras clave: movimientos ret\u00f3ricos funcionales, posturas evaluativas,\n\nefectos ret\u00f3ricos espec\u00edficos en ingl\u00e9s y espa\u00f1ol, escritores multiling\u00fces,\n\naudiencia m\u00e1s amplia en ingl\u00e9s. \n\n1. Introduction \n\nIn recent decades, numerous studies have paid attention to the research\n\narticle (RA), which is undoubtedly \u201cthe principal site of knowledge-making\u201d\n\n(Hyland, 2009: 67) in academia globally. Some studies have explored the\n\ntextual organization of the four main sections of research articles (RAs) in\n\nEnglish: Introduction, Methodology, Results and Discussion [IMRD] (Brett,\n\n1994; Holmes, 2001; Samraj, 2002; Yang & Allison, 2003). There has also\n\nbeen substantial interest in the ways writers negotiate and construct\n\ninteractive relations through the functions of evaluative features in RAs in\n\n14", "start_char_idx": 1964, "end_char_idx": 4727, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "82228086-6c5e-4dac-9d50-f3a14ee0e904": {"__data__": {"id_": "82228086-6c5e-4dac-9d50-f3a14ee0e904", "embedding": null, "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-133", "node_type": "4", "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "hash": "e00b1cd106dbfa5199d5914afed22f0ab0d949d6ea648319717c34676fb21c64", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "faffc6d3-62e8-46fb-9be3-2d2ecf874f63", "node_type": "1", "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "hash": "084fe153889c19d7d04cc051cb028ec9cd75707a9edad036260ce0554f801b44", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "ba064536-044d-46e6-a6a0-b05b1506a295", "node_type": "1", "metadata": {}, "hash": "2a2b8c4985a4d5bbf4bceee8958c9c09fe978706b323e3c9f0ded33c966f99d6", "class_name": "RelatedNodeInfo"}}, "text": "English (Hunston & Thompson, 2000; Hyland, 2001, 2005). This interactive\n\nnegotiation \u201clocates participants\u2019 relationships at the heart of academic\n\nwriting, assuming that every successful text must display the writer\u2019s\n\nawareness of both its readers and its consequences\u201d (Hyland, 2001: 549-\n\n550). \n\nAn important perspective of evaluation is the Appraisal framework, which\n\nhas been developed within the SfL paradigm (Halliday, 1994; Matthiessen,\n\n1995), and which makes transparent the relationship of language choices to\n\nsemantic functions, and accommodates the analysis of stance and how it is\n\nachieved linguistically. It stands apart from numerous other studies that have\n\naddressed evaluative features in discourse by focusing on hedging,\n\nintensification, evidentiality, attitude markers and voice as self-representation\n\n(Salager-Meyer, 1994; Tang & John, 1999; Hyland, 2005, to name a few).\n\nDrawing on the engagement system in appraisal theory, Chang and\n\nSchleppegrell (2011) explored authorial stance connected with functional\n\nmoves; and more recently, Cheng and unsworth (2016) focussed on\n\nacademic conflict in the Discussion section of RAs in applied linguistics.\n\nBoth studies have pedagogical implications for novice researchers. However,\n\nas English has become the global language for research and scholarship over\n\nthe past decades, multilingual scholars are disadvantaged in that they have to\n\ncompete for academic recognition in a language other than their own. Thus,\n\nthe mastering of such aspects of RAs in English is essential.\n\nConsequently, cross-cultural and multilingual studies have explored the\n\ndimension of evaluation, producing valuable findings. Studies have\n\ncompared RAs in English and Spanish in various disciplines in terms of\n\nattitude markers (Mur-Due\u00f1as, 2010), modality (ferrari & gallardo, 2006)\n\nand engagement markers (Mur-Due\u00f1as, 2009). Others have explored\n\nhedging and boosters (Mendiluce Cabrera & Hern\u00e1ndez Bartolom\u00e9, 2005),\n\nfirst-person markers (Mart\u00edn-Mart\u00edn, 2005; Sheldon, 2009; Burgess &\n\nMart\u00edn-Mart\u00edn, 2010); author voice (Lor\u00e9s-Sanz, 2011), stance (Resinger,\n\n2010), epistemic commitment, amplified attitude, self-mention and\n\nperiphrastic expressions (Perales-Escudero & Swales, 2011), citation\n\n(fortanet, 1997) and metadiscourse features (Mur-Due\u00f1as, 2011). Although\n\nthese studies have demonstrated that texts are filled with rhetorical choices\n\nthat carry evaluative stance contributing to the social negotiation of\n\nknowledge, they have focused \u201cpredominantly on identifying language\n\nchoices at the level of grammar\u201d (Hood, 2010: 17), with the exception of the\n\nstudy by P\u00e9rez-Llantada (2011). \n\nDIALOgIC SPACES Of knOWLEDgE COnSTRuCTIOn\n\nIb\u00e9rica 35 (2018): 13-40 15", "start_char_idx": 4731, "end_char_idx": 7478, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "ba064536-044d-46e6-a6a0-b05b1506a295": {"__data__": {"id_": "ba064536-044d-46e6-a6a0-b05b1506a295", "embedding": null, "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-133", "node_type": "4", "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "hash": "e00b1cd106dbfa5199d5914afed22f0ab0d949d6ea648319717c34676fb21c64", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "82228086-6c5e-4dac-9d50-f3a14ee0e904", "node_type": "1", "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "hash": "c4b228e7b6d897d9fd1452ab2ce6446481c7adc5e4bfdde37b60097f9686c7fe", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "ba621763-e0df-4116-ba61-a89f169e095b", "node_type": "1", "metadata": {}, "hash": "01f9f2da0b2c7699f347765314df495867a5d2537c557e2eecbbf7f32645ec2d", "class_name": "RelatedNodeInfo"}}, "text": "While the findings from such studies in English-language RAs as well as\n\ncontrastive studies in English and Spanish have been especially beneficial for\n\nnewcomers in helping them to meet the expectations of international\n\nscientific academia, few studies have explored the Conclusion section\n\nindependently (Ciapuscio & Ota\u00f1i, 2002; Williams, 2005). This section has\n\nbeen more generally conflated with the Discussion section of RAs, although\n\nthe Conclusion section offers specific information that typically is not\n\nincluded in the Discussion section. In fact, in the Conclusion section writers\n\npresent their contributions as valid and/or offer new insights as well as\n\nprovide \u201cimportant elements, such as implications and recommendations\u201d\n\n(Amnuai & Wannaruk, 2013: 54). The interpretation and justification of the\n\nresults have been shown to be problematic for multilingual scholars, as they\n\nhave to establish themselves as competent and credible members in their\n\ndiscipline (Hyland, 2001, 2005; Swales, 2004; Mauranen at al., 2010). In light\n\nof the above, the present study aims to fill the gap in the literature. no\n\nstudies have focused on evaluative resources across the moves of the\n\nConclusion section of RAs in the field of applied linguistics, contrasting\n\nEnglish and Spanish and three groups of writers, native speakers of English\n\n(Eng L1), native speakers of Spanish writing in their own language (Sp L1),\n\nand native speakers of Spanish writing in English (Eng L2).\n\nThe present study combines genre-based knowledge and evaluative stance,\n\ndrawing on the move analysis framework (Swales, 1990, 2004), and on the\n\nengagement system in the Appraisal framework (Martin & White, 2005). The\n\nengagement system, as theorized within the Appraisal framework, is found\n\nto complement move analysis, as it addresses text evaluation from a semantic\n\nperspective. Although Appraisal theory is concerned with three main\n\nevaluative systems, i.e. engagement, attitude and graduation, I focus on one\n\naspect for closer examination, namely the engagement system. This is\n\nbecause the engagement system deals with the resources of inter-subjective\n\npositioning in the discourse community and examines the way in which\n\nwriters include readers in their discussion. The combination of move\n\nanalysis and the engagement system allows me to investigate how the\n\nConclusion section is rhetorically organized and how patterns of\n\nlexicogrammatical choices within moves and steps craft different types of\n\nauthorial personae and ideal readerships in English and Spanish. It is\n\nhypothesized that the analysis of the Conclusion sections may enfold\n\ndiscursive peculiarities, which may be explained in terms of the potentially\n\ndifferent conventions or traditional views of national culture as compared to\n\nELEnA SHELDOn\n\nIb\u00e9rica 35 (2018): 13-4016", "start_char_idx": 7482, "end_char_idx": 10342, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "ba621763-e0df-4116-ba61-a89f169e095b": {"__data__": {"id_": "ba621763-e0df-4116-ba61-a89f169e095b", "embedding": null, "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-133", "node_type": "4", "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "hash": "e00b1cd106dbfa5199d5914afed22f0ab0d949d6ea648319717c34676fb21c64", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "ba064536-044d-46e6-a6a0-b05b1506a295", "node_type": "1", "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "hash": "426dc6d94aff52ebda877948fd00cf59dc06df3c775b1fa39eba4b82958a820a", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "407344a5-e2bc-4aab-bf44-f8c7d8095b7b", "node_type": "1", "metadata": {}, "hash": "6f9c27e1b5afb161b6568f29f30c163980e5437bb5792e5c899a451d90706ff1", "class_name": "RelatedNodeInfo"}}, "text": "those of the \u201cbig culture\u201d (Atkinson, 2004; Sheldon, 2011, 2018) of English\n\nas the dominant global language in academia. Therefore, this study aims to\n\nprovide multilingual scholars with a more comprehensive representation of\n\nevaluative stance in both English and Spanish. In particular, the analysis aims\n\nto illuminate the ways in which writers and readers interact in a dialogue in\n\nRAs and reveal whether evaluative realizations make meaning in similar or\n\ndifferent ways in each language. The results of this study, therefore, have\n\npedagogical implications for non-native speakers of English in the context\n\nof international publications.\n\nI ask three questions of my data to gain an understanding of L1 and L2\n\nscholarly writing considering the multiple aspects of evaluation in RAs: \n\n(i) What are the similarities and differences between the English L1,\n\nEnglish L2 and Spanish L1 Conclusion sections of RAs in terms\n\nof the taxonomy of the genre structure of moves and steps? \n\n(ii) What are the similarities and differences in the use of the\n\nevaluative stance in the identified rhetorical moves in the three sets\n\nof Conclusion sections? \n\n(iii)Are the English L2 Conclusion sections influenced by the writers\u2019\n\nnative or L1 (i.e. Spanish) written academic culture? \n\n2. Methodology \n\n2.1. Corpus selection \n\nThe corpora were selected from the field of applied linguistics, with thirty\n\nConclusion sections of RAs, written in English and Spanish, divided into\n\nthree groups. The first group comprises ten RAs written by native speakers\n\nof English, of which six are from the Journal of English for Specific Purposes and\n\nfour from TESOL Quarterly. The second group comprises ten RAs written\n\nin Spanish by native speakers, five from Revista Espa\u00f1ola de Ling\u00fcistica Aplicada\n\n(RESLA) and five from Ib\u00e9rica. The third group of ten RAs was written by\n\nnative Spanish speakers in English, from Ib\u00e9rica, and six from RESLA.\n\nScholars from the first group have their home institutions in Anglophone\n\ncountries, while the Spanish L1 Conclusion sections were written by scholars\n\nworking in Spanish institutions. I selected only RAs written by scholars from\n\nuniversities in Spain, and so the corpus is limited to Castilian Spanish. This\n\nprovides a homogeneity that not only facilitates the analysis but also makes\n\nDIALOgIC SPACES Of knOWLEDgE COnSTRuCTIOn\n\nIb\u00e9rica 35 (2018): 13-40 17", "start_char_idx": 10346, "end_char_idx": 12759, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "407344a5-e2bc-4aab-bf44-f8c7d8095b7b": {"__data__": {"id_": "407344a5-e2bc-4aab-bf44-f8c7d8095b7b", "embedding": null, "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-133", "node_type": "4", "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "hash": "e00b1cd106dbfa5199d5914afed22f0ab0d949d6ea648319717c34676fb21c64", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "ba621763-e0df-4116-ba61-a89f169e095b", "node_type": "1", "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "hash": "e71ac407555048d7a08d66993e80c81d0728cc9086d97ab7078ce1e2f8c51db9", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "384ad0c8-98f5-4e37-a300-fce8ae37f938", "node_type": "1", "metadata": {}, "hash": "4c1f22bcc38ab53e808cd55528c3ef44fef0d92eb4169707d49d580af71ddd60", "class_name": "RelatedNodeInfo"}}, "text": "it more reliable, for example, by not having to account for linguistic\n\ndifferences with RAs written by scholars in Latin America. The third group\n\nof Conclusion sections, English L2 texts, comprises articles by Spanish\n\nauthors who were educated at Spanish universities, increasing the likelihood\n\nthat they were writing in English as L2. However, it is possible that native\n\nspeakers of English have edited the articles in the English L2 group. \n\nThe English L1 corpus comprises 7,650 words with an average of 765 words\n\nper RA Conclusion, which is longer than those in the Spanish L1 corpus.\n\nThe Spanish L1 corpus comprises 6,950 words with an average of 695 words\n\nper RA conclusion, making the English L2 Conclusions shorter than the\n\nEnglish L1 and Spanish L1 ones. The English L1 group corpus comprises\n\n6,650 words with an average of 665 words per RA Conclusion. Although the\n\naudience (national vs. international) will vary, the three data sets are\n\ncomparable in their main contextual features (field of study, text form,\n\ngenre, mode, participants, peer review system), as recommended by Moreno\n\n(2008). \n\n2.2. Analysis framework \n\nAs noted in the Introduction above, the present study analyses evaluative\n\nstance by drawing on the engagement system (Martin & White, 2005),\n\nintegrated with the framework of rhetorical moves (Swales, 1990, 2004).\n\nAccording to the framework of rhetorical moves, the Conclusion section\n\nconsists of three moves: Move 1 Consolidation of results; Move 2\n\nLimitations of the study; and Move 3 further research suggested and their\n\ncorresponding steps. The current study adopts the concepts of moves and\n\nsteps in the coding procedures. A move is defined as a segment of text that\n\nperforms a particular communicative purpose and that contributes to the\n\noverall communicative purpose of the text while a step is a smaller\n\nfunctional text that forms part of a move (Sheldon, 2018). Move 1 justifies\n\nthe research in question through five steps: Step 1: Restating methodology\n\n(purposes, research questions, hypotheses restated, and procedures); Step 2:\n\nStating selected findings; Step 3: Making overt claims or generalizations\n\n(deduction, speculation, and possibility); Step 4: Recommending; and Step 5:\n\nExemplifying. Move 2 is realized through three steps: Step 1: Limitations of\n\nthe findings; Step 2: Limitation of the methodology; and Step 3: Limitations\n\nof the claims made. Move 3, however, does not have any steps (see Table 1\n\nbelow). \n\nELEnA SHELDOn\n\nIb\u00e9rica 35 (2018): 13-4018\n\n\n\nBecause the application of move analysis has been hampered by the lack of\n\nobjective ways of identifying of boundaries between moves, the study uses\n\ninter-coder reliability to demonstrate that a move can be identified with a\n\nhigh degree of accuracy by trained coders. Three coders practised coding of\n\nthe data before applying the coding scheme to the data in English and\n\nSpanish, allowing them to develop a consistent approach. One of the three\n\ncoders and myself demarcated each group of the Conclusion section\n\nindividually. This approach was followed by an evaluation where a coder and\n\nI together verified the labelling of move/steps to enhance the reliability and\n\nempirical validity of the analysis. I follow Soler-Monreal et al.\u2019s (2011)\n\ncriteria, which recognize that ninety percent of occurrences in each move are\n\ndeemed obligatory, but if the move occurrences reach less than ninety per\n\ncent, it is deemed optional. \n\nIn the examples below some words are marked in bold to show the coding\n\nof moves: \n\nEngL1 (7) \n\nIn this study, I set out to examine where writers (Move 1 Step 1) playfully\n\ndepart from convention in the occluded RPT report genre as it is realized in\n\nthis corpus. \n\nSpL1 (18) \n\nEn este trabajo h e mo s a na l iz a do l a f unc i\u00f3 n e v al u at iv a ( M ov e 1 S te p 1 ) de\n\nlas rese\u00f1as de libros en su vertiente positiva.", "start_char_idx": 12763, "end_char_idx": 16692, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "384ad0c8-98f5-4e37-a300-fce8ae37f938": {"__data__": {"id_": "384ad0c8-98f5-4e37-a300-fce8ae37f938", "embedding": null, "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-133", "node_type": "4", "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "hash": "e00b1cd106dbfa5199d5914afed22f0ab0d949d6ea648319717c34676fb21c64", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "407344a5-e2bc-4aab-bf44-f8c7d8095b7b", "node_type": "1", "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "hash": "82ae77f7c8dc0646d513b0c746636d59baba9ad36746ccfb7671eea43d18e2a8", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "1a84209c-b382-407c-b52f-a1ed4a9f7b06", "node_type": "1", "metadata": {}, "hash": "c635c775e6626c3f3e579a3726502b12edc0bee8a21c54618ef814964f655b60", "class_name": "RelatedNodeInfo"}}, "text": "Hemos interpretado los resultados obtenidos\n\ndesde una \u00f3ptica sociopragm\u00e1tica, pues hemos considerado que esta perspectiva era necesaria\n\nDIALOgIC SPACES Of knOWLEDgE COnSTRuCTIOn\n\nIb\u00e9rica 35 (2018): 13-40 19\n\nELENA SHELDON \n\nIb\u00e9rica 35 (2018): \u2026-\u2026 \n\nMove 1: Consolidation of results \n(i) Step 1: Restating methodology (purposes, research questions, hypotheses restated, and \n\nprocedures) \n(ii) Step 2: Stating selected findings \n(iii) Step 3: Making overt claims or generalizations (deduction, speculation, and possibility) \n(iv) Step 4: Recommending \n(v) Step 5: Exemplifying \n\nMove 2: Limitations of the study \n(i) Step 1: Limitations of the findings \n(ii) Step 2: Limitations of the methodology \n(iv) Step 3: Limitations of the claims made \n\nMove 3: Further research suggested \n\nTable 1. Move-structure model of the conclusion section of an RA. \n\nBecause the application of move analysis has been hampered by the lack of \nobjective ways of identifying of boundaries between moves, the study uses inter-\ncoder reliability to demonstrate that a move can be identified with a high degree \nof accuracy by trained coders. Three coders practised coding of the data before \napplying the coding scheme to the data in English and Spanish, allowing them to \ndevelop a consistent approach. One of the three coders and myself demarcated \neach group of the Conclusion section individually. This approach was followed \nby an evaluation where a coder and I together verified the labelling of \nmove/steps to enhance the reliability and empirical validity of the analysis. I \nfollow Soler-Monreal et al.\u2019s (2011) criteria, which recognize that ninety percent \nof occurrences in each move are deemed obligatory, but if the move occurrences \nreach less than ninety per cent, it is deemed optional. \n\nIn the examples below some words are marked in bold to show the coding of \nmoves: \n\nEngL1 (7) \n\nIn this study, I set out to examine where writers (Move 1 Step 1) playfully \ndepart from convention in the occluded RPT report genre as it is realized in this \ncorpus. \n\nSpL1 (18) \n\nEn este trabajo hemos analizado la funci\u00f3n evaluativa (Move 1 Step 1) de las \nrese\u00f1as de libros en su vertiente positiva. Hemos interpretado los resultados \nobtenidos desde una \u00f3ptica sociopragm\u00e1tica, pues hemos considerado que esta \nperspectiva era necesaria para poder llegar a interpretaciones fiables. [In this \narticle, we have analysed the evaluative function (Move 1 Step 1) of book \nreviews, and considered their positive slant. We have interpreted the results \nobtained from a social pragmatics standpoint, since we considered this perspective \nnecessary to reach reliable interpretations.]", "start_char_idx": 16693, "end_char_idx": 19364, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "1a84209c-b382-407c-b52f-a1ed4a9f7b06": {"__data__": {"id_": "1a84209c-b382-407c-b52f-a1ed4a9f7b06", "embedding": null, "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-133", "node_type": "4", "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "hash": "e00b1cd106dbfa5199d5914afed22f0ab0d949d6ea648319717c34676fb21c64", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "384ad0c8-98f5-4e37-a300-fce8ae37f938", "node_type": "1", "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "hash": "3dd12030469867f20221411cc04db164609ea60bbf96c9213b0ec788a8b6f37b", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "594142bd-4fe9-4a9c-9c1d-ae5366914fd7", "node_type": "1", "metadata": {}, "hash": "edd4877b46855fd8e35d5ab86560558a885e0fec38699d8e96f9b9b9f7f2e922", "class_name": "RelatedNodeInfo"}}, "text": "para poder llegar a interpretaciones fiables. [In this article, we have analysed the\n\nevaluative function (Move 1 Step 1) of book reviews, and considered their\n\npositive slant. We have interpreted the results obtained from a social\n\npragmatics standpoint, since we considered this perspective necessary to\n\nreach reliable interpretations.] \n\nEngL2 (14) \n\nIn the present study we have carried out a quantitative analysis (Move 1\n\nStep 1) of the vocabulary input in four textbooks from two educational\n\nlevels. \n\nfurthermore, the quantification of moves followed in the present study is\n\nrecognised as common practice in move analysis (see Martin-Martin, 2005;\n\nAdnan, 2008; Sheldon, 2011). However, it should be noted that while these\n\nfigures are used to identify trends across the three groups no claim is made\n\nfor statistical significance, as the number of texts analysed it is not sufficient\n\nto carry out statistical analysis. \n\nIn stage two of the analysis, the study adopted the analysis framework of the\n\nengagement system. This is constituted by two main categories,\n\n\u201cmonoglossic\u201d and \u201cheteroglossic\u201d options. Monoglossic options lack\n\ndialogic functionality, i.e. they are construed by a single voice and are\n\ngenerally characterized as denoting objectivity and neutrality. On the other\n\nhand, heteroglossic choices include either the writer\u2019s point of view or other\n\npoints of view, via projection, modality, negation and concession.\n\nHeteroglossic resources are grouped as having either dialogically expansive\n\nor dialogically contracting positions (Martin & White, 2005, after Bakhtin,\n\n1981) to explore the intersubjective functionality of texts. Dialogic\n\ncontractions are produced when an utterance challenges or restricts contrary\n\npositions, aiming to align the reader with the argument being advanced. In\n\naddition, contractions are further sub-divided into \u201cdisclaim\u201d and\n\n\u201cproclaim\u201d. The disclaim feature deals with textual voices or rejects\n\ncontradictory opinions, for example \u201cdeny\u201d, \u201ccounter\u201d, \u201cproclaim,\n\n\u201cconcur\u201d, \u201cpronounce\u201d and \u201cendorse\u201d.\n\nExpansion, by contrast, denotes that the text has included other voices as\n\nclaims are still open to question, and it is also further subdivided into\n\n\u201centertain\u201d and \u201cattribute\u201d. The attribute resources open up dialogic space\n\nby referencing an external source, acknowledging that source. The\n\n\u201cAcknowledge\u201d feature is a locution where the authorial voice stands with\n\nrespect to the proposition, which is usually represented through reporting\n\nELEnA SHELDOn\n\nIb\u00e9rica 35 (2018): 13-4020\n\n\n\nverbs such as say, report, state, declare, announce, believe and think. The entertain\n\noptions include \u201cwordings by which the authorial voice indicates that its\n\nposition is but one of a number of possible positions and thereby, to greater\n\nor lesser degrees, makes dialogic space for those possibilities\u201d (Martin &\n\nWhite, 2005: 104). figure 2 presents the options \u201ccontract\u201d or \u201cexpand\u201d and\n\ntheir sub-categories with patterns of their linguistic realizations. \n\nOn the basis that cross-cultural studies must have equivalent corpora, all the\n\nConclusion sections for the analysis have three moves (M1, M2, M3). The\n\nanalysis of engagement features can be subjective (Mei, 2007), thus double\n\ncoding at an interval of two months was used to give me an opportunity to\n\nidentify any bias in the analytical process. Mei (2007), who analysed high- and\n\nlow-rated undergraduate geography essays, followed a similar process. Mei\n\nwas able to reflect on her own subjectivity and assess the coding process in\n\nlight of her own interpretations. furthermore, because I am bilingual, having\n\nDIALOgIC SPACES Of knOWLEDgE COnSTRuCTIOn\n\nIb\u00e9rica 35 (2018): 13-40 21\n\nELENA SHELDON \n\nIb\u00e9rica 35 (2018): \u2026-\u2026 \n\n \n\nFigure 1. The engagement system \u2013 contract and expand (Martin & White, 2005: 134). \n\nOn the basis that cross-cultural studies must have equivalent corpora, all the \nConclusion sections for the analysis have three moves (M1, M2, M3).", "start_char_idx": 19370, "end_char_idx": 23377, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "594142bd-4fe9-4a9c-9c1d-ae5366914fd7": {"__data__": {"id_": "594142bd-4fe9-4a9c-9c1d-ae5366914fd7", "embedding": null, "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-133", "node_type": "4", "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "hash": "e00b1cd106dbfa5199d5914afed22f0ab0d949d6ea648319717c34676fb21c64", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "1a84209c-b382-407c-b52f-a1ed4a9f7b06", "node_type": "1", "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "hash": "9548f28ef961517a7d3909039d10d2d54076f7c4dfa470fa0bd37edc00197dfb", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "944d1cfd-ce0f-4661-9428-241fc231d9cb", "node_type": "1", "metadata": {}, "hash": "647230e5e20200adc983c172d7aa8ad6f379b28f982cd26e86447dd36f4ffc12", "class_name": "RelatedNodeInfo"}}, "text": "The \nanalysis of engagement features can be subjective (Mei, 2007), thus double \ncoding at an interval of two months was used to give me an opportunity to \nidentify any bias in the analytical process. Mei (2007), who analysed high- and \nlow-rated undergraduate geography essays, followed a similar process. Mei was \nable to reflect on her own subjectivity and assess the coding process in light of \nher own interpretations. Furthermore, because I am bilingual, having Spanish as \nmy mother tongue and English as a second language, I was able to analyse the \nthree groups of writers and supervise the coders. The following texts provide \ninstantiations of engagement (contraction/expansions) and these are bolded. \n\nEngL1 (5) \n\nNDOSHELENA EL \n\n \n\n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n\n1e gurFi . sentengagemThe \n\nssorctahtsisabehtOn - utlcu\nehtrsnoitcesnoisulcnCo\n\ntenemaggenfosisyalan\nowtfoalvertnianatgnidco\n\nlyanaethinsiabynaneid\nlo tdddt\n\n \n\n \n\n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n\nemtsys \u2013 W&n itarM(expand and actrcont\n\nalviueqe avhtsumesidutsalru\nevahsisylana (sevomeerth\n\n,eiM(e viectuse bcanesrueat\nme vigotedsuaswshtnomo\nohw, )7002(i eM. ssecorpl aticly\niidllfh\n\n \n\n \n\n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n\n134)2005:e,thi .\n\ne htlala,roprcotenal\nehT. )3M, 2M, 1M(\ne lbuodsuht,)7002\notytinutroppoane m\n\nhighdeslyanao - dan\niMli\n\n \n\n \n\n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n\n5 3aicr\u00e9Ib 810(2 ): \u2026-\u20268\n\nwlo - goegetaudrargednudetra\nusnwoerhnoectrote lab\nheturF.onsitateprrentin owrhe\n\notrehtmomy inglEnd angue\ndnasriterwfospuorgeerth\nt (nemegagn osntiotiantasin\n\n)5(L1gEn\n\n \n\n \n\n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n\nimisadewoll,syasseyhprag\nnidcoe htsessasdanytiviectu\n\nnguailbimaIeusacbe,eormrhe\nawI,genguaalond cesasah s\nlloehT. sredocetheisvrepus\n\n thdn a)sniosnapx/entiocatrnoct (\n\n \n\n \n\n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n\nsawieM.ssecropr ali\nfothgilniscesorpgn\nsah snipaSng viha,lngua\n\nheteyslnaao teblasa\neidvorptsxteginwllo\n\ndeldo ber aese th . \n\nELENA SHELDON \n\nIb\u00e9rica 35 (2018): \u2026-\u2026 \n\n \n\nFigure 1.", "start_char_idx": 23378, "end_char_idx": 27148, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "944d1cfd-ce0f-4661-9428-241fc231d9cb": {"__data__": {"id_": "944d1cfd-ce0f-4661-9428-241fc231d9cb", "embedding": null, "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-133", "node_type": "4", "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "hash": "e00b1cd106dbfa5199d5914afed22f0ab0d949d6ea648319717c34676fb21c64", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "594142bd-4fe9-4a9c-9c1d-ae5366914fd7", "node_type": "1", "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "hash": "fe1e5cf291ee7a15a90a6c565da61d7d473a2f150ef004ceb764ef1070879f81", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "9a1dd8cf-8b0a-41af-998e-572ea486cec5", "node_type": "1", "metadata": {}, "hash": "115210e2e568017d7456c4b49b75390ef000b873bd3eae95e86095bf1cc6a842", "class_name": "RelatedNodeInfo"}}, "text": "The engagement system \u2013 contract and expand (Martin & White, 2005: 134). \n\nOn the basis that cross-cultural studies must have equivalent corpora, all the \nConclusion sections for the analysis have three moves (M1, M2, M3). The \nanalysis of engagement features can be subjective (Mei, 2007), thus double \ncoding at an interval of two months was used to give me an opportunity to \nidentify any bias in the analytical process. Mei (2007), who analysed high- and \nlow-rated undergraduate geography essays, followed a similar process. Mei was \nable to reflect on her own subjectivity and assess the coding process in light of \nher own interpretations. Furthermore, because I am bilingual, having Spanish as \nmy mother tongue and English as a second language, I was able to analyse the \nthree groups of writers and supervise the coders. The following texts provide \ninstantiations of engagement (contraction/expansions) and these are bolded. \n\nEngL1 (5) \n\nNDOSHELENA EL \n\n \n\n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n\n1e gurFi . sentengagemThe \n\nssorctahtsisabehtOn - utlcu\nehtrsnoitcesnoisulcnCo\n\ntenemaggenfosisyalan\nowtfoalvertnianatgnidco\n\nlyanaethinsiabynaneid\nlo tdddt\n\n \n\n \n\n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n\nemtsys \u2013 W&n itarM(expand and actrcont\n\nalviueqe avhtsumesidutsalru\nevahsisylana (sevomeerth\n\n,eiM(e viectuse bcanesrueat\nme vigotedsuaswshtnomo\nohw, )7002(i eM. ssecorpl aticly\niidllfh\n\n \n\n \n\n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n\n134)2005:e,thi .\n\ne htlala,roprcotenal\nehT. )3M, 2M, 1M(\ne lbuodsuht,)7002\notytinutroppoane m\n\nhighdeslyanao - dan\niMli\n\n \n\n \n\n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n\n5 3aicr\u00e9Ib 810(2 ): \u2026-\u20268\n\nwlo - goegetaudrargednudetra\nusnwoerhnoectrote lab\nheturF.onsitateprrentin owrhe\n\notrehtmomy inglEnd angue\ndnasriterwfospuorgeerth\nt (nemegagn osntiotiantasin\n\n)5(L1gEn\n\n \n\n \n\n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n\nimisadewoll,syasseyhprag\nnidcoe htsessasdanytiviectu\n\nnguailbimaIeusacbe,eormrhe\nawI,genguaalond cesasah s\nlloehT.", "start_char_idx": 23154, "end_char_idx": 26768, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "9a1dd8cf-8b0a-41af-998e-572ea486cec5": {"__data__": {"id_": "9a1dd8cf-8b0a-41af-998e-572ea486cec5", "embedding": null, "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-133", "node_type": "4", "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "hash": "e00b1cd106dbfa5199d5914afed22f0ab0d949d6ea648319717c34676fb21c64", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "944d1cfd-ce0f-4661-9428-241fc231d9cb", "node_type": "1", "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "hash": "6871e1c79c28d227fbaceb834452a143860ef0858028cee0d92965c902c5ddb5", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "8bcb81ec-74b7-4fbb-acbd-3fb9e8a97fb8", "node_type": "1", "metadata": {}, "hash": "7d6b8be4e3cc9463fa64264789a768c3394fde40aa1447aefafd8d3307c76f2a", "class_name": "RelatedNodeInfo"}}, "text": "sredocetheisvrepus\n\n thdn a)sniosnapx/entiocatrnoct (\n\n \n\n \n\n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n\nsawieM.ssecropr ali\nfothgilniscesorpgn\nsah snipaSng viha,lngua\n\nheteyslnaao teblasa\neidvorptsxteginwllo\n\ndeldo ber aese th . \n\n\n\nSpanish as my mother tongue and English as a second language, I was able\n\nto analyse the three groups of writers and supervise the coders. The\n\nfollowing texts provide instantiations of engagement (contractions/\n\nexpansions) and these are bolded. \n\nEngL1 (5)\n\nThis examination of the Noun that pattern has shown [contract:\n\nproclaim: endorse] clear evidence of disciplinary variation.\n\nSpL1 (10) \n\nEn los resultados obtenidos e n e s te tra ba j o h e m os p od id o m os t ra r [contract:\n\nproclaim: endorse] que existe una tendencia\u2026 (In the results obtained from this\n\nwork we have been able to show [contract: proclaim: endorse] that there\n\nexists a fairly generalized tendency\u2026)\n\nEngL2 (10)\n\nResults from our study showed [contract: proclaim: endorse] that the\n\nlearners\u2019 proficiency level affected both the amount of appropriate advice\n\nacts\u2026 \n\nThe results of the coding were subjected to quantitative analysis, which\n\nincluded frequency of engagement features (contract and expansion)\n\nindicated in bold and also non-quantitative analyses. The first stage of the\n\nanalysis asked whether the Conclusion sections written by the three groups\n\nof writers show the presence of the three moves. The second stage of the\n\nanalysis combined the linguistic resources identified in the framework of\n\nmoves with the evaluative language encoded in the Conclusion sections, and\n\nlooked at how the three groups of writers manage their interpersonal\n\npositions in the Conclusion sections and asked whether there are\n\nconvergences and divergences in the use of evaluative stance in the identified\n\nrhetorical moves and steps. I discuss the two main categories of the\n\nengagement values, monoglossic and heteroglossic. With regards to the\n\nheteroglossic values, I include examples of texts from the three groups of\n\nwriters, as noted in the Introduction section.\n\nAs evaluative stance in the engagement system provides writers with the\n\nmeans to represent themselves as holding different positions in their\n\narguments, it is of interest to explore whether a similar stance represents the\n\nsame meaning in both languages. \n\nELEnA SHELDOn\n\nIb\u00e9rica 35 (2018): 13-4022\n\n\n\n3. Results and Discussion \n\nThe first stage of the analysis reveals that the English and Spanish RA\n\nConclusion sections display three moves and their corresponding steps; and\n\nit is noted that each move occurs cyclically rather than linearly, supporting\n\nthe finding of past studies that the Conclusion section is highly cyclical\n\n(Swales, 1990, 2004; Yang & Allison, 2003; Loi at al., 2016). However, this\n\naspect is beyond the scope of this article. \n\nIn regard to Move 1, the three groups of writers used a larger number of\n\nsteps compared to Move 2 and Move 3, which strongly indicates that their\n\ncommunicative focus is on Move 1 Consolidation of results. This can thus\n\nbe characterized as conventional, as found in past studies (Swales, 1990,\n\n2004; Posteguillo, 1999; Yang & Allison, 2003; Loi et al., 2016; Sheldon,\n\n2018). However, despite using this move more often, the English L1 group\n\ndisplayed seventy-four instances of Move 1, compared to the fifty instances\n\ndisplayed by the Spanish L1 group and the forty-nine by the English L2\n\ngroup. These results suggest that writers have a purposefully defined range\n\nof textual choices at their disposal to craft the consolidation of their results\n\neffectively, which is testimony of the complexity of this move. The English\n\nL1 group has engaged the five steps to consolidate their results, with a\n\ndelineated path of making claims being foregrounded. On the other hand,\n\nthe Spanish L1 group does not use the five steps as often as does the English\n\nL1 group.", "start_char_idx": 30764, "end_char_idx": 34799, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "8bcb81ec-74b7-4fbb-acbd-3fb9e8a97fb8": {"__data__": {"id_": "8bcb81ec-74b7-4fbb-acbd-3fb9e8a97fb8", "embedding": null, "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-133", "node_type": "4", "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "hash": "e00b1cd106dbfa5199d5914afed22f0ab0d949d6ea648319717c34676fb21c64", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "9a1dd8cf-8b0a-41af-998e-572ea486cec5", "node_type": "1", "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "hash": "00c14ee2e07e4ce92d0597216216515f67a75500a33f672e313f7c8125ab16e1", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "544ff471-4fa3-4a05-bfff-2e0cc8fdf198", "node_type": "1", "metadata": {}, "hash": "b92728102c5edf40f289f8bb0fa259407132bc430299659e5a5e24f8f1c3769d", "class_name": "RelatedNodeInfo"}}, "text": "It appears that the demands of the discourse community of each\n\nlanguage have contributed to their framing of their texts. With this move, the\n\nEnglish L2 group is positioned more towards the Spanish L1 group than to\n\nthe English L1 group, as shown in figure 2.\n\nDIALOgIC SPACES Of knOWLEDgE COnSTRuCTIOn\n\nIb\u00e9rica 35 (2018): 13-40 23\n\nELENA SHELDON \n\nIb\u00e9rica 35 (2018): \u2026-\u2026 \n\nHowever, despite using this move more often, the English L1 group displayed \nseventy-four instances of Move 1, compared to the fifty instances displayed by \nthe Spanish L1 group and the forty-nine by the English L2 group. These results \nsuggest that writers have a purposefully defined range of textual choices at their \ndisposal to craft the consolidation of their results effectively, which is testimony \nof the complexity of this move. The English L1 group has engaged the five steps \nto consolidate their results, with a delineated path of making claims being \nforegrounded. On the other hand, the Spanish L1 group does not use the five \nsteps as often as does the English L1 group. It appears that the demands of the \ndiscourse community of each language have contributed to their framing of their \ntexts. With this move, the English L2 group is positioned more towards the \nSpanish L1 group than to the English L1 group, as shown in Figure 2. \n\n \n\nFigure 2. English L1, Spanish L1 and English L2 RA Conclusions employing moves. \n\nMove 2 reveals limitations or shortcomings of the writers\u2019 research. This move \nreceived some attention from the Spanish L1 group but less from the English L1 \nand English L2 groups. However, there is no expectation that every research \npublication needs to contribute to a discussion of limitations of findings, \nmethodology or claims. Neither does Move 2 figure in comparative studies of \nGerman and Anglo-American Introductions and Conclusions in linguistics by \nGnutzmann and Oldenburg (1991), and Spanish, German and English by \nCiapuscio and Ota\u00f1i (2002). Although generalizations cannot be drawn due to \nthe small corpora the results here may raise awareness of the consistent presence \nof Move 2 in the two groups writing in English L1 and Spanish L1. This seems \nto indicate that the inclusion of recommendations may promote knowledge \ngrowth as it strengthens everyone\u2019s case for research grants. Due to the smaller \nnumber of instances of Move 2, it is deemed optional.", "start_char_idx": 34800, "end_char_idx": 37196, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "544ff471-4fa3-4a05-bfff-2e0cc8fdf198": {"__data__": {"id_": "544ff471-4fa3-4a05-bfff-2e0cc8fdf198", "embedding": null, "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-133", "node_type": "4", "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "hash": "e00b1cd106dbfa5199d5914afed22f0ab0d949d6ea648319717c34676fb21c64", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "8bcb81ec-74b7-4fbb-acbd-3fb9e8a97fb8", "node_type": "1", "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "hash": "cac9171315bdc59026361731e261068f6bf6b956116673045ba55853805a5b56", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "c0bd0daf-0de6-465f-8c4a-7ae27831310a", "node_type": "1", "metadata": {}, "hash": "3608f5cbef157e2fd499ff277f8b14fa0d23c6bf5326e03095ea693f3f20d3c9", "class_name": "RelatedNodeInfo"}}, "text": "Due to the smaller \nnumber of instances of Move 2, it is deemed optional. \n\nNDOSHELENA EL\n\nsihtgnisuetipsed,revweHo\nytnevse - oMf osecnatsnirufo\n\nethdnapuorg1LhisnapSeth\nupaevahs retirwtahtsteggsu\n\ndaiolonschetarco tlapossdi\novemshitofy txieplomchetof\n\nltsirthlid\n\n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\nhsilgnEeht,neoeromevom\n,1evo niye htotedarpmco\n\ne - 2 Lh singlEhetby neni\netfoegnardenedyllseopru\n\nuserrihetofon itda lyetivcelts\neshaoup gr1 Lh singlEheT.ove\n\nfthdlindith\n\n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\ndeyalpsidpuorg1Lh\nybedaylpsidcesantsn\nstulseresheToup.gr\nriehttas eciohclautxe\nynotimsteishichw, ly\n\npsetsvehetd genga\ninbimlaink\n\n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n, ltsuserirethtealidosnocto\nhrehtoehtnO.dednuorgerfo\n\nnEehts eods aneos as pest\nh caeofy tunimomcesourcsdi\nEeth, evomisthithW. tsxte\n\nLhsinaSp heto tn hatoup gr1 \n\n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\nmfothapdteaelinedaithw\ndpuorg1LhsinapSeht,dnah\nahts raeppatI.puorg1Lshilgn\nto td ebutirontcvehagenguaalh \n\nenitiosopispuorg2LhlisgnE\nn in howssaoup,gr1 Lh singlE\n\n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\nginebsimlacginkam\nutonseod evehtse\n\nehtfos dnamedehtta\nrihetofng imarihet\nethsdrawtoeromde\n\nguiF 2re .\n\n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n2e gurFi .", "start_char_idx": 37123, "end_char_idx": 40941, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "c0bd0daf-0de6-465f-8c4a-7ae27831310a": {"__data__": {"id_": "c0bd0daf-0de6-465f-8c4a-7ae27831310a", "embedding": null, "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-133", "node_type": "4", "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "hash": "e00b1cd106dbfa5199d5914afed22f0ab0d949d6ea648319717c34676fb21c64", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "544ff471-4fa3-4a05-bfff-2e0cc8fdf198", "node_type": "1", "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "hash": "472184a35c4af25e3b9db8fdc010e7b8ceaa5eafe787a14f1e5729e80aeae8ab", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "69236f54-f25f-4a57-8297-8302ea29549f", "node_type": "1", "metadata": {}, "hash": "8724d8479b26784bf442c2ac116f17436b81448a664ea9eacea415db4dcc6e7b", "class_name": "RelatedNodeInfo"}}, "text": "2e gurFi . naSp,1LhsilgEn\n\nrosnoitatimilslaever2evMo\nmnoitnettaemosdeviecre\n\nwoH.spuorg2LhsilgnEdan\nbutirontco tdseneon itacipubl\ntieN.msialcroygolodohtme\n\nolgAndnanaGe - acireAm\ngrubnedOldnannamztuGn\n\n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\nmesnoisulcnCoRA 2LhsilgEndna1Lhsi\n\n\u2019sretirwehtfosgnimoctrohsr\nSeht sselbutoup gr1 Lh snipa\n\nnoiatectpexonsie erht,erevw\nimilofon isuscsdiao tebut\n\nocnierug2evoMseodreht\noisulcnoCdnasnoitcudortnIn\n\nmrGe,hsinapSdna,)1991(\n\n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\nsevomgniyolp .\n\nevomsihT.hcraeser\n1 Lh singlEhetom\n\nchearesryerevathtn\n,ngsndiofonsitati\n\nrampo foesidutse viat\nybscitsiugnilnisno\nybhsilgnEdnanam\n\n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n5 3aicr\u00e9Ib 810(2 ): \u2026-\u202610\n\ng\n.)2002(i\u00f1atOdnaoicsupaCi\n\netharoprocll amseth hstlusre\noupsgro wthetn i2 oveMof\n\nioslucinetht athteaicdinto\nveenshengtertstisah towgr\noveMofsencatnsiofrbenum\n\n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n,p,)(\nnacsnoitazilareneghguohtlA\nhtfossenreawaesirayamreeh\npaSnd a1 Lh singlEn ing itirw\nyamsntioadnemmocerfonio\n\neresacs\u2019yone tnarghcrase\n.lonaioptd emedesiti2,\n\n \n\n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\nyg\noteudnwardebton\necnesreptnetsisnoce\nsmeesshiT1.Lh snipa\negdlewonkteomorp\nrellasmehtoteuDs.", "start_char_idx": 40931, "end_char_idx": 43506, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "69236f54-f25f-4a57-8297-8302ea29549f": {"__data__": {"id_": "69236f54-f25f-4a57-8297-8302ea29549f", "embedding": null, "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-133", "node_type": "4", "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "hash": "e00b1cd106dbfa5199d5914afed22f0ab0d949d6ea648319717c34676fb21c64", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "c0bd0daf-0de6-465f-8c4a-7ae27831310a", "node_type": "1", "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "hash": "08ecf3ef62cdbf26c772dcf1b3db8ffb3309ca016da5d884ced848ac4c00488b", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "6cbbe412-068c-42f3-9b59-af5afbe8bfce", "node_type": "1", "metadata": {}, "hash": "01552c0567af5d7f59c68dfdac6ad66260d6b6c2c1d7c4787d6f3f425c5b935b", "class_name": "RelatedNodeInfo"}}, "text": "Move 2 reveals limitations or shortcomings of the writers\u2019 research. This\n\nmove received some attention from the Spanish L1 group but less from the\n\nEnglish L1 and English L2 groups. However, there is no expectation that\n\nevery research publication needs to contribute to a discussion of limitations\n\nof findings, methodology or claims. neither does Move 2 figure in\n\ncomparative studies of german and Anglo-American Introductions and\n\nConclusions in linguistics by gnutzmann and Oldenburg (1991), and\n\nSpanish, german and English by Ciapuscio and Ota\u00f1i (2002). Although\n\ngeneralizations cannot be drawn due to the small corpora the results here\n\nmay raise awareness of the consistent presence of Move 2 in the two groups\n\nwriting in English L1 and Spanish L1. This seems to indicate that the\n\ninclusion of recommendations may promote knowledge growth as it\n\nstrengthens everyone\u2019s case for research grants. Due to the smaller number\n\nof instances of Move 2, it is deemed optional.\n\nMove 3 proposes further research whose marked use by the English L1 and\n\nL2 groups may be explained by the internationalization of English discourse,\n\nwhich functions as a norm encouraging universal application (Swales, 1990,\n\n2004; Salager-Meyer, 1997). On the other hand, the smaller number of\n\ninstances of Move 3 by the Spanish L1 group may suggest that scholars in\n\nSpain have been discouraged from proposing future research. However, the\n\nnumber of instances by the three groups is below the ninety percent\n\nthreshold, thus Move 3 is also optional. Overall, the analysis of moves in the\n\nthirty Conclusion sections written by three groups of writers in English and\n\nSpanish reveals the complexity of the Conclusion section, suggesting that\n\nthese texts enfold discursive peculiarities of their specific cultural discourse\n\ncommunities. \n\nIn the analysis of stage two, it is noted that heteroglossic resources are\n\nchosen more frequently by the writers than monoglossic ones to position\n\nthemselves in the discourse community to make knowledge claims. Within\n\nthe domain of monoglossic resources, the English L1 group displays 20\n\ninstances, equivalent to 7% of the total number of monoglossic and\n\nheteroglossic resources which total 249 instances, 93%. The Spanish L1\n\ngroup exhibits 21 instances, equivalent to 9% of the total number of\n\nmonoglossic and heteroglossic resources with a total of 211, 91%, while the\n\nEnglish L2 group displays 17 instances, equivalent to 8% of the total\n\nnumber of monoglossic and heteroglossic resources which total of 174, 92\n\n%; as shown in figure 3. \n\nELEnA SHELDOn\n\nIb\u00e9rica 35 (2018): 13-4024\n\n\n\nThe fact that the writers in all three groups overwhelmingly choose\n\nheteroglossic categories rather than monoglossic ones, as shown in figure 3,\n\nindicates that the Conclusion section is filled with alternative views. This\n\nappears to confirm that texts are multi-vocal in academic writing. Although\n\nmonoglossic statements are dialogically inert, they nevertheless contribute to\n\nachieving the communicative objectives of a text as the writers are\n\nconstruing a reader with whom they assume to share a similar position. \n\nA closer examination of the heteroglossic resources further confirms that\n\nthe Conclusion section is highly engaging and loaded with evaluative\n\nlanguage in both English and Spanish. However, variations in expressing\n\nexpanding and contracting resources are evident in the three groups of\n\nwriters. The English L1 group favoured expanding resources, with 141\n\ninstances (52.50%), rather than contracting resources, with 108 instances\n\n(40%). On the other hand, the Spanish L1 group favoured contracting\n\nresources, with 115 instances (50%), rather than expanding resources, with\n\nnineteen instances (41%). As with the English L1 group, the English L2\n\ngroup favoured expanding resources, with 98 instances (51.30%), over\n\ncontracting resources, with 17 instances (40%). figure 4 presents the\n\nfrequency of contracting evaluative language observed in the Conclusion\n\nsection, including \u201cdeny\u201d, \u201ccounter\u201d, \u201cconcur\u201d, \u201cconcede\u201d, \u201caffirm\u201d,\n\n\u201cpronounce\u201d and \u201cproclaim\u201d.", "start_char_idx": 43510, "end_char_idx": 47649, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "6cbbe412-068c-42f3-9b59-af5afbe8bfce": {"__data__": {"id_": "6cbbe412-068c-42f3-9b59-af5afbe8bfce", "embedding": null, "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-133", "node_type": "4", "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "hash": "e00b1cd106dbfa5199d5914afed22f0ab0d949d6ea648319717c34676fb21c64", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "69236f54-f25f-4a57-8297-8302ea29549f", "node_type": "1", "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "hash": "10da8dca82ef632654f71353aac51cccc14aa47452ce243f3f40aa9b37f5f556", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "3d030d06-2dd9-49e6-8d02-4a12e56bdd59", "node_type": "1", "metadata": {}, "hash": "3059d116178efca240313f0ed0cf18ea4c863212f9adfb6da733a6d924a9d345", "class_name": "RelatedNodeInfo"}}, "text": "DIALOgIC SPACES Of knOWLEDgE COnSTRuCTIOn\n\nIb\u00e9rica 35 (2018): 13-40 25\n\nDIALOGIC SPACES OF KNOWLEDGE CONSTRUCTION \n\nIb\u00e9rica 35 (2018): \u2026-\u2026 \n\nMove 3 proposes further research whose marked use by the English L1 and L2 \ngroups may be explained by the internationalization of English discourse, which \nfunctions as a norm encouraging universal application (Swales, 1990, 2004; \nSalager-Meyer, 1997). On the other hand, the smaller number of instances of \nMove 3 by the Spanish L1 group may suggest that scholars in Spain have been \ndiscouraged from proposing future research. However, the number of instances \nby the three groups is below the ninety percent threshold, thus Move 3 is also \noptional. Overall, the analysis of moves in the thirty Conclusion sections written \nby three groups of writers in English and Spanish reveals the complexity of the \nConclusion section, suggesting that these texts enfold discursive peculiarities of \ntheir specific cultural discourse communities. \n\nIn the analysis of stage two, it is noted that heteroglossic resources are chosen \nmore frequently by the writers than monoglossic ones to position themselves in \nthe discourse community to make knowledge claims. Within the domain of \nmonoglossic resources, the English L1 group displays 20 instances, equivalent to \n7% of the total number of monoglossic and heteroglossic resources which total \n249 instances, 93%. The Spanish L1 group exhibits 21 instances, equivalent to \n9% of the total number of monoglossic and heteroglossic resources with a total \nof 211, 91%, while the English L2 group displays 17 instances, equivalent to 8% \nof the total number of monoglossic and heteroglossic resources which total of \n174, 92 %; as shown in Figure 3. \n\n \n\nFigure 3. Instances of monoglossic and heteroglossic categories in the Conclusion section of three groups of \nwriters. \n\nThe fact that the writers in all three groups overwhelmingly choose heteroglossic \ncategories rather than monoglossic ones, as shown in Figure 3, indicates that the \nConclusion section is filled with alternative views. This appears to confirm that \ntexts are multi-vocal in academic writing. Although monoglossic statements are \n\neserrehtrsesoporp3evMo\ntby d neiaxplebey amoupsgr\n\nsasnoitcnfu rucoenmrona \nregalSa - htnO.)7991,reyMe\n\nrg1LhsinapSehtyb3evMo\nng iopospromd geaourcsdi\nlbeihrheby \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\nKNOFOSPACES C IGOALDI\n\nhtybesudeamesohwhcrae\nnglEofon itazilonaitnarentihet\n\n(noicatilpapalservinugniagr Sw\nmunrellamseht,dnahrehtoeh\nralohcstahttseggusyampuor\n\nhcraesereur eth, revewoH. \nd,holhrnihe\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\nNOIRUCTNSTCOE EDGLW\n\n2Ldna1LhsilgnEe\nh chiw,esourcsdih singl\n\n4002,0991,selaSw ; \nfosecnatsniforebm\nneebevahniapSnis\nsecntasinforebmun\n\nlihus\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\nowlbesioupsgreehrthetby \nsiyslnaahet,llarveO.lonaiopt\n\nn isretirwofoupsgreehrtby \nnitseggus,noitcesnoisulcnCo\n\n ccep sireth sourcsdilaurtul\n\n,", "start_char_idx": 47652, "end_char_idx": 51391, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "3d030d06-2dd9-49e6-8d02-4a12e56bdd59": {"__data__": {"id_": "3d030d06-2dd9-49e6-8d02-4a12e56bdd59", "embedding": null, "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-133", "node_type": "4", "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "hash": "e00b1cd106dbfa5199d5914afed22f0ab0d949d6ea648319717c34676fb21c64", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "6cbbe412-068c-42f3-9b59-af5afbe8bfce", "node_type": "1", "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "hash": "43876177a34bd8e6a0ba2085d57a7f654e33529493b84e7def87671d3693a64d", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "92577bcb-568b-4888-b6b0-acff9f517207", "node_type": "1", "metadata": {}, "hash": "5e216a215617c1ff69fe656fd986c37c4b75863faaa2051bdf030c9f62afc41e", "class_name": "RelatedNodeInfo"}}, "text": "owtegatsfosisylanaehtIn\nehtybyltneeermo retiwr\n\ntoitynummocesruocisdeth\nnEeht,secruosercissolgonmo\n\nmofrbenumlaotthetof7%\nheT93%ti249 Sp\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\nd,holsehrtntecrpey tnenihetow\nusloncCy hithetn isovemofs\ntslaveerh snipaSnd ah singlE\nucsiddlnestxetesehttahtgn\n\n.seitunimomces\n\ncissolgroetehtahtdetonsiti\nopotsenocissolgonomnahtsr\n\nW. simlacegdlewonkekam\nsni02syalpsidpuorg1Lhsilgn\n\nrethend acisosonoglm rcisosogl\ntibih1Lhi i21 \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\no slasi3 oveMhust\nn ettirwonsitceson ius\n\nhetofy txieplomche\nfoseitirailucepevisru\n\nnesohcreasercuosre\nnisevlesmehtnoitiso\nfoinamodethinithW\nottnelaviuqe,secnats\n\nhchiwsecourser l tato\ntntlquit\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\nheT.93%,sencatnsi249 aSp\nmofrbenumlaotthetof9%\nsinglEhetelhiw,91%211,of\n\nonoglmofrbenumlaotthetof\nguriFn in howssa;%92 174, e \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\nstibihxepuorg1Lhsina nsi21 \nrcisosoglrethend acisosonogl\n\nncatnsi17 ysaplsdioup gr2 Lh s\noursercisosoglrethend acisosonogl\n\n.3e \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\no tntelvaquie,sencatns\nlaottah tiwsecourser\n\nquie,senc 8%o tntelva\noflaotth chiwsecour\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n3e gurFi . dn aicsslogonof m osecntasIn\n\nllanisretirwehttahttcafeTh\nlgonomanhterhatresiroegcat\n\nwdellsinoitcesnoisulcnCo\neratsxte itlmu - deacan ilavoc\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\nIb\u00e9r\n\nioslucno Ce th insrieogtea cicsslogrotee hd\nsretiwr .", "start_char_idx": 51391, "end_char_idx": 55553, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "92577bcb-568b-4888-b6b0-acff9f517207": {"__data__": {"id_": "92577bcb-568b-4888-b6b0-acff9f517207", "embedding": null, "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-133", "node_type": "4", "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "hash": "e00b1cd106dbfa5199d5914afed22f0ab0d949d6ea648319717c34676fb21c64", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "3d030d06-2dd9-49e6-8d02-4a12e56bdd59", "node_type": "1", "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "hash": "e749d62e24d726ea410fcef083ba9b5f303cd810c4aaf0b35dd67139806d6a9b", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "c4c96745-fd58-4ef2-94a0-0c283c5ea0ad", "node_type": "1", "metadata": {}, "hash": "2ba34d4254280bc14c426d946cd89932d1bda051304da2b58d8e11dcc6204902", "class_name": "RelatedNodeInfo"}}, "text": "ylgnimlehwrevospuorgeerhtl\ne rugiFninwohsas,esnoc issol\nppasihT.sweivevitanretlahtiw\n\nonoglmhough tlAng.itirwcimde\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n35ca ib\u00e9r 810(2 ): \u2026-\u2026 11\n\nf ospuro geref th ontioce sn\n\ncissolgoretehesoohc\ne htathtescatidni,3e \ntahtmrnocotsraep\nerasntemetatscisosonogl\n\n\n\nIn general terms, the Spanish L1 group favours the \u201cdeny\u201d feature by\n\ndisplaying 39 instances (17%) of it, while the English L1 group displays 19\n\ninstances (7.06%) and the English L2 group, 24 instances (12.56%).\n\nExamples are as follows: \n\nEngL1 (2) \n\nI would [expand: entertain] argue that the identification of such patterning\n\nnot [contract: disclaim: deny] only contributes to the understanding and\n\ndescription of disciplinary language use, (\u2026)\n\nSpL1 (4) \n\nEstos hallazgos resultan [contract: proclaim: endorse] de gran utilidad no [contract:\n\ndisclaim: deny] solo a la Did\u00e1ctica del Espa\u00f1ol como L2, sino a la Did\u00e1ctica de las\n\nrespectivas asignaturas. (The results are very useful not only to the Spanish\n\nDidactic as L2 but to the Didactic to the respective subjects.)\n\nEngL2 (2) \n\nThe frequency of the passive voice is not [contract: disclaim: deny]\n\nmeaningful and the use of active voice is twice that of the passive; the simple\n\npresent tense stands out over the rest. \n\nThe three examples above show a similar execution of the \u201cdeny\u201d resource.\n\nThe negative voice simultaneously includes the positive voice, and it is\n\nassumed that the reader will take the alternative perspective, thus preventing\n\nreaders from gaining incorrect information. By guiding the reader away from\n\nany potential misunderstanding, a closer relationship has been established\n\nbetween writer and reader, thus enhancing solidarity between them. \n\nELEnA SHELDOn\n\nIb\u00e9rica 35 (2018): 13-4026\n\nELENA SHELDON \n\nIb\u00e9rica 35 (2018): \u2026-\u2026 \n\ndialogically inert, they nevertheless contribute to achieving the communicative \nobjectives of a text as the writers are construing a reader with whom they assume \nto share a similar position. \n\nA closer examination of the heteroglossic resources further confirms that the \nConclusion section is highly engaging and loaded with evaluative language in \nboth English and Spanish. However, variations in expressing expanding and \ncontracting resources are evident in the three groups of writers. The English L1 \ngroup favoured expanding resources, with 141 instances (52.50%), rather than \ncontracting resources, with 108 instances (40%). On the other hand, the Spanish \nL1 group favoured contracting resources, with 115 instances (50%), rather than \nexpanding resources, with nineteen instances (41%). As with the English L1 \ngroup, the English L2 group favoured expanding resources, with 98 instances \n(51.30%), over contracting resources, with 17 instances (40%). Figure 4 presents \nthe frequency of contracting evaluative language observed in the Conclusion \nsection, including \u201cdeny\u201d, \u201ccounter\u201d, \u201cconcur\u201d, \u201cconcede\u201d, \u201caffirm\u201d, \n\u201cpronounce\u201d and \u201cproclaim\u201d. \n\n \n\nFigure 4. Instances of contracting resources in the Conclusion section of three groups of writers. \n\nIn general terms, the Spanish L1 group favours the \u201cdeny\u201d feature by displaying \n39 instances (17%) of it, while the English L1 group displays 19 instances \n(7.06%) and the English L2 group, 24 instances (12.56%).", "start_char_idx": 55555, "end_char_idx": 59121, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "c4c96745-fd58-4ef2-94a0-0c283c5ea0ad": {"__data__": {"id_": "c4c96745-fd58-4ef2-94a0-0c283c5ea0ad", "embedding": null, "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], 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"hash": "b4fbafb85ff5d472fe35907d4600e6f484a280565d58125b4bf86e97fb83fbe5", "class_name": "RelatedNodeInfo"}}, "text": "Examples are as \nfollows: \n\nEngL1 (2) \n\nI would [expand: entertain] argue that the identification of such patterning not \n[contract: disclaim: deny] only contributes to the understanding and description of \ndisciplinary language use, (\u2026) \n\nNDOSHELENA EL\n\nrveney het,trneiy llacogiladi\ntirwhetsaxtetaofsveitceobj\n\nitiso prilaim s aerah sto on.\n\nehtfonoitanimaxeresolcA \nylhgihsinoitcesnoisulcnCo\nHh.snipaSnd ah singlEh bot\n\n \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n \n \n\n \n\n \n\n \n \n\n \n\nng viehicao tebutirontcsselhetr\ntiwrdeaerang tonscerasret\n\nhtrsecruosercissolgoretehe\nvehtiwdedaoldnagnigagne\nsexpren ionsitairvarveeowH\n\n \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n \n \n\n \n\n \n\n \n \n\n \n\nveitacunimomchetng \neumssay hethomwh t\n\nehttahtsmrnocreh\nniegaugnalevitaulav\n\nnd ang ndixpaeng iss\n\n \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n \n \n\n \n\n \n\n \n \n\n \n\nHh.snipaSnd ah singlEh bot\ncesruoesrgniactrtnco dieve ar\n\nerng ndixpaed evourafoup gr\n01htiw,cesruoesrgniactrtnco\nnitcartnocderuovafpuorgL1\nnhtiw,cesruoesrgnidanpex\n\noup gr2 Lh singlEhetoup,gr\nregnitcratnocr evo),%03.1(5\ngtincatrnocfoycneuqeeth\n\u201dyned\u201cgnidulcni,noitcse\n\nalcor\u201cpdna\u201decnuonor\u201cp .\u201dim\n\n \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n \n \n\n \n\n \n\n \n \n\n \n\nsexpren ionsitairva,rveeowH\nirwfospuorgee rhte htnitend\n(sencatnsi141 h tiw,secourse\nhtoe htnO.)%04(cesantsni80\n\n,secruosergn ecnatsni511htwi\nwsA.)%14(cesantsnieenetni\necourserng ndixpaed evourafoup \n%0(4secnatsni71htiw,sercuosre\n\nevresboegaugnlaetivaluaveg\nc\u201c,\u201drucnoc\u201c,\u201dretnuoc\u201c,\u201d\n\n \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n \n \n\n \n\n \n\n \n \n\n \n\nnd ang ndixpaeng iss\n1LhsilgnEe hT.serti\nn hatrhetar,)50%52.\nhsianpSe ht,danherh\nnahtrehtar,)%05(se\n1LhsilgnEe hthtiw\nsencatnsi98 h tiw,se\n\ngiF).% sntesepr4 eur\nnioslucnoCethinde\n,\u201dmra\u201c,\u201dedecnoc\n\n \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n \n \n\n \n\n \n\n \n \n\n \n\n \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n \n \n\n \n\n \n\n \n \n\n \n\n \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n \n \n\n \n\n \n\n \n \n\n \n\n \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n \n \n\n \n\n \n\n \n \n\n \n\n4e gurFi .", "start_char_idx": 59122, "end_char_idx": 62642, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "8c7caa46-5fe9-4cdc-881e-58047b0c6f3f": {"__data__": {"id_": "8c7caa46-5fe9-4cdc-881e-58047b0c6f3f", "embedding": null, "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-133", "node_type": "4", "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "hash": "e00b1cd106dbfa5199d5914afed22f0ab0d949d6ea648319717c34676fb21c64", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "c4c96745-fd58-4ef2-94a0-0c283c5ea0ad", "node_type": "1", "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "hash": "7bb4a582b4ff7ae9672225b85f473e01c197ccb807e55580734b98e7e8484dad", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "7efc5a1b-f9c3-4874-9736-923f3ab90867", "node_type": "1", "metadata": {}, "hash": "6cb2b9a780e2fb740e4c61289a69ebf9be0e6496d8fb9d1b45c80a810d6dd1eb", "class_name": "RelatedNodeInfo"}}, "text": "gtinctranof c osecntasIn\n\nhsinapSeht,srmetlraenegIn\nw,tiof)17%(sencatnsi39 \n\n \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n \n \n\n \n\n \n\n \n \n\n \n\ne snioslucno Ce th insercuos reg hrtofon ict\n\nf\u201dyned\u201cehtrsuovafpurog1L\ndioup gr1 Lh singlEhetelhiw\n\n \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n \n \n\n \n\n \n\n \n \n\n \n\nsertirwofoups gree hr .\n\ngniyalpsidybreuta\nsencatnsi19 ysaplsdi\n\n \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n \n \n\n \n\n \n\n \n \n\n \n\n5 3aicr\u00e9Ib 810(2 ): \u2026-\u202612\n\n2LhsilgnEehtdna) %60.(7\n:swollfo\n\n)2(L1gEn\n\n:dnapx[edluowI aiterten\n:tcratno[c :mialcsdi ny]de\n\neusgenguaaly rnaiplicsdi\n\n \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n \n \n\n \n\n \n\n \n \n\n \n\n%65.2(1secnatsni42,purog2\n\nnoicatitendie htathte ugar]nai\nndiatsrundeheto tsebutirontcy onlny]\n\n,e (\u2026)\n\n \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n \n \n\n \n\n \n\n \n \n\n \n\nselpmaxE).% ase ar\n\ntongninertatpchsufo\nofon iptircsdend ang ndi", "start_char_idx": 62643, "end_char_idx": 64352, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "7efc5a1b-f9c3-4874-9736-923f3ab90867": {"__data__": {"id_": "7efc5a1b-f9c3-4874-9736-923f3ab90867", "embedding": null, "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-133", "node_type": "4", "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "hash": "e00b1cd106dbfa5199d5914afed22f0ab0d949d6ea648319717c34676fb21c64", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "8c7caa46-5fe9-4cdc-881e-58047b0c6f3f", "node_type": "1", "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "hash": "4f07f88de34490a1c5c6036e23f91b1fbc9f24f0310c5b9f01084c5f69ea5b62", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "c76147a7-e1bc-47c5-b580-831fbb191c66", "node_type": "1", "metadata": {}, "hash": "eefa6c7370278360a6b60859621307a38f273437bd854a1f387e08148c856871", "class_name": "RelatedNodeInfo"}}, "text": "Another evaluative feature that merits attention is endorsement.\n\nEndorsement choices close down the space for dialogic alternatives where\n\nthe authorial voice presents the proposition as true. These formulations are\n\nrealized by reporting verbs such as \u201cshow\u201d and \u201cdemonstrate\u201d, and although\n\nthese features limit the room for negotiation, they deploy objectivity. In the\n\npresent study, the three groups of writers have endorsed their findings by\n\nplacing other sources in Theme position, so their interpolation in the text is\n\npositioned as objective. The Conclusion section achieves its effect through\n\nthe negotiation of contracting resources (endorse/proclaim/affirm). On the\n\nbasis that formulations of pronouncement imply consensus or appeals to\n\ngeneral knowledge (the truth of the matter\u2026), known as \u201cevidentials\u201d\n\n(Chafe, 1986; Hyland, 2005), they are appropriate for discussing results and\n\nfindings. With expressions of certainty, or \u201cevaluations of pronouncements\u201d\n\nin Appraisal terminology (Martin & White, 2005), writers address readers as\n\nbeing as knowledgeable as themselves. The endorse category, which\n\nrepresents the communicative purpose of Move 1, Step 3, has been favoured\n\nby the Spanish group, displaying 38 instances (16.37%), while the English L1\n\ngroup displayed 29 (11%) and the English L2 group 24 instances (12.56%).\n\nExamples are as follows: \n\nEngL1 (7) \n\nAnother important finding of this study is that most dimensions show\n\n[contract: proclaim: endorse] a strong polarization between spoken and\n\nwritten registers.\n\nSpL1 (2) \n\nEn la segunda parte de este trabajo, s e h a c o mp rob a do [contract: proclaim: endorse]\n\nestad\u00edsticamente el nivel de discriminaci\u00f3n de estas medidas para ambos grupos. (In the\n\nsecond part of this work it has been proved [contract: proclaim: endorse]\n\nstatistically the level of discrimination in both groups\u2026) \n\nEngL2 (3) \n\nThe analysis also showed [contract: proclaim: endorse] how these units\n\ncluster at moments making bundles to attain their purposes more effectively. \n\nThe repetitive use of contractive resources such as endorse pushes the\n\nexamples above to a different level. The exclusion of other voices and\n\ndialogic alternatives achieves its effect through the proclamation of new\n\nknowledge, for example in \u201cshow a strong polarization between\u201d, se ha\n\ncomprobado (it has been proved), \u201cshow how these units cluster at moments\n\nDIALOgIC SPACES Of knOWLEDgE COnSTRuCTIOn\n\nIb\u00e9rica 35 (2018): 13-40 27", "start_char_idx": 64356, "end_char_idx": 66855, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "c76147a7-e1bc-47c5-b580-831fbb191c66": {"__data__": {"id_": "c76147a7-e1bc-47c5-b580-831fbb191c66", "embedding": null, "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-133", "node_type": "4", "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "hash": "e00b1cd106dbfa5199d5914afed22f0ab0d949d6ea648319717c34676fb21c64", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "7efc5a1b-f9c3-4874-9736-923f3ab90867", "node_type": "1", "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "hash": "8a0330c1385e57bc18d4fab1573d3808133ff8526b7f0704e61f0a1dd8ed5b25", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "c23866e3-d152-4d9c-9fbf-e3e28d558e1d", "node_type": "1", "metadata": {}, "hash": "8cd389649b9ff03b2f5bf1122ea39c515963985f126e687f409ce5a435473853", "class_name": "RelatedNodeInfo"}}, "text": "making bundles\u201d. With these features, writers have developed a prosody of\n\nassertive claims1, as the accumulation of contractive resources (endorse,\n\npronounce and affirm), distributed through the clause and across the clause,\n\nresonate with the values of graduation2. The English L1 Text 7 uses \u201cstrong\n\npolarization\u201d, the Spanish L1 Text 8 estad\u00edsticamente el nivel de discriminaci\u00f3n\n\n(statistically the level of discrimination), and the English L2 Text 3 \u201cmore\n\neffectively\u201d, all of which allow them to advance their argument with an\n\nexplicit authoritative voice.\n\nAs the Spanish L1 group produced almost triple the number of instances\n\nof endorsement patterns as the English L1 group (16% Spanish L1 and\n\n11% English L1), we may say that the register of the texts of the Spanish\n\nL1 group has been constructed with formulations characterized as correct\n\nand valid. Based on the quantitative analysis, the sub-categories of\n\ncontracting resources, such as \u201cdeny\u201d and \u201cendorsement\u201d, have\n\ncontributed to construing the Spanish L1 register with a relatively narrow\n\nspace for alternative views. In other words, the Spanish L1 texts appear\n\nmore direct than their English counterparts, as these resources tend to\n\nclose down dialogic space. The notion that the Spanish writers are \u201cmore\n\ncomfortable with higher degrees of epistemic commitment\u201d (Perales-\n\nEscudero & Swales, 2011: 66) appears to correlate with the results of the\n\npresent study. Evaluative resources denoting contributions are a typical\n\nfeature of the Conclusion section, and the reader expects this type of\n\ncontribution.\n\nAnother popular contracting feature employed by the three groups of\n\nwriters is \u201ccounter\u201d. Counter invokes a particular proposition but is replaced\n\nby a proposition that would have been expected. It is usually realized through\n\nconjunctions and connectives such as \u201ceven though\u201d, \u201chowever\u201d, \u201cyet\u201d and\n\n\u201cbut\u201d. These locutions have also been categorized in the traditional literature\n\nas evidentials of contrast (Swales, 1990, 2004). The English L1 group\n\nfavours this feature, displaying 31 instances (13%) compared to the Spanish\n\nL1 group with 19 instances (8.18%) and the lesser usage of it by the English\n\nL2 group, displaying only 12 instances (6.28%). Examples are as follows: \n\nEngL1 (7) \n\nAlthough [contract: disclaim: counter] many questions about academic\n\nlanguage remain, this study has made a substantial contribution to the\n\ndescription of academic discourse, providing a relatively comprehensive\n\nanalysis of language use in the university.\n\nELEnA SHELDOn\n\nIb\u00e9rica 35 (2018): 13-4028", "start_char_idx": 66859, "end_char_idx": 69465, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "c23866e3-d152-4d9c-9fbf-e3e28d558e1d": {"__data__": {"id_": "c23866e3-d152-4d9c-9fbf-e3e28d558e1d", "embedding": null, "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-133", "node_type": "4", "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "hash": "e00b1cd106dbfa5199d5914afed22f0ab0d949d6ea648319717c34676fb21c64", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "c76147a7-e1bc-47c5-b580-831fbb191c66", "node_type": "1", "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "hash": "63408604329d8e3a48a415f64a90ec06979798d227fe9fd3df7090e5524e8d8b", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "254bcf35-3d67-4425-9aa1-d51b82d2dfa7", "node_type": "1", "metadata": {}, "hash": "2ba19e5c0ec8edbaa62335f4547a31f808448206109a44f32a0502234db72010", "class_name": "RelatedNodeInfo"}}, "text": "SpL1 (2) \n\nA un qu e [contract: disclaim: counter] en este trabajo no [contract: disclaim: deny] nos\n\nhemos planteado determinar como objetivo la evaluaci\u00f3n interna de los materiales - en la\n\ncual, se analiza la adecuaci\u00f3n de los mismos a la edad-este primer an\u00e1lisis ya nos indica\n\nque todas las series presentan libros de texto apropiados a las caracter\u00edsticas y necesidades\n\ndel ni\u00f1o de tres a cinco a\u00f1os. (Although [contract: disclaim: counter] in this work\n\nwe have not [contract: disclaim: deny] aimed to determine the evaluation of\n\nresources with respect to their suitability for the age; the first analysis\n\nindicates that all the series of books present appropriate texts to the needs\n\nof children from three to five years old.)\n\nEngL2 (5) \n\nQuantitative Economy prefers to start with the problem to solve but\n\n[contract: disclaim: counter] Management and financial is not [contract:\n\ndisclaim: deny] very strict in the moves included in the introduction. \n\nThe countering expectation here allows these writers to put forward their\n\narguments. Besides associating the writers\u2019 own position with what they are\n\nreporting, the focus of the message is on the clause that puts the concession\n\nfirst, while the main clause provides a general statement that \u201cthis study has\n\nmade a substantial\u201d, este primer an\u00e1lisis ya nos indica que todas\u2026 (\u201cthe prime\n\nanalysis points that all the series\u201d) and \u201cManagement and financial is not\n\nvery strict in the moves included in the introduction\u201d. It appears that the\n\ncategory of disclaiming through countering choices takes an authoritative\n\nposition and prevents readers from gaining the wrong information, which is\n\nmore noticeable in the English L1 than in the other two groups of writers. \n\nIn regard to expanding resources, across the moves of the three groups of\n\nConclusion sections, expanding resources realized through \u201centertain\u201d\n\nfeatures assist the writers to moderate their expressions of certainty by\n\nproviding a dialogic space for the diverse opinions held by readers. It has\n\nbeen hypothesized in the literature that published material in languages other\n\nthan English displays a distinct interpersonal negotiation of evaluative\n\nresources (Mur-Due\u00f1as, 2009, 2010; Sheldon, 2009), which can be\n\nconditioned not only by linguistic factors but also by communal disciplinary\n\nknowledge. The English L1 group favours this evaluative feature, while the\n\nSpanish L1 group as well as the English L2 group use it less, as shown in\n\nfigure 5. \n\nDIALOgIC SPACES Of knOWLEDgE COnSTRuCTIOn\n\nIb\u00e9rica 35 (2018): 13-40 29\n\n\n\nAs the Spanish L1 group tends to narrow the space between writers and\n\nreaders, this may confirm the finding that interpersonal engagement choices\n\nmay \u201cderive from national academic traditions\u201d (Mauranen et al., 2010).\n\nTherefore, I would argue that the English L1 group enacted the writer-reader\n\nrelationship with a more dynamic approach to suit their international\n\nreadership. for example: \n\nEngL1 (5) \n\nResearchers investigating academic lectures could [expand: entertain]\n\ninterview lecturers to determine whether they are aware of their discursive\n\npractices when lecturing to different audience size.\n\nSpL1 (7) \n\nLos resultados del an\u00e1lisis evidencian que s e pu e de [expand: entertain] establecer un\n\nparalelismo entre AIDA y la macroestructura de los folletos bancarios\u2026 (Results of\n\nthe analysis show that can [expand: entertain] draws parallels between AIDA\n\nand macrostructure of bank brochures\u2026)\n\nEngL2 (8) \n\nResearch on actual texts provides realistic information that can [expand:\n\nentertain] be used for academic writing courses allowing graduate students to\n\nappreciate the complexity and variation that is involved in the process of\n\nwriting PhD thesis introductions. \n\nThrough the range of entertain features, these three writers dynamically\n\nconstrue a heteroglossic backdrop for the text, with modal auxiliaries such as\n\nELEnA SHELDOn\n\nIb\u00e9rica 35 (2018): 13-4030\n\nELENA SHELDON \n\nIb\u00e9rica 35 (2018): \u2026-\u2026 \n\n \n\nFigure 5. Instances of expanding resources used by three groups of writers.", "start_char_idx": 69469, "end_char_idx": 73564, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "254bcf35-3d67-4425-9aa1-d51b82d2dfa7": {"__data__": {"id_": "254bcf35-3d67-4425-9aa1-d51b82d2dfa7", "embedding": null, "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-133", "node_type": "4", "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "hash": "e00b1cd106dbfa5199d5914afed22f0ab0d949d6ea648319717c34676fb21c64", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "c23866e3-d152-4d9c-9fbf-e3e28d558e1d", "node_type": "1", "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "hash": "a4a0d5c440340765da77990a31aae7a1a89097c68fc8399b9a4fb1e76d35700c", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "313a8a4f-03b5-49f2-b091-0e275f77198c", "node_type": "1", "metadata": {}, "hash": "432dfbbc74a9dee32153daeab9fac47ab349e2d4bcbd29d205b1fb7ae5563196", "class_name": "RelatedNodeInfo"}}, "text": "Instances of expanding resources used by three groups of writers. \n\nAs the Spanish L1 group tends to narrow the space between writers and readers, \nthis may confirm the finding that interpersonal engagement choices may \u201cderive \nfrom national academic traditions\u201d (Mauranen et al., 2010). Therefore, I would \nargue that the English L1 group enacted the writer-reader relationship with a \nmore dynamic approach to suit their international readership. For example: \n\nEngL1 (5) \n\nResearchers investigating academic lectures could [expand: entertain] interview \nlecturers to determine whether they are aware of their discursive practices when \nlecturing to different audience size. \n\nSpL1 (7) \n\nLos resultados del an\u00e1lisis evidencian que se puede [expand: entertain] \nestablecer un paralelismo entre AIDA y la macroestructura de los folletos \nbancarios\u2026 (Results of the analysis show that can [expand: entertain] draws \nparallels between AIDA and macrostructure of bank brochures\u2026) \n\nEngL2 (8) \n\nResearch on actual texts provides realistic information that can [expand: \nentertain] be used for academic writing courses allowing graduate students to \nappreciate the complexity and variation that is involved in the process of writing \nPhD thesis introductions. \n\nThrough the range of entertain features, these three writers dynamically construe \na heteroglossic backdrop for the text, with modal auxiliaries such as \u201ccould\u201d and \n\u201ccan\u201d. However, these modals of probability construct the challenges of the \nresearch tentatively, suggesting that a more direct argument is not strategic in \npersuading English readers at this point. In this instance, persuasion is centered \n\nNDOSHELENA EL \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n5e gurFi . f osecntasIn\n\ndnetpuorg1LhsinapSehtAs\ngindethmnocyamisth\nidartcimedacalanoitanmofr\nrg1LhsilgnEe htathte ugar\n\nusothcaorppacmianydermo\n\n5(L1gEn ) \n\nR gniatgiestvnis erchesear\nweinmrteedtosrertucle\n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\noups gree hrtby used ces esourrng expandi\n\nnewetebecapsehtw orranotsd\nt nemegagnel anosreteint ath\n\nenaruaM(\u201dsnoit 2010),.laten \nertirwe htedactenpuor - r edare\n\npihsredaerlanoitanretniriehtti\n\nes ruectlc iemacadg dluco apx[e nd:\nisdirethfoerawaerayethrethehw\n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\nsertirwofoups .", "start_char_idx": 73499, "end_char_idx": 77542, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "313a8a4f-03b5-49f2-b091-0e275f77198c": {"__data__": {"id_": "313a8a4f-03b5-49f2-b091-0e275f77198c", "embedding": null, "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-133", "node_type": "4", "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "hash": "e00b1cd106dbfa5199d5914afed22f0ab0d949d6ea648319717c34676fb21c64", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "254bcf35-3d67-4425-9aa1-d51b82d2dfa7", "node_type": "1", "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "hash": "78d67492dce6ab1c1aaf5228bcf14a5230c92820f6e91fa0dc0ec0b2aefd38d0", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "6004a5df-b4b9-412d-8d35-351b6ab07dca", "node_type": "1", "metadata": {}, "hash": "939c02ce6017589d94e94fb36de440da026d2d5a3dc0c9a7691d1a56ed60e025", "class_name": "RelatedNodeInfo"}}, "text": ",sredaerdnasretiwrn\neivred\u201cyamseicohc\nd oulwI,eerheT.2010)\nahtiwpihsnoitalrer \n\nelmpaxeroF.p :\n\nwevirentin]iatrentend:\nnehwseticcarpeivsrucis\n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\ndut aner d toginrtucle\n\n)7(L1Sp\n\nnalsatlusersLo\nsmiellraapnuecer lbaest\n\nosiarbanc \u2026 fostluse(R\nADIAn eewtbeslellarpa\n\n)8(L2gEn\n\nxetlautcanohcraesRe\nacadrsedue b]naiterten\ntiexlpmcoe hte atecirpap\n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n.eiz secnie\n\neuqnaicnivesisil\u00e1 eedupse \nruestcroamaly enosm\n\ntahtwohssisylanaehtf nca x[e\ncamnd a uhcrobknabforeutcrutsro\n\ndivorpstx oiatmrnic istiealres \nniwolalses rucognitirwc iemacad\nniedvlovnis iathtnoiatiarvdany\n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\ne iatretne:dna[e\ns oetlls olrauctru\nswrad] niartetne:dnapx\n\n)\u2026sreu\n\nathtno nca :dnapx[e\nots tenduste atuadrggn\ngnitirwfocess orpe htn\n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n5 3aicr\u00e9Ib 810(2 ): \u2026-\u202616\n\ntiexlpmcoe hte atecirpap\n.snoitcudortnisisehtDPh\n\netnefoegnarehthguorTh iart\ntrpordackbc issolgoeretha \nadomeseht,revewoH.\u201dna\u201cc\nitseggus,ylevitatnethrcaesre\ntasrdeaerh singlEng diuasrpe\n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\nniedvlovnis iathtnoiatiarvdany\n.\n\ndrsetriwerehteseht,sreutan\nesiarilixaualdomhtiw,texte ht\n\nhttctsnocytilibaborpfosla\nmatahtgni egumratcerdieor\n\npe,encatnsishitn I.ntpoishitt\n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\ngnitirwfocess orpe htn\n\nerutsnocyllacimanyd\ndan\u201d dluco\u201caschuses\nehtfosegnellahceh\nn icgietartsnotsint\nd erentecsion isuasrpe", "start_char_idx": 77544, "end_char_idx": 80157, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "6004a5df-b4b9-412d-8d35-351b6ab07dca": {"__data__": {"id_": "6004a5df-b4b9-412d-8d35-351b6ab07dca", "embedding": null, "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-133", "node_type": "4", "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "hash": "e00b1cd106dbfa5199d5914afed22f0ab0d949d6ea648319717c34676fb21c64", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "313a8a4f-03b5-49f2-b091-0e275f77198c", "node_type": "1", "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "hash": "2cef27bbfcbb1c03172cc9b1c9c2d0fcce493b3d6e8f4175df2dfb621b81e363", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "1cde7b12-af4e-4046-a9f5-047afe18e722", "node_type": "1", "metadata": {}, "hash": "c4e1053bab747cc317eea88b730e621d841aa1a0c16685f3cda99ac6623e8d3e", "class_name": "RelatedNodeInfo"}}, "text": "\u201ccould\u201d and \u201ccan\u201d. However, these modals of probability construct the\n\nchallenges of the research tentatively, suggesting that a more direct argument\n\nis not strategic in persuading English readers at this point. In this instance,\n\npersuasion is centered on entertaining various options, through modal\n\nauxiliaries used to create more space for refutation by or debate between\n\nwriters and readers. This suggests that, although the texts display contractive\n\nresources, part of the logic of the argument rests on expanding resources in\n\nthe form of \u201centertain\u201d, as they discuss several challenges that need to be\n\nacknowledged, such as presenting findings and limitations without a\n\ncommitment to support the conclusions. \n\nAcknowledge resources also contribute to shaping the Conclusion section,\n\nparticularly Move 1, which opens up the dialogic space and acknowledges\n\nthe scholarly contributions of other voices that are external to the texts.\n\nOther voices are included in the texts through the reporting verbs where\n\nthe writer attributes the proposition to the literature and shows impartiality\n\ntowards the proposition being advanced. With this in mind,\n\nacknowledgement choices are anticipatory, and through this mechanism,\n\nthe external voice in the text itself engages with other voices. I explored\n\nthe evaluative potential of reporting verbs from the semantic perspective\n\nof negotiating meaning. from this perspective, I was able to investigate\n\nhow attributions in the form of reporting verbs dynamically unfold across\n\nthe text to position the writer\u2019s own research in relation to other\n\ncontributions. for example: \n\nEngL1 (3) \n\nFinegan (1999) stated [expand: attribute: acknowledge] that such nouns are\n\none of the primary devices used to mark stance in academic prose...\n\nSpL1 (2)\n\nCo mo s e \u00f1a l a Cr ai g ( 1 9 8 9 ) , [expand: attribute: acknowledge] aunque [contract:\n\ndisclaim: counter] existen diferencias individuales,\u2026 (As Craig (1989) points out\n\n[expand: attribute: acknowledge] although [contract: disclaim: counter] there\n\nexist individual differences\u2026)\n\nEngL2 (10) \n\nCotterall (1999:497) pleads [expand: attribute: acknowledge] for studies on\n\nbeliefs to aim at the greatest possible conceptual, methodological and\n\npsychometric rigor, \u2026 \n\nDIALOgIC SPACES Of knOWLEDgE COnSTRuCTIOn\n\nIb\u00e9rica 35 (2018): 13-40 31", "start_char_idx": 80161, "end_char_idx": 82515, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "1cde7b12-af4e-4046-a9f5-047afe18e722": {"__data__": {"id_": "1cde7b12-af4e-4046-a9f5-047afe18e722", "embedding": null, "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-133", "node_type": "4", "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "hash": "e00b1cd106dbfa5199d5914afed22f0ab0d949d6ea648319717c34676fb21c64", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "6004a5df-b4b9-412d-8d35-351b6ab07dca", "node_type": "1", "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "hash": "fb97a54d12034f8cd0e3d81be19d0c206eec05dfb38236e87a778af7fd53c9db", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "02d3c494-9e05-40cf-b9ef-4d241d85d7e0", "node_type": "1", "metadata": {}, "hash": "4b7505cbd455737663c6ec823c71eb91fd1fdf2c97b5bc7b0d3a45b83bde335a", "class_name": "RelatedNodeInfo"}}, "text": "These three examples reveal expanding resources through attribution,\n\nallowing the writers to position their studies in the field to demonstrate\n\nknowledge. finegan (1999), Craig (1989) and Cotterall (1999: 497) have\n\nacknowledged that, through verbal reporting verbs, an explicit detachment\n\nfrom the message is observed here because the writers have attributed a\n\nposition to the original authors. In this case, these writers have created a\n\ndialogic space to make public the contributions from other researchers. \n\nSo far, the analysis using the engagement system identified what repertoire\n\nof linguistic resources construe Move 1 in the Conclusion section written by\n\nthree groups of writers. These writers manage their interpersonal positions\n\nby opening up or closing down potential negotiations to enact the writer-\n\nreader relationship to suit their discourse of practice.\n\nMove 2 Limitations of the study emerges as writers acknowledge that their\n\noutcomes are not what they were expecting due, for example, to the narrow\n\nanalysis of data: \n\nEngL1 (10) (M2/S1) \n\nfinally, we recognize [contract: proclaim: pronounce] that the narrow scope\n\nof this study leaves many questions unanswered regarding\n\nPVs:\u2026[monogloss]\n\nSpL1 (4) (M2/S1) \n\nPara finalizar, qu is i \u00e9 ra mo s p on e r [expand: entertain] de manifiesto algunas\n\nlimitaciones del presente estudio a las que h a b r\u00ed a q ue pr e s tar [expand: entertain] m\u00e1s\n\natenci\u00f3n en futuras investigaciones. (To finish, we would like to put [expand:\n\nentertain] forward some limitations from the present study to which must\n\npay [expand: entertain] attention in future investigations.)\n\nEngL1 (4) (M2/S1) \n\nAlthough [contract: disclaim: counter] we are aware of the limited size of\n\nthe sample of texts taken from the CTC, [monogloss] it is interesting to note\n\nthat this meaning \u2026 \n\nThe English L1 and L2 writers above assigned functions to segments of\n\ninformation, for example, the monoglossic statement of the English L1 Text\n\n10 \u201cthe narrow scope of this study\u201d, and the English L2 Text 4, \u201cwe are\n\naware of the limited size of the sample of texts\u201d, to make apparent the\n\nlimitations of their studies. These texts are constructed with one single voice\n\nto present neutrality and objectivity. Although monoglossic locutions are\n\nELEnA SHELDOn\n\nIb\u00e9rica 35 (2018): 13-4032", "start_char_idx": 82519, "end_char_idx": 84866, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "02d3c494-9e05-40cf-b9ef-4d241d85d7e0": {"__data__": {"id_": "02d3c494-9e05-40cf-b9ef-4d241d85d7e0", "embedding": null, "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-133", "node_type": "4", "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "hash": "e00b1cd106dbfa5199d5914afed22f0ab0d949d6ea648319717c34676fb21c64", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "1cde7b12-af4e-4046-a9f5-047afe18e722", "node_type": "1", "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "hash": "89f615696f884d6ef83ed8186d5646c2ce971a94807cd8d4fa08cca05e6e4f60", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "4a2b41c1-05de-44e1-b829-9892ffc82387", "node_type": "1", "metadata": {}, "hash": "be566098a2452c2512728d5925148e30443484d61f3ef911773aa7f4b8390c29", "class_name": "RelatedNodeInfo"}}, "text": "minimal in number in the texts of the present study, their presence in\n\npublications in the field of linguistics is essential for the writers\u2019 arguments.\n\nOn the other hand, the Spanish L1 Text 4, quisi\u00e9ramos poner de manifiesto algunas\n\nlimitations del presente estudio (we would like to put forward some limitations\n\nfrom the present study), draws on the entertain resources which allow this\n\nwriter to expand his dialogic space. Overall, in using contracting or\n\nexpanding resources, writers justify their work in a competitive academic\n\ncommunity by acknowledging their research limitations.\n\nMoreover, as a kind of motivational force, the three groups of writers\n\nadvocate the need for further research, thus enacting Move 3 further\n\nresearch suggested. Move 3 reinforces disciplinary practice in general,\n\nindicating that these writers are not avoiding competitiveness among\n\nresearch members and institutions but are encouraging further research. for\n\nexample: \n\nEngL1 (6) (M3) \n\nfuture research will [expand: entertain] need to address the issue of how far\n\nwe can lengthen collocations while retaining cross-disciplinary usefulness.\n\nSpL1 (9) (M3) \n\nCon respecto a una posible continuidad de este estudio, p e ns a mo s q ue po dr \u00eda [expand:\n\nentertain] servir de punto de partida para investigaciones futuras\u2026 (With respect to a\n\npossible continuation of this study, we thought it would [expand: entertain]\n\nserve as a starting point for future research...)\n\nEngL2 (6) (M3) \n\nTo sum up, despite [contract: disclaim: counter] some limitations that might\n\n[expand: entertain] be attributed to our study, \u2026 \n\nThese writers dynamically construe a heteroglossic backdrop for their text,\n\nwith modal auxiliaries such as \u201cwill\u201d, \u201ccan\u201d, \u201cwould\u201d and \u201cmight\u201d. However,\n\nthese modals of probability construe the challenges of the research\n\ntentatively, suggesting that a more direct argument is not strategic in\n\npersuading their readers at this point. In this instance, persuasion is centered\n\non entertaining various options, through modal auxiliaries used to create\n\nmore space for refutation by or debate between writers and readers.\n\nnevertheless, readers always have the option to refute what has been\n\nproposed, so it is important that multilingual scholars are aware of how\n\nknowledge is negotiated. \n\nDIALOgIC SPACES Of knOWLEDgE COnSTRuCTIOn\n\nIb\u00e9rica 35 (2018): 13-40 33", "start_char_idx": 84870, "end_char_idx": 87261, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "4a2b41c1-05de-44e1-b829-9892ffc82387": {"__data__": {"id_": "4a2b41c1-05de-44e1-b829-9892ffc82387", "embedding": null, "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-133", "node_type": "4", "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "hash": "e00b1cd106dbfa5199d5914afed22f0ab0d949d6ea648319717c34676fb21c64", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "02d3c494-9e05-40cf-b9ef-4d241d85d7e0", "node_type": "1", "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "hash": "dab86e84de963f03f3db65ebf8976465c69a3bed3bb34931d95bfe0236aba8da", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "e99ce94f-4123-416e-a2b4-8632f5590f1b", "node_type": "1", "metadata": {}, "hash": "be1937e5a6a19434047bbc6f44391afe778df8bc4ea7d65a93fd017bd5c9283b", "class_name": "RelatedNodeInfo"}}, "text": "Overall, it is worth noting that the comparison of the Conclusion sections\n\nwritten in English and Spanish has highlighted how these writers align\n\nthemselves with other voices to justify their own research and how their\n\nengagement with readers operates at different levels. The combination of\n\nthe engagement system and the move-based framework has provided more\n\ncontextual data and has thrown light on the scholarly discourse and\n\nrhetorical traditions in the written cultures of the two L1 and the L2 groups\n\nof writers. Interestingly, the analysis indicates that arguments were created\n\naround the three moves, but Move 1 Consolidation of results was used more\n\noften because writers purposely highlight the significance of their studies.\n\nThe differences in the frequency distributions of the engagement resources\n\nmay be attributable to different ideological positioning, disciplinary norms\n\nand the size of the audience in each language. \n\nThe English L1 writers constructed the international reader/audience by\n\nframing their texts using a rich research contextualization. These writers\n\nmoderated the forcefulness of their claims to reduce the distance between\n\nwriters and readers, as this approach allowed them to do their \u201cselling job\u201d\n\n(Yakhontova, 2002: 231) and persuade their readers/audience of the\n\nlegitimacy of their claims. Therefore, it appears that the international\n\nEnglish-language discourse community has nurtured an informed reader. \n\nThe Spanish L1 writers constructed the national reader/audience in line with\n\ntheir particular social and cultural conditions and discourse pressures. Their\n\ntexts were targeted to be read by a national applied linguistics audience in\n\nSpain, which is known to be a relatively closed community. It is not\n\nsurprising that the English L1 and Spanish L1 groups have \u201cinstantiated two\n\ndifferent culture- specific textual responses to different audience construals\u201d\n\n(P\u00e9rez Llantada, 2011: 27).\n\nThe L2 writers validated their contributions using similar resources as the\n\nEnglish L1 writers. However, they provided reduced space for readers with\n\nopposing views, as did the Spanish L1 writers, suggesting that the English L2\n\ngroup has transferred some of their L1 rhetorical patterns into L2. A similar\n\nconclusion was reached by Amornrattanasirichok and Jaroongkhongdach\n\n(2017), who explored RAs in Thai and English in applied linguistics, using\n\nthe engagement system, noting that \u201cparticular differences in the\n\ndeployment of engagement resources might be attributed to factors such as\n\nreaders\u2019 expectation, norms and conventions of the academic discourse\n\ncommunity and disciplinary culture\u201d (page 325). Thus, these outcomes reveal\n\nELEnA SHELDOn\n\nIb\u00e9rica 35 (2018): 13-4034", "start_char_idx": 87265, "end_char_idx": 90022, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "e99ce94f-4123-416e-a2b4-8632f5590f1b": {"__data__": {"id_": "e99ce94f-4123-416e-a2b4-8632f5590f1b", "embedding": null, "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-133", "node_type": "4", "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "hash": "e00b1cd106dbfa5199d5914afed22f0ab0d949d6ea648319717c34676fb21c64", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "4a2b41c1-05de-44e1-b829-9892ffc82387", "node_type": "1", "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "hash": "f5657bcd4a1e840048b50c3f20d8ab3927ae580ce7501290fe5f751d0a4b1016", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "a822c2d3-d364-4049-88ec-8119c49a9c12", "node_type": "1", "metadata": {}, "hash": "bbf2237a017a8d92a6934f74f8885482d01c55d9615c658e6f27d8de9bc8db7f", "class_name": "RelatedNodeInfo"}}, "text": "the struggles encountered by second language writers who are forced to\n\nenter and sustain a career in a globalized academia, and how any\n\nmanifestation of rhetorical differences from Anglophone normative rules\n\nmay reduce those researchers\u2019 opportunities to publish internationally.\n\nnevertheless, these texts have gained the final endorsement of editors and\n\nexpert reviewers for publication, so the variation in the results of each group\n\nprovides solid evidence that the international and national applied linguistics\n\ndiscourse communities accept a variety of rhetorical organization styles. \n\nI argue that disciplinary practices and expectations have a bearing on L1\n\nwriters\u2019 ability to adopt a more or less authoritative stance and to facilitate an\n\nopen discussion with readers. According to Hyland (2006), in the field of the\n\nsocial sciences greater importance is placed on explicit interpretation of\n\nresults, which in itself is a difficult goal to achieve for multilingual scholars.\n\nSurprisingly, the comparison of the writer-reader/audience relationship\n\nacross English and Spanish has not been the subject of much empirical\n\nresearch using a moves perspective and Appraisal framework in relation to\n\nthe Conclusion section. \n\n4. Conclusion \n\nThe Conclusion sections written in English and Spanish in the field of\n\napplied linguistics make visible the validation of knowledge, which was\n\nnoted with the endorse strategy embodying Move 1 in the present study, as\n\nthese writers contextualized their results using similar evaluative features.\n\nThe English L1 group mobilized heteroglossic resources in a specific way to\n\ninstantiate the values of their discourse community. The deployments of\n\ncontracting resources such as endorsements and of expanding resources\n\ncreate more space for refutation, construing a writer-reader relationship for\n\na \u201cbig culture\u201d (Atkinson, 2004). On the other hand, the Spanish L1 group\n\nrestricted other voices through contracting resources, taking sole\n\nresponsibility for the propositions made. Their Conclusion sections did not\n\nshow a rich arrangement of expanding resources, which would have opened\n\na dialogic space through entertain features. This finding supports the study\n\nby Mur-Due\u00f1as (2011) which compared metadiscourse features in RAs in\n\nbusiness management, written in English and Spanish. Mur-Due\u00f1as claims\n\nthat Spanish writers tend to use less interactional metadiscourse than English\n\nwriters who address an international discourse community. This may suggest\n\nDIALOgIC SPACES Of knOWLEDgE COnSTRuCTIOn\n\nIb\u00e9rica 35 (2018): 13-40 35", "start_char_idx": 90026, "end_char_idx": 92633, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "a822c2d3-d364-4049-88ec-8119c49a9c12": {"__data__": {"id_": "a822c2d3-d364-4049-88ec-8119c49a9c12", "embedding": null, "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-133", "node_type": "4", "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "hash": "e00b1cd106dbfa5199d5914afed22f0ab0d949d6ea648319717c34676fb21c64", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "e99ce94f-4123-416e-a2b4-8632f5590f1b", "node_type": "1", "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "hash": "680c46906a63cf21f959b3c03fbb2e9aa0f79043f0c1169fa222b879a9e918bd", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "df7c9495-38bc-45a4-bb13-69941a921e56", "node_type": "1", "metadata": {}, "hash": "87d1f1a60720d839d3fe0acb09b869c95cc4f3b872ee1e26a5c3cbd5801fa213", "class_name": "RelatedNodeInfo"}}, "text": "that the discourse produced by the Spanish L1 group, unlike that by the\n\nEnglish L1 group, is oriented to be read by a \u201cnational\u201d audience. \n\nThe English L2 group also limited the space for negotiation, but not to the\n\nextent of the Spanish L1 group. Thus the discourse of the English L2 group\n\nproduced a hybrid dialogic space for writer/reader interaction, corroborating\n\nthe findings of P\u00e9rez-Llantada (2011) who argued that the English L2 group\n\n\u201ctransfer some of their local L1 rhetorical traditions to their text in English\u201d\n\n(page 43). The comprehensive explanation of evaluative stance developed in\n\nthe present study showed how the three groups of writers used the resources\n\nof the engagement system, which would be a valuable addition in the\n\nteaching of advanced literacy.\n\nAs can be seen, the engagement system provides a good platform for\n\ndifferent options of evaluative resources in arguing the case for a writer\u2019s\n\nown research. Therefore, understanding the dialogism in RAs represents a\n\nstep forward in terms of interpersonal literacy in English. Recognizing that\n\nmultilingual scholars find difficulty in persuading readers of the validity of\n\ntheir propositions, the engagement framework can assist them in construing\n\neffective scholarly writing. This approach \u201cgoes beyond reviewing\n\ngrammatical rules and offering key phrases or new vocabulary\u201d (Chang &\n\nSchleppregrell, 2011: 148). My findings may assist multilingual writers to\n\nbetter understand the construction of an assertive stance in academic\n\nwriting, and these writers may thus be more successful in meeting\n\ngatekeepers\u2019 and readers\u2019 expectations in a new broader cultural context. \n\nArticle history: \n\nReceived 28 January 2018 \n\nAccepted 1 February 2018 \n\nReferences \n\nELEnA SHELDOn\n\nIb\u00e9rica 35 (2018): 13-4036\n\nAhmad, U. (1997). \u201cResearch articles in Malay:\n\nRhetoric in an emerging research community\u201d in A.\n\nDuszak (ed.), Culture and Styles of Academic\n\nDiscourse, 275-303. 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Schleppegrell (2011).", "start_char_idx": 92637, "end_char_idx": 96187, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "df7c9495-38bc-45a4-bb13-69941a921e56": {"__data__": {"id_": "df7c9495-38bc-45a4-bb13-69941a921e56", "embedding": null, "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-133", "node_type": "4", "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "hash": "e00b1cd106dbfa5199d5914afed22f0ab0d949d6ea648319717c34676fb21c64", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "a822c2d3-d364-4049-88ec-8119c49a9c12", "node_type": "1", "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "hash": "024e25ddbabafa8e67f335c37da42451d7e599ffdffa05dd91f5262615f8c36d", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "ae2e5a54-9bca-4832-9a03-82c775b3d7bf", "node_type": "1", "metadata": {}, "hash": "5e93ecd4a2729964c2f1af7c71803d73672ec16b5a4e601afcb4820231a1eca1", "class_name": "RelatedNodeInfo"}}, "text": "Chang, P. & M. Schleppegrell (2011). \u201cTaking an\n\neffective authorial stance in academic writing:\n\nMaking the linguistic resources explicit for 12\n\nwriters in the social sciences\u201d. Journal of English\n\nfor Academic Purposes 10: 140-151.\n\nCheng, F. & L. Unsworth (2016). \u201cStance-taking as\n\nnegotiating academic conflict in applied linguistics\n\nresearch articles discussion sections\u201d. Journal of\n\nEnglish for Academic Purposes 24: 43-57.\n\nCiapuscio, G. & I. Ota\u00f1i (2002). \u201cLas conclusiones\n\nde los art\u00edculos de investigaci\u00f3n desde una\n\nperspectiva contrastive\u201d. RILL 15: 117-132.\n\nDuszak, A. (1994). \u201cAcademic discourse and\n\nintellectual styles\u201d. Journal of Pragmatics 21: 291-\n\n313. \n\nFerrari, S. & S. Gallardo (2006). \u201cEstudio\n\ndiacr\u00f3nico de la evaluaci\u00f3n en las introducciones\n\nde art\u00edculos cient\u00edficos de medicina\u201d. Revista\n\nSignos 39,61: 161-180.\n\nFortanet, I. (1997). \u201cVerb usage in academic\n\nwriting: Reporting verbs in economics research\n\narticles in English and in Spanish\u201d in Proceedings\n\nof the 11th European Symposium on Language for\n\nSpecial Purposes: Identity and Interface\n\nResearch, Knowledge and Society (Vol. 1), 231-\n\n240. Copenhagen: Copenhagen Business School.\n\nGnutzmann, C. & H. Oldenburg (1991).\n\n\u201cContrastive text linguistics in LSP-research:\n\nTheoretical considerations and some preliminary\n\nfindings\u201d in H. Schroder (ed.), Subject Oriented\n\nGexts: Languages for Special Purposes and Text\n\nTheory, 103-136. Berlin: de Gruyter. \n\nHalliday, M.A.K. (1994). An Introduction to\n\nFunctional Grammar. London: Edward Arnold.\n\nHirano, E. (2009). \u201cResearch article introductions\n\nin English for Specific Purposes: A comparison\n\nbetween Brazilian Portuguese and English\u201d.\n\nEnglish for Specific Purposes 28: 240-250.\n\nHolmes, R. (2001). \u201cVariation and text structure:\n\nThe Discussion section in economics research\n\narticles\u201d. International Journal of Applied\n\nLinguistics 131-132: 107-137. \n\nHood, S. (2010). Appraising Research: Evaluation\n\nin Academic Writing. London: Palgrave Macmillan.\n\nHunston, S. & G. Thompson (2000). \u201cEvaluation:\n\nAn introduction\u201d in S. Hunston & G. Thompson\n\n(eds.), Evaluation in Text: Authorial Stance and the\n\nConstruction of Discourse, 1-27. Oxford: Oxford\n\nUniversity Press.\n\nHyland, K. (2000). Disciplinary Discourses: Social\n\nInteractions in Academic Writing. London:\n\nLongman.\n\nHyland, K. (2001). \u201cBringing in the reader:\n\nAddressee features in academic articles\u201d. Written\n\nCommunication, 18/4: 549-574. \n\nHyland, K. (2005). \u201cStance and engagement: A\n\nmodel of interaction in academic discourse\u201d.\n\nDiscourse Studies 7,2: 173-192.\n\nHyland, K. (2006). English for Academic Purposes:\n\nAn Advanced Resource Book. London: Routledge.\n\nHyland, K. (2009). Academic Discourse: English in\n\na Global Context. London: Bloomsbury. \n\nLemke, J. (1992). \u201cInterpersonal meaning in\n\ndiscourse: Value orientations\u201d in M. Davies & L.\n\nRavelli (eds.), Advances in systemic linguistics,\n\n82-104. London: Pinter. \n\nLoi, C., Lim, J & S. Wharton (2016). \u201cExpressing\n\nand evaluative stance in English and Malay\n\nresearch article conclusions: International\n\npublications versus local publications\u201d. Journal of\n\nEnglish for Academic Purposes 21: 1-16. \n\nLor\u00e9s-Sanz, R. (2011).", "start_char_idx": 96151, "end_char_idx": 99344, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "ae2e5a54-9bca-4832-9a03-82c775b3d7bf": {"__data__": {"id_": "ae2e5a54-9bca-4832-9a03-82c775b3d7bf", "embedding": null, "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-133", "node_type": "4", "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "hash": "e00b1cd106dbfa5199d5914afed22f0ab0d949d6ea648319717c34676fb21c64", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "df7c9495-38bc-45a4-bb13-69941a921e56", "node_type": "1", "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "hash": "6d9b79fe650c573c2da4f975771429be18507ae4dd33ead9a864c46e233d4fd0", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "be66e8ff-bddc-4217-8000-a79d5bff0faa", "node_type": "1", "metadata": {}, "hash": "7001db542cfde44ce8045e2e28fe3878638640da9650b1757695b558209aebfc", "class_name": "RelatedNodeInfo"}}, "text": "Lor\u00e9s-Sanz, R. (2011). \u201cThe construction of the\n\nauthor\u2019s voice in academic writing: The interplay of\n\ncultural and disciplinary factors\u201d. Text & Talk 31,2:\n\n173-193.\n\nMartin, J. & P. White (2005). Appraisal in English:\n\nThe Language of Evaluation. London: Palgrave.\n\nMart\u00edn-Mart\u00edn, P. (2005). The Rhetoric of the\n\nAbstract in English and Spanish Scientific\n\nDiscourse. Hochfeldstrasse: Peter Lang. \n\nMatthiessen, C. (1995). Lexicogrammatical\n\nCartography: English Systems. Tokyo:\n\nInternational Language Sciences Publishers.\n\nMauranen, A. (1993). \u201cContrastive ESP rhetoric:\n\nMetatext in Finnish-English economics texts\u201d.\n\nEnglish for Specific Purposes 12: 3-22.\n\nMauranen, A., P\u00e9rez-Llantada, C. & J.M. Swales\n\n(2010). \u201cAcademic Englishes: A standardised\n\nknowledge?\u201d in A. Kirkpatrick (ed.), The Routledge\n\nHandbook of World Englishes, 634-652. London:\n\nRoutledge.\n\n\n\nELEnA SHELDOn\n\nIb\u00e9rica 35 (2018): 13-4038\n\nMei, W.S. (2007). \u201cThe use of engagement\n\nresources in high- and low-rated undergraduate\n\ngeography essays\u201d. Journal of English for\n\nAcademic Purposes 6: 254-272.\n\nMendiluce Cabrera, G. & A. Hern\u00e1ndez Bartolom\u00e9\n\n(2005). \u201cLa matizaci\u00f3n asertiva en el estudio\n\nbiom\u00e9dico: Una propuesta de clasificaci\u00f3n para\n\nlos estudios contrastivos ingl\u00e9s-espa\u00f1ol\u201d. Ib\u00e9rica\n\n10: 63-90. \n\nMoreno, A. (2008). \u201cThe importance of comparable\n\ncorpora in cross-cultural studies\u201d in U. Connor, E.\n\nNagelhout & W. Rozycki (eds.), Contrastive\n\nRhetoric: Reaching to Intercultural Rhetoric, 25-\n\n41. Amsterdam: John Benjamins Publishing.\n\nMur-Due\u00f1as, P. (2009). \u201cLogical markers in L1\n\n(Spanish and English) and L2 (English) business\n\nresearch articles\u201d. English Text Construction 2,2:\n\n246-264.\n\nMur-Due\u00f1as, P. (2010). \u201cAttitude markers in\n\nbusiness management research articles: A cross-\n\ncultural corpus-driven approach\u201d. International\n\nJournal of Applied Linguistics, 20,1: 50-72.\n\nMur-Due\u00f1as, P. (2011). \u201cAn intercultural analysis\n\nof metadiscourse features in research articles\u201d.\n\nJournal of Pragmatics 43: 3068-3079.\n\nPerales-Escudero, M. & J. Swales (2011). \u201cTracing\n\nconvergence and divergence in pairs of Spanish\n\nand English research article abstracts: The case of\n\nIb\u00e9rica\u201d. Ib\u00e9rica, Journal of the European\n\nAssociation of Languages for Specific Purposes\n\n(AELFE) 21: 49-70.\n\nP\u00e9rez-Llantada, C. (2011). \u201cHeteroglossic\n\n(dis)engagement and construal of the ideal\n\nreadership: Dialogic spaces in academic texts\u201d in\n\nV. Bhatia, P. S\u00e1nchez-Hern\u00e1ndez & P. P\u00e9rez-\n\nParedes (eds.), Researching Specialized\n\nLanguages, 25-45. Amsterdam: John Benjamins.\n\nPosteguillo, S. 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Knowledge Construction in\n\nAcademia: A Challenge for Multilingual Scholars.\n\nOxford: Peter Lang.\n\nSoler-Monreal, C., Carbonell-Olivares, M. & L. Gil-\n\nSalom (2011). \u201cA contrastive study of the rhetorical\n\norganization of English and Spanish PhD Thesis\n\nIntroductions\u201d. English for Specific Purposes 30: 4-\n\n17.\n\nSwales, J. M. (1990). Genre Analysis: English in\n\nAcademic and Research Settings. Cambridge:\n\nCambridge University Press.\n\nSwales, J. N, (2004). Research Genres:\n\nExplorations and Applications. New York, NY:\n\nCambridge University Press.\n\nTang, R. & S. John (1999). \u201cThe \u2018I\u2019 in identity:\n\nExploring writer identity in student academic\n\nwriting through the first person\u201d. English for\n\nSpecific Purposes 18: S23-S39.\n\nTaylor, G. & T. Chen (1991). \u201cLinguistics, cultural,\n\nand sub-cultural issues in contrastive discourse\n\nanalysis: Anglo-American and Chinese scientific\n\ntexts\u201d. Applied Linguistics 12: 319-336. \n\nWilliam, I. (2005). \u201cThematic items referring to\n\nresearch and researchers in the discussion section\n\nof Spanish biomedical articles and English-\n\nSpanish translations\u201d. Babel 51,2: 124-160.\n\nYang, R. & D. Allison (2003). \u201cResearch articles in\n\napplied linguistics: Moving from results to\n\nconclusions\u201d. English for Specific Purposes 22:\n\n365-385. \n\nYakhontova, T. (2002). \u201cSelling or telling? Towards\n\nunderstanding cultural variation in research\n\ngenres\u201d in J. Flowerdew (ed.), Academic\n\nDiscourse, 216-232. London: Longman.", "start_char_idx": 102332, "end_char_idx": 104578, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "61783d8b-380e-4033-9eb5-ffa0917f6c9f": {"__data__": {"id_": "61783d8b-380e-4033-9eb5-ffa0917f6c9f", "embedding": null, "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-133", "node_type": "4", "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "hash": "e00b1cd106dbfa5199d5914afed22f0ab0d949d6ea648319717c34676fb21c64", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "be66e8ff-bddc-4217-8000-a79d5bff0faa", "node_type": "1", "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "hash": "4f6feedbea48a8640f0811692256aea02c08c8e3f65b181829d38d2226041e74", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "b52b23e2-24e6-4a90-9d10-c73a5196d6c3", "node_type": "1", "metadata": {}, "hash": "441169940c63accfce1f4bfc89e985b5e0ea169d12420d8aa4ec6b5b681c0bb9", "class_name": "RelatedNodeInfo"}}, "text": "), Academic\n\nDiscourse, 216-232. London: Longman. \n\n\n\nDIALOgIC SPACES Of knOWLEDgE COnSTRuCTIOn\n\nIb\u00e9rica 35 (2018): 13-40 39\n\nDr Elena Sheldon is a lecturer at the faculty of Arts and Social Sciences, at\n\nthe university of Technology Sydney (uTS). Her research interests focus on\n\nsystemic functional grammar, academic writing, and contrastive rhetoric\n\napplied to research. She has published articles in international journals\n\ncontrasting English L1, English L2 and Spanish L1 and a book titled:\n\nKnowledge Construction in Academia: A Challenge for Multilingual Scholars.\n\nNoTES \n\n1 Prosody is viewed by Lemke (1992: 47) as any evaluative feature in texts, a feature that \u201cis not restricted\n\nto a particular meaning distributed through the clause, and across the clause and sentence boundaries but\n\nevaluations spread throughout the text\u201d. Evaluative stances are thus not unrelated words or clauses but\n\nchoices that communicate with each other throughout the text in making meaning (Chang &\n\nSchleppegrell, 2011). \n\n2 graduation provides a key dialogistic effect associated with scaling-up/scaling-down the preciseness of\n\nstatements. These resources can assist the engagement system to explore its dialogic functionality more\n\nintensively by considering their potential effects in the construal of agreement and solidarity (Martin &\n\nWhite, 2005). \n\n3 Drawing on the modality of possibilities, these texts employ \u201cmight\u201d, \u201cshall\u201d, \u201cmay\u201d, \u201ccan\u201d, \u201cshould\u201d,\n\n\u201ccould\u201d and \u201cseems\u201d, followed by a verb, which indicates stronger or weaker investment in the\n\npropositions.", "start_char_idx": 104529, "end_char_idx": 106103, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "b52b23e2-24e6-4a90-9d10-c73a5196d6c3": {"__data__": {"id_": "b52b23e2-24e6-4a90-9d10-c73a5196d6c3", "embedding": null, "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-134", "node_type": "4", "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "hash": "8ba652ecf778a9d82f6271319f3213a89b91e71725d5ec79529a3b3832c44477", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "61783d8b-380e-4033-9eb5-ffa0917f6c9f", "node_type": "1", "metadata": {"identifier": "iberica-133", "author": "Sheldon, Elena", "title": "Dialogic spaces of knowledge construction in research article Conclusion sections written by English L1, English L2 and Spanish L1 writers", "date": "2018-01-02", "file": "iberica-133.pdf"}, "hash": "c013e1d1eaed746437d66d9bc33b3a7f290933fcb9e8721e30389eb522963e85", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "03c5aadb-a1d0-4d47-90ce-2043454a4445", "node_type": "1", "metadata": {}, "hash": "424133a32cc7da5d59f10b5e53c14367405dbbc5381187ab455026c317149e00", "class_name": "RelatedNodeInfo"}}, "text": "01 Editorial.qxd\n\n\nIb\u00e9rica 35 (2018): 41-66\n\nISSN: 1139-7241 / e-ISSN: 2340-2784\n\nAbstract \n\nThis article uses the semantic tagging tools provided by Wmatrix3 to investigate\n\nthe discourse of corporate annual reports to shareholders from leading UK-\n\nbased companies in four sectors: pharmaceuticals, food, mining and finance. Six\n\npotentially interesting areas of commonality are identified (change, inclusion,\n\nsize: big, important, cause and effect, and time: begin). Concordance lines from\n\nthese areas in each subcorpus are then analysed qualitatively to identify the\n\npresence of shared value-systems in the discourse of the reports. A contrastive\n\nanalysis is then conducted which reveals differences between the four sectors in\n\nthe keyness of areas such as safety, strength, newness and focus, as well as\n\ncolleague and client orientation. These findings are discussed in the light of\n\nprevious research on business communication. Finally, some advantages of using\n\nsemantic tagging over standard corpus linguistic tools are discussed. \n\nKeywords: corporate discourse, annual reports, semantic tagging, corpus\n\nlinguistics, business communication, values. \n\nResumen \n\nL a i nv e s t ig a c i \u00f3n d e l di s c ur s o e v al u at iv o e n I nf o rm e s A nu al e s me d ia nt e\n\ne t iq ue ta d o s e m\u00e1 nti c o \n\nEste art\u00edculo utiliza herramientas de etiquetado sem\u00e1ntico proporcionadas por\n\nWmatrix3 para investigar el discurso de los informes anuales corporativos\n\ndirigidos a los accionistas de empresas ubicadas en el Reino Unido y\n\npertenecientes a los siguientes sectores: sector farmac\u00e9utico, alimentaci\u00f3n,\n\nminer\u00eda y finanzas. Se identifican seis \u00e1reas de inter\u00e9s potencial (cambio,\n\ninclusi\u00f3n, tama\u00f1o: grande, importante, causa y efecto, y tiempo: inicio). Se\n\nanalizan las l\u00edneas de concordancia de cada una de estas \u00e1reas en cada subcorpus\n\nResearching evaluative discourse in\n\nAnnual Reports using semantic tagging \n\nRuth Breeze \n\nUniversidad de Navarra (Spain) \n\nrbreeze@unav.es\n\n41", "start_char_idx": 41, "end_char_idx": 2058, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "03c5aadb-a1d0-4d47-90ce-2043454a4445": {"__data__": {"id_": "03c5aadb-a1d0-4d47-90ce-2043454a4445", "embedding": null, "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-134", "node_type": "4", "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "hash": "8ba652ecf778a9d82f6271319f3213a89b91e71725d5ec79529a3b3832c44477", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "b52b23e2-24e6-4a90-9d10-c73a5196d6c3", "node_type": "1", "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "hash": "6946a2be77cbdb72a84b31fc064ceb0ba0b136fdd43bd38a1eeac38747bb0fb4", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "5bf104fd-3c87-494b-81ee-bedd676cc82d", "node_type": "1", "metadata": {}, "hash": "6414e9944225614ed9e0a3ae1eebf1b62f09fb2614dffc6a57b0111388affaf4", "class_name": "RelatedNodeInfo"}}, "text": "Ib\u00e9rica 35 (2018): 41-66\n\nRUTh BREEzE\n\nde forma cualitativa con el fin de identificar la presencia de sistemas de valores\n\ncompartidos en el discurso de estos informes. Posteriormente, se lleva a cabo un\n\nan\u00e1lisis contrastivo, que revela diferencias entre los cuatro sectores respecto a las\n\npalabras clave utilizadas, de \u00e1reas tales como seguridad, fortaleza, novedad y\n\nenfoque, as\u00ed como en orientaci\u00f3n hacia colegas y clientes. Se comentan los\n\nresultados obtenidos a la luz de la investigaci\u00f3n previa en el \u00e1mbito de la\n\ncomunicaci\u00f3n empresarial. Finalmente, se hace una valoraci\u00f3n de algunas\n\nventajas que conlleva la utilizaci\u00f3n de etiquetado sem\u00e1tico frente a herramientas\n\nest\u00e1ndar empleadas en ling\u00fc\u00edstica de corpus.\n\nPalabras clave: discurso corporativo, informes anuales, etiquetado\n\nsem\u00e1ntico, ling\u00fc\u00edstica de corpus, comunicaci\u00f3n empresarial, valores. \n\n1. Introduction \n\nCorporate discourse has long been a focus of interest for applied linguists,\n\nand a substantial volume of research exists into the way that language is used\n\nin the business world. One genre that is attracting increasing attention is the\n\ncorporate annual report, which came into existence as a mainly factual\n\ndocument intended to inform shareholders about company performance,\n\nbut which has now developed into a complex genre with a number of\n\ndifferent communicative purposes (Bartlett & Jones, 1997; Stanton &\n\nStanton, 2002; Ditlevsen, 2012; Breeze, 2015). According to Bhatia (2010),\n\ncompanies\u2019 annual reports generally combine at least four different\n\ndiscourses, namely accounting discourses, legal discourses, the discourse of\n\neconomics, and public relations discourse. These are not evenly distributed\n\nacross the report, but tend to be concentrated in specific sections, with a\n\nmajor division between the first and second half of the report. The second\n\nhalf, with its sober presentation and dense print, contains the factual\n\ninformation required by law. This is presented through accounting discourse\n\n(represented in technical data and auditors\u2019 statements), and legal discourse\n\nin the form of disclaimers (De Groot, 2014; Breeze, 2015), although the\n\ndiscourse of economics may also figure here in the interpretive paragraphs\n\naccompanying the numerical information. By contrast, the first half of the\n\nreport, with its \u201cmagazine\u201d format, has taken on a significant public relations\n\nrole over the last thirty years or so (Ditlevsen, 2012), providing narratives\n\nwhich show \u201cwho the company is and what its values are, what its businesses\n\nare and how successful they have been\u201d (Courtright & Smudde, 2009: 258).\n\nThe promotional discourse of this part is also blended with the discourse of\n\n42", "start_char_idx": 2062, "end_char_idx": 4770, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "5bf104fd-3c87-494b-81ee-bedd676cc82d": {"__data__": {"id_": "5bf104fd-3c87-494b-81ee-bedd676cc82d", "embedding": null, "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-134", "node_type": "4", "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "hash": "8ba652ecf778a9d82f6271319f3213a89b91e71725d5ec79529a3b3832c44477", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "03c5aadb-a1d0-4d47-90ce-2043454a4445", "node_type": "1", "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "hash": "88ffeae96d48d3a1cca4201b4664c97d6012d97899625f4d1f1c417b9e97241b", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "2a305580-4680-42aa-946d-21e5b81e68f9", "node_type": "1", "metadata": {}, "hash": "375817794c1e2a451ff6cf88a5e3323687c784d8b251d608f8e5c2f7328bbabf", "class_name": "RelatedNodeInfo"}}, "text": "economics, and it should be noted that the latter is deployed strategically to\n\nrecontextualise and interpret the facts, sometimes with a considerable degree\n\nof licence (Bhatia, 2010).\n\nGiven the multifaceted nature of this complex genre, it is not surprising that\n\nresearchers have often chosen to centre on one particular section or aspect.\n\nFor example, considerable research efforts have focused on the \u201cletter to\n\nshareholders\u201d (V\u00e1zquez Orta & Foz Gil, 1995; Abrahamson & Amir, 1996;\n\nhyland, 1998; Smith & Taffler, 2000; Bhatia, 2004; Craig & Amernic, 2004),\n\nwhile there has been a recent surge of interest in particular themes such as\n\nreadability (Clatworthy & Jones, 2001), accuracy in corporate disclosure\n\n(Abraham & Shrives, 2014) or visual style (Davison, 2010), and\n\nmultimodality (De Groot et al., 2006), as well as certain aspects of\n\nstakeholder response (Rutherford, 2005; De Groot, 2014) or specific sectors\n\nsuch as banking (Malavasi, 2010). however, perhaps because of the complex\n\nnature of the reports, or their presumed overlap with other areas of\n\npromotional discourse, so far less attention has been paid to the ethos or\n\nvalue system that runs through the public relations discourse of annual\n\nreports in general, and the possible differences between companies in\n\ndifferent sectors.\n\nThe present paper centres on the first half of the report, which most clearly\n\nembodies the company\u2019s discursive self-presentation and is not constrained\n\nby legal requirements. As Sandell and Svensson state (2016: 9), annual\n\nreports \u201cdo much more than report financial performance; they partake in\n\nthe symbolic production and reproduction of reality\u201d, and this is particularly\n\nevident in the first section, whose contents, wording and general\n\npresentation are designed to index particular values that enhance the\n\ncompany\u2019s image. Research into values in discourse in other areas has often\n\nbeen conducted using corpus linguistic tools which involve the identification\n\nof keywords and comparison of word frequencies across corpora (hyland,\n\n1997; Giannoni, 2010). however, it is clear that standard corpus data such as\n\nfrequencies and keyness are only capable of providing part of the story.\n\nInnovative semantic tagging tools such as Wmatrix3 (Koller et al., 2008;\n\nRayson, 2008) can go further, in that rather than identifying particular words\n\nthat are salient, they can also pinpoint semantic areas that are especially\n\nimportant. By using such tools it has been possible, for example, to establish\n\nthat doctor-patient communication contains frequent references to the\n\nsemantic field of \u201cviolence\u201d, materialised in words such as \u201cfight\u201d or\n\n\u201cbattle\u201d (Semino, 2008; Semino et al., 2015). Since many different words may\n\nSEMANTIC TAGGING IN ANNUAL REPORTS DISCOURSE\n\nIb\u00e9rica 35 (2018): 41-66 43", "start_char_idx": 4774, "end_char_idx": 7608, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "2a305580-4680-42aa-946d-21e5b81e68f9": {"__data__": {"id_": "2a305580-4680-42aa-946d-21e5b81e68f9", "embedding": null, "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-134", "node_type": "4", "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "hash": "8ba652ecf778a9d82f6271319f3213a89b91e71725d5ec79529a3b3832c44477", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "5bf104fd-3c87-494b-81ee-bedd676cc82d", "node_type": "1", "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "hash": "eaeb80220ddf66505f60080188709a86349851bb26a653d942e8253504456ffb", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "fada4975-c3e8-4890-a56b-82d98f6e3387", "node_type": "1", "metadata": {}, "hash": "03fbfaeccfc84aa882ac735325b7f58c2792b797279e649f4bace1667a31dd8d", "class_name": "RelatedNodeInfo"}}, "text": "be used to convey the same idea, it is likely that on the level of simple word\n\nfrequencies, or even keyness values, none of these words will attain\n\nsignificance individually. however, taken together as a semantic field, they\n\ncan be visualised as an area that is surprisingly important.\n\nSemantic tagging has already been applied to business discourse by authors\n\ninterested in metaphor. For example, Kheovichai (2015) uses semantic\n\ntagging to identify potential metaphor scenarios in an academic business\n\ncorpus, proceeding by scanning the semantic categories found for semantic\n\ndomains \u201cthat seemed incongruent with the discourse of business science\u201d\n\n(page 160), and then analysing the concordance lines manually. he did not\n\nspecify any frequency cut-off point for this, and thus was able to include\n\nvery low frequency items in his results. he identified scenarios involving war,\n\nsport, games, journeys, machines, living organisms, and buildings, all of\n\nwhich, in his interpretation, appeared to centre on the source domain of a\n\nbounded space. Importantly, he noted that source domains close to each\n\nother generate clusters of metaphorical expressions, so it is not necessarily\n\nappropriate to examine these at the lexical level, since exploration at the\n\nsemantic level is likely to be more fruitful. \n\nSemantic tagging also holds great promise for the study of values in\n\ndiscourse. In particular, semantic analysis should shed light on the underlying\n\nmind-set, that is, the values and assumptions which underpin what is\n\nconsidered to be effective communication in a given context. Previous\n\ndiscourse studies using corpus tools to uncover disciplinary value systems\n\n(hyland, 1997; Giannoni, 2010; Breeze, 2011) have generally relied on mixed\n\nmethods, using quantitative criteria to identify areas of interest, which are\n\nthen followed up by qualitative analysis. The recent addition of semantic\n\ntagging to the analytical toolbox opens up new possibilities in this respect, as\n\nresearchers go beyond mere recurrence of lexical items to examine salient\n\nareas of meaning.\n\nIn the present article, a mixed-methods approach to investigating values in\n\ndiscourse is extended and refined by the application of semantic tagging to\n\na corpus of annual reports from four different areas: the pharmaceutical\n\nindustry; supermarkets and the food industry; mining; and financial\n\nservices/fund management. These sectors are all important for the UK\n\neconomy but also provide some degree of contrast. Semantic tagging was\n\nused to identify key areas of meaning, and to compare the subcorpora both\n\nacross semantic areas and within each area. The principal research questions\n\nRUTh BREEzE\n\nIb\u00e9rica 35 (2018): 41-6644\n\n\n\nwere therefore: i) can semantic analysis help identify the values present in\n\nannual reports; ii) what values are prominent; and iii) how do these values\n\nvary between the sectors chosen? \n\n2. Material and method \n\nA corpus was built from the 2013 edition of 16 Annual Reports published\n\non the websites of major public limited companies listed on the London\n\nstock exchange, all of which had been listed on the FTSE 100 within the\n\nprevious ten years. Four companies were selected from each of the following\n\nsectors: the pharmaceutical industry; food and supermarkets; financial\n\nservices and fund management; and mining. The annual reports all fell\n\nnaturally into two parts: the first consisted of general information about the\n\ncompany, its areas of business, performance and aspirations for the future;\n\nwhile the second contained the information required by law, including the\n\naudit reports, balance sheets, information about corporate governance, and\n\nso on. These parts were clearly distinguishable in terms of format, since the\n\nfirst part was visually attractive, making use of a variety of graphic and\n\nphotographic techniques to create a magazine-like presentation, while the\n\nsecond part had smaller print and contained large quantities of numerical\n\ndata in the form of soberly-presented tables or line graphs. For the purposes\n\nof this study, the first part of each annual report was saved in text format.\n\nThe resulting texts were then assembled to constitute the four subcorpora\n\n(descriptive data are provided in Table 1). \n\nEach subcorpus was then uploaded to Wmatrix3 (kindly provided by Dr.\n\nPaul Rayson, UCREL, University of Lancaster; see Rayson, 2008).", "start_char_idx": 7612, "end_char_idx": 12047, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "fada4975-c3e8-4890-a56b-82d98f6e3387": {"__data__": {"id_": "fada4975-c3e8-4890-a56b-82d98f6e3387", "embedding": null, "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-134", "node_type": "4", "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "hash": "8ba652ecf778a9d82f6271319f3213a89b91e71725d5ec79529a3b3832c44477", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "2a305580-4680-42aa-946d-21e5b81e68f9", "node_type": "1", "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "hash": "769abdb959b0abe649fa32ca4ca438b8ab402b9818733b32a96bf2a43b986a98", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "d16cb8d4-0d25-4950-836a-dc83d86a220b", "node_type": "1", "metadata": {}, "hash": "ea2a5fbff54f1d7d96e17b6f953afe8a97375efa54d72efb8c4e299bfcb7594d", "class_name": "RelatedNodeInfo"}}, "text": "Briefly,\n\nWmatrix3 uses the UCREL semantic analysis system to tag corpus tokens\n\naccording to 21 broad semantic fields (emotion, life and living things,\n\nentertainment, etc.), each subdivided into a large number of different\n\nsubsections (Archer et al., 2002). Thus category I (money and commerce),\n\nfor example, is subdivided into 22 different sections and subsections\n\nreflecting different aspects of money: for example, the term \u201cinvest\u201d would\n\nSEMANTIC TAGGING IN ANNUAL REPORTS DISCOURSE\n\nIb\u00e9rica 35 (2018): 41-66 45\n\nRUTH BREEZE \n\nIb\u00e9rica 35 (2018): \u2026-\u2026 \n\nidentify areas of interest, which are then followed up by qualitative analysis. The \nrecent addition of semantic tagging to the analytical toolbox opens up new \npossibilities in this respect, as researchers go beyond mere recurrence of lexical \nitems to examine salient areas of meaning. \n\nIn the present article, a mixed-methods approach to investigating values in \ndiscourse is extended and refined by the application of semantic tagging to a \ncorpus of annual reports from four different areas: the pharmaceutical industry; \nsupermarkets and the food industry; mining; and financial services/fund \nmanagement. These sectors are all important for the UK economy but also \nprovide some degree of contrast. Semantic tagging was used to identify key areas \nof meaning, and to compare the subcorpora both across semantic areas and \nwithin each area. The principal research questions were therefore: i) can \nsemantic analysis help identify the values present in annual reports; ii) what \nvalues are prominent; and iii) how do these values vary between the sectors \nchosen? \n\n2. Material and method \n\nA corpus was built from the 2013 edition of 16 Annual Reports published on the \nwebsites of major public limited companies listed on the London stock \nexchange, all of which had been listed on the FTSE 100 within the previous ten \nyears. Four companies were selected from each of the following sectors: the \npharmaceutical industry; food and supermarkets; financial services and fund \nmanagement; and mining. The annual reports all fell naturally into two parts: the \nfirst consisted of general information about the company, its areas of business, \nperformance and aspirations for the future; while the second contained the \ninformation required by law, including the audit reports, balance sheets, \ninformation about corporate governance, and so on. These parts were clearly \ndistinguishable in terms of format, since the first part was visually attractive, \nmaking use of a variety of graphic and photographic techniques to create a \nmagazine-like presentation, while the second part had smaller print and \ncontained large quantities of numerical data in the form of soberly-presented \ntables or line graphs. For the purposes of this study, the first part of each annual \nreport was saved in text format. The resulting texts were then assembled to \nconstitute the four subcorpora (descriptive data are provided in Table 1). \n\n Pharmaceuticals Food Mining Finance \nTokens 109,588 70,998 65,251 80,825 \nStandardised TTR 38.27 39.01 37.64 36.53 \n\nTable 1. Descriptive data from the four subcorpora. \n\n\n\nbe tagged as I1.1 (money and pay), while \u201cprofitable\u201d would be tagged as\n\nI1.1+ (money: affluence), \u201cdebt\u201d or \u201closs\u201d would be tagged as I1.2 (money:\n\ndebt), and so on. \n\nSince the first stage was to establish the key semantic areas in each\n\nsubcorpus, it was necessary to select a reference corpus. The most obvious\n\nchoices appeared to be the BNC Business or the BNC Information corpora\n\navailable on Wmatrix3. To establish which corpus was likely to be most\n\nappropriate, lists of key semantic areas for the Finance subcorpus were\n\ngenerated using both potential reference corpora. As can be seen from Table\n\n2, the differences in results were relatively small, since 23 of the top 30\n\ncategories were shared. Areas related to money, numbers and business were\n\nkey when either reference corpus was used, that is, the reports were strongly\n\noriented towards money, numbers and business even when compared with\n\nanother business corpus. More interestingly, semantic fields such as \u201ctime:\n\nbeginning\u201d and \u201cevaluation: good\u201d were also salient in both, as were areas\n\nrelated to size and strength.", "start_char_idx": 12048, "end_char_idx": 16312, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "d16cb8d4-0d25-4950-836a-dc83d86a220b": {"__data__": {"id_": "d16cb8d4-0d25-4950-836a-dc83d86a220b", "embedding": null, "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-134", "node_type": "4", "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "hash": "8ba652ecf778a9d82f6271319f3213a89b91e71725d5ec79529a3b3832c44477", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "fada4975-c3e8-4890-a56b-82d98f6e3387", "node_type": "1", "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "hash": "c6109ab17d3cf591c21c6b86526901e1f2507d029356f5c4d6aace6842217e3e", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "6e2dbe66-798b-4ca5-b7d4-aa2fb6d92da9", "node_type": "1", "metadata": {}, "hash": "f44838c5469e2332f22ed94c61c5d20c25744255918408b51598794de26d370f", "class_name": "RelatedNodeInfo"}}, "text": "Regarding the differences, by using BNC Business as a reference corpus, it was\n\npossible to pinpoint the ways in which these subcorpora were different from\n\nbusiness documentation in general, i.e. in the frequency of geographical\n\nterms, references to change, etc., whereas when BNC Information was used,\n\nsome key areas identified were related to common themes when discussing\n\nbusiness activity (money, green issues). The decision was therefore made to\n\nuse BNC Business as a reference corpus, since this would help to pinpoint any\n\nareas of value that were more important in these reports than in general\n\nbusiness literature. \n\nRUTh BREEzE\n\nIb\u00e9rica 35 (2018): 41-6646\n\nSEMANTIC TAGGING IN ANNUAL REPORTS DISCOURSE \n\nIb\u00e9rica 35 (2018): \u2026-\u2026 \n\nEach subcorpus was then uploaded to Wmatrix3 (kindly provided by Dr. Paul \nRayson, UCREL, University of Lancaster; see Rayson, 2008). Briefly, Wmatrix3 \nuses the UCREL semantic analysis system to tag corpus tokens according to 21 \nbroad semantic fields (emotion, life and living things, entertainment, etc.), each \nsubdivided into a large number of different subsections (Archer et al., 2002). \nThus category I (money and commerce), for example, is subdivided into 22 \ndifferent sections and subsections reflecting different aspects of money: for \nexample, the term \u201cinvest\u201d would be tagged as I1.1 (money and pay), while \n\u201cprofitable\u201d would be tagged as I1.1+ (money: affluence), \u201cdebt\u201d or \u201closs\u201d \nwould be tagged as I1.2 (money: debt), and so on. \n\nSince the first stage was to establish the key semantic areas in each subcorpus, it \nwas necessary to select a reference corpus. The most obvious choices appeared \nto be the BNC Business or the BNC Information corpora available on Wmatrix3. \nTo establish which corpus was likely to be most appropriate, lists of key \nsemantic areas for the Finance subcorpus were generated using both potential \nreference corpora. As can be seen from Table 2, the differences in results were \nrelatively small, since 23 of the top 30 categories were shared. Areas related to \nmoney, numbers and business were key when either reference corpus was used, \nthat is, the reports were strongly oriented towards money, numbers and business \neven when compared with another business corpus. More interestingly, semantic \nfields such as \u201ctime: beginning\u201d and \u201cevaluation: good\u201d were also salient in both, \nas were areas related to size and strength. \n\nBNC Business only BNC Business and BNC Information BNC Information only \nGiving \nInterested \nGeog. Terms \nInclusion \nMeasure: distance \nConstraint \nChange \n\nBusiness, general Attentive \nBusiness, selling Cause-effect \nIn power Money: pay Numbers \nTime: beginning Drama \nDanger Quantities Eval: good \nUseful Important Investigate \nTime: period Money: affluence \nEthical Size: big Money: cost \nTough, strong Belong group \nUnderstanding \n\nKnowledgeable \nWanted \nConfident \nAble, intelligent \nMoney, general \nDegree \n\nTable 2. Top 30 semantic areas in finance subcorpus, using BNC Business and BNC \nInformation as reference corpora. \n\nRegarding the differences, by using BNC Business as a reference corpus, it was \npossible to pinpoint the ways in which these subcorpora were different from \nbusiness documentation in general, i.e. in the frequency of geographical terms, \nreferences to change, etc., whereas when BNC Information was used, some key \nareas identified were related to common themes when discussing business \nactivity (money, green issues). The decision was therefore made to use BNC \n\n\n\nIn order to identify values shared by the four subcorpora, a search was\n\nconducted for the top 30 key semantic categories for each subcorpus.\n\nCommon potentially value-related areas were identified, and then analysed\n\nusing quantitative frequency counts for lexical items, complemented by\n\nqualitative examination of concordance lines.", "start_char_idx": 16315, "end_char_idx": 20244, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "6e2dbe66-798b-4ca5-b7d4-aa2fb6d92da9": {"__data__": {"id_": "6e2dbe66-798b-4ca5-b7d4-aa2fb6d92da9", "embedding": null, "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-134", "node_type": "4", "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "hash": "8ba652ecf778a9d82f6271319f3213a89b91e71725d5ec79529a3b3832c44477", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "d16cb8d4-0d25-4950-836a-dc83d86a220b", "node_type": "1", "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "hash": "9f17072bec716fcdee3eaeb45b117dde38698e2666184f3a4292fbe9e5dd8f10", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "e25e26e2-c455-4e2b-8fdd-59d0c58dcd73", "node_type": "1", "metadata": {}, "hash": "e93061719e8f1233a421213daf42c6f531a1dc4fd798782fed499e8e9ae7c88f", "class_name": "RelatedNodeInfo"}}, "text": "Then, to explore possible\n\ndifferences between the value systems of the four subcorpora, all semantic\n\nareas found to have high keyness, measured as Log Likelihood >130, were\n\nidentified in each subcorpus (Log Likelihood (LL) is the level of statistical\n\nsignificance of the difference between the frequencies of a particular\n\nsemantic area in the two corpora; the larger the LL, the more certain we can\n\nbe that the difference is not a coincidence, cf. Rayson, 2008). The potential\n\nvalues evoked by these in the subcorpora were then investigated. \n\n3. Results \n\nAnalysis of the 30 areas with the highest keyness scores revealed\n\nconsiderable overlap between the four subcorpora. By way of illustration,\n\nthe top 12 non-merged categories for each subcorpus are shown in Table 3. \n\nAs might be expected, \u201cmedicine, science and technology\u201d and \u201cdisease\u201d\n\nranked high in the subcorpus of pharmaceutical companies, while\n\n\u201csubstances, solid\u201d was high on the list for mining companies, and \u201cfood\u201d\n\nand \u201cfarming, horticulture\u201d were important in food companies. In finance,\n\npredictably, \u201cmoney and pay\u201d, \u201cnumbers\u201d and \u201cbusiness generally\u201d headed\n\nthe list. Rather more interestingly, the area associated with \u201ctough, strong\u201d\n\nwas salient in the finance subcorpus, while \u201ctime: new and young\u201d was\n\nimportant in the food industry and in pharmaceuticals. On the other hand,\n\nSEMANTIC TAGGING IN ANNUAL REPORTS DISCOURSE\n\nIb\u00e9rica 35 (2018): 41-66 47\n\nRUTH BREEZE \n\nIb\u00e9rica 35 (2018): \u2026-\u2026 \n\nBusiness as a reference corpus, since this would help to pinpoint any areas of \nvalue that were more important in these reports than in general business \nliterature. \n\nIn order to identify values shared by the four subcorpora, a search was conducted \nfor the top 30 key semantic categories for each subcorpus. Common potentially \nvalue-related areas were identified, and then analysed using quantitative \nfrequency counts for lexical items, complemented by qualitative examination of \nconcordance lines. Then, to explore possible differences between the value \nsystems of the four subcorpora, all semantic areas found to have high keyness, \nmeasured as Log Likelihood >130, were identified in each subcorpus (Log \nLikelihood (LL) is the level of statistical significance of the difference between \nthe frequencies of a particular semantic area in the two corpora; the larger the \nLL, the more certain we can be that the difference is not a coincidence, cf. \nRayson, 2008). The potential values evoked by these in the subcorpora were then \ninvestigated. \n\n3. Results \n\nAnalysis of the 30 areas with the highest keyness scores revealed considerable \noverlap between the four subcorpora. By way of illustration, the top 12 non-\nmerged categories for each subcorpus are shown in Table 3. \n\nRank Pharmaceuticals Food Mining Finance \n1 Medicine, science, tech Food Substances, solid Money and pay \n2 Numbers Business, selling Numbers Numbers \n3 Disease Money and pay Industry Business generally \n4 Money and pay Farming, horticulture Money and pay In power \n5 Business generally Measurement: distance Actions, making Business: selling \n6 Size: big Numbers Measurement: weight Geographical names \n7 Objects generally Geographical names Cause and effect Time: beginning \n8 Business: selling Business generally Money: cost and price Useful \n9 Time: new and young Size: big Substances, material Drama \n10 Cause and effect Time: new and young Geographical names Ethical \n11 Anatomy, physiology Important Business generally Tough, strong \n12 Quantities Time: beginning Belonging to group Cause and effect \n\nTable 3. Top 12 semantic areas for each subcorpus. \n\nAs might be expected, \u201cmedicine, science and technology\u201d and \u201cdisease\u201d ranked \nhigh in the subcorpus of pharmaceutical companies, while \u201csubstances, solid\u201d \nwas high on the list for mining companies, and \u201cfood\u201d and \u201cfarming, \nhorticulture\u201d were important in food companies. In finance, predictably, \u201cmoney \nand pay\u201d, \u201cnumbers\u201d and \u201cbusiness generally\u201d headed the list.", "start_char_idx": 20245, "end_char_idx": 24255, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "e25e26e2-c455-4e2b-8fdd-59d0c58dcd73": {"__data__": {"id_": "e25e26e2-c455-4e2b-8fdd-59d0c58dcd73", "embedding": null, "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-134", "node_type": "4", "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "hash": "8ba652ecf778a9d82f6271319f3213a89b91e71725d5ec79529a3b3832c44477", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "6e2dbe66-798b-4ca5-b7d4-aa2fb6d92da9", "node_type": "1", "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "hash": "aa2c820403d66d75534eb4ce49fe474b4d656f02449f3d2196900874991239f8", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "cb4398a5-7346-4270-af1b-8ee5ebbfef5c", "node_type": "1", "metadata": {}, "hash": "0ae1e82b7cf184a488f62276a9b967d4c2cfc9b235154a516fe2e1dce23d6bbd", "class_name": "RelatedNodeInfo"}}, "text": "Rather more \ninterestingly, the area associated with \u201ctough, strong\u201d was salient in the finance \nsubcorpus, while \u201ctime: new and young\u201d was important in the food industry and \nin pharmaceuticals. On the other hand, there was some degree of similarity \n\n\n\nthere was some degree of similarity between the lists for the four\n\nsubcorpora, which all included the obvious categories \u201cbusiness generally\u201d,\n\n\u201cnumbers\u201d, \u201cmoney and pay\u201d, but which also shared certain other categories\n\n(for example, \u201ccause and effect\u201d appears in the top 12 in three of the four\n\nsubcorpora). \n\nTo explore the commonality between the four subcorpora further, I then\n\nidentified the ten categories which occurred in the top thirty key semantic\n\nareas of all four subcorpora. Four of these categories (\u201cmoney: pay\u201d,\n\n\u201cnumbers\u201d, \u201cbusiness, generally\u201d, and \u201cdanger\u201d) were examined in some\n\ndepth, but were eventually excluded from the present study on the grounds\n\nthat they almost always indexed items that referred to technical aspects of\n\nbusiness: to profits and other aspects of company results, to financial risks,\n\nand to market behaviour in general. Although technical discourse is\n\nobviously far from free of ideological content, from a reading of the\n\nconcordance lines it seemed that these areas were less closely related to the\n\nmore general fields of meaning indexed in the other six (\u201cchange\u201d,\n\n\u201cinclusion\u201d, \u201csize: big\u201d, \u201cimportant\u201d, \u201ccause, effect\u201d, and \u201ctime: begin\u201d), and\n\nwould require a different analytical approach. The salience of these six\n\nsemantic areas in the four subcorpora is illustrated in Graph 1, below. \n\nAs Graph 1 shows, these six semantic areas had high keyness values in all the\n\nsubcorpora, but with some degree of variation between them. In what\n\nfollows, I investigate the implications of this, looking at the semantic areas\n\nRUTh BREEzE\n\nIb\u00e9rica 35 (2018): 41-6648\n\nSEMANTIC TAGGING IN ANNUAL REPORTS DISCOURSE \n\nIb\u00e9rica 35 (2018): \u2026-\u2026 \n\nbetween the lists for the four subcorpora, which all included the obvious \ncategories \u201cbusiness generally\u201d, \u201cnumbers\u201d, \u201cmoney and pay\u201d, but which also \nshared certain other categories (for example, \u201ccause and effect\u201d appears in the \ntop 12 in three of the four subcorpora). \n\nTo explore the commonality between the four subcorpora further, I then \nidentified the ten categories which occurred in the top thirty key semantic areas \nof all four subcorpora. Four of these categories (\u201cmoney: pay\u201d, \u201cnumbers\u201d, \n\u201cbusiness, generally\u201d, and \u201cdanger\u201d) were examined in some depth, but were \neventually excluded from the present study on the grounds that they almost \nalways indexed items that referred to technical aspects of business: to profits and \nother aspects of company results, to financial risks, to market behaviour in \ngeneral, and to risk. Although technical discourse is obviously far from free of \nideological content, from a reading of the concordance lines it seemed that these \nareas were less closely related to the more general fields of meaning indexed in \nthe other six (\u201cchange\u201d, \u201cinclusion\u201d, \u201csize: big\u201d, \u201cimportant\u201d, \u201ccause, effect\u201d, \nand \u201ctime: begin\u201d), and would require a different analytical approach. The \nsalience of these six semantic areas in the four subcorpora is illustrated in Graph \n1, below. \n\n \n\nGraph 1. Keyness (Log Likelihood) of the six semantic areas selected for study in the four subcorpora. \n\nAs Graph 1 shows, these six semantic areas had high keyness values in all the \nsubcorpora, but with some degree of variation between them. In what follows, I \ninvestigate the implications of this, looking at the semantic areas in general, and \nthen exploring the lexical items that are most typical of each in their particular \ncontext within the Annual Reports.", "start_char_idx": 24256, "end_char_idx": 28012, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "cb4398a5-7346-4270-af1b-8ee5ebbfef5c": {"__data__": {"id_": "cb4398a5-7346-4270-af1b-8ee5ebbfef5c", "embedding": null, "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-134", "node_type": "4", "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "hash": "8ba652ecf778a9d82f6271319f3213a89b91e71725d5ec79529a3b3832c44477", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "e25e26e2-c455-4e2b-8fdd-59d0c58dcd73", "node_type": "1", "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "hash": "5ba9a335277ab4368076aed2ae5745d7d250f3d3887b133d9ea79f921ab302fa", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "785f7a21-10e6-43dc-8810-23742b3bc34d", "node_type": "1", "metadata": {}, "hash": "d14c5ce9ef96bb49e229bf794efeb81381a8eaef78bcb8df785aefd2a2efaec8", "class_name": "RelatedNodeInfo"}}, "text": "fhetstsilhetn eewtbe\nlalerengsesnisub\u201cesiroegcat\n\nniatrecderash eigoretacrheot\n in2 1pto bu srue oeerth\n\ntilanommocehterolpxeTo\nwsierogteacnteethdneid\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n\nANNUALN INGIGTAGC ANTISEM\n\nncillah chiw,apororubcs\npdaneynom\u201c\u201d,serbmun\u201c\u201d,yl\nend aeusac\u201c,eplmxae(se\n\n. )aroprocb\n\nocbusruehtneewtebyt\ntyirthptoethinderruccohichw\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n\nURSESCODIRTS REPOANNUAL\n\nousobvihetd udelnc\nosalchihwtub\u201d,ayp\n\nhetn israppea\u201dtc\n\nnehtI,rehtrarop\naticnamesyekty sare\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n\nwsierogteacnteethdneid\nourF.apororubcsllaof\n\u201cddna,\u201dyllareneg,ssenisu\u201cb\nhtmoedduclexylalutenev\n\nathtsemtiedexdnisaywal fre\nrny paomcofstcpesarheot\n\nhough tlAk.siro tnd a,larnege\neramot, ntenocl aicglooeid\nedatelryelsoclsesle erweasar\ncin\u201c, \u201degnahc\u201c(ixsrethoeth\nowdan,\u201d)niegbe:mit\u201cdan\n\nitsihtfil\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n\ntyirthptoethinderruccohichw\ny:onem\u201c(seigoretaceshetofour\nosnidenimaxeerew)\u201dregna\u201cd\nnuorge htnoydutstenesrpe h\nubfostcepsalacinhcetotdrre\nmo t,kssirlaincnao t,stulse\n\nousobvisiesourcsdilachnicethough \ntfogindae sneilencdaoroncche\n\nfosdelalerenge rome htoted\nopim\u201c, \u201digb: eizs\u201c, \u201dniosluc\n\nantenida e riueqrdluo yal\nibfhti\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n\naticnamesyekty sare\n,\u201dsrbenum\u201c,y\u201dpay:\nerewtub,htpedemo\ntsomaleyhtathtsdn\ndnastropot:ssenisu\nn iourvihabetkeram\n\nofeeomrafy lous\neshetthatd emeestis\nniedexdnignieanmf\n, t\u201dce, esuac\u201c, t\u201dnta\ne hT.achorpapcality\n\nidtstlli G h\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n\ncitnamsexsiseehtfoecneilsa\nb1, .woel\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n\niaroprocbsuruehtnis aerac\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n\nnidetarstullis G hpra\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n\n1hpaGr .", "start_char_idx": 28016, "end_char_idx": 31903, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "785f7a21-10e6-43dc-8810-23742b3bc34d": {"__data__": {"id_": "785f7a21-10e6-43dc-8810-23742b3bc34d", "embedding": null, "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-134", "node_type": "4", "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "hash": "8ba652ecf778a9d82f6271319f3213a89b91e71725d5ec79529a3b3832c44477", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "cb4398a5-7346-4270-af1b-8ee5ebbfef5c", "node_type": "1", "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "hash": "f11d88a16c3af2fb204910958030e77e487e423da08514c932fc9bab89ec86e3", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "b3c4e63d-2ae5-422e-95f8-9d67e783f200", "node_type": "1", "metadata": {}, "hash": "4344998696065ebdd4a43bd83fe497e216b3a9b31a526b8383122cfae976499b", "class_name": "RelatedNodeInfo"}}, "text": ")doohilekiLgoL(ssenyKe\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n\nydutsrofdetcelessaeracitnamesxisehtfo\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n\naroprocbusruofehtniy .\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n\nxiseseht,wsohs1hpaGrAs\nedemsohtiwtub,aroprocbsu\nosntioalicpimethteatigsevin\n\nitel aicxleethginrlopxeneth\nco poreRlnnuaAhetn hitiwxtent\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n\nIb\u00e9r\n\namesx ynekegh hid hasaeracint\nmehtneewtebnoitairavfoeerge\n\nticnamesetht aginkolo, isthfo\nt somerat athsm aefol aicpty\n\n.stpor\n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n\n35ca ib\u00e9r 810(2 ): \u2026-\u2026 7\n\nhetllan isuelvassyne\nIs,wolltahwnI.m\ndnal, areneginsaera\nrlauticrapirethinhca\n\n\n\nin general, and then exploring the lexical items that are most typical of each\n\nin their particular context within the Annual Reports. \n\nRegarding the actual frequency of tokens relating to each semantic area\n\nwithin each corpus, Graph 2 shows these data as percentages of the total\n\nnumber of words in the corpus. Interestingly, the percentages are fairly\n\nsimilar in all the data sets (Pearson correlation coefficient: R=1 significant at\n\np<0.01). The largest differences between the percentages were for \u201ccause,\n\neffect\u201d, which accounts for 1.2% of the tokens in the Mining corpus, but less\n\nthan 0.9% of the tokens in all the other corpora.\n\nIn what follows, these six main categories are analysed in terms of their\n\nfunctions in the ideology of corporate reporting. Within each category, the\n\nfrequency of salient lexical items is discussed, and examples of typical uses\n\nare provided. \n\n3.1. Change \n\nUnder the semantic tag \u201cchange\u201d, the most popular words in all corpora\n\nwere \u201cdevelop\u201d and \u201cdevelopment\u201d. \n\nSEMANTIC TAGGING IN ANNUAL REPORTS DISCOURSE\n\nIb\u00e9rica 35 (2018): 41-66 49\n\nRUTH BREEZE \n\nIb\u00e9rica 35 (2018): \u2026-\u2026 \n\n \n\nGraph 2. Percentage of tokens belonging to salient semantic categories in each corpus. \n\nRegarding the actual frequency of tokens relating to each semantic area within \neach corpus, Graph 2 shows these data as percentages of the total number of \nwords in the corpus. Interestingly, the percentages are fairly similar in all the \ndata sets (Pearson correlation coefficient: R=1 significant at p<0.01). The largest \ndifferences between the percentages were for \u201ccause, effect\u201d, which accounts for \n1.2% of the tokens in the Mining corpus, but less than 0.9% of the tokens in all \nthe other corpora. \n\nIn what follows, these six main categories are analysed in terms of their \nfunctions in the ideology of corporate reporting. Within each category, the \nfrequency of salient lexical items is discussed, and examples of typical uses are \nprovided. \n\n3.1. Change \nUnder the semantic tag \u201cchange\u201d, the most popular words in all corpora were \n\u201cdevelop\u201d and \u201cdevelopment\u201d. \n\nTable 4. Top word families in each subcorpus for category \u201cchange\u201d (relative frequency).", "start_char_idx": 31904, "end_char_idx": 35968, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "b3c4e63d-2ae5-422e-95f8-9d67e783f200": {"__data__": {"id_": "b3c4e63d-2ae5-422e-95f8-9d67e783f200", "embedding": null, "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-134", "node_type": "4", "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "hash": "8ba652ecf778a9d82f6271319f3213a89b91e71725d5ec79529a3b3832c44477", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "785f7a21-10e6-43dc-8810-23742b3bc34d", "node_type": "1", "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "hash": "188cc5bf47bd8593a0a1e502dbb0852efdac6b5dc77f1d7cd4434bb18f96dc97", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "b2e6eea2-a6fd-45a1-b809-9c950fd39766", "node_type": "1", "metadata": {}, "hash": "406af6de57b1a2e253ec8c61a024c44cd4167e5b0ac387af405e5895c0107dad", "class_name": "RelatedNodeInfo"}}, "text": "Top word families in each subcorpus for category \u201cchange\u201d (relative frequency). \n\nEBREEZH RUT \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n \n \n\n \n \n\n \n\n \n\n2hpaGr . ekotfoegatnecrPe\n\nneuqelautcaehtgnidragRe\nrG,suprcoeach swohs2hap\n\ntseretnI.suprocehtnisdrwo\non italerorcon sraeP(stesatda\n\necrpehetn eewtbesencerdi\nniiMhetn insokethetof2%1.\n\n.aropro creth oeth\n\nxisesehtswolltahwIn\n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n \n \n\n \n \n\n \n\n \n\nseirogetaccitnamestneilasotgnignolebsn\n\nhcaeotgnitalersnekotfoycn\nfoesagtcenerpasa atde eshts\niaferasegatnecrepeht,ylgnit\ntantacgniis1 =R:nteicoec\n\ne \u201dtce,eusac\u201cerewsgeant\n9%0.n hatsselbut,pusorcng ni\n\nesylanareaseriogetacniam\n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n \n \n \n\n \n \n\n \n\n \n\nsuprochcaenis .\n\nnihtiwaeracitnames\nfoerbmunaltote htf\nehtllaniralimisylr\ntsgeralheT.01)0.p0.02). \n\nAs Table 5 shows, the most frequent single headword in all four subcorpora was \nthe verb \u201cinclude\u201d, which seems to be used very often to convey the impression \nthat more things could be mentioned, as in the following example from finance: \n\n9. We have teams of skilled investment professionals across a range of \ninvestment strategies including equities, fixed income, property and \nsolutions to serve our institutional and retail clients. (Finance) \n\nThe word \u201cinclude\u201d is patently an instance of vague language used to suggest \nthat a comprehensive list would be much longer: \n\n10. Nonetheless, we have not abandoned specialist products where there is \ndemand. These include our suite of high yield products, strengthened by the \narrival of the Artio team. (Finance) \n\n11. Westmill Foods specialises in supplying UK restaurants and wholesalers with \nhigh-quality ethnic foods including rice, spices, sauces, oils, flour and \nnoodles. (Food) \n\nAlternatives to \u201cinclude\u201d, such as \u201cencompass\u201d, \u201cspan\u201d, \u201cinvolve\u201d, \u201ccomprise\u201d, \nand \u201cintegrate\u201d, are used less frequently, but to the same end. \n\n12. The workforce spans multiple nationalities, ethnicities, languages and \ncultures in developing countries. (Mining) \n\n13. The development of any pharmaceutical product candidate is a complex, \nrisky and lengthy process involving significant financial, R&D, and other \nresources. (Pharma) \n\nThe frequent use of such terms is reminiscent of the category of \u201cvague \nquantification\u201d identified by Banks (1998) in scientific writing. The allusion is to \nmultiple entities, some of which will be mentioned, others not, presumably \n\n\n\ndemand. These include our suite of high yield products, strengthened by\n\nthe arrival of the Artio team. (Finance)\n\n11. Westmill Foods specialises in supplying UK restaurants and wholesalers\n\nwith high-quality ethnic foods including rice, spices, sauces, oils, flour\n\nand noodles. (Food)\n\nAlternatives to \u201cinclude\u201d, such as \u201cencompass\u201d, \u201cspan\u201d, \u201cinvolve\u201d,\n\n\u201ccomprise\u201d, and \u201cintegrate\u201d, are used less frequently, but to the same end. \n\n12. The workforce spans multiple nationalities, ethnicities, languages and\n\ncultures in developing countries. (Mining)\n\n13. The development of any pharmaceutical product candidate is a complex,\n\nrisky and lengthy process involving significant financial, R&D, and other\n\nresources. (Pharma)\n\nThe frequent use of such terms is reminiscent of the category of \u201cvague\n\nquantification\u201d identified by Banks (1998) in scientific writing. The allusion\n\nis to multiple entities, some of which will be mentioned, others not,\n\npresumably owing to constraints of space. The notion that \u201crun ons\u201d like\n\n\u201cetc.\u201d or \u201cand so on\u201d are symptoms of a careless writing style may explain\n\nwhy report writers opt for verbs to express vague notions of plurality.\n\nInterestingly, then, the semantic tag \u201cinclusion\u201d seems to point to the\n\npresence of what could be termed, adapting from Perelman and Olbrechts-\n\nTyteca (1969), a \u201crhetoric of vague quantification\u201d. \n\n3.3. Size: big \n\nThe frequency of the semantic area \u201csize: big\u201d evidently reflects a key aspect\n\nof the discourse of these annual reports. In particular, the concordance lines\n\nobtained indicated the values of \u201cgrowth\u201d and \u201cexpansion\u201d. All four\n\nsubcorpora include many instances along the lines of: \u201cenhance and expand\n\nour facilities\u201d, \u201cexcellent revenue and earnings growth\u201d, \u201caddress the rapidly\n\ngrowing demand for cardiovascular medication\u201d, \u201cmaintaining, upgrading and\n\nexpanding our facilities\u201d.", "start_char_idx": 50035, "end_char_idx": 53970, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "bb594ec0-141b-4d52-851c-28bc0b31a239": {"__data__": {"id_": "bb594ec0-141b-4d52-851c-28bc0b31a239", "embedding": null, "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-134", "node_type": "4", "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "hash": "8ba652ecf778a9d82f6271319f3213a89b91e71725d5ec79529a3b3832c44477", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "9b0d4ddf-1805-4c72-ac2d-54b4dcbf1b7b", "node_type": "1", "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "hash": "5f1a1107f2992c56cca3d48776b521e726c4ee7ec0935244a084746078eed4b9", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "0545fd21-dc0c-4958-9d1f-bbdac1d36fc4", "node_type": "1", "metadata": {}, "hash": "27bb5a64107d3223dfae41448dc77789e20fe6c93b02b4b2c88aa1d2ea6dc4db", "class_name": "RelatedNodeInfo"}}, "text": "RUTh BREEzE\n\nIb\u00e9rica 35 (2018): 41-6652\n\nSEMANTIC TAGGING IN ANNUAL REPORTS DISCOURSE \n\nIb\u00e9rica 35 (2018): \u2026-\u2026 \n\nowing to constraints of space. The notion that \u201crun ons\u201d like \u201cetc.\u201d or \u201cand so \non\u201d are symptoms of a careless writing style may explain why report writers opt \nfor verbs to express vague notions of plurality. Interestingly, then, the semantic \ntag \u201cinclusion\u201d seems to point to the presence of what could be termed, adapting \nfrom Perelman and Olbrechts-Tyteca (1969), a \u201crhetoric of vague \nquantification\u201d. \n\n3.3. Size: big \nThe frequency of the semantic area \u201csize: big\u201d evidently reflects a key aspect of \nthe discourse of these annual reports. In particular, the concordance lines \nobtained indicated the values of \u201cgrowth\u201d and \u201cexpansion\u201d. All four subcorpora \ninclude many instances along the lines of: \u201cenhance and expand our facilities\u201d, \n\u201cexcellent revenue and earnings growth\u201d, \u201caddress the rapidly growing demand \nfor cardiovascular medication\u201d, \u201cmaintaining, upgrading and expanding our \nfacilities\u201d. \n\nRank Pharmaceuticals Food Mining Finance \n1 Grow (0.57) Grow (0.43) Expand (0.17) Grow (1.36) \n2 Expand (0.08) Large (0.07) Grow (0.15) Large (0.09) \n3 Large (0.06) Big (0.07) Large (0.04) Expand (0.06) \n4 Expand (0.06) Substantial (0.04) \n\nTable 6. Most frequent word families in \u201csize: big\u201d (relative frequency >0.02). \n\nIn fact, \u201cgrowth\u201d and \u201cgrow\u201d were among the most frequent lexical items \nassociated with this area, followed by \u201clarge\u201d and \u201cexpand\u201d (see Table 6). In \nfood, even when instances of \u201cgrow\u201d referring to food crops were discounted \nmanually, \u201cgrow\u201d was still the most frequent size-related word family. In fact, \n\u201cgrowth\u201d is a topos in the discourse of economics (White, 2003), where it is one \nof the principal metaphors used to present quantitative progress, perhaps because \n\u2013 despite obvious problems with the organic source domain, the \u201cgrowth\u201d \nmetaphor lends itself to narrative integration. \n\nInterestingly, as Table 6 shows, \u201clarge\u201d and \u201cbig\u201d often occurred in the \ncomparative or superlative forms in all the subcorpora (e.g. in finance, \u201clarge\u201d \n(n=21), \u201clarger\u201d (11), \u201clargest\u201d (27); in food, \u201cbig\u201d (n=18), \u201cbigger\u201d (4), \n\u201cbiggest\u201d (7), while \u201clarge\u201d (3), \u201clarger\u201d (4), \u201clargest\u201d (23); in mining \u201clarge\u201d \n(21), \u201clarger\u201d (6), \u201clargest\u201d (32); in pharmaceuticals, \u201clarge\u201d (27), \u201clarger\u201d (5), \n\u201clargest\u201d (31)). The abundant use of terms relating to large (but unspecific) size \nseems to be a further aspect of the rhetoric of \u201cvague quantification\u201d identified in \nsection 3.3 above. \n\n3.4. Important \nExploration of the semantic field that Wmatrix3 labels \u201cimportant\u201d in these \ncorpora revealed considerable variety in the lexis used to reflect this idea. \n\n\n\nIn fact, \u201cgrowth\u201d and \u201cgrow\u201d were among the most frequent lexical items\n\nassociated with this area, followed by \u201clarge\u201d and \u201cexpand\u201d (see Table 6). In\n\nfood, even when instances of \u201cgrow\u201d referring to food crops were\n\ndiscounted manually, \u201cgrow\u201d was still the most frequent size-related word\n\nfamily. In fact, \u201cgrowth\u201d is a topos in the discourse of economics (White,\n\n2003), where it is one of the principal metaphors used to present quantitative\n\nprogress, perhaps because \u2013 despite obvious problems with the organic\n\nsource domain, the \u201cgrowth\u201d metaphor lends itself to narrative integration.\n\nInterestingly, as Table 6 shows, \u201clarge\u201d and \u201cbig\u201d often occurred in the\n\ncomparative or superlative forms in all the subcorpora (e.g.", "start_char_idx": 53973, "end_char_idx": 57434, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "0545fd21-dc0c-4958-9d1f-bbdac1d36fc4": {"__data__": {"id_": "0545fd21-dc0c-4958-9d1f-bbdac1d36fc4", "embedding": null, "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-134", "node_type": "4", "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "hash": "8ba652ecf778a9d82f6271319f3213a89b91e71725d5ec79529a3b3832c44477", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "bb594ec0-141b-4d52-851c-28bc0b31a239", "node_type": "1", "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "hash": "5dd2277bb97c58f8079f9a20298b27fefea6a0abda844e69063a9aff7e279963", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "8c705c53-1a46-45ff-9891-d54efe9bcdc5", "node_type": "1", "metadata": {}, "hash": "f7d4167901641182ebcc711e866794a186119e248519ead18e53e71e350cf003", "class_name": "RelatedNodeInfo"}}, "text": "in finance,\n\n\u201clarge\u201d (n=21), \u201clarger\u201d (11), \u201clargest\u201d (27); in food, \u201cbig\u201d (n=18), \u201cbigger\u201d\n\n(4), \u201cbiggest\u201d (7), while \u201clarge\u201d (3), \u201clarger\u201d (4), \u201clargest\u201d (23); in mining\n\n\u201clarge\u201d (21), \u201clarger\u201d (6), \u201clargest\u201d (32); in pharmaceuticals, \u201clarge\u201d (27),\n\n\u201clarger\u201d (5), \u201clargest\u201d (31)). The abundant use of terms relating to large (but\n\nunspecific) size seems to be a further aspect of the rhetoric of \u201cvague\n\nquantification\u201d identified in section 3.3 above.\n\n3.4. Important \n\nExploration of the semantic field that Wmatrix3 labels \u201cimportant\u201d in these\n\ncorpora revealed considerable variety in the lexis used to reflect this idea. \n\nTable 7 shows the most frequent lemmas found in the four corpora under\n\nthis heading (verbs were considered, but did not reach a relative frequency of\n\n0.02 in any instance). This seems to point to low lexical variation: the lemmas\n\nwith the highest relative frequency far outstripped all the other items on the\n\nlist. Word combinations were also rather limited. \n\nSEMANTIC TAGGING IN ANNUAL REPORTS DISCOURSE\n\nIb\u00e9rica 35 (2018): 41-66 53\n\nRUTH BREEZE \n\nIb\u00e9rica 35 (2018): \u2026-\u2026 \n\nRank Pharmaceuticals Food Mining Finance \nNouns Value (0.22) Value (0.22) Value (0.21) Value (0.18) \n Priority (0.02) Priority (0.02) Priority (0.04) Priority (0.03) \n\nAdjectives Key (0.18) Key (0.18) Key (0.15) Key (0.2) \n Major (0.08) Major (0.08) Significant (0.11) Significant (0.08) \n Significant (0.08) Significant (0.08) Major (0.7) Important (0.04) \n Important (0.04) Important (0.04) Important (0.05) Main (0.03) \n Central (0.02) Major (0.03) \n Main (0.02) \n\nAdverbs Significantly (0.02) Significantly (0.02) Significantly (0.05) Significantly (0.02) \n\nTable 7. Most frequent lemmas in category \u201cimportant\u201d (relative frequency >0.02). \n\nTable 7 shows the most frequent lemmas found in the four corpora under this \nheading (verbs were considered, but did not reach a relative frequency of 0.02 in \nany instance). This seems to point to low lexical variation: the lemmas with the \nhighest relative frequency far outstripped all the other items on the list. Word \ncombinations were also rather limited. \n\nTable 8. Main collocations of \u201ckey\u201d and \u201csignificant\u201d in the mining and food subcorpora (LL>14). \n\nTable 8 shows the main co-occurring pairs including \u201ckey\u201d and \u201csignificant\u201d in \nthe mining and food subcorpora. As above in the case of \u201csize\u201d and \u201cinclusion\u201d, \nthe discourse of \u201cimportance\u201d serves to enhance the company and its activities, \noften in a rather unspecific way. The following examples illustrate how words in \nthis category are scattered through the text, heightening the tone of importance. \n\n14. We have significantly enhanced our innovation capability by establishing \nnumerous alliances and licensing opportunities. (Pharma) \n\n15. Most importantly though, they share the common goal and belief that \nlooking after our clients needs is our number one priority. (Finance)", "start_char_idx": 57435, "end_char_idx": 60354, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "8c705c53-1a46-45ff-9891-d54efe9bcdc5": {"__data__": {"id_": "8c705c53-1a46-45ff-9891-d54efe9bcdc5", "embedding": null, "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-134", "node_type": "4", "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "hash": "8ba652ecf778a9d82f6271319f3213a89b91e71725d5ec79529a3b3832c44477", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "0545fd21-dc0c-4958-9d1f-bbdac1d36fc4", "node_type": "1", "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "hash": "bcee18c2677ff3088f1be6d47573d06cbfe9784a65b22bf25175f7e0a13d53ce", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "a2766cf9-2342-4e57-83c1-e434f14bef72", "node_type": "1", "metadata": {}, "hash": "4246fb9266b76c764fba47e0bfbea43f4da4ef985ff6b93fb551c98052c8f121", "class_name": "RelatedNodeInfo"}}, "text": "(Finance) \n\n\n\nTable 8 shows the main co-occurring pairs including \u201ckey\u201d and \u201csignificant\u201d\n\nin the mining and food subcorpora. As above in the case of \u201csize\u201d and\n\n\u201cinclusion\u201d, the discourse of \u201cimportance\u201d serves to enhance the company\n\nand its activities, often in a rather unspecific way. The following examples\n\nillustrate how words in this category are scattered through the text,\n\nheightening the tone of importance. \n\n14. We have significantly enhanced our innovation capability by establishing\n\nnumerous alliances and licensing opportunities. (Pharma)\n\n15. Most importantly though, they share the common goal and belief that\n\nlooking after our clients needs is our number one priority. (Finance)\n\nThe frequency of such words points to a discourse of urgency and\n\nsignificance, linked to discourses of efficiency (see section 3.5), while at the\n\nsame time, the low lexical variation (Tables 5 and 6) also suggests that this\n\nway of writing has become conventionalised in this genre. \n\n3.5. Cause and effect \n\nWord families that group together in the semantic area \u201ccause and effect\u201d\n\ninclude \u201cresult\u201d, \u201cgenerate\u201d, \u201cimpact\u201d, \u201cbase\u201d (including \u201con the basis of \u201d),\n\n\u201crelate\u201d, \u201cresponsible\u201d, \u201ccause\u201d, and so on. \n\nRUTh BREEzE\n\nIb\u00e9rica 35 (2018): 41-6654\n\nRUTH BREEZE \n\nIb\u00e9rica 35 (2018): \u2026-\u2026 \n\nTable 7. Most frequent lemmas in category \u201cimportant\u201d (relative frequency >0.02). \n\nTable 7 shows the most frequent lemmas found in the four corpora under this \nheading (verbs were considered, but did not reach a relative frequency of 0.02 in \nany instance). This seems to point to low lexical variation: the lemmas with the \nhighest relative frequency far outstripped all the other items on the list. Word \ncombinations were also rather limited. \n\nMining Food \nCollocation Log Likelihood Collocation Log Likelihood \nKey locations 67.84 Key brands 78.30 \nKey indicators 58.38 Key part 42.55 \nKey performance 53.88 Key delivering 19.61 \nKey indicator 44.11 Key suppliers 17.16 \nKey management 39.48 Key success 17.16 \nKey financial 37.41 Key business 8.71 \nSignificant costs 33.24 Significant year 32.94 \nSignificant overrun 32.13 Significant progress 21.83 \nSignificant incidents 25.39 Significant growth 19.60 \nSignificant improvements 20.33 Significant sales 14.60 \nSignificant cost 17.41 \nSignificant risks 15.51 \n\nTable 8. Main collocations of \u201ckey\u201d and \u201csignificant\u201d in the mining and food subcorpora (LL>14). \n\nTable 8 shows the main co-occurring pairs including \u201ckey\u201d and \u201csignificant\u201d in \nthe mining and food subcorpora. As above in the case of \u201csize\u201d and \u201cinclusion\u201d, \nthe discourse of \u201cimportance\u201d serves to enhance the company and its activities, \noften in a rather unspecific way. The following examples illustrate how words in \nthis category are scattered through the text, heightening the tone of importance. \n\n14. We have significantly enhanced our innovation capability by establishing \nnumerous alliances and licensing opportunities. (Pharma) \n\n15. Most importantly though, they share the common goal and belief that \nlooking after our clients needs is our number one priority. (Finance) \n\n\n\nTable 9 shows the most frequent word families from this area in each\n\nsubcorpus with their relative frequencies (<0.02). It might not seem\n\nsurprising that \u201cresult\u201d should be the most frequent word family in all the\n\nsubcorpora, because annual reports are quintessentially about reporting\n\nresults. however, the subcorpora do not include the \u201chard\u201d financial data\n\nfrom the second part of the reports, where we might expect the word\n\n\u201cresult\u201d to be used very often in a technical sense. In fact, the concordance\n\nlines for \u201cresult\u201d (singular) are almost all about causality, rather than financial\n\nresults: \n\n16. The reorganisation of our balance sheet since the year end will lower\n\ninterest charges and result in an improved dividend cover in the future.", "start_char_idx": 60345, "end_char_idx": 64224, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "a2766cf9-2342-4e57-83c1-e434f14bef72": {"__data__": {"id_": "a2766cf9-2342-4e57-83c1-e434f14bef72", "embedding": null, "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-134", "node_type": "4", "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "hash": "8ba652ecf778a9d82f6271319f3213a89b91e71725d5ec79529a3b3832c44477", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "8c705c53-1a46-45ff-9891-d54efe9bcdc5", "node_type": "1", "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "hash": "897b3c44e0fe29ba1940ddc1d08ab3c36d5911cfcfebeee19314407f95c9314f", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "ed374c5c-4246-40c9-a9f5-c14eb53e2937", "node_type": "1", "metadata": {}, "hash": "8dda691806fa847fde6dc18c1978c2697615cf700ac8c9e10f14a612debc0663", "class_name": "RelatedNodeInfo"}}, "text": "(Food)\n\nNotably, 45.76% of all the instances of \u201cresult\u201d in these subcorpora were\n\npart of the combination \u201cas a result\u201d: \n\n17. We were able to achieve this as a result of the experience and capability\n\nof our in-country team. (Food)\n\n18. As a result, world demand for antibiotics and novel therapeutic\n\napproaches remains high and will continue to grow. (Pharma)\n\nhowever, \u201cresults\u201d (plural), which accounted for around 50% of the\n\ninstances of the word family \u201cresult\u201d, was usually associated with financial\n\nresults:\n\n19. Management presents these results externally to meet investors\u2019\n\nrequirements for transparency and clarity. (Pharma)\n\nSEMANTIC TAGGING IN ANNUAL REPORTS DISCOURSE\n\nIb\u00e9rica 35 (2018): 41-66 55\n\nSEMANTIC TAGGING IN ANNUAL REPORTS DISCOURSE \n\nIb\u00e9rica 35 (2018): \u2026-\u2026 \n\nThe frequency of such words points to a discourse of urgency and significance, \nlinked to discourses of efficiency (see section 3.5), while at the same time, the \nlow lexical variation (Tables 5 and 6) also suggests that this way of writing has \nbecome conventionalised in this genre. \n\n3.5. Cause and effect \nWord families that group together in the semantic area \u201ccause and effect\u201d \ninclude \u201cresult\u201d, \u201cgenerate\u201d, \u201cimpact\u201d, \u201cbase\u201d (including \u201con the basis of\u201d), \n\u201crelate\u201d, \u201cresponsible\u201d, \u201ccause\u201d, and so on. \n\nRank Pharmaceuticals Food Mining Finance \n1 Result (0.16) Result (0.21) Result (0.20) Result (0.17) \n2 Impact (0.09) Produce (0.07) Due to (0.11) Base (0.10) \n3 Relate (0.06) Impact (0.06) Produce (0.10) Impact (0.09) \n4 Responsible (0.05) Generate (0.05) Base (0.09) Generate (0.07) \n5 Base (0.05) Responsible (0.05) Impact (0.08) Relate (0.05) \n6 Cause (0.04) Effect (0.03) Relate (0.06) Responsible (0.04) \n7 Effect (0.03) Base (0.03) Factor (0.04) Due to (0.04) \n8 Generate (0.03) Attribute (0.04) Attribute (0.03) \n9 Determine (0.03) Responsible (0.03) \n10 Effect (0.03) \n\nTable 9. Most frequent word families in \u201ccause and effect\u201d (relative frequency >0.02). \n\nTable 9 shows the most frequent word families from this area in each subcorpus \nwith their relative frequencies (<0.02). It might not seem surprising that \u201cresult\u201d \nshould be the most frequent word family in all the subcorpora, because annual \nreports are quintessentially about reporting results. However, the subcorpora do \nnot include the \u201chard\u201d financial data from the second part of the reports, where \nwe might expect the word \u201cresult\u201d to be used very often in a technical sense. In \nfact, the concordance lines for \u201cresult\u201d (singular) are almost all about causality, \nrather than financial results: \n\n16. The reorganisation of our balance sheet since the year end will lower interest \ncharges and result in an improved dividend cover in the future. (Food) \n\nNotably, 45.76% of all the instances of \u201cresult\u201d in these subcorpora were part of \nthe combination \u201cas a result\u201d: \n\n17. We were able to achieve this as a result of the experience and capability of \nour in-country team. (Food) \n\n18. As a result, world demand for antibiotics and novel therapeutic approaches \nremains high and will continue to grow. (Pharma) \n\nHowever, \u201cresults\u201d (plural), which accounted for around 50% of the instances of \nthe word family \u201cresult\u201d, was usually associated with financial results: \n\n19. Management presents these results externally to meet investors\u2019 \nrequirements for transparency and clarity. (Pharma) \n\n\n\nThe variety of lexical items used to express cause and effect was fairly wide: \n\n20. Due to the change in product mix, we achieved double-digit growth in\n\nprofitability.", "start_char_idx": 64226, "end_char_idx": 67788, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "ed374c5c-4246-40c9-a9f5-c14eb53e2937": {"__data__": {"id_": "ed374c5c-4246-40c9-a9f5-c14eb53e2937", "embedding": null, "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-134", "node_type": "4", "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "hash": "8ba652ecf778a9d82f6271319f3213a89b91e71725d5ec79529a3b3832c44477", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "a2766cf9-2342-4e57-83c1-e434f14bef72", "node_type": "1", "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "hash": "4c89e358fbddffbbf4b2a82afaf4a511b661ce28b0322841d3f0684826a6b4a6", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "c18e2fbf-58b9-4875-8af9-1162353c9f8e", "node_type": "1", "metadata": {}, "hash": "0eb7219645c0342b9dc5537bdc6597596d6e9cfebe1ef171bc53c5f088bbeda3", "class_name": "RelatedNodeInfo"}}, "text": "Due to the change in product mix, we achieved double-digit growth in\n\nprofitability. (Pharma)\n\n21. We focus on those areas where scientific advances have opened up new\n\nopportunities that we consider most likely to lead to significant medical\n\nadvances. (Pharma)\n\n22. Our strategy \u2026 seeks to stimulate innovation and enhance the\n\nproductivity of our research process. (Pharma)\n\nIn ideological terms, the frequent use of these words suggests that the\n\nwriters of the reports habitually represent the things that happen in terms of\n\ndirect causality: good decisions produce good results, adverse situations have\n\na negative impact. The ethos of the annual report can thus be seen to reflect\n\na worldview that is both utilitarian (seeking the maximum good in the most\n\nefficient way) and consequentialist (the rightness of the act depends on its\n\nconsequences) (Stanford Encyclopedia of Philosophy, 2015). The seeming\n\nclarity of this utilitarian-consequentialist vision (good results are the\n\nconsequence of our effective actions, while negative events are produced by\n\nexternal factors) is an important feature of company self-presentation in this\n\ngenre. \n\n3.6. Time: begin \n\nThe semantic area \u201cTime: begin\u201d is one of the more unexpected findings in\n\nthe top 30 key areas of all four subcorpora. This area contains words related\n\nto continuity, and in these subcorpora is mainly accounted for by the high\n\npresence of verbs and adjectives relating to ongoing or sustained activity. \n\nIt is noticeable from Table 10 that \u201ccontinue\u201d dominates this particular\n\nsemantic field, which also includes items such as: \u201cgo on\u201d, \u201csustain\u201d,\n\n\u201csustained\u201d, \u201clong-standing\u201d. It generally has a positive prosody here,\n\nRUTh BREEzE\n\nIb\u00e9rica 35 (2018): 41-6656\n\nRUTH BREEZE \n\nIb\u00e9rica 35 (2018): \u2026-\u2026 \n\nThe variety of lexical items used to express cause and effect was fairly wide: \n\n20. Due to the change in product mix, we achieved double-digit growth in \nprofitability. (Pharma) \n\n21. We focus on those areas where scientific advances have opened up new \nopportunities that we consider most likely to lead to significant medical \nadvances. (Pharma) \n\n22. Our strategy \u2026 seeks to stimulate innovation and enhance the productivity \nof our research process. (Pharma) \n\nIn ideological terms, the frequent use of these words suggests that the writers of \nthe reports habitually represent the things that happen in terms of direct \ncausality: good decisions produce good results, adverse situations have a \nnegative impact. The ethos of the annual report can thus be seen to reflect a \nworldview that is both utilitarian (seeking the maximum good in the most \nefficient way) and consequentialist (the rightness of the act depends on its \nconsequences) (Stanford Encyclopedia of Philosophy, 2015). The seeming \nclarity of this utilitarian-consequentialist vision (good results are the \nconsequence of our effective actions, while negative events are produced by \nexternal factors) is an important feature of company self-presentation in this \ngenre. \n\n3.6. Time: begin \nThe semantic area \u201cTime: begin\u201d is one of the more unexpected findings in the \ntop 30 key areas of all four subcorpora. This area contains words related to \ncontinuity, and in these subcorpora is mainly accounted for by the high presence \nof verbs and adjectives relating to ongoing or sustained activity. \n\nRank Pharmaceuticals Food Mining Finance \n1 Continue (0.34) Continue (0.26) Continue (0.26) Continue (0.48) \n2 Remain (0.10) Remain (0.09) Remain (0.14) Remain (0.13) \n3 Ongoing (0.03) Ongoing (0.03) Ongoing (0.05) Ongoing (0.03) \n4 Sustain (0.05)* \n\n* Not including sustainable, sustainability \n\nTable 10. Most frequent word families in \u201cTime: begin\u201d (relative frequency >0.02). \n\nIt is noticeable from Table 10 that \u201ccontinue\u201d dominates this particular semantic \nfield, which also includes items such as: \u201cgo on\u201d, \u201csustain\u201d, \u201csustained\u201d, \u201clong-\nstanding\u201d.", "start_char_idx": 67704, "end_char_idx": 71635, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "c18e2fbf-58b9-4875-8af9-1162353c9f8e": {"__data__": {"id_": "c18e2fbf-58b9-4875-8af9-1162353c9f8e", "embedding": null, "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-134", "node_type": "4", "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "hash": "8ba652ecf778a9d82f6271319f3213a89b91e71725d5ec79529a3b3832c44477", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "ed374c5c-4246-40c9-a9f5-c14eb53e2937", "node_type": "1", "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "hash": "342527ddd11b4f72c0574686172aa72c0fdc1508059b855859c32226c74e3b32", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "ce7b8ab5-ffea-4c36-968d-eabbc57cbe1f", "node_type": "1", "metadata": {}, "hash": "58bd834ecf7b9151d2cb34205e74865b479e8abab623a4b6a9585053f7221ee2", "class_name": "RelatedNodeInfo"}}, "text": "It generally has a positive prosody here, associated with sustained \neffort on the part of the company itself, presumably with a view to linking recent \nactions to past actions and showing continued purposeful activity: \n\n23. We continued to manage our costs tightly and were pleased to deliver \nsavings ahead of the targets we set out when we launched our major \nproductivity initiatives. (Food) \n\n\n\nassociated with sustained effort on the part of the company itself,\n\npresumably with a view to linking recent actions to past actions and showing\n\ncontinued purposeful activity: \n\n23. We continued to manage our costs tightly and were pleased to deliver\n\nsavings ahead of the targets we set out when we launched our major\n\nproductivity initiatives. (Food)\n\nThe high keyness of this area not only suggests that the companies in question\n\nwish to present a dynamic view of time, fitting with an ideological framework\n\nfavouring action, activity and consequentialism, but also indicates that they\n\nsituate their present efforts within a long-term pattern, thus projecting what\n\nmight be termed \u201cproactive stability\u201d or \u201csustained dynamism\u201d. \n\n3.7. Areas of contrast between sectors \n\nAs was mentioned above, it was unsurprising that some of the most\n\noutstanding areas of salience were most strongly linked to the area of the\n\ncompanies\u2019 activities (e.g. for annual reports in the food sector, areas such as\n\nfarming (LL 747.41) and food (LL 1214.41)), so these areas are not analysed\n\nhere. however, categories like those outlined above (\u201cCause and effect\u201d,\n\n\u201cTime: begin\u201d, etc.) which are not immediately related to the companies\u2019\n\nactivities offer considerably more interest. Other potentially interesting\n\nsalient semantic areas which did not reach the top 30 in all four subcorpora\n\n(LL >130 in at least one subcorpus) are shown in Graph 3, which also\n\ndisplays their log likelihood in each subcorpus. \n\nSEMANTIC TAGGING IN ANNUAL REPORTS DISCOURSE\n\nIb\u00e9rica 35 (2018): 41-66 57\n\nSEMANTIC TAGGING IN ANNUAL REPORTS DISCOURSE \n\nIb\u00e9rica 35 (2018): \u2026-\u2026 \n\nThe high keyness of this area not only suggests that the companies in question \nwish to present a dynamic view of time, fitting with an ideological framework \nfavouring action, activity and consequentialism, but also indicates that they \nsituate their present efforts within a long-term pattern, thus projecting what \nmight be termed \u201cproactive stability\u201d or \u201csustained dynamism\u201d. \n\n3.7. Areas of contrast between sectors \nAs was mentioned above, it was unsurprising that some of the most outstanding \nareas of salience were most strongly linked to the area of the companies\u2019 \nactivities (e.g. for annual reports in the food sector, areas such as farming (LL \n747.41) and food (LL 1214.41)), so these areas are not analysed here. However, \ncategories like those outlined above (\u201cCause and effect\u201d, \u201cTime: begin\u201d, etc.) \nwhich are not immediately related to the companies\u2019 activities offer considerably \nmore interest. Other potentially interesting salient semantic areas which did not \nreach the top 30 in all four subcorpora (LL >130 in at least one subcorpus) are \nshown in Graph 3, which also displays their log likelihood in each subcorpus. \n\n \n\nGraph 3. Semantic areas with keyness (LL >130) in at least one subcorpus. \n\nOne significant outlier in which the mining industry diverges from the other \nsubcorpora is that of safety: the semantic area related to \u201csafe\u201d is not prominent \nin any of the other subcorpora. By the reverse logic of corporate communication, \nthis hints at levels of danger associated with mining as compared with, say, \nmanaging money, and the heightened need to legitimise companies in this sector \nas responsible employers (see Breeze, 2012).", "start_char_idx": 71636, "end_char_idx": 75374, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "ce7b8ab5-ffea-4c36-968d-eabbc57cbe1f": {"__data__": {"id_": "ce7b8ab5-ffea-4c36-968d-eabbc57cbe1f", "embedding": null, "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-134", "node_type": "4", "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "hash": "8ba652ecf778a9d82f6271319f3213a89b91e71725d5ec79529a3b3832c44477", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "c18e2fbf-58b9-4875-8af9-1162353c9f8e", "node_type": "1", "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "hash": "45914a779967be91d8c63c9e21bde643c1dafe03fc28ecc1dfd57ec4c415329c", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "b18b31db-b7c1-4f12-ae10-4a66779d8d67", "node_type": "1", "metadata": {}, "hash": "a9c0cdfed5734eed2947a8a57e3d3e9d447f6606a34ba48d22e33bcf0a0e1b62", "class_name": "RelatedNodeInfo"}}, "text": "aerasihtfossenyekhgiheTh\nivcimanydatneserpothswi\nnaytivitca,noitcagniruovfa\n\ns tretnseerpriehtetautsi\ntsevitcaorp\u201cdetebthgmi\n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\nANNUALN INGIGTAGC ANTISEM\n\neggusylnotona ocehttahts st\ndinahtwignitt,emitfow ei\noslatub,msilaitneuqesnocdn\n\ngnolanihtiw - th, nrtteapte\nm\u201dsmianyddeniatsus\u201cro\u201dytilibat\n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\nURSESCODIRTS REPOANNUAL\n\nnoisteuqnis einapmo\nkrwoemalacigoloed\nyehttahtsetacidnio\n\nrpsuth thawng itceoj\nm\u201d. \n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n7.3. wtebtsartnocfosaeAr\nwati,evobadenoitnemswaAs\nsome erwce enialsfoeasar\n\nepralunanr.ge.(esitiviact\n41)1214.LL(nd a41)747.\nedniltuoe sohte kilesiroegcat\n\nwh erlyteiademimt onerahic\nlaitnetoprehtO.tseretniermo\n\nsr ullani03potehthcare\nhparGninwosh o slah chiw3,\n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\nsrotcesneew\nfoemostahtgnisirprusnuswa\nea are htotedknilylgnortsts\n\neasar,roectsdoe htnistroep\nlnaanoterasaeraesheto s,)41)\n\n\u201d,dane sauC\u201c(e voabed\nitietivca\u2019sienapmocethtodtela\ncitnmaestneilasgnitseretniyll\nsaeltani031>L(Lraorpocbus\nn ihood ilkeilog lrihetysaplsdio \n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\ngnidnatstuotsomeht\ntfoea \u2019senipaomche\n\nLL(gnimarfaschus\n,rveeowH.erhed eysl\n)c.et\u201d,niegbe:miT\u201c\n\nlybareidsnocrositie\ntondidhcihwsaerac\n\nrea) surpocbusenots\n.pusorubcsh caen \n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n3hpaGr . eracitnamSe\n\nwhnireiltuotnacingiseOn\n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\nsenotsaeltani)031>LL(ssenyekhtwisae\n\nevidyrtsudnigninimehthciwh\n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\nsuprocbus .", "start_char_idx": 75377, "end_char_idx": 79556, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "b18b31db-b7c1-4f12-ae10-4a66779d8d67": {"__data__": {"id_": "b18b31db-b7c1-4f12-ae10-4a66779d8d67", "embedding": null, "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-134", "node_type": "4", "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "hash": "8ba652ecf778a9d82f6271319f3213a89b91e71725d5ec79529a3b3832c44477", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "ce7b8ab5-ffea-4c36-968d-eabbc57cbe1f", "node_type": "1", "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "hash": "39b4b949838ec0522411be8a5c48b61eb04eecde184538d1778e74e1920b04fb", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "80aa0c34-5b9a-4b0d-89e5-bd06c7dfadf0", "node_type": "1", "metadata": {}, "hash": "500ad336c9a451a695240f14a9e56be6137cb8243be697d948f8e68f71c5a638", "class_name": "RelatedNodeInfo"}}, "text": "rehtoehtmosegre\n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\nt:ytsafotahts iaroprocbsu\naroprocbusrethoethfoynain\negnadfolsevlet atsinhisth\niehehtdna,yenmogniganma\n\nee s(seryolpeme lbisnopesras\n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\nIb\u00e9r\n\nmseeht afs\u201cotedatelrea arc itan\noprocfoicgloesreverethyB. a\n\nsagininmithwdteiacossare\nsmiitigelotdeendenethgi mcoe \n\nee ,ezeeBr .2012)\n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n35ca ib\u00e9r 810(2 ): \u2026-\u2026 15\n\ntennimorptonsi\n, ntioaicnummoctearo\n, yas, ithwderapmoc\nroectssihtniesianpm\n\nSEMANTIC TAGGING IN ANNUAL REPORTS DISCOURSE \n\nIb\u00e9rica 35 (2018): \u2026-\u2026 \n\nThe high keyness of this area not only suggests that the companies in question \nwish to present a dynamic view of time, fitting with an ideological framework \nfavouring action, activity and consequentialism, but also indicates that they \nsituate their present efforts within a long-term pattern, thus projecting what \nmight be termed \u201cproactive stability\u201d or \u201csustained dynamism\u201d. \n\n3.7. Areas of contrast between sectors \nAs was mentioned above, it was unsurprising that some of the most outstanding \nareas of salience were most strongly linked to the area of the companies\u2019 \nactivities (e.g. for annual reports in the food sector, areas such as farming (LL \n747.41) and food (LL 1214.41)), so these areas are not analysed here. However, \ncategories like those outlined above (\u201cCause and effect\u201d, \u201cTime: begin\u201d, etc.) \nwhich are not immediately related to the companies\u2019 activities offer considerably \nmore interest. Other potentially interesting salient semantic areas which did not \nreach the top 30 in all four subcorpora (LL >130 in at least one subcorpus) are \nshown in Graph 3, which also displays their log likelihood in each subcorpus. \n\n \n\nGraph 3. Semantic areas with keyness (LL >130) in at least one subcorpus. \n\nOne significant outlier in which the mining industry diverges from the other \nsubcorpora is that of safety: the semantic area related to \u201csafe\u201d is not prominent \nin any of the other subcorpora. By the reverse logic of corporate communication, \nthis hints at levels of danger associated with mining as compared with, say, \nmanaging money, and the heightened need to legitimise companies in this sector \nas responsible employers (see Breeze, 2012). \n\naerasihtfossenyekhgiheTh\nivcimanydatneserpothswi\nnaytivitca,noitcagniruovfa\n\ns tretnseerpriehtetautsi\ntsevitcaorp\u201cdetebthgmi\n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\nANNUALN INGIGTAGC ANTISEM\n\neggusylnotona ocehttahts st\ndinahtwignitt,emitfow ei\noslatub,msilaitneuqesnocdn\n\ngnolanihtiw - th, nrtteapte\nm\u201dsmianyddeniatsus\u201cro\u201dytilibat\n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\nURSESCODIRTS REPOANNUAL\n\nnoisteuqnis einapmo\nkrwoemalacigoloed\nyehttahtsetacidnio\n\nrpsuth thawng itceoj\nm\u201d.", "start_char_idx": 79558, "end_char_idx": 83446, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "80aa0c34-5b9a-4b0d-89e5-bd06c7dfadf0": {"__data__": {"id_": "80aa0c34-5b9a-4b0d-89e5-bd06c7dfadf0", "embedding": null, "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-134", "node_type": "4", "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "hash": "8ba652ecf778a9d82f6271319f3213a89b91e71725d5ec79529a3b3832c44477", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "b18b31db-b7c1-4f12-ae10-4a66779d8d67", "node_type": "1", "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "hash": "e3cbad92f29d536ac65092d73deb621e34d7d24df2c3e628255b3d34e793b886", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "4e520ed5-3603-4ca4-9850-cb4d866658f6", "node_type": "1", "metadata": {}, "hash": "207fff612db59e98d7899c117ba76b8005de68c961dd963784f9a4b44359e80c", "class_name": "RelatedNodeInfo"}}, "text": "7.3. wtebtsartnocfosaeAr\nwati,evobadenoitnemswaAs\nsome erwce enialsfoeasar\n\nepralunanr.ge.(esitiviact\n41)1214.LL(nd a41)747.\nedniltuoe sohte kilesiroegcat\n\nwh erlyteiademimt onerahic\nlaitnetoprehtO.tseretniermo\n\nsr ullani03potehthcare\nhparGninwosh o slah chiw3,\n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\nsrotcesneew\nfoemostahtgnisirprusnuswa\nea are htotedknilylgnortsts\n\neasar,roectsdoe htnistroep\nlnaanoterasaeraesheto s,)41)\n\n\u201d,dane sauC\u201c(e voabed\nitietivca\u2019sienapmocethtodtela\ncitnmaestneilasgnitseretniyll\nsaeltani031>L(Lraorpocbus\nn ihood ilkeilog lrihetysaplsdio \n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\ngnidnatstuotsomeht\ntfoea \u2019senipaomche\n\nLL(gnimarfaschus\n,rveeowH.erhed eysl\n)c.et\u201d,niegbe:miT\u201c\n\nlybareidsnocrositie\ntondidhcihwsaerac\n\nrea) surpocbusenots\n.pusorubcsh caen \n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n3hpaGr . eracitnamSe\n\nwhnireiltuotnacingiseOn\n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\nsenotsaeltani)031>LL(ssenyekhtwisae\n\nevidyrtsudnigninimehthciwh\n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\nsuprocbus .\n\nrehtoehtmosegre\n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\nt:ytsafotahts iaroprocbsu\naroprocbusrethoethfoynain\negnadfolsevlet atsinhisth\niehehtdna,yenmogniganma\n\nee s(seryolpeme lbisnopesras\n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\nIb\u00e9r\n\nmseeht afs\u201cotedatelrea arc itan\noprocfoicgloesreverethyB. a\n\nsagininmithwdteiacossare\nsmiitigelotdeendenethgi mcoe \n\nee ,ezeeBr .2012)\n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n \n \n\n \n\n \n\n \n \n\n \n \n\n \n \n\n35ca ib\u00e9r 810(2 ): \u2026-\u2026 15\n\ntennimorptonsi\n, ntioaicnummoctearo\n, yas, ithwderapmoc\nroectssihtniesianpm", "start_char_idx": 76585, "end_char_idx": 80756, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "4e520ed5-3603-4ca4-9850-cb4d866658f6": {"__data__": {"id_": "4e520ed5-3603-4ca4-9850-cb4d866658f6", "embedding": null, "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-134", "node_type": "4", "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "hash": "8ba652ecf778a9d82f6271319f3213a89b91e71725d5ec79529a3b3832c44477", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "80aa0c34-5b9a-4b0d-89e5-bd06c7dfadf0", "node_type": "1", "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "hash": "9c49c7107a968a2ea28387b04e4fde65a5fd2e7ce6beae998a2f40ef21d1bae7", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "afaf1dbe-dc3c-4b2f-a160-95c63569e83a", "node_type": "1", "metadata": {}, "hash": "a69f98b553e00da7fb84d8808bb40af5fd7622af77d9cc76195ccb8a26cfc026", "class_name": "RelatedNodeInfo"}}, "text": "One significant outlier in which the mining industry diverges from the other\n\nsubcorpora is that of safety: the semantic area related to \u201csafe\u201d is not\n\nprominent in any of the other subcorpora. By the reverse logic of corporate\n\ncommunication, this hints at levels of danger associated with mining as\n\ncompared with, say, managing money, and the heightened need to legitimise\n\ncompanies in this sector as responsible employers (see Breeze, 2012).\n\nOn the other hand, reports in the drugs and food industry are remarkable\n\nfor their insistence on \u201cnewness\u201d, materialised in the keyness of \u201ctime:\n\nnew and young\u201d. In the case of food, this \u201cnewness\u201d refers to new\n\nbusiness operations, but also notably to the freshness of the product, and,\n\nmore frequently, the innovative nature of the production method or\n\npackaging. \n\n24. We have long supported British farming and this year we achieved 100\n\nper cent British sourcing for all our fresh pork. (Food)\n\n25. The relaunch of Ryvita crispbread in new foil-fresh packaging drove\n\nincreased sales. (Food)\n\nIn the pharmaceuticals industry, although \u201cnew\u201d is still the most frequent\n\nword in this category, \u201cinnovate\u201d and its derivatives come second. The stress\n\nhere is on cutting-edge science, rather than on freshness and swift delivery: \n\n26. People are still willing to pay for differentiated, innovative medicines that\n\ntransform lives. (Pharma)\n\n27. Omthera, a specialty pharmaceutical company based in the US, focused\n\non the development and commercialisation of new therapies for\n\ndyslipidaemia. (Pharma)\n\nInterestingly, while the pharmaceutical and food industries seem to have a\n\npreference for large quantities (\u201cquantities: much and many\u201d), small\n\nquantities seem to have a higher keyness factor in mining (\u201cquantities: little\u201d).\n\nIt is evident that \u201cmuch and many\u201d point to use of the rhetoric of vague\n\nquantification (see above, in section 3.2), as in the following examples: \n\n28. Associated British Foods is a diversified group of food, ingredients and\n\nretail businesses selling into more than 100 countries worldwide. (Food)\n\n29. Ovaltine made further progress in its developing markets of Asia and\n\nSouth America. (Food)\n\nRUTh BREEzE\n\nIb\u00e9rica 35 (2018): 41-6658", "start_char_idx": 87892, "end_char_idx": 90131, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "afaf1dbe-dc3c-4b2f-a160-95c63569e83a": {"__data__": {"id_": "afaf1dbe-dc3c-4b2f-a160-95c63569e83a", "embedding": null, "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-134", "node_type": "4", "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "hash": "8ba652ecf778a9d82f6271319f3213a89b91e71725d5ec79529a3b3832c44477", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "4e520ed5-3603-4ca4-9850-cb4d866658f6", "node_type": "1", "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "hash": "ac2a6af9f7b435cf3810655aced6cfc86367f94bbbd329f2f90b10ac82be3ce9", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "93ab8c1f-03cb-4e56-b86a-2558025586f0", "node_type": "1", "metadata": {}, "hash": "779416caa1b95ce55bb237b48ed379335872987ddb6d94024774ee45b120a4bd", "class_name": "RelatedNodeInfo"}}, "text": "The keyness of \u201cquantities: little\u201d would seem to point in the opposite\n\ndirection, suggesting the smallness of things that are potentially negative,\n\nagain, with a potentially legitimatory function: \n\n30. During the second half of 2013, a consistent message from gold miners\n\nhas been the need to reduce operating costs. (Mining)\n\n31. 30 per cent reduction in the rate of new cases of occupational illness.\n\n(Mining)\n\nTypical objects of \u201creduce\u201d include costs, debt, emissions and energy\n\nconsumption. In this, it seems that the ethos of mining companies is shaped\n\nby the need for control (perhaps related to the need to appear\n\nenvironmentally friendly with a view to legitimation) rather more than is that\n\nof the other sectors. however, \u201creduce\u201d also appears with other objects,\n\nsuch as profits, revenues, values and share prices, which are undoubtedly\n\nindicative of negative results for the companies in the mining sector, perhaps\n\nlinked to the financial crisis.\n\nAnother interesting feature of Graph 3 is that the semantic areas of\n\n\u201cWanted\u201d and \u201cAttentive\u201d are prominent in pharmaceuticals, finance and\n\nmining, which is mainly due to the frequency of items such as strategy, aim,\n\npolicy, programme and objective, on the one hand, and focus, on the other.\n\nIt would appear that these three sectors are, at least explicitly, more highly\n\nstrategy-driven than the food sector. \n\n\u201cGiving\u201d is a prominent area in food and finance, which coincide in the\n\nprominence of lexical items related to \u201cprovide\u201d, \u201csupply\u201d, \u201cdistribute\u201d and\n\n\u201ccontribute\u201d. Notably, the financial sector appears to represent its activities\n\nrather as though it were providing a physical product like food: \n\n32. They complement our organic efforts to broaden and strengthen our\n\ndistribution channels and product mix. (Finance)\n\n33. \u2026 by finding attractive and innovative investment opportunities globally\n\nto provide products which consistently meet our clients\u2019 investment\n\nneeds both now and into the future. (Finance)\n\nA similar dynamics seems to be operating in the semantic fields of \u201chelping\u201d\n\n(service, support, benefit, help, enable) and \u201cgiving\u201d (provide, distribute,\n\ncontribute, give). here, particularly pharmaceuticals and food companies stress\n\ntheir social role, using lexical items related to support, help, care and service. \n\nSEMANTIC TAGGING IN ANNUAL REPORTS DISCOURSE\n\nIb\u00e9rica 35 (2018): 41-66 59", "start_char_idx": 90135, "end_char_idx": 92548, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "93ab8c1f-03cb-4e56-b86a-2558025586f0": {"__data__": {"id_": "93ab8c1f-03cb-4e56-b86a-2558025586f0", "embedding": null, "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-134", "node_type": "4", "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "hash": "8ba652ecf778a9d82f6271319f3213a89b91e71725d5ec79529a3b3832c44477", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "afaf1dbe-dc3c-4b2f-a160-95c63569e83a", "node_type": "1", "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "hash": "277add42a2eafee8ad5a7a7900e17bd8b17ec668cdbc561d416c96e98944001c", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "2a2c187d-71eb-49a1-a114-5e9c8173f8c8", "node_type": "1", "metadata": {}, "hash": "aa185c6d8676008a0d57107a8a5fbcd61847e97bb628810a6cf2d1d771ba814e", "class_name": "RelatedNodeInfo"}}, "text": "34. A number of non-governmental organisations and the World health\n\nOrganization, are leading efforts to support regions and countries in\n\nprioritising and introducing wider healthcare provision. (Pharma)\n\nThe finance sector also echoes this discourse \u2013 but here, the semantic area is\n\ndominated by the notion of \u201cservice\u201d: \n\n35. \u2026a highly regarded global asset management group founded on\n\nproviding the highest levels of investment performance and client\n\nservice. (Finance)\n\nOn the other hand, \u201cgiving\u201d has a low keyness value in mining, and\n\n\u201chelping\u201d has none, which suggests that the companies in this sector do not\n\nportray themselves as providing benefits to society in this way.\n\nFinally, the field \u201ctough, strong\u201d is also worthy of some attention. Most of\n\nthe items tagged thus belong to the family of \u201cstrong\u201d, followed by\n\n\u201crobust\u201d, \u201ctough\u201d and \u201cresilient\u201d, and refer \u2013 in all the annual reports \u2013 to\n\nfinancial performance, as in the following example: \n\n36. With the strength of the group\u2019s balance sheet and strong cash\n\ngeneration we have every reason to be confident in the continuing\n\ndevelopment of the group. (Finance)\n\nThis area is particularly salient in the annual reports from the financial sector,\n\nwhere \u201cstrong\u201d seems to be used as a multipurpose positive evaluative\n\nadjective. In combinations such as \u201cstrong balance sheet\u201d, \u201cstrong\n\ninvestment performance\u201d, \u201cstrong track record\u201d and \u201cstrong capital base\u201d,\n\n\u201cstrong\u201d seems to be virtually synonymous with \u201cgood\u201d. The selection of\n\nthis term points to a desire to create a more dynamic or \u201cmasculine\u201d style (in\n\nthe sense outlined by hofstede, 1998), which seems particularly\n\ncharacteristic of the financial sector.\n\nInterestingly, food is the outlier in the area of \u201cinvestigate\u201d: the other\n\nsubcorpora \u2013 particularly pharmaceuticals and finance \u2013 seem to be more\n\nresearch-driven.\n\nIn brief, the overall pattern that emerges from Graph 3 is as follows. \n\n\u2022 Annual reports from the pharmaceutical industry stand out in\n\ntheir predilection for \u201cTime: new and young\u201d, with an emphasis\n\non innovation. This sector seems to blend high keyness for the\n\nRUTh BREEzE\n\nIb\u00e9rica 35 (2018): 41-6660", "start_char_idx": 92552, "end_char_idx": 94731, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "2a2c187d-71eb-49a1-a114-5e9c8173f8c8": {"__data__": {"id_": "2a2c187d-71eb-49a1-a114-5e9c8173f8c8", "embedding": null, "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-134", "node_type": "4", "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "hash": "8ba652ecf778a9d82f6271319f3213a89b91e71725d5ec79529a3b3832c44477", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "93ab8c1f-03cb-4e56-b86a-2558025586f0", "node_type": "1", "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "hash": "90205c20ef260e521d89486bb2dd864bb21c05921ccd2f75900da2c81e4d34ba", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "85875be1-f464-4456-924e-49cfdd4cb46d", "node_type": "1", "metadata": {}, "hash": "e9ce102ad76d5b3b2efa60341d3199bcc9c63f72993bd63ee63d7446f33920a5", "class_name": "RelatedNodeInfo"}}, "text": "service-oriented values like \u201cGiving\u201d and \u201chelping\u201d with the\n\nachievement-oriented values grouped under \u201cAttentive\u201d (focused,\n\netc.), \u201cWanted\u201d (strategies, aims, etc.) and \u201cTough, strong\u201d (strong,\n\nstrengthen, robust). Pharmaceuticals also gives greatest\n\nprominence to stressing large quantities, which ties in with its high\n\nkeyness score on the category \u201cInclusion\u201d (see above), and points\n\nagain to the rhetoric of vague quantification discussed above. \n\n\u2022 Food is the only sector with an emphasis on \u201cWork and\n\nemployment: professionalism\u201d (colleagues, reputation), which\n\nsuggests a greater emphasis on the human factor in its self-\n\npresentation. As is logical, \u201cGiving\u201d and \u201chelping\u201d are also\n\nimportant here, since the food industry is traditionally concerned\n\nwith providing goods for public consumption. One interesting\n\npoint is the keyness of \u201cTime: new and young\u201d, which is\n\naccounted for by the prominence of lexis such as \u201cnew\u201d and\n\n\u201cfresh\u201d, which have a particular relevance in this sector. \n\n\u2022 Finance annual reports stand out from the others in their emphasis\n\non strength (\u201cTough, strong\u201d), and the importance of research\n\n(\u201cInvestigate\u201d). They are also characterised by the prominence\n\nthey give to \u201chelping\u201d and \u201cGiving\u201d (service, distributing,\n\nproviding), which, as in the case of the pharmaceuticals sector, is\n\ncombined with achievement-oriented semantic areas grouped\n\nunder \u201cAttentive\u201d (focus, etc.) and \u201cWanted\u201d (strategy, aim). \n\n\u2022 Mining annual reports stress superlative self-presentation\n\n(\u201cEvaluation: good\u201d), strategic action (\u201cWanted\u201d), and high focus\n\n(\u201cAttentive\u201d). however, they also contain more safety-related\n\ncontent (\u201cSafe\u201d) and make more reference to small as well as large\n\nquantities, perhaps reflecting a need to display control\n\n(\u201cQuantities: many, much\u201d and \u201cQuantities: little\u201d). \n\n4. Discussion \n\nThe annual reports of the four sectors analysed here coincide in reflecting a\n\ndiscourse of size, importance and power, with an underlying notion of time\n\nframed as sustained dynamic action that is both strategic and focused, and a\n\ndeterministic philosophy of cause and effect that attributes success to the\n\ncompany\u2019s agency and difficulties to external factors. These results coincide\n\nSEMANTIC TAGGING IN ANNUAL REPORTS DISCOURSE\n\nIb\u00e9rica 35 (2018): 41-66 61", "start_char_idx": 94735, "end_char_idx": 97055, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "85875be1-f464-4456-924e-49cfdd4cb46d": {"__data__": {"id_": "85875be1-f464-4456-924e-49cfdd4cb46d", "embedding": null, "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-134", "node_type": "4", "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "hash": "8ba652ecf778a9d82f6271319f3213a89b91e71725d5ec79529a3b3832c44477", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "2a2c187d-71eb-49a1-a114-5e9c8173f8c8", "node_type": "1", "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "hash": "a5c7e6b88a6e4a8e1f6574ae5e73dae8a6a918fd6c0d2134806f67a67ba81355", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "a3c3f7ee-67fb-42d2-8d50-19b15cb57072", "node_type": "1", "metadata": {}, "hash": "da01a1c8c51fe49c6d232630e5da3c4ed7dff224ba109a1d6de8c45da5a06d59", "class_name": "RelatedNodeInfo"}}, "text": "broadly with those obtained by other researchers such as Malavasi (2010),\n\nwho researched banks\u2019 annual reports using standard corpus linguistic tools\n\nand found evaluative adjectives falling into the categories of efficiency,\n\nimportance and client-orientation. Similar to our finding that time was\n\nconceptualised as dynamic, underpinned by strategic actions, her analysis\n\nalso pointed to a strong future orientation, with many purposive verbs used\n\nto underscore the company\u2019s priorities. Like White (2003), we also found a\n\nstrong reliance on the concept of growth, which can be best understood as\n\nan aspect of size and importance, and which fits with the rhetoric of vague\n\nquantification explained above. As in the texts discussed by Bhatia (2004,\n\n2010), Craig and Amernic (2004), or Courtright and Smudde (2009), the\n\nprevailing ethos uncovered by our study is one that privileges positive actions\n\nand results, and thereby marginalises less satisfactory ones. \n\nThe findings of the present study fundamentally concur with previous\n\nresearch suggesting that business-related discourse is underpinned by a\n\npowerful, positivist rhetoric that sustains the symbolic order within the late\n\ncapitalist system (Craig & Amernic, 2004), and that texts like the annual\n\nreport reflect \u201cthe prevailing and hegemonic myths of the cultural and\n\npolitical environment within which the organisations operate\u201d (Sandell &\n\nSvensson, 2016: 21). Moreover, the broad area of overlap between reports\n\nfrom the four sectors serves as evidence of the essentially repetitive,\n\npredictable nature of such texts, reflecting what has been termed \u201cdiscursive\n\nisomorphism\u201d, that is, a tendency towards the homogenisation of corporate\n\ncommunication to reflect the prevailing rationalised concepts of what\n\nconstitutes an appropriate or efficient practice (DiMaggio & Powell, 1983).\n\nRegarding Bhatia\u2019s discourses of public relations and economics (2010), even\n\nthough the former ostensibly predominates in these corpora, it is clear that\n\nthe latter ultimately sustains these values of size, growth, causality and\n\nsustained action: company self-representation feeds on wider macro-\n\neconomic discourses. Taken together, the annual reports in this corpus rely\n\non a common substrate in the ethos of utilitarian capitalism, which favours\n\nsize, strength and competition, high focus and sustained dynamism. \n\nAlthough the areas of commonality are more striking, the differences between\n\nsectors also warrant discussion. First, slight traces of discursive struggle are\n\napparent if we look carefully at areas such as \u201cQuantities: little\u201d in the mining\n\nsubcorpus. As previous research has shown, companies endeavour to\n\nlegitimise their actions by pre-empting possible criticism, particularly when the\n\nsector they represent has been under fire (Craig & Amernic, 2004; Breeze,\n\nRUTh BREEzE\n\nIb\u00e9rica 35 (2018): 41-6662", "start_char_idx": 97059, "end_char_idx": 99973, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "a3c3f7ee-67fb-42d2-8d50-19b15cb57072": {"__data__": {"id_": "a3c3f7ee-67fb-42d2-8d50-19b15cb57072", "embedding": null, "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-134", "node_type": "4", "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "hash": "8ba652ecf778a9d82f6271319f3213a89b91e71725d5ec79529a3b3832c44477", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "85875be1-f464-4456-924e-49cfdd4cb46d", "node_type": "1", "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "hash": "5c2579bc9571c702cb569a292c6e03102cadd76fbf0afef3ca9a1afecc12d5de", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "1c31dece-7a01-485b-9ca9-f9fb1314de47", "node_type": "1", "metadata": {}, "hash": "fb4648c68b5d7c0fb7b37d466cdf4d7711021c3964693c80f6b741407a723d18", "class_name": "RelatedNodeInfo"}}, "text": "2015). Drawing on institutionalised accounts that minimise blame and deflect\n\ncriticism is \u201ccritical for the maintenance of organisational legitimacy and\n\nsurvival\u201d (Sandell & Svensson, 2016: 21). To detect the presence of these\n\ndiscourses it is important to read between the lines, and to approach possible\n\ndivergence from predicted patterns with sensitivity.\n\nOther contrasts are equally interesting. While three of the sectors appear to\n\nembody a positive vision of their social role as givers and providers, it is only\n\nthe food sector that noticeably pays lip-service to the importance of the\n\nhuman factor within the company. Moreover, the strength-focus-knowledge\n\norientation of the financial sector can be seen to contrast with the ethos of\n\nworking-serving in the food sector, or the strongly forward-pushing\n\ndiscourses of the pharmaceutical sector. Further research is needed to\n\ndiscover more about how the different business sectors construct persuasive\n\ndiscourses about themselves, and to explore possible differentiation between\n\ncompanies within one sector.\n\nRegarding methodology, the use of semantic tagging rather than manual\n\nexamination to locate areas of interest has both advantages and\n\ndisadvantages. Analysis of individual items on word-lists, though time-\n\nconsuming, might allow for greater sensitivity to polysemy, semantic prosody\n\nand ideological implications. Yet, once relevant single items have been\n\nisolated and scrutinised, the researcher is faced with the onerous secondary\n\ntask of re-grouping them thematically in order to paint the broader picture.\n\nIn the present study, the situation was in some sense reversed: reliance on a\n\ntagging system designed to find a pre-determined set of semantic categories\n\nallowed the initial search, and classification of the data, to be conducted\n\nmore easily. On the other hand, since this method works with pre-established\n\ntags, it is not sensitive to complex interrelations between categories, and does\n\nnot allow for the emergence of new categories in the intersection or overlap\n\nbetween existing ones. Further refinement of the semantic tagging system\n\nwill probably resolve some of these issues, but it is likely that genre-specific\n\nor discipline-specific tagging will be necessary to provide optimum results in\n\nthe long term. \n\n5. Conclusions \n\nSemantic tagging using Wmatrix3 has made it possible to identify and\n\nanalyse the underlying value systems of annual reports across four sectors,\n\nSEMANTIC TAGGING IN ANNUAL REPORTS DISCOURSE\n\nIb\u00e9rica 35 (2018): 41-66 63", "start_char_idx": 99977, "end_char_idx": 102550, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "1c31dece-7a01-485b-9ca9-f9fb1314de47": {"__data__": {"id_": "1c31dece-7a01-485b-9ca9-f9fb1314de47", "embedding": null, "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-134", "node_type": "4", "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "hash": "8ba652ecf778a9d82f6271319f3213a89b91e71725d5ec79529a3b3832c44477", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "a3c3f7ee-67fb-42d2-8d50-19b15cb57072", "node_type": "1", "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "hash": "d638919d4767b0b4db51cfd7842487fe9ab82864282dcbb0a53d70f465c7c92c", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "5a1cbc69-e30e-43bb-aef8-4aeb3d29afea", "node_type": "1", "metadata": {}, "hash": "6dd77c65cb911515e6637c5317a0f9aa9bc3a151ddd4dc619a00f3833cbae838", "class_name": "RelatedNodeInfo"}}, "text": "shedding light on a shared ideological adherence to values of size,\n\ndynamism, sustained action and causality. It has also pinpointed\n\naxiologically-loaded areas, such as service- or safety-orientation, in which\n\nsectors differ. Exploration of relevant concordance lines from key semantic\n\nareas has shed new light on the the promotional discourses of annual\n\nreports. \n\nAcknowledgements \n\nThe author wishes to thank Dr. Paul Rayson, UCREL, University of\n\nLancaster, UK, for providing access to Wmatrix3. She is also grateful for the\n\nsupport she received from the GradUN Project, Instituto Cultura y\n\nSociedad, University of Navarra, Spain. \n\nArticle history: \n\nReceived 18 April 2016 \n\nReceived in revised form 19 August 2016 \n\nAccepted 20 August 2016 \n\nReferences\n\nRUTh BREEzE\n\nIb\u00e9rica 35 (2018): 41-6664\n\nAbraham, A. & P.J. Shrives (2014). \u201cImproving the\n\nrelevance of risk factor disclosure in corporate\n\nannual reports\u201d. The British Accounting Review 46:\n\n91-107.\n\nAbrahamson, E. & E. Amir (1996). \u201cThe\n\ninformation content of the president\u2019s letter to\n\nshareholders\u201d. Journal of Business Finance and\n\nAccounting 23: 1157-1182.\n\nArcher, D., A. Wilson & P. Rayson (2002).\n\nIntroduction to the USAS Category System. URL:\n\nhttp://ucrel.lancs.ac.uk/usas/usas%20guide.pdf\n\n[20/01/2018]\n\nBanks, D. (1998). \u201cVague quantification in the\n\nscientific journal article\u201d. ASp 19-22: 17-27.\n\nBartlett, S. & M.J. Jones (1997). \u201cAnnual reporting\n\ndisclosures 1970-1990: An exemplification\u201d.\n\nAccounting, Business and Financial History 7: 61-\n\n80.\n\nBreeze, R. (2011). \u201cDisciplinary values in legal\n\ndiscourse: a corpus study.\u201d Ib\u00e9rica, Journal of the\n\nEuropean Association of Languages for Specific\n\nPurposes (AELFE) 21: 93-116.\n\nBreeze, R. (2012). \u201cLegitimation in corporate\n\ndiscourse: oil corporations after Deepwater\n\nHorizon.\u201d Discourse and Society 23,1: 3-18.\n\nBreeze, R. (2015). Corporate Discourse. London:\n\nBloomsbury.\n\nBhatia, V.K. (2004). Worlds of Written Discourse.\n\nLondon: Continuum.\n\nBhatia, V.K. (2010). \u201cInterdiscursivity in\n\nprofessional communication\u201d. Discourse and\n\nCommunication 21: 32-50.\n\nClatworthy, M. & M.J. Jones (2001). \u201cThe effect of\n\nthematic structure on the variability of annual\n\nreport readability\u201d. Accounting, Auditing &\n\nAccountability Journal 14: 311-326.\n\nCourtright, J.L. & P.M. Smudde, (2009).\n\n\u201cLeveraging organizational innovation for strategic\n\nreputation management\u201d. Corporate Reputation\n\nReview 12: 245-269.\n\nCraig, R.J. & J.H. Amernic (2004). \u201cEnron\n\ndiscourse. The rhetoric of a resilient capitalism\u201d.\n\nCritical Perspectives on Accounting 15: 813-851.\n\nDavison, J. (2010). \u201c[In]visible [in]tangibles: Visual\n\nportraits of the business \u00e9lite\u201d. Accounting,\n\nOrganizations & Society 35: 165-183.\n\nDe Groot, E. (2014). \u201cCorporate communication\n\n\n\nRuth Breeze has a Ph.D. in Applied Linguistics and has researched and\n\npublished widely in the area of discourse analysis applied to media language\n\nand specialised language. She is a member of the GradUN Research Group\n\nin the Instituto Cultura y Sociedad at the University of Navarra, Spain. her\n\nmost recent books are Corporate Discourse (Bloomsbury Academic, 2015) and\n\nthe edited volume Interpersonality in Legal Genres (Peter Lang, 2014). \n\nSEMANTIC TAGGING IN ANNUAL REPORTS DISCOURSE\n\nIb\u00e9rica 35 (2018): 41-66 65\n\nand the role of annual reporting. Identifying areas\n\nfor further research\u201d in V.K. Bhatia & S. Bremner\n\n(eds.", "start_char_idx": 102554, "end_char_idx": 105975, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "5a1cbc69-e30e-43bb-aef8-4aeb3d29afea": {"__data__": {"id_": "5a1cbc69-e30e-43bb-aef8-4aeb3d29afea", "embedding": null, "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-134", "node_type": "4", "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "hash": "8ba652ecf778a9d82f6271319f3213a89b91e71725d5ec79529a3b3832c44477", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "1c31dece-7a01-485b-9ca9-f9fb1314de47", "node_type": "1", "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "hash": "531c5fdd81f7c43b7c23407a0d51625d5e8d539b94ed046b5b5d76d47ca5bf8b", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "600c97aa-6125-4c37-bd4f-e9aaf14274a3", "node_type": "1", "metadata": {}, "hash": "15b8fbd0d80daf33be50f9b3338a116b8d019f12dcd5faac3e9a44f7a5fd9047", "class_name": "RelatedNodeInfo"}}, "text": "Bhatia & S. Bremner\n\n(eds.), The Routledge Handbook of Language and\n\nProfessional Communication, 235-254. Oxford\n\nand New York: Routledge.\n\nDe Groot, E., H. Korzilius, C. Nickerson & M.\n\nGerritsen, (2006). \u201cA corpus analysis of text\n\nthemes and photographic themes in managerial\n\nforewords of Dutch-English and British annual\n\ngeneral reports\u201d. IEEE Transactions on\n\nProfessional Communication 54: 1-17.\n\nDiMaggio, P.J. & W.W. Powell (1983). \u201cThe iron\n\ncage revisited: Institutional isomorphism and\n\ncollective rationality in organizational fields\u201d.\n\nAmerican Sociological Review 48: 147-160.\n\nDitlevsen, M. (2012). \u201cTelling the story of Danisco\u2019s\n\nannual reports from a communicative perspective\u201d.\n\nJournal of Business and Technical Communication\n\n26: 92-115.\n\nGiannoni, D.S. (2010). Mapping Academic Values\n\nin the Disciplines: A Corpus-Based Approach.\n\nBern: Peter Lang.\n\nHofstede, G. (1998). Masculinity and Femininity.\n\nThe Taboo Dimension of National Cultures.\n\nLondon: Sage. \n\nHyland, K. (1997). \u201cScientific claims and\n\ncommunity values: Articulating an academic\n\nculture\u201d. Language and Communication 17: 19-31.\n\nHyland, K. (1998). \u201cExploring corporate rhetoric:\n\nMetadiscourse in the CEO\u2019s letter\u201d. Journal of\n\nBusiness Communication 35: 224-245.\n\nKheovichai, B. (2015). \u201cMetaphorical scenarios in\n\nbusiness science discourse\u201d. Ib\u00e9rica, Journal of\n\nthe European Association of Languages for\n\nSpecific Purposes (AELFE) 29: 155-178.\n\nKoller, V., A. Hardie, P. Rayson & E. Semino\n\n(2008). \u201cUsing a semantic annotation tool for the\n\nanalysis of metaphor in discourse\u201d. Metaphorik.de\n\n15: 141-160.\n\nMalavasi, D. (2010). \u201cThe multifaceted nature of\n\nbanks\u2019 annual reports as informative, promotional\n\nand corporate communication practices\u201d in P.\n\nEvangelisti Allori & G. Garzone (eds.), Discourse,\n\nIdentities and Genres in Corporate\n\nCommunication, 211-233. Bern: Peter Lang.\n\nPerelman, C. & L. Olbrechts-Tyteca (1969). The\n\nNew Rhetoric: A Treatise on Argumentation. Notre\n\nDame: University of Notre Dame Press.\n\nRayson, P. (2008). \u201cFrom key words to key\n\nsemantic domains\u201d. International Journal of\n\nCorpus Linguistics 13: 519-549.\n\nRutherford, B. (2005). \u201cGenre analysis of\n\ncorporate annual report narratives\u201d. Journal of\n\nBusiness Communication 42: 349-378.\n\nSandell, N. & P. Svensson (2016). \u201cThe language\n\nof failure. The use of accounts in financial reports\u201d.\n\nInternational Journal of Business Communication\n\n53: 5-26.\n\nSemino, E. (2008). Metaphor in Discourse.\n\nCambridge: Cambridge University Press.\n\nSemino, E., Z. Demj\u00e9n, J. Demmen, V. Koller, S.\n\nPayne, A. Hardie & P. Rayson (2015). \u201cThe online\n\nuse of \u2018Violence\u2019 and \u2018Journey\u2019 metaphors by cancer\n\npatients, as compared with health professionals: A\n\nmixed methods study\u201d. BMJ Supportive and\n\nPalliative Care (Published online first).\n\nSmith, M. & R. Taffler (2000). \u201cThe chairman\u2019s\n\nstatement \u2013 A content analysis of discretionary\n\nnarrative\u201d. Accounting, Auditing & Accountability\n\nJournal 13: 624-647.\n\nStanford Encyclopedia of Philosophy. (2015).\n\nURL: http://plato.stanford.edu/entries/\n\nStanton, P. & J. Stanton (2002). \u201cCorporate annual\n\nreports: Research perspectives used\u201d. Accounting,\n\nAuditing & Accountability Journal 15: 478-500.\n\nV\u00e1zquez Orta, I. & C. Foz Gil (1995).", "start_char_idx": 105949, "end_char_idx": 109198, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "600c97aa-6125-4c37-bd4f-e9aaf14274a3": {"__data__": {"id_": "600c97aa-6125-4c37-bd4f-e9aaf14274a3", "embedding": null, "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-134", "node_type": "4", "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "hash": "8ba652ecf778a9d82f6271319f3213a89b91e71725d5ec79529a3b3832c44477", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "5a1cbc69-e30e-43bb-aef8-4aeb3d29afea", "node_type": "1", "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "hash": "a7966455669fa87ff28b161923894389e476b574cd23caefb52d2e66b29c03ee", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "6023cd25-bfdc-4e1d-9781-0b07cdca01ab", "node_type": "1", "metadata": {}, "hash": "f75ba5d7e6a8f71e3fb66dfccc71be1f14e92f27e731b01bc27c09f063dcacb9", "class_name": "RelatedNodeInfo"}}, "text": "V\u00e1zquez Orta, I. & C. Foz Gil (1995). \u201cThe\n\npersuasive function of lexical cohesion in English:\n\nA pragmatic approach to the study of chairman\u2019s\n\nstatements\u201d. Estudios Ingleses de la Universidad\n\nComplutense 3: 87-100.\n\nWhite, M. (2003). \u201cMetaphor and economics: The\n\ncase of growth\u201d. English for Specific Purposes 22:\n\n131-151.", "start_char_idx": 109161, "end_char_idx": 109489, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "6023cd25-bfdc-4e1d-9781-0b07cdca01ab": {"__data__": {"id_": "6023cd25-bfdc-4e1d-9781-0b07cdca01ab", "embedding": null, "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-135", "node_type": "4", "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "hash": "c91be077ed64f12fec24d25392b6b0532f488b92dd65db350704d9da06a79708", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "600c97aa-6125-4c37-bd4f-e9aaf14274a3", "node_type": "1", "metadata": {"identifier": "iberica-134", "author": "Breeze, Ruth", "title": "Researching evaluative discourse in annual Reports using semantic tagging", "date": "2018-01-02", "file": "iberica-134.pdf"}, "hash": "4328cde44067a17063747f41b23fc66933f74f0275235eaa131816b9310454b6", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "f5bc7050-257f-4aab-bea1-9a20403eb999", "node_type": "1", "metadata": {}, "hash": "24fd81168bc475e31c2cf584b9867dafd4aab48227af6388e7773be9a057367c", "class_name": "RelatedNodeInfo"}}, "text": "01 Editorial.qxd\n\n\nIb\u00e9rica 35 (2018): 67-92\n\nISSN: 1139-7241 / e-ISSN: 2340-2784\n\nR\u00e9sum\u00e9 \n\nCette \u00e9tude pr\u00e9par\u00e9e par Alrabadi s\u2019appuie sur le M\u00e9moire de master\nr\u00e9dig\u00e9 par Kasasbeh, ancien formateur \u00e0 l\u2019Institut de langues (IDL) de\nla police jordanienne. Elle a pour objectif de proposer une d\u00e9marche\nscientifique susceptible d\u2019am\u00e9liorer la formation du FOS propos\u00e9e\ndans cet Institut. Pour ce faire, nous avons \u00e9labor\u00e9 un questionnaire\ndestin\u00e9 aux policiers effectuant leur mission de maintien de la paix\ndans des pays francophones. Ce questionnaire nous permettra\nd\u2019identifier leurs besoins langagiers en fonction des situations de\ncommunication confront\u00e9es sur le terrain et d\u2019analyser les difficult\u00e9s\nlangagi\u00e8res rencontr\u00e9es pendant les missions qui sont souvent dues \u00e0\nla formation langagi\u00e8re suivie en Jordanie.\n\nMots-cl\u00e9s: FOS, fran\u00e7ais de police onusienne, besoins des apprenants,\ncomp\u00e9tence de communication, apprentissage coop\u00e9ratif. \n\nAbstract\n\nI mp ro v in g F re n c h tr ai ni ng f or s ta f f re s p on s ib l e of pe a c e k e e p in g : th e c as e o f\n\nJ or da ni an p ol i c e of f i c e r s \n\nThis study is prepared by Alrabadi and based on the master\u2019s thesis written by\nKasasbeh, former trainer at the Jordanian police Languages Institute. Its\nobjective is to propose a scientific approach which aims to improve FSP training\nin this institute. To achieve this goal, we developed a questionnaire for police\nofficers who are currently undertaking their missions of peacekeeping in\n\nAm\u00e9liorer la formation en fran\u00e7ais des\npersonnels charg\u00e9s du maintien de la\npaix: Le cas des policiers jordaniens \n\nElie Alrabadi and Ghaleb Kasasbeh \n\nYarmouk University (Jordan)\n\nelierabadi@yu.edu.jo and ggghaleb@yahoo.com\n\n67", "start_char_idx": 41, "end_char_idx": 1784, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "f5bc7050-257f-4aab-bea1-9a20403eb999": {"__data__": {"id_": "f5bc7050-257f-4aab-bea1-9a20403eb999", "embedding": null, "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-135", "node_type": "4", "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "hash": "c91be077ed64f12fec24d25392b6b0532f488b92dd65db350704d9da06a79708", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "6023cd25-bfdc-4e1d-9781-0b07cdca01ab", "node_type": "1", "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "hash": "fbb4c5df3ae5e1be3fa4d8e88528851fb0a822b8d37b2de95ce316a45d4f4683", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "8db09658-6e70-45d3-9532-69f683dda077", "node_type": "1", "metadata": {}, "hash": "0a425388804e5102e6f6de9d00f2a54b4d9a2a12aeef05b68b450ae9d77db5fb", "class_name": "RelatedNodeInfo"}}, "text": "Ib\u00e9rica 35 (2018): 67-92\n\nELIE ALrAbADI ET GhALEb KASASbEh\n\nfrancophone countries. This questionnaire allows us to identify their linguistic\nneeds related to communications happening during their duty and it also allows\nus to analyze the linguistic difficulties facing them during their missions which\nare usually related to the linguistic teaching in Jordan.\n\nKeywords: FSP, French for UN police officers, learners\u2019 needs,\ncommunication skills, cooperative learning. \n\nIntroduction \n\nLa r\u00e9ussite d\u2019une mission de maintien de la paix s\u2019av\u00e8re impossible sans la\nma\u00eetrise d\u2019une comp\u00e9tence langagi\u00e8re et interculturelle n\u00e9cessaire lors des\ncontacts avec les autres policiers provenant de nombreux pays et avec les\nhabitants locaux. La s\u00e9lection des policiers est conditionn\u00e9e par la r\u00e9ussite \u00e0\nl\u2019examen \u201cSAAT\u201d1 de l\u2019ONU dont l\u2019objectif est de choisir les policiers les\nplus comp\u00e9tents au niveau langagier en \u00e9valuant les quatre comp\u00e9tences de\ncommunication. Il se fait sur place par une \u00e9quipe de l\u2019ONU. \n\nFace aux demandes croissantes \u00e9manant de l\u2019ONU, l\u2019IDL de la police\njordanienne propose, depuis 2004, une formation \u00e0 des fins polici\u00e8res\nonusiennes dont la finalit\u00e9 est de former le plus grand nombre de policiers\ncomp\u00e9tents en fran\u00e7ais. Cependant, nous avons remarqu\u00e9 qu\u2019aucune\nd\u00e9marche scientifique n\u2019a \u00e9t\u00e9 suivie pour la mise en place d\u2019une telle\nformation ce qui a engendr\u00e9 des difficult\u00e9s relatives au choix du contenu, aux\nactivit\u00e9s \u00e0 proposer et aux comp\u00e9tences vis\u00e9es. \n\nEgalement, le taux de r\u00e9ussite \u00e0 l\u2019examen SAAT reste m\u00e9diocre. Il ne d\u00e9passe\npas 10% du nombre total des candidats. De plus, nous avons constat\u00e9 que\nles policiers s\u00e9lectionn\u00e9s font face \u00e0 beaucoup de difficult\u00e9s au niveau\nlangagier et interculturel dans l\u2019exercice de leurs missions. Il s\u2019av\u00e8re ainsi que\ncette formation n\u2019aboutit pas aux r\u00e9sultats escompt\u00e9s et qu\u2019un d\u00e9calage s\u2019est\nfait sentir entre la formation et les situations de communication r\u00e9elles. Au\nvu de ce constat, une m\u00e9thodologie scientifique plus appropri\u00e9e \u00e0 ce\ncontexte devra \u00eatre propos\u00e9e pour mieux r\u00e9pondre aux besoins des\napprenants et aux objectifs de l\u2019Institut. \n\nPour ce faire, nous nous posons les questions suivantes: Pourquoi les\napprenants choisissent-ils de suivre cette formation? Quels sont ses\nobjectifs? Quelles sont les situations de communication auxquelles seront\nconfront\u00e9s les policiers? Les cours de fran\u00e7ais propos\u00e9s actuellement \u00e0 l\u2019IDL\nsont-ils en ad\u00e9quation avec les objectifs de la formation et les besoins des\n\n68", "start_char_idx": 1788, "end_char_idx": 4281, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "8db09658-6e70-45d3-9532-69f683dda077": {"__data__": {"id_": "8db09658-6e70-45d3-9532-69f683dda077", "embedding": null, "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-135", "node_type": "4", "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "hash": "c91be077ed64f12fec24d25392b6b0532f488b92dd65db350704d9da06a79708", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "f5bc7050-257f-4aab-bea1-9a20403eb999", "node_type": "1", "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "hash": "68aa43b7f16dac30dfefc2a0981dd5f5bdc7daee6167568438e4cf9a99c4e700", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "d3e58434-f364-45be-b749-de09b9962d22", "node_type": "1", "metadata": {}, "hash": "a5d93c472d19b8cd6c06942fcb05f28df7e849ea7fed3d1ad819d5f996d95e56", "class_name": "RelatedNodeInfo"}}, "text": "apprenants? Quelle approche \u00e0 des fins professionnelles s\u2019adaptera-t-elle le\nmieux \u00e0 notre probl\u00e9matique? Comment peut-on d\u00e9velopper la m\u00e9thode\nutilis\u00e9e actuellement \u00e0 l\u2019IDL? Quelles propositions didactiques peut-on\nsugg\u00e9rer pour la r\u00e9novation de la formation?\n\nPour r\u00e9pondre \u00e0 ces questions, nous identifierons notre contexte de\nrecherche et notre public. Nous mettrons aussi l\u2019accent sur quelques termes\nen corr\u00e9lation avec l\u2019enseignement du fran\u00e7ais \u00e0 des fins professionnelles tels\nque le fran\u00e7ais sur objectifs sp\u00e9cifiques (FOS), le fran\u00e7ais langue\nprofessionnelle (FLP) et le fran\u00e7ais sur objectif universitaire (FOU). Nous\nexposerons ensuite notre d\u00e9marche m\u00e9thodologique et nous analyserons les\nbesoins langagiers et les difficult\u00e9s langagi\u00e8res des apprenants au moyen d\u2019un\nquestionnaire destin\u00e9 aux policiers effectuant leurs missions dans des pays\nfrancophones. Nous pr\u00e9senterons \u00e9galement la d\u00e9marche de collecte et\nd\u2019analyse des donn\u00e9es ainsi que les notions d\u2019apprentissage coop\u00e9ratif et\ncollaboratif. Nous terminerons par un exemple d\u2019exploitation p\u00e9dagogique\nd\u2019un document authentique bas\u00e9e sur les principes de l\u2019apprentissage\ncoop\u00e9ratif. \n\nContexte de la formation \n\nLe fran\u00e7ais occupe la deuxi\u00e8me place dans les institutions de la police\njordanienne apr\u00e8s l\u2019anglais. Depuis quelques ann\u00e9es, notamment avec la\ndemande pressante de l\u2019ONU et la coop\u00e9ration entre les unit\u00e9s de police\nfran\u00e7aise et jordanienne, le nombre de policiers d\u00e9sirant apprendre le\nfran\u00e7ais augmente r\u00e9guli\u00e8rement. Cinq ans apr\u00e8s sa cr\u00e9ation en 1987, l\u2019IDL\na commenc\u00e9 \u00e0 enseigner le fran\u00e7ais. La premi\u00e8re participation des policiers\njordaniens au sein d\u2019une mission onusienne francophone remonte \u00e0 avril\n2003, en r\u00e9publique D\u00e9mocratique du Congo2 ce qui a fait que\nl\u2019apprentissage du fran\u00e7ais est d\u00e9sormais tr\u00e8s sollicit\u00e9 par les policiers\njordaniens. \n\nQuant \u00e0 l\u2019utilisation du fran\u00e7ais dans le contexte policier, quelques services\nde police exigent, parfois, la connaissance du fran\u00e7ais, comme par exemple\nla police touristique et les services de relations internationales. \n\nL\u2019IDL met en place, chaque ann\u00e9e, les trois types de formation suivants:\n\n1. Une formation de fran\u00e7ais g\u00e9n\u00e9ral qui s\u2019enseigne \u00e0 deux niveaux:\nd\u00e9butant et interm\u00e9diaire. Elle est propos\u00e9e 4 fois par an pour le\n\nLA FOrMATION EN FrAN\u00e7AIS DES PErSONNELS ChArG\u00e9S DU MAINTIEN DE LA PAIx\n\nIb\u00e9rica 35 (2018): 67-92 69", "start_char_idx": 4285, "end_char_idx": 6662, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "d3e58434-f364-45be-b749-de09b9962d22": {"__data__": {"id_": "d3e58434-f364-45be-b749-de09b9962d22", "embedding": null, "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-135", "node_type": "4", "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "hash": "c91be077ed64f12fec24d25392b6b0532f488b92dd65db350704d9da06a79708", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "8db09658-6e70-45d3-9532-69f683dda077", "node_type": "1", "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "hash": "31578a5260ee183ee7ddd47f44b0661e9e9b6de9b40860d6df96c7ea95ffc742", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "aeb7da54-9702-4acf-83c1-f9d8bbac042a", "node_type": "1", "metadata": {}, "hash": "de25df981b938d31c416da63d0d2f3e9b0624a993bcbb25f32b15e8ec9de88f2", "class_name": "RelatedNodeInfo"}}, "text": "premier niveau et 2 pour le deuxi\u00e8me. Chaque formation dure 2\nmois \u00e0 raison de 12 heures par semaine ou 96 heures pour toute la\nformation. Les policiers qui finissent le niveau d\u00e9butant peuvent\nsuivre automatiquement, sans \u00eatre soumis \u00e0 un test d\u2019\u00e9valuation, le\nniveau interm\u00e9diaire ou passer directement aux deux autres types\nde formations propos\u00e9es. \n\n2. La formation de fran\u00e7ais sp\u00e9cialis\u00e9 dans les sciences polici\u00e8res.\nGr\u00e2ce \u00e0 la coop\u00e9ration entre les deux appareils de police\njordanienne et fran\u00e7aise, l\u2019IDL met en place une formation\norient\u00e9e vers les diff\u00e9rentes sciences polici\u00e8res, comme par\nexemple l\u2019investigation criminelle et la lutte contre le terrorisme.\nCette formation est assur\u00e9e par des formateurs fran\u00e7ais et permet\naux policiers jordaniens de suivre des stages d\u2019entra\u00eenement\nprofessionnel en France. \n\n3. La formation \u00e0 des fins polici\u00e8res onusiennes, objet de notre \u00e9tude,\nest cens\u00e9e r\u00e9pondre aux besoins des policiers onusiens et attire\ndavantage d\u2019apprenants. Les cours sont dispens\u00e9s par des\nenseignants policiers jordaniens, ayant obtenu une licence en\nfran\u00e7ais et ayant particip\u00e9 \u00e0 des missions de maintien de la paix.\nL\u2019IDL propose annuellement trois formations. Chacune dure 6\nsemaines (18h hebdomadaires) et le nombre d\u2019apprenants varie\nentre 15 et 25 pour chaque formation. Certains cours portant sur\nles valeurs et les t\u00e2ches de l\u2019ONU sont dispens\u00e9s en arabe. Cette\nformation s\u2019adresse principalement aux apprenants ayant une\nbonne ma\u00eetrise du fran\u00e7ais. Cependant, il arrive souvent de trouver\ndes apprenants de niveau d\u00e9butant et interm\u00e9diaire. \n\nPublic\n\nNous sommes devant des apprenants dont les besoins sont diff\u00e9rents et la\nma\u00eetrise du fran\u00e7ais est h\u00e9t\u00e9rog\u00e8ne. Ces apprenants sont des adultes, engag\u00e9s\ndans la vie professionnelle et apprennent le fran\u00e7ais dans un contexte\nh\u00e9t\u00e9roglotte. C\u2019est un public non captif suivant volontairement la formation\net homog\u00e8ne au niveau culturel et social. Ce public est porteur d\u2019une\ndemande pr\u00e9cise, communicative et professionnelle. Il vise \u201cl\u2019acquisition ou\nl\u2019am\u00e9lioration d\u2019une comp\u00e9tence de communication directement li\u00e9e au\nm\u00e9tier qu\u2019ils exercent\u201d (Le Ninan et Miroudot, 2004: 106). Dans ces\nconditions, l\u2019enseignement du fran\u00e7ais s\u2019inscrit: \n\nELIE ALrAbADI ET GhALEb KASASbEh\n\nIb\u00e9rica 35 (2018): 67-9270", "start_char_idx": 6666, "end_char_idx": 8951, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "aeb7da54-9702-4acf-83c1-f9d8bbac042a": {"__data__": {"id_": "aeb7da54-9702-4acf-83c1-f9d8bbac042a", "embedding": null, "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-135", "node_type": "4", "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "hash": "c91be077ed64f12fec24d25392b6b0532f488b92dd65db350704d9da06a79708", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "d3e58434-f364-45be-b749-de09b9962d22", "node_type": "1", "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "hash": "db77dd7bf967e101ae1c4e8a537bc01732a9c3693dcf501f59a1cc4ea3d15345", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "ceb7c655-ffab-4e06-b8d0-2fbfbc92b488", "node_type": "1", "metadata": {}, "hash": "9fa98c6b0255255a34dbd1db6dbce96cd20021016e1dfc3f096a465a0f7cf955", "class_name": "RelatedNodeInfo"}}, "text": "dans une logique professionnalisante et implique de s\u2019efforcer de faire\ncohabiter les outils linguistiques n\u00e9cessaires \u00e0 la communication\nprofessionnelle et les activit\u00e9s propres au domaine de sp\u00e9cialit\u00e9. (Carras et al.,\n2007: 20) \n\nCe public est bien motiv\u00e9 et suit cette formation pour pouvoir gagner plus\nd\u2019argent \u00e0 travers la participation \u00e0 des op\u00e9rations de maintien de la paix. De\nfait, la connaissance du fran\u00e7ais repr\u00e9sente donc un atout professionnel et la\nparticipation \u00e0 ces missions se r\u00e9v\u00e8le comme une opportunit\u00e9 afin de\ncompenser la modicit\u00e9 des salaires et leur garantit un meilleur avenir. \n\nCadre th\u00e9orique \n\nPlusieurs sont les appellations qui se sont succ\u00e9d\u00e9 pour d\u00e9signer\nl\u2019enseignement du FLE \u00e0 des fins professionnelles. Au milieu de cette \u201cjungle\nd\u2019appellations\u201d (Mourlhon-Dallies, 2006: 25), il est strictement primordial de\npr\u00e9senter les trois termes les plus proches et qui pourraient \u00eatre confondus.\nCeci nous aidera \u00e0 mieux cerner notre sujet d\u2019\u00e9tude et \u00e0 placer notre\nprobl\u00e9matique au sein de ce domaine qui \u00e9volue sans cesse. Nous mettrons\nla lumi\u00e8re sur le terme du FOS et les deux derniers-n\u00e9s \u00e0 savoir le FLP et le\nFOU. \n\nFOS \n\nLe FOS est une branche ou un sous champs de la didactique du FLE qui\ns\u2019adresse \u00e0 un public adulte et professionnel ayant objectifs pr\u00e9cis qu\u2019il doit\natteindre dans un temps limit\u00e9 (Mangiante et Parpette, 2004: 21). Il se\ndistingue, selon Mangiante et Parpette (2004), Carras et al. (2007) et Qotb\n(2008), par la diversit\u00e9 de ses publics, leurs besoins sp\u00e9cifiques, leurs\nmotivations, le temps limit\u00e9 consacr\u00e9 \u00e0 l\u2019apprentissage et sa rentabilit\u00e9. Ce\npublic apprend DU fran\u00e7ais POUr s\u2019en servir dans des contextes bien\nd\u00e9termin\u00e9s (Lehman, 1993: 115). Les apprenants ont donc des besoins\nlangagiers sp\u00e9cifiques, d\u2019o\u00f9 vient la n\u00e9cessit\u00e9 de les analyser avant\nl\u2019\u00e9laboration de cours pour mieux y r\u00e9pondre (Qotb, 2008: 82). Les publics\ndu FOS \u201cse singularisent [...] par une perception aigu\u00eb de leurs besoins\nfocalis\u00e9s sur des savoir-faire langagiers et professionnels\u201d (richer, 2008: 27).\nSon objectif est de faire acqu\u00e9rir, dans un but utilitaire, le plus rapidement\npossible, des savoirs, savoir-faire et comportements qui rendent l\u2019apprenant\ncapable de faire face aux situations de communication professionnelle ou\nuniversitaire (Carras et al., 2007: 7). En effet, les apprenants ne disposent\n\nLA FOrMATION EN FrAN\u00e7AIS DES PErSONNELS ChArG\u00e9S DU MAINTIEN DE LA PAIx\n\nIb\u00e9rica 35 (2018): 67-92 71", "start_char_idx": 8955, "end_char_idx": 11410, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "ceb7c655-ffab-4e06-b8d0-2fbfbc92b488": {"__data__": {"id_": "ceb7c655-ffab-4e06-b8d0-2fbfbc92b488", "embedding": null, "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-135", "node_type": "4", "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "hash": "c91be077ed64f12fec24d25392b6b0532f488b92dd65db350704d9da06a79708", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "aeb7da54-9702-4acf-83c1-f9d8bbac042a", "node_type": "1", "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "hash": "2bbf481421608f613b5f29e1d62ab92d41edc4b6755d82f53cff6bc2f2203807", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "f16d37a9-06bd-48e8-90c6-23621ec871fd", "node_type": "1", "metadata": {}, "hash": "91eb91230e3c454cf9e74d400b3331041f63a33aa54559f4ad874d826e406f8b", "class_name": "RelatedNodeInfo"}}, "text": "g\u00e9n\u00e9ralement que de peu de temps pour atteindre leurs objectifs. De plus, ils\n\u201cvisent une rentabilit\u00e9 de la formation, un retour significatif sur\ninvestissement en formation [...] et pr\u00e9sentent une forte motivation\nprofessionnelle\u201d (richer, 2008: 21). Les formations du FOS constituent un\nacc\u00e9l\u00e9rateur professionnel, ouvrant, aux apprenants \u201cd\u2019autres d\u00e9bouch\u00e9s\nplus privil\u00e9gi\u00e9s dans le monde professionnel\u201d (Qotb)3. La mise en place d\u2019un\nprogramme du FOS, n\u00e9cessite de suivre, selon Mangiante et Parpette (2004:\n7-8), une d\u00e9marche de cinq \u00e9tapes: analyse de la demande de formation,\nanalyse des besoins langagiers des apprenants, collecte des donn\u00e9es, analyse\ndes donn\u00e9es et \u00e9laboration des activit\u00e9s.\n\nFLP \n\nLe FLP \u201cse joue logiquement dans un continuum [...] dans le champ de\nl\u2019enseignement du fran\u00e7ais \u00e0 des fins professionnelles\u201d (Mourlhon-Dallies,\n2008: 76). Cette appellation est entr\u00e9e dans la didactique des langues en 2006\ngr\u00e2ce aux travaux de Mourlhon-Dallies. Le FLP \u201cvise la ma\u00eetrise de la langue\nen situation de travail, tout en faisant l\u2019hypoth\u00e8se que les pratiques de travail\nse voient am\u00e9lior\u00e9es par le perfectionnement linguistique, du moment que ce\nperfectionnement respecte les logiques professionnelles\u201d (Mourlhon-Dallies,\n2008: 90). Il s\u2019adresse:\n\n\u00e0 des personnes devant exercer leur profession enti\u00e8rement en fran\u00e7ais.\nAinsi, [...], le cadre d\u2019exercice de la profession au complet est en fran\u00e7ais [...]\nm\u00eame si une partie de l\u2019activit\u00e9 de travail peut \u00eatre r\u00e9alis\u00e9e ponctuellement en\nanglais ou dans d\u2019autres langues (celles de clients, par exemple). (Mourlhon-\nDallies, 2008: 72) \n\n\u201cLe FLP se focalise sur la pratique, le statut et la place des m\u00e9tiers en\ncontexte homoglotte\u201d en France ou dans un pays francophone. (Mangiante\n2011: 8). Ce domaine est n\u00e9 en France suite \u00e0 un certain nombre de\nchangements \u00e9conomiques et politiques. Le d\u00e9clencheur en a \u00e9t\u00e9 la loi du 4\nmai 2004 sur le Droit Individuel \u00e0 la Formation, surtout la formation\nlinguistique, ainsi qu\u2019\u00e0 l\u2019accroissement de la part langagi\u00e8re du travail. En\neffet, avec l\u2019\u00e9mergence de certains domaines de sp\u00e9cialit\u00e9s comme le fran\u00e7ais\nde la m\u00e9decine et la diversification des demandes de formation de plus en\nplus pointues (comme l\u2019a\u00e9ronautique, l\u2019art floral, etc.), le FOS conna\u00eet un\nrenouveau et doit s\u2019adapter \u00e0 ces nouveaux besoins du march\u00e9 bas\u00e9s sur des\ndemandes du monde professionnel (Mourlhon-Dallies, 2006a: 26).\nParall\u00e8lement \u00e0 ce renouveau, on assiste \u00e0 une demande croissante\n\nELIE ALrAbADI ET GhALEb KASASbEh\n\nIb\u00e9rica 35 (2018): 67-9272", "start_char_idx": 11414, "end_char_idx": 13948, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "f16d37a9-06bd-48e8-90c6-23621ec871fd": {"__data__": {"id_": "f16d37a9-06bd-48e8-90c6-23621ec871fd", "embedding": null, "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-135", "node_type": "4", "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "hash": "c91be077ed64f12fec24d25392b6b0532f488b92dd65db350704d9da06a79708", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "ceb7c655-ffab-4e06-b8d0-2fbfbc92b488", "node_type": "1", "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "hash": "37f1be76f29f6f0d3fffe599e6725b3e24fd12922d4104941a3b0e3dcc678295", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "5d6a06fe-9dac-4815-87e5-6245b68ee1b0", "node_type": "1", "metadata": {}, "hash": "93e2d31fa55ccbb246573ae08f099739d78bdcb5167bc1b3d37334fa1a23a7d0", "class_name": "RelatedNodeInfo"}}, "text": "d\u2019am\u00e9lioration des comp\u00e9tences en fran\u00e7ais pour l\u2019exercice des professions.\nAux plans politique et \u00e9conomique, on note \u00e9galement l\u2019intensification des\nflux migratoires \u00e0 tous les niveaux de qualification qui concernent des\n\u00e9tudiants ou des professionnels qualifi\u00e9s et des migrants souhaitant travailler\nen France ou dans un pays francophone. Ces nouvelles demandes ont des\ncaract\u00e9ristiques qui les diff\u00e9rencient du FOS. \n\nEn effet, le FOS s\u2019adresse essentiellement \u00e0 des non-natifs \u00e0 l\u2019\u00e9tranger, d\u00e9j\u00e0\nins\u00e9r\u00e9s professionnellement, avec un haut niveau de qualification, et leur\npermet de ma\u00eetriser le fran\u00e7ais dans leur contexte professionnel d\u2019origine et\ncible des comp\u00e9tences limit\u00e9es (Mourlhon-Dallies, 2006b: 32). En FLP, on a\naffaire \u00e0 des apprenants de bas niveau de qualification, parfois analphab\u00e8tes\ndont l\u2019objectif premier est de trouver du travail ou de se maintenir sur son\nposte. L\u2019originalit\u00e9 du FLP appara\u00eet donc par le fait qu\u2019il ne se cantonne pas\nau secteur du FLE et peut \u00e9galement s\u2019appliquer \u00e0 des enseignements en\nFLM ou en FLS. Il peut concerner le jeune fran\u00e7ais qui finit sa formation\ninitiale et n\u2019a jamais acc\u00e9d\u00e9 \u00e0 un travail, que le migrant ayant un m\u00e9tier mais\nqui ne l\u2019a jamais pratiqu\u00e9 en contexte fran\u00e7ais, que l\u2019\u00e9tranger form\u00e9 dans son\npays et qui y int\u00e8gre une entreprise fran\u00e7aise (Mourlhon-Dallies, 2008: 74-\n75). \n\n\u00c0 ce titre, le fran\u00e7ais professionnel, qui t\u00e9moigne d\u2019une double exigence de\nformation (en fran\u00e7ais et dans le domaine professionnel) n\u2019est pas totalement\nsitu\u00e9 dans le champ du FLE, mais le chevauche en partie. (Mourlhon-Dallies,\n2006a: 26) \n\nFOU \n\nFace \u00e0 la progression de la mobilit\u00e9 des \u00e9tudiants et \u00e0 l\u2019augmentation des\neffectifs d\u2019\u00e9tudiants allophones dans les universit\u00e9s fran\u00e7aises et\nfrancophones, un nouveau terme est n\u00e9 au sein de la didactique du FLE avec\nses propres sp\u00e9cificit\u00e9s. \n\nLe FOU: \n\nappara\u00eet bien comme une d\u00e9clinaison du FOS, dans son approche centr\u00e9e sur\nla connaissance la plus pouss\u00e9e des besoins d\u2019un public cibl\u00e9, dans son parti\npris de consid\u00e9rer que la r\u00e9ussite du projet d\u2019int\u00e9gration universitaire\nn\u00e9cessite une maitrise linguistique autour de situations de communication\nsp\u00e9cifiques \u00e0 la vie universitaire dans son ensemble. (Mangiante et Parpette,\n2014: 5)\n\nLA FOrMATION EN FrAN\u00e7AIS DES PErSONNELS ChArG\u00e9S DU MAINTIEN DE LA PAIx\n\nIb\u00e9rica 35 (2018): 67-92 73", "start_char_idx": 13952, "end_char_idx": 16295, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "5d6a06fe-9dac-4815-87e5-6245b68ee1b0": {"__data__": {"id_": "5d6a06fe-9dac-4815-87e5-6245b68ee1b0", "embedding": null, "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-135", "node_type": "4", "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "hash": "c91be077ed64f12fec24d25392b6b0532f488b92dd65db350704d9da06a79708", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "f16d37a9-06bd-48e8-90c6-23621ec871fd", "node_type": "1", "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "hash": "e0b56ced379c34170630098f6c6906775b0796fdc52b2757d18cf787c7276d79", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "dda5b2ce-b195-48e9-891f-18d4897a98cc", "node_type": "1", "metadata": {}, "hash": "c612fd8aa92e9b113dc21036dac538c782aae1471ced61d756681d21121db950", "class_name": "RelatedNodeInfo"}}, "text": "Il vise \u00e0 pr\u00e9parer les \u00e9tudiants \u00e9trangers \u00e0 suivre des \u00e9tudes sup\u00e9rieures dans\ndes universit\u00e9s francophones. Le FOU int\u00e8gre \u201cla dimension institutionnelle\ndes situations langagi\u00e8res vis\u00e9es, et la dimension cognitive des\ncomportements attendus de la part d\u2019\u00e9tudiants\u201d (Mangiante et Parpette,\n2012: 147). Il se distingue par des caract\u00e9ristiques qui sont proches de celles\ndu FOS, comme par exemple la diversit\u00e9 des disciplines universitaires vis\u00e9es,\nles besoins sp\u00e9cifiques des apprenants, le temps limit\u00e9 consacr\u00e9 \u00e0\nl\u2019apprentissage, la rentabilit\u00e9 de l\u2019apprentissage et la motivation des publics\nqui suivent ces cours pour r\u00e9ussir leurs \u00e9tudes universitaires (Qotb, 2011:\n163-165). Pour la mise en place d\u2019un programme du FOU, Mangiante et\nParpette (2014: 41-43), proposent de suivre la m\u00eame d\u00e9marche du FOS tout\nen prenant en compte les sp\u00e9cificit\u00e9s des situations de la vie estudiantine, des\nmodalit\u00e9s de travail et de la communication institutionnelle.\n\nCependant, contrairement au FOS qui s\u2019adresse \u00e0 des professionnels\n\u00e9trangers, hors de France, dont les m\u00e9tiers et les situations de\ncommunication sont bien cern\u00e9s, le FOU est destin\u00e9 \u00e0 des apprenants \u201cdont\nle projet de venir est sujet \u00e0 variation\u201d (Mourlhon-Dallies (2011: 136). Le\npublic du FOU peut concerner des \u00e9trangers qui souhaitent suivre des \u00e9tudes\nen pays francophone ou qui sont d\u00e9j\u00e0 en pays francophone et des publics\nd\u2019\u00e9trangers \u00e0 l\u2019\u00e9tranger dont les \u00e9tudes sont dispens\u00e9es en fran\u00e7ais. \n\nLes contenus des formations du FOU portent souvent sur quatre axes: la\nlangue elle-m\u00eame, la m\u00e9thodologie universitaire, le contexte culturel et les\ncomposantes institutionnelles. Mangiante et Parpette (2014: 41). Le FOU\ninclut le fran\u00e7ais acad\u00e9mique, consid\u00e9r\u00e9 comme un ensemble de techniques\n\u00e0 acqu\u00e9rir (ou d\u00e9j\u00e0 acquises en LM) telles que la prise de note, la r\u00e9daction\nde dissertations et rencontre les pr\u00e9occupations du FLS, renvoyant aux\nformalit\u00e9s administratives, aux inscriptions, \u00e0 la recherche d\u2019un logement et\nenglobe le fran\u00e7ais de la culture universitaire qui touche aux relations avec les\nenseignants et aux relations entre \u00e9tudiants (Mourlhon-Dallies, 2011: 137). \n\nApr\u00e8s ce bref aper\u00e7u, il para\u00eet \u00e9vident que notre pr\u00e9sente \u00e9tude s\u2019inscrit\npleinement dans une perspective du FOS avec toutes ces caract\u00e9ristiques\nd\u00e9j\u00e0 \u00e9voqu\u00e9es.\n\nSuivant la d\u00e9marche du FOS et apr\u00e8s avoir analys\u00e9 la demande et le public\nauquel s\u2019adresse notre formation, nous proc\u00e9derons \u00e0 l\u2019analyse des besoins\nlangagiers des apprenants. Pour ce faire, nous pr\u00e9sentons notre\nm\u00e9thodologie mise en \u0153uvre dans cette recherche. \n\nELIE ALrAbADI ET GhALEb KASASbEh\n\nIb\u00e9rica 35 (2018): 67-9274", "start_char_idx": 16299, "end_char_idx": 18927, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "dda5b2ce-b195-48e9-891f-18d4897a98cc": {"__data__": {"id_": "dda5b2ce-b195-48e9-891f-18d4897a98cc", "embedding": null, "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-135", "node_type": "4", "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "hash": "c91be077ed64f12fec24d25392b6b0532f488b92dd65db350704d9da06a79708", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "5d6a06fe-9dac-4815-87e5-6245b68ee1b0", "node_type": "1", "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "hash": "bf1564760274ce6a0d7b06dba252eb8b92e4104f2b13796826bb91fa119ce42b", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "6f7680a6-bc06-4350-8289-643f3c542a9d", "node_type": "1", "metadata": {}, "hash": "3b4b9f3b84608765338e05851a485b5785ebedb3a1d61bbe7b94c7328c5a47e5", "class_name": "RelatedNodeInfo"}}, "text": "M\u00e9thodologie de la recherche \n\nPour recueillir les donn\u00e9es du terrain, un questionnaire comportant trois\nquestions dont l\u2019objectif est d\u2019\u00e9valuer la formation langagi\u00e8re suivie \u00e0 l\u2019IDL\n\u00e0 \u00e9t\u00e9 \u00e9labor\u00e9 et envoy\u00e9, par courriel \u00e9lectronique, \u00e0 25 policiers jordaniens,\neffectuant leurs missions avec l\u2019ONU. Nous avons re\u00e7u des r\u00e9ponses de la\npart de 17 enqu\u00eat\u00e9s ce qui repr\u00e9sente un pourcentage de 68%. Pour rendre\nles questions plus compr\u00e9hensibles, nous les avons traduites en arabe et nous\navons laiss\u00e9 la possibilit\u00e9 aux enqu\u00eat\u00e9s de r\u00e9pondre soit en fran\u00e7ais, soit en\narabe. \n\nLe traitement des donn\u00e9es a \u00e9t\u00e9 fait manuellement apr\u00e8s la traduction des\nr\u00e9ponses et l\u2019analyse des r\u00e9sultats a \u00e9t\u00e9 faite suivant une d\u00e9marche\nth\u00e9matique. \n\nR\u00e9sultats \n\nSuite \u00e0 l\u2019analyse des donn\u00e9es, nous sommes parvenus aux r\u00e9sultats suivants: \n\nAnalyse des besoins langagiers des apprenants \n\nNotre formation du FOS s\u2019inscrit dans une logique de demande pr\u00e9cise et\norganis\u00e9e suite \u00e0 la demande de l\u2019ONU. Dans ces conditions, \u201cles besoins\nsont identifi\u00e9s avec une grande pr\u00e9cision et r\u00e9pondent majoritairement aux\nbesoins de communication de professionnels\u201d (Le Ninan et Miroudot, 2004:\n109). Cependant, les enseignants \u00e0 l\u2019IDL ne suivent pas une d\u00e9marche\nscientifique pour l\u2019identification du public, de ses besoins et du contenu de\nla formation. Ils s\u2019appuient essentiellement sur leurs propres connaissances\net exp\u00e9riences. En effet, \n\nl\u2019enseignant de FOS, qui cherche \u00e0 articuler objectifs d\u2019apprentissage et\nbesoins des apprenants, en fonction de ses propres repr\u00e9sentations du\ndomaine de sp\u00e9cialit\u00e9 de son public est en effet confront\u00e9 \u00e0 d\u2019immenses\ndifficult\u00e9s. (Sagnier, 2004: 97) \n\nCette analyse des besoins langagiers des apprenants \n\nconsiste \u00e0 recenser les situations de communication dans lesquelles les\napprenants auront \u00e0 utiliser le fran\u00e7ais dans le cadre de leur activit\u00e9, ainsi que\nles connaissances et savoir-faire langagiers et professionnels que ces\napprenants devront acqu\u00e9rir durant la formation. (Carras et al., 2007: 26) \n\nLA FOrMATION EN FrAN\u00e7AIS DES PErSONNELS ChArG\u00e9S DU MAINTIEN DE LA PAIx\n\nIb\u00e9rica 35 (2018): 67-92 75", "start_char_idx": 18931, "end_char_idx": 21054, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "6f7680a6-bc06-4350-8289-643f3c542a9d": {"__data__": {"id_": "6f7680a6-bc06-4350-8289-643f3c542a9d", "embedding": null, "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-135", "node_type": "4", "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "hash": "c91be077ed64f12fec24d25392b6b0532f488b92dd65db350704d9da06a79708", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "dda5b2ce-b195-48e9-891f-18d4897a98cc", "node_type": "1", "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "hash": "a3ae148f39a80da3a282a1d60be244160e9620a095905bad880217fa63f0f031", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "f5ed4125-8fe3-4909-ad2e-4fc3a198bb50", "node_type": "1", "metadata": {}, "hash": "f2dd302145b82c354c596422e4ea4db7eb63214bf04f50e44be4fa71adaaf9d7", "class_name": "RelatedNodeInfo"}}, "text": "La connaissance des situations de communication fait en sorte de conna\u00eetre\nles comp\u00e9tences que les apprenants doivent acqu\u00e9rir pendant la formation.\nMangiante et Parpette pr\u00e9cisent que la premi\u00e8re phase de l\u2019analyse des\nbesoins langagiers, tient en quelques questions: \n\nQuelles situations de communication faut-il pr\u00e9voir par rapport \u00e0 l\u2019objectif\nassign\u00e9 \u00e0 la formation? Dans quels lieux, pour quelles actions? En interaction\norale? Avec quels interlocuteurs? En lecture? En \u00e9criture? \n\nQuelles sont les informations sur le contexte institutionnel ou social \u00e0\nconna\u00eetre [...]? \n\nQuelles sont les diff\u00e9rences culturelles pr\u00e9visibles? (2004: 25). \n\nPour r\u00e9pondre \u00e0 ces questions et conna\u00eetre les t\u00e2ches exerc\u00e9es par les\npoliciers ainsi que leur contact avec le fran\u00e7ais, nous leur avons pos\u00e9 la\nquestion ouverte suivante: \u201cQuelles sont les principales t\u00e2ches que vous\neffectuez?\u201d. \n\nD\u2019apr\u00e8s les r\u00e9ponses, un policier onusien r\u00e9alise les t\u00e2ches principales\nsuivantes: effectuer des patrouilles mixtes de s\u00e9curisation avec la police\nlocale, visites aux autorit\u00e9s religieuses, pr\u00e9parer les fiches de pr\u00e9sences et\nmettre \u00e0 jour les dossiers administratifs des UNPOLs4, entra\u00eener et conseiller\nla police locale, r\u00e9diger des rapports sur le d\u00e9roulement des missions,\nrepr\u00e9senter l\u2019UNPOL aux r\u00e9unions, aux ateliers et devant les communaut\u00e9s\nlocales, organiser les r\u00e9unions aupr\u00e8s du quartier g\u00e9n\u00e9ral et diriger la r\u00e9union\nen station, observer les droits de l\u2019homme, r\u00e9gler la circulation routi\u00e8re, etc.\nD\u2019apr\u00e8s ces fonctions, nous remarquons que les besoins en communication\norale et \u00e9crite sont d\u2019\u00e9gale importance. Elles peuvent inclure la lecture, la\ncompr\u00e9hension et la r\u00e9daction des rapports ainsi que des comp\u00e9tences li\u00e9es\n\u00e0 la compr\u00e9hension et \u00e0 l\u2019expression orales pendant les expos\u00e9s, les\nconversations et les \u00e9changes dans un contexte formel ou informel.\nEgalement, ces situations peuvent \u201cd\u00e9border du cadre professionnel pour\naborder des th\u00e8mes plus personnels o\u00f9 l\u2019arri\u00e8re-plan culturel sera important\u201d\n(Alrabadi, 2011: 100). De ce fait, la connaissance des donn\u00e9es culturelles,\ntraditionnelles, ethniques, historiques, g\u00e9ographiques, religieuses, sociales,\netc., li\u00e9es au pays o\u00f9 se d\u00e9roule la mission s\u2019av\u00e8re obligatoire. \n\nPour que l\u2019identification des besoins porte ses fruits, richterich (1985: 87),\nconfirme qu\u2019elle doit \u201cse traduire en objectifs, en contenus, en actions, en\nprogrammes\u201d. Les objectifs de la formation du FOS ainsi que les contenus\nchoisis doivent alors viser le d\u00e9veloppement de toutes les capacit\u00e9s\n\nELIE ALrAbADI ET GhALEb KASASbEh\n\nIb\u00e9rica 35 (2018): 67-9276", "start_char_idx": 21058, "end_char_idx": 23646, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "f5ed4125-8fe3-4909-ad2e-4fc3a198bb50": {"__data__": {"id_": "f5ed4125-8fe3-4909-ad2e-4fc3a198bb50", "embedding": null, "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-135", "node_type": "4", "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "hash": "c91be077ed64f12fec24d25392b6b0532f488b92dd65db350704d9da06a79708", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "6f7680a6-bc06-4350-8289-643f3c542a9d", "node_type": "1", "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "hash": "7b6d3a7c958221f7e85ad769cb55c17a4c278273a4fdee2aefc98daa97b06f15", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "b097490f-9677-4868-a165-f3a48fccaa52", "node_type": "1", "metadata": {}, "hash": "31d83e83bbd1bc33a3e214d6c7987dfe89b98a00858eb3db3125b9365c929e6f", "class_name": "RelatedNodeInfo"}}, "text": "langagi\u00e8res permettant aux apprenants \u201cde produire des textes r\u00e9els et d\u2019agir\ndonc de mani\u00e8re \u2018appropri\u00e9e\u2019, en termes de communication, dans les\nsituations professionnelles auxquelles ils seront expos\u00e9s\u201d (Lousada, 2004:\n132). \n\nDifficult\u00e9s langagi\u00e8res rencontr\u00e9es pendant la mission \n\nAfin de cerner les difficult\u00e9s langagi\u00e8res auxquelles se heurtent les policiers,\nnous leur avons pos\u00e9 deux questions ferm\u00e9es. \n\n1. rencontrez- vous des difficult\u00e9s langagi\u00e8res \n\n(a) Dans votre travail? - Oui - Non\n\n(b) En dehors du travail? - Oui \u2013 Non\n\n2. Quelles sont vos principales difficult\u00e9s en fran\u00e7ais?\n\n(a) Lecture de documents: rapports, notes, plan, lettre,\ncorrespondance. \n\n(b) r\u00e9daction de documents: rapports, notes, plan, lettre,\ncorrespondance.\n\n(c) Compr\u00e9hension et expression orales: expos\u00e9s, \u00e9changes\nprofessionnels, conversations.\n\n(d) Difficult\u00e9s d\u2019ordre (inter)culturel.\n\nLes r\u00e9ponses \u00e0 la premi\u00e8re question r\u00e9v\u00e8lent que plus de la moiti\u00e9 des\nenqu\u00eat\u00e9s rencontrent des difficult\u00e9s langagi\u00e8res li\u00e9es au travail qu\u2019ils\nexercent. La difficult\u00e9 augmente, dans un contexte informel, lors des\n\u00e9changes avec les camarades venant d\u2019autres pays et avec des communaut\u00e9s\nlocales. En effet, un d\u00e9ficit dans la communication peut amener \u00e0 des\nmalentendus et par cons\u00e9quent, \u00e0 l\u2019\u00e9chec de la mission. Cela se confirme par\nles r\u00e9ponses des enqu\u00eat\u00e9s \u00e0 la deuxi\u00e8me question o\u00f9 une grande majorit\u00e9\navoue avoir rencontr\u00e9 des difficult\u00e9s d\u2019ordre interculturel. De m\u00eame, les\nr\u00e9ponses des enqu\u00eat\u00e9s montrent bien qu\u2019un nombre important d\u2019entre eux\nest souvent confront\u00e9 \u00e0 des difficult\u00e9s aux niveaux de la comp\u00e9tence de\nr\u00e9daction, de compr\u00e9hension/expression orales. \n\nD\u2019apr\u00e8s notre propre exp\u00e9rience, plusieurs raisons pourraient \u00e9claircir ces\ndifficult\u00e9s et qui sont li\u00e9es au d\u00e9roulement de la formation suivie en Jordanie: \n\nLA FOrMATION EN FrAN\u00e7AIS DES PErSONNELS ChArG\u00e9S DU MAINTIEN DE LA PAIx\n\nIb\u00e9rica 35 (2018): 67-92 77", "start_char_idx": 23650, "end_char_idx": 25560, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "b097490f-9677-4868-a165-f3a48fccaa52": {"__data__": {"id_": "b097490f-9677-4868-a165-f3a48fccaa52", "embedding": null, "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-135", "node_type": "4", "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "hash": "c91be077ed64f12fec24d25392b6b0532f488b92dd65db350704d9da06a79708", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "f5ed4125-8fe3-4909-ad2e-4fc3a198bb50", "node_type": "1", "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "hash": "86d45fecf82ac3a9b627b37e598d1efd50fcbcc86a45ce18c4aecc78c4012ff5", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "88fc9ced-c687-4bb5-9263-9a58eaf0fb76", "node_type": "1", "metadata": {}, "hash": "028b794aca89bf4229e7cb4559974a437c4009fd1dc60d8da4ced0a63199900f", "class_name": "RelatedNodeInfo"}}, "text": "1. L\u2019inad\u00e9quation des objectifs de la formation avec les besoins r\u00e9els\ndes apprenants. \n\n2. L\u2019absence d\u2019un programme de formation pour les enseignants\ncharg\u00e9s de l\u2019enseignement \u00e0 l\u2019IDL. En dehors de leur formation\ninitiale aux universit\u00e9s jordaniennes, les enseignants n\u2019ont suivi\naucune formation en didactique du FLE ou du FOS. \n\n3. Le manque d\u2019occasions de pratique du fran\u00e7ais en dehors de la\nsalle de classe.\n\n4. L\u2019utilisation excessive de la langue maternelle par les enseignants et\nles apprenants pendant la formation. \n\n5. L\u2019h\u00e9t\u00e9rog\u00e9n\u00e9it\u00e9 du niveau de ma\u00eetrise du fran\u00e7ais chez les\napprenants. Manque de formations, les enseignants ne savent pas\ncomment g\u00e9rer cette h\u00e9t\u00e9rog\u00e9n\u00e9it\u00e9 au sein de la classe.\n\n6. La non-prise en compte de l\u2019aspect interculturel: un policier\nd\u00e9ploy\u00e9 dans une mission onusienne du maintien de la paix se\ntrouve pleinement en situation d\u2019interculturalit\u00e9. Il doit donc jouer\nun r\u00f4le de m\u00e9diateur et de conciliateur entre les diff\u00e9rentes ethnies.\nPour ce faire, il doit avoir conscience des aspects interculturels qui\nentrent en jeu lors des contacts avec autrui. Or, l\u2019aspect\ninterculturel est souvent ignor\u00e9 pendant la formation du FOS\npropos\u00e9e \u00e0 l\u2019IDL, ce qui implique la n\u00e9cessit\u00e9 d\u2019op\u00e9rer rapidement\ndes changements quant \u00e0 cet aspect de la formation sachant que le\nFOS \u201cne peut se travailler sous l\u2019angle du langage sans envisager\nd\u2019abord une dimension culturelle du domaine concern\u00e9\u201d (Challe,\n2002: 122). \n\n7. La non-familiarisation des apprenants avec les vari\u00e9t\u00e9s\nphonologiques, prosodiques et linguistiques du fran\u00e7ais pratiqu\u00e9\ndans les pays francophones autres que la France. \n\n8. La non-utilisation des TICE qui constituent des moyens pr\u00e9cieux\noffrant de nombreux avantages en didactique du FOS et rendant\npossible une p\u00e9dagogie collective, interactive et diff\u00e9renci\u00e9e. En\neffet, le recours aux TICE permettra, \u00e0 nos yeux, aux apprenants\net aux enseignants de surmonter une grande partie de ces points\nfaibles li\u00e9s \u00e0 la formation. \n\nELIE ALrAbADI ET GhALEb KASASbEh\n\nIb\u00e9rica 35 (2018): 67-9278", "start_char_idx": 25564, "end_char_idx": 27600, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "88fc9ced-c687-4bb5-9263-9a58eaf0fb76": {"__data__": {"id_": "88fc9ced-c687-4bb5-9263-9a58eaf0fb76", "embedding": null, "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-135", "node_type": "4", "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "hash": "c91be077ed64f12fec24d25392b6b0532f488b92dd65db350704d9da06a79708", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "b097490f-9677-4868-a165-f3a48fccaa52", "node_type": "1", "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "hash": "47794287eef50a580399c3034a562697770ff8f8819b8dd7dc2206fe6897e6d1", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "8e4f1ee4-84de-4868-b894-6750fcb54e48", "node_type": "1", "metadata": {}, "hash": "4f793c18dfb8cfb093110c026418032ea041876a13c0b468e3de3f02e2680462", "class_name": "RelatedNodeInfo"}}, "text": "Pour r\u00e9pondre \u00e0 ces besoins langagiers et rem\u00e9dier \u00e0 ces difficult\u00e9s, nous\npr\u00e9senterons l\u2019\u00e9tape de la collecte et de l\u2019analyse des donn\u00e9es et nous finirons\npar un exemple d\u2019\u00e9laboration didactique.\n\nExemple de collecte et de m\u00e9thode d\u2019analyse d\u2019un\n\ndocument authentique sonore onusien \n\nLa collecte et l\u2019analyse des donn\u00e9es authentiques appropri\u00e9es constituent une\n\u00e9tape essentielle dans la construction d\u2019une formation du FOS. Elle r\u00e9active\nl\u2019analyse des besoins et \u201cpermet de confirmer les hypoth\u00e8ses faites par\nl\u2019enseignant, de les compl\u00e9ter, voire au contraire de les modifier\nconsid\u00e9rablement\u201d (Mangiante et Parpette, 2004: 8). Les enseignants \u00e0 l\u2019IDL\nont tous eu l\u2019avantage de participer aux missions francophones avec l\u2019ONU\net connaissent par cons\u00e9quent les situations de communication r\u00e9currentes\ndes missions et les discours qui y circulent. \n\nLe document, ci-dessous, dont nous pr\u00e9sentons un extrait de la transcription,\nrepr\u00e9sente un dialogue ou une conversation entre un policier et un t\u00e9moin: \n\n- T\u00e9moin: bonjour, je suis monsieur Jean-Paul Denis. Je suis la personne qui\nvous a alert\u00e9 par t\u00e9l\u00e9phone et qui a demand\u00e9 votre intervention. Je viens\nt\u00e9moigner sur la fusillade.\n\n- Policier: bonjour, je suis l\u2019inspecteur robert Duval et je suis charg\u00e9\nd\u2019enqu\u00eater sur cette affaire.\n\n- T\u00e9moin: Je suis le propri\u00e9taire du bar qui se trouve pr\u00e8s de l\u2019intersection de\nla rue Martin Luther King et de l\u2019Avenue John brown o\u00f9 la fusillade a eu\nlieu. Je me trouvais sur le seuil de mon magasin quand le Pick-up Toyota\nblanc ne poss\u00e9dant aucune plaque d\u2019immatriculation a ralenti en arrivant \u00e0\nla hauteur des 5 policiers.\n\n- Policier: Que s\u2019est-il pass\u00e9 ensuite?\n\n- T\u00e9moin: Lorsque les deux policiers sont arriv\u00e9s \u00e0 hauteur du conducteur,\nles gars qui se trouvaient dans la benne ont imm\u00e9diatement sortis des\nmitraillettes et ouvert le feu sur les policiers: Plusieurs rafales ont \u00e9t\u00e9 tir\u00e9es\ncalmement comme pour vraiment tuer les policiers.\n\n- Policier : Qu\u2019ont fait les autres policiers?\n\n- T\u00e9moin : Ils se sont prot\u00e9g\u00e9s et ont ripost\u00e9 sans atteindre les occupants.\n\n- Policier : Savez-vous de quel type d\u2019arme il s\u2019agissait?\n\nLA FOrMATION EN FrAN\u00e7AIS DES PErSONNELS ChArG\u00e9S DU MAINTIEN DE LA PAIx\n\nIb\u00e9rica 35 (2018): 67-92 79", "start_char_idx": 27604, "end_char_idx": 29831, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "8e4f1ee4-84de-4868-b894-6750fcb54e48": {"__data__": {"id_": "8e4f1ee4-84de-4868-b894-6750fcb54e48", "embedding": null, "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-135", "node_type": "4", "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "hash": "c91be077ed64f12fec24d25392b6b0532f488b92dd65db350704d9da06a79708", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "88fc9ced-c687-4bb5-9263-9a58eaf0fb76", "node_type": "1", "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "hash": "c5a6dfde607514804cf584d3cb8b0c61f3fd127ded2368be386083a9652edbae", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "c11bd6a1-e79c-49f2-8a7d-3d8ed8d68209", "node_type": "1", "metadata": {}, "hash": "2a11b12353773578066ddb20bce19cf1a1edb4484ef7c232de66d115537f8125", "class_name": "RelatedNodeInfo"}}, "text": "- T\u00e9moin: Oui, je pense qu\u2019il y avait deux AK 47\n\n- Policier: Avez-vous vu les personnes qui se trouvaient \u00e0 bord?\n\n- T\u00e9moin: Oui, je sais qu\u2019ils \u00e9taient 6, tous originaires d\u2019ha\u00efti. 2 dans\nl\u2019habitacle et 4 dans la benne. Ensuite je me suis couch\u00e9 au sol pour me\nprot\u00e9ger. Je ne suis donc pas en mesure de les reconna\u00eetre. Je crois qu\u2019ils\nportaient des vestes de treillis, [...]. \n\nCe type de discours offre aux apprenants jordaniens l\u2019occasion d\u2019\u00eatre en\ncontact avec des situations de communication r\u00e9elles et de se familiariser\navec les discours sp\u00e9cialis\u00e9s qui y circulent. \n\nL\u2019analyse des donn\u00e9es permet \u00e9galement, d\u2019apr\u00e8s Carras et al. (2007: 29-30),\naux enseignants d\u2019identifier: \n\n1. Les composantes linguistiques r\u00e9currentes dans les discours,\ncomme par exemple le lexique utilis\u00e9, les structures\nmorphosyntaxiques et la composante paralinguistique (intonation,\ngestes, mimiques). \n\nDans notre document, nous remarquons que le lexique utilis\u00e9 porte, en\npartie, sur l\u2019investigation et la criminalit\u00e9, li\u00e9es \u00e9troitement au travail des\npoliciers onusiens. Il contient \u00e9galement du lexique utilis\u00e9 dans la vie\nquotidienne, comme celui de la pr\u00e9sentation, de la localisation et de la\ndescription. Concernant les structures morphosyntaxiques r\u00e9currentes, nous\nnotons l\u2019utilisation des pronoms relatifs, du pass\u00e9 compos\u00e9, de l\u2019imparfait, de\nla forme pronominale et des adverbes.\n\n2. Les composantes extralinguistiques qui se composent de trois\ncomposantes: \n\n- sociolinguistique: comment s\u2019adresser \u00e0 un \u00e9tranger? Comment\nma\u00eetriser les termes d\u2019adresse en fran\u00e7ais? \n\n- strat\u00e9gique: comment poser poliment une question? \n\n3. Les composantes socioculturelle et interculturelle des discours:\nelles sont souvent implicites et il est donc difficile de les anticiper\nsans un contact direct entre deux cultures. La relation entre\nl\u2019inspecteur de police et le t\u00e9moin, dans cet interrogatoire qui se\nd\u00e9roule dans le respect r\u00e9ciproque, pourrait \u00eatre diff\u00e9rente d\u2019une\nculture \u00e0 une autre. Elle pourrait par cons\u00e9quent fait l\u2019objet d\u2019une\n\nELIE ALrAbADI ET GhALEb KASASbEh\n\nIb\u00e9rica 35 (2018): 67-9280", "start_char_idx": 29835, "end_char_idx": 31925, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "c11bd6a1-e79c-49f2-8a7d-3d8ed8d68209": {"__data__": {"id_": "c11bd6a1-e79c-49f2-8a7d-3d8ed8d68209", "embedding": null, "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-135", "node_type": "4", "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "hash": "c91be077ed64f12fec24d25392b6b0532f488b92dd65db350704d9da06a79708", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "8e4f1ee4-84de-4868-b894-6750fcb54e48", "node_type": "1", "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "hash": "dc6b0831dc7a87c29ad3a071a4a6ce8780c6fa7dee0ed4f737650373525fe4dc", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "31fdab58-f735-4238-a55d-ddfd7f784fdb", "node_type": "1", "metadata": {}, "hash": "f88695b3dde1d0b7f7c38b3053289d12ff068890528850162a7e9fb9c5ae5c23", "class_name": "RelatedNodeInfo"}}, "text": "discussion entre l\u2019enseignant et les apprenants dans le cadre des\nvaleurs de l\u2019ONU et des droits de l\u2019homme. \n\nCette identification des composantes linguistiques et extralinguistiques\npermet aux enseignants de cibler certains contenus qui visent l\u2019acquisition\ndes savoirs et des savoir-faire essentiels pour les apprenants. \n\nExploitation didactique \n\nNous pr\u00e9sentons, ci-dessous, un exemple d\u2019exploitation d\u2019un document\nauthentique sp\u00e9cialis\u00e9. Nous ne pr\u00e9tendons pas de proposer des t\u00e2ches\nin\u00e9dites, mais de montrer comment l\u2019enseignant pourrait mettre en\ncoh\u00e9rence les activit\u00e9s p\u00e9dagogiques avec trois facteurs soulign\u00e9s par\nMangiante et Parpette (2004: 79): \n\n(i) l\u2019analyse des besoins; \n\n(ii) les informations livr\u00e9es par l\u2019\u00e9tude des informations et des\ndiscours collect\u00e9s; \n\n(iii)les formes de travail favorisant l\u2019apprentissage. \n\nLa r\u00e9flexion sur la construction des activit\u00e9s en classe comporte deux\n\u00e9l\u00e9ments: \u201cquoi enseigner, quels apprentissages viser, mais aussi et surtout\ncomment envisager ces activit\u00e9s\u201d (Mangiante et Parpette, 2004: 78). Dans\nnotre contexte o\u00f9 le niveau des apprenants est linguistiquement h\u00e9t\u00e9rog\u00e8ne,\nles options p\u00e9dagogiques devraient s\u2019appuyer sur les principes suivants:\n\n(i) D\u00e9velopper les formes de travail participatives qui permettent\nd\u2019une part une pratique maximale de la langue, d\u2019autre part et un\napport important des apprenants [...]. \n\n(ii) Cr\u00e9er le plus possible une communication r\u00e9elle [...]. \n\n(iii)Combiner le travail collectif avec des moments de travail\nindividuel, voire autonome (Mangiante et Parpette, 2004: 79).\n\nConcernant le travail collectif, il nous semble que deux m\u00e9thodes pourraient\n\u00eatre envisageables: l\u2019apprentissage coop\u00e9ratif et l\u2019apprentissage collaboratif\nque nous pr\u00e9sentons ci-dessous. \n\nLA FOrMATION EN FrAN\u00e7AIS DES PErSONNELS ChArG\u00e9S DU MAINTIEN DE LA PAIx\n\nIb\u00e9rica 35 (2018): 67-92 81", "start_char_idx": 31929, "end_char_idx": 33791, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "31fdab58-f735-4238-a55d-ddfd7f784fdb": {"__data__": {"id_": "31fdab58-f735-4238-a55d-ddfd7f784fdb", "embedding": null, "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-135", "node_type": "4", "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "hash": "c91be077ed64f12fec24d25392b6b0532f488b92dd65db350704d9da06a79708", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "c11bd6a1-e79c-49f2-8a7d-3d8ed8d68209", "node_type": "1", "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "hash": "9f605b4b4029bac821101c0f0f4a7751a3553cf1d5513a8767800c81a72131b6", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "a08da5d3-49c8-4413-b0b1-8604ccc0fd22", "node_type": "1", "metadata": {}, "hash": "0b3398fb3a48c9de14c9b1fce7d1e4be18c4c0de3392035464b4563b9936b8c0", "class_name": "RelatedNodeInfo"}}, "text": "Apprentissage collectif \n\nLe travail collectif existe depuis des d\u00e9cennies sous de multiples formes\nallant de la coop\u00e9ration \u00e0 la collaboration. Ces deux termes, souvent utilis\u00e9es\nindistinctement, font r\u00e9f\u00e9rence, comme le confirme baurdit (2007a: 7) aux\np\u00e9dagogies de groupe dans le domaine de l\u2019\u00e9ducation. Ils \u201csont tr\u00e8s voisins.\nIls ont des sens tr\u00e8s proches et font en g\u00e9n\u00e9ral r\u00e9f\u00e9rence \u00e0 une activit\u00e9\ncollective impliquant deux ou plusieurs personnes\u201d (baurdit, 2007b: 116). \n\nDes auteurs comme henri et Lundgren-Cayrol (2001), Walckiers et De\nPraetere (2002), Lehraus (2002), baurdit (2007a et 2007b), Galland (2009),\nconsid\u00e8rent que ces deux types d\u2019apprentissage se d\u00e9marquent\nfondamentalement de la p\u00e9dagogie traditionnelle magistrale dans la mesure\no\u00f9 ils remettent en cause l\u2019autorit\u00e9 exerc\u00e9e par l\u2019enseignant sur les apprenants\net favorisent son transfert vers le groupe. \n\nApprentissage coop\u00e9ratif \n\nCette m\u00e9thode de travail tente de transformer les pratiques conventionnelles\nd\u2019enseignement pour utiliser les diff\u00e9rences entre les apprenants comme facteur\nd\u2019apprentissage (Galland, 2009: 7). Elle permet aux apprenants \u201cen situation\nd\u2019\u00e9chec, de r\u00e9ussir par le travail collectif \u201d (Pl\u00e9ty, 1996: 15), \u00e0 condition que les\ngroupes soient interactifs et qu\u2019ils montrent une r\u00e9elle activit\u00e9 interne au niveau\nde \u201cce que les \u00e9l\u00e8ves peuvent s\u2019apporter les uns aux autres, du fait de leur\ncapacit\u00e9 en intelligence, action et organisation\u201d (Pl\u00e9ty, 1996: 153). \n\nPour baurdit (2007b: 5), l\u2019id\u00e9e de l\u2019apprentissage coop\u00e9ratif est assez bien\nr\u00e9sum\u00e9e par Johnson et Johnson (1990) qui l\u2019assimilent: \n\n\u00e0 un travail en petits groupes, dans un but commun, qui permet d\u2019optimiser\nles apprentissages de chacun. (...) l\u2019activit\u00e9 collective orient\u00e9e dans une m\u00eame\ndirection, vers un objectif partag\u00e9 par tous, peut profiter \u00e0 chaque membre\ndu groupe. \n\nLehraus, quant \u00e0 elle, confirme que, le terme d\u2019apprentissage coop\u00e9ratif: \n\nd\u00e9signe un ensemble de m\u00e9thodes dont l\u2019enjeu est d\u2019organiser une classe en\nsous-groupes, le plus souvent h\u00e9t\u00e9rog\u00e8nes, au sein desquels les \u00e9l\u00e8ves\ntravaillent en coop\u00e9ration sur des t\u00e2ches scolaires. (2002: 518) \n\nEn somme, l\u2019apprentissage coop\u00e9ratif est une forme de travail en groupe\ncomprenant des apprenants de niveaux h\u00e9t\u00e9rog\u00e8nes qui s\u2019entraident pour\n\nELIE ALrAbADI ET GhALEb KASASbEh\n\nIb\u00e9rica 35 (2018): 67-9282", "start_char_idx": 33795, "end_char_idx": 36139, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "a08da5d3-49c8-4413-b0b1-8604ccc0fd22": {"__data__": {"id_": "a08da5d3-49c8-4413-b0b1-8604ccc0fd22", "embedding": null, "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-135", "node_type": "4", "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "hash": "c91be077ed64f12fec24d25392b6b0532f488b92dd65db350704d9da06a79708", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "31fdab58-f735-4238-a55d-ddfd7f784fdb", "node_type": "1", "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "hash": "c2f5f2443a0b229e34cbcfb6e49b24b62768b5609494a1da13d53759c04c053f", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "78930950-ee8a-4b23-b757-cc0627a3dfb6", "node_type": "1", "metadata": {}, "hash": "7870e9476a61248b2e3a26e493daaa857b157585476453922153062e31f8159f", "class_name": "RelatedNodeInfo"}}, "text": "r\u00e9aliser un projet commun. Ce travail montre qu\u2019il est possible \u201cde mettre\nl\u2019h\u00e9t\u00e9rog\u00e9n\u00e9it\u00e9 des \u00e9l\u00e8ves au service de l\u2019efficacit\u00e9 des apprentissages\u201d\n(Galland, 2009: 17). \n\n- Principes de l\u2019apprentissage coop\u00e9ratif\n\nLeharaus (2002: 519) note que l\u2019apprentissage coop\u00e9ratif se repose sur cinq\nprincipes de base \u00e9nonc\u00e9s par Johnson et al. (1994): \n\n1. Une interd\u00e9pendance positive entre les membres des \u00e9quipes\nsouvent instaur\u00e9e au moyen d\u2019un but commun. Selon Abrami et al.\n(1996: 74), \u201cil y a interd\u00e9pendance positive quand le succ\u00e8s d\u2019un\n\u00e9l\u00e8ve augmente les chances de succ\u00e8s des autres\u201d. \n\n2. Une responsabilisation individuelle et collective face \u00e0 la t\u00e2che,\nassur\u00e9e par \u201cl\u2019identification des contributions de chacun des\nmembres du groupe\u201d (Galland, 2009: 16). \n\n3. Le d\u00e9veloppement syst\u00e9matique d\u2019habilet\u00e9s cognitives et sociales\nmises en \u0153uvre dans le groupe (l\u2019entraide, la solidarit\u00e9, le partage,\nla conciliation). \n\n4. La promotion d\u2019interactions simultan\u00e9es en groupes h\u00e9t\u00e9rog\u00e8nes\net restreints. Ces groupes doivent \u00eatre compos\u00e9s d\u2019un nombre\nrestreint d\u2019apprenants et \u00eatre \u201crepr\u00e9sentatif d\u2019une certaine\nh\u00e9t\u00e9rog\u00e9n\u00e9it\u00e9 (Filles et gar\u00e7ons, niveaux scolaires diff\u00e9rents [...]\nafin de \u201cfavoriser les interactions, de dynamiser les \u00e9changes\u201d\n(baurdit, 2005: 6). \n\n5. Une r\u00e9flexion critique sur les processus \u00e0 l\u2019\u0153uvre dans les groupes.\nMen\u00e9e par l\u2019enseignant, elle permet aux apprenants d\u2019effectuer un\nbilan concernant le fonctionnement des groupes. \n\nCes principes, notamment celui d\u2019interd\u00e9pendance et d\u2019h\u00e9t\u00e9rog\u00e9n\u00e9it\u00e9\nrendent les \u00e9changes entre les apprenants plus intenses et plus coordonn\u00e9s,\nassurant une certaine efficacit\u00e9 collective et des gains personnels. Gr\u00e2ce \u00e0\nleur participation active, \u201cles membres des groupes peuvent am\u00e9liorer leurs\nconnaissances, acqu\u00e9rir de nouveaux savoirs. En agissant ensemble, ils sont\namen\u00e9s \u00e0 progresser individuellement\u201d (baurdit, 2007b: 5). \n\nApprentissage collaboratif \n\nPour henri et Lundgren-Cayrol, \n\nLA FOrMATION EN FrAN\u00e7AIS DES PErSONNELS ChArG\u00e9S DU MAINTIEN DE LA PAIx\n\nIb\u00e9rica 35 (2018): 67-92 83", "start_char_idx": 36143, "end_char_idx": 38195, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "78930950-ee8a-4b23-b757-cc0627a3dfb6": {"__data__": {"id_": "78930950-ee8a-4b23-b757-cc0627a3dfb6", "embedding": null, "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-135", "node_type": "4", "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "hash": "c91be077ed64f12fec24d25392b6b0532f488b92dd65db350704d9da06a79708", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "a08da5d3-49c8-4413-b0b1-8604ccc0fd22", "node_type": "1", "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "hash": "0f4d2ce040cc93f8cb2a29bdd13fc13e6c48b5f300ddc37d9d49002dd54bf946", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "415e487d-f49f-4c4e-af23-27414008e4dd", "node_type": "1", "metadata": {}, "hash": "b6f3d3080b20bf34a8920e55dbb9e0666b1083de03a1dae1203902ff3459ffa8", "class_name": "RelatedNodeInfo"}}, "text": "l\u2019apprentissage collaboratif est une d\u00e9marche active par laquelle l\u2019apprenant\ntravaille \u00e0 la construction de ses connaissances. Le formateur y joue le r\u00f4le\nde facilitateur des apprentissages alors que le groupe y participe comme\nsource d\u2019information, comme agent de motivation, comme moyen d\u2019entraide\net de soutien mutuel et comme lieu privil\u00e9gi\u00e9 d\u2019interaction pour la\nconstruction collective des connaissances. (2001: 42)\n\nL\u2019apprentissage collaboratif couple donc deux d\u00e9marches: celle de\nl\u2019apprenant et celle du groupe. L\u2019apprenant est cens\u00e9 collaborer avec les\nmembres du groupe pour r\u00e9aliser un but commun tout en conciliant ses\nobjectifs personnels et ses int\u00e9r\u00eats. Il \u00e9change avec les autres apprenants\npour r\u00e9aliser une t\u00e2che collective ce qui lui permet de partager ses\nd\u00e9couvertes, de n\u00e9gocier le sens \u00e0 donner \u00e0 son travail et de valider ses\nconnaissances acquises. Dans sa d\u00e9marche, l\u2019apprenant doit \u00eatre\nautonome et doit assumer la responsabilit\u00e9 de son apprentissage tout en\nsentant responsable de l\u2019atteinte du but qu\u2019il partage avec les autres\napprenants. \n\nDans les deux types d\u2019apprentissage (coop\u00e9ratif et collaboratif), on trouve\nl\u2019id\u00e9e d\u2019un but commun \u00e0 atteindre par les groupes. Cependant, les points\nsuivants, \u00e9voqu\u00e9s par henri et Lundgren-Cayrol (2001: 30-36), permettent\nde les distinguer: \n\n1. Maturit\u00e9, contr\u00f4le et autonomie \n\nLa d\u00e9marche coop\u00e9rative convient aux apprenants qui sont moins\nautonomes, qui n\u2019ont pas acquis assez de maturit\u00e9 cognitive et ne poss\u00e9dant\npas encore un r\u00e9pertoire \u00e9labor\u00e9 de strat\u00e9gies d\u2019apprentissage. Elle r\u00e9serve \u00e0\nl\u2019enseignant un contr\u00f4le \u00e9clair\u00e9 sur l\u2019apprentissage qui peut intervenir pour\nenseigner les habilit\u00e9s de coop\u00e9ration susceptibles d\u2019aider les apprenants \u00e0\naccomplir la t\u00e2che. \u201cIl est en quelque sorte le d\u00e9positaire de ces savoirs et\nconnaissances. Ainsi, le fonctionnement groupal, l\u2019activit\u00e9 collective, ne\npeuvent totalement lui \u00e9chapper\u201d (baurdit, 2007b: 121). La d\u00e9marche\ncollaborative, vise les m\u00eames objectifs tout en offrant aux apprenants plus de\nlibert\u00e9. L\u2019enseignant ne contr\u00f4le pas les groupes de fa\u00e7on active et son\nautorit\u00e9 est transf\u00e9r\u00e9e compl\u00e8tement vers le groupe alors que ce transfert\nd\u2019autorit\u00e9 reste partiel dans l\u2019apprentissage coop\u00e9ratif.\n\n2. Le but partag\u00e9 \n\nLes deux types d\u2019apprentissage: coop\u00e9ratif et collaboratif favorisent le travail\ncollectif pour atteindre un but commun ou partag\u00e9. En effet, la coop\u00e9ration,\n\nELIE ALrAbADI ET GhALEb KASASbEh\n\nIb\u00e9rica 35 (2018): 67-9284", "start_char_idx": 38199, "end_char_idx": 40678, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "415e487d-f49f-4c4e-af23-27414008e4dd": {"__data__": {"id_": "415e487d-f49f-4c4e-af23-27414008e4dd", "embedding": null, "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-135", "node_type": "4", "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "hash": "c91be077ed64f12fec24d25392b6b0532f488b92dd65db350704d9da06a79708", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "78930950-ee8a-4b23-b757-cc0627a3dfb6", "node_type": "1", "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "hash": "08128a08c2077093a16b854724ac954b1b3af5c9122646ab6db7c90b55d78502", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "43328602-6217-4a37-97ab-e23f83942e77", "node_type": "1", "metadata": {}, "hash": "fd52bc1fa460b6127c6b1d14a2c88d6e3c8fb131bc21ad0dad36b22c81c93827", "class_name": "RelatedNodeInfo"}}, "text": "comme l\u2019indiquent Abrami et al. (1995), repose sur la division des t\u00e2ches et\ndes responsabilit\u00e9s. C\u2019est le groupe qui r\u00e9alise la t\u00e2che de laquelle ressort une\nproduction collective. Dans un apprentissage collaboratif, chaque membre\ncherchera individuellement \u00e0 atteindre par lui-m\u00eame le but. Il en r\u00e9sultera\nplusieurs productions, une production collective et les productions\nindividuelles des apprenants. \n\n3. La t\u00e2che \n\nDans un apprentissage coop\u00e9ratif, la t\u00e2che est distribu\u00e9e \u00e0 tous les membres\ndu groupe. Le groupe est divis\u00e9 en \u00e9quipes restreintes \u00e0 qui l\u2019on confie des\nsous-t\u00e2ches qui peuvent varier d\u2019une \u00e9quipe \u00e0 l\u2019autre. La t\u00e2che est compl\u00e8te\nlorsque tous les membres de l\u2019\u00e9quipe ont fait ce qu\u2019ils avaient \u00e0 faire et que\ntoutes les \u00e9quipes ont mis en commun leurs r\u00e9alisations. Cependant, dans un\napprentissage collaboratif, l\u2019apprenant r\u00e9alise, pour lui et par lui-m\u00eame,\nl\u2019ensemble de la t\u00e2che en s\u2019appuyant sur le groupe. Cette r\u00e9alisation est\nreprise ensuite par le groupe en utilisant les contributions de chacun. Cette\nd\u00e9marche collective permet au groupe d\u2019atteindre le but tout en constituant\nun soutien \u00e0 la d\u00e9marche individuelle de chaque apprenant. \n\n4. L\u2019interd\u00e9pendance \n\nDans la coop\u00e9ration, l\u2019interd\u00e9pendance positive est une condition obligatoire\npour la r\u00e9ussite de l\u2019apprentissage coop\u00e9ratif. L\u2019apprentissage collaboratif\nvalorise une interd\u00e9pendance \u00e0 caract\u00e8re associatif. \u201cCe qui importe surtout\npour les membres, c\u2019est de mettre en commun leurs id\u00e9es, de faire part de\nleurs r\u00e9alisations et de trouver aupr\u00e8s du groupe inspiration, soutien et\nappui\u201d (henri et Lundgren-Cayrol, 2001: 35). Les apprenants interagissent\nde fa\u00e7on autonome (baurdit, 2007b: 124). Egalement, les rapports entre les\nmembres des groupes doivent se consid\u00e9rer comme \u00e9galitaires dans\nl\u2019apprentissage collaboratif. \n\nNous tenons \u00e0 noter enfin que l\u2019utilisation des TICE, notamment\nl\u2019enseignement en ligne, dans ces deux types d\u2019apprentissage, offre aux\napprenants \u201cdes avantages p\u00e9dagogiques qu\u2019il serait regrettable de leur\nrefuser\u201d (Walckiers et De Praetere, 2004: 55).\n\nEn effet, exploiter l\u2019enseignement en ligne dans l\u2019enseignement pr\u00e9sentiel\noffre aux apprenants:\n\n- une grande flexibilit\u00e9 de temps et de lieu stimulant l\u2019autonomie et\nla r\u00e9flexion,\n\nLA FOrMATION EN FrAN\u00e7AIS DES PErSONNELS ChArG\u00e9S DU MAINTIEN DE LA PAIx\n\nIb\u00e9rica 35 (2018): 67-92 85", "start_char_idx": 40682, "end_char_idx": 43041, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "43328602-6217-4a37-97ab-e23f83942e77": {"__data__": {"id_": "43328602-6217-4a37-97ab-e23f83942e77", "embedding": null, "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-135", "node_type": "4", "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "hash": "c91be077ed64f12fec24d25392b6b0532f488b92dd65db350704d9da06a79708", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "415e487d-f49f-4c4e-af23-27414008e4dd", "node_type": "1", "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "hash": "e71545bfdc1c2070497de5dbc52984da80c660db9e5a0de1b72f03203f040da6", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "5feedb29-816f-4512-ae8f-3641dc1b88bb", "node_type": "1", "metadata": {}, "hash": "19ccab9b35b5c53efbbe7a9d7bcf81f9ebe6e66c4e63ed1c8520494a2dcb6db3", "class_name": "RelatedNodeInfo"}}, "text": "- ET une excellente interaction de chaque apprenant avec ses\nenseignants et ses pairs, source de motivation, d\u2019entraide, d\u2019esprit\ncritique et de synth\u00e8se, etc. (Walckiers et De Praetere, 2004: 55). \n\nD\u2019apr\u00e8s cette distinction entre ces deux types d\u2019apprentissage, il nous semble\nque l\u2019apprentissage coop\u00e9ratif s\u2019adapterait mieux \u00e0 notre contexte\nd\u2019apprentissage \u00e0 cause de l\u2019h\u00e9t\u00e9rog\u00e9n\u00e9it\u00e9 du niveau de ma\u00eetrise du fran\u00e7ais\nde la part des apprenants. \n\nExemples d\u2019activit\u00e9s\n\nPour notre document sonore, deux approches sont envisageables en\nfonction de la disponibilit\u00e9 des moyens techniques et du niveau linguistique\ndes apprenants; soit on adopte une d\u00e9marche de compr\u00e9hension orale\ninteractive, soit on transforme les discours oraux en discours \u00e9crits. Dans\ncette \u00e9tude, nous optons pour une d\u00e9marche mixte qui consiste \u00e0 diviser les\napprenants en deux groupes en fonction de leur niveau en fran\u00e7ais. Le\npremier regroupe les apprenants ayant un bon niveau en fran\u00e7ais. Ils\npourraient travailler sur les composantes linguistiques, extralinguistiques,\nsociolinguistique et interculturelle \u00e0 partir de l\u2019\u00e9coute. Le deuxi\u00e8me est\nconstitu\u00e9 d\u2019apprenants dont le niveau en fran\u00e7ais est faible. Ils pourraient\ntravailler sur les m\u00eames composantes dans le discours, transform\u00e9 en \u00e9crit.\n\nConcernant le d\u00e9roulement des activit\u00e9s, nous nous inspirons d\u2019une des\ntechniques am\u00e9ricaines d\u2019apprentissage coop\u00e9ratif \u201cTeam Accelerated\nInstruction\u201d (TAI) pr\u00e9sent\u00e9e par baurdit (2005: 36-38). Elle fonctionne en\ntrois temps: \n\n1. Le premier se caract\u00e9rise par des apprentissages individualis\u00e9s o\u00f9\nles membres des groupes travaillent seuls sur des exercices en\nrapport avec leur niveau en fran\u00e7ais. \n\n2. Ils se r\u00e9unissent ensuite et corrigent collectivement ce qui a \u00e9t\u00e9 fait\npar les uns et les autres. C\u2019est le temps de l\u2019entraide. \n\n3. Ils sont enfin confront\u00e9s individuellement \u00e0 des activit\u00e9s\ncorrespondant \u00e0 leurs niveaux. \n\nCette technique permet: \n\nELIE ALrAbADI ET GhALEb KASASbEh\n\nIb\u00e9rica 35 (2018): 67-9286", "start_char_idx": 43045, "end_char_idx": 45045, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "5feedb29-816f-4512-ae8f-3641dc1b88bb": {"__data__": {"id_": "5feedb29-816f-4512-ae8f-3641dc1b88bb", "embedding": null, "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-135", "node_type": "4", "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "hash": "c91be077ed64f12fec24d25392b6b0532f488b92dd65db350704d9da06a79708", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "43328602-6217-4a37-97ab-e23f83942e77", "node_type": "1", "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "hash": "1938ee823e2d7d48f3adf414a269d59491e0fd356192d6ea90f6f8b7ab941f1d", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "11ceb76c-3229-4b51-ad6e-7d16dcabfd8f", "node_type": "1", "metadata": {}, "hash": "b0f757db667eb0008370c3482cfd59705602917768d1cf276dc80c72cec02e45", "class_name": "RelatedNodeInfo"}}, "text": "aux \u00e9l\u00e8ves de travailler \u00e0 leurs propres niveaux, s\u2019ils manquent de pr\u00e9requis\nils peuvent construire de solides fondations avant de continuer. De m\u00eame,\ns\u2019ils progressent tr\u00e8s rapidement, ils n\u2019ont pas besoin d\u2019attendre le reste de la\nclasse. (bardit, 2005: 37) \n\nPour l\u2019enseignant, elle permet de g\u00e9rer p\u00e9dagogiquement les diff\u00e9rences de\nniveau entre les apprenants. \n\nLes types d\u2019activit\u00e9s \u00e0 proposer se rassemblent \u00e0 ceux du FLE\n(compr\u00e9hension/expression orale/\u00e9crite, exercices grammaticaux, lexicaux,\njeux de r\u00f4le, simulation, etc.). Cependant, les formations du FOS articulent\nla dimension linguistique \u00e0 la dimension professionnelle. \n\nActivit\u00e9s bas\u00e9es sur la technique TAI \n\nActivit\u00e9 1: compr\u00e9hension globale \n\nLisez/\u00e9coutez le document deux fois et r\u00e9pondez aux questions suivantes:\n\nCombien de personnes parlent? Comment s\u2019appellent-t-elles? Quelle est leur\nfonction? De quoi parlent-elles? O\u00f9 se trouvent-elles? \n\nLe travail sur la compr\u00e9hension orale permet de d\u00e9velopper la perception\nauditive et l\u2019\u00e9coute attentive chez les apprenants et de les familiariser avec les\nsp\u00e9cificit\u00e9s phonologiques et prosodiques du fran\u00e7ais parl\u00e9 dans les pays\nfrancophones. \n\nActivit\u00e9 2: composante morphosyntaxique\n\nrelevez les verbes au pass\u00e9 compos\u00e9 et les transformez au pass\u00e9 simple! \n\nEx. a alert\u00e9 (alerta) a demand\u00e9 (demanda) a ralenti (ralentit). \n\nCette activit\u00e9 permet aux apprenants de ma\u00eetriser la forme \u00e9crite de la langue\net de prendre conscience des diff\u00e9rences de fonctionnement entre l\u2019\u00e9crit et\nl\u2019oral. En effet, le pass\u00e9 simple est souvent utilis\u00e9 dans la r\u00e9daction des\ncomptes rendus, t\u00e2che essentielle pendant les missions. De plus, comme\npour le travail \u00e0 partir de l\u2019\u00e9coute, l\u2019objectif final sera l\u2019acquisition des termes\nsp\u00e9cialis\u00e9s et la d\u00e9couverte de la construction du discours en fran\u00e7ais dans\nun domaine sp\u00e9cifique. Ensuite, les apprenants doivent se r\u00e9unir, apr\u00e8s\nchaque activit\u00e9, afin de v\u00e9rifier et de corriger ensemble leurs r\u00e9ponses. Dans\ncette phase, il faut que l\u2019enseignant s\u2019assure que les \u00e9changes se font en\nfran\u00e7ais. \n\nLA FOrMATION EN FrAN\u00e7AIS DES PErSONNELS ChArG\u00e9S DU MAINTIEN DE LA PAIx\n\nIb\u00e9rica 35 (2018): 67-92 87", "start_char_idx": 45049, "end_char_idx": 47202, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "11ceb76c-3229-4b51-ad6e-7d16dcabfd8f": {"__data__": {"id_": "11ceb76c-3229-4b51-ad6e-7d16dcabfd8f", "embedding": null, "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-135", "node_type": "4", "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "hash": "c91be077ed64f12fec24d25392b6b0532f488b92dd65db350704d9da06a79708", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "5feedb29-816f-4512-ae8f-3641dc1b88bb", "node_type": "1", "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "hash": "95898a2df9ae94fe2453f84e4aa46d3784667e2ff38635d6810b3e94459c840e", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "1f72bc8e-7943-4450-933c-b3a2b7f56291", "node_type": "1", "metadata": {}, "hash": "a5c568e6505505dc58469744f5ff93be9364d6cc1f9c9c745a638c7dfcc9f6ce", "class_name": "RelatedNodeInfo"}}, "text": "Cette alternance d\u2019apprentissages individualis\u00e9s et collectifs permet de\nresponsabiliser les apprenants:\n\n\u00e0 la fois de fa\u00e7on personnelle et sociale. Leur responsabilit\u00e9 personnelle est\nengag\u00e9e puisque seul compte le score obtenu aux \u00e9preuves finales pass\u00e9es\nindividuellement, sans l\u2019aide des pairs. Leur responsabilit\u00e9 sociale se situe\npr\u00e9cis\u00e9ment lors de la seconde phase, quand aide des pairs il y a [...]. Les\n\u00e9l\u00e8ves ont donc tout int\u00e9r\u00eat \u00e0 prendre au s\u00e9rieux leur propre progression\nscolaire et la qualit\u00e9 du soutien qu\u2019ils fournissent \u00e0 leurs camarades. (baurdit,\n2005: 37) \n\nD\u2019autres activit\u00e9s seront ensuite propos\u00e9es en fonction du niveau de chaque\napprenant.\n\nPour rendre l\u2019apprentissage plus dynamique, d\u2019autres techniques permettant\nde stimuler une r\u00e9alit\u00e9 professionnelle, pourraient \u00eatre propos\u00e9es. En\nconstituant des groupes d\u2019apprenants linguistiquement h\u00e9t\u00e9rog\u00e8nes,\nl\u2019enseignant pourrait leur proposer, sous forme de jeux de r\u00f4le ou de\nsimulation, d\u2019imaginer un interrogatoire avec les suspects ou de r\u00e9diger un\ncompte rendu sur l\u2019affaire. Dans ces techniques, chaque apprenant est cens\u00e9\navoir un r\u00f4le pr\u00e9cis et doit s\u2019entraider avec les autres pour la r\u00e9alisation d\u2019un\nobjectif commun. Ce type de t\u00e2che pourrait \u00eatre propos\u00e9e sur une plate-\nforme de e-learning, sous la supervision de l\u2019enseignant, que l\u2019IDL a les\npossibilit\u00e9s techniques de cr\u00e9er. \n\nConclusion\n\nNous avons tent\u00e9, dans cette recherche, de proposer des pistes pour\nam\u00e9liorer la qualit\u00e9 de la formation du FOS dispens\u00e9e \u00e0 l\u2019IDL. Nous avons\npu constater, d\u2019apr\u00e8s notre enqu\u00eate, que cette formation reste insuffisante et\nqu\u2019elle devrait \u00eatre con\u00e7ue diff\u00e9remment. Nous proposons donc, au del\u00e0 des\nrecommandations faites lors de l\u2019analyse du questionnaire, ce qui suit: \n\n- les objectifs de la formation doivent \u00eatre orient\u00e9s davantage vers\nl\u2019acquisition d\u2019une comp\u00e9tence de communication qui aidera les\napprenants \u00e0 faire face aux situations de communication\nprofessionnelle. En effet, l\u2019objectif actuel de la formation est la\nr\u00e9ussite \u00e0 l\u2019examen SAAT. Nous comprenons que la r\u00e9ussite \u00e0\nl\u2019examen SAAT est une condition pour participer aux missions de\n\nELIE ALrAbADI ET GhALEb KASASbEh\n\nIb\u00e9rica 35 (2018): 67-9288", "start_char_idx": 47206, "end_char_idx": 49399, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "1f72bc8e-7943-4450-933c-b3a2b7f56291": {"__data__": {"id_": "1f72bc8e-7943-4450-933c-b3a2b7f56291", "embedding": null, "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-135", "node_type": "4", "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "hash": "c91be077ed64f12fec24d25392b6b0532f488b92dd65db350704d9da06a79708", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "11ceb76c-3229-4b51-ad6e-7d16dcabfd8f", "node_type": "1", "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "hash": "d3332c7f833a94d33b0bd912fb9533b89a722a2e3d179fbee7f0c2f91cfd512a", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "9b4fc993-7010-4ee6-8eef-6ac5ffc41db7", "node_type": "1", "metadata": {}, "hash": "345c398c36d19698b8ec687fe339b56dfdb10e2917f11874261aef50fe41b6e7", "class_name": "RelatedNodeInfo"}}, "text": "l\u2019ONU, cependant, si la formation se concentre sur l\u2019acquisition\nd\u2019une comp\u00e9tence de communication orale et \u00e9crite, la r\u00e9ussite \u00e0\ncet examen sera plus facile. Cela aidera \u00e9galement les apprenants \u00e0\nse sentir plus \u00e0 l\u2019aise pendant la formation et les policiers qui\nr\u00e9ussissent \u00e0 l\u2019examen seront plus comp\u00e9tents sur le terrain.\n\n- les trois types de formations propos\u00e9es \u00e0 l\u2019Institut doivent\ns\u2019harmoniser et se compl\u00e9ter. Avant l\u2019inscription \u00e0 la formation du\nFOS, les policiers devraient suivre les deux autres formations en\nfran\u00e7ais g\u00e9n\u00e9ral et en fran\u00e7ais orient\u00e9e vers les sciences polici\u00e8res.\nDe plus, ils devraient \u00eatre soumis \u00e0 la fin de chaque formation \u00e0\nune \u00e9valuation interne pour s\u2019assurer qu\u2019ils ont atteint le niveau qui\nleur permettra de passer \u00e0 la formation suivante. En effet, la\ncomplexit\u00e9 des situations de communication et celle du discours\nlors des missions, n\u00e9cessitent une connaissance approfondie en\nfran\u00e7ais. \n\n- le lieu de la formation: ces formations doivent \u00eatre, si possible,\npropos\u00e9es en dehors du lieu du travail des policiers ou assur\u00e9e,\npour une partie, par des enseignants non policiers. Cela permettrait\nd\u2019\u00e9viter certaines contraintes li\u00e9es \u00e0 la relation avec la hi\u00e9rarchie\nque le r\u00e9gime policier impose.\n\n- un programme de formation continue destin\u00e9e aux enseignants de\nl\u2019IDL s\u2019av\u00e8re n\u00e9cessaire. Elle les initiera \u00e0 la mise en place d\u2019une\np\u00e9dagogie coop\u00e9rative et \u00e0 l\u2019utilisation de l\u2019enseignement en ligne. \n\nCette initiation devrait se faire \u00e0 travers des formations qui mettent les\nenseignants eux-m\u00eames dans des contextes coop\u00e9ratifs et qui favorisent\nl\u2019utilisation de l\u2019enseignement en ligne \u00e0 c\u00f4t\u00e9 de celui en pr\u00e9sentiel. Cette\nm\u00e9thode de formation \u201cbouscule leurs habitudes de travail, leurs fa\u00e7ons de\nfaire la classe souvent bas\u00e9es sur des interventions individualis\u00e9es aupr\u00e8s des\n\u00e9l\u00e8ves\u201d (baurdit, 2007c: 87). La culture p\u00e9dagogique coop\u00e9rative permet aux\nenseignants de mieux g\u00e9rer l\u2019h\u00e9t\u00e9rog\u00e9n\u00e9it\u00e9 du niveau de ma\u00eetrise du fran\u00e7ais\net fournit aux apprenants des outils indispensables pour mieux r\u00e9ussir leur\napprentissage. \n\nArticle history:\n\nReceived 18 March 2016\n\nReceived in revised form 12 September 2016\n\nAccepted 12 September 2016\n\nLA FOrMATION EN FrAN\u00e7AIS DES PErSONNELS ChArG\u00e9S DU MAINTIEN DE LA PAIx\n\nIb\u00e9rica 35 (2018): 67-92 89\n\n\n\nReferences\n\nELIE ALrAbADI ET GhALEb KASASbEh\n\nIb\u00e9rica 35 (2018): 67-9290\n\nAbrami, P., B. Chambers, C. Poulsen, C. Simone,\n\nS. D\u2019apollonia et J. Howden (1996).\n\nL\u2019apprentissage coop\u00e9ratif: Th\u00e9ories, m\u00e9thodes,\n\nactivit\u00e9s. Montr\u00e9al: Cheneli\u00e8re.\n\nAlrabadi, E. (2011). \u201cL\u2019\u00e9laboration d\u2019un programme\n\nde fran\u00e7ais du tourisme dans le contexte\n\nuniversitaire jordanien\u201d. Th\u00e9l\u00e8me 26: 89-110. \n\nBerchoud, M.-J. et Rolland, D. (ed.) (2004).\n\n\u201cFran\u00e7ais sur objectifs sp\u00e9cifiques: de la langue\n\naux m\u00e9tiers\u201d. FDM, Paris: Hachette.\n\nBaurdit, A. (2005). L\u2019apprentissage coop\u00e9ratif:\n\nOrigines et \u00e9volutions d\u2019une m\u00e9thode\n\np\u00e9dagogique. De Boeck: Bruxelles.\n\nBaurdit, A. (2007a). L\u2019apprentissage collaboratif:\n\nPlus qu\u2019une m\u00e9thode collective? De Boeck:\n\nBruxelles.\n\nBaurdit, A. (2007b).", "start_char_idx": 49403, "end_char_idx": 52457, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "9b4fc993-7010-4ee6-8eef-6ac5ffc41db7": {"__data__": {"id_": "9b4fc993-7010-4ee6-8eef-6ac5ffc41db7", "embedding": null, "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-135", "node_type": "4", "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "hash": "c91be077ed64f12fec24d25392b6b0532f488b92dd65db350704d9da06a79708", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "1f72bc8e-7943-4450-933c-b3a2b7f56291", "node_type": "1", "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "hash": "5e47747032fbaed7ee2e53c3a5b8aa28c830f0e59844ae7a9c4dfdbe333674c5", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "8228e7c6-48c4-4d9f-8cd2-92fc5d16f402", "node_type": "1", "metadata": {}, "hash": "12b4196bd4dfc35f0acc8294f822f9da5d6e76c00a7b215af5565b2149105aa5", "class_name": "RelatedNodeInfo"}}, "text": "Baurdit, A. (2007b). \u201cApprentissage\n\ncoop\u00e9ratif/apprentissage collaboratif: D\u2019un\n\ncomparatisme conventionnel \u00e0 un comparatisme\n\ncritique\u201d. Les Sciences de l\u2019\u00e9ducation 40: 115-136. \n\nBaurdit, A. (2007c). \u201cLa formation des enseignants\n\naux m\u00e9thodes d\u2019apprentissage coop\u00e9ratif:\n\nPerspectives internationals\u201d. Savoirs 14: 73-92. \n\nCarras, C., J. Tolas, P. Kohler et E. Szilagyi (2007).\n\nLe fran\u00e7ais sur Objectifs Sp\u00e9cifiques et la classe\n\nde langue. Paris: CLE International.\n\nHenri, F. et K. Lundgren-Cayrol (2001).\n\nApprentissage collaboratif \u00e0 distance. Qu\u00e9bec,\n\nPUQ. \n\nGalland, B. (2009). \u201cH\u00e9t\u00e9rog\u00e9n\u00e9it\u00e9 des \u00e9l\u00e8ves et\n\napprentissage: Quelle place pour les pratiques\n\nd\u2019enseignement?\u201d ULR: https://halshs.archives-\n\nouvertes.fr/halshs-00561564/document\n\n[25/08/16]. \n\nJohnson, D. W. et R. T. Johnson (1990). \u201cWhat is\n\ncooperative learning?\u201d in M. Brubacher K., R.\n\nPayne et K. Rickett (ed.), Perspectives on Small\n\nGroup Learning, 68-80. Oakville: Rubicon\n\nPublishing Inc. \n\nJohnson, D.W., R.T. Johnson et E. Holubec\n\n(1994). Cooperative Learning in the Classroom.\n\nAlexandria: ASCD. \n\nKASASBEH, G. (2013). Fran\u00e7ais sur Objectifs\n\nSp\u00e9cifiques: La formation de futurs Policiers\n\njordaniens aux Missions des Nations Unies,\n\nM\u00e9moire de master en sciences du langage,\n\nUniversit\u00e9 du Yarmouk, Jordanie, sous la direction\n\nde Dr. Elie Alrabadi. \n\nLehmann, D. (1993). Objectifs sp\u00e9cifiques en\n\nlangue \u00e9trang\u00e8re. Paris: Hachette. \n\nLehraus, K. (2002). \u201cLa p\u00e9dagogie coop\u00e9rative :\n\nDe la formation \u00e0 la mise en pratique\u201d. Revue\n\nsuisse des sciences de l\u2019\u00e9ducation 24: 517-538.\n\nLe Ninan, C. et B. Miroudot (2004). \u201cApprentissage\n\ndu FOS. Diversit\u00e9 des situations d\u2019enseignement\u201d\n\nin M.-J. Berchoud et D. Rolland (ed.), 106-114. \n\nLousada, E. (2004). \u201cApproche de situations\n\nd\u2019action langagi\u00e8re\u201d in M.-J. Berchoud et D.\n\nRolland (ed.), 125-133. \n\nMangiante, J.-M (2011). \u201cL\u2019int\u00e9gration culturelle et\n\nlinguistique des migrants: Quels contenus et quels\n\noutils de formation et d\u2019\u00e9valuation?\u201d URL:\n\nhttps://portail.umons.ac.be/FR/universite/facultes/f\n\nti/services/Documents/M%C3%A9tiers_FLE_2013\n\n_Conf_Int%C3%A9gration_Migrants.pdf\n\n[20/08/16].\n\nMangiante, J.-M et C. Parpette (2004). Le Fran\u00e7ais\n\nsur Objectif Sp\u00e9cifique: De l\u2019analyse des besoins \u00e0\n\nl\u2019\u00e9laboration d\u2019un cours. Paris: Hachette.\n\nMangiante, J.-M et C. Parpette (2012). \u201cLe\n\nFran\u00e7ais sur Objectif Universitaire: de la maitrise\n\nlinguistique aux comp\u00e9tences universitaires\u201d.\n\nSynergies Alg\u00e9rie 15: 147-166.\n\nMangiante, J.-M et C. Parpette (2014). Le fran\u00e7ais\n\nsur objectif universitaire. Grenoble. PUG.\n\nMourlhon-Dallies, F. (2006a). \u201cPenser le fran\u00e7ais\n\nLangue Professionnelle\u201d.", "start_char_idx": 52437, "end_char_idx": 55072, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "8228e7c6-48c4-4d9f-8cd2-92fc5d16f402": {"__data__": {"id_": "8228e7c6-48c4-4d9f-8cd2-92fc5d16f402", "embedding": null, "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-135", "node_type": "4", "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "hash": "c91be077ed64f12fec24d25392b6b0532f488b92dd65db350704d9da06a79708", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "9b4fc993-7010-4ee6-8eef-6ac5ffc41db7", "node_type": "1", "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "hash": "7f495febbc0f482ce42eba73c50798c68d6640a7081f3ec040ab1de3d1538209", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "6375b6e7-47de-4b8b-95e0-5c6834f80ca6", "node_type": "1", "metadata": {}, "hash": "a673de2fc61755be0983dffaaa187ea3b52bcfdfd6d8cd6d2410d24a5b9ac3b8", "class_name": "RelatedNodeInfo"}}, "text": "(2006a). \u201cPenser le fran\u00e7ais\n\nLangue Professionnelle\u201d. FDM, CLE International\n\n346: 25-28.\n\nMourlhon-Dallies, F. (2006b). \u201cDu fran\u00e7ais sur\n\nobjectifs sp\u00e9cifiques au fran\u00e7ais langue\n\nprofessionnelle\u201d. ULR: \n\nhttp://www.culturecommunication.gouv.fr/Ressources\n\n/Comptes-rendus-de-colloques-journees-d-etude/\n\nRencontres-2006-apprendre-le-francais-dans-un-\n\ncontexte-professionne [19/08/16]. \n\nMourlhon-Dallies, F. (2008). Enseigner une langue\n\n\u00e0 des fins professionnelles. Paris: Didier.\n\nMourlhon-Dallies, F. (2011). \u201cLe fran\u00e7ais sur\n\nobjectifs universitaires, entre fran\u00e7ais\n\nacad\u00e9mique, fran\u00e7ais de sp\u00e9cialit\u00e9 et fran\u00e7ais pr\u00e9-\n\nprofessionnel\u201d. Synergies monde 8: 135-134.\n\nPl\u00e9ty, R. (1996). L\u2019apprentissage coop\u00e9rant. Lyon:\n\nPUL.\n\nQotb, H. ULR: http://www.le-fos.com/profil.htm\n\n[19/08/16].\n\nQotb, H. (2008). \u201cUn site pour l\u2019enseignement du\n\nfran\u00e7ais sur objectifs sp\u00e9cifiques: Le FOS.COM\u201d.\n\nSynergies Chine 3: 81-94. \n\n\n\nElie ALRABADI Professeur associ\u00e9 de fran\u00e7ais, sp\u00e9cialis\u00e9 en FOS. J\u2019ai\npubli\u00e9 10 articles dans des revues scientifiques internationales. \n\nGhaleb KASASBEH Ancien formateur du FOS \u00e0 l\u2019IDL \u00e0 la police\njordanienne J\u2019ai particip\u00e9 \u00e0 plusieurs missions de maintien de la paix avec\nl\u2019ONU. \n\nNOTES \n\n1 SAAT: Selection Assistance and Assessment Team. \n\n2 Nous avons particip\u00e9 \u00e0 cette mission au Congo: comme administrateur dans la section personnelle et\n\nlogistique CIVPOL MONUC 2003-2004. \n\n3 http://www.le-fos.com/profil.htm. \n\n4 UNPOL est l\u2019acronyme officiel pour d\u00e9signer la Police des Nations Unies, Magazine de la Police des\n\nNations Unies, 2011: 40.\n\nLA FOrMATION EN FrAN\u00e7AIS DES PErSONNELS ChArG\u00e9S DU MAINTIEN DE LA PAIx\n\nIb\u00e9rica 35 (2018): 67-92 91\n\nQotb, H. (2011). \u201cVers un enseignement/\n\napprentissage du Fran\u00e7ais sur Objectifs\n\nUniversitaires \u00e0 distance\u201d. Synergies monde 8:\n\n163-176.\n\nRapport concernant les Normes de formation au\n\npr\u00e9-d\u00e9ploiement pour la Police des Nations.\n\nURL:http://reffop.francophonie.org/system/files/do\n\ncuments%20utiles/onu__normes_de_formation_a\n\nu_pre_deploiement.pdf [11/12/15]. \n\nRichterich, R. (1985). Besoins langagiers et\n\nobjectifs d\u2019apprentissage. Paris: Hachette.\n\nRicher, J.-J. (2008). \u201cLe fran\u00e7ais sur objectifs\n\nsp\u00e9cifiques (F.O.S.): Une didactique sp\u00e9cialis\u00e9e?\u201d.\n\nSynergies Chine 3: 15-30.\n\nSagnier, C. (2004). \u201cLes m\u00e9thodes et l\u2019usage des\n\nm\u00e9thodes en FOS: Int\u00e9r\u00eats, usages, limites\u201d in M.-\n\nJ. Berchoud et D. Rolland (ed.), 96-105.\n\nWalckiers, M. et T. De Praetere (2004).\n\n\u201cL\u2019apprentissage collaboratif en ligne, huit\n\navantages qui en font un must\u201d. Distances et\n\nsavoirs 1: 53-75.", "start_char_idx": 55018, "end_char_idx": 57570, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "6375b6e7-47de-4b8b-95e0-5c6834f80ca6": {"__data__": {"id_": "6375b6e7-47de-4b8b-95e0-5c6834f80ca6", "embedding": null, "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-136", "node_type": "4", "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "hash": "cb059b227ba9c9e53b8e4362b75f784cb0cbba6942c26cda4c9035671f8bb580", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "8228e7c6-48c4-4d9f-8cd2-92fc5d16f402", "node_type": "1", "metadata": {"identifier": "iberica-135", "author": "Alrabadi, Elie; Kasasbeh, Ghaleb", "title": "Am\u00e9liorer la formation en fran\u00e7ais des personnels charg\u00e9s du maintien de la paix: Le cas des policiers jordaniens ", "date": "2018-01-02", "file": "iberica-135.pdf"}, "hash": "b87d7ca33ac0f7bf7b50b891d13e15e78fcdb63028009ed6a9da35511c5b88dc", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "70fe0884-c72d-4e5f-a09b-f2a17917eb58", "node_type": "1", "metadata": {}, "hash": "37e1657f4010f0bb1681d3c2b865333e047bcec2fcf8818ace7afb1595e9aa09", "class_name": "RelatedNodeInfo"}}, "text": "01 Editorial.qxd\n\n\nIb\u00e9rica 35 (2018): 93-118\n\nISSN: 1139-7241 / e-ISSN: 2340-2784\n\nAbstract \n\nPrevious work on oral genres (Kress & Van Leeuwen, 2001; Kress, 2010;\n\nBateman, 2011) as well as on persuasion (O\u2019Keefe, 2002; Perloff, 2003; Poggi &\n\nPelachaud, 2008) has indicated that effective persuasive oral communication\n\ndepends heavily on the use of a wide range of different semiotic modes\n\nincluding words, gestures and intonation. However, little attention has been paid\n\nso far to how speakers convey their communicative intentions orchestrating\n\ndifferent modes into a coherent multimodal ensemble (Kress, 2010). In this\n\npaper we propose a methodological framework for Multimodal Discourse\n\nAnalysis (MDA) of persuasion in oral academic and professional genres.\n\nDrawing on previous studies on persuasion (Fuertes-Olivera et al., 2001;\n\nO\u2019Keefe, 2002; Perloff, 2003; Virtanen & Halmari, 2005; Dafouz-Milne, 2008),\n\nour framework combines earlier proposals for MDA (Querol-Juli\u00e1n, 2011;\n\nQuerol-Juli\u00e1n & Fortanet-G\u00f3mez, 2014) with an ethnographic perspective\n\n(Rubin & Rubin, 1995). Our study focuses specifically on the analysis of\n\npersuasive strategies used in dissemination talks. The proposed MDA caters for\n\nthe following modes: words, intonation, head movements and gestures.\n\nPreliminary findings hint at a relation between persuasion and so-called modal\n\ndensity (Norris, 2004). Finally, we propose a tentative taxonomy of persuasive\n\nstrategies and how they are realised multimodally. \n\nKeywords: academic and professional discourse, multimodality, MDA,\n\nethnography, persuasion. \n\nRevisiting persuasion in oral academic\n\nand professional genres: Towards a\n\nmethodological framework for\n\nMultimodal Discourse Analysis of\n\nresearch dissemination talks \n\nJulia Valeiras-Jurado, Noelia Ruiz-Madrid and Geert Jacobs \n\nGhent University (Belgium) and Universitat Jaume I (Spain) \n\njulia.valeirasjurado@ugent.be & madrid@ang.uji.es & geert.jacobs@ugent.be \n\n93", "start_char_idx": 41, "end_char_idx": 2022, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "70fe0884-c72d-4e5f-a09b-f2a17917eb58": {"__data__": {"id_": "70fe0884-c72d-4e5f-a09b-f2a17917eb58", "embedding": null, "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-136", "node_type": "4", "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "hash": "cb059b227ba9c9e53b8e4362b75f784cb0cbba6942c26cda4c9035671f8bb580", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "6375b6e7-47de-4b8b-95e0-5c6834f80ca6", "node_type": "1", "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "hash": "a64dd2a4a3bbd99923ad73d22e54b2e09f84c592fd03e07d9ea98811737e330c", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "2fa24515-0d94-4b27-94ad-37500a8cacca", "node_type": "1", "metadata": {}, "hash": "2efbf3cd801601ff05d7ddf08ea06d982555ce2f1f3ab1284a494f72b3ffb3ae", "class_name": "RelatedNodeInfo"}}, "text": "Ib\u00e9rica 35 (2018): 93-118\n\nJ. VALEIRAS-JURADO, N. RUIZ-MADRID & G. JACOBS\n\nResumen \n\nP e rs u as i \u00f3n e n g \u00e9 ne r os a c a d\u00e9 m ic o s y pr of e s i on al e s . P ro p ue s ta d e un ma rc o\n\nm e to do l \u00f3g ic o p ar a e l an \u00e1l is i s mu l ti mo da l de c h a rl a s d iv u l g a ti v as \n\nTal y como demuestran investigaciones previas sobre g\u00e9neros orales (Kress y\n\nVan Leeuwen, 2001; Kress, 2010; Bateman, 2011) y persuasi\u00f3n (O\u2019Keefe, 2002;\n\nPerloff, 2003; Poggi y Pelachaud, 2008), el lenguaje oral persuasivo requiere del\n\nuso de varios recursos semi\u00f3ticos para ser efectivo, entre los que se encuentran\n\nlas palabras, los gestos y la entonaci\u00f3n. Sin embargo hasta ahora no se ha\n\ndedicado demasiada atenci\u00f3n al estudio de c\u00f3mo los hablantes orquestan esta\n\nvariedad de recursos semi\u00f3ticos inherentes en el lenguaje oral para formar un\n\nmensaje coherente (Kress, 2010). En este art\u00edculo proponemos un marco\n\nmetodol\u00f3gico espec\u00edfico para el an\u00e1lisis multimodal de la persuasi\u00f3n en g\u00e9neros\n\norales acad\u00e9micos y profesionales. Dicho marco metodol\u00f3gico se basa en\n\nestudios previos sobre persuasi\u00f3n, (Fuertes-Olivera et al., 2001; O\u2019Keefe, 2002;\n\nPerloff, 2003; Virtanen y Halmari, 2005; Dafouz-Milne, 2008), propuestas\n\nmetodol\u00f3gicas para el estudio multimodal de g\u00e9nero (Querol-Juli\u00e1n, 2011;\n\nQuerol-Juli\u00e1n y Fortanet-G\u00f3mez, 2014) y m\u00e9todos etnogr\u00e1ficos (Rubin y Rubin,\n\n1995). El estudio que aqu\u00ed presentamos se centra en el an\u00e1lisis de las estrategias\n\npersuasivas utilizadas en charlas divulgativas. El an\u00e1lisis multimodal implica los\n\nsiguientes recursos semi\u00f3ticos: palabras, entonaci\u00f3n, movimientos de cabeza y\n\ngestos. Los resultados preliminares apuntan a una relaci\u00f3n entre persuasi\u00f3n y\n\ndensidad modal o combinaci\u00f3n de recursos semi\u00f3ticos (Norris, 2004). Por\n\n\u00faltimo, proponemos una taxonom\u00eda provisional de estrategias persuasivas\n\nllevadas a cabo de forma multimodal. \n\nPalabras clave: discurso acad\u00e9mico y profesional, multimodalidad, MDA,\n\netnograf\u00eda, persuasi\u00f3n. \n\n1. Introduction \n\nPersuasion is a defining trait of many oral genres that share a broad\n\ncommunicative purpose of convincing the audience of the value of a\n\nproduct, service or idea. This is the case of oral presentations used in both\n\nacademic and business contexts (Carter-Thomas & Rowley-Jolivet, 2003;\n\nRowley-Jolivet & Carter-Thomas, 2005; Bamford, 2007, 2008). On the other\n\nhand, the literature suggests that in these oral genres (and in fact in most\n\ncommunicative situations) speakers use a variety of semiotic modes to\n\nexpress meaning (Kress & Van Leeuwen, 2001; Kress, 2010, 2012, 2014;\n\nBateman, 2011; Jewitt, 2013; O\u2019Halloran & Smith, 2011). Research on\n\nmultimodality pays particular attention to how each mode interacts with\n\n94", "start_char_idx": 2026, "end_char_idx": 4777, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "2fa24515-0d94-4b27-94ad-37500a8cacca": {"__data__": {"id_": "2fa24515-0d94-4b27-94ad-37500a8cacca", "embedding": null, "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-136", "node_type": "4", "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "hash": "cb059b227ba9c9e53b8e4362b75f784cb0cbba6942c26cda4c9035671f8bb580", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "70fe0884-c72d-4e5f-a09b-f2a17917eb58", "node_type": "1", "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "hash": "59858f5035d689413376c8cd1d9215e12157c37a36dfba2a84d272b6f6c285cb", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "52c6ec62-361c-477c-b7fb-bb9651c95926", "node_type": "1", "metadata": {}, "hash": "a8a7fd18a93324c9e2d9f84d39c8f58c74b4d7f46a4346dbbefba4188295df7f", "class_name": "RelatedNodeInfo"}}, "text": "others and how they are orchestrated in a specific context to produce\n\nmeaning. When more than one mode is used to produce a specific meaning\n\nit is said these modes \u201censemble\u201d, and this meaning is inferred based on the\n\ninterrelation between them. The communicator orchestrates multimodal\n\nensembles, based on designs, where each mode has a function (Kress, 2010)\n\nand \u201ceach mode is partial in relation to the whole meaning\u201d (Jewitt & Kress,\n\n2003: 3). In other words, in many communicative situations words constitute\n\njust one among many modes which are of equal importance in the process\n\nof meaning making.\n\nReturning to the centrality of persuasion, it can be hypothesized that all the\n\nmodes that speakers use in academic and business presentations can have an\n\neffect on the broad communicative purpose of these genres, i.e. persuasion.\n\nIndeed, previous research on persuasion has highlighted how different\n\nsemiotic modes can contribute to it (Sparks et al., 1998; O\u2019Keefe, 2002;\n\nPerloff, 2003; Poggi & Pelachaud, 2008). This suggests that the orchestration\n\nof different modes can be especially decisive in achieving effective\n\npersuasive oral communication. \n\nFor this reason Multimodal Discourse Analysis (MDA) (Querol-Juli\u00e1n, 2011;\n\nQuerol-Juli\u00e1n & Fortanet-G\u00f3mez, 2014) is particularly suitable to the study\n\nof persuasion in these genres, due to its potential to explain the overall\n\ncommunicative effect of the multimodal ensemble rather than the individual\n\ncontribution of each mode. Likewise, ethnographic methods such as\n\nobservation and interviews can prove to be very valuable tools to interpret\n\nand complement the data obtained from the MDA analysis. \n\nAccording to authors such as Fuertes-Olivera et al. (2001), O\u2019Keefe (2002),\n\nPerloff (2003), Virtanen & Halmari (2005) and Dafouz-Milne (2008),\n\npersuasive messages tend to be more effective when: \n\n(i) Speakers have credibility and the audience can identify with them:\n\naddressees are more prone to be persuaded by speakers they\n\ntrust. \n\n(ii) The message is easy to understand: when the effort to\n\nunderstand the message is too big, addressees will tend to stop\n\ntrying and eventually they will stop paying attention. \n\n(iii) The content is relevant for the audience: addressees are less likely\n\nto be persuaded by messages that do not appeal to them or they\n\nfeel as not applicable to them. \n\nREVISITING PERSUASION IN ORAL ACADEMIC AND PROFESSIONAL GENRES\n\nIb\u00e9rica 35 (2018): 93-118 95", "start_char_idx": 4781, "end_char_idx": 7260, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "52c6ec62-361c-477c-b7fb-bb9651c95926": {"__data__": {"id_": "52c6ec62-361c-477c-b7fb-bb9651c95926", "embedding": null, "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-136", "node_type": "4", "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "hash": "cb059b227ba9c9e53b8e4362b75f784cb0cbba6942c26cda4c9035671f8bb580", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "2fa24515-0d94-4b27-94ad-37500a8cacca", "node_type": "1", "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "hash": "57fec341ce1badb975f070af946ff9ab9f343cc7a482ba071f2f9cba4fd6b835", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "61f1e29c-171e-4559-a619-36e91eede778", "node_type": "1", "metadata": {}, "hash": "f6d07d798064de261a035655b6778d53d6fa5d00f75f8d6db1e349590031c91f", "class_name": "RelatedNodeInfo"}}, "text": "(iv) The message is made memorable: addressees are more likely to\n\nbe convinced by a message that they can easily remember without\n\nmaking a conscious effort. \n\n(v) The message is innovative and surprising: persuasion becomes\n\nmore effective the more unexpected it is. Forewarning is a\n\npersuasion killer, because it activates the addressee\u2019s mind and\n\nstirs potential counterarguments in advance. \n\n(vi) The message is perceived as not imposed, but inferred:\n\naddressees should feel they have reached their own conclusions,\n\neven if they have been guided towards them. \n\nAs pointed out by Valeiras-Jurado (2015) and Valeiras-Jurado & Ruiz-Madrid\n\n(2015), in persuasive oral genres some strategies or communicative techniques\n\nsuch as emphasis, evaluation (Martin & White, 2005; Querol-Juli\u00e1n, 2011),\n\nprojection of context of interaction (Brazil, 1997), anticipation and control of\n\nresponses, etc. are likely to be used for persuasive purposes, because they help\n\nprovide the message with the aforementioned characteristics. In addition, they\n\nare prone to be performed through a variety of semiotic modes, which makes\n\nthem particularly interesting for an MDA approach to persuasion. Some\n\nexamples are the use of intonation to present parts of the message as already\n\nagreed upon as opposed to open to discussion (Brazil, 1997) and gestures used\n\nto discourage potential counterclaims (Kendon, 2004).\n\nThe objective of this paper is twofold. Firstly, we present a methodological\n\nframework that can facilitate a MDA approach to persuasion in oral genres.\n\nThen we test the methodology by applying it to the genre of dissemination\n\ntalks. This testing of the methodological framework has yielded a tentative\n\ntaxonomy of persuasive strategies that are realised as multimodal ensembles.\n\nThe MDA approach to the analysis of persuasion proposed here tries to\n\nelucidate how speakers convey their communicative intentions orchestrating\n\ndifferent modes into a coherent multimodal ensemble. As already\n\nmentioned, we consider this process to be something more than the mere\n\naccumulation of each separate mode. For this reason, we do not prioritize\n\nany of the modes, considering the potential contribution of each of them as\n\nequally important and frequently mutually interdependent. \n\nThis paper is structured in six sections. First, the framework for our analysis\n\nof persuasion is presented. Second, we discuss the added value of using\n\ncombined methodologies (i.e. video-based multimodal analysis and\n\nJ. VALEIRAS-JURADO, N. RUIZ-MADRID & G. JACOBS\n\nIb\u00e9rica 35 (2018): 93-11896", "start_char_idx": 7264, "end_char_idx": 9864, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "61f1e29c-171e-4559-a619-36e91eede778": {"__data__": {"id_": "61f1e29c-171e-4559-a619-36e91eede778", "embedding": null, "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-136", "node_type": "4", "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "hash": "cb059b227ba9c9e53b8e4362b75f784cb0cbba6942c26cda4c9035671f8bb580", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "52c6ec62-361c-477c-b7fb-bb9651c95926", "node_type": "1", "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "hash": "e702713abada4efddbce047e78c3f7032ff23d5c4751a0438577cef5c5286a5d", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "4654ec4f-ed8e-4be1-aa2a-8ac828af0ef2", "node_type": "1", "metadata": {}, "hash": "655d38e6e56491bfbefaf543704532bf981a3cd0a8d0da71e209274318697983", "class_name": "RelatedNodeInfo"}}, "text": "ethnography). Then, the specialised software used for the purpose of the\n\nstudy and the data gathering process is described. After that we present the\n\npersuasive strategies identified in our analysis and the final section offers our\n\ndiscussion of results and conclusions. \n\n2. A framework for a multimodal analysis of persuasion \n\nThe analysis of persuasion proposed in this paper is framed as a data-driven\n\nand cyclical process that draws from three sources. \n\n(a) input from previous literature, including: \n\n- previous studies on persuasion (Fuertes-Olivera et al., 2001;\n\nO\u2019Keefe, 2002; Perloff, 2003; Virtanen & Halmari, 2005;\n\nDafouz-Milne, 2008)\n\n- methodological proposals for a MDA approach to genre\n\nanalysis (Querol-Juli\u00e1n, 2011; Querol-Juli\u00e1n & Fortanet-\n\nG\u00f3mez, 2014)\n\n- work on kinesics (McNeill, 1992; McClave, 2000; Kendon,\n\n2002; Kendon, 2004)\n\n- work on intonation (Brazil, 1997; Chen, 2002; Pickering et al.,\n\n2012)\n\n- previous research on professional and academic discourse\n\n(Lakoff, 1982; Carter, 1997; Hyland, 1998, 2009)\n\n(b) multimodal data (results from the multimodal analysis), and \n\n(c) ethnographic data (results from interviews and observation sheets) \n\nIn other words, we triangulate what we observe in the videos (i.e. the results\n\nof multimodal analysis) with what we learn from previous literature, and\n\nwith the speakers\u2019 own observations and reported intentions. In this way, in\n\nan iterative process of literature reviewing, multimodal analysis and\n\nethnographic analysis, we obtain data that enables us to propose a list of\n\npersuasive strategies realised multimodally (see section 6). The data retrieved\n\nfrom the interviews with the speakers help us to support our tentative\n\nconclusions or reject them, refining out list of persuasive strategies, which\n\nbecomes the basis for our analysis of persuasion. Figure 1 represents the\n\nframework for the analysis. \n\nREVISITING PERSUASION IN ORAL ACADEMIC AND PROFESSIONAL GENRES\n\nIb\u00e9rica 35 (2018): 93-118 97\n\n\n\nFigure 1. Multimodal analysis framework.\n\nA specific example may help clarify this cyclic process. Input from literature\n\ninforms us that anticipating responses of interlocutors can contribute to\n\npersuasion (O\u2019Keefe, 2002; Perloff, 2003). The multimodal analysis further\n\nreveals that speakers seem to anticipate their audience\u2019s reactions combining\n\nwords, intonation, gestures and/or head movements. With this information\n\nwe hypothesize that \u201canticipation of responses\u201d can be a multimodal\n\npersuasive strategy. The interview with the speakers helps us confirm that\n\ntheir intention was to prevent a potential counterclaim to their messages.\n\nFurther discussion with speakers leads to the joint conclusion that the aimed\n\neffect is to be subtle in order to prevent pushback and maximize chances for\n\nthe message to be accepted by the audience.\n\nWe believe that one of the main advantages of the analytical framework we\n\nsuggest is that it enables us to study how a particular aspect of the message\n\n(in this case persuasion) is jointly expressed through all the semiotic modes\n\nincluded in the analysis, instead of starting from a particular modal\n\nrealisation and then looking for instances of co-expression in other modes.\n\nIn this way, we avoid prioritising any mode, as mentioned in the previous\n\nsection. Our MDA analysis focuses on four modes in particular that are\n\nalmost always present in any instance of oral discourse: words, intonation,\n\ngestures and head movements. However, at some points in the analysis it has\n\nbeen necessary to refer to other modes not initially included (e.g. gaze) in\n\norder to interpret the four modes that were the focus of our analysis.\n\nJ. VALEIRAS-JURADO, N. RUIZ-MADRID & G. JACOBS\n\nIb\u00e9rica 35 (2018): 93-11898", "start_char_idx": 9868, "end_char_idx": 13644, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "4654ec4f-ed8e-4be1-aa2a-8ac828af0ef2": {"__data__": {"id_": "4654ec4f-ed8e-4be1-aa2a-8ac828af0ef2", "embedding": null, "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-136", "node_type": "4", "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "hash": "cb059b227ba9c9e53b8e4362b75f784cb0cbba6942c26cda4c9035671f8bb580", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "61f1e29c-171e-4559-a619-36e91eede778", "node_type": "1", "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "hash": "80b64a0066830145abd0bf30e0908fcc0cad2901ce0e0a9fd3681d02d0574d0d", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "41375dbe-83d1-4092-9958-258c1a174886", "node_type": "1", "metadata": {}, "hash": "dcf0cbcf6868478c393d94136c429b8c0f5b448c07b65f35160bc029073ad897", "class_name": "RelatedNodeInfo"}}, "text": "Therefore, occasional references to gaze or facial expression (sometimes\n\nprovided by the speakers during the interviews) can be found in the\n\ndiscussion of the results to support the interpretation of the modes being\n\nanalysed. \n\n3. The use of combined methods in the multimodal\n\nanalysis of persuasion \n\nAs pointed out by Jewitt (2012) video-based analysis provides a highly\n\ndetailed material record of the communicative process, but it is limited in\n\ncertain aspects, since the final result is always affected by decisions such as\n\nwhat and how to record, and the potential interference of the camera in\n\nnaturally occurring data. Video-based research can also lead to a focus on\n\nminute detail that makes it difficult to contextualise results within the global\n\npicture (Jewitt, 2012). Therefore, video data needs to be cautiously\n\ninterpreted (Schindler, 2009) and the results obtained complemented with\n\ndata from other methodological approaches (e.g. ethnographic analyses).\n\nEthnography as a methodological approach presents a remarkable advantage\n\nfor the study of persuasion: it makes it possible to gather first-hand\n\ninformation about the communicative situation and about the\n\ncommunicative intentions of the speakers, which is crucial to interpret the\n\ndata in a more objective way and cross-check initial hypotheses. It also\n\npresents some limitations, such as access and reliability of data,\n\nobtrusiveness of observations and the high dependence on the quality of the\n\ninterview design (Rubin & Rubin, 1995).\n\nYet, we consider that the use of both methods (i.e., video-based multimodal\n\nanalysis and ethnography) in combination can help to overcome the\n\nlimitations of each methodological approach used separately (Jewitt, 2012)\n\nand eventually help us to understand how the speaker is shaping the genre in\n\nreal time, using a variety of semiotic modes. \n\n4. The use of specialised software in the multimodal\n\nanalysis of persuasion \n\nAn MDA approach requires the use of different specialised software\n\npackages to look into the data. For the present study, we have employed\n\nREVISITING PERSUASION IN ORAL ACADEMIC AND PROFESSIONAL GENRES\n\nIb\u00e9rica 35 (2018): 93-118 99\n\n\n\nPRAAT1 and ELAN2. The former helped us in the analysis of intonation as\n\na mode. It is a tool for phonetic analysis that allows obtaining accurate\n\nmeasuring of pitch and intensity. The later, ELAN, allows us to analyse\n\ngestures, head movements and speech by means of transcribing and\n\nannotating audio and video files. Transcriptions and annotations are\n\norganised on layers (or tiers in the program nomenclature). Since these tiers\n\nare time-aligned, it is possible to determine what is happening in each mode\n\nat a specific moment in time in the presentation. In order to encode our\n\ninformation we have followed Kipp\u2019s (2014) recommendations. He insists\n\nthat our encoding schemes must be consistent (i.e. data is set with same\n\nstructure, for example tier names), valid (i.e. annotations should correspond\n\nto acceptable \u201cvariables\u201d), efficient (i.e. annotations should be easy to use\n\nand understand); and reliable (i.e. annotations must clearly refer to one\n\nspecific aspect). For the present study we have used the tier structure shown\n\nin Figure 2 below: \n\nAs shown in Figure 2, tiers can encode different transcriptions and\n\nannotations from the modes involved in an MDA approach. For the present\n\nstudy we have used the following tiers. \n\n(a) \u201cTranscription\u201d tier, including the orthographic transcription. \n\nJ. VALEIRAS-JURADO, N. RUIZ-MADRID & G. JACOBS\n\nIb\u00e9rica 35 (2018): 93-118100\n\nREVISITING PERSUASION IN ORAL ACADEMIC AND PROFESSIONAL GENRES \n\nIb\u00e9rica 35 (2018): \u2026-\u2026 \n\n \nFigure 2. ELAN tiers encoding multimodal transcriptions and annotations. \n\nAs shown in Figure 2, tiers can encode different transcriptions and annotations \nfrom the modes involved in an MDA approach. For the present study we have \nused the following tiers. \n\n(a) \u201cTranscription\u201d tier, including orthographic transcription.", "start_char_idx": 13648, "end_char_idx": 17680, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "41375dbe-83d1-4092-9958-258c1a174886": {"__data__": {"id_": "41375dbe-83d1-4092-9958-258c1a174886", "embedding": null, "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-136", "node_type": "4", "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "hash": "cb059b227ba9c9e53b8e4362b75f784cb0cbba6942c26cda4c9035671f8bb580", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "4654ec4f-ed8e-4be1-aa2a-8ac828af0ef2", "node_type": "1", "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "hash": "f68d0de9867ed80b89aacaf930b1186b5cd69361b54508499daeed175fbabbdc", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "4ddbc3a9-0c16-4763-802f-411c25d6d7f8", "node_type": "1", "metadata": {}, "hash": "934ff356da4731d880c44ac30516b27ceae3897a3d4dd7df1a932d03932a1b2c", "class_name": "RelatedNodeInfo"}}, "text": "(a) \u201cTranscription\u201d tier, including orthographic transcription. \n(b) \u201cWords\u201d tier, with annotations about grammatical, lexical and stylistic \n\ndevices such as evaluative language, three-part lists, symmetrical \nsyntactic structures, inclusive pronouns, examples, comparisons, \nnarratives, among others (Lakoff, 1982; Carter, 1997; Hyland, 1998, \n2009) that can have an effect on persuasion, because they help provide \nthe message with characteristics that according to literature make the \ntext persuasive (see Introduction). \n\n(c) Prosodic transcription tiers (\u201cProminence\u201d, \u201cUnit\u201d, and three dependent \ntiers: \u201ctone\u201d, \u201ckey\u201d and \u201ctermination\u201d), including a Discourse \nIntonation (DI) transcription (Brazil, 1997). This approach to intonation \nwas adopted for its potential to account for speakers\u2019 moment-to \nmoment decisions about their communicative intentions. The tier \nlabelled \u201cProminence\u201d is a tier imported from PRAAT of the type \n\u201cpoint tier\u201d according to the programme\u2019s nomenclature, which means \nthat a vertical line marks the time where the prominence occurs. In the \ntier named \u201cUnit\u201d the following standard DI conventions are used: \nupper case letters for prominent syllables and lower-case letters for non-\n\nNGITSIREVI \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\nOPERSUASI AC IACADEMRALON IN ND \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\nENRGNALOESSIFPROND ES \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\ne gurFi 2. sreitAN EL\n\ncsreit,2erugiFniwnohsAs\nnidevlovnisedomehtmfro\n\nhetd eus sr tieginwlo . \n\n)(a \u201c ,reit\u201dnoitpircsnaTr\n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\nnadnasnoitpircsnartladomitlumgnidocne\n\ntpircsnarttneridedocnenac\nrepehtr oF.hcaroppaADMna\n\nrcsnartcihpargohtrognidulcni\n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\nsnoitaton .\n\nsnoitatonnadnasnoit\nevahewydutstnesre\n\n.noitpi\n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n)(b \u201c sdrWo \u201d aithw, rtie\nvaesah ucssecvide\ns,erutcstcitcatnsy\notong ma,sveitarrna\n\nvehan acthat2009)\nhcithwegassemeth\n\nsausret pxte ees (eiv I\n)(c oitpircsnartcidosoPr\n\nyek\u201c, \u201dento\u201c: srtie\nsnratI) (DnoitanotIn\n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\nl, aticammargt uobasntiotaonna\neehrt,genguaalveitualva - rpa\n\nevsiulcnis, mxae,onounspr\n,retraC1982;,aL(srheot\n\nusacbeon,isuasrpeon tcen a\ntogindroccat athsticisrtecarah\n\nI on)itoducrnt .", "start_char_idx": 17617, "end_char_idx": 21785, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "4ddbc3a9-0c16-4763-802f-411c25d6d7f8": {"__data__": {"id_": "4ddbc3a9-0c16-4763-802f-411c25d6d7f8", "embedding": null, "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-136", "node_type": "4", "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "hash": "cb059b227ba9c9e53b8e4362b75f784cb0cbba6942c26cda4c9035671f8bb580", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "41375dbe-83d1-4092-9958-258c1a174886", "node_type": "1", "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "hash": "756a2d35513ad79b4f7e65ab8baa92489a8c11f74c92b377e86d046e1e8333c8", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "75d9cb8f-cd9a-41f7-929f-20b61f36dc60", "node_type": "1", "metadata": {}, "hash": "01ca5f571be8153dc99213b5a94e5da951297b023b4b0a009c87e6023948c4e7", "class_name": "RelatedNodeInfo"}}, "text": ",\u201dtinU\u201c,\u201decnenimoPr\u201c(sreitno\nlucin, )\u201dntioainmrte\u201cdna\u201dy\npasihT).7991,lizra(Bnoitprics\n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\nticlistysdnal aicxlel, \nlacirtemyms,stsiltr\n,onssirpaomc,seplm\n\n1998,nd,aylH1997;\ndeoviprp lhey heteus\n\nethekamertuarliteto\n\ntnednepedeerhtdna,\nesruocisDagindlu\nnoitanotniothcaropp\n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\nirdetpodaswa ts\nsnoisicedtnmemo\n\ncneinmorP\u201cdlleebla\n\u201c reitntpoi \u201d nidracco\n\ntirevat ath me nilcal\nit\u201dnU\u201cdemanrtie\nsrettelesacruppe\n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\nIb\u00e9r\n\nsrt nuoccatol tianteopts\nevitacinmmuocriehttuoba\n\nPmodteropimrtieais\u201dec\nclenmonse\u2019mamrgorpe htotgn\n\nmorpe hte erhwe mite htskarm\nocIDdradntasginwlloeth\nreowlnd aseblalylsntneiompror\n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n35ca ib\u00e9r 810(2 ): \u2026-\u2026 7\n\ntnemom\u2019srekaeps -to\nreitehT.snoitnetni\neptyethfoTAARP\nseanmchihwe,ruatcl\ne htnI.srccuoce ennim\n: desuerasntionevno\n\nr- nonrsertetle cas -", "start_char_idx": 21786, "end_char_idx": 23407, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "75d9cb8f-cd9a-41f7-929f-20b61f36dc60": {"__data__": {"id_": "75d9cb8f-cd9a-41f7-929f-20b61f36dc60", "embedding": null, "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-136", "node_type": "4", "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "hash": "cb059b227ba9c9e53b8e4362b75f784cb0cbba6942c26cda4c9035671f8bb580", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "4ddbc3a9-0c16-4763-802f-411c25d6d7f8", "node_type": "1", "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "hash": "5836fc1362a8acb97c938a4db87b8db447ae05ae949de07da9e7818593257f4a", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "0f796e32-ab36-4974-b6b8-2c1efea117dd", "node_type": "1", "metadata": {}, "hash": "f2c4957710e1d5a2b36be13853bb4ec702f20b3dedc29d4368bb1be429020b01", "class_name": "RelatedNodeInfo"}}, "text": "(b) \u201cWords\u201d tier, with annotations about grammatical, lexical and\n\nstylistic devices such as evaluative language, three-part lists,\n\nsymmetrical syntactic structures, inclusive pronouns, examples,\n\ncomparisons, narratives, among others (Lakoff, 1982; Carter, 1997;\n\nHyland, 1998, 2009) that can have an effect on persuasion, because\n\nthey help provide the message with characteristics that according\n\nto literature make the text persuasive (see Introduction). \n\n(c) Prosodic transcription tiers (\u201cProminence\u201d, \u201cUnit\u201d, and three\n\ndependent tiers: \u201cTone\u201d, \u201cKey\u201d and \u201cTermination\u201d), including a\n\nDiscourse Intonation (DI) transcription (Brazil, 1997). This\n\napproach to intonation was adopted for its potential to account for\n\nspeakers\u2019 moment-to moment decisions about their\n\ncommunicative intentions. The tier labelled \u201cProminence\u201d is a tier\n\nimported from PRAAT of the type \u201cpoint tier\u201d according to the\n\nprogramme\u2019s nomenclature, which means that a vertical line marks\n\nthe time where the prominence occurs. In the tier named \u201cUnit\u201d\n\nthe following standard DI conventions are used: upper case letters\n\nfor prominent syllables and lower-case letters for non-prominent\n\nsyllables. Tone, key and termination are indicated in three\n\ndependent tiers according to the transcription conventions shown\n\nin Table 1: \n\nIn the present study combined tones (fall-rise and rise-fall) have\n\nnot been distinguished. The reason for this research decision is\n\nthat they mainly convey information about power relationships\n\nand in particular dominance, which in the case of the\n\npresentations analysed tend to remain rather stable throughout. It\n\nwas considered that the potential added value of this distinction\n\ndid not justify the analysis cost at this stage \n\n(d) \u201cGestures\u201d tier, indicating gesture family (Kendon, 2004). This tier\n\nhosts two other dependent tiers (i.e. their division into slots and\n\ntheir input is linked with and determined by the tier they depend\n\non, in this case \u201cGestures\u201d), with data concerning the type and\n\nREVISITING PERSUASION IN ORAL ACADEMIC AND PROFESSIONAL GENRES\n\nIb\u00e9rica 35 (2018): 93-118 101\n\nJ. VALEIRAS JURADO, N. RUIZ MADRID & G. JACOBS \n\nIb\u00e9rica 35 (2018): \u2026-\u2026 \n\nprominent syllables. Tone, key and termination are indicated in three \ndependent tiers according to the transcription conventions shown in \nTable 1: \n\nTone Key Termination \nF: fall HK: high key HT: high termination \nL: level MK: mid key MT: mid termination \nR: rise LK: low key LT: low termination \n\nTable 1. Transcription conventions for tone, key and termination. \n\nIn the present study combined tones (fall-rise and rise-fall) have not \nbeen distinguished. The reason for this research decision is that they \nmainly convey information about power relationships and in particular \ndominance, which in the case of the presentations analysed tend to \nremain rather stable throughout. It was considered that the potential \nadded value of this distinction did not justify the analysis cost at this \nstage \n\n(d) \u201cGestures\u201d tier, indicating gesture family (Kendon, 2004). This tier \nhosts two other dependent tiers (i.e. their division into slots and their \ninput is linked with and determined by the tier they depend on, in this \ncase \u201cGestures\u201d), with data concerning the type and function of the \ngesture. The classification system draws from McNeill (1992), Bavelas \net al. (1995), Kendon (2004) and Querol-Juli\u00e1n (2011), and it is shown \nin Table 2: \n\nTable 2. Transcription and annotation conventions for gestures. \n\n\n\nfunction of the gesture. The classification system draws from\n\nMcNeill (1992), Bavelas et al. (1995), Kendon (2004) and Querol-\n\nJuli\u00e1n (2011), and it is shown in Table 2: \n\nWe find the gesture families proposed by Kendon (2004) useful for\n\nthe interpretation of the meaning intended by particular gestures\n\nfound in our sample (e.g. OHP meaning stopping or negating\n\nsomething).", "start_char_idx": 23411, "end_char_idx": 27324, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "0f796e32-ab36-4974-b6b8-2c1efea117dd": {"__data__": {"id_": "0f796e32-ab36-4974-b6b8-2c1efea117dd", "embedding": null, "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-136", "node_type": "4", "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "hash": "cb059b227ba9c9e53b8e4362b75f784cb0cbba6942c26cda4c9035671f8bb580", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "75d9cb8f-cd9a-41f7-929f-20b61f36dc60", "node_type": "1", "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "hash": "73dde95584a8fd364efaca655d472c93e686ab41a8f8ac9034afa3df25e87d55", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "df4aa26d-1350-44e9-bf85-866d6a9c7739", "node_type": "1", "metadata": {}, "hash": "47832f0efe9309a7ff6265e5b364042598b3596b9fb1abf256ad298ab7fe51f4", "class_name": "RelatedNodeInfo"}}, "text": "OHP meaning stopping or negating\n\nsomething). These interpretations were nonetheless contrasted\n\nand complemented with the speakers\u2019 opinions. In addition, in\n\norder to account for all the gestures included in the analysis, the\n\naddition of an extra category, i.e. the close fist (CF) was needed. \n\n(e) \u201cHead\u201d tier, indicating the kinesic characteristics (shake, nod,\n\nlateral movement), and two dependent tiers with information\n\nabout amplitude and repetitions (McClave, 2000; Kendon, 2002). \n\nThe tiers \u201cwords\u201d and \u201cgestures-function\u201d contain annotations, since they\n\nprovide additional information about the mode and its potential\n\ncontribution to persuasion, while the rest of the tiers describe the modes and\n\ncan be regarded transcriptions. \n\nIt will be noted that the transcription and annotation of gestures and\n\nintonation is highly systematic and follows pre-defined conventions that\n\nhave been incorporated in the software through the use of controlled\n\nvocabularies, which limit the input possibilities in specific tiers through a\n\npredefined list of options from which the analyst selects. The annotation of\n\nJ. VALEIRAS-JURADO, N. RUIZ-MADRID & G. JACOBS\n\nIb\u00e9rica 35 (2018): 93-118102\n\nJ. VALEIRAS JURADO, N. RUIZ MADRID & G. JACOBS \n\nIb\u00e9rica 35 (2018): \u2026-\u2026 \n\nprominent syllables. Tone, key and termination are indicated in three \ndependent tiers according to the transcription conventions shown in \nTable 1: \n\nTable 1. Transcription conventions for tone, key and termination. \n\nIn the present study combined tones (fall-rise and rise-fall) have not \nbeen distinguished. The reason for this research decision is that they \nmainly convey information about power relationships and in particular \ndominance, which in the case of the presentations analysed tend to \nremain rather stable throughout. It was considered that the potential \nadded value of this distinction did not justify the analysis cost at this \nstage \n\n(d) \u201cGestures\u201d tier, indicating gesture family (Kendon, 2004). This tier \nhosts two other dependent tiers (i.e. their division into slots and their \ninput is linked with and determined by the tier they depend on, in this \ncase \u201cGestures\u201d), with data concerning the type and function of the \ngesture. The classification system draws from McNeill (1992), Bavelas \net al. (1995), Kendon (2004) and Querol-Juli\u00e1n (2011), and it is shown \nin Table 2: \n\nGesture family: Gesture type: Gesture function: \n\nR: ring \n(Kendon, 2004) \n\nI: iconic (represent concrete objects and \nevents) \n(McNeill, 1992) \n\nR: referential (represent some \naspect of the content) \n(Kendon, 2004) \n\nG: grappollo (finger \nbunch) \n(Kendon, 2004) \n\nM: metaphoric (represent abstract ideas) \n(McNeill, 1992) \n\nI: interpersonal (regulate interaction) \n(Bavelas et al., 1995) \n\nOHP: open hand prone \n(palms down) \n(Kendon, 2004) \n\nB: beat (repetitive gestures that usually \nmark the discourse flow) \n(Kendon, 2004; Bavelas et al., 1995) \n\nP: pragmatic \n(show attitude or perlocutionary \nmeaning) \n(Kendon, 2004) \n\nOHS: open hand \nsupine (palms up) \n(Kendon, 2004) \n\nD: deictic (point to something) \n(Kendon, 2004) \n\nC: cohesive \n(link parts of discourse ) \n(McNeill, 1992; Querol, 2011) \n\nCF: close fist \n\nTable 2. Transcription and annotation conventions for gestures.", "start_char_idx": 27279, "end_char_idx": 30559, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "df4aa26d-1350-44e9-bf85-866d6a9c7739": {"__data__": {"id_": "df4aa26d-1350-44e9-bf85-866d6a9c7739", "embedding": null, "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-136", "node_type": "4", "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "hash": "cb059b227ba9c9e53b8e4362b75f784cb0cbba6942c26cda4c9035671f8bb580", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "0f796e32-ab36-4974-b6b8-2c1efea117dd", "node_type": "1", "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "hash": "f24a17ce9d71227e8bc360aab5c3b9999bbff6d918eb6496950e10a0d98f06b4", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "cc7e60b1-2d46-48a3-a010-2313d56eaa89", "node_type": "1", "metadata": {}, "hash": "3c2fc4b9217e6b3b2db45c683dfedcd9b220edc08cfe7c30c393cd863b5c9ce2", "class_name": "RelatedNodeInfo"}}, "text": "Transcription and annotation conventions for gestures. \n\n\n\nwords, on the other hand, is corpus-driven rather than pre-defined. The\n\nrationale behind this methodological decision is a need to keep the focus on\n\nthe multimodal ensemble. The authors took into account the input from\n\nprevious literature regarding persuasive strategies realised through words (i.e.\n\nlexical, grammatical and stylistic devices), and some of these strategies were\n\nindeed identified in the sample (e.g. use of direct speech or evaluative\n\nlexicon). However, we avoided having a pre-defined list as the starting point\n\nof our analysis, because this would very likely lead to prioritizing words as\n\nthe main mode and would limit the analysis of the other modes to finding\n\ninstances of co-expression. On the other hand, the interviews prove that\n\nspeakers are generally very capable of accounting for their use of words, but\n\nfind it harder to explain their use of intonation and body movements\n\nbecause they are less conscious of them. Thus, the use of a systematic\n\nclassification system was necessary to facilitate the identification of\n\nparticular uses of intonation, gesture and head movements and discuss them\n\nduring the interviews, but it was not necessary in the case of words. \n\n5. Data gathering: Observation sheets recordings and\n\ninterviews \n\nThe methodology described in this paper has been applied to study\n\npersuasion in five dissemination talks, with a specific focus on the following\n\nmodes: words (Lakoff, 1982; Carter, 1997; Hyland, 1998, 2009), intonation\n\n(Brazil, 1997), head movements (McClave, 2000; Kendon, 2002) and gestures\n\n(Kendon, 2004). The aim is to demonstrate the validity and reliability of such\n\nan approach to study the nature of persuasion in oral presentations in the\n\nacademic and professional fields. The rest of this section will be devoted to\n\ndescribe the data gathering process.\n\nThe event where the presentations were recorded was an independent\n\nuniversity TED contest in which scientists in different fields disseminate\n\ntheir activity to a lay audience. We obtained the specific permission of the\n\nspeakers for using both their video recordings and interviews for the\n\npurpose of the present study. Table 3 below summarizes the information of\n\neach presentation and speaker in the corpus: \n\nREVISITING PERSUASION IN ORAL ACADEMIC AND PROFESSIONAL GENRES\n\nIb\u00e9rica 35 (2018): 93-118 103", "start_char_idx": 30505, "end_char_idx": 32936, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "cc7e60b1-2d46-48a3-a010-2313d56eaa89": {"__data__": {"id_": "cc7e60b1-2d46-48a3-a010-2313d56eaa89", "embedding": null, "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-136", "node_type": "4", "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "hash": "cb059b227ba9c9e53b8e4362b75f784cb0cbba6942c26cda4c9035671f8bb580", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "df4aa26d-1350-44e9-bf85-866d6a9c7739", "node_type": "1", "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "hash": "0862c63bab3b267631e137f793f613672006f5d96440b67f61344a12d2cc1c3c", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "a55f5ea1-49af-4285-991f-07bb1110d556", "node_type": "1", "metadata": {}, "hash": "bd93a1e85737923a8dd7c36feb9e83a5feb2210e1861354d83eec14795745349", "class_name": "RelatedNodeInfo"}}, "text": "In each of the five presentations, two excerpts were further selected for fine-\n\ngrained multimodal analysis. These excerpts correspond to moments in the\n\npresentation which are particularly rich in terms of persuasive efforts from\n\nthe speakers. Subsequent analysis also proved that they are also particularly\n\nrich in modal density (Norris, 2004) in relation to the rest of the\n\npresentation, therefore they are likely to illustrate persuasion realised through\n\ndifferent modes simultaneously. This approach was adopted to avoid\n\nprioritizing any semiotic mode in particular, and has proved useful to keep\n\nthe focus on the multimodal ensemble as a whole and the way different\n\nmodes interact to encode a persuasive message. The identification and\n\nselection of these excerpts was what Goldman et al. (2007) would call an\n\nJ. VALEIRAS-JURADO, N. RUIZ-MADRID & G. JACOBS\n\nIb\u00e9rica 35 (2018): 93-118104\n\nREVISITING PERSUASION IN ORAL ACADEMIC AND PROFESSIONAL GENRES \n\nIb\u00e9rica 35 (2018): \u2026-\u2026 \n\n1. With adaptive systems, we can make the best of our differences \n\nGender English \nproficiency \n\nExpertise Delivery Support/ \ndevices \n\nDuration \n\nFemale High High Explain Lapel mic 00:11:07 \n\n2. Snow White\u2019s smart textiles twist \n\nGender English \nproficiency \n\nExpertise Delivery Support/ \ndevices \n\nDuration \n\nFemale High High Explain PPT \nLapel mic \nPointer \n\n00:08:59 \n\n3. Why does mathematics count? \n\nGender English \nproficiency \n\nExpertise Delivery Support/ \ndevices \n\nDuration \n\nMale High High Explain Prezzi \nLapel mic \nPointer \n\n00:07:56 \n\n4. Open transport data \n\nGender English \nproficiency \n\nExpertise Delivery Support/ \ndevices \n\nDuration \n\nMale High High Explain PPT \nLapel mic \nPointer \n\n00:10:17 \n\n5. Microwave chemistry: time is money \n\nGender English \nproficiency \n\nExpertise Delivery Support/ \ndevices \n\nDuration \n\nMale High High Explain PPT \nLapel mic \nPointer \n\n00:07:15 \n\nTable 3. The corpus of dissemination talks. \n\nIn each of the five presentations, two excerpts were further selected for fine-\ngrained multimodal analysis. These excerpts correspond to moments in the \npresentation which are particularly rich in terms of persuasive efforts from the \nspeakers. Subsequent analysis also proved that they are also particularly rich in \nmodal density (Norris, 2004) in relation to the rest of the presentation, therefore \nthey are likely to illustrate persuasion realised through different modes \nsimultaneously. This approach was adopted to avoid prioritizing any semiotic \nmode in particular, and has proved useful to keep the focus on the multimodal \nensemble as a whole and the way different modes interact to encode a persuasive", "start_char_idx": 32940, "end_char_idx": 35596, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "a55f5ea1-49af-4285-991f-07bb1110d556": {"__data__": {"id_": "a55f5ea1-49af-4285-991f-07bb1110d556", "embedding": null, "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-136", "node_type": "4", "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "hash": "cb059b227ba9c9e53b8e4362b75f784cb0cbba6942c26cda4c9035671f8bb580", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "cc7e60b1-2d46-48a3-a010-2313d56eaa89", "node_type": "1", "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "hash": "6392bfde2ab8638779ecd62e82fd19d2947666cbe71835e7c2409f9eefde45b8", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "627da648-3164-4ca6-8566-9021e9d1cc3b", "node_type": "1", "metadata": {}, "hash": "082ee46850147697168804c571314265e8422a1b304559bcaa6844ba98933acf", "class_name": "RelatedNodeInfo"}}, "text": "inductive approach to video data. The selection was also aided by\n\nethnographic interviews, as it will be detailed at the end of this section. Table\n\n4 provides an overview of the excerpts selected for multimodal analysis,\n\nwhich add up to 4.9 minutes: \n\nThe events were recorded using only one camera focused on the speaker.\n\nThe camera was mainly static and only moved if the speaker moved. No\n\nclose ups of the head, body or the room (e.g. screen behind speaker) were\n\nused. These decisions were made on the basis of the research questions that\n\ndrive the analysis: our interest is mainly in the persuasive activity of the\n\nspeakers, rather than on the uptake by the audience. \n\nDuring the recording, we used observation sheets to gather contextual\n\ninformation about the event, the presentation and the speaker. These sheets\n\nincluded a pre-defined open list of items including the event, the genre (type\n\nof presentation), the speaker (bio-data), the room (its physical\n\nconfiguration), the audience (size and type), resources (e.g. microphone,\n\nREVISITING PERSUASION IN ORAL ACADEMIC AND PROFESSIONAL GENRES\n\nIb\u00e9rica 35 (2018): 93-118 105\n\nJ. VALEIRAS JURADO, N. RUIZ MADRID & G. JACOBS \n\nIb\u00e9rica 35 (2018): \u2026-\u2026 \n\nmessage. The identification and selection of these excerpts was what Goldman et \nal. (2007) would call an inductive approach to video data. The selection was also \naided by ethnographic interviews, as it will be detailed at the end of this section. \nTable 4 provides an overview of the excerpts selected for multimodal analysis, \nwhich add up to 4.9 minutes: \n\n1. With adaptive systems, we can make the best of our differences \n\n Begin End Duration \n\n1.1 00:03:13 00:04:04 00:00:51 \n\n1.2 00:04:04 00:04:52 00:00:47 \n\n2. Snow White\u2019s smart textiles twist \n\n Begin End Duration \n\n2.1 00:00:00 00:00:24 00:00:24 \n\n2.2 00:04:40 00:04:50 00:00:10 \n\n3. Why does mathematics count? \n\n Begin End Duration \n\n3.1 00:01:45 00:1:52 00:00:07 \n\n3.2 00:05:03 00:05:08 00:00:05 \n\n4. Open transport data \n\n Begin End Duration \n\n4.1 00:00:33 00:01:03 00:00:30 \n\n4.2 00:03:13 00:03:53 00:00:40 \n\n5. Microwave chemistry: time is money \n\n Begin End Duration \n\n5.1 00:00:00 00:00:24 00:00:24 \n\n5.2 00:00:24 00:01:17 00:00:53 \n\nTable 4. Excerpts selected for MDA. \n\nThe events were recorded using only one camera focused on the speaker. The \ncamera was mainly static and only moved if the speaker moved. No close ups of \nthe head, body or the room (e.g. screen behind speaker) were used. These \ndecisions were made on the basis of the research questions that drive the \nanalysis: our interest is mainly in the persuasive activity of the speakers, rather \nthan on the uptake by the audience. \n\nDuring the recording, we used observation sheets to gather contextual \ninformation about the event, the presentation and the speaker. These sheets", "start_char_idx": 35601, "end_char_idx": 38452, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "627da648-3164-4ca6-8566-9021e9d1cc3b": {"__data__": {"id_": "627da648-3164-4ca6-8566-9021e9d1cc3b", "embedding": null, "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-136", "node_type": "4", "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "hash": "cb059b227ba9c9e53b8e4362b75f784cb0cbba6942c26cda4c9035671f8bb580", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "a55f5ea1-49af-4285-991f-07bb1110d556", "node_type": "1", "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "hash": "15ae8756fcc479bdee3f33b0df17d81ff5b3c0e2381c02c918ec06270adf4e8e", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "961eb8ea-3d9e-483f-bc3c-f9bd04e5492e", "node_type": "1", "metadata": {}, "hash": "0d85f723bd67f435424a3eb0412a3897934b6a20316eb788cf1ddeea9febe555", "class_name": "RelatedNodeInfo"}}, "text": "pointer, etc.), and speakers\u2019 performance (posture and style of presentation\n\nsuch as \u201creading from a script\u201d or \u201cimprovising\u201d). \n\nShortly after each presentation (at the end of the event, and on the same day)\n\nface to face semi-structured interviews were carried out with the speakers in\n\norder to obtain crucial information about their previous knowledge and\n\nassumptions about the event and their preparation for the presentation,\n\nwhich in turn helps us interpret their use of persuasion. These interviews\n\nprobed into aspects such as: \n\n(i) the speakers\u2019 motivation to participate in the event, \n\n(ii) what they knew about the event beforehand (e.g. size and type of\n\naudience, topics expected, types of presentations expected, etc.) \n\n(iii) the way they prepared for the presentation, \n\n(iv) their main goal in their presentation, \n\n(v) their satisfaction with their performance, \n\n(vi) their opinion of other presentations as members of the audience. \n\nWe considered that the reason why speakers had decided to participate in the\n\nevent (i.e. their motivations) would ultimately determine their main goal in\n\ntheir presentations and shape their main message, something crucial to fully\n\nunderstand the communicative intentions lying behind their use of modes.\n\nItems ii) and iii) were also important to fully understand how speakers were\n\nusing the modes, and in particular to determine how much of this was\n\nunconscious or spontaneous and how much the result of practice or explicit\n\ntraining. Item v) was a prompt for self-assessment, and was intended to put\n\nour own interpretations in perspective and help us focus on particularly\n\npersuasive moments. Finally, the last item tries to include the audience\n\nuptake in the analysis, although admittedly in a very limited way.\n\nThe ethnographic information provided by the observation sheets and the\n\ninterviews proved crucial, first in the selection of the data to be analysed (i.e.\n\ninformation about what speakers considered their main goal helped select\n\nthe excerpts for fine-grained multimodal analysis), and later on in its\n\ninterpretation, since the data provided by the interviews (particularly what\n\nspeakers knew about the event in advance and how they prepared\n\naccordingly) helped interpret the speakers\u2019 intended communicative effect\n\nand their use of persuasion.\n\nJ. VALEIRAS-JURADO, N. RUIZ-MADRID & G. JACOBS\n\nIb\u00e9rica 35 (2018): 93-118106\n\n\n\nEthnographic interviews were also used at a later stage to discuss results with\n\nspeakers and cross-check interpretations. These interviews were open and\n\ndid not include a predefined battery of questions, but roughly followed the\n\nsame structure: \n\n(a) explanation of the content and purpose of the interview, \n\n(b) visualisation of the excerpts analysed with the speakers (raw\n\nvideo without transcripts or annotations), \n\n(c) discussion of aspects the analysis had revealed as relevant for the\n\npersuasive effect (e.g. a particular use of intonation), including\n\nspeakers opinion about intent and potential effect on audience, \n\n(d) exchange of interpretations regarding the intent and potential\n\neffect of these aspects (the speakers\u2019 interpretation was\n\nprompted before we offered them ours). \n\nFor the sake of consistency, the same researcher carried out all the\n\ninterviews. All interviews were audio recorded and written notes were taken\n\nby the researcher. \n\n6. An MDA approach to persuasive strategies \n\nOur MDA approach to persuasive strategies hinges on integrating previous\n\nliterature, multimodal analysis and ethnographic data. Triangulating input\n\nfrom literature with our results from multimodal and ethnographic analysis\n\nwe have identified a series of persuasive strategies that are realised through\n\ndifferent modes (words, intonation gestures and head movements) in a\n\ncorpus of 5 dissemination talks, as Figure 3 below illustrates. The rest of this\n\nsection is devoted to describing and illustrating these strategies. Although the\n\ntriangulation of results was carried out for the four modes included in the\n\nanalysis, for the sake of clarity and brevity the speaker\u2019s comments are only\n\nincluded in the discussion of the examples when they are divergent from\n\nours or add any additional aspects. They are omitted when they simply\n\nconfirm our interpretations. \n\nREVISITING PERSUASION IN ORAL ACADEMIC AND PROFESSIONAL GENRES\n\nIb\u00e9rica 35 (2018): 93-118 107", "start_char_idx": 38457, "end_char_idx": 42890, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "961eb8ea-3d9e-483f-bc3c-f9bd04e5492e": {"__data__": {"id_": "961eb8ea-3d9e-483f-bc3c-f9bd04e5492e", "embedding": null, "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-136", "node_type": "4", "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "hash": "cb059b227ba9c9e53b8e4362b75f784cb0cbba6942c26cda4c9035671f8bb580", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "627da648-3164-4ca6-8566-9021e9d1cc3b", "node_type": "1", "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "hash": "7625c4224d145c5ba195bd3338f0c4c5e3a1f86faf8ee74277508a8e2790cf5e", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "05400ab8-6b91-42f4-aeac-9eacff9350a2", "node_type": "1", "metadata": {}, "hash": "8d6caee7547a3118e0cc9f7b7098db38f6436b2a6786905f1af2bdd93e8777e9", "class_name": "RelatedNodeInfo"}}, "text": "Figure 3. Persuasive strategies.\n\nThe first strategy, that is, \u201cAnticipation and control of responses\u201d takes place\n\nwhen speakers predict reactions and adapt their behaviour accordingly in\n\norder to obtain a desirable response. Previous literature has shown how this\n\ncan be achieved through words, intonation, gestures and head movements.\n\nCarter (1997), for example, points out how the use of implicit comparisons,\n\nquestion tags and rhetorical questions all trigger a presupposed response\n\nfrom the audience. Brazil (1997) argues that a final high pitch (high\n\ntermination) can be a cue to show that the speaker expects the listener to be\n\nsurprised. Gestures and head movements can also be used to prevent\n\npotential counterclaims, especially when they co-occur with extreme\n\nevaluations that speakers anticipate as debatable (Mac Clave, 2000; Kendon,\n\n2002; Kendon, 2004).\n\nThe following example (Example 1) shows how the speaker is anticipating\n\nanswers using words, intonation, gestures and head movements. The excerpt\n\ncorresponds to the opening lines of the presentation.\n\nExample 1: Anticipation of responses in excerpt 2.1 \n\nJ. VALEIRAS-JURADO, N. RUIZ-MADRID & G. JACOBS\n\nIb\u00e9rica 35 (2018): 93-118108\n\n\n\nThe words marked in bold in this transcript show how the speaker explicitly\n\nclaims to be anticipating answers. Interestingly, this is also noticeable in the\n\ngestures she uses, in particular the sweeping gesture with both hands palm\n\ndown (open hand prone, OHP) accompanying \u201cvery silent\u201d. During the\n\ninterview the speaker explained that she had chosen a question as a hook to\n\nopen her presentation because other types of hook (e.g. an image) can\n\ndistract the attention from the speaker, which is not desirable, as she was\n\ninformed in specialized courses on presenting skills. She also confirmed that\n\nREVISITING PERSUASION IN ORAL ACADEMIC AND PROFESSIONAL GENRES\n\nIb\u00e9rica 35 (2018): 93-118 109\n\nExample 1 page 109 \n\nDI (discourse intonation) transcriptioni \n\n1.! ARE YOU SMART \n2.! i KNEW that this would come \n3.! but LET me rePHRASE \n4.! is your PHONE smart \n5.! you would say of COURSE it is a smart PHONE phone \n6.! so WHY do you ASK \n7.! well then I SAY \n8.! is the CLOTHES you WEAR smart \n9.! the JEANS \n10.! the JACKET \n11.! the CLOTHES that you have \n12.! and it would be VEry SILent \n\nGestures and head movements \n\n \nand it would be VEry SILent \n\n \n\n \n\nHead nods\n\n \n\nSweeping gesture \n\nplmxaE \n\n \n\n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n\n \n\n \n \n\n \n\n \n\n \n\n \n\ne 109ge1 pa \n\n \n\n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n\n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n\n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n\n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n\n \n\n \n \n\n \n\n \n\n \n\n \n\nart)noitanotniesruocsid(DI\n\n1. RTAM SUO YREA\n2. iat thEW thN Ki\n\n3. HP ree mTE Lbut\n4. your si ENOPH ams\n\n5. ay of sdlou wyou\n\n \n\n \n\n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n!", "start_char_idx": 42894, "end_char_idx": 46030, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "05400ab8-6b91-42f4-aeac-9eacff9350a2": {"__data__": {"id_": "05400ab8-6b91-42f4-aeac-9eacff9350a2", "embedding": null, "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-136", "node_type": "4", "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "hash": "cb059b227ba9c9e53b8e4362b75f784cb0cbba6942c26cda4c9035671f8bb580", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "961eb8ea-3d9e-483f-bc3c-f9bd04e5492e", "node_type": "1", "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "hash": "5852f669ac4df50bd656a914d5bed490607134758886b82ab85d5749d8018f8b", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "794b18f3-95eb-4b2b-a6b5-ab3d988cfd3c", "node_type": "1", "metadata": {}, "hash": "8c63bf23be88476598b721929add2a73f62c23dddb8d2f632ed6bf5b1c6aa7ca", "class_name": "RelatedNodeInfo"}}, "text": "! \n! \n! \n! \n! \n! \n\n \n\n \n \n\n \n\n \n\n \n\n \n\na noitpircsna i\n\nRT\nome cdlou wsi\n\nESRAH\nrta\n\nay of ECOURS t mar a sst ii ENOPH\n\n \n\n \n\n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n\n \n\n \n \n\n \n\n \n\n \n\n \n\nE eonhp\n\n \n\n \n\n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n\n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n\n \n\n \n \n\n \n\n \n\n \n\n \n\nay of you\n6. o s YWH Sdo you A\n\n7. YAn I She tllew\n8. SEHTO CLhe tsi\n\n9. het SNAJE\n10. het TEKCJA\n11. het ESTHCLO you hathat\n\n \n\n \n\n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n\n \n\n \n \n\n \n\n \n\n \n\n \n\nKS\n\nR AE you W rtams\n\nve you ha\n\n \n\n \n\n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n\n \n\n \n \n\n \n\n \n\n \n\n \n\np\n\n \n\n \n\n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n\n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n\n \n\n \n \n\n \n\n \n\n \n\n \n\n12. Ve bdlout w idan\n\nemevomdaehdnaserutsGe\n\n \n\n \n\n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n\n \n\n \n \n\n \n\n \n\n \n\n \n\nE V ry SILent\n\nn stn\n\n \n\n \n\n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n\n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n\n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n\n \n\n \n \n\n \n\n \n\n \n\n \n\nEVe bdluowtidan ry LSI ten\n\n \n\n \n\n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n\n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n\n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n\n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n\n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n\n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n\n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n! \n!", "start_char_idx": 46004, "end_char_idx": 48062, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "794b18f3-95eb-4b2b-a6b5-ab3d988cfd3c": {"__data__": {"id_": "794b18f3-95eb-4b2b-a6b5-ab3d988cfd3c", "embedding": null, "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-136", "node_type": "4", "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "hash": "cb059b227ba9c9e53b8e4362b75f784cb0cbba6942c26cda4c9035671f8bb580", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "05400ab8-6b91-42f4-aeac-9eacff9350a2", "node_type": "1", "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "hash": "7e8212ef80287e8b3c95571b06334c74c4a05632ad8cc756719ffaec70546aec", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "7eb4c554-2722-4582-b9f6-b5accd3c07aa", "node_type": "1", "metadata": {}, "hash": "4ce1f5283d9ad436869f66bc719dfb862e3eeac2fa4969b77de11fc06d36e189", "class_name": "RelatedNodeInfo"}}, "text": "! \n! \n! \n! \n! \n! \n\n \n\n \n \n\n \n\n \n\n \n\n \n\n\n\nher communicative intention in this case was to anticipate responses from\n\nthe audience, and rather than being interested in the information she wanted\n\nto get them \u201cactivated\u201d. Regarding the gesture, the speaker accounted for it\n\nas a metaphoric representation of silence. On the other hand, we interpret it\n\nas a metaphoric, pragmatic gesture having a dual meaning: a) it prevents\n\npotential counterclaims to this hypothetical situation that she is describing\n\nand b) it represents the scope implied (the whole audience). The speaker\n\nfound both interpretations plausible and not contradictory with her initial\n\nexplanation. Interestingly, the gesture is split in two parts to follow the\n\nrhythm created by the two prominences in \u201cvery silent\u201d, which is also\n\nreinforced by subtle head nods synchronous with the prominences. Apart\n\nfrom this reinforcing effect, the speaker interpreted these nods as\n\nconfirming that she was indeed anticipating the right answers. It is\n\nparticularly interesting to note that, although words begin to play a role in\n\nanticipating answers earlier in the excerpt, towards the end the four modes\n\nare carefully orchestrated so that they work simultaneously to achieve the\n\nspeakers aim: anticipate a response from the audience.\n\nStrategy 2, \u201cEmphasis\u201d, refers to highlighting parts of the message so that\n\nthey receive more attention. Intonation can contribute through the use of\n\nprominent syllables (Brazil, 1997). It can also be used in combination with\n\nrhetorical devices that make the text more memorable, such as lexical\n\ncreativity, three-part lists, parallel structures, and words related to the\n\nsemantic field of novelty (Lakoff, 1982; Carter, 1997; Bamford, 2007, 2008).\n\nEmphasis can further be aided by beats (McNeill, 1992; Kendon, 2004). \n\nThe following example (Example 2) shows how the speaker uses words,\n\nintonation and gestures to emphasize a part of his message.\n\nExample 2: Emphasis in excerpt 5.2 \n\nJ. VALEIRAS-JURADO, N. RUIZ-MADRID & G. JACOBS\n\nIb\u00e9rica 35 (2018): 93-118110\n\nExample 2 page 110 \n\n \n\nDI transcription \n\n1.! so THINK about your KITchen \n\n2.! if you WANT to HEAT stuff \n\n3.! REAlly FAST \n\n4.! you are NOT going to use an ORdinary oven \n\n5.! you are GOING to use the MIcrowave \n\nGestures \n\n \n\nExample 3 page 111 \n\n\n\nIt is remarkable how a closed fist beat synchronous with \u201creally\u201d intensifies\n\nthe adverb sequence in \u201creally fast\u201d. In the interview the speaker also\n\ninterpreted this gesture as a way of showing emotional involvement. The\n\nprominence in the words \u201creally fast\u201d also contributes to the emphasis.\n\n\u201cEvaluation\u201d, strategy 3, occurs when speakers assess something and are\n\nthus implicitly inviting the listener to accept this opinion (Bamford, 2007;\n\nQuerol-Juli\u00e1n, 2011). Hood and Forey (2005) point out how speakers can\n\ninclude multimodal expressions of attitude in their introductions that subtly\n\nevaluate their presentations in positive terms and seek alignment with their\n\naudience. Along this line, Pomerantz (1986) notes how extreme case\n\nevaluations are frequently used to legitimize claims when speakers expect\n\npossible counterclaims. Interestingly, these claims are commonly\n\naccompanied by head shakes or gestures, which seem to deny in advance a\n\npotential counter-argument (Kendon, 2002). This was the case in Example 1\n\nshown above. Another example of multimodal evaluation is provided in the\n\nfollowing excerpt (Example 3).\n\nExample 3: Evaluation in excerpt 3.2 \n\nREVISITING PERSUASION IN ORAL ACADEMIC AND PROFESSIONAL GENRES\n\nIb\u00e9rica 35 (2018): 93-118 111\n\nExample 2 page 110 \n\n \n\n1.! so THINK about your KITchen \n\n2.! if you WANT to HEAT stuff \n\n3.! REAlly FAST \n\n4.! you are NOT going to use an ORdinary oven \n\n5.! you are GOING to use the MIcrowave \n\nGestures \n\n \n\nREAlly FAST \n\n \n\nExample 3 page 111", "start_char_idx": 48036, "end_char_idx": 51925, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "7eb4c554-2722-4582-b9f6-b5accd3c07aa": {"__data__": {"id_": "7eb4c554-2722-4582-b9f6-b5accd3c07aa", "embedding": null, "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-136", "node_type": "4", "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "hash": "cb059b227ba9c9e53b8e4362b75f784cb0cbba6942c26cda4c9035671f8bb580", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "794b18f3-95eb-4b2b-a6b5-ab3d988cfd3c", "node_type": "1", "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "hash": "e2cf0087b7ef08e8d6a345bef11fe20016cee8cbaf3c0be6c2d37a4b8677fe52", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "3f914d5c-0a85-4999-b6e0-fd7e25d331a2", "node_type": "1", "metadata": {}, "hash": "65e282dbd04596db9dd48531d7eb4a73a652c11e6afd530fb557bb94dcf3e40d", "class_name": "RelatedNodeInfo"}}, "text": "In this excerpt we find two head nods synchronous with \u201cgeeky\u201d and \u201cfind\u201d.\n\nThe speaker had not initially noticed them until we pointed them out to him\n\nwhen watching the video during the interview, which shows that they were\n\ndone unconsciously. The speaker interprets them as \u201cemphasizing my\n\nagreement, I think\u201d (meaning agreement with the evaluation he had just\n\nJ. VALEIRAS-JURADO, N. RUIZ-MADRID & G. JACOBS\n\nIb\u00e9rica 35 (2018): 93-118112\n\nExample 2 page 110 \n\n \n\n \n\nExample 3 page 111 \n\nDI transcription \n\n1.! COOL \n2.! i THINK \n\n3.! WELL \n\n4.! if you\u2019re GEEky eNOUGH \n\n5.! YOU SHOULD find it cool \n\n6.! eeehh \n\nGestures and head movements \n\n \n\nif you\u2019re GEEky eNOUGH \n\n \n\nYOU SHOULD find it cool \n\n \n\nExample 4 page 113 \n\nHead nods\n\n \n\nHead nods\n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\nemevomdaehdnaserutsGe \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\nn stn \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\ner\u2019uo yifif y EGE HGUONeky \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\nYOU looctidniffiDLUOSH\n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\nplmxaE\n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n 113ge 4 pae\n\nnoitpircsnartDI\n\n1. \u2019m i TSJU g to Gnyitr\n\n2. an wLL i Aat\u2019sth\n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\nom a to b frET youg to G\n\not to dan\n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\nserutsGe", "start_char_idx": 51930, "end_char_idx": 53703, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "3f914d5c-0a85-4999-b6e0-fd7e25d331a2": {"__data__": {"id_": "3f914d5c-0a85-4999-b6e0-fd7e25d331a2", "embedding": null, "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-136", "node_type": "4", "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "hash": "cb059b227ba9c9e53b8e4362b75f784cb0cbba6942c26cda4c9035671f8bb580", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "7eb4c554-2722-4582-b9f6-b5accd3c07aa", "node_type": "1", "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "hash": "0f9ddd9b51dc8d57fbc69b95dc51e6870be994a15bf9e99b51b7693eccaffebf", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "d9d56d52-8c54-42f5-86d2-e42fe7a7ca65", "node_type": "1", "metadata": {}, "hash": "1c94bed1a667a81af0ad35878b10f8e9c0d693866e56ff8c7b5fb19f8e529a83", "class_name": "RelatedNodeInfo"}}, "text": "expressed). We believe they also prompt the audience to share this positive\n\nevaluation and concur with \u201ccool\u201d. It is also interesting to note that the\n\nsecond nod precedes speech, being synchronous with \u201cfind\u201d and not with\n\nthe evaluation itself (\u201ccool\u201d). This is probably a result of the greater\n\nencoding effort implied by using words as opposed using gestures or head\n\nmovements, which are easier and faster to produce (McNeill, 1992).\n\nRegarding intonation, unit 4 has a high key (+ 124 Hz) that adds the meaning\n\nof reversal of expectations. This is consistent with the innovative use of\n\nslang (\u201cgeeky\u201d, \u201ccool\u201d) in this situation. The speaker commented in the\n\ninterview that he was consciously using unexpected vocabulary and agreed\n\nwith us that his intention with this was to set a humorous tone. Interestingly,\n\nunit 5 begins with a low key (-37 Hz) that has an equating effect (being\n\ngeeky= find cool) and ends with a mid termination that prompts\n\nconcurrence. In sum, this example shows the orchestration of words,\n\nintonation and head nods working together to convey a positive evaluation\n\nand prompt concurrence with it.\n\n\u201cRapport\u201d (strategy 4), in the context of presentations, refers to a\n\nrelationship of sympathy and mutual understanding with the audience.\n\nIntonation, for example, can achieve these effects in a more subtle way than\n\nwords. It can be used in combination with inclusive pronouns that help\n\ncreate rapport with the audience and enhance the sense of shared knowledge\n\n(Rowley-Jolivet & Carter-Thomas, 2005; Bamford, 2007, 2008). Gestures in\n\nconference presentations can also help create this sense of inclusivity,\n\nbringing the audience into the discussion and establishing common ground\n\n(Hood & Forey, 2005; Holler 2010).\n\nThe following example (Example 4) shows the use of words and gesture to\n\nbuild rapport.\n\nExample 4: Rapport in excerpt 4.1 \n\nREVISITING PERSUASION IN ORAL ACADEMIC AND PROFESSIONAL GENRES\n\nIb\u00e9rica 35 (2018): 93-118 113\n\n \n\nExample 4 page 113 \n\nDI transcription \n\n1.! i\u2019m JUST trying to GET you from a to b \n\n2.! that\u2019s ALL i want to do \n\nGestures \n\n \n\n \n\n \n\n! \n\n! \n\n \n\nemevomdaehdnaserutsGe\n\n \n\n \n\n \n\n! \n\n! \n\n \n\nst\n\n \n\n \n\n \n\n! \n\n! \n\n \n\n \n\n \n\n \n\n! \n\n! \n\n \n\n \n\n \n\n \n\n! \n\n! \n\n \n\n \n\n \n\n \n\n! \n\n! \n\n \n\n \n\n \n\n \n\n! \n\n! \n\n \n\n \n\n \n\n \n\n! \n\n! \n\n \n\n \n\n \n\n \n\n! \n\n! \n\n \n\ner\u2019uo EGE HGUONeky \n\n \n\n \n\n \n\n! \n\n! \n\n \n\n \n\n \n\n \n\n! \n\n! \n\n \n\n \n\n \n\n \n\n! \n\n! \n\n \n\n \n\n \n\n \n\n! \n\n! \n\n \n\nYOU looctidnDLUOSH\n\n \n\n \n\n \n\n! \n\n! \n\n \n\n \n\n \n\n \n\n! \n\n! \n\n \n\n \n\n \n\n \n\n! \n\n! \n\n \n\nplmxaE\n\n \n\n \n\n \n\n! \n\n! \n\n \n\n 113ge 4 pae\n\nnoitpircsnartDI\n\n1. \u2019m i TSJU g to Gnyitr\n\n2. an wLL i Aat\u2019sth\n\n \n\n \n\n \n\n! \n\n! \n\n \n\nom a to b frET youg to G\n\not to dan\n\n \n\n \n\n \n\n! \n\n! \n\n \n\n \n\n \n\n \n\n! \n\n! \n\n \n\n \n\n \n\n \n\n! \n\n! \n\n serutsGe\n\n \n\n \n\n \n\n! \n\n! \n\n \n\n \n\n \n\n \n\n! \n\n!", "start_char_idx": 53783, "end_char_idx": 56696, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "d9d56d52-8c54-42f5-86d2-e42fe7a7ca65": {"__data__": {"id_": "d9d56d52-8c54-42f5-86d2-e42fe7a7ca65", "embedding": null, "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-136", "node_type": "4", "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "hash": "cb059b227ba9c9e53b8e4362b75f784cb0cbba6942c26cda4c9035671f8bb580", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "3f914d5c-0a85-4999-b6e0-fd7e25d331a2", "node_type": "1", "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "hash": "67c7a8cb5c2ba5145d1ad23a20e1ec501abbbd597f58a24b49a35b59734400e0", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "ab78a681-fd45-45aa-9c9e-2f7829228570", "node_type": "1", "metadata": {}, "hash": "5257b74205ade70ec71ebef62fe5217918b20a49415d53e61c23f1c18a8c65e0", "class_name": "RelatedNodeInfo"}}, "text": "In this example the speaker is using words that are overtly humble, making\n\nhimself likable and therefore paving the ground for rapport. The open hand\n\nsupine (OHS) metaphoric gesture synchronous with \u201cthat\u2019s all I want to do\u201d\n\nsuggests openness, fulfilling a pragmatic function. According to the speaker\n\nhe wanted to transmit \u201cthere\u2019s nothing more to it\u201d. The meaning of the\n\nwords and the gesture reinforce each other to convey \u201chonest humbleness\u201d,\n\nand the whole ensemble is consequently prone to create rapport. \n\n7. Discussion and conclusions \n\nAs already stated in the introduction section, the objective of this paper is\n\ntwofold, that is, describing a methodological framework that can facilitate a\n\nMDA approach to persuasion in oral genres and applying it to the genre of\n\ndissemination talks in order to explore how persuasion is multimodally\n\nensembled in this specific genre. \n\nConcerning the first objective, we have presented a framework for an MDA\n\napproach to persuasion in academic and professional genres that combines\n\nvideo-based multimodal analysis with ethnography. We have then tested this\n\nframework on a corpus of 5 dissemination talks, which has provided us with\n\nthe response to our second objective, that is, a tentative taxonomy of 4\n\npersuasive strategies that are realised as multimodal ensembles and that could\n\nbe considered as a generic trait of dissemination talks. \n\nThe examples discussed in section 6 show how speakers orchestrate different\n\nsemiotic modes into multimodal ensembles to make their presentations\n\nJ. VALEIRAS-JURADO, N. RUIZ-MADRID & G. JACOBS\n\nIb\u00e9rica 35 (2018): 93-118114\n\n \n\nExample 4 page 113 \n\nGestures \n\n \n\n \n\n \n\nemevomdaehdnaserutsGe\n\n \n\n \n\n \n\nst\n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\ner\u2019uo EGE HGUONeky \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\nYOU looctidnDLUOSH\n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\nplmxaE\n\n \n\n \n\n \n\n 113ge 4 pae\n\nnoitpircsnartDI\n\n1. \u2019m i TSJU g to Gnyitr\n\n2. an wLL i Aat\u2019sth\n\n \n\n \n\n \n\nom a to b frET youg to G\n\not to dan\n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n serutsGe\n\n \n\n \n\n \n\n \n\n \n\n \n\n \nthat\u2019s ALL i want to do \n\n \n\n \ni Tone units are sequentially listed and numbered. Prominent syllables are capitalized. \nSyllables below or above the line represent a lower or higher pitch (key and \ntermination). Words marked in bold play a role in the persuasive strategy.", "start_char_idx": 56706, "end_char_idx": 59130, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "ab78a681-fd45-45aa-9c9e-2f7829228570": {"__data__": {"id_": "ab78a681-fd45-45aa-9c9e-2f7829228570", "embedding": null, "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-136", "node_type": "4", "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "hash": "cb059b227ba9c9e53b8e4362b75f784cb0cbba6942c26cda4c9035671f8bb580", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "d9d56d52-8c54-42f5-86d2-e42fe7a7ca65", "node_type": "1", "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "hash": "29407e9968c83fd57e5e45814810dbb908117a694ab0f6c16c809a5937110f6c", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "87286711-4442-4409-9760-c387a1aeceb0", "node_type": "1", "metadata": {}, "hash": "801d98ece0dba592a3b58ef93462ff3e7a833f82179ccb41154c090135330f76", "class_name": "RelatedNodeInfo"}}, "text": "persuasive. Research on persuasion (Fuertes-Olivera et al., 2001; O\u2019Keefe,\n\n2002; Perloff, 2003; Dafouz-Milne, 2007) points out that addressees are\n\nmore likely to be persuaded by messages that feature certain characteristics\n\n(i.e. are credible, easily understood, relevant, memorable, surprising, and they\n\nare perceived as inferred rather than imposed). Therefore, speakers employ\n\ndifferent combinations of semiotic modes to provide their messages with\n\nthese characteristics. As the examples analysed in this paper suggest, it is\n\nactually the multimodal ensemble taken as a whole that becomes persuasive,\n\nto the point that it is difficult to delimit the contribution of each mode and\n\nit is not always possible to establish a one to one relationships between\n\nmodes and persuasive strategies. This finding, in turn, seems to indicate a\n\nrelation between a skilful integrated use of modes and effective oral\n\npersuasive communication, which is in line with results obtained in previous\n\nstudies of oral presentations (Rendle-Short, 2006; Bus\u00e1, 2010; Morell, 2015).\n\nA video-based multimodal study of oral discourse such as the one proposed\n\nhere presents remarkable challenges (partiality of video, time-consuming\n\nanalysis or tendency to micro-analysis). However, ethnographic methods\n\nsuch as observation and interviews can greatly contribute to overcoming\n\nthese challenges, providing information that can help select data, analyse\n\nthem and understand them in the context of the wider and highly complex\n\ncommunicative phenomenon of a presentation. The use of combined\n\nmethods also provides a unique opportunity to triangulate results and cross-\n\ncheck interpretations, which is particularly valuable in a study involving\n\ncommunicative intent. \n\nIt is necessary to point out that the results from this study should be\n\nconsidered tentative, since there are clear limitations, such as the limited\n\nnumber of presentations analysed, or the limited scope of the multimodal\n\nanalysis. The study presented here is still work in progress. Further analysis\n\nis expected to enlarge and refine the taxonomy of multimodal persuasive\n\nstrategies, especially as the analysis is extended to include other types of\n\npresentations and other modes.\n\nNonetheless, the analysis framework presented in this paper has the added\n\nvalue of being flexible, easily adaptable and data-driven. These\n\ncharacteristics make it particularly appropriate to keep the focus on the\n\nmultimodal ensemble and avoid prioritizing modes. The taxonomy can serve\n\nas a basis for future MDA research on persuasion, and can be further\n\ndeveloped to include more modes and persuasive strategies realised\n\nREVISITING PERSUASION IN ORAL ACADEMIC AND PROFESSIONAL GENRES\n\nIb\u00e9rica 35 (2018): 93-118 115\n\n\n\nJ. VALEIRAS-JURADO, N. RUIZ-MADRID & G. JACOBS\n\nIb\u00e9rica 35 (2018): 93-118116\n\nBamford, J. (2007). \u201cAccentuating the positive.\n\nEvaluation and persuasive discourse in business\n\npresentations\u201d in J. Bamford & R. Salvi (eds.),\n\nBusiness Discourse: Language at Work, 135-155.\n\nRome: Aracne Editrice.\n\nBamford, J. (2008). \u201cTelling a convincing story: A\n\ncorpus assisted analysis of business\n\npresentations\u201d in A. Martelli & V. Pulcini (eds.),\n\nInvestigating English with Corpora. Studies in\n\nHonour of Maria Teresa Prat, 277-291. Monza:\n\nPolimetrica International Scientific Publisher.\n\nBateman, J. (2011). Multimodality and Genre: A\n\nFoundation for the Systematic Analysis of\n\nMultimodal Documents. London: Palgrave\n\nMacMillan.\n\nBavelas, J., Chovil, N., Coates, L. & L. Roe (1995).\n\n\u201cGestures specialized for dialogue\u201d. Personality\n\nand Social Psychology Bulletin, 21,4: 394-405.\n\nBrazil, D. (1997). The Communicative Value of\n\nIntonation in English. Cambridge: Cambridge\n\nUniversity Press.\n\nBus\u00e0, M.G. (2010). \u201cSounding natural: Improving oral\n\npresentation skills\u201d.", "start_char_idx": 59135, "end_char_idx": 62982, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "87286711-4442-4409-9760-c387a1aeceb0": {"__data__": {"id_": "87286711-4442-4409-9760-c387a1aeceb0", "embedding": null, "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-136", "node_type": "4", "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "hash": "cb059b227ba9c9e53b8e4362b75f784cb0cbba6942c26cda4c9035671f8bb580", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "ab78a681-fd45-45aa-9c9e-2f7829228570", "node_type": "1", "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "hash": "307234ca9865cc69d8f22bd136dc8520fb2b713b39e5a278caa9b791e4609090", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "892dd3bf-50e3-490d-b6a1-db7142cab921", "node_type": "1", "metadata": {}, "hash": "94434601e468402d3d6e6b225c231e838d84f3a362a3cf9de42a057f2af2ea76", "class_name": "RelatedNodeInfo"}}, "text": "(2010). \u201cSounding natural: Improving oral\n\npresentation skills\u201d. Language Value, 2,1: 51-67. \n\nCarter, R. (1997). Working with Texts: A Core Book\n\nfor Language Analysis. London: Routledge.\n\nCarter-Thomas, S. & E. Rowley-Jolivet (2003).\n\n\u201cAnalysing the scientific conference presentation\n\n(CP). A methodological overview of a multimodal\n\ngenre\u201d. ASp 39/40: 59-72\n\nChun, D. 2002. Discourse Intonation in L2: From\n\nTheory and Research to Practice. Amsterdam:\n\nJohn Benjamins.\n\nDafouz-Milne, E. (2008). \u201cThe pragmatic role of\n\ntextual and interpersonal metadiscourse markers\n\nin the construction and attainment of persuasion: A\n\ncross-linguistic study of newspaper discourse\u201d.\n\nJournal of Pragmatics 40: 95-113.\n\nFuertes-Olivera, P.A., M. Velasco-Sacrist\u00e1n, A.\n\nArribas-Ba\u00f1o & E. Samaniego-Fern\u00e1ndez (2001).\n\n\u201cPersuasion and advertising in English:\n\nMetadiscourse in slogans and headlines\u201d. Journal\n\nof Pragmatics 33: 1291-1307.\n\nGoldman, R., Erickson, F., Lemke, J. & S. Derry\n\n(2007) \u201cSelection in video\u201d in S. Derry (ed.),\n\nGuidelines for Video Research in Education:\n\nRecommendations from an Expert Panel, Data\n\nResearch and Development Center (NORC at the\n\nUniversity of Chicago), 19 - 27. URL:\n\nhttp://drdc.uchicago.edu/what/video-research.html \n\nHoller, J. (2010). \u201cSpeakers\u2019 use of interactive\n\ngestures as markers of common ground\u201d in S.\n\nKopp & I. Wachsmuth (eds.), Gesture in Embodied\n\nCommunication and Human-Computer Interaction,\n\n11-22. Berlin: Springer Berlin Heidelberg.\n\nHood, S. & G. Forey (2005). \u201cPresenting a\n\nconference presentation. Getting interpersonal\n\nwith your audience\u201d. Journal of English for\n\nAcademic Purposes 4: 291-306.\n\nHyland, K. (1998). \u201cPersuasion and context: The\n\npragmatics of academic metadiscourse\u201d. Journal\n\nof Pragmatics 30: 437-455.\n\nHyland, K. (2009). Academic Discourse. London:\n\nContinuum.\n\nJewitt, C. (2012). \u201cAn introduction to using video\n\nfor research\u201d. National Centre for Research\n\nMethods (NCRM) unpublished working paper.\n\nURL: http://eprints.ncrm.ac.uk/2259/4/ NCRM_\n\nworkingpaper_0312.pdf [03/02/2015]\n\nJewitt, C. (2013). The Routledge Handbook of\n\nMultimodal Analysis. London: Routledge. \n\nKendon, A. (2002). \u201cSome uses of the head\n\nshake\u201d. Gesture, 2, 147-183.\n\nKendon, A. (2004). Gesture: Visible Action as\n\nUtterance. Cambridge: Cambridge University\n\nPress.\n\nKipp, M. (2014) \u201cANVIL: The Video Annotation\n\nResearch Tool\u201d in Durand, U. Gut & G. Kristoffersen\n\n(eds.), Handbook of Corpus Phonology, 420-436.\n\nOxford: Oxford University Press.\n\nmultimodally to answer future research questions in fields such as discourse\n\nanalysis, genre analysis and language training. \n\nArticle history:\n\nReceived 01 April 2016\n\nReceived in revised form 23 September 2016\n\nAccepted 25 September 2016\n\nReferences \n\n\n\nREVISITING PERSUASION IN ORAL ACADEMIC AND PROFESSIONAL GENRES\n\nIb\u00e9rica 35 (2018): 93-118 117\n\nKress, G. & T. Van Leeuwen (2001). Multimodal\n\nDiscourse: The Modes and Media of\n\nContemporary Communication. London: Arnold.\n\nKress, G. (2010).", "start_char_idx": 62918, "end_char_idx": 65914, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "892dd3bf-50e3-490d-b6a1-db7142cab921": {"__data__": {"id_": "892dd3bf-50e3-490d-b6a1-db7142cab921", "embedding": null, "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-136", "node_type": "4", "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "hash": "cb059b227ba9c9e53b8e4362b75f784cb0cbba6942c26cda4c9035671f8bb580", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "87286711-4442-4409-9760-c387a1aeceb0", "node_type": "1", "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "hash": "7b9e845b1c0f01b4cfba3ba45f0e8c821fb839018951da10cf71295b18e81239", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "ccc89fec-c544-47b9-ba98-b8efd026b2a6", "node_type": "1", "metadata": {}, "hash": "e0822cc832cc93cb9970af963056f136cd75a582f2caa47edd3493f2ff7e11fc", "class_name": "RelatedNodeInfo"}}, "text": "London: Arnold.\n\nKress, G. (2010). Multimodality: A Social Semiotic\n\nApproach to Contemporary Communication.\n\nLondon: Taylor and Francis.\n\nKress, G. (2012) Multimodality. A Social Semiotic\n\nApproach to Contemporary Communication.\n\nLondon: Routledge. \n\nKress, G. (2014). \u201cThe rhetorical work of shaping\n\nthe semiotic world\u201d in A. Archer & D. Newfield\n\n(eds.), Multimodal Approaches to Research and\n\nPedagogy: Recognition, Resources, and Access,\n\n131-152. New York: Routledge.\n\nLakoff, R. (1982). \u201cPersuasive discourse and\n\nordinary conversation, with examples from\n\nadvertising\u201d in D. Tannen (ed.), Analysing\n\nDiscourse: Text and Talk, 25-42. Washington D.C.:\n\nGeorgetown University Press.\n\nMartin, J. & P. White (2005). The Language of\n\nEvaluation: Appraisal in English. London: Palgrave\n\nMacmillan.\n\nMcClave, E. (2000). \u201cLinguistic functions of head\n\nmovements in the context of speech\u201d. Journal of\n\nPragmatics 101: 72-87.\n\nMcNeill, D. (1992). Hand and Mind: What\n\nGestures Reveal about Thought. Chicago &\n\nLondon: The University of Chicago Press.\n\nMorell, T. (2015). \u201cInternational conference paper\n\npresentations: A multimodal analysis to determine\n\neffectiveness\u201d. English for Specific Purposes 37:\n\n137-150.\n\nNorris, S. (2004). Analysing Multimodal\n\nInteraction: A Methodological Framework. London\n\n& New York: Continuum.\n\nO\u2019Keefe, D. (2002). Persuasion: Theory and\n\nResearch. London: Sage Publications.\n\nO\u2019Halloran, K. & B. Smith (eds.) (2011).\n\nMultimodal Studies. Exploring Issues and\n\nDomains. London: Routledge.\n\nPerloff, R. (2003). The Dynamics of Persuasion.\n\nNew Jersey, London: Lawrence Erlbaum\n\nAssociates.\n\nPoggi, I. & C. Pelachaud (2008). \u201cPersuasion and\n\nthe expressivity of gestures in humans and\n\nmachines\u201d in I. Wachsmuth, M. Lenzen & G.\n\nKnoblich (eds.), Embodied Communication in\n\nHumans and Machines, 391-424. Oxford: Oxford\n\nUniversity Press.\n\nPickering, L., Hu, G.G. & A. Baker (2012). \u201cThe\n\npragmatic function of intonation: Cueing agreement\n\nand disagreement in spoken English discourse and\n\nimplications for ELT\u201d in J. Romero-Trillo (ed.),\n\nPragmatics and Prosody in English Language\n\nTeaching, 199-218. Springer: Netherlands.\n\nPomerantz, A. (1986). \u201cExtreme case\n\nformulations: A way of legitimizing claims\u201d. Human\n\nStudies 9: 219-229.\n\nQuerol-Juli\u00e1n, M. (2011). Evaluation in Discussion\n\nSessions of Conference Paper Presentations: A\n\nMultimodal Approach. Saarbr\u00fccken: LAP Lambert\n\nAcademic Publishing GmbH & Co. K.G.\n\nQuerol-Juli\u00e1n, M. & I. Fortanet-G\u00f3mez (2014).\n\n\u201cEvaluation in discussion sessions of conference\n\npresentations: Theoretical foundations for a\n\nmultimodal analysis\u201d. Kalbotyra 66: 77-97. \n\nRendle-Short, J. (2006). The Academic\n\nPresentation: Situated talk in Action. Hampshire:\n\nAshgate Publishing.\n\nRowley-Jolivet, E. & S. Carter-Thomas (2005). \u201cThe\n\nrhetoric of conference presentation introductions:\n\nContext, argument and interaction\u201d. International\n\nJournal of Applied Linguistics 15,1: 45-70.\n\nRubin, H.J. & I.S. Rubin (1995). Qualitative\n\nInterviewing. The Art of Hearing Data. London:\n\nSage Publications.\n\nSchindler, L. (2009).", "start_char_idx": 65880, "end_char_idx": 68964, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "ccc89fec-c544-47b9-ba98-b8efd026b2a6": {"__data__": {"id_": "ccc89fec-c544-47b9-ba98-b8efd026b2a6", "embedding": null, "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-136", "node_type": "4", "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "hash": "cb059b227ba9c9e53b8e4362b75f784cb0cbba6942c26cda4c9035671f8bb580", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "892dd3bf-50e3-490d-b6a1-db7142cab921", "node_type": "1", "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "hash": "f05108db00b9855f474a6ca0c451b4b86ea42989b30f9037f18cf0002e86bf84", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "43e1128c-ad3d-4603-b1d0-9f100d70b90f", "node_type": "1", "metadata": {}, "hash": "de2c4a1a670cd5f6507fe036381541cdf0e37ce49522b19bf60bdf70eaed0a8e", "class_name": "RelatedNodeInfo"}}, "text": "London:\n\nSage Publications.\n\nSchindler, L. (2009). \u201cThe production of \u2018vis-ability\u2019:\n\nAn ethnographic video analysis of a martial arts\n\nclass\u201d in U. Kissmann (ed.), Video Interaction\n\nAnalysis, 135-154. Frankfurt: Peter Lang. \n\nSparks, J., C. Areni & K. Cox (1998). \u201cAn\n\ninvestigation of the effects of language style and\n\ncommunication modality on persuasion\u201d.\n\nCommunication Monographs 65,2: 108-125.\n\nValeiras-Jurado, J. & N. Ruiz-Madrid (2015). \u201cA\n\nmultimodal approach to product presentations\u201d.\n\nProcedia. Social and Behavioral Sciences 173:\n\n252-258.\n\nValeiras-Jurado, J. (2015). \u201cA multimodal\n\napproach to persuasion in conference\n\npresentations\u201d in B. Crawford-Camiciottoli & I.\n\nFortanez-G\u00f3mez (eds.), Multimodal Analysis in\n\nAcademic Settings. From Research to Teaching,\n\n108-130. London: Routledge.\n\nVirtanen, T. & H. Halmari (2005). \u201cPersuasion\n\nacross genres: Emerging perspectives\u201d in H.\n\nHalmari & T. Virtanen (eds.), Persuasion across\n\ngenres, 2-24. Amsterdam, Philadelphia: John\n\nBenjamins.\n\n\n\nJulia Valeiras-Jurado is a teaching assistant for Business and Scientific\n\nEnglish at Ghent University. Her research interests are oral discourse and\n\ngenres, intonation and gestures as semiotic modes, and persuasive language.\n\nShe has recently contributed to the Routledge volume Multimodal Analysis in\n\nAcademic Settings. From Research to Teaching with the chapter \u201cA multimodal\n\nApproach to Persuasion in Conference Presentations\u201d. \n\nM\u00aa Noelia Ruiz-Madrid is Senior lecturer in the Department of English\n\nStudies at Universitat Jaume I (Castell\u00f3n, Spain), where she teaches both\n\nundergraduate and postgraduate courses in the areas of EAP, ESP and EFL\n\nmethodology. Her research focuses on discourse analysis, genre and ICTs\n\nand EFL. Her more recent publications have appeared in Ib\u00e9rica and Routledge. \n\nGeert Jacobs is a Full Professor of Language for Specific Purposes at\n\nGhent University. He is the co-founder and head of the international\n\nNewsTalk&Text research group. He teaches Business Communication and\n\nEnglish for Specific Purposes in various Bachelor\u2019s and post-graduate\n\nprogrammes. He has published in international journals in the fields of\n\nbusiness communication, journalism and linguistic pragmatics. \n\nNOTes \n\n1 http://www.fon.hum.uva.nl/praat/. \n\n2 http://tla.mpi.nl/tools/tla-tools/elan/ \n\n3 Tone units are sequentially listed and numbered. Prominent syllables are capitalized. Syllables below or\n\nabove the line represent a lower or higher pitch (key and termination). Words marked in bold play a role\n\nin the persuasive strategy.\n\nJ. VALEIRAS-JURADO, N. RUIZ-MADRID & G. JACOBS\n\nIb\u00e9rica 35 (2018): 93-118118", "start_char_idx": 68914, "end_char_idx": 71565, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "43e1128c-ad3d-4603-b1d0-9f100d70b90f": {"__data__": {"id_": "43e1128c-ad3d-4603-b1d0-9f100d70b90f", "embedding": null, "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-137", "node_type": "4", "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "hash": "9b1d97b86c46a3a5cbc6272c61f4c531698bd2a5bbb2996049453d8694bbffea", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "ccc89fec-c544-47b9-ba98-b8efd026b2a6", "node_type": "1", "metadata": {"identifier": "iberica-136", "author": "Valeiras Jurado, Julia; Ruiz Madrid, Mar\u00eda Noelia; Jacobs, Geert", "title": "Revisiting persuasion in oral academic and professional genres: Towards a methodological framework for Multimodal Discourse Analysis of research dissemination talks ", "date": "2018-01-02", "file": "iberica-136.pdf"}, "hash": "f45a97329b8ab0289008d22356a9deb574570976678841faf0d611ef4c7f69c5", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "89315b1f-40ad-44f8-88a2-e00f38d4d038", "node_type": "1", "metadata": {}, "hash": "87845202b0557df47352e591672be573f097aa649d2891d321ed60caaeee0ce0", "class_name": "RelatedNodeInfo"}}, "text": "01 Editorial.qxd\n\n\nIb\u00e9rica 35 (2018): 119-144\n\nISSN: 1139-7241 / e-ISSN: 2340-2784\n\nAbstract \n\nThis paper is a qualitative and quantitative corpus-based study analysing the\n\ncorrelation of clusivity, tense, and modality patterns in TED (Technology,\n\nEntertainment, Design) talks, which are popularising speeches aiming at\n\nknowledge dissemination among laypersons. Using a corpus composed of the\n\nTED Talks presented in 2012, the study investigates the ways in which TED\n\nspeakers use first-person plural and singular pronouns when interacting with\n\ntheir audiences. The patterns of clusivity used in the corpus confirm one of the\n\nmain characteristics of TED Talks, that is to say, the abolition of the \u2018scientist-\n\nmediator-audience\u2019 triangulation, typical of canonical popularising genres. The\n\ninclusive pronouns used in the corpus construct positive politeness, making the\n\naudience feel part of the knowledge-spreading experience. The analysis also\n\nreveals how TED Talks are actually an \u2018innovative\u2019 means of popularisation, in\n\nwhich there is no longer a distinction between \u2018I\u2019, the speaker, and \u2018you\u2019, the\n\naudience. \u2018I\u2019 and \u2018you\u2019 become \u2018we\u2019, in a common project which invites the\n\naudience to take on specific attitudes and behaviours and concretely participate\n\nin changes. \n\nKeywords: TED Talks, clusivity, popularisation, scientist-audience\n\ninteraction, discourse analysis \n\nResumen \n\nM od e l os d e i nc l us i\u00f3 n e n l a s c h ar l as d e T E D: C ua nd o \u2018 t\u00fa \u2019 a nd \u2018 yo \u2019 s e\n\nc on v ie r te n e n \u2018 no s ot ro s \u2019\n\nEste art\u00edculo presenta un estudio cualitativo y cuantitativo que analiza la\n\ncorrelaci\u00f3n de patrones ling\u00fc\u00edsticos de inclusi\u00f3n, tiempos verbales, y modalidad\n\nen un corpus de charlas TED (Technology, Entertainment, Design), que son\n\nejemplos de discursos de popularizaci\u00f3n que buscan diseminar el conocimiento\n\nPatterns of clusivity in TED Talks:\n\nWhen \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019\n\nGiuseppina Scotto di Carlo \n\nUniversit\u00e0 degli Studi di Napoli \u2018L\u2019Orientale\u2019 (Italy)\ngscottodicarlo@unior.it\n\n119", "start_char_idx": 41, "end_char_idx": 2090, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "89315b1f-40ad-44f8-88a2-e00f38d4d038": {"__data__": {"id_": "89315b1f-40ad-44f8-88a2-e00f38d4d038", "embedding": null, "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-137", "node_type": "4", "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "hash": "9b1d97b86c46a3a5cbc6272c61f4c531698bd2a5bbb2996049453d8694bbffea", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "43e1128c-ad3d-4603-b1d0-9f100d70b90f", "node_type": "1", "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "hash": "bc5b33c252e575938df7662b052f5ab165c18e5fb7b6966e2207d23336d601ed", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "743078b5-bf7b-4e50-8d98-6ffbb769695f", "node_type": "1", "metadata": {}, "hash": "fc663d8c0cea9ca48f3914bcfbf0eaaf0792257a5db2ce0b798fc3b32c41ba6a", "class_name": "RelatedNodeInfo"}}, "text": "Ib\u00e9rica 35 (2018): 119-144\n\nGIUsEPPIna sCoTTo DI CarLo\n\nentre los no expertos. Utilizando un corpus de charlas TED presentadas en 2012,\n\neste studio investiga el modo en que los conferenciantes de TED usan la primera\n\npersona del plural y los pronombres en singular en la interacci\u00f3n con su\n\naudiencia. Los patrones de incusi\u00f3n ling\u00fc\u00edstica usados en el corpus confirman\n\nuna de las caracter\u00edsticas principales de las charlas TED, la eliminaci\u00f3n de la\n\ntriangulaci\u00f3n \u2018cient\u00edfico-mediador-audiencia\u2019, t\u00edpica de los g\u00e9neros tradicionales\n\nde popularizaci\u00f3n. Los pronombres inclusivos usados en el corpus construyen la\n\ncortes\u00eda positiva, haciendo que la audiencia se sienta parte de la experiencia de\n\ndiseminaci\u00f3n del conocimiento. El an\u00e1lisis tambi\u00e9n muestra c\u00f3mo las charlas\n\nTED Talks son en realidad un m\u00e9todo \u2018innovador\u2019 de popularizaci\u00f3n, en el cual\n\nya no se establece una distinci\u00f3n entre \u2018yo\u2019, el hablante, y \u2018t\u00fa\u2019, la audiencia. \u2018Yo\u2019\n\nand \u2018t\u00fa\u2019 se convierte en \u2018nosotros\u2019, en un proyecto com\u00fan que invita a la\n\naudiencia a adopter actitudes y comportamientos espec\u00edficos y m\u00e1s\n\nconcretamente a participar en los cambios. \n\nPalabras clave: charlas TED, patrones ling\u00fc\u00edsticos de inclusi\u00f3n,\n\npopularizaci\u00f3n, interacci\u00f3n cient\u00edfico-audiencia, an\u00e1lisis del discurso\n\n1. Introduction and aims \n\nThis paper is a qualitative and quantitative corpus-based study analysing the\n\nuse of the personal pronouns \u2018we\u2019 and \u2018I\u2019 in the popularising genre of TED\n\nTalks. Popularisation \u201c[...] is a social process consisting of a large class of\n\ndiscursive-semiotic practices [\u2026] aiming to communicate lay versions of\n\nscientific knowledge [\u2026]\u201d (Calsamiglia and van Dijk, 2004,\n\np.371).Traditionally, research on popularising texts has concentrated on a\n\n\u2018canonical view\u2019 of popularisation (Grundmann and Cavaill\u00e9, 2000),\n\naccording to which science is built on a hermetic language that needs to be\n\n\u2018translated\u2019 from the science world to a popularised context, where the\n\naudience is seen as an ignorant mass on which the scientific community has\n\nthe power to decide what has to be known and what does not. In Gotti\u2019s\n\n(2014: 19) words, popularisation was mainly viewed as a \u201creformulation\u201d:\n\n[\u2026] that is, a kind of redrafting that does not alter the disciplinary content \u2013\n\nobject of the transaction \u2013 as much as its language, which needs to be\n\nremodelled to suit a new target audience. In the process, information is\n\ntransferred linguistically in a way similar to periphrasis or to intralinguistic\n\ntranslation.\n\nDuring the last decades, studies on professional-lay interaction have focused\n\nmore on mass media, which have become the main channel through which\n\n120", "start_char_idx": 2094, "end_char_idx": 4756, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "743078b5-bf7b-4e50-8d98-6ffbb769695f": {"__data__": {"id_": "743078b5-bf7b-4e50-8d98-6ffbb769695f", "embedding": null, "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-137", "node_type": "4", "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "hash": "9b1d97b86c46a3a5cbc6272c61f4c531698bd2a5bbb2996049453d8694bbffea", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "89315b1f-40ad-44f8-88a2-e00f38d4d038", "node_type": "1", "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "hash": "702d6da0d8f79574be684e0f20e6bd49c21f3f2c0358ae00dc2296febce25d7b", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "97a8c713-80d8-417a-8a95-49da92fe160e", "node_type": "1", "metadata": {}, "hash": "67f280f6c9d0b8ead14927815938cba075cce0c14a4284ca8793844b9974fb3d", "class_name": "RelatedNodeInfo"}}, "text": "popularisation is diffused (Tsou et al., 2014; Berkenkotter, 2012). The media\n\nconstitute a triangular communication space, a \u2018meeting point\u2019 between\n\nscientists, the public, and text producers (Berruecos, 2000). The latter are\n\nmediators, usually journalists, who master an original technical/scientific\n\nlanguage and \u2018translate\u2019 a scientific discourse into everyday language.\n\nrecently, the science/popularised discourse dichotomy has been further\n\nquestioned and new approaches have taken the concept of popularisation\n\nfrom \u2018translation\u2019 or \u2018transposition\u2019 to a perspective of re-contextualisation\n\nof scientific content depending on the context (Calsamiglia and L\u00f3pez,\n\n2003: 141). as Gotti (2014: 23) explains,\n\n[\u2026] in this approach, the journalist carries out a creative reelaboration which\n\nimplies more than mere terminological adjustments and involves all linguistic\n\nlevels from the structure of the new text to its communicative function, from\n\na change in register to a consideration of the public\u2019s prior knowledge of the\n\nsubject matter. Moreover, the final text is dependent on the extremely\n\nhierarchical internal organisation of the media, as each news item is usually\n\nsubjected to revision at different levels. according to this new approach,\n\npopularisation is thus not just seen as a category of texts, but as a\n\nrecontextualisation process that implies relevant changes in the roles taken\n\non by the actors and institutions involved, and their degree of\n\nauthoritativeness.\n\nIt is against this backdrop of popularisation as recontextualisation that this\n\nstudy positions itself, considering TED Talks not as reformulations, but as a\n\nprocess involving texts, contexts, and knowledge of all the actors involved.\n\nThis perspective is in line with new forms of popularisation, which seem to\n\nbe tending towards a more audience-participatory concept of popularisation,\n\ndirectly involving the audience as an active part of knowledge formation\n\n(Calsamiglia and van Dijk, 2004, Caliendo, 2012, Bamford, 2014, Bondi,\n\n2014, Compagnone, 2015).\n\nTED is a non-profit organisation involved in knowledge dissemination,\n\nor as its motto recites, in \u2018Ideas worth spreading\u20191. It started off in 1984\n\nas a conference devoted to the dissemination of Technology,\n\nEntertainment, and Design (hence TED), and in 2006 it began to host\n\nthe videos of its conferences online, eventually becoming a new\n\npopularising web-based genre. Its website and YouTube channel (TED,\n\nn.d.) have extended its audience to a potentially worldwide level. as\n\nvincent (2015: xiii) remarks:\n\nPaTTErns of CLUsIvITY In TED TaLks\n\nIb\u00e9rica 35 (2018): 119-144 121", "start_char_idx": 4760, "end_char_idx": 7418, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "97a8c713-80d8-417a-8a95-49da92fe160e": {"__data__": {"id_": "97a8c713-80d8-417a-8a95-49da92fe160e", "embedding": null, "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-137", "node_type": "4", "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "hash": "9b1d97b86c46a3a5cbc6272c61f4c531698bd2a5bbb2996049453d8694bbffea", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "743078b5-bf7b-4e50-8d98-6ffbb769695f", "node_type": "1", "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "hash": "a3be36c7f2cc696f3613c071e19390774189616ca269ceddfba7972223524849", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "4f447d90-4526-436f-8928-0774d5396708", "node_type": "1", "metadata": {}, "hash": "6eb3868d1ab3ba26482f8f9b61ec75c9cabec2bd35b24487b53aa7007545a5f1", "class_name": "RelatedNodeInfo"}}, "text": "TED has stirred up everyone\u2019s thirst for knowledge and it makes ideas freely\n\navailable on the Internet taking the TED Talks from the privileged and elitist\n\nscenario of the main conference venues to the online reality, and in doing so,\n\nthey created an innovative platform that can propel ideas forward. \n\nThese channels allow experts1 to disseminate knowledge to a lay audience\n\noutside their disciplinary communities, at two levels: to the group of\n\nparticipants attending the TED conference and to web-users. TED\u2019s short\n\n(not more than twenty minutes) popularising videos are provided with a\n\ntranscription, a translation into several languages, a blog, and a comment\n\narea, which have given rise to a phenomenon of genre and modality mixture.\n\nCaliendo (2012: 101) gives a very useful insight into the nature of the\n\nhybridity of TED:\n\nTheir discursive hybridity stems from the fact that they are similar to\n\nnewspaper articles that they prioritize results rather than methods (Bamford,\n\n2012). not dissimilarly from university lecturers, TED Talks are planned\n\nspeech events during which speakers often employ multimedia resources\n\nsuch as visuals, music or filmed extracts. Like conference presentations, TED\n\nTalks have a limited time slot, which cannot exceed eighteen minutes. Unlike\n\nother spoken dissemination genres such as public lectures, TED presenters\n\ndisplay a certain degree of informality and colloquialism in their delivery.\n\nThe innovative element of TED in the spectrum of popularising genres is\n\nthat these talks breach the typical \u2018scientist-mediator-audience\u2019 triangulation\n\n(Berruecos, 2000, scotto di Carlo, 2014 and 2015), by bringing experts\n\ndirectly into contact with their audience. Unlike traditional popularising\n\ncontexts, TED Talks do not involve a third person who \u201ctranslates\u201d\n\n(Mortureux, 1986: 73) specialised terminology, syntax, and ideas into lexicon\n\nand syntax understood and used by non-experts. In TED Talks, it is typically\n\nthe speaker that interacts directly with the audience. This direct contact\n\nrequires experts to be able to communicate with their audience and especially\n\nwith non-experts (cf. Calsamiglia and van Dijk, 2004). \n\nas suggested by Marshall (2012), in order to deliver an engaging talk,\n\nspeakers must analyse their audience to understand their knowledge\n\nbackground and interests, and adapt content to them. above all,\n\npresentations should be dynamic and try to transmit enthusiasm, passion,\n\nand sense of belongingness. as a matter of fact, sense of inclusion is\n\nfundamental for the success of TED Talks. as Baumeister et al. (2005: 28)\n\npoint out:\n\nGIUsEPPIna sCoTTo DI CarLo\n\nIb\u00e9rica 35 (2018): 119-144122", "start_char_idx": 7422, "end_char_idx": 10116, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "4f447d90-4526-436f-8928-0774d5396708": {"__data__": {"id_": "4f447d90-4526-436f-8928-0774d5396708", "embedding": null, "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-137", "node_type": "4", "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "hash": "9b1d97b86c46a3a5cbc6272c61f4c531698bd2a5bbb2996049453d8694bbffea", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "97a8c713-80d8-417a-8a95-49da92fe160e", "node_type": "1", "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "hash": "3c3b381d37a4d4ca131473c14754694a52e83db1debd73e673651c3a0bd86a98", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "cb0eae4f-4b74-4c98-ad6b-fca3668662de", "node_type": "1", "metadata": {}, "hash": "d36a91822984027bf29d7c6d3a736c9d1822d24b734488e90818df75a84ab572", "class_name": "RelatedNodeInfo"}}, "text": "after primary needs such as food and shelter are satisfied, the need to belong\n\nis among the strongest of human motivations. In fact, human social life relies\n\nto a great extent on a network of diverse relationships we form with others\n\nas a means of seeking and maintaining both belongingness and inclusion.\n\nfor these reasons, special attention must be paid to the linguistic features\n\nexpressing a sense of in-groupness or out-groupness, such as stance, pathos,\n\nhumour, lexical patterns, etc., as mentioned in other studies on linguistic\n\npatterns in TED Talks (cf. Caliendo and Bongo, 2012; Caliendo and\n\nCompagnone, 2013; scotto di Carlo, 2014a and b). These features can make\n\nthe audience feel either part of the community or excluded from it.\n\nfrom a linguistic viewpoint, one of the most significant linguistic strategies\n\nrequired in the interaction between experts and the TED Talks audience is\n\nclusivity, which will be discussed in this work, in line with other studies, such\n\nas those by vincent (2015), rasulo (2015), and D\u2019avanzo (2015). according\n\nto these authors, unlike other forms of popularisation, TED Talks express\n\nthis sense of clusivity through inclusive linguistic patterns, such as the\n\ninclusive \u2018we\u2019 form.\n\nThe paper is structured as follows: a first section will focus on the function\n\nof referentiality in the first-person plural pronouns used throughout the\n\ncorpus dividing them into the distinct patterns of inclusive and exclusive\n\nplural, and inclusive and exclusive dual \u2018we\u2019 forms (cf. scheibman, 2004). The\n\naim is to understand whether these talks are actually audience-oriented or if\n\nthere is a predominance of exclusive \u2018we\u2019 forms, emphasising the\n\nexperts\u2019/speakers\u2019 position. a second section will further analyse the\n\noccurrences of the we form depending on whether they are used in\n\ncombination with present, past, or future tense and with the English central\n\nmodals (can, cannot, could, could not, might, might not, must, shall, should, should not,\n\nwould, and would not). The aim is to understand if the we forms are mainly\n\nused by the speakers to talk about past events in which the audience is not\n\ninvolved, to introduce events occurring during the speech, or to discuss\n\nabout future plans involving the audience. finally, the study will focus on a\n\ncomparative analysis between the uses of the plural personal pronoun we\n\nand the singular personal pronoun \u2018I\u2019, to highlight their different distribution\n\nin the five groups of the corpus. The aim of this section is to understand\n\nwhether there is a predominance of one of the pronouns in a group and the\n\nreasons for such distributional variation. The \u2018I\u2019/\u2019we\u2019 ratio distribution would\n\nreveal which groups focus more on the creation of a sense of similarity and\n\nPaTTErns of CLUsIvITY In TED TaLks\n\nIb\u00e9rica 35 (2018): 119-144 123", "start_char_idx": 10120, "end_char_idx": 12979, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "cb0eae4f-4b74-4c98-ad6b-fca3668662de": {"__data__": {"id_": "cb0eae4f-4b74-4c98-ad6b-fca3668662de", "embedding": null, "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-137", "node_type": "4", "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "hash": "9b1d97b86c46a3a5cbc6272c61f4c531698bd2a5bbb2996049453d8694bbffea", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "4f447d90-4526-436f-8928-0774d5396708", "node_type": "1", "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "hash": "b0dea17185be592c0df020f95331f122f3bdcd357f01179192978808770e0a25", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "82c7f11a-d87c-4328-a790-499ad7ffbc40", "node_type": "1", "metadata": {}, "hash": "0630da2830bbd583dd218ff72207ef666d3f7707bc80f4c4f2b7ef01bf35236b", "class_name": "RelatedNodeInfo"}}, "text": "belongingness among the audience and which are more focused on\n\npersonally reporting the results of their studies, explaining their personal\n\ncontribution to a research.\n\nThe overall aim of the work is thus to understand how TED speakers use\n\npatterns of pronouns conveying inclusiveness as a linguistic strategy, to\n\ninteract with the audience and breach the expert/non-expert \u2018barrier\u2019, to\n\nbuild their image as experts, and to attempt to persuade lay audiences to take\n\non specific attitudes and behaviours. In the light of the above, using the\n\ncriteria of referentiality, modality, and tense to investigate the linguistic\n\npatterns featuring the pronoun \u2018we\u2019, the paper will enquire upon the\n\nmechanisms behind the conceptual representation of clusivity in TED Talks.\n\nThe study would like to contribute to the analysis of TED Talks as one of\n\nthe recent modalities in which science is being spirited away from the\n\nprivileged and elitist conference venues to the online reality, thereby creating\n\nan innovative forum that supports the development of new ideas. In other\n\nwords, the study looks into how TED speakers use the capacity of discourse\n\nto create a participatory relationship between the scientist and the\n\nbeneficiary of scientific information, to express judgments and to encourage\n\nthe audience to take up positions.\n\n2. Theoretical framework and corpus \n\nThis section describes the theoretical framework of the study, as well as the\n\nad hoc corpus on which the qualitative and quantitative analysis of this work\n\nhave been based.\n\n2.1. Theoretical Framework \n\nThe theoretical framework of the study draws upon scheibman\u2019s (2004)\n\ntheories on clusivity, a concept that indicates various aspects of inclusion\n\nand exclusion that are cognitively construed and linguistically encoded in\n\ndiscourse and conveyed through personal pronouns. In the analysis that\n\nfollows, particular emphasis is placed on the use of the pronoun we, which\n\nis quite problematic in that, as Pennycook (1994: 175) points out, \u201c[it] is\n\nalways [\u2026] a pronoun of solidarity and of rejection, of inclusion and\n\nexclusion\u201d. specifically, the paper will present a threefold analysis based on\n\nscheibman\u2019s methodology of coding conversational utterances, according to\n\nwhich personal pronouns can be classified for a variety of structural and\n\nGIUsEPPIna sCoTTo DI CarLo\n\nIb\u00e9rica 35 (2018): 119-144124\n\n\n\nfunctional features depending on referentiality and number\n\n(exclusive/inclusive and dual/plural), tense (present, past, future), and\n\nmodality. scheibman distinguishes five values used to code the personal\n\npronoun \u2018we\u2019: inclusive dual, inclusive plural, exclusive dual, exclusive plural,\n\nand generic, as summarised in Table 1 below:\n\nas can be seen in Table 1 above, the inclusive dual pattern refers to the\n\nspeaker and one addressee (\u2018I\u2019 + you singular); the exclusive dual refers to the\n\nspeaker and another person not directly addressed (\u2018I\u2019 + s/he/it); the\n\ninclusive plural pattern includes the speaker and more than one addressee (\u2018I\u2019\n\n+ you plural); and the exclusive plural refers to the speaker and more than one\n\nperson (\u2018I\u2019 + they). The study will analyse how TED speakers use linguistic\n\ncategories as a rhetorical strategy, to construct their relationship with their\n\naudiences, in the attempt of persuading lay audiences to accept what is being\n\nsaid, and perhaps modify their mindsets and behaviours pertaining to the\n\nissue presented during the talk. In order to do so, the work will be grounded\n\non Hyland\u2019s (2010: 117) concept of \u2018proximity\u2019:\n\nI use the term proximity here to refer to a writer\u2019s control of rhetorical\n\nfeatures which display both authority as an expert and a personal position\n\ntowards issues in an unfolding text. It involves responding to the context of\n\nthe text, particularly the readers who form part of that context, textually\n\nconstructing both the writer and the reader as people with similar\n\nunderstandings and goals.", "start_char_idx": 12983, "end_char_idx": 16965, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "82c7f11a-d87c-4328-a790-499ad7ffbc40": {"__data__": {"id_": "82c7f11a-d87c-4328-a790-499ad7ffbc40", "embedding": null, "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-137", "node_type": "4", "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "hash": "9b1d97b86c46a3a5cbc6272c61f4c531698bd2a5bbb2996049453d8694bbffea", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "cb0eae4f-4b74-4c98-ad6b-fca3668662de", "node_type": "1", "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "hash": "7d6de3ec403dad67211a202054c6e23c74effb347884fe9221ac08560e8db207", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "1e41c675-05f0-4047-b45a-fe369ed6338c", "node_type": "1", "metadata": {}, "hash": "68ef71bded584faf8087528033ec595988cd0a3353e535095626557c58cc60c1", "class_name": "RelatedNodeInfo"}}, "text": "In other words, proximity consists of linguistic features which reveal the\n\nspeaker\u2019s conception of the audience and the types of appeal used to\n\nPaTTErns of CLUsIvITY In TED TaLks\n\nIb\u00e9rica 35 (2018): 119-144 125\n\nGIUSEPPINA SCOTTO DI CARLO \n\nIb\u00e9rica 35 (2018): \u2026-\u2026 \n\nScheibman!s 2004 taxonomy of \u201cwe\u201d patterns, based on the value of referentiality \nType Context Example \n\nInclusive dual Speaker addressing a friend in the conversation We better go up to Dillards. \n\nInclusive plural Five family members celebrating one of their birthdays together We gotta get a picture. \n\nExclusive dual \nOne member of a couple referring to \nherself and her partner, speaking to a \ndinner guest \n\nWe read this great book. \n\nExclusive plural \nSpeaker referring to herself and her \nclassmates at the school where she is \nstudying to be a farrier \n\nWe have to put ointment \non \u2018em and stuff. \n\nGeneric2 Generic context- We take our air for granted. \n\nTable 1. Scheibman\u2019s (2004: 383) taxonomy of \u2018we\u2019 patterns of referentiality. \n\nAs can be seen in Table 1 above, the inclusive dual pattern refers to the speaker \nand one addressee (\u2018I\u2019 + you singular); the exclusive dual refers to the speaker \nand another person not directly addressed (\u2018I\u2019 + s/he/it); the inclusive plural \npattern includes the speaker and more than one addressee (\u2018I\u2019 + you plural); and \nthe exclusive plural refers to the speaker and more than one person (\u2018I\u2019 + they). \nThe study will analyse how TED speakers use linguistic categories as a \nrhetorical strategy, to construct their relationship with their audiences, in the \nattempt of persuading lay audiences to accept what is being said, and perhaps \nmodify their mindsets and behaviours pertaining to the issue presented during the \ntalk. In order to do so, the work will be grounded on Hyland\u2019s (2010: 117) \nconcept of \u2018proximity\u2019: \n\nI use the term proximity here to refer to a writer\u2019s control of rhetorical features \nwhich display both authority as an expert and a personal position towards issues \nin an unfolding text. It involves responding to the context of the text, particularly \nthe readers who form part of that context, textually constructing both the writer \nand the reader as people with similar understandings and goals. \n\nIn other words, proximity consists of linguistic features which reveal the \nspeaker\u2019s conception of the audience and the types of appeal used to persuade \nand engage with a specific audience (Crismore, 1989). In expert to non-expert \ncommunication, the speaker\u2019s perspective typically dominates over the discourse \nspace, creating a separation between him/her and the audience, which is \npragmatically evident in the speaker\u2019s utterances. However, in TED Talks, the \noriginal prospective may be occasionally shifted so that it becomes a shared in-\ngroup point of view, in an attempt to establish a bond with the potential \naudience. This is mainly conveyed through the use of inclusive \u2018we\u2019 forms, \nrather than with the first-person singular \u2018I\u2019 or with exclusive \u2018we\u2019 forms. \nInclusive pronouns construct audience involvement, making the listeners feel", "start_char_idx": 16967, "end_char_idx": 20071, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "1e41c675-05f0-4047-b45a-fe369ed6338c": {"__data__": {"id_": "1e41c675-05f0-4047-b45a-fe369ed6338c", "embedding": null, "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-137", "node_type": "4", "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "hash": "9b1d97b86c46a3a5cbc6272c61f4c531698bd2a5bbb2996049453d8694bbffea", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "82c7f11a-d87c-4328-a790-499ad7ffbc40", "node_type": "1", "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "hash": "07154d1f2ed86dd428ac27bb61ba136d856390737d231b0216023a95f3766175", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "25051ca9-025a-47de-8804-582c09e134d4", "node_type": "1", "metadata": {}, "hash": "225eeb5221e558941ce23701b539de1115ac8d52dc4e0032fb1508bb0e748f50", "class_name": "RelatedNodeInfo"}}, "text": "Inclusive pronouns construct audience involvement, making the listeners feel \n\n\n\npersuade and engage with a specific audience (Crismore, 1989). In expert to\n\nnon-expert communication, the speaker\u2019s perspective typically dominates\n\nover the discourse space, creating a separation between him/her and the\n\naudience, which is pragmatically evident in the speaker\u2019s utterances.\n\nHowever, in TED Talks, the original prospective may be occasionally shifted\n\nso that it becomes a shared in-group point of view, in an attempt to establish\n\na bond with the potential audience. This is mainly conveyed through the use\n\nof inclusive \u2018we\u2019 forms, rather than with the first-person singular \u2018I\u2019 or with\n\nexclusive \u2018we\u2019 forms. Inclusive pronouns construct audience involvement,\n\nmaking the listeners feel part of what is being said, as the speaker transmits\n\nthe message that \u2018You and I are alike\u2019.\n\nfinally, since the paper focuses on the interdiscursive nature of TED as a\n\nhybrid genre, its theoretical framework also draws on discourse analysis\n\nstudies and genre theory (Bhatia 2004, 2007, and 2012), which consider TED\n\nas a new pragmatic framework wherein \u201cprofessional writers [and speakers]\n\nuse the language to achieve the objectives of their professions\u201d (Bhatia,\n\n2012: 24), in a genre in which informational and promotional aims overlap,\n\nbuilding up the experts\u2019 identities and promoting their research \u2013 besides\n\ninforming lay audiences (Compagnone, 2015).\n\n2.2. Corpus \n\nThis theoretical background, which emphasises the strong correlation\n\nbetween linguistic and extralinguistic aspects involved in discourse analysis,\n\nhas been particularly useful for the analysis of the TED corpus under\n\nexamination. after a qualitative scrutiny of the corpus, the transcriptions of\n\nTED Talks presented in English in 20123 were collected as an electronic\n\ncorpus (hereinafter TED2012) of 154,390 tokens. It must be said that this\n\nselection is actually drawn from a major corpus of 1,386 TED Talks,\n\nelaborated for a research project of the Department of Modern Philology\n\nof the federico II University of naples (Italy)4.\n\nas the talks have been delivered by different types of experts (doctors,\n\npoliticians, literary men and women, artists, etc.), the corpus used for this\n\nwork has been classified into five macro areas, on the basis of an archive\n\navailable on the TED website5: arts and Design, Business, Education and\n\nCulture, Politics and Global issues, and science and technology, as can be\n\nseen in Table 2 below. \n\nGIUsEPPIna sCoTTo DI CarLo\n\nIb\u00e9rica 35 (2018): 119-144126\n\n\n\nThe quantitative analysis will mainly rely on the use of AntConc, a\n\nconcordancer developed by Laurence anthony (Waseda University of\n\nJapan6). Considering the nature of the information sought, automated\n\ninterrogations will be supplemented with manually retrieved data and\n\nqualitative analysis.\n\n3. Results and analyisis \n\n3.1. Inclusive and exclusive \u2018we\u2019 forms in \u201cTED2012\u201d \n\nTable 3 displays the distribution of inclusive and exclusive \u2018we\u2019 forms in the\n\ncorpus.\n\nPaTTErns of CLUsIvITY In TED TaLks\n\nIb\u00e9rica 35 (2018): 119-144 127\n\nPATTERNS OF CLUSIVITY \n\nIb\u00e9rica 35 (2018): \u2026-\u2026 \n\npart of what is being said, as the speaker transmits the message that \u2018You and I \nare alike\u2019. \n\nFinally, since the paper focuses on the interdiscursive nature of TED as a hybrid \ngenre, its theoretical framework also draws on discourse analysis studies and \ngenre theory (Bhatia 2004, 2007, and 2012), which consider TED as a new \npragmatic framework wherein \u201cprofessional writers [and speakers] use the \nlanguage to achieve the objectives of their professions\u201d (Bhatia, 2012: 24), in a \ngenre in which informational and promotional aims overlap, building up the \nexperts\u2019 identities and promoting their research \u2013 besides informing lay \naudiences (Compagnone, 2015). \n\n2.2.", "start_char_idx": 19995, "end_char_idx": 23851, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "25051ca9-025a-47de-8804-582c09e134d4": {"__data__": {"id_": "25051ca9-025a-47de-8804-582c09e134d4", "embedding": null, "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-137", "node_type": "4", "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "hash": "9b1d97b86c46a3a5cbc6272c61f4c531698bd2a5bbb2996049453d8694bbffea", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "1e41c675-05f0-4047-b45a-fe369ed6338c", "node_type": "1", "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "hash": "741fa073237c737db4b7fc421f0c7a6ea8e6d8d0d4336284921112b70af88114", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "107b30ca-3ade-4e83-8440-a65156b030a0", "node_type": "1", "metadata": {}, "hash": "8bad0ae4f035fcaaee7d6331e9220416a69613e149c522c69582de5997d859d7", "class_name": "RelatedNodeInfo"}}, "text": "2.2. Corpus \nThis theoretical background, which emphasises the strong correlation between \nlinguistic and extralinguistic aspects involved in discourse analysis, has been \nparticularly useful for the analysis of the TED corpus under examination. After a \nqualitative scrutiny of the corpus, the transcriptions of TED Talks presented in \nEnglish in 20123 were collected as an electronic corpus (hereinafter TED2012) \nof 154,390 tokens. It must be said that this selection is actually drawn from a \nmajor corpus of 1,386 TED Talks, elaborated for a research project of the \nDepartment of Modern Philology of the Federico II University of Naples (Italy)4. \n\nAs the talks have been delivered by different types of experts (doctors, \npoliticians, literary men and women, artists, etc.), the corpus used for this work \nhas been classified into five macro areas, on the basis of an archive available on \nthe TED website5: Arts and Design, Business, Education and Culture, Politics \nand Global issues, and Science and technology, as can be seen in Table 2 below. \n\nTED2012 Corpus \n\nField Abbreviation TED Talks Tokens \n\nArts and Design (AR/DS) 18 28,089 \n\nBusiness (BS) 6 9535 \n\nEducation and Culture (ED/CL) 17 34,240 \n\nPolitics and Global issues (POL/GL) 13 31,518 \n\nScience and technology (SC/TC) 30 51,008 \n\nTotal 84 154,390 \n\nTable 2. Corpus of TED Talks 2012. \n\nThe quantitative analysis will mainly rely on the use of AntConc, a concordancer \ndeveloped by Laurence Anthony (Waseda University of Japan6). Considering the GIUSEPPINA SCOTTO DI CARLO \n\nIb\u00e9rica 35 (2018): \u2026-\u2026 \n\nnature of the information sought, automated interrogations will be supplemented \nwith manually retrieved data and qualitative analysis. \n\n3. Results and analyisis \n\n3.1. Inclusive and exclusive \"we! forms in \u201cTED2012\u201d \nTable 3 displays the distribution of inclusive and exclusive \u2018we\u2019 forms in the \ncorpus. \n\nTable 3: Occurrences of inclusive and exclusive \u2018we\u2019 forms in TED2012. \n\nAs can be seen in Table 3 above, the contrastive analysis between the \noccurrences of inclusive and exclusive \u2018we\u2019 forms has revealed that the majority \n(57.90%) of the first-person plural utterances in the TED corpus express \ninclusivity (\u2018I\u2019 + you plural). This pattern serves the function of assuming shared \nknowledge, goals, beliefs, etc., including both the speaker and the entire TED \naudience, as can be seen in the examples provided below: \n\n1. Shame is an epidemic in our culture. And to get out from underneath it, to \nfind our way back to each other, we have to understand how it affects us and \n\nGIUSEPPINA SCOTTO DI CARLO \n\nIb\u00e9rica 35 (2018): \u2026-\u2026 \n\nnature of the information sought, automated interrogations will be supplemented \nwith manually retrieved data and qualitative analysis. \n\n3. Results and analyisis \n\n3.1. Inclusive and exclusive \"we! forms in \u201cTED2012\u201d \nTable 3 displays the distribution of inclusive and exclusive \u2018we\u2019 forms in the \ncorpus. \n\nInclusive and exclusive \u2018we\u2019 forms in TED2012 \n\nField \nPlural \ninclusive (n. \nTokens) \n\nPlural \nexclusive Dual exclusive \n\nArts and Design 134 147 21 \n\nBusiness 48 82 4 \n\nEducation and \nCulture 362 138 6 \n\nPolitics and Global \nissues 279 222 3 \n\nScience and \ntechnology 498 321 13 \n\nTotal (Tokens) 1321 910 447 \n\nTotal (Percentage) 57,90% 39,09% 22,06% \n\nTable 3: Occurrences of inclusive and exclusive \u2018we\u2019 forms in TED2012. \n\nAs can be seen in Table 3 above, the contrastive analysis between the \noccurrences of inclusive and exclusive \u2018we\u2019 forms has revealed that the majority \n(57.90%) of the first-person plural utterances in the TED corpus express \ninclusivity (\u2018I\u2019 + you plural).", "start_char_idx": 23847, "end_char_idx": 27469, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "107b30ca-3ade-4e83-8440-a65156b030a0": {"__data__": {"id_": "107b30ca-3ade-4e83-8440-a65156b030a0", "embedding": null, "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-137", "node_type": "4", "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "hash": "9b1d97b86c46a3a5cbc6272c61f4c531698bd2a5bbb2996049453d8694bbffea", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "25051ca9-025a-47de-8804-582c09e134d4", "node_type": "1", "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "hash": "a7d08e7502176be888414c6a459592f7d0c66a9ae5f12048c9b74e73a054d8e7", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "542993e2-d8f7-40a7-8bce-b5b3bb41ac42", "node_type": "1", "metadata": {}, "hash": "b149b0c93bfbe31f5f2496688ac10feaa2036af03da3b8a13575f1ad948881f9", "class_name": "RelatedNodeInfo"}}, "text": "This pattern serves the function of assuming shared \nknowledge, goals, beliefs, etc., including both the speaker and the entire TED \naudience, as can be seen in the examples provided below: \n\n1. Shame is an epidemic in our culture. And to get out from underneath it, to \nfind our way back to each other, we have to understand how it affects us and \n\n\n\nas can be seen in Table 3 above, the contrastive analysis between the\n\noccurrences of inclusive and exclusive \u2018we\u2019 forms has revealed that the\n\nmajority (57.90%) of the first-person plural utterances in the TED corpus\n\nexpress inclusivity (\u2018I\u2019 + you plural). This pattern serves the function of\n\nassuming shared knowledge, goals, beliefs, etc., including both the speaker\n\nand the entire TED audience, as can be seen in the examples provided\n\nbelow:\n\n1. shame is an epidemic in our culture. and to get out from underneath it,\n\nto find our way back to each other, we have to understand how it affects\n\nus and how it affects the way we\u2019re parenting, the way we\u2019re working, the\n\nway we\u2019re looking at each other. (Bren\u00e9 Brown: Listening to Shame-March\n\n2012)\n\n2. We overestimate our longevity, our career prospects. In short, we\u2019re more\n\noptimistic than realistic, but we are oblivious to the fact. Take marriage\n\nfor example. In the Western world, divorce rates are about 40 percent.\n\nThat means that out of five married couples, two will end up splitting\n\ntheir assets. But when you ask newlyweds about their own likelihood of\n\ndivorce, they estimate it at zero percent. (Tali sharot: The Optimism Bias-\n\nfebruary 2012)\n\nThe use of the inclusive \u2018we\u2019 in TED Talks evokes a sense of commonality\n\nbetween the speakers and their audience. This pattern constructs positive\n\npoliteness, making the audience feel involved in what is said, addressing\n\nthem as peers rather than apprentices. This aspect highlights one of the main\n\ndifferences between TED Talks and canonical academic conferences, which\n\nare characterised by a high frequency of the first-person singular pronoun \u2018I\u2019,\n\ndue to the major communicative purpose of presenting the speakers\u2019 own\n\nresearch claims and findings (Caliendo and Compagnone, 2014).\n\nfrom a rhetorical point of view, the \u201cintimate\u201d tone (Wales, 1996) and the\n\nsense of involvement of TED Talks tend to make the audience more\n\nreceptive to the speaker\u2019s claims. In fact, inclusive \u2018we\u2019 forms actually help\n\nthe speaker capture the audience\u2019s attention, trying to ensure that they feel\n\npart of a \u201cjoint enterprise\u201d (Quirk et al., 1985: 350). This strategic pattern\n\nallows speakers to introduce ideas and hypotheses, expecting the community\n\nto endorse them. Paraphrasing Hyland\u2019s (2001: 560) metaphor, while the talk\n\n\u201cis a shared journey of exploration for both the speaker and the audience, it\n\nis always the speaker who is leading the expedition\u201d, in the attempt of\n\nconvincing the audience on the ideas that are conveyed through the talk.\n\nGIUsEPPIna sCoTTo DI CarLo\n\nIb\u00e9rica 35 (2018): 119-144128", "start_char_idx": 27470, "end_char_idx": 30463, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "542993e2-d8f7-40a7-8bce-b5b3bb41ac42": {"__data__": {"id_": "542993e2-d8f7-40a7-8bce-b5b3bb41ac42", "embedding": null, "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-137", "node_type": "4", "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "hash": "9b1d97b86c46a3a5cbc6272c61f4c531698bd2a5bbb2996049453d8694bbffea", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "107b30ca-3ade-4e83-8440-a65156b030a0", "node_type": "1", "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "hash": "fd286f7a1a8a291ec46dd48dac2e424781da0ebc47d017dba62c2ff870b0cce0", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "93bfcfc7-67f1-4ad9-93a9-606811404423", "node_type": "1", "metadata": {}, "hash": "7af87fe38042b667aa2bf36c97f3377edc4b8d2ee28c6beb0b2fd40864c04ba7", "class_name": "RelatedNodeInfo"}}, "text": "Exclusive \u2018we\u2019 forms (\u2018I\u2019 + they) rank second in frequency (39.90%) among\n\nthe various semantic references of the first-person plural \u2018we\u2019. This pattern\n\nconveys the idea that the speaker refers to him/herself and other referents\n\nthat are not part of the audience; for instance in:\n\n3. so we see a lot of this. When we have a workshop or when we have\n\nclients in to work with us side by side, eventually we get to the point in\n\nthe process that\u2019s fuzzy or unconventional. [\u2026]\u00a0 When we track them\n\ndown and ask them what\u2019s going on, they say something like, \u201cI\u2019m just\n\nnot the creative type\u201d. But we know that\u2019s not true. (David kelley: How\n\nto Build your Creative Confidence-March 2012)\n\n4. We\u2019re gathering thousands of interactions per student per class, billions\n\nof interactions altogether, and now we can start analysing that, and when\n\nwe learn from that, do experimentations that\u2019s when the real revolution\n\nwill come. and you\u2019ll be able to see the results from a new generation of\n\namazing students. (Lisa kristine: Photos that Bear Witness to Modern Slavery-\n\nJanuary 2012)\n\nsimilar to what happens in academic contexts, the exclusive \u2018we\u2019 form is used\n\nin TED Talks with a \u201crepresentation-of-group function\u201d (rounds, 1987;\n\nCaliendo and Compagnone, 2014). The pronoun allows the speakers to\n\nsignal their belonging to an academic or research community, so as to build\n\ntheir image as experts. It is interesting to note that the majority of exclusive\n\n\u2018we\u2019 forms are distributed among the sub-group of science and technology\n\ntalks, and they perform the discourse function of explaining research\n\nprocesses. In this sub-group, exclusive \u2018we\u2019 is used to propose theories or\n\napproaches, state a goal, show results or findings, conveying the speakers\u2019\n\ncommitment and personal contributions to their field of research.\n\na limited percentage (2.06%) of we forms can be coded as dual exclusive (\u2018I\u2019\n\n+ s/he/it). This means that the speaker talks about him/herself and another\n\nreferent, which is not part of the audience, as in:\n\n5. and I said, \u201cLet me ask you something\u201d. and she said, \u201cYeah\u201d. and I\n\nsaid, \u201cDo you remember when we were in college and really wild and\n\nkind of dumb\u201d? and she said, \u201cYeah\u201d. and I said, \u201cremember when\n\nwe\u2019d leave a really bad message on our ex-boyfriend\u2019s answering\n\nmachine? Then we\u2019d have to break into his dorm room and then erase\n\nthe tape?\u201d and she goes, \u201cUh... no\u201d. (Bren\u00e9 Brown: Listening to Shame-\n\nMarch 2012)\n\nPaTTErns of CLUsIvITY In TED TaLks\n\nIb\u00e9rica 35 (2018): 119-144 129", "start_char_idx": 30467, "end_char_idx": 33005, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "93bfcfc7-67f1-4ad9-93a9-606811404423": {"__data__": {"id_": "93bfcfc7-67f1-4ad9-93a9-606811404423", "embedding": null, "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-137", "node_type": "4", "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "hash": "9b1d97b86c46a3a5cbc6272c61f4c531698bd2a5bbb2996049453d8694bbffea", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "542993e2-d8f7-40a7-8bce-b5b3bb41ac42", "node_type": "1", "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "hash": "77db62fb084b8bf7fb8328a24275e3f6e1e7b790c519573a21c92c61acbe9737", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "6b0b52a0-b026-42f2-910f-9b9ac30699db", "node_type": "1", "metadata": {}, "hash": "1f6951668fe3ea07a3372761739807f1c464fb7a1afd379fe612a431ea665c64", "class_name": "RelatedNodeInfo"}}, "text": "6. In nature\u2019s Great Events, a series for the BBC that I did with David\n\nattenborough, we wanted to do just that. Images of grizzly bears are\n\npretty familiar. You see them all the time, you think. But there\u2019s a whole\n\nside to their lives that we hardly ever see and had never been filmed. so\n\nwhat we did, we went to alaska (karen Bass: Unseen Footage, Untamed\n\nNature-May 2012 ) \n\nThis form is included in TED Talks to give credit to contributors who had\n\nbeen personally involved in a research or in a life experience with the\n\nspeaker, but were not attending the conference.\n\nTable 3 does not include dual inclusives (\u2018I\u2019 + you singular), as there were no\n\noccurrences in the corpus. This is because the speaker does not address a\n\nsingle individual, but the audience as a whole.\n\nThus, summarising the results illustrated in Table 3 on the first-person plural\n\n\u2018we\u2019 in terms of referentiality, it can be said that the major use of inclusive\n\n\u2018we\u2019 instead of exclusive \u2018we\u2019 forms confirms TED Talks\u2019 characteristic of\n\ncreating a direct contact between the speaker and the audience. Inclusive \u2018we\u2019\n\npersonalises the text, helping the speaker construct a bond with the\n\naudience. It breaches the barrier between experts and audience that is usually\n\nperceived in \u2018canonical\u2019 popularising genres.\n\n3.2. \u201cWe + present, past, and future tense\u201d patterns \n\nWith reference to the second section of the analysis, the rhetorical strategy\n\nof using inclusive \u2018we\u2019 patterns as a means to create a connection between\n\nthe speaker and the audience has been further confirmed by the analysis of\n\nthe tenses and modal verbs used in conjunction with inclusive/exclusive\n\n\u2018we\u2019 forms. The occurrences of the first-person plural were further\n\nanalysed on the basis of their combination with present, past, and future\n\ntense, as can be seen in Table 4, to verify the existence of a predominant\n\npattern of inclusive/exclusive \u2018we\u2019 forms in combination with a specific\n\nverb tense.\n\nGIUsEPPIna sCoTTo DI CarLo\n\nIb\u00e9rica 35 (2018): 119-144130\n\n\n\nIn almost half of the instances (42.05%), the present tense is used in\n\ninclusive \u2018we\u2019 forms, for example:\n\n7. We\u2019re born problem solvers. We\u2019re compelled to deduce\u00a0and to deduct,\n\nbecause that\u2019s what we do in real life. It\u2019s this well-organised absence of\n\ninformation that draws us in. There\u2019s a reason that we\u2019re all attracted to\n\nan infant or a puppy. (andrew stanton: The Clues to a Great Story-february\n\n2012)\n\n8. We\u2019re, in a sense, failing to act in the future. We\u2019re purposefully,\n\nconsciously being laggards. We\u2019re lagging behind. frantz fanon, who was\n\na psychiatrist from Martinique, said, \u201cEach generation must, out of\n\nrelative obscurity, discover its mission, and fulfil or betray it.\u201d What is our\n\nmission? What do we have to do? I think our mission is to reconcile, to\n\nreintegrate science and the arts, because right now there\u2019s a schism that\n\nexists in popular culture. You know, people have this idea that science and\n\nthe arts are really separate. We think of them as separate and different\n\nthings, and this idea was probably introduced centuries ago, but it\u2019s really\n\nbecoming critical now, because we\u2019re making decisions about our\n\nsociety every day that, if we keep thinking that the arts are separate\n\nfrom the sciences, and we keep thinking it\u2019s cute to say, \u201cI don\u2019t\n\nunderstand anything about this one, I don\u2019t understand anything about\n\nthe other one,\u201d then we\u2019re going to have problems. (Mae Jemison: Teaching\n\nArts and Sciences Together-february 2002)\n\nThe reason for such a pattern could be that, in these cases, inclusive \u2018we\u2019 is\n\nused as a rhetorical strategy to highlight the sense of inclusiveness and\n\nsimilarity between the speaker and the audience as the talk takes place, in\n\norder to convince them about the speaker\u2019s claims.", "start_char_idx": 33009, "end_char_idx": 36817, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "6b0b52a0-b026-42f2-910f-9b9ac30699db": {"__data__": {"id_": "6b0b52a0-b026-42f2-910f-9b9ac30699db", "embedding": null, "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-137", "node_type": "4", "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "hash": "9b1d97b86c46a3a5cbc6272c61f4c531698bd2a5bbb2996049453d8694bbffea", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "93bfcfc7-67f1-4ad9-93a9-606811404423", "node_type": "1", "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "hash": "54f96d8fd30f7d2321ce3147a34bf4624179245f97bfe0c6bde8ee7b17956c0b", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "549154e1-8649-4540-aac0-26e01aa8c4ce", "node_type": "1", "metadata": {}, "hash": "3f5ad3d8e292eafc98ceb5b79c018ac068b9b8b764cd735bb49c5693787b3991", "class_name": "RelatedNodeInfo"}}, "text": "specifically, the high\n\nincidence of inclusive \u2018we\u2019 with present tense is used to indicate universal\n\nPaTTErns of CLUsIvITY In TED TaLks\n\nIb\u00e9rica 35 (2018): 119-144 131\n\nPATTERNS OF CLUSIVITY \n\nIb\u00e9rica 35 (2018): \u2026-\u2026 \n\nspeaker and the audience has been further confirmed by the analysis of the tenses \nand modal verbs used in conjunction with inclusive/exclusive \u2018we\u2019 forms. The \noccurrences of the first-person plural were further analysed on the basis of their \ncombination with present, past, and future tense, as can be seen in Table 4, to \nverify the existence of a predominant pattern of inclusive/exclusive \u2018we\u2019 forms \nin combination with a specific verb tense. \n\nPatterns of \u2018We\u2019 + Present, Past, and Future Tense \n\nTense \nInclusive \u2018we\u2019 % \n\n( n= 1132) \n\nExclusive \u2018we\u2019 \n\n% (n= 809) \n\nDual exclusive \n\n% ( n= 43) \n\nPresent 42,50% 15,30% 0,80% \n\nPast 5,09% 19, 07% 0,90% \n\nFuture 2,19% 1,14% 0,10% \n\nTable 4: Patterns of !we\u2019 + present, past, and future tense. \n\nIn almost half of the instances (42.05%), the present tense is used in inclusive \n\u2018we\u2019 forms, for example: \n\n7. We\u2019re born problem solvers. We\u2019re compelled to deduce and to deduct, \nbecause that\u2019s what we do in real life. It\u2019s this well-organised absence of \ninformation that draws us in. There\u2019s a reason that we\u2019re all attracted to an \ninfant or a puppy. (Andrew Stanton: The Clues to a Great Story-February \n2012) \n\n8. We\u2019re, in a sense, failing to act in the future. We\u2019re purposefully, \nconsciously being laggards. We\u2019re lagging behind. Frantz Fanon, who was a \npsychiatrist from Martinique, said, \u201cEach generation must, out of relative \nobscurity, discover its mission, and fulfil or betray it.\u201d What is our mission? \nWhat do we have to do? I think our mission is to reconcile, to reintegrate \nscience and the arts, because right now there's a schism that exists in popular \nculture. You know, people have this idea that science and the arts are really \nseparate. We think of them as separate and different things, and this idea was \nprobably introduced centuries ago, but it\u2019s really becoming critical now, \nbecause we're making decisions about our society every day that, if we \nkeep thinking that the arts are separate from the sciences, and we keep \nthinking it's cute to say, \u201cI don't understand anything about this one, I don't \nunderstand anything about the other one,\u201d then we\u2019re going to have \nproblems. (Mae Jemison: Teaching Arts and Sciences Together-February \n2002) \n\nThe reason for such a pattern could be that, in these cases, inclusive \u2018we\u2019 is used \nas a rhetorical strategy to highlight the sense of inclusiveness and similarity", "start_char_idx": 36818, "end_char_idx": 39441, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "549154e1-8649-4540-aac0-26e01aa8c4ce": {"__data__": {"id_": "549154e1-8649-4540-aac0-26e01aa8c4ce", "embedding": null, "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-137", "node_type": "4", "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "hash": "9b1d97b86c46a3a5cbc6272c61f4c531698bd2a5bbb2996049453d8694bbffea", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "6b0b52a0-b026-42f2-910f-9b9ac30699db", "node_type": "1", "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "hash": "aa2ded61f31d6af04c24a3fc665b89e3ab8ad86667b60615bd89e2994fffd018", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "88f24f5e-4dad-404b-89ec-4370788ab9b8", "node_type": "1", "metadata": {}, "hash": "86658b5981b76bb75326e54a9ca2cf1c812d7ac239528823a0c7809215d3fe84", "class_name": "RelatedNodeInfo"}}, "text": "human qualities (Example 7) or shared experiences, as in Example 8. as the\n\npassage refers to the mission of each generation of people, the inclusive \u2018we\u2019\n\ncould be interpreted to refer to the fact that both the speaker and his/her\n\nlisteners belong to the same present generation.\n\nWith reference to the \u201cwe + future tense\u201d pattern, 2.19% of future tenses\n\nintroduced by \u2018we\u2019 subjects express an inclusive meaning:\n\n9. I believe that, despite the fact that it is so dramatic and so beautiful and\n\nso inspiring and so stimulating, we will ultimately not be judged by\n\nour technology, we won\u2019t be judged by our design, we won\u2019t be judged\n\nby our intellect and reason. (raghava kk: What\u2019s your 200-Year Plan?-\n\napril 2012)\n\n10. We need mathematicians to come in and simulate this, to do Monte\n\nCarlo things to understand how these tools combine and work together.\n\nof course we need drug companies to give us their expertise. We need\n\nrich-world governments to be very generous in providing aid for these\n\nthings. and so as these elements come together, I\u2019m quite optimistic\n\nthat we will be able to eradicate malaria. (Bill Gates: Mosquitos, Malaria\n\nand Education-february 2009)\n\nThe reason for such a pattern may be found in the proactive purpose of\n\nTED Talks, which encourage the audience to make changes in everyday life,\n\nspreading the ideas presented during the TED Conferences. While the \u201cwe\n\n+ present tense\u201d pattern creates a common ground between the speaker and\n\nthe audience, the \u201cwe + present tense\u201d pattern tries to persuade the audience\n\nto take on specific attitudes and behaviours. It is used as a rhetorical strategy\n\nto make the audience feel part of a common project of changes that would\n\nbe beneficial to the whole community.\n\nWith reference to the \u2018we + past tense\u2019 pattern, 19.07% of all past tense\n\npredicates present exclusive \u2018we\u2019 subjects, compared to only 5.09% of\n\ninclusives; for instance in:\n\n11. In our earliest days at Pixar, before we truly understood the invisible\n\nworkings of story, we were simply a group of guys just going on our\n\ngut, going on our instincts. You\u2019ve got to remember that in this time of\n\nyear, 1993, what was considered a successful animated picture was \u201cThe\n\nLittle Mermaid\u201d, \u201cBeauty and the Beast\u201d, \u201caladdin\u201d, \u201cLion king\u201d.\n\n(andrew stanton: The Clues to a Great Story-March 2012)\n\n12. I wanted to fix this. I got a friend of mine, an engineer, and three other\n\nGIUsEPPIna sCoTTo DI CarLo\n\nIb\u00e9rica 35 (2018): 119-144132", "start_char_idx": 39446, "end_char_idx": 41933, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "88f24f5e-4dad-404b-89ec-4370788ab9b8": {"__data__": {"id_": "88f24f5e-4dad-404b-89ec-4370788ab9b8", "embedding": null, "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-137", "node_type": "4", "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "hash": "9b1d97b86c46a3a5cbc6272c61f4c531698bd2a5bbb2996049453d8694bbffea", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "549154e1-8649-4540-aac0-26e01aa8c4ce", "node_type": "1", "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "hash": "0c021d238ca00dbfac00679a7fe8257b090a096302ec150c8ff611ffe215c2ad", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "dda0a8d4-117a-4308-973b-c9a66bb54375", "node_type": "1", "metadata": {}, "hash": "942609588de5d71f48506e86fa49692276bf3b8e1785d0d29ef8ad0200fbc3a8", "class_name": "RelatedNodeInfo"}}, "text": "doctors -abhishek joined the team- and we wanted to solve this\n\nproblem. (Myshkin Ingawale: A Blood Test without Bleeding-february 2012)\n\nThe higher frequency of exclusive predicates occurrence in the past tense\n\nover that of inclusive predicates suggests that this structure participates less\n\nin interpersonal negotiations and more in direct assertion than inclusive\n\nclauses do. When using exclusive \u2018we\u2019 forms, speakers typically refer to an\n\ninstitutional group such as a university affiliation or a place of employment,\n\nand so, the main function of exclusive \u2018we\u2019 forms in TED Talks is to recount\n\nand summarise research or life experiences that the speaker wants to recount\n\nand share with the audience. This aspect is further confirmed through the\n\nanalysis of the patterns we in combination with modal auxiliary verbs in\n\nsection 3.3.\n\n3.3. \u201cWe + modal verbs\u201d patterns \n\nTable 5 below summarises the distributional properties of utterances with\n\nmodals in the corpus.\n\nPaTTErns of CLUsIvITY In TED TaLks\n\nIb\u00e9rica 35 (2018): 119-144 133\n\nGIUSEPPINA SCOTTO DI CARLO \n\nIb\u00e9rica 35 (2018): \u2026-\u2026 \n\nDistributional Properties of \"We\u2019 + Modal Auxiliary Verbs \n\nModals \nInclusive \u2018we\u2019 \n\n% (n=186) \n\nExclusive \u2018we\u2019 \n\n% (n=101) \nDual exclusive \u2018we\u2019 \n\n% (n=4) \nTotal \n\n% (n=291) \n\nCan 31,20% 20,20% 0,30% 51,80 % \n\nCannot 5,10% 2,40% 0% 7,50% \n\nCould 10,90% 1,70% 0,30% 13,05% \n\nCould not 0,30% 1,70% 0% 2,06% \n\nMight 1,0% 0,30% 0% 1,30% \n\nMight not 0% 0% 0% 0%% \n\nMust 0,60% 0,30% 0% 1,0% \n\nMust not 0% 0% 0% 0% \n\nShall 1,0% 0% 0% 1,0% \n\nShould 5,40% 0,30% 0,30% 6,10% \n\nShould not 0% 0% 0% 0% \n\nWould 3,40% 7,20% 0,30% 12,02% \n\nTable 5: Distributional properties of !we\u2019 + modal auxiliary verbs.", "start_char_idx": 41937, "end_char_idx": 43670, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "dda0a8d4-117a-4308-973b-c9a66bb54375": {"__data__": {"id_": "dda0a8d4-117a-4308-973b-c9a66bb54375", "embedding": null, "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-137", "node_type": "4", "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "hash": "9b1d97b86c46a3a5cbc6272c61f4c531698bd2a5bbb2996049453d8694bbffea", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "88f24f5e-4dad-404b-89ec-4370788ab9b8", "node_type": "1", "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "hash": "2bbadb210976a669c7fbbc917f9d498eeda119b52149d49804d7fc42c55784bf", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "0bae8bf6-87e7-45f4-b0bb-229a5ca455de", "node_type": "1", "metadata": {}, "hash": "79d86395ea43b01ea50fc054f850b3acc03509799c4a3003e250ed39ff53ac97", "class_name": "RelatedNodeInfo"}}, "text": "The most frequent modals in the corpus are can (51.08%), could (13.05%),\n\nand would (12.02%). similarly to the patterns \u2018we + present\u2019, \u2018we + past\u2019, or\n\n\u2018we + future\u2019, the percentage of utterances containing central modals is more\n\nnumerous for inclusive tokens (63.90%) than for exclusive uses (34.70%).\n\nonly 1.30% of modal verb forms are used in dual exclusive patterns. some\n\nexamples of the main modal patterns \u2018we + can\u2019, \u2018we + could\u2019, and \u2018we +\n\nwould\u2019 are provided below.\n\n(i) Inclusive \u2018we + can\u2019:\n\n13. But somehow we can insulate ourselves from this problem. It\u2019s not\n\nour problem. It\u2019s not our burden. It\u2019s not our struggle. (Bryan\n\nstevenson: W e Need to Talk about an Injustice-March 2012)\n\n(ii) Exclusive \u2018we + can\u2019: \n\n14. We\u2019re americans, we can\u2019t just stand there, we have to do something.\n\nWe can compute that during the game. and we can use that to sort\n\nof carve up the behaviour. (Ivan oransky: Are we Over-medicalized?- april\n\n2012)\n\n(iii) Dual Exclusive \u2018we + can\u2019: \n\n15. \u201cMommy, can we come back tomorrow?\u201d (David kelley: How to Build\n\nyour Creative Confidence-March 2012)\n\n(iv) Inclusive \u2018we + could\u2019: \n\n16. What if we could make energy do our work without working our\n\nGIUsEPPIna sCoTTo DI CarLo\n\nIb\u00e9rica 35 (2018): 119-144134\n\nGIUSEPPINA SCOTTO DI CARLO \n\nIb\u00e9rica 35 (2018): \u2026-\u2026 \n\nWould 3,40% 7,20% 0,30% 12,02% \n\nWould not 0% 0% 0% 0% \n\nMay not 0% 0% 0% 0% \n\nMay 5,40% 0,30% 0% 3,70% \n\nOught to 1,0% 0% 0% 1,0% \n\nTotal 63,90% 34,70% 1,30% 291 \n\nTable 5: Distributional properties of !we\u2019 + modal auxiliary verbs.", "start_char_idx": 43675, "end_char_idx": 45227, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "0bae8bf6-87e7-45f4-b0bb-229a5ca455de": {"__data__": {"id_": "0bae8bf6-87e7-45f4-b0bb-229a5ca455de", "embedding": null, "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-137", "node_type": "4", "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "hash": "9b1d97b86c46a3a5cbc6272c61f4c531698bd2a5bbb2996049453d8694bbffea", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "dda0a8d4-117a-4308-973b-c9a66bb54375", "node_type": "1", "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "hash": "b38b6de4b266e72aed2b725e228cac532c7a03e2aefb9f62e0aca380a6d55884", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "044b0a10-bd50-427f-b291-defe94da0546", "node_type": "1", "metadata": {}, "hash": "02207ba3ea2c4bde0fd35980703df4cde5aa3008bdd645b5c5d83047e6e78f31", "class_name": "RelatedNodeInfo"}}, "text": "undoing? Could we have fuel without fear? Could we reinvent fire?\n\n(amory Lovins: A 40-Year Plan for Energy-March 2012)\n\n(v) Exclusive \u2018we + could\u2019: \n\n17. and we could not find 25 girls in high school. all of these girls went\n\nto the gold mine, and they were predominantly prostitutes doing other\n\nthings. (Leymah Gbowee: Unlock the Intelligence, Passion, Greatness of Girls-\n\nMarch 2012)\n\n(vi) Dual Exclusive \u2018we + could\u2019: \n\n18. I was giving some lectures in Germany about the death penalty. It was\n\nfascinating because one of the scholars stood up after the presentation\n\nand said, \u201cWe don\u2019t have the death penalty in Germany. and of course,\n\nwe could never have the death penalty in Germany\u201d. (Bryan\n\nstevenson: We Need to Talk about an Injustice-March 2012).7\n\n(vii) Inclusive \u2018we + would\u2019: \n\n19. Without the optimism bias, we would all be slightly depressed. People\n\nwith mild depression, they don\u2019t have a bias when they look into the\n\nfuture. They\u2019re actually more realistic than healthy individuals. (Tali\n\nsharot: The Optimism Bias-february 2012)\n\n(viii)Exclusive \u2018we + would\u2019: \n\n20. But now we would like you to put Joey through some paces. and plant.\n\nThank you. and now just\u2026 all the way from sunny California we have\n\nZem Joaquin who\u2019s going to ride the horse for us. (Handspring Puppet\n\nCo.: The Genius Puppetry behind War Horse-March 2011)\n\n(ix) Exclusive Dual \u2018we + would\u2019: \n\n21. We would have calibrated the difficulty level of the puzzles to your\n\nexpertise. (Baba shiv: Sometimes It\u2019s Good to Give up the Driver\u2019s Seat-May\n\n2012)\n\nThere is also another aspect that can explain the predominance of inclusive\n\n\u2018we\u2019 forms in conjunction with modal auxiliary verbs. Predicates with modal\n\nauxiliaries in inclusive utterances highlight the speaker\u2019s stance or\n\ncommitment towards a proposition. for instance:\n\nPaTTErns of CLUsIvITY In TED TaLks\n\nIb\u00e9rica 35 (2018): 119-144 135", "start_char_idx": 45232, "end_char_idx": 47128, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "044b0a10-bd50-427f-b291-defe94da0546": {"__data__": {"id_": "044b0a10-bd50-427f-b291-defe94da0546", "embedding": null, "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-137", "node_type": "4", "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "hash": "9b1d97b86c46a3a5cbc6272c61f4c531698bd2a5bbb2996049453d8694bbffea", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "0bae8bf6-87e7-45f4-b0bb-229a5ca455de", "node_type": "1", "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "hash": "c5fe010259b7efe80ca0e0f9768e53de6ccb681adf04166ab0fcb07f71392df2", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "eed1062e-f3de-40dc-9062-50bcafe36b91", "node_type": "1", "metadata": {}, "hash": "68d93d26c170dc8af40bdfd36ca11d3b5b2ec1e18c14b68c6f5f09a21142ebaa", "class_name": "RelatedNodeInfo"}}, "text": "22. and when it comes to leadership, introverts are routinely passed over\n\nfor leadership positions, even though introverts tend to be very careful,\n\nmuch less likely to take outsize risks, which is something we might all\n\nfavor nowadays. an interesting research by adam Grant at the Wharton\n\nschool has found that introverted leaders often deliver better outcomes\n\nthan extroverts do, because when they are managing proactive\n\nemployees, they\u2019re much more likely to let those employees run with\n\ntheir ideas. (susan Cain: The Power of Introverts-february 2012)\n\n23. We\u2019re going to devote enormous social resources to punishing the\n\npeople who commit those crimes, and that\u2019s appropriate, because we\n\nshould punish people who do bad things. But three of those crimes\n\nare preventable. But three of those crimes are preventable. If we make\n\nthe picture bigger and devote our attention to the earlier chapters, then\n\nwe\u2019re never going to write the first sentence that begins the death\n\npenalty story. Thank you. (David r. Dow: Lessons from Death Row\n\nInmates-february 2012)\n\nThe properties of these first-person plural patterns demonstrate that when\n\nTED speakers use inclusive \u2018we\u2019, they are sensitive to the interpersonal stakes\n\ninvolved in negotiating consensus for their assertions in the same ways that\n\nmotivate them to mediate assertions towards addressees by using inclusive\n\n\u2018we\u2019 forms. on the opposite, the fact that exclusive predicates are less likely\n\nto include modal elements than their inclusive counterparts suggests that\n\nthese structures participate less in interpersonal negotiations (avraamidou\n\nand osborne, 2009; Dahlstrom, 2014). Thus, it can be said that these talks\n\ntend to involve the audience, breaching the typical barrier that could be\n\nperceived between the scientific community and the audience. This is\n\nevidenced by the use of inclusive \u2018we\u2019 more than exclusive forms, and\n\nfurther by the use of present tense used in combination with inclusive \u2018we\u2019\n\nforms, to stress the shared background between the speaker and the\n\naudience. Moreover, the use of future tense invites the audience to become\n\nactually part of change, through concrete participation. These patterns seem\n\nto be used as a rhetorical strategy to make the audience feel part of a\n\ncommon project of changes involving the whole community.\n\nTo further analyse the interaction between the audience and TED speakers,\n\nthe next section will focus on a contrastive analysis between the uses of the\n\nfirst-person plural pronoun we and the first singular person \u2018I\u2019 in the 2012\n\ncorpus. The aim is to understand how TED speakers further negotiate their\n\nrole as experts during TED Talks.\n\nGIUsEPPIna sCoTTo DI CarLo\n\nIb\u00e9rica 35 (2018): 119-144136", "start_char_idx": 47132, "end_char_idx": 49881, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "eed1062e-f3de-40dc-9062-50bcafe36b91": {"__data__": {"id_": "eed1062e-f3de-40dc-9062-50bcafe36b91", "embedding": null, "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-137", "node_type": "4", "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "hash": "9b1d97b86c46a3a5cbc6272c61f4c531698bd2a5bbb2996049453d8694bbffea", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "044b0a10-bd50-427f-b291-defe94da0546", "node_type": "1", "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "hash": "d713913cc1e3c1942669cdbacbe008c59faa2703e026894e0feb6d00d8b45737", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "2f27594a-74cf-4668-9df9-bfdcc0db64e7", "node_type": "1", "metadata": {}, "hash": "2da940e8f58c5d0e746618ef35b627f758852046b5ef0f3b434b993ceb2860e8", "class_name": "RelatedNodeInfo"}}, "text": "3.4. First-person singular \u2018I\u2019 patterns \n\nfor a contrastive analysis between the patterns of first-person singular and\n\nplural, the corpus was scrutinised in order to distinguish the occurrences of\n\n\u2018we\u2019 and \u2018I\u2019, dividing them on the basis of the five groups which constitute\n\nthe corpus: arts and design, Business, Culture and Education, Global Issues\n\nand Politics, and sciences and Technology, as reported in Table 6 below.\n\nComparing the total number of occurrences of \u2018I\u2019 and \u2018we\u2019, it can be seen\n\nthat the latter is the prevalent pronoun, with 2,278 we forms vs. 1,253 I\n\nforms, with a ratio of 1.81.\n\nThe first-person singular \u2018I\u2019 is used to either address the audience and to\n\nspeak about the speaker\u2019s position as an expert, as can be seen in the\n\nexamples (Examples 24-26) below.\n\n24. so my name is Taylor Wilson. I am 17 years old and I am a nuclear\n\nphysicist, which may be a little hard to believe, but I am. and I would\n\nlike to make the case that nuclear fusion will be that point, that the\n\nbridge that T. Boone Pickens talked about will get us to. so nuclear\n\nfusion is our energy future. and the second point, making the case that\n\nkids can really change the world. (Taylor Wilson: Yup, I Built a Nuclear\n\nFusion Reactor-March 2012)\n\nPaTTErns of CLUsIvITY In TED TaLks\n\nIb\u00e9rica 35 (2018): 119-144 137\n\nPATTERNS OF CLUSIVITY \n\nIb\u00e9rica 35 (2018): \u2026-\u2026 \n\nperson plural pronoun we and the first singular person \u2018I\u2019 in the 2012 corpus. The \naim is to understand how TED speakers further negotiate their role as experts \nduring TED Talks. \n\n3.4. First-person singular \u2018I\u2019 patterns \nFor a contrastive analysis between the patterns of first-person singular and \nplural, the corpus was scrutinised in order to distinguish the occurrences of \u2018we\u2019 \nand \u2018I\u2019, dividing them on the basis of the five groups which constitute the corpus: \nArts and design, Business, Culture and Education, Global Issues and Politics, \nand Sciences and Technology, as reported in Table 6 below. \n\nPatterns of \u2018we\u2019 and \u2018I\u2019 TED 2012 \n\nFields of expertise \nInclusive \u2018we\u2019 \n\n% (n=1321) \n\nExclusive \u2018we\u2019 \n\n% (n=910) \n\nExclusive Dual \n\n% (n=47) \n\nTotal \u2018we\u2019 \n\n% (n=2278) \n\n!I\" \n\n% (n=1253) \n\nArts and Design 10,10% 16,10% 44,60% 13,20% 18,1% \n\nBusiness 3,60% 9,0% 8,50% 5,80% 6,50% \n\nCulture and \nEducation 27,40% 15,10% 12,70% 22,20% 22,30% \n\nGlobal and \nPolitics 21,10% 24,30% 6,30% 9,80% 19,80% \n\nScience and \nTechnology 34,90% 33,07% 7,60% 34,06% 32,6% \n\nTable 6: Occurrences of \u2018we\u2019 and \u2018I\u2019 forms. \n\nComparing the total number of occurrences of \u2018I\u2019 and \u2018we\u2019, it can be seen that \nthe latter is the prevalent pronoun, with 2,278 we forms vs. 1,253 I forms, with a \nratio of 1.81. \n\nThe first-person singular \u2018I\u2019 is used to either address the audience and to speak \nabout the speaker\u2019s position as an expert, as can be seen in the examples \n(Examples 24-26) below. \n\n24. So my name is Taylor Wilson. I am 17 years old and I am a nuclear \nphysicist, which may be a little hard to believe, but I am. And I would like to \nmake the case that nuclear fusion will be that point, that the bridge that T. \nBoone Pickens talked about will get us to. So nuclear fusion is our energy", "start_char_idx": 49885, "end_char_idx": 53049, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "2f27594a-74cf-4668-9df9-bfdcc0db64e7": {"__data__": {"id_": "2f27594a-74cf-4668-9df9-bfdcc0db64e7", "embedding": null, "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-137", "node_type": "4", "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "hash": "9b1d97b86c46a3a5cbc6272c61f4c531698bd2a5bbb2996049453d8694bbffea", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "eed1062e-f3de-40dc-9062-50bcafe36b91", "node_type": "1", "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "hash": "b1c2f47b790177ff6ba695d7b978b01e2d4ac3611e7cc785c8241dd3f7c288e5", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "4a68a109-3f20-46f4-ac01-6563547dc287", "node_type": "1", "metadata": {}, "hash": "704421fae3881568adfcb6fba4ff8b3a5d596694fe9323c2e0457d18d90fc8c6", "class_name": "RelatedNodeInfo"}}, "text": "25. I don\u2019t know if you know albert Bandura. But if you go to Wikipedia,\n\nit says that he\u2019s the fourth most important psychologist in history - like\n\nfreud, skinner, somebody and Bandura. and so I went to see\n\nhim\u00a0because he has just worked on phobias for a long time, which I\u2019m\n\nvery interested in. He had developed this way, this kind of\n\nmethodology, that ended up curing people in a very short amount of\n\ntime. In four hours he had a huge cure rate of people who had phobias\n\n(David kelley: How to Build your Creative Confidence-March 2012)\n\n26. When I was nine years old I went off to summer camp for the first\n\ntime. and my mother packed me a suitcase full of books, which to me\n\nseemed like a perfectly natural thing to do. Because in my family, reading\n\nwas the primary group activity. and this might sound antisocial to you,\n\nbut for us it was really just a different way of being social. (susan Cain:\n\nThe Power of Introverts-february 2012)\n\nThe comparison of the use of \u2018I\u2019 and \u2018we\u2019 in the five groups reveals that \u2018I\u2019 is\n\nused more in the group of science and technology. It must be said that this\n\ngroup includes the highest number of talks (35.70% of TED2012). However,\n\nthe major use of the first-person singular pronoun in this group can also be\n\nexplained contextually by the fact that this is the only group in which scientists\n\ndirectly report the results of their studies, explaining their personal contribution\n\nto a research. This is the case of Taylor Williams, quoted in Example 24, who\n\ndiscusses his discoveries as a nuclear physicist, or David kelley\u2019s collaboration\n\nwith albert Bandura on phobias, quoted in Example 25 above. The science and\n\ntechnology sub-group also includes the highest rank of exclusive \u2018we\u2019 forms\n\n(33.07%), which is correlated to the recounting of personal research.\n\n4. Conclusions \n\nThis study has analysed the patterns of clusivity in TED Talks, specifically\n\nthe way in which TED speakers use first-person plural and singular\n\npronouns to negotiate their role as experts and interact with their audience.\n\nThe analysis makes a contribution to further advancement of knowledge in\n\nthe field of the popularising genre of TED Talks, in which the canonical\n\nscientist-mediator-audience triangulation is no longer a pattern, nor are the\n\nscientific terminology, syntax, or lexicon \u2018translated\u2019 any longer by a\n\nmediator to the lay audience. Instead, the speaker\u2019s ability to engage the\n\naudience directly, via a dynamic, often passionate register, creates a feeling of\n\nbelongingness and inclusion which acts as a strong motivator for the public.\n\noverall, these speaker discourse specifics are part of the strategic creation of\n\nGIUsEPPIna sCoTTo DI CarLo\n\nIb\u00e9rica 35 (2018): 119-144138", "start_char_idx": 53054, "end_char_idx": 55814, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "4a68a109-3f20-46f4-ac01-6563547dc287": {"__data__": {"id_": "4a68a109-3f20-46f4-ac01-6563547dc287", "embedding": null, "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-137", "node_type": "4", "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "hash": "9b1d97b86c46a3a5cbc6272c61f4c531698bd2a5bbb2996049453d8694bbffea", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "2f27594a-74cf-4668-9df9-bfdcc0db64e7", "node_type": "1", "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "hash": "7170c6c64d004c29ca0141eacb789eaa4140342e0358586dcc14288eedc46185", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "9e66a654-423d-4a7f-9501-88e71342a8ec", "node_type": "1", "metadata": {}, "hash": "bdd266192382f57795fb54536f7e13d81f36b366c7a52fb5cf304c1f08efb468", "class_name": "RelatedNodeInfo"}}, "text": "a channel through which a recontextualisation of the scientific ideas occurs\n\nand which contributes, alongside the speaker\u2019s register, to the creation of an\n\naudience-participatory concept.\n\nThrough the analysis of the linguistic patterns of inclusiveness/\n\nexclusiveness used in the corpus, it has been noticed that these audience-\n\noriented talks do not concentrate on the speakers\u2019 identity and reputation,\n\nbut on the relationship that the experts have with the content of the talk and\n\non how they are personally involved in the topic of the speech.\n\nfrom a quantitative viewpoint, the analysis has revealed a majority of\n\ninclusive we forms (57.90%). This result highlights the main characteristic of\n\nTED Talks, for which inclusive pronouns are used to construct audience\n\ninvolvement, breaching the barrier between experts and audience that is\n\nusually perceived in \u2018canonical\u2019 popularising genres. This sense of similarity\n\nand belongingness was further confirmed by the analysis of the tenses used\n\nwith inclusive/exclusive \u2018we\u2019 forms. 42.50% of present tense is used in\n\ninclusive \u2018we\u2019 patterns. This tense is used with inclusive \u2018we\u2019 forms to stress\n\nwhat the speaker and the audience share as human conditions and\n\nexperiences.19,07% of all past tense predicates present exclusive subjects.\n\nThe majority of past tense occurrences with exclusive we forms are used to\n\ntell stories or recount events that have happened in the speakers\u2019 lives, which\n\nnecessarily do not involve the audience directly. finally, 2.19% of future\n\ntenses are used in inclusive occurrences. The use of the future tense with\n\ninclusive occurrences is used to encourage the audience to make changes in\n\neveryday life, spreading the ideas presented during the TED Conferences.\n\nsimilarly to the present and future patterns, the percentage of utterances\n\ncontaining central modals is more numerous with inclusive tokens of \u2018we\u2019\n\n(63.90%). finally, the analysis of the \u2018I\u2019/\u2019we\u2019 ratio confirmed the\n\npreponderance of inclusive \u2018we\u2019 forms in the corpus, with 2,275 we forms\n\nagainst 1,253 \u2018I\u2019 forms. The group of science and technology included the\n\nmajor use of the first-person singular pronoun, as \u2018I\u2019 is necessary to report\n\nthe results of personal studies and experiments. Therefore, it can be said that\n\nthe overall use of the patterns \u2018I\u2019 and \u2018we\u2019 have confirmed the main\n\ncharacteristic of TED Talks, that is to say, the abolition of the typical\n\n\u2018scientist-mediator-audience\u2019 triangulation. Inclusive pronouns construct\n\npositive politeness, making the audience feel included, while the speaker\n\nseems to be acting on behalf of the audience as a kind of spokesperson,\n\nelaborating an argument with which the community concurs.\n\nPaTTErns of CLUsIvITY In TED TaLks\n\nIb\u00e9rica 35 (2018): 119-144 139", "start_char_idx": 55818, "end_char_idx": 58629, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "9e66a654-423d-4a7f-9501-88e71342a8ec": {"__data__": {"id_": "9e66a654-423d-4a7f-9501-88e71342a8ec", "embedding": null, "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-137", "node_type": "4", "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "hash": "9b1d97b86c46a3a5cbc6272c61f4c531698bd2a5bbb2996049453d8694bbffea", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "4a68a109-3f20-46f4-ac01-6563547dc287", "node_type": "1", "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "hash": "1e606dcf5c738fdf90d8400a7ca269665b1065497e9f74aedade9a3e5b94263b", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "282f6357-ad2d-4ed7-b0c6-0c6215005596", "node_type": "1", "metadata": {}, "hash": "f9e639b67a43420bc71fd8734ae20a9d85d50ba1cf86ab0698928b60629a74db", "class_name": "RelatedNodeInfo"}}, "text": "overall, while canonical scientific texts and presentations institutionalise the\n\nresults of research experiences, in TED Talks the speakers clearly humanise\n\ntheir intellectual experience. of course, a general analysis like this does not\n\nallow drawing completely exhaustive and generalisable conclusions,\n\nespecially for a complex genre like TED. In fact, the effect of the inclusive\n\n\u2018we\u2019 might not always be used to address the audience as peers of the expert,\n\nbut to address them as part of humanity and to present them with\n\nknowledge which is assumed to apply universally, including the speaker and\n\nthe audience. Moreover, it would be interesting to analyse the use of clusivity\n\ndepending on the type of experts involved (e.g. politicians certainly use a\n\nhigher frequency of inclusive \u2018we\u2019 forms than teachers). In this sense, further\n\nstudy is still needed, to further confirm whether the inclusive pronoun\n\nphenomenon is a prerogative of some groups or if it significantly occurs\n\neven in groups where it is generally less expected.\n\nHowever, in a world in which formal cultural institutions no longer detain\n\nthe centrality and monopoly of knowledge dissemination, the success of\n\npopularised genres depends on how experts contribute to the way in which\n\nthe audience approaches science not as something distant and separate, but\n\nas a heritage belonging to the whole community. Through TED, experts\n\ncontribute to the \u2018humanisation\u2019 of knowledge, establishing an interpersonal\n\nproximity with the audience, which feels part of the knowledge\n\ndissemination. Therefore, TED Talks can be considered an innovative\n\nmeans of popularisation, which position themselves within the approaches\n\nconsidering popularisation as not \u2018ancillary\u2019 to the elite of\n\ntechnical/specialised texts (Hilgartner, 1990). They are rather a process\n\ntaking place along \u201c[...] an expository continuum [...]\u201d between genres\n\n(Clo\u00eetre and shinn, 1985: 58). This new perspective is starting a process of\n\nconvergence, which is taking popularisation from the concepts of\n\n\u2018vulgarisation\u2019, \u2018debasement\u2019, \u2018translation\u2019, or \u2018transposition\u2019 to a perspective\n\non recontextualisation of scientific content depending on the context\n\n(Calsamiglia and L\u00f3pez, 2003: 141). TED Talks thus view science\n\ndissemination as no longer having a sharp distinction between \u2018I\u2019, the\n\nspeaker, and \u2018you\u2019, the audience. \u2018I\u2019 and \u2018you\u2019 become \u2018we\u2019, in a common\n\nproject, in compliance with TED\u2019s mission of \u2018Ideas worth spreading\u2019.\n\nArticle history: \nReceived 29 April 2016 \n\nReceived in revised form 30 June 2016 \nAccepted 01 July 2016 \n\nGIUsEPPIna sCoTTo DI CarLo\n\nIb\u00e9rica 35 (2018): 119-144140\n\n\n\nReferences \n\nPaTTErns of CLUsIvITY In TED TaLks\n\nIb\u00e9rica 35 (2018): 119-144 141\n\nAnthony, L. (2011). AntConc (version 3.2.2.1)\nsoftware. URL: http://www.antlab.sci.waseda.ac.jp\n/softwa re.html#antconc [25/06/16]\n\nAvraamidou, L. & Osborne, J. (2009). \u201cThe role of\nnarrative in communicating science\u201d. International\nJournal of Science Education 31(12): 1683-1707.\n\nBamford, J. 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(2000).", "start_char_idx": 58633, "end_char_idx": 62322, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "282f6357-ad2d-4ed7-b0c6-0c6215005596": {"__data__": {"id_": "282f6357-ad2d-4ed7-b0c6-0c6215005596", "embedding": null, "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-137", "node_type": "4", "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "hash": "9b1d97b86c46a3a5cbc6272c61f4c531698bd2a5bbb2996049453d8694bbffea", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "9e66a654-423d-4a7f-9501-88e71342a8ec", "node_type": "1", "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "hash": "0652cdfcc984863fb94dca86708f3888dabf49d01a8fa8c7f8dc3a4c1739ea3b", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "89ecaff2-255f-4975-b42e-e103b54c0a6e", "node_type": "1", "metadata": {}, "hash": "9ae40806823e671dff3db145158ba1227e08e324d2a94c24fe2038bb916d842e", "class_name": "RelatedNodeInfo"}}, "text": "Bern: Peter Lang. \n\nBerruecos, V. (2000). \u201cLas dos caras de la ciencia:\nRepresentaciones sociales en el discurso. Revista\nIberoamericana de Discurso y Sociedad 2,2: 105-\n130.\n\nBhatia, V.K. (2004). Worlds of Written Discourse: A\nGenre-Based Approach. London: Continuum.\n\nBhatia, V.K. (2004). \u201cInterdiscursivity in critical\ngenre analysis\u201d. Symp\u00f3sio Internacional de\nG\u00e9neros Yextuais, Anais Proceedings, UNISUL,\nTubar\u00e3o SC (Brazil), 391-400.\n\nBhatia, V.K. (2012). \u201cCritical reflections on genre\nanalysis\u201d. Ib\u00e9rica, Revista de la Asociaci\u00f3n\nEuropea de Lenguas para Fines Espec\u00edficos\n\n(AELFE) 24: 17-28.\n\nBondi, M. (2014). \u201cConnecting science.\nOrganizational units in specialist and non-\nspecialist discourse\u201d in G. Caliendo & G. Bongo\n(eds.), The Language of Popularisation:\nTheoretical and Descriptive Model, 51-72. Bern:\nPeter Lang.\n\nCaliendo, G. (2012). \u201cThe popularisation of\nscience in web-based genres\u201d in G. Caliendo & G.\nBongo (eds.), The Language of Popularisation:\nTheoretical and Descriptive Models, 101-132.\nBern: Peter Lang. \n\nCaliendo, G & G. Bongo (eds.) (2012). The\nLanguage of Popularization: Theoretical and\n\nDescriptive Models. Bern: Peter Lang.\n\nCaliendo, G. & Compagnone, A. (2014).\n\u201cExpressing epistemic stance in university lectures\n\nand TED Talks: A contrastive corpus-based\nanalysis\u201d. Lingue e Linguaggi 11: 105-122.\n\nCalsamiglia H. & T.A. van Dijk (2004).\n\u201cPopularization discourse and knowledge about\nthe genome\u201d. Discourse &Society 15/4: 369-389.\n\nCalsamiglia, H. & C.F. Lopez (2003). \u201cRole and\nposition of scientific voices: Reported speech in\nthe media. Discourse Studies 5,2: 147-173.\n\nClo\u00eetre, M. & Shinn, T. (1985). \u201cExpository practice:\nSocial, cognitive and epistemological linkages\u201d In\nT. Shinn & R.Whitley (eds.), Expository Science:\nForms and Functions of Popularisation, 31-\n60. Dordrecht, D. Reidel Publishing.\n\nCompagnone, A. (2015). \u201cThe reconceptualization\nof academic discourse as a professional practice\nin the digital age: A critical genre analysis of TED\nTalks\u201d. HERMES-Journal of Language and\nCommunication in Business 27,54: 49-69.\n\nCrismore, A. (1989). Talking with Readers:\nMetadiscourse as a Rhetorical Act. New York,\nLang.\n\nDahlstrom, M.F. (2014). \u201cUsing narratives and\nstorytelling to communicate science with non-\nexpert audiences\u201d. Proceedings of the National\nAcademy of Sciences 111(4), 13614-13620.\n\nD\u2019Avanzo, S. (2015). \u201cSpeaker identity vs. speaker\ndiversity: The case of TED Talks corpus\u201d in G.\nBalirano & M. C. Nisco (eds.), Languaging\nDiversity: Identities, Genres, Discourses, 279-296.\nNewcastle: Cambridge Scholars.\n\nFairclough, N. (1992). Discourse and Social\nChange. Cambridge, England: Polity Press.\n\nGotti, M. (2014). \u201cReformulation and\nrecontextualization in popularization discourse\u201d.\nIb\u00e9rica: Revista de la Asociaci\u00f3n Europea de\n\nLenguas para Fines Espec\u00edficos (AELFE) 27, 15-\n34.\n\nGrundmann, R. & J.P. Cavaill\u00e9 (2000).", "start_char_idx": 62281, "end_char_idx": 65169, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "89ecaff2-255f-4975-b42e-e103b54c0a6e": {"__data__": {"id_": "89ecaff2-255f-4975-b42e-e103b54c0a6e", "embedding": null, "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-137", "node_type": "4", "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "hash": "9b1d97b86c46a3a5cbc6272c61f4c531698bd2a5bbb2996049453d8694bbffea", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "282f6357-ad2d-4ed7-b0c6-0c6215005596", "node_type": "1", "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "hash": "a131edfc967a30259c624b0b89af6972c9871de170b5b2a3aa90076c4d3905c2", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "adc009b1-6ade-4148-bad7-838200ae896f", "node_type": "1", "metadata": {}, "hash": "0ae711a4eb5d54654adbb4c2df4502046e2c9de4281feeefc73161961c6d68f8", "class_name": "RelatedNodeInfo"}}, "text": "& J.P. Cavaill\u00e9 (2000). \u201cSimplicity\nin science and its publics\u201d. Science as Culture\n9(3): 353-389.\n\nHyland, K. (2001). \u201cBringing in the reader:\nAddressee features in academic writing\u201d. Written\nCommunication 18(4): 549-574.\n\nHyland, K. (2010). \u201cConstructing proximity:\nRelating to readers in popular and professional\nscience\u201d. English for Academic Purposes 9,2: 116-\n127.\n\nMortureux, M. (1986). \u201cEnseignement des langues\net vulgarisation\u201d. Discours Didactiques et\n\n\n\nGIUsEPPIna sCoTTo DI CarLo\n\nIb\u00e9rica 35 (2018): 119-144142\n\nDidactiques des Langues. Etudes de Linguistique\n\nAppliqu\u00e9e n\u00b061. Paris: Didier \u00c9rudition, 67-77.\n\nPennycook, A. (1994). The politics of pronouns.\nELT Journal 48,2: 173-178.\n\nQuirk, R., S. Greenbaum, G. Leech, and J.\nSvartvik (1985). A Comprehensive Grammar of the\nEnglish Language. London: Longman.\n\nRasulo, M. (2015). \u201cTED culture and ideas worth\nspreading\u201d Languaging Diversity: Identities,\nGenres, Discourses, 262-278. Newcastle:\nCambridge Scholars.\n\nRounds, P. (1987). \u201cMultifunctional personal\npronoun use in educational setting\u201d. English for\nSpecific Purposes 6/1: 13-29.\n\nScheibman, J. (2004). \u201cInclusive and exclusive\npatterning of the English first person plural:\nevidence from conversation\u201d in M. Achard & S.\nKemmer (eds.), Language, Culture and Mind, 377-\n396. Stanford, CA: CSLI Publications.\n\nScotto di Carlo, G. (2014). \u201cNew trends in\nknowledge dissemination: TED Talks\u201d. Acta\nScientiarum. Language and Culture 36,2: 121-\n130.\n\nScotto di Carlo, G. (2015). \u201cStance in TED Talks:\nStrategic use of subjective adjectives in online\npopularization\u201d. Ib\u00e9rica, Revista de la Asociaci\u00f3n\nEuropea de Lenguas para Fines Espec\u00edficos\n\n(AELFE) 29,1: 201-222.\n\nTsou, A., M. Thelwall, P. Mongeon, & C.R\nSugimoto (2014). \u201cA community of curious souls:\nAn analysis of commenting behavior on TED Talks\nvideos\u201d. PLoS ONE. [Online] 9/4. URL:\nhttp://journals.plos.org/plosone/article?id=10.1371\n/journal.pone.0093609 [5/06/16].\n\nVincent, J. (2015). \u201cLanguaging diversity: What\nwere we thinking of?\u201d in G. Balirano & M. C. Nisco\n(eds.), Languaging Diversity: Identities, Genres,\nDiscourses, xv-xxx. Newcastle: Cambridge\nScholars.\n\nWales, K. (1996). Personal Pronouns in Present-\nDay English. Cambridge: Cambridge University\nPress.\n\nTED talks cited\n\nBass, K. (2012).TED talk. Unseen Footage,\nUntamed Nature. URL: https://www.youtube.\ncom/watch?v=LI8ix9IghkY [25/06/16]\n\nBrown, B. (2012). TED talk. Listening to Shame.\nRetrieved fromhttps://www.youtube.com/watch?\n\nv=psN1DORYYV0 [25/06/16]\n\nCain, S. (2012). TED talk. The Power of Introverts.\nRetrieved\nfromhttp://www.ted.com/talks/susan_cain_the_po\nwer_of_introverts?language=it [25/06/16]\n\nDow, D. R. (2012). TED talk. Lessons from Death\nRow Inmates.", "start_char_idx": 65146, "end_char_idx": 67861, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "adc009b1-6ade-4148-bad7-838200ae896f": {"__data__": {"id_": "adc009b1-6ade-4148-bad7-838200ae896f", "embedding": null, "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-137", "node_type": "4", "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "hash": "9b1d97b86c46a3a5cbc6272c61f4c531698bd2a5bbb2996049453d8694bbffea", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "89ecaff2-255f-4975-b42e-e103b54c0a6e", "node_type": "1", "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "hash": "32e6d2e72232b857328d290cefcaeef638960f400d547467b3cd734a749111bb", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "dc4db617-1803-4736-8e5a-6ea549489299", "node_type": "1", "metadata": {}, "hash": "d68c774ffe9acd4e7a120638caa91a86b35c40eed14f96ed544ab16e1e38ecea", "class_name": "RelatedNodeInfo"}}, "text": "(2012). TED talk. Lessons from Death\nRow Inmates. URL: https://www.ted.com/talks/\ndavid_r_dow_lessons_from_death_row_inmates\n[25/06/16]\n\nGates, B. (2012). TED talk. Mosquitos, Malaria\nand Education. URL: http://www.ted.com/talks/bill_\ngates_unplugged [25/06/16]\n\nGbowee, L. (2012). TED talk. Unlock the\nIntelligence, Passion, Greatness of Girls. URL:\nhttps://www.ted.com/talks/leymah_gbowee_unloc\nk_the_intelligence_passion_greatness_of_girls\n[25/06/16]\n\nHandspring Puppet Co. (2012). TED talk. The\nGenius Puppetry behind War Horse. URL:\nhttps://www.ted.com/talks/handpring_puppet_co_t\nhe_genius_puppetry_behind_war_horse\n[25/06/16]\n\nJemison, M. (2012). TED talk. Teaching Arts and\nSciences Together. URL: http://www.ted.com/\ntalks/mae_jemison_on_teaching_arts_and_scienc\nes_together [25/06/16]\n\nIngawale, M. (2012). TED talk. A Blood Test\nwithout Bleeding. URL: https://www.youtube.com/\nwatch?v=RyeQt0GodsE [25/06/16]\n\nKelley, D. (2012). TED talk. How to Build Your\nCreative Confidence. URL: http://www.ted.com/\ntalks/david_kelley_how_to_build_your_creative_c\nonfidence [25/06/16]\n\nKristine, L. (2012). TED talk. Photos That Bear\nWitness to Modern Slavery. URL: http://www.ted.\ncom/talks/lisa_kristine_glimpses_of_modern_day\n_slavery [25/06/16]\n\nLovins, A. (2012). TED talk. A 40-Year Plan for\nEnergy. URL: http://www.ted.com/talks/amory_\nlovins_a_50_year_plan_for_energy?language=it\n[25/06/16]\n\nMarshall, M. (2012). TED talk. Talk nerdy to me.\nURL: http://www.ted.com/talks/melissa_marshall\n_talk_nerdy_to_me.html [25/06/16]\n\nOransky, I. (2012). TED talk. Are We Over-\nMedicalized? URL: http://www.ted.com/talks/ivan_\noransky_are_we_over_medicalized [25/06/16]\n\nRaghava, KK. (2012).TED talk. What\u2019s your 200-\nYear Plan? URL: https://www.ted.com/talks/\nraghava_kk_what_s_your_200_year_plan\n[25/06/16]", "start_char_idx": 67812, "end_char_idx": 69613, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "dc4db617-1803-4736-8e5a-6ea549489299": {"__data__": {"id_": "dc4db617-1803-4736-8e5a-6ea549489299", "embedding": null, "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-137", "node_type": "4", "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "hash": "9b1d97b86c46a3a5cbc6272c61f4c531698bd2a5bbb2996049453d8694bbffea", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "adc009b1-6ade-4148-bad7-838200ae896f", "node_type": "1", "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "hash": "ea85286bd8dfd1a334f53a58960d35d9a38b7ffb578b124b6f77b0af96d28e4a", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "6206246e-970e-485b-af56-a0a0fa33a14b", "node_type": "1", "metadata": {}, "hash": "24b836a55d491da59a505f0e9de0a16b532b0700ac2744f778f8e9a417174d3f", "class_name": "RelatedNodeInfo"}}, "text": "Giuseppina Scotto di Carlo holds a PhD in English for special Purposes\n\n(EsP) from the University of naples federico II and teaches Legal English\n\nat the University of naples \u2018suor orsola Benincasa\u2019, school of Law. among\n\nher works, Vagueness as a Political Strategy: Weasel Words in Security Council\n\nResolutions Relating to the Second Gulf War (Cambridge scholars Publishing\n\n2013), Diachronic and Synchronic Aspects of Legal English: Past, Present, and Possible\n\nFuture of Legal English (Cambridge scholars Publishing 2015), and \u201cThe role\n\nof Proximity in online Popularizations: The case of TED talks\u201d (Discourse\n\nstudies, 2014).\n\nNoTES \n\n1 The term \u2018experts\u2019 used throughout this paper should be understood as specialists belonging to the\n\nprofessional categories of academics, entrepreneurs, employees in companies and consultants, politicians,\n\nartists, literary writers and lay people (both vIPs and ordinary people), as described in the corpus section.\n\nThe categories are grouped as follows: arts and Design, Business, Education and Culture, Politics and\n\nGlobal issues, and science and technology.\n\n2 These very generic usages will not be analyzed in this study.\n\n3 all the transcripts of the excerpts used in this paper are available in their full version at\n\nwww.tedtalks.com.\n\n4 The project is headed by professors G. Bongo, G. Caliendo, and M. rasulo. The data discussed in this\n\npaper is part of the results obtained as a contributor to the research project, as the author has been asked\n\nto focus on the talks held in 2012.\n\n5https://docs.google.com/spreadsheet/ccc?key=0askzpC8gYBmTcGpHbflILThBszhmZkrhnm8yYl\n\nlsWGc&hl=e%20%20n#gid=0 (Last accessed: June 2016)\n\n6 antconc is retrieved from http://www.antlab.sci.waseda.ac.jp/antconc_index.html. Its features include\n\nword and keyword frequency generators, concordance distribution plots, and tools for clusters, n-grams,\n\nand collocates analysis.\n\nPaTTErns of CLUsIvITY In TED TaLks\n\nIb\u00e9rica 35 (2018): 119-144 143\n\nSharot, T. (2012). TED talk. The Optimism Bias.\nURL: http://www.ted.com/talks/tali_sharot_the_\noptimism_bias?language=it [25/06/16]\n\nShiv, B. (2012). TED talk. Sometimes It\u2019s Good to\nGiveup the Driver\u2019s Seat. URL: https://www.\nted.com/talks/baba_shiv_sometimes_it_s_good_t\no_give_up_the_driver_s_seat [25/06/16]\n\nStanton, A. (2012). TED talk. The Clues to a Great\nStory. URL: https://www.ted.com/talks/andrew_\nstanton_the_clues_to_a_great_story [25/06/16]\n\nStevenson, B. (2012). TED talk. We Need to Talk\n\nAbout an Injustice. URL: http://www.ted.com/talks/\nbryan_stevenson_we_need_to_talk_about_an_inj\nustice [25/06/16]\n\nTED, Ideas worth Spreading. URL: http://www.\nted.com [25/06/16]\n\nTED, YouTube Channel. URL: https://www.\nyoutube.com/user/TEDtalksDirector [25/06/16]\n\nWilson, T. (2012). TED talk. Yup, I Built a Nuclear\nFusion Reactor. URL: https://www.ted.com/talks/\ntaylor_wilson_yup_i_built_a_nuclear_fusion_react\nor [25/06/16]\n\n\n\n7 This example has a dual function, as its generalised \u2018we\u2019 could be interpreted as referring to \u2018people in\n\nGermany\u2019 where the speaker presents himself as a member of the group attending the conference.\n\nHowever, it can also be seen as having an exclusive role in the opposition \u2018Germany\u2019/ rest of the\n\naudience/world.\n\nGIUsEPPIna sCoTTo DI CarLo\n\nIb\u00e9rica 35 (2018): 119-144144", "start_char_idx": 69617, "end_char_idx": 72933, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "6206246e-970e-485b-af56-a0a0fa33a14b": {"__data__": {"id_": "6206246e-970e-485b-af56-a0a0fa33a14b", "embedding": null, "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-138", "node_type": "4", "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "hash": "901ef205a36ed203f1d28a8ad02fccac8291e5ef220dda2e3582219ecc7fbbb0", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "dc4db617-1803-4736-8e5a-6ea549489299", "node_type": "1", "metadata": {"identifier": "iberica-137", "author": "Scotto di Carlo, Giuseppina", "title": "Patterns of clusivity in TED Talks: When \u2018you\u2019 and \u2018I\u2019 become \u2018we\u2019 ", "date": "2018-01-02", "file": "iberica-137.pdf"}, "hash": "12d8c400f13ef436f99498b5809d6c731d17459b9b5576e3194437101ca9070b", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "8bd43b33-43a1-4233-a243-ecccf1ec1eb5", "node_type": "1", "metadata": {}, "hash": "590c6309b36aa850fd82325a400c68e347d934fb56e88be538e3dffac840e871", "class_name": "RelatedNodeInfo"}}, "text": "01 Editorial.qxd\n\n\nIb\u00e9rica 35 (2018): 145-170\n\nISSN: 1139-7241 / e-ISSN: 2340-2784\n\nAbstract \n\nMaritime English (ME), as a type of English for Specific Purposes (ESP), is\n\nsomewhat different in that its instruction and research are founded on specific\n\ninternational legal procedures. Thus, it is vital to determine an ESP framework\n\nthat bridges the code-tailored ME curriculum development with the\n\ncommunicative language teaching approach. This paper reports on the revision\n\nof the International Maritime Organization (IMO)\u2019s Model Course 3.17, Maritime\n\nEnglish, where an integrated genre-based ESP framework helps to achieve the\n\nbalance between language learning\u2019s \u201cwide-angled\u201d quality and ME\u2019s legal\n\nconsistency. \n\nIt is argued that code-tailored ME competences find expressions in maritime\n\ndomain-specific genres; those are the typical sets of English communicative\n\nevents that seafarers are involved in while achieving their maritime professional\n\nobjectives. The curriculum can be designed as to integrate linguistic systems,\n\nprofessional motivation and behaviors, communicative skills and cultural\n\nawareness into the teaching process, which entails a process of learning Maritime\n\nEnglish while taking maritime domain-specific action. Specifically, the principle\n\nof genre as social action apprises the two-stage syllabus mapping, that is, General\n\nMaritime English (GME) and Specialized Maritime English (SME). In GME, the\n\nfocus is placed on the linguistic content and how language tasks embedded in the\n\nmaritime contexts are fulfilled; in SME, the focus is placed on the professional\n\ncontent and how the maritime workplace duties and identities are fulfilled\n\nthrough the English language. As such, syllabus mapping calculates the\n\ndiscursion-profession correlation and helps to ensure that code-tailored ME\n\nteaching is communicative performance-oriented. Thus, the multi-syllabus task\n\nMaritime English as a code-tailored ESP:\n\nGenre-based curriculum development as\n\na way out \n\nYan Zhang and Clive Cole \n\nShanghai Maritime University (China) and World Maritime University\n\n(Sweden)\n\nchriszy924@hotmail.com & clive.cole@wmu.se \n\n145", "start_char_idx": 41, "end_char_idx": 2203, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "8bd43b33-43a1-4233-a243-ecccf1ec1eb5": {"__data__": {"id_": "8bd43b33-43a1-4233-a243-ecccf1ec1eb5", "embedding": null, "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-138", "node_type": "4", "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "hash": "901ef205a36ed203f1d28a8ad02fccac8291e5ef220dda2e3582219ecc7fbbb0", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "6206246e-970e-485b-af56-a0a0fa33a14b", "node_type": "1", "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "hash": "80d6f057c6d31eaebbe63e583764edd7664a91664b41cedfeb65857669bedc07", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "df32829d-a4cb-476f-b6c3-a507bf39472c", "node_type": "1", "metadata": {}, "hash": "4c52839316b2f35d5b359f87b2bc7f9450063dcf238f9da03327b46107061364", "class_name": "RelatedNodeInfo"}}, "text": "Ib\u00e9rica 35 (2018): 145-170\n\nYAn ZhAnG & ClIvE COlE\n\ndesign and content selection must consistently maintain the genre-based balance\n\non the linguistic-communicative continuum. As a result, the English linguistic\n\nsystems underlying the maritime domain-specific performances are naturally\n\npresented to GME learners; duty-specific knowledge, understanding and\n\nproficiency (KUP) requirements for English competence are accordingly\n\nunpacked into genre sets to let SME learners develop professional\n\ncommunicative expertise. Moreover, specific intercultural registers defined by\n\nEnglish as the lingua franca at sea and ashore demand indispensable cultural\n\ninput to discursive practices in ME education. \n\nKeywords: Maritime English, genre-based curriculum development, two-\n\nstage syllabus mapping, linguistic-communicative balance, KUP. \n\nResumen \n\nE l in g l \u00e9 s m ar \u00edt imo c o mo u n i ng l \u00e9 s p ar a f in e s e s p e c \u00edf i c o \u2018 c o di f ic a d o\u2019 : U na\n\np ro p ue s ta de de s a rr ol l o c ur ric ul a r ba s a da e n u n e nf o qu e d e g \u00e9 ne r o\n\nEl ingl\u00e9s mar\u00edtimo (ME, por sus siglas en ingl\u00e9s), un tipo de Ingl\u00e9s para Fines\n\nEspec\u00edficos (ESP, por sus siglas en ingl\u00e9s), conlleva un uso del lenguaje\n\nrelativamente diferente, en tanto que su instrucci\u00f3n e investigaci\u00f3n est\u00e1n basadas\n\nen procedimientos legales de car\u00e1cter internacional. Es por tanto importante el\n\ndeterminar un marco pedag\u00f3gico de ESP que permita crear puentes entre un\n\ndesarrollo curricular espec\u00edfico para ME y un enfoque comunicativo de\n\nense\u00f1anza de la lengua. \n\nEn este trabajo se detalla la revisi\u00f3n del curso modelo de la International\n\nMaritime Organization (IMO, por sus siglas en ingl\u00e9s) (Model Course 3.17,\n\nMaritime English), en el que se integra una instrucci\u00f3n formal basada en un\n\nenfoque de g\u00e9nero con el fin de que los estudianes adquieran una formaci\u00f3n que\n\nincluya competencia ling\u00fc\u00edstica general, as\u00ed como conocimiento especializado en\n\naspectos legales en el \u00e1mbito del ME. Se argumenta sobre g\u00e9neros espec\u00edficos del\n\ndominio mar\u00edtimo y sobre la adecuaci\u00f3n de introducir en el aula situaciones\n\ncomunicativas reales propias de la profesi\u00f3n. En particular, el curriculum se\n\npuede dise\u00f1ar para integrar en el propio proceso de ense\u00f1anza aprendizaje\n\naspectos ling\u00fc\u00edsticos, la motivaci\u00f3n profesional, las destrezas comunicativas y la\n\npercepci\u00f3n cultural. \n\nEl concepto de g\u00e9nero como acci\u00f3n social se plantea a nivel curricular en dos\n\netapas, una de formaci\u00f3n en ingl\u00e9s general (GE por sus siglas en ingl\u00e9s) y otra\n\nen ingl\u00e9s especializado (Specialized Maritime English, SME). En la primera\n\netapa, la instrucci\u00f3n se centra en aspectos ling\u00fc\u00edsticos y en tareas que se llevan a\n\ncabo en contextos mar\u00edtimos. En la segunda etapa, la instrucci\u00f3n formal est\u00e1\n\n146", "start_char_idx": 2207, "end_char_idx": 4988, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "df32829d-a4cb-476f-b6c3-a507bf39472c": {"__data__": {"id_": "df32829d-a4cb-476f-b6c3-a507bf39472c", "embedding": null, "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-138", "node_type": "4", "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "hash": "901ef205a36ed203f1d28a8ad02fccac8291e5ef220dda2e3582219ecc7fbbb0", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "8bd43b33-43a1-4233-a243-ecccf1ec1eb5", "node_type": "1", "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "hash": "cf8c0824ec3b688ef243c0a3c1117749a4f180201377939ee9fc04e4689231b1", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "9d3fe695-131f-4566-9262-eb0154f16bc9", "node_type": "1", "metadata": {}, "hash": "22388fb3a33d45e70582ca75722a7aa3f01aacc348fe207980919c04d02f8340", "class_name": "RelatedNodeInfo"}}, "text": "centrada en contenidos profesional y en el uso de la lengua inglesa para llevar a\n\ncabo tareas propias del \u00e1mbito profesional vinculado al mar. Teniendo en cuenta\n\nestos planteamientos, la planificaci\u00f3n did\u00e1ctica busca fortalecer la correlaci\u00f3n\n\nentre el discurso profesional y la profesi\u00f3n, buscando as\u00ed que la ense\u00f1anza\n\nespec\u00edfica de este tipo de ESP est\u00e9 orientada al desarrollo de la producci\u00f3n\n\nling\u00fc\u00edstica. Por lo tanto, en este art\u00edculo se argumenta que se debe mantener un\n\nequilibrio entre aspectos relativos a los g\u00e9neros profesionales y aspectos\n\nling\u00fc\u00edstico-comunicativos. de este modo, en una primera etapa, los sistemas\n\nling\u00fc\u00edsticos subyacentes a la producci\u00f3n ling\u00fcistica se presentan a los estudiantes\n\nde GME. En una segunda etapa, se busca que el estudiante obtenga un\n\nconocimiento del \u00e1mbito profesional, a la par de competencia (comprensi\u00f3n y\n\nmaestr\u00eda) en ingl\u00e9s y en el conocimiento de los g\u00e9neros propios de la profesi\u00f3n.\n\nAsimismo, se trabaja a nivel curricular con diferencias interculturales en el marco\n\ndel ingl\u00e9s como lengua franca con el fin de formarles en pr\u00e1cticas de\n\ncomunicaci\u00f3n en el mar y en tierra. \n\nPalabras clave: ingl\u00e9s mar\u00edtimo, desarrollo curricular basado en un enfoque\n\nde g\u00e9neros, aprendizaje en dos etapas, equilibrio ling\u00fc\u00edstico comunicativo,\n\nKUP.\n\n1. Introduction \n\nThis paper reports the revision of the International Maritime Organization\n\n(IMO)\u2019s Model Course 3.17, Maritime English, arguing that a genre-based\n\nframework of English for Specific Purposes (ESP) curriculum development\n\ncan help achieve the balance between language learning\u2019s \u201cwide-angled\u201d\n\nquality and Maritime English (ME)\u2019s legal consistency.\n\nSince its introduction to the field of ESP by Tarone, dwyer, Gillette and\n\nIckes in 1981 and Swales in 1990, genre has become an important notion and\n\norientation in ESP research (see hyon, 1996; hyland, 2003; Cheng, 2007;\n\nJohns, 2008; Paltridge, 2009; Basturkmen, 2010; Tardy, 2011; rose & Martin,\n\n2012). Furthermore, the mounting literature (such as nickerson, 2000;\n\nlockwood, 2002; Pennycook, 2010; Paltridge, 2014) has witnessed that the\n\ntrend in ESP approaches is towards genre analysis as being context-based,\n\nrhetorically-oriented, and \u201cwide-angled\u201d (Berkenkotter, 2009: 18). Explicitly,\n\nESP research and practice increasingly emphasizes the contextual and\n\nsituational characteristics of genre as language use and takes into account the\n\nlanguage, communication skills, professional know-how and cultural issues\n\nwhen considering ESP curriculum development (e.g. lockwood, 2002; 2012;\n\nnickerson, 2000; lam, Cheng and Kong, 2014). This paper outlines the\n\nMArITIME EnGlISh AS A COdE-TAIlOrEd ESP\n\nIb\u00e9rica 35 (2018): 145-170 147", "start_char_idx": 4992, "end_char_idx": 7710, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "9d3fe695-131f-4566-9262-eb0154f16bc9": {"__data__": {"id_": "9d3fe695-131f-4566-9262-eb0154f16bc9", "embedding": null, "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-138", "node_type": "4", "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "hash": "901ef205a36ed203f1d28a8ad02fccac8291e5ef220dda2e3582219ecc7fbbb0", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "df32829d-a4cb-476f-b6c3-a507bf39472c", "node_type": "1", "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "hash": "ef64bf82daee2c04ae560569a6154decb9bd720992cea20ad84699c2c5336865", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "d90d6cbb-1fdc-4e47-8cce-ee38b403581c", "node_type": "1", "metadata": {}, "hash": "89e43a304691140e0e981badda39d215b2e611fe69ac56c918e944b8a78f759f", "class_name": "RelatedNodeInfo"}}, "text": "interface between such a theoretical framework and an ESP program:\n\nnamely, the IMO Model Course 3.17, Maritime English and its revision. \n\nThis \u201cCourse\u201d was first developed and published in 1999 and has been\n\nupdated twice through the 2009 and 2015 revisions to meet the knowledge,\n\nunderstanding and proficiency (KUP) requirements for English language\n\ntraining within the context of the International Convention on Standards of\n\nTraining, Certification and Watchkeeping for Seafarers, 1978 (STCW), as\n\nsubstantially amended in 1995 and 2010. Ever since its publication, the\n\ncourse has played a significant role in providing instructors in maritime\n\nacademies, universities and training agencies, with professional guidance,\n\nrather than \u201ca rigid teaching package\u201d, on the teaching of ME. Since English\n\nis regarded as the lingua franca in the international maritime transport arena,\n\nthis Model Course has been a vital tool and indispensable handbook for\n\nthose engaged in the education of seafarers worldwide, especially those from\n\nnon-native English speaking backgrounds. The vision is that effective\n\ncommunication on board and ashore, as set out by the STCW Convention,\n\ncan indeed help to enhance the safety of life at sea as well as to protect the\n\nmarine environment. \n\nTo do this, Model Course 3.17 has been developed and designed as per the\n\nterms of competences regarding the English language contained in the\n\nSTCW Code, as amended. however, industrial stakeholders, and especially\n\nthose from native English speaking backgrounds, have urged that the\n\ncontents contained should be rigidly maritime jargon-related. This paper\n\nargues that a too \u201cnarrow-angled\u201d ESP syllabus design would be\n\nproblematic. The paradigm of an ESP model course with a rigid, one-to-one\n\ncorrespondence to those items as prescribed in the Code, amounts to\n\n\u201ctransporting\u201d the all-inclusive provisions to the curriculum framework\n\nwhich would be entry-like. \n\nAn effective communication-oriented ESP curriculum calls for braiding\n\ndetailed language system knowledge with business-specific communicative\n\ntasks in situational and social contexts; this helping the learners to be\n\ninvolved in the process of \u201clearning-by-doing\u201d. Transporting the Code\n\ndirectly to entry-like syllabi is likely to disorient the instructors, as well as the\n\nlearners of English for maritime specific purposes. For the instructors, they\n\nexpect a syllabus to provide guidance for their language lesson design, but an\n\nentry-like syllabus with only professional jargon and duty descriptions would\n\nmake them feel disoriented in developing their own teaching programs.\n\nYAn ZhAnG & ClIvE COlE\n\nIb\u00e9rica 35 (2018): 145-170148", "start_char_idx": 7714, "end_char_idx": 10413, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "d90d6cbb-1fdc-4e47-8cce-ee38b403581c": {"__data__": {"id_": "d90d6cbb-1fdc-4e47-8cce-ee38b403581c", "embedding": null, "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-138", "node_type": "4", "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "hash": "901ef205a36ed203f1d28a8ad02fccac8291e5ef220dda2e3582219ecc7fbbb0", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "9d3fe695-131f-4566-9262-eb0154f16bc9", "node_type": "1", "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "hash": "621f6152081156ec52d8fdf33ae135f24346d1fd05fbf870a7848372da91da48", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "c98a9682-f24a-4938-ae7b-7c57c333a64f", "node_type": "1", "metadata": {}, "hash": "0918ec9283a516e543f4f3ef882224656682790922bfea0e103f0206a9ca7b8d", "class_name": "RelatedNodeInfo"}}, "text": "Moreover, rigid professional entry-like syllabi are at odds with the generally-\n\naccepted idea of many researchers and trainers of ESP today (see Paltridge,\n\n2014), that is, a broad understanding of English is required in order to meet\n\nthe specific objectives. On the other hand, for learners, the lack of\n\nappreciation of the socio-cognitive nature of language use in an ESP\n\nprogram would compromise the validity of training, especially for the target\n\ngroup learners with their language needs of ESP as a foreign language. It is\n\nfurther argued in this paper that ME curriculum design and content\n\nselection, with its legal foundation, should develop a feasible, but flexible\n\nparadigm, which meets the professional needs while setting language\n\nlearning in social and institutional contexts and scenarios. \n\nhow such an effective paradigm can be realized via the genre-based ESP\n\ncurriculum design and development in the revision of IMO Model Course\n\n3.17, Maritime English, is the subject of this paper. In describing the genre-\n\nbased rationale, the authors draw on, and incorporate the work of the three\n\nbroad schools of genre analysis: \u201cthe new rhetoric\u201d school, as represented\n\nin the works of Freedman and Medway (1994); the Sydney school of\n\nsystemic-functional approach, as developed by Martin and rose (2003),\n\nhyland (2003) and the ESP/EAP school, as represented in the works of\n\nSwales (1990) and Bhatia (1993, 2004). \n\nThe paper is structured as follows: following the Introduction above Part 2\n\ngives the legal foundation of ME training and education, explaining how ME\n\nis a code-tailored ESP; Part 3 presents and analyses the needs analysis\n\nconducted prior to this curriculum development; the detailed argumentation\n\nfor a genre-based framework of ME curriculum development corresponding\n\nto the needs analysis and adhering to its legal foundation is then elaborated\n\nin Part 4; finally, Part 5 is the conclusion, which wraps up the arguments to\n\nthe thesis that a genre-based curriculum framework can be a way out of the\n\ndual requirements of ME with its \u201cnarrow-angled\u201d legal consistency and its\n\n\u201cwide-angled\u201d communicative language quality.\n\n2. Maritime English: a code-tailored English for\n\nSpecific Purposes \n\nME is \u201can umbrella term\u201d (Bocanegra-valle, 2013), or \u201cthe entirety\u201d (Cole,\n\nPritchard & Trenkner, 2007: 125) of English language used in the\n\ninternational maritime community for the seaborne trade and for the safety\n\nMArITIME EnGlISh AS A COdE-TAIlOrEd ESP\n\nIb\u00e9rica 35 (2018): 145-170 149", "start_char_idx": 10417, "end_char_idx": 12962, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "c98a9682-f24a-4938-ae7b-7c57c333a64f": {"__data__": {"id_": "c98a9682-f24a-4938-ae7b-7c57c333a64f", "embedding": null, "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-138", "node_type": "4", "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "hash": "901ef205a36ed203f1d28a8ad02fccac8291e5ef220dda2e3582219ecc7fbbb0", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "d90d6cbb-1fdc-4e47-8cce-ee38b403581c", "node_type": "1", "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "hash": "7afc512b5e56d229f1ac966996dec2354975245b7b3a7261646131a5917a669e", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "c7c2e0ce-33f0-41b2-917c-c2d3114437d4", "node_type": "1", "metadata": {}, "hash": "684133e633116e3f3717eb59c9855e1569430a6a7a9106d5b27d6f0d5d5bbc92", "class_name": "RelatedNodeInfo"}}, "text": "of navigation. In this sense, ME is typically a type of ESP (cf. Culic-viskota\n\n& Kalebota, 2013) with its \u201cwide-angled\u201d communicative nature.\n\nSimultaneously, ME has a \u201csolid legal foundation both for curriculum design\n\nand for research\u201d (Cole & Trenkner, 2012: 242). The International\n\nConvention on Standards of Training, Certification and Watchkeeping for\n\nSeafarers (STCW), was adopted in 1978, entered into force in 1984 and has\n\nbeen frequently updated and amended; notably by two major revisions that\n\nwere adopted in 1995 and in 2010. Essentially, the STCW Convention, 1978,\n\nas amended, prescribes and defines standards concerning the training,\n\ncertification and competence of seafarers, and as such works as the legal\n\nfoundation of ME. It is stated that: \n\nAll seafarers shall be properly educated and trained, adequately experienced,\n\nskilled and competent to perform their duties in a manner which provides for\n\nthe safety of life, property and security at sea and the protection of the\n\nmarine environment. (IMO, 2011: 71)\n\nIn this connection, IMO Model Course 3.17 Maritime English is one of 63\n\nmodel courses developed by IMO to assist maritime education institutes and\n\ntheir teaching staff, and especially those in developing countries, to improve\n\ntheir maritime teaching capacities, thus enhancing their implementation of\n\nthe STCW Convention. The Maritime English model course in particular\n\nsets out the education and training framework as a guide for ME teaching so\n\nthat the learners will achieve the required standards of competence related\n\nto effective communication as specified in the STCW Code, as amended. As\n\nmentioned earlier, Model Course 3.17 was first published in 1999, marginally\n\nrevised in 2009, and fully revised in 2015. \n\nSignificantly, in the 2010 Manila Amendments to the STCW Convention, the\n\nminimum \u201cKnowledge, Understanding & Proficiency\u201d (KUP) requirements\n\nof English competence for seafarers have been updated as clearly prescribed\n\nin the tables of the Code\u2019s two Parts, (where Part A is mandatory and Part B\n\nrecommendatory). For officers in charge of the navigational watch, for\n\nexample, the general requirement of English competence is to \u201cuse the IMO\n\nStandard Marine Communication Phrases and use English in written and\n\noral form\u201d. As specified in Table Part A-II/1, STCW (IMO, 2011), relevant\n\nEnglish KUPs for officers in charge of a navigational watch include: 1) using\n\ncharts and other nautical publications; 2) understanding meteorological\n\ninformation and messages concerning ship\u2019s safety and operation; 3)\n\ncommunicating with other ships, coast stations and vTS centres; 4)\n\nYAn ZhAnG & ClIvE COlE\n\nIb\u00e9rica 35 (2018): 145-170150", "start_char_idx": 12966, "end_char_idx": 15679, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "c7c2e0ce-33f0-41b2-917c-c2d3114437d4": {"__data__": {"id_": "c7c2e0ce-33f0-41b2-917c-c2d3114437d4", "embedding": null, "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-138", "node_type": "4", "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "hash": "901ef205a36ed203f1d28a8ad02fccac8291e5ef220dda2e3582219ecc7fbbb0", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "c98a9682-f24a-4938-ae7b-7c57c333a64f", "node_type": "1", "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "hash": "e1304270310565763b1def05162c7902207e1738d57fe67d9477930e97490068", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "9415b355-0ce6-489c-86a3-ac171f2438dc", "node_type": "1", "metadata": {}, "hash": "304d7dd940c668916e98988c66b484ea2bcacf1a3b676a498367a6597cd41fd2", "class_name": "RelatedNodeInfo"}}, "text": "performing the officer\u2019s duties also with a multilingual crew; 5) using and\n\nunderstanding the IMO Standard Marine Communication Phrases. In\n\naddition, the English competence requirements for electro-technical officers\n\nhave been added to Part A of the Code. \n\nFurthermore, two aspects relevant to the ME competences prescribed in the\n\nSTCW Convention, as amended, can be seen as the influential force of the\n\npresent revision. Firstly, the English competence requirements, and\n\ncorrespondingly the specification of the KUPs of the English language in\n\nthe Code, are tied to the duties of maritime-specific roles, among which are\n\nnavigational officers, engineering officers, electro-technical officers, GMdSS\n\nradio operators and personnel on passenger ships. This legislation clearly\n\nstipulates the socio-situational quality of ME as an ESP. Second,\n\ncommunicative competence in the English language for maritime purposes\n\nis given priority in the Code, which renders ME instruction with discrete and\n\nisolated sections of terminologies, grammar and pronunciation to be\n\nunfeasible. For seafarers of all ranks, the criterion for evaluating their\n\nEnglish competence is \u201ccommunications are clear and understood\u201d. here, the\n\nsatisfactory exchange of communications in nautical situations is reiterated;\n\nEnglish is the lingua franca on board and ashore among crew members and\n\nmultilingual passengers and is thus the basis for the requirement of effective\n\nmaritime communication. \n\nhence, the two aforementioned aspects challenged what existed in the 2009\n\nedition of IMO Model Course 3.17, which was to develop the framework of\n\nlinguistic knowledge while including the maritime content. The course\n\nstructure was organized from the elementary to upper intermediate language\n\nlevel, a level division of general English language described by heaton\n\n(1988). In addition, the general linguistic content of English language\n\nsystems and communication skills was separated from the maritime content\n\nof the tasks seafarers are expected to be able to carry out in English, as\n\nprescribed by the STCW Code. Therefore, there was a need to integrate\n\nlanguage more intensively with maritime-specific roles and tasks in nautical\n\nsituations. \n\n3. Needs analysis as the first step \n\nConsequent to the adoption of the Manila Amendments in 2010 to the\n\nSTCW Convention, IMO challenged its member states, Governmental\n\nMArITIME EnGlISh AS A COdE-TAIlOrEd ESP\n\nIb\u00e9rica 35 (2018): 145-170 151", "start_char_idx": 15683, "end_char_idx": 18179, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "9415b355-0ce6-489c-86a3-ac171f2438dc": {"__data__": {"id_": "9415b355-0ce6-489c-86a3-ac171f2438dc", "embedding": null, "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-138", "node_type": "4", "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "hash": "901ef205a36ed203f1d28a8ad02fccac8291e5ef220dda2e3582219ecc7fbbb0", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "c7c2e0ce-33f0-41b2-917c-c2d3114437d4", "node_type": "1", "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "hash": "3a12402f1ba451074140294f08d786a9a5aaee12a47a0cd960016510ecd3cd02", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "d4ad2afb-bf63-4c77-80a3-60f52a8ddf3d", "node_type": "1", "metadata": {}, "hash": "c95d03aa3cd76d1d5ae77a596359a7405e0414f3d95f42c70ba42d9b71effc4d", "class_name": "RelatedNodeInfo"}}, "text": "organizations and non-Governmental organizations to commit to revising\n\nand updating all the model courses related to the STCW Convention. As a\n\nresult, the International Maritime lecturers\u2019 Association (IMlA) responded\n\nto this invitation and offered to revise and update IMO Model Course 3.17,\n\nMaritime English. This was accepted by the IMO\u2019s Sub-Committee on human\n\nElement, Training and Watchkeeping (hTW) at its first session, 17th to 21th\n\nFebruary 2014 and subsequently completed by the 31st October 2014\n\ndeadline. The IMlA working group of the Model Course 3.17 consisted of\n\nESP developers from the World Maritime University (Sweden), the maritime\n\ntraining agency Marlins (U.K.), and Shanghai Maritime University (China).\n\nAs course designers, the IMlA working group was expected to be alert to\n\nthe needs of mainly non-English native ESP target learners, to the relevant\n\nprescriptions required in the STCW, and to the context of maritime working\n\noperations. \n\nConsequently, substantial information was collected and assessed in the\n\nform of a needs analysis to establish the \u201chow\u201d and the \u201cwhat\u201d of ME\n\nteaching. The needs analysis as an integral part of this ESP curriculum\n\ndevelopment program was conducted in a socio-rhetorical genre-analytic\n\nand ethnographic framework (See Jasso-Aguilar, 2005; hyland, 2006; Johns\n\n& Makalela, 2011). This involved aspects that fed into the survey\n\nincorporating the language background and proficiency of target learners,\n\nthe genre-analytical perspectives of the target discourse in nautical situations,\n\nthe expectations and intentions of the maritime industry stakeholders, and\n\nthe features of the maritime discourse communities and situations. \n\nSimultaneously, a needs analysis process was undertaken that involved a\n\nworkshop questionnaire, unstructured interviews (long, 2005), existing\n\ntextbook analyses, field observations and a corpus analysis. \n\nThe workshop questionnaire dissemination and unstructured interviews1\n\nwere conducted among experienced teachers at maritime academies and\n\nagencies, maritime curriculum designers, and maritime industry stakeholders\n\nthat included the IMO, maritime operation companies, and IMO member\n\nmaritime administrations. The 26th International Maritime English\n\nConference (IMEC26, Terschelling, netherlands, July 2014) and its\n\nworkshops, along with Model Course 3.17 working group meetings held\n\nregularly at international gatherings, were optimal occasions for collecting\n\n(vital) information, analyzing the results and testing/consolidating the\n\noutcomes. Unstructured interviews were centred on the maritime\n\nYAn ZhAnG & ClIvE COlE\n\nIb\u00e9rica 35 (2018): 145-170152", "start_char_idx": 18183, "end_char_idx": 20867, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "d4ad2afb-bf63-4c77-80a3-60f52a8ddf3d": {"__data__": {"id_": "d4ad2afb-bf63-4c77-80a3-60f52a8ddf3d", "embedding": null, "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-138", "node_type": "4", "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "hash": "901ef205a36ed203f1d28a8ad02fccac8291e5ef220dda2e3582219ecc7fbbb0", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "9415b355-0ce6-489c-86a3-ac171f2438dc", "node_type": "1", "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "hash": "16a1854f8c5f5606dcf6959f916186c3c39e928bba41d18e4e6cdc295657f3ea", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "d05cc1d9-062a-44bd-93f3-80079b8459f4", "node_type": "1", "metadata": {}, "hash": "5191a00bad2196a6f7662b9fd397f27ad26b0c84db25f29d88a3877b120c23bc", "class_name": "RelatedNodeInfo"}}, "text": "stakeholders\u2019 observations and expectations of the code-stipulated and duty-\n\nbound English communication competence of cadets and seafarers. A\n\nrepresentative questionnaire item is shown as follows:\n\nConsider the ME competency levels of your cadets / seafarers when they\n\ngraduate / complete courses at your training establishment. Which of the\n\nfollowing areas of ME language competence presents most difficulty to your\n\nstudents? Tick all that apply and note why your students have difficulties in\n\nthese areas. \n\nreading skills / listening skills / Writing skills / Speaking skills /\n\nPronunciation / Grammar / General English vocabulary / ME terminology\n\n/Maritime communication discourse / Standard Marine Communication\n\nPhrases (SMCP) / Cultural awareness / Communication strategies \n\nThe results of the questionnaire and interview analyses are as follows:\n\n(i) The target learners of this model course mainly come from non-\n\nnative English speaking backgrounds, with an entry benchmark\n\nat the elementary English language level; a typical response being:\n\n\u201clearners are able to use English for very basic, everyday needs\n\nbut without sustained fluency and with many errors\u201d; \u201cthey have\n\na limited understanding of spoken English, requiring a lot of\n\nrephrasing, repetition and simplification of language\u201d. Such\n\ntarget learners include students of maritime academies, as well as\n\nseafarers of different ranks and departments already-employed in\n\nmaritime administrations, ports and shipping companies. \n\n(ii) The maritime industry stakeholder perspectives on seafarers\u2019\n\nEnglish cohere highly with the competency standards set in the\n\nSTCW Convention, 1978, as amended. however, in reality the\n\nstakeholders are generally not satisfied with the effectiveness of\n\nthe seafarers\u2019 listening and speaking skills, especially in\n\nemergency situations. As they maintain, \u201cit is a professional\n\nrequirement to achieve effective English communication for\n\nmaritime-specific purposes and duties\u201d. In addition, they\n\nemphasize that the consistency of the new ME model course\n\nwithin the provisions of the STCW Code is a vital ingredient in\n\npromoting best practice at sea and on shore. \n\n(iii) English has the legal status of being the lingua franca for\n\ncommunication purposes on board, ship-to-ship, and ship-to-\n\nMArITIME EnGlISh AS A COdE-TAIlOrEd ESP\n\nIb\u00e9rica 35 (2018): 145-170 153", "start_char_idx": 20871, "end_char_idx": 23269, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "d05cc1d9-062a-44bd-93f3-80079b8459f4": {"__data__": {"id_": "d05cc1d9-062a-44bd-93f3-80079b8459f4", "embedding": null, "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-138", "node_type": "4", "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "hash": "901ef205a36ed203f1d28a8ad02fccac8291e5ef220dda2e3582219ecc7fbbb0", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "d4ad2afb-bf63-4c77-80a3-60f52a8ddf3d", "node_type": "1", "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "hash": "47cac65c7861f6a61a0b0faa25fea32dc330c7c8315da90088e8561b87a040a9", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "faec48f5-913c-4981-890d-a743b0f94681", "node_type": "1", "metadata": {}, "hash": "08f1cebe6e4c3254ee3816e35311ce3e3c4c66e02470568c52e970d58de41761", "class_name": "RelatedNodeInfo"}}, "text": "shore as well as playing a critical role in the maritime industry at\n\nlarge. It thus performs a significant function in maintaining the\n\nsafety of life and property at sea and in preventing marine\n\npollution. As such, ME education can never be limited to\n\n\u201ctransporting\u201d maritime terminologies to multi-lingual learners\n\nwho are not of an English language-native background.\n\nCommunication breakdown can be attributed, to a certain extent,\n\nto seafarers\u2019 \u201cnon-effective\u201d language use: pronunciation errors,\n\nproblematic listening, limited lexical-grammatical pattern choices,\n\nlack of cultural awareness, and the absence of such discoursal\n\nknowledge as using proper linguistic resources in proper situations. \n\nThe analyses of existing ME textbooks showed the linguistic content of\n\nEnglish was usually per se presented at levels identified by the complexity of\n\nphonology, grammar, and the frequency of vocabulary in general English.\n\nMoreover, the presentation of linguistic content was separated from\n\nmaritime-purpose communications, and loosely tied to communication types\n\nconcerning specific maritime duties.\n\nThrough the observation of nautical English communications on\n\nboard/ashore as well as through the analysis of ME corpora2, difficulties in\n\nME communication were located at the language stratum of discourse. That\n\nis, communication breakdown often happens due to the seafarers\u2019 inability\n\nto properly use English in real situations. Firstly, it was found that seafarers\n\noften experience difficulty in discerning the English pronunciation of multi-\n\nlingual crews, passengers or shore personnel, not to mention understanding\n\nthe nuances of what is being said in physical situations, through the vhF\n\nradio, telephones and so on. Secondly, seafarers cannot always connect an\n\nample range of lexical-grammatical choices, such as conditionals,\n\nimperatives, relative clauses, and modalities, with relevant maritime-purpose\n\ncommunication tasks such as giving directions, or reacting to emergency\n\nalerts on board and ashore. This lack of competence impacts on the quality\n\nof each communication and the intended effect. Thirdly, the problematic\n\ndiscourse strategies in a seafarer\u2019s English communications, such as\n\nnegotiating and ordering, could be attributed to the lack of proper cross-\n\nlingual, and/or cross-ethnic cultural awareness. \n\nSo, on the one hand, there is the Code confining the provisions of ME\n\ncurriculum content, while on the other, the outcome of the needs analysis\n\nshows clearly the indispensability of a sociolinguistic framework in ME\n\nYAn ZhAnG & ClIvE COlE\n\nIb\u00e9rica 35 (2018): 145-170154", "start_char_idx": 23273, "end_char_idx": 25924, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "faec48f5-913c-4981-890d-a743b0f94681": {"__data__": {"id_": "faec48f5-913c-4981-890d-a743b0f94681", "embedding": null, "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-138", "node_type": "4", "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "hash": "901ef205a36ed203f1d28a8ad02fccac8291e5ef220dda2e3582219ecc7fbbb0", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "d05cc1d9-062a-44bd-93f3-80079b8459f4", "node_type": "1", "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "hash": "90a8d9be380bed378b9c5675d820c89e32f9e82e3c92eb7a18bc90c3cbffd453", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "aef8155d-895d-4fd6-a8b2-f7eab1e10849", "node_type": "1", "metadata": {}, "hash": "acbb54d9b492fe8d8999b61c3aaa5a45c49b0f09b779ad9266d8ec627fc33457", "class_name": "RelatedNodeInfo"}}, "text": "teaching. how the ME curriculum, as an ESP program, has to address the\n\ndiscourse issues and cultural problems, is a topic which the maritime industry\n\nstakeholders and observers seldom consider. In fact, at the final stage of\n\nvalidating this model course, some key IMO member states \u201cbought into\u201d\n\nthe idea that a broad understanding of English was required in order to meet\n\nspecific objectives; this was initially perceived as too challenging, but\n\nfundamental to a successful outcome. \n\nThus, the balance between ME\u2019s legal consistency and ESP learning\u2019s \u201cwide-\n\nangled\u201d quality can be achieved via a genre-based curriculum design. That is\n\nto say, an effective ME curriculum aiming at teaching effective\n\ncommunication competencies has to involve the \u201cintegration of discursive\n\nand professional practices\u201d (Bhatia, 2008: 161). If effective communication is\n\nthe target of Maritime English, then ME syllabus mapping, content selection\n\nand task design have to aim at teaching learners how best to get domain-\n\nspecific actions done in English. \n\n4. Detailed genre rationale \n\nThe socio-linguistic view of treating genre as institutionally and\n\nprofessionally situated actions and as ways of \u201cgetting things done through\n\nlanguage\u201d (Pennycook, 2010: 122) can be beneficial for ensuring the validity\n\nof ESP teaching. In the ME context, to develop the English competency of\n\ntrainees is to train seafarers how to get maritime-specific \u201cthings\u201d done\n\nthrough English, as per the relevant requirements of the STCW Convention.\n\nThat is to say, that ME curriculum development can take an integrated\n\ngenre-based approach, which helps achieve the balance between the\n\ncommunicative approach3 and the legal consistency aspects. Specifically, the\n\nphonological, lexical-grammatical resources of English language can be\n\nembedded into discourse strategies, which are involved in English\n\ncommunication for maritime-specific purposes and duties. \n\n4.1. Genre as a social action: General Maritime English vs. Specialized\n\nMaritime English \n\nWhen ME is treated as \u201cgetting maritime-specific things done\u201d, language\n\nlearning embraces the integral participation of professional actions in the\n\nmaritime community through the language, that is English. Thus, ME\n\ncompetence finds expressions in maritime domain-specific genres; those are\n\nMArITIME EnGlISh AS A COdE-TAIlOrEd ESP\n\nIb\u00e9rica 35 (2018): 145-170 155", "start_char_idx": 25928, "end_char_idx": 28340, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "aef8155d-895d-4fd6-a8b2-f7eab1e10849": {"__data__": {"id_": "aef8155d-895d-4fd6-a8b2-f7eab1e10849", "embedding": null, "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-138", "node_type": "4", "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "hash": "901ef205a36ed203f1d28a8ad02fccac8291e5ef220dda2e3582219ecc7fbbb0", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "faec48f5-913c-4981-890d-a743b0f94681", "node_type": "1", "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "hash": "3c68c4488e00830aad44ea1900a0f8d18b7c6d75993ffa7d201ae1a6703d538b", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "eb299ba1-8a56-4d4d-a59d-c13798cc0163", "node_type": "1", "metadata": {}, "hash": "e7477e266d65adcd170cb621cf43aa5b25c773abebb4b933d0aeca72dcb3eacb", "class_name": "RelatedNodeInfo"}}, "text": "typical sets of the English communicative events seafarers get involved in to\n\nachieve their maritime professional objectives. In this respect, ME \u201cinvolves\n\na combination of distinctive registers according to the field or subject-\n\nmatter, hence its register complexity and medium\u201d (Cole, Pritchard &\n\nTrenkner, 2007: 136)4.\n\nThus the contextual and situational understanding of language use for\n\nspecific purposes is in line with the new rhetoric approach to genre in\n\nwhich genre is understood as those recurrent patterns of language use fusing\n\nsemantic meaning and linguistic forms as rhetorical actions in situational and\n\nsocial contexts (Freedman & Medway, 1994). here, on the one hand,\n\nmaritime domain-specific genres are those maritime socially situated actions\n\nfulfilled by using the English language, indexing the socio-rhetorical contexts\n\nof the maritime industry worldwide. On the other, while performing these\n\ncommunicative activities, participants present themselves to the industry and\n\ntake on their identities as seafarers (those of diverse duties and different\n\nranks). \n\nAs stipulated in the STCW Convention, English as a lingua franca is used for\n\n\u201ceffective communication\u201d on board, ship-to-ship and ship-to-shore, for the\n\npurpose of \u201cmaintaining safety of life and property at sea and in preventing\n\nmarine pollution\u201d (IMO, 2011: 347). ME means typified rhetorical actions in\n\nmarine-related situations and contexts where the requirements of English\n\ncommunicative competence in the context of the STCW are presented as tied\n\nto different maritime-specific duties and inevitably in the form of \u201cto do\n\nsomething in some situation\u201d. For example, for officers in charge of\n\nnavigation at the operational level, qualified English competence means \u201cto\n\nperform the officer\u2019s duties also with a multilingual crew\u201d (IMO, 2011:105); for\n\nmasters, officers, ratings and other personnel on passenger ships, it means \u201cto\n\ncommunicate with passengers during an emergency\u201d (IMO, 2011: 209). The process\n\nof ME acquisition is thus the learning of maritime-specific genres: braiding\n\nlinguistic contents and rhetorical resources into the underlying assumptions,\n\ninto the ways of behaving and into the aims of the maritime industry, thereby\n\ninterweaving all of them to achieve the goals of the workplace.\n\nAs a consequence, this genre-based ME conception appropriately shapes the\n\ncontent selection and task design in both of the two syllabus stages of the\n\nModel Course 3.17 revision. \n\nFurthermore, the model course is intended to provide guidance to assist\n\nadministrations in developing their own instruction programs to achieve the\n\nYAn ZhAnG & ClIvE COlE\n\nIb\u00e9rica 35 (2018): 145-170156", "start_char_idx": 28344, "end_char_idx": 31071, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "eb299ba1-8a56-4d4d-a59d-c13798cc0163": {"__data__": {"id_": "eb299ba1-8a56-4d4d-a59d-c13798cc0163", "embedding": null, "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-138", "node_type": "4", "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "hash": "901ef205a36ed203f1d28a8ad02fccac8291e5ef220dda2e3582219ecc7fbbb0", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "aef8155d-895d-4fd6-a8b2-f7eab1e10849", "node_type": "1", "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "hash": "c187f7384fcdf827d65fe05e9d124f00b36047dc088bafd79182a5b25f95cf33", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "498dd2ed-ba61-414b-b2c6-a6e64f262e3e", "node_type": "1", "metadata": {}, "hash": "0487653efb5fc2168baff51f7ba9b3df6bc6951714f2b2f7f99ae319ee27a039", "class_name": "RelatedNodeInfo"}}, "text": "standards of English competence as prescribed in the amended STCW.\n\nTherefore, it is expected that instructors will \u201ccustomize\u201d it to their learners\u2019\n\nneeds and levels by including the relevant parts from the course as\n\napplicable. Moreover, Cole & Trenkner (2009) ascertain that a certain\n\ncommand of general English has to be acknowledged as a basic prerequisite\n\nof ME. For that reason, the \u201cnew\u201d model course has thus been revised into\n\ntwo \u201cnew\u201d core sections: General Maritime English (GME) and Specialized\n\nMaritime English (SME). here, GME braids general English language input\n\n(grammar, vocabulary and phonology), and the four language\n\ncommunication skills (listening, speaking, reading and writing) into typical\n\nsets of English communicative events that seafarers of all ranks may become\n\ninvolved in. This section covers the elementary and lower-intermediate levels\n\nof proficiency in ME where the communicative events cover and expand\n\nthose mandatory and recommendatory maritime-specific actions through\n\nEnglish, as prescribed in the amended STCW. These events are thus general\n\nto seafarers, but not specific to their ranks. In other words, GME takes a\n\nbroad approach to maritime domain-specific genres, encompassing\n\ngeneralized maritime settings and context. \n\nSME, on the other hand, correlates specific types of English\n\ncommunicative events with explicit types of seafarer ranks or duties, and\n\ndirectly immerses learners into those specialized types of communicative\n\ntasks that are specific to each professional rank and workplace function.\n\nThis section sets the task\u2019s difficulty at the intermediate level through to\n\nthe upper intermediate level in terms of English proficiency. The syllabus\n\nstructure is mapped out into five parts corresponding to five types of\n\nmaritime duties or departments, namely:\n\n1. For navigation officers.\n\n2. For engineering officers. \n\n3. For electro-technical officers (ETO).\n\n4. For GMdSS radio operators.\n\n5. For personnel on passenger ships. \n\nContents listed in these parts are organized by the English competence\n\nrequirements of the KUP for the different maritime ranks or departments\n\nprescribed in the amended STCW (respectively, Tables A-II/1, A-III/1, A-\n\nIII/6, A-II/4, and A-v/2). The tasks are designed to focus on the specific\n\nMArITIME EnGlISh AS A COdE-TAIlOrEd ESP\n\nIb\u00e9rica 35 (2018): 145-170 157", "start_char_idx": 31075, "end_char_idx": 33459, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "498dd2ed-ba61-414b-b2c6-a6e64f262e3e": {"__data__": {"id_": "498dd2ed-ba61-414b-b2c6-a6e64f262e3e", "embedding": null, "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-138", "node_type": "4", "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "hash": "901ef205a36ed203f1d28a8ad02fccac8291e5ef220dda2e3582219ecc7fbbb0", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "eb299ba1-8a56-4d4d-a59d-c13798cc0163", "node_type": "1", "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "hash": "1fc208fe830d4dc8e93326b1214407f3d7c5612689bde6c98b1c1c6144b9581e", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "6b038342-dbeb-4fc7-afcf-9004d8f31a4e", "node_type": "1", "metadata": {}, "hash": "9f20bbb376e4f84bf9089bca75d91e140015f82041a2361fd91d289c03692c2b", "class_name": "RelatedNodeInfo"}}, "text": "KUPs of the mandatory English competence requirements in the above-\n\nmentioned tables of the STCW Code, Part A. Corresponding to the \u201caction\u201d\n\nformat of the Code, these tasks are intended to lead learners to the \u201crequired\n\nperformances\u201d of different ranks or departments. If these actions are\n\nproperly fulfilled, the maritime duty-specific genres are thus satisfactorily\n\nacquired. Therefore, the tasks in the syllabus are always presented as \u201ccan-\n\ndo\u201d acts prefixed by the words \u201cThe expected learning outcome is that the\n\ntrainees\u201d act through the English language. \n\nA modified and truncated version of the GME and SME syllabus mapping\n\nis exemplified in Table 1 below. \n\nIn Table 1, the communicative event of emergency handling shows GME\n\nand SME have different syllabus mappings while following the same\n\nsociolinguistic principle. In GME, the functional linguistic features of second\n\nconditionals, modals and conjunctions are presented through authentic texts of the\n\nemergency communication. In addition, the communicative event is\n\ndeconstructed into a series of language skill tasks that practise these\n\nfunctional linguistic features. Most importantly, the tasks designed have the\n\nauthentic texts as a reference and aim to fulfill real maritime acts through the\n\nYAn ZhAnG & ClIvE COlE\n\nIb\u00e9rica 35 (2018): 145-170158\n\nY. ZHANG & C. COLE \n\nIb\u00e9rica 35 (2018): \u2026-\u2026 \n\nSection Competence Grammar Vocabulary Listening and \nspeaking \n\nReading \nand \nwriting \n\nGME 34 Evaluate different \nperspectives on a \nproblem and \nrecommend \nappropriate action; \ndescribe \nemergency \nresponse \nprocedures; give \ninstructions to \npassengers in the \nevent of an \nemergency \n\nSecond \nconditional \nclauses \n\nModal verbs \nwould, could and \nmight in \nconditional \nsentences; \nconjunctions \nsuppose, \nimagine, what if \nin conditional \nsentences \n\nInstructing \npassengers and \ncrew members to \nevacuate \n\nRead about \nemergency \nresponse \nprocedures; \ndescribe \nprocedures \nfor the \nevacuation \nof \npassengers \nand crew \nmembers in \nwriting \n\nSME 2.1-\nC \n1.3.2 \n\nEmergency \ncommunication \n\n- apply the correct procedure for transmitting a distress alert/call; \n- create distress messages based on different scenarios in written and \n\noral form; \n- simulate acknowledgement of distress messages; \n- listen to orally simulated emergency situations and practise the given \n\nscenarios with colleagues; \n- simulate on-scene communication between different parties involved in \n\nSAR; \n- demonstrate Urgency and Safety communications and practise the \n\ngiven scenarios with colleagues;. \n\n \n\n Table 1: GME and SME syllabus outline (2 examples). \n\nIn Table 1, the communicative event of emergency handling shows GME and \nSME have different syllabus mappings while following the same sociolinguistic \nprinciple. In GME, the functional linguistic features of second conditionals, \nmodals and conjunctions are presented through authentic texts of the emergency \ncommunication. In addition, the communicative event is deconstructed into a \nseries of language skill tasks that practice these functional linguistic features. Most \nimportantly, the tasks designed have the authentic texts as a reference and aim to \nfulfill real maritime acts through the English language, for example, instructing \nevacuation in a marine emergency situation. This section targets the learners at the \nelementary and lower-intermediate English levels, and is therefore suitable for \nseafarers of all ranks and departments. Here, the focus of the GME syllabus is \nplaced on linguistic content; on how language tasks embedded in maritime \ncontexts are fulfilled. \n\nHowever, for learners at the lower-intermediate to upper levels, professionally \nfulfilling communication acts specific to their ranks or departments are the targets. \nIn this respect, the correlation between lexical-grammatical choices and the \ncommunicative purposes of maritime domain-specific actions, as introduced and", "start_char_idx": 33463, "end_char_idx": 37444, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "6b038342-dbeb-4fc7-afcf-9004d8f31a4e": {"__data__": {"id_": "6b038342-dbeb-4fc7-afcf-9004d8f31a4e", "embedding": null, "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-138", "node_type": "4", "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "hash": "901ef205a36ed203f1d28a8ad02fccac8291e5ef220dda2e3582219ecc7fbbb0", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "498dd2ed-ba61-414b-b2c6-a6e64f262e3e", "node_type": "1", "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "hash": "aedd3dc566149aee3a36bdbafccde367b761245e7b234b8d1c2c28fd12388749", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "439b5b05-c6de-4d0a-8c18-68fe79379755", "node_type": "1", "metadata": {}, "hash": "541cb846d9bc93298a650286ad4adbebdd0fe5f39e3cf6b02af692971636f7db", "class_name": "RelatedNodeInfo"}}, "text": "English language, for example, instructing evacuation in a marine emergency\n\nsituation. This section targets the learners at the elementary and lower-\n\nintermediate English levels, and is therefore suitable for seafarers of all ranks\n\nand departments. here, the focus of the GME syllabus is placed on linguistic\n\ncontent; on how language tasks embedded in maritime contexts are fulfilled.\n\nhowever, for learners at the lower-intermediate to upper levels,\n\nprofessionally fulfilling communication acts specific to their ranks or\n\ndepartments are the targets. In this respect, the correlation between lexical-\n\ngrammatical choices and the communicative purposes of maritime domain-\n\nspecific actions, as introduced and considerably practised in GME, is taken\n\nas having been accepted and understood by these learners. Therefore, the\n\nSME section places the focus on professional content; on how maritime\n\nworkplace duties and identities are fulfilled through the English language.\n\nSME divides these learners into \u201cprofessional\u201d groups and immerses them\n\ninto \u201cprofessional\u201d assumptions, motivation and the conventions of doing\n\nduty-specific acts through the English language. \n\nAs is shown in Table 1, for those with the specific workplace duty of\n\nemergency communication as part of their rank-specific responsibilities,\n\nnamely, officers in charge of a navigational watch on ships of 500 gross\n\ntonnages or more, the SME syllabus mapping directly prepares the learners for\n\nthe specialized tasks associated with the sub-actions, such as transmitting a\n\ndistress alert/call, of the complete communicative event of emergency\n\nhandling. here, the general communicative competence of emergency\n\ncommunication is \u201cunpacked\u201d into a series of professional know-how tasks, i.e.\n\nthe learners are led into participating in the substantial activities of their ranks\n\nand departments. ME acquisition is thus in the process of a real-sense on-\n\nscene action where the learners are taught what conventionalized actions are\n\nrequired out of a recurrent marine situation, such as an emergency, and how\n\nto connect meaning and form to realize those actions. Indeed, in doing these\n\nactions, the learners can present their professional identities as being of\n\nspecific ranks or departments in the maritime community. \n\nAs a consequence, the two-stage syllabus organization gives ME instructors\n\nthe flexibility to weight the teaching program according to the KUP\n\nrequirements of English competence in the STCW Code. The correlation\n\nbetween language and content, or the discursion-profession correlation, is\n\nmaintained, but with the focus on the language in GME, on the content in\n\nSME. The code-tailored ME is thus \u201ctailored\u201d as oriented towards\n\nMArITIME EnGlISh AS A COdE-TAIlOrEd ESP\n\nIb\u00e9rica 35 (2018): 145-170 159", "start_char_idx": 37449, "end_char_idx": 40271, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "439b5b05-c6de-4d0a-8c18-68fe79379755": {"__data__": {"id_": "439b5b05-c6de-4d0a-8c18-68fe79379755", "embedding": null, "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-138", "node_type": "4", "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "hash": "901ef205a36ed203f1d28a8ad02fccac8291e5ef220dda2e3582219ecc7fbbb0", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "6b038342-dbeb-4fc7-afcf-9004d8f31a4e", "node_type": "1", "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "hash": "7776109f5ea9d2e5ca77aabaad9258c8aedc3dab2a1d11f5ac88d3f43667ebcb", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "11162f80-5c5a-4651-90ed-826b598dc32f", "node_type": "1", "metadata": {}, "hash": "8d33d860e55cb478faaed3bae039ca77a6e7ae03b132333b88566bb3b77164b4", "class_name": "RelatedNodeInfo"}}, "text": "communicative performance and to \u201cgetting maritime-specific things done\u201d\n\nas argued earlier. \n\n4.2. Multi-syllabus approach: Genre-based balance of the linguistic-\n\ncommunicative competence continuum \n\nIn English as a Foreign language (EFl), there has been continual tension\n\nand constant debate over the teaching and learning of English (i) as the\n\nacquisition of a linguistic system or (ii) as communicative behavior (cf. Gass,\n\n2013). In teaching, the former means that the language input of vocabulary,\n\nphonology and grammar guarantees the learner\u2019s language skills acquisition\n\n(listening, speaking, reading and writing), whereas the latter gives priority to\n\nimmersing the learner with the pragmatic use of language in real situations.\n\nIn this respect, the history of ESP education witnesses the shift in focus\n\nfrom the linguistic system and skills in general, to communicative behaviors\n\nin specific settings (cf. Belcher, Johns and Paltridge, 2011). however, there is\n\na high risk in undermining the instruction of the linguistic system knowledge\n\nin ESP teaching, especially for non-native English learners. On the one hand,\n\nif the linguistic form and skill instruction is too narrow it would be\n\ninadequate in developing a learner\u2019s capacity to handle specialized\n\nprofessional communicative tasks; on the other hand, to immerse the learner\n\ninto settings and situations without explaining the grammar-genre specific\n\ncorrelation would also compromise the validity of the learning activity. In\n\naddition, for second language learners who have not yet developed the\n\ncultural awareness skills across languages, a communicative approach to\n\nlanguage teaching that is too broad would sometimes result in \u201cthrowing the\n\nbaby out with the bathwater\u201d. \n\nAs a result, the revision of Model Course 3.17 follows a multi-syllabus\n\napproach: for the GME part (Core section 1), the maritime domain-specific\n\nperformances have been deconstructed and restored to language input\n\n(grammar, vocabulary and phonology) and language communicative skills\n\n(listening and speaking, reading and writing). For the SME part (Core section\n\n2), the duty-specific KUP requirements for English competence have been\n\nunpacked into \u201cgenre sets\u201d (Bhatia, 2004: 53) in order to involve the targeted\n\nlearners. A \u201cgenre set\u201d incorporates a class of typical maritime professional\n\ngenres of different modes that seafarers with a particular duty and\n\ndepartment would be engaged in as part of their routine professional\n\nactivities. \n\nYAn ZhAnG & ClIvE COlE\n\nIb\u00e9rica 35 (2018): 145-170160\n\n\n\nThis multi-syllabus approach can help to achieve the balance of the\n\nlinguistic-communicative continuum. That is, neither the total\n\ncommunication situation immersion, nor the only language input\n\ninstruction, can guarantee the effectiveness of the ESP teaching. In the ME\n\ncontext, English linguistic systems underlying the maritime domain-specific\n\nperformances can be firstly made maritime-general and language-substantial.\n\nThen ME teaching can be tuned to be more maritime-specific regarding the\n\nduties and departments, thus aiming at realizing maritime professional\n\nidentities through using the English language. \n\nIn the GME part, the learner, from reading and listening to relevant\n\nauthentic materials, catches the genre-specific explanation as to how the\n\nlanguage input presented realizes specific values in the maritime-related\n\ncommunicative events. For example, the linguistic systems of the present\n\nperfect continuous tense, adverbials of time such as since and for, as well as\n\nphrases for expressing degrees of certainty, can all find their predominance\n\nand generic values in the performances of reporting recent events on board,\n\nhanding over the watch, and recording the log. Through the identification\n\nand selection of these contents as language input, and embedding them into\n\nauthentic texts, it is possible to convey to the learner a much needed\n\npsychological reality and relevance to the learning tasks of speaking and\n\nwriting. \n\nA modified and abbreviated version of balanced syllabus mapping is\n\nexemplified in Table 2.", "start_char_idx": 40275, "end_char_idx": 44421, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "11162f80-5c5a-4651-90ed-826b598dc32f": {"__data__": {"id_": "11162f80-5c5a-4651-90ed-826b598dc32f", "embedding": null, "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-138", "node_type": "4", "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "hash": "901ef205a36ed203f1d28a8ad02fccac8291e5ef220dda2e3582219ecc7fbbb0", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "439b5b05-c6de-4d0a-8c18-68fe79379755", "node_type": "1", "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "hash": "3b6d5359453d2381a2d8f193ce35f9c6a2ee85a52d4d020d28fb139ff745e8e1", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "aebd737b-23a3-4c08-bd14-8b09a92a26f7", "node_type": "1", "metadata": {}, "hash": "7faade2270c18708e113cc348e5d692587ed15127fce34b47aceae4842807908", "class_name": "RelatedNodeInfo"}}, "text": "MArITIME EnGlISh AS A COdE-TAIlOrEd ESP\n\nIb\u00e9rica 35 (2018): 145-170 161\n\nMARITIME ENGLISH AS A CODE-TAILORED ESP \n\nIb\u00e9rica 35 (2018): \u2026-\u2026 \n\nRequired performance: Check task completion in routine operations: VHF communication \nregarding bunkering, distress and urgency messages using SMCP \n Listening and speaking Reading and writing \n\nGrammar: present perfect; regular \nand irregular verb forms \n\nSimulating VHF communication \n .1compare normal speech with \nVHF protocol; \n.2 identify some VHF recordings; \n.3 check stages of completion of a \nvariety of tasks form spoken \ninformation; \n.4 talk about the recent activities \nwith partners \n\nIdentifying VHF communication \nregarding distress, urgency, safety \nand bunkering operations \n .1 read messages concerning VHF \ncommunications regarding \ndistress, urgency and safety; \n .2 simulate urgency procedures; \n .3 refer to a checklist to describe \nstages of completion in a routine \nprocedure; \n .4 simulate VHF communication \nregarding bunkering operations \n\nVocabulary: verbs relating to \nbunkering, maintenance and \nsafety procedures; \n\nPhonology: elision, the weak \nvowel sound, contracted and \nmerging sounds in connected \nspeech \n\nTable 2: Balanced syllabus mapping in GME \n\nGiven the reliance on voice communications from ship-to-ship and ship-to-shore, \npronunciation, speaking and listening are emphasized in the GME curriculum \ndevelopment. In addition, a challenging variety of functional linguistic features \nrealizing the relevant required action performance are represented in the input of \nlistening/reading texts and practised in the output of speaking/writing activities. \n\nMulti-mood (the understanding of different moods or attitudes when listening) \nand multi-mode (different types of communication, such as VHF radio, \ntelephone, or formal/informal face-to-face conversations) listening materials \nform the basis of grammar, vocabulary and phonology input. As revealed in \nTable 2 above, the tasks of VHF communication are designed for the learner to \nidentify and interpret specific phonological features such as merging in \nconnected speech, or meaningful features such as distress and urgency. Such \nfunctional linguistic features can be found in the genre-specific explanation in \nthe action of \u201cVHF communication regarding bunkering, distress and urgency \nmessages\u201d where these features are particularly problematic for those who are \nnon-native English speaking seafarers. \n\nConnecting the linguistic system with the communicative actions in syllabus \ndesign makes for better awareness of the text-genre/action rationale. Here, the \nexplanation of the linguistic system comes from the analysis and understanding \nof the maritime domain-specific genre/action in which they are conventionally \nused. Accordingly, Basturkmen (2010) claims this meaning-making integration \nof the linguistic system and generic resources helps develop the learner\u2019s \ncapacity of handling specialized professional communicative tasks without \nsacrificing their language accuracy. \n\nWhen it comes to SME, the focus is more towards the procurement of maritime \nprofessional identity via the English language. Here, the learners are firstly", "start_char_idx": 44424, "end_char_idx": 47620, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "aebd737b-23a3-4c08-bd14-8b09a92a26f7": {"__data__": {"id_": "aebd737b-23a3-4c08-bd14-8b09a92a26f7", "embedding": null, "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-138", "node_type": "4", "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "hash": "901ef205a36ed203f1d28a8ad02fccac8291e5ef220dda2e3582219ecc7fbbb0", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "11162f80-5c5a-4651-90ed-826b598dc32f", "node_type": "1", "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "hash": "a3d6be1709793cde1c3c27fe38f032b6d08f89d79e4cb8e7cb51ea15dab9c8b9", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "1c36b412-bb56-4176-b3f0-5d0e850f71da", "node_type": "1", "metadata": {}, "hash": "fbb434746a7cb1f3e57a9362a41b2d4cec0754ff47c708678c2c384f5e097fb7", "class_name": "RelatedNodeInfo"}}, "text": "Here, the learners are firstly \n\n\n\nGiven the reliance on voice communications from ship-to-ship and ship-to-\n\nshore, pronunciation, speaking and listening are emphasized in the GME\n\ncurriculum development. In addition, a challenging variety of functional\n\nlinguistic features realizing the relevant required action performance are\n\nrepresented in the input of listening/reading texts and practised in the\n\noutput of speaking/writing activities. \n\nMulti-mood (the understanding of different moods or attitudes when\n\nlistening) and multi-mode (different types of communication, such as vhF\n\nradio, telephone, or formal/informal face-to-face conversations) listening\n\nmaterials form the basis of grammar, vocabulary and phonology input. As\n\nrevealed in Table 2 above, the tasks of vhF communication are designed for\n\nthe learner to identify and interpret specific phonological features such as\n\nmerging in connected speech, or meaningful features like distress and\n\nurgency. Such functional linguistic features can be found in the genre-\n\nspecific explanation in the action of \u201cvhF communication regarding\n\nbunkering, distress and urgency messages\u201d where these features are\n\nparticularly problematic for those who are non-native English speaking\n\nseafarers. \n\nConnecting the linguistic system with the communicative actions in syllabus\n\ndesign makes for better awareness of the text-genre/action rationale. here,\n\nthe explanation of the linguistic system comes from the analysis and\n\nunderstanding of the maritime domain-specific genre/action in which they\n\nare conventionally used. Accordingly, Basturkmen (2010) claims this\n\nmeaning-making integration of the linguistic system and generic resources\n\nhelps develop the learner\u2019s capacity of handling specialized professional\n\ncommunicative tasks without sacrificing their language accuracy. \n\nWhen it comes to SME, the focus is more towards the procurement of\n\nmaritime professional identity via the English language. here, the learners\n\nare firstly divided up according to their specific professional ranks or\n\ndepartments, and then directly introduced to, and involved in, their maritime\n\nduty-specific genre set where a range of typical communicative activities are\n\nprovided. \n\nA modified and abbreviated version of the SME \u201cgenre-set\u201d syllabus\n\nmapping is exemplified in Table 3. \n\nYAn ZhAnG & ClIvE COlE\n\nIb\u00e9rica 35 (2018): 145-170162", "start_char_idx": 47590, "end_char_idx": 49994, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "1c36b412-bb56-4176-b3f0-5d0e850f71da": {"__data__": {"id_": "1c36b412-bb56-4176-b3f0-5d0e850f71da", "embedding": null, "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-138", "node_type": "4", "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "hash": "901ef205a36ed203f1d28a8ad02fccac8291e5ef220dda2e3582219ecc7fbbb0", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "aebd737b-23a3-4c08-bd14-8b09a92a26f7", "node_type": "1", "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "hash": "14a2f580ee33276c0bbcf67de65197fb3fef72b1a1526d101a9387f3eeaf95b0", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "e33f657c-f368-43f1-8be8-a5bc5567505b", "node_type": "1", "metadata": {}, "hash": "d73ce17e9c48ecc063b50d7e8377656d0d1e0c5d13f2af7b41aec17bf8b82537", "class_name": "RelatedNodeInfo"}}, "text": "It is presumed that the linguistic system-genre/action correlation has been\n\naccepted and developed to some degree by SME learners. here, the principle\n\nof syllabus mapping is to follow the professional division using specialized\n\ncontent designs for specialized maritime ranks or departments, as defined in\n\nthe STCW Convention. \n\nTake for example GMdSS radio operators, who are in charge of, or\n\nperforming GMdSS radio duties on a vessel as shown in Table 3. Their\n\nMArITIME EnGlISh AS A COdE-TAIlOrEd ESP\n\nIb\u00e9rica 35 (2018): 145-170 163\n\nY. ZHANG & C. COLE \n\nIb\u00e9rica 35 (2018): \u2026-\u2026 \n\nexemplified in Table 3. \n\nSpecialized Maritime English for GMDSS radio operators \n(IMO Reference: STCW Code Table A-IV/2) \n\nCompetence: transmit and receive information using GMDSS subsystems and equipment and fulfulling the \nfunctional requirements of GMDSS \n\nTraining outcomes: demonstrate a knowledge and understanding of: \n 1 The English language, both written and spoken, for the communication of information relevant \n\nto safety of life at sea \n\n1.1 Use Maritime Safety Information \nand special services \n\n- read NAVTEX messages including meteorological and navigational \nwarnings, etc. to become familiar with special terms and message \npatterns and extract important information from Enhanced Group \nCalling (EGC) messages by scan reading \n\n- read EGC messages including meteorological warnings and \nnavigational warnings, etc. to become familiar with special word \nmessage patterns and scan read to identify the key information in \nthe EGC message \n\n- understand Maritime Safety Information (MSI) broadcasts on \nVHF/MF/HF radio \n\n- draft special service text messages to obtain special services from \nrelevant coastal special stations (for example MEDICO) \n\n- demonstrate communication with coastal special service stations (for \nexample meteorological stations) to obtain special services \n\n1.2 Read GMDSS operational \ninstructions and communication \npublications \n\n- scan read the relevant List of Radio Signals and/or ITU References \nto obtain the specific information \n\n1.3 Role play communication based \non distress, urgency or safety \nscenarios \n\n- render the correct Calling Procedures for transmitting a distress \nalert/call/message \n\n- create distress messages of different scenarios in written and oral \nform \n\n- simulate a distress communication with colleagues between two or \nmore vessels \n\n- create correct acknowledgements of given distress messages \n- create a distress call by a station, not itself in distress, based on a \n\ngiven scenario \n- simulate the cancellation of a given false distress alert/call \n- demonstrate distress/urgency/safety traffic with relevant simulated \n\nparties, e.g. RCC, SAR unit, and information provider, etc. \n- listen to simulated emergency communication on VHF with \n\nbackground noise and record the information in writing \n- simulate urgency and safety communications based on given \n\nscenarios applying the correct Calling Procedures \n\nTable 3: Syllabus mapping in SME \n\nIt is presumed that the linguistic system-genre/action correlation has been accepted \nand developed to some degree by SME learners. Here the principle of syllabus", "start_char_idx": 49998, "end_char_idx": 53218, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "e33f657c-f368-43f1-8be8-a5bc5567505b": {"__data__": {"id_": "e33f657c-f368-43f1-8be8-a5bc5567505b", "embedding": null, "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-138", "node_type": "4", "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "hash": "901ef205a36ed203f1d28a8ad02fccac8291e5ef220dda2e3582219ecc7fbbb0", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "1c36b412-bb56-4176-b3f0-5d0e850f71da", "node_type": "1", "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "hash": "f335bfd5744f847345a1a2ecf82507211c100236d33e21749105e49ee99ddd33", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "6fbef85b-8e75-4344-9cff-6aa4d254cb31", "node_type": "1", "metadata": {}, "hash": "fd4707ad44b6b5c84d41ad22348128d6e7b173179b1f49a66ba11c6be0c62c83", "class_name": "RelatedNodeInfo"}}, "text": "professional identity defines the limited range of generic texts in their work\n\nroutine centring around producing and interpreting distress/alert calls or\n\nmessages, dealing with emergency communications on vhF. These\n\ngenres/actions comprise a genre set, jointly realizing the narrowly defined\n\nprofessional activities, and internally intertextually linked in terms of their\n\nshared professional motivation and obligation. \u201cdrafting distress messages\u201d\n\nand \u201ccreating and interpreting emergency vhF radio calls\u201d are both\n\ncommunicative stages involving different moods, modes and \u201cmoves\u201d of\n\ncommunication. however, they share the linguistic resources while most\n\nimportantly, jointly contributing to the accomplishment of the professional\n\nperformance required for GMdSS radio operators. The safety culture and\n\nrequirements, the communication channel features and the marine\n\nenvironment form the socio-rhetorical and situational context, co-\n\nconstructing real communications. \n\nWorth noting is the SME syllabus \u201cunpacks\u201d rank-specific competences\n\ninto duty-specific genre sets and puts the learner into \u201caction\u201d through\n\nusing English in particular settings for particular professional objectives.\n\nhere, ME acquisition is realized through participating in the knowledge-\n\nproducing activities of professional duties. Therefore, communication\n\nskills are developed around the complex and dense sociological and\n\nprofessional context for communication. This means that the SME\n\nsyllabus design is oriented towards the development of the learners\u2019\n\nprofessional expertise, which depends not only on the linguistic system and\n\nskill mastery but also the accomplishment of an accruement of complex\n\nand intertextually linked communicative behaviors required by the\n\nparticular field of work. \n\n4.3. Multi-cultural factors in ME education \n\nThere are two themes that cannot be overridden in the accounts of English\n\neducation for maritime domain-specific purposes: industrial\n\ninternationalization and the use of English as the lingua franca. As the\n\nSTCW Code states (IMO, 2011:347), during the most recent three to four\n\ndecades, the seafaring profession has become international in character and\n\nthe increasing use of multinational crews is the norm. This is also true of the\n\nmaritime business at large, which has fast become globalized in nature with\n\nthe outcome that effective communication in English today is a necessity for\n\nall the parties involved. \n\nYAn ZhAnG & ClIvE COlE\n\nIb\u00e9rica 35 (2018): 145-170164", "start_char_idx": 53223, "end_char_idx": 55754, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "6fbef85b-8e75-4344-9cff-6aa4d254cb31": {"__data__": {"id_": "6fbef85b-8e75-4344-9cff-6aa4d254cb31", "embedding": null, "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-138", "node_type": "4", "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "hash": "901ef205a36ed203f1d28a8ad02fccac8291e5ef220dda2e3582219ecc7fbbb0", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "e33f657c-f368-43f1-8be8-a5bc5567505b", "node_type": "1", "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "hash": "46edfacc3c634da51d3b0aafeca82558c85bcf3232e53dd8f73ae55609ffcc98", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "66bd7242-c8c5-41f0-91e4-fae3010c53c5", "node_type": "1", "metadata": {}, "hash": "a61c1672de3260925e66304cba2ba2c8489d5518d7b59c0a7895b8ca5381f6ce", "class_name": "RelatedNodeInfo"}}, "text": "As to the English language as the lingua franca, it is argued that \u201cadoption\n\nof a common language for maritime communications would promote safe\n\npractice by reducing the risk of human error in communicating essential\n\ninformation\u201d. Moreover, \n\nAlthough not universal, by common practice English is rapidly becoming the\n\nstandard language of communication for maritime safety purposes, partly as\n\na result of the use of the IMO Standard Marine Communication Phrases.\n\n(IMO, 2011: 347)\n\nTherefore, in syllabus design and content selection, the Model Course 3.17\n\ndevelopers bore in mind that English for maritime-domain specific purposes\n\ninvolves the diversity of cultural input to discursive practices. On the one\n\nhand, performing maritime-socially situated actions through the English\n\nlanguage itself it would be intertwined with English native cultural factors\n\nwhile on the other, the multilingual and multinational crews would also bring\n\nvariability to the use of English lexical-grammatical and discoursal resources,\n\nwhich are influenced by their non-English nativized cultural factors. This\n\nduality in the use of linguistic resources in professional genres has long been\n\nnoticed and explored by ESP researchers and curriculum developers as seen\n\nin the work of Bhatia, 1993, 2004; Gimenez, 2001; Poncini, 2004; nickerson,\n\n2005; dovey, 2006; lockwood, 2012; and lam and Kong, 2014.\n\nThe competency of communicating with multinational crews is given\n\nsignificant prominence both in the mandatory standards, for example, for\n\nnavigation officers as stated in Table A-II/1 of the STCW Code, 1978, as\n\namended, and in the guidance for all seafarers as defined by Section B-vI/1\n\nof the Code. Cultural awareness is given attention in the Code because it\n\ncontributes to maritime safety and marine environment protection. \n\nFrom the perspective of ESP teaching and learning, culture permeates\n\nthrough linguistic system-genre/action practices and professional activities.\n\nCommunicative practices of \u201cclarifying, warning, apologizing, thanking\u201d,\n\namong others, are indispensable elements of required performances in an\n\nemergency, watchkeeping on board, ship-to-ship and sea-to-shore\n\ncommunication scenarios. however, conceptualizations of these practices\n\nare different among cultures. As to the lexical-grammatical resources, a non-\n\nEnglish native\u2019s misunderstanding of modals in instantiating different\n\ndegrees of coercion and attitude, for example, would damage the\n\neffectiveness of the communication, and thus directly risk the safety of the\n\nship, the crew and the marine environment5. \n\nMArITIME EnGlISh AS A COdE-TAIlOrEd ESP\n\nIb\u00e9rica 35 (2018): 145-170 165", "start_char_idx": 55758, "end_char_idx": 58457, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "66bd7242-c8c5-41f0-91e4-fae3010c53c5": {"__data__": {"id_": "66bd7242-c8c5-41f0-91e4-fae3010c53c5", "embedding": null, "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-138", "node_type": "4", "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "hash": "901ef205a36ed203f1d28a8ad02fccac8291e5ef220dda2e3582219ecc7fbbb0", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "6fbef85b-8e75-4344-9cff-6aa4d254cb31", "node_type": "1", "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "hash": "9b13f1610401200fae1f48470889f85fd39cbf8371c20b589c493d10ef1a0f34", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "f77ac23c-500f-40ed-8e8d-6ea01ec6f1ab", "node_type": "1", "metadata": {}, "hash": "40f8644d7c52edcb2dc0cf029d0c879f44109539bdea32d16c8f16d1b6de24d2", "class_name": "RelatedNodeInfo"}}, "text": "Given the genre-based framework and the noticed intercultural issues\n\ngrounded in the communication on board and ashore, intercultural meaning\n\nis therefore \u201cunpacked\u201d into communicative events for which the\n\ncorresponding lexical-grammatical resources are required. The language\n\ninput of discoursal resources such as modals and conjunctions are braided\n\ninto the communication strategy practices in the GME section. Moreover, in\n\nthe SME section, cultural awareness even becomes a key word in the task\n\ndesign. For example, the tasks for navigation officers are designed as\n\nconsisting of the genre set demanding the cross-cultural awareness from oral\n\nevent descriptions, order (given by non-English-native speakers)\n\nidentifications to onboard ship communications.\n\nThis \u201cunpacking\u201d approach encapsulates language, culture, communicative\n\nskills as well as professional motivation and behavior in the teaching process,\n\nwhere these elements are continuously negotiated in the process of learning\n\nME while fulfilling maritime domain-specific tasks. In the maritime\n\ncommunication context, the content of what is being transferred and\n\ndiscussed, the \u201cspecific sociolinguistic circumstances\u201d (i.e. specific speaker-\n\nhearer relationships are often developed under various degrees of stress and\n\npanic) (Cole, Pritchard & Trenkner, 2007:137) and the multi-mode\n\ncommunication at sea and ashore interact with each other to produce very\n\nspecific intercultural registers. All of these factors point to the part in ME\n\neducation and training of communication strategy development, rather than\n\nproduct-based terminology teaching. \n\n5. Conclusion \n\nThis paper reports on syllabus mapping, task design and content selection in\n\nthe context of the revision and subsequent validation of IMO Model Course\n\n3.17, Maritime English. It proposes a genre-based ESP curriculum\n\ndevelopment framework.\n\nThe needs analysis offers points to the indispensability of a sociolinguistic\n\nframework in Maritime English teaching: that is, communicative\n\ncompetence can be defined as a seafarer\u2019s know-how to get maritime-\n\nspecific \u201cthings\u201d done through English, as per the relevant requirements of\n\nthe International Maritime Organization\u2019s International Convention on\n\nStandards of Training, Certification and Watchkeeping for Seafarers, 1978,\n\nas amended. Problems that arise in ME communication are found in the\n\nYAn ZhAnG & ClIvE COlE\n\nIb\u00e9rica 35 (2018): 145-170166", "start_char_idx": 58461, "end_char_idx": 60922, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "f77ac23c-500f-40ed-8e8d-6ea01ec6f1ab": {"__data__": {"id_": "f77ac23c-500f-40ed-8e8d-6ea01ec6f1ab", "embedding": null, "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-138", "node_type": "4", "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "hash": "901ef205a36ed203f1d28a8ad02fccac8291e5ef220dda2e3582219ecc7fbbb0", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "66bd7242-c8c5-41f0-91e4-fae3010c53c5", "node_type": "1", "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "hash": "19a603ec86310f98b072fa4710d21d020effc1ea635abb524f57a69d4655d8fd", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "d7171f56-40f8-4b38-9972-55a38d65e91c", "node_type": "1", "metadata": {}, "hash": "71cf74921f23ceb1dde8131c313acc03a22690d6e45841a136dc133e42f8aa29", "class_name": "RelatedNodeInfo"}}, "text": "discourse issues, cross-cultural awareness, and the link between language\n\nform and meaning. \n\nIt is argued that code-tailored ME competence finds expressions in maritime\n\ndomain-specific genres; these are typical sets of the English communicative\n\nevents seafarers are involved in to achieve their maritime professional\n\nobjectives. An effective ME curriculum should integrate linguistic systems,\n\nprofessional motivation & behavior, communicative skills and cultural\n\nawareness into the teaching process, which entails a process of learning ME\n\nwhile taking maritime domain-specific action. Specifically: \n\n(i) Syllabus mapping can be divided into two sections: General\n\nMaritime English (GME) and Specialized Maritime English\n\n(SME). GME focuses on the linguistic content, generalizing how\n\nlanguage tasks embedded in maritime contexts are fulfilled; SME\n\nfocuses on professional contents, specializing in how maritime\n\nworkplace duties and identities are fulfilled via the English\n\nlanguage. As such, syllabus mapping calculates the discursion-\n\nprofession correlation and helps ensure code-tailored ME\n\nteaching to be communicative performance-oriented.\n\n(ii) The multi-syllabus task design and content selection can help\n\nachieve a genre-based balance on the linguistic-communicative\n\ncontinuum. In GME, the meaning-making integration of\n\nlinguistic systems and generic resources can strengthen the text-\n\ngenre/action rationale, developing the learners\u2019 capacity of\n\nhandling specialized professional communicative tasks without\n\nsacrificing their language accuracy. In SME, duty-specific genre\n\nsets can directly immerse the learners into specialized tasks,\n\ndeveloping their professional expertise through the\n\naccomplishment of complex and intertextually linked\n\ncommunicative activities.\n\n(iii) Furthermore, specific intercultural registers defined by English as\n\nthe lingua franca at sea and ashore demand indispensable cultural\n\ninput to discursive practices in ME education.\n\nIn short, genre-based curriculum development in Maritime English\n\neducation is a way out of the \u201cgame\u201d between the \u201cnarrow-angled\u201d legal\n\nrequirements for Maritime English and the \u201cwide-angled\u201d communicative\n\nnature of English for Specific Purposes. \n\nMArITIME EnGlISh AS A COdE-TAIlOrEd ESP\n\nIb\u00e9rica 35 (2018): 145-170 167", "start_char_idx": 60926, "end_char_idx": 63247, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "d7171f56-40f8-4b38-9972-55a38d65e91c": {"__data__": {"id_": "d7171f56-40f8-4b38-9972-55a38d65e91c", "embedding": null, "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-138", "node_type": "4", "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "hash": "901ef205a36ed203f1d28a8ad02fccac8291e5ef220dda2e3582219ecc7fbbb0", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "f77ac23c-500f-40ed-8e8d-6ea01ec6f1ab", "node_type": "1", "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "hash": "42da6e38f87be8feda7e2ab29595282c173b92dcdec0be0034e21f2cf78c88e7", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "359be61a-c3b7-43db-9328-c599bce9897b", "node_type": "1", "metadata": {}, "hash": "36ee2405ee597bc242fa5293aba64627d5dfb68cd6cfae7b4ce7720706185257", "class_name": "RelatedNodeInfo"}}, "text": "Acknowledgements \n\nThis paper has been funded by The national Commission of Philosophy\n\nand Social Science, China, under grant number 12BYY004. We are grateful\n\nto Jin Yong-xing, Chairman of IMlA, for encouraging and inspiring us to\n\nundertake this project, which has illuminated our academic research with\n\npractical values. We would also like to convey our appreciation to all the\n\nworking group members; for the individual and collective creativity and\n\ncooperation that successfully navigated us to the final outcome, the\n\nvalidation of the revision at the plenary of IMO\u2019s human Element, Training\n\nand Watching Sub-Committee (hTW 2) in February 2015 and the\n\npublication of IMO Model Course 3.17, Maritime English, third edition, in\n\nOctober 2015. The implementation of this enterprise will, as it always has\n\nbeen, to provide academies and agencies with guidance in the\n\ncommunicative approaches to Maritime English teaching. \n\nArticle history:\n\nReceived 03 March 2016\n\nReceived in revised form 22 October 2016\n\nAccepted 22 October 2016\n\nReferences \n\nYAn ZhAnG & ClIvE COlE\n\nIb\u00e9rica 35 (2018): 145-170168\n\nBasturkmen, H. (2010). Developing Courses in\n\nEnglish for Specific Purposes. Basingstoke, UK:\n\nPalgrave Macmillan.\n\nBelcher, D., A. M. Johns & B. Paltridge (eds.)\n\n(2011). New Directions in English for Specific\n\nPurposes Research. Ann Arbor, MI: University of\n\nMichigan Press.\n\nBerkenkotter, C. (2009). \u201cA case for historical\n\n\u201cwide-angle\u201d genre analysis: A personal\n\nretrospective\u201d. Ib\u00e9rica, Journal of the European\n\nAssociation of Language for Specific Purposes 18:\n\n9-21.\n\nBhatia, V.K. (1993). Analyzing Genre: Language\n\nUse in Professional Settings. 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(2005). \u201cSources, methods and\n\ntriangulation in needs analysis: A critical\n\nperspective in a case study of Waikiki hotel maids\u201d\n\nin M. Long (ed.), Second Language Needs\n\nAnalysis, 127-158. Cambridge: Cambridge\n\nUniversity Press.\n\nJohns, A. M. (2008). \u201cGenre awareness for the\n\nnovice student: An on-going quest\u201d. Language\n\nTeaching 41: 237-252.\n\nJohns, A. M., & L. Makalela (2011). \u201cNeeds\n\nanalysis, critical ethnography, and context:\n\nPerspectives from the client and the consultant\u201d in\n\nD. Belcher, A.M. Johns & B. Paltridge (eds.), 197-\n\n221. \n\nLam, P.W.Y., W. Cheng & K.C.C. Kong (2014).\n\n\u201cLearning English through workplace\n\ncommunication: An evaluation of existing\n\nresources in Hong Kong\u201d. English for Specific\n\nPurposes 34: 68-78.\n\nLockwood, J. (2002). Language training design\n\nand evaluation processes in Hong Kong\n\nworkplaces. Unpublished Doctoral Dissertation,\n\nHong Kong University, Hong Kong.\n\nLockwood, J. (2012). \u201cDeveloping an English for\n\nspecific purpose curriculum for Asia call centres:\n\nHow theory can inform practice\u201d. English for\n\nSpecific Purposes 31: 14-24.\n\nLong, M. (ed.). (2005). Second Language Needs\n\nAnalysis. Cambridge: Cambridge University\n\nPress.\n\nMartin, J.R., & D. Rose (2003). Working with\n\nDiscourse: Meaning beyond the Clause. London:\n\nContinuum.\n\nNickerson, C. (2000). Playing the Corporate\n\nLanguage Game: An Investigation of the Genres\n\nand Discourse Strategies in English Used by\n\nDutch Writers Working in Multinational\n\nCorporations. Amsterdam: Rodopi Bv Editions.\n\nNickerson, C. (2005). \u201cEditorial. English as a\n\nlingua franca in international business contexts\u201d.\n\nEnglish for Specific Purposes 24: 367-380.\n\nPaltridge, B. (2009). \u201cWhere have we come from\n\nand where are we now?\u201d in D. Belcher (ed.),\n\nEnglish for Specific Purposes in Theory and\n\nPractice, 289-296. Ann Arbor, MI: University of\n\nMichigan Press.\n\nPaltridge, B. (2014). \u201cGenre and English for\n\nspecific purposes\u201d in B. Paltridge & S. Starfield\n\n(eds.), The Handbook of English for Specific\n\nPurposes, 347-366. West Sussex, UK: Wiley\n\nBlackwell.\n\nPennycook, A. (2010). Language as a Local\n\nPractice. London: Routledge.\n\nPoncini, G. (2004). Discursive Strategies in\n\nMulticultural Business Meetings. Bern: Peter\n\nLang.\n\nRose, D. & J.R. Martin (2012). Learning to\n\nWrite/Reading to Learn: Genre, Knowledge in the\n\nSydney School. London: Equinox.\n\nSwales, J.M. (1990). Genre Analysis: English in\n\nAcademic and Research Settings. Cambridge:\n\nCambridge University Press.\n\nTardy, C.M. (2011).", "start_char_idx": 66587, "end_char_idx": 69912, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "c6e108e0-77ff-425f-b5ae-352eb89291be": {"__data__": {"id_": "c6e108e0-77ff-425f-b5ae-352eb89291be", "embedding": null, "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-138", "node_type": "4", "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "hash": "901ef205a36ed203f1d28a8ad02fccac8291e5ef220dda2e3582219ecc7fbbb0", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "359be61a-c3b7-43db-9328-c599bce9897b", "node_type": "1", "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "hash": "52fc1be527ffa5316cf18b9432dd26ae8b265dfd43952ddc3c105767cb8a76a2", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "51bd9f06-f408-45b2-ad0f-e5285a85cf2d", "node_type": "1", "metadata": {}, "hash": "297de10780396e7bdd9941f4d97bd02aff12e4925c0baa44c2de250cb87650bc", "class_name": "RelatedNodeInfo"}}, "text": "Cambridge:\n\nCambridge University Press.\n\nTardy, C.M. (2011). \u201cESP and multi-method\n\napproaches to genre analysis\u201d in D. Belcher, A.M.\n\nJohns & B. Paltridge (eds.), 145-173.\n\nTarone, E., S. Dwyer, S. Gillette & V. Ickes (1981).\n\n\u201cOn the use of the passive in two astrophysics\n\njournal papers\u201d. The ESP Journal 1: 123-140.\n\n\n\nYan Zhang 20 years as teacher, course designer, public examiner and\n\nresearcher in the field of English as Foreign language, functional linguistics\n\nand genre analysis. Since 2011 full professor at Shanghai Maritime University,\n\nShanghai, China. Frequent presenter at conferences of ElF and functional\n\nlinguistics; publications and projects are mainly on contrastive functional\n\nlinguistics, genre analysis and translation.\n\nClive Cole 46 years as teacher, director of Studies, head of Specialization,\n\ncourse designer, curriculum developer, Project Evaluator, public examiner,\n\nresearcher and expert consultant all within Maritime Education & Training,\n\nMaritime & Academic English, Study Skills, and Teacher Education.\n\nrecently retired having been employed at World Maritime University since\n\n1984 where he was Associate Professor and held a number of senior\n\nresponsibilities within the faculty; has authored over 45 papers on Maritime\n\nEnglish/MET&related subjects. hon Secretary of the International\n\nMaritime lecturers\u2019 Association; Chair of IMlA\u2019s International Maritime\n\nEnglish Conference.\n\nNotES\n\n1 The questionnaire was distributed extensively to 26 maritime academies and agencies throughout the\n\nworld for group discussion and collective submission; that is, the questionnaire part of the needs analysis\n\ntargets covered maritime academies worldwide. Unstructured interviews targeted and covered maritime\n\nstakeholders. nine interviews of IMO officers, maritime operation companies and government\n\nadministrators lasted a total of 610mins. The raw data can be accessed on http://www.IMlA-IMEC.com\n\nand from chriszy924@hotmail.com.\n\n2 The two corpora studied were the \u201cMaritime English Corpus\u201d established by Shanghai Maritime\n\nUniversity, and the Corpus of MArS reports found at http://www.nautinst.org/en/forums/\n\nmars/search-all-mars-reports.cfm.\n\n3 The genre-based framework is the orientation at the stage of curriculum development; accordingly the\n\nlinguistic system, professional know-how, and social/situational contexts can be braided into syllabus\n\nmapping, content selection and task design. This helps to ensure the Communicative Approach at the\n\nstage of classroom teaching as emphasized in the Instructor Manual of the Model Course 3.17.\n\n4 In this paper, we differentiate the terms of discourse, genre and register according to their nuances in\n\nthe three schools of genre analysis. discourse emphasizes more the attitudinal, and interpersonal\n\ncomponents in language use; register, as is more of a systemic-functional concept, focuses on the\n\nsituational contexts of language use; genre involves all the processes of a communicative event,\n\nintegrating language use to situational contexts of professional actions and to socio-cultural factors in a\n\ngiven community. \n\n5 This is also the reason why modals are discouraged in the SMCP; this being a list of standard core\n\nphrases in marine communication. \n\nYAn ZhAnG & ClIvE COlE\n\nIb\u00e9rica 35 (2018): 145-170170", "start_char_idx": 69852, "end_char_idx": 73186, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "51bd9f06-f408-45b2-ad0f-e5285a85cf2d": {"__data__": {"id_": "51bd9f06-f408-45b2-ad0f-e5285a85cf2d", "embedding": null, "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-139", "node_type": "4", "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "hash": "7a1d882cf1b8fe42e885e0c2cb6134ce0110dbd6d471d54a3bbd07a01cc60d70", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "c6e108e0-77ff-425f-b5ae-352eb89291be", "node_type": "1", "metadata": {"identifier": "iberica-138", "author": "Zhang, Yan; Cole, Clive", "title": "Maritime English as a code-tailored ESP: Genre-based curriculum development as a way out ", "date": "2018-01-02", "file": "iberica-138.pdf"}, "hash": "7b84daf4ef95868975514125d5348022cb85f7cac3936e225afe8e43b979320a", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "cd2c97a1-0e67-4f7e-84d3-33bd1e1c6aa5", "node_type": "1", "metadata": {}, "hash": "08ef101ad97b7917c8fab9690e3d54c7d628c7f9a037359cae204c6c08a64b6f", "class_name": "RelatedNodeInfo"}}, "text": "01 Editorial.qxd\n\n\nIb\u00e9rica 35 (2018): 171-200\n\nISSN: 1139-7241 / e-ISSN: 2340-2784\n\nAbstract \n\nSituated in an intercultural communication setting, this study explores the impact\n\nof the writer\u2019s and the receiver\u2019s national cultures and the writer\u2019s professional\n\nidentity on the move structures of persuasive email requests. The paper\n\nparticularly compared persuasive email requests written by Hong Kong Chinese\n\nand Japanese university students. For triangulation, the pre-writing group\n\ndiscussions and post-writing reflective essays produced by the same groups of\n\nstudents were also analyzed. By employing the genre analysis framework\n\ndeveloped by Bhatia and Swales, we identified eight structural moves in email\n\nmessages and observed similarities and differences in the use of these moves\n\nacross the two corpora. The findings suggest that culture and identity\n\nconstruction interactively play important roles in affecting the students\u2019 use of\n\npersuasive strategies. \n\nKeywords: persuasive writing, cultural impact, identity construction, Hong\n\nKong, Japanese. \n\nResumen \n\nE l im pa c to de l a c u l tur a y d e l a id e nt id ad e n s o l ic itu de s c o me rc ia l e s e n e n\n\nu n c on te xt o i nt e rc u l tur al : un e s tu di o c omp a ra tiv o b as a d o e n e l a n\u00e1 l is i s d e l\n\ng \u00e9 ne r o \n\nEste estudio se enmarca en un contexto de comunicaci\u00f3n intercultural. Su\n\nobjetivo es explorar el impacto de la cultura nacional del escritor y del receptor\n\ny, por otro lado, examinar la identidad profesional del escritor a trav\u00e9s de los\n\nCulture and identity on intercultural\n\nbusiness requests: A genre-based\n\ncomparative study \n\nBertha Du-Babcock and Haiying Feng \n\nCity University of Hong Kong (Hong Kong) and University of International\n\nBusiness and Economics (China) \n\nenbertha@cityu.edu.hk & fhy@uibe.edu.cn\n\n171", "start_char_idx": 41, "end_char_idx": 1896, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "cd2c97a1-0e67-4f7e-84d3-33bd1e1c6aa5": {"__data__": {"id_": "cd2c97a1-0e67-4f7e-84d3-33bd1e1c6aa5", "embedding": null, "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-139", "node_type": "4", "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "hash": "7a1d882cf1b8fe42e885e0c2cb6134ce0110dbd6d471d54a3bbd07a01cc60d70", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "51bd9f06-f408-45b2-ad0f-e5285a85cf2d", "node_type": "1", "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "hash": "ba16c140d3db45ce15d940e056968002eb1420f406208f15dbff24464e0d7aea", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "eaf3e9c9-bef4-433b-b4b2-82d2b7881d99", "node_type": "1", "metadata": {}, "hash": "d7fd9e105d5909f41ae535f206d92261f40d8b3efd39a6d176ce4fd0c466bb2f", "class_name": "RelatedNodeInfo"}}, "text": "Ib\u00e9rica 35 (2018): 171-200\n\nBERTHA DU-BABCOCK & HAIyIng FEng\n\n\u2018movimientos ret\u00f3ricos\u2019 de una solicitud comercial. En este trabajo se\n\ncompararon las solicitudes comerciales persuasivas escritas por estudiantes de\n\nuniversidades de Hong Kong China y Jap\u00f3n. Para la triangulaci\u00f3n de estos datos,\n\nse analizaron tambi\u00e9n las discusiones de grupo previas al proceso de redacci\u00f3n\n\nde este tipo de textos, asi como los ensayos de reflexi\u00f3n producidos por estos\n\nestudiantes tras la redacci\u00f3n de estos textos. Utilizando el marco del an\u00e1lisis de\n\ng\u00e9nero propuesto por Bhatia y Swales, en el presente estudio se identificaron un\n\ntotal de ocho movimientos ret\u00f3ricos en los mensajes electr\u00f3nicos de los dos\n\ncorpus utilizados para este estudio. Los resultados sugieren que la cultura y la\n\nconstrucci\u00f3n de la identidad juegan un importante papel, en tanto que\n\ndeterminan el uso de estrategias de persuasi\u00f3n por parte de los estudiantes. \n\nPalabras clave: escritura persuasiva, impacto cultural, construcci\u00f3n de la\n\nidentidad, Hong Kong, japon\u00e9s.\n\n1. Introduction \n\nIn the era of globalization, English as a lingua franca is commonplace where\n\nEnglish is used as the language of communication between business\n\npractitioners with different linguistic and cultural backgrounds. This\n\nphenomenon has posed challenges to students who are non-native English\n\nspeakers and new to their chosen professions. In the context of writing\n\nbusiness letters in intercultural settings, student writers have to demonstrate\n\non the one hand awareness of communicative norms and writing\n\nconventions that are generally accepted in their profession so as to construct\n\nthemselves as competent members of the discourse community (Swales,\n\n1990; Bizzell, 1992). On the other hand, they have to take into account that\n\nthese conventions might be different from those in their own culture.\n\nResearch has provided empirical evidence for the impact of culture on\n\nindividuals\u2019 linguistic behaviors in intercultural communication settings (e.g.,\n\nDu-Babcock, 1999, 2005 & 2006; Tanaka, 2006 & 2008; Scollon, Scollon &\n\nJones, 2012; Du-Babcock, 2013; Du-Babcock & Tanaka, 2013). However,\n\nhow a non-native English writer\u2019s own culture, the receiver\u2019s culture, and the\n\nwriter\u2019s perception of his/her own identity affect the structure process of\n\nwriting a business letter has become a topic of increasing importance yet is\n\nstill under research.\n\nTo investigate this issue, we developed a simulated case scenario where\n\nstudent writers wrote a requestive email message to a potential business\n\ncollaborator who is a British. In this study, we recruited two groups of non-\n\n172", "start_char_idx": 1900, "end_char_idx": 4549, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "eaf3e9c9-bef4-433b-b4b2-82d2b7881d99": {"__data__": {"id_": "eaf3e9c9-bef4-433b-b4b2-82d2b7881d99", "embedding": null, "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-139", "node_type": "4", "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "hash": "7a1d882cf1b8fe42e885e0c2cb6134ce0110dbd6d471d54a3bbd07a01cc60d70", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "cd2c97a1-0e67-4f7e-84d3-33bd1e1c6aa5", "node_type": "1", "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "hash": "d7f43a6c5bd5d0d744fbed3fdb9d6410da4ae3b33ccb85f50e913956c6079a9b", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "1ea277e9-dbca-42cd-becd-2b2ebfd9f635", "node_type": "1", "metadata": {}, "hash": "dd40056b7688db4861a8efd87aa8d4aae57e356693d93b69e8b7aec761d30b2b", "class_name": "RelatedNodeInfo"}}, "text": "native English speaking university students from Hong Kong and Japan.\n\nWhile Hong Kong and Japanese are often categorized as collectivist cultures\n\n(Hofstede, 2001), two cultures exhibit distinctive communication behaviors\n\n(Du-Babcock & Tanaka, 2013). Consequently, the study examines persuasive\n\nstrategies used by Hong Kong and Japanese students in order to determine\n\nwhether there is a convergent or divergent pattern in writing the requestive\n\nmessage. We adopted a genre analysis approach (Swales, 1990; Bhatia, 1993)\n\nto investigate the move structures of requestive messages written by the two\n\nresearched groups. We also explore the role of cultures and identities\n\nconstructed by student writers (as students or as business practitioners).\n\n2. Literature review \n\nThe present study is situated in an intercultural setting, and explores the\n\nimpact of culture (the writer\u2019s vs the receiver\u2019s) and identity (student vs\n\nprofessional) on constructing persuasive email messages. Studies on (1)\n\nrequestive email messages, (2) culture and communication styles, and (3) the\n\nwriter\u2019s identity construction are reviewed.\n\n2.1. Requestive email messages \n\nEmail communication is a hybrid medium of communication, situating\n\nalong a continuum between formal written letters and informal\n\nconversations (gimenez, 2000; Baron, 2003; Biesenbach-Lucas, 2007). An\n\nextensive research on email communication compares requestive messages\n\nwritten by native English speakers (nESs) and non-native English speakers\n\n(nnESs) including Taiwan Chinese (Chang & Hsu, 1998), Jordanians (Al-Ali\n\n& Sahawneh, 2008), Thai (Swangboonsatic, 2006), and mixed Asians\n\n(Biesenbach-Lucas, 2007). Results revealed that while nESs tend to use\n\nmore indirect syntactical forms (e.g., interrogatives) and hints, nnESs tend\n\nto use direct forms (e.g., imperatives) (Chang & Hsu, 1998; Scollon, Scollon\n\n& Kirkpatrick, 2000; Al-Ali & Sahawneh, 2008). In terms of the order of\n\nstructural moves, nESs employ a \u201crequest-reason\u201d pattern while Asian\n\nnnESs prefer to a \u201creason-request\u201d pattern (Chang & Hsu, 1998;\n\nSwangboonsatic, 2006). Past research has also suggested that both native\n\nand non-native writers take in consideration situational factors (e.g.,\n\nweighting of the imposition, power distance) and vary the request strategies\n\nwhen writing a requestive message (Biesenbach-Lucas, 2007).\n\nCULTURE AnD IDEnTITy On InTERCULTURAL BUSInESS REQUESTS\n\nIb\u00e9rica 35 (2018): 171-200 173", "start_char_idx": 4553, "end_char_idx": 7017, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "1ea277e9-dbca-42cd-becd-2b2ebfd9f635": {"__data__": {"id_": "1ea277e9-dbca-42cd-becd-2b2ebfd9f635", "embedding": null, "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-139", "node_type": "4", "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "hash": "7a1d882cf1b8fe42e885e0c2cb6134ce0110dbd6d471d54a3bbd07a01cc60d70", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "eaf3e9c9-bef4-433b-b4b2-82d2b7881d99", "node_type": "1", "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "hash": "6e98e18d1b1ad87a1aa2cd23f4126f8801e514225cd09ce3795d9b39df43646e", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "5e8b5c6d-54a2-48ed-9273-708de019c44e", "node_type": "1", "metadata": {}, "hash": "d98d04d00b92e2991ef8f90256dd1f65f6388d8bae0991db3f2af24b44a04195", "class_name": "RelatedNodeInfo"}}, "text": "Based on the literature reviewed, we put forth research question 1.\n\nRQ 1: How did Hong Kong and Japanese students construct their requestive\n\nmessages? Did they converge to or diverge from the moves of composing\n\nrequestive messages? \n\n2.2. Culture and communication style \n\nBritish is regarded as an individualist culture; whereas, Hong Kong and Japan\n\nare often viewed as collectivist societies (Hofstede, 2001; House et al., 2004;\n\ngesteland, 2005). Individualistic societies emphasize individual differences\n\nand accept deviation from group norms while collectivist societies value\n\ngroup interest over individual desire and needs, and place emphasis on\n\nharmonious relationships (Redding, 1997; nishiyama, 2000; Hofstede, 2001;\n\nDebroux, 2003; Selmer & de Leon, 2003).\n\nCultures also differ greatly in terms of communication style. British are\n\nreported to use low-context communication styles where directness and\n\nexplicitness are preferred. Effective persuasive discourse can be\n\ncharacterized by the \u201cAristotle\u201d dictum; that is, \u201cstate your case and prove it\u201d\n\n(Matalene, 1985). There is a linear development of writer\u2019s ideas (Park,\n\nDillon & Mitchell, 1998). In contrast, Hong Kong and Japanese people tend\n\nto use high-context communication styles where indirect forms of writing\n\nare preferred. Making connection between the messages and the background\n\ncontext is left to the readers (Scollon et al., 2000). nevertheless, there have\n\nbeen critiques of these traditional views towards Eastern and Western\n\nwriting styles (Akar & Louhiala-Salminen, 1999; Scollon et al., 2012) that\n\ncould be signaling a change in communication norms.\n\nAlthough Hong Kong and Japan belong to collectivist cultures, they exhibit\n\ndifferent communication behaviors. Hong Kong, being a \u201chybrid society\u201d\n\n(Redding, 1997: 111), has more exposure to the Western culture. Hong Kong\n\nis more westernized than other Chinese societies such as Mainland China\n\nand Taiwan (goodman, 2013). In examining Chinese students\u2019 use of\n\nrhetoric strategies for argumentation, Kirkpratrick (1995: 225) argues his\n\nsubjects\u2019 English writing was \u201cinfluenced by Western rather than by\n\ntraditional Chinese styles\u201d. Moreover, Hong Kong people are described as\n\nmaterialistic and pragmatic (Lau, 1982) and therefore emphasize individual\n\nachievements and interests rather than those of their company (Levin &\n\nyeung, 1996). \n\nBERTHA DU-BABCOCK & HAIyIng FEng\n\nIb\u00e9rica 35 (2018): 171-200174", "start_char_idx": 7021, "end_char_idx": 9487, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "5e8b5c6d-54a2-48ed-9273-708de019c44e": {"__data__": {"id_": "5e8b5c6d-54a2-48ed-9273-708de019c44e", "embedding": null, "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-139", "node_type": "4", "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "hash": "7a1d882cf1b8fe42e885e0c2cb6134ce0110dbd6d471d54a3bbd07a01cc60d70", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "1ea277e9-dbca-42cd-becd-2b2ebfd9f635", "node_type": "1", "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "hash": "9da5e66c2bc877edb445ea50dfe90aa384d518a11849fbcf439ea0a0ed72e351", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "e4dcc7f4-9c95-45b4-bf50-e289ed3f4184", "node_type": "1", "metadata": {}, "hash": "da06f53747be50f7f29088754fcff61b823a83dea6aaaabacbcbf4d0d9cef589", "class_name": "RelatedNodeInfo"}}, "text": "In contrast, Japanese business people value long-term relationship rather\n\nthan temporary profits (nishiyama, 2000; Debroux, 2003). When presenting\n\nan argument, the Japanese place the central point towards the end but the\n\nsupporting reasons were likely to be absent or unclear (Suzuki, 2010).\n\nLikewise, reasons and background are usually provided before the request is\n\ndelivered (Kameda, 2014). Haneda and Shima (1982) further asserted that\n\nthe common AIDA (attention, interest, desire, and action) approach in\n\nrequest letters is not applicable in Japanese context.\n\nDu-Babcock and Tanaka (2013) compared communication behaviors of\n\nHong Kong and Japanese business professionals in decision-making\n\nmeetings. They found that Japanese participants tended to avoid direct\n\ndisagreement in order to maintain group harmony while Hong Kong\n\nparticipants tended to be assertive in expressing disagreements, especially in\n\nthe intercultural meetings. \n\nResearch in contrastive rhetoric has documented that writers transfer first-\n\nlanguage communication patterns and strategies to second-language writing\n\n(Connor & Kaplan, 1987). Similarly, in professional and academic writing,\n\nwhile writers tend to demonstrate disciplinary-specific discourse features\n\n(Fl\u00f8ttum, Dahl & Kinn, 2006), the influence of communication norms of\n\nthe writer\u2019s native language is evident (Abdi, 2009). Thus, when writing\n\nacross cultures, miscommunication can accrue if writers continue to use\n\ndiscourse patterns that are effective in their home cultures but may not be\n\nsuitable in other cultures. Therefore, we put forth our second research\n\nquestion as follows.\n\nRQ 2: How did writer\u2019s and receiver\u2019s cultures influence the construction of\n\nthe requestive messages written by Hong Kong and Japanese students? \n\n2.3. Identity construction \n\nIdentity is \u201cformed and shaped through action\u201d (Richards, 2006: 3) and actions\n\nare accomplished through communication. As such, identity construction is a\n\ncomplex process situated in actual interactions and wider sociocultural contexts\n\n(De Fina, Schiffirin & Bamberg, 2006). Communicators may actively construct\n\ntheir identities through their choice of communication devices (Feng & Du-\n\nBabcock, 2016). As Dunn (2011: 3644) argued, communicators\u2019 use of\n\ncommunication strategies may not be \u201csimply a matter of mechanical conformity\n\nto social norms; rather speakers use their knowledge of the indexical meanings\n\nof these forms to actively construct desired social roles and relationships\u201d. \n\nCULTURE AnD IDEnTITy On InTERCULTURAL BUSInESS REQUESTS\n\nIb\u00e9rica 35 (2018): 171-200 175", "start_char_idx": 9491, "end_char_idx": 12107, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "e4dcc7f4-9c95-45b4-bf50-e289ed3f4184": {"__data__": {"id_": "e4dcc7f4-9c95-45b4-bf50-e289ed3f4184", "embedding": null, "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-139", "node_type": "4", "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "hash": "7a1d882cf1b8fe42e885e0c2cb6134ce0110dbd6d471d54a3bbd07a01cc60d70", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "5e8b5c6d-54a2-48ed-9273-708de019c44e", "node_type": "1", "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "hash": "2684a35841f6a6b02f15388ac5b645177f7d007a2cf62724dbb1da4ad3343977", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "544592aa-51f3-4801-ba7d-1e9c5f6ee666", "node_type": "1", "metadata": {}, "hash": "d26a557dc4a5c8b90178c82d393fbf8cedb78b0b2d65058899169af02c4f1c10", "class_name": "RelatedNodeInfo"}}, "text": "Identity is formed when writers become members and situate themselves in\n\ndiscourse communities. Individual discourse communities can be identified\n\nthrough the conventionalized communication patterns shared by members\n\nof the community (Swales, 1990; Bizzell, 1992; Hyland, 2012). To claim\n\nmembership and be accepted within a particular discourse community,\n\nmembers use the writing conventions that are frequently used in the\n\ncommunity (Swales, 1990; Bizzell, 1992). nevertheless, some writers (e.g.,\n\nHyland, 2012) may choose not to follow the same writing convention.\n\nConsequently, identity formation can be a process of conforming to become\n\na member of a discourse community, or possibly non-conformity to develop\n\nan individualized identity. \n\nWe also adopted Piaget\u2019s (1968) concepts of stage theory to connect the\n\nwriting of persuasive messages with identity. As college students,\n\nindividuals are likely to think and act as students who see themselves\n\nmembers of student discourse community while professionals think and\n\nact according to their accepted code of conducts in the professional\n\ndiscourse community. There is a transition from being students to\n\nprofessionals by exposing to professional education in classroom and work\n\nexperience at workplace. In this transition students can continue to use\n\n\u201cstudent talk\u201d in student-to-student communication but professional genre\n\nin the classroom and at work. In sum, students are exposed to differing\n\ninfluences, and it is important to understand these influences in order to\n\nunderstand how students compose their persuasive messages. Thus, we put\n\nforth research question 3. \n\nRQ 3: How did identity influence the construction of requestive messages\n\nwritten by Hong Kong and Japanese students? \n\n3. Research method \n\nThe present study draws on three sets of data produced by 80 undergraduate\n\nstudents, 40 each from a Hong Kong university and a Japanese university.\n\nParticipating students were sophomore or junior- year students, majoring in\n\nEnglish for Professional Communication or business administration. On\n\naverage, Hong Kong students achieved an IELTS score between 6 and 7\n\nwhile Japanese students achieved between 5 and 6. Despite English language\n\nproficiency differences, both groups of students were able to write long\n\nessays in English. To mitigate the impact of the students\u2019 language\n\nBERTHA DU-BABCOCK & HAIyIng FEng\n\nIb\u00e9rica 35 (2018): 171-200176", "start_char_idx": 12111, "end_char_idx": 14562, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "544592aa-51f3-4801-ba7d-1e9c5f6ee666": {"__data__": {"id_": "544592aa-51f3-4801-ba7d-1e9c5f6ee666", "embedding": null, "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-139", "node_type": "4", "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "hash": "7a1d882cf1b8fe42e885e0c2cb6134ce0110dbd6d471d54a3bbd07a01cc60d70", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "e4dcc7f4-9c95-45b4-bf50-e289ed3f4184", "node_type": "1", "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "hash": "064e3278260f7372f6079af3eab76b204e4712533cf238662ce66536f6906b11", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "d121e412-c987-4ac3-a070-c5a1e56019cc", "node_type": "1", "metadata": {}, "hash": "ce32a37145f20c02f78a9501e6e1d618c2d3834b58f048db25d964c9bad309bd", "class_name": "RelatedNodeInfo"}}, "text": "proficiencies, this study examined the data at a discourse level and focus on\n\nthe writer\u2019s use of persuasive strategies (see Data analysis). \n\n3.1. Procedure\n\nAt the time of data collection, students were required to take a business\n\ncommunication course to fulfil their program requirements. A writing task was\n\ndesigned and incorporated into business communication courses. The same\n\ntask scenario and instructions (see Appendix A), with slight modifications to\n\nlocalize the names and monetary denominator, were used for consistency.\n\nBased on the scenario, students composed an email request in English. All\n\nparticipating students were informed of the study and their consent was\n\nsought before the commencement of the data collection process.\n\nTo increase its authenticity, students assumed the role of the manager of the\n\ncorporate communication department (Hong Kong students) or the Chief\n\nExecutive Officer (CEO) (Japanese students) of a local company (the\n\nwriter\u2019s own company, hereafter called subject company or \u201cSC\u201d). The SC\n\nintended to expand its business by importing products of a British speaker\n\nmanufacturer (target company, hereafter \u201cTC\u201d). However, TC already had an\n\nexclusive distributor (rival company, hereafter \u201cRC\u201d) in the respective local\n\nregion (Hong Kong or Japan). In addition, the president of RC had a close\n\npersonal relationship with CEO of TC. The task required students to write\n\nan email message to the Executive Director, International Sales Division of\n\nTC to request for business collaboration. The writer and the receiver met at\n\na reception of the TC\u2019s new product exhibition six months ago. \n\nThis task was chosen for three reasons. Firstly, it was situated in an\n\nintercultural communication setting as the receiver was of a culture (British)\n\ndifferent from the writer\u2019s own (Chinese or Japanese). The norms and\n\npractices that were deeply rooted in writer\u2019s native culture could greatly\n\ninfluence the choice of communication strategies unconsciously or\n\nconsciously. Secondly, students had to draw on their business and\n\ncommunication knowledge in order to strategically formulate the request in\n\na way that they believed to be able to convince the receiver to respond to the\n\nrequest. Thirdly, the task assigned students a professional role (as a manager).\n\nThe students were required to demonstrate the knowledge of how to write\n\na persuasive request in English in a business setting in order to construct\n\ntheir identity as a (competent) member of the business discourse\n\ncommunity.\n\nCULTURE AnD IDEnTITy On InTERCULTURAL BUSInESS REQUESTS\n\nIb\u00e9rica 35 (2018): 171-200 177", "start_char_idx": 14566, "end_char_idx": 17209, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "d121e412-c987-4ac3-a070-c5a1e56019cc": {"__data__": {"id_": "d121e412-c987-4ac3-a070-c5a1e56019cc", "embedding": null, "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-139", "node_type": "4", "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "hash": "7a1d882cf1b8fe42e885e0c2cb6134ce0110dbd6d471d54a3bbd07a01cc60d70", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "544592aa-51f3-4801-ba7d-1e9c5f6ee666", "node_type": "1", "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "hash": "1302d8f356bd09bfb62b1c266560a364ac63dc1a4ed42f034c215f19067cf1d4", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "bb751925-a053-4148-8065-de4f908862ec", "node_type": "1", "metadata": {}, "hash": "a0b84a54e0b99b1c86858bf13bf7310167c05e4e87d88e7d01db6abaa1381f3d", "class_name": "RelatedNodeInfo"}}, "text": "The assigned task involved three in-class activities: pre-writing group\n\ndiscussion; persuasive message writing; and post-writing reflection (see\n\nAppendixes B and C for descriptions). In pre-writing group discussion,\n\nstudents formed groups of 4 to 6 persons to generate ideas on what and how\n\nto write. In order not to bias the results, the students were only given the\n\nlecture on how to write persuasive requests after they completed their\n\nindividual written task. The reason for doing so is to truly reflect their own\n\nculture without being influenced by the lecture. Students also wrote\n\nindividual reflections discussing reasons for writing the requests the way they\n\nwere. The group discussions and post-writing reflections not only elicit\n\njustifications of their persuasive writing strategies, but more importantly, as\n\nOlinger (2011: 274) argued, they \u201cprovide a window into the embodied\n\nconstruction of identities\u201d.\n\n3.2. Research data \n\nThis study draws on the three data sets (pre-writing group discussions,\n\nindividual writing requests, and individual reflective essays) collected from\n\nthe Hong Kong and Japanese students. The Hong Kong corpus consists of\n\nsix pre-writing group discussions, 40 individual persuasive requests and 40\n\nreflective essays while the Japanese corpus includes seven pre-writing group\n\ndiscussions, 40 persuasive requests and 40 reflective essays. Each pre-writing\n\ngroup discussion lasted about 40-50 minutes and was digitally recorded and\n\nlater transcribed. \n\nWe analyzed the 80 requestive messages by using the genre analysis\n\nframework developed by Bhatia (1993) and Swales (1990). While Swales\u2019s\n\n(1990) genre analysis of the move structure aims for academic articles,\n\nBhatia\u2019s (1993, 2004) framework concentrated on a range of business\n\npromotional genres. According to Bhatia, promotional genres share a\n\ncommunicative goal and usually contain the following moves: (1)\n\nestablishing credentials, (2) introducing the product/offer, (3) product\n\ndetails/offering incentives, (4) enclosing documents, (5) soliciting response,\n\n(6) using pressure tactics, and (7) ending politely. \n\nThe messages examined in the present study can be classified as a\n\npromotional genre because the main communicative purpose is to promote\n\nSC to TC and persuade TC to respond to the request. By adapting Bhatia\u2019s\n\n(1993, 2004) structural moves, we devised a move scheme (see Table 1) to\n\ncode the 80 requestive messages. The messages were coded by two raters and\n\nBERTHA DU-BABCOCK & HAIyIng FEng\n\nIb\u00e9rica 35 (2018): 171-200178\n\n\n\nthe interrater reliability was .90. All instances of inconsistent coding were\n\nscrutinized and discussed until consensus was reached. \n\nAlthough the English proficiency levels of the student writers varied, this\n\nstudy analyzes the messages at the discourse level rather than at the lexical-\n\ngrammatical level. We particularly focus on how the communication goal of\n\nthe message is achieved through the construction of the steps and moves\n\nshown in Table 1. The analysis of the pre-writing group discussions and\n\nreflective essays allow the authors to link the three data sets to perform a\n\ntriangulation and examine the intricacies and interplay of culture and identity\n\nconstruction. \n\nCULTURE AnD IDEnTITy On InTERCULTURAL BUSInESS REQUESTS\n\nIb\u00e9rica 35 (2018): 171-200 179\n\nBERTHA DU-BABCOCK & HAIYING FENG \n\nIb\u00e9rica 35 (2018): \u2026-\u2026 \n\nAlthough the English proficiency levels of the student writers varied, this study \nanalyzes the messages at the discourse level rather than at the lexical-\ngrammatical level. We particularly focus on how the communication goal of the \nmessage is achieved through the construction of the steps and moves shown in \nTable 1. The analysis of the pre-writing group discussions and reflective essays \nallow the authors to link the three data sets to perform a triangulation and \nexamine the intricacies and interplay of culture and identity construction. \n\n \n\nTable 1. Move scheme used to analyze the email messages in this study. \n\n \nMove Step Example \nMove 1. \nEstablishing \ncredentials \n \n \n\nStep 1a. Greeting Hello (JPN1) \nHow are you? (HK13) \n\nStep 1b. Introducing the \nwriter \n\nMy name is [NAME].", "start_char_idx": 17213, "end_char_idx": 21424, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "bb751925-a053-4148-8065-de4f908862ec": {"__data__": {"id_": "bb751925-a053-4148-8065-de4f908862ec", "embedding": null, "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-139", "node_type": "4", "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "hash": "7a1d882cf1b8fe42e885e0c2cb6134ce0110dbd6d471d54a3bbd07a01cc60d70", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "d121e412-c987-4ac3-a070-c5a1e56019cc", "node_type": "1", "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "hash": "2de117faa276c7b31c35868e2f417651057d2f6127f6e4bd3be607d1952b771a", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "11327dc9-0bbf-4674-8e02-a61b65f817c4", "node_type": "1", "metadata": {}, "hash": "f3ab153b2faa6d027e1829a36fa39c9d43e300315fdc0a08652d476e200a6729", "class_name": "RelatedNodeInfo"}}, "text": "Introducing the \nwriter \n\nMy name is [NAME]. I am the CEO of XYZ \nCorporation in Japan. (JPN1) \n\nStep 1c. Introducing SC We are a distributor specializing in high quality audio \nequipment in Japan. (JPN3) \n\nStep 1d. Referring to the \nprevious meeting \n\nIt was my pleasure to meet you at your company\u2019s \nnew product exhibition six months ago. (HK2) \n\nMove 2. \nAttracting \nreader\u2019s \nattention \n \n\nStep 2a. Praising TC or \nTC\u2019s products \n\nI was deeply impressed by the outstanding \nperformance and quality of the audio products of \nyour company. (HK2) \n\nStep 2b. Indicating an \nincreasing demand for \nTC's products in the \nregion \n\nOur marketing research showed that there is a \nsustainable demand in your company\u2019s amplifiers \nand speakers in the local market (HK23) \n\n Step 2c. Expressing SC's \ninterest in TC's products \n\nI am very interested in your products. (JPN10) \n\nMove 3. \nMaking the \nrequest \n \n\nStep 3a. Introducing the \nrequest \n\nI want to make a new proposal for your company. \n(JPN1) \n\nStep 3b. Requesting to be \na sole distributor \n\nI would like to become your new sole exclusive \ndistributor in Japan. (JPN10) \n\n Step 3c. Requesting to be \nan additional distributor \n\nTherefore we would like to establish a business \npartnership with ABC and to become one of ABC's \ndistributors in Hong Kong. (HK41) \n\n Step 3d. Requesting to \nimport TC's products \n\nWe are seeking the honor of working with your \ncompany to import ABC products to Hong Kong. \n(HK4) \n\n Step 3e. Requesting to do \nbusiness with TC \n\nWe would like to do business with your \ncompany.(JPN28) \n\nMove 4. \nProviding \nreasons for \ncollaboration \n \n\nStep 4a. Highlighting SC's \nachievements \n\nOur business is expanding rapidly over the past 5 \nyears, with our sales turnovers increased from HK$ \n1.0 billion to HK$ 9.0billion. (HK2) \n\nStep 4b. Offering specific \nincentives to TC \n\nNot only can we promote your brand to Hong Kong \npeople and expose the products to your target \ncustomers, we can also promise a double or triple \n\nCULTURE AND IDENTITY ON INTERCULTURAL BUSINESS REQUESTS \n\nIb\u00e9rica 35 (2018): \u2026-\u2026 \n\nincrease of your company\u2019s sales turnover. (HK2) \n Step 4c. Offering non-\n\nspecific incentives to TC \nWith a large market share, we are able to provide \nmore distribution channels for our [your] products, \nhence this will increase the sales turnover of your \ncompany (HK35) \n\nMove 5. \nEnclosing \ndocuments \n \n\nStep 5a. Attaching \ndocuments \n\nI have attached our company\u2019s information as an \nattached document to this e-mail . (JPN34) \n\nStep 5b. Providing SC\u2019s \nwebsite address \n\nMore information is on our website \nhttp://www.xyzcorp.xxx (JPN31)", "start_char_idx": 21380, "end_char_idx": 24027, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "11327dc9-0bbf-4674-8e02-a61b65f817c4": {"__data__": {"id_": "11327dc9-0bbf-4674-8e02-a61b65f817c4", "embedding": null, "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-139", "node_type": "4", "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "hash": "7a1d882cf1b8fe42e885e0c2cb6134ce0110dbd6d471d54a3bbd07a01cc60d70", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "bb751925-a053-4148-8065-de4f908862ec", "node_type": "1", "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "hash": "9119fd3d8fde1f61660622cea3befe7990d80587e4e95cf2eba97872cae3dc63", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "532fe0bd-11ac-4889-8849-d3295d2abbce", "node_type": "1", "metadata": {}, "hash": "2e35f84a52b47372a8bddb70f8c765bc93580fbd63ec2fb30ca1227720b8364a", "class_name": "RelatedNodeInfo"}}, "text": "Table 1. Move scheme used to analyze the email messages in this study.\n\n4. Results and interpretations \n\nIn this section, we describe findings of the three research questions. \n\n4.1. RQ1: How did Hong Kong and Japanese students construct their\n\npersuasive messages? Did these student writers converge to or diverge\n\nfrom the moves of composing requestive messages? \n\nTo answer Research Question 1, we conducted a move analysis of 80\n\npersuasive messages by using the coding scheme presented in Table 1. We\n\nthen employed Chi-square (\u03c7\u00b2) tests to compare the move frequencies in\n\nmessages written by Hong Kong students (hereafter, HK corpus) and\n\nBERTHA DU-BABCOCK & HAIyIng FEng\n\nIb\u00e9rica 35 (2018): 171-200180\n\nCULTURE AND IDENTITY ON INTERCULTURAL BUSINESS REQUESTS \n\nIb\u00e9rica 35 (2018): \u2026-\u2026 \n\nMove 5. \nEnclosing \ndocuments \n \n\nStep 5b. Providing SC\u2019s \nwebsite address \n\nMore information is on our website \nhttp://www.xyzcorp.xxx (JPN31) \n\nMove 6. \nUsing pressure \ntactics \n \n \n\nStep 6a. Acknowledging \nthe relationship between \nTC and RC \n\nWe understand that you have a sole and exclusive \ndistributor, Fortune Audio Co. (HK8) \n\nStep 6b. Describing RC in \na positive tone \n\n[RC] is a respected company in the industry, yet \nthere is currently a decline in their sales volume. \n(HK41) \n\nStep 6c. Describing RC in \na negative tone \n\n[RC] is a respected company in the industry, yet \nthere is currently a decline in their sales volume. \n(HK41) \n\n Step 6d. pointing out TC \nwould lose competitive \nstrength if not \ncollaborating with SC \n\nAs Mr. Wong [RC director] is aging, without the help \nof major salespersons, he might not be able to \nincrease your company\u2019s product sales as \nexpected. (HK32) \n\n Step 6e. Other pressure \ntactics \n\nI strongly believe that that is a very good business \nopportunity that ABC should not miss (HK10) \nI sincerely hope your company to consider this once-\nin-a-lifetime opportunity we offer to your company. \n(HK26) \n\nMove 7. \nSoliciting a \nresponse \n \n \n\nStep 7a. Specifying a \nformat \n\nI am planning to visit England on November and \nwould like to talk about it further. Would you please \narrange a 2-hour meeting? (HK25) \n\nStep 7b. Providing \ncontact info \n\nIf you are interested in our company and would like \nto know more about us, please feel free to give us a \ncall on 29183932. (HK2) \n\nStep 7c. Specifying a \nreply-by date \n\nPlease reply me the detail arrangement by 30th, \nOctober. (HK25) \n\nStep 7d. Soliciting a \nresponse with no \nspecifications \n\nIf you are interested in our company, we can make \nan appointment to talk about our company. (JPN34) \n\nMove 8. \nEnding politely \n \n\nStep 8a. Expressing \ndesire for a reply/ for \ndoing business with TC/ \nfor meeting with the \nreader \n\nI am looking forward to hearing from you soon. (JPN \n12) \nI look forward to the opportunity of doing business \nwith you. (JPN 5) \nI look forward to meeting with you soon. (HK 1) \n\nStep 8b. Expressing \ngratitude \n\nThank you for reading my email. (JPN 12) \nThank you very much for your time (HK 40) \nThank you for your consideration. (JPN 25) \n\n \n\n\n\nmessages written by Japanese students (hereafter, Japanese corpus). The\n\nsignificant level was set at 0.05. We observed that each message can be\n\nconstructed by up to eight moves, and each move can be accomplished in\n\ntwo to five steps. While some steps (e.g., greeting, self-introducing the writer,\n\nattaching documents) appear once in the message, other steps (e.g., praising\n\nthe TC to gain interest, highlighting the SC\u2019s achievements, offering non-\n\nspecific incentives) appear multiple times.", "start_char_idx": 24035, "end_char_idx": 27626, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "532fe0bd-11ac-4889-8849-d3295d2abbce": {"__data__": {"id_": "532fe0bd-11ac-4889-8849-d3295d2abbce", "embedding": null, "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-139", "node_type": "4", "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "hash": "7a1d882cf1b8fe42e885e0c2cb6134ce0110dbd6d471d54a3bbd07a01cc60d70", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "11327dc9-0bbf-4674-8e02-a61b65f817c4", "node_type": "1", "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "hash": "6d19306e534593f008577172b18580794a272ab878cdb73d8783e1e40974f99a", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "a62a402d-e35b-4422-9e1f-3ef0fe380e8b", "node_type": "1", "metadata": {}, "hash": "20c98a36b6fc4219a6d439816cf1652464cb2704a19191e5ebcdcafcbe12c235", "class_name": "RelatedNodeInfo"}}, "text": "As shown in Table 2, we identified\n\n606 units of steps in HK corpus and 517 units in Japanese corpus. In the\n\nfollowing, the eight moves are discussed. \n\n4.1.1. Move 1: Establishing credentials \n\nMove 1 often occurs in the beginning to establish the writer\u2019s credentials.\n\nTable 2 shows a significant difference in constructing this move between the\n\ntwo groups. While in both corpora, Steps 1c (Introducing SC) and 1d\n\n(Referring to the previous meeting) are the most frequently used steps, Steps\n\n1a (greeting) and 1b (Introducing the writer) are rarely found in the Hong\n\nKong corpus (see Figure 1). The finding reveals that Hong Kong students\n\nare likely to consider Steps 1c and 1d are sufficient in establishing writer\u2019s\n\ncredentials while Japanese students regarded all four steps equally important\n\nto accomplish this purpose. \n\nThe finding of Hong Kong students differs from Zhu (2000) which states\n\nthat greetings and self-introduction are typical moves in Chinese business\n\nletters and serve to establish or maintain long-term relationships. Moreover,\n\nall of the greetings found in both corpora are expressed in either \u201chello\u201d or\n\n\u201chi\u201d, which is commonly used in spoken contexts and displays an informal\n\nand personalized register in email communication (gimenez, 2000),\n\nCULTURE AnD IDEnTITy On InTERCULTURAL BUSInESS REQUESTS\n\nIb\u00e9rica 35 (2018): 171-200 181\n\nBERTHA DU-BABCOCK & HAIYING FENG \n\nIb\u00e9rica 35 (2018): \u2026-\u2026 \n\n4. Results and interpretations \n\nIn this section, we describe findings of the three research questions. \n\n4.1. RQ1: How did Hong Kong and Japanese students construct their \npersuasive messages? Did these student writers converge to or \ndiverge from the moves of composing requestive messages? \nTo answer Research Question 1, we conducted a sentence-by-sentence analysis \nof 80 persuasive messages by using the move scheme presented in Table 1. We \nthen employed Chi-square (!\") tests to compare the move frequencies in \nmessages written by Hong Kong students (hereafter, HK corpus) and messages \nwritten by Japanese students (hereafter, Japanese corpus). The significant level \nwas set at 0.05. We observed that each message can be constructed by up to eight \nmoves, and each move can be accomplished in two to five steps. While some \nsteps (e.g., greeting, self-introducing the writer, attaching documents) appear \nonce in the message, other steps (e.g., praising the TC to gain interest, \nhighlighting the SC\u2019s achievements, offering non-specific incentives) appear \nmultiple times. As shown in Table 2, we identified 606 units of steps in HK \ncorpus and 517 units in Japanese corpus. In the following, the eight moves are \ndiscussed. \n\nMove HK \n(n=40) \n\nJPN \n(n=40) \n\nChi-Square score p-value \n\nMove 1. Establishing credentials 86 109 9.2527 0.026113* \nMove 2. Attracting attention 65 38 6.5555 0.037713* \nMove 3. Making the request 71 76 41.0261 0.00001* \nMove 4. Providing reasons for collaboration 228 151 7.7014 0.021265* \nMove 5. Enclosing documents 6 22 19.0909 0.000012* \nMove 6. Using pressure tactics 74 60 7.4473 0.114054 \nMove 7. Soliciting a response 37 16 6.7734 0.079482 \nMove 8. Ending politely 39 45 0.1436 0.704738 \n\nTotal 606 517 \n\n* The significant level is at p < 0.05 \n\nTable 2. A comparison of move structures between Hong Kong and Japanese students. \n\n4.1.1. Move 1: Establishing credentials \n\nMove 1 often occurs in the beginning to establish the writer\u2019s credentials. Table \n2 shows a significant difference in constructing this move between the two \ngroups.", "start_char_idx": 27627, "end_char_idx": 31162, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "a62a402d-e35b-4422-9e1f-3ef0fe380e8b": {"__data__": {"id_": "a62a402d-e35b-4422-9e1f-3ef0fe380e8b", "embedding": null, "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-139", "node_type": "4", "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "hash": "7a1d882cf1b8fe42e885e0c2cb6134ce0110dbd6d471d54a3bbd07a01cc60d70", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "532fe0bd-11ac-4889-8849-d3295d2abbce", "node_type": "1", "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "hash": "974e3b358837f311a3505065894e9c1b2ec196b99a2f7fe2401dda1ea5dd9fee", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "313caa5c-3cbe-4b4d-b103-8c7b39cb1690", "node_type": "1", "metadata": {}, "hash": "7dc0c25ab074e9f1234e6952ba2e73cfc2490511f3689ac9831677aed7f1201f", "class_name": "RelatedNodeInfo"}}, "text": "Table \n2 shows a significant difference in constructing this move between the two \ngroups. While in both corpora, Steps 1c (Introducing SC) and 1d (Referring to \nthe previous meeting) are the most frequently used steps, Steps 1a (Greeting) and \n1b (Introducing the writer) are rarely found in the Hong Kong corpus (see Figure \n1). The finding reveals that Hong Kong students are likely to consider Steps 1c \n\n\n\nsuggesting these students viewed the email message as an informal\n\ncommunication channel. \n\nResults of Move 1 suggest that in establishing credentials Japanese students\n\nplace more emphasis on interpersonal relationship and used more relational\n\npractices than those of Hong Kong students. This finding is consistent with\n\ngeneral observation that Japanese people value interpersonal relationship\n\n(Debroux, 2003). \n\n4.1.2. Move 2: Attracting receiver\u2019s attention \n\nMove 2 functions to capture the receiver\u2019s attention to continue reading the\n\nmessage. A significant difference was found in constructing Move 2 (see\n\nTable 2). Of the three steps, Hong Kong students were more likely than\n\nJapanese students in praising TC or TC\u2019s products (Step 2a), or indicating the\n\nincreasing demand of the TC\u2019s products (Step 2b).\n\nBERTHA DU-BABCOCK & HAIyIng FEng\n\nIb\u00e9rica 35 (2018): 171-200182\n\nCULTURE AND IDENTITY ON INTERCULTURAL BUSINESS REQUESTS \n\nIb\u00e9rica 35 (2018): \u2026-\u2026 \n\nand 1d are sufficient in establishing writer\u2019s credentials while Japanese students \nregarded all four steps equally important to accomplish this purpose. \n\n \n\nThe finding of Hong Kong students differs from Zhu (2000) which states that \ngreetings and self-introduction are typical moves in Chinese business letters and \nserve to establish or maintain long-term relationships. Moreover, all of the \ngreetings found in both corpora are expressed in either \u201chello\u201d or \u201chi\u201d, which is \ncommonly used in spoken contexts and displays an informal and personalized \nregister in email communication (Gimenez, 2000), suggesting these students \nviewed the email message as an informal communication channel. \n\nResults of Move 1 suggest that in establishing credentials Japanese students \nplace more emphasis on interpersonal relationship and used more relational \npractices than those of Hong Kong students. This finding is consistent with \ngeneral observation that Japanese people value interpersonal relationship \n(Debroux, 2003). \n\n \n\nFigure 1. A comparison of Move 1 at a Step Level. \n\n4.1.2. Move 2: Attracting receiver\u2019s attention \n\nMove 2 functions to capture the receiver\u2019s attention to continue reading the \nmessage. A significant difference was found in constructing Move 2 (see Table \n2). Of the three steps, Hong Kong students were more likely than Japanese \nstudents in praising TC or TC\u2019s products (Step 2a), or indicating the increasing \ndemand of the TC\u2019s products (Step 2b).", "start_char_idx": 31072, "end_char_idx": 33938, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "313caa5c-3cbe-4b4d-b103-8c7b39cb1690": {"__data__": {"id_": "313caa5c-3cbe-4b4d-b103-8c7b39cb1690", "embedding": null, "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-139", "node_type": "4", "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "hash": "7a1d882cf1b8fe42e885e0c2cb6134ce0110dbd6d471d54a3bbd07a01cc60d70", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "a62a402d-e35b-4422-9e1f-3ef0fe380e8b", "node_type": "1", "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "hash": "e77a588a280c42e65bbecb696fb01683a7c74d3e26e47556173eb48d3bc6e8ee", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "7c5ccdcd-bc9c-40d0-88c2-a28f65c69708", "node_type": "1", "metadata": {}, "hash": "d6621a9bf385dc3ce62c0a8304c3edb6f6f331cb10bd2f03f4f51ea70f67ffab", "class_name": "RelatedNodeInfo"}}, "text": "CUL\n\nabtesnitenciuse ard1dan\nyllauqespetsr ulladerdagre\n\nsgnoKgnoHfognidneTh\n\n \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n \n\nURALTERCULNTIN OY TIDENTIAND URE T\n\nhsil hwlstianedercs\u2019riterwgin\npsihthsilpmoccaottnartopmiy\n\n002(uZhmosridstneduts\n\n \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n \n\nSUESTREQNESS BUSIURAL\n\ntsnedtusesenapaJileh\n.esorpup\n\ntahtsetatshcihw)00\n\n \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n \n\nflesnd angsiteegr - tiocudotrin\natniamroshilbasteotevrse\n\npororch botn ingsiteegr\ncoenkopsniedsuylnommco\nacinummocliamenir etsigre\n\nsageassemliamehetd ewevi\n\ntseggus1evoMfostlusRe\nntion sisphameeormecapl\n\nong Hofehostn hatsecitcapr\naJthaton iteobslarnege\n\n \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n \n\nseinhCinsevoml aicptyerantio e \ngnolnia - M. siphsntiolaerte\n\nlhe\u201crhetien id essexpreeraapor\nmrniansaylpsiddanstextnco\neggus),0002,zenemi(Gnoita\n\nhacon itacunimomclamin a\n\naitnedercgnihsilbatsenitaht\nerlonasrperent udnaiphsntiola\n\nng ndishiT.sntudetsong Kong \nperentiuelvaeoplpeesnepaa\n\n \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n \n\ndansertetlsesnisube \nethfoll a, revoeroM\nsih chiw,\u201dhi\u201coro\u201dll\n\nzedialnoserpdanalm\nstnedutsesehtgnitse\n\n.lnneha\n\nstnedutsesenapaJsla\nl antiolaereromdesu\nh tiwntetsionscsing \np hionsitalerlonasrpe\n\n \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n \n\naJthaton iteobslarnege\n).3002,xurobe(D\n\n \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n \n\nperentiuelvaeoplpeesnepaa\n\n \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n \n\np hionsitalerlonasrpe\n\n \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n \n\n1e gurFi . A \n\n14. . .2 gnitcarttA:2evMo recei\n\n \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n \n\nA c a at1 ove Mofson iparom S pte Level.", "start_char_idx": 33941, "end_char_idx": 37387, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "7c5ccdcd-bc9c-40d0-88c2-a28f65c69708": {"__data__": {"id_": "7c5ccdcd-bc9c-40d0-88c2-a28f65c69708", "embedding": null, "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-139", "node_type": "4", "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "hash": "7a1d882cf1b8fe42e885e0c2cb6134ce0110dbd6d471d54a3bbd07a01cc60d70", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "313caa5c-3cbe-4b4d-b103-8c7b39cb1690", "node_type": "1", "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "hash": "fa100a9c5453510371ee65b563f147a3b897662e570281ea40d3df6c60fcb207", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "79dfd960-d7d4-4ffe-a482-38c2c7305828", "node_type": "1", "metadata": {}, "hash": "5ecb5c69d1217d982ef046a3d3ab5a5c051ae3e339518cb388903b64ada62718", "class_name": "RelatedNodeInfo"}}, "text": "noitenttaser\u2019vrecei\n\n \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n \n\n \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n \n\nerutpacotsnoitcn2evMo\nridtnacingisA.egassme\n\nong H,psetseehrthetfO.2)\nCTroCTgnsiiarpnis tnedust\n\nstoducprs\u2019CThetofnd amde\n\n \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n \n\nIb\u00e9r\n\ncotnoitnettas\u2019reviecerehte\nnitcurtsnocnidnusawecne\n\neormerewsntudetsong Kong \nidniro,)a2petS(s tcudorps \u2019C\n\n2b)p etS( .\n\n \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n \n\n35ca ib\u00e9r 810(2 ): \u2026-\u2026 11\n\nehtgnidaereunitnoc\nelbaTees(2evoMg\nesenapaJnathlyelik\ngnsiaercniehtgnitaci\n\n\n\n4.1.3. Move 3: Making the request \n\nThe result reveals the significant difference between the two groups when\n\nmaking the request. Meanwhile, in comparing the frequencies of varying\n\nstrategies in making requests, the analysis shows while Japanese students\n\ntended to request to be the sole distributor (\u03c7\u00b2 = 5.84, p<.05), Hong Kong\n\nstudents requested to be an additional distributor (\u03c7\u00b2= 27.66, p<.05).\n\nA close examination of the messages reveals that a range of strategies (Steps\n\n3b-3e) were employed in constructing the Move 3. Some students boldly\n\nasked for replacing the current sole distributor (Step 3b). Others took a\n\nlesser assertive approach by proposing to be an additional distributor (Step\n\n3c), or used an implicit strategy by expressing their intention to import the\n\nTC\u2019s products (Step 3d) or to do business with TC (Step 3e). Figure 3 shows\n\nthat while Hong Kong students requested to be additional distributors (Step\n\n3c), the majority of Japanese students requested to be sole distributors,\n\nfollowed by requesting to import TC\u2019s products. The analysis also reveals\n\nthat both Hong Kong and Japanese students reiterated their requests in\n\ndifferent parts of the email message. For instance, 17 of Hong Kong\n\nstudents and 16 of Japanese students repeated the same requests to be sole\n\ndistributors or additional distributors in their messages. It was also observed\n\nthat these students used different strategies when making the requests.\n\nWhile ten Hong Kong students and nine Japanese students repeated the\n\nsame requests in various parts of the messages, six Hong Kong and five\n\nJapanese students started with an implicit request to import TC\u2019s products\n\n(Step 3d) or to do business or have collaboration with TC (Step 3e) and\n\nCULTURE AnD IDEnTITy On InTERCULTURAL BUSInESS REQUESTS\n\nIb\u00e9rica 35 (2018): 171-200 183\n\nBERTHA DU-BABCOCK & HAIYING FENG \n\nIb\u00e9rica 35 (2018): \u2026-\u2026 \n\n \n\nFigure 2. Results of Move 2 at a Step Level. \n\n4.1.3. Move 3: Making the request \n\nThe result reveals the significant difference between the two groups when \nmaking the request. Meanwhile, in comparing the frequencies of varying \nstrategies in making requests, the analysis shows while Japanese students tended \nto request to be the sole distributor (!\" = 5.84, p<.05), Hong Kong students \nrequested to be an additional distributor (!\"= 27.66, p<.05). \n\nA close examination of the messages reveals that a range of strategies (Steps 3b-\n3e) were employed in constructing the Move 3. Some students boldly asked for \nreplacing the current sole distributor (Step 3b).", "start_char_idx": 37389, "end_char_idx": 41249, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "79dfd960-d7d4-4ffe-a482-38c2c7305828": {"__data__": {"id_": "79dfd960-d7d4-4ffe-a482-38c2c7305828", "embedding": null, "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-139", "node_type": "4", "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "hash": "7a1d882cf1b8fe42e885e0c2cb6134ce0110dbd6d471d54a3bbd07a01cc60d70", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "7c5ccdcd-bc9c-40d0-88c2-a28f65c69708", "node_type": "1", "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "hash": "5a46c3327ee70944c119db009e55dc94be9ccd1ad2ae001d7eba0cdd54beb50d", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "5e0d621d-a2d0-4cc7-b294-4f54225a252c", "node_type": "1", "metadata": {}, "hash": "496a64a9510819aeb832fe5d3c9a6881e880233ce3491770d1db8295a7b49e56", "class_name": "RelatedNodeInfo"}}, "text": "Some students boldly asked for \nreplacing the current sole distributor (Step 3b). Others took a lesser assertive \napproach by proposing to be an additional distributor (Step 3c), or used an \nimplicit strategy by expressing their intention to import the TC\u2019s products (Step \n3d) or to do business with TC (Step 3e). Figure 3 shows that while Hong Kong \nstudents requested to be additional distributors (Step 3c), the majority of \nJapanese students requested to be sole distributors, followed by requesting to \nimport TC\u2019s products. The analysis also reveals that both Hong Kong and \nJapanese students reiterated their requests in different parts of the email message. \nFor instance, 17 of Hong Kong students and 16 of Japanese students repeated the \nsame requests to be sole distributors or additional distributors in their messages. \nIt was also observed that these students used different strategies when making \nthe requests. While ten Hong Kong students and nine Japanese students repeated \nthe same requests in various parts of the messages, six Hong Kong and five \nJapanese students started with an implicit request to import TC\u2019s products (Step \n3d) or to do business or have collaboration with TC (Step 3e) and followed by an \nexplicit request to be a sole distributor (Step 3b) or an additional distributor (Step \n3c). \n\nDUBERTHA - & CK BABCO ENGFNGYIHAI \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\nENG \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\ne gurFi\n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n2. leveLpeStata2evoMfostlusRe .\n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\n31.4. . rehtgnikMa:3evMo\n\ningisehtslaevertlusereTh\n.tseuqerehtgnikma wnaMe\n\ns,steuqergnikamnis eigetarst\nisdleosethebtot seuqerto\ndlanoitiddanaebotdetseuqre\n\nmehtfonoitanimaxeesolcA \nucrtonscn id oyeplmeerew)3e\nidelostnrreucehtgnicalpre\n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n\n \n \n \n\n \n \n\n \n \n\ntseuqe\n\nhtneewtebecneridtnaci\nqeehtgnirapmocni,elihw\napJaelihws woshs siylanaehts,\n\ntis H),50.0.05). Of the two steps for ending the message \npolitely, Step 8a was more frequently used than Step 8b (30 versus 9 in the Hong \nKong corpus and 33 versus 12 in the Japanese corpus). \n\n \n\nFigure 8. Results of Move 8 at a Step Level. \n\nCUL \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n\n \n\n \n\nURALTERCULNTIN OY TIDENTIAND URE T \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n\n \n\n \n\nSUESTREQNESS BUSIURAL \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n\n \n\n \n\ne gurFi\n\n \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n\n \n\n \n\n7. LpeStata7evoMfostlusRe evel.\n\n \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n\n \n\n \n\n81.4. . etilopgnidnE:8evMo\n\namrasasnoitcn8evMo\nheteraatdaour isesrpex on\n\ngnola gnihsilabtes - tiolaermrte\nnocr oegassemehtgnidare\nrugiFdan2e labT.)eslpamex\np(aroprocowtehtninoihsfa\neeormsaw8ap etSy,letipol\n21susrev33dnasuprocgnKo\n\n \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n\n \n\n \n\nyle\n\nowT.egassemehtoterusolcl\nomraheo terisderihetof\n\ntS(iphsntio esrpexe htdana)8ep\n8pet(Stseuqreehtgnriedisn\n\ntwohs8e r asgeassemhettha\nrfospetsowtehtf O.)50.0>p\n\n30 (8b p etSn hatd eusy lntquee\nni2 eth .s)uprocseenapJa\n\n \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n\n \n\n \n\nnisgnisolcnommoc\norrveiecerhetom\n\nnoises udetitagrof\nr 1elbaTee(s) b\nralimisan id ndeeer\negassemehtgnidne\n\nni9 ussrve eth gnHo\n\n \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n\n \n\n e gurFi\n\n \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n\n \n\n \n\nIb\u00e9r\n\n8. LpeStata8evoMfostlusRe evel.\n\n \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n\n \n\n \n\n35ca ib\u00e9r 810(2 ): \u2026-\u2026 17\n\n\n\n4.1.8. Move 8: Ending politely \n\nMove 8 functions as a formal closure to the message. Two common closings\n\nin our data are the expression of their desire to hear from the receiver or for\n\nestablishing a long-term relationship (Step 8a) and the expression of\n\ngratitude for reading the message or considering the request (Step 8b) (see\n\nTable 1 for examples). Table 2 and Figure 8 show that the messages are\n\nended in a similar fashion in the two corpora (p>0.05).", "start_char_idx": 76706, "end_char_idx": 80693, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "54e641df-cac0-4b5e-a110-5a714905757a": {"__data__": {"id_": "54e641df-cac0-4b5e-a110-5a714905757a", "embedding": null, "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-139", "node_type": "4", "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "hash": "7a1d882cf1b8fe42e885e0c2cb6134ce0110dbd6d471d54a3bbd07a01cc60d70", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "d4a7dacc-17ff-4e70-a2e1-f70ec11d40ac", "node_type": "1", "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "hash": "f9611223c77e7ff0c023d2b18495f5daefe86b901473cd77ef36aa1a72a07114", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "00fd4190-9ef2-49be-a4ac-fd0df142e937", "node_type": "1", "metadata": {}, "hash": "629c17ee4fa29fc7289b2c8e68019552d1eadf4b6e03d6399c5035a40b64f3fa", "class_name": "RelatedNodeInfo"}}, "text": "Of the two steps for\n\nending the message politely, Step 8a was more frequently used than Step 8b\n\n(30 versus 9 in the Hong Kong corpus and 33 versus 12 in the Japanese\n\ncorpus). \n\nIn sum, the comparative analysis of the eight moves reveals similarities and\n\ndifferences. While Hong Kong and Japanese students constructed their\n\nrequestive messages in a similar sequence of moves, the discursive strategies\n\nused to rationalize the collaboration and to persuade the receiver differ\n\nacross the two groups of students. It was repeatedly observed that the Hong\n\nKong students tended to highlight SC\u2019s achievements but downplay the RC\n\nwith factual numerical data and evidence to persuade the receiver, whereas\n\nthe Japanese students tended to compose the messages in a succinct but less\n\ndetailed manner. \n\n4.2. RQ2: How did the writer\u2019s and the receiver\u2019s cultures influence the\n\nconstruction of the requestive messages written by the Hong Kong\n\nand the Japanese students? \n\nBERTHA DU-BABCOCK & HAIyIng FEng\n\nIb\u00e9rica 35 (2018): 171-200188\n\nCULTURE AND IDENTITY ON INTERCULTURAL BUSINESS REQUESTS \n\nIb\u00e9rica 35 (2018): \u2026-\u2026 \n\n \nFigure 7. Results of Move 7 at a Step Level. \n\n4.1.8. Move 8: Ending politely \n\nMove 8 functions as a formal closure to the message. Two common closings in \nour data are the expression of their desire to hear from the receiver or for \nestablishing a long-term relationship (Step 8a) and the expression of gratitude for \nreading the message or considering the request (Step 8b) (see Table 1 for \nexamples). Table 2 and Figure 8 show that the messages are ended in a similar \nfashion in the two corpora (p>0.05). Of the two steps for ending the message \npolitely, Step 8a was more frequently used than Step 8b (30 versus 9 in the Hong \nKong corpus and 33 versus 12 in the Japanese corpus). \n\n \n\nFigure 8. Results of Move 8 at a Step Level. \n\nCUL \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n\n \n\n \n\nURALTERCULNTIN OY TIDENTIAND URE T \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n\n \n\n \n\nSUESTREQNESS BUSIURAL \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n\n \n\n \n\ne gurFi\n\n \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n\n \n\n \n\n7. LpeStata7evoMfostlusRe evel.\n\n \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n\n \n\n \n\n81.4. . etilopgnidnE:8evMo\n\namrasasnoitcn8evMo\nheteraatdaour isesrpex on\n\ngnola gnihsilabtes - tiolaermrte\nnocr oegassemehtgnidare\nrugiFdan2e labT.)eslpamex\np(aroprocowtehtninoihsfa\neeormsaw8ap etSy,letipol\n21susrev33dnasuprocgnKo\n\n \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n\n \n\n \n\nyle\n\nowT.egassemehtoterusolcl\nomraheo terisderihetof\n\ntS(iphsntio esrpexe htdana)8ep\n8pet(Stseuqreehtgnriedisn\n\ntwohs8e r asgeassemhettha\nrfospetsowtehtf O.", "start_char_idx": 80694, "end_char_idx": 84096, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "00fd4190-9ef2-49be-a4ac-fd0df142e937": {"__data__": {"id_": "00fd4190-9ef2-49be-a4ac-fd0df142e937", "embedding": null, "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-139", "node_type": "4", "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "hash": "7a1d882cf1b8fe42e885e0c2cb6134ce0110dbd6d471d54a3bbd07a01cc60d70", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "54e641df-cac0-4b5e-a110-5a714905757a", "node_type": "1", "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "hash": "03949994e7eecf02a9a123fa23edbe6a6c1d7bef8304c857e05cc8e6607b9810", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "60b4719f-8ac9-4895-be89-bd5a3977df73", "node_type": "1", "metadata": {}, "hash": "efc10f919ce7f3e32b2b983929d6e02ce77c10af652b7c2a75f0f9fc210ecba4", "class_name": "RelatedNodeInfo"}}, "text": ")50.0>p\n\n30 (8b p etSn hatd eusy lntquee\nni2 eth .s)uprocseenapJa\n\n \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n\n \n\n \n\nnisgnisolcnommoc\norrveiecerhetom\n\nnoises udetitagrof\nr 1elbaTee(s) b\nralimisan id ndeeer\negassemehtgnidne\n\nni9 ussrve eth gnHo\n\n \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n\n \n\n \n\n \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n\n \n\n e gurFi\n\n \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n\n \n\n \n\nIb\u00e9r\n\n8. LpeStata8evoMfostlusRe evel.\n\n \n\n \n\n \n \n\n \n\n \n \n\n \n \n\n \n \n \n\n \n\n \n\n \n\n35ca ib\u00e9r 810(2 ): \u2026-\u2026 17\n\n\n\nResearch Question 2 is addressed by analyzing pre-writing discussions and\n\npost-writing reflective essays. In analyzing the transcripts of the pre-writing\n\ndiscussions and post-writing reflective essays, it became evident that culture\n\nplays an important role in determining the students\u2019 choice of persuasive\n\nstrategies, whether to adapt the message to the receiver\u2019s culture (conscious\n\nchoice) or to transfer the writer\u2019s culture when writing the requestive\n\nmessage (probably an unconscious choice). The analysis reveals that the\n\nstudents on one hand attempted to accommodate the receiver\u2019s culture but\n\non the other hand were bounded by their own culture. This is particularly\n\ntrue for Hong Kong students. \n\nIn the pre-writing discussions, the Hong Kong students frequently explored\n\nstrategies that would increase the possibility of having their request\n\naccepted. Excerpt 1 is an illustration in that Speaker B puzzled in Turn 19\n\nwhether they should introduce the purpose of writing first or provide the\n\nwriter company\u2019s background information first. In response to her query,\n\nSpeakers C and D collaboratively proposed the steps to start the email\n\nmessage. In Turn 24, Speaker B gave her positive support to Speaker D\u2019s\n\nproposal of praising TC\u2019s products. In Turns 25 and 27, Speaker C agreed\n\nand pointed out that the writer should \u201cbuild a common ground, so that [the\n\nreceiver is] more willing to accept our suggestions\u201d. It is clear that the\n\nstudents oriented to the needs of the receiver and attempted to construct the\n\nmessage from the perspective of the receiver\u2019s benefits.\n\nExcerpt 1: Hong Kong pre-writing group discussion, group 3 \n\nT19 B: \u2026 I think that we have to say like what\u2019s the purpose of writing\n\nfirst and then we say um our background at the end though (.) or like\n\n(.) we say our purpose first and then it\u2019s just like our previous contacts\n\nlike you know (.) but not that the pre the previous contact first and\n\nthen the purpose of writing\n\n[\u2026]\n\nT22 C: maybe we can start with a sentence saying that we would like to\n\nimport their products to Hong Kong and (.) um and then we (.) say\n\nthat (.) um we have met him at a reception of their new product\n\nexhibition six months ago\n\nT23 D: and we have to briefly introduce ourselves and to praise their\n\nproducts and to tell them (.) and that potential to increase the sales in\n\nHong Kong yep\n\nCULTURE AnD IDEnTITy On InTERCULTURAL BUSInESS REQUESTS\n\nIb\u00e9rica 35 (2018): 171-200 189", "start_char_idx": 84096, "end_char_idx": 87877, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "60b4719f-8ac9-4895-be89-bd5a3977df73": {"__data__": {"id_": "60b4719f-8ac9-4895-be89-bd5a3977df73", "embedding": null, "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-139", "node_type": "4", "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "hash": "7a1d882cf1b8fe42e885e0c2cb6134ce0110dbd6d471d54a3bbd07a01cc60d70", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "00fd4190-9ef2-49be-a4ac-fd0df142e937", "node_type": "1", "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "hash": "9a074b0ed772275d9ae35621f4c1760aa0b6d2d03f10c11f183463d23576faf7", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "7e647699-be68-4743-aa85-899c58a63bf3", "node_type": "1", "metadata": {}, "hash": "ce53f415832082f8301aeb8c285cf1fd1e36b97a0c6c05bea9286016cea30e55", "class_name": "RelatedNodeInfo"}}, "text": "T24 B: I think praising is a good way to started praising their products\n\nmaybe like um (.) how the (.) how they do in their exhibition is a good\n\nway to start\n\nT25 C: yep (.) because we have to build like a common ground between\n\nus \n\nT26 B: yes\n\nT27 C: so that they are more willing to accept our suggestions (.) yea. \n\nThe influence of the receiver\u2019s culture was brought up in all pre-writing\n\ngroup discussions and 28 reflective essays by Hong Kong students. In\n\nreflective essays, it is repeatedly disclosed that Hong Kong students tried to\n\naccommodate the receiver\u2019s culture by focusing on facts and figures or\n\nrational arguments (10 essays), adopting a direct approach (6 essays), and\n\nexplicitly expressing the purpose of writing (6 essays). It is evident that the\n\nreceiver\u2019s national culture plays a significant role in affecting Hong Kong\n\nstudents\u2019 approaches to constructing their persuasive messages (See Excerpt\n\n2 for illustration).\n\nExcerpt (2) Reflective essay, HK29 \n\nAs the receiver was coming from a low-context culture, they based on a\n\ncause-and-effect thinking pattern, so I tried to mention the facts and sales\n\nrate of our company to provide them reasons in choosing our company and\n\nthe benefits they could have. I intended to stir up their interests in our\n\ncompany and provide them further information, like annual sales rate reports\n\nupon requested. \n\nThe frequent consideration of the receiver\u2019s culture can be used to account\n\nfor the recurrent pattern that Hong Kong students provided specific\n\ninformation to support their arguments. Similarly, the students\u2019 own cultural\n\nvalues also reveal great impact on their persuasive writing. Twenty-five\n\nstudents reflected that they were influenced by their Chinese culture and 14\n\nof them stated that they were influenced by the Chinese writing styles,\n\nparticularly the indirect approach of argumentation. Maintaining\n\nharmonious interpersonal relationship in Chinese culture was also the focus\n\nof the pre-writing discussions. Both researched groups devoted a\n\nconsiderable amount of time to exploring appropriate ways of dealing with\n\nthe close personal friendship between the CEOs of TC and RC. The central\n\ndiscussion points include what type of distributorship it should be and how\n\nBERTHA DU-BABCOCK & HAIyIng FEng\n\nIb\u00e9rica 35 (2018): 171-200190", "start_char_idx": 87881, "end_char_idx": 90224, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "7e647699-be68-4743-aa85-899c58a63bf3": {"__data__": {"id_": "7e647699-be68-4743-aa85-899c58a63bf3", "embedding": null, "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-139", "node_type": "4", "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "hash": "7a1d882cf1b8fe42e885e0c2cb6134ce0110dbd6d471d54a3bbd07a01cc60d70", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "60b4719f-8ac9-4895-be89-bd5a3977df73", "node_type": "1", "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "hash": "5d8eac03aa4bfae7fbd8b321bd08bfe6f5e8f0000a030e4201bb14b5397025f5", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "4e0f3ee9-f89d-4972-bc2c-cd7b9d19d6d7", "node_type": "1", "metadata": {}, "hash": "00553a0713e5bc863a81866a1093b89611859d7902ad76719ea053fbe4db852d", "class_name": "RelatedNodeInfo"}}, "text": "RC should be mentioned in the message. Most students were inclined to\n\navoid direct competition against or comparison with RC, or chose to focus\n\non the strengths of the writer\u2019s own company. \n\nJapanese students also regarded the close personal relationship between TC\n\nand RC as challenging and against their preference for harmony. Although a\n\nconsiderable amount of time was devoted to discussing this issue, there is a\n\nmixed opinion in handling the relationship and the possibility of winning a\n\ndistributorship. While some Japanese students considered it impossible to win\n\nthe contract regardless of RC\u2019s performance, other students believed that the\n\nTC\u2019s CEO would be able to separate business gain from personal relationship.\n\nThe mixed opinions in handling relationship issue were also displayed in\n\nreflective essays. Among 15 students who included negative remarks on RC,\n\nfour students stated that they just presented the fact (to accommodate to the\n\ncommunicative norms of the receiver); two students explained that the\n\ninclusion was for comparison purposes; and one student expected the receiver,\n\nbeing a British, would accept the negative comments. In contrast, eleven\n\nstudents who did not include negative comments of RC indicated that giving\n\nnegative comments may create bad impression which should be avoided, while\n\ntwo students claimed that the focus should be on building up relationship with\n\nTC first, implying they viewed such behaviors negatively. \n\nTaken together students\u2019 self-reflective essays and pre-writing group\n\ndiscussions, it becomes evident that students who adopted non-threatening\n\napproaches were influenced by their own collectivist culture while those\n\nstudents who decided to take an assertive strategy may be influenced by their\n\nown perceptions of acceptable behavior in the receiver\u2019s individualist\n\nculture. \n\n4.3. RQ 3: How did identity influence the construction of the\n\nrequestive messages written by Hong Kong and Japanese students? \n\nOur analysis also suggests that the difference in formulating their persuasive\n\nmessages between the two researched groups can be explained by the way\n\nstudents constructed their identity. Kankaanranta and Planken (2010)\n\nsuggested that competent BELF communicators possess adequate business\n\nspecific knowledge. Our data reveals that Hong Kong students appeared to\n\nbe more knowledgeable than their Japanese counterparts in constructing\n\ntheir identity as business professional in this context. In pre-writing\n\ndiscussions, Hong Kong students frequently used business-specific\n\nCULTURE AnD IDEnTITy On InTERCULTURAL BUSInESS REQUESTS\n\nIb\u00e9rica 35 (2018): 171-200 191", "start_char_idx": 90228, "end_char_idx": 92895, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "4e0f3ee9-f89d-4972-bc2c-cd7b9d19d6d7": {"__data__": {"id_": "4e0f3ee9-f89d-4972-bc2c-cd7b9d19d6d7", "embedding": null, "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-139", "node_type": "4", "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "hash": "7a1d882cf1b8fe42e885e0c2cb6134ce0110dbd6d471d54a3bbd07a01cc60d70", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "7e647699-be68-4743-aa85-899c58a63bf3", "node_type": "1", "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "hash": "a24be203cfe5f177fbda9b55b0c9c6dbf81f0b203c4ba2e71e524b9ad0dd2622", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "25c5efbe-7d4c-49c3-ab57-5ea51018768e", "node_type": "1", "metadata": {}, "hash": "6d53af6daf88fab8ff096dff45260a3ccb2517fd639172f45f360f5e7dbca621", "class_name": "RelatedNodeInfo"}}, "text": "vocabulary (e.g., high/low-context communication, direct/ indirect plan)\n\nand raised questions about how to convince the receiver. Moreover, personal\n\npronouns such as we were used to refer to the SC and they to refer to TC or\n\nRC. As compared to their Japanese counterparts who from time to time seek\n\nthe teacher\u2019s preference and raise questions about how to structure a\n\nbusiness letter, Hong Kong students are more competent in constructing\n\nthemselves a professional, instead of a learner identity. \n\nExcerpt (3) illustrates that Hong Kong students possessed a good knowledge\n\nof doing business, particularly how to deal with conflict situations in\n\nbusiness settings. For example, Hong Kong students drew on their\n\nknowledge of doing business to assess the effectiveness of a strategy in\n\nsuccessfully convincing the receiver. The recording of group discussions\n\nshows that the students were aware of different ways to import TC\u2019s\n\nproducts, including requesting TC to revise the current sole distributor\n\npolicy and add the writer\u2019s company as an additional distributor, or to replace\n\nthe existing sole distributor with the writer\u2019s company. Students also agreed\n\nthat instead of mentioning the weaknesses of the existing sole distributor\n\n(Move 6), they should emphasize possible benefits (Move 4). Two groups\n\n(groups 4 and 5) proposed to mention the new market demands (Step 2b),\n\nand one group suggested they mention only to be the distributor of TC\u2019s\n\nnew products. All these strategies serve one single purpose; that is, to\n\nmaximize the possibility of having their request accepted. \n\nExcerpt 3 (Professional Identity construction by Hong Kong students)\n\n. . . and maybe we can say that we have we have done research on the\n\ncustomers\u2019 needs in this market to show that we have we have the knowledge\n\nabout the market (HK Pre-writing discussion, group 5, Turn 128, Speaker\n\nC)\n\nThe students\u2019 behavior seems to be consistent with the literature that\n\ndescribes Hong Kong people as pragmatic (Lau, 1982). This pragmatic\n\nvalue may explain why the request for an additional distributorship occurs\n\n38 times in Hong Kong corpus but only 5 times in Japanese corpus (see\n\nFigure 3). Moreover, through the use of business-specific vocabulary (e.g.,\n\none more distributor, benefits, good partners) and the plural pronoun we,\n\nthe Hong Kong students demonstrated their business knowledge and\n\nconstructed themselves as a team of business professionals rather than\n\nstudents.\n\nBERTHA DU-BABCOCK & HAIyIng FEng\n\nIb\u00e9rica 35 (2018): 171-200192", "start_char_idx": 92899, "end_char_idx": 95457, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "25c5efbe-7d4c-49c3-ab57-5ea51018768e": {"__data__": {"id_": "25c5efbe-7d4c-49c3-ab57-5ea51018768e", "embedding": null, "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-139", "node_type": "4", "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "hash": "7a1d882cf1b8fe42e885e0c2cb6134ce0110dbd6d471d54a3bbd07a01cc60d70", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "4e0f3ee9-f89d-4972-bc2c-cd7b9d19d6d7", "node_type": "1", "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "hash": "2ad2aef5244847b7ee30031ef5e39ae1d7b8c5ab988e356ad6d9c836f4360a64", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "84d953d8-4e09-49f5-85bf-c6c7088a8a31", "node_type": "1", "metadata": {}, "hash": "52b04a8e7f37caa22247578895e779bee7fa34c85dbbc36ba4d2794eaa82fccd", "class_name": "RelatedNodeInfo"}}, "text": "The writer\u2019s knowledge of doing business may also explain why Hong Kong\n\nstudents chose to explicitly state the purpose of writing and request to be an\n\nadditional distributor (Move 3). To successfully achieve the goal, the Hong\n\nKong students highlighted their company\u2019s achievements and possible\n\nincentives in a detailed manner (Move 4), provided additional documents to\n\nsupport their request (Move 5), used pressure tactics in combination with the\n\nmentioning of RC in a positive manner (Move 6), and particularly made the\n\nmessages direct, explicit, and detailed. In this connection, the students\u2019\n\nknowledge of doing business overwrites the influences of the writer\u2019s\n\ncollectivistic culture. In contrast, Japanese students tend to take a student\n\nrole rather than a business practitioner role as the task requires. Excerpt 4\n\nfrom two Japanese group discussions is a good illustration.\n\nPrior to Excerpt 4, the topic was on how to enhance the long-term\n\ndevelopment of the writer\u2019s company. Speaker D jokingly remarked that they\n\nshould buy RC. Speaker C stated that the teacher may like this idea,\n\nforegrounding the impact of the course teacher. Similar comments were also\n\nobserved in another two pre-writing discussions, including \u201cTeacher cares\n\nabout this\u201d (group F, Speaker A) and \u201cWe can ask [the teacher]\u201d (group A,\n\nSpeaker B about what benefits most the writer\u2019s own company). By paying\n\nattention to teacher\u2019s preference or relying on the teacher to make decisions,\n\nJapanese students played a learner\u2019s role rather than a business practitioner\u2019s\n\nrole, a phenomenon which is absent in the Hong Kong data set. \n\nExcerpt (4): Identity construction by Japanese in pre-writing discussion,\n\ngroup B.\n\nT156 D: We should buy nippon Audio. Buy nippon Audio??\n\nT157 All: Hahaha \n\nT158 D: We can buy\u2026\n\nT159 C: It\u2019s possible\u2026I think Dr. [teacher name] like that kind of idea. \n\n5. Conclusion \n\nThis exploratory study examines the impact of culture and the writer\u2019s\n\nprofessional identity on composing persuasive email requests. The writing\n\ntask involved three connected activities: pre-writing group discussions,\n\npersuasive message writing, and post-writing reflective essays. The genre\n\nCULTURE AnD IDEnTITy On InTERCULTURAL BUSInESS REQUESTS\n\nIb\u00e9rica 35 (2018): 171-200 193", "start_char_idx": 95461, "end_char_idx": 97758, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "84d953d8-4e09-49f5-85bf-c6c7088a8a31": {"__data__": {"id_": "84d953d8-4e09-49f5-85bf-c6c7088a8a31", "embedding": null, "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-139", "node_type": "4", "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "hash": "7a1d882cf1b8fe42e885e0c2cb6134ce0110dbd6d471d54a3bbd07a01cc60d70", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "25c5efbe-7d4c-49c3-ab57-5ea51018768e", "node_type": "1", "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "hash": "b1a6ffa03ee54e3b19b633a5e4c1433e654be05d0a72b68139a922456201b129", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "1e4e59cc-7978-41d3-8e6c-768e7e859cc6", "node_type": "1", "metadata": {}, "hash": "4d84c268a7ecf9bee398295679b2ce3526d6d08b2e9e131caf97846986294d08", "class_name": "RelatedNodeInfo"}}, "text": "analysis framework developed by Bhatia (1993) and Swales (1990) were\n\nemployed to examined the moves in students\u2019 requestive messages. \n\nFindings show a converging as well as diverging pattern of structural moves\n\nin two corpora and the pattern is generally similar to the moves in English\n\npromotional genres in Bhatia (1993, 2004). We also examined the transcripts\n\nto explore how cultural differences and the writer\u2019s construction of identity\n\naffect the use of persuasive strategies in composing requestive messages. It\n\nis plausible to conclude that culture and identity interactively play important\n\nroles in using persuasive strategies. The coexistence of these identified\n\nvariables show that culture and identity are incorporated with international\n\nidentity in the context of cultural globalization. Consequently, the reality is\n\nthat in English persuasive writing, the writer\u2019s and the receiver\u2019s cultures are\n\nmutually influenced. Both Hong Kong Chinese and Japanese students, on\n\none hand, may reconcile their native language writing convention in order to\n\naccommodate to English pragmatic convention. On the other hand, they\n\nmay also unconsciously cling to their own native-language writing in English. \n\nThe present study also reveals that the writer\u2019s perception of their own\n\nprofessional-student identity plays a crucial role in determining the diverging\n\npatterns observed in two corpora. The findings confirm that when\n\ncommunicating in a language other than one\u2019s first language, a competent\n\ncommunicator is likely to shift their communication styles in order to\n\naccommodate to the communication styles of the audience (Du-Babcock,\n\n2003; Du-Babcock, 2005; Kankaanranta & Planken, 2010; Rogerson-Revell,\n\n2010; Du-Babcock & Tanaka, 2013; Feng & Du-Babcock, 2016). \n\n6. Limitations \n\nThe current research design was set up to explore whether students of two\n\nsimilar cultures (Hong Kong and Japanese) wrote requestive message\n\ndifferently, and how culture and identity affect the use of persuasive\n\nstrategies at the discourse level. The lexical and grammatical differences in\n\nthe messages are beyond our scope. We acknowledge that language\n\nproficiency might have affected the students in composing the messages or\n\nin engaging in the pre-writing group discussions and post-writing reflection.\n\nThe inadequate English language proficiency of some students (particularly\n\nin the case of Japanese students) may have limited their expressing of\n\nviewpoints. Because the research design only intended to capture the three-\n\nBERTHA DU-BABCOCK & HAIyIng FEng\n\nIb\u00e9rica 35 (2018): 171-200194", "start_char_idx": 97762, "end_char_idx": 100388, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "1e4e59cc-7978-41d3-8e6c-768e7e859cc6": {"__data__": {"id_": "1e4e59cc-7978-41d3-8e6c-768e7e859cc6", "embedding": null, "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-139", "node_type": "4", "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "hash": "7a1d882cf1b8fe42e885e0c2cb6134ce0110dbd6d471d54a3bbd07a01cc60d70", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "84d953d8-4e09-49f5-85bf-c6c7088a8a31", "node_type": "1", "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "hash": "c5b3f700814108daedd9bddd913ace2525ec9fbb3cc907cde69bfc6817486901", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "943b289e-1729-4b87-8715-6a4b2a0f551f", "node_type": "1", "metadata": {}, "hash": "7337d7e59cd29b9f59701b29dafa4feb66b937de135f8a4db81901bbb775ff78", "class_name": "RelatedNodeInfo"}}, "text": "way, triangulation of pre-writing discussion, actual writing, and self-\n\nreflection, it might be possible that the result could be different if the\n\nstudents were allowed to conduct their pre-writing group discussions using\n\ntheir native language. \n\nAnother limitation is the use of a simulated case scenario to generate\n\ndialogues and writing samples. Even though simulations are considered as a\n\nvalid data collection method (F\u00e9lix-Brasdefer, 2010; Planken, 2012), the use\n\nof authentic business correspondence from bilingual managers in business\n\nfirms are preferable. This limitation was mitigated in the present study by the\n\nquasi-experimental design that made possible the direct comparison of the\n\ntwo researched groups from the perspectives of the pre-writing discussions,\n\nactual writing, and post writing self-reflective essays. \n\n6.1. Pedagogical implications and future studies \n\nAgainst the background of the findings and limitations of our study, we\n\nsuggest that additional research be conducted on bilinguals\u2019 writings in using\n\nboth their native language and English. These studies would ideally contrast\n\nhow and whether the bilinguals compose persuasive messages differently.\n\nAdditional studies could be conducted to find ways of examining how\n\ncollectivist bilinguals accommodate to their counterparts who come from\n\nsimilar and/or different cultural backgrounds. These studies could be\n\nconducted within the framework of communication accommodation theory\n\nto measure and assess the accommodation between high-context and low-\n\ncontext languages. \n\nThe findings yielded from this study have important pragmatic and\n\npedagogical implications. Our findings and reflections could provide useful\n\ninsights for instructors in teaching intercultural business communication and\n\npersuasive communication. It is suggested that instructors should encourage\n\nstudents to understand the complexity of culture by observing and engaging\n\nin authentic or simulated intercultural communicative events. Secondly,\n\ninstructors are suggested to reflect upon their teaching practice regularly to\n\nsee if they have unintentionally implied the superior authority of native-\n\nspeaker norms and devalued local culture and traditions. In so doing,\n\ninstructors should instill the concept of diversity and encourage students to\n\nintegrate strategically other cultural forms while maintaining their own. More\n\nimportantly, students should be encouraged to draw upon communicative\n\nstrategies that are suitable for a particular communicative event or a genre. \n\nCULTURE AnD IDEnTITy On InTERCULTURAL BUSInESS REQUESTS\n\nIb\u00e9rica 35 (2018): 171-200 195", "start_char_idx": 100392, "end_char_idx": 103052, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "943b289e-1729-4b87-8715-6a4b2a0f551f": {"__data__": {"id_": "943b289e-1729-4b87-8715-6a4b2a0f551f", "embedding": null, "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-139", "node_type": "4", "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "hash": "7a1d882cf1b8fe42e885e0c2cb6134ce0110dbd6d471d54a3bbd07a01cc60d70", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "1e4e59cc-7978-41d3-8e6c-768e7e859cc6", "node_type": "1", "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "hash": "397bca1f468d9413487c645fd1c30a25a6292021109a847981ca83009a85e9c5", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "f70d3cf7-b269-4254-b8fd-ee4a81c3f313", "node_type": "1", "metadata": {}, "hash": "8f33ef781809023fd8c09bd1a7378473740b4cfe1ad92975f7a9954c6df09821", "class_name": "RelatedNodeInfo"}}, "text": "Acknowledgements \n\nThis work was supported by the Beijing Planning Office of Philosophy and\n\nSocial Sciences (grant number: 14WyB024) and the College of Liberal Arts\n\nand Social Sciences, City University of Hong Kong (grant number: CRg\n\n9610239). The generosity and kind support of the funding sources are\n\ngratefully acknowledged. We also acknowledge the valuable comments by\n\nthe chief editor and anonymous reviewers. \n\nArticle history: \n\nReceived 11 July 2016 \n\nReceived in revised form 28 November 2016 \n\nAccepted 01 December 2016 \n\nReferences \n\nBERTHA DU-BABCOCK & HAIyIng FEng\n\nIb\u00e9rica 35 (2018): 171-200196\n\nAbdi, R. (2009). \u201cProjecting cultural identity through\n\nmetadiscourse marking: A comparison of Persian\n\nand English research articles\u201d. Journal of English\n\nLanguage Teaching and Learning 52: 1-15.\n\nAkar, D. & L. Louhiala-Salminen (1999). \u201cTowards\n\na new genre: A comparative study of business\n\nfaxes\u201d in F. Bargiela-Chiappini & C. Nickerson\n\n(eds.), Writing Business: Genres, Media and\n\nDiscourses, 207-226. New York: Pearson\n\nEducation Ltd.\n\nAl-Ali, M.N. & M.B. 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Journal of\n\nBusiness Communication 43,1: 21-42.", "start_char_idx": 103056, "end_char_idx": 106406, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "f70d3cf7-b269-4254-b8fd-ee4a81c3f313": {"__data__": {"id_": "f70d3cf7-b269-4254-b8fd-ee4a81c3f313", "embedding": null, "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-139", "node_type": "4", "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "hash": "7a1d882cf1b8fe42e885e0c2cb6134ce0110dbd6d471d54a3bbd07a01cc60d70", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "943b289e-1729-4b87-8715-6a4b2a0f551f", "node_type": "1", "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "hash": "09e05f668bea59a8e50d7558857cfe2d3731029d215023538be19fba0a995cd2", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "d9db6509-3431-4445-a7e8-93068eae925a", "node_type": "1", "metadata": {}, "hash": "11bd3f27aa28b6b194edf74a449863787ca61bf71eefa2a07744550fb9a903d1", "class_name": "RelatedNodeInfo"}}, "text": "CULTURE AnD IDEnTITy On InTERCULTURAL BUSInESS REQUESTS\n\nIb\u00e9rica 35 (2018): 171-200 197\n\nDu-Babcock, B. (2013). English as business\n\nLingua Franca: A comparative analysis of\n\ncommunication behavior and strategies in Asian\n\nand European contexts. Ib\u00e9rica, Journal of the\n\nEuropean Association of Languages for Specific\n\nPurposes 26,3: 101-132.\n\nDu-Babcock, B. & H. Tanaka (2010). Turn-taking\n\nbehavior and topic management strategies of\n\nChinese and Japanese business professionals: A\n\ncomparison of intercultural group communication.\n\nProceedings of the 75th Association of Business\n\nCommunication Convention, Chicago, USA, 1-17.\n\nDu-Babcock, B. & H. Tanaka (2013). A comparison\n\nof the communication behaviors of Hong Kong\n\nChinese and Japanese business professionals in\n\nintracultural and intercultural decision-making\n\nmeetings. Journal of Business and Technical\n\nCommunication 27: 263-287. \n\nDunn, C. (2011). \u201cFormal forms or verbal\n\nstrategies? Politeness theory and Japanese\n\nbusiness etiquette training\u201d. 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Intercultural\n\nCommunication for Managers. New York:\n\nBusiness Expert Press.\n\nHaneda, S. & H. Shima (1982). \u201cJapanese\n\ncommunication behavior as reflected in letter\n\nwriting\u201d. Journal of Business Communication 19:\n\n19-32.\n\nHofstede, G. (2001). Culture\u2019s Consequences:\n\nComparing Values, Behaviors, Institutions, and\n\nOrganizations across Nations. Thousand Oaks,\n\nCA: Sage.\n\nHouse, R.J., Hanges, P.J., Javidan, M., Dorfman,\n\nP. & V. Gupta (2004). Leadership, Culture, and\n\nOrganizations: The GLOBE Study of 62 Societies.\n\nThousand Oaks, CA: Sage.\n\nHyland, K. (2012). Disciplinary Identities:\n\nIndividual and Community in Academic Discourse.\n\nOxford: Oxford University Press.\n\nKameda, N. (2014). \u201cJapanese business discourse\n\nof oneness: A personal perspective\u201d. International\n\nJournal of Business Communication 51: 93-113.\n\nKankaanranta, A. & B. Planken (2010). \u201cBELF\n\ncompetence as business knowledge of\n\ninternationally operating business professionals\u201d.\n\nJournal of Business Communication 47: 380-407.\n\nKirkpatrick, A. (1995). \u201cChinese rhetoric: Method of\n\nargument\u201d. Multilingua 14: 318-335.\n\nLau, S. 1982. Society and Politics in Hong Kong.\n\nHong Kong: The Chinese University Press.\n\nLevin, D.A. & S. Yeung (1996). \u201cThe Hong Kong\n\nwork ethic\u201d in I. Nish, S.G. Redding & S.H. Ng\n\n(eds.), Work and Society: Labour and Human\n\nResources in East Asia, 135-154.", "start_char_idx": 106410, "end_char_idx": 109653, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "d9db6509-3431-4445-a7e8-93068eae925a": {"__data__": {"id_": "d9db6509-3431-4445-a7e8-93068eae925a", "embedding": null, "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-139", "node_type": "4", "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "hash": "7a1d882cf1b8fe42e885e0c2cb6134ce0110dbd6d471d54a3bbd07a01cc60d70", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "f70d3cf7-b269-4254-b8fd-ee4a81c3f313", "node_type": "1", "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "hash": "fc2b051b984c8499a1ccb80549b29ce87f63076528020ea0e464ce124629cca5", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "85cbd44a-43a6-46a9-b057-3a182c71b921", "node_type": "1", "metadata": {}, "hash": "9965616b05707de3f5575afdfe137217b6292eedc7c4877e5b2a314815560a0f", "class_name": "RelatedNodeInfo"}}, "text": "), Work and Society: Labour and Human\n\nResources in East Asia, 135-154. Hong Kong:\n\nHong Kong University Press. \n\nMatalene, C. (1985). \u201cContrastive rhetoric: An\n\nAmerican writing teacher in China\u201d. College\n\nEnglish 47,8: 789-808.\n\nNishiyama, K. (2000). Doing Business with Japan:\n\nSuccessful Strategies for Intercultural\n\nCommunication. Honolulu: University of Hawaii\n\nPress.\n\nOlinger, A.R. (2011). \u201cConstructing identities\n\nthrough \u201cdiscourse\u201d: Stance and interaction in\n\ncollaborative college writing\u201d. Linguistics and\n\nEducation 22: 273-286.\n\nPark, M.Y., Dillon, W.T. & K.L. Mitchell (1998).\n\nKorean business letters: Strategies for effective\n\ncomplaints in cross-cultural communication.\n\nJournal of Business Communication 35,3: 328-\n\n345.\n\nPiaget, J. (1968). On the Development of Memory\n\nand Identity. Barre, MA: Clark University Press\n\nwith Barre Publishers.\n\nPlanken, B. (2012). \u201cThe changing landscape of\n\nbusiness communication: Developments and\n\ndirections in research\u201d in P. Heynderickx, S.\n\nDieltjens, G. Jacobs, P. Gillaerts & E. de Groot\n\n(eds.), The Language Factor in International\n\nBusiness: New Perspectives on Research,\n\nTeaching and Practice, 17-40. Bern: Peter Lang.\n\nRedding, S.G. (1997). \u201cCulture and business in\n\nHong Kong\u201d in G. Wang & S.L. Wong (eds.),\n\nDynamic Hong Kong: Business and Culture, 85-", "start_char_idx": 109582, "end_char_idx": 110906, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "85cbd44a-43a6-46a9-b057-3a182c71b921": {"__data__": {"id_": "85cbd44a-43a6-46a9-b057-3a182c71b921", "embedding": null, "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-139", "node_type": "4", "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "hash": "7a1d882cf1b8fe42e885e0c2cb6134ce0110dbd6d471d54a3bbd07a01cc60d70", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "d9db6509-3431-4445-a7e8-93068eae925a", "node_type": "1", "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "hash": "71b65bec6eb35ac7528271fdb2edb79f7d342d0378570bbafa88cbab21cc6cec", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "e99875b3-1f3f-46b1-9f19-b3dde3cad7d6", "node_type": "1", "metadata": {}, "hash": "a5e8899d28b4c36ffeda21bf192adc34b621efef24e52444fcbc4a4b36e79f22", "class_name": "RelatedNodeInfo"}}, "text": "Wong (eds.),\n\nDynamic Hong Kong: Business and Culture, 85-\n\n\n\nBertha Du-Babcock is Associate Head and Associate Professor at City\n\nUniversity of Hong Kong. She has received the Fellow of the Association\n\n(2016), Distinguished Member Award (2010), the Kitty O. Locker\n\nOutstanding Researcher Award (2008), and the Meada gibbs Outstanding\n\nTeaching Award (2004). She also received Outstanding Article Awards in\n\n2007 and 2001. \n\nHaiying Feng is Associate Professor and Executive Director of\n\nInternational Writing Center at the University of International Business and\n\nEconomics in Beijing, China. \n\nAppendix A: Case scenario and instructions to students\n\nfor writing the persuasive message \n\nThe same case scenario was provided to the Hong Kong students and the Japanese students, with slight\n\nmodification to localize the meeting venue, monetary denominator, and company names. \n\nCase Scenario\n\nYour company is a very aggressive distributor specializing in high quality audio equipment, such as stereo\n\nspeakers and amplifiers. You have 12 branches. In order to further expand, your company has decided to\n\napproach ABC, a world-famous British speaker manufacturer, about the possibility of your company importing\n\ntheir products into Hong Kong. If your company could import the ABC products, you could easily double or even\n\ntriple your sales turnover in a year.\n\nHowever, there is a problem. ABC has a sole and exclusive distributor in Hong Kong, which means that your\n\ncompany is not able to sell ABC products. If your company wants to sell ABC products, you will have to persuade\n\nABC to change its policy of selling through an exclusive distributor. This means that ABC would replace its\n\npresent distributor with your company or discontinue the exclusive distributor policy by adding your company as\n\nan additional distributor. The present sole and exclusive distributor, Fortune Audio Co. Ltd., is an old, reputable,\n\nand family-owned company. The company is not as active as before. The company president, Mr. Wong, is\n\nBERTHA DU-BABCOCK & HAIyIng FEng\n\nIb\u00e9rica 35 (2018): 171-200198\n\n117. Hong Kong: Centre of Asian Studies, The\n\nUniversity of Hong Kong.\n\nRichards, K. (2006). Language and Professional\n\nIdentity: Aspects of Collaborative Interaction.\n\nBasingstoke, Hamsphire: Palgrave.\n\nRogerson-Revell, P. (2010). \u201cCan you spell that for\n\nus nonnative speakers? Accommodation\n\nstrategies in international business meetings\u201d.\n\nJournal of Business Communication 47,4: 432-\n\n454.\n\nScollon, R., S.W. Scollon. & R.H. Jones (2012)\n\nIntercultural Communication: A Discourse\n\nApproach, 3rd ed. Malden, MA: Wiley-Blackwell.\n\nScollon, R., S.W. Scollon & A. Kirkpatrick (2000).\n\nContrastive Discourse in Chinese and English: A\n\nCritical Appraisal. Beijing: Foreign Language\n\nTeaching and Research Press.\n\nSwales, J. (1990). Genre Analysis: English in\n\nAcademic and Research Settings. Cambridge:\n\nCambridge University Press.\n\nSwangboonsatic, C. (2006). \u201cDifferent requestive\n\nstyle\u201d. NIDA Language and Communication\n\nJournal 11,11: 62-84.\n\nZhu, Y. (2000). \u201cStructural moves reflected in\n\nEnglish and Chinese sales letters\u201d. Discourse\n\nStudies 2: 473-496.", "start_char_idx": 110848, "end_char_idx": 114005, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "e99875b3-1f3f-46b1-9f19-b3dde3cad7d6": {"__data__": {"id_": "e99875b3-1f3f-46b1-9f19-b3dde3cad7d6", "embedding": null, "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-139", "node_type": "4", "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "hash": "7a1d882cf1b8fe42e885e0c2cb6134ce0110dbd6d471d54a3bbd07a01cc60d70", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "85cbd44a-43a6-46a9-b057-3a182c71b921", "node_type": "1", "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "hash": "2989e396ba86677b88521aa4de5f9f33f714ccee35604708dd14ee826b11696d", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "c13fae7e-ef6a-4543-bf07-b7834b39b6d5", "node_type": "1", "metadata": {}, "hash": "8702bb86aeeaf0d42c29b66c7dd4feff16bcb80ecac5e576a5f4042ef6e25f71", "class_name": "RelatedNodeInfo"}}, "text": "advancing in age and several employees including their top salesperson have recently left the company. You\n\nknow that there is a close personal relationship between Mr. Wong and the CEO of ABC.\n\nYour company was established in 2005. Your major shareholders include one of the top five trading companies\n\nin Hong Kong, two leading local investment banks, and a dozen local big business companies. Your sales\n\nturnovers in the past five years have been HK$1.0 billion, HK$1.8 billion, HK$3.5 billion, HK$5.0 billion, and\n\nHK$9.0 billion. Your company presently is the sole and exclusive distributor for several major high quality,\n\nfamous, and expensive brands of home stereo products.\n\nYour task\n\nWith the above data write an email to Mr. Alvin Brown, Executive Director, International Sales Division, ABC\n\nCorporation. You met him at a reception of ABC\u2019s new product exhibition six months ago at the Island Shangri-\n\nLa hotel.\n\nAppendix B: Three-Stage Writing Process \n\nAt the first pre-writing stage, students were asked to form groups of four to six persons to generate ideas,\n\norganize information, and conduct discussions on what and how to write this designated persuasive message.\n\nThe discussions lasted about 40-50 minutes and were audio recorded and later transcribed. While the students\n\nwere allowed to choose the medium of language for discussion, it ended up that all discussions were conducted\n\nin English.\n\nAt the writing stage, students were given approximately one hour to complete this in-class writing task based on\n\ntheir group discussions.\n\nAfter the writing task, the instructors offered a mini-lecture on how to write persuasive messages using a well-\n\nwritten request composed by a US student based on a similar case scenario as an example. The rationale for\n\nproviding the lecture after instead of before the writing task is to avoid any possible influence of our instructions\n\non students\u2019 writing, so as to tap into the students\u2019 perceived ways of communicating persuasive messages and\n\ntheir cultural identity construction in the process. The purposes for conducting the lecture before the writing of\n\nreflective essay are (1) to ensure every student has some knowledge of western styles of persuasive writing, and\n\n(2) to facilitate the writing of reflective essay.\n\nAfter receiving the lesson on writing persuasive messages, at the third stage, for the follow-up, students were\n\nrequired to write individual reflective essays discussing reasons for writing the persuasive requests the way they\n\nwere. Some guiding questions (Appendix C) were provided to facilitate the students\u2019 reflection.\n\nAppendix C: Guiding questions for post-writing\n\nreflective essays \n\nReflect upon your writing process and ask yourself why you constructed the message the way it is:\n\nA. Did you state your purpose in the opening paragraph or later in the message? Did you state your purpose\n\nexplicitly or implicitly? Why?\n\nB. What persuasive strategies have you used or not used? Why?\n\nC. Did you refer to the rival company? Positively or negatively? Why?\n\nD. Do you think that the Chinese or Japanese tradition writing pattern influences the way you write?\n\nE. Do you think that you were trying to accommodate the English culture when you were writing?\n\nCULTURE AnD IDEnTITy On InTERCULTURAL BUSInESS REQUESTS\n\nIb\u00e9rica 35 (2018): 171-200 199", "start_char_idx": 114009, "end_char_idx": 117357, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "c13fae7e-ef6a-4543-bf07-b7834b39b6d5": {"__data__": {"id_": "c13fae7e-ef6a-4543-bf07-b7834b39b6d5", "embedding": null, "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-140", "node_type": "4", "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "hash": "71cc8d4a9245ce26064e9fee42507c2bab02a5abb985343a4868b3f8084f898e", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "e99875b3-1f3f-46b1-9f19-b3dde3cad7d6", "node_type": "1", "metadata": {"identifier": "iberica-139", "author": "Du Babcock, Bertha; Feng, Haiying", "title": "Culture and identity on intercultural business requests: A genre-based comparative study ", "date": "2018-01-02", "file": "iberica-139.pdf"}, "hash": "23426eab1e9db2ad15d07a6835fd2fa90b90e871bf7cebfe2ed46aa46052c426", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "83527e40-b220-4a78-b9c9-911ae452e27e", "node_type": "1", "metadata": {}, "hash": "cd607df295a0d0d583821994fc65725a3d22e0e973bc9848337f766d6f424077", "class_name": "RelatedNodeInfo"}}, "text": "01 Editorial.qxd\n\n\nIb\u00e9rica 35 (2018): 201-226\n\nISSN: 1139-7241 / e-ISSN: 2340-2784\n\nAbstract \n\nThis paper focuses on the results of a questionnaire distributed to a group of\n\nundergraduate computer science students at a Croatian university who had\n\nEnglish in computer science 1 and 2 as ESP mandatory courses and then to a group\n\nof graduate computer science students who used to have these English courses.\n\nThe central part of the questionnaire focused on the \u201cEnglish element\u201d -\n\nlanguage borrowings at various levels of orthographical, phonological and\n\nmorphological adaptation to Croatian and unadapted expressions collected from\n\nCroatian information and communications technology (ICT) magazines. The\n\nmain aim was to establish whether the students from both age groups found the\n\n\u201cEnglish element\u201d acceptable in the standard Croatian language of journalistic\n\nregister and to what extent. The results showed that the \u201cEnglish element\u201d was\n\nperceived as predominantly acceptable, and the more adapted the terms were to\n\nCroatian, the less acceptable they were, regardless of the students\u2019 age and\n\npersonal and professional development. \n\nKeywords: language contacts, ESP, acceptability, English element, Croatian\n\nICT students.\n\nResumen \n\nL a p e rc e p c i\u00f3 n de l \u201c e l e me nt o in g l \u00e9 s \u201d e n l a s re v i s ta s c r oa ta s d e T I C e n l o s\n\ne s t ud ia nt e s d e g ra do s y po s g ra d os de i nf or m\u00e1 ti c a \n\nEste art\u00edculo se centra en los resultados de un cuestionario distribuido a un\n\ngrupo de estudiantes de inform\u00e1tica en una universidad croata que cursaron los\n\nThe perception of the \u201cEnglish element\u201d\n\nin Croatian ICT magazines with\n\nundergraduate and graduate computer\n\nscience students \n\nDaniela Mati\u0107\n\nUniversity of Split (Croatia) \nDaniela.matic@fesb.hr \n\n201", "start_char_idx": 41, "end_char_idx": 1859, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "83527e40-b220-4a78-b9c9-911ae452e27e": {"__data__": {"id_": "83527e40-b220-4a78-b9c9-911ae452e27e", "embedding": null, "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-140", "node_type": "4", "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "hash": "71cc8d4a9245ce26064e9fee42507c2bab02a5abb985343a4868b3f8084f898e", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "c13fae7e-ef6a-4543-bf07-b7834b39b6d5", "node_type": "1", "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "hash": "e499b88206b1a3cf535f161d39b0a8fbf9ad4580a760213a7f43fe3e1a9f40d0", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "bf51224a-0a3b-48cb-aa14-e4829878cd94", "node_type": "1", "metadata": {}, "hash": "379efbbbb2ac2aac3ae251cdb8f22d99565760a443e2998856862e0fd9369d34", "class_name": "RelatedNodeInfo"}}, "text": "Ib\u00e9rica 35 (2018): 201-226\n\nDaniela Mati\u0107\n\ncursos Ingl\u00e9s para Inform\u00e1tica 1 y 2 como cursos obligatorios de ingl\u00e9s espec\u00edfico y\n\na un grupo de estudiantes de posgrado que cursaron estos cursos de ingl\u00e9s. La\n\nparte central del art\u00edculo se centr\u00f3 en el \u201celemento ingl\u00e9s\u201d \u2013 pr\u00e9stamos\n\nling\u00fc\u00edsticos con diferentes niveles de adaptaci\u00f3n ortogr\u00e1fica, fonol\u00f3gica y\n\nmorfol\u00f3gica al croata y expresiones no adaptadas recogidas en revistas de\n\ntecnolog\u00edas de la informaci\u00f3n y comunicaci\u00f3n (TIC). El objetivo principal fue\n\nestablecer si los estudiantes de ambos grupos de edad encontraron el \u201celemento\n\ningl\u00e9s\u201d como aceptable en el registro period\u00edstico en lengua croata standard y\n\nhasta qu\u00e9 nivel. Los resultados demostraron que el \u201celemento ingl\u00e9s\u201d se percibi\u00f3\n\npredominantemente como acceptable, y que cuanto m\u00e1s adaptados al croata\n\nestaban los t\u00e9rminos, menos aceptables eran, independientemente de la edad de\n\nlos estudiantes o de su situaci\u00f3n personal y profesional. \n\nPalabras clave: contacto ling\u00fc\u00edstico, IFE, aceptabilidad, elemento ingl\u00e9s,\n\nestudiantes de TIC croatas.\n\n1. Introduction \n\nLanguage contacts between English and Croatian are fairly recent when\n\ncompared with languages such as Italian, German, Hungarian or even\n\nTurkish with which Croatian shared a long and cumbersome history.\n\nEnglish, unlike the aforementioned languages, has not been the language of\n\na warring and conquering nation and has not been imposed upon the\n\ncommunity as a result. English words started entering Croatian after World\n\nWar 2, but the process has been intensified since the 1990s due to\n\nglobalization as a large-scale phenomenon in which the English language has\n\na domineering role as a means of communication, notably in ICT. \n\nLanguages change, influenced by endogenous or exogenous processes, but\n\nthey are not independent of their users. \u201cBorrowing is the incorporation of\n\nforeign features into a group\u2019s native language by speakers of that language:\n\nthe native language is maintained but is changed by the addition of the\n\nincorporated features\u201d (Thomason & Kaufman, 1988: 37). Every language\n\nneeds new borrowings especially to meet the requirements of a very\n\ndemanding and rapidly growing global communication in science and\n\ntechnology, and \u201cthe areas of language most receptive to innovation lie on\n\nthe periphery of the lexical spectrum, i.e. in specialized domains\u201d (Pulcini,\n\nFuriassi & Gonz\u00e1lez, 2012: 15), such as the ICT field and its \u201ccomputerese\u201d\n\n(Winford, 2003: 58). English ICT terminology is frequent in conversational\n\nstyle among professionals who strive for the fast exchange of turns and\n\n202", "start_char_idx": 1863, "end_char_idx": 4488, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "bf51224a-0a3b-48cb-aa14-e4829878cd94": {"__data__": {"id_": "bf51224a-0a3b-48cb-aa14-e4829878cd94", "embedding": null, "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-140", "node_type": "4", "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "hash": "71cc8d4a9245ce26064e9fee42507c2bab02a5abb985343a4868b3f8084f898e", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "83527e40-b220-4a78-b9c9-911ae452e27e", "node_type": "1", "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "hash": "9cfdcce7ea482f81f3274b8b78321f130fd77545fd76b3cf75e543ec94f91f72", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "cb8e757b-c459-45fb-bf2c-5a0048fbf225", "node_type": "1", "metadata": {}, "hash": "b4e5ea7ae44f09b913523e7501d8290a0a4a7b3f6ccb5da3f8332d0fc87cc03d", "class_name": "RelatedNodeInfo"}}, "text": "language efficiency where English ICT terms, often opaque to the non-ICT\n\nworld, serve as a means of in-group identification. Croatia, unfortunately, is\n\nnot a technological trendsetter, but is, as many other countries, dependent on\n\ntechnology imported from countries which have substantial resources to\n\ninvest into scientific research and development. Such technologically\n\nadvanced communities, primarily the USA, devise terms for new referents\n\nreflecting their perception of reality by tapping their language system: \u201cThe\n\nUnited States has achieved a certain position of dominance in the\n\ntechnological sphere, as competitors fell by the wayside, (\u2026). However, the\n\nlanguage in which research on new technology is published is principally\n\nEnglish, no matter what the origin\u201d (Wright, 2004: 150). Very often these\n\nterms are imported, as cultural borrowings, to receiving languages, such as\n\nCroatian, to fill \u201cgaps in the structural inventory of the recipient language\u201d\n\n(Matras, 2009: 149) and they stay unadapted as foreignisms (Haspelmath,\n\n2009: 43) or adapted to a point even though \u201call languages have the means\n\nto create novel expressions out of their own resources\u201d (Haspelmath, 2009:\n\n35). Once these terms are accepted and embraced as borrowings by, first, the\n\nICT community, and then by a wider society, they will not be easily replaced\n\nby Croatian terms. On the other hand, replacing borrowings by equivalents\n\nis important to and indicative of language vitality and of native speakers\u2019\n\nattitude toward their native language (Grani\u0107, 2011: 266) if it is to preserve\nits identity. Therefore, striking a balance between the import of new terms,\n\nwhich facilitates international transfer of knowledge, and creating domestic\n\nterminology, which would satisfy professional users, linguists and ordinary\n\npeople, proves to be a demanding task in language planning and policy\n\n(Grani\u0107, 2011: 270). \n\nMagazines use journalistic style, one of the five \u201cfunctional styles\u201d, so called\n\nin Slavic stylistics studies, of the standard Croatian language (Sili\u0107, 2006).\nThis use of the term partially covers the meaning of \u201cregisters\u201d, defined by\n\nsome linguists as \u201csituationally defined varieties\u201d (Biber et al., 1999: 5) or as\n\n\u201cfunctional variety of language\u201d (Halliday & Matthiessen, 2004: 27). In\n\nnewspaper register \u201cthe language used is carefully edited and revised\u201d (Biber\n\net al., 1999: 9). The sub-register of printed or online computer magazines\n\nmay be referred to as information and communication technology (ICT)\n\njournalistic register. \n\nCroatian ICT magazine texts, on average, are supposed to be informative\n\nand written with neutral, non-figurative language resources if they are to be\n\nas objective as possible (Sili\u0107, 2006: 77; Hude\u010dek & Mihaljevi\u0107, 2009: 29) and,\n\nTHE ENGLISH ELEMENT IN CROATIAN ICT MAGAZINES\n\nIb\u00e9rica 35 (2018): 201-226 203", "start_char_idx": 4492, "end_char_idx": 7381, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "cb8e757b-c459-45fb-bf2c-5a0048fbf225": {"__data__": {"id_": "cb8e757b-c459-45fb-bf2c-5a0048fbf225", "embedding": null, "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-140", "node_type": "4", "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "hash": "71cc8d4a9245ce26064e9fee42507c2bab02a5abb985343a4868b3f8084f898e", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "bf51224a-0a3b-48cb-aa14-e4829878cd94", "node_type": "1", "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "hash": "2e077189b39c116d9feb6ecc150d80ddcae59924dd34d3a2370f89ea4e252da4", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "58e960bf-02f5-4486-ae32-e10f8969d40d", "node_type": "1", "metadata": {}, "hash": "d2135c36a4cc118b61d8e0eb30010957f3dd20ba8abfd9dabbfa4c6c04c2523d", "class_name": "RelatedNodeInfo"}}, "text": "as such, are written in the standard Croatian language. Magazines are part of\n\npublic discourse and the messages they send are public (Kova\u010devi\u0107 &\nBadurina, 2001: 101) and available to magazine readers who are not only ICT\n\nexperts but also ordinary people interested in ICT for various reasons.\n\nJournalists and contributors should be aware that readers, consciously or not,\n\ninternalize their lexis or writing style and thus shape their own language\n\n(Hude\u010dek & Mihaljevi\u0107, 2009: 10-11). Linguistically, a prominent\ncharacteristic in Croatian ICT magazines are English-like ICT terms for\n\nfairly new extra-linguistic referents but also for some known ones, since\n\n\u201cglobal avenues of communication such as radio, television and the internet\n\n(\u2026) have facilitated the spread of vocabulary from (American) English (\u2026)\n\neven though the contact is supposedly \u2018distant\u2019\u201d (Winford, 2003: 31). English\n\nor anglicized ICT terms may be treated as jargonisms or even occasionalisms\n\nup to a point; however, when used in magazines, jargonisms tend to spread,\n\nquickly gain popularity and eventually enter standard lexis. The intensity with\n\nwhich these terms enter Croatian leaves very little time to Croatian linguists,\n\nwho strive to comply with the predominantly purist language policy (Bari\u0107 et\nal., 1999: 106; Nikoli\u0107-Hoyt, 2005: 180), to adapt them to Croatian or to find\nappropriate Croatian equivalents (So\u010danac, 2010: 89). Thus, many English\nwords remain unadapted (Stojakovi\u0107, 2004; Stojakovi\u0107 & Mal\u010di\u0107, 2006).\nPurism of the Croatian standard language policy does not ban foreign words\n\nthough it prefers domestic words whenever possible in standard, public and\n\nscientific communication (Bari\u0107 et al., 1999: 104). \n\n1.1. English model adaptation \n\nNumerous expressions entering Croatian from English retain their original\n\northography, unlike expressions which entered Croatian before transitional\n\nprocesses starting from 1990\u2019s. Before that time, original English graphemes\n\nwould be replaced by closest Croatian ones, so there was a certain degree of\n\northographic adaptation according to the orthography of the giving\n\nlanguage (Filipovi\u0107, 1990: 28-29; Nikoli\u0107-Hoyt, 2005: 189). In the meantime,\nthe number of ESL speakers has risen, so has their proficiency in English;\n\ntherefore, new entries to Croatian are often not perceived as foreign and\n\nunadapted forms are often retained as such (Nikoli\u0107-Hoyt, 2005: 183).\n\nMost new expressions enter the receiving language through written media,\n\nespecially in ICT, and orthography is very often prioritized as a decisive\n\nfactor in adaptation. Croatian orthography manuals mostly speak in favor of\n\n\u201cgraphic adaptation\u201d: Hrvatski pravopis (Badurina et al., 2007: 217, 237)\n\nDaniela Mati\u0107\n\nIb\u00e9rica 35 (2018): 201-226204", "start_char_idx": 7385, "end_char_idx": 10159, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "58e960bf-02f5-4486-ae32-e10f8969d40d": {"__data__": {"id_": "58e960bf-02f5-4486-ae32-e10f8969d40d", "embedding": null, "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-140", "node_type": "4", "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "hash": "71cc8d4a9245ce26064e9fee42507c2bab02a5abb985343a4868b3f8084f898e", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "cb8e757b-c459-45fb-bf2c-5a0048fbf225", "node_type": "1", "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "hash": "f1cc6deed45734451a7cf029ca9344644782daa23a14611ccefcc979880a5d61", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "cc182b72-7698-4c85-8f70-fd71ca19d760", "node_type": "1", "metadata": {}, "hash": "a0c8372235b8ac359e26809e5597d443d08fc92584a650320028751e5306a490", "class_name": "RelatedNodeInfo"}}, "text": "recommends that new entries and their subsequent derivations be\n\ntranscribed with graphemes used for Croatian phonemes. However, if they\n\nare written in their original form, they are foreign words. In that case, they\n\nshould be italicized to mark their foreign origin, as it is also recommended\n\nby another Hrvatski pravopis, issued by Institut za hrvatski jezik i jezikoslovlje\n\n(Croatian Language and Linguistics Institute) in 2013. If they are compliant\n\nwith the Croatian phonetic system, they are considered borrowings and are\n\nnot italicized. Of course, Croatian equivalents are always preferred to foreign\n\nwords (http://pravopis.hr/pravilo/pisanje-opcih-rijeci-i-sveza/46/). \n\nWhen words borrowed from English are adapted and integrated at various\n\nstages, they become loanwords, Anglicisms, meaning that English phonemes\n\nand morphemes are substituted by Croatian ones in the processes of\n\ntransphonemization and transmorphemization (Filipovi\u0107, 1986: 68). The\nEnglish of ICT, especially its American variety, has largely influenced\n\nCroatian orthography in ICT magazines. The question is whether the words\n\nthat appear unadapted in their base form and mostly in print should be\n\ncategorized as foreign words or as Anglicisms. Nikoli\u0107-Hoyt (2005: 181,\n189), therefore, finds it necessary to rethink the definition of \u201cAnglicism\u201d\n\nsince a large number of terms have not undergone these processes and are\n\nnot Anglicisms in this sense of the word. \n\nIn this paper we studied words imported from English into Croatian which\n\nhave been left unadapted or adapted in various ways, and have entered one\n\nregister. These words cannot be referred to as \u201cAnglicisms\u201d in every single\n\ncase, since many of them have not been transformed, and this is the reason\n\nwhy we use the expression the \u201cEnglish element\u201d, used also by Rudolf\n\nFilipovi\u0107 in his work, to cover all kinds of English influence upon a\nlanguage, be it lexical, morphological, semantic, syntactic or phraseological\n\n(in Pulcini, Furiassi & Gonz\u00e1lez, 2012 \u201cAnglicism\u201d was used as an umbrella\n\nterm for these influences). \n\n1.2. The native speaker \n\nAccording to Davies (2003: 210), the native speaker is a person who acquired\n\na L1 in childhood and uses it, \u201chas intuitions (in terms of acceptability and\n\nproductiveness) about his/her Grammar 1, \u201cand has intuitions about those\n\nfeatures of the Grammar 2 which are distinct from his/her Grammar 1\u201d\n\n(Grammar 1 - the speaker\u2019s own linguistic system, idiolect; Grammar 2 - the\n\nstandard language). Naturally, intuition cannot be perceived as the only\n\nTHE ENGLISH ELEMENT IN CROATIAN ICT MAGAZINES\n\nIb\u00e9rica 35 (2018): 201-226 205", "start_char_idx": 10163, "end_char_idx": 12812, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "cc182b72-7698-4c85-8f70-fd71ca19d760": {"__data__": {"id_": "cc182b72-7698-4c85-8f70-fd71ca19d760", "embedding": null, "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-140", "node_type": "4", "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "hash": "71cc8d4a9245ce26064e9fee42507c2bab02a5abb985343a4868b3f8084f898e", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "58e960bf-02f5-4486-ae32-e10f8969d40d", "node_type": "1", "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "hash": "a6aef7e829171d1913b1aede5987787ef54d19838178e992649d5566e009b5ac", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "c43b2999-612f-4ed6-b91a-b34be216c259", "node_type": "1", "metadata": {}, "hash": "ac3f50b678cebd8d03360a55f7477c717e9621d7e42577fbd72a3551178710b8", "class_name": "RelatedNodeInfo"}}, "text": "criterion when testing the acceptability of some language expression since\n\nnative speakers\u2019 intuition is subjective and depends on the level and quality\n\nof their education as well as on their interest in language issues (Bari\u0107 et al.,\n1999: 49-50). \n\nWe are well aware that students in general, even though native speakers,\n\ncannot make acceptability judgments which would be normative and not\n\nsubject to questioning. Still, they can voice their opinion whether they\n\nperceive various linguistic phenomena at the interface of Croatian and\n\nEnglish as acceptable (acceptability tests in Davies, 2003; Ellis et al., 2009).\n\n2. Aim \n\nAs we teach English in computer science 1 and 2 as mandatory ESP courses, we\n\nwanted to analyze the students\u2019 attitudes toward English and Croatian in\n\ntheir professional life. What motivated and finally triggered this research\n\nwere articles in Croatian ICT magazines where the English element is\n\nabundantly present in various forms and at various levels of adaptation. The\n\nissue of acceptability and English borrowings in Croatian ICT terminology\n\nwith the first-year students was only examined in Mati\u0107 (2014). Other\nprevious research publications (Mihaljevi\u0107, 1993; Stojakovi\u0107, 2004) have\nexplored different student groups and used differently designed\n\nquestionnaires. \n\nThe aim of the research and this paper was to find answers to the following\n\nquestions: \n\n(i) What is the students\u2019 attitude, whose mother tongue is Croatian,\n\ntoward the English element in Croatian ICT magazines?\n\n(ii) Do the results in the two groups of students differ and to what\n\nextent with respect to their age?\n\n(iii) Do the results in the two groups differ and to what extent with\n\nrespect to the quantity of Croatian university textbooks and\n\nscientific materials the students had to cover in the course of\n\ntheir studies and to the acquired knowledge, but also with respect\n\nto less formal sources of information they encounter in both\n\nCroatian and English?\n\nDaniela Mati\u0107\n\nIb\u00e9rica 35 (2018): 201-226206", "start_char_idx": 12816, "end_char_idx": 14852, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "c43b2999-612f-4ed6-b91a-b34be216c259": {"__data__": {"id_": "c43b2999-612f-4ed6-b91a-b34be216c259", "embedding": null, "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-140", "node_type": "4", "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "hash": "71cc8d4a9245ce26064e9fee42507c2bab02a5abb985343a4868b3f8084f898e", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "cc182b72-7698-4c85-8f70-fd71ca19d760", "node_type": "1", "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "hash": "d260fc56147c912d9365301737a8e877cd7248dd37d825e945656227df2e2b61", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "44ebd204-c8b1-4d84-af26-a68adf84d922", "node_type": "1", "metadata": {}, "hash": "1a5439057a67f764395ed61c1e840e2fa19c53c8668aff70d1e014d34bb4b9cd", "class_name": "RelatedNodeInfo"}}, "text": "The null hypothesis in this research would be that the students\u2019 perception\n\nof the English element and, subsequently, acceptability of the collected\n\nexpressions was unrelated to their age and university education. Taking into\n\naccount a considerably high exposure of our students to ICT terminology in\n\nmagazines, Internet articles and mass media, we hypothesized that the\n\nstudents examined in this research would find many of the collected\n\nexpressions fairly acceptable in newspaper register, but we wanted to\n\nestablish whether their different age and education would be significant\n\nfactors and contribute to different results. However, it was not until these\n\nresults had been statistically processed that we were able to establish the\n\ndegree of acceptability and the difference between the two age groups.\n\n3. Methodology\n\n3.1. Participants\n\nThe examined students completed 4 years of secondary education. The first\n\ngroup of participants in this research were 78 first-year computer science\n\nstudents at a Croatian ICT Faculty, 60 of them male (76.92%) and 18 female\n\n(23.08%) (henceforth group 1), who were examined in the second semester\n\nof the 2013/14 academic year. They all attended the English in Computer\n\nScience 1 and 2 courses. At that moment, they were at the beginning of the\n\nundergraduate university education cycle, which lasts three years.\n\nThe second group of participants were 54 second-year graduates of\n\ncomputer science at the Faculty who had completed their undergraduate\n\neducation. They used to have the abovementioned English courses in the\n\nfirst year of their undergraduate studies, but since then they were exposed to\n\nEnglish only in non-educational environments and situations, and usually\n\nless formal. In this group, 46 of males (85.2%) and 8 females (14.8%)\n\n(henceforth group 2) were examined in the third semester of the 2014/15\n\nacademic year. At that moment, they were in their fifth, and last, year of their\n\nuniversity education. \n\nAccording to \u201cthe usual methodological expectations of experimental\n\npsychology\u201d, as stated in Wasow and Arnold (2005: 1483-1484), the number\n\nof participants was sufficiently large so that the research could be carried out\n\nand, subsequently, the obtained results processed statistically. \n\nThe results of our questionnaire-based research drew on the students\u2019\n\nacceptability judgments which they made as native speakers of Croatian who\n\nTHE ENGLISH ELEMENT IN CROATIAN ICT MAGAZINES\n\nIb\u00e9rica 35 (2018): 201-226 207", "start_char_idx": 14856, "end_char_idx": 17374, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "44ebd204-c8b1-4d84-af26-a68adf84d922": {"__data__": {"id_": "44ebd204-c8b1-4d84-af26-a68adf84d922", "embedding": null, "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-140", "node_type": "4", "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "hash": "71cc8d4a9245ce26064e9fee42507c2bab02a5abb985343a4868b3f8084f898e", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "c43b2999-612f-4ed6-b91a-b34be216c259", "node_type": "1", "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "hash": "1de086bf64c96269e0614b70686fa6a38ae3857d7a1eead1ef565fd38816cde5", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "a4e25076-53f0-4015-abd8-2f860f968799", "node_type": "1", "metadata": {}, "hash": "d5c26d434bba27bc6c0e6e4a724b426ba16a3032ced7922f2833fd29fb8f902a", "class_name": "RelatedNodeInfo"}}, "text": "had developed certain linguistic intuition over the years. These are \u201cprimary\n\nintuitions\u201d, \u201csimply introspective judgments of a given linguistic expression\u2019s\n\nwell-formedness or of its meaning\u201d (Wasow &Arnold, 2005: 1482).\n\n3.2. Research instrument \n\nIn order to conduct this research, a questionnaire was drawn up and tailored\n\nto our purposes. The first part contained questions related to\n\nsociodemographic variables (gender, age, completed secondary education)\n\nand the students\u2019 attitude toward their knowledge of English, language they\n\nread computer texts in, ways of acquiring information on ICT and the\n\nreasons for choosing one language over the other. \n\nThe second part of the questionnaire contained questions on ICT\n\nexpressions originating from English. The students were asked to express\n\ntheir opinion on the \u201cEnglish element\u201d, expressions collected from\n\npopular Croatian ICT magazines available in print and online. In order to\n\ntest the students\u2019 perception of acceptability of the English element, we\n\ncollected a number of expressions which were not graphically marked as\n\nforeign words in Croatian texts (by inverted commas, or italicized, bolded\n\nor underlined), but were at various levels of adaptation and integration into\n\nCroatian. The lists of singular and plural nouns, infinitive verbs, gerunds,\n\nadjectives (as examples of direct borrowing) and syntactic calques\n\n(examples of indirect borrowing) (Pulcini, Furiassi & Gonz\u00e1lez, 2012: 6)\n\nrepresent a reduced amount of what we found, as their quantity or\n\nfrequency in texts were not the focus of our study. They were sampled\n\nfrom eight issues of the ICT magazines PC-CHIP (issues 223-226\n\npublished in 2014) and VIDI (issues 209-213 published in 2013), which can\n\nbe accessed, for educational purposes, in their digital form through the\n\nwww.edu.hr website, part of the Croatian academic research network\n\n(CARNet). The printed magazines could also be bought at usual points of\n\nsale throughout the country. The linguistic expressions were presented\n\nrandomly and the students did not know what the purpose of the\n\nquestionnaire was nor were they familiar with any of the papers we\n\nreferred to in this article. \n\nThe students had to provide answers anonymously. The questionnaire took\n\nbetween 30 and 45 minutes to be filled out. The statistical analysis was done\n\nwith the SPSS software. During the poll, unfortunately, some students did\n\nnot provide answers to all the questions so the total number of answers and\n\nDaniela Mati\u0107\n\nIb\u00e9rica 35 (2018): 201-226208\n\n\n\nthe number of students who were examined was slightly discrepant in\n\nseveral instances.\n\n4. Results and interpretation \n\n4.1. Questionnaire, part one \n\nThe age range of the students in group 1 was between 18 and 25, averaging\n\nat 19 (67.94%). The majority of students had attended grammar high school\n\n(86%), as opposed to 14% of them graduating from various secondary\n\nvocational schools where students usually have fewer English classes per\n\nweek. The majority of students (60 of them, 76.92%) studied English (a\n\nmandatory course) in regular school courses, while 18 of them (23.08%)\n\ntook additional private courses. \n\nThe age range of the students in group 2 was between 21 and 41, averaging\n\nat 23 (61.1%). Most of them had attended grammar high school (55.6 %), as\n\nopposed to 44.4% of them graduating from various vocational schools.\n\nSome of them, 38.9%, attended English courses in private language schools,\n\nwhereas 61.1% had English only in school. \n\nWhen asked how they found information on breakthroughs in computing\n\n(Table 1), the offered options were as follows: \n\na) I read manuals/coursebooks from the field\n\nb) I read magazines from the field (printed or online) \n\nc) I search the Internet \n\nd) I talk to my friends/colleagues\n\ne) something else (state what that is) _______________ (no\n\nanswers)\n\nf) I don\u2019t look for information\n\nTHE ENGLISH ELEMENT IN CROATIAN ICT MAGAZINES\n\nIb\u00e9rica 35 (2018): 201-226 209", "start_char_idx": 17378, "end_char_idx": 21386, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "a4e25076-53f0-4015-abd8-2f860f968799": {"__data__": {"id_": "a4e25076-53f0-4015-abd8-2f860f968799", "embedding": null, "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-140", "node_type": "4", "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "hash": "71cc8d4a9245ce26064e9fee42507c2bab02a5abb985343a4868b3f8084f898e", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "44ebd204-c8b1-4d84-af26-a68adf84d922", "node_type": "1", "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "hash": "549b5e28275b4b621acd924eac7b9b69335fcec4775537716cd4a0f922de19b9", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "223348d9-676d-497e-a6b8-97ab56ac3d9b", "node_type": "1", "metadata": {}, "hash": "70555230ff769a840caa44b857f71b558f87c390a33d7b9f8492074ca516b16a", "class_name": "RelatedNodeInfo"}}, "text": "The most frequent answer in both groups was \u201cI search the Internet\u201d.\n\nStatistically speaking, there is almost a significant difference in their answers\n\n(p-value is 0.054, close to 0.05), probably because a number of students from\n\ngroup 1 did not search any information, as they stated in their answers and\n\nthe students in group 2 never circled the answer \u201cI don\u2019t look for\n\ninformation\u201d. This can be, at least partly, explained by the fact that the group\n\n1 students were still at the beginning of their computer science studies and\n\ndid not fully develop a habit of self-study for reasons other than obtaining\n\ngrades, as in high school. \n\nDaniela Mati\u0107\n\nIb\u00e9rica 35 (2018): 201-226210\n\nTHE ENGLISH ELEMENT IN CROATIAN ICT MAGAZINES \n\nIb\u00e9rica 35 (2018): \u2026-\u2026 \n\nYear of study \nOffered options \n\na b c d f Total \n\n1 \n\n(group 1) \n\nNo. of \nstudents 2 7 51 6 12 \n\n \n\n78 \n\n \n\n% within \nyear of \nstudy \n\n2.6% 9.0% 65.4% 7.7% 15.4% 100.00% \n\n5 \n\n(group 2) \n\nNo. of \nstudents 2 6 42 4 0 54 \n\n% within \nyear of \nstudy \n\n3.7% 11.1% 77.8% 7.4% 0.0% \n100.00% \n\nTotal \n\nNo. of \nstudents 4 13 93 10 12 132 \n\n% in the \ntotal no. \nof \nstudents \n\n3.0% 9.8% 70.5% 7.6% 9.1% \n100.00% \n\nChi-Square Tests \n\n Value Df Asympt, Sig (2-sided) \n\nPearson \nChi-\nSquare \n\n9.291* 4 0.054 \n\nLikelihood \nRatio 13.600 4 0.009 \n\nN of Valid \nCases 132 \n\n*4 cells (40.0%) have expected count lower than 5. The minimum expected count is 1.64. \n\nTable 1. Information-finding methods \u2013 group1 and group 2 results \n\nThe most frequent answer in both groups was \u201cI search the Internet\u201d. Statistically \nspeaking, there is almost a significant difference in their answers (p-value is \n0.054, close to 0.05), probably because a number of students from group 1 did \nnot search any information, as they stated in their answers and the students in", "start_char_idx": 21390, "end_char_idx": 23195, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "223348d9-676d-497e-a6b8-97ab56ac3d9b": {"__data__": {"id_": "223348d9-676d-497e-a6b8-97ab56ac3d9b", "embedding": null, "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-140", "node_type": "4", "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "hash": "71cc8d4a9245ce26064e9fee42507c2bab02a5abb985343a4868b3f8084f898e", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "a4e25076-53f0-4015-abd8-2f860f968799", "node_type": "1", "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "hash": "732704b0a3e39eb18821301e9eb73c6cb4f5039db02cb51ba571bae2ec3c3597", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "9e1c355b-1957-4bef-8e45-2d1ede6afb09", "node_type": "1", "metadata": {}, "hash": "4312e833afc982d9c7dbd12e45877cdde77db702a772c6731274bb48c33f92d7", "class_name": "RelatedNodeInfo"}}, "text": "When asked \u201cWhen you read texts about computers from books, magazines or Internet\n\nwebsites, what language are the texts in a) Croatian; b) English\u201d, the answers were as\n\nfollows (Table 2):\n\nThe students showed statistically different answers (p-value was 0.002, lower\n\nthan 0.05) and the null hypothesis is proved to be incorrect, that is, during\n\ntheir education students obviously develop different reading habits and use\n\nEnglish much more for professional purposes. The group 2 students far\n\nmore frequently read the texts in English, which explains the students\u2019\n\npreference of English and a rather relaxed attitude toward the English\n\nelement in Croatia, which we are about to discuss. Namely, the language of\n\ntheir search was most frequently English for 50 students (92.6 %), the reason\n\nbeing that texts in English are more available, as they stated. Obviously, even\n\nthough they do not study English in any formal environment, English has\n\nTHE ENGLISH ELEMENT IN CROATIAN ICT MAGAZINES\n\nIb\u00e9rica 35 (2018): 201-226 211\n\nDANIELA MATI! \n\nIb\u00e9rica 35 (2018): \u2026-\u2026 \n\ngroup 2 never circled the answer \u201cI don\u2019t look for information\u201d. This can be, at \nleast partly, explained by the fact that the group 1 students were still at the \nbeginning of their computer science studies and did not fully develop a habit of \nself-study for reasons other than obtaining grades, as in high school. \n\nWhen asked \u201cWhen you read texts about computers from books, magazines or \nInternet websites, what language are the texts in a) Croatian; b) English\u201d, the \nanswers were as follows (Table 2): \n\nYear of study \nLanguage of texts they read \n\nCroatian English Total \n\n1 \n(group 1) \n\nNo. of \nstudents 23 55 78 \n\n% within \nyear of \nstudy \n\n29.5% 70.5% 100.0% \n\n5 \n(group 2) \n\nNo. of \nstudents 4 50 54 \n\n% within \nyear of \nstudy \n\n7.4% 92.6% 100.0% \n\nTotal \n\nNo. of \nstudents 27 105 132 \n\n% in the \ntotal no. of \nstudents \n\n20.5% 79.5% 100.0% \n\nChi-Square Tests \n\n Value Df Asympt. Sig (2-sided) \n\nPearson Chi-\nSquare 9.561\n\n* 1 0.002 \n\nLikelihood \nRatio 10.628 1 0.001 \n\nN of Valid \nCases 132 \n\n*0 cells (.0%) have expected count lower than 5. The minimum expected count is 11.05. \n\nTable 2. Language of texts students read \u2013 group1 and group 2 results \n\nThe students showed statistically different answers (p-value was 0.002, lower \nthan 0.05) and the null hypothesis is proved to be incorrect, that is, during their \neducation students obviously develop different reading habits and use English \n\n\n\nbecome a natural tool of search and English texts a natural source of\n\ninformation.\n\n4.2. Questionnaire, part two \n\n4.2.1. Acceptability level \n\nThe second part of the questionnaire contained a number of the\n\naforementioned direct and indirect ICT lexical borrowings selected\n\naccording to their levels of adaptation. \n\nThe language question \u201cDo you find the following forms of Anglicisms acceptable in\n\nthe standard Croatian?\u201d, tested the level of acceptability (Mihaljevi\u0107, 1993: 123-\n124) of direct ICT borrowings by using a 5-point Likert scale (totally\n\nunacceptable-1, mostly unacceptable-2, neither acceptable nor unacceptable-\n\n3, mostly acceptable-4, totally acceptable-5). The English translation is\n\nprovided in parentheses below each expression in tables. \n\nThe analysis starts with nouns as the most numerous category of\n\nborrowings since the \u201chigh borrowability of nouns is thus primarily a\n\nproduct of their referential functions\u201d (Matras, 2009: 168). Table 3 shows\n\nthe results for a number of nouns in their singular, citation form,\n\nphonologically and morphologically partially adapted. \n\nDaniela Mati\u0107\n\nIb\u00e9rica 35 (2018): 201-226212\n\nDANIELA MATI!", "start_char_idx": 23200, "end_char_idx": 26862, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "9e1c355b-1957-4bef-8e45-2d1ede6afb09": {"__data__": {"id_": "9e1c355b-1957-4bef-8e45-2d1ede6afb09", "embedding": null, "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-140", "node_type": "4", "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "hash": "71cc8d4a9245ce26064e9fee42507c2bab02a5abb985343a4868b3f8084f898e", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "223348d9-676d-497e-a6b8-97ab56ac3d9b", "node_type": "1", "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "hash": "d372545cf34ed7a31e49d79a62e4ddc7df61139f8a06347983dbc022ad57cc56", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "5c0b66b8-1413-41d2-8f3c-613c8df4e7e9", "node_type": "1", "metadata": {}, "hash": "c498a4f5f644e833bf63f1ed8975d97f13ebc75792fdbc570674a5c49252a283", "class_name": "RelatedNodeInfo"}}, "text": "Ib\u00e9rica 35 (2018): \u2026-\u2026 \n\nSingular nouns \nGroup Statistics t-test \n\nExpression Year of study N Mean Levene's Test for Equality of Variances Sig. (2-tailed) \n\nkontroler \n(controller) \n\n1 78 4.03 Equal variances assumed 0.390 \n\n5 54 4.19 Equal variances not assumed 0.393 \n\nkompajler \n(compiler) \n\n1 78 4.26 0.833 \n\n5 54 4.22 0.838 \n\ntutorijal \n(tutorial) \n\n1 78 3.45 0.267 \n\n5 54 3.69 0.277 \n\nekstruder \n(extruder) \n\n1 76 2.32 0.048 \n\n5 53 1.92 0.046 \n\nrauter \n(router) \n\n1 78 2.81 0.000 \n\n5 54 1.80 0.000 \n\nhosting \n(hosting) \n\n1 78 3.74 0.356 \n\n5 54 3.93 0.359 \n\ngejmer \n(gamer) \n\n1 78 3.68 0.046 \n\n5 54 3.19 0.049 \n\nTable 3. Acceptability of partially adapted singular nouns - group1 and group 2 results \n\nThe figures which we take into consideration are those under \u2018equal variances \nassumed\u2019. The results are similar in most cases, though the group 1 answers \nshow a slightly higher acceptability of more than a half of these 7 partially \northographically and phonetically adapted nouns (but not morphologically, \nbecause they keep the English morpheme \u2013er) still having a status of \ncompromise replica. The noun which was not favored in either group was \nekstruder, even less acceptable with group 2. The answers show a statistically \nsignificant difference (\u2018equal variances assumed\u2019: p-value is 0.048, lower than \n0.05), the reason may be that it was not a common word among the students. \nTwo more nouns, rauter and gejmer, phonologically, phonetically and \northographically well adapted to Croatian, also show statistically significant \nvaried preferences with the students (\u2018equal variances assumed\u2019: p-value is 0.000 \nand 0.046 respectively): both nouns rate lower in group 2, and rauter is the least \nacceptable of all. To conclude, group 1 shows a slightly higher acceptability of \northographically and phonetically adapted nouns in singular than group 2, which \nis statistically significant in three cases. \n\nThe question of acceptability also pertained to nouns in plural (Table 4). \n\nDANIELA MATI! \n\nIb\u00e9rica 35 (2018): \u2026-\u2026 \n\nTable 3. Acceptability of partially adapted singular nouns - group1 and group 2 results \n\nThe figures which we take into consideration are those under \u2018equal variances \nassumed\u2019. The results are similar in most cases, though the group 1 answers \nshow a slightly higher acceptability of more than a half of these 7 partially \northographically and phonetically adapted nouns (but not morphologically, \nbecause they keep the English morpheme \u2013er) still having a status of \ncompromise replica. The noun which was not favored in either group was \nekstruder, even less acceptable with group 2. The answers show a statistically \nsignificant difference (\u2018equal variances assumed\u2019: p-value is 0.048, lower than \n0.05), the reason may be that it was not a common word among the students. \nTwo more nouns, rauter and gejmer, phonologically, phonetically and \northographically well adapted to Croatian, also show statistically significant \nvaried preferences with the students (\u2018equal variances assumed\u2019: p-value is 0.000 \nand 0.046 respectively): both nouns rate lower in group 2, and rauter is the least \nacceptable of all. To conclude, group 1 shows a slightly higher acceptability of \northographically and phonetically adapted nouns in singular than group 2, which \nis statistically significant in three cases. \n\nThe question of acceptability also pertained to nouns in plural (Table 4).", "start_char_idx": 26865, "end_char_idx": 30302, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "5c0b66b8-1413-41d2-8f3c-613c8df4e7e9": {"__data__": {"id_": "5c0b66b8-1413-41d2-8f3c-613c8df4e7e9", "embedding": null, "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-140", "node_type": "4", "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "hash": "71cc8d4a9245ce26064e9fee42507c2bab02a5abb985343a4868b3f8084f898e", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "9e1c355b-1957-4bef-8e45-2d1ede6afb09", "node_type": "1", "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "hash": "d4f8676ba74b0d2b67509eef55ec493fffb7d2a4530eeda8c485953f37b268a6", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "453b34bb-a1b9-4003-8f6e-a854b4a11e82", "node_type": "1", "metadata": {}, "hash": "5c8e29fb61cfb891894b08490085492eab30f30c58831711e4081bbd1e01fc6b", "class_name": "RelatedNodeInfo"}}, "text": "The question of acceptability also pertained to nouns in plural (Table 4). \n\n\n\nThe figures which we take into consideration are those under \u2018equal\n\nvariances assumed\u2019. The results are similar in most cases, though the group\n\n1 answers show a slightly higher acceptability of more than a half of these\n\n7 partially orthographically and phonetically adapted nouns (but not\n\nmorphologically, because they keep the English morpheme \u2013er) still having a\n\nstatus of compromise replica. The noun which was not favored in either\n\ngroup was ekstruder, even less acceptable with group 2. The answers show a\n\nstatistically significant difference (\u2018equal variances assumed\u2019: p-value is 0.048,\n\nlower than 0.05), the reason may be that it was not a common word among\n\nthe students. Two more nouns, rauter and gejmer, phonologically, phonetically\n\nand orthographically well adapted to Croatian, also show statistically\n\nsignificant varied preferences with the students (\u2018equal variances assumed\u2019: p-\n\nvalue is 0.000 and 0.046 respectively): both nouns rate lower in group 2, and\n\nrauter is the least acceptable of all. To conclude, group 1 shows a slightly\n\nhigher acceptability of orthographically and phonetically adapted nouns in\n\nsingular than group 2, which is statistically significant in three cases. \n\nThe question of acceptability also pertained to nouns in plural (Table 4). \n\nTHE ENGLISH ELEMENT IN CROATIAN ICT MAGAZINES\n\nIb\u00e9rica 35 (2018): 201-226 213\n\nTHE ENGLISH ELEMENT IN CROATIAN ICT MAGAZINES \n\nIb\u00e9rica 35 (2018): \u2026-\u2026 \n\nPlural nouns \nGroup Statistics t-test \n\nExpression Year of study N Mean Levene's Test for Equality of Variances Sig. (2-tailed) \n\nfajlovi \n(files) \n\n1 78 3.62 Equal variances assumed 0.012 \n\n5 54 3.00 Equal variances not assumed 0.011 \n\noverclockeri \n(overclockers) \n\n \n\n1 77 3.56 0.255 \n\n 5 53 3.30 0.252 \n\nshaderi \n(shaders) \n\n1 75 3.33 0.501 \n\n5 54 3.48 0.491 \n\ngameri \n(gamers) \n\n1 77 3.61 0.705 \n\n5 54 3.52 0.704 \n\nadd-onovi \n(add-ons) \n\n1 78 3.15 0.864 \n\n5 54 3.11 0.864 \n\ndriveri \n(drivers) \n\n1 77 4.45 0.857 \n\n5 54 4.48 0.854 \n\ngame developeri \n(game developers) \n\n1 78 3.97 0.484 \n\n5 53 4.11 0.479 \n\ngadgeti \n(gadgets) \n\n1 78 4.12 0.763 \n\n5 54 4.06 0.763 \n\ntooltipovi \n(tooltips) \n\n1 78 3.32 0.190 \n\n5 54 3.02 0.195 \n\n\n\nIn most of these examples, the English orthography has been retained and\n\nthere are no indicators as to the pronunciation. The orthographic exception\n\nis fajlovi, the only plural noun orthographically, phonologically and\n\nphonetically adapted as a compromise replica, and morphologically adapted,\n\nsince the word receives the inflectional suffixes. However, these English\n\nplural nouns may acquire the status of compromise replica owing to the\n\nachieved degree of transmorphemization since inflectional suffixes are\n\nsimply pasted to the English model, some of which retain the English\n\nagentive suffix \u2013er.", "start_char_idx": 30228, "end_char_idx": 33121, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "453b34bb-a1b9-4003-8f6e-a854b4a11e82": {"__data__": {"id_": "453b34bb-a1b9-4003-8f6e-a854b4a11e82", "embedding": null, "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-140", "node_type": "4", "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "hash": "71cc8d4a9245ce26064e9fee42507c2bab02a5abb985343a4868b3f8084f898e", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "5c0b66b8-1413-41d2-8f3c-613c8df4e7e9", "node_type": "1", "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "hash": "207b874b281125fd5d8ab579f4b91187b4ff9899accf6d14403caa7fc13d0014", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "c713af1e-c5c2-4cde-bcff-35748a5c4444", "node_type": "1", "metadata": {}, "hash": "739fe9323a6a6657028a9a2c9cc83f70ad5c93f28e5bea0059185542c4648e12", "class_name": "RelatedNodeInfo"}}, "text": "Regarding the attitude on acceptability, the students find these\n\northographically unadapted forms acceptable and the degree of acceptability\n\nis even slightly higher than in singular nouns which were orthographically\n\nDaniela Mati\u0107\n\nIb\u00e9rica 35 (2018): 201-226214\n\nTHE ENGLISH ELEMENT IN CROATIAN ICT MAGAZINES \n\nIb\u00e9rica 35 (2018): \u2026-\u2026 \n\n \n\ntooltipovi \n(tooltips) \n\n1 78 3.32 0.190 \n\n5 54 3.02 0.195 \n\nframeworci \n(frameworks) \n\n1 77 2.79 0.293 \n\n5 54 3.04 0.290 \n\nbenchmarci \n(benchmarks) \n\n1 78 2.82 0.980 \n\n5 54 2.81 0.980 \n\nfeaturi \n(features) \n\n1 78 2.59 0.236 \n\n5 54 2.87 0.250 \n\nwebbrowseri \n(webbrowsers) \n\n1 77 3.70 0.137 \n\n5 54 3.33 0.144 \n\nwidgeti \n(widgets) \n\n1 77 4.05 0.905 \n\n5 54 4.07 0.902 \n\nDANIELA MATI! \n\nIb\u00e9rica 35 (2018): \u2026-\u2026 \n\nstickovi \n(sticks) \n\n1 77 4.03 0.739 \n\n5 54 3.96 0.749 \n\nlauncheri \n(launchers) \n\n1 78 3.59 0.494 \n\n5 54 3.44 0.501 \n\nteraflopsi \n(teraflops) \n\n1 78 3.17 0.272 \n\n5 54 2.91 0.275 \n\nflagshipovi \n(flagships) \n\n1 78 2.95 0.277 \n\n5 54 2.70 0.284 \n\nshooteri \n(shooters) \n\n1 76 3.33 0.277 \n\n5 54 3.07 0.281 \n\npluginovi \n(plug-ins) \n\n1 76 4.08 0.676 \n\n5 54 4.00 0.681 \n\nstreamovi \n(streams) \n\n1 77 4.30 0.599 \n\n5 54 4.20 0.595 \n\ngeekovi \n(geeks) \n\n1 77 4.04 0.802 \n\n5 54 3.98 0.804 \n\nTable 4. Acceptability of partially adapted plural nouns - group1 and group 2 results \n\nIn most of these examples, the English orthography has been retained and there \nare no indicators as to the pronunciation. The orthographic exception is fajlovi, \nthe only plural noun orthographically, phonologically and phonetically adapted \nas a compromise replica, and morphologically adapted, since the word receives \nthe inflectional suffixes. However, these English plural nouns may acquire the \nstatus of compromise replica owing to the achieved degree of \ntransmorphemization since inflectional suffixes are simply pasted to the English \nmodel, some of which retain the English agentive suffix \u2013er. \n\nRegarding the attitude on acceptability, the students find these orthographically \nunadapted forms acceptable and the degree of acceptability is even slightly \nhigher than in singular nouns which were orthographically better adapted, but no \npattern in their preferences, which could indicate some regularity, can be \nestablished, that is, why they found the form of e.g. driveri more acceptable than \nshaderi. The noun that has been most adapted, fajlovi, is even less acceptable \nwith group 2 and the correlation shows a statistically significant difference in the \nstudents\u2019 answers (p-value is 0.012, lower than 0.05). Two more nouns which \nhave been transmorphemized and which have undergone sibilarization, \nframeworci, benchmarci, were found to be the least acceptable in both groups.", "start_char_idx": 33124, "end_char_idx": 35867, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "c713af1e-c5c2-4cde-bcff-35748a5c4444": {"__data__": {"id_": "c713af1e-c5c2-4cde-bcff-35748a5c4444", "embedding": null, "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-140", "node_type": "4", "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "hash": "71cc8d4a9245ce26064e9fee42507c2bab02a5abb985343a4868b3f8084f898e", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "453b34bb-a1b9-4003-8f6e-a854b4a11e82", "node_type": "1", "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "hash": "e9f1eb651ee31a3753916410d10aca0fbb85ea5c4e3f3b55e731e9d119e7e181", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "7ebc56e5-84ec-41b5-b181-4b76fc479ae3", "node_type": "1", "metadata": {}, "hash": "97a197309c5b4dd377a88dcd2a9abad338fad3d714feeeaa5df740ca14c05edc", "class_name": "RelatedNodeInfo"}}, "text": "The nouns that were found the most acceptable with both groups were driveri, \nstreamovi, gadgeti, pluginovi, and widgeti, where the Croatian inflectional \nsuffixes for plural form were simply added to the stem and no other visible \n\nDANIELA MATI! \n\nIb\u00e9rica 35 (2018): \u2026-\u2026 \n\nTable 4. Acceptability of partially adapted plural nouns - group1 and group 2 results \n\nIn most of these examples, the English orthography has been retained and there \nare no indicators as to the pronunciation. The orthographic exception is fajlovi, \nthe only plural noun orthographically, phonologically and phonetically adapted \nas a compromise replica, and morphologically adapted, since the word receives \nthe inflectional suffixes. However, these English plural nouns may acquire the \nstatus of compromise replica owing to the achieved degree of \ntransmorphemization since inflectional suffixes are simply pasted to the English \nmodel, some of which retain the English agentive suffix \u2013er. \n\nRegarding the attitude on acceptability, the students find these orthographically \nunadapted forms acceptable and the degree of acceptability is even slightly \nhigher than in singular nouns which were orthographically better adapted, but no \npattern in their preferences, which could indicate some regularity, can be \nestablished, that is, why they found the form of e.g. driveri more acceptable than \nshaderi. The noun that has been most adapted, fajlovi, is even less acceptable \nwith group 2 and the correlation shows a statistically significant difference in the \nstudents\u2019 answers (p-value is 0.012, lower than 0.05). Two more nouns which \nhave been transmorphemized and which have undergone sibilarization, \nframeworci, benchmarci, were found to be the least acceptable in both groups. \nThe nouns that were found the most acceptable with both groups were driveri, \nstreamovi, gadgeti, pluginovi, and widgeti, where the Croatian inflectional \nsuffixes for plural form were simply added to the stem and no other visible \nchanges followed. Of these 22 plural nouns, there were only 6 examples", "start_char_idx": 35869, "end_char_idx": 37936, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "7ebc56e5-84ec-41b5-b181-4b76fc479ae3": {"__data__": {"id_": "7ebc56e5-84ec-41b5-b181-4b76fc479ae3", "embedding": null, "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-140", "node_type": "4", "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "hash": "71cc8d4a9245ce26064e9fee42507c2bab02a5abb985343a4868b3f8084f898e", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "c713af1e-c5c2-4cde-bcff-35748a5c4444", "node_type": "1", "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "hash": "93271041064ab84b254cca2bbbd563ad690406122ed8c88d4fbd46ed51e94b7c", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "2f84957a-7106-4fa8-92bb-6b9fbfcf812a", "node_type": "1", "metadata": {}, "hash": "012ece1ca1a5132b3402b560d0608947e304778794b3205858828eb89f867154", "class_name": "RelatedNodeInfo"}}, "text": "Of these 22 plural nouns, there were only 6 examples \n\n\n\nbetter adapted, but no pattern in their preferences, which could indicate\n\nsome regularity, can be established, that is, why they found the form of e.g.\n\ndriveri more acceptable than shaderi. The noun that has been most adapted,\n\nfajlovi, is even less acceptable with group 2 and the correlation shows a\n\nstatistically significant difference in the students\u2019 answers (p-value is 0.012,\n\nlower than 0.05). Two more nouns which have been transmorphemized and\n\nwhich have undergone sibilarization, frameworci, benchmarci, were found to be\n\nthe least acceptable in both groups. The nouns that were found the most\n\nacceptable with both groups were driveri, streamovi, gadgeti, pluginovi, and widgeti,\n\nwhere the Croatian inflectional suffixes for plural form were simply added to\n\nthe stem and no other visible changes followed. Of these 22 plural nouns,\n\nthere were only 6 examples (27.27%) (shaderi, driveri, game developeri, frameworci,\n\nfeaturi, widgeti), plural nouns that have been simply transmorphemized, which\n\nthe group 2 students rated as more acceptable than the group 1 students.\n\nGroup 2 found the rest of the plural nouns less acceptable than group 1. In\n\ngeneral, the group 1 students again found these forms slightly more\n\nacceptable than the group 2 students, even though the difference in the\n\nanswers of the two groups is not statistically significant, except for one case.\n\nWe could say that these results are indicative of a certain trend, namely that\n\nthe group 2 students do not perceive even these orthographically and\n\nphonetically unadapted but acceptable transmorphemized forms or maybe\n\nthey have a more critical viewpoint.\n\nThe following table, Table 5, contains the students\u2019 acceptability rating of\n\ninfinitive verb forms at various levels of adaptation to the standard Croatian\n\nlanguage.\n\nTHE ENGLISH ELEMENT IN CROATIAN ICT MAGAZINES\n\nIb\u00e9rica 35 (2018): 201-226 215\n\nDANIELA MATI! \n\nIb\u00e9rica 35 (2018): \u2026-\u2026 \n\nInfinitive verb forms \nGroup Statistics t-test \n\nExpression Year N Mean \nLevene's Test \nfor Equality of \n\nVariances \nSig. (2-\ntailed) \n\nrenderirati \n(render) \n\n1 78 3.37 \n\n \n\nEqual variances \nassumed 0.000 \n\n5 54 4.33 Equal variances not assumed 0.000 \n\noverclockati \n(overclock) \n\n1 77 3.64 0.156 \n\n5 54 3.94 0.142 \n\nstreamati \n(stream) \n\n1 78 4.04 0.919 \n\n5 54 4.02 0.917 \n\noutsourceati \n(outsource) \n\n1 78 3.04 0.412 \n\n5 53 3.23 0.415 \n\nTable 5. Acceptability of verbs - group1 and group 2 results \n\nCroatian, unlike English, whose \u201cinflectional morphology is sparse\u201d and \ntherefore \u201cabsorbs loans easily\u201d (Grant, 2014: 442) has a rich inventory of \nmorphological endings. Verbs borrowed from English are transmorphemized by \ninfinitive formants -ti, -(a)ti, -(ira)ti in order to assume their syntactic function \nsince they are formally different from nouns (unlike many English nouns and \nverbs which share the same form). \n\nSome of these 9 verbs were orthographically and phonologically/phonetically \nadapted to Croatian, (resetirati, renderirati). Some of the verbs have not \nundergone any transphonemization according to the pronunciation or \northography (uploadati, streamati, overclockati, shareati, outsourceati), and the \nverbal aspect, characteristic of Croatian and its cognates can be only contextually", "start_char_idx": 37884, "end_char_idx": 41211, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "2f84957a-7106-4fa8-92bb-6b9fbfcf812a": {"__data__": {"id_": "2f84957a-7106-4fa8-92bb-6b9fbfcf812a", "embedding": null, "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-140", "node_type": "4", "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "hash": "71cc8d4a9245ce26064e9fee42507c2bab02a5abb985343a4868b3f8084f898e", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "7ebc56e5-84ec-41b5-b181-4b76fc479ae3", "node_type": "1", "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "hash": "23d5bae756b7e3fb3ed55812954301444f695a9b93f20e4e57b9d19c29ccd5d8", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "43e69bcd-e3ac-4f1e-8bf6-f06d72be7098", "node_type": "1", "metadata": {}, "hash": "b738de340d3eb640b4b1df696b630f9c4a6eba3d8221554325938f4459d39952", "class_name": "RelatedNodeInfo"}}, "text": "Croatian, unlike English, whose \u201cinflectional morphology is sparse\u201d and\n\ntherefore \u201cabsorbs loans easily\u201d (Grant, 2014: 442) has a rich inventory of\n\nmorphological endings. Verbs borrowed from English are\n\ntransmorphemized by infinitive formants -ti, -(a)ti, -(ira)ti in order to assume\n\ntheir syntactic function since they are formally different from nouns (unlike\n\nmany English nouns and verbs which share the same form). \n\nSome of these 9 verbs were orthographically and phonologically/\n\nphonetically adapted to Croatian, (resetirati, renderirati). Some of the verbs\n\nhave not undergone any transphonemization according to the pronunciation\n\nor orthography (uploadati, streamati, overclockati, shareati, outsourceati), and the\n\nverbal aspect, characteristic of Croatian and its cognates can be only\n\ncontextually determined. The secondary adaptation of verbs with suffixes,\n\nprefixes or possibly infixes may indicate the perfective aspect (proguglati,\n\nposkenirati), so these are the verbs which have undergone both\n\ntransphonemization and transmorphemization, which are no longer\n\nperceived as compromise replicas but as verbs formally integrated into the\n\nlanguage system. \n\nThe verb resetirati, which is well adapted to the Croatian phonetic system and\n\nhas undergone a partial transphonemization, was rated as the most acceptable\n\nof all. Another verb, uploadati, whose acceptability rating is slightly lower than\n\nin the previous example, has not undergone either transphonemization or any\n\northographic adaptation, but was added the Croatian infinitive ending only and\n\nwas also perceived as acceptable. A higher acceptability difference is evident\n\nbetween these two verbs and the verb proguglati, which is phonetically,\n\nDaniela Mati\u0107\n\nIb\u00e9rica 35 (2018): 201-226216\n\nDANIELA MATI! \n\nIb\u00e9rica 35 (2018): \u2026-\u2026 \n\n \n\noutsourceati \n(outsource) 5 53 3.23 0.415 \n\nshareati \n(share) \n\n1 77 3.53 0.985 \n\n5 54 3.54 0.985 \n\nuploadati \n(upoload) \n\n1 78 4.55 0.594 \n\n5 54 4.48 0.603 \n\nresetirati \n(reset) \n\n1 78 4.68 0.961 \n\n5 54 4.69 0.960 \n\nproguglati \n(google up/around) \n\n1 78 4.00 0.528 \n\n5 54 4.13 0.529 \n\nposkenirati \n(scan up) \n\n1 78 3.03 0.728 \n\n5 54 3.11 0.731 \n\nTable 5. Acceptability of verbs - group1 and group 2 results \n\nCroatian, unlike English, whose \u201cinflectional morphology is sparse\u201d and \ntherefore \u201cabsorbs loans easily\u201d (Grant, 2014: 442) has a rich inventory of \nmorphological endings. Verbs borrowed from English are transmorphemized by \ninfinitive formants -ti, -(a)ti, -(ira)ti in order to assume their syntactic function \nsince they are formally different from nouns (unlike many English nouns and \nverbs which share the same form). \n\nSome of these 9 verbs were orthographically and phonologically/phonetically \nadapted to Croatian, (resetirati, renderirati). Some of the verbs have not \nundergone any transphonemization according to the pronunciation or \northography (uploadati, streamati, overclockati, shareati, outsourceati), and the \nverbal aspect, characteristic of Croatian and its cognates can be only contextually", "start_char_idx": 41216, "end_char_idx": 44278, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "43e69bcd-e3ac-4f1e-8bf6-f06d72be7098": {"__data__": {"id_": "43e69bcd-e3ac-4f1e-8bf6-f06d72be7098", "embedding": null, "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-140", "node_type": "4", "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "hash": "71cc8d4a9245ce26064e9fee42507c2bab02a5abb985343a4868b3f8084f898e", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "2f84957a-7106-4fa8-92bb-6b9fbfcf812a", "node_type": "1", "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "hash": "dd92c3a62bac9551c7f048c708c94fc2729ae3edcad50e40774cad1eeb4aedf9", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "c07df5e9-2ea7-4dcc-bf4c-fa452671f604", "node_type": "1", "metadata": {}, "hash": "4e63f4bf394d84a322977034bd523fb5907eda4656bf30f4b4bf505a46641426", "class_name": "RelatedNodeInfo"}}, "text": "orthographically and morphologically adapted and integrated. On the other\n\nhand, another verb which is well adapted, poskenirati, has the lowest\n\nacceptability rating of all with the examined students, although this verb, as\n\nwell as the aforementioned proguglati, are adapted, express the perfective aspect\n\nand have therefore attained a higher, secondary adaptation level. Another\n\northographically, phonetically and morphologically well adapted verb,\n\nrenderirati, was perceived by group 1 as less acceptable than some unadapted\n\nverbs. This is the only instance which shows a statistical difference in answers\n\nsince group 2 rated it as more acceptable (p-value 0.000, lower than 0.05), as\n\nwell as other 6 verbs. \n\nTable 6 compares the results of groups 1 and 2 in acceptability ratings of\n\ngerunds. In Biber et al. (1999: 66-67) gerunds are classified among\n\n\u201cborderline cases of lexical word class membership\u201d. Though derived from\n\nverbs, their Croatian form, different from any participial forms, leaves no\n\ndoubt as to what their function is when they assume nominal position.\n\nTHE ENGLISH ELEMENT IN CROATIAN ICT MAGAZINES\n\nIb\u00e9rica 35 (2018): 201-226 217\n\nDANIELA MATI! \n\nIb\u00e9rica 35 (2018): \u2026-\u2026 \n\nGerunds \nGroup Statistics t-test \n\nExpression Year N Mean \nLevene's Test \nfor Equality of \n\nVariances \nSig. (2-\ntailed) \n\ncachiranje \n(caching) \n\n1 77 3.29 \n\n \n\nEqual variances \nassumed 0.126 \n\n5 54 3.61 Equal variances not assumed 0.120 \n\nke\"iranje \n(caching) \n\n1 78 2.99 0.556 \n\n5 54 3.13 0.561 \n\nrootanje \n(rooting/routing) \n\n1 78 3.74 0.988 \n\n5 54 3.74 0.988 \n\nstreamanje \n(streaming) \n\n1 78 3.99 0.833 \n\n5 54 3.94 0.831 \n\ntagiranje \n(tagging) \n\n1 78 3.87 0.874 \n\n5 54 3.91 0.872 \n\nflashanje \n(flashing) \n\n1 78 3.47 0.972 \n\n5 54 3.48 0.972 \n\nsvajpanje \n(swiping) \n\n1 77 2.34 0.719 \n\n5 54 2.26 0.720 \n\nhakiranje \n(hacking) \n\n1 78 4.82 0.004 \n\n5 54 4.52 0.010 \n\ntaggiranje \n(tagging) \n\n1 78 3.56 0.061 \n\n5 54 3.09 0.071 \n\n\n\nThese 15 gerunds were derived from adapted or unadapted verbs in the\n\nprocess of transmorphemization: the English model was added the Croatian\n\ngerund morpheme - anje corresponding to the English morpheme \u2013ing. \n\nThe acceptability range in gerunds is slightly wider than in verbs. Hakiranje\n\nis the most acceptable form of all and is also orthographically,\n\nphonologically / phonetically and morphologically adapted to Croatian, as\n\nwell as driftanje, but the answers of the two groups are statistically different\n\n(p-value 0.006), where group 2 found the form less acceptable. Streamanje,\n\nalthough morphologically adapted, is neither orthographically nor\n\nphonologically/phonetically adapted, but the acceptability average is rather\n\nhigh. The results for another two unadapted gerunds show statistically\n\nsignificant differences, scrollanje and trollanje (both with p-value 0.003), where\n\nGroup 2 again chose the unadapted gerund in fewer cases. Both groups\n\nfound skrolanje, the form adapted to Croatian, quite acceptable. The least\n\nacceptable in both groups are three orthographically and phonologically /\n\nphonetically adapted gerunds (ke\u0161iranje, rutanje and svajpanje) and one\n\northographically and phonologically/phonetically unadapted, browsanje.\n\nGroup 1 found 10 cases more acceptable than Group 2.", "start_char_idx": 44283, "end_char_idx": 47551, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "c07df5e9-2ea7-4dcc-bf4c-fa452671f604": {"__data__": {"id_": "c07df5e9-2ea7-4dcc-bf4c-fa452671f604", "embedding": null, "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-140", "node_type": "4", "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "hash": "71cc8d4a9245ce26064e9fee42507c2bab02a5abb985343a4868b3f8084f898e", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "43e69bcd-e3ac-4f1e-8bf6-f06d72be7098", "node_type": "1", "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "hash": "4b3d95d435fb1748a0d9f9f1bc79cc335c1e6817872212fe7b399b96b3536363", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "dd67b0c4-967a-4aaf-9ce0-e25cd68e4bf5", "node_type": "1", "metadata": {}, "hash": "492b432a270b466e5f20756b74772fcd7a5a5d300f2bd4fd0e3a458e626f8e1b", "class_name": "RelatedNodeInfo"}}, "text": "Group 1 found 10 cases more acceptable than Group 2. \n\nTable 7 compares the acceptability ratings of adjectives provided by groups\n\n1 and 2.\n\nDaniela Mati\u0107\n\nIb\u00e9rica 35 (2018): 201-226218\n\nDANIELA MATI! \n\nIb\u00e9rica 35 (2018): \u2026-\u2026 \n\n \n\ntaggiranje \n(tagging) \n\n1 78 3.56 0.061 \n\n5 54 3.09 0.071 \n\nrutanje \n(rooting) \n\n1 78 2.99 0.294 \n\n5 54 2.74 0.291 \n\nskrolanje \n(scrolling) \n\n1 78 3.50 0.316 \n\n5 53 3.26 0.318 \n\nscrollanje \n(scrolling) \n\n1 78 3.56 0.003 \n\n5 54 2.83 0.004 \n\ntrollanje \n(trolling) \n\n1 78 3.76 0.003 \n\n5 54 3.02 0.004 \n\ndriftanje \n(drifting) \n\n1 78 4.01 0.006 \n\n5 54 3.44 0.009 \n\nTHE ENGLISH ELEMENT IN CROATIAN ICT MAGAZINES \n\nIb\u00e9rica 35 (2018): \u2026-\u2026 \n\nbrowsanje \n(browsing) \n\n1 78 2.92 0.504 \n\n5 54 2.76 0.504 \n\nTable 6. Acceptability of gerunds - group1 and group 2 results \n\nThese 15 gerunds were derived from adapted or unadapted verbs in the process \nof transmorphemization: the English model was added the Croatian gerund \nmorpheme - anje corresponding to the English morpheme \u2013ing. \n\nThe acceptability range in gerunds is slightly wider than in verbs. Hakiranje is \nthe most acceptable form of all and is also orthographically, phonologically / \nphonetically and morphologically adapted to Croatian, as well as driftanje, but \nthe answers of the two groups are statistically different (p-value 0.006), where \ngroup 2 found the form less acceptable. Streamanje, although morphologically \nadapted, is neither orthographically nor phonologically/phonetically adapted, but \nthe acceptability average is rather high. The results for another two unadapted \ngerunds show statistically significant differences, scrollanje and trollanje (both \nwith p-value 0.003), where Group 2 again chose the unadapted gerund in fewer \ncases. Both groups found skrolanje, the form adapted to Croatian, quite \nacceptable. The least acceptable in both groups are three orthographically and \nphonologically / phonetically adapted gerunds (ke!iranje, rutanje and svajpanje) \nand one orthographically and phonologically/phonetically unadapted, browsanje. \nGroup 1 found 10 cases more acceptable than Group 2. \n\nTable 7 compares the acceptability ratings of adjectives provided by groups 1 \nand 2. \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n \n\n\n\nThese five collected adjectives are derived from unadapted, partially adapted\n\nand adapted nouns according to the Croatian word formation rules. \u201cLike\n\nnouns, adjectives tend to adopt the agreement morphology of the recipient\n\nlanguage\u201d (Matras, 2009: 188), so they have been added derivational\n\nmorphemes, inflectional morphemes, and the superlative prefix naj-. These\n\nadjectives, morphologically adapted to Croatian (but not fully\n\northographically and probably not phonologically and phonetically) were not\n\nperceived as acceptable by either group of students. Moreover, group 2\n\nprovided lower acceptability ratings in four examples, which in two cases\n\nwere statistically significant (ga\u0111etiraju\u0107a, derived from the noun \u201cgadget\u201d and\npossibly verb *ga\u0111etirati, p-value 0.001; smartfonoliki, derived from\n\u201csmartphone\u201d, p-value 0.008). On the other hand, both groups found the\n\nleast adapted adjectives most acceptable: bugovita, derived from \u201cbug\u201d and\n\ncross-platformski, a hybrid adjective derived from \u201ccross-platform\u201d, where the\n\nfirst part retained English spelling.", "start_char_idx": 47499, "end_char_idx": 50824, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "dd67b0c4-967a-4aaf-9ce0-e25cd68e4bf5": {"__data__": {"id_": "dd67b0c4-967a-4aaf-9ce0-e25cd68e4bf5", "embedding": null, "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-140", "node_type": "4", "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "hash": "71cc8d4a9245ce26064e9fee42507c2bab02a5abb985343a4868b3f8084f898e", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "c07df5e9-2ea7-4dcc-bf4c-fa452671f604", "node_type": "1", "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "hash": "765bce39fa28c647e932b6d1005308544b4cc1900cbea2d9a5a156d8f4fc8f4a", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "b90fb6b1-5d7b-47ec-b398-37cda084a6f3", "node_type": "1", "metadata": {}, "hash": "26c99d12565c73512d8962e02dcb8e7bd97e647c0e418942adf366ceeb401779", "class_name": "RelatedNodeInfo"}}, "text": "The listed examples show that a higher\n\nlevel of adaptation and integration into the Croatian language system was on\n\naverage perceived as less acceptable and that overall acceptability ratings in\n\nall categories are somewhat lower in older students. \n\nThese were examples of direct lexical borrowings. On the other hand, syntax\n\nis often perceived as less receptive or permeable to foreign influence. To\n\nprove or reject this common opinion, we collected some juxtaposed\n\nTHE ENGLISH ELEMENT IN CROATIAN ICT MAGAZINES\n\nIb\u00e9rica 35 (2018): 201-226 219\n\nDANIELA MATI! \n\nIb\u00e9rica 35 (2018): \u2026-\u2026 \n\n \n\nAdjectives \nGroup Statistics t-test \n\nExpression Year N Mean \nLevene's Test for \n\nEquality of \nVariances \n\nSig. (2-\ntailed) \n\nga#etiraju$a \n(gadgeting) \n\n1 78 2.18 \n\n \n\nEqual variances \nassumed 0.001 \n\n5 52 1.52 Equal variances not assumed 0.000 \n\nbugovita \n(buglike) \n\n1 78 2.97 0.979 \n\n5 54 2.98 0.979 \n\ncross-platformski \n(cross-platform) \n\n1 78 3.26 0.711 \n\n5 54 3.17 0.710 \n\nnajgamerskiji \n(the most gamerlike) \n\n1 78 2.27 0.175 \n\n5 54 1.96 0.163 \n\nsmartfonoliki \n(like a smartphone) \n\n1 78 2.05 0.008 \n\n5 54 1.52 0.005 \n\nTable 7. Acceptability of adjectives - group1 and group 2 results \n\nThese five collected adjectives are derived from unadapted, partially adapted and \nadapted nouns according to the Croatian word formation rules. \u201cLike nouns, \nadjectives tend to adopt the agreement morphology of the recipient language\u201d \n(Matras, 2009: 188), so they have been added derivational morphemes, \ninflectional morphemes, and the superlative prefix naj-. These adjectives, \nmorphologically adapted to Croatian (but not fully orthographically and probably \nnot phonologically and phonetically) were not perceived as acceptable by either \ngroup of students. Moreover, group 2 provided lower acceptability ratings in four \nexamples, which in two cases were statistically significant (ga\"etiraju#a, derived \nfrom the noun \u201cgadget\u201d and possibly verb *ga#etirati, p-value 0.001; \nsmartfonoliki, derived from \u201csmartphone\u201d, p-value 0.008). On the other hand, \nboth groups found the least adapted adjectives most acceptable: bugovita, \nderived from \u201cbug\u201d and cross-platformski, a hybrid adjective derived from \n\u201ccross-platform\u201d, where the first part retained English spelling. The listed \nexamples show that a higher level of adaptation and integration into the Croatian \nlanguage system was on average perceived as less acceptable and that overall \nacceptability ratings in all categories are somewhat lower in older students. \n\nThese were examples of direct lexical borrowings. On the other hand, syntax is \noften perceived as less receptive or permeable to foreign influence. To prove or \nreject this common opinion, we collected some juxtaposed language elements", "start_char_idx": 50825, "end_char_idx": 53596, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "b90fb6b1-5d7b-47ec-b398-37cda084a6f3": {"__data__": {"id_": "b90fb6b1-5d7b-47ec-b398-37cda084a6f3", "embedding": null, "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-140", "node_type": "4", "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "hash": "71cc8d4a9245ce26064e9fee42507c2bab02a5abb985343a4868b3f8084f898e", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "dd67b0c4-967a-4aaf-9ce0-e25cd68e4bf5", "node_type": "1", "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "hash": "ca7cc25ff288c21e35a45e214a778f5abddb8bd6c0753eff25b87f1e91a1eb89", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "664a098e-47ea-4e9c-b984-42a7231cd10f", "node_type": "1", "metadata": {}, "hash": "361067a8bb1cbde2856c7b06b3e044c783fbc786424cd08434899170e60bdd9c", "class_name": "RelatedNodeInfo"}}, "text": "To prove or \nreject this common opinion, we collected some juxtaposed language elements \n\n\n\nlanguage elements classified as syntactic calques (Mihaljevi\u0107, 1993: 38)\nfollowing the English syntax pattern according to which a head noun may be\n\npremodified by another noun or, very often, a numeric expression or an\n\nacronym. This structure, in which a head noun is postmodified by another\n\nnoun, a numeric expression or an acronym, is not typical in Croatian. The\n\ncollected examples consist of mostly Croatian, not foreign sounding words,\n\nand as such, this pattern is not as salient in text as a single word. \n\nIn Table 8, in the column marked as A, were structures in Croatian collected\n\nfrom ICT magazines. The structures marked as B followed Croatian\n\nsyntactic rules. Unfortunately, a number of students did not understand\n\nwhat they were asked to do; hence the column was marked with \u20180\u2019. The\n\nquestion ran as follows: \u201cIn Columns A and B there are pairs of expressions which\n\ndiffer in the word order or part of speech. Choose the expression which you find more\n\nacceptable linguistically\u201d.\n\nDaniela Mati\u0107\n\nIb\u00e9rica 35 (2018): 201-226220\n\nDANIELA MATI! \n\nIb\u00e9rica 35 (2018): \u2026-\u2026 \n\nNo\n. o\n\nf e\nx.\n\n \n\n \nA \n\n \nB \n\nYe\nar\n\n o\nf s\n\ntu\ndy\n\n Results \n\n0 A B \n\nPe\nar\n\nso\nn \n\nCh\ni-s\n\nqu\nar\n\ne \nAs\n\nym\np.\n\n s\nig\n\n. \n2-\n\nsi\nde\n\nd \n\n1 analogni \n3.5mm \nizlazni \n\npriklju%ci \n\nanalogni \nizlazni \n\npriklju%ci od \n3,5 mm. \n\n1 7 9.0% 51 65.4% 20 25.6% 0.726 \n\n5 3 5.6% 38 70.4% 13 24.1% \n\n2 xDSL \nmodem \n\nmodem xDSL 1 7 9.0% 67 85.9% 4 5.1% 0.220 \n\n5 4 7.4% 50 92.6% 0 0.0% \n\n3 prvi Xperia \ntelefoni \n\nprvi telefoni \nXperia, prvi \n\nXperijini \ntelefoni \n\n1 7 9.0% 63 80.8% 8 10.3% 0.927 \n\n5 4 7.4% 45 83.3% 5 9.3% \n\n4 iz davnog \nCRT doba \n\niz davnog \ndoba CRT-\n\nova (katodnih \ncijevi) \n\n1 6 7.7% 27 34.6% 45 57.7% 0.412 \n\n5 4 7.4% 13 24.1% 37 68.5% \n\n5 na\"a DVD \ntema \n\nu na\"oj temi \no DVD-ovima \n\n1 9 11.5% 25 32.1% 44 56.4% 0.713 \n\n5 4 7.4% 17 31.5% 33 61.1% \n\n6 pametni \ntelefon G \n\nserije \n\npametni \ntelefon serije \n\nG \n\n1 7 9.0% 47 60.3% 24 30.8% 0.921 \n\n5 4 7.4% 32 59.3% 18 33.3% \n\n7 monitorima \nsa 16:10 \nomjerom \nstranica \n\nmonitorima s \nomjerom \nstranica \n16:10 \n\n1 8 10.3% 30 38.5% 40 51.3% 0.958 \n\n\n\nThe results showed that a majority of students from both groups found A\n\nstructures more acceptable, except for examples 4, 5, and 7 where it was\n\nGroup 2 that opted for B examples.", "start_char_idx": 53509, "end_char_idx": 55892, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "664a098e-47ea-4e9c-b984-42a7231cd10f": {"__data__": {"id_": "664a098e-47ea-4e9c-b984-42a7231cd10f", "embedding": null, "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-140", "node_type": "4", "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "hash": "71cc8d4a9245ce26064e9fee42507c2bab02a5abb985343a4868b3f8084f898e", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "b90fb6b1-5d7b-47ec-b398-37cda084a6f3", "node_type": "1", "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "hash": "a1a0ad8cb678139b36b4d6efdd09113db6c1f14c65539becafc22faeef05ff66", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "dc2b8087-c3c1-46d0-9e77-df68fc3e7798", "node_type": "1", "metadata": {}, "hash": "6bbd0ca50d2a2e6de7783f7a605796c2b9808916dccca68c57d77470aedf855e", "class_name": "RelatedNodeInfo"}}, "text": "The difference in the two groups\u2019\n\nanswers is not statistically significant; however, there is a slightly higher\n\nacceptance of A structures in group 2, except for examples 4, 5, and 7. The\n\nreasons for acceptance of A examples could be varied: reading English ICT\n\ntexts, where such syntax is a standard owing to its conciseness, or reading\n\nCroatian ICT text whose authors have accepted such syntax transposing it\n\nmechanically into Croatian without any adaptation. Finally, the reason could\n\nbe somewhat longer examples in Column B which could in general\n\ncontribute to the length of ICT texts that usually tend to be succinct. \n\n4.2.2. Level of (dis)agreement \u2013the use of Croatian and English in the\n\nICT context \n\nThe last question was aimed at examining the students\u2019 attitude toward\n\nEnglish and Croatian terminology and their agreement or disagreement with\n\na number of statements partially taken from Mihaljevi\u0107 (2003, 2006 & 2007)\nand Halonja&Mihaljevi\u0107 (2012) (Table 9), presented as common\nmisconceptions, and partially from the opinions collected from some of the\n\nstudents during our ESP teaching experience or some ICT professionals.\n\nBoth age groups had to express their agreement or disagreement with the\n\nstatements in the table. The question ran as follows: \u201cThe table below contains a\n\nnumber of statements concerning the use of English ICT terms and Anglicisms as well\n\nas Croatian ICT terms. Read each statement and by circling a digit on a 5-point scale\n\nTHE ENGLISH ELEMENT IN CROATIAN ICT MAGAZINES\n\nIb\u00e9rica 35 (2018): 201-226 221\n\nDANIELA MATI! \n\nIb\u00e9rica 35 (2018): \u2026-\u2026 \n\n6 pametni \ntelefon G \n\nserije \n\npametni \ntelefon serije \n\nG \n\n0.921 \n\n5 4 7.4% 32 59.3% 18 33.3% \n\n7 monitorima \nsa 16:10 \nomjerom \nstranica \n\nmonitorima s \nomjerom \nstranica \n16:10 \n\n1 8 10.3% 30 38.5% 40 51.3% 0.958 \n\n5 5 9.3% 20 37.0% 29 53.7% \n\n8 u svijetu \nAndroid \ntableta \n\nu svijetu \nAndroidovih \n\ntableta \n\n1 7 9.0% 67 85.9% 4 5.1% 0.874 \n\n5 4 7.4% 48 88.9% 2 3.7% \n\n9 popularna \nphablet \n\nkategorija \n\npopularna \nkategorija \nphableta \n\n1 8 10.3% 48 61.5% 22 28.2% 0.818 \n\n5 4 7.4% 33 61.1% 17 31.5% \n\n10 ASCII \nkodovi, C \n\nkodovi ASCII, \nfunkcije \n\n1 6 7.7% 59 75.6% 13 16.7% 0.661 \nTHE ENGLISH ELEMENT IN CROATIAN ICT MAGAZINES \n\nIb\u00e9rica 35 (2018): \u2026-\u2026 \n\nfunkcije jezika C 5 4 7.4% 44 81.5% 6 11.1% \n\nTable 8. Acceptability of syntactic calques \u2013 group 1 and group 2 results \n\nThe results showed that a majority of students from both groups found A \nstructures more acceptable, except for examples 4, 5, and 7 where it was Group 2 \nthat opted for B examples. The difference in the two groups' answers is not \nstatistically significant; however, there is a slightly higher acceptance of A \nstructures in group 2, except for examples 4, 5, and 7. The reasons for \nacceptance of A examples could be varied: reading English ICT texts, where \nsuch syntax is a standard owing to its conciseness, or reading Croatian ICT text \nwhose authors have accepted such syntax transposing it mechanically into \nCroatian without any adaptation.", "start_char_idx": 55893, "end_char_idx": 58937, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "dc2b8087-c3c1-46d0-9e77-df68fc3e7798": {"__data__": {"id_": "dc2b8087-c3c1-46d0-9e77-df68fc3e7798", "embedding": null, "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-140", "node_type": "4", "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "hash": "71cc8d4a9245ce26064e9fee42507c2bab02a5abb985343a4868b3f8084f898e", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "664a098e-47ea-4e9c-b984-42a7231cd10f", "node_type": "1", "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "hash": "48f46de4a0885268efc451b3e4dfe80952a269172750bc2c8d5262511ea607c8", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "74b3212d-b17e-4f8c-8518-556d5f0a59be", "node_type": "1", "metadata": {}, "hash": "c86854c2a1a78a6196f48754324c684fbe8ee35679637265dc2ddf688699962f", "class_name": "RelatedNodeInfo"}}, "text": "Finally, the reason could be somewhat longer \nexamples in Column B which could in general contribute to the length of ICT \ntexts that usually tend to be succinct. \n\n4.2.2. Level of (dis)agreement \u2013the use of Croatian and English in the ICT \ncontext \n\nThe last question was aimed at examining the students\u2019 attitude toward English \nand Croatian terminology and their agreement or disagreement with a number of \nstatements partially taken from Mihaljevi! (2003, 2006 & 2007) and \nHalonja&Mihaljevi! (2012) (Table 9), presented as common misconceptions, \nand partially from the opinions collected from some of the students during our \nESP teaching experience or some ICT professionals. Both age groups had to \nexpress their agreement or disagreement with the statements in the table. The \nquestion ran as follows: \u201cThe table below contains a number of statements \nconcerning the use of English ICT terms and Anglicisms as well as Croatian ICT \nterms. Read each statement and by circling a digit on a 5-point scale \n(1=strongly disagree; 2= disagree; 3=neither agree nor disagree; 4=agree; 5= \nstrongly agree) express your agreement or disagreement with the statements\u201d.", "start_char_idx": 58938, "end_char_idx": 60106, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "74b3212d-b17e-4f8c-8518-556d5f0a59be": {"__data__": {"id_": "74b3212d-b17e-4f8c-8518-556d5f0a59be", "embedding": null, "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-140", "node_type": "4", "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "hash": "71cc8d4a9245ce26064e9fee42507c2bab02a5abb985343a4868b3f8084f898e", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "dc2b8087-c3c1-46d0-9e77-df68fc3e7798", "node_type": "1", "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "hash": "7c35a5d277a7965f1b969cd3cac9edb7fc4469e4ebbcec52468bdd30f3f725bd", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "6f4c7f1c-9f8d-4719-b587-eca33a8dfa9d", "node_type": "1", "metadata": {}, "hash": "dccc0bfb26f2bc0eb19193538c679bde8791b3bfd2d8b110d5172ebcb877be64", "class_name": "RelatedNodeInfo"}}, "text": "(1=strongly disagree; 2= disagree; 3=neither agree nor disagree; 4=agree; 5= strongly\n\nagree) express your agreement or disagreement with the statements\u201d. \n\nThe obtained results showed that the students from two different age groups\n\nheld very similar opinions and that their agreement or disagreement with the\n\nstatements matched. Statistically significant difference was calculated in one\n\ncase only, in statement 9 where group 1 more frequently expressed their\n\ndisagreement with the statement, whereas group 2 agreed with it to a higher\n\nDaniela Mati\u0107\n\nIb\u00e9rica 35 (2018): 201-226222\n\nDANIELA MATI! \n\nIb\u00e9rica 35 (2018): \u2026-\u2026 \n\nStudents' attitude \nGroup Statistics t-test \n\nStatements Year N Mean \nLevene's Test \nfor Equality of \n\nVariances \n\nSig. \n(2-\n\ntailed) \n\n1) English computer terms \nare much more precise than \nCroatian terms \u2013 English \nterm precisely describes the \nconcept. \n\n1 77 4.34 \n\n \n\nEqual variances \nassumed 0.397 \n\n5 54 4.44 Equal variances not assumed 0.382 \n\n2) Everyone knows what an \nEnglish computer term \nmeans-everyone speaks \nlike that. \n\n1 77 4.17 0.488 \n\n5 54 4.26 \n \n\n0.506 \n\n3) Croatian terms do not \ndescribe the concept \nprecisely. \n\n1 77 3.62 0.502 \n\n5 54 3.74 0.511 \n\n4) Accepting English terms \nwill increase and improve \nthe knowledge of English in \nusers. \n\n1 77 4.01 0.802 \n\n5 54 4.06 \n \n\n0.803 \n\n5) Croatian terms are often \ntoo long. \n\n1 77 3.77 0.241 \n\n5 54 3.98 0.260 \n\n6) I use English terms more \noften when speaking. \n\n1 76 4.43 0.387 \n\n5 54 4.31 0.391 \n\n7) Croatian computer terms \nare sometimes funny. \n\n1 77 4.51 0.821 \n\n5 54 4.54 0.827 \n\n8) English terms are more \nattractive, more prestigious \nand they sound better. \n\n1 76 4.11 0.801 \n\n5 54 4.15 0.806 \n\n9) It is not necessary to \ncreate Croatian computer \nterms when we have \nEnglish ones. \n\n1 77 3.16 0.042 \n\n5 54 3.65 \n \n\n0.045 \n\n10) It is difficult to translate \nEnglish terms into Croatian \nbecause the Croatian \nlanguage vocabulary is less \ndeveloped than English. \n\n1 77 2.86 0.654 \n\n5 54 2.96 \n \n\n0.665 \n\nTable 9. Students' agreement with statements \n\nThe obtained results showed that the students from two different age groups held \nvery similar opinions and that their agreement or disagreement with the \nstatements matched. Statistically significant difference was calculated in one", "start_char_idx": 60135, "end_char_idx": 62449, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "6f4c7f1c-9f8d-4719-b587-eca33a8dfa9d": {"__data__": {"id_": "6f4c7f1c-9f8d-4719-b587-eca33a8dfa9d", "embedding": null, "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-140", "node_type": "4", "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "hash": "71cc8d4a9245ce26064e9fee42507c2bab02a5abb985343a4868b3f8084f898e", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "74b3212d-b17e-4f8c-8518-556d5f0a59be", "node_type": "1", "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "hash": "914c798dd9797a091070f6f7118e73c58f8c5032f7799937cc74911c539ee793", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "cc791804-653d-4cc7-bba9-d124cde2d813", "node_type": "1", "metadata": {}, "hash": "6bdacb3e136d76a2d3a22210a6d0705cf21c6d65febb6562138425c07cf3311d", "class_name": "RelatedNodeInfo"}}, "text": "extent, expressing their preference of English. Group 1 did not quite discard\n\nCroatian terms at that moment. \n\nIn statements 1, 2, 4, 6, 7 and 8 both groups showed a high degree of\n\nagreement, slightly higher in group 2. The highest result was reached in\n\nStatement 7, which stated that Croatian ICT terms were \u201cfunny\u201c. This\n\nprevailing attitude may be explained by the fact that the students had already\n\nbeen accustomed to English terms which they had encountered as signifiers\n\nof some new ICT referents, they used them as jargonisms, so that every\n\nsubsequent in(ter)vention of Croatian linguists, already belated from the\n\nstudents\u2019 perspective, might sound inappropriate, or \u201cfunny\u201d. Hence their\n\nagreement with statement 1, once they have learned the English term for a\n\nnew referent, every Croatian equivalent is allegedly imprecise, although\n\nStatement 3, which is statement 1 rephrased, shows a lower degree of\n\nagreement. The prestige that English has in the ICT world is evidently very\n\nimportant to the students since they agreed with Statement 8. Statement 2 is\n\nindicative of their perception regarding the wide use of English as the main\n\ntool, especially in spoken communication (statement 6). Statement 10 is least\n\nagreed with. It seems that the examined students did not completely discard\n\ntheir mother tongue and they did not perceive it as an underdeveloped\n\nlanguage, unable to provide means for Croatian ICT terminology.\n\n5. Conclusion \n\nThe research was conducted with a view of establishing whether the\n\nundergraduate and graduate ICT students of various ages accepted what we\n\ncalled the \u201cEnglish element\u201d in Croatian ICT magazines. We compared the\n\nresults of the two age groups to determine whether the attitudes toward\n\nEnglish and their mother tongue generally changed during their educational\n\nprocess with respect to recommended scientific literature in their curricula\n\nand the amount of information they had internalized, formally and\n\ninformally. The results showed that the \u201cEnglish element\u201d was perceived as\n\nacceptable by the students. The difference in answers was prevailingly\n\nstatistically insignificant except for several isolated cases where mostly\n\nGroup 2 showed a somewhat less tolerant attitude to both adapted and\n\nunadapted forms. Regardless of the students\u2019 personal development and age\n\ndifference, education in their mother tongue, quantity of Croatian scientific\n\nmaterial they had to study and less formal sources of information or\n\nTHE ENGLISH ELEMENT IN CROATIAN ICT MAGAZINES\n\nIb\u00e9rica 35 (2018): 201-226 223", "start_char_idx": 62454, "end_char_idx": 65034, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "cc791804-653d-4cc7-bba9-d124cde2d813": {"__data__": {"id_": "cc791804-653d-4cc7-bba9-d124cde2d813", "embedding": null, "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-140", "node_type": "4", "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "hash": "71cc8d4a9245ce26064e9fee42507c2bab02a5abb985343a4868b3f8084f898e", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "6f4c7f1c-9f8d-4719-b587-eca33a8dfa9d", "node_type": "1", "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "hash": "d2a66f8b1224495dfe25d040f776c44954163f8fda52d72e715e866e3d712987", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "eb4bc6d7-85eb-411a-a6b2-a1d94214a07b", "node_type": "1", "metadata": {}, "hash": "49c283a4a17ec2cc1f937e952ca4af8a2f6f9919c5aebfb1fa3cd0a6f49d090e", "class_name": "RelatedNodeInfo"}}, "text": "perception of and attitudes toward the English element do not change much\n\nover the years and are, as it were, petrified.\n\nThe answers also showed that the students\u2019 language awareness of Croatian\n\nas a language of ICT could be improved. These results could imply that they\n\ndo not perceive Croatian as a potential LSP, but as a native language not quite\n\nappropriate for professional communication. In order to change this\n\nperception, \u201csmall\u201d languages such as Croatian could be taught as LSPs at\n\nengineering colleges with a view of raising awareness of how important it is\n\nto create and actively use native terminology, along with classes for academic\n\npurposes concentrated on writing skills in scientific register, persuasion and\n\ndebating speaking skills, which could help native ICT terms obtain a wider\n\ncirculation. \n\nESP classes could include more varied translation exercises from English\n\ninto Croatian to introduce native language expressions to students. This\n\ncould help them develop a habit of using these expressions in their\n\nprofessional communication instead of resorting to English forms. A\n\nnumber of English ICT terms have already had their Croatian equivalents in\n\ndictionaries (Ki\u0161, 2000, or some proposed equivalents found at\n\nhttp://bolje.hr, supported by the Croatian Language and Linguistics\n\nInstitute), so the students should be encouraged to use them. The very fact\n\nthat Croatian equivalents are not used in the ICT magazines could be a sign\n\nof authors\u2019 intellectual slackness, snobbism or disregard of Croatian, lack of\n\nproofreading service and of preferential treatment of English due to its\n\nprestigious status.\n\nThe attitudes which the students expressed could help mobilize Croatian\n\nlinguists to respond to these processes more effectively, but also stir up\n\nlanguage policy makers to keep the Croatian language vital and ready to react\n\nto new extra-linguistic referents by envisaging changing trends and\n\nsimulating language future based on present changes both in language and\n\nsociety. \n\nArticle history: \nReceived 16 August 2016 \n\nReceived in revised form 01 December 2016 \nAccepted 01 December 2016 \n\nDaniela Mati\u0107\n\nIb\u00e9rica 35 (2018): 201-226224\n\n\n\nReferences \n\nTHE ENGLISH ELEMENT IN CROATIAN ICT MAGAZINES\n\nIb\u00e9rica 35 (2018): 201-226 225\n\nBari\u0107, E., L. Hude\u010dek, N. 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Jezik Medija.\nPublicisti\u010dki Funkcionalni Stil. Zagreb: Hrvatska\nsveu\u010dili\u0161na naklada. \n\nKova\u010devi\u0107, M. & L. Badurina (2001). Raslojavanje\n\nJezi\u010dne Stvarnosti. Rijeka: Izdava\u010dki centar\nRijeka. \n\nKi\u0161, M. (2000). Englesko-Hrvatski i Hrvatsko-\nEngleski Informati\u010dki Rje\u010dnik. Zagreb: Naklada\nLjevak. \n\nMati\u0107, D. (2014). \u201cAttitudes of computer science\nstudents to the English element in Croatian ICT\nmagazines\u201d. ESP Today. Journal of English for\nSpecific Purposes at Tertiary Level 2,2: 174-198.\n\nMatras, Y. (2009). Language Contact. Cambridge:\nCUP.\n\nMihaljevi\u0107, M. (1993). Hrvatsko Ra\u010dunalno\nNazivlje. Jezi\u010dna Analiza. Zagreb: Hrvatska\nsveu\u010dili\u0161na naklada. \n\nMihaljevi\u0107, M. (2003). Kako Se Na Hrvatskome\nKa\u017ee WWW?: Kroatisti\u010dki Pogled Na Svijet\nRa\u010dunala. Zagreb: Hrvatska sveu\u010dili\u0161na naklada.\n\nMihaljevi\u0107, M. 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Gonz\u00e1lez (2012).", "start_char_idx": 68394, "end_char_idx": 70561, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "960d8853-4ba3-4d37-932e-cf4fe26b794a": {"__data__": {"id_": "960d8853-4ba3-4d37-932e-cf4fe26b794a", "embedding": null, "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-140", "node_type": "4", "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "hash": "71cc8d4a9245ce26064e9fee42507c2bab02a5abb985343a4868b3f8084f898e", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "eb4bc6d7-85eb-411a-a6b2-a1d94214a07b", "node_type": "1", "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "hash": "6a8406165cb514a326f5b6e9e58113ab526a76e7ad74d10467ed224ba0064279", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "18a2330b-0c9d-48f3-b15a-81f49e5aacdb", "node_type": "1", "metadata": {}, "hash": "a89a1309c378f7e6bbe418c585297928c785a3d01b0010dff5a0ed42a12010c3", "class_name": "RelatedNodeInfo"}}, "text": "Gonz\u00e1lez (2012).\n\u201cThe lexical influence of English on European\nlanguages: From words to phraseology\u201d in V.\nPulcini, C. Furiassi & F.R. Gonz\u00e1lez (eds.), The\nAnglicization of European Lexis, 1-24. Amsterdam\n& Philadelphia: John Benjamins.\n\nSili\u0107, J. (2006). Funkcionalni Stilovi Hrvatskoga\nJezika. Zagreb: Disput. \n\nSo\u010danac, L. (2005). \u201cUvod: Teorija i Metodologija\u201d\nin L. So\u010danac (ed.). Hrvatski Jezik u Dodiru s\nEuropskim Jezicima. Prilagodba Posu\u0111enica, 9-\n17. Zagreb: Nakladni zavod Globus. \n\nSo\u010danac, L. (2010). Studije o Vi\u0161ejezi\u010dnosti.\nZagreb: Nakladni zavod Globus. \n\nStojakovi\u0107, B. (2004). \u201cHrvatsko ra\u010dunalno nazivlje\nu dru\u0161tvenoj interakciji\u201d. Strani Jezici 33/1-2: 83-\n92.\n\nStojakovi\u0107, B. & G. Mal\u010di\u0107 (2006). \u201cStandardizacija\nhrvatskog ra\u010dunalnog nazivlja\u201d in M. \u010ci\u010din-\u0160ain\n(ed.), Computers in Education (CE): Conference\nProceedings, 262-265. Rijeka: MIPRO hrvatska\nudruga Rijeka.\n\n\n\nDaniela Mati\u0107 is Assistant Professor at the Faculty of Electrical\nEngineering, Mechanical Engineering and Naval Architecture, University of\n\nSplit (Croatia), where she teaches English for Specific Purposes to students\n\nof ICT, electrical engineering and naval architecture. She has authored, co-\n\nauthored and published a number of journal articles on ESP, language\n\nteaching methodology, pragmatics and critical discourse analysis.\n\nDaniela Mati\u0107\n\nIb\u00e9rica 35 (2018): 201-226226\n\nThomason, S.G. & T. Kaufman (1988). Language\nContact, Creolization and Genetic Linguistics.\nBerkeley: University of California Press. \n\nWasow, T. & J. Arnold (2005). \u201cIntuition in linguistic\nargumentation\u201d. Lingua 115: 1481-1496. \n\nWinford, D. (2003). An Introduction to Contact\nLinguistics. Oxford: Blackwell Publishing.\n\nWright, S. (2004). Language Policy and Language\nPlanning - From Nationalism to Globalisation.\nHoundmills, Basingstoke, Hampshire: Palgrave\nMacmillan. \n\nOnline source:\n\nhttp://pravopis.hr/pravilo/pisanje-opcih-rijeci-i-sveza/\n\n46/ [accessed June 15, 2016]", "start_char_idx": 70545, "end_char_idx": 72500, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "18a2330b-0c9d-48f3-b15a-81f49e5aacdb": {"__data__": {"id_": "18a2330b-0c9d-48f3-b15a-81f49e5aacdb", "embedding": null, "metadata": {"identifier": "iberica-141", "author": "Stermier, Anna", "title": "John Flowerdew (ed). Discourse in Context: Contemporary Applied Linguistics. Volume 3.London/New York: Bloomsbury, 2014. 349 pages. ISBN: 978-1-6235-6305-9", "date": "2018-01-02", "file": "iberica-141.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-141", "node_type": "4", "metadata": {"identifier": "iberica-141", "author": "Stermier, Anna", "title": "John Flowerdew (ed). Discourse in Context: Contemporary Applied Linguistics. Volume 3.London/New York: Bloomsbury, 2014. 349 pages. ISBN: 978-1-6235-6305-9", "date": "2018-01-02", "file": "iberica-141.pdf"}, "hash": "4aa95d109499851baf604aa12b3fca95eb6c5806e06d1fcce57a45899cb60dac", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "960d8853-4ba3-4d37-932e-cf4fe26b794a", "node_type": "1", "metadata": {"identifier": "iberica-140", "author": "Mati\u0107, Daniela", "title": "The perception of the \u201cEnglish element\u201d in Croatian ICT magazines with undergraduate and graduate computer science students", "date": "2018-01-02", "file": "iberica-140.pdf"}, "hash": "5be19a2b322bcea53dfa52d569c9583437e9273b9a17d463433f9b63edc80925", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "be333ef5-3fb8-4436-993a-5ef1e8ee81dd", "node_type": "1", "metadata": {}, "hash": "197f4b58a0552ba04996a246d02dfaa8ea632a59eded02504132e3b2a7763791", "class_name": "RelatedNodeInfo"}}, "text": "01 Editorial.qxd\n\n\nIb\u00e9rica 35 (2018): 227-231\n\nISSN: 1139-7241 / e-ISSN: 2340-2784\n\nDiscourse in Context: Contemporary\n\nApplied Linguistics. Volume 3. \n\nJohn Flowerdew (ed). \n\nLondon/New York: Bloomsbury, 2014. 349 pages. ISBN:\n\n978-1-6235-6305-9.\n\nContext and discourse are both core concepts to Applied Linguistics, and the\ndebate on their meaning has given rise to a wide array of approaches, fields\nof research and to an extremely interesting interdisciplinary debate. Discourse\nin Context positions itself at the centre of this debate, bringing together\nscholars from various academic backgrounds, such as corpus linguistics,\nsystemic functional linguistics, critical discourse analysis, conversation\nanalysis, multimodal discourse analysis, discourse historical analysis, or taking\na mixed approach to discourse and context, combining linguistics with\nsociology, ethnology and other fields of research.\n\nIn the Introduction, FLowerdew addresses the notion of context, preparing\nthe ground for the following chapters. He introduces the models identifying\nunits of analysis for the notion of context, and offers an overview of the\napproaches to the notion of contextualization, highlighting its nature as a\nprocess. Interestingly, the introduction includes a \u2018chapter template\u2019 breaking\ndown the structure of each chapter, thus providing the reader with a\nnavigation tool that will assist and encourage activities such as comparing,\ncontrasting and debating different approaches and theories.\n\nBAker investigates the construction of sexual identity in the media, by\nmeans of a textual analysis of a newspaper article. He combines feminist\npost-structuralist discourse analysis and critical discourse analysis. He argues\nfor the importance of the selection operated by the researcher in\ndetermining which contexts are relevant to the ends of the analysis, thus\npointing the spotlight on the role of the researcher themselves. \n\nBednArek focuses on the use of wh-questions in American TV-series. She\nadvocates for the relevance of television language to the investigation of\npopular culture, due to its impact on identities, societies, attitudes, beliefs\n\n227\n\nRese\u00f1as/Book Reviews", "start_char_idx": 41, "end_char_idx": 2243, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "be333ef5-3fb8-4436-993a-5ef1e8ee81dd": {"__data__": {"id_": "be333ef5-3fb8-4436-993a-5ef1e8ee81dd", "embedding": null, "metadata": {"identifier": "iberica-141", "author": "Stermier, Anna", "title": "John Flowerdew (ed). Discourse in Context: Contemporary Applied Linguistics. Volume 3.London/New York: Bloomsbury, 2014. 349 pages. ISBN: 978-1-6235-6305-9", "date": "2018-01-02", "file": "iberica-141.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-141", "node_type": "4", "metadata": {"identifier": "iberica-141", "author": "Stermier, Anna", "title": "John Flowerdew (ed). Discourse in Context: Contemporary Applied Linguistics. Volume 3.London/New York: Bloomsbury, 2014. 349 pages. ISBN: 978-1-6235-6305-9", "date": "2018-01-02", "file": "iberica-141.pdf"}, "hash": "4aa95d109499851baf604aa12b3fca95eb6c5806e06d1fcce57a45899cb60dac", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "18a2330b-0c9d-48f3-b15a-81f49e5aacdb", "node_type": "1", "metadata": {"identifier": "iberica-141", "author": "Stermier, Anna", "title": "John Flowerdew (ed). Discourse in Context: Contemporary Applied Linguistics. Volume 3.London/New York: Bloomsbury, 2014. 349 pages. ISBN: 978-1-6235-6305-9", "date": "2018-01-02", "file": "iberica-141.pdf"}, "hash": "551312d8275e25761f53ff8bbaa8cc0d807d8a6b6a1151515543592db312ab2e", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "8f3162ac-4b49-460e-83cb-2375e2d5d974", "node_type": "1", "metadata": {}, "hash": "d7bcee7d22cf3e8dd9d79cba5c449ee6597e675b8ba82f6056fc4b19ecae695a", "class_name": "RelatedNodeInfo"}}, "text": "and, of course, discourse. Central to her notion of communicative context\nis the conceptualization of the relationship between texts and audiences in\nmediated discourse. She highlights that the communicative context of TV\ndialogue includes the audience as overhearers, and as the target the dialogue\nis designed for. \n\nCoTTerrILL approaches the dynamics of trial-by-jury in the British\ncourtrooms in terms of its nature as a \u201cpower-asymmetric institutional\ncontext\u201d (page 71). The study underlines the power-asymmetry in the\ncommunication, the role of the audience, i.e. the jury (cfr. Bednarek, this\nvolume, on the notion of \u201coverhearers\u201d) and points out how the power\ndynamics of courtroom interaction are often exploited by lawyers in order\nto construct the identity of the witnesses as reliable or unreliable sources of\ninformation.\n\nGunnArSSon explores professional discourse and identity construction\nlooking at the way multinational companies construct \u2013 discursively \u2013 an\nattractive workplace culture by means of their websites. She outlines her\nmulti-layered approach to context, breaking it down to a set of societal\nframework systems: the technical-economic framework, related to the use of\nthe web for the dissemination of the companies\u2019 image; the sociocultural\nframework, linked to the emphasis companies put on values such as diversity\nand respect; the legal-political framework, as all companies show a concern\nfor issues such as corporate social responsibility, diversity and inclusion.\nInterestingly, she notices, the linguistic framework does not address the issue\nof language, in spite of the emphasis put on diversity.\n\nFocussing on a bridge design meeting, HAndFord analyses spoken\nprofessional discourse. The study combines corpus linguistics and genre\nanalysis methodologies to highlight the differences and similarities between\nthe professional context considered and other professional contexts. A\ndifference emerges between the meeting investigated and previous studies\non the topic of business meeting communication, as it presents a higher\nfrequency of evaluative language and a low frequency of items such as\nvagueness, hedges and back channels, commonly associated with practices of\nnegotiations typical of such contexts. nonetheless, the author notes, a\nsimilar behaviour emerged from previous studies on international\nconstruction communication.\n\nHArrIS and rAmpTon investigate everyday interactional life in a multi-ethnic\nurban setting, drawing upon linguistic ethnography. The study has showed\n\nreSe\u00f1AS / Book reVIewS\n\nIb\u00e9rica 35 (2018): 227-231228", "start_char_idx": 2247, "end_char_idx": 4850, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "8f3162ac-4b49-460e-83cb-2375e2d5d974": {"__data__": {"id_": "8f3162ac-4b49-460e-83cb-2375e2d5d974", "embedding": null, "metadata": {"identifier": "iberica-141", "author": "Stermier, Anna", "title": "John Flowerdew (ed). Discourse in Context: Contemporary Applied Linguistics. Volume 3.London/New York: Bloomsbury, 2014. 349 pages. ISBN: 978-1-6235-6305-9", "date": "2018-01-02", "file": "iberica-141.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-141", "node_type": "4", "metadata": {"identifier": "iberica-141", "author": "Stermier, Anna", "title": "John Flowerdew (ed). Discourse in Context: Contemporary Applied Linguistics. Volume 3.London/New York: Bloomsbury, 2014. 349 pages. ISBN: 978-1-6235-6305-9", "date": "2018-01-02", "file": "iberica-141.pdf"}, "hash": "4aa95d109499851baf604aa12b3fca95eb6c5806e06d1fcce57a45899cb60dac", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "be333ef5-3fb8-4436-993a-5ef1e8ee81dd", "node_type": "1", "metadata": {"identifier": "iberica-141", "author": "Stermier, Anna", "title": "John Flowerdew (ed). Discourse in Context: Contemporary Applied Linguistics. Volume 3.London/New York: Bloomsbury, 2014. 349 pages. ISBN: 978-1-6235-6305-9", "date": "2018-01-02", "file": "iberica-141.pdf"}, "hash": "0a43338cddc985c933f30181b38f064fc525f2008b4de990d247f70d7d6a4297", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "f6c3abb3-fda0-41b7-a8de-6f4f23022c9e", "node_type": "1", "metadata": {}, "hash": "f8621b26c4c217049d877dc65ef87f706ed7087a8ec877901cef34c1a5861f16", "class_name": "RelatedNodeInfo"}}, "text": "that a statement that would have been interpreted as racist was actually way\nless menacing, as it was embedded in a multi-layered context of everyday\ninteraction. Such context is described as contributing to keep the racial\ncommentary in check by means of much more pressing concerns. while\nchallenging \u201cthe adequacy of the standard social science interview as a\nmeans of assessing the significance of race and ethnicity\u201d (page 154), the\nauthors advocate for the validity of their methodology, pointing out that\ncontextual knowledge is central to the \u201cunderstanding of the utterance\nunder investigation [\u2026]\u201d (page 154).\n\nHArT explores the conceptualization of violence in British media discourse\non political protests, focussing on the reports of violence between police\nand students on the occasion of the raise of the student fees in 2010. In the\nchapter the author describes his cognitive linguistic approach to critical\ndiscourse analysis, and claims that grammar is a locus of ideology and that\nthe role of grammar is to both encode and enact ideology, as patterning\nevokes mental models that change when the patterning changes. Contexts\nare thus described as being constructed by grammar. \n\nIedemA and CArroLL investigate health care communication by means of a\nmethodology they define as \u201cvideo reflexive ethnography\u201d (page 186). Their\napproach challenges discourse analytical conventions and calls for an\n\u201centanglement\u201d of the researcher in the contexts where discourse is\nproduced. Videotaping of medical practice and the showing of such tapes to\nthe practitioners in the video (\u201cvisualization of practice\u201d) are meant as a way\nto break a taken-for-granted situation, and to encourage clinicians to re-\nengage with their \u201chere and now\u201d. By means of this activity, called \u201creflexive\nvideo\u201d, practices, meanings and feelings can emerge in new and unexpected\nways.\n\nLou takes a geosemiotic approach to context, combining this framework\nwith critical discourse analysis. The analysis focuses on an advertising\ncampaign aimed at legitimizing the process of gentrification occurring in the\nneighbourhood of Chinatown (washington d.C.). The author claims that an\nanalysis of the spatial context of language could shed light on the process\nthat reinforces a particular ideology of place (intended as subjective\nexperience of space, featuring a set of contingent socio-cultural meanings).\nImportantly, the study shows the relevance of space and place in the process\nof context shaping, but also that language has a role as a mediator between\nspace and place.\n\nreSe\u00f1AS / Book reVIewS\n\nIb\u00e9rica 35 (2018): 227-231 229", "start_char_idx": 4854, "end_char_idx": 7495, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "f6c3abb3-fda0-41b7-a8de-6f4f23022c9e": {"__data__": {"id_": "f6c3abb3-fda0-41b7-a8de-6f4f23022c9e", "embedding": null, "metadata": {"identifier": "iberica-141", "author": "Stermier, Anna", "title": "John Flowerdew (ed). Discourse in Context: Contemporary Applied Linguistics. Volume 3.London/New York: Bloomsbury, 2014. 349 pages. ISBN: 978-1-6235-6305-9", "date": "2018-01-02", "file": "iberica-141.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-141", "node_type": "4", "metadata": {"identifier": "iberica-141", "author": "Stermier, Anna", "title": "John Flowerdew (ed). Discourse in Context: Contemporary Applied Linguistics. Volume 3.London/New York: Bloomsbury, 2014. 349 pages. ISBN: 978-1-6235-6305-9", "date": "2018-01-02", "file": "iberica-141.pdf"}, "hash": "4aa95d109499851baf604aa12b3fca95eb6c5806e06d1fcce57a45899cb60dac", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "8f3162ac-4b49-460e-83cb-2375e2d5d974", "node_type": "1", "metadata": {"identifier": "iberica-141", "author": "Stermier, Anna", "title": "John Flowerdew (ed). Discourse in Context: Contemporary Applied Linguistics. Volume 3.London/New York: Bloomsbury, 2014. 349 pages. ISBN: 978-1-6235-6305-9", "date": "2018-01-02", "file": "iberica-141.pdf"}, "hash": "e52eec969962ddd110394c646d20e4dd0fbcb0b37304288ad986a9a6f8c39969", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "78698669-566d-448f-805b-a87c4cb28a75", "node_type": "1", "metadata": {}, "hash": "a64fcc85eb9b3107014bea0934a9bb2306adaf2e6d796f0df5d8e4732adeef3b", "class_name": "RelatedNodeInfo"}}, "text": "mAurAnen discusses the use of english as a lingua franca in the context of\nacademia. She underlines how lingua francas are \u201csites of complex language\ncontact\u201d (page 227) and how the academic environment adds to this inherent\ncomplexity by means of a set of traditions, expectations and hierarchies. Her\nstudy reveals that the complexity of the academic environment raises\nconcerns in the participants that are prioritized in interaction. eLF speakers\nare thus led to prioritize their academic goals over their language struggles,\nin order to respond to the demands of the academic (social and\ninteractional) context.\n\no\u2019HALLorAn, TAn and e take a multimodal approach to the investigation\nof the semiotic resources used in business news videos on the Internet. They\nadvocate for the need of such a methodology in that \u201cdiscourse analysis\nbased on language alone is insufficient for interpreting how meaning is\ncreated and negotiated today.\u201d (page 248). An interdisciplinary methodology\nof investigation is useful in order to understand the complexity of our world\nthat needs to be explored as a \u201cunified conception\u201d (Halliday, 1978: 12).\n\nroSe and mArTIn discuss the effectiveness of genre-based literacy pedagogy\nin Australian schools, drawing upon the SFL model of text-in-context and\nBernstein\u2019s model of pedagogic contexts. discussing the outcomes of\ndifferent approaches to teaching, they argue that describing context in terms\nof field-tenor-mode is not sufficient to understand and intervene on literacy\nskills in pedagogic contexts. rather, only a combination of Bernstein\u2019s\nsociological interpretation and linguistics methodologies can provide an\nanalytic tool offering a much-needed broader view on social contexts. \n\nwArInG investigates teacher practices aimed at encouraging student\nparticipation in adult eSL classroom, drawing upon conversation analysis.\nThe analysis sees context as being at the same time institutional and\nsequential, and as being mainly governed by a set of turn-taking rules that\nare sometimes broken by the silence of a less confident student. only a\ncomprehensive understanding of this twofold nature of classroom context\ncan provide an insight on the pedagogical mechanisms that see the teacher\ncharged with the responsibility of selecting (or not selecting) a responder in\nclassroom conversation, in order to encourage shyer students while keeping\nat bay the too eager ones.\n\nwodAk approaches political discourse from a discourse-historical\nperspective, integrating the approach by means of various social theories. In\nthe study, context is conceptualised as being a multi-layered object of\n\nreSe\u00f1AS / Book reVIewS\n\nIb\u00e9rica 35 (2018): 227-231230\n\n\n\nanalysis. The author introduces the notion of \u201critualized performance\u201d, and\nclaims that there is no clear-cut boundary between backstage and frontstage\npolitics, as politicians fall in the habit of performing their role. They do,\nnonetheless, respond and adapt to their audience, be it one of insiders or a\npublic one.\n\nI strongly recommend this volume, as it offers its readers the opportunity to\ncross their disciplinary border and get insights provided by colleagues with a\ndifferent expertise and working with different methodologies. moreover, it\nprovides a solid stepping-stone for further study to any scholar interested in\nthe issue.\n\nReceived 24 July 2017 \n\nAccepted 12 September 2017 \n\nReviewed by Anna Stermieri \n\nuniversit\u00e0 di modena e reggio emilia (Italy) \nanna.stermieri@unimore.it \n\nReferences \n\nHalliday, M.A.K. (1978) Language as Social\n\nSemiotic: the Social Interpretation of Language\n\nand Meaning. London: Edward Arnold.\n\nreSe\u00f1AS / Book reVIewS\n\nIb\u00e9rica 35 (2018): 227-231 231", "start_char_idx": 7499, "end_char_idx": 11206, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "78698669-566d-448f-805b-a87c4cb28a75": {"__data__": {"id_": "78698669-566d-448f-805b-a87c4cb28a75", "embedding": null, "metadata": {"identifier": "iberica-142", "author": "Alonso Almeida, Francisco", "title": "Beyond the Universe of Languages for Specific Purposes : The 21st Century Perspective. Mary Frances Litzler, Jes\u00fas Garc\u00eda Laborda y Cristina Tejedor Mart\u00ednez (eds). Madrid: Servicio de publicaciones de la Universidad de Alcal\u00e1, 2016. 175 pages. ISBN: 978-84-16599-83-7", "date": "2018-01-02", "file": "iberica-142.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-142", "node_type": "4", "metadata": {"identifier": "iberica-142", "author": "Alonso Almeida, Francisco", "title": "Beyond the Universe of Languages for Specific Purposes : The 21st Century Perspective. Mary Frances Litzler, Jes\u00fas Garc\u00eda Laborda y Cristina Tejedor Mart\u00ednez (eds). Madrid: Servicio de publicaciones de la Universidad de Alcal\u00e1, 2016. 175 pages. ISBN: 978-84-16599-83-7", "date": "2018-01-02", "file": "iberica-142.pdf"}, "hash": "7df1d8e523e5dbb41159f3f878ef3a0989111f40da1c491fad592a90a1678467", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "f6c3abb3-fda0-41b7-a8de-6f4f23022c9e", "node_type": "1", "metadata": {"identifier": "iberica-141", "author": "Stermier, Anna", "title": "John Flowerdew (ed). Discourse in Context: Contemporary Applied Linguistics. Volume 3.London/New York: Bloomsbury, 2014. 349 pages. ISBN: 978-1-6235-6305-9", "date": "2018-01-02", "file": "iberica-141.pdf"}, "hash": "b6d959bd7894c9ee872b241f41b80e4b35f59826acd4147bf3f483da4e54ad59", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "855a1711-3f1b-42f8-a70e-da2533c2cef1", "node_type": "1", "metadata": {}, "hash": "c807e300e0433cecf29e35cc083a0fdf082f43fbfbcf80739e0520ca61a4e8ed", "class_name": "RelatedNodeInfo"}}, "text": "01 Editorial.qxd\n\n\nBeyond the Universe of Languages for\n\nSpecific Purposes: The 21st Century\n\nPerspective. \n\nMary Frances Litzler, Jes\u00fas Garc\u00eda Laborda y Cristina\n\nTejedor Mart\u00ednez (eds). \n\nMadrid: Servicio de publicaciones de la Universidad de\n\nAlcal\u00e1, 2016. 175 pages. ISBN: 978-84-16599-83-7.\n\nThis volume represents a good contribution to the field of Language for\nSpecific purposes (LSp), as it reunites 29 papers, all of them showing leading\ntopics in LSp. The distribution of papers is gathered according to interests\nrelated to the areas of (a) teaching, (b) linguistics, and (c) translation. The\ncontributors are well-known in their disciplines, and that calls for the quality\nof their papers. The length of the papers does not seem to go beyond the\nthree thousand words each, but this should not stand as a drawback, since\nthey fulfil the objective of showing updated material in LSp research as well\nas descriptions of ongoing projects. There is not a proper introduction, and\na \u201cForeword\u201d written by two of the editors, dr. GArC\u00edA LABordA and dr.\nLITzLer, contextualises LSp and offers a justification of its importance,\nincluding historical evidence.\n\nThe title of the book seems self-explanatory, but the reader should not\nexpect a substantial number of languages under focus. english and Spanish\nare principal, but the methodology developed in all of them are of use for\napplication with other language bodies of data. The majority of papers\nsupports the use of technological implements, e.g. videoconference or\nsoftware for management of large textual corpora and text retrieval.\nTranslation also occupies a third of the volume, and this is not reflected in\nthe title.\n\nThere are some aspects I have some reservations about. Some studies are not\nplaced in the correct sections in the volume. These are the cases of (a)\nSAnTAmAr\u00edA GArC\u00edA\u2019s contribution, which should be placed in the\nLinguistics section, (b) r\u00e1BAno LLAmAS and Hern\u00e1ndez BArrIopedro\u2019s\npaper, which should be also allocated in the Linguistics section, and (c) the\ncognitive study developed in CorT\u00e9S de LoS r\u00edoS and BreToneS CALLejAS.\nThis last one, allocated in the translation section, explores the use of mental\n\nreSe\u00f1AS / Book reVIewS\n\nIb\u00e9rica 35 (2018): 232-234\n\nISSN: 1139-7241 / e-ISSN: 2340-2784\n232", "start_char_idx": 41, "end_char_idx": 2350, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "855a1711-3f1b-42f8-a70e-da2533c2cef1": {"__data__": {"id_": "855a1711-3f1b-42f8-a70e-da2533c2cef1", "embedding": null, "metadata": {"identifier": "iberica-142", "author": "Alonso Almeida, Francisco", "title": "Beyond the Universe of Languages for Specific Purposes : The 21st Century Perspective. Mary Frances Litzler, Jes\u00fas Garc\u00eda Laborda y Cristina Tejedor Mart\u00ednez (eds). Madrid: Servicio de publicaciones de la Universidad de Alcal\u00e1, 2016. 175 pages. ISBN: 978-84-16599-83-7", "date": "2018-01-02", "file": "iberica-142.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-142", "node_type": "4", "metadata": {"identifier": "iberica-142", "author": "Alonso Almeida, Francisco", "title": "Beyond the Universe of Languages for Specific Purposes : The 21st Century Perspective. Mary Frances Litzler, Jes\u00fas Garc\u00eda Laborda y Cristina Tejedor Mart\u00ednez (eds). Madrid: Servicio de publicaciones de la Universidad de Alcal\u00e1, 2016. 175 pages. ISBN: 978-84-16599-83-7", "date": "2018-01-02", "file": "iberica-142.pdf"}, "hash": "7df1d8e523e5dbb41159f3f878ef3a0989111f40da1c491fad592a90a1678467", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "78698669-566d-448f-805b-a87c4cb28a75", "node_type": "1", "metadata": {"identifier": "iberica-142", "author": "Alonso Almeida, Francisco", "title": "Beyond the Universe of Languages for Specific Purposes : The 21st Century Perspective. Mary Frances Litzler, Jes\u00fas Garc\u00eda Laborda y Cristina Tejedor Mart\u00ednez (eds). Madrid: Servicio de publicaciones de la Universidad de Alcal\u00e1, 2016. 175 pages. ISBN: 978-84-16599-83-7", "date": "2018-01-02", "file": "iberica-142.pdf"}, "hash": "a7008368a679c6422a4120502e3b7be5bdfb11ddeed5e55afc0f1f5842c985a8", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "33de54fa-d513-47d7-84ab-cc25fd8f9758", "node_type": "1", "metadata": {}, "hash": "bba7acbda55bd159f3a81ff286be61f1dcd7b2d03473704cb352ebc22df352b8", "class_name": "RelatedNodeInfo"}}, "text": "schemes and representations, as suggested in car adverts in Iberia Ronda\nMagazine. This is not made explicit in the corpus description, but unless the\nauthors had focused on the adverts included in this in-flight magazine and\npossible renderings in a second language there included, the paper should\nappear in the central section of this monograph, i.e. Linguistics.\n\nSome of the studies do not include a thorough description of the data\nand/or the method carried out to accomplish the research described. In\ngeneral, in specific studies based on corpora, I miss some more information\non the compilations, and how texts were collected and handled. From this\nperspective of methodology, readers are not always informed whether\nanalyses are performed manually or through corpus tools. Some papers omit\ninformation on which statistics could be raised as well as other fundamental\nfeatures in corpus making and use, e.g. corpus length. Besides, there are cases\nin which no normalisation of data to make findings comparable is made in\ncontrastive studies.\n\nFinally, I have missed some key references and names in the bibliography in\nsome fields, as happens with intercultural studies, for example. one clear\nabsence is kecskes (2014). other fundamental omissions are concerned with\nthe study of mood and modality, among which I would include palmer\n(1998), and nuyts and van der Auwera (2016), the least. \n\nAll the papers are instructive as well as challenging. For reasons of space, I\ncannot offer a complete analysis of each one of them. I do not want,\nhowever, to miss the opportunity to make a special mention of BArreIro\neLorzA and SAnCHo GuIndA\u2019s paper. This work describes a long-term\nCLIL experience at universidad polit\u00e9cnica de madrid for the promotion of\nsci-tech innovation. Their work deals with genre and styles, and students\nlearn to become autonomous in a real environment after a training program\ndeveloped in a designed workshop, where they acquire minimal competences\nin this respect. The result is a simultaneous contribution between\ncommunication and technology. The complete venture, as the authors\nthemselves named their research and experiment, leaves a number of\nquestions concerning CLIL assumptions the authors propose for further\nconsideration. Altogether, this is high-quality research and represents an\nexcellent contribution for LSp teaching and learning, as it shows how\nlinguistic knowledge and technology can be integrated to provide\nprofessional results. much in the line with what has been done in historical\npragmatics with the study of changing forms and functions over time, the\n\nreSe\u00f1AS / Book reVIewS\n\nIb\u00e9rica 35 (2018): 232-234 233", "start_char_idx": 2354, "end_char_idx": 5033, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "33de54fa-d513-47d7-84ab-cc25fd8f9758": {"__data__": {"id_": "33de54fa-d513-47d7-84ab-cc25fd8f9758", "embedding": null, "metadata": {"identifier": "iberica-142", "author": "Alonso Almeida, Francisco", "title": "Beyond the Universe of Languages for Specific Purposes : The 21st Century Perspective. Mary Frances Litzler, Jes\u00fas Garc\u00eda Laborda y Cristina Tejedor Mart\u00ednez (eds). Madrid: Servicio de publicaciones de la Universidad de Alcal\u00e1, 2016. 175 pages. ISBN: 978-84-16599-83-7", "date": "2018-01-02", "file": "iberica-142.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-142", "node_type": "4", "metadata": {"identifier": "iberica-142", "author": "Alonso Almeida, Francisco", "title": "Beyond the Universe of Languages for Specific Purposes : The 21st Century Perspective. Mary Frances Litzler, Jes\u00fas Garc\u00eda Laborda y Cristina Tejedor Mart\u00ednez (eds). Madrid: Servicio de publicaciones de la Universidad de Alcal\u00e1, 2016. 175 pages. ISBN: 978-84-16599-83-7", "date": "2018-01-02", "file": "iberica-142.pdf"}, "hash": "7df1d8e523e5dbb41159f3f878ef3a0989111f40da1c491fad592a90a1678467", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "855a1711-3f1b-42f8-a70e-da2533c2cef1", "node_type": "1", "metadata": {"identifier": "iberica-142", "author": "Alonso Almeida, Francisco", "title": "Beyond the Universe of Languages for Specific Purposes : The 21st Century Perspective. Mary Frances Litzler, Jes\u00fas Garc\u00eda Laborda y Cristina Tejedor Mart\u00ednez (eds). Madrid: Servicio de publicaciones de la Universidad de Alcal\u00e1, 2016. 175 pages. ISBN: 978-84-16599-83-7", "date": "2018-01-02", "file": "iberica-142.pdf"}, "hash": "d75d5dd031654cf2351d853e8a37c7bc774a62c1068dfe3ebcee042b65fa6db1", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "92bfb440-0102-4995-a359-aba62b7d2d45", "node_type": "1", "metadata": {}, "hash": "ed42352d3bce7363894fd9a28e9aea490c3e3650c881bf233ed35298f07e4615", "class_name": "RelatedNodeInfo"}}, "text": "authors come to evince the way in which the evolution of scientific thought\ngoes hand-in-hand with the evolution of scientific textual genres.\n\nmy final words are of praise for the quality of the research these papers\nexhibit. even if editorial nuances are somehow inevitable, there are some\nomission, misspelling and punctuation issues that should be detected in case\na reedition is ever thought as a possibility. This also includes other\nformatting aspects, such as the fact that some section headings appear on\none page and accompanying running text appears on the following. Besides,\nreferences should show the same citing conventions throughout the\ncomplete volume, and make sure all of them are complete. In addition, also\nfrom a formal, technical perspective, my opinion is that abstracts in english\nshould precede all the contributions texts to give it a more international\nscope. As a reader interested in LSp, I have missed a proper introduction\ndescribing the internal organisation of the volume and in what way(s) this\nmonograph is innovative.\n\nReceived 10 February 2018 \n\nAccepted 19 February 2018 \n\nReviewed by Francisco Alonso Almeida\n\nuniversidad de Las palmas de Gran Canaria (Spain) \nfrancisco.alonso@ulpgc.es \n\nReferences \n\nreSe\u00f1AS / Book reVIewS\n\nIb\u00e9rica 35 (2018): 232-234234\n\nKecskes, I. (2014). Intercultural Pragmatics.\n\nOxford: Oxford University Press.\n\nNuyts, J. & J. van der Auwera (eds.) (2016).The\n\nOxford Handbook of Modality and Mood (Oxford\n\nHandbooks). Oxford: Oxford University Press.\n\nPalmer, F.R. (1998). Mood and Modality. New\n\nYork: Cambridge University Press.", "start_char_idx": 5037, "end_char_idx": 6642, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "92bfb440-0102-4995-a359-aba62b7d2d45": {"__data__": {"id_": "92bfb440-0102-4995-a359-aba62b7d2d45", "embedding": null, "metadata": {"identifier": "iberica-143", "author": "Barcelona S\u00e1nchez, Antonio", "title": "Salience factors determining natural metonymic clippings illustrated through the medical lexicon", "date": "2017-01-02", "file": "iberica-143.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-143", "node_type": "4", "metadata": {"identifier": "iberica-143", "author": "Barcelona S\u00e1nchez, Antonio", "title": "Salience factors determining natural metonymic clippings illustrated through the medical lexicon", "date": "2017-01-02", "file": "iberica-143.pdf"}, "hash": "acb72e43a4c934cc2f3e6a109ec31010fcd9a6b31ed75f644406ee57be44d2b1", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "33de54fa-d513-47d7-84ab-cc25fd8f9758", "node_type": "1", "metadata": {"identifier": "iberica-142", "author": "Alonso Almeida, Francisco", "title": "Beyond the Universe of Languages for Specific Purposes : The 21st Century Perspective. Mary Frances Litzler, Jes\u00fas Garc\u00eda Laborda y Cristina Tejedor Mart\u00ednez (eds). Madrid: Servicio de publicaciones de la Universidad de Alcal\u00e1, 2016. 175 pages. ISBN: 978-84-16599-83-7", "date": "2018-01-02", "file": "iberica-142.pdf"}, "hash": "92610a54c758c175c818548dd46334f8ff92cf07c89cd1119c7d459e9581b655", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "84b24734-ca03-4cff-aad5-10ef4a155915", "node_type": "1", "metadata": {}, "hash": "5be222d8f84d31914a2c815d433ca7453857997c817a6d48b3efc71793272ddb", "class_name": "RelatedNodeInfo"}}, "text": "Iberica 13\n\n\nIb\u00e9rica 34 (2017): 17-44\nISSN: 1139-7241 / e-ISSN: 2340-2784\n\nAbstract \nAfter briefly reviewing the cognitive-linguistic notions of metonymy and\nconstructional form adhered to by the author (A) and discussing the general\ngrammatical notion of clipping and A\u2019s notion of \u201cnatural metonymic clipping\u201d,\nthe paper presents the list of salience factors whose combination determines the\noverall relative salience of a word segment. Two well-known inventories of\nAmerican English medical abbreviations are then analyzed with the goal of\nidentifying natural metonymic clippings in this register, noting their scarcity. A\nsample of three word segments that have become conventional medical\nclippings (tab- for tablet, -lytes for Electrolytes, and Chem panel for Chemistry panel)\nand a segment of one of the original full forms that has not become a\nconventional clipping (-blet in tablet) is then selected with the purpose of testing\nA\u2019s salience factor grid on it. This grid is carefully described, including its\nnumerical values, and systematically applied to the above-mentioned sample. The\napplication of the grid to the sample seems to explain to a large extent the\nselection of the segments conventionalized as clippings in the sample, especially\nif compared to other \u201crival\u201d segments. These results seem to confirm A\u2019s earlier\nwork arguing for the validity of the salience factor grid as a tool to account for\nthe overall relative salience of a word segment and its (non) conventionalization\nas a natural metonymic clipping. \n\nKeywords: lexical morphology, metonymy, linguistic motivation, medical\ndiscourse, clipping. \n\nResumen\nFa c to r e s de s al i e nc ia d e te r m in an te s de l as ab r e v ia c i on e s me t on \u00edmi c a s\nn at ur al e s e j e mpl if i c ad a s m e di an te e l l \u00e9 x ic o m\u00e9 di c o \n\nSalience factors determining natural\nmetonymic clippings illustrated through\nthe medical lexicon \n\nAntonio Barcelona S\u00e1nchez \nUniversidad C\u00f3rdoba (Espa\u00f1a) \nantonio.barcelona@uco.es \n\n17", "start_char_idx": 47, "end_char_idx": 2067, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "84b24734-ca03-4cff-aad5-10ef4a155915": {"__data__": {"id_": "84b24734-ca03-4cff-aad5-10ef4a155915", "embedding": null, "metadata": {"identifier": "iberica-143", "author": "Barcelona S\u00e1nchez, Antonio", "title": "Salience factors determining natural metonymic clippings illustrated through the medical lexicon", "date": "2017-01-02", "file": "iberica-143.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-143", "node_type": "4", "metadata": {"identifier": "iberica-143", "author": "Barcelona S\u00e1nchez, Antonio", "title": "Salience factors determining natural metonymic clippings illustrated through the medical lexicon", "date": "2017-01-02", "file": "iberica-143.pdf"}, "hash": "acb72e43a4c934cc2f3e6a109ec31010fcd9a6b31ed75f644406ee57be44d2b1", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "92bfb440-0102-4995-a359-aba62b7d2d45", "node_type": "1", "metadata": {"identifier": "iberica-143", "author": "Barcelona S\u00e1nchez, Antonio", "title": "Salience factors determining natural metonymic clippings illustrated through the medical lexicon", "date": "2017-01-02", "file": "iberica-143.pdf"}, "hash": "729eddec717c984de5f76b7201673db9d4e0ae1ef2ac43da2e8335f3ed475d90", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "ad69faef-e3fe-42b4-a6f6-5bb0750b3797", "node_type": "1", "metadata": {}, "hash": "8c55c7e63251cbcc6b4161bac50a72f460acfcca570584d49e870e786e31fe59", "class_name": "RelatedNodeInfo"}}, "text": "Ib\u00e9rica 34 (2017): 17-44\n\nANTONIO BARCELONA S\u00c1NCHEZ\n\nTras repasar brevemente las nociones cognitivistas de metonimia y forma\nconstruccional que propone el autor (A) y comentar la noci\u00f3n gramatical general\nde \u201cclipping\u201d (o \u201crecorte\u201d morfol\u00f3gico) y el concepto de \u201crecorte meton\u00edmico\nnatural\u201d propuesto por A, el trabajo presenta la lista de factores de saliencia cuya\ncombinaci\u00f3n determina la saliencia relativa global de los segmentos de una\npalabra. A continuaci\u00f3n se analizan dos conocidos inventarios de abreviaciones\nm\u00e9dicas en ingl\u00e9s americano con objeto de identificar recortes meton\u00edmicos\nnaturales en ese registro, y se observa su escasez en el mismo. Se selecciona luego\nuna muestra de tres segmentos l\u00e9xicos que han pasado a ser recortes (clippings)\nconvencionales en el leguaje medico (tab- por tablet, -lytes por Electrolytes, y Chem\npanel por Chemistry panel), y un segmento de una de las formas completas\noriginales que no se ha convertido en un clipping convencional (-blet en tablet),\ncon objeto de poner a prueba la plantilla de factores de saliencia propuesta por\nA. Se describe detalladamente dicha plantilla con sus valores num\u00e9ricos, y se la\naplica sistem\u00e1ticamente a la muestra. La aplicaci\u00f3n de la plantilla parece explicar\nen gran medida la selecci\u00f3n de los segmentos de la muestra como clippings o\nrecortes convencionales, sobre todo si se les compara con otros segmentos\n\u201crivales\u201d. Estos resultados parecen confirmar investigaciones anteriores de A\nque apoyan la validez de la citada plantilla de factores de saliencia como\nherramienta para explicar la saliencia relativa global de un segmento l\u00e9xico y su\n(no) convencionalizaci\u00f3n como recorte (clipping) meton\u00edmico natural. \n\nPalabras clave: morfolog\u00eda l\u00e9xica, metonimia, motivaci\u00f3n ling\u00fc\u00edstica,\ndiscurso m\u00e9dico, recorte (clipping). \n\n1. Introduction \n\nThis article has been written with the goal of presenting to the academic\ncommunity, especially the researchers in scientific and technical language, a\nsalience factor grid that I have been developing over the last few years to\naccount for the selection of the lexical segments eventually becoming\nstandard abbreviated English lexical forms, known as \u201cclippings\u201d. Although\nthis grid can be applied to explain in part all other types of lexical\nabbreviations and also syntactic abbreviations, I have so far only applied it\nto, and tested it with, what are called below \u201cnatural metonymic clippings\u201d\n(Barcelona, 2016). In the present paper I continue testing the grid with a\nsample of conventional clippings drawn from the medical lexicon. The main\ncontribution of this paper, as I see it, is thus not a systematic study of all\ntypes of medical abbreviations, most of which are not natural metonymic\nclippings (as will be explained below), but the evidence it provides of the\n\n18", "start_char_idx": 2071, "end_char_idx": 4878, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "ad69faef-e3fe-42b4-a6f6-5bb0750b3797": {"__data__": {"id_": "ad69faef-e3fe-42b4-a6f6-5bb0750b3797", "embedding": null, "metadata": {"identifier": "iberica-143", "author": "Barcelona S\u00e1nchez, Antonio", "title": "Salience factors determining natural metonymic clippings illustrated through the medical lexicon", "date": "2017-01-02", "file": "iberica-143.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-143", "node_type": "4", "metadata": {"identifier": "iberica-143", "author": "Barcelona S\u00e1nchez, Antonio", "title": "Salience factors determining natural metonymic clippings illustrated through the medical lexicon", "date": "2017-01-02", "file": "iberica-143.pdf"}, "hash": "acb72e43a4c934cc2f3e6a109ec31010fcd9a6b31ed75f644406ee57be44d2b1", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "84b24734-ca03-4cff-aad5-10ef4a155915", "node_type": "1", "metadata": {"identifier": "iberica-143", "author": "Barcelona S\u00e1nchez, Antonio", "title": "Salience factors determining natural metonymic clippings illustrated through the medical lexicon", "date": "2017-01-02", "file": "iberica-143.pdf"}, "hash": "7ffdad27254354902d497adf96759400351c1cff848e98dccc7feb1ba5f37d18", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "276cb5ac-6b6c-4e80-9cdc-34304be33fda", "node_type": "1", "metadata": {}, "hash": "268ddee0846044dc011a24f0d49371dd1c03668637b43b877f60b2c07fe6d882", "class_name": "RelatedNodeInfo"}}, "text": "validity of that grid to account for all instances of natural metonymic\nclippings in all sorts of genres and registers.\n\nIn section 2, I will briefly clarify the cognitive-linguistic notion of metonymy\nI adhere to and will argue for the claim that metonymy does not only\nmotivate meaning construction but also certain types of \u201cconstructional\nform\u201d. This latter term will also be explained in that section.\n\nIn section 3, the notion of \u201cnatural metonymic\u201d clipping will be very briefly\ncharacterized. This will be followed by a brief, initial enumeration of the list\nof salience factors involved in the selection of the segments retained as\nclippings, with particular attention to the \u201cnaturalness\u201d and \u201cability to evoke\nthe full form\u201d factors.\n\nSection 4 will be devoted to discussing briefly the regularities observed in\nmedical lexical abbreviations (one of them being the scarcity of natural\nmetonymic abbreviations), and to presenting the small four-item sample of\nmedical language clippings and the criteria followed in the selection.\n\nSection 5 is the main section of the article. It includes a more detailed\ndescription of the salience factor grid and its application to the sample of\nmedical clippings selected in section 4.\n\nSection 6 includes the conclusions of the article. \n\n2. Metonymy in cognitive linguistics and in\nconstructional form \n\nThe notion of \u201cmetonymic clippings\u201d implies the notions of \u201cmetonymy\u201d\nand \u201cclipping\u201d. The latter notion will be discussed in section 3. The present\nsection is devoted to briefly discussing the notion of metonymy in cognitive\nlinguistics (CL) and in constructional form.\n\nAll cognitive linguists share the basic cognitive notion of metonymy, at least\nin its core elements. Everyone in the field agrees that, like metaphor,\nmetonymy is a \u201cconceptual\u201d phenomenon whereby one concept (normally\ncalled the source domain) is used to activate another closely related concept.\nHowever, cognitive linguists disagree on a number of specific basic issues,\nsuch as the distinction between metonymy and related phenomena like\n\u201czone activation\u201d and \u201cfacetization\u201d (Paradis, 2011), the exact nature of the\nsource-target link, the defeasibility of metonymy (Panther & Thornburg, in\n\nNATURAL METONYMIC CLIPPINGS ILLUSTRATED THROUGH THE MEDICAL LEXICON\n\nIb\u00e9rica 34 (2017): 17-44 19", "start_char_idx": 4882, "end_char_idx": 7199, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "276cb5ac-6b6c-4e80-9cdc-34304be33fda": {"__data__": {"id_": "276cb5ac-6b6c-4e80-9cdc-34304be33fda", "embedding": null, "metadata": {"identifier": "iberica-143", "author": "Barcelona S\u00e1nchez, Antonio", "title": "Salience factors determining natural metonymic clippings illustrated through the medical lexicon", "date": "2017-01-02", "file": "iberica-143.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-143", "node_type": "4", "metadata": {"identifier": "iberica-143", "author": "Barcelona S\u00e1nchez, Antonio", "title": "Salience factors determining natural metonymic clippings illustrated through the medical lexicon", "date": "2017-01-02", "file": "iberica-143.pdf"}, "hash": "acb72e43a4c934cc2f3e6a109ec31010fcd9a6b31ed75f644406ee57be44d2b1", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "ad69faef-e3fe-42b4-a6f6-5bb0750b3797", "node_type": "1", "metadata": {"identifier": "iberica-143", "author": "Barcelona S\u00e1nchez, Antonio", "title": "Salience factors determining natural metonymic clippings illustrated through the medical lexicon", "date": "2017-01-02", "file": "iberica-143.pdf"}, "hash": "09786892284dc1c284124a568c826439c903eb41ac03c625b0cb4623568352d6", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "4d95ce2c-4dd2-4555-a49a-d76fb6daebc1", "node_type": "1", "metadata": {}, "hash": "c9736bfe91534852bbf8fa0e67b3dcbb9fa26715cf9512a2414445c93f888ce1", "class_name": "RelatedNodeInfo"}}, "text": "press), the reality of WHOLE FOR PART and PART FOR PART\nmetonymies, its distinction from metaphor and other phenomena (Barnden,\n2010), and other issues, such as metonymic prototypicality (Barcelona, 2003,\n2011; Peirsman & Geeraerts, 2006). Barcelona (2011), K\u00f6vecses and Radden\n(1998), Lakoff and Turner (1989), Panther and Thornburg (2003, 2007, in\npress), Radden (in press), and Bierwiaczonek (2013), among others, have\ndiscussed all these issues in detail. The review of their respective positions\nwould go beyond the bounds of this article. The following definition of\nmetonymy (adapted from Barcelona, 2011 and included in Barcelona, 2015)\nis an attempt at providing a general, \u201cschematic\u201d definition of metonymy:\n\nMetonymy is an asymmetric mapping of a conceptual entity, the source, onto\nanother conceptual entity, the target. Source and target are in the same frame\nand their roles are linked by a pragmatic function, so that the target is\nmentally activated. \n\nThis definition is not very different from other well-known definitions\nwithin CL provided by some of the above-mentioned linguists (especially\nK\u00f6vecses & Radden, 1998, and Panther & Thornburg, 2007), and should be\nregarded as a synthesis of them all, with some additional ingredients. The\n\u201cmapping\u201d or \u201cconceptual projection\u201d (Lakoff & Turner, 1989: 103-104) in\nmetonymy occurs between entities in the same conceptual domain, whereas\nmetaphor is a mapping occurring across two different conceptual domains.\nWhereas in metaphor we find a symmetric and systematic correspondence\nand structural equivalence between elements of the conceptual structure of\nthe source and those of the target (Lakoff, 1993), in metonymy we do not\nfind any degree of structural similarity or equivalence between source and\ntarget, hence their mapping is \u201casymmetric\u201d. In the metaphor LIFE IS A\nJOURNEY, the beginning of the journey is mapped onto the beginning of\nlife, the obstacles in the journey onto life\u2019s difficulties, etc. But in a PART\nFOR WHOLE metonymy like BODY PART FOR PERSON as in \n\n(1) The ship was lost with all hands \n\nthe source body part does not map symmetrically onto the whole person: the\nfingers in the hand are not projected onto any specific aspect of the person,\nthe palm is not projected either onto any specific aspect of the person, and\nso forth. Only the hand (and the associated knowledge about its use) is used\nto activate the notion of a (specific type of) person (a passenger or a manual\nworker, a sailor in this case).\n\nANTONIO BARCELONA S\u00c1NCHEZ\n\nIb\u00e9rica 34 (2017): 17-4420", "start_char_idx": 7203, "end_char_idx": 9759, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "4d95ce2c-4dd2-4555-a49a-d76fb6daebc1": {"__data__": {"id_": "4d95ce2c-4dd2-4555-a49a-d76fb6daebc1", "embedding": null, "metadata": {"identifier": "iberica-143", "author": "Barcelona S\u00e1nchez, Antonio", "title": "Salience factors determining natural metonymic clippings illustrated through the medical lexicon", "date": "2017-01-02", "file": "iberica-143.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-143", "node_type": "4", "metadata": {"identifier": "iberica-143", "author": "Barcelona S\u00e1nchez, Antonio", "title": "Salience factors determining natural metonymic clippings illustrated through the medical lexicon", "date": "2017-01-02", "file": "iberica-143.pdf"}, "hash": "acb72e43a4c934cc2f3e6a109ec31010fcd9a6b31ed75f644406ee57be44d2b1", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "276cb5ac-6b6c-4e80-9cdc-34304be33fda", "node_type": "1", "metadata": {"identifier": "iberica-143", "author": "Barcelona S\u00e1nchez, Antonio", "title": "Salience factors determining natural metonymic clippings illustrated through the medical lexicon", "date": "2017-01-02", "file": "iberica-143.pdf"}, "hash": "0a510f681aafe1f4ac1a2088446d435df79a594fb44c804b2a1c0915f3e6ee15", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "a385f722-9e14-4948-b6e8-003669c702ac", "node_type": "1", "metadata": {}, "hash": "57f4fa51a04b5f68b64488baf0d3ca9c5c2b908cec3ad6f082d05c5ff3effdd0", "class_name": "RelatedNodeInfo"}}, "text": "The term \u201cframe\u201d is probably more adequate than the term \u201cdomain\u201d, used\nby Lakoff and Turner (1989: 103), to designate the conceptual structure\nwithin which metonymies operate. \u201cFrame\u201d designates a knowledge-rich\nmodel of a recurrent, well-delineated area of experience (Fillmore, 1985).\nFrames are equivalent to one of the types of Lakoff\u2019s (1987) \u201cIdealized\nCognitive Models\u201d (ICMs), namely \u201cpropositional ICMs\u201d. The terms\n\u201cdomain\u201d, \u201cICM\u201d and \u201cframe\u201d are often used interchangeably but \u201cdomain\u201d\nshould probably be distinguished from the other two (Radden & Dirven,\n2007: 9-12), due to its ambiguity. It can be used both in a \u201ctaxonomic\u201d sense,\nto designate the schematic classification and subclassification into\ntaxonomies of broad areas of experience, such as PHYSICAL ENTITIES\nin general, and in a \u201cfunctional\u201d sense, to organize our detailed knowledge\nabout specific areas of experience (the domains then are called \u201cfunctional\ndomains\u201d by Barcelona 2002a, 2003, 2011); in this use \u201cdomain\u201d is\nsynonymous to \u201cframe\u201d and \u201c(propositional) ICM\u201d. For further arguments\nfor the claim that metonymy operate within frames, see Barcelona (2002a,\n2011). \n\nFrames assign a \u201crole\u201d to the mental entities populating them. In example\n(1), the relevant frame is the HUMAN BEING frame, which represents\nspeakers\u2019 detailed encyclopedic knowledge about human beings (their bodies\nand body parts, physiology, emotions, interaction, life cycle, etc.). \n\nThe source and target roles must be linked by what Fauconnier (1997) calls\na \u201cpragmatic function\u201d and K\u00f6vecses and Radden (1998) and Radden (in\npress) a \u201cmetonymic relationship\u201d. A \u201cpragmatic function\u201d is a privileged\nconceptual link in our long-term memory between the roles of metonymic\nsource and target within the corresponding frame: BODY-PART FOR\nPERSON, CAUSE-EFFECT, PRODUCER-PRODUCT, AGENT-\nACTION, CONDITION-RESULT, AGENT-INSTRUMENT, THING-\nREPRESENTATION, SALIENT PART OF CONSTRUCTIONAL\nFORM FOR WHOLE CONSTRUCTIONAL FORM etc. (see below on\nthis last metonymy). This privileged link is an essential condition for the\nmetonymic mental activation of the target by the source. The nose and\nmouth are distinct conceptual units included in the English-culture\nHUMAN PERSON frame, but their roles are not connected by a pragmatic\nfunction and therefore they cannot act as a metonymic source for the other\n(K\u00f6vecses & Radden, 1998: 48-49). However, the pragmatic function\nconnecting the role SALIENT BODY PART assigned to mouth, nose, eyes\nand other body parts with the WHOLE role assigned to the PERSON or the\n\nNATURAL METONYMIC CLIPPINGS ILLUSTRATED THROUGH THE MEDICAL LEXICON\n\nIb\u00e9rica 34 (2017): 17-44 21", "start_char_idx": 9763, "end_char_idx": 12416, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "a385f722-9e14-4948-b6e8-003669c702ac": {"__data__": {"id_": "a385f722-9e14-4948-b6e8-003669c702ac", "embedding": null, "metadata": {"identifier": "iberica-143", "author": "Barcelona S\u00e1nchez, Antonio", "title": "Salience factors determining natural metonymic clippings illustrated through the medical lexicon", "date": "2017-01-02", "file": "iberica-143.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-143", "node_type": "4", "metadata": {"identifier": "iberica-143", "author": "Barcelona S\u00e1nchez, Antonio", "title": "Salience factors determining natural metonymic clippings illustrated through the medical lexicon", "date": "2017-01-02", "file": "iberica-143.pdf"}, "hash": "acb72e43a4c934cc2f3e6a109ec31010fcd9a6b31ed75f644406ee57be44d2b1", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "4d95ce2c-4dd2-4555-a49a-d76fb6daebc1", "node_type": "1", "metadata": {"identifier": "iberica-143", "author": "Barcelona S\u00e1nchez, Antonio", "title": "Salience factors determining natural metonymic clippings illustrated through the medical lexicon", "date": "2017-01-02", "file": "iberica-143.pdf"}, "hash": "b1d154d68c8c7263ad5135474d2856b446cd1b1887f06c95c8b54c4dd7ca69d1", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "38e7a0b8-75f5-46e1-8aab-89c9808be5b0", "node_type": "1", "metadata": {}, "hash": "aaf9474d2dc4551cef251a93e76ee08af0d31fddcfdf4b491de3b078962c126b", "class_name": "RelatedNodeInfo"}}, "text": "HUMAN BODY allows these body parts to act as metonymic sources for\npeople, as in He only earns four hundred pounds a month and, with five mouths to\nfeed, he finds this very hard. \n\nThere is wide agreement that metonymies are ubiquitous in language,\nthought and communication. As regards language, metonymy has been\nargued to operate in phonology, grammar and discourse (Barcelona 2002b,\n2013, 2015; Radden 2005), and to constantly interact with other metonymies,\nmetaphors and other conceptual structures (Barcelona, 2005; Ruiz de\nMendoza, 2011).1 Grammar in CL is a structured inventory of \u201cgrammatical\nconstructions\u201d (a key concept in CL), which are conventional pairings of\nform (including phonemic and prosodic form) and meaning (including all\nsorts of pragmatic meaning) at all levels, from morphemes through lexemes,\nphrases and several types of structures with an indeterminate hierarchical\nlevel like idioms and other relatively fixed expressions, to clauses and\nsentences (Goldberg, 2006; Langacker, 2008: 161-214). Metonymy operates\nin all sorts of grammatical constructions (see the various chapters in\nPanther, Thornburg, & Barcelona, 2009), mainly by directly or indirectly\nmotivating their meaning but also by motivating their form and their form-\nmeaning connection. The metonymic motivation of (initially non-canonical)\n\u201cconstructional form\u201d did not receive enough attention by early metonymy\nresearchers in CL (except for brief remarks on the topic by K\u00f6vecses &\nRadden, 1998: 45-46 and Radden & K\u00f6vecses, 1999: 28, 36). But, more\nrecently, Barcelona (e.g. 2002b, 2005, 2013, 2009, 2016), Radden (2005: 17)\nand, especially Bierwiaczonek (2007, 2013: Ch. 2) have recently begun to\nexplore this phenomenon. Constructional forms (including lexical forms)\nare \u201cmodels\u201d stored in speakers\u2019 minds, and as models, they, too, constitute\nconceptual units, irrespective of their actual phonetic realization. This allows\nus to view the set of basic forms2 of a given construction (i.e. a lexeme) as\nconstituting a conceptual frame, within which metonymy can operate.\nConstructional forms partially motivated by metonymy include certain\nlexical abbreviations, or \u201cclippings\u201d (like prob from problem), and certain types\nof ellipsis, as in \u201cDid you buy the tickets\u201d \u201cYes, [I bought the tickets]\nyesterday\u201d; the metonymy at work is SALIENT PART OF\nCONSTRUCTIONAL FORM FOR WHOLE FORM. \n\nANTONIO BARCELONA S\u00c1NCHEZ\n\nIb\u00e9rica 34 (2017): 17-4422", "start_char_idx": 12420, "end_char_idx": 14861, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "38e7a0b8-75f5-46e1-8aab-89c9808be5b0": {"__data__": {"id_": "38e7a0b8-75f5-46e1-8aab-89c9808be5b0", "embedding": null, "metadata": {"identifier": "iberica-143", "author": "Barcelona S\u00e1nchez, Antonio", "title": "Salience factors determining natural metonymic clippings illustrated through the medical lexicon", "date": "2017-01-02", "file": "iberica-143.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-143", "node_type": "4", "metadata": {"identifier": "iberica-143", "author": "Barcelona S\u00e1nchez, Antonio", "title": "Salience factors determining natural metonymic clippings illustrated through the medical lexicon", "date": "2017-01-02", "file": "iberica-143.pdf"}, "hash": "acb72e43a4c934cc2f3e6a109ec31010fcd9a6b31ed75f644406ee57be44d2b1", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "a385f722-9e14-4948-b6e8-003669c702ac", "node_type": "1", "metadata": {"identifier": "iberica-143", "author": "Barcelona S\u00e1nchez, Antonio", "title": "Salience factors determining natural metonymic clippings illustrated through the medical lexicon", "date": "2017-01-02", "file": "iberica-143.pdf"}, "hash": "017784ae694ba095069b6de5de522eb5f245c267053dbfe4672c7eb9c19a1e5a", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "f767ea39-0d05-4552-a5c6-1dc63354fe4b", "node_type": "1", "metadata": {}, "hash": "a2f5dea9f667d4ac4a39585cf5e9eae04892c69969d656eb5e6c5f41a5c4b824", "class_name": "RelatedNodeInfo"}}, "text": "3. Clippings and \u201cnatural metonymic clippings\u201d \n\nThe grammatical notion of \u201cclipping\u201d is, in principle, quite simple: in\nMorphology, it designates an abbreviated lexical form, that is, a shortened\nform of a lexeme resulting from the retention of just one part of its full\nform. Typical examples include prof for professor (where only the initial part is\nretained), fridge for refrigerator (where only a middle part is retained), or bus for\nthe now near obsolete form omnibus (where only the final part is retained).\nOf course, this calls for the need to determine when the abbreviation affects\na lexeme or a phrasal construction. For example, one may wonder whether\nsuch a sequence as the standard construction in medical English Chemistry\npanel, \u201cA comprehensive screening blood test that indicates the status of the\nliver, kidneys, and electrolytes\u201d is a (compound) lexeme or a phrase. In terms\nof the standard definition of compounding, it should be regarded as a\ncompound rather than a multiply variable noun phrase, given its relative\nfixedness and its highly specific meaning. Therefore, the standard\nabbreviation Chem panel of this compound in medical English should count\nas a clipping affecting one of the lexical morphemes (Chemistry) constituting\nthe compound.3 Most of the medical clippings in the sample analyzed are,\nhowever, forms of mono-morphemic lexemes.\n\nThe term \u201cnatural metonymic clipping\u201d will be reserved for the\nabbreviated lexical forms that retain a real, i.e. \u201cnatural\u201d, segment of the\nfull lexical form and can best evoke the full form. In my view, it is these\nclippings that can be regarded as most clearly metonymic clippings as far\nas their form is concerned, so that an abbreviation like hanky for handkerchief\nis less natural a clipping as doc for doctor (see below on the \u201cnaturalness\u201d\nsalience factor).\n\nThe selection of the segment of the full form of a lexeme retained as a\nconventional metonymic clipped form of that lexeme is motivated by the\nrelative salience of that segment within the full form. In turn, that salience\nis determined, so we claim, by the number of salience factors exhibited by the\nsegment in question and the degree to which they operate in it. On the basis\nof the analysis and observation of over two hundred English clippings\nrepresenting a wide variety of types, I identified the following salience\nfactors (Barcelona, in preparation; Barcelona, 2016): \n\nA. Higher-weighted factors: Initial position, Being relatively easy to recognize\nand remember, Being relatively easy to pronounce, Ability to evoke the full\nform, Ability to evoke the meaning of the full constructional form,\n\nNATURAL METONYMIC CLIPPINGS ILLUSTRATED THROUGH THE MEDICAL LEXICON\n\nIb\u00e9rica 34 (2017): 17-44 23", "start_char_idx": 14865, "end_char_idx": 17605, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "f767ea39-0d05-4552-a5c6-1dc63354fe4b": {"__data__": {"id_": "f767ea39-0d05-4552-a5c6-1dc63354fe4b", "embedding": null, "metadata": {"identifier": "iberica-143", "author": "Barcelona S\u00e1nchez, Antonio", "title": "Salience factors determining natural metonymic clippings illustrated through the medical lexicon", "date": "2017-01-02", "file": "iberica-143.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-143", "node_type": "4", "metadata": {"identifier": "iberica-143", "author": "Barcelona S\u00e1nchez, Antonio", "title": "Salience factors determining natural metonymic clippings illustrated through the medical lexicon", "date": "2017-01-02", "file": "iberica-143.pdf"}, "hash": "acb72e43a4c934cc2f3e6a109ec31010fcd9a6b31ed75f644406ee57be44d2b1", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "38e7a0b8-75f5-46e1-8aab-89c9808be5b0", "node_type": "1", "metadata": {"identifier": "iberica-143", "author": "Barcelona S\u00e1nchez, Antonio", "title": "Salience factors determining natural metonymic clippings illustrated through the medical lexicon", "date": "2017-01-02", "file": "iberica-143.pdf"}, "hash": "9a7cdaa3876c00b15fe9d1ea379e9d1fa0d089689d8039d9ac6c74bf8e87df52", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "9299130d-da7e-432a-b45d-9965715aef54", "node_type": "1", "metadata": {}, "hash": "b8740b0ef83510765010397129891a65b272128089198bff6a3c9b4e305ce5e3", "class_name": "RelatedNodeInfo"}}, "text": "\u201cNaturalness\u201d of the segment, Length (the shorter, the more salient),\n\u201cEnergetic\u201d effect, Formal distinctiveness \n\nB. Lower-weighted factors: Prosody: Primary stress, \u201cAudibility\u201d, Similarity to\nexisting full or shortened forms of other constructions, Final position,\nMedial position.\n\nC. Other factors: Aesthetic preference, Entrenchment. Others may have to be\nadded in special cases.\n\nThese factors will be briefly discussed and illustrated with medical clippings\nin section 5. They are treated in greater detail in Barcelona (2016) and\nBarcelona (in preparation). But, in order to round off the notion of \u201cnatural\nmetonymic clippings\u201d, we need to anticipate the discussion of the higher-\nweighted factors \u201c\u2018naturalness\u2019 of the segment\u201d and \u201cability to evoke the full\nform\u201d.\n\nA metonymic abbreviated form should in principle constitute a \u201cnatural\u201d\nsegment of the full form. By \u201cnatural\u201d I mean the degree to which the\ngraphemes and phonemes of the segment selected as a clipped form mirror\nthe same \u201ccontinuous\u201d sequence in one of the segments of the full form.\nThe scores (see section 5) reached by each segment on this factor are\ninversely proportional to the number of phonemes/graphemes or prosodic\nfeatures (especially stress) included by the segment which do not occur in\nexactly the same environment in the full form. Hence the abbreviated form\ngas constitutes a natural segment of gasoline, since its phonemes/graphemes\nmirror the same continuous sequence as in the segment gas- of the full form.\nBut the nonexistent abbreviated forms *gs or *gsln would not be natural in\nour sense, since, although they do pick out some phonemic/graphemic parts\nof the full form, their graphemic/phonemic sequences do not mirror any\ncontinuous sequence in the full form. An intended abbreviated form of\ngasoline like gassy, though perfectly mirroring the continuity of the segment\ngas- (in speech, not in writing, where an additional has been inserted),\nwould be less \u201cnatural\u201d in our sense because it adds one phoneme/grapheme\nwhich is not present in any continuous sequence of the full form (on the\nother hand, gassy is the full form of another lexeme with the meanings\n\u201cabounding in gas; of the nature of gas\u201d; see 1989 OED edition, revised\n2009 for CD-ROM version). A similar reasoning applies to the low\nnaturalness of hanky for handkerchief. \n\nThe similarity of the clipped form to the full form is also determined by the\ntotal number of phonemes/graphemes and/or syllables shared by the\n\nANTONIO BARCELONA S\u00c1NCHEZ\n\nIb\u00e9rica 34 (2017): 17-4424", "start_char_idx": 17609, "end_char_idx": 20155, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "9299130d-da7e-432a-b45d-9965715aef54": {"__data__": {"id_": "9299130d-da7e-432a-b45d-9965715aef54", "embedding": null, "metadata": {"identifier": "iberica-143", "author": "Barcelona S\u00e1nchez, Antonio", "title": "Salience factors determining natural metonymic clippings illustrated through the medical lexicon", "date": "2017-01-02", "file": "iberica-143.pdf"}, "excluded_embed_metadata_keys": [], "excluded_llm_metadata_keys": [], "relationships": {"1": {"node_id": "iberica-143", "node_type": "4", "metadata": {"identifier": "iberica-143", "author": "Barcelona S\u00e1nchez, Antonio", "title": "Salience factors determining natural metonymic clippings illustrated through the medical lexicon", "date": "2017-01-02", "file": "iberica-143.pdf"}, "hash": "acb72e43a4c934cc2f3e6a109ec31010fcd9a6b31ed75f644406ee57be44d2b1", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "f767ea39-0d05-4552-a5c6-1dc63354fe4b", "node_type": "1", "metadata": {"identifier": "iberica-143", "author": "Barcelona S\u00e1nchez, Antonio", "title": "Salience factors determining natural metonymic clippings illustrated through the medical lexicon", "date": "2017-01-02", "file": "iberica-143.pdf"}, "hash": "a729009fd69ca7f910e5ce225ebdbf5be4a673e3301c4779016914f3434f3023", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "ef7914f2-0f99-473e-8f15-d822189e9cd8", "node_type": "1", "metadata": {}, "hash": "fe75d6ff7d65553e7b2f32cec3de81cdaf420eae583bebf4c5b3a7491deee39f", "class_name": "RelatedNodeInfo"}}, "text": "clipped form with the full form, whether or not they occur in the same\ncontinuous sequence. This is the type of similarity contemplated in the\nfactor \u201cability to evoke the full form\u201d, which is the other factor that\ndetermines the metonymicity of a clipping. The minimum degree of\nsimilarity required for the eligibility of a segment as the source form in the\nSALIENT PART OF FORM FOR WHOLE FORM metonymy is the\nsharing of one syllable with the target full form. The established clipping prof\nfor professor matches this minimum requirement and so does the nonexistent\nclipping *essor for professor (although the overall salience of prof in terms of\nall the other salience factors is much higher than that of *essor). The\ndifference between the factors \u201cability to evoke the full form\u201d and\n\u201cnaturalness\u201d can be seen by examining the hypocoristic clipping Bob\n(