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Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics

image of Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics
ISSN 0213-2028
E-ISSN 2254-6774

<p>The <em>Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics</em> (RESLA/SJAL) is the biannual journal of the <em>Spanish Association of Applied Linguistics (AESLA)</em>. International in scope, RESLA is peer reviewed and accepts for publication original high-quality scholarly contributions from anywhere around the world. Articles must be related to one of the ten research areas of the Spanish Association of Applied Linguistics: 1. Language Learning and Acquisition; 2. Language Teaching; 3. Language for Specific Purposes; 4. Psychology of Language, Child Language, and Psycholinguistics; 5. Sociolinguistics; 6. Pragmatics; 7. Discourse Analysis; 8. Corpus Linguistics, Computational Linguistics and Language Engineering; 9. Lexicology and Lexicography; 10. Translation and Interpreting Studies.</p> <p>John Benjamins Publishing Company is the official publisher as of Volume 27 (2014)</p><p>Back-volumes (1985 - 2013) are available <a title="RESLA backvolumes" href="http://dialnet.unirioja.es/servlet/revista?codigo=1727">here</a>.</p>


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  • What factors shape the collaborative pattern of group interaction during peer feedback in the L2 writing classroom?
    • Author: Shulin Yu
    • Source: Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics, Volume 28, Issue 2, 2015, pages: 618 –640
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    • While research on peer interaction in language learning has proliferated over the past two decades, little is known regarding why students interact differently with their peers and how collaborative patterns can be developed to promote the effectiveness of small group work in L2 learning. To fill such a void in the research literature, the present case study investigates the factors that shape the collaborative pattern of a small group of Chinese EFL learners in peer feedback activities. Multiple sources of data were collected, including video recordings of peer feedback sessions, semi-structured interviews, stimulated recalls, and student drafts of writing. The findings show that students’ beliefs and values, students’ motives and goals, the use of mediating artifacts, and the power relationship among the students shape the patterns of group interaction considerably. This study deepens our understanding of the nature of peer interaction in peer feedback for L2 writing and contributes new knowledge to the research on pair and small group work in L2 learning.
  • The rhetoric of online support groups: A sociopragmatic analysis English-Spanish
    • Author: Carmen Pérez-Sabater
    • Source: Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics, Volume 28, Issue 2, 2015, pages: 465 –485
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    • The study draws on a diverse sample of adult users of online support groups to investigate how men and women engage in written conversations, and how these interactions are carried out in English and in Spanish contrastively. We will see to what extent female and male communicators in online support groups display similar power behaviours since some authors believe that these fora seem to provide a context where factors such as power and status are neutralised. In general, the detailed quantitative analysis suggests that women use powerless markers far more frequently than men. Therefore the findings support the contention that gender-based differences persist on the Internet, an arena which was initially believed to be free of built-in bias. On the other hand, the inter- and cross-cultural comparison indicates that the discourse practices in English include more powerless markers than those in Spanish. Interestingly, the abundant use of occurrences of formal addresses and polite forms displayed by men in Spanish may suggest that, in online support groups, men may be adopting communicative strategies traditionally associated with women’s discourse.
  • Does listening comprehension improve as a result of a short study abroad experience?
    • Authors: Àngels Llanes, and Goretti Prieto Botana
    • Source: Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics, Volume 28, Issue 1, 2015, pages: 199 –212
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    • The need to function in multilingual environments and the fact that study abroad (SA) is believed to be one of the most efficient language learning contexts (Collentine, 2009) have boosted the popularity of SA programs. While numerous recent studies have examined the SA impact on oral fluency, vocabulary or writing, among others, certain areas, such as listening skills (Llanes, 2011), have yet to receive substantial attention. In an attempt to address this issue, a pretest-posttest design study was conducted to gauge the listening skills of 12 college students at the beginning and the end of a 5-week SA experience in Costa Rica. Results from non-parametric tests revealed that despite the brief duration of the program, participants’ overall listening comprehension improved significantly. Individual analysis revealed that significant gains emerged in exit tasks in which the topic of conversation was kept consistent, suggesting that contextualization plays a crucial role in input comprehension.
  • Independencia y fórmulas rutinarias: Reestructuración de la Esfera III
    • Author: M. Belén Alvarado Ortega
    • Source: Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics, Volume 28, Issue 1, 2015, pages: 1 –16
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    • This article presents an analysis of some phraseological units, conversational routines, according to their independence degree, in order to restructure Sphere III (Corpas, 1996). In this Sphere there are also proverbs and idioms. In an attempt to classify Spanish phraseological units, we have taken as a model the system proposed by Briz and Val.Es.Co. Group (Briz & Grupo Val.Es.Co., 2003, 2014) for conversational segmentation. This system characterizes some statements in terms of different degrees and types of independence, which allow us to restructure Sphere III. This paper adopts a phraseological and pragmatic approach, with examples taken from Corpus de conversaciones coloquiales (Briz & Grupo Val.Es.Co., 2002).
  • Mapping concepts: Understanding figurative thought from a cognitive-linguistic perspective
    • Author: Francisco José Ruiz de Mendoza Ibáñez
    • Source: Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics, Volume 27, Issue 1, 2014, pages: 187 –207
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    • The notion of “conceptual mapping”, as a set of correspondences between conceptual domains, was popularized in Cognitive Semantics, following seminal work by Lakoff & Johnson (1980), as a way of accounting for the basic cognitive activity underlying metaphor and metonymy. Strangely enough, Cognitive Semantics has paid little, if any, attention to other cases of so-called figurative language such as hyperbole, irony, paradox, and oxymoron. This paper contends that it is possible to account for these and other figures of thought in terms of the notion of conceptual mapping. It argues that the differences between these and other figurative uses of language are a matter of the nature of the domains involved in mappings and how they are made to correspond. Additionally, this paper examines constraints on mappings and concludes that the same factors that constrain metaphor and metonymy are operational in the case of mappings for the other figures of thought under discussion.
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