- Madrid, Madrid, Spain
- Carmen Maíz-Arévalo is Professor of Pragmatics and English at Department of English Studies (Complutense University o... moreCarmen Maíz-Arévalo is Professor of Pragmatics and English at Department of English Studies (Complutense University of Madrid), having obtained her PhD in English Linguistics in 2001. Her fields of interest are mainly pragmatics and intercultural pragmatics, as well as digital discourse.edit
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The present study stems from previous work on self-presentation in WhatsApp users’ profile status. However, its main goal is to gauge other users’ reactions to WhatsApp “humorous” statuses. In other words, do other users find statuses... more
The present study stems from previous work on self-presentation in WhatsApp users’ profile status. However, its main goal is to gauge other users’ reactions to WhatsApp “humorous” statuses. In other words, do other users find statuses intended as humorous “funny”? To this purpose, the methodological approach adopted is both quantitative and qualitative. For the quantitative stage, a survey was carried out where participants were presented with eight statuses intended (as reported by their creators) to be humorous. These eight statuses represented both male and female WhatsApp users (four each) as well as different strategies to construct humour (e.g., intertextuality, wordplay, absurdity). After piloting the survey, it was launched online, and 142 participants carried it out. Findings show that humour does not always lead to the desired effect and can indeed trigger negative evaluations and/or perplexity on other interlocutors. As a result, the user’s intended self-presentation as a witty, funny individual fails to hit its target and may contribute to other users’ negative perception of their persona.
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La incorrecta inferencia de la implicatura conversacional a menudo puede conducir a una ruptura comunicativa entre los interlocutores que comparten la misma primera lengua (L1), y ciertamente puede conllevar un grado adicional de esfuerzo... more
La incorrecta inferencia de la implicatura conversacional a menudo puede conducir a una ruptura comunicativa entre los interlocutores que comparten la misma primera lengua (L1), y ciertamente puede conllevar un grado adicional de esfuerzo por parte de los aprendices de una segunda lengua (L2). Por esta razón, es un tema que debe abordarse en los cursos de segundas lenguas (L2) para que los estudiantes estén preparados para poder comunicarse con éxito en contextos reales. Sin embargo, enseñar a los alumnos a inferir el significado pragmático correctamente cuando se enfrentan a la implicatura conversacional plantea la cuestión de cómo probar si estos alumnos han logrado inferir dicho significado pragmático. Este artículo pretende ampliar la investigación en esta área centrándose en el examen TOEIC (Test of English for International Communication) en un grupo de cincuenta estudiantes universitarios que han realizado la última versión del examen, donde se incluyen implicaturas conversac...
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Within the frameworks of facework and digital discourse, this chapter analyzes the linguistic strategies a group of Spanish Facebook users employ to restore face (either theirs or other members’) whenever lost, thus preventing any... more
Within the frameworks of facework and digital discourse, this chapter analyzes the linguistic strategies a group of Spanish Facebook users employ to restore face (either theirs or other members’) whenever lost, thus preventing any possible conflict(s) in the group. Adopting a quantitative and qualitative approach, the author analyzes a corpus of 14 natural exchanges consisting of 412 turns and 12,327 words. Results show that giving an account, using humor or expressing ignorance make up most cases of face self-repair. Contrary to expectations, other-repair is extremely frequent, and mostly tends to involve expressing support for the others so as to repair the group’s harmony, which indicates participants highly value the group’s unity.
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Los laboratorios de idiomas son una herramienta de gran valor en el apoyo a la ensenanza de lenguas. En una Facultad como la de Filologia, donde se ensenan mas de XX lenguas, este tipo de laboratorios se ha convertido en algo... more
Los laboratorios de idiomas son una herramienta de gran valor en el apoyo a la ensenanza de lenguas. En una Facultad como la de Filologia, donde se ensenan mas de XX lenguas, este tipo de laboratorios se ha convertido en algo imprescindible. Los laboratorios de idiomas facilitan la ensenanza mediante el acceso a recursos educativos punteros. Sin embargo, estos mismos laboratorios exigen un esfuerzo por parte del profesorado, ya que su uso exige una preparacion especifica no siempre rapidamente asimilable. Por este motivo, desde el vicedecanato de innovacion y tecnologias de Facultad de Filologia se ofrece apoyo constante al profesorado por lo que respecta tanto a la formacion en el uso de los laboratorios como a la resolucion de problemas especificos que surgen durante la utilizacion de los mismos. La formacion en el uso de los laboratorios de idiomas se realiza mediante talleres impartidos por el tecnico de laboratorios de la Facultad. Estos suelen tener lugar unas dos veces al ano...
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El presente proyecto reune a docentes e investigadoras de dos grupos de investigacion UCM consolidados del Departamento de Estudios Ingleses, “Discurso y comunicacion en lengua inglesa: estudios de linguistica cognitiva y funcional”... more
El presente proyecto reune a docentes e investigadoras de dos grupos de investigacion UCM consolidados del Departamento de Estudios Ingleses, “Discurso y comunicacion en lengua inglesa: estudios de linguistica cognitiva y funcional” (DISCOM-COGFUNC) (930160) y “Linguistica funcional (ingles-espanol) y sus aplicaciones (FUNCAP)”, que imparten asignaturas afines. Todas las integrantes del equipo han formado parte al menos de uno de los dos proyectos de innovacion previos, Innova-2015-188 e Innova-2016-123, sobre Objetos de Aprendizaje Reutilizable (OARs), como son las pildoras educativas, dando asi muestra de una continuidad del trabajo en la innovacion educativa en el campo de la docencia de lengua y linguistica inglesas. Los objetivos generales propuestos en la solicitud del proyecto han sido la formacion de estudiantes y profesores en el uso y desarrollo de estrategias discursivas de posicionamiento en: (a) los trabajos cientificos universitarios (TFGs, TFMs, TDs), y (b) los articu...
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Desarrollo de programas formativos centrados en los estudiantes gracias a la mejora de la calidad de los recursos materiales y del personal docente e investigador.
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Esta memoria resume los objetivos y resultados del proyecto de innovacion docente no 57, de titulo "La gamificacion del aula universitaria: jugar para aprender". La gamificacion es una tecnica didactica por medio de la cual se... more
Esta memoria resume los objetivos y resultados del proyecto de innovacion docente no 57, de titulo "La gamificacion del aula universitaria: jugar para aprender". La gamificacion es una tecnica didactica por medio de la cual se introducen elementos propios del juego en contextos que, en principio, no se conciben como juegos. Mas concretamente, el proyecto se ha centrado en la implementacion de las herramientas Edpuzzle, Kahoot, Mentimeter, Padlet, Quizlet y Socrative. Los resultados demuestran que estas herramientas contribuyen a mejorar no solo el interes y motivacion de los alumnos sino tambien su trabajo colaborativo y adquision de contenidos.
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The category of expressive speech acts has traditionally proven elusive of definition in contrast to other types of speech acts. This might explain why this group of speech acts has been less researched. The present paper aims to redress... more
The category of expressive speech acts has traditionally proven elusive of definition in contrast to other types of speech acts. This might explain why this group of speech acts has been less researched. The present paper aims to redress this imbalance by analysing the expressive speech acts performed by two groups of university students in two educational chats, carried out in English or in Spanish, respectively. The main purpose of the study is to find out if students express their emotions (and which emotions) when interacting online and, if the use of their mother tongue or not affects their performance of expressive speech acts in terms of frequency and type. To this purpose,
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Autores (p.o. de firma): Maíz Arévalo, Carmen y Santamaría García, Carmen “Hibridismo entre el lenguaje oral y el escrito: La comunicación a través del ordenador y las nuevas redes sociales” Cuadernos Hispanoamericanos. Volumen: nº 761. Páginas: 69-85 Fecha: (2013) AECID (Agencia Española de Coop...more
In the past decade, Content Language Integrated Learning (CLIL) has been steadily gaining ground in tertiary-level education, with an increasing number of programmes being implemented. However, and despite this growing trend, there is... more
In the past decade, Content Language Integrated Learning (CLIL) has been steadily gaining ground in tertiary-level education, with an increasing number of programmes being implemented. However, and despite this growing trend, there is still a wide scope for research in this area. More specifically, one of the aspects which have hardly received any attention is the role of CLIL lecturers as translators. The aim of this paper is to prove how translation has a say in the quality and performance of lectures in this teaching context. For that purpose, a twofold approach has been followed. On the one hand, eight lecturers’ actual production has been qualitatively analysed following the phasal analysis of lectures as proposed by Young (1994). On the other, the lecturers’ recognition of their role as translators in CLIL lessons has been considered as well. To this double aim, lectures belonging to the fields of Physics and Engineering have been recorded, transcribed and analysed, with special attention being paid to phasal division. As for our next goal, the answers to a 26-item questionnaire addressed to lecturers and containing reflections on their translating activity have also been thoroughly studied. Findings show that translation does indeed play a pivotal role in the linguistic quality of lectures, with those phases in which translation applies resulting in lower levels of L1 interference. Further research on this area may indeed determine how valuable translation skills are in order to develop a higher efficiency in the preparation and delivery of university lectures.