Eva Alcón

Coautoría con Eva Camacho Cuena (Universitat Jaume I) y Joan Martin Montaner (Universitat Jaume I)

Coautoría con Paloma Durán y Lalaguna (Universitat Jaume I)

(pp. 313-330)

Coordinado con: José Carlos Gómez Villamandos (Junta de Andalucia) y Paloma Durán y Lalaguna (Universitat Jaume I)

Coordinado con: Francesc Michavila (Universidad Politécnica de Madrid/Universitat Jaume I) y María Ripollés (Universitat Jaume I)

Coautoría:Francesc Esteve Mon (Universitat Jaume I)

El presente artículo aborda el tema de la evaluación de la docencia desde una perspectiva crítica, intentando aportar elementos para el debate y la construcción de ideas. Para ello, hemos contado con las voces de diferentes docentes sobre los instrumentos y repercusiones de la evaluación docente. Las opiniones de los docentes reflejan la complejidad de la evaluación docente, y, lo que es más importante, sugieren propuestas de futuro a la hora de evaluar y reconocer la labor docente del profesorado universitario.

A study abroad (SA) period is considered an optimum environment for developing pragmatic competence because of the unparalleled target-language access it provides. Within this context, pragmatic development has received extensive attention over the last two decades, during which we have seen an evolution in research orientations.

Studies on discourse and language learning originated in the field of general education and they focused on first language learning environments. However, since 1980s research on discourse and language learning broadened the scope of investigation to respond to second and foreign language environments. Recently, the emergence of new language learning contexts such as computer mediated communication, multilingual settings or content and language integrated contexts requires further research that focuses on discourse and language learning.

The purpose of this study is to examine learners’ strategies to refuse during refusal focused tasks and to explore whether learners’ proficiency and type of interlocutor (L-L vs. T-L) influence learners’ performance of that speech act. Twenty-two secondary school learners of English at two proficiency levels interacted with peers and teachers during the performance of a set of role play situations to elicit refusals. Our data offer evidence that there are differences in learners’ use of refusals depending on their proficiency level and the interlocutor.

The present study analyses teenage students’ use of e-mail requests and students’ and teachers’ perception of e-mail politeness during academic cyber-consultation. The data for this study come from a corpus of e-mails that 59 teenagers − 29 British English Speakers (BES), and 30 International English speakers (IES) − following the international Baccalaureate curriculum sent to their learning mentors. The e-mail requests were analyzed with regard to level of directness, and amount and type of mitigation.

This study explores to what extent multilingual learners’ production of metadiscourse markers (MMs) may be related in three languages present in their school curriculum, and how instructional input influences their choices and production of accurate forms. Twenty-two secondary school students wrote opinion essays in English, Catalan, and Spanish. MM use was analysed following Hyland’s (2000) classification. Our results showed that the same categories of MMs were used in the three languages, although there was more variety in Catalan and Spanish.