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Monitoring EMI Teachers to Assess their Progress in University Bilingual Programs
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Teacher Attitudes to Language in University Bilingual Education ; Actitudes de los docentes hacia el papel de la lengua en la educación bilingüe en la universidad
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Teacher attitudes to language in university bilingual education
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 3, 2018 (Ejemplar dedicado a: Adressing bilingualism in Higher Education: policies and implementation issues), pags. 89-102 (2018)
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Multiculturalism and interculturality in CLIL ; Multiculturalidad e interculturalidad en AICLE
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English-Medium Instruction at Universities. Global Challenges Aintzane Doiz, David Lasagabaster, Juan Manuel Sierra (eds). Bristol: Multilingual Matters, 2013. 221 pages. ISBN-13: 978-1-84769-814-8
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In: Ibérica: Revista de la Asociación Europea de Lenguas para Fines Específicos ( AELFE ), ISSN 1139-7241, Nº. 30, 2015, pags. 237-240 (2015)
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Consolidación de equipo docente para la implantación de un Programa de Educación Bilingüe en la Escuela Superior de Ingeniería de Cádiz
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Communication as a Teaching/Learning Strategy in Bilingual Education
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In: Journal of Siberian Federal University. Humanities and Social Sciences 12 (2012 5) pp. 1781-1789 (2013)
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Análisis microcognitivo de los compuestos nominales en un lexicón de inglés contemporáneo ; Microcognitive analysis of noun-noun compounds in a present-day English lexicon
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In: Dissertation Abstracts International, Volume: 65-09, Section: A, page: 3363 (2012)
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Abstract:
This piece of research centres upon a detailed analysis of the internal structure of noun-noun compounds extracted from a corpus of present-day English. Our theoretical approach has been based on a variety of theories and basic principles within the field of cognitive linguistics and microcognition: Langacker's Cognitive Grammar, the Theory of Conceptual Metaphor as proposed by Lakoff and Johnson, Turner and Fauconnier's Theory of Conceptual Integration as well as Pustejovsky's Generative Lexicon. All of these approaches have been pervasively influenced by a background on connectionism.We have carried out a detailed analysis of a set of compounds according to its morphological, syntactic, semantic, cognitive and pragmatic features as each element of the compound is inserted into its contextual slot within the nominal composition construction. One of our critical findings has been the reinforcement of the fallacy of mass-count opposition in nouns. In this sense, noun compounds have helped reveal the real nature of nouns in general, as they are relatively mass or count within a countability scale based on the prototype. On the other hand, the conjunction of a conceptual context and a textual context within the contextual slot are essential for an adequate interpretation of a lexical unit. The contextual slot has thus been depicted as a container for a linguistic type, featuring a high degree of specificity with symbolic implications. We have also described the basic structure of the nominal composition construction (NCC) which is made up of two contextual slots: one slot for the compound's internal modifier (Mi) and another for the compound's head (Hn). The conceptual integration between the two components of a compound, the concept of emergence and the fact the many compounds have a well-delimited metaphorical and/or metonymical structure are also some of the interesting findings of this research. We have concluded that a noun-noun compound is a conceptually-integrated linguistic unit, functionally and semantically autonomous in relation with its two components. ; 542 p.
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Keyword:
language; lingüística; linguistics
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URL: http://hdl.handle.net/10498/14716
http://proquest.umi.com/pqdweb?did=795939491&Fmt=2&clientId=47941&RQT=309&VName=PQD
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