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All Journal Script Journal: Journal of Linguistic and English Teaching
Rodrigo Tovar Viera
Technical University of Cotopaxi
Languange, Linguistic, Communication & Media

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Analysis of Abstracts in Scientific Papers Written in English Using Corpora Rodrigo Tovar Viera
Script Journal: Journal of Linguistics and English Teaching Vol. 4 No. 2 (2019): October
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (80.498 KB) | DOI: 10.24903/sj.v4i2.323

Abstract

Research article abstracts are the gateways to communicate the research findings. This function and the significant contribution in disseminating the knowledge production have been the issue of academic research studies across disciplines. Abstracts, indeed, after titles, are the most read section freely available online. However, despite the impressive output contribution to the academic discourse community, both national and international and much research developed on abstracts, investigations particularly contrasting article abstracts published in Ecuadorian and North-American journals are scarce. The study examines the rhetorical organization and the linguistic realizations of abstract written in four disciplines, by first identifying the move structure and then their linguistic realizations, including verb tense, clauses, modals and stance markers. The contrastive analysis of English and Spanish texts is based on a corpus of 120 abstracts from the fields of humanities and science. Results showed that abstract published in Ecuadorian and North-American journals from four disciplines do put more emphasis on purpose, method, and product (results) in order to introduce the new knowledge. Throughout the corpus present, past tense, and hedges were the most frequent categories. The present tense commonly occurred in M1-M2-M5. The similarities and differences in the rhetorical organization and linguistic realizations of abstract moves might be attributed to the context of publication; however, such rhetorical and style choices remain quite unclear, in terms of conventional patterns or authors’ preferences.
Research on Technology Competencies in EFL Language Instructors: Technology-Pedagogy-Content in Language Teaching Rodrigo Tovar Viera; Diego Ismael Velasco Sánchez
Script Journal: Journal of Linguistics and English Teaching Vol. 5 No. 1 (2020): April
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (329.183 KB) | DOI: 10.24903/sj.v5i1.414

Abstract

Background:Living in the digital era where the information and communication technologies (ICTs) have extensively changed the way of teaching, language instructors, in particular, should be computer literate to put their technical knowledge into practice in such a way they effectively integrate technology into language learning classrooms.Methodology:The research contextualizes teachers’ beliefs and competencies of using the Technological Pedagogical Content Knowledge (TPCK) in teaching English as a foreign language. The study is an extension of previous research carried out by Tovar et at., (2019), and Tovar (2019). It applied a survey-based questionnaire, an unstructured interview, and classroom observations for data collection. The assessment instruments were administrated to EFL language instructors, who work in the Language Center at the Technical University of Cotopaxi.Findings:Results revealed that a high percentage of the EFL language instructors are not familiar with the use of the TPCK model and its integration into their classroom practices. This support the claim that teachers probably have technological knowledge, but they are not well-prepared to combine teaching resources and appropriate pedagogical methods for language teaching and learning.Conclusions:The study hopes that research outcomes arise linguistic implications and pedagogical applications for developing teachers’ TPCK competencies when integrating technology in EFL classroom settings. Limitations, as well as considerations for further research, are discussed.
Co-Authors Diego Ismael Velasco Sánchez