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BOOKOFABSTRACTSIVConferenceInnovationinPhilologyandCommunicationStudies:Methodologicaland

ResearchApplications

http://anglotic.blogs.uv.es/jornadas

April6-82016

Salód’ActesManuelSanchisGuarner

FacultatdeFilologia,TraduccióiComunicació

ConferenceConvenors:SergioMaruenda-Bataller&CarmenGregori-Signes

OrganisingCommittee:BegoñaClavelArroitiaMiguelFusterMárquezBarryPennockSpeckCarmenPiquéNoguera(Secretary)

Pleasenotice:Attendance:registrationisfreebutobligatory(http://goo.gl/forms/eR5eB6pSOX)

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CONTENTS

PlenaryLectures2

Talks4

PLENARYLECTURES

TelecinematicDiscourse:Insightsandproposalsforinvestigation

RobertaPiazzaUniversityofSussex(r.piazza@sussex.ac.uk)

The languageof fictional and factual filmoffers anopportunity to reflecton twoseparateaspectsofthenotionof‘representation’.Inthefirstcasethroughitwecanunderstandhoweverydayinteractionisreproducedandrepresentedinnarrativeorfictionalfilm,whilethroughanattentiontofactualfilmordocumentarieswehaveaccesstothewayauthorsrepresenttheworldandexpresstheirevaluativestanceabout particular events. The talk proposesways to approach the analysis of thediscourseoffilmsproducedforboththebigandsmallscreen,allmultimodaltextsinwhich language is crucial. Starting from fictional film I’ll showhowcharactersspeakinaparticulargenre.Theexamplesfromwesternsofthe‘60sandcrimefilmswill be approached from a pragmatic perspective. From fictional we’ll move tofactual film that far frommirroring theworld, reproduce a specific ideology. Toillustrate this I’ll show how some documentaries about the disenfranchisedtravellers’communitycanbeanalysed.

Appropriatemethodologiesforinvestigatingclassroomdiscourse

SteveWalsh

NewcastleUniversity(steve.walsh@newcastle.ac.uk)

The classroom as a site of institutional interaction has been the source ofmuchattentionandempiricalstudy.Researchershavestruggledformorethanfortyyearsin an attempt to capturewhat is ‘really happening’ in classroom interaction. AsKumaravadivelu (1999: 454) observes, classrooms are the ‘crucible where theprime elements of education all mix together’; understanding the interactionalprocesseswhichcometogetherinthatcrucibleiscentraltoanyseriouseducational

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research.Latterly,moreandmorecorporaofclassroominteractionhaveemergedandthesehavebeenstudiedindifferentways,bothquantitativeandqualitative.Inthis talk, I evaluate the various approaches to studying corpora of classroominteraction,includingconversationanalysis,interactionanalysis,discourseanalysis,criticaldiscourseanalysisandcorpuslinguistics.Drawingonempiricalclassroominteractiondata, Iwillassesstherelativemeritsandshortcomingsofthevariousapproachesandlookatthewaysinwhichourunderstandingscandifferaccordingto which approach we adopt. I will also scope out the usefulness of combinedapproaches to analysis so as to appraise which combinations optimise ourunderstandingforeducationalgoals.

CriticalDiscourseStudiesandRace/Ethnicity:AccountingforRacialization

SusanaMartínez-GuillemUniversityofNewMexico,USA(susanam@unm.edu)

This presentation articulates the relationship between philology andcommunication through a Critical Discourse Studies lens. More specifically, itengagesthepotentialthisperspectiveoffersforthestudyofracializationprocesses.First,Idiscussthedifferentusesoftheconcepts“race”and“ethnicity,”aswellastheir(lackof)usefulnessforacriticalprojectinvestedinhighlightinghowdiscursivepracticescontributetothereinforcementofsocialinequalities.Second,IexamineCDAworkonracismintwodifferentbutinterrelatedspheres:ontheonehand,eliteor institutionalcontexts—includingpoliticaldiscourse,mediarepresentations,orschool curricula; on the other hand, ordinary or everyday contexts—includinginteractionthatoccursfacetoface,orondifferentsocialmedia.Third,Iofferacasestudyfocusingontheracializeddimensionsofthediscourseof“integration”intheEuropeanUnion.The analysis showshow the sociocultural lensprovidedby theconcepts of “whiteness” and “racialization,” togetherwith the analytical tools ofCDA, can aid researchers in unmasking both overt and covert forms of racisminformingpracticessuchasthedevelopmentofimmigrationpolicyintheEuropeanUnion.

Shaping Tomorrow: Harvesting Emerging Research Ideas on Languages inEducation

DavidMarsh

UniversityofJyväskylä,Finland(davidmarsh.eu@gmail.com)

Thedigitalgenerationisnowinearlyadulthood. Theseyoungpeoplehaveoftenexperiencedhighexposure to integrated technologies. This influenceshowtheirmindsprocessanduseinformation.Thesearetechnologicallyastuteyoungpeoplewhoarestudyingandtosomeextentteachinginourschools.Theyaregeneratingtheirownculturesandhabitsoflearning,whichcancrosstraditionalboundariesof

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time,space,formandgeography.Theseyoungpeoplearelivingthroughaprofoundtechnologicalandculturalleap. Thispresentationdescribescertainbehaviorandothercharacteristicsbeingincreasinglyreportedastypicaltothedigitalgeneration.Itraisesquestionsabouttwointer-relatedissues.Firstly,howteachersandschoolsarerespondingtothisemergingandchangingsituation.Secondly,whatweneedtoexplore through research to knowmore about developing teaching and learningapproaches that are complementary to the interests and needs of students inschoolsandcolleges.

LECTURES

Interculturality,Literature,LanguageLearningandEducationforDevelopment:FourResearchScopesinOne.TheTALISProjectandits

PossibilitiesforStudents’Research

MaríaAlcantudDíazUniversitatdeValència(maria.alcantud@uv.es)

TheTALISProjectattheUVisaninnovativeinitiativethataimsatjoiningtogetherexpertsrelatedtoteachinginanyfieldofknowledge,students,socialorganizationsandprivateentities.Thecommondenominatorofthesecollectivesisthattheyfocustheir interest on other languages and their cultures while working on theircommitmenttoachieveafairerandmoresustainablesociety.Hence,TALIS’mainaim is to foster interculturaland literaryeducation,ethosbuilding,education fordevelopment and languages integrated teaching through projects related toinnovative education aimed at people of all ages and cultures. This presentationoffers research ideas tohigheducation studentswhichmayhelp themelaboratetheirfinaldegreeandMAdissertations.Someofthesepossibilitiesarerelatedtotheuse of literature as an effective tool for teaching languages and raising socialawareness; the creation of development of didacticmaterials through ICTs;webtranslation; and the implementation of creative writing workshops with theobjectiveofgatheringtalesfromdifferentcountriesculturalheritage,whichserveasthebasisforresearchincorpuslinguistics.

Keywords: Literature and language teaching, social commitment, interculturalcommunication

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ErrorAnalysis:aninsightfromInterlanguage

MaríadelMarAndreuGonzálezUniversitatdeValència(mangnz@hotmail.com)

OneofthemostoutstandingissuesinteachingEnglishasasecondlanguageinSpainisthat,ithasitspeculiaritiesandthoseshouldbetakenintoaccountifouraimistoestablish realistic teachingmethodologies. It is inevitable for students learningaforeignlanguagetoencountermanykindsofdifficulties.ContrastiveAnalysis,ErrorAnalysis, Interference and Interlanguage Theory are presented for a betterunderstandingofthecausesofcommonerrorsinmorphologyandsyntax.WhenIstarted to teachEnglish toSpaniards, I realized thatmoststudents, regardlessoftheir age or their English command, made similar errors and mistakes. I askedmyself why students would keep on exhibiting the same mistakes even afterinstruction in the topic area and realised that studying their interlanguagemaycertainlygivesomevaluableinsightsintothematter.Withthisinmind,theaimofthe present research project was to find out (1) the origin of some of themostcommonerrorsmadebymyownstudents,and(2)apossiblesolutiontoavoidthemthrough the application of the PPP and Task-based approaches. Still nowadays,linguists try to find out the causes of the problems to be applied in languageteaching. Keeping this in mind, the aim of the project was to try to make acontribution that could help teachers of Englishworking in a Spanish setting byexplaining how some activities andmethodological issuesmay be used to avoidsomeerrorsthatkeeponappearingwhenteachingEnglishasaSecondLanguagetoSpanishstudents.

Keywords:EFL,interlanguage,erroranalysis,SpanishEFLstudents

ConductinganethnographicresearchinInterculturalEducationfora

Master’sfinaldissertation

NúriaBenaventEsteveUniversitatdeValència(nubes@alumni.uv.es)

Thepresentcontributionaimsatprovidingsomeguidancetothoseinterested inconductingpreliminaryresearchinthefieldofInterculturalEducation(IE)withinthecontextofforeignlanguageteaching. It isbasedonthestudyIcarriedout formyMaster’s thesis, entitled “Anethnographicapproach to teachingEnglish toRomastudents.”Itsstartingpointwas that, given the globalization of our society, it isnecessarythatyoungpeoplelearntocoexistindiversity(CalvoBuezas,2003)and,forthis,theEducationalSystemmustadoptaninterculturalperspectivethattakesintoaccountthevaluesoftheminoritiesitistrying tointegrate, while respectingthe right to individual cultural identity (Arnaiz and Martínez,2000). Thus, itsmainobjectivewastostudyhowimplementingIEaffectsRomastudentswithlow

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motivationduring theEnglish class; although it also contemplates an analysis ofthe introduction of Roma culture in classrooms with a minority or none Romastudents. Mycontribution ismainly focusedonexplaining thesteps I tookwhileconductingthe research and the difficulties I encountered. All in all, it was avery rewarding and enriching experience for me both as a researcher and ateacher, and the results I obtained were outstanding: introducing IE whenteaching English improved the motivation of the students; it promoted theovercomingstereotypes andprejudices; and it favoureda classroomatmosphereof confidence and respectwhich improved the integration of Roma students.Bymeansofthispresentation,IexpecttohighlighttheimportanceoffieldresearchinEducationandofteachingthroughmoreinnovativetechniquesbasedonIE.

Keywords: Intercultural Education, foreign language teaching, research, English,culture.

UnproyectodepodcastdeestudiantesdealemánenlaUniversitatde

València

AuricaE.BorszikUniversitatdeValència(aurica.borszik@uv.es)

Según el Plan Bolonia, el estudiante debe adquirir aparte de los conocimientosteóricos y específicos una serie de competencias trasversales, comopor ejemplocompetenciasdigitales,interculturalesycomunicativas.Elpodcastesunmediodecomunicaciónqueofrecealestudiantelaposibilidaddeconvertirseconmuypocosrecursos en el protagonista de su propio aprendizaje en un contexto decomunicaciónauténtica.Enelmomentoqueelestudiantemismogenerasupropiopodcast, independientemente de su nivel de conocimiento de lengua y del tematratado, está usando todas las competencias básicas del aprendizaje de idiomas(expresiónescrita,expresiónoral,comprensiónauditivaycomprensiónlectora)demaneraintegrada.Atravésdelarealizacióndeunproyectodepodcastenlaclasedealemáncomolenguaextranjerasefomentaelaprendizajeautónomo,reforzandolascompetenciasdigitales,interculturalesycomunicativas.Portantoestetrabajoesunapropuestadeactividadllevadaalauladealemáncomolenguaextranjera,nivelA2 en la asignatura Lengua alemana 2 en el grado de Lenguas Modernas y susliteraturasenlaFacultatdeFilologia,ComunicacióiTraducciódelaUniversitatdeValènciaenelcursoacadémico2015/2016.

Palabrasclaves:podcast,aprendizajeautónomo,competenciadigital,alemáncomolenguaextranjera

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Intellectualsasdialecticaltranslators:PodemosandGramsci'sNationalPopularProject

MarcoBriziarelli

UniversityofNewMexico(mbriziarelli@unm.edu)

In this article I consider the ‘national popular’ rhetoric of Podemos—a recentlyformed political party in Spain— as a lens through which to examine thecommunicative agency of organic intellectuals, who organically function as‘permanent translators.’WhileGramscian scholarship has recognized the pivotalroleof language inexplaining theculturallymaterialistandsociallyreproductivecomponentofhegemony,therehavebeenfewercallsforitscloserconsiderationinrelationtotheuseofrhetoricintheconstructionofa‘collectivewill’andalternativesocialorders.Tothispurpose,goingbeyonditsliteralmeaning,Iusethenotionoftranslation to describe two important kinds of rhetorical intervention. First, byhorizontal translation I describe the intellectuals’ capability of dialecticallymediating multiple worldviews/discourses into one ‘common sense,’ capable ofarticulating different social strata into a ‘united front.’ Second, by verticaltranslation, I describe the Aufhebung-driven capability of sublating the justmentionedcommonsenseintoapoliticallyoperative‘goodsense.’

Keywords:Podemos,collectivewill,hegemony,horizontaltranslation.

ElusoderecursosdeinnovaciónenlaenseñanzadeELEenSecundariaenelcontexteducativobritánico

MaríaClavelArroitiaStColumba’sCollege–StAlbans,UK(m_arroitia@yahoo.es)

Según el National Curriculum for Languages establecido por el Ministerio deEducación británico, los estudiantes de Lenguas Extranjeras en educaciónsecundariadebenadquirirunaseriedecompetenciasconelfindeobtenerelGeneralCertificate of Secondary Education (GCSE). Dichas competencias incluyen lahabilidad de expresar ideas y opiniones demanera espontánea, formulada de lasiguientemaneraeneldocumentooficial: “Itshouldenablepupils tounderstandand communicate personal and factual information that goes beyond theirimmediateneedsandinterests,developingandjustifyingpointsofviewinspeechandwriting,withincreasedspontaneity,independenceandaccuracy”1.

1https://www.gov.uk/government/publications/national-curriculum-in-england-languages-progammes-of-study/national-curriculum-in-england-languages-progammes-of-study)

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Paragarantizarlaadquisicióndeestashabilidadesporpartedelosalumnos,elusodelasnuevastecnologíassehaconvertidoenunaherramientaesencialparadichopropósito.Estasherramientasdeinnovaciónpuedenserparticularmenteútilesendos áreas: como recurso en el aula y como herramienta para la elaboración dematerialesdidácticos.

Enestapresentación,seproponenejemplosprácticosdelaimplementacióndelasTICsenestosdosámbitosenelcontextodelsistemaeducativobritánico.Setratadelaexperienciadocenteadquiridadurante4añosdeexperienciaendiversoscentrosdesecundariabritánicosteniendoencuentaladiversidaddedichoscentros.Apesardicha diversidad, todos los centros comparten, en mayor o menor medida, eldenominado“aprendizajemixto”dondelacombinacióndelaenseñanzadelenguasmástradicionalylasnuevastecnologíascompartenescenario.

Enunpaísenelquelaenseñanzadelenguasextranjerasnoestálosuficientementereconocida dentro del currículum, es especialmente importante motivar a losalumnosa travésdedistintas técnicas ymetodologías y esprecisamente enestecontextodondelaimplementacióndelasTICpuedeserfundamental.

Keywords: ELE, Educación Secundaria, Implementación de Nuevas Tecnologías,AprendizajeMixto,ContextoEducativoBritánico.

WritingaFinalDegreeDissertation

CristinaEscriváBeltrán

UniversitatdeValencia(crises9@alumni.uv.es)

TheDFDisusuallyregardedastheultimatestepthatstudentshavetoovercomeintheirdegree.Inthisformalessay,theyaresupposedtodemonstratetheskillsandknowledge they have achieved through the university period. For this reason, itoftenbecomesanintimidatingexperienceforstudentsinfinalyear.

Inmy case, after being taught a subject about Second LanguageAcquisition andTeachingEnglishasaForeignLanguagemyinterestinthisfieldofeducationarose.Asaresult,IamcurrentlywritingmydissertationonthetroublesSpanishspeakersfindwhenspeakingEnglish.Aftercarryingoutresearcheludingtowherethemainissueslie,Ireadaboutdifferentlearningmethods,particularlythosebelongingtothePost-methoderaor“post-communicativeperiod”(Tejada-Molina,PérezCañadoandLuque-Agulló,2005),thatleadteachersandresearcherstoadoptanintegratedapproach to language teaching. It is my intention to include orality as a basicrationaleinordertochoosethemostappropriatetechniquestocreateaso-called“eclecticmethod”followingSwan’s(1985)directions.WhenIfinishdevelopingthismethod,IwillputitintopracticeinasecondaryschoolwhereIwillhavethechanceto assess in which ways it could be improved and how students react to this

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stimulus.Iwillalsogivesomeadviceregardingthewayinwhichyoucanemploytechnologyandup-to-datematerialsinordertoattractreaders’attention.

Finally,itismysecondaryaimtoexplainhowthehandoutofthesubject(WritingandPresentingaDissertationonLinguistics,AppliedLinguisticsandCultureStudiesfor Undergraduates and Graduates in Spain) has helped me in the process ofdesigningandwritingmyDFD.

Keywords:DFD;SLA;learningmethods;orality;secondaryeducation.

DramainBusiness:Aplicacióndetécnicasdramáticasbásicasenlaenseñanzadelalemánconfinesespecíficos

MaricelEstebanFonollosa

UniversitatdeValència(maria.c.esteban@uv.es)

Desdeel2010lasuniversidadesenEuropaseacogenalasdirectricesimpuestasporelEspacioEuropeodeEducaciónSuperior.Laslíneasdetrabajoenelaulaquedanmarcadasporunametodologíacentradaenelalumnado,rompiendoconelenfoquetradicional. La enseñanza de lenguas extranjeras en general y del alemán enparticular tiene en la universidad además sus peculiaridades: perfil del alumno,objetivos, espacios, competencias. En esta comunicación presentamos laexperienciaenelauladelaaplicacióndetécnicasdramáticasbásicasenlaclasedealemán como lengua extranjera para el Grado deNegocios Internacionales de laUniversitatdeValència,duranteelcurso2015-2016.Setratadeunproyectodeaulacombinadoy basadoentrabajocooperativo,paraleloalempleodemanuales.Deestamanerahemospodido integrar laprácticay eldesarrollode lashabilidadesreceptivasyproductivasdelalengua,juntoconelcontextoespecíficolaboralfuturodelosestudiantes.

Keywords:drama,enseñanzasuperior,alemánparafinesespecíficos,trabajoporproyectos,alemánparalosnegocios

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Introducingonlinecorporaasalanguagelearningtooltoenhancestudents'awarenessoflexico-grammaticalpattering:acasestudyintheEFLclassroom

VerónicaFalquetAparisiUniversitatdeValència

ThistalkexaminestheuseofonlinecorporaasatooltoenhancevocabularybuildingandgrammarpatteringintheEFLclassroom.Althoughtechnologyispresentinourdailylives,corpuslinguisticsisnotaverywidelyusedtoolintheEFLclassroomyet.Thispaperpresentsacasestudyinwhichagroupofstudentsof2ndofBachilleratowerepresentedwithtwosetsofcorpus-basedactivities.Oneactivityincludedasetof concordance lines (indirect use) and the other used an online corpus tooldesignedforstudentslearningasecondlanguage(directuse).Theresultsshowedthattherewasasignificantimprovementwhenlearnersusedacorpustooltofindthesolutions.Theseresultsindicatethatusingcorpuslinguisticsintheclassroomshouldbeencouraged.

Keywords:EFL,corpuslinguistics,concordances,secondaryeducation.

An Introduction toContentandLanguage IntegratedLearning (CLIL):SomeKeyIssuesfortheFutureofLanguageEducation

MariaJesúsFrigolsMartinUniversitatdeValència(mjfrigols@gmail.com)

JustasEnglishlanguageisincreasinglybeingviewedasabasiccompetenceinmostsocieties, research in language education increasingly reports evidence ofunprecedentednumbersofstudentslearningcontentsubjectsthroughEnglish.

ThishasledtotheemergenceofContentandLanguageIntegratedLearning(CLIL),a pedagogical concept that has become firmly established as an innovative andrapidlyexpandingformoflanguage-enhancededucation.

Knowledge and skills in implementing forms of CLIL are becoming a coreprofessionalcompetencewithintheprofileoftheEFLteacher,andthisarguesthatCLIL is increasingly forcinga re-conceptualisationof the teachingofEnglishasaforeignlanguage.

ThispresentationwillsummarisetheresultsofseveralresearchstudiesanalysingthebasicissuesofCLIL-typeprogrammesimplementation,aswellastheimpactthishasonteachers,students,familiesandtheeducationalAdministration.

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Anewdigitalperspective!IntroducingNetspeakintheclassroom

JuanCarlosGómezRuizUniversitatdeValència(goruiz@alumni.uv.es)

The current paper seeks to explore how new technologies can be applied ineducationtoincreasecompetencesandliteracy.Toachievethis,IconsiderNetspeakas a first step to introduce students to Web 2.0 tools and Information andCommunicationTechnology.TheaimofthistalkistodemonstratethepedagogicalrationaleofimplementingNetspeakinanESLclass.Netspeakisausefulon-linetoolthat helps students, among other possible applications, improve theirpronunciation.ItishopedthatthepaperwillprovideausefulsummaryforteachertrainersandclassroompractitionerswhomaywanttouseNetspeak.

Keywords: Netspeak, Computer-Assisted Language Learning, Social Networks,CommunicativeEnglishTeaching.

TheuseofmultimodalidentitytextsforthedevelopmentofcognitiveandacademiclanguageproficiencyintheEFLclassroom

MaríaDoloresGarcía-PastorUniversitatdeValència(Dolores.Garcia-Pastor@uv.es)

The present action-research project dealswith the production and evaluation of“identity texts” (Cummins & Early, 2011) from EFL students in the context of aspecific subjectwithin themajorofEnglishTeacher inPrimaryEducationat theFacultyofEducationoftheUniversitatdeValència.Thisprojectispartofalarger“Innovationineducation”projectthatwasrecentlygrantedbythisuniversity,andwhosemainobjectiveistopromotetheuseofidentitytextsasthekeystrategyofthe“teaching for linguistic transfer”approachadvocatedbyCummins(Cummins,1979,1983).Thisapproachisbasedontheso-called“Interdependencehypothesis”,whereby every language contains surface features; however, underlying thosesurfacemanifestationsareproficienciesthatarecommonacrosslanguages.Theseunderlying proficiencies are related to cognitively demanding tasks that involvecomplex languageoracademic languageproficiency,which is transferableacrosslanguages (Cummins, 1979, 1983, 2005). Identity texts foster learners’ cognitiveand academic transfer from their first language (L1) to their second or foreignlanguage (L2/FL), and offer students an opportunity to explore their "selves"throughtheuseofwritten,oral,visual,musicalandtheatricaltextsoracombinationofalloftheseintoamultimodalwhole(i.e.,videos,digitalstories,etc.).Inthepresent

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project,learnersareencouragedtoexploretheiridentitiesasEFLlearnerswiththeaimofa)raisingtheirawarenessofwhotheyareaslanguagelearnersacquiringaL2/FL, i.e.,what kinds of learners they are andhow they learn, b) helping themdevelop their cognitive and academic language proficiency skills, and c) helpingthemdeveloptheirdigitalcompetence.

Keywords:identitytexts,languageproficiency,multimodality,digitalcompetence.

AnxietyinEFLlearnerswhostammer:implicationsforforeignlanguageteaching

MaríaDoloresGarcía-Pastor&RonanMiller

UniversitatdeValència(Dolores.Garcia-Pastor@uv.es)

ThepresentstudydealswithstammeringandanxietyinEFLlearning.Stammeringisadisorderthatnegativelyaffectsfluencyinspeechandproduceshighlevelsofanxietyintheindividual(Kraaimaatetal.2002,Guitar,2006,Menziesetal.2009).Inspiteoftheseriousnessofthisdisorderintermsofavoidanceincommunication,self-denial, and rejectionof goodopportunities for life, theSpanish lawdoesnotacknowledgeindividualswhostammeraslearnerswithspecialeducationalneeds,hence does not offer any adaptive educational program that caters for theselearners. Additionally, based on the fact that EFL learners experience anxiety inforeign language learning, especially in spoken interaction (Horwitz,1986,1995,2000;Horwitzetal.,1986),EFLlearnerswhostammerwillbeexpectedtoreporthigher levels of anxiety than non-stammering learners. Nevertheless, preciselybecause of their difficulty in expressing certain words fluently, learners whostammermaydevelopawidervocabularyinthetargetlanguagethanthosewhodonotstammer,andmayalsofinditeasiertolistenattentivelyandexpressthemselvesthroughwritingthanthroughspeechintheforeignlanguage.Therefore,theaimsofthepresentresearcharetwofold:a)testthehypothesesstatedpreviouslyonanxietyinEFLstudentswhostammer, andb)offer somesuggestions for the teachingofEnglishtotheselearnersintheforeignlanguageclassroom.

Keywords:stammering,anxiety,EFL,teaching,spokeninteraction

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QualitativeorQuantitative?TwoDFDstudycasedescriptionsintheEnglishStudiesDegree

JuliaHabaOsca,EmmaVallésEsteve&BeatrizDíazFernándezUniversitatdeValència(julia.haba@uv.es;vaesem@alumni.uv.es;

bediaz6@alumni.uv.es)

TheReal Decreto 1393/2007, of October 29th which established the planning ofofficialuniversitydegrees,master'sdegreesanddoctorate,andwasmodifiedbytheRealDecreto861/2010,ofJuly2ndestablishesthatofficialDegreestudiesconcludewith the preparation and defence, during the final phase of the curriculum, of aDegreeFinalDissertationwhichmustbeassociatedwiththeskillsdevelopedduringtheirstudies;inthisparticularcase,duringtheEnglishStudiesDegree.Thevarietiesofworksthatcanbecarriedoutarediversealthoughwecangenerallydistinguish:the experimentalwork, a theoretical reviewandaprofessional approach. In thisspecificcase,wedescribeastudycaseofanexperimentalworkthatproposesthediagnoses of a situation through a study in order to test the effectiveness of aninterventionontheliterarycanontaughtinthesubjectEnglishNarrative.Aswellas,atheoreticalprojectthatreviewsthescientificliteratureandexistingempiricalevidenceonaveryspecifictopic:FemaleGenderRolesinSylviaPlath’spoetry.Inbothcases,thesearetwoDFDs,onequalitativeandonequantitative,bystudentsfrom the English Studies Degree. This communication tries to present theimpressionsoftwoveryoutstandingstudentsthroughouttheirDFDprocessandalloftheircontributionshavebeentakingintoaccountwhilepreparingaveryspecificDFDresearchguide.

Keywords:DFD,qualitativeresearch,quantitativeresearch,EnglishStudiesDegree,guide.

TheTheatreForumSociety:UtilisingDigitalTheatretoLearnandTeachEnglish

EyalHandelsman,GerardodelaHozAgullóandGabrielCalabuigLloydUniversitatdeValència(ehayhan@alumni.uv.es)

FoundedbystudentsfromtheFacultyofPhilology,theTheatreForumSocietyisastudent-orientedorganizationforthediffusionanddiscussionoftheatreplaysfromtheAnglophoneworld. A newly-formed collective, it is open to anyone from theuniversity’sstudentbody,aswellasthepublicatlarge.Focusingontheatre,itoffersa varied selection of activities, and as a happy by-product, provides a uniqueopportunity for English language learners to hone both their productive andreceptive skills. The Theatre Forum Society makes use of the Digital Theatreplatform,which has been newly acquired by the University of Valencia’s library

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service.Byofferingthepossibilitytowatchavastarrayofhighqualityfilmedtheatreplays, the platform constitutes an invaluable learning tool for both teachers andstudents. Our student society selects, screens and promotes the discussion ofrelevantandrecenttheatreproductionsinEnglish.Inthelanguagelearningcontext,thebenefitsfortheparticipantsaremanifold:thenon-gradedlanguageoftheplaysisofferedinthe‘real’contextofmoderntheatre,somethingthatlearnerscaneasilyrelate with. Subsequently, the interest in the play strengthens their intrinsicmotivation,akeyaspectforlanguagelearningwidelydiscussedinELTprograms.

Gender-basedpatternsinBritishTVtestimonials:amultimodalanalysison

verbalandnonverbalcommunication

EsterIyangaMamboUniversitatdeValencia(esimam@alumni.uv.es)

Thispresentationaimstoexposeexistinggender-based communicationpatternsinBritish TV testimonials through the examination of one day's recording ofTVadvertisements from MATVA corpus -Multimodal Analysis of TV Ads(Pennock-Speck).Thestudyentailsamultimodalanalysiswhichinvolvestheobservationofpreviously selected specific verbal and nonverbal communicative features. Allcombined have shown a distinction between male and female speakingcharactersregardingtheirrepresentativerolelinguisticallyandnon-linguistically.Ononehand,malecharacterslinguisticallytendtobeportrayedasdominantfiguresexcept frommalechildrenormalehumorouscharacters.Onthecontrary, femalespeakersregularlyappeardepictedasadvisersor/andweakcharactersinneedofhelpor advice.Concerningnon-linguisticcommunicativefeatures,malecharacters,ontheotherhand,areusuallycharacterisedbyamorepowerfulanddistantprofilewhichdiffersfrom thedepictionoffemaleswhomightremainasmorepersuasiveand familiar by employing more physical attention-seeking communicativetechniques.

Keywords:MATVAcorpus,advertisements,testimonials,gender.

Lecture-Performance:Dramaenelaula

BrigitteJirku&AnaRosaCaleroValeraUniversitatdeValència(Brigitte.jirku@uv.es;Ana.R.Calero@uv.es)

Enlosúltimosaños,laLecture-Performancehaganadoenrelevanciaenelámbitoacadémico. En este sentido ofrece a estudiantes universitarios la posibilidad deaprender contenidos literarios y a la vez combinarlos y reforzarlos con aspectoscreativos al trabajar en grupo. Partimos de un concepto deLecture-Performancecomoformahíbridaentreinvestigación,artedramáticoylautilizacióndediferentesmedios técnicos. El objetivo es doble: por un lado, el trabajo con bibliografía y

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materiales escritos sobre un tema literario, y, por otro, la utilización de formasdramáticasbásicas.Setratadeunacombinacióndedramay(nuevas)tecnologíasylaprofundizaciónyampliacióndeconocimientosteóricosyliterarios.Estaformadetrabajo es entendida como work in progress, ya que no solo es importante elresultadofinal,sinotambiénlosdebatesylasnegociacionesentrelosmiembrosdelgrupo,queseentreganalfinaldelcursoconelformatodeuninforme.

Elobjetivodenuestrapropuestaes lapresentacióndeesta formadetrabajoconestudiantes,enlaquelaconscienciaylautilizacióndelcuerpoyelmovimientonosolopuedecambiarlaapreciacióndetextosliterarios,despertarlapercepcióndeunomismoylaconsideracióndelosdemás,sinoquetambiénsepotencianaspectoscomo la creatividad, la imaginación, la espontaneidad, la responsabilidad, latoleranciaylaempatía.

Keywords:lecture-performance,literatura,enseñanza.

Phoneboxes:AtooltoimprovelisteningskillsandlearnmoreaboutBritishculture

AnnabelKayandDanielKayRuiz

UniversitatdeValència(ankay@alumni.uv.es)

According toRost (2002) andother specialists in second language acquisition, adeterminingfactorinastudent’sprogressishisorherlevelofmotivation.Toboostmotivation,Krashen (2004) suggests that input shouldbe considered interestingandcomprehensiblebylearners,whileBacon(1992)highlightstheimportanceofaccesstomaterialsbasedonauthenticandnaturalspeechpatterns.Inviewofthistheoretical framework and also of the opinions of our ESL students aboutwhatconstituteseffectiveandappealinglisteningactivities,wedecidedtoformulateanonline platform containing listening materials aimed at intermediate Spanish-speakingESLlearners.Thesite(Phoneboxes),whichiscurrentlybeingdevelopedasapartoftheYUZZUVprogrammeforyoungentrepreneurs,includesconversationsclassified into five broad topics relating to British culture: music, gastronomy,sports, film/TV and traditions/historical events. Our study discusses the social,technological and institutional factors which have had an impact on thedevelopment of our website, as well as feedback from students about theirexperienceusingPhoneboxesandothernewtechnologiestopracticetheirlisteningskills.

Keywords: motivation, online platform, YUZZ UV programme, youngentrepreneurs.

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Youbringitintomykitchenyoumakeitmybusiness’:Thekitchenasaspaceofwomen’sempowermentandthesiteofpowerstrugglesinOrangeisThe

NewBlack

MariaKorologouUniversitatdeValencia(mariakorol13@hotmail.com)

TheaimofthispaperistoanalysehowOrangeistheNewBlack’scharacterRedispresented as awoman empowered through the kitchen space andwhat are thepowerrelationsbetweenherandtheprisonofficers.MyworkaimstoaddressthelackofpreviousresearchintherelationbetweenwomenandfoodinTVseriesbypointingoutthatfoodcanbeasourceofpowerforwomen.Thepaperisdividedintothe following sections: first, I follow the idea of female empowerment throughcookinginhistoryandfictionasthishasbeencapturedbyfeministfoodstudies.Inthe methodology section, I explain why Multimodal Feminist Critical DiscourseAnalysis is an appropriate method to examine the linguistic and visualrepresentationoffemaleempowermentandpowerworkingsinaprisonshowandI describe the corpus which consists of all the scenes featuring Red or othercharacterspeakingabouther.Inthethirdsection,IexaminetheconstructionoftheheadcookRedasapowerfulcharacterlookingintothewayshetalks,looksandactsaswellasthewaysheiffilmed.Inthefourthsection,Iviewherpowerascontrastedtotwoofthemaleofficerswithwhomsheengagesinfivefightscenesthattakeplaceinthekitchen.Regardingtheresults,myworkisstillinprogressbutIexpecttofindthat even though Red is meticulously presented as a woman who absorbs aconsiderableamountofpowerthroughthekitchenspaceherauthoritycomesshortwhensheconfrontstheinstitutionalpowerofprison.

Keywords:gender,kitchenandfood,multimodality,televisionseries

Learningoutcomesinblendedlearningsetting:students’perceptionofon-lineactivitiesinEdmodo

JolantaKowalska

UniversitatdeValència(13jolanta04@gmail.com)

Thispaperexaminestheeffectivenessofon-lineadaptationofpracticalactivitiesforthe subject English Language Syntax taught so far exclusively in the face-to-facemethod.TheadaptationtookplacewithinthefinalprojectoftheMaster’sDegreeandthetoolusedtothatendwastheEdmodonetwork.Thepurposeofredesigningtheprogrammingoftheface-to-facesubjecttotheblendedlearning(alsoknownasb-learning) mode was to offer students greater control of their learning and toreinforcetheteachingaction,aswellaspromoteaconstructivistviewoflearning.AccordingtoCorales(2009)there isacloserelationshipbetweenconstructivismandcommunicativeapproach, soacceptedandpopularized in language teaching.

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Therefore, if meaningful learning is to take place, the experience is vital. “Withcommunicativetaskswherestudentsunderstand,negotiateandexpressmeaninginorder to obtain a communicative purpose, the construction of knowledge andlanguageskills isencouragedinarealandmeaningfulway.”(Corales,2009).Thefinal survey revealed student’s positive perception of the blended course designwithon-lineactivitiescreatedtopracticethetheoreticalaspectstaughtintheface-to-face class. The paper also discusses the theoretical aspects of the blendedlearningandcollaborativelearningfosteredbyscaffolding.

Keywords: Blended learning; Collaborative learning; Constructivism; Reflectivelearning;Edmodo.

Communicationstrategiesincrowdfunding

DavidMarradesUniversitatdeValencia

Regardlessof theadvances in technology,goodcommunicationpracticesarestillfoundedonthesamevaluesthathaveworkedforyears:strongstorytellingandclearcallstoactioninordertoachieveourgoals.However,simultaneously,crowdfundingand social media have become powerful allies in order to launch our personalprojects.Thesearetoolsthathavewidenthepossibilitiesoflow-budgetprojectstoreachwideaudiences.Newsappsandgadgetsaremeansoftellingourstoriesbetterbutcannothelpusifwedonotcraftthepropercommunicationsstrategiestofitourmission,fundraisinggoals,andaudience.Throughoutthecaseof“2330,Acaptivestory”,adocumentaryontheImmigrationDetentionCentres,whichwentthroughasuccessful crowdfunding campaign about a year ago achieving interesting laterresults and good impact on media, we will study the key aspects in whichcommunicationresourcesmayhelpusinordertolaunchourproject,nomatteritsnature.

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Nurseryrhymesandchildren’sliterature:Afunfollytostudy

CatalinaMillánScheidingUniversitatdeValencia(camis@alumni.uv.es)

Children’s literature has become a new field of academic research in the last 40years.Among the studiesonChildren’s Literature therehavebeen contributionsrelatedtoitshistory,itsrelationandimpactoncultureandpedagogics,itssemiotics,itsreceptionanditsambivalentnature.Nonetheless,thefieldofnurseryrhymesinchildren’s literature has hardly been addressed. The specific nature of nurseryrhymesoffersveryinterestingresearchpossibilities:theirvariedorigin–withmanyrhymesoriginatinginalanguageforeigntoEnglishandfromdiverseperiods-;theirmultigenrenatureanditsimplicationsintheirstudyandtranslation;theirpresenceingeneralmediaintertextually.Severalresearchmethodologiescanbeappliedforfurther studies parting from these key points, for example: a historical andmulticultural approach, a diachronic linguistic approach, or a neuro-linguisticapproachrelatedtothechild’sreception,amongothers. DuetotheirampleuseandrelevanceinEnglishchildren’sliterature,educationandmedia,nurseryrhymescanalsobecomean importanttool inteachingEnglishatdifferent levels.Rhyme,repetition and sound use can help children in the acquisition of listening skills,memorizationofvocabularyandutterance.Linguisticpatterns,culturalreferences,speakingskills,andtherelationofcertainnurseryrhymestohistoricaleventsorcharacterscanbeusedinintermediateclasses;whereasadeeperstudyofmeter,rhythm, alteration, nonsensical sounds, translation, and other languagecorrespondencecantakeplaceinadvancedlevels.Thepresentationwill,therefore,speakaboutthegeneralsituationofchildren’sliteratureresearch,thespecificfieldsofresearch thancanstemfromtheanalysisofnurseryrhymes throughdifferentmethodologicalapproachesandhownurseryrhymescanalsobeusedonadailybasisintheEnglishclassroom.

Keywords:nurseryrhymes,literature,languageteaching.

TheImpactofGender-StereotypedDepictionsofOccupationsinPrimarySchoolTextbooksonWomen’sCareerChoice:TheDominicanCase

NohemiPérezHurtado

CityUniversityofNewYork(nohemi.perez.hurtado@icloud.com)

The purpose of this paper was to examine whether the gender-stereotypeddepictionofoccupationsinDominicanprimaryschooltextbookscanbiasstudents'careerchoiceandperpetuategenderinequalitiesintheDominicanRepublic.Datashowsthat,despiteaslightgenderdisparityinfavourofgirlsinsecondaryeducationenrolment rates and the feminization of tertiary education in the Dominican

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Republic, collegialpopulation isextremely segregatedbygenderandwomenarerarelyfoundstudyingcareersthataretraditionallyrelatedtotheoppositesex.Jobsinthefieldsofscience,technology,engineering,andmathematicsarefoundtogranthigher salaries and hold higher social recognition. Female participation in theaforementioneddisciplinesislimitedintheDominicanRepublic,whereaswomenoverpopulate traditional femalecareerssuchas teaching,nursing,orpsychology.Myresearcharguesthat,despiteregulationstowardstheeliminationofsexisminschooltextbooks,thereisstillahighincidenceofgender-stereotypedoccupationsand sexism inDominicanprimary school textbooks.On studying collegial trendsamongst female andmale students my research examines how the depiction ofgender-stereotyped occupations in primary school textbooks is linked to careerchoice.Finally,astudyconductedamongprimaryschoolchildrenshowstheeffectsofgenderstereotypesincareerchoiceandhowtheportrayaloftraditionalgender-typed occupations limits children's educational andprofessional identity, largelyrestrictingDominicanstudents'potentialtoculturallyconstructedgenderroles.

Keywords:gender,textbooks,jobs,inequalities.

“FlippedLessons”:ACLIL-OrientedPracticalApproach

SoniaSofíaPerellóPigazosUniversitatdeValència(sopepi@alumni.uv.es)

From2013,PrimaryandSecondarySchool teachers in theValencianCommunitymustobtainaspecialqualificationinordertoteachtraditionalsubjectsinEnglishinpublicschools.Inthisnewlearningenvironment,andformanyteacherswithaB2levelofEnglish,teachingMathsorHistoryrepresentsnowadauntingchallengethatmayresultintheirprofessionalismbeingunderminedinfrontoftheirstudents.Irecentlytaughtamodulecalled“OralEnglishforTeachers”withinthefirsteditionof a training course for futureContent andLanguage IntegratedLearning (CLIL)teachersattheUniversitatdeValència.Inordertohelptraineestoovercometheirinsecuritiesintheirfuturecareers,andfollowingthemodelofBloom’staxonomy,Iproposed them to create their own special teachingmaterials: recorded lessons.Basedontheuseofnewtechnologiesandintegratinganewpedagogicalapproach,“FlippedLearning”,traineeteacherscreatedaseriesofpodcaststhatwould,inthefuture,allowthemtoworkwiththeirstudentsinacreative,dynamic,engaging,andaboveall,self-confidentway.Inthispaper,Iwillpresentsomeoftheresourcestheycreated,which comprise the first step of a future project aimed to support CLILteachers.

Keywords:flippedlearning,CLIL,spokenEnglish,classroominteraction.

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FeminismandWomen’sOnlineMagazines:ADiscourseAnalysis

VictoriaPuchalTerolUniversitatdeValència(mapute@alumni.uv.es)

Theaimofthispaperistounderstandtheportrayaloffeministsandfeminismonthree renowned fashion magazines: Vogue,Harper’s Bazaar and Elle. The studyexaminesthemagazine’slanguagechoiceswhenreferringtofeministsandfeminismandincludesamultimodalanalysisofthecontent.Thearticlesanalysedinthispaperare retrieved from the website of the previously mentioned magazines, andconstitute a total of 79 articles. The method of analysis includes a quantitativeanalysisthroughthetoolAntConc3.2.4wandaqualitativeinterpretationofresults,includingtheanalysisofimages.Theresultsofthestudyshowariseintheuseofthetermsfeminismandfeministinwomen’smagazinessince2014,andclassifiesthe movement as a mere trending topic for fashion magazines and the fashionsphere.

Keywords:discourseanalysis;feminism;languagechoice;women’smagazines

ONCEUPONATIME2.0CriteriosparalaseleccióndeobrasdeLiteraturaInfantilyJuvenil(LIJ)enel

auladeingléscomolenguaextranjeraenPrimariaSheylaRosFenollosa(UniversitatJaumeI)&JuliaHabaOsca(Universitatde

València)(al260422@uji.es;julia.haba@uv.es)

Debidoalcontextoglobalizadoactualeldominiodelalenguainglesaseconvierteenuncomponentebásicoenlaformacióndelosestudiantesyaquelograperspectivaslaborales,acercamientoalasnuevastecnologíasyalconocimientodeotrasculturas,asícomoelestablecimientodenuevoscanalesde formacióne información(Díaz,2012).Porloqueesconvenientefomentarlaadquisiciónyenseñanzadelalenguainglesaaedades tempranas.Además,durantesusprimerosañosdevida losmáspequeñosentranencontactoconloscuentosquegeneralmentesonnarradosporpadres,tutoresy/oeducadores,atravésdeunlibroconayudadelasilustraciones(González,2013).AhíresidelagranimportanciaquetienelaLiteraturaInfantilyJuvenil(LIJ),especialmenteenlenguainglesa,yaqueaúnaelcarácterlúdicoalaparqueeldidáctico,delqueparticipantodoslosagentesinvolucrados(Cerrillo,2008).Además,laeducaciónliterariaesunaherramientaesencialenlaeducacióndelosmenores(Ballester,2014).NuestrapropuestasurgeantelanecesidaddeestablecerunoscriteriosdeselecciónparagarantizarlaidoneidadenlaseleccióndeobrasdeLIJen lengua inglesaparaemplearcomo instrumentosdidácticosen lasaulasde

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lenguainglesaenEducaciónPrimariaenEspaña.Brindandoasíunapropuestaqueincluya las categorías estudiadas y analizadas para una correcta selección delecturascomorecursoindispensableparaelfomentodelalecturaenlenguainglesaenlasescuelas.

Keywords:ingléscomolenguaextranjera,LiteraturaInfantilyJuvenil,EducaciónPrimaria,educaciónliteraria,España.

IMEDEUZProject

JuliusRozenfeld&SlavkaTomascikovaPavolJozefSafarikUniversity(julius.rozenfeld@upjs.sk;

slavka.tomascikova@upjs.sk)

In the transformingworld, shareofgoodpracticesensuresprosperityanda realintegration of emerging regions into the democratic mosaic of the world. Theproject, based on this conviction, aims at developing innovative curriculumwithplatform-independent, universally applicable digital training, teaching and studymaterials to enhance learning and teaching English for medical purposes inalignment with the complementary didactic manual and sample lessons for theteachingstaffat theUzbekmedicaluniversities.Vis-a-vis thedevelopmentof theteaching-learning materials, a thorough analysis of the field of ESP in medicalcontextwillbecarriedoutbytheconsortiummemberstheoutputofwhichwillbeacollectionofscientificstudieseditedbyexpertmembersandpublishedon-linetoshareandupdateknowledgeonESP in thecross-sectionofmedicalsciences, lifesciences,andhumanities.Theprimaryreasonsforthisprojectaretoacceleratetherapprochement of Uzbekistan and the EU by providing high quality innovativeEnglishteaching-learningmaterialsandtosupportcooperationofthepartnersintheexchangeofknowledge,experienceandbestpracticesatapracticallevelofESP.

Keywords:digitaltraining,medicalEnglish,teaching,ESP.

TheChildren'sHouseCommunity:BuildingSocialandEmotionalIntelligence

throughMontessoriandPositiveDiscipline

CristinaSanzFerreroLifeSkillsEscuelasparalaVida(cristina.sanz.ferrero@gmail.com)

MaríaMontessori(1870-1952)andAlfredAdler(1870-1927)livedatthesametimeandsharedthesameidealsabouteducation.TheirworkinthefieldofEducationandPsychologyhaschangedthewaychildrenareregardedbyadults,inDrMontessori'sownwords:"Childrenarehumanbeingstowhomrespectisdue,superiortousbyreason of their innocence and of the greater possibilities of their future." As

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described inmanyof theeducationalbooks forparentsandteachers theywrote,childrennaturallywanttocontributeandfeelcapableandvaluedmembersoftheircommunities.Likewise,inMontessoritheenvironmentenablesthechildtoexploreand be herself through freedom within limits, something that leads to anatmosphereofcooperationandmutualtrust.Thistalkwillexploresomeofthetoolsandpracticalactivitiesthatassistsocialandemotionalself-regulationandrespectfulinteraction within the school community among different mixed age classes ofchildrenaged3to6.

Keywords:Montessori,Childrenlanguagelearning,emotionalself-regulation

“Wecouldfinallyapplywhatwe'dlearnedtoreallifeandmeetpeoplewe

couldneverhavemetotherwise”:ASpain-USAinterculturalonlineexchangefromthestudents’perspective

AnaSevillaPavónUniversitatdeValència(Ana.M.Sevilla@uv.es)

ThispresentationrevolvesaroundaninnovationprojectsupportedbytheLifelongLearning and Educational Innovation Service from the Universitat de València:TelecollaborationUniversitatdeValència-WoffordCollege, SouthCarolina. Thisintercultural online exchange was carried out during the first semester of theacademicyear2015-2016,fromOctobertoDecember,inaBusinessEnglishCourseofferedattheFacultyofEconomics.Studentshad4hoursperweekofface-to-faceclassesover aperiodof14weeks,halfofwhichweredevotedtocompletingthedifferent tasks of the project. The qualitative and quantitative data werecollected by means of pre- intervention and post-intervention questionnaireswhich gathered students’ views and perceptions. The analysis of the 82responsesobtained yielded encouraging resultsconcerningtheproject:studentsfound this way of learning beneficial in terms of the development of theirlinguistic,digitalandinterculturalcompetences.Moreover, theyreportedhavingbecome more motivated and engaged in their own learning processes.Nevertheless,challengessuchastimedifferencesandlinguistic/culturaldifficultiesaswellasdifferentlevelsofcommitmentwerealsopointedout.

Keywords:telecollaboration,businessEnglish,cultureandlanguage.

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TheAuthenticityofRealTextsinAdvancedEnglishLanguageTextbooksfromChineseUniversities:FinalResults

JulongWangUniversitatdeValència(juwang@alumni.uv.es)

MytalkdealswithoneofthefundamentalaspectsofEnglishlanguageteaching:theauthenticity of teaching materials. My study is devoted to the examination ofauthenticity regarding the materials used in Chinese universities. The researchfocuses on the authenticity ofwhat are purported to be “real” texts included intextbooks for undergraduates, both English majors and non-English majors, inChinesecollegesanduniversitiesatroughlyB2andC1levels.Thereisanappealingnecessity of examining the EFL textbooks in Chinese higher education that areequivalenttoB2andC1levelasdefinedintheCommonEuropeanFrameworkofReference(CEFR).Thequestionofwhethertheyareasauthenticastheyshouldbearousesgreatinterest.ThenotionofauthenticityhasbeenvariouslyinterpretedbySLAandESLscholars.Besides,IwillrevealtheresearchonauthenticityinEnglishteachingmaterialswherescholarshavediscussedtheadvantagesofusingauthenticmaterialsovercontrivedones.Toget theequivalentB2andC1 level textbooks, IcomparetheEuropeanandChineselanguageteachingsystembasedontheCEFR,CollegeEnglishCurriculumRequirementsandTeachingSyllabusforEnglishMajortoselectthreetextbooksroughlyparalleltoB2andthreetoC1.Eightsampletextswerechosenfromeachoneofthebookssothereareforty-eighttextsinmycorpustobeexaminedaccordingtofourparameters.TheresultsshowthatC1textbooksaremoreadapted thanB2,becauseB2 textbooks seem tobemoreexamination-oriented.Aftercarryingoutmyanalysis,IcouldobservethattheseresultsarenotonlyinterestingforSLAscholars,buttheycouldbeofinteresttoEnglishlanguageteachersaswell,whichgivesmystudyapotentialmethodologicalandpedagogicalvaluethatisworthexploringinfurtherresearch.

Keywords:authenticlanguage,textbooks,ChineseandEnglish,CEFR.