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Abstracts / Resúmenes COGNITION AND TECHNOLOGY IN EDUCATION: KNOWELEDGE AND INFORMATION - LANGUAGE AND DISCOURSEAlmost from the beginnings of education, technologies in a broad sense have been present, each with its own merits and drawbacks. Computer technology has been hailed with great promise, but early results have been disappointing insofar as computer limitations have been added to human limitations. After differentiating between knowledge and information and tracing the history of technology in education as an information-cantered enterprise, this paper explores the prospects for real progress from hypertechnology and describes some model projects. Key words: Education, knowledge, information, technology, information technology, hypertechnology, hypertext, multimedia, language laboratory, programmed instruction, constructionism, intertextuality.
THE EFFECT OF LANGUAGE PROFICIENCY ON COMMUNICATION STRATEGY USE: A CASE STUDY OF GALICIAN LEARNERS OF ENGLISHAna María Fernández Dobao This paper presents an investigation carried out in order to study the effect that language proficiency has on the use that Galician learners of English as a foreign language make of communication strategies (CS). The results obtained suggest that quantitative measures of CS instances alone cannot provide a fair picture of the use that language learners make of these devices. In analyzing CS use it is necessary to bear in mind that, in the accomplishment of the apparently same communicative tasks, different subjects set different communicative goals which directly influence their use of these strategies. On account of this, in the present study frequency and choice of CS use in a given set of tasks is related to the amount and lexical complexity of the content communicated. In this way, evidence is obtained that more proficient students use CS less frequently than lower level ones and that, in terms of CS choice, more advanced students make more frequent use of paragraph strategies, rather than avoidance or conscious transfer strategies, then less advanced learners. Key words: Communication strategy, avoidance, paraphrase, conscious transfer, essential structure analysis. LINKING THE SYNTACTIC AND SEMANTIC REPRESENTATION OF COMPLEX STRUCTURES WITHIN THE OLD ENGLISH DOMAIN OF SPEECHMarta María González Orta In order to reflect the interaction between the semantic and syntactic behaviour of predicates, the notion of lexical template has been devised as a way of including syntactic and semantic information within the same lexical representation, reflecting generalisations across lexical classes and reducing the information to be included in the lexical entries. Lexical templates are composed of the logical structures developed by Van Valin and LaPolla (1997), complemented by a semantic decomposition in terms of ontological constants or internal variables and semantic primitives corresponding to the different lexical domains. As will be shown, the syntactic behavious of a lexeme can be determined by linking the internal variables and external argument positions of a template. Within the Old English domain of speech external variables can be syntactically realised by complex structures whose semantic description will also be included in the templates.
MIND-AS-BODY AS A CROSS-LINGUISTIC CONCEPTUAL METAPHORIraide Ibarretxe Antuñano The conceptual metaphor MIND-AS-BODY (Sweetser 1990) is motivated by correspondences between our external experience (i.e. body) and our internal emotional and cognitive states (i.e. mind). Taking Sweetser's work on English perception verbs as the starting point, I will analyse in this paper the different semantic extensions that take place in this semantic field. I will focus on two main points: first, I will show how the metaphorical scope of these verbs is even larger than the proposed by Sweetser and second, I will provide further support for her claim that these mappings are cross-linguistic. The languages under investigation are two Indo-European languages, English (Germanic) and Spanish (Romance), and one non-Indo.European, Basque. THE TRANSLATION OF THE SONGS IN DISNEY'S BEAUTY AND THE BEAST: AN EXAMPLE OF MANIPULATIONLucía Loureiro Porto The aim of this paper is to analyse the translation of the songs in Disney's Beauty and the Beast taking into account translation norms as defined by Toury (1995). The paper is divided into two main parts. The first part reviews some works on Translation Studies and manipulation theory, as our theoretical framework or background for the corpus-based part of the paper. The translation shows important regularities in the shifts brought about by cultural differences between the source and the target community, as well as those that reveal some kind of manipulation of the text towards a more naïve presentation. Examples of shifts such as substitution of material (concrete for abstract vocabulary, for instance) or total deletion of all traces of slang/vulgar language are provided as evidence, it is hypothesized that the translator's intention might have been to make the text more suitable for children, even though the original text was intended for a wider audience. Key words: Translation norms, shifts, manipulation, source and target community.
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