%0 Journal Article %1 Holzinger2006 %A Holzinger, Herbert Josef %D 2006 %J Revista de Lingü\'ıstica y Lenguas Aplicadas %K Alem{\'{a}}n Espacio Ling{\"{u}}{\'{\i}}stica Segunda aplicada lengua %P 49--62 %T Hacia el EEES: cambios en metodolog\'ıa y evaluación en la asignatura alemán como segunda lengua en la universitat de València (España) %U http://dialnet.unirioja.es/servlet/fichero\_articulo?codigo=2045014&orden=82243 %X El presente trabajo analiza los cambios en metodolog\'ıa y evaluación introducidos en la asignatura Alemán como segunda lengua con el fin de adaptar la enseñanza universitaria al futuro Espacio Europeo de Enseñanza Superior (EEES).Los cambios en metodolog\'ıa se basan en un enfoque más práctico y participativo de la asignatura.Este cambio metodológico está estrechamente relacionado con un cambio en el sistema de evaluación.Se optó por la evaluación continua, que consist\'ıa en una serie de pruebas escritas, trabajos, ejercicios, redacciones y un proyecto. Para llevar a cabo dichos cambios nos apoyábamos en las TIC.El éxito de las innovaciones se refleja tanto en las opiniones favorables de los estudiantes recogidas en un cuestionario como en las cifras estad\'ısticas relativas al rendimiento académico de la asignatura. Both English for Academic Purposes (EAP) and English for Specific Purposes have advanced from the exploration of lexico-grammatical features during the 1980s and 1990s toward a thicker language description which includes not only lexico-grammatical features but also studies of genrerhetorical features and of the social practices which shape academic texts in different disciplines (Berkenkotter, Huckin and Ackerman, 1991). These latter studies have tended to focus on the conventions particular to specific discourse communities. However, as Bhatia (2002) has pointed out, there is significant overlap in such genres as research abstracts and introduction sections and perhaps in textbook language as well. This paper addresses an area of overlap in the academic writing of Spanish university students in English: the construction of authorial voice by through the use of impersonalization strategies. The analysis presented here shows that Spanish students transfer rhetorical conventions from Spanish into English, particularly in the case of the we strategy and, in the writing of more advanced students, the se passive strategy.

@article{Holzinger2006, abstract = {El presente trabajo analiza los cambios en metodolog{\'{\i}}a y evaluaci{\'{o}}n introducidos en la asignatura Alem{\'{a}}n como segunda lengua con el fin de adaptar la ense{\~{n}}anza universitaria al futuro Espacio Europeo de Ense{\~{n}}anza Superior (EEES).Los cambios en metodolog{\'{\i}}a se basan en un enfoque m{\'{a}}s pr{\'{a}}ctico y participativo de la asignatura.Este cambio metodol{\'{o}}gico est{\'{a}} estrechamente relacionado con un cambio en el sistema de evaluaci{\'{o}}n.Se opt{\'{o}} por la evaluaci{\'{o}}n continua, que consist{\'{\i}}a en una serie de pruebas escritas, trabajos, ejercicios, redacciones y un proyecto. Para llevar a cabo dichos cambios nos apoy{\'{a}}bamos en las TIC.El {\'{e}}xito de las innovaciones se refleja tanto en las opiniones favorables de los estudiantes recogidas en un cuestionario como en las cifras estad{\'{\i}}sticas relativas al rendimiento acad{\'{e}}mico de la asignatura. Both English for Academic Purposes (EAP) and English for Specific Purposes have advanced from the exploration of lexico-grammatical features during the 1980s and 1990s toward a thicker language description which includes not only lexico-grammatical features but also studies of genrerhetorical features and of the social practices which shape academic texts in different disciplines (Berkenkotter, Huckin and Ackerman, 1991). These latter studies have tended to focus on the conventions particular to specific discourse communities. However, as Bhatia (2002) has pointed out, there is significant overlap in such genres as research abstracts and introduction sections and perhaps in textbook language as well. This paper addresses an area of overlap in the academic writing of Spanish university students in English: the construction of authorial voice by through the use of impersonalization strategies. The analysis presented here shows that Spanish students transfer rhetorical conventions from Spanish into English, particularly in the case of the we strategy and, in the writing of more advanced students, the se passive strategy.}, added-at = {2015-12-01T11:35:13.000+0100}, author = {Holzinger, Herbert Josef}, biburl = {https://www.bibsonomy.org/bibtex/248c748c557873c82e4fc3386e685412a/sofiagruiz92}, interhash = {53a05e469e8ca0b6e84305e6dfc10a1c}, intrahash = {48c748c557873c82e4fc3386e685412a}, issn = {1886-2438}, journal = {Revista de Ling{\"{u}}{\'{\i}}stica y Lenguas Aplicadas}, keywords = {Alem{\'{a}}n Espacio Ling{\"{u}}{\'{\i}}stica Segunda aplicada lengua}, language = {spa}, pages = {49--62}, timestamp = {2015-12-01T11:35:13.000+0100}, title = {{Hacia el EEES: cambios en metodolog{\'{\i}}a y evaluaci{\'{o}}n en la asignatura alem{\'{a}}n como segunda lengua en la universitat de Val{\`{e}}ncia (Espa{\~{n}}a)}}, url = {http://dialnet.unirioja.es/servlet/fichero{\_}articulo?codigo=2045014{\&}orden=82243}, year = 2006 }