(

Pennock-Speck, Barry (2001) A-nouns and genre. In

de la Cruz Cabanillas, I., Santamara, C., Tejedor, C.
& Valero, C. (eds.). La lingstica aplicada a finales
del siglo XX. Ensayos y propuestas. Alcal: Servicio de
Publicaciones de la Universidad de Alcal: 597-601.
LA LINGUISTICA APLICADA
A FINALES DEL SIGLO XX.
ENSAYOSYPROPUESTAS

TOM02

Editores:
Isabel de la Cruz Cabanillas
Carmen Santamaria Garcia
Cristina Tejedor Martinez
Carmen Valero Garces

A.E.S.L.A.
Asociacion Espanola De Linguistica Aplicada
 AGRADECIMIENTOS
La presenta obra titulada, '" La Lingiiistica Aplicada a finales de sig/o. Ensa_n>s y
Propuestas , contienc los trabajos, comentarios y reflexioncs de profesores e
invesrigadores socios de la Asociaci6n Espanola de Lingliistica Aplicada (AESL:\) y
reunidos en la Universidad de Alcala . Dichos trabajos fueron cvaluados y posterionnc::nte
aceptados por el comite cientifico del panel cotTespondientc.

Hemos agrupado estas aportaciones en dos volt1menes, cada uno de los cuales sc compone
de varios ambitos tematicos relacionados e ntre si: el primcro tiene las contribuciones mas
destacadas a nuestro juicio en los diferentes paneles y los trabajos sobre adquisicil'n y
aprendizaje de lenguas; discilo curricular y cnsc1ianza de lcnguas; lenguas para tines
e pccificos; lcxicologia, le xicografia y terminologia y lingUistica de habca.; y
co mputacional.

El segu nd o vo lu1rn:n csti1 dedicado a la pragmatica, ana li sis di:! discurso y comunicacil'n: cl
lenguajc, cl le nguaje infantil y psicolin gli isti ca; soeiolingliistica y traduccil'n c
interpretaci6n

Esperamos que este intercambio de experiencias, proyectos, inquietudes y reflexionc s entrc

especialistas en los distintos campos de la LingUistica Aplicada suponga un
cnriquccimiento para la comunidad educativa e invcstigadora.

Este volumcn no hubiera sido posiblc sin la colaboraci6n ademas de las editoras. d.: los
1
siguientes profesorcs del Departamcnto de Filologia Modema de esta Universidad: M Rosa
Cabellos, Esperanza Cerda, Mercedes Diez, Santiago Fernandez, Guzman Mancho y
Manuel Megias.

Y de las siguientcs cntidades colaboradoras:

Universidad de Alcala
Departamento de Filologia Modema de la UAH
l.S.B.N. de la obra: 848138-373-2
Ministerio de Educaci6n y Cultura
I.S.B.N. vol. II: 848138-428-3
Viccrrcctorado de Rclaciones lntemacionalcs de la UAH
D.L.: S.359-2001
Viccrrectorado de Asuntos econ6micos de la UAH
Decann de la Facultad de filosofia y Lctrns de la U/\I I
Edi tores:
Banco de Santander
Isabel de Ia Cruz Cabanillas
Editorial Heinemann
Carmen Santamaria Garcia
Cambridge University Press
Cristina Tejedor Martinez
Carmen Valero Garces
A todos ellos nucstro mas sinccro agradccimiento.
Disei'io Portada: Manuel Megias
Y por (iltimo, indicar quc c l co ntenido de los difcrcntes articulos cs responsabiliJ-"d de
Realiza y Maqueta:
los/ las distintos autorcs/as.
Tesitex, S.L.
Melchor Cano 15
37007 Salama~ca
"

A-NOUNS AND GENRE

BARRY PENNOCK SPECK

Uveg

l. INTRODUCTION

[t is my purpose in this article to look at one linguistic feature, the anaphoric noun, or A-
noun, (Francis 1986), and see to what extent this category of cohesive devices is a
characteristic of the Newspaper Editorial genre. In this way I wish to discover whether
Francis's (1986: 3) claims, that A-nouns, "are an extremely preva[ent feature of this kind of
discourse" are true. To do this l have analysed a total of twenty-nine editorials from the
four main daily British broadsheets: The Guardian, The Independent, The Telegraph and
The Times. As this article revo[ves around two key terms, namely genre and A-nouns, I will
dedicate the next two sections to the description of both and will attempt to explain the
connection between them.

2. GENRE

Genre, in the wide sense that I am going to use the term, is a category of human activity
that can be identified due to its linguistic and extra-linguistic characteristics. In this respect,
it is different from other activities that have no linguistic component, such as getting out of
bed, drinking a glass of milk, blowing one's nose, or thousands of others that might come
to mind. Such is the pervasiveness of speech or writing in any human culture, however, that
it is quite difficult to think of any activity in which no communication through language is
found . Notwithstanding this fact, linguists, generally focus on those activities in which
language plays a major part. Having said that, even in activities of this type, non-linguistic
features are as crucial as linguistic features, if not more important. We probably recognise a
genre such as the newspaper report, at first sight at least, not because of the language it
contai ns but because of the fact that it is printed on a sheet of paper of a certain size that
contains photographs and sentences arranged in columns, among other things. If we take
away all the non -linguistic signs that help us to recognise a newspaper article, it would take
us longer to be able to say with certainty that what we are reading is in fact a newspaper
report.
On the other hand, if we get rid of all extra-linguistic clues, it is still possible to distinguish
most genres using purely linguistic clues. Some of the linguistic clues which would help us
to identify a piece of writing as a newspaper report, for instance, would be the fact that the
first sentence is written using a peculiar kind of syntax and vocabulary. Some linguistic
features tell us immediately what genre we are dealing with. For example, the words "Dear
Sir or Madam" would tell us that we are probably looking at a commercial letter of some
sort. Of course, it would be easy to use this same phrase in a poem or song, but this would
be immediately recognised by the reader or listener as an attempt by the writer/composer to
use the commercial letter genre to achieve some aesthetic effect due to the fact that the
phrase is not being used in its norma[ context. Linguistic clues such as salutions in
commercial letters are eas ily identified as genre-specific. There are many other features

598 Barry Pennock
which, although not so immediately recognisable as these, might be able to help us identify
a genre such as the A- nouns I mentioned in the introduction.
The description of genre is rather more complex than what we have seen so far -between
the extra-linguistic elements of each genre and its purely linguistic features there is a
middle ground, which in the systemic-functional approach is called "register". Register in
the Hallidayan tradition consists of three components: Field, Tenor and Mode. The first
refers to the relationship of language with the social action taking place, the second, to the
relationship of language with the nature of the participants in the action, thei r status, roles,
etc., and the third, to the channel , that is, if it is written to be read, written to be spoken ,
spoken to be written, spoken to be heard, etc.
The view of genre proposed in this article (see Downing 1996; Kress 1985; Ventola 1984)
therefore, has three levels, the purely extra-linguistic level, the level of register, and the
level of language. Language could be described , therefore , as the non-automatic verbal
instantiation of each configuration of register occurring in what Hasan calls a "specific
extralinguistic situation" (Hasan 1978 : 231 ). This view allows us to see language as what it
is -yet another variable, which is, intrinsically connected to a particular genre but also
separate from it. This means th at in identical communicative situations from the point of
view of genre and register, the surface forms used - part of the language level- may be,
and normally are, different every time. This, of course, applies to cohesive items such as A-
nouns.
3. A-NOUNS
A-nouns, as described by Francis ( 1976, 1995), are anaphoric expressions consisting of a
determiner of some sort and a noun phrase, simple or complex. Erk ii and Gundel ( 1986)
call these nouns "created indirect anaphors", which shows their ad-hoc or instantial nature.
An important characteristic of A-nouns, according to Francis ( 1976), is the fact that they
are not mere repetition of noun phrases, or parts of noun phrases. l classify noun phrases
which are mere repetitions as Determiner Noun Phrases. The following examples from my
corpus illustrate the difference:
these issues =constitutional ma tters
these groups =judges, top civil servants and senior militaiy officers.
The electorate = the electorate
Examples one and two are A-nouns because they refer anaphorically to a noun, or group of
nouns, and are not repetitions of said nouns. Exa mple three, however, is the simple
reiteration of the antecedent noun .
Francis (1986, 1995) identifies a sub-class of A-nouns which she calls "metadiscursive"
(example 1 above). She states that they function as anaphoric pro-forms and refer
metadiscursively to a preceding stretch of discourse "in terms of how the writer chooses to
label or interpret the latter for the purposes of his/her argument" (Francis 1986: 3). In a later
paper, (Francis I 995) she emphasises the labelling function of metadiscursive A-nouns and
states that they are a characteristic of the editorial genre. Although Francis ( 1986: 17)
mentions another type of A-nouns, non-metadiscursive nouns (example 2 above), she has
ve1y little to say about them except that they are "extremely common" and "worthy of study
A-nouns and genre
599
in their own right" . In conclusion, when Francis refers to A-nouns as genre-specific entities
she refers exclusively to the metadiscursive type.
Metadiscursive and non-metadiscursive nouns
As I am interested in both metadiscursive and non-metadiscursive nouns A-nouns because
the use of either may be characteristic of a genre, it is necessary to d1st111gu1sh them. This
can be done by looking at their head wo rds. In metadiscursive A-nouns these are nouns of
cognition and verbal activity whereas non-metadiscursive nouns are_ of any other type :
development, stage, process. event, step. incident, 11101e, cond111011s, s1/ua11011, etc. _Francis
( 1986) distinguishes four groups of metadiscurs_iv_e nouns. ;:he fir t of th~,se groups is made
up of " utterance" nouns. This set is itself subd1v1ded 111to illocut1ona1y_ nouns, related to
pcrformative verbs such as acc11satio11, criticism. disclosure, emphasis. etc., and rather
more gcnernl verbal activity nouns such as: acco1111!. comllai:1 d1sc11ss1011. etc . A __second
group, " cognition" nouns, includes words such as abstractum, comparison. fab11ca11011.
insight. etc. The third group encompasses text nouns: passage, sec/1011, words. etc: The
fourth group, "ownerless,. nouns is problematic as ll 111cludes words _such as fact and 1s.rnes
which are not "associated with a particular writer or source" and exist 111 the wodd outside
discourse. A way of distinguishing between cognition nouns and ownerles~ nouns is that we
can precede the former with a possessive, as in her claim, but _not with the latter, for
example: *her fact. Francis does not offer a taxonomy of non-metad1scurs1ve A-nouns.
Metadiscursive A-nouns in editorial texts . .
To check whether metadiscursive A-nouns are characteristic of ed1tonals, I analysed
twenty-nine editorials from my corpus - a total of 1.7,770_ words. My first step was to
identify all A-nouns, then to distinguish between metad1scurs1ve and non-m_etad1scurs1ve A-
nouns. [ also had to make sure that the A-nouns were not simply repet1t1ons of previous
noun-phrases. I found a total of forty metadiscursive A-nouns (see Table I below), that is,
fewer than two A-noun per text. Editorials in which statements, either wnt~en or spoken are
discussed, on the other hand, had a relatively large number of metad1scurs1ve A-nouns. For
example, the editorial "A New Spin on Pay Policy" discusses an announcement made by
the then shadow Chancellor George Brown; " Constitutional Clash" looks at propo~ed
reforms to the constitut ion; "Fight the Battle of Ideas" discusses the _T ones' cam~~1gn
message; "Stand by the Rock" criticises Abel M_a tutc's proposals for G1bralta~; and . ;he.
llnlc or ;i University" goes over the results lmrn tilt: De;inng Committee on h1ghc1
education. There arc two arti c les whi ch have an abo \c-avcrage number of metad1scu:,s1ve
A-nouns, "Guessing Milosevic's Next Mo ve" and Gi\e the Pressure Part1es"a Chane:. but
ihey do not refer e xplicitly to statements. Th e first uses the headwords messa~e a~?
verdict" metaphorically, while the second features only the metad1scurs1ve word issue .
which is an "ownerless" noun - a borderline case of metad1 scurs1ve A-noun lll ~ny case.
Eleven of the twenty-nine editorials had no metadiscursive A-nouns at all. Thus, it _can_not
he said that mctadiscursivc A-nouns are charac teristic of anythmg but those ed1tonals
\\hich discuss people's statements.
 600 Bany Pennock
My an_alysis_ seems to show that Francis (1986) may have identified the majority of possible
metad1scurs1ve headwords. I have only been able to find three other metadiscursive heads
"posture", "reason" and "rumour", that had not been mentioned in the above article. Also of
importance is that if we take into account that several metadiscursivc A-nouns occur in
more than one editorial: "issue", "approach", "assertion", "decision", "message",
"p:op?sal", ''.question'', "statement", it must mean that such A-nouns also go beyond
ed1tonals_ wh1c_h '.eature specific subject matter and can, therefore, be compared to other
groups with a limited number of members such as conjunctions. . almost in the same category as function words. Such a conclusion might have important
If metadiscursive A-nouns are not characteristic of editorials, what is the verdict with the
non-metadiscursive type? They are certainly more common than metadiscursive A-nouns
-there are two hundred and forty-six cases of non-metadiscursive A-nouns in my corpus.
Of these -one hundred and eighty-two are di stinct cases. In table II below I include only
those non-metad1scurs1ve A-noun heads which occur more than once.
II,
..,>:
J
Some non-me_tadiscursive nouns seem to be common in certain types of editorials. It can
seen be seen 111 the table above that many of these are re-entries for people or institutions
such as "~rime Minister" or "Chancellor. Some are obviously to be found only in articles
about politics, such as "politician", "party", "policy"; others when laws or court cases are
be111g discussed, i.e., "law", _"bill" , _legislation", "charge(s)"; There may be a group,
however, which transcend specific topics, 1.e., "case", "system", "thing(s)" "way" "move"
:option", "_project", "package", "grounds". These are of interest to everyo~e, not Just thos;
111terested 111 the newspaper genre as they are the general words that Halliday and Hasan
( l 976) talk about. However,' I do not think it is possible to say that the majority of the
headwords found here can be described as genre-specific; but they may just be subject-
matter specific.
A-nouns and genre 601
4. CONCLUSIONS
The results from the analysis of my corpus show conclusively that metadiscursive A-nouns
are not characteristic of the editorial as Francis (1976) states. My findings do show, on the
other hand, that metadiscursive A-nouns may be common in editorials which centre on
statements. It is also clear from the results that non-metadiscursive A-nouns are found in
much greater numbers than their metadiscursive counterparts. This is not surprising as they
include all headwords except the cognition and verbal type. With regards to certain A-
nouns headwords being genre specific, it would be unusual to find certain metadiscursive
A-nouns such as "rumour" in scientific articles (see Pennock and Llacer (1998). It would
also be unusual to find non-metadiscursive A-nouns such as "politician", "Prime Minister",
"elections" in this kind of article. However, many of the non-metadiscursive A-nouns in
table II above could conceivably be found in many kinds of texts. It would, therefore, be
difficult to say that certain headwords are specific to the editorial genre. If, certain A-noun
headwords do transcend genres, this in itself would be of interest as they could be included
implications with regards to vocabulary teaching and essay writing.
BIBLIOGRAPHIC REFERENCES
ERKO, F. and GUNDEL, J. 1986. "The pragmatics of indirect anaphors". The Pragmatic
Perspective: Selected Papers from the 1985 International Pragmatics Conference. Ed. J.
Vershueren. Amsterdam/Philadelphia: John Benjamins Publishing Company. 533- 545.
DOWNfNG, A. 1996. "Register and/or genre?''. Current Issues in Genre Theory. Eds. I. Vazquez and
A. Homero. Zaragoza: Mira Editores. l l -27.
FRANCIS, G. 1986. Anaphoric nouns. Birmingham: ELR.
FRANCIS, G. 1995. "Labelling discourse: an aspect of nominal -group cohesion". Advances in
Wrilfen Discourse Analysis. Ed. M. Coulthard. London and New York: Routledge. 83-10 l.
. HALLIDAY, M.A. K. and HASAN, R. 1976. Cohesion in English. Harlow: Longman .
HASAN, R. 1978. "Text in the systemic-functional model". Current Trends in Textlinguistics. Papers
"
in Textlinguistics 20,. 2. Ed. W. Dressler. Hamburg: Helmut Buske Verlag. 369-390.
KRESS, G. 1985. The linguistic Expression of Social Meaning: Discourse, Genre, Text. Geelong,
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Vic: Deakin University Press .
PENNOCK, B. and LLACER, E. 1998. "Textual cohesion and the teaching of scientific English''.
Studies in English language and linguistic. Ed. F. Fernandez. Valencia: Lengua lnglesa,
Univcrstitat de Valencia. 129-145.
VAZQUEZ, I. 1996. "Register, Genre and Linguistic Choice". Current Issues in Genre Th eory. Eds.
I. Vazquez and A. Homero. Zaragoza: Mira Editores. 29-50.
VENTOLA, E. 1984. "The dynamics of genre". Nollingham linguistic Circular 13: 103-123 .
 TOMO I

ADQUISICION Y APRENDIZAJE DE LENGUAS II

Realidadcs y perspectivas de la lengua espaiiola, Rafael Fente .... ..... .... ... .. .... ......... ... .. ...... I 3
Discrepancy in ratings of second language performance, Maria. A. Amengual
Pizarro. Milagros Estehan Garcia, Honesto Herrera-Soler .............. ..... .............. 23
El au la de lenguas segundas/extranjeras coma contexto para la gene rac i6n
y procesamiento del ad ucto, Ana Bocanegra Valle ................................. .......... ... 31
La adquisici6n de correspondencias grafema-a-fonema en aprendices de ingles
corno scgunda lengua, Maria Heliodora Cuenca Villarin .................. .............. ... . 37
Complcjidad si ntactica del texto: adqu isici6n de oraciones con vcrbo en forrna
no personal en lcngua inglesa, Emma Dafouz Miln e, Joann e Neff Van
Aertselae. Mercedes Diez Prado;;, Rosa M" Prieto Gallego . .. ....... .................... ...45
La composici6n coma comunicaci6n: innuencia en el desarrollo general del
ingles co rno segunda lcngua en un contexto de ins1rucci6n, Craig Chaudron .
Ana Martin Uriz. Rachel Whillaker ... .... ................................................... ... ..... ... 53
El efecto del factor edad en la producci6n escrita en ingles, Aintzane Doiz,
David Lasagabaster ........ ..... .. .......... .... .... .... ...... ... ... ... ........ ...... .... ....... ............. ... 63
f Advanced learners' interaction in a foreign language context: Are input and
feedback needs addressed?, Maria Del Pilar Garcia Mayo ....... ............. .. .... ... .. . 69
Metodologia para la transcripci6n y glosas de la L.S.E.: ejemplos de estudios
sobre adquisici6n, Onesimo Juncos. M" Jose Justo ........ ......................... ... .. ..... ... 77
The morphology interface in a revision of modularity, M 0 Adelaida Jurado Spuch ..... ...... 87
El discurso de los profesores: sus creencias sobre el concepto de Jengua,
Miquel Llobera, Joan Perera ... ......... ... ... .... ....... ...................... ...... ......... ... .. ....... .. 93
An analysis of self-repair in oral exam interviews, Penny Macdona ld ............................. 105
El uso de escalas para medir las habilidades orales en ingles (LE),
Carmen Munoz, Corinne Cortes ...... ..... ................................ ... ..... ... .. .. .. ............. 113
La incidencia de los patrones acentuales de la lengua inglesa en la
comunicaci6n oral, Victor Pavon Vcizquez ................................... .. ..... ... ............ 119
Variedad y distribuci6n de los mo vimientos ret6ricos en textos expositivos escritos.
Joan Perera, Melina Aparicio.. .. .. ........ ................ ..... . ... ..... ... ............... . ... .. ... 125
Hacia la cnsciianza y aprcndizajc de una lcngua cxlranjcra sin ansicdad,
Fernando D. Rubio Alcala ............................. .. .. .......... .. ................... ........ ...... ... . 131
Taxonomies of commun ication strategies. Thirty years of controversial
classifications and conceptualisations, Ma ria Pilar Safont Jorda . ......... ... ... ...... 13 7
i.Q uc quiercn dcc ir lo. profcsorcs cuando cxpanden a Igo quc ellos o los
alumnos han cxprcsado anteriormente 1 , M. Sagrario Salaberri Ramiro ............ 145
The role of attention on short-tenn vocabulary learning in a situation of
non-nati ve speakers in1cr;ic1ion. 1>111ricia Salawr. l':va Alci111 .... ...... .. ....... .... ... IS.>

DlSENO CURRICULAR Y ENSENANZA DE LENGUAS 159

Applying linguistics to task-based learning: six propositions in search of a
methodology, Davey Jane Willis ...... ... .. ......... .................................. ... .. ...... ..... 161
874
(,Puede el C-test ser una altcrnativa a otras prucbas en la ensciianza dcl .
inglcs como scgunda lengua'), M" De Los Mrlagros Estehan Carew.
Honeslo Herrera-So/er. Mariw1 A111e11gual Pizarro .. ........... ... ......................... 169
Lcctura de la prueba de ingles de la sclectiv1dad dcsde una pcrspectiva pitag6rica
Honeslo Herrera-Soler. Mrlagm1 Elteban Carcia.
Marian A111enguol Pi:::arru . ....... ......................................................... .... .... ..... .. . 177
Encadcnamiento secucncial c intra-sccucncial en cl discurso didnctico en
lengua extranjera, Raquel /-Iida/go D1~ wning :........... :............................. .... ........ 185
Enseiiar a escribir: la cohercncia textual , Josefa Marfin Care/{/ ................................. .. .... 191
Procesos fono16gicos en el aprendizaje del inglcs como lengua cxtranjera.
Universales o sirnplemente culturalcs?, Ra/i.1el Monmy Casas .......... .... ........... 199
In the eye6 of the beholder: rater perceptions of the new FCE spea k'111g test
Michael Orr .. ... ..... .......... ........ ... .... ... ....... ........................... ........ .. ........ .... .
The VNED Profesor Virtual for English distance learning I practising on the web
Tim Read & Elena Barcena ..................... .. ..... .... .................. .. .............. .. ....... ... .. 211
Learning English with corpora in a task-based learning framework. Carmen
Santamaria Garcia ... .. ......................... .. ............... ............ .......... .. ...... ... ..... .. ...... 219
Conversation in teacher-fronted classroom interaction: A contradiction in terms?
Reuben Woo!!ey ... .... .. .... .. .................... .. ....... .. ... ..... .. ..... 227
LENGUAS CON FTNES ESPECiFICOS
Combining language with drama in business English, Russell Dinapoli .. ... .. ........... 237
English code-switches and borrowings in specialized Spanish computer ~ Enwil: un corpus computerizado de errores de estudiantes de EFL,
science discourse, lc111ra Ca/lench. Santiago Poslegui/lo ............... .. ................ 24.J
Analisis comparative de las citas en el aniculo de invcstigaci6n cientifico
y humanistico . Reyes Gome:: Moron ................ .. ............... .... ........... :.......... .. .... .. 253
Creation d'un document multimedia a partir d'un support cd-rom grand public
en classe de fran\;ais. M" Angeles Lenee Gui!aberl .................. .. .. .. .. .......... .. .. . 261
Importancia de la comunicaci6n no verbal en el discurso empresarial,
Carmen Mansi/la Gallo ......... .. ........ .. ................. .. ...... .. ..... .... .. .. ... ...... ...... ..... .. 267
Frances para objetivos especificos: especificidad y convergencia,
Rosaura Serra Escorihuela .......... ........... .. ............ ....... ...... ... ......... .... ... ....... ..... 273
LEXICOLOGiA, LEX ICOGRAFiA Y TERMlNOLOGiA
Lexicography, dictionary research and applied linguistics, Reinhard /-lar/mann ........ .. ... 283
Las estructuras de acceso en los diccionarios fraseol6gicos, Maria Barga/lo
Escriva, Jose Carames Dia:::. Veronica Ferrando Aramo,
Jose Antonio Moreno Vi/la1111eva ............................. .. .... .. .... .. .. ....... .. .. .. .. .. ......... 297
Perspectiva semant ica de la sintaxis, Olga Blanco Carrion ....... .. .._........................ ... .. .. .... 303
Prestamos lexicos del guarani en el cspaiiol de cornentes (Argent111a)
laura M. Co/011/oni .......... .. ... .. .................................. .. ........ . .... ...... .. ........ 309
Some notes on hand metonymies in English and Spanish: A cognitive analysis
Olga Isabel Diez Ve!asco ........... ......... .. ...... .. .. .. ....... .. ........................ .. .. .... .......... 317
El metodo cognitive en la ense1ianza de una segunda lengua a c1egos. Una nueva
aplicaci6n de la lexicologia funcional, Eula/io Femandez Sanchez .. ...... .. ......... 323
875
Los diccionarios de colocaciones: el CEC y el LTP, Veronico Ferrando Aramo ............. 329
The cognitive approach to poetic metaphors. The analysis of time,
Ii fe and death metaphors in Shakespeare s sonnets. Cristina Flores Moreno .... 33 7
La fraseologia en "Asterix en Bretana" : aprox imaci6n a un ana lisis contrastivo
de unidades fraseo16gicas en ingles, alema n y espaiiol, Flor Mena
Marlinez, Pascual F. Perez Paredes ............ .... .................... .. .... .. .......... .. . ......... 345
Body parts in the conceptualization of emotion metaphors, Sandra Pe1ia Cervel .... ... ..... 351
La estructura conceptual y experiencial de las emociones. Modelos convencionales
y fenomcnol6gicos, Juan C. Perez Ruf! ........ .......... .... .. ............... .. .. .. ................. 357
lmplementaci6n infonm!tica para el control del Jexico,
Herminia Provencio Garrigos ... ... ............ ...... ... ... ...................... .. ...................... 363
Caracteristicas de! ingles juridico: una aproximaci6n, Jose Eduardo Roldan Rui::: ...... .. .. 371
.. 205 Towards a relationa l account of semantic structure, Francisco San1ibaiiez Stien::: ... ........ 3 77
Los complementos de los nombres ingleses: parametros bajo los que
medir su aparici6n en un diccionario, Fco. Javier Tamayo Morillo ........... .. ...... 383
Aproximaci6n a la terminologia lingiiistica, Jose Ag11sli11 Vidal .... ....... ........ .... ............... 389
El sintagma tcrminologico en el lenguaje de la economia, M" Nieves Vila Rubio . 395
LlNG0iSTICA DEL CORPUS Y COMPUTACIONAL 403
235 Lexico y sintaxis en el procesamiento de las alternancias verbales,
Javier Gomez G11i11ovar1, Jose Luis Aguirre Moreno ....................... .. ......... ...... 405
Corpus evidence to study discourse function, Maria Jose Luzon Marco .. .. .......... .. .... . .... 413
Guzman Mancho. Carmen Valero. Carmen Flys. Esperanza Cerda .......... ...... .419
Adaptaci6n de Eurowordnet para la enseiianza de l espanol como lengua extranjera
Roser Moranle, Lourdes Diaz ............ ... .. .... ....... ..................... ...................... .. ... -+27
Relativizer variation in early modern English existential constructions,
Carmen Rio Rey ....... .... .... ......................... .. ... ....... ... ..... ...... ..... .. .. ... .... ........ ...... . 435
Recitaci6n del encabalgamiento, Francisco Javier Sanchez Gonzalez,
Heliane Berge Legrand ............. ... .... .... ..................................... .................... .... . -+45
Marco pragmatico para fomentar la motivaci6n y el autoaprendizaje en un
curso de doctorado en "English in business management for
engineering and industrial environments fo r internet",
281
M" Purificacion Vila de la Cruz.................... .... .. .... .... ... .. .... .... .. .............. .. ... .-+53
iNOlCE 459
lndice .................. .. ... ........... ....................... ... ......... ............... ........ ............. ................... 46 I

876
TOM02
PRAGMATlCA, ANALISIS DEL DISCURSO Y COMUNICAC!ON 477
The pragmatics of writing in the hi story of English, Jeren'.y J. Smith ......... ........_.: 479
La importancia de los rasgos vocales no verbales en el anahs1s de la conversac1on
Maria Dolores Afonso-Cortes Fradejas ...... .... .... ......... ... ..... ................ ........... ...489
Una revision de! modelo de la lectura. La fonnacion de imagenes mentales y su
potencial en relacion con la adquisicion de la habilidad de la lectura en L2,
Fco. Javier Avila Lopez .. ......... ...... ......... . ......... ........ ..... ............................ ....... 495
Pragmatic presupposition and narrative fiction, Peter Blair ................. .... ...... .. .. ... ... ........ 50 I
A critical view on genre: Angela Carter's "The Company of Wolves",
M" de f Rosario Caballero Rodrigue:: .. ... .... ................ ......... .... ....... .. ........... 507
Las preguntas dircctas en el discurso acadcmico, 11110 M" Cestero Mancera : 513
La seccion de .deportes de un dia "no-dcportivo": amilisis constrast1vo de El Pais
y The Daily Telegraph. ,i11geles Die:: Fcrlllindec: ......... ............ .......... ............ .... 519
Frecuencia de los mecanismos de cohesion en tcxtos escritos en lengua inglesa
Mercedes Diez Prados ... ............ .. ...................... ........ .. ...... .. .... ....... ... ...... ......... 525
Teoria de la accesibilidacl e interpretaci6n de las expresioncs refcrenciales,
Carolina Figueras .................... .. ..... .......... ....... .. ..... .. .. ....... .. .. ........ ........ ... ......... 531
Marcadores de continuidad en el discurso oral, Maria Pilar Garces Comez ..... ............... 543
Metodos y objetivos en el estudio de las unidades de discurso, Joaquin Garrido ........ .... 549
Opening phases in American tabloid talkshows, Carmen Gregori Signes .... _. .. ................. 555
Duration and information structure in unmarked tonicity: the case of reportmg
clauses in tales read aloud to children, Ana Lfi11ares Garcia,
Jesils Romero Triffo ... ..... ..... .... .... .. ...... ...... ..... ..... .. ... ...... .. ............ ... 563
Tconicidad en poesia: algunas notas sabre la codificacion nominal en
The Battle of Maldon. Jmier Martin Arisw. Ana Ortigosa Pastor ...... ...... ........ 569
Topicalidad y marca en St.Oswald, king and martir, Javier Martin Arista,
Ana Ortigosa Pastor ..................... ... .... ....... ........ ............ .. ...... ... ......... .. ........... 577
Actos de habla vs. Actos de silencio?, Rosa M" Mateu Serra ................... ............ .... ... ... 585
tas estrategias de cortesia lingiiistica en los parlamentos dirigidos a la audiencia
de un MysteiJ' Play de ingles media: The Coppers Pfaye,
Manuel Padilla Cm::: .... ..................... ..................... ....... ... ................... ... ....... .. .. 591
A-nouns and genre, Bany Pennock Speck ................ ................ ..... .... ............. .. 597
Strategic moves for the convergence of interactional agendas in
pragmatic conversation . Luis Perez Gom:iilez ............. ........... .......... .. ... ..... .. ...... 603
Sistematica conceptual de! discurso juridico, / lerminia Provencio Garrigos ....... .. ..... ... . 609
Irony and echo : a revision, M" A ngefes Ruiz Moneva ............................ .............. ............. 617
Voces y ecos en el relato "mit os" de Manuel Ll;rno, Roso Maria Sainz
de fa Maza Sainz ............................... ..... ..... .... ........... ... ................... .... ... .. ..... ... 623
Diminutives at the crossroads: morphopragmatic or semantic features?,
Francisco Sa111ibi111ez Saenz ......... .......... .. ......... .. ....... ......... .............. ........ . ... .. .. 629
.,
877
Las formulas rutinarias en la comunicacion intercultural: la expresi6n de
emociones en ingles y en espanol y su traduccion,
Carmen Valero Garces ... .. ..................... ... .. .... ...... .... ...... ....... ... ..... .. ....... ............ 635
PS!COLOGiA DEL LENGUAJE, LENGUAJE INFANTIL Y PSICOUNGOiSTICA 641
Anomalias en el procesamiento oracional: una prueba de la existencia de
deficits sintacticos en la esquizofrenia, Alberto Anufa . ..... .................. .. ............. 643
Operatividad del enfoque pragmatico en el marco de la terapeutica del habla
y del lenguaje: un ejemplo en la evaluacion lingiiistica,
Ana Isabel Codesido Garcia ...... ............. .......... .... ................. ... ......... ................ . 649
El enfoque pragmatico en el diseno y proyeccion de pruebas de
cvaluacion lingiiistica en edad infantil , Milagros Fernandez Perez ............ ....... 655
Desarrollo de! lcnguaje infantil y cohesion narrativa, Xose Ramon Carcia Soto .............. 663
SOCIOLINGOiSTICA 671
Scarlett O'Hara y Rhett Buttler: la cvolucion de su relacion a traves del lenguaje,
Maria Rosa Cabe ffos Castifla ........................... ....................... .... .................... ... 673
Contacto de lenguas, planificacion lingiiistica y educacion, en areas de frontera:
el caso Brasil-Uruguay, Laura .Camargo Fernandez ............. ............................. 679
Yariacion sociolingiiistica: evolucion de los roles de genera en Fortuna (Murcia),
Juan Antonio Cuti/fas Espinosa ............... .... ... ... .. ... ............................. .. ........ ..... 685
Contacto lingiiistico y cambio estructural, Agurtzane Elordui, Alazne Landa .................. 693
La lengua inglesa: su expansion a finales de! siglo XX, Carmen Isabel Lujan Garcia .... 699
Advantages and disadvantages of RP as an DFL model of pronunciation,
Jose Antonio Mompean Gonzalez, Juan Manuel Hernandez Campoy ........ ....... 707
Oral vs. Written code-switching contexts in English-Spanish bilingual narratives,
Cecilia Montes-Alea/ii ........ ... .... .. .. ..... ............ .... .. ........ ............. ... ................ ...... 715
Disponibi lidad lexica de alumnos de ensenanza secundaria de Alcala y su
comarca: resultados generates, Florentino Paredes ........ ............................. ....... 721
Aproximacion sociolingiiistica a la entonacion pejina, Jose Ignacio Puebla Gutierre:: ... 729
La polcmica en torno al termino inte1ferencia en sociolingiiistica:
estaclo de la cuestion, Maria Jc.His Rodriguez Medina ..... ... ..... .. ........ .... ........ .... 735
i\ctitudcs lingiiisticas en una comunidad de habla: cl caso de Guadalajara,
Jose Ignacio Valdes Ruiz......... ..................................... .. .. . ........ ......... ... 7-11
TRADUCC!ON E lNTERPRETACION
Variations on translation, Susan IJassnett ............................. ... .. .... ......... ... .......... .... ....... 7-19
Qucllc linguistiquc pour la traduction ?, Amr Helmy Ibrahim ..... ...... ....... .............. ...... .... 759
La traduccion de alusiones culturales. El caso de Bridget Jones.
Vie1riria Alsina, Janet Decesaris ........ .... ....... .. ... .............. ..... .... .... ............ .......... 773
La traduccion de unidades fraseologicas: tecnicas y estrategias,
Gloria Corpas Pastor .... ....... .... .... ... ...... ... .. .......... ....................... ......... .............. 779
Keni Iworth 1821- ;, 1999?, Gemma de Caba Perez ... .......... .. .... ...... ........ ......... ....... ..... .. ... 789
 ., '

878

La competencia sociocultural en la formaci6n del traductor/interprete

en lengua francesa, Nadia Duchene, Carole Lauziere ...... ... ..... ...... ...... .... .. ........ 797
La traducci6n entre linguistas y traductores, M. El-Madkouri Maataoui .... .. .... ...... .......... 803
Usos discurs ivos anglicados en los doblajes al espaiio l de peliculas
norteamericanas: hacia una perspectiva pragmatica, Juan Gomez Capuz .... ...... 809
Multiplicidad del espaiiol desdc la perspectiva de la trad ucci6n frenle a
una lengua hornogenca . Jad11 iga Konieczna -Twardzikowa, Maria Paula
.,.
i Malinowski Rubio ........... .............. .. .... .... .... ....... ... ..... ................. ........................ 815
' Traducir el sonido: "Circe" de Virsses y cl analisis lexico, Carlos Fran cisco
Marquez Linares, A111011io Ruiz S1i11chez .............. .. .. .. ........................................ 819
Definici6n y aplicaciones del concepto de espaiiol ne utro en la traducci6n,
Aurora Martin de Sama Ola/la Sanchez, Lucia Rodriguez Corral .. ............. .. .... 827
The English second person pronoun and its translation into Spanish and
Catalan in technical texts, A1111a Montesinos Lopez. Ed Tumey ....................... . 833
Establecimiento de equivalentes de traducci6n mediante ontologias en un
lexicon computacional multilinglie, Antonio Moreno Orti::,
.l Cha111a/ Perez Hernande:: .......................... .................................. ... ........ ....... .... 839
f. World referents and the choice of words in the translation process .
The identity approach. Jose lv/anuel Oro Cabanas .... .. ...... .. .......... ........ ...... ... .. . 849
Bertolt Brecht y sus aportaciones a la teoria de la traducci611,
Javier Ortiz Carcia....... .... .. ............. ......................... .. .. .... .......... .... .. .. ... .. .. .. 855
Enhancing process-research in translation training, Luis Perez Conzalez.
Celia Rico Perez. .. .... ................ .. ...... .. .... .. ...................... .. ...... .. ....... 861
Tres enfoques de hoy para la tcoria de la traducci6n: T.Hcrrnans, M.Snell-Hornby,
G.Toury, Noelia Ra111611 Carcia 865

iNDICE 871
Indice .... ..... ............ ......... .... ...... ..... .... .... ........ ........... ............ ............................. ........... 873