Fine-grained measures of Noun Phrase (NP) complexity are being employed to describe linguistic complexity in learner language. However, the use of pre-established fine-grained NP complexity indices prevents researchers from analysing the actual range of NP complexity types that learners display in different text types and at different levels. Likewise, the use of learner corpora which are not aligned with the CEFR hinders the identification of NP complexity criterial features, i.e. NP complexity types which show statistically significant differences in their use at different levels, between CEFR levels. This study contributes to the existing literature by exploring NP complexity in L1 Spanish EFL learner writing using corpusdriven fine-grained measures obtained from a CEFR-aligned learner corpus with two main objectives: a) to analyse the variety of NP complexity types employed at the CEFR B1, B2 and C1 levels; and b) to reveal NP complexity criterial features at those levels. After manually parsing 6,182 NPs in 140 argumentative texts (44 texts at B1, 50 at B2 and 46 at C1), 39 NP complexity types were identified and employed as fine-grained NP complexity measures. The findings reveal an increase in the variety of NP complexity types at the CEFR B2 level. The results highlight the importance of multiple premodification and simple or multiple postmodification, especially prepositional phrases, in NP complexity development across B1, B2 and C1. Specific NP complexity criterial features are also found at B2 and C1. This study underscores the use of corpus-driven fine-grained complexity measures to describe NP complexification in different text types and CEFR levels.

Teaching and learning in English have been growing recently (Mitchell, 2016), and the general trend towards internationalisation in English for Specific Purposes (ESP) contexts in Higher Education (HE) has led to an increased emphasis on English language instruction (Dafouz & Smit, 2020). Several studies in applied linguistics have focused on the analysis of digital genres (i.e., Internet and videos) in the ESP classroom (Bernad-Mechó & Girón-García, 2023; Girón-García & Fortanet-Gómez, 2023). Recently, the digitisation of materials, resources, and teaching activities has grown exponentially. Previous studies have examined how digital genres (Shepherd & Watters, 1998; Luzón, et al., 2010) develop and take advantage of the potential of the Internet in the digital era (Kress, 2010). They have proved that a stronger digital presence and more diversity of semiotic resources and communication channels are increasingly in demand by 21st-century learners to address their learning needs. The aim of this study is to analyse the multimodal nature of YouTube videos in a Legal English classroom by (1) raising students’ level of awareness of the multimodal characteristics present in YouTube videos, and (2) carrying out a multimodal discourse analysis of an extract of one video used in an ESP Law course at HE to unveil the features students must be made aware of. A multi-layered annotation tool (Multimodal Analysis – Video (MAV)) (O’Halloran et al., 2012) was used to attain the second aim. The results derived from this study may broaden students’ comprehension of how multimodal communication occurs (i.e., how to acquire multimodal awareness) to become multimodally literate (i.e., to acquire multimodal literacy).

This study approaches English-medium higher education in its multimodal complexity. As pointed out by Lin (2019), in educational contexts language is necessarily entangled with other semiotic modes. In addition, the range of semiotic modes is multiplied by the increasing use of online-based educational materials, since new modes become available in digital settings (e.g. animations, visual and sound effects, hyperlinks, etc.). Novel combinations of these semiotic resources give rise to emerging cybergenres with interesting pedagogical applications. This widening of the semiotic repertoire opens new possibilities in higher education settings. It enables teachers to make classes more engaging and varied. However, in order to fully exploit the pedagogical potential of online-based educational materials, it is of crucial importance to be aware of the complex interplay of semiotic modes in cybergenres. Likewise, it is necessary to reflect on what turns them into useful tools to facilitate communication and learning. In this study, we carry out a multimodal discourse analysis of the cybergenres used in an EMI Business Administration course, which include, among others, google tools, videos and websites. Our objectives are: 1) to scrutinize their multimodal nature; 2) to identify patterns of modal configurations; 3) to reflect on their affordances and meaningmaking potential. Our findings suggest that these materials show a complex interplay of modes, with recurring modal configurations. We believe the results of this study can lead to a more conscious and effective pedagogical application of these genres

Audiovisual input has drawn great interest from scholars with an increase in streaming services and extramural language activities. A vast amount of research suggests that language learning from such audiovisual resources is possible. Despite the plethora of studies, however, few have recruited lower-level learners, i.e., A1 & A2. This study, therefore, seeks to fill this gap by investigating whether audiovisual input is conducive to incidental vocabulary learning for high A2 & low B1 Turkish learners of English and whether captions (L2 subtitles) help gain more vocabulary compared to non-captioned viewing. To this end, thirty-nine pre-intermediate university students watched a short video about volcanoes under two viewing conditions: L2 captions and no captions. The participants’ knowledge of 23 target items at the form recognition and meaning recall levels was tested before and after the video viewing. The results showed that both groups significantly improved their scores in both tests. Furthermore, the L2 captions group significantly outscored the non-captioning group in the meaning recall test after controlling for the pre-test scores. The results altogether imply that it might be more beneficial for learners to exploit multimodal input, rather than bimodal input. Potential pedagogical implications are discussed in light of the findings.

Contrary to the case of L1, gender differences in the field of L2 oral and written comprehension have been scantily studied. To address this issue, the current study aimed to investigate proficiency disparities between 6th-grade boys and girls in reading and listening comprehension of English as a foreign language in Spain and Croatia. In line with the literature of L1 comprehension and the few L2 studies that have tackled this matter, it was expected that girls would outperform boys in both skills and countries. To test this hypothesis, this piece of research adopted a cross-sectional design that involved 304 students evenly distributed in terms of country of origin and gender. The participants completed a reading test consisting of a 276-word text and ten questions within 20 minutes. After that, they listened to a one-and-a-half-minute audio clip twice and answered the eleven questions for the listening test. The results revealed that, while the outcomes tilted on the side of girls in Spain in both skills —being statistically significant in the case of oral comprehension—, the exact opposite phenomenon was detected in Croatia. The varying international status of each first language coupled with diverse foreign language exposure habits between genders are suggested as potential explanatory factors of these results. Learners and educators aiming at developing EFL comprehension are encouraged to consider this information; however, further research is needed to clarify it.

The speech act of complaining presents a considerable challenge due to its face-threatening nature, requiring a high level of pragmatic competence. This challenge is intensified when complainants communicate in a language other than their native tongue, as they may lack familiarity not only with the linguistic forms required but also with the sociopragmatic nuances involved. The present study adopts a mixed-method corpus-learner approach by analysing a dataset of complaint emails from service encounters authored by 50 Spanish students learning English as a foreign language (EFL). Specifically, it seeks to address two research questions: (a) What strategies and moves shape the structure of complaint emails written by Peninsular Spanish EFL students in service encounters? And (b) To what degree does the variable of gender influence the composition of complaint emails in this context? It is hypothesised that students, albeit partially aware of the structure of this kind of emails, might transfer some strategies from their L1. Regarding gender, it is expected that female students will mitigate their complaint while male students will perform complaints more directly. The findings support both hypotheses as students recognise the necessity of following a four-move structure and acknowledge the impact of the variables of power and interpersonal distance. However, notable distinctions emerge between female and male students regarding their utilisation of strategies and sub-strategies within each move, potentially perpetuating gender-based stereotypes. These findings highlight the need for targeted language instruction that addresses both linguistic and sociopragmatic aspects

This study focuses on the acquisition of grammatical gender agreement at different levels of language proficiency in English, paying attention to syntactic constraints and those arising from the influence of the mother tongue. Thus, the objectives are, first, to categorise mismatches in English grammatical gender acquisition when learnt by Spaniards at A2, B1, B2 and C1 levels of proficiency established by the Common European Framework of Reference for Languages (Council of Europe, 2001; 2018). Second, the study aims to determine whether these mismatches are produced by syntactic failure or by mother tongue transfer. Additionally, it explores whether communicative competence may be affected by grammatical gender acquisition mismatches. In this paper, the failures in grammatical gender agreement were identified and classified into syntactic and mother tongue transfer. The methodology followed was based on a corpus-driven approach. First, a corpus of essays written by Spanish learners of English with A2, B1, B2 and C1 language proficiency levels was compiled. The grammatical gender agreement mismatches were then identified to ascertain the students’ ability to assign gender in English. Finally, the frequencies of failure of grammatical gender agreement at the different levels of language proficiency were classified into syntactic and language transfer categories. The results showed not only the grammatical gender agreement mechanisms when acquiring English at the different levels of language proficiency but also which kind of components in communicative competence may be affected by gender agreement processes.

Student teachers are often excluded from discussions about educational programs that could significantly influence their professional development in the short or medium term. This study seeks to address this research gap by exploring the views of preprimary and primary teacher trainees regarding bilingual education programs (BEPs) in Spain. More specifically, the study aims at uncovering the underlying reasons shaping their viewpoints. For this purpose, 200 student teachers at the University Autónoma of Madrid (UAM) were surveyed and interviewed in 2021 and 2022. Data were analysed drawing on Grounded Theory. Findings reveal four distinct types of arguments which explain student teachers’ opinions regarding BEPs. Results also show how informants’ ways of understanding themselves as teachers condition their views and their perceived role within BEPs. Many student teachers view their future pedagogical responsibilities rigidly within their discipline of interest and criticise Content and Language Integrated Learning (CLIL) as an imposed methodology which will affect their teaching experience negatively. The results of this study suggest that the current initial teacher training programs offered by universities do not adequately address the professional requirements of the existing BEPs. Findings may have implications of different kinds for education authorities, university curriculum planners and teacher training programs.

La alfabetización de personas adultas en los contextos diglósicos está experimentando un cambio de paradigma, como consecuencia de las circunstancias sobrevenidas durante la pandemia de la Covid-19. La adaptación acelerada de esta oferta educativa al medio digital ha desvelado retos y oportunidades que repercuten en la enseñanza y normalización social de las lenguas minorizadas, sobre los cuales es necesario reflexionar. A tal efecto, en este artículo se presenta un análisis descriptivo de cuatro programas formativos en línea dedicados, respectivamente, a la enseñanza de cuatro lenguas romances: el mirandés, la fala de Xálima, el asturiano y el friulano. Partiendo de una metodología cualitativa, basada en la observación directa y la evaluación de los aspectos más significativos, se proporciona una caracterización individual de cada paquete formativo en su correspondiente contexto sociolingüístico, seguida de una descripción comparativa que destaca los aspectos comunes y las discrepancias. Mediante esta investigación, se confirman las oportunidades que ofrece el medio digital a la articulación de un discurso normalizador de alcance 'glocal', pero también se revela una marcada desigualdad en las condiciones esenciales de los proyectos formativos analizados. Igualmente, la descripción de estas medidas de emergencia educativa pone de manifiesto el esfuerzo de los colectivos implicados por promover las lenguas minorizadas con los medios que tienen a disposición, buscando estimularlos para que inauguren nuevos diálogos interinstitucionales orientados al intercambio de sus buenas prácticas.