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[EN] This article studies the role of L1 L2 pedagogical translation in the Language for Specific Purposes (LSP) classroom, mainly focusing on the command of the word order of the sentence. To this end, we analyse the competence in this area of two groups of students: Spanish students of English for Computer Science, and English-speaking students of Spanish in an Information Technology Degree. The study focused on the following parameters: explicit/implicit or tacit subject, preceding/postponed subject, noun phrase structure, VO pattern and passive sentences. Translation activities were designed to consolidate knowledge and a final test assessed students¿ competence in sentence construction. Results show that the highest frequency of errors in L2 word order in both groups occurs in the formation of passive constructions, a particularly frequent voice in technical texts, thus indicating an interference of L1 on L2. The article concludes that pedagogical translation has a significant influence on the consolidation of those grammar aspects closely related to specialised languages in both groups of students. For this reason, we propose the integration of translation activities in the syllabus of LSP courses., [ES] Este trabajo estudia el papel de la traducción pedagógica L1 L2 en el aula de Lenguas para Fines Específicos, dedicando atención especial al dominio del orden de las palabras en la oración. Para este fin, analizamos la competencia de dos grupos de estudiantes, españoles que estudian inglés para la informática, y estudiantes anglófonos que aprenden español dentro de su titulación en tecnologías de la información. El estudio se centró en los siguientes parámetros: sujeto explícito/implícito o tácito, sujeto antepuesto/pospuesto, estructura sintagma nominal, patrón verbo-objeto (VO) y oraciones pasivas y pasivas reflejas. Se diseñaron actividades de traducción para consolidar conocimientos y se evaluó su competencia en una prueba final. Los resultados comprueban que es el uso de las pasivas y las pasivas reflejas, tan frecuente en los textos técnicos, el más proclive a interferencias en la estructura de la frase, para los dos grupos de alumnado. Concluimos que la traducción pedagógica, como elemento innovador en el aula, influye muy positivamente en la consolidación de los aspectos gramaticales de las lenguas de especialidad por lo que proponemos su inclusión en los programas de cursos de Lenguas para Fines Específicos.

[EN] Purpose: Taking a literature review as a point of departure, the main aim of this paper was the identification of the behavioural indicators of innovators at the workplace, and their classification. Design/methodology/approach: A literature review was addressed by means of a search in Elsevier¿s Scopus, Web of Science and Google Scholar. By applying inclusive and exclusive criteria, references were obtained with the search protocol. After filtering and scanning, there was a selection of references plus other articles added by the snowball effect. The final phase undertaken was the classification of the main indicators raised in the publications selected. Findings: Our main contribution was the identification of the behavioural indicators of innovators at the workplace and their classification in five dimensions. Practical implications: This research may yield some light on the assessment of innovative workplace performance of individuals in organisations, as well as on the development of the innovative competence of students in academic institutions as a challenge to meet the needs of both professionals and Higher Education institutions. Originality/value: Some authors have studied the characteristics of innovative people mainly focusing on cognitive abilities, personality, motivation and knowledge. We have sought to offer a better understanding of the phenomenon of individual innovation in organisations, through the analysis of behavioural indicators, an issue that has not been studied from this perspective previously.

[EN] Translation has been excluded from the language classroom for many years due to the fact that new methodologies helped avoid the use of the mother tongue in the classroom at levels other than the initial stages of learning. This study is based on the assumption that the pedagogical use of translation L1-L2 in an LSP (Language for Specific Purposes) course can have a relevant role in L2 learning. The analysis examines to what extent translation activities consisting of short sentences designed by the teacher can be a valid tool to improve the writing skills of two LSP groups of upper intermediate level students: English native speakers who study Spanish as a second language and Spanish learners of English. These short sentences are aimed at learning the use of the article for generic reference and technical vocabulary in the field of computer science, which generally poses problems for this type of learners. An initial writing test and a final one together with an initial and final questionnaire designed accordingly show that translation can be a perfect tool to improve writing skills and that current LSP students value these tasks very positively. The comparison of the two groups of learners highlights the syntactic and lexical interferences each group experiences depending on their L1., [ES] La traducción ha experimentado un proceso de ostracismo durante muchos años debido a nuevas metodologías que tendían a evitar el uso de la lengua materna en el aula, al menos en estadios no iniciales de aprendizaje. Este trabajo plantea la hipótesis de si el uso pedagógico de la traducción L1-L2 en un curso de lenguas para fines específicos (LFE) puede tener un papel relevante en el aprendizaje de la L2. Se analiza en detalle en qué medida las actividades de traducción de frases cortas debidamente diseñadas y dirigidas por el docente son una herramienta válida para mejorar la expresión escrita de dos grupos de alumnos con nivel intermedio alto de conocimientos de lengua: estudiantes anglófonos que cursan español como segunda lengua y estudiantes españoles de inglés, todos ellos cursan grados en tecnologías de la información. Las frases cortas diseñadas para practicar ciertas estructuras gramaticales como el uso del artículo de referencia genérica y vocabulario específico de tecnologías de la información resaltan las diferencias entre los dos sistemas lingüísticos. La aplicación de una prueba de expresión escrita inicial y otra final así como un cuestionario inicial y otro final sirven para comprobar que la traducción ayuda en la mejora en el dominio de la producción escrita y que el alumnado de lenguas de especialidad actual valora mucho las tareas de traducción L1-L2 en el aula. La comparación de los dos grupos resalta las interferencias sintácticas y léxicas experimentadas en la traducción en función de la L1 del alumno.

Readers or their institutions do not pay for access. Users can read, download, copy, distribute, print, search, or link to the full texts of these articles., [EN] Emerging communication practices in digitally mediated professional settings have changed the paradigm of current workforce requirements. This paper presents the results of a survey on the way people communicate virtually in the workplace and the specific needs that have been detected concerning virtual communication practices. The survey itself was carried out within the context of CoMoViWo, a European Erasmus Project which involves the participation of five European countries. Specifically, the current study carries out a contrastive analysis of the results of the needs analysis of Spanish and Finnish users of digital communication tools. The data obtained from the study highlights the differences found with regard to the communicative strategies preferred by the virtual workers of both countries. Although they all need to communicate formally on most online tools, Spanish workers prefer more informal registers in emails and social networking than Finnish virtual workers. Also, Spanish speakers manifest a greater need than the Finnish interviewees for improving strategies involving greetings, virtual presentations and negotiating. On the other hand, Finnish speakers perceive they only need to develop strategies in managing and/or hosting virtual group interactions. The results reflect the particular identity of both cultures and highlight the importance of understanding multiculturalism in international communication. The study, which has relevant implications, will contribute to the development of learning modules to train future employees to communicate successfully in an increasingly globalized world that is engaged daily in virtual communication.

[EN] Introducing greater innovation into the culture and capabilities of organizations worldwide, a requirement of today¿s society,is an issue currently in need of scholarly attention. The present investigation is being undertaken within the context of FINCODA, a European Project involved in the development of new reliable tools for innovation competences assessment. The study aims at devising a search protocol for a systematic review of the literature on behavioral indicators of innovators published from 2000 onwards, indexed in Scopus, Web of Science and Google Scholar. The specific keywords used in the search include the following fields: (1) workplace; (2) innovative behaviour, innovative work behaviour and individual innovation; (3) indicators. A preliminary search with these keywords retrieved 1,350 references. Then, the process of filtering data by title and abstract to meet inclusive and exclusive criteria refined the search. The materials identified are expected to prove useful in the definition of behavioural indicators of innovative people at work. Moreover, they will help in the analysis of the relation of the descriptors found with the innovative indicators of a barometer created within a previous European Project, INCODE, and in the further design of a tool to measure employees¿ innovation.

[EN] The literacy demands of work are changing in the face of current global communication networks. This paper focuses on the methodology adopted in a university degree to practise workplace interaction in English, the lingua franca in professional settings. In the present study, the authors have observed the effect of the incorporation of computer-mediated communication combined with simulation-type methodology to improve students workplace writing and motivation. Students worked in groups and blogged pseudo-professionally with other groups. The analysis of the results shows high motivation on the part of the students. The writing for a purpose has permitted more and better language, which indicates that blogs are a potential tool for the development of linguistic skills.

[EN] In this article we propose a model of innovation competence of people, based on the existing literature to integrate and complement the existing models. The main contribution of this work consists in demonstrating the differences and similarities of current models and in providing a conceptual definition for each model element. In this way, both researchers and people in charge of Human Resources in companies can obtain a framework to design measuring instruments to assess the innovation competence, which can fulfil the twofold demand requirement of validity and reliability.

[EN] Companies pay more and more attention to the innovation competence of their employees. Innovation is understood as either the introduction of something such as a product, service, process or method, completely new, or the improvement of something that already exists. This paper presents the work performed by the research group IEMA-UPV so as to improve the INCODE barometer (from their previous European project “Innovation Competencies Development”), to be used by both companies and universities. This barometer has been adopted and will be refined in the framework of their new European project FINCODA (“Framework for Innovation Competencies Development and Assessment”) as a tool to measure and assess the behavioral indicators of the innovation competence, which are being identified through a systematic literature review. As a part of the research being performed, this paper also introduces the new model established by the FINCODA project. In this model, the innovation competence is presented as a cluster with three dimensions: creativity, critical thinking and the third one, intrapreneurship, which includes three sub-dimensions (initiative, teamwork and networking)., [ES] Las empresas valoran cada vez más la competencia de innovación de sus empleados, entendiendo por innovación la introducción de algo (producto, servicio, proceso o método) completamente nuevo o también la mejora de algo que ya existe. Este trabajo presenta el trabajo realizado por el grupo de investigación IEMA-UPV para la mejora del barómetro INCODE (de su proyecto europeo anterior “Innovation Competencies Development”), y la utilización de este tanto en la empresa como en la universidad. Este barómetro ha sido adoptado y será mejorado en el marco de su nuevo proyecto europeo FINCODA (“Framework for Innovation Competencies Development and Assessment”) como instrumento para medir y evaluar los indicadores del comportamiento de la competencia de innovación, que están siendo identificados como resultado de una revisión sistemática de la literatura. Como parte de la investigación que se está realizando, en este trabajo se presenta, asimismo, el nuevo modelo establecido por el proyecto FINCODA, en el que la competencia de innovación se muestra como un conjunto en el que se encuentran integradas tres dimensiones: creatividad, pensamiento crítico y una tercera, intraemprendedurismo, que incluye tres sub-dimensiones (iniciativa, trabajo en equipo y trabajo en red).

This study investigates to what extent certain lexical differences can be attributed to factors such as register. To this end, the paper addresses the empirical domain of a word-creation process by means of initial combining forms (ICFs) of neoclassical origin. The research undertaken is based on the use of ICFs in the Corpus of Contemporary American English, a corpus compiled from texts drawn from spoken, fiction, magazine, newspaper and academic sources. The study focuses on the variation of neoclassical elements across registers, and questions their morphological status and currency. The findings confirm the hypotheses of the higher presence of initial combining forms in science and technology domains n magazine and academic journals, and the lower use in spoken registers. It also confirms that nowadays some initial combining forms have developed into free morphemes, a fact which contradicts the essence of the bound nature of combining forms. The study highlights that neoclassical forms are a salient resource in the lexical expansion of terminology and claims their pedagogical implications in ESP word-formation processes.

The traditional classroom paradigm has been lately experiencing innovative changes with the advent of new technologies. This paper reports on the results of an exploratory study that puts into practice a blended learning approach in a university English course which favoured face-to-face as well as online meetings. Within this learning paradigm, the objective of this treatment was to analyse how the use of Twitter, a microblogging tool could help to increase students confidence in English. This would imply a novelty in the field of language learning through computers, as it incorporated social networking to an explicit structured vocabulary task of ESL learning, which allowed peer revision of tweets and feedback from the instructor. Results showed that students largely preferred to recast rather than to carry out metalinguistic prompts as a feedback. Conclusions suggested that this blended learning approach contributed to internalize students own target form errors through corrections to and from their peers. Using Twitter in the language class was an informal, easier and less intimidating way of starting to use new vocabulary in the target language.

[EN] This paper reports on the results of an innovative study that applied a social networking tool to a task explicitly designed to practise specialised vocabulary. The exploratory study, framed within a blended learning approach, examined whether the use of Twitter, a microblogging tool, can help increase students’ confidence in using ESP vocabulary. The research questions addressed the role of Twitter in enhancing vocabulary acquisition, in providing peer and teacher feedback, and promoting communication skills. The paper comes to the conclusion that ESP students do not frequently experience problems using vocabulary specific to their specialised field of study. In terms of peer feedback, often students simply approved their peers’ Tweets, were unable to detect errors, and preferred feedback from their teacher. A significantly positive outcome is the role of Twitter in enhancing student participation. Additionally, regarding communication skills, a particularly important finding was the effectiveness of this blended approach in involving the learners in the classroom and beyond, creating the sense of a learning community., [ES] Este artículo se centra en los resultados de un estudio innovador que incorpora una red social a una tarea explícitamente diseñada para la práctica de vocabulario especializado. El estudio exploratorio, enmarcado en un enfoque de enseñanza semipresencial, examina si Twitter, herramienta de microblogging, puede contribuir a promover la confianza de los alumnos en el vocabulario de IFE. Las preguntas de investigación planteadas fueron el papel de Twitter en el fomento de la adquisición de vocabulario, la retroalimentación entre pares y por el profesor, y el papel de Twitter en la mejora de las habilidades comunicativas. La conclusión del artículo subraya que los alumnos de IFE no experimentan problemas frecuentes de vocabulario en su campo de especialidad. En relación a la retroalimentación entre pares, con frecuencia simplemente aprobaban los Tweets de sus compañeros, eran incapaces de detectar errores y preferían la retroalimentación de su profesor. Los resultados subrayan el papel de Twitter en el aumento de la participación. Además, respecto a las habilidades comunicativas, un resultado de especial relevancia fue la eficacia del método semipresencial en la implicación de los alumnos en la clase y fuera de ella, y la creación de una comunidad de aprendizaje.

Despite the vast body of research on the linguistic peculiarities of Instant Messaging and Short Messaging Service, little is known about the language used in Mobile Instant Messaging in a cross-generational and cross-cultural context. To fill in this gap, the cross-linguistic study addressed here is an attempt to approach age-specific variation from a blended ethnography approach. The current research is grounded on an analysis of a naturally-occurring dataset of WhatsApp messages from the point of view of oralisation and deviations from standard forms. Two distinct generations of English and Spanish texters provide empirical data on the parameters of the oralised written discourse suggested by Yus (2011): emoticons, orthographic mistakes, phonetic orthography, abbreviations, acronyms and clippings, and the use of words in other languages. Subsequently, an analysis of the interviews held with the writers approaches the factors that may determine language variation in the messages. The conclusions drawn highlight the persistent use of deviations from standard language of English and Spanish teenagers. The study confirms a higher frequency of a conversational style in Spanish than in English. Not only brevity and speed reasons but also familiarity, playfulness and intimacy with the addressee are behind the intentional variations used.

[EN] Cross-linguistic basic vocabulary for students entering university. Obtained by automatic and manual extraction from a textual corpus representative of the field and of the communicative situations of potential users. Systematic, with entries in Spanish, and with Catalan and English equivalences. Software used: AntConc3.2.4w and GesTerm. (, [ES] Vocabulario transversal básico para estudiantes que ingresan en la universidad. Obtenido por extracción automática y manual a partir de un corpus textual representativo del ámbito y situaciones de comunicación de los potenciales usuarios. Sistemático, con entradas en español y equivalencias en catalán e inglés. Software: AntConc3.2.4w y GesTerm

The market economy, which is the driving force behind recent changes in the working dynamics of businesses and institutions, is compelling stakeholders in education to facilitate the acquisition of communicative competency in a second or foreign language as a means of preparing the workforce for mobile or virtual work. The CoMoViWo project, financed by the European Union s Education, Audiovisual and Culture Executive Agency (EACEA), aims to improve the employability of graduates by developing literacy training for virtual communication. The innovative aspect of this project is the fusion of communication, technology and multiculturality in association with business enterprises. The present study focuses on the first phase of the project, whose aim is to obtain information concerning the real needs detected in mobility and virtual communication in the workplace. After a preliminary study of the literature it was found that one of the most common instruments for carrying out needs analyses was the questionnaire. Therefore, the questionnaire was taken as a tool for the present study. As a result of the fieldwork carried out in the elaboration and filtering of the items in the questionnaire, the validity of the instrument was verified. The questionnaires were then piloted in the different companies involved in the project. Analysis of the results provided the necessary feedback for the design of the prototype of intensive modules to improve the use of a foreign language in a virtual and mobile context in the workplace, which is the ultimate objective of the present project.

This article will set the theoretical background on which CoMoViWo, an ongoing European project, is based. First, the article critically analyses the concept of workplace language teaching and learning and the trends followed by current workplace language programs. A second focus of research analyses the changes that affect the literacy practices required in the new working context, which imply new ways of writing, speaking, and communicating through different media. A final consideration of the article addresses the role of English as a Lingua Franca, that is, English as a language currently used as a means of communication and interaction by speakers of different first languages. © 2015 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license.

This article presents CoMoViWo, an ongoing European project that aims at modernizing education at Higher Education Institutions (HEIs), vocational institutions and enterprises in order to meet the needs of virtual and mobile work. The innovative character of this project is embedded in the combination of mobile and virtual communication, new technologies, multiculturalism and collaboration of and with enterprises. The difference phases of the project will undertake a review on communication literacy, the design of the virtual training modules, their piloting and their revision. The project results and outcomes will benefit the various actors dealing with virtual and mobile communication in multicultural environments and will also contribute to improve the employability needs of students and the success of enterprises in the global market. © 2015 The Authors. Published by Elsevier Lid. This is an open access article under the CC BY-NC-ND license.

[EN] This paper reports on a project which emerged from the success of the European Project INCODE (Innovation Competencies Development), where the UPV Innovation Team EICE IEMA (Innovación en la Evaluación para la Mejora del Aprendizaje Activo), together with teams from other three European universities, presented an assessment tool for core competencies of innovation in university studies; a tool which was validated: the INCODE Barometer. The present research is aimed at the adaptation of the INCODE Barometer for its use in companies and organizations, now within the European Project FINCODA (Framework for Innovation Competencies Development and Assessment) where the partner universities of the CARPE network (Consortium on Applied Research and Professional Education) including the UPV, and nine small, medium-sized and large companies are participating. EICE IEMA is an interdisciplinary group with members from six different Departments representing the UPV in this new project, in which the INCODE Barometer will be refined taking into account the outcomes of the needs analysis performed in the innovative companies selected., [ES] Esta comunicación parte del éxito del Proyecto Europeo INCODE (Innovation Competencies Development) en el que el equipo de innovación IEMA de la UPV (Innovación en la Evaluación para la Mejora del Aprendizaje Activo), junto a equipos de otras tres universidades europeas, presentó como resultado un instrumento de evaluación de las competencias genéricas de innovación en el ámbito universitario. Instrumento que ya ha sido probado y validado: el Barómetro INCODE. La novedad de la investigación actual es la adecuación del Barómetro INCODE al ámbito de la empresa, en el marco del proyecto FINCODA (Framework for Innovation Competencies Development and Assessment). En este proyecto participan cinco universidades de CARPE (Consortium on Applied Research and Professional Education), del que la Universitat Politècnica de València (UPV) es socia, junto a nueve pequeñas, medianas y grandes empresas. El grupo de innovación IEMA, equipo multidisciplinar con profesores de seis departamentos, representa a la UPV en este proyecto de desarrollo, en el que se llevará a cabo el refinamiento del Barómetro INCODE a partir del análisis de necesidades de empresas innovadoras.

[EN] Researchers nowadays claim that educators must accommodate the learning styles of digital natives . Thus, many new and challenging educational experiences have tried to cater for the singularity of digital natives. These studies have focused on facilitating the communication between teachers and students using the students own language and style. In this context, we analyse the use of a Web 2.0 application in higher education integrated in a traditional language course. The paper questions the technical expertise of digital natives and observes the contribution of Web 2.0 to promote construction of knowledge while developing a proficiency in English. The conclusions signal the rewarding benefits of Wikis to construct knowledge collaboratively and the positive effects on the improvement of linguistic skills. Additionally, the study suggests that the incorporation of new online projects into traditional higher education requires careful planning with consideration given to sound pedagogy so as to lead to effective learning.

In this paper we present an innovative treatment which involved students’ participation in online blogs in a university course of English for Specific Purposes (ESP). Mediation of teacher-learner through the university e-learning platform (PoliformaT) was used to guide students through social networking etiquette as well as to provide online tuition to reinforce language contents and resources. By means of an integrated analysis which included qualitative and quantitative research, we see the influence of a Computer-Mediated Communication genre on motivation and learning. Questionnaires administered to the students and interviews provided insightful data to the research about the students’ perception of the treatment. Our results suggest that the approach promoted learner engagement and achievement resulting in high quality learning. Additionally, the research shows the effectiveness of the use of the university virtual tool to enhance teacher-student communication and guidance. © 2014 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license.

Following one of the new challenges suggested by the Common European Framework of Reference for Languages, a treatment was developed to enhance pragmatic ompetence, since this competence is not easy to acquire by non-native speakers. Within this context, we focused on pragmatic awareness in the workplace, an area of expertise in growing demand today. Specifically, we centred on the power variable and the distinction between powerful and powerless speech styles through negotiation, co-planning and goal-oriented interactions. Powerful speech has been envisaged as the language of success; however, the positive implications of powerless speech in the workplace have been recently posited. After an instruction phase, the results confirmed that powerless markers were prone to be used adequately in writing, while in oral interactions non-native speakers were not able to employ them fluently or, at least, naturally. The treatment encouraged the critical engagement of students in the process of learning new ways of communicating at work.

Investigación sobre la formación de palabras mediante prefijación.

The study we present forms part of an ongoing study on the introduction of the Common European Framework of Reference for Languages (CEFR) in tertiary education. Our research aims at promoting the adequate use of workplace language by analysing the ability of non-native speakers of English to differentiate speech styles. Special attention has been devoted to the adequate use of powerful and powerless language in mock job interviews. © 2013 The Authors. Published by Elsevier Ltd. Open access under CC BY-NC-ND license. Selection and/or peer-review under responsibility of Academic World Education and Research Center.

This manuscript sets forth an in-depth study of competing pairs of prefixes of Greek and Latin origin: hyper- vs. super-, micro- vs. mini-, and polyvs. multi- from a contrastive Spanish-English perspective. Two major source corpora, the Corpus de Referencia del Español Actual for Spanish, and the British National Corpus for English were used for the purpose of this research. The prefixes were further analysed within the framework of a corpus of 200 translational equivalences, compiled from a lexicographic bilingual source, the Oxford Spanish Dictionary (2003); the results were then corroborated with the use of the prefixed words in a bilingual text-based online source, Linguee. This research sheds light on similarities and differences between such pairs of prefixes. The present contribution confirms the higher use of prefixation in Spanish. A much more frequent use of Latin prefixes, mainly super- and multi-, is attested in both languages. The cross-linguistic study reveals that prefixes seem to overlap semantically and syntactically across Spanish and English. Nevertheless, a representative percentage of Spanish prefixed words contrastively exhibit a non-morphological equivalence in English. Hence, a single different word, or a multiword unit may be used in English where derivational expansion of the base is preferred in Spanish.

The present study, based on the principles of simulation methodology, sets forth the implementation of experiential learning to enhance transferable skills and the development of innovation competences in an English course setting. The innovative contribution of the educational research undertaken is an experiential learning tool, devised within the tenets of the simulation methodology: an open simulation approached from competence framework to a hands-on experience. The Scenario, Profiles, Facilitator’s Directions and Debriefing Process of the simulation are described in detail throughout the paper as well as the educational implications

The paper reports on a comparative study of equivalence in scientific and popular terminology across Romance and Germanic languages. The study is carried out within the framework of Languages for Specific Purposes lexicography, and focuses on a corpus of medical terminology in seven European languages. The first aim of the study was to confirm or reject the international character of the terms of the corpus. The neoclassical etymology of the international words was highlighted, as well as the changes experienced in the loanwords to be adapted to the host lexical system. A second aim of the research undertaken was to analyse the corresponding popular language equivalents to the scientific medical terms studied. The hypothesis that Romance languages had a higher tendency to use international words in popular communication than Germanic languages, as stated by Stichele (2000), was only partially confirmed; English and French lexical items had more cases of overlap of scientific and popular terms than German and Spanish. As most of the scientific terms are mainly known by professionals but appear less accessible to lay audiences, the study claimed that specialized words should be substituted for their popular equivalents to reach a successful communication in doctor-patient healthcare interactions. Keywords. Internationalisms; Word formation; Scientific terminology; Popular terms

This pioneer study is rooted in a constructivist paradigm and undertakes an empirical research based on a content analysis of 400 digital job vacancies to find out the employability skills required by the job market. The study is focused on introducing innovations in an English language subject in an engineering degree to enhance the development not only of linguistic skills but also of generic skills, a challenge aimed at professional competitiveness and employability. The methodology used and outcomes are discussed in this paper.

El presente volumen constituye una importante aportación a varios campos y se caracteriza por un enfoque didáctico, fruto de años de investigación, docencia y ejercicio profesional de la autora. La investigación se ha organizado en base a cuatro pilares (bloques) fundamentales, que dibujan la macroestructura del manuscrito.

The application of new technologies and media has changed the concept of teaching and learning, offering effective and attractive possibilities to the educational system, particularly to the learning of languages in specific contexts. Educators in general will agree on the importance of motivation as a key to success in language acquisition as it is both a condition and a result of effective in-struction. However, although research has recognized the positive effect of intrinsic motivation on learning and academic achievement, little is known about the impact of different technology-supported learning activities on students¿ intrinsic motivation, the most critical factor for success in language teaching through computers according to some scholars. In this paper we present a university course project carried out in the English class in a degree of Library and Information Management. By means of an integrated analysis which includes qualita-tive and quantitative research, we see the influence of a CMC (Computer-mediated Communica-tion) genre, that of weblogs, in learning, and the way this new learning environment enhances motivation. In the project we present, students were asked to participate in blogs dealing with top-ics of their field of studies, a fact that constitutes the authentic learning environment suggested by some scholars in the field of education. Blogging was the key activity of their writing course. Students¿ participation in blogs implied exchanging posts, making comments, agreeing and dis-agreeing on what was discussed in the posts, asking for clarification, etc., always with the hope of raising the interest of other bloggers and starting a discussion. Questionnaires administered to the students and interviews have provided insightful data to the research about the students¿ perception of the experience, in other words, their levels of involve-ment in learning, their engagement in efficient and creative thinking processes, and their use of problem-s

[ES] Las nuevas necesidades terminológicas que el avance de la ciencia requiere van enriqueciendo las lenguas con sus aportaciones. La nueva dimensión funcional, comunicativa e interdisciplinar del ESP (Inglés para fines Específicos) requiere una atención especial a la terminología propia de cada disciplina. El objetivo de este trabajo es analizar la estructura de aquellas nuevas incorporaciones léxicas de uso habitual en ámbitos informáticos académicos y profesionales que se hayan formado a partir de voces preexistentes en la lengua inglesa y en la española por medio de prefijación. Se observan los prefijos más usuales y si coinciden en ambas lenguas o si, por el contrario, éstas presentan distinto recurso para la formación de los nuevos términos., [EN] The new terminological needs required by today’s science advancements enrich languages with new terms. The new functional, communicative and interdisciplinary dimension of ESP (English for Specific Purposes) demands special attention to the specific terminology used in each discipline. The purpose of this paper is to analyze the structure of the new lexical creations of frequent use in academic and professional computer science environments formed by means of prefixation of already existing English and Spanish terms. This paper studies the most usual prefixes and compares the new words in both languages and observes if they share the same prefixes or, on the contrary, if they show a different linguistic resource in their word formation process

Scholars have stated the particularities of the language used in specialized discourse but little attention has been so far paid to the role derivational morphology may play in register variation. The present research makes a contribution to the study of word-formation in scientific registers by means of a corpus-based approach to the productivity of 14 suffixes in two scientific English registers, i.e., computer science and medicine. In order to empirically examine the productivity of the suffixes in each register, types, tokens and hapaxes ratio were used. Results obtained were then contrasted with the presence of the same suffixes in the written language wordlist of the British National Corpus (BNC). The study shows that suffixes are a productive word-formation resource in scientific registers and that their productivity differs in the registers under study. Findings ranked higher productivity of abstract noun-forming suffixes such as -ity, -ion and -ness in scientific registers than in the BNC. The suffix –ize reached values in the scientific corpora highly over the ranking drawn from the BNC. On the contrary, the BNC yielded an outstanding productivity rate of –free and -like, suffixes which proved to be fully unproductive in the scientific registers under study.

The present research, based on constructivist learning paradigms, describes the outcomes of a project which complies with real life projection into the professional world: a Wiki-based approach is devised to construct knowledge, manage own learning and develop communication and linguistic skills in English. The paper aims to analyze the process and product of students¿ contribution to group work. A qualitative analysis reveals the students¿ positive and negative feedback. The study complies with the shift of current learning paradigms in the focus of learning: from gaining knowledge to producing knowledge

[ES] El presente estudio trata un género electrónico de reciente creación: el comentario deportivo en línea. Este género forma parte de la prensa tradicional, donde cuenta con una larga historia y convenciones bien definidas. En anteriores estudios hemos comprobado que en la comunicación electrónica en inglés hay más rasgos asociados con el discurso oral que en las lenguas románicas. Sin embargo, esta afirmación necesita ser matizada cuando se trata de un género periodístico. El uso de la puntuación y las mayúsculas, el estudio del léxico, la longitud de la frase y el comentario, las oraciones fragmentarias y la relación tipo/ocurrencia contribuirá a definir su vinculación con la modalidad oral o escrita., [EN] The present study deals with a new electronic genre: online sports commentaries. This genre forms part of the traditional press that has a long history and very well defined conventions. In previous studies, we have established that electronic communication in English presents more traits associated with oral discourse than Romance languages. However, this statement needs some clarification in the case of journalistic genres. The use of punctuation and capital letters, the study of lexis, sentence length and the extension of the commentary, fragmentary sentences and type/token relation will contribute to define its oral or written modality.

[EN] Many recent studies on computer-mediated communication (CMC) have addressed the question of orality and literacy. This article examines a relatively recent subgenre of CMC, that of written online sports commentary, that provides us with written CMC that is clearly based on firmly established oral genres, those of radio and television sports commentary. The examples analyzed are from two English, two French, and two Spanish online football (soccer) commentaries. The purpose of the study is to examine oral traits and genre mixing in online football commentaries in the three languages and carryover from the spoken genres of radio and television commentaries to this developing genre, following Ferguson. Special attention is paid to Web page design. The study reveals that form and content of online football commentaries are strongly affected by the style of the online newspaper.