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Papers by Elisa Rosado

El dominio de la lectura y la escritura se relaciona con el éxito académico y profesional de los ... more El dominio de la lectura y la escritura se relaciona con el éxito académico y profesional de los estudiantes, y es importante garantizarlo tanto a alumnos nativos como no nativos. Aparentemente, múltiples factores, como conocimiento léxico, comprensión oral y otros aspectos relacionados directamente con la capacidad cognitiva o el conocimiento del mundo, influyen en estos aprendizajes. Nuestro objetivo general es examinar algunos de esos factores y comprobar si difieren y cómo entre nativos y no nativos de español. Doce alumnos participan en este estudio. Cinco tienen el español como L2 y siete son hablantes nativos de español, comparables en edad y nivel educativo. Examinamos su desempeño en un conjunto de tareas que evalúan el nivel inicial de lectura y escritura. Nos proponíamos describir el conocimiento inicial en los aspectos evaluados y establecer patrones de evolución desde el inicio en el último año de educación infantil hasta finales de primero de primaria y contrastarlos e...

Revista signos, 2021

El objetivo de este trabajo es describir los rasgos que caracterizan el uso de los tiempos de pas... more El objetivo de este trabajo es describir los rasgos que caracterizan el uso de los tiempos de pasado imperfecto e indefinido en espanol por parte de aprendices rusohablantes de nivel avanzado en situacion de aprendizaje formal. Los datos analizados provienen de una tarea de produccion escrita semiespontanea a partir de un estimulo audiovisual. El analisis de los resultados se aborda desde las categorias de la estructura narrativa y el aspecto lexico del verbo, con la intencion de identificar su efecto en el uso de estos dos tiempos verbales. Los resultados revelan una preferencia univoca por la actualizacion de los verbos a partir de combinaciones prototipicas entre aspecto gramatical, lexico y discursivo. Los niveles mas altos de competencia muestran un dominio equivalente al nativo en el uso de imperfecto e indefinido a la hora de narrar eventos en pasado.

Literacy Studies, 2016

Children as young as 4-5 years can produce descriptive narratives but have been found to have dif... more Children as young as 4-5 years can produce descriptive narratives but have been found to have difficulties to talk about causal and mind-oriented aspects of the story, such as the characters' intentions and beliefs, or their different viewpoints. This paper considers whether the first narrative produced by the children represents the developmental limit of their competencies or whether children can be brought to produce more complex mind-oriented narratives through a simple procedure by which children are requested to focus on the causes of the story events, This question was investigated by presenting a sequence of five wordless pictures (the "stone story") to 120 French-speaking children aged 5 to 10 years who narrated to the experimenter their first narrative. Then, 60 children participated in the causal-oriented conversation and 60 children served as control group and played a memory game with the story images. Results show that after the causal-oriented conversation, from 6 years on, children produced more coherent and mind-oriented narratives than they did in their first narrative. These improvements were not found in the control group. Pragmatic and cognitive aspects are discussed as possible causes of these improvements. We highlight the importance for assessment and remediation of the conversational procedure and of the resulting intra-individual variation.

Pensamiento Educativo: Revista de Investigación Educacional Latinoamericana, 2021

Estudiantes de todos los niveles muestran problemas con ciertas convenciones del discurso escrito... more Estudiantes de todos los niveles muestran problemas con ciertas convenciones del discurso escrito consideradas indicadoras de desarrollo y predictoras de la calidad de los textos: la organización de la información y el uso de recursos específicos. El uso de conectores y marcadores discursivos contribuye a la cohesión del texto y guía la interpretación de las relaciones entre sus componentes. Analizamos los textos analíticos en catalán de 128 alumnos de secundaria y universitarios para identificar las dificultades y las trayectorias evolutivas en la conexión intra e interoracional. Los textos fueron producidos tras aplicar una secuencia didáctica sobre escritura académica. Examinamos el repertorio de marcas de conexión (conjunciones, marcadores parentéticos, marcadores léxicos) y las funciones que desempeñan (proposicional, estructural, modal). Las diferencias entre grupos aparecen 1) en el uso de conjunciones, más empleadas en secundaria, y marcadores parentéticos, en universitarios...

Journal of Pragmatics, 2014

Journal of Pragmatics, Feb 1, 2005

The paper explores developmental patterns in a set of grammatical constructions that Spanish spea... more The paper explores developmental patterns in a set of grammatical constructions that Spanish speaker-writers can use for agency alternation. Although all these constructions downgrade agency, they differ in the way they do so, and in the formal devices they use for this purpose. Some promote a patient perspective (ser-marked passives and se-passives), others promote a generic interpretation of agents (se-impersonals and 2nd person singular), while still others impute a degree of autonomy to the situation denoted by the predicate (se-middles). All these constructions appear more frequently in expository texts than in narrative texts and, except for 2nd person singular pronouns, more appear in the written modality than in the spoken modality. However, only passives showed a clear developmental pattern. The study shows that, given the options of a particular language, the distribution of grammatical constructions is an outcome of communicative purposes-that is, a function of the type of text as perceived by the speaker-writer-in relation to thematic content and perceptions of written language as a discourse style.

Springer eBooks, Aug 5, 2006

INTRODUCTION One of the central concerns in Ruth Berman's work, mainly during the late n... more INTRODUCTION One of the central concerns in Ruth Berman's work, mainly during the late nineties, is the characterization of linguistic knowledge beyond core grammar. Berman is par-ticularly interested in defining the features of language that make us proficient users ...

Culture And Education, Jan 2, 2014

reconocido y financiado por la Generalitat de Catalunya (ref. 2009-SGR-555). Este trabajo se insc... more reconocido y financiado por la Generalitat de Catalunya (ref. 2009-SGR-555). Este trabajo se inscribe en el marco del proyecto de investigación Hacia el dominio experto de la lengua: estudio comparado del desarrollo del repertorio lingüístico nativo y no nativo en castellano y catalán (ref. EDU2009-08862), financiado por el Ministerio de Ciencia e Innovación. Resumen Con objeto de caracterizar la competencia discursiva de hablantes de español como lengua segunda (L2), en este estudio examinamos los textos producidos por hablantes de español con el coreano y el árabe como L1, considerando (1) si los patrones relativos a los niveles de conectividad en textos expositivos y narrativos y los recursos que marcan un posicionamiento distanciado en textos expositivos pueden compararse con los descritos en español L1, y (2) si el comportamiento de los no nativos se verá definido por su nivel de competencia. Los resultados indican que el uso de diferentes tipos de conectividad o recursos de distanciamiento no están directamente relacionados con el nivel de competencia. Desde niveles iniciales, los aprendices de L2 son capaces de organizar efectivamente sus textos y posicionarse con éxito ante los hechos referidos, mostrando así su capacidad para adaptarse a las circunstancias comunicativas en que han de producirse. A partir de aquí, se sugiere la conveniencia de revisar los criterios del MCERL para determinar niveles de competencia, al menos por lo que se refiere a habilidades discursivas.

Lenguas Modernas, 1998

L'A. presente et analyse des donnees relatives a deux proprietes syntaxiques de l'espagno... more L'A. presente et analyse des donnees relatives a deux proprietes syntaxiques de l'espagnol qui sont possibles, selon certaines theories, grâce a la richesse du paradigme morphologique du verbe et du determinant. Les deux proprietes en question sont : l'emploi de sujets nuls (― Salimos a las ocho) et l'emploi de substantifs nuls (Yo prefiero los ― rojos). En analysant des donnees de l'acquisition de l'espagnol comme langue maternelle et comme langue seconde, l'A. tente de determiner la plausibilite de l'hypothese d'une relation directe entre la morphologie flexive et les proprietes syntaxiques de la langue

Revista Signos, Dec 1, 2022

In this paper, a classification proposal of causal constructions and causal connectivity between ... more In this paper, a classification proposal of causal constructions and causal connectivity between clauses and larger discursive segments is presented. Such classification is susceptible to be used in subsequent corpus-based studies. To do so, we unify two perspectives and classifications in the analysis: a) the distinction, in the Hispanic tradition, between causales del enunciado y causales de la enunciación and b) the distinction, within the relational coherence framework, between semantic and pragmatic causal relations (van Dijk, 1979; Sanders, 1997) and, in particular, between content, speech act and epistemic causal relations (Sweetser, 1990). After addressing its formal characterization, we consider two types of constructions, those with verbs of speaking and verbs of thinking in the non-causal segment, and ambiguous cases that are pragmatically classifiable as speech act causal and epistemic causal relations. We attend, on the one hand, to causal connectives, and conceive them as propositional markers (Cuenca, Marín, Romano & Porto, 2011); on the other hand, we deal with multimember systems related causal structures. Finally, we highlight the need to identify non-canonical uses of causal structures, as well as to continue exploring the expression of causality beyond two-member constructions.

International Review of Applied Linguistics in Language Teaching

This paper introduces Developing analytical writing (DAW), a model of text analysis aimed at capt... more This paper introduces Developing analytical writing (DAW), a model of text analysis aimed at capturing how social expectancies of analytical writing become part of students’ linguistic literacy. DAW proposes a multilayer analysis of text features on repeated text production prompted by the same and different topics, control for pedagogical input, and researcher- and reader-based evaluations of text quality. We revise DAW previous implementations that delved into lexical, syntactic-discursive, and structural aspects of analytical essays as indexes for developing writing proficiency. We focus thereafter on a current application of DAW to assess content-related dimensions: explicitness of a central standpoint, flexibility of writers’ positioning, and expression of reflective thinking. Analyses revealed that the probability of explicitness and reflexiveness increases from elementary to higher levels of schooling, while the probability of flexible positioning appeared conditioned by text...

Esta tesis examina la forma en que tiene lugar la adquisicion de los articulos determinados y los... more Esta tesis examina la forma en que tiene lugar la adquisicion de los articulos determinados y los cliticos pronominales del espanol no nativo y considera cuestiones relacionadas, por un aparte, con el estatuto gramatical de estas formas (concretamente, si puede o no defenderse que son elementos de la misma naturaleza), y por otra, con el comportamiento que manifiestan en los datos de la interlengua de hablantes de espanol como lengua segunda L2 y como lengua extranjera LE. En relacion con el uso de los articulos y lso cliticos pronominales, se consideran las diferencias y similitudes que se observan en su uso por parte de nativos y no nativos, con el proposito ultimo de detectar o descartar la existencia de paralelismos entre los mecanismos que subyacen al proceso de adquisicion en el caso de la L1 y L2. El hecho de que articulos y cliticos compartan una serie de caracteristicas en lo formal y en lo semantico y de que puedan analizarse conjuntamente supone un interesante punto de pa...

Literacy studies, 2016

Liliana Tolchinsky’s office is located in a modern, though architecturally bland, building, at th... more Liliana Tolchinsky’s office is located in a modern, though architecturally bland, building, at the opposite end of the lush gardens that surround the main, historical building of the University of Barcelona. In a tiny office on the fifth floor, Liliana prepares lectures, receives students, writes articles, talks with colleagues and collaborators, and holds meetings with members of the research group that she has coordinated for almost 20 years. She has been in that office since the year 2000, after a long, sinuous path that took her from her native Buenos Aires, through Tel Aviv, and finally to Barcelona. She had arrived in the University of Barcelona some 10 years earlier, but it wasn’t until she joined the General Linguistics Department that Liliana found stability in the Academy and the institutional recognition that her research record and international impact deserved.

Journal for the Study of Education and Development, 2021

Mastering analytical writing involves the proficient use of varied later-acquired grammatical, le... more Mastering analytical writing involves the proficient use of varied later-acquired grammatical, lexical and discourse forms and functions. Developmental studies have identified specific linguistic features as diagnostic of increasing proficiency. This study examines how these features change throughout educational levels and before and after the implementation of a set of classroom activities aimed at homogenizing participants’ pedagogical input while raising their awareness of analytical texts’ main functions. Two hundred and twelve Spanish speakers from primary, secondary and university levels participate in the study, each producing two analytical texts. The corpus consists of 424 texts produced on the same topic. Results indicate that not all the features pertaining to the same domain show identical changes across educational levels or are identically sensitive to pedagogical work. Productivity measures increase with educational level and after pedagogical work, except for univer...

Written Language & Literacy, 2002

The distribution of passive constructions is examined in written texts produced by native speaker... more The distribution of passive constructions is examined in written texts produced by native speakers of five Languages (Dutch, English, French, Hebrew, and Spanish), from four Age groups (aged 9–10, 12–13, 15–16 years, and adults). These languages contrast in the variety of structures available to promote a patient and to downgrade an agent in event encoding. The results show significant effects of Language and Age. When a language has productive alternative rhetorical options for the two functions, it relies less on passive constructions. Across all five languages, passives increase with Age. However, even our youngest subjects show a language-specific rhetorical bias.