Inna Kozlova | Universitat Autònoma de Barcelona (original) (raw)
Papers by Inna Kozlova
This article reports on the use of dictionaries for L2 text production purposes by first-year ESP... more This article reports on the use of dictionaries for L2 text production purposes by first-year ESP students. Research into dictionary use and cognitive studies of L2 writing are combined in this paper to outline the cognitive dimension of a dictionary consultation. Our objective is to focus on the situation in which an information need occurs, with a freshman ESP student as a specific user in mind. In an attempt to guarantee the relevance of consulting a dictionary, for the purposes of our study we separated the draft stage of a composition from that of its revision. In the latter stage, external resources like dictionaries were made available. Our data suggest that our students were able to detect problems in their writing and reported having improved their compositions after having had the chance to consult dictionaries. The corrections were nonetheless implemented only in one-third of all the problems detected. It was also found that the tentative solution in L2 allowed for monolingual dictionary consultation but students often opted for generating another access key in their native language. (CC) SDUTSJ 2014. The Scripta Manent journal is published under Creative Commons Attribution-NonCommercial-ShareAlike 2.5 Slovenia. (CC) SDUTSJ 2014. The Scripta Manent journal is published under Creative Commons Attribution-NonCommercial-ShareAlike 2.5 Slovenia.
El presente trabajo tiene por objeto el estudio de la competencia instrumental, que se entiende c... more El presente trabajo tiene por objeto el estudio de la competencia instrumental, que se entiende como suma del conocimiento y del dominio de recursos externos. En el curso de nuestra anterior investigacion sobre recursos concretos hemos llegado a la conclusion de que se podria hablar de un mecanismo universal de consulta, que tendria sus origenes en los procesos mentales y seria aplicable por tanto a cualquier recurso. Explicamos este mecanismo de consulta a partir de rasgos conceptuales sirviendonos de la teoria conexionista. Ademas, situamos la consulta en el marco de la resolucion de problemas, pudiendo asi relacionar el apoyo interno, que consiste en el uso de la memoria, con el apoyo externo, que consiste en el empleo de recursos externos. Siguiendo los recientes descubrimientos en psicolinguistica, nos proponemos a explicar como los problemas conceptuales o lexicos, identificados y definidos en terminos propios de la memoria humana, se transforman en preguntas concretas dirigid...
El presente trabajo tiene por objeto el estudio de la competencia instrumental, que se entiende c... more El presente trabajo tiene por objeto el estudio de la competencia instrumental, que se entiende como suma del conocimiento y del dominio de recursos externos. En el curso de nuestra anterior investigacion sobre recursos concretos hemos llegado a la conclusion de que se podria hablar de un mecanismo universal de consulta, que tendria sus origenes en los procesos mentales y seria aplicable por tanto a cualquier recurso. Explicamos este mecanismo de consulta a partir de rasgos conceptuales sirviendonos de la teoria conexionista. Ademas, situamos la consulta en el marco de la resolucion de problemas, pudiendo asi relacionar el apoyo interno, que consiste en el uso de la memoria, con el apoyo externo, que consiste en el empleo de recursos externos. Siguiendo los recientes descubrimientos en psicolinguistica, nos proponemos a explicar como los problemas conceptuales o lexicos, identificados y definidos en terminos propios de la memoria humana, se transforman en preguntas concretas dirigid...
III.ÉCHANTILLON 1. Méthode de sélection 2. Caractéristiques générales 3. Expérience professionnel... more III.ÉCHANTILLON 1. Méthode de sélection 2. Caractéristiques générales 3. Expérience professionnelle 4. Sens de la traduction (vers la langue maternelle ou étrangère) IV.PREMIERS RÉSULTATS 1. Résultats de la variable « Connaissances en traduction » • Instrument • Analyse descriptive • Indice de dynamisme • Coefficient de cohérence 2. Résultats de la variable « Efficacité du processus » • Acceptabilité • Temps global • Temps global, phases et acceptabilité • Temps global, acceptabilité et séquences d’actions
Actas Del Xxiv Congreso Internacional De Aesla Recurso Electronico Aprendizaje De Lenguas Uso Del Lenguaje Y Modelacion Cognitiva Perspectivas Aplicadas Entre Disciplinas 2007 Isbn 978 84 611 6897 2, 2007
Revisiting Language Learning Resource 2007 Pags 243 268, 2007
Papers. Revista de Sociologia, 2014
L. Molina & L. Santamaria (Eds.) Traducción, Interpretación y Estudios interculturales, Granada: Editorial Comares, Colección Interlingua , 2016
Little attention has been paid to reference skills in L2 written text production in comparison wi... more Little attention has been paid to reference skills in L2 written text production in comparison with L2 text comprehension. This may be explained by the fact that the relation between L2 text production and the process of consultation of external resources has not yet been the object of exhaustive research, largely because text production is viewed exclusively as an encoding activity. The place of the consultation of external resources in text production will only be recognised when the latter is viewed as an encoding activity continuously interrupted by decoding sequences when internal support fails and additional information is required. To obtain this additional information, writers must turn to external resources and engage in decoding. The consultation of external resources is thus a conscious problem-solving strategy which is closely related to one’s definition of a problem, knowledge and beliefs about external resources, and attitude towards their use.
In this article we present a cognitive model of the problem-solving process in L2 text production which includes the use of reference sources. Using this model, we have analysed how students envisage, and carry out, their problem-solving processes in L2 written text production. A customised questionnaire was used to obtain data on students’ beliefs concerning the relation between internal and external support; their perceived knowledge of external resources; and their attitude to reference skills training. This data was contrasted to the problem-solving processes actually carried out by the students. Results suggest that, in theory, students correctly describe the stages of the consultation process. In practice, however, some fail to complete the process at a certain stage. Detecting when this happens allows us to design appropriate reference skills training.
Key words: text production, L2, reference skills, dictionary, problem-solving
Comparative Sociology, 2017
This paper reports on the experience of developing a double-degree master’s program in social wor... more This paper reports on the experience of developing a double-degree master’s program in social work between a Russian and a Spanish university. It focuses on the complementarity of the existing training programs in social work and on the handling of cultural and institutional particularities. Developing international master’s degrees programs
is a challenge in terms of both adjustments to the curricula and economic viability. A genuine interest in learning from the other country is a sine qua non condition difficult to meet because the traditions of social work and welfare in each county are deeply rooted in that country’s culture and history. The authors explain how they worked
to establish a common ground and describe the results they were able to achieve.
2013 International Conference on Interactive Collaborative Learning (ICL), 2013
ABSTRACT The present paper reports on the experience of developing a Double Degree Master's progr... more ABSTRACT The present paper reports on the experience of developing a Double Degree Master's program between Russian and Spanish universities (UAB and KNTRU). The inclusion of both Russia and Spain into the Bologna process with the creation of common European Higher Education Area (EHEA) has provided new opportunities for students' mobility. However, the differences in degrees duration, in the number of credits per module and the language barrier were just some of the difficulties we faced while comparing the existing Master's programs. It should be mentioned that social work is a highly flexible discipline and while Russian university training is traditionally based on theoretical disciplines, Spanish Masters are practice-oriented towards current social problems. It was a great challenge trying to establish a common ground and propose courses for the new program that would fit the needs of social workers at an industrial enterprise, complement each other and be mutually beneficial.
Actas Del Ii Congreso Internacional Aieti 2005 Formacion Investigacion Y Profesion 2005 Isbn 978 84 8468 151 9 Pags 573 587, 2005
Bibliografía ADARRAGA, P. (1994): "Memoria semántica." En: RUÍZ-VARGAS, J. M. (ed.) Psicología de... more Bibliografía ADARRAGA, P. (1994): "Memoria semántica." En: RUÍZ-VARGAS, J. M. (ed.) Psicología de la memoria. Madrid: Alianza editorial. Pp. 205-230. AGUILAR-AMAT, A.; PARRA, J.; PIQUÉ, R. (1996): "Una base de dades terminològica per a la traducció." En: Actes del III Congrés Internacional sobre Traducció. Universitat Autònoma de Barcelona. Departament de Traducció i d'Interpretació. ALONSO QUECUTY, Mª L. (1992): "Emoción, motivación y memoria." En: MAYOR, J.; VEGA (DE), M. (coord.) Memoria y representación. Tratado de psicología general.
This article reports on the use of dictionaries for L2 text production purposes by first-year ESP... more This article reports on the use of dictionaries for L2 text production purposes by first-year ESP students. Research into dictionary use and cognitive studies of L2 writing are combined in this paper to outline the cognitive dimension of a dictionary consultation. Our objective is to focus on the situation in which an information need occurs, with a freshman ESP student as a specific user in mind. In an attempt to guarantee the relevance of consulting a dictionary, for the purposes of our study we separated the draft stage of a composition from that of its revision. In the latter stage, external resources like dictionaries were made available. Our data suggest that our students were able to detect problems in their writing and reported having improved their compositions after having had the chance to consult dictionaries. The corrections were nonetheless implemented only in one-third of all the problems detected. It was also found that the tentative solution in L2 allowed for monolingual dictionary consultation but students often opted for generating another access key in their native language. (CC) SDUTSJ 2014. The Scripta Manent journal is published under Creative Commons Attribution-NonCommercial-ShareAlike 2.5 Slovenia. (CC) SDUTSJ 2014. The Scripta Manent journal is published under Creative Commons Attribution-NonCommercial-ShareAlike 2.5 Slovenia.
El presente trabajo tiene por objeto el estudio de la competencia instrumental, que se entiende c... more El presente trabajo tiene por objeto el estudio de la competencia instrumental, que se entiende como suma del conocimiento y del dominio de recursos externos. En el curso de nuestra anterior investigacion sobre recursos concretos hemos llegado a la conclusion de que se podria hablar de un mecanismo universal de consulta, que tendria sus origenes en los procesos mentales y seria aplicable por tanto a cualquier recurso. Explicamos este mecanismo de consulta a partir de rasgos conceptuales sirviendonos de la teoria conexionista. Ademas, situamos la consulta en el marco de la resolucion de problemas, pudiendo asi relacionar el apoyo interno, que consiste en el uso de la memoria, con el apoyo externo, que consiste en el empleo de recursos externos. Siguiendo los recientes descubrimientos en psicolinguistica, nos proponemos a explicar como los problemas conceptuales o lexicos, identificados y definidos en terminos propios de la memoria humana, se transforman en preguntas concretas dirigid...
El presente trabajo tiene por objeto el estudio de la competencia instrumental, que se entiende c... more El presente trabajo tiene por objeto el estudio de la competencia instrumental, que se entiende como suma del conocimiento y del dominio de recursos externos. En el curso de nuestra anterior investigacion sobre recursos concretos hemos llegado a la conclusion de que se podria hablar de un mecanismo universal de consulta, que tendria sus origenes en los procesos mentales y seria aplicable por tanto a cualquier recurso. Explicamos este mecanismo de consulta a partir de rasgos conceptuales sirviendonos de la teoria conexionista. Ademas, situamos la consulta en el marco de la resolucion de problemas, pudiendo asi relacionar el apoyo interno, que consiste en el uso de la memoria, con el apoyo externo, que consiste en el empleo de recursos externos. Siguiendo los recientes descubrimientos en psicolinguistica, nos proponemos a explicar como los problemas conceptuales o lexicos, identificados y definidos en terminos propios de la memoria humana, se transforman en preguntas concretas dirigid...
III.ÉCHANTILLON 1. Méthode de sélection 2. Caractéristiques générales 3. Expérience professionnel... more III.ÉCHANTILLON 1. Méthode de sélection 2. Caractéristiques générales 3. Expérience professionnelle 4. Sens de la traduction (vers la langue maternelle ou étrangère) IV.PREMIERS RÉSULTATS 1. Résultats de la variable « Connaissances en traduction » • Instrument • Analyse descriptive • Indice de dynamisme • Coefficient de cohérence 2. Résultats de la variable « Efficacité du processus » • Acceptabilité • Temps global • Temps global, phases et acceptabilité • Temps global, acceptabilité et séquences d’actions
Actas Del Xxiv Congreso Internacional De Aesla Recurso Electronico Aprendizaje De Lenguas Uso Del Lenguaje Y Modelacion Cognitiva Perspectivas Aplicadas Entre Disciplinas 2007 Isbn 978 84 611 6897 2, 2007
Revisiting Language Learning Resource 2007 Pags 243 268, 2007
Papers. Revista de Sociologia, 2014
L. Molina & L. Santamaria (Eds.) Traducción, Interpretación y Estudios interculturales, Granada: Editorial Comares, Colección Interlingua , 2016
Little attention has been paid to reference skills in L2 written text production in comparison wi... more Little attention has been paid to reference skills in L2 written text production in comparison with L2 text comprehension. This may be explained by the fact that the relation between L2 text production and the process of consultation of external resources has not yet been the object of exhaustive research, largely because text production is viewed exclusively as an encoding activity. The place of the consultation of external resources in text production will only be recognised when the latter is viewed as an encoding activity continuously interrupted by decoding sequences when internal support fails and additional information is required. To obtain this additional information, writers must turn to external resources and engage in decoding. The consultation of external resources is thus a conscious problem-solving strategy which is closely related to one’s definition of a problem, knowledge and beliefs about external resources, and attitude towards their use.
In this article we present a cognitive model of the problem-solving process in L2 text production which includes the use of reference sources. Using this model, we have analysed how students envisage, and carry out, their problem-solving processes in L2 written text production. A customised questionnaire was used to obtain data on students’ beliefs concerning the relation between internal and external support; their perceived knowledge of external resources; and their attitude to reference skills training. This data was contrasted to the problem-solving processes actually carried out by the students. Results suggest that, in theory, students correctly describe the stages of the consultation process. In practice, however, some fail to complete the process at a certain stage. Detecting when this happens allows us to design appropriate reference skills training.
Key words: text production, L2, reference skills, dictionary, problem-solving
Comparative Sociology, 2017
This paper reports on the experience of developing a double-degree master’s program in social wor... more This paper reports on the experience of developing a double-degree master’s program in social work between a Russian and a Spanish university. It focuses on the complementarity of the existing training programs in social work and on the handling of cultural and institutional particularities. Developing international master’s degrees programs
is a challenge in terms of both adjustments to the curricula and economic viability. A genuine interest in learning from the other country is a sine qua non condition difficult to meet because the traditions of social work and welfare in each county are deeply rooted in that country’s culture and history. The authors explain how they worked
to establish a common ground and describe the results they were able to achieve.
2013 International Conference on Interactive Collaborative Learning (ICL), 2013
ABSTRACT The present paper reports on the experience of developing a Double Degree Master's progr... more ABSTRACT The present paper reports on the experience of developing a Double Degree Master's program between Russian and Spanish universities (UAB and KNTRU). The inclusion of both Russia and Spain into the Bologna process with the creation of common European Higher Education Area (EHEA) has provided new opportunities for students' mobility. However, the differences in degrees duration, in the number of credits per module and the language barrier were just some of the difficulties we faced while comparing the existing Master's programs. It should be mentioned that social work is a highly flexible discipline and while Russian university training is traditionally based on theoretical disciplines, Spanish Masters are practice-oriented towards current social problems. It was a great challenge trying to establish a common ground and propose courses for the new program that would fit the needs of social workers at an industrial enterprise, complement each other and be mutually beneficial.
Actas Del Ii Congreso Internacional Aieti 2005 Formacion Investigacion Y Profesion 2005 Isbn 978 84 8468 151 9 Pags 573 587, 2005
Bibliografía ADARRAGA, P. (1994): "Memoria semántica." En: RUÍZ-VARGAS, J. M. (ed.) Psicología de... more Bibliografía ADARRAGA, P. (1994): "Memoria semántica." En: RUÍZ-VARGAS, J. M. (ed.) Psicología de la memoria. Madrid: Alianza editorial. Pp. 205-230. AGUILAR-AMAT, A.; PARRA, J.; PIQUÉ, R. (1996): "Una base de dades terminològica per a la traducció." En: Actes del III Congrés Internacional sobre Traducció. Universitat Autònoma de Barcelona. Departament de Traducció i d'Interpretació. ALONSO QUECUTY, Mª L. (1992): "Emoción, motivación y memoria." En: MAYOR, J.; VEGA (DE), M. (coord.) Memoria y representación. Tratado de psicología general.
The discussion focuses on the use of ad hoc corpus in teaching ESP. The participants share their ... more The discussion focuses on the use of ad hoc corpus in teaching ESP. The participants share their views on how digital language resources (and specifically, corpus) are being created today and how they are used for teaching and learning purposes.
Issues raised include 1) whether corpus is better suited for automatic generation of exercises, students’ data-driven learning (DDL) or training language teachers, and 2) what types of exercises can be generated from ad hoc corpus using programs like TextStat or AntConc.
The round table is addressed to those language teachers who wish to create their own materials. The audience is invited to discuss the abovementioned issues and share their own experiences on designing ESP course.
The video is composed from skype recordings of the on-line round table held during the International Conference "Magic of Innovation: New Techniques and Technologies in Teaching Foreign Languages" organized in MGIMO (Moscow) in November 2013.
This book is the first volume of Igor Mel’čuk’s long-awaited monograph building on his Meaning–Te... more This book is the first volume of Igor Mel’čuk’s long-awaited monograph building on his Meaning–Text Theory (MTT) (developed with Alexander Žolkovskij) more than four decades after its launch. MTT was conceived in the context of incipient machine translation research back in the Soviet Union of the 1960s. This theory gave the world the revolutionary idea of lexical functions and allowed for a new description of language in terms of lexemes and their combinatorial qualities. Aimed at developing interlingua for the purposes of machine translation, this research sought to present the meaning of utterances in a non-linear way in order to break free from the syntactic rules of specific natural languages. Further, MTT pursued working out a mechanism to solve the problem of the distinctive divisions of reality that exist between human languages. The description of lexemes and their lexical functions not only gave rise to Explanatory–Combinatory Dictionaries (ECDs) of Russian (Mel’čuk and Zholkovsky 1984) and French (Mel’čuk et al. 1984), among others, but also paved the way for the identification of multiple lexical functions across languages, which nowadays form part of machine translation technology (Apresian et al. 2003). This volume is intended as the first of three volumes that form part of an ambitious project where the author plans to integrate not only his own work but also that of his collaborators, including Alain Polguère and David Beck.
Teaching Quality Enhancement project EFECT (AGAUR 2010MQD00066) aims at integrating the subject o... more Teaching Quality Enhancement project EFECT (AGAUR 2010MQD00066) aims at integrating the subject of English for Social Sciences at the Faculty of Political Science and Sociology with other subjects of the two degrees and the professional world of their graduates. EFECT corpus includes 159 texts with a total of 845.698 words and is currently available for consultation online (go to menu Corpus). You can use our corpus for linguistic research or see the exercises designed with it (go to menu Exercises).
Esta obra se ha llevado a cabo en el marco del Máster en Traducción, Interpretación y Estudios In... more Esta obra se ha llevado a cabo en el marco del Máster en Traducción, Interpretación y Estudios Interculturales de la Universitat Autònoma de Barcelona e incluye un conjunto de artículos académicos elaborados por profesoras que imparten docencia en el mismo.
El objetivo es dar a conocer una parte de la producción científica del profesorado y a la vez mostrar algunos de los contenidos, experiencias y competencias que se enseñan a los estudiantes durante un curso académico. Por ello, las autoras han reflexionado y debatido
sobre la formación que deben tener traductores e intérpretes en el espacio multicultural e intercultural que se genera por medio de la traducción y de la interpretación. Los ámbitos que se analizan son los fundamentos teóricos de la docencia en traducción e interpretación y los criterios que deben tenerse en cuenta en la preparación de material
didáctico destinado a los alumnos de traducción e interpretación; el proceso de adquisición de competencias necesarias para la interpretación y la traducción esºpecializada, así como el papel relevante del estudiante durante este proceso; el respeto hacia las necesidades
del cliente y la importancia de adecuarse a las características de los receptores de la traducción; y finalmente el lector hallará también dos artículos sobre la aplicación de los estudios interculturales a la traducción y la interpretación.
In language learning, e-learning is often contrasted to on-campus face-to-face (F2F) in what is k... more In language learning, e-learning is often contrasted to on-campus face-to-face (F2F) in what is known as media studies. This approach ignores the fact that most university courses are already blended, with synchronous element accounting for approximately 1/3 of the student’s workload, with the other 2/3 being asynchronous and delivered mostly online. Focusing on the synchronous part only allows us to compare the two distinct modes of its delivery: on campus and by videoconferencing, with its corresponding effects on the rest of the course. This single-case study is conducted with a first-year university group studying a foreign language for translators and interpreters via videoconferencing in the first semester and on campus in the second semester. The research design is cross-sectional with data proceeding from course statistics and a final questionnaire. The conceptual framework is based on Transactional Distance Theory by Moore and Zone of Proximal Development Theory by Vygotsky. Our students regarded class dialogue in online F2F as being maintained though affected by technology issues additional to those present in on-campus F2F communication. Moreover, students valued positively the fact of having more time available for study, they improved their autonomy and reported feeling more comfortable when had classes online. The traditional universities after the pandemic face a new technological panorama, with students happy to socialize on campus but already conscious of existing alternatives to on-campus teaching. Deeper research into class dialogue, on-campus, online and mixed, is urgently needed for the universities to decide whether they should adopt these alternatives.
Keywords: face-to-face (F2F); videoconferencing; synchronicity; language learning; transactional distance theory (TDT); Zone of Proximal Development (ZPD)