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Papers by carme sanahuges

Research paper thumbnail of Reading academic texts : gamification

Reading academic texts is a skill which is as difficult as necessary for university students. It ... more Reading academic texts is a skill which is as difficult as necessary for university students. It has been seen (Dhieb-Henia 2003, Hellekjaer 2009, Nergis 2013) that even when students have an acceptable level of English, they still encounter difficulties when dealing with academic texts. According to the First European Survey on Language Competences (2011: 42), the percentage of secondary students having achieved at least a B1 CEFR in general English reading is quite low in a number of European countries (France 13%, Spain 24%, Poland 24%). In 2016, a group of researchers from these three countries were awarded a KA2 grant (Erasmus+) for their joint project Gamifying Academic English Skills in Higher Education: Reading Academic English App (StratApp). The project started in December 2016 and will be completed in September 2019. The universities involved in the project are Universitat Rovira i Virgili (leader), Universitat Autonoma de Barcelona, Universite de Pau et des Pays de l&#39...

Research paper thumbnail of The perception of empathy

Research paper thumbnail of Responding to Trouble: An Interactional Approach to Empathy In Catalan and English

This paper explores how empathy is verbally expressed in two different languages, Catalan and Bri... more This paper explores how empathy is verbally expressed in two different languages, Catalan and British English, by analysing the linguistic strategies used by speakers of these languages when responding more or less empathically in interactions. These different strategies are described according to their nature and aim. Data was obtained from dyadic open role-plays where participants had to discuss some trouble-telling situations affecting the teller, in which some empathic response was expected. A definition and classification of these strategies is developed providing contextualised examples in the two languages in order to illustrate what seem to be the most typical verbal resources used when reacting to the telling of a trouble. Since empathising is a process that is jointly constructed by the participants throughout the interaction, the sequential outline of this kind of conversations is also proposed and discussed.

Research paper thumbnail of Reading academic texts : gamification

Reading academic texts is a skill which is as difficult as necessary for university students. It ... more Reading academic texts is a skill which is as difficult as necessary for university students. It has been seen (Dhieb-Henia 2003, Hellekjaer 2009, Nergis 2013) that even when students have an acceptable level of English, they still encounter difficulties when dealing with academic texts. According to the First European Survey on Language Competences (2011: 42), the percentage of secondary students having achieved at least a B1 CEFR in general English reading is quite low in a number of European countries (France 13%, Spain 24%, Poland 24%). In 2016, a group of researchers from these three countries were awarded a KA2 grant (Erasmus+) for their joint project Gamifying Academic English Skills in Higher Education: Reading Academic English App (StratApp). The project started in December 2016 and will be completed in September 2019. The universities involved in the project are Universitat Rovira i Virgili (leader), Universitat Autonoma de Barcelona, Universite de Pau et des Pays de l&#39...

Research paper thumbnail of The perception of empathy

Research paper thumbnail of Responding to Trouble: An Interactional Approach to Empathy In Catalan and English

This paper explores how empathy is verbally expressed in two different languages, Catalan and Bri... more This paper explores how empathy is verbally expressed in two different languages, Catalan and British English, by analysing the linguistic strategies used by speakers of these languages when responding more or less empathically in interactions. These different strategies are described according to their nature and aim. Data was obtained from dyadic open role-plays where participants had to discuss some trouble-telling situations affecting the teller, in which some empathic response was expected. A definition and classification of these strategies is developed providing contextualised examples in the two languages in order to illustrate what seem to be the most typical verbal resources used when reacting to the telling of a trouble. Since empathising is a process that is jointly constructed by the participants throughout the interaction, the sequential outline of this kind of conversations is also proposed and discussed.

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