Las locuciones son expresiones de uso común en el habla cotidiana y por ello es importante investigar cómo son comprendidas y adquiridas, tanto en el aprendizaje de lenguas maternas como en el de segundas lenguas. Cooper (1999) examinó cómo los hablantes de inglés como segunda lengua, usando el procedimiento Pensar en Voz Alta (PVA), describen el significado de locuciones presentadas por escrito. Él identificó que un modelo heurístico de procesamiento se conforma por numerosas estrategias con las cuales estos hablantes intentan encontrar y dar respuestas acertadas acerca del significado idiomático. El PVA se usó en este estudio, realizado en Suecia, para comparar las respuestas de aprendientes de español como segunda lengua y hablantes nativos, enfocando locuciones verbales de uso común en esa lengua. El propósito fue analizar las interpretaciones y comprensión de significado no literal o figurado de las secuencias convencionales presentadas. Los resultados muestran que para los hablantes de español como segunda lengua las locuciones eran poco familiares, pero acertaron en el 41% de sus intentos al describir significados coincidentes con el sentido figurado, y en 76% con asociaciones parciales de significado. Las respuestas de estos hablantes variaron notoriamente: entre aproximación al significado convencional proporcionaron imágenes inusuales y algunos significados literales como parte del figurado, confirmando un abordaje heurístico o indagatorio y cierta aproximación híbrida al conocimiento idiomático en la L2. Sin embargo, fue relativamente más fácil para estos participantes formular definiciones léxicas. El abordaje de los hablantes nativos fue en cambio más holístico o integrador, con la descripción completa de significados del sentido figurado en 85% de casos, y en 98% con asociación de información relacionada, lo que confirma que algunas expresiones pueden ser conocidas de distinta forma en regiones diferentes. En algunos casos hubo ciertas dificultades para exponer información explícita sobre términos concretos en este grupo de hablantes nativos. / Idioms are frequently used in any language and thereby it is important to investigate how these linguistic resources are understood, acquired and mastered. More studies need to be conducted, specially in the learning of a second language. Cooper (1999) examined the processing of idioms in English by L2 learners using the Think-aloud procedure (TAP). He found that a heuristic model consists of the numerous strategies used by these speakers to find the meaning of written idioms by exploring and try to find the meaning which is less familiar to them, compared to the native speakers knowledge and holistic or integrated approach. In the currrent work, realized in Sweden, the TAP was applied to compare the responses given by learners of Spanish as a second language and native speakers about common verbal idioms. The aim is to analyze the interpretation and comprehension of non-literal or figurative meaning of these expressions. As the result indicates, the Spanish idioms were less familiar to the L2 learners, but their figurative meaning was understood in 41% of the times, and including partial associations in 76% of the attempts using the TAP. The descriptions of these L2 Spanish speakers’ group varied notoriously: amid match and partial coincidences with figurative meaning, unusual images were referred and the literal meaning was presented in a few cases as part of the figurative. The heuristic and a kind of hybrid approach to the idiomatic meaning in the oral and semantic elaborations and interpretative strategies were confirmed. However, it was relatively easier to the L2 speakers to propose lexical definitions. With a more holistic processing and descriptions of meaning, the native speakers accessed the non-literal idioms’ meaning with a complete description in 85% of the cases, and including linked information in 98%, which confirmed that regional idioms could be particularly unknown. Some difficulties to give explicit information about concrete terms by members of the group of native speakers were identified.

The doctoral thesis compares the style of the “Romance of Horn”, “King Horn”, and “Horn Childe and Maiden Rimnild”. Each of them is a different version of the same story; the first is an Insular French romance, the second and third are Middle English romances. The stylistic analysis is both quantitative and qualitative, and it is developed employing the lemmatized edition of each witness of each version. The work begins with an introduction to the concept of style. The first chapter focuses on a review of the literature regarding each version, considering specifically the witnesses and textual criticism, metre and genre, language, date, and style. For the Insular French version, a specific review of the literature about the author is offered. The second chapter introduces stylometry and stylistic analysis with a brief literature review. Then, the protocols for the edition and lemmatization of each witness are described. Finally, the methods adopted for the stylistic analysis are explained. The third chapter develops the study of descriptions, anaphors, and formulas in each version. The collected data and their interpretations are considered altogether through the lens of a group of theoretical concepts: connotation, attribution, horizon of expectations and discursive tradition. Via these concepts, a trajectory of stylistic mutations is traced, and a link between style and socio-cultural context is displayed. The conclusions sum up all the information and inferences, suggesting further possibilities for new research. / La tesi sviluppa lo studio comparativo dello stile come osservato nel “Roman de Horn”, in “King Horn” e in “Horn Childe and Maiden Rimnild”, tre versioni della medesima vicenda, la prima in anglonormanno, le altre due in inglese medio. Nella tesi l’indagine stilistica è svolta in maniera qualitativa e quantitativa, lavorando sulle edizioni lemmatizzate secondo codifica TEI dei singoli testimoni di ciascuna versione. Dopo un’introduzione sul concetto di stile, il primo capitolo è dedicato a un’introduzione ai testi e ai testimoni delle tre versioni. Dopo un cappello introduttivo sui rapporti genetici tra le versioni, di ciascuna di esse si opera un'escussione della bibliografia esistente intorno a testimoni ed eventuale stemmatica, metro e genere, lingua, datazione, stile dell’opera; per la versione anglonormanna si aggiunge uno specifico approfondimento sull’autore. Nel secondo capitolo, si inquadrano stilistica e stilometria nel panorama accademico attuale, quindi si espongono i protocolli di edizione e lemmatizzazione adottata, infine i metodi di analisi adottati e le ragioni per cui circoscrivere l’indagine ai fenomeni di descrizione, anafora e formula. Nel terzo capitolo si procede ad analizzare in ogni versione le descrizioni e poi anafore e formule. Per le descrizioni, dopo aver offerto un quadro specifico per versione, si opera una sintesi sulla base dei concetti di connotazione e attribuzione, chiarendo una possibile traiettoria del mutamento stilistico. Parallelamente, dopo un’analisi di anafore e formule in ciascuna versione si offre una visione d’insieme alla luce dei concetti di orizzonte d’attesa e tradizione discorsiva, ponendo così in relazione stile e contesto socioculturale dell’Inghilterra medievale. Nelle conclusioni, si riassumono gli approdi dell’analisi, valutando metodi e risultati e proponendo possibili aperture a lavori futuri.

In many international schools where English is the language of learning and teaching there are large percentages of students whose first language is not English. Many of these students may have low vocabulary levels which inhibits their chances of taking full advantage of their education. Low vocabulary levels can be a particular problem for students in mainstream classes where fluent English speaking teachers are using English to teach content areas of Mathematics, Science and History. Not only do students have to comprehend the low-frequency, academic and technical vocabulary pertaining to the subject, but they also need to know the higher frequency vocabulary that makes up general English usage. If students’ vocabulary levels fall too far below the vocabulary levels with which their teachers are speaking, then their chance of comprehending the topic is small, as is their chance of succeeding in their subjects. This study has two broad aims. Firstly, I have set out to assess the English vocabulary levels of students at an international school where English is the language of learning and teaching. The majority of students at this school do not have English as their first language. The second aim of this study is to explore the vocabulary profile of the teachers’ spoken discourse at the research school. By gaining a better understanding of the nature of teacher discourse – specifically the percentage of high, mid and low-frequency vocabulary, as well as academic vocabulary that they use – English as a Second Language (ESL) teachers will be in a stronger position to identify what the vocabulary learning task is and be able to assist students in reaching the vocabulary levels necessary to make sense of their lessons. This study revealed a large gap between the generally low vocabulary levels of ESL students and the vocabulary levels spoken by their teachers. As a result the need for explicit vocabulary instruction and learning is shown to be very important in English medium (international) schools, where there are large numbers of students whose first language is not English. / Linguistics and Modern Languages / M.A. (Applied Linguistics)