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  • 1.
    Cuesta, Isabel de la
    et al.
    Dalarna University, School of Humanities and Media Studies, Spanish.
    Santos Muñoz, Arantxa
    Dalarna University, School of Humanities and Media Studies, Spanish.
    El diagnóstico de las necesidades de los alumnos como mecanismo indispensable para la elaboración de cursos de lenguas extranjeras2008In: LMS : Lingua, ISSN 0023-6330, no 4, p. 36-39Article in journal (Other academic)
  • 2.
    Santos Muñoz, Arantxa
    Dalarna University, School of Humanities and Media Studies, Spanish. Uppsala universitet.
    Attending multi-party videoconference meetings. The initial problem2016In: Language@Internet, ISSN 1860-2029, E-ISSN 1860-2029, Vol. 13, article id 3Article in journal (Refereed)
    Abstract [en]

    In computer-mediated communication (CMC) and video-mediated communication (VMC), conveying availability at the beginning of an encounter may become an intricate interactional task to be solved jointly by participants. Based on the analysis of 18 openings in multi-party videoconference meetings in Spanish, this article addresses how participants initiate interaction without a moderator. Taking Conversation Analysis (CA) as a methodological point of departure, the study shows that being present online does not necessarily indicate being available; even so, availability is one of the first interactional issues to be addressed at the beginning of an online interaction. The analysis illustrates how participants use different resources in order to display availability progressively during the three phases of the pre-meeting, and how interaction is unfolded until the establishment of mutual availability is accomplished. The findings lead to a discussion of the necessity for expanded notions like availability in CMC and VMC settings, in which the initial interactional problem is solved gradually.

  • 3.
    Santos Muñoz, Arantxa
    Dalarna University, School of Humanities and Media Studies, Spanish. Uppsala universitet, Romanska språk.
    Conversación digital: copresencia y disponibilidad: Estudio pragmático del preámbulo de reuniones multipartitas por videoconferencia2016Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The present thesis explores how interaction is initiated in multi-party meetings in Adobe Connect, 7.0, with a particular focus on how co-presence and mutual availability are established through the preambles of 18 meetings held in Spanish without a moderator. Taking Conversation Analysis (CA) as a methodological point of departure, this thesis comprises four different studies, each of them analyzing a particular phenomenon within the interaction of the preambles in a multimodal environment that allows simultaneous interaction through video, voice and text-chat.

    The first study (Artículo I) shows how participants solve jointly the issue of availability in a technological environment where being online is not necessarily understood as being available for communicating. The second study (Artículo II) focuses on the beginning of the audiovisual interaction; in particular on how participants check the right functioning of the audiovisual mode. The third study (Artículo III) explores silences within the interaction of the preamble. It shows that the length of gaps and lapses become a significant aspect the preambles and how they are connected to the issue of availability.  Finally, the four study introduces the notion of modal alignment, an interactional phenomenon that systematically appears in the beginnings of the encounters, which seems to be used and understood  as a strategy for the establishment of mutual availability and negotiation of the participation framework.

    As a whole, this research shows how participants, in order to establish mutual co-presence and availability, adapt to a particular technology in terms of participation management, deploying strategies and conveying successive actions which, as it is the case of the activation of their respective webcams, seem to be understood as predictable within the intricate process of establishing mutual availability before the meeting starts.

  • 4.
    Santos Muñoz, Arantxa
    Dalarna University, School of Humanities and Media Studies, Spanish.
    Cuestiones de pragmática cultural: Contrastes español/sueco2010In: Grado de Traducción y Comunicación Intercultural, Universidad Europea de Madrid, 2010Conference paper (Other academic)
  • 5.
    Santos Muñoz, Arantxa
    Dalarna University, School of Humanities and Media Studies, Spanish.
    Del aula tradicional a la modalidad «mobile», pasando por el aula virtual. La importancia de la interacción.2009In: Encuentros ELE Comillas 2009, Comillas - Santander - Spanien, 2009Conference paper (Other academic)
    Abstract [es]

    Del aula tradicional a la modalidad « mobile », pasando por el aula virtual. La importancia de la interacción. En Suecia, desde hace algunos años, los estudios a distancia están ganando terreno a la modalidad presencial. Este hecho, sumado a las necesidades concretas del alumnado hace que las instituciones educativas se replanteen y tengan que adaptar sus cursos sin que a veces haya mucho tiempo para desarrollar actividades y utilizar nuevas herramientas tecnológicas. En Högskolan Dalarna, por ejemplo, el número de estudiantes de segundas lenguas a distancia ha venido aumentando anualmente y esto ha hecho que departamentos como el de Español se vean « obligados » a incorporar las nuevas tecnologías a las prácticas docentes. Como en muchas otras universidades y centros de estudios, la plataforma Fronter se ha convertido en el esqueleto y la base de nuestros cursos ; blogs, wikis, podcasts, y otros nuevos productos en la red se convierten en un apoyo inestimable tanto para el profesorado como para los estudiantes. Sin embargo, cabe preguntarse si la interacción en el aula no sigue siendo un elemento clave desde el punto de vista de la pedagogía y sobre todo dentro de la enseñanza-aprendizaje de lenguas extranjeras. Si trasladamos el concepto de interacción de la modalidad presencial a la enseñanza online nos encontraremos con que el aula virtual es sin duda una herramienta de gran utilidad en la enseñanza /aprendizaje de una lengua a distancia. En esta comunicación se presenta un ejemplo de actividad en un entorno que favorece la interacción y la comunicación en línea y se intenta analizar y evaluar la necesidad y las ventajas de productos de software como Adobe Connect en los cursos de español online.

  • 6.
    Santos Muñoz, Arantxa
    Dalarna University, School of Humanities and Media Studies, Spanish.
    El alinamiento modal al inicio de reuniones multipartitias por videoconferencia: una estrategia digital.2017Conference paper (Other academic)
  • 7.
    Santos Muñoz, Arantxa
    Dalarna University, School of Humanities and Media Studies, Spanish.
    El alineamiento modal al inicio de reuniones multipartitas: una herramienta digital2017Conference paper (Refereed)
    Abstract [es]

    La multimodalidad constituye una propiedad inherente a la comunicación humana que se ha visto magnificada a partir de la aparición de nuevas formas de comunicación derivadas del uso de la tecnología. En los últimos años, tal propiedad se ha convertido además en un aspecto central de un gran número de estudios en los cuales se analiza la interacción que se produce en entornos de comunicación digital como la videoconferencia o el videochat, donde la interacción se lleva a cabo de forma simultánea a través del chat escrito, la imagen y el sonido (Herring, 2010; Yus, 2010; Sindoni, 2013).

    El estudio que presentamos en esta comunicación se centra en el análisis minucioso de la interacción multimodal que se produce al inicio de dieciocho reuniones por videoconferencia llevadas a cabo en español entre más de dos participantes. Tomando como punto de partida la metodología del Análisis Conversacional (AC), en esta comunicación introduciremos, en primer lugar, la noción de alineamiento modal, un fenómeno interactivo que aparece de forma sistemática en el preámbulo de las reuniones por videoconferencia analizadas. En segundo lugar, a través de ejemplos extraídos de nuestro corpus, mostraremos de qué manera el alineamiento modal contribuye a la negociación de la orientación recíproca de los participantes en línea, a la vez que sirve de estrategia para la gestión de la toma de turno al inicio de las reuniones (Santos Muñoz, 2016).

  • 8.
    Santos Muñoz, Arantxa
    Dalarna University, School of Humanities and Media Studies, Spanish.
    El alineamiento modal en el preámbulo de reuniones por videoconferencia2015In: Lingüística en la Red, ISSN 1697-0780, E-ISSN 1697-0780, no XIII, p. 1-22Article in journal (Refereed)
    Abstract [en]

    The present paper aims at outlining the notion of modal alignment, a typical phenomen within the preambles of videoconference meetings, in which interaction can be held through written chat, image broadcasting and the audio-oral channel. Based on the interaction model developed by Erving Goffman and the methodology proposed by Conversation Analysis (CA), the analysis of the data, which come from eighteen meetings in Adobe Connect 7.0, shows that the selection of the channel within the analyzed interactional environment is a resource for showing alignment along the process of configuration of the participation frame. Moreover, it is shown that such selection can also be used as a strategy for managing of mutual orientation as well as turn-taking.

  • 9.
    Santos Muñoz, Arantxa
    Dalarna University, School of Humanities and Media Studies, Spanish.
    El español hablado por videoconferencia: La secuencia de comprobación de los canales de audio y vídeo2018Conference paper (Refereed)
    Abstract [en]

    Videoconference interaction is one of the most popular interactive modalities of the 21st Century and this modality is also very extended within the University context. In Sweden, for example, the number of online courses  increases continously and it is a fact that online teaching still carries several challenges. In the case of online language teaching the practice of spoken language continues being considered one of these main challenges, in part due to a lack of description of the conversational patterns through videoconference (Santos Muñoz, 2016).

    In the present paper I focus on the description of the checking sequence of audio and video channels (SCH). Within videoconference, the SCH sequence appears systematically at the beginning of the conversation, presenting both similarities and notable differences with the traditional greeting sequence and summons sequence in face-to-face modalities (Schegloff, 1968; Gallardo Paúls, 1993). Based on the analysis of examples of real interactions extracted from an audovisual corpus of meetings among sutdents of Spanish, I will show, firstly, how the SCH is mainly oriented to help with the development of the subsequent oral interaction among the participants;  secondly I will show how in many occasions the SCH sequence becomes the first thematic sequence of the spoken conversation, a fact that may be relevant not only for the effective establishment of the conversation itself but also from a didactic perspective, because the way it is produced may affect the (in)adequate performance of the SCH sequence, and this in the end may have consequences affecting the (un)effectiveness of the subsequent interaction among the online students.

  • 10.
    Santos Muñoz, Arantxa
    Dalarna University, School of Languages and Media Studies, Spanish.
    En busca de nuevos patrones conversacionales: Un estudio sobre la fase de apertura en la interacción oral en línea.2012In: XXVII Congreso de la AJL. Universidad de Sevilla, 13-16 november 2012, 2012Conference paper (Refereed)
  • 11.
    Santos Muñoz, Arantxa
    Dalarna University, School of Humanities and Media Studies, Spanish.
    La comprobación de los canales al inicio de encuentros por videoconferencia2016In: Spanish in Context, ISSN 1571-0718, E-ISSN 1571-0726, Vol. 13, no 3, p. 437-455Article in journal (Refereed)
    Abstract [es]

    Partiendo de la metodología del Análisis Conversacional, el presente estudio examina una práctica habitual durante el inicio de encuentros por videoconferencia: la comprobación de los canales de audio y vídeo. Se muestra que dicha práctica con frecuencia se lleva a cabo a través de elementos como hola acompañados de marcas prosódicas concretas en función de las cuales los participantes pueden realizar diferentes acciones: solicitar una confirmación, confirmar el correcto funcionamiento de los canales o marcar la posible existencia de problemas técnicos. Se argumenta que aunque con dichos elementos también se contribuye al establecimiento de la orientación mutua y la disponibilidad recíproca de los participantes, la función principal de la primera secuencia de la interacción audiovisual es el chequeo del funcionamiento de los canales, por lo que se concluye que en videoconferencia la secuencia inicial de comprobación podría constituir la secuencia típica con la que se inicia la interacción oral.

  • 12.
    Santos Muñoz, Arantxa
    Dalarna University, School of Humanities and Media Studies, Spanish.
    La cronémimca de reuniones multipartitas en videoconferencia: Observaciones en torno al silencio de la fase de preparación2015In: Lengua y Habla, ISSN 1316-1180, Vol. 19, p. 56-76Article in journal (Refereed)
    Abstract [en]

    This study aims at examining vocal pauses during the preparation phase of eighteen multiparty video conference meetings. Based on Conversation Analysis (CA), data show that time length of vocal pauses in communication is reduced considerably during two moments of on-line conversation. This shows that there are three pre-meeting phases, namely, initial, transitional, and audiovisual. Vocal pauses exhibit specific features. It is also shown that written chats have intervals and lapses of time, and that the level of tolerance towards vocal pauses varies from phase to phase. This can be related with the attention level and availability. A maximum standard for time intervals at the transition phase is proposed. Oral and audio channels support levels of tolerance above three seconds. Finally, this study shows there are different chronemic tempos along a video conference preparation, in which elements such as the web camera seem to be relevant for interaction.

  • 13.
    Santos Muñoz, Arantxa
    Dalarna University, School of Humanities and Media Studies, Spanish.
    La interacción oral en los cursos de español online: análisis de una experiencia de aula2012In: La Red y sus aplicaciones en la enseñanza-aprendizaje del español como lengua extranjera / [ed] Hernández González, C. et al., Valladolid: Universidad de Valladolid , 2012, p. 487-495Conference paper (Refereed)
  • 14.
    Santos Muñoz, Arantxa
    Dalarna University, School of Humanities and Media Studies, Spanish.
    Sharing students´experiences: an activity in spoken language in an interactive electronic learning environment2009In: Bremen Symposium 2009. Autonomy and motivation in foreign language learning., Bremen, 2009Conference paper (Other academic)
    Abstract [en]

    The aim of this paper is to present a practical experience in a distance-based course of phonetics and spoken Spanish. The course is integrated in a larger program at Dalarna University (Sweden) and it is addressed to first year students of Spanish. It is aimed at making students capable of understanding and producing their own spoken texts while reflecting upon the different varieties of spoken Spanish. First of all, we will present some electronic learning environments as a good option for supporting distance learning courses. Secondly, we will point out the importance of effective self-regulated learning on foreign language distance courses and for this purpose we will present an interactive activity in which the students background, interests and the language itself become the main challenges. How can we motivate the students? How can we help create an adequate virtual classroom atmosphere on a distance learning course? Aspects such as autonomous learning, motivation, interaction as well as pragmatics and interculturalism are all involved in this workshop.

  • 15.
    Santos Muñoz, Arantxa
    Dalarna University, School of Humanities and Media Studies, Spanish.
    The length of silence: a study on online openings in Spanish2012In: OFTI 30 Stockholms universitet 20–21 september 2012: abstractsamling, Stockholm: Institutionen för nordiska språk, Stockholms universitet , 2012Conference paper (Other academic)
  • 16.
    Santos Muñoz, Arantxa
    Dalarna University, School of Humanities and Media Studies, Spanish.
    Una propuesta didáctica para la enseñanza/aprendizaje de los sufijos apreciativos en español como lengua extranjera2007Licentiate thesis, monograph (Other academic)
1 - 16 of 16
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