leyó la tesis Los verbos de percepción visual: un análisis de corpus en un marco cognitivo. En el pasado colaboró en el proyecto didáctico ElektraVoc (un instrumento informatizado para el aprendizaje autónomo del vocabulario en el marco de los cursos de E/LE). Su actual campo de investigación se centra en el verbo español y se enmarca en la gramática cognitiva y la lingüística de corpus. Sus trabajos más recientes se dedican al estudio de los procesos de gramaticalización y derivación de los verbos de percepción visual. VERBA, ISSN 0210-377X, 2015, vol. 42: 9-32 • SECCIÓN ARTIGOS La capacidad de 'perspectivización' de la pasiva con verse Hilde Hanegreefs* Universidad Católica de LovainaResumen. La presente contribución aborda el uso del verbo verse como auxiliar en la perífrasis pasiva 'verse + participio pasado' desde una perspectiva semántica-cognitiva. Partiendo del significado que ver tiene fuera de la construcción, postulamos que esta se distingue de las pasivas canónicas por implicar la presencia de un perceptor. En sujetos de primera o segunda persona los papeles de perceptor y paciente coinciden. Con sujetos de tercera persona, en cambio, el perceptor puede situarse fuera del escenario; esto corresponde a la perspectivización posibilitada por el uso del verbo ver. La evidencia empírica procede de un corpus económico bipartito, compuesto de informes anuales y artículos de prensa. Palabras clave: la pasiva con verse, perspectivización, gramática cognitiva, discurso económico.AbstRAct. The present contribution focuses on the verb verse 'see-refl' as auxiliary of the Spanish periphrastic passive 'verse 'see-refl' + past participle' from a semantic cognitive perspective. On the basis of the verb's meaning outside the passive construction, we postulate that this construction differs from the canonical passives by implying the presence of a perceiver. In first and second person subjects perceiver and patient role coincide. With third person subjects, however,

By means of a contrastive corpus analysis we will examine the different translation possibilities in Spanish for the Dutch change-of-state copulaworden. Unlike English or French, Spanish does not have a single verb to translate the Dutch copulaworden, but instead displays a whole range of possibilities to express change. In the present study, we will focus on the three Spanish predicates that – in our corpus – are most frequently used to translate the attributive construction withworden, viz. A semi-copula, a lexical verb and a simple copula (serorestar ‘to be’). Our data will reveal that the selection of an appropriate translation of worden is not random. On the contrary, a different translation category corresponds to a different conceptualization of the process of change. A variety of contextual, formal and semantic factors can help explain the preference for one translation possibility over the other.

This study combines insights from psycholinguistics and text analysis to identify linguistic markers of intercultural competence (ICC) in 1,635 blogs about intercultural experiences, written by 672 Hotel Management students. By combining holistic ICC frameworks with a text-analytical approach at word level, we were able to demonstrate that blogs with a high perceived level of ICC contain significantly more I-words, more insights words and less quantifiers. These markers of ICC constitute concrete cues for teachers when assessing reflective writing assignments and allow them to pinpoint concrete areas for improvement in their feedback and interaction with students.

This study combines insights from psycholinguistics and text analysis to identify linguistic markers of intercultural competence (ICC) in student blogs about intercultural experiences. By combining holistic ICC frameworks with a more analytical approach at text and word level, we were able to demonstrate that blogs with a high perceived level of ICC contain significantly more I-words, more insights words and less quantifiers. These markers of ICC constitute concrete cues for teachers when assessing reflective writing assignments and allow them to pinpoint concrete areas for improvement in their feedback and interaction with students.