<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0123-3432</journal-id>
<journal-title><![CDATA[Íkala, Revista de Lenguaje y Cultura]]></journal-title>
<abbrev-journal-title><![CDATA[Íkala]]></abbrev-journal-title>
<issn>0123-3432</issn>
<publisher>
<publisher-name><![CDATA[Escuela de Idiomas, Universidad de Antioquia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-34322019000100051</article-id>
<article-id pub-id-type="doi">10.17533/udea.ikala.v24n01a02</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Modality and Code Glosses to Transition from Academic Written to Oral Discourses: An Exploratory Study]]></article-title>
<article-title xml:lang="es"><![CDATA[Modalidad y glosas de código para hacer la transición del discurso académico escrito al oral: un estudio exploratorio]]></article-title>
<article-title xml:lang="fr"><![CDATA[Modalité et gloses de code pour passer du discours académique écrit à l&#8217;oral : une étude exploratoire]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nausa Triana]]></surname>
<given-names><![CDATA[Ricardo Alfonso]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Los Andes Department of Languages and Culture ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<volume>24</volume>
<numero>1</numero>
<fpage>51</fpage>
<lpage>67</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-34322019000100051&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-34322019000100051&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-34322019000100051&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article presents the results of a pilot study carried out in an English for Academic Purposes (EAP) class for PhD programs at a private university in Bogotá. The study sought to identify which mechanisms students use in oral presentations (OPs) to express content that was originally written in essays and how such mechanisms mark differences of performance in the OPs. To identify the mechanisms, a discourse analysis comparison of eight pairs of essays and their corresponding OP transcripts was performed. Changes to the expression of modality and the inclusion of code glosses were two mechanisms used to make such a transition. Further submechanisms were also identified. This analysis includes the linguistic mechanisms used to modify sentences, their pragmatic appropriateness, and their grammatical correctness. The analysis shows that high-achievers more consistently used code glosses and modifications to the expression of modalization than their low-achieving counterparts.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este artículo presenta los resultados de un estudio piloto realizado en un curso de inglés con fines académicos (EAP) ofrecido para programas de doctorado en una universidad privada de Bogotá (Colombia). El estudio buscó identificar qué mecanismos usan los estudiantes en sus presentaciones orales (OP) para expresar contenido escrito originalmente en ensayos, y cómo dichos mecanismos marcan diferencias de desempeño en las OP. Para identificar esos mecanismos, se realizó una comparación mediante un análisis del discurso de ocho pares de ensayos y sus correspondientes transcripciones de las OP. Dos de los mecanismos usados para hacer dicha transición fueron cambios en la expresión de la modalidad y la inclusión de glosas de código. También se identificaron otros submecanismos. Este análisis incluye los mecanismos lingüísticos usados para modificar oraciones, su adecuación pragmática y su corrección gramatical. El análisis muestra que quienes tienen mejor desempeño hicieron un uso más consistente de glosas de código y modificaciones a la expresión de la modalización que sus homólogos con desempeño inferior.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé: Cet article présente les résultats d`une étude pilote conduite dans un cours d´anglais à des fins académiques (EAP) offert pour suivre des cours de doctorat dans une université privée de Bogotá, en Colombie. Cette étude vise à identifier les opérations utilisées par les étudiants pour exprimer oralement (OP) le contenu écrit dans des essais et comment celles-ci permettent de rendre compte des différences lors du passage à l´expression orale (OP). Afin de les identifier, on a comparé en utilisant l´analyse de discours huit paires d´essais et la transcription de leur présentation orale. Le recours aux modalités et à celui de reformulateurs explicatifs sont deux des opérations principalement utilisées pour assurer le passage de l´écrit à l´oral. D´autres sous-opérations ont également été identifiées: opérations linguistiques pour modifier les énoncés, adéquation pragmatique y correction grammaticale. L´analyse montre que l´usage consistant de reformulateurs explicatifs et les modifications d´expressions de modalisation ont conduit à de meilleures performances.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[academic discourse]]></kwd>
<kwd lng="en"><![CDATA[English for academic purposes]]></kwd>
<kwd lng="en"><![CDATA[oral presentations]]></kwd>
<kwd lng="en"><![CDATA[essays]]></kwd>
<kwd lng="en"><![CDATA[code glosses]]></kwd>
<kwd lng="en"><![CDATA[modality.]]></kwd>
<kwd lng="es"><![CDATA[discurso académico]]></kwd>
<kwd lng="es"><![CDATA[inglés con fines académicos]]></kwd>
<kwd lng="es"><![CDATA[presentaciones orales]]></kwd>
<kwd lng="es"><![CDATA[ensayos]]></kwd>
<kwd lng="es"><![CDATA[glosas de código]]></kwd>
<kwd lng="es"><![CDATA[modalidad.]]></kwd>
<kwd lng="fr"><![CDATA[discours académique]]></kwd>
<kwd lng="fr"><![CDATA[anglais à des fins académiques]]></kwd>
<kwd lng="fr"><![CDATA[présentations orales]]></kwd>
<kwd lng="fr"><![CDATA[essais]]></kwd>
<kwd lng="fr"><![CDATA[glose de code]]></kwd>
<kwd lng="fr"><![CDATA[modalité.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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