Doctoral School

Pasos: Revista de Turismo e Patrimonio Cultural é uma publicaçao em Internet, especializada na análise em âmbito acadêmico e empresarial dos diferentes processos que se desenvolvem no sistema turístico, com especial interesse à utilizaçao da cultura, da natureza e do território, das pessoas, dos povos e seus espaços, o patrimônio de forma integral. Desde uma perspectiva inter e transdisciplinar, solicita e incentiva a produçao escrita, oriunda das ciências e da prática administrativoempresarial. Seu objetivo é cumprir com o papel de fórum de exposiçao e discussao de metodologias e de teorias, como também da divulgaçao de estudos e experiências. Pretende contribuir a outros esforços com intençao de entender o turismo e avançar nas diversas formas de prevenir os efeitos nao desejados, mas também aperfeiçoar a maneira na qual o turismo sirva de complemento a melhorar e desenvolver a qualidade de vida dos residentes nas áreas de destino turístico.

Derechos de autor y Responsabilidad: los autores serán los únicos responsables de las afirmaciones y declaraciones realizadas en su texto. El equipo editorial de PASOS se reserva el derecho de utilizar en ediciones compilatorias sucesivas los artículos editados.

David Smith, for making it so easy to access Uncle Sam imagery, and for enlightening visitors to his interesting webpage on copyright issues. Most especially, Ms Lisa Rayman (from Mirrorpix) and Ms Mary I. P. Bergin-Cartwright (from Academic Permissions, Oxford University Press) for their kindness and efficiency. Whilst every attempt has been made to trace and contact the copyright holders of the texts and images reproduced within, this has not always been possible. Should any reader believe that currently enforceable copyright legislation has been contravened in detriment of their own rights, please contact the authors. Our thanks are due to the Institut de Ciències de l'Educació (Universitat de les Illes Balears) for their generous award of a research aid as part of the project 'Programa d'Ajudes per la Millora de la Docència'. J. Igor Prieto wishes to thank Eva Pérez Rodríguez. It has been a privilege working with you. Eva Pérez wishes to thank J. Igor Prieto. Thank you for your enthusiasm and professionalism. A special dedication goes to Ángel Iglesias, my first great English teacher and an inspiration throughout the years.

Por contraposición a los materiales turísticos galeses destinados a un público británico, perfecto ejemplo de creación de una imagen gratamente distinta, aunque fundamentalmente anglizada, de Gales (Prieto, 2004), aquellos otros orientados a mercados extranjeros se esfuerzan por crear una nación culturalmente diferente. El presente trabajo se concentrará en estos últimos para analizar las estrategias utilizadas por la Oficina de Turismo Galesa para atraer al visitante internacional. Siguiendo a Halliday (1994) y a Kress & Leeuwen (1999) para el análisis de los componentes verbales y visuales, respectivamente, este estudio atestiguará el uso del patrimonio como instrumento de creación de identidad, siendo nuestra meta última la deconstrucción de dicha imagen, que posiblemente resulta de la delicada situación de Gales dentro de lo que parece un Reino crecientemente (des)Unido.

Humour's notorious absence from university curricula can perhaps be traced back to Aristotle's pronouncement of comedy as inferior to tragedy. It can, therefore, be argued that such texts can be seen as part of the 'neglected' materials vindicated by cultural studies. Consequently, this paper will highlight the role played by cultural studies in making the study of humour more visibly present within the Academia, as well as discuss the value of (the study of) humour. In so doing, the unifying qualities of humour will be presented first, to be followed by a discussion on the seemingly dividing 'anthropological essay' role played by many humorous texts (Critchley 2002: 65). This discussion will be based on previous research in support of Critchley's claim that humour may be indicative of 'a certain ideal image of the world ' (2002: 87-90).

... Este episodio dejó una profunda impronta en la visión de España por parte de la población, dando lugar incluso no sólo a toda una generación literaria (la “Generación del 98”, con representantes tan destacados como Miguel de Unamuno, Azorín, Ramiro de Maeztu o Pío ...

Este artículo discute el papel de la cultura popular desde la perspectiva de los estudios culturales y en el marco actual de los estudios de Humanidades en España dentro del Espacio Europeo de Educación Superior. Se tratará de definir de modo claro la relación entre esta interdisciplina y su objeto de estudio, para pasar después a discutir brevemente las dificultades que el sistema universitario español, muy particularmente en el ámbito de la filología inglesa, presenta para la expansión de los estudios culturales en nuestro país. Como se argumentará, estas dificultades están claramente relacionadas con el carácter eminentemente práctico de los estudios culturales como "historia del presente", frente al carácter casi exclusivamente teórico de muchos estudios humanísticos, problemática sobre la que ironizaremos realizando un paralelismo entre la situación de la universidad actual y el tradicional aislacionismo político que caracterizó la Austria de los Habsburgo -de ahí la adaptación del lema que encabeza el título de este artículo.

Whig historiography has long linked Englishness to an English Protestant church. In the face of evidence suggesting that this pillar of Englishness is shaking in the current secularising times, this article aims to explore the Church of England‟s contribution to the definition of Englishness by addressing the following questions: Can any elements be identified in 16th-century English culture as instrumental in the country‟s smooth transition to the English Reformation?; Which role did the Church of England and Protestantism play in the consolidation of English / British national identity?;Does contemporary English society still bear the imprint of the Church of England? On the assumption that “„religion‟ may exist outside the forms of the churches” (Robbins 82), this work presents data suggesting that England‟s (and even Britain‟s) religious heritage has left indelible traces which remain latent in the English imagiNation. Evidence will be supported by a brief analysis of Shekhar Kapur‟s recent Elizabeth films, which will be shown to borrow from Elizabeth‟s official iconography and so contribute to the dissemination of formerly hegemonic discourses.

Although translation is almost universally recognised as a discipline in its own right, the same recognition does not apply to the translator as a professional. This article argues that part of the problem lies in the fact that (1) most of the literature deals with a highly specific type of translation, namely literary translation; and consequently, (2) most of the concepts of translation currently available are unacceptably restrictive. By way of conclusion, the case for a truly global concept of translation will be clearly stated.

In the present article two different L3 learning contexts are distinguished: formal instruction (FI) and study abroad (SA). We analyze the effect of a formal instruction learning context (FI) on students of English as a foreign language. The main objective is to study the impact of FI on the students' lexico-grammatical development. A study was carried out with 36 subjects (advanced L3 English university students) in order to compare their linguistic performance at the beginning of their FI period (T1) and after 80 hours of formal instruction (T2) as measured by a cloze and a sentence rephrasing test. L3 learner results were compared to baseline data (T0) (19 NSs of English, exchange university students) on the aforementioned tests. Statistically significant findings were found for L3 learners' linguistic improvement over the FI period. Implications of the study are presented and discussed.

José I. Prieto received a PhD in English Studies from the University of Oviedo (Spain) in 2002 with a thesis analysing the discourse of British tourist promotion and its translation into Spanish. His main interests are national identity issues and how these interact with other variables such as gender, religion, race and sexual orientation, on all of which he has published abundantly. He lectures in cultural studies at the University of the Balearic Islands since 2003.

Language transfer (or cross-linguistic influence [CLI]) has long been at the base of the concept of second / foreign language (S/FL) acquisition / learning (A/L) and came to the forefront in the 1950s and 60s thanks to the hegemony experienced by both behaviorism in psychology and structuralism in linguistics. However, after the fall of these two theories, the role of transfer was minimized. It is our aim in the first part of this paper to provide an overall view of transfer and its consideration in SLA / FLL theories and research. This done, our scope will be widened and we shall enter some recently-found research fields on which transfer also exerts its influence. We will also see to what extent those principles governing traditional transfer apply to these new areas and will eventually propose a hypothesis that might explain the apparent incongruities ___________________

Leaving aside oíd prejudices against the use of translation in tbreign language teaching, the new integrative approaches show how translation (and interpreting)-based activities can also potentially fall into the communicative task category. Liaison interpreting is one such and it is our aim in this paper to investígate how it works with agroup of 4th year English Philology students at the University of Oviedo. Results being clearly positive, and taking into account such factors as the importance of the student's Ll in the learning process, the enormous array of translation-communication strategies produced and the intercultural dimensión present in every translation context, we shall finish by arguing for the inclusión of this kind of activities in the L2 classroom.

Identity is not only about belonging to a certain group but also about excluding other groups from it. To such an extent is this so that identity may be said to be built on difference which, thus conceived, is generally articulated through binary opposites, one pole representing one group, another representing its respective Other. It has been agreed that a significant Other of Englishness has traditionally been Spanishness and the Spaniards, who came to embody a whole set of anti-English virtues. However, power is not stable and the Spanish popular imagination has also created a discursive image of Englishness which finds expression in many genres. The aim of this paper is to review popular Spanish jokes on the English and analyse the underlying image of Englishness in them. It will be found that, in spite of resourcing to obviously laughable features found in the English, such jokes serve to perpetuate the othering strategies first used by the English with the Spanish, thus illustrating how the original stereotypes imposed by the English have become fully absorbed and, therefore, part of Spanishness itself.