La invasión de Vespa velutina Lepeletier, 1836 experimenta un avance en la expansión a nuevas áreas y es, a día de hoy, una especie exótica invasora que genera alarma social y preocupación por sus impactos ecológicos, económicos y sociales. El objetivo de este trabajo es explorar los caracteres biológicos de la especie para entender la raíz de su éxito invasor y los impactos que genera. Estos se relacionan con aspectos tales como un complejo sistema social, un versátil comportamiento generalista o una alta tasa reproductiva sumada a la capacidad de establecer colonias a partir de una sola reina fecundada. Los impactos de este himenóptero sobre los ecosistemas y la apicultura se relacionan con su comportamiento como predador de insectos polinizadores, en particular de abejas de la miel. El incremento de la población durante el verano y su preferencia por las áreas urbanas y semiurbanas implican encuentros frecuentes con las personas, que a menudo sufren picaduras. Sus defensas involucran la comunicación química que desencadena ataques colectivos y la inyección de un veneno rico en toxinas que impacta la salud humana.

Academic English has often been described as a reader-oriented discourse, in which the structure, objectives and claims are made explicit and carefully framed. Metadiscourse markers help to build coherence and cohesion, and allow writers to guide their readership through their texts. Spanish EFL learners often transfer part of their L1 writing culture into their L2 texts. This is problematic because academic Spanish tends to show a slightly more reader-responsible style, and academic texts call for a high degree of disciplinarity: learners not only have to be aware of the conventions of the L2 regarding metadiscourse, but also of their own discipline. This article explores the use of reflexive metadiscourse in a learner corpus of bachelor dissertations written in English by Spanish undergraduates in medicine and linguistics, and compares the results with an expert corpus of research articles. The results show that overall both corpora contain similar frequencies of textual metadiscourse, but this is only true when we look at the results according to discipline. In spite of this quantitative similarity, there are cases of overuse and underuse in the learner corpus that highlight features of the bachelor dissertations genre, on the one hand, and EFL Spanish writing, on the other hand.

Lexical bundles (LBs) have been described as the 'building blocks of discourse'; in addition to being highly frequent in writing and reducing processing time for readers and writers, they also perform important functions in language. LB choice, however, can vary according to genre, discipline, and different sections of the same text, which poses a challenge for novice L2 writers. This paper explores the use of LBs in a learner corpus of bachelor dissertations written in English by Spanish L1 students in linguistics and medicine, and compares it with published research articles in the same disciplines. By focusing on the introduction and conclusion sections, we identify the most frequent 3-, 4-and 5-word bundles in the corpora, to later study their types, structures, and functions. The results show differences in the use of LBs across disciplines, genres and sections, suggesting pedagogical implications for the inclusion of LBs in the L2 writing curriculum.