Termout.org logo/LING


Update: February 24, 2023 The new version of Termout.org is now online, so this web site is now obsolete and will soon be dismantled.

Lista de candidatos sometidos a examen:
1) auditory (*)
(*) Términos presentes en el nuestro glosario de lingüística

1) Candidate: auditory


Is in goldstandard

1
paper corpusSignosTxtLongLines371 - : Dubois and Vial (2000) investigated the interaction between verbal and visual modes of presenting the foreign language for Russian vocabulary learning by French speaking learners. They predicted that their students would show better recall when textual information was presented with visual and auditory information as with semantic and phonetic links between the elements. Their theoretical rationale for this claim was that “when textual, visual, and auditory materials are integrated in this way, the learner may be forced to engage in additional processing that leads to better memorisation” (Dubois & Vial, 2000: 159 ). Among the results obtained, Dubois and Vial (2000) explain that auditory information presented together with visual elements fostered more learning than textual information presented with the same image, thus confirming the findings of other authors like Mayer and Moreno (1998). Dubois and Vial (2000: 163) explain the consistency of the results saying that “a presentation where

2
paper corpusSignosTxtLongLines371 - : both elements presented (image and text) are only visual results in less learning than if both are visual and auditory (less cognitive load)”. In Mayer’s terminology, this coincides perfectly well with his modality principle which states that “students learn better from animation and narration than from animation and on-screen text” (Mayer, 2001: 184). This cognitive load resulting from some types of presentations is associated to the redundancy effect when an extraneous load is introduced and information has to be processed in working memory by the same channel (visual: image and text) rather than by two channels (visual and auditory: image and narration ). In Farías et al. (2009) we investigated the effects of two types of presentation in the retention and transfer of idiomatic expressions in an EFL context, one including narration, text and image and another only narration and text. Although there were no differences between groups, the discussion centered on the nature of the language

3
paper corpusSignosTxtLongLines451 - : Correct pronunciation is a very important aspect of second language (L2) acquisition, indispensable not only for speech generation but also for adequate listening comprehension because the articulatory and auditory systems are interrelated: a learner is hardly able to recognize a sound s/he has never produced since it is absent in the first language or L1 (^[25]Levis, 2005 ). However, less accented speech generation and perfect listening comprehension are included in the requirements for some jobs, for instance, operators in call centers, so it is not a rare case that a learner may need more effective training in pronunciation (^[26]Hunter & Hachimi, 2012; ^[27]Lockwood, 2012).

4
paper corpusSignosTxtLongLines451 - : Traditional language courses teach pronunciation and auditory recognition of L2 phonemes commonly using four basic steps:(1 ) presentation/explanation, (2) imitation, (3) adjustment, and (4) recognition (^[28]Celce-Murcia, Brinton & Goodwin, 2010). First, the instructor describes what position the articulatory organs must take and how they must move in order to produce the target sound or sound combination; second, the learner listens to words with the target sound and repeats them; third, the teacher provides feedback and identifies, explains, and corrects errors with relevant exercises until production of the target sound is appropriate depending on the orientation of the course and the learner’s level; fourthly and finally, the learner listens to input and discriminates between a word with the target sound and a word without it.

Evaluando al candidato auditory:


1) visual: 8
2) learner: 6 (*)
6) target: 4
8) dubois: 4
9) presented: 4
10) narration: 4 (*)
12) vial: 4
13) pronunciation: 3 (*)
14) learning: 3
16) mayer: 3
17) load: 3
19) textual: 3 (*)

auditory
Lengua: eng
Frec: 32
Docs: 15
Nombre propio: / 32 = 0%
Coocurrencias con glosario: 4
Puntaje: 5.099 = (4 + (1+5.64385618977472) / (1+5.04439411935845)));
Candidato aceptado

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
auditory
: Dufour, S. & Peereman R. (2003a). Inhibitory priming effects in auditory word recognition: When the target's competitors conflict with the prime word. Cognition, 88, B33-B44.
: Dufour, S. & Peereman R. (2004). Phonological priming in auditory word recognition: Initial overlap facilitation effect varies as a function of target word frequency [en línea]. Disponible en línea: [33]http://cpl.revues.org/document437.html
: Goto, H. (1971). Auditory perception by normal Japanese adults of the sounds L and R. Neuropsychologia, 9, 317-323.
: Krahmer, E. & Swerts, M. (2007). The effects of visual beats on prosodic prominence: Acoustic analyses, auditory perception and visual perception. Journal of Memory and Language, 57(3), 396-414.
: Lengeris, A. (2008). The effectiveness of auditory phonetic training on Greek native speakers’ perception and production of Southern British English vowels. In Proceedings of the 2nd ISCA Workshop on Experimental Linguistics (pp. 133-136) Athens, Greece.
: Slowiaczek, L. & Hamburger, M. (1992). Prelexical facilitation and lexical interfernce in auditory word recognition. Journal of Experimental Psychology: Learning, Memory, and Cognition, 18, 1239-1250.
: Van der Lely, H., Rosen, S. & Adlard, A. (2004). Grammatical language impairment and the specificity of cognitive domains: Relations between auditory and language abilities. Cognition, 94(2), 167-183.
: Wurm, L. H. (2000). Auditory processing of polymorphemic pseudowords. Journal of Memory and Language, 42(2), 255-271.
: Ziegler J., Muneaux, M. & Grainger, J. (2003). Neighborhood effects in auditory word recognition: Phonological competition and orthographic facilitation. Journal of Memory and Language, 48, 779-793.