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

1) Candidate: language learners


Is in goldstandard

1
paper corpusSignosTxtLongLines295 - : "The grammar of a language as a resource for making and exchanging meanings. A functional grammar is therefore the kind of grammar most likely to have useful things to say to language learners and teachers" (Lock, 1996: 3 ).

2
paper corpusSignosTxtLongLines295 - : of culture. In language education, learners have to make predictions in two ways: to predict the text from the context, and to predict the context from the text, and this poses a particular difficulty to second or foreing language learners who are still unfamiliar with the total pattern of the new language: they have to learn from texts produced in a language they have little experience of . In Halliday's (1978: 23) words, in language education

3
paper corpusSignosTxtLongLines465 - : Bernhard, J. K., Cummins, J., Campoy, F. I., Ada, A. F., Winsler, A. & Bleiker, C. (2006). Identity texts and literacy development among preschool English language learners: Enhancing learning opportunities for children at risk for learning disabilities . Teachers College Record, 108(11), 2380-2405. [ [158]Links ]

4
paper corpusSignosTxtLongLines515 - : The study presents an analysis of the concordant and non-concordant usage of the existential verb haber (there is/are) in two corpora of language learners: CAES and CORANE . The data is compared with that obtained from a previous study on the pluralization of haber by native Spanish speakers based on CORPES. The purposes are to know how learners experience a phenomenon in variation, and to contribute to the systematization of content regarding standards, usage and geolectal variation in SFL/SSL, so we also propose a way of dealing with the verb haber, aimed at SFL/SSL professionals. The results show that concordant usage among learners is minority compared to non-concordant use, although it is high compared to its use among native Spanish speakers.

5
paper corpusSignosTxtLongLines524 - : Heritage language learners and Spanish for specific purposes: Bridging the gap through community service learning

6
paper corpusSignosTxtLongLines524 - : Thompson, G. (2015b). Engaging second language learners: Developing cultural knowledge and language proficiency through service-learning . In M. Paradowski (Ed.), Productive Foreign Language Skills for an Intercultural World: A Guide (Not Only) for Teachers (pp. 117-132). New York, NY: Peter Lang. [ [169]Links ]

7
paper corpusSignosTxtLongLines526 - : Fairclough, M. (2016b). Incorporating additional varieties to the linguistic repertoires of heritage language learners: A multidialectal model . In M. Fairclough & S. M. Beaudrie (Eds.), Innovative Strategies for Heritage Language Teaching: A Practical Guide for the Classroom (pp. 143-165). Washington, DC: Georgetown University Press . [ [206]Links ]

8
paper corpusSignosTxtLongLines528 - : Abbott, A. (2017). Civic engagement and community service learning: Connecting students’ experiences to policy and advocacy. In M. Bloom & C. Gascoigne (Eds.), Creating Experiential Learning Opportunities for Language Learners: Acting Locally while Thinking Globally (pp . 33-52). Bristol, UK: Multilingual Matters. [ [127]Links ]

9
paper corpusSignosTxtLongLines528 - : Carreira, M. (2012). Meeting the needs of heritage language learners: Approaches, strategies, and research . In S. M. Beaudrie & M. Fairclough (Eds.), Spanish as a Heritage Language in the United States: The State of the Field (pp. 223-240). Washington, DC: Georgetown University Press . [ [136]Links ]

10
paper corpusSignosTxtLongLines529 - : Kagan, O. (2012). Intercultural competence of heritage language learners: Motivation, identity, language attitudes, and the curriculum . In B. Dupuy & L. Waugh (Eds.), Proceedings of the Third Conference on the Development and Assessment of Intercultural Competence (pp. 72-84). Tucson, AZ: University of Arizona Center for Educational Resources in Culture, Language and Literacy. [ [66]Links ]

11
paper corpusSignosTxtLongLines530 - : Drawing upon the fact that translation is a shared endeavor (^[80]Bugel, 2013) that promotes immersion “in a socioculturally authentic environment [that] best enables foreign language learners to acquire the linguistic, cultural, social, and pragmatic content” (^[81]Stewart, 2007: 86 ), the current research project calls for a socially-based theoretical standpoint. Thus, this investigation is rooted in Activity Theory (AT) while seeking to expand our understanding of the impact of outreach embedded in the professionally-oriented Spanish classroom.

12
paper corpusSignosTxtLongLines530 - : In order to further our knowledge social-service engagement impact on the multicultural and professional profiles of Spanish heritage language learners, the following research questions (RQs) were addressed:

Evaluando al candidato language learners:


1) heritage: 7 (*)
3) learning: 4
4) teachers: 3
6) usage: 3
7) fairclough: 3
9) intercultural: 3 (*)
10) grammar: 3 (*)

language learners
Lengua: eng
Frec: 139
Docs: 36
Nombre propio: 1 / 139 = 0%
Coocurrencias con glosario: 3
Puntaje: 3.708 = (3 + (1+4.75488750216347) / (1+7.12928301694497)));
Candidato aceptado

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
language learners
: Abbott, A. (2017). Civic engagement and community service learning: Connecting students’ experiences to policy and advocacy. In M. Bloom & C. Gascoigne (Eds.), Creating Experiential Learning Opportunities for Language Learners (pp. 33-52). Bristol, UK: Multilingual Matters.
: Barreneche, G. (2011). Language learners as teachers: Integrating service learning and the advanced language course. Hispania, 94(1), 103-120.
: Beaudrie, S. & Ducar, C. (2005). Beginning level university heritage language programs: Creating a space for all heritage language learners. Heritage Language Journal, 3(1), 1-26.
: Burgo, C. (2017). Meeting student needs: Integrating Spanish heritage language learners into the second language classroom. Hispania, 100(5), 45-50.
: Cadierno, T. (2000). The acquisition of Spanish preterite and imperfect by Danish advanced language learners. Denmark. University of Southern Denmark. Spanish Applied Linguistics, 4, 1-53.
: Carreira, M. (2014b). Teaching heritage language learners: A study of programme profiles, practices and needs. In A. Themistoklis & P. Trifonas (Eds.), Rethinking Heritage Language Education (pp. 20-44). Cambridge, UK: Cambridge University Press.
: Carreira, M. (2016a). Supporting heritage language learners through macro-based approaches. In M. Fairclough & S. M. Beaudrie (Eds.), Innovative Approaches in Heritage Language Pedagogy: From Research to Practice (pp. 123-142). Washington, DC: Georgetown University Press.
: Demetras, M., Post, K. & Snow, C. (1986). Feedback to first language learners: The role of repetition and clarification requests. Journal of Child Language, 13(2), 275-292.
: Dewaele, J. M. & Furnham, A. (2000). Personality and speech production: A pilot study of second language learners. Personality and Individual Differences, 28(2), 355-365.
: Doddis, A., Novoa, P. & Tabilo, X. (2001-2003). Lexical strategies of communication in the oral production of English as a second language learners: A longitudinal study. Lenguas Modernas, 28-29, 213-228.
: Eisterhold, J. (1991). Reading-writing connections: Ttowards a descripction for second language learners. En B. Kroll (Ed.), Second language writing: Research insights for de classrommm (pp. 88-101). Cambridge: Cambridge University Press.
: Griffiths, C. (2008). Strategies and good language learners. En C. Griffiths (Ed.), Lessons from good language learners (pp. 83-98). Cambridge, UK: Cambridge University Press.
: Hanauer, D. I. (2015). Measuring voice in poetry written by second language learners. Written Communication, 32(1), 66-86.
: Humphrey, S. & Macnaught, L. (2016). Functional language instruction and the writing growth of English language learners in the middle years. TESOL Quarterly, 50(4), 792-816. DOI: 10.1002/tesq.247
: Kieffer, M. & Lesaux, N. (2008). The role of derivational morphology in the reading comprehension of Spanish-speaking English language learners. Reading and Writing, 21, 783-804.
: Kim, Y. & McDonough, K. (2008). The effect of interlocutor proficiency on the collaborative dialogue between Korean as a second language learners. Language Teaching Research, 12(2), 211-234.
: Llombart-Huesca, A. & Pulido, A. (2017). Who needs linguistics? Service-learning and linguistics for Spanish heritage language learners. Hispania, 100(3), 348-360.
: Lynch, A. (2008). The linguistic similarities of Spanish heritage and second language learners. Foreign Language Annals, 41(2), 252-381.
: Magogwe, J. & Oliver, R. (2007). The relationship between language learning strategies, proficiency, age, and self-efficacy beliefs: A study of language learners in Botswana. System, 35(3), 338-352 [en línea]. Disponible en: [328]http://dx.doi.org/10.1016/j.system.2007.01.003
: Nyikos, M. (2008). Gender and good language learners. En C. Griffiths (Ed.), Lessons from good language learners (pp. 73-82). Cambridge: Cambridge University Press.
: Pawan, F. (2008). Content-area teachers and scaffolded instruction for English language learners. Teaching and Teacher Education, 24, 1450-1462.
: Porte, G. (1988). Poor language learners and their strategies for dealing with new vocabulary. ELT Journal, 42(3),167-171 [en línea]. Disponible en: [359]http://dx.doi.org/10.1093/elt/42.3.167
: Tocaimaza-Hatch, C. C. & Walls, L. C. (2016). Service-learning as a means of vocabulary learning for second language and heritage language learners of Spanish. Hispania, 99(4), 650-665.
: Tremblay, A. (2008). Is second language lexical access prosodically constrained? Processing of word stress by French Canadian second language learners of English. Applied Psycholinguistics, 29(4), 553-584.
: Vann, R. & Abraham, R. (1990). Strategies of unsuccessful language learners. TESOL Quarterly , 24(2), 177-198 [en línea]. Disponible en: [385]http://dx.doi.org/10.2307/3586898
: Wharton, G. (2000). Language learning strategy use of bilingual foreign language learners in Singapore. Language Learning, 50(2), 203-243 [en línea]. Disponible en: [387]http://dx.doi.org/10.1111/0023-8333.00117
: Wong, K. F. & Xiao, Y. (2010). Diversity and difference: Identity issues of Chinese heritage language learners from dialect backgrounds. Heritage Language Journal, 7(2), 153-187.
: “a certain degree of proficiency is deemed necessary to justify the separation of second or foreign language learners from heritage learners on linguistic grounds” (^[81]Fairclough & Beaudrie, 2016: 2).