/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) language learning (*)
(*) Términos presentes en el nuestro glosario de lingüística

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1) Candidate: language learning

Is in goldstandard

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1
paper corpusSignosTxtLongLines228 - : Criswell, E., Byrnes H. & Pfster, G. (1991). Intelligent automated strategies of teaching foreign language in context. En M. Swartz & M. Yazdani (Eds.), Intelligent tutoring systems for foreign language learning: The bridge to international communication (pp . 307-319). Berlin: Springer-Verlag. [ [34]Links ]

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2
paper corpusSignosTxtLongLines340 - : En el ámbito de la interdisciplina lingüística Computer Assisted Language Learning (CALL), la importancia de los analizadores automáticos fue muy discutida en la última década por varios investigadores: Nagata, Matthews, Holland, Maisano, entre otros (en Heift & Schulze, 2007 ; Schulze, 2008). Holland, Kaplan y Sams (1995) se refieren a las posibilidades y limitaciones de tutores de lengua basados en analizadores automáticos. Para ello, realizan una comparación entre sistemas CALL convencional y sistemas ICALL (Intelligent Computer Assisted Language Learning) basado en analizadores automáticos y concluyen que en sistemas ICALL el estudiante puede escribir una gran variedad de oraciones y desarrollar de una forma relativamente libre habilidades para el mejoramiento de la producción escrita. La eficacia de los analizadores automáticos en la enseñanza de lenguas fue analizada empíricamente por Jouzulynas (1994, en Heift & Schulze, 2007) quien evaluó su utilidad en el diagnóstico de errores.

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3
paper corpusSignosTxtLongLines371 - : learner would focus on the image and the auditory learner on narration. Even though research in other fields have not confirmed redundancy as an efficacy enhancing factor for learning, it may work differently in SLA by helping learners retain and transfer the new linguistic code. The distinction between these two areas of learning has been explored by Schnotz and Baadte (2008: 22) as they claim that “in language learning, things are different because the primary goal of learning is not to learn about a specific domain, but to master a new language��. Thus, Schnotz and Baadte (2008) make the difference between language learning and domain learning where the major distinction is that language learning precedes domain learning, understood as the kind of learning that is institutionalized in the school system: biology, history, geography, etc . On the other hand, in second language learning (particularly in adolescents and adults) the learner already possesses knowledge of the domain (unless it

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4
paper corpusSignosTxtLongLines456 - : Aljuaid, H. (2010). Language learning strategies: Perceptions of female Saudi EFL learners . Papers from the Lancaster University Postgraduate Conference in Linguistics & Language Teaching 2010 [en línea]. Disponible en: [276]http://www.ling.lancs.ac.uk/pgconference/v06/HindAljuaid.pdf [ [277]Links ]

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5
paper corpusSignosTxtLongLines456 - : Bedell, D. & Oxford, R. (1996). Cross-cultural comparisons of language learning strategies in the people’s Republic of China and other countries. En R. Oxford (Ed.), Language Learning Strategies Around the World: Cross Cultural Perspectives (pp . 35-60). University of Hawaii at Manoa: Second Language Teaching and Curriculum Center. [ [281]Links ]

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6
paper corpusSignosTxtLongLines456 - : Griffiths, C. (2003b). Language learning strategy use and proficiency: The relationship between patterns of reported language learning strategy (LLS ) use by speakers of other languages (SOL) and proficiency with implications for the teaching/learning situation. Tesis doctoral, Universidad de Auckland, Auckland, Nueva Zelanda [en línea]. Disponible en: [306]https://researchspace.auckland.ac.nz/handle/2292/9 [ [307]Links ]

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7
paper corpusSignosTxtLongLines456 - : Heo, M., Stoffa, R. & Kush, J. C. (2012). Factor analysis of the ESL/EFL strategy inventory for language learning: Generation 1 .5 Korean immigrant college students’ language learning strategies. Language, Culture and Curriculum, 25(3), 231-247 [en línea]. Disponible en: [312]http://dx.doi.org/10.1080/07908318.2012.706302 [ [313]Links ]

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8
paper corpusSignosTxtLongLines456 - : Risueño, J. J., Vázquez, M. L., Hidalgo, J. & De la Blanca, S. (2016). Language learning strategy use by Spanish EFL students: The effect of proficiency level, gender, and motivation . Revista de Investigación Educativa, 34(1), 133-149 [en línea]. Disponible en: [368]http://dx.doi.org/10.6018/rie.34.1.232981 [ [369]Links ]

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9
paper corpusSignosTxtLongLines473 - : López, P. (2006). The sex variable in foreign language learning: An integrative approach . Porta Linguarum, 6(1994), 99-114. [ [127]Links ]

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10
paper corpusSignosTxtLongLines478 - : Kambakis, P. (2016). Variables affecting choice of language learning strategies by Greek learners of English attending elementary school. En Z. Gavriilidou & K. Petrogiannis (Eds.), Language learning strategies in the Greek setting: Research outcomes of a large-scale project (pp . 42-57). Kavala: Saita Publications. [ [115]Links ]

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11
paper corpusSignosTxtLongLines478 - : Kazamia, V. (2016). Gender and age impact on language learning strategy use: A study of Greek EFL learners . En Z. Gavriilidou & K. Petrogiannis (Eds.), Language learning strategies in the Greek setting: Research outcomes of a large-scale project (pp. 76-100). Kavala: Saita Publications . [ [116]Links ]

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12
paper corpusSignosTxtLongLines525 - : Zapata, G. (2018). A match made in heaven: An introduction to learning by design and its role in heritage language education. In G. Zapata & M. Lacorte (Eds.), Multiliteracies Pedagogy and Language Learning: Teaching Spanish to Heritage Speakers (pp . 1-26). New York, NY: Palgrave Macmillan. [ [266]Links ]

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13
paper corpusSignosTxtLongLines529 - : A challenge faced by educators across the globe is connecting language learning to two intersecting constructs: (1 ) the community and (2) at the interdisciplinary level. These constructs do indeed intersect in that the community challenges learners’ abilities to perform and apply professional skills in a variety of contexts. From challenging learners’ thoughts on language in the community and professions to examining the impactful effect of their work, service-learning offers learners opportunities to critically examine how their perspectives and academic studies can transform a community.

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14
paper corpusSignosTxtLongLines531 - : Martínez, G. & San Martín, K. (2018). Language and power in a medical Spanish for heritage learners program: A learning by design perspective. In G. C. Zapata & M. Lacorte (Eds.), Multiliteracies Pedagogy and Language Learning: Teaching Spanish to Heritage Speakers (pp . 107-128). New York, NY: Palgrave Macmillan. [ [108]Links ]

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15
paper corpusSignosTxtLongLines59 - : Brown, H.D. (1981) "Affective Factors in Second Language Learning," in The Second Language Classroom: Directions for the 1980's, Alatis, James and Altman, (Eds .), Oxford University Press, New York. [ [61]Links ]

Evaluando al candidato language learning:

1) strategies: 7
2) learners: 6 (*)
3) strategy: 5 (*)
4) teaching: 5 (*)
7) analizadores: 4
9) domain: 4 (*)
10) disponible: 4
12) heritage: 4 (*)
13) speakers: 3 (*)
14) automáticos: 3
15) http: 3
16) zapata: 3
18) intelligent: 3
20) schulze: 3

language learning
Lengua: eng
Frec: 374
Docs: 80
Nombre propio: 9 / 374 = 2%
Coocurrencias con glosario: 6
Puntaje: 6.718 = (6 + (1+5.85798099512757) / (1+8.55074678538324)));
Candidato aceptado

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)

language learning

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The role of gender and language learning strategies in learning English. Tesis de magíster, Middle East Technical University, Ankara, Turquía. : Bannard, C. & Matthews, D. (2008). Stored word sequences in language learning: The effect of familiarity on children’s repetition of four-word combinations. Psychological Science, 19(3), 241-248. : Bardovi-Harlig, K. (1992). The telling a tale: Discourse structure and tense use in learners’ narratives. Pragmatics and Language Learning, 3, 144-161. : Barkhordar, S. & Rastegar, M. (2012). Effects of gender and grade-level on Iranian English as a foreign language learners’ beliefs: Exploring language learning. International Journal of Learning, 18(8), 249-264. : Barrios, E. (2015). Spanish pre-service teachers of English: Perceived use of language learning strategies and its relationship with proficiency. Revista Española de Lingüística Aplicada, 28(1), 48-72 [en línea]. 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Exploring the listening process to inform the development of strategy awareness-raising materials. The Language Learning Journal, 40(2), 1-14. : Bloemert, J., Paran, A., Jansen, E. & van de Grift, W. (2019). Students’ perspective on the benefits of EFL literature education. The Language Learning Journal, 47(3), 371-384. : Breen, M. P. (2014). Learner contributions to language learning: New directions in research. Nueva York: Routledge. : Brown, H.D. (1994) Principles of Language Learning and Teaching, Prentice Hall, Englewood Cliffs, NJ. : Brown, J. D. (1991). Understanding research in second language learning: A teacher’s guide to statistics and research design. Cambridge: Cambridge University Press. : Brown, L. (2011). Korean honorifics and politeness in second language learning. Amsterdam: John Benjamins . : Buchholz, S. & Marsi, E. (2006). CoNLL-X shared task on multilingual dependency parsing. En L. Màrquez & D. Klein (Eds.), Proceedings of the 10th Conference on Computational Natural Language Learning (CoNLL-X) (pp. 149-164). ACL: Nueva York. : Bull, S. (1997). Promoting effective learning strategy use in CALL. Computer Assisted Language Learning, 10(1), 3-39. : Byram, M. (1997). ‘Cultural awareness’ as vocabulary learning. The Language Learning Journal, 16(1), 51-57. doi: 10.1080/09571739785200291 : Byrnes, H. (2011). Beyond writing as language learning or content learning. Learning-to-write and writing-to-learn in an additional language, 133-157. : CARREL, P. (1983) "Three components if background knowledge in reading comprehension" Language Learning, vol. 33 (2):183-207. : Chamot, A. & O'Malley, J. (1994). The CALLA handbook. Implementing the cognitive academic language learning approach. New York: Addison-Wesley Publishing Company. : Chang, C. (2011). Language learning strategy profile of University Foreign Language Majors in Taiwan. 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The Modern Language Journal, 93(1), 719-740. : Geeslin, K. & Guijarro-Fuentes, P. (2006). The second language acquisition of variable structures in Spanish by Portuguese speakers. Language Learning, 56(1), 53-107. : Gené-Gil, M., Juan-Garau, M. & Salazar-Noguera, J. (2015). Development of EFL writing over three years in secondary education: CLIL and non-CLIL settings. Language Learning Journal, 43, 286-303. : González-Davies, M. (2018). The use of translation in an integrated plurilingual approach to language learning: Teacher strategies and best practices. Journal of Spanish Language Teaching, 4(2), 1-12. : Graham, S. & Macaro, E. (2008). Strategy instruction in listening for lower- intermediate learners of French. Language Learning, 58(4), 747-783. : Grgurović, M. & Hegelheimer, V. (2007). Help options and multimedia listening: Student's use of subtitles and transcripts. Language Learning & Technology, 11(1), 45-66. : Griffiths, C. & Oxford, R. (2014). The twenty-first century landscape of language learning strategies: Introduction to this special issue. System, 43, 1-10 [en línea]. Disponible en: [310]http://dx.doi.org/10.1016/j.system.2013.12.009 : Griffiths, C. (2003a). Patterns of language learning strategy use. System, 31, 367-383 [en línea]. Disponible en: [304]http://dx.doi.org/10.1016/S0346-251X(03)00048-4 : Griffiths, C. (2013). The strategyf in successful language learning. Bristol, NY, Ontario: Multilingual Matters. : Handl, S. (2008). Essential collocations for learners of English: The role of collocational direction and weight. In F. Meunier & S. Granger (Eds.), Phraseology in foreign language learning and teaching (pp. 43–66). Amsterdam: John Benjamins. : Heift, T. & Schulze, M. (2007). Errors and intelligence in computer-assisted language learning. Parsers and Pedagogues. Nueva York: Routledge. : Heift, T. (2006). Context-sensitive Help in CALL. Computer Assisted Language Learning, 19(2-3), 243-259. : Heine, L. (2014). Models of the bilingual lexicon and their theoretical implications for CLIL. The Language Learning Journal, 42(2), 225-237. : Henry, A. (2010). Contexts of possiblity in simultaneous language learning: Using the L2 motivational self system to assess the impact of global English. Journal of Multilingual and Multicultural Development, 31(2), 149-162. : Henry, A. (2015). The dynamics of L3 Motivation: A longitudinal interview/observation-based study. En Z. Dörnyei, P. D. MacIntyre & A. Henry (Eds.), Motivational Dynamics in Language Learning (pp. 315-341). Bristol: Multilingual Matters . : Holley, F. & King, J. (1974). Imitation and correction in foreign language learning. En J. Schumann & N. Stenson (Eds.), New frontiers in second language learning (pp. 81-89). Rowley, MA: Newbury House. : Hong-Nam, K. & Leavell, A. G. (2006). Language learning strategy use of ESL students in an intensive English learning context.System,34(3), 399-415 [en línea]. 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(2002). Comparing theories of language Learning strategies: A confirmatory factor analysis. Modern Language Journal, 86(3), 368-383 [en línea]. Disponible en: [316]http://dx.doi.org/10.1111/1540-4781.00155 : Huang, H. T., Hsu, C. C. & Chen, S. W. (2015). Identification with social role obligations, possible selves, and L2 motivation in foreign language learning. System, 51, 28-38. : Hubbard, P. (2009). Computer assisted language learning: Critical concepts in linguistics. Present trends and future directions in CALL. Londres: Routledge. : Hulstijn, J. H. & Laufer, B. (2001). Some empirical evidence for the involvement load hypothesis in vocabulary acquisition. Language Learning, 51(3), 539-558. : Hyland, F. (2011a). The language learning potential of form-focused feedback on writing. Students' and teachers' perceptions. In R. Manchón (Ed.), Learning-to-Write and Writing-to-Learn in an Additional Language (pp. 159-179). Amsterdam/Philadelphia: John Benjamins. : Irie, K. & Ryan, S. (2015). Study abroad and the dynamics of change in learner L2 self-concept. En Z. Dörnyei, P. D. MacIntyre & A. Henry (Eds.), Motivational dynamics in language learning (pp. 343-367). Bristol: Multilingual Matters . : Izumi, S. (2003). Comprehension and production processes in second language learning: In search of the psycholinguistic rationale of the noticing hypothesis. Applied Linguistics, 24(2), 168-196. : James, C. (1998). Error in Language Learning and Use. Exploring Error Analysis. Harlow: Pearson Education Limited. : Kagan, O. & Dillon, K. (2008). Issues in heritage language learning in the United States. In N. Van Deusen-Scholl & N. H. Hornberger (Eds.), Encyclopedia of Language and Education (2^nd ed.) (pp. 143-156). New York, NY: Spring Science & Business Media. : Khalil, A. (2005). Assessment of language learning strategies used by Palestinian EFL learners. Foreign Language Annals, 38, 108-117 [en línea]. 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