/LING
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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) learner (*)
(*) Términos presentes en el nuestro glosario de lingüística
1) Candidate: learner
Is in goldstandard
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paper corpusSignosTxtLongLines295 - : system" (Painter, 2001: 176). In other words, the notions of register and genre can be used to make students aware of the sociocultural features of the text-type that is being taught and of which linguistic choices are more likely to be made in its textualization, as well as to help teachers "to identify and focus on whatever aspect of language in use the learner needs most help with" (Painter, 2001: 178 ).
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paper corpusSignosTxtLongLines295 - : textualization, as well as to help teachers "to identify and focus on whatever aspect of language in use the learner needs most help with" (Painter, 2001:178 ).
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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
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paper corpusSignosTxtLongLines406 - : One learner was more precise in her uptake of metalinguistic terms and her ability to relate those to rhetorical inferences:
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paper corpusSignosTxtLongLines406 - : This learner takes up the metalinguistic terms issuing from the CaRS model (‘topic, debate and contribution’) and explains that locating these helps to make rhetorical inferences (‘understand the author’s position and distinguish it from those of other authors’), which she reports has had a favorable impact on her essay writing. However, only this learner and the learner in example 2 showed any uptake of metalinguistic terms. Other learners show declarative knowledge of rhetorical inferences without connecting them explicitly to the metalanguage or metalinguistic activity. Tellingly, one learner’s answer reveals some impact on cognitive monitoring while simultaneously giving evidence that metalanguage is not a necessary condition for it to occur:
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paper corpusSignosTxtLongLines451 - : At stage 2, the learner is first exposed to simple AE words where the phoneme /ŋ/ appears in similar surroundings as the MS words practiced before: /ŋ/+/k/ 'drink', 'uncle', 'increase' ; /ŋ/+/ɡ/ 'singer', 'language', 'younger'. Next, /ŋ/ is introduced in combinations typical only for AE: /ŋ/+/z/ 'brings', 'thins', 'songs'; word-final /ŋ/ 'ring', 'hang', 'long', 'doing', 'nothing'. Stage 3 is devoted to auditory comprehension of AE words containing /ŋ/. Initially, the words practiced at stage 2 are presented to the learner, then other words of increasing complexity including minimal pairs (e.g. 'sin' - 'sing', 'sun' - 'sung', 'fan' - 'fang'), afterwards, short and longer phrases. At each stage, pronunciation errors are identified, explained to the learner contrasting /ŋ/ in MS and AE words, and corrected by additional exercises. Error detection process is facilitated by predicted error patterns using the results presented in Section 3. [71]Figure 3(a) illustrates the similarity and
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paper corpusSignosTxtLongLines459 - : El Análisis de Errores, basado en los procedimientos del Corpus de aprendices (CLC, del inglés Computer Learner Corpora) y en el Análisis de Errores asistido por Computador (CEA, del inglés Computer aided Error Analysis) en lo que se refiere a Corpora de Aprendientes de ELE en Formato Electrónico, ha evidenciado que los errores de mayor frecuencia y recurrencia corresponden a los errores ortográficos (^[31]Ferreira, 2014a ; ^[32]Ferreira, Elejalde & Vine, 2014). Los estudios se han sustentado en el corpus CAELE (^[33]Ferreira, 2015) constituido por una colección de 418 textos de aprendientes de ELE, almacenados y procesados en formato digital. Estos textos han sido recolectados durante intervenciones lingüísticas entre los años 2014 y 2015 con el objeto de describir la interlengua de los aprendices e identificar los errores lingüísticos más frecuentes y recurrentes según el nivel de competencia (proficiency, en inglés, es decir la capacidad que una persona demuestra en el uso de una lengua
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paper corpusSignosTxtLongLines471 - : Spina, S. (2016). Learner corpus research and phraseology in Italian as a second language: The case of the DICI-A, a learner dictionary of Italian collocations . En B. Sanromán Vilas (Ed.), Collocations Cross-Linguistically. Corpora, Dictionaries and Language Teaching (pp. 219-244). Helsinki : Société Néophilologique de Helsinki. [ [145]Links ]
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paper corpusSignosTxtLongLines523 - : Second, language and literature departments have also worked hard to provide their student population with a meaningful and pragmatic language experience (^[38]Brown & Thompson, 2018). To this end, those individuals who identify ethnically as Hispanic are defined as heritage language learners (HLL) of Spanish, whose degree of proficiency in Spanish and cultural connection to the language differs significantly from that of second language learners (SLL) for linguistic, cognitive, cultural, and social reasons. In ^[39]Valdés’ (2000) words, a heritage language learner is an individual:
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paper corpusSignosTxtLongLines524 - : While the aforementioned demographic statistics represent all individuals who identify ethnically as Hispanic, regardless of linguistic competence, a large number of these individuals would be defined as Spanish heritage language learners (SHLs) since many have some degree of proficiency in Spanish, a cultural connection to the language, or both. Students of this socio-linguistic profile are increasingly found in the LSP classroom and in order to better address their needs, it is important to understand who these learners are. Spanish heritage language learners can be identified in different ways according to the context in which they were raised and how they use Spanish. Indeed, SHLs are a very diverse group and equally diverse are the definitions used to describe them. The term heritage learner has been defined as an individual:
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paper corpusSignosTxtLongLines526 - : However, as both ^[71]Wiley (2001) and ^[72]Fairclough and Beaudrie (2016) indicate, defining HL learners is not an easy task. According to ^[73]Carreira (2004), most HL learner definitions focus on three main factors: membership in an HL community, personal connection to the HL through family background, and proficiency in the HL . ^[74]Fishman (2001), for instance, identifies HL learners as speakers of languages other than English who have a personal connection to a particular cultural or ethnic group. Similarly, ^[75]Hornberger and Wang (2008) refer to HL learners as “individuals who have familial or ancestral ties to a particular language that is not English” (^[76]Hornberger & Wang, 2008: 27). In contrast, ^[77]Valdés (2001) refers to HL learners as individuals raised in homes where a language other than English is spoken and who are to some degree bilingual in English and the heritage language. Similarly, ^[78]Polinsky and Kagan (2007) consider HL learners to be those individuals whose
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paper corpusSignosTxtLongLines529 - : Despite the fact that intercultural competence development is recognized as a critical element in language learning (^[36]Chui & Dias, 2017; ^[37]Wagner, Perugini & Byram, 2017), ^[38]Kagan (2012) notes that not much attention is paid to “the intercultural side of heritage language learners’ circumstances either within or outside of the classroom” (^[39]Kagan, 2012: 72 ). Each heritage language learner enters the language classroom with unique needs and interests that must form integral components of an educator’s methodologies in order to facilitate learning. For instance, this author notes that an individual that experiences embarrassment (which constitutes the affective dimension) as a result of various factors (e.g., lack of motivation, perceived inadequate language skills, instructional practices, etc.) can impede learning or result in ‘cognitive dissonance’ (^[40]Kagan, 2012). Drawing upon learners’ previous knowledge, linguistic backgrounds, and language varieties can support diverse
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paper corpusSignosTxtLongLines529 - : The following research questions were examined in order to identify heritage language learners’ perspectives on the role of service-learning programs on their development of these key areas, evaluate learners’ professional and linguistic goals in language courses, and examine overall learner grammatical and lexical performance and development in service-learning courses:
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paper corpusSignosTxtLongLines59 - : Defining motivation as "attitudes and affective states that influence the degree of effort that learners make to learn an L2," [37]Ellis (1997) has identified four kinds of motivation: instrumental, integrative, resultative and intrinsic . First of all, instrumental motivation concerns efforts made on the part of the learner to learn an L2 for some functional reason, whether it is to pass an exam, get a better job, or to study in the university. Integrative motivation, on the other hand, involves the choice of learning an L2 because the learner is interested in the people and culture represented by the target language. As for what type of motivation, instrumental or integrative, results in better language acquisition, research results are inconclusive. An assumption of the research involving instrumental and integrative motivation is that motivation is the cause of L2 achievement. However, it could also be argued that motivation is the result of learning. In this case, learners who
Evaluando al candidato learner:
2) heritage: 9 (*)
3) motivation: 9
learner
Lengua: eng
Frec: 196
Docs: 49
Nombre propio: 1 / 196 = 0%
Coocurrencias con glosario: 1
Puntaje: 1.609 = (1 + (1+4.24792751344359) / (1+7.62205181945638)));
Candidato aceptado
Referencias bibliográficas encontradas sobre cada término
(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)| learner |
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Revista de Educación, 35(3), 211-233. : Díaz-Negrillo, A. & Domínguez, J. F. (2006). Error tagging systems for learner corpora. Revista Española de Lingüística Aplicada, 19, 83-102. : Dörnyei, Z. (2005). The Psychology of the language learner. Londres: Lawrence Erlbaum. : Ellis, R. & Barkhuizen, G. (2005). Analysing learner language. Oxford: Oxford University Press . : Ellis, R., Basturkmen, H. & Loewen, S. (2001). Learner uptake in communicative ESL lessons. Language Learning, 51(2), 281-318. : Fanselow, J. (1977). The treatment of learner error in oral work. Foreign Language Annals, 10, 583-593. : Flowerdew, J. (2009). Use of signalling nouns in a learner corpus. En J. Flowerdew & M. Mahlberg (Eds.), Lexical cohesion and corpus linguistics (pp. 85-102). Ámsterdam: John Benjamins. : Gillette, B. (1994). The role of learner goals in L2 success. En J. Lantolf & G. Appel (Eds.), Vygotskian Approaches to Second Language Research (pp. 195-213). Oxford: Oxford University Press . : Granger, S. (2002). A bird’s-eye view of learner corpus research. En S. Granger, J. Hungand & S. Petch-Tyson (Eds.), Computer learner corpora, second language acquisition and foreign language teaching (pp. 3-33). Philadelphia: John Benjamins. : Granger, S. (2003). Error-tagged Learner Corpora and CALL: A promising synergy. CALICO Journal, 20(3), 465-480. : Granger, S. (2004). Computer learner corpus research: Current status and future prospects. Language and Computers, 52(1), 123-145. : Granger, S. (2009). The contribution of learner corpora to second language acquisition and foreign language teaching. En K. Aijmer (Ed.), Corpora and Language Teaching (pp. 33-13). Philadelphia: John Benjamins. : Heift, T. (2003). Multiple learner errors and feedback: A challenge for ICALL systems. CALICO Journal, 20(3), 549-560. : Horwitz, E. (1987). Surveying student beliefs about language learning. En A. Wenden & A. J. Rubin (Eds.), Learner Strategies in Language Learning (pp. 119-129). Londres: Prentice-Hall. : 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 . : Kim, Y. (2008). The role of task-induced involvement and learner proficiency in L2 vocabulary acquisition. Language Learning, 58(2), 285-325. : Lazar, G. (1990). Using poetry with the EFL/ESL learner. Modern English Teacher, 17(3), 3-9. : Lee, E. J. (2013). Corrective feedback preferences and learner repair among advanced ESL students. System, 41(2), 217-230. : Liou, H. (2000). Assessing learner strategies using computers: New insights and limitations. Computer Assisted Language Learning, 13(1), 65-78. : Liskin-Gasparro, J. (1996). Narrative strategies: A case study of developing storytelling skills by a learner of Spanish. The Modern Language Journal, 80, 271-286. : Long, M. (1977). Teacher feedback on learner error: Mapping cognitions. En H. Brown, C. Yorio & R. Crymes (Eds.), On TESOL`77 (pp. 278-294). Washington D.C.: TESOL. : Lyster, R. & Ranta, L. (1997). Corrective feedback and learner uptake. Studies in Second Language Acquisition, 19(1), 37-66. : Lyster, R. (1998). Negotiation of form, recasts, and explicit correction in relation to error types and learner repair in immersion classrooms. Language Learning, 48(2), 182-218. : Medina, A. & Gordon, L. (2014). Service learning, phonemic perception, and learner motivation: A quantitative study. Foreign Language Annals, 47(2), 357-371. : Mercer, S. (2011a). Language learner self-concept: Complexity, continuity and change. System, 39(3), 335-346. : Mercer, S. (2011b). Understanding learner agency as a complex dynamic system. System, 39(4), 427-436. : Montrul, S. (2008). Second language acquisition welcomes the heritage language learner: opportunities of a new field. Second Language Research, 24, 487-506. : Nesselhauf, N. (2004). Collocations in a learner corpus. Amsterdam/Philadelphia: John Benjamins . : Overstreet, M. (1998). Text enhancement and content familiarity: The focus of learner attention. Spanish Applied Linguistics, 2(2), 229-258. : Phillips, V. (1991). A look at learner strategy use and ESL proficiency. The CATESOL Journal, 4, 57-67. : Reinders, H. (2009). Learner uptake and acquisition in three grammar-oriented production activities. Language Teaching Research, 13(2), 201-222. : Rubin, J. (1987) Learner strategies: Theoretical assumptions, research, history and typology. In A. Wenden & J. Rubin (Eds), Learning strategies in language learning (pp.15-30). London: Cambridge University Press. : Schmidt, R. & Frota, N. (1986). Developing basic conversational ability in a second language: A case study of an adult learner of Portuguese. En M. Day (Ed.), Talking to learn (pp. 237-326). Rowley, MA: Newbury House. : Sharwood-Smith, M. (1981). Consciousness-raising and the second language learner. Applied linguistics, 2(2), 159-168. : Siyanova, A. & Schmitt, N. (2008). L2 learner production and processing of Collocation : A multi-study perspective. The Canadian Modern Language Review/La Revue Canadienne Des Langues Vivantes, 3, 429-458. : Siyanova, A. & Spina, S. (2015). Investigation of native speaker and second language learner intuition of Collocation frequency. Language Learning, 65(3), 533-562. : Snell-Hornby, M. (1987). Towards a learner’s bilingual dictionary. En A. P. Cowie, (Ed.), The Dictionary and the Language Learner. Papers from the Euralex Seminar at the University of Leeds (pp. 159-170). Tübingen: Niemeyer. : Sykes, A. H. (2015). The good language learner revisited: A case study. Journal of Language Teaching and Research, 6(4), 713-720. : Tono, Y. (2003). Learner corpora: Design, development and applications. En D. Archer, P. Rayson, A. Wilson & T. McEnery (Eds.), Proceedings of the Corpus Linguistics 2003 Conference (pp. 800-809). Lancaster (UK): University Centre for Computer Corpus Research on Language. : Vandergrift, L. & Baker, S. (2015). Learner variables in second language listening comprehension: An exploratory path analysis. Language Learning, 65(2), 390-416. : Vicente-Rasoamalala, L. (2009). Teacher’s reactions to foreign language learner output. Tesis doctoral, Universitat de Barcelona, Barcelona, España. : Watkins, D. A. & Biggs, J. B. (2001). The paradox of the Chinese learner and beyond. In D. A. Watkins & J. B. Biggs (Eds.), Teaching the Chinese learner: Psychological and pedagogical perspectives (pp. 3-26). Hong Kong: CERC and HKU. : Wenden, A., & Rubin, J. (1977). Learner Strategies in Language Learning. London: Prentice Hall. : van Lier, L. (1988). The classroom and the learner. London: Longman. : Álvarez-Gil, F. J. (2020). A disciplinary analysis of fairly in late modern English scientific writing. In M. L. Carrió-Pastor (Ed.),Corpus Analysis in Different Genres: Academic Discourse and Learner Corpora(pp. 93-107). New York: Routledge. |