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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) learners (*)
(*) Términos presentes en el nuestro glosario de lingüística

1) Candidate: learners


Is in goldstandard

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paper corpusSignosTxtLongLines252 - : Genre analysis has greatly influenced the teaching and learning of English for Specific Purposes (ESP). Because of its impact, the Internet has become an interesting setting to study the use and development of genres and to assist learners in understanding hypertexts as well as their distinctive element: the link . Following Hammerich and Harrison's taxonomy (2002), this article analyzes the organizational and informational value of this key element in psychology and geology articles. The study revealed that, from the organizational angle, there might be a tendency to economize on the use of strongly authored links, and that, from the organizational angle, the enhancing function was found most frequently, thus limiting the multimedia potentialities of this environment to personalize texts. This might indicate that, in the sample of hyperarticles, there is a strong bias toward economizing some of the features that make hypertexts unique and distinctive.

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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 ).

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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

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paper corpusSignosTxtLongLines415 - : [2]vol.49 número90 [3]Communication strategies used by different level L2 English learners in oral interaction [4]Extracción abierta de información a partir de textos de Internet en español utilizando reglas sobre categorías de palabras en secuencias: Problemas del método, sus causas y posibles mejoras [5] índice de autores [6]índice de materia [7]búsqueda de artículos [8]Home Page [9]lista alfabética de revistas

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paper corpusSignosTxtLongLines420 - : The main objective of this paper is to determine the kind of usage made by students –as well as their perception– of an often misused and even undervalued tool: the dictionary. This study shows that learners seldom reflect upon the kind of information they need in a dictionary, in the same way that a single specialised lexicographical work rarely contains all the information needed to solve all the terminological/conceptual/usage-related doubts that may arise. This is the reason why we have analysed how learners of English for Engineering perceive their own lexicographical usage, needs and expectations when explicitly asked about these aspects by means of two questionnaires: one of them dealing with the critical analysis of already-existing works and the other about lexicographical usage and needs . The results obtained show that no single text has all the quality, quantity, clarity and user-friendliness features to be expected in a scientific-technical e-dictionary. This is the reason why

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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 ]

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paper corpusSignosTxtLongLines469 - : The few studies in the area of CSs which have analysed the task factor have primarily argued for its relationship with the type and quantity of CSs employed by the learners, which seems to be affected by the focus of the task: demands, time given for its realisation, and the learners’ familiarity with the activity, amongst others (^[66]Poulisse & Schils, 1989 ; ^[67]Rabab’ah & Seedhouse, 2004; ^[68]Rabab’ah & Bulut, 2007; ^[69]Numata, 2009; ^[70]Khan & Victori, 2011; ^[71]Ghout-Khenoune, 2012). Depending on the task requirements, cognitive, linguistic, and communicative complexity, learners will need to rely on a higher or lower number of strategies, and the use of certain CSs over others. In an early study by Poulisse and Schils (1989) -which focused on Dutch learners of English when trying to solve lexical problems- the task effects were observed to be more dominant than the learners’ proficiency on their use and particularly choice of CSs. The learners, grouped according to their

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paper corpusSignosTxtLongLines478 - : Cognitive Strategies Usefulness Perception in Female and Male Learners of Spanish: An International Empirical Study

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paper corpusSignosTxtLongLines480 - : With the application of SCT constructs, a theory of scaffolding can be proposed. Scaffolding as a form of other-regulation refers to different types of support learners receive through interaction with their teachers and peers in the process of learning. For learning to be most effective, this support should be in accordance with the learners’ Zone of Proximal Development (ZPD), a term coined by ^[43]Vygotsky (1987: 86) as:

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paper corpusSignosTxtLongLines496 - : In contrast to traditional approaches in which teachers were considered as knowledge transmitters and learners were regarded as passive knowledge receivers, CLT is a learner-centered approach which insists on maintaining a social relationship between the learners and teachers. In learner-centered approaches, since learners have a sense of 'ownership', their motivation for learning increases (^[39]Brown, 2007) and they actually engage in an active negotiation between “the self, the learning process, and the object of learning” (^[40]Breen & Candlin, 1980: 110 ).

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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.

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

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paper corpusSignosTxtLongLines524 - : More recently, heritage learners of all languages have been defined as “heritage speakers are bilingual native speakers of their heritage language, except that the degree of ultimate attainment in the heritage language is variable” (^[30]Montrul, 2016: 249 ). Montrul, like Valdés, focuses on the language abilities of the students as a principal component of the definition. However, ^[31]Fishman (2001) expands this definition beyond the scope of linguistic proficiency to include passive language skills as well as personal and familial connections to the culture. For Fishman, heritage languages present two main characteristics in the United States context: (1) they are those other than English, and (2) they are languages that “have a particular family relevance to the learners” (^[32]Fishman, 2001: 81). Given the increasing numbers of SHLs in the university setting, research has been forthcoming regarding how to best help these learners improve their language skills as well as how to better

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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 ]

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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 corpusSignosTxtLongLines526 - : Skills in reading comprehension may appear to be of lesser concern in the context of interpreting, given the predominantly oral nature of the task; however, the sight translation mode - i.e., an oral rendition in the target language of a written source text - requires reading comprehension skills and facility with various registers to account for a wide range of text types that may be encountered. ^[139]Carreira and Kagan (2011) note that HL speakers possess stronger aural skills than other language skills. These comments echo those of ^[140]Montrul (2008: 490), who notes that many HL speakers and learners:

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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 ]

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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 ]

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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 ]

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paper corpusSignosTxtLongLines529 - : Aligning with students’ self-reported developmental goals, two of the nineteen learners (labeled as Student 6 and Student 7 below) from Introduction to Spanish Translation noted the following in their final reflective papers:

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paper corpusSignosTxtLongLines529 - : Hence, with methodical planning and implementation, service-learning programs have the potential to meaningfully connect heritage language learners from the classroom to the community. The excerpt below is from a student’s (labeled as Student 8 below) final reflective paper in Introduction to Spanish Translation. This extract truly grasps the final message of how educators have the power to transform classrooms into challenging and welcoming environments, encourage learners to express themselves, connect with others, and promote dignity and pride among all:

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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 ]

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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.

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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:

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paper corpusSignosTxtLongLines530 - : * Two courses interrelated to the teaching of Spanish for the professions, where learners become acquainted with professional jargon of two different arenas: Business & Health and Human Services .

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paper corpusSignosTxtLongLines531 - : According to ^[56]Byram and Hu (2013), LSP is defined as “the teaching of second and foreign languages with the aim of helping learners enter or make progress in a particular area of work or field of study” (^[57]Byram & Hu, 2013: 391 ). The interdisciplinary field of LSP, which has steadily gained popularity in higher education in the US over the past two decades, has proved to be effective in providing student-centered elements and attracting students. Moreover, based on the 2007 report of the Ad Hoc Committee on Foreign Languages of the American Modern Language Association, the goals of foreign language education at the college level are redefined in accordance with the increasingly interconnected world which our students are being prepared to enter. That is,

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paper corpusSignosTxtLongLines531 - : Martínez, G. (2010). Medical Spanish for heritage learners: A prescription to improve the health of Spanish-speaking communities . In S. River-Mills & J. A. Trujillo (Eds.), Building Communities and Making Connections (pp. 2-15). Newcastle Upon Tyne, UK: Cambridge Scholars Publishing. [ [106]Links ]

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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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paper corpusSignosTxtLongLines534 - : The analysis of the trainees’ written comments in response to the questionnaires revealed recurrent opinions and rationales which facilitated the interpretation of the numerical data. To focus firstly on the linguistic dimension, the positive view that poetry might help learners to improve reading skills in the EFL class (item 1) was linked to two main ideas: the typical brevity of poems and the perceived non-triviality of its topics, mentioned by five and thirteen students respectively . Regarding length, one student highlighted as an advantage the fact that ‘you do not get tired when reading them’. Shortness, however, appears as a double-edged sword since, for two students who had assigned a low value to this item, the conciseness of poetic texts was considered a disadvantage on the grounds that, ‘Poetry isn't very useful for practising reading as poems are very short’. It appears that, for these learners, reading seemed to be more equated with ‘extensive’ reading. The same principle might

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paper corpusSignosTxtLongLines552 - : El FC se define como “the feedback that learners receive on the linguistic errors they make in their oral or written production in a second language (L2)” (^[35]Sheen & Ellis, 2011: 593 ). ^[36]Lyster y Ranta (1997) distinguen seis categorías de FC, clasificadas a su vez en FC explícito y FC implícito.

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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

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paper corpusSignosTxtLongLines88 - : To explain why this occurred, it is necessary to understand that the role of memory strategies is the storage and retrieval of new information. "These strategies help learners store in memory the important things they hear or read in the new language, thus enlarging their knowledge base. These strategies also enable learners to retrieve information from memory when they need to use it for comprehension or production" (Oxford 1990:58 ). While good language learners use these strategies at the outset of their language learning endeavors to build up their knowledge bases, particularly as concerns lexical and syntactic skills, these strategies become less useful as FL proficiency increases and other strategies take over. The detrimental effects of over-using memory strategies in later stages of language acquisition, is reflected in the scores of poor fourth year language students. The data in Tables one and Two suggest that the poor learners who were sampled in this study use more memory

Evaluando al candidato learners:


2) heritage: 17 (*)
4) learning: 13
5) strategies: 12
7) motivation: 10
8) skills: 8
9) speakers: 7 (*)
11) reading: 6 (*)
13) usage: 6
14) linguistic: 6 (*)
16) task: 5 (*)
20) proficiency: 5 (*)

learners
Lengua: eng
Frec: 569
Docs: 66
Nombre propio: 2 / 569 = 0%
Coocurrencias con glosario: 6
Puntaje: 6.747 = (6 + (1+6.58496250072116) / (1+9.1548181090521)));
Candidato aceptado

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
learners
: Abbott, A. & Martínez, G. (2018). Spanish for the professions and community service learning: Applications with heritage learners. In K. Potowski (Ed.), The Routledge Handbook of Spanish as a Heritage Language (pp. 389-401). London, UK: Routledge.
: 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.
: Balharry, G. (2006). The use of lexical communication strategies in the performance of oral tasks by learners of English as a Second Language. Unpublished master’s thesis, Universidad de Chile, Santiago, Chile.
: Banaruee, H., Khatin-Zadeh, O. & Ruegg, R. (2018). Recasts vs. direct corrective feedback on writing performance of High School EFL learners. Cogent Education, 5(1), 23.
: 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.
: Beaudrie, S. M. (2009). Spanish receptive bilinguals: Understanding the cultural and linguistic profile of learners from three different generations. Spanish in Context, 6(1), 85-104.
: Brantmeier, C. & Dragiyski, B. (2009). Toward a dependable measure of metacognitive reading strategies with advanced L2 learners. In C. Brantmeier (Ed.), Crossing languages and research methods: Analyses of adult foreign language reading (pp. 47-72). Charlotte, NC: IAP.
: Brawerman-Albini, A., Kluge, D. C., Silva, A. H. & Albini, L. C. P. (2017). Perceptual training effects on the acquisition of English stress by Brazilian learners. International Journal of English Linguistics, 7(6), 1-15.
: 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.
: Chang, C., Liu, S. & Lee, Y. (2007). A study of language learning strategies used by college EFL learners in Taiwan [en línea]. Disponible en: [93]http://www.mdu.edu.tw
: Chen, S. Q. (1990). A study of communication strategies in interlanguage production by Chinese EFL learners. Language Learning, 40(2), 155-187 [en línea]. Disponible en: [284]http://dx.doi.org/10.1111/j.1467-1770.1990.tb01332.x
: Chen, Y. (2005). Barriers to acquiring listening strategies for EFL learners and their pedagogical implications. TESL-EJ, 8(4), 1-19.
: Collentine, J. (1995). The development of complex syntax and mood-selection abilities by intermediate-level learners of Spanish. Hispania, 78, 122-135.
: Collentine, J. (2000). The relationship between syntactic and morphological abilities in advanced FL learners of Spanish. En R. Leow & C. Sanz (Eds.), Spanish applied linguistics at the turn of the millennium (pp. 20-35). Medford, MA.: Cascadilla Press.
: Davies, M. (2006). A frequency Dictionary of Spanish. Core vocabulary for learners. Nueva York: Routledge.
: 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.
: Di Carlo, S. (2017c). Assessing cognitive learning strategies: A global study of Spanish learners. International Journal of Research Studies in Language Learning, 7(2), 15-32. DOI: 10.5861/ijrsll.2017.1782
: 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.
: DuBord, E. & Kimball, E. (2016). Cross-language community engagement: Assessing the strengths of heritage learners. Heritage Language Journal, 13(3), 298-330.
: Dupoux, E., Sebastián-Gallés, N., Navarrete, E. & Peperkamp, S. (2008). Persistent stress ‘deafness’: The case of French learners of Spanish. Cognition, 106(2), 682-706.
: 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.
: Fernández Dobao, A. M. (2004). The use of communication strategies by Spanish learners of English. A study of the collaborative creation of meaning, language, and linguistic knowledge. Unplished master’s thesis, Universidad de Santiago de Compostela, Spain.
: Fong, C. J., Lin, S. & Engle, R. A. (2016). Positioning identity in computer-mediated discourse among ESOL learners. Language Learning & Technology, 20(3), 142-158.
: Fuertes-Olivera, P. A. (2009). Specialised lexicography for learners: Specific proposals for the construction of pedagogically-oriented printed business dictionaries. Hermes. Journal of Language and Business Communication, 42, 167-188.
: Graham, S. & Macaro, E. (2008). Strategy instruction in listening for lower- intermediate learners of French. Language Learning, 58(4), 747-783.
: 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.
: 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.
: Hornby, A.S. (1954). Oxford progressive English for adult learners. Teachers handbook. Book One. London: Oxford University Press.
: 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
: Hyde, J. (1982). The identification of communication strategies in the interlanguage of Spanish learners of English. Anglo-American Studies,
: In order to start answering the main research question [95]Table 1 provides the total number of CSs produced by the learners in each task, the total amount of language generated in each task, and the normalised frequency of strategies per 1000 words.
: Jiang, L. & Huang, K. (2015). The efficacy of structural priming on the acquisition of double object construction by Chinese EFL learners. Higher Education Studies, 5(5), 38-49.
: Khalil, A. (2005). Assessment of language learning strategies used by Palestinian EFL learners. Foreign Language Annals, 38, 108-117 [en línea]. Disponible en: [318]http://dx.doi.org/10.1111/j.1944-9720.2005.tb02458.x
: Khan, S. (2010). Strategies and spoken production on three oral communication tasks: A study of high and low proficiency EFL learners. Unpublished doctoral dissertation, Universitat Autónoma de Barcelona, Spain.
: Khatib, M. & Ashoori Tootaboni, A. (2017). Exploring EFL learners' beliefs toward communicative language teaching: A case study of Iranian EFL learners. Journal of English Language Teaching and Learning, 9(20), 109-134.
: 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.
: Kinsella, K. (1995) "Understanding and Empowering Diverse Learners," Learning Styles in the ESL/EFL Classroom, Newbury House Publishers, Boston, M. A.
: Lafford, B. A. (2004). The effect of the context of learning on the use of communication strategies by learners of Spanish as a second language. SSLA, 26, 201-225.
: Lamb, M. (2009). Situating the L2 self: Two Indonesian school learners of English. En Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 Self (pp. 229-247). Bristol: Multilingual Matters .
: Liskin-Gasparro, J. (2000). The use of tense-aspect morphology in Spanish oral narratives: Exploring the perceptions of advanced learners. Hispania, 83(4), 830-844.
: 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
: Martínez, G. & Schwartz, A. (2012). Elevating ‘low’ language for high stakes: A case for critical, community-based learning in a medical Spanish for heritage learners program. Heritage Language Journal, 9(2), 37-49.
: Martínez, G. (2010). Medical Spanish for heritage learners: A prescription to improve the health of Spanish-speaking communities. In S. River-Mills & J. A. Trujillo (Eds.), Building Communities and Making Connections (pp. 2-15). Newcastle upon Tyne, UK: Cambridge Scholars Pub.
: Mei, A. & Nathalang, S. (2010). Use of communication strategies by Chinese EFL learners. Chinese Journal of Applied Linguistics,
: Montrul, S. & Foote, R. (2014). Age of acquisition interactions in bilingual lexical access: A study of the weaker language of L2 learners and heritage speakers. International Journal of Bilingualism, 18(3), 274-303.
: Moore, J. Schleppegrell, M. & Palincsar, A. S. (2018). Discovering disciplinary linguistic knowledge with English learners and their teachers: Applying systemic Functional linguistics concepts through design-based research. TESOL Quarterly, 52(4), 1022-1049. DOI: 10.1002/tesq.472
: Nikitina, L., Zuraidah, M. D. & Loh, S. C. (2014). Focus on Brazil: Country images held by Malaysian learners of Brazilian Portuguese. Calidoscópio, 12(1), 73-82.
: Nyikos, M. (2008). Gender and good language learners. En C. Griffiths (Ed.), Lessons from good language learners (pp. 73-82). Cambridge: Cambridge University Press.
: Ou, S. C. (2011). Training Taiwanese EFL learners to perceive English lexical stress contrast: A pilot study. In Proceedings of the 17th International Congress of Phonetic Sciences (pp. 150-153). Hong Kong, China.
: Park, G.-P. (2010). Investigation into learning strategies used by Effective and Less Effective EFL learners in Korea. Asian Social Science, 6(8), 3-13.
: 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
: Rabab’ah, G. & Seedhouse, P. (2004). Communication strategies and message transmission with Arab learners of English in Jordan. Annual Review of Education, Communication and Language Sciences [on line]. Retrieved from:
: Romanelli, S., Menegotto, A. C. & Smyth, R. (2015). Stress perception: Effects of training and a study abroad program for L1 English late learners of Spanish. Journal of Second Language Pronunciation, 1(2), 181-210.
: Ruggiero, D. (2017). The CruCES project: A consideration of service learning and intercultural sensitivity among heritage learners. Revista de Lenguas para Fines Específicos, 23(1), 45-62.
: Ruggiero, D. (2018). Community service learning, learning by design, and heritage learners: A case study. In G. C. Zapata & M. Lacorte (Eds.), Multiliteracies Pedagogy and Language Learning: Teaching Spanish to Heritage Speakers (pp. 129-147). New York, NY: Palgrave Macmillan .
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: “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).