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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) proficiency (*)
(*) Términos presentes en el nuestro glosario de lingüística
1) Candidate: proficiency
Is in goldstandard
1
paper corpusSignosTxtLongLines110 - : Chapelle, C., W. Grabe y M. Berns (1993) Communicative language proficiency: Definitions and implications for TOEFL 2000 . Princeton, NJ: Educational Testing Service. [ [114]Links ]
2
paper corpusSignosTxtLongLines429 - : Two methods have been frequently used to measure language proficiency: self-reports (e .g. Bylund & Athanasopoulos, 2014) and formal tests (e.g. Bylund & Jarvis, 2011(Bylund & Jarvis, 2011)). Scholars have questioned self-report surveys as valid and reliable measures of language proficiency (e.g. Dörnyei, 2001) mainly due to the subjectivity inherent in self-reports, as participants may over or under report their ability. Another criticism against self-reports is participants’ insufficient experience in self-assessment. Considering the criticism leveled at self-report, in the present study, Oxford Quick Placement Test (QPT; Oxford University Press, 2001) was used to divide participants into the three groups.
3
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 ]
4
paper corpusSignosTxtLongLines464 - : Foster, P. & Skehan, P. (2012). Complexity, accuracy, fluency and lexis in task-based performance: A synthesis of the Ealing research. En A. Housen, F. Kuiken & I. Vedder (Eds.), Dimensions of L2 performance and proficiency: Complexity, accuracy and fluency in SLA (pp . 199-220). Amsterdam: John Benjamins. [ [132]Links ]
5
paper corpusSignosTxtLongLines469 - : proficiency levels, carried out three tasks: a picture description, a story retelling task performed individually, and a 20-minute interview with a NS . Findings showed that the learners selected certain CSs which were less or more informative depending on the task requirements, which were based on the demands, contextual information, time constraints and interlocutor. In an attempt to determine the effects of more naturalistic tasks, ^[72]Rabab’ah and Bulut (2007) conducted interviews between a learner and a NS, and a role-play activity between learners. The focus was on the achievement CSs used by Arabic L2 learners. Findings showed a higher use of CSs in the interview and a tendency for paraphrasing and restructuring. This result was also interpreted as due to the task requirements which seemed to have demanded a wider range and more complex vocabulary use. The role-play, on the other hand, seemed to be less demanding because the learners restricted their communication turns to what was
6
paper corpusSignosTxtLongLines601 - : This difference may lay in the level of the writers’ proficiency: beginning and intermediate L2 learners would still be expected to use many cohesive devices regardless of their age (and therefore a high incidence of these would be very positively assessed ), whereas advanced and proficient writers would be expected to achieve more native-like levels of explicit cohesion and would therefore reduce their use of local cohesive devices. Then, the above-mentioned u-shaped curve would only culminate for L2 writers who achieve a very high level of proficiency. For the rest, the evolution might as well trace a diagonal straight line until becoming stable.
Evaluando al candidato proficiency:
2) writers: 3
3) learners: 3 (*)
4) self-reports: 3
5) participants: 3
6) bylund: 3
7) task: 3 (*)
proficiency
Lengua: eng
Frec: 206
Docs: 49
Nombre propio: / 206 = 0%
Coocurrencias con glosario: 2
Puntaje: 2.604 = (2 + (1+4.24792751344359) / (1+7.69348695749933)));
Candidato aceptado
Referencias bibliográficas encontradas sobre cada término
(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)| proficiency |
: Alderson, C. (2005). Diagnosing foreign language proficiency. London: Continuum. : Alderson, J. C., Clapham, C. & Steel, D. (1997). Metalinguistic knowledge, language aptitude and language proficiency. Language Teaching Research, 1(2), 93-121. : Alexandria, W. (2009). Adult English learners’ self assessment of second language proficiency: Contexts and conditions. New York: New York University Press. : Athanasopoulos, P. (2007). Interaction between grammatical categories and cognition in bilinguals: The role of proficiency, cultural immersion, and language of instruction. Language and Cognitive Processes, 22, 689- 699. : 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]. Disponible en: [279]http://dx.doi.org/10.1075/resla.28.1.03bar : Cheng, W. & Warren, M. (2005). Peer assessment of language proficiency. Language Testing, 22, 93-121. : Crossley, S. A. & McNamara, D. S. (2010). Cohesion, coherence, and expert evaluations of writing proficiency. In S. Ohlsson & R. Catrambone (Eds.), Proceedings of the 32 ^nd annual conference of the cognitive science society (pp. 984-989). Austin, TX: Cognitive Science Society. : Crossley, S. A. & McNamara, D. S. (2012). Predicting second language writing proficiency: The roles of cohesion and linguistic sophistication. Journal of Research in Reading, 35, 115-135. : Crossley, S. A., Weston, J. L., Sullivan, S. T. M. & McNamara, D. S. (2011). The development of writing proficiency as a function of grade level: A linguistic analysis. Written Communication, 28(3), 282-311. Doi: 10.1177/0741088311410188 : Cummins, J. (1991). Interdependence of first-second-language proficiency in bilingual children. En E. Bialystok (Ed.), Language processing in bilingual children (pp. 70-89). Cambridge: Cambridge University Press. : DeKeyser, R. (1978). The effect of error correction on L2 grammar knowledge and oral proficiency. Modern Language Journal, 77, 501-514. : Engineer, W. (1977). Proficiency in reading English as a second language. Tesis doctoral no publicada, University of Edinburgh. : Falce-Robinson, J. & Strother, D. (2012). Language proficiency and civic engagement: The incorporation of meaningful service-learning projects in Spanish language courses. Interdisciplinary Humanities, 29(3), 73-87. : Goh, O. & Foong, K. (1997). Chinese ESL students’ learning strategies: A look at frequency, proficiency, and gender. Hong Kong Journal of Applied Linguistics. 2(1), 39-53. : Green, J. M. & Oxford, R. (1995). A closer look at learning strategies, L2 proficiency, and gender. TESOL Quarterly, 29(2), 261-297. : Han, Y. & Ellis, R. (1998). Implicit knowledge, explicit knowledge and general language proficiency. Language teaching research, 2(1), 1-23. : Housen, A., Kuiken, F. & Vedder, I. (2012). Dimensions of L2 performance and proficiency: Complexity, accuracy and fluency in SLA. Nueva York: John Benjamins. : Howarth, P. (1998). Phraseology and second language proficiency. Applied Linguistics, 19(1), 2444. : 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. : 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. : Kim, Y. (2008). The role of task-induced involvement and learner proficiency in L2 vocabulary acquisition. Language Learning, 58(2), 285-325. : Lai, Y.-C. (2009). Language learning strategy use and English Proficiency of University Freshmen in Taiwan. TESOL Quarterly, 43(2), 255-280 [en línea]. Disponible en: [320]http://dx.doi.org/10.1002/j.1545-7249.2009.tb00167.x : Lear, D. & Abbott, A. (2009). Aligning expectations for mutually beneficial community service-learning: The case of Spanish language proficiency, cultural knowledge, and professional skills. Hispania, 92(2), 312-323. : Lorenzo, F., Granados, A. & Ávila, I. (2019). The development of cognitive academic language proficiency in multilingual education: Evidence of a longitudinal study on the language of history. Journal of English for Academic Purposes, 41, 100767. : Magno, C. (2010). Korean students’ language learning strategies and years of studying English as predictors of proficiency in English. TESOL Journal, 2, 39-61. : 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 : Moreno, A. I., Rey-Rocha, J., Burgess, S., López-Navarro, I. & Sachdev, I. (2012). Spanish researchers’ perceived difficulty writing research articles for English-medium journals: The impact of proficiency in English versus publication experience. Ibérica, 24, 157-183. : Park, G.-P. (1997). Language learning strategies and English proficiency in Korean University students. Foreign Language Annals, 30, 211-221 [en línea]. Disponible en: [349]http://dx.doi.org/10.1111/j.1944-9720.1997.tb02343.x : Phillips, V. (1991). A look at learner strategy use and ESL proficiency. The CATESOL Journal, 4, 57-67. : Prebianca, G. V. (2009). Communication strategies and proficiency levels in L2 speech production: A systematic relationship. Revista de Estudos da Linguagem, 17(1), 7-50. : Radwan, A. A. (2011). Effects of L2 proficiency and gender on choice of language learning strategies by university students majoring in English. Asian EFL Journal, 13(1), 115-163. : Salaberry, R. M. (2018). Advanced Conceptualizations of Tense and Aspect in L2 Acquisition. En P. A. Malovrh & A. G.Benati (Eds.), The Handbook of Advanced Proficiency in Second Language Acquisition (pp. 361-380). Oxford: John Wiley. : Salem, N. M. (2006). The role of motivation, gender, and language learning strategies in EFL proficiency. Tesis de magíster, American University of Beirut, Beirut, Líbano. : Slabakova, R. (2018). Inflectional Morphology. En P. A. Malovrh & A. G. Benati (Eds.), The Handbook of Advanced Proficiency in Second Language Acquisition (pp. 381-400). Oxford: John Wiley . : Uccelli, P. , Phillips Galloway, E. P., Barr, C. D., Meneses, A. & Dobbs, C. L. (2015). Beyond vocabulary: Exploring cross-disciplinary academic-language proficiency and its association with reading comprehension. Reading Research Quarterly, 50(3), 337-356. DOI: 10.1002/rrq.104 : Uztosun, M. & Erten, I. (2014). The impact of English proficiency on the use of communication strategies: An interaction-based study in Turkish EFL context. Journal of Language and Linguistic Studies, 10(2), 169-182. : Watanabe, Y. & Swain, M. (2007). Effects of proficiency differences and patterns of pair interaction on second language learning: Collaborative dialogue between adult ESL learners. Language Teaching Research, 11(2), 121-142. : Yang, W. & Sun, Y. (2012). The use of cohesive devices in argumentative writing by Chinese EFL learners at different proficiency levels. Linguistics and Education, 23, 31-48. : Young, D. (1991) "The Relationship Between Anxiety and Foreign Language Oral Proficiency Ratings," Language Anxiety: From Theory and Research to Classroom Implications, Prentice Hall, Englewood Cliffs, NJ. : “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). |