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

1) Candidate: research questions


Is in goldstandard

1
paper CL_LiteraturayLingüísticatxt625 - : In spite of some of the participants' criticism, they all considered that the use of concordancing software promotes their learner autonomy, particularly the ability to design their own research questions for the corpus:

2
paper CL_LiteraturayLingüísticatxt212 - : In summary, this study attempts to answer two research questions: What language learning strategies does an intermedíate EFL learner from a Spanish-speaking background make use of ? and To what extent do the learner's language proficiency and academic background influence the learner's learning strategies preference?

3
paper CL_LiteraturayLingüísticatxt262 - : As Grix (2004) suggests, both the methodological approach and methods are closely intertwined with the research questions and, in turn, the ontology and epistemology that underpin them. Consequently, this piece of research is not driven by method, but by the nature of the research questions below:

4
paper CL_LiteraturayLingüísticatxt262 - : This small-scale investigation sheds light on the research questions set forth in section 4 and the most evident conclusions (together with calls for change) are presented below:

5
paper CL_LiteraturayLingüísticatxt286 - : The research questions are as follows:

6
paper CO_ColombianAppliedLinguisticsJournaltxt129 - : As reviewed above, the teaching of vocabulary is more complex than believed. This study was conducted under the assumption that teaching vocabulary represents an important component of language teaching. Therefore, the main purpose of this study is to understand how well pre-service language teachers master basic vocabulary in EFL, and which type of vocabulary test represents more success in word recognition through the following research questions:

7
paper CO_ColombianAppliedLinguisticsJournaltxt6 - : Teacher education programs are an important alternative to raise standards in the teaching of English as a Foreign Language (EFL). However, there are few studies that have explored the roles of teacher educators in this setting. Three main research questions guided this study: What actions have teachers taken to attain their professional objectives as EFL teachers ? What experience have they had in professional development programs? What are the characteristics of an ideal teacher education program? This paper reports the findings concentrating on the ideal characteristics of an EFL teacher educator analyzing the testimonies of teachers from public and private schools. The study used four focus groups sessions and a questionnaire as the main data collection techniques. The results suggest that issues such as knowledge of local realities, broad experience in teaching EFL, command of the language, and experience in research are identified as the most desirable characteristics of EFL teacher

8
paper CO_ColombianAppliedLinguisticsJournaltxt6 - : experiences in EFL teacher education. Similarly, there is still little research evaluating the content, theoretical framework, roles and preparation of educators in professional development programs. Three main research questions framed our analysis: What actions have you taken to attain your professional objectives as an EFL teacher ? What experience have you had in professional development programs? What are the characteristics of an ideal teacher education program? This paper concentrates on the EFL teachers' beliefs about the characteristics that an ideal teacher education program should have.

9
paper CO_ColombianAppliedLinguisticsJournaltxt187 - : In line with the aforementioned objectives of this study, the research questions to which this article seeks to provide answers are as follows:

10
paper CO_ColombianAppliedLinguisticsJournaltxt196 - : In the present paper there are two main variables under investigation: type and frequency of vocabulary discovery strategies and lexical inferencing strategies. More specifically, two research questions were formulated:

11
paper CO_ColombianAppliedLinguisticsJournaltxt49 - : After having defined the key theoretical concepts which supported this study, it is important to describe carefully the development of the project. This study is aimed at seeing the way a determined group of learners perceive the implementation of some listening self-assessment practices. Based on that purpose, this project lies on the following research questions:

12
paper CO_ColombianAppliedLinguisticsJournaltxt217 - : The objective of this paper is to explore the perceived interplay of eTandem Language Learning and foreign language anxiety among Colombian learners of German as a foreign language. To meet this target, it addresses the following research questions:

13
paper CO_ColombianAppliedLinguisticsJournaltxt162 - : In this paper, we would like to propose that projects concerning placement tests specifically provide language teachers the opportunity to further extend their assessment literacy because the high-stakes nature of placement tests requires items that both "fit" and "function" with the intended test taker population (see the section on CTT below)5. We propose here that item response theory analyses complements the basic CTT techniques presented in Janssen and Meier (2013): descriptive statistics, estimates of reliability, and other measures of classical test theory. Item response theory provides powerful analytical tools that, even in their most basic applications, can be a valuable option in the analysis of local, high-stakes tests. To this end, the present paper seeks (a) to provide readers with an introduction to test analyses from item response theory perspectives and (b) to answer the following research questions: How can basic item response theory analyses be used to evaluate the

14
paper CO_ColombianAppliedLinguisticsJournaltxt64 - : To analyze the ideational metafunction's contribution to meaning construction within the texts, the following research questions guided my study:

15
paper CO_ColombianAppliedLinguisticsJournaltxt219 - : The research project was guided by the following three research questions:

16
paper CO_ColombianAppliedLinguisticsJournaltxt57 - : The research questions explored in this paper are:

17
paper CO_ColombianAppliedLinguisticsJournaltxt183 - : Given the success of literature circles in other contexts, the research questions that guided this research were:

18
paper CO_ColombianAppliedLinguisticsJournaltxt149 - : This research project presents the following hypothesis: that syllabi based on error analysis of EFL corpora representative of the subjects' spoken interlanguange improves the communicative and linguistic competences of EFL trainees, when working on those errors found with lesson design based on the Content-based approach. Consequently, the research questions behind this proposed hypothesis are the following: What are the main lexical/phraseological errors that Chilean students make when producing the target language orally ? Will the Contentbased method be adaptable to the Chilean context in EFL classrooms? Will the combination of corpora and CBI enhance the communicative and linguistic performance of EFL students within the teacher training program?

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paper CO_ColombianAppliedLinguisticsJournaltxt118 - : From the grounded theory (Charmaz, 2010; Creswell, 2012) approach, identification of the hypothetical observation is required for data analysis. Based on exploratory field visits which took place while designing this research proposal, we contended that culturally responsive leadership should be the hypothetical central observation phenomenon. Therefore, the research questions we were exploring could be stated as follow:

20
paper CO_ColombianAppliedLinguisticsJournaltxt81 - : This qualitative study focuses on students' points of view and their analyses of the situations as connected to their reality. It aims at responding to the research questions: What voices do ninth graders build in their English class when addressing historical, social, political, and cultural issues ? What is the role of the learners' voices in their construction of Otherness?

21
paper CO_ColombianAppliedLinguisticsJournaltxt90 - : After careful observation of student behavior and interests during the first weeks of the semester, it was evident that students were inclined to use their laptops to listen to music, surf the internet, and play video games, especially the type related to military content. Although communicative activities were implemented during the first week of classes, students' lack of engagement was evident and oftentimes interfered with the successful development of such activities due to the workload these students had. Therefore, the researcher proposed the use of a video game named Grand Theft Auto San Andreas (GTA SA) to be used during their English class instead of using the textbook suggested by the department. All students accepted and the following research questions emerged:

22
paper CO_ColombianAppliedLinguisticsJournaltxt52 - : After the long journey of systematic analysis, I came out with three main categories that could answer the two research questions:

23
paper CO_ColombianAppliedLinguisticsJournaltxt244 - : This study seeks to answer the following three research questions:

24
paper CO_ColombianAppliedLinguisticsJournaltxt113 - : The research study is qualitative and was designed to evaluate the impact of the curriculum on the learning of students and teachers in both Spanish and English (Ordóñez, 2010b; 2011). A qualitative methodology was consistent with the nature of the changes that the curriculum was intended to produce initially, which had to be apparent in what happened inside the language learning classrooms, in the actual performance of teachers and students, and through their opinions and experiences. The impact of the curriculum on the first and foreign language development of the students, the final goal of the whole project, would need to be evaluated quantitatively through standardized tests after a longer period of time. The part of the study we report on here focuses on the learning of English of the youngest students in the school and answers the following research questions:

25
paper CO_ColombianAppliedLinguisticsJournaltxt113 - : We described what the students were doing in the performances in the videos and transcribed the communicative interchanges recorded and the interviews; then we did discourse analysis on the transcriptions, looking for specific information to answer the research questions: characteristics of the communicative performances used in the classes and evidence of the children's attitudes and learning . To determine final results, we triangulated findings from the interviews and the class observations.

26
paper CO_ColombianAppliedLinguisticsJournaltxt174 - : The study sought to answer the following two research questions:

27
paper CO_ColombianAppliedLinguisticsJournaltxt234 - : Einstein School provides CSTs with technological resources that can eventually work as tools to promote CSTs’ use of EFL oral skills. This project took into consideration these resources to design a solid proposal for a teacher development course. It is important to highlight that this study has the purpose of exploring existent CSTs’ EFL oral skills, which differs from the idea of developing those skills. A blended learning approach allowed the combination of online and face-to-face (F2F) sessions to observe and give an account of how EFL oral skills were used by a group of CSTs of the school. Six CSTs participated in the study. Teachers’ areas of specialization were Spanish, social studies, math, chemistry, arts, and music. Consequently, the following two research questions were formulated:

28
paper CO_ColombianAppliedLinguisticsJournaltxt298 - : territory in the Chilean context. Motivated by what may be a significant gap in this realm of research in Chile, this study seeks to address the following two research questions:

29
paper CO_ColombianAppliedLinguisticsJournaltxt242 - : Not many researchers, however, have investigated the impact of combining the strategies of keeping a writing portfolio and using WCF. Since there is evidence that students improve accuracy from rewriting the same text, this study only considered as evidence of improvement the results of the pre-test compared with a different written task for the post-test. As such, this research project set out to evaluate the impact of three different types of indirect written corrective feedback on the linguistic accuracy of EFL students by keeping a writing portfolio. The present study was guided by the following research questions:

30
paper CO_ColombianAppliedLinguisticsJournaltxt171 - : The difficulty for mastery of target-like lexicalizations of English manner-of-motion verbs (Aske, 1989; Filipović, 2008; Gor, Cook, Malyushenkova, & Vdovina, 2009; Stam, 2006; 2010), paired with the apparent lack of pedagogical materials aimed at developing knowledge within this area (Tyler & Evans, 2004) inspired the instructional design of this pedagogical intervention. In accordance with the goal of developing s-framed motion-event awareness as well as fostering target-like expression of manner of motion, the present investigation addressed the following research questions:

31
paper CO_ColombianAppliedLinguisticsJournaltxt110 - : The research proposal resulted from a needs analysis process that included a questionnaire to know about students' prior learning EFL experience at the university and a revision of institutional documents to better understand how teaching and learning were conceived at my workplace. A major finding was the strong emphasis on the influence of the social context in the professional training process. Both the students and the documents talked about addressing issues in today's world as a strategy to develop the competencies to contribute with the Colombian society (Fundación Universitaria, 2007). Yet, the learners' descriptions of their prior EFL courses revealed that some methodological changes were necessary to make their expectations and the institutional goals match. I saw this situation as an opportunity to do things differently in my own classroom, so I decided to pose the research questions below to address the needs detected:

32
paper CO_ColombianAppliedLinguisticsJournaltxt124 - : The research questions used that guided this study are:

33
paper CO_ColombianAppliedLinguisticsJournaltxt66 - : In this section I review findings from two studies that took an ecological approach to children's literacy development at home and in the community. The first is my longitudinal research project on bilingualism and second language acquisition in the U.S. Southwest. I then connect the findings from this study to Azuara's (2007) research in a Maya community in the Yucatan Peninsula. Among several research questions related to emergent biliteracy in young preschool children, two central questions have guided my research:

34
paper CO_ColombianAppliedLinguisticsJournaltxt289 - : While analyzing the students’ needs at the language institute, it was found that they did not feel confident with their speaking skills, and they wanted to improve them. They stated that there were few opportunities to practice inside and outside the classroom, which affected their performance when speaking in English. Tuan and Nhu (2010) assert that language learners need to be in situations that contribute to their involvement in communication. Additionally, the District University has its radio station called LaUD 90.4, therefore creating radio workshops could be a powerful tool to develop their socio-cultural and communicative skills. It was an opportunity to let them ‘speak’, to say what they think and express themselves. ^[39]Semali (2005) argues that teachers could achieve this by encouraging learners to create their own media messages and give them a chance to put their ideas into words. To develop this research study, the following research questions were set:

35
paper CO_ColombianAppliedLinguisticsJournaltxt260 - : A multiple case study was used to answer the following research questions:

36
paper CO_ColombianAppliedLinguisticsJournaltxt53 - : Assuming that, and as it has been established beyond doubt by several authors and researchers, that cross-linguistic influence does occur in the language learning process, my aim in this exploratory study, conducted at a small-scale, is to answer the two following research questions:

37
paper CO_ColombianAppliedLinguisticsJournaltxt87 - : In order to account for these aspects, the study posed the following main question: How do students reconstruct their texts when using graphic organizers? Likewise, there was a supporting question which attempted to describe how students connect previous and new knowledge. This question was stated as follows: What do written productions from students show the ELT community about students' connections with previous knowledge? Based on the research questions two objectives were posed: 1 ) to explore the use of graphic organizers while reconstructing texts and 2) to examine the kind of information students use to reconstruct texts.

38
paper CO_ColombianAppliedLinguisticsJournaltxt206 - : Some studies aimed at investigating the connection between communicative activities and motivation have been conducted in other regions where students' mother tongue has been different from Spanish. Furthermore, these studies have been focused on a few communicative activities. Thus, our study attempts to cover a wider range of communicative activities in regards to students' and teachers' perceptions on the influence of those activities on motivation; in this case, the context is Ecuador and the participants' mother tongue is Spanish. Based on this information, we address the following research questions:

39
paper CO_ColombianAppliedLinguisticsJournaltxt142 - : Despite the potential facilitative role of corrective feedback in SLA, the main emphasis of this paper lies on the emotional aspects associated with oral corrective feedback, or rather on how L2 learners emotionally respond to the oral feedback process in L2 classrooms. Likewise, this research study sets out to investigate to what extent the way teachers provide oral corrective feedback is associated with learners' motivations and attitudes towards L2 learning. Accordingly, this article sets out to fill this important gap in the research literature which has so far been unexplored. As is evident, this research has important implications for language learning and teaching. In short, the present study aims to shed some light on the answer to the following research questions:

40
paper CO_ColombianAppliedLinguisticsJournaltxt17 - : We aim at responding the following research questions:

41
paper CO_ColombianAppliedLinguisticsJournaltxt250 - : This action research study sought to incorporate students' local identity as the set of traditions, language, history and norms of conduct as a potential element to enhance the foreign language learning process. The purpose of this study was to strengthen local cultural identity in high school students, facilitating a meaningful foreign language learning process and promoting the active participation of students in their local communities (Sharkey, Clavijo, & Ramirez, 2016), through inter-generational dialogue. The research questions proposed were: a ) what were the perceptions students had about their local identity? and b) how did high school students strengthen their identity by writing chronicles in English class about their family history? Findings posit the impact of the study on students' perception about their local identity, how they proudly identify themselves as Villanuevas (people from Villanueva), their active involvement in the community by fostering an intergenerational

42
paper CO_ColombianAppliedLinguisticsJournaltxt250 - : In particular, the central goal of this action research project was to provide students with opportunities to explore the traditions, beliefs, and history that constitute their identity as Villanuevas. With this in mind, this study attempted to answer two research questions: a ) what are the perceptions students have about their cultural identity? b) how do high school students strengthen their cultural identity by writing chronicles in English class about their family history?

43
paper CO_ColombianAppliedLinguisticsJournaltxt109 - : As this research study aims at exploring how emergent femininities construct gender identities and power relations inside the EFL classroom setting through interaction, the following research questions were proposed in order to lead this study:

44
paper CO_ColombianAppliedLinguisticsJournaltxt111 - : Taking into consideration the analysis of my participants' context and my learners' needs analysis, I posed the following research questions and objectives related to positioning and participation structures in an EFL learning environment:

45
paper CO_ColombianAppliedLinguisticsJournaltxt111 - : The emerging category EFL University learners' structures of participation framed by reciprocal acknowledgment of their school and social skills illustrates the way in which my learners recognized how good they and their group members were at checking each others' work in English, building consensus among peers, and guiding the development of the task, and helping assign responsibilities in group activities. These types of acknowledgment helped me respond to the two research questions posed for this study: How do EFL University students position themselves and their classmates as group members in a Collaborative Learning Environment ? and What do these positionings tell us about peer participation structures?

46
paper CO_ColombianAppliedLinguisticsJournaltxt79 - : The research questions of this study are:

47
paper CO_CuadernosdeLingüísticaHispánicatxt152 - : Going back to our research questions, we find that at least two of the linguistic constraints proposed for Spanish-English code-switching do not extend to Spanish-Korean code-switching: the Free Morpheme Constraint (FMC ) and the Functional Head Constraint (FHC) are violated in Spanish-Korean code-switching. It is hard to assume universality of code-switching constraints given the evidence from different language pairs. Although our corpus seems to provide counterevidence for the constraints that have been proposed in the literature, this does not mean Spanish-Korean CS allows all kinds of switches. More future work is needed to better understand the constraints at play in Spanish-Korean CS.

48
paper CO_CuadernosdeLingüísticaHispánicatxt153 - : This study will focus on informants' experiences with acculturation as they relate to their reported language use, and will be guided by the following research questions: 1 ) To what extent do informants reportedly invest in Spanish and/or Catalan? 2) What sociocultural factors play a role in this linguistic investment? 3) Are there generational differences observed in (1) and (2)?

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paper CO_CuadernosdeLingüísticaHispánicatxt151 - : Recent data indicate that there is a large population of Spanish Heritage Learners (HLs) in postsecondary institutions in the U.S. (National Center for Education Statistics ^[28][NCES], 2017). However, only 40% of institutions offer at least one course for this student population (^[29]Beaudrie, 2012). This situation forces HLs to take language courses designed for Spanish second language learners (i.e., mixed classes). This article reports a study that was carried out to answer the following research questions: a ) what roles do instructors assign to HLs in their beginner classes, and b) how do these observed roles support the HL language instruction goals and meet their needs for cultural connection? Results indicate that teachers assign a variety of roles to heritage learners in their beginner Spanish classes. These roles include serving as a language model or informant in terms of linguistic, pragmatic or cultural knowledge, translating and tutoring. The assigned roles could support or

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paper CO_CuadernosdeLingüísticaHispánicatxt151 - : teachers to answer the following research questions: a ) what roles do instructors assign to HLs in their beginner classes? and b) how do the observed roles support the HL language instruction goals and meet their needs for cultural connection?

51
paper CO_CuadernosdeLingüísticaHispánicatxt10 - : In order to guide this study it was necessary to state the following research questions: What happens in terms of gender positioning in a mixed-sex group of5^th grade students ? And, how does thispositioning affect students language learning? Since this study aimed at describing and analyzing the way gender positioning takes place in a group, the Feminist Poststructuralist Discourse Analysis was used as the approach of analysis due to it is the most suitable to «analyze the ways in which speakers negotiate their identities, relationships and positions* (Baxter, 2003, p. 1).

52
paper CO_FormayFuncióntxt284 - : 2012, p. 10). Building on the few previous studies that have analyzed LSs and extending them by establishing a variable context, the current study seeks to answer the following research questions:

53
paper CO_FormayFuncióntxt295 - : materials. In summary, this article aims to answer the following research questions: (1 ) What are the main narratives embedded in exhibitions organised by the Spanish institutions regarding Spanish language in the Philippines? (2) In which linguistic context do these representations occur?

54
paper CO_Lenguajetxt183 - : This study seeks to answer the following research questions:

55
paper CO_Lenguajetxt181 - : The following research questions guide the current study:

56
paper CO_Lenguajetxt166 - : In the present study, the findings are discussed in relation to the two research questions:

57
paper CO_Íkalatxt122 - : To recap, the focus of this study is to look at the correspondence between pre-service teachers' beliefs and their classroom practices. To do this, the study addresses the following research questions:

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paper CO_Íkalatxt39 - : This action research project sought to answer three research questions:

59
paper CO_Íkalatxt12 - : The present study was designed to investigate L2 request and apology development in Spanish over the course of one semester of study abroad in a Spanish-speaking country and to identify environmental, input, and developmental factors related to gains in pragmatic performance during the sojourn abroad. The following research questions were drawn up in order to address those issues:

60
paper CO_Íkalatxt259 - : Accordingly, with the objective of contributing to a more systematic identification of the sources of this population’s apparent difficulties with academic writing to then provide an evidential foundation for further work oriented towards identifying more effective strategies for training in academic writing, the present study was guided by research questions asking the following:

61
paper CO_Íkalatxt76 - : This study aims to contribute to the body of literature by using text analysis and discourse-based interview methodologies to explore the writer identity of undergraduate students of Applied Linguistics writing in English as a Foreign Language. It examines the use of first person pronouns in Applied Linguistics students' essays, and the ways in which they conceptualize their identity as authors of their course papers. Specifically, the study was developed to respond to the following research questions:

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paper CO_Íkalatxt249 - : This study, conducted in response to learners’ needs, sought to promote a more autonomous approach to vocabulary learning. The research questions guiding it were the following: (RQ1 ) How does training CEFR A1-level eighth-graders on metacognitive and vocabulary learning strategies affect performance in an L2 vocabulary learning task? (RQ2) How does strategy training affect learner autonomy when learning vocabulary? Accordingly, the main objectives were (1) to determine how students use vocabulary and metacognitive learning strategies when performing a vocabulary learning task, and (2) to determine the effect of strategy training on the participants’ learning autonomy.

63
paper CO_Íkalatxt93 - : We decided to explore these kinds of interactions and their effects during an EFL reading comprehension distance web-based course in a graduate program at Universidad de Antioquia. The findings are derived from a major research project: ''Efecto de las modalidades de instrucción virtual y presencial en la comprensión de lectura en inglés para los posgrados de la Universidad de Antioquia.'' The aim of this project was to identify the effect of each modality in terms of motivation, reading strategies, vocabulary, and interaction. With this paper, we concentrated on interaction and we would like to share some findings of a web-based distance course in order to contribute to the improvement of English teaching in this modality in Colombia. Our study explored the four types of interaction and the following research questions guided our inquiry:

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paper CO_Íkalatxt281 - : Since teaching for communicative competence appears to be the appropriate guiding principle of English pedagogy in settings such as Iran, where learners and society as a whole respect and value communicative skills (^[63]Maftoon, 2002), the present study attempts to address the lack of attention to it and investigate the extent to which clt and its main principles are welcomed by Iranian efl teachers and learners. For the purpose of the study, the following research questions were posed:

65
paper CO_Íkalatxt74 - : in the literature pertaining to the use of reading strategies of this population when reading English text. Our study explored the reading strategies of one successful and one less successful TEFL reader when reading text in English. The following research questions guided our inquiry:

66
paper CO_Íkalatxt309 - : The overall objective of the study was to unveil the perceptions and self-assessment of senior-year pre-service EFL teachers in a Chilean university in the context of a collaborative writing intervention in English. Within this framework, the following research questions were formulated: What perceptions do Chilean pre-service EFL teachers hold of their collaborative work when writing argumentative essays in English ? What are the results of Chilean pre-service EFL teachers’ self-assessment of their collaborative work when writing argumentative essays in English? What is the relationship between Chilean pre-service EFL teachers’ perceptions of a collaborative writing intervention in English and their self-assessment of their performance?

67
paper CO_Íkalatxt309 - : The research findings were divided into the following categories, which are equivalent to the study’s research questions: 1 ) participants’ perceptions of collaborative writing in English, 2) participants’ self-assessment of their performance in English language collaborative writing activities, and 3) correlation between participants’ perceptions and self-assessment in the context of collaborative writing in English.

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paper CO_Íkalatxt157 - : themselves the following research questions:

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paper CO_Íkalatxt42 - : Most participants agreed that the role of the PST was to choose the topic and to write the question (6 PAs, 10 PSTs) with the PAshowing them how.Anumber of PSTs stated that they themselves had identified their topics and formulated their research questions: ''We defined the topics .''; ''Finally, I could work on what I wanted and my students.''; ''Our task is to do the research question.''; ''I defined my question.''; ''I formulated that question.''; ''I found one research question.'' Likewise, more than half of them believed that the role of the PST was to monitor their own teaching practice (5 PAs, 9 PSTs) and to use the feedback from the advisor and/or cooperating teacher to identify the topic and question (5 PAs, 12 PSTs).Anumber of PAs expressed that their role was not to influence directly the PSTs' choice of topics or research questions, but to promote autonomy and ownership of this research process. One PA commented,

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paper corpusRLAtxt80 - : Hoy en día nadie duda de la importancia y necesidad de la utilización de los corpus virtuales pues se perfila como uno de los más útiles dados los cortos plazos de entrega y la rapidez que se exige en el desempeño de esta profesión. Existe una infinidad de trabajos que realizan estudios a partir de corpus, y en los que se insiste en la calidad y representatividad del conjunto como base fundamental para poder extraer resultados válidos de éste. De hecho, como expuso Biber: "The representativiness of the corpus, in turn, determines the kinds of research questions that can be addressed and the generalizability of the results of the research" (Biber, Conrad y Reppen, 1998: 246 ); sin embargo, y a pesar de su importancia, el concepto de representatividad, desde un punto de vista tanto cualitativo como cuantitativo, sigue siendo vago y no parece haber un consenso al respecto: "The definition of representativeness is a crucial point in the creation of a corpus, but it is one of the most

71
paper corpusRLAtxt153 - : The assembling of corpora from EFL learners at 6^th and 10^th form is necessary in order to be informed about the language used by children and adolescents in English written tasks at the end of educational stages. It is also a valuable resource to investigate how vocabulary develops throughout the courses, the words learners resort to in specific writing tasks and the characteristics of the vocabulary used by EFL learners. Consequently, it provides researchers, teachers and course designers with a rich source of information as well as with an objective instrument to identify foreign language learners' needs (Granger, 1998). However, to our knowledge, no study has undertaken the comparative description of the words used in compositions by EFL learners at the end of primary and secondary school education. The present study is a first step to narrow this gap. By means of a corpus-driven study we aim at providing information on the following research questions:

72
paper corpusRLAtxt200 - : The current study aimed to examine the relations among motivation in English reading and the amount of out-of-class English reading, and English reading achievement; and the extent to which motivation in English reading and the amount of out-of-class English reading contribute to English reading achievement among Chinese ELLs at the tertiary level. Two types of the amount of out-of-class English reading were investigated: the amount of academic English reading, and the amount of non-academic English reading. The current study addressed the following three research questions:

73
paper corpusRLAtxt102 - : This study focuses on the body-part hand in Mandarin Chinese and Spanish with the majority of the data taken from Chinese Mandarin Online Dictionary and Web edition of Lin Yutang's Chinese-English Dictionary of Modern Usage. The Spanish data were obtained from Corpus de Referencia del Español Actual de la Real Academia Española and Lanbridge Diccionario Manual Español-Chino. The research questions are: (1 ) What meanings do the hand expressions in both languages convey? (2) What are the meanings based on? (3) Is there a cognitive model behind them? The answer of the third question is based on that of the first two. We found that (a) +people, +action, and +power are the most frequently occurring semantic molecules for hand expressions, (b) the favorite underlying conceits that generate hand expressions are 'behavior' and 'function', (c) BODY IS FUNCTION proves true, and (d) we propose that BODY IS STATIC is more fundamental based on the observation in hand expressions.

74
paper corpusRLAtxt102 - : The research questions of the present study ask: (1 ) What meaning do the hand expressions in both languages convey? (2) What are the meanings based on? (3) Is there a cognitive model behind them? The answer to the third question is based on that of the first two.

75
paper corpusRLAtxt188 - : Seen from that point of view, idioms are tools which users utilize to shape their communication. Therefore, two research questions need to be raised: (a ) When does a speaker decide to draw on an idiom? and (b) What are the semantic and pragmatic data that a listener accesses when faced with an idiom?

76
paper corpusRLAtxt140 - : In this paper, we use two comprehension tasks to explore the impact of the Spanish copula on children's interpretation of generic v. existential sentences. We ask whether children interpret differently sentences like those presented in (1) above. Moreover, we examine the impact that the semantic structure of the adjective and the animacy of the sentential subject have on children's ability to associate generic v. specific interpretations to ser and estar. The following study is, to the best of our knowledge, the first to directly examine Spanish-speaking children's ability to assign generic v. existential interpretations to predicates with ser or estar (Ionin, Montrul & Crivos, 2013; Ionin & Montrul, 2011) for a study on L2 Spanish). We set out to answer the following two research questions:

77
paper corpusRLAtxt229 - : Within this framework, this study aims to explore the acquisition of the mother tongue in bilingual (CLIL) secondary education, particularly, regarding the development of written production, which is an area that has received little attention so far. The research questions this study intends to answer are:

78
paper corpusSignostxt592 - : In our analyses, we addressed the following research questions: What are the short and long-term effects of a kindergarten PA intervention on PA, letter-sound knowledge, word reading, spelling, and reading comprehension among Spanish-speaking Argentinean children ? Specifically, are there significant differences in post-treatment outcome measures across the treatment and comparison groups? Based on prior research we hypothesized that the PA intervention delivered in kindergarten would have a significant effect on PA and letter-sound knowledge in kindergarten and on PA, reading, and spelling outcomes in grade one.

79
paper corpusSignostxt577 - : Spanish has been defined as “a major international language with a long social history of literacy, and it is a Romance language, with interesting linguistic similarities to, and differences from, English” (^[79]Biber, Davies, Jones & Tracy-Ventura, 2008: 1). Drawing on previous linguistic descriptions of English and Spanish spoken and written texts (^[80]Biber et al., 1999; ^[81]Parodi, 2010, ^[82]2015), and on the broad framework of genres in the Internet (^[83]Herring, 2013; ^[84]Kelly & Miller, 2016; ^[85]Miller & Kelly, 2017), this study sought to identify the linguistic features characterising crowdfunding projects. The broad research questions that guided the investigation were the following:

80
paper corpusSignostxt534 - : In light of the issues outlined above, the potential contribution of the present study to existing research on literature and foreign language learning is considerable. Not only does it explore students’ views by means of a questionnaire, which surveys the theoretically-formulated advantages of using poetry for EFL in their entirety, but it does so using a methodology which is both sound and systematic. The two research questions which guide this study are: Do learners perceive theoretically defined advantages of poetry in EFL ? How do they rate those advantages?

81
paper corpusSignostxt534 - : The research questions that guided the present study asked: Do learners perceive theoretically defined advantages of poetry in EFL ? How do they rate those advantages? The results obtained from the questionnaire data confirm that the primary school teacher trainees surveyed in this study consider that using poetry as a tool in the EFL classroom is likely to have a positive impact primarily on their linguistic competence, but also on their motivation to learn the L2 and, to a lesser extent, on the development of intercultural competence. The development of lexical knowledge, improved pronunciation and grammar stand out respectively as the most highly valued attributes of poetry with means close to and above 5, as indicated by the majority of the participants (between 62% and 85%). Alongside these positive results, the remaining linguistic, intercultural and motivational issues targeted by the questionnaire obtained mainly neutral responses with means clustering between 4.28 and 4.76. These

82
paper corpusSignostxt529 - : 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:

83
paper corpusSignostxt536 - : This study aimed at scrutinizing the visual priming effects to see if previous encounters can encourage language learners to retrieve the same L2 items in the case of necessity. Moreover, it tried to make a comparison between the performances of the participants on three different implicit memory tasks to see which task under focus has been more likely to be affected by visual priming technique. Additionally, the study has focused on the gender differences of Iranian advanced EFL learners on different implicit memory task types; this study has been a systematic attempt to answer the following research questions:

84
paper corpusSignostxt421 - : The main research questions are the following: How are Fianna Fáil’s leaders portrayed in the posters used for their election campaigns in the period under analysis ? Is there any evolution in their representation? To answer these research questions and accomplish the previous aims, the principles of critical discourse analysis (CDA), van Leeuwen’s analysis of social actors (2008) and Kress and van Leeuwen’s visual grammar (2006) shall be employed (see section 1) for the analysis that will be presented in section 3.

85
paper corpusSignostxt599 - : The objectives of this paper are, on the one hand, to study interdisciplinary variation in the use of verb boosters in research articles from the fields of Engineering, Medicine and Linguistics and, on the other hand, to identify patterns that increase force, power, pressure or effectiveness in academic writing. The research questions we contemplate here are:

86
paper corpusSignostxt594 - : Considering the foregoing, it is worthwhile to investigate students’ interaction with SFL-based teaching and teacher-written feedback. However, almost no such research has been conducted. To fill such research gap, this study was guided by the following two interrelated research questions in an EFL writing class over one academic year: (1 ) How do students interact with SFL-based writing instruction as a meaning-making process?; and (2) How do students interact with SFL-based teacher-written feedback?

87
paper corpusSignostxt600 - : To make the objective of this paper more manageable, this piece of research will address and answer the following research questions:

88
paper corpusSignostxt531 - : In wishing to explore how future teachers of Spanish can be better prepared, we examined the following research questions:

89
paper corpusSignostxt496 - : Given the crucial role teachers' beliefs may play in adopting a certain curriculum and the widespread welcoming perception of teachers toward CLT throughout the world, the present study set forth to find out Iranian English language teachers beliefs at private English language institutes towards CLT principles regarding the fact that CLT-oriented curriculum has recently been introduced in the context of Iran and to the best of our knowledge, very few studies have tried to delve into this issue. To this aim, the present research tries to provide answers to the following research questions:

90
paper corpusSignostxt454 - : Thus, the research questions of this study will be:

91
paper corpusSignostxt530 - : 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:

92
paper corpusSignostxt530 - : In order to collect the data used to answer the three research questions, the subject completed the following two data collection activities in the order they appear: (1 ) a questionnaire, (2) a face-to-face interview. These two different materials served specific purposes. On the one hand, the tangible nature of the questionnaire allowed the participant to have plenty of time to answer the questions with as much detail as possible. On the other hand, the face-to-face interaction between the interviewer and the interviewee allowed the researcher (i.e., the interviewer) to make sure that the questions afforded a process of deep reflection that would eventually facilitate an elaborated and insightful analysis of the data. Additionally, this type of direct oral encounter would allow the researcher to request further details, if necessary.

Evaluando al candidato research questions:


5) learners: 27 (*)
6) teachers: 25
8) learning: 23
10) reading: 17 (*)
15) vocabulary: 14 (*)
16) guided: 14
18) linguistic: 13 (*)
20) teacher: 12

research questions
Lengua: eng
Frec: 226
Docs: 118
Nombre propio: / 226 = 0%
Coocurrencias con glosario: 4
Puntaje: 4.928 = (4 + (1+7.18982455888002) / (1+7.82654848729092)));
Candidato aceptado

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
research questions
: In order to answer the above research questions, there were basically three different action research moments that started in April 2006 and ended in December of the same year.
: Lim, J. M.-H. (2014). Formulating research questions in experimental doctoral dissertations on Applied Linguistics. English for Specific Purposes, 35, 66-88.
: Overall, the current study adopted an exploratory qualitative case study approach (^[56]Eisner, 2017). That is, it did not focus on making generalized findings but on exploring the answers to the aforementioned research questions in an in-depth way in an EFL writing class.
: The questionnaire and interview responses were read several times together with the journal entries, and comments relating to the research questions or relevant recurring themes were colour-coded and categorised (^[118]Silverman, 2006).