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

1) Candidate: secondary school


Is in goldstandard

1
paper CL_LiteraturayLingüísticatxt282 - : Hypertext in Secondary School in Chile: ¿It is pertinent apply traditional textual approaches ?

2
paper CO_ColombianAppliedLinguisticsJournaltxt54 - : Experiencing an EFL Secondary School Curriculum: Writing Emerges as a Complex Task for Learners

3
paper CO_ColombianAppliedLinguisticsJournaltxt54 - : Keeping the use of their former learning habits emerged as a tendency in the participants. "In 1^st semester I used to write word by word and translate literally all the words" (Lida). Though these strategies were spontaneously conducted by some of them, in other cases as Yalile's: "I had many problems due to the fact that in the first Communicative Project teachers gave us a long checklist with words, sentences, questions and answers that we had to memorize". Thinking in Spanish when they write in English, their exposure to repetitive activities and materials, as well as their obligation to write about topics which are not of their interest become reminiscences of past experiences they faced in primary and specially secondary school:

4
paper CO_Lenguajetxt183 - : Twelve independent-samples T-tests were conducted to determine the relevance of secondary school students’ frequency of learning strategy use in English and Turkish to that of university level students’. These analyses aimed to respond to the fourth research question. [161]Table 11 displays the results of the T-tests comparing secondary school students’ and university students’ learning strategy use in English:

5
paper CO_Lenguajetxt183 - : [162]Table 12 shows the results of the T-tests comparing secondary school students’ and university students’ learning strategy use in Turkish:

6
paper CO_Lenguajetxt183 - : The third and the fourth Pearson correlation tests concerned secondary school students’ learning strategy use and their test scores. [168]Table 16 presents the Pearson correlation test conducted on secondary school students’ learning strategy use in Turkish and their scores for the Turkish test:

7
paper CO_Lenguajetxt183 - : Secondary school students on the other hand reported significantly more frequent use of learning strategies in Turkish (M=130.18) than in English (M=121.42). This phenomenon was observed in every strategy group. The most frequently employed strategy group was found to be elaboration strategies in both languages (M=35.46 in Turkish, M=32.56 in English). The least frequently used strategies in both languages were found to be rehearsal strategies (M=15.36 in Turkish, M=14.41 in English). [174]Figure 2 presents secondary school students’ frequency of learning strategy use and p-values:

8
paper CO_Íkalatxt163 - : Modos semióticos en el discurso pedagógico de historia: potencial semiótico para la mediación en el aula escolar, by Dominique Manghi and Carolina Badillo, is the first article. These authors carried out a research from the Systemic Functional Linguistics and Appraisal Theory to explore the semiotic options in three case studies. The corpus consists of the audiovisual record of three introductory lessons of History, in the 1st year of Secondary School, within the same curriculum unit: World War II . After a Multimodal Discourse Analysis, findings indicate that each teacher chose different combinations of semiotic media and modes to teach the same content with varying degrees of subjectivity.

9
paper corpusRLAtxt229 - : MOTHER TONGUE DEVELOPMENT IN BILINGUAL PROGRAMS TYPE CLIL IN SECONDARY SCHOOL: A COMPARATIVE STUDY ON WRITTEN PRODUCTION

10
paper corpusRLAtxt224 - : Continúa en el volumen el artículo "Mother tongue development in bilingual programs type CLIL in secondary school: a comparative study on written production" de Esther Nieto de la Universidad de Castilla-La Mancha, España . El artículo forma parte del proyecto "Attention to Diversity in Bilingual Education: a Comparative Study in Monolingual Contexts" (RTI2018-093390-B-I00). El principal propósito de la investigación es determinar si la modalidad de enseñanza Aprendizaje Integrado de Contenido y Lengua (AICLE) tiene un efecto en la adquisición de la producción escrita en la lengua materna (L1), dado que se dedica menos tiempo escolar a la exposición en la L1 en este tipo de programas bilingües. Con dicho fin se realizó un estudio a gran escala en Castilla-La Mancha, donde se compararon las producciones escritas en L1 de 4.675 alumnos de secundaria AICLE y no-AICLE de 13 a 14 años. Los resultados evidencian que, aunque los estudiantes tuvieron una exposición más limitada a la L1 en

Evaluando al candidato secondary school:


2) learning: 8
3) strategy: 8 (*)
4) turkish: 7
6) strategies: 5
7) write: 3
9) t-tests: 3
10) bilingual: 3 (*)
11) comparative: 3 (*)
13) conducted: 3

secondary school
Lengua: eng
Frec: 239
Docs: 104
Nombre propio: 3 / 239 = 1%
Coocurrencias con glosario: 3
Puntaje: 3.725 = (3 + (1+5.4594316186373) / (1+7.90689059560852)));
Candidato aceptado

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
secondary school
: Abdullah, K. B. (1994). The critical reading and thinking abilities of Malay secondary school pupils in Singapore. Tesis doctoral, Universidad de Londres, Londres, Inglaterra.
: Ahmed, S. (2013). The Current Practices of Teaching Grammar in CLT at Secondary School Level in Bangladesh: Problems and Probable Solutions. In Theory and Practice in Language Studies, Vol. 3, No 8, (1328-1334).
: Al-Hammadi, F. (2010). The impact of multimedia on critical thinking and writing of Saudi secondary school students. Information technology journal, 9, 11-19.
: Atienza, E. & Van Dijk, T. (2011) Knowledge and discourse in secondary school social science textbooks. Discourse Studies, 13(1), 93, 725-749.
: Babikkoim M. A. & Abdul Razak, N. Z. (2014). Implications of parents’ socio-economic status in the choice of English language learning strategies among Nigeria’s secondary school students. English Language Teaching, 7(8), 139-147.
: Canga Alonso, Andrés. (2015). Receptive Vocabulary of CLIL and Non-CLIL Primary and Secondary School Learners. Complutense Journal of English Studies, 23, 59-77.
: Chan, Y-Y.G., & Watkins, D. A. (1994). Classroom Environments and Approaches to Learning: An Investigation of the Actual and Preferred Perceptions of Hong Kong Secondary School Students. Instructional Sciences, 22, 233-246.
: Coffin, C. (1997). Constructing and giving value to the past: An investigation into Secondary School History. En Christie, F.y Martin, J. (eds.). Genre and institutions: Social processes in the work place and school. (pp. 196– 230). Londres: Cassell,
: Coffin, C. (2006). Learning the language of school history: The role of linguistics in mapping the writing demands of the secondary school curriculum Journal of Curriculum Studies, 38(4), 413-429.
: Coffin, Caroline. 1997. "Constructing and giving value to the past: An investigation into secondary school history". En Genres and institutions: Social processes in the workplace and school. Ed. Frances Christie y James R. Martin. London: Cassell, pp. 196-230.
: Crowther, R. y Durkin, K. (1982). Sexand Age-Related Differences in the Musical Behaviour, Interests and Attitudes Towards Music of 232 Secondary School Students. Educational Studies, 8(2), 131-139.
: Custodio, Brenda, and Sutton, Marilyn Jean. (1998). Literature-based ESL for Secondary School Students. TESOL, 7(5), 19-23.
: Dahmardeh, M. (2009). Communicative textbooks: English language textbooks Iranian secondary school. Linguistik Online, 40(4), 45-61.
: Dunn, R., & Griggs, S. (1988). Learning styles: Quiet revolution in American schools. Reston, VA: National Association of Secondary School Principals.
: Emamipour, S., & Esfandabad, H. (2010). A comparative study of learning styles among monolingual (Persian) and bilingual (Turkish-Persian) secondary school students. Procedia Social and Behavioral Sciences, 5, 2419-2422.
: Friends 4th. Secondary School. (2014). Caracas, Venezuela: Richmond Santillana. (Reimpresión).
: Furneaux, C., Paran, A., y Fairfax, B. 2007. “Teacher stance as refiected in feedback on student writing: An empirical study of secondary school teachers in five countries”. En International Review of Applied Linguistics in Language Teaching (IRAL), 45 (1), pp. 69-94.
: Furneaux, Clare; Paran, Amos, and Fairfax, Beverly. (2007). Teacher stance as reflected in feedback on student writing: An empirical study of secondary school teachers in five countries. IRAL, 45, 69-94.
: Gökler, F., Özay, E., Öztas, F., & Öztas, H. (2006). The improvement of ecology teaching in secondary school: effects of concept maps in the restructuring of previous knowledge. Journal of Science Education. (7)2. p. 115-118.
: Lasky, S. (2005). A socio–cultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. Teaching and Teacher Education, 21(8), 899–916.
: Llinares, A., & Whittaker, R. (2006). Linguistic analysis of secondary school students' oral and written production in CLIL context: Studying social science in English. VIEWS, 15, 28- 32
: Macken-Horarik, M. (1996). Literacy and learning across the curriculum: Towards a model of register for secondary school teachers. In R. Hasan & G. Williams (Eds.), Literacy in society (pp. 232-278). London; New York: Longman.
: Macken-Horarik, M. (2002). "Something to shoot for": A systemic functional approach to teaching genre in secondary school science. En A. Johns (Ed.), Genre in the classroom: Multiple perspective (pp. 64-79). Mawhaw: Lawrence Erlbaum.
: Martin, J., Maton, K. & Matruglio, E. (2010). ''Historical cosmologies: Epistemology and axiology in Australian secondary school history discourse''. Signos, 43, 433–463.
: Marttinen, M. (2008). Vocabulary learning strategies used by upper secondary school students studying English as a second language. A Pro Gradu Thesis in English, University of Jyväskylä .
: Maton, K., Martin, J., & Matruglio, E. (2010). Historical cosmologies: Epistemology and axiology in Australian secondary school history discourse. Revista Signos, 43(74), 433-463.
: Mendoza, E. (2005). Current State of the Teaching of Process Writing in EFL CLasses: An Observational Study in the Last Two Years in Secondary School. profile Journal Issues In Teachers' Professional Development., No. 6, p.23 - 36.
: Menken, K. (2012). Emergent bilingual students in secondary school: Along the academic language and literacy continuum. Language Teaching, 46(4), 438-476.
: Nieto Moreno de Diezmas, Esther. (2016b). The impact of CLIL on the acquisition of the learning to learn competence in secondary school education in the bilingual programmes of Castilla-La Mancha. Porta Linguarum, 25, 21-34.
: Nishino, T. (2008). Japanese secondary school teachers' beliefs and practices regarding communicative language teaching: An exploratory survey. JALT Journal, 30(1), 27-51.
: Otero, J. Campanario, J.M. y Hopkins, K. (1992) "The relationship betwen academic achievement and metacognitive comprehension monitoring ability of spain secondary school students" en Educational and Psychological Measurement, 52 (pp. 419-430).
: Tian, G. S. (1991). Higher order reading comprehension skills in literature learning and teaching at the lower secondary school level in Singapore. relc Journal, 22(2), 29-43.
: Veel, R. & Coffin, C. (1996). Learning to think like a Historian: The language of secondary school history. En R. Hasan & G. Williams (Eds.), Literacy in society (pp. 191-231). London: Longman.
: Veel, R. (1997) Learning how to mean-scientifically speaking: apprenticeship into scientific discourse in the secondary school in F. Christie and J.R. Martin (Eds.) Genre and institutions: social process in the workplace and school. London: Continuum.
: Veel, R. (2006). The write it right project -linguistic modeling of secondary school and the workplace. En R. Whittaker, M. O'Donnell & A. McCabe (Eds.), Language and Literacy: Functional Approaches (pp. 66-93). Londres: Continuum.
: Veel, R., & Coffin, C. (1996). Learning to think like a historian: The language of secondary school History. In R. Hasan & G. Williams (Eds.), Literacy in Society (pp. 191-231). London; New York: Longman.
: Zainol, M., Pour-Mohammadi, M., Alzwari, H. (2012). EFL students' attitudes towards learning English secondary school an Social Science, 8(2), 119-134.
: _. (2004). That's so Gay': A study of the deployment of signifiers of sexual and gender identity in secondary school setting in Australia and the United States. Social Semiotics 14: 289-308.