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

1) Candidate: strategy

Is in goldstandard

1
paper CL_LiteraturayLingüísticatxt305 - : Pedagogical strategy for text production: concept development cases

2
paper CL_LiteraturayLingüísticatxt383 - : There are different ways to classify learning strategies; however, there is not one most accepted system. One of the most commonly used instruments (questionnaire) in determining the strategies used is the Strategy Inventory for Language Learning (SILL) developed by Oxford (1990). Oxford (1994) notes that about two dozen L2 strategy classification systems have been divided into these groups: 1 ) systems related to successful language learners (Rubin, 1975, p. 2) systems based on psychological functions (O'Malley & Chamot, 1990); 3) linguistically based systems dealing with guessing, language monitoring, formal and functional practice (Bialystok, 1981) or with communication strategies like paraphrasing or borrowing (Tarone, 1983); 4) systems related to separate language skills (Cohen, 1990); and 5) systems based on different styles or types of learners (Sutter, 1989[3]).

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paper CL_LiteraturayLingüísticatxt496 - : This essay talks in an explicit way about the theory of the models of the world and the ideology proposed by Manuel Asensi Pérez in his book Critic and Sabotage (2011), in which he mentions that some privileged forms of speech, like literature, are capable of deforming the preception of the subjects and imposing specific tasks upon reality. Using this theory proposed by Asensi, the work of the Chilean writer Álvaro Bisama is analyzed through three of his most important stories, in order to demonstrate an only narrative strategy: on one hand, how the main characters of his stories have deformed the vision of their environments ; and on the other hand, how the narrators stop these visions from being imposed into the actual reader of these stories.

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paper CL_LiteraturayLingüísticatxt558 - : Manipulation appears to analysis as an essentially multiform and heteroclite object. This work approaches manipulation from a conversational perspective that is capable of identify- ing the mechanisms that underlie an exchange that is socially qualified as “manipulative” We postulate here that in any manipulation there is a displacement between two different questions: a question (Q[2]), which does not appear explicitly in the communicational exchange, is presented by the manipulating agent in terms of another question (Q[1]) which then triggers a response (R[1]) from the recipient that will be connected in a meaningful way with the answer the first question raises (R[2]). The relationship between both responses, which the manipulated agent should not be able to establish if the strategy wants to be successful, could be at least of three types: equivalence, inclusion/intersection or consecution . Some of the advantages that result from a definition of manipulation in terms of a

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paper CL_LiteraturayLingüísticatxt286 - : Another source of either theoretical complementarity or sheer criticism of mainstream LLS research comes from sociocultural theory (SCT), according to which learners' language strategy use is significantly shaped by the environments they find themselves in (Gao, 2006), or -put differently- by the social configuration and participation in class which helps the learner 'to develop, reflect upon, and refine their own language learning strategies', (Donato and McCormick, 1994: 453 ). Put simply, SCT claims that second language acquisition -LLSs included- is a process that the individual undergoes, not oblivious to the social, but thanks to the social (Lantolf and Thorne, 2006). It has also been suggested that LLSs are constantly subject to change as they are shaped by the ever-changing communities L2 learners are immersed in (Gihan, 2002)

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paper CO_ColombianAppliedLinguisticsJournaltxt122 - : Blended Learning is not new, and contrary to what some may think, it has been in use for more than 20 years. It was first used in the corporate world as a strategy to allow employees to continue in the workplace and study at the same time (Sharma, 2010), but it also emerged in the educational context as a result of: a ) the accessibility of computer technology in and outside the classroom, b) the expansion of the pedagogical potential of ICT for teaching and learning (Hong & Samimy, 2010), and c) the disillusionment generated in online learning with the stand-alone adoption of online media (McDonald, 2008).

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paper CO_ColombianAppliedLinguisticsJournaltxt151 - : -Use of the new technological strategy as effective, which was created according to the graphical and technological strategies used: "organisers helped me to learn the content better" (El uso de los organizadores gráficos me ayudó a aprender mejor el contenido ), "The use of graphic organisers facilitated my learning" (El uso de los organizadores gráficos facilitó mi aprendizaje).

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paper CO_ColombianAppliedLinguisticsJournaltxt244 - : ‘Offer of assistance’ had the third highest frequency of occurrence among the intermediate and advanced-level EFL learners, and it came fourth for the elementary-level learners. The semantic formulas that the EFL learners adopted to formulate this condolence strategy were of three types: offering help (e .g., ‘Let me know if there is anything I can do’), offering the bereaved to take a few days off from work (e.g., ‘You can take a leave’), and offering emotional help (e.g., ‘Let me be with you in this difficult time’).

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paper CO_ColombianAppliedLinguisticsJournaltxt244 - : ‘Future-oriented remark,’ which often takes the form of practical advice or words of encouragement, included pieces of advice like ‘Don’t cry,’ ‘Be patient,’ ‘I hope you can stand her loss,’ or ‘You should be strong.’ It must be noted that Persian-speaking EFL learners formulated this condolence strategy in one of the following forms: imperatives (elementary level: 83 .3%, intermediate level: 54.5%, and advanced level: 36.3%), statements starting with ‘I hope/wish…’ (elementary level: 11.1%, intermediate level: 45.5%, and advanced level: 45.4%), or statements including the modal auxiliary ‘should’(elementary level: 5.6%, intermediate level: 0%, and advanced level: 18.3%).

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paper CO_ColombianAppliedLinguisticsJournaltxt222 - : to work in pairs to test each other and by reporting to the class their success in using the strategy. Thornbury (2004) pinpointed useful activities to help learners use the strategy and encourage the independent use of words: pre-teaching and testing, guess my word, and association with games . Word cards are still quite useful, even in the predominantly computer era, as Nakata (2008) found in his study in which he compared vocabulary learning with word lists, word cards, and computers with 226 Japanese high school students. The results showed no statistically significant difference between computers and word cards and their superiority over lists.

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paper CO_ColombianAppliedLinguisticsJournaltxt179 - : This sample is the product of the academic reasoning of four teachers. The sample involves vocabulary and grammar recognition (vocabulary introduction, grammar corner: lower-level processes), reading comprehension and interpretation (open questions and multiple choice questions: higher-level processes), awareness of the use of the strategy (scanning: metacognitive factors ). Teachers also considered assessment practices (reading comprehension exercises and self-assessment: alternative and traditional methods), stages to guide the readers to understand the text (pre-, while-, and post-reading activities), and readings that contain visual aids (images for the holidays).

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paper CO_ColombianAppliedLinguisticsJournaltxt179 - : The design of this manual helped teachers become more aware of their own teaching and also helped them understand their beliefs and practice in teaching reading in a foreign language. In fact, teachers realized that reading has to do with cognitive strategies (exercises that help readers understand the text), metacognitive strategies (awareness of the use of the strategy: scanning ), and linguistic knowledge (grammar corner). Another important aspect was assessment. Teachers are now aware of including both formative and summative practices when designing material. The sample of a reading strategy given above could be seen as part of their awareness and agreement toward teaching reading as a foreign language. However, this reading strategy designed for reading comprehension I at Sección Servicios (Escuela de Idiomas Universidad de Antioquia) should be seen as another option or tool for teachers as Universidad de Antioquia has the concept of "Cátedra Libre" and teachers cannot be forced to

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paper CO_ColombianAppliedLinguisticsJournaltxt43 - : The concluding paragraph of Diana's essay shows the above strategy by using embedded clauses:

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paper CO_ColombianAppliedLinguisticsJournaltxt44 - : Due to the fact that the classes are mainly teacher-centred, it was very difficult to presume from observations the strategies the apprentices employ to learn. However, by analysing the interviews it could be deduced that they make use of the social indirect strategy: cooperating with others . According to Oxford (1990), there are two major language strategies commonly used by language students, direct and indirect (p.14). "Indirect strategies provide indirect support for language learning through focusing, planning, evaluating, seeking opportunities, controlling anxiety, increasing cooperation and empathy, and other means" (p.135). An example of utilizing indirect strategies is to work together with a more proficient user of the new language in order to improve and acquire knowledge. The following excerpt illustrates the effort to work together with other learners on an activity with a common goal or reward:

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paper CO_ColombianAppliedLinguisticsJournaltxt44 - : The learners exploit the direct strategies, as well. These strategies "require mental processing of the language" (Oxford, 1990 p.37). One of the most common direct strategy is repetition "saying or doing something over and over: listening to something several times ; rehearsing; imitating a native speaker" (Oxford, 1990 p.45). This fragment shows the students' use of this strategy by rehearsing writing in her free time:

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paper CO_ColombianAppliedLinguisticsJournaltxt34 - : Many expressions like the above were frequently found and most of them showed a marginalization feeling among girls as a result of interaction with boys. The strategy called topic raising and verbal conflict was reflected in statements like the following, where a girl who attempted to switch a topic was confronted by an aggressive male response:

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paper CO_ColombianAppliedLinguisticsJournaltxt242 - : ideas. Secondly, the type (direct or indirect) and form of feedback chosen (coding, brief grammar explanation or highlighting) has to be methodical and rigorous. The systematic approach of using WCF to improve writing skills can be enhanced by using a strategy that emphasizes the process of writing itself: the writing portfolio . Thus, this academic record would help self-awareness on frequent language errors along with the systematic feedback received. Due to this fact, students would improve accuracy.

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paper CO_ColombianAppliedLinguisticsJournaltxt242 - : This study is a contribution on the impact of combining indirect, focused written feedback and keeping a writing portfolio to improve writing skills in EFL. Results show that giving target and repetitive feedback on specific categories improve accuracy. Besides, the strategy of keeping a writing portfolio focuses and emphasizes all the stages of writing: planning (outline ), drafting (writing different drafts and revising), and editing (correcting errors based on feedback received). The knowledge of these different phases of composition has given students confidence as writers. This was clearly stated in the focus groups.

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paper CO_ColombianAppliedLinguisticsJournaltxt248 - : At the beginning of the peer coaching process there was an initial meeting in which the researchers explained to the in-service and the pre-service teachers the process and the stages that it required. During a semester both groups met, exchanged ideas, and observed each other giving classes and then provided each other with feedback. In order to implement the strategy, the participants followed three stages: the pre-conference, the observation, and the post-conference . Following ^[63]Robbins (1991) , “some peer coaching involves two or more colleagues working together around the shared observation of teaching. In this instance, there is generally a pre-conference, an observation and a post-conference” (p. 3). In these three moments, the participant teachers of this study

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paper CO_ColombianAppliedLinguisticsJournaltxt135 - : In Spanish, mainly the narrative anaphoric resources have been studied (for a revision, see Borzone & Silva, 2010). Kail & Sánchez and López (1997), who worked with narratives produced by children and adults, observed that the young children (5-9 years) performance could vary depending on the communicative situation. When children were aware that the listener knew the story, this knowledge had an incidence in the usage of referential expressions. The authors also identified some restrictions concerning the Spanish language: children should learn that pronouns are necessary -but not compulsory-in the agent position; mainly in linguistic context in which the verb is not sufficient to identify the subject. Aguilar (2003) observed that the fiction narratives produced by 6 years old children, with the support of images, included mostly a thematic subject strategy, whereas in texts produced by older children an anaphoric strategy was used: they used nominal phrases to change the reference and

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paper CO_ColombianAppliedLinguisticsJournaltxt166 - : The power of the epideictic speech as motivation and homonoia strategy: A case of freshmen students at Universidad Distrital

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paper CO_ColombianAppliedLinguisticsJournaltxt243 - : Regarding indirect strategies, metacognitive strategies provide a way for learners to coordinate their own learning process. They include three strategy sets: centering one’s learning, arranging and planning one’s learning, and evaluating it . In this study, I decided to work with one strategy from each group because they gradually guided students towards a smooth self-regulated learning process through various stages and tasks (pre, while and post). These strategies were:

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paper CO_ColombianAppliedLinguisticsJournaltxt243 - : This strategy corresponds to the second group of metacognitive strategies presented by ^[58]Oxford (1990) : arranging and planning one’s learning . This implies setting students’ own aims for language learning. Oxford suggests keeping track of these objectives in a journal, along with deadlines for accomplishing them and an indication as to whether those deadlines were met. This strategy worked for the current research context because participants were the ones who decided the extent to which they wanted to incorporate suprasegmental features to their oral speech. This decision depended on students’ long-term goals such as using English to interact with native or non-native speakers, to learn English for specific purposes, or for reading or writing exclusively, as in some academic contexts.

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paper CO_ColombianAppliedLinguisticsJournaltxt186 - : Excerpt 2 illustrates the students' reasoning process in relation to their innate strategy knowledge: repetition and association .

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paper CO_CuadernosdeLingüísticaHispánicatxt118 - : In this sense, the use of the predicative strategy for:

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paper CO_CuadernosdeLingüísticaHispánicatxt118 - : Through this strategy, publishers support their argumentation processes in socially accepted sources or experts that validate their positions and arguments against the political scenario of the country with a view to the beginning of the post-conflict. As a discursive strategy legitimizing his speech, the Special Rapporteur uses voices such as: the UN (Organization of the United Nations ), the IACHR (Inter-American Court of Human Rights), expert sources, and consolidated report from several sources of information, different studies, among others. Voices that reinforce the resource of authority, relating the post-conflict process as a responsibility of the State with the preservation of human rights; In order for an appropriate post-conflict process to be reached, it is pertinent to review the actions of State institutions and their responsibility in the restitution of rights violated by their institutions and by other legal and illegal armed actors.

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paper CO_CuadernosdeLingüísticaHispánicatxt164 - : So, to repair what the student was about to say, in turn 11, it is seen that the teacher identified the problem and decided to repair it, producing here a repair type: other initiated/other repaired (turns 10 and 11). Also, it can be seen in this turn that the teacher uses extra help, and adopts an affiliative repairable form by means of a strategy she considers will help the student to understand better the question asked by using her fingers and counting ( [you know one, two, three [ ten, twenty (( ##using her fingers##))). In turn 12, the strategy used by the teacher in the previous turn worked well because of the overlapping made by the student ([ ah:::! ), pleasing the teacher and letting her know that she knows now the answer; so in turn 13, it is seen how student right away gives the right answer (Five! ), producing here another type of repair which is other initiated/self-repaired; right here it can be seen how the dynamics of social action works since the turns are complementing

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paper CO_CuadernosdeLingüísticaHispánicatxt164 - : In turn 47, the student tries with other possible answer (is big) but it is again incorrect, so the teacher in the next turn (48), first, repeats the student's answer with a low intonation to make her hesitate of her answer and then turns to a common strategy when teaching: body language, showing the student two fingers, while saying the word "because" . Here, the teacher tries to help the student understand better the situation, showing with her fingers a possible hint for the student to correctly answer the question. Evidently, the teacher gets the student to be engaged with the communication, even though the student knows there is a problem of meaning and proper use of the language. It is also seen that the teacher tries to reorganize and paraphrase the sentence, using once again a pedagogical movement ( is::: ↓ because:::((showing the student two fingers)) because probably the "stretching" seen in the turn makes the student understand that there is something wrong. Because, even though

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paper CO_FormayFuncióntxt127 - : The article examines some illustrative cases of pronominal alternation in Medellin speakers, from the perspective of Communication Accommodation Theory, particularly regarding the notion of convergence. Speakers of this community employ the convergence strategy by adjusting to the pronominal treatment employed by their interlocutor, whenever they interact with: 1 ) non-Spanishspeaking foreigners, 2) Spaniards who do not use the vos form, 3) Colombians who do not use the vos form, 4) residents of other regions of Antioquia, and 5) residents of Medellín belonging to a different socio-economic level.

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paper CO_FormayFuncióntxt220 - : resources of the source language. The translator's role is to be as resourceful and creative as possible when using the target language linguistic resources (1953, p. 7). This translation strategy should apply for the translation of diverse text types: literary, scientific, and political (appelative ). Also, representatives of the Leipzig School in former East Germany recognize both the equivalent informative content and the communicative value of the original and the translated text (e.g. Kade, 1977). Kade also considers that the semantic invariant is the component to be maintained as equivalent. On his part, Gerd Jäger (1968) confines translation to the cases where equivalent communication takes place, i.e. the same communicative value obtains, and dismisses the heterovalent instances where a change in function occurs. Thus, these authors relate the very definition of translation to the maintenance of DEP.

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paper CO_FormayFuncióntxt220 - : On his part, Rabassa resorts to an amplification strategy and explains the meaning of the term:

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paper CO_FormayFuncióntxt52 - : ^[47]11 Neubert & Shreve (1992) also relativize the use of this 'resistant' strategy, especially when dealing with pragmatic texts: "Frankly, for most translators this whole argument is a nonissue . Pragmatic texts make up the bulk of their work. Perhaps of greater concern for serious practitioners and eager users of translation is the great amount of translation which is neither destructive nor constructive, but simply awful" (ibid, p. 4).

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paper CO_FormayFuncióntxt35 - : Once a text type has been chosen for the translation teaching experience, in our case an informative text, a fruitful pedagogical strategy consists in finding parallel texts in the target language:

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paper CO_FormayFuncióntxt116 - : We used a mixed methods design, with an intervention of the sequence for one semester with each group during two academic semesters (March to June, 2009 and June to December, 2009). Approximately 150 students participated in this study, divided into 6 groups of 25 students (3 groups from one semester and the other 3 from the following semester). The classes were taught in two-hour sessions twice a week; this means each group had four hours of workshop during 16 weeks, and an amount of hours of independent study. We implemented the strategy in three learning contexts for each group: workshop classroom, virtual class, and tutoring sessions . For each learning context involved in this research, a set of suitable model implementation strategies was developed. For example, in the workshop-class context, some exercises were solved with the students in order to model how to solve certain difficulties regarding writing, as well as to answer the questions that arose when students took the tests. For

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paper CO_FormayFuncióntxt105 - : Let's see an example of this foreignizing strategy applied to the translation of the proper name Carnicero (in italics and in bold type for comparison reasons) in the novel Cien años de soledad:

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paper CO_FormayFuncióntxt105 - : These two examples clearly illustrate the overall stylistic strategy used by Rabassa that consists in calquing the original Spanish term whenever it was possible: 'notion' ('noción' ), 'navigate' ('navegar'), 'territories' ('territorios'), 'splendid' ('espléndido') (p. 81); 'conjectures' ('conjeturas'), 'giving credit to' ('dar crédito a'), instead of using alternative possibilities: 'idea', 'sail', 'regions', 'wonderful', and 'speculations' and 'believing', respectively.

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paper CO_Lenguajetxt183 - : The current study yielded two types of data; test scores and values from the five-level Likert items. The results obtained from the comprehension tests were used to determine a mean score for each group’s performance in Turkish and in English. Each scale then produced data on a set of five learning strategy groups: rehearsal, elaboration, organizational, comprehension monitoring, and affective and motivational strategies . A mean of frequency for general learning strategy use was also obtained by adding together the means for these five individual strategy groups. Since there were two inventories and two groups in the study, the total number of data sets to be correlated was 24. Each set was then correlated with its corresponding set from other language and/or other age group. Twenty-four individual T-tests were performed to reveal the correlations between variables.

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paper CO_Lenguajetxt183 - : The relationship between age and both groups’ strategy use in English is presented in [157]Table 9:

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paper CO_Lenguajetxt183 - : As observed from [158]Table 9, there was not a significant relationship between strategy use in English and age. [159]Table 10 presents the relationship between both groups’ learning strategy use in Turkish and age:

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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:

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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:

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paper CO_Lenguajetxt183 - : [166]Table 14 shows that there was not significant relationship between university students’ learning strategy use in Turkish and their test scores. The second correlation test, shown in [167]Table 15, focuses on university students’ learning strategy use in English and their English test scores:

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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:

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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:

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paper CO_Lenguajetxt183 - : Griffiths, C. (2003). 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. (Doctoral dissertation). University of Auckland. [236]http://hdl.handle.net/2292/9. [ [237]Links ]

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paper CO_Lenguajetxt149 - : Strategy used: ________________________________________________________

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paper CO_Lenguajetxt149 - : Strategy used: _________________________________________________________________

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paper CO_Lenguajetxt149 - : Strategy used: _________________________________________________________________

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paper CO_Lenguajetxt149 - : Strategy used: _________________________________________________________________

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paper CO_Lenguajetxt149 - : Strategy used: _________________________________________________________________

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paper CO_Lenguajetxt149 - : Strategy used: __________________________________________________________________

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paper CO_Lenguajetxt149 - : Strategy used: _________________________________________________________________

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paper CO_Lenguajetxt149 - : Strategy used: _________________________________________________________________

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paper CO_Lenguajetxt149 - : Strategy used: _________________________________________________________________

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paper CO_Lenguajetxt149 - : Strategy used: __________________________________________________________________

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paper CO_Lenguajetxt112 - : Van der Houwen encuentra, entre otros aspectos, que los hablantes usan más el DD que el DI: “indirect speech is the marked strategy (15%) and direct speech the unmarked strategy (total: 85% )” (^[60]Van der Houwen, 1998, p. 129). De igual manera, encontró que se elide más el sujeto en el DD, pues su resultado “shows the expected correlation between the presence of the subject and indirect speech: 30% (vs. 15% of absent subjects)” (^[61]Van der Houwen, 1998, p. 129). A partir de estos resultados, ^[62]Van der Houwen (1998) concluye que “indirect and direct speech, indeed, each have a distinctive functional communicative effect. Their distribution is not random, but depends on the message the speaker wants to convey” (p. 132).

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paper CO_Lenguajetxt74 - : The second set of directions presented three questions prompts which were seen by the researcher as an strategy to aid the reflection process: 1 ) What did you learn about being a teacher?; 2) What did you learn about the process of learning English? ; 3) What did you learn about being a teacher in Barranquilla? While the researcher's intention was to provide class time to write the learning journal entries in class, only the last ten minutes of the class were devoted to this task; consequently reflection entries had to be finished at home.

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paper CO_Íkalatxt127 - : Regarding the type of opening strategy, both groups preferred to use greetings (RP: 71% ; ND: 46%). Furthermore, both groups used the same three strategies (hola [hello], buenas [good morning], and hola, buenas! [hello, good morning!]). However, the frequency of use of each of these differed. The RP participants used the compound formula hola, buenos días (hello, good morning) more frequently (12 total or 34%), while in the naturalistic data, the strategy hola (hello) (16 or 35%) was used more often.

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paper CO_Íkalatxt231 - : To implement this strategy, we took the following concepts into consideration: what CLIL is, CLIL principles, CLIL teacher competences, CLIL and teacher training, and the characteristics of a good CLIL teacher training program . Some ideas related to these concepts will be explained.

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paper CO_Íkalatxt69 - : Hartley, Bartlett, and Branthwaite (1980) draw three conclusions about the variables affecting underlining strategy: First, teaching the use of underlining to students who have a low level of reading ability is not appropriate . Students must first learn how to find main ideas before they learn how to underline them. Second, the relationship between reading ability and underlining is curvilinear. Good readers seem to have their own study-reading strategies that are effective and tend to be hindered by imposing the underlining strategy on them. On the other hand, underlining also gives false hope to poorer readers as they randomly underline ideas. Finally, underlining cannot overcome weak background knowledge or lack of strategies for engaging this kind of knowledge.

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paper CO_Íkalatxt178 - : Taylor, A., Stevens, J.R. y Asher, W. (2006). The effects of explicit reading strategy training on L2 reading comprehension: A meta-analysis . En J. M. Norris y L. Ortega (Eds.), Synthesizing Research on Language Learning and Teaching (pp. 213-244). Amsterdam: John Benjamins Company. [ [112]Links ]

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paper CO_Íkalatxt72 - : Metacognitive reading strategies are conscious means by which students monitor their own reading processes including evaluating the effectiveness of cognitive strategies being used. Metacognitive strategies may involve, for example, planning how to approach the reading of a text, testing, and revising according to purpose and time available (Devine, 1993). These kinds of strategy might also include Sheorey and Mokhtari's ''support strategies'' such as the knowledge of how to use tools for comprehension such as dictionaries, taking notes or highlighting important text (2001: 436 ). If cognitive reading strategies are about knowing what strategy to use and how to apply it, then metacognitive strategic knowledge involves understanding the rationale for applying a particular strategy in a particular context, and evaluating its usefulness in terms of appropriacy and effectiveness for that context. Auerbach and Paxton (1997) argue that strategic reading can only become efficient when metacognitive

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paper CO_Íkalatxt72 - : Assessing the need for strategy training, Cohen points out that ''the ultimate goal of strategy training is to empower students by allowing them to take control of the language-learning process'' (1998: 70 ). He thus outlines three major objectives for strategy training: to develop the learners' own individualized strategy systems, to promote the learner's autonomy, self-direction, and self-evaluation, and to encourage learners to take more responsibility for their own language learning. Since these objectives pay more attention to the process than to the end product of learning, foreign and second language educators need effective, process-oriented, qualitative measures for examining the success of strategy training.

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paper CO_Íkalatxt12 - : Head act. Looking at the significant differences between students and Spanish native speakers, on the ''Paper extension'' vignette, students used the strategy Hedged Performative much less frequently (pretest: 6% ; posttest: 6%) than the natives (42%), a difference significant at the p<.05 level. Not only did students use this strategy much less frequently than natives, they did not increase their frequency of use of this strategy during the semester abroad. Although it was not statistically significant, a similar pattern was found with this strategy in the ''Slower speech'' and ''Leaving for school'' vignettes, where the learners used a Hedged Performative very infrequently in both the pre- and posttest, while the Spanish natives used this strategy 17% and 25% of the time, respectively.

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paper CO_Íkalatxt12 - : [42]Table 9 also indicates cases in which apology strategy use differed significantly between natives and learners. First, students were found to use the strategy Acknowledgement of Responsibility significantly less than natives both on the pretest and on the posttest in the ''Spill wine,'' ''Friend's book,'' and ''Babysitting spill'' vignettes. Second, students' use of Explanation in the ''Meeting friend'' and ''Prof meeting'' vignettes was also significantly lower than that of the natives. In the vignette ''Meeting friend,'' 100% of the natives used this strategy (students: pre=82%, post=91%) and in ''Prof meeting,'' 92% of natives did so (students: pre=64%, post=60% ). Comparing the percentages of these two apology vignettes, however, the percent of students who used an Explanation in ''Meeting friend'' was noticeably closer to the natives than the percent of students who used this strategy in ''Prof meeting;'' that is, a 9% difference in comparison with a 32% difference between natives

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paper CO_Íkalatxt12 - : Several final observations can be made. First, the use of the strategy Expression of Apology remained stable over time and was similar in frequency in the performance of both students and Spanish native speakers. However, in examining the content of that strategy, a pre-post difference was discovered: in the pretest, learners relied heavily on the formula lo siento ('I'm sorry' ) in their expressions of apology, whereas in the posttest most learners had incorporated a larger of range of target-like formulas such as perdón ('pardon'), perdóneme ('forgive me'), and discúlpeme ('I'm sorry'). A second observation is related to the content of apology strategies. In the Acknowledgement of Responsibility strategy, the use of the agentless construction, such as se me cayó (literally 'it fell from me') and se me perdió (literally, 'it was lost from me'), in the ''Babysitting spill'' and ''Lost book'' vignettes, respectively, was viewed as particularly appropriate by the raters. The agentless form

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paper CO_Íkalatxt249 - : Griffiths, C. (2003). 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 (Order No. 3094436). Available from ProQuest Dissertations & Theses A&I. (305297847). [ [152]Links ]

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paper CO_Íkalatxt161 - : On one hand, studies such as Xinping Li's (2005) showed how mainland Chinese University students held positive beliefs towards a learning strategy in conflict with CLL and TBLLT: rote learning for vocabulary acquisition . A hundred EFL learners from a large Chinese university were involved in the research as well as teachers from all over the country. Li's research corroborated that rote learning was the most prevailing language learning strategy in China at that time. The trend can be understood from a cultural perspective since it is consistent with traditional culture and values and coherent with Chinese educational background (Rao, 2006) -linguistic in particular (the Mandarin literacy)-, as well as with Chinese learners' avoidance of new strategies (Li, M. S., 2005). The inclination towards rote learning should also be related to the EFL environment's nature determined by the national situation/examination demand (Hu, 2002; Li, X., 2005; Rao, 2006).

69
paper CO_Íkalatxt41 - : Strategy instruction supplies students with appropriate tools and techniques to understand and learn new material or skills. With continued guidance and ample opportunities for practice, students learn to integrate information in a way that helps them to recall it at a later time, even in a different situation or setting (Luke, 2006). Given the current state of knowledge about explicit and integrated strategy instruction, this study opted for explicitly instructing beginner EFL students about affective factors and SLLS as part of their everyday language instruction. To do this, the study utilized Cohen's (1998) approach to strategy training: 1 ) Determine learners' needs and the resources available for training; 2) Select the strategies to be taught; 3) Consider the benefits of integrated strategy training; 4) Consider motivational issues; 5) Prepare materials and activities; 6) Conduct explicit strategy training; and 7) Evaluate and revise strategy training.

70
paper CO_Íkalatxt33 - : In the Forest of God, Enia -se -pele marries his daughter to a friend, a situation that partly explains the virtue of his names. It should, however, be observed that Fagunwa, the foremost Yoruba author has, in some instances, worked out a strategy that makes the reader to appreciate the name:

71
paper CO_Íkalatxt42 - : These two strategies were discussing theory from previous courses in the program, and reading the literature about the topic. Evaluating previous knowledge about a topic was commented on by two PSTs: ''We brainstormed ideas about the topics based on our observations and what you know about the topic''; ''That topic called my attention since I read about it in previous courses of the program.'' One PA, likewise, thought this strategy was useful with PSTs: ''When you talk to them ... their beliefs, their ideas, their concepts, the information that they have collected from the other courses in the Licensure Program.'' Another PST reported that her choice of topic was directly related to a personal interest of hers with the principles of thematic teaching she had learned in one of the Methods courses in the undergraduate program.

72
paper VE_Letrastxt159 - : 59. Taylor, A., Stevens, J.R. y Asher, W. (2006). The effects of Explicit Reading Strategy Training on L2 reading comprehension: A meta-analysis . En Norris, J.M. y Ortega, L. (Eds.) Synthesizing research on language learning and teaching (pp. 213-244). Amsterdam: John Benjamins Company. [ [95]Links ]

73
paper corpusRLAtxt217 - : Once all the emails had been analyzed, we applied ^[79]Xuehua's (2006) taxonomy. Table V shows how many e-mails contain one type of strategy, but since the same text can contain multiple strategies, a more detailed analysis of the strategies is needed. The category "strategy" has 459 occurrences in this corpus, with the distribution and the overall percentage also displayed in [80]Table V. The data shows that senior Spanish-major Chinese students preferred to disagree directly (Strategy 1: 52% ). Despite being the most face-threatening, this strategy was used in 113 out of 135 emails. Students also employed softened strategies to mitigate the impact of their speech acts. Hinting strategy (Strategy 4) was found to be the most used, with 18% (66/135 emails), followed by negative politeness strategy (Strategy 2: 7% in 25/135 emails) and positive politeness strategy (Strategy 3: 5% in 22/135 emails).

74
paper corpusRLAtxt138 - : between the procedures for construction of event representations is further corroborated by the causative alternation. The point of departure in English is a simple, mono-event semantics that gets richer by incorporating a causative subevent through syntactic means. In contrast, the Spanish strategy is not of enrichment but of extraction: A complex Event is split apart by morphosyntax .

75
paper corpusSignostxt453 - : It is not difficult to see why this construction can easily perform such a meaning override. If we think of the contexts in which “do I look like” could be reasonably used, the following two elements immediately arise: i) the speaker realizes that the hearer has made an erroneous assumption about his physical appearance and/or attitude (as revealed by bodily posture, facial expression, etc.); ii) because of (i), the speaker realizes that the hearer is not acting in the way the speaker would feel comfortable with. Within this context, the speaker decides on using a communicative strategy that can repair the problems in the hearer’s assumptions and associated behavior: iii ) the speaker calls the hearer’s attention to the true nature of the former’s physical appearance and/or attitude (as revealed by bodily posture, facial expression, etc.); iv) in doing (iii) the speaker expects the hearer to change the latter’s erroneous assumption in (i) and his associated behavior in (ii). There are

76
paper corpusSignostxt267 - : This article identifies the presence of grammatical strategies to express the evidential meaning in a corpus of five oral argumentative discussions in Viña del Mar high school students. Bermúdez's (2002, 2005a, 2005b) model for the search of phenomena as well as for their interpretation was used. The analysis shows that the students do use evidentials in their interactions, but only in a few cases. The most common strategy is the use of the pronoun uno and its paradigmatic relation with yo and generic nominal phrases. This strategy conveys evidential meaning related to two axes: 'source of information' and 'access to information' . The analysis also reveals that the number of evidentials used by the students seems to be directly related to the knowledge of the issue and inversely related to a low degree of organization of the discussion.

77
paper corpusSignostxt456 - : 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 ]

78
paper corpusSignostxt456 - : Heo, M., Stoffa, R. & Kush, J. C. (2012). Factor analysis of the ESL/EFL strategy inventory for language learning: Generation 1 .5 Korean immigrant college students’ language learning strategies. Language, Culture and Curriculum, 25(3), 231-247 [en línea]. Disponible en: [312]http://dx.doi.org/10.1080/07908318.2012.706302 [ [313]Links ]

79
paper corpusSignostxt456 - : Risueño, J. J., Vázquez, M. L., Hidalgo, J. & De la Blanca, S. (2016). Language learning strategy use by Spanish EFL students: The effect of proficiency level, gender, and motivation . Revista de Investigación Educativa, 34(1), 133-149 [en línea]. Disponible en: [368]http://dx.doi.org/10.6018/rie.34.1.232981 [ [369]Links ]

80
paper corpusSignostxt478 - : Kazamia, V. (2016). Gender and age impact on language learning strategy use: A study of Greek EFL learners . En Z. Gavriilidou & K. Petrogiannis (Eds.), Language learning strategies in the Greek setting: Research outcomes of a large-scale project (pp. 76-100). Kavala: Saita Publications . [ [116]Links ]

81
paper corpusSignostxt364 - : It is also interesting to note that a similar strategy to counter any exaggerated promotional input is balanced by the inclusion of a legal disclaimer in the company’s Annual Report, which is once again viewed as a mixture of promotional and reporting discourses (Bhatia, 2008, 2010, for more details):

82
paper corpusSignostxt282 - : Didactic unit 5: The structural strategy is dealt with, the following objectives: to acknowledge the rhetoric organisation (superstructure ) of the tales or stories, to encode the information within the corresponding superstructure to the text object of study and to use the same organisational pattern as a general plan to retrieve the information.

83
paper corpusSignostxt406 - : This meta-strategy is a component of comprehension monitoring and involves a shift from assuming that one’s understanding of a local segment is right, to treating such understanding as an emergent mental representation whose validity is contingent upon further verification aided by either deeper reading of the same segment, or confirmation from other, adjacent or non-adjacent segments. An example of the use of this strategy comes from reading the intro to Larsen-Freeman (2000: 2 ), reproduced below.

84
paper corpusSignostxt77 - : "Some of their functions are selecting the best strategy, monitoring or keping track of the efficiency and effectiveness of ongoing memory processing, cheking to see whether the task has been completed, and updating current strategies to meet changes in task demands" (1982:12 ).

Evaluando al candidato strategy:

2) learning: 48
3) strategies: 39
5) reading: 23 (*)
6) learners: 19 (*)
10) teacher: 13
16) indirect: 11 (*)

strategy
Lengua: eng
Frec: 1442
Docs: 393
Nombre propio: 13 / 1442 = 0%
Coocurrencias con glosario: 3
Frec. en corpus ref. en eng: 121
Puntaje: 3.719 = (3 + (1+7.2667865406949) / (1+10.4948555844912)));
Rechazado: muy disperso; muy común;

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)

strategy

: 1. Pay attention to new information from classmates & how you can benefit: what strategy works or fails &
: 3. Decide on the sample(s) to be included and the strategy of sampling, with regard to the key aspects of sampling that include “representativeness, access, sample size and generalizability of the results” (^[57]Cohen et al., 2007, p. 477).
: 10. Tarone, E. (1981). Some thoughts on the notion of the communication strategy. TESOL Quarterly, 15(3), 285-295.
: 11. Dansereau, D. F. (1985). Learning strategy research. In Segal, J. & Chipman, S. (Eds.), Thinking and Learning Skills. London: Lawrence Erlbaum Associates.
: 11. Handsfield, L. J. & Jiménez, R. T. (2008). Revisiting cognitive strategy instruction in culturally and linguistically diverse classrooms: Cautions and possibilities. Language Arts, 85(6), 450-458.
: 11. Holmes, J. (1988). Paying Compliments: A Sex- Preferential Politeness Strategy. Journal of Pragmatics, 12, 445-465.
: 11. Nunan, D. (1996). Learner strategy training in the classroom: An action research study. TESOL Journal, 6(1), 35-41.
: 13. Caverly, D. C., Orlando, V. P, & Mullen, J.L. (2000). Textbook study reading.In R.F. Flippo and D. C. Caverly, Handbook of College Reading and Study Strategy Research (pp. 105-149). New Jersey: Lawrence Erlbaum Associates, Inc
: 17. Block Jr., E. ( 1992). Venture and response: The dialogical strategy of Newmans Loss and Gain. En E. Block Jr. (Comp.), Critical essays on John Henry Newman (pp. 23- 38). Victoria, BC: University of Victoria, English Literary Studies.
: 18. Lopera, S. (2012). Effects of strategy instruction in an EFL reading comprehension course: A case study. PROFILE, 14(1), 79-89.
: 18. Nelson, Katherine. 1973. Structure and strategy in learning to talk. Monographs of the Society for Research in Child Development Vol. 38, 1-2. Chicago, IL: University of Chicago Press.
: 19. Oliver, H., & Utermohlen, R. (1995). An innovative teaching strategy: using critical thinking to give students a guide to the future. (Eric Document Reproduction Services No. 389 702)
: 23. Jaime Sisò, M. (2009). Titles or headlines? Anticipating conclusions in biomedical research article titles as a persuasive journalistic strategy to attract busy readers. Miscelánea: A Journal of English and American Studies, 39, 29-54.
: 23. Nunan, D. (1996). Learner strategy training in the classroom: An action research study. TESOL Journal, 6(1), 35-41.
: 23. Vasconcellos, M. (comp.). (1988). Technology as translation strategy (vol. II, State American Translators Association Scholarly Monograph Series). Nueva York, Universidad del Estado de Nueva York.
: 27. Vogely, A. (1995). Perceived strategy use during performance on three authentic listening comprehension tasks. The Modern Language Journal, 79 (1), 41-56.
: 29. Lopera, S. (2012b). Effects of strategy instruction in an EFL reading comprehension course: A case study. PROFILE: Issues in Teachers Professional Development, 14(1), 79-90.
: 3. Connor, U., & Farmer, M. (1990). The teaching of topical structure analysis as a revision strategy for ESL writers. In B. Kroll (Ed.), Second language writing: Research insights for the classroom (pp. 126–139). New York, NY: Addison-Wesley.
: 32. Kaylani, C. (1996). The influence of gender and motivation on EFL learning strategy use in Jordan. In: R. Oxford, Editor, Language Learning Strategies Around the World: Cross-Cultural Perspectives, University of Hawaii, Honolulu (1996), pp. 75-88.
: 33. Luke, S. (2006). The power of strategy instruction. Evidence for education, 1(1), 1-12. Retrieved from [85]http://www.nichcy.org/Research/EvidenceForEducation/Documents/NICHCY_EE_Strategy.pdf
: 36. Macaro, E., & Erler, L. (2008). Raising the achievement of young-beginner readers of French through strategy instruction. Applied Linguistics, 29, 90-119.
: 37. Marxen, D.E. (1996). Why reading and underlining a passage is a less effective study strategy than simply rereading the passage. Reading Improvement, 33(2), 88-96.
: 40. Nunan, D. (1996). Learner strategy training in the classroom: An action research study. TESOL Journal, 6(1), 35-41.
: 5. Anolli, Luigi; Rita Ciceri yMaría Giaele Infantino. 2001. [En línea]. Beyond the dark glasses. Irony as a strategy of implicit communication. Disponible en [38]http://psicomunicazione.net/ironiaE.htm [Consulta: 24 de noviembre de 2007].
: 5. Givón, Talmy. 1979. From discourse to syntax: grammar as a processing strategy. En Talmy Givón (ed.), Syntax and semantics. Discourse and
: 50. Salataci, R., & Akyel, A. (2002). Possible effects of strategy instruction on L1 and L2 Reading. Reading in a Foreign Language, 14(1). Retrieved June 5, 2008, from [86]http://nflrc.hawaii.edu/rfl.
: 54. White, C. (1995). Autonomy and strategy use in distance foreign language learning: Research findings. System, 23(2), 207-221.
: 57. Thompson, I. & Rubin, J. (1996). Can strategy instruction improve listening comprehension? Foreign Language Annals, 29(3), 331-342.
: 7. Purpura, J. E. (1998). Learner Strategy Use and Performance on Language Tests: A Structural Equation Modeling Approach. Cambridge: Cambridge University Press.
: 8. Dansereau, D. (1985). Learning strategy research. In J., Segal & S., Chipman (Eds.), Thinking and learning skills. London, England: Lawrence Erlbaum Associates.
: 8. Graham, S. (2008). Strategy instruction and the teaching of writing: A meta-analysis. In C. MacArthur, S. Graham, & J. Fitzgerald, (Eds.), Handbook of writing research (pp.187–207). New York, NY: The Guilford Press.
: After all the recordings had been done, the dialogues were transcribed by the researcher himself. The encoding was done according to Murphy and Neu's (1996) complaint strategy categories for complaints:
: Ahmadi, M. (2012). Impacts of learning reading strategy on student's read- ing comprehension proficiency. The International Journal of Language and Applied Linguistics World, 1(1), 72-87.
: Ahmadi, M. R., Ismail, H. N., y Abdulla, M. K. (2013). The Importance of Metacognition Reading Strategy Awareness in Reading Comprehension. English Language Teaching, 6(10), 235-244. doi: 10.5539/elt.v6n10p235.
: Anderson, J. R. 2005. "L2 strategy research". En E. Hinkel (Eds.), Handbook of research in second language teaching and learning Mahwah, N. J.: Lawrence Erlbaum Associates, pp. 757-772.
: Anderson, N. (1991) "Individual Differences in Strategy Usein Second Language Reading and Testing". The Modern Language Journal, 75, (4), 460-472.
: Anderson, N. J. (2005). L2 Strategy Research. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 757-772). Mahwah, NJ: Lawrence Erlbaum Associates.
: As a discursive strategy of argumentation, the warning presents the recipients with a set of reasons and arguments that, oriented to their feelings and sensitivity, warn of the consequences and the implications that certain behaviors and actions can cause (^[47]Serrano & Villalobos, 2008).
: Asher, J. (1966). The learning strategy of the total physical response: A review. Modern Language Journal 50: 79-84.
: Barnett, M. A. (1988). Reading through context: How real and perceived strategy use affects L2 comprehension. Modern Language Journal, 72, 150-162.
: Ben-Zeev, S. (1977). The influence of Bilingualism on cognitive strategy and cognitive Development. Children Development, 48, 1009-1018.
: Blanco, M. & Guisado, J. J. (2012). Exploring the listening process to inform the development of strategy awareness-raising materials. The Language Learning Journal, 40(2), 1-14.
: Bull, S. (1997). Promoting effective learning strategy use in CALL. Computer Assisted Language Learning, 10(1), 3-39.
: Carell, P. L., Pharis, B., & Liberto, J. (1989). Metacognitive strategy training for ESL. TESOL Quarterly, 23(4), 647-678.
: Carreiras, M., Igoa, J. M. & Meseguer, E. (1997). On the use of minimal attachment strategy in spanish: An eyetracking study. En Poster presentado en la 10th annual CUNY sentence processing conference. Los Angeles, CA, USA.
: Carrell, P., Pharis, B., & Liberto, J. (1989). Metacognitive strategy training for ESL reading. TESOL Quarterly, 23, 647678.
: Chamot, A. (2004). Issues in language learning strategy research and teaching. Electronic Journal of Foreign Language Teaching, 1 (1), 14-26.
: Chamot, A. U. 1987. "Language learning strategy instruction: Current issues and research", en Annual Review of Applied Linguistics 25, pp. 98-111.
: Chamot, Anna Uhl. (2004). Issues in Language Learning Strategy Research and Teaching. Electronic Journal of Foreign Language Teaching, 1(1), 14-26.
: Chatterjee, A. (2007). It’s all about me: narcissistic chief executive officers and their effects on company strategy and performance. Administrative Science Quarterly, 52(3), 351-386.
: Citation / Para citar este artículo: Trujillo, C. L., Álvarez, C. P., Zamudio, M. N. & Morales, G. (2015). Facilitating vocabulary learning through metacognitive strategy training and learning journals. Colomb. Appl. Linguist. J. 17(2), pp. 246-259
: Cohen, A. D., Oxford, R. L., & Chi, J. C. (2002). Language Strategy Use Inventory. Retrieved from [65]http://carla.umn.edu/maxsa/documents/LanguageStrategyInventory_MAXSA_IG.pdf.
: Contreras-Soto, A., Véliz-Campos, M., & Véliz, L. (2019). Portfolios as a Strategy to Lower English Language Test Anxiety: The Case of Chile. International Journal of Instruction, 12(1), 181-198. [179]https://doi.org/10.29333/iji.2019.12112a
: Cook, L. K., & Mayer, R. E. (1983). Reading strategies training for meaningful learning from prose. In M. Pressley, & J. Levin (Eds.), Cognitive Strategy Research (pp. 14-27). New York, NY: Springer Verlag.
: Coskun, A. 2010. "Effect of metacognitive strategy training on the listening performance of beginner students", en Novitas-ROYAL: Research on youth and language 4, 1, pp. 35-50.
: Cotterall, S. (1995). Developing a course strategy for learner autonomy. ELT Journal, 49 (3), 219-227.
: Cutler, A., Mehler, J., Norris, D. & Segui, J. (1983). A language specific comprehension strategy. Nature, 304, 159-160.
: Dansereau, D., Long, G., McDonald, B., Actkinson, T., Ellis, A., Collins, K., Williams, S., & Evans, S. (1975). Effective learning strategy training program: Development and assessment. Air Force Human Resources Laboratory.
: Darby, M. (2007). Debate: A teaching-learning strategy for developing competence in communication and critical thinking. Journal of Dental Hygiene, 81(4), 1-12.
: DeWitt, K. C. (2010). Keyword mnemonic strategy: A study of SAT vocabulary in high school English (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No. 3421702).
: Devine, M., Houssemand, C., & Meyers, R. (2013). Instructional coaching for teachers: A strategy to implement new practices in the classrooms. Procedia Social and Behavioral Sciences, 93, 1126- 1130. [101]https://doi.ora/10.1016/j.sbspro.2013.10.001
: Dhieb-Henia, N. 2003. Evaluating the effectiveness of metacognitive strategy training for reading research articles in an ESP context. English for Specific Purposes. 22, 387-417.
: Dickson, W.P. (1983) "Training cognitive strategies for oral communication" en M. Pressley & J..R. Levin, Cognitive Strategy Research, New:York, Springer-Verlag.
: Diehb-Henia, N. (2003). Evaluating the effectiveness of metacognitive strategy training for reading research articles in an ESL context. English for Specific Purposes, 22, 387-417.
: Dogan, B. (2002). The Effects of Strategy Teaching on Reading Comprehension Motivation and Retention in Cooperative and Traditional Classes. Unpublished Doctorate thesis, Dokuz Eylul University. Institute of Educational Sciences, Izmir, Turkey.
: Errázuriz, M. C. (2016). The academic writing development in the initial teacher training: Tutoring in a writing centre as a strategy for the modelling of students. The International Journal of Literacies, 23(3), 27-43.
: Fahim, M., Bariesteh, H. y Vaseghi, R. (2012). Effects of critical thinking strategy training on male/female EFL learners' reading comprehension. English Language Teaching, 5(1), 140-145.
: Fan, Y. C. (2010). The effect of comprehension strategy instruction on EFL Learners' Reading Comprehension. Asian Social Science, 6(8), 19-29.
: Fauziah, H. (2003). Metacognitive strategy awareness and reading comprehension. The English Teacher, 32, 16-33.
: Feng, Y., & Ekiaka Nzai, V. (2013). Millennial pre-service teachers' perceptions of the Cyberlearning workstations as core instructional Strategy for teaching K-5 digital native students in South Texas. Southwest Teaching and Learning Journal (2), 1-18
: Forrest-Pressley, D. L. y Gillies, L. A. (1983) "Children's flexible use of strategies during reading" en M. Pressley y J. R. Levin (Eds.) Cognitive Strategy Research, New York: Springer-Verlag, 133-152.
: Fracchiolla, Béatrice. 2011. Politeness as strategy of attack in a gendered political debate - the Royal-Sarkosy debate. Journal of Pragmatics, 43: 2480-2488.
: Fraser, C. A. (1999). Lexical processing strategy use and vocabulary learning through reading. Studies in Second Language Acquisition, 21, 225-241.
: Gambrell, Linda. (s. f.). Comprehension strategy instruction that Works. [en línea] Disponible en: [99]http://shpliteracy.pbworks.com/w/file/fetch/69832840/comprehensionstrategies.pdf
: Gamson, W. (1989). The strategy of social protest. Sociological Forum, 4(3), 455-467.
: Gao, X. (2004). A critical review of questionnaire use in learner strategy research. Prospect, 19 (4), 3-14.
: Garrett, M., Schoener, L., y Hood, L. (1996). Debate: A teaching strategy to improve verbal communication and critical-thinking skills. Nurse Educator, 21(4), 37-40.
: Givón, Talmy. 1979. From discourse to syntax: Grammar as a processing strategy. In T. Givón (ed). Discourse and Syntax. New York: Academic Press, 81-112.
: Graham, S. & Macaro, E. (2008). Strategy instruction in listening for lower- intermediate learners of French. Language Learning, 58(4), 747-783.
: Griffiths, C. (2003a). Patterns of language learning strategy use. System, 31, 367-383 [en línea]. Disponible en: [304]http://dx.doi.org/10.1016/S0346-251X(03)00048-4
: Griswold, L. A. (2000). Debate as a teaching strategy. The American journal of occupational therapy: official publication of the American Occupational Therapy Association, 54(4), 427-428
: Gu, P. Y. (1996). Robin Hood in SLA: what has the learner strategy research taught us? Asian Journal of English Language Teaching, 6, 1-21.
: Gunning, P. & Oxford, R. (2014). Children’s learning strategy use and the effects of strategy instruction on success in learning ESL in Canada. System, 43, 82-100.
: Harris, V. (2003). Adapting classroom-based strategy instruction to a distance learning context. TESL-Electronic Journal, 7(2), 1-19.
: Heylings, D. J. A. & Tariq, V. N. (2001). Reflection and feedback on learning: A strategy for undergraduate research project work. Assessment & evaluation in Higher education, 26(2), 153-164.
: Holmes, J. (1988). Paying Compliments: A Sex-Preferential Politeness Strategy. Journal of Pragmatics, 12, 445-465.
: Hong-Nam, K. & Leavell, A. G. (2006). Language learning strategy use of ESL students in an intensive English learning context.System,34(3), 399-415 [en línea]. Disponible en: [314]http://dx.doi.org/10.1016/j.system.2006.02.002
: How to reference this article: Rodríguez Bonces, M. (2014). Organizing a professional learning community - A strategy to enhance professional development. Íkala, Revista de Lenguaje y Cultura, 19 (3), 307-319. doi: 10.17533//udea.ikala.v19n3a06
: How to reference this article: Soler Pardo, B., Villacañas de Castro, L. S., & Pich Ponce, E. (2013). Creating and implementing a didactic sequence as an educational strategy for foreign language teaching. Íkala, revista de lenguaje y cultura, 18(3), 31–43.
: Husain, K. (1995). Assessing the role of translation as a learning strategy in ESL. International Journal of Translation, 1(2): 59-84.
: Ikeda, M., & Takeuchi, O. (2003). Can strategy instruction help EFL learners to improve reading ability? An empirical study. JACET Bulletin, 37, 49-60.
: In this stage, some strategies to recall vocabulary for D/HH students were used. As can be seen in [76]Table 4, different activities were designed according to each strategy, which were identified before by ^[77]Hamilton (2011) as strengths for D/HH students.
: Iseman, J. & Naglieri, J. (2011). Acognitive Strategy Instruction to Improve Math Calculation for Children with ADHD and LD: A Randomized Controlled Study. Journal of learning disabilities, 44(2),184-195.
: Jain, S.C. (1989). Standardization of international marketing strategy: Some research hypotheses. Journal of Marketing, 53, 70-79.
: Jelić, A.-B. (2007). Lexical inferencing strategy use by Croatian foreign-language learners. In J. Horváth & M. Nikolov (Eds.), UPRT 2007: Empirical studies in English applied linguistics (pp. 245-254). Pécs: Lingua Franca Csoport.
: Kellerman, E. (1977) Toward a characterization of the strategy of transfer in second language learning. Interlanguage Studies Bulletin (2) 58-145.
: Kern, R. G. (1989). Second language reading strategy instruction: Its effect on comprehension and word inference ability. Modern Language Journal, 73(2), 135-149.
: Kern, R. G. (1997). L2 reading strategy training: A critical perspective. The AAAL Conference. Orlando, Florida.
: Kimura, M. (1999). Language learning strategies: recent research and applications. A paper presented at the Symposium on Strategy Research in the 12^th World Congress of Applied Linguistics, Tokyo, Japan.
: Kletzien, S. (1991). Strategy use good and poor comprehension reading expository text of differing levels. Reading Research Quarterly, 26, 67-84.
: Koda, K. (1987). Cognitive strategy transfer in second language reading. En J. Devine, P. Carrell & D. Eskey (Eds.), Research in reading in English as a second language (pp. 125-144).Washington, DC:TESOL.
: Kärkkäinen, E. (1992). Modality as a strategy in interaction: Epistemic modality in the language of native and non-native speakers of English. Pragmatics and Language Learning, 3, 197-216.
: 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
: Lai, Y.C. (2005). Language learning strategy use and language proficiency for EFL learners in Taiwan. (Doctoral dissertation). University of Southern California.
: Lan, R., & Oxford, R. (2003). Language learning strategy profiles of elementary school students in Taiwan. International Review of Applied Linguistics in Language Teaching, 41(4), 339-379. Doi: 10.1515/iral.2003.016.
: Lau, Kit-ling, and David Chan. (2003). Reading use of strategy and motivation among Chinese good and poor readers in Hong Kong. Journal of Research in Reading, 26, 177-90.
: Law, Yin-kum. (2009). The role of attribution beliefs, motivation and use of strategy in Chinese fifth-graders' reading comprehension. Educational Research, 51, 77-95.
: Lee, K. R. & Oxford, R. (2008). Understanding EFL Learners’ strategy use and strategy awareness. Asian EFL Journal, 10(1), 7-32.
: Liao, P. (2006). EFL learners' beliefs about and strategy use of translation in English learning. RELC, 37(2), 191-215.
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: Meyer-Clason in his German translation Hundert Jahre Einsamkeit and Butirina and Stolbov in their Russian translation Столетодиночества prefer to use a domesticating strategy, by translating the term Carnicero into German (Fleischer) and Russian (Мясник), respectively:
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: The population of this research was selected considering the convenience strategy stated by Cohen and Manion (1994), since the researcher works at the same place UPTC. Thus, she also has classes at the extension area, and easy access to the site.
: There is a curvilinear relationship between the language proficiency and learning strategy use (^[208]Hong-Nam & Leavell, 2006; ^[209]Phillips, 1991). It is observed that the frequency of learning strategy use did not necessarily increase in accordance with the proficiency level of the learner.
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: We agree with ^[59]Woldemariam and Lanza (2015) in the sense that, for people living in the diaspora, LL serves as a strategy not only to maintain their transnational identity but also to construct a unique identity in the recipient society.
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: interaction, and compensation strategy (Zhang & Elder, 2011). This shows that the NES teachers considered more criteria than the NNES teachers when assessing the students. Consider the following conclusion: