/LING
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Update: February 24, 2023 The new version of Termout.org is now online, so this web site is now obsolete and will soon be dismantled. |
Lista de candidatos sometidos a examen:
1) target language (*)
(*) Términos presentes en el nuestro glosario de lingüística
1) Candidate: target language
Is in goldstandard
1
paper CL_LiteraturayLingüísticatxt383 - : Cognitive strategies of Student 2, which include those strategies that are the conscious ways of dealing with the target language, are revealed in the interview when she mentions: watching movies without subtitles, reading blogs online, meeting with the native speaker language assistant, watching TV programs and cooking shows . These are strategies which are considered cognitive in that they are practicing the language naturalistically. This strategy shows that she is practicing the new language in naturalistic, realistic settings- watching a movie without subtitles and going to speak with the language assistant for example. When Student 2 talked about meeting with the native speaker language assistant at the university, this may be considered a social strategy because she is cooperating with others, specifically cooperating with proficient users of the language. At times, a strategy may 'overlap' because it can fit into more than one strategy type, as is the case here with meeting with a
2
paper CO_ColombianAppliedLinguisticsJournaltxt152 - : Nevertheless, there is no consensus on a single term to name borrowed words. For example, some authors makeadistinction between 'loanword' and 'foreign word,' the former used as a term for naturalized foreign items, i.e. those that areadapted to the phonologicaland morphological systemsof the target language, and the latterfor non-naturalized items, i.e.thosethat are adoptedin an unmodified form (Abraham, 1981; Cardona, 1991; Fuentes, Gerding, Pecchi, Kotz, & Cañete, 2009; García, 1989; Lázaro, 1983). In fact, loanwordsmay show different degrees of adaptation to the target language: from a zero-assimilation degree (non-adapted loanwords ),to almost full assimilation, for ifadaptation were complete, the item would no longer be a loanword (Márquez, 2006).
3
paper CO_ColombianAppliedLinguisticsJournaltxt183 - : circles to ask questions in Spanish and write down instructions in Spanish, even if their completed work was written in English later on (Field notes, October 23, 2013). It is important to note that the language students used to write the reflective prompts in this unit varied widely; some students chose to write in English, others chose Spanish, and others chose to write mainly in English but used Spanish to write phrases or finish sentences they did not know how to complete in English. Participants in the focus group indicated that the use of Spanish in the classroom served as a bridge to the English language, and that mixing both languages helped them achieve a level of communication that relying on the target language alone would not have afforded: "…si yo empiezo hablando español y luego hablo inglés y lo practico y lo mezclo, yo mismo voy a crear esto de como que …mira…me salió ." (if I start speaking Spanish and then I speak in English and I practice and mix it, I will create this
4
paper CO_ColombianAppliedLinguisticsJournaltxt69 - : Who our students are, where they come from, and hence their cultural traditions, cannot be taken lightly in ELT and, more specifically, in academic writing instruction. Cultural traditions encompass a wide array of themes, and exert their own influence in the learning process. Among other aspects, these cultural influences partly require what Myles, referring to Spanish-speaking writers, calls a cognitive exchange from learners' L1 to the target language: "Spanish-speaking writers must undergo the task of cognitively exchanging the style of the Spanish language for that of English" (2002, p . 8). Part of the challenge that this cognitive exchange demands stems from the fact that "Learners cannot simply shake off their own culture and step into another" (Byram & Morgan,1994, p. 3, in Hinkel, 1999, p. 7).
5
paper CO_ColombianAppliedLinguisticsJournaltxt44 - : The role of the materials, learners and teacher in one of the classes watched might show that the educator in charge of this class made use of the communicative model. To illustrate this, there are three features of this model captured in the teacher's class. First, the use of the target language all the time maximizing students' opportunity to be in contact with English: "If students get enough exposure to language and opportunities for its use and if they are motivated, then language learning will take care of itself" (Harmer, 1998 p .32). For this teacher, speaking English is one of her main strategies "for students to learn better the foreign language" (Interview teacher 5). Second, the teacher's class activities included tasks such as comparing sets of pictures and noting similarities and differences; discovering missing features in a map or pictures among others. Third, the role assumed by the teacher was the one of "organizer of resources and as a resource herself...as a guide within
6
paper CO_FormayFuncióntxt35 - : case of discrepancy between the Initiator's intention and the communicative purpose of the SLT. They need not coincide. If the Initiator openly intervenes in the SLT by changing its content (= textual semantic dimension) and initial communicative purpose (= textual pragmatic dimension), then the resulting text (TLT) is very likely not to be considered a 'translation' in traditional terms. In this respect, G. Toury's (1995) polysystemic tenet that a translation is a translation by the very fact of being recognized as such by the target community is somehow controversial to the extent that it overemphasizes the role played by this target language community in defining what is to be counted as a translation:
7
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:
8
paper CO_FormayFuncióntxt35 - : Students were presented with informative SL texts, and the corresponding parallel texts found on a website. Parallel texts were used as guidelines for establishing text typological features of the target language texts, analyzing coincidences and discrepancies in paratexts, metatexts, and intertexts, and determining peculiarities in the diverse textual dimensions: pragmatic, semantic, stylistic, and semiotic .
9
paper CO_Íkalatxt122 - : The second part of the vignette of the class reveals a more interactive manoeuvre. Laura decided to take advantage of the previous achievement to move towards a more communicative use of the foreign language. She took an extended turn to get the message across (turns 19 to 23 and 26 & 27), before again falling into an emphasis on knowing the language item ''¿cómo dicen 'yo'?'' (how do you say 'I'?) and ''¿cómo dicen yo soy?'' (how do you say 'I am' )(turns 28 & 29). Although the teacher created a good opportunity for Sebastian to use the target language ''¿cómo dices una frase para contestarme eso ?'' (how do you answer) (turn 21), she then narrowed this down and clearly signalled what he should say ''¿Cómo me dirías en inglés: 'estoy feliz''' (how would you say in English, ''I am happy''). Although two failed attempts followed to answer Laura's enquiry using the mother tongue ''yo estoy feliz'' (I am happy) (turns 24 & 25), she became aware of Sebastian's inability to respond appropriately,
10
paper CO_Íkalatxt324 - : Seven learners (46%) emphasized the need to learn to use metaphor in Spanish as they saw it as intrinsically connected to the culture of the target language and inseparable from any linguistic expression, as stated by P7:
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paper VE_BoletindeLinguisticatxt105 - : En resumen, la evidencia empírica que se obtendrá en la presente investigación debería ayudarnos a determinar si los errores morfológicos son el resultado de un problema sintáctico temporal o permanente, o si sólo 3. Traducción de: all the principle and parameter values as instantiated in the L1 grammar immediately carry over as the initial state of a new grammatical system on first exposure to input from the target language (Schwartz y Sprouse 1996:41 ). todos los principios y valores paramétricos tal como se ejemplifican en la gramática de L1 inmediatamente se conservan como el estado inicial de un nuevo sistema gramatical durante la primera exposición al input desde la lengua meta (Schwartz y Sprouse 1996: 41).3 se deben a las limitaciones de la actuación de quienes aprenden la L2. También nos permitirá entender mejor los problemas generales tales como la disponibilidad de la Gramática Universal en la adolescencia y el papel de la gramática de L1 en el aprendizaje de una segunda lengua
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paper VE_Núcleotxt80 - : Para Odlin (1989), la transferencia lingüística es the influence resulting from the similarities and differences between the target language and any other language that has been previously (and perhaps imperfectly) acquired^1 (Odlin, 1989: 27 ). Kellerman y Sharwood Smith (1986) proponen el término influencia interlingüística (Crosslinguistic Influence: CLI) como un término neutral que es apropiado para englobar todas las formas posibles en que una L1 o alguna L2 puede afectar la lengua meta. Linqvist (2006: 13) se refiere al término como el resultado de ...le contact entre toutes les langues disponibles chez le locuteur, qui laisse des traces dans linterlangue^2.
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paper corpusLogostxt107 - : The objective of this research is to establish a typology of errors linked to the use of articles in SSL, and to associate the greater or lesser recurrence of errors at different levels of target language: A2 and B2 . The contribution of this work is to help the more systematic and consistent treatment of articles among non-native speakers of Spanish. This investigation contemplated the analysis of 67 free Spanish-language essays in two language levels, from which a taxonomy of errors was created. Subsequently, a module for teaching the articles to each level group was carried out to see the effect that the instruction had on the handling of these elements, an effect that was measured in relation to a pretest and a posttest. The results show that after the teaching module increases the overuse and the wrong selection, over the concordance errors that appeared before the teaching module. The explanation for this may be the use of hyper generalization strategies and a greater feeling of trust
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paper corpusRLAtxt131 - : INVESTIGATING STEREOTYPES ABOUT THE TARGET LANGUAGE COUNTRY: A CASE OF GERMAN LANGUAGE LEARNERS^[23]*
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paper corpusRLAtxt229 - : Evidence of this phenomenon can be found in previous research in which CLIL students were most ahead of their non-CLIL peers in the most difficult tasks. Thus, ^[71]Prieto-Arranz et al. (2015:133), when evaluating acquisition of oral comprehension in the target language, concluded that "CLIL programs had a positive impact on cognitively demanding listening activities", and ^[72]Pérez-Cañado and Lancaster (2017:9 ) observed that "CLIL students achieved significantly higher scores on complex listening tests". Although both these studies focused on determining what impact CLIL had on listening and not on writing, and the language they evaluated was L2, and not L1, their findings can be applied to this study and may reveal a particular trend which shows CLIL students to be better at solving more cognitively demanding tasks. Another study, which explored learning strategies of CLIL and non-CLIL secondary school students, seemed to concur with this pattern, since differences in favour of CLIL
Evaluando al candidato target language:
4) teacher: 7
5) strategies: 6
6) clil: 6 (*)
7) write: 5
8) strategy: 5 (*)
9) texts: 5 (*)
10) translation: 5 (*)
11) learners: 4 (*)
14) errors: 4 (*)
15) ¿cómo: 4
16) teaching: 4 (*)
17) cognitive: 4 (*)
20) communicative: 4 (*)
target language
Lengua: eng
Frec: 617
Docs: 218
Nombre propio: / 617 = 0%
Coocurrencias con glosario: 9
Puntaje: 9.681 = (9 + (1+6) / (1+9.27146302790437)));
Rechazado: muy disperso;
Referencias bibliográficas encontradas sobre cada término
(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)| target language |
: They are not used to the language and I didn’t know that. I start (sic) speaking English the whole time because I saw that that day they were going to like: We know that. But they don’t. So, I have problems with the target language use in the classroom. (Interview, May 24, 2017) : 24. Levine, G. (2003). Student and instructor beliefs and attitudes about target language use, first language use, and anxiety: report of a questionnaire study. The Modern Language Journal, 87(3), 343-364. : Arikan, A. (2011). Prospective English Language Teachers’ Perceptions of the Target Language and Culture in Relation to their Socioeconomic Status. English Language Teaching, 4(3), 232-242. Doi: 10.5539/elt.v4n3p232. : Atkinson, D. (1993). Teaching in the target language: A problem in the current orthodoxy. Language Learning Journal, 8(1), 2-5. : Bateman, B. (2008). Student teachers’ attitudes and beliefs about using the target language in the classroom. Foreign Language Annals, 41(1), 11-28. : Bueno, K. A. (2009). Got film? Is it a readily accessible window to the target language and culture for your students? Foreign Language Annals, 42(2), 318-339. [102]https://doi.org/10.1111/j.1944-9720.2009.01023.x : Direct strategies "directly involve the target language [and] require mental processing of the language" (Oxford, 1990, p. 37) and they are divided into three main groups: memory, cognitive, and compensation strategies. : Franklin, C. E. M. (1990). Teaching in the target language. Language Learning Journal, 2, 20-24. : Félix-Brasdefer, J. César. 2004. Interlanguage refusals: Linguistic politeness and lenght of residence in the target language community, Language Learning, 54, 587-653. : However, according to Camilo, students struggled to express their opinions in the target language: "The problem is that, at that level, when it is too interesting, they [students] want to talk a lot and they don' t have the tools to speak in English" (Camilo, interview 3, May 31, 2013). : Littlewood, W., y Yu, B. (2011). First language and target language in the foreign language classroom. Language Teaching, 44(1), 64-77. [133]http://dx.doi.org/10.1017/S0261444809990310 : Macdonald, C. (1993). Using the target language. Cheltenham, England: Mary Glasgow. : Paribakht, T. (1984). The relationship between the use of communication strategies and aspects of target language proficiencies - a study of ESL students. Québec: Laval University. : Pre-service teachers’ responses confirm a well-researched tendency among FL teachers in that they are drawn by their interest in the target language and its cultural manifestations (^[82]Kalaja, Barcelos, Aro, & Ruohotie-Lyhty, 2015). : Varonis, E. M., y Gass, S. (1983). Target language input from non-native speakers. Paper presented at the 17th Annual TESOL Convention, Toronto, Canada. : Váradi, T. (1973). Strategies of target language communication: Message adjustment. Paper presented at the VI : school are usually scheduled as content-lessons (e.g. Biology, Music, Geography) while the target language also continues as a subject in its own right in the shape of foreign language lessons taught by language specialists’ (^[46]Dalton-Puffer, Nikula, & Smit, 2010, p. 3). |