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Lista de candidatos sometidos a examen:
1)
task (*)
(*) Términos presentes en el nuestro glosario de lingüística
Is in goldstandard
1
paper CL_LiteraturayLingüísticatxt455 - : The autobiographical text Permiso para vivir (Antimemorias) (1993), from the peruvian novelist Alfredo Bryce Echenique constitutes a questioning of the autobiographical writing as a mean to access a truth. From there it is necessary to transparency the theory that´s implicit on the title Anti-Memoirs. For that purpose intertextual references are taken from the work of André Maulraux and Oscar Wild. From this operation comes the concepts of «artistic lie» and «exaggeration». On a second moment, and in light of this theory, an intent of judgement is put on the practicity of the text itsel
f. Task that will reveal the paradoxs that underlie this Antimemoirs: the game of showing and hiding, the truth and the lie .
2
paper CL_LiteraturayLingüísticatxt189 -
: The fundamental aspects to be considered in order to help students improve their reading and learning, exploiting and maximizing their intellectual capacities in within the task of Comprehensive Reading are: establishing the difference between reading comprehension and comprehensive reading, making use of their previous knowledge, respecting their intellectual styles, systematizing the incorporation of reading strategies, and applying then continuously .
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paper CL_LiteraturayLingüísticatxt625 -
: Figure 2: Task involving concordancer plotting Source: Self-made .
4
paper CL_LiteraturayLingüísticatxt522 -
: Para poder recopilar los datos se confeccionó una actividad de escritura (writing task) en la que se les solicitó a los participantes la producción de discurso escrito de no menos de 250 palabras, respondiendo a lo siguiente: Please reffer to why you are studying in this program . Is it because you want to learn the language, you like the teaching profession, or both? What has been your experience thus far?
5
paper CL_LiteraturayLingüísticatxt271 -
: La etapa de las tareas de proceso (during task phase) puede ser dividida en dos tipos: las opciones de desarrollo y las opciones de proceso . Dentro de las opciones de desarrollo se pueden diferenciar tres consideraciones: la primera, si se requerirá que los estudiantes realicen la tarea bajo presión de tiempo o no; la segunda, si se permitirá el acceso de los alumnos a información de input mientras la llevan a cabo; y la tercera, si se le introducirá algún elemento sorpresa. Las opciones de proceso se refieren a la forma en la que el discurso que surge desde la tarea es representado. Éstas aluden a las decisiones on line tanto del profesor, acerca de cómo conducir el discurso para que refleje el conocimiento instrumental del alumno; como del estudiante, que manifiesta sus creencias acerca del aprendizaje de lenguas y acerca de una tarea en específico.
6
paper CL_LiteraturayLingüísticatxt271 -
: La etapa de post-tareas (post task phase) presenta una gran cantidad de opciones que podrían cumplir con una de las tres metas pedagógicas propuestas por Ellis (2003): proveer una oportunidad para repetir el desarrollo de la tarea, promover la reflexión de cómo se desarrolló y fomentar la atención en la forma, en especial de aquellas formas problemáticas que se presentaron en su realización .
7
paper CL_LiteraturayLingüísticatxt262 - : As can be seen, the positive concepts that speaking RP enjoys do not go hand in hand with reality: the actual population of RP speakers continues to dwindle and not more than 2% or 3% speak it in the British Isles, as reported by Crystal (1997), yet traditional views of accent seem to prevail. This might be the case because, as Jenkins (1998) points out, there is still scant research on English used in non-native context
s. A paradigmatic change in this respect is certainly no easy task and will only be possible when 'we have adequate descriptions of EIL varieties', (Jenkins, 2006: 61 ).
8
paper CL_LiteraturayLingüísticatxt318 - : In this study, only the independent rating scale is used by the raters. After signing the consent form, each of the three students is given four independent
tasks to complete. A blank consent form and an example of a completed consent form have been annexed. Two of the
tasks ask the student to express a personal choice and defend that choice regarding certain topics they are familiar with. The other two
tasks ask the student to agree or disagree with an idea, then express and defend that choice. For each
task, the students are given one minute to prepare and a maximum of two minutes to respond and are able to take notes during the preparation time. The students' responses are recorded onto a recording device and played for the raters at the time of evaluatio
n. The tasks for the students to complete have been annexed and are the following:
9
paper CO_ColombianAppliedLinguisticsJournaltxt235 -
: * Teddy bear, teddy bear, a task for you! (Other versions: good-bye to you, we all love you, have a seat, etc .)
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paper CO_ColombianAppliedLinguisticsJournaltxt129 - : It is a commonly-held belief that additional material in testing can be used in order to enhance students' in-test performance (Weir, 2005), but this may not be necessarily true as in this study, test 4 (i.e. visually enhanced) did not prove to be a facilitating factor to enhance word recognitio
n. It may be inferred that participants could have struggled with test 4 due to lack of experience in the task proposed, and the test' difficulty per se (See: Weir, 2005 ) hence resulting on a negative impact on performance. Support to this claim can be observed in the low results presented elsewhere in this document.
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paper CO_ColombianAppliedLinguisticsJournaltxt37 - : Proposals for instruction in pragmatics should seek to furnish students with linguistic tools that allow them to realize and comprehend linguistic action in a contextually appropriate wa
y. This task is evidently related to the teaching of the TL culture, not viewing it as a product, but as a process that shapes language and at the same time is shaped by language . This perspective of culture is shared by several authors, such as Byram & Morgan (1994), Cortazzi & Jin (1999), Fantini (1997), and Kramsch (1998), who highlight that language expresses, embodies, and symbolizes cultural reality. This idea certainly frames Kramsch's view of "culture seen as discourse," where language and culture are inherent to people's interaction, and consequently susceptible to contextual factors, such as relative power and social distance. These are negotiable and can change through the dynamics of conversational interaction, modifying the way things are said. It is necessary to clarify that total convergence
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paper CO_ColombianAppliedLinguisticsJournaltxt187 - : This paper reports the preliminary results of the first phase of an ongoing educational intervention conducted with students enrolled in an ELT education program at PUCV. As an EFL teacher with fossilized errors cannot be an effective language model for students, the study set out to explore the feasibility and effectiveness of a recording and self-transcription
task (Lynch, 2001, 2007; Mennim, 2003, 2012) as a route to noticing the gap and defossilization. Students (N=20) transcribed the oral texts they produced during the speaking section of the diagnostic test for English
5. The tasks were: (1 ) transcribing three minutes of their speaking time, (2) highlighting all the errors they identified in their own speech (3) coding them (e.g. grammatical, lexical, phonological) and (4) sending the annotated transcript to the instructor by email. Drawing on the theory of questionnaire design and processing (Dörnyei, 2003), a survey was designed and posted online (GoogleForm) and emailed to the
13
paper CO_ColombianAppliedLinguisticsJournaltxt187 -
: As the objective of this study was to explore the feasibility and effectiveness of the recording and self-transcription task, the specific objectives were:
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paper CO_ColombianAppliedLinguisticsJournaltxt187 - :
4. What are the perceptions of the learners regarding this task: Do they find it useful ? Is it perceived as time-consuming?
15
paper CO_ColombianAppliedLinguisticsJournaltxt187 - : One of the more significant findings to emerge from this study is that, in annotating their own transcripts, students only noticed 1 out of 4 errors in a transcript of three minutes' talk. This finding was unexpected and suggests that self-transcribing must be motivated as it places high cognitive demands on the learner. Despite the positive remarks made by the students, few of them invested much effort in writing and annotating the transcript as attested by the amount of time it took them to complete both
tasks (the mode was 15 minutes). These rather disappointing findings may be explained by reference to other studies which have been reviewed in this articl
e. While in my study, self-transcribing was conducted in a single intervention and as an exploratory activity at the start of the semester, participants in other studies have been assigned this type of task several times over a period of time (a whole semester, in some cases) and with a clear goal: to prepare for high-stakes spoken
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paper CO_ColombianAppliedLinguisticsJournaltxt217 - : Hampel, R. (2006
). Rethinking task design for the digital age: A framework for language teaching and learning in a synchronous online environment . ReCALL, 18(1), 105-121. doi:10.1017/S0958344006000711. [ [55]Links ]
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paper CO_ColombianAppliedLinguisticsJournaltxt162 -
: successfully completes the essential task of basic item analysis in a test development protocol for a homogenous population: it "determine[s] flaws in test items … evaluate[s] the effectiveness of distracters … and determine[s] item statistics for use in subsequent test development work" (Hambleton & Dirir, 2003, p . 189). Though CTT provides a variety of easy-to-use tools which can be applied for a basic description of how a specific sample of test takers performed on a specific test, more complex analytic approaches are required for many language assessment situations. IRT-based analyses are one family of such analytical tools.
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paper CO_ColombianAppliedLinguisticsJournaltxt4 -
: Being aware of writing difficulty or practice, and in order to guarantee effective task completion, I have consolidated a series of criteria which have been useful as a framework for report writing and journal editing for, as one teacher stated: "we need very precise steps to write the whole article" (Sonya ).
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paper CO_ColombianAppliedLinguisticsJournaltxt9 -
: * Task Completion: Accomplishment of the assigned task . A
task is completed when students:
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paper CO_ColombianAppliedLinguisticsJournaltxt9 - : The specification of standards and design of
tasks revealed important implications for valid and reliable assessments. For instance, in order to reduce unreliability, performance standards need to be clearly stated so that minimal interpretation on the part of the teachers is done and a shared understanding of these standards is developed. Moreover, following the steps to design an assessment
task will allow the teachers to elicit from students extended chunks of speech, thus making the assessment easier and more vali
d. "Requiring extended chunks of speech, with support from the inherent structure of a specific task, will give the student experience in being in charge of the speech situation and responsible for effective communication taking place" (Brown and Yule, 1983:118 ).
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paper CO_ColombianAppliedLinguisticsJournaltxt200 - : Since "
tasks are activities, where the target language is used by the learner for a communicative purpose in order to achieve an outcome" (Willis, 1996, p. 23), special emphasis was given to enhancing students' communicative skills and enhancing interaction in a playful learning context. According to Willis and Willis (2007, p
p. 12-14), an activity is considered to be task-based if it fulfils the following criteria: a ) it engages learners' interest, b) focuses primarily on meaning, c) includes a certain goal or outcome, d) assesses students in terms of an outcome, e) states
task completion as a priority, and f) relates to real-world activities.
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paper CO_ColombianAppliedLinguisticsJournaltxt240 - : [109]Figure 2 shows a discrimination
task in which students are supposed to circle the word they hear in the recording. Similarly, in the activity shown in [110]Figure 3, students should complete the sentence with the same word they hear in the recordin
g. Regarding types of comprehension, both tasks aim at the same level: literal comprehension . Even though there are different types of
tasks in the text, there does not seem to exist much progression that prompts students to go from decoding to interpreting, evaluating, and commenting on the information they are presented with. From a teaching perspective, this weakness limits the possibilities students have to interact actively with the aural texts, so it may prove detrimental to the students as language learners and on their performance in standardized tests, such as SIMCE.
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paper CO_ColombianAppliedLinguisticsJournaltxt188 -
: Since developing shared meanings on AR was essential for us, we put together as a final task a research project which we called Change, Reflection and Action: Transversal Axes in AR . It was intended to make our guiding principles explicit, connect them to current research paradigms, and characterize the main AR principles stated in the professional literature. In fact, our question was: How does the examination of participants' understandings of the AR guiding principles in Seminario de Asesoría de práctica docente investigativa en lenguas extranjeras[31]^5 allow us to construct shared meanings about the implementation of AR in the practicum cycle at the FLTP?
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paper CO_ColombianAppliedLinguisticsJournaltxt3 - : The knowledge and experience that students acquire through reflection in the language courses, the discussion of the teacher's work, the handling of data collection instruments in the Seminars, and the design and implementation of their own mini-research at the school they select, necessarily boosts their skills and confidence as researchers. They get to know and understand educational institutions better, not only people who are part of them but also their activities; they develop familiarity with the language classroom at the elementary and high school levels; they are better equipped to understand the topics that make up the Applied Linguistics Seminar and the practical matters dealt with in the Foreign Language Methodology course
s. With all this background, students will necessarily be prepared to carry out quality processes in their Teaching Practicum and in the final research task at the undergraduate level: their Trabajo de grado .
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paper CO_ColombianAppliedLinguisticsJournaltxt33 - : Breen and Littlejohn (2000) stated three forms of negotiation that could be related to the results of this study. Students engaged in personal negotiation as a psychological process in order to understand texts / sources of information to start constructing their hypertext
s. Once they knew what to do, they were involved in interactive negotiation which let them share, check, and clarify meaning about the writing task: i .e., in this case, their hypertext construction to conclude with the procedural negotiation which described their reaching agreement on decisions that contributed to improvement and socialize students' hypertext production as the main project carried out during the semester. The following figure represents the most representative
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paper CO_ColombianAppliedLinguisticsJournaltxt111 - : The conclusions show that (1) the rights and responsibilities during group work were given according to the way the learners mutually acknowledged their skills, (2) the participation structures were characterized by the use of words related to leadership and collaboration, and (3) the responsibilities were divided among the members of the group, mainly taking into account their time availability and skills. The school and social skills recognized by the peers were related to (a) checking each others' work in English, (b) building consensus among peers, and (c) guiding the development of the
task and helping assign responsibilitie
s. The positionings that correspond to each of these tasks were labeled as: Knowledgeable Learner in English, Consensus Builder, and Task Initiator .
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paper CO_ColombianAppliedLinguisticsJournaltxt233 -
: In her diary entry about the previous task on June 5, Vanessa asserted that she felt more comfortable because her classmates made her feel confident in taking risks and she also emphasized on the importance of mutual collaboration:
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paper CO_ColombianAppliedLinguisticsJournaltxt233 - : It is particularly interesting the way in which, from this more powerful position, Vanessa tried to convince S1 to perform some actions. At the beginning when she convinced S1 to continue the conversation, she said, “No, siga, siga”; then when asking S1 to expand on one of her answers, Vanessa said, “Diga algo: “no quise ir,” “no me gustó”; at the end of the conversation, Vanessa also corrected what S1 had said by repeating her question and emphasizing her mistake: “Usted dijo otra cosa muy diferente!” The words Vanessa used in these instances seem to show a commanding attitude towards S1; such attitude can also be perceived in her intonation when listening to the recording. Vanessa did not soften her remarks; she seemed to be bothered by S1’s responses and the way she interacted in the conversatio
n. This uneasiness is expressed by Vanessa in her journal when reflecting about this task:
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paper CO_ColombianAppliedLinguisticsJournaltxt280 -
: Oral performance task: One of the researchers, who has knowledge and experience in test design, developed an oral performance task at the A2 level (see Appendix 1 Form A and Form B ). The
task contained three parts, lasted 20 minutes and was taken individually. In Part 1, the students were asked factual and simple information: name, age, likes/ dislikes and daily routines. Part 2 required students to describe a picture and then tell a story using the elements in the picture. In Part 3, the students were asked to describe a past event (birthday, special day, concert and trip—Form A) or make a comparison of how some everyday aspects of life, as shown in a picture, were in the past and how they are in the present (Form B). To validate the
task, the researchers compared its content to the overall spoken descriptors of the CEFR for the A2 level: ‘Can give a simple description or presentation of people, living or working conditions, daily routines and likes/dislikes as a short series of simple
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paper CO_ColombianAppliedLinguisticsJournaltxt280 -
: Oral performance task: Initially, we estimated the reliabilities between the two raters by counting the number of ratings in agreement for each language aspect of the rubric and the total number of ratings . Thereafter, we divided the total by the number in agreement and converted it to percentages; this procedure rendered an interrater reliability of 70%, which is considered to be high (^[72]Ruiz Bolivar, 2002; Palella, & Martins, 2003 in Corral, 2008). Finally, we calculated the score means for T1, T2 and T3.
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paper CO_ColombianAppliedLinguisticsJournaltxt227 - : The procedure in each activity was as follows: First, the theme was introduced in the same way it is usually done in a normal class. Second, students were introduced to focused
tasks which targeted the use of the four grammatical structures. Third, instructions were given to students regarding the
tasks they had to perform. Useful words were reviewed but no new structures were taugh
t. This stage was for preparation prior to the task cycle, which consisted of three elements:
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paper CO_ColombianAppliedLinguisticsJournaltxt227 -
: (A) Task: This was done by students individually and in pairs . The researcher supervised the students, but did not intervene to correct errors.
33
paper CO_ColombianAppliedLinguisticsJournaltxt97 - : The third component refers to the teacher actively enhancing students' motivation through three different channels: a) modelling: teachers as leaders in classroom spaces can directly develop students' motivation through their attitude and effort during classroom instructio
n; b) task presentation: during presentation of different activities and tasks during classroom instruction, teachers' ability to attract students' attention, state the purpose of an activity and suggest strategies that can be used for successful completion of the tasks can influence students' motivation by incrementing their interest and the effort made in those activities ; c) feedback: the feedback approach a teacher employs during classroom activities may enhance or hinder students' motivation. This was clearly expressed by one student:
34
paper CO_ColombianAppliedLinguisticsJournaltxt194 - : The most frequently mentioned evaluation
tasks were tests and exams, with 80 occurrences; 93% (n=15) of the universities included at least one theoretical test in their methodology course
s. The second most frequently listed evaluation task, mentioned 38 times, was microteachings: 93% (n=15 ) of the universities asked students to teach sample lessons in front of the class. Portfolios were listed 20 times, in 63% (n=10) of the universities. All of the other evaluation
tasks were mentioned in the methodology courses in less than half of the universities, and with far fewer occurrences: readings, listed 15 times in 5 (31%) universities; lesson plans, listed 15 times in 8 (50%) universities; oral presentations, mentioned 14 times in 7 (44%) universities; research projects, listed 11 times in 4 (25%) universities; material design
tasks, mentioned 8 times in 4 (25%) universities; activity design
tasks, mentioned 5 times in 3 (19%) universities. [36]Table 3 presents the number of universities, out
35
paper CO_CuadernosdeLingüísticaHispánicatxt155 - : The better performance in the listening
task than the reading
task is clear for all three participant groups, but it is most prominent for the HSS group. Heritage performance differs from that of monolinguals in the reading
task but not in the listening
task. As mentioned above regarding monolinguals, the results of an artificial
task such as this one do not necessarily reflect how participants actually speak. Since heritage speakers generally have little practice with written language,
task effects are more likely to be even stronger for these speakers. Thus, we cannot conclude that HSS differ from monolinguals in their actual pronunciation of these words, especially in a naturalistic contex
t. ^[95]Otheguy (2016), in his critique of studies on this population, makes the point that HSS performance in metalinguistic tasks does not reflect their underlying grammar:
36
paper CO_CuadernosdeLingüísticaHispánicatxt66 -
: In regard to the dimension of task performance addressed by the supporting intervention, three types of support were identified: cognitive, strategic and feedback support . Cognitive support focuses on concept construction through characterization, definition, demonstration, argumentation or exposition of facts. Strategic support focuses on the how-to of the
task, that is, in the choice of adequate procedures in regard to
task purpose. Feedback support refers to learners' need of receiving ongoing assessments of their performance as they strive to complete the
task successfully.
37
paper CO_CuadernosdeLingüísticaHispánicatxt66 - : Learners often feel the need of their performance being assessed on an ongoing basis prior to submission of their final product. This represents a distinct form of support, here named feedback suppor
t. In [38]Excerpt 6, feedback support being exchanged during a joint writing task can be observed:
38
paper CO_CuadernosdeLingüísticaHispánicatxt66 -
: support, on the other hand, relies more on the teacher's criteria for task quality, as seen in [40]Excerpt 7:
39
paper CO_FormayFuncióntxt52 - : life in succeeding generations'. Translation transcends itself and "ultimately serves the purpose of expressing the central reciprocal relationship between languages" (ibid: 17). Benjamin considers that languages are related to each other "in what they want to express" (ibid). Thus, when an original is translated, in its afterlife, in its translation, there is some transformation, "the renewal of something living-the original undergoes a change" (ibid). An intention underlines each language, and the totality of intentions supplementing each other is what Benjamin calls 'pure language'. So, translation plays the role of supplementing different languages in search of their intentions, of attaining that pure languag
e. Thus, "the task of the translator consists in finding that intended effect upon the language into which he is translating which produces in it an echo of the original" (ibid: 20 ). And Benjamin advocates literalness in these terms:
40
paper CO_FormayFuncióntxt65 - : to found the concept of translation at the deepest level of linguistic theory, for it is much too far-reaching and powerful to be treated in any way as an afterthought" (1996, p. 72
). In "The Task of the Translator" it appears clear that, for Benjamin, a translation is both a work in its own right and the completion of the original work: "The history of the great works of art tells us about their antecedents, their realization in the age of the artist, their potentially eternal afterlife in succeeding generations" (p . 73). Translation is thus the afterlife of the literary work and the means through which it is inscribed in history.
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paper CO_FormayFuncióntxt229 - : Lynch, T., & Maclean, J. (2001). A Case of Exercising: Effects of Immediate
Task Repetition on Learners' Performance. En M. Bygate, P. Skehan, & M. Swain (ed
s.), Researching Pedagogic Tasks: Second Language Learning, Teaching and Testing (pp . 141-162). Harlow, UK: Pearson Longman. [ [122]Links ]
42
paper CO_FormayFuncióntxt30 - : This study explores the relationship between writing and the understanding of the referent in the context of an activity on synonyms. The participants were children of Latin-American origin, 5 and 6 years of age, and educated in Barcelon
a. The variables that were related to the task on synonyms included: (a ) comprehension of the linguistic entity noun and (b) the level of conceptualization of writing among children as well as the presence of writing labels during the performance of the
task. Pairs of dialect synonyms (Latin-American and Peninsular Spanish) were used for the activity. Results show a difference in the level of reasoning by children that stem from the comparison between oral and written language. This is an evidence of higher acceptance of synonymy in oral language than in written language.
43
paper CO_Lenguajetxt183 - : ^[48]Weinstein and Mayer (1986) base their taxonomy on three main types of strategies: rehearsal strategies, elaboration strategies and organizational strategie
s. Furthermore, they differentiate between basic or complex learning tasks and define the strategies by combining the three main categories with the nature or complexity of the task: basic or complex . Basic
tasks involve “rote or verbatim memorization or learning” and complex learning
tasks involve “higher-level conceptual or content learning” (^[49]Weinstein et al., 2000, p. 731). This produces a total of six learning strategy categories. Another two complementary groups are added to this typology: comprehension monitoring strategies and affective & motivational strategies. These two groups support the completion of a learning
task and complement the first six groups (^[50]Weinstein & Hume, 1998; ^[51]Weinstein et al., 2000).
44
paper CO_Lenguajetxt144 - : Mohammad, S., Kiritchenko, S., Sobhani, P., Zhu, X., & Cherry, C. (2016
). SemEval-2016 task 6: Detecting stance in tweets . In S. Bethard, M. Carpuat, D. Cer, D. Jurgens, P. Nakov, & T. Zesch (Eds.), Proceedings of the 10th International Workshop on Semantic Evaluation (semEval-2016) (pp. 31-41). Stroudsburg: Association for Computational Linguistics. [ [144]Links ]
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paper CO_Íkalatxt305 -
: Subtitling as an active learning task is a very attractive activity for different types of learners: people keen on cinema, original version videos, translation, subtitles, ict [information and communication technologies] and other multimedia materials . This avt [audiovisual translation] mode used as a didactic resource obviously enhances
task-based learning, situating the class within an authentic, active, familiar and motivating context. Furthermore, it fosters both autonomous and collaborative learning, since it can be performed individually or in small groups. (^[106]Talaván y Ávila-Cabrera, 2015, pp. 150-151)
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paper CO_Íkalatxt305 - : Talaván, N. (2010
). Subtitling as a task and subtitles as support: Pedagogical applications . En J. Díaz Cintas, A. Matamala, y J. Neves (Eds.), New insights into audiovisual translation and media accessibility (pp. 285-299). Ámsterdam: Rodopi. [284]https://doi.org/10.1163/9789042031814_021 [ [285]Links ]
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paper CO_Íkalatxt134 -
: Rúbrica UNIVERSIDAD DE ANTIOQUIA ESCUELA DE IDIOMAS CENTRO DE EXTENSIÓN PROGRAMA DE INGLES PARA JOVENES LEVEL 1 Written task: Profile Evaluación sumativa ( ____ % )
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paper CO_Íkalatxt134 -
: TASK: A profile is a short description of a person . It may include personal information such as his or her origin, age, personality, hobbies, etc. Write your profile following the instructions below. You can decide if you will send it in a letter or by email. Do your best to cause a good impression to your new friend. You have 30 minutes to do this activity.
49
paper CO_Íkalatxt134 -
: To complete this task successfully you need to:
50
paper CO_Íkalatxt69 - : Over the last 2 decades, most research on L1, L2, and foreign language (FL) reading has focused on the strategies readers employ in processing written inpu
t. According to Cohen, reading strategies are ''those mental processes that readers consciously choose to use in accomplishing reading tasks'' (1990: 83 ). Hudson (2007) regarded these strategies as a series of actions that a reader utilizes in order to construct meaning in the reading process. Hence, the analysis of using reading strategies indicates how readers conceive a
task, what they do to gather meaning from texts, and what they do when comprehension breaks down (Block, 1986, 1992; Macaro, 2001; Macaro & Erler, 2008; Zhang, 2001). Furthermore, Mokhtari and Reichard believe that ''increasing students' awareness of their comprehension processes while reading is an important first step toward their becoming constructively responsive, strategic and thoughtful readers'' (2002: 256).
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paper CO_Íkalatxt93 - : Cohen (1990) defines reading strategies as ''those mental processes that readers consciously choose to use in accomplishing reading
tasks'' (p. 83
). Reading strategies help learners conceive a task, identify what textual cues they have to pay attention to, make sense of what they read, and decide what to do when they have troubles understanding the text (Block, 1986 ). These reading strategies range from the simple ones (e.g., scanning, guessing word meaning, previewing) to the complex ones (e.g., summarizing, inference, tone).
52
paper CO_Íkalatxt161 - : TBLLT, also known as
Task-Based Teaching (TBT, Willis & Willis, 2004) and
Task-Based Instruction (TBI) (Skehan, 2001, 2003, 2006), focuses on the use of authentic language and on bringing students to realize purposeful, meaningful
tasks using the target language and negotiating meaning (Chen, 2008).
Tasks constitute the focus of TBLLT. Understanding and conveying messages are the first objectives, meaning is primary and integrated in
tasks which relate to learners' personal (future) experiences and have an outcome. It is an FLTL actualization of the "learning by doing" axio
m. Nunan (1989) defined a task as: "A piece of classroom work which involves learners in comprehending, manipulating, producing, or interacting in the target language while their attention is principally focused on meaning rather than form" (p . 10). For Samuda and Bygate (2008), a
task is a holistic activity which engages language use in order to achieve some non-linguistic outcome while meeting a linguistic challenge,
53
paper CO_Íkalatxt78 -
: COMMUNICATIVE TASK AND COMPETENCE: REFLECTIONS ON A FOCUS GROUP
54
paper CO_Íkalatxt210 - : An additional procedure implemented by the students while they were producing a text in English was writing lexical items. For this dimension the learners expressed that they specifically focused their attention on writing words during text production. They also indicated that they were very concerned about language accuracy when producing, especially in terms of vocabulary spelling. An example of this was reported by one of the participants: "I include vocabulary words when I write my paragraph. I'm very careful to spell them correctly" (Participant 07 11:11
). Another interviewee made reference to a resource used to implement this task: "I write words in the text during the task . If I don't know one of them, I use the dictionary" (Participant 06 07:07).
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paper MX_ElAnuariodeLetrastxt44 -
: En cuanto a la forma de obtención de los enunciados que fueron analizados, hay que decir que a cada uno de los catorce informantes se les aplicó una prueba sobre tareas de completamiento discursivo (Discourse Completion Task), una herramienta que ha sido utilizada para conseguir datos con un carácter semiespontáneo, y que, además, permite disponer de una variedad de valores enunciativos^[112]^4 que en muchas ocasiones no es posible lograr a través de otro tipo de instrumentos, como la lectura y la repetición de textos en voz alta . Este método de inducción para la emisión de enunciados no es nuevo en los trabajos sobre prosodia enunciativa, pues ya se han usado en diversas ocasiones por otros investigadores ^[113](Prieto y Roseano, 2010; ^[114]Frota y Prieto, 2015; entre otros).
56
paper VE_Letrastxt80 - : perspective, their arguments, the underlying ideology in the text and the contrast with the readers opinions. From the pedagogical point of view, the experience is framed within the critical theories of education, since reading is conceived of as an element that can liberate the human being, and its teaching-learning as a permanent search for alternative experiences that encourage a didactics of reading as a social practic
e. Among the refl ections derived from classroom activities it must be stated that the work of helping the student learn the mechanisms for critical reading is not an easy task considering situations related to the students previous knowledge: training in press or any other kind of texts, handling of contextual information and, mainly, the scarce development of their critical reading competence .
57
paper corpusLogostxt104 - : To sum up. My goal was to articulate a body-ownership view of mental and bodily self-ascription and partially defend it from some prominent objection
s. I divided this task into three sections: first, I articulated (BOV )’s core claims, namely, (1) and (2); secondly, I discussed Strawson’s famous objection according to which (BOV) is incoherent for endorsing (2); and thirdly, I focused on the charge that (BOV) allows for counter-intuitive metaphysical possibilities, such as unowned and transferable experiences. Both objections are different, but their replies complement each other. The driving force of this piece is to vindicate an account of self-ascriptions which, in spite of nicely fitting with currently popular metaphysical accounts of persons, has been dismissed rather too swiftly. I suspect that (BOV) is germane to physicalist accounts of personal identity, such as animalism. Since the latter accounts have several theoretical advantages, it seems to be high times to revisit the
58
paper corpusLogostxt2 -
: The Influence of Images in a Recount Task: Design of an Illustrated Storybook for Children Based on the Visual Grammar
59
paper corpusLogostxt157 - : Spanish is characterized by a contrastive lexical stress system and its primary stress can be found on any of the last three syllables of the words. Bengali words, unlike Spanish, generally have a fixed stress on the first syllable. Given the differences between these two languages, Spanish free lexical stress appears to be a novel speech feature that the Bengali speaking Spanish learners would need to incorporate in their phonological repertory. This study aims to explore how Bengali speakers identify perceptually Spanish contrastive lexical stres
s. A stressed syllable identification task was performed by a total of 20 subjects: one half of them were L1 Bengali speakers living under Spanish immersion context, and another half were L1 Spanish speakers . The main findings were that L1 Bengali listeners’ stressed syllable identification rate was above the chance level, but below 75% precision criteria, and it was also significantly lower than L1 Spanish subjects. In conclusion, L1 Bengali
60
paper corpusRLAtxt173 - : Hino, Yasushi; Lupker, Stephen J. y Pexman, Penny M. (2002
). Ambiguity and Synonymy Effects in Lexical Decision, Naming, and Semantic Categorization Task: Interactions Between Ortography, Phonology, and Semantics, Journal of Experimental Psychology: Learning, Memory and Cognition, 28 .4, 686-713. [ [91]Links ]
61
paper corpusRLAtxt191 - : Both primary and secondary students had 30 minutes to watch the respective videos twice and perform the 6
tasks. Every task was related to the acquisition of one of the following subskills: global comprehension, understanding of the situ ation of communication, identification of details, understanding paralinguistic elements, vocabulary and identification of space-time relations . For the test ad dressed to 4PE, the response format in all
tasks was multiple choice with four alternatives: one correct option and three distractors. The maximum score of ev ery
task was 1 point. In the test for 2SE, the subskills "global comprehension", "understanding of the situation of communication", "identification of details" and "understanding of paralinguistic elements" were assessed by means of multiple choice questions with four alternatives awarded 1 point each. For the evaluation of the subskills "vocabulary" and "identification of space-time relations", the re sponse format was short answer questions,
62
paper corpusRLAtxt161 - : Participants performed a two forced-choice decision making
task (2FCT
). The task was defined within a repeated measures designed that comprised 2 (Verbal Instruction: Periphrastic vs . Lexical) x 3 (Animation: IC, INC, DC) conditions. A total of 12 three-minute fMRI runs were performed. During each run, the order of Verbal Instructions was randomized. Following each verbal instruction, subjects were shown the three causal animations (IC, INC, DC) in a randomized order. Thus, participants observed all animations under one verbal instruction before observing all animations under the second verbal instruction. Each run consisted of 6 blocks. Each individual block lasted 27 seconds (Figure 1) and consisted of two phases (verbal instruction and visual event) with the following sequence: (a) general instructions (2 sec), (b) periphrastic or lexical instruction (7 sec), (c) one of three animation sequences (2 sec) repeated 6 times with a 500 ms blank period between each repetition (15 sec), and (d)
63
paper corpusRLAtxt91 - : Information processing theory has been used as a framework to study both L2 acquisition and speaking in a systematic way for over two decades now (Fort-kamp, 2008). A basic tenet of this approach is that human beings process information under the constraints of a limited capacity cognitive system -working memory- which functions as a computational arena, fueled by limited cognitive resources (attention) that support both the execution of various symbolic computations and the maintenance of intermediate products generated by these computations (Just & Carpenter, 1992; Miyake & Friedman, 1998
). In this framework, working memory is treated as the theoretical construct that refers to the system or mechanism underlying the maintenance of task-relevant information during the performance of a cognitive task (Miyake & Shah, 1999: 1 ) and its capacity is believed to be limited.
64
paper corpusRLAtxt91 - : of the participants in this study) recognize a match or a mismatch in the values of these parameters between the L1 and the L2. When L1 and L2 values differ, L2 acquisition is disrupted as learners must assign new values to cohere with the L2 grammar. When values match, L2 is facilitated. In the case of the present study parameter resetting was required in order for the target structure to be acquire
d. This task of assigning new values seems to have been affected by individual differences in working memory capacity: those learners with a greater ability to process and maintain information simultaneously were also more able to realize the computation involved in the processing of the target structure .
65
paper corpusRLAtxt180 - : PERSONAL INFORMATION: MOTHER TONGUE: …………………..OTHER LANGUAGES: PLACE OF BIRTH: …………………….CURRENT PLACE OF RESIDENCE: AGE: ……………………………….
.GENDER: OCCUPATION: TASK 1: Please, classify in the table the following list of standard roles and re lational identities according to its associated communicative setting . Please add any interesting comment about your own experience when you adopt (or have adopted) these roles or when other people communicate with you adopting these roles / identities.
66
paper corpusRLAtxt180 -
: TASK 2: Please, complete each setting in the table with other roles/identities that you think are also associated, or tend to be associated, with them in current com munication .
67
paper corpusRLAtxt229 - : The scenario contained the stimulus "that forms the basis for generating writing content" Cushing (2009: 62) and was made up of both visual support -the painting "Guernica" by Picasso- and a short text describing the
task. The students were told to imagine they were one of the characters in the picture and to write in the first person what happened on the day Guernica was bombed: their memories of that day, some events, what they did, thought and fel
t. In this way, students were provided with an engaging topic to write about and given some suggestions and ideas, in order to help them show their creativity, since "writers must be engaged enough in the task to find something to say" (Cushing, 2009: 91 ). Before writing the story (
task 2) students had to write an outline that contained the main parts or events they planned to include (
task 1). Both
tasks were used to assess the following six subskills: 1) planning strategies, 2) use of text typologies (description, narration, dialogic
68
paper corpusSignostxt482 - : [2]vo
l.51 número98 [3]Teaching English oral presentations as a situated task in an EFL classroom: A quasi-experimental study of the effect of video-assisted self-reflection [4]Estrategias didácticas para desarrollar el discurso narrativo en preescolares con Trastorno Específico del Lenguaje (TEL ) [5] índice de autores [6]índice de materia [7]búsqueda de artículos [8]Home Page [9]lista alfabética de revistas
69
paper corpusSignostxt592 - : Spellin
g. This task, by ^[125]Signorini and Borzone (2003), consists of writing six lists of words: 1 ) high frequency short and long words with consonant-vowel syllables (eight items); 2) high frequency short and long words with complex phonological structure, e.g., consonant-vowel-consonant (eight items); 3) low frequency short and long words (eight items); 4) low frequency short and long complex words (eight items); 5) orthographic complex words (eight items) and 6) pseudowords (ten items). A phonological criterion was used to score this
task: one point was assigned to each word in which all the phonemes were represented. The
task has an internal consistency reliability of 0.99 on the word lists and of 0.92 on the pseudoword list.
70
paper corpusSignostxt592 - : Phoneme segmentation (^[130]Manrique & Gramigna, 1985). Children were asked to break words into their individual sounds by positioning a marker for each sound. For example, “How many sounds in ̒más̕ (3: /m/ /a/ /s/)
. The task is composed of 42 words presented randomly from each of three conditions: 14 single phoneme words, 14 two-phoneme words, and 14 three-phoneme words . The maximum score was 42. The median internal consistency reliability is equal to 0.84.
71
paper corpusSignostxt360 - : Dictogloss as a reconstruction
task was used in both individual and collaborative output groups, with little variation in the way it was implemented (individual vs. collaborative reconstruction
). The effectiveness of reconstruction tasks such as dictogloss has been investigated in studies by Swain and her colleagues (collaborative output task: Kowal & Swain, 1994 ; collaborative dialog: Swain, 2000; Swain & Lapkin, 1998, 2001). To discern the effects of different treatments and to make sure any changes in the results of the study can be attributed to the treatments, the treatment materials were all balanced in terms of content and length except for the type of instruction learners underwent (input versus output-based instruction).
72
paper corpusSignostxt360 - : Although the posttest mean score of the participants in the collaborative output group was lower that that of the enhanced input group, the collaborative output groups higher gain score compared with that of the individual output group can be explained from a sociocultural point of view, which confirms the importance of collaborative output
tasks for the promotion of L2 learning. Regarding the improvement of the learners in the collaborative output group, the results of the present study indicate that dictogloss, when done collaboratively, could lead L2 learners to improve their knowledge on English subjunctive mood. The justification for this main effect is the existence of different consciousness-raising techniques in a dictogloss tas
k. The results are in favor of Swain and Lapkins (2001) collaborative dialog in which speakers were engaged in two meaning negotiation tasks: dictogloss and jigsaw . Findings from the present study also substantiate Watanabe and Swains (2007) claim that
73
paper corpusSignostxt536 - : * Anagram solution
task_ Anagrams were in fact a random scramble of the letters in each word, therefore the participants needed to generate a word out of the letters by using all the letters and not using any of the letters given more than onc
e. Taking the previous example, anagram solution task generated out of the word ‘sweater’ looked like: tersewa . The anagram solution
task consisted of thirty items, a random mixture of fifteen ‘primed’ and fifteen ‘non-primed’ words.
74
paper corpusSignostxt469 -
: The few studies in the area of CSs which have analysed the task factor have primarily argued for its relationship with the type and quantity of CSs employed by the learners, which seems to be affected by the focus of the task: demands, time given for its realisation, and the learners’ familiarity with the activity, amongst others (^[66]Poulisse & Schils, 1989 ; ^[67]Rabab’ah & Seedhouse, 2004; ^[68]Rabab’ah & Bulut, 2007; ^[69]Numata, 2009; ^[70]Khan & Victori, 2011; ^[71]Ghout-Khenoune, 2012). Depending on the
task requirements, cognitive, linguistic, and communicative complexity, learners will need to rely on a higher or lower number of strategies, and the use of certain CSs over others. In an early study by Poulisse and Schils (1989) -which focused on Dutch learners of English when trying to solve lexical problems- the
task effects were observed to be more dominant than the learners’ proficiency on their use and particularly choice of CSs. The learners, grouped according to their
75
paper corpusSignostxt469 -
: proficiency levels, carried out three tasks: a picture description, a story retelling task performed individually, and a 20-minute interview with a NS . Findings showed that the learners selected certain CSs which were less or more informative depending on the
task requirements, which were based on the demands, contextual information, time constraints and interlocutor. In an attempt to determine the effects of more naturalistic
tasks, ^[72]Rabab’ah and Bulut (2007) conducted interviews between a learner and a NS, and a role-play activity between learners. The focus was on the achievement CSs used by Arabic L2 learners. Findings showed a higher use of CSs in the interview and a tendency for paraphrasing and restructuring. This result was also interpreted as due to the
task requirements which seemed to have demanded a wider range and more complex vocabulary use. The role-play, on the other hand, seemed to be less demanding because the learners restricted their communication turns to what was
76
paper corpusSignostxt469 -
: Jigsaw task Nº1:
77
paper corpusSignostxt469 -
: Jigsaw task N°2:
78
paper corpusSignostxt545 -
: The decreased performance of Alzheimer’s Disease (AD) patients in semantic tasks is related to the progressive loss of the semantic attributes underlying category representation . The present study examined the extent to which semantic
tasks focused on the ‘living beings’ category are affected as a function of the type of semantic relation between the nodes and the degree of cognitive impairment associated to AD. One hundred and eight volunteer participants from the Autonomous City of Buenos Aires, Argentina (Age M = 71 years old, SD = 6, Education M = 10 years old, SD = 5) completed a true-false sentence verification
task. The
task evaluated three types of semantic relation: taxonomic, part-whole and evaluative. The sample was divided into four groups, based on their cognitive performance: controls (n = 27), mild cognitive impairment or MCI (n = 50), mild AD (n = 36) and moderate AD (n = 14). The results showed decreased performance in false statements and greater impairment of the
79
paper corpusSignostxt336 - : What evidence have we obtained concerning lexical functions? We presented a sufficient number of collocations annotated with lexical functions to the computer that learned characteristic features of each function. It was demonstrated that the computer was able to assign lexical functions to unseen collocations with a significant average accuracy of 0.759. Is it satisfactor
y? We can compare our result with computer performance on another task of natural language processing: word sense disambiguation, i .e., identifying the intended meanings of words in context. Today, automated disambiguating systems reach the accuracy of about 0.700 and this is considered a substantial achievement. As an example of such works see (Zhong & Tou Ng, 2010). Therefore, our result is weighty enough to be a trustworthy evidence for the linguistic statement under discussion.
80
paper corpusSignostxt337 -
: By manipulating the spatiotemporal contiguities of direct causal events, Fugelsang, Roser, Corballis, Gazzaniga and Dunbar (2005) devised a task to contrast brain activity during three conditions: direct events (i .e., Michottean launching), spatial discontiguity, and temporal discontiguity. The spatial discontiguity included a spatial gap between the two colliding objects while keeping the temporal succession between the objects. The temporal discontiguity consisted in a delay in the movement onset of the second object while maintaining spatial contiguity. Using fMRI, Fugelsang et al. (2005) observed lateralized right posterior regions involved in detecting the spatiotemporal contiguities of direct causal events (e.g., during the Michottean launching). Specifically, the right inferior parietal lobule (RIPL) was hypothesized to be involved in processing the temporal properties of the causal event, whereas the right middle temporal gyrus (RMTG) was hypothesized to process the spatial
81
paper corpusSignostxt546 - : Raboutet, C., Sauzéon, H., Corsini, M. M., Rodrigues, J., Langevin, S. & N’Kaoua, B. (2010
). Performance on a semantic verbal fluency task across time: Dissociation between clustering, switching and categorical exploitation processes . Journal of Clinical and Experimental Neuropsychology, 32, 268-280. [ [168]Links ]
82
paper corpusSignostxt546 - : Vita, M. G., Marra, C., Spinelli, P., Caprara, A., Scaricamazza, E., Castelli, D., Canulli, S., Gainotti, G. & Quaranta, D. (2014
). Typicality of words produced on a semantic fluency task in amnesic mild cognitive impairment: Linguistic analysis and risk of conversion to dementia . Journal of Alzheimer’s Disease, 42(4), 1171-1178. [ [189]Links ]
83
paper corpusSignostxt295 - : Learning a second or foreign language involves a considerable amount of time and dedication, and the learners expect, as a payoff from their efforts, to develop the ability to communicate effectively with other speakers or writers of the new language. To do so, learners need a grammatical description of the language that goes beyond listing forms and structures and includes a description of the available linguistic resources and of how they are used in social interaction
s. Systemic functional linguistics is particularly adequate for such a task since it conceives:
84
paper corpusSignostxt480 - : [2]vo
l.51 número98 [3]Similitud verbal: Análisis comparativo entre lingüística teórica y datos extraídos de corpus [4]Teaching English oral presentations as a situated task in an EFL classroom: A quasi-experimental study of the effect of video-assisted self-reflection [5] índice de autores [6]índice de materia [7]búsqueda de artículos [8]Home Page [9]lista alfabética de revistas
85
paper corpusSignostxt481 -
: Teaching English oral presentations as a situated task in an EFL classroom: A quasi-experimental study of the effect of video-assisted self-reflection
86
paper corpusSignostxt281 - : Toole, J. & Heift, T. (2002
). Task generator: A portable system for generating learning tasks for intelligent language tutoring systems . En P. Barger & S. Rebelsky (Eds.), Proceedings of ED-MEDIA 02, World Conference of on Education Multimedia, Hypermedia & Telecomunicatios, Charlottesville, VA: AACE. [ [70]Links ]
87
paper corpusSignostxt406 - : Van den Broek et al. (2002) use the term ‘standards of coherence’ to designate a kind of metacognitive knowledge/activity involved in reading comprehension. ‘Standards of coherence’ refers to a readers’ idea of what good comprehension is (a kind of declarative knowledge) and what it necessitates (a kind of procedural and perhaps also conditional knowledge) for a specific reading tas
k. For example, a reader holding a low standard of coherence for a specific reading task may think that good comprehension involves understanding a few keywords in a document’s title .
88
paper corpusSignostxt334 - : 3.
1. The Picture Selection Task: Comprehension of estar
89
paper corpusSignostxt334 -
: The predictions for this task are: a ) children will perform better in the experimental sentences with estar, b) children will make more errors in Condition 3 since copula choice is determined by context alone, and c) children will perform better in Condition 2 since copula choice is determined by syntactic factors.
90
paper corpusSignostxt464 - : Robinson, P. (2011). Second language
task complexity, the cognition hypothesis, language learning and performance. En P. Robinson (E
d.), Second language task complexity: Researching the cognition hypothesis of language learning and performance (pp . 203-236). Amsterdam: John Benjamins . [ [148]Links ]
91
paper corpusSignostxt518 - : Fu, C. H. Y., Suckling, J., Williams, S. C. R., Andrew, C. M., Vythelingum, G. N. & McGuire, P. K. (2005
). Effects of psychotic state and task demand on prefrontal function in schizophrenia: An fMRI study of overt verbal fluency . The American Journal of Psychiatry, 162(3), 485-94 [en línea]. Disponible en: [132]https://doi.org/10.1176/appi.ajp.162.3.485 [ [133]Links ]
92
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 ).
93
paper corpusSignostxt77 -
: "the hability to use self-regulatory mechanisms to ensure the successful completion of the task, such as checking the outcome of any attempt to solve the problem, planing one´s next move, evaluating the effectiveness of any attempted action, testing, and revising one´s strategies for learning, and remediating any difficulties encountered by using compensatoring stretegies" ([152]Baker y Brown, 1984: 22 ).
94
paper corpusSignostxt530 - : 4.
1. The social service-learning task: serving as an interpreter in the community
95
paper corpusSignostxt530 - : 6.
3. RQ3: Approaching the task: the implications of artifacts and tools
96
paper corpusSignostxt530 -
: There was a series of tools and resources that ultimately shaped the way in which the HLL approached the completion of the task: serving as an interpreter for monolinguals of Spanish interested in becoming licensed in childcare . One of the most significant tools available to the participant before and while engaging in the communitarian interpretation process was a series of PowerPoint slides that were prepared by the local County Health Department. This visual support was meant to function as an organizational guide to deliver the essential information on licensing in childcare affairs. However, while getting acquainted with this information and its set up, the participant concluded that the informational base was too extensive and contained unnecessarily complex language. These observations prompted the HLL to suggest that the presenter shorten the presentation and lower its register, so that the audience would find it less intimidating and more appealing. The presenter agreed to
97
paper corpusSignostxt530 - : * 1
2. Please explain in your words what the task consisted of:
Evaluando al candidato task:
3) learners: 28 (*)
4) reading: 24 (*)
8) learning: 20
10) strategies: 18
17) participants: 12
18) lexical: 12 (*)
19) instruction: 11
task
Lengua: eng
Frec: 1442
Docs: 444
Nombre propio: 10 / 1442 = 0%
Coocurrencias con glosario: 3
Frec. en corpus ref. en eng: 114
Puntaje: 3.694 = (3 + (1+6.97727992349992) / (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.)
task |
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: 15. Hidi, S. y Anderson, V. (1986). Producing written summaries: Task demands, cognitive operations, and implications for instruction. Review of Educational Research, 56(4), 473-493.
: 15. Jefferson, Gail. 1990. List-construction as a task and interactional resource. En George Psathas (ed.), Interaction competence, 63-92. Washington, DC: University Press of America.
: 17. Hidi, S. y Anderson, V. (1986). Producing written summaries: task demands, cognitive operations and implications for instruction. Review of Educational Research. 56 (4): 473-493.
: 18. Kumaravadivelu, B., (1993). The name of the task and the task of naming: Methodological aspects of task-based pedagogy. In Crookes, G. and Gass Susan, M. (Eds), Tasks in a Pedagogical Context. Clevedon: Multilingual Matters.
: 38. Van Der Schee, J. and Rijborz, D. (2003). Coaching Students in Research Skills: a difficult task for teachers. European Journal of Teacher Education, 26, (2), 299-237.
: 70. Pino-Silva, J. (2007). The video-based short comment writing task. Foreign Language Annals, 40(2), 320-329.
: Abad, M.J., Noguera, C. y Ortells, J.J. (2003). Influence of prime-target relationship on semantic priming effects from words in a lexical-decision task.Acta Psychologica, 113, 283-295.
: Almor, A. & Sloman, S. A. (2000). Reasoning versus text processing in the Wason selection task -a non-deontic perspective on perspective effects. Memory & Cognition, 28, 1060-1069.
: Amigo, E., Artiles, J., Gonzalo, J., Spina, D. & Liu, B. (2010). WePS-3 Evaluation Campaign: Overview of the Online Reputation Management Task. In 2nd Web People Search Evaluation Workshop (WePS 2010). Padova, Italy: CLEF 2010 Conference.
: Appel, C., & Gilabert, R. (2002). Motivation and task performance in a task-based web-based tandem project. ReCALL, 14(1), 16-31. doi: 10.1017/S0958344002000319.
: BENJAMIN, W. (1992). The Task of the Translator. Harry Zohn (trad.). En R. Schulte & J. Biguenet (eds.), Theories of Translation (pp. 71-82). Chicago: University of Chicago.
: Basturkmen, H., & von Randow, J. (2014). Guiding the reader (or not) to re-create coherence: Observations on postgraduate student writing in an academic argumentative writing task.Journal of English for Academic Purposes,16, 14-22.
: Benjamin, W. (2000). The Task of the Translator. In L. Venuti (Ed.), The translation studies reader (pp.15-25). London: Routledge.
: Bialystok, E., Craik, F. I., Gray, C., Chau, W., Ishii, R., Gunji, A. & Pantev, C. (2005). Effect of bilingualism on cognitive control in the Simon task: evidence from MEG. Neuroimage, 24, 40-49.
: Bialystok, E., Craik, F. I., Klein, R. & Viswanathan, M. (2004). Bilingualism, aging, and cognitive control: evidence from the Simon task. Psychology and Aging, 19, 290-303.
: Bianchi, F. (2015). Subtitling science: An efficient task to learn content and language. Lingue e Linguaggi, 15, 20-25.
: Brindley, G. & Slatyer, H. (2002). Exploring task difficulty in ESL listening assessment. Language Testing, 19(4), 369-394.
: Brooks, J. (2008). Minimalist Tutoring: Making Students Do All the Work. In M. Goeller & K. Kalteissen (Eds.), The Task: A Guide for Tutors in the Rutgers Writing Centers (pp. 40-43). New Jersey, U.S.A.: Rutgers University Writing Program.
: Buchholz, S. & Marsi, E. (2006). CoNLL-X shared task on multilingual dependency parsing. En L. Màrquez & D. Klein (Eds.), Proceedings of the 10th Conference on Computational Natural Language Learning (CoNLL-X) (pp. 149-164). ACL: Nueva York.
: Cadierno, T., & Robinson, P. (2009). Language typology, task complexity and the development of L2 lexicalization patterns for describing motion events. Annual Review of Cognitive Linguistics, 7(1), 245-276.
: Carey, L. J., Flower, L., Hayes, J. R., Schriver, K. A., y Hass, C. (1989). Differences in Writers’ Initial Task Representations. National Center for the Study of Writing Recuperado de [187]https://archive.nwp.org/cs/public/print/nwpr/621.
: Carlet, A. (2017). L2 perception and production of English consonants and vowels by Catalan speakers: the effects of attention and training task in a cross-training study (tesis de doctorado). Universidad Autónoma de Barcelona, España.
: Centeno-Cortés, Beatriz y Jiménez, A. (2004). Problem solving task in a foreign language: The importance of the L1 in private speech thinking. International Journal of Applied Linguistics, 1, 7-35.
: Chamot and O'Malley (1990) mention the following strategies applied to a reading task with new words underlined:
: Chang, S. H., Wu, R. Y., y Weir, C. J. (2014). Examining the context and cognitive validity of the GEPT Advanced Writing Task 1: A comparison with real-life academic writing tasks. LTTC-CRELLA Collaboration Project RG-03. Taiwan.
: Chen, P. (2008). Task based Language Teaching in Classrooms: A Study of Chinese EFL Teachers Practice. CELEA Journal, 31(6), 102-112.
: Chipman, S., Schraagen, J. & Shalin, V. (2000). Introduction to cognitive task analysis. En J. Schraagen, S. Chipman & V. Shute (Eds.), Cognitive Task Analysis (pp. 3-23). Mahwah, NJ: Lawrence Erlbaum.
: Citation/ Para citar este Artículo: Rojas, L. R. & Rueda Varon, J. (2019). Teaching english through task and project-based learning to Embera Chamí students. Colomb. Appl. Linguist. J., 21(1), pp. 80-92.
: Coltheart, M. (1978). Lexical access in simple reading task. En G. Underwood (Ed.), Strategies in information processing (pp. 151-216). Nueva York: Academic Press.
: Conway, A., Kane, M., Bunting, M., Hambrick, D. Z., Wilhelm, O. & Engle, R. (2005). Theoretical and review articles. Working memory span task: A methodological review and user’s guide. Psychonomic Bulletin & Review, 15(5), 769-786.
: Coughlan, P., & Duff, P. (1994). Same task, different activities: Analysis of SLA from an activity theory perspective. In J. Lantolf & G. Appel (Eds.), Vygotskian approaches to second language research (pp. 173- 194). Norwood, NJ: Ablex.
: Crandall, B., Klein, G. & Hoffman, R. (2006). Working minds. A practitioner's guide to cognitive task analysis. Londres: MIT.
: Duff, P. (1986). Another look at interlanguage talk: Taking task to task. In R. R. Day (Ed.), Talking to Learn: Conversation in Second Language Acquisition (pp. 147-181). Rowley MA: Newbury House.
: Edwards, C. (2005). Teachers exploring research. In C. Edwards & J. Willis. (Eds.), Teachers exploring task in English language teaching (pp.2 56-279). Basingstoke: Palgrave McMillan.
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: Multiple-Choice Discourse Completion Task (MCDCT)^[43]4
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: Syllable and phoneme deletion task (^[132]Jiménez & Ortiz, 1995). The child was asked to omit a target sound or syllable saying aloud the rest of the word. It has an internal consistency reliability of 0.91.
: Table 2 Main CS categories by type of task (frequency per 1000 words).
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: Type of task Language Production CSs CSs/1000 words
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