temout/ling

/LING

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) vocabulary (*)
(*) Términos presentes en el nuestro glosario de lingüística

1
paper CL_LiteraturayLingüísticatxt189 - : "The language ability of most children at age 6 is already developed. They have attained sophisticated control over their syntax, they possess a vocabulary of about 5000 words, and they have a phonological system that can adequately communicate their needs (Singer 1981 in Carrel, 1990:58 ). This cannot be assumed for students learning to read English. The issue, states Grabe, is not the relation of the reader to the text but the processing relations among various component skills in reading.

2
paper CL_LiteraturayLingüísticatxt539 - : From Sell’s point of view, the key point for participatory pedagogy is to teach a language using different types of genuine tools, which of course needs to suit the “learner’s own age-group¨. For example, attention needs to be paid to child language such as slang words. Also, an evident characteristic is that learners try to speak the foreign language using the appropriate accent. Tis is crucial to them because, they are able to communicate in the foreign language (Sell, 2002). For Krashen and Terrell the natural approach involves the learning of vocabulary, gram-mar structures, and types of language spontaneously (Krashen & Terrell, The Natural Approach: language acquisition in the classroom, 1983 ). Tis has very much to do with the input learners receive in this case from the different kinds of authentic resources.

3
paper CL_LiteraturayLingüísticatxt364 - : Baumann, J. F., Kame'Enui, E. J., & Ash, G. E. (2003). Research on vocabulary instruction: Voltaire redux . In J. Flood, D. Lapp, J. R. Squire, & J. M. Jensen (Eds.), Handbook of Research on Teaching the English Language Arts, Second Edition (pp. 752-785). Mahwah, NJ: Lawrence Erlbaum. [ [45]Links ]

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paper CO_ColombianAppliedLinguisticsJournaltxt129 - : The Role of Situational Context and Linguistic Context when Testing EFL Vocabulary Knowledgde in a Language Teacher Education Program: A Preliminary Approach^*

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

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paper CO_ColombianAppliedLinguisticsJournaltxt129 - : Gyllstadt, H. (in press). Testing L2 Vocabulary: Current Test Formats in English as a L2 Used at Swedish Universities . Retrieved from: [49]http://lup.lub.lu.se/ luur/download?func=downloadFile&recordOId=529558&fileOId=624536 [ [50]Links ]

7
paper CO_ColombianAppliedLinguisticsJournaltxt217 - : The fact that many learners fear being listened to while speaking a foreign language was also observed by Hilleson (1996) in his xxxxxxxxx I want to talk with them, but I don't want them to hear. Similarly, Liu and Jackson (2008) found that "most of the students were willing to participate in interpersonal conversations, but many of them did not like to risk using/speaking English in class" (p. 71). Findings of the present study align with these results, indicating that learners indeed do want to speak, but apart from their discomfort when being listened to, they also sensed that their lack of vocabulary inhibited them from speaking (more) in class, making them feel unable to express their thoughts and opinions:

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paper CO_ColombianAppliedLinguisticsJournaltxt4 - : In the [29]table above we can see that one of their main obstacles found was in the area of language proficiency. Teachers showed they had difficulties in vocabulary ("to look for the most appropriate words to express ideas": Luz Marina ); to organise understandable discourse ("to write in such a way that all the ideas were clearly and completely presented": Claudia) or to create a grammatically correct text ("I had some trouble constructing sentences. In general, grammar difficulties": Sonia). Despite those difficulties, the editing process was seen as an opportunity to revise language patterns, to learn new ones or to revitalize fluency that seemed to have vanished as a result of lack of practice.

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paper CO_ColombianAppliedLinguisticsJournaltxt4 - : As already mentioned, on the subject of language development, teachers valued the contribution writing had on English proficiency, particularly in the areas of writing and vocabulary: "I learnt new vocabulary and checked words I was no longer using" (Luz Marina ); "I improved my English and learned different tools to use in the classroom" (Margarita Rojas).

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paper CO_ColombianAppliedLinguisticsJournaltxt9 - : * Vocabulary: extent to which the student uses vocabulary accurately, reflecting sufficient variety and appropriateness for the level and appropriateness to the context and interlocutor . Students should be able to incorporate vocabulary from previous levels. Features to keep in mind: rich vs. sparse, word choice, specific terminology, target-like phrasing.

11
paper CO_ColombianAppliedLinguisticsJournaltxt295 - : Finally, as for the students’ perspectives on the use of visual aids in learning EFL vocabulary (objective 3), as it can be seen in [112]Table 6, these addressed two main categories: feelings and learning .

12
paper CO_ColombianAppliedLinguisticsJournaltxt222 - : The present article reports on an action research study that explores the implications of applying three vocabulary strategies: word cards, association with pictures, and association with a topic through fables in the acquisition of new vocabulary in a group of EFL low-level proficiency teenagers in a public school in Espinal, Tolima, Colombia . The participants had never used vocabulary strategies to learn and recall words. Two types of questionnaires, a researcher's journal, and vocabulary tests were the instruments used to gather data. The results showed that these strategies were effective to expand the range of words progressively and improve the ability to recall them. The study also found that these strategies involve cognitive and affective factors that affect students' perception about the learning of vocabulary. The implementation highlighted the need to train teachers and learners in strategies intended to teach and learn vocabulary and to subsequently include them in the English

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paper CO_ColombianAppliedLinguisticsJournaltxt222 - : Vocabulary strategies have been defined as "actions that learners take to help themselves understand and remember vocabulary" (Cameron, 2001, p . 92). More recently, Catalan (2003) defined vocabulary learning strategies as:

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paper CO_ColombianAppliedLinguisticsJournaltxt222 - : Kojic-Saba and Lightbown (1999) found in their study that in an EFL environment, learners may need to create opportunities by themselves to find and practice new English words, and "to put extra effort into the learning process, to take it outside the classroom, and to build on it by independent learning" (p. 16). The data showed that learners were willing to prepare their material at home and to work with their peers in class when they found a purpose for the use of the vocabulary strategies, as evidenced in the following comment: "I felt motivated to study vocabulary with this strategy ." (Student 12, Question No. 5. First questionnaire. Word cards.). Also, the teacher took note of this situation in the researcher's journal: "Students checked the words in pairs in the classroom and this motivated them to apply the strategy at home. All students wanted to outperform their partners in the number of words they had learned." (Word cards.) "I realized that the learners kept their word cards and

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paper CO_ColombianAppliedLinguisticsJournaltxt222 - : Each vocabulary strategy helped learners develop different learning skills. Word cards allowed students to rely on their first language to support their vocabulary learning, as said by Student 6: "I used to forget the meaning of the words, but now, thanks to the cards, I can remember their meaning perfectly ."

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paper CO_ColombianAppliedLinguisticsJournaltxt222 - : Kusumarasdyati. (n.d.). Vocabulary strategies in Reading: Verbal reports of good comprehenders . Retrieved from [56]http://www.aare.edu.au/06pap/kus06083.pdf [ [57]Links ]

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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_ColombianAppliedLinguisticsJournaltxt74 - : Ángela, making an analysis on the way she felt at the beginning due to the problems that arose from her poor vocabulary and grammar usage, gives the following opinion:

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paper CO_ColombianAppliedLinguisticsJournaltxt74 - : L: "At the beginning of the process I didn't use the vocabulary appropriately and I didn't have clear some complex ideas or expressions. At this point I can use my vocabulary in a better way and I know the meaning of new words" (Luisa: Log, 02/12/06 )

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paper CO_ColombianAppliedLinguisticsJournaltxt74 - : Being a good writer in both the mother tongue and the foreign language requires skillful handling of the many elements pertinent to the type of composition to be done. Each type of composition (essay, article, story, review, etcetera), needs appropriate vocabulary, connectors, and the correct use of punctuation marks as well as the development of a set of parameters related to each type of composition (for example: introductory paragraph, body and conclusion ). However, all these elements need to be structured in such a way that they can be readable and understandable by the potential readers. This is to say that a writer may have a good corpus of ideas and a vast lexicon, but if he or she does not have the ability to convey his or her ideas into a well-structured piece of writing, the resulting piece will not be successful. To do this, it is absolutely necessary to have the linguistic knowledge which rules the way words, sentences and paragraphs are structured so that the ideas can be

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paper CO_ColombianAppliedLinguisticsJournaltxt74 - : Such types of language are all vital during the learning stages, however linguistic knowledge is crucial as it deals with the knowledge of the written code: orthography, spelling, punctuation and formating conventions; the knowledge of phonology and morphology: sound/letter correspondences, syllables and morpheme structure; vocabulary: interpersonal words and phrases, academic and pedagogical words and phrases, formal and technical words and phrases, topic-specific words and phrases and non-literal and metaphorical language ; and syntactic/ structural knowledge: basic syntactic patterns, preferred formal writing structures, and figures of expression, metaphors and similes (as cited in Weigle, 2002).

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paper CO_ColombianAppliedLinguisticsJournaltxt269 - : Focus on vocabulary: This subtitle indicates activities in which students should work to grasp understanding and use of key vocabulary and functional language from the textbook .

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paper CO_ColombianAppliedLinguisticsJournaltxt230 - : 1. Vocabulary: the selection of words or phrases should be based on the “frequency” criterion, i .e., the most common words.

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paper CO_CuadernosdeLingüísticaHispánicatxt19 - : The teacher guided the students in order to collect only relevant information about the fruits. In doing so, the students designed power point presentations with illustrations and key words to recall the information when socializing the work. This information contained a brief description of the fruits, their origin and their nutritional facts. Then, y summarized the written information in cards. The students that prepared the fruit salad designed flash cards with target vocabulary as: to wash, to clean, to peel, to chop, to mix, in order to make clear vocabulary and the process of preparing this food .

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paper CO_CuadernosdeLingüísticaHispánicatxt151 - : * c). Linguistic informant: Participating instructors assigned the role of linguistic informant to the HLs in their beginner classes. From the questionnaire, instructors somewhat agreed with assigning the role of linguistic informant for vocabulary (item 5: "I ask HLs to share with the class the vocabulary they use in their home Spanish variety .": M= 2.90; SD= .81), but disagreed on using HLs as informants about grammar (item 6: "I ask HLs to share with the class the grammatical forms they use in their home Spanish variety": M= 1.91; SD= 0.51).

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paper CO_CuadernosdeLingüísticaHispánicatxt18 - : The previous excerpts taken from the virtual platform evidenced how J.S. used vocabulary related to Electrical Engineering which was difficult for me to understand because I was not familiarized with those short forms such as: DSPs and FP .As. Since they are a community of Electrical Engineering students, they understood what they were talking about and were able to agree by adding more information, as F.Z. did. There was a coding system in terms of vocabulary, concepts and practices in this community that enabled them to interact among themselves. However, when a person from a different discipline tried to decipher that code, that person needed further explanation (as in my case).

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paper CO_FormayFuncióntxt11 - : CARTER, R., (1989b) [1987]. Vocabulary: applied linguistic perspectives . Londres: Allen and Unwin. [ [40]Links ]

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paper CO_Lenguajetxt152 - : Vocabulary: · Lexical items related to the text’s content are used · Word usage is appropriate for the writing task

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paper CO_Lenguajetxt149 - : Hassan, Z., y Abubakr, S. (2015). English Vocabulary Learning Strategies by EFL Learners at University of Sulaimani: A Case Study . International Journal on Studies in English Language and Literature (IJSELL), 3(3), 23-29. Recuperado de [109]https://docplayer.net/47653809-English-vocabulary-learning-strategies-by-efl-learners-at-university-of-sulaimani-a-case-study.html. [ [110]Links ]

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paper CO_Lenguajetxt97 - : Classroom interaction and vocabulary teaching: A literature review

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paper CO_Lenguajetxt97 - : This article reviews previous research that describes and analyzes conversational exchanges between teachers and students that promote the learning of vocabulary at different levels of schooling: kindergarten, elementary and secondary school . Also, this article explores studies dealing with the relationship between vocabulary and literacy and the impact of certain pedagogical strategies in word learning in kindergarten and elementary school.

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paper CO_Lenguajetxt97 - : Baumann, J. F., Edwards, E. C., Boland, E. M., Olejnik, S., & Kame'enui, E. J. (2003). Vocabulary tricks: Effects of instruction in morphology and context on fifth-grade students' ability to derive and infer word meanings . American Educational Research Journal, 40(2), 447-494. [DOI: 10.3102/00028312040002447] [ [34]Links ].

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paper CO_Lenguajetxt97 - : Biemiller, A. (2005). Size and sequence in vocabulary development: Implications for choosing words for primary grade vocabulary instruction . En, A. Hiebert, & M. Kamil (Eds.). Teaching and Learning Vocabulary: Bringing Research to Practice (pp. 223-242). Mahwah, USA: Erlbaum. [ [40]Links ]

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paper CO_Lenguajetxt97 - : Dickinson, D. K., Cote, L., & Smith, M. W. (1993). Learning vocabulary in preschool: Social and discourse contexts affecting vocabulary growth . En, C. Daiute (Ed.) The Development of Literacy through Social Interaction. New Directions for Child and Adolescent Development (No. 61, pp. 67-78). San Francisco, USA: Jossey-Bass. [ [59]Links ]

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paper CO_Lenguajetxt97 - : Nash, H., & Snowling, M. (2006). Teaching new words to children with poor existing vocabulary knowledge: a controlled evaluation of the definition and context methods . International Journal of Language and Communication Disorders, 41(3), 335-354. [DOI: 10.1080/13682820600602295] [ [95]Links ].

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paper CO_Íkalatxt131 - : Once the initial productions were reviewed by the researchers, the latter decided to strengthen the learning of new vocabulary, verbs, nouns and adjectives that would relateaccording to their expectationsto the topic of the final production through the workshops. Longer and richer texts should accordingly result at the end of the sequence, for the texts initially written by the students definitely proved to be very brief, too simple and rather redundant. It was to tackle this insufficiency that researchers probed around the hypothesis that once students were able to assimilate more vocabulary and include more information in their expository–descriptive texts, they would also meet the challenge of building sentences whose structure did not limit itself to the basic Subject–Verb– Predicate pattern but included other punctuation signs or even connectors, at least the simple ones: and, but . Very few initial productions did this, hence the researchers' desire to place emphasis on this aspect.

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paper CO_Íkalatxt131 - : The first workshop was designed to reinforce the use of some structuresalready known by the studentsrelated to physical and psychological descriptions. While revising the different ways to describe a person physically, the pupils also learnt new vocabulary that they could use alongside with terms they already knew. The adjectives introduced in this activity by way of flashcards were: rude, sweet, polite, messy, clumsy, grumpy, clever, intelligent, hard-working, bold. The vocabulary already known by the pupils, but that needed to be revised, consisted mainly of the following words: old, young, clean, dirty, short, tall, big, small, rich, poor, thin, fat, pretty, beautiful, weak, strong . After this first activity, the teacher introduced the structure to have and centred the dialogue on the physical description of the pictures. She asked questions such as ''Has she or he got blue eyes/a big nose/a round face/long or short hair?'' Again, the pupils had to answer orally as these activities

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paper CO_Íkalatxt291 - : International Standardization Organization (ISO). (2000). Terminology work, Vocabulary, Part 1: Theory and application (ISO Standard N .° 1087-1). [ [55]Links ]

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paper CO_Íkalatxt249 - : Observation of the participants in class revealed that they had frequent difficulties recalling and retaining new words in English, even when encouraged to recycle them. The results of a pre-questionnaire ([31]Appendix A) suggested five causes behind their difficulties with vocabulary learning: (1 ) little or no direct vocabulary acquisition instruction; (2) few opportunities to use the L2 in content areas; (3) an absence of meaningful contexts, other than the classroom, devoted to learning and practicing English; (4) lack of awareness of the importance of learning English for personal and professional development purposes; and (5) limited awareness of effective vocabulary learning strategies. Drawing on recent research (^[32]Chamot & O’Malley, 1996; ^[33]Griffiths, 2003; ^[34]Moir & Nation, 2008; ^[35]Nation, 1990, ^[36]2011; ^[37]Trujillo, Álvarez, Zamudio, & Bohórquez, 2015), we determined that some of these difficulties could be addressed by guiding students through strategy development

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paper CO_Íkalatxt249 - : Vocabulary learning strategies themselves have a variety of taxonomies. ^[51]Schmitt (1997) identifies four groups: social, memory, cognitive, and metacognitive. In contrast, ^[52]Cook and Mayer (1983) classify all vocabulary learning strategies as either determination or consolidation strategies. Learners use determination strategies to discover a word’s meaning based on background knowledge, contextual clues, or reference materials by figuring it out and/or asking someone else; they use consolidation strategies to remember the meanings of a word through social, memory, and metacognitive processes. Alternatively, ^[53]Nation (2013) proposes three types of vocabulary strategies: planning, finding information, and establishing knowledge . This categorization includes, in his view, ‘a wide range of strategies of different complexity’ (p. 222).

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paper CO_Íkalatxt249 - : Our findings also suggest that metacognitive strategy training helped learners gain awareness about metacognitive behaviours related to setting specific goals, following procedures, and monitoring tasks. This improved awareness helped them focus on their learning processes, as evidenced by their continuous use of questioning, problem identification, problem solving, and different vocabulary learning strategies, as shown in student learning log Excerpts 2 and 3:

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paper CO_Íkalatxt249 - : We gave explicit instruction on metacognitive strategies through a WebQuest to provide students with multiple authentic experiences with the use of spoken and written vocabulary in a meaningful context. Interviews helped us to approximate their conscious use of metacognitive and vocabulary learning strategies outside the classroom and showed that they promoted awareness about the vocabulary learning processes, as illustrated in Excerpt 4:

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paper CO_Íkalatxt35 - : Very recently we took part in a meeting where we were trying to tackle the planning of a learning unit in which we wanted to promote EFL learning within a Task-Based Learning framework (TBL). The meeting was the third planning session previous to the first cycle of intervention in an action research project, and we were trying to set up a series of tasks and exercises to help students talk about daily routines and tell the time. So far we had planned three lessons. For the first two we had devised a few tasks to introduce vocabulary, and some basic patterns such as I wake up at 7:00 and what time do you wake up ?, and encourage purposeful listening to identify a sequence of routines. For the third lesson, we wanted students to be able to ask and answer questions in a survey to find out their classmates' daily activities and the time in which they carried them out. The planning sessions had flowed really smoothly, and we were eagerly providing ideas and opinions when suddenly we were faced

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paper CO_Íkalatxt281 - : The first practical classroom application of clt can be found in the development of a notional-functional syllabus in the early 1970s. Different from the structural syllabus, ^[40]Wilkins’s (1976) notional syllabus set function as one of the important elements of developing a foreign language curriculum. Instead of designing a syllabus based on the traditional concepts of grammar and vocabulary, ^[41]Wilkins (1976) proposed one that considered two categorical types: notional categories and categories of communicative function . Wilkins first supported learners’ communicative needs by including the category of communication function in a notional syllabus, and had a significant impact on the development of clt. The Council of Europe even developed its own communication language syllabus based on Wilkins’s notional syllabus; it consisted of situations, language activities, language functions, notions, and language form.

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paper CO_Íkalatxt206 - : Mechanics, which involve grammar, pronunciation, and vocabulary: the use of the right words in the right order and with correct pronunciation .

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paper CO_Íkalatxt206 - : During the fourth workshop, a group of students wrote the end of the story for The Mysterious Island. The appropriation of vocabulary, fluency, and structure improvement can be observed in the following excerpt:

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paper CO_Íkalatxt309 - : When participants mentioned linguistic content, they often referred to it in terms of English grammar and vocabulary, as evidenced by the following: “When I wrote the texts, there were some grammar tenses I did not manage well . My classmates helped me to correct these in my production” (Participant 01). This view was shared by Participant 12, as seen below:

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paper CO_Íkalatxt324 - : Boers, F. (2004). Expanding learners’ vocabulary through metaphor awareness: What expansion, what learners, what vocabulary . In M. Archard & S. Niemeier (Eds.), Cognitive linguistics, second language acquisition and foreign language teaching (pp. 211-232). De Gruyter. [94]https://doi.org/10.1515/9783110199857.211 [ [95]Links ]

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paper CO_Íkalatxt20 - : 3. Una prueba de decisión léxica. Ésta consistía en 120 palabras que forman parte del léxico del español y que se seleccionaron de un diccionario de frecuencia léxica. A Frecuency Dictionary of Spanish: Core Vocabulary for Learners, de Mark Davies (2006), es un diccionario que contiene las cinco mil palabras de mayor frecuencia de uso en el español . El diccionario se basa en un corpus de veinte millones de palabras de diferentes tipos de textos contemporáneos, orales y escritos, tanto de España como de América Latina. De forma aleatoria se seleccionaron veinticuatro vocablos de cada nivel; es decir, veinticuatro palabras dentro de las mil más frecuentes, otras veinticua- tro entre mil y dos mil, y así sucesivamente, hasta completar un total de 120, que sirven como muestreo de las cinco mil palabras de mayor frecuencia en el español. Dentro de las primeras mil palabras se excluyeron las primeras cien entradas, por ser lemas funcionales de bajo contenido semántico. A las 120 palabras reales

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paper CO_Íkalatxt20 - : [65]4 ''The assumption behind using vocabulary size as a measure of overall language proﬁciency is that learners who know more words would have more exposure to Spanish and therefore, they should be better at other language skills as well'' (2003: 2 ).

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paper PE_Lexistxt79 - : Hulstijn, Jan H., Merel Hollander y Tine Greidanus 1996 "Incidental vocabulary learning by advanced foreign language students: the influence of marginal glosses, dictionary use, and reoccurrence of unknown words" . The Modern Language Journal. 80, 3, 327-339. [57]https://doi.org/10.1111/j.1540-4781.1996.tb01614.x. [ [58]Links ]

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paper VE_Letrastxt159 - : 9. Gardner, D. (2008). Vocabulary recycling in childrens authentic reading materials: A corpus-based investigation of narrow reading . Reading in a Foreign Language, 20 (1), 92-122. Disponible: [42]http://nflrc.hawaii.edu/rfl/april2008/gardner/gardner.pdf. [Consulta el 22 de enero de 2010] [ [43]Links ]

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paper corpusRLAtxt153 - : In this section we aim at ascertain whether there would be differences or similarities in the words used by 6^th and 10^th EFL learners. In order to answer this question, we will look at two aspects of their vocabulary profiles: word frequency and word class .

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paper corpusRLAtxt153 - : Jiménez Catalán, Rosa María and Ojeda Alba, Julieta. (2008). The English vocabulary of girls and boys: similarities or differences ? Evidence from a corpus-based study. In Kate Harrington, Lia Litosseliti, Helen Sauntson and Jasone Sunderland. (Eds.).Language and Gender Research Methodology. London: Palgrave Macmillan. [ [39]Links ]

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paper corpusRLAtxt52 - : WORD-FREQUENCY AND VOCABULARY ACQUISITION: AN ANALYSIS OF ELEMENTARY SPANISH COLLEGE TEXTBOOKS IN THE USA

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paper corpusRLAtxt52 - : At universities in the United States, first-year Spanish instructors often wonder why their students perform below expectations in vocabulary tests. This paper addresses this question by presenting an analysis of five leading first-year college Spanish textbooks published in the United States. This analysis consists of two parts: 1) mapping the textbooks' vocabulary lists as well as the vocabulary that appears in their reading input against the vocabulary-frequency information provided in A frequency dictionary of Spanish: Core vocabulary for learners written by Mark Davies and published by Routledge in 2006, and 2 ) using estimations available in the current literature to infer logistical aspects that need to be considered in first-year college Spanish such as amount of contact-time with the material to be learned, depth of vocabulary knowledge, and the relationship between the receptive and productive dimensions of vocabulary acquisition. The results show that some pedagogical fine-tuning

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paper corpusRLAtxt52 - : The present study builds upon Davies and Face (2006) in that it seeks to partially replicate their analysis and answer the general question of how accurately vocabulary frequency is represented in textbooks^[26]2. The answer to this question is presented here in the light of findings on second-language acquisition regarding pace of L2 vocabulary learning in the foreign language classroom, which is one aspect that Davies and Face (2006: 142 ) themselves acknowledge that they did not address in their study. This paper discusses vocabulary frequency in light of findings regarding depth of vocabulary learning, the cyclical nature of vocabulary learning, and vocabulary size and reading comprehension. There are also two additional differences between the present study and the study by Davies and Face (2006); one is that while they analyzed first-year and second-year college Spanish textbooks, the present study focuses only on first-year textbooks; the other difference is that not only vocabulary

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paper corpusRLAtxt52 - : Vocabulary learning encompasses an array of processes that interact and contribute to deepening gradually the semantic knowledge of words. These processes occur in a cyclical way as learners develop their reading, writing, listening, and speaking proficiency over time (Ellis, 2008). These processes also occur in such a way that the learning of a vocabulary item is not an all-or-nothing event. Learners may acquire a vocabulary item to the point where they may be able to recognize it in reading input but not in listening input, may be able to retrieve the item from memory while writing but not while speaking, may be able to recognize the word or retrieve the phonetic or written form but not recall its meaning, may be able to recall the meaning in the short term but not in the long term, and may be able to recognize one meaning and be unaware of other meanings (Nation, 1990: 31-32 ). The focus of this study is vocabulary acquisition as it relates to the development of the so-called receptive

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paper corpusRLAtxt52 - : Another aspect to vocabulary proficiency and reading is what Laufer labels as "sight vocabulary," that is, "words whose forms and common meanings are recognized automatically, irrespective of context" (1997: 22 ). This is another dimension of frequency that suggests that learners could potentially benefit from planned instruction that is consistent with vocabulary frequencies as they occur in the target-language oral and written texts. The link between sight vocabulary and vocabulary frequency lies in the theoretical assumption that a large component of the sight vocabulary is made up of the most frequent vocabulary (Huckin and Coady, 1999: 184).

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paper corpusRLAtxt52 - : The vocabulary from the textbooks was lemmatized according to the procedure explained in Davies (2005: 109) and Davies and Face (2006: 136 ).

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paper corpusRLAtxt52 - : Puntos end-vocabulary sample in this study featured 23% of vocabulary within the one-to-one-thousand frequency, whereas Davies and Face (2006: 140 ) report 46%. While the numerical results are different, both results reveal that a large number of vocabulary items in this first-year Spanish textbook falls out of the one-to-one-thousand most frequent range that may ideally need to be targeted. In terms of targeting the most frequent words, the result that stands our is that 24& of the vocabulary in the sample was in the above-five-thousand frequency range.

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paper corpusRLAtxt52 - : Abaut 60% of the ten thousand most frequent English vocabulary comes from Latin or French (Minkova and Stockwell, 2006: 467 ). Since Spanish is a Romance language, we should expect that a significant number of Spanish words can readily be understood by the learner when reading. However, in spite of the vocabulary overlap between the two languages, we need to regard some of the words with caution, as the frequency of these words may differ in both languages. For instance, the word cotidiano is far more frequent in Spanish than its English counterpart ‘quotidian'. The word concluir in a reading passage may readily be associated with to conclude provided learners are not cognitively loaded with many other words whose meaning they do not know. Hu and Nation (2000:419) argue that somewhere between 80 and 90% vocabulary coverage is the minimum to have adequate comprehension; they also note that ar 80% coverage "skills and background knowledge cannot usually make up for lack of vocabulary

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paper corpusRLAtxt52 - : Provided that the vocabulary acquisition goal for receptive vocabulary should be around one thousand words, and furthermore that these should also be the most frequently used one thousand words, the elementary textbooks included in this analysis do not appear to have been designed according to this guiding principle. The most apparent evidence of this finding is that the Puntos end-vocabulary includes some four thousand five hundred words, 4.5 times as many words over the estimated one thousand that elementary Spanish students can acquire over two or three semesters in a three contact-hour schedule. The size of the end-ofchapter vocabularies, which include one hundred and twenty-six, one hundred and seventeen, seventy-three, and eighty items respectively, implies that students will learn new vocabulary items at the rate of thirteen-to-twenty-one per contact hour, which is inconsistent with Laufer's (1998: 265 ) estimates of 8-9 per contact hour. The purpose of including so much vocabulary in

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paper corpusRLAtxt191 - : Jiménez Catalán, Rosa María & Ruiz de Zarobe, Yolanda. (2009). The receptive vocabulary of EFL learners in two instructional contexts: CLIL versus non-CLIL . In Y. Ruiz de Zarobe & R. M. Jiménez Catalán (eds.). Content and Language Integrated Learning. Evidence from research in Europe (pp. 81-92). London, United Kingdom: Multilingual Matters. [ [113]Links ]

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paper corpusRLAtxt114 - : Carver argues that for learners to use reading to increase their vocabulary size they need to read material that is not too easy for them, otherwise they will meet few unknown words. Easy reading may increase depth of vocabulary knowledge, but it is unlikely to increase breadth of vocabulary knowledge. Learners need to know a substantial amount of vocabulary in order to read unsimplified material, especially academic text (Nation, 2001: 148 ).

66
paper corpusRLAtxt114 - : Pérez Basanta, C. (2005). Assessing the receptive vocabulary of Spanish students of English philology: An empirical investigation . En J.L. Martínez Dueñas, N. McLaren, C. Pérez Basanta y L. Quereda Rodríguez-Navarro (eds.), Towards an understanding of the English language: past, present and future. Studies in honour of Fernando Serrano (pp. 1-21). Granada: Editorial Universidad de Granada. [ [48]Links ]

67
paper corpusSignostxt534 - : The positive perception held by EFL learners, including our future teachers, of poetry as a potential facilitator of grammar and vocabulary acquisition challenges two of the arguments most frequently put forward by critics of the use of poetry in EFL. These include, firstly, its detrimental effect on the development of language skills based on poetry's lexical difficulty, and secondly the deviation which poetic language entails from the conventions and rules underlying standard discourse (^[103]Lima, 2010). Surprisingly, the two benefits most widely highlighted by authors when advocating the use of poetry as a means of developing grammar and vocabulary, its memorability (^[104]Lazar, 1990) and the creativity of literary texts in contrast to the “bland correctness of specially written ESL textbooks” (^[105]Boggs, 1997: 64 ), were not mentioned by our informants perhaps due to their lack of an in-depth understanding of the stylistic features of poetic discourse.

68
paper corpusSignostxt529 - : The following extracts taken from one respondent’s (labeled as Student 3 below) final reflective paper in Introduction to Spanish Interpretation and the two different respondents (labelled as Student 4 and Student 5 below) in Introduction to Spanish Translation evidence the positive role service-learning had on vocabulary development:

69
paper corpusSignostxt524 - : Third, domain-specific language preparation helps SHLs to focus on a specific professional context and its accompanying disciplinary content and vernacular, so they are able to speak the language of that specific field. Further research asserts that the confluence of CSL and SSP classes benefits students by helping them to “acquire specialized vocabulary and develop communicative strategies in their field” (^[97]Lowther-Pereira, 2015: 164 ). Lowther-Pereira (2015) notes that SHLs involvement in CSL through a series of medical SSP courses helped these students to recognize the numbers of Spanish speakers in the local community while improving their language skills. She found that students not only became more committed to improving their language skills through CSL but working in different clinics helped them to see the vast numbers of Spanish speakers who were served by these organizations. She goes on further to conclude from student surveys and her own observations that heritage language

70
paper corpusSignostxt590 - : Relationship between vocabulary and reading comprehension: A transversal study in primary education

71
paper corpusSignostxt406 - : Pulido, D. (2009). Vocabulary processing and acquisition through reading: Evidence for the rich getting richer . In Z. Han, N.J. Anderson & D. Freeman (Eds.), Second language reading research and instruction: Crossing the boundaries (pp. 65-82). Ann Arbor, MI: The University of Michigan Press. [ [61]Links ]

72
paper corpusSignostxt471 - : adquisición o criterios de evaluación (^[43]Capel, 2010). Dependiendo del propósito, las referencias para asignar niveles serán distintas. Así, el English Vocabulary Profile (^[44]Capel, 2010) añade datos procedentes de corpus de aprendices a la información de frecuencia obtenida a partir de corpus del inglés o listas de vocabulario para determinar cuál es el léxico que los hablantes no nativos son efectivamente capaces de producir en un determinado nivel . El DICI-A, por su parte, toma como punto de referencia un corpus de hablantes nativos (^[45]Spina, 2016) y para determinar el nivel de las colocaciones que incluye emplea un conjunto de parámetros: la frecuencia y la dispersión de la colocación en el corpus, su función (expresiones con significado descriptivo frente a marcas de organización textual y elementos pragmáticos) y el tema al que la colocación en cuestión se asocia.

73
paper corpusSignostxt371 - : Results from other questions in the TPQ indicate, as shown in [37]Table 5, that the attention paid to the narrator’s voice in Group TN is the highest with a 64.3%, followed by group TNV with 48.8% and by Group TNI with 46.7%. These results on how narration contributes to vocabulary learning in [38]Table 5 show an interesting opposite relation to those in [39]Table 4: more attention is paid to narration when it is accompanied only by text than when it comes with text and images . By not having images available there is no redundancy effect as narration represents for Group TN the obligatory and most natural complement to the textual presentation of language, whereas for groups TNI and TNV text and image compete (and overload) to be processed by the visual-pictorial channel.

74
paper corpusSignostxt408 - : Paribakht, T. S. & Wesche, M. (1997). Vocabulary enhancement activities and reading for meaning in second language vocabulary development. En J. Coady & T. Huckin (Eds.), Second language vocabulary acquisition: A rationale for pedagog y (pp .174-200). Nueva York: Cambridge University Press. [ [49]Links ]

Evaluando al candidato vocabulary:

2) learning: 37
5) learners: 27 (*)
6) strategies: 21
9) reading: 17 (*)
14) acquisition: 11
17) grammar: 11 (*)
20) classroom: 9 (*)

vocabulary
Lengua: eng
Frec: 1781
Docs: 393
Nombre propio: 13 / 1781 = 0%
Coocurrencias con glosario: 4
Puntaje: 4.684 = (4 + (1+7.06608919045777) / (1+10.7992816215219)));
Rechazado: muy disperso;

Referencias bibliográficas encontradas sobre cada término

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

vocabulary

: Ximena: The short stories are good to learn vocabulary because they have many new words. It is important to learn them to improve our English. I learned to pay attention to the context to understand new words. (Reflexión 5, marzo 19 del 2013)
: 1. Placing new words into a context allows the students to remember vocabulary or sentences by giving them a meaningful context, i.e., isolated words will turn into significant chunks. Hence, they should be easy to recall when spoken communication occurs (Oxford, 1990).
: 2. Michael McCarthy and Felicity O’Dell, English vocabulary in use: Advanced, Cambridge University Press (2017).
: ------; (2010). Decoding, Vocabulary and Comprehension. The Golden Triangle of Reading Skill. En M. McKeown & L. Kucan. (Eds.). Bringing Reading Research to Life (pp. 291-303). New York: The Guilford Press.
: 1. Anderson, R. y Freebody, P. (1981). Vocabulary knowledge. En J. Guthrie (Ed.), Comprehen-sion and Teaching: Research reviews (pp. 77-125). Newarke, DE: International Reading Association.
: 13. ISO 14050:2009.Environmental management - Vocabulary.
: 13. Laufer, B. (1998). The development of passive and active vocabulary in a second language: Same or different? Applied Linguistics, 19 (2), 255-271.
: 14. Meara, P. y Buxton, B. (1987). An alternative to multiple choice vocabulary tests. Language Testing, 4, 141-154.
: 15. Horst, M. (2009). Developing definitional vocabulary knowledge and lexical access speed through extensive reading. En Han, Z. y Anderson N. J. (Eds.), Second language reading research and instruction. Crossing the boundaries (pp. 40-63).University of Michigan Press.
: 15. Meara, P. y Jones, G. (1988). Vocabulary size as a placement indicator. En P. Grunwell (Ed.), Applied Linguistics in Society (pp. 80-87). London: Center for Information on Language Teaching and Research.
: 16. Huang, H. y Liou, H. (2007). Vocabulary learning in an automated-graded reading program. Language Learning & Technology, 11(3), 64-82. Disponible: [50]http://llt.msu.edu/vol11num3/pdf/huangliou.pdf [Consulta el 22 de enero de 2010]
: 16. Krashen, S. (1989). We acquire vocabulary and spelling by reading: additional evidence for the input hypothesis. Modern Language Journal, 73, 440-464.
: 16. Nation, I. S. P. (1990). Teaching and Learning Vocabulary. Rowley, MA: Newbury House.
: 17. Hwang, K. y Nation, I. S. P. (1989). Reducing the vocabulary load and encouraging vocabulary learning through reading newspapers. Reading in a Foreign Language, 6(1), 323335.
: 17. Nation, I. S. P. (2001). Learning Vocabulary in Another Language. Cambridge; New York: Cambridge UP.
: 18. Nation, I. S. P. y Waring, R. (1997). Vocabulary size, text coverage and word lists. En Schmitt, N. y M. McCarthy (Eds.), Vocabulary: Description, Acquisition and Pedagogy (pp. 6-19). Cambridge: Cambridge UP.
: 2. Bates, Elizabeth;Virginia Marchman; Donna Thal; Larry Fenson; Philip Dale; J. Steven Reznick; Judy Reilly y Jeffrey Hartung. 1994. Developmental and stylistic variation in the composition of early vocabulary. Journal of Child Language 21. 85-124.
: 2. Celaya, M.L. and Torras, R. (2001). L1 influence and EFL vocabulary: Do children rely more on L1 than adult learners? Proceedings of the 25 AEDEAN Conference. Granada.
: 21. Laufer, B. (1992). How much lexis is necessary for reading comprehension? En H. Bejoint y P. Arnaud (comps.), Vocabulary and applied linguistics (pp. 126-132). Londres: Macmillan.
: 21. Zimmerman, J., Broder, P. K., Shaughnessy, J. J. y Underwood, B. J. (1977). A recognition test of vocabulary using signal-detection measures and some correlates of word and non word recognition. Intelligence, 1, 5-13.
: 22. Laufer, B. (1997). Whats in a word that makes it hard or easy? Some intralexical factors that affect the learning of words. En N. Schmitt y M. McCarthy (comps.), Vocabulary: Description, acquisition and pedagogy (pp. 140-155). Cambridge: Cambridge University Press.
: 23. Laufer, B. y Ravenhorst-Kalovsky, G. (2010). Lexical threshold revisited: Lexical text coverage, learners vocabulary size and reading comprehension. Reading in a Foreign Language, 22(1), 15-30.
: 24. Laufer, B. (2003). Vocabulary acquisition in a Second Language: Do learners really acquire most vocabulary by reading? Some empirical evidence. Canadian Modern Language Review, 59(4), 567-587.
: 24. Tardif, Twila. 1996. Nouns are not always learned before verbs: Evidence from Mandarin speakers' early vocabulary. Developmental Psychology 32. 491-504.
: 26. Llinares, G., Leiva, B., Cartaya, N. y St. Louis, R. (2008). Acquisition of L2 vocabulary for effective reading: Testing teachers classroom practice. The Reading Matrix, 8(2), 55-69.
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: 30. Johnson, D.D & Von Hoff Johnson, B. (1986). Highhlighting vocabulary in inferential comprehension instruction. Journal of Reading, 29 (7), 622-25.
: 30. Nation, P. (2006). How large a vocabulary is needed for reading and listening? The Canadian Modern Language Review, 63, 59-82.
: 31. Nation, P. y Waring, R. (1997). Vocabulary size, text coverage and word lists. En N. Schmitt y M. McCarthy (comps.), Vocabulary: Description, acquisition and pedagogy (pp. 6-19). Cambridge: Cambridge University Press.
: 33. Min, H. (2008). EFL vocabulary acquisition and retention: Reading plus vocabulary enhancement activities and narrow reading. Language Learning 58(1), 73115.
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: 9. ISO 9000:2005. Quality management systems - Fundamentals and vocabulary.
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: Accordingly, the researchers determined that the learning journals helped the participants to develop MS, which in turn helped them improve both their vocabulary learning and their attitude toward learning in general. This seems to support Ellis' s (1999) observation that:
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