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Propuesta de intervención didáctica para la enseñanza-aprendizaje del léxico en español como segunda lengua. Adaptación curricular en la enseñanza primaria
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 19, 2013, pags. 129-146 (2013)
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| 382 |
Receptive vocabulary size of secondary spanish efl learners
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In: Revista de lingüística y lenguas aplicadas, ISSN 1886-2438, Nº. 8, 2013, pags. 66-75 (2013)
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| 383 |
Comparing the Contribution of Vocabulary Breadth to IELTS and TOEFL Reading Subtests
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 20, 2013, pags. 135-151 (2013)
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| 384 |
The Bilingual Dictionary and Foreign Language Learning: Facts and Opinions
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 20, 2013, pags. 89-101 (2013)
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| 385 |
A Study of Issues and Techniques for Creating Core Vocabulary Lists for English as an International Language
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| 386 |
English language learning through viewing television: An investigation of comprehension, incidental vocabulary acquisition, lexical coverage, attitudes, and captions
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| 387 |
Les discours d'investiture des Premiers ministres portugais (2002-2011). Comparaison gauche/droite
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In: Mots. Les langages du politique, n 101, 1, 2013-04-18, pp.13-30 (2013)
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| 388 |
Differences in the Inclusion and Treatment of Terminology in OALD3, OALD4 and OALD8
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In: Lexikos, Vol 23, Pp 440-455 (2013) (2013)
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| 389 |
The Effects Of Increase And Variations In Time Presentations For Second Language Vocabulary Learning
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In: Issues in Language Studies, Vol 2, Iss 1, Pp 46-55 (2013) (2013)
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| 390 |
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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In: Colombian Applied Linguistics Journal, Vol 15, Iss 1, Pp 85-99 (2013) (2013)
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| 391 |
Receptive vocabulary size of secondary spanish EFL learners
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| 392 |
Language aspects of children infected with HIV
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In: Revista CEFAC, Vol 15, Iss 6, Pp 1621-1626 (2013) (2013)
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| 393 |
The dynamics of L2 vocabulary development: A case study of receptive and productive knowledge A dinâmica do desenvolvimento do vocabulário L2: Um estudo de caso do conhecimento receptivo e produtivo
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In: Revista Brasileira de Linguística Aplicada, Iss ahead, p 0 (2013) (2013)
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Language aspects of children infected with hiv Aspectos da linguagem em crianças infectadas pelo HIV
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In: Revista CEFAC, Iss ahead, p 0 (2013) (2013)
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| 395 |
Receptive vocabulary size of secondary spanish efl learners
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In: Revista de Lingüística y Lenguas Aplicadas, Vol 8, Iss 0, Pp 66-75 (2013) (2013)
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| 396 |
The dynamics of L2 vocabulary development: A case study of receptive and productive knowledge
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In: Revista Brasileira de Linguística Aplicada, Vol 13, Iss 2, Pp 437-462 (2013) (2013)
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| 397 |
ADQUISICIÓN DE LOCUCIONES EN ESPAÑOL POR APRENDIENTES RUMANOS / TEACHING SPANISH PHRASES TO ROMANIAN STUDENTS / ÎNVĂŢAREA EXPRESIILOR DIN LIMBA SPANIOLĂ DE CĂTRE STUDENŢII ROMÂNI
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In: Studii si Cercetari Filologice: Seria Limbi Straine Aplicate, Iss 12, Pp 112-121 (2013) (2013)
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| 398 |
The Lexical Breadth of Undergraduate Novice Level Writing Competency
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In: Canadian Journal of Applied Linguistics; Vol. 16 No. 1 (2013); 152-170 ; Revue canadienne de linguistique appliquée; Vol. 16 No. 1 (2013); 152-170 ; 1920-1818 ; 1481-868X (2013)
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Abstract:
Abstract This study builds on previous work exploring reading and listening lexical thresholds (Nation, 2006; Laufer & Ravenhorst-Kalovski, 2010; Schmitt, Jiang, & Grabe, 2011) in order to investigate productive vocabulary targets that mark successful entry-level undergraduate writing. Papers that passed the Effective Writing Test (EWT) were chosen to create a corpus of novice university level writing (N = 120). Vocabulary profiles were generated, with results indicating the General Service List (GSL) and the Academic Word List (AWL) cover an average of 94% of a typical paper. Further analysis pointed to 3,000 word families and 5,000 word families covering 95% and 98% respectively of each paper. Low frequency lexical choices from beyond the 8,000 word family boundary accounted for only 0.6% coverage. These results support the frequency principle of vocabulary learning (Coxhead, 2006), and provide lexical targets for English for Academic Purposes (EAP) curriculum development and materials design. Résumé Cette étude s'appuie sur des travaux antérieurs qui explorent les niveaux lexicaux pour la lecture et l’écoute (Laufer et Ravenhorst-Kalovski, 2010; Nation, 2006; Schmitt, Jiang et Grabe, 2011). Elle a pour but d'étudier les niveaux de production lexicale qui marquent l'écriture à l'entrée à l'université anglophone. Pour créer un corpus d'écriture de niveau universitaire novice, 120 articles qui ont passé le Effective Writing Test (EWT) ont été choisis. Des profils de vocabulaire ont été générés et les résultats signalent que la General Service List (GSL) et la Academic Word List (AWL) couvrent une moyenne de 94% d'un document typique. En plus, 3 000 familles de mots et 5 000 familles de mots couvrent 95% et 98% respectivement de chaque article. Les choix de basses fréquences lexicales au-delà de la limite de 8 000 mots ne représentaient que 0,6% de la couverture. Ces résultats appuient le principe fréquence de l'apprentissage du vocabulaire (Coxhead, 2006) et fournissent des niveaux lexicaux pour les programmes d’anglais à des fins académiques.
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Keyword:
Composition; Corpus Linguistics; English (Second Language); English for Academic Purposes; Undergraduate Studies; Vocabulary; Writing
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URL: https://journals.lib.unb.ca/index.php/CJAL/article/view/21176
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| 399 |
The Effectiveness of TPR (Total Physical Response) Method in English Vocabulary Mastery of Elementary School Children
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In: PAROLE: Journal of Linguistics and Education; Volume 3 Nomor 1 April 2013; 50-64 ; 23380683 ; 2087-345X (2013)
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