The Effect of Instruction on Polish Spanish Learners’ Lexical Availability

González, Antonio María López

doi:10.1007/978-94-007-7158-1_9

Cited by 6 publications

(11 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Finally, “Hobby”, with the least agreement between male and female groups, has three words ( TV, music , and cinema ), shared with those of Gallardo del Puerto and Martinez Adrian (2014). However, our results for “Hobby” do not coincide with those of López González (2014), probably due to differences in context and/or culture (Victery, 1971).…”

Section: Discussioncontrasting

confidence: 94%

“…As to the five most‐often‐generated words, 13 out of 25 words produced are shared in Gallardo del Puerto and Martinez Adrian (2014) and López González (2014). These similarities also corroborate the findings of Jiménez Catalán and Fitzpatrick (2014), and Ferreira Campos and Echeverria Weasson (2014) and thus indicate the presence of “universal processes” that underlie learners’ lexicons.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Lexical availability and writing ability of EFL learners

Akbarian

Farrokhi

2020

Int J App Linguistics

View full text Add to dashboard Cite

Studies on lexical availability (LA) reveal a different dimension of vocabulary knowledge and development. Likewise, this study explores (a) the relationship between LA and writing ability of male and female learners and (b) differences and similarities between the tokens and types of the words they generated. An LA task and a composition test were administered to 100 (50 males and 50 females) EFL learners. The results highlight a positive correlation between LA and the writing scores for both males and females. Frequency analyses and t‐test results also show no differences between male and female learners in terms of tokens and types of the retrieved words. Thus, lexical availability studies can provide similar pedagogical implications in instructing writing skill for both male and female EFL learners.

show abstract

Section: Discussioncontrasting

confidence: 94%

Section: Discussionmentioning

confidence: 99%

Lexical availability and writing ability of EFL learners

Akbarian

Farrokhi

2020

Int J App Linguistics

View full text Add to dashboard Cite

show abstract

“…This result concurs with Jiménez Catalán & Ojeda Alba (2009) since students' are more exposed to 'Food and Drink' than to 'Countryside', which makes them produce more words about this semantic field. In the same vein, traditional studies on lexical availability with younger EFL Spanish students (Jiménez Catalán & Fitzpatrick, 2014;Fernández Orío & Jiménez Catalán, 2015) 191 (Gallego Gallego, 2014;Jin, 2012;López González, 2014;Šifrar Kalan, 2014a;Šifrar Kalan, 2014b). Following these findings, our results could be interpreted in terms of learners' greater exposure to 'Food and Drink'.…”

Section: Discussionmentioning

confidence: 97%

EFL learners’ cultural available lexicon: The effect of ELT textbooks

Alonso¹,

Ponte²

2016

rlfe

View full text Add to dashboard Cite

This research compares the cultural types elicited by twenty-nine EFL undergraduate students in response to two prompts from a lexical availability task (i.e. food and drink and countryside) and the cultural input provided by four last year High School ELT textbooks used in La Rioja. Cultural words were classified in terms of their frequency of appearance by means of Range and listed according to a framework of cultural topics (Risager, 1991; Byram, 1993; Byram & Morgan, 1994; Common European Framework of Reference (CEFR, 2001). Finally, the words produced by the learners as well the input provided by the textbooks were associated with the culture they represented i.e. source, target and international culture. Our findings reveal that the number of words related to culture either elicited by students or included in the ELT textbooks is low. Most of the words students and textbooks provided belong to everyday living and international is the most representative culture in the study.

show abstract

“…Studies dealing with L2 Spanish are quite scarce (Carcedo González, 1998a;López Rivero, 2008;Samper Hernández, 2002;Šifrar Kalan, 2009; among others) and, specifically, those dealing with L2 English are even more limited (Germany & Cartes, 2000;Jiménez Catalán & Ojeda Alba, 2009, 2010, even though the recent monograph edited by Jiménez Catalán (2014) has tried to fill this gap by joining both L2 Spanish and L2 English research in the same volume. Those studies dealing with lexical availability in L2 Spanish and L2 English have examined the incidence of variables such as age (Jiménez Catalán, Agustín Llach, Fernández Fontecha & Canga Alonso, 2014), gender , proficiency level (Samper Hernández, 2014), and instruction (López González, 2014), among others.…”

Section: Effect Of Language Proximity On Lexical Availabilitymentioning

confidence: 99%

“…Carcedo González, 1998a;Gallardo-del-Puerto & Martínez-Adrián, 2014;Jiménez Catalán & Ojeda Alba, 2009, 2010López Rivero, 2008;Samper Hernández, 2002;Šifrar Kalan, 2012;Urzúa, Sáez & Echeverría, 2006). Nevertheless, the effect of language proximity on lexical availability has been examined mainly in the case of L2 Spanish (Carcedo González, 1998a;López González, 2014;López Rivero, 2008;Samper Hernández, 2002Šifrar Kalan, 2009Šifrar Kalan, , 2014. Thus, the examination of the influence of this variable on vocabulary acquisition deserves special attention in other L2s.…”

Section: Introductionmentioning

confidence: 99%

The effects of language typology on L2 lexical availability and spelling accuracy

Martínez-Adrián

Puerto

2017

ijes

View full text Add to dashboard Cite

This paper explores whether language typology plays any role in lexical availability and spelling accuracy in L2 English. Two groups of adult speakers were compared: a group of native speakers of a language typologically distant from English with a logographic writing system (Chinese; n=13) vs. a group of native speakers of a language typologically closer to English with an alphabetic system (Spanish; n=14). All participants performed a lexical availability task (Carcedo González, 1998a) which was later on analyzed in terms of the 'total number of words' and the 'total number of words containing spelling mistakes' per each of the 15 semantic categories included. Spanish speakers displayed larger available lexica and fewer spelling mistakes than Chinese speakers, an outcome which would confirm the positive influence of L1-L2 proximity on L2 lexical availability and the deleterious effect of having a non-alphabetic L1 writing system on L2 spelling accuracy.

show abstract

The Effect of Instruction on Polish Spanish Learners’ Lexical Availability

Cited by 6 publications

References 3 publications

Lexical availability and writing ability of EFL learners

Lexical availability and writing ability of EFL learners

EFL learners’ cultural available lexicon: The effect of ELT textbooks

The effects of language typology on L2 lexical availability and spelling accuracy

Contact Info

Product

Resources

About