Using English Words

Corson, David

doi:10.1007/978-94-011-0425-8

Cited by 150 publications

(61 citation statements)

References 75 publications

(113 reference statements)

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“…Según Corson (1995), cerca del 60% de las palabras usadas en textos en inglés vienen de fuentes griegas y latinas. Dado que el español se deriva del latín, muchas palabras comunes en español son palabras científicas y académicas en inglés.…”

Section: Accediendo a Cognadosunclassified

Content-Based Language Teaching

Lyster¹

2017

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Section: Accediendo a Cognadosunclassified

Content-Based Language Teaching

Lyster¹

2017

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“…predominantly, constitutional, reassessment). Како Lи се ове речи савла:але, рецеAPивно и Aро-:укPивно, неоAхо:ан је значајан инAуP у ви:у инPензивно; чиPа-ња лиPераPуре Lо;аPе формалном и ака:емском лексиком (Corson, 1995). ИAак, ове мање фреквенPне је:инице вокаLулара осPаће ко: Aоје:иних ;оворника заувек у сфери рецеAPивно;, а не Aро:укPивно; знања Lу:ући :а је Aро:укција сложенији и за-хPевнији Aроцес о: рецеAције.…”

Section: лексика деривациона морфологија и усвајање енглеског језикаunclassified

The interrelatedness of lexis and morphology in English language learning

Danilovic-Jeremic¹

2017

Зборник радова Филозофског факултета у Приштини

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“…Nation (2001) has stated this as being rooted in the common differentiation between listening and reading (receptive skills) and speaking and writing (productive ones). He noted that "passive" and "active" are sometimes used as synonyms for these terms (referencing Corson, 1995;Laufer, 1998, Meara, 1990. Nation (2001) also cited Meara as expressing the difference in terms of active vocabulary being stimulated by other words, but passive only by things external; they are, thus, both types of associative knowledge (Meara, 1990).…”

Section: From Working Memory To Long-term Memorymentioning

confidence: 99%

“…Nation (2001) also cited Meara as expressing the difference in terms of active vocabulary being stimulated by other words, but passive only by things external; they are, thus, both types of associative knowledge (Meara, 1990). Corson (1995), on the other hand, is said to base his distinction on use rather than knowledge, creating a boundary between active and passive vocabulary, where the latter includes active terms as well as words that are partly known, of low-frequency, not easily available for use, and whose use is avoided. The aforementioned definitions are lacking in practical applicability in an L2 sense however, and so, in the present paper the following criteria have been applied (based on a stripped-down version of Nation"s (2001, pp.…”

Section: From Working Memory To Long-term Memorymentioning

confidence: 99%

Receptive and Productive Vocabulary Acquisition: Examining Processing Time and Memory Threshold

Oberg¹

2012

Indonesian J. Appl. Linguist

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Abstract:In the present research a picture card-based vocabulary study method was used to determine the pace of learner acquisition in terms of both receptive and productive knowledge. Fifty-eight first-year Japanese university students in two classes were used in the study. The subjects were placed into a single experimental group and both classes were taught by the researcher. During the treatment sessions the subjects studied fifteen vocabulary items chosen from the course textbook (Fifty-Fifty: A speaking and listening course, Book One, W. Wilson and R. Barnard, 2007, Hong Kong: Pearson Longman) using self-produced picture cards. The same post-treatment test was given to the subjects following each treatment session and the results were analyzed using Paired Samples T-tests supported by non-parametric Wilcoxon matched pairs signed ranks tests by comparing one session"s data with the data of the previous session. The post-treatment data showed a significant difference between the pre-treatment and first sessions in terms of receptive knowledge, and between all sessions except the eighth and ninth in terms of productive knowledge.Keywords: Vocabulary learning; receptive knowledge; productive knowledge; processing time; memory threshold Abstrak: Dalam penelitian ini, teknik pembelajaran kosakata dengan menggunakan kartu bergambar digunakan untuk menentukan kecepatan pemerolehan bahasa pembelajar baik dalam pengetahuan reseptif maupun produktif. Subjek penelitian ini terdiri atas lima puluh delapan mahasiswa universitas Jepang tingkat satu yang terbagi ke dalam dua kelas. Mereka ditempatkan dalam satu kelompok eksperimental, dan kedua kelas diajar oleh peneliti sendiri. Selama tahap eksperimen berlangsung, para subjek mempelajari lima belas item kosakata yang dipilih dari sebuah buku teks mata kuliah (Fifty-Fifty: A speaking and listening course, Book One, W. Wilson and R. Barnard, 2007, Hong Kong: Pearson Longman) dengan menggunakan kartu bergambar yang mereka buat sendiri. Pos tes setelah eksperimen berakhir sama diberikan pada subjek setiap selesai satu sesi dan hasilnya dianalisis dengan menggunakan Uji-t sampel berpasangan yang didukung oleh Uji Pemeringkatan Tanda Padanan-Pasangan Wilcoxon nonparametrik dengan membandingkan data satu sesi dengan data dari sesi sebelumnya. Data dari pascaperlakuan menunjukkan perbedaan yang signifikan antara sesi praperlakuan dan sesi pertama dalam hal pengetahuan reseptif, dan antara semua sesi, kecuali sesi ke delapan dan ke sembilan, dalam hal pengetahuan produktif.Kata Kunci: Pembelajaran kosa kata, pengetahuan reseptif, pengetahuan produktif, waktu pengolahan, ambang batas ingatan

show abstract

Using English Words

Cited by 150 publications

References 75 publications

Content-Based Language Teaching

Content-Based Language Teaching

The interrelatedness of lexis and morphology in English language learning

Receptive and Productive Vocabulary Acquisition: Examining Processing Time and Memory Threshold

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