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Copyright of Al-Adab / Al-ādāb is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Este artículo busca describir las estrategias de aprendizaje utilizadas por el estudiantado en lenguas extranjeras en algunos componentes de la lengua como la pronunciación, la gramática y el vocabulario durante el confinamiento de 2020 al 2022 en Costa Rica. Se trata de una investigación de tipo cualitativa descriptiva que presenta los resultados de manera estadística y porcentual. Se empleó el muestreo probabilístico simple para reclutar a la población participante, a la cual se le envió un consentimiento informado y un cuestionario en línea entre junio a septiembre de 2022. En lo referente a los resultados estos fueron analizados según la Taxonomía de Oxford (1990) que organiza las estrategias de aprendizaje en dos grandes grupos: las directas (memoria, cognitivas, compensación y las indirectas (metacognitivas, afectivas y sociales). A través del análisis de los datos obtenidos se concluye que las estrategias directas se imponen ante las indirectas en cuanto al estudio de la gramática y el vocabulario y que para el estudio de la pronunciación coexisten varias estrategias directas e indirectas en el proceso de aprendizaje de la lengua meta.

O presente artigo, originado de uma dissertação de mestrado, analisa criticamente as atividades de vocabulário em língua espanhola presentes no aplicativo Duolingo. Apesar da grande popularidade e alcance da ferramenta, ainda há insuficiência de estudos que examinem sua efetividade no ensino de vocabulário. Diante disso, a pesquisa baseia-se na análise de uma amostra de atividades de vocabulário disponíveis no aplicativo para o aprendizado de língua espanhola, considerando o papel das Tecnologias Digitais de Informação e Comunicação (TDIC) na educação, a partir de autores como Leffa (2000; 2006; 2016; 2017), Kenski (2003; 2012; 2018), Paiva (2005, 2017) entre outros, e no ensino e na aprendizagem de vocabulário em línguas estrangeiras, com base teórica em Abadía (2000), Conceição (2014), Serrano (2017), Biderman (1996; 1998; 2001), Pérez (2006) etc. Como resultado, observou-se que as propostas de ensino de vocabulário oferecidas no aplicativo servem, no geral, como um complemento à aprendizagem, sendo necessário o uso de outros recursos para o desenvolvimento das diferentes habilidades na língua espanhola. Diante de tal observação, destaca-se a importância do professor acompanhando os processos de ensino e de aprendizagem de línguas, proporcionando o esclarecimento de dúvidas quando essas surgem, bem como o desenvolvimento das diferentes competências de maneira equivalente.

El propósito de esta investigación ha sido presentar una revisión bibliográfica de carácter descriptivo sobre los estudios de la lingüística misionera en el área quechua desde la perspectiva historiográfica. Para ello, se han revisado las investigaciones contenidas en dos herramientas clave para el avance de los estudios sobre historiografía lingüística española: la Bibliografía temática de historiografía lingüística española: Fuentes secundarias (BiTe) y su apéndice (BiTe-Ap1). Tras el examen de dichos recursos, se puede sostener que los estudiosos sobre lingüística misionera quechua han investigado desde diversas ópticas las obras creadas por los religiosos y, aunque se ha avanzado mucho en este campo, todavía quedan cuestiones sobre las cuales los investigadores no se han detenido lo suficiente. Así pues, este trabajo se revela como un instrumento de control bibliográfico que no solo ha pretendido mostrar el progreso en las investigaciones sobre lingüística misionera quechua, sino también algunos vacíos en los estudios sobre quehacer lingüístico de los misioneros en esta área.

Copyright of Religación: Revista de Ciencias Sociales y Humanidades is the property of Religacion: Revista de Ciencias Sociales y Humanidades and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The education system in Ecuador has changed, and the province of Daule has made changes to institutions that teach English as a foreign language. Many years ago, English was taught in the eighth grade instead of elementary school, and as a result, students struggled with the language. On the other hand, since they come from different schools, they all do not have a basic knowledge of English. The lack of methodology plays an important role in teaching English, which makes students passive and not interested in learning foreign languages. Language. Writing skills are considered part of communication, are important in elementary school, and can be used for many purposes. [ABSTRACT FROM AUTHOR]

Foreign language situations are particularly difficult when the language is not the language of the student community, as is the case when learning English as a second language. For this reason, the general objective of this research is to guide the formation of the interlanguage within certain limits so that the process develops in accordance with the plans set out in the institution's curriculum. For the development of this research, 40 adolescent students of 9 years of age participated. year of high school at the secondary level of education in a San Juan de Bosco school located in the center of Guayaquil. The data we study allows us to understand the complexity of the political education process and suggests that we solve these problems. [ABSTRACT FROM AUTHOR]

Los estudios en alfabetización académica han demostrado que el acompañamiento mejora la lectura de textos disciplinares. Dentro de las variables consideradas, está la léxica. Un vocabulario robusto redundará en un mejor desempeño lector. Para comprobar lo anterior, se aplicó a 31 estudiantes de primer año de pedagogía una tarea de priming semántico y una prueba de comprensión lectora para establecer si existe correlación entre el procesamiento léxico y la lectura. Los principales hallazgos indican el establecimiento de relaciones semánticas débiles y un desempeño normal en lectura. Se concluye que un mejor rendimiento en lectura está asociado a un procesamiento léxico más lento, lo que evidenciaría operaciones estratégicas por parte de los lectores para abordar las tareas de comprensión. Esto permitirá formular acciones de acompañamiento que destaquen la importancia de dominar el léxico disciplinar a fin de resguardar una adecuada tarea de lectura.

El propósito de esta investigación consistió en estudiar el rol del vocabulario, la memoria de trabajo, la teoría de la mente y la atención sostenida en la comprensión de narraciones orales y la generación de inferencia en niños de entre 7 y 11 años. Para ello, se utilizaron las habilidades de comprensión lectora como criterio para establecer los grupos de cohorte del estudio. La muestra, conformada por 126 niños colombianos hispanohablantes, fue evaluada en tareas de comprensión de narraciones orales, así como mediante pruebas estandarizadas en vocabulario, memoria de trabajo, teoría de la mente y atención sostenida. Los resultados mostraron diferencias significativas entre el grupo de baja comprensión lectora respecto al grupo de comparación con mejores desempeños en comprensión en la medida de vocabulario y en la medida de comprensión de narraciones con apoyos visuales, como producto de una diferencia significativa en la respuesta a preguntas de inferencia emocional. El análisis correlacional mostró vínculos significativos entre el vocabulario y todas las medidas de comprensión evaluadas. Por su parte, la memoria de trabajo se correlacionó con todas las medidas de desempeño en comprensión, excepto con la respuesta a preguntas inferenciales. Finalmente, la teoría de la mente mostró una correlación significativa con la respuesta a preguntas de inferencias emocionales y con las medidas de comprensión de narraciones sin apoyos visuales.

RESUMO Objetivo Verificar o repertório lexical de crianças falantes do português brasileiro aos 24 e 30 meses e a associação entre a quantidade de palavras faladas e as variáveis: nível socioeconômico, escolaridade dos pais, presença de irmãos no convívio familiar, frequentar ou não escola e uso exacerbado de tablets e celulares pelas crianças. Método 30 pais de crianças com 24 meses, residentes no estado de São Paulo participaram do estudo. Por meio de plataformas de videoconferência eles foram submetidos à anamnese fonoaudiológica, entrevista com o serviço social e preencheram o “Inventário MacArthur de Desenvolvimento Comunicativo - Primeiras Palavras e Gestos”, quando seus filhos tinham 24 e 30 meses. Foi aplicada estatística indutiva inferencial, quantitativa e qualitativa. Resultados A mediana das palavras emitidas foi de 283 aos 24 meses e 401 aos 30 meses, indicando aumento em torno de 118 palavras após seis meses. A criança estar frequentando ambiente escolar apresentou relação significativa com o aumento do vocabulário. Conclusão O estudo reforça o crescimento do vocabulário conforme o avanço da idade e corrobora o fato de as crianças com 24 meses já possuírem um repertório maior que 50 palavras. Aqueles que frequentam escola diariamente produzem pelo menos 70 palavras a mais dos que não frequentam.

Research in academic literacy has shown that scaffolding improves the reading of disciplinary texts. Included among the considered variables is the lexica. A robust vocabulary will result in better reading performance. To verify this, a semantic priming task and a reading comprehension test were applied to 31 first-year pedagogy students to establish whether there is a correlation between lexical processing and reading. The main findings indicate the establishment of weak semantic relations and normal reading performance. It is concluded that better reading performance is associated with slower lexical processing, which would suggest that readers engage in strategic operations to address comprehension tasks. This will allow for the formulation of scaffolding actions that highlight the importance of mastering the disciplinary vocabulary in order to safeguard an adequate reading task. [ABSTRACT FROM AUTHOR]

Introduction: Many studies suggest that shared book reading (SBR) helps children to develop verbal repertoires, which can be enhanced by using extratextual strategies for the explicit teaching of words. Few studies explicitly relate the type of extratextual strategy to children's levels of engagement and verbal participation. Objective: To verify the relationship between extratextual strategies for teaching words and measures of engagement and verbal participation of children, during SBR and complementary activity sessions. Methodology: Participants were 13 preschool children (five girls), aged between 4 and 5 years. Videos of three SBR sessions and a complementary activity session were transcribed and categorized according to the type of extratextual strategy used by the researcher, the type of engagement (active or passive, measured by children's non-verbal behavior), and the children's verbal participation during the sessions (related or not to the activity and the target words). Results: Total engagement was similar across all sessions, but it was more frequently related to the researcher than to peers. The strategies of explaining the meaning of target words and starting conversations seemed to evoke more speeches from children related to the target words than highlighting and verbal instruction strategies; during this ones, verbal utterances related to the activity, or the story were more frequent. Conclusions: some extratextual strategies seem to establish more favorable contexts for children's verbal participation, and it's essential to organize contingencies that further engagement and verbal participation about the taught content since these two response classes seem to be complementary. [ABSTRACT FROM AUTHOR]

Introduction: Many studies suggest that shared book reading (SBR) helps children to develop verbal repertoires, which can be enhanced by using extratextual strategies for the explicit teaching of words. There are few studies that explicitly relate the type of extratextual strategy to children's levels of engagement and verbal participation. Objective: To verify the relationship between extratextual strategies for teaching words and measures of engagement and verbal participation of children, during SBR and complementary activity sessions. Methodology: Participants were 13 preschool children (5 girls), aged between 4 and 5 years. Videos of three SBR sessions and a complementary activity session were transcribed and categorized according to the type of extratextual strategy used by the researcher, the type of engagement (active or passive, measured by children's non-verbal behavior), and the children's verbal participation during the sessions (related or not to the activity and the target words). Results: Total engagement was similar across all sessions, but it was more frequently related to the researcher than to peers. The strategies of explaining the meaning of target words and starting conversations seemed to evoke more speeches from children related to the target words than highlighting and verbal instruction strategies; during this ones, verbal utterances related to the activity or to the story were more frequent. Conclusions: some extratextual strategies seem to establish more favorable contexts for children's verbal participation, and it's essential to organize contingencies that further engagement and verbal participation about the taught content, since these two response classes seem to be complementary. [ABSTRACT FROM AUTHOR]

Copyright of Ciencias Psicológicas is the property of Universidad Catolica del Uruguay Damaso Antonio Larranaga and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of HOW: A Colombian Journal for Teachers of English is the property of Asociacion Colombiana de Profesores de Ingles and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Brazilian Journal of Education, Technology & Society (BRAJETS) / Cadernos de Educação Tecnologia e Sociedade (CETS) is the property of Brazilian Journal of Education, Technology & Society - BRAJETS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

La literatura es sin duda un gran medio para enseñar y aprender una lengua ancestral debido a que el lenguaje de la literatura es muy rica en vocabulario, bien organizada y consistente. Las clases de literatura no sólo mejoran las habilidades lingüísticas, sino que también fomentan el progreso de mejores habilidades de lectura y escritura. Además, existen innumerables estructuras gramaticales y léxicos ingeniosamente demostrados y utilizados en los textos literarios, que sin duda influyen en los estudiantes para comprender mejor la gramática y enriquecer sus recursos de la lengua, particularmente el idioma shuar. Además, centrarse únicamente en los recursos lingüísticos y las reglas gramaticales para enseñar a los estudiantes probablemente limitará y obstaculizará su capacidad para hablar con fluidez y naturalidad, ya que no tendrán suficiente espacio para practicar sus habilidades escritas y habladas de manera amplia. Por lo tanto, el objetivo de este artículo es argumentar que la literatura es una clave esencial para descifrar todos los códigos y secretos de las lenguas ancestrales y también promueve la conciencia lingüística general entre los estudiantes además de permitirles hablar shuar con mayor competencia.

Este artículo muestra cómo se pueden examinar los datos compilados en los Corpus de Clases de L2 (CCL2). En concreto, se centra en cómo analizar, tanto manualmente como con la herramienta Sketch Engine (https://www.sketchengine.eu), la enseñanza de vocabulario en español a partir de este tipo de corpus. Para situar al lector, en la revisión de la literatura se presentan varios CCL1 y CCL2 disponibles a través de alguna interfaz específica o a través de Sketch Engine. Además, se describe cómo investigadores con distintos enfoques han utilizado los CCL2 y con qué propósitos. Asimismo, puesto que los ejemplos que se dan en el artículo se centran en investigaciones relacionadas con el léxico en la L2, se incluye una sección muy somera sobre esta cuestión. A continuación, al examinar las aplicaciones de Sketch Engine, se centra la atención en las funcionalidades Lista de palabras, Concordancia y Palabras clave. Para ejemplificar la utilidad de Sketch Engine combinado con los análisis de tipo manual, se describen tres CCL2 creados por la autora del artículo y se revisa la metodología de cuatro investigaciones sobre la enseñanza del vocabulario y de la morfología léxica en las que se usaron estos tres CCL2. Tras describir cómo se analizaron los datos en estos estudios, se proponen nuevas investigaciones posibles con Sketch Engine y se ofrecen algunas recomendaciones que pueden resultar útiles para quienes se adentren en el uso de esta herramienta aplicada al análisis de CCL2.

La irrupción de la Web 2.0 y de las tecnologías de la información y comunicación (TIC) ha provocado un cambio sustancial en el ámbito educativo, con una incidencia más que evidente en el campo específico de la adquisición de segundas lenguas. Dado que la integración de la tecnología digital en la enseñanza debería orientarse adecuadamente para estimular de manera efectiva la motivación de aprendizaje de los estudiantes y lograr los objetivos de enseñanza, este proyecto utiliza el podcast como un medio digital complementario en la enseñanza del vocabulario. Su objetivo es guiar a los estudiantes en el uso de la tecnología para potenciar su motivación en el aprendizaje del vocabulario español, fomentar el desarrollo del autoaprendizaje y mejorar la eficacia del aprendizaje. En este artículo se aborda la experiencia de diseño y aplicación del podcast en la enseñanza de vocabulario español para estudiantes universitarios sinohablantes, basada en el modelo ADDIE como un proceso de desarrollo instruccional. A continuación, se realiza un análisis sobre los resultados de una experiencia práctica en la asignatura de comprensión lectora y expresión escrita española para conocer las consideraciones, valoraciones y opiniones del alumnado. También se analiza el rendimiento de aprendizaje de los alumnos para determinar si existe una relación significativa a través de la implementación del podcast en la enseñanza de vocabulario. Finalmente, se proponen propuestas y sugerencias para la aplicación del podcast en la enseñanza/aprendizaje de ELE.

El objetivo fue analizar la adquisición de vocabulario en idioma inglés de estudiantes de bachillerato a partir de la implementación de actividades de resolución de problemas. Se empleó un diseño cuasiexperimental de pre y post test, con grupo experimental y control. Los resultados sugieren que las actividades de resolución de problemas son estrategias didácticas efectivas para la enseñanza del inglés. Resolución de problemas Inglés Estrategias Programa didáctico vocabulario adquisición

A leitura compartilhada de livros é uma atividade usual em aulas de crianças pequenas e está relacionada com a expansão do vocabulário nos iniciantes escolares. Estudos demonstram que a forma como os adultos realizam a leitura afeta a expansão do vocabulário. O objetivo deste estudo foi observar as práticas de leitura compartilhada de professoras nas aulas remotas, durante a pandemia, quanto ao trabalho com o vocabulário. Participaram deste estudo nove professoras e seus alunos de cinco e seis anos de idade, matriculados em quatro escolas particulares. Para a coleta de dados, foram utilizados cinco livros de histórias infantis e um questionário sociodemográfico. As 45 sessões de leitura foram gravadas e transcritas. Todas as perguntas feitas pelas professoras foram computadas e depois classificadas em dois grupos: perguntas que promoviam expansão do vocabulário e as que não promoviam. Os resultados encontrados mostraram que apenas 37% das perguntas formuladas pelas professoras foram feitas para desenvolver o vocabulário (χ² =162, 0 [1], p< 0,001), sugerindo pouca interação no sentido de expandir o vocabulário das crianças. Esperamos levantar questões sobre como as professoras têm trabalhado com os livros de história e ajudar na elaboração de estratégias para desenvolver o vocabulário das crianças.

RESUMO Objetivo mapear as publicações que abordam a relação entre habilidade lexical e gagueira em crianças na faixa etária dos 2 anos aos 9 anos. Estratégia de pesquisa busca nas bases de dados Cochrane Library, MEDLINE, via PubMed, Scopus, Web of Science, Embase. Critérios de seleção estudos clínicos comparativos, longitudinais ou caso-controle, que incluíam análise do vocabulário expressivo e receptivo de crianças com gagueira na faixa etária de 2 a 9 anos. Análise dos dados: após a busca inicial com 426 artigos, 42 foram selecionados para leitura na íntegra, dos quais, 16 atenderam aos critérios de elegibilidade. Resultados a maior parte dos registros analisados referiu haver relação entre desenvolvimento ou desempenho lexical e gagueira em crianças. No entanto não houve consenso sobre a relação entre maior ou menor desenvolvimento lexical. Conclusão o mapeamento dos estudos incluídos indicou que não há evidências suficientes que relacionem gagueira e desenvolvimento lexical.

Developing emotional vocabulary improves many areas of emotional well-being, aids in the construction of reality, and ensures better environmental adaption. Because of its importance, this study uses an instrument to generate emotional labels with the purpose of investigating differences in emotional vocabulary by gender and educational stage. The overall sample size was 1.244 with primary, secondary, and university degrees included. The IBM SPSS 27 software was used to perform descriptive statistics and mean comparison (ANOVA). The results indicate a misunderstanding of the idea of emotion, with joy and sadness being the most reported feelings. [ABSTRACT FROM AUTHOR]

The Cuban National Poet, Nicolás Guillén, has been studied by multiple specialists and critics. However, a complete study of the vocabulary of his poetry obtaining detailed statistics has not yet been carried out. Currently, the Center for Applied Linguistics of Santiago de Cuba undertakes extensive research that classifies, describes, and analyzes the different components of Nicolás Guillén's poetic vocabulary using the Natural Language Processing techniques, as part of his idiolect; and thus, detail them statistically with all their particularities. This article focuses on the description of the English vocabulary, as an integral part of the group of sublexicons that make up his poetic corpus and describes the sport semantic field present in it. [ABSTRACT FROM AUTHOR]

Copyright of Pixel-Bit, Revista de Medios y Educacion is the property of Pixel-Bit, Revista de Medios y Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Resumen: El objetivo de este trabajo es analizar la composición léxica del vocabulario productivo infantil y su relación con el input lingüístico al que los niños de cuatro años de distintos grupos sociales están expuestos. A partir de un corpus de habla espontánea, se seleccionaron las transcripciones de 19 niños de dos grupos sociales distintos (n = 38), correspondientes a 456 horas de grabación, y se analizó la cantidad total y los tipos distintos de sustantivos, adjetivos y verbos, tanto en la producción infantil como en el input lingüístico. El análisis de la varianza mostró que en ambos casos hubo una mayor cantidad de tipos distintos de sustantivos respecto a las demás palabras, pero una mayor cantidad total de verbos. Las regresiones beta con el vocabulario infantil como variable dependiente indicaron que la pertenencia al grupo socioeconómico fue un predictor de tipos distintos de todas las clases de palabras y de cantidad solo de adjetivos; la presencia de cada clase de palabra en el input fue predictor de la cantidad de las tres clases de palabras, y de mayor cantidad de tipos distintos de adjetivos y verbos. Estos resultados muestran la complejidad de las experiencias tempranas infantiles y la relevancia de atender a los distintos contextos en los que los niños adquieren el lenguaje. Palabras clave: vocabulario; composición léxica; producción infantil; entorno lingüístico. Abstract: The aim of this study was to analyze the lexical composition of child expressive vocabulary and its relationship with linguistic input of four-year-old children from different social backgrounds. From a spontaneous speech corpus, we analyzed the transcriptions of 19 children from two different social backgrounds (n = 38), corresponding to 456 hours of recordings, and we analyzed the lexical diversity and quantity of nouns, adjectives, and verbs, both in child vocabulary and input they were exposed to. The analysis of variance showed that in both cases there was a greater noun type quantity compared to the other word classes, but a greater token quantity of verbs. Beta regressions with child vocabulary as a dependent variable showed that belonging to a socioeconomic group was a predictor of the three lexical classes’ types, but only of the adjective’s tokens; the presence of each word class in the linguistic input was a predictor of all three word classes, and only of adjective and verb types. These results manifest the complexity of early childhood experiences and the need to pay attention to the various contexts where children acquire language. Keywords: vocabulary; lexical composition; child production; linguistic input.

El Poeta Nacional de Cuba, Nicolás Guillén, ha sido estudiado por múltiples especialistas y críticos. Sin embargo, un estudio total del léxico de toda su poesía con la obtención de una pormenorizada estadística aún no se ha llevado a cabo. En la actualidad, el Centro de Lingüística Aplicada de Santiago de Cuba acomete una amplia investigación que clasifica, describe y analiza, con la utilización de técnicas de Procesamiento del Lenguaje Natural, los diferentes componentes del vocabulario poético de Nicolás Guillén como parte de su idiolecto, para así detallarlos estadísticamente con todas sus particularidades. Este artículo centra su análisis en la descripción del vocabulario inglés, como parte integrante del grupo de subléxicos que conforman su corpus poético. Asimismo, se describe el campo semántico deportivo presente en dicho corpus.

Como parte de la transformación de la educación, se ha considerado el uso de la tecnología para elevar la calidad en el aprendizaje. Este estudio evalúa un programa experimental que gira en torno a la implementación de podcasts como material de apoyo fuera del aula, con énfasis a favorecer el aprendizaje del vocabulario y la pronunciación del idioma inglés. La investigación con enfoque mixto, utilizó los métodos Audiolingual y el Enfoque Natural bajo un criterio humanista. Participaron cincuenta y dos estudiantes mexicanos de primer grado de una escuela primaria pública estatal, con edades de seis y siete años, divididos de forma natural en un grupo experimental y otro de control. Para recopilar datos cuantitativos y cualitativos se aplicaron varias técnicas: pretest, postest, notas de diario y grupos focales. Los resultados revelaron una mejora significativa en la pronunciación y la adquisición de vocabulario en los alumnos del grupo experimental, superando de manera significativa a los alumnos del grupo de control. Entre otros hallazgos relevantes, destacan el aumento de las habilidades de los niños y las niñas para trabajar con tecnología, el desarrollo de la autonomía y las actitudes positivas de los alumnos por participar en actividades utilizando podcasts para aprender inglés.

Learning vocabulary is a crucial part of learning the English language. There are several methods that teachers might employ when teaching vocabulary to students, especially high school students. One of these methods is to teach vocabulary more efficiently by utilizing educational games. The investigation in this research focused on learning vocabulary in a high school. The research found students' perspectives towards the games used to teaching and learning vocabulary to students at Binh Hung Hoa High School in Ho Chi Minh City. The participants were 120 students in Grade 10 and 11 who were between 16 and 17 years old, and all of them were nonnative speakers, and 10 teachers who are in charge of teaching in this school. The writer conducted a case research, questionnaire was delivered to the students at the end of the course to get their perspectives towards learning English vocabulary through games. Besides, 10 teachers were interviewed about using games in teaching English vocabulary. The study found that using educational games as a learning and teaching strategy with young students boosted information acquisition and retention and offered students a chance to understand how their learning was used in the real world. This is also simple and enjoyable for students, allowing them to get familiar with a few words without having to recall them word by word or grow bored. This research advises employing educational games in a more inventive way when teaching vocabulary to students. [ABSTRACT FROM AUTHOR]

Copyright of Nueva Revista del Pacífico is the property of Universidad de Playa Ancha de Ciencias de la Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Foreign Languages / Revista Internacional de Lenguas Extranjeras is the property of Universitat Rovira I Virgili and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Colombian Applied Linguistics Journal is the property of Colombian Applied Linguistics Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Voces de la Educacion is the property of Voces de la Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Lingüística y Literatura is the property of Universidad de Antioquia, Facultad de Comunicaciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista CES Psicologia is the property of Universidad CES and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

El objetivo de esta investigación es generar evidencias sobre el dominio léxico en el contexto de relaciones semánticas de sinonimia, antonimia y temática. Basado en un estudio de enfoque mixto, se construyeron y validaron, mediante juicio de personas expertas, los ítems del instrumento. Posteriormente, este se aplicó a 3864 personas aspirantes que realizaron la Prueba de Aptitud Académica (PAA) para el ingreso a la Universidad de Costa Rica en el 2021 y cuyas edades comprenden de los 17 a los 21 años. Recabados los datos, se analizaron las cargas factoriales, la dificultad, la discriminación, la curva de información y los distractores de cada ítem. Los hallazgos de la investigación señalan que efectivamente el léxico se puede medir en tres categorías que representan relaciones amplias y comunes en el contexto de la lectura. La habilidad para identificar este tipo de relaciones incide en el desempeño de las personas evaluadas al resolver ítems de las categorías de parafrasear, oponer y reducir, propias de la PAA. La resolución de estos ítems depende en cierta medida del nivel léxico. Por lo tanto, es recomendable comprender el dominio léxico ligado a estas relaciones semánticas en sí, libres del contexto, para tener certeza de que no se afecta la medición de las habilidades generales de razonamiento o para encontrar los mecanismos que eviten factores causantes de varianza irrelevante al constructo.

Para los fines de esta investigación científica, en este caso cuasi experimental, el método comunicativo o CLT fue utilizado, con el fin de lograr que los alumnos del grupo experimental puedan incrementar significativamente el nivel de conversación en inglés. Al final del estudio, otras áreas del inglés también mejoraron, tales como: lectura, escritura, gramática y vocabulario. En lo referente a la población, se dividió en dos grupos: control y experimental. Cada grupo estuvo conformado de 10 alumnos, los integrantes de ambos grupos tenían, originalmente, un nivel de inglés de pre-alfabetización (‘pre-literacy’, en inglés), es decir que sus niveles eran inferior a básico; además es importante mencionar, que todos los participantes fueron adultos profesionales de postgrado de maestría en Gerencia de Proyectos y Programas Sociales Ciclo III 2018- I de la Universidad Nacional Santiago Antúnez de Mayolo - UNASAM, Huaraz-2018. Es primordial enfatizar que los alumnos del grupo experimental priorizan la comunicación de forma oral, es decir habla, y a la vez el de comprender, es decir escucha, para así poder interactuar con profesionales extranjeros los cuales utilizan estas dos habilidades del inglés en sus centros de trabajo. Por otro lado, el grupo de control necesita lograr aprobar el examen de suficiencia de inglés de su universidad para poder graduarse. Tomando en cuenta las razones mencionadas líneas arriba, se logró diseñar un programa de 16 sesiones, el cual fue utilizado para lograr el objetivo esperado; es decir, aprender el idioma inglés básico para al final lograr una diferencia significativa en: habla y escucha en el grupo experimental. Finalmente, el resultado fue exitoso, el estudio logro el objetivo de acuerdo a la hipótesis planteada.

La tesis doctoral La imaginería en la poesía erótica de los Siglos de Oro se centró en el análisis del vocabulario de más de quinientos poemas eróticos de los Siglos de Oro. Con cerca de 1.150 palabras analizadas a lo largo del estudio, la redacción del trabajo requirió el desarrollo de una metodología de base de datos relacional SQL para organizar, recuperar e interpretar la información de una forma estructurada y clara. El objetivo de este artículo es describir detalladamente la creación, estructura y la aplicación práctica de este método de investigación, además de demostrar que las bases de datos relacionales SQL pueden ser una herramienta adecuada para el análisis léxico-semántico de textos literarios. En resumen, este trabajo pretende ofrecer a la comunidad científica las bases teóricas para el desarrollo de proyectos similares teórica y metodológicamente.

Desarrollar el vocabulario emocional contribuye a mejorar numerosos aspectos relacionados con el bienestar emocional y ayuda a construir la realidad, propiciando así una mejor adaptación al entorno. En vista de su importancia, este estudio pretende conocer las diferencias en el vocabulario emocional en función del sexo y la etapa educativa mediante un instrumento de generación de etiquetas elaborado ad-hoc. El número total de participantes fue de 1.244, pertenecientes a educación primaria, educación secundaria y grados universitarios. Se utilizaron estadísticos descriptivos y comparación de medias (ANOVA). Los resultados reflejan confusión en el concepto emoción y se reportan mayormente las emociones básicas alegría y tristeza.

The work addresses the importance of gamification as a didactic strategy in the teaching of English as a second language in basic education and high school in Ecuador. The objective of the research was to identify the importance of the application of the gamification strategy for the acquisition of vocabulary in English, in the post-pandemic. To achieve this purpose, an interview questionnaire was applied to six English teachers from Tulcán canton in Carchi´s province, defining elements of interest to achieve an effective application of this didactic strategy in the post-pandemic era. The results of the interview, together with the theoretical analysis carried out after consulting the updated bibliography, were interpreted and discussed with the qualitative method of methodological triangulation. It was determined that games to improve English vocabulary are very useful, which was much easier to achieve in the time of virtual classes due to the pandemic, and is currently difficult due to the scarce technological resources of public and mixed schools. The importance of expanding the range of games to be used in English classes and their cooperative potential was recognized, as a way to improve cognitive and socio-affective components in students.

Introduction: In Information Science, multidisciplinarity is understood as the initial level for the Association of disciplines from different Sciences, which, as a representation of knowledge, aims to foster a common achievement, as we approach corporate governance. Treating the historical development of the term governance as a source of information to identify the specificity of the vocabulary, maintaining the literary guarantee, consolidates the formatting of the vocabulary itself, and may even derive connections by synonymy, homography or polysemy. All these arguments for the study of Governance information, preliminarily treated in a multidisciplinary way, can create the paths to seek new connections and integrations, allowing the creation of an informational context that fosters the state of governance practice. Objective: to create a conversational space on corporate governance to represent the formation of organized and correlated constructs from their properties and the informational flow in organizations. Methodology: literature review on the terms, meaning, use, properties, and resignification of content applied to governance, considering the terminological specificity, literary guarantee, deductive method and techniques related to terminological analysis for construct formation. Result: domain model in the context of governance applied to a corporate governance situation for Value Added analysis. Conclusion: defining an information representation model, composed of associated terms according to their properties and characteristics, extracted by coeval and chronological analysis of the use of the term governance, innovates Information Science in a multidisciplinary way, opening perspectives for its application in new social phenomena. [ABSTRACT FROM AUTHOR]

The existing literature on incidental word learning has not studied the time course of this process in adolescents, even though this type of learning is the first source of acquisition of new words, particularly in secondary education. The present study fills this gap, and also examines the role of preexisting vocabulary in this process, and the relationship between the percentage of words learned and reading times. A sample of fourteen adolescents completed self-paced reading study with three-phase (exposure, implicit assessment, explicit assessment) plus a vocabulary test. The results show that those participants who learned more words spent more reading time on the new words in the exposure phase, and furthermore, evidenced a facilitation effect after only four exposures. Tentatively, this ability could be related in part to the adolescents' pre-existing vocabulary. [ABSTRACT FROM AUTHOR]

The aim of this study was to analyze the lexical composition of child expressive vocabulary and its relationship with linguistic input of four-year-old children from different social backgrounds. From a spontaneous speech corpus, we analyzed the transcriptions of 19 children from two different social backgrounds (n = 38), corresponding to 456 hours of recordings, and we analyzed the lexical diversity and quantity of nouns, adjectives, and verbs, both in child vocabulary and input they were exposed to. The analysis of variance showed that in both cases there was a greater noun type quantity compared to the other word classes, but a greater token quantity of verbs. Beta regressions with child vocabulary as a dependent variable showed that belonging to a socioeconomic group was a predictor of the three lexical classes' types, but only of the adjective's tokens; the presence of each word class in the linguistic input was a predictor of all three word classes, and only of adjective and verb types. These results manifest the complexity of early childhood experiences and the need to pay attention to the various contexts where children acquire language. [ABSTRACT FROM AUTHOR]

Copyright of Mendive - Revista de Educacion is the property of Universidad de Pinar del Rio and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Roca: Revista Científico-Educacional de la Provincia de Granma is the property of Universidad de Granma, Departamento Editorial and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Caribeña de Investigación Educativa is the property of RECIE and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Investigación y Desarrollo (1390-5546) is the property of Direccion de Investigacion y Desarrollo (DIDE) de la Universidad Tecnica de Ambato and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

One of the applications of lexical availability points to the selection of the lexicon as a key aspect in linguistic planning in both the mother tongue and the foreign language. The objective of this study is to know the available vocabulary of Primary Education students in the centre of interest The school: furniture and materials. The sample is made up of 208 students from 2nd, 4th and 6th (these courses coincide with the end of each cycle), from four different types of educational institutions: ordinary, Spanish-English bilingual, Spanish-French bilingual, and compensatory. For data collection, the PanHispanic Lexical Availability Project methodology was followed. The most available words refer to basic material and furniture (pencil, case, eraser, table and blackboard). The intersubject factorial test showed that there are no interactions between the type of centre and the cycle. However, there are significant differences in the means according to the type of centre, being higher those of the ordinary and bilingual English centre, and the cycle since there is a progression from the first to the third cycle. These results are of great interest to Primary Education teachers as they will serve as a basis for a future lexical selection and to propose improvements in educational programs, such as Centre Linguistic Projects or bilingual programs. [ABSTRACT FROM AUTHOR]