
Pablo Robles GarcíaUniversity of Toronto | U of T · Department of Language Studies at Mississauga
Pablo Robles García
Doctor of Philosophy
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13
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Introduction
Skills and Expertise
Publications
Publications (13)
This study investigated the effectiveness of word-frequency and teacher judgments in determining students' vocabulary knowledge and compared the predictive powers of both approaches when estimating vocabulary knowledge. Twenty-nine second language (L2) Spanish teachers were asked to predict how likely their students would know words from a 216-word...
Recent literature in the field of L2 vocabulary assessment has advocated for the development of written receptive vocabulary tests such as Vocabulary Levels Tests (VLTs) that use: (a) meaning-recall item formats, (b) a minimum of 40 item counts per 1,000-frequency band to improve level estimates, and (c) lemmas (not word-families) as the lexical un...
This study investigates the effects of multilingualism and the degree of proficiency in different languages on vocabulary knowledge among Spanish language learners. Participants completed a 160-word meaning recall test designed to measure their knowledge of the 8,000 most frequent Spanish words and a self-assessment questionnaire on their multiling...
For the last few decades, word-frequency has been widely used to identify which words L2 learners are more or less likely to know (Hashimoto, 2021). However, research indicates that teachers often prefer to rely on their own intuition rather than using corpus-based vocabulary lists for making decisions about the words they want to teach in the clas...
This study presents the development and validation of a 132-item Spanish-English bilingual multiple-choice vocabulary test based on the 3,000 most frequent lemmas that distinguishes between North American university students who satisfy the Foreign Language requirement and those who need to complete coursework. 819 students were assigned to one of...
The Challenge
U.S. university students enroll in 2 years of language courses before advancing to linguistics, literature, and culture courses. However, do students have the basic vocabulary needed to transition to advanced courses? This article answers this question by examining 943 L2 Spanish students' knowledge of high‐frequency words at differen...
Studies on teachers’ beliefs about vocabulary learning and teaching have focused, so far, on English as a second language (L2), or foreign language (FL), in different contexts but little attention has been given to other L2s and FLs. In this study, 15 Spanish L2 instructors at large universities were interviewed in order to better understand where...
RESUMEN
Este trabajo presenta el proceso de creación y validación de 3K-LEx, una prueba de amplitud léxica de respuesta Sí/No que evalúa el conocimiento de las 3.000 palabras más frecuentes en español. El proceso de validación incluyó la comparación entre los resultados de dos versiones diferentes de la prueba. 1.121 estudiantes completaron ambas v...
Morphological awareness in a second language (L2) enhances depth of vocabulary knowledge and is better developed when taught explicitly than by mere exposure to morphologically complex words. However, suffixes are not sufficiently treated in L2 textbooks, and little is known about which suffixes should be taught and which suffixes are more easily l...
This study examines the effects of word frequency and typographical enhancement (i.e., words in bold) on the learning of single words in Spanish L2 reading activities in a classroom setting. Learners read a text in which target words appearing in bold occurred one, five or 10 times. A parallel text was also provided in which those same words appear...