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Researching Lexical Availability in L2: Some Methodological Issues
Abstract
In this chapter, we address some methodological issues that are necessary to consider in undertaking research on lexical availability. To this end, we apply an analysis to the studies included in the book paying attention to the following aspects: Type of study, Population, Sample, Lexical availability Task, Data Collection, Data processing and analysis. The purposes of our chapter are twofold; on the one hand, we set out to unfold the characteristics shared by the studies included in this volume, on the other, to clarify basic terms and concepts in lexical availability research. We include a brief description of tools and formulas such as Lexical Availability Index and Lexical Cohesion Index. This chapter also includes a summary of the common tendencies revealed in the studies in the book, surprisingly similar, taken into account that the studies were designed and carried out independently the one to the other in two different languages, in five countries and different learning contexts.
... The lexical statistical analyses were conducted with Dispogen II (2014 version), a MatLab-based application that focuses on matrix calculations and multivariate statistical analyses, including lexical availability analyses. This program utilizes López and Strassburger's formula [34], which employs an exponent that asymptotically approaches zero. This method ensures the constant preservation of discriminant capacity. ...
... It is possible to perform lexical-statistical analysis to infer individual behaviour and assess the lexical production of a participant in comparison to the entire pool of speakers. According to López and Strassburger [34], a higher LAIp of a participant indicates a bigger contribution to the group's lexicon, thereby increasing their ability to communicate within the group. For the statistical calculations, IBM SPSS version 23 was used. ...
The primary aim of this study is to introduce a didactic programme that incorporates gamification in geometry classes for high school students. The purpose of this programme is to boost students’ motivation towards learning. In the present educational scenario, the role of information and communication technologies (ICT) is paramount. Gamification has the potential to enhance the learning process by integrating game elements into non-game environments. This approach is deemed necessary as emotional factors in teaching may not lead to meaningful learning and improved academic performance. The research methodology employed a mixed approach and a pre-experimental design with pre- and post-test measurements. The sample comprised 45 10th grade students from a subsidised private high school in the Biobío Region of Chile. The study took 10 months and evaluated the factors of motivation, academic achievement, and lexical availability. Results showed a 23% increment in students’ knowledge, as proven by pre- and post-tests. The findings suggest an improvement in students’ perception regarding geometry and a significant improvement in academic performance. Furthermore, it has been confirmed that there is a noteworthy correlation between the group’s overall motivation and their academic performance, supporting gamification as an effective pedagogical strategy.
... Most LA studies to date have benefitted from methodological homogeneity, using the Lexical Availability Task (LAT) as a data collection instrument. As is outlined by Samper Hernández and Jiménez Catalán (2014), the task is generally carried out by means of a paper-and-pencil questionnaire. Participants are presented with cue words (also known as "prompts", "centres of interest", or "semantic categories") and asked to write down all words that come to their mind in response. ...
Over the last two decades, Content and Language Integrated Learning (CLIL) has become widely implemented throughout Spain, with the hope of enhancing foreign-language abilities and encouraging multilingualism (Ruiz de Zarobe & Lasagabaster, 2010). However, there has been such enthusiasm for the approach that its implementation has largely outpaced research into its effectiveness (Pérez-Cañado, 2012). In particular, there are four key issues which need to be addressed: the language of instruction, the acquisition of vocabulary, the learners’ motivation, and the influence of gender. Firstly, the vast majority of CLIL programmes throughout Spain are taught through the medium of English, prompting the use of the term CEIL (content-and-English integrated learning) (Dalton-Puffer, 2011). However, several schools also implement programmes through other important target languages (TLs) such as French (Ruiz de Zarobe & Lasagabaster, 2010). These languages other than English, however, have largely been neglected, both in research and practice. Within CLIL research Dalton-Puffer, Nikula and Smit (2010) have consequently called for comparative research across different TLs, so as to provide insight into the strengths and weaknesses of CLIL language-independently. Secondly, CLIL modules have been shown to produce positive effects on students' learning of content-related vocabulary (Heras & Lasagabaster, 2015). Within the field of lexical availability (LA), there have been recent calls to better understand this effect, by focusing on LA prompts which may be relevant to the CLIL subject and by including some measure of proficiency in order to determine its influence (Canga Alonso, 2017). Thirdly, motivation is well understood as an undeniably important factor in learning a foreign language (FL) and has been found to play a more significant role in CLIL than in non-CLIL settings (Navarro & García Jiménez, 2018). However, there may be a fundamental difference between the motivation for learning English compared with other languages, given that English is increasingly regarded as a basic educational skill, crucial to professional development (Dörnyei & Ushioda, 2013). There is thus a clear need to investigate CLIL language learning motivation in English as compared to other TLs, so as to determine whether the benefits hold true for languages other than English. Finally, research into gender and LA in Spain has largely shown a female advantage in younger learners and in early secondary school students. However, more research is needed to understand whether this advantage remains in later school years, and whether CLIL instruction plays a role. Female students have also generally been found to exhibit higher language learning motivation, however, there are suggestions that a CLIL context may provide a blurring effect of gender differences (Lasagabaster, 2008), given the assumption that male students may compensate for lower FL learning motivation with higher motivation towards the CLIL subject (Heras & Lasagabaster, 2015). However, research to date has produced mixed findings on whether this is in fact the case. To address these gaps, this thesis aims to analyse the LA and language learning motivation of secondary school students enrolled simultaneously in English and French CLIL, exploring the influence of the language of instruction, the role of gender, and the effect of CLIL on these different factors. The participants are native Spanish speakers from 9th, 10th and 11th grade who in addition to studying English as a Foreign Language (EFL) and French as a Foreign Language (FFL) also study content subjects through the medium of these languages. The study adopts both a cross-sectional (9th to 10th grade) and longitudinal (10th to 11th grade) approach, with participants completing language level C-tests, LA tasks and language learning motivation questionnaires both in English and French. Results point to clear differences between participants’ LA and language learning motivation in English and French, to the advantage of English. In terms of LA, exposure to content-related vocabulary was found to influence the results from one grade to the next, and language level was found to play a clear role. Regarding motivation, in addition to reporting greater motivation towards English, there was a much stronger relationship between LA and motivation and between language level and motivation in English than in French. There were also indications that attitudes toward CLIL classes may play a vital role. In terms of gender, female students were found to produce a higher number of words than male students, however, there are indications that male students may exhibit greater lexical sophistication in terms of LA. While male and female students were equally motivated towards learning English, clearer differences arose in French. Finally, CLIL instruction was also found to play a very important role in the acquisition of content-related vocabulary. In particular, results revealed that CLIL has the potential to help students improve their LA to the extent that they can effectively bridge the gap between them and students with a higher language level and greater LA in other domains.
... sweets (n) and sweet (adj.); or 4) words written in their short and full form were unified (e.g. (ham)burger, (Coca-)Cola, etc.) (Samper & Jiménez, 2014)). ...
This study aims at exploring the impact of overseas experience (OE) on lexical
availability (LA) in English and Spanish as foreign languages. The main objectives are the following: carry out a quantitative analysis of lexical availability in English L2 and Spanish L2; explore the variable ‘overseas experience’ in the vocabulary produced by students of English L2 and Spanish L2 both quantitatively and qualitatively; discuss the results bearing in mind the new international posture of English L2 learners (Yashima, 2009, p. 145). Lexical availability questionnaires were distributed to 76 secondary-school students of Spanish L2 in Romania and to 79 Spanish English Major students in Spain. The two topics which were selected to explore were ‘food and drinks’ and ‘entertainment’. The results show that English L2 students wrote more words than their Spanish L2 counterparts. Furthermore, both students of English L2 and Spanish L2 who travelled to a target-language country retrieved more vocabulary than those who did not. However, logistic regression between the variables LA and OE in the English L2 sample showed that 72.1% Of the students who did not travel to an English-speaking country were well predicted, meaning their vocabulary was rich despite not having spent
time in the target language context. The qualitative analysis confirms the new shift in focus as English is the newest lingua franca and students identify with an international community, which motivates and allows them to travel virtually to any English-speaking place, and hence to expand their vocabulary.
Lexical availability seems to be greater for students who have travelled to a target language country. However, more in depth analysis is required in order to explore this variable, as logistic regression and the qualitative analysis revealed the importance of the role the foreign language learnt has worldwide.
Within the context of Content and Language Integrated Learning (CLIL), vocabulary acquisition is of central importance. However, while CLIL is increasingly being implemented throughout Spain, there remains a clear preference, both in practice and research, for using English over other languages such as French. This study thus investigates the token production of Spanish students taking both English and French CLIL classes by means of a lexical availability task. It aims to determine if there are quantitative differences between the learners’ language level and token production in English and French, and whether these differences exist across grades. Results indicate that learners have higher proficiency and produce more words in English, and that CLIL instruction has a clear impact on learners’ production across grades. The results are of key interest to multilingual CLIL educators seeking to make the most of vocabulary gains in multiple languages.
Since its conception in the 1950s, the Lexical Availability Task (LAT) has steadily gained prominence as an assessment tool in language teaching and learning, perhaps due to the fact that it not only provides a useful indication of the lexical resources which are available to learners, but it also obtains this rich set of data in a rather economical way (Jiménez Catalán & Fitzpatrick, 2014). The LAT requires participants to write as many words as come to mind in response to a specific stimulus or cue-word within a time limit of 2 minutes. The responses obtained provide a lexical corpus of available words for that cue-word or centre of interest. While previous research has highlighted the value of using lexical availability (LA) as a tool for selecting target foreign language vocabulary (Ávila Muñoz, 2017), this article argues that this tool should not be used in isolation, but rather should be implemented appropriately alongside a number of other factors in order to best determine target vocabulary. A theoretical exploration of the LAT as a tool for the selection of vocabulary to be taught in class is thus provided, taking into consideration a number of key factors: the most readily available words in each field of natives of the age group, other similar groups, words from the school context, equivalent words of highly available words from L1 and the teaching context. Suggestions are made for incorporating LA as a tool for vocabulary selection in classrooms.
Lexical availability studies have a great potential to explore and contribute to a better understanding of productive vocabulary knowledge in a second or foreign language. The present study compared the lexical availability output of two groups of EFL learners in order to ascertain whether the different prompts used in the lexical availability task or the different amount of English exposure had any quantitative or qualitative effect on learners' lexical availability output. The study also aimed at determining if there was a relationship between receptive vocabulary knowledge and lexical availability output. A sample of 85 EFL learners, distributed into incoming and outgoing groups, completed a lexical availability task and the New Vocabulary Levels Test (NVLT). Results showed that the prompt and the amount of English instruction influenced the number and quality of learners’ word responses. There was also a positive, although moderate, correlation between the scores on lexical availability task and NVLT, predicting vocabulary level to some extent.
Uno de los ámbitos en que los estudios de disponibilidad léxica (DL) encuentran una vía de provecho fructífera es el de la enseñanza de español como lengua extranjera. Desde las primeras investigaciones, publicadas en los años noventa, que pusieron de relieve la escasa o nula adecuación del léxico utilizado en los manuales de ELE, hasta los más actuales, que inciden en la interesante aportación de esta línea de trabajo, observamos una serie de avances a nivel didáctico. En esta breve comunicación subrayamos el interés de la aplicación de la metodología y resultados de las pruebas de DL a la didáctica de ELE en Marruecos 1. 2. FUNDAMENTACIÓN TEÓRICA Y METODOLÓGICA 2.1. Definición del concepto «disponibilidad léxica» Hablar de disponibilidad léxica significa referirse al caudal léxico utilizable en una situación comunicativa dada, a aquellas palabras que acuden antes a la mente del hablante como reacción a un estímulo temático concreto. Estas palabras consti-tuyen el vocabulario disponible de ese hablante o de esa comunidad de hablantes. Se entiende, según López Morales (1999), «que existe en el lexicón mental una serie de términos que no se actualizan a menos que sea necesario para comu-nicar una información muy específica». El concepto de «disponibilidad léxica» fue formulado a partir de las contribuciones de Michéa (1953) y de los franceses Gougenheim, Michéa, Rivenc y Sauvageot (1956), que tenían por objeto determi-nar el léxico fundamental del francés, depurándose hasta llegar a la versión actual de Humberto López Morales (1999).
RESUMEN Son ya muy numerosos los estudios de disponibilidad léxica realizados sobre la lengua materna
de una comunidad. Sin embargo, su aplicación a la enseñanza de lenguas extranjeras apenas se ha investigado. Este artículo, fruto de una investigación en la que se ha estudiado el léxico disponible de los estudiantes de español como lengua extranjera de la Universidad de Cádiz y los factores que le influyen, analiza el efecto del nivel de español sobre el número de unidades léxicas que se han actualizado en las encuestas de disponibilidad. Además, hace especial hincapié en la importancia de que se lleve a cabo, no solo un análisis estadístico descriptivo de los resultados, sino también inductivo, el cual permite extrapolarlos a la totalidad del grupo de estudiantes que es objeto del estudio.
En el estudio que presentamos, realizamos una muestra diagnóstica a las investigaciones sobre disponibilidad léxica de un total de doscientos sesenta y tres estudiantes chinos provenientes de las ciudades de Guangzhou, Beijing, Shanghai, Xi’an, Chongqing y Luoyang, lugares que en nuestro estudio han servido como representantes respectivamente del sur, el norte, el este y el centro del país. Los resultados nos permitirán detectar deficiencias que presentan los estudiantes chinos en el nivel léxico durante el aprendizaje de español como lengua extranjera y así, se plantean estrategias que les podrán ayudar a enfrentar los problemas existentes y al mismo tiempo se nos ofrecerán materiales de primera mano en el campo de la enseñanza del léxico.
Las mejoras en el enfoque y los procedimientos de cálculo producidos en los últimos trabajos de disponibilidad léxica descubren un campo de aplicaciones considerable, entre los que la enseñanza de la lengua a extranjeros se revela, sin duda, como importante beneficiaria. En este trabajo presentamos los resultados obtenidos con un test de disponibilidad realizado a alumnos finlandeses en cuatro diferentes fases del aprendizaje de español como lengua extranjera. La comparación de los datos cuantitativos y cualitativos obtenidos para los diferentes niveles permite extraer conclusiones importantes para la programación curricular y atisbar otras que podremos confirmar cuando hayamos incrementado convenientemente el volumen estadístico utilizado para el estudio
Different research studies have shown that the processes of lexification and standardization that come into operation during lexical production revolving around different semantic categories vary according to the different social groups. Moreover, prior experimental studies have pointed out that a change in modality in the production (oral tests vs. written tests) does not alter the quantitative results, but does seem to significantly affect the qualitative outcomes. The objectives of this study are firstly to analyse how lexical production in both modalities is affected from the point of view of the formal mechanisms of actualization and secondly to determine whether there is a variation among the different social groups, particularly between the production of gender, and how this variation is related to social constructionism and cognitive linguistics theories. To perform the study, tests were administered to 60 native Spanish speaki ng studen ts of th e Uni versi ty of Sal am an ca (Spai n). Gen eral aspects of th e conceptualization of semantic fields within the different lexical cultures were also qualified. All of this helps us to define more clearly the variation in the linguistic material of the different "lexical cultures" that form a speech community.
Lexical availability measures the ease with which a word can be generated as a member of a given category. It has been developed by linguistic studies aimed, among other things, at devising a rational basis for selecting words for inclusion in dictionaries. The measure accounts for the number of people who generated a given word as a member of a designated semantic category and the position in which they produce the word. We present an analysis of lexical availability from a cognitive perspective. Data were analysed for Spanish speakers generating words from five semantic categories—clothes, furniture, body parts, animals, and intelligence. Six properties of words were investigated as potential predictors of lexical availability. Predictors were concept familiarity, typicality, imageability, age of acquisition, word frequency, and word length. Categories differed on these variables, and regression analysis found concept familiarity, typicality, and age of acquisition to be significant predictors of lexical availability. The cognitive basis of these findings and the practical consequences of selecting words on the basis of lexical availability are considered.
One of the first accounts of social variation in language, this groundbreaking study founded the discipline of sociolinguistics, providing the model on which thousands of studies have been based. In this second edition, Labov looks back on forty years of sociolinguistic research, bringing the reader up to date on its methods, findings and achievements. In over thirty pages of new material, he explores the unforeseen implications of his earlier work, addresses the political issues involved, and evaluates the success of newer approaches to sociolinguistic investigation. In doing so, he reveals the outstanding accomplishments of sociolinguistics since his original study, which laid the foundations for studying language variation, introduced the crucial concept of the linguistic variable, and showed how variation across age groups is an indicator of language change. Bringing Labov's pioneering study into the 21st century, this classic volume will remain the benchmark in the field for years to come.
Acollection of empirical studies on gender and the acquisition, development, meaning and use of vocabulary by female and male adult, adolescent, and young learners of English and Spanish as a second or foreign language. Up-to-date researchidentifies relationships between gender and vocabulary in a language classroom context.
The aim of this study is to explore the possible connections between learners’ gender,1 motivation — and motivation types — and attainment in an English as a Foreign Language (EFL) lexical availability test. Among the variables affecting foreign language (FL) learning, gender and motivation have received extensive attention within this field.
Sabemos que el nino, antes de iniciar el proceso de educacion formal, ya posee una serie de conocimientos y experiencias que le permiten interactuar con su medio. La educacion preescolar debe centrar sus esfuerzos en la consecuencia activa y creativa de aprendizajes, experiencias y conocimientos previos que, en su mayoria, son exteriorizados basicamente por medio de la lengua; recae sobre la escuela la titanica tarea de proporcionar su enriquecimiento y de ofrecer los mecanismos adecuados para su adquisicion. Concretamente, la ensenanza de la lengua en la educacion preescolar debe basarse en la exploracion del codigo oral –vocabulario, morfosintaxis, fonologia, discurso- y en consecuencia, en el dominio de las destrezas escuchar, hablar y entender , como lo afirman Marcos Marin y Sanchez Lobato: “El dominio gradual y creciente de las destrezas hablar- entender redundara en beneficio de la lectura y, por supuesto, en el de la escritura. Hoy ya nadie ignora que el mayor o menor exito en el aprendizaje de la lectura y de la escritura esta fuertemente condicionado por el estado de desarrollo que se tenga en el proceso de adquisicion del lenguaje oral. No es ningun secreto que el nino tiene que dominar en su expresion oral las estructuras linguisticas y el vocabulario que le van a ser presentados para que aprenda a leer: la utilizacion de estructuras desconocidas y del lexico extrano haran del ejercicio un fracaso total.
The present work is a transectional correlational study among students who learn English as a second language, across the Eight Region at the formal learning schools in Chile. The linguistic level of the available lexicon was explored among samples of students from different secondary schools. The research was planned in terms of general objectives: Describe the available lexicon produced by students of English as L2 (second language), from different schools. Know the incidence of the variable type of school in English lexicon availability, produced by students included in the sample.
In the present study we report research conducted with female and male students who were learning English as EFL in the 6th grade of Spanish primary education (end of this educational stage). Our main objective was to ascertain whether there were differences or similarities regarding the number and the kind of words produced by male students compared to those produced by female students in response to cue words from a lexical avaliability task. Highly significant differences were found in the average number of words produced by the two sexes. Girls achieved higher means that boys for each of the fifteen cue words contained in the lexical avaliability task.
One of the first accounts of social variation in language, this groundbreaking study founded the discipline of sociolinguistics, providing the model on which thousands of studies have been based. In this second edition, Labov looks back on forty years of sociolinguistic research, bringing the reader up to date on its methods, findings and achievements. In over thirty pages of new material, he explores the unforeseen implications of his earlier work, addresses the political issues involved, and evaluates the success of newer approaches to sociolinguistic investigation. In doing so, he reveals the outstanding accomplishments of sociolinguistics since his original study, which laid the foundations for studying language variation, introduced the crucial concept of the linguistic variable, and showed how variation across age groups is an indicator of language change. Bringing Labov's pioneering study into the 21st century, this classic volume will remain the benchmark in the field for years to come.
Resumen La inmigración afecta a multitud de ámbitos; los investigadores de la lengua, de manera especial, tenemos la responsabilidad de comprometernos con esta realidad. El texto presenta la viabilidad de realizar estudios lingüísticos utilizando como referencia a los estudiantes de las clases de "español para inmigrantes". La metodología de disponibilidad léxica ofrece una oportunidad en cuanto a la elaboración de glosarios específicos de vocabulario que puede resultar clave en su aplicación a grupos de aprendices en situaciones de urgencia. Aquí se presenta una comparación entre cinco glosarios, extraídos de diferentes manuales y recopilaciones de léxico, y los datos obtenidos en un estudio anterior (Fernández-Merino 2010). Gracias a esta investigación pueden observase claramente las dificultades y posibilidades de esta metodología, pero también la cercanía entre el léxico propuesto y el léxico disponible en inmigrantes adultos. Palabras clave español para inmigrantes, español segunda lengua, enseñanza-aprendizaje, vocabulario, disponibilidad léxica, glosario Abstract Immigration affects many areas. The researchers of the language, especially, have the responsibility to engage with this reality. The paper presents the feasibility of using students from the classes of 'Spanish for immigrants' as a reference in language studies. The methodology of lexical availability is an opportunity for the development of vocabulary glossaries. It can be very important in its application to groups of trainees in emergency situations. Here is a comparison drawn between five different glossaries, from manuals and vocabulary collections, and data obtained in a previous study (Fernandez-Merino 2010). Thanks to this research can be seen clearly the difficulties and possibilities of this methodology, but also the proximity of the proposed lexicon and the lexicon available in adult immigrants.
Dispolex: Base de datos de la disponibilidad léxica
- J A Bartol-Hernández
- N Hernández-Muñoz
Edad y cultura léxicas
- J B Borrego-Nieto
- JB Borrego-Nieto
Disponibilidad léxica en español como lengua extranjera: el caso Filanlandés estudio del nivel preuniversitario y cotejo con tres fases de adquisición
- A Carcedo-González
Lexical availability
- N Dimitrijévic
Crecimiento de la disponibilidad léxica en estudiantes chilenos de nivel básico y medio
- M S Echeverría
Dispogen II. Programa computacional para el análisis de la disponibilidad léxica
- M S Echeverría
- P Urzúa
- I Figueroa
- MS Echeverría
El diseño de una fórmula matemática para obtener un índice de disponibilidad léxica confiable
- J López-Chávez
- C Strassburguer-Frías
Las nociones específicas del PCIC y la disponibilidad léxica como instrumento de selección del vocabulario. Final master’s report
- E Medina-Arejita
A study of lexical availability among monolingual-bilingual speakers of Spanish and English
- V J Bailey
Disponibilidad léxica en inglés como lengua materna e inglés como lengua extranjera: Estudio del léxico disponible desde un enfoque psicolingüístico. Unpublished dissertation
- R A Ferreira
El léxico disponible en los escritos de alumnos de español como lengua extranjera. Estudio comparativo de dos córpora
- M L Frey-Pereira
La statistique de vocabulaire et son application dans l’enseignement des langues
- G Gougenheim
El Español, una lengua viva
- Instituto Cervantes
Disponibilidad léxica en inglés como lengua extranjera en dos tipos de instrucción
- R M Jiménez-Catalán
- J Ojeda Alba
- RM Jiménez-Catalán
Estudio de disponibilidad léxica en 43 estudiantes de ELE. Final master’s report
- E López-Rivero
García de las Heras Cálculo de la disponibilidad léxica
- Francisco Moreno
- J Enrique Moreno
L’élaboration du français fondamental 1er degré. Étude sur l’élaboration d’un vocabulaire et d’un grammaire de base. Nouvelle édition refondue et augmentée
- G Gougenheim
- R Michéa
- P Rivenc
- A Sauvageot
Estudio de disponibilidad léxica en estudiantes de E/LE en los centros de interés “Medios de transporte” y “Profesiones y oficios”. Final master’s report
- M Pérez-Serrano
Disponibilidad léxica en alumnos de español como lengua extranjera, Colección Monografías nº 4
- M Samper-Hernández
Criterios de edición del léxico disponible
- J A Samper-Padilla
- JA Samper-Padilla
Gender and motivation in EFL vocabulary production In Gender perspectives on vocabulary in foreign and second languages
- A Fernández-Fontecha
Léxico disponible de inmigrantes escolares no hispanohablantes
- F Jiménez-Berrio
Le vocabulaire disponible du français
- W F Mackey
- WF Mackey
Disponibilidad léxica en español como lengua extranjera de los alumnos rumanos (Estudio exploratorio). Diploma of Advanced Studies’ report
- B Sandu
Otro cálculo del índice de disponibilidad léxica
- J López-Chávez
- C Strassburguer-Frías
Un modelo para el cálculo del índice de disponibilidad léxica individual
- J López-Chávez
- C Strassburguer-Frías
Dificultades de los estudios de disponibilidad léxica en ELE: los criterios de edición de los materiales
- M Samper-Hernández
Gender tendencies in EFL across vocabulary tests
- R M Jiménez-Catalán
- RM Jiménez-Catalán
Crecimiento de la disponibilidad léxica en estudiantes chilenos de nivel básico y medio. In La enseñanza del español como lengua materna, Actas del II Seminario Internacional sobre ‘Aportes de la lingüística a la enseñanza del español como lengua materna
- M S Echeverría
- MS Echeverría
Presencia del léxico disponible de inmigrantes en glosarios específicos de vocabulario
- P V Fernández-Merino
- PV Fernández-Merino
Cálculo de la disponibilidad léxica
- Francisco Moreno
- J Enrique Moreno
- F Moreno