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La influencia de los modelos de enseñanza en el dominio del léxico fundamental de ELE: método intensivo frente a método extensivo

100%
López González A. M.
Studia Iberystyczne
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2013
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vol. 12
109-136
EN
Within the Program of Spanish Bilingual Sections of the Ministry of Education of Spain, the first stage develops and provides the basic Spanish language skills needed to undertake the study of subjects in the Bilingual High School Curriculum, at least on level B1 of the CEFR. In Poland, there are two forms of this first stage, with the same curriculum: An intensive, in a year, Lyceum Year Zero, and another extensive in three years of secondary education. This study examines, quantitatively and qualitatively, the lexical mastery of two samples of 120 students each from seven bilingual secondary schools, representative of both modalities. The technique used has been the test of lexical availability, covering 16 topics.
2
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Relaciones significativas en el léxico disponible de un colectivo

88%
López González A. M.
Studia Iberystyczne
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2017
|
vol. 16
73-93
EN
This article analyzes the lexical associations within the available lexicon produced by a sample of 120 Polish students of Spanish as a Foreign Language. In the studied corpus we observe certain categorical groupings or associative sets that show that the available words are organized in the form of semantic networks (typical of a connectionist paradigm).These associations of different types (phonetic, orthographic, semantic, categorical, etc.) show that the units of semantic memory are organized into associative networks, as stated by the theory of semantic networks (Collins, Quiliam, 1969; Collins, Loftus, 1975).
3
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La estructura interna del léxico disponible en español como lengua extranjera (ELE) de los preuniversitarios polacos

87%
López González A. M.
Studia Romanica Posnaniensia
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2014
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vol. 41
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issue 1
45-61
EN
The technique for collecting available lexicon is based on surveys of open lists in which for two minutes informants recorded all the words that come to mind in relation to each center of interest, up to a total of 16 thematic stimuli. These stimuli were defined by Gougenheim et al. (1964) as the most universally representative semantic sectors. However, those centers of interest 'are disparate semantic categories: its ontogeny, their internal organization, nor its reach are the same' (Hernández Muñoz, 2006: 134). This article characterizes the centers of interest of the available lexicon tests and examines the taxonomies of the centers of interest proposed by different authors. Finally, it analyzes the organization of the lexical repertoires of Spanish as a Foreign Language, produced by a sample of 120 students from 3rd year in bilingual high school with Spanish in Warsaw (XXXIV Liceum), Kraków (VI Liceum) and Łódz (XXXII Liceum). Analysis gives attention to the type of partnerships that are prevalent in the bosom of the lexical sets, as well as describes in detail significant relationships that occur among the most frequent words.
4
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Disponibilidad léxica en diferentes niveles de español/lengua extranjera

87%
Šifrar Kalan M.
Studia Romanica Posnaniensia
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2014
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vol. 41
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issue 1
63-85
EN
The objective of this study is to present the lexical availability in Slovene students of Spanish FL through the application of lexico-statistical methodology. The lexical availability of eleven semantic categories is compared quantitatively and qualitatively in two different level groups of students of Spanish FL: 100 high-school students (with approximate level B1) and 100 university students (with approximate level B2+). The similarities and differences according to different levels of Spanish are presented.
5
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Fenòmens de contacte lingüístic en el lèxic disponible català de Lleida

87%
Zapata M. S.
Studia Romanica Posnaniensia
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2016
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vol. 43
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issue 2
51-64
EN
This article aims to analyse the influence of Spanish on the lexicon available in Catalan. For this purpose, we examine to what extent the Catalan lexicon contains elements of Spanish and what value these units have within the data available. We have also classified language contact phenomena and we have specifically analysed the instances of loans in our corpus. In order to carry out this research, we have mainly focused on the data from the province of Lleida, obtained from 240 pre-college informants who filled out an associative survey regarding 17 centers of interest.
6
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On the possibility of applying the research methods of lexical availability studiesto Middle Arabic and dialectal Arabic texts

75%
Guidotti G.
Folia Orientalia
|
2019
|
vol. LVI
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