Browsing by Subject "Repetitive practice"

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    Lexical frequency, textbooks and learning from a cognitive perspective. A corpus-based sample analysis of ELT materials.
    (Asociación Española de Lingüística Aplicada (AESLA), 2012) Criado, Raquel; Sánchez Pérez, Aquilino; Filología Inglesa
    There is not full agreement among authors regarding the role of repetition in the learning process, but its positive effects have been emphasized in Cognitive Psychology, Psycholinguistics and SLA. We assume here that repetition is a key factor in language teaching/learning and focus our attention on the lexical component. We analyze the lexis in two well-known ELT textbooks in order to verify up to what point opportunities for lexical repetition are offered. Methodologically, 1) all the vocabulary was examined using Nation’s RANGE software to identify its distribution throughout the first three first ranges defined by Nation and to compute the standardised type/token ratio in both textbooks; 2) the repetitive practice vocabulary activities were identified and quantified. Results show that the two course books are similar in the amount of words included and their distribution throughout the ranges studied, but they differ in some other fields, such as the standardised type/token ratio and the emphasis on repetitive practice. Pedagogical and research implications are discussed.---------------
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    Teaching methods and their conceptualisation from a cognitive perspective of knowledge acquisition.
    (Universidad de La Laguna, Servicio de Publicaciones, 2009-11-17) Criado, Raquel; Filología Inglesa
    The concept of method has been substantially conditioned by the sources and principles on which the different methods have emerged throughout history. Accordingly, methods have been characterised by the virtues and deficiencies of such sources and principles. Due to easily understandable reasons, methods have not hitherto had access to the essential cognitive component in learning: the biological support on which it depends, that is to say, the brain, its structure, its functioning, and both the neurolinguistic and psycholinguistic elements and processes which trigger learning. It is argued that these factors should not only be studied and considered, but that they should be urgently integrated into the construct of method and its practical implications .------------------------------------------------
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    Vocabulary in EFL Textbooks. A Contrastive Analysis against Three Corpus-Based Word Ranges
    (AELINCO, 2009) Criado, Raquel; Sánchez Pérez, Aquilino; Filología Inglesa
    Vocabulary teaching and learning is one the most important components in textbooks. Vocabulary knowledge is also frequently associated to language fluency. It is therefore important to investigate how textbooks present vocabulary, and how they comply with the conditions necessary for vocabulary learning. We will take into consideration three perspectives here: the conditions derived from cognitive processes of knowledge acquisition, the role of frequency in language and vocabulary learning and the distribution of new words throughout textbooks. The analysis of a specific EFL textbook and the comparison of the results against the rationale supporting the three perspectives mentioned above will reveal whether the textbook is suitable for efficiently reaching the goals regarding vocabulary teaching/learning.