Receptive vocabulary knowledge in L2 learners of Spanish
The role of high‐frequency words
Bibliographic Data
| ID | 8939037 |
|---|---|
| Authors | Pablo Robles‐García (0000-0003-4780-8552, Department of Language Studies University of Toronto Mississauga Toronto Ontario Canada, corresponding author) |
| Year | 2022 |
| Volume | 55 |
| Issue | 4 |
| Pages | 963-984 |
| Publication date | 2022-05-29 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/flan.12630 |
| OpenAlex | W4281717518 |
| Language | EN |
| Citations received | 4 |
| References cited | 39 |
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 different proficiency levels
Language proficiency · Linguistics · Mathematics education · Second language · Transition (genetics · Vocabulary · Vocabulary development · Word lists by frequency · EFL/ESL Teaching and Learning · Lexicography and Language Studies · Psychology · Second Language Acquisition and Learning
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| Unique citing works | 4 |
|---|---|
| Citations per year | 1,33 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |