By Rosa Mª Jiménez Catalán
Acollection of empirical reviews on gender and the purchase, improvement, that means and use of vocabulary by way of male and female grownup, adolescent, and younger rookies of English and Spanish as a moment or international language.Up-to-date researchidentifies relationships among gender and vocabulary in a language school room context.
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Additional info for Gender Perspectives on Vocabulary in Foreign and Second Languages
Cambridge: Cambridge University Press. Nemati, A. html, date accessed 28 April 2009. Norton, B. (2000) Identity and Language Learning: Gender, Ethnicity and Educational Change. London: Longman. Norton Pierce, B. (1995) ‘Social identity, investment and language learning’, TESOL Quarterly, 29, 1, 9–31. Jane Sunderland 19 Oxford, R. ) (1996) Language Learning Strategies Around the World: CrossCultural Perspectives. Second Language Teaching and Curriculum Center, University of Hawai’i. Pauwels, A. (1998) Women Changing Language.
Hence, vocabulary acquisition, development and use arguably merit more research than has been undertaken to date. And the acquisition of the vocabulary of foreign and second languages other than English merits particular study, given the gap in research here (and the increase in the teaching of other FLs). Vocabulary research and research into gender and language rarely meet (as evidenced by the few research studies on precisely this topic). We hope this volume has shown that, when they do, the results are fruitful.
2002) ‘The effects of passage content on second language reading comprehension by gender across instruction levels’, in Literacy and the Second Language Learner, Vol. 1 of Research in Second Language Learning. Hammadou Sullivan J. ). Greenwich, CT: Information Age Publishing. Brantmeier, C. (2003) ‘Does gender make a difference? Passage content and comprehension in second language reading’, Reading in a Foreign Language, 15, 1, 1–23. Bügel, K. and Buunk, B. P. (1996) ‘Sex differences in foreign language text comprehension: The role of interests and prior knowledge’, Modern Language Journal, 80, 15–31.