Making a "Little" Go a Long Way: A Corpus-Based Analysis of a High-Frequency Word and Some Pedagogical Implications for Young Spanish Learners

Autor/in	Labrador de la Cruz, Belén
Titel	Making a "Little" Go a Long Way: A Corpus-Based Analysis of a High-Frequency Word and Some Pedagogical Implications for Young Spanish Learners
Quelle	In: International Journal of English Studies, 19 (2019) 1, S.1-20 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1578-7044
Schlagwörter	Teaching Methods; Spanish; Computational Linguistics; Translation; English (Second Language); Second Language Learning; Second Language Instruction; Language Usage; Native Language; Nouns; Contrastive Linguistics; Course Descriptions; Childrens Literature; Foreign Countries; Transfer of Training; Phrase Structure; Word Frequency; Young Children; Spain + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Spanisch; Linguistics; Computerlinguistik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Sprachgebrauch; Kontrastive Linguistik; Kursstrukturplan; 'Children''s literature'; Kinderliteratur; Ausland; Training; Transfer; Ausbildung; Phrasenstruktur; Word analysis; Frequency; Wortanalyse; Häufigkeit; Frühe Kindheit; Spanien
Abstract	This study explores the different uses of the word "little," its equivalents in Spanish and its teaching to young Spanish learners. First, it aims at analyzing the lexico-grammatical behavior of "little" in a corpus of children's short stories, where its prevailing use, preceding countable nouns, has been found to be much more frequent than in other domains and registers. A contrastive study follows, which examines how "little" has been translated in an English-Spanish parallel corpus; the results show that diminutives constitute an important equivalent. Finally, some didactic implications are proposed, with the application of corpus-based findings to the teaching of English to young Spanish learners from an approach that combines lexical syllabi and story-based methodologies. (As Provided).
Anmerkungen	University of Murcia. Department of English Philology Merced Campus, Calle Santo Cristo 1, Murcia 30071 Spain. Tel: +34-868-88-3406; Fax: +34-868-88-3409; e-mail: publicaciones@um.es; Web site: http://www.um.es/ijes
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01