MÁSTER EN FORMACIÓN DEL PROFESORADO DE
EDUCACIÓN SECUNDARIA OBLIGATORIA, BACHILLERATO,
FORMACIÓN PROFESIONAL Y ENSEÑANZAS DE IDIOMAS.
ON COGNITIVE ADVANTAGES OF BILINGUALISM:
AVAILABILITY OF LEXICON ACCORDING TO
DIFFERENT LEVELS OF PROFICIENCY IN L2.
TRABAJO FIN DE MÁSTER. CURSO: 2011 - 2012
ESPECIALIDAD: INGLÉS
APELLIDOS Y NOMBRE DEL AUTOR/A: ALBERCA ZABALLOS Mª TERESA
DNI: 70879494 A
CONVOCATORIA: JUNIO
TUTOR/A: AOIFE K. AHERN. Departamento de Didáctica de la Lengua y la Literatura
(español, francés e inglés). Facultad de Educación
FECHA Y FIRMA DEL TUTOR/A
INDEX
ABSTRACT .............................................................................................................................3
JUSTIFICATION ......................................................................................................................4
OBJECTIVE ............................................................................................................................7
LITERATURE REVIEW AND THEORETICAL BASIS ..............................................................8
METHOD ...............................................................................................................................12
Participants ........................................................................................................................12
Variables............................................................................................................................12
The test..............................................................................................................................13
Research design ................................................................................................................14
ANALYSIS AND INTERPRETATION OF RESULTS .............................................................15
Within-groups analysis .......................................................................................................16
Between-groups analysis ...................................................................................................29
CONCLUSIONS ....................................................................................................................38
Bibliography:..........................................................................................................................40
APPENDIX 1 .........................................................................................................................43
APPENDIX 2 .........................................................................................................................50
ABSTRACT
This study examined the availability of lexicon of bilingual adolescents in both their two
languages (Spanish and English) and in relation to monolingual peers. Both groups studied in
the same high-school, yet the former, Group 1, attended the bilingual programme, whereas the
latter, Group 2, studied in the monolingual section. The bilingual group was in turn divided into
three subgroups according to their different linguistic situations: Group 1.1 was formed of
simultaneous English-Spanish bilinguals, Group 1.2 comprised simultaneous bilinguals with
other languages different from English, and Group 1.3 held sequential Spanish-English
bilinguals. Participants were asked to provide up to three hyponyms to each of 20 English
superordinate terms, and their corresponding Spanish words. Nevertheless, the words they
gave were different in both languages (clothes: socks, jeans, cardigan // ropa: falda, abrigo,
zapatos). Group 1 presented a higher availability of lexicon in both languages, showing a
gradation in the outcome of the different subgroups. Results support previous studies in finding
cognitive advantages connected to bilingualism and could point to a higher availability of lexicon
in bilingual speakers in both languages compared to monolinguals.
Este trabajo examina la disponibilidad léxica en adolescentes bilingües, tanto en español como
en inglés y en relación con sus coetáneos monolingües. Ambos grupos estudiaban en en
mismo IES., sin embargo, el Grupo 1 asistía al programa bilingüe, mientras que el Grupo 2
estudiaba en la sección monolingüe. El grupo bilingüe fue, a su vez, dividido en subgrupos de
acuerdo con las diferentes situaciones lingüísticas encontradas: El Grupo 1.1 estaba formado
por bilingües simultáneos de inglés-español, el Grupo 1.2 recogía a bilingües simultáneos de
otras lenguas diferentes al inglés y el Grupo 1.3 constaba de bilingües secuenciales de
español-inglés. Se les pidió que facilitaran hasta tres hipónimos para cada uno de los 20
hiperónimos en inglés y sus correspondientes palabras en español. No obstante, las palabras
que proporcionaran debían ser diferentes en cada lengua (clothes: socks, jeans, cardigan //
ropa: falda, abrigo, zapatos). El Grupo 1 presentó una mayor disponibilidad en ambos idiomas,
mostrando una gradación en los resultados de los diferentes subgrupos, que corroboran
estudios anteriores que conectan el bilingüismo a ciertas ventajas cognitivas y podrían apuntar
a una mayor disponibilidad de léxico en ambas lenguas de los hablantes bilingües en
comparación con hablantes monolingües
3
JUSTIFICATION
It is highly interesting to observe how individuals with different levels of command over a second
language possess diverse ways of classifying concepts according to their meaning in two
different languages. This matter is extremely relevant nowadays due to the increasing emphasis
placed on bilingualism and bilingual education in our society, as well as recent empirical findings
which show that bilingual individuals present cognitive advantages over monolinguals. One of
these cognitive advantages is for instance the ability to identify a wider range of meanings,
associations and images that a bilingual individual has due to the diverse connotations
corresponding words have in two different languages. This is an indicator of greater language
awareness and detail in thinking than monolinguals (Baker & Prys 1998: 8).
However, we need to understand what being bilingual is, or rather what being bilingual is not. As
Colin Baker and Sylvia Prys explain in their encyclopedia, being bilingual does not mean having
two monolingual brains in one head, it does not mean being identically fluent or proficient in two
languages; in fact, most bilinguals use each language for different purposes, therefore, their
vocabularies are not equal in nearly all cases (Baker & Prys. 1998: 13). Nevertheless, and even
though finding pure balanced bilinguals is very rare, you can still come across them, and
according these authors (1998: 65) they were the ones who in the 1960’s, thanks to Peal &
Lambert’s study, gave evidence of their greater mental flexibility, their ability to think more
abstractly and independently of words and their superiority in concept formation.
As an attempt to develop understanding of lexical abilities in mono and bilingual individuals
within two formal educational environments, the present study will approach the differences in
the area of productive vocabulary of two groups of adolescents who attend the same high
school. Group 1 attends the bilingual programme 1, whereas Group 2 studies in the monolingual
section. My observations were almost exclusively done over the bilingual section because it was
there where I carried out most of my teaching apprenticeship experience. Still, I observed,
examined and taught the monolinguals in several occasions too. But bilingual education is a
very complex term which describes many different realities. In this particular instance, bilingual
education refers to the fact that these children are taught different subjects through English,
1
In this study, all the members of Group 1 are considered to some extent bilinguals because, despite individual differences between
subgroups, all of them are being taught two thirds of the high school curriculum in English as a foreign language.
which is their L2. It is CLIL (Content and Language Integrated Learning)2 what they follow. In 4º
E.S.O. the subjects taught in English are two thirds of the total: Social Sciences, Biology and
Geology and Technology. They have English five hours a week, and these lessons are special
in the sense that the textbook they use is a level higher, that is a B1 in the Common European
Framework of Reference, than the one used in the monolingual section, which is an A2 by the
same standard. In the previous E.S.O. years, though, they had an extra lesson taught in
English, Music.
Group 1 was quite heterogeneous as it was formed by students with different linguistic
backgrounds, therefore a subdivision was carried out according to the different linguistic
situations found:
●
Group 1.1: two children who spoke both English and Spanish at home, therefore they
were much more fluent in English because they were much more exposed to it than their
peers. These are going to be referred to as simultaneous bilinguals. But, what does it
mean to be a simultaneous bilingual? Using the words of Bialystok, simultaneous
bilinguals means that “primary bilinguals can attain the facility to function in two
languages simultaneously without taking twice as long -or, it seems, any significantly
longer time- than a monolingual needs to acquire one.” (Bialystok, 1991: 34).
●
Group 1.2: six individuals who were simultaneous bilinguals in other languages different
from English, therefore they were in contact with at least three different languages: the
one spoken at home, which was different in each case (Finnish (1), Rumanian (3),
Arabic (1) and Bulgarian (1)), Spanish, which is the majority language of the country of
residence, and English, which is the language through which they receive a considerable
proportion (2/3) of their formal secondary education. This multilingual situation is
relevant in this study because it could have an effect on the results achieved by this
group. As Baker & Prys explain: “a multilingual person mostly uses different languages
for different purposes, and does not typically posses the same level or type of
proficiency in each language” and also “Languages within an individual may grow or
decay over time. One or two of them may become stronger, another may become
weaker. This is even more true of multilinguals than of bilinguals”. In this sense, they
2
“This approach involves learning subjects such as history, geography or others, through an additional language. It can be very
successful in enhancing the learning of languages and other subjects, and developing in the youngsters a positive ‘can do’ attitude
towards themselves as language learners”. (Marsh, 2000: 2)
5
also highlight the idea that language dominance may change together with individuals’
motivations (1998: 19). Those are some of the factors that determine people’s linguistic
preferences.
●
Group 1.3: nineteen students who only spoke L1 (Spanish) at home but whose formal
education included a significant proportion of lessons provided to them in L2 (English),
and who consequently could be ascribed to the kind of bilingualism which aims to
develop personal enrichment (Baker & Prys 1998: 466). These individuals are going to
be referred to as sequential bilinguals because they had become bilinguals by first
learning one language (Spanish) and then the other (English).
As a future Secondary English teacher, I believe that getting closer to the reality of bilingualism
is highly advisable. Even though I am myself an English-Spanish bilingual individual, developing
formal understanding of this matter certainly helps in the teaching-learning process in that
understanding how a bilingual brain works allows to appropriately and thoroughly design
lessons which will fit in with the students’ needs, especially now that the Plan Integral Integral
de Lenguas Extranjeras (2010-2020) is being implemented. The objective of this Plan is that
formal education in Spain favours students’ proficiency in English 3, therefore it is held necessary
that teachers are competently instructed and well-grounded. Furthermore, according to this
Plan, “Avanzar en la suscripción de convenios con otros países para aumentar la oferta de
enseñanza bilingüe y la obtención de doble titulación” (p.8) is going to be a priority.
On the other hand, the Spanish schools that provide education in a foreign language follow
different standards, however “[...] se descarta la posibilidad de regular a través de una
normativa las características que deberían tener las enseñanzas para ser consideradas como
bilingües o plurilingües.” (p.7)
3
“El Ministerio de Educación dentro de su Plan de Acción 2010-11 incorpora un objetivo específico en esta materia,
concretamente el número 6: “Plurilingüismo. Impulso al aprendizaje de Idiomas”. Se promueve en él, con carácter inmediato, un
conjunto de medidas para garantizar que todos los estudiantes de nuestro país se expresen con corrección y adecuación, al
menos, en un idioma extranjero, con especial preferencia en inglés”. Plan Integral de Aprendizaje de Lenguas Extranjeras p.3.
OBJECTIVE
Considering the evidence provided through a variety of research areas that being bilingual
brings a series of cognitive and even physiological advantages, the main objective of this study
is to get a bit closer to the understanding of how a bilingual brain works, looking at the degree to
which these subjects are able to come up with words to put into categories compared to the
performance of monolinguals. Hence, the hypothesis approached in this study is that one of the
cognitive advantages that bilingualism provides is a higher availability of lexicon in both the
languages spoken by the individuals. In order to validate this initial hypothesis, various other
objectives were established:
●
First of all, as the quantity of non-repeated words retrieved by the different groups shows
the lexical availability of each of the groups, one of the goals is to find out whether the
CLIL (bilingual) students are capable of retrieving a larger number of non-repeated
words in both languages than monolinguals in the same amount of time.
●
Secondly, as the bilingual group was heterogeneous in the level of proficiency in L2, a
subdivision was carried out with the objective of discerning whether higher exposure to a
second language reinforces the availability of lexicon in both languages.
●
Thirdly, and as a consequence of the previous aim, to provide further evidence adding to
previous studies that suggest that bilingualism offers certain cognitive advantages.
Thus, as mentioned above, the initial hypothesis treated in this study is that one of the cognitive
advantages that bilingualism brings is a higher availability of lexicon in individuals in both
languages, therefore, the higher the level of proficiency in L2 (whatever it might be), the larger
the amount of words available in both languages, especially in this particular context where
most of the subjects studied at school are taught in L2 (English) but the majority language of
the community is Spanish.
This linguistic situation that takes place in the CLIL programme favors the learning of technical
terms in English which otherwise would be almost inaccessible. However, the CLIL students are
also likely to learn those words in Spanish for it is the language spoken in the community.
Consequently, it is probable that the results vary according to the level of proficiency that each
of the groups possesses that is, the higher the level, the higher the percentage of words
7
retrieved by that group in both languages. Furthermore, it is expected that the higher
percetange of words belong to the technical terms section retrieved in English by Group 1
because “[..] although such a speaker (balanced bilingual) may well have two sets of lexical
items available, in his memory store, functional specialization of language usage will make
those tied to one particular language more readily available, than those from the other”
(Beardsmore (1986 :7)). In this respect, a question rises inevitably: What is the ultimate goal of
CLIL programmes, to provide students with a voluminous corpus of technical vocabulary; or are
they intended to give the learners greater fluency in general?
LITERATURE REVIEW AND THEORETICAL BASIS
It has been widely demonstrated that bilingualism is closely connected to better performance in
cognitive-related tasks such as word learning and associating words to one another. Different
studies show that mastering two languages even helps postponing the onset of dementia and
Alzheimer’s (Bialystok, 2007). So, for this and other reasons we need to look at bilingualism
from at least two different, yet connected, perspectives: the sociological and the psychological
points of view. In the foreword of Encyclopedia of Bilingualism and Bilingual Education,
Catherine Snow tells us that learning a language also means the acquisition of a new culture,
and the assimilation of a supplementary personal identity (1998: vi). This obviously entails
thousands of different connotations, as both sociology and psychology, are extremely complex
and extraordinarily vast. Perhaps that is why the attempt on the part of experts, researchers and
linguists to fully define what bilingualism really means is condemned to be everlasting, if not
impossible to achieve.
Throughout the beginning of modern Linguistics, many authors have tried to define what being
bilingual is. If we look back to 1986, Hugo Beatens Beardsmore (Bilingualism: Basic Principles:
chapter 1: Definitions and Typologies, 1-42) goes through various definitions of bilingualism that
different experts had given over the years. He quotes Bloomfield’s attempt of 1935
“In... cases where … perfect foreign-language learning is not accompanied by loss of the
native language, it results in bilingualism, native-like control of two languages. After early
childhood few people have enough muscular and nervous freedom or enough
opportunity and leisure to reach perfection in a foreign language; yet bilingualism of this
kind is commoner than one might suppose, both in cases like those of our immigrants
and as a result of travel, foreign study, or similar association. Of course one cannot
define a degree of perfection at which a good foreign speaker becomes bilingual: the
distinction is relative.” (Bloomfield, L. (1935:55-56), quoted in Breardsmore (1986: 1))
and points out to the contradiction between the first and final sentences in Bloomfield’s
description: He starts by saying that bilingualism results in a native-like control of two
languages, and ends up mentioning a relative degree of ability. In this chapter, Beardsmore
also talks about the deliberate vagueness with which this matter had been approached by two of
the major experts, Mackey 4 and Weinreich 5. Beardsmore does not, nevertheless, venture to
provide a clear definition himself either, for he argues that the notion of bilingualism is one that
can be treated in the same way other elusive phenomena are examined: “[...] bearing in mind
that the field of investigation is evident but not as precise as one might wish.” (1986: 3).
Bilingualism is certainly an elusive phenomenon. It was not until twelve years later that Colin
Baker and Sylvia Prys wrote their encyclopedia on the matter, and even then they agreed with
Beardsmore and his predecessors in that there are so many factors affecting bilingualism that it
shows “[...] how difficult it would be to create any concise and all-inclusive definition of a
bilingual person.” (1998:3)
Due to the multifaceted nature of this matter, Language Processing in Bilingual Children
(Bialystok, 1991) is a compilation of ten papers where linguistic, psychological and educational
theories are used in order to show that even if generally speaking there are no universal
advantages nor deficits for bilingual children, there are some situations where implications for
the achievement of high levels of language proficiency and for success in school can be found.
In this sense, we need to consider to what extent it is important to have CLIL programmes as
part of the academic curriculum. First of all, the expansion of the European Union brings an
increase in the need for communication in two or even three languages for the contact between
countries has risen considerably in the last decades. But, how does CLIL help to develop
language learning? To start with, content subjects are taught in a language that is not the
mother tongue of the students, therefore language is acquired rather than learnt by force
4
“It seems obvious that if we are to study the phenomenon of bilingualism we are forced to consider it as something entirely
relative. We must moreover include the use not only of two languages, but of any number of languages. We shall therefore consider
bilingualism as the alternate use of two or more languages by the same individual” (Mackey, W. F., (1957:51), quoted in
Breardsmore (1986: 1))
5
“The practice of alternatively using two languages will be called here BILINGUALISM, and the person involved BILINGUAL.
Unless otherwise specified, all remarks about bilingualism apply as well to multilingualism, the practice of using three or more
languages” (Weinreich, (1953:5), quoted in Breardsmore (1986: 2))
9
because students develop fluency in the language by using it to communicate for different
purposes. This improves overall and specific language competence and it intensifies learners’
motivation as well.
Even though bilingual education has many detractors (e.g. Rossell & Baker, 1996), Stephen
Krashen is one of the authors who defends its effectiveness. From his viewpoint, however, there
is still a lot of hard work to be done in order to improve the quality of the results brought about
by this kind of education. He believes, for instance, that “ [...] A book flood in both languages is
clearly called for [...]” (1991:7).
Nevertheless, as the objective of the present research is to get a bit closer to the reality of the
cognitive consequences bilingualism might have over people, attention needs to be payed to the
bilingual advantage hypothesis. This hypothesis is based on the work of Ellen Bialystok (2001,
20012) and other researchers who connect bilingualism to certain aspects of cognitive
development. For instance V. Marian and colleagues (Bilingualism. Consequences for
Language, Cognition, Development, and the Brain (2009)) describe the main differences
between monolingual and bilingual speakers in three different aspects, the linguistic, the
cognitive and the neurophysiological ones. Some of the linguistic differences that are mentioned
in this paper are that the earlier understanding of bilingual children “of taxonomic relationships
(e.g. car and bus are vehicles) [...] is not dependent on vocabulary size, but could be influenced
by the structural features of the speaker’s language” and also that “when bilinguals hear or read
words in one language, partially overlapping linguistic structures in the other are also activated”.
As for cognitive differences between monolinguals and bilinguals, it is said that bilingual
speakers “may be able to inhibit irrelevant verbal and nonverbal information with greater ease”,
and that “the average age of dementia onset is larger in bilinguals”. Also, the superior
performance in divergent thinking, figure-ground discrimination, and other related metacognitive skills are mentioned. Finally, when they talk about the neural differences, it is pointed
out that “bilateral processing of language is most likely to occur only in early bilinguals”,
however, bilinguals have a greater gray matter density in certain left hemisphere regions than
monolinguals.
Following the bilingual advantage hypothesis, many studies have revealed that bilinguals,
independently of the languages they speak, have a better capacity for learning novel words in
their adulthood than monolinguals (Kaushanskaya and Marian, 2009). Likewise, the
experiments carried out by J. F. Kroll (Kroll et al, 2002) show that bilinguals are faster to say
words in L2 and to translate words from one language to the other than monolinguals or L2
learners 6. These conclusions are very much connected to this study, for they support the initial
hypothesis that bilingual individuals present better cognitive performance than monolinguals.
However, a human brain, be it bilingual or not, is not a vessel where words are randomly stored.
Words need to be organized in such a way that an effective lexical scheme is created. In this
respect, several studies have revealed that bilingualism may enhance paradigmatic organization
of the semantic lexicon (Sheng et al., 2007), which means that in this study the bilingual group
tended to organize words according to substitutional or oppositional relationships the linguistic
units provided had with other units (e.g dog-cat), instead of doing so syntagmatically (e.g dogbark), where syntax -or surface structure- is taken into account. In this study, the authors tested
twelve Mandarin–English bilingual and twelve English monolingual children who generated
three associations to 36 words. The results indicated that within the bilingual group, word
association performance was similar and matching between their first and second languages.
When comparisons were made between groups, a bilingual advantage was observable.
6
Even though many consider that bilinguals have two L1s, or more and less dominant languages rather than L1 and L2 being the
two languages of the bilingual, the term L2 was used in this study because a comparison was made between native English
language learners whose L2 was French or Spanish and French or Spanish / English bilinguals. Therefore L2 here refers to the
language(s) being learnt by the first group.
11
METHOD
Participants
The objective of the present investigation is to clarify the extent to which different levels of
proficiency in L2 have an effect on adolescents’ ability to organise sets of words according to
their semantic fields, more specifically, to provide words associated by meaning for a series of
hyperyms. For this purpose, two separate groups have been selected and studied, each of
which have a different level of command over the second language, in this case English, the
total sample used consisting of 46 individuals. The first group contains 27 fifteen to sixteen yearold students who study 4º E.S.O in an English-Spanish bilingual CLIL programme (Group 1),
and the second one includes 19 individuals of sixteen to seventeen years of age, in 1º
Bachillerato, who attend English lessons four hours a week in the monolingual programme in
the same high school (Group 2). Group 1 is in turn divided into three different subgroups: the
first one comprises two English-Spanish simultaneous bilinguals (Group 1.1), the second one
contains six individuals who are simultaneous bilinguals with other languages different from
English (Group 1.2), and the third one (Group 1.3) holds nineteen sequential bilinguals, who
only use L1 (Spanish) in their family contexts and have followed the school’s CLIL programme
for 4 years.
Variables
Consequently, the variables taken into account are:
●
Age: It is an important variable because balanced bilinguals are thought to be ageappropriately competent in both languages.
●
Language(s) spoken at home: This is the most important variable because it is an
indicator of the language(s) regularly used by each participant outside formal education.
Other variables such as motivation in L2 learning, intelligence, or aptitude may affect the
results, however, they were not considered as they are not significant to this particular study.
The test
A test was provided to the different groups, which, as mentioned above, possess various
degrees of proficiency in the command of their second (or even third) language, in this case,
English. The test consisted of two clearly different sections. Firstly, there was a page where the
student had to provide relevant personal information, answering a set of questions that dealt
with the variables previously mentioned, and three others that were finally rejected 7.
The test contained a list of twenty English superordinate terms and another list of corresponding
Spanish words. Participants were asked to provide as many hyponyms as they could (from one
to three) for each superordinate, nevertheless the words they gave had to be different in the two
languages. Participants found two examples in the test so they had a clear idea of what they
were asked to do. They were challenged to complete it in 15 minutes however they had a
margin of five extra minutes. The test provided to the participants can be found in Appendix 1.
Words were selected according to the vocabulary these students use in their lessons, yet the
superordinate terms provided were presented in increasing order of difficulty, that is, everyday
words likely to be known by students of average intermediate language proficiency appeared
first, leading to more technical words the participants had studied in their CLIL English language
textbooks, and ending with abstract concepts, which are generally more difficult to categorize.
Here is a table with the division of the words:
Everyday Terms (ET): body part / parte del cuerpo, food / comida, drink / bebida, family /
familia, sport / deporte, transport / transporte, weather / tiempo (climatológico), profession /
profesión.
Technical Words (TW): insect / insecto, mammal / mamífero, landscape features /
características del paisaje, artistic movement / movimiento artístico, technology /tecnología,
industry / industria, official document / documento oficial, institution /institución.
Abstract Concepts (AC): culture / cultura, shape / forma, mood / estado de ánimo, feeling /
sentimiento.
The interest of this test lies not only in the possibilities it provides to measure the quantity of
words each of the groups might associate with the superordinate terms given -the more the
better-, but also it is a source from which to extract information about how these words are
7
A factor which has not been taken into account is if the participants had lived abroad and for how long. This wasn’t considered as
relevant an information for the creation of the different subgroups because no applicable information was provided by the
participants. Other rejected factors have been their parents’ country of origin and their own, the reason being that they do not
necessarily determine the languages usually spoken by the participants.
13
associated both in their first and second languages, and if these associations differ between
both languages in any way. Partly, each superordinate term can be considered an open-ended
question because there are potentially infinite possible correct answers, depending exclusively
on each of the students’ mental lexical scheme, which is modelled by their command over two
(or more) languages.
Research design
●
INDEPENDENT VARIABLES:
Participants
46 L2 students
Group 1
27 individuals studying 4º E.S.O. in a Spanish-English CLIL Programme
Group 1.1
2 Spanish-English simultaneous bilinguals
Group 1.2
6 simultaneous bilinguals of other languages different from English
Group 1.3
19 sequential bilinguals
Group 2
●
19 1º Bach. Spanish monolingual students
DEPENDENT VARIABLE:
Tests responses
●
RESEARCH QUESTION:
How do different levels of proficiency affect children’s mental ability to categorize
words according to their semantic fields? How do the results vary from one language to
the other?
ANALYSIS AND INTERPRETATION OF RESULTS
The words provided by the different groups have been counted and transcribed exactly as the
participants wrote them under their respective superordinate term and can be found in Appendix
2.
Three aspects have been taken into account when counting the terms retrieved by the
participants:
●
The gross number and percentage of words retrieved by group. These are displayed and
briefly explained so as to illustrate the general performance of the different groups.
●
The number of repeated terms found per kind in each group. The repeated terms have
been counted and organized by kinds of words (ET, TW and AC) so as to observe
whether the CLIL system used in this high school is effective regarding the learning
process of technical words.
●
The number and percentage of heterogeneous words resulting from having excluded the
repeated ones. This aspect is the most decisive of the ones considered here for it is the
one that determines the actual lexical availability of the various groups. For this reason,
a distinction has been carried out between the number and percentage of
heterogeneous words in both languages. This separation defines the real availability of
the diverse groups in each language and allows the observation of the contrasts
between groups.
The analysis of the results includes a quantitative study of the data produced within each group
and a comparison between the results of the different groups. Five aspects have been taken
into account when analyzing the results achieved by each group, which will in turn be compared
between the different groups:
●
Number and percentage of words retrieved.
●
Number and percentage of words retrieved in each language.
●
Repetition of terms.
○
Distinction between the number of Everyday Terms (ET), Technical Words
(TW) and Abstract Concepts (AC) repeated.
○
15
Number of heterogeneous words retrieved by kind
Within-groups analysis
Each test contained a list of twenty English superordinate terms and another list of
corresponding Spanish words. Participants were asked to provide from one to three hyponyms
for each superordinate, making 120 the maximum number of hyponyms each student could
potentially provide.
Group
Number of participants
Potential maximum number of words
Group 1.1
2
240
Group 1.2
6
720
Group 1.3
19
2280
Group 2
19
2280
1. Group 1.1
●
Number and percentage of words retrieved.
Group
Description
Potential
number of
words
Retrieved
W.
Words left
out
Percentage
Group
1.1
2 simultaneous EnglishSpanish bilinguals
240
238
2
99’16%
As each test had 120 possible answers, and this group was formed by two individuals, the total
amount of words they could potentially retrieve was 240. However, the words actually produced
were 238. Therefore, if 240 equals the 100%, 238 equals 99’16%.
Even though the results achieved by Group 1.1 are not statistically significant due to the low
number of members, they do contribute to the initial hypothesis in that they show that balanced
bilinguals have a higher availability of lexicon in both languages when asked to retrieve words in
the languages they master than monolinguals, as will be shown in the following analyses and
the comparisons between the groups.
●
Number of words retrieved in each language.
POTENTIAL TOTAL IN EACH LANGUAGE
ENGLISH
SPANISH
120
120
118
The above table reflects the total amount of words retrieved by both members in each language.
These results show that, generally speaking, Group 1.1 has a higher availability of lexicon in
English, because it was in that language that they retrieved the highest number of terms.
●
Repetition of terms.
Repeated words in English
5
Percentage of heterogeneous words in English
95’83%
Repeated words in Spanish
9
Percentage of heterogeneous words in Spanish
93’22%
Total amount of words
repeated
14
Percentage of heterogeneous words in both
languages
94’53%
The table above also shows that the number of words repeated in English was lower than the
ones repeated in Spanish, which is an indicator of the higher lexical availability in English of this
group.
17
●
Number and percentage of heterogeneous words in Group 1.1:
The number of words repeated in total was 14 out of 238. 94’53% of the words retrieved, 225,
were heterogeneous. As this group contains two participants, all the terms repeated appeared
twice, that is why even though there were 14 terms repeated, 7 are heterogeneous once.
○
Distinction between the number of ET, TW and AC repeated.
ET
TW
AC
5
6
3
Eng: 2
Eng: 2
Eng: 1
Spa: 3
Spa: 4
Spa: 2
The chart and table above show that the highest amount of words repeated are TW’s in
Spanish, a reason for this could be that these terms are taught to them in English through their
CLIL text books, so their availability is scarcer in Spanish.
○
Number of heterogeneous words retrieved by kind
ET
TW
AC
91
88
46
Eng: 46
Eng: 46
Eng: 23
Spa: 45
Spa: 42
Spa: 23
Attention needs to be payed to the number of TW’s. Notice how that number is considerably
lower in Spanish, again pointing to the idea that it is through CLIL that the students learn this
kind of words, therefore a higher number of English terms in that section is expected.
19
2. Group 1.2
●
Number and percentage of words retrieved.
Group
Description
Potential
number of
words
Retrieved
W.
Words left
out
Percent.
Group
1.2
6 non English simultaneous
bilinguals
720
568
151
78’88%
As each test had 120 possible answers, and this group was formed by six individuals, the total
amount of words they could potentially retrieve was 720. However, the words actually produced
were 568. Therefore, if 720 equals the 100%, 568 equals 78’88%.
●
Number of words retrieved in each language.
Potential total in each language
RETRIEVED ENGLISH
RETRIEVED SPANISH
360
282
286
●
Repetition of terms.
Repeated words in English
55
Percentage of heterogeneous words in English
68’08%
Repeated words in Spanish
40
Percentage of heterogeneous words in Spanish
60’10%
Total amount of words
repeated
95
Percentage of heterogeneous words in both
languages
78’16%
●
Number and percentage of heterogeneous words in Group 1.2:
The number of words repeated was 95 out of 568. 78’16% of the words retrieved, that is 444,
were heterogeneous.
○
Distinction between the number of ET, TW and AC repeated.
ET
TW
AC
53
32
10
Eng: 28
Eng: 20
Eng: 7
Spa: 25
Spa: 12
Spa: 3
What is significant about these results is the difference between the number of TW’s repeated in
each language: 20 in English and 12 in Spanish. There is a difference of 8 words, whereas the
difference between languages in the other two types (ET’s and AC’s) is only of 3 and 4
respectively. Also, the pattern shows that the highest number of repeated terms always belongs
to the ones retrieved in English, pointing to a higher availability of Spanish lexicon.
21
○
Number of heterogeneous words retrieved by kind
ET
TW
AC
218
147
79
Eng: 89
Eng: 68
Eng: 35
Spa: 109
Spa: 79
Spa: 44
These results indicate a higher availability of Spanish lexicon in Group 1.2. for it is in that
language that the students retrieved the larger amount of words. This group’s performance is
extremely interesting, for it supports the idea that multilingual individuals tend to “prefer” one or
two of the languages they speak, and in this case it could be presumed that they lean more
toward Spanish than English. Or maybe the 3rd language is developing more slowly, in favour
of strengthening the community language they need for survival in every day life.
3. Group 1.3
●
Number and percentage of words retrieved.
Group
Description
Potential
number of
words
Retrieved
W.
Words left
out
Percentage
Group
1.3
19 sequential
bilinguals
2280
1806
474
79’21%
As each test had 120 possible answers, and this group was formed by nineteen individuals, the
total amount of words they could potentially retrieve was 2280. However, the words actually
produced were 1806. Therefore, if 2280 equals the 100%, 1806 equals 79’21%.
●
●
Number of words retrieved in each language.
POTENTIAL TOTAL IN EACH LANGUAGE
ENGLISH
SPANISH
1140
1005
801
Repetition of terms.
Repeated words in English
171
Percentage of heterogeneous words in English
58’80%
Repeated words in Spanish
198
Percentage of heterogeneous words in Spanish
75’03%
Total amount of words
repeated
369
Percentage of heterogeneous words in both
languages
66%
23
●
Number and percentage of heterogeneous words in Group 1.3:
The number of words repeated in total was 369 out of 1806. 66% of the words retrieved, that is
1192, were heterogeneous.
○
Distinction between the number of ET, TW and AC repeated.
ET
TW
AC
180
133
56
Eng: 83
Eng: 63
Eng: 25
Spa: 97
Spa: 70
Spa: 31
○
Number of heterogeneous words retrieved by kind
ET
TW
AC
397
556
239
Eng: 156
Eng: 336
Eng: 99
Spa: 241
Spa: 220
Spa: 140
These results are highly interesting as they show that the larger amount of words retrieved
belong to the TW’s in English. However, if we look at the other two groups, we will realise that
there the number of English words is lower there. This points to the fact that CLIL appears to be
working on these students in that they have learnt the technical terms in English and they are
capable of retrieving a large amount of them when asked to.
25
4. Group 2
●
Percentage of words retrieved
Group
Description
Potential
number of
words
Retrieved
W.
Words left
out
Percentage
Group
2
19 Spanish
monolinguals
2280
1719
561
75’39%
As each test had 120 possible answers, and this group was formed by nineteen individuals, the
total amount of words they could potentially retrieve was 2280. However, the words actually
produced were 1719. Therefore, if 2280 equals the 100%, 1719 equals 75’39%.
●
●
Number of words retrieved in each language.
POTENTIAL TOTAL IN EACH LANGUAGE
ENGLISH
SPANISH
1140
877
842
Repetition of terms.
Repeated words in English
133
Percentage of heterogeneous words in English
37’85%
Repeated words in Spanish
171
Percentage of heterogeneous words in Spanish
53’68%
Total amount of words
repeated
304
Percentage of heterogeneous words in both
languages
45’60%
●
Number and percentage of heterogeneous words in Group 2:
The number of words repeated in total was 304 out of 1719. 45’60% of the retrieved words, that
is 784, were heterogeneous.
○
27
Distinction between the number of ET, TW and AC repeated.
ET
TW
AC
177
81
46
Eng: 77
Eng: 36
Eng: 20
Spa: 100
Spa: 45
Spa: 26
○
Number of HETEROGENEOUS words retrieved by kind
ET
TW
AC
344
278
162
Eng:147
Eng:125
Eng: 60
Spa:197
Spa:153
Spa:102
As one would expect, Group 2 clearly presents a higher availability of Spanish lexicon as the
number of heterogeneous words retrieved is markedly larger in that language because it is their
mother tongue and they operate in a monolingual environment.
Between-groups analysis
●
Number and percentage of words retrieved.
Even though this chart portrays only the gross percentage of words retrieved by both groups
Group 1 achieved a considerably higher number than Group 2: 80’61 % vs 75’39%. These
results are a sign of a better performance on the part of Group 1 in general terms.
29
Group 1
Group 2
2612 / 3240 = 80’61%
1719 / 2280 = 75’39%
○
Group 1 breakdown:
Different results can be observed within Group 1: The highest percentage of words retrieved
belongs to Group 1.1, which achieved a gross percentage of 99’19%, followed by Group 1.3
(79’21%) and, lastly, Group 1.2 (78’88%). Group 1.3 attained a higher gross percentage than
Group 1.2, however, as will be observed later, this percentage falls once the repeated terms
have been excluded.
Group 1.1
Group 1.2
Group 1.3
238 / 240 = 99’16%
568 / 720 = 78’88%
1806 / 2280 = 79’21%
●
Number and percentage of words retrieved in each language.
Regarding the gross percentage of words retrieved by each group in each language, we come
across something very interesting: both groups achieved a higher percentage of words in
English than in Spanish. Perhaps, this is a result of having arranged the test displaying the list
of English words first.
Group 1:
Group 2:
English
1409 / 1620=
86’97%
English
877 / 1140=
76’92%
Spanish
1305 / 1620=
80’55%
Spanish
842 / 1140=
73’85%
31
○
Group 1 Breakdown
Nevertheless, as Group 1 breakdown below shows, the only group which retrieved a higher
gross number of words in Spanish was Group 1.2. However, that changes again when the
repeated words are excluded.
Group 1.1:
English
120 / 120= 100%
Spanish 118 / 120 = 98’33%
●
Group 1.2:
Group 1.3:
English
282 / 360= 78’33%
English
1005 / 1140= 88’15%
Spanish
286 / 360= 79’44%
Spanish
801 / 1140= 70’26%
Repetition of terms
○
Number of ET, TW, AC repeated
TYPE
Group 1
Group 2
ET
238
177
TW
171
81
AC
69
46
○
●
Group 1 breakdown
TYPE
Group 1.1
Group 1.2
Group 1.3
ET
5
53
180
TW
6
32
133
AC
3
10
56
Number and percentage of heterogeneous words retrieved by each group
Once the repeated terms are excluded, a substantially higher percentage of heterogeneous
words can be observed in Group 1. As the chart and table below depict, 71’24% of the words
retrieved by Group 1 were heterogeneous, whereas Group 2 only achieved a 45’60%. This
points to a markedly superior availability of lexicon in Group 1 and supports the initial hypothesis
treated in this study.
GROUP 1
1861 / 2612 = 71’24
33
GROUP 2
%
784 / 1719 =
45’60%
○
Group 1 breakdown:
However, in order to fully validate the initial hypothesis, attention needs to be payed to the
different results achieved within Group 1, where the outcomes vary according to the degree of
proficiency of the diverse subgroups, generating therefore a descending line. Group 1.1, which
was composed by two English-Spanish simultaneous bilinguals, presents 94’53%, Group 1.2
(six balanced bilinguals with other languages different from English) attained 78’16% and Group
1.3 (19 late bilinguals) obtained 66% of heterogeneous words. Even though the findings
regarding Group 1.1 are not statistically relevant due to the low number of members, they do
contribute to the initial hypothesis in that they show that balanced bilinguals have a higher
availability of lexicon.
Group 1.1
Group 1.2
Group 1.3
225 / 238 = 94’53%
444 / 568 = 78’16%
1192 / 1806 = 66%
○
Number and percentage of heterogeneous words retrieved in each
language in each group.
Another objective held in this study is to provide evidence that support previous studies which
show that bilingual individuals present cognitive advantages over monolinguals. As the chart
below illustrates, a significant difference is observable in the percentage of heterogeneous
words retrieved by each group in the two different languages. Group 1 obtained a clearly higher
percentage of heterogeneous words in both languages, which points out to a higher availability
of lexicon in English as well as in Spanish.
Group 1:
Group 2:
English
898 / 1407 =
English
332 / 877=
63’82%
Spanish
943 / 1305=
72’26 %
○
37’85%
Spanish
452 / 842=
53’68%
Group 1 break-down:
Attention has to be payed to the results within Group 1. Again, Group 1.1 presents the highest
percentage of heterogeneous terms retrieved in both languages. The contrast is rather
noticeable when their results are compared to those of other two subgroups.
An interesting outcome is that of Group 1.2. The percentage of Spanish words is the lowest of
the three. This could be explained by the idea that multilinguals’ proficiency in each of the
languages they speak may change according to different factors (Baker and Prys, 1998).
35
Group 1.1:
English
Group 1.2:
115 / 120=
English
95’83%
Spanish
110 / 118=
192 / 282=
English
591 / 1005=
68’08%
Spanish
93’22%
○
Group 1.3:
232 / 386=
58’80%
Spanish
601 / 801=
60’10%
75’03%
Number and percentage of ET, TW, AC heterogeneous
TYPE
Group 1
Group 2
ET
706 / 2612 = 27’02%
344 / 1719 = 20’01%
TW
791 / 2612 =
AC
364 / 2612 = 13’93%
30’28%
278 / 1719 =
162 / 1719 =
16’17%
9’42%
As illustrated in the chart and table above, Group 2 retrieved a very low number of abstract
concepts (AC). These results might contribute to previous studies that reveal that bilinguals
have a better capacity for abstract thinking and therefore are able to retrieve a larger amount of
words which identify those conceptual ideas.
○
Group 1 breakdown
TYPE
Group 1.1
Group 1.2
Group 1.3
ET
91 / 225 = 40’44%
218 / 444 = 49’09%
397 / 1192 = 33’30%
TW
88 / 225 = 39’11%
147 / 444 =
33’10%
556 / 1192 = 46’64%
AC
46 / 225 = 20’44%
79 / 444 =
17’79%
239 / 1192 = 20’05%
This between-groups analysis of the heterogeneous words retrieved by kind visibly illustrates
the important influence that CLIL has had over the late bilinguals (Group 1.3), as it is within this
group that the highest percentage of technical words (TW) is found.
37
CONCLUSIONS
Bilingualism has not always been thought to be beneficial for speakers, in fact, there are still
people all over the world who are openly against it. In some instances, this situation comes
along with political and sociological reasons as is the case of Hispanics in the United States, for
example. However, there are numerous studies from around the world that attempt to determine
whether different forms of bilingual education are successful, such as the one carried out in
Canada by Swain & Lapkin (1982). This and other similar studies are explained in Baker & Prys,
where an intense and critical analysis of them is offered to the reader (1998: 550-553). There,
the authors argue that “it cannot be assumed that results are not affected by researchers, their
beliefs, opinions and preferences” (1998:551), supporting their view with that of Edwards (1981:
27): “Bilingual education is not merely a disinterested exercise in the application of theory and
research to real-life situations. It is also an exercise in social policy and ideology” (ibid Baker &
Prys 1998: 551).
Nevertheless, leaving political and cultural controversies aside, there are many reasons to
believe that bilingualism is beneficial for speakers in several different ways. In fact, the present
study attempts to support the findings presented in previous works that show a bilingual
advantage over monolinguals in cognitive tasks. In this case, the availability of lexicon in both
the languages considered (Spanish and English) is clearly higher in the bilingual group (Group
1) than in the monolingual one (Group 2), displaying an interesting gradation in the results of the
different subgroups within. The highest percentage of heterogeneous words retrieved in English
was attained by Group 1.1 (95’83%). This could be because both participants use mainly
English to communicate at home and therefore they have words in that language more readily
available than the rest of their peers. However, the percentage of heterogeneous words in
Spanish is also the highest in that group (93’22%), and this seconds the bilingual advantage
hypothesis from which this investigation departs.
Group 1.2, on the other hand, has produced surprising results as well, as they present the
lowest percentage of heterogeneous words retrieved in Spanish (60’10%) and yet a higher
percentage of heterogeneous English terms (68’08%) than Group 1.3, which obtained a
58’80%. These findings point to the idea that suggests that multilinguals tend to focus on one
language over other(s) at certain stages of development, in accordance with the relative
importance of the needs and purposes for using each language, showing therefore a higher
level of proficiency in their most-needed tongue(s). As for Group 1.3, it can be said that the
presence of their L1 (Spanish) is rather salient in their performance as they retrieved a much
higher percentage of heterogeneous words in that language. However, the findings regarding
this group’s attainment in L2 indicate that CLIL has helped these students in the acquisition of
English lexicon, as 58’80% of the words they retrieved in that language were heterogeneous.
These numbers are significant in that they show that one of the cognitive advantages that
bilingual individuals may have over monolinguals is that their available lexicon is wider in both
the languages they operate with. However, even though the initial hypothesis has been
corroborated by the results, the limited nature of the present study -as regards the sample size
and specific circumstances it has been carried out in- disallows the assumption that the same
outcome can be determined as universal. Hence, further investigation with simultaneous
bilinguals in this respect would be necessary.
39
Bibliography:
-Baker, C. and Prys Jones S. foreword by Snow, C., (1998) Encyclopedia of Bilingualism and
Bilingual Education. Clevedon: Multilingual Matters Ltd.
-Baker, C. (1996) Foundations of Bilingual Education and Bilingualism. 2nd Edition. Clevedon:
Multilingual Matters.
-Beatens Beardsmore, H. (1986) Biligualism: Basic Principles. 2nd Edition. Clevedon:
Multilingual Matters.
-Bialystok, E. (2007). Bilingualism as a protection against the onset of symptoms of dementia.
Elsevier Neuropsychologia. Volume 45, Issue 2, 2007, 459–464.
-Bialystok, E. (2001). Bilingualism in Development: Language, Literacy, and Cognition.
Cambridge: Cambridge University Press.
-Bialystok, E. (2012). Metalinguistic dimensions of bilingual language proficiency. En Bialystok
E. (Ed.) Language Processing in Bilingual Children (pp. 113-140). Cambridge Books Online:
Cambridge University Press.
-Cook, V. (1997) The consequences of bilingualism for cognitive processing, In A. de Groot &
J.F. Kroll (eds.), 1997 Tutorials in Bilingualism: Psycholinguistic Perspectives, Lawrence
Erlbaum, 279-300 http://homepage.ntlworld.com/vivian.c/Writings/Papers/BilTUT.htm
-Costa A., et al. (2008). Bilingualism aids conflict resolution: Evidence from the ANT task.
Elsevier, Cognition. Volume 106, Issue 1, 59–86
-Edwards, J. (1981). The Context of Bilingual Education. Journal of Multilingual and Multicultural
Development. Vol. 2 (1). 25-44.
-Ferguson, C. A; Houghton, C & Wells, M.H (1977) Bilingual Education: An international
perspective. In B. Spolsky & R. Cooper (eds) Frontiers of Bilingual Education. Rowley, MA:
Newbury House.
-Krashen, S. (1997) Why Bilingual Education?. Eric Digest
http://www.eric.ed.gov/PDFS/ED403101.pdf
-Kroll, J. F., et al. (2002) The development of lexical fluency in a second language. Second
Language Research 18,2 137-171.
-Marian V. et al. (2009) Consequences for Language, Cognition, Development, and the Brain.
The Asha Leader. http://www.asha.org/Publications/leader/2009/091013/f091013a/
-Marsh,
D.
(2000) Using Languages
to Learn and Learning to
Use Languages.
http://www.tieclil.org/html/products/pdf/%201%20UK.pdf
-Peal E., and Lambert W. E. (1962). The Relation Of Bilingualism To Intelligence. Psychological
Monographs: General and Applied Vol. 76 (1962/27) 1-23.
-Rossell, C. and Baker K. (1996). The Educational Effectiveness of Bilingual Education.
Research in the Teaching of English. Vol 30, 1.
-Samper Hernandez, M. (2002). Disponibilidad léxica en alumnos de español como lengua
extranjera. Colección Monografías nº 4. Málaga: Asele.
-Schreuder R. and Veltens B. (1993) The Bilingual Lexicon. University of Nijmegen:John
Benjamins.
-Sharwood Smith, M. (2012). Language modules and bilingual processing. En Bialystok E. (Ed.)
Language Processing in Bilingual Children (pp. 10-24). Cambridge Books Online: Cambridge
University Press.
-Sheng, L. et al. (2006). Lexical–Semantic Organization in Bilingual Children: Evidence From a
Repeated Word Association Task. Journal of Speech, Language, and Hearing Research Vol.49
(2006/041) 572-587.
41
-Snow, C. E., et al. (2012). Giving formal definitions: a linguistic or metalinguistic skill?. In
Bialystok E. (Ed.) Language Processing in Bilingual Children (pp. 90-112). Cambridge Books
Online: Cambridge University Press.
-Swain, M. & Lapkin, S (1982). Evaluating Bilingual Education: A Canadian Case Study.
Clevedon: Multilingual Matters Ltd.
On-line resources:
-Bialystok, E. Consequences of bilingualism for Cognitive Development.
http://people.tamu.edu/~jvaid/psy689/Bialystok%20in%20press.pdf
-British Council Teaching English: http://www.teachingenglish.org.uk/articles/content-languageintegrated-learning
- CLIL Compendium: http://www.clilcompendium.com/index.html
-Programa Integral de Aprendizaje de Lenguas Extranjeras (2010-2020)
http://www.educacion.gob.es/dctm/ministerio/horizontales/prensa/documentos/2011/03/program
a-integral-aprendizaje-lenguas-ce-23-03-11.pdf?documentId=0901e72b80a2a58a1
APPENDIX 1
43
Dear student,
This is a test which will provide me with information for my MA MFP Final Research Project. So
I would like to thank you in advance for your help.
First of all, I need to know a few things about your linguistic situation, therefore here you have a
few questions that I need you to answer:
How old are you?
Where were you born?
Where were your parents born?
How many languages do you speak at home? Which ones are they?
Have you lived abroad? For how long?
In the following page you will find the instructions you have to follow in order to fill in the test. If
you have any question, please feel free to ask me.
Thanks again for your help!
INSTRUCTIONS:
In this test you will find two columns: one on the left and one on the right. The column on the left
contains twenty words in English, the one on the right contains the same words in Spanish.
There are three boxes under each word. Can you please fill in the boxes providing from one to
three words whose meaning is included in that of the given words? You have 15 minutes. The
words you provide MUST be different in English and Spanish, as you can see in the following
two examples:
EXAMPLES:
*CLOTHES:
ROPA:
socks
falda
jeans
abrigo
cardigan
zapatos
*FURNITURE:
MUEBLES:
coffee-table
cama
armchair
estantería
cupboard
silla
1. BODY PART:
PARTE DEL CUERPO:
2. FOOD:
COMIDA:
45
3. DRINK:
BEBIDA:
4. FAMILY:
FAMILIA:
5. SPORT:
DEPORTE:
6. TRANSPORT:
TRANSPORTE:
7. WEATHER :
TIEMPO (CLIMATOLÓGICO):
8. PROFESSION:
PROFESIÓN:
9. INSECT:
10. MAMMAL:
11. LANDSCAPE FEATURES:
47
INSECTO:
MAMÍFERO:
CARACTERÍSTICAS DEL PAISAJE:
12. ARTISTIC MOVEMENT:
MOVIMIENTO ARTÍSTICO:
13. TECHNOLOGY:
TECNOLOGÍA:
14. CULTURE:
CULTURA:
15. SHAPE:
FORMA:
16. INDUSTRY:
INDUSTRIA:
17. OFFICIAL DOCUMENT:
DOCUMENTO OFICIAL:
18. INSTITUTION:
INSTITUCIÓN:
19. MOOD:
20. FEELING:
49
ESTADO DE ÁNIMO:
SENTIMIENTO:
APPENDIX 2
GROUP 1.1
●
Words retrieved
These were the words produced by Group 1.1:
1.-BODY PART / PARTE DEL CUERPO :
Armpits, teeth, toes, arm, leg, brain / cejas, manos, brazos, pies, cabeza, pulmones.
2.-FOOD / COMIDA:
Carrots, apples, “strawberrys”, pudding, sandwich, fried chicken / pepino, “verenjena”, almeja,
tortilla, jamón, helado.
3.-DRINK / BEBIDA:
Tea, “coffe”, water (2), ginger ale, whiskey / granizado, cerveza (2), zumo, mosto.
4.-FAMILY / FAMILIA:
Great-grandfather, great grandson, step-mother, brother, sister ,cousin / hermanastro, sobrino,
tía, padre, madre, primo.
5.-SPORT / DEPORTE:
Polo, cricket, gymnastics, football, rugby, martial arts / fútbol, baloncesto (2), balonmano,
esgrima, atletismo.
6.-TRANSPORT / TRANSPORTE:
Car, lorry, van, aeroplane, bus, train / autobús, helicóptero, lancha motora, barco, motocicleta,
bicicleta.
7.-WEATHER / TIEMPO (CLIMATOLÓGICO):
Sunny (2), foggy, cold, cloudy, rainy / nublado, lluvioso, granizo(2), sequía, calor.
8.-PROFESSION / PROFESIÓN:
Journalist, writer, musician, doctor, lawyer, engi neer / vagabundo, profesor, presidente del
gobierno, camarero, funcionario, barrendero.
9.-INSECT / INSECTO:
Warm, fly, bumblebee, ant, wasp, tarantula / avispa, cucaracha (2), hormiga, mosquito, abeja.
10.-MAMMAL / MAMÍFERO:
Cat, pig, donkey, “platapus”, human, elephant / ornitorrinco, hipopótamo, perro (2), ballena,
gato.
11.-LANDSCAPE FEATURES / CARACTERÍSTICAS DEL PAISAJE:
Bay, erratics, glaciar, mountain, lake, canyon / plano, llano, montañoso, río, bosque, depresión.
12.-ARTISTIC MOVEMENT / MOVIMIENTO ARTÍSTICO:
Barroque, Realism, Rock n’ roll, Renaissance, Impressionism, Pop Art / Romanticismo (2),
Modernismo, Barroco, Neoclasicismo.
51
13.-TECHNOLOGY / TECNOLOGÍA:
Computer (2), white board, mobile phone, smart phones, console / coche eléctrico, televisión,
cine en tres dimensiones, proyector, microchip, memoria USB.
14.-CULTURE / CULTURA:
Music (2), football, hip-hop, art, poetry / musica clásica, arte, deporte, novelas, museos, historia.
15.-SHAPE / FORMA:
Circle, triangle, pentagon, parallelogram, trapezium, rhombus / cuadrado (2), hexágono (2),
óvalo, triángulo, circulo.
16.-INDUSTRY / INDUSTRIA:
Workers, owner, company, factories, pollution, manufacturing / proletariado, fábrica, producto
(2), trabajadores, gremio.
17.-OFFICIAL DOCUMENT / DOCUMENTO OFICIAL:
Certificate, letter from the president, cheque, constitution, form, declaration / postal, informe,
carta, hipoteca, encuesta.
18.-INSTITUTION / INSTITUCIÓN:
White house, church (2), ministry, government, country / ONG, gobierno ,consejo de ministros,
monarquía, naciones unidas, URSS.
19.-MOOD / ESTADO DE ÁNIMO:
Happy, nervous, serious, excited, depressed, jealous / triste, asustado, despistado, alegre,
tranquilo, indiferente.
20.-FEELING / SENTIMIENTO:
Hatred, on top the world, not so good, desperation, regret, hope / venganza, cabreado, más o
menos feliz, tristeza, indiferencia, alegría.
●
Repeated words
These are the 14 terms repeated within Group 1.1. As this group had 2 members, all the words
mentioned here appeared twice:
Warter / cerveza // baloncesto // sunny / granizo // cucaracha // perro // Romanticismo //
computer // music // cuadrado, hexágono // producto // Curch.
○
Distinction between the number of Everyday Terms (ET), Technical Words
(TW) and Abstract Concepts (AC) repeated.
Everyday Terms (ET):
DRINK / BEBIDA: Water, cerveza
SPORT / DEPORTE: baloncesto
WEATHER / TIEMPO (CLIMATOLÓGICO): sunny, granizo
Technical Words (TW):
INSECT / INSECTO: cucaracha
MAMMAL / MAMÍFERO: perro
ARTISTIC MOVEMENT / MOVIMIENTO ARTÍSTICO: Romanticismo
TECHNOLOGY / TECNOLOGÍA: computer
INDUSTRY / INDUSTRIA: producto
INSTITUTION / INSTITUCIÓN: Church
Abstract Concepts (AC):
CULTURE / CULTURA: music
SHAPE / FORMA: cuadrado, hexágono
53
GROUP 1.2
●
Words retrieved
These were the words produced by Group 1.2:
1.-BODY PART / PARTE DEL CUERPO :
Knee (2), elbow ,toe, arm (2), hair, nose (2), head (2), eyes (2), soulders, theeth, brain, heart,
mouth / cabeza, brazo (2), dedo (2), antebrazo, uña, pie (2), rodillas, tobillo, muñeca, nariz,
mano, ceja, oreja, pecho, muslo.
2.-FOOD / COMIDA:
Apple (2), corn, tomato (3), fish, chips, vegetables, rice, hamburger (2), “salat”, eggs, fries, pie,
ham, cheese / lechuga (2), pan, zanahoria, paella (2), pasta, sopa, pepino, patatas, puré, carne,
arroz, macarrones, ensalada, cocido, fabada, lentejas.
3.-DRINK / BEBIDA:
Ice tea, water (5), juice (3), orange juice, fanta, tea (3), ”coffe”, soda, milkshake / zumo (3), café,
té, coca-cola, zumo de naranja, zumo de limón, gazpacho, limonada (2), batido, cerveza,
champán, ron, agua, gaseosa, tónica.
4.-FAMILY / FAMILIA:
Niece, grandmother, daughter, aunt (3), son, cousin, uncle, dad, brother (2), mother (2), father
(2), brother-in-law, sister / madre, hermano, primo (3), abuelo (4), sobrino (2), prima, abuela,
madre (2), nieta, tío (2).
5.-SPORT / DEPORTE:
Basketball (5), football (5), hockey (2), tenis, volley-ball (2), curling, polo, baseball / esgrima,
kárate (2), badminton, polo, montar a caballo, atletismo (2), hípica, gimnasia rítmica, natación
(3), ténis (2), golf, baloncesto, ajedrez.
6.-TRANSPORT / TRANSPORTE:
Train (2), bus (4), plane, car (4), boat (2), underground, skateboard, subway, taxi, truck / coche
(2), tranvía, crucero, camión, helicóptero, submarino, bicicleta (3), patines (2), motocicleta, taxi,
tren, barco, furgoneta, patinete.
7.-WEATHER / TIEMPO (CLIMATOLÓGICO):
Cloudy (3), sunny (5), raining, ”ranny”-”rainny”- rainy, cold, snow (2), rain, foggy / nublado (4),
nieve (2), granizo (3), lluvioso, niebla, tormenta, nevada, viento, lluvia, borrasca, anticiclón.
8.-PROFESSION / PROFESIÓN:
Journalist, cinema director, doctor, painter, singer, actress, teacher (4), vet, scientist, dentist,
architect (2), nurse, policeman, builder / fontanero, carnicero (2), profesor (2), camionero,
empresario, azafata, cirujano, médico (2), pastelero, arquitecto, barrendero, bombero,
ingeniero, abogado, electricista.
9.-INSECT / INSECTO:
Fly (3), butterfly (3), bee (2), spider (3), mosquito, bug, ant / zapatero, escarabajo (2), hormiga,
mosquito, abeja, cucaracha (2), libélula (2), luciérnaga, caracol (2), gusano, mariquita, lombriz,
escorpión.
10.-MAMMAL / MAMÍFERO:
Mouse (2), cat (2), horse, ”elefant” (2), lion (2), tiger, zebra, bear, dog, bat (2), rat / perro (2),
elefante, ballena (2), ”girafa”, oso (3), foca, pantera, ornitorrinco, cabra, león, camello, mono.
11.-LANDSCAPE FEATURES / CARACTERÍSTICAS DEL PAISAJE:
Hill, valley, mountain (2), ”relieff”, crops, beach, rocky, hilly, natural / meseta, cordillera, cabo,
relieve, llano, escarpado, “vegetation”, artificial, marino, costero.
12.-ARTISTIC MOVEMENT / MOVIMIENTO ARTÍSTICO:
Cubism, Baroque, Impressionism, Realism (2), Modernism (2), Renaissance, Romanticism,
Classicism / Renacimiento (3), Modernismo, Neoclasicismo, generación del 98, Romanticismo,
Rococó, Barroco (2), Naturalismo.
13.-TECHNOLOGY / TECNOLOGÍA:
Phone, computer (4), memory card (2), new technology, old technology, mobile phone,
microwave, laptop, mouse (2), keyboard (2), buttons / pen drive, televisión, altavoz, tostadora,
batidora,coche eléctrico, auriculares, teclado, móvil, cable, pantalla, palanca, polea, circuito.
14.-CULTURE / CULTURA:
Theatre, museum (2), arts, Indian, Japanese, European, book, films, paintings / cine, asiática,
árabe, americana, cuadro, escultura, poesía, novela gráfica.
15.-SHAPE / FORMA:
Oval, round (2), circular (2), triangle, square, narrow / triangular (2), opaca, cuadrada, ovalada,
circular (2), cuadrado, pentágono, ancho, enrevesado, curvo.
16.-INDUSTRY / INDUSTRIA:
Textile (3), iron, ”coil”-coal, siderurgy, oil, nuclear, machinery, factory, tools, machines / minera,
textil - “textile”, tornillos, taladros, llave inglesa, plásticos, acero, hierro, cadena de montaje,
producción, proletariado, construcción.
17.-OFFICIAL DOCUMENT / DOCUMENTO OFICIAL:
Passport (5), degree, boarding-card, stamps, car license / DNI (4), divorcio, casamiento, libro de
familia, NIE, seguridad social.
18.-INSTITUTION / INSTITUCIÓN:
School (2), bank, hospital, official, militar, goverment / ayuntamiento (2), ”university”, civil,
popular.
19.-MOOD / ESTADO DE ÁNIMO:
Happy (3), sad (2), angry (3), rude, bad-tempered, ”happyness”, sadness, depression /
entusiasmado (2), inquieto, atónito, desanimado, emocionado, enfadado, nervioso, contento,
decepcionado, triste, sorprendido, enamoramiento, miedo.
20.-FEELING / SENTIMIENTO:
Love (2), fear, jealousy, exhausting, ”astonishing”, frightening, glad, proud, happy, positive,
“frienship”, repulsion / rechazo, entusiasmo, inquietud, enamorado, decepcionado, tristeza,
depresión, decepción, cansado, traicionado, felicidad, admiración, emoción.
55
●
Repeated words
These are the 95 words repeated by Group 1.2:
Knee (2), arm (2), nose (2), head (2), eyes (2), brazo (2), dedo (2), pie (2), aunt (3) // brother
(2), mother (2), father (2), primo (3), abuelo (4), sobrino (2), madre (2), tío (2) // Apple (2),
tomato (3), hamburger (2), lechuga (2), paella (2) // water (5), juice (3), tea (3), zumo (3),
limonada (2) // Basketball (5), football (5), hockey (2), volley-ball (2), kárate (2), atletismo (2),
natación (3), ténis (2) // Cloudy (3), sunny (5), snow (2), nublado (4), nieve (2), rainy-”rainny”,
granizo (3) // Train (2), bus (4), car (4), boat (2), coche (2), bicicleta (3), patines (2) // teacher
(4), architect (2), carnicero (2), profesor (2), médico (2) // Fly (3), butterfly (3), bee (2), spider
(3), escarabajo (2), cucaracha (2), libélula (2), caracol (2) // Mouse (2), cat (2), ”elefant” (2), lion
(2), bat (2), perro (2), ballena (2), oso (3) // mountain (2) // Realism (2), Modernism (2),
Renacimiento (3), Barroco (2) // computer (4), memory card (2), mouse (2), keyboard (2) //
Textile (3), coal-”coil”, textil -”textile” // Passport (5), DNI (4) // School (2), ayuntamiento (2) //
museum (2) // round (2), circular (En) (2), triangular (2), circular (Sp) (2) // Happy (3), sad (2),
angry (3), entusiasmado (2) // Happy (3), sad (2), angry (3), entusiasmado (2).
○
Distinction between the number of Everyday Terms (ET), Technical Words
(TW) and Abstract Concepts (AC) repeated.
Everyday Terms (ET):
BODY PART / PARTE DEL CUERPO: Knee (2), arm (2), nose (2), head (2), eyes (2), brazo
(2), dedo (2), pie (2)
FAMILY / FAMILIA: aunt (3), brother (2), mother (2), father (2), primo (3), abuelo (4), sobrino
(2), madre (2), tío (2),
FOOD / COMIDA: Apple (2), tomato (3), hamburger (2), lechuga (2), paella (2)
DRINK / BEBIDA: water (5), juice (3), tea (3), zumo (3), limonada (2)
SPORT / DEPORTE: Basketball (5), football (5), hockey (2), volley-ball (2), kárate (2), atletismo
(2), natación (3), ténis (2)
WEATHER / TIEMPO (CLIMATOLÓGICO):Cloudy (3), sunny (5), snow (2), nublado (4), nieve
(2), rainy-”rainny”, granizo (3)
TRANSPORT / TRANSPORTE: Train (2), bus (4), car (4), boat (2), coche (2), bicicleta (3),
patines (2)
PROFESSION / PROFESIÓN: teacher (4), architect (2), carnicero (2), profesor (2), médico (2)
Technical Words (TW):
INSECT / INSECTO: Fly (3), butterfly (3), bee (2), spider (3), escarabajo (2), cucaracha (2),
libélula (2), caracol (2)
MAMMAL / MAMÍFERO: Mouse (2), cat (2), ”elefant” (2), lion (2), bat (2), perro (2), ballena (2),
oso (3)
LANDSCAPE FEATURES / CARACTERÍSTICAS DEL PAISAJE: mountain (2)
ARTISTIC MOVEMENT / MOVIMIENTO ARTÍSTICO: Realism (2),
Modernism (2),
Renacimiento (3), Barroco (2)
TECHNOLOGY / TECNOLOGÍA: computer (4), memory card (2), mouse (2), keyboard (2)
INDUSTRY / INDUSTRIA: Textile (3), coal-”coil”, textil -”textile”
OFFICIAL DOCUMENT / DOCUMENTO OFICIAL: Passport (5), DNI (4)
INSTITUTION / INSTITUCIÓN: School (2), ayuntamiento (2)
Abstract Concepts (AC):
CULTURE /CULTURA: museum (2)
SHAPE / FORMA: round (2), circular (En) (2), triangular (2), circular (Sp) (2)
MOOD / ESTADO DE ÁNIMO: Happy (3), sad (2), angry (3), entusiasmado (2)
FEELING / SENTIMIENTO: Love (2)
GROUP 1.3
●
Words retrieved
These were the words produced by Group 1.3:
1.- BODY PART / PARTE DEL CUERPO:
Arm (7), leg (3), lips (2), head (5), finger (2), chin, back, foot (2), freckle, ears (2), mouth, neck
(3) , elbow (2), knee (2), ankle, eyes(6), hands (7), heart (2), feet (2), toe, nose (2), eyebrow,
hair, / brazo (2), espalda (2), pierna (2), codo (3), caderas, orejas (3), pie (6), dedo (2), cuello,
rodilla (4), cabeza (6), tronco, dientes, pelo (2), nariz (2), uñas (2), cintura, sobaco, mano, tripa,
boca, muñeca (3), nudillo (2), iris, tobillo, pantorrilla, pecho, moflete, frente, hombros.
2.-FOOD / COMIDA:
Hamburger (3), cheese, chips (2), banana (3), rice (4), meatball, salad (4), “omelete” (2), apple
(4), orange (2), pizza (6), meat (3), broccoli, sandwich, biscuit, onion, fish (5), soup, fruit, hot
dog, cake, fried chicken, pear, muffin, lettuce, eggs, “tomatoe” (2), sausage, bread /
macarrones, pescado, pepinillos, pera, fresa, uva, espaguetis, huevos, chistorra, pasta, plátano,
kiwi, verduras, garbanzos, patatas (3), paella (3), san jacobo, merluza, sopa (4), calabacín,
tarta, flan, ajos, tortilla española (4), pan, pizza, pollo (2), sardina, cocido (2), marisco, lubina,
rendacha, escalope, ensalada, helado, salchichas, judías, maíz, cebolla, arroz, pimientos,
jamón, lentejas, carne.
3.-DRINK / BEBIDA:
Coke (12), coffee (9), juice, milkshake (2), lemonade, juice (2), milk (2), water (11), tea (5), soda
(2), orange juice, beer (7), wine (2) / fanta (8), té (2), batido (4), agua (4), cerveza (2),
granizado, limonada (2), chocolate, zumo (5), vino (8), champán, café (2), zumo de naranja,
[cabeza], coñac, coca-cola (3), gaseosa, refresco, tónica, ginebra, soda, ron (3), whiskey,
aguardiente.
4.-FAMILY / FAMILIA:
Mother (6), father (6), sister (7), great-grandfather, cousin (5), aunt (8), brother (5), uncle (4),
grandmother (4), son (2), mom, father-in-law, nephew (2), grandfather, granddad, sister-in-law
(2), niece / tío (6), tía (2), sobrino (4), mama, papa, hermano (4), madre (2), primo (6), padre
(5), bisabuelo (2), hermana (3), abuelo (7), abuela (3), tatarabuela, “visnieto”, tatarabuelo, nieto
(2), cuñado (2), bisabuela, hijo (2), suegra.
5.-SPORT / DEPORTE:
Football (13), basketball (11), hockey (7), parachuting, swimming, rugby (3), baseball (4),
“socer”-soccer, handball (2), horse riding (2), running, water polo, tennis (3), ball, pitch,
57
volleyball, ski, gymnastics, “athletism” / balonmano (5), water polo (3), esquí, gimnasia rítmica,
golf (2), boxeo, tenis (5), natación (4), ajedrez (3), taekwondo (2), piragüismo, atletismo (3),
voleybol-voleibol-volley-ball, baloncesto (4), rugby (2), karate, padel, fútbol (3), curling,
baseball-beisbol, balet, badminton-bátminton, raqueta, portería, judo (2), esgrima, equitación.
6.-TRANSPORT / TRANSPORTE:
Bus (11), train (11), car (15), airplane(2)-airplain, ship (2), plane (4)-plain, high speed train,
subway (2), bike (2), boat, motorbike (2), truck, taxi / avión (8), taxi, motocicleta (2), autobús (3),
moto (4), ferrocarril, metro (6), submarino (2), barco (5), tren (3), camión (3), bicicleta (9), skate,
triciclo, coche (3), patinete motorizado, furgoneta, tranvía (2), andando.
7.-WEATHER / TIEMPO (CLIMATOLÓGICO):
Rain (5), sun (2), cold (2), warm, cloudy (10)-clouddy-clothy, sunny (12), freezing, rainy (5)rainny, windy (4), storm (3), hot, summer, stormy, clouds (2), snow (2) / nieve (4), nuboso,
caluroso (3), frío (3), tormentoso (2), lluvioso, nublado (6), húmedo (2), ventisca (2), tormenta
(2), despejado (3), chubasco (2), nevado (2), bochorno, llover, nevar, granizar, rayo, lluvia,
invierno, verano, primavera, bueno, malo, soleado (2), niebla, granizo (3), heladas, huracán,
tornado, con niebla, viento (2).
8.-PROFESSION / PROFESIÓN:
Doctor (4), teacher (16), lawyer (3), architect, nurse (3), policeman (6), engineer (3), plumber,
forensic, biologist, musician, postman, politician, vet, surgeon, dentist, seller, journalist, farmer,
cook (2), waiter, inspector, “psicologist”, fireman, scientist / odontólogo, cirujano, ingeniero (3),
actor (3), abogado (3), camarero (2), torero, bailarina, científico (2), historiador, arqueólogo (2),
profesor (2), filólogo, biólogo, fontanero (2), músico, traductor, astrónomo, electricista,
farmacéutico, bombero (2), conserje, médico, pintor (2), informático, taxista, cirujano en
prácticas, peluquero, dentista, fotógrafo, arquitecto (2), barrendero, fisioterapeuta, ingeniero de
caminos, veterinario, doctor, político, conductor, matemático, enfermera, policía, esteticista,
diseñador.
9.-INSECT / INSECTO:
Bee (6), butterfly (11)-buterfly, “beatle” (2)-beetle, ladybug (2), ant (7), ladybird, spider (6),
invertebrate, “antaenae”, fly (4), bug, dragonfly (3), worm / escarabajo (6), hormiga (3),
luciérnaga (2), abeja (2), cucaracha (4), gusano (4), lombriz (2), caracol, grillo (2), saltamontes
(3), araña, tarántula, libélula, mosca (5), avispa (3)- “abispa”, mosquito (6), mariposa (2),
mariquita (2), oruga (2), escorpión, cigarra, cienpies.
10.-MAMMAL / MAMÍFERO:
Horse (6), human (4), cow (5), dolphin (4)-dolfin, koala, “gorila”, cat (5), tiger (3), lion (5), dog
(6), bear, bat, sheep, kangaroo (2), elephant (4)- “elefant”, whale, mouse, monkey (2) / oveja,
ballena (7), cabra (2), canguro-”kanguro”, humano, perro (5), hamster, ratón, gato (5),
ornitorrinco (2), nutria, conejo, lobo (2), león (2), oso polar, “zebra”, tigre (2), chimpancé,
rinoceronte-“rinoseronte”, caballo (2), elefante (2), “girafa” (2)- jirafa, koala, mono, tiburón,
guepardo, vaca, oso, delfín.
11.-LANDSCAPE FEATURES / CARACTERÍSTICAS DEL PAISAJE:
Relief, flat, glacier (5), river (3), sea (2), v-shape valley (4), spit (5), valley (2), wet (2), dry, bay
(2), headland (2), plateau, cliff, meander, rocky, cold, wasteland, desert, irregular, mountains
(4), ocean, watershed, “glaciar” erosion, glacial “through”, erratics / cordillera (3), llanura,
montaña (4), meandro, sierra (3), montañoso (2), arenoso, meseta (2), laguna, golfo (2), colina,
valle (2), desértico (2), caliente, seco, playa, escarpado (2), llano, río, glaciar (2), mar (2), lago,
océano, ladera, despejado, poblado, arbolado, pedregal, precipicio, acantilado, helado, bahía.
12.-ARTISTIC MOVEMENT / MOVIMIENTO ARTÍSTICO:
Modernism (5), Romanticism (12)- “Romantisism”, “Neoclasicism” (4), Realism (7),
Impressionism (2), Renaissance (2)- “Renaissencent”, Baroque (4)- “Barroque”, Classicism (3)“Clasicism” (3) , “Novecentism”, modernist, neoclassic, Cubism, Gothic, Pop-Art, Art-Noveau /
Barroco (4), Romántico, Gótico (3), Rococó (2), Impresionismo (2), Postromanticismo,
Clasicismo (2), Neoclasicismo (4), Realismo (3), Modernismo (4), Creacionismo, Romanticismo
(3), Renacentista, Dadaísmo, Minimalismo (2), Renacimiento, Naturalismo, Rap, Graffiti,
Cubismo (3), Op-Art, Picasso, Goya, Vanguardismo.
13.-TECHNOLOGY / TECNOLOGÍA:
Computer (14), mobile (2), television (2), robot (3), electronic things, gear, relay, mobile phone
(4)-mobil phone, TV (2), radio (3), microchip, screen (2), iPod (2), plane, software, hard-drive,
3D cinema, mouse (2), Compact-Disc, blue-ray, DVD player, keyboard, “capasitor”, diode /
lavadora, frigorífico, vitrocerámica, dibujo técnico, internet (2), ratón (2), teclado (4),
destornillador (2), ordenador, fax, DVD (2), bombilla (2), diodo, cable, chip, micrófono, GPS,
CD, pen-drive (2), sensor inflarrojo, garbadora, teléfono móvil, MP3 (2), blackberry, ordenador
portátil, tele, móvil, PS3, calculadora, robot, Play-Station, cámara de fotos, radio, circuito,
televisión, semi-conductor, polea, palanca, cable de fibra óptica.
14.-CULTURE / CULTURA:
International, national, history (2), art (4), languages (3), music (3), literature, Roman (4), Greek
(3), Muslim, society, economy, Indian, “Chinesse”, American, essay, performance, writer,
Classic (2), Arabic, Spanish (2), Mexican, English, Hip-Hop, Religion, God, writings, “floclore”,
“sculture”, Celtic, “Egiptian”, “psicology”, theatre, people, traditions / Clásica (2), películas“films”, danza, poesía, rap, budista, mística, historia, política, matemáticas, asiática (2),
japonés, tailandés, pincel, busto, cuadro, latina, afroamericana, judía, americana, china,
italiana, idiomas, rastafari, creencias, trajes, comidas (2), pintura (2), flamenco, baile (2),
educación, ibera, hitita, maya, cine, libros, costumbres.
15.-SHAPE / FORMA:
Circular (3), rectangular, square (7), circle (7), triangle (6), rounded, spiky, sharpened, narrow,
huge, square-like, round (3), triangular, irregular, v-shaped, squaring, apple-like / triangular (5),
trapecio, óvalo, prisma, piramidal, esférica, rombo, romboide, rectángulo (3), cuadrada (4),
prismática, rectangular (2), pequeño, redondo (2), cuadrado (2), triángualo, oblongo,
redondeado, amorfo, octogonal, ovalada (3), hexágono, hectágono, círculo, circular, “ovoidal”,
centralizado, pirámide (2), puntiagudo, esfera, con forma de corazón, alargado.
16.-INDUSTRY / INDUSTRIA:
Coal (4), iron (3), metal (2), food, machines (2), cars, siderurgy (2), “automovilistic”, music,
fashion, wheel, fumes, factory, worker, “textil”- textile (2), heavy (3), plastic, metallurgy,
economic, “steal”-steel, machinery, production, cinema, agriculture, stock-breeding, marine, air,
political, products / nuclear, metalúgica (2), térmica, textil (4), petrolera, carbonífera, madera,
producción, montaje, suderurgia, maquina de napar, envasado, trabajo, mecánica, agricultura,
industria del acero, automovilística (2), pesada, carbón, eólica, fábrica, trabajadores (2),
cadena, transporte, armamentística, musical, producción en masa, venta.
59
17.-OFFICIAL DOCUMENT / DOCUMENTO OFICIAL:
Marks (2), Constitution (2), statements, “passaport”-passport (11), NIF, birth-card, sign, date,
name, driving licence (2), exam, CV (4), a communication paper, certificate / DNI (13), tarjeta
sanitaria (2), declaración de la renta, carnet de conducir (2), CV, cartilla de defunción,
presentación, conclusión, general, tarjeta sanitaria europea, libro de familia, inscripción,
permisos, tarjeta de la seguridad social, partida de nacimiento (2), leyes, sentencia, carta (3),
libro original, tarjeta de crédito, instancia, reclamación.
18.-INSTITUTION / INSTITUCIÓN:
Treasury Department, Courts, Royal Palace, marriage, divorce, EU (2), Comecon, Parliament,
Congress, members, President (2), judicial, legislative, government (3), council, king, highschool, hospital, political, “parlamentary”, senate, Constitution, town hall, congress of deputies,
UNO, NATO, UNICEF, crew, help / Ministerio de Educación, Congreso de los Diputados,
ayuntamiento (2), ONG, FMI, Cortes Generales, Tribunal de Justicia, asistentes, votación,
acuerdo, ejecutiva, ministerio (2), Vaticano, concejal, alcalde, universidad, la empresa de la
Iglesia, RAE (2), juzgado, gobierno, monarquía, Manos Unidas, Cruz Roja, trabajo.
19.-MOOD / ESTADO DE ÁNIMO:
Happy (15), sad (14), nervous (2), tired (2), confused, angry (6), annoyed, ashamed (2),
enthusiastic, anxious, bad, cheerful, glad, excited, bored (2), “dissapointed”, “anoying”,
grumpy, cheerful, depressed, exciting / rabioso (2), eufórico (2), tranquilo, disgustado (2),
intrigado, sorprendido (2), entusiasmado, decepcionado (2), amargado, triste (2), preocupado,
irritado, cansado (4), aburrido (2), cariñoso, melancólico, intranquila, relajado, celoso, feliz (3),
deprimido (2), defraudado, desolado, alegre, contento, enojado, más feliz, más feliz aún,
divertido, dolorido, depresión, sonriente, normal, impotente, malhumorado, enamorado,
ansioso, esperanzado.
20.-FEELING / SENTIMIENTO:
Love (4), hate (4), like, happiness (9), sadness (7), “jelousy”, wrath, afraid, alive, alone,
empathy, loneliness (2), in love, sad, upset, excited, “guiltness”, resentment, humiliation,
careless, delight, envy, pain, revenge, fear, hopeless / asco (2), desesperación, nervios,
amargura (2), soledad, resentimiento, felicidad (3), amor, melancolía, enamorado (2),
engañado, odiado, decepción, esperanza (2), ira (4), enfado, arrepentimiento, rabia (4),
orgulloso, tristeza, feliz, “desepcionado”, verguenza, angustia, remordimiento, alegría, paz,
impotencia, confianza, envidia, ignorancia, perseveranza, ansia.
●
Repeated words
These are the 369 terms repeated within Group 1.3:
Arm (7), leg (3), lips (2), head (5), finger (2), foot (2), ears (2), neck (3) , elbow (2), knee (2),
eyes (6), hands (7), heart (2), feet (2), / brazo (2), espalda (2), pierna (2), codo (3), orejas (3),
pie (6), dedo (2), rodilla (4), cabeza (6), pelo (2), nariz (2), uñas (2), muñeca (3), nudillo (2) //
Hamburger (3), chips (2), banana (3), rice (4), salad (4), “omelete” (2), apple (4), orange (2),
pizza (6), meat (3), “tomatoe” (2) // Coke (12), coffee (9), milkshake (2), juice (2), milk (2), water
(11), tea (5), soda (2), beer (7), wine (2) / fanta (8), té (2), batido (4), agua (4), cerveza (2),
limonada (2),zumo (5), vino (8), café (2), coca-cola (3), ron (3) // Mother (6), father (6), sister (7),
cousin (5), aunt (8), brother (5), uncle (4), grandmother (4), son (2), nephew (2), sister-in-law (2)
/ tío (6), tía (2), sobrino (4), hermano (4), madre (2), primo (6), padre (5), bisabuelo (2),
hermana (3), abuelo (7), abuela (3), nieto (2), cuñado (2), hijo (2) // Football (13), basketball
(11), hockey (7), rugby (3), baseball (4), “socer”-soccer, handball (2), horse riding (2), tennis (3)
/ balonmano (5), water polo (3), golf (2), tenis (5), natación (4), ajedrez (3), taekwondo (2),
atletismo (3), voleybol-voleibol-volley-ball, baloncesto (4), rugby (2), fútbol (3), judo (2) // Bus
(11), train (11), car (15), airplane(2)-airplain, ship (2), plane (4)-plain, subway (2), bike (2),
motorbike (2), / avión (8),motocicleta (2), autobus (3), moto (4), metro (6), submarino (2), barco
(5), tren (3), camión (3), bicicleta (9), coche (3), tranvía (2) // Rain (5), sun (2), cold (2), cloudy
(10)-clouddy-clothy, sunny (12), rainy (5)-rainny, windy (4), storm (3), clouds (2), snow (2) /
nieve (4), caluroso (3), frío (3), tormentoso (2), nublado (6), húmedo (2), ventisca (2), tormenta
(2), despejado (3), chubasco (2), nevado (2), soleado (2), granizo (3), viento (2) // Doctor (4),
teacher (16), lawyer (3), nurse (3), policeman (6), engineer (3), cook (2) / ingeniero (3), actor
(3), abogado (3), camarero (2), científico (2), arqueólogo (2), profesor (2), fontanero (2),
bombero (2), pintor (2), arquitecto (2) // Bee (6), butterfly (11)-buterfly, “beatle” (2)-beetle,
ladybug (2), ant (7), spider (6), fly (4), dragonfly (3) / escarabajo (6), hormiga (3), luciérnaga (2),
abeja (2), cucaracha (4), gusano (4), lombriz (2), grillo (2), saltamontes (3), mosca (5), avispa
(3)- “abispa”, mosquito (6), mariposa (2), mariquita (2), oruga (2) // Horse (6), human (4), cow
(5), dolphin (4)-dolfin, cat (5), tiger (3), lion (5), dog (6), kangaroo (2), elephant (4)-elefant,
monkey (2) / ballena (7), cabra (2), canguro-”kanguro”, perro (5), gato (5), ornitorrinco (2), lobo
(2), león (2), tigre (2), rinoceronte-“rinoseronte”, caballo (2), elefante (2), “girafa” (2)- jirafa //
glacier (5), river (3), sea (2), v-shape valley (4), spit (5), valley (2), wet (2), bay (2), headland (2),
mountains (4), / cordillera (3), montaña (4), sierra (3), montañoso (2), meseta (2), golfo (2), valle
(2), desértico (2),escarpado (2), glaciar (2), mar (2) // Modernism (5), Romanticism (12)“Romantisism”, “Neoclasicism” (4), Realism (7), Impressionism (2), Renaissance (2)Renaissencent, Baroque (4)- Barroque, Classicism (3)- “Clasicism” (3) / Barroco (4), Gótico (3),
Rococó (2), Impresionismo (2), Clasicismo (2), Neoclasicismo (4), Realismo (3), Modernismo
(4), Romanticismo (3), Minimalismo (2), Cubismo (3) // Computer (14), mobile (2), television
(2), robot (3), mobile phone (4)-mobil phone, TV (2), radio (3), screen (2), iPod (2), mouse (2) /
internet (2), ratón (2), teclado (4), destornillador (2), DVD (2), bombilla (2), pen-drive (2), MP3
(2) // history (2), art (4), languages (3), music (3), Roman (4), Greek (3), Classic (2), Spanish
(2), / Clásica (2), películas- “films”, asiática (2), comidas (2), pintura (2), baile (2) // Circular (3),
square (7), circle (7), triangle (6), round (2) / triangular (5), rectángulo (3), cuadrada (4),
rectangular (2), redondo (2), cuadrado (2), tovalada (3), pirámide (2) // Coal (4), iron (3), metal
(2),machines (2), siderurgy (2), “textil”- textile (2), heavy (3), “steal”-steel / metalúgica (2), textil
(4), automovilística (2), trabajadores (2) // Marks (2), Constitution (2), “passaport”-passport (11),
driving licence (2), CV (4) / DNI (13), tarjeta sanitaria (2), carnet de conducir (2), partida de
nacimiento (2), carta (3) // EU (2), President (2), government (3), /ayuntamiento (2), ministerio
(2), RAE (2) // Happy (15), sad (14), nervous (2), tired (2), angry (6), ashamed (2), bored (2) /
rabioso (2), eufórico (2), disgustado (2), sorprendido (2), decepcionado (2), triste (2), cansado
(4), aburrido (2), feliz (3), deprimido (2) // Love (4), hate (4), happiness (9), sadness (7),
loneliness (2), / asco (2), amargura (2), felicidad (3), enamorado (2), esperanza (2), ira (4), rabia
(4)
61
○
Distinction between the number of Everyday Terms (ET), Technical Words
(TW) and Abstract Concepts (AC) repeated.
Everyday Terms (ET):
BODY PART / PARTE DEL CUERPO: Arm (7), leg (3), lips (2), head (5), finger (2), foot (2),
ears (2), neck (3) , elbow (2), knee (2), eyes (6), hands (7), heart (2), feet (2), / brazo (2),
espalda (2), pierna (2), codo (3), orejas (3), pie (6), dedo (2), rodilla (4), cabeza (6), pelo (2),
nariz (2), uñas (2), muñeca (3), nudillo (2)
FAMILY / FAMILIA: Mother (6), father (6), sister (7), cousin (5), aunt (8), brother (5), uncle (4),
grandmother (4), son (2), nephew (2), sister-in-law (2) / tío (6), tía (2), sobrino (4), hermano (4),
madre (2), primo (6), padre (5), bisabuelo (2), hermana (3), abuelo (7), abuela (3), nieto (2),
cuñado (2), hijo (2)
FOOD / COMIDA: Hamburger (3), chips (2), banana (3), rice (4), salad (4), “omelete” (2), apple
(4), orange (2), pizza (6), meat (3), “tomatoe” (2)
DRINK / BEBIDA: Coke (12), coffee (9), milkshake (2), juice (2), milk (2), water (11), tea (5),
soda (2), beer (7), wine (2) / fanta (8), té (2), batido (4), agua (4), cerveza (2), limonada
(2),zumo (5), vino (8), café (2), coca-cola (3), ron (3)
SPORT / DEPORTE: Football (13), basketball (11), hockey (7), rugby (3), baseball (4), “socer”soccer, handball (2), horse riding (2), tennis (3) / balonmano (5), water polo (3), golf (2), tenis
(5), natación (4), ajedrez (3), taekwondo (2), atletismo (3), voleybol-voleibol-volley-ball,
baloncesto (4), rugby (2), fútbol (3), judo (2)
WEATHER / TIEMPO (CLIMATOLÓGICO): Rain (5), sun (2), cold (2), cloudy (10)-clouddyclothy, sunny (12), rainy (5)-rainny, windy (4), storm (3), clouds (2), snow (2) / nieve (4),
caluroso (3), frío (3), tormentoso (2), nublado (6), húmedo (2), ventisca (2), tormenta (2),
despejado (3), chubasco (2), nevado (2), soleado (2), granizo (3), viento (2)
TRANSPORT / TRANSPORTE: Bus (11), train (11), car (15), airplane(2)-airplain, ship (2),
plane (4)-plain, subway (2), bike (2), motorbike (2), / avión (8),motocicleta (2), autobus (3), moto
(4), metro (6), submarino (2), barco (5), tren (3), camión (3), bicicleta (9), coche (3), tranvía (2)
PROFESSION / PROFESIÓN: Doctor (4), teacher (16), lawyer (3), nurse (3), policeman (6),
engineer (3), cook (2) / ingeniero (3), actor (3), abogado (3), camarero (2), científico (2),
arqueólogo (2), profesor (2), fontanero (2), bombero (2), pintor (2), arquitecto (2)
Technical Words (TW):
INSECT / INSECTO: Bee (6), butterfly (11)-buterfly, “beatle” (2)-beetle, ladybug (2), ant (7),
spider (6), fly (4), dragonfly (3) / escarabajo (6), hormiga (3), luciérnaga (2), abeja (2),
cucaracha (4), gusano (4), lombriz (2), grillo (2), saltamontes (3), mosca (5), avispa (3)“abispa”, mosquito (6), mariposa (2), mariquita (2), oruga (2)
MAMMAL / MAMÍFERO: Horse (6), human (4), cow (5), dolphin (4)-dolfin, cat (5), tiger (3), lion
(5), dog (6), kangaroo (2), elephant (4)-elefant, monkey (2) / ballena (7), cabra (2), canguro”kanguro”, perro (5), gato (5), ornitorrinco (2), lobo (2), león (2), tigre (2), rinoceronte“rinoseronte”, caballo (2), elefante (2), “girafa” (2)- jirafa
LANDSCAPE FEATURES / CARACTERÍSTICAS DEL PAISAJE: glacier (5), river (3), sea (2),
v-shape valley (4), spit (5), valley (2), wet (2), bay (2), headland (2), mountains (4), / cordillera
(3), montaña (4), sierra (3), montañoso (2), meseta (2), golfo (2), valle (2), desértico
(2),escarpado (2), glaciar (2), mar (2)
ARTISTIC MOVEMENT / MOVIMIENTO ARTÍSTICO: Modernism (5), Romanticism (12)“Romantisism”, “Neoclasicism” (4), Realism (7), Impressionism (2), Renaissance (2)Renaissencent, Baroque (4)- Barroque, Classicism (3)- “Clasicism” (3) / Barroco (4), Gótico (3),
Rococó (2), Impresionismo (2), Clasicismo (2), Neoclasicismo (4), Realismo (3), Modernismo
(4), Romanticismo (3), Minimalismo (2), Cubismo (3)
TECHNOLOGY / TECNOLOGÍA: Computer (14), mobile (2), television (2), robot (3), mobile
phone (4)-mobil phone, TV (2), radio (3), screen (2), iPod (2), mouse (2) / internet (2), ratón (2),
teclado (4), destornillador (2), DVD (2), bombilla (2), pen-drive (2), MP3 (2)
INDUSTRY / INDUSTRIA: Coal (4), iron (3), metal (2),machines (2), siderurgy (2), “textil”- textile
(2), heavy (3), “steal”-steel / metalúgica (2), textil (4), automovilística (2), trabajadores (2)
OFFICIAL DOCUMENT / DOCUMENTO OFICIAL: Marks (2), Constitution (2), “passaport”passport (11), driving licence (2), CV (4) / DNI (13), tarjeta sanitaria (2), carnet de conducir (2),
partida de nacimiento (2), carta (3)
INSTITUTION / INSTITUCIÓN: EU (2), President (2), government (3), /ayuntamiento (2),
ministerio (2), RAE (2)
Abstract Concepts (AC):
CULTURE / CULTURA: history (2), art (4), languages (3), music (3), Roman (4), Greek (3),
Classic (2), Spanish (2), / Clásica (2), películas- “films”, asiática (2), comidas (2), pintura (2),
baile (2)
SHAPE / FORMA: Circular (3), square (7), circle (7), triangle (6), round (2) / triangular (5),
rectángulo (3), cuadrada (4), rectangular (2), redondo (2), cuadrado (2), tovalada (3), pirámide
(2)
MOOD / ESTADO DE ÁNIMO: Happy (15), sad (14), nervous (2), tired (2), angry (6), ashamed
(2), bored (2) / rabioso (2), eufórico (2), disgustado (2), sorprendido (2), decepcionado (2),
triste (2), cansado (4), aburrido (2), feliz (3), deprimido (2)
FEELING / SENTIMIENTO: Love (4), hate (4), happiness (9), sadness (7), loneliness (2), / asco
(2), amargura (2), felicidad (3), enamorado (2), esperanza (2), ira (4), rabia (4)
63
GROUP 2
●
Words retrieved
These were the words produced by Group 2:
1.-BODY PART / PARTE DEL CUERPO:
Arm (8), leg (9), feet (2), eye (4), elbow, “theeth”- teeth, finger (2), foot (4), head (10), hand (2),
hair- “hear”, nose (3), shoulder (3), knee, lips, toes, stomach / mano (9), dedos (3), cabeza (6),
nariz, pierna (4), oreja (5), cuello (4), brazo (5), hombros (3), rodilla (3), boca, cabello, cadera,
pie (4), tobillo, ojo (2), codo (2), espalda (2).
2.-FOOD / COMIDA:
Banana, chicken (4), jam, “potatoe” - potato (4), lettuce, rice (2), tomato (4), chocolate (2), chips
(2) - “cheaps” (2), salad (3), apple (3), strawberry, onion, orange (3), puree, bread (2), fish (5),
beans, cheese, pasta (2), fruit, pineapple, steak, meat (3), hamburger, noodles, egg,
cheesecake / paella, pescado (6), sopa (5), tomate (2), cordero, zanahoria (2), pollo, manzana
(3), macarrones, salchichas, lechuga, mandarina, carne (3), queso, lentejas (4), judías (2),
cocido (2), naranja, arroz (3), fideos, pasta, bollería, huevos (2), patatas (2), guisantes (2),
puré, sandía, pizza (2), espaguetis.
3.-DRINK / BEBIDA:
Coke (7), coffee (5), tea (5), orange juice (5), water (11)- “wather”, juice (10), milk (5), beer (4),
soda, “frizzy drinks”, wine, milkshake / pepsi, agua (3), capuchino, cerveza (8), vodka, whiskey,
zumo de piña, limonada (2), horchata, vino (7), ginebra, coca-cola (5), café (3), chocolate
caliente (2), casera, orujo, refresco, gaseosa, zumo (2), leche (2), batido (3), té (3), ron, licor,
fanta (2).
4.-FAMILY / FAMILIA:
Mother (9), son - soon, father (11), brother (5), sister (8), grand-mom, uncle (5), cousin (3), mum
(2), grandfather (3), grandmother (2), dad, aunt (3), nephew, grandparents / hermano (8),
abuelo (8), madre (6), abuela (3), tío (8), suegra (2), nieto (3), prima (2), primo (3), sobrino (4),
padre (3), tía, hermana (2), hijo, bisabuela, cuñado, suegro.
5.-SPORT / DEPORTE:
Rafting, climbing, football (16), racket, roller-blades, goal, “sky”, tennis (8)- “tenis” (2), basketball
(16), golf, “voleibol”- “voleyball”, “waterpool”- waterpolo, hockey (2), dance, swimming /
baloncesto (2), paracaidísmo, hockey (4)- “joquey”, bicicleta, canasta, pelota, fútbol- futbool,
balonmano (8), hípica, voley- “boleibol”, natación (6), patinaje (2), ciclismo (2), atletismo (3),
esgrima (2), tenis (5) -”tennis”, waterpolo, golf (2), nadar, gimnasia rítmica (2), badminton,
alpinismo, equitación, baile, gimnasia.
6.-TRANSPORT / TRANSPORTE:
Bus (14) - “buss”, taxi (4), subway, train (8), car (11), underground (7), boat, plane (3), “bycle” bike- “bicicle”, public transport, airplane, helicopter / avión (11), tren (4), barco (5), caravana,
furgoneta, autobús (2), taxi (4), tranvía (3), metro (4), coche (4), camión (3), bicicleta (7), moto
(5), monopatín, patín, “scutter”.
7.-WEATHER / TIEMPO (CLIMATOLÓGICO):
Cloudy (9) - “clowdy”, windy, partly cloudy, sun (3), rain (7), sunny (7), snowing, foggy (2),
stormy, “rainny” - rainy (2), hot (4), cold (4), wet (3), cool, summer, winter, “autum”, dry (2),
“torm”, “blizard” / soleado (5), lluvioso (3), niebla (2), granizo, nieve (3), tormenta (5), nublado
(7), frío (4), granizado, nevar, llover, ola de calor, viento (3), despejado (2), nevado (2), tornado,
primavera, tormentoso (2), cálido, caluroso (2), seco, helada, lluvia (2), bochorno, huracán,
inundación.
8.-PROFESSION / PROFESIÓN:
Cook (2), nurse (2), teacher (12), salesperson, office man, police (7) -policeman, headmaster,
dancer, lawyer (2), bus driver, “shop assistan”- shop assistant (3), vet (2), pilot, plumber,
“odontology”, doctor (4), fireman, “engin”, waiter (2), taxi driver (2), journalist, “bussines man”,
actor, football player, driver, psychologist, professor / conductor de taxi, repartidor, reportero,
bombero (2), farmacéutico (2), psicólogo, cantante, actriz, conductor, profesor (3), albañil,
jardinero (2), carnicero, médico (3), granjero (2), carpintero, piloto (2), enfermera, ejecutivo, juez
(2), agricultor, abogado (3), gerente, policía, veterinario (2), ingeniero (2), arquitecto, cajero,
químico, notario, camarero, criminólogo (2), director (2), funcionario, obrero, actor, taxista,
párroco, cocinero, entomólogo, informático.
65
9.-INSECT / INSECTO:
Fly (4), butterfly (10)- “batterfly”, mosquito (7), bee (6), ant (5), spider (7), worm, stick insect,
beetle / mariquita (3), cucaracha (6), abeja (5), polilla (2), escarabajo (4), saltamontes (7),
avispa (2), insecto palo, libélula (3), hormiga (3), mantis, gusano, mosca (4), araña (2), oruga,
mariposa (2), babosa, mosquito, ciempiés.
10.-MAMMAL / MAMÍFERO:
“Elefant” - elephant (4), “dolfin” - dolphin (2), lion (4), tiger (5), cat (9), dog (16), giraffe, bear (2),
monkey (3), bull, donkey, pork, horse, whale, “cangaroo”, human, zebra / jirafa (3)- “girafa”,
buey, asno, ballena (2), persona, caballo (3), rinoceronte, delfín (5), oveja, oso (2), simio, ratón
(2), gato (5), conejo (3), cabra, tigre (3), león (4), ser humano (2), hipopótamo, tiburón, canguro,
elefante, ornitorrinco, vaca (3), toro, murciélago, lobo (2), hiena, rata.
11.-LANDSCAPE FEATURES / CARACTERÍSTICAS DEL PAISAJE:
Lake, mountains (10), tree (4), desert, river (4), beach (3), road, beautiful, colourful, flowers (2),
wonderful, urban, sea, dry, rain forest, volcano, forest / hierba, nubes, cordillera, rocoso,
nevado, llano (2), embalse, lago (3), boscoso (2), rocoso, playa, río, árboles (2), piedras,
animales, cristalina, asombrosa, grande, desierto, helado, jungla, frondoso, césped, acantilado,
arbusto, sol.
12.-ARTISTIC MOVEMENT / MOVIMIENTO ARTÍSTICO:
Romanticism (3), “Gotic” (4) - Gothic, “renacentist” (3), naturalist, romanticist, “romanic”,
“Barrocco” - “Barroc” - “Barroco”, Modern age, “Clasic age”, Middle age, Romantic (3),
“impresionist” (2), Humanism, Gold Century, Classicism, Classic (2), Modern, “empirist”,
Surrealism, Realism / Ilusionismo, Realismo, Sensacionalismo, Renacimiento (6), Románico,
renacentista, Barroco (7), Ilustrado, Modernismo (2), Romanticismo (4), Impresionismo,
Cubismo, contorsionismo, Rococó, Neoclásico, Gotico, Dadaísmo (2).
13.-TECHNOLOGY / TECNOLOGÍA:
Microchip, music player, computer (14), “movile phone”- mobile phone (3), laptop (2), electric
car, WI-FI, 3D, “movil”- mobile (5), microwaves, TV (3), DVD, phone, tablet, cell-phone, MP4,
camera, iPhone, netbook, television (2), robots, transport, Internet, keyboard, screen, mouse
pad, machine / microondas, televisión (4), secadora, altavoces (2), reloj digital, MP3 (4), led,
transistor, cable (2), horno, lavadora, router, ordenador, e-book, consola, videojuego (2), MP4,
iPod (2), GPS (3), DVD (2), tableta, impresora, videocámara, móvil (2), manos libres,
reproductor de música, ratón, torre, calculadora, portátil.
14.-CULTURE / CULTURA:
Literature (2), “turism”, art (2), music (3), sport, traditions (2), food (2), language, Chinese (2) “Chinise”, Spanish, American (2), Italian, Maya, books (2), museum, “Japonise” - “Japonese”,
French, cinema, German, character, clothes / pintura (2), arquitectura (2), escultura, politica,
economía, historia, raza, orígenes, japonesa, inglesa, africana (2), occidental, azteca, poesía,
española (2), brasileña, portuguesa, costumbres, fiestas, teatro, italiana, rusa, juegos, lugares,
leyes.
15.-SHAPE / FORMA:
Square (9), triangle (8), circular, circle (9) - “circul” - “cyrcle”, rectangular, triangular, thin, tall,
rectangle, cube (2), round, spot, split / octaedro (2), icosaedro, heptágono, triángulo (3),
rectángulo (4), óvalo, rombo (4), cuadrado (4), hexágono, pirámide, cilindro, ovalado, aplanado,
puntiagudo, rectangular (2), alargado, prisma, grueso, pentágono, elíptica, plano, liso,
piramidal, hexagonal, cilíndrica, rayas, estampado, trapecio, cubo.
16.-INDUSTRY / INDUSTRIA:
Steam, iron, cotton, technology, “textil”, “carbon”, oil, chemistry (3), steel, wooden, “turism”,
factory / fábrica, automóvil, electrónica, textil (3), alimentaria, farmacéutica, de ropa, naval,
química.
17.-OFFICIAL DOCUMENT / DOCUMENTO OFICIAL:
ID (5), passport (7) - “passaport” - “pasport”, contract, law, Constitution, sanitary document,
“diplome”, certificate, post, newspaper, review, magazine, family book / partida de nacimiento,
declaración, multa, orden judicial, visa, divorcio, permiso de armas, matrimonio, DNI (4),
diploma, carta, instancia, reclamación, carné de conducir.
18.-INSTITUTION / INSTITUCIÓN:
E.S.O., university, school (3), “Parlament”, town hall, minister, department, office, post-office,
“farmacy” / Educación Infantil, carrera, bachiller, Congreso, ayuntamiento, Consejería, oficina
de policía, parque de bomberos, hospital.
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19.-MOOD / ESTADO DE ÁNIMO:
Sad (12), happy (14), angry (6), tired (2), excited, hungry, in love, “agresive”, nice, badtempered, exciting, worry, “embarassed”, moody, mad, upset / deprimido (3), aburrido (2), harto,
activo, estresado (2), sensible (2), animado, triste (2), nervioso (2), eufórico (3), excitado,
depresivo, enfadado (2), emocionado (2), decepcionado, satisfecho, cabezón, molesto, furioso
(2), disgustado, enamorado, desganado, enérgico, de mal humor, extrovertido, alocado, alegre
(2).
20.-FEELING / SENTIMIENTO:
Guilty, “heat” - hate (3), love (8), hope, hurt, ill, jealousy, happiness (2), sadness, happy, sad,
fell in love, destroyed, “darlyn”, peace, emotion, worried, “angried” - “ungry”, fair, pain (2) /
locura, alegría (2), pena (2), orgulloso, pesado, cansado, soledad, angustia, comodidad,
resentimiento, ira, “esaltado”, “corage”, libertad, tristeza (3), venganza, felicidad (2), susto,
ilusión, desesperación, miedo.
●
Repeated words
These are the 304 terms repeated within Group 2:
Arm (8), leg (9), feet (2), eye (4), elbow, “theeth”- teeth, finger (2), foot (4), head (10), hand (2),
hair- “hear”, nose (3), shoulder (3), / mano (9), dedos (3), cabeza (6), pierna (4), oreja (5), cuello
(4), brazo (5), hombros (3), rodilla (3), pie (4), ojo (2), codo (2), espalda (2) // chicken (4),
“potatoe” - potato (4), rice (2), tomato (4), chocolate (2), chips (2) - “cheaps” (2), salad (3), apple
(3), orange (3), bread (2), fish (5), pasta (2), meat (3) / pescado (6), sopa (5), tomate (2),
zanahoria (2), manzana (3), carne (3), lentejas (4), judías (2), cocido (2), arroz (3), huevos (2),
patatas (2), guisantes (2), pizza (2) // Coke (7), coffee (5), tea (5), orange juice (5), water (11)“wather”, juice (10), milk (5) / agua (3), cerveza (8), limonada (2), vino (7), coca-cola (5), café
(3), chocolate caliente (2), zumo (2), leche (2), batido (3), té (3), fanta (2) // Mother (9), son soon, father (11), brother (5), sister (8), uncle (5), cousin (3), mum (2), grandfather (3),
grandmother (2), aunt (3), / hermano (8), abuelo (8), tío, madre (6), abuela (3), tío (8), suegra
(2), nieto (3), prima (2), primo (3), sobrino (4), padre (3), hermana (2) // football (16), tennis (8)“tenis” (2), basketball (16), “voleibol”- “voleyball”, “waterpool”- waterpolo, hockey (2) /
baloncesto (2), hockey (4)- “joquey”, fútbol- futbool, balonmano (8), voley- “boleibol”, natación
(6), patinaje (2), ciclismo (2), atletismo (3), esgrima (2), tenis (5) -”tennis”, golf (2), gimnasia
rítmica (2) // Bus (14) - “buss”, taxi (4), train (8), car (11), underground (7), plane (3), “bycle” bike- “bicicle” / avión (11), tren (4), barco (5),autobús (2), taxi (4), tranvía (3), metro (4), coche
(4), camión (3), bicicleta (7), moto (5) // Cloudy (9) - “clowdy”, sun (3), rain (7), sunny (7), foggy
(2), “rainny” - rainy (2), hot (4), cold (4), wet (3), dry (2) / soleado (5), lluvioso (3), niebla (2),
nieve (3), tormenta (5), nublado (7), frío (4), viento (3), despejado (2), nevado (2), tormentoso
(2), caluroso (2), lluvia (2) // Cook (2), nurse (2), teacher (12), police (7) -policeman, lawyer (2),
“shop assistan”- shop assistant (3), vet (2), doctor (4), waiter (2) / bombero (2), farmacéutico
(2), profesor (3), jardinero (2), médico (3), granjero (2), piloto (2), juez (2), abogado (3),
veterinario (2), ingeniero (2), criminólogo (2), director (2) // Fly (4), butterfly (10)- “batterfly”,
mosquito (7), bee (6), ant (5), spider (7) / mariquita (3), cucaracha (6), abeja (5), polilla (2),
escarabajo (4), saltamontes (7), avispa (2), libélula (3), hormiga (3), mosca (4), araña (2),
mariposa (2) // “Elefant” - elephant (4), “dolfin” - dolphin (2), lion (4), tiger (5), cat (9), dog (16),
bear (2), monkey (3) / jirafa (3)- “girafa”, ballena (2), caballo (3), delfín (5), oso (2), ratón (2),
gato (5), conejo (3), tigre (3), león (4), ser humano (2), vaca (3), lobo (2) // mountains (10), tree
(4), river (4), beach (3), flowers (2) / llano (2), lago (3), boscoso (2), árboles (2) // Romanticism
(3), “Gotic” (4) - Gothic, “renacentist” (3), “Barrocco” - “Barroc” - “Barroco”, Romantic (3),
“impresionist” (2), Classic (2) / Renacimiento (6), Barroco (7), Modernismo (2), Romanticismo
(4), Dadaísmo (2) // computer (14), “movile phone”- mobile phone (3), laptop (2), “movil”- mobile
(5), TV (3), television (2) / televisión (4), altavoces (2), MP3 (4),cable (2), videojuego (2), iPod
(2), GPS (3), DVD (2), móvil (2) // Literature (2), art (2), music (3), traditions (2), food (2),
Chinese (2) - “Chinise”, American (2), books (2), “Japonise” - “Japonese” / pintura (2),
arquitectura (2), africana (2), española (2) // Square (9), triangle (8), circle (9) - “circul” “cyrcle”, cube (2) / octaedro (2), triángulo (3), rectángulo (4), rombo (4), cuadrado (4),
rectangular (2) // chemistry (3) / textil (3) // ID (5), passport (7) - “passaport” - “pasport” / DNI
(4) // school (3) // Sad (12), happy (14), angry (6), tired (2) / deprimido (3), aburrido (2),
estresado (2), sensible (2), triste (2), nervioso (2), eufórico (3), enfadado (2), emocionado (2),
furioso (2), alegre (2) // “heat” - hate (3), love (8), happiness (2), pain (2) / alegría (2), pena (2),
tristeza (3), felicidad (2).
○
Distinction between the number of Everyday Terms (ET), Technical Words
(TW) and Abstract Concepts (AC) repeated.
Everyday Terms (ET):
BODY PART / PARTE DEL CUERPO: Arm (8), leg (9), feet (2), eye (4), elbow, “theeth”- teeth,
finger (2), foot (4), head (10), hand (2), hair- “hear”, nose (3), shoulder (3), / mano (9), dedos
(3), cabeza (6), pierna (4), oreja (5), cuello (4), brazo (5), hombros (3), rodilla (3), pie (4), ojo
(2), codo (2), espalda (2)
FAMILY / FAMILIA: Mother (9), son - soon, father (11), brother (5), sister (8), uncle (5), cousin
(3), mum (2), grandfather (3), grandmother (2), aunt (3), / hermano (8), abuelo (8), madre (6),
abuela (3), tío (9), suegra (2), nieto (3), prima (2), primo (3), sobrino (4), padre (3), hermana (2)
FOOD / COMIDA: chicken (4), “potatoe” - potato (4), rice (2), tomato (4), chocolate (2), chips (2)
- “cheaps” (2), salad (3), apple (3), orange (3), bread (2), fish (5), pasta (2), meat (3) / pescado
(6), sopa (5), tomate (2), zanahoria (2), manzana (3), carne (3), lentejas (4), judías (2), cocido
(2), arroz (3), huevos (2), patatas (2), guisantes (2), pizza (2)
DRINK / BEBIDA: Coke (7), coffee (5), tea (5), orange juice (5), water (11)- “wather”, juice
(10), milk (5) / agua (3), cerveza (8), limonada (2), vino (7), coca-cola (5), café (3), chocolate
caliente (2), zumo (2), leche (2), batido (3), té (3), fanta (2)
SPORT / DEPORTE: football (16), tennis (8)- “tenis” (2), basketball (16), “voleibol”- “voleyball”,
“waterpool”- waterpolo, hockey (2) / baloncesto (2), hockey (4)- “joquey”, fútbol- futbool,
balonmano (8), voley- “boleibol”, natación (6), patinaje (2), ciclismo (2), atletismo (3), esgrima
(2), tenis (5) -”tennis”, golf (2), gimnasia rítmica (2)
WEATHER / TIEMPO (CLIMATOLÓGICO): Cloudy (9) - “clowdy”, sun (3), rain (7), sunny (7),
foggy (2), “rainny” - rainy (2), hot (4), cold (4), wet (3), dry (2) / soleado (5), lluvioso (3), niebla
(2), nieve (3), tormenta (5), nublado (7), frío (4), viento (3), despejado (2), nevado (2),
tormentoso (2), caluroso (2), lluvia (2)
TRANSPORT / TRANSPORTE: Bus (14) - “buss”, taxi (4), train (8), car (11), underground (7),
plane (3), “bycle” - bike- “bicicle” / avión (11), tren (4), barco (5),autobús (2), taxi (4), tranvía (3),
metro (4), coche (4), camión (3), bicicleta (7), moto (5)
PROFESSION / PROFESIÓN: Cook (2), nurse (2), teacher (12), police (7) -policeman, lawyer
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(2), “shop assistan”- shop assistant (3), vet (2), doctor (4), waiter (2) / bombero (2),
farmacéutico (2), profesor (3), jardinero (2), médico (3), granjero (2), piloto (2), juez (2),
abogado (3), veterinario (2), ingeniero (2), criminólogo (2), director (2)
Technical Words (TW):
INSECT / INSECTO: Fly (4), butterfly (10)- “batterfly”, mosquito (7), bee (6), ant (5), spider (7) /
mariquita (3), cucaracha (6), abeja (5), polilla (2), escarabajo (4), saltamontes (7), avispa (2),
libélula (3), hormiga (3), mosca (4), araña (2), mariposa (2)
MAMMAL / MAMÍFERO: “Elefant” - elephant (4), “dolfin” - dolphin (2), lion (4), tiger (5), cat (9),
dog (16), bear (2), monkey (3) / jirafa (3)- “girafa”, ballena (2), caballo (3), delfín (5), oso (2),
ratón (2), gato (5), conejo (3), tigre (3), león (4), ser humano (2), vaca (3), lobo (2)
LANDSCAPE FEATURES / CARACTERÍSTICAS DEL PAISAJE: mountains (10), tree (4),
river (4), beach (3), flowers (2) / llano (2), lago (3), boscoso (2), árboles (2)
ARTISTIC MOVEMENT / MOVIMIENTO ARTÍSTICO: Romanticism (3), “Gotic” (4) - Gothic,
“renacentist” (3), “Barrocco” - “Barroc” - “Barroco”, Romantic (3), “impresionist” (2), Classic (2) /
Renacimiento (6), Barroco (7), Modernismo (2), Romanticismo (4), Dadaísmo (2)
TECHNOLOGY / TECNOLOGÍA: computer (14), “movile phone”- mobile phone (3), laptop (2),
“movil”- mobile (5), TV (3), television (2) / televisión (4), altavoces (2), MP3 (4),cable (2),
videojuego (2), iPod (2), GPS (3), DVD (2), móvil (2)
INDUSTRY / INDUSTRIA: chemistry (3) / textil (3)
OFFICIAL DOCUMENT / DOCUMENTO OFICIAL: ID (5), passport (7) - “passaport” - “pasport”
/ DNI (4)
INSTITUTION / INSTITUCIÓN: school (3)
Abstract Concepts (AC):
CULTURE / CULTURA: Literature (2), art (2), music (3), traditions (2), food (2), Chinese (2) “Chinise”, American (2), books (2), “Japonise” - “Japonese” / pintura (2), arquitectura (2),
africana (2), española (2)
SHAPE / FORMA: Square (9), triangle (8), circle (9) - “circul” - “cyrcle”, cube (2) / octaedro (2),
triángulo (3), rectángulo (4), rombo (4), cuadrado (4), rectangular (2)
MOOD / ESTADO DE ÁNIMO: Sad (12), happy (14), angry (6), tired (2) / deprimido (3),
aburrido (2), estresado (2), sensible (2), triste (2), nervioso (2), eufórico (3), enfadado (2),
emocionado (2), furioso (2), alegre (2)
FEELING / SENTIMIENTO: “heat” - hate (3), love (8), happiness (2), pain (2) / alegría (2), pena
(2), tristeza (3), felicidad (2)