{"id":20752,"date":"2018-03-09T09:10:12","date_gmt":"2018-03-09T09:10:12","guid":{"rendered":"https:\/\/www.deberes.net\/tesis\/sin-categoria\/lexical-innovation-in-the-oral-production-of-english-by-spanish-learners\/"},"modified":"2018-03-09T09:10:12","modified_gmt":"2018-03-09T09:10:12","slug":"lexical-innovation-in-the-oral-production-of-english-by-spanish-learners","status":"publish","type":"post","link":"https:\/\/www.deberes.net\/tesis\/linguistica\/lexical-innovation-in-the-oral-production-of-english-by-spanish-learners\/","title":{"rendered":"Lexical innovation in the oral production of english by spanish learners"},"content":{"rendered":"<h2>Tesis doctoral de <strong> Elsa Gonz\u00e1lez \u00e1lvarez <\/strong><\/h2>\n<p>Este trabajo se centra en la innovaci\u00f3n l\u00e9xica en la producci\u00f3n oral de aprendices espa\u00f1oles de ingl\u00e9s como l2, concretamente en la aplicaci\u00f3n de esta estrategia de comunicaci\u00f3n para compensar lagunas en el l\u00e9xico de su interlengua y en el proceso de adquisici\u00f3n del sistema de formaci\u00f3n de palabras de la l2 que la aplicaci\u00f3n de tal estrategia evidencia.  los tres primeros cap\u00edtulos establecen el marco te\u00f3rico en el que se basa el estudio.  en el primero se revisan las diferentes perspectivas desde las que ha sido estudiado el componente l\u00e9xico dentro de los estudios de adquisici\u00f3n de una l2; tras definir el concepto de \u00abconocimiento l\u00e9xico\u00bb, en el que se considera central la capacidad de recombinar elementos conocidos en la creaci\u00f3n de nuevas formas, se tratan cuestiones como el almacenamiento y procesamiento l\u00e9xico en biling\u00ed\u00bces o la consideraci\u00f3n de la innovaci\u00f3n l\u00e9xica o creatividad morfol\u00f3gica como estrategia de comunicaci\u00f3n.  el segundo cap\u00edtulo se centra en la adquisici\u00f3n del sistema de formaci\u00f3n de palabras de una l2, y se revisan trabajos en los que se determina la influencia de principios del sistema de formaci\u00f3n de palabras de una l2, y se revisan trabajos en los que se determina la influencia de principios como la transparencia sem\u00e1ntica, simplicidad formal y productividad en el proceso de adquisici\u00f3n. Los sistemas de formaci\u00f3n de palabras del ingl\u00e9s y del espa\u00f1ol se describen en el cap\u00edtulo tres.  en los cap\u00edtulos 4 y 5 se desarrolla la parte emp\u00edrica del estudio. Mediante el an\u00e1lisis y clasificaci\u00f3n de los ejemplos de innovaci\u00f3n l\u00e9xica identificados en el discruso oral de los sujetos que participaron en el estudio, se proporciona una descripci\u00f3n ling\u00ed\u00bc\u00edstica del sistema de formaci\u00f3n de palabras de la interlengua de estos aprendices, determinando la frecuencia de aplicaci\u00f3n de los diferentes mecanismos, as\u00ed como la influencia de variables ling\u00ed\u00bc\u00edsticos (clase de palabra), context<\/p>\n<p>&nbsp;<\/p>\n<h3>Datos acad\u00e9micos de la tesis doctoral \u00ab<strong>Lexical innovation in the oral production of english by spanish learners<\/strong>\u00ab<\/h3>\n<ul>\n<li><strong>T\u00edtulo de la tesis:<\/strong>\u00a0 Lexical innovation in the oral production of english by spanish learners <\/li>\n<li><strong>Autor:<\/strong>\u00a0 Elsa Gonz\u00e1lez \u00e1lvarez <\/li>\n<li><strong>Universidad:<\/strong>\u00a0 Santiago de compostela<\/li>\n<li><strong>Fecha de lectura de la tesis:<\/strong>\u00a0 17\/12\/2002<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h3>Direcci\u00f3n y tribunal<\/h3>\n<ul>\n<li><strong>Director de la tesis<\/strong>\n<ul>\n<li>Luis Iglesias R\u00e1bade<\/li>\n<\/ul>\n<\/li>\n<li><strong>Tribunal<\/strong>\n<ul>\n<li>Presidente del tribunal: Antonio Garnica silva <\/li>\n<li>isabel Moskowich-spiegel fandi\u00f1o (vocal)<\/li>\n<li>Fernando Alonso romero (vocal)<\/li>\n<li>elizabeth Woodward-smith (vocal)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Tesis doctoral de Elsa Gonz\u00e1lez \u00e1lvarez Este trabajo se centra en la innovaci\u00f3n l\u00e9xica en la producci\u00f3n oral de aprendices [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center 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