Vocabulary used in e-mails by mixed-ability EFL secondary school students

  1. Canga Alonso, Andrés 1
  1. 1 Universidad de La Rioja

    Universidad de La Rioja

    Logroño, España

    ROR https://ror.org/0553yr311

Revista española de lingüística aplicada

ISSN: 0213-2028

Year of publication: 2013

Volume: 26

Pages: 107-126

Type: Article

More publications in: Revista española de lingüística aplicada

Institutional repository: lock_openOpen access Editor


Cited by

  • Scopus Cited by: 0 (25-02-2024)
  • Web of Science Cited by: 0 (29-10-2023)

JCR (Journal Impact Factor)

  • Year 2013
  • Journal Impact Factor: 0.059
  • Journal Impact Factor without self cites: 0.059
  • Article influence score: 0.062
  • Best Quartile: Q4
  • Area: LINGUISTICS Quartile: Q4 Rank in area: 158/169 (Ranking edition: SSCI)

SCImago Journal Rank

  • Year 2013
  • SJR Journal Impact: 0.1
  • Best Quartile: Q4
  • Area: Education Quartile: - Rank in area: 1128/1244
  • Area: Linguistics and Language Quartile: Q4 Rank in area: 702/798
  • Area: E-learning Quartile: Q4 Rank in area: 126/129

Índice Dialnet de Revistas

  • Year 2013
  • Journal Impact: 0.260
  • Field: FILOLOGÍA MODERNA Quartile: C1 Rank in field: 1/48
  • Field: LINGÜÍSTICA Quartile: C1 Rank in field: 7/63
  • Field: FILOLOGÍAS Quartile: C1 Rank in field: 9/297


  • Social Sciences: B
  • Human Sciences: A

Scopus CiteScore

  • Year 2013
  • CiteScore of the Journal : 0.1
  • Area: Language and Linguistics Percentile: 17
  • Area: Linguistics and Language Percentile: 17

Bibliographic References

  • Agustín Llach, M. P. and A. Barreras Gómez. 2007. “Vocabulary acquisition and use in the written production of young Spanish EFL learners”. RESLA 20: 9-20.
  • Agustín Llach, Mª. P., S. Moreno Espinosa and A. Fernández Fontecha. 2005. “Responding to different composition topics: A quantitative analysis of lexical error production”. Glosas Didácticas 13: 128-140.
  • Alvarez, J. A., M. Blanco, A. Ojanguren, H. Brammerts and D. Little, eds. 1996. Guía para el aprendizaje de lenguas en tándem a través de Internet. Oviedo: Servicio de Publicaciones, Universidad de Oviedo.
  • Appel, M. C. 1999. “Tandem language learning by e-mail: Some Basic principles and a case study”. CLCS Ocassional Paper 54: 1-64.
  • Biesenbach-Lucas, S. 2007. “Students writing emails to faculty: An examination of epoliteness among native and non-native speakers of English”. Language Learning & Technology, 11 (2): 59-81. [Internet document available at http://llt.msu.edu/vol11num2/pdf/biesenbachlucas.pdf].
  • Biesenbach-Lucas, S. and D. Weasenforth. 2001. “E-mail and word processing in the ESL classroom: How the medium affects the message”. Language Learning & Technology 5 (1): 135-165. [Internet document available at http://llt.msu.edu/vol5num1/weasenforth/default.html].
  • Block, D. 2003. The Social Turn in Second Language Acquisition. Edinburgh: Edinburgh University Press Ltd.
  • Brammerts, H. 2003. “Autonomous language learning in tandem: The development of a concept”. Autonomous Language Learning in Tandem. Eds. T. Lewis and L. Walker. Sheffield: Academy Electronic Publications. 27-36.
  • Brammerts, H. and D. Little, eds. 1996: Leitfaden für das Sprachenlernen im Tandem über das Internet (Manuskripte zur Sprachlehrforschung. 52). Bochum: Brockmeyer. [Internet document available at http://www.slf.ruhr-uni-bochum.de/learning/tanbib.html].
  • Byram, M. 1997. Teaching and Assessing Intercultural Communicative Competence. Clevedon: Multilingual Matters.
  • Cheon, H. 2008. “Sociocultural theory and computer-mediated communication-based language learning”. Working Papers in TESOL & Applied Linguistics 8 (1). [Internet document available at http://journals.tc-library.org/templates/about/editable/pdf/Cheon%20Forum.pdf].
  • Chi-Fen, E. C. 2006. “The development of e-mail literacy: from writing to peers to writing to authority figures”. Language Learning & Technology 10 (2): 35-55. [Internet document available at http://llt.msu.edu/vol10num2/pdf/chen.pdf].
  • Coxhead, A. 2000. “A new academic word list”. TESOL Quarterly 34 (2): 213-238.
  • Crystal, D. 2001. Language and the Internet. Cambridge: Cambridge University Press.
  • Danet, B. 2002. “The language of email”. European Union Summer School, University of Rome, June 2002, Lecture II. [Internet document available at http://www.europhd.eu/html/_onda02/04/ss8/pdf_files/lectures/Danet_email.pdf].
  • Ellis, N. C. and A. Beaton. 1993. “Psycholinguistic determinants of foreign language vocabulary learning”. Language Learning 43: 559-617.
  • Gass, S. 1988. “Integrating research areas: A framework for second language studies”. Applied Linguistics 9 (2): 198-216.
  • Gass, S. 1999. “Incidental vocabulary learning”. Studies in Second Language Acquisition 21: 319-333.
  • Gläsmann, S. and M. Calvert. 2001. Tandem Language Learning in Schools. Sheffield: Philip Armstrong Publications.
  • Greenbaum, S. and R. Quirk. 1993. A Student’s Grammar of the English Language. Essex, England: Longman.
  • Horst, M., T. Cobb and P. Meara. 1998. “Beyond A Clockwork Orange: Acquiring second language vocabulary through reading”. Reading in a Foreign Language 11: 207-223.
  • Huckin, T. and J. Coady 1999. “Incidental vocabulary acquisition in a second language: A review”. Studies in Second Language Acquisition 21: 181-193.
  • Hulstijn, J., M. Hollander and T. Greidanus. 1996. “Incidental vocabulary learning by advanced foreign language students: The influence of marginal glosses, dictionary use, and reoccurrence of unknown words”. The Modern Language Journal 80: 327-339.
  • Jiménez Catalán, R. M. 2010. “Gender tendencies in EFL across vocabulary tests”. Gender Perspectives on Vocabulary in Foreign and Second Languages. Ed. R. M. Jiménez Catalán. Basingstoke: Palgrave Macmillan. 117-138.
  • Jiménez Catalán, R. M. and R. Mancebo Francisco. 2008. “Vocabulary input in EFL textbooks”. RESLA 21: 147-165.
  • Jiménez Catalán, R. M. and J. Ojeda Alba. 2007a. “The worlds children’s words build”. Didáctica 19: 155-172.
  • Jiménez Catalán, R. M. and J. Ojeda Alba. 2007b. “La carta como instrumento de identificación personal e interacción comunicativa en L2: Análisis del vocabulario de los saludos y despedidas”. La lengua escrita. Coord. J. Ramírez. SEDLL/Universidad de La Rioja, CD. 503-511.
  • Jiménez Catalán, R. M. and J. Ojeda Alba. 2008. “The English vocabulary of girls and boys: Evidence from a quantitative study”. Gender and Language Research Methodologies. Eds. K. Harrington, L. Litosseliti, H, Sauntson and J. Sunderland. Basingstoke: Palgrave Macmillan. 103-115.
  • Kabata, K. and Y. Edasawa. 2011. “Tandem language learning through a cross-cultural keypal project”. Language Learning & Technology 15 (1): 104–121. [Internet document available at http://llt.msu.edu/issues/february2011/kabataedasawa.pdf].
  • Koda, K. 1993. “Task-induced variability in FL Composition: Language-specific perspectives”. Foreign Language Annals 26 (3): 332-346.
  • Lantolf, J. P. 2000. Sociocultural Theory and Second Language Learning. Oxford: Oxford UP.
  • Lantolf, J. P. 2006. “Sociocultural theory and L2 state of the art”. Studies in Second Language Acquisition 28: 67-109.
  • Lantolf, J. P. and M. E. Poehner. 2008. Sociocultural Theory and the Teaching of Second Languages. London: Equinox.
  • Linnarud, M. 1986. Lexis in Compostion: A Performance Analysis of Swedish Learner’s Written English. Malmö: Liber Förlag.
  • Little, D. 1998. Technologies, Media and Foreign Language Learning. Dublin: Authentik.
  • Miranda, A., E. Vidal and M. Soriano. 2000. Evolución e Intervención Psicoeducativa en Dificultades de Aprendizaje. Madrid: Pirámide
  • Nation, P. S. N. 2001. Learning Vocabulary in Another Language. Cambridge: Cambridge University Press.
  • Ojeda Alba, J. 2010. “Themes and Vocabulary in CLIL and non-CLIL Instruction”. Content and Language Integrated Learning. Eds. Y Ruiz de Zarobe and R. M. Jiménez Catalán. Bristol: Multilingual Matters. 130-156.
  • Reyes, M. J. 2001. “Descripción de la incorporación del léxico nuevo por los alumnos de 1º de BUP”. REALE 12: 85-92.
  • Rodgers, T. S. 1969. “On measuring vocabulary difficulty: an analysis of item variables in learning Russian-English vocabulary pairs”. International Review of Applied Linguistics 7: 327-343.
  • Rosanelli, M., ed. 1992. Lingue in Tandem. Autonomie und Spracherwerb. III International Tandem Congress. Meran/Merano: Alpha & Beta.
  • Rott, S. 1999. “The effect of exposure frequency on intermediate language learners’ incidental vocabulary acquisition through reading”. Studies in Second Language Acquisition 21: 589-619.
  • Saragi, T., I. S. P. Nation and G. F. Meister.1978. “Vocabulary learning and reading”. System 6: 72-78.
  • Sasaki, A. and O. Takeuchi 2010. “EFL students’ vocabulary learning in ns-nnse-mail interactions: Do they learn new words by imitation?” ReCALL 22: 70-82.
  • Vinagre, M. 2005. “Intercultural communication in action: A project in tandem learning via e-mail”. LinRed 3: 1-15.
  • Vygotsky, L. 1978. Mind in Society. The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
  • Vygotsky, L. 1986. Thought and Language. Cambridge, MA: MIT Press.
  • Waring, R. and M. Takaki. 2003. “At what rate do learners learn and retain new vocabulary from reading a graded reader?” Reading in a Foreign Language 15: 1-27.
  • Webb, S. 2007. “The effects of repetition on vocabulary knowledge”. Applied Linguistics 28: 46-65.
  • Webb, S. 2008. “The effects of context on incidental vocabulary learning”. Reading in a Foreign Language 20 (2): 232-245.
  • West, M. 1953. A General Service List of English Words. Longman: London.
  • Wolff, J. 1982. “TANDEMadrid du hilfst mir lernen, ich helfe dir lernen, und so verstehen wir uns besser“. Hispanorama 32: 13-18.