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dc.contributor.authorRoig-Marín, Amandaes
dc.date.accessioned2017-07-06T11:35:29Z-
dc.date.available2017-07-06T11:35:29Z-
dc.date.issued2017-06-28es
dc.identifier.urihttp://hdl.handle.net/10201/53387-
dc.description.abstractGiven the importance of the phonological and lexical components of the language in L2 learning, this article discusses an innovative, holistic approach to learning these two components of the language based on the existence of "sound symbolism"-the interrelation between sound and meaning-in English. In particular, it describes how and why the study of sound symbolism can be advantageous to EFL learners. This claim is grounded in empirical data gathered from two pilot studies carried out in two educational settings (a secondary school and the University of Alicante). The results suggest that knowledge of sound symbolic principles underlying the English language can enhance lexical storage and semantic predictiones
dc.formatapplication/pdfes
dc.format.extent17-36es
dc.languagespaes
dc.rightsinfo:eu-repo/semantics/openAccesses
dc.subjectSound symbolismes
dc.subjectSound-meaning interplayes
dc.subjectLanguage learninges
dc.subjectEFLes
dc.subjectClassroom experimentses
dc.titleWhy should we care about sound symbolism in EFL learning?: Two pilot studieses
dc.typeinfo:eu-repo/semantics/articlees
Aparece en las colecciones:2017, V. 17, N. 1

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