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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 7 of 7 1 Academic vocabulary in an EAP course: Opportunities for incidental learning from printed teaching materials developed in-house. Skoufaki, Sophia; Petrić, Bojana. - : Elsevier, 2021 BASE Show details 2 Exploring polysemy in the Academic Vocabulary List: A lexicographic approach Skoufaki, Sophia; Petrić, Bojana. - : Elsevier, 2021 BASE Show details 3 Spanish L1 EFL learners’ recognition knowledge of English academic vocabulary: the role of cognateness, word frequency and length Perez Urdaniz, Raquel; Skoufaki, Sophia. - : De Gruyter, 2019 Abstract: Academic vocabulary knowledge predicts students’ academic achievement across educational levels. English academic vocabulary knowledge is especially valuable because English is used in academia worldwide. Therefore, examining the factors that can predict English academic vocabulary knowledge can inform pedagogy, thus indirectly boosting students’ chances of academic success around the world. This study examines the extent to which cognateness, word frequency and length predict the ability of English as a Foreign Language (EFL) learners who have Spanish as their first language (L1) to recognise written English academic words. 38 Spanish L1 university students’ recognition knowledge of English cognates was measured via a Yes/No test containing words sampled from the most frequent 1,000 lemmas of the Academic Vocabulary List (Gardner and Davies 2014). 34 participants’ data were retained in the final analysis, a multiple regression with item facility (IF) as the outcome variable and word frequency, cognateness and word length as predictors. Most of the IF variance is explained by word frequency, followed by cognateness and finally a frequency by cognateness interaction whereby word frequency is more predictive of IF for non-cognates than cognates. These findings indicate that academic cognate-word awareness raising activities can be worthwhile. Implications for research and pedagogy are discussed. URL: http://repository.essex.ac.uk/25962/ http://repository.essex.ac.uk/25962/1/Cognates_compiled_final.pdf https://doi.org/10.1515/applirev-2018-0109 BASE Hide details 4 Investigating the source of idiom transparency intuitions Skoufaki, Sophia In: Metaphor and symbol. - Philadelphia : Routledge, Taylor & Francis Group 24 (2009) 1, 20-41 BLLDB OLC Linguistik Show details 5 Investigating the Source of Idiom Transparency Intuitions Skoufaki, Sophia In: Metaphor and symbol. - Philadelphia : Routledge, Taylor & Francis Group 24 (2008) 1, 20-41 OLC Linguistik Show details 6 The Extent of the Literal: Metaphor, Polysemy and Theories of Concepts (review) Skoufaki, Sophia In: Language. - Washington, DC : Linguistic Society of America 83 (2007) 1, 227 OLC Linguistik Show details 7 Use of conceptual metaphors: a strategy for the guessing of an idiom's meaning? ... Skoufaki, Sophia. - : Selected papers on theoretical and applied linguistics, 2005 BASE Show details

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