<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2215-2636</journal-id>
<journal-title><![CDATA[Káñina]]></journal-title>
<abbrev-journal-title><![CDATA[Káñina]]></abbrev-journal-title>
<issn>2215-2636</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-26362020000200069</article-id>
<article-id pub-id-type="doi">10.15517/rk.v44i2.44053</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Public school students at a clear disadvantage in English language vocabulary production]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castro-García]]></surname>
<given-names><![CDATA[Damaris]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Escuela de Literatura y Ciencias del Lenguaje ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Costa Rica</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2020</year>
</pub-date>
<volume>44</volume>
<numero>2</numero>
<fpage>69</fpage>
<lpage>94</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-26362020000200069&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-26362020000200069&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-26362020000200069&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio ofrece una perspectiva comparativa del nivel de conocimiento de vocabulario productivo en tres tipos de centros de enseñanza secundaria costarricenses. Se comparan los resultados de dos actividades que requieren que los estudiantes utilicen vocabulario productivo en contextos controlados y libres. Los resultados se midieron respectivamente por medio de la Prueba de Nivel de Vocabulario Productivo (PVLT, por sus siglas en inglés) y de una composición. El primer colegio utiliza el idioma inglés como medio de enseñanza por contenidos. El segundo colegio, un colegio semiprivado, ofrece un mayor número de lecciones en inglés que las que el Ministerio de Educación establece como mínimas, aunque no aplica la enseñanza de contenidos en inglés. El tercer colegio, un colegio público, imparte la cantidad mínima de lecciones que el Ministerio de Educación establece como obligatorias (532 horas en total). Los resultados, tanto en la actividad controlada como en la libre, favorecen claramente el desempeño de los estudiantes que se exponen a inglés como medio de instrucción. Los resultados indican una evidente necesidad de cambio en la metodología de enseñanza de inglés como idioma extranjero en Costa Rica, especialmente en referencia a las prácticas implementadas en la mayoría de los colegios públicos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The aim of the present study is to offer a comparative perspective on the level of attainment of productive vocabulary in three different high school settings in the Costa Rican educational system. The study compares the results obtained in two tasks that demand controlled production and free productive vocabulary from students who attend these schools. The vocabulary was measured through the Productive Vocabulary Levels Test (PVLT) and a free composition, respectively. The first school is a school where content based instruction is implemented. The second school, a semi-private school, offers more hours of instruction of English as a Foreign Language than the minimum required by the Ministry of Education, although English is not used to teach non-language subjects. In the third school, a public school, the minimum number of hours officially required is offered to the students (532 hours). The results in the controlled productive vocabulary task and in the free composition favor, by far, the performance of the students who are taught using English as a medium of instruction. These results point to a much-needed change in the teaching methodology of EFL in Costa Rica, especially when it comes to the teaching practices implemented in most public schools.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Productive Vocabulary Levels Test (PVLT)]]></kwd>
<kwd lng="en"><![CDATA[vocabulary]]></kwd>
<kwd lng="en"><![CDATA[writing]]></kwd>
<kwd lng="en"><![CDATA[total word counts]]></kwd>
<kwd lng="en"><![CDATA[vocabulary size]]></kwd>
<kwd lng="es"><![CDATA[Productive Vocabulary Levels Test(PVLT)]]></kwd>
<kwd lng="es"><![CDATA[vocabulario]]></kwd>
<kwd lng="es"><![CDATA[escritura]]></kwd>
<kwd lng="es"><![CDATA[palabras totales]]></kwd>
<kwd lng="es"><![CDATA[cantidad de vocabulario.]]></kwd>
</kwd-group>
</article-meta>
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