Abstract Vocabulary is an integral part of language and constitutes an important indicator of foreign language learners’ communicative competence. However, vocabulary assessment is a complex task due to the multiple dimensions involved in lexical knowledge. The lexical availability task is a useful tool that provides different types of information related to the lexical knowledge of foreign language learners. Since this task allows to collect responses belonging to different grammatical categories, the present study sought to explore how the cognitive characteristics of different centers of interest are related to the grammatical category of the responses provided by learners of Spanish as a foreign language in a lexical availability task. Specifically, we examined how the grammatical category of the responses elicited by seven centers of interest (prompts) belonging to different cognitive categories varies as a function of proficiency level (elementary, intermediate, advanced). One hundred and forty Greek learners of Spanish participated in the study and performed a written lexical availability task. In this task, we included the following centers of interest: ‘House’, ‘Food and drinks’, ‘Professions and trades’, ‘Countryside’, ‘City’, ‘Celebrations and holidays’, and ‘Daily actions’. After quantifying the grammatical categories of the participants’ responses in each center of interest, the results showed that the grammatical category was influenced by the cognitive characteristics of the participants’ responses and the centers of interest.

Resumen El vocabulario forma parte integral del sistema lingüístico y constituye un indicador importante de la competencia comunicativa del hablante de lengua extranjera. Sin embargo, la evaluación de ese vocabulario es una tarea especialmente compleja debido a las múltiples dimensiones que supone el conocimiento léxico. La prueba de disponibilidad léxica es una herramienta útil al aportar diferentes tipos de información relacionados con los conocimientos léxicos del aprendiz de lengua extranjera. Reconociendo el potencial de dicha herramienta para recoger respuestas pertenecientes a diferentes clases de palabras, el presente estudio persiguió explorar cómo se relacionan las características cognitivas de diferentes centros de interés con la categoría gramatical de las respuestas de aprendices de español como lengua extranjera (ELE) en una prueba de disponibilidad léxica. En concreto, se examinó cómo varía la categoría gramatical de las respuestas a partir de siete estímulos pertenecientes a diferentes categorías cognitivas a medida que se avanza en la competencia lingüística en ELE. Participaron en el estudio 140 estudiantes griegos de ELE de los niveles de referencia A, B y C, quienes llevaron a cabo una prueba de disponibilidad léxica en la modalidad escrita. En dicha prueba, se incluyeron los centros de interés ‘La casa’, ‘Comida y bebida’, ‘Profesiones y oficios’, ‘El campo’, ‘La ciudad’, ‘Celebraciones y fiestas’ y ‘Acciones diarias’. Tras cuantificar las diferentes categorías gramaticales en cada centro de interés en los tres niveles de referencia, los resultados mostraron que la categoría gramatical de las respuestas se ve influida por las características cognitivas tanto de las respuestas como de los centros de interés.

Abstract: This article presents a broad overview of Automatic Text Summarization (ATS) as a downstream Natural Language Processing (NLP) task. We explore the bibliometrics, available data, methods, summary evaluation techniques, and summarization models. We start from the early methods of text summarization suggested by earlier research on the problem in the middle of the 20th century and follow the developments in the methods, approaches, and data available until recent times. We observe Artificial Neural Network (ANN) models replacing Extractive Summarization methods in favor of Abstractive ones. Finally, we compare the performance of the state-of-the-art summarization models on different datasets from various domains. And conclude that Abstractive Summarization models outperform Extractive ones based on the ROUGE score because, most of the time, “golden” or reference summaries are abstractive. However, that does not necessarily mean that Extractive summaries are bad. It only suggests that the Extractive Summary lexicon fails to match the reference summary lexicon sufficiently. Thus, we suppose there have to be other means to assess Extractive Summary quality, and at the same time, there is a need to evaluate the reference summary quality as well.

Resumen El estudio se cuestiona sobre un abordaje fructífero en el estudio de los efectos de la modalidad lingüística (de señas versus oral) en la organización de la memoria semántica. Para responder la pregunta de investigación, un aspecto central es definir criterios y procedimientos capaces de distinguir entre los factores transportados por la modalidad lingüística de los que le son propios. Entre los primeros, se encuentran la edad de exposición a la lengua natural y su distribución funcional, etaria o geográfica. Entre los aspectos propios de la modalidad se incluyen la iconicidad y el grado de concreción/abstracción de las piezas léxicas. Se sugiere centrarse en el uso de dicho gradiente para evocar dominios conceptuales. Si lo concreto/abstracto es un continuo, entonces hay que preguntarse qué forma de organización es predominante en el léxico mental de las poblaciones señantes u oyentes y qué factores modulan el perfil de esa organización.

Abstract The efforts to understand the relationship of the meaning of a lexical piece to the object to which it refers, the relationship between the lexical pieces and the concepts, and the understanding of the meanings shared between two speakers who use the same lexical pieces have all constituted major problems for the semantic memory models. According to contemporary literature, perceptual-motor, linguistic, and social information have different weights in the formation of concepts, whether concrete or abstract, stored in the aforementioned memory. Regardless of the models developed so far, it is interesting to note that semantic knowledge is represented by various ways of relating the concepts and the types of relationships between them. In this context, studies in sign languages and comparative studies between spoken and sign languages are scarce. Thus, little is known about the effect of linguistic modality on the semantic networks. After all, the theory on semantic networks and norms for the production of features has been grounded on theories of language and its processing adjusted to spoken languages. As the incorporation of the sign language and the Deaf population has shown in other psycholinguistic and linguistic topics, the importance of including these languages and populations, and comparatives with spoken languages, might increase the explanatory power of the theory to account for the universal and contextual aspects of language and its processing. In this effort, there is a latent risk: the linguistic modality can be only a vehicle for more well-known or studied cross-modal variables (e. g., age of acquisition, functional distribution of language, size of the available lexicon, etc.). If it is considered that languages are not stored together, but similar processes can occur in them, it is essential to find out what may be a singular feature of each modality (spoken versus sign) that might ground differentiated processes. Considering the high iconicity of the sign languages and the possibility of a high concreteness of the lexical pieces in the sign language as distinctive features –not collapsible into well-known variables such as the aforementioned–, this article suggests a careful approach to avoid the aforementioned risk in the study of the effects of the linguistic modality (sign versus oral) in the organization of semantic memory. Since perceptual-motor and social information are the main sources of iconicity, a balanced instrument is necessary in the evocation of perceptual-motor, social, and linguistic information. Repeated free word association tasks seem like an appropriate paradigm for a suggested approach. The reasons for this are that, by not censoring the types of response, then free association tasks allow capturing all kinds of concepts (concrete or abstract), all kinds of semantic relationships/organization (paradigmatic versus thematic) and all kinds of processes (comparison versus interaction). This type of task therefore makes it possible to collect meanings related to linguistic information and non-linguistic experience because affective and experiential information is accessible by doing the task in different repetitions. The approach and the tool are exemplified by an ongoing comparative study between Deaf signing and hearing populations. The partial findings of this study also serve to focus on the expected effects of the difference in iconicity and the level of concreteness/abstractness of the lexical pieces of each linguistic modality; namely, the differences between an abstract and a concrete conceptualization of the conceptual domains. Taxonomic and introspective labels might appear as indicative of paradigmatic relationships, of a taxonomic organization, and of underlying comparison processes. On the other hand, the situational and entity labels, indicative of syntagmatic relationships, of a thematic organization and of underlying interaction processes, might suggest a predominantly concrete organization.

ABSTRACT The present work intends to verify the need for a dictionary (Spanish-Chinese) specialized in teaching and learning of language and culture, and to reflect on the innovations of structure and functions that are required for the elaboration of dictionaries, in the context of media convergence. Through a survey based on two questionnaires, the practices, needs and lexicographical expectations of Chinese students, in terms of their learning of the language and culture, have been observed. From the results obtained, it can be deduced that no dictionary available to students integrates everything necessary for its use and cultural/pragmatic information, and multimedia or multimodality resources are the aspects least addressed in current dictionaries. The results also show that the need to be able to communicate with the editor and lexicographical, the function of linking relative information by establishing links and relationships between different concepts, and the inclusion of exhaustive information and of different modalities in each entry, as well as the accessibility and ease of handling, are the features that students believe dictionaries should have properly today. For this reason, in this work, the need and tendency to apply media convergence to the design of dictionary structure have also been verified with the expectation of applying this technology in future lines of research.

RESUMEN El presente trabajo pretende comprobar la necesidad de un diccionario (español-chino) especializado en enseñanza-aprendizaje de la lengua y cultura, y reflexionar las innovaciones de estructura y funciones que se requieren para la elaboración de diccionarios en el contexto de la convergencia mediática. Mediante un sondeo basado en dos cuestionarios se han observado las prácticas, necesidades y expectativas lexicográficas de los estudiantes chinos en cuanto a su aprendizaje de la lengua y cultura. De los resultados obtenidos se desprende que ningún diccionario de los que disponen los alumnos integra todo lo necesario para su uso y que la información cultural y pragmática y los recursos de multimedia o multimodalidad son los aspectos que menos se abordan en los diccionarios actuales. Los resultados también muestran la necesidad de poder comunicar con el editor y lexicográfico, la función de enlazar información relativa, estableciendo vínculos y relaciones entre distintos conceptos, y la inclusión de información exhaustiva y de distintas modalidades en cada entrada, así como la accesibilidad y la facilidad de manejo son las características que los estudiantes creen que deben tener debidamente los diccionarios en la actualidad. Por ello, en este trabajo se ha comprobado la necesidad y tendencia de aplicar la convergencia mediática al diseño de la estructura del diccionario con la expectativa de aplicar esa tecnología en futuras líneas de investigación.

Abstract New forms of reading have emerged recently, and virtual tools and environments have been developed to promote reading. Initial teacher training must be up to date to train good mediators. Therefore, this research analyses the presence of digital tools in the concept of reading of future teachers. The data has been collected through a lexical availability test to explore the centre of interest “Reading” and a sociodemographic questionnaire with questions related to reading and knowledge of languages. 520 students from the degrees in Early Childhood and Primary Education at the University of Malaga have participated. Dispogen has been used to process the available lexicon and the SPSS package has been used for the statistical analysis. In addition, clusters have been obtained from the lexicon related to digital tools using the DispoGrafo tool. The results show a motivation to read on social networks and a rootedness of the lexicon referred to digital media: e-book, Kindle, specifying format: PDF, Word, and type of reading: digital review, Academic Google, but they do not demonstrate a lexical domain for the formation of new readers. recently mediators Therefore teachers Reading “Reading languages 52 participated analysis addition tool media ebook, ebook e book, book e-book Kindle format PDF Word review Google readers 5

Resumo Novas formas de leitura surgiram recentemente, e ferramentas e ambientes virtuais foram desenvolvidos para promover a leitura. A formação inicial de professores deve estar atualizada para formar bons mediadores. Portanto, esta pesquisa analisa a presença de ferramentas digitais na concepção de leitura de futuros professores. Os dados foram recolhidos através de um teste de disponibilidade lexical para explorar o centro de interesse “Leitura” e de um questionário sociodemográfico com questões relacionadas com a leitura e o conhecimento de línguas. Participaram 520 alunos dos cursos de Educação Infantil e Primária da Universidade de Málaga. Dispogen foi usado para processar o léxico disponível e o pacote SPSS foi usado para a análise estatística. Além disso, foram obtidos clusters do léxico relacionado a ferramentas digitais utilizando a ferramenta Dispo- Grafo. Os resultados mostram uma motivação para ler nas redes sociais e um enraizamento do léxico referido aos meios digitais: e-book, Kindle, especificando formato: PDF, Word, e tipo de leitura: resenha digital, Academic Google, mas não demonstram um domínio lexical para a formação de novos leitores. recentemente mediadores Portanto Leitura “Leitura línguas 52 Málaga estatística disso Dispo Grafo ebook, ebook book, book e-book Kindle formato PDF Word digital Google leitores 5

Resumen En este trabajo se analizan los compuestos sintagmáticos aparecidos en las listas de disponibilidad léxica de dos corpus diferentes: Culiacán, Sinaloa, obtenido entre 2007-2008, y San Luis Potosí, obtenido en 2017, ambos en estudiantes de secundaria dentro de los estudios de disponibilidad léxica mexicana. El objetivo de este trabajo consiste en demostrar que los compuestos sintagmáticos aparecidos en dos corpus de disponibilidad léxica mexicana presentan mínima variación porcentual, a pesar de que existe una diferencia temporal de 10 años entre cada uno de ellos. La metodología aplicada es del tipo cuantitativo-contrastivo y consistió en contabilizar y clasificar los compuestos sintagmáticos de acuerdo con su estructura: [N+A]N, [A+N]N, [N+p+N]N y [N+N]N. Además, el análisis realizado permitió obtener los cinco compuestos sintagmáticos más disponibles en cada centro de interés en ambas muestras. Las conclusiones alcanzadas son que los compuestos del tipo [N+A]N y [N+p+N]N son productivos en los centros: 08, La escuela: muebles y útiles; 10, La ciudad; 14, Animales y 16, Profesiones y oficios, mientras que el compuesto del tipo [N+N]N es más productivo en los centros: 01, Partes del cuerpo; 02, La ropa: el vestido y el calzado y 03, La casa: el interior y sus partes.

Abstract In this paper the syntagmatic compounds that appeared in the lexical availability lists of two different corpora are analyzed: Culiacan, Sinaloa, from 2007-2008, and San Luis Potosí, from 2017, both concerned high school students in studies of lexical availability in Mexico. The goal of this work is to demonstrate that the syntagmatic compounds that appear in two corpora of lexical availability in Mexico present minimal percentage variation, even though there is a time difference of 10 years between them. The methodology applied is of the quantitative-contrastive type and consisted of counting and classifying the syntagmatic compounds according to their structure: [N + A] N, [A + N] N, [N + p + N] N and [N + N] N. In addition, I performed an analysis of the compounds by year of the corpus and by the five most available syntagmatic compounds in each center of interest. The conclusions reached are that [N + A] N and [N + p + N] N compounds are productive in the following centers of interest: 08, The school: furniture and supplies; 10, The city; 14, Animals and 16, Professions and trades; while the [N + N] N type compound is more productive in the following centers of interest: 01, Body parts; 02, Clothes: clothing and footwear and 03, The house: the interior and its parts.

Resumo Em Lisboa, a mansarda surge no léxico arquitetónico português no século XVIII, importada de modelos franceses. Os exemplos pioneiros de Carlos Mardel adaptam-na à realidade construtiva do país ao executá-la com os materiais disponíveis, neste caso a telha cerâmica de canudo. Contudo, a mansarda não se sedimentará na cultura arquitetónica da cidade, e o seu uso como forma de definição espacial de cobertura desapareceria, retornando somente nas décadas finais de Oitocentos. Desta vez, o modelo de mansarda ecoa os exemplares feitos durante a reforma de Paris por Georges-Eugène Haussmann, sendo mais uma vez adaptado aos novos materiais disponibilizados pela indústria da construção da época, tais como a chapa metálica, a telha Marselha, os soletos de ardósia e os azulejos. Neste artigo, é analisado o contexto do surgimento destes materiais e das técnicas construtivas a eles associadas, sendo levantadas hipóteses que visam compreender a escolha de cada um deles para a realização deste tipo de artefacto arquitetónico indispensável na caraterização da Baixa Pombalina de Lisboa.

Abstract In Lisbon, the mansard roof appears in the Portuguese architectural lexicon in the 18th century, imported from French models. Carlos Mardel’s pioneering examples replicated the foreign model, however, he adapted it to the country’s constructive reality by executing it with the available materials, in this case, the ceramic tile. However, the mansard would not settle in the city’s architectural culture, and its use as a roofing system disappeared, returning only in the final decades of the 1800s. By this time, the model echoed the ones made during Paris renovation by Georges-Eugène Haussmann, being once again adapted according to the new materials made available by the construction industry at the time, such as metal sheets, Marseille tiles, slate shingles and azulejo tiles. In this article, the context of the emergence of these materials is analyzed, in addition to hypotheses that aim to understand the choice of one over the other for mansards.

Resumen Hoy en día, el análisis comparativo entre diferentes comunidades de habla o entre distintos subconjuntos de una muestra en los estudios de disponibilidad léxica ha cobrado importancia en el mundo panhispánico, ya que la información recogida se ha aprovechado en la enseñanza tanto de la lengua materna como de las segundas lenguas o lenguas extranjeras. El presente trabajo sobre léxico disponible en español como lengua extranjera de aprendientes marroquíes de enseñanza media y superior se centra en la comparación de cuatro parámetros estadísticos que se suelen tomar en consideración en cualquier estudio de este género: la producción de palabras, el promedio de palabras, la producción de vocablos y el grado de cohesión. Cotejaremos, asimismo, nuestros datos con los de otras investigaciones sobre disponibilidad léxica en español como lengua materna y como lengua extranjera.

Abstract Today, comparative analysis between different speech communities or between different subsets of a sample in lexical availability studies has become important in the pan-Hispanic world, since the information collected has been used in teaching both the mother tongue and in the teaching of second or foreign languages. The present work on lexicon available in Spanish as a foreign language of Moroccan learners of secondary and higher education focuses on the comparison of four statistical parameters that are usually taken into consideration in any study of this genre: the production of words, the average of words, the production of words and the degree of cohesion. We will also compare our data with other research on lexical availability in Spanish and as a mother tongue and as a foreign language.

Resumen El objetivo de este artículo es analizar el léxico disponible de estudiantes de Pedagogía en Matemáticas respecto de ocho centros de interés. Los resultados evidencian que el léxico disponible en los centros de interés de las matemáticas es mayor que el disponible en los centros de interés de las tic aplicados a las matemáticas. Además, se sugiere una categorización de este último léxico inscrito en los siguientes ámbitos: software para educación matemática, herramientas de ofimática y conceptos tecnológicos asociados a internet.

Abstract The aim of this paper is to analyze the available lexicon of students of Mathematics Education according to eight centers of interest. Results show that the lexicon available in the centers of interest is greater in mathematics than the one available in centers of interest in ict for mathematics. Additionally, a categorization of the lexicon available for icts associated with Mathematics is suggested which leads to the following connections: software for mathematics education, office automation tools, and technological concepts associated with the internet.

Abstract: The primary objective of this research study is to assess journalism students and journalists on their academic and disciplinary writing proficiency. The surveyed sample is composed of 104 participants, 52 journalism students from the Biobío region (Chile) and 52 professional journalists. The approach of the study is mixed and the analysis methodology applies a lexical availability model. The results show that the available lexicon of first and fifth year students is similar, revealing a poorly specialized lexicon. Journalism students view writing as a process of expression, communication, and transmission of ideas. In contrast, professional journalists have greater specialization than journalism students since they show use of sources and linguistic precision. It is concluded that the applied lexical availability model shows mental lexical changes in the sample surveyed and reveals the link between lexical availability and academic writing proficiency in journalism.

Resumen: El objetivo de esta investigación es indagar sobre la disponibilidad léxica a través del conocimiento respecto a la escritura académica y disciplinar que tienen estudiantes de periodismo y periodistas profesionales. Se evalúan 104 participantes, 52 estudiantes de periodismo de la región del Biobío (Chile) y 52 periodistas en ejercicio. El enfoque es mixto y se aplica un modelo de disponibilidad léxica. Los resultados muestran que el léxico disponible de los estudiantes de primero y quinto año es similar, dando cuenta de un léxico poco especializado. Los estudiantes consideran la escritura como un proceso de expresión, comunicación y transmisión de ideas. Los periodistas en ejercicio tienen una mayor especialización al incluir el uso de fuentes y la precisión lingüística. Se concluye que el modelo aplicado muestra los cambios que ocurren en el lexicón mental de los sujetos, lo cual evidencia una relación entre la disponibilidad léxica y el dominio disciplinar en el ámbito de escritura en un contexto periodístico.

RESUMO Nos estudos linguísticos, é comum chamar de “Ciências do Léxico” o conjunto de disciplinas (notadamente Lexicologia, Lexicografia e Terminologia) que se ocupam do estudo das unidades lexicais da língua. Com o objetivo de organizar a terminologia dessa área do conhecimento, este artigo apresenta uma proposta de construção de um Dicionário das Ciências do Léxico. A pesquisa foi baseada na Linguística de Corpus (Berber Sardinha, 2004) e nos postulados da Teoria Comunicativa da Terminologia (Cabré, 1999). O corpus foi constituído pela produção (artigos, livros, teses e dissertações) dos 50 membros efetivos do GTLex da ANPOLL, publicada entre os anos de 2000 e 2018 e disponível on-line. Ao final do levantamento, com um corpus constituído de 580 arquivos (com mais de sete milhões de tokens, contendo 526 artigos, 27 livros, 19 teses, 5 dissertações e 3 dossiês de periódicos), chegou-se a uma nomenclatura provisória de 717 termos. A nomenclatura apresentou cerca de 60% de termos complexos, confirmando a tendência da formação sintagmática nas terminologias por conta da especificação cada vez maior do conhecimento.

ABSTRACT In linguistic studies, it is common to call “Lexicon Sciences” the disciplines (especially Lexicology, Lexicography, and Terminology) that study the lexical units of the language. This article presents a proposal for a Lexicon Sciences Dictionary, to organize the terminology of this area of knowledge. The research was based on Corpus Linguistics (Berber Sardinha, 2004) and on the principles of Communicative Theory of Terminology (Cabré, 1999). The corpus is composed by the production (articles, books, theses, and dissertations) of the 50 permanent members of GTLex (ANPOLL), published between 2000 and 2018 and available online. After analyzing a corpus of 580 files (more than 7 million tokens), a provisional nomenclature of 717 terms was elaborated. About 60% of the nomenclature is composed of complex terms, confirming the tendency of syntagmatic formation in terminologies because of the specification of knowledge.

nbsp;In linguistic studies, it is common to call Lexicon Sciences the disciplines (especially Lexicology, Lexicography, and Terminology) that study the lexical units of the language. This article presents a proposal for a Lexicon Sciences Dictionary, to organize the terminology of this area of knowledge. The research was based on Corpus Linguistics (Berber Sardinha, 2004) and on the principles of Communicative Theory of Terminology (Cabré, 1999). The corpus is composed by the production (articles, books, theses, and dissertations) of the 50 permanent members of GTLex (ANPOLL), published between 2000 and 2018 and available online. After analyzing a corpus of 580 files (more than 7 million tokens), a provisional nomenclature of 717 terms was elaborated. About 60% of the nomenclature is composed of complex terms, confirming the tendency of syntagmatic formation in terminologies because of the specification of knowledge.

Nos estudos linguísticos, é comum chamar de “Ciências do Léxico” o conjunto de disciplinas (notadamente Lexicologia, Lexicografia e Terminologia) que se ocupam do estudo das unidades lexicais da língua. Com o objetivo de organizar a terminologia dessa área do conhecimento, este artigo apresenta uma proposta de construção de um Dicionário das Ciências do Léxico. A pesquisa foi baseada na Linguística de Corpus (Berber Sardinha, 2004) e nos postulados da Teoria Comunicativa da Terminologia (Cabré, 1999). O corpus foi constituído pela produção (artigos, livros, teses e dissertações) dos 50 membros efetivos do GTLex da ANPOLL, publicada entre os anos de 2000 e 2018 e disponível on-line. Ao final do levantamento, com um corpus constituído de 580 arquivos (com mais de sete milhões de tokens, contendo 526 artigos, 27 livros, 19 teses, 5 dissertações e 3 dossiês de periódicos), chegou-se a uma nomenclatura provisória de 717 termos. A nomenclatura apresentou cerca de 60% de termos complexos, confirmando a tendência da formação sintagmática nas terminologias por conta da especificação cada vez maior do conhecimento.

Abstract The objective of this study was to know the available lexicon in English as a second language learners with a basic level of the target language. Sixteen sixth-grade informants from a Chilean school participated in the study. The centers of interest analyzed were: (1) food and drink, (2) school supplies and school furnitu- re, and (3) family members. The results revealed that “food and drink” was the center that drove the most entries and the one with the fewest repeated words.

Resumen El objetivo de este estudio fue conocer el léxico disponible en aprendientes de inglés como segunda lengua con un nivel bá sico de la lengua meta. Participaron del estudio 16 informantes de 6° año básico de una escuela chilena. Los centros de interés analizados fueron: (1) comida y bebida, (2) útiles escolares y ma teriales de la escuela y (3) miembros de la familia. Los resultados revelaron que “Comida y bebida” fue el centro que impulsó mayores entradas y el que menos palabras repetidas registró.

This research provides insight into South Africa's prospects should the country reach the proverbial fiscal cliff. The definition of the fiscal cliff used in this article refers to the point where social grants, interest on government debt and public service salaries exceed the total income of the South African government. This point has already been reached in the 2020/21 fiscal year, but is expected to be of a temporary nature. There is, therefore, still room to fend off a permanent fiscal crisis, provided that the public service salary bill be contained. At the same time, the government will have to budget more realistically for lower economic growth and therefore lower growth in tax revenue. Academic literature on South Africa's fiscal cliff is limited, but the mainstream media (print and electronic) focuses on this issue frequently and extensively. The term "fiscal cliff" has, therefore, become part of the South African economic lexicon. The point where the fiscal cliff is reached is calculated by using the fiscal cliff barometer. The barometer shows that South Africa's fiscal position has weakened significantly over the past decade, partly because public service salaries and interest payments on government debt have grown too fast in relation to South Africa's potential and actual economic growth rates. The barometer readings are calculated as a ratio using variables for the estimated years to the cliff as well as the total years within the forecast period. The formula is calculated mathematically as: years to cliff (equation 1) total years forecasted In theory, values can range from one (1) to minus infinity (-∞). However, in practice, only values between one and zero are considered. A high value (e.g. 0,9) indicates a high probability that the fiscal cliff will be reached in the near future, while a 0 (zero) value indicates that the fiscal cliff will not be reached at all. The analysis of South Africa's fiscal sustainability, based on the barometer readings, commences with 2007 data. The results show a significant spike in the barometer reading (closer to 1) from 0 (zero) in 2007 to 0,717 in 2014. Hereafter, the barometer reading stabilises, and even shows a slight improvement to 0,119, based on the 2018 Budget data. By 2018, therefore, the impression was that the government had taken sufficient cognisance of the warnings with regards to the fiscal cliff to start implementing steps to avoid it. This all changed in 2020, however, when the Supplementary Budget presented by the Minister of Finance (Mboweni 2020b) showed that the fiscal cliff had indeed been reached. Stated differently, for the 2020-fiscal year, civil service remuneration expenditure, interest on government debt and social grant payments will exceed total government revenue. All other expenditure will now have to be funded from further borrowing by the South African government. While it appears that research on the fiscal cliff has had an impact on government policy, it is probably a case of "too little, too late". The most important contributions to the research to date may be summarised as (i) the creation of an awareness of the danger of economic disaster, as expressed in the phrase "fiscal cliff" in South Africa's economic lexicon, (ii) a clear focus on the problem in civil society and the media, and (iii) transparent reporting on the public service salary bill by the government. Should a more permanent fiscal cliff materialise, South Africa's future could include elements of a failed state, the result of which will be serious financial hardship for all South Africans. The government will find it increasingly more difficult and expensive to borrow from the money and capital markets, and there will be minimal funds available for service delivery. Interest payments on government debt will also be suspended or severely curtailed, thus contributing to liquidity problems for pension funds and the banking and insurance industries. The only option is avoidance of the fiscal cliff. This challenge awaits the South African government.

Die navorsing gee 'n perspektief op Suid-Afrika se vooruitsigte indien die land by wyse van spreke oor die rand van die fiskale afgrond sou stort. Die definisie van die fiskale afgrond wat in hierdie artikel gebruik word, het betrekking op die punt waar maatskaplike toelaes, rente op staatskuld en staatsdienssalarisse die totale inkomste van die Suid-Afrikaanse regering oorskry. Hierdie kantelpunt is reeds in die 2020/21- fiskale jaar bereik, maar die verwagting is dat dit slegs tydelik van aard is. Daar is dus beperkte ruimte om 'n permanente fiskale krisis af te weer, maar dan moet die salarisrekening van die staatsdiens ingekort word. Terselfdertyd sal die regering meer realisties vir laer ekonomiese groei en dus laer groei in belastinginkomste moet begroot. Die punt waar die fiskale afgrond bereik word, word met behulp van die fiskale afgrondbarometer bereken. Hiervolgens het Suid-Afrika se posisie dramaties verswak oor die afgelope dekade, onder meer omdat staatsdienssalarisse en rentebetalings op staatskuld té vinnig gegroei het. Terselfdertyd het inkomste baie stadiger gegroei weens die inkrimping in Suid-Afrika se potensiële en werklike ekonomiese groeikoerse. Die navorsing oor die fiskale afgrond het 'n impak op regeringsbeleid gehad, maar dit is waarskynlik 'n geval van "té min, té laat". Opsommenderwys kan die belangrikste bydrae van die navorsing beskou word as (i) die insluiting van die frase "fiskale afgrond" in die Suid-Afrikaanse leksikon, (ii) 'n duidelike fokus op die probleem in die burgerlike samelewing, (iii) deursigtige rapportering oor die staatsdienssalarisrekening deur die regering, en (iv) 'n fokus op bestedingsvergelyking met die inkomstekant van staatsfinansies, eerder as die uitgawekant. As Suid-Afrika in gebreke sou bly om 'n fiskale afgrond af te weer, bestaan die risiko dat die land se toekoms sekere elemente van 'n mislukte staat ("failed state") mag insluit. Fondse vir dienslewering sal meer beperk wees terwyl rentebetalings op staatskuld onder druk sal kom, wat tot likiditeitsprobleme by pensioenfondse kan bydra. Die enigste opsie is dus vir die Suid-Afrikaanse regering om 'n fiskale afgrond te vermy.

Abstract: This study quantified, described, and analyzed the available lexicon of third-semester-of-pedagogy Chilean students associated with centers of interest, such as self-regulation of learning, planning, execution and self-evaluation of study in pedagogy learners. The results showed that the study’s self-regulation and monitoring centers of interest present fewer words. However, the representation of categories typical of the phases of self-regulated learning is lower. Finally, the results are discussed in the context of initial teacher training with respect to the importance of vocabulary associated with self-regulated learning.

Resumen: En esta investigación se cuantificó, describió y analizó el léxico disponible de estudiantes chilenos de tercer semestre de la carrera en pedagogía asociado a centros de interés, como autorregulación del aprendizaje, planificación del estudio, ejecución del estudio y autoevaluación del estudio. Los resultados muestran que los centros de interés autorregulación del aprendizaje y monitoreo del estudio presentan menor cantidad de palabras. La representación de categorías propias de las fases del aprendizaje autorregulado es menor. Finalmente, se discuten los resultados en el contexto de formación inicial docente con respecto a la importancia del vocabulario asociado a aprendizaje autorregulado.