Cargando...
Fecha
2019-12-22
Derechos de acceso
info:eu-repo/semantics/openAccess
Título de la revista
ISSN de la revista
Título del volumen
Editorial
University of Ljubljana Press
Citas
Resumen
This article presents the overall results of a research project on vocabulary learning in Spanish, carried out with 1,317 participants, from 27 mother tongues, in the context of it being foreign language and second language. The aim is to determine (1) which of these three vocabulary-learning activities is more effective: definition-choosing, gap-filling or sentence-writing; (2) the predictive ability of two scales with regard to effective vocabulary-learning activities: Involvement Load Hypothesis (Hulstijn and Laufer, 2001) and Technique Feature Analysis (Nation and Webb, 2011); and (3) what kind of knowledge, receptive or productive, learners acquired with each activity. The results showed that subjects who performed sentence-writing, the productive activity, which required more cognitive effort according to the two scales, remembered more words and were able to complete receptive and productive activities significantly better than the other groups. In contrast, those who performed definition-choosing, which entailed only receptive knowledge of the words and ranked less on both scales, remembered fewer words, and had worse results with regard to productive activity.
Descripción
The registered version of this article, first published in Verba hispanica, is available online at the publisher's website: University of Ljubljana Press, https://doi.org/10.4312/vh.27.1.209-229
La versión registrada de este artículo, publicado por primera vez en Verba hispanica, está disponible en línea en el sitio web del editor:University of Ljubljana Press, https://doi.org/10.4312/vh.27.1.209-229
La versión registrada de este artículo, publicado por primera vez en Verba hispanica, está disponible en línea en el sitio web del editor:University of Ljubljana Press, https://doi.org/10.4312/vh.27.1.209-229
Categorías UNESCO
Palabras clave
Spanish as a Second Language, Foreign Language, vocabulary learning, learning activities, Involvement Load Hypothesis, Technique Feature Analysis, español segunda lengua/lengua extranjera, aprendizaje de vocabulario, actividades de aprendizaje, Hipótesis del Nivel de Participación o Implicación, Técnica de Análisis de Características
Citación
San Mateo Valdehíta, A. y M. A. Andión Herrero (2019): «Eficacia de tres actividades de aprendizaje de vocabulario en español LE/L2: la selección de definiciones, la selección de ejemplos y la escritura de oraciones». Verba hispanica, 27: 209-229. DOI: 10.4312/vh.27.1.209-229
Centro
Facultad de Filología
Departamento
Lengua Española y Lingüística General