67 research outputs found
Second language vocabulary acquisition under two different types of instruction: the effects of concentrated and distributed introduction in immediate and delayed retention
This paper analyses the performance of university students enrolled in two different types of EFL programs, and with different time distribution. The first program (program A) offered six hours per week over two months, and it was classified as intensive or massed. The second program (program B) offered two hours per week during a period of six months, and it was classified as extensive or distributed. Acquisition was tested at two moments: just after instruction had finished and three months later. It was observed that massed introduction of vocabulary had better results than distributed introduction immediately after instruction. However, students enrolled in the extensive program could retain more vocabulary three months later.El presente trabajo analiza el proceso de adquisición de estudiantes universitarios cursando dos tipos de programas de inglés como lengua extranjera, con distribuciones temporales distintas. El primer programa (A) ofrecía seis horas semanales durante dos meses, siendo así considerado de intensivo. El segundo programa (B) ofrecía dos horas a la semana durante seis meses, siendo así calificado de programa extensivo. La adquisición léxica de los alumnos se midió en dos momentos: justo al finalizar el curso y tres meses más tarde. Se observó que la introducción intensiva del vocabulario había dado mejores resultados que la introducción extensiva inmediatamente después de la finalización del curso. Sin embargo, los estudiantes que habían cursado el programa extensivo habían podido retener más vocabulario pasados tres meses tras la instrucción
Glossing and L2 vocabulary learning through dynamic instruction in the context of Primary Education
[EN] The present study deals with two types of L2 glosses, namely dynamic and traditional text-based glosses. The former were presented to students as a set of prompts designed to help learners identify the correct keyword, whereas the latter were introduced as traditional annotations containing L1 equivalents. A third control group was included in the study. Particularly, the focus is to compare the effects of these two types of glosses in Primary Education students of EFL. During the treatment session the dynamic glossing and the traditional glossing groups were presented three short texts with some unknown words. After the treatment, the three groups were tested in terms of both receptive and productive knowledge of the unknown words. Testing was carried out immediately and some weeks after the treatment. The results of immediate and delayed post tests revealed the superiority of the dynamic condition over traditional glossing and the control group as regards the two types of L2 vocabulary knowledge.This work was supported by the Spanish National Research Agency (AEI) through project LaTe4PSP (PID2019-107652RB-I00/AEI/10.13039/501100011033).Alcaraz Mármol, G. (2021). Glossing and L2 vocabulary learning through dynamic instruction in the context of Primary Education. Revista de Lingüística y Lenguas Aplicadas. 16(1):1-10. https://doi.org/10.4995/rlyla.2021.14691OJS110161Ableeva, R. (2010). Dynamic assessment of listening comprehension in second language learning. Unpublished doctoral dissertation, The Pennsylvania State University, University Park, PA, USA. Retrieved from: https://etda.libraries.psu.edu/paper/11063Alcaraz-Mármol, G. & Almela, Á. (2013). "The Involvement Load Hypothesis: Its effect on vocabulary learning in Primary Education". Revista Española de Lingüística Aplicada 26, 11-24.Ahmad, S.Z. (2019). "Multimedia glosses for enhancing EFL students' vocabulary acquisition and retention". English Language Teaching 12/12, 46-58. https://doi.org/10.5539/elt.v12n12p46Anderson-Inman, L. & Horney, M. A. (2007). "Supported eText: Assistive technology through text transformations". Reading Research Quarterly 42/1, 153-160. https://doi.org/10.1598/RRQ.42.1.8Antón, M. (2009). "Dynamic assessment of advanced second language learners". Foreign Language Annals 42, 576-598. https://doi.org/10.1111/j.1944-9720.2009.01030.xAzizi, A. (2016). "Effects of non-negotiated pre-modified input, negotiation of input without output, and negotiation of input plus pushed output on EFL learners' vocabulary learning". Journal of Language Teaching and Research, 7/4, 773-779. https://doi.org/10.17507/jltr.0704.19Burton, V. J., & Watkins, R. V. (2007). "Measuring word learning: Dynamic versus static assessment of kindergarten vocabulary". Journal of Communication Disorders 40, 335-356. https://doi.org/10.1016/j.jcomdis.2006.06.015Camilleri, B. & Botting, N. (2013). "Beyond static assessment of children's receptive vocabulary: The dynamic assessment of word learning (DAWL)". International Journal of Language & Communication Disorders 48, 565-581. https://doi.org/10.1111/1460-6984.12033Canga, A. (2013). "Receptive vocabulary size of secondary Spanish EFL learners". Revista de Lingüística y Lenguas Aplicadas, 8, 66-75. https://doi.org/10.4995/rlyla.2013.1180Chang, C.K. & Hsu, C.K. (2011). "A mobile-assisted synchronously collaborative translation-annotation system for English as a foreign language (EFL) reading comprehension". Computer Assisted Language Learning, 24, 155-180. https://doi.org/10.1080/09588221.2010.536952Chen, H. (2002). "Investigating the effects of L1 and L2 glosses on foreign language reading comprehension and vocabulary retention". Paper presented at the annual meeting of the Computer-Assisted Language Instruction Consortium, Davis, CA. Retrieved from http://www.sciepub.com/reference/208106Chun, D. (2011). "CALL technologies for L2 reading post Web 2.0", in L. Ducate & N. Arnold (eds.) Calling on CALL: Theory and research to new directions in foreign language teaching. San Marcos, Texas: CALICO, 131-170.Davin, K. J. (2013). "Integration of dynamic assessment and instructional conversations to promote development and improve assessment in the language classroom". Language Teaching Research 17, 303-322. https://doi.org/10.1177/1362168813482934Eckerth, J. & Tavakoli, P. (2012). "The effects of word exposure frequency and elaboration of word processing on incidental L2 vocabulary acquisition through reading". Language Teaching Research 16/2, 227-252. https://doi.org/10.1177/1362168811431377Gass, S. (1999). "Incidental vocabulary learning". Studies in Second Language Acquisition, 21/2, 319-333. https://doi.org/10.1017/S0272263199002090Golkar, M. & Yamini, M. (2007). "Vocabulary, proficiency and reading comprehension". The Reading Matrix 7/3, 88-112.Gorman, B. (2012). "Relationships between vocabulary size, working memory and phonological awareness in Spanish-speaking English language learners". American Journal of Speech- Language pathology 21, 109-123. https://doi.org/10.1044/1058-0360(2011/10-0063)Herazo, J. D., Davin, K. J., & Sagre, A. (2019). "L2 dynamic assessment: An activity theory perspective". The Modern Language Journal 103/2, 443-458. https://doi.org/10.1111/modl.12559Hulstijn, J. H. (1992). "Retention of inferred and given word meanings: Experiments in incidental vocabulary learning", in P. J. Anaud & H. Béjoint (eds.) Vocabulary and applied linguistics. London: Macmillan, 113-125. https://doi.org/10.1007/978-1-349-12396-4_11Hulstijn, J. (2003). Incidental and intentional word learning, in M. Long& C. Doughty (eds.), The handbook of second language acquisition. Oxford: Blackwell, 349-381. https://doi.org/10.1002/9780470756492.ch12Hulstijn, J. H., Hollander, M. & Greidanus, T. (1996). "Incidental vocabulary learning by advanced foreign language students: The influence of marginal glosses, dictionary use, and reoccurrence of unknown words". The Modern Language Journal 80, 327-339. https://doi.org/10.1111/j.1540-4781.1996.tb01614.xHulstijn, J. & Laufer, B. (2001). "Some empirical evidence for the Involvement Load Hypothesis in vocabulary acquisition". Language Learning 51, 539-558. https://doi.org/10.1111/0023-8333.00164Jacobs, G. M., Dufon, P., & Fong, C. H. (1994). "L1 and L2 vocabulary glosses in L2 reading passages: Their effectiveness for increasing comprehension and vocabulary knowledge". Journal of Research in Reading 17, 19-28. https://doi.org/10.1111/j.1467-9817.1994.tb00049.xJiménez Catalán, R. M. & Moreno Espinosa, S. (2005). "Using Lex30 to measure the L2 productive vocabulary of Spanish primary learners of EFL". Vial 13/2, 27-44.Jiménez Catalán, R. M. & Terrazas, M. (2008). "The receptive vocabulary of English foreign language young learners". International Journal of English Studies 2/2, 201-215. https://doi.org/10.18172/jes.127Lantolf, J. P., & Poehner, M. E. (2004). "Dynamic assessment of L2 development: Bringing the past into the future". Journal of Applied Linguistics 1, 49-72. https://doi.org/10.1558/japl.1.1.49.55872Lantolf, J. P. & Poehner, M. E. (2011). "Dynamic assessment in the classroom: Vygotskian praxis for second language development". Language Teaching Research 15, 11-33. https://doi.org/10.1177/1362168810383328Lantolf, J. P. & Poehner, M. E. (2014). Sociocultural theory and the pedagogical imperative in L2 education: Vygotskian praxis and the research/practice divide. London: Routledge. https://doi.org/10.4324/9780203813850Lantolf, J.P. & S.L. Thorne. (2006). The Sociogenesis of Second Language Development. Oxford: Oxford University Press.Laufer, B. & Hulstijn, J. (2001). "Incidental vocabulary acquisition in a second language: the construct of task-induced involvement". Applied Linguistics 22/1), 1-26. https://doi.org/10.1093/applin/22.1.1Lee, H., Hampel, R., & Kukulska-Hulme, A. (2019). "Gesture in speaking tasks beyond the classroom: An exploration of the multimodal negotiation of meaning via Skype videoconferencing on mobile devices". System 81, 26-38. https://doi.org/10.1016/j.system.2018.12.013Lee, H., Warschauer, M. & Lee, J.H. (2017). "The effects of concordance-based electronic glosses on L2 vocabulary learning". Language Learning & Technology 21/2, 32-51.Lee, J.Y. & Jeon, Y.J. (2017). "Effects of L1 and L2 Glosses on Korean English Learners' Vocabulary Learning and Reading Comprehension: A Meta-Analysis". Proceedings of the International Conference on Platform Technology and Service, Busan, 1-4. https://doi.org/10.1109/PlatCon.2017.7883703Lee, H., & Lee, J. H. (2015). "The effects of electronic glossing types on foreign language vocabulary learning: Different types of format and glossary information". The Asia-Pacific Education Researcher 24/4, 591-601. https://doi.org/10.1007/s40299-014-0204-3Lidz, C. S. & B. Gindis. (2003). "Dynamic assessment of the evolving cognitive functions in children", in A. Kozulin, B. Gindis, V. S. Ageyev, & S. M. Miller (eds.) Vygotsky's educational theory in cultural context. Cambridge: Cambridge University Press, 99-116. https://doi.org/10.1017/CBO9780511840975.007López-Mezquita, M.T. (2005). La evaluación de la competencia léxica: Tests de vocabulario. Su fiabilidad y validez. Unpublished doctoral dissertation, Granada, University of Granada. Retrieved from http://hdl.handle.net/10481/4571Meara, P. (1980). "Vocabulary acquisition: A neglected aspect of language learning". Language Teaching and Linguistics Abstracts, 13, 221-246. https://doi.org/10.1017/S0261444800008879Milton J., Wander, L. & Hopkins, N. (2010). "Aural word recognition and oral competence in a foreign language", in R. Chacón-Beltrán, C. Abello-Contesse & M.M. Torreblanca-López (eds.) Further insights into non-native vocabulary teaching and learning. Bristol: Multilingual Matters, 83-98. https://doi.org/10.21832/9781847692900-007Miyasako, N. (2002). "Does text-glossing have any effects on incidental vocabulary learning through reading for Japanese senior high school students?" Language Education & Technology 39, 1-20.Mora, I. (2014). "Análisis del tamaño del vocabulario receptivo en alumnos de sección Bilingüe y no Bilingüe de Educación Primaria". Campo Abierto 33, 11-28.Nation, P. (2001). Learning vocabulary in another language. Cambridge: CUP. https://doi.org/10.1017/CBO9781139524759Nation, P. (2006). "How large a vocabulary is needed for reading and listening?" The Canadian Modern Language Review 63/1, 59-82. https://doi.org/10.3138/cmlr.63.1.59Nation, P. (2009). "New roles for FL vocabulary?" in L. Wei & V. Cook (eds.) Contemporary applied linguistics: Language teaching and learning. London, UK: Continuum, 99-116.Nation, P. & Webb, S. (2011). Researching and analyzing vocabulary. Boston: Heinle.Paribakht, T. S., & Wesche, M. (1997). "Vocabulary enhancement activities and reading for meaning in second language vocabulary acquisition", in J. Coady & T. Huckin (eds.) Second language vocabulary acquisition. Cambridge: Cambridge University Press, 174-200. https://doi.org/10.1017/CBO9781139524643.013Poehner, M. E., Zhang, J. & Lu, X. (2015). "Computerized dynamic assessment (CDA): Diagnosing L2 development according to learner responsiveness to mediation". Language Testing 32, 337-357. https://doi.org/10.1177/0265532214560390Pulido, D. (2007). "The effects of topic familiarity and passage sight vocabulary on L2 lexical inferencing and retention through reading". Applied Linguistics 28/1, 66-86. https://doi.org/10.1093/applin/aml049Ramezamali, N., Uchihara, T., & Faez, F. (2020). "Efficacy of multimodal glossing on second language vocabulary learning: A meta‐analysis". TESOL Quarterly, 54/2, ahead of print. https://doi.org/10.1002/tesq.579Ramezamali, N. & Faez, F. (2019). "Vocabulary learning and retention through multimedia glossing". Language Learning and Technology 23/2, 105-124.Rassaei, E. (2020). "Effects of mobile-mediated dynamic and nondynamic glosses on L2 vocabulary learning: A sociocultural perspective". The Modern Language Journal 104/1, 284-303. https://doi.org/10.1111/modl.12629Read, J. (2000). Assessing Vocabulary. Cambridge: C.U.P. https://doi.org/10.1017/CBO9780511732942Rea-Dickins, P. (2004). "Understanding teachers as agents of assessment". Language Testing 21, 249-258. https://doi.org/10.1191/0265532204lt283edSato, T. & Suzuki, A. (2010). "Do multimedia-oriented visual glosses really facilitate EFL vocabulary learning?: A comparison of planar images with three-dimensional images". Asian EFL Journal 12/4, 160-172.Siekmann, S. & Charles, W. (2013). "Upingakuneng [When they are ready]: Dynamic assessment in a third semester Yugtun class", in M. Poehner & P. Rea-Dickins (eds.) Addressing issues of access and fairness in education through dynamic assessment. New York: Routledge/Taylor & Francis, 57-74.Stæhr, L.S. (2008). "Vocabulary size and the skills of listening, reading and writing". Language Learning Journal 36/2, 139-152. https://doi.org/10.1080/09571730802389975Teng, F. (2020). "Retention of new words learned incidentally from reading: Word exposure frequency, L1 marginal glosses, and their combination". Language Teaching Research 24/6, 785-812. https://doi.org/10.1177/1362168819829026Teo, A. (2012). "Promoting EFL students' inferential reading skills through computerized dynamic assessment". Language Learning & Technology 16, 10-20.Van Compernolle, R.A. & Williams, L. (2012). "Teaching, learning, and developing L2 French sociolinguistic competence: A sociocultural perspective". Applied Linguistics 33, 184-205. https://doi.org/10.1093/applin/amr048Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.Webb, S. (2008). "The effects of context on incidental vocabulary learning". Reading in a Foreign Language 20/2, 232-245.Wells, H.G. (2009). The Empire of Ants -A graded reader upper-intermediate. UK: Pearson.Yanguas, I. (2009). "Multimedia glosses and their effect on L2 text comprehension and vocabulary learning". Language Learning and Technology 13, 48-67.Yoshii, M. (2006). "L1 and L2 glosses. Their effects on incidental vocabulary learning". Language Learning & Technology 10/3, 85-101.Yoshii, M. & Flaitz, J. (2002). "Second language incidental vocabulary retention: The effect of text and picture annotation types". CALICO Journal 20/1, 33-58. https://doi.org/10.1558/cj.v20i1.33-5
DESARROLLO DE LA COMPETENCIA ORAL EN INGLÉS COMO LENGUA EXTRANJERA A TRAVÉS DE LA MEDIACIÓN LINGÜÍSTICA EN EDUCACIÓN SECUNDARIA
Linguistic mediation is one of the aspects to be developed within communicative competence, as established by the Common European Framework of Reference for Languages (2002). The aim of this study is to check whether linguistic mediation somehow contributes the development of other communicative constructs, in this case oral production. To this end, a group of 40 students from the 1st year of Bachillerato at a public secondary school in Madrid carried out a total of eight language mediation activities designed ad hoc. The activities were carried out once a week, in 50-minute sessions. The participants took an oral production test before and after the didactic intervention. Oral production was measured in terms of coherence and cohesion, lexical and grammatical variety, fluency, interaction, and pronunciation. The results showed that after the completion of the mediation activities, the students’ fluency and interaction had improved significantly, thus suggesting the added value of linguistic mediation not only as important in itself but as a facilitator in the development of other communicative skills.La mediación lingüística es uno de los aspectos a desarrollar dentro de la competencia comunicativa, como así lo establece el Marco Común Europeo de Referencia para las Lenguas (2002). El presente estudio tiene como objetivo comprobar si dicha mediación lingüística contribuye de alguna manera al desarrollo de otras habilidades comunicativas, en este caso la producción oral. Para ello, un grupo de 40 estudiantes de 1º de Bachillerato de un instituto público de Madrid realizaron un total de ocho actividades de mediación lingüística diseñadas ad hoc. Las actividades se llevaron a cabo una vez por semana, en sesiones de 50 minutos. Los participantes realizaron un test de producción oral antes y después de la intervención didáctica. La producción oral se midió en términos de coherencia y cohesión, variedad de repertorio léxico y gramatical, fluidez, interacción y pronunciación. Los resultados mostraron que, tras la realización de las actividades de mediación, la fluidez y la interacción de los estudiantes había mejorado significativamente, sugiriendo así el valor añadido de la mediación lingüística no solo como importante en sí misma sino como instrumento facilitador en el desarrollo de otras habilidades comunicativas.Linguistic mediation is one of the aspects to be developed within communicative competence, as established by the Common European Framework of Reference for Languages (2002). The aim of this study is to check whether linguistic mediation somehow contributes the development of other communicative constructs, in this case oral production. To this end, a group of 40 students from the 1st year of Bachillerato at a public secondary school in Madrid carried out a total of eight language mediation activities designed ad hoc. The activities were carried out once a week, in 50-minute sessions. The participants took an oral production test before and after the didactic intervention. Oral production was measured in terms of coherence and cohesion, lexical and grammatical variety, fluency, interaction, and pronunciation. The results showed that after the completion of the mediation activities, the students’ fluency and interaction had improved significantly, thus suggesting the added value of linguistic mediation not only as important in itself but as a facilitator in the development of other communicative skills
Desarrollo de la competencia oral en inglés como lengua extranjera a través de la mediación lingïstica en educación secundaria
Linguistic mediation is one of the aspects to be developed within communicative competence, as established by the Common European Framework of Reference for Languages (2002). The aim of this study is to check whether linguistic mediation somehow contributes the development of other communicative constructs, in this case oral production. To this end, a group of 40 students from the 1st year of Bachillerato at a public secondary school in Madrid carried out a total of eight language mediation activities designed ad hoc. The activities were carried out once a week, in 50-minute sessions. The participants took an oral production test before and after the didactic intervention. Oral production was measured in terms of coherence and cohesion, lexical and grammatical variety, fluency, interaction, and pronunciation. The results showed that after the completion of the mediation activities, the students’ fluency and interaction had improved significantly, thus suggesting the added value of linguistic mediation not only as important in itself but as a facilitator in the development of other communicative skills.La mediación lingüística es uno de los aspectos a desarrollar dentro de la competencia comunicativa, como así lo establece el Marco Común Europeo de Referencia para las Lenguas (2002). El presente estudio tiene como objetivo comprobar si dicha mediación lingüística contribuye de alguna manera al desarrollo de otras habilidades comunicativas, en este caso la producción oral. Para ello, un grupo de 40 estudiantes de 1º de Bachillerato de un instituto público de Madrid realizaron un total de ocho actividades de mediación lingüística diseñadas ad hoc. Las actividades se llevaron a cabo una vez por semana, en sesiones de 50 minutos. Los participantes realizaron un test de producción oral antes y después de la intervención didáctica. La producción oral se midió en términos de coherencia y cohesión, variedad de repertorio léxico y gramatical, fluidez, interacción y pronunciación. Los resultados mostraron que, tras la realización de las actividades de mediación, la fluidez y la interacción de los estudiantes había mejorado significativamente, sugiriendo así el valor añadido de la mediación lingüística no solo como importante en sí misma sino como instrumento facilitador en el desarrollo de otras habilidades comunicativas
La introducción sistemática del vocabulario y su efecto en la adquisición: estudiantes de educación primaria de inglés como lengua extranjera.
The aim of the present study is to find out whether there exists a relation between word distribution and receptive and productive acquisition. A group of 20 students of EFL took two vocabulary tests based on L1-L2 and L2-L1 translation. The test items were target words from the students’ coursebook. These words had been previously attributed an index of dispersion (Gries 2008). Results show that those words which were more regularly distributed had a higher level of acquisition. In the light of these results, a regular and systematic introduction is recommended for vocabulary acquisition within the context of Foreign Language Learning.El presente estudio tiene como objetivo averiguar si existe una relación entre la distribución de una palabra en un texto y su adquisición receptiva y productiva. Un total de 20 estudiantes de inglés como LE realizaron dos tests de vocabulario consistentes en traducción inversa y directa de palabras clave del libro de texto que seguían. Previamente, a cada una de las palabras se les había calculado un índice de dispersión (Gries 2008). Los resultados muestran que aquellas palabras cuya distribución era más regular presentaban un grado de adquisición mayor. Por tanto, se recomienda una introducción sistemática del vocabulario para su aprendizaje dentro de un contexto de lengua extranjera
Las Bodegas españolas y su adaptación a los cambios del mercado a finales del siglo XX : análisis lingüístico de la publicidad
El sector vitivinícola español ha experimentado una serie de transformaciones en los últimos años, especialmente derivada de la caída del consumo interno y la creciente competencia en los mercados. Esto ha provocado que las bodegas españolas tuvieran que adaptarse a las nuevas circunstancias mediante la aplicación de modernas políticas de marketing. El objetivo principal del estudio es conocer el grado de aplicación de éstas, mediante la comparación y el análisis lingüístico de distintos tipos de incursiones publicitarias en medios impresos especializados, tratando aspectos como la frecuencia específica, la variación léxica, las categorías semánticas y las familias de palabras más utilizadas. La principal conclusión es que las bodegas españolas emprendieron un proceso de adaptación tardía, pasando de mensajes sencillos, sin imagen y relacionados con el sistema productivo, a otros mucho más elaborados, con imagen y nuevos términos que pretenden transmitir que estamos ante un producto de calidad
Adapting marketing strategies: a linguistic analysis of wine advertising in Spain, 1970-2010
The Spanish wine sector has undergone a series of changes in the last decades, particularly due to the decreasing domestic demand and the growing international competence. Consequently, Spanish wineries have had to adapt to this new situation by adopting new marketing policies. The aim of this study is to explore to what extent these new policies have been applied by means of the linguistic analysis and comparison of different types of advertisement in specialized printed media, focusing on the specific frequency of the most used word families in adverts from the 70s to present day. A corpus of 640 adverts has been compiled. We have particularly paid attention to the words that have been used in those messages. Results reveal that the Spanish wineries started their adaptive process during the 90s. They evolved from simple no picture messages related to the production system to more elaborated and pictured ones with the introduction of new visual support and terms related to tradition, exclusiveness and quality
Bilingual Education in Spain: An Analysis of L2 Methodological Requirements and Non-Linguistic Disciplines Within Primary Education Legislation
This article analyses the main legislation in Spain regarding Bilingual Education in the stage of Primary Education. Firstly, it divides Spanish regions into monolingual and bilingual. Later, it deals with the main legislation enforced in Primary Education, and carefully analyses three main aspects: teachers’ L2 level, teachers’ methodological requirements, and the non-linguistic discipline or disciplines included in bilingual programs together with the subjects’ language or languages of delivery and assessment. The first aspect, L2, is labelled following the different levels of the European Framework of Languages. As for teaching methodology, information has been classified as “not mentioned”, “recommended” or “required”. With regards to subjects, there are four different labels: “compulsory”, “optional”, “not mentioned”, and “not specified”. A high degree of heterogeneity is observed in two of the three areas analyzed. These differences among regions do not seem to be connected with their monolingual or bilingual nature. Finally yet importantly, it should be assumed that India and Spain are not close realities in some aspects. However, the study described above might help researchers, teachers or educational authorities to reflect upon some issues which are derived from CLIL(Content and Language Integrated Learning) methodology implementation in schools
SECOND LANGUAGE VOCABULARY ACQUISITION UNDER TWO DIFFERENT TYPES OF INSTRUCTION: THE EFFECTS OF CONCENTRATED AND DISTRIBUTED INTRODUCTION IN IMMEDIATE AND DELAYED RETENTION
This paper analyses the performance of university students enrolled in two different types of EFL programs, and with different time distribution. The first program (program A) offered six hours per week over two months, and it was classified as intensive or massed. The second program (program B) offered two hours per week during a period of six months, and it was classified as extensive or distributed. Acquisition was tested at two moments: just after instruction had finished and three months later. It was observed that massed introduction of vocabulary had better results than distributed introduction immediately after instruction. However, students enrolled in the extensive program could retain more vocabulary three months later.El presente trabajo analiza el proceso de adquisición de estudiantes universitarios cursando dos tipos de programas de inglés como lengua extranjera, con distribuciones temporales distintas. El primer programa (A) ofrecía seis horas semanales durante dos meses, siendo así considerado de intensivo. El segundo programa (B) ofrecía dos horas a la semana durante seis meses, siendo así calificado de programa extensivo. La adquisición léxica de los alumnos se midió en dos momentos: justo al finalizar el curso y tres meses más tarde. Se observó que la introducción intensiva del vocabulario había dado mejores resultados que la introducción extensiva inmediatamente después de la finalización del curso. Sin embargo, los estudiantes que habían cursado el programa extensivo habían podido retener más vocabulario pasados tres meses tras la instrucción
Diccionarios bilingües y aprendizaje de lengua extranjera: hechos y opiniones
Despite the eminently communicative approaches to FL, learners still feel the need to have almost immediate access to the meaning or form of foreign words. With this premise in mind, we have conducted the present study on the bilingual dictionary,
being our goal twofold. Firstly, we compare the task where the dictionary is required
with other three tasks where it is not used. Then, the results of the dictionary task are
compared to the participants’ opinion about the dictionary. Results suggest that the use
of the dictionary is not as efficient as expected. Yet, a positive attitude towards this tool prevails among the best performers.A pesar del enfoque eminentemente comunicativo que impera en el aprendizaje
de lenguas, los estudiantes siguen teniendo esa necesidad de acceder de manera casi inmediata a la forma o significado de las palabras en una segunda lengua. Bajo esta premisa se ha llevado a cabo este estudio sobre el uso del diccionario bilingüe, en el que se persigue un doble objetivo. Primero se compara el efecto sobre el aprendizaje
léxico de una tarea con diccionario con otras de distinta índole. Tras ello, los
resultados de la primera se comparan con las opiniones de los estudiantes acerca de esta herramienta. Los resultados sugieren que el uso del diccionario no es tan eficaz como se esperaba. No obstante, los participantes que mejor puntúan muestran una actitud positiva hacia esta herramienta
- …