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

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

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". 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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). 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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 comunicación intercultural en inglés como lengua extranjera en educación primaria: Internacionalización a través de la colaboración virtual en equipo con eTwinning

De acuerdo con el Marco Común Europeo de Referencia (MCER), la competencia intercultural es uno de los aspectos que se deben desarrollar como parte de la competencia comunicativa en una lengua extranjera. Dos grupos de alumnos de 6º de Educación Primaria trabajan en un proyecto sobre contaminación utilizando el inglés como lengua vehicular. El grupo experimental trabaja en colaboración con alumnos de un centro de Polonia a través de la herramienta eTwinning. Por su parte, el grupo de control realiza las mismas tareas, pero con equipos de trabajo formados por alumnos del mismo aula. Tras el proyecto, ambos grupos realizaron una encuesta de percepción sobre diversos aspectos relacionados con la competencia intercultural. Los resultados muestran que el grupo que trabajó con los alumnos polacos ha evolucionado más en su competencia intercultural que el grupo control. La colaboración con alumnos de otro país, que ha sido posible a través de eTwinning, parece haber contribuido al desarrollo de esta competencia.According to the Common European Framework of Reference (CEFR), the intercultural competence is one of the aspects that must be developed as part of the communicative competence in a foreign language. Two groups of students in their 6th year of Primary Education work on a pollution project through English as the vehicular language. The experimental group works in collaboration with students from a school in Poland through the eTwinning tool. The control group performs the same tasks, but with working teams formed by students from the same classroom. After the project, both groups conducted a questionnaire about their awareness regarding intercultural communicative competence. Results reveal that the group that worked in collaboration with the international students developed their intercultural competence more than the other group. Collaboration with students from another country —which has been possible through eTwinning— seems to have contributed to the development of this competence.peerReviewe

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

Capacitados y no capacitados en la metodología AICLE: datos y opiniones de los docentes sobre el enfoque AICLE en el contexto de educación primaria en España

Since the early 2000s, there seems to be a growing interest in bilingual education in Spain. The need for teachers with certain accreditation in foreign language proficiency has been growing in the last decade. Yet, the methodological basis to integrate content and language in the classroom does not seem to be a compulsory requirement. The participants of this study were surveyed about several aspects of their teaching practice. We compared the answers of those who have received specific methodological CLIL training and those who have not. Results show that methodological training beyond just foreign language teaching makes significant differences in terms of the teachers’ opinions on CLIL and practice of using bilingual practices in their classrooms, making use of a wider variety of activities and resources. Differences were found in the way they see their own teaching, their use of their L1, materials in the classroom, and the variety and type of activities they develop with their students.Hoy en día, parece haber un creciente interés en la educación bilingüe en España. La necesidad de contar con maestros con acreditación en un idioma extranjero ha venido aumentando en los últimos diez años. Sin embargo, la base metodológica para integrar el contenido y el lenguaje en el aula no parece ser un requisito obligatorio. Los participantes son encuestados sobre varios aspectos de su práctica docente. Comparamos las respuestas de aquellos que han recibido capacitación específica sobre el método AICLE y aquellos que no. Los resultados muestran que la capacitación metodológica más allá de la capacitación en idioma extranjero lleva a diferencias significativas en cuanto a las opiniones y la práctica de los docentes. Se encontraron diferencias en la forma en que ven su propio método de enseñar, su uso de la L1 y de los materiales en el aula, y el tipo de actividades que desarrollan con sus alumnos

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