Aprendizaje incidental de vocabulario y retención en tareas comunicativas orientadas a la educación en la L2
DOI:
https://doi.org/10.26754/ojs_misc/mj.20236858Palabras clave:
tareas comunicativas, retención del vocabulario, aprendizaje del vocabulario de forma incidental, destrezas orales, mejora del vocabularioResumen
El aprendizaje del vocabulario es fundamental para el aprendizaje de un idioma ya que es un aspecto transversal relacionado tanto con las habilidades receptivas como productivas. En este sentido, el aprendizaje del vocabulario en una lengua extranjera (L2) ha dado lugar a una gran cantidad de investigación en la que el papel de la enseñanza implícita y explícita ha sido central. Teniendo en cuenta la importancia de las tareas comunicativas como fuentes para el aprendizaje del vocabulario, este estudio explorará cómo se retiene el vocabulario presentado con contexto y sin él. 39 estudiantes de pregrado fueron asignados a cada una de estas condiciones, y después de realizar una tarea comunicativa que incluyó una actividad de calentamiento con un conjunto de 15 palabras objetivo, completaron una prueba de significado de palabras (prueba posterior), y repitieron la misma prueba después de dos semanas. Los datos recogidos se analizaron utilizando un enfoque cuantitativo. Los resultados indican que el tipo de prueba de vocabulario con palabras en contexto facilitan la retención del vocabulario a corto plazo. Sin embargo, las palabras múltiples (multi-word items) se identificaron mejor con la prueba de vocabulario sin contexto, lo cual está respaldado por investigaciones anteriores. El presente estudio plantea la posibilidad de que los estudiantes de inglés como lengua extranjera (EFL) utilicen diferentes estrategias de vocabulario, y que las actividades de calentamiento puedan contribuir al aprendizaje del vocabulario L2.
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Derechos de autor 2023 Aitor Garcés-Manzanera
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
Aceptado 2023-04-14
Publicado 2023-06-30
