Aprendizaje de palabras de diferente categoría gramatical en español como l2 por grupos multilingües

  1. Alicia San Mateo Valdehíta 1
  2. Cecilia Criado de Diego 1
  1. 1 Universidad Nacional de Educación a Distancia
    info

    Universidad Nacional de Educación a Distancia

    Madrid, España

    ROR https://ror.org/02msb5n36

Journal:
E-SEDLL

ISSN: 2659-9996

Year of publication: 2019

Issue: 2

Pages: 171-183

Type: Article

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Abstract

This research about learning vocabulary in a second language is part of the project Degrees of Effectiveness of Learning Vocabulary Activities in Spanish as a Second Language - INVOLEX (FFI2013-44117-P), supported by the Ministry of Economy and Competitiveness (Spain). We study how a student’s ability to successfully learn vocabulary of four word classes (nouns, adjectives, verbs and adverbs) is affected by the activity through which it is practised. The objective is to establish a possible relationship between the learning activity and each word class. The research has been carried out with a large sample of SL students of Spanish (n = 313), B1-B2 level and different mother tongues. They were attending a course in Spain. Participants were divided into three groups and presented with one of three activities: (1) choosing the appropriate definition of the target word; (2) choosing the example in which the given word could be inserted; and (3) writing sentences that include target words, and answer given questions (Coomber, Ramstad & Sheets, 1986). Then a test was administered to participants to measure words they remembered. Results are in the same line with previous research because sentence-writing, which requires a higher involvement load (Hulstijn & Laufer, 2001), is the activity through which learning new words is the easiest. On the other hand, participants remembered more verbs, nouns and adjectives, and fewer adverbs (compare to San-Mateo-Valdehíta, 2016; San-Mateo-Valdehíta & Chacón-García, 2019)

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