Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

The present study employed a mixed methods quasi-experimental design to investigate the effectiveness of applying motivational strategies and mental imagery (i.e. visionary techniques) to facilitate second language (L2) vocabulary learning. Four treatment sessions were integrated into a six-week language course offered to 150 intermediate students in nine classes of English as a foreign language (EFL), which were divided into three groups: motivational group, visionary group and control group. The target language items involved 56 formulaic sequences, and the outcome was assessed by a multiple-choice vocabulary test. The quantitative results were accompanied by qualitative data, aimed at gaining a deeper understanding of the test results. The findings revealed that both motivational strategies and visionary techniques proved effective...

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Tipo: artículo

Metodología: estudio empírico

Temas: adquisición de segundas lenguas

Resumen:

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The present study tested the hypothesis that phonological vocabulary knowledge consists of declarative and automatized dimensions, which develop at different rates. Chinese students of English as a foreign language completed three tasks (recognition, recall, and lexicosemantic judgements) to assess learning gains of 18 multiword expressions before and after short intentional audiovisual training. The results showed that (1) task effects were minor at the outset due to participants’ limited prior knowledge of target items, (2) training facilitated greater gains in the declarative than in the automatized dimension, and (3) clearer task effects (declarative > automatized knowledge) emerged...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de vocabulario

Resumen:

There is general agreement that speed of lexical access is an essential component for successful communication and fluent language use. In vocabulary acquisition research the majority of studies have focused on the acquisition of the form and meaning of new words but research into the teaching conditions leading to the improvement of speed of lexical access is still scarce. This article reports results of two studies which explored the effectiveness of two vocabulary teaching approaches for the development of speed and automaticity of lexical access by learners of Spanish as a foreign language. Participants in Study 1 were exposed to the target vocabulary in reading passages (incidental approach), while participants in Study 2 were exposed to the target words in explicit vocabulary activities (explicit approach). A pre- and post-...

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