enseñanza/aprendizaje de vocabulario

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Tipo: artículo

Metodología: estudio empírico

Temas: sociolingüística

Resumen:

Desde hace algunos años se viene insistiendo en la conveniencia de incorporar la información sociolingüística en la didáctica de una lengua. En el ámbito anglosajón ya se habla en ocasiones de la «gramática sociolingüística», y existen algunos intentos de enriquecer la información gramatical con datos variacionistas. Sin embargo, en el caso del español pocas veces se atiende a esa información, más allá de la necesidad de atender a las diferencias de registro a la hora de enseñar español a los alumnos extranjeros. Presentamos una propuesta de incorporación de la variable sociolingüística a la enseñanza de ELE, retomando la diferencia de Bernstein entre código restringido y código elaborado, y...

Exploring the effects of teaching word families on the vocabulary learning of L1 Chinese EFL adolescents: A mixed-methods study

Barry Lee Reynolds, Chen Ding, Ying-Chun Shih (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

The selection of lexical units for pedagogy and research has been a contentious issue in second language (L2) vocabulary studies; however, many investigations have lacked classroom-based research. This mixed-methods quasi-experimental study examined the effects of teaching word families on vocabulary acquisition among adolescent first-language (L1) Chinese English-as-a-foreign-language learners. The quantitative component employs a quasi-experimental research design with 2 groups: an experimental group—the word-families group (n = 44)—which received structural elaboration instruction on 50 target words from the course textbook along with their inflected and derived forms, and a comparison group—the individual-word-forms group (n = 49)—which received semantic elaboration instruction focused on individual word forms and their meanings....

Cultura en clase de E/LE a través de cuentos alrededor del mundo

Ana Sevilla Pavón (2015)

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Tipo: artículo

Metodología: experiencia práctica

Temas: cultura

Resumen:

Este artículo describe una experiencia desarrollada en la Universidad de Islandia con estudiantes de español como lengua extranjera en el marco del proyecto TALIS: Cuentos alrededor del mundo en una clase de 1 hora de duración. El nivel de las alumnas oscilaba entre el B2 y el C1 del Marco Común Europeo de Referencia para las Lenguas. Las actividades fueron planteadas de tal manera que se facilitara la superación del reto de impartir una clase sin conocer de primera mano a las alumnas, ni sus conocimientos previos ni su contexto de aprendizaje, puesto que la sesión se realizó durante una breve visita Erasmus+ de la profesora encargada de la misma. Las actividades realizadas se elaboraron a partir...

An instructor’s beat gestures facilitate second language vocabulary learning from instructional videos: Behavioral and neural evidence

Zhongling Pi, Fangfang Zhu, Yi Zhang (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: comunicación no verbal

Resumen:

Instructional videos for teaching second language (L2) vocabulary often feature an instructor onscreen. The instructor in the video may involuntarily produce beat gestures with their hands, as occurs in real teaching settings. Beat gestures highlight key information in speech by conveying the rhythm of the language, but do not themselves convey semantic meaning. However, little is known about how the instructor’s beat gestures affect L2 vocabulary learning. We conducted two experiments on the effects of the instructor’s purposeful (scripted) beat gestures in instructional videos that included an instructor and slides, with English L2 vocabulary as the topic. In Experiment 1, using a within-participant design, we tested the hypothesis that an instructor’s gestures (beat gesture vs. no gesture) would improve learning performance. The...

Flip/ELE ¡Cómo mola! o el acercamiento a la jerga juvenil

Lorena García Saiz (2018)

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Tipo: artículo

Metodología: propuesta didáctica

Temas: registro coloquial

Resumen:

La propuesta trabaja la jerga juvenil con alumnado de nivel B1. Concretamente, un grupo de intercambio de estudiantado alemán de secundaria conoce esta variedad diastrática mediante actividades guiadas y una gran variedad de productos culturales —música, publicidad o medios de comunicación—, que realiza conjuntamente con alumnado nativo dentro de la materia Lengua y Literatura Castellana, por lo que la adquisición de contenidos es más significativa. Finalmente, el alumnado de E/LE junto con el estudiantado nativo elabora un producto final, consistente en adaptar un cuento del Conde Lucanor —una obra medieval que sigue transmitiendo valores universales aún presentes actualmente— a formato cómic...

Dialogic teaching in English-as-a-second-language classroom: Its effects on first graders with different levels of vocabulary knowledge

Bonnie Wing-Yin Chow, Anna Na-Na Hui, Zhen Li (2023)

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Tipo: artículo

Metodología: estudio empírico

Temas: interacción

Resumen:

As an effective teaching approach that allows teachers and students to interact collaboratively and actively build on each other’s ideas, dialogic teaching can enhance classroom engagement and learning outcomes. This study addresses the use of dialogic teaching for improving English language learning among Chinese children with varied levels of English vocabulary. It focuses on the effects of dialogic teaching on vocabulary knowledge and phonological awareness. Seventy-two first graders from Hong Kong primary schools were tested on English vocabulary knowledge and phonological awareness and were assigned to control and experimental conditions. A 12-week dialogic teaching intervention was...

The effects of instructor language choice on second language vocabulary learning and listening comprehension

Jang Ho Lee, Glenn S. Levine (2020)

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Tipo: artículo

Metodología: estudio empírico

Temas: uso de la L1 en el aula

Resumen:

The present study examined the interaction effects between teachers’ choice of language in lexical explanation and second language (L2) learners’ proficiency level on the learning of phrasal verbs and listening comprehension in a meaning-focused listening activity. Undergraduate L2 learners with two different levels of proficiency (intermediate and advanced) were assigned to three different conditions. These conditions included (1) code-switching, in which teachers briefly switched to learners’ first language for vocabulary teaching purposes, (2) L2-only, in which teachers maintained L2 for overall instruction and vocabulary teaching, and (3) control condition, in which learners were not given instruction about target vocabulary. The results revealed that teachers’ instruction about target vocabulary brought about more gains in...

Incidental vocabulary learning from captioned viewing: A forest plot of word- and learner-related factors

Mark Feng Teng, Yachong Cui (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de vocabulario

Resumen:

The present study aimed to bridge the gap in understanding the effects of captioned viewing on incidental vocabulary learning by using a forest plot to illustrate the influence of word-related factors and learner-related factors. Data were collected from 67 university students at a Chinese university. The results highlighted the significant effect of captioned viewing on incidental vocabulary learning and revealed the varied roles of both word- and learner-related factors in this process. Specifically, the study found that word frequency, word relevance, vocabulary breadth, phonological working memory, complex working memory, and English proficiency all play significant roles in vocabulary acquisition. These findings provide deeper insights into the relative value of captioned viewing for incidental vocabulary learning and identify...

La música en el aula de E/LE: explotación de una canción de J. Sabina

Virginia Reyes Delgado Polo (2009)

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Tipo: artículo

Metodología: propuesta didáctica

Temas: canciones

Resumen:

El material de partida para el desarrollo de esta secuencia de actividades es una canción. Nuestra predilección por el uso de la música está relacionada con nuestra experiencia en el aprendizaje de idiomas. Creemos que la música resulta un material atractivo en sí mismo pues está asociado al ocio y, por ello, puede suscitar un interés adicional en el alumno. Además, al memorizar letras de canciones, o simplemente al escucharlas con atención, es posible asociar léxico y estructuras de una manera fácil y eficaz, a lo que se une un componente lúdico.

English L2 vocabulary acquisition through storytelling for adolescents with and without learning disabilities

Anne Barwasser, Mary Beth Calhoon, Turid Knaak (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: storytelling/narración

Resumen:

English is a widely spoken language around the world and is taught in German schools. Even though acquiring English proficiency is vital in today’s globalized society, students with learning disabilities (LDs) or other severe academic difficulties in Germany are often considered incapable of learning English as a second language (L2) beyond a very rudimentary level. In this study, we examined the effects of an English-language storytelling program on the vocabulary of German secondary school students with and without LDs ( N = 45) for four weeks using a pretest–posttest control group design with follow-up measurements. Results showed significant gains for participants in the treatment group compared to the control group. Moreover, the participants in the English-language storytelling program developed more positive attitudes towards...