Teaching Young Learners English Vocabulary with Reading-Based Exercises in a Real Classroom Situation

• Autores: Qing Ma, Ching Ha SIN
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 23, 2015, págs. 125-138
• Idioma: inglés
• DOI: 10.30827/digibug.53762
• Enlaces
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• Dialnet Métricas: 2 Citas
• Resumen
  • español

    Este estudio práctico en el ámbito del aula investigó cómo se enseñaba el vocabulario inglés (L2) a alumnado de primaria en una secuencia de unidades didácticas de textos de comprensión lectora estableciendo dos situaciones: (a) lectura más ejercicios de aprendizaje a nivel receptivo, o (b) lectura más ejercicios de aprendizaje tanto a nivel receptivo como productivo. Los resultados de la investigación muestran que la situación que incluye ejercicios tanto a nivel receptivo como productivo lleva a una mayor retención de vocabulario que la que considera únicamente ejercicios a nivel receptivo. Además, se propone de manera tentativa que el conocimiento de vocabulario a nivel productivo de los aprendices jóvenes se puede evaluar basándose en la producción de colocaciones correctas en lugar de frases escritas que dependen de un sistema gramatical altamente desarrollado del que los aprendices jóvenes pueden carecer.

  • English

    This classroom study investigated how English (L2) vocabulary was taught to primary school pupils in a series of reading lessons under two conditions: (a) reading plus receptive learning exercises or (b) reading plus both receptive and productive learning exercises. The results showed that the condition involving both receptive and productive exercises led to more vocabulary retention than the condition with receptive exercises only.

    Furthermore, it is tentatively proposed that young learners’ productive knowledge of vocabulary items can be assessed based on acceptable collocations instead of sentence writing which relies on a fully developed grammar system that young learners may lack.

    Keywords: vocabulary acquisition/instruction, young learners, receptive exercises, productive exercises, vocabulary learning difficulties

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