Impacto del método de presentación y de la lengua materna en la adquisición de vocabulario en español L2

• Autores: Matías Hidalgo Gallardo
• Localización: Sintagma: Revista de lingüística, ISSN 0214-9141, Vol. 33, 2021, págs. 63-82
• Idioma: español
• DOI: 10.21001/sintagma.2021.33.04
• Títulos paralelos:
  • Impact of the method of presentation and mother tongue on Spanish L2vocabulary acquisition
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• Resumen
  • español

    La escasez de investigación empírica en el aprendizaje del léxico en español L2 ha motivado que en este trabajo se analice el impacto a corto y medio plazo del método de presentación léxica y de la lengua materna en la adquisición de vocabulario. En una muestra de 146 estudiantes hablantes nativos de italiano y de chino mandarín se han evaluado los efectos de tres métodos intencionales de presentación (lista, oraciones y texto glosado) y uno incidental (inferencia por contexto) en el conocimiento productivo y receptivo de la forma y del significado de una serie de ítems léxicos. Los resultados revelan en general ganancias estadísticamente significativas mayores para el aprendizaje intencional, con protagonismo del texto glosado; menor dificultad del conocimiento receptivo semántico; más eficacia del uso de oraciones para los sinohablantes y del uso del texto con glosas para los italoparlantes; y mayor proclividad al olvido mediante el empleo de listas.

  • English

    The lack of empirical research regarding Spanish L2 vocabulary learning has motivated to analyse in this study the short-term and medium-term impact of the method of vocabulary presentation and of learners’ mother tongue on vocabulary acquisition. The effects of three intentional methods of presentation (list, sentences and glossed text) and one incidental method (guessing from context) on form and meaning recall and recognition of a set of lexical items were assessed in a sample of 146 native Italian and Mandarin speakers. General results revealed statistically significant greater gains for intentional learning, especially through the glossed text-method. Receptive knowledge of meaning was more easily acquired. The sentence-method was more efficient for Mandarin speakers, whereas the glossed text-method was more convenient for Italian speakers. List-method was more prone to vocabulary oblivion.

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