Efectos del método de presentación léxica en la recuperación y el reconocimiento del vocabulario en español LE/L2 para italófonos

  1. Hidalgo Gallardo, Matías 1
  1. 1 University of Bergamo
    info

    University of Bergamo

    Bérgamo, Italia

    ROR https://ror.org/02mbd5571

Revista:
RILEX Revista sobre investigaciones léxicas

ISSN: 2605-3136

Año de publicación: 2020

Volumen: 3

Número: 1

Páginas: 47-73

Tipo: Artículo

DOI: 10.17561/RILEX.3.1.5377 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: RILEX Revista sobre investigaciones léxicas

Objetivos de desarrollo sostenible

Resumen

Este estudio compara la efectividad de un aprendizaje intencional frente a uno incidental y el impacto de distintos grados de contextualización en la presentación del vocabulario. Para ello, se miden los efectos a corto y medio plazo de tres métodos directos de presentación léxica (lista de palabras, ejemplos y texto glosado) y uno indirecto (inferencia por contexto) en la recuperación y el reconocimiento de vocabulario en español L2 por parte de estudiantes italianos (universitarios y preuniversitarios). Los resultados revelan beneficios significativamente mayores para el aprendizaje intencional y, dentro de este aprendizaje directo, para el método de texto glosado. Se observa, además, mayor facilidad en la adquisición del conocimiento receptivo (frente al productivo) y del significado (frente a la forma). Se constata una leve disminución general en la retención léxica entre el test inmediato y el postest a medio plazo, con mayor propensión al olvido mediante el trabajo con listas, mientras que el método de inferencia por contexto mejora los resultados en el postest. Asimismo, los universitarios parecen beneficiarse más del listado y los ejemplos, mientras que los preuniversitarios lo hacen del texto con glosas.

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