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

Journal:
RILEX Revista sobre investigaciones léxicas

ISSN: 2605-3136

Year of publication: 2020

Volume: 3

Issue: 1

Pages: 47-73

Type: Article

DOI: 10.17561/RILEX.3.1.5377 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: RILEX Revista sobre investigaciones léxicas

Sustainable development goals

Abstract

This study compares the effectiveness of intentional learning versus incidental learning and the impact of different degrees of contextualization when vocabulary is presented. For that purpose, a university and pre-university Italian-speaking sample was analysed and short-term and medium-term effects of three direct methods of vocabulary presentation (word list, examples and glossed text) and one indirect method (guessing from context) were assessed regarding Spanish as a Foreign Language vocabulary recall and recognition. Results revealed statistically significant greater gains for intentional learning and, within this direct learning, for the glossed text method. In addition, receptive knowledge was more easily acquired than productive knowledge and meaning acquisition was also easier than form acquisition. A slight reduction of general lexical retention between the immediate test and the post-test was observed. List-method group was more prone to vocabulary oblivion, while the guessing-from-context group showed a better score in the post-test. Likewise, university students seem to benefit more from the list and the examples, while pre-university students do it from the glossed text.

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Data source: Dialnet