Learning word class in a second language through vocabulary learning activities: definition-choosing, gap-filling, and sentence-writing
This article presents the results of a research project investigating how a student’s ability to successfully learn vocabulary of four word classes (nouns, adjectives, verbs and adverbs) is affected by the activity through which it is practised. Two-hundred and ninety-two B1 SL students of Spanish w...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2019 |
| País: | España |
| Institución: | Universidad Nacional de Educación a Distancia |
| Repositorio: | e-spacio. Repositorio Institucional de la UNED |
| Idioma: | inglés |
| OAI Identifier: | oai:e-spacio.uned.es:20.500.14468/30808 |
| Acceso en línea: | https://hdl.handle.net/20.500.14468/30808 |
| Access Level: | acceso abierto |
| Palabra clave: | 5701 Lingüística aplicada word class vocabulary learning activity Spanish Spanish as a Second Language categoría gramatical vocabulario actividad de aprendizaje español español como segunda lengua |
| Sumario: | This article presents the results of a research project investigating how a student’s ability to successfully learn vocabulary of four word classes (nouns, adjectives, verbs and adverbs) is affected by the activity through which it is practised. Two-hundred and ninety-two B1 SL students of Spanish were presented with one of three different activities requiring different involvement loads: (1) choosing the appropriate definition; (2) filling in gaps in sentences; and (3) writing sentences that include target words. The analysis shows that participants recalled and recognised more nouns and fewer adverbs―the only non-inflected word class. Additionally, sentence-writing is the activity through which learning new words is the easiest; and the least effective is the definition-choosing activity. |
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