Diferencias entre el conocimiento fonológico y ortográfico del vocabulario entre estudiantes de inglés como lengua extranjera de L1 español
The vocabulary size of language learners might predict their success in a second language because of its strong correlation with better performances in that target language. Although previous research has claimed that aural and written vocabulary are two aspects of vocabulary knowledge that need to...
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2024 |
| País: | España |
| Institución: | Universidad de Navarra |
| Repositorio: | Dadun. Depósito Académico Digital de la Universidad de Navarra |
| Idioma: | inglés |
| OAI Identifier: | oai:dadun.unav.edu:10171/69222 |
| Acceso en línea: | https://hdl.handle.net/10171/69222 |
| Access Level: | acceso abierto |
| Palabra clave: | L1-Spanish EFL learners Phonological vocabulary Orthographic vocabulary Vocabulary testing Vocabulary teaching Aprendices de inglés como lengua extranjera con español como lengua materna Vocabulario fonológico Vocabulario ortográfico Test de vocabulario Enseñanza de vocabulario |
| Sumario: | The vocabulary size of language learners might predict their success in a second language because of its strong correlation with better performances in that target language. Although previous research has claimed that aural and written vocabulary are two aspects of vocabulary knowledge that need to be estimated separately, very few studies have examined this issue, particularly from an empirical perspective. This paper presents the possible differences in size between the phonological and orthographic vocabulary among learners of English as a second language. A bilingual vocabulary test was delivered, first orally and then in writing, to 209 language learners in Spain. The refined version of the instrument, showed reliabilities ranging between .79 and .92. Statistical analyses confirm that language learners know fewer words in their aural form than in their written form, regardless of the frequency of the word or the learner’s language level. This finding supports the claim that aural and written vocabulary are two separate aspects of knowing a word, and impacts on how vocabulary should be taught in L2 classrooms. |
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