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

  • Matías Hidalgo Gallardo
Palabras clave: método de presentación, adquisición del léxico, lengua extranjera/segunda lengua, aprendizaje intencional, aprendizaje incidental, vocabulario en contexto

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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Publicado
2020-06-30
Cómo citar
Hidalgo Gallardo, M. (2020). Efectos del método de presentación léxica en la recuperación y el reconocimiento del vocabulario en español LE/L2 para italófonos. RILEX. Revista Sobre Investigaciones léxicas, 3(1), 47-73. https://doi.org/10.17561/rilex.3.1.5377