Grados de eficacia en la incorporación léxica en ELEresultados en aprendices franceses (París)

  1. Alicia San Mateo Valdehíta 1
  2. Cecilia Criado De Diego 1
  3. María Antonieta Andión Herrero 1
  4. Carmen Chacón García 1
  5. María José Labrador Piquer 2
  1. 1 Universidad Nacional de Educación a Distancia
    info

    Universidad Nacional de Educación a Distancia

    Madrid, España

    ROR https://ror.org/02msb5n36

  2. 2 Universidad Politécnica de Valencia
    info

    Universidad Politécnica de Valencia

    Valencia, España

    ROR https://ror.org/01460j859

Journal:
E-Aesla

ISSN: 2444-197X

Year of publication: 2018

Issue: 4

Pages: 85-94

Type: Article

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Abstract

This paper presents the results of a study focusing on vocabulary learning in Spanish as a second language. The experiment was carried out in October 2016 in Paris, with 308 B1-B2 students of Spanish as a second language. The goal is to test which activity of three, which require different levels of mental effort, is most effective when remembering new words: (1) selection of the correct definition of the stimulus word; (2) selection of the adequate example to include that word; and (3) writing sentences that answer given questions. The results indicate that more words are recalled when learners practise with the third task. Therefore, we conclude that the greater effort required by the writing activity is rewarded.

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