El aprendizaje cooperativo en la enseñanza explícita del léxico en ELEun estudio cuasi-experimental con hablantes de alemán

  1. Pedro Aníbal García Jerez 1
  2. Ocarina Masid Blanco 1
  3. María Eugenia Santana Rollán 2
  1. 1 Universidad Nebrija
    info

    Universidad Nebrija

    Madrid, España

    ROR https://ror.org/03tzyrt94

  2. 2 United Nations International School
Revista:
Sintagma: Revista de lingüística

ISSN: 0214-9141

Año de publicación: 2020

Volumen: 32

Páginas: 57-70

Tipo: Artículo

Otras publicaciones en: Sintagma: Revista de lingüística

Referencias bibliográficas

  • Atkinson, R., y Shiffrin, R.(1968). Human memory: A proposed system and its control processes. Psychology of learning and motivation, 2, 89-195.
  • Barcroft, J. (2002). Semantic and structural elaboration in L2 lexical acquisition. Language Learning, 52, 323-363.
  • Barcroft, J. (2007). Effects of opportunities for word retrieval during second language vocabulary learning. Language Learning, 57(1), 35-56.
  • Barcroft, J. (2015). El método IBI en la enseñanza del léxico: teoría, investigación y nuevas perspectivas. Journal of Spanish Language Teaching, 2(2), 112-125.
  • Craik, F., y Lockhart, R. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal behavior, 11, 671-684.
  • Ellis, N. (1994). Implicit and explicit learning of languages. London: Academic Press.
  • Ellis, N. (1995). Consciousness in second language acquisition: A review of field studies and laboratory experiments. Language Awareness, 4(3), 123-46.
  • Ellis, N., y Sinclair, S. (1996). Working memory in the acquisition of vocabulary and syntax: Putting language in good order. Quarterly Journal of Experimental Psychology (Section A), 49, 234-250.
  • Ellis, R., y Heimbach, R. (1997). Bugs and birds: Children’s acquisition of second language vocabulary through interaction. System, 25(2), 247-259.
  • Ellis, R. (2009). Implicit and explicit learning, knowledge and instruction. En R. Ellis, S. Loewen, C. Elder, R. Erlam, J. Philp, & H. Reinders (Eds.). Implicit and explicit knowledge in second language learning, testing and teaching (pp.3-25). Bristol: Multilingual Matters.
  • File, K., y Adams, R. (2010). Should vocabulary instruction be integrated or isolated?. TESOL Quarterly, 44(2), 222-249.
  • Gómez Molina, J. R. (2004). La subcompetencia léxico-semántica. En J. Sánchez Lobato e I. Santos Gargallo (Eds.). Vademécum para la formación de profesores. Enseñar español como segunda lengua (L2)./ Lengua extranjera (LE) (p. 491-510). Madrid: SGEL.
  • Johnson, D., y Johnson, R. (1974). Instructional goal structure: Cooperative, competitive, or individualistic. Review of Educational Research, 44, 213-240.
  • Johnson, D., y Johnson, R. (1989). Cooperation and competition: Theory and research. Indiana University, Edina, MN, USA: Interaction Book Company Publishing.
  • Johnson, D., Johnson, R., y Smith, K. (1997). El aprendizaje cooperativo regresa a la universidad: ¿qué evidencia existe de que funciona? Recuperado de http://www. javeriana.edu.co/prin/sites/default/files/Johnson_Aprendizaje_cooperativo_en_la_ universidad.pdf.
  • Kagan, S. (1989). The structural approach to cooperative learning. Educational leadership, 47, 12-15.
  • Laufer, B., y Goldstein, Z. (2004). Testing vocabulary knowledge: Size, strength, and computer adaptiveness. Language Learning, 54(3), 399-436.
  • Long, M. H. (1983). Native speaker/non-native speaker conversation and the negotiation of comprehensible input 1. Applied Linguistics, 4(2), 126-141.
  • Mason, B., y Krashen, S. (2010). The reality, robustness, and possible superiority of incidental vocabulary acquisition. TESOL Quarterly, 44 (4), 790-792.
  • Nash, H., y Snowling, M. (2006). Teaching new words to children with poor existing vocabulary knowledge: A controlled evaluation of the definition and context methods. International Journal of Language & Communication Disorders, 41(3), 335- 354.
  • Nation, P. (1982). Beginning to learn foreign vocabulary: A review of the research. RELC Journal, 13, 14-36.
  • Nation, P. (2007). The four strands. Innovation in language learning and teaching, 1 (1), 1-12.
  • Nation, P. (2013 [2001]). Learning vocabulary in another language. Cambridge: Cambridge University Press.
  • Nation, P., y Webb, S. (2011). Researching and analyzing vocabulary. Heinle: Cengage Learning.
  • Newton, J. (2013). Incidental vocabulary learning in classroom communication tasks. Language Teaching Research, 17(2), 164-187.
  • Piaget, J. (1995 [1950]). Sociological studies (L. Smith, Ed.), Londres-Nueva York: Routledge. Cap. 1 “Explanation in sociology” (30-96).
  • Read, J. (2000). Assessing vocabulary. Cambridge: Cambridge University Press.
  • Richards, J.C., y Rodgers, T.S. (2001). Approaches and methods in language teaching. Cambridge: Cambridge University Press.
  • Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. U. K.: Palgrave Macmillan.
  • Takallou, F., y Veisi, S. (2013). Implementing cooperative learning in a reading class. Report and Opinion, 5(1), 16-23.
  • Torrego Seijo, J.C., y Negro, A. (coords.). (2012). Aprendizaje cooperativo en las aulas. Fundamentos y recursos para su implantación. Madrid: Alianza.
  • Vygotsky, L. (1978). El desarrollo de los procesos psicológicos superiores. Barcelona: Crítica.
  • Zarrabi, F. (2016). A study on cooperative language learning: the impact of CLL approach on English language proficiency of EFL learners. European Journal of Education Studies, 1(2), 119-132.