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

    Geographic location of the organization Universidad Nebrija
  2. 2 United Nations International School
Journal:
Sintagma: Revista de lingüística

ISSN: 0214-9141

Year of publication: 2020

Volume: 32

Pages: 57-70

Type: Article

DOI: 10.21001/SINTAGMA.2020.32.04 DIALNET GOOGLE SCHOLAR lock_openDialnet editor HANDLE: https://hdl.handle.net/10459.1/70760

More publications in: Sintagma: Revista de lingüística

Sustainable development goals

info

SDG classification obtained using Aurora SDG artificial intelligence model.

Abstract

This article shows the findings of our quasi-experimental research on the use of the methodology known as cooperative learning as a means for explicit teaching of Spanish vocabulary. Our main objective is to measure the effectiveness of our methodological proposal on two experimental groups with the same study load, but with a different time distribution of their lessons, and to contrast their results on a post-test with those of the control group. Our research counts with a pretest-posttest design, which allows us to secure some quantitative data. The preliminary data analysis shows that both experimental groups obtained better results than the control group in the posttest. Moreover, the significant differences among one of the experimental groups and the control group lead us to conclude that a different time distribution of the lessons also plays a decisive role in lexicon acquisition.

Bibliographic References

  • 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.
Data source: Dialnet