The effect of multiple encounters in contextualized learning

  1. Sánchez Manzano, María Jesús 1
  2. Fernández-Sánchez, Alfredo 1
  1. 1 Universidad de Salamanca
    info

    Universidad de Salamanca

    Salamanca, España

    ROR https://ror.org/02f40zc51

Revista:
Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

ISSN: 1697-7467

Año de publicación: 2016

Número: 25

Páginas: 49-62

Tipo: Artículo

DOI: 10.30827/DIGIBUG.53888 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

Resumen

El propósito es detectar si los estudiantes universitarios de primer curso de inglés, matriculados en Estudios Ingleses, se benefician de una instrucción léxica contextualizada con sólo tres y seis encuentros. La investigación se llevó a cabo con los términos menos conocidos de la General Service List. Dado que estos términos eran de gran frecuencia, se formuló la hipótesis de que con menos encuentros de los que señala la literatura que trata con este tema (Rott, 1999) se produciría aprendizaje. Se utilizaron contextos auténticos procedentes del British National Corpus. Para descubrir qué tipo de instrucción era más eficaz (tres vs. seis encuentros) se llevó a cabo una investigación empírica con un diseño Pre-test/ Post-test. Se encontró que con seis encuentros el beneficio era mucho mayor que con tres (media=6,19 vs. 3,13). No obstante, se encontró una diferencia significativa con los dos tipos de encuentros. Este hallazgo tiene implicaciones pedagógicas relevantes en relación al número de encuentros que necesitan los estudiantes para adquirir vocabulario de gran frecuencia, siendo aconsejable proporcionar el máximo número de encuentros posibles cuando se enseñe este tipo de vocabulario; si no se puede exponer a los estudiantes a numerosos encuentros tres sería suficiente, ya que con esta cifra se producen ganancias sustanciales. El número de encuentros se revela como una estrategia más a considerar cuando se enseña este vocabulario.

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Fuente de los datos: Dialnet