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Volume 38, Issue 1
  • ISSN 0213-2028
  • E-ISSN: 2254-6774
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Abstract

Abstracta

El estudio analiza la importancia de la memorización de vocabulario para el desarrollo lingüístico general. Para ello se compara el impacto de dos diseños didácticos diferentes en la enseñanza universitaria del alemán como lengua extranjera. Mientras el grupo experimental memoriza el vocabulario utilizando una aplicación, el grupo control trabaja el vocabulario mediante tareas de lectura. Al final de la intervención se mide el rendimiento en términos de una competencia lingüística general aplicando un C-Test y se investiga la percepción del estudiantado sobre diversos aspectos de la enseñanza-aprendizaje de vocabulario mediante una encuesta. Igualmente, para el grupo experimental, se analizan las preferencias de actividades de aprendizaje de vocabulario por parte del estudiantado con la aplicación para relacionarlos con su rendimiento. Los resultados del C-Test muestran que el grupo experimental obtiene una mayor puntuación. Analizando las preferencias de actividades de aprendizaje con la aplicación, se deduce que el estudiantado prefiere usar los ejercicios que implican un aprendizaje receptivo. Sin embargo, obtienen mejores resultados en el C-Test los estudiantes que usan con más frecuencia los ejercicios que implican un aprendizaje activo. Por lo general, el estudiantado considera que el aprendizaje del vocabulario es difícil, mientras el uso de la aplicación se evalúa positivamente.

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2024-03-14
2025-06-13

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/content/journals/10.1075/resla.22053.ham
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La memorización de vocabulario y el desarrollo de la competencia lingüística general
Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 38, 252 (2025); https://doi.org/10.1075/resla.22053.ham
/content/journals/10.1075/resla.22053.ham
/content/journals/10.1075/resla.22053.ham
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  • Article Type: Research Article
Keyword(s): aprendizaje de vocabulario; aprendizaje incidental; C-Test; competencia léxica; foreign languages; ICT; incidental learning; lenguas extranjeras; lexical proficiency; TIC; vocabulary learning

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