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Article published In: Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics
Vol. 38:1 (2025) ► pp.252–282

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La memorización de vocabulario y el desarrollo de la competencia lingüística general

Rendimiento, preferencias de aprendizaje y percepción de los estudiantes en el aula de idiomas

ORCiD logo with link | Universidad de Oviedo

Article language: Spanish

Published online: 14 March 2024
DOI logo with link
https://doi.org/10.1075/resla.22053.ham
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.
Abstract
Vocabulary memorisation and the development of general language proficiency: Performance, learning preferences and learners’ perceptions in the language classroom
The study analyses the importance of vocabulary memorisation for general linguistic development. It compares the impact of two different teaching designs in teaching of German as a foreign language at university level. While the experimental group memorises vocabulary using an app, the control group works on vocabulary through reading tasks. At the end of the intervention, performance is measured in terms of general language proficiency using a C-Test and the students’ perception of various aspects of vocabulary learning is investigated by means of a survey. Also, for the experimental group, students’ preferences for vocabulary learning activities using the application are analysed to relate them to their performance. The results of the C-Test show that the experimental group obtains a higher score. Analysing the preferences of the learning activities with the app, it can be deduced that the students prefer to use activities that involve receptive learning. However, students who use more frequently learning activities involving active learning obtain better results in the C-Test. In general, students consider vocabulary learning to be difficult, while the use of the app is evaluated positively.
Article outline
  • 1.Introducción
  • 2.Revisión de literatura
    • 2.1Aprendizaje de vocabulario
      • 2.1.1Focus on form y focus on forms
      • 2.1.2Aprendizaje incidental e intencional
      • 2.1.3Aprendizaje por asociación de pares
    • 2.2Desiderata en la investigación del aprendizaje de vocabulario
  • 3.Objetivos
  • 4.Metodología
    • 4.1Contexto
    • 4.2Organización de la muestra y control de sesgo
    • 4.3Procedimiento
      • 4.3.1Intervención didáctica en el grupo experimental
      • 4.3.2Selección de la aplicación
      • 4.3.3Intervención didáctica en el grupo control
    • 4.4Instrumentos de recogida de datos
      • 4.4.1Medición del rendimiento de aprendizaje
      • 4.4.2Encuesta sobre la percepción del estudiantado
    • 4.5Análisis de datos
  • 5.Resultados y discusión
    • 5.1Rendimiento de aprendizaje
    • 5.2Las preferencias de actividades de aprendizaje
      • 5.2.1Frecuencia de usos de cada ejercicio
      • 5.2.2Relación entre el uso de los ejercicios y el rendimiento lingüístico
    • 5.3Percepción del estudiantado
  • 6.Discusión de los resultados
  • 7.Limitaciones e investigaciones futuras
  • Notas
  • Referencias
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