Dinámica del aprendizaje incidental de léxico en lengua extranjera
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Universidad de La Rioja
info
ISSN: 1699-6569
Datum der Publikation: 2013
Nummer: 14
Art: Artikel
beta Ver similares en nube de resultadosAndere Publikationen in: Revista Nebrija de Lingüística aplicada a la enseñanza de Lenguas
Zusammenfassung
Este artículo presenta una breve revisión de tres teorías que tratan de dar cuenta del aprendizaje incidental de vocabulario y estudiar su efectividad. Encontrar el enfoque más efectivo para el aprendizaje y enseñanza del vocabulario en lengua extranjera (LE) ha sido una tarea que ha ocupado a los investigadores de manera intensa a lo largo de las últimas décadas. Tres hipótesis principales han intentado explicar el fenómeno del aprendizaje incidental de vocabulario y dar con las actividades más efectivas, que maximicen el esfuerzo de los aprendices en el proceso de adquisición del léxico. Así, la hipótesis del input defiende que la exposición a input comprensible es suficiente para aprender nuevas palabras, mientas que la hipótesis del output estima que los aprendices deben producir en LE para poder retener los nuevos elementos léxicos; y finalmente la hipótesis de la carga de implicación afirma que independientemente del tipo de tarea, el aprendiz tiene que implicarse en la actividad y cuantas mayores demandas cognitivas y de motivación exija dicha actividad, mejores resultados se observarán a nivel de aprendizaje léxico
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