Vocabulario productivo de estudiantes multimodales y unimodales aprendices de inglés como lengua extranjera
DOI:
https://doi.org/10.30827/portalin.vi.21389Palabras clave:
multimodalidad, unimodalidad, vocabulario productivo, estilos de aprendizaje de percepción, inglés como lengua extranjera., multimodalidad, unimodalidad, vocabulario productivo, estilos de aprendizaje de percepción, inglés como lengua extranjeraResumen
Este estudio investigó el vocabulario productivo de aprendices de inglés como lengua extranjera multimodales y unimodales, de acuerdo a sus estilos de aprendizaje. Los objetivos fueron: (1) identificar el vocabulario productivo de los estudiantes multimodales y unimodales; (2) determinar si se encontraron diferencias estadísticamente significativas entre el vocabulario productivo y las preferencias en el aprendizaje (multimodalidad o unimodalidad). La muestra la formaron 24 alumnos multimodales y 46 unimodales, aprendices de inglés como lengua extranjera de 2º de Bachillerato. Los instrumentos utilizados fueron el Learning Style Survey (Cohen et al., 2009), para dividir a los alumnos en multimodales y unimodales, y el Productive Vocabulary Levels Test (Laufer & Nation, 1995, 1999) para medir el vocabulario productivo. A continuación, los datos fueron codificados y sometidos a análisis cuantitativos. Los resultados indicaron que los alumnos multimodales presentaron un mayor vocabulario productivo (1.186 palabras) que los unimodales (948 palabras). La prueba de Wilcoxon mostró que no había diferencias estadísticamente significativas en el vocabulario productivo de los alumnos multimodales y unimodales. Sin embargo, el tamaño del efecto y la fuerza de asociación fueron grandes. Estos resultados sugieren que los aprendices de inglés como lengua extranjera utilizan diferentes modalidades sensoriales para aprender vocabulario.
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Barbe, W.B., & Milone, M.N. (1981). What we know about modality strengths. Educational Leadership, 38, 378-380.
Barbe, W.B., & Milone, M.N. (1982). Modality characteristics of gifted children. Gifted Child Today, 5(1), 2-5.
Barbe, W.B., Swassing, R.H., & Milone, M.N. (1979). Teaching through modality strengths: concepts and practices. Zaner-Bloser.
Becker, L.A. (1998). Effect Size Calculators. University of Colorado. https://www.uccs.edu/lbecker/
Briggs Myers, I. (1962). The Myers-Briggs Type Indicator. Consulting Psychologists Press.
Brown, R., Waring, R., & Donkaewbua, S. (2008). Incidental vocabulary acquisition from reading, reading-while-listening, and listening to stories. Reading in a Foreign Language, 20(2), 136-163.
Chislett, V., & Chapman, A. (2005). VAK Learning Styles Self-Assessment Questionnaire. https://www.businessballs.com/freepdfmaterials/vak_learning_styles_questionnaire.pdf
Coffield, F., Moseley, D., Hall, E., & Ecclestone, K. (2004). Should we be using learning styles? What research has to say to practice. Learning and Skills Research Centre.
Cohen, A.D., Oxford, R.L., & Chi, J.C. (2009). Learning Style Survey: Assessing your own learning styles. Center for Advanced Research on Language Acquisition.
Cohen, A.D., & Weaver, S.J. (2005). Styles and strategies-based instruction: A teachers’ guide. Center for Advanced Research on Language Acquisition.
Dörnyei, Z. (2005). The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Lawrence Erlbaum Associates.
Dunn, R., & Dunn, K. (1979). Learning styles/teaching styles: Should they... can they... be matched? Educational Leadership, 36, 238-244.
Fadel, C., & Lemke, C. (2012). Multimodal learning through media. In N.M. Seel (Ed.) Encyclopedia of the Sciences of Learning (pp. 2378-2381). Springer.
Gibbons, P. (2015). Scaffolding language, scaffolding learning: Teaching English language learners in the mainstream classroom (2nd ed.). Heinemann.
Goh, C.C.M. (2002). Exploring listening comprehension tactics and their interaction patterns. System, 30, 185-206. https://doi.org/10.1016/S0346-251X(02)00004-0
Hatami, S. (2018). Does perceptual learning style matching affect L2 incidental vocabulary acquisition through reading? Canadian Journal of Applied Linguistics, 21(2), 102-125. https://doi.org/10.7202/1058463ar
Hirsh, D., & Nation, P. (1992). What vocabulary size is needed to read unsimplified texts for pleasure? Reading in a Foreign Language, 8, 689-696.
Hutchinson, T., & Torres, E. (1994). The textbook as agent of change. ELT Journal, 48(4), 315-328.
Jiménez Catalán, R.M., & Mancebo Francisco, R. (2008). Vocabulary input in EFL textbooks. RESLA, 21, 147-165.
Kassaian, Z. (2007). Learning styles and lexical presentation modes. ELIA, 7, 53-78.
Keefe, J. W. (1982). Assessing students learning styles: An overview. In J. W. Keefe (Ed.), Student learning styles and brain behavior. National Association of Secondary School Principals.
Kinsella, K. (1995). Perceptual learning preference survey. In J.M. Reid (Ed.), Learning styles in the ESL/EFL classroom (pp. 221-238). Heinle & Heinle Publishers.
Laufer, B. (1992). How much lexis is necessary for reading comprehension? In J. Pierre, L. Arnaud, & H. Béjoint (Eds.), Vocabulary and Applied Linguistics (pp. 126-132). Macmillan.
Laufer, B. (1998). The development of passive and active vocabulary in a second language: Same or different? Applied Linguistics, 19(2), 255-271. https://doi.org/10.1093/applin/19.2.255
Laufer, B., & Nation, P. (1995). Vocabulary size and use: Lexical richness in L2 written production. Applied Linguistics, 16(3), 307-322. https://doi.org/10.1093/applin/16.3.307
Laufer, B., & Nation, P. (1999). A vocabulary-size test of controlled productive vocabulary. Language Testing, 16(1), 33-51. https://doi.org/10.1177/026553229901600103
Macedonia, M. (2015). Learning styles and vocabulary acquisition in second language: how the brain learns. Frontiers in Psychology, 6(1800), 1-4. https://doi.org/10.3389/fpsyg.2015.01800
Mansourzadeh, N. (2014). A comparative study of teaching vocabulary through pictures and audio-visual aids to young Iranian EFL learners. Journal of Elementary Education, 24(1), 47-59.
McCarthy, B. (1990). Using the 4MAT system to bring learning styles to schools. Educational Leadership, 10, 31-37.
Meara, P. (1980). Vocabulary acquisition: a neglected aspect of language learning. Language Teaching, 13(3-4), 221-246.
Meara, P. (1990). A note on passive vocabulary. Second Language Research, 6(2), 150-154. https://doi.org/10.1177/026765839000600204
Meara, P. (1996). The dimensions of lexical competence. In G. Brown, K. Malmkjagr, & J. Williams (Eds.), Performance and competence in second language acquisition (pp. 33-51). CUP.
Moreno Espinosa, S. (2010). Evaluación del vocabulario en redacciones escritas por aprendices de inglés como L2 a través de la tecnología [Unpublished PhD dissertation]. University of La Rioja, Logroño, Spain.
Nation, P. (1990). Teaching and Learning Vocabulary. Heinle & Heinle Publishers.
Nation, P. (1993). Using dictionaries to estimate vocabulary size: Essential, but rarely followed, procedures. Language Testing, 10, 27-40. https://doi.org/10.1177/026553229301000102
Nation, P. (2001). Learning Vocabulary in Another Language. Cambridge University Press.
Nation, P. (2006). How large a vocabulary is needed for reading and listening? The Canadian Modern Language Review, 63, 59-81.
Nation, P., & Meara, P. (2010). Vocabulary. In N. Schmitt (Ed.), An Introduction to Applied Linguistics (2nd ed., pp. 34-53). Hodder Education.
Nation, P., & Waring, R. (1997). Vocabulary size, text coverage and word lists. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, Acquisition and Pedagogy (pp. 6-19). Cambridge University Press.
Nushi, M., & Orouji, F. (2020). Investigating EFL teachers’ views on listening difficulties among their learners: the case of Iranian context. SAGE Open, 10(2), 1-16. https://doi.org/10.1177/2158244020917393
Oxford, R.L. (1995). Style Analysis Survey (SAS): Assessing your own learning working learning styles. In J.M. Reid (Ed.), Learning styles in the ESL/EFL classroom (pp. 208-215). Heinle & Heinle Publishers.
Oxford, R.L. (2003). Language learning styles and strategies: An overview. GALA, 1-25.
Pouwels, J.B. (1992). The effectiveness of vocabulary visual aids for auditory and visual foreign language students. Foreign Language Annals, 25(5), 391-401. https://doi.org/10.1111/j.1944-9720.1992.tb01119.x
Reid, J.M. (1987). The Learning Style Preferences of ESL Students. TESOL Quarterly, 21(1), 87-110. https://doi.org/10.2307/3586356
Reid, J.M. (1995). Learning styles in the ESL/EFL classroom. Heinle & Heinle Publishers.
Schmitt, N. (2008). Review article: Instructed second language vocabulary learning. Language Teaching Research, 12(3), 329-363. https://doi.org/10.1177/1362168808089921
Shen, M. (2010). Effects of perceptual learning style preferences on L2 lexical inferencing. System, 38, 539-547. https://doi.org/10.1016/j.system.2010.09.016
Tight, D.G. (2010). Perceptual Learning Style Matching and L2 Vocabulary Acquisition. Language Learning, 60(4), 792-833. https://doi.org/10.1111/j.1467-9922.2010.00572.x
Yeh, Y., & Wang, C.W. (2003). Effects of multimedia vocabulary annotations and learning styles on vocabulary learning. CALICO Journal, 21(1), 131-144. https://doi.org/10.1558/cj.v21i1.131-144
Barbe, W.B., & Milone, M.N. (1982). Modality characteristics of gifted children. Gifted Child Today, 5(1), 2-5.
Barbe, W.B., Swassing, R.H., & Milone, M.N. (1979). Teaching through modality strengths: concepts and practices. Zaner-Bloser.
Becker, L.A. (1998). Effect Size Calculators. University of Colorado. https://www.uccs.edu/lbecker/
Briggs Myers, I. (1962). The Myers-Briggs Type Indicator. Consulting Psychologists Press.
Brown, R., Waring, R., & Donkaewbua, S. (2008). Incidental vocabulary acquisition from reading, reading-while-listening, and listening to stories. Reading in a Foreign Language, 20(2), 136-163.
Chislett, V., & Chapman, A. (2005). VAK Learning Styles Self-Assessment Questionnaire. https://www.businessballs.com/freepdfmaterials/vak_learning_styles_questionnaire.pdf
Coffield, F., Moseley, D., Hall, E., & Ecclestone, K. (2004). Should we be using learning styles? What research has to say to practice. Learning and Skills Research Centre.
Cohen, A.D., Oxford, R.L., & Chi, J.C. (2009). Learning Style Survey: Assessing your own learning styles. Center for Advanced Research on Language Acquisition.
Cohen, A.D., & Weaver, S.J. (2005). Styles and strategies-based instruction: A teachers’ guide. Center for Advanced Research on Language Acquisition.
Dörnyei, Z. (2005). The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Lawrence Erlbaum Associates.
Dunn, R., & Dunn, K. (1979). Learning styles/teaching styles: Should they... can they... be matched? Educational Leadership, 36, 238-244.
Fadel, C., & Lemke, C. (2012). Multimodal learning through media. In N.M. Seel (Ed.) Encyclopedia of the Sciences of Learning (pp. 2378-2381). Springer.
Gibbons, P. (2015). Scaffolding language, scaffolding learning: Teaching English language learners in the mainstream classroom (2nd ed.). Heinemann.
Goh, C.C.M. (2002). Exploring listening comprehension tactics and their interaction patterns. System, 30, 185-206. https://doi.org/10.1016/S0346-251X(02)00004-0
Hatami, S. (2018). Does perceptual learning style matching affect L2 incidental vocabulary acquisition through reading? Canadian Journal of Applied Linguistics, 21(2), 102-125. https://doi.org/10.7202/1058463ar
Hirsh, D., & Nation, P. (1992). What vocabulary size is needed to read unsimplified texts for pleasure? Reading in a Foreign Language, 8, 689-696.
Hutchinson, T., & Torres, E. (1994). The textbook as agent of change. ELT Journal, 48(4), 315-328.
Jiménez Catalán, R.M., & Mancebo Francisco, R. (2008). Vocabulary input in EFL textbooks. RESLA, 21, 147-165.
Kassaian, Z. (2007). Learning styles and lexical presentation modes. ELIA, 7, 53-78.
Keefe, J. W. (1982). Assessing students learning styles: An overview. In J. W. Keefe (Ed.), Student learning styles and brain behavior. National Association of Secondary School Principals.
Kinsella, K. (1995). Perceptual learning preference survey. In J.M. Reid (Ed.), Learning styles in the ESL/EFL classroom (pp. 221-238). Heinle & Heinle Publishers.
Laufer, B. (1992). How much lexis is necessary for reading comprehension? In J. Pierre, L. Arnaud, & H. Béjoint (Eds.), Vocabulary and Applied Linguistics (pp. 126-132). Macmillan.
Laufer, B. (1998). The development of passive and active vocabulary in a second language: Same or different? Applied Linguistics, 19(2), 255-271. https://doi.org/10.1093/applin/19.2.255
Laufer, B., & Nation, P. (1995). Vocabulary size and use: Lexical richness in L2 written production. Applied Linguistics, 16(3), 307-322. https://doi.org/10.1093/applin/16.3.307
Laufer, B., & Nation, P. (1999). A vocabulary-size test of controlled productive vocabulary. Language Testing, 16(1), 33-51. https://doi.org/10.1177/026553229901600103
Macedonia, M. (2015). Learning styles and vocabulary acquisition in second language: how the brain learns. Frontiers in Psychology, 6(1800), 1-4. https://doi.org/10.3389/fpsyg.2015.01800
Mansourzadeh, N. (2014). A comparative study of teaching vocabulary through pictures and audio-visual aids to young Iranian EFL learners. Journal of Elementary Education, 24(1), 47-59.
McCarthy, B. (1990). Using the 4MAT system to bring learning styles to schools. Educational Leadership, 10, 31-37.
Meara, P. (1980). Vocabulary acquisition: a neglected aspect of language learning. Language Teaching, 13(3-4), 221-246.
Meara, P. (1990). A note on passive vocabulary. Second Language Research, 6(2), 150-154. https://doi.org/10.1177/026765839000600204
Meara, P. (1996). The dimensions of lexical competence. In G. Brown, K. Malmkjagr, & J. Williams (Eds.), Performance and competence in second language acquisition (pp. 33-51). CUP.
Moreno Espinosa, S. (2010). Evaluación del vocabulario en redacciones escritas por aprendices de inglés como L2 a través de la tecnología [Unpublished PhD dissertation]. University of La Rioja, Logroño, Spain.
Nation, P. (1990). Teaching and Learning Vocabulary. Heinle & Heinle Publishers.
Nation, P. (1993). Using dictionaries to estimate vocabulary size: Essential, but rarely followed, procedures. Language Testing, 10, 27-40. https://doi.org/10.1177/026553229301000102
Nation, P. (2001). Learning Vocabulary in Another Language. Cambridge University Press.
Nation, P. (2006). How large a vocabulary is needed for reading and listening? The Canadian Modern Language Review, 63, 59-81.
Nation, P., & Meara, P. (2010). Vocabulary. In N. Schmitt (Ed.), An Introduction to Applied Linguistics (2nd ed., pp. 34-53). Hodder Education.
Nation, P., & Waring, R. (1997). Vocabulary size, text coverage and word lists. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, Acquisition and Pedagogy (pp. 6-19). Cambridge University Press.
Nushi, M., & Orouji, F. (2020). Investigating EFL teachers’ views on listening difficulties among their learners: the case of Iranian context. SAGE Open, 10(2), 1-16. https://doi.org/10.1177/2158244020917393
Oxford, R.L. (1995). Style Analysis Survey (SAS): Assessing your own learning working learning styles. In J.M. Reid (Ed.), Learning styles in the ESL/EFL classroom (pp. 208-215). Heinle & Heinle Publishers.
Oxford, R.L. (2003). Language learning styles and strategies: An overview. GALA, 1-25.
Pouwels, J.B. (1992). The effectiveness of vocabulary visual aids for auditory and visual foreign language students. Foreign Language Annals, 25(5), 391-401. https://doi.org/10.1111/j.1944-9720.1992.tb01119.x
Reid, J.M. (1987). The Learning Style Preferences of ESL Students. TESOL Quarterly, 21(1), 87-110. https://doi.org/10.2307/3586356
Reid, J.M. (1995). Learning styles in the ESL/EFL classroom. Heinle & Heinle Publishers.
Schmitt, N. (2008). Review article: Instructed second language vocabulary learning. Language Teaching Research, 12(3), 329-363. https://doi.org/10.1177/1362168808089921
Shen, M. (2010). Effects of perceptual learning style preferences on L2 lexical inferencing. System, 38, 539-547. https://doi.org/10.1016/j.system.2010.09.016
Tight, D.G. (2010). Perceptual Learning Style Matching and L2 Vocabulary Acquisition. Language Learning, 60(4), 792-833. https://doi.org/10.1111/j.1467-9922.2010.00572.x
Yeh, Y., & Wang, C.W. (2003). Effects of multimedia vocabulary annotations and learning styles on vocabulary learning. CALICO Journal, 21(1), 131-144. https://doi.org/10.1558/cj.v21i1.131-144
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Publicado
22-01-2022
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Montero-SaizAja, A. (2022). Vocabulario productivo de estudiantes multimodales y unimodales aprendices de inglés como lengua extranjera. Porta Linguarum Revista Interuniversitaria De Didáctica De Las Lenguas Extranjeras, 139–153. https://doi.org/10.30827/portalin.vi.21389
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