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  • Martín Aoiz
Martín Aoiz
España
https://orcid.org/0000-0001-6016-1832
Núm. 38 (2022): Junio, Artículos, Páginas 247-263
DOI: https://doi.org/10.30827/portalin.vi38.23606
Recibido: Dec 31, 2021 Aceptado: Apr 8, 2022 Publicado: Apr 11, 2022
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Resumen

El tamaño del vocabulario de quienes aprenden una lengua es un predictor fiable de su éxito en la lengua meta porque se correlaciona claramente con mejores rendimientos. Las estimaciones precisas son esenciales para planificar la enseñanza de lenguas. Sin embargo, los instrumentos empleados pueden presentar problemas de validez y fiabilidad que afecten a su sensibilidad y precisión investigadoras.


Este artículo describe la creación de un versión oral y escrita de un test bilingüe de vocabulario, administrado a 73 estudiantes adultos de inglés cuya lengua materna era el español. Sus respuestas fueron analizadas con el modelo Rasch para determinar los elementos del test que mejor se comportaban y mejorar la fiabilidad general del instrumento.


La versión final del test presenta altos niveles de fiabilidad: .89 para la prueba oral de vocabulario y .82 para la prueba escrita. Además, las estadísticas descriptivas confirman que reconocer las palabras en su forma oral supone un reto mayor que hacerlo en su forma escrita porque hubo un 10,80% menos de respuestas correctas en el test oral. Este hallazgo confirma la afirmación de que el vocabulario oral y escrito son dos dimensiones distintas e influye en cómo se debería enseñar el vocabulario en las aulas.

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