Diferencias entre el conocimiento fonológico y ortográfico del vocabulario entre estudiantes de inglés como lengua extranjera de L1 español
DOI:
https://doi.org/10.30827/portalin.vi41.27594Palabras clave:
aprendices de inglés como lengua extranjera con español como lengua materna, vocabulario fonológico, vocabulario ortográfico, test de vocabulario, enseñanza de vocabulario.Resumen
El tamaño del vocabulario de los aprendices de una lengua puede predecir su éxito en una segunda lengua por su fuerte correlación con mejores desempeños en esa lengua diana (Zhang & Zhang 2022). Aunque las investigaciones anteriores han sugerido que el vocabulario oral y escrito son dos aspectos del conocimiento léxico que tienen que ser estimados separadamente, muy pocos estudios han examinado este tema desde una perspectiva empírica.
Este artículo presenta las posibles diferencias de tamaño entre el vocabulario fonológico y ortográfico en aprendices de inglés como lengua extranjera. Una prueba bilingüe de vocabulario fue administrada, primero oralmente y luego por escrito, a 209 aprendices adultos en España. La versión refinada del instrumento mostró fiabilidades entre .79 y .92.
Los análisis estadísticos confirman que los aprendices de lengua conocen menos palabras en su forma oral que en la escrita, independientemente de la frecuencia de la palabra o del nivel lingüístico del aprendiz. Este hallazgo corrobora la afirmación de que el vocabulario oral y escrito son dos aspectos separados del conocimiento de una palabra e impacta en la forma en que el vocabulario debería enseñarse en las aulas de segunda lengua.
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Alhazmi, K., & Milton, J. (2015). Phonological vocabulary size, orthographic vocabulary size, and EFL reading ability among native Arabic speakers. Journal of Applied Linguistics, (30), 26-43. https://doi.org/10.26262/jal.v0i30.8297
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Cheng, J., & Matthews, J. (2018). The relationship between three measures of L2 vocabulary knowledge and L2 listening and reading. Language Testing, 35(1), 3-25. https://doi.org/10.1177/0265532216676851
Dang, T. N. Y., Webb, S., & Coxhead, A. (2020). Evaluating lists of high-frequency words: Teachers’ and learners’ perspectives. Language Teaching Research. https://doi.org/10.1177/1362168820911189
Du, G., Hasim, Z., & Chew, F. P. (2022). Contribution of English aural vocabulary size levels to L2 listening comprehension. International Review of Applied Linguistics in Language Teaching, 60(4), 937-956. https://doi.org/10.1515/iral-2020-0004
Ha, H. T. (2021). Exploring the relationships between various dimensions of receptive vocabulary knowledge and L2 listening and reading comprehension. Language Testing in Asia, 11(1), 1-20. https://doi.org/10.1186/s40468-021-00131-8
Elgort, I. (2013). Effects of L1 definitions and cognate status of test items on the Vocabulary Size Test. Language Testing, 30(2), 253-272. https://doi.org/10.1177/0265532212459028
Ellis, R. (2002). Does form-focused instruction affect the acquisition of implicit knowledge? A Review of the Research. Studies in Second Language Acquisition, 24(2), 223-236. https://doi.org/10.1017/S0272263102002073
Fitzpatrick, T., & Clenton, J. (2017). Making sense of learner performance on tests of productive vocabulary knowledge. TESOL QUARTERLY, 51(4), 844-867. https://doi.org/10.1002/tesq.356
González-Fernández, B., & Schmitt, N. (2020). Word knowledge: Exploring the relationships and order of acquisition of vocabulary knowledge components. Applied Linguistics, 41(4), 481-505. https://doi.org/10.1093/applin/amy057
Hamada, Y., & Yanagawa, K. (2023). Aural vocabulary, orthographic vocabulary, and listening comprehension. International Review of Applied Linguistics in Language Teaching. https://doi.org/10.1515/iral-2022-0100
Karami, H. (2012). The development and validation of a bilingual version of the Vocabulary Size Test. RELC journal, 43(1), 53-67. https://doi.org/10.1177/0033688212439359
Laufer, B., & Nation, P. (1999). A vocabulary-size test of controlled productive ability. Language testing, 16(1), 33-51.
Masrai, A. (2019). Exploring the impact of individual differences in aural vocabulary knowledge, written vocabulary knowledge and working memory capacity on explaining L2 learners’ listening comprehension. Applied Linguistics Review, 11(3), 423-447. https://doi.org/10.1515/applirev-2018-0106
Masrai, A. (2022). The relationship between two measures of L2 phonological vocabulary knowledge and L2 listening comprehension. TESOL Journal,13(1),e612. https://doi.org/10.1002/tesj.612
McLean, S., Kramer, B., & Beglar, D. (2015). The creation and validation of a listening vocabulary levels test. Language Teaching Research: LTR, 19(6), 741- 760. https://doi.org/10.1177/1362168814567889
McLean, S., Stewart, J., & Batty, A. O. (2020). Predicting L2 reading proficiency with modalities of vocabulary knowledge: A bootstrapping approach. Language Testing, 37(3), 389-411. https://doi.org/10.1177/0265532219898380
Meara P. and J. Milton (2003). X_Lex, The Swansea levels test. Express.
Meara, P., & Fitzpatrick, T. (2000). Lex30: An improved method of assessing productive vocabulary in an L2. System, 28(1), 19-30. https://doi.org/10.1016/S0346-251X(99)00058-5
Milton, J., and Hopkins, N. (2005). Aural Lex. Swansea: Swansea University
Milton, J., & Hopkins, N. (2006). Comparing Phonological and Orthographic Vocabulary Size: Do Vocabulary Tests Underestimate the Knowledge of Some Learners. The Canadian Modern Language Review / La Revue Canadienne Des Langues Vivantes, 63(1), 127–147. https://doi.org/10.1353/cml.2006.0048
Milton, J., Wade, J., & Hopkins, N. (2010). Aural word recognition and oral competence in English as a foreign language. Insights into non-native vocabulary teaching and learning, 52, 83-98.
Mizumoto, A., & Shimamoto, T. (2008). A comparison of aural and written vocabulary size of Japanese EFL university learners. Language Education & Technology, 45, 35-51. https://doi.org/10.24539/let.45.0_35
Nation, I. S. P. (2001) Learning vocabulary in another language. Cambridge University Press.
Nation, I. S. P. (2006). How large a vocabulary is needed for reading and listening?. Canadian modern language review, 63(1), 59-82. https://doi.org/10.3138/cmlr.63.1.59
Nation, I. S. P. (2012, 2022). The BNC/COCA word family lists (17 September 2012). Unpublished paper. [online] Retrieved from http://www.victoria.ac.nz/lals/about/staff/paul-nation
Nation, I. S. P., & Beglar, D. (2007). A Vocabulary Size Test. The Language Teacher, 31(7), 9–13.
Nguyen, L. T. C. & Nation, I. S. P. (2011). A bilingual vocabulary size test of English for Vietnamese learners. RELC journal, 42(1), 86-99. https://doi.org/10.1177/0033688210390264
Oh, E. (2016). Comparative studies on the roles of linguistic knowledge and sentence processing speed in L2 listening and reading comprehension in an EFL tertiary setting. Reading Psychology, 37(2), 257-285. https://doi.org/10.1080/02702711.2015.1049389
Read, J. (2000). Assessing vocabulary. Cambridge University Press.
Schmitt, N., Schmitt, D., & Clapham, C. (2001). Developing and exploring the behaviour of two new versions of the Vocabulary Levels Test. Language Testing, 18(1), 55–88. https://doi.org/10.1177/026553220101800103
Schmitt, N. (2008). Instructed second language vocabulary learning. Language teaching research, 12(3), 329-363. https://doi.org/10.1177/1362168808089921
Smith, G. (2019). The relationship between L2 vocabulary knowledge and listening comprehension ability: A metanalysis. Paper presented AAAL 2019. Retrieved from https://www.researchgate.net/publication/331876888_The_Relationship_between_L2_Vocabulary_Knowledge_and_Listening_Comprehension_Ability_A_Meta- Analysis.
Uchihara, T., & Harada, T. (2018). Roles of vocabulary knowledge for success in English‐medium instruction: Self‐perceptions and academic outcomes of Japanese undergraduates. TESOL Quarterly, 52(3), 564-587.
https://doi.org/10.1002/tesq.453
van Zeeland, H. (2014). Second language vocabulary knowledge in and from listening (Doctoral dissertation, University of Nottingham).
Zhang, S., & Zhang, X. (2022). The relationship between vocabulary knowledge and L2 reading/listening comprehension: A meta-analysis. Language Teaching Research, 26(4), 696-725. https://doi.org/10.1177/1362168820913998
Aizawa, K., Iso, T., & Nadasdy, P. (2017). Developing a vocabulary size test measuring two aspects of receptive vocabulary knowledge: visual versus aural. In K. Borthwick, L. Bradley & S. Thouësny (Eds), CALL in a climate of change: adapting to turbulent global conditions – short papers from EUROCALL 2017 (pp. 1-6). https://doi.org/10.14705/rpnet.2017.eurocall2017.679
Alhazmi, K., & Milton, J. (2015). Phonological vocabulary size, orthographic vocabulary size, and EFL reading ability among native Arabic speakers. Journal of Applied Linguistics, (30), 26-43. https://doi.org/10.26262/jal.v0i30.8297
Author, M. (2021).
Cheng, J., & Matthews, J. (2018). The relationship between three measures of L2 vocabulary knowledge and L2 listening and reading. Language Testing, 35(1), 3-25. https://doi.org/10.1177/0265532216676851
Dang, T. N. Y., Webb, S., & Coxhead, A. (2020). Evaluating lists of high-frequency words: Teachers’ and learners’ perspectives. Language Teaching Research. https://doi.org/10.1177/1362168820911189
Du, G., Hasim, Z., & Chew, F. P. (2022). Contribution of English aural vocabulary size levels to L2 listening comprehension. International Review of Applied Linguistics in Language Teaching, 60(4), 937-956. https://doi.org/10.1515/iral-2020-0004
Ha, H. T. (2021). Exploring the relationships between various dimensions of receptive vocabulary knowledge and L2 listening and reading comprehension. Language Testing in Asia, 11(1), 1-20. https://doi.org/10.1186/s40468-021-00131-8
Elgort, I. (2013). Effects of L1 definitions and cognate status of test items on the Vocabulary Size Test. Language Testing, 30(2), 253-272. https://doi.org/10.1177/0265532212459028
Ellis, R. (2002). Does form-focused instruction affect the acquisition of implicit knowledge? A Review of the Research. Studies in Second Language Acquisition, 24(2), 223-236. https://doi.org/10.1017/S0272263102002073
Fitzpatrick, T., & Clenton, J. (2017). Making sense of learner performance on tests of productive vocabulary knowledge. TESOL QUARTERLY, 51(4), 844-867. https://doi.org/10.1002/tesq.356
González-Fernández, B., & Schmitt, N. (2020). Word knowledge: Exploring the relationships and order of acquisition of vocabulary knowledge components. Applied Linguistics, 41(4), 481-505. https://doi.org/10.1093/applin/amy057
Hamada, Y., & Yanagawa, K. (2023). Aural vocabulary, orthographic vocabulary, and listening comprehension. International Review of Applied Linguistics in Language Teaching. https://doi.org/10.1515/iral-2022-0100
Karami, H. (2012). The development and validation of a bilingual version of the Vocabulary Size Test. RELC journal, 43(1), 53-67. https://doi.org/10.1177/0033688212439359
Laufer, B., & Nation, P. (1999). A vocabulary-size test of controlled productive ability. Language testing, 16(1), 33-51.
Masrai, A. (2019). Exploring the impact of individual differences in aural vocabulary knowledge, written vocabulary knowledge and working memory capacity on explaining L2 learners’ listening comprehension. Applied Linguistics Review, 11(3), 423-447. https://doi.org/10.1515/applirev-2018-0106
Masrai, A. (2022). The relationship between two measures of L2 phonological vocabulary knowledge and L2 listening comprehension. TESOL Journal,13(1),e612. https://doi.org/10.1002/tesj.612
McLean, S., Kramer, B., & Beglar, D. (2015). The creation and validation of a listening vocabulary levels test. Language Teaching Research: LTR, 19(6), 741- 760. https://doi.org/10.1177/1362168814567889
McLean, S., Stewart, J., & Batty, A. O. (2020). Predicting L2 reading proficiency with modalities of vocabulary knowledge: A bootstrapping approach. Language Testing, 37(3), 389-411. https://doi.org/10.1177/0265532219898380
Meara P. and J. Milton (2003). X_Lex, The Swansea levels test. Express.
Meara, P., & Fitzpatrick, T. (2000). Lex30: An improved method of assessing productive vocabulary in an L2. System, 28(1), 19-30. https://doi.org/10.1016/S0346-251X(99)00058-5
Milton, J., and Hopkins, N. (2005). Aural Lex. Swansea: Swansea University
Milton, J., & Hopkins, N. (2006). Comparing Phonological and Orthographic Vocabulary Size: Do Vocabulary Tests Underestimate the Knowledge of Some Learners. The Canadian Modern Language Review / La Revue Canadienne Des Langues Vivantes, 63(1), 127–147. https://doi.org/10.1353/cml.2006.0048
Milton, J., Wade, J., & Hopkins, N. (2010). Aural word recognition and oral competence in English as a foreign language. Insights into non-native vocabulary teaching and learning, 52, 83-98.
Mizumoto, A., & Shimamoto, T. (2008). A comparison of aural and written vocabulary size of Japanese EFL university learners. Language Education & Technology, 45, 35-51. https://doi.org/10.24539/let.45.0_35
Nation, I. S. P. (2001) Learning vocabulary in another language. Cambridge University Press.
Nation, I. S. P. (2006). How large a vocabulary is needed for reading and listening?. Canadian modern language review, 63(1), 59-82. https://doi.org/10.3138/cmlr.63.1.59
Nation, I. S. P. (2012, 2022). The BNC/COCA word family lists (17 September 2012). Unpublished paper. [online] Retrieved from http://www.victoria.ac.nz/lals/about/staff/paul-nation
Nation, I. S. P., & Beglar, D. (2007). A Vocabulary Size Test. The Language Teacher, 31(7), 9–13.
Nguyen, L. T. C. & Nation, I. S. P. (2011). A bilingual vocabulary size test of English for Vietnamese learners. RELC journal, 42(1), 86-99. https://doi.org/10.1177/0033688210390264
Oh, E. (2016). Comparative studies on the roles of linguistic knowledge and sentence processing speed in L2 listening and reading comprehension in an EFL tertiary setting. Reading Psychology, 37(2), 257-285. https://doi.org/10.1080/02702711.2015.1049389
Read, J. (2000). Assessing vocabulary. Cambridge University Press.
Schmitt, N., Schmitt, D., & Clapham, C. (2001). Developing and exploring the behaviour of two new versions of the Vocabulary Levels Test. Language Testing, 18(1), 55–88. https://doi.org/10.1177/026553220101800103
Schmitt, N. (2008). Instructed second language vocabulary learning. Language teaching research, 12(3), 329-363. https://doi.org/10.1177/1362168808089921
Smith, G. (2019). The relationship between L2 vocabulary knowledge and listening comprehension ability: A metanalysis. Paper presented AAAL 2019. Retrieved from https://www.researchgate.net/publication/331876888_The_Relationship_between_L2_Vocabulary_Knowledge_and_Listening_Comprehension_Ability_A_Meta- Analysis.
Uchihara, T., & Harada, T. (2018). Roles of vocabulary knowledge for success in English‐medium instruction: Self‐perceptions and academic outcomes of Japanese undergraduates. TESOL Quarterly, 52(3), 564-587.
https://doi.org/10.1002/tesq.453
van Zeeland, H. (2014). Second language vocabulary knowledge in and from listening (Doctoral dissertation, University of Nottingham).
Zhang, S., & Zhang, X. (2022). The relationship between vocabulary knowledge and L2 reading/listening comprehension: A meta-analysis. Language Teaching Research, 26(4), 696-725. https://doi.org/10.1177/1362168820913998
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Publicado
31-01-2024
Cómo citar
Aoiz Pinillos, M. (2024). Diferencias entre el conocimiento fonológico y ortográfico del vocabulario entre estudiantes de inglés como lengua extranjera de L1 español. Porta Linguarum Revista Interuniversitaria De Didáctica De Las Lenguas Extranjeras, (41), 279–296. https://doi.org/10.30827/portalin.vi41.27594
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