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Receptive and productive vocabulary acquisition: effectiveness of three types of tasks. Results from French students of Spanish

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dc.contributor.authorSan Mateo Valdehíta, Alicia
dc.contributor.authorCriado de Diego, Cecilia
dc.date.accessioned2024-09-27T07:48:25Z
dc.date.available2024-09-27T07:48:25Z
dc.date.issued2021
dc.descriptionThe registered version of this article, first published in Onomázein. Revista de lingüística, filología y traducción, is available online at the publisher's website: https://doi.org/10.7764/onomazein.51.05
dc.descriptionLa versión registrada de este artículo, publicado por primera vez en Onomázein. Revista de lingüística, filología y traducción, está disponible en línea en el sitio web del editor: https://doi.org/10.7764/onomazein.51.05
dc.description.abstractThis study presents the results of research on the vocabulary acquisition of French students of Spanish as second language. The aim is to know (1) which of these three vocabulary-learning tasks is more effective: definition-choosing, gap-filling or sentence-writing; and (2) which kind of knowledge, receptive or productive, the participants acquire with each vocabulary-learning task. The analysis shows that the most effective task is sentence-writing, then gap-filling and, in the third place, definition-choosing. Also all the three learning tasks trained students to complete above all activities which require a receptive knowledge of the words—definition-choosing and gap-filling tasks—, but they were much less prepared to carry out the sentence-writing task, which requires a productive knowledge of the words. The only productive task proposed—sentence-writing—is the one that allowed the students to learn receptively and productively a higher number of words. We associate our results with the Involvement Load Hypothesis and Technique Feature Analysis.en
dc.description.versionversión final
dc.identifier.citationSan Mateo-Valdehíta, A.; Criado de Diego, C. (2021). Receptive and productive vocabulary acquisition: effectiveness of three types of tasks. Results from French students of Spanish as second language. Onomázein, (51), 37–56.
dc.identifier.doihttps://doi.org/10.7764/onomazein.51.05
dc.identifier.issn0718-5758 - ISSN-e 0717-1285
dc.identifier.urihttps://hdl.handle.net/20.500.14468/23834
dc.journal.titleOnomázein. Revista de lingüística, filología y traducción, n.º 51: 36-56
dc.journal.volume51
dc.language.isoes
dc.page.final56
dc.page.initial36
dc.publisherPontificia Universidad Católica de Chile
dc.relation.centerFacultades y escuelas::Facultad de Filología
dc.relation.departmentLengua Española y Lingüística General
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.licenseAtribución 4.0 Internacional
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
dc.subject55 Historia::5505 Ciencias auxiliares de la historia::5505.10 Filología
dc.subject.keywordsVocabulary learningen
dc.subject.keywordsreceptive and productive vocabularyen
dc.subject.keywordsreceptive and productive tasksen
dc.subject.keywordsSpanish as second languageen
dc.subject.keywordsInvolvement Load Hypothesisen
dc.subject.keywordsTechnique Feature Analysisen
dc.titleReceptive and productive vocabulary acquisition: effectiveness of three types of tasks. Results from French students of Spanishen
dc.typeartículoes
dc.typejournal articleen
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relation.isAuthorOfPublicationf60f3ee3-e8d5-4bb6-a1b0-8869a04de469
relation.isAuthorOfPublication.latestForDiscoveryba53e41b-3f1e-4221-8af6-d883bc2f3028
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