Atribución 4.0 InternacionalSan Mateo Valdehíta, AliciaCriado de Diego, Cecilia2024-09-272024-09-272021San 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), 37–56.0718-5758 - ISSN-e 0717-1285https://doi.org/10.7764/onomazein.51.05https://hdl.handle.net/20.500.14468/23834The 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.51.05La 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.51.05This 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.esinfo:eu-repo/semantics/openAccess55 Historia::5505 Ciencias auxiliares de la historia::5505.10 FilologíaartículoVocabulary learningreceptive and productive vocabularyreceptive and productive tasksSpanish as second languageInvolvement Load HypothesisTechnique Feature Analysis