Un análisis de la integración de objetivos léxicos en cursos de contenido en español L2 a través de tarjetas digitales para aprender vocabulario frecuente
DOI:
https://doi.org/10.58859/resla.868Palabras clave:
ELE, cursos de literatura, educación universitaria, programas de lengua, desarrollo de vocabularioResumen
Aunque se recomienda integrar la enseñanza de vocabulario en los objetivos curriculares de las clases de contenido impartidas en español L2 en universidades estadounidenses, pocos estudios han examinado el aprendizaje y las percepciones de los estudiantes cuando se sigue esta recomendación. Este estudio de investigación-acción explora las percepciones y el aprendizaje en dos cursos de contenido donde los estudiantes tenían que aprender la banda de vocabulario de las cuatro mil palabras más frecuentes y la banda de las cinco mil con tarjetas de vocabulario. Los resultados se compararon con el aprendizaje de las palabras de las bandas de dos mil y tres mil en un curso de lengua previo. En los dos tipos de cursos, los estudiantes percibieron de forma similar la actividad, aunque los estudiantes del curso de lengua la consideraron mejor integrada con los objetivos curriculares. El ITT-Receptive Vocabulary Test mostró mejores resultados en los cursos de contenido que en el de lengua. Se dan recomendaciones pedagógicas sobre cómo integrar objetivos léxicos en este contexto.
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