Conocimiento léxico y exposición a la lengua extranjera: un estudio de estudiantes AICLE en Educación Primaria
DOI:
https://doi.org/10.24197/ersjes.43.2022.133-156Palabras clave:
exposición instruccional a la lengua extranjera, desarrollo léxico, AICLE, educación primariaResumen
El desarrollo léxico en L2 ha sido objeto de un intenso debate en el ámbito de la enseñanza de segundas lenguas en las últimas décadas, dando lugar a numerosos estudios que han explorado el impacto de distintos enfoques de enseñanza en el conocimiento del vocabulario. Sin embargo, se han realizado escasas investigaciones para determinar la cantidad de exposición necesaria para una mejora léxica significativa. Este artículo explora cómo la variación en la exposición a la lengua extranjera afecta al conocimiento receptivo del vocabulario de alta frecuencia de 112 alumnos AICLE de educación primaria. Los participantes respondieron a los niveles 1K y 2K del Updated Vocabulary Levels Tests (Webb et al.), y los resultados se analizaron teniendo en cuenta el nivel de exposición a la L2. Los resultados señalan un posible efecto de la cantidad de exposición en el reconocimiento de las palabras más frecuentes, que se discutirá en relación con su posible implicación en la práctica AICLE.
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