Focusing on derivational-driven cognate patterns to promote vocabulary acquisition in Spanish
DOI:
https://doi.org/10.21283/2376905X.1.11.1.2633Parole chiave:
FALSI AMICI, SCHEMI DERIVAZIONALI, INSEGNAMENTO DEL VOCABOLARIO, INSEGNAMENTO ESPLICITOAbstract
Le parole affini vengono proficuamente incorporate nella didattica del lessico della L2 poiché hanno uguali forma e significato in più lingue. Questo articolo esplora gli effetti dell’insegnamento esplicito basato sul processo di derivazione e sulle parole affini nello Spagnolo L2. 49 apprendenti di spagnolo di livello pre-intermedio hanno completato una prova di decisione lessicale (pre e post) in spagnolo, seguita da un questionario sull questionario sulla storia della lingua. Di questi, 25 sono stati assegnati al gruppo di insegnamento esplicito, 24 al gruppo di controllo. I risultati emersi con ANOVA a tre vie (2x4x2) per analizzare i tempi di reazione e accuratezza rivelano che entrambi i gruppi elaborano più rapidamente parole affini e non affini nel post-test. Tuttavia, nel post-test il gruppo di insegnamento esplicito compie un’elaborazione delle parole affini in modo meno accurato e delle non affini in modo più accurato. Ciò potrebbe essere attribuito all’uso di caratteristiche di lessico formale nell’insegnamento. Si interpretano i risultati alla luce della natura dell’insegnamento della L2 e della rappresentazione lessicale.
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