Un enfoque léxico a prueba: efectos de la instrucción en el aprendizaje de las colocaciones léxicas

Serrano, Mercedes Pérez

doi:10.14201/gredos.128255

Cited by 4 publications

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“…En la línea del estudio que planteamos aquí merece señalarse el trabajo de Pérez Serrano (2015). Esta investigadora examina la efectividad del Enfoque Léxico en la adquisición de las colocaciones frente a propuestas didácticas que no comparten los presupuestos de dicho enfoque, e incluso va un paso más allá al comparar los resultados de aprendizaje de distintas metodologías dentro del propio Enfoque Léxico o inspiradas en él.…”

Section: Antecedentes Metodológicos _________________________________unclassified

Las colocaciones en el español académico: diseño de una investigación experimental sobre los efectos del Enfoque léxico

Guerrero

2018

RILEX

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Chamorro Guerrero, M.ª Dolores (2018). «Las colocaciones en el español académico: diseño de una investigación experimental sobre los efectos del Enfoque Léxico», en RILEX. Revista sobre investigaciones léxicas, 1/I, pp. 113-134. LAS COLOCACIONES EN EL ESPAÑOL ACADÉMICO: DISEÑO DE UNA INVESTIGACIÓN EXPERIMENTAL SOBRE LOS EFECTOS DEL ENFOQUE LÉXICO COLLOCATION IN ACADEMIC SPANISH: AN EXPERIMENTAL RESEARCH PROJECT ON THE EFFECTS OF THE LEXICAL APPROACH M.ª Dolores Chamorro GuerreroCentro de Lenguas Modernas Universidad de Granada lola.chamorroguerrero@yahoo.es RESUMEN ABSTRACTDesde hace ya alguna década, distintos estudios neurolingüísticos vienen subrayando la importancia de los elementos prefabricados en la construcción del discurso oral y escrito de los hablantes nativos. Esta orientación de la investigación ha abierto interesantes perspectivas para el desarrollo de muchas áreas lingüísticas, y en concreto para la pedagogía de lenguas, pues parece que se allana el camino para que el aprendiz de una lengua se haga con un dominio más efectivo de ella, como sostiene el Enfoque Léxico. Desgraciadamente no existen suficientes estudios empíricos que validen los presupuestos de esta metodología. Como contribución preliminar para subsanar esta carencia, presentamos en este artículo una propuesta de investigación experimental consistente en la elaboración de un glosario de colocaciones, que permita desarrollar una herramienta didáctica en base a la cual pueda evaluarse el efecto de la instrucción explícita de las colocaciones en la producción de textos en el ámbito académico.For some decades now, various neurolinguistic studies have highlighted the importance of prefabricated elements in the construction of oral and written discourse among native speakers. This line of research has lead to the development of new and interesting perspectives within many linguistic areas, not least in the field of language teaching, in which theories such as the Lexical Approach appear to be paving the way towards the more effective achievement of second language proficiency. Unfortunately, empirical studies that validate this methodological approach are still lacking. The present article attempts to address this issue, to some extent, by presenting an experimental research proposal focused on the elaboration of a glossary of collocations. This glossary will facilitate the development of a didactic tool through which the effect of explicit instruction of collocations in the production of academic texts can be evaluated. Por eso, uno de los aspectos más sugerentes de la propuesta del Enfoque Léxico es que no se limita a ofrecer alternativas teóricas sobre posibles modos de reorientar la enseñanza, sino que propone actuaciones concretas, bien fundamentadas y coherentes con su visión de la enseñanza, ajustada a las necesidades de alumnos y profesores.Recordemos los presupuestos principales de esta metodología, enunciados por Lewis (1993Lewis ( , 1997Lewis ( , 2000. En ella se pone el énfasis en desarrollar la competencia léxica de los aprendi...

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Section: Antecedentes Metodológicos _________________________________unclassified

Las colocaciones en el español académico: diseño de una investigación experimental sobre los efectos del Enfoque léxico

Guerrero

2018

RILEX

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“…Such investigation would help decide which approach to collocation intake is more effective. Moreover, while interest in acquisition, teaching and learning of formulaic language in L2 Spanish is growing (Higueras, 2006(Higueras, , 2011Stengers, 2011;Sánchez Rufat, 2011Alba Quiñones, 2014;Stengers and Boers, 2015;Pérez Serrano, 2015, 2017, most aforementioned studies have been conducted on English as an L2. Empirical research on other languages than English, including Spanish, is necessary and pertinent (Siyanova-Chanturia, 2017; Stengers and Boers, 2015), since, against the common belief that English is a particularly idiomatic language, both languages are highly populated with formulaic language, as demonstrated in Stengers et al (2011).…”

Section: Introductionmentioning

confidence: 99%

Which type of instruction fosters chunk learning? Preliminary conclusions

Serrano

2018

Rev. lingüíst. leng. apl.

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<p>Formulaic language learning has been shown to be problematic and slow in adult L2 learners. In this study, we test some of the recommendations of a lexical approach. We compare the results of the implementation of chunk attention-directing techniques and explicit exercises of previously selected chunks in 52 Spanish as a second language learners over a period of seven weeks. In light of the results obtained, we can conclude that (1) exposure to lexical chunks, chunk noticing in the input and explicit exercises contribute to the development of abilities in the active recognition of chunks, and (2) learning gains obtained through explicit exercises are significantly greater than those obtained through attention-directing techniques.</p>

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“…L2 Journal Vol. 9 Issue 3 (2017) 2 of FS that has received increased attention in recent years (e.g., Chen, 2011;Gyllstad & Wolter, 2016;Henriksen, 2012;Pérez Serrano, 2015;Torner Castels & Bernal, 2017). In the context of instructed L2 learning, it has been argued that studying collocations is a worthwhile activity with many potential benefits for advanced L2 learners (Bahns & Eldaw, 1993;Nesselhauf, 2003Nesselhauf, , 2005.…”

Section: Introductionmentioning

confidence: 99%

“…A third limitation of current knowledge is that previous studies have almost exclusively used English as a Second Language (ESL) learners as study participants. With a few exceptions (e.g., Pérez Serrano, 2015;Romero Doiz, 2014;Stengers, Boers, Housen, & Eyckmans, 2011), relatively few studies have investigated collocation learning in other target languages beyond English. Given the lack of diversity in target languages studied, more non-ESL based research is needed to broaden the scope of current knowledge of L2 collocation instruction.…”

Section: Introductionmentioning

confidence: 99%

No Silver Bullet: L2 Collocation Instruction in an Advanced Spanish Classroom

Jensen¹

2017

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Many contemporary second language (L2) instructional materials feature collocation exercises; however, few studies have verified their effectiveness (Boers, Demecheleer, Coxhead, & Webb, 2014) or whether these exercises can be utilized for target languages beyond English (Higueras García, 2017). This study addresses these issues by investigating whether Laufer and Girsai's (2008) instructional protocol of contrastive analysis and translation (CAT) is effective for teaching collocations in an advanced Spanish course. 25 collocations were selected from course readings. A CAT group completed collocation workshops following Laufer and Girsai's protocol. A control group encountered the target collocations in course texts but received no explicit collocation instruction. A third group received form-focused instruction (FFI) consisting of non-contrastive vocabulary exercises. Results indicated that both CAT and FFI groups demonstrated significantly increased collocation knowledge, whereas the control group learned very few target collocations. Differences in learning gains between the CAT and FFI groups were not significant. These results suggest that (a) any exercise that leads students to cognitively engage with the forms and meanings of targeted collocations will lead to their acquisition, and that (b) without some form of explicit instruction, most students will not independently acquire collocations in an advanced language course.

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Un enfoque léxico a prueba: efectos de la instrucción en el aprendizaje de las colocaciones léxicas

Cited by 4 publications

References 0 publications

Las colocaciones en el español académico: diseño de una investigación experimental sobre los efectos del Enfoque léxico

Las colocaciones en el español académico: diseño de una investigación experimental sobre los efectos del Enfoque léxico

Which type of instruction fosters chunk learning? Preliminary conclusions

No Silver Bullet: L2 Collocation Instruction in an Advanced Spanish Classroom

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