Lenguas Modernas

words about education in teacher training classrooms: an approach through the available lexicon

2024-12-31T03:05:29+00:00

This article examines the lexical production of 111 students attending the master’s degree in Teaching and the 4th year of the degree in Primary Education at the University of Las Palmas de Gran Canaria. In particular, we have selected a semantic field, Education, which is considerably new and closely related to the training the informants are receiving. The results are considered as a whole, but also considering the degree variable. Although the quantitative data do not reveal significant differences between Bachelor’s and Master’s students, from a qualitative point of view there are divergences which point to a greater competence and a more natural use of the specific lexicon by Bachelor’s students. The comparison of the ULPGC results with those presented in other studies with similar characteristics reveals common aspects, as well as certain differences with respect to the words at the top of the lists and which are therefore considered to be the most important in the educational process.

Lexical availability and orthography: analysis of spanish students of english as a foreign language

2024-12-31T03:18:58+00:00

The studies on lexical availability emerged in France with a clearly didactic purpose, aiming to facilitate the acquisition of French by the inhabitants of what was then called the French Union, by foreigners and by immigrants who had arrived in the country. Despite the diversification of their applications, there is an aspect—namely, errors made by respondents—that remains underexplored, especially in the field of foreign language learning. This present study addresses, within this framework of availability, the examination of lexical errors in English among a sample of 75 participants from three different educational levels: primary, secondary, and university. Based on data collected from 6 areas of interest, the study pursues a dual objective: first, to conduct a detailed analysis of the spelling situation in the sample to create a corpus of the most frequent misspellings; and second, to analyse how these errors evolve throughout the process of learning English as a foreign language. The results obtained indicate that the errors made most frequently by the respondents are of a graphic nature, followed by errors of a phonetic-phonological nature.

Exploratory study of the available vocabulary of Vietnamese Spanish Foreign Language students in Vietnam

2024-12-31T03:52:39+00:00

The Spanish language is currently in an early stage of expansion in Vietnam, driven by historical ties with Cuba since the 1960s. Despite a growing interest in learning Spanish, this interest is currently confined to very limited sectors of the population and is hindered by a lack of professionals dedicated to teaching Spanish as a Foreign Language (ELE) and a scarcity of teaching materials. This study has allowed us to conduct an initial exploration of the available vocabulary of Vietnamese ELE students in Vietnam and analyze its characteristics. We have found that Vietnamese culture influences the nature of the words provided by the students, as well as the contact they maintain with Spanish and Spanish speakers outside the classroom. In the exploratory analysis conducted, no differences were observed based on the gender identity of the participants in the sample, although the study by Spanish proficiency levels yielded more complex results than expected. Pending confirmatory statistical tests, we believe that the findings offer valuable information for ELE teachers, suggesting the need to adapt teaching materials to the lexical, cultural, and contextual needs of the students and to promote an approach that aligns with their real interests.

Sfl learners’ available lexicon and nociones específicas of PCIC: a comparison between reality and expectation

2024-12-31T04:16:49+00:00

This paper is framed within the research on lexical availability in foreign languages, focusing on its application to the analysis of didactic planning and evaluation. The aim of this exploratory study is to compare the lexical availability of 50 university learners of SFL (level B2) with the Nociones específicas of the Instituto Cervantes’ Plan curricular (2007) in order to establish their knowledge of the vocabulary included in this repertoire, that is, if they have acquired the lexical units necessary to successfully develop a communicative situation as independent users of Spanish. Assuming the importance of the aforementioned document in this pedagogical context, the results of the comparison will serve to examine the validity of the teaching activities proposed to students in this academic background.

lexical availability in portuguese as a foreign language students: a pioneering study

2024-12-31T04:40:01+00:00

Abstract: In the framework of scientific research on lexical availability in foreign languages, in this article we present the main quantitative and qualitative results of an exploratory research study, the first of which was carried out with students of European Portuguese as a Foreign Language (PFL). The study, which is part of a broader-scope investigation, was based on the inquiry into the lexical availability of 30 PFL informants at level A2 in the prompts “body parts”, “school: furniture and materials, “means of transport”, “food and drink”, “clothing” and “professions and trades”. There being no methodological tradition on available vocabulary in the field of Lusophone linguistics, the guidelines established in the Pan-Hispanic Project on Lexical Availability were followed, which is why we intend to carry out a comparative analysis between our work and the study of Lexical availability in Spanish as a Foreign Language students (Samper Hernández, 2002), since both investigations share the same objectives, types of informants and methodology. The vocabulary produced by the informants was further contrasted with the lexical reference lists published in the Camões PFL Reference Document (2017) for level A2.

The bilingual lexicon of primary education students according to the type of educational center

2024-12-31T13:02:00+00:00

Lexical availability studies allow access to the mental lexicon of speakers from a stimulus. The objective of this research is to know the evolution of the lexical flow of students throughout Primary Education in Spanish and in the first foreign language according to the type of educational center: non-bilingual, compensatory and bilingual (English or French). The methodology takes as reference the guidelines set by the Pan-Hispanic Lexical Availability Project. The sample is made up of 220 Primary Education students (2nd, 4th and 6th) from four educational centers in the province of Malaga. The results show that as the course increases, the average number of words in the mother tongue becomes uniform in all educational centers. However, lexical competence in the foreign language is greater in students from bilingual educational centers in the centers of interest taught in the subjects that encompass non-linguistic areas.

Knowledge of available lexicon in English as l2 in secondary and high school students

2024-12-31T13:14:47+00:00

This article assesses whether the lexicon available in English, as L2, benefits from the knowledge of other foreign languages (L3) by increasing the lexicon available in English. To this end, a qualitative research study was conducted using an associative survey to compare the lexicon evoked by students in the first year of secondary school and the first year of high school from six centers of interest. To ascertain whether there were differences, we calculated the lexical availability index, the compatibility index and we created a series of graphs. A sample of 184 informants was used, of whom 92 claimed to know other languages. The results showed that students who claimed to know a third foreign language evoked a greater number of words (12.5 vs. 9.3) and vocabulary (2.7 vs. 2.1). This variable has a positive influence.

Antonio Manuel Ávila Muñoz y Alba Segura Lores. Los estudiantes andaluces ante los nuevos retos de una sociedad en transformación. Percepciones, reflexiones y propuestas de actuación administrativa y educativa Valencia, Tirant humanidades editorial, 2024

2024-12-31T04:50:40+00:00

El libro ofrece un análisis profundo y actualizado de cómo los estudiantes andaluces, desde el nivel de 4.º de ESO hasta los últimos años de enseñanza superior, perciben y conceptualizan diversos temas de relevancia social. Publicada por Tirant Humanidades en 2024, esta obra de 307 páginas se adentra en el impacto de fenómenos sociales contemporáneos, tales como el cambio climático, la violencia de género y el movimiento feminista, en la percepción y el vocabulario de los jóvenes. A través de una metodología innovadora en torno a la Teoría de los Conjuntos Difusos (Fuzzy Sets Theory) y Teoría de los Prototipos, el estudio no solo examina la disponibilidad léxica –tradicionalmente aplicada para entender el léxico disponible en contextos generales–, sino que también introduce el Índice de Compatibilidad Léxica (ICL) para obtener una visión más matizada de las percepciones y asociaciones léxicas de los estudiantes. Los autores tratan de cubrir un vacío en la literatura existente al aplicar la disponibilidad léxica a temas de actualidad social, proporcionando una herramienta analítica que permite identificar tanto la comprensión como la deficiencia (in)formativa entre los estudiantes. Su investigación se distingue por su enfoque innovador, cuestión que permite observar cómo las variables socioculturales, como el género, el nivel educativo o el contexto socioeconómico, afectan la percepción de temas de trascendencia social. Al analizar cómo estos factores influyen en el vocabulario relacionado con temas específicos, los autores ofrecen una perspectiva novedosa que integra la lingüística con la sociología y la educación, creando una base sólida para intervenciones educativas y políticas más informadas.

Antonio Manuel Ávila Muñoz e Inmaculada Clotilde Santos Díaz. Avances y desarrollo de los estudios sobre el léxico disponible. Una aproximación desde la variación léxica. Berlín, Peter Lang, 2024

2024-12-31T04:57:10+00:00

Los estudios de variación léxica son de especial interés para los investigadores cuyo objetivo es llegar a comprender el porqué y el cómo de este fenómeno tan presente en el lenguaje. Una de las características representativas de la variación léxica es el dinamismo, ya que está constantemente influenciada por los contextos sociales, históricos y culturales, de ahí su continuo cambio y evolución en el tiempo, siendo un mero reflejo de la realidad de la sociedad. En este sentido, investigar sobre la variación del léxico se ha convertido en un desafío para la comunidad científica. Del mismo modo, la metodología propia de los estudios sobre disponibilidad léxica es sumamente eficaz en el ámbito de estos estudios debido a su carácter multidisciplinar, pues se adapta adecuadamente a múltiples contextos y campos de estudio: la educación, la lingüística, la psicología, la estadística y la sociolingüística, entre otros. Por esta razón, la disponibilidad léxica es especialmente útil para la comprensión de la variación léxica y la dinámica de la lengua.

La disponibilidad léxica como elemento facilitador en la enseñanza de lenguas

2025-01-30T16:27:17+00:00

La enseñanza de lenguas modernas se enfrenta a constantes desafíos en un mundo globalizado, donde las competencias lingüísticas no solo representan un medio de comunicación, sino también una herramienta esencial para la integración cultural y profesional. En este contexto, el monográfico que hoy presentamos: “La disponibilidad léxica como elemento facilitador en la enseñanza de lenguas”, se configura como un espacio para explorar cómo la disponibilidad léxica puede contribuir al desarrollo de competencias lingüísticas efectivas en diversos contextos educativos.