文章基本信息

标题：Učinkovitost treh aktivnosti za učenje besedišča v španščini kot tujem/drugem jeziku: izbira prave razlage, izbira primera rabe in pisanje povedi
其他标题：Efficacy of three vocabulary-learning activities in Spanish FL/L2: selection of definitions, selection of examples and the writing of sentences
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作者：Alicia San-Mateo Valdehíta ; M.ª Antonieta Andión Herrero
期刊名称：Verba Hispanica
印刷版ISSN：0353-9660
电子版ISSN：2350-4250
出版年度：2019
卷号：27
期号：1
页码：209-229
DOI：10.4312/vh.27.1.209-229
出版社：Znanstvena založba Filozofske fakultete Univerze v Ljubljani (Ljubljana University Press, Faculty of Arts)
摘要：V prispevku se predstavi splošne rezultate raziskave o učenju besedišča v španščini kot tujem in drugem jeziku, v kateri je sodelovalo 1317 udeležencev s 27 maternimi jeziki. Namen je določiti, (1) katera od teh treh aktivnosti za učenje besedišča (izbira prave razlage besede, izbira primera, v katerem se lahko uporabi dana beseda, in pisanje povedi z dano besedo) je najbolj učinkovita, (2) kako natančno lahko lestvici Involvement Load Hypothesis (Hulstijn in Laufer, 2001) in Technique Feature Analysis (Nation in Webb, 2011) napovesta učinkovitost vseh treh aktivnosti in (3) kakšno znanje, receptivno ali produktivno, se pridobi z vsako od aktivnosti. Rezultati kažejo, da so si udeleženci, ki so besedišče pridobivali ali vadili s pisanjem, torej s produktivno aktivnostjo, ki po obeh lestvicah zahteva največ kognitivnega napora, zapomnili največ besed in da so aktivnosti iz receptivnega in produktivnega znanja reševali veliko bolje od ostalih. Tisti, ki pa so vadili z izbiro prave razlage besede, ki predvideva le receptivno znanje besede in na obeh lestvicah dosega najmanj točk, pa so si zapomnili najmanj besed in imeli pri produktivnih aktivnostih najslabše rezultate.
其他摘要：This article presents the overall results of a research project on vocabulary learning in Spanish, carried out with 1,317 participants, from 27 mother tongues, in the context of it being foreign language and second language. The aim is to determine (1) which of these three vocabulary-learning activities is more effective: definition-choosing, gap-filling or sentence-writing; (2) the predictive ability of two scales with regard to effective vocabulary-learning activities: Involvement Load Hypothesis (Hulstijn and Laufer, 2001) and Technique Feature Analysis (Nation and Webb, 2011); and (3) what kind of knowledge, receptive or productive, learners acquired with each activity. The results showed that subjects who performed sentence-writing, the productive activity, which required more cognitive effort according to the two scales, remembered more words and were able to complete receptive and productive activities significantly better than the other groups. In contrast, those who performed definition-choosing, which entailed only receptive knowledge of the words and ranked less on both scales, remembered fewer words, and had worse results with regard to productive activity.
关键词：španščina kot drugi/tuji jezik; učenje besedišča; učne aktivnosti; Involvement Load Hypothesis; Technique Feature Analysis
其他关键词：Spanish as a Second Language/Foreign Language; vocabulary learning; learning activities; Involvement Load Hypothesis; Technique Feature Analysis;