Palabras clave
word processing
individual differences
adult learning
enseñanza de idiomas
vocabulario
diferencia individual
aprendizaje de personas adultas
language teaching
word processing
individual differences
adult learning
Cómo citar
Resumen
La investigación en la enseñanza y aprendizaje de vocabulario en segundos idiomas/idiomas extranjeros(L2) ha empezado, recientemente, a tomar en cuenta las diferencias individuales de memoria de trabajo, motivación, conciencia fonológica, entre otras. Sin embargo, se ha explorado poco si la fluidez verbal influye en el aprendizaje del idioma inglés como segunda lengua/lengua extranjera (L2) y como primer idioma (L1) en personas adultas. Por lo tanto, este artículo examinó la posible influencia de la fluidez verbal en el aprendizaje de vocabulario en el idioma inglés L1 y L2 en personas estudiantes (n=58) universitarias en una universidad en York, Reino Unido, entre marzo y mayo de 2018. Se utilizó una metodología cuantitativa a través de un experimento lingüístico. El experimento inició con una prueba de fluidez verbal seguido de una fase de aprendizaje y finalizó con pruebas posteriores de vocabulario. Los datos se procesaron y analizaron con el paquete estadístico R y se crearon dos modelos lineales generales. Los resultados confirmaron que tanto en el reconocimiento (β =-31.54, SE= 9.38, Z=-3.362, p<0.001) como en la producción (β = -25.50, SE= 8.69, Z=-2.933, p<0.003) de vocabulario se obtuvieron mejores resultados en inglés L1. Además, las personas con más fluidez verbal lograron mejores resultados en la producción de vocabulario (β =0.83, SE=0.33, Z=2.511, p<0.012) tanto en inglés L1 (M=0.53; SD=0.50; vs. M=0.47; SD=0.50) como en inglés L2 (M=0.39; SD=0.49; vs. M=0.36, SD=0.48). Se concluye que la fluidez verbal podría influir en el aprendizaje de vocabulario y que debe de tomarse en cuenta en procesos de enseñanza y aprendizaje.
Citas
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