Explorando la fluencia verbal en el Aprendizaje de Vocabulario L2: Evidencia de personas estudiantes universitarias en el Reino Unido
Research in second/foreign (L2) vocabulary learning has recently started to take into account the role of learners’ individual differences in working memory, motivation, language aptitude, phonological awareness, amongst others. However, much research up to now has not explored if verbal fluency cap...
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Universidad de Costa Rica
2022
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| Acceso en línea: | https://revistas.ucr.ac.cr/index.php/aie/article/view/48887 |
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| author | García-Castro, Verónica |
| author_facet | García-Castro, Verónica |
| author_sort | García-Castro, Verónica |
| collection | Revista Actualidades Investigativas en Educación (AIE) |
| description | Research in second/foreign (L2) vocabulary learning has recently started to take into account the role of learners’ individual differences in working memory, motivation, language aptitude, phonological awareness, amongst others. However, much research up to now has not explored if verbal fluency capacity influences learning L2 English in adult learners. Thus, this study examined the possible influence of verbal fluency in L1 and L2 vocabulary learning in university students (n=58) in York, United Kingdom, from March to May 2018. A quantitative methodology, via a linguistic experiment, was employed to explore whether verbal fluency capacity facilitates L1 and L2 vocabulary learning. The experiment started with a verbal fluency capacity test, followed by a vocabulary training phase, and it finished with offline recognition and recall vocabulary post-tests. Data was processed and analysed using the statistical package R and two general linear models were created and tested with the “glm” package in the R environment. Results of general linear modelling confirmed that L1 learners scored higher than L2 learners in recognition (β =-31.54, SE= 9.38, Z=-3.362, p<0.001) and recall (β = -25.50, SE= 8.69, Z=-2.933, p<0.003) vocabulary post-tests. Additionally, L1 (M=0.53; SD=0.50; vs. M=0.47; SD=0.50) and L2 learners (M=0.39; SD=0.49; vs. M=0.36, SD=0.48) with higher verbal fluency capacity scored higher in recall post-tests (β =0.83, SE=0.33, Z=2.511, p<0.012) than those with lower capacities. It is concluded that verbal fluency capacity may influence vocabulary learning and that this information should be taken into account in vocabulary teaching and learning processes. |
| format | Online |
| id | INIE-RAIE-article-48887 |
| institution | Instituto de Investigación en Educación (INIE) |
| language | eng |
| publishDate | 2022 |
| publisher | Universidad de Costa Rica |
| record_format | ojs |
| spelling | INIE-RAIE-article-488872022-05-02T16:11:48Z Exploring the role of verbal fluency in L2 Vocabulary Learning: Evidence from university students in the United Kingdom Explorando la fluencia verbal en el Aprendizaje de Vocabulario L2: Evidencia de personas estudiantes universitarias en el Reino Unido Exploring the role of verbal fluency in L2 Vocabulary Learning: Evidence from university students in the United Kingdom García-Castro, Verónica language teaching word processing individual differences adult learning enseñanza de idiomas vocabulario diferencia individual aprendizaje de personas adultas language teaching word processing individual differences adult learning Research in second/foreign (L2) vocabulary learning has recently started to take into account the role of learners’ individual differences in working memory, motivation, language aptitude, phonological awareness, amongst others. However, much research up to now has not explored if verbal fluency capacity influences learning L2 English in adult learners. Thus, this study examined the possible influence of verbal fluency in L1 and L2 vocabulary learning in university students (n=58) in York, United Kingdom, from March to May 2018. A quantitative methodology, via a linguistic experiment, was employed to explore whether verbal fluency capacity facilitates L1 and L2 vocabulary learning. The experiment started with a verbal fluency capacity test, followed by a vocabulary training phase, and it finished with offline recognition and recall vocabulary post-tests. Data was processed and analysed using the statistical package R and two general linear models were created and tested with the “glm” package in the R environment. Results of general linear modelling confirmed that L1 learners scored higher than L2 learners in recognition (β =-31.54, SE= 9.38, Z=-3.362, p<0.001) and recall (β = -25.50, SE= 8.69, Z=-2.933, p<0.003) vocabulary post-tests. Additionally, L1 (M=0.53; SD=0.50; vs. M=0.47; SD=0.50) and L2 learners (M=0.39; SD=0.49; vs. M=0.36, SD=0.48) with higher verbal fluency capacity scored higher in recall post-tests (β =0.83, SE=0.33, Z=2.511, p<0.012) than those with lower capacities. It is concluded that verbal fluency capacity may influence vocabulary learning and that this information should be taken into account in vocabulary teaching and learning processes. 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. Research in second/foreign (L2) vocabulary learning has recently started to take into account the role of learners’ individual differences in working memory, motivation, language aptitude, phonological awareness, amongst others. However, much research up to now has not explored if verbal fluency capacity influences learning L2 English in adult learners. Thus, this study examined the possible influence of verbal fluency in L1 and L2 vocabulary learning in university students (n=58) in York, United Kingdom, from March to May 2018. A quantitative methodology, via a linguistic experiment, was employed to explore whether verbal fluency capacity facilitates L1 and L2 vocabulary learning. The experiment started with a verbal fluency capacity test, followed by a vocabulary training phase, and it finished with offline recognition and recall vocabulary post-tests. Data was processed and analysed using the statistical package R and two general linear models were created and tested with the “glm” package in the R environment. Results of general linear modelling confirmed that L1 learners scored higher than L2 learners in recognition (β =-31.54, SE= 9.38, Z=-3.362, p<0.001) and recall (β = -25.50, SE= 8.69, Z=-2.933, p<0.003) vocabulary post-tests. Additionally, L1 (M=0.53; SD=0.50; vs. M=0.47; SD=0.50) and L2 learners (M=0.39; SD=0.49; vs. M=0.36, SD=0.48) with higher verbal fluency capacity scored higher in recall post-tests (β =0.83, SE=0.33, Z=2.511, p<0.012) than those with lower capacities. It is concluded that verbal fluency capacity may influence vocabulary learning and that this information should be taken into account in vocabulary teaching and learning processes. Universidad de Costa Rica 2022-05-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion texto Article application/pdf text/xml application/zip https://revistas.ucr.ac.cr/index.php/aie/article/view/48887 10.15517/aie.v22i2.48887 Actualidades Investigativas en Educación; Vol. 22 No. 2 (2022): (May-August); 1-24 Actualidades Investigativas en Educación; Vol. 22 Núm. 2 (2022): (Mayo-Agosto); 1-24 Actualidades Investigativas en Educación; v. 22 n. 2 (2022): (Mayo-Agosto); 1-24 1409-4703 eng https://revistas.ucr.ac.cr/index.php/aie/article/view/48887/50720 https://revistas.ucr.ac.cr/index.php/aie/article/view/48887/51230 https://revistas.ucr.ac.cr/index.php/aie/article/view/48887/51231 Derechos de autor 2022 Verónica García-Castro |
| spellingShingle | language teaching word processing individual differences adult learning enseñanza de idiomas vocabulario diferencia individual aprendizaje de personas adultas language teaching word processing individual differences adult learning García-Castro, Verónica Explorando la fluencia verbal en el Aprendizaje de Vocabulario L2: Evidencia de personas estudiantes universitarias en el Reino Unido |
| title | Explorando la fluencia verbal en el Aprendizaje de Vocabulario L2: Evidencia de personas estudiantes universitarias en el Reino Unido |
| title_alt | Exploring the role of verbal fluency in L2 Vocabulary Learning: Evidence from university students in the United Kingdom Exploring the role of verbal fluency in L2 Vocabulary Learning: Evidence from university students in the United Kingdom |
| title_full | Explorando la fluencia verbal en el Aprendizaje de Vocabulario L2: Evidencia de personas estudiantes universitarias en el Reino Unido |
| title_fullStr | Explorando la fluencia verbal en el Aprendizaje de Vocabulario L2: Evidencia de personas estudiantes universitarias en el Reino Unido |
| title_full_unstemmed | Explorando la fluencia verbal en el Aprendizaje de Vocabulario L2: Evidencia de personas estudiantes universitarias en el Reino Unido |
| title_short | Explorando la fluencia verbal en el Aprendizaje de Vocabulario L2: Evidencia de personas estudiantes universitarias en el Reino Unido |
| title_sort | explorando la fluencia verbal en el aprendizaje de vocabulario l2 evidencia de personas estudiantes universitarias en el reino unido |
| topic | language teaching word processing individual differences adult learning enseñanza de idiomas vocabulario diferencia individual aprendizaje de personas adultas language teaching word processing individual differences adult learning |
| topic_facet | language teaching word processing individual differences adult learning enseñanza de idiomas vocabulario diferencia individual aprendizaje de personas adultas language teaching word processing individual differences adult learning |
| url | https://revistas.ucr.ac.cr/index.php/aie/article/view/48887 |
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