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Estrategias de aprendizaje de vocabulario: análisis de libros de texto y perspectivas de los estudiantes
Autores/as
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Gema Alcaraz Mármol
Universidad de Castilla-La Mancha
https://orcid.org/0000-0001-7703-3829
Resumen
El presente estudio analiza las estrategias de aprendizaje de vocabulario utilizadas por un grupo de estudiantes universitarios de inglés como lengua extranjera, del grado de Educación Primaria e Infantil, y las estrategias contenidas en los dos libros de texto que se siguen en el aula. Estos materiales se analizaron según siete tipos de estrategias de aprendizaje de vocabulario: metacognición, inferencia, uso del diccionario, toma de notas, práctica, codificación y activación. Asimismo, se pidió a los participantes que clasificaran estas siete estrategias de la más a la menos utilizada en su proceso de aprendizaje de vocabulario. Los resultados revelan que sólo cuatro de las siete estrategias, a saber, la codificación, la práctica, la activación y la inferencia, son promovidas por los libros de texto. Ambos materiales muestran un perfil muy similar optando especialmente por el desarrollo de la práctica y la codificación. Esto contrasta con los participantes de nuestro estudio, que suelen utilizar en primer lugar la inferencia, seguida del uso del diccionario y la toma de notas, estando las dos últimas ausentes en los libros de texto. Por lo tanto, a la luz de estos resultados, podemos sugerir que la forma en que los estudiantes monitorizan su aprendizaje de vocabulario difiere significativamente de las estrategias promovidas por los materiales didácticos que utilizan.
Palabras clave:
libro de texto, estrategias de aprendizaje, adquisición de segunda lengua, aprendizaje de vocabularioReferencias
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