New perspectives on the acquisition and teaching of Spanish vocabulary/Nuevas perspectivas sobre la adquisición y la enseñanza del vocabulario del español

Rufat, Anna Sánchez; Calderón, Francisco Jiménez

doi:10.1080/23247797.2015.1106123

Cited by 4 publications

(1 citation statement)

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“…In the context of this pedagogical tool, the use of translation aims to reinforce the connection between concepts and words. Research suggests that vocabulary should be presented using a thematic approach instead of using categories, e.g., el hotel "the hotel": la recepción "the reception desk", el equipaje "the baggage", la reserva "the reservation", la habitación "the room", etc., rather than, e.g., frutas y verduras "fruits and vegetables" as sketched in Section 1 (Dronjic, 2019;Sánchez Rufat & Jiménez Calderón, 2015). Following this recommendation, the activity will work with vocabulary in action, in a natural environment like city streets, where objects and people interact, rather than in semantic categories.…”

Section: Introductionmentioning

confidence: 99%

Vocabulary in urban contexts using multimodality

Gonzalez Bravo

2023

WALLY

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This is the presentation of a new pedagogical tool. The tool is an alternative to the usual presentation of vocabulary focusing on some key concepts: multimodality, theory of space, and collaborative learning. Considering that the study of foreign languages has the difficulty of studying cultural elements that are usually not present in the life of the students, this paper will propose an activity to study vocabulary in a contextualized space. The objective is to understand social spaces through discovering lexical items in a natural environment, using the observation and description of urban photographs, which represents a change to the traditional way of presenting vocabulary. Through a collective and technology mediated process, the students create a multimodal artifact that can be shared with other students. The process of learning occurs, first, from the production of the artifact, and second, from the presentation and exchange of the artifacts produced among students.

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Section: Introductionmentioning

confidence: 99%