La efectividad del uso del Enfoque Léxico para desarrollar la competencia de vocabulario en estudiantes etíopes de inglés como lengua extranjera
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Este estudio investigó los efectos de la enseñanza del vocabulario por medio del enfoque lexico instruccional en estudiantes de inglés como lengua extranjera de nivel intermedio. Noventa y cinco (95) estudiantes participaron en el estudio de diseño cuasi-experimental con pre- y post-test. A los participantes se les dio un pre-test de competencia de vocabulario con el fin de revisar la homogeneidad en su conocimiento sobre el mismo. Luego, siguiendo la similitud en los puntajes resultantes, a los participantes se les distribuyó aleatoriamente en un grupo de control y en otro experimental. Por dieciséis semanas, al grupo experimental se le enseñó con bloques y parejas de palabras usando diccionarios, programas equivalentes, y actividades de traducción de bloque a bloque y de corpus; mientras que al grupo de control se le enseñó las nuevas palabras por separado con técnicas de enseñanza convencionales, por ejemplo, traducción de cada palabra, sinónimos, antónimos y definiciones. Luego de la intervención instruccional, ambos grupos participaron en un post-test de competencia de vocabulario. Para analizar los resultados, se usó el software SPSS, versión 22. En este sentido, se usó también un T-test de muestra independiente cuyos resultados mostraron que el grupo experimental sobrepasó el grupo de control en el post-test, lo que implica que la enseñanza del vocabulario basada en el enfoque léxico puede mejorar la competencia o el conocimiento de vocabulario en los estudiantes de inglés como lengua extranjera. Es más, los
resultados del estudio sugieren que el enfoque léxico instruccional debería ser el foco de futuras investigaciones experimentales sobre el tema.
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