Publicação

Efecto de la enseñanza extensiva en la memorización del léxico: un estudio de investigación-acción

Detalhes bibliográficos
Resumo:	This study presents the results of an action-research project aimed at comparing the effect of two different teaching methods on the memorization of ten location adverbs by elementary Spanish students. We compare results from extensive learning over a number of study sessions and intensive practice concentrated in one single session. The adverbs mentioned were divided into two treatment groups: one where the words were practiced during five sessions and a different one where they were treated intensively in one single session. In order to evaluate the acquired knowledge of the students, two tasks were designed that differed in their level of procedural difficulty. Our results reveal interesting trends in the development of lexical knowledge that depend on the interaction between the difficulty level of the knowledge assessment task and the teaching methodology used.
Autores principais:	Sampedro Mella, María
Outros Autores:	Sánchez Gutiérrez, Claudia
Assunto:	SFL Action-research Spacing effect Distributed practice Location adverbs
Ano:	2017
País:	Portugal
Tipo de documento:	artigo
Tipo de acesso:	acesso aberto
Instituição associada:	Universidade de Lisboa
Idioma:	espanhol
Origem:	Repositório da Universidade de Lisboa

Descrição
Resumo:	This study presents the results of an action-research project aimed at comparing the effect of two different teaching methods on the memorization of ten location adverbs by elementary Spanish students. We compare results from extensive learning over a number of study sessions and intensive practice concentrated in one single session. The adverbs mentioned were divided into two treatment groups: one where the words were practiced during five sessions and a different one where they were treated intensively in one single session. In order to evaluate the acquired knowledge of the students, two tasks were designed that differed in their level of procedural difficulty. Our results reveal interesting trends in the development of lexical knowledge that depend on the interaction between the difficulty level of the knowledge assessment task and the teaching methodology used.