“The Distribution of the Lexical Component in ELT Coursebooks and its Suitability for Vocabulary Acquisition from a Cognitive Perspective. A Case Study
The psycholinguistic and neurolinguistic perspective of language acquisition requires some essential conditions in vocabulary acquisition: a) repetitive practice, which allows for data to reach long-term memory, and thus become proceduralised and automatised; b) how relevant the lexical items are re...
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Universidad de Murcia
2009-12-01
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doaj-52d2a286a48547e6b2f2cda6b5fd92702020-11-25T00:13:16ZengUniversidad de MurciaInternational Journal of English Studies (IJES)1578-70442009-12-0193396010.6018/ijes.1.1.99511“The Distribution of the Lexical Component in ELT Coursebooks and its Suitability for Vocabulary Acquisition from a Cognitive Perspective. A Case StudyRaquel CriadoThe psycholinguistic and neurolinguistic perspective of language acquisition requires some essential conditions in vocabulary acquisition: a) repetitive practice, which allows for data to reach long-term memory, and thus become proceduralised and automatised; b) how relevant the lexical items are regarding the communicative needs of the learners insofar as communicative relevance is linked to frequency in general linguistic usage; c) the potential in vocabulary acquisition, which will necessarily relate to the amount of new lexical items introduced in each one of the units in textbook; d) the way words are taught, i.e. whether aimed at explicit or incidental learning. In order to analyse and evaluate these issues, we will study the lexical items presented in a specific textbook from the point of view of frequency, distribution along the manual, opportunities for rehearsal and repetition (which will depend on frequency), and the nature of the activities centred on vocabulary. The results of this case study will allow us to check whether or not they may stand a comparison against the findings of psycholinguistic and neurolinguistic research on vocabulary acquisition.<br><p>Desde la perspectiva de la psicoling&uuml;&iacute;stica y de la neuroling&uuml;&iacute;stica, deben darse algunas condiciones para la adquisici&oacute;n l&eacute;xica: a) pr&aacute;ctica repetitiva, que facilita el paso de los datos a la memoria de larga duraci&oacute;n, con la consiguiente procedimentalizaci&oacute;n y automatizaci&oacute;n; b) el grado de relevancia respecto a las necesidades comunicativas de los hablantes, teniendo en cuenta que la relevancia comunicativa se correlaciona a su vez con la frecuencia de las palabras en el uso general de la lengua; c) el potencial de adquisici&oacute;n l&eacute;xica, que se relacionar&aacute; necesariamente con el n&uacute;mero de palabras introducidas en cada unidad de los libros de texto; d) la manera como se ense&ntilde;an las palabras, ya sea expl&iacute;cita o incidentalmente. Para analizar y valorar estos temas, se estudiar&aacute; el l&eacute;xico introducido en un libro de texto en lo relativo a la frecuencia, distribuci&oacute;n, oportunidades que ofrece para la repetici&oacute;n (que depender&aacute; de la frecuencia con que aparecen las palabras) y naturaleza de las actividades centradas en el l&eacute;xico. Los resultados de este an&aacute;lisis nos permitir&aacute;n tambi&eacute;n valorar si el manual se ajusta y en qu&eacute; medida a las m&aacute;s recientes investigaciones nacidas de la psicoling&uuml;&iacute;stica y la neuroling&uuml;&iacute;stica en relaci&oacute;n con la adquisici&oacute;n de vocabulario.</p><p>&nbsp;</p><span style="font-size: x-small; font-family: TTE190B4F0t00;"><span style="font-size: x-small; font-family: TTE190B4F0t00;"><p align="left">&nbsp;</p></span></span><p>&nbsp;</p>http://revistas.um.es/ijes/article/view/99511vocabulary acquisitionELTfrequencypracticecorpus linguisticspsycholinguistics |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Raquel Criado |
spellingShingle |
Raquel Criado “The Distribution of the Lexical Component in ELT Coursebooks and its Suitability for Vocabulary Acquisition from a Cognitive Perspective. A Case Study International Journal of English Studies (IJES) vocabulary acquisition ELT frequency practice corpus linguistics psycholinguistics |
author_facet |
Raquel Criado |
author_sort |
Raquel Criado |
title |
“The Distribution of the Lexical Component in ELT Coursebooks and its Suitability for Vocabulary Acquisition from a Cognitive Perspective. A Case Study |
title_short |
“The Distribution of the Lexical Component in ELT Coursebooks and its Suitability for Vocabulary Acquisition from a Cognitive Perspective. A Case Study |
title_full |
“The Distribution of the Lexical Component in ELT Coursebooks and its Suitability for Vocabulary Acquisition from a Cognitive Perspective. A Case Study |
title_fullStr |
“The Distribution of the Lexical Component in ELT Coursebooks and its Suitability for Vocabulary Acquisition from a Cognitive Perspective. A Case Study |
title_full_unstemmed |
“The Distribution of the Lexical Component in ELT Coursebooks and its Suitability for Vocabulary Acquisition from a Cognitive Perspective. A Case Study |
title_sort |
“the distribution of the lexical component in elt coursebooks and its suitability for vocabulary acquisition from a cognitive perspective. a case study |
publisher |
Universidad de Murcia |
series |
International Journal of English Studies (IJES) |
issn |
1578-7044 |
publishDate |
2009-12-01 |
description |
The psycholinguistic and neurolinguistic perspective of language acquisition requires some essential conditions in vocabulary acquisition: a) repetitive practice, which allows for data to reach long-term memory, and thus become proceduralised and automatised; b) how relevant the lexical items are regarding the communicative needs of the learners insofar as communicative relevance is linked to frequency in general linguistic usage; c) the potential in vocabulary acquisition, which will necessarily relate to the amount of new lexical items introduced in each one of the units in textbook; d) the way words are taught, i.e. whether aimed at explicit or incidental learning. In order to analyse and evaluate these issues, we will study the lexical items presented in a specific textbook from the point of view of frequency, distribution along the manual, opportunities for rehearsal and repetition (which will depend on frequency), and the nature of the activities centred on vocabulary. The results of this case study will allow us to check whether or not they may stand a comparison against the findings of psycholinguistic and neurolinguistic research on vocabulary acquisition.<br><p>Desde la perspectiva de la psicoling&uuml;&iacute;stica y de la neuroling&uuml;&iacute;stica, deben darse algunas condiciones para la adquisici&oacute;n l&eacute;xica: a) pr&aacute;ctica repetitiva, que facilita el paso de los datos a la memoria de larga duraci&oacute;n, con la consiguiente procedimentalizaci&oacute;n y automatizaci&oacute;n; b) el grado de relevancia respecto a las necesidades comunicativas de los hablantes, teniendo en cuenta que la relevancia comunicativa se correlaciona a su vez con la frecuencia de las palabras en el uso general de la lengua; c) el potencial de adquisici&oacute;n l&eacute;xica, que se relacionar&aacute; necesariamente con el n&uacute;mero de palabras introducidas en cada unidad de los libros de texto; d) la manera como se ense&ntilde;an las palabras, ya sea expl&iacute;cita o incidentalmente. Para analizar y valorar estos temas, se estudiar&aacute; el l&eacute;xico introducido en un libro de texto en lo relativo a la frecuencia, distribuci&oacute;n, oportunidades que ofrece para la repetici&oacute;n (que depender&aacute; de la frecuencia con que aparecen las palabras) y naturaleza de las actividades centradas en el l&eacute;xico. Los resultados de este an&aacute;lisis nos permitir&aacute;n tambi&eacute;n valorar si el manual se ajusta y en qu&eacute; medida a las m&aacute;s recientes investigaciones nacidas de la psicoling&uuml;&iacute;stica y la neuroling&uuml;&iacute;stica en relaci&oacute;n con la adquisici&oacute;n de vocabulario.</p><p>&nbsp;</p><span style="font-size: x-small; font-family: TTE190B4F0t00;"><span style="font-size: x-small; font-family: TTE190B4F0t00;"><p align="left">&nbsp;</p></span></span><p>&nbsp;</p> |
topic |
vocabulary acquisition ELT frequency practice corpus linguistics psycholinguistics |
url |
http://revistas.um.es/ijes/article/view/99511 |
work_keys_str_mv |
AT raquelcriado thedistributionofthelexicalcomponentineltcoursebooksanditssuitabilityforvocabularyacquisitionfromacognitiveperspectiveacasestudy |
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