DOI:
https://doi.org/10.14483/udistrital.jour.calj.2013.1.a06Published:
2013-01-01Issue:
Vol 15, No 1 (2013) January-JuneSection:
Research ArticlesThe role of situational context and linguistic context when testing EFL vocabulary knowledgde in a language teacher education program: a preliminary approach
El papel del contexto situacional y lingüístico al evaluar el conocimiento de vocabulario en ingles en un programa de formación del profesorado de idiomas; una primera aproximación
Keywords:
pruebas de vocabulario, amplitud de conocimiento del vocabulario, la profundidad del conocimiento de vocabulario, vocabulario receptivo, vocabulario productivo, contexto situacional, contexto lingüístico (es).Keywords:
vocabulary testing, breadth of vocabulary knowledge, depth of vocabulary knowledge, receptive vocabulary, productive vocabulary, situational context, linguistic context (en).Abstract (en)
This research aims to provide a preliminary approach on to what extent linguistic and situational contexts are conducive to successful vocabulary recognition in discrete-item testing in the context of a language teacher education program in Bogotá. This study resorted to the use of four different types of vocabulary tests administered during a one-semester period to two different classes. The data collected revealed that students had more success in a test of productive vocabulary (L2 to L1 translation) than in other types of tests, namely, productive vocabulary (L2 to L1 translation/multiple choice), L2 to L1 translation provided with linguistic context and cued situational context. The findings of this research suggest that the participating pre-service teachers had not reached the basic vocabulary knowledge of the English Language at the time of this study. It was also found that vocabulary items devoid of contextual cues are more accurately identified than those embedded within a linguistic context and a cued situational context.
Abstract (es)
El propósito principal de esta investigación, es comprender – en qué medida el contexto lingüístico y situacional propician el reconocimiento exitoso _ en una prueba de vocabulario aislada en un programa de formación de docentes en idiomas en Bogotá. Para llevar a cabo este fin, se aplicaron en un semestre cuatro tipos de pruebas a dos grupos diferentes. La información recolectada demostró que los estudiante obtuvieron mejores resultados en una prueba productiva de vocabulario (traducción de L1 a L2), pero en las pruebas de traducción de L1 a L2 / selección múltiple, traducción de L2 a L1 con contexto lingüístico y situacional y de reconocimiento de L2 con claves discursivas y visuales, los resultados fueron más bajos. Los hallazgos en esta investigación sugieren que al momento de ser efectuada, los docentes en formación no habían alcanzado el reconocimiento de vocabulario básico en la lengua inglesa. También se encontró que las pruebas desprovistas de contexto fueron reconocidas más fácilmente que aquellas con uno lingüístico y situacional.
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