A framework for analyzing vocabulary activities in foreign language: establishing relationships between reading and vocabulary
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Data de Publicação: | 2019 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Domínios de Lingu@gem |
Texto Completo: | https://seer.ufu.br/index.php/dominiosdelinguagem/article/view/45110 |
Resumo: | In foreign language acquisition, the relationship between vocabulary and reading comprehension is established. Vocabulary knowledge predicts reading comprehension and reading can improve foreign language (FL) learners’ vocabulary. (LAUFER 1992; 2017; DROOP; VERHOEVEN, 2003; FINGER-KRATOCHVIL; 2014). With this in mind, this article presents a framework for analyzing vocabulary activities in FL textbooks, proposing the investigation of the following aspects: 1) how vocabulary is presented in FL textbooks in relation to the reading section; 2) which types of words are being approached – high frequency words, false-cognates (SÖKMEN, 1997), and words that are part of main/secondary ideas of the text (GAGNÉ et al., 1993); 3) whether there are opportunities for meeting the words in different contexts for retention (SÖKMEN, 1997); and 4) what level of processing the activities promote (CRAIK; LOCKHART, 1972; LAUFER; HULSTIJN, 2001). This framework was used by De Azevedo (2018), and can considered a research tool for teachers/professors researchers to analyze vocabulary activities in FL textbooks. |
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A framework for analyzing vocabulary activities in foreign language: establishing relationships between reading and vocabularyUma abordagem de análise de livros didáticos de língua estrangeira: estabelecendo relações entre leitura e léxicoLeituraLéxicoLivros-didáticos.ReadingVocabularyTextbooksIn foreign language acquisition, the relationship between vocabulary and reading comprehension is established. Vocabulary knowledge predicts reading comprehension and reading can improve foreign language (FL) learners’ vocabulary. (LAUFER 1992; 2017; DROOP; VERHOEVEN, 2003; FINGER-KRATOCHVIL; 2014). With this in mind, this article presents a framework for analyzing vocabulary activities in FL textbooks, proposing the investigation of the following aspects: 1) how vocabulary is presented in FL textbooks in relation to the reading section; 2) which types of words are being approached – high frequency words, false-cognates (SÖKMEN, 1997), and words that are part of main/secondary ideas of the text (GAGNÉ et al., 1993); 3) whether there are opportunities for meeting the words in different contexts for retention (SÖKMEN, 1997); and 4) what level of processing the activities promote (CRAIK; LOCKHART, 1972; LAUFER; HULSTIJN, 2001). This framework was used by De Azevedo (2018), and can considered a research tool for teachers/professors researchers to analyze vocabulary activities in FL textbooks.Em aquisição de língua estrangeira, a relação entre o conhecimento lexical e a compreensão leitora está consolidada. O conhecimento lexical prediz a compreensão leitora, assim como a leitura tem a capacidade de ampliar o repertório vocabular dos aprendizes de uma língua estrangeira (LE) (LAUFER 1992; 2017; DROOP; VERHOEVEN, 2003; FINGER-KRATOCHVIL; 2014;). Sob esta perspectiva, o presente artigo apresenta uma abordagem de análise de livros didáticos que propõe a investigação de seguintes aspectos: 1) como o vocabulário é apresentado nas unidades dos livros didáticos em relação à unidade de leitura; 2) quais tipos de palavras estão sendo abordadas – palavras frequentes e falsos cognatos (SÖKMEN, 1997), palavras que auxiliam na compreensão de ideias principais e secundárias do texto (GAGNÉ et al., 1993); 3) se há várias oportunidades de reencontro com as palavras ensinadas para memorização (SÖKMEN, 1997); e 4) qual nível de processamento as palavras promovem (CRAIK; LOCKHART, 1972; LAUFER; HULSTIJN, 2001). Esta abordagem foi utilizada por De Azevedo (2018), e se constitui uma ferramenta de pesquisa a ser utilizada por professores pesquisadores para análise de atividades de vocabulário em livros didáticos.PP/UFU2019-07-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://seer.ufu.br/index.php/dominiosdelinguagem/article/view/4511010.14393/DL38-v13n2a2019-2Domínios de Lingu@gem; Vol. 13 No. 2 (2019): Reading, writing, and translation: challenges and applications to/of empirical and experimental research; 462-484Domínios de Lingu@gem; Vol. 13 Núm. 2 (2019): Leitura, escrita e tradução: desafios e aplicações da pesquisa empírica e experimental; 462-484Domínios de Lingu@gem; v. 13 n. 2 (2019): Leitura, escrita e tradução: desafios e aplicações da pesquisa empírica e experimental; 462-4841980-5799reponame:Domínios de Lingu@geminstname:Universidade Federal de Uberlândia (UFU)instacron:UFUporhttps://seer.ufu.br/index.php/dominiosdelinguagem/article/view/45110/26364Copyright (c) 2019 Bruno de Azevedo, Lêda Maria Braga Tomitchinfo:eu-repo/semantics/openAccessde Azevedo, BrunoBraga Tomitch, Lêda Maria2020-06-24T19:49:40Zoai:ojs.www.seer.ufu.br:article/45110Revistahttps://seer.ufu.br/index.php/dominiosdelinguagemPUBhttps://seer.ufu.br/index.php/dominiosdelinguagem/oairevistadominios@ileel.ufu.br||1980-57991980-5799opendoar:2020-06-24T19:49:40Domínios de Lingu@gem - Universidade Federal de Uberlândia (UFU)false |
dc.title.none.fl_str_mv |
A framework for analyzing vocabulary activities in foreign language: establishing relationships between reading and vocabulary Uma abordagem de análise de livros didáticos de língua estrangeira: estabelecendo relações entre leitura e léxico |
title |
A framework for analyzing vocabulary activities in foreign language: establishing relationships between reading and vocabulary |
spellingShingle |
A framework for analyzing vocabulary activities in foreign language: establishing relationships between reading and vocabulary de Azevedo, Bruno Leitura Léxico Livros-didáticos. Reading Vocabulary Textbooks |
title_short |
A framework for analyzing vocabulary activities in foreign language: establishing relationships between reading and vocabulary |
title_full |
A framework for analyzing vocabulary activities in foreign language: establishing relationships between reading and vocabulary |
title_fullStr |
A framework for analyzing vocabulary activities in foreign language: establishing relationships between reading and vocabulary |
title_full_unstemmed |
A framework for analyzing vocabulary activities in foreign language: establishing relationships between reading and vocabulary |
title_sort |
A framework for analyzing vocabulary activities in foreign language: establishing relationships between reading and vocabulary |
author |
de Azevedo, Bruno |
author_facet |
de Azevedo, Bruno Braga Tomitch, Lêda Maria |
author_role |
author |
author2 |
Braga Tomitch, Lêda Maria |
author2_role |
author |
dc.contributor.author.fl_str_mv |
de Azevedo, Bruno Braga Tomitch, Lêda Maria |
dc.subject.por.fl_str_mv |
Leitura Léxico Livros-didáticos. Reading Vocabulary Textbooks |
topic |
Leitura Léxico Livros-didáticos. Reading Vocabulary Textbooks |
description |
In foreign language acquisition, the relationship between vocabulary and reading comprehension is established. Vocabulary knowledge predicts reading comprehension and reading can improve foreign language (FL) learners’ vocabulary. (LAUFER 1992; 2017; DROOP; VERHOEVEN, 2003; FINGER-KRATOCHVIL; 2014). With this in mind, this article presents a framework for analyzing vocabulary activities in FL textbooks, proposing the investigation of the following aspects: 1) how vocabulary is presented in FL textbooks in relation to the reading section; 2) which types of words are being approached – high frequency words, false-cognates (SÖKMEN, 1997), and words that are part of main/secondary ideas of the text (GAGNÉ et al., 1993); 3) whether there are opportunities for meeting the words in different contexts for retention (SÖKMEN, 1997); and 4) what level of processing the activities promote (CRAIK; LOCKHART, 1972; LAUFER; HULSTIJN, 2001). This framework was used by De Azevedo (2018), and can considered a research tool for teachers/professors researchers to analyze vocabulary activities in FL textbooks. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-07-08 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://seer.ufu.br/index.php/dominiosdelinguagem/article/view/45110 10.14393/DL38-v13n2a2019-2 |
url |
https://seer.ufu.br/index.php/dominiosdelinguagem/article/view/45110 |
identifier_str_mv |
10.14393/DL38-v13n2a2019-2 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://seer.ufu.br/index.php/dominiosdelinguagem/article/view/45110/26364 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2019 Bruno de Azevedo, Lêda Maria Braga Tomitch info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2019 Bruno de Azevedo, Lêda Maria Braga Tomitch |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
PP/UFU |
publisher.none.fl_str_mv |
PP/UFU |
dc.source.none.fl_str_mv |
Domínios de Lingu@gem; Vol. 13 No. 2 (2019): Reading, writing, and translation: challenges and applications to/of empirical and experimental research; 462-484 Domínios de Lingu@gem; Vol. 13 Núm. 2 (2019): Leitura, escrita e tradução: desafios e aplicações da pesquisa empírica e experimental; 462-484 Domínios de Lingu@gem; v. 13 n. 2 (2019): Leitura, escrita e tradução: desafios e aplicações da pesquisa empírica e experimental; 462-484 1980-5799 reponame:Domínios de Lingu@gem instname:Universidade Federal de Uberlândia (UFU) instacron:UFU |
instname_str |
Universidade Federal de Uberlândia (UFU) |
instacron_str |
UFU |
institution |
UFU |
reponame_str |
Domínios de Lingu@gem |
collection |
Domínios de Lingu@gem |
repository.name.fl_str_mv |
Domínios de Lingu@gem - Universidade Federal de Uberlândia (UFU) |
repository.mail.fl_str_mv |
revistadominios@ileel.ufu.br|| |
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1797067716671045632 |