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Glossing and L2 vocabulary learning through dynamic instruction in the context of Primary Education

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Glossing and L2 vocabulary learning through dynamic instruction in the context of Primary Education

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dc.contributor.author Alcaraz Mármol, Gema es_ES
dc.date.accessioned 2021-07-12T06:50:28Z
dc.date.available 2021-07-12T06:50:28Z
dc.date.issued 2021-07-08
dc.identifier.issn 1886-2438
dc.identifier.uri http://hdl.handle.net/10251/169075
dc.description.abstract [EN] The present study deals with two types of L2 glosses, namely dynamic and traditional text-based glosses. The former were presented to students as a set of prompts designed to help learners identify the correct keyword, whereas the latter were introduced as traditional annotations containing L1 equivalents. A third control group was included in the study. Particularly, the focus is to compare the effects of these two types of glosses in Primary Education students of EFL. During the treatment session the dynamic glossing and the traditional glossing groups were presented three short texts with some unknown words. After the treatment, the three groups were tested in terms of both receptive and productive knowledge of the unknown words. Testing was carried out immediately and some weeks after the treatment. The results of immediate and delayed post tests revealed the superiority of the dynamic condition over traditional glossing and the control group as regards the two types of L2 vocabulary knowledge. es_ES
dc.description.sponsorship This work was supported by the Spanish National Research Agency (AEI) through project LaTe4PSP (PID2019-107652RB-I00/AEI/10.13039/501100011033). es_ES
dc.language Inglés es_ES
dc.publisher Universitat Politècnica de València es_ES
dc.relation.ispartof Revista de Lingüística y Lenguas Aplicadas es_ES
dc.rights Reconocimiento - No comercial - Sin obra derivada (by-nc-nd) es_ES
dc.subject L2 vocabulary acquisition es_ES
dc.subject Dynamic glosses es_ES
dc.subject Primary education es_ES
dc.title Glossing and L2 vocabulary learning through dynamic instruction in the context of Primary Education es_ES
dc.type Artículo es_ES
dc.identifier.doi 10.4995/rlyla.2021.14691
dc.relation.projectID info:eu-repo/grantAgreement/AEI/Plan Estatal de Investigación Científica y Técnica y de Innovación 2017-2020/PID2019-107652RB-I00/ES/TECNOLOGIAS DEL LENGUAJE PARA LA PROVISION DE SERVICIOS PERSONALIZADOS/ es_ES
dc.rights.accessRights Abierto es_ES
dc.description.bibliographicCitation Alcaraz Mármol, G. (2021). Glossing and L2 vocabulary learning through dynamic instruction in the context of Primary Education. Revista de Lingüística y Lenguas Aplicadas. 16(1):1-10. https://doi.org/10.4995/rlyla.2021.14691 es_ES
dc.description.accrualMethod OJS es_ES
dc.relation.publisherversion https://doi.org/10.4995/rlyla.2021.14691 es_ES
dc.description.upvformatpinicio 1 es_ES
dc.description.upvformatpfin 10 es_ES
dc.type.version info:eu-repo/semantics/publishedVersion es_ES
dc.description.volume 16 es_ES
dc.description.issue 1 es_ES
dc.identifier.eissn 1886-6298
dc.relation.pasarela OJS\14691 es_ES
dc.contributor.funder Agencia Estatal de Investigación es_ES
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