TY  - JOUR
T1  - Teaching and Learning Vocabulary as L2: Approaches in Spanish Textbooks
TT  - İkinci Dil Öğretiminde Kelime Öğretimi ve Öğrenimi: İspanyolca Ders Kitaplarında Yaklaşımlar
AU  - Yoon, Jiyoung
PY  - 2019
DA  - December
Y2  - 2019
DO  - 10.35207/later.647156
JF  - Language Teaching and Educational Research
JO  - LATER
PB  - Yusuf Demir
WT  - DergiPark
SN  - 2636-8102
SP  - 114
EP  - 131
VL  - 2
IS  - 2
LA  - en
AB  - This study examines the common pedagogical approachesof L2 Spanish textbooks that are currently used at the college-level in theUnited States, and investigates whether they embrace the notion of input as akey concept in aiding L2 learners in learning new vocabulary words throughactivities that guide them from input/comprehension to output/production in ameaningful way. The analysis revealedthat the textbooks surveyed in this study overall exhibited the commonorganization and presentation of the new vocabulary words. Despite theseapparent similarities of organization in presenting new vocabulary, the surveyedtextbooks differed in the manner in which the input-based instruction and theoutput-based instruction were employed. More specifically, the activities foundin the surveyed textbooks exhibited varying degrees of manipulation involved inboth input and output-based tasks, and they also differed in the number ofinput-based and output-based activities as well as in the logical progressionbetween the two types of activities. The findings of this study suggest thatthe surveyed textbooks showed a predominant tendency towards the output-basedinstruction of vocabulary, putting an emphasis on the production of new L2vocabulary. This study provides further evidence that the input-basedinstruction, despite its effectiveness of teaching and learning L2 asdemonstrated in many previous studies, is not systematically incorporated intomost L2 textbooks, thus implying a gap between theory and practice.
KW  - Spanish textbooks
KW  - vocabulary
KW  - input-based instruction
KW  - processing instruction
N2  - Bu çalışma, şuanda Amerika Birleşik Devletleri'nde üniversite düzeyinde kullanılan ikinci dil(L2) olarak İspanyolca ders kitaplarının ortak pedagojik yaklaşımlarınıincelemektedir. Bu çalışma L2 İspanyolca kitaplarının öğrenme sürecininbaşından sonuna kadar anlamlı bir şekilde rehberlik eden etkinlikler yoluylayeni sözcükler öğrenme sürecinde L2 öğrencilerine yardımcı olmada girdikavramını anahtar bir öge olarak benimseyip benimsemediklerini araştırmaktadır.Yapılan analizler sonucunda bu çalışmada incelenen ders kitaplarının genelolarak yeni kelimeleri ortak düzen içerisinde sunduğu sonucuna varılmıştır.Yeni kelimelerin sunulma düzenindeki bu belirgin benzerliklerine rağmen, anketekatılan ders kitaplarının girdi-temelli öğretme ve çıktı-temelli öğretimuygulamalarında farklılık gösterdikleri belirlenmiştir. Daha spesifik olarak,ankete katılan ders kitaplarında bulunan faaliyetler hem girdi hem de çıktı temelligörevlerde çeşitli derecelerde değişiklik göstermişlerdir. Bunlar aynı zamandagirdi tabanlı ve çıktı tabanlı faaliyetlerin sayısı ve iki tip faaliyetarasındaki mantıksal ilerleme bakımından da farklılık göstermiştir. Buçalışmanın bulguları, incelenen ders kitaplarının, yeni L2 kelime hazinesininüretilmesine önem vererek, çıktı temelli kelime öğretimi yönündeki eğilimigösterdiğini ortaya koymaktadır. Bu çalışma, daha önceki çalışmalardagösterildiği gibi, L2 öğretme ve öğrenmenin etkinliğine rağmen, girdi tabanlıöğretimin çoğu L2 ders kitabına sistematik olarak dahil edilmediğine vedolayısıyla teori ile pratik arasında bir boşluğa işaret ettiğine dair dahafazla kanıt sunmaktadır.
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UR  - https://doi.org/10.35207/later.647156
L1  - https://dergipark.org.tr/en/download/article-file/897530
ER  -