Teaching and Learning Vocabulary as L2: Approaches in Spanish Textbooks

Year 2019, , 114 - 131, 23.12.2019

Jiyoung Yoon

https://doi.org/10.35207/later.647156

Abstract

This study examines the common pedagogical approaches
of L2 Spanish textbooks that are currently used at the college-level in the
United States, and investigates whether they embrace the notion of input as a
key concept in aiding L2 learners in learning new vocabulary words through
activities that guide them from input/comprehension to output/production in a
meaningful way.  The analysis revealed
that the textbooks surveyed in this study overall exhibited the common
organization and presentation of the new vocabulary words. Despite these
apparent similarities of organization in presenting new vocabulary, the surveyed
textbooks differed in the manner in which the input-based instruction and the
output-based instruction were employed. More specifically, the activities found
in the surveyed textbooks exhibited varying degrees of manipulation involved in
both input and output-based tasks, and they also differed in the number of
input-based and output-based activities as well as in the logical progression
between the two types of activities. The findings of this study suggest that
the surveyed textbooks showed a predominant tendency towards the output-based
instruction of vocabulary, putting an emphasis on the production of new L2
vocabulary. This study provides further evidence that the input-based
instruction, despite its effectiveness of teaching and learning L2 as
demonstrated in many previous studies, is not systematically incorporated into
most L2 textbooks, thus implying a gap between theory and practice. 

Keywords

Spanish textbooks, vocabulary, input-based instruction, processing instruction

İkinci Dil Öğretiminde Kelime Öğretimi ve Öğrenimi: İspanyolca Ders Kitaplarında Yaklaşımlar

Abstract

Bu çalışma, şu
anda Amerika Birleşik Devletleri'nde üniversite düzeyinde kullanılan ikinci dil
(L2) olarak İspanyolca ders kitaplarının ortak pedagojik yaklaşımlarını
incelemektedir. Bu çalışma L2 İspanyolca kitaplarının öğrenme sürecinin
başından sonuna kadar anlamlı bir şekilde rehberlik eden etkinlikler yoluyla
yeni sözcükler öğrenme sürecinde L2 öğrencilerine yardımcı olmada girdi
kavramını anahtar bir öge olarak benimseyip benimsemediklerini araştırmaktadır.
Yapılan analizler sonucunda bu çalışmada incelenen ders kitaplarının genel
olarak yeni kelimeleri ortak düzen içerisinde sunduğu sonucuna varılmıştır.
Yeni kelimelerin sunulma düzenindeki bu belirgin benzerliklerine rağmen, ankete
katılan ders kitaplarının girdi-temelli öğretme ve çıktı-temelli öğretim
uygulamalarında farklılık gösterdikleri belirlenmiştir. Daha spesifik olarak,
ankete katılan ders kitaplarında bulunan faaliyetler hem girdi hem de çıktı temelli
görevlerde çeşitli derecelerde değişiklik göstermişlerdir. Bunlar aynı zamanda
girdi tabanlı ve çıktı tabanlı faaliyetlerin sayısı ve iki tip faaliyet
arasındaki mantıksal ilerleme bakımından da farklılık göstermiştir. Bu
çalışmanın bulguları, incelenen ders kitaplarının, yeni L2 kelime hazinesinin
üretilmesine önem vererek, çıktı temelli kelime öğretimi yönündeki eğilimi
gösterdiğini ortaya koymaktadır. Bu çalışma, daha önceki çalışmalarda
gösterildiği gibi, L2 öğretme ve öğrenmenin etkinliğine rağmen, girdi tabanlı
öğretimin çoğu L2 ders kitabına sistematik olarak dahil edilmediğine ve
dolayısıyla teori ile pratik arasında bir boşluğa işaret ettiğine dair daha
fazla kanıt sunmaktadır.

Keywords

İspanyolca ders kitapları, kelime hazinesi, girdi-tabanlı öğretim, bilgi işleme

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