Integrando enseñanza de vocabulario para la comprensión de lecturas
DOI:
https://doi.org/10.33448/rsd-v11i11.33528Palabras clave:
Traditional reading; Literal comprehension; Proficiency; Beginners; Foreign language.Resumen
Reading and vocabulary have long been considered an intrinsic connection to help students acquire the language, but the literature suggests vocabulary as a pivotal feature to guarantee reading comprehension. This research study from a master’s dissertation tried to explain the gains and perceptions of integrated vocabulary instruction on reading comprehension performance. To accomplish the aim of the study, sixty-six A1 EFL students from a rural public school in their first baccalaureate year were selected and assigned into two groups (traditional and integrated). All participants took part in eight reading lessons with their designated vocabulary instruction. After each class, they took part in a reading comprehension test based on literal comprehension questions. Moreover, at the end of the research, the perceptions of the experimental group (integrated instruction) were gathered. After analyzing the data, this study found that integrated vocabulary instruction can lead to the higher achievement of reading comprehension at a beginner level of proficiency. Moreover, this research work proposes an extensive study on the benefits of integrated instruction when working with upper levels of proficiency.
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Derechos de autor 2022 Gabriela Gáleas Arboleda; María Angélica Rivadeneira Zambrano; Luis Alfredo Camacho Castillo; Jardel Coutinho dos Santos
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