Reproducibility of a didactic project on the acquisition of academic vocabulary in secondary school
Previous research shows an important relationship between students’ ability to break down words into morphemes and their vocabulary acquisition skills. The aim of this study was to evaluate the reproducibility of a didactic project on word breakdown as a strategy to acquire vocabulary in ninth grade...
Guardado en:
| Autores principales: | , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Centro de Investigaciones Interdisciplinarias de Filosofía en la Escuela (CIIFE)
2021
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| Acceso en línea: | https://revistas.uncu.edu.ar/ojs3/index.php/saberesypracticas/article/view/4428 |
| Aporte de: |
| Sumario: | Previous research shows an important relationship between students’ ability to break down words into morphemes and their vocabulary acquisition skills. The aim of this study was to evaluate the reproducibility of a didactic project on word breakdown as a strategy to acquire vocabulary in ninth grade students. Participants consisted of an experimental group (26 students) whose morphological breakdown skills were compared in a pre and post-test to those of a control group (21 students). Results evidence an increase in the ability to segment words in the experimental group, even though there were no significant differences between groups in the ability to infer the meaning of morphologically complex words. A qualitative analysis of the productions of both the teacher and the students pointed out important factors to take into account when reproducing a didactic project of this kind in middle school. |
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