Ensenyament de lèxic de FLE en dues classes de nivell inicial de 4t d’ESO

Abstract

Vocabulary teaching is an issue that is often hidden; even the communicative approach considers that vocabulary is learned in context. The importance of words is proven with the fact that a lack of them restricts someone’s capacity of expression and leads to a failure of communication. The lexical approach proposed by Michael Lewis in 1993 and explored in recent studies (Marconi, 2000; Higueras, 2004; Santamaria, 2006; Ainciburu, 2008), is still recent and further research is needed. This paper will be/nhumbly joined to the collection, and expects to provide new data to demonstrate the relevance of the specific treatment of the vocabulary in foreign languages learning. Participants of this study are two groups of 4th ESO students of initial level of French./nData was collected after an interview with the teacher, a self-assessment survey, an initial lexical evocation test, a didactic sequence based on Lewis’ lexical approach and, finally, a final test with the same characteristics as the initial one to evaluate the/ndifferences of acquisition of vocabulary in both groups. The results show that, although the sequence was performed during only one session, there have been significant improvements as to say that working vocabulary specifically, exploring gamification,/nand designing communicative and motivating activities that require active participation of students, they do acquire vocabulary more easily.