How Many Words Do L2 Spanish Learners Know?
When and Where
Speakers
Description
We are delighted to welcome our colleague at the University of Toronto, professor Pablo Robles-García, for a presentation of his ongoing research. Join us!
How Many Words Do L2 Spanish Learners Know? Lexical Breadth and Vocabulary Learning Opportunities in the L2 Spanish Classroom
About the Presentation
Previous scholarship in the field of second language acquisition (SLA) confirms that the 3,000 most frequent words in a language comprise approximately 95% of vocabulary coverage in most spoken and written texts. Thus, in the context of US universities’ language courses, these high-frequency words should be prioritized during the first two years of language classroom to ensure a smooth and successful transition to content courses, where texts will be exclusively in the L2. Nevertheless, in order to encourage the teaching of those frequent words, it is necessary to first make an accurate diagnostic of the vocabulary learning opportunities in the classroom and the current lexical knowledge of the students enrolled in language courses. Therefore, this presentation explores three factors that are essential for understanding the efficiency of vocabulary teaching and learning in our current Spanish language courses: (1) how language textbooks approach high-frequency vocabulary teaching, (2) students’ knowledge of the 3,000 most frequent words at all proficiency levels in a college context, and (3) current Spanish language teachers’ practices and beliefs with regard to vocabulary teaching and learning. Pedagogical implications of these results will be discussed, highlighting the importance of implementing a more lexically driven syllabus in the language classroom and raising awareness about the importance of research-based vocabulary teaching methods in teacher training programs.
About the Presenter
Pablo Robles-García is an Assistant Professor of Spanish Linguistics at the University of Toronto, Mississauga. He specializes in vocabulary acquisition, with a particular emphasis on the role of high-frequency words in the vocabulary development of L2 Spanish learners. He has developed multiple tests that enable educators to evaluate the breadth of vocabulary knowledge among L2 Spanish learners. His research also extends to instructional strategies and practices for L2 Spanish vocabulary acquisition, with an aim to enhance vocabulary learning experiences and outcomes for L2 learners.