L2 Vocabulary Learning and Linguistic Mediation: Working with Phrasal Verbs through Mediation Activities




The latest version of the Common European Framework of Reference for Languages (2018) remarks linguistic mediation as one of the communicative skills to be developed by foreign language learners. In this paper, two groups of secondary education students of English as a Second Language work on several phrasal verbs through different activities. One of the groups uses mediation activities, while the other group works with other more traditional classroom activities. After the intervention, students were evaluated on both receptive and productive acquisition of these verbs. The results show that, although no significant differences in productive knowledge were found, the group that had worked with mediation activities did obtain better results in their receptive knowledge of those terms. This suggests that mediation, in addition to its value in itself as a skill within the communicative competence, may have a relevant role in the development of other aspects within L2 learning.

Keywords: linguistic mediation; English as a Foreign Language; vocabulary learning; secondary education.


La última versión del Marco Común Europeo para las Lenguas (2018) menciona la mediación lingüística como una de las destrezas comunicativas que tienen que desarrollar los aprendices de segunda lengua. En este artículo dos grupos de estudiantes de inglés en educación secundaria trabajan una serie de verbos frasales a través de diferentes actividades. Uno de los grupos lo hace a través de actividades de mediación, mientras el otro lo hace a través de actividades más tradicionales. Tras la intervención, los estudiantes fueron evaluados tanto en el conocimiento receptivo como en el productivo de estos verbos. Los resultados muestran que, si bien no se encontraron diferencias significativas en el conocimiento productivo, sí se encontraron en el receptivo a favor del grupo que trabajó con actividades de mediación. Esto sugiere que la mediación, además de su valor en sí misma para la competencia comunicativa, puede jugar un papel relevante en el desarrollo de otros aspectos dentro del aprendizaje de una segunda lengua.

Palabras clave: mediación lingüística; inglés como lengua extranjera; aprendizaje de vocabulario; educación secundaria.

Biografía del autor/a

Gema Alcaraz Mármol

Gema Alcaraz-Mármol works as associate professor and researcher at the Department of Modern Philologies of the University of Castilla-La Mancha. Her main research interests are L2 vocabulary acquisition, corpus linguistics and linguistic mediation. Among her most relevant publications we can find «Desarrollo de la competencia oral en inglés como lengua extranjera a través de la mediación lingüística»; «Dispersion and frequency: Is there any difference as regards L2 vocabulary gains?»; «The Involvement Load Hypothesis: its effect on vocabulary learning».


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