Abstract
The purpose of this chapter is to present the different ways in which Information and Communication Technologies (ICT) can help in the process of teaching the vocabulary of second languages. To do this, we are going to rely on a theoretical model of acquisition (The Parasitary Model of Second Language Vocabulary acquisition) and on the opinion of second language teachers (through a questionnaire answered by 113 teachers). As a result of this initial research, we consider that ICT can be useful in two different moments of lexical acquisition: initially, they help to memorize lexical units using the mechanisms of gamification. Later, ICT can help minimize the fossilization of errors. In addition, they will be an aid to make the learner consider themselves the protagonists of their own acquisition process and, thus, it will increase their persistence. Finally, the chapter proposes to apply all these principles of acquisition to multi-word units (MWU), just as children do in their L1. In this case, ICT help not only in the teaching process itself, but also in the preparation of materials.
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Notes
- 1.
- 2.
Unless there is no word in L1 that designates the same thing as the L2 item. In these cases, the word in L2 is learnt directly, with no intermediaries (Hall 1993: 34).
- 3.
For a detailed analysis of use of L1 in a Spanish classroom, see Galindo 2012.
- 4.
Google Chrome examples are shown as similar add-ons or extensions exist for the other browsers.
- 5.
If n = 2 they are called bigrams, n = 3 trigrams, and for n > =4 they are generically known as n-grams.
- 6.
See for example the bigrams in Fig. 1.6b. Obviously, not all of them would be fruitful for a Spanish teaching-learning process.
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Horno-Chéliz, M.d.C., Sarasa-Cabezuelo, A. (2019). Using Technology for Second Language Vocabulary Learning. In: Carrió-Pastor, M.L. (eds) Teaching Language and Teaching Literature in Virtual Environments. Springer, Singapore. https://doi.org/10.1007/978-981-13-1358-5_1
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