Abstract
This thesis examines the effectiveness of different techniques for teaching Spanish vocabulary to second language learners, specifically focusing on students in SPAN 101 at Minnesota State University, Mankato. It compares traditional flashcards with vocabulary exercises contextualized within language contexts to determine the most impactful method for long-term retention and practical application of Spanish vocabulary. Using a mixed-methods research approach, including pre- and post-assessments and qualitative data collection, the study involves 42 Spanish students. The analysis reveals distinct outcomes: traditional flashcards result in an average improvement of 13.38% in vocabulary correctness, while in-context activities show a more substantial enhancement of 17.47%. In conclusion, this thesis provides valuable insights into effective vocabulary acquisition techniques for Spanish as a second language learners. It advocates for integrating contextualized learning experiences to enhance vocabulary retention and practical application, ultimately fostering more engaging and effective language learning environments.
Advisor
Nofiya Denbaum
Committee Member
Adriana Gordillo
Date of Degree
2024
Language
english
Document Type
Thesis
Degree
Master of Science (MS)
Program of Study
Spanish Language and Literature
Department
Philosophy, Languages, and Cultures
College
Humanities and Social Sciences
Recommended Citation
Hellmeister, Enzo. (2024). Eficacia de técnicas de introducción de vocabulario para estudiantes de español como segunda lengua [Master’s thesis, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/1437/
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