Vocabulary depth and its contribution to text quality in the early years of primary school
2021
espanolEl proposito de este estudio es analizar como evoluciona la profundidad de vocabulario durante los primeros cursos de Educacion Primaria y comprobar que efecto tiene en la calidad de los textos producidos por el alumnado. Participaron 332 estudiantes espanoles, de 1o a 4o de Educacion Primaria, que llevaron a cabo una tarea de sinonimos/antonimos, para evaluar la profundidad del vocabulario, y varias tareas de escritura de textos descriptivos para evaluar la calidad del texto. La profundidad de vocabulario se analizo con un sistema de cuatro dimensiones creado ad hoc: cambio de lexema, ajuste al sentido del significado solicitado, preservacion de la categoria sintactica y grado de convencionalidad. Como indicadores de la calidad textual se eligieron la productividad, el indice de subordinacion y la estructura textual. Los resultados revelaron que tanto la profundidad del vocabulario como la calidad de los textos producidos mejoraron significativamente con el nivel escolar. Se encontro tambien que este tipo de conocimiento lexico contribuye significativamente a la calidad textual de los textos evaluados. Se comentan las posibles implicaciones didacticas de estos hallazgos. EnglishThe purpose of this study is to analyse how vocabulary depth develops in the early years of primary school and to ascertain the effect it has on the quality of the texts produced by the students. A total of 332 Spanish students from the first to fourth grades participated by doing a synonyms/antonyms task to evaluate their vocabulary depth, along with several tasks in which they wrote descriptive texts to evaluate text quality. Vocabulary depth was analysed using a four-dimensional system created ad hoc: change in lexeme, fitting the meaning requested, preservation of syntactic category and degree of conventionality. The text quality indicators were productivity, subordination rate and text organization. The results revealed that both vocabulary depth and the quality of the texts produced improved significantly by grade. The study also found that this type of lexical knowledge contributes significantly to the quality of the texts evaluated. Finally, this article discusses the possible teaching implications of these findings.
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