Are the Best Language Learners from Mars or from Venus? Gender and Vocabulary Acquisition in the L2 Spanish Classroom
This study examines the effect of Spanish learners' gender on their rate of recall of abstract and concrete words. The experiment included forty-six learners of Spanish who were taught twentyfour new words via an instructional treatment based on L2-L1 and L1-L2 translations. The results of the...
Gespeichert in:
| Veröffentlicht in: | The reading matrix 2015-04, Vol.15 (1), p.158 |
|---|---|
| Hauptverfasser: | , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | |
|---|---|
| container_issue | 1 |
| container_start_page | 158 |
| container_title | The reading matrix |
| container_volume | 15 |
| creator | Pahom, Olga Farley, Andrew Ramonda, Kris |
| description | This study examines the effect of Spanish learners' gender on their rate of recall of abstract and concrete words. The experiment included forty-six learners of Spanish who were taught twentyfour new words via an instructional treatment based on L2-L1 and L1-L2 translations. The results of the immediate and a delayed posttest showed no effect for gender on the recall of abstract and concrete words separately, but males did significantly better on the overall recall of all words. These results call into question previous findings and suggest that research on gender and vocabulary learning must use various treatments and assessments to discover what effect gender has and in which instructional contexts. |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_eric_</sourceid><recordid>TN_cdi_proquest_journals_1830659286</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ1066215</ericid><sourcerecordid>1830659286</sourcerecordid><originalsourceid>FETCH-LOGICAL-e506-38201eec321f03fa970728d6adc919e1656108bfacff079aa5199943061ef7ea3</originalsourceid><addsrcrecordid>eNpNkE9LAzEUxBdRsFY_ghDwvJA_3ezmJGupVVnxYCneltfdlzZlN2mT5uC3N1gPnmYGfsxj3kU2YYUQOZ_xr8t__jq7CWFPKRdCsEkWa4_ktEPyhOFEGrDbCFskDYK36APR3o3kHZJz_hzWaGN4JEu0PXoCtidr18EmDuC_Sd0downmZJwlxv4WN5x8HsCasCPzAULwzo232ZWGIeDdn06z1fNiNX_Jm4_l67xuciyozEXFKUPsBGeaCg2qpCWvegl9p5hCJgvJaLXR0GlNSwVQMKXUTFDJUJcIYpo9nGsP3h1jGtjuXfQ2XWxZlbBC8Uom6v5MoTdde_BmTEvaxRujUvL0tx9IsmEz</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>1830659286</pqid></control><display><type>article</type><title>Are the Best Language Learners from Mars or from Venus? Gender and Vocabulary Acquisition in the L2 Spanish Classroom</title><source>EBSCOhost Education Source</source><source>Directory of Open Access Journals</source><source>EZB Electronic Journals Library</source><creator>Pahom, Olga ; Farley, Andrew ; Ramonda, Kris</creator><creatorcontrib>Pahom, Olga ; Farley, Andrew ; Ramonda, Kris</creatorcontrib><description>This study examines the effect of Spanish learners' gender on their rate of recall of abstract and concrete words. The experiment included forty-six learners of Spanish who were taught twentyfour new words via an instructional treatment based on L2-L1 and L1-L2 translations. The results of the immediate and a delayed posttest showed no effect for gender on the recall of abstract and concrete words separately, but males did significantly better on the overall recall of all words. These results call into question previous findings and suggest that research on gender and vocabulary learning must use various treatments and assessments to discover what effect gender has and in which instructional contexts.</description><identifier>ISSN: 1533-242X</identifier><identifier>EISSN: 1533-242X</identifier><language>eng</language><publisher>Long Beach City College: Reading Matrix, Inc</publisher><subject>Affective Behavior ; College Students ; Comparative Analysis ; Gender Differences ; Pretests Posttests ; Questionnaires ; Recall ; Recall (Psychology) ; Scoring ; Second Language Instruction ; Second language vocabulary learning ; Sex differences ; Spanish ; Spanish as a second language learning ; Student Attitudes ; Teaching Methods ; United States (Southwest) ; Visual Stimuli ; Vocabulary Development</subject><ispartof>The reading matrix, 2015-04, Vol.15 (1), p.158</ispartof><rights>Copyright Meena Singhal/John Liontas, Long Beach City College, CA Apr 2015</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,776,780</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1066215$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Pahom, Olga</creatorcontrib><creatorcontrib>Farley, Andrew</creatorcontrib><creatorcontrib>Ramonda, Kris</creatorcontrib><title>Are the Best Language Learners from Mars or from Venus? Gender and Vocabulary Acquisition in the L2 Spanish Classroom</title><title>The reading matrix</title><description>This study examines the effect of Spanish learners' gender on their rate of recall of abstract and concrete words. The experiment included forty-six learners of Spanish who were taught twentyfour new words via an instructional treatment based on L2-L1 and L1-L2 translations. The results of the immediate and a delayed posttest showed no effect for gender on the recall of abstract and concrete words separately, but males did significantly better on the overall recall of all words. These results call into question previous findings and suggest that research on gender and vocabulary learning must use various treatments and assessments to discover what effect gender has and in which instructional contexts.</description><subject>Affective Behavior</subject><subject>College Students</subject><subject>Comparative Analysis</subject><subject>Gender Differences</subject><subject>Pretests Posttests</subject><subject>Questionnaires</subject><subject>Recall</subject><subject>Recall (Psychology)</subject><subject>Scoring</subject><subject>Second Language Instruction</subject><subject>Second language vocabulary learning</subject><subject>Sex differences</subject><subject>Spanish</subject><subject>Spanish as a second language learning</subject><subject>Student Attitudes</subject><subject>Teaching Methods</subject><subject>United States (Southwest)</subject><subject>Visual Stimuli</subject><subject>Vocabulary Development</subject><issn>1533-242X</issn><issn>1533-242X</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2015</creationdate><recordtype>article</recordtype><recordid>eNpNkE9LAzEUxBdRsFY_ghDwvJA_3ezmJGupVVnxYCneltfdlzZlN2mT5uC3N1gPnmYGfsxj3kU2YYUQOZ_xr8t__jq7CWFPKRdCsEkWa4_ktEPyhOFEGrDbCFskDYK36APR3o3kHZJz_hzWaGN4JEu0PXoCtidr18EmDuC_Sd0downmZJwlxv4WN5x8HsCasCPzAULwzo232ZWGIeDdn06z1fNiNX_Jm4_l67xuciyozEXFKUPsBGeaCg2qpCWvegl9p5hCJgvJaLXR0GlNSwVQMKXUTFDJUJcIYpo9nGsP3h1jGtjuXfQ2XWxZlbBC8Uom6v5MoTdde_BmTEvaxRujUvL0tx9IsmEz</recordid><startdate>201504</startdate><enddate>201504</enddate><creator>Pahom, Olga</creator><creator>Farley, Andrew</creator><creator>Ramonda, Kris</creator><general>Reading Matrix, Inc</general><general>Meena Singhal/John Liontas, Long Beach City College, CA</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>7T9</scope></search><sort><creationdate>201504</creationdate><title>Are the Best Language Learners from Mars or from Venus? Gender and Vocabulary Acquisition in the L2 Spanish Classroom</title><author>Pahom, Olga ; Farley, Andrew ; Ramonda, Kris</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-e506-38201eec321f03fa970728d6adc919e1656108bfacff079aa5199943061ef7ea3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2015</creationdate><topic>Affective Behavior</topic><topic>College Students</topic><topic>Comparative Analysis</topic><topic>Gender Differences</topic><topic>Pretests Posttests</topic><topic>Questionnaires</topic><topic>Recall</topic><topic>Recall (Psychology)</topic><topic>Scoring</topic><topic>Second Language Instruction</topic><topic>Second language vocabulary learning</topic><topic>Sex differences</topic><topic>Spanish</topic><topic>Spanish as a second language learning</topic><topic>Student Attitudes</topic><topic>Teaching Methods</topic><topic>United States (Southwest)</topic><topic>Visual Stimuli</topic><topic>Vocabulary Development</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Pahom, Olga</creatorcontrib><creatorcontrib>Farley, Andrew</creatorcontrib><creatorcontrib>Ramonda, Kris</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><jtitle>The reading matrix</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Pahom, Olga</au><au>Farley, Andrew</au><au>Ramonda, Kris</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1066215</ericid><atitle>Are the Best Language Learners from Mars or from Venus? Gender and Vocabulary Acquisition in the L2 Spanish Classroom</atitle><jtitle>The reading matrix</jtitle><date>2015-04</date><risdate>2015</risdate><volume>15</volume><issue>1</issue><spage>158</spage><pages>158-</pages><issn>1533-242X</issn><eissn>1533-242X</eissn><abstract>This study examines the effect of Spanish learners' gender on their rate of recall of abstract and concrete words. The experiment included forty-six learners of Spanish who were taught twentyfour new words via an instructional treatment based on L2-L1 and L1-L2 translations. The results of the immediate and a delayed posttest showed no effect for gender on the recall of abstract and concrete words separately, but males did significantly better on the overall recall of all words. These results call into question previous findings and suggest that research on gender and vocabulary learning must use various treatments and assessments to discover what effect gender has and in which instructional contexts.</abstract><cop>Long Beach City College</cop><pub>Reading Matrix, Inc</pub><tpages>15</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 1533-242X |
| ispartof | The reading matrix, 2015-04, Vol.15 (1), p.158 |
| issn | 1533-242X 1533-242X |
| language | eng |
| recordid | cdi_proquest_journals_1830659286 |
| source | EBSCOhost Education Source; Directory of Open Access Journals; EZB Electronic Journals Library |
| subjects | Affective Behavior College Students Comparative Analysis Gender Differences Pretests Posttests Questionnaires Recall Recall (Psychology) Scoring Second Language Instruction Second language vocabulary learning Sex differences Spanish Spanish as a second language learning Student Attitudes Teaching Methods United States (Southwest) Visual Stimuli Vocabulary Development |
| title | Are the Best Language Learners from Mars or from Venus? Gender and Vocabulary Acquisition in the L2 Spanish Classroom |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-02-07T16%3A25%3A45IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_eric_&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Are%20the%20Best%20Language%20Learners%20from%20Mars%20or%20from%20Venus?%20Gender%20and%20Vocabulary%20Acquisition%20in%20the%20L2%20Spanish%20Classroom&rft.jtitle=The%20reading%20matrix&rft.au=Pahom,%20Olga&rft.date=2015-04&rft.volume=15&rft.issue=1&rft.spage=158&rft.pages=158-&rft.issn=1533-242X&rft.eissn=1533-242X&rft_id=info:doi/&rft_dat=%3Cproquest_eric_%3E1830659286%3C/proquest_eric_%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=1830659286&rft_id=info:pmid/&rft_ericid=EJ1066215&rfr_iscdi=true |