ABSTRACT

The 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.

摘要

这项研究的目的是分析小学早期词汇深度的发展方式，并确定其对学生所写课本的质量的影响。一年级至四年级的332名西班牙学生参加了一项同义词/反义词任务，以评估他们的词汇深度，并完成了一些编写描述性文本以评估文本质量的任务。使用临时创建的三维系统对词汇深度进行分析：词素变化，符合要求的含义，句法类别和常规程度的保留。文本质量指标是生产力，从属率和文本组织。结果表明，词汇深度和课文质量均按年级显着提高。该研究还发现，这类词汇知识对所评估文本的质量有很大贡献。最后，本文讨论了这些发现的可能的教学含义。