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Word Associations and Semantic Relationships in the Lexical Availability of Learners of Spanish as a Foreign Language

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Title: Word Associations and Semantic Relationships in the Lexical Availability of Learners of Spanish as a Foreign Language
Language: English
Authors: Antonio M. Ávila-Muñoz (ORCID 0000-0002-5239-2670), Marta Sánchez-Saus Laserna (ORCID 0000-0002-1123-2873)
Source: Educational Linguistics. 2025.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail:customerservice@springernature.com; Web site: https://www.springer.com/series/5894
Peer Reviewed: Y
Page Count: 32
Publication Date: 2025
Document Type: Reports - Research
Descriptors: Associative Learning, Semantics, Lexicology, Second Language Learning, Spanish, Networks, Language Proficiency, Connected Discourse, Vocabulary, Novices, Expertise, Grammar
DOI: 10.1007/978-3-031-99435-7_10
Abstract: This chapter examines the lexical availability of students of Spanish as a foreign language (SFL) and observes how their semantic networks change as their proficiency in Spanish increases. The analysis focuses on 150 students with different levels of proficiency and the two centres of interest: "acciones y actividades habituales" ('Common actions and activities') and "aspecto físico y carácter" ('Physical appearance and character'), using specific tools to study lexical centrality. The aim is to determine whether there are differences in total word count, lexical cohesion, semantic network structure and available vocabulary in relation to proficiency level. The results show that the proficiency level has a decisive influence. An increase in proficiency level--especially when comparing beginners with intermediate and advance levels--results in a higher number of words, higher cohesion, and a denser, more interconnected network, consisting mainly of relationships based on type of activity, temporal order, antonymy and parasynonymy. In terms of differences in available vocabulary, the results confirm that students provide a wider range of vocabulary as they become more proficient. These findings highlight the importance of adapting SFL vocabulary teaching and suggest the need for further research into changes in vocabulary in different grammar and language proficiency contexts. [For the complete volume, "Lexicon Exploration in English and Spanish Learners. Educational Linguistics. Volume 67," see ED676344.]
Abstractor: As Provided
Entry Date: 2025
Accession Number: ED676361
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Antonio+M%2E+Ávila-Muñoz%22">Antonio M. Ávila-Muñoz</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5239-2670">0000-0002-5239-2670</externalLink>)<br /><searchLink fieldCode="AR" term="%22Marta+Sánchez-Saus+Laserna%22">Marta Sánchez-Saus Laserna</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1123-2873">0000-0002-1123-2873</externalLink>)
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail:customerservice@springernature.com; Web site: https://www.springer.com/series/5894
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  Data: This chapter examines the lexical availability of students of Spanish as a foreign language (SFL) and observes how their semantic networks change as their proficiency in Spanish increases. The analysis focuses on 150 students with different levels of proficiency and the two centres of interest: "acciones y actividades habituales" ('Common actions and activities') and "aspecto físico y carácter" ('Physical appearance and character'), using specific tools to study lexical centrality. The aim is to determine whether there are differences in total word count, lexical cohesion, semantic network structure and available vocabulary in relation to proficiency level. The results show that the proficiency level has a decisive influence. An increase in proficiency level--especially when comparing beginners with intermediate and advance levels--results in a higher number of words, higher cohesion, and a denser, more interconnected network, consisting mainly of relationships based on type of activity, temporal order, antonymy and parasynonymy. In terms of differences in available vocabulary, the results confirm that students provide a wider range of vocabulary as they become more proficient. These findings highlight the importance of adapting SFL vocabulary teaching and suggest the need for further research into changes in vocabulary in different grammar and language proficiency contexts. [For the complete volume, "Lexicon Exploration in English and Spanish Learners. Educational Linguistics. Volume 67," see ED676344.]
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