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Gender variability and lexical collocational competence in Spanish as a foreing language
Abstract
This paper aims to analyze the collocational competence of 99 Spanish as a foreign language students at Freie Universität Berlin from a gender perspective. They were asked to complete 10 phrases featuring verb-noun collocation from which the verb had been removed (a German equivalent translation was provided at the end of each sentence). The result of this study seems to dismiss the idea of a gender variable regarding knowledge of lexical collocations. Additionally, we offer some teaching ideas for adequately developing collocational competence.
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This article reports the results of a descriptive study on sex differences in the use of a second language. A questionnaire was administered to 581 Spanish-speaking students learning Basque and English as L2 (279 males and 302 females) in order to answer these questions: Do male and female second language learners differ in (1) the number and (2) the range of vocabulary strategies they use? The results show that they differ significantly in the number of strategies used. Regarding the range of vocabulary strategies, 8 out of the 10 most frequent strategies are shared by males and females. However, a close analysis of the data also reveals differences, such as females’ greater use of formal rule strategies, input elicitation strategies, rehearsal strategies and planning strategies, and males’ greater use of image vocabulary learning strategies. In addition, the females’ total strategy usage percentages are higher than the males’, which points to either different perceptions of vocabulary learning behaviors or different patterns of vocabulary strategy usage for males and females.