Estudio del léxico especializado en inglés como lengua extranjera en estudiantes de pregrado

Abstract

This paper presents the results of a lexical availability study in which 350 English pedagogy students (1st - 4th year) were surveyed in 4 specialized interest centers: lesson planning, methods and approaches to English teaching, assessment and reflectivity. Despite the wealth of existing studies in the area of lexical availability, the lexicon of the scientific and/or professional communities has gone almost unnoticed by researchers. The objective of this research is to know the specialized lexicon of these students in different stages of their initial teacher training. The results show that as the students advance in their studies, the lexicon increases and becomes more cohesive. This increases their level of communication, which evidences through a sustained increase in the individual lexical availability index. This increase could be explained by the knowledge acquired and the learning experiences lived during their teacher training process.