Strategies of learning of the lexicon in the third moment of the improvement of the Primary Education

Abstract

To promote the use of vocabulary learning strategies among fourth-grade students in the Spanish Language classroom, as part of a postgraduate research project at the Carlos Manuel de Céspedes Educational Institution. The aim was to improve academic performance and encourage the spontaneous use of vocabulary in diverse communicative situations. Methods: The analytical-synthetic and inductive-deductive methods were applied, along with document analysis, observation, and interviews. Results: The results obtained allowed for the redesign of lessons to address vocabulary as a foundation for constructing meaning and understanding, based on an integrated approach to the functional components of comprehension, analysis, and text construction. Conclusions: Vocabulary work should be carried out in an organized and contextualized manner, based on the linguistic interrelationships established by words through associative connections, in an active process by the student to achieve developmental learning.