EuroWordNet as a resource for learning Spanish verbs
Roser Morante
University of Barcelona
Linguistics Department
Abstract
This paper presents the ongoing research for applying EuroWordNet (EWN) as a tool for learning
Spanish verbs in a CALL context. Current tendencies in L2 acquisition research encourage
semantic based approaches for vocabulary teaching, which means that words have to be
learned starting from its meaning (Carter & McCarthy 1988, Nation 1990). A general revision
of the research carried out in the field of L2 acquisition shows that the acquisition of the
lexicon has a very important role in the acquisition of a language. As Bogaards (1996:369)
puts it: "It is time that language teaching and language acquisition research carefully consider
an approach that stems from the lexicon". Given the fact that EWN fits the guidelines defined
in vocabulary the acquisition research of the last years, we propose that EWN can be used not
only as a model of semantic memory, but also as a resource for enabling learners to acquire
their own lexicon.
The didactic proposal for using EWN for learning and teaching purposes is based on the hypothesis
that the process of lexicon acquisition can be facilitated by means of instruction. An instructional
method should focus on helping the learner to establish lexical connections between the L1 and the L2,
to semantically connect words in the L2 lexicons and to learn how to use words in context. We
propose a method based on the manipulation of linguistic and metalinguistic knowledge in
order to raise awareness about the fact that the lexicon is highly structured and that, at the
same time, each word has a specific meaning and specific combinatorial requirements.
The method has two main purposes. The first is that the learner develops a conceptual
framework for each sense of a word. The second, that the learner is able to use the words in
context helped by her knowledge about the semantics of the word and her awareness of
multiword phenomena.
Learning verbs means also learning the verbs’ syntactic properties according to their
meaning. Since EWN lacks detailed information about this kind of linguistic knowledge, the
Spanish verbs in EWN are being added to in several ways. First, we associate with each
variant a set of diatheses alternations following the proposal in Vázquez et al. (2000). Then,
we provide each variant with a link to its occurrences in a semantic tagged corpus. In the
corpus, verbs are manually tagged with the number of synset in WN. Finally, each synset is
enriched with a Spanish definition. This information improves the use of EWN for didactic
purposes.
Keywords: EWN, CALL, Spanish verbs, vocabulary acquisition.
References
(Bogaards 1996) P. Bogaards, Lexicon and grammar in second language learning. In: P. Jordens & J.
Lalleman, Ed., Investigating Second Language Acquisition. Mouton de Gruyter, Berlin, New York,
1996.
(Carter & McCarthy 1988) R. Carter & M. McCarthy (Ed.) Vocabulary and Language Teaching.
London, Longman, 1988.
(Nation 1990) P. Nation, Teaching and learning vocabulary. Heinle & Heinle, Boston, MA., 1990.
(Vázquez et al. 2000) G. Vázquez, A. Fernández & M.A. Martí, Clasificación verbal. Alternancias de
diátesis, Quaderns de Sintagma, 3, Universitat de Lleida, 2000.