Publicación: Análisis de las colocaciones empleadas por aprendices de español como L2 en textos escritos
Cargando...
Fecha
2020-07-07
Autores
Editor/a
Director/a
Tutor/a
Coordinador/a
Prologuista
Revisor/a
Ilustrador/a
Derechos de acceso
Atribución-NoComercial-SinDerivadas 4.0 Internacional
info:eu-repo/semantics/openAccess
info:eu-repo/semantics/openAccess
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad Nacional de Educación a Distancia (España). Facultad de Filología
Resumen
Este trabajo tiene como meta investigar el uso que aprendices de español como segunda lengua (L2) hacen, en sus producciones escritas, de una parcela específica del componente léxico: un tipo de unidades léxicas complejas denominadas colocaciones. Partimos para ello de la definición precisa del término colocación, obtenida a través de la consulta de obras de Higueras (1997), Corpas (1996) y Koike (2001). Tras enunciar los objetivos de este estudio y de hacer su correspondiente fundamentación teórica y metodológica, empezamos la fase de investigación propiamente dicha, que se desarrolla en tres etapas: (a) la selección de un número significativo de combinaciones léxicas que se ajustan a la estructura de colocación, centrándonos exclusivamente en las constituidas por N + adj.; (b) la búsqueda de esas unidades léxicas en el Corpus de aprendices de español (CAES) (Rojo y Palacios, 2014)1 para comprobar sus frecuencias de uso, los niveles de dominio de la lengua en los que aparecen y las eventuales construcciones alternativas que los aprendientes emplean para designar el espacio conceptual correspondiente a las colocaciones que no conocen; y (c) un análisis del significado que esos datos tienen a la hora de diseñar estrategias para el aprendizaje del léxico. La conclusión básica que se desprende de esta investigación es que el aprendizaje del componente léxico tiene necesidad de una ejercitación específica, independientemente del enfoque metodológico de enseñanza que se adopte.
This work aims to investigate the use that learners of Spanish as a second language (L2) make in their written productions of a specific part of the lexical component: a type of complex lexical units called collocations. To do this, we start from the precise definition of the term collocation, obtained through the consultation of works by Higueras (1997), Corpas (1996) and Koike (2001). After stating the objectives of this study and making its corresponding theoretical and methodological foundation, we began the research phase itself, which takes place in three stages: (a) the selection of a significant number of lexical combinations that fit the structure of collocation, focusing exclusively on those constituted by N + adj .; (b) the search for these lexical units in the Corpus of Spanish Learners (CAES) (Rojo and Palacios, 2014) to check their frequencies of use, the levels of language proficiency in which they appear and the possible alternative constructions that learners use to designate the conceptual space corresponding to collocations they don't know; and (c) an analysis of the implications that these data have when designing strategies for learning the lexicon. The basic conclusion that emerges from this research is that the learning of the lexical component needs a specific practice, regardless of the methodological approach to teaching that is adopted.
This work aims to investigate the use that learners of Spanish as a second language (L2) make in their written productions of a specific part of the lexical component: a type of complex lexical units called collocations. To do this, we start from the precise definition of the term collocation, obtained through the consultation of works by Higueras (1997), Corpas (1996) and Koike (2001). After stating the objectives of this study and making its corresponding theoretical and methodological foundation, we began the research phase itself, which takes place in three stages: (a) the selection of a significant number of lexical combinations that fit the structure of collocation, focusing exclusively on those constituted by N + adj .; (b) the search for these lexical units in the Corpus of Spanish Learners (CAES) (Rojo and Palacios, 2014) to check their frequencies of use, the levels of language proficiency in which they appear and the possible alternative constructions that learners use to designate the conceptual space corresponding to collocations they don't know; and (c) an analysis of the implications that these data have when designing strategies for learning the lexicon. The basic conclusion that emerges from this research is that the learning of the lexical component needs a specific practice, regardless of the methodological approach to teaching that is adopted.
Descripción
Categorías UNESCO
Palabras clave
unidad léxica compleja, colocación, inventario léxico, corpus de aprendices, nivel de dominio de la lengua, construcción alternativa, español como L2, complex lexical unit, collocation, lexical inventory, corpus of learners, level of language proficiency, alternative construction, spanish as L2
Citación
Centro
Facultad de Filología
Departamento
No procede