Publication: El desafío de la fraseología en la enseñanza del español como LE: una propuesta didáctica para estudiantes italianos de nivel A1
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2022-09
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Abstract
A pesar de su alta frecuencia de aparición en el discurso, las unidades fraseológicas, debido a sus características sintácticas y, sobre todo, léxicas y semánticas no cuentan con la suficiente atención en el panorama de la enseñanza de ELE. El presente trabajo pretende, por tanto, profundizar, desde un punto de vista teórico, la naturaleza de estas unidades y los procesos de comprensión y producción que operan alrededor de estas, con el objetivo de ofrecer una propuesta didáctica enfocada a la fraseología somática para estudiantes italianos de nivel A1 de un centro de educación secundaria y, en general, mostrar que las obras de referencia se equivocan al incluirlas fundamentalmente en los niveles avanzados. Tras una primera parte teórica en la que se define y explica qué es una unidad fraseológica y el tratamiento que se hace de esta en el aula de ELE, se lleva a cabo un experimento didáctico dividido en varias fases interrelacionadas: la primera la constituye la confección de un corpus específico de locuciones somáticas; la segunda, la realización de un diagnóstico inicial de procesamiento cognitivo; y, la tercera, el diseño de una propuesta didáctica. El análisis de los resultados obtenidos de esta última fase muestra no solo que el grado de analogía formal interlingüística y de accesibilidad al esquema cognitivo optimizan el aprendizaje, sino que, al término de la instrucción, los estudiantes registran niveles de comprensión y producción estadísticamente superiores a los alcanzados en el pretest.
Despite their high frequency of appearance in discourse, phraseological units, due to their syntactic and, above all, lexical and semantic characteristics, do not receive enough attention in the context of Spanish teaching. The present work aims, therefore, to deepen the nature of these units, from a theoretical point of view, and the comprehension and production processes that operate around them, with the aim of offering a didactic proposal focused on somatic phraseology for Italian students with A1 level from a secondary school and, in general, show that the reference works are wrong for including them mainly in the advanced levels. After a first theoretical part in which it is defined and explained what a phraseological unit is and how it is treated in the Spanish classroom, a didactic experiment divided into several interrelated phases is carried out: the first is the preparation of a specific corpus of somatic locutions; the second, carrying out an initial diagnosis of cognitive processing; and, the third, the design of a didactic proposal. The analysis of the results obtained from this last phase shows not only that the degree of interlinguistic formal analogy and accessibility to the cognitive scheme optimize learning, but also that, at the end of the instruction, the students register levels of comprehension and production statistically higher than those achieved in the pretest.
Despite their high frequency of appearance in discourse, phraseological units, due to their syntactic and, above all, lexical and semantic characteristics, do not receive enough attention in the context of Spanish teaching. The present work aims, therefore, to deepen the nature of these units, from a theoretical point of view, and the comprehension and production processes that operate around them, with the aim of offering a didactic proposal focused on somatic phraseology for Italian students with A1 level from a secondary school and, in general, show that the reference works are wrong for including them mainly in the advanced levels. After a first theoretical part in which it is defined and explained what a phraseological unit is and how it is treated in the Spanish classroom, a didactic experiment divided into several interrelated phases is carried out: the first is the preparation of a specific corpus of somatic locutions; the second, carrying out an initial diagnosis of cognitive processing; and, the third, the design of a didactic proposal. The analysis of the results obtained from this last phase shows not only that the degree of interlinguistic formal analogy and accessibility to the cognitive scheme optimize learning, but also that, at the end of the instruction, the students register levels of comprehension and production statistically higher than those achieved in the pretest.