Publication: Los cognados sinonímicos como facilitadores de la adquisición y el aprendizaje del léxico español por alumnos anglohablantes
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2016-11-08
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Universidad Complutense de Madrid
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Abstract
El objetivo principal de esta investigación es demostrar la importancia de enseñar de manera explícita los cognados sinonímicos interlingüísticos en español L2/LE como parte constitutiva del léxico general del español y como componente facilitador de acceso léxico. En el marco teórico se exponen las definiciones del término cognado que han proporcionado distintos autores (Crystal: 1997; Allen: 1983 e Izquierdo: 2004), el origen de los cognados sinonímicos entre la lengua española y la lengua inglesa y los principales estudios sobre los cognados sinonímicos interlingüísticos, donde se toman como base las aportaciones de Nagy et al. (1993), Ainciburu (2008) y, Malabonga et al. (2008). El análisis del MCER y el PCIC revela el escaso interés que se muestra hacia la enseñanza de cognados sinonímicos interlingüísticos en español L2/LE. Con el propósito de demostrar su gran frecuencia de aparición en el léxico general del español se elaboran cuatro catálogos de cognados sinonímicos interlingüísticos español – inglés en los que se exponen las similitudes etimológicas, acepcionales y las frecuencias de cada UL en español e inglés. Estos catálogos sirven además como base para el diseño de las pruebas desarrolladas en el experimento realizado con 26 alumnos británicos de secundaria divididos en dos grupos de distintos niveles de competencia lingüística en español L2/LE, 12 informantes de nivel principiante (A1-A2); y 14 informantes de nivel intermedio (B1-B2). El experimento consiste en una propuesta didáctica diseñada para comprobar la identificación de cognados sinonímicos interlingüísticos en español L2/LE, realizada con ambos grupos a través de un cuestionario online. El análisis cualitativo revela que el número de cognados sinonímicos interlingüísticos español – inglés identificados es muy elevado. Las conclusiones extraídas del experimento y de la elaboración de los catálogos permiten ratificar que los cognados sinonímicos interlingüísticos facilitan el acceso léxico por parte de los aprendientes anglófonos de español como L2.
The main objective of this research is to demonstrate the importance of teaching explicitly cross-linguistic synonymic cognates in Spanish SSL/SFL as they are a constituent part of general vocabulary of Spanish and as a facilitator of lexical access Within this theoretical framework, we present the definitions of the term cognate that have provided by various authors (Crystal: 1997; Allen: 1983 and Izquierdo: 2004), the origin of the cross-linguistic synonymic cognates between The Spanish and English language and the main studies on cross-linguistic synonymic cognates, based on Nagy et al. (1993), Ainciburu (2008) and, Malabonga et al. (2008). An analysis of the CEFR and the IC curriculum reveals the lack of interest shown towards teaching cross-linguistic synonymic cognates in Spanish SSL/SFL. In order to demonstrate its high frequency of occurrence in the general vocabulary of Spanish, we prepared four Spanish – English cross-linguistic synonymic cognateścatalogues which exposed etymological similarities in the meaning and frequencies of each lexical unit in Spanish. These catalogues also serve as a base for the design of tests developed in the experiment with 26 British secondary students divided into two groups with different linguistic skills levels, 12 beginner leveĺstudents (A1-A2) and 14 intermediate leveĺstudents (B1-B2). The experiment consisted of a didactic proposal designed for checking the identification of Spanish – English cross-linguistic synonymic cognates in SSL/SFL, made in long-distance with both groups through an online questionnaire. The qualitative analysis shows that the number of Spanish – English cross-linguistic synonymic cognates identified is very high. The conclusions drawn from the experiment and the development of catalogues provide evidence supporting the fact that the cross-linguistic synonymic cognates facilitate lexical access by Anglophone learners os Spanish as L2...
The main objective of this research is to demonstrate the importance of teaching explicitly cross-linguistic synonymic cognates in Spanish SSL/SFL as they are a constituent part of general vocabulary of Spanish and as a facilitator of lexical access Within this theoretical framework, we present the definitions of the term cognate that have provided by various authors (Crystal: 1997; Allen: 1983 and Izquierdo: 2004), the origin of the cross-linguistic synonymic cognates between The Spanish and English language and the main studies on cross-linguistic synonymic cognates, based on Nagy et al. (1993), Ainciburu (2008) and, Malabonga et al. (2008). An analysis of the CEFR and the IC curriculum reveals the lack of interest shown towards teaching cross-linguistic synonymic cognates in Spanish SSL/SFL. In order to demonstrate its high frequency of occurrence in the general vocabulary of Spanish, we prepared four Spanish – English cross-linguistic synonymic cognateścatalogues which exposed etymological similarities in the meaning and frequencies of each lexical unit in Spanish. These catalogues also serve as a base for the design of tests developed in the experiment with 26 British secondary students divided into two groups with different linguistic skills levels, 12 beginner leveĺstudents (A1-A2) and 14 intermediate leveĺstudents (B1-B2). The experiment consisted of a didactic proposal designed for checking the identification of Spanish – English cross-linguistic synonymic cognates in SSL/SFL, made in long-distance with both groups through an online questionnaire. The qualitative analysis shows that the number of Spanish – English cross-linguistic synonymic cognates identified is very high. The conclusions drawn from the experiment and the development of catalogues provide evidence supporting the fact that the cross-linguistic synonymic cognates facilitate lexical access by Anglophone learners os Spanish as L2...
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Tesis inédita de la Universidad Complutense de Madrid, Facultad de Filología, Departamento de Lengua Española y Teoría de la Literatura y Literatura Comparada, leída el 10-02-2016