Publication: Estudio de una técnica para la enseñanza del léxico en el aula ELE: mapas léxico-semánticos
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2020-07
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Abstract
Se han propuesto los mapas léxico-semántico como herramienta para la enseñanza-aprendizaje del léxico en el aula de español como lengua extranjera (ELE), pero la verificación de su validez continúa siendo algo pendiente: por una parte, el docente no puede recurrir fácilmente a este recurso por su escasez entre los materiales didácticos, de modo que muchos estudiantes de ELE no lo han usado nunca; por otra, no hay muchos trabajos de campo que indaguen en su eficacia en el aula de ELE. En este trabajo se cuestiona su utilidad y se hace una propuesta para evaluarla mediante un cuestionario cuyo fin último es conocer, de primera mano de los aprendientes, su valoración. Como no se sabe si todos han usado esta técnica, este cuestionario no solo se centra en esta sino también en algunas otras herramientas para la enseñanza del vocabulario en ELE.
Lexical-semantic maps have been proposed as a tool for teaching-learning the lexicon in the classroom of Spanish as a foreign language but the verification of its validity remains somewhat pending: on the one hand, the teacher cannot easily resort to this resource due to its scarcity of teaching materials, so many ELE students have never used it; on the other hand, there are not many researches that investigate its effectiveness in the ELE classroom. In this work, its usefulness is questioned and a proposal is made to evaluate it through a questionnaire whose ultimate purpose is to know, first hand of learners, their assessment. Since it is not known if everyone has used this technique, this questionnaire not only focuses on this one but also on some other tools for teaching vocabulary in ELE.
Lexical-semantic maps have been proposed as a tool for teaching-learning the lexicon in the classroom of Spanish as a foreign language but the verification of its validity remains somewhat pending: on the one hand, the teacher cannot easily resort to this resource due to its scarcity of teaching materials, so many ELE students have never used it; on the other hand, there are not many researches that investigate its effectiveness in the ELE classroom. In this work, its usefulness is questioned and a proposal is made to evaluate it through a questionnaire whose ultimate purpose is to know, first hand of learners, their assessment. Since it is not known if everyone has used this technique, this questionnaire not only focuses on this one but also on some other tools for teaching vocabulary in ELE.