Publication: La relación meronímica como mecanismo de acceso léxico en el aprendizaje del español como LE/L2
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2022-06
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Abstract
La meronimia es la relación léxico-semántica bilateral paradigmática para la expresión de construcciones de parte-todo. Si bien cuenta con manifestaciones lingüísticas variadas y amplias, las distintas taxonomías para los sustantivos de parte-todo procuradas a lo largo de los años dan una idea de la complejidad del fenómeno. La atención dedicada a esta relación léxico-semántica en la bibliografía es pobre, y su trato en el aula de ELE/L2 no es equitativo con el resto de ellas. Para la enseñanza y el aprendizaje del léxico en ELE/L2, los especialistas están de acuerdo en que dicho aprendizaje no ha de ser solo incidental, y recomiendan utilizar herramientas para la creación de redes semánticas a través mecanismos de asociación como podrían ser los mapas conceptuales de relaciones léxico-semánticas. Tras hacer un análisis de los testimonios de cincuenta y un profesores de ELE/L2 y examinar la bibliografía fundamental para la enseñanza del léxico en ELE/L2, se lleva a cabo un diagnóstico sobre la situación de la meronimia en el aula de ELE/L2 y una defensa para su integración mediante una propuesta didáctica.
Meronymy is the paradigmatic bilateral lexical-semantic relation for the expression of part-hole constructions. Even though it counts with multiple and diverse linguistic manifestations, the different taxonomies for part-hole nouns given throughout the years indicate the complexity of the phenomenon. The attention given to this lexical-semantic relation in the bibliography is poor, and its treatment in the ELE/L2 classroom is not equitable with the rest of them. In Spanish as second language vocabulary teaching and learning studies, specialists agree that vocabulary learning should not be incidental, and they recommend using tools such as lexical-semantic relations to stimulate the creation of semantic networks through mechanisms of association. After doing an analysis of the testimony of fifty one spanish teachers and a review of the bibliography considered fundamental in the studies of vocabulary teaching and learning, we will make a diagnosis of the condition of the meronymy in the Spanish as second language classroom and a defense for its integration with a didactic proposal.
Meronymy is the paradigmatic bilateral lexical-semantic relation for the expression of part-hole constructions. Even though it counts with multiple and diverse linguistic manifestations, the different taxonomies for part-hole nouns given throughout the years indicate the complexity of the phenomenon. The attention given to this lexical-semantic relation in the bibliography is poor, and its treatment in the ELE/L2 classroom is not equitable with the rest of them. In Spanish as second language vocabulary teaching and learning studies, specialists agree that vocabulary learning should not be incidental, and they recommend using tools such as lexical-semantic relations to stimulate the creation of semantic networks through mechanisms of association. After doing an analysis of the testimony of fifty one spanish teachers and a review of the bibliography considered fundamental in the studies of vocabulary teaching and learning, we will make a diagnosis of the condition of the meronymy in the Spanish as second language classroom and a defense for its integration with a didactic proposal.