A Critical Analysis of the Vocabulary in L2 Spanish Textbooks

  1. López-Jiménez, María Dolores
Revista:
Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

ISSN: 1697-7467

Año de publicación: 2014

Número: 21

Páginas: 163-182

Tipo: Artículo

DOI: 10.30827/DIGIBUG.30489 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

Resumen

Este estudio se centra en el tratamiento dado al vocabulario en libros de texto para la enseñanza del español como L2. Para ello, se analizan 12 libros (junto con el libro del profesor) pertenecientes a tres niveles de lengua. Los resultados indican que el vocabulario que se va a enseñar carece de sistematicidad, pues los criterios de selección y gradación del léxico no aparecen en la mayoría de los libros analizados. El lugar de publicación y nivel de lengua de los libros influyen en la presentación del vocabulario nuevo. La enseñanza del vocabulario tiende a ser bastante tradicional, tal y como se puede observar en la práctica del léxico, compuesta mayormente por ejercicios cerrados y abiertos, y en la casi total ausencia de estrategias de aprendizaje del vocabulario. Por último, un uso abusivo de agrupaciones semánticas junto con un reciclaje insuficiente del vocabulario sugieren que los resultados de investigaciones acerca del aprendizaje del vocabulario en L2 no se han tenido en cuenta.

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Fuente de los datos: Dialnet