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Advisor(s)
Abstract(s)
This paper is framed within the second language instruction field, specifically Spanish as a foreign language (SFL) to Lusophones’ teaching and learning. In this setting, phenomena such as intercomprehension and transfer have a very high impact, especially at the initial levels. It aims to empirically demonstrate the hypothesis that SFL manuals for general learners, not considering their mother tongue (L1) and the proximity/distance concerning the target language (L2), expose them to an inadequate linguistic input, since there is a low relevance of the lexicon (among other elements) presented. To that end, the input linked with two semantic fields offered by three SFL manuals is collected. Then, the lexical items of that input are divided into different categories, set in a taxonomy based on the degree of proximity and understandability. The research results corroborate that the linguistic closeness between the L1 and the L2 implies an abundance of shared lexicon items, which offer little or even no difficulty in understanding for the Portuguese learners, which means that there is an absence of relevant and adequate input for these students. Consequently, SFL teachers who work with Portuguese mother-tongue groups must be aware of this reality, seeking more effective and motivating strategies, and adapting their methodology and teaching materials
Description
Keywords
Second language instruction Romance languages Comparative linguistics Teaching methods Linguistic research
Citation
Sapiña, J. e Cao Míguez, A. B. (2023). Análisis de manuales de ELE para aprendientes internacionales: léxico e intercomprensión en el caso de los lusohablantes. Em M. T. Del Olmo Ibáñez, M. S. Villarrubia Zúñiga e I. Sánchez López (Eds.), Investigación interdisciplinar. Educación y construcción del conocimiento (pp. 591-605). Valencia: Tirant lo Blanch.