A Critical Analysis of the Vocabulary in L2 Spanish Textbooks

• Autores: María Dolores López-Jiménez
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 21, 2014, págs. 163-182
• Idioma: inglés
• DOI: 10.30827/digibug.30489
• Enlaces
  • Texto completo (pdf)
  • Texto completo (pdf)
• Dialnet Métricas: 6 Citas
• Resumen
  • español

    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.

  • English

    This study researches the treatment given to L2 vocabulary in Spanish language textbooks. To that end, 12 textbooks (together with the teacher�s editions) at three proficiency levels were analyzed. The results suggest that the vocabulary to be taught lacks consistency as the selection and grading criteria are not explicitly stated in most of the teacher�s guides. The place of publication and the proficiency level of the textbooks influence the introduction of new words. Vocabulary teaching tends to be rather traditional since its practice is mostly comprised of closed and open exercises and vocabulary learning strategies are rarely present. Finally, the results of research into L2 vocabulary learning have not been taken into consideration. This can be seen in the overuse of semantic sets and the insufficient recycling found in the teaching units.

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