Awareness of L1 and L2 word-formation mechanisms for the development of a more autonomous L2 learner

• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 15, 2011, pág. 25
• Idioma: inglés
• DOI: 10.30827/digibug.31981
• Enlaces
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• Resumen
  • español

    A diferencia de la didáctica tradicional, las nuevas tendencias comunicativas dejan de lado el papel de los mecanismos de formación de palabras, pues tienden a concentrarse en el aprendizaje de la sintaxis y/o el vocabulario sin analizar los mecanismos morfológicos. En este estudio, basado en el análisis del uso de prefijos por estudiantes de inglés como L2 del SULEC, subrayaremos las repercusiones del conocimiento de dichos mecanismos en la producción, creatividad, comprensión, autonomía, e incluso corrección. La enseñanza de estos procedimientos permite a los alumnos descifrar, descodificar y/o codificar mensajes, crear palabras que no conocían anteriormente, etc.

  • English

    Unlike traditional approaches, new communicative trends disregard the role of word-formation mechanisms. They tend to focus on syntax and/or vocabulary without analyzing the mechanisms involved in the creation of lexical items. In this paper, based on the analysis of the use of prefixes by L2 learners in oral and written productions, as provided by the SULEC, we emphasize the advantages that wordformation awareness and knowledge may have for the learners in terms of production, creativity, understanding, autonomy, and proficiency. Through the teaching of wordformation learners may more easily decipher, decode and/or encode messages, create words they have never seen before, etc.

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