Ir para o menu de navegação principal Ir para o conteúdo principal Ir para o rodapé

n. 43 (2024)
Publicación continua

Pedagoga da linguagem

Análise comparativa de cognatos em duas bases de dados no ensino de espanhol na China

https://doi.org/10.19053/uptc.0121053X.n43.2024.17531

Publicado 2024-08-14

  • Chen Hao
    • ,
  • Yang Ming

Chen Hao
Fudan University

Yang Ming
Shanghai International Studies University

Resumo

O objetivo deste artigo é realizar um estudo comparativo de duas compilações de glossários entre dois programas de  China, através de uma análise estatística e de uma pesquisa sobre familiaridade com cognatos para alunos ELE na China. Especificamente, investigamos: (1) a diferença lexical entre dois sistemas de ensino ELE: um nacionalizado na China e outro em nível internacional (QECR); (2) conscientização de cognatos bilíngues para alunos de espanhol na China. Os resultados indicam que: (1) a lista de vocabulário nacionalizado na China tem mais palavras de alta frequência do que a do QECR; (2) nos alunos de espanhol L3 não foi descoberta nenhuma consciência de cognatos na pesquisa, mas sim um efeito de alta frequência no léxico. Este estudo serve para enfatizar o status dos cognatos para a pesquisa e o ensino do ELE, bem como para fornecer uma referência para futuros estudos lexicais do ELE, tanto na China como internacionalmente.

Palavras-chave

consciência cognata, base de dados lexical, frequência de palavras, cobertura lexical, cobertura cognata

PDF (Español)

Referências

  1. Aske, J. (2015). Spanish-English Cognates, an Introduction to Spanish Linguistics. World Languages and Cultures. SalemState University.
  2. Carcedo, A. (2000). Disponibilidad léxica en español como lengua extranjera: el caso finlandés (estudio del nivel preuniversitario y cotejo con tres fases de adquisición). Turun Yliopisto.
  3. Cenoz, J., & Gorter, D. (2020). Teaching English through Pedagogical Translanguaging.World Englishes, 39(2), 300-311.
  4. Cenoz, J., Leonet, O., & Gorter, D. (2022). Developing Cognate Awareness through Pedagogical Translanguaging. International Journal of Bilingual Education and Bilingualism, 25(8), 2759-2773.
  5. Chen, H. 陈豪. (2021). 西班牙语词汇研究综述和展望——兼议多语习得 中的同源词研究 Overview and Prospect of Spanish Lexical Researches: A discussion of cognate words research in multilingual language acquisition.外语 教育研究 Foreign Language Education & Research, (4), 44-50. doi:10.16739/j. cnki.cn21-9203/g4.2021.04.008.
  6. Chen, H. 陈豪. (2023). 跨语言影响视域下英西同源词习得研究 A Study on the Acquisition of English-Spanish Cognates from the Perspective of Crosslinguistic Influence. 浙江大学出版社 Zhejiang University Press.
  7. Chen, H. 陈豪, & Liang, Q. 梁倩. (2023). 西班牙语三语习得者的语素意识研 究 A Study on Morphological Awareness of Spanish Trilingual Learners. 语言学 研究 Linguistic Research, 33, 155-167.
  8. Chen, H. 陈豪, & Song, C. Q. 宋楚翘. (Manuscript submitted for publication). Learning Spanish (L3) and Forgetting English (L2)? Intervention of Cognates Teaching in Lexical Production in China: A Longitudinal Comparative Study. Comesaña, M., Ferré, P., Romero, J., et al. (2015). Facilitative Effect of Cognate Words Vanishes when Reducing the Orthographic Overlap: The Role of Stimuli List
  9. Composition. Journal of Experimental Psychology: Learning, Memory, and¿ Cognition, 41, 614–635. https://doi.org/10.1037/xlm0000065
  10. Comesaña, M., Soares, A. P., & Lima, C. (2010). Semantic Representations of New Cognate vs. Noncognate Words: Evidence from Two Second Language Learning Methods. Procedia-Social and Behavioral Sciences, 5, 199-203.
  11. Costa, A., Caramazza, A., & Sebastián-Galles, N. (2000). The Cognate Facilitation Effect:¿ Implications for Models of Lexical Access. Journal of Experimental Psychology: Learning, Memory, and Cognition, 26(5), 1283.
  12. Davies, M., & Davies, K. H. (2017). A Frequency Dictionary of Spanish: Core Vocabulary for Learners. Routledge.
  13. Dijkstra, T., Grainger, J., & Van Heuven, W. J. (1999). Recognition of Cognates and Interlingual Homographs: The Neglected Role of Phonology. Journal of Memory and Language, 41(4), 496-518.
  14. Dijkstra, T., & Van Heuven, W. J. (2002). The Architecture of the Bilingual Word Recognition System: From Identification to Decision. Bilingualism: Language and Cognition, 5(3), 175-197.
  15. Dressler, C., Carlo, M. S., Snow, C. E. et al. (2011). Spanish-Speaking Students’ Use of Cognate Knowledge to Infer the Meaning of English Words. Bilingualism: Language and Cognition, 14(2), 243-255.
  16. Duchon, A., Perea, M., Sebastián-Galles, N. et al. (2013). EsPal: One-stop Shopping for Spanish Word Properties. Behavior Research Methods, 45(4), 1246-1258.
  17. García, M. I. M. (2013). Estudio etimológico de cuatro pares de cognados en español y urdu. Revista Iberoamericana de Lingüística (RIL), 8: 61-74.
  18. Gonzalo Pérez, A. (2015). Los cognados sinonímicos como facilitadores de la adquisición y el aprendizaje del léxico español por alumnos angloparlantes. [Tesis doctoral], Universidad Complutense de Madrid.
  19. Hampton, J., & Gardiner, M. (1983). Measures of Internal Category Structure: A Correlational Analysis of Normative Data. British Journal of Psychology, 74, 491- 516.
  20. Hernández-Muñoz, N., Izura, C., & Ellis, A. W. (2006). Cognitive Aspects of Lexical Availability. European Journal of Cognitive Psychology, 18(5), 730-755.
  21. Hidalgo Gallardo, M. (2017). La disponibilidad léxica como herramienta de evaluación interventiva del vocabulario en ELE: aplicación en un contexto universitario sinohablante. SinoELE, 16, 43-63.
  22. Hidalgo Gallardo, M. (2019). El perfil léxico del manual de ELE Español Moderno 1 desde la óptica de la disponibilidad léxica: posibles mejoras para la selección del vocabulario. Ogigia. Revista Electrónica de Estudios Hispánicos, 25: 233-257. 7https://doi.org/10.24197/ogigia.25.2019.233-257
  23. Izquierdo Gil, M. C. (2003). La selección del léxico en la enseñanza del español como lengua extranjera. [Tesis doctoral] Universidad de Valencia.
  24. Koessler, M., & Derocquigny, J. (1928). Les faux amis: ou, Les trahisons du vocabulaire anglais (conseils aux traducteurs). Vuibert.
  25. Li, X. K. 李晓科, & Cheng, L. L. (2006). 西班牙语专业四级词汇 Spanish Major Level Four Vocabulary. People’ s Education Press.
  26. López, H. (1995). Los estudios de disponibilidad léxica: pasado y presente. Boletín de Filología, 35(1), 245-259.
  27. Lotto, L., & De Groot, A. M. (1998). Effects of Learning Method and Word Type on Acquiring Vocabulary in an Unfamiliar Language. Language Learning, 48(1), 31-69.
  28. Martínez-Adrián, M., & Gallardo-del-Puerto, F. (2017). The Effects of Language Typology on L2 Lexical Availability and Spelling Accuracy. International Journal of English Studies, 17(2), 63–79.
  29. Morales, H. L. (1984). La enseñanza de la lengua materna: lingüística para maestros de español. Editorial Playor.
  30. Moss, G. (1992). Cognate Recognition: Its Importance in the Teaching of ESP Reading Courses to Spanish Speakers. English for Specific Purposes, 11(2), 141-158.
  31. Nagy, W. E., García, G. E., Durgunoğlu, A. Y. et al. (1993). Spanish-English Bilingual Students’ Use of Cognates in English Reading. Journal of Reading Behavior, 25(3), 241-259.
  32. Nash, R. (1997). NTC’s Dictionary of Spanish Cognates: Thematically Organized. National Textbook Company.
  33. Ortega, V. M. (2007). La cognación entre el inglés y el castellano. Universidad Nacional Experimental Politécnica.
  34. Otwinowska, A. (2016). Cognate Vocabulary in Language Acquisition and Use: Attitudes, Awareness, Activation (Vol. 93). Multilingual Matters.
  35. Otwinowska, A., & J. M. Szewczyk. (2017). The More Similar the Better? Factors in Learning Cognates, False Cognates and Non-cognate Words. International Journal of Bilingual Education and Bilingualism, 22(8), 974–991. https://
  36. doi.org/10.1080/13670050.2017.1325834Poort, E. D., & Rodd, J. M. (2017). The Cognate Facilitation Effect in Bilingual Lexical Decision is influenced by stimulus list composition. Acta psychologica, 180, 52-63.
  37. Poort, E. D., & Rodd, J. M. (2019). Towards A Distributed Connectionist Account of Cognates and Interlingual Homographs: Evidence from Semantic Relatedness Tasks. PeerJ, 7, e6725.
  38. Rodríguez, S. M. (2009). Cognados y falsos cognados: su uso en la enseñanza del inglés. Universidad de Guadalajara.
  39. Sánchez-Gutiérrez, C., Marcos Miguel, N., & Olsen, M. (2019). Words and Textbooks: An Analysis of Vocabulary Coverage and Lexical Characteristics in L2 Spanish Textbooks. In P. Ecke & S. Rott (org.), Understanding Vocabulary Learning and Teaching: Implications for Language Program Development (pp. 78-98). Cengage.
  40. Sánchez-Gutierrez, C. H., Robles-García, P., & Párez Serrano, M. (2022). L2 Spanish Vocabulary Teaching in US Universities: Instructors’ Beliefs and Reported Practices. Language Teaching Research, 1–23. https://doi.org/10.1177/13621688221074443
  41. Schröter, P., & Schroeder, S. (2016). Orthographic Processing in Balanced Bilingual Children: Cross-language Evidence from Cognates and False Friends. Journal of Experimental Child Psychology, 141, 239-246.
  42. Song, J. D. 宋尽冬. (2009). 中国西班牙语学习者可用词汇研究初探 A Tentative Study of Chinese Spanish Learners’s Available Vocabulary. 外语与外语 教学 Foreign Languages and Their Teaching, (6), 7-11.
  43. Strijkers, K., Costa, A., & Thierry, G. (2010). Tracking Lexical Access in Speech Production: Electrophysiological Correlates of Word Frequency and Cognate Effects. Cerebral Cortex, 20(4), 912-928.
  44. Zhu, Y., & Mok, P. P. K. (2018). Visual Recognition of Cognates and Interlingual Homographs in Two Non-native Languages: Evidence from Asian Adult Trilinguals. Linguistic Approaches to Bilingualism, 10(4), 441-470.

Downloads

Não há dados estatísticos.

Artigos Semelhantes

1 2 3 4 5 6 7 8 > >> 

Você também pode iniciar uma pesquisa avançada por similaridade para este artigo.