EL ERROR LÉXICO EN ELE: EL CASO DE LOS FALSOS AMIGOS EN LA EDUCACIÓN SUPERIOR FRANCESA
Fecha
2024-09-18
Autores
Título de la revista
ISSN de la revista
Título del volumen
Editor
Jaén: Universidad de Jaén
Resumen
[ES] Entre los componentes lingüísticos que se deben trabajar en el aula de lenguas extranjeras, la
enseñanza y aprendizaje del léxico están teniendo cada vez más protagonismo. Tradicionalmente,
la enseñanza del léxico ocupaba un segundo lugar, dado que se consideraba el aprendizaje de las
reglas gramaticales como la parte esencial del aprendizaje de una lengua extranjera. Además, son
recurrentes los trabajos que estudian en qué medida la lengua materna afecta al aprendizaje de
una lengua extranjera, y cómo el error léxico deriva de la transferencia de la L1. Los falsos amigos,
dadas las características de este tipo de palabras, suponen un problema a los estudiantes y acaban
siendo una de las dificultades más repetidas en el aula. Este trabajo presenta una propuesta
didáctica para trabajar los falsos amigos en el aula de ELE, concretamente en el contexto
académico universitario en Francia y bajo el análisis y la detección de las dificultades que tienen
los alumnos en clase.
Palabras clave: ELE, enseñanza del léxico, error léxico, falsos amigos, transferencia lingüística
[EN] Among the linguistic components to work in the foreign language classroom, the teaching and learning of vocabulary are increasingly taking more and more consideration. Traditionally, the learning of vocabulary was treated as secondary, as teaching grammatical rules was considered as the essential part of learning a foreign language. Additionally, there are recurrent studies on how the first language affects learning a foreign one, and how lexical errors stem from language transfer from our L1. False friends, given the characteristics of these lexical units, raise a problem for students and are one of the most common difficulties in the classroom. This paper presents a didactic proposal to work on false friends in Spanish as a Foreign Language (SFL) in the academic context in France, based on the analysis and prior detection of the difficulties that the students have in class. Keywords: SFL, teaching of vocabulary, lexical error, false friends, language transfer
[EN] Among the linguistic components to work in the foreign language classroom, the teaching and learning of vocabulary are increasingly taking more and more consideration. Traditionally, the learning of vocabulary was treated as secondary, as teaching grammatical rules was considered as the essential part of learning a foreign language. Additionally, there are recurrent studies on how the first language affects learning a foreign one, and how lexical errors stem from language transfer from our L1. False friends, given the characteristics of these lexical units, raise a problem for students and are one of the most common difficulties in the classroom. This paper presents a didactic proposal to work on false friends in Spanish as a Foreign Language (SFL) in the academic context in France, based on the analysis and prior detection of the difficulties that the students have in class. Keywords: SFL, teaching of vocabulary, lexical error, false friends, language transfer