Publication: Tratamiento de la combinatoria léxica en documentos de referencia y curriculares: el caso del MCER y del PCIC
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Date
2016-01-15
Authors
Pérez Serrano, Mercedes
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info:eu-repo/semantics/article
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Abstract
En este artículo tenemos como objetivo analizar y discutir cómo el Marco Común Europeo de Referencia y el Plan Curricular del Instituto Cervantes tratan la combinatoria léxica, y en particular las colocaciones dentro del conjunto de las unidades léxicas. Averiguar las pistas que se dan sobre este aspecto en los documentos de referencia y curriculares resulta de especial interés porque son los documentos más manejados por profesores, evaluadores y creadores de materiales y las indicaciones que en ellos se ofrecen tienen una gran repercusión en las creencias de comunidad educativa. De la lectura detallada de estos documentos se desprende que en el MCER no se da un tratamiento sistemático o riguroso a las colocaciones léxicas y que la idiomaticidad se atribuye a los niveles de dominio más avanzados. En el PCIC vemos que, si bien se opta por una forma determinada de presentar las colocaciones léxicas en el inventario, a lo largo del mismo se cae en algunas incongruencias.
In this article we aim to analyze and discuss how the Common European Framework of Reference and the Cervantes Institute Curriculum treat lexical combinatorics, and in particular collocations amgonst other lexical units. Find to the clues given on this aspect in the reference and curricular documents is of special interest because they are handled by teachers, evaluators and material creators and the indications offered have a major impact on beliefs within the educational community. The detailed reading of those documents shows that the CEFR does not give a systematic or rigorous treatment to collocations and idiomaticity is often attributed to more advanced levels of mastery. In the PCIC we observe that while a particular way of presenting lexical collocations is chosen in the introductory pages, it falls in some inconsistencies along the inventory.
In this article we aim to analyze and discuss how the Common European Framework of Reference and the Cervantes Institute Curriculum treat lexical combinatorics, and in particular collocations amgonst other lexical units. Find to the clues given on this aspect in the reference and curricular documents is of special interest because they are handled by teachers, evaluators and material creators and the indications offered have a major impact on beliefs within the educational community. The detailed reading of those documents shows that the CEFR does not give a systematic or rigorous treatment to collocations and idiomaticity is often attributed to more advanced levels of mastery. In the PCIC we observe that while a particular way of presenting lexical collocations is chosen in the introductory pages, it falls in some inconsistencies along the inventory.
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