Publication: La perspectiva ortográfica del vocabulario del idioma inglés y el español: una concepción interdisciplinaria
Authors
Alberteris Galbán, Orlando ; Cañizares Hinojosa, Viviana ; Revilla Sabín, Bertha
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info:eu-repo/semantics/article
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Abstract
El presente artículo tiene el propósito de exponer los resultados de un
estudio sobre el tratamiento de reglas ortográficas del español en la clase
de idioma inglés en el primer año de las carreras de Licenciatura en
Educación. Se toma como base de análisis el vocabulario, mayoritariamente
de origen latino, el cual mantiene su significado tanto en la lengua materna
como en la extranjera. Se presentan los fundamentos que sustentan el
tratamiento del vocabulario a partir de los procesos de nominación, en
especial la afijación, y su ortografía. Se empleó la modelación de un sistema
de actividades en dos etapas fundamentales en dependencia de la
complejidad del vocabulario y las reglas ortográficas empleadas. Los
resultados obtenidos han contribuido a una mejor comprensión de las reglas
ortográficas y con ello un mayor desarrollo de la competencia lingüística de
los alumnos, tanto en la lengua materna como en la extranjera.
This paper is aimed at describing the findings of a study of English lessons contribution to the learning of Spanish spelling rules by first year Bachelor of Education students. The lexicon under study is mainly made up of cognate words of Latin origin because of their origin in both languages, English and Spanish. The fundaments that sustain the vocabulary treatment based on the process of affixation and spelling are presented. A system of tasks was modeled following two phases according to the complexity of the vocabulary and spelling rules used. The findings have contributed to a better understanding of spelling rules and as well as to foster students linguistic competence development both in the mother and target languages.
This paper is aimed at describing the findings of a study of English lessons contribution to the learning of Spanish spelling rules by first year Bachelor of Education students. The lexicon under study is mainly made up of cognate words of Latin origin because of their origin in both languages, English and Spanish. The fundaments that sustain the vocabulary treatment based on the process of affixation and spelling are presented. A system of tasks was modeled following two phases according to the complexity of the vocabulary and spelling rules used. The findings have contributed to a better understanding of spelling rules and as well as to foster students linguistic competence development both in the mother and target languages.
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