Publication: El tratamiento didáctico de las locuciones en los manuales de inglés y alemán como LE : una propuesta didáctica plurilingüe con locuciones que expresan emociones
Authors
Alcaraz Gutiérrez, María José
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Escuela Internacional de Doctorado
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Mena-Martínez, Florentina M. ; Strohschen, Carola
Publisher
Universidad de Murcia
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DOI
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info:eu-repo/semantics/doctoralThesis
Description
PROGRAMA DE DOCTORADO EN ARTES Y HUMANIDADES: BELLAS ARTES, LITERATURA, TEOLOGÍA, TRADUCCIÓN E INTERPRETACIÓN Y LINGÜÍSTICA GENERAL E INGLESA
Abstract
Las locuciones idiomáticas son unidades fraseológicas (UFs) de especial complejidad para su aprendizaje, dado que su significado no se deduce generalmente de la suma del significado de cada uno de sus componentes. Por este motivo, el Marco Común Europeo de Referencia para las Lenguas (MCER) sitúa su enseñanza a partir del nivel B2, nivel en el que se considera que el aprendiente tiene la capacidad necesaria para comprender el lenguaje figurativo o idiomático. Paralelamente, diversos estudios señalan que la enseñanza de la fraseología en los materiales de Lenguas Extranjeras (LEs), concretamente en la lengua inglesa (Meunier y Gouverneur, 2007) o alemana (Jazbec y Enceva, 2012; Strohschen, 2016) resulta insuficiente o inadecuado. Con el objetivo de confirmar o refutar esta hipótesis, el presente estudio realiza un análisis cuantitativo y cualitativo sobre la presencia y el tratamiento de las locuciones en materiales de inglés como LE (EFL) y de alemán como LE (DaF), comparando los resultados obtenidos en un análisis contrastivo. Estos resultados revelan una mayor inclusión y un tratamiento más sistemático de las locuciones en los manuales de EFL. No obstante, dichos manuales siguen presentando carencias significativas como la ausencia de un principio metodológico que sustente la enseñanza de la fraseología. Ante esta situación, se diseña una propuesta didáctica fundamentada en el enfoque plurilingüe, orientada a la enseñanza de locuciones alemanas mediante el establecimiento de puentes entre las lenguas alemana e inglesa y también la española. En este sentido, esta propuesta está dirigida a un estudiantado español con un nivel de dominio B2 de la lengua inglesa, y que posea además un conocimiento de nivel B1 de la lengua alemana. De acuerdo con el enfoque plurilingüe del Consejo de Europa (2013), la lengua materna (L1) y el conocimiento de una segunda lengua o de una lengua extranjera (L2) facilitan el aprendizaje de una lengua terciaria. Con referencia a la selección de contenidos fraseológicos, esta se ha apoyado en el corpus Phrasende, obtenido de la extracción de locuciones de los manuales DaF y EFL analizados. De este corpus se han elegido aquellas locuciones que expresan emociones, dado que estas emociones son representativas de la teoría de la metáfora conceptual (Lakoff y Johnson, 1980; Lakoff, 1987; Kövecses, 1986, 2000, 2010 [2010]). Esta propuesta didáctica se materializa en una página web Emophras, que integra actividades diseñadas con las nuevas tecnologías (TIC), orientadas a una enseñanza más lúdica a la vez que personalizada. Dichas actividades siguen el modelo de secuenciación de presentación, práctica, y producción (PPP), referente en la enseñanza de LEs. Con estos principios metodológicos se pretende que nuestra propuesta pueda servir como base de otras propuestas para la enseñanza de fraseología, o incluso de otro tipo de léxico, o de estructuras gramaticales.
Idioms are phraseological units (PUs) that pose challenges for language learning, as their meaning cannot generally be inferred from the sum of the meanings of their individual components. For this reason, the Common European Framework of Reference for Languages (CEFR) places their learning from level B2 onwards, a stage at which learners are assumed to have developed the necessary ability to comprehend figurative or idiomatic language. Likewise, several studies have shown that the teaching of phraseology in foreign language (FL) materials, specifically in English (Meunier & Gouverneur, 2007) and German (Jazbec & Enčeva, 2012; Strohschen, 2016), is insufficient or inadequate. In order to confirm or refute this hypothesis, the present study conducts a quantitative and qualitative analysis of the presence and didactical treatment of idioms in English as a Foreign Language (EFL) and German as a Foreign Language (DaF) teaching materials, comparing the results through a contrastive analysis. The findings reveal a greater inclusion and a more systematic treatment of idiomatic expressions in EFL textbooks. However, these EFL materials still display significant shortcomings, notably the absence of a clearly defined methodological framework underpinning the teaching of phraseology. In response to this situation, a pedagogical proposal grounded in the plurilingual approach is developed, aimed at the teaching of German idioms by establishing bridges between the German, English and Spanish languages. The proposal targets Spanish learners with a B2 level of proficiency in English and a B1 level in German. In line with the plurilingual approach promoted by the Council of Europe (2013), learners’ first language (L1) and their knowledge of a second or foreign language (L2) are considered facilitators in the acquisition of an additional language. Regarding the selection of phraseological content, the proposal draws on the Phrasende corpus, compiled from idioms retrieved from the DaF and EFL textbooks analysed. From this corpus, idioms expressing emotions were selected, as emotions are particularly representative of Conceptual Metaphor Theory (Lakoff & Johnson, 1980; Lakoff, 1987; Kövecses, 1986, 2000, 2010). The didactic proposal is implemented through a website, Emophras, which integrates technology-enhanced activities designed to foster a more engaging and personalised learning experience. These activities follow the three Pes (PPP) sequencing model, a well-established framework in foreign language teaching. Through these methodological principles, the proposal aims to serve as a basis for further proposals in the teaching and learning of phraseology, as well as in the teaching and learning of other lexical or grammatical domains.
Idioms are phraseological units (PUs) that pose challenges for language learning, as their meaning cannot generally be inferred from the sum of the meanings of their individual components. For this reason, the Common European Framework of Reference for Languages (CEFR) places their learning from level B2 onwards, a stage at which learners are assumed to have developed the necessary ability to comprehend figurative or idiomatic language. Likewise, several studies have shown that the teaching of phraseology in foreign language (FL) materials, specifically in English (Meunier & Gouverneur, 2007) and German (Jazbec & Enčeva, 2012; Strohschen, 2016), is insufficient or inadequate. In order to confirm or refute this hypothesis, the present study conducts a quantitative and qualitative analysis of the presence and didactical treatment of idioms in English as a Foreign Language (EFL) and German as a Foreign Language (DaF) teaching materials, comparing the results through a contrastive analysis. The findings reveal a greater inclusion and a more systematic treatment of idiomatic expressions in EFL textbooks. However, these EFL materials still display significant shortcomings, notably the absence of a clearly defined methodological framework underpinning the teaching of phraseology. In response to this situation, a pedagogical proposal grounded in the plurilingual approach is developed, aimed at the teaching of German idioms by establishing bridges between the German, English and Spanish languages. The proposal targets Spanish learners with a B2 level of proficiency in English and a B1 level in German. In line with the plurilingual approach promoted by the Council of Europe (2013), learners’ first language (L1) and their knowledge of a second or foreign language (L2) are considered facilitators in the acquisition of an additional language. Regarding the selection of phraseological content, the proposal draws on the Phrasende corpus, compiled from idioms retrieved from the DaF and EFL textbooks analysed. From this corpus, idioms expressing emotions were selected, as emotions are particularly representative of Conceptual Metaphor Theory (Lakoff & Johnson, 1980; Lakoff, 1987; Kövecses, 1986, 2000, 2010). The didactic proposal is implemented through a website, Emophras, which integrates technology-enhanced activities designed to foster a more engaging and personalised learning experience. These activities follow the three Pes (PPP) sequencing model, a well-established framework in foreign language teaching. Through these methodological principles, the proposal aims to serve as a basis for further proposals in the teaching and learning of phraseology, as well as in the teaching and learning of other lexical or grammatical domains.
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6-jun-2027
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