El léxico como estrategia de comprensión
Reading comprehension requires extensive lexical knowledge. Although there are many investigations that support this fact, the practice of reading based on lexical reflection in educational contexts is still not common. This paper presents a methodological proposal that serves as a guide for the Chi...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2024 |
| País: | España |
| Institución: | Universidad Autónoma de Madrid |
| Repositorio: | Biblos-e Archivo. Repositorio Institucional de la UAM |
| Idioma: | español |
| OAI Identifier: | oai:repositorio.uam.es:10486/720794 |
| Acceso en línea: | http://hdl.handle.net/10486/720794 |
| Access Level: | acceso abierto |
| Palabra clave: | comprensión lectora conocimiento léxico DELE B2 sinohablantes Filología |
| Sumario: | Reading comprehension requires extensive lexical knowledge. Although there are many investigations that support this fact, the practice of reading based on lexical reflection in educational contexts is still not common. This paper presents a methodological proposal that serves as a guide for the Chinese-speaking student in solving the DELE B2 reading comprehension test. This methodology is committed to metalinguistic reflection (fundamentally based on lexical morphology) to understand the text. The proposal consists of several phases: 1) search for the important vocabulary of the text and identify unknown words, 2) try to make a metalinguistic reflection on the previous vocabulary, resorting to morphological and etymological information; and 3) identify the correct answer among all the possible ones, taking into account the lexical information available. This methodology is applied to an exam model from the Crono B2 manual (Edinumen Ed.) as a guide example |
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