Instruction on Metaphors During a Study-Abroad Program: Students' Perceptions and Understandings

C. Cecilia Tocaimaza-Hatch

doi:10.17533/udea.ikala.v25n03a08

Autores/as

C. Cecilia Tocaimaza-Hatch University of Nebraska at Omaha https://orcid.org/0000-0002-0391-5818

DOI:

https://doi.org/10.17533/udea.ikala.v25n03a08

Palabras clave:

metáforas, español como segunda lengua, percepciones de los estudiantes, programas de intercambio, hablantes de herencia

Resumen

Se ha observado que a los estudiantes de idiomas se les dificulta comprender y utilizar las estructuras metafóricas que hacen parte de la lengua y la cultura de la lengua de estudio. En esta investigación, un grupo de aprendices de español, que incluyó seis estudiantes de español como segunda lengua y nueve hablantes de español como lengua de herencia originarios de ee. uu., participó en un programa de intercambio en España cuyo currículo incluyó un módulo sobre el uso de las metáforas. En este artículo se describe este módulo de enseñanza y se presentan tanto las percepciones de los estudiantes sobre el módulo como los aprendizajes derivados de él. Los resultados se obtuvieron en base a dos fuentes: reflexiones semanales de los participantes y un cuestionario que completaron al finalizar el curso. Estos datos señalan que la mayoría de los participantes logró entender las metáforas utilizadas en el día a día. Sin embargo, aún no se sentían capaces de producir las metáforas ellos mismos. Las implicaciones pedagógicas de estaexperiencia se refieren a la instrucción diferenciada para estudiantes de español como segunda lengua y para hablantes de español como lengua de herencia.

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Biografía del autor/a

C. Cecilia Tocaimaza-Hatch, University of Nebraska at Omaha

Ph. D. in Hispanic Linguistics, The University of Texas at Austin, TX, USA. Associate Professor, Foreign Languages and Literature, University of Nebraska at Omaha, NE, USA.

Citas

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