Modelos de aprendizaje léxico basados en la morfología derivativa

Abstract

In recent years it has been debated whether the development of metalinguistic awareness allows the speakers to improve their verbal communication of the mother tongue. This paper presents a didactic model for metalinguistic reflection of the derivative process in Spanish that, after its experimentation in a classroom with high school students, tests its validity for lexical enrichment. The model is based on Bybee's theories about the processing and morphological organization of the mental lexicon, on connectionism and on cognitive linguistics. It consists in showing connected words, either by being part of the same lexical family or by sharing affixes, so that the students expand the connected schemes and relate the given words to others. This activity is made from online databases (a stemmer and a reverse dictionary). The experimentation of the model has been carried into de classroom with the families of bueno and genio and with the derived forms with-al and ex-. Practice shows its efficiency and profitability.