Estudio sobre las actividades previas a la lectura en los manuales de ELE
A Study on Pre-reading Activities in Spanish Textbooks
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초록
Este trabajo pretende valorar el papel que cumplen las actividades que se realizan antes de la lectura en la clase de español y proponer una manera de poner en práctica durante el proceso de lectura. Para ello, nos servimos de los datos que ofrecen los manuales de español. El análisis de las actividades de prelectura nos permite entender cómo se lleva a cabo la destreza de comprensión lectora en la enseñanza de lenguas. En concreto, clasificamos todas las actividades de prelectura en tres grandes categorías: activar conocimiento previo, predecir y activar experiencia personal. A su vez, las categorías se pueden dividir en relación con el contenido y con la lengua, teniendo en cuenta la teoría de esquemas, que defiende la idea de que el lector entiende el texto en términos de la interacción entre el conocimiento previo y el contenido del texto. El estudio demuestra que existe poca diversidad en cuanto a los tipos de actividades que se incluyen en los manuales analizados. Además, hemos encontrado un desbalance entre las actividades según las etapas de lectura. Aportamos argumentos a favor del tratamiento del vocabulario en la etapa previa a la lectura como una de las actividades ideales para facilitar el entendimiento del texto.
Abstract
This work aims to assess the role of pre-reading activities in Spanish class and propose ways to implement them during the reading process. For this, we use the data provided by some Spanish textbooks. The analysis of pre-reading activities allows us to understand how reading comprehension skills are carried out in language teaching. In particular, we categorize all pre-reading activities into three main categories: activating prior knowledge, predicting and activating personal experience. In turn, it is divided into content-related and linguistic knowledge, considering the schema theory, which advocates the idea that the reader understands the text in terms of the interaction between their prior knowledge and the content of the text. The study shows that there is little diversity in the types of activities that are included in the textbooks. In addition, we have found a disproportion between activities according to the reading stages. We make arguments in favor of the treatment of the vocabulary in the pre-reading stage as one of the ideal activities to facilitate the understanding of the text.
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