出版社：Znanstvena založba Filozofske fakultete Univerze v Ljubljani (Ljubljana University Press, Faculty of Arts)
摘要：Že od prvih del na temo leksikalnih pristopov raziskave zanesljivo potrjujejo pomen njihovih načel pri poučevanju jezikov. Enako velja tudi za španščino, čeprav je vključevanje teh načel v učna gradiva še počasno. S konkretnimi ali težavnimi vidiki pristopa se namreč spoprijema malo metod, zato se v prispevku predlaga neposredno uporabo določenih vodil leksikalnih pristopov pri poučevanju pogostih glagolov v španskem jeziku. Ti še zdaleč niso varne jezikovne prvine, temveč so zaradi svojih pomenskih razsežnosti in pojavljanja v zelo raznolikih leksikalno-skladenjskih kontekstih pri učencih izredno pomemben vir napak. Metodološko se predlog opira na naslednje točke: 1) pogostost kot merilo za izbiro besedišča; 2) postopno učenje besedišča; 3) sopojavljanje besed kot ključni vidik besedišča in diskurza; 4) koncept kolokacije v ožjem smislu, osnovan na jezikovnih pojmih; 5) vloga prvega jezika kot nepogrešljivega filtra; 6) krepitev leksikalnih mrež in 7) globoko procesiranje s strani učencev, oba kot sredstvi za utrjevanje sopojavljalnih zvez. V prispevku se pokaže, da končni postopek odločilno pripomore k procesu poučevanja-učenja, saj na podlagi izbire leksikalnih razredov izkorišča sopojavljalne zmožnosti teh glagolov.
其他摘要：Since the first works on lexical approaches appeared, research has firmly supported the principles which they are based on in language teaching. This has also been the case in Spanish Language Teaching, although the integration of these principles in the text books is still rather limited; in fact, few approaches have been developed to tackle specific or problematic aspects of such methods. Considering all this, this paper presents a proposal based on the implementation of certain precepts of the lexical approaches to the teaching of frequent verbs in Spanish, which, far from being safe linguistic elements, constitute a very important source of errors for the learners because of their semantic breadth and wide co-occurrence in very varied lexical-syntactic contexts. From a methodological point of view, the proposal is based on the following points: 1) frequency as a criterion for the selection of vocabulary; 2) gradual vocabulary learning; 3) lexical co-occurrence as a key aspect of vocabulary and discourse; 4) collocation as a concept understood in a restricted sense, based on linguistic notions; 5) L1 as an essential filter; 6) strengthening of lexical networks to fix the combinatorial relations; and, finally and with the same purpose, 7) deep processing by learners. It will be shown that the resulting procedure contributes decisively to the teaching-learning process by taking advantage of the combinatorial capacity of these verbs based on the selection of lexical classes.
