标题：PROPIEDADES LÉXICAS DEL ENTORNO LINGÜÍSTICO GENERADAS EN CLASES DE CIENCIAS SOCIALES EN LA ESCUELA PRIMARIA . UN ESTUDIO DEL VOCABULARIO AL QUE SE HALLAN EXPUESTOS LOS NIÑOS
出版社：Centro Interamericano de Investigaciones Psicológicas y Ciencias Afines
摘要：El trabajo que se informa tuvo por objeto es- tudiar las propiedades léxicas del entorno lin- güístico (cantidad, diversidad, abstracción y grado de familiaridad del vocabulario) que se ge- neran en las situaciones de enseñanza de Cien- cias Sociales en la escuela primaria. Por medio de un procedimiento cuantitativo se analizó com- parativamente la cantidad, la diversidad y la abs- tracción del vocabulario que configuraba el dis- curso de las maestras durante las situaciones de enseñanza en primer, tercer y quinto grado de es- cuelas primarias urbanas y rurales. Asimismo, se elaboró una escala para medir el grado de fami- liaridad que las palabras empleadas en las clases tenían para los niños. Los resultados de este es- tudio mostraron que las diferencias más impor- tantes en las propiedades léxicas del entorno lin- güístico a que se hallan expuestos los niños a lo largo de la escuela primaria no se encontraron entre primer y tercer grado, sino entre estos gra- dos y quinto grado. Estos resultados no mostra- ron que los contextos de tercer grado conlleven INTERDISCIPLINARIA, 2013, 30, 2, 201-218 más oportunidades de aprendizaje de vocabula- rio que los entornos de primer grado. Esto podría atribuirse a que en los intercambios en las clases de Ciencias Sociales en tercer grado no se ob- servó una descontextualización progresiva de los conocimientos con respecto a primer grado. Los intercambios se centraron, en cambio, en conceptos muy cercanos al entorno de los niños y en vocabulario familiar. Por su parte, no se ob- servaron diferencias entre las escuelas rurales y las escuelas urbanas.
其他摘要：This study is based on the concern for the differences observed between students in relation to the breadth and diversity of vocabulary that they have. These differences undoubtedly affect the comprehension and production of texts and also the opportunity of learning from them. From the psycholinguistics, sociopragmatic (Tomasello, 2003, 2008) and experiential perspective (Nelson, 2007), which is the frame of this research, it is assumed that vocabulary acquisition occurs in those conversational exchanges in which social support and situational context, nonverbal and linguistic, allows the child to infer the meaning of unknown words. Research focused on pre-school children show- ed that the type of language used by adults, in par- ticular the use of unknown, abstract and semanti- cally complex vocabulary, affects the development of children’s vocabulary (Beals, 1997; Beals & Tabors, 1995; Weizman & Snow, 2001). More- over, recent studies focused on the school envi- ronment have emphasized the important role that vocabulary acquires not only in the first steps of literacy, but also throughout the whole process that leads to the command of comprehension and pro- duction of written and verbal texts (Joshi, 2005; Perfetti, 2007; Protopapas, Sideridis, Mouzaki & Simos, 2007; Sénéchal, Ouellette & Rodney, 2006). However, these researches have not explor- ed the opportunities that children have to learn vo- cabulary during Science classes in elementary school. In this sense, this study aimed at analyzing the lexical properties of the linguistic environment -quantity, diversity, the degree of familiarity and the abstraction of vocabulary- which is generated in teaching situations of Social Science in ele- mentary school. The corpus under analysis is made up of 11,318 interactional turns -children: 6,306; teachers: 5,012- produced in 12 spontane- ous teaching situations which took place in Social Science classes. The situations were registered in 12 courses -4 courses of 1st grade, 4 courses of 3rd grade and 4 courses of 5th grade from elementary schools; 2 of them from rural areas and 2 from urban areas located in the Province of Córdoba (Argentina). Through a quantitative procedure, the amount, diversity and the abstraction of vocabulary that shaped the discourse of teachers during the teach- ing situations in 1st, 3rd and 5th grade from schools in urban and rural areas were analyzed com- paratively. Besides, a scale was elaborated to measure the degree of familiarity of words used by teachers during classes. The results of this study showed that the major differences in the lexical properties of the linguistic environment to which children are exposed to all throughout the elementary school, were not found between 1st and 3rd grade, but between these two grades and 5th grade. These results did not show that the contexts of 3rd grade entail more opportunities to learn vocabulary than the environments of 1st grade...
