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LENGUAS MODERNAS N.º 33 (Diciembre, 2020 - Mayo, 2021)

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LENGUAS MODERNAS N.º 33 (Diciembre, 2020 - Mayo, 2021) REVISTA DE LENGUAS MODERNAS N.º 33 (diciembre, 2020 - mayo, 2021) Escuela de Lenguas Modernas Facultad de Letras UNIVERSIDAD DE COSTA RICA REVISTA DE LENGUAS MODERNAS ISSN-1659-1933 410 R454r Revista de Lenguas Modernas. - Vol. 1, n.º 1, (jul.-dic. 2004) -. San José, C.R.: Escuela de Lenguas Modernas. Facultad de Letras, Universidad de Costa Rica, 2004. v. Semestral ISSN-1659-1933 1. LENGUAS MODERNAS - PUBLICACIONES PERIÓDICAS. 2. CREACIÓN LITERARIA, ARTÍSTICA, ETC. CIP/1510 Publicación semestral de la Escuela de Lenguas Modernas, Facultad de Letras, Universidad de Costa Rica. Consejo editorial: Confiant, Université des Antilles, Martinica; Dr. Sergio Coto-Rivel, Université de Nantes, Dr. Francisco Guevara Quiel, decano de la Francia; Dr. Javier García González, Universidad Facultad de Letras, Universidad de Costa Rica; Autónoma de Madrid, España; Dra. Manuela Dr. Allen Quesada Pacheco, director de la Escuela González-Bueno, University of Kansas, Estados de Lenguas Modernas, Universidad de Costa Unidos; Dr. Simone Greco, Università degli Rica; M.L. Verónica Murillo Chinchilla, directora Studi di Bari Aldo Moro, Italia; Dr. Christopher de la Revista de Lenguas Modernas, Universidad F. Laferl, Universidad de Salzburgo, Austria; de Costa Rica; M.Sc. Ileana Molina Espinoza, Dr. Todd Lieber, investigador independiente, profesora de la Escuela de Lenguas Modernas, Estados Unidos; Dra. Mercè Lorente Casafont, Universidad de Costa Rica; M.L. William Universitat Pompeu Fabra, Barcelona, España; Charpentier, profesor de la Escuela de Lenguas Dra. Giorgia Marangon, Universidad de Córdoba, Modernas, Universidad de Costa Rica; M.L. Hilda España; Dra. Maria Teresa Marnieri, investigado- Gairaud Ruiz, profesora de la Escuela de Lenguas ra independiente, Italia; Dr. Néfer Muñoz Solano, Modernas, Universidad de Costa Rica; Dr. Daniel University of Dallas, Estados Unidos; Dra. Conny E. Josephy-Hernández, profesor de la Escuela de Palacios, Anderson University, Estados Unidos; Literatura y Ciencias del Lenguaje, Universidad Dra. Cristina Piña, Universidad Nacional de Nacional de Costa Rica; M.Sc. Stephanie Lebon Mar del Plata, Argentina; Dr. Shyama Prasad Chauvage, profesora de la Escuela de Lenguas Ganguly, Jawaharlal Nehru University, India; Modernas, Universidad de Costa Rica; M.L. Dr. Marc Quaghebeur, investigador indepen- Nacer Ouabbou Tabrait, profesor de la Escuela de diente, Bélgica; Dr. Luis Thenon, Université Lenguas Modernas, Universidad de Costa Rica; Laval, Canadá; Dr. Giuseppe Trovato, Università y M.L. Mayra Solís, profesora de la Escuela de Ca’ Foscari Venezia, Italia; Dra. Mercedes Vella Lenguas Modernas, Universidad de Costa Rica. Ramírez, Universidad de Córdoba, España; Dra. Eliza Willis, Grinnell College, Estados Unidos. Consejo asesor internacional: Equipo editorial Dra. Irene Achón Lezaun, Universidad San Jorge, España; Dr. Neil Anderson, Brigham Young Verónica Murillo Chinchilla, directora; Laura University, Estados Unidos; Dra. Rosana Ariolfo, Solano Rivera, editora; Emerson Aragón Cano, Università degli studi di Trieste, Italia; Dra. María editor gráfico. del Rosario Athié, Universidad Panamericana, Correspondencia México; Dra. Olda María Cano de Arauz, Universidad Autónoma de Chiriquí, Panamá; REVISTA DE LENGUAS MODERNAS, Dr. Manuel Carrera Díaz, Catedrático emérito Escuela de Lenguas Modernas, Ciudad de Filología Italiana, Universidad de Sevilla, Universitaria Rodrigo Facio, San Pedro de España; Dr. Daniel Cassany i Comas, Universitat Montes de Oca, Costa Rica; o al correo electrónic Pompeu Fabra, Barcelona, España; Dr. Raphael [email protected]; teléfono (506) 2511-8447. ÍNDICE REVISTA DE LENGUAS MODERNAS N.º 33 (diciembre, 2020-mayo, 2021) Estudios sobre didáctica de lenguas extranjeras MARÍA EMILIA BONILLA DURÁN, PATRICIA MORA BARRANTES, MARISOL ROJAS DÍAZ. Apports de la pédagogie Montessori à l’apprentissage du lexique des enfants non-lecteurs de Grande Section ........................... 9-23 KELSEY PETERSON, VLADIMIR PEREIRA BRENES. Attitudes on Skillful 2 and teacher -created ancillary material ...................................... 25-51 JOSÉ VILLALOBOS. El uso de las estrategias cognoscitivas en el desarrollo de la comprensión de la lectura de textos escritos en una lengua extranjera ..... 53-82 Estudios sobre lingüística ANNA JOAN CASAdemONT. Los verbos fraseológicos especializados en el ámbito de los museos ................................................... 85-109 HAAKON S. KROHN. Adaptación fonológica de préstamos léxicos del español en el noruego. 111-134 Estudios sobre literatura JOE MONTENEGRO BONILLA. Atwood’s Men Meet the Screen ............... 137-148 DAVID BOZA MÉNDEZ. The Ambivalence in the Metaphor Life is Wine from the song “No I in Threesome” by Interpol: The Semantic Analysis of the Lyrics of a Post-Punk Revival Song .............................. 149-162 MINOR HERRERA VALENCIANO. Imaginario y simbología del agua en seis poemas de temática clásica de Jorge Luis Borges .......................... 163-175 NORMAN MARÍN CALDERÓN. Octavio Paz y su geografía del amor .......... 177-197 NÉFER MUÑOZ SOLANO. El espacio de las redacciones: novelando en el periódico y reporteando en la novela de América Latina ...................... 199-215 JUAN CARLOS SARAVIA VARGAS, JOSÉ RObeRTO SARAVIA VARGAS, ADRIANA RAMÍREZ GUERRERO, BYRON RAMOS LÓPEZ. An Emergency Call ............................ 217-237 Creación NELSON FALLAS GUTIÉRREZ. El intruso ................................ 241-244 OSCAR ELIEZER MENDOZA DE LOS SANTOS. Uno de tantos crímenes literarios .... 245-246 LUCÍA VILLANEA MORALES. Triptych about Death . 247-248 Revista de Lenguas Modernas, N.º 33, 2020-2021 Estudios sobre didáctica de lenguas extranjeras Revista de Lenguas Modernas, N.° 33, 2020-2021 / 9-23 ISSN electrónico: 2215-5643 ISSN impreso: 1659-1933 DOI: 10.15517/rlm.v0i33.38307 Apports de la pédagogie Montessori à l’apprentissage du lexique des enfants non-lecteurs de Grande Section Contributions of Montessori method in the learning of vocabulary by non-reader children at preschool Aportes de la pedagogía Montessori en el aprendizaje del léxico de niños no lectores de preescolar MARÍA EMILIA BONILLA DURÁN Colegio Nuestra Señora de Sion, Costa Rica PATRICIA MORA BARRANTES Amazon, Costa Rica MARISOL ROJAS DÍAZ Alianza Francesa, Costa Rica Résumé Même si la méthode Montessori n’était pas conçue - à l’origine - pour l’enseignement des langues étrangères, nous considérons que ses principes universels de formation de l’en- fant peuvent aussi être appliqués à la classe de Français langue étrangère. L’objectif général a été d’initier les enfants non-lecteurs de deux groupes de Grande Section de l’École Saint Benedict à la compréhension de l’album « Petit chat perdu » au travers des principes montessoriens. Quant à la méthodologie, nous avons opté pour une approche qualitative. Nous avons utilisé deux instruments : l’interview et des ob- servations participantes et non participantes. Pour la collecte des données nous avons employé une grille d’observation et un journal de bord. Le point de départ a consisté à tirer des apports utiles de la théorie Montessori pour le cours de français. Ensuite, nous avons mis en pratique une séquence pédagogique qui favorise la compréhension orale avec des activités variées inspirées de cette pédagogie Recepción: 15-07-19 Aceptación: 0-00-20 10 Revista de Lenguas Modernas, N.° 33, 2020-2021 / 9-23 tout en respectant les principes de la théorie. Enfin, nous avons analysé les avantages et les inconvénients de cette adaptation pour initier des enfants non-lecteurs à l’appren- tissage du FLE. Mots clés : français langue étrangère, la méthode Montessori, compréhension orale, enfants non-lecteurs Abstract Even if the Montessori method was not originally designed for teaching foreign languag- es, we consider that its universal principles of child development can also be applied to the teaching of French as a Foreign Language. The general objective was to initiate non-reader children of two preschool classes from Saint Benedict School, to the understanding of the book “Petit Chat Perdu” through Montessorian principles. As for the methodology, we opted for a qualitative approach. We used two instruments: the interview and participant and non-participant observa- tions. For the data collection we used an observation guide and a logbook. The starting point was to draw useful contributions from the Montessori theory for the French course. Then, we put into practice a learning sequence that promotes oral com- prehension with multiple activities inspired by this method, while respecting the prin- ciples of the theory. Finally, we analyzed the advantages and disadvantages of this adap- tation in the introduction of French as Foreign Language to non-reader children. Keywords: French as Foreign Language, Montessori method, oral comprehension, non-reader children Resumen Incluso si el método Montessori no fue concebido originalmente para la enseñanza de len- guas extranjeras, consideramos que sus principios universales de formación de los niños y las niñas pueden ser aplicados igualmente para la clase de francés como lengua extranjera. El objetivo de la investigación fue iniciar a los niños y las niñas no lectores de dos gru- pos de preescolar de la Escuela Saint Benedict en la comprensión del cuento “Petit chat perdu” a través de los principios montessorianos. En cuanto a la metodología, se optó por una perspectiva cualitativa. Se utilizaron dos instrumentos: la entrevista y las observa- ciones de participantes y no participantes.
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