The degree of lexical representativeness for Spanish language teaching. Proposal of americanisms, spanishisms and panhispanisms in 182 geosynonym maps
Abstract
This paper focuses on the treatment of lexical variation in the field of teaching Spanish as a Second Language. It reviews diatopic oppositions of the Hispanic lexicon and tries out a new methodology for approaching the phenomenon of representativeness. The ultimate aim of the analysis is to propose a renewal and updating of the Nociones específicas of the Plan Curricular del Instituto Cervantes (PCIC) including: (a) panhispanismos, (b) americanismos and (c) españolismos. The paper proposes a new index of lexical representativeness and analyses the results of the calculation, comparing them with those of previous models. For the presentation of the results, a freely accessible tool with interactive maps of geosynonyms is presented. The study brings a plural, polycentric and ecolinguistic linguistic perspective to the lexical inventory of the PCIC and compensates for the restriction of describing the vocabulary only on the basis of the Spanish central-northern peninsular norm.
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