Resumen

SANCHEZ TRUJILLO, María de los Ángeles; BERNABE SANCHEZ, Estefanía  y  SAENZ EGUSQUIZA, Felícita Delia. Didactic Proposal Based on a Cognitive-Discursive Approach to Improve the Lexical Competence of University Students. Pág. Educ. [online]. 2024, vol.17, n.2, e4189.  Epub 01-Dic-2024. ISSN 1688-7468.  https://doi.org/10.22235/pe.v17i2.4189.

The objective of this study was to implement a didactic proposal based on a cognitive-discursive approach to improve the lexical competence of undergraduate students. This is a qualitative case study with an action-research design. The sample consisted of 50 first-cycle students from the Faculty of Education of a private university in Lima and 2 teachers from the Language course. Before and after the implementation of the proposal, a documentary analysis was applied to the students' argumentative essays; and an interview was applied to the teachers. In the first technique, two a priori determined subcategories were considered: lexical errors and lexical mastery; and an emerging category, the fulfillment of the communicative intention associated with lexical errors. In the diagnosis, it was found that the most frequent errors were redundancy, lexical imprecision and colloquialisms. Based on the findings, a didactic proposal was designed based on a cognitive-discursive approach, based on discursive links between the different textual segments, and with metacognitive, self-correction, as well as co-evaluation and self-evaluation strategies. Finally, after the application of the proposal, its effectiveness in improving the lexical competence of the students was verified, combined with the effective execution of certain cognitive operations

Palabras clave : lexical competence; higher education; university writing; communicative approach; cognitive-discursive approach.