The present article analyzes a textual corpus formed by stories of reading life written by teachers in training, with emphasis on frequency index, lexical richness, representativeness and coverage curve with the use of statistics, and compares the results obtained through other corpora of Spanish language. In addition, it analyzes the most frequent lexical units from the Stereotype Semantics field qualitatively. From a qualitative point of view, it gathers the one hundred most frequent words in the corpus, determines a more accelerated coverage curve than the rest of the written corpora and it shows a similar curve to the one of the oral corpora. It also specifies the lexical richness index from complementary formulas and presents the list of words with notional content and proper names with F, ≥2, with range display. This information is accompanied by a stereotype analysis that shows a strong association between reading and literary genres, as well as contradictory associations between, on the one hand, reading with pleasure, free time and purchasing power and, on the other hand, reading with boredom, obligation, educational institution and libraries.
|Translated title of the contribution||Frequent vocabulary, lexical richness and stereotypes of reading in training teachers|
|Number of pages||17|
|Journal||Logos: Revista de Linguistica, Filosofia y Literatura|
|State||Published - 30 Jun 2020|
Bibliographical noteFunding Information:
Este trabajo se desarroll? en el marco del Proyecto Fondecyt Regular n?1170779. Agradecemos la colaboraci?n de Carla Mu?oz, quien gestion? la recolecci?n de los relatos de vida lectora y coment? el primer borrador de este art?culo, y la de Jos? Alejandro Mart?nez Lara, quien realiz? valiosos comentarios a una de las ?ltimas versiones de este trabajo.
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