<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1665-1200</journal-id>
<journal-title><![CDATA[Tópicos del Seminario]]></journal-title>
<abbrev-journal-title><![CDATA[Tóp. Sem]]></abbrev-journal-title>
<issn>1665-1200</issn>
<publisher>
<publisher-name><![CDATA[Benemérita Universidad Autónoma de Puebla, Seminario de Estudios de la Significación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-12002019000200049</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Del punto al área: consideraciones desde la teoría de la complejidad para representar el aprendizaje léxico]]></article-title>
<article-title xml:lang="fr"><![CDATA[Du point à l&#8217;aire : considérations à partir de la théorie de la complexité pour représenter l&#8217;apprentissage du lexique]]></article-title>
<article-title xml:lang="en"><![CDATA[From Dot to Area: Reflections from Complexity Theory to Represent Lexical Learning]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ibarra González]]></surname>
<given-names><![CDATA[Rodrigo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez Sánchez]]></surname>
<given-names><![CDATA[Ignacio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rico Sulayes]]></surname>
<given-names><![CDATA[Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Querétaro Facultad de Lenguas y Letras ]]></institution>
<addr-line><![CDATA[Querétaro ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Querétaro Facultad de Lenguas y Letras ]]></institution>
<addr-line><![CDATA[Querétaro ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de las Américas  ]]></institution>
<addr-line><![CDATA[Cholula Puebla]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<numero>42</numero>
<fpage>49</fpage>
<lpage>78</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-12002019000200049&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-12002019000200049&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-12002019000200049&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: La ciencia, como medio para explicar la realidad, implica un sesgo que irremediablemente lleva a incrementar o disminuir la importancia de factores. Algunos son considerados primordiales, mientras otros son desechados como carentes de valor. Además de esta preselección de factores, el método científico contiene en sí construcciones y representaciones que explican la realidad. La lingüística, al amparo del método científico, comparte intereses, metodologías y representaciones. Aunque tradicionalmente la lengua es estudiada como un sistema simple que puede explicarse con una suma de factores, recientes estudios que muestran relaciones de codeterminación entre factores y cambios no lineales, ponen en duda esta afirmación. Como un sistema dinámico, el estudio de la lengua requiere de nuevos enfoques, metodologías y representaciones. Aquí se propone una metodología para la representación del aprendizaje léxico en estudiantes de segunda lengua. Esta metodología considera la complejidad esencial y representa el cambio como un mapa dinámico. Al final, el artículo discute algunas de las implicaciones que esta propuesta conlleva.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé : La science, l&#8217;une des ressources pour expliquer la réalité, implique un parti pris qui conduit irrémédiablement à l&#8217;augmentation ou à la diminution de l&#8217;importance des facteurs. Certains sont considérés comme primordiaux alors que d&#8217;autres semblent ne pas avoir de valeur. Outre cette présélection de facteurs, la méthode scientifique renferme des constructions et des représentations qui expliquent la réalité. La linguistique, sous le couvert de la méthode scientifique, partage des intérêts, des méthodologies et des représentations. Bien que traditionnellement la langue soit étudiée comme un simple système pouvant être expliqué par la somme de facteurs, de récentes études ont mis en évidence des relations de codétermination entre des facteurs et des changements non linéaires qui remettent en question cette affirmation. Tel un système dynamique, l&#8217;étude de la langue requiert de nouvelles approches, méthodologies et représentations. Cette analyse propose une méthodologie pour la représentation de l&#8217;apprentissage du lexique chez des étudiants d&#8217;une seconde langue vivante. Cette méthodologie considère la complexité essentielle et représente le changement sous la forme d&#8217;une carte dynamique. Finalement, l&#8217;article examine plusieurs implications dues à cette proposition.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Science, as means of explaining reality, comes with an implicit bias that forces us to highlight or downplay the importance of particular factors in order to draw meaningful conclusions. Some of these factors are considered essential in scientific research while others can be disregarded as irrelevant. In addition to this preselection of factors, the scientific method itself brings with it its own constructs and representations that help to explain reality. Linguistics, as a scientific discipline, shares interests, methodologies and representations with other scientific fields. Even though language has traditionally been studied as a simple system which can be explained by a sum of factors, recent studies showing codetermination between factors and non-linear changes call this assumption into question. As language is a dynamic system, the study of it requires new foci, methodologies and representations. This paper presents a new methodology for representing lexical learning among students of a second language. This methodology considers complexity essential, and at the same time, represents lexical change through dynamic maps. Finally, the paper discusses some of the implications that this proposal carries with it.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[lingüística]]></kwd>
<kwd lng="es"><![CDATA[representación]]></kwd>
<kwd lng="es"><![CDATA[complejidad]]></kwd>
<kwd lng="fr"><![CDATA[linguistique]]></kwd>
<kwd lng="fr"><![CDATA[représentation]]></kwd>
<kwd lng="fr"><![CDATA[complexité]]></kwd>
<kwd lng="en"><![CDATA[linguistics]]></kwd>
<kwd lng="en"><![CDATA[representation]]></kwd>
<kwd lng="en"><![CDATA[complexity]]></kwd>
</kwd-group>
</article-meta>
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