<?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>2007-9176</journal-id>
<journal-title><![CDATA[Iztapalapa. Revista de ciencias sociales y humanidades]]></journal-title>
<abbrev-journal-title><![CDATA[Iztapalapa. Rev. cienc. soc. humanid.]]></abbrev-journal-title>
<issn>2007-9176</issn>
<publisher>
<publisher-name><![CDATA[Universidad Autónoma Metropolitana, a través de la Unidad Iztapalapa, División de Ciencias Sociales y Humanidades]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-91762015000200047</article-id>
<article-id pub-id-type="doi">10.28928/revistaiztapalapa/792015/atc3/perezparedesmr</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La semántica cognoscitiva como herramienta en el proceso de comprensión lectora]]></article-title>
<article-title xml:lang="en"><![CDATA[Cognitive semantics as a reading comprehension tool]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez Paredes]]></surname>
<given-names><![CDATA[Ma. del Refugio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma Metropolitana  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<volume>36</volume>
<numero>79</numero>
<fpage>47</fpage>
<lpage>65</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-91762015000200047&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-91762015000200047&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-91762015000200047&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este trabajo muestra de qué manera pueden emplearse algunas herramientas teóricas en las clases de lectura y redacción con el objeto de propiciar una mejor comprensión de los contenidos en las prácticas de lectura. Estas herramientas teóricas de análisis se refieren en este caso específico a los marcos semánticos que subyacen a los elementos léxicos y los modelos cognitivos idealizados en el empleo discursivo, así como a los procesos cognitivos recurrentes en el uso lingüístico. La perspectiva adoptada en este análisis es la lingüística cognoscitiva.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This work presents some ways in which semantics theory tools can be applied to enhance content comprehension in reading practices when teaching reading and writing courses. In this specific case, the theoretical analysis tools used are semantic frames -that underlie lexical elements-, idealized cognitive models in discourse, and recurrent cognitive processes in linguistic behavior. Cognitive semantics is the adopted perspective.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[comprensión lectora]]></kwd>
<kwd lng="es"><![CDATA[marco semántico]]></kwd>
<kwd lng="es"><![CDATA[dominio cognitivo]]></kwd>
<kwd lng="es"><![CDATA[modelo cognitivo idealizado]]></kwd>
<kwd lng="es"><![CDATA[contenidos idiosincrásicos]]></kwd>
<kwd lng="en"><![CDATA[reading comprehension]]></kwd>
<kwd lng="en"><![CDATA[semantic frame]]></kwd>
<kwd lng="en"><![CDATA[cognitive domain]]></kwd>
<kwd lng="en"><![CDATA[idealized cognitive model]]></kwd>
<kwd lng="en"><![CDATA[idiosyncratic contents]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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