Application of temporal models to teaching the Spanish preterit and imperfect tenses: a classroom discourse analysis approach
This paper examines how the different temporal patterns that reflect the functions of preterit and imperfect tenses are transferred to the Spanish as a second language (L2) classroom, what the main theories on the acquisition of temporality that underly the teaching of these tenses are and what cons...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2017 |
| País: | México |
| Institución: | UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO |
| Repositorio: | Estudios de Lingüística Aplicada |
| Idioma: | español |
| OAI Identifier: | oai:ela.enallt.unam.mx:article/725 |
| Acceso en línea: | https://ela.enallt.unam.mx/index.php/ela/article/view/725 |
| Access Level: | acceso abierto |
| Palabra clave: | classroom research; verbal categories; teaching Spanish L2; preterit tense; imperfect tense investigación en el aula; categorías verbales; enseñanza del español L2; pretérito; copretérito |
| Sumario: | This paper examines how the different temporal patterns that reflect the functions of preterit and imperfect tenses are transferred to the Spanish as a second language (L2) classroom, what the main theories on the acquisition of temporality that underly the teaching of these tenses are and what consequences this procedure has for the learning process. To illustrate this procedure, we hereby present a corpus derived from observing A2, B1 and B1+ level lectures of the Common European Framework of Reference for Languages. Our results show an overlap of verbal categories used in the teaching of the preterit and imperfect tenses, which does not encourage assimilation of their operation, as even learners in the most advanced levels continue expressing uncertainty about the explanatory models presented. |
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