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Title:
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Gramática Cognitiva e Instrucción de Procesamiento para la enseñanza de la selección modal: un estudio con aprendientes alemanes de español como lengua extranjera.
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Author:
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Reyes Llopis García
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Email:
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click here to access email
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Homepage:
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http://www.columbia.edu/cu/spanish/people/lecturers/llopis.html
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Degree Awarded:
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Universidad Antonio de Nebrija
, Lingüítica Aplicada a la enseñanza de lenguas
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Degree Date:
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2009
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Linguistic Subfield(s):
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Applied Linguistics
Psycholinguistics
Language Acquisition
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Subject Language(s):
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Spanish
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Director(s):
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Dr. Teresa Cadierno
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Abstract:
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The present work has two main objectives: (1) to join linguistics theory -
within a Second Language Acquisition framework - with second/foreign
language teaching (in this case, Spanish); and (2) to provide learners with
a quality grammatical instruction for mood selection that may enable them
to control their own learning and construct meaning on the basis of their
communicative intent.
Grammar was worked from a cognitive perspective and the so-called
Processing Instruction (PI) - within VanPatten's Model of Input Processing,
1996, 2002, 2004, 2007 - was used for the practical part of the study. The
cognitive grammar instruction drew on the pedagogical approach for Spanish
as a foreign language developed by Ruiz Campillo (2007, 2008). From this
approach, mood selection can be managed with a minimum of operational
values that are prototypical in nature, and that in turn may allow learners
to produce an unlimited number of utterances.
PI, on the other hand, facilitates the form-meaning connections that are
necessary so that learners may link mood with context of use through
structured practice. This practice was completed with both interpretation
and production tasks, which interact and complement each other to provide a
better acquisition of the target structure.
A total of 81 German students of the RWTH Aachen University participated in
the empirical study conducted for this dissertation. They were organized in
three experimental groups (interpretation, production, and control) and
worked with mood selection in structures with increasing complexity:
relative, temporal, and concessive clauses. Their performance was assessed
with evaluation tasks before and after the grammar instruction treatments.
Results show a positive and progressive development in the number of
correct answers given for the three clause types. Learners were not only
able to successfully connect mood with its meaning, but they also needed
less grammar instruction time as the study progressed.
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Page Updated: 26-Nov-2009
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