2009 Monographs

Gramática cognitiva para la enseñanza del español como lengua extranjera: Un estudio con aprendientes alemanes de español como lengua extranjera

Llopis-Garcia, Reyes

This study pursues two main objectives: (1) to integrate linguistic theory—within the framework of second language acquisition—into the teaching of Spanish as a Foreign Language (SFL), and (2) to offer learners instruction in mood selection (MS) that fosters comprehension, learner autonomy, and meaning-making through a mood-based approach.
Grammar was addressed from a cognitive perspective, using Processing Instruction (PI) to practice target structures (as developed by VanPatten in his input-processing model, 1996, 2002, 2004, 2007). Cognitive grammar instruction follows the pedagogical approach to Spanish L2 proposed by Ruiz Campillo (2007, 2008). From this perspective, mood selection is managed through a small set of prototypical operational values, which enable students to generate an unlimited number of utterances from a limited number of conceptual guidelines.

Processing Instruction helps learners connect form and meaning by providing structured practice that links verb mood to communicative use. Through interpretation and production tasks, both processes interact and complement each other, allowing learners to acquire the target language more effectively.

The empirical component of this dissertation involved 81 German students from RWTH Aachen University, divided into three experimental groups (interpretation, production, and control). Mood selection was examined through relative, temporal, and concessive clauses. Pre- and post-tests were used to assess learners’ performance and progress in managing increasingly complex structures.

Results indicate a consistent and significant increase in correct responses across all three clause types. Students not only learned to associate verb forms with their corresponding meanings, but also required progressively less instructional time to do so.