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Un modelo cognitivo para la enseñanza del subjuntivo

Cea, Marcelo LU (2014)
Abstract (Swedish)
Popular Abstract in Spanish

Resumen

En esta tesis se describe el desarrollo y la posterior aplicación en el aula de los Modelos Didácticos del Subjuntivo 1 y 2, cuyo mecanismo se centra en la utilización de una pregunta con la cual el estudiante podrá hacer la elección modal más adecuada para cada caso. El modelo unifica conceptos y valores adjudicados al subjuntivo y presenta la gramática desde una perspectiva cognitiva, lo que apela a la capacidad representacional inherente de cada hablante.

El trabajo de aula se llevó a cabo en dos grupos de estudiantes de ELE de nivel A2 - B1 en dos institutos de bachillerato del sur de Suecia durante dos períodos de tiempo comprendidos en 9 y 4 horas lectivas... (More)
Popular Abstract in Spanish

Resumen

En esta tesis se describe el desarrollo y la posterior aplicación en el aula de los Modelos Didácticos del Subjuntivo 1 y 2, cuyo mecanismo se centra en la utilización de una pregunta con la cual el estudiante podrá hacer la elección modal más adecuada para cada caso. El modelo unifica conceptos y valores adjudicados al subjuntivo y presenta la gramática desde una perspectiva cognitiva, lo que apela a la capacidad representacional inherente de cada hablante.

El trabajo de aula se llevó a cabo en dos grupos de estudiantes de ELE de nivel A2 - B1 en dos institutos de bachillerato del sur de Suecia durante dos períodos de tiempo comprendidos en 9 y 4 horas lectivas respectivamente y en los cuales se suministró instrucción gramatical explícita sobre el modo subjuntivo y la variación modal del español.

Los resultados obtenidos indican que, tanto a corto como a largo plazo, el uso de los Modelos Didácticos del Subjuntivo 1 y 2 y la aplicación de nuestra propuesta didáctica, debido a su estructuración y sus características, han favorecido la sensibilización ante la elección modal favoreciendo de forma clara el aprendizaje del manejo del sistema modal español. La razón detrás de estos resultados puede estar en relación con la vinculación íntima que se establece entre el contenido específico estudiado, presentado mediante los modelos didácticos, y las habilidades cognitivas de los estudiantes. (Less)
Abstract
Abstract

In the present thesis the development and subsequent implementation of the Didactic Models 1 and 2 of the Subjunctive is described. The models focus on the use of a question, with which the student makes the most adequate mode choice for each case. The model unifies perspective and meaning used with the subjunctive from a cognitive perspective, appealing to the inherent representational capacity of each speaker.

The classroom work was carried out in two groups of students learning Spanish as a foreign language, levels A2 - B1, in two upper secondary schools in southern Sweden during two periods of respectively 9 and 4 teaching hours. Grammar instruction was provided explicitly about the subjunctive mood and modal... (More)
Abstract

In the present thesis the development and subsequent implementation of the Didactic Models 1 and 2 of the Subjunctive is described. The models focus on the use of a question, with which the student makes the most adequate mode choice for each case. The model unifies perspective and meaning used with the subjunctive from a cognitive perspective, appealing to the inherent representational capacity of each speaker.

The classroom work was carried out in two groups of students learning Spanish as a foreign language, levels A2 - B1, in two upper secondary schools in southern Sweden during two periods of respectively 9 and 4 teaching hours. Grammar instruction was provided explicitly about the subjunctive mood and modal variation in Spanish.

The results indicate that both the in short and long term, the use of the teaching models Subjunctive 1 and 2, and the application of our methodological approach, due to its structure and its characteristics, have helped raising awareness about the modal choice and strongly facilitated the use of the Spanish modal system. The reason behind these results could be related to the close relationship between the specific content studied, presented by teaching models, and the students’ cognitive skills. (Less)
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author
supervisor
organization
publishing date
type
Thesis
publication status
published
subject
keywords
subjuntivo, ELE, lingüística cognitiva, Marcelo Cea, enseñanza, aprendizaje, didáctica, español, español como lengua extranjera, gramática, subjunctive, grammar, cognitive grammar, Spanish, teaching, learning, second language acquisition
categories
Higher Education
pages
123 pages
ISBN
978-91-7623-136-4
978-91-7623-137-1
language
Spanish
LU publication?
yes
id
e4e229f7-c4c3-4cc9-8271-c166bb96404b (old id 4863289)
date added to LUP
2015-01-07 11:17:27
date last changed
2016-09-19 08:45:00
@misc{e4e229f7-c4c3-4cc9-8271-c166bb96404b,
  abstract     = {Abstract<br/><br>
In the present thesis the development and subsequent implementation of the Didactic Models 1 and 2 of the Subjunctive is described. The models focus on the use of a question, with which the student makes the most adequate mode choice for each case. The model unifies perspective and meaning used with the subjunctive from a cognitive perspective, appealing to the inherent representational capacity of each speaker.<br/><br>
The classroom work was carried out in two groups of students learning Spanish as a foreign language, levels A2 - B1, in two upper secondary schools in southern Sweden during two periods of respectively 9 and 4 teaching hours. Grammar instruction was provided explicitly about the subjunctive mood and modal variation in Spanish.<br/><br>
The results indicate that both the in short and long term, the use of the teaching models Subjunctive 1 and 2, and the application of our methodological approach, due to its structure and its characteristics, have helped raising awareness about the modal choice and strongly facilitated the use of the Spanish modal system. The reason behind these results could be related to the close relationship between the specific content studied, presented by teaching models, and the students’ cognitive skills.},
  author       = {Cea, Marcelo},
  isbn         = {978-91-7623-136-4},
  keyword      = {subjuntivo,ELE,lingüística cognitiva,Marcelo Cea,enseñanza,aprendizaje,didáctica,español,español como lengua extranjera,gramática,subjunctive,grammar,cognitive grammar,Spanish,teaching,learning,second language acquisition},
  language     = {spa},
  note         = {Licentiate Thesis},
  pages        = {123},
  title        = {Un modelo cognitivo para la enseñanza del subjuntivo},
  year         = {2014},
}