Los verbos pseudocopulativos de cambio en español: resultados del análisis de un corpus de aprendices y sus posibles efectos en la enseñanza.

This research aims to verify, corroborate and rectify (if necessary) an intuition based on years of experience in front of the classroom: students frequently make errors when using the change-of-state verbs and there is a lack of knowledge and well-elaborated tools to solve these problems. Change-of-state verbs do not fully correspond to their French or Dutch counterparts. The degree of interference between the languages has not been investigated objectively yet. The topic of change-of-state verbs is usually overlooked in Spanish as a Foreign Language (SFL) books and barely treated by SFL teachers in Flanders. Besides, the latter have not always received the necessary theoretical background or training to teach the intricacies of this topic.The PhD is anchored in three theoretical frameworks: Error Analysis and Interlanguage (Fernández, 2007; García González, 2007; S. Gargallo, 2008; Vázquez, 1991), Cognitive linguistics (Cifuentes Honrubia, 1996; Langacker, 2008; Littlemore, 2009; López García, 2005) and Analysis of learner corpora (Díaz-Negrillo and Fernández Domínguez, 2006; Ellis and Barkhuizen, 2005; Granger, 1996; McEnery et al., 2006; O'Keeffe et al., 2007).With the learner corpus Aprescrilov as a starting point, the working hypotheses are as follows:"*devenir" is the most frequently used change-of-state structure by French-speaking students in the first place -but also, though to a lesser extent, by Flemish students.The quantitative imbalance between the Dutch structure (worden, one verb only) and the Spanish verbs (as mentioned above, at least nine verbs) makes it very difficult for the students to choose the appropriate verb and hence triggers the errors.As a consequence, SFL students tend to avoid these change-of-state verbs, which are perceived as problematic and lacking an exact equivalent, both in their ML as in their L2 (French).If the presentation of this topic is done contrastively "L1-L2-ML" and based on real and frequent problems revealed by the error analysis, students will be able to use these structures properly and avoid the typical obstacles of interferences between Spanish, French and Dutch.After the analysis of the change-of-state verbs used in the compositions of the Aprescrilov corpus, a didactic proposal will be elaborated that integrates the basic principles of cognitive and contrastive linguistics. This proposal will both help teachers to explain the topic of change-of-state verbs in a more clarifying way and will also be a tool for students to learn these structures properly, and as such, invite them to make as few errors as possible.

Jaar van publicatie:2019

Toegankelijkheid:Open