Acceso usuarios
Carmen Hernández Alcaide 
Esta investigación surge al observar que los estudiantes de nivel B2 y C1, una vez estudiada la estructura condicional conector + presente de subjuntivo, resolvían de forma adecuada aquellas actividades de práctica controlada centradas en la forma verbal, pero no las enfocadas al uso de los conectores. Además, en los enunciados emitidos evitaban utilizar estos conectores a favor de la estructura si + presente de indicativo, que ya tenían interiorizada. Esto nos llevó a plantearnos si la dificultad de este contenido podría radicar en el uso y significado de los conectores condicionales, y no en el modo verbal que va con estos nexos. Para ello, diseñamos un test con dos partes, una para completar con la forma verbal, y la otra, con el conector adecuado. Este test lo pasamos antes y después de plantear este contenido lingüístico en clase. Los resultados de la prueba corroboraron nuestras hipótesis, lo que nos permitió extraer determinadas conclusiones e implicaciones pedagógicas para el aula de ELE.
The origin of this investigation comes from classroom observation. Once level B1 and C1 students study the grammatical structures for conditional sentences (connective + present subjunctive), they can resolve adequetely pratice-controlled activities which are focussed on the grammatical form. However, this is not the case when the activities focussed on the use of the connective. Students avoided using connectives in the utterances, in favour of the structure “si+present indicative”, which was already well-versed. Consequently, the difficulty of these conditional linkers was in its use and meaning, rather than in the use of the specific verb tenses which accompany them. In order to carry out the research, a test consisting of two parts was designed: in the first part informants have to complete the correct tense, and in the second, they must include the appropriate connective. This test was administered before and after presenting this specific linguistic element. The test results corroborate the initial hypothesis which allows us to reach specific conclusions and brings pedagogical implications in the teaching of Spanish as a Foreign Language.
