Entendiendo los factores que inciden en la adquisición de pronombres en ELE

• Cristóbal Lozano ^[1]
  1. [1] Universidad de Granada

     Universidad de Granada

     Granada, España

     
• Localización: Revista Nebrija de Lingüística aplicada a la enseñanza de Lenguas, ISSN-e 1699-6569, Nº. 16, 2014
• Idioma: español
• Títulos paralelos:
  • Understanding the factors constraining pronominal acquisition in Spanish as a Foreign Language
• Enlaces
  • Texto completo (html)
• Resumen
  • español

    Este artículo comenta los hallazgos del estudio de Maripaz García (Pronouns: Students’ worst enemy in the foreign language classroom) sobre los pronombres en la adquisición de español como lengua extranjera (ELE) en el aula. La experiencia en el aula y varios estudios empíricos previos indican que los aprendices de ELE suelen tener carencias ‘clásicas’ con una serie de elementos gramaticales (p. ej., la distinción entre ser/estar y entre pretérito/imperfecto, el uso del subjuntivo, la concordancia de género, la concordancia entre Sujeto-Verbo, etc.). Sin embargo, García muestra evidencia empírica de un resultado que ha sido pasado por alto en los estudios previos que se enmarcan dentro del análisis de errores (AE): los aprendices de ELE suelen cometer más errores con los pronombres que con cualquier otra categoría gramatical.

    El comentario de este artículo pone en valor los hallazgos de García sobre los pronombres y contextualiza los resultados descriptivos de su estudio enmarcándolo en los estudios de corte formal sobre la adquisición del español como segunda lengua (EL2), que han demostrado durante varias décadas que los pronombres personales sujeto son persistentemente problemáticos, incluso en etapas avanzadas. Se discute también el papel que juegan factores como la transferencia de la L1 y la instrucción en el aula en la adquisición de pronombres en ELE/EL2, con vistas a presentar a un trasfondo crítico y útil sobre los factores que inciden en la adquisición de pronombres en ELE/EL2 y sobre el cual los investigadores puedan construir nuevos estudios.

  • English

    This paper comments on Maripaz García’s paper (Pronouns: Students’ worst enemy in the foreign language classroom). Classroom experience and previous empirical studies show that SFL learners produce certain ‘classic’ errors with a set of grammatical properties (e.g., the ser/estar distinction, the preterit/imperfect distinction, the use of the subjunctive, gender agreement, Subjet-Verb agreement, etc). But Garcia’s corpus-based study reports a finding that has been overlooked in previous studies conducted within an Error Analysis (EA) framework: EFL learners produce more errors with pronouns than with any other grammatical category.

    The commentary in this paper adds value to García’s findings on pronouns and frames her descriptive findings within formal studies on the acquisition of Spanish as a second language (SL2). Over the past decades, these studies have shown that pronominal subjects are persistently problematic, even at end states of development. Our commentary also discusses the role of L1 transfer and classroom instruction on the acquisition of pronominals in SFL/SL2, with a view to presenting a critical and useful background for future researchers on the factors that constrain pronominal acquisition in SFL/SL2.

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