The use of the past tense aspect in Spanish by study At-Home and Study-Abroad Chinese learners in semi-guided writing tasks

• Sun, Yuliang ^[1] ; Díaz, Lourdes ^[2] ; Taulé, Mariona ^[3]
  1. [1] Nanjing Normal University

     Nanjing Normal University

     China

     
  2. [2] Universitat Pompeu Fabra

     Universitat Pompeu Fabra

     Barcelona, España

     
  3. [3] Universitat de Barcelona

     Universitat de Barcelona

     Barcelona, España

     

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• Localización: Círculo de lingüística aplicada a la comunicación, ISSN-e 1576-4737, Nº. 81, 2020 (Ejemplar dedicado a: Monográfico: TAME, gramaticalización e interfaz sintaxis-pragmática del español y el mapudungún), págs. 301-318
• Idioma: inglés
• DOI: 10.5209/clac.67944
• Títulos paralelos:
  • El uso de los tiempos aspectuales del pasado en español por aprendices chinos study At-Home y Study-Abroad en tareas de escritura semi-guiadas.
• Enlaces
  • Texto completo
• Dialnet Métricas: 1 Cita
• Resumen
  • español

    Este estudio se centra en cómo los contextos de adquisición influyen en la competencia del español de los aprendices chinos. Elegimos el uso de pretérito indefinido y pretérito imperfecto como punto de partida para analizar su producción en tres redacciones semi-guiadas. Los resultados muestran que los diferentes objetivos de enseñanza promueven un desarrollo diferente en la competencia de español de los aprendices chinos: los aprendices de At-Home tienen un patrón de uso más cerca a hablantes nativos cuando se tiene en cuenta el factor al nivel discursivo; mientras que los aprendices de Study-Aboard muestran un patrón más cerca a hablantes nativos cuando se tiene en cuenta el factor al nivel de léxico. Sin embargo, los patrones del uso de los tiempos aspectuales del pasado en español en ambos contextos de adquisición muestran una tendencia tanto a la asociación prototípica al nivel discursivo como la al nivel léxico.

  • English

    This work focuses on the influence of L2 acquisition environments (At-Home and Study-Abroad) on the language proficiency of L1 Mandarin Chinese learners of Spanish. We chose the use of Spanish past tense aspect (pretérito indefinido and pretérito imperfecto) as the entry point to analyze Chinese learners proficiency in three semi-guided writing tasks. Our results reveal that the different teaching objectives in these acquisition environments promote a different development of Chinese learners’ language capacities in Spanish: the At-Home learners have a more native-like performance when factors at the discourse level are taken into account, whereas the Study-Abroad learners have a more native-like performance when factors at the lexical level are taken into account. However, the usage pattern of the Spanish past tense aspect by learners in both environments share prototypical associations at the lexical and discourse levels.

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