An SLA-Informed and Cognitive Linguistic Approach to the Teaching of L2 Catalan Tense-Aspect

• Comajoan-Colomé, Llorenç ^[1] ; Llop Naya, Ares ^[2]
  1. [1] Universitat de Vic

     Universitat de Vic

     Vich, España

     
  2. [2] University of Cambridge

     University of Cambridge

     Cambridge District, Reino Unido

     
• Localización: Círculo de lingüística aplicada a la comunicación, ISSN-e 1576-4737, Nº. 87, 2021 (Ejemplar dedicado a: Monograph: Tense, Aspect and Modality in L2. Recent Applied Studies), págs. 95-120
• Idioma: inglés
• DOI: 10.5209/clac.76714
• Títulos paralelos:
  • Un enfoque basado en la adquisición de segundas lenguas y la lingüística cognitiva para enseñar el tiempo-aspecto en catalán como L2
• Enlaces
  • Texto completo
• Dialnet Métricas: 3 Citas
• Resumen
  • español

    A partir de la discusión de la relación entre los estudios de adquisición de segundas lenguas y la enseñanza de lenguas, este artículo explora el diseño de una secuencia didáctica de la enseñanza de los tiempos del pasado que integra los resultados de las investigaciones sobre tiempo y aspecto en una segunda lengua (Hipótesis del Aspecto y del Discurso y la Instrucción basada en el procesamiento del input). Mediante la implementación de los principios de la lingüística cognitiva, se presenta el diseño de actividades para enseñar los usos de la morfología perfectiva, imperfectiva y perfecta con la introducción de las nociones de espacio de la acción, acción verbal y punto de vista del hablante. Todos los conceptos se ilustran con actividades implementadas en un aula de catalán de la Universidad de Cardiff (niveles A1 y A2).

  • English

    This article explores the relationship between second language acquisition and language teaching presenting the design of a teaching sequence on past tenses that integrates the results of research on tense and aspect in a second language (the Aspect and Discourse Hypotheses and Input processing instruction). By implementing the principles of cognitive linguistics, the article presents the design of activities to teach the meanings of perfective, imperfective, and perfect morphology with the introduction of the notions of space of action, verbal action, and the speaker's point of view. All concepts are illustrated with activities implemented in a Catalan classroom at the University of Cardiff (A1 and A2 levels).

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