A Discourse-Pragmatic Approach to Teaching Indicative/Subjunctive Mood Selection in the Intermediate Spanish Language Class: New Information versus Reformulation

Autor/in	Sessarego, Cecilia
Titel	A Discourse-Pragmatic Approach to Teaching Indicative/Subjunctive Mood Selection in the Intermediate Spanish Language Class: New Information versus Reformulation
Quelle	In: Hispania, 99 (2016) 3, S.392-406 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-2133
DOI	10.1353/hpn.2016.0067
Schlagwörter	Discourse Analysis; Pragmatics; Second Language Learning; Second Language Instruction; Verbs; Teaching Methods; Constructivism (Learning); Task Analysis; Language Research; Spanish; Language Proficiency; College Students; Grammar; Semantics; Morphology (Languages); Syntax; Instructional Materials + Suchen Sie Ihr Suchwort? Diskursanalyse; Pragmalinguistik; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Aufgabenanalyse; Sprachforschung; Spanisch; Language skill; Language skills; Sprachkompetenz; Collegestudent; Grammatik; Semantik; Morphology; Morphologie; Lehrmaterial; Lehrmittel; Unterrichtsmedien
Abstract	The aim of a discourse-pragmatic approach to teaching the indicative/subjunctive contrast in Spanish is to engage students to move beyond grammar and semantics and enter the domain of language use in complete texts. Linguistics and Second Language Acquisition (SLA) research have mostly focused on the morphology, semantics and syntactic aspects of the subjunctive mood in stand-alone sentences at various levels of proficiency, a perspective reflected in textbooks and instructional materials. This current study addresses the cohesive discursive function performed by the present subjunctive in speakers' comments when reformulating already known content by the interlocutors. The pedagogical proposal is grounded on the latest linguistic and SLA research on the indicative/subjunctive contrast and on a constructivist, concept, and task-based approach to second language learning. It provides an instructional sample that was implemented in an intermediate-level university class. Further linguistic research on the subjunctive's communicative functions and L2 acquisition of mood distinction in discourse are needed to inform pedagogical initiatives that address Spanish mood in full texts. (As Provided).
Anmerkungen	American Association of Teachers of Spanish and Portuguese, Inc. 900 Ladd Road, Walled Lake, MI 48390. Tel: 248-960-2180; Fax: 248-960-9570; e-mail: AATSPoffice@aatsp.org; Web site: http://www.aatsp.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01