Unlocking the power of emotion in L2 Spanisha study of verbs of affection instruction

  1. Martín-Gascón, Beatriz 1
  1. 1 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

Journal:
ELUA: Estudios de Lingüística. Universidad de Alicante

ISSN: 0212-7636,  2171-6692

Year of publication: 2023

Issue Title: Aproximaciones al tratamiento teórico del verbo en materiales de ELE: gramáticas y manuales (niveles B y C)

Issue: 40

Pages: 379-398

Type: Article

DOI: 10.14198/ELUA.24517 DIALNET GOOGLE SCHOLAR lock_openRUA editor

More publications in: ELUA: Estudios de Lingüística. Universidad de Alicante

Abstract

This study explores one of the most important research lines in the field of Applied Linguistics: the teaching and learning of a second language (L2), and more specifically, of L2 Spanish. Spanish is a rapidly growing language, with a user base that has increased to 591 million, 6 million more than in 2020, according to the latest annual El español en el mundo (Instituto Cervantes, 2021). Spanish is thus becoming one of the most in-demand languages and this requires effective teaching. Through the analysis of seven L2 Spanish textbooks, we aim to examine the theoretical approach underlying the explanations of verbs of affection in Spanish (e.g., me fastidia [‘it bothers me’], me encanta [‘I love’]), as this grammatical construction is complex for a non-native speaker. Based on the findings, this investigation endeavors to provide pedagogical illustrations of how cognitive linguistics can be an advantageous method in teaching and learning psych verbs. The results of the study indicate that while all teaching materials are based on the classical communicative paradigm, none of them provide a cognitive perspective for the instruction of psych verbs in the early stages of learning or across the entire spectrum of emotions. This disregard for grammatical meaning and systematic treatment of these linguistic forms results in a reduced focus on their formal aspects, neglecting the changes in meaning that occur based on the focus on the stimulus or experiencer. This approach to teaching emotions grammar is viewed as mechanical and artificial

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