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| 921 |
The parasitic model of L2 and L3 vocabulary acquisition: evidence from naturalistic and experimental studies
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In: Fórum Linguístico, Vol 11, Iss 3, Pp 360-372 (2014) (2014)
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| 923 |
Reawakening the love of story: learning to live through story telling and listening
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| 925 |
Urdu as a First Language: The Impact of Script on Reading in the L1 and English as a Second Language
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In: Theses and Dissertations (Comprehensive) (2014)
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| 926 |
What Words Can Do: Analyzing Adult/Child Relations in Narratives of Literature and Psychosocial Theory
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| 927 |
A aquisição das consoantes líquidas em português europeu: contributos para a caracterização da faixa etária 4;0 - 4;11 anos
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In: Linguística : Revista de Estudos Linguísticos da Universidade do Porto, Vol 9, Pp 59-82 (2014) (2014)
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| 928 |
Corpus-based collocation research targeted at Japanese language learners
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In: Acta Linguistica Asiatica, Vol 4, Iss 2, Pp 25-36 (2014) (2014)
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| 929 |
Non-word repetition test: research into Lithuanian monolingual and Lithuanian-English bilingual children
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In: Taikomoji kalbotyra, Iss 4 (2014) (2014)
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| 930 |
What's the Subjunctive, Again? Preparing English Speakers for Learning Spanish
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In: Honors Senior Theses/Projects (2014)
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| 931 |
Teaching Arabic and English to Speakers of Other Languages: the Application of Theory-Grounded Methods
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In: All Graduate Plan B and other Reports (2014)
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| 932 |
Alice's Adventure Through Second Language Acquisition: An Educator's Perspective
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In: All Graduate Plan B and other Reports (2014)
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| 933 |
Teaching English grammar in a hybrid course: student performance and teacher and student perceptions ; Master of Arts
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| 934 |
A Corpus-Based Study on Chinese EFL Students’ Acquisition of “YET”
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In: Studies in Literature and Language; Vol 9, No 3 (2014): Studies in Literature and Language; 108-111 ; 1923-1563 ; 1923-1555 (2014)
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| 935 |
Review of the Influence of L1 in L2 Acquisition
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In: Studies in Literature and Language; Vol 9, No 2 (2014): Studies in Literature and Language; 57-60 ; 1923-1563 ; 1923-1555 (2014)
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| 936 |
Constructing an evidence-base for future CALL design with ‘engineering power’: The need for more basic research and instrumental replication
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| 937 |
Comentario al artículo “Rasgos de la competencia léxica del verbo” de Anna Sánchez Rufat
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In: Revista Nebrija de Linguistica Aplicada a la Enseñanza de Lenguas, Iss 17 (2014) (2014)
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| 938 |
Explicaciones gramaticales simples y claras
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In: Revista Nebrija de Linguistica Aplicada a la Enseñanza de Lenguas, Iss 17 (2014) (2014)
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Abstract:
En este trabajo comentamos el artículo de Martha Jurado-Salinas, en este volumen, Fundamento teórico de un modelo para trabajar los verbos haber, ser y estar en el aula de ELE. Acordamos totalmente con la primera parte del artículo, en el que Jurado-Salinas describe las propiedades gramaticales de los verbos auxiliares ser, estar y haber y demuestra que no hay una única explicación que dé cuenta de todos los usos de ser y estar. Objetamos, sin embargo, el modelo didáctico que propone, fundado en las metáforas visuales de la gramática cognitiva. Proponemos, en cambio, un concepto de competencia gramatical que no trata aisladamente las propiedades formales o el significado, sino que establece la vinculación entre las propiedades formales y el significado referencial, estableciendo el límite a la explicación gramatical en el significado referencial atribuible a propiedades formales. Ejemplificamos la propuesta con la explicación de la alternancia ser/estar con adjetivos.
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Keyword:
explicación gramatical; Language acquisition; LC8-6691; P1-1091; P118-118.7; Philology. Linguistics; ser; sercompetencia gramatical; significado referencial; Special aspects of education
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URL: https://doi.org/10.26378/rnlael017240
https://doaj.org/article/a460fd28fe82441fab3abd343729b16a
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| 939 |
Rasgos de la competencia léxica del verbo
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In: Revista Nebrija de Linguistica Aplicada a la Enseñanza de Lenguas, Iss 17 (2014) (2014)
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| 940 |
La metáfora como base de un modelo didáctico
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In: Revista Nebrija de Linguistica Aplicada a la Enseñanza de Lenguas, Iss 17 (2014) (2014)
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