Browsing by Subject "spanish Philology"

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  • Frago Cañellas, Jordina (Helsingin yliopisto, 2021)
    The teaching and acquisition of prepositions is a complex issue both for teachers and foreign language learners. Studies focused on error analysis (Perea Siller, 2007; Campillos Llanos, 2014; Regueiro Rodríquez, 2014) demonstrate the difficulty for students of Spanish as a foreign language with the proper use of this category, especially for the so-called “empty” prepositions: “a”, “de”, “en”, “por” and “para”. Traditionally, teaching prepositions has been based on arbitrary lists of meanings and their translation, without taking into account the connections between them. This dissertation presents a didactic proposal designed for and tested in the Spanish Grammar course within the Hispanic Philology program at the University of Helsinki. It focuses on teaching the Spanish prepositions “a”, “de”, “en”, “por” and “para” via their meaning and linguistic reflection in the classroom. The methodology and the teaching materials are based, on one hand, on the description of the prepositions with lexical traits; and on the other, on three of the most important theories within Cognitive Linguistics: image schemas (Johnson, 1987), conceptual metaphor (Lakoff and Johnson, 1980, 1999, 2003) and prototype theory (Lakoff, 1987). The instruction of the spatial, temporal and conceptual meanings is designed using the lexical traits associated with each preposition, with an image scheme and an explanation of the prepositional polysemy via the conceptual metaphor. The explanation of the prepositional verbs is based on the concept of lexical agreement (Bosque, 2004a, 2004b) which establishes that there is a minimal lexical redundancy between the verb and the preposition. In order to verify the results of the didactic intervention, the researcher carried out an empirical study with two groups, the control group and the experimental group. The participants are students from the Spanish Grammar courses from 2017 and 2018, respectively. The analysis of the data collected supports the initial hypothesis that teaching based on meaning improves results in the use of prepositions, especially in the case of prepositional verbs.