Publication: Enseñanza de las colocaciones con verbo soporte: dar, tener y hacer. Estudio contrastivo español-italiano
Loading...
Official URL
Full text at PDC
Publication Date
2014-06-12
Authors
Advisors (or tutors)
Editors
Journal Title
Journal ISSN
Volume Title
Publisher
Citations
Exportar
Abstract
Este trabajo analiza las colocaciones con verbo soporte con el objetivo de comprobar si los italianos que estudian español como segunda lengua, así como los españoles bilingües en italiano, cometen errores en su codificación. Para ello, se elaboró un corpus de combinaciones con los verbos soporte más productivos en español (dar, tener y hacer), que se analizó desde un análisis contrastivo, y se preparó un test para los alumnos. De los resultados de dicha prueba, se dedujo qué errores se cometen principalmente y a qué tipo de aprendientes afecta. Con la aplicación didáctica posterior en el aula, los porcentajes de errores disminuyeron ligeramente y los estudiantes fueron capaces de producir construcciones con verbo soporte en una composición de tema libre.
This work analyzes light-verb structures in order to check if Italian people who learn Spanish as a second language and Spanish-Italian bilingual students make mistakes in their codification. For that purpose, a set of combinations with the three most productive Spanish light-verbs (dar, tener and hacer) was developed and analyzed from contrastive analysis. The combinations were then used as a test for the students. Deductions were made from the trial’s results relating to which mistakes are the most commonly made and what kind of learners make them. The students were applied in the classroom and error rates went down slightly, with students now able to produce light-verbs constructions in free composition.
This work analyzes light-verb structures in order to check if Italian people who learn Spanish as a second language and Spanish-Italian bilingual students make mistakes in their codification. For that purpose, a set of combinations with the three most productive Spanish light-verbs (dar, tener and hacer) was developed and analyzed from contrastive analysis. The combinations were then used as a test for the students. Deductions were made from the trial’s results relating to which mistakes are the most commonly made and what kind of learners make them. The students were applied in the classroom and error rates went down slightly, with students now able to produce light-verbs constructions in free composition.