Publication: La estructuración del tiempo verbal en el español y el árabe: estudio contrastivo español-árabe
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2016-10-27
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Universidad Complutense de Madrid
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Abstract
Esta investigación tiene objetivos en dos vertientes esenciales. El primero, considerado camino fundamental para el segundo, radica en revelar los puntos conflictivos del proceso de enseñanza-aprendizaje de la temporalidad verbal del español para los estudiantes de ELE de origen árabe, en general, y egipcio, en particular. El segundo objetivo es tratar esos puntos problemáticos poniendo a prueba algunas estrategias metodológicas, actitudes y consejos con el fin de permitir la superación de las interferencias interlinguales e intralinguales. Ambos objetivos implicaron un estudio detallado de la estructuración de la temporalidad verbal en la lengua materna, en este caso, el árabe, y en la española, concretando y precisando los conceptos implicados en ese terreno, como tiempo físico, cronológico, lingüístico; y el aspecto y el modo gramaticales. Desde un enfoque contrastivo se ha procedido a concretar los errores que suelen cometer los aprendices, mediante el diseño de tres ejercicios que presentan los usos que representan dichos errores. El estudio se ha aplicado en un curso intensivo poniendo en práctica consejos pedagógicos y estrategias metodológicas, adoptando la teoría de Guillermo Rojo (1974) de conceptualización de las relaciones temporales (anterioridad, simultaneidad y posterioridad) y categorizándolas según la orientación directa e indirecta con el origen (el momento del habla). Igualmente, el curso se ha basado en la distribución de los usos de los tiempos verbales en rectos y dislocados, clasificación muy bien procesada por los informantes. De gran provecho para el análisis contrastivo han sido los artículos de Santos Gargallo (1990), Galindo Merino (2009) y Alexopoulou (2007) En la parte experimental de este estudio se aplicó un Pretest para analizar los errores frecuentes destacando los errores interlinguales e intralinguales de los participantes con el fin de tratarlos y mejorar su percepción de las relaciones temporales...
The main purpose of this study comes briefly in two major parts: first, to determine the hardships that face the students in their cognitive understanding of the linguistic tense in Spanish (generally for Arab students and for Egyptians, in particular); Second, to suggest solutions by means of some set strategies or pedagogical propositions resulting from the linguistic structure of tense in Arabic as their mother tongue, and in Spanish as their target language. These two mainly require error analysis and then relating it to the similarities and differences between the two languages. Both objectives also require a detailed study of the Arabic and the Spanish tense structures with proper attention to time physically, historically and linguistically, in addition to the aspect of the verb – perfect or imperfect – and the speaker's knowledge of his or her speech or of the incident/ event being real or not (grammatical mood). In this perspective, the recurring errors are outlined and three exercises are completed; a methodical strategy is adopted to analysis the mistakes, explained previously by linguist I. Santos Gargallo and in researches by María R. Galindo Merino and Angélica Alexopoulou. On the other side, the course was based on the theory of Guillermo Rojo in which categorized the temporal relationships of verbal ways: before, simultaneity and after. On the other side, the course was based on the theory of Guillermo Rojo in which categorized the temporal relationships of verbal ways: before, simultaneity and after; also divided into targeted directly or indirectly to the moment of speech. In application, a comparative study was accomplished to analyze the recurrent errors and to highlight the inherited inaccuracies from the mother tongue and the lack of understanding or perception of tense relations in Spanish. The findings of the research stress that compound past tenses are the most complicated to the learners as is the case with the subjunctive in either probable or certain modes, which are considered weird to second language learners. On the other hand, the least ambiguous tenses are the ones in simple syntactic form that are mostly indicative mood like past perfect and past progressive tenses...
The main purpose of this study comes briefly in two major parts: first, to determine the hardships that face the students in their cognitive understanding of the linguistic tense in Spanish (generally for Arab students and for Egyptians, in particular); Second, to suggest solutions by means of some set strategies or pedagogical propositions resulting from the linguistic structure of tense in Arabic as their mother tongue, and in Spanish as their target language. These two mainly require error analysis and then relating it to the similarities and differences between the two languages. Both objectives also require a detailed study of the Arabic and the Spanish tense structures with proper attention to time physically, historically and linguistically, in addition to the aspect of the verb – perfect or imperfect – and the speaker's knowledge of his or her speech or of the incident/ event being real or not (grammatical mood). In this perspective, the recurring errors are outlined and three exercises are completed; a methodical strategy is adopted to analysis the mistakes, explained previously by linguist I. Santos Gargallo and in researches by María R. Galindo Merino and Angélica Alexopoulou. On the other side, the course was based on the theory of Guillermo Rojo in which categorized the temporal relationships of verbal ways: before, simultaneity and after. On the other side, the course was based on the theory of Guillermo Rojo in which categorized the temporal relationships of verbal ways: before, simultaneity and after; also divided into targeted directly or indirectly to the moment of speech. In application, a comparative study was accomplished to analyze the recurrent errors and to highlight the inherited inaccuracies from the mother tongue and the lack of understanding or perception of tense relations in Spanish. The findings of the research stress that compound past tenses are the most complicated to the learners as is the case with the subjunctive in either probable or certain modes, which are considered weird to second language learners. On the other hand, the least ambiguous tenses are the ones in simple syntactic form that are mostly indicative mood like past perfect and past progressive tenses...
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Tesis inédita de la Universidad Complutense de Madrid, Facultad de Filología, Departamento de Lengua Española y Teoría de la Literatura y Literatura Comparada, leída el 20-01-2016