ERIC Number: ED345489
Record Type: RIE
Publication Date: 1988
Reference Count: 0
Making Grammar Explicit in the Classroom: An Illustration Using the Spanish Subjunctive.
Texas Papers in Foreign Language Education, v1 n2 p90-100 Fall 1988
It is proposed that explicit explanations of grammar concepts in the first language can be useful in teaching the related structures in a second language. The example used is that of the subjunctive mood, taught first in English and then in Spanish. Specific procedures for presenting the concept in English are outlined, including a set of sentences using the morphological subjunctive, syntactic subjunctive, and a few formulaic expressions. Then the Spanish subjunctive is introduced, using positive, partial, and negative transfer of concepts from English to Spanish. It is concluded that what looks at first to foreign language students like an alien concept can be made less baffling if presented in relation to his native language. In the case of English speakers learning the Spanish subjunctive, this means making students aware that (1) the morphology of the subjunctive still exists to a limited extent in English; (2) there are certain required, predictable constructions that English uses where Spanish uses the morphological subjunctive; and (3) the students already have a thorough, if implicit, grasp of the semantic motivation underlying the subjunctive mood. A brief bibliography is included. (MSE)
Publication Type: Guides - Classroom - Teacher; Journal Articles
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Note: For the journal as a whole, see FL 019 498.