Using literary texts to reveal problematic rules of usage

Abstract

This article identifies problematic rules of usage for aspect (preterite/imperfect) in Spanish that are commonly taught in textbooks, citing as evidence examples from Spanish literature. The rules under scrutiny are: (1) the imperfect is used to express emotions in the past, (2) the imperfect is used for descriptions in the past, (3) the preterite and imperfect are associated with certain expressions, and (4) certain verbs “change meaning” in the preterite. Literary works not only provide an authoritative voice to expose these misleading rules but also furnish rich contexts within which to better understand aspect in general.

The relation of second language acquisition, instructed second language acquisition, and language teaching from the lens of second language tense-aspect

“…The grammar explanations often appeal to descriptive and discursive linguistics and include examples and counterexamples to textbook explanations, focusing on explanations for difficult cases of tense-aspect use. For instance, Frantzen (2013) gave 23 examples of tense-aspect uses in literary texts that could not be accounted for by simplified textbook rules, and she gave specific grammar explanations that could account for such contextually rich uses. Pedagogical proposals based on cognitive linguistics provide numerous examples of how visual aids may contribute to grammar explanations based on a unified account of tense-aspect for learners in the classroom.…”

“…In pedagogical proposals, the citations of structuralist descriptions of tense-aspect are closely connected to critiques of textbooks for providing simplified descriptions of tense-aspect, especially in the beginner and intermediate levels (Comajoan-Colomé, 2015; Crespí & Llop, 2021; Frantzen, 2013; Real Espinosa, 2013; Soler, 2017, 2020). In fact, criticism of textbook rules has been a constant in applied linguistics publications, and two works—published before the beginning year for our review but often cited later— stand out in their critical accounts of traditional descriptions of tense-aspect (Dansereau, 1987, for L2 French; Frantzen, 1995, for L2 Spanish).…”

“…The pedagogical proposals in Review 2 integrate findings from SLA research by providing two types of content: most of them give information on designing teaching materials for the classroom, the focus of the fourth question of this review (Section 3.2.4), whereas a few provide grammar explanations for the L2 classroom that go beyond the often-criticized rules of thumb in textbooks. For instance, some proposals provided script-like grammar explanations for teachers (e.g., Frantzen, 2013) or descriptions that provide more nuanced accounts of tense-aspect for classroom use (e.g., Castañeda & Alhmoud, 2014; Cowan, 2008).…”

Using an Online Forum to Enhance the Learning of Spanish Grammar as a Second Language

“…Even with the incorporation of technology along with communicative approaches into the classroom, many instructors still rely heavily on the explanations of textbooks and the activities presented in them to teach grammar. Textbooks alone, however, often do not provide enough input and clear explanations about a second language (L2) grammar (Frantzen 2013;Yoon 2018). Students often feel that real communication ability in L2 can be acquired through authentic content-based input such as interaction with speakers who speak L2 as a native tongue in authentic cultural settings.…”