La enseñanza y la adquisición de los usos de “ser” y “estar” en el aula de ELE: algunas reflexiones y propuestas didácticas

Abstract

Observing the problems that can be encountered in teaching, learning and acquiring the usage of “ser” and “estar” in the SFL (Spanish as a Foreign Language) class, this paper presents some teaching activities aiming at overcoming such problems. From a theoretical perspective, these proposals are based on a specific teaching model that has resulted from what we consider successful studies such as Leonetti (1994), Fernández Leborans (1999), showing that the alternation of the use of “ser” and “estar” as copulative verbs is to be ascribed to the semantic-aspectual difference between ‘Individual-level Predicates’ and ‘Stage-level Predicates’, which has been generally accepted by grammar scholars over the last few years. The aim is to promote a formal and more aware acquisition of the use of “ser” and “estar” within a communicative context through the teaching activities presented here, in order for SFL learners to be able to progressively master the use of such verbs. This article consists of three sections. The first section presents a quick review of the grammar theory that has been considered and the resulted teaching model for the alternating of “ser”/“estar”. The second section deals with the methodological and pedagogical aspects on which the practical teaching activities are based. The third part sets out such activities in detail.