La incidencia del tipo de ejercicio y de la capacidad de la memoria operativa en el aprendizaje de las construcciones con verbo de apoyo en español como segunda lengua
- Mercedes Pérez Serrano 1
- Irini Mavrou 2
- 1 Universidad Complutense de Madrid/ Universidad Antonio de Nebrija (España)
- 2 Universidad Antonio de Nebrija (España)
ISSN: 0717-1285, 0718-5758
Year of publication: 2022
Issue: 58
Pages: 47-68
Type: Article
More publications in: Onomázein: Revista de lingüística, filología y traducción de la Pontificia Universidad Católica de Chile
Abstract
There is a growing body of evidence that Spanish as a second language (SL2) learners are benefited from the mastery of formulaic language, and that collocations and other lexical chunks pose a special challenge for them. The so-called support verb constructions (SVA) represent a substantial group within collocations in Spanish. These constructions can be taught through several types of exercises: those that require the learner to match verbs with nouns and those that provide the learner with the intact collocation, among others. In this study, we intend to test both types of instruction in a group of 55 SL2 learners. Results did not reveal differences between the two types of instruction and both exercises provoked cross associations. Furthermore, we observed that high working memory capacity partic-ipants were benefited to a greater extent from the type of instruction based on matching verbs and nouns.