Didactic problems in conditional sentences with si and their impact on linguistic production in ELE
Abstract
This study highlights that the way of teaching conditional sentences with siin Spanish as a Foreign Language (ELE) classrooms has become outdated in relation to new methodological trends, because these structures are presented as purely grammatical content, isolated from their communicative purpose and detached from pragmatics. Through the analysis of 464 examples extracted from B2 level productions of CAES, it is demonstrated that the way in which conditional sentences are teached and practised in ELE classrooms have a negative impact on their use in real contexts: students are unable to dissociate them from the fixed linguistic expressions commonly provided in textbooks.
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