Acquisition of the subjunctive mood: a didactic proposal
Abstract
The difficulty experienced by learners when they are confronted with a foreign language prompts researchers and teachers to search for answers that can lead to effective learning in the most problematic areas for students. Thus, the present study shows a didactic unit dedicated to the subjunctive through the Task-Based Approach. This practice was developed as a result of the teaching-learning process of the subjunctive between two related languages: Spanish and French; however, it is applicable to any student of Spanish. Under the communicative criterion, an approach to the subjunctive mood in the teaching of Spanish is proposed that leads to the didactic proposal, focused on overcoming the values and uses with the highest error rate, after an exhaustive analysis of the modal use of the group of students who participated in this research.
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