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What Research Can Tell Us About Teaching: The Case of Pronouns and Clitics

  • Joyce Bruhn de GaravitoEmail author
Chapter
Part of the Educational Linguistics book series (EDUL, volume 16)

Abstract

This chapter argues that generative linguistics is in a position to make available to second language teaching professionals a large body of evidence that can be fruitfully applied in many areas such as curriculum and textbook design. As an example, the chapter focuses on the acquisition of Spanish weak pronouns (clitics), showing how the current approach to teaching these elements, at least in many textbooks, is at odds with results from research that show consistently that the position of the pronoun is dependent on several factors, and as a result, the different positions are acquired in developmental stages. It is suggested that perhaps language pedagogy would be more effective if pronoun positions were not all taught at the same time, as is currently the practice.

Keywords

Noun Phrase Direct Object Indirect Object Applied Linguist Null Object 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer Science+Business Media Dordrecht 2013

Authors and Affiliations

  1. 1.Department of Modern Languages and LiteraturesUniversity of Western OntarioLondonCanada

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