Year: 2025
Type: article
Abstract: Adjectives in Spanish can precede or follow the noun they modify. These positional changes also lead to changes in the interpretation (both semantic and pragmatic) of the statements. This article examines 25 pedagogical resources for teaching Spanish as a foreign language (ELE), including both textbooks and grammar guides, to analyze how these materials address issues related to this phenomenon. First, the study simply aims to determine whether the consulted materials include explicit references to this topic. In those that do, the theoretical adequacy and didactic effectiveness of their treatment are also evaluated. Furthermore, this treatment is contrasted with the suggestions outlined in the Cervantes Institute's Curricular Plan (PCIC) regarding this issue. The results of this analysis indicate that fewer than half of the analyzed materials (11) explicitly address the position of adjectives in Spanish. Among these, only 6 do so through didactic sequences and activities, while in the rest, the topic is mentioned exclusively in grammatical sections. Additionally, our analysis reveals that, in most cases, the explanations provided are insufficient or theoretically inadequate. The ultimate goal of our work is to serve as a foundation and guide for optimizing current pedagogical resources and for the future creation of educational materials.
DOI: 10.17345/rile24.3975
Institutions: Universidad de Burgos, Hong Kong Metropolitan University
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4410243177