Resumen

FONDO, María del Carmen  y  GAGO PRADO, Juan C.. Dificultades de los aprendices lusohablantes en el aprendizaje de los marcadores de discurso en español lengua extranjera. RASAL lingüíst. [online]. 2022, vol.2022, n.2, pp.7-28. ISSN 2618-3455.  http://dx.doi.org/https://doi.org/10.56683.rs222034.

Working with related languages has advantages and disadvantages. The first ones are related, especially, to receptive skills in initial levels. The latter appear in productive skills, being worth mentioning phenomena such as transfer and interference (Martín Peris, 2008). In fact, when students in intermediate levels begin to be aware of the differences, a stagnation in learning takes place that, following Baerlocher Rocha and Lucha Cuadros (2014), is generally caused by the interferences that prevent the interlanguage of the learner from advancing towards SL.

From a corpus of written texts by Lusophone learners of Spanish as a foreign language (ELE), we make a research of some connective language pieces, mainly discursive connectors, to observe which markers present the greatest difficulty and how their mother tongue interferes in the selection. The research starts with a contrastive analysis to proceed to the explanation of the occurrences. To conclude, ideas and specific didactic implications will be offered aiming the improvement of the learning and teaching of this discourse elements in ELE. Among them, we draw attention to the need of developing new approaches to this field from the perspective of related languages, as well as focusing on the text as a unit or working with corpora in classroom to activate linguistic awareness.

Palabras clave : ELE; discourse markers; corpus; contrastive analysis.

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