Un modelo cognitivo para la enseñanza del subjuntivo

Abstract In the present thesis the development and subsequent implementation of the Didactic Models 1 and 2 of the Subjunctive is described. The models focus on the use of a question, with which the student makes the most adequate mode choice for each case. The model unifies perspective and meaning used with the subjunctive from a cognitive perspective, appealing to the inherent representational capacity of each speaker. The classroom work was carried out in two groups of students learning Spanish as a foreign language, levels A2 - B1, in two upper secondary schools in southern Sweden during two periods of respectively 9 and 4 teaching hours. Grammar instruction was provided explicitly about the subjunctive mood and modal variation in Spanish. The results indicate that both the in short and long term, the use of the teaching models Subjunctive 1 and 2, and the application of our methodological approach, due to its structure and its characteristics, have helped raising awareness about the modal choice and strongly facilitated the use of the Spanish modal system. The reason behind these results could be related to the close relationship between the specific content studied, presented by teaching models, and the students’ cognitive skills