{"?xml":{"@version":"1.0"},"edm:RDF":{"@xmlns:dc":"http://purl.org/dc/elements/1.1/","@xmlns:edm":"http://www.europeana.eu/schemas/edm/","@xmlns:wgs84_pos":"http://www.w3.org/2003/01/geo/wgs84_pos","@xmlns:foaf":"http://xmlns.com/foaf/0.1/","@xmlns:rdaGr2":"http://rdvocab.info/ElementsGr2","@xmlns:oai":"http://www.openarchives.org/OAI/2.0/","@xmlns:owl":"http://www.w3.org/2002/07/owl#","@xmlns:rdf":"http://www.w3.org/1999/02/22-rdf-syntax-ns#","@xmlns:ore":"http://www.openarchives.org/ore/terms/","@xmlns:skos":"http://www.w3.org/2004/02/skos/core#","@xmlns:dcterms":"http://purl.org/dc/terms/","edm:WebResource":[{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-2ALQ4A37/84e14756-f6cb-4d48-8913-6f91896f3c7c/PDF","dcterms:extent":"1232 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-2ALQ4A37/c58024af-49db-4143-9257-70efd0f607b7/TEXT","dcterms:extent":"58 KB"}],"edm:TimeSpan":{"@rdf:about":"2009-2025","edm:begin":{"@xml:lang":"en","#text":"2009"},"edm:end":{"@xml:lang":"en","#text":"2025"}},"edm:ProvidedCHO":{"@rdf:about":"URN:NBN:SI:doc-2ALQ4A37","dcterms:isPartOf":[{"@rdf:resource":"https://www.dlib.si/details/URN:NBN:SI:spr-GMZ1HMBU"},{"@xml:lang":"sl","#text":"Vestnik za tuje jezike"}],"dcterms:issued":"2012","dc:creator":"Trenc, Andreja","dc:format":[{"@xml:lang":"sl","#text":"številka:1/2"},{"@xml:lang":"sl","#text":"letnik:4"},{"@xml:lang":"sl","#text":"str. 207-226"}],"dc:identifier":["ISSN:1855-8453","COBISSID:50927714","URN:URN:NBN:SI:doc-2ALQ4A37"],"dc:language":"es","dc:publisher":{"@xml:lang":"sl","#text":"Znanstvena založba Filozofske fakultete"},"dc:subject":[{"@xml:lang":"en","#text":"didactic method"},{"@xml:lang":"sl","#text":"didaktika"},{"@xml:lang":"en","#text":"grammar"},{"@xml:lang":"sl","#text":"kognitivna slovnica"},{"@xml:lang":"sl","#text":"metodika"},{"@xml:lang":"sl","#text":"morfem \"se\""},{"@xml:lang":"sl","#text":"neosebne skladenjske strukture"},{"@xml:lang":"sl","#text":"slovnica"},{"@xml:lang":"en","#text":"Spanish"},{"@xml:lang":"sl","#text":"španščina"},{"@xml:lang":"sl","#text":"tuji jeziki"},{"@rdf:resource":"http://www.wikidata.org/entity/Q8091"}],"dcterms:temporal":{"@rdf:resource":"2009-2025"},"dc:title":{"@xml:lang":"sl","#text":"Construcciones impersonales con se en espanol y su tratamiento didáctico desde una perspectiva de focus on form o la atención a la forma|"},"dc:description":[{"@xml:lang":"sl","#text":"The article deals with the input processing methodology potential (VanPatten, 1996), based on the principles of the Cognitive Grammar and focus on form oriented instruction as an alternative approach to understanding and teaching impersonal syntax structures with clitic se and other complex syntax features of the Spanish Language. Explicit grammar instruction involving student's active processing of the input is considered in this investigation as a plausible approach to a better and more straightforward acquisition of formal grammatical features, reducing positively the cuantity of the common mistakes in the process of the acquisition within the advanced learners of Spanish (such as Slovene Graduate Students in the Hispanic Linguistics, assigned to take part in this investigation). Applying the empiric means of research based on the model of the custom-made input processing grammar activities, the article sets out a number of arguments in favour of a major didactic value and teachability of the described methodology: (1) its consonance with the universal cognitive processes activated during the acquisition, (2) a better adequacy to meeting student's cognitive needs, (3) an alternative for improving the ways complex sintactic forms in Spanish have been dealt with up till now on Advanced Levels and, lastly, (4) its compatibility with the contemporary methods and trends in Didactics of Spanish Grammar, such as communicative approach and student-centred learning"},{"@xml:lang":"sl","#text":"V prispevku obravnavamo možnosti poučevanja neosebnih skladenjskih struktur z morfemom se v španskem jeziku in širše tudi drugih skladenjskih oblik španskega slovničnega sistema preko metodologije procesiranja vnosa (input processing, VanPatten, 1996), ki temelji na praktičnih izhodiščih kognitivne slovnice (Cognitive Grammar, Langacker, 1987) ter pristopa \"poudarek na obliki\" (focus on form, Doughty in Williams, 1998). Eksplicitno poučevanje slovnice preko dejavnega procesiranja vnosa se dokazuje kot didaktična možnost, ki pozitivno vpliva na zmanjševanje oz. odpravljanje pogostih napak v procesu prisvajanja omenjene strukture pri študentih z visokim znanjem španščine oz. pri slovenskih študentih španskega jezika. V praktičnem delu prispevka predstavimo alternativni didaktični model vaj zasnovan na dejavnem razumevanju - procesiranju vnosa, ter ga v empirični raziskavi vrednotimo z vidika pedagoškega potenciala ter primerjave z uveljavljenimi tradicionalnimi modeli poučevanja španske slovnice. Izhajamo iz predpostavke, da predstavlja prikazani model številne didaktične prednosti: (1) ujemanje z univerzalnimi spoznavnimi procesi, ki potekajo pri prisvajanju slovničnih oblik v tujem jeziku, (2) usklajenost s spoznavnimi potrebami subjektov, (3) učinkovitejši pristop k praktični obravnavi zapletenejših skladenjskih struktur pri poučevanju španske slovnice na višjih ravneh ter (4) skladnost s sodobnimi smernicami poučevanja španskega jezikovnega sistema (zlasti komunikacijski pristop ter na učenca osredinjeno poučevanje)"},{"@xml:lang":"sl","#text":"En el artículo se aplican algunos conceptos del tratamiento gramatical basado en el procesamiento de input de VanPatten (1996), los principios de la gramática cognitiva (Langacker, 1987) y la instrucción explícita centrada en la atención a la forma (focus on form, Doughty and Williams, 1998) para abordar las construcciones impersonales transitivas con se. Se parte de la hipótesis de que un modelo pedagógico que implique el procesamiento activo del input podría ofrecer una herramienta idónea para facilitar la adquisición de la forma objeto y minimizar los errores de estudiantes universitarios eslovenos durante el aprendizaje del sistema formal castellano. Para defender dicha aproximación didáctica, se crea un modelo práctico de actividades de procesamiento de input y se lo somete a una investigación empírica. En función de hipótesis de partida se evalúan los siguientes ventajas del modelo propuesto: su capacidad para (1) acercarse al modo en que el aprendiz procesa la información gramatical; (2) sintonizar con sus necesidades cognitivas; (3) operativizar la instrucción gramatical en la presentación de formas sintácticas complejas en niveles avanzados y (4) compatibilizar con las últimas tendencias en la didáctica de gramática de espanol como lengua extranjera (la ensenanza comunicativa y el enfoque orientado a las necesidadesdel alumno)"}],"edm:type":"TEXT","dc:type":[{"@xml:lang":"sl","#text":"znanstveno časopisje"},{"@xml:lang":"en","#text":"journals"},{"@rdf:resource":"http://www.wikidata.org/entity/Q361785"}]},"ore:Aggregation":{"@rdf:about":"http://www.dlib.si/?URN=URN:NBN:SI:doc-2ALQ4A37","edm:aggregatedCHO":{"@rdf:resource":"URN:NBN:SI:doc-2ALQ4A37"},"edm:isShownBy":{"@rdf:resource":"http://www.dlib.si/stream/URN:NBN:SI:doc-2ALQ4A37/84e14756-f6cb-4d48-8913-6f91896f3c7c/PDF"},"edm:rights":{"@rdf:resource":"http://rightsstatements.org/vocab/InC/1.0/"},"edm:provider":"Slovenian National E-content Aggregator","edm:intermediateProvider":{"@xml:lang":"en","#text":"National and University Library of Slovenia"},"edm:dataProvider":{"@xml:lang":"sl","#text":"Znanstvena založba Filozofske fakultete"},"edm:object":{"@rdf:resource":"http://www.dlib.si/streamdb/URN:NBN:SI:doc-2ALQ4A37/maxi/edm"},"edm:isShownAt":{"@rdf:resource":"http://www.dlib.si/details/URN:NBN:SI:doc-2ALQ4A37"}}}}