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The Spanish Subjunctive: A Reference for Teachers
About This Book
A Complete Guide to the Spanish Subjunctive is the most complete reference guide to the use of the subjunctive in Spanish. Along with an exhaustive review of published literature on the subjunctive, the book also includes a thorough discussion of the uses and meanings of the subjunctive as well as examples throughout drawn from linguistic corpora such as the CREA database.
The book presents a comprehensive theory of the subjunctive and provides practical rules for understanding, teaching and acquiring the Spanish subjunctive.
This book includes:
"Your Turn" sections that invite readers to reflect on the content discussed and on their own experiences in teaching the subjunctive
A "Synopsis" section that summarizes the content of the work and offers practical suggestions for teaching the subjunctive
Two indexes providing a summary of verb conjugation in the subjunctive and an alphabetical list of expressions used with the subjunctive.
Frequently asked questions
1
Purpose and scope of this book
2
About the empiric material and the examples used in this book
3
Overview of the subjunctive literature
- (1) The bulk of literature consists of theoretical articles that describe partial aspects of the subjunctive from the perspective of a specific linguistic theory in vogue at a given time.2 They are mostly written for linguists or ‘insiders’ who are familiar with these theories. They are not usually accessible to ‘outsiders’ and have very limited practical value for teachers and students of Spanish. Published more recently, the collection of articles in Becker/Remberger (2010), Bosque (1990a), Bosque/Demonte (1999) and Rot hstein/Thieroff (2010) also fall under this category.
- (2) A second source of information about the subjunctive is Spanish grammar books.3 Grammars as well are written with a specific theory of language in mind and reflect an underlying ideology, the state and trends in linguistics and other sciences (such as metaphysics, psychology, psycholinguistics, structuralism, ethnography, logic, etc.) of the time. Grammars are usually descriptive, if we ignore the attempts to come up with ‘generative’ grammars. Many of them are also written with the intention to prescribe a certain norm in the use of grammatical structures, particularly the one of the motherland, Spain. This was especially the case of the Grammar of the Royal Spanish Language Academy, until 1931. The descriptions of the subjunctive in Spanish grammars differ in length, but they all have one thing in common: they only give the reader examples of the correct uses from the past. None of them provide readers with clear instructions for generating correct sentences and preventing unacceptable ones. They only list different uses of the subjunctive. None of them, not even the Nueva Gramática de la Lengua Española (NGLE), published in 2009 and different in many respects from its predecessors, can pinpoint the abstract systematic meaning of this mood. After considering everything that had been written about the subjunctive until 2009 and after looking at all the uses of the subjunctive mood, the authors of the NGLE came to the conclusion: “From all this we shouldn’t deduce that the merger of the various contexts determining the choice of mood is impossible. It only means that, for now, this integration has not yet been achieved” (2009: 1870).4 Obviously, none of the grammar books can be used for teaching the language without a methodological and pedagogical adaptation.
- (3) A third source is book-length monographs. Examples are: Ahern (2008), Fente Gómez (1972), Fernández Al varez/Fente Gómez (1992), Haverkate (2002), Hummel (2001) and Martinell Gifre (1985). They are also written with specific linguistics theories in mind. In monographs, however, the theoretical limitations are often overcome and tend to be secondary in an effort to describe and explain all the different and sometimes contradicting uses of the subjunctive, as well as to extract rules and regularities from them. Many monographs are purely descriptive and lack the methodological and pedagogical tools that are necessary for teachers and learners. However, some do offer practical exercises at the end of the book inviting the reader to apply what they have learned from the analytical part (Borrego et al., 1985: 187–256; Molina, 2006; Navas Ruiz, 1986: 157–201; Porto Dapena, 1991: 259–311; Sastre Ruano, 1997: 245–387). The book by Manteca Alonso-Cortés (1981) doesn’t fall into this group because, according to the author, his study is just an outline of the subjunctive syntax within the confines of Chomsky’s Standard Theory of 1980. A different kind of monograph is the Diccionario de uso del subjuntivo by Pérez/Süss (2010), which is conceived as a reference manual and lists, by alphabetical order, subjunctive indicators with examples and explanations as well as rules and mood terminology.
- (4) A fourth source is manuals that are written solely for the purpose of giving simple and clear rules for the use of the subjunctive. This goal is often achieved by oversimplifying and neglecting all or part of the more theoretical linguistic literature about the topic (Anderson, 1995; McKay, 1976; Vogt, 2008). Borrego et a l. (1985: 8) explicitly warn anyone who studies the subjunctive to be suspicious of simplified explanations.5 Unfortunately, the chapters about the subjunctive in most Spanish textbooks fall into this category.
- (5) Since the 1980s, there has been a rapid growth in research on first and second language acquisition and learning (for example Blake, 1985; Collentine, 1995, 1998, 2002, 2003, 2010; Farley, 2001, 2002, 2004; Gragera, 2000, 2002; Jegerski/VanPatten, 2014; Kirk, 2013; Krashen, 1990; Lee, 1987; Lee/VanPatten, 1995; Pérez-Leroux, 1988; VanPatten, 1995; VanPatten/Dvorak/Lee, 1987; VanPatten/Lee, 1990). However, this re search does not “automatically translate into pedagogy” (VanPatten, 1995: 179), nor do second-language researchers necessarily have “some special insight into what should happen in the classroom” (VanPatten, 1995: 179). According to VanPatten:
- (6) There are relatively few articles that use the results of the subjunctive and second-language-teaching research to study their potential for pedagogical purposes. Some examples are Fukushima (2014f), Gregory/Lunn (2012), Klein-Andreu (1994), Rosemond (1996), Ruiz Campillo (2007, 2008), Stokes (1988), Stokes/Krashen (1990), Stokes et al. (1988) and Tyo (1993).
- (7) There are also studies about the diachronic (historic) and diatopic (regional) variation of Spanish, such as Cano Aguilar (1990), Carbonero Cano (1990), Ferrell (1999), Fontanella de Weinberg (1997), Fukushi ma (1981a, 2001a), Gordon (1964), Guitart (1987), Jensen/Lathrop (1973), Knauer (1998), Lehner (2009), Metz (2013), Nieves Váz quez Núñez (1999), Oro (1975), Puente-Schubeck (1992), Ramirez Luengo (2001), Renaldi (1977), Serrano Montesinos (1996) and Veiga (1989, 1992b, 1993, 1996a).
Notes
4
The subjunctive
Table of contents
- Cover
- Title
- Copyright
- Dedication
- Contents
- 1 Purpose and scope of this book
- 2 About the empiric material and the examples used in this book
- 3 Overview of the subjunctive literature
- 4 The subjunctive: an expression of modality
- 5 The subjunctive: the morphosyntactic manifestation of mood
- 6 Attempts to define the meaning of the subjunctive
- 7 The function or systematic grammatical meaning of the indicative, subjunctive and imperative moods in Spanish
- 8 The sequence of tenses of the subjunctive
- 9 The grammatical function of dependent subjunctive clauses
- 10 The communicative potential of the subjunctive
- 11 Mood variation throughout the Spanish speaking world
- 12 Synopsis
- 13 Alphabetic list of conjunctions that are used with the subjunctive or both moods
- Bibliography
- Index