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La enseñanza y la adquisición de los usos de ser y
estar en el aula de ELE: algunas reflexiones y propuestas
didácticas
Fernanda Santarrone – Università di Verona
Federico Silvagni – Universidad Complutense de Madrid
Abstract
Observing the problems that can be encountered in teaching, learning and acquiring the
usage of ser and estar in the SFL (Spanish as a F oreign Language) class, this paper
presents some teaching activities aiming at overcoming such problems. From a theoretical
perspective, these proposals are based on a specific teaching model that has resulted
from what we consider successful studies such as Leonetti 1994; Fernández Leborans
1999, showing that the alternation of the use of ser and estar as copulative verbs is to be
ascribed to the semantic-aspectual difference between ‘Individual-level Predicates’ and
‘Stage-level Predicates’, which has been generally accepted by grammar scholars over
the last few years. The aim is to promote a formal and more aware acquisition of the use
of ser and estar within a communicative context through the teaching activities presented
here, in order for SFL learners to be able to progressively master the use of such
verbs. This article consists of three sections. The first section presents a quick review of
the grammar theory that has been considered and the resulted teaching model for the
alternating of ser/estar. The second section deals with the methodological and pedagogical
aspects on which the practical teaching activities are based. The third part sets out
such activities in detail.
Keywords: ser, estar, ELE, actividades, didáctica
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