Making a little go a long way: A corpus-based analysis of a high-frequency word and some pedagogical implications for young Spanish learners
[EN] This study explores the different uses of the word little, its equivalents in Spanish and its teaching to young Spanish learners. First, it aims at analyzing the lexico-grammatical behavior of little in a corpus of children‟s short stories, where its prevailing use, preceding countable nouns, h...
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| Format: | Article |
| Status: | Published version |
| Publication date: | 2019 |
| Country: | España |
| Institution: | Universidad Rey Juan Carlos |
| Repository: | BULERIA. Repositorio Institucional de la Universidad de León |
| OAI Identifier: | oai:buleria.unileon.es:10612/19448 |
| Online Access: | https://revistas.um.es/ijes/article/view/349311 https://hdl.handle.net/10612/19448 |
| Access Level: | Open access |
| Keyword: | Lengua inglesa English language teaching Corpus Little Young learners Lexical syllabus Stories 5701.11 Enseñanza de Lenguas |
| Summary: | [EN] This study explores the different uses of the word little, its equivalents in Spanish and its teaching to young Spanish learners. First, it aims at analyzing the lexico-grammatical behavior of little in a corpus of children‟s short stories, where its prevailing use, preceding countable nouns, has been found to be much more frequent than in other domains and registers. A contrastive study follows, which examines how little has been translated in an English-Spanish parallel corpus; the results show that diminutives constitute an important equivalent. Finally, some didactic implications are proposed, with the application of corpus-based findings to the teaching of English to young Spanish learners from an approach that combines lexical syllabi and story-based methodologies. |
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