Abstract

This article attempts to highlight the importance of theoretical linguistics and empirical cognitive linguistics studies for the practical teaching of Spanish as a second language. Looking at the domain of subject pronominal use as an example, I endeavor to show how formal linguistics can be useful to language instructors. This is a significant enterprise since language instructors could benefit from both a better understanding of the linguistic properties of the languages they teach and what psycholinguistic studies have revealed about the nature of adult language learning in general.

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Additional Information

ISSN
2153-6414
Print ISSN
0018-2133
Pages
pp. 52-65
Launched on MUSE
2010-03-25
Open Access
No
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