Abstract
The study aimed to provide selected syntax-functions of the phrase I AM in Spanish when using it in translation practices. It also deliveries teaching and learning insights that tap into the subject-matter-domain discussed. An oriented method based on collected and analyzed and added data was used to conduct the research study. The outcome showed that when translation is properly used in teaching and learning Spanish-syntax by taking as reference the translated phrase I AM in Spanish language context; this practice tents to foster cognitive skills and language competences among Spanish language learners up beginners level and benefit the learning process of the Spanish language grammar in this regard. It also revealed that the translation of this phrase can be used effectively in Spanish language contextual sentences and phrases. The present study is a gainful-approach for Spanish language bilingual Spanish/English teachers interested in applying translation-syntax-practices.
Highlights
The research study traces the use of translation as methodological vehicle to deliver various facets of linguistic functions of the phrase, I AM in Spanish language contextual sentences and phrases with emphasis on the use of the verbs to be, the verb to have, nouns, and adjectives in Spanish language context
Issues regarding to Spanish-syntax-traits, Spanishsyntax-verbs-usage, sentences/phrases-usage and teaching/learning-insights have been presented in the literature-content of this research-study to highlight the benefits that can be derived from this conceptualization in translation language practices
The results have been presented in a logical sequence, given the most important research-rational-criteria first, and addressing the stated objective, which has been to provide valuable Spanish-syntax-linguistic-functions of the phrase I AM in translation practices and delivering teaching and learning insights that tap into the subject-matter-domain-discussed
Summary
The research study traces the use of translation as methodological vehicle to deliver various facets of linguistic functions of the phrase, I AM in Spanish language contextual sentences and phrases with emphasis on the use of the verbs to be (ser/estar), the verb to have (tener), nouns, and adjectives in Spanish language context. Applying grammar into Spanish contextual sentences and phrases continues to be a difficult task to digest and overcome by English native speakers and English second language speakers whose study Spanish language This is a reality with which teachers have to deal when teaching Spanish grammatical functions to these learners (Colina & Lafford, 2017). By using as referent point the phrase, I AM in translated expressions such as “to be hungry”/“to be hot”/“to be told”/to be short/to be tired/to be content/to be a teacher/to be an engineer; learners will be able to observe and analyze Spanish linguistic traits such verbs-duality, verbs-convergence, nous and adjective gender-agreement This will enable them to associate, differentiate, and more importantly begin acknowledging the contrast between the Spanish verbs (ser/estar), the linguistic-convergence among them, the verb to have (tener) usage, and nouns and adjectives (gender-agreement) associated with this phrase in Spanish language contextual sentences and phrases. Taking this conceptual basis as the point of departure; the article outlines a sequence of research inputs based on this specific subject-knowledge-domain to implement the integration of translation in relation to the selected phrase in Spanish language context
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