出版社：Znanstvena založba Filozofske fakultete Univerze v Ljubljani (Ljubljana University Press, Faculty of Arts)
摘要：Osrednji namen pričujočega članka je pripomoči k reševanju problema usvajanja člena pri učencih španščine kot tujega jezika s pomočjo orodij, ki pripomorejo h gradnji pomena skozi eksplicitno poučevanje člena. Gradiva za eksplicitno poučevanje so osnovana na operativnem pristopu k členu z vidika kognitivne slovnice, kot jo utemeljijo dela avtorjev Ruiz Campillo (1998), Dirven in Radden (2007), Castañeda in Chamorro (2014) ter Montero (2014b), da bi na različne osnovne vrednosti španskega člena aplicirali med seboj lahko povezljive semantične mreže. Kot metodološko osnovo za procesiranje operativnega modela člena avtorica izbere poučevanje procesiranja (VanPatten, 1996, 2002, 2004, 2007) ter se odloči za model poučevanja z interpretativnimi in produktivnimi aktivnostmi (prve se osredotočajo na strukturirani input, druge pa na strukturirani output), vzpostavljenimi na podlagi Alonso Raya et al. (2005), Chamorro Guerrero et al. (2006), Castañeda in Chamorro (2014) ter Montero (2014a).
其他摘要：The present work has two main objectives: meaningful learning of the article in Spanish from the perspective of cognitive grammar to provide learners a Model of Processing Instruction for the Spanish article. This cognitive grammar-based instruction draws on the pedagogical approach developed by Ruiz Campillo (1998), Radden Dirven (2007), Castañeda and Chamorro (2014) and Montero (2014a). From this approach, article selection can be managed using a minimum of operational values that are prototypical in nature, and that in turn may allow learners to produce an unlimited number of utterances. In terms of the methodology selected the processing instruction in VanPatten (1996, 2002, 2004, 2007) has been chosen, and an instructional model is proposed with both interpretative activities (focused on structured input) and productive activities (focused on structured output) based on Alonso Raya et al. (2005), Chamorro Guerrero et al. (2006), Castañeda and Chamorro (2014) and Montero (2014a).
