Resumo

ZULUAGA JARAMILLO, Luz Stella. Teaching grammatical gender in spanish as a second language. sophia [online]. 2016, vol.12, n.2, pp.207-215. ISSN 1794-8932.  https://doi.org/10.18634/sophiaj.12v.2i.516.

This article consists of a revision about the teaching of the grammatical gender in Spanish as an L2 to native speakers of English or L1, whose purpose is to make the learners aware of the differences that exist in the two languages in regards to the grammatical gender with explicit marks, heteronymous and ambiguous nouns, nouns without explicit marks, and epicene nouns as stated in the Manual de la nueva gramática de la lengua española. Starting from the definitions, there appears a series of considerations about the grammatical gender in each case, as referents for their teaching and learning in the L2, along with examples and possible ways of gender formation in Spanish. Besides, there are some strategies suggested for the learning of the Spanish gender to native speakers of English or L1. The origin of this article is the result of a reflection that took place in a seminar of Morphology, in a master´s degree program in Linguistics, in which several topics such as grammatical gender and its possible teaching not only in Spanish, but also in a foreign language were studied.

Palavras-chave : Morphology; grammatical gender; explicit marks; ambiguous nouns; heteronymous nouns; epicene nouns.

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