Increasing feminine form input in the L2 Spanish classroom

El incremento del input de la forma femenina en el aula de español L2

Abstract

This study examines the effect of feminine form input with students of Spanish as a second language. Based on the origin of gender agreement errors not in a lack of understanding of the rules of grammar, but gender assignment. Therefore, at this initial stage of learning a word, it could be beneficial to learn both the meaning of the word and the genders in which it can be used. It seeks to counteract the greater frequency of the masculine in textbooks and the classroom following the principle that both grammar genres can be equally represented in vocabulary lists, and thus increase the frequency of the feminine input that the apprentices receive in the L2 Spanish classroom. The results show that the presentation of vocabulary in feminine form does not increase the grammar sensibility to gender, but it does favor the use of feminine in the context of free written production.