Monthly Archives: April 2009
How important are the ‘small words’ in the learning process of the Spanish Language?
One of my students asked me yesterday if I could prepare a lesson that could deal with the nature of the ‘small words’ in the study of Spanish grammar. I replied to him that I could certainly do that, but that I could also write something on my blog about this particular subject.
For the purpose of this post I consider as ‘small words’ only those containing one, two or three letters. However, some four letter words must be included as well because they are intrinsically related as in the case of the small words grouped grammatically as articles.
Every small word can be classified in several grammatical categories. There are lots of nouns like té, pan, paz, can, luz, cal, pus, res, and fin. There are however, many other small words that fall on to certain categories that may present the student with a considerable amount of difficulties when trying to understand their role or their usage in structuring meaning in a phrase or sentence.
These small words can be classified in several groups, the most important are: articles – la, el, unas, etc; pronouns of several types – que, te , le, mío, se, etc; verbs – most of them conjugated forms such as voy, va, fui, ríe, or des, adverbs like tan, mal, sí , ya, allá, aún/aun or muy; conjunctions such as y, o, or ni and prepositions like por, para, a, de or en.
There are also some adjectives of several types that are also small words, such as mal, un, una, qué, mi, tu, or su.
It is obvious that a full classification of all these words can’t be presented here, especially in relation to nouns. A complete list of grammatical structures such as articles, pronouns, adverbs and conjunctions can be found in any good Spanish grammatical source.
Students must be taught about how to use these extremely important grammatical structures and try learning as many as possible of them in order to be fully competent speakers and write Spanish properly. Preferably these words should be learnt in contextual situations, but this does not exclude the possibility of learning them in their pure grammatical forms.
Making correct usage of these ‘small words’ is more important than knowing their grammatical classifications. Students can also create their own classification charts of these words if they wish to make sure that they can have a clear knowledge of the grammatical labels and language meanings that are applied to them.
