La traducción pedagógica como vehículo entre lenguas tipológicamente diferentes




pedagogical translation, contrastive analysis, SLA


Despite the fact that Talmy proposed a classification of languages according to their lexicalization patterns and the fact that a considerable amount of time has passed, there are still no didactic tools that facilitate the language students’ acquisition of necessary mechanisms for descriptions of movements in second languages. Starting from previous researches of diverse authors where the difficulty and the absence of knowledge on the part of the student at the time of codifying the movement is verified, this work highlights the activities that use pedagogical translation as a facilitating vehicle for the learning of movement of English-speaking students of Spanish, with the purpose of avoiding the repetition of errors and being applicable to any language.


ASHER, J. J. (1977), Learning Another Language Through Actions: The Complete Teacher’s Guidebook, Sky Oaks Productions. Inc. 連結, Los Gatos.

CADIERNO, T. (2004), “Expressing Motion Events in a Second Language: A Cognitive Typological Perspective” en: Cognitive Linguistics, Second Language Acquisition, and Foreign Language Teaching, Mouton de Gruyter, Berlin, pp. 13-49, DOI:

CADIERNO, T. (2008), “Motion Events in Danish and Spanish: A Focus on Form Pedagogical Approach”, en: de Knopp, S., Rycker, T. D. (eds.), Cognitive Approaches to Pedagogical Grammar, Mouton de Gruyter, Berlin, pp. 239-275.

CADIERNO, T., HIJAZO-GASCÓN, A. (2013), “Cognitive Approaches to Second Language Spanish. A Focus on Thinking-for-Speaking” en: Gesslin, K. L., The Handbook of Spanish Second Language Acquisition, Wiley Blackwell, West Sussex, pp. 96-110, DOI:

CADIERNO, T., RUIZ, L. (2006), “Motion Events in Spanish L2 Acquisition”, Annual Review of Cognitive Linguistics, 4, pp. 183-216, DOI:

CONSEJO DE EUROPA, Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Companion Volume with New Descriptors, [on-line], 15.05.2018.

GUERRERO GARCÍA, S. (2019), “La codificación del movimiento de estudiantes anglófonos de español. Análisis de errores y tratamiento didáctico”, ReiDoCrea, Vol. Extra 8 (1), pp. 268-288.

CADIERNO, T., IBARRETXE-ANTUÑANO, I., HIJAZO-GASCÓN, A. (2016), “Semantic Categorization of Placement Verbs in L1 and L2 Danish and Spanish”, Language Learning, 66 (1), pp. 191-223. DOI:

HOHENSTEIN, J., EISENBERG, A., NAIGLES, L. (2006), “Is He Floating Across or Crossing Afloat? Cross-influence of L1 and L2 in Spanish–English Bilingual Adults”, Bilingualism: Language and cognition, 9 (3), pp. 249-261, DOI:

IBARRETXE-ANTUÑANO, I. (2004), “Language Typologies in our Language Use: The Choise of Basque Motion Events in Adult Oral Narratives”, Cognitive Linguistics, 15 (3), pp. 317-349, DOI:

LONG, M. H. (1991), “Focus on Form: A Design Feature in Language Teaching Methodology”, en: de Bot, K., Ginsberg, R., Kramsch, C. (eds.), Foreign Language Research in Cross-cultural Perspective, John Benjamins, Amsterdam, pp. 39-52, DOI:

NEGUERUELA, E. et al. (2004), “The ‘Private Function’ of Gesture in Second Language Speaking Activity: A Study of Motion Verbs and Gesturing in English and Spanish”, International Journal of Applied Linguistics, 14 (1), pp. 113-147, DOI:

NICOLADIS, E., BRISARD, F. (2002), “Encoding Motion in Gestures and Speech: Are there Differences in Bilingual Children’s French and English?”, en: Clark, E. V. (ed.), Space in Language. Location, Motion, Path, and Manner, CSLI, Stanford, pp. 60-68.

SÁNCHEZ CUADRADO, A. (2016), Aprendizaje formal de ELE mediante actividades cooperativas de traducción pedagógica con atención a la forma, Tesis doctoral, Universidad de Granada, Granada, [on-line], 13.12.2020.

SLOBIN, D. I. (1996), “Two Ways to Travel: Verbs of Motion in English and Spanish. Grammatical Constructions: Their Form and Meaning”, en: Shibatani, M., Thompson, S. A. (eds.), Grammatical Constructions: Their Form and Meaning, Oxford University Press, Oxford, pp. 195-219.

SLOBIN, D. I. (2004), “The Many Ways to Search for a Frog: Linguistic Typology and the Expression of Motion Events”, en: Strömqvist, S., Verhoeven, L. (eds.), Relating Events in Narrative: Typological and Contextual Perspectives, Lawrence Erlbaum Associates Publishers, Mahwah, NJ, pp. 219-257.

SLOBIN, D. I. (2006), “What Makes Manner of Motion Salient? Explorations in Linguistic Typology, Discourse and Cognition”, en: Hickmann, M., Robert, S. (eds.), Space in Languages: Linguistic Systems and Cognitive Categories, John Benjamins, Amsterdam, pp. 59-82, DOI:

SLOBIN, D. I., HOITING, N. (1994), “Reference to Movement in Spoken and Signed Languages: Typological Considerations”, Annual Meeting of the Berkeley Linguistics Society, 20 (1), pp. 487-505, DOI:

TALMY, L. (1985), “Lexicalization Patterns: Semantic Structure in Lexical Forms”, en: Shopen, T. (ed.), Language Typology and Syntactic Description, vol. 3, pp. 36-149.

TALMY, L. (1991), “Path to Realization: A Typology of Event Conflation”, Annual Meeting of the Berkeley Linguistics Society, 17 (1), pp. 480-519, DOI:

TALMY, L. (2000), Toward a Cognitive Semantics. Vol I (Concept structuring systems) y II (Typology and Process in Concept Structuring), The MIT Press, Cambridge, DOI:

ZLATEZ, J., YANGKLANG, P. (2004), “A Third Way to Travel”, en: Strömqvist, S., Verhoeven, L. (eds.), Relating Events in Narrative: Typological and Contextual Perspectives, Lawrence Erlbaum Associates Publishers, Mahwah, NJ, pp. 191-218, DOI:




How to Cite

Guerrero García, Sandra. 2021. “La traducción pedagógica Como vehículo Entre Lenguas tipológicamente Diferentes”. Studia Iberystyczne 19 (February):61-90.