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This paper provides an insight on the centrality of two main paradigms of the current linguistic theory in the field of Spanish as a second/foreign language acquisition, and its operative role in teaching. Generative Grammar (GG) as well as Cognitive Grammar (CG) are mentalist models, however, its postulates on the connection between human cognition and non-native linguistic knowledge are, in many cases, opposite; therefore, these models imply different conceptions of a pedagogical grammar. Throughout the paper, it is taken into consideration the way in which they are antagonistic, but also how they can be complementary. Even though GC has been more popular in classroom teaching, current GG may have a relevant impact on the curriculum, as well as on the instruction, by presenting a greater predictive capacity to identify the learner’s difficulties in processing certain linguistic structures. Finally, other key notions on linguistic knowledge, processability, and input, regarding didactic intervention, are also provided. [ABSTRACT FROM AUTHOR]

Relatively little research has been devoted to the role that Lexical Conceptual Structure plays in the semantics of Spanish. The present study analyzes the lexical entry of the se pronoun, covering its average and reflexive functions, as well as the verbs with which it is associated (e.g. quebrarse). Within the generative framework, the article proposes a model of lexical representation where both Lexical Conceptual Structure and the mechanism of percolation play a critical role in the derivation and interpretation of Spanish verbs with se. In addition, the article explores that the advantages the proposed model has over other models of lexical representation. Finally, a method is proposed which facilitates the teaching and learning of this pronoun in our Spanish courses, at any level. [ABSTRACT FROM AUTHOR]