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Although still disputed by some authors, complement anaphora interpretations are widely accepted today. However, they are marked and subject to strict interpretation conditions. Most commonly, monotone decreasing quantifiers facilitate a salient complement set interpretation that is suitable for subsequent anaphoric reference, whereas monotone increasing quantifiers appear to block such interpretation. In this paper, I investigate the possibilities of anaphoric reference to complement sets in Spanish quantified expressions of type QUANTIFIER(A)(B) and argue that Spanish aligns with the general pattern observed cross-linguistically according to which anaphoric reference to the reference set (refset) is default regardless of monotonicity type, and that anaphoric reference to the complement set (compset) is only possible with monotone decreasing quantifiers. My claim is that the observed discrepancy can be explained in terms of the different proportions denoted by the quantifiers, and propose an explanation based on discourse relations. My approach provides additional cross-linguistic evidence in favor of the general observed pattern, and a promising path for future investigation into the refset/compset divide.

This article argues for the inclusion of verbal and nominal ellipsis in the Spanish as a Second Language classroom, mainly at intermediate and advanced levels. A qualitative analysis of Spanish textbooks and grammar manuals reveals that ellipsis processes are frequently ignored in this type of teaching materials. A succinct linguistic description of the main elliptical processes in Spanish (verbal ellipsis, nominal, fragments, and null complement anaphora) is presented and a series of sample learning activities are proposed for the practice of these constructions and their inclusion in teaching materials. At the same time, I argue for the importance of the so-called discourse grammar and of the mechanisms of discourse coherence and cohesion, of which ellipsis is an example, in the construction of complex discourse and, consequently, in the integral teaching of Spanish as a second language. [ABSTRACT FROM AUTHOR]