Abstract In this study we compare two instruction approaches (cognitive and traditional) to the teaching of Spanish deictic motion verbs –ir, venir, llevar and traer– to German and Italian learners. We also analyse whether the students’ first language (Italian or German) influences the results of the cognitive methodology we applied. The Cognitive Instruction combined the basic principles of Cognitive Grammar with those of Processing Instruction for activities in which students practice both comprehension and production. We carried out a survey of 274 university students who were learning Spanish (Level B1) at universities in Italy and Germany. Students carried out a test prior to receiving the instruction and three tests subsequently, one immediately afterwards, the second a week later and the third, a month later. The cognitive methodology proved to be beneficial and positive. The students who received cognitive instruction made better form-meaning connections and showed higher performances in the use of deictic motion verbs than those who received traditional instruction. The learners’ L1 did not appear to influence the results of the groups that received the cognitive method of instruction.

中文翻译：

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向德国和意大利西班牙语学生教授指示动作动词的认知方法

摘要 在这项研究中，我们比较了两种教学方法（认知的和传统的）与西班牙语指示动作动词的教学——ir、venir、llevar 和 traer——对德语和意大利语学习者的教学。我们还分析了学生的第一语言（意大利语或德语）是否会影响我们应用的认知方法的结果。认知教学将认知语法的基本原则与加工教学的基本原则相结合，用于学生练习理解和生产的活动。我们对 274 名在意大利和德国大学学习西班牙语（B1 级）的大学生进行了调查。学生在接受指导之前进行了一次测试，随后进行了三次测试，一次紧接其后，第二次一周后，第三次，一个月后。认知方法被证明是有益的和积极的。与接受传统教学的学生相比，接受认知教学的学生形成了更好的形式-意义联系，并在使用指示动作动词方面表现出更高的表现。学习者的 L1 似乎不会影响接受认知教学方法的小组的结果。