From input to interaction: A usage-based approach to teaching Spanish <i>ser</i> / <i>estar</i>   <i>+</i>   <i>preposition</i>   <i>+</i>   <i>nominal phrase</i> constructions at beginner level

Aims and objectives/purpose/research questions: The main aim of this paper is to propose suggestions for redesigning and refining the current instructional approach to the Spanish copular verbs ser and estar in second and third language acquisition, as these verbs pose particular challenges for learners. Design/methodology/approach: This article presents a textbook analysis of the constructions [ ser + preposition + nominal phrase] and [ estar + preposition + nominal phrase] in two current Spanish language textbooks, along with a concrete didactic usage-based approach for introducing these target constructions through micro-learning units implemented during the initial stages of Spanish instruction. Data and analysis: A textbook analysis of the target constructions in Encuentros hoy 1 and Puente al español 1 , the two permitted Spanish textbooks for use in Grade 8 in the federal state of Bavaria in Germany is the key element of the contribution. Findings/conclusions: The textbook contains a number of constructions (micro-constructions) that are associated with various partially lexically filled meso-constructions. They are occasionally accompanied by exercises designed to raise learners’ implicit awareness of lexico-grammatical patterns. However, constructions appear with different frequencies in textbooks, and there is hardly any explicit instruction to raise learners’ awareness of lexico-grammatical patterns. These findings could provide a basis for adopting principles of usage-based instruction in current textbooks, making it easier for teachers to introduce the approach in their classes, as it would align with the material they are currently teaching. Originality: This study offers an original contribution by applying usage-based construction grammar to early Spanish instruction, proposing a theory-driven yet practical teaching unit for the meso-constructions [ ser + preposition + nominal phrase] and [ estar + preposition + nominal phrase] in L2/Ln contexts. Significance/implications: The presented unit may serve as the starting point for a larger randomized controlled trial (RCT), aimed at investigating whether this approach contributes to reducing interlanguage phenomena.