Introduction
This essay explores the challenges faced by German native speakers (L1) in acquiring the irrealis mood in Portuguese as a foreign language, specifically focusing on the subjunctive, conditional, and future subjunctive forms. German learners often struggle with these structures due to the absence of direct equivalents in their native language. To address this, the essay proposes using Spanish as a bridge language, leveraging its closer structural and morphological similarities to Portuguese. The purpose is to highlight cross-linguistic parallels and divergences through a contrastive linguistic approach, ultimately informing didactic strategies that can facilitate acquisition. By examining theoretical frameworks, core irrealis strategies in Portuguese, and the pedagogical role of Spanish, this essay aims to provide practical insights for educators and learners alike.
Theoretical and Didactic Framework
The study is grounded in contrastive linguistics, which examines differences and similarities between languages to predict areas of difficulty in second language acquisition (Lado, 1957). Additionally, the concept of cross-linguistic influence suggests that learners draw on prior linguistic knowledge—either from their L1 or another L2—to interpret new structures (Odlin, 1989). From a didactic perspective, scaffolding and error anticipation are central to this approach, enabling learners to build on familiar patterns while addressing potential transfer errors. Key concepts include the irrealis mood, which encapsulates hypothetical, counterfactual, or non-actual scenarios, and mood distinctions, such as the contrast between indicative (factuality) and subjunctive (uncertainty). The transfer hypothesis further posits that German learners may benefit from Spanish as an intermediary due to shared Romance language features.
Core Irrealis Strategies in Portuguese
In Portuguese, the irrealis mood is expressed through several forms. The present and past subjunctive convey wishes, doubts, or hypotheticals, as in “Espero que ele venha” (I hope he comes). The conditional mood addresses unrealized or potential events, such as “Eu faria isso se pudesse” (I would do that if I could). Notably, the future subjunctive, unique among Romance languages, is used in contexts like “Se ele vier amanhã” (If he comes tomorrow), often aligned with temporal or conditional conjunctions (e.g., *se*, *quando*). Morphosyntactic markers, including specific verb endings and pragmatic uses like politeness or indirect speech, further define these forms, posing significant challenges for non-native learners unfamiliar with such distinctions.
Spanish as a Bridge Language
Spanish offers valuable parallels to Portuguese irrealis structures, particularly in the present and past subjunctive forms. For instance, Spanish “Espero que venga” mirrors the Portuguese equivalent in both form and function. However, divergences exist: the Portuguese future subjunctive is obligatory in certain conditional clauses where Spanish might employ the indicative. Pedagogically, educators can use tables to compare verb conjugations (e.g., Portuguese *vier* vs. Spanish *viniere*) and highlight cognates to reduce errors. Such visual aids and explicit instruction on divergences can scaffold learning by building on familiar Romance patterns, thereby easing the transition for German learners.
The Role of German as Learners’ L1
German, as an L1, presents distinct challenges due to its reliance on modal verbs and past tenses (e.g., Konjunktiv II) to express hypotheticals, rather than a fully productive subjunctive system. This often leads learners to underuse the Portuguese subjunctive or misapply tenses. A potential strategy is to map German Konjunktiv II structures onto Portuguese conditional forms while using Spanish subjunctive patterns as a reinforcement tool. For example, educators might compare German “Ich würde kommen” (I would come) with Portuguese “Eu viria” and Spanish “Yo vendría” to illustrate shared hypothetical intent, addressing transfer issues systematically.
Pedagogical Implications
Effective teaching strategies for German learners of Portuguese should involve explicit contrastive instruction, progressing from German to Spanish to Portuguese. Using authentic texts and dialogues can contextualize irrealis forms, while targeted drills on form, function, and pragmatic use reinforce learning. Encouraging metalinguistic awareness—recognising mood markers and temporal alignments—further supports acquisition. Indeed, by anticipating errors rooted in German L1 interference and leveraging Spanish as a linguistic bridge, educators can create a structured pathway to mastery of Portuguese irrealis moods.
Conclusion
In conclusion, Spanish serves as an effective bridge language for German native speakers learning Portuguese irrealis forms, mitigating L1 interference through shared Romance language features. A contrastive approach, focusing on similarities and differences across German, Spanish, and Portuguese, offers a robust framework for instruction. Learners benefit significantly from structured strategies, such as visual comparisons and contextual exercises. Future research could explore the differential impact on comprehension versus production and integrate corpus data to refine error analysis, thereby enhancing pedagogical outcomes in this complex area of language learning.
References
- Lado, R. (1957) Linguistics Across Cultures: Applied Linguistics for Language Teachers. University of Michigan Press.
- Odlin, T. (1989) Language Transfer: Cross-Linguistic Influence in Language Learning. Cambridge University Press.
