Cognitive grammar, meta operational grammar, Spanish didactics, prepositions, por and para
Abstract
This article aims to present some differences between the prepositions por and para from the perspective of cognitive and meta-operational grammar as a pretext to explore how the key theoretical concepts of these approaches can be applied to the teaching of Spanish as a foreign language, aiming to assist learners in their process. Finally, some pedagogical implications and limitations of these theoretical frameworks in the ELE classroom will be discussed.
