Teaching Spanish as a foreign language for Dutch ELE students, analysis of their differences

It is common that, during language teaching, we seek to obtain certain results in the process through objectives and methodologies that, normally, are not adapted to the particular needs of the students. Specifically, the teaching of a new language is usually found around processes of memorizing words and repetitive exercises in which what is learned in the lesson is put into practice, as well as around the practice of these concepts within a conversation. However, both the morphological structure and the potential difficulties that students may encounter are not usually taken into account, which may vary depending on their nationality and mother tongue. In this context, the present research aims to analyze the morphological features that could pose difficulties for learning Spanish as a foreign language, based on the requirements proposed by the CEFR levels A1-A2.In order to achieve this, the analysis of the learning of a group of students of the same nationality will be carried out, that is, the Dutch, although with a heterogeneous profile. This study has been based on Dutch nationality with the aim of focusing the research and analyzing in detail the potential difficulties that people of this nationality may encounter in learning Spanish.Particularly, this research will analyze the comprehension and expression skills related to the morphology of gender and number. The difference between the structure used in both the Dutch and Spanish languages will be established, as well as the obstacles that may appear when acquiring certain aspects.Next, a new proposal is developed so that the learning of each of these morphological aspects becomes more effective than until now. This would reduce the most frequent errors in the aspects indicated during learning, as well as favor the learning of the Spanish language.