The process of teaching verb conjugation in higher basic education students

Abstract

This article deals with the teaching of verb conjugation in upper elementary school students. It analyzes the strategies and consequent challenges related to the teaching of verbs to basic-level students through inductive methodology and modulation. The main objective of this research is to analyze dynamic and participatory teaching methodologies aimed at improving the process of teaching verb conjugation in Upper Basic Education students, with the purpose of implementing current pedagogical practices and enhancing students’ linguistic competencies. The results reveal significant difficulties among students in identifying verb tenses and the morphological structure of verbs (100% error rate), as well as in correctly transforming verb tenses (86.67% failure rate). In response to this, an interdisciplinary approach is proposed that integrates theoretical linguistics with participatory pedagogical strategies, emphasizing the development of metalinguistic awareness. Verb conjugation is a fundamental tool for coherence and precision in communication, and its mastery is key both in language teaching and in the use of various communicative contexts. For this reason, it is imperative to develop methods that combine findings from different sciences—in this case, linguistics and pedagogy. Applied linguistics makes it possible to generate theory and knowledge from morphology that can be directed toward education. Therefore, a comprehensive approach that combines theory, practice, and creativity is required. In this way, students are provided with a solid foundation for their linguistic development.