Galdos Urbizu, Nerea2024-11-272024-11-27production.42455https://dx.doi.org/10.26876/ikergazte.iii.01.08https://gordailua.ueu.eus/handle/123456789/2365Euskaran bada zerbait hiztuni bereziki zaila egiten zaiena: ergatiboaren –k atzizkiaren erabilera. Euskararen irakaskuntza eremuan kezka handia sortzen duen gaia da ergatiboarena; hori horrela, lan honetan eskola praktika bat diseinatu eta aurkeztu da ergatibo markaren erabilera sendotzeko. Horretarako beste zenbait hizkuntzaren irakaskuntzan erabilia izan den teknika jarriko da martxan: feedback negatiboaren parte diren argibide eskariak. Era honetan, irakaskuntza praktika honek haurren ergatiboaren erabileran zer nolako eragina duen aztertu eta planteatu diren hainbat aurreikuspen eta hipotesi ikertuko dira. Lortutako emaitzak ondorioztatuz, etorkizuneko gai honi buruzko ikerketen norabidea proposatuko da.The Basque language has a special difficulty: the ergativity condition. The issue of the ergative –k suffix and its acquisition is a big deal for Basque teachers. Therefore, throughout this paper a teaching practice has been designed and presented in order to work on the use of the ergative morphological marker. It is the method of negative feedback (based on clarification requests) the one that has been chosen for this research, a technique used in other language teaching practices. This way, it will be analysed the effect this negative feedback has in the use of the ergative in early ages. Moreover several hypotheses will be tested and the results obtained will suggest the direction future research may take.Euskaraergatibo markaeskola/irakaskuntza praktikafeedback negatiboaargibide eskariak.Basque languageergative case markerteaching practicenegative feedbackclarification requests.EuskaraHizkuntzalaritzaintroduction