ABSTRACT
In this paper, it is analized how the subtle differences in meaning between three consecutive markers in Spanish: “por lo tanto,” “en consecuencia,” and “por consiguiente” can be brought into the classroom. It is proposed that, in reality, there are two uses of “por lo tanto,” one consecutive and one deductive. The first should be taught at the introductory levels, while the second should be introduced at the advanced levels. This deductive value is what allows us to distinguish these three elements: “en consecuencia” and “por consiguiente” can introduce necessary consequences but cannot introduce deductions made by the speaker, something that “por lo tanto” can do. Additionally, several activities are suggested to incorporate these concepts into the Spanish as a Foreign Language (ELE) classroom.
