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This study examines the difficulties faced by Chinese-speaking students in acquiring the subjunctive during the initial stage of learning Spanish as a foreign language. The theoretical framework includes a detailed comparison between the grammatical structures of Spanish and Chinese, highlighting the differences in verbal moods and tenses. The aim of the study is to identify the main challenges Chinese students face when learning the subjunctive and to propose teaching strategies to overcome them. The methodology is based on a comparative analysis of previous studies and surveys conducted by researchers such as Priego-Casanova, Zu, and Shen, who documented the most common errors in selecting the subjunctive among Chinese students. The main findings indicate that students often confuse the subjunctive with the indicative and struggle with verb conjugation and the use of personal pronouns. The study concludes that the traditional methodology used in China does not provide sufficient tools for the correct acquisition of the subjunctive and suggests the implementation of Ruiz Campillo's (2004) pedagogical model, which emphasizes a logical and communicative approach rather than rote memorization.
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