Variación sociopragmática en la enseñanza del español: aplicación didáctica de un cuestionario de hábitos sociales

Nieves Hernández-Flores; María Bernal

doi:10.1080/23247797.2016.1251785

Variación sociopragmática en la enseñanza del español: aplicación didáctica de un cuestionario de hábitos sociales

Department of English, Germanic and Romance Studies

Abstract

This work presents the first results of the Nordic Test of Social Habits (COSOPRAG), a survey of sociopragmatic variation among Scandinavian students of Spanish. The focus is on the target language (Spanish) and the native language (Danish, Swedish), and the data are compared with those of a control group (Spanish students). Responses regarding communicative behavior in advice-giving and criticisms are analyzed, given the potential threat they represent to the interlocutors’ face. Data are classified according to pragmalinguistic and sociopragmatic criteria, and are used as the basis for developing a proposal for teaching Spanish structured in four didactic units: explicit instruction by the teacher on pragmatics, role-play based on case studies, discussion of the survey results, and sociopragmatic analysis of real conversations.

Original language	Spanish
Journal	Journal of Spanish Language Teaching
Volume	3
Issue number	2
Pages (from-to)	114-126
ISSN	2324-7797
DOIs	https://doi.org/10.1080/23247797.2016.1251785
Publication status	Published - 2016

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10.1080/23247797.2016.1251785

Cite this

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title = "Variaci{\'o}n sociopragm{\'a}tica en la ense{\~n}anza del espa{\~n}ol: aplicaci{\'o}n did{\'a}ctica de un cuestionario de h{\'a}bitos sociales",

abstract = "This work presents the first results of the Nordic Test of Social Habits (COSOPRAG), a survey of sociopragmatic variation among Scandinavian students of Spanish. The focus is on the target language (Spanish) and the native language (Danish, Swedish), and the data are compared with those of a control group (Spanish students). Responses regarding communicative behavior in advice-giving and criticisms are analyzed, given the potential threat they represent to the interlocutors{\textquoteright} face. Data are classified according to pragmalinguistic and sociopragmatic criteria, and are used as the basis for developing a proposal for teaching Spanish structured in four didactic units: explicit instruction by the teacher on pragmatics, role-play based on case studies, discussion of the survey results, and sociopragmatic analysis of real conversations.",

author = "Nieves Hern{\'a}ndez-Flores and Mar{\'i}a Bernal",

note = "publ. online 20 Mar 2017",

year = "2016",

doi = "10.1080/23247797.2016.1251785",

language = "Spansk",

volume = "3",

pages = "114--126",

journal = "Journal of Spanish Language Teaching",

issn = "2324-7797",

publisher = "Routledge",

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T1 - Variación sociopragmática en la enseñanza del español

T2 - aplicación didáctica de un cuestionario de hábitos sociales

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AU - Bernal, María

N1 - publ. online 20 Mar 2017

PY - 2016

Y1 - 2016

N2 - This work presents the first results of the Nordic Test of Social Habits (COSOPRAG), a survey of sociopragmatic variation among Scandinavian students of Spanish. The focus is on the target language (Spanish) and the native language (Danish, Swedish), and the data are compared with those of a control group (Spanish students). Responses regarding communicative behavior in advice-giving and criticisms are analyzed, given the potential threat they represent to the interlocutors’ face. Data are classified according to pragmalinguistic and sociopragmatic criteria, and are used as the basis for developing a proposal for teaching Spanish structured in four didactic units: explicit instruction by the teacher on pragmatics, role-play based on case studies, discussion of the survey results, and sociopragmatic analysis of real conversations.

AB - This work presents the first results of the Nordic Test of Social Habits (COSOPRAG), a survey of sociopragmatic variation among Scandinavian students of Spanish. The focus is on the target language (Spanish) and the native language (Danish, Swedish), and the data are compared with those of a control group (Spanish students). Responses regarding communicative behavior in advice-giving and criticisms are analyzed, given the potential threat they represent to the interlocutors’ face. Data are classified according to pragmalinguistic and sociopragmatic criteria, and are used as the basis for developing a proposal for teaching Spanish structured in four didactic units: explicit instruction by the teacher on pragmatics, role-play based on case studies, discussion of the survey results, and sociopragmatic analysis of real conversations.

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DO - 10.1080/23247797.2016.1251785

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