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Bibliografía - enseñanza de la pragmática

Bridging the gap in Spanish instructional pragmatics: from theory to practice/Acortando distancias en la enseñanza de la pragmática del español: de la teoría a la práctica

Elisa Gironzetti, Dale Koike (2017)

En Journal of Spanish Language Teaching 3.2

Texto completo

The development of learners’ pragmatic competence is considered one of several components of communicative competence and represents an important goal in Spanish language teaching and learning.

We offer a short literature review of theoretical and practical advances in pragmatics and Spanish language teaching,

L2 Spanish Pragmatics. From Research to Teaching

VV. AA. (2017)

L2 Spanish Pragmatics is a comprehensive, state-of-the-art overview of current research into pragmatics and Spanish language teaching.

It presents the research on the teaching of pragmatics and Spanish language as a multifaceted discipline. Written by an international cohort of scholars, the breadth of topics includes innovative topics in the teaching of Spanish, such as genre analysis, discourse markers, politeness and impoliteness, nonverbal communication, irony, and humor, as well as web-based pragmatics resources.

Contenidos

1. The Pragmatics Toolbox
Victoria Escandell-Vidal

2. Learning L2 Spanish Pragmatics: What Research Says, What Textbooks Offer, What Teachers Must Do
Montserrat Mir

3. Pragmatics in L2 Spanish Textbooks: Perspectives from Spain
Carlos de Pablos-Ortega

4. When to Speak Spanish and When Not to: Interethnic Communication and U.S. Students of L2 Spanish
Laura Callahan

5. Nonverbal Communication in L2 Spanish Teaching
Ana M. Cestero Mancera

6. Teaching L2 Spanish Discourse Markers and Pragmatic
Markers Catalina Fuentes-Rodríguez

7. Teaching Sociopragmatics: Face-Work, Politeness and Impoliteness in L2 Spanish Colloquial Conversations
María Bernal

8. Developing L2 Spanish Discursive-Pragmatic Ability in a Persuasive Genre at an Intermediate Level
Cecilia Sessarego

9. The Pragmatics of Irony in the L2 Spanish Classroom M. Belén Alvarado Ortega

10. Teaching with and about Humor in the L2 Spanish Classroom
Susana de los Heros

11. L2 Spanish Pragmatics Instruction at the Novice Level: Creating Meaningful Contexts for the Acquisition of Grammatical Forms Lynn Pearson

12. Web-Based Pragmatics Resources: Techniques and Strategies for Teaching L2 Spanish Pragmatics to English Speakers
Victoria Russell

Los reclamos por correo electrónico: efectos de la instrucción pragmática con enfoque por

Jenny Morales Ruiz (2023)

En Journal of Spanish Language Teaching 10.1

Texto completo

Este trabajo investiga los efectos de la instrucción pragmática y el enfoque por tareas en la producción escrita de correos electrónicos en situaciones de reclamos, por parte de aprendices de español L2 (EL2), en un contexto de aula virtual. Se analiza un corpus compuesto por las redacciones de estudiantes universitarios de EL2 en Suecia, obtenido a través de un diseño de prueba anterior, tratamiento pedagógico, prueba posterior y posterior prolongada, así como de hablantes del español L1. Este corpus es complementado con un cuestionario de hábitos pragmáticos aplicado al grupo de español L1. El análisis observa el uso de secuencias de inicio, modificaciones externas y secuencias de cierre en los reclamos, en un contexto de comunicación asimétrica. Asimismo, se analiza el éxito del reclamo producido por los aprendices desde la perspectiva del destinatario del correo y su percepción sobre la adecuación pragmática. Los resultados indican un efecto positivo de la instrucción en el aprendizaje pragmático demostrado por los aprendices, impactando la producción escrita de los reclamos en términos de adecuación pragmática.

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This work examines the effects of pragmatic instruction and task-based language teaching (TBLT) in Spanish L2 learners’ written production of email complaints in an online classroom. A corpus of emails written by university students of L2 Spanish in Sweden and L1 peninsular Spanish speakers was obtained through a pretest, pedagogical treatment, posttest, and delayed posttest design. In addition, a questionnaire on pragmatic habits was applied to the Spanish L1 speakers. The corpus was analyzed with regard to the use of opening sequences, external modification, and closing sequences in email complaints in an asymmetric relationship. The study also used an analysis of students’ overall success of complaints, assessed from the recipient’s perspective. The findings indicated positive effects of pragmatic task-based instruction on the learning of pragmatics, and it positively impacted learners’ written production of L2 complaints in terms of pragmatic appropriateness.

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