Estructuras concesivas y prosodia: su enseñanza en el aula de español como segunda lengua

Abstract

In this article we will deepen the analysis initiated in Pacagnini (2020, 2021a) on constructions with restrictive aunque + topical or contentious subjunctive (Flamenco García 1999 and 2011, NGRALE 2009, Rodríguez Ramalle 2005, Di Tullio 2017) from oral sources, in order to corroborate the possible presence/absence of pauses with prosodic strenghtening in cases such as: "Vive cansada, aunque duerma muchas horas" and "Vive cansada, aunque duerme muchas horas".Due to the rhetorical relevance of these constructions and their impact on the teaching of Spanish as a Second and Foreign Language (ELSE in Spanish), a comparison will be made with paratactic concessives such as "Duerme muchas horas y vive cansada", emphasizing the possibility of using them as a resource to introduce the notion of "concession" from ELSE initial levels. The value of prosody will be emphasized as a strategy for the recognition of concessive interpretation by processes of metaphorization or extension of “grammatical meanings” (Lahoz Bengoechea 2012), through the demarcative and integrating functions of intonation (Hidalgo Navarro 2015).