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dc.contributor.authorCantamutto, Lucía M.-
dc.contributor.authorFainstein, Paula-
dc.date.accessioned2020-05-04T15:28:47Z-
dc.date.available2020-05-04T15:28:47Z-
dc.date.issued2019-12-
dc.identifier.citationCantamutto, Lucía y Paula Fainstein. (2019). Marcadores conversacionales de acuerdo en la enseñanza de Español como Lengua Extranjera. Ljubljana University Press; Verba Hispanica; 27 (1); 153-172.es_ES
dc.identifier.issn0353-9660es_ES
dc.identifier.issn2350-4250es_ES
dc.identifier.urihttps://revije.ff.uni-lj.si/VerbaHispanica/article/view/8957-
dc.identifier.urihttps://rid.unrn.edu.ar/jspui/handle/20.500.12049/4758-
dc.description.abstractFor the acquisition and domain of the spectrum of functions that markers have, the ELE (Spanish initials for Spanish as a Foreign Language) student needs to encounter the different contexts where they operate. ELE textbooks usually address markers superficially, showing univocal lexical meaning, only attending to their oral dynamic and, generally, exemplifying just with the expression bueno. This paper analyses the dynamics of some conversational markers of agreement in written digital interactions in Argentinean Spa-nish, from the approaches of Interactional Sociolinguistics and Sociocultural Pragmatics. In addition, we integrate the contributions of the communicative model for foreign language teaching. Our objective is twofold. On the one hand, to demonstrate the incidence of the communicative situation in the interpretation of conversational markers of agreement, whose polarity, de-pending on linguistic and extralinguistic factors, is both positive (marker of agreement) and negative (anger expression). On the other hand, to focus on the loanword OK – with much use in the oral interactions of ELE students – and the nuances that it acquires in the written digital interactions. Through a qualitative analysis of 20 surveys conducted in Argentina, the results indicate the relevance of addressing different occurrence contexts to comprehend the complexity of the markers.es_ES
dc.format.extentp. 153-172es_ES
dc.format.mediumdigitales_ES
dc.language.isoeses_ES
dc.publisherLjubljana University Presses_ES
dc.titleMarcadores conversacionales de acuerdo en la enseñanza de Español como Lengua Extranjeraes_ES
dc.title.alternativeConversational markers of agreement when teaching Spanish as a Foreign Languagees_ES
dc.typeArticuloes_ES
dc.rights.licensehttps://creativecommons.org/licenses/by-nc-sa/4.0/es_ES
dc.description.filiationFil: Cantamutto, Lucía. Universidad Nacional de Río Negro. Centro Interdisciplinario de Estudios sobre Derechos, Inclusión y Sociedad; Argentina.es_ES
dc.description.filiationFil: Fainstein, Paula. Universidad Nacional del Sur; Argentinaes_ES
dc.subject.keywordMarcadores Discursivoses_ES
dc.subject.keywordMarcadores Pragmáticoses_ES
dc.subject.keywordEspañol Como Lengua Segunda y Extranjeraes_ES
dc.subject.keywordVariedades de Españoles_ES
dc.subject.keywordInteracción Digital Escritaes_ES
dc.type.versioninfo:eu-repo/semantics/publishedVersiones_ES
dc.subject.materia.::Humanidades::Lengua y Literatura::Lingüísticaes_ES
dc.origin.lugarDesarrolloUniversidad Nacional de Río Negro. Centro Interdisciplinario de Estudios sobre Derechos, Inclusión y Sociedades_ES
dc.relation.journalissue27 (1)es_ES
dc.description.reviewtruees_ES
dc.description.resumenFor the acquisition and domain of the spectrum of functions that markers have, the ELE (Spanish initials for Spanish as a Foreign Language) student needs to encounter the different contexts where they operate. ELE textbooks usually address markers superficially, showing univocal lexical meaning, only attending to their oral dynamic and, generally, exemplifying just with the expression bueno. This paper analyses the dynamics of some conversational markers of agreement in written digital interactions in Argentinean Spa-nish, from the approaches of Interactional Sociolinguistics and Sociocultural Pragmatics. In addition, we integrate the contributions of the communicative model for foreign language teaching. Our objective is twofold. On the one hand, to demonstrate the incidence of the communicative situation in the interpretation of conversational markers of agreement, whose polarity, de-pending on linguistic and extralinguistic factors, is both positive (marker of agreement) and negative (anger expression). On the other hand, to focus on the loanword OK – with much use in the oral interactions of ELE students – and the nuances that it acquires in the written digital interactions. Through a qualitative analysis of 20 surveys conducted in Argentina, the results indicate the relevance of addressing different occurrence contexts to comprehend the complexity of the markers.es_ES
dc.identifier.doihttps://doi.org/10.4312/vh.27.1.153-172-
dc.relation.journalTitleVerba Hispanicaes_ES
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