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A Note on Parameter Setting in Contact Situations
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In: Languages; Volume 7; Issue 1; Pages: 34 (2022)
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| 22 |
Preliminary Results on the Development of the Perception of Spanish /e/ and /ei/ by Heritage Learners vs. L2 Learners of Spanish in the Classroom
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In: Languages; Volume 7; Issue 1; Pages: 7 (2022)
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| 23 |
The Effect of Language Contact on /tʃ/ Deaffrication in Spanish from the US–Mexico Borderland
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In: Languages; Volume 7; Issue 2; Pages: 101 (2022)
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| 24 |
Perceptual Categorization of Hñäñho-Specific Vowel Contrasts by Hñäñho Heritage Speakers in Mexico
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In: Languages; Volume 7; Issue 2; Pages: 73 (2022)
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| 25 |
Language Barriers in the U.S.: Exploring the protection of human trafficking victims whose native language is Spanish
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In: Honors College Theses (2022)
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| 26 |
Language learning through interaction: Online and in the classroom
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In: The Coastal Review: An Online Peer-reviewed Journal (2022)
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| 27 |
Intonational meaning in Spanish: PRESEEA Madrid corpus examples ...
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| 28 |
The Journey to a Consensus of Gender-Neutral Language in Spanish: Does -x Really Mark the Spot?
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In: Journal of the Student Personnel Association at Indiana University; 2022: Journal of the Student Personnel Association at Indiana University; 48-56 ; 2334-1548 (2022)
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| 29 |
The Oral Production of Discourse Markers by Advanced Learners of Spanish
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In: IULC Working Papers; Vol. 22 No. 1 (2022): Volume 22 (1) ; 1524-2110 (2022)
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| 30 |
Intersectional Silencing in the Archive: Salaria Kea and The Spanish Civil War
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In: Languages, Literatures, and Linguistics (2022)
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| 31 |
Bay Area Spanish : regional sound change in contact languages
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| 33 |
Converging Paths of Variation : Bilingual Rhotics and Language Change in the Archipelago of San Andres, Colombia
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| 34 |
On the effects of Catalan contact in the variable expression of Spanish future tense: A contrastive study of Alcalá de Henares, Madrid and Palma, Majorca
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| 35 |
Disponibilidad léxica y planificación de la enseñanza del vocabulario en estudiantes de ELE sinohablantes ; Lexical availability and planning of vocabulary teaching in Chinese-speaking ELE students
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| 36 |
La anticortesía verbal en ELE: uso de palabras y expresiones malsonantes como herramienta de afiliación y de cohesión identitaria. Propuestas didácticas
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Abstract:
Premio extraordinario de Trabajo Fin de Máster curso 2019/2020. Máster en Español: Lengua, Literatura, Historia o Enseñanza ; La anticortesía verbal se define como una herramienta de afiliación y de cohesión. Es el uso de palabras y expresiones malsonantes en una situación comunicativa de familiaridad y confianza. Partiendo de esta premisa, nuestro objetivo es demostrar que la anticortesía verbal, como rasgo caracterizador del español coloquial, debe formar parte de la enseñanza de ELE, tanto en los niveles intermedios como en los avanzados, si se pretende que los aprendientes se conviertan en usuarios de la lengua. Con este motivo, estudiaremos y delimitaremos la anticortesía verbal dentro de la teoría de la (des)cortesía verbal. Posteriormente, propondremos dos unidades didácticas que puedan servir como punto de referencia para futuras investigaciones, atendiendo siempre a las particularidades y a las necesidades de cada nivel de enseñanza. Por último, con los resultados obtenidos, extraeremos las conclusiones pertinentes. ; Verbal anticortesy works in Spanish culture as a tool for affiliation and cohesion. To be precise, it is defined as the use of bad words and expressions in a communicative situation of familiarity and trust. Based on this premise, our objective is to demonstrate that verbal anticortesy, as a characteristic feature of colloquial Spanish, must be part of the teaching Spanish as a Foreign Language, both in the intermediate and advanced levels, if it is intended that the learners become users of the language. For this reason, we will study and delimit verbal anticortesy within the theory of politenesse and impoliteness. Subsequently, we will propose two didactic units that can serve as a point of reference for future research, always attending to the particularities and needs of each level of education. Finally, with the results obtained, we will extract the pertinent conclusions.
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Keyword:
Anticortesía verbal; CEFR; Didactic units; Enseñanza de ELE; MCERL; PCIC; Pragmática; Teaching Spanish as a Foreign Language; Teoría de la (des)cortesía verbal; Theory of politenesse and impolitenesse; Unidades didácticas; Verbal anticortesy
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URL: http://hdl.handle.net/10396/22530
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| 37 |
Linguistic attitudes based on cognitive, affective and behavioral components in respect to Andalusian linguistic variation of Moroccan university students
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In: Lengua y migración / Language and Migration 12:1 (2020) Monográfico, 175-202 (2022)
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| 38 |
Del argot de la droga a la lengua coloquial ; From Drug Slang to Coloquial Language
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| 39 |
La situación del trastorno específico del lenguaje en los países hispanohablantes ; The status of Specific Language Impairment in Spanish-speaking countries
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| 40 |
Teaching Methodologies in L2 Spanish Phonetics : Segmentals and Suprasegmentals in Word and Sentence Reading Styles
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