Academic literature on the topic 'Spanish language Social aspects Argentina'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Spanish language Social aspects Argentina.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Spanish language Social aspects Argentina"
1
Ripenko, Dariia. "THE LUNFARDO PHENOMENON AS A SOCIOLECT OF SPANISH IN BUENOS AIRES, ARGENTINA." PROBLEMS OF SEMANTICS, PRAGMATICS AND COGNITIVE LINGUISTICS, no. 41 (2022): 50–58. http://dx.doi.org/10.17721/2663-6530.2022.41.04.
Full textAbstract:
In this article we will analyze contemporary newspaper reports as well as criminological and sociological studies concerned with the life of the underworld in Buenos Aires, Argentina from the 1870s to the early 1900s will be analyzed to assess the association of lunfardo with the speech of the criminal as well as the imperfect Spanish spoken by Italian immigrants, and their influence in the development of Argentine Spanish. Linguistic contact, as a significant phenomenon, results in linguistic interferences. Language contact is the result of extra-linguistic phenomena such as cultural, economic, and political relations, as well as the cultural coexistence of mixed populations. The goal of this paper is to communicate language interferences, which can be defined as the transfer of elements from one language to another through changes in lexis, grammar, phonology, or orthography. Social communities, no matter their names, have not existed in isolation throughout history, but have established contacts of the most diverse nature with one another, resulting in mutual influences on various levels of social life. Language, as a social expression, bears witness to intercultural relations. This includes not only relations between official languages, or "main" culture carrier languages, but also relations between official languages and minority languages on a state's territory. These are different civilizations' communication media that end up evolving collaterally. Language interference is the transfer of elements from one language into another at various linguistic levels. Linguistic interferences, for example, are related to foreign aspects such as intonation, pitch, accent, and speech sounds from the first language influencing the second.
2
Kushnereva, D. A. "NATIONAL-CULTURAL AND LINGUISTIC FEATURES OF POLITICAL DISCOURSE (ON THE EXAMPLE OF SPEECHES BY THE FORMER PRESIDENT OF ARGENTINA CRISTINA FERNANDEZ DE KIRCHNER)." Bulletin of Udmurt University. Series History and Philology 30, no. 3 (July 15, 2020): 476–82. http://dx.doi.org/10.35634/2412-9534-2020-30-3-476-482.
Full textAbstract:
The article provides examples of cultural and linguistic features that a speaker uses in his/her speeches, and analyzes how they perform the function of persuasiveness, and, in particular, what strategies and tactics of speech manipulation are implemented due to these features. The material for the study was the speeches of the former president of Argentina, Cristina Fernandez de Kirchner, during the period from 2011 to 2017. In this article, special attention is paid to the linguistic features of the Spanish language of Argentina, the cultural and historical aspects of this country. The relevance of this work is determined by the need to study the mechanisms of speech manipulation, insufficiently developed on the material of the Spanish language. The results of the analysis presented in the article can be interesting for researchers in the field of political linguistics, the Spanish language of Argentina, the theory of discourse, cognitive linguistics, etc.
3
Vann, Robert E. "Aspects of Spanish deictic expressions in Barcelona: A quantitative examination." Language Variation and Change 10, no. 3 (October 1998): 263–88. http://dx.doi.org/10.1017/s0954394500001332.
Full textAbstract:
ABSTRACTThis sociolinguistic investigation analyzes an innovative usage of Spanish motion verbs, demonstratives, and locatives in Barcelona that involves crosslinguistic pragmatic transfer. Speakers in the two social networks examined (N = 58) use these Spanish deictics following pragmatic rules that generally correspond to the rules for their Catalan counterparts. Quantitative analysis demonstrates that this innovative usage of the Spanish deictics is not predictable from the lexical form of the deictic systems in both languages. Multiple regression analysis (SPSS) demonstrates that as relative exposure to Catalan increases so does the amount of innovative usage observed, although degree of integration into a Catalan social network and degree of Catalanist ideology do not affect such usage. Qualitatively, this innovative usage is a linguistic marker of a unique contact variety of Spanish spoken in Catalonia (i.e., Catalan Spanish). In this variety, such usage represents a potential resource for performing Catalan identity.
4
Pozzi, Rebecca. "Learner Development of a Morphosyntactic Feature in Argentina: The Case of vos." Languages 6, no. 4 (November 24, 2021): 193. http://dx.doi.org/10.3390/languages6040193.
Full textAbstract:
Students have been found to improve their sociolinguistic competence, particularly regarding the acquisition of dialectal features, while studying abroad. Nevertheless, most of the research on learner development of morphosyntactic features in Spanish-speaking immersion contexts has examined that of variants characteristic of Peninsular Spanish in Spain, namely clitics and the informal second-person plural vosotros. Since the informal second-person singular, vos, is more prevalent than its equivalent, tú, in several Latin American countries, learner acquisition of this feature also merits investigation. This article explores second-language learner production of vos among 23 English speakers during a 5-month semester in Buenos Aires, Argentina, a popular study abroad destination. The findings from the multivariate analysis of over 1200 tokens of tú and vos indicate that learners used vos verb forms over 70% of the time by the end of the sojourn. Factors including social networks, proficiency level, mood, and task significantly influenced this use. Most notably, the stronger the learners’ social networks, the more they used vos verb forms and learners with high proficiency levels used these forms more than lower-proficiency learners. This study provides one of the first accounts of the acquisition of a widespread morphosyntactic feature of Latin American Spanish.
5
López, Isis Herrero. "Translating Social and Material Culture: Sanditon in Spanish." Translation and Literature 27, no. 1 (March 2018): 53–69. http://dx.doi.org/10.3366/tal.2018.0321.
Full textAbstract:
A plenitude of references to the institutions and conventions of contemporary social life and material culture presents challenges to all translators of Jane Austen. For this reason, the translation process needs to be based on a mastery of information about Regency England. The study of Spanish-language translations of Austen's Sanditon suggests they are not so based, because the translators frequently overlook the relevance of these references. References to the gentry class, to medical professionals, and to contemporary forms of transport, among other things, are examined in five translations from three different countries (Spain, Argentina, and Mexico). The translation choices made often obscure the implications which historico-cultural references bring to Austen's writings.
6
Korbozerova, Nina. "Role of Social and Cultural Aspects in the Formation of Spanish Language." PROBLEMS OF SEMANTICS, PRAGMATICS AND COGNITIVE LINGUISTICS, no. 37 (2020): 27–38. http://dx.doi.org/10.17721/2663-6530.2020.37.02.
Full textAbstract:
The article deals with the syntactic and semantic structure of a complex sentence in Spanish during the period from the 12th to the 20th century. Are analyzed the evolutionary processes of the conjunctions, relations, the modal-temporal correlation, the positional arrangement of the dependent subordinate component relative to the main one. Are revealed the trends in the development of object, attributive and adverbial models of sentences, as well as quantitative and qualitative changes in the volume of complex sentences. Is analyzed the role of the socio-cultural factor in the evolution of a complex sentence at one or another historical stage of the development of the Spanish language.
7
Isabelli-García, Christina L. "Development of Oral Communication Skills Abroad." Frontiers: The Interdisciplinary Journal of Study Abroad 9, no. 1 (August 15, 2003): 149–73. http://dx.doi.org/10.36366/frontiers.v9i1.119.
Full textAbstract:
This study examines the impact of a semester study abroad experience in Argentina on the second language acquisition of three American university Spanish learners. The goal is to measure development of two aspects of oral communication skills: fluency and performance in the oral functions of narration, and description and supporting an opinion.
8
Terán, Virginia, and Matthew Kanwit. "Variable past-time expression across multiple tasks in Tucumán, Argentina." Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 31, no. 2 (December 27, 2018): 605–37. http://dx.doi.org/10.1075/resla.16013.ter.
Full textAbstract:
Abstract We examine variable past-time expression in urban Tucumán, Argentina, an understudied region representative of the set of Andean varieties included in Northwestern Argentinean Spanish. We analyze the present perfect (PP) and preterit in two contexts of data collection: a sociolinguistic interview and a contextualized preference task across a range of linguistic and social factors, such as temporal reference and speaker age. Oral results indicate that Tucumán has a higher frequency of use of the PP than has yet been documented in Latin American varieties and even Peninsular Spanish, previously argued to have the highest rate. Preference task results yielded somewhat lower PP rates, confirming that the PP is preferred in speech, whereas the preterit is more viable in written language. The current study documents the highest rate of use of the PP to date across a number of linguistic contexts, contributing to our knowledge of the processes of grammaticalization and task-related differences.
9
Orfali, Moisés. "Aspects of Spanish Acculturation among Moroccan Jews." European Judaism 52, no. 2 (September 1, 2019): 42–58. http://dx.doi.org/10.3167/ej.2019.520205.
Full textAbstract:
This discussion of the processes of Spanish acculturation among Moroccan Jews deals with influences that Spanish Jews brought to Morocco both before and after 1492, especially their regulations establishing a considerable improvement in the status of Jewish women and restrictions on expenditure on the occasion of family celebrations. In accordance with the Valladolid Takkanot (1432), they forbade the wearing of certain jewellery and the display of valuable finery. These social and ethical-religious measures also expressed a concern not to expose property and people to the envy of non-Jews. The megorashim (newcomers from Spain) spread the Castilian custom of ritual slaughter of animals for consumption. The re-Hispanisation of the Judeo-Spanish language (Ḥaketía) was consciously considered among the descendants of the megorashim as part of their Spanish identity and collective memory.
10
Peredo, Karen. "the Learning Spanish language and culture." Pacific Journal of Technology Enhanced Learning 4, no. 1 (February 7, 2022): 23–24. http://dx.doi.org/10.24135/pjtel.v4i1.141.
Full textAbstract:
Developing intercultural understanding is vital in language education; with this in mind, this project creates an online language-learning tool with the intention of increasing secondary students' intercultural communicative skills and practicing the Spanish language through scripted content that encourages social interactions. This virtual learning environment (VLE) features 360-degree video recordings of a native Spanish speaker acting as a significant historical figure. Students are encouraged to engage in one-on-one dialogues as part of digital selectable modules which are centred around the influential character’s main life events; these modules present vocabulary in different contexts. The footage is recorded in a green screen studio and features are added in post-production. Participants can opt to watch a video narrated by the historical character about past events to only develop listening skills. However, this resource intends to represent a real-life communicative experience through social interactions with a native speaker. Thus, the character prompts questions and users can opt type or select provided answers - voice recognition is a desirable feature that depends on finding suitable software. The actor is encouraged to offer non-verbal reactions such as facial expressions to encourage examinations of those responses. The goal is to promote intercultural communicative competence (ICC) via online interactions. By scaffolding learning, interactions will develop language skills to succeed in today's globalised world, stimulate reflective practices and inspire social action.
This project-based research will evaluate, review, and analyse literature regarding distance-learning approaches, student-centred theories and means by which ICC can be facilitated and promoted in digital education. A framework is devised considering pedagogical aspects for its effective use. Firstly, VLE supported by constructivism promote interaction between learners and content; student involvement in the construction of new knowledge is imperative (Whitlock, 2017). New knowledge is built on prior knowledge and influenced by social experiences as connections to the real-world increase engagement and make learning relevant (Reid-Martinez & Grooms, 2021). Similarly, heutagogy promotes active participation, autonomy and self-determination to learn (Blaschke, 2012). Online learning allows students to take ownership of their education, enhancing skills of self-direction. As a result, language students’ roles change from passive learners to confident speakers able to communicate with native speakers on digital platforms (Tolosa et al., 2021). Correspondingly, concepts of ICC and intercultural citizenship (IC) are integrated into the framework to enhance students' abilities to value their culture, to relate to others meaningfully and to promote active and collective social action (Byram, 2021). Subsequently, key elements will be categorised and implemented to create a platform that fosters Spanish language acquisition. During the process, a script is devised which includes cultural aspects of the language, prompts language practice and generates instances where interactions could occur. Video performances are recorded, edited, and revised. Additionally, a prototype is presented to a focus group consisting of language experts to provide feedback. To evaluate its usefulness, quantitative data will be collected via online surveys; close questions with ratings will be part of the questionnaire to investigate participants’ experiences. Pre and post surveys implementing questions from the intercultural sensitivity scale (Chen and Starosta, 2000) and ICC scale (Arasaratnam, 2012) are provided. The panellists' feedback about their experience with the prototype will be integrated for further modifications. Qualitative data will be gathered through observations, interviews and discussions with undergraduate students and/or specialist panellists. This data will be transcribed, organised and examined following naturalistic interpretive analysis (Aguayo, 2014) to measure changes in users’ awareness about ICC skills. This project promotes the development of skills necessary to become intercultural citizens through immersive, 360-degree footage of real-world scenarios that are not possible in traditional classroom settings.
Dissertations / Theses on the topic "Spanish language Social aspects Argentina"
1
Gomez-Jimenez, Luis F. "Subjective reactions to the Antioque�no dialect in Columbia : a sociolinguistic examination of stigma in a selected speech community." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/862288.
Full textAbstract:
The subjective reactions of listeners from various backgrounds to speech varieties used in Medellin, Colombia, were investigated using the matched-guise technique with a series of measuring scales. In all three dimensions of a semantic differential scale-namely, competence, personal integrity, and social attractiveness-Non-Antioqueno Dialect (NAD) speakers were rated significantly higher than Antioqueno Dialect (AD) speakers regardless of the sex or the dialect of the subject, or the sex of the speaker. In the case of social attractiveness, however, for female subjects the difference between NAD speakers and AD speakers was somewhat larger than for the male subjects.The evaluations of male speakers were significantly higher than those of female speakers regardless of the sex of the subject, the dialect of the subject, or the dialect of the speaker. For AD subjects the difference in ratings between male and female speakers was about the same for male and female subjects; however, for NAD female subjects this difference was somewhat larger than for the NAD male subjects.In general, the evaluations of speakers by different age groups indicated a significant difference, between older and younger subjects. The younger subjects rated speakers significantly lower. than the older subjects did for all three variables of evaluation, that is, competence, personal integrity and social attractiveness.While no significant effect was found for socio-economic status (SES) non the variables of personal integrity and social attractiveness, SES was found to have a significant effect on evaluations of competence. In this dimension of evaluation, lowermiddle class subjects rated speakers significantly differently from the middle-middle class and the upper-middle class subjects. The former ranked speakers higher on competence than the middle-middle class and the upper-middle class subjects did.Finally, subjects assigned prestigious professions to NAD speakers, while only non-prestigious occupations were matched with the AD speakers. Additionally, the proportion of times male speakers were judged to have a prestigious occupation was significantly higher than the proportion of times female speakers were judged so.Within the theoretical framework of this study, differential reactions to the guises assumed by the speakers were interpreted as revealing differential attitudes towards the speech varieties. The evaluations are taken to be attitudes not only toward the speakers themselves, but also toward the language forms of the varieties involved.Department of English
2
Beltran, Veronica Huizar. "Social workers' perceptions of the utilization of Spanish-speaking interpreters in child welfare services." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2513.
Full textAbstract:
This study examined social workers' perceptions of the use of interpreters in child welfare services. Specifically, this study focused on monolingual (English) speaking social workers and their perceptions of the use of interpreters in child welfare services.
3
Preciado, Linda Joyce. "Writing inside the caja: Constructing pasos in English composition studies." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2577.
Full textAbstract:
In this thesis, I examine the resistance, privileges, and costs of Chicana textual identity issues in an academic arena that, by design, fragments voice and dictates choice. The scarcity in research of Chicana identity through mixed-language writing in composition depicts an existing chasm between academic demographics and university sentiments. Educational institutions that neglect to investigate, engage, and participate in textual identity perpetuate accepted pensamiento. Therefore, insight to Chicana thought, culture, and educational experiences may assist and inform the teaching dominant culture, not to separate, but to conjoin information with experience for those seeking diversity.
4
Flores-Salgado, Elizabeth. "A pragmatic study of developmental patterns in Mexican students making English requests and apologies." Doctoral thesis, Australia : Macquarie University, 2009. http://hdl.handle.net/1959.14/28866.
Full textAbstract:
"September 2008".Thesis (DAppLing)--Macquarie University, Division of Linguistics and Psychology, Dept. of Linguistics, 2009.
Bibliography: p. 189-196.
The purpose of this research was to analyse the pragmalinguistic and sociopragmatic development of language groups at different proficiency levels and investigate the relationship between interlanguage pragmatics and grammatical competence. For this study, 36 native Spanish speaking EFL learners at different proficiency levels were asked to respond in English to 24 different situations which called for the speech acts of request and apology. Their English performances were compared to those of 12 American English native speakers in order to provide base-line cultural data. Thirty six Mexican Spanish native speakers also participated as a control group in order to analyse the role of the mother tongue in the performances of the EFL learners. The data, collected using a carton oral production task (COPT), were analysed quantitatively and qualitatively. Results showed three important findings that illuminate the relationship between pragmatic development and grammatical competence and lent support to Kasper and Rose's (2003) claim of a universal pragmatic principle. The first finding suggested that basic adult learners possess a previous pragmatic knowledge in their L1 that allows them to focus on the intended meaning and, in most cases, and to assemble (from the linguistic structures available to them) an utterance that conveys a pragmatic intention and satisfies the communicative demands of a social situation. The second finding revealed that there are two essential conditions to communicate a linguistic action: the knowledge of the relevant linguistic rules and the knowledge of how to use them appropriately and effectively in a specific context. Without an elementary knowledge of the linguistic rules, it is impossible to select the forms to realize a speech act in a target-like manner. The findings further suggested that advanced learners possess the grammatical knowledge to produce an illocutionary act, but they need to learn the specific L2 pragmatic conventions that enable them to know when to use these grammatical forms and under what circumstances.
Mode of access: World Wide Web.
xi, 238 p. ill
5
Cody, Karen. "Language choice, language attitudes and ethnic identity in bilingual speakers: a case study comparing Québécois in Montréal and Texas Spanish in San Antonio." Thesis, 2003. http://hdl.handle.net/2152/515.
Full text
6
Bracco, Alan Gabriel. "Normalización de texto en español de Argentina." Bachelor's thesis, 2018. http://hdl.handle.net/11086/11707.
Full textAbstract:
Tesis (Lic. en Cs. de la Computación)--Universidad Nacional de Córdoba, Facultad de Matemática, Astronomía, Física y Computación, 2018.En la actualidad la cantidad de datos que consume y genera una sola persona es gigantesca. Los datos cada vez son más, ya que cualquiera puede generarlos. Esto trae consigo un aumento en el ruido que hay en esos datos. Es por eso que el texto de las redes sociales se caracteriza por ser ruidoso, lo que es un problema cuando se quiere trabajar sobre ellos. En este trabajo construimos un corpus de tweets en español de Argentina. Recolectamos un conjunto grande de tweets y luego los seleccionamos manualmente para obtener una muestra representativa de los errores típicos de normalización. Luego, definimos criterios claros y explícitos de corrección y los utilizamos para proceder a la anotación manual del corpus. Además, presentamos un sistema de normalización de texto que trabaja sobre tweets. Dado un conjunto de tweets como entrada, el sistema detecta y corrige las palabras que deben ser estandarizadas. Para ello, utiliza una serie de componentes como recursos léxicos, sistemas de reglas y modelos de lenguaje. Finalmente, realizamos experimentos con diferentes corpus, entre ellos el nuestro, y diferentes configuraciones del sistema para entender las ventajas y desventajas de cada uno.
Nowadays, the amount of data consumed and generated by only one person is enormous. Data amount keeps growing because anyone can generate it. This brings along an increment of noisy data. That is why social network text is noisy, which is a problem when it is needed to work on it. Here, we built a corpus of tweets in argentinian spanish. We collected a big set of tweets and we selected them manually to obtain a representative sample of common normalization errors. Then, we defined explicit and clear correction criteria and we used it to continue with the manual corpus annotation. Besides, we present a text normalization system that works on tweets. Given a set of tweets as input, the system detects and corrects words that need to be standardized. To do that, it uses a group of components as lexical resources, rule-based systems and language models. Finally, we made some experiments with different corpus, among them, the one we built, and different system configurations to understand each one’s advantages and disadvantages.
7
Kramer, Benjamin Paul 1968. "Examining hybrid spaces for newcomer English language learners: a critical discourse analysis of email exchanges with business professionals." Thesis, 2007. http://hdl.handle.net/2152/3308.
Full textAbstract:
This paper provides analysis of a series of email correspondences between secondary newcomer immigrant students and Latino business professionals within the same urban community. The author, using James Gee's discourse theory (1990, 1996, 1999, 2004) contends that school-based discourses and structures have historically operated as barriers to academic success and societal acceptance for the vast majority of secondary English Language Learners, indicating the systemic perpetuation of a racist, classist, xenophobic social order through the public schools. When an attempt is made to sidestep these school-based discourses and put students in direct contact with mature, successful practitioners of English outside of the education community, the students encounter "mentor talk," a set of discourses that uncritically embrace the notions of a neutral, meritocratic, knowledge-based socioeconomic order. At the same time, students encounter language that can be appropriated for their own creative constructions of identity as they seek to position themselves in a new society. Even when there exists a strong alignment between the student's socially-situated identity presentation and the ideological thrust of "mentor talk," many societal barriers stand in the pathway of social and educational advancement. More often, the student identities express resistance, often subtle, to the standard, hegemonizing guidelines for success they have been offered.text
8
Schroeder, Stephanie G. "Aplicaciones de la teoría de la actividad a la enseñanza de Español mediante proyectos." Thesis, 2014. http://hdl.handle.net/1805/6107.
Full textAbstract:
Indiana University-Purdue University Indianapolis (IUPUI)Es obvio que nuestro mundo ha cambiado mucho en las últimas tres décadas. Los métodos antiguos de enseñanza servían su función en las aulas y en el sistema educativo de aquella época los alumnos iban a la escuela, se sentaban delante del maestro y lo escuchaban para aprender el contenido; con estos cambios algunos maestros todavía esperan que sus estudiantes aprendan de la misma manera que en años anteriores. Todavía existe la mentalidad de que los estudiantes entran en un aula, se sientan y escuchan a su maestro. Este trabajo propone una forma de desarrollar proyectos desde la perspectiva de la teoría de actividad. Para entender mejor la teoría de actividad y su uso en el aprendizaje basado en los proyectos, empezaremos con una revisión de la historia de la teoría, una explicación de sus principios y luego presentaremos un ejemplo en un aula donde un maestro inculca confianza en los estudiantes y les da la oportunidad de hacer actividades para mostrar sus habilidades, todo guiado por la teoría de actividad.
9
Sutherlin, Lindsey Dru. "El componente cultural: sus influencias en la creacion de una identidad L2 y la adquisicion de espanol como segunda lengua." Thesis, 2014. http://hdl.handle.net/1805/5586.
Full textAbstract:
Indiana University-Purdue University Indianapolis (IUPUI)El propósito del presente estudio es cultivar un entendimiento avanzado de este proceso de construcción identitaria por medio del análisis de un cuestionario diseñado para explorar las relaciones complicadas entre el estudio de lenguas extranjeras, la cultura y la identidad. Específicamente, examinaré los efectos del componente cultural en sus diversas manifestaciones durante el estudio de una lengua extranjera para acertar cómo interactúan varias experiencias culturales en la creación de una identidad L2, qué efectos tienen ciertas experiencias en esta construcción o renegociación identitaria y cuáles son las experiencias culturales que más influyen y contribuyen a la creación de una identidad L2. Además, exploraré las varias combinaciones de tales experiencias culturales para relacionarlas con la fuerza y la profundidad de la identidad L2 construida, estableciendo así patrones preestablecidos si los resultados del cuestionario revelan correlaciones claras. Este proceso de crear, reconstruir y renegociar una identidad L2 por medio de un conjunto de experiencias de exposición cultural es un fenómeno válido con importantes implicaciones pedagógicas tanto para la enseñanza de lenguas extranjeras como para el campo de la adquisición de segundas lenguas. Es mi creencia que las conclusiones del presente estudio serán imprescindibles para la enseñanza de lenguas extranjeras, puesto que los patrones revelados por el cuestionario podrían influir la formación de nuevos currículos y programas de estudio orientados más a la enseñanza—y exposición—de la cultura de la lengua meta. Con el propósito de ayudar con el proceso de renegociación identitaria ya establecido en la metodología de enseñanza, estos nuevos currículos podrían incorporar los componentes culturales más efectivos en la construcción de una identidad L2. Por extensión, la implementación de estos nuevos programas de estudio quizá cambiará la manera en la que los estudiantes se acerquen al estudio lingüístico y facilitará el aprendizaje de lenguas extranjeras tanto en el aula como en el extranjero, logrando de este modo mejores resultados y la creación exitosa de más hablantes proficientes.
Books on the topic "Spanish language Social aspects Argentina"
1
Malanca, Alicia. Léxico del habla culta de Córdoba, Argentina. Córdoba, Argentina: Universidad Nacional de Córdoba, 2000.
Find full text
2
Lávaque, Ana María Fernández. Estudio sociohistórico de un proceso de cambio lingüístico: El sistema alocutivo en el noroeste Argentino, siglos XIX-XX. Salta: Universidad Nacional de Salta, 2005.
Find full text
3
Lipski, John M. Linguistic aspects of Spanish-English language switching. Tempe, Ariz: Center for Latin American Studies, Arizona State University, 1985.
Find full text
4
Decir la lengua: Debates ideológico-lingüísticos en Argentina desde 1837. New York: Frankfurt am Main, 2008.
Find full text
5
Ennis, Juan Antonio. Decir la lengua: Debates ideológico-lingüísticos en Argentina desde 1837. New York: Frankfurt am Main, 2008.
Find full text
6
E, Placencia María, ed. Spanish pragmatics. New York: Palgrave Macmillan, 2005.
Find full text
7
Abundis, Patricia Córdova. Habla y sociedad: El análisis lingüístico-social del habla. Guadalajara, Jalisco: Universidad de Guadalajara, Coordinación General Académica, Unidad para el Desarrollo de la Investigación y el Posgrado, 2003.
Find full text
8
Henze, Kirstin. Anglo-hispanische Sprachwege durch New York: Ethnographie der Kommunikation in einer globalisierten Kulturlandschaft. Tübingen: Gunter Narr, 2000.
Find full text
9
Aragonés, Josefina Prado. Léxico disponible de Huelva: Nivel preuniversitario. [Huelva, Spain]: Universidad de Huelva, 2005.
Find full text
10
Lengua, identidad nacional y posmodernidad: Ensayos desde el Caribe. San Juan, P.R: Ediciones Huracán, 2007.
Find full textBook chapters on the topic "Spanish language Social aspects Argentina"
1
Escobar, José Carlos. "Target Language, Target Culture." In Multicultural Instructional Design, 1064–81. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9279-2.ch050.
Full textAbstract:
Learning a language must result in becoming competent in a new culture because accessing the culture language stands for and being able to share its cultural content requires learning not just the meaning but also the historical and social background of its vocabulary. Words reveal the linguistic and social behavior of native speakers and give students a full understanding of the target language. This chapter deals with different concerns present in foreign language classrooms, a space where language and intercultural competence must be developed. It describes some linguistic competence-related concerns (Section 1), then it deals with specific intercultural related aspects of grammar and perception which are part of the linguistic competence to be developed in class (Section 2) and it finishes with a general description of three basic ways used in the Spanish-as-second-language (SSL) classroom in order to teach language and culture so as to help students to develop intercultural competence (Section 3).