Publication: Actitudes y creencias de estudiantes eslovacos, checos y polacos hacia las variedades cultas del español: valoración directa e indirecta
Authors
Svetozarovová, Radka
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Publisher
Universidad de Murcia, Editum
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DOI
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info:eu-repo/semantics/article
Description
Abstract
En el presente trabajo se analizan las actitudes y creencias de los alumnos de español
como lengua extranjera
,
procedentes de las secciones bilingües de Eslovaquia,
República Checa y Polonia
,
hacia las
variedades cultas del español. Para ello, nos
basamos en el proyecto PRECAVES
-
XXI, que no
s
permitió establecer cómo los
alumnos encuestados valoran las variedades de forma directa
(
mediante la grabación
)
e indirecta
(
mediante la persona que habla, la regió
n y la cultura
)
. Lo que pudimos
comprobar es que
, en caso de la valoración directa, la variedad
que mejores
resultados obtuvo
fue la castellana, seguida de la mexicana, rioplatense y, por último,
andaluza. En la valoración indirecta mediante la región y la
cultura se obtienen
resultados casi idénticos, no obstante, estos cambian en caso de la valoración
mediante el hablante, donde el orden de las variedades, de mejor a peor, fue el
siguiente: castellana, andaluza, rioplatense y mexicana.
Finalmente, se disc
uten las
posibles causas de estos resultados, así como su aplicación en el ámbito de la
enseñanza de español como lengua extranjera, y en la política lingüística hispánica.
This paper examines the attitudes and beliefs of students of Spanish as a foreign language , who undertook their secondary education in the bilingual sections of Slovakia, Czech Republic and Poland, towar ds the educated varieties of Spanish. To achieve our goal, we relied on the PRECAVES - XXI project, which allowed us to establish how the surveyed students valued the varieties in both direct (evaluating an audio recording) and indirec t (evaluating the speak er, the region and the culture) ways . It was found that, in the case of direct evaluation, the variety that obtained the best results was the Castilian, followed by the Mexican, the Rioplatense and, finally, the Andalusian variety. Almost identical results were obtained in the indirect evaluation by the region and the culture. However, this was not the case in the evaluation by the speaker, in which the order of the varieties, best to worst, was as follows: Castilian, Andalusian, Rioplatense and Mexican. Fi nally, the possible causes of such results are discussed, as well as their application in the field of teaching Spanish as a foreign language, and in Hispanic language policy.
This paper examines the attitudes and beliefs of students of Spanish as a foreign language , who undertook their secondary education in the bilingual sections of Slovakia, Czech Republic and Poland, towar ds the educated varieties of Spanish. To achieve our goal, we relied on the PRECAVES - XXI project, which allowed us to establish how the surveyed students valued the varieties in both direct (evaluating an audio recording) and indirec t (evaluating the speak er, the region and the culture) ways . It was found that, in the case of direct evaluation, the variety that obtained the best results was the Castilian, followed by the Mexican, the Rioplatense and, finally, the Andalusian variety. Almost identical results were obtained in the indirect evaluation by the region and the culture. However, this was not the case in the evaluation by the speaker, in which the order of the varieties, best to worst, was as follows: Castilian, Andalusian, Rioplatense and Mexican. Fi nally, the possible causes of such results are discussed, as well as their application in the field of teaching Spanish as a foreign language, and in Hispanic language policy.
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