Qvaestiones Romanicae, V, Section Lengua y Literatura Española, p. 595-606 Lucrările Colocviului Internaţional Comunicare şi Cultură în Romània Europeană (ediţia a V-a / 24-25 iunie 2016)
Papers of the International Colloquium Communication and Culture in Romance Europe (Fifth Edition / 24-25 of June 2016)
Coordonator / Coordinator: Valy Ceia
p-ISSN:
2457-8436
Publisher:
„Jozsef Attila” Tudomanyi Egyetem Kiado Szeged; Editura Universității de Vest din Timișoara
Place:
Timișoara
Year:
2017
Abstract:
[The culture the student provides: a relevant sociocultural and linguistic experience in the analysis of the teaching and learning ELE]
When it comes to learning or teaching a foreign language we do not learn only its grammar, but also what it is related to their perceptions, representations, myths, stereotypes, the differences between our culture and other ones, to their cultural and linguistic imaginary, etc., all this terminology varying according to the theoretical options and their authors. From the model of the theoretical framework proposed by Anne-Marie Houdebine-Gravaud to talk about the problem of linguistic imaginary to the recent contributions of authors who are dealing with the impact of cultural imaginary of the Erasmus students, it is a long way which still generates important debates. The literary contest “Felipe Trigo”, which is organized at the West University of Timişoara, offered a hopeful perspective to the educational community of several schools in Romania where ELE is being studied. The purpose of this paper is to focus on the impact that writing short stories has on Romanian students and to analyze in our corpus how the identity or cultural value of such linguistic experiment is closely related to affective or symbolic values. Our initiative is motivated by the close relationship between discourse analysis, enunciation, knowledge of the world and coherence, the last being interpreted as pragmatic property, as the result of the interaction of speaker – text – addressee.
A la hora de aprender o enseñar una lengua extranjera no aprendemos solo su gramática, sino también lo relacionado a sus percepciones, representaciones, mitos, estereotipos, al Yo y al Otro, a su imaginario cultural y lingüístico, etc., toda esta terminología variando según las opciones teóricas y sus autores. Desde el modelo del marco teórico propuesto por Anne-Marie Houdebine-Gravaud para tratar la problemática del imaginario lingüístico hasta las aportaciones recientes de autores que se están ocupando del impacto del imaginario cultural en alumnos Erasmus hay un largo camino que sigue generando profundos debates. El certamen literario “Felipe Trigo” organizado en la Universidad de Oeste de Timişoara ofreció una perspectiva esperanzadora a la comunidad educativa de varios centros educativos de Rumanía donde se estudia ELE. Nos interesa abordar en nuestra intervención el impacto de la escritura de relatos breves en alumnos rumanos y analizar en nuestro corpus cómo el valor identitario o cultural de tal experimento lingüístico está estrechamente relacionado a valores afectivos o simbólicos. Nuestra reflexión viene motivada por la estrecha relación que existe entre el análisis del discurso, la enunciación, el conocimiento del mundo y la coherencia, esta última interpretada como propiedad pragmática, o sea resultado de la interacción emisor – texto – destinatario.
Key words:
cultural imaginary, linguistic imaginary, short story, Spanish as a foreign language, discourse analysis
imaginario cultural, imaginario lingüístico, relato breve, español como lengua extranjera, análisis del discurso
The citations/references list is based on indexed publications only, and may therefore be incomplete. For any and all inquiries related to the database, please contact us at [Please enable javascript to view.].
pdf 
