Argumentative strategies in Spanish language learners with different mother tongues
Abstract
Learning the procedural aspects in a second language requires a deep understanding of learners’ behavior and of the linguistic resources they use at different levels of proficiency. Differences in procedural meaning between languages add a layer of complexity to learning, highlighting the challenges learners face in handling inferential operations. To address this issue, we have turned to the corpus of spoken Spanish as a foreign language (ELE), PRACOMUL, which is based on real conversations of speakers of various nationalities and mother tongues. In this database we have analyzed the use of different connectors and argumentative operators. To do so, we followed the principles of pragmatic linguistics of Fuentes Rodríguez (2017[2000]) and the theory of argumentation by Anscombre and Ducrot (1983)
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