Carmen Garcib (Ph.D., Georgetown University) is Assistant Professor of Spanish and Linguistics at Miami University, Oxford, Ohio.
Development of Sociolinguistic Skills in Spanish: Sample Activities*
Article first published online: 31 DEC 2008
© 1989 American Council on the Teaching of Foreign Languages
Foreign Language Annals
Volume 22, Issue 4, pages 357–366, September 1989
How to Cite
García, C. (1989), Development of Sociolinguistic Skills in Spanish: Sample Activities. Foreign Language Annals, 22: 357–366. doi: 10.1111/j.1944-9720.1989.tb02758.x
The activities presented in this article are part of a larger set of activities developed specipcally for use in Miami University's Intensive Summer Workshop for Spanish Teachers. Encouraged by the responses of workshop participants, we offer them here in the hope that Spanish teachers elsewhere will find them useful for developing their students' proficiency in listening and speaking.
- Issue published online: 31 DEC 2008
- Article first published online: 31 DEC 2008
One of the major concerns of forvign language teaching is the development of students' sociolinguistic skills in the language they are learning that is teaching students what, when whee how and to whom to say something so that their language is not only gmmmatically adequate but sociocultumlly appropriate This paper provides sample activities in Spanish that teachers can use to help students develop these skills.
The activities, which include exercises in Listening Comprehension and Oral Production, can be used at the Intermediate and Advanced levels of proficiency They have been developed to highlight native speakers' linguistic choices in different situations and focus on their use of deference markers.
It is important in well-rounded proficiency-based instruction to provide a knowledge of and opportunities to use appropriate deference markers, where appropriate is defined in terms of native speakers' authentic discourse. While this article presents a substantial proportion of the deference markers, it does not exhaust all the possibilities. Further study of deference markers used by native Spanish speakers would prove most useful.