Pragmatic interferences in beginner levels: A cross-cultural regard of German and peninsular Spanish speech acts

Pragmatic interferences in beginner levels: A cross-cultural regard of German and peninsular Spanish speech acts

Pragmatic interferences, both sociopragmatic and pragmalinguistic, are often overlooked as mere transfers by receivers. However, these can be perceived as intentional actions, potentially interpreted as impolite, hostile, unfriendly, or aggressive (Amenós Pons et al., 2019: 105).

This presentation unveils the outcomes of a cross-cultural investigation focusing on pragmatic interferences between German and Peninsular Spanish speech acts at A1 and A2 levels within the Common European Framework of Reference for Languages. The survey aims to identify pragmatic content essential for the academic curriculum of Spanish language learners in Germany, with a specific emphasis on averting cultural misunderstandings.

The exposition will compare a selection of beginner-level speech acts based on the work of the Department of Language Policy of the Council of Europe, as reflected in the Curricular Plan of the Cervantes Institute. This document advocates that language learners must be acquainted with the strategic use of observation and comparison procedures to identify and analyze situations prone to misunderstandings and cultural conflicts (PCIC, 2007: 84, 89).

The inclusion criteria for speech acts in the academic curriculum focus on instances where pragmatic inadequacy may arise due to the contrast between norms and forms of the learners’ native language-culture and those of the target language-culture (critical incidents).

References

Amenós Pons, J., Ahern, A.  and Escandell, M.V.  (2019). Comunicación y cognición en ELE: la perspectiva pragmática. Madrid: Edinumen.

Instituto Cervantes (2007). Plan curricular del Instituto Cervantes: niveles de referencia para el español (vol. 1). Madrid: Instituto Cervantes Biblioteca Nueva.