Pragmática sociolingüística de padagogía de los pronombres de tratamiento en lengua española

Abstract

The present study focuses on how Spanish pronouns of address are presented in American textbooks. After considering numerous sociolinguistic studies about the variation in the use of these pronouns, the analysis highlights a gap between what research tells us and what is presented to students in textbooks. A considerable body of research confirms that the selection of pronouns of address is not only determined by grammatical rules, but more importantly, by multiple contextual factors such as interpersonal, cultural and historic aspects of the interaction. Thus, the article proposes that the textbook presentation of pronouns of address be included as cultural material, among other rules of courtesy, and highlights the important role of pragmatic competence in the proper use of these pronouns, given their great regional and social variation in the Spanish-speaking world.