COMMUNICATION, COGNITION AND TEACHING: A PRAGMATIC APPROACH TO NEUTRAL PRONOUN "ELLO" IN THE PRODUCTION OF WRITTEN TEXTS IN SPANISH
Abstract
The contemporary teaching of additional languages is based on the diversity of methods and approaches whose emphasis is to developing increasingly efficient teaching programs. However, such approaches do not seem to be able to explain the cognitive process that sustain the learning of the Brazilian student’s Spanish learning. Using the theorical framework of Goal Reconciliation Theory (Rauen, 2014, 2028, 2020, 2021) and Relevance Theory (Sperber; Wilson, 1986/2001), the methodology consists of analyzing two texts produced by Spanish language learners at the State University of Ponta Grossa in 2024. The objective is to describe how the inferential processes of Brazilian students occur when writing the 3rd masculine singular pronoun. The results of the study shed some light on the communicative competence in Spanish of Brazilian learners and teachers.
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