Forms of address of the second person singular in classroom prompts in the different educational levels in Buenos Aires Spanish
The system of treatments in Buenos Aires Spanish underwent, since the mid-nineteenth century, a process of restructuring in its interactional patterns, whose result meant -on the pragmatic level- the expansion of the pronoun of trust vos to the detriment of the formal usted and, on the grammatical l...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Facultad de Filosofía y Letras, Universidad de Buenos Aires
2022
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| Acceso en línea: | http://revistascientificas.filo.uba.ar/index.php/filologia/article/view/12245 |
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| Sumario: | The system of treatments in Buenos Aires Spanish underwent, since the mid-nineteenth century, a process of restructuring in its interactional patterns, whose result meant -on the pragmatic level- the expansion of the pronoun of trust vos to the detriment of the formal usted and, on the grammatical level, the advance of vos as the only second-person singular form of family to the detriment of tú (Rigatuso 2011, 2017). In the educational domain, and specifically within the framework of classroom prompts, the forms of address are part of the set of ways in which teachers can question their students. In this sense, the article aims to compare the uses of the forms of address of second-person singular registered in the classroom prompts of four educational levels in Buenos Aires Spanish. Given that the age of the students and the educational level at which the prompts are produced has proven to be influential variables concerning the choice of the modes of appeal, the confrontation of the four levels allows tracing the path of the use of the forms of address in prompts in the framework of the constitution of particular communicative styles, which also imply a distinctive management of the link between students and teachers. |
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