5 ¡Madre mía de mi alma!: Pragmalinguistic variation and gender differences in perception of piropos in Badajoz, Spain
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Enrique Rodríguez
Abstract
Piropos are a discourse practice in Spanish-speaking communities which consists of unsolicited flirtatious remarks, traditionally said by men to women in a public setting in the past. However, progressive global and regional movements in recent years critical of traditional gender roles and gender discrimination seem to be influencing the way piropos are produced and perceived by speakers across different Spanish-speaking speech communities. The present study analyzes pragmalinguistic and gender differences in perception of piropos in the speech community of Badajoz, Spain. Results indicate that whphrasal exclamatives and vocatives are preferred in contexts of higher social distance between interlocutors, while more intimate settings yield linguistic patterns that resemble other types of compliments in Spanish. In terms of gender differences in perception, men rated piropos more favorably than women, but all participants perceived those piropos that are structurally similar to other compliment types in Spanish as the most appropriate.
Abstract
Piropos are a discourse practice in Spanish-speaking communities which consists of unsolicited flirtatious remarks, traditionally said by men to women in a public setting in the past. However, progressive global and regional movements in recent years critical of traditional gender roles and gender discrimination seem to be influencing the way piropos are produced and perceived by speakers across different Spanish-speaking speech communities. The present study analyzes pragmalinguistic and gender differences in perception of piropos in the speech community of Badajoz, Spain. Results indicate that whphrasal exclamatives and vocatives are preferred in contexts of higher social distance between interlocutors, while more intimate settings yield linguistic patterns that resemble other types of compliments in Spanish. In terms of gender differences in perception, men rated piropos more favorably than women, but all participants perceived those piropos that are structurally similar to other compliment types in Spanish as the most appropriate.
Chapters in this book
- Frontmatter I
- Preface V
- Acknowledgements XI
- Contents XIII
- List of contributors XVII
- Introduction 1
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Part I: Learning and teaching speech acts
- 1 Pragmatic competence and speech-act research in second language pragmatics 11
- 2 Systemic functional linguistics applied to analyze L2 speech acts: Analysis of advice-giving in a written text 27
- 3 Learning about L2 Spanish requests abroad through classroom and ethnography-based pragmatics instruction 58
- 4 Effectiveness of a post-study abroad pedagogical intervention in learning compliments and compliment responses in L2 Spanish 81
- 5 ¡Madre mía de mi alma!: Pragmalinguistic variation and gender differences in perception of piropos in Badajoz, Spain 103
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Part II: Assessing pragmatic competence
- 6 Assessing L2 pragmatic competence 131
- 7 Testing of L2 pragmatics: The challenge of implicit knowledge 142
- 8 The DCT as a data collection method for L2 humor production 156
- 9 Strategic competence and pragmatic proficiency in L2 role plays 179
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Part III: Analyzing discourses in L2 digital contexts
- 10 Researching digital discourse in second language pragmatics 197
- 11 Pragmalinguistic variation in L2 Spanish e-mail requests: Learner strategies and instructor perceptions 208
- 12 Affordances of game-enhanced learning: A classroom intervention for enhancing concept-based pragmatics instruction 236
-
Part IV: Current issues in L2 pragmatics
- 13 Explicit knowledge in L2 pragmatics? 255
- 14 Studying speech acts: An expanded scope and refined methodologies 270
- 15 Converging agendas of rationalist and discursive approaches for the development of a pedagogy of L2 pragmatics 286
- 16 From a native-nonnative speaker dichotomy to a translingual framework 300
- 17 An introduction to discourse markers 314
- Epilogue: A personal tribute to Andrew Cohen 336
- Index 339
Chapters in this book
- Frontmatter I
- Preface V
- Acknowledgements XI
- Contents XIII
- List of contributors XVII
- Introduction 1
-
Part I: Learning and teaching speech acts
- 1 Pragmatic competence and speech-act research in second language pragmatics 11
- 2 Systemic functional linguistics applied to analyze L2 speech acts: Analysis of advice-giving in a written text 27
- 3 Learning about L2 Spanish requests abroad through classroom and ethnography-based pragmatics instruction 58
- 4 Effectiveness of a post-study abroad pedagogical intervention in learning compliments and compliment responses in L2 Spanish 81
- 5 ¡Madre mía de mi alma!: Pragmalinguistic variation and gender differences in perception of piropos in Badajoz, Spain 103
-
Part II: Assessing pragmatic competence
- 6 Assessing L2 pragmatic competence 131
- 7 Testing of L2 pragmatics: The challenge of implicit knowledge 142
- 8 The DCT as a data collection method for L2 humor production 156
- 9 Strategic competence and pragmatic proficiency in L2 role plays 179
-
Part III: Analyzing discourses in L2 digital contexts
- 10 Researching digital discourse in second language pragmatics 197
- 11 Pragmalinguistic variation in L2 Spanish e-mail requests: Learner strategies and instructor perceptions 208
- 12 Affordances of game-enhanced learning: A classroom intervention for enhancing concept-based pragmatics instruction 236
-
Part IV: Current issues in L2 pragmatics
- 13 Explicit knowledge in L2 pragmatics? 255
- 14 Studying speech acts: An expanded scope and refined methodologies 270
- 15 Converging agendas of rationalist and discursive approaches for the development of a pedagogy of L2 pragmatics 286
- 16 From a native-nonnative speaker dichotomy to a translingual framework 300
- 17 An introduction to discourse markers 314
- Epilogue: A personal tribute to Andrew Cohen 336
- Index 339
