Conversational markers of agreement when teaching Spanish as a Foreign Language

  • Lucía Cantamutto National University of the South
  • Paula Fainstein National University of the South
Keywords: discursive markers, pragmatic markers, Spanish as a foreign language, varieties of Spanish, written digital interaction


For the acquisition and domain of the spectrum of functions that markers have, the ELE (Spanish initials for Spanish as a Foreign Language) student needs to encounter the different contexts where they operate. ELE textbooks usually address markers superficially, showing univocal lexical meaning, only attending to their oral dynamic and, generally, exemplifying just with the expression bueno. This paper analyses the dynamics of some conversational markers of agreement in written digital interactions in Argentinean Spanish, from the approaches of Interactional Sociolinguistics and Sociocultural Pragmatics. In addition, we integrate the contributions of the communicative model for foreign language teaching. Our objective is twofold. On the one hand, to demonstrate the incidence of the communicative situation in the interpretation of conversational markers of agreement, whose polarity, depending on linguistic and extralinguistic factors, is both positive (marker of agreement) and negative (anger expression). On the other hand, to focus on the loanword OK – with much use in the oral interactions of ELE students – and the nuances that it acquires in the written digital interactions. Through a qualitative analysis of 20 surveys conducted in Argentina, the results indicate the relevance of addressing different occurrence contexts to comprehend the complexity of the markers.


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How to Cite
Cantamutto, L., & Fainstein, P. (2019). Conversational markers of agreement when teaching Spanish as a Foreign Language. Verba Hispanica, 27(1), 153-172.