INTRODUCING COLOUR VOCABULARY IN THE FRAMEWORK OF TEACHING SPANISH AS A MULTICULTURAL LANGUAGE: ILLUSTRATIVE METHOD TO OVERCOME COMMUNICATION DIFFICULTIES

  • The authors:
    Evgeniya А. Popova
    Zoya N. Ignashina
  • Pages: 190-197
  • Section: CROSS-CULTURAL COMMUNICATION AS A FACTOR IN EDUCATIONAL ACTIVITIES
  • URL: http://conferences-ifl.rudn.ru/ru/2686-8199-2019-6-190-197/
  • DOI: 10.22363/2686-8199-2019-6-190-197

Abstract. The issue of reflecting culturally-bound semantics in
language units of different levels has lately been topical in a
large number of investigations all over the world. We assume
that one of crucially important subjects in this field is additional
semantics of colour names in Latin American variations of the
Spanish language. Studies on history of Latin American countries and etymology of language units concerning colours in
Spanish make us come to a conclusion that the appearance of
additional culturally-bound meanings in the “colour” semantic
field in different Spanish-speaking countries is mostly connected
with extralinguistic factors, such as ethnohistory, political history, geography and climate, cultural traditions. The semantic field
(or even macrofield) of colours represents a source of languageand-culture-bound communicative difficulties for those who
study Spanish. In this sense, they include lacunary meanings of
colours in Latin American variations of Spanish denoting gaps in
the conceptual picture of the world and can be evident or hidden.
The latter as a rule concern colour symbolism and associations in
different countries and play a great role in the intercultural communication. As a result, we suggest that such vocabulary should
be taught to the audience studying Spanish, especially to wouldbe translators and interpreters, to avoide misunderstanding and
communicative failures and to get a better perception of Latin
American cultures. In this context we consider the following
methods efficient:
1) introducing the linguistic information together with extralinguistic facts;
2) making (and encouraging students to make) picture presentations to illustrate semantic differences in colour perception within different cultures;
3) employing fiction, mass media, Internet forums and other
sources to illustrate semantic and stylistic differences in situational usage of colour vocabulary.
Keywords: Colour vocabulary, Spanish language, semantics,
communication, difficulties

Evgeniya А. Popova¹, Zoya N. Ignashina²

¹Moscow State Linguistic University
Moscow, Russia
¹e-mail: o-genia@yandex.ru
²Financial University under the Government of the Russian Federation
Moscow, Russia
²e-mail: tirroleland@mail.ru

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