Abstract. The article addresses greetings as one of the most interactional routines in Spanish language and looks at the changes
in greetings because of continental differences between Iberian
Spanish and Latin American Spanish. It brings awareness in difficulties of taking turns during conversation, maintain a topicof
conversation appropriately and respond contingently. At the
same time it is important to pay special attention to the needsof
paradigmatic relationship in non-verbal communication as the
process of meaning conveying words through facial expressions,
gestures, para-linguistic. Thisis a part of communicative competence that involves being able to use language in interpersonal
relationships, taking in account such complexities as social distance and indirectness. This article addresses one of the main
problems faced by Russian-speaking students who study Spanish
language as a second (L2) or third foreign language (L3), that is
the use of interactional units in greetings. These units are characterized by their fixation within the sentence depending on the
communicative situation and not on the semantics. Many of these
units are also characterized by their regional frequency of use,
since they usually appear from the first stage in the acquisition of
a language. However, its translation into other language can pose
several problems because they do not share the same linguistic
uses. These units, endowed with a certain pragmatic function,
present divergences according tothe preponderant role they play
in a given context, which highlights the difficulty of their interpretation and translation to another linguistic code of a different
nature. Pragmatic and lexical differences among Spanish dialects
in Peninsular Spanish and LatinAmerican are numerous due to
slang, and dialect mixing resulting from demographic displacements. The present paper attempts to explore how listeners perceptually categorize different Hispanic dialects in form of greetings. Dialects of geographic varieties must be taken into account
when dealing with all aspects of teaching and learning Spanish
Keywords: language acquisition, communicative situation,
pragmatic, speech act

Marina Vorobiova Munguía¹, Pablo Ramírez Rodríguez²
¹Institute of Foreign Languages
Peoples’ Friendship University of Russia
Moscow, Russia/USA
²Institute of Foreign Languages
Peoples’ Friendship University of Russia
Moscow, Russia/Spain

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