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The perception of intonational contours of a foreign language can pose problems for some non-native learners. An error rarely mentioned in the literature is the confusion of the English nuclear accent H*L-H% (falling-rising contour) with the H*L-L% nuclear accent (falling contour). To investigate the factors that contribute to this error, this study looked into the psycho-acoustic categorisation and pragmatic interpretation of these nuclear pitch accents in two groups of River Plate Spanish speakers; one with previous explicit instruction and the other one without such instruction. Both performed two types of listening tasks. The first task consisted of determining the pragmatic meaning associated with a series of minimal intonational pairs. In the second task, participants had to decide whether the intonational contour was falling or falling-rising. Results showed that, for both groups, the pragmatic meaning-oriented task promoted a better categorization of H*L-L% as an assertion, but hindered the categorization of H*L-H% as a question. In the psychoacoustic task, the group exposed to explicit instruction achieved better categorization of the H*L-H% form as a falling-rising contour, while the group without instruction was less successful. In light of the L2LP model (Escudero, 2005), it is concluded that an L2 intonational form not existent in the L1 is more difficult to learn than an L2 form similar to one existent in the L1; on the other hand, the novel form is more easily processed in the psycho-acoustic listening modality. Additionally, explicit instruction facilitates both psycho-acoustic categorisation and pragmatic interpretation of the nuclear accent. [ABSTRACT FROM AUTHOR]

If we deem it pertinent to inquire into the foundation of philosophy, focusing on the study of prima philosophia becomes a task as urgent as it is necessary. In believing so, we will explore two alternatives. On the one hand, we will refer to the position of Ernst Tugendhat and, on the other hand, to that of Karl-Otto Apel. While he suggests that the place of the prima philosophia must be occupied by the philosophy of language, the latter argues that the fundamental question of philosophical anthropology - "what is man?" - is even more basic. In his view, addressing human language implies a further step: to understand it as a fundamental element, we must first ask ourselves about the characteristics that human beings have as such. In the first two parts, we will give an account of both points of view to, finally, conclude that the differences discussed, which prima facie separate them, can be bridged. [ABSTRACT FROM AUTHOR]

This study proposes a didactic unit through tasks addressed to teachers. These tasks are conceived as a supporting point for the teaching of discursive connectors in Spanish as a Foreign Language (SFL) classes of level B1 (threshold) -according to the Common European Framework Reference (CEFR)- or intermediate, through the use of advertising texts referred to tourist destinations in Santiago de Cuba. In this way, it is shown how advantageous it would be for the student, with an intermediate level, to face classes on discursive connectors, which, in general, are planned for advanced levels. In addition, it highlights not only their importance when participating in the construction of the meaning of oral and written discourse in a foreign language (FL), but also the knowledge of numerous pragmatic-cultural aspects, due to the nature of the selected texts. These results are strengthening of communicative competence. [ABSTRACT FROM AUTHOR]