Abstract:

To succeed in second language is important to adopt effective language learning strategies that will allow to achieve the main goal in a target language. One of those strategies is a sociolinguistic approach. This paper presents a sociolinguistic approach that could be applied in Russian classroom by learning Spanish as a second language in two different discourses -Peninsular Castilian Spanish and Latin American Spanish. It highlights the reality of the linguistic diversity due to geographical distribution of language varieties and to accept variations in language as the established community of practice, with its sociolinguistic norms and practices. Instead of looking at certain population and discourse, a conversation analysis with ethnomethodology of two Spanish variations should be learned in Russian classroom. The application of sociolinguistic and sociopragmatic approach helps to bring awareness of unpredictable variation in Castilian European and Latin American Spanish to L2 (second language) learners. Approach with focus on general tendencies in sociolinguistic variations brings learners’ attention to continental pluricentricity of Spanish.

Keywords:

Sociolinguistics, sociolinguistic approach, Spanish as a second language, Peninsular Spanish, European Spanish, sociopragmatics, Latin American Spanish, Russia.