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Usos Del Voseo Y Actitudes Hacia Él En El Castellano Hondureño

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Usos Del Voseo Y Actitudes Hacia Él En El Castellano Hondureño Louisiana State University LSU Digital Commons LSU Master's Theses Graduate School 2016 El Tú no es de Nosotros, es de otros Países: Usos del Voseo y Actitudes hacia Él en el Castellano Hondureño Monika Estrada Andino Louisiana State University and Agricultural and Mechanical College, [email protected] Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_theses Part of the Arts and Humanities Commons Recommended Citation Estrada Andino, Monika, "El Tú no es de Nosotros, es de otros Países: Usos del Voseo y Actitudes hacia Él en el Castellano Hondureño" (2016). LSU Master's Theses. 564. https://digitalcommons.lsu.edu/gradschool_theses/564 This Thesis is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Master's Theses by an authorized graduate school editor of LSU Digital Commons. For more information, please contact [email protected]. EL TÚ NO ES DE NOSOTROS, ES DE OTROS PAÍSES: USOS DEL VOSEO Y ACTITUDES HACIA ÉL EN EL CASTELLANO HONDUREÑO A Thesis Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Master of Arts in The Department of Foreign Languages and Literatures by Monika Estrada Andino B.A., Universität Leipzig, 2014 August 2016 This thesis is dedicated to my family, to my friend Missy Reid, and most of all to my husband Daniel. ii RECONOCIMIENTOS ACKNOWLEDGEMENTS Deseo expresar mis más sinceros agradecimientos a todas aquellas personas que me brindaron su colaboración y sus conocimientos durante la realización de esta investigación. En primer lugar quiero agradecerle a mi comité de tesis. Gracias a mi director de tesis, Dr. Rafael Orozco. Infinitas gracias a Dr. Dorian Dorado por sus consejos y correcciones y por motivarme siempre. Quiero agradecer a Dr. Laura Martins por abrir mi mente e inspirarme a pensar diferente. Es un honor haber podido aprender de Dr. Olga Scrivner de Indiana University. Su contribución en esta tesis permitió un análisis estadístico innovador en el campo de la sociolingüística variacionista. También le doy gracias especiales a mi amigo (casi Dr.) Kennet Carabante cuyos conocimientos de la estadística, grandioso talento para explicar e inmensa paciencia hicieron posible que yo pueda realizar los análisis probabilísticos necesarios para este estudio. Last but not least, quiero agradecer a los 152 participantes de mi estudio que se tomaron el tiempo para llenar el cuestionario y las personas que me ayudaron a encontrar estos participantes; especialmente mi familia en Tegucigalpa y José Daniel Estrada y Guillermo Londoño en Baton Rouge. iii TABLA DE CONTENIDOS RECONOCIMIENTOS…………………………………………………………………………..iii LISTA DE TABLAS……………………………………………………………………………..vi LISTA DE FIGURAS……………………………………………………...………………..….viii ABSTRACT …………………………………………………………………..……………….…ix RESUMEN ……………………………………………………………………….……………….x CAPÍTULO UNO: INTRODUCCIÓN……………………………………………………………1 1.1. El pronombre personal vos y sus formas verbales……………………………………2 1.2. Reseña diacrónica del voseo: historia y presente distribución ………………………..4 CAPÍTULO DOS: ANTECEDENTES……………………………………………………………8 2.1. Las comunidades bajo estudio ………………………………………………………..8 2.1.1. Honduras – un país plurilingüe …...…………….………………………..…8 2.1.2. Los capitalinos en Honduras………………..………………………………9 2.1.3. El castellano de Honduras…………………..……………………………..11 2.2. Presencia de hispanohablantes en los Estados Unidos ……………...………………12 2.2.1 El castellano hablado en Luisiana ….……………..……………………….13 2.2.2 Los hondureños en Luisiana ……………………………………………….15 2.3. Estudios sobre el voseo …………………………...…………………………………18 2.3.1 Estudios del voseo en comunidades del Cono Sur y otros países sudamericanos …………………………………………………..…………19 2.3.2 Estudios del voseo en comunidades centroamericanas…………………….22 2.3.2.1 El voseo nicaragüense ……………………………………………22 2.3.2.2 El voseo costarricense ……………………………………………24 2.3.2.3 El voseo salvadoreño y el voseo hondureño .………..………...…28 2.3.2.4 El voseo centroamericano en los Estados Unidos……..…..……..31 2.4. La (in)seguridad lingüística …………..……………………………………………..33 CAPÍTULO TRES: METODOLOGÍA…………………………………...……………………..35 3.1. Preguntas de investigación e hipótesis………..……………………………………..35 3.2. Los factores sociales analizados …………………………………………………….37 3.3. Los datos recogidos..………………………………………………...………………37 3.3.1. La herramienta principal: el cuestionario …………………………………38 3.3.2. La recolección de datos………………………………………..…………..40 3.3.3. Los participantes de Honduras …………………………………….……...40 3.3.4. Los participantes de Luisiana…….…………………………………….….41 iv 3.4. Las herramientas y las pruebas estadísticas …………………………………………42 CAPÍTULO CUATRO: RESULTADOS Y DISCUSIÓN DE USOS ...……..…………………44 4.1. Análisis de los usos ………………………………………….………………………44 4.2. Usos según comunidad ………………...……………………………………………45 4.2.1. Factores sociales en el Distrito Central, Honduras ………………………..48 4.2.2. Factores sociales en Baton Rouge, Luisiana ………………………………55 4.3. Percepción de los usos pronominales desde la llegada a los Estados Unidos ………63 4.4. Usos según interlocutor …………………………………………………...…………64 CAPÍTULO CINCO: RESULTADOS Y DISCUSIÓN DE ACTITUDES ………….…………72 5.1 La (in)seguridad lingüística de los hondureños …………..…………..………...……72 5.2. Percepción de corrección de los usos pronominales ….…..……..……………….….76 5.3. En la radio y la televisión……………………….……..…………………………….80 5.4. Entre hispanohablantes …………………………...………………………………....83 5.5. Relacionado con la educación y los ingresos ………………………………….….....84 5.6. Relacionado con el ámbito escolar y con niños ……………………………………..86 5.7. Relacionado con el género ……………………………………………………….....89 5.8. Entre conocidos y desconocidos……………………………..………………….…..91 5.9. Características de tú y vos…………………………………...………………………93 5.10. Discusión…………………………………………………………………………...95 CAPÍTULO SEIS: CONCLUSIONES ………………...……………………………………….98 6.1. Limitaciones …………………………………………………………………….….101 BIBLIOGRAFÍA …………………………………………………………………...…………..105 APÉNDICE A: CUESTIONARIO PARA LOS HONDUREÑOS EN HONDURAS……….112 APÉNDICE B: CUESTIONARIO PARA LOS HONDUREÑOS EN LUISIANA…………114 APÉNDICE C: CONSENTIMIENTO PARA PARTICIPAR EN LA INVESTIGACIÓN……116 APÉNDICE D: APROBACIÓN DE IRB……………………………………..……..………..118 APÉNDICE E: MODIFICACIÓN DE LA APROBACIÓN DE IRB………………………….119 VITA……………………………………………………………………………………………120 v LISTA DE TABLAS 1. Muestra del estudio de Honduras, según las variables sexo y edad…………………………...41 2. Muestra del estudio de Luisiana, según las variables sexo y edad ……………………………42 3. Distribución absoluta y porcentual de las formas de tratamiento en el castellano hondureño.................................................................................................................................45 4. Regresión logística multinomial del uso pronominal en LA en relación a HN……………….47 5. Regresión logística multinomial del uso pronominal en HN con las variables educación y edad .………………………………………………………………………………………......50 6. Regresión logística multinomial del uso pronominal en LA con las variables educación y edad ...…………………………………………………………………………………………57 7. Análisis descriptivo de las percepciones del uso pronominal personal en los participantes residentes en Luisiana, EE.UU……………………………………………………………......64 8. Comparación de los usos pronominales en diferentes dominios sociales en las comunidades estudiadas y en Rivera-Mills (2011).………………………………………………………….65 9. Análisis descriptivo de las afirmaciones relacionadas a la seguridad lingüística………...…...73 10. One-Way ANOVA con Tukey-Kramer post hoc para la afirmación “En Honduras se habla el mejor español de Latinoamérica” con la variable educación……………………….………74 11. Resultados del t-test para la afirmación “En Honduras/los Estados Unidos hablamos mal español” con la variable sexo…………………………………………………………….…...74 12. Resultados del t-test para la afirmación “El mejor español se habla en Tegucigalpa” con la variable comunidad…………………………………………………………………………....75 13. Análisis descriptivo de las opiniones sobre el uso pronominal correcto…………………….76 14. One-Way ANOVA con Tukey-Kramer post hoc para la afirmación 2 con la variable educación………………………………………………………………………………….…..78 15. One-Way ANOVA con Tukey-Kramer post hoc para la afirmación 3 con la variable educación……………………………………………………………………………………...79 16. Resultados del t-test para la afirmación 4 con la variable comunidad……………………….80 17. Análisis descriptivo de las actitudes hacia el uso pronominal en la radio y la televisión……81 vi 18. One-Way ANOVA con Tukey-Kramer post hoc para la afirmación 6 con la variable Educación ………………...…………………………………………………………………..82 19. Resultados del t-test para la afirmación 8 con la variable comunidad……………………….83 20. Análisis descriptivo de las actitudes hacia el uso pronominal con personas hispanohablantes ……………………………………………………………………………...83 21. Análisis descriptivo de las actitudes hacia el uso pronominal relacionado con la educación y los ingresos……………………………………………………………………………….…84 22. One-Way ANOVA con Tukey-Kramer post hoc para la afirmación 13 con la variable edad …………………………………………………………………………………………...85 23. One-Way ANOVA con Tukey-Kramer post hoc para la afirmación 14 con la variable educación ……………………………………………………………………………………..86 24. Análisis descriptivo de las actitudes hacia el uso pronominal relacionado con el ámbito escolar y con niños……………………………………………………………………………87 25. One-Way ANOVA con Tukey-Kramer post hoc para la afirmación 17 con la variable educación..………………………………………………………………….…………………88
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