- Discourse Analysis, Second Language Acquisition, Cognitive Linguistics, Critical Discourse Analysis, Corpus Linguistics, Spanish Linguistics, and 37 moreItalian (Languages And Linguistics), Conversational Analysis, Spanish-italian pragmatics, Discourse markers, Discourse Markers, Italian Studies, Translation, Italiano, Spanish, Italian, Historia de la lengua española, Italiano L2, Marcadores Discursivos, Spagnolo, Segnali Discorsivi, Entonces, Anáfora Conceptual, Textos Periodísticos, Modelo De Basilea, Estudio Contrastivo, Text Typology, Tipología Textual, Grammaticalization, Information Structure, Pragmatics, Romance Linguistics, Contrastive Linguistics, Teaching Italian as a Second Language, Connectives, History of the spanish language, Italian Linguistics, Semantics, Diachronic Linguistics (Or Historical Linguistics), Marcadores del discurso, Conversation Analysis, Evidentiality, Focus particles, and Historical Pragmatics(Italian (Languages And Linguistics), Conversational Analysis, Spanish-italian pragmatics, Discourse markers, Discourse Markers, Italian Studies, Translation, Italiano, Spanish, Italian, Historia de la lengua española, Italiano L2, Marcadores Discursivos, Spagnolo, Segnali Discorsivi, Entonces, Anáfora Conceptual, Textos Periodísticos, Modelo De Basilea, Estudio Contrastivo, Text Typology, Tipología Textual, Grammaticalization, Information Structure, Pragmatics, Romance Linguistics, Contrastive Linguistics, Teaching Italian as a Second Language, Connectives, History of the spanish language, Italian Linguistics, Semantics, Diachronic Linguistics (Or Historical Linguistics), Marcadores del discurso, Conversation Analysis, Evidentiality, Focus particles, and Historical Pragmatics)edit
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Le difficoltà di allestire un dizionario di segnali discorsivi spiegano l'assenza di questo tipo di opera lessicografica nella maggior parte delle lingue di cultura. Lo spagnolo costituisce, però, una clamorosa eccezione dato che esistono... more
Le difficoltà di allestire un dizionario di segnali discorsivi spiegano l'assenza di questo tipo di opera lessicografica nella maggior parte delle lingue di cultura. Lo spagnolo costituisce, però, una clamorosa eccezione dato che esistono fino a quattro dizionari dedicati a questi elementi, con evidenti differenze tra di essi. In questa sede si sintetizzano i principali problemi che deve affrontare la descrizione lessicografica dei segnali discorsivi (definizione, polifunzionalità, selezione, microstruttura e coerenza con la macrostruttura) e si presenta uno dei dizionari elaborati per la lingua spagnola, il Diccionario de partículas discursivas del español (DPDE), l'unico on line, che potrebbe costituire un modello per l'elaborazione di vocabolari di questo tipo in altre lingue. Si presta particolare attenzione alla descrizione della microstruttura e ad alcune decisioni teoriche e metodologiche prese dagli autori che spiegano la sua configurazione.
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GEs are particularly common in spontaneous conversations and informal interviews, but almost completely absent in formal situations. Thus, there is a clear correlation between the use of GEs and the conceptual variation (communicative... more
GEs are particularly common in spontaneous conversations and informal interviews, but almost completely absent in formal situations. Thus, there is a clear correlation between the use of GEs and the conceptual variation (communicative immediacy vs. distance). They show a high degree of multifunctionality, similar to DMs. Some of the most frequent pragmatic functions performed by GEs in Spanish are interactive and text-structuring functions: those related to politeness, softening and intensification on the one hand, and the function of delimiting speech chunks, signaling transitional relevant place and holding the floor on the other. The question here is whether the fact that they perform discourse functions similar to those of DMs is a sufficient criterion for considering them a type of DM, as some scholars have argued. In our opinion, there are at least four criteria that could be taken into account to support the claim that GEs are not a type of DMs, but just another type of pragmatic expressions or discourse particles: their fixed position after a clause or a sentence; their semantic transparency and functional interchangeability; their constructional nature and the fact that they do not stem from grammatical categories or adverbial or prepositional phrases; and finally, their different cognitive anchoring, as evidenced by research on second language acquisition and languages in contact: GEs are not transferred from the dominant to the dominated language.
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No existen apenas estudios diacrónicos en la lingüística española sobre los apéndices generalizadores (general extenders), cuya gramaticalización ha seguido un proceso paralelo al de otros elementos discursivos como los marcadores. Se... more
No existen apenas estudios diacrónicos en la lingüística española sobre los apéndices generalizadores (general extenders), cuya gramaticalización ha seguido un proceso paralelo al de otros elementos discursivos como los marcadores. Se describen aquí algunos de los cambios observados desde al menos la segunda mitad del s. XX que pueden considerarse sintomáticos del proceso de gramaticalización: la fijación morfológica, la pérdida de la función referencial de sus componentes, el anclaje a elementos sin naturaleza nominal, la adquisición de un nuevo significado procedimental y el desarrollo de funciones metadiscursivas no ligadas al significado referencial primigenio.
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The majority of Spanish discourse analysts do not consider general extenders as a type of discourse marker (a position this paper adheres to) and as a result, not many studies have been devoted to determining their characteristics. This... more
The majority of Spanish discourse analysts do not consider general extenders as a type of discourse marker (a position this paper adheres to) and as a result, not many studies have been devoted to determining their characteristics. This paper presents a description of the principal forms, semantic nature and discourse functions performed by general extenders in European Spanish. The analysis is based on a large amount of data (3 700 000 tokens from two spoken corpora, Corpes XXI and Val.Es.Co. Corpus) and considers different text types and discourse genres. The research focuses on two types of pragmatic functions attributed to general extenders that are the result of semantic bleaching, i.e., they have lost their original referential meaning in order to highlight common ground in interactions: interactive functions (politeness, hedging, intensification) and metadiscourse functions (delimitation, marking transitional relevance places and forward planning). Spanish data support the hypothesis that strong cross-linguistic similarities exist at both a formal and functional level. Further lines of research in the field of Spanish linguistics are highlighted in the final considerations.
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The present paper deals with the acquisition of discourse markers (DMs) in L2 Italian in two different groups of learners and focuses on the methodological problems of comparing interlanguage corpora produced in immersion and... more
The present paper deals with the acquisition of discourse markers (DMs) in L2 Italian in two different groups of learners and focuses on the methodological problems of comparing interlanguage corpora produced in immersion and non-immersion contexts. The learners are Spanish speakers with an A2 level in Italian and the corpus has been collected in two different settings: a full-immersion context at the University of Calabria in Italy and a guided-learning context at two language schools
in Spain. The research focuses on the acquisition of interactional discourse markers and their role in the dynamics of conversations both between non-native speakers and between native and non-native speakers. We analyse the most frequent interactional functions conveyed by DMs, the types employed by native speakers and learners in each of these functions and their frequency. Our results show how acquisition in immersion and non-immersion contexts differs not in the variety of interactional functions displayed by non-native speakers but in the higher number of types of discourse markers employed, and presents the advantages and drawbacks of learning processes in both types of contexts regarding pragmatic strategies.
in Spain. The research focuses on the acquisition of interactional discourse markers and their role in the dynamics of conversations both between non-native speakers and between native and non-native speakers. We analyse the most frequent interactional functions conveyed by DMs, the types employed by native speakers and learners in each of these functions and their frequency. Our results show how acquisition in immersion and non-immersion contexts differs not in the variety of interactional functions displayed by non-native speakers but in the higher number of types of discourse markers employed, and presents the advantages and drawbacks of learning processes in both types of contexts regarding pragmatic strategies.
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Lo scopo di questa ricerca è analizzare alcune delle strategie conversazionali adoperate da apprendenti di italiano LS con livelli di competenza linguistica iniziale e intermedia corrispondenti al livello A2 e B1, rispettivamente, del... more
Lo scopo di questa ricerca è analizzare alcune delle strategie conversazionali adoperate da apprendenti di italiano LS con livelli di competenza linguistica iniziale e intermedia corrispondenti al livello A2 e B1, rispettivamente, del QCER (2018). In particolare, ci interessa osservare le risorse linguistiche per manifestare l'accordo, una fra le funzioni discorsive più ricorrenti nell'interazione tra parlanti non nativi (ma anche tra parlanti madrelingua) e che, come vedremo, ingloba diverse sottofunzioni. La ricerca è basata su dati provenienti da due corpora raccolti fra apprendenti ispanofoni e lusofoni: il Corpus SE (Spagnolo Europeo è la L1 degli apprendenti), formato da registrazioni tratte sia dal corpus A. Ma.Dis. realizzato dall'omonimo gruppo di ricerca dell'Università Complutense di Madrid (Spagna), sia dal corpus IFI (Di Stefano, 2018); il Corpus PB (Portoghese Brasiliano è la L1 degli apprendenti), creato da Roberta Ferroni dell'Università di Sao Paolo del Brasile, anch'esso fa parte di un corpus più vasto denominato Ma dai!. Il confronto tra questi due corpora ci ha permesso di osservare gli elementi linguistici che ricorrono nell'interlingua di entrambi i gruppi che condividono lingue materne affini all'italiano, ma anche gli usi divergenti di alcuni elementi significativi, con particolare attenzione ai marcatori del discorso (d'ora in poi MD). Le domande che stanno alla base di quest'indagine e alle quali cercheremo di rispondere nel corso del lavoro sono le seguenti: a) All'interno della funzione globale di manifestazione dell'accordo si possono distinguere diverse sottofunzioni che chiameremo accettazione, allineamento e assenso. Ad un livello A2 e B1 di competenza linguistica gli apprendenti sono consapevoli delle differenze tra le tre funzioni? Questa consapevolezza si riflette anche nelle diverse risorse linguistiche impiegate? Come cambiano le risorse nel passaggio da un livello all'altro? b) Si possono individuare strategie ed elementi comuni ai due gruppi di apprendenti e che derivino dal fatto che si tratta di parlanti nativi di lingue affini all'italiano? c) Oltre ai MD quali altri elementi linguistici e discorsivi sono usati con questo scopo? Si tratta di elementi che convergono con l'uso che ne fanno i nativi o invece sono propri dell'interlingua di questo livello? L'articolo si apre con una riflessione teorica sulla funzione discorsiva della manifestazione dell'accordo e i suoi tipi, il ruolo che gioca nella struttura e nello svolgimento della conversazione e la preferenza per determinate risorse linguistiche, tra le quali spiccano i MD (§ 2). In seguito passiamo in rassegna alcuni studi sull'acquisizione
Si bien aunque es considerada el prototipo de conjunción concesiva en las descripciones gramaticales, los corpus documentan, sobre todo en textos orales, un uso más próximo al de conjunciones adversativas como pero. Por ello, los textos... more
Si bien aunque es considerada el prototipo de conjunción concesiva en las descripciones gramaticales, los corpus documentan, sobre todo en textos orales, un uso más próximo al de conjunciones adversativas como pero. Por ello, los textos literarios que tratan de evocar la oralidad en los diálogos de los personajes o en la voz del narrador recurren con frecuencia a estos usos adversativos de aunque característicos de la inmediatez comunicativa. En este trabajo, tras contrastar los usos concesivos y los adversativos de esta conjunción, se analizan los valores restrictivos, refutativos y rectificativos de aunque adversativo en textos de oralidad fingida de Martín Gaite y Mañas.
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Lo scopo di questa ricerca è analizzare alcune delle strategie conversazionali adoperate da apprendenti di italiano LS con livelli di competenza linguistica iniziale e intermedia corrispondenti al livello A2 e B1, rispettivamente, del... more
Lo scopo di questa ricerca è analizzare alcune delle strategie conversazionali adoperate da apprendenti di italiano LS con livelli di competenza linguistica iniziale e intermedia corrispondenti al livello A2 e B1, rispettivamente, del QCER (2018). In particolare, ci interessa osservare le risorse linguistiche per manifestare l'accordo, una fra le funzioni discorsive più ricorrenti nell'interazione tra parlanti non nativi (ma anche tra parlanti madrelingua) e che, come vedremo, ingloba diverse sottofunzioni. La ricerca è basata su dati provenienti da due corpora raccolti fra apprendenti ispanofoni e lusofoni: il Corpus SE (Spagnolo Europeo è la L1 degli apprendenti), formato da registrazioni tratte sia dal corpus A. Ma.Dis. realizzato dall'omonimo gruppo di ricerca dell'Università Complutense di Madrid (Spagna), sia dal corpus IFI (Di Stefano, 2018); il Corpus PB (Portoghese Brasiliano è la L1 degli apprendenti), creato da Roberta Ferroni dell'Università di Sao Paolo del Brasile, anch'esso fa parte di un corpus più vasto denominato Ma dai!. Il confronto tra questi due corpora ci ha permesso di osservare gli elementi linguistici che ricorrono nell'interlingua di entrambi i gruppi che condividono lingue materne affini all'italiano, ma anche gli usi divergenti di alcuni elementi significativi, con particolare attenzione ai marcatori del discorso (d'ora in poi MD). Le domande che stanno alla base di quest'indagine e alle quali cercheremo di rispondere nel corso del lavoro sono le seguenti: a) All'interno della funzione globale di manifestazione dell'accordo si possono distinguere diverse sottofunzioni che chiameremo accettazione, allineamento e assenso. Ad un livello A2 e B1 di competenza linguistica gli apprendenti sono consapevoli delle differenze tra le tre funzioni? Questa consapevolezza si riflette anche nelle diverse risorse linguistiche impiegate? Come cambiano le risorse nel passaggio da un livello all'altro? b) Si possono individuare strategie ed elementi comuni ai due gruppi di apprendenti e che derivino dal fatto che si tratta di parlanti nativi di lingue affini all'italiano? c) Oltre ai MD quali altri elementi linguistici e discorsivi sono usati con questo scopo? Si tratta di elementi che convergono con l'uso che ne fanno i nativi o invece sono propri dell'interlingua di questo livello? L'articolo si apre con una riflessione teorica sulla funzione discorsiva della manifestazione dell'accordo e i suoi tipi, il ruolo che gioca nella struttura e nello svolgimento della conversazione e la preferenza per determinate risorse linguistiche, tra le quali spiccano i MD (§ 2). In seguito passiamo in rassegna alcuni studi sull'acquisizione
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La vaguedad semántica se puede clasificar, siguiendo a Voghera, en sistémica e intencional y esta última a su vez en informativa, relacional y enunciativa. Las lenguas cuentan con un amplio abanico de elementos semánticamente vagos, entre... more
La vaguedad semántica se puede clasificar, siguiendo a Voghera,
en sistémica e intencional y esta última a su vez en informativa, relacional y enunciativa. Las lenguas cuentan con un amplio abanico de elementos semánticamente vagos, entre los que hemos querido destacar dos marcadores de aproximación que son capaces de vehicular los tres tipos de vaguedad intencional. Esta coincidencia funcional convierte al esp. en plan en el mejor equivalente del it. tipo, si bien sociolingüísticamente existe una diferencia entre ambos, ya que el primero pertenece todavía al lenguaje juvenil mientras el segundo ha pasado ya a la lengua general. Proponemos una clasificación de las funciones desempeñadas por ambos elementos que
permite llevar a cabo una comparación minuciosa entre ambos.
en sistémica e intencional y esta última a su vez en informativa, relacional y enunciativa. Las lenguas cuentan con un amplio abanico de elementos semánticamente vagos, entre los que hemos querido destacar dos marcadores de aproximación que son capaces de vehicular los tres tipos de vaguedad intencional. Esta coincidencia funcional convierte al esp. en plan en el mejor equivalente del it. tipo, si bien sociolingüísticamente existe una diferencia entre ambos, ya que el primero pertenece todavía al lenguaje juvenil mientras el segundo ha pasado ya a la lengua general. Proponemos una clasificación de las funciones desempeñadas por ambos elementos que
permite llevar a cabo una comparación minuciosa entre ambos.
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El objetivo de este trabajo es presentar una descripción detallada de los usos discursivos de ahora en el español hablado, en su variante europea, atendiendo a sus funciones discursivas, sus valores semánticos y sus posiciones... more
El objetivo de este trabajo es presentar una descripción detallada de los usos discursivos de ahora en el español hablado, en su variante europea, atendiendo a sus funciones discursivas, sus valores semánticos y sus posiciones enunciativas. Los usos discursivos de un deíctico temporal como "ahora" no son exclusivos del español, sino que adverbios deícticos temporales equivalentes han desarrollado usos discursivos más o menos cercanos a los que encontramos en español. Véanse al respecto los estudios sobre ingl. now (Schiffrin, 1987, Aijmer, 1998, Schourup, 1983 [1985], 2011), al. jetzt, y en las lenguas románicas fr, maintenat (De Saussure, 2008, Baranzini y De Saussure, 2009), it. ora, adesso (Baranzini y De Saussure, 2009, Innocenti, 2010), entre otras. Para realizar este trabajo, hemos tratado de recabar evidencia empírica en varios corpus de español oral, entre otros los dos corpus recogidos por el grupo Val.Es.Co. (Corpus Val.Esco.Co. 2002 a cargo de Antonio Briz y el grupo Val.Es.Co.; Corpus Val.Es.Co. 2.0, a cargo de Salvador Pons y Adrián Cabedo), la parte oral del español peninsular del CREA, la parte oral del CORPES XXI, el corpus COLA y el Corpus Complutense, que recoge interacciones entre estudiantes universitarios de primer año de carrera y que está todavía en fase de elaboración.
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RESUMEN En este trabajo analizamos las funciones discursivas de ahora en sus dos variantes: la forma simple ahora, característica de la lengua coloquial, suele aparecer en contextos de inmediatez comunicativa (Beinhauer 1958 [1973: 109];... more
RESUMEN En este trabajo analizamos las funciones discursivas de ahora en sus dos variantes: la forma simple ahora, característica de la lengua coloquial, suele aparecer en contextos de inmediatez comunicativa (Beinhauer 1958 [1973: 109]; Santos 2003, Fuentes 2009), mientras el conector ahora bien constituye un nexo del registro culto limitado casi exclusivamente a los textos de la distancia comunicativa (Montolío 2000, Domínguez 2007). Nuestro estudio rastrea en la historia del español el proceso de gramaticalización por medio del cual este adverbio temporal ha adquirido usos discursivos (Garachana 1998, Elvira 2009, Azofra 2010, Octavio de Toledo 2018), muchos de los cuales no han pervivido en la lengua actual, pues hasta el s. XIX no quedan fijadas las funciones que el conector tiene en el español contemporáneo y, en concreto, la de conexión contraargumenativa con la que habitualmente se le identifica. PALABRAS CLAVE: deíxis, marcador discursivo, gramaticalización, transición discursiva, conexión contraargumentativa FROM DEIXIS TO DISCOURSE MARKER: FUNCTIONS AND GRAMMATICALIZATION OF SP. AHORA (BIEN) 'NOW' ABSTRACT We analyse in this article the discursive functions of ahora 'now' under its two forms: the simple form ahora, frequent mainly in spoken language and therefore used in contexts of communicative immediacy (Beinhauer 1973: 109; Santos 2003, Fuentes 2009) and the connective ahora bien, almost limited to texts of communicative distance (Montolío 2000, Domínguez 2007). Our research traces back the path of grammaticalization in the history of Spanish to show how this temporal adverb acquired discursive uses (Garachana
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Loureda, Óscar, Adriana Cruz, Martha Rudka, Laura Nadal, Inés Recio, and Margarita Borreguero Zuloaga. 2015. "Focus Particles in Information Processing: An Experimental Study on Pragmatic Scales with Spanisch incluso." In Focus particles... more
Loureda, Óscar, Adriana Cruz, Martha Rudka, Laura Nadal, Inés Recio, and Margarita Borreguero Zuloaga. 2015. "Focus Particles in Information Processing: An Experimental Study on Pragmatic Scales with Spanisch incluso." In Focus particles in the Romance and Germanic languages. Experimental and corpus-based approaches, Linguistic online, edited by Anna Maria De Cesare and Cecilia Andorno, 129-151.
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This corpus-based research analyses the most frequent discourse markers (DMs) employed by Spanish learners of L2 Italian to express agreement in spoken informal interactions. These DMs contribute greatly to the development of interactions... more
This corpus-based research analyses the most frequent discourse markers (DMs) employed by Spanish learners of L2 Italian to express agreement in spoken informal interactions. These DMs contribute greatly to the development of interactions by building the grounding process (acknowledging what has been said by the communication partner) and by referring back to the common ground which results from the grounding process. Signalling agreement and reception are especially frequent in L2 because learners encourage each other to go forward with the conversational task through these two discursive functions and DMs play a key role in expliciting both of them. We offer a detailed analysis of the way DMs such as d’accordo, ok, bene and va bene are used by non-native speakers (NNS) of Italian in comparison to native speakers (NS) and we conclude that there is no clear path of acquisition of these elements and situation is close to fossilization. Besides, learners overuse these DMs since the first stages of acquisition because of the small set of lexical units at their disposal which contrast sharply with their communicational necessities, which could explain some cases of code switching.
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En este trabajo se define desde un punto de vista formal, semántico e informativo un tipo de sintagmas nominales encapsuladores. Se trata de sintagmas nominales con un componente anafórico que reifican y recategorizan fragmentos... more
En este trabajo se define desde un punto de vista formal, semántico e informativo un tipo de sintagmas nominales encapsuladores. Se trata de sintagmas nominales con un componente anafórico que reifican y recategorizan fragmentos discursivos para convertirlos en puntos de anclaje informativos (temas) a partir de los cuales poder desarrollar el discurso. Son los llama-dos encapsuladores anafóricos (temáticos). Se propone asimismo una clasificación de los tipos de sintagmas que pueden desempeñar esta función discursiva, atendiendo a 3 parámetros: (a) la naturaleza léxico-semántica del núcleo nominal; (b) la presencia o ausencia de componentes axiológicos en el sintagma, y (c) el elemento sintagmático portador de dicho componente. Se pretende de este modo sistematizar en una única taxonomía los distintos tipos de encapsuladores que, bajo distintas funciones, han sido analizados en la bibliografía, siempre y cuando presenten las características formales e informativas descritas. Abstract: We define a type of nominal phrases which have incapsulation functions in discourse from a formal, semantic and informative point of view. These nominal phrases contain some anaphoric elements and they reify and reconceptualise previous text chunks which became informative points of anchorage (themes) for further discourse developments. They are the so (*) Este trabajo se ha desarrollado en el marco del proyecto «Tradiciones discursivas, tradiciones idiomáticas y unidades de análisis del discurso en la historia del español moderno» (FFI2014-51826-P), financiado por el Ministerio de Economía, Industria y Competitividad.
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This contribution describes an experimentation conducted with a Master degree group of students at the Complutense University of Madrid, in order to observe their capability to identify a series of textual and phrasal connectives in... more
This contribution describes an experimentation conducted with a Master degree group of students at the Complutense University of Madrid, in order to observe their capability to identify a series of textual and phrasal connectives in Italian as L2 through the analysis of three texts (of different linguistic levels) extracted from the A.Ma.Dis corpus. The data show that the intervention was a successful inductive and corpus-based learning experience, and that the students were able to identify and classify connective elements quite correctly. Data collected by the students also show a clear convergence between the increase of the number and variety of connectives used by non-natives and the improvment of their global proficiency.
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The onomasiological approach (from function to form) to the study of the acquisition of discourse markers in L2 proposed here takes discursive functions as a starting point and analyses which strategies are employed by the learners to... more
The onomasiological approach (from function to form) to the
study of the acquisition of discourse markers in L2 proposed here takes
discursive functions as a starting point and analyses which strategies are employed by the learners to convey those functions. In this paper this theoretical approach is briefly presented and illustrated with some metadiscursive functions found in a corpus of Spanish speakers of L2 Italian and a corpus of L1 Italian speakers. Its main advantage is that it offers a complex picture of the acquisitional process that goes beyond lexical acquisition of these units and allows for a global understanding of the dynamics of learner varieties.
study of the acquisition of discourse markers in L2 proposed here takes
discursive functions as a starting point and analyses which strategies are employed by the learners to convey those functions. In this paper this theoretical approach is briefly presented and illustrated with some metadiscursive functions found in a corpus of Spanish speakers of L2 Italian and a corpus of L1 Italian speakers. Its main advantage is that it offers a complex picture of the acquisitional process that goes beyond lexical acquisition of these units and allows for a global understanding of the dynamics of learner varieties.
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This paper examines how native speakers (NS) and non-native speakers (NNS) of Italian approach topic organisation (topic shift, topic closure, digressions, topic recovery, and summary) in oral interactions. The research focuses on which... more
This paper examines how native speakers (NS) and non-native speakers (NNS) of Italian approach topic organisation (topic shift, topic closure, digressions, topic recovery, and summary) in oral interactions. The research focuses on which discourse markers (DMs) are used when speakers try to organise discourse topics, and the differences between NS and NNS when performing such metadiscourse functions. The analysis is based on data from a spoken corpus designed to study conversational strategies in Spanish learners of L2 Italian. It reveals that the acquisition of metadiscourse functions progresses at different rates depending on the function: whereas learners have a good pragmatic competence in using DMs for the introduction of new topics in conversation, they have difficulties with other functions such as topic closure or summary. In addition, the function of topic recovery after a digression is explicitly marked by NNS by DMs which are not found in native varieties.
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This paper proposes a syntactic, semantic and pragmatic description of structures like El gato, que ha tirado un vaso (The cat, that drop a glass) which have not received attention in the literature about spoken Spanish. We will first... more
This paper proposes a syntactic, semantic and pragmatic description of structures like El gato, que ha tirado un vaso (The cat, that drop a glass) which have not received attention in the literature about spoken Spanish. We will first discuss if it is a type of cleft constructions with elliptical copula or a type of left dislocation. After rejecting both explanations, we propose that the structure is the result of different linguistic changes responding to the cognitive need of keeping an information structure based on the topic-comment partition: first an elision of a non-referential topic appearing in eco-answers, then fronting movement of the referential element and finally a reanalysis of the structure as a new topic-comment structure acting as a presentative construction with definite referents in spoken Spanish.
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M. Chini (ed.), Il parlato in [italiano] L2: aspetti pragmatici e prosodici. Milano, FrancoAngeli, 141-165
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Research Interests: Second Language Acquisition, Spanish as a Foreign Language, Corpus Linguistics and Discourse Analysis, Information structure (Languages And Linguistics), Information Structure, and 3 moreTeaching Italian as a Second Language, Didattica, Italiano L2, Teaching Italian as a Second Language, and Spanish L2
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János S. Petőfi (Miskolc 1931- Budapest 2013) was one of the founders of Text Linguistics in Germany in the early 70’s. He developed different text models, the most famous of which were the Text Structure World Structure Theory (TeSWeST)... more
János S. Petőfi (Miskolc 1931- Budapest 2013) was one of the founders of Text Linguistics in Germany in the early 70’s. He developed different text models, the most famous of which were the Text Structure World Structure Theory (TeSWeST) and Semiotic Textology, when he widened broadened his research interest to study multimedial texts. In this bookbook, some of his colleagues and disciples deal with some of his theoretical contributions to prove the enormous impact of his thoughts in the fields of Linguistics, Literary theory, Rhetoric and Semiotics. Andor and Hölker deal with the notion of coherence, which Petőfi deemed to be the only sufficient condition for textuality, while other authors explore the relationships between his textual models and disciplines such as Cognitive Linguistics (Bernárdez), Corpus Linguistics (Barbera and Marello) and Computer Linguistics (Navarro). Albaladejo and Chico propose how the TeSWeST could be modified and extended to become a theoretical framework for Rhetoric studies, while Giuffrè explores the place of Philology in the constellation of disciplines surrounding Semiotic Textology. Finally, Pascucci reflects upon the possibility of to designing communication processes in an Art Museum according to Petőfi’s theoretical principles. The volume contains also a heartfelt text by Vitacolonna on the Hungarian scholar and a long interview between Petőfi and Andor in which the reader will ‘hear’ Petőfi’s voice talking about his life and work.
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ed. by Margarita Borreguero Zuloaga
(Ricognizioni IV: 8)
(Ricognizioni IV: 8)
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El objetivo de esta obra es ofrecer un instrumento para el análisis de la escritura funcional contemporánea, en sus diversas tipologías y manifestaciones, además de una representación abstracta de la textualidad escrita. Para ello se... more
El objetivo de esta obra es ofrecer un instrumento para el análisis de la escritura funcional contemporánea, en sus diversas tipologías y manifestaciones, además de una representación abstracta de la textualidad escrita. Para ello se propone un modelo de la organización semántico-pragmática del texto escrito, que presta especial atención al componente lingüístico de dicha organización. El modelo se basa en dos hipótesis fundamentales: (a) en el componente semántico del léxico, de la sintaxis y de la puntuación ya están codificados ciertos valores textuales y (b) la actualización comunicativa de tales valores está mediada por la articulación informativa del enunciado, que desarrolla de este modo el papel de interfaz entre dos sistemas de organización de la comunicación verbal – el lingüístico y el textual – regidos por principios profundamente diversos.