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Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Disinformation is a social problem that is reproduced in different discursive contexts and generates confusion in complex political issues, such as the protection and social integration of vulnerable groups. Applied linguistics, through the analysis of the pragmatic characteristics of discourses, can help to understand the construction of these disinformation stories as well as offer keys to counteract them in a process of media literacy that seems increasingly necessary. This article aims to reveal the pragmatic keys of disinformation discourses on groups vulnerable to diverse inequalities (immigrants, women and the LGBTI+ group) in the Spanish media context. Through the Critical Discourse Analysis of disinformation pieces identified by fact-checkers, it is detected that the disinformation aimed at the three groups is similar in its perlocutionary force and its incitement to a reaction from the recipient, but differs in the expression of intellectual, emotional and moral attitudes.

For some time now, great importance has been attached to intercultural competences in teaching foreign languages. The aim of this article is to present the contribution of cognitive grammar and pragmatics to this thematic axis in Spanish as a foreign language class. To achieve this, we will focus on the concept of prototype and stereotype. For this we will proceed to deciphering the meanings contained in the word „Spaniard”. Next, we will try to explain the reasons for their occurrence by observing some communica-tive behaviors that can also form the basis of denigration humor. We believe that linguistics can help in teaching intercultural competences as it helps to understand the causes of various misunderstandings that arise between representatives of different nations; misunderstandings, which often become the basis of various stereotypes reflected in slanderous humor. It is worth adding that the role of linguistics in this area is not only to convey knowledge about a specific language – in this case Spanish – but also to help understand the functioning of the human language and in this way educate future generations. Only by understanding the processes taking place in stereotypes, i.e., how they arise, how they work and how they can be reflected in humor, will we be able to overcome them.

This study aims at tracing the sender’s linguistic imprint in six accounts of events written in English in the 17th century. These documents have barely been examined from a linguistic perspective, which justifies the need of the current research in order to shed more light on the study of the History of the English language, in accordance with the principles of Sociopragmatics. The sender of these documents will be seen in the text through the use of evaluative nouns and adjectives, which can sometimes be an evidence of a certain orality, intended or not, which could represent a defining feature of the accounts of events. The present analysis does not only look forward to contributing to a better knowledge of these documents that have fallen into oblivion, but it also seeks to achieve a better sociohistorical understanding of England in the 17th century.

Abstract This paper examines the triadic dynamics of baby-teacher-book during shared reading in an Early Childhood Education School to explain how educational teaching practices can enhance initial reading experiences and development processes in Early Childhood. A ten-months-old baby and a teacher participated in this study and, as an instrument for data collection, reading situations were registered and later these sessions were weighted through use of microgenetic analysis. From the analysis of the data present in the detailed case, it was identified the emergence of qualitative indicators that favoured the involvement of the baby in the activity, the mediation and educational actions of the teacher and the use of the book were more frequent. The effective use of the object book with that baby has contributed to qualitative changes in the baby’s development and learning and emphasizes the incentive to share reading with other children.

This study examines how didactic materials of Portuguese as a Foreign Language (textbooks, grammars) describe forms of address in European Portuguese and the discourses they postulate to legitimise verbal addressive behaviour, in particular when it comes to the pronoun você. The main findings are: textbooks and grammars legitimise the usage of você whilst excluding vós, despite the fact that some acknowledge the ambiguous status of você as neither a T nor a V form; the complexity and instability of the system of forms of address means that they are present in textbooks primarily apropos of other linguistic content (grammatical items such as verb conjugations, speech acts such as requests, introductions, greeting), usually precluding the field of Portuguese as a Foreign Language from postulating clear, transparent explanations guiding foreign learners in how to address others.

This study aims to discuss Brazil’s foreign policy options given the changes in the international system. Faced with a tenser environment and a peripheral position, the question arises as to whether the country should choose sides or maintain its autonomy. We argue that Brazil should continue to build on the legacy of its strategic actions in the face of past challenges to hegemony. The current situation narrows the space for hegemonic action and opens up possibilities for rupture, placing Brazil at a cross-roads. Brazil is an active member of the BRICS and therefore part of the zone where the liberal order is being contested; it is also part of the zone of American influence in the Western Hemisphere and has a strong democratic regime, which makes it part of the Western front. We pay particular attention to the risks and opportunities in the main partnerships of the Global South, which contrasts with Brazil’s centuries­‑old partnership with the US and Europe. BRICS allows for an institutionalised rapprochement with non­‑Western powers on non-security issues without jeopardising Brazil’s rapprochement with the West. Our study is based on a contemporary historical approach to Brazil’s relations with the great powers and the recent transformations in the international system. [ABSTRACT FROM AUTHOR]

By means of relevance theory, a cognitive approach to pragmatics, we propose in this paper an analysis that aims to simulate an interpretive process, applying some theoretical-analytical elements presented by the authors in their work Relevance, Communication and Cognition as well as subsequent papers. The purpose of the study is to examine, from a given perspective, the way in which inferential processes of understanding are generated from the questioning of two lawyers, in opposing positions, to the same witness and one of the defendants in the trial involving a couple of movie actors which took place recently in the State of Virginia, United States. [ABSTRACT FROM AUTHOR]

Copyright of Revista Horizontes de Linguística Aplicada is the property of Revista Horizontes de Linguistica Aplicada and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Sociologia & Antropologia is the property of Sociologia & Antropologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Brazilian English Language Teaching Journal is the property of Brazilian English Language Teaching Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract In this paper I critically address some ideas presented in Patrick Duffley’s book Linguistic Meaning Meets Linguistic Form. Duffley adopts the semiological principle that linguistic signs have stable meanings. I argue that this principle leads Duffley to an artificial description of the meaning of the preposition for, in attempting to avoid the charge of polysemy. Another issue is that the principle is not consistently followed throughout the book, such as in Duffley’s analysis of the meaning of start, or in his acceptance of words with encyclopedic meanings. I also point out that the proposed meaning of start and the view that the meaning of some words is encyclopedic have problems of their own.

Abstract In this introduction we present Patrick Duffley's book Linguistic Meaning meets Linguistic Form, as well as the contributions that each scholar has brought into the debate on linguistic meaning and form. They deal with semantic and foundational issues regarding a sign-based approach to meaning.

Drawing on scholarly works that are both ethnographically-based (such as Stephen Levinson and Elinor Ochs’s) and socially-based (such as Jacob Mey and Joana Pinto’s), this paper takes a particular stance on linguistic pragmatics. Originally named by Peirce and established as a perspective – rather than a discipline – pragmatics gathers researches from different traditions around the world. In departmental terms, people working on language from a pragmatic perspective may be affiliated with areas such as sociolinguistics, linguistic anthropology, applied linguistics, neurolinguistics, etc., yet a family resemblance unites them: pragmatics seen as social science, which stands for both a field ethnographically oriented to the role, ideologies and agency of language users, and science “in society,” politically situated. The paper revisits language ethnographies in Oceania and Africa, in addition to semantically-oriented scholarship. I conclude, with Rajagopalan, that a diversity of problems investigated in pragmatics are refinements from subjects’ situated action [ABSTRACT FROM AUTHOR]

Wilson (2012; 2018; 2019) has been conducting literature studies within the relevance theory program by exposing two conflicting conceptions. First is the notion held by relevance theory and its supporters that relevance can contribute to literary studies. The second conception is a counterpoint from literary theory by literary critic Keith Green (1996), that relevance has little to contribute to literary studies. We analyse both points of view, as asserted by Wilson and Green and we discuss the nature of linguistic communication theories and literary theories. We propose that, although they share the same observational object – literature – relevance theory and literary theory do not share the same theoretical object, so that the equivalence of both is a mistake. From such a mistake results a theoretical incommensurability problem and an imminent risk of pragmatics failing in its initiative to systematize literary phenomena. [ABSTRACT FROM AUTHOR]

Abstract In this review I provide a brief analysis of the main features of the collective volume Shifting Concepts (Oxford University Press, 2020), edited by Teresa Marques and Åsa Wikforss. The volume addresses several related topics, and it contains contributions from psychologists and philosophers. It deals with the topic of concept variation understood in a broad sense, for it tackles diachronic, contextual, interpersonal and even intrapersonal variation; besides, the second part of the book is devoted to the topic of concept revision and amelioration. I provide a brief description of the book and then I critically assess each of the contributions.

In this paper a proposal for a didactic unit designed for Brazilian students of Spanish is presented. The aim is to develop pragmatic competences in the target language. In the unit, the activities are distributed along some meetings, and the following pragmatic subjects are discussed: the relative value of diminutives; formality and forms of negation. The concepts of sociopragmatics, pragmalinguistics and pragmatic scripts (BRIZ, 2004) are also discussed. The activity, developed within Usage-based language approach (ELLIS; LARSEN-FREEMAN, 2009; BYBEE, 2010), is concluded with a realization of a final task (NUNAN, 1996; ESTAIRE, 2007). The proposal was designed to fulfill students' needs of sensitization about pragmatics for improving literacy in the foreign language. [ABSTRACT FROM AUTHOR]

This paper discusses two topics which are very popular nowadays among the academics dealing with foreign language teaching, namely: intercultural competence and pragmatic error. The author notes the fact that those two notions appear separately, because the starting points for discussing them are usually different fields of science. The aim of the paper is to demonstrate that on one hand the two notions need to be treated uniformly, and on the other, that the pragmatic error should be included in error classifications which are references for both the authors of handbooks as well as people educating future teachers. For that purpose, the author defines intercultural competence, presents various approaches to error and its classification in teaching, and then explains what pragmatic error is and describes its linguistic characteristics.

The objective of this study is to reflect on the Spanish time expressions that function as deictic elements. Deixis is a phenomenon strictly related to aspects of a pragmatic nature since it depends on the situational context in which the participants of the communicative act are. We want to search, discover and describe the pragmatic conditioning that determines the appearance and operation of this type of element in Spanish. Our idea is to demonstrate that in time deictic expressions the semantic content is not enough for speakers to use these expressions properly. It is necessary to resort to information that exceeds the level of meaning and find guidelines for the good interpretation of the expression in the situational and personal context. The group of time deictics is not heterogeneous from the formal point of view. It includes simple elements (for example, adverbs) and more or less complex elements (noun and prepositional phrases). We will focus on this second group and, above all, on the nominal constructions that include determinants and temporal adjectives since in this type of structure each constituent element performs a different semantic-pragmatic function and only the combination of these allows us to discover the definitive value of the set.

In this article we intend to present the theoretical bases for the contrastive study of colloquial and formal registers from a pragmatic point of view. Although we start from the point of view of contrastive linguistics, we consider that neither the comparison of the theoretical grammars of two languages, nor the description of specific actions of learners of an L2, can show the nuances of the formal and colloquial registers.Formal and colloquial registers should not be understood as watertight departments with no relationship between them, but as two extremes within the continuum of speech. Obviously, this continuum will differ depending on the language in question, since certain lexical, pragmatic or syntactic elements, among others, can be understood as corresponding to different registers.Now, how should we face the contrast of this continuum belonging to different languages? In the paper we present both the techniques used to measure the attitude of the interviewees regarding different elements of the colloquial and formal records, as well as the concepts that will help us to analyse the data obtained. Finally, the analysis can draw conclusions that refer to the learning process and the teaching process.

In this paper I intend to review some theories of the article, paying attention to the relations they establish between reference and +/–definiteness of a noun phrase (NP). The prototypes of +/–definiteness in Spanish are the definite and indefinite articles and NPs determined by them. Nevertheless, the actual reference of a NP depends mostly on its use (a speech act) and varies according to its pragmatic context. Reference and definiteness are mutually related concepts accompanied by pragmatic and semantic implications. I wish to make a critical overview of some proposals in this field of research.

Emmanuel Carrère distances himself from what he calls “intelligence” whose pragmatics and ethics recalls irony’s ones. In Yoga, his conception on writing, mixing aesthetics with ethics, is based on an ideal of authenticity and sincerity. Even if Emmanuel Carrère acknowledges the possible shortcomings of this ideal, he tries to embody it through an ethos of fragility and vulnerability.

Abstract: The ICAO Language Proficiency Rating Scale offers parameters for aeronautical English teaching and assessment focused on oral skills. It assists governments worldwide in assessing pilots and air traffic controllers’ English proficiency, licensing them for international operations. This paper addresses two of the six linguistic areas listed in the Rating Scale, namely fluency and interaction, to understand what conversational elements are present in pilot-controller communications with a view to informing pedagogical material. The analysis is based on a corpus of pilot-controller radio communications in abnormal situations, revealing a more spontaneous code as opposed to the documented Standard Phraseology mandated for routine situations. Corpus Linguistics is the methodology chosen for this investigation, concentrated on the top frequent three-word clusters extracted from the corpus. Investigation of these clusters reveals that fluency and interaction are interconnected and should be considered in a broader perspective that takes into account language in use. To illustrate, ‘we’d like’ and ‘if you can’ are commonly employed as requests in this specific register. The paper concludes by suggesting that learners’ awareness of pragmatic aspects of language is pivotal in the aviation English classroom. Keywords: Plain Aviation English; fluency; interaction; Corpus Linguistics; Pragmatics. Resumo: A Escala de Proficiência Linguística da ICAO oferece parâmetros para o ensino e a avaliação do inglês aeronáutico focado nas habilidades orais. Serve para os governos em todo o mundo avaliarem a proficiência em inglês de pilotos e controladores de tráfego aéreo, licenciando-os para operações internacionais. Este estudo aborda duas das seis áreas linguísticas elencadas na Escala, quais sejam, fluência e interação, para compreender quais elementos conversacionais estão presentes nas comunicações entre pilotos e controladores com o objetivo de subsidiar materiais pedagógicos. A análise se baseia em um corpus de comunicações via rádio entre pilotos e controladores em situações anormais, revelando um código mais espontâneo, diferentemente da Fraseologia Padrão oficial mandatória nas situações rotineiras. A Linguística de Corpus é a metodologia utilizada nesta investigação, concentrada nos mais frequentes blocos de linguagem de três palavras evidenciados no corpus de estudo. A investigação desses blocos de linguagem revela que fluência e interação são interconectadas e deveriam ser consideradas a partir da perspectiva da língua em uso. Para ilustrar, ‘we’d like’ e ‘if you can’ são normalmente empregados como solicitações. Conclui-se sugerindo que a conscientização dos aprendizes sobre aspectos pragmáticos da língua é fundamental na sala de aula do inglês aeronáutico. Palavras-chave: Plain Aviation English; fluência; interação; Linguística de Corpus; Pragmática.

In the present text, we show the results from a perception-based study on the forms tu and você in the Rio de Janeiro variety of Brazilian Portuguese, making use of an experimental methodology by applying a sociolinguistic adequacy judgement test (CARVALHO, 2019). Our initial hypothesis was that there are differences between the perceptions of the use of tu and você. These differences are related to the social values associated with the variants, and the absence of the standard agreement marks related to the 2SG with tu (tu faz ___{you do ____/you make ____}). In this project, we adopt Labovian Sociolinguistics and Sociocultural Pragmatics as our theoretical framework. The results point to positive evaluations on the uses of the form você. These results were independent from the types of relation or sentences in use. Thus, they reinforce the variant's neutral character. The same does not hold for tu. It received more positive evaluations when in symmetrical relation than when in asymmetrical ones. Finally, contrary to our expectations, the results show that perceptions on tu do not seem to be related to the lack of standard agreement marks. [ABSTRACT FROM AUTHOR]

Copyright of Veritas is the property of EDIPUCRS - Editora Universitaria da PUCRS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Veritas is the property of EDIPUCRS - Editora Universitaria da PUCRS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Veritas is the property of EDIPUCRS - Editora Universitaria da PUCRS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Soletras is the property of Editora da Universidade do Estado do Rio de Janeiro (EdUERJ) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The present article starts from the already well-known relationship between translation studies and pragmatics and aims to offer an analysis of the way in which several instances of irony in John Galsworthy’s novels are translated into Romanian. The paper approaches the phenomenon of irony comprising pragmatic theories such as: irony as substitute of literal meaning, as echoic mention, as pretence or simulation of illocutionary force of speech acts.

Resumo: O presente estudo tem como principal objetivo refletir acerca do uso da agressividade e da violência verbais na construção da polémica, num corpus de textos de opinião sobre o Acordo Ortográfico de 1990 (doravante AO90), nas perspetivas da Pragmática, da Retórica, da Argumentação e da Linguística Interacional. O estudo parte, fundamentalmente, das noções de ethos e Face Threatening Acts (“atos ameaçadores da face”) com o intuito de verificar quais as estratégias linguístico-discursivas dominantes que veiculam a agressividade e a violência verbais. A análise do corpus permite concluir que os locutores manipulam diversas estratégias na construção da sua argumentação, tendo sempre a intenção de provocar e perpetuar o dissenso. Recorrentemente, os locutores atacam os seus interlocutores ao invés das suas ideias, por um lado, desqualificando-os e, por extensão, denegrindo também os seus apoiantes. Palavras-chave: análise do discurso; pragmática; acordo ortográfico 1990; polémica verbal; violência verbal. Abstract: The main goal of this study is to show the use of aggressiveness and verbal violence in polemical discourses, from a corpus composed by opinion texts concerning the Orthographic Agreement of 1990, taking in account the perspective of Discourse Analysis, Pragmatics, Rhetoric, Argumentation and Interactional Linguistics. The study is mainly based on the notions of ethos and Face Threatening Acts, in order to verify which are the dominant linguistic-discursive strategies that convey aggressiveness and verbal violence. The corpus’ analysis allows us to conclude that the speakers manipulate several strategies in the construction of their arguments, always with the intention of provoking and perpetuating the dissensus. Frequently, speakers confront their opponents, disqualifying them and, by extension, their supporters, instead of discussing the difference of opinion. Keywords: discourse analysis; pragmatics; orthographic agreement of 1990; polemical discourse; verbal violence.

My aim is to elucidate Habermas' pragmatic theory of language as presented in the first chapter of Between Facts and Norms, by relating the theses presented in this part of the book to some theses presented above all in the second part of Post-Metaphysical Thinking in order to elucidate how the discourse theory of law and democracy presented in 1992 is supported by a specific conception of language. Then, I intend to present a critique of Habermas' pragmatic theory of meaning, by showing that the thesis according to which "we understand a speech act when we know what makes it acceptable" is false insofar as it makes the acceptability of the validity claims of a speech act the condition for its understanding. [ABSTRACT FROM AUTHOR]

The present article posits a re-reading of the fairy tale «The Devoted Friend» (Oscar Wilde, 1888) as a critique avant-la-lettre of populist discourses of hegemony. After a theoretical definition of the principles that constitute the populist discourse, the article conflates pragmatic and semantic discourse strategies to construe meaning in the story in search of these principles. The article discusses ideas such as the dialectical opposition between friend and foe, the hegemonic construction of the collective identity «us» vs. «them» and the vertical political structure these atrategies, more often than not, spawn. Ultimately, the article assesses the value of the story as a critical «blueprint» to debunk the social construction of the self in present contexts.

MONOGRAFÍA: FOMENTO Y ENSEÑANZA DE LA COMPETENCIA PRAGMÁTICA EN ELE/EL2: ANÁLISIS DE CASOS Y PROPUESTAS DIDÁCTICAS En este artículo, se reflexiona sobre la enseñanza de las perífrasis verbales de obligación en las clases de español para extranjeros. En primer lugar, se incide en la importancia de que los estudiantes adquieran la competencia pragmática para poder desenvolverse correctamente en interacciones en español. A continuación, se analiza la teoría de los actos de habla y su relación con las estrategias de (des)cortesía. Finalmente, se indaga en las perífrasis verbales de obligación, las cuales no solo se utilizan para transmitir necesidad u obligación, sino también para dar consejos. ABSTRACT This paper reflects on the teaching of the verbal periphrasis of obligation in Spanish classes for foreigners. Firstly, the importance of students acquiring pragmatic competence is studied, because it is necessary for them to function correctly in interactions in Spanish. Then, the theory of speech acts is analyzed acording to its relationship with (im)politeness strategies. Finally, the verbal periphrases of obligation are investigated; these periphrases are used not only to convey need or obligation, but also to give advice.

MONOGRAFÍA: FOMENTO Y ENSEÑANZA DE LA COMPETENCIA PRAGMÁTICA EN ELE/EL2: ANÁLISIS DE CASOS Y PROPUESTAS DIDÁCTICAS El presente estudio se centra en la observación del comportamiento del artículo en dos lenguas afines, español e italiano, con el objetivo de ofrecer una comparación de las estrategias comunicativas. La adquisición de este operador lingüístico plantea a los alumnos y a los docentes una serie de interrogantes que los enfoques más tradicionales ofrecidos por los manuales de gramática y de lenguas extranjeras no siempre son capaces de solventar. Es necesario aplicar nuevos métodos al ámbito del contraste interlingüístico, abandonando el modelo más descriptivo del funcionamiento del artículo y adoptando un enfoque más comunicativo de reflexión metalingüística. Para sacar a la luz determinados fenómenos, examinaremos un corpus de conversaciones task-oriented adoptando las herramientas que nos proporciona la gramática metaoperacional. PRAGMATIC AND CONTRASTIVE ANALYSIS OF THE USE OF THE ARTICLE IN SPANISH AND ITALIAN. This paper presents an analysis of the article in two related languages - Spanish and Italian - with the aim of offering a comparison of communication strategies. The acquisition of this linguistic operator causes problems to students and teachers that the traditional approaches offered by grammar and foreign language manuals are not always able to overcome. New methods are required in the context of interlingual contrast, order to abandon a descriptive model of the article's functioning to reach a more communicative approach of metalinguistic reflection. To bring out certain aspects, we will examine a corpus of task-oriented conversations, adopting the tools provided by meta-operational grammar.

MONOGRAFÍA: FOMENTO Y ENSEÑANZA DE LA COMPETENCIA PRAGMÁTICA EN ELE/EL2: ANÁLISIS DE CASOS Y PROPUESTAS DIDÁCTICAS El presente artículo se centra en identificar las fórmulas de cortesía, canónicas y no canónicas, así como otras estrategias de compensación propias de la interacción oral, usadas por tres tipos distintos de hablantes –L1/L2– y herencia de inglés y español-comparando el uso de estas, para proponer una enseñanza más efectiva de estas construcciones, necesarias pero difíciles de llevar al aula de forma significativa y adecuada, desde el punto de vista pragmático-cultural. A partir del diseño de un role-play de una reclamación de un billete de autobús en inglés y en español y se recogió y analizó un corpus de producción oral de 10 hablantes nativos de español, 10 hablantes de español como lengua de herencia de nivel intermedio y 10 hablantes de español como L2 de nivel intermedio. Los resultados muestran el uso preferente de los atenuadores por parte de los tres grupos como fórmula de cortesía frente a otras estrategias. El grupo de herencia mantiene en español e inglés el uso de las formas canónicas, mientras que estas bajan en los corpora L2 (inglés y español). Las formas directas son las preferidas en los tres grupos. POLITENESS IN THE ORAL COMPLAINS OF L1, L2 AND HERITAGE ENGLISH / SPANISH SPEAKERS In this study we identify and compare the use of politeness, whether they take the form of canonical expressions or non-canonical, as well as, compensation strategies, used by each group of speakers –L1/L2–, and heritage in English and Spanish, with the aim of enhancing language instruction for both L2 Spanish and heritage speaker Spanish learners. A role-play of a bus ticket claim was designed, in English and Spanish, and the production of 10 Spanish native speakers, 10 heritage Spanish speakers –intermediate level– and 10 L2 Spanish speakers –intermediate level– was analyzed. Results show the preference in use of downgraders by all three groups as a form of politeness. Heritage group maintain the use of canonical forms of politeness in both English and Spanish, whereas the use of them decrease in L2 corpora (English and Spanish). Direct strategies are preferred by all groups.

MONOGRAFÍA: FOMENTO Y ENSEÑANZA DE LA COMPETENCIA PRAGMÁTICA EN ELE/EL2: ANÁLISIS DE CASOS Y PROPUESTAS DIDÁCTICAS Un o una hablante que no sea competente a nivel pragmático, nunca lo será comunicativamente y, por ende, encontrará mayores obstáculos para ser aceptada por la comunidad de habla de la lengua meta. El tratamiento de la pragmática parece ser ignorado en la clase de ELE en las escuelas alemanas. La formación y creencias del profesorado, las directrices de la política educativa, factores de carácter económico, así como el peso que se le concede todavía a la progresión gramatical clásica y arbitraria que bebe de la tradición de Elio Donato (s. IV E.C.) se reflejan de forma tanto directa como indirecta en los libros de texto de ELE en el ámbito escolar alemán, hecho que va en detrimento del fomento de una competencia comunicativa global, puesto que la manera en la que se presenta y se enseña la competencia pragmática en los manuales es muy sucinta. Este artículo, además de ilustrar lo anterior, trata de aclarar la importancia de la pragmática y de su fomento ya en las primeras fases de aprendizaje y ofrece un resumen del tratamiento hecho en los manuales de ELE para principiantes de determinados actos de habla. PRAGMATICS AND THE TEACHING OF SPANISH AS A FOREIGN LANGUAGE IN THE GERMAN SCHOOL CONTEXT The speaker who is not competent at a pragmatic level, will never be communicatively competent and, therefore, will encounter greater obstacles to be accepted by the target language speech community. The treatment of pragmatics seems to be ignored in the teaching of Spanish as a foreign language in German schools. The training and beliefs of teachers, the guidelines of educational policy, economic factors, as well as the weight that is still given to the classical and arbitrary grammatical progression that draws from the tradition of Elio Donato (s. IV CE) are reflected both directly and indirectly in the Spanish textbooks used in German schools, a fact that is detrimental to the promotion of global communicative competence, since the treatment of pragmatic competence in them is very poor. This article, in addition to illustrating the above, tries to clarify the importance of pragmatics and its treatment and promotion already in the early stages of learning and offers a summary of the treatment done in Spanisch textbooks for beginners of certain speech acts.

El objetivo de este trabajo es examinar la posición del sujeto intransitivo en mocoví y toba (guaycurúes, Argentina) desde la perspectiva de la interfaz sintaxis-semántica-pragmática. Para ello se analiza un corpus de textos de ambas lenguas considerando la animacidad, estatuto informativo y accesibilidad cognitiva de los referentes codificados como sujetos. Los resultados indican que en las dos lenguas la posición preverbal manifiesta una restricción por los referentes animados, dados y de alta accesibilidad, y en contra de los inanimados, nuevos y de baja accesibilidad, lo que sumado a su baja frecuencia textual sugiere que es el orden de palabras marcado. La posición posverbal, en contraste, no exhibe esas restricciones, lo que junto con su mayor frecuencia sugiere un carácter no marcado. La inspección más detenida, por último, revela que las dos lenguas poseen idiosincrasias, con la motivación semántica como más influyente en mocoví y la pragmática como dominante en toba.

The aim of this paper is to address the issue of teaching politeness in textbooks dedicated to learners of Italian as a foreign language. It is assumed that in today’s ever-changing world, full of conflicts and challenges of various kinds, polite communication has become of increasing importance as it helps overcome differences between the participants of the act of communication and promote a peaceful coexistence. Politeness is a phenomenon particularly sensitive to the situational context: the forms considered appropriate vary according to the parameters such as place, channel, age or status of the interactants. Since the complexity of politeness and the variability of its exponents make it difficult to teach, the purpose of this research is to analyze if and how the current textbooks of Italian deal with this aspect of communicative competence. The paper examines which aspects of politeness are taught and with what methods. The analysis is based on the selected textbooks of Italian published in Italy and Poland, in order to compare their approaches.

Este estudio toma como participantes a 13 niños (media de edad=5;07) bilingües (euskera-español) dominantes en euskera, y contrasta sus resultados con los de niños monolingües (español/euskera) y con adultos (español/euskera) a modo de control. Se empleó una tarea de evaluación de oraciones para (1) testar su conocimiento sobre el significado semántico-pragmático de los cuantificadores algunos y batzuk ‘algunos’ y para (2) comparar (i) las interpretaciones de los bilingües con las de los monolingües y (ii) las de los bilingües en sus dos lenguas. Los resultados mostraron similitudes tanto entre (i) los monolingües y los bilingües como entre (ii) las dos lenguas de los bilingües. Las similitudes entre los grupos de niños (Antoniou et al. 2013, Syrett et al. 2017) parecen obedecer al patrón del desarrollo observado interlingüísticamente (Noveck 2004, Katsos et al. 2016), más que a la (presencia o ausencia de) convergencia bilingüe en la adquisición de cuantificadores débiles.

Na linguística moderna atribui-se à Pragmática o estudo da linguagem do ponto de vista dos falantes, de suas escolhas e coerções que lhes são impostas ao usar a linguagem na interação social (Crystal 2008, Parret 1988). É nesse contexto que pretendemos explorar o tema da (in) flexibilidade pragmática na aquisição de linguagem. Pela sua dimensão performativa a língua sustenta o diálogo entre mãe e criança, apesar da extrema assimetria entre as falas de uma e de outra. Do ponto de vista empírico analisaremos um conjunto de dados oriundos de corpora de crianças entre 2 a 4 anos de idade, no diálogo com adultos; pode-se então observar que no jogo infantil de fazer e desfazer o signo, a língua se impõe por suas “condições permanentes”, abrindo caminho para a implantação da língua materna.

On this occasion we will try to approach a topic that is not mentioned in the grammars, despite being quite frequent in the Spanish language, especially in its colloquial variety: that of the lexical reduplication type café café or guapo guapo. We begin with the explanation and presentation of the pheno-menon and then focus only on the lexical reduplication i.e. the repetition of whole lexemes. We will present its mechanism of quantification (Roca and Suñer 1998), the supposed origin (Paasch-Kaiser 2015), its presence in the corpus and the theories about the role it plays in the language (Escandell Vidal 1991). In the end, we will proceed with the explanation of this phenomenon in terms of pragmatics, above all, that of illocutionary semantics (Wierzbicka 1999) and linguistic ethos (Baran 2010a, 2010b; Kerbrat-Orecchioni 2005; Nowikow 2003, 2006).

This article focuses on the effect of gender agreement mismatches between personal pronouns and their antecedents across sentences. In two acceptability experiments, we test whether acceptability of gender agreement violations on animated nouns may be modulated by grammatical and contextual features of the antecedents of personal pronouns. In the first experiment, we manipulated the “specificity” feature of the antecedent in order to make the antecedent refer either to the class of individuals or to a specific referent. In the second experiment, we used stereotypically male or female proper names to test whether grammatical gender mismatches between personal pronouns and bigender nouns could be attenuated. Although the first experiment showed an effect explainable purely by grammatical factors, against many theories of “semantic” agreement, the results of the second experiment suggest that both the grammatical and the contextual features of the antecedent are computed when speakers evaluate agreement relations between personal pronouns and their antecedents.

Copyright of Trabalhos em Lingüística Aplicada is the property of Universidade Estadual de Campinas - Portal de Periodicos Eletronicos Cientificos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this paper, a specific pragmatic type of request mitigation strategies is analyzed in the dialogues of two Portuguese textbooks for foreigners, namely, the substitutive procedures, as classified by Kerbrat-Orecchioni (2005, 2006). The work is based on speech acts theory (Austin, 1990; Searle, 2002), on Goffman's (1980) concept of face and on Brown and Levinson's (1987) concepts of positive and negative politeness. The results showed that mitigation strategies included assertive formulations more than interrogative. The results also point out failures in the pragmatic treatment of the issue in the books analyzed. [ABSTRACT FROM AUTHOR]

Copyright of Quaestio Iuris (QI) is the property of Editora da Universidade do Estado do Rio de Janeiro (EdUERJ) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This work aims to present a new field which has emerged from the intersection between Corpus Linguistics and Pragmatics: Corpus Pragmatics. To do so, through a literature review as a starting point, we offer an overview that encompasses the origin, addition, we introduce the form-to-function and function-to-form approaches, two investigative models which integrate the discipline. Finally, by means of a case study in order to illustrate one of the possible analytical routes, we investigate the pragmatic marker kind of by employing sifting, a method which comprises the form-to-function approach, in the oral discourse of Brazilian university students. The subcorpora which support the research are the Spoken Corpus of Brazilian Portuguese and L2-English (SCoPE²) and the Brazilian Spoken English Learner Corpus (BraSEL). The results show that when used pragmatically, even in different linguistic contexts, kind of occurs in its three functional domains (attitudinal, interpersonal, textual) and as a constituent part of vague language markers. [ABSTRACT FROM AUTHOR]

Resumo: Este artigo discute a intensificação de adjetivos graduais modificados por muito a partir de uma abordagem referencial do significado. Assumindo a proposta que estipula que temos entidades de tipo no modelo (von STECHOW, 1984; KENNEDY, 1997, 2007; KENNEDY; McNALLY, 2005a, entre outros), argumentamos que, em português brasileiro, há anomalias semânticas na combinação de muito com adjetivos absolutos de grau máximo, como previsto pela literatura. Contudo, nos casos em que a modificação é possível, isso se deve a dois fatores: ou o grau máximo é um padrão funcional convencionalizado, ou o padrão de comparação é intensional, seguindo a hipótese de Toledo e Sassoon (2011), para quem adjetivos absolutos têm classe de comparação intensional, em oposição à classe de comparação extensional dos adjetivos relativos. Por fim, propomos que muito A pressupõe que todos os indivíduos a quem a predicação se aplica sejam A, e que a identificação de um grau máximo como uma função total dos absolutos de grau máximo tem características de uma implicatura. Palavras-chave: semântica; pragmática; adjetivos graduais; modificadores graduais. Abstract: This paper discusses the intensification of gradable adjectives modified by muito ‘very’ using a referential approach to semantics. Assuming an approach which stipulates that there are entities of type in the model (von STECHOW, 1984; KENNEDY, 1997, 2007; KENNEDY; McNALLY, 2005a, among others), we argue that in Brazilian Portuguese anomalies can be seen in the combination of muito with absolute gradable adjectives of maximum standard, as foreseen by the literature. However, in the cases in which the modification is possible, this can be related to two factors: or the maximum degree is a conventionalized functional standard, or the standard is intentional, according to the hypothesis of Toledo and Sassoon (2011), to whom absolute adjectives have an intentional class of comparison, against the extentional comparison class of the relative adjectives. Lastly, we propose that muito A presupposes that all the individuals to whom the predication applies are A and that the identification of a maximum degree as a total function in the case of absolutes with a maximum standard has features of an implicature. Keywords: semantics; pragmatics; gradable adjectives; degree modifiers.

The dominant trend in variationist studies of Spanish subject expression is to focus on pronominal subjects, excluding lexical subjects (LSs). Due to such lack of attention to LSs in previous research, the current paper aims to fill this gap and to gain a better understanding of variation between LSs and subject pronouns (SPs). While previous research that analyzes LSs makes a significant contribution to the scholarship on subjects and enriches our understanding of the functions of LSs, a variable context for LSs in the variationist tradition has not heretofore been established. The current paper proposes a variable context methodology for LSs by investigating cases where LSs are produced (e.g. mi mamá trabaja ‘my mom works’), particularly in contexts in which SPs (overt or null) could have alternatively been produced (e.g. ella/∅ trabaja ‘she works’). Overall frequencies, constraints, and pragmatic functions of LSs are discussed.

This paper intends to offer a critical evaluation of the role played by intuitions in the mainstream methodology in traditional analytic epistemology. The criticism directed to what I call methodology of evaluation by intuitions shows that epistemologists often idealize the reliability of intuitions when assessing a theory against potential counterexamples, ignoring that the disposition to answer intuitively to a case of concept attribution is bounded to the familiar dimension in which the relevant conceptual competence emerges. Thus, the reliability of intuitions does not necessarily extend to far-fetched cases. Given that the assessment by our intuitions is not sufficient to decide for or against an epistemological theory, I offer a sketch for a pragmatic and naturalized conception of theoretical decision-making in epistemology. [ABSTRACT FROM AUTHOR]

This work seeks to understand the main characteristics and conditioning of the historical relationship between public policies and the different forms of organization of family agriculture, within the framework of the development of agrarian capitalism in Uruguay. For its elaboration, was processed information from 118 rural organizations that link family production units (geographical location, legal form, link with second degree organizations and temporary trajectories -date of foundation, cessation of activities and reactivation processes-). This information was analyzed in relation whit the main stages of the development of agrarian capitalism and the main public policies oriented towards the rural environment (construction in base of bibliographic reviews). The study shows that they existed different historical moments in the capacity of reproduction of family farming and in the development of its organizational processes, which are strongly guided by the role assumed by the State and the public policies promoted towards the sector. Starting from the close relationship evidenced, are discuss the possibility of these actors to build identity projects (of counter-hegemonic resistance) that position them as subjects of social transformation. [ABSTRACT FROM AUTHOR]