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Introduction Human emotions can be complex to interpret as they have multiple sources and are often times ambiguous, for example, when the signals sent by different channels of communication are inconsistent. Our study investigates the interaction of linguistic and facial expressions of emotions. Methods In two experiments, participants read short scenarios in German containing a direct utterance with positive or negative emotive markers, in combination with different facial expressions as still images of the speaker (i.e., the protagonist in the story). They answered questions about their perception regarding the intensity of the emotions (e.g., happiness, sadness), the properties of the expresser (e.g., honesty, warmth, likeability) and their relation to the addressee (e.g., closeness), as well as the expresser intention (e.g., irony, joke). Results The findings suggest that facial expressions have a more dominant role in the emotion perception in comparison to emotive markers. Furthermore, consistent and inconsistent combinations of emotive markers and facial expressions convey distinct social meanings and communicative intentions. Conclusion This research points to the importance to consider emotive markers in the emotional context that they occur in., Peer Reviewed

La adquisición de segundas lenguas (L2) es un proceso cognitivo por el que un hablante aprende y usa de manera continuada una lengua distinta a la materna. Los diferentes niveles de aprendizaje son los estadios de interlengua o protolenguaje, que suponen una simplificación lingüística de las marcas formales de las lenguas naturales humanas. En la adquisición de L2, superar el nivel del protolenguaje y adquirir la lengua natural dependerá de los siguientes factores. Primeramente, el cierre del periodo crítico, que afecta eminentemente a la adquisición de la primera lengua (L1), dificulta la adquisición natural e inconsciente de la L2. La edad de inicio de aprendizaje de la L2 hace que cuanto antes se aprenda la lengua, haya más probabilidades de adquirirla completamente. Finalmente, el entorno y las relaciones sociales incentivan el uso de la L2, y la intención comunicativa propicia el uso de estrategias comunicativas y expresivas en la L2., Second language acquisition (L2) is a cognitive process by which a speaker learns and uses continuously a language other than the mother tongue. The different levels of learning are the stages of interlanguage or protolanguage, which entails a linguistic simplification of the formal marks of the natural human languages. In L2 acquisition, surpassing the level of protolanguage and acquiring the natural language will depend on the following factors. Firstly, the closure of the critical period, which eminently affects the acquisition of the first language (L1), hinders the natural and unconscious acquisition of L2. The age of onset of L2 learning means that the earlier the language is learned, the more likely it is to acquire it completely. Finally, the environment and social relations encourage the use, Departamento de Lengua Española, Grado en Español: Lengua y Literatura

La adquisición de segundas lenguas (L2) es un proceso cognitivo por el que un hablante aprende y usa de manera continuada una lengua distinta a la materna. Los diferentes niveles de aprendizaje son los estadios de interlengua o protolenguaje, que suponen una simplificación lingüística de las marcas formales de las lenguas naturales humanas. En la adquisición de L2, superar el nivel del protolenguaje y adquirir la lengua natural dependerá de los siguientes factores. Primeramente, el cierre del periodo crítico, que afecta eminentemente a la adquisición de la primera lengua (L1), dificulta la adquisición natural e inconsciente de la L2. La edad de inicio de aprendizaje de la L2 hace que cuanto antes se aprenda la lengua, haya más probabilidades de adquirirla completamente. Finalmente, el entorno y las relaciones sociales incentivan el uso de la L2, y la intención comunicativa propicia el uso de estrategias comunicativas y expresivas en la L2., Second language acquisition (L2) is a cognitive process by which a speaker learns and uses continuously a language other than the mother tongue. The different levels of learning are the stages of interlanguage or protolanguage, which entails a linguistic simplification of the formal marks of the natural human languages. In L2 acquisition, surpassing the level of protolanguage and acquiring the natural language will depend on the following factors. Firstly, the closure of the critical period, which eminently affects the acquisition of the first language (L1), hinders the natural and unconscious acquisition of L2. The age of onset of L2 learning means that the earlier the language is learned, the more likely it is to acquire it completely. Finally, the environment and social relations encourage the use, Departamento de Lengua Española, Grado en Español: Lengua y Literatura

Communicative intentions are one of the linguistic elements that usually determine the content of any message we want to express in our social interactions. With the purpose of contributing to the improvement of natural language processing systems, this thesis aims to create a communicative intention annotation scheme based on the taxonomy presented in the Speech Act Theory. In this way, language processing tools could consider communicative intentions as a starting point to help classify any message and its content depending first on the intention it reflects. To do so, the scheme will be created with the help of an already annotated corpus of Spanish tweets and subsequently evaluated by external annotators so that we can confirm the appropriateness and reliability of the tagged intentions before applying the scheme to an NLP system. Thus, it will be possible to check up to which point communicative intentions can improve the identification of the purpose of a message in an already created NLP system so that we can gain more linguistic information from any text automatically.

Communicative intentions are one of the linguistic elements that usually determine the content of any text or message we want to express in our communicative interactions. With the purpose of contributing to the improvement of natural language generation systems, so that they can take the communicative intention as one of the starting points that will determine the structure and content of the message generated, the aim of this project is to create a communicative intentions annotation scheme based on the taxonomy presented in the Speech Act Theory. To do so, the scheme will be created with the help of a linguistic corpus and subsequently tested within a natural language generation system. In this way, it will be possible to check up to which point communicative intentions improve the planning stage of the text to be generated automatically, guiding the rest of decisions to be made by the system in order to create automatic messages with more similar results to any manually created text.

Communicative intentions are one of the linguistic elements that usually determine the content of any text or message we want to express in our communicative interactions. With the purpose of contributing to the improvement of natural language generation systems, so that they can take the communicative intention as one of the starting points that will determine the structure and content of the message generated, the aim of this project is to create a communicative intentions annotation scheme based on the taxonomy presented in the Speech Act Theory. To do so, the scheme will be created with the help of a linguistic corpus and subsequently tested within a natural language generation system. In this way, it will be possible to check up to which point communicative intentions improve the planning stage of the text to be generated automatically, guiding the rest of decisions to be made by the system in order to create automatic messages with more similar results to any manually created text.

Авторы статьи рассматривают психологические и физиологические факторы как одни из основных при формировании устойчивых языковых навыков. Изучение иностранного языка подразумевает перенос основных процессов речевосприятия и речепорождения с родного языка на язык изучаемый при усилении рациональной составляющей. Поэтапная систематизация данных процессов позволяет более точно выявить и исследовать трудности, возникающие при работе с иноязычной речью, а последующее применение полученных результатов в методической практике обеспечивает успешное овладение иностранным языком в целом., The paper attempts to investigate psychophysiological and psycholinguistic aspects of perceiving and producing foreign speech as central to forming stable language competencies. Learning any second language presupposes a transfer of speech perception and speech production processes from the mother tongue to the target language, with the rational constituent prevalent. An incremental approach to classifying the processes in question will help reveal and investigate language difficulties typical for target language acquisition; applying the results obtained in teaching practice will foster and secure a successful mastery of a foreign language.

Dei Verbum surpasses the concept of truth understood as historical accuracy of the narration, which was the ideal of the historiography developed in the later 19th century. The truth of Scripture is oriented toward salvation. Taking as starting point the unity of Scripture (DV 12) and the whole Truth of the Mystery of God manifest in Jesus Christ, it is possible to access to the truth of each sacred book. Compared with Christ, the complete Truth, all fragments of truth as found in every biblical text are relative and receive their precise value. In Scripture truth is presented and enunciated in diverse ways. The truth of biblical expressions consists of the correspondence between the communicative intention of the human author and the communicative intention of God. Truth as contained in Scripture consists of the Revelation of God as Word., En la Dei Verbum se advierte cómo se va superando el concepto de verdad como exactitud de los relatos históricos, ideal de la historiografía de finales del siglo XIX. La verdad de la Escritura está ordenada a la salvación. Desde la unidad de la Escritura (DV 12), desde la verdad total del Misterio de Dios manifestado en Jesucristo, Verdad encarnada, se capta la verdad de cada libro sagrado. Desde la verdad total de Cristo se relativiza y se atribuye su valor exacto a los fragmentos de verdad de cada texto bíblico. En la Escritura la verdad se presenta y se enuncia en modo diverso. La verdad de las expresiones bíblicas consiste en la correspondencia entre la intención comunicativa del autor humano y la intención comunicativa de Dios. La verdad contenida en la Escritura consiste en la Revelación de Dios como Palabra.

Quality of life and social integration are strongly influenced by the ability to communicate and previous research has shown that pragmatic ability can be specifically impaired in individuals with traumatic brain injury (TBI). In addition, TBI usually results in damage to the frontotemporal lobes with a consequent impairment of cognitive functions, i.e., attention, memory, executive function (EF) and theory of mind (ToM). The role of the underlying cognitive deficits in determining the communicative-pragmatic difficulties of an individual with TBI is not yet completely clear. This study examined the relationship between the ability to understand and produce various kinds of communicative acts, (i.e., sincere, deceitful and ironic) and the above-mentioned cognitive and ToM abilities following TBI. Thirty-five individuals with TBI and thirty-five healthy controls were given tasks assessing their ability to comprehend and produce sincere, deceitful and ironic communicative acts belonging to the linguistic and extralinguistic scales of the Assessment Battery for Communication (ABaCo), together with a series of EF and ToM tasks. The results showed that, when compared to healthy individuals, participants with TBI performed poorly overall in the comprehension and production of all the pragmatic phenomena investigated, (i.e., sincere, deceitful and ironic communicative acts), and they also exhibited impaired performance at the level of all the cognitive functions examined. Individuals with TBI also showed a decreasing trend in performance in dealing with sincere, deceitful and ironic communicative acts, on both the comprehension and production subscales of the linguistic and extralinguistic scales. Furthermore, a hierarchical regression analysis revealed that — in patients with TBI but not in the controls — EF had a significant effect on the comprehension of linguistic and extralinguistic irony only, while the percentage of explained variance increased with the inc

Dei Verbum surpasses the concept of truth understood as historical accuracy of the narration, which was the ideal of the historiography developed in the later 19th century. The truth of Scripture is oriented toward salvation. Taking as starting point the unity of Scripture (DV 12) and the whole Truth of the Mystery of God manifest in Jesus Christ, it is possible to access to the truth of each sacred book. Compared with Christ, the complete Truth, all fragments of truth as found in every biblical text are relative and receive their precise value. In Scripture truth is presented and enunciated in diverse ways. The truth of biblical expressions consists of the correspondence between the communicative intention of the human author and the communicative intention of God. Truth as contained in Scripture consists of the Revelation of God as Word., En la Dei Verbum se advierte cómo se va superando el concepto de verdad como exactitud de los relatos históricos, ideal de la historiografía de finales del siglo XIX. La verdad de la Escritura está ordenada a la salvación. Desde la unidad de la Escritura (DV 12), desde la verdad total del Misterio de Dios manifestado en Jesucristo, Verdad encarnada, se capta la verdad de cada libro sagrado. Desde la verdad total de Cristo se relativiza y se atribuye su valor exacto a los fragmentos de verdad de cada texto bíblico. En la Escritura la verdad se presenta y se enuncia en modo diverso. La verdad de las expresiones bíblicas consiste en la correspondencia entre la intención comunicativa del autor humano y la intención comunicativa de Dios. La verdad contenida en la Escritura consiste en la Revelación de Dios como Palabra.

Dei Verbum surpasses the concept of truth understood as historical accuracy of the narration, which was the ideal of the historiography developed in the later 19th century. The truth of Scripture is oriented toward salvation. Taking as starting point the unity of Scripture (DV 12) and the whole Truth of the Mystery of God manifest in Jesus Christ, it is possible to access to the truth of each sacred book. Compared with Christ, the complete Truth, all fragments of truth as found in every biblical text are relative and receive their precise value. In Scripture truth is presented and enunciated in diverse ways. The truth of biblical expressions consists of the correspondence between the communicative intention of the human author and the communicative intention of God. Truth as contained in Scripture consists of the Revelation of God as Word., En la Dei Verbum se advierte cómo se va superando el concepto de verdad como exactitud de los relatos históricos, ideal de la historiografía de finales del siglo XIX. La verdad de la Escritura está ordenada a la salvación. Desde la unidad de la Escritura (DV 12), desde la verdad total del Misterio de Dios manifestado en Jesucristo, Verdad encarnada, se capta la verdad de cada libro sagrado. Desde la verdad total de Cristo se relativiza y se atribuye su valor exacto a los fragmentos de verdad de cada texto bíblico. En la Escritura la verdad se presenta y se enuncia en modo diverso. La verdad de las expresiones bíblicas consiste en la correspondencia entre la intención comunicativa del autor humano y la intención comunicativa de Dios. La verdad contenida en la Escritura consiste en la Revelación de Dios como Palabra.

En este artículo se pretende ofrecer una propuesta didáctica para el estudio de la Pragmática, una disciplina compleja y de difícil comprensión. Tomando como base la selección de una serie de actividades orales y/o escritas de carácter pragmático, presentes en distintos libros de texto de lengua castellana y literatura de Educación Primaria, se propone un análisis específico para que futuros maestros en formación puedan hacer que sus alumnos desarrollen la competencia pragmática en el aula. Los resultados evidenciaron la destreza de los universitarios para identificar esta disciplina, tras una enseñanza teórica previa de sus componentes esenciales., In this article we intend to offer a didactic proposal for the study of pragmatics, a complex and difficult to understand discipline. Taking as a basis the selection of a series of oral and/or written activities of pragmatic character, present in different Spanish language and literature textbooks of Primary Education, a specific analysis is proposed so that future teachers in training can make their students develop the competence in this field, after a previous theoretical teaching of its essential components.

En este artículo se pretende ofrecer una propuesta didáctica para el estudio de la Pragmática, una disciplina compleja y de difícil comprensión. Tomando como base la selección de una serie de actividades orales y/o escritas de carácter pragmático, presentes en distintos libros de texto de lengua castellana y literatura de Educación Primaria, se propone un análisis específico para que futuros maestros en formación puedan hacer que sus alumnos desarrollen la competencia pragmática en el aula. Los resultados evidenciaron la destreza de los universitarios para identificar esta disciplina, tras una enseñanza teórica previa de sus componentes esenciales., In this article we intend to offer a didactic proposal for the study of pragmatics, a complex and difficult to understand discipline. Taking as a basis the selection of a series of oral and/or written activities of pragmatic character, present in different Spanish language and literature textbooks of Primary Education, a specific analysis is proposed so that future teachers in training can make their students develop the competence in this field, after a previous theoretical teaching of its essential components.

In this article we intend to offer a didactic proposal for the study of pragmatics, a complex and difficult to understand discipline. Taking as a basis the selection of a series of oral and/or written activities of pragmatic character, present in different Spanish language and literature textbooks of Primary Education, a specific analysis is proposed so that future teachers in training can make their students develop the competence in this field, after a previous theoretical teaching of its essential components., En este artículo se pretende ofrecer una propuesta didáctica para el estudio de la Pragmática, una disciplina compleja y de difícil comprensión. Tomando como base la selección de una serie de actividades orales y/o escritas de carácter pragmático, presentes en distintos libros de texto de lengua castellana y literatura de Educación Primaria, se propone un análisis específico para que futuros maestros en formación puedan hacer que sus alumnos desarrollen la competencia pragmática en el aula. Los resultados evidenciaron la destreza de los universitarios para identificar esta disciplina, tras una enseñanza teórica previa de sus componentes esenciales.

An Intention Processing Network (IPN), involving the medial prefrontal cortex, precuneus, bilateral posterior superior temporal sulcus, and temporoparietal junctions, plays a fundamental role in comprehending intentions underlying action goals. In a previous fMRI study, we showed that, depending on the linguistic or extralinguistic (gestural) modality used to convey the intention, the IPN is complemented by activation of additional brain areas, reflecting distinct modality-specific input gateways to the IPN. These areas involve, for the linguistic modality, the left inferior frontal gyrus (LIFG), and for the extralinguistic modality, the right inferior frontal gyrus (RIFG). Here, we tested the modality-specific gateway hypothesis, by using DCM to measure inter-regional functional integration dynamics between the IPN and LIFG/RIFG gateways. We found strong evidence of a well-defined effective connectivity architecture mediating the functional integration between the IPN and the inferior frontal cortices. The connectivity dynamics indicate a modality-specific propagation of stimulus information from LIFG to IPN for the linguistic modality, and from RIFG to IPN for the extralinguistic modality. Thus, we suggest a functional model in which the modality-specific gateways mediate the structural and semantic decoding of the stimuli, and allow for the modality-specific communicative information to be integrated in Theory of Mind inferences elaborated through the IPN.

This journal provides immediate free open access to its content on the principle that making research freely available to the public supports a greater global exchange of ideas. Articles are free for personal use, but are protected by copyright, in the sense that they may not be used for other purposes than personal use without the permission of the author and the Journal of Intercultural Communication., This study analyzes the moves and the communicative intentions in the letters to shareholders from selected British, Polish and Spanish companies, in order to provide data on variations in intercultural business communication within Europe, a field of research in need of growth. A qualitative approach was used to examine a corpus of letters from energy companies based in these three countries. The variations identified in the use of the moves, and the related salient communicative intentions are discussed with regard to possible cultural influences and the company s current situation. The results confirm the view that companies tend to align with the values of the societal and cultural environmnet in which they are nested by means of communicative strategies adjusted to this end.

This journal provides immediate free open access to its content on the principle that making research freely available to the public supports a greater global exchange of ideas. Articles are free for personal use, but are protected by copyright, in the sense that they may not be used for other purposes than personal use without the permission of the author and the Journal of Intercultural Communication., This study analyzes the moves and the communicative intentions in the letters to shareholders from selected British, Polish and Spanish companies, in order to provide data on variations in intercultural business communication within Europe, a field of research in need of growth. A qualitative approach was used to examine a corpus of letters from energy companies based in these three countries. The variations identified in the use of the moves, and the related salient communicative intentions are discussed with regard to possible cultural influences and the company s current situation. The results confirm the view that companies tend to align with the values of the societal and cultural environmnet in which they are nested by means of communicative strategies adjusted to this end.

The main theme of the article centers on the methods of expressing liking which is understood as a positive attitude towards another person functioning in the Internet. The aim of the paper is to show and discuss elements of communication and language pragmatics typical for emotive speech, including the elements which are results of the new media. The theoretical part concerns two aspects: 1) definition of the emotive (expressive) function In linguistics and of the terms describing phenomena which are related to the science of communication; 2) the Internet as a new tool and an environment for social communication. The analysis is conducted on the written data produced by the Facebook community. Conclusions concern the observed patterns of form, intentional content and functions of written production expressing liking.

The text is about modality from a linguistic point of view. The author takes a broad understanding of a modal category (modality indentified with communicative intention) and analyses the so called basic modal units: verbs and predicates, which together with an infinitive create a verbal construction. She examines a function of the mentioned expressions in the Code of Canon Law. Willing to accept a specific character of contexts with modal expressions, she includes in the description conclusions coming from earlier study of newspaper texts, homilies and speeches of John Paul II., The text is about modality from a linguistic point of view. The author takes a broad understanding of a modal category (modality indentified with communicative intention) and analyses the so called basic modal units: verbs and predicates, which together with an infinitive create a verbal construction. She examines a function of the mentioned expressions in the Code of Canon Law. Willing to accept a specific character of contexts with modal expressions, she includes in the description conclusions coming from earlier study of newspaper texts, homilies and speeches of John Paul II.

The investigation of the ability to perceive, recognize, and judge upon social intentions, such as communicative intentions, on the basis of body motion is a growing research area. Cross-cultural differences in ability to perceive and interpret biological motion, however, have been poorly investigated so far. Progress in this domain strongly depends on the availability of suitable stimulus material. In the present method paper, we describe the multilingual CID-5, an extension of the CID-5 database, allowing for the investigation of how non-conventional communicative gestures are classified and identified by speakers of different languages. The CID-5 database contains 14 communicative interactions and 7 non-communicative actions performed by couples of agents and presented as point-light displays. For each action, the database provides movie files with the point-light animation, text files with the 3-D spatial coordinates of the point-lights, and five different response alternatives. In the multilingual CID-5 the alternatives were translated into seven languages (Chinese, Dutch, English, French, German, Italian, and Polish). Preliminary data collected to assess the recognizability of the actions in the different languages suggest that, for most of the action stimuli, information presented in point-light displays is sufficient for the distinctive classification of the action as communicative vs. individual, as well as for identification of the specific communicative gesture performed by the actor in all the available languages.

The text is about modality from a linguistic point of view. The author takes a broad understanding of a modal category (modality indentified with communicative intention) and analyses the so called basic modal units: verbs and predicates, which together with an infinitive create a verbal construction. She examines a function of the mentioned expressions in the Code of Canon Law. Willing to accept a specific character of contexts with modal expressions, she includes in the description conclusions coming from earlier study of newspaper texts, homilies and speeches of John Paul II., The text is about modality from a linguistic point of view. The author takes a broad understanding of a modal category (modality indentified with communicative intention) and analyses the so called basic modal units: verbs and predicates, which together with an infinitive create a verbal construction. She examines a function of the mentioned expressions in the Code of Canon Law. Willing to accept a specific character of contexts with modal expressions, she includes in the description conclusions coming from earlier study of newspaper texts, homilies and speeches of John Paul II.

The text is about modality from a linguistic point of view. The author takes a broad understanding of a modal category (modality indentified with communicative intention) and analyses the so called basic modal units: verbs and predicates, which together with an infinitive create a verbal construction. She examines a function of the mentioned expressions in the Code of Canon Law. Willing to accept a specific character of contexts with modal expressions, she includes in the description conclusions coming from earlier study of newspaper texts, homilies and speeches of John Paul II., The text is about modality from a linguistic point of view. The author takes a broad understanding of a modal category (modality indentified with communicative intention) and analyses the so called basic modal units: verbs and predicates, which together with an infinitive create a verbal construction. She examines a function of the mentioned expressions in the Code of Canon Law. Willing to accept a specific character of contexts with modal expressions, she includes in the description conclusions coming from earlier study of newspaper texts, homilies and speeches of John Paul II.

The main theme of the article centers on the methods of expressing liking which is understood as a positive attitude towards another person functioning in the Internet. The aim of the paper is to show and discuss elements of communication and language pragmatics typical for emotive speech, including the elements which are results of the new media. The theoretical part concerns two aspects: 1) definition of the emotive (expressive) function In linguistics and of the terms describing phenomena which are related to the science of communication; 2) the Internet as a new tool and an environment for social communication. The analysis is conducted on the written data produced by the Facebook community. Conclusions concern the observed patterns of form, intentional content and functions of written production expressing liking., The main theme of the article centers on the methods of expressing liking which is understood as a positive attitude towards another person functioning in the Internet. The aim of the paper is to show and discuss elements of communication and language pragmatics typical for emotive speech, including the elements which are results of the new media. The theoretical part concerns two aspects: 1) definition of the emotive (expressive) function In linguistics and of the terms describing phenomena which are related to the science of communication; 2) the Internet as a new tool and an environment for social communication. The analysis is conducted on the written data produced by the Facebook community. Conclusions concern the observed patterns of form, intentional content and functions of written production expressing liking.

U doktorskoj disertaciji ispitujemo da li je Ostinovo (John L. Austin) odbacivanje distinkcije performativ/konstativ opravdano. Glavni razlog za odbacivanje ove distinkcije Ostin je video u tome što se, s jedne strane, procena konstativa u terminima istinitosti/lažnosti može proširiti i na performative, dok se, sa druge strane, procena performativa u terminima uspešnosti, prikladnosti i sl., može primeniti i na konstative. Zbog toga se Ostin okreće analizi govornih činova uopšte, koji se međusobno razlikuju po takozvanoj ilokucionoj snazi. Složićemo se sa Ostinovim relativizovanjem distinkcije performativ/konstativ, ali ne i sa proširenjem primene kriterijuma istinitosti. Kvalifikacija uspešno/neuspešno se može primeniti na konstative, posmatrane kao vrstu performativa, dok se kvalifikacija istinito/lažno ne može primeniti na ostale vrste performativa. Dok se kvalifikacija istinito/lažno odnosi na iskaze, distinkcija uspešno/neuspešno odnosi se na govorne činove. U prvom poglavlju određujemo distinkciju performativ/konstativ odvojivši implicitne od eksplicitnih performativa, i izlažemo Ostinove uslove za uspešne performative, kao i Ostinovu klasifikaciju ilokucionih snaga. Ostin razlikuje pet vrsta ilokucionih snaga i to: verdiktive, egzercitive, komisive, behabitive i ekspozitive. Ne slažemo se sa Ostinom da se verdiktivi i egzercitivi mogu odnositi samo na sudije i službena lica, i dajemo primere u kojima se oni primenjuju i na druge osobe. Verdiktive i egzercitive delimo na jake i slabe: prvi se tiču službenih a drugi neslužbenih lica. Takođe uvodimo tri nova konteksta u kojima se egzercitivi javljaju (§ 1.5). U drugom poglavlju ispitujemo ulogu namere u procesu komunikacije, vrste namera i refleksivnu komunikacijsku nameru. Polazeći od pretpostavke da je za uspešan proces komunikacije neophodno prepoznavanje značenja izricanja, ispitujemo neke od različitih stanovišta kako bismo došli do odgovora na pitanje: Kako određujemo značenje izricanja? Tako u drugom pogl, This dissertation examines whether John Austin′s rejection of the performative/constative distinction is justified. He rejects this distinction because, on the one hand, he believes that the evaluation of constatives in terms of trutfullness can be extended to performatives, and that the evaluation of performatives in terms of happy/unhappy distinction can be extended to constatives, on the other. For these reasons, he turns to providing an analysis of illocutionary acts in general, which can be distinguished by the so called “illocutionary force”. In the dissertation, Austin′s relativization of the performative/constative distinction is accepted, while his extension of the criterion of truthfullness to performatives is questioned. The happy/unhappy qualification can be applied to constatives, when considered as performatives, but the true/false qualificaton cannot be applied to other kinds of performatives. While the true/false qualification is related to propositions, the happy/unhappy distinction is related to speech acts. In the first chapter, we define the performatives/constatives distinction distinguishes implicit from explicit performatives, and put forward Austin′s conditions for happy performatives, as well as Austin′s classification of illocutionary forces. Austin distinguishes between five classes of illocutionary forces: verdictives, egzercitives, commissives, behabitives and expositives. We do not accept Austin′s claim according to which verdictives and egzercitives rely only on judges and official persons, and gives examples in which verdictives and egzercitives are applied to other persons. We distinguishe between strong and weak readings of verdictives and egzercitives: the former are meant for official persons, while the latter are meant for unofficial persons. In the second chapter, the role of intention in the process of communication, as well as the kinds of intention and reflexive communicative intention are analyzed. The analysis starts off wi

Basic concepts for rhetoric practice and its uses and applications in areas such as politics, culture, education, religious preaching, literary analysis, mass communication and interpersonal communication are explained in this paper., En este ensayo se explican conceptos básicos para el conocimiento y la práctica de la retórica, así como sus usos y aplicaciones en ámbitos como la política, la cultura, la enseñanza, la prédica religiosa, el análisis literario, la comunicación de masas y la comunicación interpersonal.

Basic concepts for rhetoric practice and its uses and applications in areas such as politics, culture, education, religious preaching, literary analysis, mass communication and interpersonal communication are explained in this paper., En este ensayo se explican conceptos básicos para el conocimiento y la práctica de la retórica, así como sus usos y aplicaciones en ámbitos como la política, la cultura, la enseñanza, la prédica religiosa, el análisis literario, la comunicación de masas y la comunicación interpersonal.

Рассматриваются вопросы формирования грамматической компетенции в про­цессе подготовки будущих переводчиков на основе коммуникативно-функцио­нального подхода с применением элементов традиционных и нетрадиционных методов обучения иностранным языкам., The article deals with the problems of forming grammatical competence in the process of preparation of future translators and interpreters on the basis of communicative and functional approach combining some elements of traditional and alternative methods of foreign language teaching.

El objetivo de este trabajo es proponer criterios conceptuales para distinguir entre la educación y la propaganda. Las relaciones entre ambas pueden estudiarse desde distintas perspectivas: las ocasiones históricas en que la educación ha sido instrumentalizada propagandísticamente, la concepción de la educación como una herramienta defensiva ante la propaganda, la identificación de educación y propaganda, etc. Desde nuestro punto de vista, propaganda y educación son dos fenómenos distintos que pueden diferenciarse desde la intención comunicativa que mueve a cada una de ellas., The aim of this paper is the proposal of conceptual criteria in order to distinguish between education and propaganda. The relationships between them may be studied from different perspectives, such as the historical moments when education has been propagandistically instrumentalized, the notion of education as a defensive tool against propaganda, their identification, and so on. From our point of view, propaganda and education are different phenomena that can be distinguished if we consider the different communicative intentions behind each of them.

El objetivo de este trabajo es proponer criterios conceptuales para distinguir entre la educación y la propaganda. Las relaciones entre ambas pueden estudiarse desde distintas perspectivas: las ocasiones históricas en que la educación ha sido instrumentalizada propagandísticamente, la concepción de la educación como una herramienta defensiva ante la propaganda, la identificación de educación y propaganda, etc. Desde nuestro punto de vista, propaganda y educación son dos fenómenos distintos que pueden diferenciarse desde la intención comunicativa que mueve a cada una de ellas., The aim of this paper is the proposal of conceptual criteria in order to distinguish between education and propaganda. The relationships between them may be studied from different perspectives, such as the historical moments when education has been propagandistically instrumentalized, the notion of education as a defensive tool against propaganda, their identification, and so on. From our point of view, propaganda and education are different phenomena that can be distinguished if we consider the different communicative intentions behind each of them.

The aim of this paper is the proposal of conceptual criteria in order to distinguish between education and propaganda. The relationships between them may be studied from different perspectives, such as the historical moments when education has been propagandistically instrumentalized, the notion of education as a defensive tool against propaganda, their identification, and so on. From our point of view, propaganda and education are different phenomena that can be distinguished if we consider the different communicative intentions behind each of them., El objetivo de este trabajo es proponer criterios conceptuales para distinguir entre la educación y la propaganda. Las relaciones entre ambas pueden estudiarse desde distintas perspectivas: las ocasiones históricas en que la educación ha sido instrumentalizada propagandísticamente, la concepción de la educación como una herramienta defensiva ante la propaganda, la identificación de educación y propaganda, etc. Desde nuestro punto de vista, propaganda y educación son dos fenómenos distintos que pueden diferenciarse desde la intención comunicativa que mueve a cada una de ellas.

El objetivo de este trabajo es proponer criterios conceptuales para distinguir entre la educación y la propaganda. Las relaciones entre ambas pueden estudiarse desde distintas perspectivas: las ocasiones históricas en que la educación ha sido instrumentalizada propagandísticamente, la concepción de la educación como una herramienta defensiva ante la propaganda, la identificación de educación y propaganda, etc. Desde nuestro punto de vista, propaganda y educación son dos fenómenos distintos que pueden diferenciarse desde la intención comunicativa que mueve a cada una de ellas., The aim of this paper is the proposal of conceptual criteria in order to distinguish between education and propaganda. The relationships between them may be studied from different perspectives, such as the historical moments when education has been propagandistically instrumentalized, the notion of education as a defensive tool against propaganda, their identification, and so on. From our point of view, propaganda and education are different phenomena that can be distinguished if we consider the different communicative intentions behind each of them.

El objetivo de este trabajo es proponer criterios conceptuales para distinguir entre la educación y la propaganda. Las relaciones entre ambas pueden estudiarse desde distintas perspectivas: las ocasiones históricas en que la educación ha sido instrumentalizada propagandísticamente, la concepción de la educación como una herramienta defensiva ante la propaganda, la identificación de educación y propaganda, etc. Desde nuestro punto de vista, propaganda y educación son dos fenómenos distintos que pueden diferenciarse desde la intención comunicativa que mueve a cada una de ellas., The aim of this paper is the proposal of conceptual criteria in order to distinguish between education and propaganda. The relationships between them may be studied from different perspectives, such as the historical moments when education has been propagandistically instrumentalized, the notion of education as a defensive tool against propaganda, their identification, and so on. From our point of view, propaganda and education are different phenomena that can be distinguished if we consider the different communicative intentions behind each of them.

El objetivo de este trabajo es proponer criterios conceptuales para distinguir entre la educación y la propaganda. Las relaciones entre ambas pueden estudiarse desde distintas perspectivas: las ocasiones históricas en que la educación ha sido instrumentalizada propagandísticamente, la concepción de la educación como una herramienta defensiva ante la propaganda, la identificación de educación y propaganda, etc. Desde nuestro punto de vista, propaganda y educación son dos fenómenos distintos que pueden diferenciarse desde la intención comunicativa que mueve a cada una de ellas., The aim of this paper is the proposal of conceptual criteria in order to distinguish between education and propaganda. The relationships between them may be studied from different perspectives, such as the historical moments when education has been propagandistically instrumentalized, the notion of education as a defensive tool against propaganda, their identification, and so on. From our point of view, propaganda and education are different phenomena that can be distinguished if we consider the different communicative intentions behind each of them.

The aim of this paper is the proposal of conceptual criteria in order to distinguish between education and propaganda. The relationships between them may be studied from different perspectives, such as the historical moments when education has been propagandistically instrumentalized, the notion of education as a defensive tool against propaganda, their identification, and so on. From our point of view, propaganda and education are different phenomena that can be distinguished if we consider the different communicative intentions behind each of them., El objetivo de este trabajo es proponer criterios conceptuales para distinguir entre la educación y la propaganda. Las relaciones entre ambas pueden estudiarse desde distintas perspectivas: las ocasiones históricas en que la educación ha sido instrumentalizada propagandísticamente, la concepción de la educación como una herramienta defensiva ante la propaganda, la identificación de educación y propaganda, etc. Desde nuestro punto de vista, propaganda y educación son dos fenómenos distintos que pueden diferenciarse desde la intención comunicativa que mueve a cada una de ellas.

El objetivo de este trabajo es proponer criterios conceptuales para distinguir entre la educación y la propaganda. Las relaciones entre ambas pueden estudiarse desde distintas perspectivas: las ocasiones históricas en que la educación ha sido instrumentalizada propagandísticamente, la concepción de la educación como una herramienta defensiva ante la propaganda, la identificación de educación y propaganda, etc. Desde nuestro punto de vista, propaganda y educación son dos fenómenos distintos que pueden diferenciarse desde la intención comunicativa que mueve a cada una de ellas., The aim of this paper is the proposal of conceptual criteria in order to distinguish between education and propaganda. The relationships between them may be studied from different perspectives, such as the historical moments when education has been propagandistically instrumentalized, the notion of education as a defensive tool against propaganda, their identification, and so on. From our point of view, propaganda and education are different phenomena that can be distinguished if we consider the different communicative intentions behind each of them.

The meaning of proper names has been thoroughly discussed by many areas of knowledge, chief among which are Philosophy of Language, Linguistics and Traductology. In the present article the issue is analyzed from the point of view of the author’s communica-tive intention and how the reader of the work processes it. More specifically, our work is referred to the novel Porterhouse Blue, by Tom Sharpe, and its translation into Spanish. Taking into account the intention of the author in choosing or creating certain proper names for characters, places, literary works and nicknames, we analyze the translation strategies applied in order to discover if the author’s intention is still present in the translation and available to the reader of the translated version., El significado de los nombres propios ha sido objeto de debate tanto para la filosofía del lenguaje como para la lingüística y la traductología. En el presente artículo se aborda este debate desde la perspectiva de la intención comunicativa del autor y de cómo la procesa el lector de la obra traducida a raíz del análisis de la novela de Tom Sharpe Porterhouse Blue y de su traducción española. A partir del estudio de la intención comunicativa del autor en la elección de nombres de personajes, lugares, obras literarias y apodos se analizan las estrategias de traducción en cada caso y si éstas permiten al lector de la traducción recuperar, al menos en parte, esa intención comunicativa.

The present document realize a synthesis of an explorative, experimental and descriptive investigation, which objective was to verify the effects of a program about the use of the language directed to children of the pre-student level from 4 to 5 years of age that study the degree of Transition, distributed in the schools of regular education of the District of Barranquilla and which was applied by Teachers, by apply a pre-post tests to the groups of comparison and experimental which program is based on The pragmatist, the communicative intentions, the organization, the speech, narrative abilities, of which they are put in action since a functionalist focus. Along of the document they stand out the importance of the language as instrument of communication and of social interaction., El presente documento es una síntesis de una investigación de tipo explorativo, experimental y descriptiva que tiene como objetivo comprobar los efectos de un programa de uso del lenguajedirigido a niños del nivel pre-escolar de 4 a 5 años de edad que cursan el grado de transición, distribuidos en los colegios de educación regular del distrito de Barranquilla y el cual fue aplicado por docentes, mediante la implementación de pre y post-prueba a los grupos de comparación y experimental dicho programa esta basado en la pragmática, las intenciones comunicativas, la organización el discurso habilidades narrativas, la cuales se ponen en acción desde un enfoque funcionalista, a lo largo del documento se resalta la importancia del lenguaje como instrumento de comunicación y de interacción social. Los niños del rango de 4 a 5 años de edad.

The present document realize a synthesis of an explorative, experimental and descriptive investigation, which objective was to verify the effects of a program about the use of the language directed to children of the pre-student level from 4 to 5 years of age that study the degree of Transition, distributed in the schools of regular education of the District of Barranquilla and which was applied by Teachers, by apply a pre-post tests to the groups of comparison and experimental which program is based on The pragmatist, the communicative intentions, the organization, the speech, narrative abilities, of which they are put in action since a functionalist focus. Along of the document they stand out the importance of the language as instrument of communication and of social interaction., El presente documento es una síntesis de una investigación de tipo explorativo, experimental y descriptiva que tiene como objetivo comprobar los efectos de un programa de uso del lenguajedirigido a niños del nivel pre-escolar de 4 a 5 años de edad que cursan el grado de transición, distribuidos en los colegios de educación regular del distrito de Barranquilla y el cual fue aplicado por docentes, mediante la implementación de pre y post-prueba a los grupos de comparación y experimental dicho programa esta basado en la pragmática, las intenciones comunicativas, la organización el discurso habilidades narrativas, la cuales se ponen en acción desde un enfoque funcionalista, a lo largo del documento se resalta la importancia del lenguaje como instrumento de comunicación y de interacción social. Los niños del rango de 4 a 5 años de edad.