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A pesar de que la alusión es ampliamente usada por poetas, escritores y filósofos así como en el lenguaje cotidiano, sus características y alcance como instrumento cognitivo se han estudiado escasamente. Esto es cierto hasta el extremo de que el sustantivo alusión no es merecedor de una humilde entrada en diccionarios y enciclopedias especializados, no solamente de filosofía, sino tampoco de lingüística. Teniendo en cuenta este status quaestionis, este trabajo intenta conseguir los siguientes objetivos, a saber: 1) mostrar que la alusión es un instrumento cognitivo; 2) delimitar la alusión con respecto a la cita, el plagio y el eco; 3) considerar la alusión como un caso de implicatura; y 4) analizar las principales características de la alusión. Todos estos puntos se estudian mediante el recurso a textos poéticos y filosóficos serios, así como a textos y proferencias humorísticos y del lenguaje cotidiano.

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Copyright of Revista EntreLínguas is the property of Revista EntreLinguas 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.)

Resumo: Com base em estudos sobre as categorias tempo, aspecto e modalidade (PALMER, 1986; BYBEE; PAGLIUCA; PERKINS, 1991; 1994; GIVÓN, 2001a; SWEETSER, 2001), destacamos o processo de gramaticalização de marcadores de futuro em línguas como inglês, dinamarquês e grego, envolvendo implicaturas (CHIERCHIA, 2003; LEVINSON, 2007) e atos de fala (SEARLE, 1995). Para compreender o uso similar dessa marcação de tempo em português brasileiro (PB), observamos implicaturas de futuridade a partir de usos em que o verbo de volição querer atua como auxiliar. Avaliamos se as implicaturas associadas à expressão de intenção ou desejo levam à interpretação de futuro nas ocorrências em primeira pessoa acompanhadas de verbo de volição ([eu/nós/a gente +] querer + verbo). A partir da análise das ocorrências, sugerimos que está ocorrendo em PB o mesmo processo ocorrido em outras línguas: marcas de volição tornam-se marcas de futuridade. Tendo como corpus o C-ORAL-BRASIL I (RASO; MELLO, 2012), composto por amostras de fala espontânea, com diálogos, monólogos e conversações, destacamos os atos de fala compromissivos e a atitude dos participantes da comunicação em relação às proposições, ressaltando o contexto extralinguístico de cada registro. Nosso objetivo foi observar como esses usos funcionam na língua e, para isso, foram analisadas as 139 gravações do corpus, que somam 759 usos do verbo querer. Desse número, nos detivemos à análise de 55 ocorrências do auxiliar em primeira pessoa que disparam implicatura de futuridade, atuando como perífrase de futuro nesses casos. Palavras-chave: gramaticalização; implicatura; futuro. Abstract: Based on studies on the categories of tense, aspect and modality (PALMER, 1986; BYBEE; PAGLIUCA; PERKINS, 1991; 1994; GIVÓN, 2001a; SWEETSER, 2001), we highlighted the grammaticalization process of future markers in some languages. Such a process involves implicatures (CHIERCHIA, 2003; LEVINSON, 2007) and speech acts (SEARLE, 1995). To understand the similar use of that tense marking in Brazilian Portuguese (PB), we observed the implicature of futurity from uses in which the volition verb (querer) operates as an auxiliary. As a theoretical background, we used previous studies on the grammaticalization of lexical items that denoted desire, will and necessity and became future markers such as will in English. We evaluated whether implicatures associated with the expression of intent or desire leads us to future in sentences exhibiting the first person with a volition verb ([eu/nós/a gente +] querer + verb). Our hypothesis is that PB may be going through the same process occurred in other languages: volition markers become marks of futurity. The corpus we used was C-ORAL-BRASIL I (RASO; MELLO, 2012). Using this we highlighted the commissive speech acts and the attitudes of communication participants in relation to propositions. Our approach started from conversation analysis, emphasizing the extra-linguistic context of each record. We analyzed 105 recordings in a private context and 34 in a public one, all of which add up to a sum of 759 uses of the verb querer. Among those, we highlighted 55 occurrences in which the item appears as a first person auxiliary that gives rise to a futurity implicature, working, in such cases, as a future periphrasis. Keywords: grammaticalization; implicature; future tense.

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Teaching pragmatics in language learning is growing more and more relevant in order to achieve the goal that the speakers of a language can communicate effectively with both native and non-native speakers. As a result, misunderstandings when communicating will be avoided. Within pragmatics, implicature is one of the most problematic aspects for students to grasp. Besides, not being able to handle it correctly may interfere or even hinder communication. Therefore, teaching implicature effectively becomes a must for twenty-first century teachers. This means that their goal has to be to equip their students with the necessary skills they will need to manage successfully in a globalised world where English is used as a lingua franca. This paper begins by revising the main concepts about pragmatic competence, together with the most common and effective ways to teach pragmatics. Then, some possible ways to assess the acquisition of pragmatic competence, as well as a proposal to teach implicature to intermediate students of English are presented in this paper. The proposal takes as a reference the different stages, activities, kind of input, materials and ways to teach and assess implicature that have proven effective in previous research studies into this issue. The different parts of this proposal are described, as well as the materials to be used with it. They are mainly authentic input, as well as examples of the most habitual types of activities employed for this purpose. Finally, the results which are expected to be achieved through this proposal are outlined. En el aprendizaje de idiomas la enseñanza de la pragmática adquiere una mayor relevancia a la hora de lograr que los hablantes de una lengua sean capaces de comunicarse de forma efectiva tanto con hablantes nativos como no nativos, para de ese modo evitar equívocos o malos entendidos en la comunicación. Dentro de la pragmática, la implicatura es uno de los aspectos que a los alumnos les resultan más difíciles de asimilar, y el hecho de no dominarlo puede dificultar, e incluso impedir, la comunicación. Es por ello que enseñar este aspecto de forma efectiva se convierte en una auténtica necesidad para los docentes del siglo XXI, para que puedan dotar a sus alumnos de las destrezas necesarias para desenvolverse con éxito en un mundo globalizado donde el inglés se emplea como lingua franca. Tras llevar a cabo un repaso de los principales conceptos relacionados con la competencia pragmática, junto con las formas más habituales y efectivas de su enseñanza, así como posibles modos de evaluar la adquisición de la competencia pragmática, este artículo incluye una propuesta didáctica para la enseñanza de la implicatura que está pensada para estudiantes de inglés de nivel intermedio. La propuesta didáctica toma como referencia las distintas partes, las actividades, el tipo de input, los materiales y los métodos para la enseñanza y la evaluación de la implicatura que se han demostrado efectivos en anteriores investigaciones en relación a este tema. El artículo describe las diferentes partes de la propuesta, así como los materiales que se sugiere que se empleen en ellas, que primordialmente se tratan de materiales auténticos, al tiempo que se incluyen ejemplos de los tipos de actividades más frecuentes que se usan para este fin. Por último, se exponen los resultados que se esperan conseguir por medio de esta propuesta. [ABSTRACT FROM AUTHOR]

http://dx.doi.org/10.5007/1984-8412.2017v14n2p2008 The aim of this paper is to raise awareness on the meanings of “mesmo” in Brazilian Portuguese (PB), which have not been explored by the literature yet. We noticed that this lexical item can affect the meaning of the sentence in different ways depending on several factors, which will be discussed later on. In addition to the analysis of “mesmo” in PB – based on Ilari (1996) and Guimarães (2010) –, we will also present proposals for “even”, in English – following Horn (1969) and Kartttunen e Peters (1979) –, and for “même”, in French – following Anscombre (1973) and Ducrot (1972, 1981). These analyses may shed light on some issues concerning “mesmo” in PB. We will also examine phenomena related to pressuposition and conventional implicature, by Grice (1975).

The notion of implicature has been a matter of discussion since Grice put it forward. He proposed a schema to explain how implicatures are generated and inferred, but the key condition it contains has been surprisingly overlooked. Davis detected it and named it determinacy, though for him this requirement raises several problems that make the whole Gricean theory of implicature untenable. I claim that, although the determinacy condition is flawed, it still captures a crucial mechanism of how implicatures are interpreted. I attempt to recover this requirement under the relevance theory approach and show that, unlike the determinacy condition, the strength condition does not face the problems Davis formulates. [ABSTRACT FROM AUTHOR]

Based on studies on the categories of tense, aspect and modality (PALMER, 1986; BYBEE; PAGLIUCA; PERKINS, 1991; 1994; GIVÓN, 2001a; SWEETSER, 2001), we highlighted the grammaticalization process of future markers in some languages. Such a process involves implicatures (CHIERCHIA, 2003; LEVINSON, 2007) and speech acts (SEARLE, 1995). To understand the similar use of that tense marking in Brazilian Portuguese (PB), we observed the implicature of futurity from uses in which the volition verb (querer) operates as an auxiliary. As a theoretical background, we used previous studies on the grammaticalization of lexical items that denoted desire, will and necessity and became future markers such as will in English. We evaluated whether implicatures associated with the expression of intent or desire leads us to future in sentences exhibiting the first person with a volition verb ([eu/nós/a gente +] querer + verb). Our hypothesis is that PB may be going through the same process occurred in other languages: volition markers become marks of futurity. The corpus we used was C-ORAL-BRASIL I (RASO; MELLO, 2012). Using this we highlighted the commissive speech acts and the attitudes of communication participants in relation to propositions. Our approach started from conversation analysis, emphasizing the extra-linguistic context of each record. We analyzed 105 recordings in a private context and 34 in a public one, all of which add up to a sum of 759 uses of the verb querer. Among those, we highlighted 55 occurrences in which the item appears as a first person auxiliary that gives rise to a futurity implicature, working, in such cases, as a future periphrasis. [ABSTRACT FROM AUTHOR]

The present work aims to apply the model of Grice's conversational implicatures to the analysis of the story "Footprints," the Argentine writer Javier Chiabrando, as the literature is also a linguistic manifestation. In this case, the language is used not only to produce a statement, but also to run at the same time, certain social action: the author (sender) wants to be understood to modify knowledge, desires and eventually, the behavior of reader (receiver). That is, literature is not only aesthetic action (it has expressive function) but also social action. For this discourse to fulfill its purpose, both the speaker and listener must share the same linguistic code, and must meet a set of rules that guide communication and make possible what the listener can understand how "the press" is as the speaker wants to communicate. These rules are called the COOPERATIVE PRINCIPLE. [ABSTRACT FROM AUTHOR]

El objetivo de este trabajo consiste en comparar las funciones pragmáticas de una estructura intensificadora en español peninsular formada con la partícula venga (venga a + infinitivo) con estructuras intensificadoras en inglés. Para ello, analizamos los factores sintácticos, semánticos y pragmáticos que el traductor tiene en cuenta a la hora de usar esta estructura en la traducción al español. El corpus lo componen fragmentos de obras literarias extraídas en Google Books. Los resultados demuestran que con esta construcción se consigue transferir al español no sólo efectos semánticos (iteración), sino también pragmáticos, como la evaluación del hablante (desacuerdo, sorpresa, etc.).

Copyright of Revista Nebrija de Lingüística Aplicada a la Enseñanza de Lenguas is the property of Revista Nebrija de Linguistica Aplicada a la Ensenanza de Lenguas 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.)