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El objetivo de la investigación consiste en analizar los aspectos relativos a laproducción oral de la expresión de la “orden” en lengua extranjera (inglés yfrancés) por hablantes nativos/as del español de Venezuela, partiendo de la ideade una posible influencia interlingüística. Para ello, se siguió una metodologíacualitativa y cuantitativa cuyo método fue el análisis del discurso de perspectivapragmática apoyado en la cuantificación. La técnica de recolección de datos fue laobservación indirecta de documentos audiovisuales y la encuesta abierta. Seempleó como instrumento el sistema de categorías. Para el análisis de los datos,se siguió la técnica de Miles y Huberman y se obtuvo que existen múltiplesaspectos de índole sociocultural, pragmática, léxica, sintáctica, fonológica,proxémica y cinésica que entran en juego en la producción de la orden y que el/laaprendiz transfiere de forma dinámica en su competencia en segundas lenguas,con éxito o no. La transferencia de instrucción se revela como un factor relevanteen la producción del acto. Como conclusión, en la enseñanza de segundaslenguas, se deben enfatizar esos variados rasgos que influyen en la producción ycomprensión de los actos y, por ende, manejar el código de la variedad dialectalcon la cual los/as aprendices estarán más en contacto evitando la interferencia enla instrucción y así un posible rechazo por parte de los/as nativos/as. Asimismo, lacompetencia interlingüística se percibe como la interconexión, gracias al procesode la transferencia, de compartimentos lingüístico-culturales claramente definidospor lo cual el interés en la enseñanza aprendizaje de segundas lenguas residiríaen la búsqueda de la activación oportuna y eficiente del canal de interconexión sinmenoscabo de las especificidades de cada lengua, The purpose of this research consists of analyzing aspects related to the oralproduction of “order” in foreign languages (English and French) by Spanish nativespeakers from Venezuela through the idea of a possible interlinguistic influence. Aqualitative quantitive methodology was followed and the method used was thediscourse analysis from a pragmatic perspective supported by quantification.Indirect observation of audiovisual documents and an open survey were appliedas techniques of data collection and the category system as the instrument. Forthe data analysis, the Miles and Huberman technique was followed. Results showthat there are many aspects of sociocultural, pragmatic, lexical, syntactic,phonemic, proxemical and kinesic nature which come into play in the production ofan order; the learner transfers those aspects dynamically in his second languagecompetence, successfully or not. Transfer of training is revealed as a main factorin the production of the act. As a conclusion, in second language teaching, thosevaried aspects which have influence in speech act production and comprehensionshould be emphasized. In teaching, one should use the dialectal variety code withwhich students will be in touch most frequently avoiding interference of training,and therefore, any possible rejection by native speakers. Moreover, interlinguisticcompetence is perceived as the interconnection, thanks to the process of transfer,of clearly defined linguistic cultural compartments. The second languageacquisition teaching interest would reside in the search of accurate and efficientactivation of the interconnection channel without undermining of each languagespecific nature

In the center of interest of this dissertation called The Pragmalinguistic analysis of Czech and French commentary lies in the qualitative methodological approach to a specific media communication form - a printed commentary. The dissertation has several objectives: firstly, it describes the methodological tools used in the francophone analysis of discourse which are consequently used to construct the author's own system as a basis for the analysis. The author has chosen the tools which create language subjectivity and manifestation of the author in the text which are in francophone areas traditionally called as a complex of "énonciation": discourse/history (É. Benveniste), "théorie des blocs sémantiques", polyphony and intertextuality, metaphors, modalisators, deictics, connectors. In the second part of the dissertation, the author uses the theoretical basis built in the first part and applies it to create her own analysis, comparison and final evaluation of two journalistic texts - one from Le Monde and the other one from Hospodářské noviny. The detailed analysis of the texts brings very interesting findings about the different character and construction of the Czech and French commentaries and at the same time, about the different coverage of Czech and French presidency of the Council of the European...

У статті розглянуто основні положення прагмалінгвістики, встановлення її тісного зв’язку з методикою викладання іноземних мов, що обумовлює використання терміна прагмаметодика. Ця методика реалізує прагматичний напрям у навчанні і передбачає: аналіз параметрів контексту, що визначають типи мовленнєвих актів, які складають інтеракцію; вплив цих параметрів на комунікативний намір, знання та пресупозиціії мовців під час мовленнєвої діяльності. Уточнено практичну мету навчання, у процесі реалізації якої студент є мовною особистістю. Окреслені мовленнєві акти, що дають можливість визначати комунікативний намір мовців, проаналізовано принципи ввічливості та кооперації, стратегії поведінки співрозмовників, які забезпечують формування та вдосконалення міжкультурної комунікативної компетенції студентів. Issues, which pragmalinguistics considers, are key items to teaching foreign languages, namely: discourse, a unit of communication; speech acts, their types; the principles of politeness and cooperation; intercultural communication; the discursive strategies of behaviour. The effective organization of the learning process cannot be possible without their understanding and comprehension. The implementation of the pragmatic approach requires clarification learning objectives: the formation of intercultural students’ competence, which is a complex category and includes linguistic, cognitive and affective components. A student acts as a linguistic personality, capable of analyzing communicative situations, determining speakers’ status, communicative aim, intentions, their own behaviour, evaluating statements, responding to them, using various language and speech means of communication. The sufficient level of these skills allows the students to overcome the difficulties in the process of interaction, create a coherent discourse and choose the appropriate forms of its realization.

This diploma thesis deals with the way to teach politeness in elementary schools. Based on the theoretical literature, in the first theoretical part on the background of the Czech language there are defined basic terms such as pragmalinguistics, politeness principle, politeness strategies, face etc. Considering the didactic character of this work, both verbal and nonverbal aspects of politeness are described in the relation to the teacher-student communication. The practical part of the thesis focuses on the analysis of how the aspects of politeness are taught in Czech language lessons and included in three contemporary textbook series. Other source studied is the analysis of the relevant survey among teachers. On the basis of the survey results there are made up some activities with presumably good influence on practicing examined aspects of politeness.

Cilj ove disertacije je da istraži odnose između jezika, reklame i roda. Istraživanje je provedeno na reklamama koje se pojavljuju u ženskim časopisima u engleskom i B/H/S govornom području. Skupljeno je ukupno 1241 reklama iz američkog, hrvatskog i srbijanskog časopisa Kozmopolitan (Cosmopolitan) i bosanskog Azra. Temeljita i detaljna analiza tekstualnog i vizuelnog dijela reklame je provedena, a takođe je uspostavljena i veza između ta dva dijela. Dalje je provedena kontrastivna analiza tekstualnog i vizuelnog dijela. Raspravljalo se i o anglicizmima u reklamama u B/H/S govornom području. Međutim, centar istraživanja predstavljaju rodni stereotipi, kao i reprezentacija istih u medijima. Pokazalo se, na temelju istraživanja, da je zapadnjačko društvo otvorenije i da je dostiglo viši nivo evolucije kada su u pitanju ženska prava od B/H/S društ(a)va, koje je još uvijek tradicionalno i njeguje porodične odnose. Stavovi prema tijelu i reprezentaciji istog su isti u obje kulture: ljudska vrsta se mora reprodukovati/produžiti. Starenje i debljina su, s druge strane, tabuizirani i o njima se ne raspravlja. Smatraju se znacima nemogućnosti reprodukcije ljudske vrste i kao takvi su apsolutno zanemareni u medijima. Anglicizmi su izrazito prisutni u reklamama u B/H/S govornom području. Uticaj engleskog jezika je izuzetan u području leksike: riječi, izraza, fraza, idioma i idiomatskih izraza. The aim of this dissertation was to explore a possible relationship between language, advertisement and gender. A research was conducted on advertisements that appear in women's magazines in English and B/C/S speaking areas. A total of 1241 advertisments were collected from the American, Croatian and Serbian magazine for women Cosmopolitan and Bosnian Azra. A thorough and detailed analysis of both verbal and visual parts of advertisements has been conducted, as well as the connection of the two. Further, a contrastive analysis of verbal and visual parts has been conducted also. The issue of Anglicisms has been the subject of exploration as well. The focus of this research, however, was on gender stereotypes and their representation in the media. Western society proved to be more open and has reached a higher level of evolution in favour of women's rights than B/C/S. The latter is still represented as traditional and family-oriented. The attitudes towards bodies and the reproduction process are the same in both societies: human species must be prolonged. Ageing and being overweight, on the other hand, are considered to be taboos. They are considered to be the signs of inability of reproduction, and as such are absolutely neglected in the media. Anglicisms are freqently present in advertisements in B/C/S speaking area. The infuence of English in the area of lexis is extraordinary: words, expressions, phrases, idioms and idiomatic expressions are often copied into B/C/S.

The aim of this work is to verify if and to what extent the pragmatic aspects of grammar (pragmalinguistics) are covered in some units of an English Language Teaching textbook used in Brazil. We also aim to delineate the role of grammar in this material and, based on the analyzed units, present reflections on the possibilities of contributing to the teaching-learning of pragmalinguistics. We consider the proposal of the material as we verify the activities according to theories that approach grammar as a skill (BATSTONE, 1994 and LARSEN-FREEMAN, 2003), pragmatics (KASPER and ROSE, 2001) and principled materials development (TOMLINSON, 2010, HARWOOD, 2010). It is observed that the present textbook does not approach pragmalinguistics. Instead, it focuses on grammar as product. Due to this factor, learners are not presented with opportunities to reflect upon language usage. O objetivo deste trabalho é verificar se, e em caso afirmativo como, os aspectos pragmáticos da gramática (pragmalinguística) são contemplados em um livro didático de inglês como LE comercializado internacionalmente e utilizado no Brasil. Objetivamos também retratar o papel designado à gramática neste material e apresentar reflexões sobre possibilidades de contribuir com o ensino-aprendizagem de pragmalinguística, a partir das unidades analisadas. Analisamos a proposta apresentada pelo livro estudando as atividades propostas à luz das teorias que postulam o ensino de gramática como habilidade (BATSTONE, 1994, LARSENFREEMAN, 2003), a pragmática (KASPER e ROSE, 2001) e o desenvolvimento de materiais didáticos baseados em princípios (TOMLINSON, 2010, HARWOOD, 2010). Observamos que o material didático analisado não apresenta o ensino da dimensão pragmalinguística, focando o ensino da dimensão da forma e não possibilitando que os aprendizes, apenas com o suporte do material didático, sejam incentivados a refletir acerca do funcionamento da língua.

[ES] Este trabajo analiza cómo los anuncios publicitarios emitidos en televisión con la mujer como destinataria y protagonista proyectan una serie de estereotipos que perfilan identidades de género determinadas, contribuyendo de tal modo a la perpetuación de tales estereotipos. El estudio se basa en una metodología de análisis multimodal., [EN] This master's thesis analyses the way in which television commercials addressed to women cast a series of stereotypes that contribute to the definition of specific gender identities, thus contributing to the perpetuation of such stereotypes. This research work is based on a multimodal analysis methodology.

This paper examines the performance of request pragmalinguistically, sociopragmatically and in relation to culture in Palestinian Arabic (PA) and British English (BE). Pragmalinguistically, the study tries to identify the level of directness and the kind and amount of strategies in both languages. Sociopragmatically, the study relates the general level of directness to the factors of status, distance and degree of imposition. The study tries to explain the differences between both languages with reference to some cultural concepts, such as individualism, collectivism, negative politeness and positive politeness. For data collection, a discourse completion task was used. The findings show that the languages are significantly different in the use of direct strategies and conventionally indirect strategies. The factors of status, distance, and degree of imposition influence the performance of request in both languages, however to a larger extent in PA. This might be attributed to different schemas of culture. Speakers of BE used more strategies that show individualism and negative politeness, speakers of PA, on the other hand, used more strategies connected to collectivism and positive politeness. تتناول هذه الدراسة ممارسة الطلب في اللغتين العربية والانجليزية من حيث البناء المقامي، العامل الاجتماعي المقامي والثقافة السائدة في كلتا اللغتين. من حيث البناء المقامي اللغوي تحاول الدراسة الكشف عن درجة المباشرة في ممارسة الطلب والتعرف إلى أساليبه من حيث الكم والنوع. أما بالنسبة للعامل الاجتماعي المقامي، فتحاول الدراسة معرفة مدى تأثير درجة المباشرة وآلية التعبير عن الطلب بعوامل المكانة ودرجة القرب ومستوى الاحراج في اللغتين. ثقافياً، تحاول هذه الدراسة التعرف إلى توجهات اللغتين نحو التأدب الفردي أو الجماعي في ممارسة الطلب. دلت النتائج على فروق ذات دلالة احصائية بين اللغتين من حيث درجة المباشرة واستخدام بعض اساليب الطلب. أما بالنسبة لعوامل المكانة ودرجة القرب والإحراج، فقد كان لها أثراً في ممارسة الطلب في كلتا اللغتين ولكن بدرجة أكبر في اللغة العربية، ثقافياً، عكست الطرق المستخدمة في اللغة العربية توجها أكبر نحو التأدب القائم على اعتبار الفرد جزأ من الكل (الجماعي)، وفي اللغة الانجليزية توجها أكبر نحو نظرية التأدب الفردي القائم على مركزية الفرد. النتائج التي توصلت أليها هذه الدراسة يمكن أن تكون ذات أهمية كبيرة في مجال التواصل الثقافي والتعليم والترجمة وذالك باستخدامها لزيادة ادراك العاملين في هذه المجالات ببعض الخصائص المقامية لكلتا اللغتين.

Resumen El objetivo de este trabajo es analizar la relación entre significado y contenido lingüístico, teniendo en cuenta las características fonéticas y fonológicas de los enunciados que se utilizan en las relaciones de cortesía. Tras una breve introducción, en la que se subraya la importancia de la expresión pragmática, se define el concepto prosodia y se explica el tipo de información que se puede transmitir por medio de la prosodia. Primero se explicita la metodología para la recolección del corpus y el análisis de los datos. Luego, se presenta el análisis de los datos desde la perspectiva del modelo teórico métrico-autosegmental, dividido en dos subapartados: el primero hace referencia a las informaciones lingüísticas y el segundo, a las informaciones paralingüísticas. Las conclusiones apuntan a que las diferencias que aparecen en las relaciones de cortesía tienen que ver con las características acústicas y no con las fonológicas. Abstract The objective of this paper is to analyze the relationship between meaning and linguistic content on the basis of the phonetic and phonological characteristics of statements used in courtesy contexts. After a brief introduction that highlights the importance of pragmatic expression, it then defines the concept of "prosody" and explains the type of information that may be conveyed through prosody. After specifying the methodology used to gather the corpus and analyze data, the article goes on to present the data analysis from the perspective of the Autosegmental-Metrical theoretical model, in two sections. The first one deals with linguistic information, and the second, with paralinguistic information. The conclusions point out that the differences present in courtesy relationships have to do with acoustic and not phonological features. Resumo O objetivo deste trabalho é analisar a relação entre significado e conteúdo linguístico considerando as características fonéticas e fonológicas dos enunciados que se utilizam nas relações de cortesia. Após uma breve introdução, na qual se destaca a importância da expressão pragmática, define-se o conceito prosódia e explica-se o tipo de informação que se pode transmitir por meio dela. Primeiramente, explicita-se a metodologia para a coleta do corpus e da análise dos dados. Em seguida, apresenta-se a análise dos dados a partir da perspectiva do modelo teórico métrico-autossegmental, dividido em duas partes: a primeira faz referência às informações linguísticas; a segunda, às informações paralinguísticas. As conclusões indicam que as diferenças que aparecem nas relações de cortesia estão relacionadas às características acústicas e não às fonológicas.

Ученые записки УО "ВГУ им. П. М. Машерова". - Витебск : ВГУ имени П. М. Машерова, 2013. - Т. 16. - С. 150-154. - Библиогр.: с. 154 (6 назв.)., Статья посвящена решению эмпирических задач современной прагмалингвистики, в ней затрагиваются вопросы прагматической лингвистики, которая занимается исследованием проблем элементарных речевых актов, прагматического значения и речевого общения. В статье рассматриваются особенности использования языка в конкретных ситуациях: диалогической и монологической речи студентов и старшеклассников г. Витебска, раскрываются интенции высказываний, содержащих частицу «ну», а также особенности употребления данной частицы в речи. При помощи количественного метода исследования проанализированы наиболее частотные интенции речеактового характера высказываний, содержащих частицу «ну»: согласия, несогласия, прямого ответа, косвенного ответа, хетизации, оценки, уточнения, признания, отсылки к уже упомянутому или фонду знаний. В соответствии с наблюдениями автор выделяет следующие цели: эмоциональное усиление, прощание, приветствие, стимул к продолжению разговора. = The article is devoted to solving the problems of modern empirical pragmalinguistics, it touches upon issues of pragmatic linguistics which deals with the study of the issues of elementary speech acts, pragmatic meaning and speech communication. The article discusses the peculiarities of language use in certain situations: the dialogue and monologue speech of students and senior pupils of Vitebsk, reveals intentions of statements containing the particle ‘well’, and also peculiarities of the use of this particle in speech. The most frequent intentions of statements of the speech acts containing particle ‘well’ are analyzed using quantitative research method: agreement, disagreement, direct response, indirect answer, hesitation, evaluation, verification, recognition, the reference to the already mentioned or foundation of knowledge. In accordance with the observations, the author identifies the following intentions: emotional strengthening, farewell, greeting, stimulus to continue the conversation.

El objetivo de esta monografía es tratar de determinar en qué medida y de qué manera cuatro manuales didácticos suecos de español como lengua extranjera (ELE), usados en la enseñanza en el nivel de bachillerato, tratan aspectos pragmáticos. Además, evaluaremos el potencial y la relevancia de la información metapragmática y las actividades relacionadas a los aspectos pragmáticos para el proceso de adquisición de una competencia tanto metapragmática como pragmática. En este estudio se parte de la noción de la competencia pragmática como una destreza orientada a saber crear y comprender significados en la interacción de manera eficaz (Thomas, 1995), que supone, más que los conocimientos lingüísticos en una interacción intercultural, los conocimientos extralingüísticos (cf. Bravo, 2005). La hipótesis de partida de este trabajo postula que los manuales no explican a fondo por qué cierto lenguaje se utiliza en ciertos contextos y que el contenido pragmático sería poco variado y difícil de asimilar y que los ejercicios no estarían diseñados principalmente para desarrollar la competencia pragmática. Hasta cierta medida se puede decir que los resultados de esta investigación confirman la hipótesis: los manuales podrían efectivamente ser más exhaustivos en cuanto a los temas que abarcan, asimismo podrían variar y explicar más a fondo aquellos temas. No obstante, parece haber un esfuerzo de incorporar actividades comunicativas e información extralingüística, sin embargo, hace falta una conceptualización y progresión en cuanto a cómo tratar estos temas como el propósito principal. Ni siquiera se ofrecen en las guías del profesor modelos didácticos o información adicional, y por lo general, no se combina la información metapragmática en los manuales con actividades complementarias que pretenden desarrollar las destrezas comunicativas. The purpose of this paper is to try to determine to what extent and in what way four Swedish textbooks on Spanish as a foreign language (SFL) treat pragmatic aspects, as well as to evaluate the potential and relevance of the metapragmatic information and activities related to pragmatic aspects provided by the textbooks, for the development of pragmatic awareness and competence in Spanish. This study parts from the notion of pragmatic competence as a skill of knowing how to create and understand meanings in interaction effectively (Thomas, 1995), which in intercultural interaction probably requires extra-linguistic knowledge more than language skills (cf. Bravo, 2005). The hypothesis postulated at the beginning of the study was that the manuals would not fully explain why certain language is being used in certain contexts, that the pragmatic content would be scarcely varied and rather difficult to assimilate and that the exercises would not be designed primarily to develop a pragmatic competence. To some extent it can be said that the hypothesis is confirmed: the manuals could have been more comprehensive in terms of the topics covered, they could also have varied and explained those issues further. Despite the fact that there seems to be an effort to incorporate extra-linguistic information and communicative activities, the results indicate that there is a lack of emphasis on or progression on how to treat these issues. For example, there are no didactic models or suggestions in the teacher’s guide, nor is additional information provided elsewhere; usually the metapragmatic information is not combined with any activities, and the activities that aim to develop communicative skills are not combined with further metapragmatic information.

Статья посвящена решению эмпирических задач современной прагмалингвистики, в ней затрагиваются вопросы прагматической лингвистики, которая занимается исследованием проблем элементарных речевых актов, прагматического значения и речевого общения. В статье рассматриваются особенности использования языка в конкретных ситуациях: диалогической и монологической речи студентов и старшеклассников г. Витебска, раскрываются интенции высказываний, содержащих частицу «ну», а также особенности употребления данной частицы в речи. При помощи количественного метода исследования проанализированы наиболее частотные интенции речеактового характера высказываний, содержащих частицу «ну»: согласия, несогласия, прямого ответа, косвенного ответа, хетизации, оценки, уточнения, признания, отсылки к уже упомянутому или фонду знаний. В соответствии с наблюдениями автор выделяет следующие цели: эмоциональное усиление, прощание, приветствие, стимул к продолжению разговора. = The article is devoted to solving the problems of modern empirical pragmalinguistics, it touches upon issues of pragmatic linguistics which deals with the study of the issues of elementary speech acts, pragmatic meaning and speech communication. The article discusses the peculiarities of language use in certain situations: the dialogue and monologue speech of students and senior pupils of Vitebsk, reveals intentions of statements containing the particle ‘well’, and also peculiarities of the use of this particle in speech. The most frequent intentions of statements of the speech acts containing particle ‘well’ are analyzed using quantitative research method: agreement, disagreement, direct response, indirect answer, hesitation, evaluation, verification, recognition, the reference to the already mentioned or foundation of knowledge. In accordance with the observations, the author identifies the following intentions: emotional strengthening, farewell, greeting, stimulus to continue the conversation.

The article presents the results of a pragmalinguistic analysis of the linguistic contexts of the lexemes Polska, Polak and polski (Poland, Pole, Polish) in the collection of common prayers written by Father Ireneusz Żolnierczyk in 1984. The analysis allows the author to present the way of speaking and modelling the thinking on homeland within a specific given community, place and time. The material under scrutiny consists of the collection of common prayers that is to provide a clear illustration for the mechanisms to create and sustain the sense of religious and national unity. The collection, in the form of an auxiliary book for liturgy, had in the past a particular impact as a pattern providing a template in creating specific communiques during the litugy of the high mass in the Catholic Church. The supplications in the prayers execute a well-established and fixed general pattern, shaping the model of a believer as a hard-working, industrious and the virtuous Pole-Catholic. Within the lexical layer of the prayers there is no particularisation or direct references to political, economic and social situation in Poland, though the participants in the common prayer are in position to contextually read a given passage or hear a modified supplication (appropriately adjusted to specific or current events).

Este trabajo analizó el comportamiento lingüístico de hablantes chilenos en un contexto de habla real, y describió diversas particularidades pragmáticas (Austin, 1962; Grice, 1967; Searle, 1969; Vanderveken, 1990). Se examinó el discurso oral y escrito, en su estilo formal e informal, recogido en los programas Tolerancia Cero y Morandé con Compañía, y de los textos emanados de los periódicos El Mercurio y The Clinic. El estudio permitió objetivar incumplimientos e inconsistencias, pero también regularidades y observancias; de manera que se levanta como una contribución al propósito de conocer la conducta lingüística de los chilenos. The aim of this study was the analysis of the linguistic behaviour of Chilean speakers in real communicative contexts considering their pragmatic implications. (Austin, 1962; Grice, 1967; Searle, 1969; Vanderveken, 1990). To this end, formal and informal, oral and written discourses were studied. They were represented by the TV programs Tolerancia Cero and Morandé con Compañía, on the one hand, and El Mercurio and The Clinic, on the other. The study allowed to objectivize the violation and observation of Grice's conversational maxims and the role of the conversational implicature to recover hidden messages. The result of this is an important contribution to know more about the linguistic behaviour of Chilean people.

Este artículo presenta una revisión del papel del componente pragmático en la enseñanza de segundas lenguas. Sobre esta base formulamos una propuesta didáctica para que los profesores de español como segunda lengua puedan aplicar criterios pragmalingüísticos en la enseñanza de tres estructuras marcadas o periféricas de nuestra lengua: ser y estar, pasados del modo indicativo y la discriminación modal subjuntivo/indicativo. Estas estructuras presentan un principio de doble selección y muchas veces no exhiben una relación clara entre forma y significado, lo que las convierte en ítemes de difícil adquisición para los hablantes no nativos. In this article we present a revision of the role of the pragmatic constituent in teaching second languages. This revision is the starting point to set up a didactic proposal which aims at applying pragmalinguistic criteria when teaching three features with a high degree of markedness in Spanish: ser and estar, the past of the indicative mode, and the modal discrimination between the subjunctive and the indicative. These features also present double selection and do not exhibit a clear relationship between meaning and form, which makes them difficult structures to acquire by non native speakers. Cet article présente une évaluation du rôle du composant pragmatique dans l’enseignement de langues étrangères. Le travail comporte une proposition didactique pour que les professeurs d’espagnol comme langue étrangère puissent mettre en oeuvre certains critères pragmalinguistiques pour enseigner trois structures marquées ou périphériques de la langue espagnole : le verbe être (ser et estar), certains temps du passé du mode indicatif et la discrimination modale subjonctif/indicatif. Ces structures comportent un principe de double sélection et, dans beaucoup de cas, il n’y a pas un rapport clair entre forme et sens, ce qui rend difficile leur appréhension par des locuteurs non natifs. Este artigo apresenta uma revisão do papel do componente pragmático no ensino de segundas línguas. Partindo desta base fazemos uma proposta didática para que os professores de espanhol como segunda língua possam incluir critérios pragmalinguísticos no ensino de três estruturas marcadas ou periféricas de nossa língua: ser e estar, passados do modo indicativo e a discriminação modal subjuntivo/indicativo. Estas estruturas apresentam um princípio de dupla seleção e, muitas vezes, não existe uma relação clara entre a forma e o significado, tornandoas itens de difícil aquisição para os falantes não nativos de espanhol.

This dissertation is an empirical investigation of mitigation strategies in spoken Spanish between L1 speakers and advanced Swedish L2 learners. The first aim of our study is a pragmalinguistic analysis and description of the mitigating functions of a number of linguistic elements in our corpus. The second aim comprehends a study of three contrasts, namely, the use of mitigation strategies in (a) two speaker groups: L1 vs. L2 speakers; (b) two discourse types: semi-spontaneous discussion vs. negotiation role play; and (c) two cultural contexts: intra- vs. intercultural context. Our investigation is couched within the framework of face (Goffman 1967) and politeness theory (Brown and Levinson 1987), which assumes the existence of Face Threatening Acts (FTAs), which human beings, in interaction, strive to mitigate. However, by contrast with the traditional view of mitigation, and following Briz (e.g. 1998, 2007), Hernández Flores (2002), Bravo (2003) and Albelda (2005), among others, we assume that mitigation need not imply protection of the hearer’s (H) face, i.e., it does not necessarily express politeness, but can just as well stem from the speaker’s (S) own face concerns only. In our proposal, we therefore distinguish between allocentric mitigation (H and S face protection with politeness) and autocentric mitigation (S face protection without politeness). The empirical data is a selection of 34 conversations from Corpus AKSAM (Fant et alii 1996), split between four subcorpora and six speaker groups: (1) L1 Spanish speakers in intracultural discussions; (2) L1 Swedish speakers in intracultural discussions; (3a) L1 Spanish and (3b) L2 Spanish speakers in intercultural discussions; (4a) L1 Spanish and (4b) L2 Spanish speakers in intercultural negotiations. The material has a total duration of about 20 hours and comprises around 232 000 words. On the basis of previous studies, we present three quantitative hypotheses, according to which we expect to find a more frequent use of mitigating expressions: (1) in L2 than in L1 speakers of Spanish; (2) in negotiation than in discussion; and (3) in an intercultural context than in an intracultural context. In chapter 4, we investigate 28 different mitigating expressions in the shape of single words or word like units, called mitigation markers (or mitigators). These are divided into two main categories: (1) epistemic mitigators, and (2) approximative, generalizing and limitative mitigators (approximators). Through detailed qualitative analyses of contextualized corpus examples, we account for the mitigating functions of these expressions in each speaker group. Chapter 5 provides a deeper examination of a strategy that goes beyond the word unit, the so called concessive moves. These moves have two parts, conjoined by the adversative conjunction but (‘pero’), out of which the first part mitigates the potentially face-threatening content of the second part. The concessions are divided into two major categories depending on their orientation in terms of face protection: allocentric and autocentric concessive moves. The qualitative analyses in chapters 4 and 5 are complemented with quantitative and statistic analyses (ANOVA), in order to accomplish the contrastive second aim of the study and test the hypotheses. Our findings show significant differences in a number of aspects, partially corroborating the hypotheses and partially pointing in other directions than the expected. On a general level, speaker group (L1/L2) as well as type of conversation (intra- and intercultural discussion and intercultural negotiation) are shown to have an influence on the use of both mitigation markers and concessive moves in our corpus.

Sažetak Cilj je ovoga rada izložiti studije P. Tekavčića iz područja hrvatskotalijanske kontrastivne analize u kojima se prvi put propituju neke pragmatičke teme od iznimne važnosti za proučavanje diskursnih karakteristika hrvatskoga i talijanskoga jezika. Posebna je pozornost posvećena podužoj studiji iz 1989. godine u kojoj se autor bavi problematikom tzv. „čestica“ u hrvatskome jeziku i njihovih ekvivalenata u talijanskome jeziku., The aim of this paper is to present the research performed by P. Tekavčić in the field of Croatian-Italian contrastive analysis, in which some aspects of pragmatics of exceptional importance for the study of discourse characteristics of the Croatian and the Italian language were analysed for the first time. A particular attention is given to an extensive study performed in 1989, in which the author discusses the issue of “particles” in the Croatian language and their equivalents in the Italian language.

In this article, we develop a pragmalinguistic analysis of interactional phenomena. We show that certain features such as joint construction and reformulation play a key role in interaction.

The present study focuses on the communicative relevance of lexical choices in the documents of the European Union Committee of the Regions (CoR) and of other related bodies within a pragmalinguistic perspective. The function of the Committee of the Regions is to issue opinions on proposals for Community legislation which are closest to the citizen interests – education, youth, culture, health. It is thus a voice at the heart of the EU which aims at increasing the participation of European regions in community life. Our corpus consists in 100 documents (Proposals and Opinions) whose lexico-grammatical aspects and communicative/ rhetorical strategies are here investigated. Our hypothesis is that such texts aim at creating a holistic we to construe a common ground of interests, within the constraints of legal intercourses, shared by both the sender and the receiver of the messages. Frequently occurring lexical items are: welcome, ensure, strengthen, aid. To stress urgency, generate empathy, emphasize needs and endorse value-positions are the recognizable perlocutionary effects of such semantic/pragmatic choices. Tools for analysis were taken from the domain of pragmalinguistics, from Evaluative/Appraisal Frameworks and, also, from social sciences. Particularly relevant appeared the notion of ‘advocacy’ (i.e., when researchers are asked to use their expertise to defend the subjects’ interests in healthcare, education, political rights, and cultural autonomy). This study will provide both qualitative and quantitative data to support our hypothesis, and will offer suggestions for further research.

La cortesía del siglo XIX está caracterizada por una formalidad en la que dominan las relaciones de poder y que se hace evidente en los tratamientos verbales a través del uso de las formas nominales y, secundariamente, de la pauta pronominal, pues casi es una constante el intercambio mutuo del pronombre usted. La novela realista Peñas arriba reproduce un ambiente rural, lo cual la singulariza de entre las obras del género y la hace especialmente interesante para su estudio. Hay una gran variedad de individuos -campesinos montañeses, criados de la casona, la oligarquía solariega, el cura, el médico- vinculados por distintos tipos de relaciones (familiares, amistosas, sociales, ocupacionales). Analizaremos las formas nominales, considerando las perspectivas sociolingüística y pragmática más relevantes proyectadas en los últimos tiempos: Brown & Gilman (1960), Brown & Levinson (1987) o Haverkate (1994). Courtesy in the 19th century is defined in terms of the remarkable importance of kinship and status relationships, which is evidenced in the treatment of verbal forms through the use of nominal forms and, secondarily, through the use of pronominals, given that the mutual exchange of the pronoun usted is almost a constant. The realistic novel Peñas arriba recreates a rural ambience, which distinguishes it from other works of the same genre and makes it a significant object of study. The novel recreates a variety of characters -countrymen, servants of the casona, the noble oligarchy, a priest, a doctor-, holding different types of relationships (family, friendship, social or occupational relationships, etc). We will analyze the nominal forms taking into account the most relevant sociolinguistic and pragmatic perspectives of recent times: Brown & Gilman (1960), Brown & Levinson (1987) or Haverkate (1994).

Необхідність розробки загальнолінгвістичних інтеграційних проблем сприяла вивченню „крізних понять”, до яких можна віднести соціальний статус людини. У прагмалінгвістичному аспекті соціальний статус людини розкривається перш за все в моделях мовленнєвих актів. The necessity of the development of the general linguistic integrative problems contributes to the study of “transparent concepts”. Social status can be considered one of them. Pragmatic and linguistic aspect of the social status is exposed in the models of speech acts.

Straipsnyje atskleidžiamas kalbinės kompetencijos multidimensiškumas, pabrėžiama kalbos struktūrinės bei pragmatinės kompetencijų sintezė. Ypatingas dėmesys yra skiriamas sociolingvistikai bei jos komponentams: sociopragmatikai bei pragmalingvistikai. Sociopragmatika tyrinėja prielaidas ir situacijas, kuriose vyksta komunikacija, o pragmalingvistikos tyrimo subjektas yra lingvistinės priemonės bei komunikacijos strategijos, sukuriančios sąlygas sėkmingam bendravimui užsienio kalba. Straipsnyje keliamas hipotetinis klausimas: ,,Ar reikia ir ar galima išmokyti pragmatinės kompetencijos?“. Pateikiami skirtingi požiūriai šiuo klausimu. Straipsnio autorės laikosi nuomonės, kad edukacinė aplinka yra tinkama vieta mokyti ir mokytis pragmatizmo, nes užsieniečiai gramatines ar struktūrines klaidas toleruoja, o štai į pragmatinės kompetencijos stoką reaguoja labai jautriai […]. Straipsnio autorės pasirinko du populiarius vadovėlius ,,Headway Upper-Intermediate“ ir ,,Landmark Upper-Intermediate“ […]. Gretinamasis ir statistinės analizės metodai padėjo autorėms identifikuoti sociopragmatinių ir pragmalingvistinių užduočių kiekį bei kokybę. Empirinis tyrimas įrodė, jog šie elementai ,,Headway“ vadovėlyje yra fragmentiniai, o ,,Landmark“ vadovėlyje yra net 36 atskiri puslapiai, skirti pragmatinei kompetencijai ugdyti. Autorės mano, kad vadovėlių autoriai bei sudarytojai turėtų atsižvelgti į kalbinės kompetencijos multidimensiškumą ir tolygiai paskirstyti struktūrinę-gramatinę bei pragmatinę kompetencijas ugdančias užduotis […]. The article reveals the multi-dimensionality of linguistic competence, highlighting the synthesis of the structural and pragmatic competencies of language. Special attention is paid to sociolinguistics and its components: sociopragmatics and pragmalinguistics. Sociopragmatics studies the assumptions and situations in which communication takes place, while the object of study in pragmalinguistics is the linguistic apparatus and communication strategies that produce the conditions for successful communication in a foreign language. The article raises the issue of whether pragmatic competence can or should be taught. Alternative views on this issue are discussed. The authors of the article are of the opinion that the educational environment is a suitable place to learn and to teach pragmatism, because foreigners may tolerate grammatical or structural errors, whereas they are sensitive to a lack of pragmatic competence […]. The authors of the article have chosen two popular textbooks: Headway Upper-Intermediate and Landmark Upper-Intermediate […]. The comparison of these two textbooks and the statistical analysis method helped the authors to identify the amount and quality of sociopragmatics and pragmalinguistics exercises. Empirical observation showed that these elements are fragmentary in the Headway textbook, while in the Landmark textbook there are 36 pages devoted to training in pragmatic competence. The authors are of the opinion that the people who write and publish textbooks should keep in mind the multi-dimensionality of linguistic competence and should therefore provide an appropriate balance of exercises for structural-grammatical competence training on the one hand and pragmatic competence training on the other hand […].

Ovaj rad predstavlja rezultate analize paremiološke građe prikupljene u posljednjih pet godina (2000. – 2005.) u različitim emisijama hrvatskoga i njemačkog televizijskog programa. Cilj je ove analize odgovoriti na sljedeća pitanja: u kojim se programima hrvatske i njemačke televizije upotrebljavaju paremije, u kojim su dijelovima teksta paremije najčešće smještene i u kakvim formalnim oblicima, tko su emitenti ovih paremija i koju funkciju one imaju u emisijama televizijskog programa., This paper represents the results of an analysis of a corpus of proverbs collected in the Croatian and German television program in the last five years (2000 – 2005) and focuses on the following themes: in which television programs the proverbs are used, in which parts of texts the proverbs are located, which are the formal issues of these proverbs, who are the emitents of proverbs and which is the function of proverbs in the television program.

Der von Rita FRANCESCHINI herausgegebene Sammelband vereinigt eine Vielzahl unterschiedlicher Beiträge, die sich v.a. aus linguistischer, literaturwissenschaftlicher und ethnologischer Perspektive mit einem breiten Spektrum auto-/biographischer und interkultureller Phänomene befassen. Das Anliegen der in dem Band versammelten AutorInnen ist, Korrelationen zwischen diesen Phänomenen aufzuzeigen, dabei den Stellenwert individueller und kollektiver Konstruktionen von Wirklichkeit herauszuarbeiten sowie biographische Struktureffekte auf den Umgang mit fremdsprachlichen Anforderungen in bi- oder trilingualen Kontaktsituationen nachzuweisen. – Die Rezension des Sammelbandes erfolgt im wesentlichen mithilfe einer verstehend erklärenden Kulturheuristik (Max WEBER) und in Orientierung an den für sozialwissenschaftliche, sozio-, pragma- und textlinguistische Arbeiten geltenden Standards. Dabei wird den literaturwissenschaftlichen Herangehensweisen eine gewisse – auf eigenwillige Sample-Bildungen und mangelnde methodische Kontrolliertheit zurückzuführende – Wildwüchsigkeit nachgewiesen, während die sprachtheoretischen Abhandlungen v.a. hinsichtlich mikro- und makrotheoretisch relevanter Synthesebildungen diskutiert werden, die am ehesten auch als Beitrag zu einer kulturwissenschaftlichen (Sprach-) Biographieforschung verstanden werden können. URN: urn:nbn:de:0114-fqs040132, Rita FRANCESCHINI has edited a book that deals with various elements of auto-/biographical and multicultural studies. Most of the authors' arguments draw on linguistic, literary and ethnological approaches. In several chapters attempts are made to exemplify the interdependencies between biography and culture, specifically between individual and collective constructions of reality. In addition, various chapters focus on biographical structural effects resulting from speakers' experience with foreign language challenges in bilingual or even trilingual contact situations. The review of the volume is framed by a cultural heuristic of an understanding explaining concept (Max WEBER); the reviewer's criticism is supported by qualitative standards of socio-pragmalinguistic and textlinguistic work. From this point of view evidence is provided that explains why literary studies' approaches tend to employ individual sampling procedures as well as other default procedures in gaining methodically controlled insights into properties and dimensions at issue. The linguistic contributions are discussed at length because of their efforts to connect micro- and macro-theoretical perspectives to each other, as such efforts are viewed as building blocks of a cultural studies' approach to research on (language) biographies. URN: urn:nbn:de:0114-fqs040132, Rita FRANCESCHINI ha editado un libro que aborda varios elementos de los estudios de multiculturalismo y auto-biografías. La mayoría de los argumentos de los autores se basan en enfoques etnológicos y en literatura lingüística. En varios capítulos se hacen intentos por ejemplificar la interdependencia entre cultura y biografía, específicamente entre las construcciones colectivas e individuales de la realidad. Además, varios capítulos se centran en los efectos biográficos estructurales que resultan de la experiencia de los interlocutores con los retos de la lengua extranjera en situaciones de contacto bilingüe e incluso trilingüe. La reseña del volumen está enmarcada por una heurística cultural de un concepto de explicación comprensiva (Max WEBER); la revisión crítica está basada en los estándares cualitativos del trabajo socio-pragmático-lingüístico y textual-lingüístico. Desde esos puntos de vista se proporcionan pruebas que explican por qué las aproximaciones de estudios literarios suelen tender a emplear procedimientos de muestreo individual, así como otros por defecto, obteniendo datos controlados metodológicamente incluidos en dimensiones y propiedades del tema en cuestión. Se discuten detalladamente las contribuciones lingüísticas y sus esfuerzos por aunar las perspectivas teóricas micro y macro, porque tales esfuerzos son vistos como piezas de construcción de una aproximación de los estudios culturales a la investigación sobre (lenguaje) biografías. URN: urn:nbn:de:0114-fqs040132

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No. of bitstreams: 1 TESE Souza, Cecilia Gabriela Aguirre.pdf: 2300323 bytes, checksum: c2e3027a9de2bea3d985adb5daf750c6 (MD5) Estudo sobre as produções de atos de fala diretivos em contextos de familiaridade e proximidade por aprendizes de espanhol, com o intuito de verificar como os operadores pragmalingüísticos transmitem significados pragmáticos na língua materna dos aprendizes e na língua alvo, com a finalidade de garantir o sucesso do ato comunicativo, uma vez que esses aprendizes não se encontram imersos na cultura da língua alvo, que, nesta pesquisa, é a língua espanhola. Para contribuir com o ensino de espanhol como língua estrangeira, especificamente, com a elaboração de material didático, aplicou-se ás elocuções produzidas por aprendizes de espanhol a metodologia da Análise de Erros de Corder (1967), classificando os erros segundo a análise qualitativa de Taylor (1986) e a análise quantitativa de Lennon (1991). Utilizou-se um método experimental de coleta de dados: um exercício de preenchimento de lacuna, elaborado com base em tiras de Mafalda, nas quais as personagens interagem em contextos formais e informais. O emprego das tiras se justifica pela análise dos alinhamentos das personagens, dos enquadres interativos e das pistas de contextualização, em cada situação interacional, fundamentando-se na Sociolingüística Interacional. Legitimou-se a língua falada por elas pela comparação com elocuções realizadas por falantes nativos, as quais também operam como referência na análise das elocuções produzidas pelos aprendizes. Focalizaram-se os atos de fala diretivos descritos por Searle (1979), diretos e indiretos, e classificaram-se as produções dos informantes segundo as formas descritas na Gramática comunicativa del español de Matte Bom (2000), para pedir ações e dar ordens, pedir objetos, expressar desejos, aconselhar, sugerir, recomendar, ameaçar e incitar à ação. Da comparação entre os corpora, conclui-se que há, nas duas línguas, os mesmos recursos para expressão de ordens, embora existam diferenças nos marcadores pragmalingüísticos que operam a nível socio-pragmático. Observou-se que os aprendizes tendem a empregar, em com textos familiares e informais, o presente do subjuntivo na formação do imperativo. Acredita-se que esse fato ocorre devido à transferência do presente do subjuntivo correspondente a você, pronome de tratamento mais difundido no Brasil, que denota tanto familiaridade como distância. Na língua espanhola, o presente do subjuntivo tem valor pragmalingüístico correspondente ao pronome de tratamento usted, de uso restrito a situações de formalidade e assimetria entre os interlocutores. Desse modo, os aprendizes devem tomar consciência dessas diferenças para garantir um ato comunicativo bem sucedido. The present study is about the production of directive speech acts in contexts of familiarity and proximity by students of Spanish, Brazilian Portuguese native speakers. The intention is to verify how pragmalinguistic markers transmit pragmatic content both in the students’ native language and target language, with the objective of fostering the success of the communicative act, since the students are not immersed in the community where the target language is spoken, Spanish, in this case. In order to contribute to the teaching of Spanish as a foreign language, specifically, with the creation of material for didactic use, Corder’s (1967) methodology of Error Analysis is applied. Errors are classified according to Taylor’s (1986) qualitative and Lennon’s (1991) quantitative analysis. An experimental method is used to collect data: a fill-in-the-blank exercise, prepared after Mafalda’s comic strips, where characters interact both in contexts of formality and informality. The use of such comic strips is justified by the analysis of the characters’ footing in various situations, their interactive frames and clues of contextualization, based on the principles of Interactional Sociolinguistics. The validity of the language spoken by the characters is confirmed by comparison with the correspondent directive act produced by Spanish native speakers, whose production also serves as a comparative bases for the production of Portuguese native speakers. Searle’s (1979) directive acts are on focus and are classified according to the Gramática comunicativa del español by Francisco Matte Bon (2000), specifically, asking someone to do something, giving orders, asking for objects, expressing wishes, advising, suggesting, recommending, threatening and encouraging an action. From the comparison between the two corpora it is concluded that there are basically the same resources in both the Portuguese and Spanish languages to express an “order”. However, there exists a difference in pragmalinguistic markers, operating on the socio-pragmatic level. Portuguese native speakers tend to use, in familiar and informal contexts, the subjunctive present tense for the production of imperatives. It is believed that this occurs because of linguistic transference form the students’ native language to the target language, corresponding to the use of the subjunctive present tense você, second person pronoun, which denotes proximity as well as distance between speakers. In Spanish, the subjunctive present tense has pragmalinguistic value corresponding to the third person pronoun, also corresponding to the formal usted. This form of treatment is restricted to situations of asymmetry and distance between speakers. Thus, it is necessary that students of Spanish grow aware of such differences in order to produce successful communicative acts.

The present paper draws text investigators' attention to a new, hybrid branch of stylistics - to pragmatic stylistics which is formed by supplementing functional stylistics with research aspects of pragmatics (pragmalinguistics) and speech act theory. The article analyses one text of advertisement from the pragmastylistics viewpoint: the text is considered to be the macro act which in turn according to the intentions is divided into micro acts (micro act of information, praising, encouragement, politeness, and others). The author of the article tries to show that pragmastylistic analysis of advertisement is more exhaustive and universal than linguistic stylistic analysis: it does not ignore the aims of text linguistics or stylistic analysis of speech expression; moreover, it exposes the practical aims, the function of persuasion, and the variety of intentions of the advertisement much better.

The article is aimed to investigate the effect of social variables on the realization patterns of apology speech act within specific speech communities; the linguistic realization of the act of apologizing and potential range of apology strategies are analyzed. Розглянуто вплив соціальних змінних на лінгвістичну реалізацію мовленнєвого акту вибачення, а також стратегічний інструментарій даного мовленнєвого акту.

U prvom dijelu knjige autorica rekonstruira razvoj jezika iz različitih neverbalnih kodova (zvuka i pokreta) koji prethode artikuliranome govoru. Zatim definira pragmatiku kao znanost o multikodovima i njihovu ujezičavanju te određuje njezine jedinice - pragmeme. U drugome dijelu knjige na dva konkretna jezika, hrvatskom i poljskom, autorica kontrastivno proučava tri tipa pragmema: kulturološke, emotivne i automatizirane. Kulturološki pragmemi su pozdravne fraze u invokaciji (početku razgovora), eksvokaciji (kraju razgovora) te pragmemi za održavanje razgovora (u intervokaciji) koji se dijele na adresativne, inicijativne i modalne. Emotivni pragmemi su metaforizirane jezične jedinice kojima se pokazuju pozitivni ili negativni osjećaji pomoću fitonima, zoonima, dječjih hipokoristika - pueritiva, antroponima, etnonima, toponima, brojaka i spacijalnih (prostornih) elemenata. Automatizirati pragmemi su razliciti jezični umetci u obliku podštapalica In the first part of the book the author reconstructs the development of language from various nonverbal codes (sound and movement) that precede articulated speech. Then she defines pragmatics as a science of multicodes turning into language code and determines the pragmeme as its unit. In the second part of the book the author, using concrete examples of Polish and Croatian, contrastively looks into three types of pragmemes: cultural, emotive and automated. Cultural pragmemes refer to opening and closure greetings as well as phrases used to maintain the conversation. These are addresive, initiating and modal pragmemes. Emotive pragmemes are metaphorised pragmatic units that are used to express positive or negative emotions by means of: phytonyms, zoonyms, anthroponyms, ethnonyms, toponyms, child language hypocoristics, numbers and spatial phrases. Automatized pragmemes are various slot fillers in conversation.

Pojačano zanimanje za rutinske formule poklapa se s otvaranjem lingvistike za pragmatičke aspekte u jeziku. Taj skup stereotipiziranih formulacija obuhvaća širok raspon izraza koji npr. sežu od pozdrava do čestitki, isprika i diskurzivnih signala. Rutinske su formule važne zbog svoje funkcije -pomažu nam u svladavanju standardiziranih situacija u usmenoj i pismenoj komunikaciji -dok im je denotativno značenje često same rudimentarno. U radu se analizira zastupljenost i način prezentacije pozdravnih formula u odabranim rječnicima., Routine formulas are stereotypical formulations covering a wide spectrum of expressions ranging from greetings to congratulations, excuses and discourse signals. The article discusses the choice and methods of presentation of greeting formulas in selected dictionaries.