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Màster d'Expert en Espanyol com a Llengua Estrangera en Àmbits Professionals, Universitat de Barcelona, Facultat de Filologia, Curs: 2018-2019, Tutora: María Teresa Español Giralt, [spa] En el proceso de enseñanza-aprendizaje de una lengua extranjera el papel de los géneros narrativos, en especial del relato conversacional, resulta fundamental, pues para que un estudiante adquiera las habilidades suficientes para ser miembro de una comunidad discursiva y le dé más naturalidad a su discurso, es esencial que conozca su función y domine su estructura a nivel conversacional. No obstante, el uso privilegiado que tienen los hablantes por el estilo directo al relatar una anécdota no se evidencia en su totalidad en los materiales de enseñanza de Español como Lengua Extranjera (ELE) por el poco o casi nulo material didáctico encontrado sobre este tema. A partir de lo anterior, el siguiente trabajo de investigación busca crear una propuesta didáctica, dirigida a profesores de enseñanza de ELE, para la práctica e implementación del estilo directo en relatos conversacionales. Los conceptos teóricos que se tuvieron en cuenta para el desarrollo del material, incluyen las partes del relato conversacional, los marcadores discursivos, la estructura del estilo directo, el diseño de materiales didácticos para la enseñanza de lenguas extranjeras y el enfoque por tareas. Finalmente, la propuesta didáctica creada consta de 17 actividades organizadas en tres sesiones. Cada actividad muestra un lenguaje verosímil y refleja las características fónicas, gramáticas y léxicas de la variedad dialectal colombiana; asimismo, no solo permiten que el estudiante identifique las diferentes maneras de emplear el estilo directo en los relatos conversacionales, sino también su buen uso en las diferentes situaciones comunicativas., [eng] In the teaching-learning process of a foreign language, the role of narrative genres, especially the conversational story, is fundamental for a student in order to acquire enough skills to be a member of a discursive community and to give more spontaneity to his/her speech, recognizing its function and dominating its structure at a conversational level. However, the privileged usage that speakers have for the direct style when they are reporting an anecdote is not evident in its entirety in the materials of Teaching Spanish as a foreign languague (SFL) due to a few, or almost no didactic material found on this topic. Therefore, based on the above, the following research seeks to create a didactic proposal, aimed at teachers of ELE, for the practice and implementation of the direct style in conversational stories. The theoretical concepts that were taken into account for the development of the material include the parts of the conversational story, the discourse markers, the structure of the direct style, the design of teaching materials for the teaching of foreign languages and the task approach. All in all, the didactic proposal created consists of 17 activities organized in three sessions. Each activity shows a plausible language and reflects the phonic, grammatical, and lexical characteristics of the Colombian dialectal variety. They also allow students to identify not only the different methods of using direct style in conversational stories, but also their good use in different communicative situations.

International audience; This research aims at understanding how executives and managers interactively accomplish authority relationships through their communicative practices and how these processes give rise to power relationships in conversations. We analyze in depth three conversations in which executives of the French car manufacturer Renault accused three managers of having sold proprietary data to a foreign company. The conversations were recorded by Renault and later were leaked to the press. Following Discursive Psychology, we identify the pattern of discursive devices on which the executives and the managers relied to co-construct authority. Our findings show that the enactment of authority relationships relies on the combination and adaptation of various discursive devices, through which: 1) the executives speak, give information and/or orders, interrogate and/or accuse in the name of the organization; and, 2) the managers react—frequently denying they committed an offense— but never contest the executives' rights to behave like they do. Four main contributions are outlined. First, the study shows how the enactment of authority actually relies on the power struggles that unfold during the conversation. Second, the authority accomplished during the interactions may mean different configurations of rights going from speaking in the name of the organization to interrogating, accusing and even sentencing the subordinates. Third, the enactment of authority does not necessarily fall in the compliance/resistance alternative, but can exhibit more or less alignment between the superior and its subordinate. Finally, the accomplishment of authority relies on a palette of discursive devices, the effects of which cannot be interpreted without taking into account the actual reactions of the participants.