Academic literature on the topic 'Discorso parlato'

Il presente contributo si pone come oggetto una ricerca su alcune caratteristiche del discorso parlato legate alla complessità sintattica e lessicale determinata dall’uso della nominalizzazione. Partendo dalla considerazione, più volte espressa, su come la lingua parlata differisca da quella scritta anche dal punto di vista della complessità sintattica e lessicale, dalla quale può dipendere il grado di formalità, e basandoci su studi antecedenti sulla presenza di un fenomeno sintattico-lessicale relativamente complesso, quale è la nominalizzazione, in alcuni generi della lingua slovena scritta, si intende verificare se e in quali aspetti i vari tipi di testi della lingua parlata differiscano tra loro sotto questo punto di vista. La nominalizzazione, qui intesa come metafora grammaticale nel senso hallidayiano, secondo vari studiosi è, infatti, generalmente un elemento caratteristico della lingua formale scritta, la quale trova minore spazio nei generi parlati, sebbene non sia completamente assente in alcuni suoi generi formali. Per la raccolta dei dati necessari ai fini della ricerca viene usato il corpus della lingua parlata slovena GOS, in cui i testi compresi sono divisi in vari subcorpora secondo criteri predefiniti riguardanti la tipologia testuale, il canale dell’evento comunicativo, il tipo di evento comunicativo, la regione di provenienza dei parlanti ecc. La metodologia usata è quella della linguistica dei corpora, integrata, in parte, con ipotesi basate soprattutto sul quadro teorico della linguistica sistemico funzionale.

La tesi principale di questo lavoro è che per poter meglio affrontare la comprensione del testo è necessario prestare più attenzione al fenomeno della referenza. Occuparsi delle relazioni lingua-discorso-mondo significa entrare più direttamente nel merito di come il sistema di una certa lingua consente, attraverso il suo uso nel discorso parlato o scritto, di rappresentarci in modo reciprocamente comprensibile il mondo. Si tratta dei fondamentali su cui si basa l’intercomprensione e che, in condizioni normali, apprendiamo per primi da bambini. Dopo l’inquadramento teorico del fenomeno del riferimento e delle sue relazioni con gli impliciti, proporrò una lettura critica dei descrittori INVALSI relativi alle competenze di lettura e comprensione dei testi e discuterò la ratio di una serie di attività di tipo induttivo svolte con studenti universitari del primo anno, in cui la discussione dei referenti e degli impliciti in riferimento al mondo ha un ruolo centrale fin dall’inizio. How much of the world is in a text? Referents, subtexts and comprehension strategies The main thesis of this paper is that in order to better address text comprehension, more attention should be paid to the phenomenon of reference. Dealing with language-discourse-world relations means to directly investigate how the system of a natural language, through its use in spoken or written discourse, allows us to represent the world in a mutually comprehensible way. These are the fundamental ideas on which inter-comprehension is based and which, under normal conditions, we learn from childhood. After the theoretical framing of the phenomenon of referencing and its relation to implicitness, a critical reading of the INVALSI descriptors related to reading and text comprehension skills is proposed, followed by a discussion of the rationale for a series of bottom-up activities carried out with first-year university students, where the discussion of referents and inferential activities played a central role from the beginning.

Nella narrazione orale, la voce esprime una molteplicità di significati, non solo in riferimento al contenuto vero e proprio del racconto, ma anche rispetto alla disposizione psicologica dei parlanti coinvolti nell’interazione, nonché in rapporto alle modalità di ricostruzione e trasmissione della memoria. Nel descrivere tale stratificazione, partirò da etnotesti tratti da un’intervista dialettologica, per mostrare come in questo tipo di racconto orale prenda forma una sorta di drammatizzazione dell’esperienza vissuta, la quale è interpretata, messa in scena dal parlante per l’interlocutore. Tale drammatizzazione impiega i mezzi espressivi propri del parlato, che saranno descritti in rapporto alle molteplici funzioni svolte nel contesto discorsivo.

AbstractSecondo la teoria della Lingua in Atto, le unità di informazione parentetiche inseriscono nell’enunciato informazioni poste su un piano locutivo secondario rispetto alla relazione Topic/Comment. Possono apparire in tutte le posizioni, ma non in prima posizione  e non sono mai composizionali con un’altra unità di informazione. Le Parentesi poste alla periferia destra del Comment possono essere confuse con le unità di Appendice,  in quanto la realizzazione prosodica risulta simile, nonostante le Appendici esprimano informazioni ridondanti che invece integrano il Comment. Sulla base del Data Base dell’Articolazione dell’Informazione IPIC il lavoro esplora le ragioni che consentono l’individuazione dei Parentetici nei Corpora di parlato spontaneo Italiano. Dati i loro valori semantici, le valutazioni modali e i commenti metalinguistici (che sono la grande maggioranza delle parentesi brevi nel discorso) introducono un salto nella prospettiva dell’enunciato che li colloca automaticamente su un piano locutivo secondario e non possono mai essere Appendici. Al contrario, altri tipi di espressioni che anche riempiono l’unità Parentetica (congiunzioni, se-frasi, avverbi e argomenti esterni, parentesi lunghe) possono essere in linea di principio considerate integrazioni del Comment. Il lavoro sostiene che l'interpretazione tra parentesi di queste unità di informazione risulta sottodeterminata a meno che il parlante  non segnali il valore parentetico attraverso segnali prosodici o multimodali. Secondo i risultati dell’analisi condotta, inoltre, le parentesi lunghe in posizione finale non vengono realizzate come unità informative dell’enunciato ma piuttosto come "enunciati parentetici", pienamente autonomi.   According to the Language Into Act Theory, Parenthetical units insert in the Utterance information that is placed on a secondary locutive plan with respect to the Topic / Comment relation. They can appear in all but not in the first position of the utterance and are never compositional with another information unit. Because of prosodic similarities, however, Parenthesis placed at the right periphery of the Comment can be confused with Appendix units, which on the contrary express redundant information complementing the Comment. On the basis of the IPIC Information Structure Data-Base the paper explore the reasons which allow their detection in Italian Spontaneous Speech Corpora. Because of their semantic values, Modal evaluations and Metalinguistic commentaries (the large majority of Parenthesis in speech) introduce a jump in the perspective of the utterance, which places them on a secondary locutive plan and can never be Appendixes. On the contrary other types of expressions that can also fill the Parenthetical unit (conjunctions, if-sentences, adverbials and external arguments, long parenthetical) can be in principle also integrations of the Comment. The paper argues that the parenthetical interpretation of these information units will remain under-determined unless the speaker signals this value through prosodic or multimodal cues. Moreover, according to our finding, long parenthesis in the final position are not performed as information units of the utterance but rather as fully autonomous “parenthetical utterance”.

Questo contributo si basa su un progetto lessicografico e fornisce informazioni importanti sulla promozione del Valoc ’, un dialetto a rischio di estinzione parlato in Val Masino (Lombardia, Italia). Lo scopo del progetto VVV è sviluppare il nuovo dizionario, basato sulla ricerca antropologica e dialettologica. Grazie al nostro approccio metodologico ci proponiamo di osservare le pratiche del Valoc ', la sua trasmissione da una generazione all'altra e discorsi che sostengono principalmente le ideologie in relazione alle pratiche linguistiche e all'identità. In questo lavoro, vorremmo presentare il contesto, descritto da un punto di vista linguistico e sociolinguistico, concentrandoci sull'importanza di promuovere il Valoc ’attraverso lezioni, conferenze, il dizionario e i social network. Infatti, grazie alla nostra pagina sui social network, è stato possibile osservare l'evoluzione del linguaggio e analizzare il modo in cui i parlanti affrontano l'esercizio della scrittura.

Nel presente contributo osserveremo i diversi ruoli pragmatici assunti dal segnale discorsivo sì nella lingua italiana parlata. è nostro intento servirci di questo esempio concreto per illustrare la pluralità di funzioni e di forze illocutorie di un segnale discorsivo che possono renderne difficoltosa l’elaborazione e l’interpretazione. il metodo adottato per l’individuazione dei diversi ruoli pragmatici svolti dal segnale prescelto, si propone di costituire un modello di analisi applicabile anche ad altri elementi linguistici aventi simili proprietà pragmatiche.

Considerare il discorso significa riferirsi non solo al piano dell’enunciato (grammaticale, lessicale, semiotico, sintattico), ma anche ai processi di produzione e interpretazione del testo. Questi processi attivano risorse di carattere cognitivo e sociale. A partire dagli anni Ottanta si assiste a una proliferazione del termine discorso nelle scienze del linguaggio, tanto al singolare (dominio del discorso, analisi del discorso) quanto al plurale (i discorsi), a seconda che ci si riferisca alla attività verbale in generale oppure a particolari eventi discorsivi. La diffusione di questo termine è il sintomo di una modificazione nel modo di concepire il linguaggio. Parlando di discorso si prende posizione a favore di una particolare concezione del linguaggio e della semantica, che dipende dalla influenza di diverse correnti pragmatiche che hanno sottolineato un certo numero di idee forza. L’analisi del discorso ha mostrato che il senso non è in ciò che gli enunciati ‘dicono’. Il discorso implica una lettura seconda che è quella del senso interno, delle modalità della sua produzione, delle condizioni della sua emergenza e delle possibilità del suo riconoscimento. Tutto ciò diventa specialmente importante in un’aula di lingua straniera – una scatola nera- dove spetta all’insegnante includere nel processo di insegnameto le attivittà discorsive per sviluppare le competenze socioculturali, lingvistiche, strategiche ecc. necessarie per acquisire la competenza comunicatiвa assieme alla capacità pragmatica di ogni singolo studente.

ABSTRACT: The “hunger riots” that hit most African countries in 2008 gave rise to Cameroon, with a prolific discursive production which media relayed abundantly. Postulating that "media discourses are essentially 'mediating' discourses of other discourses" (Moirand, 2006), this paper questions the mediation manifested in and with the "pluricode discourse" of comic press. Inspired by Peytard’s "new considerations on the semiolinguistics of alteration", the study, which is based on a corpus of caricature taken from newspapers published between February 13 and March 13, 2008, states that "any wording of the third-speaking as an act of narrated discourse involves an evaluative attitude of the narrated discourse” (1992, p.75). It then deciphers the modes of articulation of the "narrated discourse" on and in the narrating discourse of the cartoon press and deduces the discursive relationship between the journalistic and the pictographic texts. RÉSUMÉ: Les « émeutes de la faim » qui frappent la plus part des pays africains en 2008, donnent lieu au Cameroun, à une abondante production discursive que les médias relayent abondamment. Postulant que « les discours des médias sont essentiellement des discours ‘médiateurs’ d’autres discours » (Moirand, 2006), la présente réflexion questionne la médiation manifestée dans et avec le « discours pluricode » de la presse dessinée. S’inspirant des « nouvelles considérations sur la sémiolinguistique de l’altération », l’étude qui s’appuie sur un corpus de dessins tirés des journaux parus entre le 13 févier et le 13 mars 2008, pose que « toute mise en mots du tiers-parlant comme acte de discours relaté comporte une attitude évaluative de la parole relatée » (Peytard, 1992 , p.75). Elle décrypte alors les modes d’articulation du « discours relaté » sur et dans le discours relatant de la presse dessinée et en déduit la relation discursive entre le texte journalistique et le texte pictographique.

Résumé Cet article se veut un questionnement sur quelques-uns des effets pervers du discours sur l'association sexe/santé dans notre contexte socio-culturel. Ce discours dénonce haut et fort les problèmes psychosociaux des femmes, mais tend à passer sous silence la vulnérabilité des hommes, pourtant inscrite en noir sur blanc dans nos statistiques officielles sur le suicide, la dépendance à l'alcool et autres drogues, la violence et l'itinérance.

Questa tesi riflette l’attuale interesse per il dibattito educativo sul ruolo e sull’uso dell’inglese come lingua veicolare in ambiente accademico. I programmi che utilizzano l’inglese come Medium of Instruction (EMI) sono al centro dell’attenzione di questo studio, che si compone di una parte quantitativa e una parte qualitativa. Attraverso un’analisi aggiornata dei dati raccolti da Costa e Coleman nel 2012, la prima parte descrive i risultati di un questionario spedito a tutte le università italiane; la parte qualitativa descrive l’utilizzo dei marcatori metadiscorsivi impiegati da quattro docenti dell’Università Cattolica di Milano. A tale scopo, è stata adottata una versione semplificata del modello di Ädel (2003), proposto da Nobles (2010), e applicato in questa sede al discorso accademico orale. L’aumento del numero di corsi di EMI in Italia registrato da Costa e Coleman nel 2012 è rimasto stabile. Il confronto tra l’uso di marcatori metadiscorsivi personali e impersonali mostra un maggior utilizzo dei primi, in particolare del pronome personale “we”. Infine, lo studio vuole fornire dati e riflessioni a docenti, istituzioni universitarie e legislatori, utili anche alla progettazione di corsi di formazione per insegnanti.
This thesis reflects the shared current interest in the ongoing educational debate on the role and use of English as a medium of instruction in academic settings. English as a Medium of Instruction (EMI) programs are the main focus of this study which includes a quantitative and a qualitative part. Through an up-to-date analysis of the data on EMI courses in Italy collected by Costa and Coleman in 2012, the first part shows the results of a questionnaire that was sent to all Italian universities; the qualitative part describes the use of metadiscourse markers by four Italian lecturers at the Università Cattolica of Milan. The simplified and restricted classification model of metadiscourse markers proposed by Nobles (2010), adapted from Ädel (2003), was here applied to the academic spoken discourse. The increase in the number of EMI courses in Italy registered by Costa and Coleman in 2012 has remained stable. The comparison of the use of personal and impersonal metadiscourse shows that personal metadiscourse tokens surpass the impersonal counterpart, with the pronoun “we” as the most frequent self-mention marker in the corpus. Finally, the present study can be of great interest both for lecturers and university policymakers or teacher-training designers.

Questa tesi riflette l’attuale interesse per il dibattito educativo sul ruolo e sull’uso dell’inglese come lingua veicolare in ambiente accademico. I programmi che utilizzano l’inglese come Medium of Instruction (EMI) sono al centro dell’attenzione di questo studio, che si compone di una parte quantitativa e una parte qualitativa. Attraverso un’analisi aggiornata dei dati raccolti da Costa e Coleman nel 2012, la prima parte descrive i risultati di un questionario spedito a tutte le università italiane; la parte qualitativa descrive l’utilizzo dei marcatori metadiscorsivi impiegati da quattro docenti dell’Università Cattolica di Milano. A tale scopo, è stata adottata una versione semplificata del modello di Ädel (2003), proposto da Nobles (2010), e applicato in questa sede al discorso accademico orale. L’aumento del numero di corsi di EMI in Italia registrato da Costa e Coleman nel 2012 è rimasto stabile. Il confronto tra l’uso di marcatori metadiscorsivi personali e impersonali mostra un maggior utilizzo dei primi, in particolare del pronome personale “we”. Infine, lo studio vuole fornire dati e riflessioni a docenti, istituzioni universitarie e legislatori, utili anche alla progettazione di corsi di formazione per insegnanti.
This thesis reflects the shared current interest in the ongoing educational debate on the role and use of English as a medium of instruction in academic settings. English as a Medium of Instruction (EMI) programs are the main focus of this study which includes a quantitative and a qualitative part. Through an up-to-date analysis of the data on EMI courses in Italy collected by Costa and Coleman in 2012, the first part shows the results of a questionnaire that was sent to all Italian universities; the qualitative part describes the use of metadiscourse markers by four Italian lecturers at the Università Cattolica of Milan. The simplified and restricted classification model of metadiscourse markers proposed by Nobles (2010), adapted from Ädel (2003), was here applied to the academic spoken discourse. The increase in the number of EMI courses in Italy registered by Costa and Coleman in 2012 has remained stable. The comparison of the use of personal and impersonal metadiscourse shows that personal metadiscourse tokens surpass the impersonal counterpart, with the pronoun “we” as the most frequent self-mention marker in the corpus. Finally, the present study can be of great interest both for lecturers and university policymakers or teacher-training designers.

Comment la palette des marques énonciatives, qui déterminent l’inscription de la subjectivité au sein des contenus discursifs objectivés, est-elle employée dans les discours économiques radiophoniques ? Quelles sont les variations de ces marques et selon quelles variables ? Ces variations seront appréhendées à partir d’un corpus de 35 émissions économiques, en fonction des genres discursifs (brèves, analyses, chroniques, débats, interviews, portraits) et de l’identité des sujets parlants selon leurs statuts médiatiques (animateurs, chroniqueurs, invités) et sociaux (journalistes, économistes, acteurs économiques, acteurs politiques européens, artistes). Nous cherchons, ce faisant, les marques caractéristiques de la pratique des communautés discursives représentées dans notre corpus. Les analyses s’inscrivent dans un double cadre théorique : celui de l’analyse du discours, qui situe les textes dans un contexte socio-historique, un dispositif institutionnel et une communauté discursive, et celui des théories de l’énonciation qui éclairent les valeurs sémantiques et le fonctionnement énonciatif des marques prises en compte. Les déictiques de première personne instancient explicitement le sujet parlant dans le discours. Les occurrences du conditionnel marquent une disjonction énonciative du locuteur par rapport au propos tenu. A partir d’une analyse du fonctionnement énonciatif de ces marques, nous en cherchons le fonctionnement discursif et leurs effets sur l’ethos des locuteurs. Cette recherche nous amènera à interroger, notamment, la définition du discours économique, les notions de genre et d’ethos, le passage du niveau énonciatif au niveau discursif
How is the range of enunciation markers, which determine how subjectivity is inscribed within objective discursive content, used in economy radio programs? How do these markers vary and according to what variables? Such variations will be explored in a corpus of 35 episodes of various economy radio programs, focusing on program genre (headlines, chronicles, debates, interviews, portraits) and speaker identity — the speaker’s media status (radio hosts, commentators, guests) and social status (journalists, economists, economic actors, European players, artists). Thereby, we seek to identify the enunciation features of the discursive communities represented in the corpus.Analyses fall within two theoretical frameworks: French discourse analyses and enunciation theory. The first framework places discourses in sociological and historical context, in institutional systems, and in discursive communities. The second one illuminates how the enunciation markers under study operate, as well as their semantic value. First-person deictic pronouns explicitly ground the speaker in the discourse. The ‘conditionnel’ tense marks a disjunction between the speaker and the discursive content. From the analyses of how enunciation markers operate on a linguistic level, we will observe their effects on a discursive level, and specifically on the ethos of the speaker. This study will lead us to question, inter alia, the definition of economic discourse, the notions of program genre and ethos, the transition between the enunciation level and the discursive level

Cette recherche se situe dans la problématique générale de l'hétérogénéité énonciative constitutive de tout discours, en appui aux théories du dialogisme bakhtinien et de l'inter discursivité. Elle se base sur une analyse discursive d'un corpus d'échanges oraux. L'objectif de la recherche est triple : redéfinir les phénomènes énonciatifs ressortissant traditionnellement du champ du + discours rapporté ; comme ressortissant de ce que nous appelons le champ du + discours représenté ; sur les deux faces du dit et du dire du discours; mesurer leur place dans le discours d'individus socialement situés pour vérifier, par-delà la variation, l'existence d'une régularité ; analyser cette variation en rapport avec les modes de représentation discursifs et les catégories de tiers-parlant représentées pour dresser une typologie des styles discursifs et vérifier si se dessine l'existence d'une + pratique discursive. Cette étude met en évidence premièrement la place de l'autre a l'origine de tout discours de l'un. Elle permet également de dégager l'existence de quatre modes discursifs (discours direct, indirect, libres et figures de la modalisation autonymique) qui se classent, selon leur mode de représentation/reformulation, en deux types : l'heteroreprésentation et l'autoreprésentation discursives; et de dégager quatre catégories de tiers-parlant (+ je ;, un tiers-parlant défini, indéfini et l'absence de tiers-parlant), elles-mêmes classées, selon la nature du destinataire, en deux types : le type homodiegetique et le type heterodiegetique. Enfin l'existence d'une corrélation entre le mode de représentation discursif choisi et la catégorie de tiers-parlant représenté se vérifie, ce qui nous autorise à les considérer comme les indices d'un positionnement énonciatif spécifique et comme la trace du mode de construction par l'énonciateur-sujet de son identité discursive.

Notre thèse, La construction des identités carcérales dans le discours des prisonniers. Approche comparée français et roumain, propose une analyse des milieux carcéraux français et roumain dans une perspective sociolinguistique. Nous proposons une vision pluridisciplinaire de l’analyse du milieu de réclusion, ainsi que du discours carcéral en vue de comprendre les manifestations langagières des sujets-parlants constituant notre échantillon. Pour ce qui est de la mise en pratique du discours de la prison, notre thèse la discute en termes de prémisse pour l’expression de l’identité multiple du sujet-parlant détenu et comme moyen d’intégration sociale de celui-ci dans le nouveau groupe social. Le principe qui est à la base de cette recherche est celui de valorisation. Pour avoir une vision complexe du monde carcéral, nous puisons à la fois dans des sciences linguistiques et non linguistiques qui permettent, d’une part, la compréhension du milieu de réclusion en tant que milieu dichotomique et clos, et, d’autre part, l’ouverture de pistes de recherche sociolinguistique. Cette thèse à été construite suite à un travail de terrain auprès de 100 personnes privées de liberté et grâce à la connaissance in situ de ce que nous appelons intimité carcérale. Nous partons de la définition de ce concept pour mieux mettre en évidence l’écart qui s’établit entre l’individuel déviant et la collectivité normative, plus précisément pour souligner l’essence de la psychologie sociale, c’est-à-dire « le conflit entre l’individu et la société. » Notre recherche analyse deux hypostases du sujet-parlant détenu : dans son milieu quotidien, lors du processus de socialisation et de construction de l’identité carcérale multiple à l’aide des relations non officielles et dans des situations de communication officielle. Cette thèse est composée de 3 parties, avec un total de 6 chapitres. Tout d’abord, nous nous penchons sur le contexte social caractérisant les deux milieux de réclusion, ce dernier devenant progressivement le point d’appui pour la mise en discussion des identités carcérales
Our thesis, Construction of prison-related identities in detainees’ speech. A comparative vision on the French and Romanian fields, of Romanian and French prison-related environments proposes an analysis from a sociolinguistic perspective. We put forth a multidisciplinary analysis of the prison-related environment and of the prison speech with the purpose of understanding the linguistic manifestations and behaviours of the subject-speakers making up our sample group. As concerns the putting into practice of detainees’ speech, our thesis considers it as a premise for the expression of the multiple identity of the detainee subject-speaker and as a means for his social reintegration into the new social group. The principle underlying the current research is that of exploitation of results. In order to have a complex vision of the prison-related world, we put together linguistic and non-linguistic sciences which could allow us, on the one hand, to understand the prison-related environment as a closed and dichotomic environment and, on the other hand, to open up new sociolinguistic researches. The current thesis was built as a result of a field work which meant getting into contact with 100 persons in custody and getting to know in situ what we call prison-related intimacy. We start out in our scientific approach by defining this concept to underline the distance between the deviant individual and the regulatory collectivity, more exactly to point out the essence of the social psychology, which is "the conflict between the individual and the society". Our research analyses two aspects of the detainee subject-speaker: in its daily environment, during the process of socializing and building the multiple prison-related identity by means of the unofficial relationships and in official communication situations. The thesis is structured in three parts, having a total of 6 chapters. In the first part, we concentrate on the social context characterizing the two prison-related environments, the latter progressively becoming a support point in discussing the prison-related identities
Teza noastră, Construirea identităţilor carcerale în discursul deţinuţilor. O viziune comparată asupra domeniilor francez şi român, a mediilor carcerale francez şi român propune o analiză din perspectivă sociolingvistiă. Propunem o analiză pluridisciplinară a mediului carceral şi a discursului închisorii cu scopul de a înţelege manifestările şi comportamentele lingvistice ale subiecţilor-vorbitori care constitue eşantionul nostru. In ceea ce priveşte punerea în practică a discursului deţinuţilor, teza noastră îl discută ca premisă a exprimării identităţii multiple a subiectului-vorbitor deţinut şi ca mijloc de integrare socială a acestuia în cadrul noului grup social. Principiul care stă la baza acestei cercetări este cel al valorizării. Pentru a avea o viziune complexă asupra lumii carcerale, reunim ştiinţe lingvistice si nelingvistice care să ne permită, pe de o parte, înţelegerea mediului carceral ca mediu dihotomic şi închis şi, pe de alta parte, deschiderea de piste de cercetare sociolingvistică. Această teză a fost construită ca urmare a unei munci de teren care a însemnat contactarea a 100 de persoane private de libertate şi cunoasterea la faţa locului a ceea ce noi numim intimitate carcerală. Plecăm în demersul nostru ştiinţific de la definirea acestui concept pentru a pune în evidenţa distanţa care se stabileşte între individualul deviant şi colectivitatea normativă, mai exact pentru a sublinia esenţa psihologiei sociale, adică « conflictul intre individ si societate. » Cercetarea noastră analizează doua ipostaze ale subiectului-vorbitor deţinut : în mediul său cotidian, în timpul procesului de socializare şi de construire a identităţii carcerale multiple cu ajutorul relaţiilor neoficiale şi în situaţii de comunicare oficiale. Această teză este structurată în 3 părţi, cu un total de 6 capitole. In prima sa parte, ne concentrăm pe contextul social ce caracterizează cele două medii carcerale, acesta din urmă devenind progresiv punctul de sprjin în discutarea identităţilor carcerale

En quoi peut consister l’énonciation dans le sens d’un énoncé ? Telle est l’interrogation à laquelle nous tentons de répondre dans cette thèse. Défendant une approche discursive du sens (Carel 2011, Ducrot 1984), nous nous fixons l’objectif de mettre en lumière une conception de l’énonciation dans cette perspective. Notre défi majeur est ainsi de démontrer, de manière concrète, une énonciation qui n’est pas conçue comme une sorte d’événement du monde relatif à la production d’un énoncé. Il s’agit en effet de cette conception de l’énonciation, d’ailleurs prise pour aller de soi, lorsque la plupart des auteurs (Kleiber 2008, Recanati 2008) interprètent un énoncé contenant une expression déictique tel que « Je suis Français » ou « Il fait chaud ici ». Défendant une approche référentielle du sens, ces auteurs sont amenés à repérer le référent correspondant à l’occurrence du mot « je » ou celle du mot « ici », avec la signification de l’un et l’autre mot prise respectivement comme « celui qui produit l’occurrence de je » et « le lieu où l’occurrence d’ici est produite ». Étant donné qu’un tel repérage du référent implique, de manière inévitable, de chercher dans la production de l’énoncé concerné, l’énonciation se présente ainsi comme extralinguistique et comme l’événement constitué par la production de l’énoncé. En nous appuyant, non sans une certaine liberté, sur les travaux respectifs de Benveniste (1966) et de Ducrot (1984), nous nous proposons de dresser le portrait d’une autre conception de l’énonciation qui relève plutôt du système linguistique lui-même, à la différence de celle dépendant ainsi de l’univers extralinguistique. À partir d’un fondement sémantique dégagé des travaux de ces deux auteurs, ainsi que des éléments que nous développons sur cette base, nous faisons des analyses portant essentiellement sur les marques de pronoms, afin d’illustrer la conception de l’énonciation que nous défendons. Qu’il s’agisse de l’analyse comparative entre « Je sais que p » « Tu sais que p » « Elle sait que p », ou celle entre « Je suis beau » « Tu es beau » « Il est beau », nos analyses impliquent donc certaines conséquences. D’une part, elles démontrent que les marques de pronoms peuvent comporter une valeur sémantique qui n’est pas relative à la référence ni à l’énonciation entendue comme un événement extralinguistique. D’autre part, elles permettent de voir que l’on peut rendre compte de ces éléments de sens non référentiels avec le cadre, inspiré de ces deux auteurs, que nous nous efforçons d’établir
How to understand “enunciation” in the meaning of an utterance? This is the question we are trying to answer in this thesis. Defending a discursive approach to meaning (Carel 2011, Ducrot 1984), we set ourselves the objective of bringing light to a conception of enunciation in this perspective. Our major challenge, as a result, is to demonstrate with tangible illustrations an enunciation that is not conceived as a kind of “world event” relating to the production of an utterance. As we know, it’s about this conception of enunciation, taken for granted, when most authors (Kleiber 2008, Recanati 2008) interpret an utterance containing a deictic expression such as "I am French" or "It's hot here". Mostly defenders of the referential approach to meaning, these authors pick up the referent corresponding to the occurrence of the word "I" and that of the word "here", with the meaning of these two words taken respectively as "the one that produces the occurrence of I" and "the place where the occurrence of here is produced". Given that such an identification of the referent involves, inevitably, a look at the production of the utterance concerned, the enunciation thus appears extralinguistic and as the event constituted by the production of the utterance. Based on Benveniste (1966) and Ducrot (1984) respectively, though not without certain inspiration of our own, we try to sketch the outline of another conception of enunciation, which is the one that comes rather from the linguistic system itself, unlike the one that is dependent on the extralinguistic context. In order to illustrate this conception of enunciation, we conduct analyses mostly on pronouns, and the semantic foundation is drawn from the works of these two authors, as well as from the elements that we develop on this basis. In fact, whether it’s the comparative analysis between "I know that p" "You know that p" "She knows that p" or the one between "I'm beautiful" "You're beautiful" "He's (It’s) beautiful", our descriptions do entail consequences. On the one hand, they show that pronouns can have a semantic value that is neither relative to the reference nor to the enunciation taken as an extralinguistic event. On the other hand, our analyses show that we can account for the non-referential elements of meaning with the frame, inspired by these two authors, that we strive to develop

El propósito de investigar y experimentar en los procesos de comprensión/interpretación y producción de textos argumentativos surge del problema detectado: la falta de hábitos de razonamiento lógico y discursivo del estudiantado y su repercusión en la adquisición de nuevos conocimientos. La determinación de objetivos ha ido encaminada, por tanto, a demostrar las hipótesis planteadas. El objetivo general que nos hemos propuesto en esta tesis es detectar las dificultades de razonamiento conceptual y referencial en producciones escritas por estudiantes de primer curso universitario, de tema jurídico y tipología examen, relativas a la comprensión y recepción de los discursos argumentativos, con el fin de orientar propuestas de intervención educativa que puedan mejorar la formación receptora de los aprendices. Y los objetivos específicos que conducen a la confirmación de las diferentes fases de realización de la tesis son: 1) delimitación de las categorías de análisis; 2) análisis cualitativo de algunos procedimientos argumentativos utilizados en los textos-exámenes, con ayuda del programa informático de análisis de datos Atlas.ti., como herramienta y modelo teórico de innovación didáctica; 3) valoración crítica de los resultados obtenidos; 4) ejemplificación de estrategias metatextuales y metacognitivas, y 5) descripción de experiencias de intervención didáctica en el ámbito literario. Se trata de una tesis surgida en el campo de la investigación educativa, concretamente de la enseñanza en didáctica de la lengua y la literatura, con características multifuncionales: cualitativa, comprensiva, de análisis textual y con matices etnográficos, derivada de la línea de investigación estudios lingüísticos con fines específicos. Se ha seguido un enfoque de innovación educativa y transposición didáctica, orientada hacia la comprensión, el descubrimiento y la interpretación de la realidad, que propugna la interacción social entre participantes y que tiene en cuenta factores de la teoría crítica. Cabe destacar algunos presupuestos teóricos de la documentación analizada: 1) carácter dialógico y comunicativo de la argumentación: forma de discurso, oral o escrito, en que los interlocutores, de manera dialéctica, confrontan argumentos y contraargumentos para llegar a una conclusión; 2) ponderación de la pragmática como disciplina que estudia usos y acciones del lenguaje, primordialmente los actos de habla, con los que convergen lingüistas y filósofos; 3) atención expresa al lenguaje jurídico, un tipo de texto que presenta marcas lingüísticas y discursivas específicas; 4) estudio de los implícitos e inferencias del discurso argumentativo, así como de los mecanismos lingüísticos de conexión textual y de expresión modal causantes de la mayor o menor fuerza argumentativa de las secuencias argumentativas (premisas-conclusiones); 5) consideración de los textos-examen analizados como un macroacto argumentativo, donde se muestran las intenciones del emisor/a-estudiante para evidenciar sus conocimientos y provocar una reacción positiva ante el receptor/a-profesor/a, como demostración de interrelación comunicativa. En cuanto a los resultados obtenidos del análisis, principalmente sobre la competencia argumentativa adquirida, de acuerdo con modelos elaborados previamente y una vez realizadas las operaciones textuales de reducción de datos –segmentación, codificación y agrupación en categorías–, se ha conseguido acotar las secuencias argumentativas y el proceso seguido por cada estudiante, en función de la comprensión realizada. De todo el material analizado, se han detectado aciertos y carencias: precisiones e imprecisiones, tanto en inferencias, explícitas e implícitas, como en las conclusiones de las premisas, en las que los indicadores de fuerza juegan un papel relevante. Además, se han realizado comentarios que han permitido extraer conclusiones y valoraciones cualitativas. Se ha introducido también un factor de evaluación, en términos numéricos, como indicador cuantitativo. El resultado numérico obtenido evidencia un bajo nivel competencial, referido únicamente a la capacidad argumentativa de la pregunta, sin tener en cuenta la parte teórica del examen: una valoración global de las dos partes de la prueba hubiera mejorado notablemente la evaluación. Ello confirma que reproducir y describir conocimientos temáticos es mucho más fácil que relacionar conceptos, en los que deben plantearse argumentaciones inferenciales y llegar a conclusiones plausibles construyendo pensamiento nuevo. Se ha querido también singularizar la importancia de los nuevos paradigmas de la argumentación que se alejan de la lógica formal y reintroducen la retórica, en el sentido clásico; a la vez que se han incorporado principios de correlación social e histórica entre épocas, corrientes y contextos, en los que las distintas teorías se han desarrollado. Asimismo, se han descrito estudios, experiencias y ejemplos suficientes sobre la adquisición de la competencia argumentativa, mostrando procedimientos argumentativos y estrategias metatextuales y metacognitivas, tanto de lectura inferencial como de producción escrita, que llevan a integrar los conocimientos enciclopédicos y las nuevas informaciones de forma significativa. Se ha señalado también la necesidad de considerar el componente social y crítico de la lectura en la formación de los receptores, atendiendo a las necesidades de cada colectivo, en cuanto a temáticas, niveles de madurez lectora y exigencias de las propias disciplinas académicas.
El propòsit d’investigar i experimentar en els processos de comprensió/interpretació i producció de textos argumentatius sorgeix del problema detectat: la manca d’hàbits de raonament lògic i discursiu de l’estudiantat i la seva repercussió en l’adquisició de nous coneixements. La determinació d’objectius ha anat encaminada, per tant, a demostrar les hipòtesis plantejades. L’objectiu general que ens hem proposat en aquesta tesi és detectar les dificultats de raonament conceptual i referencial en produccions escrites per estudiants de primer curs universitari, de tema jurídic i tipologia examen, relatives a la comprensió i recepció dels discursos argumentatius, per tal d’orientar propostes d’intervenció educativa que puguin millorar la formació receptora dels aprenents. I els objectius específics que condueixen a la confirmació de les diferents fases de realització de la tesi són: 1) delimitació de les categories d’anàlisi; 2) anàlisi qualitativa d’alguns procediments argumentatius utilitzats en els textos-exàmens, amb ajuda del programa informàtic d’anàlisi de dades Atlas.ti., com a eina i model teòric d’innovació didàctica; 3) valoració crítica dels resultats obtinguts; 4) exemplificació d’estratègies metatextuals i metacognitives, i 5) descripció d’experiències d’intervenció didàctica en l’àmbit literari. Es tracta d’una tesi sorgida en el camp de la recerca educativa, concretament de l’ensenyament en didàctica de la llengua i la literatura, amb característiques multifuncionals: qualitativa, comprensiva, d’anàlisi textual i amb matisos etnogràfics, derivada de la línia de recerca d’estudis lingüístics amb fins específics. S’ha seguit un enfocament d’innovació educativa i transposició didàctica, orientada cap a la comprensió, el descobriment i la interpretació de la realitat, que propugna la interacció social entre participants i que té en compte factors de la teoria crítica. Cal destacar alguns pressupòsits teòrics de la documentació analitzada: 1) caràcter dialògic i comunicatiu de l’argumentació: forma de discurs, oral o escrit, en què els interlocutors, de manera dialèctica, confronten arguments i contraarguments per arribar a una conclusió; 2) ponderació de la pragmàtica com a disciplina que estudia usos i accions del llenguatge, primordialment els actes de parla, amb els quals convergeixen lingüistes i filòsofs; 3) atenció expressa al llenguatge jurídic, un tipus de text que presenta marques lingüístiques i discursives específiques; 4) estudi dels implícits i inferències del discurs argumentatiu, així com dels mecanismes lingüístics de connexió textual i d’expressió modal causants de la major o menor força argumentativa de les seqüències argumentatives (premisses-conclusions); 5) consideració dels textos-examen analitzats com un macroacte argumentatiu, on es mostren les intencions de l’emissor/a-estudiant per evidenciar els seus coneixements i provocar una reacció positiva davant el receptor/a-professor/a, com a demostració d’interrelació comunicativa. Pel que fa als resultats obtinguts de l’anàlisi, principalment sobre la competència argumentativa adquirida, d’acord amb models elaborats prèviament i una vegada realitzades les operacions textuals de reducció de dades -segmentació, codificació i agrupació en categories-, s’ha aconseguit delimitar les seqüències argumentatives i el procés seguit per cada estudiant, en funció de la comprensió realitzada. De tot el material analitzat, s’han detectat encerts i mancances: precisions i imprecisions, tant en inferències, explícites i implícites, com en les conclusions de les premisses, en què els indicadors de força juguen un paper rellevant. A més, s’han realitzat comentaris que han permès extreure conclusions i valoracions qualitatives. S’ha introduït també un factor d’avaluació, en termes numèrics, com a indicador quantitatiu. El resultat numèric obtingut evidencia un baix nivell competencial, referit únicament a la capacitat argumentativa de la pregunta, sense tenir en compte la part teòrica de l’examen: una valoració global de les dues parts de la prova hauria millorat notablement l’avaluació. Això confirma que reproduir i descriure coneixements temàtics és molt més fàcil que relacionar conceptes, en els quals s’han de plantejar argumentacions inferencials i arribar a conclusions plausibles construint pensament nou. S’ha volgut també singularitzar la importància dels nous paradigmes de l’argumentació que s’allunyen de la lògica formal i reintrodueixen la retòrica, en el sentit clàssic; alhora que s’han incorporat principis de correlació social i històrica entre èpoques, corrents i contextos, en què les diferents teories s’han desenvolupat. Així mateix, s’han descrit estudis, experiències i exemples suficients sobre l’adquisició de la competència argumentativa, mostrant procediments argumentatius i estratègies metatextuals i metacognitives, tant de lectura inferencial com de producció escrita, que porten a integrar els coneixements enciclopèdics i les noves informacions de forma significativa. S’ha assenyalat també la necessitat de considerar el component social i crític de la lectura en la formació dels receptors, atenent a les necessitats de cada col·lectiu, quant a temàtiques, nivells de maduresa lectora i exigències de les pròpies disciplines acadèmiques.
The purpose of investigating and experimenting in the processes of comprehension / interpretation and production of argumentative texts arises from the problem detected: the lack of logical and discursive reasoning habits of students and their repercussion on the acquisition of new knowledge. The determination of objectives has been aimed, therefore, at demonstrating the hypotheses put forward. The general objective that we have proposed in this thesis is to detect the difficulties of conceptual and referential reasoning in written productions by first year university students, of legal subject and exams typology, related to the comprehension and reception of argumentative discourses, in order to guide educational intervention proposals that can improve the receptive training of the trainees. And the specific objectives that lead to the confirmation of the different phases of the thesis are: 1) delimitation of the categories of analysis; 2) qualitative analysis about some argumentative procedures used in the texts-exams, with the help of the data analysis software Atlas.ti., as a tool and theoretical model of didactic innovation; 3) critical evaluation of the results obtained; 4) exemplification of metatextual and metacognitive strategies, and 5) description of experiences of didactic intervention in the literary field. This is a thesis that arose in the field of educational research, specifically in the teaching of language and literature didactics, with multifunctional characteristics: qualitative, comprehensive, textual analysis and ethnographic nuances, derived from the research line of linguistic studies for specific purposes. It has followed an approach of educational innovation and didactic transposition, oriented towards understanding, discovery and interpretation of reality, which advocates social interaction among participants and takes into account factors of critical theory. It should be noted some theoretical assumptions of the analyzed documentation: 1) dialogic and communicative nature of argumentation: form of discourse, oral or written, in which the interlocutors, in a dialectical manner, confront arguments and counterarguments to reach a conclusion; 2) weighting of pragmatics as a discipline that studies uses and actions of language, primarily speech acts, with which linguists and philosophers converge; 3) express attention to legal language, a type of text that presents specific linguistic and discursive marks; 4) study of the implicit and inferences of argumentative discourse, as well as of the linguistic mechanisms of textual connection and modal expression that cause the greater or lesser argumentative force of the argumentative sequences (premises-conclusions); 5) consideration of the texts-exams analyzed as an argumentative macroact, where the intentions of the sender/student are shown in order to demonstrate his/her knowledge and provoke a positive reaction before the receiver/professor, as a demonstration of communicative interrelation. As for the results obtained from the analysis, mainly on the acquired argumentative competence, according to previously elaborated models and once the textual operations of data reduction -segmentation, codification and grouping into categories- have been carried out, the argumentative sequences and the process followed by each student have been demarcated, according to the comprehension achieved. From all the material analyzed, we have detected successes and shortcomings: accuracies and inaccuracies, both in explicit and implicit inferences, and in the conclusions of the premises, in which strength indicators play a relevant role. In addition, comments have been made that have allowed drawing qualitative conclusions and assessments. An evaluation factor has also been introduced, in numerical terms, as a quantitative indicator. The numerical result obtained shows a low level of competence, referring only to the argumentative capacity of the question, without taking into account the theoretical part of the exam: an overall assessment of the two parts of the test would have improved the evaluation considerably. This confirms that reproducing and describing thematic knowledge is much easier than relating concepts, in which inferential arguments must be made and plausible conclusions are to be reached by constructing new thinking. We have also sought to highlight the importance of the new paradigms of argumentation that move away from formal logic and reintroduce rhetoric, in the classical sense, while incorporating principles of social and historical correlation between periods, currents and contexts in which the different theories have been developed. Likewise, sufficient studies, experiences and examples have been described on the acquisition of argumentative competence, showing argumentative procedures and metatextual and metacognitive strategies, both in inferential reading and written production, which lead to the integration of encyclopedic knowledge and new information in a meaningful way. It has also been pointed out the need to consider the social and critical component of reading in the training of receivers, attending to the needs of each group, in terms of topics, levels of reading maturity and demands of the academic disciplines themselves.

Le présent mémoire part du constat qu’une thématisation redondante des motifs de l’excès et de la saturation constitue l’un des traits caractéristiques de la dramaturgie québécoise contemporaine. Si ces motifs figurent dans de nombreux textes, ils se déploient de manière singulière et originale dans plusieurs d’entre eux. Notre étude le démontre en prenant pour corpus trois pièces phares issues du théâtre québécois des cinq dernières années, Faire des enfants d’Éric Noël, Ainsi parlait d’Étienne Lepage et Nous voir nous de Guillaume Corbeil. Notre analyse sociocritique permet de mettre en exergue le fait que ces œuvres mobilisent, intègrent et transforment des sociolectes, des fragments discursifs, des programmes idéologiques, des manières de parler ou de penser qui essaiment dans le discours social contemporain. Par le travail qu’elles exercent sur ce déjà-là, chacune d’elles propose un regard critique inédit sur le vivre-ensemble et sur la manière d’être au monde à l’ère actuelle. Quelque différentes qu’elles soient dans leur procès esthétique, une lecture comparative conduit néanmoins à dégager qu’elles élaborent toutes trois une représentation oxymorique de l’individu, qui balance sans cesse entre le trop plein et le manque.
This present master’s dissertation is based on the fact that excess and saturation are some of the recurring themes of Quebec’s contemporary drama. If these themes are present in a lot of plays, they extend uncannily in a unique way in some of them. This particularity is revealed by the analysis of three important and recent Quebec plays, which are Faire des enfants by Éric Noël, Ainsi parlait by Étienne Lepage and Nous voir nous by Guillaume Corbeil. Our sociocritic study of these plays allows to point out the fact that they mobilize, take over and transform different sociolects, discursive fragments, ideological programs, languages and ways of talking or thinking that are swarming in the contemporary social discourse. By the work they do on the “already there”, each of the plays offers a critical and original glance on the present living together. As different as their critical process may be, a comparative study of these texts however leads to show that they converge in an oxymoronic representation of the modern individual, always ambivalent between overfill and lack.

April 19^th, an extraordinary outburst in the mold of the paradigmatic March First Independence Movement (1919), took place in and through the transposition of memories of anticolonial resistance to postcolonial politics. Following the overthrow of the Rhee-LP regime, many public observers truly believed that the student protestors – and, by extension, South Koreans – had turned the corner out of the postwar crisis and into a new era of national history. This chapter examines post-event discourse on how to parlay the “spirit of April 19^th” into a forward-looking program of wholesome modernization that effectively linked developmental policies of the democratic state to the everyday endeavors of upstanding citizens. It then turns to the aftermath of the May 16^th military coup of 1961 to scrutinize Park Chung Hee’s partial assimilation of post-April 19^th optimism into his ideological program during the incipient phases of his nineteen-year rule.

Chapter 4 examines the assimilation of Pacific musical practices into the paradigm of folklore at the mid-twentieth century, marking a new relationship between cultural practices and the epistemologies and socialities that undergird them. Folklore was part of a broader process defining the figure of the people and resignifying their role, including racial imaginaries, in the Colombian nation. The discussion traces the structure of the invisibility of blackness from conceptualizations of the nation’s cultural foundations, and shows how innovative practitioners were able to parlay much-circulated discourse about the Colombian regions into recognitions of the Pacific as a culturally salient region, and of blackness as among the nation’s cultural wellsprings. Paradoxically, it was through the same, often disempowering, practice of reification that the affirmation and representation of the local became possible, even as the circumscription of the folkloric object made it possible for a number of different meanings to be injected into it.

“The Erotics of Doubt” contends that the carpe diem trope whose classical form was an expression of pragmatic Epicureanism became, during the religious upheaval of the Reformation, an unlikely but effective vehicle for articulating religious doubt. For a diverse group of early modern poets, an encounter with ancient theories of essence and substance enabled the articulation of a skeptical hypothesis almost impossible to imagine in any other cultural venue. The unassuming carpe diem trope, that is, parlays classical physics’ materialist paradigm into a robust discourse founded entirely upon the presumption of mortality. The chapter shows that the erotic invitation’s discursive environment—its pitting of assaultive rhetorician against naïve virgin—is inherently confrontational. It reveals, through readings of Herrick, Marlowe, Ralegh, and others, that the dynamic structure that propels a lusty speaker towards consummation is latent with rhetorical and dramatic potentiality. To explore these issues, the chapter turns to Shakespeare’s Measure for Measure, whose central crisis is generated by a series of unwelcome invitations made to the play’s singular virgin, pressed to surrender her chastity in order to spare her condemned brother from execution. The cloud of unredeemed death that hangs over the play forces a “measurement” of that chastity as weighed against the evocative materialist nightmare it fails to redeem.