The modal particle ma 嘛: theoretical frames, analysis and interpretive perspectives

This article sets out to provide a semantic and pragmatic account of the modal particle ma 嘛, endeavouring to put into light new aspects in its function which, at present, remain widely unexplored in the literature. It presents an analysis of the particle ma by interrogating a written and a spoken corpus, showing how the semantic and the pragmatic levels are tightly interweaved in the functioning of ma: the results supported my hypothesis that the particle is plausibly a marker of interpersonal evidentiality (IE), a category set up by Tantucci (2013), used to signal a socially acknowledged piece of information, playing a fundamental role in the expression of politeness by safeguarding the interlocutors’ face; consequently, ma is always used with information that has an active or accessible status in the interlocutors’ mind and that is always pragmatically salient, independently of its position (at the end or inside the sentence), marking a Topic or a Focus. The particle performs pragmatic functions close to the ones of discourse markers since it increases the relevance of the marked information to the context, therefore also playing a contributing role in the coherence of discourse

Non-Final Focus Accents in The Speech of Advanced Italian Learners of German

This study investigates the prosodic marking of focus in non-native German. Ten proficient learners of German with Italian L1 were recorded reading aloud 40 sentences containing mostly non-final focused constituents embedded in an adequate question context. Non-final focus accents in L2 German are difficult for Italian learners to produce, especially in broad focus contexts with de-accentuation of final verb forms (cf. Paschke/Vogt, in press), because their native language has a strong positional requirement of rightmostness. Given that both German and Italian use pitch accents for information structuring, i. e. to highlight important information, a correct placement of focus accents might, however, be favoured by narrow focus contexts in which prosodic prominence has to be assigned to one specific constituent. In addition to this main hypothesis, the study investigated whether additional clues (such as prosodic highlighting of the relevant constituent in the L2 question, a corresponding syntactic and prosodic structure between L1 and L2) might increase the success rate. The data shows that advanced Italian speakers of German L2 correctly realize non-final focus accents in more than half of the narrow focus contexts, but that their success rate is not significantly higher than in the broad focus condition and is not affected by the additional clues provided

The modal particle ma 嘛: theoretical frames, analysis and interpretive perspectives

This article sets out to provide a semantic and pragmatic account of the modal particle ma 嘛, endeavouring to put into light new aspects in its function which, at present, remain widely unexplored in the literature. It presents an analysis of the particle ma by interrogating a written and a spoken corpus, showing how the semantic and the pragmatic levels are tightly interweaved in the functioning of ma: the results supported my hypothesis that the particle is plausibly a marker of interpersonal evidentiality (IE), a category set up by Tantucci (2013), used to signal a socially acknowledged piece of information, playing a fundamental role in the expression of politeness by safeguarding the interlocutors’ face; consequently, ma is always used with information that has an active or accessible status in the interlocutors’ mind and that is always pragmatically salient, independently of its position (at the end or inside the sentence), marking a Topic or a Focus. The particle performs pragmatic functions close to the ones of discourse markers since it increases the relevance of the marked information to the context, therefore also playing a contributing role in the coherence of discourse

Graph Theory and Universal Grammar

Tese arquivada ao abrigo da Portaria nº 227/2017 de 25 de Julho-Registo de Grau EstrangeiroIn the last few years, Noam Chomsky (1994; 1995; 2000; 2001) has gone quite far in the direction of simplifying syntax, including eliminating X-bar theory and the levels of D-structure and S-structure entirely, as well as reducing movement rules to a combination of the more primitive operations of Copy and Merge. What remain in the Minimalist Program are the operations Merge and Agree and the levels of LF (Logical Form) and PF (Phonological form). My doctoral thesis attempts to offer an economical theory of syntactic structure from a graph-theoretic point of view (cf. Diestel, 2005), with special emphases on the elimination of category and projection labels and the Inclusiveness Condition (Chomsky 1994). The major influences for the development of such a theory have been Chris Collins’ (2002) seminal paper “Eliminating labels”, John Bowers (2001) unpublished manuscript “Syntactic Relations” and the Cartographic Paradigm (see Belletti, Cinque and Rizzi’s volumes on OUP for a starting point regarding this paradigm). A syntactic structure will be regarded here as a graph consisting of the set of lexical items, the set of relations among them and nothing more

Proceedings of the VIIth GSCP International Conference

The 7th International Conference of the Gruppo di Studi sulla Comunicazione Parlata, dedicated to the memory of Claire Blanche-Benveniste, chose as its main theme Speech and Corpora. The wide international origin of the 235 authors from 21 countries and 95 institutions led to papers on many different languages. The 89 papers of this volume reflect the themes of the conference: spoken corpora compilation and annotation, with the technological connected fields; the relation between prosody and pragmatics; speech pathologies; and different papers on phonetics, speech and linguistic analysis, pragmatics and sociolinguistics. Many papers are also dedicated to speech and second language studies. The online publication with FUP allows direct access to sound and video linked to papers (when downloaded)

Innovation and Transition in Law: Experiences and Theoretical Settings

This book features a discussion on the modernisation of law and legal change, focusing on the key concepts of "innovation" and "transition". These concepts both appear to be relevant and poorly defined in contemporary legal science. A critical reflection on the heuristic value of these categories seems appropriate, particularly considering their dyadic value. While innovation is increasingly appearing in the present day as being the category in which one looks at the modernisation of law, the concept of transition also seems to be the privileged place of occurrence for such dynamics. This group of Italian and Brazilian scholars contributing to this volume intends to investigate such problems through an interdisciplinary prism. It includes points of view both internal to legal studies - such as the history of law, theory of law, constitutional law, private law and commercial law - and external, such as political philosophy and history of justice and political institutions

English for science and technology: a computer corpus-based analysis of English science and technology texts for application in higher education

Doutoramento em LinguísticaThis thesis presents two analyses: first the analysis of computer corpora from undergraduate textbooks to isolate the (American) English language of science and technology they present; secondly an analysis of the English language competence of undergraduates starting their university studies in science and technology. These two analyses are contrasted in order to apply the results to the design of an English language syllabus for first year undergraduates. A frequency and range word list was produced using a large baseline corpus to contrast with the main corpora taken from physics and chemistry textbooks on the students’ bibliographies as a resource for syllabus design. Secondly, four corpora, two main and two sub-corpora produced from the physics and chemistry textbooks on the bibliographies of the undergraduates were analysed using Biber’s (1988) algorithms and functions for variation across speech and writing. The student intake was tested over five years and the results of those tests analysed. It was found that there was considerable variation in the students’ levels of language competence. However, there was a close correlation between the students’ competence and the number of years they had studied English in secondary school. Nevertheless there were students with extremely advanced competence and some with little or no competence in English amongst the undergraduates. Comprehension of scientific texts was generally found to correlate with more advanced competence and more years of study. The frequency and range word list showed the contexts which are appropriate for materials to be used with these students and demonstrated variation from many of the accepted views of the language of science and technology. The computer corpora analyses varied from Biber’s academic prose category. The sub-corpora demonstrated greatest variation which is believed to be as a result of specific cultural and/or literary material in the analogies used in the textbooks. The heavy load of cultural background knowledge which the reader would need in order to work with the textbooks adequately was also found in the exercises the students were supposed to use for practice on the topic presented in the chapter. This and the interpretation of visuals in the textbooks were considered to be two principle factors that needed to be emphasised in a syllabus for first year undergraduates. However, given the time constraints on language teaching for science and technology students, a methodology which would lead to greater student autonomy is suggested using computer corpus-based studies - data- viii driven learning and computer-supported distance communications and learning.Esta tese apresenta duas análises: primeiro uma análise de corpora computadorizados, criados a partir de livros dos estudantes de licenciaturas, para isolar a linguagem Inglesa (Americana) das ciências e tecnologias que apresentam; segundo uma análise dos conhecimentos da língua Inglesa que estes alunos apresentam ao iniciar os seus estudos universitários em ciências e tecnologias. Estas duas análises são postas em contraste para se aplicar os resultados obtidos ao desenho de um programa de língua Inglesa para os alunos do primeiro ano. Foi criada uma lista com a abrangência e a frequência das palavras de um corpus de larga base, para ser contrastada com os principais corpora compilados dos livros de física e química constantes das bibliografias dos estudantes, como uma fonte para o desenho de programas. Seguidamente, quatro corpora, dois principais e dois subordinados, produzidos a partir dos livros de física e química referidos nas bibliografias dos estudantes, foram analisados usando os algoritmos e funções de Biber (1988) para variações entre linguagem falada e escrita. Durante cinco anos, à entrada para a Universidade, os estudantes foram submetidos a testes e os resultados analisados. Constatou-se que havia variações consideráveis no nível de conhecimentos da língua por parte dos estudantes. Contudo, havia uma correlação apertada entre as competências dos estudantes e o número de anos que tinham estudado Inglês nas escolas secundárias. Todavia, havia estudantes com competências extremamente avançadas e outros com competências reduzidas, ou quase nulas, em Inglês. A compreensão de textos científicos estava geralmente correlacionada com os níveis mais avançados de competências e maior número de anos de estudo. A lista com a abrangência e a frequência das palavras mostrou os contextos apropriados dos materiais a utilizar com estes estudantes e demonstrou que havia diferenças em relação a muitos dos pontos de vista aceites em relação à linguagem das ciências e tecnologias. A análise dos corpora computadorizados varia das categorias da linguagem da prosa académica de Biber. Os corpora subordinados mostram uma maior variação, que se julga ser devida a materiais específicos, culturais e/ou literário, usados nas analogias dos livros de estudo. O grande peso dos conhecimentos de fundo de que os estudantes necessitam para trabalhar adequadamente com os livros de estudo foi, também, encontrado nos exercícios que necessitam de fazer para praticarem o que está referido nos tópicos dos capítulos. Isto, juntamente com a interpretação das imagens dos livros, foram considerados os dois principais factores a precisarem de ser relevados no programa para o primeiro ano dos estudantes. Contudo, atendendo às restrições de tempo x para o ensino de línguas a estudante de ciências e tecnologias, a metodologia que conduziria a maior autonomia dos alunos será baseada na utilização de corpora computadorizados (data-driven learning) e aprendizagem à distância assistida por computador