Numeral constructions in spoken italian and spanish : From quantitative approximation to interpersonal relationships

Two general considerations can derived from all the considered data. Firstly, it is possible to trace a continuum of NuCxs based on their degree of cohesion, fixedness, specificity and idiomaticity, which correlates with the kind of approximate or vague meaning and function. The more the NuCxs become idiomatic the less they express quantity. In many cases, the constructions acquire a pragmatic value and codify a manner of express the degree of commitment, the attitude of the speakers and the kind of relationship s/he would like to enter into with the addressee. In these cases, the various levels of vagueness are often thickly intertwined and not easily untangled. Secondly, the approximate numeral constructions with small numerals seem more specified and fixed compared with those with large ones. Probably this is due to their frequency, since we know that small numerals are much more used than large numerals (Mehler&Dehaene 1992). Although it is necessary to do further research on this specific point, these results seem to be another element confirming that the means to be vague are more numerous than those that convey the opposite functions (Caffi 2007)

What we learn about language from Spoken Corpus Linguistics?

Over the last few decades, the Spoken Corpus Linguistics (SCL) has achieved a great deal in terms of quantity and quality of works (O’Keeffe, McCarthy 2010). Enormous progress has been made in the last thirty years and the increment of multimodal corpora stimulates sophisticated investigations on the relationship between the verbal and non-verbal component of spoken communication (Knight 2011). The SCL is a very vital field of research, which is able to provide essential data and tools for the advancement of language knowledge. In this article I will focus on the contribution that SCL and the resulting data provide to general linguistics. In § 2, I discuss the contribution that the SCL gives to a better understanding of linguistic variation; in § 3, I show how the SCL can improve the descriptive adequacy of grammar; finally, § 4 is dedicated to the contribution that speech data can give to a better knowledge of the grammaticality of languages. Across the article I will use mainly data from Italian corpora, but widely validated by comparison with data from corpora of other languages

Vagueness expressions in Italian, Spanish and English task-oriented dialogues

In this article, we present a corpus-based analysis on the use of Vagueness Expressions (VEs) in Italian, Spanish and English in Task-oriented Dialogues. Following the distinction among informational, relational and discourse vagueness (Voghera 2012), we compare the width of the functional space of the most frequent VEs. In particular we investigate whether and to what extent the VEs cover all the types of vagueness in the three languages. Quantitative and qualitative analysis brings evidence about a high convergence in the vagueness functions expressed by the VEs of the three languages

Il senso compiuto delle parole: esempi di grammelot

Multimodality is the natural condition of human communication, thanks to which the human beings build social meaningful messages. The use of a unique channel and code seems to be an exception rather than the norm in human communication. Grammelot is an extreme manifestation of the ability to use different channels and codes to transmit a meaning which actualizes only in performance. The essay presents a communicative analysis of three examples of grammelot performed by different authors/performers: Hynkel’s speech at the military meeting in the movie The Great Dictator by Charlie Chaplin and two theatrical performances, La fame dello Zanni in Mistero Buffo by Dario Fo and the Neapolitan grammelot in A me gli occhi, please by Gigi Proietti. We propose here an analysis which considers the different elements naturally composing the puzzle of communication (verbal production, gestures, body movements, face expressions and situational context). The different authors combine them to produce the impression of a real language through invented sounds, words and expressions in very different ways. The result is a sort of identikit of the three performances, which reveals a very sophisticated use of communicative devices, depending on the linguistic and sociolinguistic features the authors associate to grammelot

Quelques réflexions sur les compétences d’écoute et d’expression orale dans l’école italienne

Cet article propose une synthèse du rôle que l’oral (écouter et parler) joue dans l’école italienne. Après une brève description de la situation linguistique italienne, caractérisée par un fort multilinguisme endogène et exogène, il examine comment celle-ci, et le plurilinguisme qui en résulte, se reflètent dans le répertoire linguistique – oral et écrit − des classes. Sont ensuite illustrés les principaux objectifs liés aux compétences prévus dans les curricula et la façon dont ils sont poursuivis dans la pratique réelle. Enfin, en conclusion, il aborde un certain nombre de questions liées à la formation des enseignants, jugées essentielles pour le succès de l’éducation linguistique, en Italie et ailleurs.This article gives an overview of the role of spoken language (listening and speaking) in Italian schools. After a brief description of the linguistic situation in Italy, which is characterised by a strong endogenous and exogenous multilingualism, it examines how this situation, and the plurilingualism that results from it, are reflected in the linguistic repertoire – oral and written – at school. It then highlights the main objectives for the skills in the curriculum and how these actually translate into practice. Finally, to conclude, it raises a number of issues related to teacher training, considered essential for the success of language education, in Italy and elsewhere.Este artículo propone una síntesis del papel que lo oral (escuchar y hablar) desempeña en la escuela italiana. Después de una breve descripción de la situación lingüística italiana, caracterizada por un fuerte multilingüismo endógeno y exógeno, examina cómo ésta, y el plurilingüismo que resulta de ella, se reflejan en el repertorio lingüístico –oral y escrito– de las clases. Se ilustran después los principales objetivos vinculados con las competencias previstas en los currículos y la manera con la que se implementan en la práctica real. Por fin, en conclusión, aborda cierto número de cuestiones vinculadas con la formación de los docentes, consideradas como esenciales para el éxito de la educación lingüística, en Italia y en otra parte

INTRODUZIONE. LA COMPRENSIONE: QUALCHE DATO DI SFONDO

INTRODUZION

SCRITTO-PARLATO E ALTRI MODI NELL’EDUCAZIONE LINGUISTICA

La multimodalità è una naturale conseguenza della naturale capacità plurisimbolica degli esseri umani. Non è quindi solo il prodotto delle recenti innovazioni tecnologiche, ma fa parte da sempre del patrimonio culturale della specie. Ciò comporta che tutti noi, e quindi anche le alunne e gli alunni, siamo naturalmente predisposti per l’uso di più modalità. Lo si vede bene proprio nella normale attività scolastica, che si basa su un continuo passaggio da una modalità di comunicazione all’altra. In questo articolo ci si propone di illustrare cosa comportano questi passaggi poiché averne consapevolezza è funzionale ad una buona educazione linguistica. Dopo aver distinto tra medium e modalità di comunicazione e aver scomposto quest'ultima nei sui elementi definitori (Voghera, 2017; Sammarco, Voghera, 2021), si analizzano le caratteristiche di quattro diverse modalità di comunicazione: quella parlata, quella scritta prosastica, la scrittura digitale discontinua, la scrittura dialogica, di cui si illustrano i tratti sociolinguistici e funzionali. Infine, si offre una sintesi dei vari passaggi intermodali di una giornata scolastica tipo e del lavoro semiotico che essi comportano.   Written-spoken and other modes in language education Multimodality is a natural consequence of the natural multi-symbolic capacity of human beings. It is therefore not only the product of recent technological innovations, but has always been part of the cultural heritage of the species. This implies that all of us, and thus also the school students, are naturally predisposed for the use of multiple modalities. We can see this very well in normal school activity, which is based on a continuous switching from one mode of communication to another. The aim of this article is to illustrate what these passages entail, since being aware of them is functional to good language education. After distinguishing between medium and mode of communication and decomposing the latter into its defining elements (Voghera, 2017; Sammarco, Voghera, 2021), the sociolinguistic and functional traits of four different modes of communication are analysed: spoken communication, written prose, discontinuous digital writing, and dialogic writing. Finally, a summary is offered of the various intermodal passages of a typical school day and the semiotic work they entail.