Organización del discurso y enseñanza de idiomas: Una perspectiva contrastiva (español – francés – alemán)
This article makes a case for integrating the so-called discursive functions (i.e. the categories of the information structure) and the respective linguistic techniques to the language classroom. In a first step; some of the concepts and assumptions that can frequently be found in this context are d...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2016 |
| País: | México |
| Institución: | UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO |
| Repositorio: | Estudios de Lingüística Aplicada |
| Idioma: | español |
| OAI Identifier: | oai:ela.enallt.unam.mx:article/535 |
| Acceso en línea: | https://ela.enallt.unam.mx/index.php/ela/article/view/535 |
| Access Level: | acceso abierto |
| Palabra clave: | language; theme and rheme; contrastive analysis; pragmatic; lingüística; tema y rema; análisis contrastivo; pragmática; |
| Sumario: | This article makes a case for integrating the so-called discursive functions (i.e. the categories of the information structure) and the respective linguistic techniques to the language classroom. In a first step; some of the concepts and assumptions that can frequently be found in this context are discussed critically; leading to a more precise definition of the concepts of “theme”; “rheme”; “thematization” (“topicalization”) and “rhematization” (“focalization”); among others. In a second step; it is argued that while the functional categories defined earlier can well be regarded as language universals; the linguistic techniques to express them are to a certain extent idiosyncratic in each language. In order to assess the potential difficulties for the language learner; a contrastive analysis is needed that clarifies the structural possibilities and norm-related preferences of the languages in question. An outline of such an analysis for Spanish; French and German is given in a third step; drawing on a host of examples. In a fourth and final step; conclusions are derived from the previous discussion for the treatment of these linguistic phenomena in the language classroom. |
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