Problèmes de linguistique générale
About: This article is published in Language.The article was published on 1968-03-01. It has received 1838 citations till now.
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TL;DR: It is argued that the animacy hierarchy is also relevant to the syntax of an apparently “non-animacy-based” language like Italian, and that the difference between the two systems depends on the recursion of the person-checking field in languages likeItalian, versus the projection of a single person- checking field in language like Plains Cree.
117 citations
TL;DR: In this paper, a systematic technique for uncovering interactional patterns in conversation is presented, which analyzes five minutes of a classroom conversation, and shows how systematic attention to participant deictics helps uncover the interactional dynamics.
115 citations
01 Jan 2001
TL;DR: In this article, the authors propose a repérage portant sur ces travaux, les controverses qui les animent and the propositions théoriques which les caractérisent, and d'autre part on leurs correspondances ou recoupements dans le domaine des sciences de l'éducation.
Abstract: L’objectif de ce volume est de proposer d’une part un repérage portant sur ces travaux, les controverses qui les animent et les propositions théoriques qui les caractérisent, et d’autre part sur leurs correspondances ou recoupements dans le domaine des sciences de l’éducation. Une telle orientation conduit à expliciter les caractéristiques des travaux propres aux sciences de l’éducation concernant le concept de l’action, et à repérer leurs articulations possibles au mouvement théorique plus général. Le but d’une telle mise en dialogue est double : d’un côté, nous tentons de trouver des passerelles possibles entre les différents « mondes du discours » sur l’action qui semblent à première vue spécifiques et propres à chaque discipline. D’un autre côté, nous proposons de repérer des éléments qui pourraient être fructueux pour les discussions sur l’action tenues en sciences de l’éducation.
113 citations
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TL;DR: The authors argue that the basis of deixis is not the spatial contiguity of the referent, but rather the access (perceptual, cognitive, social) that participants have to the referept.
110 citations
TL;DR: In this paper, the authors analyse political rationales for promoting student mobility in Europe and discuss these in the light of individual experiences of mobile students, and discuss the extent to which drives for mobility and outcomes at the individual student level are in line with the political perceptions and expectations of the above-mentioned institutional actors.
Abstract: The aim of this article is to analyse political rationales for promoting student mobility in Europe and discuss these in the light of individual experiences of mobile students. Since the creation of the ERASMUS programme in 1987, student mobility in Europe has been the subject of unusual political promotion. More recently, in the context of the Bologna process, the goal of increasing student mobility has been reaffirmed by various higher education actors. Student mobility is thought to be both a component of the European Higher Education Area and one of its outcomes. Beyond this apparent widespread acceptance, we examine, on the one hand, underlying legitimating ideas and rationales that accompanied the institutionalisation of student mobility by the European Commission and a regional French authority. We also discuss the extent to which drives for mobility and outcomes at the individual student level are in line with the political perceptions and expectations of the above-mentioned institutional actors.
102 citations