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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01 Dec 2011
TL;DR: This paper presents the Blogoscopy corpus for the French language which was built up with personal thematic blogs, and the annotation was governed by three principles: theoretical, practical, and methodological.
Abstract: The blog phenomenon is universal. Blogs are characterized by their evaluative use, in that they enable Internet users to express their opinion on a given subject. From this point of view, they are an ideal resource for the constitution of an annotated sentiment analysis corpus, crossing the subject and the opinion expressed on this subject. This paper presents the Blogoscopy corpus for the French language which was built up with personal thematic blogs. The annotation was governed by three principles: theoretical, as opinion is grounded in a linguistic theory of evaluation, practical, as every opinion is linked to an object, and methodological as annotation rules and successive phases are defined to ensure quality and thoroughness.
12 citations
TL;DR: In this article, the authors consider the grammaticalization of subject agreement in Chichewa dialects and provide robust arguments in support of an understanding of the subject agreement as a grammaticalisation of semantic-relation contrasts.
Abstract: Abstract In this paper we consider the grammaticalization of subject agreement adducing first-hand synchronic evidence from presentational VS constructions in Italo-Romance dialects. While the existing literature has placed emphasis on the pragmatic properties of the controller, we explore its semantic properties. We argue that variation in subject agreement can only be fully captured with reference to an independently established semantic scale of subjecthood that is based on the position of arguments in semantic representation, and hence on their lexical entailments. Unaffected actor is the default controller in accusative alignment. The patterns of dialect microvariation arise, in our analysis, from variation in macrorole assignment in presentational focus. Our proposal formalizes at the discourse-semantics-syntax interface the idea that, in presentational VS constructions, the core argument S may be treated as part of the predicate, thus failing to control grammatical subject agreement. This happens in presentational focus because the predication is about an implicit topic. The latter can trigger a type of pronominal agreement that is comparable to Bresnan and Mchombo’s (Bresnan, Joan & Sam A. Mchombo. 1987. Topic, pronoun and agreement in Chichewa. Language 63. 741–782) anaphoric agreement. This study provides robust arguments in support of an understanding of subject agreement as the grammaticalization of semantic-relation contrasts, as well as pragmatic-role distinctions.
12 citations
12 citations
TL;DR: In this article, the authors argue that a conseil en orientation can be seen as a part of an activite conjointe s'elaborant dans l'ici-et-maintenant d'une interaction vive and, a partir de l'analyse des echanges langagiers, de mettre au jour the maniere dont les protagonistes parviennent conjointement a faire progresser l'entretien.
Abstract: Defendant l’interet qu’il y aurait a considerer les interactions ordinaires de conseil en orientation comme une activite qu’il convient d’analyser en reference aux theories de l’activite, a l’action situee et a l’analyse conversationnelle, nous soutenons une position qui peut etre resumee ainsi : 1) une part d’improvisation est partie integrante de l’activite de conseil, 2) cette part d’improvisation (ou micro-improvisations) procede des caracteristiques memes de la situation, et notamment, de l’asymetrie qu’elle instaure entre les protagonistes, le beneficiaire ayant a fournir une matiere permettant au conseiller d’accomplir interactionnellement ses gestes professionnels, 3) s’il est permis d’affirmer que les deux partenaires improvisent compte tenu de cette asymetrie, ils ne le font pas de la meme maniere, le beneficiaire n’ayant pas toujours une vision claire de ce qu’on attend vraiment de lui et le conseiller ne pouvant pas necessairement prevoir l’effet de ses interventions, 4) des lors, le « succes » de l’entretien dependrait de la complementarite qu’ils parviendraient (ou pas) a realiser dialogiquement, via leurs interventions respectives dans un proces relevant alors d’une veritable improvisation dialoguee. Il s’agit donc d’aborder le conseil en orientation comme une activite conjointe s’elaborant dans l’ici-et-maintenant d’une interaction vive et, a partir de l’analyse des echanges langagiers, de mettre au jour la maniere dont les protagonistes parviennent conjointement a faire progresser l’entretien. Pour etayer empiriquement cette position, nous soumettons a une analyse de discours quelques extraits d’un corpus d’entretiens menes par de jeunes praticiens du conseil en orientation.
12 citations
Additional excerpts
...…de discours, le champ de l’énonciation s’intéresse plus particulièrement à la « mise en fonctionnement de la langue par un acte individuel d’utilisation » (Benveniste, 1974, II, p. 80), autrement dit par la façon dont la Activités, Volume 12 numéro 1 11 langue se réalise, lors d’un acte énonciatif…...
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01 Jan 2015
TL;DR: The authors examined the role of language and education policies in the formation of identity for minority students in Canada. But they did not consider the impact of these two factors on the individual students in a classroom and the linguistic and cultural communities of which they are a part.
Abstract: “The destiny of a people is intricately bound to the way its children are educated” (RCAP 1996, v. 3: 404). Firm in this belief, the current study undertakes an examination of language and education policy in Canada, seeking to understand how these two factors together impact the formation of identity, not only for individual students in a classroom, but more broadly for the linguistic and cultural communities of which they are a part, as these struggle to establish a place for themselves within the country’s social sphere. Despite the rhetoric of multicultural equality which predominates in Canadian public discourse, the examination of a corpus of historical legislation, carried out within the framework of narrative theory and critical discourse analysis, plainly demonstrates a clear hierarchy of languages and cultures in Canada – established and enforced in law, rooted and reflected in social institutions, reinforced and replicated through formal systems of schooling. As a result, even as speakers of minority languages are taught as students that to achieve success in schooling, they must translate their speech, thinking, and ways of knowing into the language and manners of the majority, so as members of their communities do they learn that, in order to gain a place of full participation in society, they must also translate their ways of acting, of relating to others, and of being in the world. In short, they must translate themselves. Recognizing that students are in this manner transformed in the very movement between classroom and community; and that as these transformed students return to their communities, these are likewise impacted in terms of their sense of belonging in society; we seek to discern what new insights might be gained from the consideration of education in light of a translational paradigm, ultimately identifying three productive methods of entry into such critical reflection: through the variety of significant questions that are raised, through the consideration of specific theoretical concepts reassessed and applied anew, and finally through the reframing and retelling of narratives in translation. ! !
12 citations