Marcadores del discurso derivados de los verbos de percepción

Tanghe, Sofie; Jansegers, Marlies

doi:10.1075/rro.49.1.01jan

Cited by 8 publications

(3 citation statements)

References 36 publications

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“…Simultaneous with an exclamation from Xavier, Alex (their host) addresses Xavier and Juan with the preface oiga niños 'Listen guys' 6 and goes on to remind them of their intention to visit the National Museum today: time is running short, and if they want to get to the museum they should leave soon. Alex's use of oiga ('hear') agrees with Sidnell's (2007) analysis of listen-prefaced turns in Englishwhich he argues "launch courses of action"as Alex is initiating a suggestion that Xavier and Juan should leave; it also concurs with Pons Borderia's analysis of Spanish oye 'listen' as used to change topic or introduce a justification (1998; as cited in Tanghe and Jansegers 2014). In 7, Alex orients to potential breaches of intersubjective alignment as he gets this task underway.…”

Section: Hearingmentioning

confidence: 56%

Universal meaning extensions of perception verbs are grounded in interaction

Roque

Kendrick

Norcliffe

et al. 2018

Cognitive Linguistics

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Apart from references to perception, words such as see and listen have shared, non-literal meanings across diverse languages. Such cross-linguistic meanings have not been systematically investigated as they appear in their natural home — informal spoken interaction. We present a qualitative examination of the semantic associations of perception verbs based on recorded everyday conversation in thirteen diverse languages. Across these diverse communities, spontaneous interaction provides evidence for two commonly-discussed extensions of perception verbs — perception~cognition, hearing~linguistic communication — as well as illustrating other meanings and functions (e.g., the use of perception verbs as discourse markers) that have been less appreciated heretofore. The range of usage that is readily observable in informal conversation makes it clear that this type of data must take center stage for the empirically grounded study of semantics. Moreover, these data suggest that commonalities in polysemous meanings may rely not only on universal cognition, but also on the universal exigencies of social interaction.

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Section: Hearingmentioning

confidence: 56%

Universal meaning extensions of perception verbs are grounded in interaction

Roque

Kendrick

Norcliffe

et al. 2018

Cognitive Linguistics

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“…Deverbal DPMs in Spanish include venga (from the verb venir; English to come) (Cestero Mancera and Moreno Fernández, 2008;Daniels, 2014;Tanghe, 2016), vamos/vaya (from the verb ir; English to go) (Fuentes Rodríguez, 1998;Chodorowska-Pilch, 1999;Tanghe, 2016;Polanco, 2017), oye/oiga (from the verb oir; English to hear) (Tanghe and Jansegers, 2014;Porroche Ballesteros, 2020), mira/mire (from the verb mirar; English to look) (Tanghe and Jansegers, 2014;Hanegreefs and González Melón, 2015;Porroche Ballesteros, 2020); sabes (from the verb saber; English to know) (Azofra Sierra and Enghels, 2017); vale (from the verb valer; English to be worth) (Cestero Mancera and Moreno Fernández, 2008), anda (from the verb andar; English to walk) (Tanghe, 2016;Padilla Herrada, 2017), verás/veamos/a ver/ ya ves (from the verb ver; English to see) (Cucatto and Cucatto, 2004;Padilla Herrada, 2017;González Sanz, 2017a, 2017b and fíjate/fíjese (from the verb fijarse; English to focus) (Guillén Escamilla, 2018), among others.…”

Section: Deverbal Discourse-pragmatic Markersmentioning

confidence: 99%

Deverbal discourse-pragmatic markers in English and Spanish: A contrastive corpus-based study on wait and espera

Lastres-López,

Camacho-Salas

2023

Pragmalinguistica

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Fecha de recepción: 29/10/2022 Fecha de revisión: 06/02/2023 Fecha de aceptación: 29/03/2023 Fecha de publicación: 01/12/2023 LES MARQUEURS PRAG-MA-DISCURSIFS DÉVERBAUX EN ANGLAIS ET ESPAGNOL: UNE ÉTUDE CONTRASTIVE DE CORPUS SUR WAIT ET ESPERA RÉSUMÉ: Cette étude offre une analyse contrastive de deux marqueurs pragma-discursifs, wait en anglais et son équivalent en espagnol, espera. Même si les marqueurs pragma-discursifs ont été exhaustivement étudiés au cours des années, wait et espera ont reçu peu d'attention, spécialement dès une perspective contrastive. Cette étude vise à contribuer à combler des lacunes dans ce domaine et offrir une analyse de corpus sur wait et espera comme marqueurs pragma-discursifs en anglais et en espagnol. Les données analysées proviennent de la section orale du British National Corpus 2014 pour l'anglais et du Corpes XXI pour l'espagnol. Les données éclairent les usages de ces deux marqueurs pragma-discursifs, en distinguant cinq fonctions discursives différentes et en dévoilant des similarités et différences entre les deux langues examinées. MOTS-CLÉS: wait; espera; déverbal; marqueur pragma-discursif; linguistique de corpus. SOMMAIRE: 1. Introduction. 2. Les marqueurs pragma-discursifs déverbaux. 3. Recherche préalable sur wait et espera en anglais et espagnol. 4. Corpus et méthodologie. 5. Résultats et discussion. 6. Conclusion. 7. Références. LOS MARCADORES PRAGMÁ-TICO-DISCURSIVOS DEVER-BALES EN INGLÉS Y ESPAÑOL: UN ESTUDIO CONTRASTIVO BASADO EN CORPUS SOBRE WAIT Y ESPERA* We are grateful to the two anonymous reviewers for their valuable comments and suggestions. Cristina Lastres-López would also like to thank the support provided by the Spanish Ministry of Science and Innovation (grant PID2020-114604GB-100).

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“…Several works on L2 acquisition show that DMs are quite challenging to master for L2 learners (Andorno 2007(Andorno , 2008Ceković 2014;Janfrancesco 2015;De Marco 2016;Borreguero et al 2017). DMs do not always have a oneto-one correspondence into another language, and the distribution of their discursive functions and syntactic properties can substantially vary cross-linguistically (Tanghe & Jansegers 2012). Moreover, DMs are strictly linked to the pragmatic competence, which seems to require more time to develop than core grammatical (morphosyntactic) competences (Borreguero 2015).…”

Section: Discourse Markers In L2 Acquisitionmentioning

confidence: 99%