Pragmatik der Demonstrativpronomina in den iberoromanischen Sprachen

11. European Portuguese

“…If, on the one hand, European Portuguese has preserved the three-term distanceoriented system, on the other hand Brazilian Portuguese is assumed to have developed into a two-term distance-oriented system (using only the linguistic forms esse and aquele), as the third term has apparently been dropped (cf. Meira 2003;Jungbluth 2005; ↗12 Brazilian Portuguese; ↗15 Structuralism).…”

Deictic Center Shifts in Literary Translation: the Spanish Translation of Nooteboom’s Het Volgende Verhaal

“…Of course, although the choice between them does not cause ungrammaticality the forms are not synonymous, for they may yield a different conceptualization of the situation. Roughly speaking, proximal este situates the referred entity nearby the speaker, and medial-distal ese situates it nearby the hearer and/or away from the speaker (Da Milano 2007;Jungbluth 2005).…”

Linguistic Construction of Ethnic Borders

“…Coming back to the borders drawn or changed in order to prepare the ground for starting a conversation, the committed (future) interlocutors interactively establish an inside and outside space� As has been outlined above (2�2�), there are several preceding activities depending on the context and its concrete embedding in certain social frames with their recognized routines (e�g� institutional frames)� The selection of the Alter (or Alters) includes the decision on those who are left as Alius outside of the interaction that is about to begin� To give a very instructive example, I refer to Müller and Bohle (2007;see 2�2), who meticulously describe the steps of approximation of a tango teacher pretending to give a lesson to one of the dance pairs moving around the floor� Taking into consideration the recognition of the roles of the involved persons (e�g� students, teacher) and the routines established between them due to earlier experienced instruction, the context of the interaction may be considered as a comparatively well-structured one� Nevertheless their research data show that an ongoing stepwise effort of the teacher is required until the attention of the dancing pair moves 21 The inclusion of the other represents an important step in the scientific development of different models taught in linguistics� Following Saussure (1857-1913) the materiality of the double-faced leaf of paper may be used to show the inseparable relationship between sign and referent (linguistic symbol: see 4�1� citation of Tomasello/Moll 2010), between the sound chain uttered by the speaker and the world� Based on this twosided idea and on the observation of language use in interaction and communication in general, the three-sided model introduced by Bühler (1879Bühler ( -1963 and visualized in the form of a triangle adds the hearer to the speaker and the world at the same level (see Figure 2 below)� towards him� Both have to look at him and have to decide to open their constellation at a certain moment with the aim to integrate the teacher as the third person in their inner circle, which I call inside space� In doing so, they prepare together the situation where the teacher gives his instructions and the pair is ready to follow him� In other words the teacher being Alius has to be accepted as Alter by the two persons of the dance pair� The same holds for encounters in previously less structured surroundings� My findings on data collected in activity embracing language use in Spain show that the establishment of an undivided inside space between the interlocutors 22 is fundamental (Jungbluth 2005)� Different from earlier assumptions (cf� Croft 1990), even in the case of deictic terms which inherently refer to spaces at different distances 23 , the underlying finality to act together usually gives preference to establishing a shared inside space without internal borders� The outside space surrounds this inside space and is endless� Of course, ongoing activity may change the earlier established space, and the involved participants may allow a former bystander (Alius) to become an Alter -an interlocutor in the following conver-sation� The example of the tango lesson shows the step-by-step opening up of a space belonging to a pair, to one extended between three persons� Concerning further subdivisions, namely the establishment of a hearer-side space in opposition to a speaker-side one, there are only very few contexts where the drawing of a border-line dividing the inside space in two parts may be ob-served� The most obvious case is a turned-away position of the ...…”

“…Abstract: Identität spiegelt sich im Konzept des Anderen, Alter, wider� Ich bzw� wir stehen dem Du und ihr gegenüber� Der Andere ist einerseits so wie ich selbst ('same ness', Raible 1998), gleichzeitig aber anders als ich ('otherness'; Schlieben-Lange 1998)� Die Spannung zwischen beiden Dimensionen feuert die Forschung zu Alter an� Sprachgebrauch ist an den Anderen adressiert� Meine These ist, dass das dialogische Prinzip allem Sprachgebrauch inne wohnt und ihn zu allererst auszulösen vermag� Damit begründe ich die hierarchische Voranstellung der Alterität vor den anderen Universalien der Kreativität und Semantizität, die gefolgt von der Historizität und der Exteriorität Sprache bestimmen� Soziale Interaktion ist in der dyadischen Konzeptualisierung von Sprache aufgehoben (Jungbluth 2005)� Der andere ist ein Alius, so lange er außerhalb ('outside') steht und nicht zum Alter im Gespräch wird� So ist es in face-to-face Gesprächen nicht üblich, dass eine Grenze zwischen den Gesprächsteilnehmern gezogen wird� Vielmehr wird in der Interaktion ein ungeteilter Raum innerhalb ('inside') geschaffen, der das hier begründet und ein gemeinsames Handeln, sprachlich und in Taten, für das Erreichen gemeinsamer Ziele erst möglich macht� Das Konzept der Alterität ist nicht beschränkt auf Paare oder kleine (Gesprächs-)Gruppen, sondern kann auch auf große soziale Gruppen, darunter auch ethnische Gruppen angewandt werden� Diskursgemeinschaften, aber auch ganze Sprechergemeinschaften teilen ein kollektives Gedächtnis� Auf dieser Ebene ist der Kontrast zwischen uns ('we') und den anderen ('they', e�g� the others) über Unterschiede beispielsweise zwischen Religionen, Gesetzgebungen, politischen und sozialen Institutionen (einschließlich kultureller Praktiken in den jeweiligen Diskursdomänen), der jeweiligen Geschichte, Literatur We can therefore look in this manner at language activity: conceiving the relationship between something abstract and inaccessible because of its immateriality, and something accessible and materialized� In other words, language operates between something cognitive or mental, and an utterance� In linguistic activity, we move from the "speakable" to the "said"; in order to understand the way it functions, we raise at least two questions: about the way one operates this transition, and about the way we can manage the boundary between these two dimensions� Thus, the enunciator is the agent, the responsible entity for this transition, and the one who constructs meaning� However, as the constructed meaning is also reconstructed, it would be interesting to realize the way this non-symmetric mechanism works between both enunciator and coenunciator -the fact that, very often, there is no perfect understanding or transparency on this issue is due to this asymmetry� Benveniste (1966) theorizes about the "formal apparatus of enunciation", but the question on how a subjective activity can be intersubjective remains without a conclusive answer� When speaking about intersubjectivity, we speak of the otherness inscribed at the core of linguistic activity, which lies at the boundary between entities in their radical individuality� As many authors have stated, the explanation for the constant modulation that characterizes any language lies in the concept of intersub-jectivity� An utterance is always modulated� These modulations acquire the form of a game of grammatical categories, which obtain different values of referential determination� Thus, we have a subjective game, a mode game, a time game, and even an intonational game� Look for instance at this interactional sequence of utterances (adapted from Culioli 2002, pp� 219-220):…”