Vi snakker sådan: An analysis of the Danish discourse-pragmatic marker sådan

The last three decades have witnessed increasing interest in discourse-pragmatic markers (DPMs), both with regards to their high frequency in spoken discourse and their multifunctionality in interaction. Most studies have centered on English, with studies on Danish restricted to a handful of previous interactional discourse analyses. This paper is a preliminary investigation of the Danish word sådan (commonly glossed as ‘such’ or ‘like this/that’). A qualitative, form-based, discourse analytic approach is undertaken on over 40 minutes of naturally occurring Danish talk to argue that sådan qualifies as a DPM. In service of textual, subjective, and intersubjective macro-functions, sådan illustrates; exemplifies; marks hesitation; approximates a quantity; mitigates, hedges, or softens; and allows self-correction or self-repair. These findings are discussed in terms of their implications for sådan’s place in the Danish DPM system and our understanding of DPMs across languages.

LA ESCRITURA DE UN BUEN ARTÍCULO CIENTÍFICO EN EDUCACIÓN Y EL ENTRENAMIENTO DE PROFESORES UNIVERSITARIOS EN EL DISCURSO ACADÉMICO

ResumenDesde que se empezó a difundir ampliamente la investigación sobre el discurso académico y profesional en el mundo de habla hispana (Parodi 2010; Bolívar y Parodi 2015), han ido en aumento los cursos sobre escritura académica para estudiantes universitarios en América Latina. No obstante, los profesores en el campo de la educación encuentran dificultades para escribir y publicar artículos científicos en revistas indizadas. El objetivo de este artículo es mostrar la complejidad de un proceso que abarca en la teoría varios planos: a) la definición de artículo científico, b) los tipos de textos que aceptan las revistas como productos de la investigación científica, c) las tradiciones discursivas en educación, y d) las estrategias de los investigadores para cumplir con el requisito de escribir un buen artículo científico. Nos remitimos a la experiencia llevada a cabo con profesores de Universidades y Escuelas Normales mexicanas en cursos y talleres sobre la escritura del artículo científico en educación. Para explicar el problema usamos como referencia teórica el análisis interaccional del discurso (AID) (Bolívar 2005a, 2007) y damos especial atención a los conceptos de género discursivo, estructura textual y estrategias discursivas. Los ejemplos se toman de un corpus de artículos de revistas de educación usados en los talleres. Se señalan aspectos discursivos y lingüísticos y las opciones que tienen los docentes para publicar artículos de investigación rigurosos y bien escritos. Se llama la atención sobre la necesidad de fomentar en los talleres la escritura de artículos científicos con investigaciones terminadas y de promover la escritura de otros textos que cubren las distintas etapas de la investigación.Palabras clave: Artículo Científico. Educación. Talleres. Análisis del Discurso. Discurso Académico. Escritura Académica.A escritura de um bom artigo cientifico na Educaçao e o entreinamento em discurso acadêmico de professores universitáriosResumoDesde que se iniciou a difundir amplamente a pesquisa sobre o discurso acadêmico-profissional no mundo de fala hispánica (Parodi 2010; Bolívar y Parodi 2015), hão aumentado os cursos sobre escrita acadêmica voltada para estudantes universitários na América Latina. Não obstante, no campo da educação, profesores/pesquisadores encontram dificuldades para escrever e publicar artígos científicos em revistas indexadas. O objetivo deste artigo é mostrar a complexidade de um processo que abarca, na teoría, vários planos: a) a definição de artígo científico; b) os tipos de textos que as revistas aceitam como produtos de investigação científica; c) as tradições discursivas na educação e d) as estratégias dos pesquisadores para cumprir com o requisito de escrever um bom artigo científico. Balizamo-nos, aquí, na experiência levada a cabo junto a profesores de universidades e Escolas Normais mexicanas em cursos e oficinas sobre a escritura de arttigo científico na educación. Para explicar o problema, utilizamos como referencial teórico a análise interacional do discurso (AID) (Bolívar 2005a, 2007) e dedicamos especial atenção aos conceitos de gênero discursivo, estrutura textual e estratégias discursivas. Os exemplos são tomados de un corpus de artigos de revistas de educação, utilizados nas oficinas. Problemas linguísticos e discursivos são levantados, além de opções que têm os docentes para publicar artigos de investigação, rigorosos e bem elaborados. Apontamos, ao final, a necessidade de se fomentar, nas oficinas, a produção de artigos científicos resultantes de pesquisas concluídas e de se promover a escritura de outros textos que cobren as distintas etapas da investigação.Palavras-chaves: Artigo Científico. Educação. Oficinas. Análise de Discurso. Discurso Acadêmico. Escritura Acadêmica.Writing a good scientific article in Education and training university teachers in academic discourseAbstractSince the research on academic and professional discourse began to spread widely in the Hispanic world (Parodi 2010; Bolívar y Parodi 2015), courses for university students aimed at promoting academic writing in various disciplines have continued to grow. However, one of the problems that teachers/researchers in education point out is the difficulty they have to write scientific articles for indexed Journals. In this paper I focus on the experience carried out with teachers in Mexican universities and Escuela Normales in courses and workshops on the writing of a scientific article in Education. The objective is to show the complexity of a process that touches upon several dimensions: a) how a scientific article is conceived, b) the types of texts that are are accepted by Education Journals as products of scientific research, c) discursive traditions in Education, d) the strategies researchers use to comply with the requirements for writing a scientific article. We focus on the experience with teachers from universities and Escuelas Normales in México in courses and workshops on the writing of a scientific article in Education. In order to explain the problem, Interactional discourse analysis (IDA) (Bolívar 2005a, 2007) is used as a theoretical framework with attention to the concepts of discourse genre, text structure and discourse strategy. The examples are taken from a corpus of Journals in education. Linguistic and discursive problems are higlighted and the options teachers have for producing rigorous and well written research articles are given. We conclude with the need to promote the writing of articles on finished research projects and with writing other texts that cover the various stages of a research project.Keywords: Scientific Article. Education. Workshops. Discourse Analysis. Academic Discourse. Academic writing.

LA ESCRITURA DE UN BUEN ARTÍCULO CIENTÍFICO EN EDUCACIÓN Y EL ENTRENAMIENTO DE PROFESORES UNIVERSITARIOS EN EL DISCURSO ACADÉMICO

ResumenDesde que se empezó a difundir ampliamente la investigación sobre el discurso académico y profesional en el mundo de habla hispana (Parodi 2010; Bolívar y Parodi 2015), han ido en aumento los cursos sobre escritura académica para estudiantes universitarios en América Latina. No obstante, los profesores en el campo de la educación encuentran dificultades para escribir y publicar artículos científicos en revistas indizadas. El objetivo de este artículo es mostrar la complejidad de un proceso que abarca en la teoría varios planos: a) la definición de artículo científico, b) los tipos de textos que aceptan las revistas como productos de la investigación científica, c) las tradiciones discursivas en educación, y d) las estrategias de los investigadores para cumplir con el requisito de escribir un buen artículo científico. Nos remitimos a la experiencia llevada a cabo con profesores de Universidades y Escuelas Normales mexicanas en cursos y talleres sobre la escritura del artículo científico en educación. Para explicar el problema usamos como referencia teórica el análisis interaccional del discurso (AID) (Bolívar 2005a, 2007) y damos especial atención a los conceptos de género discursivo, estructura textual y estrategias discursivas. Los ejemplos se toman de un corpus de artículos de revistas de educación usados en los talleres. Se señalan aspectos discursivos y lingüísticos y las opciones que tienen los docentes para publicar artículos de investigación rigurosos y bien escritos. Se llama la atención sobre la necesidad de fomentar en los talleres la escritura de artículos científicos con investigaciones terminadas y de promover la escritura de otros textos que cubren las distintas etapas de la investigación.Palabras clave: Artículo Científico. Educación. Talleres. Análisis del Discurso. Discurso Académico. Escritura Académica.A escritura de um bom artigo cientifico na Educaçao e o entreinamento em discurso acadêmico de professores universitáriosResumoDesde que se iniciou a difundir amplamente a pesquisa sobre o discurso acadêmico-profissional no mundo de fala hispánica (Parodi 2010; Bolívar y Parodi 2015), hão aumentado os cursos sobre escrita acadêmica voltada para estudantes universitários na América Latina. Não obstante, no campo da educação, profesores/pesquisadores encontram dificuldades para escrever e publicar artígos científicos em revistas indexadas. O objetivo deste artigo é mostrar a complexidade de um processo que abarca, na teoría, vários planos: a) a definição de artígo científico; b) os tipos de textos que as revistas aceitam como produtos de investigação científica; c) as tradições discursivas na educação e d) as estratégias dos pesquisadores para cumprir com o requisito de escrever um bom artigo científico. Balizamo-nos, aquí, na experiência levada a cabo junto a profesores de universidades e Escolas Normais mexicanas em cursos e oficinas sobre a escritura de arttigo científico na educación. Para explicar o problema, utilizamos como referencial teórico a análise interacional do discurso (AID) (Bolívar 2005a, 2007) e dedicamos especial atenção aos conceitos de gênero discursivo, estrutura textual e estratégias discursivas. Os exemplos são tomados de un corpus de artigos de revistas de educação, utilizados nas oficinas. Problemas linguísticos e discursivos são levantados, além de opções que têm os docentes para publicar artigos de investigação, rigorosos e bem elaborados. Apontamos, ao final, a necessidade de se fomentar, nas oficinas, a produção de artigos científicos resultantes de pesquisas concluídas e de se promover a escritura de outros textos que cobren as distintas etapas da investigação.Palavras-chaves: Artigo Científico. Educação. Oficinas. Análise de Discurso. Discurso Acadêmico. Escritura Acadêmica.Writing a good scientific article in Education and training university teachers in academic discourseAbstractSince the research on academic and professional discourse began to spread widely in the Hispanic world (Parodi 2010; Bolívar y Parodi 2015), courses for university students aimed at promoting academic writing in various disciplines have continued to grow. However, one of the problems that teachers/researchers in education point out is the difficulty they have to write scientific articles for indexed Journals. In this paper I focus on the experience carried out with teachers in Mexican universities and Escuela Normales in courses and workshops on the writing of a scientific article in Education. The objective is to show the complexity of a process that touches upon several dimensions: a) how a scientific article is conceived, b) the types of texts that are are accepted by Education Journals as products of scientific research, c) discursive traditions in Education, d) the strategies researchers use to comply with the requirements for writing a scientific article. We focus on the experience with teachers from universities and Escuelas Normales in México in courses and workshops on the writing of a scientific article in Education. In order to explain the problem, Interactional discourse analysis (IDA) (Bolívar 2005a, 2007) is used as a theoretical framework with attention to the concepts of discourse genre, text structure and discourse strategy. The examples are taken from a corpus of Journals in education. Linguistic and discursive problems are higlighted and the options teachers have for producing rigorous and well written research articles are given. We conclude with the need to promote the writing of articles on finished research projects and with writing other texts that cover the various stages of a research project.Keywords: Scientific Article. Education. Workshops. Discourse Analysis. Academic Discourse. Academic writing.

El humor como hecho pragmático en español

En este artículo se analiza la habilidad metapragmática del humor en español. Considerando que se trata de un hecho pragmático (Ruiz Gurillo, 2006) como la metáfora o la ironía, se profundiza en las habilidades metapragmáticas que favorecen tanto su creación como su comprensión (Ruiz Gurillo, 2016). De este modo, el punto de vista del hablante/escritor ha de complementarse necesariamente con el del oyente/lector. Con el fin de ilustrar tales aspectos teóricos, se expondrán algunas de las habilidades metapragmáticas que pone en marcha tanto el cómico a la hora de producir monólogos humorísticos como el hablante de la conversación espontánea. El análisis de un género propiamente humorístico, el monólogo, de carácter planificado, público e interaccional se completa con el de un género no humorístico, la conversación espontánea, que es de carácter no planificado, privado y principalmente interactivo. Ello permite ilustrar algunos de los contextos en los que se usa y se infiere humor en español. The main aim of this paper is to analyze the metapragmatic ability of humor in Spanish. Taking into account that it is a pragmatic phenomenon (Ruiz Gurillo, 2006), such as metaphor or irony, this research delves into the metapragmatic abilities that promote not only its creation but also its comprehension (Ruiz Gurillo, 2016). Therefore, the speaker/writer’s perspective may be complemented with the listener/reader’s point of view. In order to illustrate these theoretical aspects, we will analyze some of the metapragmatic abilities that both comedians in monologues and speakers in conversation carry out while using humor. Firstly, a humorous genre, i.e. the monologue, will be described as a planned, public and interactional discourse. Secondly, a non-humorous genre, i.e. the spontaneous conversation, will be presented as an unplanned, private and interactive discourse. In sum, this research illustrates some contexts in which humor is used and inferenced in Spanish.

Iho popitha aantu? – Don’t you greet people?

This paper is intended to investigate the socio-pragmatic context of Oshiwambo greetings. There is a dearth of literature on the intricacies of Oshiwambo forms of greeting and the metamorphosis that it has undergone to date. Thus there is a need to investigate the present state of Oshiwambo greetings. The paper is pegged on Austin’s Speech Act theory that emphasizes that utterances are the production of words and sentences on particular occasions by particular speakers for particular purposes. In view of that, Oshiwambo greetings are expressed to convey a specific message to the addressee by the addressor. Two approaches were employed to collect information for this paper namely, ethnographic approach to gauge the impact of Euro-western culture on Oshiwambo greetings and, documentation to dissect the socio-pragmatic context of Oshiwambo forms of greetings. The paper focuses on the functions, situations and types of greeting that exist in Oshiwambo. It further focuses on the paralinguistic and extra-linguistic features which complement the forms of greetings. The analysis has shown that greetings are an integral part of interactional discourse and serve as a prelude to the establishments of social relationships and that they can vary according to the age of the interactants and the circumstances under which the greetings take place. The paper further reveals that there are circumstances in which no exchange of greeting is expected. In the final analysis the paper reveals that western culture has an effect on the extra-linguistic features which accompany greetings thus both verbal and non-verbal modes of greetings are partly westernized.

Rethinking the Role of Invited Inferencing in Change from the Perspective of Interactional Texts

The hypothesis that “invited inferences” are factors in change and challenges to it are reviewed. In light of recent work on historical construction grammar and interactional discourse analysis, I suggest that at least three types of inferences play a role in interactional contexts: local inferences associated with specific expressions; discourse structuring inferences pertaining to factors like coherence, backgrounding and foregrounding; and turn-taking inferences associated with turn relevant positions. A case study tests this suggestion: the development of discourse structuring uses of a family of Look expressions. Turn-taking has been regarded as a trigger in related changes. However, in this case not turn-taking, but rather a profile shift associated with non-use of complementizers is hypothesized to be a crucial enabling factor.