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<br /><b>Infoling 11.18 (2012)</b><br />ISSN: 1576-3404 </font>
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<br /><hr /><b>Petición de contribuciones (evento): </b>The
Acquisition of Discourse Particles in Romance Languages as L2<br
/>Split (Croacia), del 18 al 21 de septiembre de 2013<br />(1ª
circular)<br />URL: <a href="http://www.sle2013.eu"
target="_blank">http://www.sle2013.eu</a><br /><b>Información de:</b>
Margarita Borreguero Zuloaga <mbzuloag@filol.ucm.es><br
/>Compartir: <a
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/><b>Descripción</b><br /><p>Acquisitional studies have mainly paid
attention to phonetic and morphosyntactic phenomena and only in the
last years discourse organization has been on focus in L2 studies.
First approaches to the subject have shown that the acquisition of
some discourse elements, like discourse particles – understood here
in a broad sense as to include connectives, focus particles,
interactional discourse markers, etc. – present special difficulties
for L2 learners, but research in this field has not really developed
until theoretical research on discourse markers in Romance language
has not reached a certain stage.<br /><br />In fact the study of
discourse markers has become an important domain in Romance
Linguistics. Since the pioneer study of Gülich (1970), research in
this field has rapidly increased. And even if there are a lot of
questions that remain unanswered, discourse markers are today
considered as a canonical object of Romance linguistics that appears
in descriptive grammars as well as in linguistic introductions to
spoken language (e.g., to name only a few, Martín Zorraquino &
Portolés 1999; Bazzanella 22001; Koch & Oesterreicher 1990). <br
/><br />However, studies on the role of discourse markers in the
learning and teaching of Romance languages as L2 have begun only ten
years ago. Regarding the discursive and interpersonal functions
discourse markers have in oral interaction (concerning the structuring
of discourse, turn taking, utterance planning, modalisation, back
channel, etc.), this lack seems all the more serious as the master of
discourse markers must be considered as an indispensable component of
communicative competence. <br /><br />Learning and teaching discourse
markers is not a simple task. Sometimes considered as the most
“malicious” elements of second language learning, discourse
markers represent a challenge both for linguists and teachers
(Wichmann & Chanet 2009). This is due – among other things – to
their heterogeneous character: they are in fact difficult to ascribe
to a traditional grammatical category and constitute a functional
class. Discourse markers originally belong to different word classes,
they are semantically reduced, often pragmatically polyfunctional, and
their meaning depends on prosodic and syntactic features. <br /><br
/>In view of these properties, the study of the process of discourse
marker acquisition appears to be particularly interesting. The
workshop aims at advancing the study in this field gathering
researchers working on discourse markers in Romance languages as well
as on the L2 acquisition of oral competence. The subjects to be
addressed are, among others: <br />1. The comparison between discourse
markers in different languages.<br /> Comparison of discourse markers
in different Romance languages or comparison between Romance and
Non-Romance languages.<br /> Analysis of the translation of discourse
markers.<br />2. The use of discourse markers in L2.<br />
Interlanguage phenomena (Selinker 1972) concerning the use of
discourse markers such as transfer from L1 or other L2, interferences,
overgeneralisations, etc.<br /> Formal characteristics of the use of
discourse markers in L2. What forms/combinations of forms are first
(or very late) acquired? What syntactic or prosodic properties of
these forms can be observed in L2?<br /> Functional characteristics of
the use of discourse markers in L2: do they present a more reduced or
a broader polyfunctionality with regard to their L1 functions?<br />
Role of discourse markers within the acquisition of conversational
strategies. How the absence of discourse markers is supplied by
paralinguistic and non-verbal elements.<br /> Influence of the context
of acquisition (institutional/scholar settings, learning during a stay
abroad, ...)<br /> How are discourse markers processed by L2 learners?
Are they able to decode the processing instruction conveyed by these
elements?<br />3. Corpus linguistics of L2 acquisition<br />
Collecting data: selecting the informants; implication of data types
(e.g. experimental and/or “natural” settings) for the analysis of
discourse marker acquisition.<br /> Implication of qualitative and
quantitative approaches for the study of acquisition processes.<br />
Methods of transcriptions, tagging and editing<br />4. Didactics of
oral competence<br /> Analysis of textbooks/methods, regarding the
ways discourse markers are dealt with.<br /> Course designs for the
teaching of discourse markers in L2.<br /><br />Bibliography:<br
/>Andorno, C. 2005. «Additive and Restrictive Particles in Italian as
a Second Language». H. Hendricks (ed.), The Structure of Learner
Varieties. Berlin: De Gruyter, 405-444.<br />Andorno, C. 2007.
«Strutturare gli enunciati e gestire l’interazione in italiano L2.
L’uso dei connettivi anche, invece, ma, però». A. M. De Cesare, A.
Ferrari (ed.), Lessico, grammatica, testualità. Acta Romanica
Basiliensia 18, 223-243.<br />Andorno, C. 2008. «Connettivi in
italiano L2 fra struttura dell’enunciato e struttura
dell'interazione». G. Bernini, L. Spreafico, A. Valentini (eds.),
Competenze lessicali e discorsive nell’acquisizione di lingue
seconde. Perugia: Guerra, 481-510.<br />Bardel, C. 2003. «I segnali
discorsivi nell’acquisizione dell’italiano L2». C. Crocco, R.
Savy, F. Cutugno (a c. di), API: Archivio del Parlato Italiano.
Napoli: CIRASS [DVD].<br />Bardel, C. 2004a. «La pragmatica in
italiano L2: l’uso dei segnali discorsivi». F. Albano Leoni, F.
Cutugno, M. Pettorino, R. Savy (eds.), Il parlato italiano. Atti del
convegno nazionale, Napoli 13-15 febbraio 2003. Napoli: D’Auria
[CD-Rom].<br />Bazzanella, C. 2001[1995]. «I segnali discorsivi». L.
Renzi, G. Salvi, A. Cardinaletti (ed.), Grande grammatica italiana di
consultazione, vol. III: Tipi di frase, deissi, formazione delle
parole. Bologna: Il Mulino, 225-257.<br />Benazzo, S.; Dimroth, Ch.;
Perdue, C.; Watorek, M. 2004. «Le rôle des particules additives dans
la construction de la cohésion discursive en langue maternelle et en
langue étrangère». Langages 155: 76-105.<br />Benazzo, S. 2005.
«Le développement des lectes d’apprenants et l’acquisition de la
portée à distance en L2». Acquisition et Interaction en Langue
Etrangère 23: 65-93.<br />Benazzo, S. 2008. «Marqueurs de focus,
structure informationnelle et lectes d’apprenants adultes d’une
L2». Actes du 1er colloque Mondial de Linguistique Française. Paris:
EDP Sciences, 665-678.<br />Bini, M.; Pernas, A. 2008. «Marcadores
discursivos en los primeros estadios de adquisición del italiano
L2». R. Monroy, A. Sánchez (eds.), 25 años de Lingüística
Aplicada en España: hitos y retos. Actas del VI Congreso de la
Asociación Española de Lingüística Aplicada (AESLA). Murcia:
Edit.um. [CD-Rom], 25-32.<br />Borreguero Zuloaga, M. 2009a.
«L’espressione dell’avversatività nell’interazione degli
apprendenti di italiano L2: una prospettiva acquisizionale». A.
Ferrari (ed.), Sintassi storica e sincronica dell’italiano.
Subordinazione, coordinazione e giustapposizione. Firenze: Cesati,
1489-1504.<br />Borreguero Zuloaga, M. 2009b «I connettivi
avversativi nei testi scritti degli apprendenti ispanofoni di italiano
LS». E. Corino, C. Marello (eds.), VALICO: Studi di linguistica e
didattica. Perugia: Guerra, 51-69.<br />Gülich, E. 1970. Makrosyntax
der Gliederungssignale im gesprochenen Französisch. München:
Fink.<br />Guil, P.; Bazzanella, C.; Bini, M.; Pernas, P.; Gil, T.;
Borreguero, M.; Pernas, A.; Kondo, C.; Gillani, E. 2008. «Marcadores
discursivos y cortesía lingüística en la interacción de aprendices
de italiano L2». A. Briz et al. (eds.) (2008), Cortesía y
conversación: de lo escrito a lo oral. Actas del III Coloquio
Internacional del Programa EDICE. Valencia: Universidad de
Valencia/Programa EDICE, 711-729.<br />Guil, P. 2012. «Marcadores
discursivos en la interlengua de aprendices de italiano L2». M.
Borreguero Zuloaga, S. Gómez-Jordana Ferary (eds.), Marqueurs du
discours dans les langues romanes: une approche contrastive. Limoges:
Lambert-Lucas.<br />Hancock, V.; Sanell, A. 2010. «Pragmaticalisation
des adverbes temporels dans le français parlé L1 et L2». EUROSLA
Yearbook 10: 62-91.<br />Klaeger, S.; Thörle, B. o. p.
«Diskursmarker in L2». C. Bürgel, D. Siepmann, Dirk (eds.),
Sprachwissenschaft – Fremdsprachendidaktik: Neue Impulse.
Baltmannsweiler: Schneider.<br />Koch, P.; Oesterreicher, W. 1990.
Gesprochene Sprache in der Romania. Französisch, Italienisch,
Spanisch. Tübingen: Niemeyer.<br />Loureda Lamas, Ó.; Acín Villa,
E. (eds.). 2010. Los estudios sobre marcadores del discurso en
español, hoy. Madrid: Arco Libros.<br />Martín Zorraquino, Mª A.;
Portolés Lázaro, J. 1999. «Marcadores del discurso». Ignacio
Bosque, Violeta Demonte (coords.), Gramática descriptiva de la lengua
española. Madrid: Espasa-Calpe, vol. 3, 4051-40213.<br />Pellet, S.
H. 2005. The Development of Competence in French Interlanguage
Pragmatics: The Case of the Discourse Marker ‘donc’. Austin:
University of Texas at Austin. (Dissertation)<br />Pernas Izquierdo,
P. 2009. «Il connettivo perché nell’interazione orale di
apprendenti ispanofoni di italiano L2». A. Ferrari (ed.), Sintassi
storica e sincronica dell’italiano. Subordinazione, coordinazione e
giustapposizione. Firenze: Cesati, 1521-1536.<br />Romero Trillo, J.
2002. «The pragmatic fossilization of discourse markers in non-native
speakers of English». Journal of Pragmatics 34: 769-784.<br
/>Selinker, L. 1972. «Interlanguage». International Review of
Applied Linguistics in Language Teaching (IRAL) 10: 209-231.<br
/>Watorek, M.; Dimroth, Ch. 2005. «Additive scope particles in
advanced learner and native speaker discourse». Henriette Hendriks
(ed.), The Structure of Learner Varieties. Mouton: De Gruyter,
461-488.<br />Wichmann, A.; Chanet, C. 2009. «Discourse markers: a
challenge for linguists and teachers». Nouveaux cahiers de
linguistique française 29: 23-40.</p><br /><b>Área temática:</b>
Análisis del discurso, Español como lengua extranjera (ELE),
Español como segunda lengua (EL2), Lingüística de corpus,
Lingüística románica, Pragmática, Traducción<br /><br
/><b>Entidades Organizadoras: </b>46th Annual Meeting of the Societas
Linguistica Europaea; Univerrsity of Split (Croatia)<br /><br
/><b>Contacto:</b> Margarita Borreguero Zuloaga
<mbzuloag@filol.ucm.es><br /><br /><b>Comité organizador</b><br
/><p>Margarita Borreguero Zuloaga (Universidad Complutense de
Madrid)<br />Britta Thörle (Universidad de Siegen)</p><b>Plazo de
envío de propuestas: </b>hasta el 13 de noviembre de 2012<br
/><br /><b>Lengua(s) oficial(es) del evento: </b>español, inglés,
francés, italiano, portugués,<br /><br /><b>Nº de información:</b>
1<br /><br /><b>Información en la web de Infoling:</b><br /> <a
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