Del manuscrit a la paraula digital / From Manuscript to Digital Word: Estudis de llengua i literatura catalanes / Studies of Catalan language and literature, Pérez Saldanya, Manuel & Rafael Roca, eds, John Benjamins, 2018
El català antic manifestava l’oposició entre referència fòrica i díctica a través dels clítics lo... more El català antic manifestava l’oposició entre referència fòrica i díctica a través dels clítics locatius o al•latius hi i hic. L’ús fòric de hi s’oposava a l’ús díctic de hic, que competia també amb els demostratius tònics ací i aquí. A més, hic havia adoptat el valor díctic ablatiu de l’adverbi llatí hinc; confluïa, doncs, semànticament i funcionalment amb el pronom en. A partir de l’anàlisi de les freqüències que proporciona el Corpus Informatitzat de Català Antic, aquest treball delimita els factors de la desaparició de hic durant els segles xv i xvi. Els resultats demostren que les tensions funcionals i pragmàtiques dins del paradigma dels adverbis demostratius del català antic van ser les causes de la desaparició de hic. // Old Catalan exhibited the opposition between anaphoric and deictic reference through the locative or adlative clitic pronouns hi and hic. The phoric use of hi was in contrast with the deictic use of hic, which competed with the stressed demonstratives ací and aquí. Moreover, hic had also adopted the ablative deictic value of the Latin pronoun hinc; therefore, it also converged semantically and functionally with the adverbial pronoun en. By analyzing the frequencies provided by the Corpus Informatitzat de Català Antic, this research determines the constraints of the disappearance of hic during the 15th and 16th centuries. The results show that the functional and pragmatic tensions within the paradigm of Old Catalan demonstrative adverbs led to the disappearance of hic.
Bookmarks Related papers MentionsView impact
Uploads
Papers by Josep E Ribera
This paper deals with allomorphy in the case of the dative singular clitic pronoun li and of the neuter ho in the combinations of 3rd person or neuter accusative and dative in Old Catalan. Traditionally, it is assumed that the dative li manifested the allomorph /i/ due to euphonic reasons when it combined with a 3rd person accusative pronoun. Furthermore, it is considered that the neuter pronoun ho (< HŎC) adopted the allomorph lo in the combinations /loj/ and /li/ by analogy with the combination of the 3rd person accusative masculine singular and the dative singular allomorph /i/. By means of qualitative and quantitative analyses of the data provided by the Corpus Informatitzat de Català Antic (CICA) of the several inflected combinations of “lo + li”, “lo + hi” and “li + ho”, this study argues that the traditional euphonic hypothesis cannot be adopted without discussion. In the case of the dative, together with the euphonic constraint, the reinforcement implied by the functional productivity of the adverbial pronoun hi must be taken into account. As for the neuter pronoun, the data allows us to propose the existence of an allomorph lo (< ĬLLUD) alongside ho in the earlier texts.
This study offers an introduction to the syntax of the adverbial clitic pronoun en in Valencian during the modern period (1601-1832). Based on the data obtained from the Corpus Informatitzat de la Gramàtica del Català Modern (CIGCMod), the study provides a quantitative and a qualitative analysis of the usage of this pronoun in Modern Valencian. My aim is to contribute to establish the turning point between the functional productivity of this pronoun in Old Catalan and its reduction to partitive and inherent uses in the Valencian of the 20th century.
L’estudi que presentem es basa en l’experiència que ens proporciona la nostra tasca docent com a consultors o coordinadors de l’assignatura Competència comunicativa per a professionals de les TIC (CCPTIC) en els currículums dels Graus dels Estudis d’Informàtica, Multimèdia i Telecomunicació de la Universitat Oberta de Catalunya (UOC). La recerca se centra en l’aprenentatge de la competència comunicativa escrita en català com a L2 en un entorn en què la interacció entre el docent i l’estudiant s’efectua només pel canal virtual que proporcionen les TIC, que difumina els límits entre l’oralitat i l’escriptura. Metodològicament, hem analitzat un corpus d’estudiants castellanoparlants (L1) que segueixen l’assignatura en català (L2) i han resolt les proves d’avaluació continuada en la L2.
Per tal d’avaluar els resultats de l’aprenentatge, s’ha efectuat l’anàlisi quantitativa i qualitativa de la cohesió lèxica en la producció textual dels estudiants que integren el corpus, considerant els mecanismes de repetició i de reiteració lèxica. La comparació dels resultats acadèmics assolits pels estudiants que tenen el castellà com a L1 amb el conjunt dels resultats del Grau demostra que l’enfocament comunicatiu permet atenuar les diferències entre l’aprenentatge en L1 i L2. De fet, tot indica que la L1 de l’estudiant no afecta l’aprenentatge de la competència comunicativa en L2.
With the tools provided by Discourse Analysis and Cognitive Linguistics, this paper aims at describing and characterizing cross-linguistically lexical encapsulation’s potential to define the information structure of PD. In this regard, encapsulation is analyzed in relation to the notions of topic and focus in three PDs in Catalan, Spanish and English. In order to determine the contribution of encapsulation to the information structure of PD, we describe the properties of lexical encapsulation as a referential cohesion device and analyze the various lexico-grammatical and discourse patterns in which encapsulators occur.
From a cross-linguistic point of view, the results show a higher frequency of encapsulation in the debate in English. In this respect, the Scottish debate exhibits a higher cohesive and informational density than the Catalan and the Spanish ones. However, there has also been observed a homogeneous cross-linguistic behavior of encapsulation with regard to weaving the information structure of PD. In fact, the different usage patterns uncover similar general trends in the three languages. These quantitative coincidences are interpreted as genre-related features. On the other hand, some patterns unveil cross-linguistic differences linked to a more speaker-dependent style aiming at guiding the addressee (persuasive function) and to the lexico-grammatical features of each language.
This paper deals with reference as a main tool to obtain well-formed texts which ensure communicative success. Specifically we are worried about the problems of the writings of secondary school students in relation to the establishment of textual referents and the use of grammatical and lexical anaphoras which allow to keep the basic reference. Firstly we have established a typology of the detected problems on the objective basis provided by texts of expert writers. Secondly we have compared the problems of the students’ texts with those of the experts’ ones, what have led us to determine the frequency of each type of problems and the degree of problems of each type of anaphora. In this sense, we have observed that referential ambiguity is the most important problem in both cases and that grammatical anaphoras are more problematic than lexical ones. Finally we have pointed out the importance of designing didactic proposals to solve the detected problems by determining the discourse conditions of use of each type of referential device and the alternances observed among them.
Abstract: This paper deals with non-situational demonstratives as text-deictic units and discusses the degree of activation or cognitive status of their referents under the scope of Gundel, Hedberg & Zacharski's (1993) Givenness Hierarchy combined with Centering Theory. In order to determine the cognitive status of the referents of the demonstratives, a narrative corpus consisting of J. M. Barrie's Peter Pan and two translations of Barrie's text into Catalan and Spanish is analyzed. Firstly, the situational or non-situational natures of the demonstratives this/ these/thus and that/those, and their counterparts in the translations, are determined. Secondly, the cognitive status of the referents of the non-situational demonstratives is discussed. The analyses show that the demonstratives referring to 'in focus' entities are frequent. Moreover, there is no one-to-one correspondence among the demonstratives in the source and the target texts. Both results point to changes in the cognitive status of some referents in the process of
systems and other relevant variables. Finally, the general strategies activated in translation have been identified and described. The contrastive analysis highlights that non-situational uses outnumber situational ones, both in the English originals and the Catalan
translations. It also gives some evidence in favor of the hypothesis that the different behavior of situational and non-situational demonstratives has an influence on the strategies activated by the translators. As a matter of fact, there is no one-to-one correspondence among demonstratives in the source and the target texts. They are rather translated in different ways and it is often the case that their translation does not correspond to differences in the distribution of the deictic space in the two languages considered.
This paper deals with allomorphy in the case of the dative singular clitic pronoun li and of the neuter ho in the combinations of 3rd person or neuter accusative and dative in Old Catalan. Traditionally, it is assumed that the dative li manifested the allomorph /i/ due to euphonic reasons when it combined with a 3rd person accusative pronoun. Furthermore, it is considered that the neuter pronoun ho (< HŎC) adopted the allomorph lo in the combinations /loj/ and /li/ by analogy with the combination of the 3rd person accusative masculine singular and the dative singular allomorph /i/. By means of qualitative and quantitative analyses of the data provided by the Corpus Informatitzat de Català Antic (CICA) of the several inflected combinations of “lo + li”, “lo + hi” and “li + ho”, this study argues that the traditional euphonic hypothesis cannot be adopted without discussion. In the case of the dative, together with the euphonic constraint, the reinforcement implied by the functional productivity of the adverbial pronoun hi must be taken into account. As for the neuter pronoun, the data allows us to propose the existence of an allomorph lo (< ĬLLUD) alongside ho in the earlier texts.
This study offers an introduction to the syntax of the adverbial clitic pronoun en in Valencian during the modern period (1601-1832). Based on the data obtained from the Corpus Informatitzat de la Gramàtica del Català Modern (CIGCMod), the study provides a quantitative and a qualitative analysis of the usage of this pronoun in Modern Valencian. My aim is to contribute to establish the turning point between the functional productivity of this pronoun in Old Catalan and its reduction to partitive and inherent uses in the Valencian of the 20th century.
L’estudi que presentem es basa en l’experiència que ens proporciona la nostra tasca docent com a consultors o coordinadors de l’assignatura Competència comunicativa per a professionals de les TIC (CCPTIC) en els currículums dels Graus dels Estudis d’Informàtica, Multimèdia i Telecomunicació de la Universitat Oberta de Catalunya (UOC). La recerca se centra en l’aprenentatge de la competència comunicativa escrita en català com a L2 en un entorn en què la interacció entre el docent i l’estudiant s’efectua només pel canal virtual que proporcionen les TIC, que difumina els límits entre l’oralitat i l’escriptura. Metodològicament, hem analitzat un corpus d’estudiants castellanoparlants (L1) que segueixen l’assignatura en català (L2) i han resolt les proves d’avaluació continuada en la L2.
Per tal d’avaluar els resultats de l’aprenentatge, s’ha efectuat l’anàlisi quantitativa i qualitativa de la cohesió lèxica en la producció textual dels estudiants que integren el corpus, considerant els mecanismes de repetició i de reiteració lèxica. La comparació dels resultats acadèmics assolits pels estudiants que tenen el castellà com a L1 amb el conjunt dels resultats del Grau demostra que l’enfocament comunicatiu permet atenuar les diferències entre l’aprenentatge en L1 i L2. De fet, tot indica que la L1 de l’estudiant no afecta l’aprenentatge de la competència comunicativa en L2.
With the tools provided by Discourse Analysis and Cognitive Linguistics, this paper aims at describing and characterizing cross-linguistically lexical encapsulation’s potential to define the information structure of PD. In this regard, encapsulation is analyzed in relation to the notions of topic and focus in three PDs in Catalan, Spanish and English. In order to determine the contribution of encapsulation to the information structure of PD, we describe the properties of lexical encapsulation as a referential cohesion device and analyze the various lexico-grammatical and discourse patterns in which encapsulators occur.
From a cross-linguistic point of view, the results show a higher frequency of encapsulation in the debate in English. In this respect, the Scottish debate exhibits a higher cohesive and informational density than the Catalan and the Spanish ones. However, there has also been observed a homogeneous cross-linguistic behavior of encapsulation with regard to weaving the information structure of PD. In fact, the different usage patterns uncover similar general trends in the three languages. These quantitative coincidences are interpreted as genre-related features. On the other hand, some patterns unveil cross-linguistic differences linked to a more speaker-dependent style aiming at guiding the addressee (persuasive function) and to the lexico-grammatical features of each language.
This paper deals with reference as a main tool to obtain well-formed texts which ensure communicative success. Specifically we are worried about the problems of the writings of secondary school students in relation to the establishment of textual referents and the use of grammatical and lexical anaphoras which allow to keep the basic reference. Firstly we have established a typology of the detected problems on the objective basis provided by texts of expert writers. Secondly we have compared the problems of the students’ texts with those of the experts’ ones, what have led us to determine the frequency of each type of problems and the degree of problems of each type of anaphora. In this sense, we have observed that referential ambiguity is the most important problem in both cases and that grammatical anaphoras are more problematic than lexical ones. Finally we have pointed out the importance of designing didactic proposals to solve the detected problems by determining the discourse conditions of use of each type of referential device and the alternances observed among them.
Abstract: This paper deals with non-situational demonstratives as text-deictic units and discusses the degree of activation or cognitive status of their referents under the scope of Gundel, Hedberg & Zacharski's (1993) Givenness Hierarchy combined with Centering Theory. In order to determine the cognitive status of the referents of the demonstratives, a narrative corpus consisting of J. M. Barrie's Peter Pan and two translations of Barrie's text into Catalan and Spanish is analyzed. Firstly, the situational or non-situational natures of the demonstratives this/ these/thus and that/those, and their counterparts in the translations, are determined. Secondly, the cognitive status of the referents of the non-situational demonstratives is discussed. The analyses show that the demonstratives referring to 'in focus' entities are frequent. Moreover, there is no one-to-one correspondence among the demonstratives in the source and the target texts. Both results point to changes in the cognitive status of some referents in the process of
systems and other relevant variables. Finally, the general strategies activated in translation have been identified and described. The contrastive analysis highlights that non-situational uses outnumber situational ones, both in the English originals and the Catalan
translations. It also gives some evidence in favor of the hypothesis that the different behavior of situational and non-situational demonstratives has an influence on the strategies activated by the translators. As a matter of fact, there is no one-to-one correspondence among demonstratives in the source and the target texts. They are rather translated in different ways and it is often the case that their translation does not correspond to differences in the distribution of the deictic space in the two languages considered.
reviews) produced by secondary school students. In addition, a collection of similar texts written by film journalists (expert writers) is analysed; the experts' corpus provides a ground to examine critically the learners' texts.
The main aim of the research is to delimit those problems related to the introduction and subsequent lexical retrieval of referents in the learners' written narrative sequences, assuming that the two discourse-cognitive operations are essential to assure textual coherence and thus communicative success or failure.
Firstly, the different nominal and predicative structures which make it possible the introduction of discourse referents are detected and analysed. Secondly, the lexical retrieval of the referents previously introduced is examined in detail. A basic distinction between repetition and reiteration (synonymy, hypernymy-hyponymy and general nouns) as cognitively different devices of lexical cohesion is established. Repetition
constitutes an anaphoric device which enhances the direct identification of referents, whereas reiteration implies the cognitive recategorisation of the referents and as a
device to avoid repetition makes the discourse more fluent.
The results of the research are submitted to a qualitative and quantitative analysis which leads to characterise and classify the problems observed in the students' texts so that further applied research on how to improve their writing communicative abilities can be conducted in the future.