Pub Date : 2022-06-23DOI: 10.1163/18773109-01402003
A. Bączkowska
The paper discusses the concept of offensiveness, both explicit and implicit, in film dialogical discourse based on three parts of a romantic comedy. The differences between explicitness and implicitness on the one hand, and between implicitness and (in)directness on the other are presented in the theoretical part. Indirectness and implicitness are treated in the study as independent concepts that instantiate covert meaning. On the other hand, explicitness and implicitness are viewed as gradual concepts that allow some overlap; thus, direct implicitness and indirect explicitness emerge as possible options. Furthermore, the category of offensiveness is presented as a broad category, a superordinate term that subsumes offensive language, typically realised through explicitly offensive words, such as swearwords, and (non)offence, encoded by rhetorical devices. Offensive language can have the function of offending the target addressee, i.e., to cause offence, or to build, inter alia, a jocular, intimate or friendly atmosphere. Offensiveness can thus embrace propositions that lead to offence or convey other, non-offensive meanings. Examples of both offensive language (explicit/direct forms) and subtypes of offence (figurative forms), as well as a combination of both (e.g., figurative forms such as ironic comments that contain swearwords), are gleaned from the corpus of three parts of the eponymous romantic comedy. The analysis has shown that figurative forms are often conflated (to create metaphorical irony, ironic hyperbole, and the like), the implicit forms of offensiveness occur almost as frequently as explicit forms and are distributed equally across gender, varying forms of offensiveness play the whole gamut of functions, disparagement being only one of them.
{"title":"Explicit and implicit offensiveness in dialogical film discourse in Bridgit Jones films","authors":"A. Bączkowska","doi":"10.1163/18773109-01402003","DOIUrl":"https://doi.org/10.1163/18773109-01402003","url":null,"abstract":"\u0000 The paper discusses the concept of offensiveness, both explicit and implicit, in film dialogical discourse based on three parts of a romantic comedy. The differences between explicitness and implicitness on the one hand, and between implicitness and (in)directness on the other are presented in the theoretical part. Indirectness and implicitness are treated in the study as independent concepts that instantiate covert meaning. On the other hand, explicitness and implicitness are viewed as gradual concepts that allow some overlap; thus, direct implicitness and indirect explicitness emerge as possible options. Furthermore, the category of offensiveness is presented as a broad category, a superordinate term that subsumes offensive language, typically realised through explicitly offensive words, such as swearwords, and (non)offence, encoded by rhetorical devices. Offensive language can have the function of offending the target addressee, i.e., to cause offence, or to build, inter alia, a jocular, intimate or friendly atmosphere. Offensiveness can thus embrace propositions that lead to offence or convey other, non-offensive meanings. Examples of both offensive language (explicit/direct forms) and subtypes of offence (figurative forms), as well as a combination of both (e.g., figurative forms such as ironic comments that contain swearwords), are gleaned from the corpus of three parts of the eponymous romantic comedy. The analysis has shown that figurative forms are often conflated (to create metaphorical irony, ironic hyperbole, and the like), the implicit forms of offensiveness occur almost as frequently as explicit forms and are distributed equally across gender, varying forms of offensiveness play the whole gamut of functions, disparagement being only one of them.","PeriodicalId":43536,"journal":{"name":"International Review of Pragmatics","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43699184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-23DOI: 10.1163/18773109-01402008
Barbara - Lewandowska-Tomaszczyk, Azad Mammadov
{"title":"Exploring dialogical discourse—pragmatics and cognition","authors":"Barbara - Lewandowska-Tomaszczyk, Azad Mammadov","doi":"10.1163/18773109-01402008","DOIUrl":"https://doi.org/10.1163/18773109-01402008","url":null,"abstract":"","PeriodicalId":43536,"journal":{"name":"International Review of Pragmatics","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43699356","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-22DOI: 10.1163/18773109-01401004
Şeyma Kökcü, Deniz Ortaçtepe Hart
This study investigated Turkish EFL learners’ conceptual socialization in terms of their interpretation of English metaphors in three categories; a) conceptually and linguistically similar, b) conceptually similar, linguistically different, and c) conceptually and linguistically different metaphors. Data were collected through sentence level and situation-based tests. Learners’ responses were analyzed by comparing them to the native English speakers’ (NES s). Findings indicated that Turkish EFL learners could only benefit from the situational information when the metaphors were either conceptually or linguistically similar, and their performance differed very much from NES s in terms of correct interpretation of the metaphors. These results underline EFL learners’ lack of exposure to target culture and interaction with native speakers and thus the importance of non-native English speaking teachers (NNEST s) in EFL contexts as the most valuable source of the target language conceptual system.
{"title":"Turkish EFL learners’ interpretation of metaphors","authors":"Şeyma Kökcü, Deniz Ortaçtepe Hart","doi":"10.1163/18773109-01401004","DOIUrl":"https://doi.org/10.1163/18773109-01401004","url":null,"abstract":"\u0000 This study investigated Turkish EFL learners’ conceptual socialization in terms of their interpretation of English metaphors in three categories; a) conceptually and linguistically similar, b) conceptually similar, linguistically different, and c) conceptually and linguistically different metaphors. Data were collected through sentence level and situation-based tests. Learners’ responses were analyzed by comparing them to the native English speakers’ (NES s). Findings indicated that Turkish EFL learners could only benefit from the situational information when the metaphors were either conceptually or linguistically similar, and their performance differed very much from NES s in terms of correct interpretation of the metaphors. These results underline EFL learners’ lack of exposure to target culture and interaction with native speakers and thus the importance of non-native English speaking teachers (NNEST s) in EFL contexts as the most valuable source of the target language conceptual system.","PeriodicalId":43536,"journal":{"name":"International Review of Pragmatics","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46092451","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-22DOI: 10.1163/18773109-01401005
Dina Abdel Salam El-Dakhs
The current study aimed to examine how university teachers advise their fellow teachers with a focus on solicited advice. To this end, 60 university teachers who use English as a Lingua Franca (ELF) as the medium of their everyday communication completed 8 role-plays in which newly hired teachers sought the advice of their colleagues regarding work issues. The role-plays were recorded and transcribed in preparation for coding, which was conducted with the use of Martínez-Flor’s (2003) taxonomy of advising and Trosborg’s (1995) taxonomy of internal modifiers. External modifiers were also examined as they emerged in the data. The results showed that the participants mainly preferred the use of direct advising strategies while simultaneously attempting to cater for the interlocutors’ negative face. While the advising strategies were situation dependent, the effect of the social variables of the advisor’s gender/teaching experience and the advisee’s academic rank was minimal. The results are interpreted in light of the theoretical model of politeness and the literature on the speech act of advising and the use of ELF.
{"title":"The speech act of advising in teacher-teacher interaction","authors":"Dina Abdel Salam El-Dakhs","doi":"10.1163/18773109-01401005","DOIUrl":"https://doi.org/10.1163/18773109-01401005","url":null,"abstract":"\u0000 The current study aimed to examine how university teachers advise their fellow teachers with a focus on solicited advice. To this end, 60 university teachers who use English as a Lingua Franca (ELF) as the medium of their everyday communication completed 8 role-plays in which newly hired teachers sought the advice of their colleagues regarding work issues. The role-plays were recorded and transcribed in preparation for coding, which was conducted with the use of Martínez-Flor’s (2003) taxonomy of advising and Trosborg’s (1995) taxonomy of internal modifiers. External modifiers were also examined as they emerged in the data. The results showed that the participants mainly preferred the use of direct advising strategies while simultaneously attempting to cater for the interlocutors’ negative face. While the advising strategies were situation dependent, the effect of the social variables of the advisor’s gender/teaching experience and the advisee’s academic rank was minimal. The results are interpreted in light of the theoretical model of politeness and the literature on the speech act of advising and the use of ELF.","PeriodicalId":43536,"journal":{"name":"International Review of Pragmatics","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64421039","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-22DOI: 10.1163/18773109-01401003
Nicole Gotzner, K. Spalek
In the current study, we explore how different information-structural devices affect which referents conversational partners expect in the upcoming discourse. Our main research question is how pitch accents (H*, L+H*) and focus particles (German nur ‘only’ and auch ‘also’) affect speakers’ choices to mention focused referents, previously mentioned alternatives or new, inferable alternatives. Participants in our experiment were presented with short discourses involving two referents and were asked to orally produce two sentences that continue the story. An analysis of speakers’ continuations showed that participants were most likely to mention a contextual alternative in the condition with only and the L+H* conditions, followed by H* conditions. In the condition with also, in turn, participants mentioned both the focused/accented referent and the contextual alternative. Our findings highlight the importance of information structure for discourse management and suggest that speakers take activated alternatives to be relevant for an unfolding discourse.
{"title":"Expectations about upcoming discourse referents","authors":"Nicole Gotzner, K. Spalek","doi":"10.1163/18773109-01401003","DOIUrl":"https://doi.org/10.1163/18773109-01401003","url":null,"abstract":"\u0000 In the current study, we explore how different information-structural devices affect which referents conversational partners expect in the upcoming discourse. Our main research question is how pitch accents (H*, L+H*) and focus particles (German nur ‘only’ and auch ‘also’) affect speakers’ choices to mention focused referents, previously mentioned alternatives or new, inferable alternatives. Participants in our experiment were presented with short discourses involving two referents and were asked to orally produce two sentences that continue the story. An analysis of speakers’ continuations showed that participants were most likely to mention a contextual alternative in the condition with only and the L+H* conditions, followed by H* conditions. In the condition with also, in turn, participants mentioned both the focused/accented referent and the contextual alternative. Our findings highlight the importance of information structure for discourse management and suggest that speakers take activated alternatives to be relevant for an unfolding discourse.","PeriodicalId":43536,"journal":{"name":"International Review of Pragmatics","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48040685","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-22DOI: 10.1163/18773109-01401002
Mohsen Khedri
Using Swales’ (1990) CARS model and Hyland’s (2005) interpersonal model of metadiscourse, this study takes a pragmatic approach to explore the rhetorical structure and metadiscoursal features of research article introductions in a comparable corpus of 40 introductions from applied linguistics and chemistry. Specifically, this article reports on a rhetorical analysis of introduction moves and an identification of metadiscourse markers and discourse functions they were conveying and focuses on the mapping of the markers most pervasively used to signal the moves. Results showed disciplinary differences regarding both move structure and metadiscourse use which could be attributed to the susceptibility of rhetorical practices and preferences to socio-rhetorical conventions in each community. In addition to their pedagogical implications, the results of this study could be of use for novice research article writers and/or students in applied linguistics and chemistry in order to better consolidate their credence and socialisation in their community through publication.
{"title":"‘This study aims to …’","authors":"Mohsen Khedri","doi":"10.1163/18773109-01401002","DOIUrl":"https://doi.org/10.1163/18773109-01401002","url":null,"abstract":"\u0000 Using Swales’ (1990) CARS model and Hyland’s (2005) interpersonal model of metadiscourse, this study takes a pragmatic approach to explore the rhetorical structure and metadiscoursal features of research article introductions in a comparable corpus of 40 introductions from applied linguistics and chemistry. Specifically, this article reports on a rhetorical analysis of introduction moves and an identification of metadiscourse markers and discourse functions they were conveying and focuses on the mapping of the markers most pervasively used to signal the moves. Results showed disciplinary differences regarding both move structure and metadiscourse use which could be attributed to the susceptibility of rhetorical practices and preferences to socio-rhetorical conventions in each community. In addition to their pedagogical implications, the results of this study could be of use for novice research article writers and/or students in applied linguistics and chemistry in order to better consolidate their credence and socialisation in their community through publication.","PeriodicalId":43536,"journal":{"name":"International Review of Pragmatics","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46750783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-22DOI: 10.1163/18773109-01401006
Marzieh Khazraie, Hossein Talebzadeh
The present two-phased study set out to identify simplified and non-simplified sources of input popular among learners of English as a foreign language (EFL) and to compare and contrast the manifestations of impoliteness strategies and responses to them in such resources. First, a rather comprehensive survey conducted among 250 adult EFL learners revealed that English TV series and movies of comedy and crime genres were the most popular non-simplified sources of input, while the popular simplified sources were American English File and Interchange ELT textbooks. Then, the results of our in-depth qualitative-quantitative, comparative, macro- and micro-analysis (adopting a variety of stringent incivility frameworks) indicated there were noticeable quantitative and/or qualitative differences in (re-)presenting face-threatening acts between the two sources. Generally, while EFL learners are not judiciously familiarized with various impoliteness strategies and their responses in the textbooks, they are almost bombarded with them through their favourite media. Underlining the inherent instructional and motivational impact of both language input sources and the possible detrimental bearing of underrepresentation and/or overrepresentation of impoliteness for the learners’ pragmatic competence, the study concludes with a discussion of our findings’ implications for stake-holders including language learners and education specialists.
{"title":"“What a beautiful world. But is it the world we live in?”","authors":"Marzieh Khazraie, Hossein Talebzadeh","doi":"10.1163/18773109-01401006","DOIUrl":"https://doi.org/10.1163/18773109-01401006","url":null,"abstract":"\u0000 The present two-phased study set out to identify simplified and non-simplified sources of input popular among learners of English as a foreign language (EFL) and to compare and contrast the manifestations of impoliteness strategies and responses to them in such resources. First, a rather comprehensive survey conducted among 250 adult EFL learners revealed that English TV series and movies of comedy and crime genres were the most popular non-simplified sources of input, while the popular simplified sources were American English File and Interchange ELT textbooks. Then, the results of our in-depth qualitative-quantitative, comparative, macro- and micro-analysis (adopting a variety of stringent incivility frameworks) indicated there were noticeable quantitative and/or qualitative differences in (re-)presenting face-threatening acts between the two sources. Generally, while EFL learners are not judiciously familiarized with various impoliteness strategies and their responses in the textbooks, they are almost bombarded with them through their favourite media. Underlining the inherent instructional and motivational impact of both language input sources and the possible detrimental bearing of underrepresentation and/or overrepresentation of impoliteness for the learners’ pragmatic competence, the study concludes with a discussion of our findings’ implications for stake-holders including language learners and education specialists.","PeriodicalId":43536,"journal":{"name":"International Review of Pragmatics","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47564206","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-21DOI: 10.1163/18773109-01302001
Siaw-Fong Chung, Meng-Hsien Shih, Hui-Wen Liu, Chi-ling Lee, Y. V. Chiang
Hēi diào ‘to turn black’ (黑掉) denotes a change-of-state meaning, but in social media, it has a special pragmatic use that emphasizes “bad consequences” following an uncooperative act, whether right or wrong. This metaphorical and new transitive use of hēi diào, which is unique among netizens, has changed the literal status of hēi ‘black’ to other additional accomplishment/achievement meanings. Our study examined the expression hēi diào using data from a social media corpus, the PTT Bulletin Board System. We also analysed all the constructions of hēi diào and similar [V diào (掉)] patterns in the corpus. Unlike most previous work, which analysed the uses of [V diào] only, our study observed pragmatic connotations of hēi diào in social media—uses that only materialized in certain contexts.
{"title":"The use of hēi diào (‘to turn black’) and its related [V diào] forms in social media","authors":"Siaw-Fong Chung, Meng-Hsien Shih, Hui-Wen Liu, Chi-ling Lee, Y. V. Chiang","doi":"10.1163/18773109-01302001","DOIUrl":"https://doi.org/10.1163/18773109-01302001","url":null,"abstract":"\u0000 Hēi diào ‘to turn black’ (黑掉) denotes a change-of-state meaning, but in social media, it has a special pragmatic use that emphasizes “bad consequences” following an uncooperative act, whether right or wrong. This metaphorical and new transitive use of hēi diào, which is unique among netizens, has changed the literal status of hēi ‘black’ to other additional accomplishment/achievement meanings. Our study examined the expression hēi diào using data from a social media corpus, the PTT Bulletin Board System. We also analysed all the constructions of hēi diào and similar [V diào (掉)] patterns in the corpus. Unlike most previous work, which analysed the uses of [V diào] only, our study observed pragmatic connotations of hēi diào in social media—uses that only materialized in certain contexts.","PeriodicalId":43536,"journal":{"name":"International Review of Pragmatics","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48740380","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-21DOI: 10.1163/18773109-01302008
Xinmeng Lu, T. Pritchard
This paper compares two different theoretical approaches which have been developed to account for metaphoric interpretation: the comparison approach and the categorisation approach. Following a brief review on the history of the two theoretical approaches, the paper points out in part 5 that these two approaches are not fundamentally incompatible. It is further argued in parts 6 and 7 that while the comparison approach can be improved to provide metaphoric interpretations beyond a focus on words and phrases, similar improvement can hardly be made for the categorisation approach, whether by updating the approach itself or by merging it with non-categorisational processes. As a result, the metaphoric cases accountable by the categorisation approach can only be a subset of the cases accountable by the comparison approach.
{"title":"Metaphoric interpretation","authors":"Xinmeng Lu, T. Pritchard","doi":"10.1163/18773109-01302008","DOIUrl":"https://doi.org/10.1163/18773109-01302008","url":null,"abstract":"\u0000 This paper compares two different theoretical approaches which have been developed to account for metaphoric interpretation: the comparison approach and the categorisation approach. Following a brief review on the history of the two theoretical approaches, the paper points out in part 5 that these two approaches are not fundamentally incompatible. It is further argued in parts 6 and 7 that while the comparison approach can be improved to provide metaphoric interpretations beyond a focus on words and phrases, similar improvement can hardly be made for the categorisation approach, whether by updating the approach itself or by merging it with non-categorisational processes. As a result, the metaphoric cases accountable by the categorisation approach can only be a subset of the cases accountable by the comparison approach.","PeriodicalId":43536,"journal":{"name":"International Review of Pragmatics","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48294856","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-21DOI: 10.1163/18773109-01302006
Florencio del Barrio de la Rosa, Ignacio Arroyo Hernández
As a result of the rapid development of en plan in contemporary Spanish a wide range of recent studies have paid attention to the grammaticalization process transforming this adverbial locution (meaning ‘in a certain way, with a certain purpose’) into a pragmatic marker. However, previous research fails to capture the complex semantic networks and synchronic multifunctionality of en plan. The present study takes on a polygrammaticalization mechanism and describes two main sets of clines. The first set of clines concerns the evolution of en plan into a mitigation device; the second set deals with its grammaticalization as an intensifier. Moreover, the recently defined discursive mechanism of cooptation is thoroughly applied for the first time to Spanish. The contribution deals with written and oral data from different geographical varieties and gives support to a “grammaticalization-cooptation-grammaticalization” hypothesis in the emergence of en plan as a brand-new pragmatic marker in Spanish.
{"title":"Grammaticalization in action and beyond","authors":"Florencio del Barrio de la Rosa, Ignacio Arroyo Hernández","doi":"10.1163/18773109-01302006","DOIUrl":"https://doi.org/10.1163/18773109-01302006","url":null,"abstract":"\u0000 As a result of the rapid development of en plan in contemporary Spanish a wide range of recent studies have paid attention to the grammaticalization process transforming this adverbial locution (meaning ‘in a certain way, with a certain purpose’) into a pragmatic marker. However, previous research fails to capture the complex semantic networks and synchronic multifunctionality of en plan. The present study takes on a polygrammaticalization mechanism and describes two main sets of clines. The first set of clines concerns the evolution of en plan into a mitigation device; the second set deals with its grammaticalization as an intensifier. Moreover, the recently defined discursive mechanism of cooptation is thoroughly applied for the first time to Spanish. The contribution deals with written and oral data from different geographical varieties and gives support to a “grammaticalization-cooptation-grammaticalization” hypothesis in the emergence of en plan as a brand-new pragmatic marker in Spanish.","PeriodicalId":43536,"journal":{"name":"International Review of Pragmatics","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42223014","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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