Reported Speech

L’articolo presenta i risultati di uno studio condotto sulle narrazioni scritte di bambini di due classi quinte della scuola primaria coinvolte nel progetto Osservare l’Interlingua . Lo scopo della ricerca era valutare gli effetti di una sperimentazione educativa incentrata su attivita di osservazione delle proprieta linguistico-discorsive di testi orali e scritti (letterari e prodotti dagli alunni stessi) sulle scelte dei bambini in merito all’uso del discorso riportato. I risultati ottenuti, messi a confronto con quelli di due classi di controllo, mostrano che chi ha parteci­pato alla sperimentazione scrive narrazioni piu vivaci, anche perche fa maggiore uso del discorso diretto. Lo studio dimostra quindi l’efficacia di percorsi di educazione linguistica che attribuiscono agli alunni un ruolo attivo, “da piccoli ricercatori”, coinvolgendoli in attivita collaborative di osservazione e manipolazione di testi propri e altrui.

Il s’agit d’un travail sur le discours rapporté (discours direct, discours indirect, discours indirect libre) à partir de la lecture de cinq manuels : "Manuel de linguistique pour les textes littéraires" (Dominique Maingueneau, 2015) ; "L'énonciation en grammaire du texte" (Michèle Perret, 1994) ; "L'énonciation en linguistique française" (D. Maingueneau, 1991) ; "Pour enseigner la grammaire" (Roberte Tomasonne, 1996) et "La représentation du “discours autre”" (Jacqueline Authier-Revuz, 2001). Nous allons expliquer en quoi consiste chaque type de discours, donner des exemples tirés de la littérature française et nous allons également les analyser afin de mieux comprendre les différences entre les uns et les autres. De même, nous allons étudier le passage du discours direct au discours indirect et vice versa. Finalement, nous allons parler des variantes du discours rapporté comme le membre quelconque d’une collectivité, le discours narrativisé ou le monologue intérieur.

This study analyzes the functionality of reported speech marking in interpreter’s utterances in authentic ad-hoc-interpretated German-Turkish and German-Portuguese doctor-patient communication (Special attention is paid to the Turkish reported speechmarkers diyor ‘says/ is saying’ and –mIş, to two Portuguese markers (the verbum dicendi contar que ’to tell that’ and the subjunctor que ‘that’) as well as to German meinen ‘mean, reckon’). Whereas guides to medical interpreting recommend to avoid the marking of reported speech, in our data it is used frequently (especially in the Turkish data) and appears in the German-Turkish and the German-Portuguese data basically in the same situations, particulary in risk communication, communication about clinical findings, and medical interviews. It is argued that it is used as a connectivity procedure on the one hand, and as a procedure to modalize the utterance on the other. The marking of reported speech does not focus on the proposition as other connective procedures do, but rather focuses on the speech situation, i.e. the participants. Therefore, this connectivity procedure is evenmore basic than others. By relinking fragments of the propositional content to their source the interpreter modalizes the utterance in a specific way. The challenge for interpreter trainings is that the use of reported speech marking may facilitate or hamper the communicative exchange between doctor and patient. It should therefore be used consciously by interpreters.
Português:
Este estudo – elaborado no âmbito do projeto “Interpretação no Hospital” do Centro de Pesquisa sobre Multilingualismo na Universidade de Hamburgo - objetiva analisar as funções dos marcadores de reprodução de fala em enunciados de intérpretes de comunicações autênticas entre médicos alemães e pacientes turcos ou portugueses traduzidos por intérpretes não-profissionais. Atenção especial é dada para a análise dos marcadores diyor ‘diz/ está dizendo’ e –mIş em turco, contar que e o subjunctor que em português, assim como meinen ‘achar’ em alemão. Enquanto guias para a interpretação em contextos medicais recomendam evitar marcar a fala reproduzida como tal, nos dados por nós analisados os intérpretes marcam-na com freqüencia (especialmente nos dados em turco). Os marcadores dereprodução de fala são usados nos dados teuto-turcos e teuto-portugueses basicamentenas mesmas situações, especialmente na comunicação sobre riscos, resultados de análise médica e de anamnésia. Avança-se a hipótese que a marcação da reprodução de fala serve como procedimento de conectividade dum lado e como procedimento de modalização doutrolado, só que – a diferença de outros procedimentos conectivos a marcação da reprodução de fala não enfoca a proposição, mas sim a situação de fala, i.e. os participantes – sendo assim mais básico para a coesão do que outros procedimentos. Ligando fragmentos do conteúdo proposicional à sua fonte, o intérprete modaliza o enunciado de maneira específica. O desafio que enfrenta a formação de intérpretes para esta tarefa é que a marcação de reprodução de fala pode facilitar ou dificultar a comunicação entre médicos e pacientes. Por isso é necessário usá-la de maneira consciente.

The aim of this paper is to analyse the Catalan and Spanish quotative recomplementation (QRC) in terms of pragmatic features encoded by morphosyntax. In QRC constructions, the second complementizer (que2) is used to set the boundaries between a reproduced discourse and the clausal elements that were implicit in the original discourse, which must be reintroduced in the new communicative situation because they are not shared by the interlocutor (e.g. Sp. Están sentados en la mesa --> Ha dicho que1 los invitados #(que2) están sentados en la mesa). QRC is an evidence for the existence of two types of complements for assertive verbs: quotative complements (embedded speech acts with a de dicto interpretation) and reportative complements (speech events that are stated, with a de re interpretation; e.g. Sp. Están sentados en la mesa --> Ha dicho que1 los invitados (#que2) ya están en su sitio). Quotative complements have the same propositional structure as the original sentence and can include some elements such as speech act adverbs —which are oriented to the original speaker (i.e. the matrix clause subject)—, Hanging Topics, or discourse connectors. On the contrary, reportative complements may be a summary of the original discourse and they have not such elements oriented to the original speaker or the previous discourse. Besides, reportative complements allow long-distance movement from the embedded CP to the matrix CP.

This paper investigates reported speech constructions in the Nakh-Daghestanian language Sanzhi Dargwa. The language distinguishes direct and non-direct reported speech. The latter is marked in various ways such as non-finite verb forms and deictic shift. Deictic shift is a sufficient, but not a necessary criterion for non-direct speech, and frequently only some but not all deictic elements are shifted such that we get "semi-direct speech" or "biperspectival speech". In such utterances it is possible that the person feature of an argument in the speech report and its agreement exponent on the verb do not match. Furthermore, particles used to mark reported speech constructions have acquired a broader function and are also used to express hearsay evidentiality, epistemic modality, cognitive activities, etc. However, syntactically reported speech constructions differ from other complex clauses such as adverbial clauses or relative clauses due to the absence of markers that unequivocally express syntactic subordination. They can therefore be analyzed as instantiating secondary syntax. The quotative particle occurring in speech reports does not function as a syntactic subordinator, but rather signals at the pragmatic level that we deal with quotations.

Zusammenfassung: Dieser Artikel untersucht Konstruktionen zur Wiedergabe von Rede in der ostkaukasischen (nakh-dagestanischen) Sprache Sanzhi Dargwa. Die Sprache unter-scheidet direkte und indirekte Rede. Letztere wird auf verschiedene Weise grammatikalisiert, zum Beispiel durch infinite Verbformen und deiktische Verschiebung. Diese ist ein hin-reichendes, aber kein notwendiges Kriterium für die indirekte Rede, und häufig werden nur einige, aber nicht alle deiktischen Elemente so verschoben, dass wir 'semi-indirekte Rede' oder 'biperspekivische Rede' erhalten. In solchen Äußerungen ist es möglich, dass das Merk-mal Person eines Arguments in der Rede und der dazugehörige Personenmarker am Verb nicht übereinstimmen. Darüber hinaus haben Partikeln, die zum Markieren von indirekter Rede verwendet wurden, eine größere Bandbreite von Funktionen eingenommen und werden auch verwendet, um indirekte Evidenz (Hörensagen), epistemische Modalität, kognitive Aktivität und anderes auszudrücken. Syntaktisch unterscheidet sich indirekte Rede von ande-ren komplexen Sätzen, wie etwa adverbialen Nebensätzen oder Relativsätzen, durch das Feh-len grammatischer Marker, die die syntaktische Unterordnung eindeutig ausdrücken. Sie kön-nen daher als Beispiel für 'sekundäre Syntax' analysiert werden. Die in indirekter Rede vor-kommenden Zitatpartikeln fungieren nicht als syntaktische Subordinatoren, sondern signali-sieren auf pragmatischer Ebene, dass es sich um Zitate handelt.

The main purpose of this paper is to analyze the major errors in reported speech made by the learners of Grade XII of Management stream and put forward some practical suggestions for the remedies of those errors. There are a few contributions made by the teachers as well as others interested in teaching reported speech in English to the students speaking languages other than English. Sharma (2002) deals with teaching reported speech in English, which is important for building insights on how
effectively we can help the students speaking Nepali master the structural patterns of reported speech in English.

This article investigates the effect of the external variables speaker age and sex on the use of the quotatives be like, go, be all, and say in present-day spoken American English. The study is based on a large computerized corpus of naturally-occurring conversation collected from a wide range of speakers across the United States. The results show that there are striking differences in the way that men and women under the age of forty use these quotatives. Young women are in the lead in the use of be like, but the use of this quotative decreases dramatically among women in their late 20s and in their 30s. In contrast, the use of be like increases among men in their late 20s. The patterns of use described here represent a departure from previous findings and suggest that the effect of speaker’s age and sex on quotative use is more complex than has been posited so far.

With this article we review a few of the methods that are present in fictional narrative used to erase the traces of the presence of the other speaker into discourse and, later on, to reveal the source. This latter movement uses commutators, that is elements whose role is to grant to a fragment the speech representation statute and which have consequences upon narrative focus.

A actual metodologia de ensino do discurso indirecto (DI) nas aulas de inglês como língua estrangeira tem como base a aprendizagem de regras e a sua aplicação automática a exercícios descontextualizados. Atendendo à natureza limitada, falível e pouco motivadora desta metodologia, propomos uma abordagem alternativa que desafie os alunos a reflectir sobre a mecânica da língua situada no seu contexto real. Esta abordagem caracteriza-se pela progressão de conteúdos e tem como suporte teórico estudos recentes relativos à deixis e à categoria tempo. Estes estudos, que corroboram a centralidade das coordenadas enunciativas no relato do discurso, permitem aos alunos compreender as modificações necessárias na passagem de frases do discurso directo (DD) para o discurso indirecto. A aplicação prática desta abordagem tem lugar numa oficina gramatical na qual são os próprios alunos os agentes da sua aprendizagem.

This article focuses on the representation of the fictional characters’ thoughts in the novel by Stephen King, The Shining. The linguistic choices made by the author create the impression of an interior voice and, as a consequence, of an interior monologue but sometimes this voice, when looked into more closely, seems to be the by-product of a particular use of linguistic signs to represent mental elements that are not verbal. The formal presentation of these elements (linguistic techniques and punctuation, both in a certain context) is crucial to understand how language can be used and fashioned in certain ways in order to represent different mental phenomena.

Cet article étudie l’utilisation du discours représenté dans douze contes de Perrault et des frères Grimm. Dans un premier temps, il présente les résultats d’une analyse des formes de DR et de leurs occurrences. Il s’agit d’observer quelles formes sont privilégiées par les auteurs et de proposer une interprétation de leurs choix. Dans un deuxième temps, il propose la comparaison de deux contes selon l’axe du discours représenté. Il ne s’agit plus seulement de comparer les formes de DR entre elles, mais ce qu’implique l’utilisation du DR dans la constitution des effets de sens des textes. Les résultats de ces analyses indiquent que les différences relevées sont liées à la conception que les auteurs ont du genre conte / Märchen.

The present article follows the occurences of free direct speech in N. Steinhardt’s memory book The Happiness Diary. The author focuses on the relationship between the free direct speech and the main text and draws the inference that this form of reported speech is used in order to highlight the freedom of thought assumed by all captive individuals in a totalitarian society, the memorialist’s freedom towards types of text he uses in the book and the reader’s freedom in regard to different ways of reading it.

This dissertation centers on a range of practices in spoken and written Irish involving the construction and transmission of poetic "voice." These range from quotation and imitation in conversation to a whole range of types and uses of direct discourse in verbal art, including literature. A range of historical and political issues are centered around the nature and definition of Irish-speaking communities, conflicts over genre, code-switching, dialect and standardization, and the peculiar position of Irish as both a national and a minority language. I argue that these conflicts also involve "voice," since they center on the nature and identities of populations, ideological constructions of who the "best" or most typical Irish speakers are. On another level, this dissertation explores the connections a local community makes between cultural forms and persons. Voicing functions through textualizing various behaviors, making them emblems of particular (as well as generic) personalities. By studying this process, I show how one tradition constitutes itself as such, while constituting its own tradition bearers as recognizable social persons. I also show how unique individuals contribute to and transform these traditions. The Gaeltacht (Irish-speaking community) of Ráth Cairn, County Meath, was founded in 1935 as a result of grass-roots political agitation—Irish speakers in the West demanding good land in the East. I use the history of Ráth Cairn as a framework for investigating the use of traditional forms of rhetoric by rural Irish- speakers in their negotiations with the state. Irish-speakers engage in a complex dialogue with the power and authority of the Irish state, its ideologies, and those of the wider world beyond. This dissertation is perhaps unique in its attempt to analyze these dynamics through the medium of voice—the range of practices and ideologies governing the reception and transmission of reported speech.

Publication View. 33889020. Return from the west : a poetics of voice in Irish (1999).Coleman, Steve. Abstract. [Mikrofilm-Ausg.].. Chicago, Ill., Univ. of Chicago, Diss., 1999. Publication details. Download, http://worldcat.org/oclc/64656239. ...

The present study explores the emergence and development of forms of direct and indirect speech, and functions connected to them, from a long-term perspective. More specifically, the research questions examined concern at what point in time children start to use direct and indirect speech, what the course of development looks like, and how direct and indirect speech are used by children and adults in different activities and in speech in comparison to writing. Four types of direct and indirect speech are distinguished according to their grammatical-structural and deictic properties: indirect, free indirect, framed direct, and free direct speech. These forms are argued to be used either to pass on information contained in earlier actual utterances (speech reporting) or to project speech onto fictional characters (speech projection). Different types of information can be packaged simultaneously into a form of direct or indirect speech (e.g., gestures, intonation, voice quality) to express several functions (e.g., to convey speaker perspective, express evaluation and plot advancement, and describe the referent).
The empirical data examined include longitudinal and cross-sectional data, and the use of direct and indirect speech by Swedish-speaking monolingual children who have just started to produce their first words, pre-school children telling a picture-elicited narrative and playing with a doll house, and school children and adults narrating a story in speech as well as in writing, are investigated. Quantitative as well as qualitative types of analysis were carried out, and the results showed that direct speech appeared before (around 26 months) indirect speech (around 35 months) in the children’s production, and that the first occurrences were typically prompted by the parents. The emergence and development of use of the forms were found to be intimately connected with the development of understanding the minds and perspectives of others. The results of the 3-year-olds’ language use, indicate a pragmatic awareness in that different types of forms were used in different types of activities, information was packaged simultaneously into the forms to express multifunctionality, and direct and indirect speech were integrated in narrative frames. The majority of the school-age children (i.e., 9-, 12- and 15-year-olds) included few speech projections in their spoken and written narratives, and the narratives had a detached feel. Shifts of speaker perspective were more successfully employed in their spoken narrations than their written narratives, suggesting that they master speaking within speaking better than speaking within writing. The adult group of narrators was the only one clearly differentiating between the two modes of production, in that they included significantly more speech projections, and a greater number of descriptive speech act verbs and forms of free indirect speech in their written narratives than in their spoken ones.

This study examines how direct and indirect speech are used by 30 Swedish children in the age range 18 months to 4 years. The material combines naturalistic case study data of two children (1;9-4;0 years), with data of 14 three-year-olds playing with a doll house jointly with their mothers, as well as longitudinal narrative data from 14 children at two datapoints (3 and 4 years). It is argued that the attribution of speech to others by means of direct and indirect speech develops in parallel with the emerging awareness of other people’s minds and intentions. The results showed that the first forms of direct speech in the longitudinal case studies appear around 2;2 years and indirect speech around 3;0. In addition, it was found that three-year-olds adapted their use of the forms to what type of activity is engaged in, but that they managed less well than the four-yearolds in assessing shared knowledge with the interlocutor and in conveying shifts of perspective.

L’épigramme I, 109 de Martial est-elle l’éloge convenu de l’animal favori d’un patron que l’on y a généralement lu ? Il nous semble, au contraire, que le génie satirique de Martial culmine dans cette pièce où l’auteur exploite en virtuose l’ambiguïté des formes non explicites de discours rapporté – mentions et discours au style direct libre – grâce auxquelles il se livre à un pastiche et à une mise à distance ironique des propos louangeurs du maître entiché de son animal de compagnie. Martial se rattache-t-il, en ce qui concerne ces animaux, à la tradition encomiastique ou à la tradition satirique ? Lui arrive-t-il de tourner en dérision des personnes réelles désignées par leur véritable nom ? Se permet-il, enfin, de porter sur ses protecteurs un regard critique ? Autant de questions de portée plus générale que met en jeu l’interprétation de cette épigramme.

"This essay explores the semiotics of citation. The citation is an act that re-presents some other event of discourse and marks that re-presentation as not(-quite) what it presences. The citation is a play of sameness and difference, identity and alterity, an interdiscursive calibration of an event of citing and a cited event, and is reflexive about that very fact. As such, citational acts can open up new social horizons of possibility, signification, and performative power. This essay investigates the citational underpinnings of the Fregean sense, Austinian performativity, and Derridean deconstruction. I give particular attention to Derrida’s
reading of Austin, and his development of the concept of citationality. As I argue, Derrida’s insistence on the necessary possibility of citationality elides the fact that citations are
always already achievements in context, and thus empirical facts about particular (types of) acts in the world. Not all acts are reflexive about their citationality, and this has consequences
for their material form and their pragmatics. Finally, the essay turns to the recalcitrance of events of semiosis to being cited, in particular, to taboo speech. Taboo speech presents a case of speech that seemingly cannot be bracketed, where performative effect necessarily and always attains. As such cases show, citation brackets and suspends, but perhaps never totally."

Linguistic anthropologists have shown that the way a person reports speech or represents discourse—for example, whether they ‘put on an accent' or merely repeat attributed words—is crucial for understanding what social action that person is undertaking. And yet, our tools for talking about the form of represented discourse are still crude. This paper offers a new tool in the notion of figure composition, defined as the formal semiotic elements that comprise a given voice. Reflecting on figure composition, alongside Agha ’s (2005) notion of figure transparency, invites us to shift from asking what kind of represented discourse any given stretch of represented discourse is to asking (1) What elements of represented discourse appear to be coming from the quoted figure(s)? and (2) How are these elements used to produce interactional effects?

Nota: una vez que recabes la firma y sello de tu dependencia receptora deberás entregar el informe parcial en la unidad de Servicio Social de tu centro. Sí perteneces al Sistema de Universidad Virtual la entrega será vía electrónica. INFORME Actividades realizadas: Coordinar el transito de un crucero, señalando el pase a los usuarios de la vía recreativa (peatones y ciclistas) de Tonalá, así como marcando el alto y siga a los vehículos que van a atravesar la calle. Reporte Parcial 2 Fecha elaboración: 26 de Enero del 2018 144 hrs. reportadas ¿Las actividades que estás realizando, se ajustan a las expectativas del programa? Si ¿Cuáles consideras que son las principales aportaciones que estás brindando a la institución donde prestas tu servicio social? Brindar seguridad vial a los usuarios de la vía recreativa, así como información a los traunsentes con respecto a rutas alternas de transporte público y horario de la vía. ¿Consideras que estás cumpliendo las actividades asignadas satisfactoriamente para la institución? Si ¿De las siguientes formaciones, en qué porcentaje tu servicio social está aportando?

Este relatório, que se centra na abordagem do relato de discurso enquanto estratégia de desenvolvimento da competência oral de aprendentes de Português Língua Estrangeira (PLE), descreve o trabalho de investigação-ação realizado numa turma de estudantes de Português Língua Estrangeira, de nível de proficiência C, na Faculdade de Letras da Universidade do Porto, no âmbito do estágio pedagógico do Mestrado de Português Língua Segunda/ Língua desta Faculdade.
A opção por este tema prendeu-se, por um lado, com o reconhecimento da sua relevância, em termos comunicativos, tendo em conta o quotidiano interacional dos nossos estudantes, e, por outro lado, com a constatação das dificuldades evidenciadas no seu ensino-aprendizagem, por envolver questões de elevada idiomaticidade e significação discursivo-interacional.