1,720,994 research outputs found
Twitter Italian Negation Corpus: Frequency Lists
No full textNegation is one of the most widely discussed language change phenomena in Romance languages, especially French, but innovative forms and non-standard uses have also been observed in Italian, potentially pointing to grammaticalisation processes.
The Twitter Italian Negation Corpus (TIN corpus) consists of 10,000 tweets in Italian. The posts were tweeted from users in ten Italian and non-Italian cities: Milan, Rome, Naples, Palermo, Bologna, Turin, Florence, Cagliari, Genua and New York City. The corpus was collected in August 2019 using a web scraping data collection method. In order to counter the problem of the rarity of non-standard negations, program-based Twitter queries were used and gradually narrowed down to contexts in which verbs and negative particles frequently occur.
From this perspective, Twitter proves to be a medium of spontaneous speech influential to informal communication situations. The most common verbs were vulgar lexemes (fotte < fottersene ‘shit on something’, frega < fregarsene ‘don't care’), but also neutral verbs (interessa < interessarsi ‘concern somebody’ and importa < importare (intransitive) ‘mean something to someone’). Among the nouns used as complements of these verbs, the former taboo word un cazzo ‘penis’ ranked first by far. Deviations from the standard such as the omission of the preverbal non ‘not’ and use of cazzo as a bare noun show that Twitter not only mirrors these rare variants, but also contributes to their establishment.
Drawing from the results of the following frequency lists, this process can be understood as grammaticalization, which develops in parallel to a pragmaticalization process. The ten frequency list files are in csv format.Related paper (German):
Gerstenberg, Annette. 2021. Twitter dreht am Rad – der italienischen Negation. In Marie Annisius, Elena Arestau, Julia Burkhardt, Nastasia Herold & Rebecca Sierig (eds.), Vielfalt und Integration / Diversità ed integrazione / Diversité et intégration. Festschrift zu Ehren von Elisabeth Burr. Leipzig: Universität Leipzig
Exemples de recadrage du discours direct en français. Pour une approche historique du discours théâtral
No full textNous nous proposons d'analyser le discours direct en tant que structure
discursive, se manifestant dans des moments éloignés en diachronie (XVIe-XXe
siècle). Comme objet, nous avons choisi le discours rapporté en DD dans le
contexte du discours de l'action dramatique, dans le théâtre français. Notre
objet concerne le fait qu'un personnage rapporte la parole d'un autre, en le
citant en discours direct, comme par exemple dans Phèdre, où la mort
d'Hippolyte est racontée par Théramène, qui insère dans son récit les derniers
mots prononcés par le jeune prince mourant, en DD.
Nous avons choisi le théâtre à cause de la pertinence, qualitative et
quantitative, de ce genre dans l'histoire de la culture française. Du point de
vue de sa nature discursive, le DD enchâssé dans le discours théâtral exalte la
nature dramatique que Bakhtine attribue même « à l’énoncé le plus simple ».
Ce que nous nous proposons ici est de faire une première vérification de la
faisabilité d’une telle recherche, en analysant les DD de sept pièces. Pour
l’analyse, nous avons considéré le DD et ses variations/recadrages, les aspects
morphosyntaxiques et les aspects pragmatique-fonctionnels. L’organisation
énonciative change selon les rapports qui relient les énonciateurs entre eux aux
différents niveaux d’enchâssement. Les recadrages énonciatifs dépendent soit de
variations dans la structure de l’enchâssement, soit de la nature énonciative du
DR (modalité et temps).
L’anayse permet d’approfondir la descriptions des phénomènes concernant le DD et
de les mettre en relation avec l’organisation narrative et argumentative du
discours théâtral. Les données montrent aussi l’intérêt de poursuive la
recherche, pour vérifier sur un corpus plus riche si les différences de cadres
et recadrages discursifs sont appréciables d’un point de vue diachronique
… apenas bastan cuatro personas para traducir y para escribir. Zum Sprachbewusstsein spanischer Diplomaten vor dem Hintergrund von Sprachenalterität und -pluralität auf dem Westfälischen Friedenskongress
No full textZur Bedeutung realer und virtueller Räume in beziehungsorientierter Online-Kommunikation
No full textModalität in einer Diskurstradition: Der Friedensvertrag von Münster und Osnabrück (1648) und seine Übersetzungen in die romanischen Sprachen
No full text
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Il sistema scolastico a confronto con opportunità, complessità e sfide del plurilinguismo
Full text linkL'anagrafe studenti del MIUR registra come oggi in Italia più di uno studente su dieci non è cittadino italiano, pur essendo la maggioranza di loro nata in questo paese. Numerose indagini statistiche mostrano come gli allievi "stranieri" presentino, rispetto a quelli italiani, ridotte competenze in italiano e minore successo scolastico.
Questa ricerca esplorativa svolta in alcune scuole di Torino (V elementare-III media) ha analizzato dati ottenuti tramite interviste semi-strutturate a 121 studenti e 26 genitori e 141 questionari compilati da 27 insegnanti di italiano e di lingua di famiglia. Da essa è emerso che molti studenti sono "nativi bilingui", poiché crescono usando l'italiano e un'altra lingua. Questo poliglottismo, valutato dagli intervistati assai positivamente, non si rispecchia però nella prassi scolastica: un supporto mirato in italiano e l'insegnamento della lingua di famiglia sono di regola una chimera.
All'interno del campione le più ampie competenze in italiano si trovano fra chi ha un genitore italofono e chi è arrivato in Italia in età prescolare frequentandovi la scuola materna; come constatato anche nei test INVALSI, chi è nato in Italia e vi ha frequentato l'asilo nido è leggermente svantaggiato. Rispetto alla lingua di famiglia risulta che il suo studio porta a migliori competenze in essa, senza nuocere all'italiano: anzi. Emerge quindi il ruolo significativo della lingua "altra" per un'educazione linguistica efficace.
L'invito al MIUR è quindi di integrare la propria anagrafe con dati linguistici, così da ridefinire i propri curricula secondo le Linee Guida Comunitarie, individuando procedure e risorse specifiche per le classi multilingui. Con un investimento ridotto, paragonato con il costo attuale dato da retrocessioni, ripetenze e abbandono scolastico, si riuscirebbe a sostenere il successo scolastico, le pari opportunità e il plurilinguismo, con conseguenze positive per i singoli e per l'economia nazionale.Das Schulregister des Kultusministeriums MIUR verzeichnet, dass mehr als jede/r zehnte aller Schüler/innen in Italien keine italienische Staatsbürgerschaft hat, obwohl sie mehrheitlich dort geboren wurden. Zahlreiche Erhebungen weisen für sie im Vergleich zu den italienischen Mitschülern/innen geringere Italienischkenntnisse und weniger schulischen Erfolg auf.
Innerhalb dieser explorativen Feldforschung haben Einzelinterviews mit 121 Schülern/innen (5.-8. Klasse) in Turiner Schulen und mit 26 Eltern, sowie die Auswertung von 141 an 27 Italienisch- und Herkunftsprachlehrer/innen verteilten Fragebögen ergeben, dass viele Schüler/innen "zweisprachige Natives" sind, da sie mit Italienisch und einer anderen Sprache aufwachsen. Dieser Polyglottismus, den die Interviewten sehr positiv bewerteten, findet jedoch in der Schulpraxis keine Entsprechung: Gezielte Förderung im Italienischen und der Unterricht der Familiensprache sind meist Wunschdenken.
In der Kohorte haben die Schüler/innen mit den besten Italienischkenntnissen einen italophonen Elternteil bzw. kamen im Vorschulalter nach Italien und besuchten dort den Kindergarten. Dagegen sind, wie auch bei den INVALSI-Tests, die in Italien geborenen und die dann die Krippe besuchten, leicht benachteiligt. Was die Familiensprache angeht, verbessert ihr Erlernen die Kompetenzen darin, ohne dem Italienischen zu schaden: Im Gegenteil. Diese Ergebnisse bestätigen die wichtige Rolle der "anderen" Sprache für einen gelungen Spracherwerb.
Das MIUR sollte also sein Schulregister mit Sprachdaten ergänzen, um die Curricula im Sinn der EU-Vorgaben umzuschreiben und den sprachlich heterogenen Klassen gezielte Ressourcen und definierte Vorgehensweisen zur Verfügung zu stellen. Mit geringeren Mitteln, im Vergleich zu den jetzigen Kosten für Herunterstufung, Klassenwiederholung und Schulabbruch würde man Schulerfolg, Chancengerechtigkeit und Mehrsprachigkeit fördern, mit positiven Folgen für den Einzelnen sowie für die Volkswirtschaft.The Italian Ministry of Education (MIUR) student register records that today in Italy more than one out of ten students is not an Italian citizen, although the majority of them were born there. Several statistical surveys indicate that "foreign" students, when compared to native students, show a poorer performance in Italian and in academic achievement.
This exploratory fieldwork carried out in schools in Turin (5th to 8th grade) analyzed data obtained through semi-structured interviews with 121 students and 26 parents as well as 141 questionnaires filled in by 27 teachers of Italian and family language. It showed that many students are "bilingual natives", as they grow up acquiring both Italian and another language; however, despite the fact that the interviewees rate polyglottism positively, schools don't usually offer targeted support in either language.
Within the cohort the broadest range of competences in Italian are found first among those with an Italian-speaking parent, then among those who arrived in Italy at pre-school age attending kindergarten there; this latter group shows higher competences than those born in Italy attending nursery there, as also in the INVALSI tests. As far as family language is concerned, data illustrate that its teaching increases its competences without affecting those in Italian: quite the opposite in fact. These results confirm the remarkable role played by the "other" language in successful language education.
MIUR is therefore called upon to include also linguistic data in its student register, so as to redefine its curricula according to EU Guidelines, and to identify specific procedures and resources for multilingual classes. This new policy would reduce the current cost of placing students in a lower grade, grade retention and drop-outs, and would promote school success, equal opportunities and multilingualism, with positive consequences both for the individuals and for the national economy
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
- …
