Resumen Las etiquetas discursivas constituyen un mecanismo de cohesión que permite encapsular fragmentos textuales previos por medio de sintagmas nominales. Estos sintagmas funcionan como arranque para la organización informativa subsiguiente e incorporan conceptualizaciones subjetivas sobre los fragmentos a los que hace referencia y poseen, por esta razón, la capacidad de expresar evaluaciones implícitas y constituirse así en recursos argumentativos. En este artículo se estudia el rendimiento funcional de las etiquetas discursivas en el discurso oral de hablantes de español como segunda lengua (en adelante, español L2) a partir de un corpus de 5 clases de español L2 grabadas en audio. Los resultados del estudio evidencian la escasa presencia de este mecanismo cohesivo y la tendencia a utilizar en su lugar la anáfora gramatical.

Abstract Signalling nouns are cohesive devices that allow the encapsulation of previous textual fragments through nominal phrases. These phrases function as a start for the subsequent informative organization and incorporate subjective conceptualizations about referred fragments, which gives them the capacity to express implicit evaluations and thus becoming argumentation devices. This article studies the functional performance of signalling nouns in Spanish as a second language oral speech on the basis of a corpus of five Spanish lessons that were audio recorded. The study findings show the lack of these cohesive devices and the tendency to use grammatical anaphora instead.

Resumen En este trabajo se analiza la producción de recursos anafóricos en las explicaciones orales de los profesores de historia, en comparación con la que aparece en los libros de texto. En primer lugar, se realiza una revisión del concepto de anáfora y su clasificación en la literatura especializada. Se propone una síntesis que integra dos criterios de clasificación: la clase de palabra y la inferencia asociada a 6 tipos de anáfora. A partir de esta clasificación, en segundo lugar, se construye un sistema de categorías para comparar la producción de anáforas en una muestra de 19 textos de historia. Los resultados ponen de manifiesto una mayor frecuencia de anáforas gramaticales de tipo pronominal en el discurso oral y, por el contrario, una mayor abundancia de anáforas conceptuales (no equivalentes) en los textos escritos. Finalmente, se discuten las implicaciones de estos resultados en relación con la cohesión de las explicaciones históricas en el aula.

Abstract This study focuses on the production of anaphoric devices in history teachers’ oral explanations in comparison with those in textbooks. First, a revision of the anaphora concept and its classification in the specialized literature is made. A synthesis is proposed integrating two criteria: the type of word and inference, associated to 6 types of anaphora. Second, from this classification a system of categories is constructed to compare anaphora production in a sample of 19 history texts. The results reveal a higher frequency of grammatical anaphora (pronominal) in oral discourse and, on the contrary, a greater abundance of non-equivalent conceptual anaphora in written texts. Finally, the implications of these results are discussed in relation to the cohesion of historical explanations in the classroom.

Abstract: To better understand the role of the pause during the emergence of the first syntax in the acquisition of French, we analyzed the first two-word combinations in a longitudinal study gathering the productions of two French monolingual children, filmed in interaction with their parents, between 15 and 25 months. The results show that the criterion of pause is very important in the construction of the first syntax, but that it must be studied in conjunction with other prosodic cues, such as the lengthening of the last syllable of each word and the intonation contour. In the absence of grammatical words, it is these different cues that help to bring together and strengthen the prosodic and semantic cohesion within the two-word sentences. In addition, they confirm the existence of a transition period when children use SSWUs (Successive Single-Word Utterances) before producing a majority of two-word sentences.

Resumo: Com o objetivo de contribuir para compreensão do papel da pausa no surgimento da primeira sintaxe na aquisição do francês, analisamos as primeiras combinações de duas palavras em um estudo longitudinal que reuniu as produções de duas crianças monolíngues francesas, filmadas em interação com seus pais, entre 15 e 25 meses. Os resultados mostram que o critério de pausa é muito importante na construção da primeira sintaxe, mas que deve ser estudado em conjunto com outros índices prosódicos, como o alongamento da última sílaba de cada palavra e o contorno de entonação. Na ausência de palavras gramaticais são esses diferentes índices que ajudam a promover e reforçar a coesão prosódica e semântica dentro dos enunciados de duas palavras. Além disso, eles confirmam a existência de um período de transição durante o qual as crianças usam SSWUs (sucessão de enunciados de uma só palavra) antes de produzirem enunciados de duas palavras.

Peace has been elusive to the greater part of the African continent. For peace to thrive in any place, certain fundamentals for societal cohesion must be entrenched in its social fabric. This essay studies Micah 6:8, with the aim of identifying such important biblical fundamental principles for societal peace. This article employs rhetorical analysis with the historical grammatical method of textual analysis to exegete Micah 6:8. The article begins with an exploration of the biblical concepts of peace and justice. It then exegetes Micah 6:8 in its historical and literary contexts, explaining the three critical demands of YHWH in the verse, namely, to act justly (both in the judicial administration of justice and in the maintenance of right relationships in the community), to love mercy (highlighting loyal loving commitment to God and the brotherhood in covenant) and to walk humbly with God (a basic call to discipleship). This is followed by an analysis of the African crisis situation, pointing out the similarities between the socio-economic conditions of Micah's times and ours. Ultimately, these biblical principles are interconnected with the African situation, showing how the implementation of Micah's justice agenda (employing the retributive, restorative and redistributive elements of justice) is a recipe for peace in Africa. INTRADISCIPLINARY AND/OR INTERDISCIPLINARY IMPLICATIONS: This essay challenges the approaches towards the pursuit of peace in Africa and calls for a biblical justice approach for finding peace. It works across the disciplinary fields of biblical studies, biblical theology, public theology and social justice.

Resumen La comparación de datos que se presenta en este artículo se enmarca dentro de un estudio sobre la adquisición de los mecanismos de referencia en ESL en los tres niveles de proficiencia según ACTFL (2001). Esos recursos referenciales son: sustantivo común con determinante indefinido, sustantivo común con determinante definido, nombre propio, pronombre en tercera persona singular y sus determinantes posesivos y anáfora cero. Los resultados encontrados a partir de las muestras no nativas se contrastan con los obtenidos al analizar un corpus de hablantes nativos del español.

Abstract Data comparison presented in this article is demarcated within a research project on acquisition of “referent” mechanisms in SSL in the three levels of proficiency according to ACTFL (2001). Those referential forms are: a common noun with indefinite determinant, a proper noun, a third-person singular noun and their corresponding possessive determinants and an anaphora zero. The results from non-native samples are compared with those obtained by analyzing a corpus of native speakers of Spanish.

BACKGROUND AND OBJECTIVE: Children with attention-deficit hyperactivity disorder (ADHD) experience difficulty with expressive language, including form (e.g. grammatical construction) and content (e.g. coherence). The current study aimed to investigate the effect of methylphenidate-Osmotic Release Oral System® (MPH-OROS®) on the narrative ability of children with ADHD and language impairment, through the analysis of microstructure and macrostructure narrative elements. METHOD: In a single group off-on medication test design, narratives were obtained from 12 children with ADHD, aged 7-13 years, using wordless picture books. For microstructure, number of words, type-token ratio and mean length of utterance were derived from narrative samples using Systematic Analysis of Language Transcripts conventions. For macrostructure, the narratives were coded according to the Narrative Scoring Scheme, which includes seven narrative characteristics, as well as a composite score reflecting the child's overall narrative ability. RESULTS: The administration of MPH-OROS® resulted in a significant difference in certain aspects of language macrostructure: cohesion and overall narrative ability. Little effect was noted in microstructure elements. CONCLUSION: We observed a positive effect of stimulant medication on the macrostructure, but not on the microstructure, of narrative production. Although stimulant medication improves attention and concentration, it does not improve all aspects of language abilities in children with ADHD. Language difficulties associated with ADHD related to language content and use may be more responsive to stimulant medication than language form, which is likely to be affected by cascading effects of inattention, hyperactivity and impulsivity beginning very early in life and to progress over a more protracted period. Therefore, a combination of treatments is advocated to ensure that children with ADHD are successful in reaching their full potential.

Lo scopo di questa ricerca è fare l’analisi della costruzione  della microstruttura  e  della macrostruttura semantiche in testi espositivi prodotti da studenti  universitari, a partire dall’uso di procedimenti grammaticali come le pro-forme. La teoria si fondamenta nei concetti: Microstruttura e Macrostruttura semantica (Van Dijk e Kintsch, 1983,1992); Meccanismi di coesione e progressione tematica (Calsamiglia y Tusón, 1999); Il testo espositivo (Álvarez, 1996, 2001); Carattere sociale e comunicativo del testo scritto (Aguillón y Palencia, 2004). Dopo l’applicazione di un piano d’intervento sui cosiddetti procedimenti per la produzione scritta, si è stato chiesto agli studenti di scrivere un testo espositivo. Nello stesso, loro  avrebbero dobuto  dimostrare  le destrezze acquisite per  costruirlo. I  risultati indicano che gli studenti sono capaci di mantenere il tema senza fare digressione, ma falliscono nella produzione della microstruttura testuale: disconoscono ed usano inadeguatamente i meccanismi di coesione. Allo steso modo, i soggetti dimostrano destrezze per produrre testi espositivi senza una macrostruttura adatta o un’organizzazione testuale soddisfacente

The aim of this research work is to analyze the construction of semantic microstructure and macrostructure in expository texts produced by university students, on the basis of the use of grammatical procedures known as the pro-forms. The theory is supported on the concepts: semantic microstructure and macrostructure (van Dijk and Kintsch 1983, 1992); mechanism of cohesion and thematic progression (Calsamiglia and Tusón, 1999); expository text (Álvarez, 1996, 2001); and social and communicative character of the written text (Aguillón and Palencia, 2004). After applying and intervention plan on such procedures for written production, students were asked to write an expository text, where they could demonstrate the skills acquired for its production. The results indicate that students are capable to keep the theme without digressions, but they fail in the production of the textual microstructure: they ignore or inadequately employ cohesion mechanisms. Also, the subjects have shown skills for the production of expository texts without an appropriate macrostructure or a satisfactory textual organization

O objectivo desta investigação é o de analisar a construção da microestrutura e da macroestrutura semânticas em textos expositivos produzidos por estudantes universitários, a partir do uso de procedimentos gramaticais tais como as pró-formas. A teoria sustenta-se nos conceitos de microestrutura e macroestrutura semânticas (Van Dijk e Kintsch, 1983, 1992), mecanismos de coesão e progressão temática (Calsamiglia e Tusón, 1999), texto expositivo (Álvarez, 1996, 2001) e carácter social e comunicativo do texto escrito (Aguillón e Palencia, 2004). Após a aplicação de um plano de intervenção sobre tais procedimentos para a produção escrita, solicitou-se aos estudantes que redigissem um texto expositivo, no qual demonstrassem as habilidades adquiridas para o construir. Os resultados indicam que os estudantes são capazes de manter o tema sem digressões, mas fracassam na produção da microestrutura textual: desconhecem ou empregam inadequadamente os mecanismos de coesão. Ainda assim, os sujeitos demonstram habilidade para produzir textos expositivos sem uma macroestrutura apropriada ou uma organização textual satisfatória

El objetivo de esta investigación es analizar la construcción de la microestructura y macroestructura semántica  en textos expositivos producidos por estudiantes universitarios, a partir del uso de  procedimientos gramaticales como las proformas. La teoría se sustenta en los conceptos: Microestructrura y Macroestructura semántica, (van Dijk y Kintsch 1983, 1992); Mecanismos de cohesión y progresión temática (Calsamiglia y Tusón, 1999); El texto expositivo (Álvarez, 1996, 2001); Carácter social y comunicativo del texto escrito (Aguillón y Palencia, 2004). Luego de la aplicación de un plan de intervención sobre dichos procedimientos para la producción escrita, se solicitó a los estudiantes la redacción de un texto expositivo, en el cual demostraran las destrezas adquiridas para construirlo. Los resultados  indican que, éstos son capaces de mantener el tema sin  disgresiones; pero, fracasan en la producción de la microestructura textual: desconocen, emplean inadecuadamente los mecanismos de cohesión. Asimismo, los sujetos demuestran habilidad para producir textos expositivos sin una macroestructura apropiada u organización textual satisfactoria

L’objectif de cette recherche est d’analyser la construction de la micro-structure et de la macro-structure sémantiques des textes expositifs produits par des étudiants, à partir de l’application de procédés grammaticaux tels que les proformes. La théorie se fonde sur les concepts de Micro-structure et Macro-structure sémantiques (van Dijk et Kintsch 1983, 1992), Mécanismes de cohésion et de progression thématiques (Calsamiglia et Tusón, 1999); Le texte expositif (Álvarez, 1996, 2001); Caractère social et communicatif du texte écrit (Aguillón et Palencia, 2004). Après l’application d’un plan d’intervation sur ce type de procédés pour la production écrite, on a demandé aux étudiants d’écrire un texte expositif dans lequel ils devaient se servir des acquis pour le construire. Les résultats démontrent qu’ils sont capables de s’en tenir au sujet mais ils échouent lors de la production de la micro-structure textuelle : ils méconnaissent et emploient d’une façon inadéquate les mécanismes de cohésion. De même, les étudiants demontrent posséder des habilités pour produire des textes expositifs sans une macro-structure appropriée ou sans une organisation textuelle satisfaisante

Ziel dieser Untersuchung ist es, den Aufbau der semantischen Mikrostruktur und  Makrostruktur in darstellenden Texten zu analysieren, die von Studenten auf der Grundlage des Einsatzes grammatischer Verfahren, wie zum Beispiel der Pro-Formen, produziert wurden. Die Theorie beruht auf den folgenden Konzepten: Microestructura y Macroestructura semántica [Semantische Mikro- und Makrostruktur] (van Dijk und Kintsch 1983, 1992); Mecanismos de cohesión y progresión temática [Kohäsionsmechanismen und thematische Progression] (Calsamiglia und Tusón, 1999); El texto expositivo [Der darstellende Text] (Álvarez, 1996, 2001); Carácter social y comunicativo del texto escrito [Der soziale und kommunikative Charakter des geschriebenen Textes] (Aguillón und Palencia, 2004). Nach der Einführung eines Plans zum Gebrauch dieser Verfahren für die schriftliche Textproduktion wurden die Studenten aufgefordert, einen darstellenden Text zu schreiben, in dem sie die erworbenen Fertigkeiten für dessen Aufbau unter Beweis stellen sollten. Die Ergebnisse zeigen, dass sie in der Lage sind, das Thema ohne Abschweifungen aufrechtzuerhalten, aber sie scheitern am Aufbau der textuellen Mikrostruktur: die Kohäsionsmechanismen sind ihnen unbekannt oder sie wenden sie falsch an. Diese Personen sind in der Lage darstellende Texte ohne eine angebrachte Makrostruktur oder eine befriedigende Textorganisation zu produzieren

This article is part of a wider research on reading and writing teaching at teachers training institutes. The research purpose is to elaborate a diagnose about primary school future teachers’ discourse skills at understanding and producing explanatory theoretical texts. In this perspective, the evaluation test focuses on macro-structure comprehension and summary writing skills. Results indicate that 83% of the subjects do not do the task or do it wrongly, which shows they have developed rather few revision strategies, lack recognition of grammatical and discourse marks -specially those connected to explanatory rhetorical strategies- and make linear non integrative readings, apart from other problems that have been analyzed. The 16.5% left turn out to be right, but show scarce achievement of writing skills, evident in the highly reference text reproductive answers, the elaboration of low coherent texts, their low cohesion and insufficient explanatory autonomy. Drawing on difficulties found, recommendations are made for the aspects to be considered by a reading and writing pedagogy appropriate for this superior level of education

Este trabajo se inscribe en una investigación más extensa acerca de la enseñanza de la lectura y la escritura en los institutos de formación docente. Es su objetivo la elaboración de un diagnóstico acerca de las competencias discursivas de los futuros docentes de nivel primario relativas a la comprensión lectora y la producción de textos teóricos expositivo-explicativos. Dentro de estas competencias, el instrumento de evaluación se centra en la comprensión macroestructural y las competencias de escritura necesarias para elaborar una síntesis. Los resultados muestran que el 83.5% de los sujetos no contesta o lo hace incorrectamente, evidenciando escasas estrategias de revisión, falta de sensibilidad hacia las marcas gramaticales y discursivas -en especial las que corresponden a estrategias retóricas de la explicación- y una lectura lineal no integrativa, entre otros problemas analizados. El 16.5% restante resulta correcto, pero muestra habilidades de escritura escasas, evidenciadas en las respuestas altamente reproductivas respecto de la fuente, la construcción de textos poco articulados, la baja cohesión y una insuficiente autonomía explicativa. A partir de las dificultades relevadas se hacen observaciones acerca de los aspectos que debe considerar una pedagogía de la lectura y la escritura en este nivel.