| Abstract |
Our work falls within the framework of the Project for the Elaboration of a Dictionary for Learning Spanish as a Foreign Language-Diccionario de aprendizaje del español como lengua extranjera, ref. HUM2006-06982, in progress at the Universitat Pompeu Fabra. In particular we analyse the syntactic and discursive behaviour of five semantic classes (as set by Bosque 2004), since they amount to clusters of verbs which share both the same meaning in context as a grammatical behaviour is similar so it seems and there is a high frequency of use in each type of verb of the syntactic structures and patterns. These semantic classes are the following: 1. Verbs for introducing, unaccusative verbs of existence and apparition: ocurrir, suceder, existir, aparecer, resultar, etc. (cfr. Bosque y Demonte 1999); 2. Metalinguistic verbs or verbs expressing ways of talking: decir, afirmar, asegurar, explicar, referir, etc.; 3. Verbs that convey to what extent the information they introduce is relevant: destacar, detallar, especificar, mostrar, sobresalir, etc.; 4. Verbs of comparison and contrast: comparar, contrastar, distinguir, diferenciar, oponer, etc.; 5. Cause-consequence verbs: causar, concluir, confirmar, conseguir, depender, etc. All of them are verbs that have been defined by text linguistics as explicit marks of textual connection in several lexicological works. The purpose of our analysis is to define the syntactic patterns and the discursive values of these groups of verbs that have such a close meaning. The constructions and combinations akin to them where the different types of verb intervene have been described in detail (Bosque y Demonte 1999 and Bosque 2004, to mention two recent works); these descriptions should be completed with the information that shows quite specifically the shared meaning and the specific syntactic meaning of two verbs of each of the semantic classes considered. This information may be systematized to carry out the lexicographical description so that it may contribute to avoiding the mistakes foreign students learning Spanish may make when using units that are semantically similar. |
| BibTex |
@InProceedings{ELX08-158,
author = {Carmen López-Ferrero, Sergi Torner Castells},
title = {Verbos que traban discurso: implicaciones lexicográficas para el DAELE},
pages = {1519-1528},
booktitle = {Proceedings of the 13th EURALEX International Congress},
year = {2008},
month = {jul},
date = {15-19},
address = {Barcelona, Spain},
editor = {Elisenda Bernal, Janet DeCesaris},
publisher = {Institut Universitari de Linguistica Aplicada, Universitat Pompeu Fabra},
isbn = {978-84-96742-67-3},
} |
