Abstract

This article focuses on some syntactic contexts that allow avoiding the locative clitic hi, and that, in some cases, can even force such avoidance. However, the presence or the absence of this pronoun is not arbitrary. We analyse an aspect of locative verbs and verbs of inherently directed motion, which concerns the interface properties, such as the lexicon-syntax and the syntax-pragmatics interfaces: the functional category Deixis. We assume a neoconstructionist approach, according to which some aspects of the sentential meaning are determined by the syntactic structure, whereas other aspects come from the lexical elements.

Abstract

In this article we analyse autobiographical narrative texts written by university students studying Catalan as an Additional Language at a CEFR (2020) B1 level. The goal is to analyse the formative needs related to the writing of this genre in order to foster metadiscursive reflection in the classroom that will allow students to improve their written output. To this end, we analyzed a corpus of 39 autobiographies at both the macrotextual level (i.e., rhetorical moves) and the microtextual level (i.e., deictic elements which channel the narrative’s organization). Our results show that the problems that these texts present for students are related to awareness of the elements that define the genre (i.e., the sociocultural dimension) as well as the text’s narrative-temporal anchoring and the narrator’s deictic positioning (i.e., the pragmatic and textual dimensions). Thus, we propose a kind of competence-oriented teaching of genres in which the discursive and grammatical features that have a bearing on a text’s discursive coherence and cohesion are integrated at the same level.