Organización del discurso y enseñanza de idiomas: una perspectiva contrastiva (español-francés-alemán)

Abstract

This article makes a case for integrating the so-called discursive functions (i.e. the categories of the information structure) and the respective linguistic techniques to the language classroom. In a first step; some of the concepts and assumptions that can frequently be found in this context are discussed critically; leading to a preciser definition of the concepts of “theme”; “rheme”; “thematization” (“topicalization”) and “rhematization” (“focalization”); among others. In a second step; it is argued that while the functional categories defined earlier can well be regarded as language universals; the linguistic techniques to express them are to a certain extent idiosyncratic in each language. In order to assess the potential difficulties for the language learner; a contrastive analysis is needed that clarifies the structural possibilities and normrelated preferences of the languages in question. An outline of such an analysis for Spanish; French and German is given in a third step; drawing on a host of examples. In a fourth and final step; conclusions are derived from the previous discussion for the treatment of these linguistic phenomena in the language classroom.