Thanks very much for the clarification and expansion, Karen.
I remain uncertain about whether we have identified a principle difference
to generalization and development in educational settings that is brought
On 6/1/05, mktostes <firstname.lastname@example.org> wrote:
> Epilinguistic activities are actions taken in interactional processes
> that result from a reflection that takes the very expressive resources as
> their object. According to Geraldi, who doesn't agree with A. Culioli that
> epilinguistic activities are unconscious (and I'm going to try a rough
> translation to English now):
> "We could characterize the epilinguistic activities as activities that,
> being conscious or not, taking the expressions used as objects, suspend the
> treatment of the theme being developed by the interlocutors to reflect about
> the very expressive resources they are using. Those would be operations that
> would be manifested in negotiation of meaning, hesitations,
> self-corrections, reelaboration, long pauses, repetitions, anticipations,
> lapses, etc. and that are always present in verbal activities, and that have
> been studied in language acquisition processes as well as in the processes
> of language reconstruction by aphasic subjects (cf. De Lemos, 1982; Coudry,
> 1988; Coudry & Morato, 1988) "
> And I add that those can also be used by researches investigating second
> language acquisition.
> Epilinguistic activities can be related to structural aspects of the
> language or more discursive aspects such as inquiring why the person doesn't
> want to participate in the conversation; when you demand someone to answer a
> question or when you suspend the treatment of one topic to say something
> Geraldi states that in every linguistic action there are actions of
> reflection on language; it is constant in interactive processes. Therefore,
> there are actions that we make with the language, actions made over the
> language and language actions. That's the distinction among linguistic,
> epilinguistic and metalinguistic activities.
> I hope it helps. And then, again, I guess that once we start
> learning/using language, we get contaminated and suffer from the condition
> of reflecting over language itself, even when we do not realize we are doing
> it, such as children playing with sounds. Epi comes from Greek and means
> 'on', 'upon' (amongst other meanings).
> Karin Quast
> GERALDI, J. W. Portos de Passagem. SP: Martins Fontes, 1991. (Brazil)
> *De:* Ana Marjanovic-Shane [mailto:email@example.com]
> *Enviada em:* terça-feira, 31 de maio de 2005 17:18
> *Para:* firstname.lastname@example.org
> *Assunto:* Re: Generalizing in Interaction
> I need more clarification on epilinguistic and its analogy with
> "epidemic". While I understand, or I think I understand what is "epidemic"
> (when people become progressively infected by the same disease ?, when
> something spreads across many people so that they all "suffer" from the same
> condition?) I fail to understand the "epilinguistic" unless just knowing how
> to speak one language is some kind of an epidemic by that language. :-) (I
> do sometimes feel infected by a language).
> How does world play and finding phonological patterns compare to an
> epidemic? Finding some linguistic patterns may be a meta linguistic
> activity, but why would it be an epi-linguistic phenomenon?
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