BLOQUE_I.doc

BLOQUE I ASPECTOS ASPECTOS LINGÜÍSTICOS 1 EL CIRCUITO DEL HABLA 1. ACTO LOCUTIVO  Al hablar, hablar, arti!la"#$ %l air% r%$&ira'# #()irti*('#l# %( !( (!%)# #b+%t# #b+%t# a(li$i-abl% #( &art% /$ia, %l $#(i'# '% la )#- h!"a(a, 0 &art% &$/!ia, %l i"&!l$# i" &!l$# a(/"i# !% %2&%ri"%(ta"#$. El $#(i'# tra($"it% %( #r"a '% &alabra$, &alabra$, "a(i%$tai3( i(t%r(a '% !a(t# #(%bi"#$, #(%bi"#$, i(t%(i#(%$ 0 #(#i"i%(t#$ #r"ali-a'#$. U(a '%i$i3( '% la )#l!(ta', &#r ta(t#, )ari#$ a$&%t#$, $%($iti)#$, &$/!i#$, i(t%l%t!al%$ 0 )#liti)#$ !% #()%r4%( %( !(i3( #"!(iati)a, habla"#$ &ara #"!(iar(#$ 0 %(t%('%r(#$ . %l at# l#!ti)#, &!%$, #"&l%+# . a(ali-ar $!$ #"&#(%(t%$ 0 #('ii#(%$ '% r%ali-ai3( %$ !( #b+%ti)# !('a"%(tal '% la i%(ia li(45/$tia . 1.1. 6(4%l A"#r R!ibal. Gall%4#, '%$rib% %l l%(4!a+% l%(4!a+% a &ri(i&i#$ '%l $i4l# 22 a(ali-a('# a(ali-a('# la !(i'a' !% !% #r"a( l#$ #"&#(%(t%$ '% la &alabra. Si(t%ti-a tra'ii3( %$&%!lati)a 0 %$tabl%% %l !t!r# '% la li(45/$tia . D%$!br% r%lai#(%$ #(t#l34ia$ 0 &$i#l34ia$ '%l &%($a"i%(t#, h%r"%(*!tia$ '%l a(li$i$ r/ti# 0 3(ia$ '% la arti!lai3( %( %l at# l#!ti)#. l#$ #"&#(%(t%$ '%l l%(4!a+% %)i'%(ia( %( $! !(i'a' 3(ia la #(%&ti)a 0 %2&r%$i)a7 8 %( t#'a &alabra %(tra( #b+%t#, #(%&t#, la ai3( &$i#l34ia '% %l%4ir la i'%a '#"i(a(t% %(tr% )aria$ %( #($i'%rai3( 0 %l %(la% '% %$ta #( %l $#(i'#9.  La $%"(tia !%'a #rr%lai#(a'a #( %l at# '% %(la% '#bl%, # tri&l%, %(tr% #b+%t#:#(%&t#, #b+%t#:#(%&t#:i'%a '% ah/ r%$!lta(t%, 0 #b+%t#:#(%&t#:i'%a ;%$%(ia:::::::::::::::::::::::::::::I'%a:::::::::::::::::::::::::::::::::::> Ob+%t# ;D%$i4(ai3(:::::::::::::::::::::::::::Palabra::::::::::::::::::::::::::::::::::>

La noción a'%la(ta l#$ ra$4#$ "%(tal%$, 0 $%"(ti#$, #( !% arat%ri-a"#$ 0 $i4(iia"#$ l#$ #b+%t#$ '% %lla &r#%'%( l#$ #(%&t#$ 0, 0, "%'ia(t% la #"&arai3( '% %$t#$, A"#r R!ibal 'i$ti(4!% 8 #b+%t#9 #( %l art/!l# $!bra0a'#, #rr%lat# '%l $!+%t#, 0 8 #b+%t#9 4%(%ral '% #(#i"i%(t#.  A'%"$ %(la% l#!ti)# '% i'%a 0 $#(i'# '%(tr# '% la r%lai3( '%l #b+%t#, $% r%lai#(a #( %l #(%&t# '% 8 palabra docente9 # a'!iri'a al a$i"ilar %l i'i#"a, l# dicho &#r #tr#$ a(t%$ i(l!$# '% !% (ai*ra"#$ 0 #( l# dicho '%$&i%rta la 8&#t%(ia ati)a9 !% a!lta 0 &r#)#a %(t%('i"i%(t# 0 arti!lai3(. Al #/r la &alabra '% #tr# h#"br%, $% at!ali-a( %( %l habla(t% 8l#$ &ri(i&i#$ !% &#$%%, 0 $% a$i"ila i%(t/ia"%(t% %l traba+# tr aba+# !% #tr# hi-# &ri"%r#.  A'%"$ %l l%(4!a+% &#$%% &#$%% %l &ri(i&i# '% i(t%r$!b+%ti)i'a', i(t%r$!b+%ti)i'a', !( !('a"%(t# '% #rr%lai3( #rr%lai3( a &ri#ri '%l %(t%('i"i%(t# #( la r%ali'a' 0 %l "%'i# " %'i# $#ial %( !% $% &r#'!%, l# 'ih# &#r al4!i%( (#$ tra$la'a 8%l traba+# !% #tr# hi-# &ri"%r#9. La a$i"ilai3( '%l l%(4!a+% (#$ i(t%4ra %( !( "!('# &r%)ia"%(t%

#(%bi'# 0 %lab#ra'#, la i(t%rl#!i3( %$ ati)i'a' $#li'aria '% #(#i"i%(t#, l# r%&r%$%(ta'# 0 &r#'!i'# "%(tal"%(t% %( %l l%(4!a+% i('!% %( la$ i(t%(i#(%$ '% l#$ habla(t%$ l# !% 8%( r%ali'a' r%&r%$%(ta la i'%a9 P#r %ll# la i(t%rr%lai3( %(tr% l#$ i(t%rl#!t#r%$ r%$!lta r%tr#)%r$a 0 a$i"*tria. El emisor #"&art% #( %l r%%&t#r la$ r%%&t#r  la$ razones comunes de intenciones intelectivo-comprensivas !a('# entiende el objeto 0 entiende la palabra percibida, #"&art% la$ ra-#(%$ cognitivolingüísticas !a('# #(#% %l enlace entre entendimiento y palabra, 0 #(#% el enlace entre  palabra y cosa.

El receptor #"&art% #( %l %"i$#r la$ razones comunes de intenciones intelectivocomprensivas !a('# %(ti%('% el significado de la palabra, 0 !a('# conoce la relación ideal-real , 0 ra-#(%$ cognitivo-lingüísticas !a('# #(#% la relación palabra-cosa, &%r# (# &r%i$a conocimiento previo de la cosa.

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