Grazia Basile

Indirect speech in dialogues with schizophrenics. Analysis of the dialogues of the CIPPS corpus

This work aims to develop some considerations on an extremely interesting topic for linguistic investigation, namely indirect speech during dialogue. In particular, we will consider ten dialogues between a therapist and schizophrenic patients, starting from a corpus of pathological speech (CIPPS – Corpus di Italiano Parlato Patologico Schizofrenico, in Dovetto and Gemelli, 2013). The focus of our investigation is on the cases of indirect speech produced both by the patient and by the therapist during the therapeutic session. In the cases of indirect speech we can observe a position on the part of the speaker in which what matters is not so much what is reported but the way, from a metalinguistic point of view, in which this is formulated. In indirect speech the message passes through the filter of the speakers so that they feel relatively free from duties of fidelity and can express, from an illocutionary point of view, their personal attitude through the mediation made possible by language devices.

Towards a Pragmatic-Semantic Continuum. The Process of Naming

The aim of this paper is to reconstruct the theoretical threads that join semantics and pragmatics in their epistemological foundations, regarding both their area of study and their most common methodological approaches.

Vygotskij, Tolstoj e la costruzione del senso

The aim of this paper is to analyze the way in which, according to Vygotskij, human beings form and organize their experiences and, at the same time, develop senses and shared meanings within a linguistic community. In this respect Vygotskij, in his works, often refers to Tolstoy establishing with him a dialogue that helps us to understand some key points of the development of thought and language. The social function of language develops starting from the earliest stages of infant development (from the phase of the syncretism to that of complex formation etc.) and, in particular, is realized within what Vygotskij defines natural forms , i.e. situations in which our experiences and our knowledge, our words, our speech etc. originate and which are the framework of experiential spaces (which are linguistic spaces too) from which all forms of culture and human communication follow. Tolstoj, especially the Tolstoj pedagogist, active in the school of Jasnaja Poljana, in this regard plays a central role, since, for him too, both the concepts and the words that give them a perceptible and coded form within an historical-natural language are related to natural forms of shared life, to complex games of interrelations with other human beings. The two authors differ, however, in how they consider the role of education and educators: Tolstoy thinks that the teacher may be just a “facilitator” of the innate abilities the child already possess, while Vygotskij thinks that the educator and, in general, the adult plays a fundamental role in the cognitive, linguistic and interactional development of the child