Lingua e Polis. Configurazioni linguistiche e configurazioni sociali nel francese contemporaneo

A10 88/1

l(ea)ng(u)a(tg j)es

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Lingua e Polis

Configurazioni linguistiche

e configurazioni sociali

nel francese contemporaneo

Giovanni Agresti

Copyright © MMV ARACNE editrice S.r.l. www.aracneeditrice.it [email protected] via Raffaele Garofalo, 133 A/B

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Indice

L’école des démineurs

di Robert Lafont . . . 11

Premessa . . . 17

Prima parte I fondamenti del metodo configurazionale di analisi del testo 1. Dalla “lingua di specialità” alla “lingua-chiave”. Quale glottodidattica per le Scienze Politiche? 1.1 Glottodidattica e ideologia . . . 23

1.2 La natura dell’insegnamento linguistico e lo specifico delle Scienze Politiche. Mondo reale e mondo proiettato . . . 25

1.3 Verso la coscienza linguistica: l’approccio contrastivo e l’approccio comparativo . . . 27

1.4 Dalla “lingua di specialità” alla “lingua-chiave” . . . 35

2. I fondamenti del metodo configurazionale di analisi del testo 2.1 Coscienza linguistica e coscienza di sé . . . 39

2.2 Dalla liberazione dal conosciuto alla disposizione al conoscere. Costruzione di un paralinguaggio . . . 45

3. Le funzioni relazionali: configurazioni linguistiche e configurazioni sociali 3.1 Presenza, assenza e latenza della società nell’istanza di discorso del soggetto . . . 51

3.2 Configurazioni linguistiche e configurazioni sociali: le funzioni relazionali . . . 57 3.2.1 Je . . . 61 3.2.2 Tu . . . 63 3.2.3 Vousf _{. . . 64} 3.2.4 Il (elle) . . . 65 3.2.5 Nous . . . 68 3.2.6 Nousf _{. . . 69} 3.2.7 Vous . . . 70 3.2.8 Ils (elles) . . . 71 3.2.9 On . . . 73

4. Condurre un’analisi testuale

4.1 Caratteri delle configurazioni relazionali. Il problema dell’espandibilità

indefinita . . . 79

4.2 Il principio di composizionalità e la prospettiva della semiotica discorsiva . . . . 82

4.3 Condurre un’analisi testuale . . . 84

Seconda parte Applicazioni del metodo e sviluppi possibili 5. Testi e analisi 5.1 Il corpus . . . . 91

5.1.1 «Israël a lancé une vaste opération dans deux camps de réfugiés palestiniens» . . 93

5.1.2 «Tous ensemble contre Le Pen» . . . 108

5.1.3 «Citoyens, il est désormais indispensable de se motiver pour aller voter!» . . . 118

5.1.4 «Je vous remercie et suis heureux d'ouvrir notre débat» . . . 127

5.1.5 «La francophonie est un catalyseur» . . . 146

5.2 I testi selezionati dai nostri studenti 5.2.1 «Projet de référendum – Le compromis corse» (Francesca Fagioli) . . . 161

5.2.2 «Tony Blair est pris dans la tourmente du scandale de la torture» (Francesca Criscuoli) . . . 163

5.2.3 «La fin des illusions» (Elisa Ferrante) . . . 165

5.2.4 «L'Europe unie rend hommage à ses libérateurs» (Giuliano Pistilli) . . . 167

6. Conclusioni . . . 171

Glossario (a cura di Lucilla Agostini) . . . 177

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