¿Qué mensaje recibe el alumno?

1) Generativismo: Descripción de estructuras “gramaticales” fundamentada sobre principios universales innatos.

2) Funcionalismo: La “agramaticalidad” no existe. Las decisiones del hablante están por encima de cualquier “sistema”.

3) Traducción: Normativas prescriptivas dictaminadas por la RAE (español). Restricciones de uso.

¿cómo construimos el “significado” de un objeto sintáctico (vg. una proposición lógica)?

Estructura argumental: Dominio temático / Metafunción experiencial:

la manera en que la lengua

construye

una representación de la realidad

¿cómo se gramaticaliza / lexicaliza

el significado proposicional?

Para el generativismo, existe un mecanismo innato que organiza la

configuración de los objetos morfosintácticos.

Sin embargo, la inserción léxica no está necesariamente condicionada por dicho mecanismo. En cierta

medida, ésta depende de la voluntad/memoria del emisor.

Metafunción experiencial: FIELD

the particular domain of experience which the text is depicting

Metafunción interpersonal:

TENOR speaker's aspectual, modal and voice “attitudes”

relationship between speaker and addressee

Metafunción textual: MODE

nature of the text as a communicative event

Mary wanted {PRO to play some music}

Mary wanted {us to play some music}.

Mary persuaded [us] {PRO to play

some music].

An abstract idea is an idea {that can be interpreted in many different ways}.

What gives you the idea {that you're so amazing}, baby?

It was precisely that idea {that got me into trouble when I was younger}.

An abstract idea is an idea {that can be interpreted in many different ways}.

An abstract idea is an idea {WHICH can be interpreted in many different ways}.

----------------------- What gives you the idea {that you're so amazing}, baby?

*What gives you the idea {WHICH you're so amazing}, baby?

It was precisely that idea {that got me into trouble when I was younger}.

--------------------------- That idea was precisely {WHAT got me into trouble when I was younger}. --------------------------- {WHAT got me into trouble when I was

younger} was precisely that idea.

expletivos con materialización léxica

There aren’t three windows in this room, are there? There is a cat on the shelf. *A cat is on the shelf. The cat is on the shelf. *There is the cat on the shelf. *There is Joe on the shelf. There are ten patients waiting to see Dr. Li, aren’t there? There is nobody there. There have been so many murders here lately. There wouldn’t be enough time. There was no wind. There is no getting over it. There exist two copies of this manuscript. There followed a period of great political unrest. There will arise a lot of confusion. There came a brief spell of beautiful weather.

1. It is easy to understand that.

2. It is hard for him to learn that.

3. It has been nice spending the evening together.

4. It was no use calling in the morning.

5. It is a pity that you will not come with us.

6. It was crazy that I was not taking advantage of that situation.

7. It is incredible what can be cooked in a Dutch oven!

8. It is a mystery how he got it.

9. It strikes me that such questions should be raised just now.

10. It surprises me how much better my world is when you're in it.

11. It upsets me to go into a situation without previous warning.

12. It is said that she has travelled far and wide.

13. It has been predicted that education will not be improved.

ELEVACIÓN de sujeto incrustado

It seems that he is doing something. → He seems to be doing something.

It appears that he is doing something. → He appears to be doing something.

It happened that he did something. → He happened to do something.

It is certain that he will do something. → He is certain to so something.

It is sure that he will do something. → He is sure to do something.

It is (un)likely that he will do something. → He is (un)likely to do something.

C L E F T S E N T E N C E S

It is because we are unaware that the Kingdom of Heaven is within us [WHY] that we behave in the generally silly ways that are so characteristically human.

It was these states, more than any other single factor, [WHAT] that were to determine the course of the religious revolution.

It is honest people [WHAT / WHOM] that we want, not frauds.

E L L I P T I C A L C L E F T S E N T E N C E S

Situation IT: in sentences like Who is it? IT is not a referential pronoun, but an expletive, the question being an elliptical interrogative cleft sentence:

Who is it [[WHO] that is knocking]? It’s John [[WHO] that is knocking]. It’s me[[WHO] that is knocking].