Algunos princípios de una teoria del contexto
DOI:
https://doi.org/10.35956/v.1.n1.2001.p.69-81Keywords:
Principles. Theory of context. Mental models. Contextual knowledge.Abstract
This paper formulares some general principles of a theory of context. Despite some attempts, especially in functional linguistics, linguistic anthropology and social psychology, such a theory of context is still on the agenda. The central claim of my theory of context is that it is not a social situation that determines language use, and not even only the relevant properties of such a social situation, but rather the mental model of these relevant properties, that is, a context model, stored in episodic memory. Such context models are special cases of more general experience models that define our consciousness and control all actions and discourses of our everyday lives. Since context models constantly adapt themselves to a changing social situation as well as the ongoing discourse, they are dynamic and not static. They combine social knowledge about social events and situations with personal experiences, memories and opinions, and hence are subjective and individual. They explain how each participant has her or his own interpretation of the situation. Such context models feature global categories such as global domain and action, as well as local categories such as setting, local actions, as well as cognitive properties of participants, such as their aims and especially their knowledge. The contextual knowledge device Controls many of the aspects of discourse pròcessing, especially what Information may or must be left implicit.
Downloads
References
Argyle, M., Furnham, A., y Graham, J. A. (1981). Social situations. Cambridge: Cambridge University Press.
Auer, P., y Di Luzio, A. (1992). The contextualization of language. Amsterdam, Nederland: Benjamins.
Brown, P., y Fraser, C. (1979). Speech as a marker of situation. En K. R. Scherer, y H. Giles (eds.). Social markers in speech. pp. 33-62. Cambridge: Cambridge University Press.
Duranti, A., y Goodwin, C. (1992). Rethinking context: language as an Interactive phenomenon. Cambridge: Cambridge University Press.
Forgas, J. P. (1979). Social episodes. London: Academic Press.
Forgas, J. P. (1985). Language and social situations. New York, NY: Springer.
Furnham, A., y Argyle, M. (1981). The psychology of social situations. Oxford: Pergamon Press.
Glles, H., y Coupland, N. (1991). Language: Contexts and consequences. Milton Keynes: Open University Press.
Gumperz, J. J. (1982). Discourse strategies. Cambridge (Cambridgeshire New York): Cambridge University Press.
Halliday, M. A. K. (1978). Language as a social semiotic: The social interpretation of language and meaning. Baltimore: University Park Press.
Johnson-Laird, P. N. (1983). Mental models: Towards a cognitive Science of language, inference and consciousness. Cambridge (Cambridgeshire New York): Cambridge University Press.
Martin, J. R. (1992). English text. System and structure. Amsterdam: Benjamins.
Sperber, D., y Wilson, D. (1986). Relevance: Communication and cognition. Cambridge, Mass.: Harvard University Press.
Van Dijk, T. A. Y Kintsch, W. (1983). Strategies of discourse comprehension. New York: Academic Press.
Van Dijk, T. A. (1987). Episodic models in discourse processing. En Rosalind Horowitz, & S. Jay Samuels (eds.). Comprehending oral and written language. pp. 161-196. San Diego, CA: Academic Press.
Van Dijk, T. A. (1999). Context models in discourse pròcessing. En van Oostendorp, H. y Goldman, S. R. (eds.). The construction ofmental representations during reading. pp. 123-148. Mahwah, NJ, USA: Lawrence Erlbaum Associates.
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The authors retain the copyright and guarantee RALED the right to be the first publication of the work as well as a Creative Commons Attribution License that allows others to share the work with recognition of authorship and the initial publication in this journal.