Whenever a conversation takes place, people necessarily deal with a theme, in other words, they talk about something or someone. That is the reason why conversation is seen as a theme-centered interaction. Each participant of a talk, in order to manifest his thoughts, and therefore contribute to the unfolding of the topic in discussion, is supposed to elaborate an utterance in such a way that it is completely understood by his interlocutors, that is, they need to be able to apprehend the meaning of what was said. The social interaction by the means of conversation would not happen without the possibility of understanding. That is why the speaker, while explaining the meaning, builds the comprehension for his interlocutors. In this perspective, build up meaning is to build up comprehension, considering that the speaker, implicitly or explicitly determined by the listener, inscribes the conditions for comprehensibility in his utterance. The construction of meaning is a process which involves any verbal or nonverbal expression intrinsic to conversational unfolding. Nevertheless, as a result of a wider research project which investigates meaning and understanding in conversation, this paper is only concerned with the interactive work of this construction, realized in meta-enunciative procedures, that is, in expressions in which the speakers comment and evaluate, in short, in which they shape their own statements.

We argue in this paper that poetic texts, as well as any other texts should be analysed through 3 perspectives: semantic, iconic and enunciative, each one with a positive pole and a negative one. According to the semantic perspective, poetic and scientific texts are both on the positive pole, because they create a new representation of the world. According to the iconic one, that Jakobson called the poetic function, poems are generally near the positive pole but their accurate position depends on formal characteristics which have changed along history. They share this position with texts such as advertisements, songs or nursery rhymes. According to enunciation, a lot of poetical texts belonging to lyrics stand on an average position between the 2 poles, since they do not show their literary origin and give themselves as ordinary utterances, but it is not the case for epics, which stands very near from the positive pole, such as novel and fictional texts. Defining 3 different perspectives and ranking texts from a positive to a negative pole for each of them allow to better appreciate the specificity of poetical texts among other texts but also to take into account the very important evolution of poetry along the centuries. After presenting our model, we make it work on 3 different poems: a baroque sonnet from Jean de Sponde, a free-verse poem from Jean Follain and a prose poem from Yves Bonnefoy.

This paper aims to conduct analysis and a discussion on the meaning of the conditional in Brazilian Portuguese. Called “conditional tense” by Traditional Grammar, the conditional, according to our analysis showed, is more than a mode or tense whose ending is marked by the morpheme –ria. The conditional is a use of language that brings into an enunciative scene the participation of different speakers, whose views are evoked by the use of language. The conditional brings out a superposition of voices whose origins are enunciators, put into play by the speaker of the discourses. As theoretical basis for this study, we used the Theory of Argumentation within Language in its current phase, the Theory of Semantic Blocks developed by Marion Carel and Oswald Ducrot. Such a theory was chosen due to provide a semantic analysis based on the lexicon and on its syntagmatic and paradigmatic relations.

In this work, we compare the way narrators build up images of themselves in testimonials conveyed in two editions, a Brazilian and a French one, by Marie Claire Magazine. The Brazilian and French statements were published in 2017 and address the theme regarding this work. In order to reach the goal, we compare the way the narrators represent or enact the views of different enunciators, having as a basis Rabatel’s Point of View Theory. The analyzes showed that, in both statements, what the narrators seek, when selecting the enunciators and hierarchizing them in a certain way, is to construct a successful image of themselves, as pragmatic women prepared for the job market. Although those statements have been produced in different contexts and present specifics, the similarity between them is due to the fact that Marie Claire Magazine, both in Brazil and in France, is addressed to audiences with very similar profiles: women who work in the labor market and who have high purchasing power and education.

The textbook can be considered a speech, a text or, in the perspective of the enunciation, a enunciator. Thus, the textbook is a enunciator produced by a destinator (the author/this staff) for a addressee (teacher/student). As in every enunciative act, by means of the textbook is established a communicative relation between the author and the student. The characteristics of this relation are designed in the enunciated and in it, therefore, can be identified and analyzed. A textbook can to present characterize in the use, in the approach of the student, resources linguistic-speech that produce effects of informality and of proximity in the interaction. Furthermore, this book can also be marked by a language that produces effects of formality and distance between destinator and addressee. Assuming that the informality and the proximity are characteristics most common of the spoken interaction, that is, of the orality, and that formality and distance identify are more often in writen texts, we can, then, to analyze the textbooks, watching then an the presence of marks of the orality as the absence of then. This observation leads to identify effects of meaning that will may be determinants of success, in greater or lesser degree, of communicative relation between the destinator actor and the addressee-student. Based on these concepts, the objective of the research is analyzed, in a set of textbooks, the enunciated through which it establishes a relation of direct communication and explicit between these interlocutors, objectiving to describe these enunciations from the point of view of presence or ausence oif marks of orality and, based on that description, to argue aspects of the quality of communication between author and the student in the textbook.

This work is situated in the scope of the enunciation studies and has as object research the metaenunciation in spoken interactions, considered as linguistic-discursive strategy of meaning production and comprehension construction between interlocutors. Connecting this object to the works that try to describe and understand the formation procedures of the spoken text, the notion of language that permeates this research is the language in use, that expresses itself in communication situations and is constituted in the enunciation acts. As theoretical assumption, we lean towards bakhtinian dialogism, in linguistics heterogeneity and, in its context, in the studies about metadiscourse principally made by Authier-Revuz (1998 e 2004). The aim of this research is to describe and to analyse the metaenunciative procedures and, thus, to show that these procedures constitute, as a matter of fact, meaning production strategies and comprehension construction between interlocutors. This overall objective unfolds in the specific objectives: to establish functional categories of metaenunciative activities, namely, categories that are identified by different meanings they produce in the interaction deployment; to make a classification of metaenunciative activities from the point of view of its formal characterization; and to show in which way metaenunciative activities contribute to comprehension pursuit of spoken interaction, be it in the situations where they settle problems of understanding between locutors and solutions for them are sought, or in other situations in which the speaker turns to metaenunciation as a prophylactic measure to anticipate the emergence of a casual understanding problem for its listener. The corpus of spoken interactions used for the study of metaenunciative activities consists in D2 type surveys (dialogues between two informants) that belongs to the sound archive of Projeto NURC (Norma Urbana Culta), from Rio Grande do Sul, selected, transcribed and published in Hilgert (2009). Three surveys were used (dialogues), selected from two criteria: good audibility from the recording and a numerically representative occurrence of metaenunciative activities. As methodological procedures, repetitive hearings of the selected surveyes were held, accompanied by the reading of the transcripts; a survey of metaenunciative procedures found in them was done, grouping them in four categories of metaenunciative activities (non-conincidence of saying) as proposed by Auhtier-Revuz (1998, 2004); and, lastly, the formal structures of metaenunciative enunciations of each category was described and their general and specific functions were analysed in its different occurrences. Broadly, considering that metaenunciative activities were analysed as instances of meaning production and, therefore, 11 as understanding construction proceedings between speakers in interaction, it was observed that two types are focused, primarily, for the word meaning constituition related to speech; the two other are involved in the interlocutors interactional roles. In a comprehensive manner, the four categories try to ensure the succes of the interactive process, that accrue both from the interlocutive tune in meaning construction and from the speaker assurance of being understood by the listener.

This research aims to analyze a religious discourse, more precisely the sermon "The Talhas de Caná", given by the English Reverend Charles Haddon Spurgeon of the British Baptist Church, to his faithful, based on the verse of the biblical text of the Gospel of John, chapter 2, verse 7: "Jesus said to them, Fill the jars with water. And they filled them completely." We did the analysis of this religious discourse, based on the foundations of discursive semantics, just as it is understood by discursive semiotics. After contextualizing and defining the nature and context of our object of study and highlighting the objectives and justification of the work, we present the theoretical foundations. In this sense, we deal with discursive semantics and syntax, dealing with the figurative and thematic structure of narratives and their enunciative construction. We did the analysis of C H Spurgeon's sermon in two chapters. In the first, we focus on the different figurative paths that structure the text and we did the corresponding thematic reading that is transmitted by them. The text was predominantly figurative. The narrator highlighted, initially, figurative paths whose themes can be defined as complementary to what the sermon effectively proposes. Next, the text specifically thematizes the meaning of order in this passage of the Gospel of John: "Jesus said to them, Fill the jairs with water. And they filled them completely. " With regard to the enunciative projections, the enunciation is highlighted in the analysis. The narrator speaks in the first person and challenges his recipient for you, creating the effects of informality and proximity to your audience. In several passages, one has the impression that he is talking to his interlocutors. This proximity effect is consistent with the figurative features of the text, as they often evoke examples and comparisons of a person's daily life. We conclude the work with the final considerations, in which we give evidence to the central points of our study.

This very dissertation seeks to characterize, in the light of the enunciation fundamentals, volume 6 of the didactic collection of the Portuguese language, from Projeto Apoema, by linguistics authorsLúcia Teixeira, Karla Faria, Silvia Maria de Sousa, published by Editora do Brasil in 2013. We have chosen the textbook as an object of our study, as far as we are interested in issues that are related to general language teaching and in particular to the teaching of the Portuguese language. The textbook is undoubtedly an influential tool in this teaching and, often, the main structural element in classes. Therefore, unveiling their "secrets" always helps to give the teacher a more accurate look at his work. Our study will give special attention to two structure levels of the referred book: the form of interaction of the author/authors with the student/students and work with selected texts for each unit of the book. The analysis will have a general goal and six specific objectives. The overall objective is to seek the global enunciative setting of the book. And the specific objectives are: a) identifying the speaker, to verify if he comes in first or third person and,hence,defining the effects of meaning that may result from this choice; b) identifying how the narratee is marked in the texts and verifying the effects of meaning that leads from different markings; c) observing if the texts are enunciative or enuncive, explaining the reasons and the consequences that may lead from one choice to another; d) verifying whether the texts are predominantly figurative or thematic and the reasons for either choice; e) analyzing whether, from the point of view of the expression plan, texts are predominantly verbal, syncretic (verbal/nonverbal) or entirely nonverbal, clarifying the reasonsfor these options in the context of the analyzed units and the work as a whole; f) verifying if the texts are marked by features that are leading to oral effects, defining the relevance of these effects throughout the book. We believe that by achieving these goals we will havethe global enunciative setting of the book, which, according to the authors themselves, aims to "challenge the reader to discover the richness of language and the meaning it gives to the world".