From reading suggestions Textual Linguistics (1)

1. Foundations of text linguistics

1.1. Linguistic Basis

Textual linguistics considers the context and not just the text or prayer as they have done or emphasized structuralism and generativism.

It emphasizes the study of textual and semantic structure or superstructure and macro in terms of Van Dijk. Also studied the microstructure consisting of the predominance of nominal or verbal phrase.

1.2. Substantiation based on sociocultural theory

It also is based on Vygotsky's sociocultural theory. Reading is not only a psychological or mental process but also a social interaction in establishing a relationship: reader - text-author within a particular sociocultural context.

2. Proposal for reading

2.1. Superstructure

Followed the approach of Van Dijk, who is the linguist who has dealt with this issue better from "Text and Context" and especially "The Science of text".

The author referred to above considers that "the superstructures are global structures that characterize the type of text. Therefore, a narrative structure is a superstructure, regardless of content (ie the macrostructure) of the narrative."

Later he emphasizes: "a kind of superstructure is a form of text, the object, subject, ie the macrostructure, the contents of the text. Should be communicated, because the same event in different" textual forms "under" communicative context. "

Then a superstructure is a general outline or structure of the composition of a text, which in turn determines which type it belongs.

2.2. Macrostructure

On the macro states that "realizes the overall content of a speech, the term denotes the local structure microstructure of speech, ie the structure of sentences and the relationship of cohesion and coherence between them."

The macrostructure, as focused on the topic, it is essential to unravel the meaning or general content of the text that can be expressed through a statement.

But within the macro must also consider the sub-themes could be regarded as microproposiciones.

The macrostructure is closely related to the superstructure, while the first is the issue, the second refers to the parties or general structure of the text, we would argue that the first considers the semantics and the second pattern or structure. This leads to say that first need to identify the superstructure and then deduce the macro could not be the opposite.

Attached to the macro are the various macro-rules that, according to Van Dijk "textual macrostructures occur." Semantic information also transform as the perspective of the reader who is finally built their own macrostructure according to their previous knowledge or experience you have. They have character shaper and organizer information.

Then we need the macro-rules:

a) Suppression

Sentences or propositions remove some unnecessary redundant or have no greater contribution to the macro or topic.

b) Generalization

A proposal replaces the original sequence. It involves synthesizing the information or proposal for which was more extensive in the text.

c) Construction

A sequence of propositions is a proposition that denotes the same fact denoted by the entire sequence of propositions and the original sequence is replaced by the new proposal.

In practice not every reader will apply the rules in the same way. Everyone will find different relevant aspects of the text, according to their interests, desires, knowledge.

2.3. Microstructure

This level also operates in the sphere of meanings but instead manifest as a whole, as above, is done in local or micro level, which means in the sentence structure and relations of connection and coherence between them .

Here we can recognize the signs textual cause - effect, condition - therefore half - goal, temporal indicators such as adverbs or as an extension of production resources, modeling, evaluation, etc..

If the global macro operates as a whole (thematic), the microstructure acts as the parts that specify the whole.

2.4. Creative and critical component

Criticism is an objective assessment of the text. Ideas are evaluated and textual structure showing our agreements and disagreements. Discrepancies with the ideas raised by the author should be supported or substantiated. This is not to raise disputes simply because of issuing them.

On the creative side, the reader proposes new ideas about the posed by the author.

2.5. Outlining Information

The human mind understands what it's organized. After the reading is interesting to outline the information to be able to view synthetically. It can be done through concept mapping, mental, semantic or other organizers.

The phases of our proposal:

In the superstructure consider the context, the intention of the author, the text type and purpose. Also the general structure of the text (as proposed by Van Dijk).

The context explains how participants are able to adapt (the production and reception / interpretation) of the speech to the communicative situation-social-interpersonal. (Van Dijk, 2001: 71).

We developed the following table:

Phase or sequence

Description

Superstructure

It takes into account the context, intention of the author, text type and purpose. Text structure.

Macrostructure

Consider topic and subtopic, use of macro-rules.

Microstructure

Includes nominal or verbal phrase, connectors, levels of language.

Critical and creative

Critical assessment which sets out the agreement or disagreement with the ideas in the text, also the structure of it.

Proposal for new ideas concerning the text read.

Outlining information

Outlining the relevant information from a text that highlights the theme and subthemes.



3. Application of the model in reading texts

3.1. Analysis of a literary text: "Victor" (César Vallejo)

3.1.1.Superestructura

Vallejo's text reveals, in terms of context, an atmosphere of conflict between two students, but representing two different classes: a wealthy family and another poor. It is a context in which a social conflict that transpires is also reflected in education as a mini society.

The purpose of Vallejo probably contact the school is a reflection of society where conflicts persist develops or social class. This implies that goes beyond the simple fact of the fight that tells the author.

The text type is narrative (story) which is represented symbolically by the school to a fragmented society, conflict, in which even if he is victorious at the bottom poor will always feel their helplessness or inferiority.

The structure of the text is represented as follows:

Text outline

Description

a) Exposure

Juncos Presents Cancio and those who start a fight in a school setting.

b) Node

It presents the conflict between Bryce and Juncos surrounded by peers. Just calm down when they feel the presence of a teacher.

c) Outcome

Juncos beating your opponent ends, however cries. He's probably sorry he has punished a member of a wealthy family that he is not part.

3.1.2. Macrostructure

The central theme, narrative level, it follows, in this case focuses on the social conflict that is reflected in school: between affluent and poor families, those with better living conditions compared to those without.

The sub-themes are raised as follows:

The teacher's role represents a balance between the two families who oppose socially or economically.

The other point or sub anyway is that people with greater economic power and social status are the dominant or overlap in any situation even more so if in conflict situations.

3.1.3. Microstructure

At the level of verbal phrases microstructure predominates because it is consistent actions that occur: beat, hurt, he marched ... We would say that verbs dominated from the start of the conflict until the end of this.

The connectors are the predominant addition that is concatenated in the series of events that occur in the course of the conflict which is what dominates the narrative. Generally adding connector types are: and, also, etc..

The level of language that predominates in the text is the colloquial allows access to all types of reader, because everyone should know what happens in the school as a symbol of social or economic conflict.

It is suited to every type of reader, preferably those who are involved in the school environment, social critics also, specifically the bard of Vallejo are increasing geometrically.

3.1.4. Critical and creative

In terms of structure, Vallejo develops classical exposition, middle and end. In terms of story abounds in too many details that sometimes make you lose the suspense or the novelty of the story. The story is very long and very repetitive at the level of conflict between the main protagonists.

A level of no more novelty themes it deals with an ongoing conflict between affluent societies and poor families and that it would break even the kind of teachers, but now the latter also, the majority, have become the class of the dispossessed. The novelty is that the school is a reflection of society, or students or children also develop or prolong life or conflict as a continuing social problem that recurs in every generation, ie the upper classes are projected to continue prevailed over time.

On a creative level suggest that people who have or belong to the poorer classes should have the opportunity to excel through education, this should be a vehicle for people to improve their living conditions.

3.1.5. Outlining information



Conclusions

- The theory of text linguistics to understand literary texts.

- The theory of textual linguistics systematically to understand the texts.

- The theory of textual linguistics becomes a strategy for comprehension.

- Vallejo thematically posited the continuing conflict at the level of the affluent and poor is also reflected through the school.

- Structurally Vallejo has the classic structure of the narrative: exposition, climax and denouement.

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(1) Published in the journal "Town Continent, 2010, Antenor Orrego University of Trujillo.