Plaidoyer pour la désolidarisation des notions de pragmaticalisation et de grammaticalisation Claire Badiou-Monferran (EA STIH, Université de Paris-Sorbonne) Éva Buchi (UMR ATILF, CNRS & Université de Lorraine) 3e CMLF (Lyon, 4-7 juillet 2012)

Plan 1. Introduction 2. Argument chronologique 3. Argument cognitif 4. Argument communicationnel 5. Argument sémantico-terminologique Conclusion slide. Use the headline (no more than two lines) to state your most important conclusion. Begin the headline with In summary or In conclusion to ensure that the audience knows they have come to the presentation’s end. Support that headline with an image and parallel points. This slide should be your last slide. Audiences lose patience when they believe that they have come to the end, but other slides follow. Notice that the word Questions appears at the bottom of this slide, instead of burning a slide with just the word Questions hanging before the audience. See CSP, pages 65, 150, 151-152. 6. Argument systémique 7. Conclusion

Protohistoire de cette communication 1er colloque de la Société internationale de diachronie du français (Nancy, 6-8 septembre 2011) Fondée lors du 1er CMLF ! « Grammaticalisation vs. pragmaticalisation. Bref retour sur les éléments d’un débat » (Badiou-Monferran à paraître a) Conclusion slide. Use the headline (no more than two lines) to state your most important conclusion. Begin the headline with In summary or In conclusion to ensure that the audience knows they have come to the presentation’s end. Support that headline with an image and parallel points. This slide should be your last slide. Audiences lose patience when they believe that they have come to the end, but other slides follow. Notice that the word Questions appears at the bottom of this slide, instead of burning a slide with just the word Questions hanging before the audience. See CSP, pages 65, 150, 151-152.

Contexte de recherche (1/2) Claire Badiou-Monferran : HDR : Les marqueurs d’inférence en français moderne (XVIe-XXIe siècles). Donc, alors, partant, par conséquent et quelques autres (à paraître b) ains (2007) alors que (2011a) donque(s) (2011b) Conclusion slide. Use the headline (no more than two lines) to state your most important conclusion. Begin the headline with In summary or In conclusion to ensure that the audience knows they have come to the presentation’s end. Support that headline with an image and parallel points. This slide should be your last slide. Audiences lose patience when they believe that they have come to the end, but other slides follow. Notice that the word Questions appears at the bottom of this slide, instead of burning a slide with just the word Questions hanging before the audience. See CSP, pages 65, 150, 151-152. ne/ni [...] aussi/non plus (2006) Réflexion théorique (2008, à paraître a, b)

Contexte de recherche (2/2) Éva Buchi : déjà (2007b) encore (2008) enfin (Buchi & Städtler 2008) finalement (Benzitoun, Buchi & Polguère en préparation) quoi (2000) toujours (2007a) Plénière CILPR 2010 : « Un autre aspect, plus embryonnaire encore, mais de grand intérêt théorique, de ce qu’on pourrait appeler la pragma-étymologie (l’étymologie des unités lexicales à contenu pragmatique) est en voie de développement grâce à Éva Buchi. » (Chambon à paraître : 5) Conclusion slide. Use the headline (no more than two lines) to state your most important conclusion. Begin the headline with In summary or In conclusion to ensure that the audience knows they have come to the presentation’s end. Support that headline with an image and parallel points. This slide should be your last slide. Audiences lose patience when they believe that they have come to the end, but other slides follow. Notice that the word Questions appears at the bottom of this slide, instead of burning a slide with just the word Questions hanging before the audience. See CSP, pages 65, 150, 151-152.

Pragmaticalisation ? « Développement, par une unité lexicale ou grammaticale, d’un emploi stabilisé où elle ne participe plus à la construction d’un sens référentiel, mais marque une prise de position métadiscursive du locuteur. » (cf. Dostie 2004 : 27 ; Buchi 2007b : 252) Définition largement partagée : « [...] it is generally agreed that these items [= discourse markers] do not operate in the referential (or truth-functional) domain, i.e., they do not display lexical semantics in the narrow sense and therefore cannot be used to denote elements of the propositional content of the sentence [...] » (Diewald 2006 : 404) Conclusion slide. Use the headline (no more than two lines) to state your most important conclusion. Begin the headline with In summary or In conclusion to ensure that the audience knows they have come to the presentation’s end. Support that headline with an image and parallel points. This slide should be your last slide. Audiences lose patience when they believe that they have come to the end, but other slides follow. Notice that the word Questions appears at the bottom of this slide, instead of burning a slide with just the word Questions hanging before the audience. See CSP, pages 65, 150, 151-152.

La communication s’insère dans un débat en cours 1ère approche : pragmaticalisation = cas particulier de grammaticalisation (Traugott 1995, Brinton 1996, Traugott & Dasher 2002, Dostie 2004, Brinton & Traugott 2005, Diewald 2006, Marchello-Nizia 2006, Prévost 2011) 2e approche : pragmaticalisation et grammaticalisation = deux types de figements linguistiques (Waltereit 2006, Hansen 2008, Claridge & Arnovick 2010) Conclusion slide. Use the headline (no more than two lines) to state your most important conclusion. Begin the headline with In summary or In conclusion to ensure that the audience knows they have come to the presentation’s end. Support that headline with an image and parallel points. This slide should be your last slide. Audiences lose patience when they believe that they have come to the end, but other slides follow. Notice that the word Questions appears at the bottom of this slide, instead of burning a slide with just the word Questions hanging before the audience. See CSP, pages 65, 150, 151-152. Question de catégorisation

Grammaticalisation ? Grammaticalisation1 : cadre morphosyntaxique Critères : (1) perte de poids (phonologique, accentuelle, de portée), (2) perte d’autonomie (cohésion, agglutination, cliticisation), (3) perte de variabilité (caractère obligatoire, perte de flexion) Grammaticalisation2 : focalisation sur le cadre cognitivo-communicationnel Critères supplémentaires : (4) passage concret > abstrait, (5) subjectivation/intersubjectivation Conclusion slide. Use the headline (no more than two lines) to state your most important conclusion. Begin the headline with In summary or In conclusion to ensure that the audience knows they have come to the presentation’s end. Support that headline with an image and parallel points. This slide should be your last slide. Audiences lose patience when they believe that they have come to the end, but other slides follow. Notice that the word Questions appears at the bottom of this slide, instead of burning a slide with just the word Questions hanging before the audience. See CSP, pages 65, 150, 151-152. Renouveler le débat : plaidoyer pour une désolidarisation des deux notions à l’intérieur du cadre de la grammaticalisation2

Plan 1. Introduction 2. Argument chronologique 3. Argument cognitif 4. Argument communicationnel 5. Argument sémantico-terminologique Conclusion slide. Use the headline (no more than two lines) to state your most important conclusion. Begin the headline with In summary or In conclusion to ensure that the audience knows they have come to the presentation’s end. Support that headline with an image and parallel points. This slide should be your last slide. Audiences lose patience when they believe that they have come to the end, but other slides follow. Notice that the word Questions appears at the bottom of this slide, instead of burning a slide with just the word Questions hanging before the audience. See CSP, pages 65, 150, 151-152. 6. Argument systémique 7. Conclusion

Chronologie des processus ? « Une unité lexicale/grammaticale peut développer des emplois où elle ne joue pas un rôle sur le plan référentiel, mais bien, sur le plan conversationnel : elle sera alors le résultat d’un processus de “pragmaticalisation”. Ce parcours peut être illustré en français avec le mot bien. Celui-ci passe des catégories substantivale/adjectivale à celle, notamment, de quantificateur nominal (Il y avait ben du monde [...] = ‘beaucoup’), puis de MD (Ben, je pense qu’il vaudrait mieux laisser tomber).» (Dostie 2004 : 27) Conclusion slide. Use the headline (no more than two lines) to state your most important conclusion. Begin the headline with In summary or In conclusion to ensure that the audience knows they have come to the presentation’s end. Support that headline with an image and parallel points. This slide should be your last slide. Audiences lose patience when they believe that they have come to the end, but other slides follow. Notice that the word Questions appears at the bottom of this slide, instead of burning a slide with just the word Questions hanging before the audience. See CSP, pages 65, 150, 151-152.

Contre-exemple : alors Cet adverbe connaît une multitude d’emplois grammaticaux ainsi que quelques emplois pragmatiques Enquête sur corpus Les emplois grammaticaux se sont développés selon une chaîne de grammaticalisation progressive Toutefois, les emplois pragmatiques ne se situent pas, historiquement, dans la continuité de cette chaîne de grammaticalisation : le mouvement de pragmaticalisation de alors est très largement antérieur à sa grammaticalisation Conclusion slide. Use the headline (no more than two lines) to state your most important conclusion. Begin the headline with In summary or In conclusion to ensure that the audience knows they have come to the presentation’s end. Support that headline with an image and parallel points. This slide should be your last slide. Audiences lose patience when they believe that they have come to the end, but other slides follow. Notice that the word Questions appears at the bottom of this slide, instead of burning a slide with just the word Questions hanging before the audience. See CSP, pages 65, 150, 151-152.

Antériorité de la pragmaticalisation Alors pragmatème (ponctuant de l’exclamation : ça alors !) Première attestation : Ils ne s’accordent au contraire presque jamais. Il y a peu de questions où vous ne trouviez que l’un dit oui, l’autre dit non. [...]. Mais, mon père, lui dis-je, on doit être bien embarrassé à choisir alors ! (1657, Pascal, Les Provinciales) Alors dans son emploi grammatical le plus abouti (inférentiel : Les volets sont fermés, alors ils sont partis.) Première attestation : Le sieur Hubaut jeune réveilla le général Bedeau. – Général, vous êtes prisonnier. – Je suis inviolable. – Hors le cas de flagrant délit. – Alors, dit Bedeau, flagrant délit de sommeil. (1883, Hugo, Histoire d’un crime : Déposition d’un témoin) Conclusion slide. Use the headline (no more than two lines) to state your most important conclusion. Begin the headline with In summary or In conclusion to ensure that the audience knows they have come to the presentation’s end. Support that headline with an image and parallel points. This slide should be your last slide. Audiences lose patience when they believe that they have come to the end, but other slides follow. Notice that the word Questions appears at the bottom of this slide, instead of burning a slide with just the word Questions hanging before the audience. See CSP, pages 65, 150, 151-152.

Valide hypothèse d’Erman & Kotsinas « It is possible [...] for a lexical element to develop directly into a discourse marker without an intermediate stage of grammaticalization. As a consequence, we suggest that lexical items on their way to becoming function words may follow two different paths, one of them resulting in the creation of grammatical markers, functioning mainly sentence internally, the other resulting in discourse markers mainly serving as textstructuring devices [...]. We reserve the term grammaticalization for the first of these two paths, while we propose the term pragmaticalization for the second one. » (Erman & Kotsinas 1993 : 79) Conclusion slide. Use the headline (no more than two lines) to state your most important conclusion. Begin the headline with In summary or In conclusion to ensure that the audience knows they have come to the presentation’s end. Support that headline with an image and parallel points. This slide should be your last slide. Audiences lose patience when they believe that they have come to the end, but other slides follow. Notice that the word Questions appears at the bottom of this slide, instead of burning a slide with just the word Questions hanging before the audience. See CSP, pages 65, 150, 151-152. Mais attention : cet argument est inopérant pour réfuter d’autres formes d’inclusion de la pragmaticalisation dans la grammaticalisation !

Plan 1. Introduction 2. Argument chronologique 3. Argument cognitif 4. Argument communicationnel 5. Argument sémantico-terminologique Conclusion slide. Use the headline (no more than two lines) to state your most important conclusion. Begin the headline with In summary or In conclusion to ensure that the audience knows they have come to the presentation’s end. Support that headline with an image and parallel points. This slide should be your last slide. Audiences lose patience when they believe that they have come to the end, but other slides follow. Notice that the word Questions appears at the bottom of this slide, instead of burning a slide with just the word Questions hanging before the audience. See CSP, pages 65, 150, 151-152. 6. Argument systémique 7. Conclusion

Mode d’institutionnalisation Processus de grammaticalisation = unidirectionnel et progressif (Marchello-Nizia 2006 : 30-34) Progressif dans le sens où dans un premier temps, il met en jeu des « grammaires en compétition» (Kroch 1994) Donc pragmatème (ponctuant d’opération de parcours) : interrogation (Où veulent-elles donc en venir?) injonction (Taisez-vous donc !) exclamation (Que ce papier est donc ennuyeux !) Donc valide ou renforce le type phrastique requis Conclusion slide. Use the headline (no more than two lines) to state your most important conclusion. Begin the headline with In summary or In conclusion to ensure that the audience knows they have come to the presentation’s end. Support that headline with an image and parallel points. This slide should be your last slide. Audiences lose patience when they believe that they have come to the end, but other slides follow. Notice that the word Questions appears at the bottom of this slide, instead of burning a slide with just the word Questions hanging before the audience. See CSP, pages 65, 150, 151-152. Pragmatème sans concurrence dans toute l’histoire du français (Ponchon 2004 ; Badiou-Monferran à paraître b) Non pas progressif, mais catastrophique !

Plan 1. Introduction 2. Argument chronologique 3. Argument cognitif 4. Argument communicationnel 5. Argument sémantico-terminologique Conclusion slide. Use the headline (no more than two lines) to state your most important conclusion. Begin the headline with In summary or In conclusion to ensure that the audience knows they have come to the presentation’s end. Support that headline with an image and parallel points. This slide should be your last slide. Audiences lose patience when they believe that they have come to the end, but other slides follow. Notice that the word Questions appears at the bottom of this slide, instead of burning a slide with just the word Questions hanging before the audience. See CSP, pages 65, 150, 151-152. 6. Argument systémique 7. Conclusion

Modèle quadriphasé de la grammaticalisation Heine 2002 : Marchello-Nizia 2006 : 181-198 : I. Stade initial : sens1 Subjectivation Ø II. Contexte de transition : ambiguïté sens1/sens2 III. Contexte de passage : sens2 Ø Conclusion slide. Use the headline (no more than two lines) to state your most important conclusion. Begin the headline with In summary or In conclusion to ensure that the audience knows they have come to the presentation’s end. Support that headline with an image and parallel points. This slide should be your last slide. Audiences lose patience when they believe that they have come to the end, but other slides follow. Notice that the word Questions appears at the bottom of this slide, instead of burning a slide with just the word Questions hanging before the audience. See CSP, pages 65, 150, 151-152. IV. Conventionalisation : sens2 généralisé

Subjectivation accrue Définitoire du pragmatème ! ↔ pragmaticalisation ! Heine 2002 : I. Stade initial : sens1 II. Contexte de transition : ambiguïté sens1/sens2 III. Contexte de passage : sens2 IV. Conventionalisation : sens2 généralisé Exemple alors : Subjectivation Ø Subjectivation accrue Conclusion slide. Use the headline (no more than two lines) to state your most important conclusion. Begin the headline with In summary or In conclusion to ensure that the audience knows they have come to the presentation’s end. Support that headline with an image and parallel points. This slide should be your last slide. Audiences lose patience when they believe that they have come to the end, but other slides follow. Notice that the word Questions appears at the bottom of this slide, instead of burning a slide with just the word Questions hanging before the audience. See CSP, pages 65, 150, 151-152. Définitoire du pragmatème !

Plan 1. Introduction 2. Argument chronologique 3. Argument cognitif 4. Argument communicationnel 5. Argument sémantico-terminologique Conclusion slide. Use the headline (no more than two lines) to state your most important conclusion. Begin the headline with In summary or In conclusion to ensure that the audience knows they have come to the presentation’s end. Support that headline with an image and parallel points. This slide should be your last slide. Audiences lose patience when they believe that they have come to the end, but other slides follow. Notice that the word Questions appears at the bottom of this slide, instead of burning a slide with just the word Questions hanging before the audience. See CSP, pages 65, 150, 151-152. 6. Argument systémique 7. Conclusion

Au-delà de la « vérité terrain » Étymologie : grammaticalisation : création française (Meillet 1912) pragmaticalisation : emprunt à l’anglais (Dostie 2001) [↔ création française pragmatisation † (Büchi 1998)] En synchronie, compositionnalité sémantique : grammatical -is- -ation /grammaire/ /transformation/ /action/ ? pragmatic -al- -is- -ation /pragmatique/ Ø /transformation/ /action/ Conclusion slide. Use the headline (no more than two lines) to state your most important conclusion. Begin the headline with In summary or In conclusion to ensure that the audience knows they have come to the presentation’s end. Support that headline with an image and parallel points. This slide should be your last slide. Audiences lose patience when they believe that they have come to the end, but other slides follow. Notice that the word Questions appears at the bottom of this slide, instead of burning a slide with just the word Questions hanging before the audience. See CSP, pages 65, 150, 151-152. Si la définition de la pragmatique fait débat au sein des pragmaticiens (synchroniciens), elle n’est jamais conçue par eux comme une partie de la grammaire (Ducrot & Schaeffer 1995 : 111-114)

Plan 1. Introduction 2. Argument chronologique 3. Argument cognitif 4. Argument communicationnel 5. Argument sémantico-terminologique Conclusion slide. Use the headline (no more than two lines) to state your most important conclusion. Begin the headline with In summary or In conclusion to ensure that the audience knows they have come to the presentation’s end. Support that headline with an image and parallel points. This slide should be your last slide. Audiences lose patience when they believe that they have come to the end, but other slides follow. Notice that the word Questions appears at the bottom of this slide, instead of burning a slide with just the word Questions hanging before the audience. See CSP, pages 65, 150, 151-152. 6. Argument systémique 7. Conclusion

Types de transferts entre catégories linguistiques Morphosyntaxe (grammèmes) Lexique (lexèmes) Pragmatique (pragmatèmes) Onomastique (noms propres) Discours (énoncés) Grammaticalisation : protorom. */'mɛnt-e/ s.f. « manière » frm. -ment (suffixe adverbial) Pragmaticalisation : frm. déjà adv. aspectuel « dès maintenant » marqueur discursif déjà (C'est quoi son nom, déjà ?) Lexicalisation : afr. garz CS/garçon CR frm. gars s.m. « type »/ garçon « enfant mâle » Délocutivité : Énoncé Cessez le feu ! frm. cessez-le-feu s.m. « trêve » Déonomastique : nom propre Mentor frm. mentor s.m. « conseiller sage » Fixation des noms propres : afr. et picard viez adj. « vieux » nom de famille picard Viez frm. écouter v.tr. « s'appliquer à entendre » marqueur discursif écoute ! (Je vais lui parler. Écoute, c'est mon frère.) Conclusion slide. Use the headline (no more than two lines) to state your most important conclusion. Begin the headline with In summary or In conclusion to ensure that the audience knows they have come to the presentation’s end. Support that headline with an image and parallel points. This slide should be your last slide. Audiences lose patience when they believe that they have come to the end, but other slides follow. Notice that the word Questions appears at the bottom of this slide, instead of burning a slide with just the word Questions hanging before the audience. See CSP, pages 65, 150, 151-152.

Classification de ces types de transferts ? Délocutivité occupe une place à part : énoncé > unité de première articulation ↔ lexicalisation, déonomastique, fixation des noms propres, grammaticalisation, pragmaticalisation Critère le plus général pour les départager : sens référentiel ↔ procédural Cf. Diewald 2006 : « it is generally agreed... » Écoute, il s’agit bien d’une sorte de cessez-le-feu : son mentor M. Viez lui a formellement interdit de s’approcher des deux garçons avec qui il s’était chamaillé. Conclusion slide. Use the headline (no more than two lines) to state your most important conclusion. Begin the headline with In summary or In conclusion to ensure that the audience knows they have come to the presentation’s end. Support that headline with an image and parallel points. This slide should be your last slide. Audiences lose patience when they believe that they have come to the end, but other slides follow. Notice that the word Questions appears at the bottom of this slide, instead of burning a slide with just the word Questions hanging before the audience. See CSP, pages 65, 150, 151-152. Grammaires de construction : rapprochement entre grammaticalisation et lexicalisation

Plan 1. Introduction 2. Argument chronologique 3. Argument cognitif 4. Argument communicationnel 5. Argument sémantico-terminologique Conclusion slide. Use the headline (no more than two lines) to state your most important conclusion. Begin the headline with In summary or In conclusion to ensure that the audience knows they have come to the presentation’s end. Support that headline with an image and parallel points. This slide should be your last slide. Audiences lose patience when they believe that they have come to the end, but other slides follow. Notice that the word Questions appears at the bottom of this slide, instead of burning a slide with just the word Questions hanging before the audience. See CSP, pages 65, 150, 151-152. 6. Argument systémique 7. Conclusion

En guise de conclusion C’est le point de vue qui crée les objets... ... ainsi que leur classification ! Légitimité du point de vue qui considère la pragmaticalisation comme logiquement indépendante de la grammaticalisation Claire Badiou-Monferran vient d’être nommée professeur à l’Université de Lorraine XXVIIe Congrès international de linguistique et de philologie romanes Nancy, 15-20 juillet 2013 Conclusion slide. Use the headline (no more than two lines) to state your most important conclusion. Begin the headline with In summary or In conclusion to ensure that the audience knows they have come to the presentation’s end. Support that headline with an image and parallel points. This slide should be your last slide. Audiences lose patience when they believe that they have come to the end, but other slides follow. Notice that the word Questions appears at the bottom of this slide, instead of burning a slide with just the word Questions hanging before the audience. See CSP, pages 65, 150, 151-152.