1519 Verbos que traban discurso: implicaciones lexicogrÆficas para el DAELE Carmen Lpez-Ferrero Sergi Torner Castells Universitat Pompeu Fabra Our work falls within the framework of the Project for the Elaboration of a Dictionary for Learning Spanish as a Foreign Language-Diccionario de aprendizaje del espaæol como lengua extranjera, ref. HUM2006-06982, in progress at the Universitat Pompeu Fabra. In particular we analyse the syntactic and discursive behaviour of five semantic classes (as set by Bosque 2004), since they amount to clusters of verbs which share both the same meaning in context as a grammatical behaviour is similar so it seems and there is a high frequency of use in each type of verb of the syntactic structures and patterns. These semantic classes are the following: 1. Verbs for introducing, unaccusative verbs of existence and apparition: ocurrir, suceder, existir, aparecer, resultar, etc. (cfr. Bosque y Demonte 1999); 2. Metalinguistic verbs or verbs expressing ways of talking: decir, afirmar, asegurar, explicar, referir, etc.; 3. Verbs that convey to what extent the information they introduce is relevant: destacar, detallar, especificar, mostrar, sobresalir, etc.; 4. Verbs of comparison and contrast: comparar, contrastar, distinguir, diferenciar, oponer, etc.; 5. Cause-consequence verbs: causar, concluir, confirmar, conseguir, depender, etc. All of them are verbs that have been defined by text linguistics as explicit marks of textual connection in several lexicological works. The purpose of our analysis is to define the syntactic patterns and the discursive values of these groups of verbs that have such a close meaning. The constructions and combinations akin to them where the different types of verb intervene have been described in detail (Bosque y Demonte 1999 and Bosque 2004, to mention two recent works); these descriptions should be completed with the information that shows quite specifically the shared meaning and the specific syntactic meaning of two verbs of each of the semantic classes considered. This information may be systematized to carry out the lexicographical description so that it may contribute to avoiding the mistakes foreign students learning Spanish may make when using units that are semantically similar. 1. Marco del trabajo, unidades de anÆlisis y objetivos Para la elaboracin de diccionarios de uso o codificadores, esto es, que ofrezcan informacin œtil para componer textos (y no slo para interpretarlos), se impone como tarea previa la descripcin sintÆctica y discursiva de las palabras en sus contextos de uso mÆs habituales. El trabajo con corpus amplios de textos permite poner de relieve de forma automÆtica las combinaciones sintÆcticas del vocabulario en contexto y el valor pragmÆtico que estas combinaciones adquieren en el discurso (Oakey 2002a, 2002b, Simpson 2004). Estas regularidades de uso de las voces han sido descritas como patrones gramaticales (Huston y Francis 1999, Hanks 2004) o esquemas de formulacin lØxico-sintÆcticos (Ciapuscio 2003), cuyo detalle enriquece la informacin lexicogrÆfica disponible. La investigacin que aqu presentamos se propone llevar a cabo la descripcin de los patrones gramaticales en que se emplean ciertos verbos que en su uso presentan un valor de conexin textual. A partir de esta descripcin, realizamos una propuesta de representacin lexicogrÆfica de estos verbos que enriquezca la informacin que sobre ellos aportan los diccionarios de lengua del espaæol. Nuestro trabajo se enmarca en el proyecto de elaboracin de un Diccionario de