Евиденциалността в обучението по български език като чужд

Abstract

The paper reviews the question of the place of members of the evidential category - renarrative, conclusive and dubitative in teaching Bulgarian as a foreign language - taking into account their relation to the threshold levels of the Common European Framework, on the one hand, and the communicative approach in teaching a foreign language, on the other. The paper presents particular ideas for introducing the semantic functions of the three evidentials at different thresholds of linguistic competence depending on the communicative goals of the speaker. The evidential subcategories in question are viewed as a grammatical way of expressing semantics which can be encoded in speech by lexical means as well. The applied communicative approach binds the functioning of both grammatical and non-grammatical ways in achieving the same communicative goals.