Ignored by the traditional grammar because of their non-words status the interjections have been placed under a new focus from a pragmatic perspective and recognized as discourse markers (Schiffrin ...1987, Fraser 1990). Due to their complex functionality the interjections allow multiple perspectives in recent studies: syntactic (Krieb 2001), pragmatic (Vasilescu 2001, Ștefănescu 2007, Pop 2009), contrastive (Pop 2001, 2003). From the point of view of intercultural pragmatics Romanian language is considered to be an interjectional language that uses interjections as signals to the addressees by comparison with French that uses more message structuring markers (Pop 2006). Certain Romanian interjections with numerous occurrences in spontaneous conversations have been pragmatised during the evolution of language for expressing numerous roles: repair markers, answer particles, topic signals etc.The corpus-driven analysis explores several corpora of Romanian spoken interactions and will demonstrate that certain Romanian interjections (such as a! and e!) are no longer simply emotional or affective words, but significant tools pragmaticalised for expressing an important range of functions: feedback signals, repair markers, answer particles, topic signals, etc. Most examples are excerpted from transcribed familiar conversations published in corpora of spoken Romanian (CORV, CRVA, IVLRA1, IVLRA2, ROVA) and from literature.
The purpose of this paper is to describe the ethos of Emmanuel Macron, the candidate of "En Marche!” during the debate between the two-rounds of the French presidential election in 2017. What are the ...ethe that characterize the policy in question during this duel? What are the processes he uses in (inter)action to "make himself presidential"? Are the images that he claims for in his "saying" in line with those he tries to "show" through his discourse, the nonverbal and the behavior? It is to these questions that this article tries, within a descriptive hermeneutic approach, to bring some elements of answer. After briefly recalling some theoretical-methodological considerations in the first place, we will, secondly, focus on the analysis of the observables by showing the importance of taking into account the multimodal nature of the means implemented in the service of building the ethos.
This Open Access book examines the link between intercultural competence (IC) and pragmatics by asking frontline modern foreign language teachers in higher education teaching a variety of languages ...(e.g., Dutch, English, French, German, Italian, Spanish, Swedish) how they conceptualise intercultural competence and which skills, competences and knowledge they consider important in their teaching contexts. The data were collected with an online survey that focused on the relationship between intercultural competence and pragmatics. While international organizations such as the United Nations Educational, Scientific and Cultural Organization (UNESCO) or the Council of Europe (CoE) agree that intercultural competence should play an important role in education, it is not always clear what IC may encompass in specific teaching contexts and subject areas. Examining how modern foreign language teachers in higher education conceptualise intercultural competence and the value they attach as well as the attention they give to various areas of pragmatics in their teaching is highly important, since those language professionals may be the final teachers learners encounter during their formal foreign language education. They are therefore in a unique position to shape modern foreign language learners’ intercultural and pragmatic awareness, competence and skills. This book will be of interest to language professionals, modern foreign language teachers and teacher trainers, as well as students and scholars of applied linguistics, pragmatics, and language education.
Aim of the paper is to discuss the extent to which pragmatics, i.e., the ability to use language and other expressive means to convey meaning in a specific interactional context, overlaps with Theory ...of Mind (ToM), i.e., the ability to ascribe mental states to oneself and the others. We present empirical data available in the current literature concerning the relation between these two faculties, with specific reference to the developmental and clinical domains. Part of the literature we take into account appears to show that ToM does correlate with pragmatic ability; however, other studies appear to show that pragmatic ability alone cannot explain the empirical differences of performance across different kinds of pragmatic tasks, and therefore that another, at least partially different faculty is required to account for human communication. We argue that to conceive pragmatics as a sort of subcomponent of ToM, and thus to conflate or reduce the notion of pragmatics into the (wider) notion of ToM, is not theoretically correct and a possible cause of methodological confusion in the relevant empirical research. It thus turns out to be necessary that the two faculties be investigated with separate theories as well as different experimental tasks.
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