Instructed Interlanguage Pragmatics (IILP) is a subset of Interlanguage Pragmatics (ILP) that addresses how classroom language learners acquire pragmatic features in a second language (L2). For this ...study, 90 university students participated in an experimental study that incorporated a pretest, posttest, and delayed posttest observation to identify the effect of instruction on the acquisition of request speech act. For this purpose, a random sampling was used for the selection and assignment of participants into the experimental (EG) and comparison groups (CG). The two EGs received two types of form-focused instruction (FFI), namely task-oriented focus on form and focus on forms to help identify whether the type of instruction was a significant factor in the acquisition of the selected L2 pragmatic feature. The results of the study indicated an overall increase in the ability of the learners in the instructed group (IG) to produce request speech act. The study also indicated that the effect of instruction was not transient as the observed improvement was evident in the delayed posttest observation. The effect of instruction was also evident in the type of strategies that IGs used to make request proper after receiving the experimental treatments.
This article analyses forms and functions of the phrase je (ne) sais pas (the French equivalent of I don't know) from a multimodal perspective in a corpus of videotaped interactions between native ...speakers of French. Je (ne) sais pas can pragmaticalise to take on a wide range of functions, and combines with various gestures, especially recurrent ones. Verbal, vocal and visual features of the 84 occurrences of je (ne) sais pas were annotated systematically. The annotations were used to identify profiles of je (ne) sais pas qualitatively, and exploratory statistics then allowed to test whether the qualitative profiles were confirmed quantitatively. Three multimodal profiles were identified for je (ne) sais pas. Although multimodal form-functions patterns could be observed qualitatively, the best statistical model obtained was one that left out co-occurring gestures, suggesting they had a certain autonomy. Based on these results, possible theoretical accounts of the relationship between pragmatic markers and gestures are discussed. Approaches that treat gesture as secondary and dependant with respect to speech (contextualisation cue; multimodal construction) are not retained. Combinations of pragmatic markers and recurrent gestures are best described as patterns of contextual configurations in which diverse semiotic resources are assembled into locally relevant multimodal packages.
•Je (ne) sais pas can function as a pragmatic marker with a wide range of functions.•Pragmaticalised je (ne) sais pas can combine with a variety of gesture forms.•Qualitative multimodal profiles of je (ne) sais pas are tested quantitatively.•The relationship between pragmatic markers and gestures is discussed theoretically.•Pragmatic markers combine with gestures to form contextual configurations.
A comprehensive study of the meaning and uses of βασιλεία in the Gospel of Matthew demonstrating the hitherto unrecognized pragmatic range of the term.
This paper explores what I call Dissociative Syntactic Amalgam (DSA) constructions, observed in conversation parts of fictional varieties of English, such as film/TV scripts and novels. I provide 27 ...cases of DSAs, most of which come from Corpus of Contemporary American English and Movie Corpus. A paradigm example is I get off at ten past I'm never going out with you (as an answer to What time do you get off (work) tonight?), where I'm never going out with you is clausal but fills a nominal slot. In DSAs, the speaker initially lures the hearer to create a positive expectation (e.g., I can go out with her), but the speaker ‘dissociates’ herself from this expectation, that is, expresses her negative attitude (e.g., irritation) towards it. DSAs have received little (if any) analytic attention, and this paper aims to fill this gap in the literature. More specifically, I describe interpretive aspects of DSAs in comparison with the standard cases of syntactic amalgams (e.g., Ken sent you'll never guess how many letters to Naomi) and develop a cognitive–pragmatic account in relevance theory, explicating the interpretive path a hearer takes in comprehending a DSA utterance.
•Identifying the Dissociative Syntactic Amalgam (DSA) construction.•Considering the ways in which a speaker conveys a variety of emotive meanings.•Presenting a theory-neutral description of interpretive aspects of DSAs.•Developing a cognitive–pragmatic account of DSAs in relevance theory.
How efficient is instruction in pragmatics? We have attempted to answer this question through meta-analyses. Considering the plethora of studies conducted in L2 pragmatics instruction, it is still ...challenging for researchers to keep up with the literature, so aggregating the findings across multiple studies and comparing their results systematically in various dimensions can be pivotal to deciding whether this kind of research is effective or not. This review paper delineates the previous meta-analyses and reviews conducted in the field of instructed second language pragmatics in EFL/ESL context to explore the importance of conducting meta-analyses and to recommend some suggestions and pedagogical implications for further studies.
In the pragmatics analysis, there are various kinds, one of which is deixis. It takes five forms according to Levinson (1983) that are person deixis (the first person, the second person, and the ...third person), place deixis, time deixis, discourse deixis, and social deixis. The research was created to analyze the five degenerative forms found in Cruella movie. This research uses descriptive method. The data is drawn from the sentences of the characters in the Cruella movie and analyzed using the theory of Levinson (1983). The results of this research are that deixis consists of five forms, namely: 1 person deixis, consisting of the first people (I, my), the second person (you), and the third person (they), 2 place deixis, which are London and outside, 3 time deixis, which are afternoon, now, and 5:00 a.m., 4 discourse deixis, which are it and that, and 5 social deixis, which is madam.
Abstract
Could there be an implicature whose content is not propositional? Grice's canon is somewhat ambivalent on this question, but such figures as Sperber & Wilson, Davis, and Lepore & Stone ...presume that there cannot be, and argue that this causes glaring failures within the Gricean programme. Building on work by McDowell and Buchanan, I argue that, on the contrary, the notion of non-propositional implicature is very much worth investigating. I show how the notion has promise to illuminate the content of many sorts of complex utterance—from the cases of verbal irony, metaphorical usage, slurring, insinuation, and (some kinds of) humour, to various others which involve expressive or evaluative content.
La carta o epístola es un documento escrito tan antiguo como la escritura misma. Resultado de las prácticas comunicativas entre interlocutores que se encuentran a distancia, forma parte de un sistema ...comunicativo que responde, entre otras cuestiones, a elementos lingüísticos y culturales. Su estudio resulta de una pertinencia significativa para los saberes sobre la lengua y las diferentes sociedades.
El análisis atiende a cuestiones tanto de índole lingüística como social. La indagación permite la caracterización de la carta como documento de análisis porque esta tipología textual, en tanto fuente de comunicación, se encuentra más cercana al individuo y a su subjetividad que cualquier otro documento. Es un escrito original que no precisa de intermediarios y a través del cual se expresa un contenido muy cercano al diálogo. Las cartas se distinguen por ser documentos auténticos y, por lo tanto, ofrecen información más expedita de la realidad de los diferentes usos lingüísticos. Su estudio posibilita la descripción de este tipo de documento, así como las peculiaridades de la variante cubana de la lengua en el siglo XIX.
Este trabajo tiene como objetivo el análisis formal y pragmático de cartas escritas por Carlos Manuel de Céspedes para la caracterización de un estado de lengua, así como las determinantes del uso lingüístico a partir de las posiciones de los interlocutores. De esta manera, el estudio de la carta en contexto y en específico, en el contexto del siglo XIX, permite distinguir el soporte social y cultural en el que se inserta la comunicación. Se han seleccionado cuatro cartas de Carlos Manuel debido a la importancia de esta figura en la historia del país. El XIX sentó las bases de la nacionalidad al tiempo que permitió observar los más relevantes rasgos de la Isla.
The Language of Generalization Tessler, Michael Henry; Goodman, Noah D
Psychological review,
04/2019, Volume:
126, Issue:
3
Journal Article
Peer reviewed
Open access
Language provides simple ways of communicating generalizable knowledge to each other (e.g., "Birds fly," "John hikes," and "Fire makes smoke"). Though found in every language and emerging early in ...development, the language of generalization is philosophically puzzling and has resisted precise formalization. Here, we propose the first formal account of generalizations conveyed with language that makes quantitative predictions about human understanding. The basic idea is that the language of generalization expresses that an event or a property occurs relatively often, where what counts as relatively often depends upon one's prior expectations. We formalize this simple idea in a probabilistic model of language understanding, which we test in 3 diverse case studies: generalizations about categories (generic language), events (habitual language), and causes (causal language). We find that the model explains the gradience in human endorsements that has perplexed previous attempts to formalize this swath of linguistic expressions. This work opens the door to understanding precisely how abstract knowledge is learned from language.
The goal of this work is to put forward a pragmatic and translational framework for analysing target texts (TT) and source texts (ST) containing conversational implicatures that lead to pragmatic ...ambiguity. Ambiguity, sensu lato, is deemed to be related to indeterminacy and vagueness. Nevertheless, in the strict sense, ambiguity is understood as ‘more than a single processing instruction for a given utterance’. More specifically, pragmatic ambiguity arises whenever differences in cultural conventions between SL speakers and TL speakers lead to differences in the existence, meaning and salience of implicatures among ST and TT. Using real translation cases selected from a purpose‐built corpus containing fiction written and oral texts, we show which pragmatic ambiguities translators come across, and how translation techniques are used, either to maintain ambiguity or to select one intended processing instruction.
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