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1
Aarts, Flor. "IMPERATIVE SENTENCES IN ENGLISH: SEMANTICS AND PRAGMATICS." Studia Linguistica 43, no. 2 (December 1989): 119–34. http://dx.doi.org/10.1111/j.1467-9582.1989.tb00798.x.
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Auer, Peter. "Why are increments such elusive objects? An afterthought." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 17, no. 4 (December 1, 2007): 647–58. http://dx.doi.org/10.1075/prag.17.4.03aue.
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It is argued that the type of unit expansions called ‘increments’ by Schegloff 1996 is too narrowly focused on English. While the structure of English makes it particularly suited for this kind of expansion, a typologically more satisfactory approach to unit expansion runs into problems if it remains on the syntactic plane alone. A full typology will have to take into account, not only prosody and semantics, but also action structure and pragmatics at large.
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Slabakova, Roumyana. "L2 semantics from a formal linguistic perspective." Language Teaching 51, no. 2 (March 15, 2018): 187–209. http://dx.doi.org/10.1017/s0261444818000071.
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Ever since Aristotle and Plato (The Categories; Cratylus), linguists have considered language to be the pairing of form (sounds or gestures or written strings) and meaning. This is true for all meaningful linguistic units from morphemes, through words, phrases and sentences, to discourse. Generally speaking, semantics is the study of how form and meaning are related. However, semantics is more narrowly construed as excluding those meanings that derive from speaker intensions and psychological states, as well as sociocultural features of the context. Furthermore, the boundary between semantics proper and pragmatics is intensely debated and to some researchers constitutes an empirical question. Formal semantics came into being as a system describing formal languages, that is, the mathematical and logical languages of computing machines as opposed to the natural languages of human beings. However, in the late 1960s the philosopher Richard Montague argued that natural languages such as English could be fruitfully described using the same rigorous rules and correspondences utilized in the description of formal languages. Modern formal semantics was born and is currently prospering as a branch of linguistics.
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Besemeres, Mary, and Anna Wierzbicka. "The meaning of the particle lah in Singapore English." Pragmatics and Cognition 11, no. 1 (July 10, 2003): 3–38. http://dx.doi.org/10.1075/pc.11.1.03bes.
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In this paper we try to crack one of the hardest and most intriguing chestnuts in the field of cross-cultural pragmatics and to identify the meaning of the celebrated Singaporean particle lah — the hallmark of Singapore English. In pursuing this goal, we investigate the use of lah and seek to identify its meaning by trying to find a paraphrase in ordinary language which would be substitutable for lah in any context. In doing so, we try to enter the speakers’ minds, and as John Locke (1959 [1691]:99) urged in his pioneering work on particles, “observe nicely” the speakers’ “postures of the mind in discoursing”. At the same time, we offer a general model for the investigation of discourse markers and show how the methodology based on the “NSM” semantic theory allows the analyst to link pragmatics, via semantics, with the study of cognition.
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Constant, Noah. "English rise-fall-rise: a study in the semantics and pragmatics of intonation." Linguistics and Philosophy 35, no. 5 (October 2012): 407–42. http://dx.doi.org/10.1007/s10988-012-9121-1.
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Puckett, Anita. "The “value” of dialect as object." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 13, no. 4 (December 1, 2003): 539–49. http://dx.doi.org/10.1075/prag.13.4.05puc.
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This paper focuses on whether the concept of “speech variety” has value as a material-like “object” and whether academic research and outreach study a particular variety can “profit” both community residents using the variety and the academic community valuing the research on it. It examines these issues by exploring how economic processes of “valuation” apply to the discursive circulation of the proper noun Appalachian English and its logotype AE in communities using grammatical forms diagnostic of it. It draws upon ethnographic and interview data from southeastern Kentucky and southwest Virginia communities to argue that linguistic misrecognition of these forms constitute a redirected system of valuation that contradicts and undercuts the overt denotational function of Appalachian English in the academic or popular discursive contexts in which they appear. Examining the pragmatics and semantics of possessive pronoun construction, this paper further concludes that Appalachian English does not and cannot circulate as a valued noun in the existing verbal repertoire of the communities examined. What constitutes acceptable and authoritative knowledge instead becomes “stored” in Appalachian English so that its value is in its potential monopoly of knowledge sparingly distributed under specific protocols distributed by “professionals”.
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Norén, Kerstin, and Per Linell. "Meaning potentials and the interaction between lexis and contexts." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 17, no. 3 (September 1, 2007): 387–416. http://dx.doi.org/10.1075/prag.17.3.03nor.
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This article is a contribution to a theory of lexical semantics and situated sense-making which aims at explaining how meaning is constituted in and across contexts, in a dialogical interplay between lexical resources and aspects of situations. We propose that the semantics of words or grammatical constructions are not just abstract schemas, to be filled in by pragmatic enrichment in situated uses. Nor are words associated with simple lists of different usages. Instead, we propose a theory of meaning potentials. The basic assumptions of such a theory are that linguistic resources provide language users with semantic resources to understand, say and mean specific things in particular usage events, and that this always involves an interplay with contextual factors. The study reported here is an exercise in empirical pragmatics, using authentic data from language use. We explore the meaning potential of the Swedish adjective ny ‘new’ by examining its interplay with a specific grammatical construction, x-och-x (‘x-and-x’: in English roughly ‘x, it depends on what you mean by x’). X-och-x is a conventionalised and (largely) conversational practice, by which language users activate and negotiate parts of the meaning potential of a word x, such as ny, in order to establish a local situated meaning of it. In doing so, they exploit their knowledge of what x can mean, performing what can be seen as users´ semantic analyses in authentic communicative interaction. Our study can also be read as a contribution to Construction Grammar, attempting to develop a more dynamic, interactional interpretation of this theory than has previously been put forward in the literature.
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Benavides, Carlos. "The historical present in Spanish and semantic/pragmatic structure." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 29, no. 1 (March 7, 2019): 7–31. http://dx.doi.org/10.1075/prag.18017.ben.
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Abstract The historical present (HP) is the use of the present tense to refer to past events, usually as part of a narrative. Most work on this topic has dealt with the functions of English HP, mainly within the context of tense switching in conversational narrative. Relatively little work focuses exclusively on HP in Spanish, and most of it deals with the function of HP in conversational narratives. There is a gap in the literature regarding the specific interaction between the semantics and pragmatics involved in the use of HP, especially with respect to the formal representation of this interaction. In order to fill this gap, this paper analyzes the use of HP within the Parallel Architecture framework (Jackendoff 2002) and examines the implications for the semantic/pragmatic structure. Language samples produced by native speakers of Spanish and data from a large Spanish corpus are used as part of the basis for analysis. The present study also explores how the use of the preterite and imperfect in narrative in the past parallels the use of the simple present and the present progressive in narrative within the present timeframe, and shows how this can also be fruitfully analyzed employing the Parallel Architecture. The result is an original model that extends the formal apparatus of the Parallel Architecture to an area where it has not been applied before, the interface between semantics and narrative structure.
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Agyekum, Kofi. "The ethnopragmatics of Akan advice." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 29, no. 3 (June 25, 2019): 309–31. http://dx.doi.org/10.1075/prag.17002.agy.
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Abstract This paper discusses Akan Advice under ethnopragmatics. It adopts persuasion, speech acts of directives and expressives, and Akan proverbs to discuss advice with the insight from Akan culture. The adviser expresses some feelings and emotions and directs the advisee to act and behave towards the benefits of the individual, the group or society. The paper taps data from participant observations and audio taped recordings at arbitrations, marriage and naming ceremonies. There is another data from Adi’s (1973) Akan literature book, Brako that covers pieces of advice on travelling, settlement and occupation. The Akan texts are translated into English and analysed. The analysis covers semantics, pragmatics, stylistic devices, and proverbs.
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Kissine, Mikhail. "From predictions to promises." Pragmatics and Cognition 16, no. 3 (September 3, 2008): 471–91. http://dx.doi.org/10.1075/pc.16.3.03kis.
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This paper attempts to identify general, cross-cultural cognitive factors that trigger the default commissive interpretation of assertions about one’s future action. It is argued that the solution cannot be found at the level of the semantics of the English will, or any other future tense marker, but should be sought in the structure of rational intentions, as combined with the pragmatics of felicitous predictions and with parameters linked to the evolutionary advantage of cooperative behaviour. Some supporting evidence from language development studies is briefly presented.
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Shorabek, Adilkhan, Bakiza Pazilova, Gulzhan Manapova, Zhanna Tolysbayeva, Nurlan Mansurov, and Roman Kralik. "The specifics of the evaluative metaphor in English (based on the texts of art discourse)." XLinguae 14, no. 2 (April 2021): 245–54. http://dx.doi.org/10.18355/xl.2021.14.02.18.
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This article deals with a comprehensive description of the evaluativeness of metaphors in modern English. The evaluation criteria underlying the evaluability of metaphors are determined, variations as an object of evaluation and an agent as a donor of evaluation in the semantic structure of metaphors are considered, axiological types of lexical and semantic groups of metaphors are differentiated, and the means and conditions for varying the evaluability of metaphors are systematized. This research paper depicts the pragmatic relevance of the evaluative metaphor and represents the typology of demographic, socio-cultural, and national-cultural signs of the evaluability of metaphors. The axiological status of the metaphor is established by a comprehensive description of the semantic, syntactic, pragmatic, and sociolinguistic features of the evaluation of the metaphor in modern English. The specificity of evaluativeness as a component of meaning in the semantics of a metaphor is determined. The results of the study of metaphor are presented in many linguistic works. However, some provisions concerning the functioning of the metaphor and its ability to reflect the individual author’s worldview have not yet been sufficiently studied. To study the metaphor as an assistant to the creation of images that express the author’s attitude to something and its social, political, philosophical position, and as a means by which we know the world around us, it is necessary to examine the existing theoretical material and subsequent analyses of specific cases of using the metaphor.
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Lee, Cynthia. "An exploratory study of the interlanguage pragmatic comprehension of young learners of English." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 20, no. 3 (September 1, 2010): 343–73. http://dx.doi.org/10.1075/prag.20.3.03lee.
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This paper describes the developmental pattern of the interlanguage pragmatic comprehension of young learners of English based on their performance in a multiple-choice comprehension exercise consisting of five direct and indirect speech acts (requesting, apology, refusal, compliment and complaint) in contextualised dialogues, supplemented with information on their processing strategies as elicited from their verbal protocols. The findings contribute to the literature on the interlanguage developmental pragmatics of young learners, an area on which research literature is scarce. Three groups of seven-, nine- and twelve year-old Cantonese learners of English participated. The overall mean comprehension scores of the three groups increased steadily, but the difference in the scores across groups was only statistically significant between the seven- and nine-year-olds. All of the learners performed well in the comprehension of direct speech acts, but the seven- and nine-year-old learners encountered problems in comprehending indirect speech acts, particularly indirect refusals, compliments and complaints. Their performance and processing strategies provide some evidence for the development of direct and indirect speech act comprehension in learning a second language - from relying on literal meaning or the semantic congruence between meaning and expression to other strategies, such as speaker intention and contextual clues, as they transit from early to middle childhood.
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Любимова, Світлана. "Etymological Memory of a Word in Designating Sociocultural Stereotype." East European Journal of Psycholinguistics 4, no. 1 (June 27, 2017): 140–49. http://dx.doi.org/10.29038/eejpl.2017.4.1.lyu.
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The article presents the semantic history of the word flapper that denotes social stereotype of American culture. Being a multifaceted phenomenon of semantic cognition, a sociocultural stereotype presents a condensed and coded information that develops on the background of a cultural context. The semantic analysis from diachronic perspective sets up a correspondence of Latin origin of the word flapper with Indo-European stem that produced a number of words in Germanic languages. The cognate words of related languages reveal conformity of negative connotations determined by attitude to human weakness in different forms of its manifestations. This presumes historically determined negative connotation of the word flapper. The initial designation was motivated by kinetic characteristic of the object – a vertical movement. The meaning “a young and daring American girl of the 1920s” of the word flapper was semantically motivated. As it was stated, at the moment of designation, youth and immaturity of a girl were conceived of a fledgling image, that traditionally symbolizes inexperience of a youngster. This zoomorphic metaphor acts as the source of categorization of a cultural and social phenomenon “Flapper”.
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Kostadinova, Viktorija, Nuria Yáñez-Bouza, Gea Dreschler, Sune Gregersen, Beáta Gyuris, Kathryn Allan, Maggie Scott, et al. "I English Language." Year's Work in English Studies 98, no. 1 (2019): 1–166. http://dx.doi.org/10.1093/ywes/maz004.
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Abstract This chapter has fourteen sections: 1. General; 2. History of English Linguistics; 3. Phonetics and Phonology (not covered this year); 4. Morphology; 5. Syntax; 6. Semantics; 7. Lexicography, Lexicology, and Lexical Semantics; 8. Onomastics; 9. Dialectology and Sociolinguistics; 10. New Englishes and Creolistics; 11. Second Language Acquisition. 12. English as a Lingua Franca; 13. Pragmatics and Discourse. 14. Stylistics. Section 1 is by Viktorija Kostadinova; section 2 is by Nuria Yáñez-Bouza; sections 4 and 5 are by Gea Dreschler and Sune Gregersen; section 6 is by Beáta Gyuris; section 7 is by Kathryn Allan; section 8 is by Maggie Scott; section 9 is by Lieselotte Anderwald; section 10 is by Sven Leuckert; section 11 is by Tihana Kraš; section 12 is by Tian Gan, Ida Parise, Sum Pok Ting, Juliana Souza da Silva and Alessia Cogo; section 13 is by Beke Hansen; section 14 is by Jessica Norledge.
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Whitman, Neal. "Semantics and Pragmatics of English Verbal Dependent Coordination." Language 80, no. 3 (2004): 403–34. http://dx.doi.org/10.1353/lan.2004.0157.
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Wong, Jock. "Anglo English and Singapore English tags." Pragmatics and Cognition 16, no. 1 (April 7, 2008): 88–117. http://dx.doi.org/10.1075/pc.16.1.06won.
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This study investigates a few Anglo English and Singapore English tags. The focus is on their meaning and the ways of thinking they reflect, rather than their forms and functions. The study contrasts the so-called Anglo English tag questions and the Singapore English tag is it? and tries to show that their semantic and pragmatic differences relate to differences in ways of thinking in the two cultures. For the purposes of this research, meaning is articulated in a paraphrase couched in natural semantic metalanguage (NSM), which comprises a set of empirically established semantic primes and a universal grammar.
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Bolotov, Vladimir I., Ekaterina A. Samorodova, Elena S. Zakirova, and Irina G. Belyaeva. "Peculiarities of mentality reflection through tense-aspect verb forms in Russian and English languages." XLinguae 14, no. 2 (April 2021): 92–103. http://dx.doi.org/10.18355/xl.2021.14.02.07.
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In this article, we are trying to analyze the connection between Mentality and TenseAspect Verb Forms both in Russian and English Languages. The main task of our research is to reveal analytically what this or that form of the verb means in English and what meaning can the similar verb form be understood in Russian. The results of this study in the form of recommendations for achieving maximum pragmatic effect in the translation of English and Russian texts can be a good help for interpreters. Moreover, analyzing language through the prism of mentalities allows us to gain a deeper understanding of linguistic phenomena and develop a strategy to facilitate the process of learning English. The purpose of this study is to analyze the nature of verb as the most difficult section of the grammar from the perspective of reflecting the mentality in its grammatical forms and semantic meanings both in Russian and in English to create a list of recommendations that contribute to the correct understanding of English texts and their adequate translation
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Tonyan, Marika. "Egocentricity in the English Generic Pronouns: Semantics and Pragmatics." Armenian Folia Anglistika 1, no. 1-2 (1) (October 17, 2005): 51–56. http://dx.doi.org/10.46991/afa/2005.1.1-2.051.
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The article analyses the self-centered semantic component of generic pronouns. The examination of the nature and content of this component in the present article is based on surveys with language bearers. The presence of the meaning described explains the pragmatic and stylistic applications of these pronouns, particularly their linguistic-demagogic function which aims to exert a direct impact on the listener.
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Aitken, Martin. "The English Possessive Marker in a Framework of Relevance." HERMES - Journal of Language and Communication in Business 22, no. 43 (August 30, 2017): 119. http://dx.doi.org/10.7146/hjlcb.v22i43.96877.
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English nominals constructed with the morpheme {-s} as a so-called possessive marker may be assigned an indefinitely large number of interpretations depending on the context of utterance. This raises interesting questions concerning the interface between semantics and pragmatics, most obviously concerning the more specific nature of the contextually invariable encoded content of the morpheme as well as the contribution made by that content to the process of comprehension. This article aims briefly to suggest one solution to these problems by proposing an underdetermined procedural semantics feeding into a principled cognitive process of inference as proposed within the framework of relevance theory.
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Feng, Shuo. "THE ACQUISITION OF ENGLISH DEFINITE NOUN PHRASES BY MANDARIN CHINESE SPEAKERS." Studies in Second Language Acquisition 41, no. 04 (January 15, 2019): 881–96. http://dx.doi.org/10.1017/s0272263118000323.
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AbstractBy replicating Cho (2017), this article investigates how second language (L2) learners with an article-less first language acquire two types of English definiteness, anaphoric and nonanaphoric. Mandarin Chinese, as an article-less language, has a demonstrative determiner that shares the same feature set as the English definite article the: [+definite, +/-anaphoric]. In the current study, the participants were 28 advanced and 25 intermediate L1-Chinese L2-English learners and the native control data were from Cho. The results from an acceptability judgment task revealed that intermediate Chinese speakers, unlike advanced speakers, had difficulties in the nonanaphoric definite condition where, without a potential antecedent, definiteness is established through pragmatic knowledge and acquisition of nonanaphoric definiteness essentially takes place at the semantics-pragmatics interface. The findings of this article suggest that accommodating presuppositions at the semantics-pragmatics interface is challenging to L2 learners, even when feature reassembly is not required.
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Apriani, Eka, Dadan Supardan, Eka Sartika, Suparjo Suparjo, and Ihsan Nul Hakim. "UTILIZING ICT TO DEVELOP STUDENT’S LANGUAGE ETHIC AT ISLAMIC UNIVERSITY." POTENSIA: Jurnal Kependidikan Islam 5, no. 1 (October 8, 2019): 1. http://dx.doi.org/10.24014/potensia.v5i1.6279.
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ICT is tools or medias that facilitate teaching and learning process in the classroom. ICT includes software application, computers, radio, television, telephony, CD ROM, audio or video clips, computer, and internet. Utilizing this technology is not improve students’ achievement but also their character, especially language ethic. Students’ language ethic has relationship to linguistics aspects. In semantics, the study tells about how polite language used to communicate with other people in the real context. In pragmatics, the study tells about how polite language used to communicate with older and younger people based on the situation. There were some words and expressions can be used and can be not used to communicate with other people. One way to teach semantics and pragmatics was used ICT in the calssroom. Using ICT that input islamic value can develop the students’ character indirectly. Hopefully, all of the English Lecturer using ICT as English Teaching Media at Islamic University.
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McCafferty, Kevin. "Innovation in language contact." Diachronica 21, no. 1 (July 30, 2004): 113–60. http://dx.doi.org/10.1075/dia.21.1.06mcc.
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The be after V-ing gram has been used in representations of Irish English since the seventeenth century. In early texts it often has future meanings that have been regarded as inauthentic because the Irish Gaelic construction that is the source of the gram is a perfect. This article accounts for the coexistence of future and perfect uses as an outcome of the interaction of two types of language transfer: the gram was ‘borrowed’ (‘pull transfer’) into English by English-speakers as well as being ‘imposed’ (‘push transfer’) on English by Gaelic-speakers. In borrowing the gram, English-speakers attributed to after prospective senses that grammaticalise as futures, especially desire and goalward movement. In imposition, Gaelic-speakers and language-shifters used be after V-ing as a perfect, in line with retrospective meanings of after and the semantics of the Gaelic construction. Both transfer types occurred simultaneously, though future uses dominated the record until the mid-eighteenth century. This gave way to a century of change until mid-nineteenth century, and perfect senses have dominated since the 1850s. The timing coincides with the spread of bilingualism and language shift: as more Irish shifted to English, imposition became the dominant transfer type. Thus, future uses are an outcome of ‘negotiation’ in the contact between Gaelic and English: Gaelic contributed the structure and perfect semantics, English the future semantics. Comparison with a crosslinguistic model of future grammaticalisation shows future uses of be after V-ing to conform to the development typical of future grams.
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Outeiral, Sara María Riveiro, and Juan Carlos Acuña-Fariña. "Agreement processes in English and Spanish." Functions of Language 19, no. 1 (March 16, 2012): 58–88. http://dx.doi.org/10.1075/fol.19.1.03riv.
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The nature of agreement has been the topic of extensive debate in the recent literature of both linguistics and psycholinguistics. In contrast to either fully syntactic or fully semantic accounts, so-called ‘constraint-satisfaction models’ (Haskell et al. 2010, among others) posit that all grammatical encoding is subject to a number of influences (syntax, semantics, pragmatics, frequency, etc.) which compete to dominate every computation, including agreement processes. After briefly considering psycholinguistic work on attraction (Wagers et al. 2009 and references therein), we try to shed light on this debate by observing how agreement operates in certain structures which were previously tested by Berg (1998) in a comparison of German and English. Here, we establish the same type of comparison between Spanish and English, and conclude that: 1. agreement is resolved after a constant tug-of-war between the syntactic and the semantic, a process in which semantics is likely to interfere in formal operations when these are performed in the context of a weak morphology; 2. agreement resolution is effectively subject to various linguistic influences, including the morphological characteristics of each language, but also the domain in which agreement is realised; and 3. agreement is responsible for shaping overall linguistic systems in the sense that, as noted by Berg, it may motivate left–orientation (as in English) or not (as in Spanish) as a general default strategy for locating subjects.
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De Cesare, Anna-Maria, and Davide Garassino. "On the status of exhaustiveness in cleft sentences: An empirical and cross-linguistic study of English also-/only-clefts and Italian anche-/solo-clefts." Folia Linguistica 49, no. 1 (January 1, 2015): 1–56. http://dx.doi.org/10.1515/flin-2015-0001.
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AbstractThe goal of the paper is to shed new light on the semantics and pragmatics of cleft sentences by discussing the exhaustive interpretation typically associated with these complex syntactic structures. Based on a fine-grained analysis of the contexts in which “exhaustiveness” can be cancelled as well as reinforced by English
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Bressem, Jana, Nicole Stein, and Claudia Wegener. "Multimodal language use in Savosavo." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 27, no. 2 (June 29, 2017): 173–206. http://dx.doi.org/10.1075/prag.27.2.01bre.
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Abstract Departing from a short overview on pragmatic gestures specialized for the expression of refusal and negation, the article presents first results of a study on those gestures in Savosavo, a Papuan language spoken in the Solomon Islands in the Southwest Pacific. The paper focuses on two partly conventionalized gestures (sweeping and holding away) and shows that speakers of Savosavo use the gestures in a very similar way as speakers of German, English or French, for example. The article shows how a linguistic and semiotic analysis might serve to uncover proto-morpho-semantic structures in a manual mode of communication and contributes to a better understanding of the conventional nature and cross-linguistic distribution of gestures. Moreover, by examining partly conventionalized gestures in a small, little known and endangered language, it presents a particular approach to the analysis of multimodality in the field of language documentation.
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Vaughan, Elaine, and Brian Clancy. "The pragmatics of Irish English." English Today 27, no. 2 (June 2011): 47–52. http://dx.doi.org/10.1017/s0266078411000204.
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The utterance It's raining (of great relevance to the Irish!) can have a variety of different meanings according to who says it, to whom one is talking, and where it is said, amongst other things. The fact that language in use (whether in spoken or written mode) is obviously much more than the sum of its constituent parts – the individual sounds that make up words, the combinations of words that create sentences or utterances, the meaning that can be derived from different words and combinations thereof – has been what has driven pragmatics as a discipline, from its origins in the philosophy of language. Initially, what drove the research agenda was the potential of words to perform acts, or speech act theory (Austin, 1962; Searle, 1969), and later, the complexities of the relationship between what is said and what is meant, the study of conversational implicatures (Grice, 1975) or ‘how people can understand one another beyond the literal words that are spoken’ (Eelen, 2001: 2). Pragmatics is now an inherently inter-disciplinary approach which has as its central orientation this study of, essentially, how speaker meaning is interpreted in context. Critical to interpretation is the concept of context itself, a complex and multi-layered notion involving cultural setting, speech situation and shared background assumptions (Goodwin and Duranti, 1992). Linguistic choices made by conversational participants can simultaneously encode situational indices of position and time, and interpersonal and cultural indices such as power, status, gender and age. Pragmatic research comprises a diverse range of research strands including how linguistic choices encode politeness (Brown and Levinson, 1987; Watts, 2003), reference and deixis (Levinson, 2004) and the relationship between domain specific discourse, such as workplace or media discourse, and specialised pragmatic characteristics (O'Keeffe, Clancy and Adolphs, 2011). Thus, pragmatics provides, as Christie (2000: 29) maintains, ‘a theoretical framework that can account for the relationship between the cultural setting, the language user, the linguistic choices the user makes, and the factors that underlie those choices’.
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HORNSTEIN, NORBERT. "Events in the Semantics of English: A Study in Subatomic Semantics." Mind & Language 8, no. 3 (September 1993): 442–49. http://dx.doi.org/10.1111/j.1468-0017.1993.tb00295.x.
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Apresjan, Valentina. "Pragmatics in the interpretation of scope ambiguities." Intercultural Pragmatics 16, no. 4 (August 27, 2019): 421–61. http://dx.doi.org/10.1515/ip-2019-0022.
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Abstract This paper presents a corpus study of pragmatic factors involved in interpreting potentially ambiguous sentences with negation and universal quantifiers, as demonstrated by the Russian sentence Oni ne uspejut vsjo eto sdelat’ ‘They won’t have time to do all this.’ Ambiguity in such sentences results from potential differences in scope assignment. If negation scopes over the quantifier, we get the interpretation of partial negation: ‘They will manage to do some of these things, but not everything.’ If negation scopes over the verb, we get total negation: ‘They won’t manage to do anything.’ This study is based on Russian and English data extracted from a variety of corpora. We demonstrate that while syntactic conditions where scope ambiguity is possible are different for Russian and English, in situations when both languages allow it, speakers rely on the same pragmatic mechanisms for disambiguation that are based on Gricean cooperation principle and shared background knowledge. Disambiguation is facilitated by lexical markers, different for verb-negated and quantifier-negated readings, and similar in Russian and English. We show that the interpretation of the quantifier is pragmatically different for verb-negated and quantifier-negated readings (emphatic in the former case and quantificational in the latter), and lexical markers of each reading are semantically and pragmatically consistent with this difference. Namely, verb-negated readings occur primarily in the context of demonstrative pronouns in their pragmaticalized meaning of negative assessment and negatively connoted nouns, while quantifier-negated readings occur in the context of verbs with quantitative semantics and quantitative implicatures that consolidate the interpretation of quantification.
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Kozuev, Durus, and Nazgul Dzharkinbaeva. "Structural and semantic characteristics of English complex sentences with object clauses." XLinguae 14, no. 2 (April 2021): 207–14. http://dx.doi.org/10.18355/xl.2021.14.02.15.
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In modern linguistics, the functional and communicative side phenomena are growing towards the pragmatic aspect of the language. However, the problem of the relationship between meaning and its expression still remains in the focus of linguists’ attention. The problem of characterizing sentences in linguistics has not yet been analyzed. This research is the first instance of a systematic study of syntactic structures and ways of expressing in the language. In this case, the main emphasis is on communicative, formal, and functional-semantic statements. The article is devoted to the structural-semantic description of complex English sentences with object clauses. It focuses on the fact that these sentences are characterized by a full subjectpredicate structure in its constituent parts: at the main sentence and subordinate clause. Note that complex sentences follow the English two-part sentence’s rigorous principle: both the subject and the predicate. The relevance of the research topic is determined by the fact that the study of structural and semantic features of syntactic units of various levels in linguistics has a unique scientific and theoretical significance. Learning Sentences in Linguistics began quite a long time ago; however, a comparative analysis of a simple one-compound English sentence has not become the object of special research up until now. The proposal is understood as a central object, and a comprehensive revealing of its essence is one of the difficult problems that need to be solved.
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Noor Al-Huda Kadhim Hussein, Asst Prof Qasim Abbas Dhayef,. "A Pragmatic-Semantic Study of Colour Symbolism in English and Arabic Literary Texts." Psychology and Education Journal 58, no. 1 (January 1, 2021): 2180–85. http://dx.doi.org/10.17762/pae.v58i1.1095.
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Symbolism in general and colour symbolism in particular have not received the linguists' attention in the same way studied by literary critics. Thus, the present study is an attempt to limit this gap by studying colour symbolism linguistically to answer the following questions: (1) What is the most flouted maxim in colour symbolism in literary texts in English and Arabic? (2) Is colour symbolism context-dependent in literary texts? (3) What are the semantic aspects of colour symbolism in the literary texts selected? Thus, the present study aims at: (1) Pinpointing the most flouted maxim in colour symbolism in literary texts in English and Arabic. (2) Determining whether colour symbolism is context-dependent in literary texts. (3) Investigating he semantic aspects of colour symbolism in the literary texts selected. To achieve its aims, the present study hypothesizes that: (1) The maxim of manner is the most flouted maxim in colour symbolism in English and Arabic literary texts. (2) Colours symbolize different things in different contexts. (3) There are certain semantic aspects for colour symbolism manipulated in the literary texts such as using metaphor and conveying the connotative meaning of colours. Then, in order to achieve the aims of the study and test its hypotheses, the following procedures are adopted: (1) Presenting a theoretical background about colour symbolism in general and colour symbolism from a linguistic point of view. (2) Analyzing (six) extracts of literary texts according to an eclectic model based on Eco’s (1984) model Semiotics and the Philosophy of Language and some semantic aspects. The data of the present study is collected from Nathaniel Hawthorne and Wassini Al-A'erj novels "The Scarlet Letter" and "انثى السراب" Ontha Al Sarab" respectively. The study has come up with certain conclusions that prove the above set hypotheses.
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CULICOVER, PETER W., and SUSANNE WINKLER. "English focus inversion." Journal of Linguistics 44, no. 3 (October 16, 2008): 625–58. http://dx.doi.org/10.1017/s0022226708005343.
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Besides the canonical Subject–I–VP structure, English has several inversion constructions in which the subject follows the inflected verb. The most familiar is Subject Auxiliary Inversion (SAI) which is analyzed as an instance of Head Movement (I–to–C-movement across the subject) in the generative tradition. In this paper we investigate Comparative Inversion (CI), which appears to be a special case of SAI in which ellipsis is required (Merchant 2003). Contrary to this analysis, we show that the subject can stay low in a noncanonical position, violating the Extended Projection Principle (EPP) in exactly those instances where it is under comparison and therefore heavily accented and contrastively focused. Our analysis shows that the non-application of the EPP is tied to regular interactions of syntax with phonology and syntax with semantics. We extend this in depth analysis to other English focus inversions and provide evidence that phonological highlighting and focus on the low subject can suspend the EPP. Thus, our analysis supports research programs which assume minimal syntactic structure and operations in interaction with interface constraints that are independently required for explanation.
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Ghasani, Betari Irma. "The Semantics and Pragmatics Analysis of Javanese and English Apologetic Speech Acts." PHILOSOPHICA Jurnal Bahasa, Sastra, dan Budaya 1, no. 1 (December 5, 2018): 3. http://dx.doi.org/10.35473/po.v1i1.113.
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Reconsidering the role of apologizing as one of fundamental aspects in speech act learner has become important nowadays. It is argued that acquiring apologizing speech act can build their attitude. The purpose of this study is analyzing semantic and pragmatic of Javanese apologetic speech act, especially with respect how Javanese apologetic speech act expression differ conceptuallyfrom English expression. In order to fi nd out the differences between Javanese apologetic speech act nuwun sewu”and English speech act sorry, I used the natural semantic metalanguage proposed by Wierzbicka (1987). Furthermore, I described some distinguishable features of Javanese culture as well. By using Blum-Kulka (1989) and her collaboration model, I analyzed Javanese apologyspeech act strategies found in several conversations and situations. The fi ndings of my study are the attitudinal meanings of nuwun sewu and sorry, as well as the illocutionary acts associated with the two expressions are different. My study further suggests that conceptualizing speech act expressions, using semantically simple words, may help second learners acquire the proper ways of using speechacts in the target language and culture.
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Nikolaeva, Ol'ga Vasil'evna. "SEMANTICS AND PRAGMATICS OF OPPOSITION IN POLITICAL DISCOURSE OF THE ENGLISH-LANGUAGE MASS MEDIA IN CHINA." Philological Sciences. Issues of Theory and Practice, no. 11 (November 2019): 412–16. http://dx.doi.org/10.30853/filnauki.2019.11.87.
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Taguchi, Naoko. "The effect of working memory, semantic access, and listening abilities on the comprehension of conversational implicatures in L2 English." Pragmatics and Cognition 16, no. 3 (September 3, 2008): 517–39. http://dx.doi.org/10.1075/pc.16.3.05tag.
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This research examined the extent to which pragmatic comprehension, namely accurate and speedy comprehension of conversational implicatures, is related to cognitive processing skills and general listening abilities. Thirty-five Japanese students learning English as a second language completed five tasks: (1) a pragmatic listening test (PLT) that measured the ability to comprehend implied speakers’ intentions, (2) a phonemic discrimination test, (3) a listening section of the institutional TOEFL, (4) a working memory test, and (5) a lexical access test that measured the ability to make speedy semantic judgment. The students’ pragmatic comprehension was analyzed for accuracy (scores) and comprehension speed (time taken to answer items correctly). Results revealed a significant relationship between accuracy scores of the PLT and the TOEFL listening scores, but not with phonemic discrimination ability. Response time of pragmatic listening significantly correlated with the semantic access speed, but not with working memory.
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Snape, Neal, and Hironobu Hosoi. "Acquisition of scalar implicatures." Linguistic Approaches to Bilingualism 8, no. 2 (February 26, 2018): 163–92. http://dx.doi.org/10.1075/lab.18010.sna.
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Abstract Our study investigates the second language (L2) acquisition of scalar implicatures some and all. We set out to answer two research questions based on three theoretical accounts, the lexical, pragmatic and syntactic accounts. In an experiment we include English and Japanese native speakers, and intermediate and advanced Japanese L2 learners of English. We used quantifiers some and all in ‘Yes/No’ questions in a context with sets of toy fruits, where pragmatic answers are expected, e.g., a ‘No’ response to the question ‘Are some of the strawberries in the red circle?’ (when a set of 14/14 strawberries are placed inside a red circle). Our individual results indicate that L2 learners are generally more pragmatic in their responses than native English speakers. But, there are neither significant differences between groups nor significant differences between L2 proficiency levels. We consider the implications of our findings for the acquisition of L2 semantics and pragmatics.
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Gass, Susan M. "An Interactionist Approach to L2 Sentence Interpretation." Studies in Second Language Acquisition 8, no. 1 (February 1986): 19–37. http://dx.doi.org/10.1017/s0272263100005817.
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Knowledge of a second language includes knowledge of syntax, phonology, lexicon, and so forth. While there is no a priori reason to assume that abilities in these areas develop independently of one another, most studies dealing with the acquisition of L2 grammars treat each of these components singly. In fact, Long and Sato (1984) call for more studies investigating the ways in which grammatical components interact in the acquisition of a second language. This paper deals with the complex issue of sentence processing in an L2, showing how L2 learners resolve the problem of competing factors of syntax, semantics, and pragmatics in the processing of L2 utterances. We present the results of a study involving sentence interpretation of compex sentences by 111 L2 learners of English and suggest that the acquisition of syntax, semantics, and pragmatics is an interactive phenomenon. It is further suggested that part of learning the syntax of a language is not only learning the word-order configurations of the language, but also learning the importance of word order in a given language in relation to semantic and pragmatic factors.
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Diez-Arroyo, Marisa. "Vagueness." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 26, no. 4 (December 1, 2016): 609–29. http://dx.doi.org/10.1075/prag.26.4.04die.
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The language of fashion is often set as the example of a field where the use of loanwords is common practice, but has seldom been worthy of scholarly analytical attention. At the same time, vagueness is usually regarded as an inherent characteristic in natural language, but, until recently, terminology relegated it, since the traditional approaches tended to prioritise accuracy and standardisation. With the help of a combined theoretical basis, a semantic theory and a pragmatic model, this paper brings together these two worlds in order to examine the English loanword ‘print’ in the domain of Spanish fashion, contrasting and comparing it with native near-equivalents. We conclude that the presence of this borrowed term, exclusively restricted to specialised fashion circles, cannot be motivated by its contribution to specificity, a characteristic that usually distinguishes loanwords from their semantic near-equivalents in the recipient language. The importance of ‘print’ lies in its unspecified, vague nature as a loan, which permits its adaptation to a variety of fashion contexts less appropriate for the more restricted denotation of the native terms.
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Montrul, Silvina. "Dominant language transfer in adult second language learners and heritage speakers." Second Language Research 26, no. 3 (July 2010): 293–327. http://dx.doi.org/10.1177/0267658310365768.
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The effects of language transfer have been amply documented in second language (L2) acquisition and, to a lesser extent, in the language contact/loss literature (Cook, 2003). In both cases, the stronger and often dominant language encroaches into the structure of the less dominant language in systematic ways. But are transfer effects in these two situations comparable: is first language (L1) influence in adult L2 learners similar to L2 influence in the L1 of early bilinguals? The current study addresses this question by investigating knowledge of Spanish clitics, clitic left dislocations, and differential object marking (DOM) in 72 L2 learners and 67 Spanish heritage speakers. The contact language, English, is assumed to not instantiate these syntactic properties. Results of an oral production task and a written acceptability judgment task indicated overall advantages for the heritage speakers in some areas, but similar effects of transfer from English in the two groups. Transfer effects were less pronounced with core aspects of grammar (syntax proper in the case of clitics) than with aspects of grammar that lie at the interfaces of syntax and semantics/pragmatics, as in the case of clitic left dislocations and DOM. These findings have implications for current views on the vulnerability of certain linguistic interfaces in language development (Sorace, 2004; Serratrice et al., 2004; Tsimpli and Sorace, 2006; White, 2009) and for theories that stress the role of age in L2 acquisition and permanent transfer effects.
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Klinge, Alex. "The English modal auxiliaries: from lexical semantics to utterance interpretation." Journal of Linguistics 29, no. 2 (September 1993): 315–57. http://dx.doi.org/10.1017/s0022226700000359.
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Like so many others before it, this exposition is of the meaning of the English modal auxiliaries, which are found in utterances conveying modal meanings such as ability, possibility and permission. However, unlike the majority of its predecessors, the present rendering admits to being about more than semantics. With the five central modal auxiliaries, can, may, must, will and shall, the modals for short, as a point of departure, a framework will be formulated to shed light on some central aspects of the immense cotext and context sensitivity involved in the meaning of utterances of sentences containing a modal auxiliary.
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Nasir, Khairun. "GRAMMATICAL DIFFICULTIES FACED BY SECOND LANGUAGE (L2) LEARNERS IN WRITING SENTENCES." ITQAN : Jurnal Ilmu-Ilmu Kependidikan 10, no. 1 (June 30, 2019): 71–80. http://dx.doi.org/10.47766/itqan.v10i1.230.
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This research deals with the grammatical difficulties faced by students in their English writing sentences. It begins from L2 students that complains English Grammar as one of the complicated features in writing, especially the students from English Department of IAIN Lhokseumawe. Therefore, the objectives of this research were to find out any grammatical difficulties faced by the students in their English Writing Sentences and to cover up any reasonable factor occurs in using English Grammar to their English writing. Case study was adopted in this research by using descriptive qualitative approach. English Department students of IAIN Malikussaleh Lhokseumawe in the second semester (2017/2018 Academic Year) were taken purposively as research subjects. The data were student’s written sentence transferred as documentary evidence with retrospective interview transcription; and (2) Focus Group Discussion note. After analyzing the data qualitatively by Interactive Model Technique, it was found that students got some grammatical difficulties related to (1) problems of meaning complexity, (2) problems of form complexity, and (3) problems of form-meaning mapping relationship. Moreover, by five factors contribute to those difficulties, namely: (1) knowledge of syntactic constituents, (2) knowledge of semantics; (3) knowledge of pragmatics; (4) previous grammar teaching and learning; and (5) L1 knowledge. As the implication, it is suggested that L2 learners be aware of the grammatical difficulties that they are referring to and it is also important that lecturers develop some instructional approaches which focus exclusively on one aspect of language or another (e.g., form and meaning) in teaching the writing that associated with its genre.
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Annamalai, E. "Nativization of English in India and its effect on multilingualism." Journal of Language and Politics 3, no. 1 (May 27, 2004): 151–62. http://dx.doi.org/10.1075/jlp.3.1.10ann.
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Multilingualism is defined by the functional relationship between languages. The relationship of English with Indian languages is legitimized by its nativization. English has been nativized in grammar, semantics and pragmatics acquiring the features of Indian languages, as well documented in sociolinguistic literature. It is also adopted as a tool in native politics by some non-Hindi speaking communities to keep the largest Indian language — Hindi — from becoming the sole official language of the Union and by the linguistic minorities to curtail the dominance of the majority language in the states. The oppressed social groups want to appropriate English to serve them in their battle against upper castes, who have come to control the major Indian languages and the benefits from them. While becoming a powerful cousin to help the disadvantaged, English has simultaneously acquired a native elite cutting across regions and castes, and has spread from cerebral domains to expressive domains, which have been exclusive to Indian languages, in the name of modernity and cosmopolitanism. Such extended functions of English have a profound effect on the nature of multilingualism in India.
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Et. al., Ruzibaeva Nigorakhon Raximovna,. "Comparison Of Pragmatic Value Of Antithesis In Fiction Texts." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 6 (April 11, 2021): 1195–98. http://dx.doi.org/10.17762/turcomat.v12i6.2437.
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This article outlines the pragmatic features of antithesis in literary texts and is analyzed using examples from English and Uzbek fiction. It can be said that pragmatics is the semantics of language in action and the totality of conditions that accompany the use of a language sign. Antithesis is a stylistic device that is created by presenting opposite meaning words. Its provision is mostly seen in literary texts and the texts of fictions are of high importance to investigate thoroughly
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Gillon, Brendan S. "Towards a common semantics for english count and mass nouns." Linguistics and Philosophy 15, no. 6 (December 1992): 597–639. http://dx.doi.org/10.1007/bf00628112.
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Berent, Gerald P., Ronald R. Kelly, and Tanya Schueler-Choukairi. "L2 AND DEAF LEARNERS’ KNOWLEDGE OF NUMERICALLY QUANTIFIED ENGLISH SENTENCES." Studies in Second Language Acquisition 34, no. 1 (March 2012): 35–66. http://dx.doi.org/10.1017/s0272263111000490.
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This study assessed knowledge of numerically quantified English sentences in two learner populations—second language (L2) learners and deaf learners—whose acquisition of English occurs under conditions of restricted access to the target language input. Under the experimental test conditions, interlanguage parallels were predicted to arise from acquisitional pressures imposed by derivational economy on universal grammar (UG)–guided semantic interpretation. The results of a task in which participants matched sentences to multiple discourse depictions confirmed the predicted parallels. However, in matching underinformative sentences to depicted contexts, the L2 and deaf learner groups overactivated discourse-pragmatic knowledge. The restriction of indefinite noun phrases to singleton indefinites and the cancellation of scalar implicatures rendered sentences more informative in underinformative contexts, producing incorrect—although principled—interpretations. These results inform English acquisition at the interface of semantics and discourse pragmatics and provide further support that economy pressures yield L2 learner and deaf learner interlanguage parallels as observed, for instance, in learners’ interpretative knowledge of universally quantified English sentences.
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Mittwoch, Anita. "On the distribution of bare infinitive complements in English." Journal of Linguistics 26, no. 1 (March 1990): 103–31. http://dx.doi.org/10.1017/s0022226700014444.
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This paper explores the fit between syntax and semantics in one small corner of English. It addresses two related questions: To what extent is the distribution of bare infinitive (BI) complements, as in (1) and (2) below, semantically motivated?(1) I saw/heard Mary slam the door.(2) I made/let John cross the street.
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Theakston,, Anna L., Robert Maslen,, Elena V. M. Lieven,, and Michael Tomasello,. "The acquisition of the active transitive construction in English: A detailed case study." Cognitive Linguistics 23, no. 1 (February 2012): 91–128. http://dx.doi.org/10.1515/cog-2012-0004.
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AbstractIn this study, we test a number of predictions concerning children's knowledge of the transitive Subject-Verb-Object (SVO) construction between two and three years on one child (Thomas) for whom we have densely collected data. The data show that the earliest SVO utterances reflect earlier use of those same verbs, and that verbs acquired before 2;7 show an earlier move towards adult-like levels of use in the SVO construction and in object argument complexity than later acquired verbs. There is not a close relation with the input in the types of subject and object referents used, nor a close adherence to Preferred Argument Structure (PAS) before 2;7, but both early and late acquired verbs show a simultaneous move towards PAS patterns in selection of referent type at 2;9. The event semantics underpinning early transitive utterances do not straightforwardly fit prototype (high or inalienable) notions of transitivity, but rather may reflect sensitivity to animacy and intentionality in a way that mirrors the input. We conclude that children's knowledge of the transitive construction continues to undergo significant development between 2;0 and 3;0, reflecting the gradual abstraction and integration of the SVO and VO constructions, verb semantics, discourse pragmatics, and the interactions between these factors. These factors are considered in the context of a prototype for the transitive construction.
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Falkum, Ingrid Lossius. "A relevance-theoretic analysis of concept narrowing and broadening in English and Norwegian original texts and translations." Languages in Contrast 7, no. 2 (December 7, 2007): 119–41. http://dx.doi.org/10.1075/lic.7.2.03fal.
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This paper studies the lexical-pragmatic processes of narrowing and broadening of conceptual content in the relation between original texts and their corresponding translations in the English-Norwegian Parallel Corpus (ENPC) from a relevance-theoretic point of view. It is suggested that, in at least some cases, translations can be seen as a kind of mirror reflecting the pragmatic processes at work in lexical interpretation. A translator may choose to render an underspecified concept encoded in a source text by a word that more closely encodes the interpretation given to the concept in question, in which case the semantics/pragmatics distinction (as it applies to the source text) will be made explicit in the relation between source and target text. In other cases, the comparison of source and target text shows that similar lexical encodings in the two languages do not necessarily provide the same possibilities for lexical broadening.
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Nicholas, Nick, and Bernard Comrie. "Review of Jucker (1995): Historical Pragmatics: Pragmatic Developments in the History of English." Diachronica 15, no. 1 (January 1, 1998): 165–74. http://dx.doi.org/10.1075/dia.15.1.10nic.
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Obdalova, Olga A., Ludmila Yu Minakova, and Aleksandra V. Soboleva. "Indirect reporting and pragmatically enriched context." Pragmatics and its Interfaces as related to the Expression of Intention 26, no. 1 (December 31, 2019): 85–111. http://dx.doi.org/10.1075/pc.19011.obd.
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Abstract This article examines the pragmatic comprehensibility of indirect reporting. The research problem is to determine how Russian EFL learners (linguists and non-linguists) are able to turn original utterances expressing the intentions of native speakers of American English in direct speech into indirect reports to a third party. Two major issues are analyzed: adequacy of semantic content and preservation of pragmatic enrichment. The study was carried out employing the framework of Kecskes’ Socio-Cognitive Approach (2008, 2010, 2014, 2017). Twelve stimulus-utterances belonging to three communicative types (statements, questions, commands/requests) were video-recorded. Qualitative and quantitative analyses revealed that the participants met with some difficulties preserving the speaker’s intention while interpreting attached pragmatic enrichment and perlocutionary effect. Both cohorts of Russian EFL learners were able to preserve the semantic content relatively efficiently, but encountered substantial difficulties inferring a complex pragmatic content.
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Keenan, Edward L. "Natural language, sortal reducibility and generalized quantifiers." Journal of Symbolic Logic 58, no. 1 (March 1993): 314–25. http://dx.doi.org/10.2307/2275339.
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AbstractRecent work in natural language semantics leads to some new observations on generalized quantifiers. In §1 we show that English quantifiers of type 〈1, 1〉 are booleanly generated by theirgeneralized universalandgeneralized existentialmembers. These two classes also constitute thesortally reduciblemembers of this type.Section 2 presents our main result — the Generalized Prefix Theorem (GPT). This theorem characterizes the conditions under which formulas of the form (Q1x1…QnxnRx1…xnandq1x1…qnxnRx1…xnare logically equivalent for arbitrary generalized quantifiersQi,qi. GPT generalizes, perhaps in an unexpectedly strong form, the Linear Prefix Theorem (appropriately modified) of Keisler & Walkoe (1973).