This study analyzed conversational implicatures in dialogues from the film Titanic using Grice's cooperative principle. The researcher classified implicatures as generalized, scalar, or particularized based on whether context was needed. Most implicatures were particularized, requiring knowledge of the specific conversation. The analysis revealed that utterances can contain multiple implicatures. Producing implicatures allowed characters to convey feelings or clarify ideas indirectly. The study implies it is important for English teachers to focus on implicit meanings to help learners improve communicative accuracy and efficiency.

1. A study of Conversational
Implicatures in Titanic film
Muhammad Azam
Research Scholar
COMSATS Institute of Information
Technology Lahore, Pakistan

2. Introduction
• Conversational implicature is an interesting thing
where it is not a matter of a sentence but instead of
an utterance’s meaning.
• It is speakers who communicate meanings via
implicatures and it is listeners who recognize those
communicated meanings via inference.

3. Introduction
• The researcher examined the conversations between
two speakers only, which are called dialogues.
– Dialogue was selected because they constitute a
purposeful use in the school environment.
– Dialogue builds directly on the communicative
competence in oral language. Moreover, the point is that
language is functional, interactive and self –generated.

4. Introduction
• the researcher decides to do research on the topic
“A Study of Conversational Implicatures in Titanic
Film”.
• The issue raises in this study is clearly what is stated
is not exactly the same as what is intended; it should
be implicitly understood, not explicitly in all the
words.

5. Introduction
• Conversational implicature (C.I) is a type of indirect
communication, first described by the English language
philosopher Herberb Paul Grice.
• He proposes that in a normal conversation, speakers and
listeners share a cooperative principle. When a speaker
appears not to follow the maxims, he implies a function
different the literal meaning of form.
• The speakers assume that the hearers know that their
words should not be taken at face value and that they
can infer the implicit meaning.

6. Types of Conversational Implicatures
• Generalized conversational implicature
– When no special knowledge is required in the context to
calculate the additional conveyed meaning, it is
called a generalized conversational implicatures
• such as “a garden” and “a child”

7. Types of Conversational Implicatures
• Scalar implicatures
– Certain information is always communicated by choosing a
word which expresses one value from the scale of values.
This is particularly obvious in terms for expressing
quantity.
• < All, most, many, some, few>
• <Always, often, sometimes>

8. Types of Conversational Implicatures
• Particularized conversational implicature
– Particularized conversational implicature is an implicature
where some assumed knowledge is required in very
specific contexts during a conversation.

9. Data analysis
• Firstly, the researcher classifies the types of
conversational implicatures produced by the
speakers by using Grice’s theory of implicature.
• Secondly, she categorizes those utterances
containing conversational implicatures into their
categories.

10. Data analysis
• Thirdly, she gives the explanation to work out
conversational implicatures and the reason why the
main characters made the conversational
implicatures.
• Finally, the researcher does the analysis by referring
to both the transcript and the film so as to find out
whether or not he listener understood the speaker's
speech.

11. Conclusion
• The fact is that 68.4% of the implicatures was
particularized conversational implicatures while
generalized ones occupied 31.6%.
• The study reveals that one single utterance can
produce three implicatures in two types of C.I at the
same time.

12. Conclusion
• There are some reasons for Jack and Rose to produce
conversational implicatures.
– Particularized conversational implicatures was used to
show the feelings.
– to clarify the idea GCI were used.

13. Implication
• it is very important for ESL teachers to focus on not
only the explicit meaning but also the implicit
meanings while teaching English.
• The study contributed a source of conversational
implicatures to the learners of English. With a highly
recognition of C.I, communicative participants might
prove the accuracy and efficiency of information
exchanged.