A study of Pragmatics
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Pragmatics is the study of language in use and meaning in context, including studying speakers' meaning, utterances, and how context influences meaning. Communication follows cooperative principles including quantity of information, quality/truthfulness, relevance, and manner/clarity. Speech acts like statements, requests, queries, and commands perform actions through language and can be direct or indirect. Politeness and relationships influence how we communicate.
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The document discusses pragmatics, which is the study of how language is used in context and why people use language in particular ways. It provides examples of how the meaning of the word "ball" changes based on the context and discusses different types of context including physical, epistemic, linguistic, and social context. It also discusses speech acts, direct and indirect speech acts, felicity conditions for different speech acts, and Grice's cooperative principle and maxims of conversation. Finally, it discusses language use in advertising and provides discourse analysis examples.
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This document provides an overview of a lecture on pragmatics that covers presupposition, speech acts, and politeness. It defines presupposition as the constant meaning under negation and provides examples. Speech acts are discussed in relation to J.L. Austin's work on performatives. Felicity conditions for successful performatives are outlined. The document also distinguishes between direct and indirect speech acts and defines linguistic politeness, discussing Brown and Levinson's work on face and face-threatening acts.
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This document discusses speech acts and provides an overview of their analysis. It defines a speech act as an action performed through speaking and notes they can be analyzed on three levels according to J.L. Austin: the locutionary act of saying something, the illocutionary force of what is intended, and the perlocutionary effect on the listener. Paul Grice's analysis focuses on the cooperative principle and maxims of quantity, quality, relation, and manner. The document also outlines six types of speech acts - assertives, directives, commissives, expressives, phatics, and verdictives - and provides examples of each.
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This document provides an introduction to pragmatics, presenting definitions and key concepts. It defines pragmatics as the study of language use in social contexts and how people understand meaning. It discusses deixis as context-dependent words requiring information about time, place, or people involved. Anaphora is introduced as expressions whose reference depends on a prior referent. Inference, presupposition, and speech acts are also briefly outlined.
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A speech act is a linguistic utterance that serves a communicative function. Speech acts can range from single words like apologies to longer statements. They require knowledge of both language and appropriate cultural usage. Common types of speech acts include greetings, requests, complaints, invitations, compliments, and refusals. Cultural understandings of speech acts can differ, such as whether "I agree with you" is a compliment or not. Pragmatic competence involves understanding the intended meaning, or illocutionary force, of an utterance in context. A perlocutionary act is the effect achieved by a speech act, whether intended or not.
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The document discusses pragmatics and speech act theory. It explains John Austin's theory that some utterances are not just statements but perform actions, like promises, orders, and apologies. The document also covers John Searle's classification of five types of speech acts and the idea of indirect speech acts containing two illocutionary forces.
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The document discusses speech acts, which are actions performed through language. A speech act can be divided into a locutionary act (the words used), an illocutionary act (the intended meaning or function), and a perlocutionary act (the effect on the listener). Certain words like "I promise" explicitly indicate the speech act, while others rely on context clues. For a speech act to be valid, certain felicity conditions regarding the situation and participants must be met. Speech acts can be classified based on their functions, such as representatives that convey information or directives that request actions. Indirect speech acts imply a meaning different than the literal words.
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The document discusses speech acts and related concepts in pragmatics. It defines speech acts as actions performed through utterances, beyond just grammatical structures. There are three types of related acts: locutionary (literal meaning), illocutionary (social function), and perlocutionary (effect on listener). Illocutionary force indicates the main action of an utterance. Indirect speech acts convey meaning through implied functions rather than direct structure-function relationships. A speech event involves utterances between participants with a shared context, topic, and goal.
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Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these.This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-step as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these.
Pragmatics sociolinguistics Prepared by Ahmad Youssef
This document discusses various topics in pragmatics including speech acts, implicature, politeness, pronouns, naming and titles. It provides definitions and examples of key concepts such as speech acts, locutions, illocutions, perlocutions, Grice's maxims of conversation, face threatening acts, and positive and negative politeness. It also discusses politeness across cultures and the use of pronouns and naming conventions in different languages and societies.
Cooperative principle
This presentation discusses Grice's cooperative principle and maxims of conversation. It outlines the maxim of quality, quantity, relevance, and manner. Examples are provided of violating and flouting these maxims in conversation. The presentation concludes that Grice's cooperative principle specifies rules or maxims that speakers should follow to achieve cooperation when conversing.
Teaching Pragmatics in the EFL classroom II.ppt
This document provides an overview of teaching pragmatics in the EFL classroom. It discusses what pragmatics is, why it is important to teach, and some goals and techniques for teaching pragmatics to language learners. Specifically, it notes that pragmatics deals with how language is used in context, and teaching pragmatics can help learners communicate more appropriately in various social situations. It also emphasizes that pragmatics skills must be explicitly taught, as learners may not acquire them through immersion alone. The document provides examples of speech acts and strategies for teaching acts like apologies, complaints, requests, and others.
Politeness
The document discusses politeness from both an average person's perspective of showing good manners, and from a sociolinguist's perspective of how people choose to speak and how listeners react. It notes that ideas of politeness vary between cultures. Specifically, telling a woman she gained weight can be a compliment in some cultures but rude in others. The document also examines Brown and Levinson's concept of face and how politeness is used to avoid threatening someone's positive or negative face through face threatening acts. Various linguistic politeness strategies are presented.
Basic presentation skills
The document provides tips for developing and delivering an effective presentation by addressing nerves, verbal and nonverbal communication, and presentation structure. It discusses reducing tension before speaking through breathing and stretching exercises. Proper verbal techniques include clear enunciation, voice variation, and avoiding mumbling. Nonverbal best practices include maintaining eye contact, using gestures, and being aware of body language. The document also outlines organizing a presentation through introducing the topic, presenting main points in a logical order, and concluding by summarizing key information.
Aiden Radio Portfolio
Aiden Letson presents their portfolio and blogging website for a final presentation. They host a radio show about anime with their friends and enjoy playing different music styles. Their father inspires them in radio and they feel they can make a positive impact. The portfolio includes three projects for Black History Month on Malcolm X, Women's History Month on Lady Gaga, and an anime debate show with Virgil. Overall, Aiden felt radio class was fun but challenging with changing teachers and reflects on their favorite memories and skills learned.
Instrumento
The document provides instructions and materials for an English proficiency exam. It consists of 4 parts: reading, writing, listening, and speaking. The reading section includes a passage and 10 multiple choice questions about it. The writing prompt asks students to write a 150-word letter applying for a dating show. The listening section provides 10 questions to answer based on a video played twice. Finally, the speaking section instructs students to make a 4-minute video role-playing the dating show with a group of 5 students. Rubrics are also provided to evaluate the writing and speaking sections.
Chap 4 1
The document summarizes Paul Grice's theory of conversational implicature. It explains that Grice proposed that speaker meaning arises from both sentence meaning and what is implicated based on assumptions of cooperation between conversation participants. Grice's cooperative principle consists of four maxims - quality, quantity, relation, and manner. The document provides examples of how conversational implicatures can arise from observing, violating, or flouting the maxims in context.
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A study of Pragmatics
- 1. PRAGMATICS Cynthianita Septifani Purnomo 131214072 Sanata Dharma University
- 2. Pragmatics The study of language in use The study of meaning in context The study of speakers’ meaning, utterance meaning, & contextual meaning
- 3. Jane : coffee? Juno : sure. Jane : white? Juno : white
- 4. CONVERSATIONAL MAXIM Kit : How are you today? Kat : Oh, Harrisburg is the capital of Pennsylvania. Kit : Really? I thought the weather would be warmer. Kat : Well, in my opinion, the soup could have been more salty.
- 5. The example of communication above seems impossible, because the process of communication between a speaker and a hearer is driven by some principles of cooperation. These principles are called COOPERATIVE PRINCIPLES.
- 6. COOPERATIVE PRINCIPLE Maxim of Quality Maxim of Quantity Maxim of Relevanc e Maxim of Manner
- 7. MAXIM OF QUANTITY Make your contribution as informative as is required. Example: Mercy asks you “Who is that person with Nita?” What will your answer? A. He is her boyfriend, named Ali. B. He is a human. C. He is Ali Baba, born in Jogja about 19 years ago, on December 13 1994. You would say A to make your statement as informative as possible.
- 8. MAXIM OF QUALITY Be truthful Do not lie Example: Your sister asks you what is that unfamiliar animal on the TV. You know it is platypus. What will your answer? A. It is Kookaburra B. It is a strange duck C. It is a platypus You would prefer to use C because that is the truth.
- 9. MAXIM OF RELEVANCE Be relevant. Supposing your friend asked you: Do I look good? Would you respond: A. Yes, you look good or Not really. B. The sky is blue. You would probably choose A to abide by the maxim of Relevance.
- 10. MAXIM OF MANNER Be clear Be brief Be orderly Avoid ambiguity
- 11. SPEECH ACT Various possible speech acts which a speaker might attempt to perform: Statement : It is cold outside. Request : Could you lend me money? Query : Could you ride a bike? Command : Move! Promise : I promise to make you happy. Human acts performed simply by using language
- 13. DIRECT SPEECH ACT • It perfoms in a direct literal manner. • The speaker makes an order directly. • Example: – Open the window!!! – Go away! – Move!
- 14. INDIRECT SPEECH ACT • It is implied • The speaker’s intention is not stated directly. • Example: – Isnt’t it too hot in here? (means “Open the window”) – You block my way. (means “Move!”)
- 15. DIRECT SPEECH ACT 1. Turn down the radio, please. 2.Get off my foot!!! 3. Henry VIII had six wives. 4. Close the window, please. 5. Take the garbage out!!! INDIRECT SPEECH ACT 1. The radio is too loud. 2. Could you get off my foot! 3. Do you know that Henry VIII had six wives? 4. Isn’t it too cold in here? 5. The garbage isn't out yet.
- 16. Frames A form that have knowledge about something.
- 17. Politeness Example: A student said to his lecturer, “I want to meet Ms. Ayu”. The lecturer will considered him as unpolite student. He must be said “I would like to meet Ms. Ayu” to be polite. Who you are and to whom you are talking
- 18. Which maxims does this speaker seem to be particularly careful about? I may be mistaken, but I thought I saw a wedding ring on his finger. Maxim of Quality
- 19. Someone stands between you and the TV set you’re watching, so you decide to say one of the following. Identify which would be direct or indirect speech acts. a. Move! –> Direct speech act b. You are in the way –> Indiret speech act c. Could you please sit down? –> Indirect speech act d. Please get out of the way. –> Direct speech act
- 20. Conversation between Julie and crystal Crystal is adhhering the Quality maxim because she is honest and not lying. She admits that she does not know if John Murphy is a gay or not because she only hear the old rumor about John Murphy dressing like a transvestite.