Foundational theories of meaning attempt to specify the semantic properties of expressions in natural languages. These theories are divided into mentalist and non-mentalist approaches. Mentalist theories explain meaning in terms of the mental states of language users, such as intentions (Gricean program) or beliefs and conventions. Non-mentalist theories explain meaning without reference to mental states, instead focusing on causal origins, truth conditions, regularities in use, or social norms. The document provides details on theories within the mentalist and non-mentalist categories.
Stylistics introduction, Definitions of StylisticsAngel Ortega
This document defines stylistics and discusses its branches. Stylistics is the analysis of linguistic variation in actual language use. It examines how the same content can be expressed differently and analyzes styles across texts. Stylistics considers the natural properties of language that ensure intended effects. The document also distinguishes between spoken and written language at the phonetic, lexical, and syntactic levels, and categorizes words as common, formal, technical, and slang.
Genre analysis examines how language is used in different social and cultural contexts. There are three main approaches discussed in the document: the ESP school, the Sydney school, and the rhetorical genre studies school. The ESP school focuses on describing genres and their structures to inform materials development. The Sydney school analyzes genres using systemic functional linguistics, examining field, tenor, and mode. The rhetorical genre studies school focuses on how genres are acquired, critiqued, and used by students in real contexts. Genre analysis is useful for language pedagogy by helping students understand genres and develop competence in new genres.
Systemic functional linguistics (SFL) views language as a social semiotic system used to exchange meanings in social contexts. SFL was developed by Michael Halliday to study the relationship between language and its functions in social settings. It treats grammar as a meaning-making resource and considers how language evolves under the pressure of functions it must serve in society. SFL analyzes language through three metafunctions - the ideational to express experience, the interpersonal to enact social relationships, and the textual to create coherent messages.
This document discusses key concepts in conversation analysis. It explains that conversation analysis looks at everyday spoken discourse to understand how people manage interactions and develop social relations. Conversation analysis involves transcribing recordings of conversations, where the transcription itself is part of the analysis process. Transcription conventions are used to systematically represent speech. Aspects of conversational structure that are examined include openings, closings, turn-taking, sequences of related utterances known as adjacency pairs, and preferences for certain responses.
The document discusses presuppositions and entailments. Presuppositions are assumptions that a speaker expects the listener to know, such as implicit meanings conveyed through language. Entailments are logical consequences that follow from what is said. Speakers have presuppositions while sentences have entailments. There are different types of presuppositions including existential, factive, and structural presuppositions. Entailments refer to an implicational relationship between sentences where the truth of one guarantees the truth of the other. Presuppositions remain even when a statement is negated, unlike entailments.
Stylistics is the scientific study of style in literary texts. It explores how readers interact with and are affected by language use in texts. Stylistics has links to linguistics and literary studies. It examines various linguistic features like phonology, lexicon, and syntax that influence a text's meaning. Stylistics has several branches that study different aspects of style, including lexical, phonological, grammatical, and individual author styles. The goal is to better understand language and literary works through analyzing stylistic devices and their effects.
Foundational theories of meaning attempt to specify the semantic properties of expressions in natural languages. These theories are divided into mentalist and non-mentalist approaches. Mentalist theories explain meaning in terms of the mental states of language users, such as intentions (Gricean program) or beliefs and conventions. Non-mentalist theories explain meaning without reference to mental states, instead focusing on causal origins, truth conditions, regularities in use, or social norms. The document provides details on theories within the mentalist and non-mentalist categories.
Stylistics introduction, Definitions of StylisticsAngel Ortega
This document defines stylistics and discusses its branches. Stylistics is the analysis of linguistic variation in actual language use. It examines how the same content can be expressed differently and analyzes styles across texts. Stylistics considers the natural properties of language that ensure intended effects. The document also distinguishes between spoken and written language at the phonetic, lexical, and syntactic levels, and categorizes words as common, formal, technical, and slang.
Genre analysis examines how language is used in different social and cultural contexts. There are three main approaches discussed in the document: the ESP school, the Sydney school, and the rhetorical genre studies school. The ESP school focuses on describing genres and their structures to inform materials development. The Sydney school analyzes genres using systemic functional linguistics, examining field, tenor, and mode. The rhetorical genre studies school focuses on how genres are acquired, critiqued, and used by students in real contexts. Genre analysis is useful for language pedagogy by helping students understand genres and develop competence in new genres.
Systemic functional linguistics (SFL) views language as a social semiotic system used to exchange meanings in social contexts. SFL was developed by Michael Halliday to study the relationship between language and its functions in social settings. It treats grammar as a meaning-making resource and considers how language evolves under the pressure of functions it must serve in society. SFL analyzes language through three metafunctions - the ideational to express experience, the interpersonal to enact social relationships, and the textual to create coherent messages.
This document discusses key concepts in conversation analysis. It explains that conversation analysis looks at everyday spoken discourse to understand how people manage interactions and develop social relations. Conversation analysis involves transcribing recordings of conversations, where the transcription itself is part of the analysis process. Transcription conventions are used to systematically represent speech. Aspects of conversational structure that are examined include openings, closings, turn-taking, sequences of related utterances known as adjacency pairs, and preferences for certain responses.
The document discusses presuppositions and entailments. Presuppositions are assumptions that a speaker expects the listener to know, such as implicit meanings conveyed through language. Entailments are logical consequences that follow from what is said. Speakers have presuppositions while sentences have entailments. There are different types of presuppositions including existential, factive, and structural presuppositions. Entailments refer to an implicational relationship between sentences where the truth of one guarantees the truth of the other. Presuppositions remain even when a statement is negated, unlike entailments.
Stylistics is the scientific study of style in literary texts. It explores how readers interact with and are affected by language use in texts. Stylistics has links to linguistics and literary studies. It examines various linguistic features like phonology, lexicon, and syntax that influence a text's meaning. Stylistics has several branches that study different aspects of style, including lexical, phonological, grammatical, and individual author styles. The goal is to better understand language and literary works through analyzing stylistic devices and their effects.
This document analyzes the integration of Urdu lexicon into English language usage in Pakistan. It presents data collected from Pakistani publications over 7 years, analyzing borrowing in categories like articles, descriptive labels, edibles, law/order terms, marriages and more. It finds borrowing occurs to fill lexical gaps and convey local atmosphere. Writers deliberately use Urdu terms and integrate them into English through italicization, quotation marks, capitalization or underlining. Grammatical aspects like noun pluralization and adjectives functioning as nouns also reflect Urdu influence on Pakistani English.
Language, gender and discourse identityRomli Muhajir
This document discusses research on language, gender, and discourse identity. It summarizes key findings from several studies. Kramer found that men's speech was seen as logical and concise while women's was seen as emotional and wordy. Cutler and Scott found that in dialogues between men and women, the woman was judged to talk more. However, when members of the same gender had a dialogue, each was judged to contribute equally. The document also discusses social identity theory and how gender identities are constructed through communities of practice rather than fixed speech communities.
Stylistics is the scientific study of language and literature and its branches. It links linguistic study to literary criticism. There are several branches of stylistics including computational stylistics, lexical stylistics, comparative stylistics, phonostylistics, grammatical stylistics, the function of stylistics, stylistic syntax, and individual style study. Stylistics helps to better understand language and its use in different contexts through the analysis of linguistic and textual elements.
Grice proposes the cooperative principle to guide successful conversations. The cooperative principle includes four maxims: quantity, quality, relation, and manner. The maxims obligate speakers to be informative but not too brief or long, truthful, relevant to the topic, and clear. While people generally observe the maxims, there are times when maxims are violated, infringed upon, opted out of, or flouted to convey hidden meanings.
Pragmatics is the study of meaning as communicated by speakers and interpreted by listeners. It considers how context, including social and cultural factors, affect meaning. A key aspect is speaker meaning - what the speaker intends to communicate through their utterance. Speech acts theory analyzes utterances as actions like statements, requests, promises. Pragmatics also examines implicature or implied meaning, presuppositions, and how context helps determine reference. It bridges semantics and real-world language use.
This document discusses theories of politeness from a socio-pragmatic perspective. It outlines Brown and Levinson's influential theory of politeness from 1978, which proposes that politeness arises from people's desire to protect each other's "face" or public self-image. Brown and Levinson identify two types of face - positive face, which is the desire to be approved of, and negative face, which is the desire to not be imposed on. They suggest politeness strategies like indirect speech acts that mitigate potential threats to another's face. The document also reviews other approaches to politeness including social norm, conversational contact, and maxims approaches.
Discourse analysis is the study of language use in context. It examines both spoken and written language. American discourse analysis has focused on close observation of natural conversations, emphasizing turn-taking and interaction norms. British discourse analysis is influenced by M.A.K. Halliday's functional approach and examines the social functions of language and informational structure. Discourse analysis considers both the micro-level structure of individual interactions as well as larger patterns found across texts. It analyzes both what language is doing and how listeners/readers are meant to interpret it according to conventions of different types of discourse.
This document discusses critical discourse analysis (CDA) and the relationship between power and language. It covers two major aspects: (1) power in discourse, which involves powerful participants controlling contributions from non-powerful participants, and (2) power behind discourse, including the hidden power of standard languages and mass media. CDA views discourse as where power relations are enacted and examines how social relations and ideologies are reflected and reproduced through language use.
1. The document provides biographies of two Pakistani writers - Muneeza Shamsie and Tariq Rehman. It discusses their lives, careers, and contributions to Pakistani literature.
2. Muneeza Shamsie is a literary historian, editor, and journalist who has compiled several influential anthologies of Pakistani English literature. She has also written on the development of Pakistani English literature.
3. Tariq Rehman is a renowned Pakistani academic and writer who has produced significant research on Pakistani linguistics and literature. He has authored short story collections and books on sociolinguistics with a focus on Pakistan.
This document discusses discourse analysis and pragmatics. It defines Grice's Cooperative Principle of conversation and its four maxims. It also discusses implicit meaning, implicatures, ellipsis, substitution, and conjunction. The document then discusses the role of discourse analysis for language teachers and differences between written and spoken language.
The document provides an overview of critical discourse analysis (CDA). It discusses how CDA emerged from critical linguistics and examines how language both shapes and is shaped by society. CDA is concerned with studying texts to reveal the discursive sources of power, dominance, and bias. The document also describes Fairclough's three-dimensional model of CDA and how it analyzes the text, discursive practice, and social practice dimensions of language.
Grice's theory of conversational implicatureLahcen Graid
Grice's theory of implicature examines how speakers imply meanings beyond what is literally said through utterances. It distinguishes between what is said, based on literal meaning of words, and what is implicated or suggested. Grice provides an example where a speaker implies something different by saying "he hasn't been to prison yet." His theory also differentiates between conventional implicatures from literal meanings of words and conversational implicatures derived from cooperation between speakers. Grice proposes a cooperative principle and maxims like quality and quantity that speakers generally follow but can flout to generate implicatures. When maxims are flouted, hearers can infer additional intended meanings or implicatures.
This document discusses the seven types of meaning:
1. Conceptual or denotative meaning refers to the basic dictionary definition.
2. Connotative meaning includes attributes and associations beyond the literal meaning.
3. Social meaning conveys information about the social context and characteristics of the speaker.
4. Affective or emotive meaning refers to the feelings and attitudes expressed by the speaker.
5. Reflected meaning arises when a word has multiple meanings that influence one another.
6. Collocative meaning refers to associations based on habitual co-occurrence with other words.
7. Thematic meaning is communicated through how the message is organized and what is emphasized.
Pragmatics is the study of language use and context. It examines how the context, both situational and linguistic, affects the meaning of utterances. An utterance is the smallest unit of speech studied in pragmatics. Pragmatics focuses on the speaker's intended meaning rather than just the grammatical form. The interpretation of an utterance depends on its semantic content and environment. Contextual factors like the social and situational background condition both the production and understanding of utterances.
This document discusses key concepts in conversation analysis. It defines interaction and conversation, and explains the basic structure of turn-taking in conversation. It also describes important conversational elements like pauses, overlaps, backchannels, conversational style, adjacency pairs, and preference structure. Adjacency pairs refer to expected question-answer sequences in conversations, while preference structure indicates that acceptance is a more preferred response than refusal.
Two Views of Discourse Structure: As a Product and As a ProcessCRISALDO CORDURA
This is are 3 presenter presentation on the discussion of "Two Views of Discourse Structure: As a Product and As a Process"
Credit to
https://uomustansiriyah.edu.iq/media/lectures/8/8_2020_03_30!04_57_35_PM.pptx
and
The book from the school
Speech acts are functional units of communication that speakers perform through utterances. There are three types of meaning conveyed: propositional meaning of the literal words, illocutionary meaning of the intention, and perlocutionary force of the effect on the listener. Speech acts can be categorized as representatives, directives, commissives, expressives, or declarations depending on the intention. Analyzing speech acts and speech events provides insight into the functions and social contexts of language use.
This document provides an overview of conversation analysis (CA). It defines CA as the study of social interaction through analysis of everyday spoken discourse. Key aspects of CA discussed include turn-taking mechanisms, adjacency pairs, preference organization, insertion sequences, repair sequences, and opening and closing conventions in conversations. The document also notes some criticisms of CA for its lack of attention to issues like power and inequality.
This document provides an introduction to stylistics as a branch of linguistics. It defines key concepts such as style, defines stylistics as the scientific study of styles of language use, and outlines the main levels of linguistic description used in stylistic analysis such as phonology, lexis, syntax and semantics. It also discusses the scope of stylistics in literary versus general texts and its development over time.
Discourse and pragmatics analyze meaning in relation to context, including what is said and understood during speech acts like giving orders, requests, or warnings. Analysis of discourse is influenced by pragmatics because interpretation depends on language used within the specific context of a situation, which can vary based on cross-cultural factors, politeness, gender, and face-threatening acts. Successful communication in a language requires understanding context, discourse, and how conversational implicature allows inference of a speaker's intended meaning.
The document discusses integrating discourse analysis and pragmatics into teaching grammar. It begins by defining pragmatics and outlining some key pragmatic concepts like implicature, presupposition, and conversational maxims. It then analyzes an episode of an English language TV show to identify violations of the maxims. Finally, it argues that teaching grammar should develop both grammatical competence and discourse/pragmatic competence. Teachers should focus on how sentences are combined into coherent and pragmatically appropriate discourse. This approach helps students understand and produce language in context.
This document analyzes the integration of Urdu lexicon into English language usage in Pakistan. It presents data collected from Pakistani publications over 7 years, analyzing borrowing in categories like articles, descriptive labels, edibles, law/order terms, marriages and more. It finds borrowing occurs to fill lexical gaps and convey local atmosphere. Writers deliberately use Urdu terms and integrate them into English through italicization, quotation marks, capitalization or underlining. Grammatical aspects like noun pluralization and adjectives functioning as nouns also reflect Urdu influence on Pakistani English.
Language, gender and discourse identityRomli Muhajir
This document discusses research on language, gender, and discourse identity. It summarizes key findings from several studies. Kramer found that men's speech was seen as logical and concise while women's was seen as emotional and wordy. Cutler and Scott found that in dialogues between men and women, the woman was judged to talk more. However, when members of the same gender had a dialogue, each was judged to contribute equally. The document also discusses social identity theory and how gender identities are constructed through communities of practice rather than fixed speech communities.
Stylistics is the scientific study of language and literature and its branches. It links linguistic study to literary criticism. There are several branches of stylistics including computational stylistics, lexical stylistics, comparative stylistics, phonostylistics, grammatical stylistics, the function of stylistics, stylistic syntax, and individual style study. Stylistics helps to better understand language and its use in different contexts through the analysis of linguistic and textual elements.
Grice proposes the cooperative principle to guide successful conversations. The cooperative principle includes four maxims: quantity, quality, relation, and manner. The maxims obligate speakers to be informative but not too brief or long, truthful, relevant to the topic, and clear. While people generally observe the maxims, there are times when maxims are violated, infringed upon, opted out of, or flouted to convey hidden meanings.
Pragmatics is the study of meaning as communicated by speakers and interpreted by listeners. It considers how context, including social and cultural factors, affect meaning. A key aspect is speaker meaning - what the speaker intends to communicate through their utterance. Speech acts theory analyzes utterances as actions like statements, requests, promises. Pragmatics also examines implicature or implied meaning, presuppositions, and how context helps determine reference. It bridges semantics and real-world language use.
This document discusses theories of politeness from a socio-pragmatic perspective. It outlines Brown and Levinson's influential theory of politeness from 1978, which proposes that politeness arises from people's desire to protect each other's "face" or public self-image. Brown and Levinson identify two types of face - positive face, which is the desire to be approved of, and negative face, which is the desire to not be imposed on. They suggest politeness strategies like indirect speech acts that mitigate potential threats to another's face. The document also reviews other approaches to politeness including social norm, conversational contact, and maxims approaches.
Discourse analysis is the study of language use in context. It examines both spoken and written language. American discourse analysis has focused on close observation of natural conversations, emphasizing turn-taking and interaction norms. British discourse analysis is influenced by M.A.K. Halliday's functional approach and examines the social functions of language and informational structure. Discourse analysis considers both the micro-level structure of individual interactions as well as larger patterns found across texts. It analyzes both what language is doing and how listeners/readers are meant to interpret it according to conventions of different types of discourse.
This document discusses critical discourse analysis (CDA) and the relationship between power and language. It covers two major aspects: (1) power in discourse, which involves powerful participants controlling contributions from non-powerful participants, and (2) power behind discourse, including the hidden power of standard languages and mass media. CDA views discourse as where power relations are enacted and examines how social relations and ideologies are reflected and reproduced through language use.
1. The document provides biographies of two Pakistani writers - Muneeza Shamsie and Tariq Rehman. It discusses their lives, careers, and contributions to Pakistani literature.
2. Muneeza Shamsie is a literary historian, editor, and journalist who has compiled several influential anthologies of Pakistani English literature. She has also written on the development of Pakistani English literature.
3. Tariq Rehman is a renowned Pakistani academic and writer who has produced significant research on Pakistani linguistics and literature. He has authored short story collections and books on sociolinguistics with a focus on Pakistan.
This document discusses discourse analysis and pragmatics. It defines Grice's Cooperative Principle of conversation and its four maxims. It also discusses implicit meaning, implicatures, ellipsis, substitution, and conjunction. The document then discusses the role of discourse analysis for language teachers and differences between written and spoken language.
The document provides an overview of critical discourse analysis (CDA). It discusses how CDA emerged from critical linguistics and examines how language both shapes and is shaped by society. CDA is concerned with studying texts to reveal the discursive sources of power, dominance, and bias. The document also describes Fairclough's three-dimensional model of CDA and how it analyzes the text, discursive practice, and social practice dimensions of language.
Grice's theory of conversational implicatureLahcen Graid
Grice's theory of implicature examines how speakers imply meanings beyond what is literally said through utterances. It distinguishes between what is said, based on literal meaning of words, and what is implicated or suggested. Grice provides an example where a speaker implies something different by saying "he hasn't been to prison yet." His theory also differentiates between conventional implicatures from literal meanings of words and conversational implicatures derived from cooperation between speakers. Grice proposes a cooperative principle and maxims like quality and quantity that speakers generally follow but can flout to generate implicatures. When maxims are flouted, hearers can infer additional intended meanings or implicatures.
This document discusses the seven types of meaning:
1. Conceptual or denotative meaning refers to the basic dictionary definition.
2. Connotative meaning includes attributes and associations beyond the literal meaning.
3. Social meaning conveys information about the social context and characteristics of the speaker.
4. Affective or emotive meaning refers to the feelings and attitudes expressed by the speaker.
5. Reflected meaning arises when a word has multiple meanings that influence one another.
6. Collocative meaning refers to associations based on habitual co-occurrence with other words.
7. Thematic meaning is communicated through how the message is organized and what is emphasized.
Pragmatics is the study of language use and context. It examines how the context, both situational and linguistic, affects the meaning of utterances. An utterance is the smallest unit of speech studied in pragmatics. Pragmatics focuses on the speaker's intended meaning rather than just the grammatical form. The interpretation of an utterance depends on its semantic content and environment. Contextual factors like the social and situational background condition both the production and understanding of utterances.
This document discusses key concepts in conversation analysis. It defines interaction and conversation, and explains the basic structure of turn-taking in conversation. It also describes important conversational elements like pauses, overlaps, backchannels, conversational style, adjacency pairs, and preference structure. Adjacency pairs refer to expected question-answer sequences in conversations, while preference structure indicates that acceptance is a more preferred response than refusal.
Two Views of Discourse Structure: As a Product and As a ProcessCRISALDO CORDURA
This is are 3 presenter presentation on the discussion of "Two Views of Discourse Structure: As a Product and As a Process"
Credit to
https://uomustansiriyah.edu.iq/media/lectures/8/8_2020_03_30!04_57_35_PM.pptx
and
The book from the school
Speech acts are functional units of communication that speakers perform through utterances. There are three types of meaning conveyed: propositional meaning of the literal words, illocutionary meaning of the intention, and perlocutionary force of the effect on the listener. Speech acts can be categorized as representatives, directives, commissives, expressives, or declarations depending on the intention. Analyzing speech acts and speech events provides insight into the functions and social contexts of language use.
This document provides an overview of conversation analysis (CA). It defines CA as the study of social interaction through analysis of everyday spoken discourse. Key aspects of CA discussed include turn-taking mechanisms, adjacency pairs, preference organization, insertion sequences, repair sequences, and opening and closing conventions in conversations. The document also notes some criticisms of CA for its lack of attention to issues like power and inequality.
This document provides an introduction to stylistics as a branch of linguistics. It defines key concepts such as style, defines stylistics as the scientific study of styles of language use, and outlines the main levels of linguistic description used in stylistic analysis such as phonology, lexis, syntax and semantics. It also discusses the scope of stylistics in literary versus general texts and its development over time.
Discourse and pragmatics analyze meaning in relation to context, including what is said and understood during speech acts like giving orders, requests, or warnings. Analysis of discourse is influenced by pragmatics because interpretation depends on language used within the specific context of a situation, which can vary based on cross-cultural factors, politeness, gender, and face-threatening acts. Successful communication in a language requires understanding context, discourse, and how conversational implicature allows inference of a speaker's intended meaning.
The document discusses integrating discourse analysis and pragmatics into teaching grammar. It begins by defining pragmatics and outlining some key pragmatic concepts like implicature, presupposition, and conversational maxims. It then analyzes an episode of an English language TV show to identify violations of the maxims. Finally, it argues that teaching grammar should develop both grammatical competence and discourse/pragmatic competence. Teachers should focus on how sentences are combined into coherent and pragmatically appropriate discourse. This approach helps students understand and produce language in context.
A description of the formal model behind Constructive Adpositional Grammars.
Presented at Proof Theory and Constructive Mathematics Seminar, School of Mathematics, University of Leeds (2011).
Pragmatics is the study of how language is used in context and how more meaning is communicated than what is literally said. It examines how aspects of communication like deixis, presupposition, and implicature contribute to contextual meaning. Pragmatics looks at how language users pair sentences with contexts of use and how language relates to the surrounding social context. Experts define pragmatics as the study of meaning in relation to context, conditions of language use in society, and how speakers communicate intended meanings.
This document discusses the field of pragmatics. It defines pragmatics as the study of language use and linguistic communication in context. It traces the origin of the term pragmatics to philosopher Charles Morris, who distinguished between semantics, syntax and pragmatics. Pragmatics focuses on analyzing meaning based on the context and speaker's intended meaning, rather than just the literal meaning of sentences. The document provides examples to illustrate the differences between sentence meaning and utterance meaning, and semantics versus pragmatics.
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.
This document provides an overview of key concepts in sociolinguistics. It discusses Chomsky's views on competence and performance, Saussure's distinction between langue and parole, and Hymes' concept of communicative competence. It also covers variation in language, the relationship between language and identity, language and solidarity, and idiolects. Additionally, it summarizes the Whorfian hypothesis, discusses micro and macro-sociolinguistics, compares linguistic anthropology and sociolinguistics, and outlines some key methodological issues like data collection techniques and research design. Presentations on specific topics are scheduled for the next session.
This document discusses discourse analysis and pragmatics. It outlines presupposition, which refers to implicit assumptions that speakers make and information they assume is already known by listeners. Examples of presupposition include the use of articles like "the" and possessive pronouns like "nya" in Indonesian. The document also discusses discourse analysis and vocabulary, including lexical cohesion created through repetition of words and semantic relations. It outlines two types of lexical cohesion: reiteration and collocation. Reiteration restates items through direct repetition or exploiting lexical relations like synonyms and hyponyms.
The document discusses pragmatics and discourse in new Englishes. It begins by defining pragmatics as the study of language in use and how context impacts meaning. It then examines differences in discourse patterns across cultures and varieties of English. Specifically, it notes that discourse in new English literatures often incorporates local speech patterns and translates idioms/proverbs to represent cultural contexts accurately. The use of English thus varies across contexts in ways that reflect different social and historical experiences.
Introduction to Language and Linguistics 007: Dynamic Semantics & PragmaticsMeagan Louie
Introduction to Language and Linguistics 007: Dynamic Semantics & Pragmatics - In which we look at the aspect of meaning that can be better formalized as USE-CONDITIONS (as opposed to TRUTH-CONDITIONS). Expressives are introduced as lexical elements that lack truth-conditional content, but have use-conditional content. Questions and Imperatives are raised as a problem for a truth-conditional approach to meaning, and a way to introduce different kinds of SPEECH ACTS. Perhaps ambitiously, I attempt to shoehorn the basics of dynamic semantics into an intro course (i.e, the idea that we can describe the meaning of different kinds of speech acts in terms of the different way they affect the speech context). Then, like every other intro course, we discuss Gricean Maxims, but we successfully manage to do this without referring once to The Big Bang Theory. Oh, and Hockett's design feature PREVARICATION is introduced.
This document discusses reference and inference in pragmatics. It explains that words themselves do not refer to anything directly, but rather people use words to refer to people and things. For successful reference to occur, listeners must make inferences to connect what is said to what is meant. Reference involves both the speaker's intention to identify something and the listener's recognition and interpretation of that intention through inferences based on context and shared background knowledge.
Pragmatics is the study of meaning beyond the sentence level by taking context and non-linguistic knowledge into account. It involves understanding deixis, reference, presupposition, speech acts, politeness, and implicature. Pragmatics helps explain how more can be communicated than what is literally said through contextual cues. It plays a role where syntax and semantics alone may be ambiguous, such as in determining whether a sentence like "donut eats Diki" makes sense based on context. Pragmatics is key to understanding intended speaker meaning.
Introduction to Language and Linguistics 005: Morphology & SyntaxMeagan Louie
Introduction to Language and Linguistics 005: Morphology & Syntax - In which we review the notion of morphological restrictions (word-internal distributional patterns), and introduce the idea of syntactic restrictions (word-external distributional patterns). Frame Sentences are introduced as a diagnostic for lexical category, and Phrase Structure Rules are introduced as a way to account for Frame Sentences (i.e., patterns in lexical word order). Hocket's design feature PRODUCTIVITY is discussed, and the difference between the Chomsky-style generative approach and a Skinner-style behaviourist approach mentioned.
This document discusses different aspects of pragmatics including micropragmatics and macropragmatics. Micropragmatics examines language use in smaller contexts and deals with phenomena like reference, deixis, anaphora, and presupposition. Macropragmatics concerns language use in various settings and looks at principles of cooperation, conversation implicature, speech acts, indirect language, and cross-cultural communication. The document also provides examples and explanations of reference, deixis, anaphora, and how context is important for pragmatic interpretation.
The document discusses pragmatics and discourse analysis. Pragmatics is the branch of linguistics that deals with language use in communication, taking into account aspects like how people use background knowledge to interpret discourse. Discourse analysis studies how utterances form larger meaningful units like conversations, searching for what gives discourse coherence. It focuses on language use beyond the sentence level.
This document provides an overview of applied linguistics and how knowledge of linguistics can help teachers support English learners. It defines applied linguistics as investigating and addressing language-related problems in both first and second language acquisition. The document outlines key aspects of linguistics including phonology, morphology, syntax, semantics, and pragmatics. It explains that while teachers do not need the same depth of knowledge as applied linguistics experts, they should understand language acquisition theories and how knowledge of linguistics can help them teach English, support communication skills, evaluate students appropriately considering their backgrounds, and socialize students into the school culture.
La Psicologia y aprendizaje de las Lenguas es un vocabulario, fonología, gramática, y otros aspectos de la estructura lingüística.
Al hacer uso de la palabra (o no), ¿qué decir a quién y cómo decirlo adecuadamente en cualquier situación dada.
El conocimiento social y cultural que permite a los oradores a usar e interpretar las formas lingüísticas.
Discourse Analysis and Language Teaching.pptxnabilovaaa
This document provides an introduction to discourse analysis and its importance. It begins by defining discourse as extended spoken or written communication that considers context, and defines discourse analysis as the systematic study of language in use to understand patterns and meanings. It then discusses several key aspects of discourse analysis, including its focus on both spoken and written language, social and cultural contexts, how meaning is constructed, and issues of power and ideology. Finally, it outlines some important applications of discourse analysis in understanding language and in fields like linguistics, communication studies, sociology, anthropology, and education.
Pragmatics studies how social context influences language use and interpretation. It examines how meaning is determined by context, including social relationships between speakers. Pragmatics analyzes ambiguous language, implied meanings, and deictic expressions that depend on context. Understanding pragmatics is important for language teaching, as social context influences what people say and how they interpret messages.
AN ANALYSIS OF JARGON IN OPERA VAN JAVA S1 ThesisAndrew Molina
This document provides an analysis of jargon used in the Opera Van Java television program in Indonesia. It begins with an introduction that defines jargon as specialized language used within specific fields or groups. It then outlines the objectives of the study, which are to analyze the forms, meanings, and functions of jargon used in Opera Van Java. The document provides background on sociolinguistics and discusses language variation and the relationship between language and society. It aims to help teachers, students, and other researchers better understand jargon as it relates to Opera Van Java.
The document discusses how language varies based on social context and relationships between speakers. It covers topics like speech accommodation theory, how speakers converge or diverge based on their audience, and the influence of social class and culture on language. The concept of communicative competence is also introduced, which includes grammatical, discourse, sociolinguistic, and strategic competence that allow people to communicate effectively in different situations.
The document discusses different branches of linguistics:
- Syntactic analysis studies how words combine to form sentences and the rules governing sentence formation without considering language use.
- Semantics deals with word and sentence meanings as well as relations between words and what they refer to, but also without reference to language use.
- Pragmatics studies language use in communication, especially relationships between sentences and contexts/situations. It examines topics like how utterance interpretation depends on world knowledge and how speech acts are used and understood.
- Discourse analysis examines language use at the multi-sentence level, exploring topics like coherence, pronoun/tense choice effects, and speaker moves between topics. It
This document discusses genre, text, and grammar from four perspectives on language. It provides definitions and examples of genre as processes and products used in writing. Text is examined based on its context, representational meaning, interpersonal meaning, and textual meaning. Grammar is analyzed in terms of its functional, formal, and figural aspects. The document connects genre, text, and grammar by explaining how grammar provides the language choices and limitations users have, genre provides the social context and relations in which texts are produced, and text describes the language processes used to construct products.
Linguistic tugas 1 pragmatic & semantic_dian agustini. - editedsoerdepoer
Pragmatics is the study of how meaning depends on context and involves understanding implied meanings. It examines how people use language in communication and negotiate meaning between speakers and listeners based on circumstances. Without pragmatics, there would be little understanding of intention from language as meaning would only be taken literally without considering context. Pragmatics works with semantics and context to interpret implied meanings beyond just the literal definition of words.
The document discusses the importance of developing students' communicative competence in English. It defines communicative competence as including linguistic competence, pragmatic competence, discourse competence, strategic competence, and fluency. Teachers are encouraged to use communicative activities like information-gap activities, role plays, and language games to provide opportunities for students to practice meaningful communication. Clear goals and providing feedback on errors are also recommended to help students improve their speaking abilities over time. The overall aim is for students to gain confidence in saying "Yes" when asked if they can speak English.
This chapter discusses definitions of discourse and discourse analysis, including "little d" discourse referring to language in context and "big D" discourse as specialized language of social groups. It outlines structural and functional approaches to discourse analysis and describes various disciplines and main approaches. Context and models of communication are examined, including Hymes' 16 contextual features and Halliday's three parameters of context. The development of the concept of communicative competence from Hymes to Canale and Swain to Celce-Murcia is summarized.
The document discusses the origins and evolution of the concept of communicative competence. It began with Chomsky's distinction between competence and performance. Hymes later argued competence must account for social and cultural factors. He coined the term "communicative competence" to refer to knowledge needed for effective communication. Further researchers like Canale and Swain, and Bachman, expanded on the concept to include grammatical, sociolinguistic, discourse, and strategic competencies. Communicative competence is now understood as the combination of knowledge and abilities required to communicate appropriately in social contexts.
This document discusses the nature and structure of language as well as the purpose of language teaching in secondary schools. It defines what constitutes a language and identifies the building blocks of language from phonemes to sentences. It also outlines some key properties of human language including that it is creative, structured, meaningful, and referential. The secondary English curriculum aims to develop students' communicative, cognitive, and academic competencies through a communicative, interactive, and collaborative approach to prepare them for global trends.
hymes and bachman's theories/model of communicative competenceMia de Guzman
Dell Hymes was an influential linguist known for developing the concept of communicative competence. He argued that knowledge of grammar rules alone is not sufficient for language use, and that speakers must also understand appropriate social usage. Hymes proposed that communicative competence includes not only linguistic competence, but also sociolinguistic, discourse, and strategic competence. Lyle Bachman later expanded on this model by dividing organizational competence into grammatical and textual competence, and pragmatic competence. Together, Hymes and Bachman shaped understanding of the full range of knowledge and skills required to communicate effectively.
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The document discusses discourse analysis and discourse-based language teaching. It defines discourse as stretches of language that are meaningful, unified, and purposive. It emphasizes teaching communicative competence through developing students' linguistic, sociolinguistic, discourse, and strategic competence. It discusses applying a discourse perspective to listening, reading, speaking, and grammar instruction using authentic materials to make formal learning as natural as possible.
The document discusses three social aspects that influence interlanguage development: (1) interlanguage consists of different styles used in different social contexts, (2) social factors determine the input learners receive to develop their interlanguage, and (3) social identities shaped through interactions affect language learning opportunities. It also describes theories on the role of social and psychological distance in second language acquisition, and how learner investment in their social identities influences language learning success.
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A Strategic Approach: GenAI in EducationPeter Windle
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
2. Linguistics
Language studies were made basically
from a linguistic point of view
Morphology
Syntax
These branches couldn’t explain the use of
different utterances in real communication
Semantics
It focused only on
the inner structure of the words
(morphemes)
It focused on the
order of the words
in a sentence:
It focused on the
meaning of the
words
Hungry?
The telephone is crying for you!
It’s raining cats and dogs…
What was wrong with these analysis?
García, M. 2015
3. Pragmatics
Pragmatics is the branch of
linguistics that deals with the study
of language in communication.
Pragmatics
It takes into account aspects that were
cast aside by the traditional branches
How people use
their background
knowledge to
interpret discourse
How people use
and understand
speech acts
How people’s
relationship
influence
their discourse
Pragmatics
García, M. 2015
4. The relationship between
contextualized sentences
Pragmatics
How different texts
are organized and used
The cultural aspects that help
or interfere with communication
This branch helps us understand:
García, M. 2015
6. Discourse, Co-text and Context
Discourse
it refers to the use of language in real
communication, within a specific
context, with a given intention, for a
determined audience. What matters is
not its conformity to rules, but the fact
that it communicates and it’s
recognized by its receivers as
coherent
García, M. 2015
7. Through discourse, people can…
Engage in actions and interaction
with others
Organize thoughts into
communicative actions
Convey their identities and
relationships
8. Co-text and Context
Co-text
it refers to the relationship established
among all the linguistic units within a
discourse. That is why, one word can have
different connotation, depending of the co-
text that surrounds it:
Context
it refers to the variables that surround the
discourse, which help us understand the
real message.
May I come in? I was born in May
García, M. 2015
9. Contextual information relevant for discourse
understanding
Speakers’ characteristics: their sex,
age or nationality
Speakers’
relationship: father
and son, two friends,
two politicians…
Social context: a
party, a class, a TV
interview…
The channel: speech,
writing, signing, smoke
signs
The communicative
purpose: to
entertain, to teach…
The speakers’ knowledge about the
topic: totally unknown, very familiar
García, M. 2015
10. Tools users of the language need to consider
USER
Language
system
Contextual
Knowledge
GOAL
García, M. 2015
11. Discourse Analysis
it’s a subject that study how utterances in
spoken or written language are used to form
larger meaningful units such as
conversations or interviews in real
communicative situations. It’s the search for
what gives discourse coherence.
1
I went to Caracas.
My car is broke and
the movie was bad. You
have to study and the
restaurant is closed
2
When I went to Caracas my
car broke down. I couldn’t
go to the movie so I stayed at
The hotel studying. At 8:00
pm, I went to the restaurant
but it was closed
García, M. 2015
12. Discourse Analysis
D.A. is a branch of linguistics that focuses on
language use above and beyond the
sentence… it’s a way of describing and
understanding how language is used.
IT IS NOT A METHOD
FOR TEACHING
LANGUAGE
It serves from different
approaches to analyze
written, spoken or signed
language use.
García, M. 2015
13. Cases for analysis
Alice speaks English very well in informal situations; the
problem is that when she is supposed to speak
formally, she keeps using colloquial expressions that
make her look uneducated.
I don’t know how to explain my students why American
and Venezuelan jokes are different.
García, M. 2015
Analyze the following cases in order to reach an
agreement about the necessary information for giving
them a convenient treatment:
15. Aspects influencing language
use and understanding
The cooperation
between
the interlocutor
The cognitive
efforts
Interlocutors do
The background
Knowledge
Interlocutors
have
García, M. 2015
Discourse Analysis