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English in the Workplace (EWP) programs are increasingly surfacing across Canada to assist internationally educated professionals (IEPs) with the challenges of integrating into the Canadian workplace. One critical topic of these courses is targeted pragmatics (soft skills) instruction. By learning these skills, IEPs gain valuable tools for communicating effectively and appropriately with their Canadian-born colleagues and leaders. The workplace is also becoming increasingly culturally diverse, broadening the required skillsets of IEPs to include intercultural competence--the ability to adapt both cognitively and behaviourally across cultures to achieve communicative goals (Bennett, 1993). As an EWP instructor in a medium-sized institution in Alberta, I worked on the redesign of an EWP course with both pragmatics and intercultural components to be offered online. The course results showed learner development in both pragmatics and intercultural competence. In this article, I outline the theory that informed the course design, content, and assessment tools; discuss results of a sample of learners from four pilot offerings; and provide considerations for instructors and instructional designers tasked with the development of online courses of this nature.

English in the Workplace (EWP) programs are increasingly surfacing across Canada to assist internationally educated professionals (IEPs) with the challenges of integrating into the Canadian workplace. One critical topic of these courses is targeted pragmatics (soft skills) instruction. By learning these skills, IEPs gain valuable tools for communicating effectively and appropriately with their Canadian-born colleagues and leaders. The workplace is also becoming increasingly culturally diverse, broadening the required skillsets of IEPs to include intercultural competence--the ability to adapt both cognitively and behaviourally across cultures to achieve communicative goals (Bennett, 1993). As an EWP instructor in a medium-sized institution in Alberta, I worked on the redesign of an EWP course with both pragmatics and intercultural components to be offered online. The course results showed learner development in both pragmatics and intercultural competence. In this article, I outline the theory that informed the course design, content, and assessment tools; discuss results of a sample of learners from four pilot offerings; and provide considerations for instructors and instructional designers tasked with the development of online courses of this nature.

A study comparing the request strategies of native and non-native speakers of English and Spanish is reported. Subjects were 29 American and 78 European students with varied first languages, enrolled in English and Spanish courses at the University of the Basque Country (Spain). Data were obtained using a general background questionnaire and a discourse completion task. Results show some differences in the use of request strategies by Americans and Europeans, in both English and Spanish. Americans use more direct and fewer conventionally indirect strategies than European speakers in English, and use fewer mitigating supportives in both English and Spanish. Non-native European English appears to have some pragmatic characteristics closer to British English than American English. Use of mitigating supportives by Europeans was much higher than previously reporting in research. In the case of Spanish requests, an opposite pattern emerged, with learners using conventionally indirect strategies and mitigating supportives less often than native speakers. Results suggest that second language learners and native speakers are aware of the different situations and use different degrees of directness according to context. Implications for the teaching of English as a second language are examined. Contains 36 references. (MSE)

The article is devoted to the issues of pedagogy instrumental performance, in particular, to the aspects of identifying individual characteristics of students. The musician- performer is specially an individual with his own worldview and thinking. In the process of trainings, in addition to transferring theoretical knowledge to students, the teacher needs to master skills in the pragmatics of an professional approach. The article is devoted to the issues of pedagogy instrumental performance, in particular, to the aspects of identifying individual characteristics of students. The musician- performer is specially an individual with his own worldview and thinking. In the process of trainings, in addition to transferring theoretical knowledge to students, the teacher needs to master skills in the pragmatics of an professional approach.

Pragmatics is included in one of four communicative competences (Canale, 1980). It is necessary and important to teach pragmatics at school in our globalized world in order to avoid as much as misunderstanding, which is likely to stem from cultural difference. As a result, greater importance should be attached to diverse customs and pragmatics. This conceptual paper aims to deal with the basic theoretical foundations of pragmatics. Moreover, a type of speech act, "traditional dialogues of giving and accepting presents" will be compared and contrasted through the author's previous empirical studies. The significance of this study is that the readers will be able to distinguish various types of communicative competences that Canale (1980) has identified and defined. After reading this paper, the readers will also establish basic concepts about pragmatics and research methodologies of doing empirical studies on pragmatics. [This paper was published in the proceedings of the 2009 International Conference on TESOL & Translation, Department of Applied English, JinWen University of Science & Technology. p54-60.]

The definition of and distinction between two variations of American English, African American English Vernacular (AAEV) and Gullah, the American creole spoken on the coast of Georgia and South Carolina, are discussed. It is argued that while these and other varieties are defined typically by their basilects, the reality encountered in the field is that of variable, non-monolithic systems characterized as "mesolectal," with variable morphosyntactic and semantic kinship to the lexifier and substantial structural heterogeneity and formal alternatives for the same functions. These languages are termed "elusive." When the "code" is not clearly identifiable, it is difficult to apply pragmatics. Patterns of usage of AAEV and Gullah are examined from this perspective and by comparison with usage patterns in other regions. The hypothesis that this is an example of code-mixing is examined and rejected. (MSE)

The definition of and distinction between two variations of American English, African American English Vernacular (AAEV) and Gullah, the American creole spoken on the coast of Georgia and South Carolina, are discussed. It is argued that while these and other varieties are defined typically by their basilects, the reality encountered in the field is that of variable, non-monolithic systems characterized as "mesolectal," with variable morphosyntactic and semantic kinship to the lexifier and substantial structural heterogeneity and formal alternatives for the same functions. These languages are termed "elusive." When the "code" is not clearly identifiable, it is difficult to apply pragmatics. Patterns of usage of AAEV and Gullah are examined from this perspective and by comparison with usage patterns in other regions. The hypothesis that this is an example of code-mixing is examined and rejected. (MSE)

The definition of and distinction between two variations of American English, African American English Vernacular (AAEV) and Gullah, the American creole spoken on the coast of Georgia and South Carolina, are discussed. It is argued that while these and other varieties are defined typically by their basilects, the reality encountered in the field is that of variable, non-monolithic systems characterized as "mesolectal," with variable morphosyntactic and semantic kinship to the lexifier and substantial structural heterogeneity and formal alternatives for the same functions. These languages are termed "elusive." When the "code" is not clearly identifiable, it is difficult to apply pragmatics. Patterns of usage of AAEV and Gullah are examined from this perspective and by comparison with usage patterns in other regions. The hypothesis that this is an example of code-mixing is examined and rejected. (MSE)

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This study aims to investigate the capability of dogs to discern others' attention based on pragmatic inferences, considering observations of the other person interacting with certain objects in the environment. We will adapt the procedure described by Moll and colleagues (2006) to fit the dogs' motivation and the requirements of mobile eye-tracking.

Questions of reference, which occur in those situations in which the function or meaning of a name or description is at issue, cannot be answered by a purely semantic theory but need to be supported by aspects of a theory of pragmatics. This report investigates the implications of direct and indirect reference in language, concludes that a speaker's choice of direct or indirect reference is intentional, and suggests that the study of the constraints on the exercise of that choice is an important aspect of pragmatics. (KS)

Graphs are powerful means to visually convey specific types of information such as temporal changes in quantity, differences in frequencies and proportions. Since they are a means of communication they need, much as words and utterances, to be interpreted. In this project, we aim to investigate how the manipulation of the salience of certain graph constituents would drive people to interpret visualizations differently.

Roger Reynolds moderates an afternoon discussion with Wadada Leo Smith, Ge Gan-ru, James Tenney, and Robert Morris. The group talk touches on a number of topics or ideas, like what "music" can mean to different people, passion vs. systems, (as source of musical content), and how do you proceed (in composing) once you have have "material"?  Leo Smith addresses the first question about what the fixed and unfixed (in performance) is, and gives details about the process in coming up with his piece that was presented the night before. Ge Gan-ru comments on how whether he can relate to Smith's approach to music making, and talks about his own views and approach to composing. The subjects of emotion and passion in creativity, and philosophically, run throughout the conversations. James Tenney responds to some of the comments by Smith and Ge, then is asked about his own proposal, that the passion that excites is what releases one from their self. Robert Morris presents several questions for consideration about music and art, like must art arouse emotion?,  and proceeds to comment. Morris also offers three aspects to composition; the intuitive, the arbitrary, and the logical. The group then discusses the importance, if any, in staying true to a core concept or method in composing. The last forty minutes is dedicated to questions and answers, and ongoing discussion with participation from the audience. Recorded July 15, 1990 on the third day of the Composer-to-Composer Festival. Ge Gan-ru replaced John Lifton in the panel due to Lifton's involvement with the day's event planning.

Every language has different systems for expressing third party information. While in some languages grammar rules stipulate how to do this, in both Japanese and English the degree of indirection or direction a speaker should use to express information obtained as hearsay is genuinely a pragmatic language issue. English speakers tend to express hearsay information in more direct forms than do Japanese speakers. Cross-cultural discourse analysis, focusing on the concept of the speaker's information territory, reveals that English and Japanese have different pragmatic rules for dealing with hearsay information. This study analyzed the issue from both cultural and linguistic perspectives, and examined implications for foreign language instruction. (Contains 26 references, 8 discourses and a list of grammatical abbreviations. Japanese utterances in the appendix are transcribed using the Hepburn romanization system.) (Author/MSE)

Every language has different systems for expressing third party information. While in some languages grammar rules stipulate how to do this, in both Japanese and English the degree of indirection or direction a speaker should use to express information obtained as hearsay is genuinely a pragmatic language issue. English speakers tend to express hearsay information in more direct forms than do Japanese speakers. Cross-cultural discourse analysis, focusing on the concept of the speaker's information territory, reveals that English and Japanese have different pragmatic rules for dealing with hearsay information. This study analyzed the issue from both cultural and linguistic perspectives, and examined implications for foreign language instruction. (Contains 26 references, 8 discourses and a list of grammatical abbreviations. Japanese utterances in the appendix are transcribed using the Hepburn romanization system.) (Author/MSE)

Methods of data collection are reviewed that were used in 39 studies of interlanguage pragmatics, defined narrowly as the investigation of non-native speakers' comprehension and production of speech acts, and the acquisition of second language-related speech act knowledge. Data collection instruments are distinguished according to the degree to which they constrain informants' responses, and whether they tap speech act perception/comprehension or production. A main focus of discussion is the validity of different types of data, particularly their adequacy to approximate authentic performance of linguistic action. It is concluded that there is a clear need for more authentic data, collected in the full context of the speech event, and for comparative studies of the validity of different elicitation techniques. Contains approximately 55 references. (Author/LB)

Shirley Brice Heath's "Ways With Words," which deals with cultural differences and shows ways to negotiate a translation of culture, can be used to formulate a pedagogy which alerts students to cultural differences and encourages students to fit their own culturally inherited logical structures and personal styles into a rhetoric which also fulfills the requirements of academic exposition. According to H. P. Grice, there are two kinds of meaning: the semantic, abstract one, and the one intended by the speaker which must be recognized by the receiver of the message. Heath's research, carried out in two communities in the Carolinas, one black and one white, revealed: that an understanding of students' backgrounds can help them to be reached; and that a cultural heritage can be translated into the terms of a school's standards rather than being completely eradicated. At the college level, problems arise not only from the cultural differences of a heterogeneous student populace, but also from different conceptions of the function, the usage, and the beauty of language. When teachers of writing try to make students write correctly, the teacher may change a whole complex of beliefs, values and habits of mind, perhaps affecting profoundly the students' sense of identity. A better method might be to let the teacher be taught to a certain extent, to accept as much as to offer, to educate better writers by becoming a more receptive reader. (RAE)

This research was intended to find out the kinds of maxim on students’ conversation at grade eleven of State of Vocational High School (SMK Negeri) 1 Pematangsiantar. This research used descriptive qualitative which the data were obtained through students' conversations about expressing opinions. The subject of this research was the students of SMK Negeri 1 Pematangsiantar at grade eleven in the academic year 2023/2024. The instrument of this research was mobile phone, because the classroom interaction flows quickly, mobile phone was needed to help capturing students’ conversation. The data were collected by using the voice recordings and the transcripts. The data were analyzed based on students' conversations, then classified based on the maxims used in the conversation into each type of maxim, the maxims are then calculated to find the dominant maxim. The result of this research showed that the students used maxim of quantity (18,8%), maxim of quality (21,9%), maxim of relation (6,3%) and maxim of manner (18,8%). It showed that the students’ conversation dominant used maxim of quality in their conversation to express opinions. Keywords : Pragmatic Analysis, Maxim on Coversation, Expressing Opinions

This research was intended to find out the kinds of maxim on students’ conversation at grade eleven of State of Vocational High School (SMK Negeri) 1 Pematangsiantar. This research used descriptive qualitative which the data were obtained through students' conversations about expressing opinions. The subject of this research was the students of SMK Negeri 1 Pematangsiantar at grade eleven in the academic year 2023/2024. The instrument of this research was mobile phone, because the classroom interaction flows quickly, mobile phone was needed to help capturing students’ conversation. The data were collected by using the voice recordings and the transcripts. The data were analyzed based on students' conversations, then classified based on the maxims used in the conversation into each type of maxim, the maxims are then calculated to find the dominant maxim. The result of this research showed that the students used maxim of quantity (18,8%), maxim of quality (21,9%), maxim of relation (6,3%) and maxim of manner (18,8%). It showed that the students’ conversation dominant used maxim of quality in their conversation to express opinions. Keywords : Pragmatic Analysis, Maxim on Coversation, Expressing Opinions

This research was intended to find out the kinds of maxim on students’ conversation at grade eleven of State of Vocational High School (SMK Negeri) 1 Pematangsiantar. This research used descriptive qualitative which the data were obtained through students' conversations about expressing opinions. The subject of this research was the students of SMK Negeri 1 Pematangsiantar at grade eleven in the academic year 2023/2024. The instrument of this research was mobile phone, because the classroom interaction flows quickly, mobile phone was needed to help capturing students’ conversation. The data were collected by using the voice recordings and the transcripts. The data were analyzed based on students' conversations, then classified based on the maxims used in the conversation into each type of maxim, the maxims are then calculated to find the dominant maxim. The result of this research showed that the students used maxim of quantity (18,8%), maxim of quality (21,9%), maxim of relation (6,3%) and maxim of manner (18,8%). It showed that the students’ conversation dominant used maxim of quality in their conversation to express opinions. Keywords : Pragmatic Analysis, Maxim on Coversation, Expressing Opinions

Luke's ENGLISH Podcast - Learn British English with Luke Thompson

A substantial part of interlanguage pragmatics (ILP) research has contrasted explicit and implicit teaching designs, generally finding that explicit approaches--those featuring metapragmatic rule provision--are more effective than their implicit counterparts, which are characterized by the absence of metapragmatic information. A second dichotomy used to characterize instructional designs, that of deductive vs. inductive approaches, has received somewhat less attention. Concerned with the sequencing of the instruction rather than the criterion of whether or not to provide rules, this concerns the question of whether to choose (deductive) rules or (inductive) language use as the starting point of the instruction. Although the two dichotomies are interrelated, they are often unjustifiably merged, with the labels deductive and explicit, on the one hand, and inductive and implicit, on the other, being used interchangeably. This article illustrates the reasons for this oversimplification and argues that the resulting focus on the contrast of explicit-deductive and implicit-inductive designs has led to overlooking a third possible constellation: the explicit-inductive framework. Adopting a classroom perspective, the article further attempts to point out the advantages that this neglected combination can have for the teaching and learning of pragmatics in ESL.

A project examining the effect of language entropy on pragmatic understanding

Extensive longitudinal data were gathered on a child's entry into the symbolically mediated modal world by examining changes in the semantics and pragmatics of her uses of modal auxiliary verbs. The data are 53 transcripts of natural conversations between a girl, Nina, and her mother recorded periodically from her 23rd month to her 39th month. The focus is on 1,826 modal expressions she produced. The three major analyses used were a semantic analysis, conversational act analysis to ask what she is doing when she uses a modal, and a third analysis to ascertain what worlds her modal utterances referred to. The modalities fall into three categories: (1) the dynamic, or logic of factual conditions for action; (2) the deontic, or the normative conditions; and (3) the epistemic, or logic of knowledge or belief claims. Nina's first modals were produced at age 2 years, 2 months. Her overall modal production increased in each of the 4-month periods, along with a steady increase in the number of different forms. The overall analysis shows that Nina used modals more frequently to initiate than to respond to turns of talk. By her use of modals, she formulates and communicates plans, structures and enriches the world of pretend play she creates, and coordinates and shares her meaningful actions with others. (AMH)

This study compares how the native speakers of Thai (TTs) and American (AEs) as well as the Thai learners of English as a foreign language with high exposure to English (TEHs) and those with the low exposure (TELs) perform the speech acts of compliments (Cs) by taking the context of age into their consideration. The data were collected by means of a written discourse completion task (WDCT). The analysis of the data examined the pragmatic structures and in particular, strategies of Cs. The six pragmatic structures in terms of head acts [H] and supportive moves (S) were found. They were [H] only, [H]+(S), [H]+(S)+[H], (S)+[H], (S)+[H]+(S), and (S) only. Surprisingly, as opposed to other speech act studies, the AEs showed their preferences towards (S)-oriented structures while the TELs tended to favour [H]-oriented structures in giving Cs in all given situations in the context of age. A closer look at the C strategies exhibited cultural specific preferences among the AEs and the TTs which explain the interlanguage phenomena among the TEHs and the TELs. The interlanguage phenomena found in the two groups of learners may be seen as their incomplete mastery of English but they also could be interpreted as the communication strategies of the TEHs and the TELs to smooth their interactions in English. [Contains an English Written Discourse Completion Task (WDCT in English), and a Thai Written Discourse Completion Task translated version of English WDCT into Thai.]

This study compares how the native speakers of Thai (TTs) and American (AEs) as well as the Thai learners of English as a foreign language with high exposure to English (TEHs) and those with the low exposure (TELs) perform the speech acts of compliments (Cs) by taking the context of age into their consideration. The data were collected by means of a written discourse completion task (WDCT). The analysis of the data examined the pragmatic structures and in particular, strategies of Cs. The six pragmatic structures in terms of head acts [H] and supportive moves (S) were found. They were [H] only, [H]+(S), [H]+(S)+[H], (S)+[H], (S)+[H]+(S), and (S) only. Surprisingly, as opposed to other speech act studies, the AEs showed their preferences towards (S)-oriented structures while the TELs tended to favour [H]-oriented structures in giving Cs in all given situations in the context of age. A closer look at the C strategies exhibited cultural specific preferences among the AEs and the TTs which explain the interlanguage phenomena among the TEHs and the TELs. The interlanguage phenomena found in the two groups of learners may be seen as their incomplete mastery of English but they also could be interpreted as the communication strategies of the TEHs and the TELs to smooth their interactions in English. [Contains an English Written Discourse Completion Task (WDCT in English), and a Thai Written Discourse Completion Task translated version of English WDCT into Thai.]

Since the concept of communicative competence gained momentum, teaching pragmatics in the language courses could also receive more attention. In the early language teaching studies, the conveyance of pragmatic features to students was expected to happen in an implicit manner, but when importance of teaching pragmatics and teaching culture was known to teachers, the idea of explicit came into being. Being aware of some of deficiencies in explicit teaching approach in creating pragmatic awareness in students, the present study has adopted an initiative through juxtaposing L1 and L2 pragmatic features for the more effective teaching of these features. 

This study of the choice of verbs of motion by native speakers of Russian focused on four factors: quantifiers, sequencing, singularization, and progressive meaning with explicit reference to emotional state. Eight native speakers of Russian were asked to rate the grammatical acceptability of certain verbs in specific texts in which repeated motion toward a single, identified goal was clearly indicated. They were asked to choose whether the indeterminate or the determinate verb of motion was acceptable in the given context. In addition to repetition, the factors involved in the selection of an indeterminate verb to denote repeated motion events include numerical and adverbial quantifiers, and sequencing (overlapping or non-overlapping events). Singularization (e.g., "each time") in the text favors the determinate verb of motion as does the expression of progressive meaning with explicit reference to the emotional state of the "figure," that is, the object in motion. The discussion leads to two conclusions: first, determinate verbs are sensitive to the semantic/syntactic factors of overlapping/non-overlapping sequencing, processual meaning, and singularization, predictable by the relationship of these verbs to the temporal parameter; and secondly, speaker choice plays a large and somewhat complicated part in verb selection. The texts used are in both Russian and English. (MSE)

This study of the choice of verbs of motion by native speakers of Russian focused on four factors: quantifiers, sequencing, singularization, and progressive meaning with explicit reference to emotional state. Eight native speakers of Russian were asked to rate the grammatical acceptability of certain verbs in specific texts in which repeated motion toward a single, identified goal was clearly indicated. They were asked to choose whether the indeterminate or the determinate verb of motion was acceptable in the given context. In addition to repetition, the factors involved in the selection of an indeterminate verb to denote repeated motion events include numerical and adverbial quantifiers, and sequencing (overlapping or non-overlapping events). Singularization (e.g., "each time") in the text favors the determinate verb of motion as does the expression of progressive meaning with explicit reference to the emotional state of the "figure," that is, the object in motion. The discussion leads to two conclusions: first, determinate verbs are sensitive to the semantic/syntactic factors of overlapping/non-overlapping sequencing, processual meaning, and singularization, predictable by the relationship of these verbs to the temporal parameter; and secondly, speaker choice plays a large and somewhat complicated part in verb selection. The texts used are in both Russian and English. (MSE)

Journal of Pragmatics 1993: Volume 20 , Issue CONTENTS. Digitized from IA1652430-06 . Previous issue: sim_journal-of-pragmatics_1993-06_19_6 . Next issue: sim_journal-of-pragmatics_1993-07_20_1 .

Journal of Pragmatics 1993: Volume 20 , Issue CONTENTS. Digitized from IA1652430-06 . Previous issue: sim_journal-of-pragmatics_1993-06_19_6 . Next issue: sim_journal-of-pragmatics_1993-07_20_1 .

Journal of Pragmatics 1993: Volume 20 , Issue CONTENTS. Digitized from IA1652430-06 . Previous issue: sim_journal-of-pragmatics_1993-06_19_6 . Next issue: sim_journal-of-pragmatics_1993-07_20_1 .

Journal of Pragmatics 1993: Volume 20 , Issue CONTENTS. Digitized from IA1652430-06 . Previous issue: sim_journal-of-pragmatics_1993-06_19_6 . Next issue: sim_journal-of-pragmatics_1993-07_20_1 .

Journal of Pragmatics 1996: Volume 25 , Issue Index. Digitized from IA1652430-06 . Previous issue: sim_journal-of-pragmatics_1995-11_24_6 . Next issue: sim_journal-of-pragmatics_1996-01_25_1 .

Journal of Pragmatics 1996: Volume 25 , Issue Index. Digitized from IA1652430-06 . Previous issue: sim_journal-of-pragmatics_1995-11_24_6 . Next issue: sim_journal-of-pragmatics_1996-01_25_1 .

This paper proposes the use of dependent types for pragmatic phenomena such as pronoun binding and presupposition resolution as a type-theoretic alternative to formalisms such as Discourse Representation Theory and Dynamic Semantics.

This research delves into the realm of second language acquisition and pragmatic competence, with a specific focus on the intricate domain of conversational implicatures. The aim of this study was to design an effective assessment tool for implicature comprehension by harnessing the power of corpus pragmatics. Utilizing the COCA (Corpus of Contemporary American English) corpus, Ι crafted a comprehensive test on conversational implicatures. This test was administered to first-grade high school students, with the objective of evaluating both their comprehension and production abilities within pragmatic contexts. The study reveals the synergistic relationship between corpus pragmatics and digital technology, showcasing the seamless integration of authentic language use through online corpora. The results obtained from the test underscore the efficacy of this approach, with overwhelmingly positive outcomes observed among the participants. By illuminating the intersection of corpus pragmatics, technology, and language acquisition, this research not only contributes to the advancement of language pedagogy but also highlights a promising avenue for future language assessment methodologies.

This research delves into the realm of second language acquisition and pragmatic competence, with a specific focus on the intricate domain of conversational implicatures. The aim of this study was to design an effective assessment tool for implicature comprehension by harnessing the power of corpus pragmatics. Utilizing the COCA (Corpus of Contemporary American English) corpus, Ι crafted a comprehensive test on conversational implicatures. This test was administered to first-grade high school students, with the objective of evaluating both their comprehension and production abilities within pragmatic contexts. The study reveals the synergistic relationship between corpus pragmatics and digital technology, showcasing the seamless integration of authentic language use through online corpora. The results obtained from the test underscore the efficacy of this approach, with overwhelmingly positive outcomes observed among the participants. By illuminating the intersection of corpus pragmatics, technology, and language acquisition, this research not only contributes to the advancement of language pedagogy but also highlights a promising avenue for future language assessment methodologies.

This research delves into the realm of second language acquisition and pragmatic competence, with a specific focus on the intricate domain of conversational implicatures. The aim of this study was to design an effective assessment tool for implicature comprehension by harnessing the power of corpus pragmatics. Utilizing the COCA (Corpus of Contemporary American English) corpus, Ι crafted a comprehensive test on conversational implicatures. This test was administered to first-grade high school students, with the objective of evaluating both their comprehension and production abilities within pragmatic contexts. The study reveals the synergistic relationship between corpus pragmatics and digital technology, showcasing the seamless integration of authentic language use through online corpora. The results obtained from the test underscore the efficacy of this approach, with overwhelmingly positive outcomes observed among the participants. By illuminating the intersection of corpus pragmatics, technology, and language acquisition, this research not only contributes to the advancement of language pedagogy but also highlights a promising avenue for future language assessment methodologies.

ix, 249 p. : 25 cm

Includes bibliographical references and index

Includes bibliographical references and index

Includes bibliographical references and index

An account of utterance interpretation in discourse needs to face the issue of how the discourse context controls the space of interacting preferences. Assuming a discourse processing architecture that distinguishes the grammar and pragmatics subsystems in terms of monotonic and nonmonotonic inferences, I will discuss how independently motivated default preferences interact in the interpretation of intersentential pronominal anaphora. In the framework of a general discourse processing model that integrates both the grammar and pragmatics subsystems, I will propose a fine structure of the preferential interpretation in pragmatics in terms of defeasible rule interactions. The pronoun interpretation preferences that serve as the empirical ground draw from the survey data specifically obtained for the present purpose.

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This book provides an introduction to the study of meaning in human language, from a linguistic perspective. It covers a fairly broad range of topics, including lexical semantics, compositional semantics, and pragmatics. The chapters are organized into six units: (1) Foundational concepts; (2) Word meanings; (3) Implicature (including indirect speech acts); (4) Compositional semantics; (5) Modals, conditionals, and causation; (6) Tense & aspect. Most of the chapters include exercises which can be used for class discussion and/or homework assignments, and each chapter contains references for additional reading on the topics covered. As the title indicates, this book is truly an INTRODUCTION: it provides a solid foundation which will prepare students to take more advanced and specialized courses in semantics and/or pragmatics. It is also intended as a reference for fieldworkers doing primary research on under-documented languages, to help them write grammatical descriptions that deal carefully and clearly with semantic issues. The approach adopted here is largely descriptive and non-formal (or, in some places, semi-formal), although some basic logical notation is introduced. The book is written at level which should be appropriate for advanced undergraduate or beginning graduate students. It presupposes some previous coursework in linguistics, but does not presuppose any background in formal logic or set theory.

Jürgen Habermas, Two books

Habermas Pragmatics Communication

1Miss Civilization

By Richard Harding Davis

<em>Miss Civilization</em>, a one act comedy, tells the story of a young woman who matches wits with three burglars attempting to rob her house. This recording was made in Chicago at the LibriVox World Gathering in May 2007.<br /><br /> <strong>Cast:</strong><br /> <a href="http://librivox.org/reader/28">Kristin Hughes</a><br /> <a href="http://librivox.org/reader/32">Betsie Bush</a><br /> <a href="http://librivox.org/reader/606">Julian Jamison</a>

2Narrative of the Life of Rev. Noah Davis, A Colored Man

By Noah Davis

The object of the writer, in preparing this account of himself, is to<br /><br />RAISE SUFFICIENT MEANS TO FREE HIS LAST TWO CHILDREN FROM SLAVERY.<br /><br />Having already, within twelve years past, purchased himself, his wife, and five of his children, at a cost, altogether, of over _four thousand dollars_, he now earnestly desires a humane and christian public to<br /><br />AID HIM IN THE SALE OF THIS BOOK,<br /><br />for the purpose of finishing the task in which he has so long and anxiously labored.<br /><br />God has blessed him in an extraordinary manner, not only by granting freedom to him and so large a portion of his family, but by giving him the hope of the gospel, and permitting him to preach that gospel among his own people--in which calling he has been engaged for about twenty-five years. (Excerpted from the book)

3Notes of a War Correspondent

By Richard Harding Davis

Experiences and observations of the journalist in the Cuban-Spanish War, the Greek-Turkish War, the Spanish-American War, the South African War, and the Japanese-Russian War, accompanied by "A War Correspondent’s Kit." (Summary by Neeru Iyer)<br /><br /> This project was proof listened by mim@can, Diana Majlinger, and Betty M.

4Life in the Iron Mills

By Rebecca Harding Davis

This 1861 novella was the first published work by Rebecca Harding Davis: writer, social reformer, and pioneer of literary realism. It tells the story of Hugh Wolfe, a Welsh laborer in an iron mill who is also a talented sculptor, and of Deborah, the hunchbacked woman who unrequitedly loves him. (Summary by Elizabeth Klett)

5In the Fog

By Richard Harding Davis

The story is set in London, at an elite gentleman’s club called "The Grill," where an American gentleman arrests the attention of four other men by relating how one night he got lost in a thick London fog. He stumbled upon a house where a double murder was just committed. The victims of the murder were a young nobleman and a Russian princess. He escaped from the house and reported the killings to Scotland Yard. But they were unable to find the location of the dwelling. All very strange, as three of the other gentlemen all offer more information and perspectives on various details of the incident as they endeavor to solve the mystery. (Introduction by Bob Gonzalez)

6Boy Scout And Other Stories For Boys

By Richard Harding Davis

RICHARD HARDING DAVIS, as a friend and fellow author has written of him, was “youth incarnate,” and there is probably nothing that he wrote of which a boy would not some day come to feel the appeal. But there are certain of his stories that go with especial directness to a boy’s heart and sympathies and make for him quite unforgettable literature. A few of these were made some years ago into a volume, “Stories for Boys,” and found a large and enthusiastic special public in addition to Davis’s general readers; and the present collection from stories more recently published is issued with the same motive. This book takes its title from “The Boy Scout,” the first of its tales; and it includes “The Boy Who Cried Wolf,” “Blood Will Tell,” the immortal “Gallegher,” and “The Bar Sinister,” Davis’s famous dog story. It is a fresh volume added to what Augustus Thomas calls “safe stuff to give to a young fellow who likes to take off his hat and dilate his nostrils and feel the wind in his face.” (Summary by Publisher's Note in book)

7Make-Believe Man

By Richard Harding Davis

Adventure was what our protagonist was looking for, when he boarded the steamer "Patience" for his holiday, and when one has a man with such a vivid imagination like Joseph Forbes Kinney as a travel companion, who seems to find adventures at every turn of the road (and if not, he manufactures them), the two travellers are sure to stumble into trouble... (Summary by Carolin)

8Amateur

By Richard Harding Davis

On the steamer on his way to London, Austin Ford meets a young woman, who is going to London to find her missing husband. Being a specialist in finding people, Mr. Ford agrees to help her in her quest. However, something appears to be not quite right about the lady and her story... (Summary by Carolin)

9Rise and Fall of the Confederate Government, Volume 1a

By Jefferson Davis

<i>The Rise and Fall of the Confederate Government</i> (1881) is written by Jefferson Davis, former President of the Confederate States of America during the American Civil War. Davis wrote the book as a straightforward history of the Confederate States of America and as an apologia for the causes that he believed led to and justified the American Civil War.<br/><br/> Davis spared little detail in describing every aspect of the Confederate constitution and government, in addition to which he retold in detail numerous military campaigns. Far more compelling in the views of Davis' contemporaries and to modern scholars were Davis' thoughtfully constructed arguments as to the constitutional and moral justification of the formation of the Confederacy and of the Civil War. Davis cited numerous constitutional passages, constitutional scholars, and American political leaders to prove his thesis that secession was justified.<br/><br/> This project contains the first half of Volume 1 (of 2). (Intro modified from Wikipedia)

10Lost House

By Richard Harding Davis

Austin Ford, the London correspondent of the New York Republic, is spending some idle time in the American Embassy chatting with the Second Secretary, when suddenly a note is brought in. This note is an appeal for help, found in the gutter in a dark alley. The writer claims to be a young girl, who is kept against her will locked up in a lunatic asylum by her uncle. Although the Second Secretary tries to convince him that there is nothing to it, the journalist is determined to follow the lead... (Summary by Carolin)

11Princess Aline

By Richard Harding Davis

Morton Carlton, an easy-going, rich young artist, has never taken the concepts of love and marriage all that seriously -- until by accident a copy of an English illustrated paper falls into his hands, which contains a photograph of the young Princess Aline of Hohenwald. Instantly, Carlton is captivated by the princess, and decides that he must meet her. But how to get close to a princess, who lives in a small German duchy well protected by guards and etiquette? Carlton decides to travel to Europe and try his luck... (Summary by Carolin)

12My Buried Treasure

By Richard Harding Davis

"This is a true story of a search for buried treasure. The only part that is not true is the name of the man with whom I searched for the treasure. Unless I keep his name out of it he will not let me write the story, and, as it was his expedition and as my share of the treasure is only what I can make by writing the story, I must write as he dictates. I think the story should be told, because our experience was unique, and might be of benefit to others. And, besides, I need the money." (From the text)

13Lion and the Unicorn

By Richard Harding Davis

What if figures of animals had lives of their own? If the figures of a lion and a unicorn at the shop across the street could talk, what would they say about the little things in life that they see every day on the streets of London? This short story describes the love story of Philip Caroll and Helen Cabot, as witnessed by these two figures.. (Summary by Carolin)

14Rise and Fall of the Confederate Government, Volume 1b

By Jefferson Davis

<i>The Rise and Fall of the Confederate Government</i> (1881) is written by Jefferson Davis, former President of the Confederate States of America during the American Civil War. Davis wrote the book as a straightforward history of the Confederate States of America and as an apologia for the causes that he believed led to and justified the American Civil War.<br><br> Davis spared little detail in describing every aspect of the Confederate constitution and government, in addition to which he retold in detail numerous military campaigns. Far more compelling in the views of Davis' contemporaries and to modern scholars were Davis' thoughtfully constructed arguments as to the constitutional and moral justification of the formation of the Confederacy and of the Civil War. Davis cited numerous constitutional passages, constitutional scholars, and American political leaders to prove his thesis that secession was justified.<br><br> This project contains the second half of Volume 1 (of 2). (Intro modified from Wikipedia)<br><br> Proof-listening done by Nadya Gaganova and Lucretia B.

15Rise and Fall of the Confederate Government, Volume 2

By Jefferson Davis

<i>The Rise and Fall of the Confederate Government</i> (1881) is written by Jefferson Davis, former President of the Confederate States of America during the American Civil War. Davis wrote the book as a straightforward history of the Confederate States of America and as an apologia for the causes that he believed led to and justified the American Civil War. (Intro modified from Wikipedia)<br/><br/> "The most painful pages of this work are those which . . . present the subjugation of the State governments by the Government of the United States. The patriot, the lover of his country and of the liberties of mankind, can not contemplate these facts without a feeling of grief which will not be comforted. That the work of the fathers of the republic, that the most magnificent system of constitutional government which the wisdom of man has devised, should be turned from its object, changed from its order, rendered powerless to protect the unalienable rights and sovereignty of the people, and made the instrument by which to establish and maintain imperialism, is a revolution unlike any other that may be found in the history of mankind. The result established the truthfulness of the assertion . . . that the Northern people, by their unconstitutional warfare to gain the freedom of certain negro slaves, would lose their own liberties." (from chapter 42)<br/><br/> This project contains Volume 2 (of 2).<br/><br/> Proof-Listened by TriciaG & denisedee

16Cynical Miss Catherwaight

By Richard Harding Davis

This is the story of Miss Catherwaight, collector of "dishonored honors" - medals of honor pawned by the persons they were awarded to. Part of Miss Catherwaight's collection are also the stories behind each award, and she tends to look down on their former owners for giving them away - until she finds a particular token in the shape of a heart... - Summary by Carolin

17Wasted Day

By Richard Harding Davis

This is a delightful little story about the most successful banker on Wall Street, who finds his philanthropic side when one of his former employees is arrested and needs someone to vouch for his character.. - Summary by Carolin

18Outside the Prison

By Richard Harding Davis

On Christmas Eve, journalist Bronson is sent to wait outside of Moyamensing Prison to report on the release of a certain infamous prisoner. His case had gotten a lot of attention, so the paper wants a man on the spot. However, what Bronson hears and sees outside the prison that night is not quite what he was expecting. - Summary by Carolin

19Men of Zanzibar

By Richard Harding Davis

This is the story of Hemingway, who, after a hunting trip in Uganda, settles in Zanzibar for a while to live among the English-speaking expatriate community on that island. While keeping his true identity well to himself, he falls in love with Ms. Polly Adair, the American Belle of the little society. But when he asks her to marry him, it seems that Ms. Adair has a secret... - Summary by Carolin

20Somewhere in France

By Richard Harding Davis

When Captain Henri Ravignac married Marie Gessler, he was mistakenly thinking she was French. But Marie is in fact German, and her command of the French language and culture makes her a perfect spy. At the first opportunity, she double-crossed Captain Ravignac and stole valuable documents from him, which makes her a great candidate for espionage when World War I breaks out. Travelling with the documents of Countess d'Aurillac, she moves behind enemy lines, but the life of a spy is typically turbulent and short... - Summary by Carolin

21Spy

By Richard Harding Davis

Mr. Crosby is a high-ranking official known to be often entrusted with secret government missions. But when he finds himself in Valencia, that's entirely an accident and has nothing to do with any such mission at all. But his reputation does not allow him to simply leave a region riddled with conflicts, and so, a spy attaches himself to Crosby. On a small boat with only one another for company, things can quickly get complicated. - Summary by Carolin

22Unfinished Story

By Richard Harding Davis

A very congenial dinner party is ongoing. Among the distinguished guests are also one author and one painter, who have just been told that their work does not reflect reality. Their work is good, of course, but reality is different than in the paintings and in the novels. Suddenly and unexpectedly, the young explorer Gordon says that sometimes, life contains stories so outrageous that they would never be printed in novels. He has one to tell as an example. - Summary by Carolin

This is Volume VIII of the National Academy of Sciences Biographical Memoirs series. It is read as 33 sections using the memoir headings. John Wesley Powell (1834-1902) was a leading figure in the geological explorations of the West and helped establish the federal U.S. Geological Survey in 1879. He also led the Bureau of Ethnology and advocated for better treatment and study of Native American tribes and culture. He wrote a definitive study of the arid western U.S., advocating for thoughtful irrigation and land management practices. Powell predicted that water rights purchased by corporations, rather than tied to the land, would be a major political and environmental issue. John Wesley Powell was a scientific frontiersman. His life reveals the energetic working of a vigorous and independent personality, full of inspiration, power, and enterprise. He was a founder of major scientific organizations, including the National Geographic Society, Geological Society of America, and the Cosmos Club. Powell lived most of his life in Washington, DC. The memoir was written by William Morris Davis (1850-1934) was a prominent professor of geology, geography, and meteorology at Harvard and knew Powell personally. Summary by Melanie Schleeter McCalmont

The frost fair of 1814 began on 1 February, and lasted four days. A printer named George Davis published a 124-page book, "Frostiana; or a History of the River Thames in a Frozen State". The entire book was type-set and printed in Davis's printing stall, which had been set up on the frozen Thames. The book is a written history of London's frost fairs, interspersed with humorous, cold-related sections including "How to Make Ice Cream" and "The Art of Ice Skating". - Summary by Wikipedia, Lewis Fletcher

25Book of American Negro Poetry

By Otto Leland Bohanan, William Stanley Braithwaite, Benjamin Griffith Brawley, James Edwin Campbell, Waverly Turner Carmichael, James David Corrothers, Joseph S. Cotter, Jr., Ray G. Dandridge, Daniel Webster Davis, R. Nathaniel Dett, W. E. B. Du Bois, Paul Laurence Dunbar, Alice Dunbar Nelson, Jessie R. Fauset, Leslie Pinckney Hill, John Wesley Holloway, Roscoe C. Jamison, Charles Bertram Johnson, Georgia Douglas Johnson, James Weldon Johnson, Fenton Johnson, Edward Smyth Jones, Joshua Henry Jones, Jr., George Reginald Margetson, George Marion McClellan, Claude McKay, William H. A. Moore, Alex Rogers, Theodore Henry Shackelford, Anne Spencer and Lucian B. Watkins

The Book of American Negro Poetry is one of the earliest and most essential anthologies of African-American verse ever brought to print. Edited by writer and diplomat James Weldon Johnson, this collection was published with the hope of bringing to the public a greater awareness of the art and literature created by Black writers. This is the first edition of this long-republished anthology and collects seminal works by Paul Dunbar, W.E.B. Du Bois, Claude McKay, Leslie Hill, James Corrothers, and many more. - Summary by ChuckW

26Gallegher and other Stories

By Richard Harding Davis

Set in 1890's USA, teen detective Gallegher is a copy boy for a local newspaper, but due to his superior sleuthing and feisty Huck Finn attitude, he ends up solving a serious crime. Walt Disney thought enough of the spunky Gallegher story to make a TV series of it back in 1965. Of course, Gallegher is only one of the 9 other interesting stories included, all period pieces, with interesting characters, all interestingly told. ( Summary by Michele Fry)