Context Implicature and Reference Week 3 Language in

Context, Implicature and Reference Week 3 Language in context

Pragmatics ? 2

Pragmatics. • Pragmatics is a subfield of linguistics concerned with speech acts, • and how communication is achieved in a given instance of language use; • it studies how the transmission of meaning depends not only on the linguistic knowledge (e. g. grammar, lexicon etc. ) of the speaker and listener, • but also on the context of the utterance • knowledge about the status of those involved, the inferred intent of the speaker, and so on. [1

• the context of the utterance, • Where? • Situation? • knowledge about the status of those involved, Who? Relationship? • the inferred intent of the speaker, Why? 4

• A: Is this your pencil? • B: Yes, thanks. • A: Is this your daughter? • B: Yes, • A: Wow! Where? With who? Relationship? Why? 5

Pragmatics • Another perspective is that pragmatics deals with the way in which we reach our goals in communication.

"Stop smoking, please!" which is a direct method and has clear semantic meaning. "Whew, this room could use an air purifier“ which implies a similar meaning but is indirect and therefore requires pragmatic inference to derive the intended meaning. 7

Pragmatic awareness • is regarded as one of the most challenging aspects of language learning, and comes only through experience. 8

Context? 9

Context, the dynamic context the continually changing surroundings, it enables the participants in the communication process to interact, and in which the linguistic expressions of their interaction become intelligible.

Where Who Intension 11

So • Grammatical view: the linguistic elements are described in isolation • User-oriented: one asks how these linguistic elements are used in the context of interaction.

Context is more than • just reference. John? Policeman? • about understanding what things are for. Smart phone in somewhere?

Pragmatics and context. action. don’t talk with your mouth full? It’s a long time since we visited your mother. Two settings Physical; where? (at the dinner table) ( transmogrified: at the hippopotamus cage? ) Emotional: role, status, relationship. intension

Where Who Intension 15

Register ? Free Template from www. brainybetty. com 16

Register • By register, one understands the linguistic resources that speakers have at their disposal to mark their attitude towards their interlocutors.

• Formal vs informal register. • Register changes due to pragmaticalized context. (situation, relationship) due sie. Nam-joon Dr. Kang 자기 야 당신 너 18

Context and Convention? 19

Isolated representations • Meaning of a word itself make sense whenever it is said. • E. g. Urine is sign of health. • Non controversial 20

Language is conventional • There is no immediate, natural connection between a word and what it expresses. • We cannot ‘read off’ this speaker meaning of an utterance in the same way, and as directly, as a physician is able to interpret the natural meaning of the color and other significant properties of a person’s urine. 21

Context and convention • The specific paradox of pragmatics is, then that language users must employ socially conventional, linguistic means to express their individual intentions. . • Wow, there are too many dishes. • That woman is very good at talking.

Context and convention • Cannot naturally express what they think. • Let’s go to the sea. • I don’t want to go to the sea.

Context and convention • The invisible workings of their minds cannot be immediately expressed, in a natural way, but must be coded in nonnatural, conventional and contextual, carriers. • If you don’t mind, shall we take a rest/ have a date? • Why don’t you take a hot bath. • I don’t want to take a bath.

Not by individual but by society • Since language is developed in a social context, its use is governed by society rather than by the individual speakers.

Artificial signs and natural language • One and the same utterance can obttain completely different, even diametrically opposed effects, depending on convention and context. 26

The same utterance can obtain completely different • Great!! • A: so can you please come over here again right now. • B: Well, I have to go to Edinburgh today sir. • A: Hmm, how about this Thursday?

The context determines • both what one can say and what one cannot say: only the pragmatics of the situation can give meaning to one’s words. • A. It’s really cold/hot here. B. The door is opened/closed. C. That’s wonderful. 28

Contextual assumption • The spatial: where • Temporal: when (before Tuesday) • Relationship: giving order 29

Presupposition • In the linguistic branch of pragmatics, a presupposition is an implicit assumption about the world or background belief relating to an utterance whose truth is taken for granted in discourse. • Do you want to do it again? • Jane no longer writes fiction.

Presupposition? • Do you want to do it again? – Presupposition: that you have done it already, at least once. • Jane no longer writes fiction. – Presupposition: that Jane once wrote fiction

Context Convention Presuppositi on 32

Convention, context, presupposition A: B: Where are my keys? Jane went out. Cannot stand it anymore. Oh! Here she goes again. 33

Convention, context, presupposition A: She’s not at home? B: It’s 12. A: When did it finished? B: Buravo! What we’ve got here. 34

Break

Implicature

Implicature • It refers to what is suggested (what can be deduced, inferred) in an utterance, even though not expressed nor strictly implied (that is, entailed) by the utterance. [1]

• For example, the sentence "Mary had a baby and got married" strongly suggests that Mary had the baby before the wedding, but the sentence would still be strictly true if Mary had her baby after she got married. Further, if we add the qualification "— not necessarily in that order" to the original sentence, then the implicature is cancelled even though the meaning of the original sentence is not altered. 38

Imply • To fold something into something else

Implication • Logicality of the sentences • If you ---- then I will. • But normally we don’t use this way.

• You cut my hedge • I’ll take you dinner. • if you cut my hedge then I’ll take you dinner. • if you don’t, I won’t. 41

Conversational Implicature • The way we understand an utterance in conversation in accordance with what we expect to hear. • What time is it? • The bus just went by, Both knows there is only one bus and it is gone already. It make sense not grammatically but carry the required information.

Cooperative principles • More understanding of the context brings more guesses. • People, in the conversation try to help other people in answering. • Accept that aunt knows only about the month not date.

So • Both knows what is happening in this context • More than just language. 44

Create one conversational implicature 45

Create one conversational implicature A: What time are they coming back? B: Oh! Stop it. A: I love you! B: Go to hell! A: Give it to me. I’ll do it. B: Great! 46

Conventional implicature • Meaning of verbal expressions are governed by its historically developed, culture-specific and class related.

Culture & social class related • Language learning is a personal, communal, and political act that involves border-crossings. L 2 language classroom as a site of struggle where social issues and cultural values play a significant role in the curriculum. 48

Historically developed • He’s Japanese. • He has a Japanese look. • He’s got a brother living in the USA. • She’s the secretary. • She’s working in PX. • She’s married to an American soldier. 49

Class related. Accent means social inferiority? It is due to history or socially built up situation. • ‘Yo man, What’s up? • I almost wet my pants. • OH, it’s fucking good. • I am really honoured to do so. • Please make a theoretical analysis.

Culture related • She’s living by herself. And she has a boy friend. • She’s nineteen. She’s living with her family. • He’s a civil servant. • She has many creative and interesting ideas. 51

Performative inquiry • is a research methodology and mode of learning that invites students to explore imaginary worlds within which spacemoments of interstanding and intercultural recognitions are possible. • Which means doing what? • Drama 52

Performative inquiry uses • elements of role drama, including soundscapes, tableau, writing-in-roles, and improvisation to initiate embodied intertextual conversations within imaginary world(s) created by participants. 53

Watch a video and define the words in red. • An essential component of performative inquiry is a collective sharing of experience and reflections among participants following the performative exploration. 54

Performative inquiry opens • Finally, spaces of intertextual play within which social responsibility and individual and communal response may be investigated. • be “in the shoes of” the one we are playing 55

Well • Implicatures are standardized by convention, and cannot be changed even if we invoke another context; • Language cannot be understood without understanding convention, culture, personal history, or intention at the time when the speech is spoken. • We learn all these through the performance in Drama. 56

Thanks and Love ya!!!!! 57

Homework • Imply context, conventions, conversational implicatures, conventional implicatures, presuppositions, in drama activities for your own learners. • Please read 3. 3 upwards and summarize the chapter. –Please answer to the questions 2, 3 & 5 in the ‘Review and Discussion” section (p. 61 -66)