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4437 results in Semantics and pragmatics

Page 22 of 222

  • 4 - On Keeping Talking Without Saying Anything (Much): The Use of Gambits in Interaction

  • Willis J. Edmondson, Juliane House, Universität Hamburg and the Hungarian Research Centre for Linguistics, Daniel Z. Kadar, Dalian University of Foreign Languages, China and Hungarian Research Centre for Linguistics
  • Book:
    Expressions, Speech Acts and Discourse
    Published online:
    08 June 2023
    Print publication:
    22 June 2023, pp 55-73

  • Summary

    In Chapters 4 and 5, we focus on the smallest component of the interactional grammar: expressions. Chapter 4 presents a way of analysing and describing expressions which are meant to lubricate the flow of interaction. The acquisition of such expressions is very important for learners, who need to be made aware of their use. We define this category of expressions as Gambits. While it is a popular assumption that Gambits – often called ‘discourse markers’ in the literature – are devoid of meaning, we shall show that this is far from being the case.

  • 2 - Communicative Interaction in the Foreign Language Classroom

  • Willis J. Edmondson, Juliane House, Universität Hamburg and the Hungarian Research Centre for Linguistics, Daniel Z. Kadar, Dalian University of Foreign Languages, China and Hungarian Research Centre for Linguistics
  • Book:
    Expressions, Speech Acts and Discourse
    Published online:
    08 June 2023
    Print publication:
    22 June 2023, pp 7-22

  • Summary

    Chapter 2 discusses the dilemma posed by the requirement that ‘communicative’ English be taught in a foreign language classroom – which is naturally different from real life – and suggest different ways out of this dilemma as general possibilities. The chapter therefore provides a practical applied linguistic background for the more theoretically motivated chapters that follow. We argue that many of the teaching dilemmas triggered by the setting of the foreign language classroom relate to the fact that the classroom provides its own ritual space, in which the conventions and practices and related rights and obligations holding for daily life are turned upside down.Thus, a key dilemma invariably facing the foreign language teacher is how to teach real-life language use in a non-real-life setting.

  • 3 - Basis for the Description of Discourse as an Interactive Process

  • Willis J. Edmondson, Juliane House, Universität Hamburg and the Hungarian Research Centre for Linguistics, Daniel Z. Kadar, Dalian University of Foreign Languages, China and Hungarian Research Centre for Linguistics
  • Book:
    Expressions, Speech Acts and Discourse
    Published online:
    08 June 2023
    Print publication:
    22 June 2023, pp 23-54

  • Summary

    Chapter 3 presents a comprehensive way of analysing and describing interaction, serving as a model for the descriptions offered in the rest of the book. In the descriptive system explicated in this chapter, we approach interaction through units of various size, including expressions, illocutionary acts and Types of Talk representing discourse. The system presented in this chapter was not derived in a top-down manner, but ratheremerged as an outcome of extensive empirical research.

  • 5 - Using Words to Make Meaning: Ritual Frame Indicating Expressions in Everyday Talk

  • Willis J. Edmondson, Juliane House, Universität Hamburg and the Hungarian Research Centre for Linguistics, Daniel Z. Kadar, Dalian University of Foreign Languages, China and Hungarian Research Centre for Linguistics
  • Book:
    Expressions, Speech Acts and Discourse
    Published online:
    08 June 2023
    Print publication:
    22 June 2023, pp 74-95

  • Summary

    In Chapter 5, we examine those expressions through which language users conventionally indicate illocutionary acts such as requesting. We define these expressions as Ritual Frame Indicating Expressions (RFIEs), arguing that they are recurrently used to indicate illocutionary acts in specific standard situations with preset rights and obligations for participants. Learning and teaching the use of such expressions can be particularly difficult due to their interactional load and linguacultural specificity.

Page 22 of 222