4Th International Conference Intercultural Pragmatics – Madrid 2010 Web-Posters
Teaching and Learning Slangs, as an Important Part of Intercultural Pragmatics, in TEFL
Farzin Fahimnia & Maryam Nazeri
farzin.fahimniya@gmail.com ; maryam_naazeri@yahoo.com
Islamic Azad University, Bandar Abbas Branch www.iauba.ac.ir
In teaching and learning a foreign language, pragmatics plays a significant role and slang, as an inevitable part of pragmatics, seems to be of great importance and highly related to the culture.
Korean EFL Learners’ attention to grammatical and pragmatic features
In the English language teaching (ELT) field, intercultural communicative competence (Alptekin, 2002; Matsuda, 2003) and World Englishes (Kachru, 1992, 1996) have received strong attention from a theoretical perspective. Despite the largely agreed importance of intercultural competence and the legitimacy of World Englishes in the academic circle, however, research has indicated that in reality there exists prejudice against non-mainstream speakers of English and their foreign accents (Lippi-Green, 1997; Kubot, 2003; Kwai, Sato, Rinnert, Zamborlin, Kawamura, Nogami, 2005) English language learners aspire to sound like Inner Circle native speakers (Yoon, 2007).
Komlósi: Irony in the semantics-pragmatics interface: A reconstructional model
komlosiboglarka@gmail.com
see (brief) poster version : http://www.eotvos.u-szeged.hu/~vozparag/komlosi_irony.pdf
1. Introduction
In my presentation I would like to show that terms like opposition, contrary and negation are very vague in verbal irony researches. I will show that it is not enough to take only pragmatic features into account, but the semantic features are also very important to get a more detailed picture about verbal irony. The emerging question is what we mean when we say opposition, contrary, negation and why authors are forced to take a stance concerning the relationship between irony and opposition/contrary/negation. Read more…
Svetlana Bochaver: Pragmatics of theatre performance
Institute of Linguistics of Russian Academy of Sciences
During any theatre performance is formed a very specific communicative situation. It differs from a common one by roles and quantity of participants. Read more…
The (creative) construction of emotion concepts: a matter of inferences
Aline Aver Vanin [aline.vanin@ymail.com]
Pontifícia Universidade Católica do Rio Grande do Sul – Brazil
The aim of this study is to discuss the inferential process of information and conceptualization in communicative exchanges through an interdisciplinary approach between Sperber and Wilson’s (1995) Relevance Theory and Cognitive Semantics. Such approaches are able to explain how (conventional and metaphorical/metonymical) concepts related to emotions emerge during interaction, in spite of these theories viewing this process in different ways. Taking into account Campos’ (2007) Interface Theory, it seems that an integration of precepts from both perspectives is feasible enough to explain the emergence of the aforesaid concepts: while the architecture of Relevance describes and explains in details the inferential processes in communication, Fauconnier & Turner’s (2002) Blending Theory deals with the dynamicity of conceptual processes underlying meaning construction.
How serious are “non-serious” cases of speech acts?
How serious are “non-serious” cases of speech acts?
Etsuko Oishi
Fuji Women’s University, Japan
1. Introduction
Illocutionary acts performed by an actor/actress on the stage have not been given serious attention. According to Austin (1962), along with those introduced in a poem, or spoken in a soliloquy, they are not used seriously, but are parasitic upon their normal use. Derrida (1977) criticizes Austin, claiming the possibility of non-seriousness in language use is ubiquitous, and this undermines the whole speech-act theoretic enterprise. Responding to Derrida, Searle (1977) says the speaker pretends to perform an act in non-serious cases. The issue has been taken up again more recently by Sbisà (2007), who says Austin could have analyzed acting as an etiolation of authority and address; the speaker does not perform an act as an addresser with full authority.
Levels of pragmatic competence in an ESL academic context: a tool for assessment
The present study is concerned with the notion of pragmatic competence and its teachability in tertiary education.
Discourse as an emergent phenomenon: the case of poetic effects. ANNEX (Examples) Longhitano & Curcò
ignazia@gmail.com
ANNEX: An example of textual analysis in terms of Systemic Properties and Emergent Properties.
Soldiers
There we are like
in autumn
on trees
the leaves[1]
Courton Woods, July 1918
(G. Ungaretti)
Grzywna: Manipulation and pragmatics in political discourse
inesg@onet.eu
The main aim of this article is to investigate the role of language in directing the recipient’s attention to the aspects that are important for a politician to transmit. In the text examined I try to find the various types of evaluative vocabulary or syntactical constructions that are needed in language in order to exert the desired pragmatic effect of a word or a sentence.
Urbani: The effects of intonation in the expression of pragmatic meaning. A comparison of Italian and English utterances
Intonation plays a key role in communication. However it is unclear how intonation and prosody are used to convey pragmatic meaning. To define how intonation is used in L2 contexts, more research on language-specific data is needed.
Martina Urbani
Università degli Studi di Padova, Italy
martina.urbani@studenti.unipd.it
Keywords: intonation, prosody, pragmatics, L2 acquisition.
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- Teaching and Learning Slangs, as an Important Part of Intercultural Pragmatics, in TEFL
- Korean EFL Learners’ attention to grammatical and pragmatic features
- Komlósi: Irony in the semantics-pragmatics interface: A reconstructional model
