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A pragmatic analysis of the speech act of criticizing in university teacher-student talk
Pragmatics: Quarterly Publication of the International Pragmatics Association, 2019The current study examined the realization of the speech act of criticizing by university teachers in their talk with students. To this end, role-plays were conducted with 60 university teachers (30 males and 30 females) at a private Saudi university ...
D. El‐Dakhs +3 more
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What is an indirect speech act?
, 2019The notion of an indirect speech act is at the very heart of cognitive pragmatics, yet, after nearly 50 years of orthodox (Searlean) speech act theory, it remains largely unclear how this notion can be explicated in a proper way.
J. Meibauer
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2018
Making a statement may be the paradigmatic use of language, but there are all sorts of other things we can do with words. We can make requests, ask questions, give orders, make promises, give thanks, offer apologies and so on. Moreover, almost any speech act is really the performance of several acts at once, distinguished by different aspects of the ...
Daniel W. Harris +2 more
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Making a statement may be the paradigmatic use of language, but there are all sorts of other things we can do with words. We can make requests, ask questions, give orders, make promises, give thanks, offer apologies and so on. Moreover, almost any speech act is really the performance of several acts at once, distinguished by different aspects of the ...
Daniel W. Harris +2 more
+4 more sources
Nominal speech act structure: Evidence from the structural deficiency of impersonal pronouns
Canadian Journal of Linguistics-revue Canadienne De Linguistique, 2019In this paper, we propose that there is a speech-act structure in the nominal spine, just as there is in the clausal spine. Its function is to encode what we do when we utter a nominal: that is, we name, describe, or track individuals.
E. Ritter, Martina Wiltschko
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Educational Review, 1976
Abstract Methods of analysing language function will differ according to the interests and purposes of the analyst. In spite of the lack of consensus in this area and the fluidity of some of the concepts involved, attention to language function is very rewarding in education.
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Abstract Methods of analysing language function will differ according to the interests and purposes of the analyst. In spite of the lack of consensus in this area and the fluidity of some of the concepts involved, attention to language function is very rewarding in education.
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2007
From its early development in the 1960s, speech act theory always had an individualistic orientation. It focused exclusively on speech acts performed by individual agents. Paradigmatic examples are ‘I promise that p’, ‘I order that p’, and ‘I declare that p’. There is a single speaker and a single hearer involved.
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From its early development in the 1960s, speech act theory always had an individualistic orientation. It focused exclusively on speech acts performed by individual agents. Paradigmatic examples are ‘I promise that p’, ‘I order that p’, and ‘I declare that p’. There is a single speaker and a single hearer involved.
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The SAGE Encyclopedia of Human Communication Sciences and Disorders, 2019
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