1. Course introduction B/HS2/T2 Linguistics

2. Organization of the course Linguistics B / HS2 / T2 Pragmatics Second language acquisition History of the English Language

3. Organization of the course  Part I: George Yule. Pragmatics. Oxford UP, 1996.  Part II: Rod Ellis. Second Language Acquisition. Oxford UP, 1997.  Part III: History of the English Language: Barbara Fennell, A History of English – A Sociolinguistic Approach. Oxford: Blackwell (2001 or later) Stig Johansson och Göran Rönnerdal. Introducing English Pronunciation. 3:e uppl. Lund: Studentlitteratur, 2005 or English Pronunciation: A Handbook. 2:a uppl. Lund: Studentlitteratur, 1993. Bas Aarts, Sylvia Chalker och Edmund Weiner. Oxford Dictionary of English Grammar. Oxford: OUP, 2014. (available online at ub.uu.se) Assessment: A home essay written together with a colleague / A written exam

4. Lecturers and tutors Part I: Pragmatics (Pia Norell) Part II: Second Language Acquisition (Christine Johansson) Part III: History of English: (Christer Geisler) Home essay: Pia Norell, Christine Johansson and Christer Geisler

5. (1) The home essay Length: approximately 5 pages with 1 ½ line spacing. Preferably a study using empirical data. You write the essay with a co-author. (1) Outline to Christer: Friday, November 27 (2) First draft version: Monday, December 14 (3) Final revised version: Wednesday, January 13 (or earlier) Final version to Urkund: christer.geisler.uu@analys.urkund.se The three stages of your home essay will be reported under ”Framsteg” in Studentportalen.

6. The home essay (2) Outline First draft version Final revised version Urkund

7. The home essay (3): Empirical research A study based on empirical data of language use: modern or historical topics Christer will give two seminars on using corpora in the computer lab 9-1070 on XXXXXXXX, at 10.15-11.45 (for B students) and at 14.15-15.45 (for T2/HS2 students).

8. The home essay should be based on secondary sources. See handout, Information about the essay Three binders outside my office contain (suggested) relevant readings. Take photo copies of the readings. Summarize and synthesize your findings.

9. Home essay advisory meeting NOL: November 23, 14-15, November 26, 15-16. JON: November 23, 16-17, November 26, 13-14 GER: November 24, 14-15

10. The written exam Three parts: Part I on the history of the English language, and Part II on second language acquisition and Part III on pragmatics. Please write your code on all three parts of the exam Maximum number of points = 80 points, ”Godkänd” ca 52 points (65%) ”Väl godkänd” ca 64 points (80%) Exam date: Wednesday, January 13

11. PRAGMATICS

12. OUTLINE OF THE LECTURES

13.  Presupposition and entailment. Cooperation and implicature. Speech acts and speech events.

14.  Politeness and interaction. Conversation and preference structures. Discourse and culture.  Seminars: Nov 27, 10.15 – 12.00 B Nov 27, 13.15 – 15.00 HS/T

15. PRAGMATICS studies the factors that govern our choice of language in social interaction and the effects of our choice on others (Crystal 1987:120). can be usefully defined as the study of how utterances have meanings in situations (Leech 1983:x)

16. There is a distinction between a hearer’s knowledge of her language and her knowledge of the world. In this section, [it shall be argued] that it is this distinction that underlies the distinction between semantics and pragmatics (Blakemore 1992:39).

17. (Yule) PRAGMATICS = the study of speaker meaning contextual meaning how more gets communicated than is said relative distance

18. Speaker meaning It is the speaker’s intention and the listener’s interpretation rather than the words and phrases that give the utterance its meaning. The same utterance may have different meaning when uttered by different people.

19. Contextual meaning What is the situation? This soup isn’t hot!

20. How more gets communicated than is said We ’hear’ more than what we are told; - Did you go to the Tower and the British Museum? -We went to the Tower. (= we infer that X did not go to the British Museum)

21. Often exploited in sitcoms: Ben: - What happened? Did the villagers chase you out of town with pitchforks and shotguns? Alfie (looking as if he is trying to remember): Well, I didn’t see any shotguns. (From the TV series My Family)

22. Relative distance By using different deictic expressions we can signal distance, both mentally and physically; That is your problem! These are my children.

23. BUT, also:

24. CH. 2DEIXIS AND DISTANCE

25. PERSON DEIXIS Three part system: I – you – he/she/they WE (my friend and I) want a refund: exclusive – not you WE (you and I) are in luck: inclusive Social deixis shows social distance. Let’s: Let’s go for a coffee. Let us: Let us bring our bags.

26. SPATIAL DEIXIS Not necessarily fixed physically, but also mentally = deictic projection, e.g. Answerphone: I’m not here now, but leave a message… Psychological distance and physical distance are closely linked.

27. TEMPORAL DEIXIS Then = both past & future: Then I realised that I had seen him before. OK; we’ll see then how we solve it. Present tense = proximal Past tense = distal + also unlikely events, not close to present reality: If I won a million pounds (cf. if I win a million pounds) distance from current reality or facts.

28. DEIXIS AND GRAMMAR Direct vs indirect speech. A shift in deixis when direct > indirect to show the distal aspect. Ex. Direct: I think he is quite a nice guy. Indirect (reported): I said I thought he was quite a nice guy. The tense shows the speaker taking one step away from the context.

29. CH. 3 REFERENCE AND INFERENCE Reference – the act in/with which a speaker or writer uses linguistic forms (= referring expressions) to enable a listener or reader to identify something. Indef > def > proper noun > pronoun; A child > the child > Daisy > she

30. REFERENCE

31. One (and the same) person may be referred to as The ham sandwich. Red sweater. Beautiful hair. Bad breath. Irregular verbs. The burst appendicitis. ? ?

32. REFERENCE AND ATTRIBUTIVE USE

33. The culprit is assumed to have left the country. What would be the difference in interpreting this as either attributive or referential? Expressions themselves don’t have reference; they are ‘loaded’ or ‘invested’ with referential function, in a context, by a speaker and picked up by a listener (if successful).

34. NAMES AND REFERENTS Names don’t only refer to persons: Can I borrow your Yule? Inference: Name > book/painting/theory/music Pragmatic connection = a conventional association between a person’s name and an object (eg. Yule + his book, Brahms + his music) -I hated Shakespeare at school! -I see. Did he bully you?

35. THE ROLE OF CO-TEXT The co-text (= linguistic environment) limits the range of possible interpretations cf. the cheese sandwich A broken leg came in at 5 am. A broken leg can be very painful.

36. THE ROLE OF CONTEXT Also physical environment can have a very powerful impact. The ten o’clock has been cancelled. The railway station The race course The dentist Outside a lecture hall ? ?

37. ANAPHORIC REFERENCE How do we keep track of reference for long texts? We use  Anaphora  Antecedent  Cataphora  Zero anaphora/Ellipsis

38. I saw my brother yesterday. He said that they will come tomorrow, my cousins I mean.

39. What do we have examples of here? When he came out, Bill noticed that it had started raining. He put on his coat and walked to the bus stop. It was late, of course; it always was. He groaned, but he wasn’t unhappy. He was looking forward to seeing them, his team mates.

40. When he came out, Bill noticed that it had started raining. He put on his coat and _ walked to the bus stop. It was late, of course; it always was. He groaned, but he wasn’t unhappy. He was looking forward to seeing them, his team mates.

41. Thank you! See you Monday!