1. Party Woman
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3. 4.1 Principles and rules Elements of understanding
Prerequisites to understanding
Going all the way from elementary knowledge to high-level, theoretical and metatheoretical speculation.

4. Hjelmaslev, Prolegomena to a Theory of Language, 1943
Three methodological principles for linguistics;
Simplicity,
Non-contradiction
Exhaustivity
These principles are Conditions for a sound description of a language, and should not be confused with the rules of description themselves,
It’s absolutely incredible! Superb.

5. Reuland Being equivalent to proposal for description (1972)
Chomskyan grammatical writing,
Principled  reasoned, justified.

6. Rule Chomsky  grammar of the language  Simply consisting of rules,
the rules are the grammar, not to say; the language.
Syntactic,

7. Language Need semantic or pragmatic nature
Language description (Mey 1991a)
What a Chomskyan ‘rule’ possibly could do outside of the domain of syntax.

8. Mey’s questions
Is there any sense at all in talking about rules in semantics, or even pragmatics?
What would a semantic or pragmatic rule have to look like, and what use would it be?

9. Answer A grammatical rule: its ability to predict.
The rules of the grammar contain all the information needed to establish (generate) the entire set of correct (well-formed) sentences of a language, and only these; as far as syntax is concerned, language is rule-generated.

10. But what about semantics?
In semantics, the concept of well-formedness is controversial.
Semantic rules only make sense outside of actual language use.
The person who moves too far away from the normal meaning of the words will have difficulties in being understood;
But this semantic rule is one of usage, not of prediction.

11. Leech (1983)
We restrict the use of rules primarily to syntax
In pragmatics, we prefer to work with
principles.

12. 4.2 Some principles discussed
4.2.1 The communicative Principle
4.2.2 The cooperative Principle

13. 4.2.1 The communicative Principle
Is people talk with the intention to communicate something to somebody, whether or not they observe a particular syntactic rule is not too important.

14. Gazdar’s terminology
Avoids giving our interlocutors either an over- or an underdose of information.
A strength scale of expressions ranging from stronger to weaker;
All, most, many, some few none.

15. Communicative principles
When communicating, speakers try to be understood correctly,
And avoid giving false impressions.
No matter how logically correct and true my speech is, if it confuses or misleads my hearer, then my utterance will not have its proper effect.

16. The communicative Principle
relies on another principle, that of
cooperation,
and in particular on the
maxim of ‘quantity’,
by which we are supposed to always provide the
suitable amount of information.

17. I am the party whip, it is my responsibility to ensure that all the party members toe the party line and vote to oppose the motion.
Suppose further that I’m less than successful in keeping my voters in lin; then I might want to de-emphasize this fact, e.g., by stating, in my report to party headquarters, that
Many of our people voted against.
But you didn’t do your job properly; after all, not all of our people voted against, so
Looser!!!

18. user’s point of view. Pragmatic. Hm~~~ OK! Well done!!!
What these utterances emphasize is the
user’s point of view.
Pragmatic.
Many of them did oppose the motion
Hm~~~
OK!
Well done!!!

19. The communicative Principle
relies on another principle, that of
cooperation,
and in particular on the
maxim of ‘quantity’,
by which we are supposed to always provide the
suitable amount of information.

20. Have you finished with your thesis?
Well, It’s almost done.
Not yet.
No, I am still working on it.
No, but I’ve been working really hard.
Almost, but need a couple of weeks more.
Whew! It’s a tough job.
Are you kidding?
I don’t remember when I had my last sleep.

21. 4.2.2 The Cooperative Principle
Communication, furthermore, requires people to cooperate; the bare facts of conversation come alive only in a mutually accepted, pragmatically determined context.

22. Cooperative Principle (CP) (Grice, 1975, 1989)
Four Maxims: superordinate Cooperative Principle
The maxim of quantity
The maxim of quality
The maxim of relation
The maxim of manner.

23. Questions by Mey
When do we use the maxims, respectively when do we fail to use them,
Why are they necessary in the first place?
 because otherwise communication would be very difficult, and perhaps break down altogether.

24. The Maxim of Quantity
Make your contribution as informative as required;
Do not make your contribution more informative than required.

25. Dostoyevski and the rubber ball
Why don’t you look behind Volume 6 of Dostoyevski’s Collected Works?
Where’s my ball?
Violates the maxim of manner
Information is not perspicuous
Against the maxim of quantity
Too much information
Too little information

26. Cooperation and ‘face’
Two views that clash CP
One is that of cooperative behavior as a kind of abstract, philosophical rationality; the notion of cooperation reduces to what is minimally necessary to explain people’s actual use of language
The second view raises Problems of moral philosophy and practical ethics

27. 1st view
Soo did a wrong thing.
A’s saying X implies conversationally that certain things will be assumed to be the case by B, who will then act in accordance with that assumption.
E.g.
A: You spend a night with him, Soo!
B: Well, then what about Jack?
Soo has to marry him
Or has to break up with jack

28. The second view raises Problems of moral philosophy and practical ethics (without cooperation, communication wouldn’t be possible, hence we had better cooperate)
Political issues, conflicting interactants
If this is the case we need to adopt cooperation as the basis for their communicative behaviour.

29. Grice Suggestion
Are they (the maxims of conversational behaviour) conventional rules?
The maxims are not arbitrary conventions, but rather describe rational means for conducting co-operative exchanges.
If this is so, we would expect them to govern aspects of non-linguistic behavioiur too,
Pass the brake fluid, pass the oil ?.

30. rational means for conducting co-operative exchan
govern aspects of non-linguistic behavioiur
In each of these cases, then the non-cooperative behaviour falls short of some natural notion of full co-operation,
Because it violates one or another of the non-verbal analogues of the maxims of conversation.
The maxims do indeed derive from general considerations of rationality.

31. Face Positive Negative General rationality
Culture-specific considerations
Full co-operation
Face
Positive
Negative

32. Losing face
Acting cooperatively, people try to build up their interlocutors’ positive faces while trying to avoid posing threats to their negative faces.
When face is being threatened in interaction,

33. Mitigation devices In-direct speech acts Pragmatic acts
Gee, that ice cream looks really good
Get lost, you’re wasting your time,
Leave me alone
Forget it.

34. 4.2.2.3 Cooperation and Flouting
Problems that actually occur between cooperating humans.
Flouting maxim
Use a word in a sense that is contrary to what is commonly accepted and I know that my interlocutor is not aware of this.

35. Flouting maxim by use of not accepted meaning to the hearer
There are two bad men in the world. The Russian white man and the American white man.
There are two neuclear bombs in the room. The red hat one and the yellow socks one.

36. Flouting maxim by considering the effects people want to obtain by their linguistic behaviour
Why don’t you look at the Volume 6 of Dostoyevsky’s novel?
Why don’t you put things in the same place?

37. In order to lead the addressee to look for a convert, implied meaning
Doorman: I need to see your ID, it’s the rule.
Inger: But I left it back at the hotel.
Doorman: sorry ma’am, then I can’t let you in.
Inger: But I’m twenty-nine and the mother of four
Doorman: yes, and I’m the pope’s grandfather and have six kids.

38. In order to lead the addressee to look for a convert, implied meaning
B: Aren’t they cute?.
A: Are these your children?
B: What? I’m only nineteen.
A: Oh, yeah? then I’m 5.

39. What are you doing?
Sorry.
I don’t have them all.
Well she looks like the one I used to know.
I’m done. Let’s go.
Don’t you see that?

42. Homework
A: Where are you going? B: It’s none of you business. A: Don’t you dare you say like that to me. B: Here you go again. A: You cannot leave here unless you find it. B: You know what? It’s already four pm. A: I’d rather die.
Set up a context, relation between A and B for this dialogue.
Explain and analyse this conversation using the following terms; communicative principles, cooperative principles, Flouting, Losing face

43. Review of Pragmatics and its application
Week 6 Language in context

44. Pragmatics?
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45. 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

46. the context of the utterance,
Where?
Situation?
knowledge about the status of those involved,
Who?
Relationship?
the inferred intent of the speaker,
 Why?
Physical places
Convention of the culture and personal relationship
Register
Pressuposition
Direct
Indirect
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47. A: Is this your daughter? B: Yes, A: Wow!
A: Is this your pencil?
B: Yes, thanks.
A: Is this your daughter?
B: Yes,
A: Wow!
Where?
With who?
Relationship?
Why?
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48. Situations
1: You are walking on the street. A stranger comes to you and ask for money. What would you do? 2: You bought a hand bag from a local shop. At home, you found a big scratch inside the bag. You went to the shop but the shop keeper is not the one who sold the bag to you.
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49. Pragmatics
Another perspective is that pragmatics deals with the way in which we reach our goals in communication.
Intention

50. which is a direct method and has clear semantic meaning.
"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.
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51. Pragmatic awareness
is regarded as one of the most challenging aspects of language learning, and comes only through experience.
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52. Context?
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53. 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.

54. Where Who Intension
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55. Context is more than just reference.  John? Policeman?
about understanding what things are for.
 Smart phone in somewhere?

56. 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

57. Where Who Intension
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58. Register?
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59. Register
By register, one understands the linguistic resources that speakers have at their disposal to mark their attitude towards their interlocutors.

60. Formal vs informal register.
Register changes due to pragmaticalized context. (situation, relationship)
due  sie. Nam-joon  Dr. Kang
자기  야  당신  너
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61. Create sentences, convention, relationship, indirect, register
Intention is to make people "Stop smoking,
Convention
Relationship

62. Context and Convention?
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63. Isolated representations
Meaning of a word itself make sense whenever it is said.
E.g. Urine is sign of health.
Non controversial
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64. 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.
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65. 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.

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

67. Context and convention
The invisible workings of their minds cannot be immediately expressed, in a natural way, but must be coded in non-natural, 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.

68. 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.

69. 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?

70. Presupposition
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71. Contextual assumption
The spatial: where
Temporal: when (before Tuesday)
Relationship: giving order
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72. 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.

73. 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

74. Context Convention Presupposition
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75. Convention, context, presupposition
A: She’s not at home? B: It’s 12. A: When did it finish? B: Buravo! What we’ve got here.
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76. Implicature

77. 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]

78. 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

79. 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.

80. 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!
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81. Conventional implicature
Meaning of verbal expressions are governed by its historically developed, culture-specific and class related.

82. Culture & social class related
Language learning is a personal, communal, and political act that involves border-crossings. L2 language classroom as a site of struggle where social issues and cultural values play a significant role in the curriculum.
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83. 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.
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84. 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.

85. 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.
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86. Context, Convention, Relationship Register,
Pragmatics
Direct, indirect.
Context, Convention, Relationship Register,
Conversational implicature, Conventional implicature, Presupposition,
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87. Pragmatics Intention of speech Understand the intention Context
Conversational Implicature
Relationship
Convention
Conversational implicature
Understand the intention
Intention of speech
Presupposition
Direct /indirect
Register
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88. Break

89. 3.3 Reference and Anaphhora
Week 4 language in context
NJKang

90. Referring?
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91. Who’s there? It’s me. Where? What situation?
Recognize the voice of a person
Where?
What situation?
It is up to the person uttering it.
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92. What is it? Direct To refer to persons and things Indirect It’s me
It’s John (when we know who that is)
Tax return.
Problem
Need to know more
It’s me
It’s a friend
It’s Natasha’s mother.
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93. Direct referring Indirect referring Call names of persons and things
Use referring words; I, me, she, he, it, they, etc.
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94. Indirect Referring
It is possible to make reference to a certain person or object without using such a proper expression;
Napoleon
The victor of Jena, or the loser of Waterloo.

95. Reference, indexicals and deictics.
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96. Nouns =reference Direct referencing:
Names name persons, institutions and in general, objects whose reference is clear.
Indirect referencing:
make reference to a certain person or object without using such a proper expression
The authour of the ‘Harry Potter’
The loser of Waterloo.
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97. Regular nouns A noun is not clear. Look at the cow. (which cow?)
Which one?
Look at the cow!
It’s the one.

98. Indexical expressions
Need something indicating what to look for, and where
Indexical expressions are a particular kind of referential expression which, in addition to the semantics of their naming their sense, include a reference to the particular context in which that sense is put to work.

99. Indexical expression A noun means clear now.
Look at the cow. (which cow?)
Oh that one.
The white one at the very left.

100. Indexical expression A noun means clear now.
Look at the cow. (which cow?)
Oh that one.
Contextual coordinates
The white one at the very left.
Determined by a particular context

101. Deictic elements
The chief linguistic means of expressing an indexical relationship
A pointer, telling us where to look for the particular item that is referred to.

102. Which one?
Contextual coordinates
Deictic elements
The white one at the very left.
Determined by a particular context

103. Since all indexing or pointing is done by human beings, and therefore all pointing expressions have to be related to the uttering person, pointing in a particular place and at a particular time involves the traditional philosophic and linguistic categories of person, place and time.
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104. Deictic elements A noun means clear now. Look at the cow. (which cow?)
Oh that one at the right end
Contextual coordinates
Deictic elements
The white one at the very left from my side.
Determined by a particular context

105. Index field (Karl Buhler, 1934)
Who Where When

106. Examples of deictic elements
My girl, Miss daughter (negative honorific)
Send me your slippers. (her point of view)
To the left, to your left. (your point of view)
I saw him last night. ‘last from my current point of view’ (my point view of time)

107. But these points of view
Depends on the culture and language.
So we need~~~~
Deictic coordinates

108. Deictic coordinates?
Time, point of views, culture, something giving them specific, lexicalized expressions.
Your summer?
My winter?

109. Deictic elements A noun means clear now. Look at the cow. (which cow?)
Oh that one at the right end
Deictic coordinates
Contextual coordinates
Deictic elements
The white one at the very left from my side.
Determined by a particular context

110. So Ambiguous Referencing Gain specificity Indexical expressions
Understand all detail information
Deictic coordinate
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111. From Deixis to Anaphora

112. Insider view
We need to refer to the context, not only in order to establish the proper reference for deictic terms such as next or last, but also in the case of other deictic (demonstrative) expressions whose referents cannot be identified outside of their proper context.

113. What deictic (demonstrative) coordinates (specific location, explanation) do these need?
I need a box this big.
Moving my hands
I met this girl the other day.
Index the girl? A certain female? Need explanation? Or already known?
But need ‘reminder deixis’

114. Indexical traits?
Not only do they serve to indicate the dimensions and distances of speaker space but in addition, they may indicate speaker evaluations.
‘You are precisely the man I was talking about; you stole your neighbor’s wife’
A deictic element often indicates other things than the original spatial or temporal relationships.

115. Example A: Look at that girl! Pretty. B: You mean the girl who’s
Figure out
Referencing
Indexical expression
Deictic elements
Deictic coordinates
A: Look at that girl! Pretty.
B: You mean the girl who’s
wearing shorts?
A: No, that one standing at the bus stop.
Uh? Wow! who’s here? The expert of an excuse.
B: It was really cold, there.
A: Hello, what time is the first flight to Sydney?
B: Spring semester’s finished already.
A: No card, no food, no relationship!
B: it’s why mom left you.
A: Here you go again, the expert of an excuse
Insider view
Speaker’s evaluation
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116. Select one situation and apply this to a well known story
1: You are walking on the street. A stranger comes to you and ask for money. What would you do? 2: You bought a hand bag from a local shop. At home, you found a big scratch inside the bag. You went to the shop next day but the shop keeper was not the one who sold the bag to you.
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117. Find a dialogue or a sentence needs (Dialogue 1)
Deictic coordinates
Indexical traits
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118. Anaphora?
The pure function of referring to earlier mentions of the noun that the definite article in question identifies.
The man was waling softly; he carried a big stick,
‘He’ refers anaphorically to ‘the man’

119. Anaphora does not always obey
The strict referential rules of grammar, as in the case of the so-called ‘lazy pronouns (Partee 1972) and other elements with ambiguous ‘local reference’ that everybody accepts and understands correctly because, in a given context, they are unambiguous.

120. He’s been to Italy many time but he still doesn’t speak the language.
 The language he doesn’t learn isn’t mentioned previously in this sentence but still can know what it is.
The man who gave his paycheck to his wife was wiser than the man who gave it to his mistress.
 ‘It’ is his paycheck and it’s not given to the mistress, but this sentence indicates that he gave it to his mistress.
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121. Implicit evaluation of the context
Read the dialogue II
Select some parts of conversation that uses indexical traits, anaphoric expression, and non anaphoric reference. Or indicates a speaker used an implicit evaluation of something or someone.
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122. What is funny about this. What do we need more here. Indexical
What is funny about this? What do we need more here? Indexical? Or deictic?
A: what’s your name? B: Betty Skymitch. A: Spell it, please. B: B-E-T-T-Y.
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123. Not grammar but pragmatics.
A: let’s go to the movies
B: I’ll bring the Kleenex.
A: (in store) Good morning. Do you have anything to treat complete loss of voice?
B: Good morning sir. What can I do for you today?
A: did you get to look at those dresses?
B: No, I didn’t come that way.

124. Principles and Rules Communicative
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125. The communicative Principle
relies on another principle, that of
cooperation,
and in particular on the
maxim of ‘quantity’,
by which we are supposed to always provide the
suitable amount of information.

126. The Cooperative Principle
Communication, furthermore, requires people to cooperate; the bare facts of conversation come alive only in a mutually accepted, pragmatically determined context.

127. Cooperative Principle (CP) (Grice, 1975, 1989)
Four Maxims: superordinate Cooperative Principle
The maxim of quantity
The maxim of quality
The maxim of relation
The maxim of manner.

128. Cooperation and ‘face’
Two views that clash CP
One is that of cooperative behavior as a kind of abstract, philosophical rationality; the notion of cooperation reduces to what is minimally necessary to explain people’s actual use of language
The second view raises Problems of moral philosophy and practical ethics

129. rational means for conducting co-operative exchange
govern aspects of non-linguistic behavioiur
In each of these cases, then the non-cooperative behaviour falls short of some natural notion of full co-operation,
Because it violates one or another of the non-verbal analogues of the maxims of conversation.
The maxims do indeed derive from general considerations of rationality.

130. Face Positive Negative General rationality
Culture-specific considerations
Full co-operation
Face
Positive
Negative

131. Losing face
Acting cooperatively, people try to build up their interlocutors’ positive faces while trying to avoid posing threats to their negative faces.
When face is being threatened in interaction,

132. Mitigation devices In-direct speech acts Pragmatic acts
Gee, that ice cream looks really good
Get lost, you’re wasting your time,
Leave me alone
Forget it.

133. 4.2.2.3 Cooperation and Flouting
Problems that actually occur between cooperating humans.
Flouting maxim
Use a word in a sense that is contrary to what is commonly accepted and I know that my interlocutor is not aware of this.

134. Flouting maxim by use of not accepted meaning to the hearer
There are two bad men in the world. The Russian white man and the American white man.
There are two neuclear bombs in the room. The red hat one and the yellow socks one.

135. Homework
Read chapter 3. Transcultural Performance in Classroom Learning
Summarize ‘Transculturation, and culture. Describe how Culture affects bodily motion of people and how time and space affects people’s performance. Explain how the concepts of culture in this book can be applied to pragmatics. Choose one dialogue and explain.
How
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136. Homework 2
Read ‘A continuum of drama approaches in second language learning and teaching.’
Describe types of role-plays and drama activities and how those different types are beneficial in language learning.
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137. Midterm 1. Introduction 2. Literature review
3. lesson plan using one of drama activities. Explain what pragmatic aspects are used and why it is used to specific students.
4. Conclusion.
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