Abstract This study explores the Hebrew ′ATA LO MEVIN (‘you don’t understand’) construction in a corpus of casual conversation. Employing the methodology of Interactional Linguistics and Multimodal Conversation Analysis, we show that deployment of this construction is fixed and formulaic and only rarely denotes the recipient’s lack of understanding. Based on a mostly synchronic analysis, we suggest a grammaticization path followed by this construction from a negative epistemic subject-predicate construction denoting literal lack of understanding to a discourse marker signaling the opening of a new narrative, while seeking recipient alignment with the speaker’s intensified affective stance. The path described reveals that embodied conduct, as well as prosodic, morphophonological, and syntactic features of the construction correlate with the weakening of its literal meaning. This sheds light on the uses speakers make of the construction, on how heightened engagement may be achieved in discourse, and on the dialogic nature of interaction and grammar.
摘要:本研究探讨了希伯来语“ATA LO MEVIN”(“你不明白”)在日常会话语料库中的结构。采用互动语言学和多模态会话分析的方法，我们发现这种结构的部署是固定的和公式化的，并且很少表示接受者缺乏理解。基于大部分共时性分析，我们提出了一条语法化路径，即从表示字面上缺乏理解的否定认知主谓结构到标志着开启新叙事的话语标记，同时寻求接受者与说话者强化的情感立场保持一致。所描述的路径揭示了具体的行为，以及结构的韵律、音素和句法特征与其字面意义的弱化有关。这揭示了说话者对结构的使用，在话语中如何提高参与度，以及互动和语法的对话性质。
{"title":"From lack of understanding to heightened engagement: A multimodal study of Hebrew <i>′ATA LO MEVIN</i> ‘You don’t understand’","authors":"Hilla Polak-Yitzhaki, Yael Maschler","doi":"10.1515/ip-2023-5003","DOIUrl":"https://doi.org/10.1515/ip-2023-5003","url":null,"abstract":"Abstract This study explores the Hebrew ′ATA LO MEVIN (‘you don’t understand’) construction in a corpus of casual conversation. Employing the methodology of Interactional Linguistics and Multimodal Conversation Analysis, we show that deployment of this construction is fixed and formulaic and only rarely denotes the recipient’s lack of understanding. Based on a mostly synchronic analysis, we suggest a grammaticization path followed by this construction from a negative epistemic subject-predicate construction denoting literal lack of understanding to a discourse marker signaling the opening of a new narrative, while seeking recipient alignment with the speaker’s intensified affective stance. The path described reveals that embodied conduct, as well as prosodic, morphophonological, and syntactic features of the construction correlate with the weakening of its literal meaning. This sheds light on the uses speakers make of the construction, on how heightened engagement may be achieved in discourse, and on the dialogic nature of interaction and grammar.","PeriodicalId":13669,"journal":{"name":"Intercultural Pragmatics","volume":"80 12","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135514688","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Naoko Taguchi: <i>The Routledge Handbook of Second Language Acquisition and Pragmatics</i>","authors":"Shaopeng Li","doi":"10.1515/ip-2023-5005","DOIUrl":"https://doi.org/10.1515/ip-2023-5005","url":null,"abstract":"","PeriodicalId":13669,"journal":{"name":"Intercultural Pragmatics","volume":"21 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135509731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This study proposes a local grammar approach to intercultural speech act studies, which is demonstrated by an investigation into apologies in Hong Kong, Singaporean, Indian, and British Englishes. Drawing on data taken from the respective components of the International Corpus of English, the investigation revealed a mixed picture of the ways in which apologies were performed by speakers of the Englishes under examination, which may be ascribed to the differences existing in cultural norms of the target language and those of one’s own and, consequently, a strategic compromise between speakers’ efforts to conform to the cultural norms of the target language and efforts to retain their own. This leads to a further argument that apologies in the three selected Asian Englishes might have undergone a mixed process of language indigenisation and pragmatic nativisation. Methodologically, the study shows that local grammars can reliably quantify speech act realizations across contexts or corpora, thereby offering a useful methodology to facilitate intercultural, and other kinds of contrastive, speech act studies.
{"title":"Local grammars and intercultural speech act studies: A study of apologies in four English varieties","authors":"Hang Su, Xiaofei Lu","doi":"10.1515/ip-2023-4002","DOIUrl":"https://doi.org/10.1515/ip-2023-4002","url":null,"abstract":"Abstract This study proposes a local grammar approach to intercultural speech act studies, which is demonstrated by an investigation into apologies in Hong Kong, Singaporean, Indian, and British Englishes. Drawing on data taken from the respective components of the International Corpus of English, the investigation revealed a mixed picture of the ways in which apologies were performed by speakers of the Englishes under examination, which may be ascribed to the differences existing in cultural norms of the target language and those of one’s own and, consequently, a strategic compromise between speakers’ efforts to conform to the cultural norms of the target language and efforts to retain their own. This leads to a further argument that apologies in the three selected Asian Englishes might have undergone a mixed process of language indigenisation and pragmatic nativisation. Methodologically, the study shows that local grammars can reliably quantify speech act realizations across contexts or corpora, thereby offering a useful methodology to facilitate intercultural, and other kinds of contrastive, speech act studies.","PeriodicalId":13669,"journal":{"name":"Intercultural Pragmatics","volume":"20 1","pages":"377 - 404"},"PeriodicalIF":1.1,"publicationDate":"2023-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43485201","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The present paper discusses the key role of creativity as a form of engagement and categorisation in interaction. One important way to display engagement ‘at talk’ is via resonance, that is when speakers re-use linguistic features that they heard from one another. Speakers constantly imitate and creatively recombine the utterances and the behaviors of their interlocutors. Recombinant creativity is a key cognitive mechanism subserving this, as it involves speakers’ re-elaboration of utterances and illocutionary forces of others, but also, more generally, the creative intervention on observed patterns of behaviour in context. Recombinant creativity is crucial for primarily two pragmatic and conceptual mechanisms: relevance acknowledgement and schematic categorization. A persistent tendency towards the proactive reformulation of an interlocutor’s speech is a textual indicator of relevance acknowledgement. This is because what is said by the other speaker is overtly treated as useful information for the continuation of the interaction. The opposite trend – to be measured on a large scale – is an indicator of lack of engagement. Recombinant creativity varies intra- and inter-culturally and is decisive for speakers’ enactment of socio-pragmatic schemas and the generalisation of form and meaning as a process of shared categorization.
{"title":"Resonance and recombinant creativity: Why they are important for research in Cognitive Linguistics and Pragmatics","authors":"Vittorio Tantucci","doi":"10.1515/ip-2023-4001","DOIUrl":"https://doi.org/10.1515/ip-2023-4001","url":null,"abstract":"Abstract The present paper discusses the key role of creativity as a form of engagement and categorisation in interaction. One important way to display engagement ‘at talk’ is via resonance, that is when speakers re-use linguistic features that they heard from one another. Speakers constantly imitate and creatively recombine the utterances and the behaviors of their interlocutors. Recombinant creativity is a key cognitive mechanism subserving this, as it involves speakers’ re-elaboration of utterances and illocutionary forces of others, but also, more generally, the creative intervention on observed patterns of behaviour in context. Recombinant creativity is crucial for primarily two pragmatic and conceptual mechanisms: relevance acknowledgement and schematic categorization. A persistent tendency towards the proactive reformulation of an interlocutor’s speech is a textual indicator of relevance acknowledgement. This is because what is said by the other speaker is overtly treated as useful information for the continuation of the interaction. The opposite trend – to be measured on a large scale – is an indicator of lack of engagement. Recombinant creativity varies intra- and inter-culturally and is decisive for speakers’ enactment of socio-pragmatic schemas and the generalisation of form and meaning as a process of shared categorization.","PeriodicalId":13669,"journal":{"name":"Intercultural Pragmatics","volume":"20 1","pages":"347 - 376"},"PeriodicalIF":1.1,"publicationDate":"2023-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48877789","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This paper explores three pragmatic challenges that learners of Japanese as L2 encountered during their study abroad programs and work placements in Japan. These challenges are examined within the framework of Relevance Theory. Research on interlanguage pragmatics of L2 Japanese is limited in scope, as studies mostly focus on speech acts and other sociolinguistic and interactional strategies. As a result, researchers have yet to formally establish how learners of Japanese have difficulties in regard to their production of meaning. This study draws on open-ended questionnaires, semi-structured interviews and focus group discussions to determine the pragmatic competence of L2 students across two Irish universities. The study demonstrates that learners have difficulties with processing both linguistic encoding and phenomena that involve inference. That is, learners’ inability to activate their pragmatic competence hinders their ability to produce communicative acts. Findings lend support to the need to enhance pragmatic competence among L2 learners through specific cognitive processes. This paper also contributes to the need for interlanguage pragmatics to be pursued in conjunction with current developments in Relevance Theory. It is argued that ideas developed within Relevance Theory can be particularly beneficial to the teaching and learning of pragmatic competence in the L2 classroom.
{"title":"Examining interlanguage pragmatics from a relevance-theoretic perspective: Challenges in L2 production","authors":"Erika Marcet, R. Sasamoto","doi":"10.1515/ip-2023-4003","DOIUrl":"https://doi.org/10.1515/ip-2023-4003","url":null,"abstract":"Abstract This paper explores three pragmatic challenges that learners of Japanese as L2 encountered during their study abroad programs and work placements in Japan. These challenges are examined within the framework of Relevance Theory. Research on interlanguage pragmatics of L2 Japanese is limited in scope, as studies mostly focus on speech acts and other sociolinguistic and interactional strategies. As a result, researchers have yet to formally establish how learners of Japanese have difficulties in regard to their production of meaning. This study draws on open-ended questionnaires, semi-structured interviews and focus group discussions to determine the pragmatic competence of L2 students across two Irish universities. The study demonstrates that learners have difficulties with processing both linguistic encoding and phenomena that involve inference. That is, learners’ inability to activate their pragmatic competence hinders their ability to produce communicative acts. Findings lend support to the need to enhance pragmatic competence among L2 learners through specific cognitive processes. This paper also contributes to the need for interlanguage pragmatics to be pursued in conjunction with current developments in Relevance Theory. It is argued that ideas developed within Relevance Theory can be particularly beneficial to the teaching and learning of pragmatic competence in the L2 classroom.","PeriodicalId":13669,"journal":{"name":"Intercultural Pragmatics","volume":"20 1","pages":"405 - 427"},"PeriodicalIF":1.1,"publicationDate":"2023-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41535770","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Ishihara, Noriko and Andrew D. Cohen: Teaching and learning pragmatics: where language and culture meet (2nd edn.)","authors":"Zhanhao Jiang, Ling Shen","doi":"10.1515/ip-2023-4005","DOIUrl":"https://doi.org/10.1515/ip-2023-4005","url":null,"abstract":"","PeriodicalId":13669,"journal":{"name":"Intercultural Pragmatics","volume":"20 1","pages":"455 - 462"},"PeriodicalIF":1.1,"publicationDate":"2023-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42132261","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract In this paper we address Relevance-theoretical (RT) postulates with clear potential for contributing to the substantiation of the notion of interface in second language acquisition (SLA) processes. Whether the interface is considered the locus of contact between the structural linguistic properties and syntactic operations, on one hand, and the interpretive mechanisms of the conceptual-intentional system, on the other; or understood as points of interaction among cognitive modules, interfaces are fundamental to interpreting grammatical structures that require integrating discourse-contextual information. Assuming the RT conceptual-procedural meaning distinction is approximately correlated with that which exists between lexical and functional categories, it will be shown that recent research into SLA revolves around the problem of how procedural units are acquired. Certain functional categories, expressing interpretable features, have been analysed as encoding identical procedural indications across different languages. Thus, one challenge that L2 learners face is identifying diverse interface effects, derivable from a single procedure, across languages. To illustrate this point we discuss a recent analysis of phenomena involving tense and aspect acquisition applying RT principles to empirical findings. Finally, some new directions will be suggested for further theorizing in SLA research on inherent characteristics of utterance interpretation in an L2.
{"title":"Relevance theory and the study of linguistic interfaces in second language acquisition","authors":"A. Ahern, José Amenós-Pons, P. Guijarro-Fuentes","doi":"10.1515/ip-2023-4004","DOIUrl":"https://doi.org/10.1515/ip-2023-4004","url":null,"abstract":"Abstract In this paper we address Relevance-theoretical (RT) postulates with clear potential for contributing to the substantiation of the notion of interface in second language acquisition (SLA) processes. Whether the interface is considered the locus of contact between the structural linguistic properties and syntactic operations, on one hand, and the interpretive mechanisms of the conceptual-intentional system, on the other; or understood as points of interaction among cognitive modules, interfaces are fundamental to interpreting grammatical structures that require integrating discourse-contextual information. Assuming the RT conceptual-procedural meaning distinction is approximately correlated with that which exists between lexical and functional categories, it will be shown that recent research into SLA revolves around the problem of how procedural units are acquired. Certain functional categories, expressing interpretable features, have been analysed as encoding identical procedural indications across different languages. Thus, one challenge that L2 learners face is identifying diverse interface effects, derivable from a single procedure, across languages. To illustrate this point we discuss a recent analysis of phenomena involving tense and aspect acquisition applying RT principles to empirical findings. Finally, some new directions will be suggested for further theorizing in SLA research on inherent characteristics of utterance interpretation in an L2.","PeriodicalId":13669,"journal":{"name":"Intercultural Pragmatics","volume":"20 1","pages":"429 - 453"},"PeriodicalIF":1.1,"publicationDate":"2023-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47026875","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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