subject:(Pragmatics)

1. Jacqueline, Amaral. Analysing speech act behaviour in the professional sphere a study in pragmatics; -.

Degree: English, 2014, Osmania University

URL: http://shodhganga.inflibnet.ac.in/handle/10603/25019

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Advisors/Committee Members: Muralikrishna, C.

Subjects/Keywords: Pragmatics

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APA (6^th Edition):

Jacqueline, A. (2014). Analysing speech act behaviour in the professional sphere a study in pragmatics; -. (Thesis). Osmania University. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/25019

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Jacqueline, Amaral. “Analysing speech act behaviour in the professional sphere a study in pragmatics; -.” 2014. Thesis, Osmania University. Accessed March 04, 2021. http://shodhganga.inflibnet.ac.in/handle/10603/25019.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Jacqueline, Amaral. “Analysing speech act behaviour in the professional sphere a study in pragmatics; -.” 2014. Web. 04 Mar 2021.

Vancouver:

Jacqueline A. Analysing speech act behaviour in the professional sphere a study in pragmatics; -. [Internet] [Thesis]. Osmania University; 2014. [cited 2021 Mar 04]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/25019.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Jacqueline A. Analysing speech act behaviour in the professional sphere a study in pragmatics; -. [Thesis]. Osmania University; 2014. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/25019

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Nairobi

2. Ndwiga, Silvano M. The syntax and pragmatics of the Gichuka sentence: a challenge to the minimalist program analysis .

Degree: 2014, University of Nairobi

URL: http://hdl.handle.net/11295/76887

► This study is an analysis of the syntax and pragmatics of Gichuka sentences within the framework of the Minimalist Program, as proposed by Chomsky (1995a),… (more)

Subjects/Keywords: Pragmatics; Syntax

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APA (6^th Edition):

Ndwiga, S. M. (2014). The syntax and pragmatics of the Gichuka sentence: a challenge to the minimalist program analysis . (Thesis). University of Nairobi. Retrieved from http://hdl.handle.net/11295/76887

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Ndwiga, Silvano M. “The syntax and pragmatics of the Gichuka sentence: a challenge to the minimalist program analysis .” 2014. Thesis, University of Nairobi. Accessed March 04, 2021. http://hdl.handle.net/11295/76887.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Ndwiga, Silvano M. “The syntax and pragmatics of the Gichuka sentence: a challenge to the minimalist program analysis .” 2014. Web. 04 Mar 2021.

Vancouver:

Ndwiga SM. The syntax and pragmatics of the Gichuka sentence: a challenge to the minimalist program analysis . [Internet] [Thesis]. University of Nairobi; 2014. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/11295/76887.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ndwiga SM. The syntax and pragmatics of the Gichuka sentence: a challenge to the minimalist program analysis . [Thesis]. University of Nairobi; 2014. Available from: http://hdl.handle.net/11295/76887

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Université de Neuchâtel

3. Capponi, Matteo. La parole comme geste: la conception antique de la parole efficace et ses implications dans le théâtre antique.

Degree: 2008, Université de Neuchâtel

URL: http://doc.rero.ch/record/10744

► Cette recherche a pour but de redéfinir la notion de « parole efficace » dans la Grèce antique, notamment dans le contexte dramatique. Pour ce… (more)

▼ Cette recherche a pour but de redéfinir la notion de « parole efficace » dans la Grèce antique, notamment dans le contexte dramatique. Pour ce faire, elle applique les concepts de la pragmatique moderne aux rites langagiers ayant cours dans la Grèce archaïque et jusqu’au 5^ème siècle. Il en ressort que chaque énoncé, plutôt que d’être assimilé à une « formule magique », doit être analysé selon trois données fondamentales en regard de l'efficacité de la parole: la part rituelle de la pratique, la forme de l’énoncé, l’accomplissement de gestes en parallèle de sa profération. Ces trois données balisent le parcours de la recherche. Elles donnent lieu à l’élaboration d’un concept indigène, inspiré autant des écrits théoriques de l’antiquité que des productions poétiques, qui permet au bout du compte l’analyse des textes dramatiques. Nous en faisons l’épreuve sur trois textes d’Eschyle, de Sophocle et d’Euripide. 1) Plus précisément, dans le premier chapitre, nous tentons de cerner les diverses manifestations de la « parole efficace » dans la Grèce archaïque, sachant que les Grecs de cette époque n'ont pas de terme pour la définir en propre. En parallèle, nous développons les outils linguistiques nécessaires à notre recherche, en référence notamment aux études consacrées à la pragmatique du langage. 2) Dans le deuxième chapitre, nous réfléchissons sur les rapports entre parole efficace et poésie. En quels termes les textes poétiques rendent-ils compte de l'efficacité de la parole? Notre recherche s’attache d’abord à Homère, puis à Pindare, chez qui nous mettons en exergue la fonction rituelle de la poésie chorale. 3) Unité rituelle. Nous abordons sous cet angle, dans le troisième chapitre, la pièce d’Eschyle Les Choéphores. Il apparaît une particularité du langage théâtral, qui est de nommer les gestes des personnages et surtout d'expliciter toute fonction illocutoire. Les nombreux rites mis en scène dans la pièce font alors apparaître le texte des Choéphores comme une succession d'unités pragmatiques, identifiées par les gestes et les actes langagiers nommés. 4) Unité formelle. Dans le quatrième chapitre, nous confrontons ce principe d’unités constitutives à la question de la forme. Pour évoquer les représentations indigènes développées au 5^ème siècle, nous nous appuyons sur les métaphores et les moyens stylistiques utilisés par Gorgias dans L'Eloge d'Hélène, puis sur trois traités d'Aristote, la Rhétorique, la Poétique et le De interpretatione. Le geste et de l'unité sont au cœur du système descriptif d'Aristote. Les deux principes se rejoignent d’ailleurs dans un terme polyvalent, schêma, employé pour décrire les gestes de l'acteur, les modes du discours, les figures de danse. 5) A la lumière de ce concept indigène, nous analysons dans le cinquième chapitre plusieurs discours de l'Electre de Sophocle. Nous y mettons en évidence des successions d'unités revêtant le caractère mixte du schêma. Définies comme "attitudes" à la… Advisors/Committee Members: Paul (Dir.).

Subjects/Keywords: – pragmatics

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APA (6^th Edition):

Capponi, M. (2008). La parole comme geste: la conception antique de la parole efficace et ses implications dans le théâtre antique. (Thesis). Université de Neuchâtel. Retrieved from http://doc.rero.ch/record/10744

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Capponi, Matteo. “La parole comme geste: la conception antique de la parole efficace et ses implications dans le théâtre antique.” 2008. Thesis, Université de Neuchâtel. Accessed March 04, 2021. http://doc.rero.ch/record/10744.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Capponi, Matteo. “La parole comme geste: la conception antique de la parole efficace et ses implications dans le théâtre antique.” 2008. Web. 04 Mar 2021.

Vancouver:

Capponi M. La parole comme geste: la conception antique de la parole efficace et ses implications dans le théâtre antique. [Internet] [Thesis]. Université de Neuchâtel; 2008. [cited 2021 Mar 04]. Available from: http://doc.rero.ch/record/10744.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Capponi M. La parole comme geste: la conception antique de la parole efficace et ses implications dans le théâtre antique. [Thesis]. Université de Neuchâtel; 2008. Available from: http://doc.rero.ch/record/10744

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Debrecen

4. Szendrei, Krisztina. Sociopragmatic perspectives on What a girl wants .

Degree: DE – TEK – Bölcsészettudományi Kar, 2013, University of Debrecen

URL: http://hdl.handle.net/2437/162080

► In my thesis, I would like to examine the English language from a closer point of view and to show some aspects of its everyday… (more)

Subjects/Keywords: pragmatics; sociolinguistics

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APA (6^th Edition):

Szendrei, K. (2013). Sociopragmatic perspectives on What a girl wants . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/162080

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Szendrei, Krisztina. “Sociopragmatic perspectives on What a girl wants .” 2013. Thesis, University of Debrecen. Accessed March 04, 2021. http://hdl.handle.net/2437/162080.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Szendrei, Krisztina. “Sociopragmatic perspectives on What a girl wants .” 2013. Web. 04 Mar 2021.

Vancouver:

Szendrei K. Sociopragmatic perspectives on What a girl wants . [Internet] [Thesis]. University of Debrecen; 2013. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/2437/162080.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Szendrei K. Sociopragmatic perspectives on What a girl wants . [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/162080

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Debrecen

5. Kiss, Angéla. Pragmatics of Sarcasm on the Basis of the TV Show House M.D.

Degree: DE – TEK – Bölcsészettudományi Kar, 2013, University of Debrecen

URL: http://hdl.handle.net/2437/166467

► Sarcasm is frequently confused with irony, thus to be able to fully understand it, it is essential to get a clear demarcation of irony first.… (more)

Subjects/Keywords: pragmatics; sarcasm

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APA (6^th Edition):

Kiss, A. (2013). Pragmatics of Sarcasm on the Basis of the TV Show House M.D. (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/166467

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kiss, Angéla. “Pragmatics of Sarcasm on the Basis of the TV Show House M.D. ” 2013. Thesis, University of Debrecen. Accessed March 04, 2021. http://hdl.handle.net/2437/166467.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kiss, Angéla. “Pragmatics of Sarcasm on the Basis of the TV Show House M.D. ” 2013. Web. 04 Mar 2021.

Vancouver:

Kiss A. Pragmatics of Sarcasm on the Basis of the TV Show House M.D. [Internet] [Thesis]. University of Debrecen; 2013. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/2437/166467.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kiss A. Pragmatics of Sarcasm on the Basis of the TV Show House M.D. [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/166467

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Texas – Austin

6. Baldwin, Shaun Patrick. Pragmatic error identification in traumatic brain injury.

Degree: MA, Communication Sciences and Disorders, 2014, University of Texas – Austin

URL: http://hdl.handle.net/2152/28262

► Traumatic brain injury causes physical, neurobehavioral, and cognitive-linguistic deficits including problems related to pragmatic functioning and emotional processing. This study investigated the ability of 10… (more)

Subjects/Keywords: Pragmatics; TBI

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APA (6^th Edition):

Baldwin, S. P. (2014). Pragmatic error identification in traumatic brain injury. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/28262

Chicago Manual of Style (16^th Edition):

Baldwin, Shaun Patrick. “Pragmatic error identification in traumatic brain injury.” 2014. Masters Thesis, University of Texas – Austin. Accessed March 04, 2021. http://hdl.handle.net/2152/28262.

MLA Handbook (7^th Edition):

Baldwin, Shaun Patrick. “Pragmatic error identification in traumatic brain injury.” 2014. Web. 04 Mar 2021.

Vancouver:

Baldwin SP. Pragmatic error identification in traumatic brain injury. [Internet] [Masters thesis]. University of Texas – Austin; 2014. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/2152/28262.

Council of Science Editors:

Baldwin SP. Pragmatic error identification in traumatic brain injury. [Masters Thesis]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/28262

University of Texas – Austin

7. Hyska, Megan Alexandra. This machine kills fascists : detecting propaganda with formal models of mass discourse structure (and other ideas).

Degree: PhD, Philosophy, 2019, University of Texas – Austin

URL: http://dx.doi.org/10.26153/tsw/1067

► This dissertation consists of three free-standing chapters, all of which deal with themes in the philosophy of language in general and in pragmatics in particular.… (more)

Subjects/Keywords: Language; Pragmatics

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APA (6^th Edition):

Hyska, M. A. (2019). This machine kills fascists : detecting propaganda with formal models of mass discourse structure (and other ideas). (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://dx.doi.org/10.26153/tsw/1067

Chicago Manual of Style (16^th Edition):

Hyska, Megan Alexandra. “This machine kills fascists : detecting propaganda with formal models of mass discourse structure (and other ideas).” 2019. Doctoral Dissertation, University of Texas – Austin. Accessed March 04, 2021. http://dx.doi.org/10.26153/tsw/1067.

MLA Handbook (7^th Edition):

Hyska, Megan Alexandra. “This machine kills fascists : detecting propaganda with formal models of mass discourse structure (and other ideas).” 2019. Web. 04 Mar 2021.

Vancouver:

Hyska MA. This machine kills fascists : detecting propaganda with formal models of mass discourse structure (and other ideas). [Internet] [Doctoral dissertation]. University of Texas – Austin; 2019. [cited 2021 Mar 04]. Available from: http://dx.doi.org/10.26153/tsw/1067.

Council of Science Editors:

Hyska MA. This machine kills fascists : detecting propaganda with formal models of mass discourse structure (and other ideas). [Doctoral Dissertation]. University of Texas – Austin; 2019. Available from: http://dx.doi.org/10.26153/tsw/1067

University of Newcastle

8. Duong, Anh Chien. Profiling the learning of pragmatic competencies in tertiary EFL classrooms in Vietnam: critical reflections on the current debate around the efficacy of instructional pedagogies.

Degree: PhD, 2016, University of Newcastle

URL: http://hdl.handle.net/1959.13/1332701

►

Research Doctorate - Doctor of Philosophy (PhD)

In recent years, a considerable scholarly literature has accumulated regarding the most effective techniques for EFL students to… (more)

▼

Research Doctorate - Doctor of Philosophy (PhD)

In recent years, a considerable scholarly literature has accumulated regarding the most effective techniques for EFL students to develop what is termed “pragmatic competence” (Canale, 1980, 1988; Canale & Swain, 1980; Chomsky, 1980), a notion which includes “illocutionary competence, or the knowledge of the pragmatic conventions for performing acceptable language functions, and sociolinguistic competence, or knowledge of the sociolinguistic conventions for performing language functions appropriately in a given context” (Canale, 1988, p.90). Consistent with this general objective of communicative language acquisition, a pedagogic debate has emerged which differentiates two approaches to pragmatic competence. These approaches are deemed to be the two most dominant and effective modes of instructional techniques designed to achieve this goal. These techniques or heuristic approaches have become known as ‘explicit’ and ‘implicit’ instructional pedagogies. In the case of the explicit pragmatic language acquisition process, the learner is introduced to the range of explicit rules which are reckoned to be foundational to the form of linguistic constructions required, when these rules function as a coherent combinatory set. On the other hand, the heuristic of implicit pedagogy “makes no overt reference to rules or forms” (Doughty, 2007, p.265). In other words, implicit instruction involves drawing the students’ attention to conversational contexts of usage, and, exhibiting speech which depends upon rule-governed pragmatics discovered by the students through their actual participation in the conversational exchange. Unlike the explicit instructional pedagogy, the implicit technique involves no direct propaedeutic information overt rule-learning, but only enough information as is required for the students themselves to direct their own attention to relatively consistent and repeating patterns of pragmatic competence. The central objective of this study is to critically evaluate the current debate between the respective proponents of explicit and implicit instructional pedagogies for the acquisition of pragmatic competence. The intention is to canvass the scholarly literature, with an aim to providing a comprehensive account of each of these instructional processes. Further, the scholarly literature on the comparative success of explicit versus implicit instruction is critically evaluated. Although it may be the case that the majority of studies indicate that explicit instruction outperforms implicit instruction, there are other researchers who believe they have shown that implicit instruction is actually more effective. This thesis makes a valuable contribution to the scholarly literature in the field by providing the first comprehensive and critically oriented analysis of the conventional debate. This study assesses these discrepancies by researching the experiences of students in Vietnam and paralleling the studies referred to it in the conventional debate on pragmatic…

Advisors/Committee Members: University of Newcastle. Faculty of Education & Arts, School of Education.

Subjects/Keywords: pragmatics; language teaching

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APA (6^th Edition):

Duong, A. C. (2016). Profiling the learning of pragmatic competencies in tertiary EFL classrooms in Vietnam: critical reflections on the current debate around the efficacy of instructional pedagogies. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/1332701

Chicago Manual of Style (16^th Edition):

Duong, Anh Chien. “Profiling the learning of pragmatic competencies in tertiary EFL classrooms in Vietnam: critical reflections on the current debate around the efficacy of instructional pedagogies.” 2016. Doctoral Dissertation, University of Newcastle. Accessed March 04, 2021. http://hdl.handle.net/1959.13/1332701.

MLA Handbook (7^th Edition):

Duong, Anh Chien. “Profiling the learning of pragmatic competencies in tertiary EFL classrooms in Vietnam: critical reflections on the current debate around the efficacy of instructional pedagogies.” 2016. Web. 04 Mar 2021.

Vancouver:

Duong AC. Profiling the learning of pragmatic competencies in tertiary EFL classrooms in Vietnam: critical reflections on the current debate around the efficacy of instructional pedagogies. [Internet] [Doctoral dissertation]. University of Newcastle; 2016. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/1959.13/1332701.

Council of Science Editors:

Duong AC. Profiling the learning of pragmatic competencies in tertiary EFL classrooms in Vietnam: critical reflections on the current debate around the efficacy of instructional pedagogies. [Doctoral Dissertation]. University of Newcastle; 2016. Available from: http://hdl.handle.net/1959.13/1332701

9. Siu, Charlie Ho Kin. Intuition and Semantic Explanation.

Degree: Department of Philosophy, 2017, Brown University

URL: https://repository.library.brown.edu/studio/item/bdr:792646/

► This dissertation consists of three independent but related papers on the boundary between semantics and pragmatics. The overarching theme is that it is most fruitful… (more)

▼ This dissertation consists of three independent but related papers on the boundary between semantics and pragmatics. The overarching theme is that it is most fruitful to study how semantics interacts with pragmatics by identifying linguistic phenomena that call out for explanation, and by comparing the theoretical virtues of the semantics-pragmatics packages that explain or predict those phenomena. Contrary to what is often said about their role in semantic theorizing, ordinary intuitions are not the targets of semantic explanations, because they only play the role of bringing to light or justifying linguistic phenomena. Chapter 1 argues that the imprecise interpretations of maximal standard absolute adjectives, such as `clean' and `certain', are the adjectives' semantic contents. My argument is based on the phenomenon that the result of embedding Rotstein and Winter's `Both towels are clean, but the red one is cleaner than the blue one' inside the belief context `Mary believes that' has three readings. I argue that my semantic account is preferable to the extant accounts because only it can deliver all three readings. Chapter 2 argues that Jason Stanley's binding assumption is faced with two well-founded overgeneration worries, and that a feasible response to those worries is to draw from some parallels between quantifier domain restriction and adjectival domain restriction, and to adopt the variable-free approach to binding, which is compatible with Stanley's grammatical approach to quantifier domain restriction. This chapter as a whole illustrates that what makes Stanley's grammatical approach better than the pragmatic approach isn't its ability to respect ordinary intuitions, but its better explanatory and predictive power. Chapter 3 objects to Rothschild and Segal's arguments for their account of color adjectives, on which color adjectives are fully-fledged indexicals with minimal semantic constraints on their possible extensions. I argue that, instead of choosing between Rothschild and Segal's account and the rival accounts they argue against, we can defuse Travis cases by clarifying the relation between ordinary intuitions, linguistic phenomena, and explanation and prediction. Advisors/Committee Members: Heck, Richard (Advisor), Nickel, Bernhard (Reader), Jacobson, Pauline (Reader).

Subjects/Keywords: semantics-pragmatics distinction

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APA (6^th Edition):

Siu, C. H. K. (2017). Intuition and Semantic Explanation. (Thesis). Brown University. Retrieved from https://repository.library.brown.edu/studio/item/bdr:792646/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Siu, Charlie Ho Kin. “Intuition and Semantic Explanation.” 2017. Thesis, Brown University. Accessed March 04, 2021. https://repository.library.brown.edu/studio/item/bdr:792646/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Siu, Charlie Ho Kin. “Intuition and Semantic Explanation.” 2017. Web. 04 Mar 2021.

Vancouver:

Siu CHK. Intuition and Semantic Explanation. [Internet] [Thesis]. Brown University; 2017. [cited 2021 Mar 04]. Available from: https://repository.library.brown.edu/studio/item/bdr:792646/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Siu CHK. Intuition and Semantic Explanation. [Thesis]. Brown University; 2017. Available from: https://repository.library.brown.edu/studio/item/bdr:792646/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Debrecen

10. Vacsi, Anna. Cross-cultural and situational variation in requesting behaviour .

Degree: DE – TEK – Bölcsészettudományi Kar, 2013, University of Debrecen

URL: http://hdl.handle.net/2437/162926

► My hypothesis is that politeness is universal to some extent, but there may be some cultural differences in its realisation. As for the universality of… (more)

Subjects/Keywords: politeness; requests; pragmatics

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APA (6^th Edition):

Vacsi, A. (2013). Cross-cultural and situational variation in requesting behaviour . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/162926

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Vacsi, Anna. “Cross-cultural and situational variation in requesting behaviour .” 2013. Thesis, University of Debrecen. Accessed March 04, 2021. http://hdl.handle.net/2437/162926.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Vacsi, Anna. “Cross-cultural and situational variation in requesting behaviour .” 2013. Web. 04 Mar 2021.

Vancouver:

Vacsi A. Cross-cultural and situational variation in requesting behaviour . [Internet] [Thesis]. University of Debrecen; 2013. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/2437/162926.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Vacsi A. Cross-cultural and situational variation in requesting behaviour . [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/162926

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Debrecen

11. Varga, Kitti. Gender Differences in the Compliment Response Strategies of Hungarian Secondary School Students .

Degree: DE – TEK – Bölcsészettudományi Kar, 2013, University of Debrecen

URL: http://hdl.handle.net/2437/166463

► The structure of my thesis is as follows. After the Introduction, in Chapter Two, I will present some theories, such as Speech Act Theory in… (more)

Subjects/Keywords: pragmatics; compliment responses

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APA (6^th Edition):

Varga, K. (2013). Gender Differences in the Compliment Response Strategies of Hungarian Secondary School Students . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/166463

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Varga, Kitti. “Gender Differences in the Compliment Response Strategies of Hungarian Secondary School Students .” 2013. Thesis, University of Debrecen. Accessed March 04, 2021. http://hdl.handle.net/2437/166463.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Varga, Kitti. “Gender Differences in the Compliment Response Strategies of Hungarian Secondary School Students .” 2013. Web. 04 Mar 2021.

Vancouver:

Varga K. Gender Differences in the Compliment Response Strategies of Hungarian Secondary School Students . [Internet] [Thesis]. University of Debrecen; 2013. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/2437/166463.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Varga K. Gender Differences in the Compliment Response Strategies of Hungarian Secondary School Students . [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/166463

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Debrecen

12. Pócsi, Veronika. Intercultural Pragmatics .

Degree: DE – TEK – Bölcsészettudományi Kar, 2013, University of Debrecen

URL: http://hdl.handle.net/2437/173461

► My hypothesis is that dealing with pragmatics as an English language teacher and analyse the advantages and disadvantages of intercultural pragmatics is a very important… (more)

Subjects/Keywords: intercultural pragmatics; politeness

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Pócsi, V. (2013). Intercultural Pragmatics . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/173461

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Pócsi, Veronika. “Intercultural Pragmatics .” 2013. Thesis, University of Debrecen. Accessed March 04, 2021. http://hdl.handle.net/2437/173461.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Pócsi, Veronika. “Intercultural Pragmatics .” 2013. Web. 04 Mar 2021.

Vancouver:

Pócsi V. Intercultural Pragmatics . [Internet] [Thesis]. University of Debrecen; 2013. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/2437/173461.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Pócsi V. Intercultural Pragmatics . [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/173461

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Debrecen

13. Tömöri, Mihály. Pragmatics in Professional Writing .

Degree: DE – TEK – Bölcsészettudományi Kar, 2013, University of Debrecen

URL: http://hdl.handle.net/2437/173529

In my thesis, I am going to concentrate mainly on the written side of verbal communication. My study tries to grab the practical aspects and applications of pragmatics in professional writing, however the necessary theoretical references are also made at the appropriate sections. Advisors/Committee Members: Bársony, Olga (advisor).

Subjects/Keywords: pragmatics; professional writing

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Tömöri, M. (2013). Pragmatics in Professional Writing . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/173529

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Tömöri, Mihály. “Pragmatics in Professional Writing .” 2013. Thesis, University of Debrecen. Accessed March 04, 2021. http://hdl.handle.net/2437/173529.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Tömöri, Mihály. “Pragmatics in Professional Writing .” 2013. Web. 04 Mar 2021.

Vancouver:

Tömöri M. Pragmatics in Professional Writing . [Internet] [Thesis]. University of Debrecen; 2013. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/2437/173529.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Tömöri M. Pragmatics in Professional Writing . [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/173529

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Debrecen

14. Varga, Sarolta. The Aspects of Pragmatics in Teaching .

Degree: DE – TEK – Bölcsészettudományi Kar, 2013, University of Debrecen

URL: http://hdl.handle.net/2437/174344

In this essay, I wish to discuss, how second language learners develop pragmatic and cultural competence and how teachers can help learners to acquire pragmatic and cultural knowledge in a given target language. Advisors/Committee Members: Bársony, Olga (advisor).

Subjects/Keywords: pragmatics; language teaching

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Varga, S. (2013). The Aspects of Pragmatics in Teaching . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/174344

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Varga, Sarolta. “The Aspects of Pragmatics in Teaching .” 2013. Thesis, University of Debrecen. Accessed March 04, 2021. http://hdl.handle.net/2437/174344.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Varga, Sarolta. “The Aspects of Pragmatics in Teaching .” 2013. Web. 04 Mar 2021.

Vancouver:

Varga S. The Aspects of Pragmatics in Teaching . [Internet] [Thesis]. University of Debrecen; 2013. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/2437/174344.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Varga S. The Aspects of Pragmatics in Teaching . [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/174344

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

15. Cummins, Chris. The interpretation and use of numerically-quantified expressions.

Degree: PhD, 2011, University of Cambridge

URL: http://www.dspace.cam.ac.uk/handle/1810/241034https://www.repository.cam.ac.uk/bitstream/1810/241034/2/license.txt ; https://www.repository.cam.ac.uk/bitstream/1810/241034/3/license_url ; https://www.repository.cam.ac.uk/bitstream/1810/241034/4/license_text ; https://www.repository.cam.ac.uk/bitstream/1810/241034/5/license_rdf ; https://www.repository.cam.ac.uk/bitstream/1810/241034/8/Full%20version.pdf.txt ; https://www.repository.cam.ac.uk/bitstream/1810/241034/9/Full%20version.pdf.jpg

► This thesis presents a novel pragmatic account of the meaning and use of numerically-quantified expressions. It can readily be seen that quantities can typically be… (more)

▼ This thesis presents a novel pragmatic account of the meaning and use of numerically-quantified expressions. It can readily be seen that quantities can typically be described by many semantically truthful expressions – for instance, if "more than 12" is true of a quantity, so is "more than 11", "more than 10", and so on. It is also intuitively clear that some of these expressions are more suitable than others in a given situation, a preference which is not captured by the semantics but appears to rely upon on wider-ranging considerations of communicative effectiveness. Motivated by these observations, I lay out a set of criteria that are demonstrably relevant to the speaker's choice of utterance in such cases. Observing further that it is typically impossible to satisfy all these criteria with a single utterance, I suggest that the speaker's choice of utterance can be construed as a problem of multiple constraint satisfaction. Using the formalism of Optimality Theory (Prince and Smolensky 1993), I proceed to specify a model of speaker behaviour for this domain of usage. The model I propose can be used to draw predictions both about the speaker's choice of utterance and the hearer's interpretation of utterances. I discuss the relation between these two aspects of the model, showing how constraints on the speaker's choice of utterance are predicted to make pragmatic enrichments available to the hearer. I then consider applications of this idea to specific issues that have been discussed in the literature. Firstly, with respect to superlative quantifiers, I show how this model provides an alternative account to that of Geurts and Nouwen (2007), building upon that offered by Cummins and Katsos (2010), and I present empirical evidence in its favour. Secondly, I show how this model yields the novel prediction that comparative quantifiers give rise to implicatures that are conditioned both by granularity and by prior mention of the numeral, and demonstrate these implicatures empirically. Finally I discuss the predictions that the model makes about the frequency of quantifiers in corpora, and investigate their validity. I conclude that the model presented here proves its worth as a source of hypotheses about speaker and hearer behaviour in the numerical domain. In particular, it serves as a way to integrate insights from distinct domains of enquiry including psycholinguistics, theoretical semantics and numerical cognition. I discuss the claim of this model to psychological plausibility, its relation to existing approaches, and its potential utility when applied to broader domains of language use.

Subjects/Keywords: Linguistics; Experimental pragmatics

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Cummins, C. (2011). The interpretation and use of numerically-quantified expressions. (Doctoral Dissertation). University of Cambridge. Retrieved from http://www.dspace.cam.ac.uk/handle/1810/241034https://www.repository.cam.ac.uk/bitstream/1810/241034/2/license.txt ; https://www.repository.cam.ac.uk/bitstream/1810/241034/3/license_url ; https://www.repository.cam.ac.uk/bitstream/1810/241034/4/license_text ; https://www.repository.cam.ac.uk/bitstream/1810/241034/5/license_rdf ; https://www.repository.cam.ac.uk/bitstream/1810/241034/8/Full%20version.pdf.txt ; https://www.repository.cam.ac.uk/bitstream/1810/241034/9/Full%20version.pdf.jpg

Chicago Manual of Style (16^th Edition):

Cummins, Chris. “The interpretation and use of numerically-quantified expressions.” 2011. Doctoral Dissertation, University of Cambridge. Accessed March 04, 2021. http://www.dspace.cam.ac.uk/handle/1810/241034https://www.repository.cam.ac.uk/bitstream/1810/241034/2/license.txt ; https://www.repository.cam.ac.uk/bitstream/1810/241034/3/license_url ; https://www.repository.cam.ac.uk/bitstream/1810/241034/4/license_text ; https://www.repository.cam.ac.uk/bitstream/1810/241034/5/license_rdf ; https://www.repository.cam.ac.uk/bitstream/1810/241034/8/Full%20version.pdf.txt ; https://www.repository.cam.ac.uk/bitstream/1810/241034/9/Full%20version.pdf.jpg.

MLA Handbook (7^th Edition):

Cummins, Chris. “The interpretation and use of numerically-quantified expressions.” 2011. Web. 04 Mar 2021.

Vancouver:

Cummins C. The interpretation and use of numerically-quantified expressions. [Internet] [Doctoral dissertation]. University of Cambridge; 2011. [cited 2021 Mar 04]. Available from: http://www.dspace.cam.ac.uk/handle/1810/241034https://www.repository.cam.ac.uk/bitstream/1810/241034/2/license.txt ; https://www.repository.cam.ac.uk/bitstream/1810/241034/3/license_url ; https://www.repository.cam.ac.uk/bitstream/1810/241034/4/license_text ; https://www.repository.cam.ac.uk/bitstream/1810/241034/5/license_rdf ; https://www.repository.cam.ac.uk/bitstream/1810/241034/8/Full%20version.pdf.txt ; https://www.repository.cam.ac.uk/bitstream/1810/241034/9/Full%20version.pdf.jpg.

Council of Science Editors:

Cummins C. The interpretation and use of numerically-quantified expressions. [Doctoral Dissertation]. University of Cambridge; 2011. Available from: http://www.dspace.cam.ac.uk/handle/1810/241034https://www.repository.cam.ac.uk/bitstream/1810/241034/2/license.txt ; https://www.repository.cam.ac.uk/bitstream/1810/241034/3/license_url ; https://www.repository.cam.ac.uk/bitstream/1810/241034/4/license_text ; https://www.repository.cam.ac.uk/bitstream/1810/241034/5/license_rdf ; https://www.repository.cam.ac.uk/bitstream/1810/241034/8/Full%20version.pdf.txt ; https://www.repository.cam.ac.uk/bitstream/1810/241034/9/Full%20version.pdf.jpg

Boise State University

16. Black, Stacy. Towards Unifying Grounded and Distributional Semantics Using the Words-as-Classifiers Model of Lexical Semantics.

Degree: 2020, Boise State University

URL: https://scholarworks.boisestate.edu/td/1708

► Automated systems that make use of language, such as personal assistants, need some means of representing words such that 1) the representation is computable and… (more)

▼ Automated systems that make use of language, such as personal assistants, need some means of representing words such that 1) the representation is computable and 2) captures form and meaning. Recent advancements in the field of natural language processing have resulted in useful approaches to representing computable word meanings. In this thesis, I consider two such approaches: distributional embeddings and grounded models. Distributional embeddings are represented as high-dimensional vectors; words with similar meanings tend to cluster together in embedding space. Embeddings are easily learned using large amounts of text data. However, embeddings suffer from a lack of "real world" knowledge; for example, the knowledge of identifying colors or objects as they appear. In contrast to embeddings, grounded models learn a mapping between language and the physical world, such as visual information in pictures. Grounded models, however, tend to focus only on the mapping between language and the physical world and lack the knowledge that could be gained from considering abstract information found in text. In this thesis, I evaluate wac2vec, a model that brings together grounded and distributional semantics to work towards leveraging the relative strengths of both, and use empirical analysis to explore whether wac2vec adds semantic information to traditional embeddings. Starting with the words-as-classifiers (WAC) model of grounded semantics, I use a large repository of images and the keywords that were used to retrieve those images. From the grounded model, I extract classifier coefficients as word-level vector embeddings (hence, wac2vec), then combine those with embeddings from distributional word representations. I show that combining grounded embeddings with traditional embeddings results in improved performance in a visual task, demonstrating the viability of using the wac2vec model to enrich traditional embeddings, and showing that wac2vec provides important semantic information that these embeddings do not have on their own.

Subjects/Keywords: Semantics and Pragmatics

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Black, S. (2020). Towards Unifying Grounded and Distributional Semantics Using the Words-as-Classifiers Model of Lexical Semantics. (Thesis). Boise State University. Retrieved from https://scholarworks.boisestate.edu/td/1708

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Black, Stacy. “Towards Unifying Grounded and Distributional Semantics Using the Words-as-Classifiers Model of Lexical Semantics.” 2020. Thesis, Boise State University. Accessed March 04, 2021. https://scholarworks.boisestate.edu/td/1708.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Black, Stacy. “Towards Unifying Grounded and Distributional Semantics Using the Words-as-Classifiers Model of Lexical Semantics.” 2020. Web. 04 Mar 2021.

Vancouver:

Black S. Towards Unifying Grounded and Distributional Semantics Using the Words-as-Classifiers Model of Lexical Semantics. [Internet] [Thesis]. Boise State University; 2020. [cited 2021 Mar 04]. Available from: https://scholarworks.boisestate.edu/td/1708.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Black S. Towards Unifying Grounded and Distributional Semantics Using the Words-as-Classifiers Model of Lexical Semantics. [Thesis]. Boise State University; 2020. Available from: https://scholarworks.boisestate.edu/td/1708

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Universiteit Utrecht

17. Fonville, R.J. The role of intonation in the use of double negatives in Dutch.

Degree: 2013, Universiteit Utrecht

URL: http://dspace.library.uu.nl:8080/handle/1874/278901

► Like for instance English, Dutch is a so-called double negation (DN) language. This means that if in Dutch you use two negatives in a single… (more)

Subjects/Keywords: Semantics; Pragmatics; Negation; Prosody

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APA (6^th Edition):

Fonville, R. J. (2013). The role of intonation in the use of double negatives in Dutch. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/278901

Chicago Manual of Style (16^th Edition):

Fonville, R J. “The role of intonation in the use of double negatives in Dutch.” 2013. Masters Thesis, Universiteit Utrecht. Accessed March 04, 2021. http://dspace.library.uu.nl:8080/handle/1874/278901.

MLA Handbook (7^th Edition):

Fonville, R J. “The role of intonation in the use of double negatives in Dutch.” 2013. Web. 04 Mar 2021.

Vancouver:

Fonville RJ. The role of intonation in the use of double negatives in Dutch. [Internet] [Masters thesis]. Universiteit Utrecht; 2013. [cited 2021 Mar 04]. Available from: http://dspace.library.uu.nl:8080/handle/1874/278901.

Council of Science Editors:

Fonville RJ. The role of intonation in the use of double negatives in Dutch. [Masters Thesis]. Universiteit Utrecht; 2013. Available from: http://dspace.library.uu.nl:8080/handle/1874/278901

UCLA

18. Kapitonov, Ivan. Too.

Degree: Linguistics, 2012, UCLA

URL: http://www.escholarship.org/uc/item/3km5k4g1

► This thesis undertakes a new investigation in the semantics of English additive particle too. I discuss various properties of too that have been noticed by… (more)

Subjects/Keywords: Linguistics; additive particles; pragmatics; presupposition

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APA (6^th Edition):

Kapitonov, I. (2012). Too. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/3km5k4g1

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kapitonov, Ivan. “Too.” 2012. Thesis, UCLA. Accessed March 04, 2021. http://www.escholarship.org/uc/item/3km5k4g1.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kapitonov, Ivan. “Too.” 2012. Web. 04 Mar 2021.

Vancouver:

Kapitonov I. Too. [Internet] [Thesis]. UCLA; 2012. [cited 2021 Mar 04]. Available from: http://www.escholarship.org/uc/item/3km5k4g1.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kapitonov I. Too. [Thesis]. UCLA; 2012. Available from: http://www.escholarship.org/uc/item/3km5k4g1

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Victoria

19. Yousefi, Marziyeh. Investigating the effect of corrective feedback on second language pragmatics: face-to-face vs. technology-mediated communication.

Degree: Department of Linguistics, 2020, University of Victoria

URL: http://hdl.handle.net/1828/12045

► Pragmatics “focuses on how people perform, interpret, and respond to language functions in a social context” (Taguchi, 2012, p.1), and therefore its development is key… (more)

▼ Pragmatics “focuses on how people perform, interpret, and respond to language functions in a social context” (Taguchi, 2012, p.1), and therefore its development is key to the development of language competence. Pragmatics entails both linguistic knowledge to perform language functions (pragmalinguistics) and knowledge about the appropriateness of linguistic forms in a given social context (sociopragmatics) (Thomas, 1983). The acquisition of this skill has been shown to be one of the most difficult and latest acquired aspects of L2 learning (Bardovi-Harlig & Vellenga, 2012), and in this context, corrective feedback (information about the accuracy of learners’output), has been considered to be essential to the mastery of this knowledge. This study attempted to answer whether corrective feedback on L2 request and refusal forms provided through Face-to-Face (FF) or through Technology-Mediated (TM) modes can lead to an improvement in the learners’ performance in comprehension and production. Forty-four ELL students in three parallel intact classes were chosen to participate in the study. A Role-play test was used to collect production data and a multiple-choice discourse completion test was used to gather comprehension data. A mixed-model Analysis of Variance was conducted to examine the main and interaction effects of the treatment (corrective feedback), delivery mode (FF and TM), speech act type (request and refusal), and time (pre-test, post-test, and delayed post-test). The results demonstrated that CF led to improved performance in L2 pragmatics. Significant effects for corrective feedback were clear for both pragmatic comprehension and production, and there was no difference between comprehension and production improvement. Furthermore, the results showed that both FF and TM corrective feedback were effective modalities for improving pragmatic production while only TM delivery was effective in comprehending the target speech acts. The findings of the present study also suggest that CF effects were durable both in production and comprehension. The possibility of the effects of type of speech acts in influencing CF effects was generally rejected as CF improved comprehending and producing both speech acts significantly. In summary, the findings of the study generally support the application of CF and technology to the acquisition of second language pragmatic ability. Advisors/Committee Members: Nassaji, Hossein (supervisor).

Subjects/Keywords: pragmatics; corrective feedback; technology-mediated

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Yousefi, M. (2020). Investigating the effect of corrective feedback on second language pragmatics: face-to-face vs. technology-mediated communication. (Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/12045

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Yousefi, Marziyeh. “Investigating the effect of corrective feedback on second language pragmatics: face-to-face vs. technology-mediated communication.” 2020. Thesis, University of Victoria. Accessed March 04, 2021. http://hdl.handle.net/1828/12045.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Yousefi, Marziyeh. “Investigating the effect of corrective feedback on second language pragmatics: face-to-face vs. technology-mediated communication.” 2020. Web. 04 Mar 2021.

Vancouver:

Yousefi M. Investigating the effect of corrective feedback on second language pragmatics: face-to-face vs. technology-mediated communication. [Internet] [Thesis]. University of Victoria; 2020. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/1828/12045.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Yousefi M. Investigating the effect of corrective feedback on second language pragmatics: face-to-face vs. technology-mediated communication. [Thesis]. University of Victoria; 2020. Available from: http://hdl.handle.net/1828/12045

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Edinburgh

20. Fisher, Sarah. Is language necessary for thinking about thoughts.

Degree: 2013, University of Edinburgh

URL: http://hdl.handle.net/1842/8637

► This paper considers one aspect of the relationship between language and thought, focusing on a theory proposed by José Luis Bermúdez. Bermúdez argues that language… (more)

Subjects/Keywords: Language; Consciousness; Pragmatics; Semantics; Maps

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APA (6^th Edition):

Fisher, S. (2013). Is language necessary for thinking about thoughts. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/8637

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Fisher, Sarah. “Is language necessary for thinking about thoughts.” 2013. Thesis, University of Edinburgh. Accessed March 04, 2021. http://hdl.handle.net/1842/8637.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Fisher, Sarah. “Is language necessary for thinking about thoughts.” 2013. Web. 04 Mar 2021.

Vancouver:

Fisher S. Is language necessary for thinking about thoughts. [Internet] [Thesis]. University of Edinburgh; 2013. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/1842/8637.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fisher S. Is language necessary for thinking about thoughts. [Thesis]. University of Edinburgh; 2013. Available from: http://hdl.handle.net/1842/8637

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Baylor University

21. Eichelberger, Julie. A semantic and pragmatic analysis of the Spanish word 'lie' : implications and applications for the second language learner.

Degree: MA, Spanish., 2012, Baylor University

URL: http://hdl.handle.net/2104/8426

► In 1981 Coleman and Kay asserted a semantic prototype to define the English word lie. Hardin (2010) and Cole (1996) both replicated Coleman and Kay’s… (more)

Subjects/Keywords: Pragmatics.; Semantics.; Spanish linguistics.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Eichelberger, J. (2012). A semantic and pragmatic analysis of the Spanish word 'lie' : implications and applications for the second language learner. (Masters Thesis). Baylor University. Retrieved from http://hdl.handle.net/2104/8426

Chicago Manual of Style (16^th Edition):

Eichelberger, Julie. “A semantic and pragmatic analysis of the Spanish word 'lie' : implications and applications for the second language learner.” 2012. Masters Thesis, Baylor University. Accessed March 04, 2021. http://hdl.handle.net/2104/8426.

MLA Handbook (7^th Edition):

Eichelberger, Julie. “A semantic and pragmatic analysis of the Spanish word 'lie' : implications and applications for the second language learner.” 2012. Web. 04 Mar 2021.

Vancouver:

Eichelberger J. A semantic and pragmatic analysis of the Spanish word 'lie' : implications and applications for the second language learner. [Internet] [Masters thesis]. Baylor University; 2012. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/2104/8426.

Council of Science Editors:

Eichelberger J. A semantic and pragmatic analysis of the Spanish word 'lie' : implications and applications for the second language learner. [Masters Thesis]. Baylor University; 2012. Available from: http://hdl.handle.net/2104/8426

University of Cambridge

22. Lorge, Isabelle. Pragmatic word learning in monolingual and bilingually exposed children.

Degree: PhD, 2019, University of Cambridge

URL: https://doi.org/10.17863/CAM.53784 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.810074

► Humans are highly adaptable to a variety of challenging situations, as shown for example by increased echolocation abilities in the visually impaired (Schenkman & Nilsson,… (more)

▼ Humans are highly adaptable to a variety of challenging situations, as shown for example by increased echolocation abilities in the visually impaired (Schenkman & Nilsson, 2010). Multilingual input and interactions arguably create a particularly demanding environment, with added complexity and variation in the linguistic signal, a higher risk of communication failures and an increased amount of word forms to acquire. Despite this, and a lesser ability to rely on mutual exclusivity, bilingual children are able to quickly acquire a similar, and often greater vocabulary than their monolingual peers (De Houwer, Bornstein, & Putnick, 2014; Umbel, Pearson, Fernández, & Oller, 1992). A range of studies investigating attention to socio-pragmatic speaker cues found increased reliance on speaker cues in bilinguals (Colunga, Brojde, & Ahmed, 2012; Yow & Markman, 2011a, 2015). However, since these studies involved ignoring another conflicting cue, the results could have been related to inhibitory skills or to better attention to speaker generally, rather than to pragmatic inference per se, which relies on reasoning about communicative intentions. In five separate studies, we investigated the ability of a first (n=270, range=4;1- 6;2, mean age=5;3) and second (n=120, range=4;0-5;11, mean age=5;5) sample of monolingual and bilingually exposed children to use pragmatic cues to learn the meaning of a novel word in five different tasks where success could not be achieved by ignoring a salient cue. The tasks were: contrastive inference with prosodic stress, inference based on relative frequency of a referent, ostensive teaching of a subordinate category, ostensive teaching of an action word, and use of emotional affect. We found several developmental effects, and bilinguals to be more adult-like and to significantly outperform monolinguals (compared to a baseline control condition) in all tasks which involved reasoning about communicative intentions (or why the cue was provided, i.e., the first four tasks) but not when word referent mapping could be achieved without pragmatic reasoning (directly mapping emotional valence to referent valence, i.e., fifth task). We conclude that this thesis provides evidence for differences in the processing of pragmatic cues by bilingual and monolingual children which are not due solely to better inhibitory skills or to a general sensitivity to social cues such as prosody, eye gaze and pointing, but to performing true pragmatic inference by reasoning about communicative intentions in the context of word learning. In addition, we believe a distinction needs to be made between using social cues and reasoning about intentions, which might help provide insights about separate developmental timelines for exerting different types of pragmatic competence, with early abilities demonstrated by the bilingually exposed, particularly in acquisition contexts.

Subjects/Keywords: Pragmatics; Word learning; Bilingualism

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Lorge, I. (2019). Pragmatic word learning in monolingual and bilingually exposed children. (Doctoral Dissertation). University of Cambridge. Retrieved from https://doi.org/10.17863/CAM.53784 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.810074

Chicago Manual of Style (16^th Edition):

Lorge, Isabelle. “Pragmatic word learning in monolingual and bilingually exposed children.” 2019. Doctoral Dissertation, University of Cambridge. Accessed March 04, 2021. https://doi.org/10.17863/CAM.53784 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.810074.

MLA Handbook (7^th Edition):

Lorge, Isabelle. “Pragmatic word learning in monolingual and bilingually exposed children.” 2019. Web. 04 Mar 2021.

Vancouver:

Lorge I. Pragmatic word learning in monolingual and bilingually exposed children. [Internet] [Doctoral dissertation]. University of Cambridge; 2019. [cited 2021 Mar 04]. Available from: https://doi.org/10.17863/CAM.53784 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.810074.

Council of Science Editors:

Lorge I. Pragmatic word learning in monolingual and bilingually exposed children. [Doctoral Dissertation]. University of Cambridge; 2019. Available from: https://doi.org/10.17863/CAM.53784 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.810074

University of Colorado

23. Farber, Audrey. The Beginning of the End: Expressing Cessation By Way of Inception.

Degree: MA, Linguistics, 2016, University of Colorado

URL: https://scholar.colorado.edu/ling_gradetds/54

► This is the story of a markedness contrast between between two verbal complementation patterns, each of which appears to indicate a speaker's perspective on… (more)

▼ This is the story of a markedness contrast between between two verbal complementation patterns, each of which appears to indicate a speaker's perspective on a change of situation. We suggest that the marked member of the contrast, which we will refer to as the start not or SNX pattern, indicates the decision of a speaker to focus attention on the onset of a new, revocable situation rather than on the cessation of a prior situation. The change of situation as expressed by the marked pattern, we believe, is characterized by the undesired cessation of some activity, state, or habit. This heretofore undescribed pattern, which appears in the simplified example after lunch I started not feeling well, is marked in comparison to the arguably synonymous after lunch I stopped feeling well. We will attempt to show that this unpredictable pattern has combinatoric or selectional properties that differ from stop as well as other uses of start, which can be understood as indicating the particular pragmatic function and communicative role of the utterance. This thesis will build on syntactic, semantic, pragmatic, and discourse theories to establish (1) a theoretical motivation for why we should explore the difference between the two patterns start not and stop, and (2) that a substantive difference in both content and usage exists between the two patterns. Data collected were annotated and analyzed on the basis of syntactic context, and lexical semantic, combinatoric, pragmatic, and discourse features, which on the whole indicate that the SNX construction is indeed used to implicate something distinct from stop. We analyze these features in order to (1) determine in what forms this pattern exists and why, (2) describe what discourse purposes this pattern fulfills, and (3) develop more evidence in support of hypotheses which describe form/function relationships. Ultimately we will show that even small variations in form do matter for function. Advisors/Committee Members: Laura Michaelis, Barbara Fox, Mans Hulden.

Subjects/Keywords: Discourse; Pragmatics; Semantics; Syntax; Linguistics

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Farber, A. (2016). The Beginning of the End: Expressing Cessation By Way of Inception. (Masters Thesis). University of Colorado. Retrieved from https://scholar.colorado.edu/ling_gradetds/54

Chicago Manual of Style (16^th Edition):

Farber, Audrey. “The Beginning of the End: Expressing Cessation By Way of Inception.” 2016. Masters Thesis, University of Colorado. Accessed March 04, 2021. https://scholar.colorado.edu/ling_gradetds/54.

MLA Handbook (7^th Edition):

Farber, Audrey. “The Beginning of the End: Expressing Cessation By Way of Inception.” 2016. Web. 04 Mar 2021.

Vancouver:

Farber A. The Beginning of the End: Expressing Cessation By Way of Inception. [Internet] [Masters thesis]. University of Colorado; 2016. [cited 2021 Mar 04]. Available from: https://scholar.colorado.edu/ling_gradetds/54.

Council of Science Editors:

Farber A. The Beginning of the End: Expressing Cessation By Way of Inception. [Masters Thesis]. University of Colorado; 2016. Available from: https://scholar.colorado.edu/ling_gradetds/54

Université Catholique de Louvain

24. Leloup, Anne Lore. Ik heb een kleine dienst je te vragen... : verzoeken in de tussentaal van Franstalige NVT-leerders.

Degree: 2011, Université Catholique de Louvain

URL: http://hdl.handle.net/2078.1/76478

►

This dissertation examines how French-speaking learners of Dutch as a foreign language express politeness in requests compared to native speakers of Dutch and French. The… (more)

▼

This dissertation examines how French-speaking learners of Dutch as a foreign language express politeness in requests compared to native speakers of Dutch and French. The main questions of this exploratory study are: • What are the similarities and differences between the requests made by intermediate-level learners of Dutch and native speakers of Dutch? • To what extent does the mother tongue influence the formulation of the request utterance in the foreign language? The data were collected from two groups: 24 Belgian native speakers of French who are studying Dutch as a foreign language and 24 Belgian native speakers of Dutch. The requests were collected by means of interactive role plays in which the participants were asked to play 8 different situations. The situations varied along two dimensions: power/social distance (situations with a professor vs. situations with a student) and degree of imposition of the request (high imposition vs. low imposition). A questionnaire was elaborated in order to compare the cultural differences in the assessment of the variables power/distance and imposition. In addition, a retrospective interview was conducted to identify the strategies used by the learners in order to mitigate their requests in the foreign language. The results were interpreted in terms of strategies (e.g. Can I…? vs I would like…), internal modification of the request utterance (lexical and morphosyntactic means which soften the request, e.g. use of modal particles, past tense) and external modification (utterances which soften the request, like reasons or apologies). A quantitative analysis showed that the learners significantly overuse statements (e.g. "Ik zou graag…", "Misschien kan ik…") to the detriment of queries (e.g. "Kunt u…?", "Is het mogelijk…?"). The learners were also found to make less frequent use of internal and external modification compared to the control group of native speakers. Finally, a closer examination of the data revealed interesting qualitative differences regarding the words and formulae used by the learners. Turning to the second research question, the findings suggested that negative pragmalinguistic transfer can only account to a limited extent for the differences between learners and native speakers of the target language. In addition, it was found that negative sociopragmatic transfer does not occur. The interview revealed that the explanation for the differences between interlanguage and target language lies in two additional factors: extra processing effort required to add internal and external modification and lack of formulae. In those conditions, the learners showed a preference for clarity and unambiguous means of expression.

(GERM 3) – UCL, 2011

Advisors/Committee Members: UCL - SSH/ILC/ILC - Institut Langage et Communication, Hiligsmann, Philippe, Bouillon, Heinz, Foolen, Ad, Van der Wijst, Per, Vandeweghe, Willy, Beheydt, Ludovic.

Subjects/Keywords: Interlanguage pragmatics; Requests; Politeness

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Leloup, A. L. (2011). Ik heb een kleine dienst je te vragen... : verzoeken in de tussentaal van Franstalige NVT-leerders. (Thesis). Université Catholique de Louvain. Retrieved from http://hdl.handle.net/2078.1/76478

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Leloup, Anne Lore. “Ik heb een kleine dienst je te vragen... : verzoeken in de tussentaal van Franstalige NVT-leerders.” 2011. Thesis, Université Catholique de Louvain. Accessed March 04, 2021. http://hdl.handle.net/2078.1/76478.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Leloup, Anne Lore. “Ik heb een kleine dienst je te vragen... : verzoeken in de tussentaal van Franstalige NVT-leerders.” 2011. Web. 04 Mar 2021.

Vancouver:

Leloup AL. Ik heb een kleine dienst je te vragen... : verzoeken in de tussentaal van Franstalige NVT-leerders. [Internet] [Thesis]. Université Catholique de Louvain; 2011. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/2078.1/76478.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Leloup AL. Ik heb een kleine dienst je te vragen... : verzoeken in de tussentaal van Franstalige NVT-leerders. [Thesis]. Université Catholique de Louvain; 2011. Available from: http://hdl.handle.net/2078.1/76478

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Halmstad University

25. Karlsson, Johanna. An attempt to get access to a speaker’s mind : The expectation marker actually in spoken conversation.

Degree: Humanities and Social Science, 2015, Halmstad University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-27633

► The use of the expectation marker actually in spoken conversation is an interesting topic. This study investigates the different functions of actually and the… (more)

Subjects/Keywords: pragmatics; discourse particles; actually; context

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APA (6^th Edition):

Karlsson, J. (2015). An attempt to get access to a speaker’s mind : The expectation marker actually in spoken conversation. (Thesis). Halmstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-27633

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Karlsson, Johanna. “An attempt to get access to a speaker’s mind : The expectation marker actually in spoken conversation.” 2015. Thesis, Halmstad University. Accessed March 04, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-27633.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Karlsson, Johanna. “An attempt to get access to a speaker’s mind : The expectation marker actually in spoken conversation.” 2015. Web. 04 Mar 2021.

Vancouver:

Karlsson J. An attempt to get access to a speaker’s mind : The expectation marker actually in spoken conversation. [Internet] [Thesis]. Halmstad University; 2015. [cited 2021 Mar 04]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-27633.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Karlsson J. An attempt to get access to a speaker’s mind : The expectation marker actually in spoken conversation. [Thesis]. Halmstad University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-27633

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Arizona State University

26. Spasovski, Lupco. Morphology and Pragmatics of the Diminutive: Evidence from Macedonian.

Degree: PhD, English, 2012, Arizona State University

URL: http://repository.asu.edu/items/14876

► Extensive cross-linguistic data document a wide gamut of semantic and pragmatic uses of the diminutive that revolve around the fundamental concepts of `small' and `child'.… (more)

▼ Extensive cross-linguistic data document a wide gamut of semantic and pragmatic uses of the diminutive that revolve around the fundamental concepts of `small' and `child'. As typical inventory of informal registers, diminutives are utilized as pragmatic markers of politeness in a wide range of contextual meanings. This dissertation is intended to fill some major gaps in the systematic and empirical research on the formation and pragmatic uses of the diminutives in Macedonian and to explore the role of diminutivization in a broader linguistic framework, by examining the consistency of the field of diminutives, the core and peripheral meanings of the diminutive, their typology, as well as their pragmatic potential. The morphology and pragmatics of the diminutive is examined by combining data from electronic and printed sources, video recordings of natural conversations, as well as from material collected from participant and non-participant observations. At the level of morphology, it is argued that three fundamental semantic constraints underlie the formation of diminutives: [-big], [+ emotional], and [+ informal]. Furthermore, it is shown how diminutive combinability is rule governed in Macedonian by proposing sets of formal constraints for all grades of diminutives. At the level of pragmatics, the pragmatic functions of the diminutives proper and the related periphrastic diminutive malku are investigated in a variety of contexts involving child-directed speech (CDS) and adult communication. By analyzing the pragmatic functions of the diminutive in a series of speech acts, and drawing upon cross-cultural interpretations suggested by Wierzbicka (1991), it is argued that, in Macedonian, social bonding, cordiality, intimacy or affection are pragmatically more salient than personal autonomy in the Anglo-Saxon societies, realized through non-imposition, tentativeness, or similar pragmatic strategies for saving face. Additionally, it is contended that there exist cultural differences in the assessment of the concept of imposition between these societies. The analyses of the pragmatic potential of the diminutive proper and the periphrastic diminutive 'malku' give rise to the claim that Macedonian culture is predominantly founded on the pragmatic principle of positive politeness.

Subjects/Keywords: Linguistics; diminutives; Macedonian; morphology; pragmatics

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Spasovski, L. (2012). Morphology and Pragmatics of the Diminutive: Evidence from Macedonian. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/14876

Chicago Manual of Style (16^th Edition):

Spasovski, Lupco. “Morphology and Pragmatics of the Diminutive: Evidence from Macedonian.” 2012. Doctoral Dissertation, Arizona State University. Accessed March 04, 2021. http://repository.asu.edu/items/14876.

MLA Handbook (7^th Edition):

Spasovski, Lupco. “Morphology and Pragmatics of the Diminutive: Evidence from Macedonian.” 2012. Web. 04 Mar 2021.

Vancouver:

Spasovski L. Morphology and Pragmatics of the Diminutive: Evidence from Macedonian. [Internet] [Doctoral dissertation]. Arizona State University; 2012. [cited 2021 Mar 04]. Available from: http://repository.asu.edu/items/14876.

Council of Science Editors:

Spasovski L. Morphology and Pragmatics of the Diminutive: Evidence from Macedonian. [Doctoral Dissertation]. Arizona State University; 2012. Available from: http://repository.asu.edu/items/14876

University of Southern California

27. Lennertz, Benjamin. Reasoning with uncertainty and epistemic modals.

Degree: PhD, Philosophy, 2014, University of Southern California

URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/425853/rec/5437

► My dissertation presents complementary views of reasoning with uncertainty and communicating in situations of reasoning with uncertainty. Reasoning with uncertainty proceeds from the possibilities an… (more)

Subjects/Keywords: epistemic modals; uncertainty; pragmatics; contextualism

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Lennertz, B. (2014). Reasoning with uncertainty and epistemic modals. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/425853/rec/5437

Chicago Manual of Style (16^th Edition):

Lennertz, Benjamin. “Reasoning with uncertainty and epistemic modals.” 2014. Doctoral Dissertation, University of Southern California. Accessed March 04, 2021. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/425853/rec/5437.

MLA Handbook (7^th Edition):

Lennertz, Benjamin. “Reasoning with uncertainty and epistemic modals.” 2014. Web. 04 Mar 2021.

Vancouver:

Lennertz B. Reasoning with uncertainty and epistemic modals. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2021 Mar 04]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/425853/rec/5437.

Council of Science Editors:

Lennertz B. Reasoning with uncertainty and epistemic modals. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/425853/rec/5437

University of Cambridge

28. Cummins, Chris. The interpretation and use of numerically-quantified expressions.

Degree: PhD, 2011, University of Cambridge

URL: https://doi.org/10.17863/CAM.15884 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.545404

► This thesis presents a novel pragmatic account of the meaning and use of numerically-quantified expressions. It can readily be seen that quantities can typically be… (more)

▼ This thesis presents a novel pragmatic account of the meaning and use of numerically-quantified expressions. It can readily be seen that quantities can typically be described by many semantically truthful expressions - for instance, if 'more than 12' is true of a quantity, so is 'more than 11', 'more than 10', and so on. It is also intuitively clear that some of these expressions are more suitable than others in a given situation, a preference which is not captured by the semantics but appears to rely upon on wider-ranging considerations of communicative effectiveness. Motivated by these observations, I lay out a set of criteria that are demonstrably relevant to the speaker's choice of utterance in such cases. Observing further that it is typically impossible to satisfy all these criteria with a single utterance, I suggest that the speaker's choice of utterance can be construed as a problem of multiple constraint satisfaction. Using the formalism of Optimality Theory (Prince and Smolensky 1993), I proceed to specify a model of speaker behaviour for this domain of usage. The model I propose can be used to draw predictions both about the speaker's choice of utterance and the hearer's interpretation of utterances. I discuss the relation between these two aspects of the model, showing how constraints on the speaker's choice of utterance are predicted to make pragmatic enrichments available to the hearer. I then consider applications of this idea to specific issues that have been discussed in the literature. Firstly, with respect to superlative quantifiers, I show how this model provides an alternative account to that of Geurts and Nouwen (2007), building upon that offered by Cummins and Katsos (2010), and I present empirical evidence in its favour. Secondly, I show how this model yields the novel prediction that comparative quantifiers give rise to implicatures that are conditioned both by granularity and by prior mention of the numeral, and demonstrate these implicatures empirically. Finally I discuss the predictions that the model makes about the frequency of quantifiers in corpora, and investigate their validity. I conclude that the model presented here proves its worth as a source of hypotheses about speaker and hearer behaviour in the numerical domain. In particular, it serves as a way to integrate insights from distinct domains of enquiry including psycholinguistics, theoretical semantics and numerical cognition. I discuss the claim of this model to psychological plausibility, its relation to existing approaches, and its potential utility when applied to broader domains of language use.

Subjects/Keywords: 410; Linguistics; Experimental pragmatics

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Cummins, C. (2011). The interpretation and use of numerically-quantified expressions. (Doctoral Dissertation). University of Cambridge. Retrieved from https://doi.org/10.17863/CAM.15884 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.545404

Chicago Manual of Style (16^th Edition):

Cummins, Chris. “The interpretation and use of numerically-quantified expressions.” 2011. Doctoral Dissertation, University of Cambridge. Accessed March 04, 2021. https://doi.org/10.17863/CAM.15884 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.545404.

MLA Handbook (7^th Edition):

Cummins, Chris. “The interpretation and use of numerically-quantified expressions.” 2011. Web. 04 Mar 2021.

Vancouver:

Cummins C. The interpretation and use of numerically-quantified expressions. [Internet] [Doctoral dissertation]. University of Cambridge; 2011. [cited 2021 Mar 04]. Available from: https://doi.org/10.17863/CAM.15884 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.545404.

Council of Science Editors:

Cummins C. The interpretation and use of numerically-quantified expressions. [Doctoral Dissertation]. University of Cambridge; 2011. Available from: https://doi.org/10.17863/CAM.15884 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.545404

The Ohio State University

29. Gokcen, Ajda Zeynep. A Matter of Debate: Using Dialogue Relation Labels to Augment (Dis)agreement Analysis of Debate Data.

Degree: MA, Linguistics, 2016, The Ohio State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1462813013

► Some of the most linguistically rich sources of natural conversational data come from online discussions, and from debate forums in particular. Yet existing accounts of… (more)

Subjects/Keywords: Linguistics; linguistics; pragmatics; discourse analysis

Record Details Similar Records Cite « Share

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Gokcen, A. Z. (2016). A Matter of Debate: Using Dialogue Relation Labels to Augment (Dis)agreement Analysis of Debate Data. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1462813013

Chicago Manual of Style (16^th Edition):

Gokcen, Ajda Zeynep. “A Matter of Debate: Using Dialogue Relation Labels to Augment (Dis)agreement Analysis of Debate Data.” 2016. Masters Thesis, The Ohio State University. Accessed March 04, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1462813013.

MLA Handbook (7^th Edition):

Gokcen, Ajda Zeynep. “A Matter of Debate: Using Dialogue Relation Labels to Augment (Dis)agreement Analysis of Debate Data.” 2016. Web. 04 Mar 2021.

Vancouver:

Gokcen AZ. A Matter of Debate: Using Dialogue Relation Labels to Augment (Dis)agreement Analysis of Debate Data. [Internet] [Masters thesis]. The Ohio State University; 2016. [cited 2021 Mar 04]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1462813013.

Council of Science Editors:

Gokcen AZ. A Matter of Debate: Using Dialogue Relation Labels to Augment (Dis)agreement Analysis of Debate Data. [Masters Thesis]. The Ohio State University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1462813013

University of Cambridge

30. Lorge, Isabelle. Pragmatic word learning in monolingual and bilingually exposed children.

Degree: PhD, 2019, University of Cambridge

URL: https://www.repository.cam.ac.uk/handle/1810/306696

► Humans are highly adaptable to a variety of challenging situations, as shown for example by increased echolocation abilities in the visually impaired (Schenkman & Nilsson,… (more)

▼ Humans are highly adaptable to a variety of challenging situations, as shown for example by increased echolocation abilities in the visually impaired (Schenkman & Nilsson, 2010). Multilingual input and interactions arguably create a particularly demanding environment, with added complexity and variation in the linguistic signal, a higher risk of communication failures and an increased amount of word forms to acquire. Despite this, and a lesser ability to rely on mutual exclusivity, bilingual children are able to quickly acquire a similar, and often greater vocabulary than their monolingual peers (De Houwer, Bornstein, & Putnick, 2014; Umbel, Pearson, Fernández, & Oller, 1992). A range of studies investigating attention to socio-pragmatic speaker cues found increased reliance on speaker cues in bilinguals (Colunga, Brojde, & Ahmed, 2012; Yow & Markman, 2011a, 2015). However, since these studies involved ignoring another conflicting cue, the results could have been related to inhibitory skills or to better attention to speaker generally, rather than to pragmatic inference per se, which relies on reasoning about communicative intentions. In five separate studies, we investigated the ability of a first (n=270, range=4;1- 6;2, mean age=5;3) and second (n=120, range=4;0-5;11, mean age=5;5) sample of monolingual and bilingually exposed children to use pragmatic cues to learn the meaning of a novel word in five different tasks where success could not be achieved by ignoring a salient cue. The tasks were: contrastive inference with prosodic stress, inference based on relative frequency of a referent, ostensive teaching of a subordinate category, ostensive teaching of an action word, and use of emotional affect. We found several developmental effects, and bilinguals to be more adult-like and to significantly outperform monolinguals (compared to a baseline control condition) in all tasks which involved reasoning about communicative intentions (or why the cue was provided, i.e., the first four tasks) but not when word referent mapping could be achieved without pragmatic reasoning (directly mapping emotional valence to referent valence, i.e., fifth task). We conclude that this thesis provides evidence for differences in the processing of pragmatic cues by bilingual and monolingual children which are not due solely to better inhibitory skills or to a general sensitivity to social cues such as prosody, eye gaze and pointing, but to performing true pragmatic inference by reasoning about communicative intentions in the context of word learning. In addition, we believe a distinction needs to be made between using social cues and reasoning about intentions, which might help provide insights about separate developmental timelines for exerting different types of pragmatic competence, with early abilities demonstrated by the bilingually exposed, particularly in acquisition contexts.

Subjects/Keywords: Pragmatics; Word learning; Bilingualism

Record Details Similar Records Cite « Share

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Lorge, I. (2019). Pragmatic word learning in monolingual and bilingually exposed children. (Doctoral Dissertation). University of Cambridge. Retrieved from https://www.repository.cam.ac.uk/handle/1810/306696

Chicago Manual of Style (16^th Edition):

Lorge, Isabelle. “Pragmatic word learning in monolingual and bilingually exposed children.” 2019. Doctoral Dissertation, University of Cambridge. Accessed March 04, 2021. https://www.repository.cam.ac.uk/handle/1810/306696.

MLA Handbook (7^th Edition):

Lorge, Isabelle. “Pragmatic word learning in monolingual and bilingually exposed children.” 2019. Web. 04 Mar 2021.

Vancouver:

Lorge I. Pragmatic word learning in monolingual and bilingually exposed children. [Internet] [Doctoral dissertation]. University of Cambridge; 2019. [cited 2021 Mar 04]. Available from: https://www.repository.cam.ac.uk/handle/1810/306696.

Council of Science Editors:

Lorge I. Pragmatic word learning in monolingual and bilingually exposed children. [Doctoral Dissertation]. University of Cambridge; 2019. Available from: https://www.repository.cam.ac.uk/handle/1810/306696

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Open Access Theses and Dissertations