Conversational Disgust and Social Oppression

2021 ◽  
pp. 1-16
Author(s):  
George Tsai
Keyword(s):  
Speech Acts ◽  
Social Structures ◽  
Social Oppression ◽  
Conversational Context ◽  
Presupposition Accommodation

Abstract In recent years, philosophers have begun to uncover the role played by verbal conduct in generating oppressive social structures. I examine the oppressive illocutionary uses, and perlocutionary effects, of expressives: speech acts that are not truth-apt, merely expressing attitudes, such as desires, preferences, and emotions. Focusing on expressions of disgust in conversation, I argue for two claims: (1) that expressions of disgust can activate in the local, conversational context the oppressive power of the underlying structures of oppression; (2) that conversational expressions of disgust can, via the pragmatic process of presupposition accommodation, contribute to morally problematic cases of disgust contagion.

Introduction

2017 ◽  
Author(s):  
Mara Marin
Keyword(s):  
Methodological Approach ◽  
Social Structures ◽  
Social Oppression ◽  
Structural Character ◽  
In Virtue Of ◽  
Normative Implications

The introduction argues that actions aimed at transforming oppressive social structures encounter a problem it calls “the circle of powerlessness and denial,” a problem that follows from the structural character of social oppression. To address it, a conception of our obligations to transform social oppression has to adopt a methodological approach that links the normative question of our obligations to dismantle oppressive structures to the descriptive question of what makes these structures enduring. The notion of commitment is superior to its alternatives for its ability to link these two questions. “Commitment” offers terms that can describe and thus make visible the connections we have in virtue of the fact that we inhabit shared social structures, as well as the normative implications of these connections. Making these connections visible is key to addressing the circle of powerlessness and denial.

The Epistemic Norms of Assertion

2017 ◽  
Author(s):  
Mikkel Gerken
Keyword(s):  
Speech Acts ◽  
Speech Act ◽  
Epistemic Norm ◽  
Epistemic Norms ◽  
Norms Of Assertion ◽  
Knowledge Norm ◽  
Conversational Context

Chapter 7 extends the discussion of epistemic norms to the linguistic realm. Again, it is argued that a Knowledge Norm of Assertion (KNAS) is inadequate and should be replaced with a Warrant-Assertive Speech Act norm (WASA). According to WASA, S must be adequately warranted in believing that p relative to her conversational context in order to meet the epistemic requirements for asserting that p. This epistemic norm is developed and extended to assertive speech acts that carry implicatures or illocutionary forces. Particular attention is given to the development of a species of WASA that accounts for assertive speech acts having a directive force, such as a recommendation. Thus, Chapter 7 contributes to the debates concerning epistemic norms of assertions.

"Let's do lunch sometime": An analysis of ostensible speech acts

2001 ◽  
Author(s):  
Kristen E. Link ◽  
Roger J. Kreuz ◽  
Jackie Soto
Keyword(s):  
Speech Acts

Experiences of Social Oppression Scale

2004 ◽  
Author(s):  
Rafael M. Díaz ◽  
George Ayala ◽  
Edward Bein
Keyword(s):  
Social Oppression

Orientalist Speech-acts and Israeli Middle East Studies: Cautions and Criticisms of Edward Said Beyond the Battle of Ideas

2019 ◽  
Vol 18 (2) ◽  
pp. 221-237
Author(s):  
Eyal Clyne
Keyword(s):  
Middle East ◽  
Speech Acts ◽  
Edward Said ◽  
Discursive Practices ◽  
Academic World ◽  
The Social ◽  
Social Theories ◽  
Middle East Studies

Drawing on speech acts theory, this article discusses the illocutionary and perlocutionary forces of discursive practices with which certain academic circles seek to discredit the Saidian ‘Orientalism’ framework. Identifying the unusual value attached to Said as object of attachment or detachment, desirability and exceptionality, this analysis turns away from deliberations about ‘orientalism’ as a party in a battle of ideas, and studies common cautionary statements and other responses by peers as actions in the social (academic) world, that enculture and police expectations. Cautioning subjects about this framework, or conditioning its employment to preceding extensive pre-emptive complicating mitigations, in effect constructs this framework as undesirable and ‘risky’. While strong discursive reactions are not uncommon in academia, comparing them to treatments of less-controversial social theories reveals formulations, meanings and attentions which are arguably reserved for this ‘theory’. Conclusively, common dismissals, warnings and criticisms of Said and ‘Orientalism’ often exemplify Saidian claims, as they deploy the powerful advantage of enforcing hegemonic, and indeed Orientalist, views.

Pragmatic instruction in L2-Russian

2020 ◽  
Vol 4 (1) ◽  
pp. 62-95
Author(s):  
Daniele Artoni ◽  
Valentina Benigni ◽  
Elena Nuzzo
Keyword(s):  
Foreign Language ◽  
Speech Acts ◽  
Control Group ◽  
Written Discourse ◽  
Instructional Treatment ◽  
Completion Task ◽  
Positive Effect ◽  
Experimental Group ◽  
National Corpus ◽  
Pragmatic Instruction

Over the last three decades, a growing number of studies have investigated the effects of instruction on the acquisition of pragmatic features in L2. The bulk of this research has focused mainly on the teaching of English as a second/foreign language. However, instructional pragmatic studies in L2-Russian are lacking. The main purpose of our study is to contribute towards filling this gap by analysing the effects of pragmatic instruction on the acquisition of two speech acts by Italian learners of Russian. Furthermore, we aim to explore whether the Multimodal Russian Corpus (MURCO), a multimedia subcorpus of the Russian National Corpus, can be an effective tool for teaching speech acts in L2-Russian. Our research was composed of one experimental group (n = 18) and one control group (n = 11); each was composed of two intact classes of Italian university students at an intermediate level of L2-Russian, who were pre- and post-tested using a written discourse completion task. The experimental group was subjected to a programme of pragmatic instruction – eight thirty-minute MURCO-based lessons devoted to requests and advice, while the control group was taught according to the standard syllabus, that is, with no pragmatic instruction. The results revealed that the use of the target pragmatic features varied significantly in the experimental group, but not in the control group, thus showing a general positive effect of the instructional treatment based on the MURCO corpus. However, some limitations were identified with regard to the usability of this tool by teachers and learners.

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