7: Pragmatic Markers and Conventional Implicature

2010 ◽  
pp. 183-216
Keyword(s):  
Conventional Implicature ◽  
Pragmatic Markers

Attitude Datives in Social Context – The Analytic Tools

2018 ◽  
Author(s):  
Youssef A. Haddad
Keyword(s):  
Social Context ◽  
Cognitive Grammar ◽  
Stage Model ◽  
Sociocultural Context ◽  
Present Material ◽  
Situational Context ◽  
Pragmatic Markers ◽  
Activity Types ◽  
Contextualization Cues

This chapter defines attitude datives as evaluative and relational pragmatic markers that allow the speaker to present material from a specific perspective and to invite the hearer to view the material from the same perspective. It identifies three types of context that are pertinent to the analysis of these datives. These are the sociocultural context (e.g., values, beliefs), the situational context (i.e., identities, activity types), and the co-textual context (e.g., contextualization cues). The chapter draws on Cognitive Grammar and Theory of Stance and puts forth a sociocognitive model called the stancetaking stage model. In this model, when a speaker uses an attitude dative construction, she directs her hearer’s attention to the main content of her message and instructs him to view this content through the attitude dative as a filter. In this sense, the attitude dative functions as a perspectivizer and the main content becomes a perspectivized thought.

A Dual Act Analysis of Slurs

2018 ◽  
Author(s):  
Elisabeth Camp
Keyword(s):  
Semantic Content ◽  
The Other ◽  
Conventional Implicature ◽  
Clear Cases ◽  
Perlocutionary Effect ◽  
Communicative Role

Slurs are incendiary terms—many deny that sentences containing them can ever be true. And utterances where they occur embedded within normally “quarantining” contexts, like conditionals and indirect reports, can still seem offensive. At the same time, others find that sentences containing slurs can be true; and there are clear cases where embedding does inoculate a speaker from the slur’s offensiveness. This chapter argues that four standard accounts of the “other” element that differentiates slurs from their more neutral counterparts—semantic content, perlocutionary effect, presupposition, and conventional implicature—all fail to account for this puzzling mixture of intuitions. Instead, it proposes that slurs make two distinct, coordinated contributions to a sentence’s conventional communicative role.

Slurs, Assertion, and Predication

2019 ◽  
pp. 286-305
Author(s):  
Christopher Hom
Keyword(s):  
Careful Examination ◽  
Conventional Implicature ◽  
Literal Truth ◽  
Truth Conditional

A multidimensional account of the meanings of slurs holds that a slur has both literal, truth-conditional content (which is neutral) and conventional implicature (which is derogatory). This chapter offers a careful examination of the motivations and commitments for a multidimensional account and argues that the theoretic costs for such a view are prohibitive. One of the primary motivations for a multidimensional account over a purely truth-conditional account is the apparent wide-scoping phenomenon of slurs (e.g., that derogatory content does not seem cancellable under negation). The chapter argues that carefully distinguishing between predication and assertion not only dispels the misconception that the phenomena in question is centrally about scope but also vindicates the purely truth-conditional account as a more general and unified explanation.

The expectation marker of course in a cross-linguistic perspective

2004 ◽  
Vol 4 (1) ◽  
pp. 13-43 ◽  
Author(s):  
Anne-Marie Simon-Vandenbergen ◽  
Karin Aijmer
Keyword(s):  
English Learners ◽  
Native Speakers ◽  
Point Of View ◽  
Theoretical Point ◽  
Pragmatic Markers ◽  
Semantic Fields ◽  
Explanatory Account ◽  
Semantics And Pragmatics ◽  
Multilingual Corpus ◽  
Core Meaning

The study of of course presented in this article has an applied, a descriptive and a theoretical aim. Since of course proves to be very frequent in English, learners will need to know what meanings the item has and in what pragmatic contexts it is used. It has indeed been shown that some learners tend to use of course in contexts where it is felt by native speakers to be inappropriate. In order to explain such inappropriate uses we need detailed descriptions of the semantics and pragmatics of of course. From a theoretical point of view such multifunctional items raise the question of whether semantic polysemy or pragmatic polysemy is the best explanatory account. It is argued in this paper that empirical cross-linguistic work can contribute to providing answers to all three research questions. First, the study of correspondences and differences between languages with regard to the meanings and uses of pragmatic markers is a necessary step in the explanation of learner problems. Second, the bidirectional approach to equivalents, which involves going back and forth from sources to translations, enables us to show to what extent the equivalents have partially overlapping pragmatic functions. An in-depth comparison of the semantic fields in which the translation equivalents operate is the ultimate goal. Third, the translation method helps to see to what extent a core meaning account is justified. In this paper three languages are brought into the picture, viz. English, Swedish and Dutch. The cross-linguistic data have been gathered from three translation corpora, i.e. the English-Swedish Parallel Corpus, the Oslo Multilingual Corpus and the Namur Triptic Corpus.

Scalar properties of Japanese and English sense-based minimizers

2021 ◽  
Vol 6 (1) ◽  
pp. 433
Author(s):  
Osamu Sawada
Keyword(s):  
Distribution Patterns ◽  
Small Degree ◽  
Conventional Implicature ◽  
Personal Taste ◽  
Low Degree ◽  
The Senses ◽  
Scalar Properties ◽  
The Relationship

The Japanese minimizers kasukani ‘faintly’ and honokani ‘approx. faintly’ and the English minimizer faintly are similar to typical minimizers, such as the Japanese sukoshi ‘a bit’ and English a bit, in that they semantically represent a low degree. However, their meanings and distribution patterns are not the same. I argue that kasukani, honokani, and faintly are sense-based minimizers in that they not only semantically denote a small degree but also convey that thejudge (typically the speaker) measures degree based on his/her own sense ( the senses of sight, smell, taste, etc.) at the level of conventional implicature (CI) (e.g., Grice 1975; Potts 2005; McCready 2010; Gutzmann 2011). It will be shown that this characteristic restricts sense-based minimizers to occur only in a limited environment. This paper also shows that there are variations among the sense-based minimizers with regard to (i) the kind of sense, (ii) the presence/absence of evaluativity, and (iii) the possibility of a combination with an emotive predicate, and will explain them in the non-at-issue domain. In analyzing the meaning of sense-based minimizers, the relationship between a sense-based minimizer and a predicate of personal taste (e.g., Pearson 2013; Ninan 2014; Kennedy & Willer 2019; Willer & Kennedy 2019) will also be discussed.

Vi snakker sådan: An analysis of the Danish discourse-pragmatic marker sådan

2021 ◽  
pp. 1-37
Author(s):  
Christian Schoning ◽  
Jørn Helder ◽  
Chloé Diskin-Holdaway
Keyword(s):  
High Frequency ◽  
Preliminary Investigation ◽  
Analytic Approach ◽  
Spoken Discourse ◽  
Pragmatic Markers ◽  
Naturally Occurring ◽  
Self Repair ◽  
Interactional Discourse

Abstract The last three decades have witnessed increasing interest in discourse-pragmatic markers (DPMs), both with regards to their high frequency in spoken discourse and their multifunctionality in interaction. Most studies have centered on English, with studies on Danish restricted to a handful of previous interactional discourse analyses. This paper is a preliminary investigation of the Danish word sådan (commonly glossed as ‘such’ or ‘like this/that’). A qualitative, form-based, discourse analytic approach is undertaken on over 40 minutes of naturally occurring Danish talk to argue that sådan qualifies as a DPM. In service of textual, subjective, and intersubjective macro-functions, sådan illustrates; exemplifies; marks hesitation; approximates a quantity; mitigates, hedges, or softens; and allows self-correction or self-repair. These findings are discussed in terms of their implications for sådan’s place in the Danish DPM system and our understanding of DPMs across languages.

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