Лексичний повтор в аксіологічних комунікативних актах персонажів у художньому тексті (на матеріалі сучасної української малої прози)

2017 ◽  
Vol 5 (5) ◽  
pp. 63-71
Author(s):  
Victoria Finniv
Keyword(s):  
Speech Act ◽  
Communication Strategies

The article establishes the role of the repeated nominations in the development and implementation of a strategic-tactical narrative of a character. It also describes the conception of estimation as well as analyzes the essence of “Evaluative-shaped nomination,” “axiological strategy and tactics,” and “estimates speech act”. Moreover, the paper presents a typology of communication strategies and tactics, determines the role of repeated lexemes in formulating and implementing assessment in the expression of dominant and recessive assessment

scholarly journals The compliment as a speech act in Russian: A lexical-pragmatic study

2018 ◽  
pp. 49-67
Author(s):  
Ewa Komorowska ◽  
Anna Ohrimovich
Keyword(s):  
Speech Act ◽  
Communication Strategies ◽  
Linguistic Communication ◽  
Pragmatic Study

The aim of the paper is to identify the linguistic exponents of Russian compliments. The examples which will be analyzed come from contemporary Russian. We will consider direct and indirect compliments, paying attention to such phenomena as presupposition and implicature as well as to the pragmatic functions of utterances. An analysis of communication strategies will allow us to present the specific features and role of compliments in linguistic communication in Russia.

scholarly journals It takes two to tango: the interplay between decision logics, communication strategies and social media engagement in start-ups

2021 ◽  
Author(s):  
Christian Rudeloff ◽  
Stefanie Pakura ◽  
Fabian Eggers ◽  
Thomas Niemand
Keyword(s):  
Social Media ◽  
Comparative Analysis ◽  
Fuzzy Set ◽  
Exploratory Study ◽  
Communication Strategies ◽  
Qualitative Comparative Analysis ◽  
Communication Models ◽  
Social Media Engagement ◽  
Start Ups

AbstractThis manuscript analyzes start-ups’ usage of different communication strategies (information, response, involvement), their underlying decision logics (effectuation, causation, strategy absence) and respective social media success. A multitude of studies have been published on the decision logics of entrepreneurs as well as on different communication strategies. Decision logics and according strategies and actions are closely connected. Still, research on the interplay between the two areas is largely missing. This applies in particular to the effect of different decision logics and communication models on social media success. Through a combination of case studies with fuzzy-set Qualitative Comparative Analysis this exploratory study demonstrates that different combinations of causal and absence of strategy decision logics can be equally successful when it comes to social media engagement, whereas effectuation is detrimental for success. Furthermore, we find that two-way-communication is essential to create engagement, while information strategy alone cannot lead to social media success. This study provides new insights into the role of decision logics and connects effectuation theory with the communication literature, a field that has been dominated by causal approaches.

scholarly journals The Impact of Communication Information on the Perceived Threat of COVID-19 and Stockpiling Intention

2021 ◽  
pp. 183933492110286
Author(s):  
Marilyn Giroux ◽  
Jooyoung Park ◽  
Jae-Eun Kim ◽  
Yung Kyun Choi ◽  
Jacob C. Lee ◽  
...  
Keyword(s):  
Socioeconomic Status ◽  
Communication Strategies ◽  
Negative Information ◽  
Perceived Threat ◽  
Behavior Study ◽  
Direct Explanation ◽  
Accuracy Study ◽  
Childhood Socioeconomic Status ◽  
The Impact

This article investigates the role of diverse nudging communication strategies on perceived threat and stockpiling intention. Across three studies, the authors examined the various effects of “nudging” on consumer behavior. Study 1 demonstrates that a commonly used picture has a stronger impact on perceived threat than a less frequently exposed picture regardless of its accuracy. Study 2 shows that the perceived threat of COVID-19, in terms of severe health consequences, is lower when using an indirect (vs. direct) explanation of the virus, as well as when reducing the amount of information about the virus. Study 3 investigates the impact of salient negative information and childhood socioeconomic status (SES). Findings reveal that negative information about deaths associated with the virus increases the level of perceived threat and stockpiling intention, especially among people of low childhood SES.

The role of religion in shaping politeness in Moroccan Arabic: The case of the speech act of greeting and its place in intercultural understanding and misunderstanding

2015 ◽  
Vol 11 (1) ◽  
Author(s):  
Abdelaziz Bouchara
Keyword(s):  
Cultural Values ◽  
Speech Act ◽  
Intercultural Understanding ◽  
Natural Interaction ◽  
Self Image ◽  
Moroccan Arabic ◽  
Politeness Strategies ◽  
Role Of Religion ◽  
Cultural Pragmatics

AbstractThis paper investigates, from a cross-cultural pragmatics framework, the motivations and reasons which induce Moroccans in particular, and Arabs in general, to invoke Qur’anic verses and religious lexicons in their daily politeness discourse. By focusing on the speech act of greeting, this study attempts to show that greetings are ordinary day-to-day events, which often encapsulate a lot of different cultural values that may cause misunderstandings. Based on data collected from natural interaction between Arabs and Germans, Arabs seem inclined to show politeness when greeting one another by using religious vocabulary and giving religious praises. In addition, the use of religion as a politeness strategy appears to function as a way of protecting the self-image of both the speaker and the hearer. Furthermore, the findings of this study also reveal that by resorting to the use of this politeness strategy, Moroccans seem to reflect their firm belief and the importance they attach to the Qur’an and, more especially, to the question of fate and destiny in Islam. As a result, it is not the linguistic expression itself but rather the pragmatic function of the utterance that seems to determine the use and interpretation of politeness strategies in (Moroccan) Arabic.

scholarly journals The Effect of Instruction on Learners' Pragmatic Awareness: a Focus on Refusals

2010 ◽  
Vol 10 (1) ◽  
pp. 65 ◽  
Author(s):  
Eva Alcón Soler ◽  
Josep Guzmán Pitarch
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Cognitive Processes ◽  
Speech Acts ◽  
Speech Act ◽  
Pragmatic Awareness ◽  
Research Gap ◽  
Instructional Contexts

The benefits of instruction on learners’ production and awareness of speech acts is well documented (see Alcón and Martínez-Flor, 2008, for a review of pragmatics in instructional contexts). However, few studies examine the influence that instruction may have on the cognitive processes involved in speech act production (Félix- Brasdefer, 2008). In order to address this research gap, and taking into account the discussion in research on the concept of attention and related terms such as awareness (see Al-Hejin, 2004, for a review of the role of attention and awareness in second language acquisition research) this paper reports on the benefits of instruction on learners’ attention and awareness during the performance of refusals. Thus, based on a pedagogical proposal for teaching refusals at the discourse level, we focus on the benefits that this pedagogical proposal can have on the information attended to during the planning and execution of refusals. Secondly, we explore whether instruction makes a difference in learners’ awareness of refusals.

scholarly journals Contrastive Pragmatics: Apologies & Thanks in English and Italian

2016 ◽  
Vol 6 (1) ◽  
pp. 73
Author(s):  
Cuneyt Demir ◽  
Mehmet Takkac
Keyword(s):  
Social Action ◽  
Speech Acts ◽  
Language Use ◽  
Speech Act ◽  
American English ◽  
The Status ◽  
Language Competency ◽  
Different Cultures ◽  
Remedial Strategies

<p>Awareness of language or language competency has greatly changed from the focus of language itself as form and structure to language use as pragmatics. Accordingly, it is widely accepted that different cultures structure discourse in different ways. Moreover, studies have shown that this holds for discourse genres traditionally considered as highly standardized in their rituals and formulas. Taking inspiration from such studies, this paper employs a corpus-based approach to examine variations of the apology and thanking strategies used in English and Italian. First the apology itself as a form of social action is closely analyzed and then thanking. This study also pays special attention on analyzing and contrasting apology and thanking strategies in American English and in Italian in terms of Marion Owen’s remedial strategies (Owen, 1983), and Olshtain &amp; Cohen’s semantic formulas in the apology speech act set (Olshtain &amp; Cohen, 1983). The purpose of the study is not only to compare apology and thanking speech acts but to also learn their contextual use. The findings suggest that the status and role of the situation affect the speakers’ choice of apology and thanking strategies, and semantic formulas are of great importance.</p>

scholarly journals Invectives as a linguistic manipulation in the song discourse (on the example of compositions from “Eurovision” song contest)

Litera ◽  
2020 ◽  
pp. 98-105
Author(s):  
Dmitry Aleksandrovich Knyazkov
Keyword(s):  
English Language ◽  
Speech Act ◽  
Italian Language ◽  
Multimodal Discourse ◽  
Eurovision Song Contest ◽  
Verbal Component ◽  
Song Lyrics ◽  
The Subject ◽  
Poetic Composition

The subject of this research is the abusive language (invectives) prohibited by the rules of the International Song Contest &ldquo;Eurovision&rdquo;. The goal consists in substantiating the role of obscene language as a linguistic manipulation in song discourse of &ldquo;Eurovision&rdquo; contest. The tabooed words and expressions represent a wide array of lexical units for research by modern linguistic science based on the materials of various voice compositions. Using the lyrics of songs that participated in &ldquo;Eurovision&rdquo; and made top 10 chart, the author determined those that contain invectives. The scientific novelty consists in the first ever analysis of song lyrics that contained the lexical units of abusive language prohibited by the rules of &ldquo;Eurovision&rdquo;. It was determined that the compositions of multimodal discourse contain various invectives in verbal component. The authors of songs for &ldquo;Eurovision&rdquo; apply different linguistic manipulations to influence the live voting and ensure a spot in the finals for their composition. This is directly related to increase in the number of participating countries; therefore, the structure and content of verbal component of a musical-poetic composition of Eurovision plays an important role. Despite the prohibition by rules of the context to use tabooed lexicon in song lyrics, the author was able to identify certain violations in the English-language and Italian-language compositions. The conclusion is made that invectives in the song discourse are effective linguistic manipulations that enhance suggestive semantics of speech act, since all compositions made it to the top 10.

scholarly journals Vietnamese Efl Tertiary Teachers’ English Communication In Non-English Major Classes: A Case Study

2021 ◽  
Author(s):  
Lien Tran
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Communication Strategies ◽  
Communication Strategy ◽  
Classroom Culture ◽  
English Teaching ◽  
Efl Teaching ◽  
L2 Learning ◽  
English Major

<p><b>The way English is taught at all educational levels has been a matter of big concern in Vietnam. This is clearly shown by the National Foreign Languages Project 2020 (phases 2008-2016 and 2017-2025) which aims to renovate all aspects of English teaching including teaching facilities, teacher proficiency, curriculum, assessment methods, and learning outcomes, particularly in tertiary English teaching (Vietnamese Government, 2008). Teachers’ classroom English communication is an important part of English teaching and learning; thus, closely examining how they use classroom English and communication strategies is a necessity. However, most international and Vietnamese research of English communication in English as a Foreign Language (EFL) teaching contexts has focused on the perspectives of learners, with limited attention given to the role of teachers. This thesis fills this gap by examining tertiary teachers’ practices of English communication in relation to learners’ perspectives. </b></p><p>This study investigated how English communication was used by five Vietnamese lecturers of English who were teaching non-English major students at two public colleges in Vietnam. This research adopted a mixed methods and qualitative dominant approach. The data were collected via classroom observations, survey questionnaires, individual interviews with lecturers, and focus group interviews with students. Findings reveal that, while most of the lecturers said they used more English than Vietnamese, classroom observation and student interview data suggested that they spent marginally less time speaking English than Vietnamese. Both lecturers and students shared viewpoints on the benefits of an English-only approach, but many did not think this approach would be applicable and effective in classes. Both lecturers and students believed that lecturers’ choice and use of classroom language was predominantly influenced by the desire to ensure comprehension and to provide concern to students. Findings further show seven key communication strategies used by the lecturers, with humour having not been previously identified in communication strategy research. </p><p>The lecturers’ roles as language users and language analysts are assumed to be mutually interconnected to lead to their practices of communication strategies; and the role of language teachers with their pedagogical learner knowledge shaped their perceptions on the functions and usages of communication strategies. Mismatches between the lecturers’ and students’ perceptions of classroom English communication were also identified. Those mismatches were caused by a limitation on communication at the interpersonal level between the lecturers and students and the particularly hierarchical and formal teacher-learner relationship in Vietnamese culture. To minimise those perceptual gaps, it is recommended that lecturers need to consider the perspectives of students to know what they expect to learn and how to learn that effectively. Lecturers’ classroom communication styles and strategies are also shown to be important to help alleviating those perceptual mismatches. It is also suggested that EFL classrooms should offer features of a supportive and motivating environment such as a well-designed classroom layout, teachers’ systematic corrective feedback, less asymmetrical power, and plentiful interaction opportunities. In the communicative and learner-centred teaching approaches, EFL teaching needs to be innovative to better engage and motivate students and to create more learning opportunities. </p><p>Taken as a whole, this thesis suggests that socially affective classroom culture plays an important role in students’ foreign language (FL) and second language (L2) learning and development. A positive lecturer-student relationship, a supportive learning environment, and interaction opportunities are the three main factors that can mediate and construct students’ FL/L2 learning. This study also emphasises the essential role of lecturers in shortening the perceptual gaps between them and students and opening learning space for students. Lecturers’ classroom communications strategies are used for communicative, affective, motivational, and pedagogical purposes and can be converted into students’ learning strategies with mediation tools. To improve EFL teaching and learning, this study also recommends an English-dominant teaching policy, job-oriented and communicative-based syllabus and assessment, and frequent teacher self-reflection and students’ feedback. Lastly, the research has useful implications for EFL teacher education and proficiency development. </p>

scholarly journals Speech Acts

2016 ◽  
Author(s):  
Stephen C. Levinson
Keyword(s):  
Conversation Analysis ◽  
Speech Acts ◽  
Language Use ◽  
Speech Act ◽  
Linguistic Pragmatics ◽  
Recursive Structures ◽  
Core Language ◽  
Core Issues ◽  
Essential Insight

The essential insight of speech act theory was that when we use language, we perform actions—in a more modern parlance, core language use in interaction is a form of joint action. Over the last thirty years, speech acts have been relatively neglected in linguistic pragmatics, although important work has been done especially in conversation analysis. Here we review the core issues—the identifying characteristics, the degree of universality, the problem of multiple functions, and the puzzle of speech act recognition. Special attention is drawn to the role of conversation structure, probabilistic linguistic cues, and plan or sequence inference in speech act recognition, and to the centrality of deep recursive structures in sequences of speech acts in conversation.

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