scholarly journals Pragmatic Functions of Questions in Chimamanda Adichie’s Half of a Yellow Sun

2021 ◽  
Vol 12 (3) ◽  
pp. 12
Author(s):  
Samuel Adebayo Omotunde ◽  
Samuel Alaba Akinwotu ◽  
Esther Morayo Dada

Questioning is an instructional process that is not only central to verbal interaction in the classroom but also essential to negotiation of meaning in discourse. Existing studies dealing with functions of questions have only identified few functions which questions perform in discourse probably because the scholars who worked on them have not explored varied situations and contexts which necessitate asking questions whose functions are totally different from the ones already identified in the literature. Hence, the current research investigates the pragmatic functions of questions in Chimamanda Adichie’s Half of a Yellow Sun. The major advantage of using this source of data is that, it, unlike previous studies which investigate data from premeditated sources, this source provides rich and varied naturally-occurring contexts for asking different questions which perform different functions. The study is driven by insight from the concept of pragmatic competence. On the whole, the research identified nine novel pragmatic functions of questions which have not been documented in the literature. These include questions to indicate annoyance, questions to foster interpersonal relationship, questions to persuade somebody to do something, questions for showing disapproval and so on. These findings implicate that in a bid to build on a learner’s competence in a particular language, such a learner should be introduced to the importance of contexts in determining the function which a particular question is meant to perform in any communicative encounter.

Author(s):  
Oktaviani Tampubolon ◽  
Zainuddin Zainuddin ◽  
Meisuri Meisuri

This study deals with verbal interaction between teacher and students at SMP Swasta Pahlawan Nasional. The objectives of this study were to find out the category of verbal  interaction  between  the  teacher  and  the  students  in  the classroom, and the dominant category of verbal interaction in the classroom between teacher and students. Data of the research was taken from 28 students of eight grades which took an English class involved one English teacher who taught in the class. The data in this research collected by using interview and videotaping. The result of the study showed that both the teachers and the students were aware and understood that interaction was important in English learning. They also understood that to be able to interact well, they needed to practice. But, the understanding was not supported by what they did in classroom. The teacher did not give much interactive activity in class. It seemed that the teachers did not believe in the students' competence. The students were not active in practicing their English by asking questions or expressing their idea or opinion, and the most dominant interaction between teacher and students were direct teacher interaction. Keywords : verbal interaction, teacher and students


2015 ◽  
Vol 4 (2) ◽  
pp. 195-217
Author(s):  
Benjamin Bailey

AbstractThis article analyzes patterns of comprehension of zero anaphor by native-English-speaker learners of Mandarin in recordings and transcriptions of four naturally occurring Mandarin telephone conversations. Because many anaphoric pronouns have no overt expression in Mandarin, comprehension of even basic clause constituents of Mandarin texts can require discourse-level inferencing that English does not require. Despite these differences between English and Mandarin, intermediate to advanced level Mandarin learners in this study were able to successfully interpret and translate zero anaphor in these telephone conversation texts about 72% of the time. The greatest difficulties with zero anaphor were related to a) instances in which the initial, explicitly expressed antecedent was misinterpreted, and b) shifts in footing, or verbal activity, in which speakers moved, for example, from narrative description to direct address of interlocutor or personal evaluation of a situation just described. These patterns suggest that greater awareness of discourse level structures in naturally occurring verbal interaction – which could be taught through explicit instruction – might help intermediate and advanced Mandarin learners to correctly interpret a broader range of zero anaphora.


Virittäjä ◽  
2013 ◽  
Author(s):  
Marja Etelämäki ◽  
Markku Haakana ◽  
Mia Halonen

Artikkelissa tarkastellaan suomalaisen arkikeskustelun kehuja kolmen peruskysymyksen kautta: 1) millaisia kehut ovat rakenteeltaan, 2) miten kehut otetaan vastaan ja 3) millaisissa tilanteissa kehuja esitetään ja mitä niillä tehdään? Tutkimus on metodiltaan keskustelunanalyyttinen: kehuja analysoidaan osana aitojen keskustelujen toiminnallista kudosta. Kehu määritellään tutkimuksessa vastaanottajaan tavalla tai toisella kohdistuvaksi myönteiseksi arvioksi. Kehu voi arvioida vastaanottajaa monella tavalla: kehuttavana voi olla esimerkiksi puhekumppanin luonne, hänen toimintansa tietyssä tilanteessa tai vaatetus, hiukset tai asunto. Aineistona on sekä nauhoitetuista arkikeskusteluista poimittuja kehusekvenssejä (51) että opiskelijoiden tekemiä kenttämuistiinpanoja (65 sekvenssiä).Kehuja esitetään toistuvasti samanlaisin rakentein, joista yleisimpiä ovat kopula- ja omistuslause. Vaikka kehujen kielellinen rakenne on osittain hyvinkin konventionaalinen, aineisto myös osoittaa, että kehun kielellinen rakenne on monin tavoin sidoksissa keskustelun paikalliseen kontekstiin: esimerkiksi siihen, minkälaisessa toimintaympäristössä kehuva lausuma esiintyy ja mitä kehulla tehdään. Kaiken kaikkiaan puheaktipersoonia näkyy vältettävän suomalaisissa peruskehuissa. Vaikuttaa siltä, että ensimmäisen persoonan käyttö liittyisi tilanteisiin, joissa tavalla tai toisella käsitellään keskustelijoiden välisiä suhteita; toista persoonaa taas näkyy käytettävän erityisesti huoltenkerrontakonteksteissa.Kehujen vastaanotoissa on aineiston perusteella olennaista hyväksymisen yleisyys ja hyväksymisen vahvuus. Pääosa kehuista hyväksytään, ja vastaanottaja osoittaa usein myös jo itse ajatelleensa asiaa ja päätyneensä samanlaiseen myönteiseen arvioon kuin kehuja. Tämä piirre viittaa siihen, että suomalaisissa vastaanotoissa pyritään samanmielisyyteen. Pyrkimys itsekehun välttämiseen tulee toisena ja näkyy selityksenä; muuten kehun voimakas hyväksyntä voisi synnyttää tulkinnan itsekehusta, jota usein pidetään ongelmallisena.Kehut syntyvät usein spontaanisti ja varmastikin ilman taka-ajatuksia: kehutaan keskustelukumppanin vaatetta, koska se on hieno, tai tämän valmistamaa ruokaa, koska se on hyvää. Toisaalta joissakin tilanteissa kehuminen kuuluu asiaan. Aineiston analyysi tuo esiin joitakin tällaisia konventionaalisia tilanteita, esimerkiksi uuden vaatteen tai kampauksen huomaamisen, uuden asunnon näkemisen ja tarjotun ruoan maistamisen. Toisaalta kehuilla näyttää olevan myös säännönmukaisia käyttöjä muiden puhetoimintojen ohessa. Esimerkiksi kehulla voidaan valmistella pyyntöä. Kehuja voidaan myös kalastella: keskustelukumppania voidaan kehua kontekstissa, jossa vastakehu on sosiaalisesti odotuksenmukaista, ja toisaalta esimerkiksi uusia tavaroita voidaan myös esitellä tai itseä moittia kehun saamisen toivossa.---Compliments in everyday Finnish conversation The article analyses compliments in everyday Finnish conversation and aims to answer three basic questions: 1) how are compliments constructed on a lexico-syntactic level, 2) how are they responded to, and 3) in what contexts are they used and what functions do they fulfil in these contexts. The study employs the methods of Conversation Analysis, and thus, compliments are analysed as they occur in real contexts, in connection with other conversational actions.In this study, compliments are defined as positive assessments of the recipient; the compliments can be about several issues – the co-participant’s personality, looks, actions in certain situations, or about things in his/her possession (e.g. clothing, apartment). The data comprises both audio-/videotaped naturally occurring conversations (51 compliment sequences) and field notes made by students (65 compliment sequences).Compliments in the data are recurrently presented in simple syntactic structures, copula clauses (e.g. tää on hyvää ‘this is good’) and verbless descriptions (hyvää piirakkaa ‘good pie’) being the most frequent among them. Thus, the structure of a compliment is often quite conventionalised and formulaic. However, the structure is affected by the conversational context in a variety of ways. Typical of the compliments in Finnish conversation is that they very seldom include explicit reference to the speaker or the recipient. When 1st-person reference is used, the compliment occurs in a sequence where the interpersonal relationship of the participants is being negotiated, while 2nd-­person references typically occur in ‘troubles-telling’ sequences.Compliments in the data are, for the most part, responded to in an accepting manner, and furthermore, acceptance is often presented in a rather straightforward manner. In addition, the respondent often displays an epistemic stance that shows that s/he has already come to the same positive evaluation on her/his own. This indicates that, in Finnish conversations, speakers demonstrate a preference for agreement rather than disagreement. The avoidance of self-praise is also present in the compliment responses, but it comes second in relation to the expression of agreement. The tendency towards an avoidance of self-praise is manifested in different kinds of accounts featured in the compliment responses.Compliments in the data occur in a wide variety of contexts, and often seem quite spontaneous. In addition, there are various contexts in which the occurrence of compliments is conventionalised: they are produced when eating food prepared by the hosts of a dinner, when noticing a new piece of clothing on the co-conversationalist, when first visiting a friend’s new flat, etc. The data also reveals that compliments can be systematically used in favour of other conversational actions, such as requests. Compliments can be used as a device to make requesting a smoother action. Furthermore, on some occasions, compliments are produced as a response to some prior action (e.g. self-deprecating assessments, topicalisation of a possibly compliment-worthy issue or assessment-seeking questions). In some of these contexts, the first speaker can be seen as ‘fishing’ for a compliment.


2017 ◽  
Vol 19 (2) ◽  
pp. 216-233 ◽  
Author(s):  
Xue-li Yao ◽  
Wen Ma

From the tape-recording of naturally occurring Chinese psychotherapy sessions, this article explores how repeated occurrences of resistance are managed in the course of interactional sequences and the participants’ actions within these sequences. By employing the methods of conversation analysis, we discuss the main discursive strategies employed by the clients to express their resistance and investigate how the therapist manages this. We find that clients show their resistance to the therapist’s questions in four ways: keeping silence, providing minimal response, making non-answer responses, and being over-talkative. Persistent asking is the main technique we identify in the data for the therapist to manage the resistance; in the meantime, asking questions in a stepwise way, making requests after facing resistance to questions, active retreating and reformulating of the client’s words are employed as subsidiary techniques. The successful management of resistance leads to a smooth sequential development of the psychotherapy, while inappropriate strategies might result in a halt or even breakdown of the therapeutic work. In psychotherapy, resistance is a result of the shared interaction between client and therapist. It is such a complex issue that, in order to understand and manage it, we also take into consideration the broader social and cultural context in which it occurs.


2005 ◽  
Vol 27 (1) ◽  
pp. 5 ◽  
Author(s):  
Yuri Hosoda

Various kinds of data and methodologies have been used to investigate nonnative speakers’ (NNSs’) pragmatic competence. In the past decade, attempts have been made to describe NNSs’ pragmatic abilities in naturally occurring interaction using the Conversation Analysis (CA) methodology. To date, there are an increasing number of CA studies that describe NNSs’ pragmatic competence in institutional settings, but only a few in noninstitutional settings. Using the framework of CA, this study examines NNSs’ pragmatic competence displayed in sequences of directives and assessments in casual native speaker (NS)-NNS conversation in Japanese. The analysis reveals that the pragmatic competence of the NNSs and NSs is constructed out of the detail of talk and other conduct in which the participants juxtapose multiple resources such as sequential organization, speech, body, and the surrounding environment to jointly shape the sequences of directives and assessments and establish mutual understanding in ongoing interaction. 今日まで非母語話者の語用的能力を検証するのに様々な研究法が試されてきた。過去10年の間に会話分析の手法を使って自然発生的な相互行為における非母語話者の語用的能力を描写する研究が見られるようになった。しかしながら、現在まで社会的組織の中での自然発生的な相互行為における非母語話者の語用的運用能力を描写する研究は多く見られるが、日常会話における非母語話者の語用的運用能力を描写する研究はあまり見られない。本研究では、会話分析の手法を用いて母語話者と非母語話者の日常会話を分析し、その中に見られる指示(directive)と評価(assessment)のシークエンスを検証した。分析の結果、会話参与者の語用的能力は、会話参与者が言語だけでなくシークエンスの文脈、ジェスチャー、周囲にある物など様々な資源を使って指示と評価のシークエンスを共に築き上げ相互理解を示す過程において顕著に見られることがわかった


2016 ◽  
Vol 9 (1) ◽  
pp. 24
Author(s):  
Vijay Singh Thakur

<p>Grice (1975) provides an interpretative model that explains how we draw inferences from conversation. This theory of Cooperative Principle (CP), based on the philosophical ideas of Grice, relates the text to its contexts, including social context. As Schiffrin (1994) remarks, the application of CP to dialogic conversations leads to a particular view of discourse and its analysis, i.e. discourse as a text whose contexts (including cognitive, social and linguistic contexts) allow the interpretation of real speaker meaning in utterances (p. 227). The approach that Gricean Pragmatics offers to discourse analysis is based on a set of general principles about rationally-oriented communicative conduct that tells speakers and hearers how to organize and use information offered in a text, along with background knowledge of the world (including knowledge of the immediate social context), to convey (and understand) more than what is said– put simply, to communicate. In this paper, I am going to focus on and explore how we understand fictional discourse using pragmatic interpretative strategies to reconstruct inferential chains which lead us to a particular interpretation of conversation. I will discuss various issues of inferences, generated via Grice’s model, in the interpersonal pragmatics involved in the character utterances in Vikram Seth’s <em>A Suitable Boy</em>. The paper attempts to demonstrate how pragmatic interpretative strategies can make an added contribution to the study of literature as well as to the development of pragmatic competence, critical thinking, and better understanding of the use of naturally occurring language, both in literature and language classrooms.</p>


2020 ◽  
Vol 23 (2) ◽  
pp. 411-431
Author(s):  
Nora A. McIntyre ◽  
Kees Tim Mulder ◽  
M. Tim Mainhard

AbstractMobile eye-tracking was used to investigate the link between teacher gaze and student-rated teacher interpersonal behaviour. Teacher gaze was recorded for 10 min during a teacher-centred part of a naturally occurring lesson. The Questionnaire on Teacher Interaction was then administered to assess how UK students evaluated their teacher interpersonally in that lesson. Teachers conveyed greater dominance (or interpersonal agency) through increasing eye contact while asking questions (‘attentional gaze’). Teachers conveyed more interpersonal friendliness (or communion) through increasing eye contact while lecturing (‘communicative gaze’). Culture did not affect the way gaze was associated with students’ interpersonal perceptions.


2021 ◽  
Author(s):  
Małgorzata Chałupnik

Abstract This paper engages with the relationship between story ownership – so who owns a story, tellership – so who has the right to tell it, and functions of workplace narratives as well as the broader social practices at work. Drawing upon discourse and narrative analyses, the paper investigates specifically how the negotiation of meaning visible in the often incomplete and fragmented but naturally-occurring narratives points to the discursive struggle over the construction of self within the specific parameters of the notion of professionalism. The paper identifies the facets of story ownership and discusses how each one can be affected by such regulatory forces of the social practices of work.


2019 ◽  
Vol 42 ◽  
Author(s):  
Mark Alfano

Abstract Reasoning is the iterative, path-dependent process of asking questions and answering them. Moral reasoning is a species of such reasoning, so it is a matter of asking and answering moral questions, which requires both creativity and curiosity. As such, interventions and practices that help people ask more and better moral questions promise to improve moral reasoning.


Author(s):  
A. W. Fetter ◽  
C. C. Capen

Atrophic rhinitis in swine is a disease of uncertain etiology in which infectious agents, hereditary predisposition, and metabolic disturbances have been reported to be of primary etiologic importance. It shares many similarities, both clinically and pathologically, with ozena in man. The disease is characterized by deformity and reduction in volume of the nasal turbinates. The fundamental cause for the localized lesion of bone in the nasal turbinates has not been established. Reduced osteogenesis, increased resorption related to inflammation of the nasal mucous membrane, and excessive resorption due to osteocytic osteolysis stimulated by hyperparathyroidism have been suggested as possible pathogenetic mechanisms.The objectives of this investigation were to evaluate ultrastructurally bone cells in the nasal turbinates of pigs with experimentally induced atrophic rhinitis, and to compare these findings to those in control pigs of the same age and pigs with the naturally occurring disease, in order to define the fundamental lesion responsible for the progressive reduction in volume of the osseous core.


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