Levels of Warning in the Text messages Sent by the Saudi Ministry of Health during Covid-19 Pandemic

With the beginning of the Corona pandemic at the beginning of 2019 and its rapid spread, the Kingdom of Saudi Arabia was among the countries that moved very quickly to address this matter. All state institutions played the role related to them. Saudi Ministry of Health launched an intensive package of warning, awareness, and guidance in the form of text messages through multiple electronic platforms to reach the largest segment of society. The study took three sources to collect data, three telecommunications companies, the official account of the Ministry of Health on Twitter and the official website of the Ministry. The current study was based on analyzing these messages in terms of warning levels in various speech acts according to the theories of Austin and Searle, in addition to analyzing the content in terms of its relationship to the actual text and the objective context. The study tried to seek the warning levels in the messages which were classified into three sections: high, moderate, and low and identified the types of actions that represent the levels. The significance of the study lies in revealing how language is used to raise the level of awareness in society. Based on the research methods, this study is analytical and descriptive, based on the theory of speech acts in its foundations, and the development of a reference model for analyzing warning levels that depend on the type of action and its implications, taking into account the indirect speech acts. The results of the study concluded that there is a clear discrepancy in the use of speech verbs to express the three levels of warning.

Levels of Warning in the Text messages Sent by the Saudi Ministry of Health during Covid-19 Pandemic

With the beginning of the Corona pandemic at the beginning of 2019 and its rapid spread, the Kingdom of Saudi Arabia was among the countries that moved very quickly to address this matter. All state institutions played the role related to them. Saudi Ministry of Health launched an intensive package of warning, awareness, and guidance in the form of text messages through multiple electronic platforms to reach the largest segment of society. The study took three sources to collect data, three telecommunications companies, the official account of the Ministry of Health on Twitter and the official website of the Ministry. The current study was based on analyzing these messages in terms of warning levels in various speech acts according to the theories of Austin and Searle, in addition to analyzing the content in terms of its relationship to the actual text and the objective context. The study tried to seek the warning levels in the messages which were classified into three sections: high, moderate, and low and identified the types of actions that represent the levels. The significance of the study lies in revealing how language is used to raise the level of awareness in society. Based on the research methods, this study is analytical and descriptive, based on the theory of speech acts in its foundations, and the development of a reference model for analyzing warning levels that depend on the type of action and its implications, taking into account the indirect speech acts. The results of the study concluded that there is a clear discrepancy in the use of speech verbs to express the three levels of warning.

Indirect Speech Act of Spongebob Squarepants the Movie

Direct and indirect speech acts are the two types of speech acts. This study aims to know how indirect speech acts are employed in the movie "SpongeBob SquarePants." It employs descriptive qualitative research to explain the main character's speech act types. There is currently a scarcity of studies examining speech act types in cartoon or animation films; yet, it is necessary. According to this study, the result of this article is: first, there are seventy-four discussions of indirect speech acts obtained from all characters in the movie SpongeBob SquarePants. Each dialogue in the film SpongeBob SquarePants can be deduced to reveal the meaning of indirect speech acts. Second, The reader can use the domain analysis indirect speech acts summary to help them understand each dialogue in this movie that has a different meaning. This stage permitted the main characters to say literal things to the listener. The main character did not make a difficult-to-understand statement to the listener. This research looks at Yule's theory's utterances of indirect speech activities. As a result, the outcome differed from the prior study, despite the same issue.

Changes in the Classroom Discourse: Negative Politeness and Impoliteness

The paper focuses on changes identified in the classroom discourse in terms of the teacher–student relations. While traditional classroom relations relied on teacher’s authority and control in the classroom, the current situation indicates a shift in the power relations existing in the class. The paper aims to analyse some of these changes by studying politeness and ways of expressing negative politeness and impoliteness. It starts by defining politeness as conflict-free communication, and then moves to negative politeness and impoliteness, applying these two concepts in the interpretation of the classroom discourse. The data used for the analysis were collected during English and history classes in a high school in Romania. The paper draws on Penelope Brown and Stephen Levinson’s (1987 [1978]) concept of negative politeness and on Derek Bousfield’s (2008) impoliteness theory. The data reveal that the most common negative politeness strategies in the classroom discourse use indirect speech acts, questions and hedges, minimizing the imposition and impersonalizing. I argue that while teachers use mainly politeness strategies, students use impoliteness strategies as a way of claiming power. Thus, they can be disruptive and show lack of interest; they interrupt or take the floor at a wrong time; they sometimes dismiss, contest, or refuse the teacher’s indications and often challenge the teacher’s authority; at times, they are also rude towards their own peers in trying to demonstrate their superiority.

Penggunaan Tindak Tutur Direktif Mahasiswa Multikultural dalam Konteks Kesantunan

This study aims to reveal the use of directive speech acts of multicultural students studying in Malang City in the context of politeness. Qualitative descriptive is the method used in this study. Five tribes are the subject of this research, namely Java, Sumba, Flores, Dayak, and Madura. Data were collected using questionnaires, interviews, and observations. The data obtained were analyzed based on how they used directive demand speech act in different situations in the realm of family, friendship, and school and how they minimized the FTA that might occur when facing different speech partners. The results of this study indicate that from the four aspects that become the parameters of this study, multicultural students in using directive speech acts have the following pattern. In the aspect of direct/indirect speech acts, in three different domains, all multicultural students use direct speech acts and the honorific aspect. The use of hedge aspects is more widely used in the campus domain. Meanwhile, in the aspect of speech level, only Javanese and Madurese students use it.

Comprehending implied meaning

This study investigated the extent to which proficiency, length of residence, and intensity of interaction in a target language affect L2 learners’ pragmatic ability in comprehending conversational implicature and indirect speech acts. 68 participants, 38 L1 English and 30 L2 English users, completed two measures: a pragmatic listening test measuring implied meaning comprehension and a language contact profile survey identifying length of residence and intensity of L2 interaction. The standard multiple regression analysis revealed a significant relationship between implied meaning comprehension and learners’ proficiency, length of residence, and intensity of interaction. Together, these factors explained a significant amount of the variance in learners’ overall comprehension ability, with proficiency being the strongest predictor, followed by intensity of interaction, then length of residence. Findings also showed that while it was more challenging for the less proficient learners to comprehend conversational implicature than indirect speech acts, there was no significant difference between the two types for the higher proficiency group. Further analysis of the L2 interaction types indicated a significant, moderate relationship between the time spent speaking and learners’ implied meaning comprehension. These findings offer pedagogical and methodological implications for L2 pragmatic development.

Bidirectionality between modal and conditional constructions in Mandarin Chinese

This paper proposes that modal constructions can develop into conditional constructions in Mandarin Chinese and vice versa. Therefore, bidirectionality exists between these kinds of constructions diachronically. While bidirectionality is an apparent violation of unidirectionality, both directions of change are shown to be regular cases of procedural constructionalization, enabled by the fact that modal and conditional constructions can perform identical indirect speech acts (i.e., they are performatively equivalent) and instances of one may be morphosyntactically categorized as the other in Chinese (i.e., they are morphosyntactically vague). A crosslinguistically generalizable prediction is then proposed: bidirectionality is possible if instances of two constructions are performatively equivalent and morphosyntactically vague with respect to each other in certain contexts.

A Pragma-Stylistic Study of Implicature in Shakespeare's Hamlet and Twelfth Night

Implicature is commonly defined as the dissimilarity between what is said and what is meant. The variance lies between the conspicuous meaning of written and spoken words and the meaning that lies beneath what is said. This study aims at analyzing and discussing Shakespeare's Hamlet and Twelfth Night in terms of generalized and particularized conversational and conventional implicature. The model used in the analysis is coined from a variety of pragmatic theories, implicature, Grice's maxims, irony, indirect speech acts, context, and hedges. It is hypothesized that the number of implicature cases in Twelfth Night is bigger than that in Hamlet, generation of implicatures by the characters in the two plays is highly determined by social factors, Hamlet and Cesario use implicature more than other characters, the most used implicature is the particularized one, the purpose of using implicatures differs in the plays, implicature is generated from flouting Grice's maxims and most implicatures are made by violating the relation maxim. The study concludes that the implications in Hamlet are more than those in Twelfth Night, that Shakespeare uses two implicatures generalized and particularized, and that Implicature in Hamlet and Twelfth Night is generated mostly by violating the maxims of quality. As for the least flouted maxim in the two plays is the maxim of quantity.