- •The Syntactic Field of a Sentence.
- •Act of Locution: He said to me “Entertain her!” Act of Illocution: He urged (or advised, ordered, etc) me to entertain her. Act of Perlocution: He persuaded me to entertain her.
- •In which illocutionary acts differ one from another.
- •C ↑ I (s does a)
- •1. Student X: Let's go to the movies tonight.
- •2. Student y: I have to study for an exam.
- •6. I have to tie my shoes.
- •7. I have to study for an exam, but let's go to the movies anyhow or;
- •8. I have to study for an exam, but I'll do it when we get home from the movies.
- •1) I apologize for stepping on your toe.
- •I congratulate you on winning the race.
- •In general the form of these is __________________________________.
- •Task 4. Study Reference Notes 1 and 2 and discuss the Maxims by Paul Grice and the Politeness Maxims by Geoffrey Leech. What is in common and what are the differences?
- •Reference Notes 1
- •2Paul Grice. Maxims
- •The Tact maxim
- •The Generosity maxim
- •The Approbation maxim
- •The Agreement maxim
- •The Sympathy maxim
- •Illocutionary Verbs vs Illocutionary Acts
- •Some sentences "conventionally" used in the
- •3Could you be a little more quiet?
- •4You could be a little more quiet
- •4.1.1.1.1.1Are you able to reach the book on the top shelf?
- •5You ought to be more polite to your mother
- •6You should leave immediately
- •7Would you mind awfully if I asked you if you could write me a letter of recommendation?
- •Some sentences "conventionally" used in the
- •III. Sentences concerning the propositional content
- •8Give definitions of locutionary, illocutionary and perlocutionary acts of speech.
- •Means of substitution and their analysis.
- •“In that instant Hartley was gone, rushing out of the kitchen, not towards the front door, but out of the back door, straight onto the grass and onto the rocks”.
- •Example 1
- •Example 2
- •Example 3
- •Structural features of extrinsic modality
- •Structural features of intrinsic modality
- •In which of these types of discourse modal verbs are used mostly in their epistemic / deontic meaning?
- •Criteria Used to Qualify a Written Text as a Discourse.
- •3. Historical Backgrounds of Discourse Analysis
- •4. Dimensions of Discourse and Fields of Discourse Studies
- •Stylistics
- •Rhétoric
- •Discourse Pragmatics
- •5. Conversation Analysis
- •6. Discourse Grammar
- •7. The Future of Discourse Studies
- •2. Analysis of Written Discourse
- •Approaches to Cohesion and Rhetorical Structure Analysis
- •4. Forms of Cohesion
- •5. Approaches to Register and Genre Analysis
- •Speech and Discourse Communities
- •7. New Literacy Studies
- •I. Information Packaging
- •1.2. Cohesive texts: topic comes before comment
- •1.3. Front-focus: initial position for extra focus
- •Discourse Strategies
- •Passives – creating new subjects
- •Different semantic types as subjects
- •Existentials
- •III. Focus Strategies
- •3.1. Cleft constructions
- •3.2.Fronting
- •3.3.Left-dislocation
- •3.4. Right-dislocation
- •Methods of Studying Discourse Processing
- •Theoretical Approaches to Discourse Processing
- •1.2.1. Construction-Integration Model
- •1.2.2. Structure-Building Framework
- •1.2.3. Event-Indexing Model
- •1.2.4. Memory-Based Approach
- •1.3. Theoretical and Empirical Aspects of Discourse Processing
- •1.3.1. Integrating Sentences into a Coherent Discourse
- •1.3.2. Generating Inferences during Discourse Processing
- •1.3.3. Determining Reference in Discourse Processing
- •II. Elements Supporting Discourse: Discourse Markers
- •2.1. The Conversational Approach
- •2.2. The Grammatico-Syntactic Approach
- •2.3. The Discourse-Cognitive Approach
Some sentences "conventionally" used in the
PERFORMANCE OF INDIRECT DIRECTIVES
Here is a short list of sentences that could quite standardly be used to make indirect requests and other directives such as orders. In what follows, the letters H, S, and A are used as abbreviations for "hearer", "speaker", and ''ace'' or "action".
Group I: Sentences concerning H's ability to perform A:
Can you reach the salt?
Can you pass the salt?
3Could you be a little more quiet?
4You could be a little more quiet
You can go now (this may also be a permission = you may go now)
4.1.1.1.1.1Are you able to reach the book on the top shelf?
Have you got change for a dollar?
Group 2: Sentences concerning S's wish or want that H will do A:
I would like you to go now
I want you to do this for me, Henry
I would/should appreciate it if you would/could do it for me
I would/should be most grateful if you would/could help us out
I'd rather you didn't do that any more
I'd be very much obliged if you would pa y me the money back soon
I hope you'll do it
I wish you wouldn't do that.
Group 3: Sentences concerning H's doing A :
Officers will henceforth wear ties at dinner
Will you quit making that awful racket?
Would you kindly get off my foot?
Won't you stop making that noise soon?
Aren't you going to eat your cereal?
Group 4: Sentences concerning H's desire or willingness to do A:
Would you be willing to write a letter
of recommendation for me?
Do you want to hand me that hammer over there on the table?
Would you mind not making so much noise?
Would it be convenient for you to come on Wednesday?
Would it be too much (trouble) for you to pay me the money next Wednesday?
Group 5: Sentences concerning reasons for doing A:
5You ought to be more polite to your mother
6You should leave immediately
Must you continue hammering that way?
Ought you to eat quite so much spaghetti?
Should you be wearing John's tie?
You had better go now
Hadn't you better go now?
Why not stop here?
Why don't you try it just once?
Why don't you be quiet?
It would be better for you (for us all) if you would leave the room
It wouldn't hurt if you left now
It might help if you shut up
It would be better if you gave me the money now
It would be a good idea if you left town
This class also contains many examples that have no generality of form but obviously, in an appropriate context, would be uttered as indirect requests, e.g.:
You're standing on my foot.
I can't see the movie screen while you have that hat on.
How many times have I told you (must I tell you) not to eat with your fingers?
I must have told you a dozen times not to eat with your mouth open
I have told you once I have told you a thousand times not to wear your hat in the house.
Group 6: Sentences embedding one of these elements inside another; also, sentences embedding an explicit directive illocutionary verb inside one of these contexts.
7Would you mind awfully if I asked you if you could write me a letter of recommendation?
Would it be too much if I suggested that you could possibly make a little less noise?
Might I ask you to take off your hat?
I hope you won't mind if I ask you if you could leave us alone
I would appreciate it if you could make less noise. 4
4 This form is also included in Group 2.
This is a very large class, since most of its members are constructed by permuting certain of the elements of the other classes.
Reference Notes 6
