Documente Academic
Documente Profesional
Documente Cultură
Q.1 What is semantics and what is pragmatics what are the main
differences between two?
Answer:
Semantics
Semantics is a sub discipline of linguistics which focuses on the study of meaning. Semantics
tries to understand what meaning is as an element of language and how it is constructed by
language as well as interpreted, obscured and negotiated by speakers and listeners of language.[1]
Semantics is closely linked with another sub discipline of linguistics, pragmatics, which is also,
broadly speaking, the study of meaning. However, unlike pragmatics, semantics is a highly
theoretical research perspective, and looks at meaning in language in isolation, in the language
itself, whereas pragmatics is a more practical subject and is interested in meaning in language in
use.
Semantics is the study of meaning, but what do we mean by 'meaning'?
What is Pragmatics?
Definition[1]
the study of the practical aspects of human action and thought.
the study of the use of linguistic signs, (words and sentences), in actual
situations.
Pragmatics outlines the study of meaning in the interactional context
It looks beyond the literal meaning of an utterance and considers how meaning is
constructed as well as focusing on implied meanings. It considers language as an
instrument of interaction, what people mean when they use language and how we
communicate and understand each other.
Jenny Thomas says that pragmatics considers:
the negotiation of meaning between speaker and listener.
the context of the utterance.
the meaning potential of an utterance.
This may be best presented in an example:
Speaker: 'Are you putting the kettle on?'
Listener knows the speaker is hinting that they would like a hot drink.
OR
Speaker: 'What time do you call this?'
Listener interprets it as 'Why are you so late?' and knows it is not appropriate to
reply with the literal time.
The context of the interaction and our everyday experiences allow us to construct
and interpret layers of meaning beyond what is literally suggested. For similar
theories and ideas, see What is Conversation
Analysis?, Psycholinguistics, Sociolinguistics, Discourse Analysis and Semantics.
pragmatics play in language aspects and in the process of learning and teaching
EFL, no study has undertaken the task of investigating the effect of semantic and
pragmatic distinction on students achievement in English text.
We have clearly noticed how the subject matter of the distinction between
semantics and pragmatics overlap to some extent . In fact, this relatively new and
fast expanding topic has connections with the various branches of Linguistics
which link Language with the external world and they are so hard to define clearly
. Hence, the researchers tackle the subject matter of "the distinction between
semantics and pragmatics" empirically. A cloze test has been chosen by the
researchers which considers as example of semantic and pragmatic Language
testing procedures. The test consists of a text of approximately 400 words in
length. It is usually constructed by omitting every ninth word in a continuous
passage of discourse. The students are expected to read the text carefully, filling in
all the omitted words according to their projections of evolving meaning, this tests
their knowledge of many aspects of the Language in a context of a meaningful
discourse.
After conducting such tests the teachers can assess the performance of the
students in the competence of pragmatics and semantics.
Q.3 Distinguish between these three terms: Meaning, Form, Function.
In the language classroom, teachers should strive to balance form, meaning, and
use or function. Students should understand not only the mechanics of the
language, but also the hows, whys, and wheres a particular structure, word, or
phrase gets used.
For example, in a lesson on the past perfect tense, students need to learn the
sentence structure. The teacher first drills past participles on a variety of verbs (eat
/ eaten, swim / swum, buy / bought). He then plugs the past participles into the
grammar structure, with students then further practicing the material via example
sentences and more drills.
However, the class also needs to learn that the past perfect places actions or events
in order for the listener or reader. The grammar serves as a marker of when events
happened. This is especially needed when the speaker forgets some information
and has to backtrack in the story. This is also important when information needs
further clarification.
Let's look at the following in more detail, which will also clarify the concepts of
form, meaning, and use.
Form: This refers to the mechanics of the language, either in terms of grammar or
vocabulary. With regards to grammar, students must understand the sentence
structure of a specific grammar rule. In the above example on the past perfect
tense, this would be:
subject | had | past participle | object/complement
So whenever students want to use the past perfect tense, they have to follow this
specific structure.
With regards to vocabulary, students must understand the pronunciation of a word.
If in a written text, then students must know how to spell a word. Prefixes,
suffixes, and roots are also important, especially at the intermediate and advanced
levels. Students should be able to breakdown the components of a word to guess
at the meaning. Take the following prefixes:
biannual - "bi" means twice, so the new meaning is "twice a year"
distrust - "dis" means not, so the new meaning is "not to trust"
submarine - "sub" means under, so the new meaning is "under water"
With an understanding of prefixes and suffices, students don't always have to
scurry for a dictionary every time they encounter an unknown word. However,
students should also learn to readily recognize that the word may be a noun, verb,
adjective, or adverb. This is becomes possible by devoting a portion of the lesson
to form.
Meaning: This is the mental image/comprehension that is generated by the
grammar or vocabulary. Students connect the grammar structure with the
meaning. For example, the past tense signals events in the past, the past perfect
signals earlier actions/events in a narrative. Once the teacher has presented the
structure, he should talk about the meaning too.
When vocabulary is the focus of the lesson, students connect the form of the word
with its meaning. This occurs both at the micro- and macro-levels. At the microlevel, the word stands alone. Students understand the image triggered by a specific
word. However, at the macro-level, a word may have a different meaning because
of the sentence in which it appears. There is often nuance or some other concept
generated. In addition, when someone uses a word, there may be other associated
This allows the teacher to address and practice the rules and exceptions, yet not
overwhelm the class with too much information. The teacher can also practice
different skills/mediums, yet return to the same language point.
4: Address grammar and vocabulary again and again. The teacher should
provide several opportunities to acquire the target language during a course of
study. Just because students have studied the target material once doesn't mean
they can use it well. By revisiting the target structures, then students who grasped
the form have a second chance to grasp the meaning and use of the target
structure. Students who grasped the meaning have a second chance for the form
and use
activity are speakers engaged in when they say this? What do they think they are
doing by talking in this way at this time? Consider how hard it is to make sense of
what you are hearing or reading if you don't know who's talking or what the
general topic is. When you read a newspaper, you need to know whether you are
reading a news story, an editorial, or an advertisement in order to properly
interpret the text you are reading. Years ago, when Orson Welles' radio play "The
War of the Worlds" was broadcast, some listeners who tuned in late panicked,
thinking they were hearing the actual end of the world. They mistook the frame
for news instead of drama.
Discourse Markers
'Discourse markers' is the term linguists give to the little words like 'well', 'oh',
'but', and 'and' that break our speech up into parts and show the relation between
parts. 'Oh' prepares the hearer for a surprising or just-remembered item, and 'but'
indicates that sentence to follow is in opposition to the one before. However, these
markers don't necessarily mean what the dictionary says they mean. Some people
use 'and' just to start a new thought, and some people put 'but' at the end of their
sentences, as a way of trailing off gently. Realizing that these words can function
as discourse markers is important to prevent the frustration that can be
experienced if you expect every word to have its dictionary meaning every time
it's used.
Speech Acts
Speech act analysis asks not what form the utterance takes but what it does.
Saying "I now pronounce you man and wife" enacts a marriage. Studying speech
acts such as complimenting allows discourse analysts to ask what counts as a
compliment, who gives compliments to whom, and what other function they can
serve. For example, linguists have observed that women are more likely both to
give compliments and to get them. There are also cultural differences; in India,
politeness requires that if someone compliments one of your possessions, you
should offer to give the item as a gift, so complimenting can be a way of asking
for things. An Indian woman who had just met her son's American wife was
shocked to hear her new daughter-in-law praise her beautiful saris. She
commented, "What kind of girl did he marry? She wants everything!" By
comparing how people in different cultures use language, discourse analysts hope
to make a contribution to improving cross-cultural understanding.
ORAL VERSUS WRITTEN STYLE
Differences between oral and written language have specific applicability to
many types of practical linguistic works. For example, in comparing cohesion and
coherence of a language, one cannot use both oral and written style
simultaneously. This will lead him to different conclusions. Each style has its own
characteristics; they are different text types and consequently different discourses.
Therefore, it is not wise to choose both of them sporadically in researches. Biber
(1988) suggests that written and spoken discourses in English do not have single
absolute differences. These variations are as a result of different texts and genres.
They can be mixed with each other in settings where spoken language occurs in
the form of written language in emails or informal letters.
Bartsch (1997) have issued the most common observable differences between oral
and written texts which have the same genre. According to Dooley and Levinsohn
(2001), these differences can be revealed by comparing oral and written versions
of a narrative or by comparing recorded and printed versions of a lecture. In a
given language with its specific culture, many texts can have recognizable types;
for example, a business letter and a brief greeting exchange between two busy
people. Genres are considered as "types of texts that are combinations of textual
properties in pursuit of a particular cultural and social goal"(Bakhtin, 1986;
Eggins & Martin, 1997, p.236). Comparisons between oral texts of one genre and
written texts of another may mislead us (Chafe, 1985) because according to
Bartsch (1997, p.45) different genres have different features, and it is not helpful
to compare oranges to apples. Therefore, as Longacre believes, the linguist who
ignores discourse typology can only come to grief (1996, p.7).
Paralinguistic Signals
Aaron (1998, p.3) mentions that spoken language relies heavily on prosody (pitch, pause,
tempo, voice quality, rhythm, etc.) and body language for deixis, respect, interpropositional
relations, and so on. But written language relies on punctuation and description to convey
similar effects (Bartsch, 1997). In addition, some deictics, like indefinite this in English (such
as in I woke up with this headache), may also be restricted to oral texts only (Chafe, 1985,
p.115).
Preciseness
Even if one carefully plans an oral material, still it is the written text that benefits from more
careful word choice, because writers have more time to think of the right word (Biber, 1988).
However, spoken language often uses hedges like "sort of" and "kind of" (Lakoff, 1972). The
English lexicon includes three kinds of items (Chafe, 1985) as: - Colloquial vocabulary which is
often used in speaking (like: guy, stuff, scary, etc.), - Literacy vocabulary which is often used in
writing (like: display, heed, etc.), and - Neutral vocabulary which is neutral equivalents of the
above words (like: man, material, frightening, show, pay attention to).
Organization
Written style is more concise, better organized, and mentions new information at a faster pace
(Chafe, 1992). And the oral version had extra explanatory material. Also in writing, groupings of
sentences tend to be longer than in oral one, i.e. written material tends to be organized into larger
groupings (Levinsohn, 2000).
Lexical Density
Here, lexical density concerns a proportional relation regarding the ratio of content words over
grammatical word within a given clause. Content words are nouns and verbs, while grammatical
words refer to article, pronouns and prepositions (Biber, 1988). In spoken form, content words
have a tendency to be extended over different clauses. But, they are packed tightly into
individual clauses in written language, that is to say here content words have a higher frequency
than grammatical words (Paltridge, 2006). This means that written language is lexically denser
than spoken form (Halliday, 1989).
Grammatical Intricacy
Halliday (1989) suggests that spoken form is not less highly organized than written discourse; it
has grammatical intricacy and also has its own complexities, e.g. English clauses in spoken form
are more extended than that of written forms. Paltridge (2006) states that as to written discourse,
written mode is more complex and has lots of elaborations. However, Halliday (1989) claims
that it is not always the case. Sometimes, spoken forms have a more spread out sets of clauses
which form more complex relations than written forms.
Nominalization
By nominalization, Paltridge (2006) means the actions or events that are presented in the form of
nouns instead of verbs. Nominalization has a low frequency in spoken language and also they
have shorter noun groups while written discourse contains longer noun groups. This makes
written language to have a more tightly packed way of presenting information in which the
information are packed into less spread out clauses and fewer words.
Explicitness
According to Paltridge (ibid.) explicitness is not absolute. When speaking or writing, individuals
may say something directly or they may infer it. So, they can decide how much they say
something directly or indirectly. Therefore, as Biber (1988) suggest, depending on what the
speakers want their hearers to understand, both of these modes can be explicit. However, writing
is more explicit because it is more pre-planned.
To conclude , it can be said that there are marked differences between oral and written discourse
of language. It is a critical thing in language to learn oral and written differences to communicate
effectively.
Locutionary Acts
Illocutionary Acts
Perlocutionary Acts
forces may be interrelated: it may be by way of stating that the temperature is too cold that one
criticises someone else. Such a performance of an illocutionary act by means of the performance
of another is referred to as an indirect speech act.
This change [of speaking subjects] can only take place because the speaker has
said (or written) everything he wishes to say at a particular moment or under
particular circumstances. When hearing or reading, we clearly sense the end of the
utterance, as if we hear the speakers concluding dixi. This finalization is specific
and is determined by specific criteria (1986, p.76).
The final property is described further in the next section. The choice of speech genre is
determined by the specific nature of the given sphere of speech communication, semantic
(thematic) considerations, the concrete situation of the speech communication, the personal
composition of its participants, and so on (1986, p.78).
Examples :
"We use the term 'utterance' to refer to complete communicative units, which may
consist of single words, phrases, clauses and clause combinations spoken in context, in
contrast to the term 'sentence,' which we reserve for units consisting of at least one main
clause and any accompanying subordinate clauses, and marked by punctuation (capital
letters and full stops) in writing."
(Ronald Carter and Michael McCarthy, Cambridge Grammar of English. Cambridge
Univ. Press, 2006)
"The problem of meaning can be posed as follows: How does the mind impose
Intentionality on entities that are not intrinsically Intentional, on entities such as sounds
and marks that are, construed in one way, just physical phenomena in the world like any
other? An utterance can have Intentionality, just as a belief has Intentionality, but
whereas the Intentionality of the belief is intrinsic the Intentionality of the utterance is
derived. The question then is: How does it derive its Intentionality?"
(John R. Searle, Intentionality: An Essay in the Philosophy of Mind. Cambridge Univ.
Press, 1983)
SPEAKER'S MEANING: