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Transcript of pragmatics 04
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Pragmatics
The Vessel into which all other components are placed!
A Functionalist Model
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Language Review 1 Definition of Language
– A socially shared code or conventional system for representing concepts through the use of arbitrary symbols and the combination of those symbols. Bloom and Lahey
2. Perspectives of language– 1. Components– 2. Discourse– 3. Receptive/Expressive
3. 4 views of language development 4. Communication Circle 5. Language Fan: Form/Content/Use
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Components of Language
Pragmatics Phonology Semantics Syntax Metalinguistics Emergent Literacy Central Auditory Processing (CAP)
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Pragmatics
Definition: study of the relationship between language and the context that are basic to an account of language understanding
– social use of language
It’s about COMMUNICATION
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Pragmatic Concepts
Sociolinguistic: Culture & Communication
Development: Begins with Cry- ends with the death sigh
Theorists• 1. Dore 2. Halliday• 3. Roth & Spekman 4. Prutting• 5. Fey 6. Others
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Pragmatics=Intentionality
Speech Act and Development of Intentionality• Perlocutionary• Illocutionary (INTENTIONALITY) @ 6
months• Locutionary (First Words
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Development of Intentionality
Perlocutionary-Caregiver assigns intentions to infant’s cry, smiles, vocalizations, gestures
Illocutionary-Infant begins to initiate INTENTIONALITY through cry differentiation, smiles, gestures
Locutionary-Modality specific: Verbal Language or Gestures (sign language)
It’s a PIL,– what’s a ILP, a LIP?
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Theorists: Dore Prag 3
Studied younger children developing language
Taxonomy appropriate for language below MLU of 3 or through telegraphic speech
Taxonomy (p. 242)
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Pragmatics: Halliday Prag. 4
Halliday’s perspective: Language is used to interact with others, regulate their behavior and to fulfill speaker’s needs by having a listener/s respond appropriately
Taxonomy Use: older children who are verbal because it is multi-word taxonomy
Taxonomy– similar to Dore’s except for Heuristic
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Dore/Halliday Comparison
Dore Label Repeat Answer Request Action Request Answer Calling Protesting Practice
Halliday Personal (that’interesting,
self-talk)
Imitating Informative (got something
to tell you)
Regulatory (do as I tell you)
Interactional (initiation)
Personal(withdrawal) Instrumental (I want) Imaginative (let’s pretend) Heiristic (why?)
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Halliday’s Taxonony
Halliday observed Broad pragmatic functions instead of individual utterance functions as observed by Dore BUT considerable similarity
Emergence of Speech• initially speech emerges to accompany action,
not to convey information• attention is restricted to a single object and
action associated with it• notes object relations or comments on the
event (recurrence)
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Halliday’s Taxonomy, #2
Separated into 3 PHASES– Phase I
• ages 9 months to 17 months• initially speech emerges to accompany action,
not to convey information• communicative functions
– instrumental– regulatory– interactional– personal
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Halliday’s Taxonomy #3
– Phase II• characterized by a generalization of the
previous functions into new broader functions and by the disappearance of isomorphic forms
• two broad functions emerge– mathetic general learning functions
» includes the Personal and Heuristic– pragmatic involves needs satisfaction and control
» includes Instrumental and Regulatory functions
• at two-word level, child begins to use structure independent of function
• in general: Old Forms (constructions)-New Ideas
New Forms (generalization) - Old ideas
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Halliday’s Taxonomy #4
Phase III– child attains adult-like functions– attained by age 2– ability to combine several language
functions within a single utterance– -use of a lexicogrammatical (semantic/syntactic)
system makes in possible to fulfill (perlocutionary) all necessary functions in a discourse simultaneously
• ex: mommy, cookie hot -interactional, description, inferential requesting
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Pragmatics: Roth & Spekman prag. 4
Taxonomy use: more comprehensive Taxonomy:
• Triangle with points of» Communication Intention» Presupposition» Organization of Discourse
CI
ODP
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Communication Intention
Communication Intention– Divided into Range and Form
• Range– Preverbal– Holophrases– Multi-Word
• Form– Gestural– Gestural + Vocalization– Verbal/ Sign Language
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Communication Intention for Roth and Spekman PREVERBAL prag #5
Preverbal Intentions– Attention Seeking to self– Attention seeking to events, others, – Requesting
• objects• Actions• Information
– Protesting/Rejecting– Responding/Acknowledging– Informing– Greeting (social)
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Communication Intentions for Roth and Spekman
Holophrases #7
Holophrases– Naming– Commenting– Request Objects
• Present• Absent
– Requesting Information– Responding– Protesting/Rejecting– Greetings
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Multiword– Requesting Information– Requesting Action– Responding to Requests– Stating or Commenting– Regulating Conversational Behavior– Other Performatives such as teasing,
warning sarcasm, humor, metaphors, etc (metalinguistics)
Communication Intentions for Roth and Spekman
Multi-Word #8
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Matrix Example
Performatives teasing warning sarcasm humor metaphors
Examples
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Presupposition for Roth and Spekman
Principle of Informativeness Three Aspects
– 1. Topic• New/Old Information• Needs of listener
– 2. Listener• Conversational participants• Type of language (register)
– 3. Cohesive Devices• Anaphoric reference -use of pronouns• Ellipsis• Conjunctions• Deictic terms (empty pronouns) this, that, these,
those
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Organization of Discourse
5 Aspects – 1. Conversational Initiation– 2. Turn Taking
• conversational speaking time
– 3. Staying on Topic OR Conversational Maintenance
– 4. Conversational Repairs– 5. Topic Termination
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Conversational Repairs Linguistic Structure
– phonologic poon--spoon– morphologic he sleep--sleeps– syntactic cats--big cats
Linguistic Content– repetition– confirmation– elaboration
Extralinguistic– pitch change– stress– demonstration
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Pragmatics’ Assignment Example
Organization of Discourse Form Range
– items Presupposiiton -listener - topic Organization of Discourse conversation initiation turn taking eye contact conversation repair conversation termination
Examples verbal
dyad familiar:
initiated by conv. Part example part. Made eye contact
lasting about __second repair example
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Taxonomy GRID Organization of
Discourse Form Range
– items Presupposiiton -listener - topic Organization of
Discourse conversation initiation turn taking eye contact conversation repair conversation
termination
Examples
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Communication Intentions
RANGEUsed Examples
Social
Informing/Commenting
Regulating Conversational Behavior
Negating/Protesting
Requesting Info
Requesting Action
Responding to Request
Heuristic
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Presupposition Used Examples
New/Old Information
Conversational Participants
Register
Anaphoric reference
Ellipsis
Conjunctions
Deictic terms
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Organization Of Discourse Used Examples
Initiation/Conservation
Conversation Maintenance
Turn Taking
Repair (EXPAND)
Termination
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Prutting’s Pragmatic Taxonomy Includes all of Roth and Spekman’s
– Communication Intention– Presupposition– Organization of Discourse
ADDS: Proxemics– )
CI OD
P PROX
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Proxemic’s Importance
“The eyes of men converse as much as their tongues, with the advantage that the ocular dialect needs no dictionary, but is understood the world over,” Ralph Waldo Emerson
Skills– Nonlinguistic elements
• distance from a speaker, • gaze• touch
– Paralinguistic elements (fluency, rate, intonation)
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Fey’s Taxonomy
Assertive/ Responsive Matrix Definitions
– Conversational Assertiveness• Definition: ability and/or willingness to take a
conversational turn when none has been sloicited by a partner.
– Responsiveness-• Definition: ability to comply with the speaker’s
range of intent.
Matrix
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Fey’s Taxonomy: Assessment/ Intervention Implications
For Assessment: In a PBA determining the child’s ability in both areas.
For intervention: Using a communication modality that encourages both. Usually SLI children are better at being “Responsive” than “Assertive.”
Reason: therapy usually reinforces Responsiveness.– Ex. Question/Answer
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Pragmatics’ Questions 1. Define pragmatics. 2. How is pragmatics ‘tied to’ the 4 views of
language development? 3. What is the Speech Act progression of
pragmatic development 4. Why is pragmatics ‘central’ to language? 5. Explain Dore’s taxonomy 6. Explain Halliday’s taxonomy 7. Explain Roth & Spekman’s taxonomy 8. Explain Prutting’s taxonomy 9. Explain Fey’s taxonomy 10. What is the purpose of knowing these
taxonomies?
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End of Lecture Notes