Introduction to Pragmatics 3301-ZJF184
The course provides an introduction to the basics of pragmatics: an overview of goals and methods of pragmatic description. We start with tracing the origins of the term "pragmatics", comparing different definitions of pragmatics and determining the semantics/pragmatics distinction. Then we go on to study the following aspects of language:
- Entailment and presupposition, which refer to the logical meaning of a sentence. Entailment is an inference which is automatically true solely by virtue of sense relations in the language. Presupposition differs from entailment in that it is an inference that remains true even though the sentence giving rise to it is false.
- Reference and deixis. Reference is a relationship between a particular object in the world and an expression used in an utterance to pick that object. Deictic expressions are words whose meanings vary systematically according to the immediate situation of the utterance in which they are used and which can be understood only in terms of speaker's intended meaning (person deixis, place deixis, time deixis).
- Implicature, a concept of utterance meaning as opposed to sentence meaning. It is a form of reasonable inference from utterances on particular occasions and not from isolated sentences. The notion of implicature was introduced by the philosopher Paul Grice, whose theory, based on the Co-operative Principle and its attendant maxims, is introduced together with Sperber and Wilson's Relevance Theory, which is a development and modification of Grice's theory and which provides a cognitive explanation to communication.
- Speech acts. The theory of speech acts was developed by J.L. Austin and then by J. R. Searle. It is based on the assumption that words and sentences when uttered are used to do things in addition to describing aspects of the world. Speech acts can be categorized into direct and indirect illocutions. Speech act theory explores the methods by which speakers and hearers identify the indirect illocutions of utterances.
- Politeness as a linguistic and pragmatic phenomenon. Two influential theories of politeness are introduced: G. Leech's theory of politeness, based on the Politeness Principle and its attendant maxims, and P. Brown and S. Levinson's model of politeness, which explains the phenomenon by addressing the notion of "face" - one's public self-image.
Specific topics to be discussed:
1. What is pragmatics? (origins of the term, definitions, semantics/pragmatics distinction).
2. Entailment and presupposition (analytic/synthetic sentences, contradictions, one-way/two-way entailments, origins of presupposition, entailment/presupposition distinction, presupposition triggers, types of presupposition).
3. Deixis (reference, indexicality, types of deixis).
4. The theory of conversational implicature: Paul Grice (the Co-operative Principle, conversational maxims, observing / flouting / violating / opting out of the maxims, types of implicature).
5. Relevance theory: Dan Sperber-Deirdre Wilson (the Cognitive / Communicative Principle of Relevance, the presumption of optimal relevance, degrees of relevance, context: cognitive environment, relevance-theoretic comprehension procedure, types of inference).
6. The speech act theory of J. L. Austin (constatives / performatives, the performative hypothesis, explicit / implicit performatives, locution /illocution / perlocution, felicity conditions).
7. The speech act theory of J. R. Searle (direct / indirect speech acts, felicity conditions, classification of speech acts).
8. Models of politeness (Leech - maxims of politeness, Brown & Levinson - positive / negative face, face-saving acts: positive / negative politeness, face-threatening acts).
Type of course
Course coordinators
Learning outcomes
Acquiring knowledge
1. The student learns linguistic terminology as well as basic concepts and principles of linguistics, with the focus on pragmatics.
2. The student learns linguistic methodology practised in the U.S. and the U.K.
3. The student expands his/her knowledge of English pragmatics and develops his/her analytical skills.
4. The student expands his/her knowledge about the levels and processes of communication in English.
5. The student learns how to use research tools and research techniques of pragmatics.
Acquiring expertise
1. The student acquires the expertise of how to use linguistic methodology in research projects.
2. The student can critically and effectively apply his knowledge of pragmatics in communication, teaching and his/her own research.
Acquiring social skills
1. The student acquires the understanding of professional standards, especially the understanding of the ever changing environment in research and as well as the understanding of the importance of continuous education.
2. The student has the ability to identify, define and solve problems.
3. The student acquires social skills and understands the need to build social ties and engage in cooperation in the effort of making the world a better place.
K_W01 understands the importance, place and specificity of English philology in the context of the humanities;
K_W03 has an advanced knowledge of the grammar, syntax, phonology, phonetics, morphology, pragmatics of English and its history;
K_W05 knows the complex conditions of the process of second language acquisition; understands and properly applies models of foreign language acquisition typical of English linguistics;
K_W06 knows and understands the nuances of translation theory and the complexity of the translation process;
K_W08 has an in-depth knowledge of the historical development of language, especially English, and the semantic variability and complexity accompanying this process;
K_W09 has an advanced understanding of the complexity and pluralism of cultures, knows the obvious and non-obvious cultural codes that determine intercultural contacts, knows the structural and institutional conditions of culture, especially in the context of the countries of the English language area;
K_W10 knows to an advanced degree the geographical, historical, political, economic, cultural and social realities of the countries of the English language area;
K_U03 is able to present the acquired knowledge logically and clearly in written and oral form;
K_U05 can effectively select and apply knowledge of the discipline for communication, teaching, research purposes;
K_U09 is able to recognize obvious and secondary cultural symbols, use complex cultural codes when interacting with representatives of the cultures of the countries of the English language area, and generally in intercultural interactions;
K_K02 understands the role of lifelong learning and is convinced of the need for personal and professional development; defines the successive stages of this development;
K_K05 appreciates individual initiative, self-reliance, and recognizes the importance of personal contribution to team activities;
K_K06 recognizes the nature of dilemmas, problems, conflicts, and seeks the best solutions to them.
Bibliography
Blakemore, D. 1992. Understanding Utterances: An Introduction to Pragmatics. Oxford: Blackwell. (fragmenty).
Grice, H.P. 1975. ''Logic and conversation'', in P. Grice. 1989. Studies in the Ways of Words. Harvard University Press: Cambridge, MA.
Grundy, P. 1995. Doing Pragmatics. London/New York: Edward Arnold. (fragmenty).
Stilwell Peccei, Jean. 1999. Pragmatics. London & New York: Routledge.
Yule, George. 1996. Pragmatics. Oxford: Oxford University Press.
Additional information
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