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1.The scope of pragmatics 1.1The origin and historical vagaries of the term pragmatics, 1.2 Defining pragmatics, 1.3 Defining pragmatic competence 1.4 Current interest in pragmatics 1.5 Pragmatics in language teaching 2. Pragmatic Competence (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 2.1 Models of Pragmatic Competence 2.2 Components of Pragmatic Competence 3.Theories of Pragmatic Development (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 3.1 The Acculturation Model 3.2 Cognitive Processing Theories 3.3 Sociocultural Theory 4. Deixis (Pragmatics by Stephen C. Levinson) 4.0 Introduction 4.1 Philosophical approaches 4.2 descriptive approaches 4.2.1 Person deixis 4.2.2 Time deixis 4.2.3 Place deixis 4.2.4 Discourse deixis 4.2.5 Social deixis 4.3 Conclusions 5. Principles of Pragmatics (Principle of Pragmatics by Geoffrey N. Leech) 5.1 A set of postulates 5.2 The Interpersonal role of the Cooperative Principle (CP) 5.2.1 Maxims of Quantity 5.2.2 Maxims of Quality 5.2.3 Maxim of Relation 5.2.4 Maxim of Manner 6. The Politeness Principle (PP) (Politeness: Some Universals in Language Usage by Penelope Brown and Stephen C. Levinson); (Principle of Pragmatics by Geoffrey N. Leech 6.1 Maxims of Politeness 6.1.1 The Generosity Maxim 6.1.2 The Approbation maxim 6.1.3 The Modesty Maxim 6.1.4 Other Maxims of politeness 6.2 Metalinguistic aspetcs of politeness 6.3 Irony and banter 6.4 Hyperbole and litotes 6.1 Realizations of Politeness strategies in language 6.1.1 Positive Politeness 6.1.2 Negative Politeness 6.1.3 Off record 7. Speech Acts (Pragmatics by Stephen C. Levinson) 7.1 Locutionary act 7.2 Illocutionary act 7.3 Perlocutionary act 7.4 Speech-act verbs in English (Principle of Pragmatics by Geoffrey N. Leech) 7.5 Basic types of utterance 7.6 Felicity Conditions 7.7 Sincerity Conditions 8. Interlanguage Pragmatics and politeness across languages and cultures 9. Classroom research on interlanguage pragmatics. (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper. 10. Pragmatics in classroom (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 10.1 Inductives and deductive teaching of compliments and compliment responses 10.2 The role of input enhancement in developing pragmatic competence 10.3 Use of address terms 11. Core areas of Pragmatics (Pragmatics for Language Educators: A Sociolinguistic Perspective by Virginia LoCastro.. 11.1 Interactional Construction of Identity 11.2 Language, Gender, and Power 12. The Assessment of Pragmatic Ability (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 12.1 Use of Address terms in English 12.2 Indicators for pragmatic instruction:Some quantitative tools 12.3 Pragmatics tests: Different purposes, different tests 13. Related articles to be discussed: 13. “Relevance Theory” by Deidre Wilson and Dan Sperberpublished in L. Horn & G. Ward (eds.) (2004). Blackwell’s Handbook of Pragmatics: 607-632. 13.2 “Pragmatics And Language Teaching” by Prof. Dr. Mehmet DEMİREZEN . (1999) Hacettepe Üniversitesi Eğitim Fakültesi Dergisi Sayı:6 : 181-187 13.3 “Pragmatic awareness and second language learning motivation: A mixed-methods investigation” by He Yang and Wei (2020). Pragmatics and Cognition. December DOI: 10.1075/pc.19022.yan |
1.The scope of pragmatics 1.1The origin and historical vagaries of the term pragmatics, 1.2 Defining pragmatics, 1.3 Defining pragmatic competence 1.4 Current interest in pragmatics 1.5 Pragmatics in language teaching 2. Pragmatic Competence (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 2.1 Models of Pragmatic Competence 2.2 Components of Pragmatic Competence 3.Theories of Pragmatic Development (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 3.1 The Acculturation Model 3.2 Cognitive Processing Theories 3.3 Sociocultural Theory 4. Deixis (Pragmatics by Stephen C. Levinson) 4.0 Introduction 4.1 Philosophical approaches 4.2 descriptive approaches 4.2.1 Person deixis 4.2.2 Time deixis 4.2.3 Place deixis 4.2.4 Discourse deixis 4.2.5 Social deixis 4.3 Conclusions 5. Principles of Pragmatics (Principle of Pragmatics by Geoffrey N. Leech) 5.1 A set of postulates 5.2 The Interpersonal role of the Cooperative Principle (CP) 5.2.1 Maxims of Quantity 5.2.2 Maxims of Quality 5.2.3 Maxim of Relation 5.2.4 Maxim of Manner 6. The Politeness Principle (PP) (Politeness: Some Universals in Language Usage by Penelope Brown and Stephen C. Levinson); (Principle of Pragmatics by Geoffrey N. Leech 6.1 Maxims of Politeness 6.1.1 The Generosity Maxim 6.1.2 The Approbation maxim 6.1.3 The Modesty Maxim 6.1.4 Other Maxims of politeness 6.2 Metalinguistic aspetcs of politeness 6.3 Irony and banter 6.4 Hyperbole and litotes 6.1 Realizations of Politeness strategies in language 6.1.1 Positive Politeness 6.1.2 Negative Politeness 6.1.3 Off record 7. Speech Acts (Pragmatics by Stephen C. Levinson) 7.1 Locutionary act 7.2 Illocutionary act 7.3 Perlocutionary act 7.4 Speech-act verbs in English (Principle of Pragmatics by Geoffrey N. Leech) 7.5 Basic types of utterance 7.6 Felicity Conditions 7.7 Sincerity Conditions 8. Interlanguage Pragmatics and politeness across languages and cultures 9. Classroom research on interlanguage pragmatics. (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper. 10. Pragmatics in classroom (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 10.1 Inductives and deductive teaching of compliments and compliment responses 10.2 The role of input enhancement in developing pragmatic competence 10.3 Use of address terms 11. Core areas of Pragmatics (Pragmatics for Language Educators: A Sociolinguistic Perspective by Virginia LoCastro.. 11.1 Interactional Construction of Identity 11.2 Language, Gender, and Power 12. The Assessment of Pragmatic Ability (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 12.1 Use of Address terms in English 12.2 Indicators for pragmatic instruction:Some quantitative tools 12.3 Pragmatics tests: Different purposes, different tests 13. Related articles to be discussed: 13. “Relevance Theory” by Deidre Wilson and Dan Sperberpublished in L. Horn & G. Ward (eds.) (2004). Blackwell’s Handbook of Pragmatics: 607-632. 13.2 “Pragmatics And Language Teaching” by Prof. Dr. Mehmet DEMİREZEN . (1999) Hacettepe Üniversitesi Eğitim Fakültesi Dergisi Sayı:6 : 181-187 13.3 “Pragmatic awareness and second language learning motivation: A mixed-methods investigation” by He Yang and Wei (2020). Pragmatics and Cognition. December DOI: 10.1075/pc.19022.yan |
1.The scope of pragmatics 1.1The origin and historical vagaries of the term pragmatics, 1.2 Defining pragmatics, 1.3 Defining pragmatic competence 1.4 Current interest in pragmatics 1.5 Pragmatics in language teaching 2. Pragmatic Competence (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 2.1 Models of Pragmatic Competence 2.2 Components of Pragmatic Competence 3.Theories of Pragmatic Development (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 3.1 The Acculturation Model 3.2 Cognitive Processing Theories 3.3 Sociocultural Theory 4. Deixis (Pragmatics by Stephen C. Levinson) 4.0 Introduction 4.1 Philosophical approaches 4.2 descriptive approaches 4.2.1 Person deixis 4.2.2 Time deixis 4.2.3 Place deixis 4.2.4 Discourse deixis 4.2.5 Social deixis 4.3 Conclusions 5. Principles of Pragmatics (Principle of Pragmatics by Geoffrey N. Leech) 5.1 A set of postulates 5.2 The Interpersonal role of the Cooperative Principle (CP) 5.2.1 Maxims of Quantity 5.2.2 Maxims of Quality 5.2.3 Maxim of Relation 5.2.4 Maxim of Manner 6. The Politeness Principle (PP) (Politeness: Some Universals in Language Usage by Penelope Brown and Stephen C. Levinson); (Principle of Pragmatics by Geoffrey N. Leech 6.1 Maxims of Politeness 6.1.1 The Generosity Maxim 6.1.2 The Approbation maxim 6.1.3 The Modesty Maxim 6.1.4 Other Maxims of politeness 6.2 Metalinguistic aspetcs of politeness 6.3 Irony and banter 6.4 Hyperbole and litotes 6.1 Realizations of Politeness strategies in language 6.1.1 Positive Politeness 6.1.2 Negative Politeness 6.1.3 Off record 7. Speech Acts (Pragmatics by Stephen C. Levinson) 7.1 Locutionary act 7.2 Illocutionary act 7.3 Perlocutionary act 7.4 Speech-act verbs in English (Principle of Pragmatics by Geoffrey N. Leech) 7.5 Basic types of utterance 7.6 Felicity Conditions 7.7 Sincerity Conditions 8. Interlanguage Pragmatics and politeness across languages and cultures 9. Classroom research on interlanguage pragmatics. (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper. 10. Pragmatics in classroom (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 10.1 Inductives and deductive teaching of compliments and compliment responses 10.2 The role of input enhancement in developing pragmatic competence 10.3 Use of address terms 11. Core areas of Pragmatics (Pragmatics for Language Educators: A Sociolinguistic Perspective by Virginia LoCastro.. 11.1 Interactional Construction of Identity 11.2 Language, Gender, and Power 12. The Assessment of Pragmatic Ability (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 12.1 Use of Address terms in English 12.2 Indicators for pragmatic instruction:Some quantitative tools 12.3 Pragmatics tests: Different purposes, different tests 13. Related articles to be discussed: 13. “Relevance Theory” by Deidre Wilson and Dan Sperberpublished in L. Horn & G. Ward (eds.) (2004). Blackwell’s Handbook of Pragmatics: 607-632. 13.2 “Pragmatics And Language Teaching” by Prof. Dr. Mehmet DEMİREZEN . (1999) Hacettepe Üniversitesi Eğitim Fakültesi Dergisi Sayı:6 : 181-187 13.3 “Pragmatic awareness and second language learning motivation: A mixed-methods investigation” by He Yang and Wei (2020). Pragmatics and Cognition. December DOI: 10.1075/pc.19022.yan |
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1.The scope of pragmatics 1.1The origin and historical vagaries of the term pragmatics, 1.2 Defining pragmatics, 1.3 Defining pragmatic competence 1.4 Current interest in pragmatics 1.5 Pragmatics in language teaching 2. Pragmatic Competence (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 2.1 Models of Pragmatic Competence 2.2 Components of Pragmatic Competence 3.Theories of Pragmatic Development (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 3.1 The Acculturation Model 3.2 Cognitive Processing Theories 3.3 Sociocultural Theory 4. Deixis (Pragmatics by Stephen C. Levinson) 4.0 Introduction 4.1 Philosophical approaches 4.2 descriptive approaches 4.2.1 Person deixis 4.2.2 Time deixis 4.2.3 Place deixis 4.2.4 Discourse deixis 4.2.5 Social deixis 4.3 Conclusions 5. Principles of Pragmatics (Principle of Pragmatics by Geoffrey N. Leech) 5.1 A set of postulates 5.2 The Interpersonal role of the Cooperative Principle (CP) 5.2.1 Maxims of Quantity 5.2.2 Maxims of Quality 5.2.3 Maxim of Relation 5.2.4 Maxim of Manner 6. The Politeness Principle (PP) (Politeness: Some Universals in Language Usage by Penelope Brown and Stephen C. Levinson); (Principle of Pragmatics by Geoffrey N. Leech 6.1 Maxims of Politeness 6.1.1 The Generosity Maxim 6.1.2 The Approbation maxim 6.1.3 The Modesty Maxim 6.1.4 Other Maxims of politeness 6.2 Metalinguistic aspetcs of politeness 6.3 Irony and banter 6.4 Hyperbole and litotes 6.1 Realizations of Politeness strategies in language 6.1.1 Positive Politeness 6.1.2 Negative Politeness 6.1.3 Off record 7. Speech Acts (Pragmatics by Stephen C. Levinson) 7.1 Locutionary act 7.2 Illocutionary act 7.3 Perlocutionary act 7.4 Speech-act verbs in English (Principle of Pragmatics by Geoffrey N. Leech) 7.5 Basic types of utterance 7.6 Felicity Conditions 7.7 Sincerity Conditions 8. Interlanguage Pragmatics and politeness across languages and cultures 9. Classroom research on interlanguage pragmatics. (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper. 10. Pragmatics in classroom (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 10.1 Inductives and deductive teaching of compliments and compliment responses 10.2 The role of input enhancement in developing pragmatic competence 10.3 Use of address terms 11. Core areas of Pragmatics (Pragmatics for Language Educators: A Sociolinguistic Perspective by Virginia LoCastro.. 11.1 Interactional Construction of Identity 11.2 Language, Gender, and Power 12. The Assessment of Pragmatic Ability (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 12.1 Use of Address terms in English 12.2 Indicators for pragmatic instruction:Some quantitative tools 12.3 Pragmatics tests: Different purposes, different tests 13. Related articles to be discussed: 13. “Relevance Theory” by Deidre Wilson and Dan Sperberpublished in L. Horn & G. Ward (eds.) (2004). Blackwell’s Handbook of Pragmatics: 607-632. 13.2 “Pragmatics And Language Teaching” by Prof. Dr. Mehmet DEMİREZEN . (1999) Hacettepe Üniversitesi Eğitim Fakültesi Dergisi Sayı:6 : 181-187 13.3 “Pragmatic awareness and second language learning motivation: A mixed-methods investigation” by He Yang and Wei (2020). Pragmatics and Cognition. December DOI: 10.1075/pc.19022.yan |
1.The scope of pragmatics 1.1The origin and historical vagaries of the term pragmatics, 1.2 Defining pragmatics, 1.3 Defining pragmatic competence 1.4 Current interest in pragmatics 1.5 Pragmatics in language teaching 2. Pragmatic Competence (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 2.1 Models of Pragmatic Competence 2.2 Components of Pragmatic Competence 3.Theories of Pragmatic Development (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 3.1 The Acculturation Model 3.2 Cognitive Processing Theories 3.3 Sociocultural Theory 4. Deixis (Pragmatics by Stephen C. Levinson) 4.0 Introduction 4.1 Philosophical approaches 4.2 descriptive approaches 4.2.1 Person deixis 4.2.2 Time deixis 4.2.3 Place deixis 4.2.4 Discourse deixis 4.2.5 Social deixis 4.3 Conclusions 5. Principles of Pragmatics (Principle of Pragmatics by Geoffrey N. Leech) 5.1 A set of postulates 5.2 The Interpersonal role of the Cooperative Principle (CP) 5.2.1 Maxims of Quantity 5.2.2 Maxims of Quality 5.2.3 Maxim of Relation 5.2.4 Maxim of Manner 6. The Politeness Principle (PP) (Politeness: Some Universals in Language Usage by Penelope Brown and Stephen C. Levinson); (Principle of Pragmatics by Geoffrey N. Leech 6.1 Maxims of Politeness 6.1.1 The Generosity Maxim 6.1.2 The Approbation maxim 6.1.3 The Modesty Maxim 6.1.4 Other Maxims of politeness 6.2 Metalinguistic aspetcs of politeness 6.3 Irony and banter 6.4 Hyperbole and litotes 6.1 Realizations of Politeness strategies in language 6.1.1 Positive Politeness 6.1.2 Negative Politeness 6.1.3 Off record 7. Speech Acts (Pragmatics by Stephen C. Levinson) 7.1 Locutionary act 7.2 Illocutionary act 7.3 Perlocutionary act 7.4 Speech-act verbs in English (Principle of Pragmatics by Geoffrey N. Leech) 7.5 Basic types of utterance 7.6 Felicity Conditions 7.7 Sincerity Conditions 8. Interlanguage Pragmatics and politeness across languages and cultures 9. Classroom research on interlanguage pragmatics. (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper. 10. Pragmatics in classroom (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 10.1 Inductives and deductive teaching of compliments and compliment responses 10.2 The role of input enhancement in developing pragmatic competence 10.3 Use of address terms 11. Core areas of Pragmatics (Pragmatics for Language Educators: A Sociolinguistic Perspective by Virginia LoCastro.. 11.1 Interactional Construction of Identity 11.2 Language, Gender, and Power 12. The Assessment of Pragmatic Ability (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 12.1 Use of Address terms in English 12.2 Indicators for pragmatic instruction:Some quantitative tools 12.3 Pragmatics tests: Different purposes, different tests 13. Related articles to be discussed: 13. “Relevance Theory” by Deidre Wilson and Dan Sperberpublished in L. Horn & G. Ward (eds.) (2004). Blackwell’s Handbook of Pragmatics: 607-632. 13.2 “Pragmatics And Language Teaching” by Prof. Dr. Mehmet DEMİREZEN . (1999) Hacettepe Üniversitesi Eğitim Fakültesi Dergisi Sayı:6 : 181-187 13.3 “Pragmatic awareness and second language learning motivation: A mixed-methods investigation” by He Yang and Wei (2020). Pragmatics and Cognition. December DOI: 10.1075/pc.19022.yan |
1.The scope of pragmatics 1.1The origin and historical vagaries of the term pragmatics, 1.2 Defining pragmatics, 1.3 Defining pragmatic competence 1.4 Current interest in pragmatics 1.5 Pragmatics in language teaching 2. Pragmatic Competence (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 2.1 Models of Pragmatic Competence 2.2 Components of Pragmatic Competence 3.Theories of Pragmatic Development (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 3.1 The Acculturation Model 3.2 Cognitive Processing Theories 3.3 Sociocultural Theory 4. Deixis (Pragmatics by Stephen C. Levinson) 4.0 Introduction 4.1 Philosophical approaches 4.2 descriptive approaches 4.2.1 Person deixis 4.2.2 Time deixis 4.2.3 Place deixis 4.2.4 Discourse deixis 4.2.5 Social deixis 4.3 Conclusions 5. Principles of Pragmatics (Principle of Pragmatics by Geoffrey N. Leech) 5.1 A set of postulates 5.2 The Interpersonal role of the Cooperative Principle (CP) 5.2.1 Maxims of Quantity 5.2.2 Maxims of Quality 5.2.3 Maxim of Relation 5.2.4 Maxim of Manner 6. The Politeness Principle (PP) (Politeness: Some Universals in Language Usage by Penelope Brown and Stephen C. Levinson); (Principle of Pragmatics by Geoffrey N. Leech 6.1 Maxims of Politeness 6.1.1 The Generosity Maxim 6.1.2 The Approbation maxim 6.1.3 The Modesty Maxim 6.1.4 Other Maxims of politeness 6.2 Metalinguistic aspetcs of politeness 6.3 Irony and banter 6.4 Hyperbole and litotes 6.1 Realizations of Politeness strategies in language 6.1.1 Positive Politeness 6.1.2 Negative Politeness 6.1.3 Off record 7. Speech Acts (Pragmatics by Stephen C. Levinson) 7.1 Locutionary act 7.2 Illocutionary act 7.3 Perlocutionary act 7.4 Speech-act verbs in English (Principle of Pragmatics by Geoffrey N. Leech) 7.5 Basic types of utterance 7.6 Felicity Conditions 7.7 Sincerity Conditions 8. Interlanguage Pragmatics and politeness across languages and cultures 9. Classroom research on interlanguage pragmatics. (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper. 10. Pragmatics in classroom (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 10.1 Inductives and deductive teaching of compliments and compliment responses 10.2 The role of input enhancement in developing pragmatic competence 10.3 Use of address terms 11. Core areas of Pragmatics (Pragmatics for Language Educators: A Sociolinguistic Perspective by Virginia LoCastro.. 11.1 Interactional Construction of Identity 11.2 Language, Gender, and Power 12. The Assessment of Pragmatic Ability (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 12.1 Use of Address terms in English 12.2 Indicators for pragmatic instruction:Some quantitative tools 12.3 Pragmatics tests: Different purposes, different tests 13. Related articles to be discussed: 13. “Relevance Theory” by Deidre Wilson and Dan Sperberpublished in L. Horn & G. Ward (eds.) (2004). Blackwell’s Handbook of Pragmatics: 607-632. 13.2 “Pragmatics And Language Teaching” by Prof. Dr. Mehmet DEMİREZEN . (1999) Hacettepe Üniversitesi Eğitim Fakültesi Dergisi Sayı:6 : 181-187 13.3 “Pragmatic awareness and second language learning motivation: A mixed-methods investigation” by He Yang and Wei (2020). Pragmatics and Cognition. December DOI: 10.1075/pc.19022.yan |
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1.The scope of pragmatics 1.1The origin and historical vagaries of the term pragmatics, 1.2 Defining pragmatics, 1.3 Defining pragmatic competence 1.4 Current interest in pragmatics 1.5 Pragmatics in language teaching 2. Pragmatic Competence (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 2.1 Models of Pragmatic Competence 2.2 Components of Pragmatic Competence 3.Theories of Pragmatic Development (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 3.1 The Acculturation Model 3.2 Cognitive Processing Theories 3.3 Sociocultural Theory 4. Deixis (Pragmatics by Stephen C. Levinson) 4.0 Introduction 4.1 Philosophical approaches 4.2 descriptive approaches 4.2.1 Person deixis 4.2.2 Time deixis 4.2.3 Place deixis 4.2.4 Discourse deixis 4.2.5 Social deixis 4.3 Conclusions 5. Principles of Pragmatics (Principle of Pragmatics by Geoffrey N. Leech) 5.1 A set of postulates 5.2 The Interpersonal role of the Cooperative Principle (CP) 5.2.1 Maxims of Quantity 5.2.2 Maxims of Quality 5.2.3 Maxim of Relation 5.2.4 Maxim of Manner 6. The Politeness Principle (PP) (Politeness: Some Universals in Language Usage by Penelope Brown and Stephen C. Levinson); (Principle of Pragmatics by Geoffrey N. Leech 6.1 Maxims of Politeness 6.1.1 The Generosity Maxim 6.1.2 The Approbation maxim 6.1.3 The Modesty Maxim 6.1.4 Other Maxims of politeness 6.2 Metalinguistic aspetcs of politeness 6.3 Irony and banter 6.4 Hyperbole and litotes 6.1 Realizations of Politeness strategies in language 6.1.1 Positive Politeness 6.1.2 Negative Politeness 6.1.3 Off record 7. Speech Acts (Pragmatics by Stephen C. Levinson) 7.1 Locutionary act 7.2 Illocutionary act 7.3 Perlocutionary act 7.4 Speech-act verbs in English (Principle of Pragmatics by Geoffrey N. Leech) 7.5 Basic types of utterance 7.6 Felicity Conditions 7.7 Sincerity Conditions 8. Interlanguage Pragmatics and politeness across languages and cultures 9. Classroom research on interlanguage pragmatics. (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper. 10. Pragmatics in classroom (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 10.1 Inductives and deductive teaching of compliments and compliment responses 10.2 The role of input enhancement in developing pragmatic competence 10.3 Use of address terms 11. Core areas of Pragmatics (Pragmatics for Language Educators: A Sociolinguistic Perspective by Virginia LoCastro.. 11.1 Interactional Construction of Identity 11.2 Language, Gender, and Power 12. The Assessment of Pragmatic Ability (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 12.1 Use of Address terms in English 12.2 Indicators for pragmatic instruction:Some quantitative tools 12.3 Pragmatics tests: Different purposes, different tests 13. Related articles to be discussed: 13. “Relevance Theory” by Deidre Wilson and Dan Sperberpublished in L. Horn & G. Ward (eds.) (2004). Blackwell’s Handbook of Pragmatics: 607-632. 13.2 “Pragmatics And Language Teaching” by Prof. Dr. Mehmet DEMİREZEN . (1999) Hacettepe Üniversitesi Eğitim Fakültesi Dergisi Sayı:6 : 181-187 13.3 “Pragmatic awareness and second language learning motivation: A mixed-methods investigation” by He Yang and Wei (2020). Pragmatics and Cognition. December DOI: 10.1075/pc.19022.yan |
1.The scope of pragmatics 1.1The origin and historical vagaries of the term pragmatics, 1.2 Defining pragmatics, 1.3 Defining pragmatic competence 1.4 Current interest in pragmatics 1.5 Pragmatics in language teaching 2. Pragmatic Competence (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 2.1 Models of Pragmatic Competence 2.2 Components of Pragmatic Competence 3.Theories of Pragmatic Development (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 3.1 The Acculturation Model 3.2 Cognitive Processing Theories 3.3 Sociocultural Theory 4. Deixis (Pragmatics by Stephen C. Levinson) 4.0 Introduction 4.1 Philosophical approaches 4.2 descriptive approaches 4.2.1 Person deixis 4.2.2 Time deixis 4.2.3 Place deixis 4.2.4 Discourse deixis 4.2.5 Social deixis 4.3 Conclusions 5. Principles of Pragmatics (Principle of Pragmatics by Geoffrey N. Leech) 5.1 A set of postulates 5.2 The Interpersonal role of the Cooperative Principle (CP) 5.2.1 Maxims of Quantity 5.2.2 Maxims of Quality 5.2.3 Maxim of Relation 5.2.4 Maxim of Manner 6. The Politeness Principle (PP) (Politeness: Some Universals in Language Usage by Penelope Brown and Stephen C. Levinson); (Principle of Pragmatics by Geoffrey N. Leech 6.1 Maxims of Politeness 6.1.1 The Generosity Maxim 6.1.2 The Approbation maxim 6.1.3 The Modesty Maxim 6.1.4 Other Maxims of politeness 6.2 Metalinguistic aspetcs of politeness 6.3 Irony and banter 6.4 Hyperbole and litotes 6.1 Realizations of Politeness strategies in language 6.1.1 Positive Politeness 6.1.2 Negative Politeness 6.1.3 Off record 7. Speech Acts (Pragmatics by Stephen C. Levinson) 7.1 Locutionary act 7.2 Illocutionary act 7.3 Perlocutionary act 7.4 Speech-act verbs in English (Principle of Pragmatics by Geoffrey N. Leech) 7.5 Basic types of utterance 7.6 Felicity Conditions 7.7 Sincerity Conditions 8. Interlanguage Pragmatics and politeness across languages and cultures 9. Classroom research on interlanguage pragmatics. (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper. 10. Pragmatics in classroom (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 10.1 Inductives and deductive teaching of compliments and compliment responses 10.2 The role of input enhancement in developing pragmatic competence 10.3 Use of address terms 11. Core areas of Pragmatics (Pragmatics for Language Educators: A Sociolinguistic Perspective by Virginia LoCastro.. 11.1 Interactional Construction of Identity 11.2 Language, Gender, and Power 12. The Assessment of Pragmatic Ability (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 12.1 Use of Address terms in English 12.2 Indicators for pragmatic instruction:Some quantitative tools 12.3 Pragmatics tests: Different purposes, different tests 13. Related articles to be discussed: 13. “Relevance Theory” by Deidre Wilson and Dan Sperberpublished in L. Horn & G. Ward (eds.) (2004). Blackwell’s Handbook of Pragmatics: 607-632. 13.2 “Pragmatics And Language Teaching” by Prof. Dr. Mehmet DEMİREZEN . (1999) Hacettepe Üniversitesi Eğitim Fakültesi Dergisi Sayı:6 : 181-187 13.3 “Pragmatic awareness and second language learning motivation: A mixed-methods investigation” by He Yang and Wei (2020). Pragmatics and Cognition. December DOI: 10.1075/pc.19022.yan |
1.The scope of pragmatics 1.1The origin and historical vagaries of the term pragmatics, 1.2 Defining pragmatics, 1.3 Defining pragmatic competence 1.4 Current interest in pragmatics 1.5 Pragmatics in language teaching 2. Pragmatic Competence (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 2.1 Models of Pragmatic Competence 2.2 Components of Pragmatic Competence 3.Theories of Pragmatic Development (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 3.1 The Acculturation Model 3.2 Cognitive Processing Theories 3.3 Sociocultural Theory 4. Deixis (Pragmatics by Stephen C. Levinson) 4.0 Introduction 4.1 Philosophical approaches 4.2 descriptive approaches 4.2.1 Person deixis 4.2.2 Time deixis 4.2.3 Place deixis 4.2.4 Discourse deixis 4.2.5 Social deixis 4.3 Conclusions 5. Principles of Pragmatics (Principle of Pragmatics by Geoffrey N. Leech) 5.1 A set of postulates 5.2 The Interpersonal role of the Cooperative Principle (CP) 5.2.1 Maxims of Quantity 5.2.2 Maxims of Quality 5.2.3 Maxim of Relation 5.2.4 Maxim of Manner 6. The Politeness Principle (PP) (Politeness: Some Universals in Language Usage by Penelope Brown and Stephen C. Levinson); (Principle of Pragmatics by Geoffrey N. Leech 6.1 Maxims of Politeness 6.1.1 The Generosity Maxim 6.1.2 The Approbation maxim 6.1.3 The Modesty Maxim 6.1.4 Other Maxims of politeness 6.2 Metalinguistic aspetcs of politeness 6.3 Irony and banter 6.4 Hyperbole and litotes 6.1 Realizations of Politeness strategies in language 6.1.1 Positive Politeness 6.1.2 Negative Politeness 6.1.3 Off record 7. Speech Acts (Pragmatics by Stephen C. Levinson) 7.1 Locutionary act 7.2 Illocutionary act 7.3 Perlocutionary act 7.4 Speech-act verbs in English (Principle of Pragmatics by Geoffrey N. Leech) 7.5 Basic types of utterance 7.6 Felicity Conditions 7.7 Sincerity Conditions 8. Interlanguage Pragmatics and politeness across languages and cultures 9. Classroom research on interlanguage pragmatics. (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper. 10. Pragmatics in classroom (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 10.1 Inductives and deductive teaching of compliments and compliment responses 10.2 The role of input enhancement in developing pragmatic competence 10.3 Use of address terms 11. Core areas of Pragmatics (Pragmatics for Language Educators: A Sociolinguistic Perspective by Virginia LoCastro.. 11.1 Interactional Construction of Identity 11.2 Language, Gender, and Power 12. The Assessment of Pragmatic Ability (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 12.1 Use of Address terms in English 12.2 Indicators for pragmatic instruction:Some quantitative tools 12.3 Pragmatics tests: Different purposes, different tests 13. Related articles to be discussed: 13. “Relevance Theory” by Deidre Wilson and Dan Sperberpublished in L. Horn & G. Ward (eds.) (2004). Blackwell’s Handbook of Pragmatics: 607-632. 13.2 “Pragmatics And Language Teaching” by Prof. Dr. Mehmet DEMİREZEN . (1999) Hacettepe Üniversitesi Eğitim Fakültesi Dergisi Sayı:6 : 181-187 13.3 “Pragmatic awareness and second language learning motivation: A mixed-methods investigation” by He Yang and Wei (2020). Pragmatics and Cognition. December DOI: 10.1075/pc.19022.yan |
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1.The scope of pragmatics 1.1The origin and historical vagaries of the term pragmatics, 1.2 Defining pragmatics, 1.3 Defining pragmatic competence 1.4 Current interest in pragmatics 1.5 Pragmatics in language teaching 2. Pragmatic Competence (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 2.1 Models of Pragmatic Competence 2.2 Components of Pragmatic Competence 3.Theories of Pragmatic Development (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 3.1 The Acculturation Model 3.2 Cognitive Processing Theories 3.3 Sociocultural Theory 4. Deixis (Pragmatics by Stephen C. Levinson) 4.0 Introduction 4.1 Philosophical approaches 4.2 descriptive approaches 4.2.1 Person deixis 4.2.2 Time deixis 4.2.3 Place deixis 4.2.4 Discourse deixis 4.2.5 Social deixis 4.3 Conclusions 5. Principles of Pragmatics (Principle of Pragmatics by Geoffrey N. Leech) 5.1 A set of postulates 5.2 The Interpersonal role of the Cooperative Principle (CP) 5.2.1 Maxims of Quantity 5.2.2 Maxims of Quality 5.2.3 Maxim of Relation 5.2.4 Maxim of Manner 6. The Politeness Principle (PP) (Politeness: Some Universals in Language Usage by Penelope Brown and Stephen C. Levinson); (Principle of Pragmatics by Geoffrey N. Leech 6.1 Maxims of Politeness 6.1.1 The Generosity Maxim 6.1.2 The Approbation maxim 6.1.3 The Modesty Maxim 6.1.4 Other Maxims of politeness 6.2 Metalinguistic aspetcs of politeness 6.3 Irony and banter 6.4 Hyperbole and litotes 6.1 Realizations of Politeness strategies in language 6.1.1 Positive Politeness 6.1.2 Negative Politeness 6.1.3 Off record 7. Speech Acts (Pragmatics by Stephen C. Levinson) 7.1 Locutionary act 7.2 Illocutionary act 7.3 Perlocutionary act 7.4 Speech-act verbs in English (Principle of Pragmatics by Geoffrey N. Leech) 7.5 Basic types of utterance 7.6 Felicity Conditions 7.7 Sincerity Conditions 8. Interlanguage Pragmatics and politeness across languages and cultures 9. Classroom research on interlanguage pragmatics. (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper. 10. Pragmatics in classroom (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 10.1 Inductives and deductive teaching of compliments and compliment responses 10.2 The role of input enhancement in developing pragmatic competence 10.3 Use of address terms 11. Core areas of Pragmatics (Pragmatics for Language Educators: A Sociolinguistic Perspective by Virginia LoCastro.. 11.1 Interactional Construction of Identity 11.2 Language, Gender, and Power 12. The Assessment of Pragmatic Ability (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 12.1 Use of Address terms in English 12.2 Indicators for pragmatic instruction:Some quantitative tools 12.3 Pragmatics tests: Different purposes, different tests 13. Related articles to be discussed: 13. “Relevance Theory” by Deidre Wilson and Dan Sperberpublished in L. Horn & G. Ward (eds.) (2004). Blackwell’s Handbook of Pragmatics: 607-632. 13.2 “Pragmatics And Language Teaching” by Prof. Dr. Mehmet DEMİREZEN . (1999) Hacettepe Üniversitesi Eğitim Fakültesi Dergisi Sayı:6 : 181-187 13.3 “Pragmatic awareness and second language learning motivation: A mixed-methods investigation” by He Yang and Wei (2020). Pragmatics and Cognition. December DOI: 10.1075/pc.19022.yan |
1.The scope of pragmatics 1.1The origin and historical vagaries of the term pragmatics, 1.2 Defining pragmatics, 1.3 Defining pragmatic competence 1.4 Current interest in pragmatics 1.5 Pragmatics in language teaching 2. Pragmatic Competence (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 2.1 Models of Pragmatic Competence 2.2 Components of Pragmatic Competence 3.Theories of Pragmatic Development (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 3.1 The Acculturation Model 3.2 Cognitive Processing Theories 3.3 Sociocultural Theory 4. Deixis (Pragmatics by Stephen C. Levinson) 4.0 Introduction 4.1 Philosophical approaches 4.2 descriptive approaches 4.2.1 Person deixis 4.2.2 Time deixis 4.2.3 Place deixis 4.2.4 Discourse deixis 4.2.5 Social deixis 4.3 Conclusions 5. Principles of Pragmatics (Principle of Pragmatics by Geoffrey N. Leech) 5.1 A set of postulates 5.2 The Interpersonal role of the Cooperative Principle (CP) 5.2.1 Maxims of Quantity 5.2.2 Maxims of Quality 5.2.3 Maxim of Relation 5.2.4 Maxim of Manner 6. The Politeness Principle (PP) (Politeness: Some Universals in Language Usage by Penelope Brown and Stephen C. Levinson); (Principle of Pragmatics by Geoffrey N. Leech 6.1 Maxims of Politeness 6.1.1 The Generosity Maxim 6.1.2 The Approbation maxim 6.1.3 The Modesty Maxim 6.1.4 Other Maxims of politeness 6.2 Metalinguistic aspetcs of politeness 6.3 Irony and banter 6.4 Hyperbole and litotes 6.1 Realizations of Politeness strategies in language 6.1.1 Positive Politeness 6.1.2 Negative Politeness 6.1.3 Off record 7. Speech Acts (Pragmatics by Stephen C. Levinson) 7.1 Locutionary act 7.2 Illocutionary act 7.3 Perlocutionary act 7.4 Speech-act verbs in English (Principle of Pragmatics by Geoffrey N. Leech) 7.5 Basic types of utterance 7.6 Felicity Conditions 7.7 Sincerity Conditions 8. Interlanguage Pragmatics and politeness across languages and cultures 9. Classroom research on interlanguage pragmatics. (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper. 10. Pragmatics in classroom (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 10.1 Inductives and deductive teaching of compliments and compliment responses 10.2 The role of input enhancement in developing pragmatic competence 10.3 Use of address terms 11. Core areas of Pragmatics (Pragmatics for Language Educators: A Sociolinguistic Perspective by Virginia LoCastro.. 11.1 Interactional Construction of Identity 11.2 Language, Gender, and Power 12. The Assessment of Pragmatic Ability (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 12.1 Use of Address terms in English 12.2 Indicators for pragmatic instruction:Some quantitative tools 12.3 Pragmatics tests: Different purposes, different tests 13. Related articles to be discussed: 13. “Relevance Theory” by Deidre Wilson and Dan Sperberpublished in L. Horn & G. Ward (eds.) (2004). Blackwell’s Handbook of Pragmatics: 607-632. 13.2 “Pragmatics And Language Teaching” by Prof. Dr. Mehmet DEMİREZEN . (1999) Hacettepe Üniversitesi Eğitim Fakültesi Dergisi Sayı:6 : 181-187 13.3 “Pragmatic awareness and second language learning motivation: A mixed-methods investigation” by He Yang and Wei (2020). Pragmatics and Cognition. December DOI: 10.1075/pc.19022.yan |
1.The scope of pragmatics 1.1The origin and historical vagaries of the term pragmatics, 1.2 Defining pragmatics, 1.3 Defining pragmatic competence 1.4 Current interest in pragmatics 1.5 Pragmatics in language teaching 2. Pragmatic Competence (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 2.1 Models of Pragmatic Competence 2.2 Components of Pragmatic Competence 3.Theories of Pragmatic Development (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 3.1 The Acculturation Model 3.2 Cognitive Processing Theories 3.3 Sociocultural Theory 4. Deixis (Pragmatics by Stephen C. Levinson) 4.0 Introduction 4.1 Philosophical approaches 4.2 descriptive approaches 4.2.1 Person deixis 4.2.2 Time deixis 4.2.3 Place deixis 4.2.4 Discourse deixis 4.2.5 Social deixis 4.3 Conclusions 5. Principles of Pragmatics (Principle of Pragmatics by Geoffrey N. Leech) 5.1 A set of postulates 5.2 The Interpersonal role of the Cooperative Principle (CP) 5.2.1 Maxims of Quantity 5.2.2 Maxims of Quality 5.2.3 Maxim of Relation 5.2.4 Maxim of Manner 6. The Politeness Principle (PP) (Politeness: Some Universals in Language Usage by Penelope Brown and Stephen C. Levinson); (Principle of Pragmatics by Geoffrey N. Leech 6.1 Maxims of Politeness 6.1.1 The Generosity Maxim 6.1.2 The Approbation maxim 6.1.3 The Modesty Maxim 6.1.4 Other Maxims of politeness 6.2 Metalinguistic aspetcs of politeness 6.3 Irony and banter 6.4 Hyperbole and litotes 6.1 Realizations of Politeness strategies in language 6.1.1 Positive Politeness 6.1.2 Negative Politeness 6.1.3 Off record 7. Speech Acts (Pragmatics by Stephen C. Levinson) 7.1 Locutionary act 7.2 Illocutionary act 7.3 Perlocutionary act 7.4 Speech-act verbs in English (Principle of Pragmatics by Geoffrey N. Leech) 7.5 Basic types of utterance 7.6 Felicity Conditions 7.7 Sincerity Conditions 8. Interlanguage Pragmatics and politeness across languages and cultures 9. Classroom research on interlanguage pragmatics. (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper. 10. Pragmatics in classroom (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 10.1 Inductives and deductive teaching of compliments and compliment responses 10.2 The role of input enhancement in developing pragmatic competence 10.3 Use of address terms 11. Core areas of Pragmatics (Pragmatics for Language Educators: A Sociolinguistic Perspective by Virginia LoCastro.. 11.1 Interactional Construction of Identity 11.2 Language, Gender, and Power 12. The Assessment of Pragmatic Ability (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 12.1 Use of Address terms in English 12.2 Indicators for pragmatic instruction:Some quantitative tools 12.3 Pragmatics tests: Different purposes, different tests 13. Related articles to be discussed: 13. “Relevance Theory” by Deidre Wilson and Dan Sperberpublished in L. Horn & G. Ward (eds.) (2004). Blackwell’s Handbook of Pragmatics: 607-632. 13.2 “Pragmatics And Language Teaching” by Prof. Dr. Mehmet DEMİREZEN . (1999) Hacettepe Üniversitesi Eğitim Fakültesi Dergisi Sayı:6 : 181-187 13.3 “Pragmatic awareness and second language learning motivation: A mixed-methods investigation” by He Yang and Wei (2020). Pragmatics and Cognition. December DOI: 10.1075/pc.19022.yan |
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1.The scope of pragmatics 1.1The origin and historical vagaries of the term pragmatics, 1.2 Defining pragmatics, 1.3 Defining pragmatic competence 1.4 Current interest in pragmatics 1.5 Pragmatics in language teaching 2. Pragmatic Competence (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 2.1 Models of Pragmatic Competence 2.2 Components of Pragmatic Competence 3.Theories of Pragmatic Development (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 3.1 The Acculturation Model 3.2 Cognitive Processing Theories 3.3 Sociocultural Theory 4. Deixis (Pragmatics by Stephen C. Levinson) 4.0 Introduction 4.1 Philosophical approaches 4.2 descriptive approaches 4.2.1 Person deixis 4.2.2 Time deixis 4.2.3 Place deixis 4.2.4 Discourse deixis 4.2.5 Social deixis 4.3 Conclusions 5. Principles of Pragmatics (Principle of Pragmatics by Geoffrey N. Leech) 5.1 A set of postulates 5.2 The Interpersonal role of the Cooperative Principle (CP) 5.2.1 Maxims of Quantity 5.2.2 Maxims of Quality 5.2.3 Maxim of Relation 5.2.4 Maxim of Manner 6. The Politeness Principle (PP) (Politeness: Some Universals in Language Usage by Penelope Brown and Stephen C. Levinson); (Principle of Pragmatics by Geoffrey N. Leech 6.1 Maxims of Politeness 6.1.1 The Generosity Maxim 6.1.2 The Approbation maxim 6.1.3 The Modesty Maxim 6.1.4 Other Maxims of politeness 6.2 Metalinguistic aspetcs of politeness 6.3 Irony and banter 6.4 Hyperbole and litotes 6.1 Realizations of Politeness strategies in language 6.1.1 Positive Politeness 6.1.2 Negative Politeness 6.1.3 Off record 7. Speech Acts (Pragmatics by Stephen C. Levinson) 7.1 Locutionary act 7.2 Illocutionary act 7.3 Perlocutionary act 7.4 Speech-act verbs in English (Principle of Pragmatics by Geoffrey N. Leech) 7.5 Basic types of utterance 7.6 Felicity Conditions 7.7 Sincerity Conditions 8. Interlanguage Pragmatics and politeness across languages and cultures 9. Classroom research on interlanguage pragmatics. (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper. 10. Pragmatics in classroom (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 10.1 Inductives and deductive teaching of compliments and compliment responses 10.2 The role of input enhancement in developing pragmatic competence 10.3 Use of address terms 11. Core areas of Pragmatics (Pragmatics for Language Educators: A Sociolinguistic Perspective by Virginia LoCastro.. 11.1 Interactional Construction of Identity 11.2 Language, Gender, and Power 12. The Assessment of Pragmatic Ability (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 12.1 Use of Address terms in English 12.2 Indicators for pragmatic instruction:Some quantitative tools 12.3 Pragmatics tests: Different purposes, different tests 13. Related articles to be discussed: 13. “Relevance Theory” by Deidre Wilson and Dan Sperberpublished in L. Horn & G. Ward (eds.) (2004). Blackwell’s Handbook of Pragmatics: 607-632. 13.2 “Pragmatics And Language Teaching” by Prof. Dr. Mehmet DEMİREZEN . (1999) Hacettepe Üniversitesi Eğitim Fakültesi Dergisi Sayı:6 : 181-187 13.3 “Pragmatic awareness and second language learning motivation: A mixed-methods investigation” by He Yang and Wei (2020). Pragmatics and Cognition. December DOI: 10.1075/pc.19022.yan |
1.The scope of pragmatics 1.1The origin and historical vagaries of the term pragmatics, 1.2 Defining pragmatics, 1.3 Defining pragmatic competence 1.4 Current interest in pragmatics 1.5 Pragmatics in language teaching 2. Pragmatic Competence (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 2.1 Models of Pragmatic Competence 2.2 Components of Pragmatic Competence 3.Theories of Pragmatic Development (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 3.1 The Acculturation Model 3.2 Cognitive Processing Theories 3.3 Sociocultural Theory 4. Deixis (Pragmatics by Stephen C. Levinson) 4.0 Introduction 4.1 Philosophical approaches 4.2 descriptive approaches 4.2.1 Person deixis 4.2.2 Time deixis 4.2.3 Place deixis 4.2.4 Discourse deixis 4.2.5 Social deixis 4.3 Conclusions 5. Principles of Pragmatics (Principle of Pragmatics by Geoffrey N. Leech) 5.1 A set of postulates 5.2 The Interpersonal role of the Cooperative Principle (CP) 5.2.1 Maxims of Quantity 5.2.2 Maxims of Quality 5.2.3 Maxim of Relation 5.2.4 Maxim of Manner 6. The Politeness Principle (PP) (Politeness: Some Universals in Language Usage by Penelope Brown and Stephen C. Levinson); (Principle of Pragmatics by Geoffrey N. Leech 6.1 Maxims of Politeness 6.1.1 The Generosity Maxim 6.1.2 The Approbation maxim 6.1.3 The Modesty Maxim 6.1.4 Other Maxims of politeness 6.2 Metalinguistic aspetcs of politeness 6.3 Irony and banter 6.4 Hyperbole and litotes 6.1 Realizations of Politeness strategies in language 6.1.1 Positive Politeness 6.1.2 Negative Politeness 6.1.3 Off record 7. Speech Acts (Pragmatics by Stephen C. Levinson) 7.1 Locutionary act 7.2 Illocutionary act 7.3 Perlocutionary act 7.4 Speech-act verbs in English (Principle of Pragmatics by Geoffrey N. Leech) 7.5 Basic types of utterance 7.6 Felicity Conditions 7.7 Sincerity Conditions 8. Interlanguage Pragmatics and politeness across languages and cultures 9. Classroom research on interlanguage pragmatics. (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper. 10. Pragmatics in classroom (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 10.1 Inductives and deductive teaching of compliments and compliment responses 10.2 The role of input enhancement in developing pragmatic competence 10.3 Use of address terms 11. Core areas of Pragmatics (Pragmatics for Language Educators: A Sociolinguistic Perspective by Virginia LoCastro.. 11.1 Interactional Construction of Identity 11.2 Language, Gender, and Power 12. The Assessment of Pragmatic Ability (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 12.1 Use of Address terms in English 12.2 Indicators for pragmatic instruction:Some quantitative tools 12.3 Pragmatics tests: Different purposes, different tests 13. Related articles to be discussed: 13. “Relevance Theory” by Deidre Wilson and Dan Sperberpublished in L. Horn & G. Ward (eds.) (2004). Blackwell’s Handbook of Pragmatics: 607-632. 13.2 “Pragmatics And Language Teaching” by Prof. Dr. Mehmet DEMİREZEN . (1999) Hacettepe Üniversitesi Eğitim Fakültesi Dergisi Sayı:6 : 181-187 13.3 “Pragmatic awareness and second language learning motivation: A mixed-methods investigation” by He Yang and Wei (2020). Pragmatics and Cognition. December DOI: 10.1075/pc.19022.yan |
1.The scope of pragmatics 1.1The origin and historical vagaries of the term pragmatics, 1.2 Defining pragmatics, 1.3 Defining pragmatic competence 1.4 Current interest in pragmatics 1.5 Pragmatics in language teaching 2. Pragmatic Competence (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 2.1 Models of Pragmatic Competence 2.2 Components of Pragmatic Competence 3.Theories of Pragmatic Development (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 3.1 The Acculturation Model 3.2 Cognitive Processing Theories 3.3 Sociocultural Theory 4. Deixis (Pragmatics by Stephen C. Levinson) 4.0 Introduction 4.1 Philosophical approaches 4.2 descriptive approaches 4.2.1 Person deixis 4.2.2 Time deixis 4.2.3 Place deixis 4.2.4 Discourse deixis 4.2.5 Social deixis 4.3 Conclusions 5. Principles of Pragmatics (Principle of Pragmatics by Geoffrey N. Leech) 5.1 A set of postulates 5.2 The Interpersonal role of the Cooperative Principle (CP) 5.2.1 Maxims of Quantity 5.2.2 Maxims of Quality 5.2.3 Maxim of Relation 5.2.4 Maxim of Manner 6. The Politeness Principle (PP) (Politeness: Some Universals in Language Usage by Penelope Brown and Stephen C. Levinson); (Principle of Pragmatics by Geoffrey N. Leech 6.1 Maxims of Politeness 6.1.1 The Generosity Maxim 6.1.2 The Approbation maxim 6.1.3 The Modesty Maxim 6.1.4 Other Maxims of politeness 6.2 Metalinguistic aspetcs of politeness 6.3 Irony and banter 6.4 Hyperbole and litotes 6.1 Realizations of Politeness strategies in language 6.1.1 Positive Politeness 6.1.2 Negative Politeness 6.1.3 Off record 7. Speech Acts (Pragmatics by Stephen C. Levinson) 7.1 Locutionary act 7.2 Illocutionary act 7.3 Perlocutionary act 7.4 Speech-act verbs in English (Principle of Pragmatics by Geoffrey N. Leech) 7.5 Basic types of utterance 7.6 Felicity Conditions 7.7 Sincerity Conditions 8. Interlanguage Pragmatics and politeness across languages and cultures 9. Classroom research on interlanguage pragmatics. (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper. 10. Pragmatics in classroom (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 10.1 Inductives and deductive teaching of compliments and compliment responses 10.2 The role of input enhancement in developing pragmatic competence 10.3 Use of address terms 11. Core areas of Pragmatics (Pragmatics for Language Educators: A Sociolinguistic Perspective by Virginia LoCastro.. 11.1 Interactional Construction of Identity 11.2 Language, Gender, and Power 12. The Assessment of Pragmatic Ability (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 12.1 Use of Address terms in English 12.2 Indicators for pragmatic instruction:Some quantitative tools 12.3 Pragmatics tests: Different purposes, different tests 13. Related articles to be discussed: 13. “Relevance Theory” by Deidre Wilson and Dan Sperberpublished in L. Horn & G. Ward (eds.) (2004). Blackwell’s Handbook of Pragmatics: 607-632. 13.2 “Pragmatics And Language Teaching” by Prof. Dr. Mehmet DEMİREZEN . (1999) Hacettepe Üniversitesi Eğitim Fakültesi Dergisi Sayı:6 : 181-187 13.3 “Pragmatic awareness and second language learning motivation: A mixed-methods investigation” by He Yang and Wei (2020). Pragmatics and Cognition. December DOI: 10.1075/pc.19022.yan |
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1.The scope of pragmatics 1.1The origin and historical vagaries of the term pragmatics, 1.2 Defining pragmatics, 1.3 Defining pragmatic competence 1.4 Current interest in pragmatics 1.5 Pragmatics in language teaching 2. Pragmatic Competence (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 2.1 Models of Pragmatic Competence 2.2 Components of Pragmatic Competence 3.Theories of Pragmatic Development (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 3.1 The Acculturation Model 3.2 Cognitive Processing Theories 3.3 Sociocultural Theory 4. Deixis (Pragmatics by Stephen C. Levinson) 4.0 Introduction 4.1 Philosophical approaches 4.2 descriptive approaches 4.2.1 Person deixis 4.2.2 Time deixis 4.2.3 Place deixis 4.2.4 Discourse deixis 4.2.5 Social deixis 4.3 Conclusions 5. Principles of Pragmatics (Principle of Pragmatics by Geoffrey N. Leech) 5.1 A set of postulates 5.2 The Interpersonal role of the Cooperative Principle (CP) 5.2.1 Maxims of Quantity 5.2.2 Maxims of Quality 5.2.3 Maxim of Relation 5.2.4 Maxim of Manner 6. The Politeness Principle (PP) (Politeness: Some Universals in Language Usage by Penelope Brown and Stephen C. Levinson); (Principle of Pragmatics by Geoffrey N. Leech 6.1 Maxims of Politeness 6.1.1 The Generosity Maxim 6.1.2 The Approbation maxim 6.1.3 The Modesty Maxim 6.1.4 Other Maxims of politeness 6.2 Metalinguistic aspetcs of politeness 6.3 Irony and banter 6.4 Hyperbole and litotes 6.1 Realizations of Politeness strategies in language 6.1.1 Positive Politeness 6.1.2 Negative Politeness 6.1.3 Off record 7. Speech Acts (Pragmatics by Stephen C. Levinson) 7.1 Locutionary act 7.2 Illocutionary act 7.3 Perlocutionary act 7.4 Speech-act verbs in English (Principle of Pragmatics by Geoffrey N. Leech) 7.5 Basic types of utterance 7.6 Felicity Conditions 7.7 Sincerity Conditions 8. Interlanguage Pragmatics and politeness across languages and cultures 9. Classroom research on interlanguage pragmatics. (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper. 10. Pragmatics in classroom (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 10.1 Inductives and deductive teaching of compliments and compliment responses 10.2 The role of input enhancement in developing pragmatic competence 10.3 Use of address terms 11. Core areas of Pragmatics (Pragmatics for Language Educators: A Sociolinguistic Perspective by Virginia LoCastro.. 11.1 Interactional Construction of Identity 11.2 Language, Gender, and Power 12. The Assessment of Pragmatic Ability (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 12.1 Use of Address terms in English 12.2 Indicators for pragmatic instruction:Some quantitative tools 12.3 Pragmatics tests: Different purposes, different tests 13. Related articles to be discussed: 13. “Relevance Theory” by Deidre Wilson and Dan Sperberpublished in L. Horn & G. Ward (eds.) (2004). Blackwell’s Handbook of Pragmatics: 607-632. 13.2 “Pragmatics And Language Teaching” by Prof. Dr. Mehmet DEMİREZEN . (1999) Hacettepe Üniversitesi Eğitim Fakültesi Dergisi Sayı:6 : 181-187 13.3 “Pragmatic awareness and second language learning motivation: A mixed-methods investigation” by He Yang and Wei (2020). Pragmatics and Cognition. December DOI: 10.1075/pc.19022.yan |
1.The scope of pragmatics 1.1The origin and historical vagaries of the term pragmatics, 1.2 Defining pragmatics, 1.3 Defining pragmatic competence 1.4 Current interest in pragmatics 1.5 Pragmatics in language teaching 2. Pragmatic Competence (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 2.1 Models of Pragmatic Competence 2.2 Components of Pragmatic Competence 3.Theories of Pragmatic Development (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 3.1 The Acculturation Model 3.2 Cognitive Processing Theories 3.3 Sociocultural Theory 4. Deixis (Pragmatics by Stephen C. Levinson) 4.0 Introduction 4.1 Philosophical approaches 4.2 descriptive approaches 4.2.1 Person deixis 4.2.2 Time deixis 4.2.3 Place deixis 4.2.4 Discourse deixis 4.2.5 Social deixis 4.3 Conclusions 5. Principles of Pragmatics (Principle of Pragmatics by Geoffrey N. Leech) 5.1 A set of postulates 5.2 The Interpersonal role of the Cooperative Principle (CP) 5.2.1 Maxims of Quantity 5.2.2 Maxims of Quality 5.2.3 Maxim of Relation 5.2.4 Maxim of Manner 6. The Politeness Principle (PP) (Politeness: Some Universals in Language Usage by Penelope Brown and Stephen C. Levinson); (Principle of Pragmatics by Geoffrey N. Leech 6.1 Maxims of Politeness 6.1.1 The Generosity Maxim 6.1.2 The Approbation maxim 6.1.3 The Modesty Maxim 6.1.4 Other Maxims of politeness 6.2 Metalinguistic aspetcs of politeness 6.3 Irony and banter 6.4 Hyperbole and litotes 6.1 Realizations of Politeness strategies in language 6.1.1 Positive Politeness 6.1.2 Negative Politeness 6.1.3 Off record 7. Speech Acts (Pragmatics by Stephen C. Levinson) 7.1 Locutionary act 7.2 Illocutionary act 7.3 Perlocutionary act 7.4 Speech-act verbs in English (Principle of Pragmatics by Geoffrey N. Leech) 7.5 Basic types of utterance 7.6 Felicity Conditions 7.7 Sincerity Conditions 8. Interlanguage Pragmatics and politeness across languages and cultures 9. Classroom research on interlanguage pragmatics. (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper. 10. Pragmatics in classroom (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 10.1 Inductives and deductive teaching of compliments and compliment responses 10.2 The role of input enhancement in developing pragmatic competence 10.3 Use of address terms 11. Core areas of Pragmatics (Pragmatics for Language Educators: A Sociolinguistic Perspective by Virginia LoCastro.. 11.1 Interactional Construction of Identity 11.2 Language, Gender, and Power 12. The Assessment of Pragmatic Ability (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 12.1 Use of Address terms in English 12.2 Indicators for pragmatic instruction:Some quantitative tools 12.3 Pragmatics tests: Different purposes, different tests 13. Related articles to be discussed: 13. “Relevance Theory” by Deidre Wilson and Dan Sperberpublished in L. Horn & G. Ward (eds.) (2004). Blackwell’s Handbook of Pragmatics: 607-632. 13.2 “Pragmatics And Language Teaching” by Prof. Dr. Mehmet DEMİREZEN . (1999) Hacettepe Üniversitesi Eğitim Fakültesi Dergisi Sayı:6 : 181-187 13.3 “Pragmatic awareness and second language learning motivation: A mixed-methods investigation” by He Yang and Wei (2020). Pragmatics and Cognition. December DOI: 10.1075/pc.19022.yan |
1.The scope of pragmatics 1.1The origin and historical vagaries of the term pragmatics, 1.2 Defining pragmatics, 1.3 Defining pragmatic competence 1.4 Current interest in pragmatics 1.5 Pragmatics in language teaching 2. Pragmatic Competence (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 2.1 Models of Pragmatic Competence 2.2 Components of Pragmatic Competence 3.Theories of Pragmatic Development (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 3.1 The Acculturation Model 3.2 Cognitive Processing Theories 3.3 Sociocultural Theory 4. Deixis (Pragmatics by Stephen C. Levinson) 4.0 Introduction 4.1 Philosophical approaches 4.2 descriptive approaches 4.2.1 Person deixis 4.2.2 Time deixis 4.2.3 Place deixis 4.2.4 Discourse deixis 4.2.5 Social deixis 4.3 Conclusions 5. Principles of Pragmatics (Principle of Pragmatics by Geoffrey N. Leech) 5.1 A set of postulates 5.2 The Interpersonal role of the Cooperative Principle (CP) 5.2.1 Maxims of Quantity 5.2.2 Maxims of Quality 5.2.3 Maxim of Relation 5.2.4 Maxim of Manner 6. The Politeness Principle (PP) (Politeness: Some Universals in Language Usage by Penelope Brown and Stephen C. Levinson); (Principle of Pragmatics by Geoffrey N. Leech 6.1 Maxims of Politeness 6.1.1 The Generosity Maxim 6.1.2 The Approbation maxim 6.1.3 The Modesty Maxim 6.1.4 Other Maxims of politeness 6.2 Metalinguistic aspetcs of politeness 6.3 Irony and banter 6.4 Hyperbole and litotes 6.1 Realizations of Politeness strategies in language 6.1.1 Positive Politeness 6.1.2 Negative Politeness 6.1.3 Off record 7. Speech Acts (Pragmatics by Stephen C. Levinson) 7.1 Locutionary act 7.2 Illocutionary act 7.3 Perlocutionary act 7.4 Speech-act verbs in English (Principle of Pragmatics by Geoffrey N. Leech) 7.5 Basic types of utterance 7.6 Felicity Conditions 7.7 Sincerity Conditions 8. Interlanguage Pragmatics and politeness across languages and cultures 9. Classroom research on interlanguage pragmatics. (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper. 10. Pragmatics in classroom (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 10.1 Inductives and deductive teaching of compliments and compliment responses 10.2 The role of input enhancement in developing pragmatic competence 10.3 Use of address terms 11. Core areas of Pragmatics (Pragmatics for Language Educators: A Sociolinguistic Perspective by Virginia LoCastro.. 11.1 Interactional Construction of Identity 11.2 Language, Gender, and Power 12. The Assessment of Pragmatic Ability (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 12.1 Use of Address terms in English 12.2 Indicators for pragmatic instruction:Some quantitative tools 12.3 Pragmatics tests: Different purposes, different tests 13. Related articles to be discussed: 13. “Relevance Theory” by Deidre Wilson and Dan Sperberpublished in L. Horn & G. Ward (eds.) (2004). Blackwell’s Handbook of Pragmatics: 607-632. 13.2 “Pragmatics And Language Teaching” by Prof. Dr. Mehmet DEMİREZEN . (1999) Hacettepe Üniversitesi Eğitim Fakültesi Dergisi Sayı:6 : 181-187 13.3 “Pragmatic awareness and second language learning motivation: A mixed-methods investigation” by He Yang and Wei (2020). Pragmatics and Cognition. December DOI: 10.1075/pc.19022.yan |
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1.The scope of pragmatics 1.1The origin and historical vagaries of the term pragmatics, 1.2 Defining pragmatics, 1.3 Defining pragmatic competence 1.4 Current interest in pragmatics 1.5 Pragmatics in language teaching 2. Pragmatic Competence (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 2.1 Models of Pragmatic Competence 2.2 Components of Pragmatic Competence 3.Theories of Pragmatic Development (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 3.1 The Acculturation Model 3.2 Cognitive Processing Theories 3.3 Sociocultural Theory 4. Deixis (Pragmatics by Stephen C. Levinson) 4.0 Introduction 4.1 Philosophical approaches 4.2 descriptive approaches 4.2.1 Person deixis 4.2.2 Time deixis 4.2.3 Place deixis 4.2.4 Discourse deixis 4.2.5 Social deixis 4.3 Conclusions 5. Principles of Pragmatics (Principle of Pragmatics by Geoffrey N. Leech) 5.1 A set of postulates 5.2 The Interpersonal role of the Cooperative Principle (CP) 5.2.1 Maxims of Quantity 5.2.2 Maxims of Quality 5.2.3 Maxim of Relation 5.2.4 Maxim of Manner 6. The Politeness Principle (PP) (Politeness: Some Universals in Language Usage by Penelope Brown and Stephen C. Levinson); (Principle of Pragmatics by Geoffrey N. Leech 6.1 Maxims of Politeness 6.1.1 The Generosity Maxim 6.1.2 The Approbation maxim 6.1.3 The Modesty Maxim 6.1.4 Other Maxims of politeness 6.2 Metalinguistic aspetcs of politeness 6.3 Irony and banter 6.4 Hyperbole and litotes 6.1 Realizations of Politeness strategies in language 6.1.1 Positive Politeness 6.1.2 Negative Politeness 6.1.3 Off record 7. Speech Acts (Pragmatics by Stephen C. Levinson) 7.1 Locutionary act 7.2 Illocutionary act 7.3 Perlocutionary act 7.4 Speech-act verbs in English (Principle of Pragmatics by Geoffrey N. Leech) 7.5 Basic types of utterance 7.6 Felicity Conditions 7.7 Sincerity Conditions 8. Interlanguage Pragmatics and politeness across languages and cultures 9. Classroom research on interlanguage pragmatics. (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper. 10. Pragmatics in classroom (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 10.1 Inductives and deductive teaching of compliments and compliment responses 10.2 The role of input enhancement in developing pragmatic competence 10.3 Use of address terms 11. Core areas of Pragmatics (Pragmatics for Language Educators: A Sociolinguistic Perspective by Virginia LoCastro.. 11.1 Interactional Construction of Identity 11.2 Language, Gender, and Power 12. The Assessment of Pragmatic Ability (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 12.1 Use of Address terms in English 12.2 Indicators for pragmatic instruction:Some quantitative tools 12.3 Pragmatics tests: Different purposes, different tests 13. Related articles to be discussed: 13. “Relevance Theory” by Deidre Wilson and Dan Sperberpublished in L. Horn & G. Ward (eds.) (2004). Blackwell’s Handbook of Pragmatics: 607-632. 13.2 “Pragmatics And Language Teaching” by Prof. Dr. Mehmet DEMİREZEN . (1999) Hacettepe Üniversitesi Eğitim Fakültesi Dergisi Sayı:6 : 181-187 13.3 “Pragmatic awareness and second language learning motivation: A mixed-methods investigation” by He Yang and Wei (2020). Pragmatics and Cognition. December DOI: 10.1075/pc.19022.yan |
1.The scope of pragmatics 1.1The origin and historical vagaries of the term pragmatics, 1.2 Defining pragmatics, 1.3 Defining pragmatic competence 1.4 Current interest in pragmatics 1.5 Pragmatics in language teaching 2. Pragmatic Competence (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 2.1 Models of Pragmatic Competence 2.2 Components of Pragmatic Competence 3.Theories of Pragmatic Development (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 3.1 The Acculturation Model 3.2 Cognitive Processing Theories 3.3 Sociocultural Theory 4. Deixis (Pragmatics by Stephen C. Levinson) 4.0 Introduction 4.1 Philosophical approaches 4.2 descriptive approaches 4.2.1 Person deixis 4.2.2 Time deixis 4.2.3 Place deixis 4.2.4 Discourse deixis 4.2.5 Social deixis 4.3 Conclusions 5. Principles of Pragmatics (Principle of Pragmatics by Geoffrey N. Leech) 5.1 A set of postulates 5.2 The Interpersonal role of the Cooperative Principle (CP) 5.2.1 Maxims of Quantity 5.2.2 Maxims of Quality 5.2.3 Maxim of Relation 5.2.4 Maxim of Manner 6. The Politeness Principle (PP) (Politeness: Some Universals in Language Usage by Penelope Brown and Stephen C. Levinson); (Principle of Pragmatics by Geoffrey N. Leech 6.1 Maxims of Politeness 6.1.1 The Generosity Maxim 6.1.2 The Approbation maxim 6.1.3 The Modesty Maxim 6.1.4 Other Maxims of politeness 6.2 Metalinguistic aspetcs of politeness 6.3 Irony and banter 6.4 Hyperbole and litotes 6.1 Realizations of Politeness strategies in language 6.1.1 Positive Politeness 6.1.2 Negative Politeness 6.1.3 Off record 7. Speech Acts (Pragmatics by Stephen C. Levinson) 7.1 Locutionary act 7.2 Illocutionary act 7.3 Perlocutionary act 7.4 Speech-act verbs in English (Principle of Pragmatics by Geoffrey N. Leech) 7.5 Basic types of utterance 7.6 Felicity Conditions 7.7 Sincerity Conditions 8. Interlanguage Pragmatics and politeness across languages and cultures 9. Classroom research on interlanguage pragmatics. (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper. 10. Pragmatics in classroom (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 10.1 Inductives and deductive teaching of compliments and compliment responses 10.2 The role of input enhancement in developing pragmatic competence 10.3 Use of address terms 11. Core areas of Pragmatics (Pragmatics for Language Educators: A Sociolinguistic Perspective by Virginia LoCastro.. 11.1 Interactional Construction of Identity 11.2 Language, Gender, and Power 12. The Assessment of Pragmatic Ability (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 12.1 Use of Address terms in English 12.2 Indicators for pragmatic instruction:Some quantitative tools 12.3 Pragmatics tests: Different purposes, different tests 13. Related articles to be discussed: 13. “Relevance Theory” by Deidre Wilson and Dan Sperberpublished in L. Horn & G. Ward (eds.) (2004). Blackwell’s Handbook of Pragmatics: 607-632. 13.2 “Pragmatics And Language Teaching” by Prof. Dr. Mehmet DEMİREZEN . (1999) Hacettepe Üniversitesi Eğitim Fakültesi Dergisi Sayı:6 : 181-187 13.3 “Pragmatic awareness and second language learning motivation: A mixed-methods investigation” by He Yang and Wei (2020). Pragmatics and Cognition. December DOI: 10.1075/pc.19022.yan |
1.The scope of pragmatics 1.1The origin and historical vagaries of the term pragmatics, 1.2 Defining pragmatics, 1.3 Defining pragmatic competence 1.4 Current interest in pragmatics 1.5 Pragmatics in language teaching 2. Pragmatic Competence (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 2.1 Models of Pragmatic Competence 2.2 Components of Pragmatic Competence 3.Theories of Pragmatic Development (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 3.1 The Acculturation Model 3.2 Cognitive Processing Theories 3.3 Sociocultural Theory 4. Deixis (Pragmatics by Stephen C. Levinson) 4.0 Introduction 4.1 Philosophical approaches 4.2 descriptive approaches 4.2.1 Person deixis 4.2.2 Time deixis 4.2.3 Place deixis 4.2.4 Discourse deixis 4.2.5 Social deixis 4.3 Conclusions 5. Principles of Pragmatics (Principle of Pragmatics by Geoffrey N. Leech) 5.1 A set of postulates 5.2 The Interpersonal role of the Cooperative Principle (CP) 5.2.1 Maxims of Quantity 5.2.2 Maxims of Quality 5.2.3 Maxim of Relation 5.2.4 Maxim of Manner 6. The Politeness Principle (PP) (Politeness: Some Universals in Language Usage by Penelope Brown and Stephen C. Levinson); (Principle of Pragmatics by Geoffrey N. Leech 6.1 Maxims of Politeness 6.1.1 The Generosity Maxim 6.1.2 The Approbation maxim 6.1.3 The Modesty Maxim 6.1.4 Other Maxims of politeness 6.2 Metalinguistic aspetcs of politeness 6.3 Irony and banter 6.4 Hyperbole and litotes 6.1 Realizations of Politeness strategies in language 6.1.1 Positive Politeness 6.1.2 Negative Politeness 6.1.3 Off record 7. Speech Acts (Pragmatics by Stephen C. Levinson) 7.1 Locutionary act 7.2 Illocutionary act 7.3 Perlocutionary act 7.4 Speech-act verbs in English (Principle of Pragmatics by Geoffrey N. Leech) 7.5 Basic types of utterance 7.6 Felicity Conditions 7.7 Sincerity Conditions 8. Interlanguage Pragmatics and politeness across languages and cultures 9. Classroom research on interlanguage pragmatics. (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper. 10. Pragmatics in classroom (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 10.1 Inductives and deductive teaching of compliments and compliment responses 10.2 The role of input enhancement in developing pragmatic competence 10.3 Use of address terms 11. Core areas of Pragmatics (Pragmatics for Language Educators: A Sociolinguistic Perspective by Virginia LoCastro.. 11.1 Interactional Construction of Identity 11.2 Language, Gender, and Power 12. The Assessment of Pragmatic Ability (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 12.1 Use of Address terms in English 12.2 Indicators for pragmatic instruction:Some quantitative tools 12.3 Pragmatics tests: Different purposes, different tests 13. Related articles to be discussed: 13. “Relevance Theory” by Deidre Wilson and Dan Sperberpublished in L. Horn & G. Ward (eds.) (2004). Blackwell’s Handbook of Pragmatics: 607-632. 13.2 “Pragmatics And Language Teaching” by Prof. Dr. Mehmet DEMİREZEN . (1999) Hacettepe Üniversitesi Eğitim Fakültesi Dergisi Sayı:6 : 181-187 13.3 “Pragmatic awareness and second language learning motivation: A mixed-methods investigation” by He Yang and Wei (2020). Pragmatics and Cognition. December DOI: 10.1075/pc.19022.yan |
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1.The scope of pragmatics 1.1The origin and historical vagaries of the term pragmatics, 1.2 Defining pragmatics, 1.3 Defining pragmatic competence 1.4 Current interest in pragmatics 1.5 Pragmatics in language teaching 2. Pragmatic Competence (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 2.1 Models of Pragmatic Competence 2.2 Components of Pragmatic Competence 3.Theories of Pragmatic Development (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 3.1 The Acculturation Model 3.2 Cognitive Processing Theories 3.3 Sociocultural Theory 4. Deixis (Pragmatics by Stephen C. Levinson) 4.0 Introduction 4.1 Philosophical approaches 4.2 descriptive approaches 4.2.1 Person deixis 4.2.2 Time deixis 4.2.3 Place deixis 4.2.4 Discourse deixis 4.2.5 Social deixis 4.3 Conclusions 5. Principles of Pragmatics (Principle of Pragmatics by Geoffrey N. Leech) 5.1 A set of postulates 5.2 The Interpersonal role of the Cooperative Principle (CP) 5.2.1 Maxims of Quantity 5.2.2 Maxims of Quality 5.2.3 Maxim of Relation 5.2.4 Maxim of Manner 6. The Politeness Principle (PP) (Politeness: Some Universals in Language Usage by Penelope Brown and Stephen C. Levinson); (Principle of Pragmatics by Geoffrey N. Leech 6.1 Maxims of Politeness 6.1.1 The Generosity Maxim 6.1.2 The Approbation maxim 6.1.3 The Modesty Maxim 6.1.4 Other Maxims of politeness 6.2 Metalinguistic aspetcs of politeness 6.3 Irony and banter 6.4 Hyperbole and litotes 6.1 Realizations of Politeness strategies in language 6.1.1 Positive Politeness 6.1.2 Negative Politeness 6.1.3 Off record 7. Speech Acts (Pragmatics by Stephen C. Levinson) 7.1 Locutionary act 7.2 Illocutionary act 7.3 Perlocutionary act 7.4 Speech-act verbs in English (Principle of Pragmatics by Geoffrey N. Leech) 7.5 Basic types of utterance 7.6 Felicity Conditions 7.7 Sincerity Conditions 8. Interlanguage Pragmatics and politeness across languages and cultures 9. Classroom research on interlanguage pragmatics. (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper. 10. Pragmatics in classroom (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 10.1 Inductives and deductive teaching of compliments and compliment responses 10.2 The role of input enhancement in developing pragmatic competence 10.3 Use of address terms 11. Core areas of Pragmatics (Pragmatics for Language Educators: A Sociolinguistic Perspective by Virginia LoCastro.. 11.1 Interactional Construction of Identity 11.2 Language, Gender, and Power 12. The Assessment of Pragmatic Ability (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 12.1 Use of Address terms in English 12.2 Indicators for pragmatic instruction:Some quantitative tools 12.3 Pragmatics tests: Different purposes, different tests 13. Related articles to be discussed: 13. “Relevance Theory” by Deidre Wilson and Dan Sperberpublished in L. Horn & G. Ward (eds.) (2004). Blackwell’s Handbook of Pragmatics: 607-632. 13.2 “Pragmatics And Language Teaching” by Prof. Dr. Mehmet DEMİREZEN . (1999) Hacettepe Üniversitesi Eğitim Fakültesi Dergisi Sayı:6 : 181-187 13.3 “Pragmatic awareness and second language learning motivation: A mixed-methods investigation” by He Yang and Wei (2020). Pragmatics and Cognition. December DOI: 10.1075/pc.19022.yan |
1.The scope of pragmatics 1.1The origin and historical vagaries of the term pragmatics, 1.2 Defining pragmatics, 1.3 Defining pragmatic competence 1.4 Current interest in pragmatics 1.5 Pragmatics in language teaching 2. Pragmatic Competence (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 2.1 Models of Pragmatic Competence 2.2 Components of Pragmatic Competence 3.Theories of Pragmatic Development (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 3.1 The Acculturation Model 3.2 Cognitive Processing Theories 3.3 Sociocultural Theory 4. Deixis (Pragmatics by Stephen C. Levinson) 4.0 Introduction 4.1 Philosophical approaches 4.2 descriptive approaches 4.2.1 Person deixis 4.2.2 Time deixis 4.2.3 Place deixis 4.2.4 Discourse deixis 4.2.5 Social deixis 4.3 Conclusions 5. Principles of Pragmatics (Principle of Pragmatics by Geoffrey N. Leech) 5.1 A set of postulates 5.2 The Interpersonal role of the Cooperative Principle (CP) 5.2.1 Maxims of Quantity 5.2.2 Maxims of Quality 5.2.3 Maxim of Relation 5.2.4 Maxim of Manner 6. The Politeness Principle (PP) (Politeness: Some Universals in Language Usage by Penelope Brown and Stephen C. Levinson); (Principle of Pragmatics by Geoffrey N. Leech 6.1 Maxims of Politeness 6.1.1 The Generosity Maxim 6.1.2 The Approbation maxim 6.1.3 The Modesty Maxim 6.1.4 Other Maxims of politeness 6.2 Metalinguistic aspetcs of politeness 6.3 Irony and banter 6.4 Hyperbole and litotes 6.1 Realizations of Politeness strategies in language 6.1.1 Positive Politeness 6.1.2 Negative Politeness 6.1.3 Off record 7. Speech Acts (Pragmatics by Stephen C. Levinson) 7.1 Locutionary act 7.2 Illocutionary act 7.3 Perlocutionary act 7.4 Speech-act verbs in English (Principle of Pragmatics by Geoffrey N. Leech) 7.5 Basic types of utterance 7.6 Felicity Conditions 7.7 Sincerity Conditions 8. Interlanguage Pragmatics and politeness across languages and cultures 9. Classroom research on interlanguage pragmatics. (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper. 10. Pragmatics in classroom (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 10.1 Inductives and deductive teaching of compliments and compliment responses 10.2 The role of input enhancement in developing pragmatic competence 10.3 Use of address terms 11. Core areas of Pragmatics (Pragmatics for Language Educators: A Sociolinguistic Perspective by Virginia LoCastro.. 11.1 Interactional Construction of Identity 11.2 Language, Gender, and Power 12. The Assessment of Pragmatic Ability (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 12.1 Use of Address terms in English 12.2 Indicators for pragmatic instruction:Some quantitative tools 12.3 Pragmatics tests: Different purposes, different tests 13. Related articles to be discussed: 13. “Relevance Theory” by Deidre Wilson and Dan Sperberpublished in L. Horn & G. Ward (eds.) (2004). Blackwell’s Handbook of Pragmatics: 607-632. 13.2 “Pragmatics And Language Teaching” by Prof. Dr. Mehmet DEMİREZEN . (1999) Hacettepe Üniversitesi Eğitim Fakültesi Dergisi Sayı:6 : 181-187 13.3 “Pragmatic awareness and second language learning motivation: A mixed-methods investigation” by He Yang and Wei (2020). Pragmatics and Cognition. December DOI: 10.1075/pc.19022.yan |
1.The scope of pragmatics 1.1The origin and historical vagaries of the term pragmatics, 1.2 Defining pragmatics, 1.3 Defining pragmatic competence 1.4 Current interest in pragmatics 1.5 Pragmatics in language teaching 2. Pragmatic Competence (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 2.1 Models of Pragmatic Competence 2.2 Components of Pragmatic Competence 3.Theories of Pragmatic Development (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 3.1 The Acculturation Model 3.2 Cognitive Processing Theories 3.3 Sociocultural Theory 4. Deixis (Pragmatics by Stephen C. Levinson) 4.0 Introduction 4.1 Philosophical approaches 4.2 descriptive approaches 4.2.1 Person deixis 4.2.2 Time deixis 4.2.3 Place deixis 4.2.4 Discourse deixis 4.2.5 Social deixis 4.3 Conclusions 5. Principles of Pragmatics (Principle of Pragmatics by Geoffrey N. Leech) 5.1 A set of postulates 5.2 The Interpersonal role of the Cooperative Principle (CP) 5.2.1 Maxims of Quantity 5.2.2 Maxims of Quality 5.2.3 Maxim of Relation 5.2.4 Maxim of Manner 6. The Politeness Principle (PP) (Politeness: Some Universals in Language Usage by Penelope Brown and Stephen C. Levinson); (Principle of Pragmatics by Geoffrey N. Leech 6.1 Maxims of Politeness 6.1.1 The Generosity Maxim 6.1.2 The Approbation maxim 6.1.3 The Modesty Maxim 6.1.4 Other Maxims of politeness 6.2 Metalinguistic aspetcs of politeness 6.3 Irony and banter 6.4 Hyperbole and litotes 6.1 Realizations of Politeness strategies in language 6.1.1 Positive Politeness 6.1.2 Negative Politeness 6.1.3 Off record 7. Speech Acts (Pragmatics by Stephen C. Levinson) 7.1 Locutionary act 7.2 Illocutionary act 7.3 Perlocutionary act 7.4 Speech-act verbs in English (Principle of Pragmatics by Geoffrey N. Leech) 7.5 Basic types of utterance 7.6 Felicity Conditions 7.7 Sincerity Conditions 8. Interlanguage Pragmatics and politeness across languages and cultures 9. Classroom research on interlanguage pragmatics. (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper. 10. Pragmatics in classroom (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 10.1 Inductives and deductive teaching of compliments and compliment responses 10.2 The role of input enhancement in developing pragmatic competence 10.3 Use of address terms 11. Core areas of Pragmatics (Pragmatics for Language Educators: A Sociolinguistic Perspective by Virginia LoCastro.. 11.1 Interactional Construction of Identity 11.2 Language, Gender, and Power 12. The Assessment of Pragmatic Ability (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 12.1 Use of Address terms in English 12.2 Indicators for pragmatic instruction:Some quantitative tools 12.3 Pragmatics tests: Different purposes, different tests 13. Related articles to be discussed: 13. “Relevance Theory” by Deidre Wilson and Dan Sperberpublished in L. Horn & G. Ward (eds.) (2004). Blackwell’s Handbook of Pragmatics: 607-632. 13.2 “Pragmatics And Language Teaching” by Prof. Dr. Mehmet DEMİREZEN . (1999) Hacettepe Üniversitesi Eğitim Fakültesi Dergisi Sayı:6 : 181-187 13.3 “Pragmatic awareness and second language learning motivation: A mixed-methods investigation” by He Yang and Wei (2020). Pragmatics and Cognition. December DOI: 10.1075/pc.19022.yan |
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1.The scope of pragmatics 1.1The origin and historical vagaries of the term pragmatics, 1.2 Defining pragmatics, 1.3 Defining pragmatic competence 1.4 Current interest in pragmatics 1.5 Pragmatics in language teaching 2. Pragmatic Competence (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 2.1 Models of Pragmatic Competence 2.2 Components of Pragmatic Competence 3.Theories of Pragmatic Development (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 3.1 The Acculturation Model 3.2 Cognitive Processing Theories 3.3 Sociocultural Theory 4. Deixis (Pragmatics by Stephen C. Levinson) 4.0 Introduction 4.1 Philosophical approaches 4.2 descriptive approaches 4.2.1 Person deixis 4.2.2 Time deixis 4.2.3 Place deixis 4.2.4 Discourse deixis 4.2.5 Social deixis 4.3 Conclusions 5. Principles of Pragmatics (Principle of Pragmatics by Geoffrey N. Leech) 5.1 A set of postulates 5.2 The Interpersonal role of the Cooperative Principle (CP) 5.2.1 Maxims of Quantity 5.2.2 Maxims of Quality 5.2.3 Maxim of Relation 5.2.4 Maxim of Manner 6. The Politeness Principle (PP) (Politeness: Some Universals in Language Usage by Penelope Brown and Stephen C. Levinson); (Principle of Pragmatics by Geoffrey N. Leech 6.1 Maxims of Politeness 6.1.1 The Generosity Maxim 6.1.2 The Approbation maxim 6.1.3 The Modesty Maxim 6.1.4 Other Maxims of politeness 6.2 Metalinguistic aspetcs of politeness 6.3 Irony and banter 6.4 Hyperbole and litotes 6.1 Realizations of Politeness strategies in language 6.1.1 Positive Politeness 6.1.2 Negative Politeness 6.1.3 Off record 7. Speech Acts (Pragmatics by Stephen C. Levinson) 7.1 Locutionary act 7.2 Illocutionary act 7.3 Perlocutionary act 7.4 Speech-act verbs in English (Principle of Pragmatics by Geoffrey N. Leech) 7.5 Basic types of utterance 7.6 Felicity Conditions 7.7 Sincerity Conditions 8. Interlanguage Pragmatics and politeness across languages and cultures 9. Classroom research on interlanguage pragmatics. (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper. 10. Pragmatics in classroom (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 10.1 Inductives and deductive teaching of compliments and compliment responses 10.2 The role of input enhancement in developing pragmatic competence 10.3 Use of address terms 11. Core areas of Pragmatics (Pragmatics for Language Educators: A Sociolinguistic Perspective by Virginia LoCastro.. 11.1 Interactional Construction of Identity 11.2 Language, Gender, and Power 12. The Assessment of Pragmatic Ability (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 12.1 Use of Address terms in English 12.2 Indicators for pragmatic instruction:Some quantitative tools 12.3 Pragmatics tests: Different purposes, different tests 13. Related articles to be discussed: 13. “Relevance Theory” by Deidre Wilson and Dan Sperberpublished in L. Horn & G. Ward (eds.) (2004). Blackwell’s Handbook of Pragmatics: 607-632. 13.2 “Pragmatics And Language Teaching” by Prof. Dr. Mehmet DEMİREZEN . (1999) Hacettepe Üniversitesi Eğitim Fakültesi Dergisi Sayı:6 : 181-187 13.3 “Pragmatic awareness and second language learning motivation: A mixed-methods investigation” by He Yang and Wei (2020). Pragmatics and Cognition. December DOI: 10.1075/pc.19022.yan |
1.The scope of pragmatics 1.1The origin and historical vagaries of the term pragmatics, 1.2 Defining pragmatics, 1.3 Defining pragmatic competence 1.4 Current interest in pragmatics 1.5 Pragmatics in language teaching 2. Pragmatic Competence (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 2.1 Models of Pragmatic Competence 2.2 Components of Pragmatic Competence 3.Theories of Pragmatic Development (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 3.1 The Acculturation Model 3.2 Cognitive Processing Theories 3.3 Sociocultural Theory 4. Deixis (Pragmatics by Stephen C. Levinson) 4.0 Introduction 4.1 Philosophical approaches 4.2 descriptive approaches 4.2.1 Person deixis 4.2.2 Time deixis 4.2.3 Place deixis 4.2.4 Discourse deixis 4.2.5 Social deixis 4.3 Conclusions 5. Principles of Pragmatics (Principle of Pragmatics by Geoffrey N. Leech) 5.1 A set of postulates 5.2 The Interpersonal role of the Cooperative Principle (CP) 5.2.1 Maxims of Quantity 5.2.2 Maxims of Quality 5.2.3 Maxim of Relation 5.2.4 Maxim of Manner 6. The Politeness Principle (PP) (Politeness: Some Universals in Language Usage by Penelope Brown and Stephen C. Levinson); (Principle of Pragmatics by Geoffrey N. Leech 6.1 Maxims of Politeness 6.1.1 The Generosity Maxim 6.1.2 The Approbation maxim 6.1.3 The Modesty Maxim 6.1.4 Other Maxims of politeness 6.2 Metalinguistic aspetcs of politeness 6.3 Irony and banter 6.4 Hyperbole and litotes 6.1 Realizations of Politeness strategies in language 6.1.1 Positive Politeness 6.1.2 Negative Politeness 6.1.3 Off record 7. Speech Acts (Pragmatics by Stephen C. Levinson) 7.1 Locutionary act 7.2 Illocutionary act 7.3 Perlocutionary act 7.4 Speech-act verbs in English (Principle of Pragmatics by Geoffrey N. Leech) 7.5 Basic types of utterance 7.6 Felicity Conditions 7.7 Sincerity Conditions 8. Interlanguage Pragmatics and politeness across languages and cultures 9. Classroom research on interlanguage pragmatics. (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper. 10. Pragmatics in classroom (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 10.1 Inductives and deductive teaching of compliments and compliment responses 10.2 The role of input enhancement in developing pragmatic competence 10.3 Use of address terms 11. Core areas of Pragmatics (Pragmatics for Language Educators: A Sociolinguistic Perspective by Virginia LoCastro.. 11.1 Interactional Construction of Identity 11.2 Language, Gender, and Power 12. The Assessment of Pragmatic Ability (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 12.1 Use of Address terms in English 12.2 Indicators for pragmatic instruction:Some quantitative tools 12.3 Pragmatics tests: Different purposes, different tests 13. Related articles to be discussed: 13. “Relevance Theory” by Deidre Wilson and Dan Sperberpublished in L. Horn & G. Ward (eds.) (2004). Blackwell’s Handbook of Pragmatics: 607-632. 13.2 “Pragmatics And Language Teaching” by Prof. Dr. Mehmet DEMİREZEN . (1999) Hacettepe Üniversitesi Eğitim Fakültesi Dergisi Sayı:6 : 181-187 13.3 “Pragmatic awareness and second language learning motivation: A mixed-methods investigation” by He Yang and Wei (2020). Pragmatics and Cognition. December DOI: 10.1075/pc.19022.yan |
1.The scope of pragmatics 1.1The origin and historical vagaries of the term pragmatics, 1.2 Defining pragmatics, 1.3 Defining pragmatic competence 1.4 Current interest in pragmatics 1.5 Pragmatics in language teaching 2. Pragmatic Competence (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 2.1 Models of Pragmatic Competence 2.2 Components of Pragmatic Competence 3.Theories of Pragmatic Development (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 3.1 The Acculturation Model 3.2 Cognitive Processing Theories 3.3 Sociocultural Theory 4. Deixis (Pragmatics by Stephen C. Levinson) 4.0 Introduction 4.1 Philosophical approaches 4.2 descriptive approaches 4.2.1 Person deixis 4.2.2 Time deixis 4.2.3 Place deixis 4.2.4 Discourse deixis 4.2.5 Social deixis 4.3 Conclusions 5. Principles of Pragmatics (Principle of Pragmatics by Geoffrey N. Leech) 5.1 A set of postulates 5.2 The Interpersonal role of the Cooperative Principle (CP) 5.2.1 Maxims of Quantity 5.2.2 Maxims of Quality 5.2.3 Maxim of Relation 5.2.4 Maxim of Manner 6. The Politeness Principle (PP) (Politeness: Some Universals in Language Usage by Penelope Brown and Stephen C. Levinson); (Principle of Pragmatics by Geoffrey N. Leech 6.1 Maxims of Politeness 6.1.1 The Generosity Maxim 6.1.2 The Approbation maxim 6.1.3 The Modesty Maxim 6.1.4 Other Maxims of politeness 6.2 Metalinguistic aspetcs of politeness 6.3 Irony and banter 6.4 Hyperbole and litotes 6.1 Realizations of Politeness strategies in language 6.1.1 Positive Politeness 6.1.2 Negative Politeness 6.1.3 Off record 7. Speech Acts (Pragmatics by Stephen C. Levinson) 7.1 Locutionary act 7.2 Illocutionary act 7.3 Perlocutionary act 7.4 Speech-act verbs in English (Principle of Pragmatics by Geoffrey N. Leech) 7.5 Basic types of utterance 7.6 Felicity Conditions 7.7 Sincerity Conditions 8. Interlanguage Pragmatics and politeness across languages and cultures 9. Classroom research on interlanguage pragmatics. (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper. 10. Pragmatics in classroom (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 10.1 Inductives and deductive teaching of compliments and compliment responses 10.2 The role of input enhancement in developing pragmatic competence 10.3 Use of address terms 11. Core areas of Pragmatics (Pragmatics for Language Educators: A Sociolinguistic Perspective by Virginia LoCastro.. 11.1 Interactional Construction of Identity 11.2 Language, Gender, and Power 12. The Assessment of Pragmatic Ability (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 12.1 Use of Address terms in English 12.2 Indicators for pragmatic instruction:Some quantitative tools 12.3 Pragmatics tests: Different purposes, different tests 13. Related articles to be discussed: 13. “Relevance Theory” by Deidre Wilson and Dan Sperberpublished in L. Horn & G. Ward (eds.) (2004). Blackwell’s Handbook of Pragmatics: 607-632. 13.2 “Pragmatics And Language Teaching” by Prof. Dr. Mehmet DEMİREZEN . (1999) Hacettepe Üniversitesi Eğitim Fakültesi Dergisi Sayı:6 : 181-187 13.3 “Pragmatic awareness and second language learning motivation: A mixed-methods investigation” by He Yang and Wei (2020). Pragmatics and Cognition. December DOI: 10.1075/pc.19022.yan |
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1.The scope of pragmatics 1.1The origin and historical vagaries of the term pragmatics, 1.2 Defining pragmatics, 1.3 Defining pragmatic competence 1.4 Current interest in pragmatics 1.5 Pragmatics in language teaching 2. Pragmatic Competence (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 2.1 Models of Pragmatic Competence 2.2 Components of Pragmatic Competence 3.Theories of Pragmatic Development (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 3.1 The Acculturation Model 3.2 Cognitive Processing Theories 3.3 Sociocultural Theory 4. Deixis (Pragmatics by Stephen C. Levinson) 4.0 Introduction 4.1 Philosophical approaches 4.2 descriptive approaches 4.2.1 Person deixis 4.2.2 Time deixis 4.2.3 Place deixis 4.2.4 Discourse deixis 4.2.5 Social deixis 4.3 Conclusions 5. Principles of Pragmatics (Principle of Pragmatics by Geoffrey N. Leech) 5.1 A set of postulates 5.2 The Interpersonal role of the Cooperative Principle (CP) 5.2.1 Maxims of Quantity 5.2.2 Maxims of Quality 5.2.3 Maxim of Relation 5.2.4 Maxim of Manner 6. The Politeness Principle (PP) (Politeness: Some Universals in Language Usage by Penelope Brown and Stephen C. Levinson); (Principle of Pragmatics by Geoffrey N. Leech 6.1 Maxims of Politeness 6.1.1 The Generosity Maxim 6.1.2 The Approbation maxim 6.1.3 The Modesty Maxim 6.1.4 Other Maxims of politeness 6.2 Metalinguistic aspetcs of politeness 6.3 Irony and banter 6.4 Hyperbole and litotes 6.1 Realizations of Politeness strategies in language 6.1.1 Positive Politeness 6.1.2 Negative Politeness 6.1.3 Off record 7. Speech Acts (Pragmatics by Stephen C. Levinson) 7.1 Locutionary act 7.2 Illocutionary act 7.3 Perlocutionary act 7.4 Speech-act verbs in English (Principle of Pragmatics by Geoffrey N. Leech) 7.5 Basic types of utterance 7.6 Felicity Conditions 7.7 Sincerity Conditions 8. Interlanguage Pragmatics and politeness across languages and cultures 9. Classroom research on interlanguage pragmatics. (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper. 10. Pragmatics in classroom (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 10.1 Inductives and deductive teaching of compliments and compliment responses 10.2 The role of input enhancement in developing pragmatic competence 10.3 Use of address terms 11. Core areas of Pragmatics (Pragmatics for Language Educators: A Sociolinguistic Perspective by Virginia LoCastro.. 11.1 Interactional Construction of Identity 11.2 Language, Gender, and Power 12. The Assessment of Pragmatic Ability (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 12.1 Use of Address terms in English 12.2 Indicators for pragmatic instruction:Some quantitative tools 12.3 Pragmatics tests: Different purposes, different tests 13. Related articles to be discussed: 13. “Relevance Theory” by Deidre Wilson and Dan Sperberpublished in L. Horn & G. Ward (eds.) (2004). Blackwell’s Handbook of Pragmatics: 607-632. 13.2 “Pragmatics And Language Teaching” by Prof. Dr. Mehmet DEMİREZEN . (1999) Hacettepe Üniversitesi Eğitim Fakültesi Dergisi Sayı:6 : 181-187 13.3 “Pragmatic awareness and second language learning motivation: A mixed-methods investigation” by He Yang and Wei (2020). Pragmatics and Cognition. December DOI: 10.1075/pc.19022.yan |
1.The scope of pragmatics 1.1The origin and historical vagaries of the term pragmatics, 1.2 Defining pragmatics, 1.3 Defining pragmatic competence 1.4 Current interest in pragmatics 1.5 Pragmatics in language teaching 2. Pragmatic Competence (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 2.1 Models of Pragmatic Competence 2.2 Components of Pragmatic Competence 3.Theories of Pragmatic Development (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 3.1 The Acculturation Model 3.2 Cognitive Processing Theories 3.3 Sociocultural Theory 4. Deixis (Pragmatics by Stephen C. Levinson) 4.0 Introduction 4.1 Philosophical approaches 4.2 descriptive approaches 4.2.1 Person deixis 4.2.2 Time deixis 4.2.3 Place deixis 4.2.4 Discourse deixis 4.2.5 Social deixis 4.3 Conclusions 5. Principles of Pragmatics (Principle of Pragmatics by Geoffrey N. Leech) 5.1 A set of postulates 5.2 The Interpersonal role of the Cooperative Principle (CP) 5.2.1 Maxims of Quantity 5.2.2 Maxims of Quality 5.2.3 Maxim of Relation 5.2.4 Maxim of Manner 6. The Politeness Principle (PP) (Politeness: Some Universals in Language Usage by Penelope Brown and Stephen C. Levinson); (Principle of Pragmatics by Geoffrey N. Leech 6.1 Maxims of Politeness 6.1.1 The Generosity Maxim 6.1.2 The Approbation maxim 6.1.3 The Modesty Maxim 6.1.4 Other Maxims of politeness 6.2 Metalinguistic aspetcs of politeness 6.3 Irony and banter 6.4 Hyperbole and litotes 6.1 Realizations of Politeness strategies in language 6.1.1 Positive Politeness 6.1.2 Negative Politeness 6.1.3 Off record 7. Speech Acts (Pragmatics by Stephen C. Levinson) 7.1 Locutionary act 7.2 Illocutionary act 7.3 Perlocutionary act 7.4 Speech-act verbs in English (Principle of Pragmatics by Geoffrey N. Leech) 7.5 Basic types of utterance 7.6 Felicity Conditions 7.7 Sincerity Conditions 8. Interlanguage Pragmatics and politeness across languages and cultures 9. Classroom research on interlanguage pragmatics. (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper. 10. Pragmatics in classroom (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 10.1 Inductives and deductive teaching of compliments and compliment responses 10.2 The role of input enhancement in developing pragmatic competence 10.3 Use of address terms 11. Core areas of Pragmatics (Pragmatics for Language Educators: A Sociolinguistic Perspective by Virginia LoCastro.. 11.1 Interactional Construction of Identity 11.2 Language, Gender, and Power 12. The Assessment of Pragmatic Ability (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 12.1 Use of Address terms in English 12.2 Indicators for pragmatic instruction:Some quantitative tools 12.3 Pragmatics tests: Different purposes, different tests 13. Related articles to be discussed: 13. “Relevance Theory” by Deidre Wilson and Dan Sperberpublished in L. Horn & G. Ward (eds.) (2004). Blackwell’s Handbook of Pragmatics: 607-632. 13.2 “Pragmatics And Language Teaching” by Prof. Dr. Mehmet DEMİREZEN . (1999) Hacettepe Üniversitesi Eğitim Fakültesi Dergisi Sayı:6 : 181-187 13.3 “Pragmatic awareness and second language learning motivation: A mixed-methods investigation” by He Yang and Wei (2020). Pragmatics and Cognition. December DOI: 10.1075/pc.19022.yan |
1.The scope of pragmatics 1.1The origin and historical vagaries of the term pragmatics, 1.2 Defining pragmatics, 1.3 Defining pragmatic competence 1.4 Current interest in pragmatics 1.5 Pragmatics in language teaching 2. Pragmatic Competence (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 2.1 Models of Pragmatic Competence 2.2 Components of Pragmatic Competence 3.Theories of Pragmatic Development (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 3.1 The Acculturation Model 3.2 Cognitive Processing Theories 3.3 Sociocultural Theory 4. Deixis (Pragmatics by Stephen C. Levinson) 4.0 Introduction 4.1 Philosophical approaches 4.2 descriptive approaches 4.2.1 Person deixis 4.2.2 Time deixis 4.2.3 Place deixis 4.2.4 Discourse deixis 4.2.5 Social deixis 4.3 Conclusions 5. Principles of Pragmatics (Principle of Pragmatics by Geoffrey N. Leech) 5.1 A set of postulates 5.2 The Interpersonal role of the Cooperative Principle (CP) 5.2.1 Maxims of Quantity 5.2.2 Maxims of Quality 5.2.3 Maxim of Relation 5.2.4 Maxim of Manner 6. The Politeness Principle (PP) (Politeness: Some Universals in Language Usage by Penelope Brown and Stephen C. Levinson); (Principle of Pragmatics by Geoffrey N. Leech 6.1 Maxims of Politeness 6.1.1 The Generosity Maxim 6.1.2 The Approbation maxim 6.1.3 The Modesty Maxim 6.1.4 Other Maxims of politeness 6.2 Metalinguistic aspetcs of politeness 6.3 Irony and banter 6.4 Hyperbole and litotes 6.1 Realizations of Politeness strategies in language 6.1.1 Positive Politeness 6.1.2 Negative Politeness 6.1.3 Off record 7. Speech Acts (Pragmatics by Stephen C. Levinson) 7.1 Locutionary act 7.2 Illocutionary act 7.3 Perlocutionary act 7.4 Speech-act verbs in English (Principle of Pragmatics by Geoffrey N. Leech) 7.5 Basic types of utterance 7.6 Felicity Conditions 7.7 Sincerity Conditions 8. Interlanguage Pragmatics and politeness across languages and cultures 9. Classroom research on interlanguage pragmatics. (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper. 10. Pragmatics in classroom (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 10.1 Inductives and deductive teaching of compliments and compliment responses 10.2 The role of input enhancement in developing pragmatic competence 10.3 Use of address terms 11. Core areas of Pragmatics (Pragmatics for Language Educators: A Sociolinguistic Perspective by Virginia LoCastro.. 11.1 Interactional Construction of Identity 11.2 Language, Gender, and Power 12. The Assessment of Pragmatic Ability (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 12.1 Use of Address terms in English 12.2 Indicators for pragmatic instruction:Some quantitative tools 12.3 Pragmatics tests: Different purposes, different tests 13. Related articles to be discussed: 13. “Relevance Theory” by Deidre Wilson and Dan Sperberpublished in L. Horn & G. Ward (eds.) (2004). Blackwell’s Handbook of Pragmatics: 607-632. 13.2 “Pragmatics And Language Teaching” by Prof. Dr. Mehmet DEMİREZEN . (1999) Hacettepe Üniversitesi Eğitim Fakültesi Dergisi Sayı:6 : 181-187 13.3 “Pragmatic awareness and second language learning motivation: A mixed-methods investigation” by He Yang and Wei (2020). Pragmatics and Cognition. December DOI: 10.1075/pc.19022.yan |
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1.The scope of pragmatics 1.1The origin and historical vagaries of the term pragmatics, 1.2 Defining pragmatics, 1.3 Defining pragmatic competence 1.4 Current interest in pragmatics 1.5 Pragmatics in language teaching 2. Pragmatic Competence (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 2.1 Models of Pragmatic Competence 2.2 Components of Pragmatic Competence 3.Theories of Pragmatic Development (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 3.1 The Acculturation Model 3.2 Cognitive Processing Theories 3.3 Sociocultural Theory 4. Deixis (Pragmatics by Stephen C. Levinson) 4.0 Introduction 4.1 Philosophical approaches 4.2 descriptive approaches 4.2.1 Person deixis 4.2.2 Time deixis 4.2.3 Place deixis 4.2.4 Discourse deixis 4.2.5 Social deixis 4.3 Conclusions 5. Principles of Pragmatics (Principle of Pragmatics by Geoffrey N. Leech) 5.1 A set of postulates 5.2 The Interpersonal role of the Cooperative Principle (CP) 5.2.1 Maxims of Quantity 5.2.2 Maxims of Quality 5.2.3 Maxim of Relation 5.2.4 Maxim of Manner 6. The Politeness Principle (PP) (Politeness: Some Universals in Language Usage by Penelope Brown and Stephen C. Levinson); (Principle of Pragmatics by Geoffrey N. Leech 6.1 Maxims of Politeness 6.1.1 The Generosity Maxim 6.1.2 The Approbation maxim 6.1.3 The Modesty Maxim 6.1.4 Other Maxims of politeness 6.2 Metalinguistic aspetcs of politeness 6.3 Irony and banter 6.4 Hyperbole and litotes 6.1 Realizations of Politeness strategies in language 6.1.1 Positive Politeness 6.1.2 Negative Politeness 6.1.3 Off record 7. Speech Acts (Pragmatics by Stephen C. Levinson) 7.1 Locutionary act 7.2 Illocutionary act 7.3 Perlocutionary act 7.4 Speech-act verbs in English (Principle of Pragmatics by Geoffrey N. Leech) 7.5 Basic types of utterance 7.6 Felicity Conditions 7.7 Sincerity Conditions 8. Interlanguage Pragmatics and politeness across languages and cultures 9. Classroom research on interlanguage pragmatics. (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper. 10. Pragmatics in classroom (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 10.1 Inductives and deductive teaching of compliments and compliment responses 10.2 The role of input enhancement in developing pragmatic competence 10.3 Use of address terms 11. Core areas of Pragmatics (Pragmatics for Language Educators: A Sociolinguistic Perspective by Virginia LoCastro.. 11.1 Interactional Construction of Identity 11.2 Language, Gender, and Power 12. The Assessment of Pragmatic Ability (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 12.1 Use of Address terms in English 12.2 Indicators for pragmatic instruction:Some quantitative tools 12.3 Pragmatics tests: Different purposes, different tests 13. Related articles to be discussed: 13. “Relevance Theory” by Deidre Wilson and Dan Sperberpublished in L. Horn & G. Ward (eds.) (2004). Blackwell’s Handbook of Pragmatics: 607-632. 13.2 “Pragmatics And Language Teaching” by Prof. Dr. Mehmet DEMİREZEN . (1999) Hacettepe Üniversitesi Eğitim Fakültesi Dergisi Sayı:6 : 181-187 13.3 “Pragmatic awareness and second language learning motivation: A mixed-methods investigation” by He Yang and Wei (2020). Pragmatics and Cognition. December DOI: 10.1075/pc.19022.yan |
1.The scope of pragmatics 1.1The origin and historical vagaries of the term pragmatics, 1.2 Defining pragmatics, 1.3 Defining pragmatic competence 1.4 Current interest in pragmatics 1.5 Pragmatics in language teaching 2. Pragmatic Competence (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 2.1 Models of Pragmatic Competence 2.2 Components of Pragmatic Competence 3.Theories of Pragmatic Development (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 3.1 The Acculturation Model 3.2 Cognitive Processing Theories 3.3 Sociocultural Theory 4. Deixis (Pragmatics by Stephen C. Levinson) 4.0 Introduction 4.1 Philosophical approaches 4.2 descriptive approaches 4.2.1 Person deixis 4.2.2 Time deixis 4.2.3 Place deixis 4.2.4 Discourse deixis 4.2.5 Social deixis 4.3 Conclusions 5. Principles of Pragmatics (Principle of Pragmatics by Geoffrey N. Leech) 5.1 A set of postulates 5.2 The Interpersonal role of the Cooperative Principle (CP) 5.2.1 Maxims of Quantity 5.2.2 Maxims of Quality 5.2.3 Maxim of Relation 5.2.4 Maxim of Manner 6. The Politeness Principle (PP) (Politeness: Some Universals in Language Usage by Penelope Brown and Stephen C. Levinson); (Principle of Pragmatics by Geoffrey N. Leech 6.1 Maxims of Politeness 6.1.1 The Generosity Maxim 6.1.2 The Approbation maxim 6.1.3 The Modesty Maxim 6.1.4 Other Maxims of politeness 6.2 Metalinguistic aspetcs of politeness 6.3 Irony and banter 6.4 Hyperbole and litotes 6.1 Realizations of Politeness strategies in language 6.1.1 Positive Politeness 6.1.2 Negative Politeness 6.1.3 Off record 7. Speech Acts (Pragmatics by Stephen C. Levinson) 7.1 Locutionary act 7.2 Illocutionary act 7.3 Perlocutionary act 7.4 Speech-act verbs in English (Principle of Pragmatics by Geoffrey N. Leech) 7.5 Basic types of utterance 7.6 Felicity Conditions 7.7 Sincerity Conditions 8. Interlanguage Pragmatics and politeness across languages and cultures 9. Classroom research on interlanguage pragmatics. (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper. 10. Pragmatics in classroom (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 10.1 Inductives and deductive teaching of compliments and compliment responses 10.2 The role of input enhancement in developing pragmatic competence 10.3 Use of address terms 11. Core areas of Pragmatics (Pragmatics for Language Educators: A Sociolinguistic Perspective by Virginia LoCastro.. 11.1 Interactional Construction of Identity 11.2 Language, Gender, and Power 12. The Assessment of Pragmatic Ability (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 12.1 Use of Address terms in English 12.2 Indicators for pragmatic instruction:Some quantitative tools 12.3 Pragmatics tests: Different purposes, different tests 13. Related articles to be discussed: 13. “Relevance Theory” by Deidre Wilson and Dan Sperberpublished in L. Horn & G. Ward (eds.) (2004). Blackwell’s Handbook of Pragmatics: 607-632. 13.2 “Pragmatics And Language Teaching” by Prof. Dr. Mehmet DEMİREZEN . (1999) Hacettepe Üniversitesi Eğitim Fakültesi Dergisi Sayı:6 : 181-187 13.3 “Pragmatic awareness and second language learning motivation: A mixed-methods investigation” by He Yang and Wei (2020). Pragmatics and Cognition. December DOI: 10.1075/pc.19022.yan |
1.The scope of pragmatics 1.1The origin and historical vagaries of the term pragmatics, 1.2 Defining pragmatics, 1.3 Defining pragmatic competence 1.4 Current interest in pragmatics 1.5 Pragmatics in language teaching 2. Pragmatic Competence (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 2.1 Models of Pragmatic Competence 2.2 Components of Pragmatic Competence 3.Theories of Pragmatic Development (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 3.1 The Acculturation Model 3.2 Cognitive Processing Theories 3.3 Sociocultural Theory 4. Deixis (Pragmatics by Stephen C. Levinson) 4.0 Introduction 4.1 Philosophical approaches 4.2 descriptive approaches 4.2.1 Person deixis 4.2.2 Time deixis 4.2.3 Place deixis 4.2.4 Discourse deixis 4.2.5 Social deixis 4.3 Conclusions 5. Principles of Pragmatics (Principle of Pragmatics by Geoffrey N. Leech) 5.1 A set of postulates 5.2 The Interpersonal role of the Cooperative Principle (CP) 5.2.1 Maxims of Quantity 5.2.2 Maxims of Quality 5.2.3 Maxim of Relation 5.2.4 Maxim of Manner 6. The Politeness Principle (PP) (Politeness: Some Universals in Language Usage by Penelope Brown and Stephen C. Levinson); (Principle of Pragmatics by Geoffrey N. Leech 6.1 Maxims of Politeness 6.1.1 The Generosity Maxim 6.1.2 The Approbation maxim 6.1.3 The Modesty Maxim 6.1.4 Other Maxims of politeness 6.2 Metalinguistic aspetcs of politeness 6.3 Irony and banter 6.4 Hyperbole and litotes 6.1 Realizations of Politeness strategies in language 6.1.1 Positive Politeness 6.1.2 Negative Politeness 6.1.3 Off record 7. Speech Acts (Pragmatics by Stephen C. Levinson) 7.1 Locutionary act 7.2 Illocutionary act 7.3 Perlocutionary act 7.4 Speech-act verbs in English (Principle of Pragmatics by Geoffrey N. Leech) 7.5 Basic types of utterance 7.6 Felicity Conditions 7.7 Sincerity Conditions 8. Interlanguage Pragmatics and politeness across languages and cultures 9. Classroom research on interlanguage pragmatics. (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper. 10. Pragmatics in classroom (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 10.1 Inductives and deductive teaching of compliments and compliment responses 10.2 The role of input enhancement in developing pragmatic competence 10.3 Use of address terms 11. Core areas of Pragmatics (Pragmatics for Language Educators: A Sociolinguistic Perspective by Virginia LoCastro.. 11.1 Interactional Construction of Identity 11.2 Language, Gender, and Power 12. The Assessment of Pragmatic Ability (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 12.1 Use of Address terms in English 12.2 Indicators for pragmatic instruction:Some quantitative tools 12.3 Pragmatics tests: Different purposes, different tests 13. Related articles to be discussed: 13. “Relevance Theory” by Deidre Wilson and Dan Sperberpublished in L. Horn & G. Ward (eds.) (2004). Blackwell’s Handbook of Pragmatics: 607-632. 13.2 “Pragmatics And Language Teaching” by Prof. Dr. Mehmet DEMİREZEN . (1999) Hacettepe Üniversitesi Eğitim Fakültesi Dergisi Sayı:6 : 181-187 13.3 “Pragmatic awareness and second language learning motivation: A mixed-methods investigation” by He Yang and Wei (2020). Pragmatics and Cognition. December DOI: 10.1075/pc.19022.yan |
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1.The scope of pragmatics 1.1The origin and historical vagaries of the term pragmatics, 1.2 Defining pragmatics, 1.3 Defining pragmatic competence 1.4 Current interest in pragmatics 1.5 Pragmatics in language teaching 2. Pragmatic Competence (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 2.1 Models of Pragmatic Competence 2.2 Components of Pragmatic Competence 3.Theories of Pragmatic Development (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 3.1 The Acculturation Model 3.2 Cognitive Processing Theories 3.3 Sociocultural Theory 4. Deixis (Pragmatics by Stephen C. Levinson) 4.0 Introduction 4.1 Philosophical approaches 4.2 descriptive approaches 4.2.1 Person deixis 4.2.2 Time deixis 4.2.3 Place deixis 4.2.4 Discourse deixis 4.2.5 Social deixis 4.3 Conclusions 5. Principles of Pragmatics (Principle of Pragmatics by Geoffrey N. Leech) 5.1 A set of postulates 5.2 The Interpersonal role of the Cooperative Principle (CP) 5.2.1 Maxims of Quantity 5.2.2 Maxims of Quality 5.2.3 Maxim of Relation 5.2.4 Maxim of Manner 6. The Politeness Principle (PP) (Politeness: Some Universals in Language Usage by Penelope Brown and Stephen C. Levinson); (Principle of Pragmatics by Geoffrey N. Leech 6.1 Maxims of Politeness 6.1.1 The Generosity Maxim 6.1.2 The Approbation maxim 6.1.3 The Modesty Maxim 6.1.4 Other Maxims of politeness 6.2 Metalinguistic aspetcs of politeness 6.3 Irony and banter 6.4 Hyperbole and litotes 6.1 Realizations of Politeness strategies in language 6.1.1 Positive Politeness 6.1.2 Negative Politeness 6.1.3 Off record 7. Speech Acts (Pragmatics by Stephen C. Levinson) 7.1 Locutionary act 7.2 Illocutionary act 7.3 Perlocutionary act 7.4 Speech-act verbs in English (Principle of Pragmatics by Geoffrey N. Leech) 7.5 Basic types of utterance 7.6 Felicity Conditions 7.7 Sincerity Conditions 8. Interlanguage Pragmatics and politeness across languages and cultures 9. Classroom research on interlanguage pragmatics. (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper. 10. Pragmatics in classroom (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 10.1 Inductives and deductive teaching of compliments and compliment responses 10.2 The role of input enhancement in developing pragmatic competence 10.3 Use of address terms 11. Core areas of Pragmatics (Pragmatics for Language Educators: A Sociolinguistic Perspective by Virginia LoCastro.. 11.1 Interactional Construction of Identity 11.2 Language, Gender, and Power 12. The Assessment of Pragmatic Ability (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 12.1 Use of Address terms in English 12.2 Indicators for pragmatic instruction:Some quantitative tools 12.3 Pragmatics tests: Different purposes, different tests 13. Related articles to be discussed: 13. “Relevance Theory” by Deidre Wilson and Dan Sperberpublished in L. Horn & G. Ward (eds.) (2004). Blackwell’s Handbook of Pragmatics: 607-632. 13.2 “Pragmatics And Language Teaching” by Prof. Dr. Mehmet DEMİREZEN . (1999) Hacettepe Üniversitesi Eğitim Fakültesi Dergisi Sayı:6 : 181-187 13.3 “Pragmatic awareness and second language learning motivation: A mixed-methods investigation” by He Yang and Wei (2020). Pragmatics and Cognition. December DOI: 10.1075/pc.19022.yan |
1.The scope of pragmatics 1.1The origin and historical vagaries of the term pragmatics, 1.2 Defining pragmatics, 1.3 Defining pragmatic competence 1.4 Current interest in pragmatics 1.5 Pragmatics in language teaching 2. Pragmatic Competence (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 2.1 Models of Pragmatic Competence 2.2 Components of Pragmatic Competence 3.Theories of Pragmatic Development (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 3.1 The Acculturation Model 3.2 Cognitive Processing Theories 3.3 Sociocultural Theory 4. Deixis (Pragmatics by Stephen C. Levinson) 4.0 Introduction 4.1 Philosophical approaches 4.2 descriptive approaches 4.2.1 Person deixis 4.2.2 Time deixis 4.2.3 Place deixis 4.2.4 Discourse deixis 4.2.5 Social deixis 4.3 Conclusions 5. Principles of Pragmatics (Principle of Pragmatics by Geoffrey N. Leech) 5.1 A set of postulates 5.2 The Interpersonal role of the Cooperative Principle (CP) 5.2.1 Maxims of Quantity 5.2.2 Maxims of Quality 5.2.3 Maxim of Relation 5.2.4 Maxim of Manner 6. The Politeness Principle (PP) (Politeness: Some Universals in Language Usage by Penelope Brown and Stephen C. Levinson); (Principle of Pragmatics by Geoffrey N. Leech 6.1 Maxims of Politeness 6.1.1 The Generosity Maxim 6.1.2 The Approbation maxim 6.1.3 The Modesty Maxim 6.1.4 Other Maxims of politeness 6.2 Metalinguistic aspetcs of politeness 6.3 Irony and banter 6.4 Hyperbole and litotes 6.1 Realizations of Politeness strategies in language 6.1.1 Positive Politeness 6.1.2 Negative Politeness 6.1.3 Off record 7. Speech Acts (Pragmatics by Stephen C. Levinson) 7.1 Locutionary act 7.2 Illocutionary act 7.3 Perlocutionary act 7.4 Speech-act verbs in English (Principle of Pragmatics by Geoffrey N. Leech) 7.5 Basic types of utterance 7.6 Felicity Conditions 7.7 Sincerity Conditions 8. Interlanguage Pragmatics and politeness across languages and cultures 9. Classroom research on interlanguage pragmatics. (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper. 10. Pragmatics in classroom (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 10.1 Inductives and deductive teaching of compliments and compliment responses 10.2 The role of input enhancement in developing pragmatic competence 10.3 Use of address terms 11. Core areas of Pragmatics (Pragmatics for Language Educators: A Sociolinguistic Perspective by Virginia LoCastro.. 11.1 Interactional Construction of Identity 11.2 Language, Gender, and Power 12. The Assessment of Pragmatic Ability (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 12.1 Use of Address terms in English 12.2 Indicators for pragmatic instruction:Some quantitative tools 12.3 Pragmatics tests: Different purposes, different tests 13. Related articles to be discussed: 13. “Relevance Theory” by Deidre Wilson and Dan Sperberpublished in L. Horn & G. Ward (eds.) (2004). Blackwell’s Handbook of Pragmatics: 607-632. 13.2 “Pragmatics And Language Teaching” by Prof. Dr. Mehmet DEMİREZEN . (1999) Hacettepe Üniversitesi Eğitim Fakültesi Dergisi Sayı:6 : 181-187 13.3 “Pragmatic awareness and second language learning motivation: A mixed-methods investigation” by He Yang and Wei (2020). Pragmatics and Cognition. December DOI: 10.1075/pc.19022.yan |
1.The scope of pragmatics 1.1The origin and historical vagaries of the term pragmatics, 1.2 Defining pragmatics, 1.3 Defining pragmatic competence 1.4 Current interest in pragmatics 1.5 Pragmatics in language teaching 2. Pragmatic Competence (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 2.1 Models of Pragmatic Competence 2.2 Components of Pragmatic Competence 3.Theories of Pragmatic Development (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 3.1 The Acculturation Model 3.2 Cognitive Processing Theories 3.3 Sociocultural Theory 4. Deixis (Pragmatics by Stephen C. Levinson) 4.0 Introduction 4.1 Philosophical approaches 4.2 descriptive approaches 4.2.1 Person deixis 4.2.2 Time deixis 4.2.3 Place deixis 4.2.4 Discourse deixis 4.2.5 Social deixis 4.3 Conclusions 5. Principles of Pragmatics (Principle of Pragmatics by Geoffrey N. Leech) 5.1 A set of postulates 5.2 The Interpersonal role of the Cooperative Principle (CP) 5.2.1 Maxims of Quantity 5.2.2 Maxims of Quality 5.2.3 Maxim of Relation 5.2.4 Maxim of Manner 6. The Politeness Principle (PP) (Politeness: Some Universals in Language Usage by Penelope Brown and Stephen C. Levinson); (Principle of Pragmatics by Geoffrey N. Leech 6.1 Maxims of Politeness 6.1.1 The Generosity Maxim 6.1.2 The Approbation maxim 6.1.3 The Modesty Maxim 6.1.4 Other Maxims of politeness 6.2 Metalinguistic aspetcs of politeness 6.3 Irony and banter 6.4 Hyperbole and litotes 6.1 Realizations of Politeness strategies in language 6.1.1 Positive Politeness 6.1.2 Negative Politeness 6.1.3 Off record 7. Speech Acts (Pragmatics by Stephen C. Levinson) 7.1 Locutionary act 7.2 Illocutionary act 7.3 Perlocutionary act 7.4 Speech-act verbs in English (Principle of Pragmatics by Geoffrey N. Leech) 7.5 Basic types of utterance 7.6 Felicity Conditions 7.7 Sincerity Conditions 8. Interlanguage Pragmatics and politeness across languages and cultures 9. Classroom research on interlanguage pragmatics. (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper. 10. Pragmatics in classroom (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 10.1 Inductives and deductive teaching of compliments and compliment responses 10.2 The role of input enhancement in developing pragmatic competence 10.3 Use of address terms 11. Core areas of Pragmatics (Pragmatics for Language Educators: A Sociolinguistic Perspective by Virginia LoCastro.. 11.1 Interactional Construction of Identity 11.2 Language, Gender, and Power 12. The Assessment of Pragmatic Ability (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 12.1 Use of Address terms in English 12.2 Indicators for pragmatic instruction:Some quantitative tools 12.3 Pragmatics tests: Different purposes, different tests 13. Related articles to be discussed: 13. “Relevance Theory” by Deidre Wilson and Dan Sperberpublished in L. Horn & G. Ward (eds.) (2004). Blackwell’s Handbook of Pragmatics: 607-632. 13.2 “Pragmatics And Language Teaching” by Prof. Dr. Mehmet DEMİREZEN . (1999) Hacettepe Üniversitesi Eğitim Fakültesi Dergisi Sayı:6 : 181-187 13.3 “Pragmatic awareness and second language learning motivation: A mixed-methods investigation” by He Yang and Wei (2020). Pragmatics and Cognition. December DOI: 10.1075/pc.19022.yan |
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1.The scope of pragmatics 1.1The origin and historical vagaries of the term pragmatics, 1.2 Defining pragmatics, 1.3 Defining pragmatic competence 1.4 Current interest in pragmatics 1.5 Pragmatics in language teaching 2. Pragmatic Competence (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 2.1 Models of Pragmatic Competence 2.2 Components of Pragmatic Competence 3.Theories of Pragmatic Development (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 3.1 The Acculturation Model 3.2 Cognitive Processing Theories 3.3 Sociocultural Theory 4. Deixis (Pragmatics by Stephen C. Levinson) 4.0 Introduction 4.1 Philosophical approaches 4.2 descriptive approaches 4.2.1 Person deixis 4.2.2 Time deixis 4.2.3 Place deixis 4.2.4 Discourse deixis 4.2.5 Social deixis 4.3 Conclusions 5. Principles of Pragmatics (Principle of Pragmatics by Geoffrey N. Leech) 5.1 A set of postulates 5.2 The Interpersonal role of the Cooperative Principle (CP) 5.2.1 Maxims of Quantity 5.2.2 Maxims of Quality 5.2.3 Maxim of Relation 5.2.4 Maxim of Manner 6. The Politeness Principle (PP) (Politeness: Some Universals in Language Usage by Penelope Brown and Stephen C. Levinson); (Principle of Pragmatics by Geoffrey N. Leech 6.1 Maxims of Politeness 6.1.1 The Generosity Maxim 6.1.2 The Approbation maxim 6.1.3 The Modesty Maxim 6.1.4 Other Maxims of politeness 6.2 Metalinguistic aspetcs of politeness 6.3 Irony and banter 6.4 Hyperbole and litotes 6.1 Realizations of Politeness strategies in language 6.1.1 Positive Politeness 6.1.2 Negative Politeness 6.1.3 Off record 7. Speech Acts (Pragmatics by Stephen C. Levinson) 7.1 Locutionary act 7.2 Illocutionary act 7.3 Perlocutionary act 7.4 Speech-act verbs in English (Principle of Pragmatics by Geoffrey N. Leech) 7.5 Basic types of utterance 7.6 Felicity Conditions 7.7 Sincerity Conditions 8. Interlanguage Pragmatics and politeness across languages and cultures 9. Classroom research on interlanguage pragmatics. (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper. 10. Pragmatics in classroom (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 10.1 Inductives and deductive teaching of compliments and compliment responses 10.2 The role of input enhancement in developing pragmatic competence 10.3 Use of address terms 11. Core areas of Pragmatics (Pragmatics for Language Educators: A Sociolinguistic Perspective by Virginia LoCastro.. 11.1 Interactional Construction of Identity 11.2 Language, Gender, and Power 12. The Assessment of Pragmatic Ability (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 12.1 Use of Address terms in English 12.2 Indicators for pragmatic instruction:Some quantitative tools 12.3 Pragmatics tests: Different purposes, different tests 13. Related articles to be discussed: 13. “Relevance Theory” by Deidre Wilson and Dan Sperberpublished in L. Horn & G. Ward (eds.) (2004). Blackwell’s Handbook of Pragmatics: 607-632. 13.2 “Pragmatics And Language Teaching” by Prof. Dr. Mehmet DEMİREZEN . (1999) Hacettepe Üniversitesi Eğitim Fakültesi Dergisi Sayı:6 : 181-187 13.3 “Pragmatic awareness and second language learning motivation: A mixed-methods investigation” by He Yang and Wei (2020). Pragmatics and Cognition. December DOI: 10.1075/pc.19022.yan |
1.The scope of pragmatics 1.1The origin and historical vagaries of the term pragmatics, 1.2 Defining pragmatics, 1.3 Defining pragmatic competence 1.4 Current interest in pragmatics 1.5 Pragmatics in language teaching 2. Pragmatic Competence (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 2.1 Models of Pragmatic Competence 2.2 Components of Pragmatic Competence 3.Theories of Pragmatic Development (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 3.1 The Acculturation Model 3.2 Cognitive Processing Theories 3.3 Sociocultural Theory 4. Deixis (Pragmatics by Stephen C. Levinson) 4.0 Introduction 4.1 Philosophical approaches 4.2 descriptive approaches 4.2.1 Person deixis 4.2.2 Time deixis 4.2.3 Place deixis 4.2.4 Discourse deixis 4.2.5 Social deixis 4.3 Conclusions 5. Principles of Pragmatics (Principle of Pragmatics by Geoffrey N. Leech) 5.1 A set of postulates 5.2 The Interpersonal role of the Cooperative Principle (CP) 5.2.1 Maxims of Quantity 5.2.2 Maxims of Quality 5.2.3 Maxim of Relation 5.2.4 Maxim of Manner 6. The Politeness Principle (PP) (Politeness: Some Universals in Language Usage by Penelope Brown and Stephen C. Levinson); (Principle of Pragmatics by Geoffrey N. Leech 6.1 Maxims of Politeness 6.1.1 The Generosity Maxim 6.1.2 The Approbation maxim 6.1.3 The Modesty Maxim 6.1.4 Other Maxims of politeness 6.2 Metalinguistic aspetcs of politeness 6.3 Irony and banter 6.4 Hyperbole and litotes 6.1 Realizations of Politeness strategies in language 6.1.1 Positive Politeness 6.1.2 Negative Politeness 6.1.3 Off record 7. Speech Acts (Pragmatics by Stephen C. Levinson) 7.1 Locutionary act 7.2 Illocutionary act 7.3 Perlocutionary act 7.4 Speech-act verbs in English (Principle of Pragmatics by Geoffrey N. Leech) 7.5 Basic types of utterance 7.6 Felicity Conditions 7.7 Sincerity Conditions 8. Interlanguage Pragmatics and politeness across languages and cultures 9. Classroom research on interlanguage pragmatics. (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper. 10. Pragmatics in classroom (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 10.1 Inductives and deductive teaching of compliments and compliment responses 10.2 The role of input enhancement in developing pragmatic competence 10.3 Use of address terms 11. Core areas of Pragmatics (Pragmatics for Language Educators: A Sociolinguistic Perspective by Virginia LoCastro.. 11.1 Interactional Construction of Identity 11.2 Language, Gender, and Power 12. The Assessment of Pragmatic Ability (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 12.1 Use of Address terms in English 12.2 Indicators for pragmatic instruction:Some quantitative tools 12.3 Pragmatics tests: Different purposes, different tests 13. Related articles to be discussed: 13. “Relevance Theory” by Deidre Wilson and Dan Sperberpublished in L. Horn & G. Ward (eds.) (2004). Blackwell’s Handbook of Pragmatics: 607-632. 13.2 “Pragmatics And Language Teaching” by Prof. Dr. Mehmet DEMİREZEN . (1999) Hacettepe Üniversitesi Eğitim Fakültesi Dergisi Sayı:6 : 181-187 13.3 “Pragmatic awareness and second language learning motivation: A mixed-methods investigation” by He Yang and Wei (2020). Pragmatics and Cognition. December DOI: 10.1075/pc.19022.yan |
1.The scope of pragmatics 1.1The origin and historical vagaries of the term pragmatics, 1.2 Defining pragmatics, 1.3 Defining pragmatic competence 1.4 Current interest in pragmatics 1.5 Pragmatics in language teaching 2. Pragmatic Competence (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 2.1 Models of Pragmatic Competence 2.2 Components of Pragmatic Competence 3.Theories of Pragmatic Development (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 3.1 The Acculturation Model 3.2 Cognitive Processing Theories 3.3 Sociocultural Theory 4. Deixis (Pragmatics by Stephen C. Levinson) 4.0 Introduction 4.1 Philosophical approaches 4.2 descriptive approaches 4.2.1 Person deixis 4.2.2 Time deixis 4.2.3 Place deixis 4.2.4 Discourse deixis 4.2.5 Social deixis 4.3 Conclusions 5. Principles of Pragmatics (Principle of Pragmatics by Geoffrey N. Leech) 5.1 A set of postulates 5.2 The Interpersonal role of the Cooperative Principle (CP) 5.2.1 Maxims of Quantity 5.2.2 Maxims of Quality 5.2.3 Maxim of Relation 5.2.4 Maxim of Manner 6. The Politeness Principle (PP) (Politeness: Some Universals in Language Usage by Penelope Brown and Stephen C. Levinson); (Principle of Pragmatics by Geoffrey N. Leech 6.1 Maxims of Politeness 6.1.1 The Generosity Maxim 6.1.2 The Approbation maxim 6.1.3 The Modesty Maxim 6.1.4 Other Maxims of politeness 6.2 Metalinguistic aspetcs of politeness 6.3 Irony and banter 6.4 Hyperbole and litotes 6.1 Realizations of Politeness strategies in language 6.1.1 Positive Politeness 6.1.2 Negative Politeness 6.1.3 Off record 7. Speech Acts (Pragmatics by Stephen C. Levinson) 7.1 Locutionary act 7.2 Illocutionary act 7.3 Perlocutionary act 7.4 Speech-act verbs in English (Principle of Pragmatics by Geoffrey N. Leech) 7.5 Basic types of utterance 7.6 Felicity Conditions 7.7 Sincerity Conditions 8. Interlanguage Pragmatics and politeness across languages and cultures 9. Classroom research on interlanguage pragmatics. (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper. 10. Pragmatics in classroom (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 10.1 Inductives and deductive teaching of compliments and compliment responses 10.2 The role of input enhancement in developing pragmatic competence 10.3 Use of address terms 11. Core areas of Pragmatics (Pragmatics for Language Educators: A Sociolinguistic Perspective by Virginia LoCastro.. 11.1 Interactional Construction of Identity 11.2 Language, Gender, and Power 12. The Assessment of Pragmatic Ability (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 12.1 Use of Address terms in English 12.2 Indicators for pragmatic instruction:Some quantitative tools 12.3 Pragmatics tests: Different purposes, different tests 13. Related articles to be discussed: 13. “Relevance Theory” by Deidre Wilson and Dan Sperberpublished in L. Horn & G. Ward (eds.) (2004). Blackwell’s Handbook of Pragmatics: 607-632. 13.2 “Pragmatics And Language Teaching” by Prof. Dr. Mehmet DEMİREZEN . (1999) Hacettepe Üniversitesi Eğitim Fakültesi Dergisi Sayı:6 : 181-187 13.3 “Pragmatic awareness and second language learning motivation: A mixed-methods investigation” by He Yang and Wei (2020). Pragmatics and Cognition. December DOI: 10.1075/pc.19022.yan |
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1.The scope of pragmatics 1.1The origin and historical vagaries of the term pragmatics, 1.2 Defining pragmatics, 1.3 Defining pragmatic competence 1.4 Current interest in pragmatics 1.5 Pragmatics in language teaching 2. Pragmatic Competence (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 2.1 Models of Pragmatic Competence 2.2 Components of Pragmatic Competence 3.Theories of Pragmatic Development (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 3.1 The Acculturation Model 3.2 Cognitive Processing Theories 3.3 Sociocultural Theory 4. Deixis (Pragmatics by Stephen C. Levinson) 4.0 Introduction 4.1 Philosophical approaches 4.2 descriptive approaches 4.2.1 Person deixis 4.2.2 Time deixis 4.2.3 Place deixis 4.2.4 Discourse deixis 4.2.5 Social deixis 4.3 Conclusions 5. Principles of Pragmatics (Principle of Pragmatics by Geoffrey N. Leech) 5.1 A set of postulates 5.2 The Interpersonal role of the Cooperative Principle (CP) 5.2.1 Maxims of Quantity 5.2.2 Maxims of Quality 5.2.3 Maxim of Relation 5.2.4 Maxim of Manner 6. The Politeness Principle (PP) (Politeness: Some Universals in Language Usage by Penelope Brown and Stephen C. Levinson); (Principle of Pragmatics by Geoffrey N. Leech 6.1 Maxims of Politeness 6.1.1 The Generosity Maxim 6.1.2 The Approbation maxim 6.1.3 The Modesty Maxim 6.1.4 Other Maxims of politeness 6.2 Metalinguistic aspetcs of politeness 6.3 Irony and banter 6.4 Hyperbole and litotes 6.1 Realizations of Politeness strategies in language 6.1.1 Positive Politeness 6.1.2 Negative Politeness 6.1.3 Off record 7. Speech Acts (Pragmatics by Stephen C. Levinson) 7.1 Locutionary act 7.2 Illocutionary act 7.3 Perlocutionary act 7.4 Speech-act verbs in English (Principle of Pragmatics by Geoffrey N. Leech) 7.5 Basic types of utterance 7.6 Felicity Conditions 7.7 Sincerity Conditions 8. Interlanguage Pragmatics and politeness across languages and cultures 9. Classroom research on interlanguage pragmatics. (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper. 10. Pragmatics in classroom (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 10.1 Inductives and deductive teaching of compliments and compliment responses 10.2 The role of input enhancement in developing pragmatic competence 10.3 Use of address terms 11. Core areas of Pragmatics (Pragmatics for Language Educators: A Sociolinguistic Perspective by Virginia LoCastro.. 11.1 Interactional Construction of Identity 11.2 Language, Gender, and Power 12. The Assessment of Pragmatic Ability (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 12.1 Use of Address terms in English 12.2 Indicators for pragmatic instruction:Some quantitative tools 12.3 Pragmatics tests: Different purposes, different tests 13. Related articles to be discussed: 13. “Relevance Theory” by Deidre Wilson and Dan Sperberpublished in L. Horn & G. Ward (eds.) (2004). Blackwell’s Handbook of Pragmatics: 607-632. 13.2 “Pragmatics And Language Teaching” by Prof. Dr. Mehmet DEMİREZEN . (1999) Hacettepe Üniversitesi Eğitim Fakültesi Dergisi Sayı:6 : 181-187 13.3 “Pragmatic awareness and second language learning motivation: A mixed-methods investigation” by He Yang and Wei (2020). Pragmatics and Cognition. December DOI: 10.1075/pc.19022.yan |
1.The scope of pragmatics 1.1The origin and historical vagaries of the term pragmatics, 1.2 Defining pragmatics, 1.3 Defining pragmatic competence 1.4 Current interest in pragmatics 1.5 Pragmatics in language teaching 2. Pragmatic Competence (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 2.1 Models of Pragmatic Competence 2.2 Components of Pragmatic Competence 3.Theories of Pragmatic Development (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 3.1 The Acculturation Model 3.2 Cognitive Processing Theories 3.3 Sociocultural Theory 4. Deixis (Pragmatics by Stephen C. Levinson) 4.0 Introduction 4.1 Philosophical approaches 4.2 descriptive approaches 4.2.1 Person deixis 4.2.2 Time deixis 4.2.3 Place deixis 4.2.4 Discourse deixis 4.2.5 Social deixis 4.3 Conclusions 5. Principles of Pragmatics (Principle of Pragmatics by Geoffrey N. Leech) 5.1 A set of postulates 5.2 The Interpersonal role of the Cooperative Principle (CP) 5.2.1 Maxims of Quantity 5.2.2 Maxims of Quality 5.2.3 Maxim of Relation 5.2.4 Maxim of Manner 6. The Politeness Principle (PP) (Politeness: Some Universals in Language Usage by Penelope Brown and Stephen C. Levinson); (Principle of Pragmatics by Geoffrey N. Leech 6.1 Maxims of Politeness 6.1.1 The Generosity Maxim 6.1.2 The Approbation maxim 6.1.3 The Modesty Maxim 6.1.4 Other Maxims of politeness 6.2 Metalinguistic aspetcs of politeness 6.3 Irony and banter 6.4 Hyperbole and litotes 6.1 Realizations of Politeness strategies in language 6.1.1 Positive Politeness 6.1.2 Negative Politeness 6.1.3 Off record 7. Speech Acts (Pragmatics by Stephen C. Levinson) 7.1 Locutionary act 7.2 Illocutionary act 7.3 Perlocutionary act 7.4 Speech-act verbs in English (Principle of Pragmatics by Geoffrey N. Leech) 7.5 Basic types of utterance 7.6 Felicity Conditions 7.7 Sincerity Conditions 8. Interlanguage Pragmatics and politeness across languages and cultures 9. Classroom research on interlanguage pragmatics. (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper. 10. Pragmatics in classroom (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 10.1 Inductives and deductive teaching of compliments and compliment responses 10.2 The role of input enhancement in developing pragmatic competence 10.3 Use of address terms 11. Core areas of Pragmatics (Pragmatics for Language Educators: A Sociolinguistic Perspective by Virginia LoCastro.. 11.1 Interactional Construction of Identity 11.2 Language, Gender, and Power 12. The Assessment of Pragmatic Ability (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 12.1 Use of Address terms in English 12.2 Indicators for pragmatic instruction:Some quantitative tools 12.3 Pragmatics tests: Different purposes, different tests 13. Related articles to be discussed: 13. “Relevance Theory” by Deidre Wilson and Dan Sperberpublished in L. Horn & G. Ward (eds.) (2004). Blackwell’s Handbook of Pragmatics: 607-632. 13.2 “Pragmatics And Language Teaching” by Prof. Dr. Mehmet DEMİREZEN . (1999) Hacettepe Üniversitesi Eğitim Fakültesi Dergisi Sayı:6 : 181-187 13.3 “Pragmatic awareness and second language learning motivation: A mixed-methods investigation” by He Yang and Wei (2020). Pragmatics and Cognition. December DOI: 10.1075/pc.19022.yan |
1.The scope of pragmatics 1.1The origin and historical vagaries of the term pragmatics, 1.2 Defining pragmatics, 1.3 Defining pragmatic competence 1.4 Current interest in pragmatics 1.5 Pragmatics in language teaching 2. Pragmatic Competence (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 2.1 Models of Pragmatic Competence 2.2 Components of Pragmatic Competence 3.Theories of Pragmatic Development (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 3.1 The Acculturation Model 3.2 Cognitive Processing Theories 3.3 Sociocultural Theory 4. Deixis (Pragmatics by Stephen C. Levinson) 4.0 Introduction 4.1 Philosophical approaches 4.2 descriptive approaches 4.2.1 Person deixis 4.2.2 Time deixis 4.2.3 Place deixis 4.2.4 Discourse deixis 4.2.5 Social deixis 4.3 Conclusions 5. Principles of Pragmatics (Principle of Pragmatics by Geoffrey N. Leech) 5.1 A set of postulates 5.2 The Interpersonal role of the Cooperative Principle (CP) 5.2.1 Maxims of Quantity 5.2.2 Maxims of Quality 5.2.3 Maxim of Relation 5.2.4 Maxim of Manner 6. The Politeness Principle (PP) (Politeness: Some Universals in Language Usage by Penelope Brown and Stephen C. Levinson); (Principle of Pragmatics by Geoffrey N. Leech 6.1 Maxims of Politeness 6.1.1 The Generosity Maxim 6.1.2 The Approbation maxim 6.1.3 The Modesty Maxim 6.1.4 Other Maxims of politeness 6.2 Metalinguistic aspetcs of politeness 6.3 Irony and banter 6.4 Hyperbole and litotes 6.1 Realizations of Politeness strategies in language 6.1.1 Positive Politeness 6.1.2 Negative Politeness 6.1.3 Off record 7. Speech Acts (Pragmatics by Stephen C. Levinson) 7.1 Locutionary act 7.2 Illocutionary act 7.3 Perlocutionary act 7.4 Speech-act verbs in English (Principle of Pragmatics by Geoffrey N. Leech) 7.5 Basic types of utterance 7.6 Felicity Conditions 7.7 Sincerity Conditions 8. Interlanguage Pragmatics and politeness across languages and cultures 9. Classroom research on interlanguage pragmatics. (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper. 10. Pragmatics in classroom (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 10.1 Inductives and deductive teaching of compliments and compliment responses 10.2 The role of input enhancement in developing pragmatic competence 10.3 Use of address terms 11. Core areas of Pragmatics (Pragmatics for Language Educators: A Sociolinguistic Perspective by Virginia LoCastro.. 11.1 Interactional Construction of Identity 11.2 Language, Gender, and Power 12. The Assessment of Pragmatic Ability (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 12.1 Use of Address terms in English 12.2 Indicators for pragmatic instruction:Some quantitative tools 12.3 Pragmatics tests: Different purposes, different tests 13. Related articles to be discussed: 13. “Relevance Theory” by Deidre Wilson and Dan Sperberpublished in L. Horn & G. Ward (eds.) (2004). Blackwell’s Handbook of Pragmatics: 607-632. 13.2 “Pragmatics And Language Teaching” by Prof. Dr. Mehmet DEMİREZEN . (1999) Hacettepe Üniversitesi Eğitim Fakültesi Dergisi Sayı:6 : 181-187 13.3 “Pragmatic awareness and second language learning motivation: A mixed-methods investigation” by He Yang and Wei (2020). Pragmatics and Cognition. December DOI: 10.1075/pc.19022.yan |
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1.The scope of pragmatics 1.1The origin and historical vagaries of the term pragmatics, 1.2 Defining pragmatics, 1.3 Defining pragmatic competence 1.4 Current interest in pragmatics 1.5 Pragmatics in language teaching 2. Pragmatic Competence (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 2.1 Models of Pragmatic Competence 2.2 Components of Pragmatic Competence 3.Theories of Pragmatic Development (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 3.1 The Acculturation Model 3.2 Cognitive Processing Theories 3.3 Sociocultural Theory 4. Deixis (Pragmatics by Stephen C. Levinson) 4.0 Introduction 4.1 Philosophical approaches 4.2 descriptive approaches 4.2.1 Person deixis 4.2.2 Time deixis 4.2.3 Place deixis 4.2.4 Discourse deixis 4.2.5 Social deixis 4.3 Conclusions 5. Principles of Pragmatics (Principle of Pragmatics by Geoffrey N. Leech) 5.1 A set of postulates 5.2 The Interpersonal role of the Cooperative Principle (CP) 5.2.1 Maxims of Quantity 5.2.2 Maxims of Quality 5.2.3 Maxim of Relation 5.2.4 Maxim of Manner 6. The Politeness Principle (PP) (Politeness: Some Universals in Language Usage by Penelope Brown and Stephen C. Levinson); (Principle of Pragmatics by Geoffrey N. Leech 6.1 Maxims of Politeness 6.1.1 The Generosity Maxim 6.1.2 The Approbation maxim 6.1.3 The Modesty Maxim 6.1.4 Other Maxims of politeness 6.2 Metalinguistic aspetcs of politeness 6.3 Irony and banter 6.4 Hyperbole and litotes 6.1 Realizations of Politeness strategies in language 6.1.1 Positive Politeness 6.1.2 Negative Politeness 6.1.3 Off record 7. Speech Acts (Pragmatics by Stephen C. Levinson) 7.1 Locutionary act 7.2 Illocutionary act 7.3 Perlocutionary act 7.4 Speech-act verbs in English (Principle of Pragmatics by Geoffrey N. Leech) 7.5 Basic types of utterance 7.6 Felicity Conditions 7.7 Sincerity Conditions 8. Interlanguage Pragmatics and politeness across languages and cultures 9. Classroom research on interlanguage pragmatics. (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper. 10. Pragmatics in classroom (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 10.1 Inductives and deductive teaching of compliments and compliment responses 10.2 The role of input enhancement in developing pragmatic competence 10.3 Use of address terms 11. Core areas of Pragmatics (Pragmatics for Language Educators: A Sociolinguistic Perspective by Virginia LoCastro.. 11.1 Interactional Construction of Identity 11.2 Language, Gender, and Power 12. The Assessment of Pragmatic Ability (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 12.1 Use of Address terms in English 12.2 Indicators for pragmatic instruction:Some quantitative tools 12.3 Pragmatics tests: Different purposes, different tests 13. Related articles to be discussed: 13. “Relevance Theory” by Deidre Wilson and Dan Sperberpublished in L. Horn & G. Ward (eds.) (2004). Blackwell’s Handbook of Pragmatics: 607-632. 13.2 “Pragmatics And Language Teaching” by Prof. Dr. Mehmet DEMİREZEN . (1999) Hacettepe Üniversitesi Eğitim Fakültesi Dergisi Sayı:6 : 181-187 13.3 “Pragmatic awareness and second language learning motivation: A mixed-methods investigation” by He Yang and Wei (2020). Pragmatics and Cognition. December DOI: 10.1075/pc.19022.yan |
1.The scope of pragmatics 1.1The origin and historical vagaries of the term pragmatics, 1.2 Defining pragmatics, 1.3 Defining pragmatic competence 1.4 Current interest in pragmatics 1.5 Pragmatics in language teaching 2. Pragmatic Competence (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 2.1 Models of Pragmatic Competence 2.2 Components of Pragmatic Competence 3.Theories of Pragmatic Development (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 3.1 The Acculturation Model 3.2 Cognitive Processing Theories 3.3 Sociocultural Theory 4. Deixis (Pragmatics by Stephen C. Levinson) 4.0 Introduction 4.1 Philosophical approaches 4.2 descriptive approaches 4.2.1 Person deixis 4.2.2 Time deixis 4.2.3 Place deixis 4.2.4 Discourse deixis 4.2.5 Social deixis 4.3 Conclusions 5. Principles of Pragmatics (Principle of Pragmatics by Geoffrey N. Leech) 5.1 A set of postulates 5.2 The Interpersonal role of the Cooperative Principle (CP) 5.2.1 Maxims of Quantity 5.2.2 Maxims of Quality 5.2.3 Maxim of Relation 5.2.4 Maxim of Manner 6. The Politeness Principle (PP) (Politeness: Some Universals in Language Usage by Penelope Brown and Stephen C. Levinson); (Principle of Pragmatics by Geoffrey N. Leech 6.1 Maxims of Politeness 6.1.1 The Generosity Maxim 6.1.2 The Approbation maxim 6.1.3 The Modesty Maxim 6.1.4 Other Maxims of politeness 6.2 Metalinguistic aspetcs of politeness 6.3 Irony and banter 6.4 Hyperbole and litotes 6.1 Realizations of Politeness strategies in language 6.1.1 Positive Politeness 6.1.2 Negative Politeness 6.1.3 Off record 7. Speech Acts (Pragmatics by Stephen C. Levinson) 7.1 Locutionary act 7.2 Illocutionary act 7.3 Perlocutionary act 7.4 Speech-act verbs in English (Principle of Pragmatics by Geoffrey N. Leech) 7.5 Basic types of utterance 7.6 Felicity Conditions 7.7 Sincerity Conditions 8. Interlanguage Pragmatics and politeness across languages and cultures 9. Classroom research on interlanguage pragmatics. (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper. 10. Pragmatics in classroom (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 10.1 Inductives and deductive teaching of compliments and compliment responses 10.2 The role of input enhancement in developing pragmatic competence 10.3 Use of address terms 11. Core areas of Pragmatics (Pragmatics for Language Educators: A Sociolinguistic Perspective by Virginia LoCastro.. 11.1 Interactional Construction of Identity 11.2 Language, Gender, and Power 12. The Assessment of Pragmatic Ability (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 12.1 Use of Address terms in English 12.2 Indicators for pragmatic instruction:Some quantitative tools 12.3 Pragmatics tests: Different purposes, different tests 13. Related articles to be discussed: 13. “Relevance Theory” by Deidre Wilson and Dan Sperberpublished in L. Horn & G. Ward (eds.) (2004). Blackwell’s Handbook of Pragmatics: 607-632. 13.2 “Pragmatics And Language Teaching” by Prof. Dr. Mehmet DEMİREZEN . (1999) Hacettepe Üniversitesi Eğitim Fakültesi Dergisi Sayı:6 : 181-187 13.3 “Pragmatic awareness and second language learning motivation: A mixed-methods investigation” by He Yang and Wei (2020). Pragmatics and Cognition. December DOI: 10.1075/pc.19022.yan |
1.The scope of pragmatics 1.1The origin and historical vagaries of the term pragmatics, 1.2 Defining pragmatics, 1.3 Defining pragmatic competence 1.4 Current interest in pragmatics 1.5 Pragmatics in language teaching 2. Pragmatic Competence (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 2.1 Models of Pragmatic Competence 2.2 Components of Pragmatic Competence 3.Theories of Pragmatic Development (Interlanguage Pragmatics and Language Teaching by Zia Tajeddin) 3.1 The Acculturation Model 3.2 Cognitive Processing Theories 3.3 Sociocultural Theory 4. Deixis (Pragmatics by Stephen C. Levinson) 4.0 Introduction 4.1 Philosophical approaches 4.2 descriptive approaches 4.2.1 Person deixis 4.2.2 Time deixis 4.2.3 Place deixis 4.2.4 Discourse deixis 4.2.5 Social deixis 4.3 Conclusions 5. Principles of Pragmatics (Principle of Pragmatics by Geoffrey N. Leech) 5.1 A set of postulates 5.2 The Interpersonal role of the Cooperative Principle (CP) 5.2.1 Maxims of Quantity 5.2.2 Maxims of Quality 5.2.3 Maxim of Relation 5.2.4 Maxim of Manner 6. The Politeness Principle (PP) (Politeness: Some Universals in Language Usage by Penelope Brown and Stephen C. Levinson); (Principle of Pragmatics by Geoffrey N. Leech 6.1 Maxims of Politeness 6.1.1 The Generosity Maxim 6.1.2 The Approbation maxim 6.1.3 The Modesty Maxim 6.1.4 Other Maxims of politeness 6.2 Metalinguistic aspetcs of politeness 6.3 Irony and banter 6.4 Hyperbole and litotes 6.1 Realizations of Politeness strategies in language 6.1.1 Positive Politeness 6.1.2 Negative Politeness 6.1.3 Off record 7. Speech Acts (Pragmatics by Stephen C. Levinson) 7.1 Locutionary act 7.2 Illocutionary act 7.3 Perlocutionary act 7.4 Speech-act verbs in English (Principle of Pragmatics by Geoffrey N. Leech) 7.5 Basic types of utterance 7.6 Felicity Conditions 7.7 Sincerity Conditions 8. Interlanguage Pragmatics and politeness across languages and cultures 9. Classroom research on interlanguage pragmatics. (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper. 10. Pragmatics in classroom (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 10.1 Inductives and deductive teaching of compliments and compliment responses 10.2 The role of input enhancement in developing pragmatic competence 10.3 Use of address terms 11. Core areas of Pragmatics (Pragmatics for Language Educators: A Sociolinguistic Perspective by Virginia LoCastro.. 11.1 Interactional Construction of Identity 11.2 Language, Gender, and Power 12. The Assessment of Pragmatic Ability (Pragmatics in Language Teaching. by Kenneth R. Rose and Gabriele Kasper) 12.1 Use of Address terms in English 12.2 Indicators for pragmatic instruction:Some quantitative tools 12.3 Pragmatics tests: Different purposes, different tests 13. Related articles to be discussed: 13. “Relevance Theory” by Deidre Wilson and Dan Sperberpublished in L. Horn & G. Ward (eds.) (2004). Blackwell’s Handbook of Pragmatics: 607-632. 13.2 “Pragmatics And Language Teaching” by Prof. Dr. Mehmet DEMİREZEN . (1999) Hacettepe Üniversitesi Eğitim Fakültesi Dergisi Sayı:6 : 181-187 13.3 “Pragmatic awareness and second language learning motivation: A mixed-methods investigation” by He Yang and Wei (2020). Pragmatics and Cognition. December DOI: 10.1075/pc.19022.yan |
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