scholarly journals Register, genre and referential ambiguity of personal pronouns

Pragmatics ◽  
2016 ◽  
Vol 26 (3) ◽  
pp. 361-378 ◽  
Author(s):  
Barbara De Cock
Keyword(s):  
Oral Language ◽  
Language Use ◽  
Power Relationship ◽  
Subjective Effect ◽  
Personal Pronouns ◽  
Written Discourse ◽  
Person Plural ◽  
Teacher Student ◽  
Referential Ambiguity ◽  
Suitable Explanation

This paper argues for revisiting the traditional adscription of ambiguous readings of personal pronouns, such as hearer-dominant we or generic you, pluralis maiestatis and pluralis modestiae to specific genres and/or registers. Indeed, in many languages these phenomena are considered typical for a certain genre, register or discourse context. In this paper, I will argue, on the basis of quantitative data and a qualitative analysis of examples taken from different genres (including purposefully creative language use in fiction), that a more accurate account may be formulated in terms of (inter)subjective effect, viz. the attention to the (inter)locutor (among others Benveniste 1966), as a more suitable explanation for the variation of these phenomena attested in corpora.The hearer-oriented uses of we, for instance, are considered typical for relationships characterized by power asymmetries such as teacher-student, doctor-patient (Haverkate 1984: 87; Brown & Levinson 1987), whereas generic and speaker-referring you have been considered a feature of (informal) oral language than written discourse (Hidalgo Navarro 1996). Recent corpus-based analyses including quantitative and qualitative analyses, however, call for a more nuanced view (De Cock 2011 on Spanish and English; Tarenskeen 2010 on Dutch). We may, for example, find hearer-oriented or even hearer-dominant 1st person plural forms (Have we taken our medicine?) in contexts where no power- relationship can be defined, e.g. among couples.It will be shown that these uses have different intersubjective effects, however. Their distribution is in line with overall differences as to intersubjectivity according to register and genre, beyond referential ambiguity. The concept of (inter)subjectivity then allows for a more comprehensive analysis of these phenomena and their occurrence in specific registers and genres, addressing the way in which the (inter)locutor is taken into account in each genre.

Imperative in English Proverbs

2017 ◽  
Vol 8 (1) ◽  
pp. 75 ◽  
Author(s):  
Doc. Dr. Jelena Š. Novaković ◽  
PhD student Božana Tomić
Keyword(s):  
Personal Pronouns ◽  
Referring Expressions ◽  
Written Discourse ◽  
Special Regard

Apart from personal pronouns which are by far the most used referring expressions in English and Serbian, reference can be established and maintained using demonstratives.Their function is to refer to the location or distance of a person or an object. The aim of this paper is to examine reference realised by demonstratives with special regard to the restrictions written discourse imposes on their usage. The texts we used for analysis are narrative stories written in the two languages.

scholarly journals Convergence of naïve coders and participant report ratings of attachment to a former partner: When we should be me

2018 ◽  
Vol 36 (3) ◽  
pp. 977-999 ◽  
Author(s):  
Jessica L. Borelli ◽  
David A. Sbarra ◽  
Matthias Mehl
Keyword(s):  
Romantic Relationship ◽  
Person Perception ◽  
Language Use ◽  
Romantic Partners ◽  
Stream Of Consciousness ◽  
Person Plural ◽  
Two Samples ◽  
Linguistic Cues ◽  
First Person Plural ◽  
Romantic Breakup

Using a Brunswik lens framework, this study examined whether lay observers could accurately detect participants’ attachment to a former partner following romantic breakup or divorce. We predicted that the ratings of post-breakup attachment (completed after reading participants’ transcribed stream-of-consciousness discussions of the recent separation) would be associated with participants’ self-reported ratings of attachment to a former partner and that participants’ natural language use in their narratives would act as the behavioral residue explaining these associations. To enhance the generalizability of our findings, we explored our hypotheses in two samples of adults who had recently undergone romantic relationship dissolutions—people experiencing non-marital breakups ( N = 161) and divorce ( N = 132). Consistent with hypotheses, in both samples, naïve judges generated assessments of participant attachment that were (a) reliable, (b) strongly associated with participants’ own attachment ratings, and (c) associated with participant breakup-related distress. Of the linguistic cues we examined as behavioral residue, only we-talk (first person plural pronoun use) operated indirectly to link rater and participant attachment scores. We discuss the implications of this work for a deeper understanding of attachment to former romantic partners and for using person-perception paradigms to study attachment relationships.

scholarly journals Pragmatic use of ancient greek pronouns in two communicative frameworks

Pragmatics ◽  
2016 ◽  
Vol 26 (3) ◽  
pp. 447-471 ◽  
Author(s):  
Chiara Meluzzi
Keyword(s):  
Female Characters ◽  
Personal Pronouns ◽  
Ancient Greek ◽  
Person Plural ◽  
Modern Greek ◽  
Male Characters ◽  
Membership Categorization ◽  
Related Distribution ◽  
Pragmatic Function ◽  
Context Dependent

This paper deals with the use of personal pronouns (PPs) in Ancient Greek in two Aristophanes’ comedies (i.e. Lysistrata and Ecclesiazusae). The main purpose of this study is to show that Ancient Greek PPs often have a pragmatic function, in particular linked to the speaker’s communicative goals. The analysis highlights the presence of a gender-related distribution and a context-dependent use of personal pronouns. In particular, male characters prefer 1st person singular pronouns, whereas female characters use more 1st person plural pronouns with an inclusive value. Moreover, in two communicative frameworks it is possible to notice how PPs are used for their value of membership categorization. In this respect PPs can be considered possible markers of autonomía or afiliación (see Bravo 1999). Some peculiar instances of referential ambiguities concern in particular the use of 1st and 2nd person plural pronouns in both comedies.The analysis shows that use of Ancient Greek PPs varies according to gender and context. Moreover, it is clear that in both comedies this variation should be explained mainly as a pragmatic strategy of membership categorization, thus showing instances of non-prototypical uses of PPs similar to other languages (e.g. Spanish, English, Modern Greek).

scholarly journals BENTUK DAN PENGGUNAAN PRONOMINA PERSONA BAGI MAHASISWA STKIP BANJARMASIN (THE FORM AND USE OF PERSONAL PRONOUNS BY STKIP STUDENT IN BANJARMASIN)

Kadera Bahasa ◽  
2018 ◽  
Vol 8 (2) ◽  
Author(s):  
Eka Suryatin
Keyword(s):  
Short Form ◽  
First Person ◽  
Personal Pronouns ◽  
Second Person ◽  
Person Plural ◽  
The Third ◽  
Full Form ◽  
Third Person ◽  
First Person Plural ◽  
The Third Person

This study discusses the forms and variations in the use of personal pronouns by STKIP students in Banjarmasin. The purpose of this study is to describe the forms and variations in the use personal pronouns by STKIP students in Banjarmasin. This research is a qualitative descriptive study. The data collection is obtained by observation techniques, see, and record. Research data are in the form the speech used by STKIP students in Banjarmasin, Department of PBSID (Local or Indonesian Language and Literature Education). The results show that the using personal pronouns are three forms, namely the first person, second person, and third person. Based on the type of reference personal pronoun used by STKIP students in Banjarmasin are singular and plural pronoun.When it is viewed from the morphological distribution, there are a full form and a short form. The short forms are usually used in proclitic (appears before its host) and also enclitic (appear after its host). Personal pronouns used by the students in their speech are varied. Although they are in Banjar, they do not only use personal pronouns in Banjar language, a part of the students use the first person singular pronoun gue ‘aku’. Personal pronouns in Banjar language used by the STKIP students in Banjarmasin are the first person singular pronoun, ulun, unda, sorang, saurang and aku. First person singular pronoun aku has some variations –ku and ku- that are bound morpheme. First person plural is kami and kita. The second person pronouns are pian, ikam, nyawa, and kamu. Meanwhile, the third person singular pronouns are Inya and Sidin. The third person plural pronoun is bubuhannya. The use of personal pronouns by STKIP students in Banjarmasin are dominantly consist of five speech components only that are based on the situation, the partner, the intent, the content of the message, and how the speaker tells the speech.

scholarly journals On Referential Distance in Written Texts

2017 ◽  
Vol 4 (2) ◽  
pp. 76
Author(s):  
Jelena Š. Novaković ◽  
Božana Tomić
Keyword(s):  
Personal Pronouns ◽  
Referring Expressions ◽  
Written Discourse ◽  
Special Regard ◽  
Written Texts

Apart from personal pronouns which are by far the most used referring expressions in English and Serbian, reference can be established and maintained using demonstratives. Their function is to refer to the location or distance of a person or an object. The aim of this paper is to examine reference realised by demonstratives with special regard to the restrictions written discourse imposes on their usage. The texts we used for analysis are narrative stories written in the two languages.

The contributions of oral language to English reading outcomes among young bilingual students in the United States

2020 ◽  
pp. 136700692093813
Author(s):  
Becky H Huang ◽  
Lisa M Bedore ◽  
Luping Niu ◽  
Yangting Wang ◽  
Nicole Y Y Wicha
Keyword(s):  
Language Proficiency ◽  
Oral Language ◽  
Language Use ◽  
Frequency Factor ◽  
The United States ◽  
Bilingual Students ◽  
Reading Outcomes ◽  
Oral Language Proficiency ◽  
English Reading ◽  
Reading Frequency

Aims and objectives/purpose/research questions: The current study examined the language-reading relationship for bilingual students in two grade levels (grades 1 and 3) and for two reading outcomes (decoding and comprehension) to understand the contribution of oral language in English reading. The study also explored the potential mediating role of oral language between language use, reading frequency, and reading outcomes. Design/methodology/approach: The study included 60 bilingual students from bilingual households that speak a language other than, or in addition to, English. All participants completed a battery of language and reading assessments and a background survey. Data and analysis: Three separate confirmatory factor analyses were conducted to derive an Oral Language factor (from oral language assessments), a Language Use factor, and a Reading Frequency factor (from survey items). A multivariate regression was conducted to investigate whether the language-reading relationship differed by grade and reading outcome. A multivariate mediation analysis was also conducted to examine whether the Oral Language factor mediates the effect of Language Use and Reading Frequency on reading outcomes. Findings/conclusions: Oral language proficiency significantly predicted both decoding and comprehension for both grades. Oral language also mediated the relationship between reading frequency and reading outcomes. Originality: This study investigates the contributions of oral language in young bilingual students’ English reading outcomes, which is an under-explored topic. Significance/implications: The results demonstrated the importance of oral language proficiency in bilingual students’ reading outcomes. Oral language plays a robust role in not only reading comprehension but also decoding. The study also clarified that the effects of reading frequency on reading outcomes are indirect and mediated via oral language. Improving bilingual students’ oral language proficiency coupled with promoting their reading frequency can help promote their reading outcomes.

The dynamic layering of relational pairs in L2 classrooms

Pragmatics ◽  
2019 ◽  
Vol 29 (4) ◽  
pp. 571-594
Author(s):  
Ricardo Moutinho
Keyword(s):  
Language Learning ◽  
Second Language Learning ◽  
Language Use ◽  
Mutual Understanding ◽  
Joint Orientation ◽  
Teacher Student ◽  
Chinese University ◽  
Membership Categorization ◽  
Sequential Organization ◽  
Advanced Students

Abstract The focus of this paper will be placed upon the methods people use to interact in second language learning settings, discussing interactional aspects of language use in the ongoing production of classroom events. The extracts selected for analysis were drawn from Portuguese language lessons (for beginner and advanced students) in a Chinese university. The results show how L2 classroom participants secure joint orientation and mutual understanding of the categorial pairs (such as ‘teacher-student’ and ‘native-non-native’) being invoked in the sequential organization of the utterances. In other words, when classroom members show orientation to a categorial pair, their subsequent moves will exhibit predicates (actions) of that pair, which will be available to the analyst as phenomena to be explored. This suggests that the sequential elements of the interaction and the membership categorization work carried out by the participants require attention for praxiological enquiries.

Analysis of language use in public library storytimes

2018 ◽  
Vol 52 (2) ◽  
pp. 476-484 ◽  
Author(s):  
Maria Cahill ◽  
Soohyung Joo ◽  
Kathleen Campana
Keyword(s):  
Language Development ◽  
Oral Language ◽  
Growth And Development ◽  
Language Use ◽  
School Success ◽  
Public Libraries ◽  
Public Library ◽  
Initial Step ◽  
Behavioral Skills ◽  
Oral Language Development

Public libraries are well positioned to support young children’s growth and development, yet few studies have examined programming to determine the extent to which they actually do. The current study investigated the nature of language use in public library storytimes as an initial step in determining their potential to contribute to the vocabulary and oral language development of young children. The study employed textual analysis methods with 22 storytime transcripts to identify token and type counts, the most frequent words spoken by participating librarians and children respectively, the major grammar elements present, and the top 20 nouns, verbs, and adjectives. Results suggest that librarians dominate storytime communication with language that is highly repetitive and complex, yet centered on children and cognitively accessible for them. Further, storytimes seem to promote cognitive and behavioral skills necessary for school success such as counting and exposure to foundational concepts like colors, size, and position.

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