Semantic comprehension of idioms

This study intends to test the Graded Salience Hypothesis, in order to investigate the factors involved in comprehension. This research considered predictions derived from this hypothesis by evaluating the salience of idioms in the Persian language. We intended to measure Reading Time (RTs), and the design comprised 2 Contexts (figurative, literal), 3 Types of Statements (familiar vs. unfamiliar vs. less familiar) and RTs (long, short, equal). Two types of contexts (figuratively inviting and literally inviting contexts) were prepared. The software for this experiment was prepared for the purpose of self-paced reading experiments. Two pretests were performed. In the first pretest, participants rated the expressions on a 1–7 familiarity scale. The second pretest was designed to confirm that contexts are equally supportive. Then, expressions were divided according to their familiarity (familiar, less-familiar, unfamiliar). Sentences were used so that, according to the second pretest, their contexts would be equally supportive. Sentences were displayed on a PC, controlled by Windows 7. The self-paced reading task was applied using the Moving Windows software. In the first part of the experiment, participants read each idiom in figuratively inviting contexts and their RTs were recorded. In the second part of the experiment, participants read each idiom in literally inviting contexts and their RTs were recorded. Results of testing these idioms support the Graded Salience Hypothesis, but not entirely. Such findings suggested that sometimes context affects the access of salient information and a semi serial process is witnessed. Results indicate that the salient meaning of both familiar and less familiar idioms is figurative. In addition, salient meanings in the space following the unfamiliar idiom and the first word of the next (spillover) sentence, were both, figurative and literal.

The Interplay of Syntactic and Lexical Salience and its Effect on Default Figurative Responses

The aim of the paper is to determine how salient and non-salient figurative discourse nouns affect readers’ default response processing and oculo-graphic (eye-movement) reactions. Whereas the theories of the Graded Salience and the Defaultness Hypotheses, developed by R. Giora (Giora, 1999, 2003; Giora, Givoni, & Fein, 2015), have stimulated further research in the area of interpretive salience (Giora et al., 2015; Giora, Jaffe, Becker & Fein, 2018), the resonating influence of syntactic salience on default interpretations has been largely neglected. In this study we provide corpus-based evidence followed by eye-tracking experiment verification, supportive of the synchronized influence of syntactic and lexical salience. The results show that default figurative responses in lexically salient positions may require more cognitive effort (longer fixations) if they are syntactically less salient. Literal responses to figurative nouns may also result from either weak lexical or syntactic salience of nouns. Therefore, apart from exemplifying resonance with lexical salience (in terms of lexical frequency, familiarity, conventionality, and prototypicality), the default figurative interpretations are also syntactically dependent.

Pragmatics of Humour in a Nigerian University's Departmental Chat Rooms

This chapter develops an elaborated Pragmatic Act Model (ePAM) and applies it to humorous interactions in students' text chats in a Nigerian university. The model draws insights from Giora's Graded Salience Hypothesis (GSH), Mey's Pragmatic Act theory and incorporates current issues in pragmatic theorising such as the dialectics between a priori and co-constructed, emergent intention. The data for the study is got from three departmental chat room interactions in Federal University of Technology, Akure. Four humour types are analysed: canned jokes, punning/wordplay, question and answer jokes, and hyperbole/overstatement. Similarly, five pragmatic acts are performed in the identified humour types, namely, satirising, eliciting laughter, electioneering, teasing and overstating. In each of the humour types, the pragmatic mechanism drawn upon to comprehend the joke and to perform the pragmatic acts is indicated. Overall, the chapter argues that the effective appreciation of any humour act would require a pragmatically and culturally enriched context.

A cognitive-pragmatic approach to error analysis

The purpose of the present paper is to analyze L2 and L3 production and comprehension from a cognitive-pragmatic point of view, taking into account Relevance Theory (Sperber and Wilson, 1986; Wilson and Sperber, 2006), Mental Models Theory (Johnson-Laird, 1983) and the Graded Salience Hypothesis (Giora, 1997). Special attention is paid to error analysis and to the detection of error sources, especially in the case of errors not attributable to transfer, interference or overgeneralization. The paper is based on three studies involving, first, L2 and L3 production (Study 1), both production and comprehension (Study 2) and L3 comprehension (Study 3). In general, the phenomena observed can be explained by a combination of Relevance Theory, Mental Models Theory and the Graded Salience Hypothesis. In fact, even when transfer is used as a strategy, its use is relevant to the learner, who assumes that it will be relevant to the recipient as well. The results also shed some light on the multilingual mental lexicon and multiple language processing.

Exploring the role of conventionality in children's interpretation of ironic remarks

Irony comprehension in seven- and eight-year-old children with typically developing language skills was explored under the framework of the graded salience hypothesis. Target ironic remarks, either conventional or novel/situation-specific, were presented following brief story contexts. Children's responses to comprehension questions were used to determine their understanding of the components of irony: speaker meaning, speaker attitude, and speaker intent. It was hypothesized that conventional remarks would be easier to comprehend than novel/situation-specific remarks because they are more likely to be familiar to the children. Results indicated that children demonstrated better comprehension of speaker meaning for conventional remarks than for novel/situation-specific remarks but no significant differences were found for inferring speaker attitude or speaker intent.

Resonating with contextually inappropriate interpretations in production: The case of irony

According to the graded salience hypothesis, salient meanings and salience-based interpretations are not only involved in language comprehension but also in language production (Giora 2003, 2011a; Giora and Gur 2003). This should be true of irony production as well. If, as predicted by the graded salience hypothesis, the ironist herself indeed activates utterance interpretations on account of their salience-based accessibility rather than solely on account of their contextual fit, this might be reflected in the ironies' environment. Given the crucial role of the salience-based interpretation of “what is said” in deriving and supporting the ironic interpretation, this interpretation should not be suppressed (Giora 1995). Such a view of irony production predicts that its environment will demonstrate dialogic resonance (à la Du Bois, this volume) with ironies' salience-based, but incompatible interpretations. To test this prediction, we studied a written Hebrew corpus including over 1600 ironies. Our findings show that 46% of the ironies, 10% of which are extended ironies, are addressed via reference to their salience-based contextually incompatible interpretations; resonance with the context-based , ironic interpretation occurred in only 8% of the cases; the environment of the rest either did not resonate with any of their interpretations (43%), or resonated with both their compatible and incompatible interpretations (3%). These results support the view that, like comprehenders (Giora et al. 2007), irony producers too activate and retain salience-based albeit inappropriate interpretations.

The Influence of Context on Hemispheric Recruitment during Metaphor Processing

Although the left hemisphere's prominence in language is well established, less emphasis has been placed on possible roles for the right hemisphere. Behavioral, patient, and neuroimaging research suggests that the right hemisphere may be involved in processing figurative language. Additionally, research has demonstrated that context can modify language processes and facilitate comprehension. Here we investigated how figurativeness and context influenced brain activation, with a specific interest in right hemisphere function. Previous work in our laboratory indicated that novel stimuli engaged right inferior frontal gyrus (IFG) and that both novel and familiar metaphors engaged right IFG and right temporal pole. The graded salience hypothesis proposes that context may lessen integration demands, increase the salience of metaphors, and thereby reduce right hemisphere recruitment for metaphors. In the present study, fMRI was used to investigate brain function, whereas participants read literal and metaphoric sentences that were preceded by either a congruent or an incongruent literal sentence. Consistent with prior research, all sentences engaged traditional left hemisphere regions. Differences between metaphors and literal sentences were observed, but only in the left hemisphere. In contrast, a main effect of congruence was found in the right IFG, the right temporal pole, and the dorsal medial pFC. Partially consistent with the graded salience hypothesis, our results highlight the strong influence of context on language, demonstrate the importance of the right hemisphere in discourse, and suggest that, in a wider discourse context, congruence has a greater influence on right hemisphere recruitment than figurativeness.