Relevant bibliographies by topics / Pragmatics Analysis

Academic literature on the topic 'Pragmatics Analysis'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Pragmatics Analysis"

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Niu, Min, and Thawascha Dechsubha. "The semiotic dimension of contemporary pragmatics." Technium Social Sciences Journal 27 (January 8, 2022): 802–7. http://dx.doi.org/10.47577/tssj.v27i1.5651.

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Contemporary Pragmatics has the semiotic features from the respects of disciplinary naming, the means of development, and theoretical source to research object and method. It is not only an independent linguistics and language science, but also an interdisciplinary field and paradigm. This paper is to explore the semiotic features and dimensions of Pragmatics for tracing back the origin and the theoretical resources from semiotic perspective, and to define its research scope and clarify the connotation of its conception. As Semiotics has a triad dimension of semiosis, one of which is the “pragmatic dimension”. Therefore, contemporary pragmatics includes at least three semiotic dimensions: scientific semiotics, linguistic semiotics and social semiotics. The semiotic analysis of Pragmatics could be conducive to clarify and fix the semiotic and philosophical origin, definition, disciplinary connotation and meaning of Pragmatics, which is also theoretically helpful for clarifying the concepts for the study of philosophical pragmatism, pragmaticism, semiotics, semantics and syntax. Key Words: Semiotic, Pragmatics, Pragmaticism
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Kadek Heni Oktarina Wisudayanti and Putu Desi Anggerina Hikmaharyanti. "THE CAPACITY OF PRAGMATICS IN ESL TEACHING OF ENGLISH STUDENTS IN BULELENG REGENCY." SPHOTA: Jurnal Linguistik dan Sastra 13, no. 1 (March 30, 2021): 12–21. http://dx.doi.org/10.36733/sphota.v13i1.1522.

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This study is focused on the capacities of pragmatics in ESL teaching and limited to three essential discussions; first, the investigation of teaching pragmatics relevancy stated on pragmatics elements, second, the presentation of the effective ways in teaching pragmatics by applying SURE steps (Brock and Nagaska, 2005), and the elaboration of pragmatics effects towards ESL learners. It is necessary to conduct a research of pragmatics capacities in ESL teaching. Due to the problems discussed, the theories suggested in this research include pragmatics definition, pragmatic competence, pragmatic elements and SURE method. Then, the method applied in this research is descriptive qualitative in nature and the data are from the 3rd semester of STKIP Agama Hindu Singaraja students. The data analysis is performed to investigate the relevancy of pragmatics in ESL teaching, the pragmatics teaching methods, and the effect of pragmatics towards ESL learners. This study finds pragmatics is a relevant point to be taught in the language classroom due to language is an arbitrary. Through SURE methods, students are expected to comprehend the language used in contexts. Pragmatics affects the ESL learners to be sensitive about the surroundings, other cultural interactions, also how they must behave towards circumstances as ESL learners. Abstrak Penelitian ini difokuskan pada kapasitas pragmatik dalam pengajaran ESL dan dibatasi pada tiga diskusi esensial; pertama, investigasi relevansi pengajaran pragmatik yang tertuang pada unsur-unsur pragmatik, kedua, penyajian cara efektif dalam pembelajaran pragmatik dengan menerapkan metode SURE (Brock dan Nagaska, 2005), dan penjabaran efek pragmatik terhadap peserta didik ESL. Untuk itu perlu dilakukan penelitian tentang kapasitas pragmatik dalam pengajaran ESL. Berdasarkan permasalahan yang dibahas, maka teori yang disarankan dalam penelitian ini meliputi pengertian pragmatik, kompetensi pragmatis, unsur pragmatis dan metode SURE. Metode yang digunakan dalam penelitian ini adalah metode deskriptif kualitatif dengan data dari mahasiswa-mahasiswa STKIP Agama Hindu Singaraja semester 3. Analisis data dilakukan untuk mengetahui relevansi pragmatik dalam pembelajaran ESL, metode pembelajaran pragmatik, dan pengaruh pragmatik terhadap peserta didik ESL. Studi ini menemukan bahwa pragmatik adalah poin yang relevan untuk diajarkan di kelas bahasa karena bahasa bersifat sewenang-wenang. Melalui metode SURE, mahasiswa diharapkan memahami bahasa yang digunakan dalam konteks. Pragmatik mempengaruhi mahasiswa ESL untuk peka terhadap lingkungan sekitar, interaksi budaya lainnya, juga bagaimana mereka harus berperilaku terhadap keadaan sebagai peserta didik ESL.
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Wodak, Ruth. "Pragmatics and Critical Discourse Analysis." Pragmatics and Cognition 15, no. 1 (May 11, 2007): 203–25. http://dx.doi.org/10.1075/pc.15.1.13wod.

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This paper discusses important and fruitful links between (Critical) Discourse Analysis and Pragmatics. In a detailed analysis of three utterances of an election speech by the Austrian rightwing politician Jörg Haider, it is illustrated in which ways a discourse-analytical and pragmatic approach grasps the intricacy of anti-Semitic meanings, directed towards the President of the Viennese Jewish Community. The necessity of in-depth context-analysis in multiple layers (from the socio-political context up to the co-text of each utterance) moreover emphasizes the importance of interdisciplinary approaches when investigating such complex issues as racism and anti-Semitism as produced and reproduced in discourse. More specifically, the relevance of pragmatic devices such as insinuations, presuppositions and implicatures, is discussed when analyzing instances of ‘coded language’, i.e., utterances with indirect and latent racist and anti-Semitic meanings as common in official discourses in Western Europe.
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Al-Juaifari, Hanaa Idan Mahdi. "Analysis and Conclusion of Pragmatics in Syntactic Structures." International Journal of Early Childhood Special Education 14, no. 1 (March 31, 2022): 1288–93. http://dx.doi.org/10.9756/int-jecse/v14i1.221147.

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The emergence of the concept of modern pragmatics is what prompted linguists to pay attention to the issue of reception. For a period of time, linguistics has been divided into two main traditional divisions, syntax, which studies the relationship between linguistic signs, and semantics, which examines the relationships of linguistic signs with the meanings they signify. These two branches aspired to describe the works of human language. Then, philosophers of language added a third section and called it pragmatics, which is concerned with the relations of the linguistic sign. The present study aims to reveal and highlight the pragmatic dimensions in the ancient linguistic lesson in some grammatical structures, including addressing, contracting, and temptation and warning. The researcher selected samples and applied pragmatic dimensions on them to clarify their forms.
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Abdulrdha, Ola Ahmed, and Esam Ahmed Nasser. "The pragmatic aspects and their relationship with the theatrical discourse." Al-Adab Journal 2, no. 142 (September 15, 2022): 73–80. http://dx.doi.org/10.31973/aj.v2i142.3803.

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One of the most important contemporary approaches that has a clear impact on the analysis of artistic works is the pragmatic approach, which is a linguistic approach that studies the relationship between linguistic activity and its users, the forms and methods of using linguistic signs and the different contexts in which the speech is made, since language is one of the most powerful tools that the sender uses to communicate his intentions to the recipient and influence him according to these purposes and to look for the factors that make the speech a clear and successful communicative message. Pragmatics has been applied in the Koran, the short story, the novel, poetry and the theater, and in our opinion, there is no text that embodies pragmatics more than the theatrical text, due to the predominance of its dialogical nature, because the function language is the function of communication. In this research we ask ourselves a series of questions, which are the following: - What is pragmatics? - What is the nature of the relationship between the theatrical text and pragmatics? Are the works subject to deliberative analysis? - How is the play analyzed according to the pragmatic approach? Is it possible to talk about pragmatics in theatrical discourse? Or, can pragmatics be used as a means in the study of theatrical discourse? Pragmatics has opened new horizons for the researcher to allow him to investigate, analyze, and accurately understand language and discourse, and therefore the choice of this research, marked with: "The pragmatic aspects and their relation to theatrical discourse", for reasons that include: pragmatics is an important science, and the interest in the theatrical pragmatic dimension is modern, which aroused the desire to know it more in the field of theatrical analysis.
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Luzón Marco, María José. "Corpus analysis and pragmatics." ITL - International Journal of Applied Linguistics 123-124 (January 1, 1999): 37–55. http://dx.doi.org/10.1075/itl.123-124.02luz.

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Abstract Fail to belongs to a type of verbal structures which are in a syntactic construction with other verbs (e.g. fail to win) and which have meanings related to aspect or modality. In this paper we used the COBUILD corpus to analyse the discursive function of fail to and the meaning it adds to the verbal group where it occurs. The paper shows that with regard to function fail to is more similar to auxiliaries than to lexical verbs. Fail to is used in positive clauses to deny an expectation, which explains its association with non-durative aspect and with the modality meanings "non-achievement" and "unfulfilled obligation", and in rhetorical questions and negative clauses it is used to express the speaker's strong commitment to the certainty of a proposition.
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SCHEGLOFF, EMANUEL A. "Discourse, Pragmatics, Conversation, Analysis." Discourse Studies 1, no. 4 (November 1999): 405–35. http://dx.doi.org/10.1177/1461445699001004002.

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Lara, Glaucia Muniz Proença. "Pragmatics and discourse analysis." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 26, no. 1 (March 1, 2016): 93–109. http://dx.doi.org/10.1075/prag.26.1.05lar.

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In this article, which is part of a larger postdoctoral research, we examine, in the light of the dialogue between Pragmatics and French Discourse Analysis, the notion of aphorization, as proposed by Dominique Maingueneau (2006, 2008, 2010, 2012). We have tried to observe its use in Brazilian and French magazines, as a resource to manipulate the readers, especially through the changes that this kind of utterance undergoes in the process of highlighting.
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Barón, Júlia, M. Luz Celaya, and Mayya Levkina. "Learning pragmatics through tasks." Applied Pragmatics 2, no. 1 (March 10, 2020): 1–25. http://dx.doi.org/10.1075/ap.18010.bar.

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Abstract This study aims at examining the benefits of teaching L2 pragmatics with the use of tasks. The participants were 50 Catalan/Spanish bilingual students (aged 12–14) from three intact classes who were learners of English as a Foreign Language and with an upper-intermediate level of proficiency. The three groups followed different approaches to teaching pragmatics: G1 was instructed in pragmatics following a task-supported approach; G2 was also instructed in pragmatics but no tasks were used; and G3 was a control group with no instruction on pragmatics and no use of tasks, either. To assess pragmatic learning, role-plays were used both before and after the pedagogical intervention. The pragmatic analysis focused on the speech acts of giving opinion, agreeing/disagreeing, interrupting, and acknowledging the interlocutor. Results showed that the two instructed groups, regardless of the type, were more pragmatically competent in the posttest in one of the pragmatic moves (i.e., interrupting). Additionally, G1 presented statistically significant differences in the posttest when acknowledging the interlocutor. Regarding the control group, no differences were found in any of the moves. These findings suggest that instruction in general, and task-supported instruction in particular, has a positive impact on the development of interlanguage pragmatics in a classroom context.
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Mahmud, Avesta Kamal. "Pragmatics Impairment and complexity of Linguistic Domain: Psycho-linguistic Analysis for pragmatic Disorders." Journal of University of Human Development 3, no. 3 (August 31, 2017): 424. http://dx.doi.org/10.21928/juhd.v3n3y2017.pp424-452.

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This research under name of (Pragmatics Impairment and complexity of Linguistic Domain: Psycho-linguistic Analysis for pragmatic Disorders) In one hand Pragmatics is the ability to appropriately interact with another by Using language in the social situation and Connecting with others, on the other hand pragmatics disorders are Inability to take turns during conversation, Inability to engage in the give and take of a conversation. this research analysis the main ideas about this type of disorders therefore it discusses the main causes that affect language comprehension and fluency, for this matter we used clinical linguistics, neurolinguistics and psycholinguistics to show how people who had this disorders struggling and how we can treat them especially how Kurdish language speakers will be affect in this level of language.
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Dissertations / Theses on the topic "Pragmatics Analysis"

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Wagner, Manuela. "First steps to communication a pragmatic analysis." Tübingen Narr, 2006. http://deposit.ddb.de/cgi-bin/dokserv?id=2778174&prov=M&dok_var=1&dok_ext=htm.

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Lin, Jiaying. "Pian zhang xian jie de yu yong fen xi = Pragmatic analysis of discourse cohesion /." click here to view the fulltext click here to view the abstract and table of contents, 2004. http://net3.hkbu.edu.hk/~libres/cgi-bin/thesisft.pl?pdf=b17982273f.pdf.

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Dicerto, Sara. "Multimodal pragmatics : building a new model for source text analysis." Thesis, University of Surrey, 2015. http://epubs.surrey.ac.uk/808325/.

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In an age where technological advancements are providing people with new forms of communication, or increasing the communicative potential of forms previously available, translation is an activity which is growing more and more complex and cannot be accounted for in linguistic terms only. Translation Studies has traditionally dealt with meaning as a linguistic product; however, source texts nowadays very often include resources like images and/or sounds, which interact with the linguistically communicated message, considerably affecting meaning. More accurately, it can be said that linguistic, visual and aural meaning influence each other and create a multimodal message whose interpretation requires different types of literacy and the ability to combine them. Appropriate models analysing multimodal texts, however, are still missing. Furthermore, as no area of translation has been left untouched by the multimodal phenomenon, future translators need to be competent ‘readers’ of multimodal texts. However, the theoretical resources available to train translators are mostly concerned with texts in which the message is communicated verbally; this creates a gap between translation theory and practice as well as a gap between the training translators receive and the reality of the translation industry they need to face, in which translators find themselves working on texts where the message is communicated by more than ‘just’ words. Addressing these gaps, the main aim of this work is to develop a new model for source text analysis for translation purposes. The model brings together aspects of meaning production as it is viewed in Pragmatics, Multimodality, Translation and Semiotics and merges them in a single theoretical framework that can be applied to the analysis of any multimodal source text in order to gain a better understanding of how it conveys meaning. The model aims to contribute to a better general understanding of meaning not just as a linguistic, but as a multimodal product and it is also proposed as a theoretical resource for trainee translators.
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Thomas, J. "The dynamics of discourse : A pragmatic analysis of confrontational interaction." Thesis, Lancaster University, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.372937.

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Christie, Christine. "Relevance theory and the analysis of audience response : a pragmatic approach to media studies." Thesis, University of Strathclyde, 1993. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=21226.

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This thesis focusses on variability in audience interpretation of a television programme, and aims to problematise and investigate the reception of broadcast communication by applying the pragmatic theory of relevance (Sperber and Wilson 1966) to an empirical study of audience response. This aim is achieved using the following method: In Chapter Two I consider the scope of pragmatic theories of inferencing and conclude that relevance theory offers the only account which can both accommodate and provide the basis for an explanation of variation in interpretation. I also assert that for relevance theory to be able to show why an audience interprets a text in a specific way the cultural background of that audience has to be considered. In Chapter Three I show how existing studies of audience response which adopt a critical cultural studies approach require a more sophisticated model of communication than they currently assume if they are to realise their aim of relating audience respo nse to socio-political structures. My contention is that the inferential model proposed by Sperber and Wilson can provide such an account. Chapters Four and Five describe, and report the results of, an empirical study I carry out based on a methodology premised on relevance theory. The study consists of two separate interviews with audiences who have distinct cultural backgrounds in each of which I show a video recording of a television programme and then question the interviewees on their understanding of the text of the programme. In Chapters Six and Seven I discuss the results of the study in relation to relevance theory and media studies. The results of my study indicate that a methodology based on relevance theory can make explicit, and show the significance of, processes involved in audience interpretation of a media text which have not previously been open to analysis. Building on Sperber and Wilson's claim (1986: 15) that the context of an utterance is a psychological construct, and is a sub-set of the set of assumptions available to the hearer of a given utterance, the results make explicit (a) relevant aspects of the encyclopaedic knowledge of two distinct audiences; (b) the contexts these audiences produce in response to a television text; (c) how these contexts are related to the audience's encyclopaedic knowledge; (d) how these contexts affect the disambiguation and enrichment of information linguistically encoded in the text (e) 'The contextual implications, or interpretations, -the audience draw from a synthesis of the information encoded in text and the contexts the audiences apply. My findings are particularly pertinent for the critical cultural approach to audience studies as they indicate how it is possible to make explicit the relationship between response and cultural background by showing how the existing knowledge of an audience affects interpretation and indicating moreover how this knowledge can be related to social determinants. The results of my study also contribute to pragmatic theory in that they show how relevance theory can be used to explain why interpretation may vary.
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林嘉穎. "篇章銜接的語用分析 = Pragmatic analysis of discourse cohesion." HKBU Institutional Repository, 2004. http://repository.hkbu.edu.hk/etd_ra/549.

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Gokcen, Ajda Zeynep. "A Matter of Debate: Using Dialogue Relation Labels to Augment (Dis)agreement Analysis of Debate Data." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1462813013.

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Li, Citing. "Chinese EFL learners' pragmatic and discourse transfer in the discourse of L2 requests." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B43085763.

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Vilar, Beltrán Elina. "Pragmatics in English as a lingua franca. An analysis of request modifiers." Doctoral thesis, Universitat Jaume I, 2008. http://hdl.handle.net/10803/669151.

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This PhD dissertation aims at contributing to the body of research in English as a Lingua Franca regarding pragmatic awareness and production by, (a) examining how 104 English non-native speakers' awareness of pragmatic and grammatical infelicities and grammatical and pragmatic production of request acts and request act modifiers is affected by proficiency level; and, (b) comparing how awareness of pragmatic and grammatical infelicities and grammatical and pragmatic production of request acts and request act modifiers is affected by different lengths of stay abroad. According to our results, we may state that both proficiency level and length of stay abroad have effects on the awareness and production of appropriate and correct request acts and request act modifiers. Regarding proficiency, it seems that advanced participants in our study performed better at assessing pragmatic and grammatical failure than intermediate participants. Advanced participants also performed better at producing accurate and appropriate requests and request act modifiers than the intermediate ones. With regards to length of stay abroad, our findings indicate that the first 6 months of the stay abroad were decisive in developing an awareness of pragmatic infelicities, compared to longer periods of time in the target language country. However, no statistically significant differences were observed with regards to length of stay and accurate evaluation or request acts. The results also suggested that all learners in the study abroad context increased their pragmatic repertoire of internal and external modifiers at later stages of their stay in the UK and thus we could come to the conclusion that exposure to authentic language use is a crucial element in the language learning process.
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Blakesley, C. E. "Courtroom pragmatics : analysis of questions and answers in the Tomb Robbery Papyri." Thesis, University of Liverpool, 2016. http://livrepository.liverpool.ac.uk/3005248/.

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This work looks at the legal texts known as the Tomb Robbery Papyri of the 19th and 20th Dynasties, with particular focus on the social and pragmatic power dynamic between the Tribunal and the Accused. The aim is to examine how far the strategies and wants of the Tribunal and Accused can be assessed through pragmatic theory and social status, and what effect these strategies and wants have on the discourse. This has been done through Politeness Theory, Face Threatening Acts, Questioning Strategy (Interrogatives/Speech Acts), Response Strategy, and similar courtroom situations such as the Early Modern English Courtroom. Upon examining these interactions, it becomes clear that not only did the Tribunal have a questioning strategy designed to elicit the most information through Face Threatening Acts and Impoliteness, but the response strategy of the Accused, despite their lack of legal representation, is, in some cases, a fairly substantial rebuttal for those in such a weak position. It becomes evident that while some Accused were prompted to provide long narrative answers of their misdeeds (often as a result of torture, though not without their own strategy of implicating others), or utilise what are termed in this thesis as “denial phrases”, such as bpy=i ptr (I did not see) or wA r=i wA r Ha=i (Far from me, far from my body), with their testimonies being relatively short and containing little information, others chose a more combative stance. These more combative responses are shown to have a greater number of back and forth responses between Tribunal and Accused, which often involve each discourse participant changing strategy so as to gain leverage, albeit temporarily, over the other. This type of answering strategy is also shown to contain more ‘focus constructions’ such as the Second Tense or Pseudo Cleft sentence, which demonstrate the Accused’s attempts to subvert the questioning narrative of the Tribunal and replace it with their own ‘truth’. This thesis demonstrates that there is more to the interactions between Tribunal and Accused in this corpus than simply well-ordered questions and responses.
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Books on the topic "Pragmatics Analysis"

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Zienkowski, Jan. Discursive pragmatics. Amsterdam: John Benjamins Pub. Co., 2011.

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D, Sell Roger, ed. Literary pragmatics. London: Routledge, 1991.

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Pragmatics of discourse. Boston: De Gruyter Mouton, 2014.

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When voices clash: A study in literary pragmatics. Berlin: Mouton de Gruyter, 1999.

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Historical pragmatics. Berlin: De Gruyter Mouton, 2010.

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Introduction to pragmatics. Chichester, West Sussex, UK: Wiley-Blackwell, 2013.

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H, Jucker Andreas, Fritz Gerd 1943-, and Lebsanft Franz, eds. Historical dialogue analysis. Amsterdam: J. Benjamins Pub. Co., 1999.

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H, Jucker Andreas, ed. Historical pragmatics: Pragmatic developments in the history of English. Amsterdam: J. Benjamins Pub. Co., 1995.

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E, Placencia María, ed. Spanish pragmatics. New York: Palgrave Macmillan, 2005.

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Wharton, Tim. Pragmatics and non-verbal communication. Cambridge, UK: Cambridge University Press, 2009.

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Book chapters on the topic "Pragmatics Analysis"

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Cutting, Joan, and Kenneth Fordyce. "Critical Discourse Analysis." In Pragmatics, 61–72. 4th edition. | Abingdon, Oxon ; New York, NY : Routledge, 2020. | Series: Routledge English language introductions: Routledge, 2020. http://dx.doi.org/10.4324/9781003010043-7.

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Cutting, Joan, and Kenneth Fordyce. "Conversation Analysis and ELF." In Pragmatics, 174–76. 4th edition. | Abingdon, Oxon ; New York, NY : Routledge, 2020. | Series: Routledge English language introductions: Routledge, 2020. http://dx.doi.org/10.4324/9781003010043-29.

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Cutting, Joan, and Kenneth Fordyce. "Multimodal Critical Discourse Analysis." In Pragmatics, 222–34. 4th edition. | Abingdon, Oxon ; New York, NY : Routledge, 2020. | Series: Routledge English language introductions: Routledge, 2020. http://dx.doi.org/10.4324/9781003010043-34.

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Cutting, Joan, and Kenneth Fordyce. "Speech Acts and Conversation Analysis." In Pragmatics, 176–84. 4th edition. | Abingdon, Oxon ; New York, NY : Routledge, 2020. | Series: Routledge English language introductions: Routledge, 2020. http://dx.doi.org/10.4324/9781003010043-30.

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Clift, Rebecca, Paul Drew, and Ian Hutchby. "Conversation analysis." In Handbook of Pragmatics, 1–17. Amsterdam: John Benjamins Publishing Company, 2006. http://dx.doi.org/10.1075/hop.10.con4.

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Nikiforidou, Kiki. "Constructional analysis." In Handbook of Pragmatics, 1–19. Amsterdam: John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/hop.13.con14.

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Aarts, Jan. "Corpus analysis." In Handbook of Pragmatics, 1–14. Amsterdam: John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/hop.15.cor2.

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Telles Ribeiro, Branca, and Susan M. Hoyle. "Frame analysis." In Handbook of Pragmatics, 1–20. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/hop.6.fra2.

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Goddard, Cliff. "Componential analysis." In Handbook of Pragmatics, 1–12. Amsterdam: John Benjamins Publishing Company, 2005. http://dx.doi.org/10.1075/hop.9.comm1.

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Aarts, Jan. "Corpus analysis." In Handbook of Pragmatics, 1–12. Amsterdam: John Benjamins Publishing Company, 2005. http://dx.doi.org/10.1075/hop.9.cor2.

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Conference papers on the topic "Pragmatics Analysis"

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Iida, Hitoshi, Takayuki Yamaoka, and Hidekazu Arita. "Three typed pragmatics for dialogue structure analysis." In the 13th conference. Morristown, NJ, USA: Association for Computational Linguistics, 1990. http://dx.doi.org/10.3115/991146.991222.

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Li, Lan. "Relationship analysis from the perspective of interpersonal Pragmatics." In 6th International Conference on Social Science, Education and Humanities Research (SSEHR 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ssehr-17.2018.13.

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Liu, Xiaoyi. "The Applicability Analysis of Pragmatics in College English Teaching." In 2016 2nd International Conference on Social Science and Higher Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icsshe-16.2016.160.

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Elisya, Inestie Printa, and Ike Revita. "The Education of Politeness in the Court: Pragmatics Analysis." In International Conference On Education Development And Quality Assurance. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008682202020206.

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Segalin, Cristina, Anna Pesarin, Alessandro Vinciarelli, Monja Tait, and Marco Cristani. "The expressivity of turn-taking: Understanding children pragmatics by hybrid classifiers." In 2013 14th International Workshop on Image Analysis for Multimedia Interactive Services (WIAMIS). IEEE, 2013. http://dx.doi.org/10.1109/wiamis.2013.6616149.

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Vorobiova Munguía, Marina, and Pablo Ramírez Rodríguez. "PRAGMATICS AND COMPARATIVE ANALYSIS OF VERBAL GREETING IN HISPANIC WORLD." In FUNCTIONAL ASPECTS OF INTERCULTURAL COMMUNICATION. TRANSLATION AND INTERPRETING ISSUES. Peoples' Friendship University of Russia, 2019. http://dx.doi.org/10.22363/2712-7974-2019-6-345-354.

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Priyanto, Imam Jahrudin. "The Speech Acts in News Translation: Pragmatics Analysis in Pikiran Rakyat Newspaper." In 3rd International Conference on Language, Literature, Culture, and Education (ICOLLITE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200325.095.

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Mahler, Taylor, Willy Cheung, Micha Elsner, David King, Marie-Catherine de Marneffe, Cory Shain, Symon Stevens-Guille, and Michael White. "Breaking NLP: Using Morphosyntax, Semantics, Pragmatics and World Knowledge to Fool Sentiment Analysis Systems." In Proceedings of the First Workshop on Building Linguistically Generalizable NLP Systems. Stroudsburg, PA, USA: Association for Computational Linguistics, 2017. http://dx.doi.org/10.18653/v1/w17-5405.

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Krus, Daniel, and Katie Grantham. "Towards Failure Free Design: An Analysis of Risk Mitigation Communication." In ASME 2011 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2011. http://dx.doi.org/10.1115/detc2011-47675.

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In order to ensure that risk mitigation strategies are properly communicated to and understood by those who would use them in future designs, a common language of risk mitigation should exist. This paper focuses on a set of elements for describing risk mitigation strategies based on a linguistic analysis of the information such strategies must communicate to the design team. Sample strategies are then decomposed into these attributes and evaluated using the Gricean cooperation principle, relevance theory, and functional analysis theories from the pragmatics sub-field of linguistics. Using the deficiencies found from this analysis, a format for risk mitigation strategies using the six risk mitigation attributes is formulated.
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Bai, Jie. "Restrictive Effect Analysis of Context on the Sentences Choice in the Perspective of Contemporary Pragmatics." In 2017 International Conference on Innovations in Economic Management and Social Science (IEMSS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iemss-17.2017.304.

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Reports on the topic "Pragmatics Analysis"

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GANTER, JOHN H., CRAIG D. DEAN, and BRYON K. CLOER. Fast Pragmatic Safety Decisions: Analysis of an Event Review Team of the Aviation Safety Action Partnership. Office of Scientific and Technical Information (OSTI), May 2000. http://dx.doi.org/10.2172/759430.

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Kok, M. G., R. B. Castelein, J. Broeze, and J. C. M. A. Snels. The EFFICIENT protocol : A pragmatic and integrated methodology for food loss and waste quantification, analysis of causes and intervention design. Wageningen: Wageningen Food & Biobased Research, 2021. http://dx.doi.org/10.18174/556214.

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Millican, Juliet. Education and Stability Learning Journey: Lessons Learned and Emerging Issues. Institute of Development Studies (IDS), March 2021. http://dx.doi.org/10.19088/k4d.2022.013.

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This document brings together key findings from a Foreign, Commonwealth and Development Office (FCDO) Learning Journey designed to explore the relationship between education, conflict, and stability. Prepared by the Knowledge, Evidence and Learning for Development Programme (K4D), it responds to questions from FCDO on how education interventions can build peace and stability, drawing together research and lessons from FCDO posts, and input from leading academics. The Key messages are: 1) Education matters for peace. 2) At the same time, education can exacerbate conflict. 3) All education interventions need to be grounded in robust political economy and conflict analyses. 4) To avoid instrumentalising education simply as a tool for security. 5) Taking a pragmatic inter-sectoral approach to maximise opportunities. 6) Recogniseing the links between education and inclusive economic development 7) Acknowledging unavoidable trade-offs in meeting the needs of different groups. 8) Aiming for nationally owned systemic change rather than piecemeal interventions 9) To consider the importance of different educational sectors, 10) Recognising that the recommendations set out by the global education agenda are difficult to achieve in situations of extreme instability.
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Adebayo, Oliver, Joanna Aldoori, William Allum, Noel Aruparayil, Abdul Badran, Jasmine Winter Beatty, Sanchita Bhatia, et al. Future of Surgery: Technology Enhanced Surgical Training: Report of the FOS:TEST Commission. The Royal College of Surgeons of England, August 2022. http://dx.doi.org/10.1308/fos2.2022.

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Over the past 50 years the capability of technology to improve surgical care has been realised and while surgical trainees and trainers strive to deliver care and train; the technological ‘solutions’ market continues to expand. However, there remains no coordinated process to assess these technologies. The FOS:TEST Report aimed to (1) define the current, unmet needs in surgical training, (2) assess the current evidence-base of technologies that may be beneficial to training and map these onto both the patient and trainee pathway and (3) make recommendations on the development, assessment, and adoption of novel surgical technologies. The FOS:TEST Commission was formed by the Association of Surgeons in Training (ASiT), The Royal College of Surgeons of England (RCS England) Robotics and Digital Surgery Group and representatives from all trainee specialty associations. Two national datasets provided by Health Education England were used to identify unmet surgical training needs through qualitative analysis against pre-defined coding frameworks. These unmet needs were prioritised at two virtual consensus hackathons and mapped to the patient and trainee pathway and the capabilities in practice (CiPs) framework. The commission received more than 120 evidence submissions from surgeons in training, consultant surgeons and training leaders. Following peer review, 32 were selected that covered a range of innovations. Contributors also highlighted several important key considerations, including the changing pedagogy of surgical training, the ethics and challenges of big data and machine learning, sustainability, and health economics. This summates to 7 Key Recommendations and 51 concluding statements. The FOS:TEST Commission was borne out of what is a pivotal point in the digital transformation of surgical training. Academic expertise and collaboration will be required to evaluate efficacy of any novel training solution. However, this must be coupled with pragmatic assessments of feasibility and cost to ensure that any intervention is scalable for national implementation. Currently, there is no replacement for hands-on operating. However, for future UK and ROI surgeons to stay relevant in a global market, our training methods must adapt. The Future of Surgery: Technology Enhanced Surgical Training Report provides a blueprint for how this can be achieved.
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