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Smith, Peter Wilfred Hesling. "Speech act theory, discourse structure and indirect speech." Thesis, University of Leeds, 1991. http://etheses.whiterose.ac.uk/734/.
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Speech Act Theory is concerned with the ways in which language can be used. It originated with Austin, but was developed by Searle. The theories of Austin and Searle are described and several problem areas are identified. If it is to be a viable theory of language usage, speech act theory must be able to integrate with a theory of discourse structure, because if speech acts are identifiable as units of language, then it must be possible include them in a model of discourse. The second chapter examines discourse structure, examining two rival theories: the discourse analysis approach and the conversational analysis approach. Discourse analysis is broadly sympathetic to speech act theory, whereas, conversational analysis is not. The claims of conversational analysis are examined and are found to be wanting in several respects. Speech Act Theory is then discussed with a particular emphasis on the problem of relating speech acts to each other within a larger unit of discourse. It is noted that Austin, by including the expositive class of speech acts, allows for the possibility of relations between speech acts, whereas Searle's description of speech acts effectively rules out any relations between speech acts. The third chapter develops speech acts in terms of a schematic model consisting of cognitive states, a presumed effect of the speech act and an action. The cognitive states are represented using modal and deontic operators on the proposition within epistemic logic. This idea of the description of a speech act in terms of cognitive states is developed in Chapter Four. In Chapter Four, speech acts are related using a communicated cognitive state to pair two speech acts together into a primary and secondary speech act. It is noted that the idea of a primary and secondary speech act is present within the discourse analysis model of discourse (in the form of the initiation-response cycle of exchanges) and also in the conversational analysis approach to discourse (in the form of the adjacency pair). The conclusion from this is that the two approaches are perhaps not so incompatible as might first appear. Chapter Five deals with grammatical sentence types and their possible use in communicating cognitive states. It also examines modal auxiliary verbs and their possible relationship to the modal and deontic operators used in the cognitive state model. In Chapter Six, theories of indirect speech acts are described. An explanation of indirect speech acts is developed using pragmatic maxims and cognitive states to explain why certain indirect forms are chosen. This leads to a theory of linguistic politeness and a use model of speech acts.
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Psomas, Patricia Noga. "Speech act theories of meaning." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2002. http://wwwlib.umi.com/cr/syr/main.
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Egorova, Natalia. "Neurobiology of speech act processing." Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648313.
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Manjiya, Monelwa Precious. "The speech act of complaining in isiXhosa." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52579.
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Thesis (MA)--Stellenbosch University, 2001.ENGLISH ABSTRACT: This study investigates the speech act of complaining in Xhosa. It is organized into six chapters. Chapter 1 states the aim of the study. The method, design and the organization of the study are also presented. In Chapter 2 the speech acts and politeness theories are presented as the basic framework of this study. It is clear that people do not only produce utterances, which contain grammatical structures and words when attempting to express themselves, but they always perform actions via those utterances. The actions people perform via their utterances are done in accordance within a certain area of linguistic pragmatics. Chapter 3 deals with the speech act of complaining as discussed by various theorists. Chapter 4 is concerned with complaints strategies. Here it is revealed that one must be able to voice one's annoyance or anger while at the same time it is important to avoid embarrassment by creating a situation in which it becomes impossible for him/her to face the aversiveness of taking the blame. Chapter 5 deals with complaint situations in Xhosa. In order to make sense of what is said during an interaction, various factors have been examined, which relate to social distance and closeness. The relative status of the participants is based on social values. Complaint situations are divided into three social groups: power relations, friendship and strangers. Power relations involve people of superior and low status. This group is divided into two subgroups: people with superior status to people with low status and vice versa; those speakers with a lower status in a Xhosa speaking context tend to mark social distance between themselves and higher status speakers. Among friends, there is no social distance because people tend to treat one another as equals. The same is true of strangers, although they don't know each other; they tend to treat one another with mutual respect. Most of the time complaints in Xhosa express disapproval or negative feelings towards the source of the complaint. Complaints sometimes can be impolite. They can lead to conflict as they are sometimes very threatening, accusing and cursing. That is why a number of strategies have been introduced to a complainant who wants to avoid direct confrontation with the complainee. The indirect accusation strategy is the number one tool, which is always used by the complainers to avoid conflict, unlike annoyance, direct accusation and explicit blame of the accused's action or of the accused as a person. People who use indirect accusations do not want to run the risk of losing face, unlike the direct accusation, which is face-threatening. Responding to a complaint is also an important factor as it promotes further interaction. Response serves as a way of displaying interest in what the speaker is saying. It has been noticed that response gives the speakers the opportunity to voice their feelings. Finally, Chapter 6 presents the conclusions of the investigation and the main findings of the study are summarized.
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die spraakhandeling van klagte in Xhosa. Dit is georganiseer in ses hoofstukke. Hoofstuk 1 bied die doelstelling van die studie. Die metode, ontwerp en organisasie van die studie word ook bespreek. In Hoofstuk2 word die spraakhandelinge en beleefdheidsteorieë bespreek as die raamwerk van die studie. Dit word duidelik gemaak dat mense nie slegs uitinge produseer wat grammatikale strukture en woorde bevat nie, maar hulle voer altyd aksies uit via die uitinge. Hierdie aksies wat mense uitvoer via hulle uitinge word gedoen in ooreenstemming in bepaalde area van linguistiese pragmatiek. Hoofstuk 3 behandel in die besonder die spraakhandeling van klagte soos ondersoek deur verskillende navorsers. Hoofstuk 4 behandel klagte-strategieë. Hier word aangedui dat 'n spreker in staat moet wees om hy/sy se ontevredenheid of woede te lug terwyl dit terselfdertyd belangrik is om verleentheid te vermy deur die skep van 'n situasie waar dit vir hom/haar onmoontlik maak om te staan te kom voor die neem van die blaam. Hoofstuk 5 ondersoek klagte-situasies in Xhosa. Ten einde sin te maak oor wat gesê word en 'n interaksie, is verskeie faktore ondersoek wat verband hou met sosiale opstand en nabyheid. Die realtiewe status van die deelnemers word gebaseer op sosiale waardes. Klagte-situasies kan verdeel word in terme van drie sosiale groepe: magsverhoudinge, vriendskap en vreemdelingskap. Magsverhoudinge hou verband met die verhoudinge tussen mense met hoë en lae status. Hierdie groep word verdeel in twee sub-groepe: mense met superieuse status en mense met lae status en omgekeerd. Persone met 'n laer status in 'n Xhosasprekende konteks is geneig om sosiale afstand te markeer tussen hulleself en hoër status sprekers. Daar is geen sosiale opstand tussen vriende nie, omdat sulke persone geneig is om mekaar as gelykes te behandel. Dieselfde is waar van vreemdelinge, want alhoewel hulle mekaar nie ken nie, is hulle geneig om mekaar met respek te behandel. Die meeste van die klagtes oor tyd in Xhosa gee druk misnoeë of negatiewe gevoelens uit met betrekking tot die bron van die klagte. Klagtes kan soms onbeleefd wees. Hulle kan lei tot konflik, aangesien hulle soms baie bedreigend aantygend en beledigend kan wees. Daarom is 'n aantal strategieë beskikbaar vir 'n klaer wat direkte konfrontasie wil vermy teenoor die persoon waarteen gekla word. Die indirekte aantyging strategie is die voorkeur strategie wat deur die klaers gebruik word kom konflik te vermy, in teenstelling met kwaad word direkte aantyging en eksplisiete blaam van die aangetygde persoon se aksie of die persoon self. Persone wat indirekte aantygings gebruik, wil nie die risiko loop om "gesig" (face) te verloor nie, in teenstelling met die direkte aantyging, wat gesig-bedreiging is. Om te reageer op 'n klagte, is ook 'n belangrike faktor, aangesien dit verdere interaksie aanmoedig. Die gee van 'n reaksie is 'n wyse om aan te toon dat daar belangstelling is in wat die spreker sê. Daar is aangetoon dat 'n reaksie vir sprekers die geleentheid gee om hulle gevoelens te lug. Laastens, gee Hoofstuk 6 die gevolgtrekkings van die ondersoek, en die belangrikste bevindinge van die studie word opgesom.
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Sibadela, Joyce Mukhethoni. "The speech act of greetings in Tshivenda." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53176.
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Thesis (MA)--Stellenbosch University, 2002.ENGLISH ABSTRACT: The use of interpersonal verbal routines such as greetings is a universal phenomenon of human languages. All human speech communities have such formulas, although their character and the incidence of their use may vary enormously from one society to another. For several decades, greetings have been a recurrent object of inquiry for linguists and other human communication. Greetings are part of phatic communion, whereby people create ties of union and avoid silence, which is always alarming and dangerous. Communion among humans will often be marked in speech “phatically”. There is widespread evidence that greetings are an important part of the communicative competence necessary for being a member of any speech community. Greetings regularize patterns among members. Greeting has been often treated as if it was spontaneous emotional reaction to the coming together of people carrying overtly its own social message. Greeting expressions constitute an important part of the polite language. By greeting the speaker, indicates his attitude towards the addressee or starts a conversation with him. Greetings are often patterned expressions, which may vary among different nations. Most greetings perform primarily a phatic communion function; some greetings are used to convey information. Some culture does not operate non-verbal demonstration of respect of difference like bowing, or prostrating and kneeling, it makes up for this by insistence on the proper execution of verbal greetings, for example: Igbo culture does not operate nonverbal, whereas Japanese, Joruba and even Vendas they do practice these non-verbal demonstrations. Cultural performances are influenced by social variables such as the ages, sex and status of the interactants.
AFRIKAANSE OPSOMMING: Die gebruik van interpersoonlike mondelingse roetines, soos die handeling van groet, is ‘n universiele fenomeen van menslike taal. Alle menslike gemeenskappe het formules, alhoewel hulle karakter en die voorkoms van hulle gebruik, mag verskil van een gemeenskap tot ‘n ander. Vir dekades, was groet ‘n herhaalde onderwerp van ondersoek van taalkenners saam met ander aspekte van persoonlike kommunikasie. Die handeling van groet is ‘n deel van fatiese kommunikasie, waarby mense bande skep, en stilte vermy wat angswekkend kan wees. Kommunikasie tussen mense sal altyd na verwys word as faties in taalverskynsels. Daar is wydverspreide bewyse dat die handeling van groet ‘n belangrike deel van kommunikatiewe kompetensie is, wat noodsaaklik is vir 'n lid van enige gemeenskap geld. Groet reguleer voorbeelde van wedersydse verhoudings tussen groepelede. Groet is dikwels hanteer asof dit ‘n spontane emosionele reaksie by die saamkom van mense is wat hulle eie sosiale boodskap oordra. Die spraakhandeling van groet vorm ‘n belangrike deel van beleefdheidtaal. Deur te groet, bewys die persoon sy houding teenoor die ander persoon of begin om met die persoon 'n gesprek te voer. Die spraakhandeling van groet is dikwels voorbeelde van uitdrukkings wat verskil tussen verskillende taalgroepe. Die meeste groetvorme het ‘n primere fatiese gemeenskaps funksie, sommige begroetings word gebruik om informasie te verskaf. Sommige kulture maak nie gebruik van nie-verbale demonstrasies van respek of verskille soos neerbuiging of kniel, dit maak op vir die aandring op behoorlike gebruik van mondelinge begroeting, byvoorbeeld: Igbo kultuur maak nie gebruik van nie-verbale demonstrasies, waar Vendakultuur gebruik maak van hierdie nie-verbale demonstrasies. Kulturele belewenis van die groetvorm word beVnvloed deur sosiale veranderlikes soos ouderdom, geslag en status.
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Cho, Pungyeon. "The speech-act theory in theological hermeneutics." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/66352.
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This dissertation offers an interdisciplinary analysis of some features of the Speech-
Act Theory in biblical hermeneutics. It highlights some of the probable aspects of the
studied analysis regarding hermeneutic issues within biblical and theological analysis.
The paper shall describe the philosophical interpretation of the examination of the
Speech-Act Theory. It will focus on the principles and standards of demarcating the
Speech-Acts and allocating the written texts theory. The paper shall also describe the
difference between ‘weak’ and ‘strong’ speech acts. The dissertation shall commence
by analysing the main concerns about the speech act theory. It will concentrate on the
works of Thiselton and Vanhoozer’s works and modifies their works with the aim of
highlighting some of the key elements of their hermeneutics. Therefore, the
dissertation shall offer the views of Thiselton and Vanhoozer and differentiate their two
different views of the Speech-Act Theory in the field of the hermeneutics in search for
a third option.Dissertation (MA)--University of Pretoria, 2017.
Dogmatics and Christian Ethics
MA
Unrestricted
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Kawaguchi, Nobuo, Yukiko Yamaguchi, Shigeki Matsubara, and Shingo Kato. "Dialogue Structure Annotation of In-car Speech Corpus based on Speech-Act Tag." The oriental chapter of COCOSDA (The International Committee for the Co-ordination and Standardization of Speech Databases and Assessment Techniques), 2005. http://hdl.handle.net/2237/15464.
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MacQueen, Kenneth G. (Kenneth George). "Speech act theory and the roles of religious language." Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=72800.
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楊慧蘭 and Wai-lan Victoria Yeung. "The importance of consensus assessment in speech act comprehension." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31223813.
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Mangwegape, Bridget Kesaobaka. "The speech act of apology in Setswana educational contexts." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50527.
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Thesis (MA)--Stellenbosch University, 2005.ENGLISH ABSTRACT: An apology in Setswana is offered ;when an individual has violated a social norm or want to restore any form of a complainable. When it is given, it serves as a remedial work,designed to smooth over any social disruption that was caused. Sometimes a person who is suppose to apologize may find reasons to minimize the degree of the offence. If the offence in question is big, a verbal apology may be insufficient to restore the damaged relationship. Male and female learners commit a lot of offences towards each other at school and they are obliged to apologize for such offences. In the process of apologizing, they are faced with a wide chioce of strategies to choose from. In most cases, male learners have a tendency of giving an explanation to their offences. They do not always seek for a direct apology. In the acceptance of their offences, they opt for longer strategies to apologize. Males seem to be either proud or shy to ask for an apology from females. Female learners on the other hand, do not want to use longer strategies to apologize, but they ask for forgiveness immidiately. It is not all the males who do not want to apologize directly to females, but there are some who apologize directly. They are the ones who take females as their equals and they also want to maintain a good relationship with them. The same applies with females, a minimal number of them use longer strategies to apologize. They do not use direct strategies. There are other strategies also useful to Setswana male and female learners, but their use is not so popular. Strategies like explicit acceptance of the blame and expression of self-deficiency are considered the least of manifested. An apology is usually influenced by the way the complainant shows his or her dissatisfaction. Male and female learners also differ with the way they complain. They use complaint strategies differently. Both male and female learners use direct accusation and indirect accusation extensively. But the difference comes by the fact that females are longer with their complaints than males. Females show their annoyance by involving more complaint strategies. Males do not take long to complain, they involve a few strategies.
AFRIKAANSE OPSOMMING: 'n Apologie in Setswana word gedoen wanneer 'n individu 'n sosiale norm oortree het, of enige vorm van 'n klagte wil herstel. Wanneer dit gegee word, dien 'n apologie as remediële werk, ontwerp om enige sosiale ontwrigting wat veroorsaak is, uitstryk. Somtyds kan 'n persoon wat veronderstel is om 'n apologie aan te teken, redes vind om die graad van die oortreding te minimaliseer. Indien die oortreding baie groot is, kan 'n verbale apologie onvoldoende wees om die beskadigde verhouding te herstel. Manlike en vroulike Setswana-sprekende leerders pleeg talle oortredings teenoor mekaar by die skool, en hulle is verplig om apologie aan te teken teenoor mekaar. In die proses van apologie aanteken, word hulle gekonfronteer met In wye verskeidenheid strategieë waaruit hulle kan kies. In die meeste gevalle, het leerders die neiging om In verduideliking te gee vir hulle oortredings. Hulle kies nie altyd 'n direkte apologie nie. In die aanvaarding van hulle oortredings, kies hulle langer strategieë om apologie aan te teken. Manlike persone blyk óf te trots óf te skaam te wees om apologie aan te teken teenoor vroulike leerders. Vroulike leerders, hierteenoor, wil nie langer strategieë aanwend om apologie aan te teken nie, en hulle vra onmiddellik vir vergiffenis Dit is egter nie alle manlike leerders wat nie direk apologie aanteken teenoor vroulike leerders niesommige manlike leerders teken wel direk apologie aan, maar die gebruik daarvan is nie so gewild nie. Hulle is die manlike leerders wat die vroulike leerders as hulle gelykes sien en 'n goeie verhouding met hulle wil handhaaf. 'n Klein getal vroulike leerders gebruik langer strategieë om verskoning aan te teken en hulle gebruik nie direkte strategieë nie. Daar is ander strategieë wat ook bruikbaar is vir Setswana-sprekende manlike en vroulike leerders, maar die gebruik daarvan is nie so populêr nie. Strategieë soos die aanvaarding van blaam, en uitdrukking van self-tekort, word die minste gemanifesteer. 'n Apologie word gewoonlik beïnvloed deur die wyse waarop 'n klaer sy/haar ontevredenheid wys. Manlike en vroulike leerders vershil ook t.o.v. die wyse waarop hulle kla - hulle gebruik klagtestrategieë verskillend. Sowel manlike as vroulike leerders gebruik direkte en indirekte aantygings uitgebreid. Vroulike leerders neem egter langer met hulle klagtes as manlike leerders. Vroulike leerders wys hulle ontevredenheid deur meer klagte strategieë te gebruik, terwyl manlike leerders nie lank neem om te kla nie - hulle gebruik slegs 'n paar strategieë.
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Makhado, Avhatakali Jonathan. "The speech act of apology in Tshivenda educational contexts." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53175.
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Thesis (MA)--Stellenbosch University, 2002.ENGLISH ABSTRACT: An apology in Tshivenda is offered when an individual has violated a social norm or want to restore any form of a complainable. When it is given, it serves as a remedial work, designed to smooth over any social disruption that was caused. Sometimes a person who is suppose to apologize may find reasons to minimize the degree of the offence. If the offence in question is big, a verbal apology may be insufficient to restore the damaged relationship. Male and female learners commit a lot of offences towards each other at school and they are obliged to apologize for such offences. In the process of apologizing, they are faced with a wide choice of strategies to choose from. In most cases, male learners have a tendency of giving an explanation to their offences. They do not always seek for a direct apology. Inthe acceptance of their offences, they opt for longer strategies to apologize. Males seem to be either proud or shy to ask for an apology from females. Female learners on the other hand, do not want to use longer strategies to apologize, but they ask for forgiveness immediately. It is not all the males who do not want to apologize directly to females, but there are others who apologize directly. They are the ones who take females as their equals and they also want to maintain a good relationship with them. The same applies with females, a minimal number of them use longer strategies to apologize. They do not use direct strategies. There are other strategies also useful in Tshivenda male and female learners, but their use is not so popular. Strategies like explicit acceptance of the blame and expression of self-deficiency are considered the least of other ones. An apology is usually influenced by the way the complainant shows his or her dissatisfaction. Male and female learners also differ with the way they complain. They use complaint strategies differently. Both male and female learners use direct accusation and indirect accusation extensively. But the difference comes by the fact that females are longer with their complaints than males. Females show their annoyance by involving more complaint strategies. Males do not take long to complain, they involve only a few strategies.
AFRIKAANSE OPSOMMING: 'n Verskoning in Tshivenda word aangebied in geval waar 'n individu 'n sosiale reeloortree het. Wanneer dit aangebied word, dien dit as 'n remedie ontwerp om die sosiale onderbreking wat ontstaan het reg te siel. Soms sal die persoon wat veronderstel is om 'n verskoning aan te bied redes vind om die graad van die sosiale oortreding te probeer verminder. ln geval waar die oortreding as baie groot beskou word waar' n mondelingse verskoning nie genoegsaam wees om die verhouding weer te herstel nie. Manne en vrou skoliere behaan heelwat sosiale oortreding teenoor mekaar by die skool en is oorplig om verskoning aan te bied vir sulke oortredings. Tydens die proses van verskoning aanbied word die skoliere gekonfronteer met verskeie opsies om van te kies. Manlike skoliere het die manier om verkonings en verduidelikings te gee vir hulle oortredings. Hulle sal nie 'n direkte apologie aanbied nie. lndien hulle aanvaar dat hulle verkeerd was, sal hul die opsie om hulle verduidelikings te gee as strategie gebruik. Manspersone bly te trots en skaam te wees om 'n apologie te vra van dames. Dames weer vra makliker en direk om verskoning. Hierdie beginstel van om verskoning vra geld nie ten opsigte van alle skoliere nie. Sommiges sal direk apologie aanbied. Ander aanvaar vroulike skoliere as hul gelykes en probeer om 'n gesonde verhouding te handhaf Dieselfde beginsel geld tot vroulike skoliere van hulle sal lang verduidelikings aanbied as 'n strategie deur om verskoning te vra: Hulle vra nie direk om verskoning nie. Daar is ook ander strategiee in gebruiklike in Tshivenda deur manlik sowel as vroulike skoliere, maar is nie populer in gebruik nie. Strategiee soos die duidelike aanvaarding van skuld en die uitdrukking van selfbeskulding word beskou as die minste gebruiklike opsie. 'n Verskoning word beinvloed deur die manier waarop die klaer sy ofhaar misnoe wys of uitspreek. Manlike sowel as vroulike leerders versoek ook in metodiek hoe hulle kla. Hulle maak gebruik van 'n kla strategie wat verskillend is van mekaar. Beide geslagte maak gebruik van direk sowel as indirek beskuldigings. Die verskil egter is by vroulik klaers aangesien hul klagte langer duur as hul manlike ewe nie. Vroulike klaers wys hul woede of ongelukkigheid deur meer klagte strategie te betree. Mans daarom teen neem nie lang om te kla nie en behels net a paar strategiee.
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Ward, Karen. "A speech act model of air traffic control dialogue /." Full text open access at:, 1992. http://content.ohsu.edu/u?/etd,228.
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Sombhane, Mihloti Penelope. "The speech act of apology in Xitsonga educational contexts /." Thesis, Link to the online version, 2008. http://hdl.handle.net/10019/1803.
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Yeung, Wai-lan Victoria. "The importance of consensus assessment in speech act comprehension /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21806329.
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Fitzpatrick, Jessica, M. Ringley, T. Barber, C. Newell-Light, and Kerry Proctor-Williams. "Prelinguistic Communication Act Rates at Transition to First Words." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/1848.
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Mildinhall, J. W. "The role of speech act use in computer-mediated communication." Thesis, University of Bristol, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.520582.
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Ngcobo, Lazarus. "The speech act of advice in educational contexts in isiZulu." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50191.
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Thesis (MA)--Stellenbosch University, 2004.ENGLISH ABSTRACT: This study focuses on the communicative processes of advice in isiZulu through which people aid each other with problems and stresses of daily life, including ways in which support is communicated. When friends or family members attempt to help one another with stress and problems, they frequently give advice. Within the field of pragmatics, advice is a common but potentially face-threatening response to a friend or a loved one who is upset about a problem. Consequently it is useful to identify ways a speaker may show regard for face in this kind of episode. Advice can threaten the hearer's autonomy by imposing the speaker's authority and solutions on the hearer and it can also imply criticism of the hearer's emotional reaction or handling of the problem. In this study, twenty-one advice topics, by Goldsmith (2000) that can be used in various troubles talk episodes in isiZulu have been examined. It has been found that some advice situations have more topics than others. The situation with more advice topics is the one referred to as personal. This is because people are always very keen to give more advice to people with personal problems than to people with other problems. The situations with the least number of topics are abuse and teachers, because they are very sensitive in nature. The study found that the sensitivity comes from the fact that third parties are involved. People tend to be reluctant to give advice which might lead to confrontation between the parties that are involved. In this research, the parties that are involved are learners on the one side and the parents/teachers on the other side. The other factor is that people do not want to see a parent who is abusing his/her child going to jailor a teacher who does not like a particular child losing his/her job because of the advice they gave to the learners.
AFRIKAANSE OPSOMMING: Hierdie studie fokus op die kommunikatiewe prosesse van advies in isiZulu waardeur mense mekaar help met die probleme van die alledaagse lewe, insluitende die wyses waarop steun gekommunikeer word. Wanneer vriende en familielede poog om mekaar te help met probleme, gee hulle dikwels advies. Binne die veld van die pragmatiek, is advies 'n algemene, maar potensiële gesigsbedreigende ('face-threatening') respons teenoor 'n vriend of geliefde wat 'n probleem het. Gevolglik is dit nuttig om wyses te identifiseer waarop 'n spreker ontsag mag toon vir gesig ('face') in hierdie soort episode. Advies kan die spreker se outonomiteit bedreig deur die spreker se outoriteit en oplossings neer te druk op die hoorder en dit kan ook kritiek impliseer van die hoorder se emosionele reaksie op hantering van die probleem. In hierdie studie word een-en-twintig advies episodes van Goldsmith (2000) wat gebruik kan word in verskillende moeilikheidsgesprekke ('trouble talk') in isiZulu ondersoek. Daar is bevind dat sommige advies situasies meer onderwerpe as ander het. Die situasie met meer advies onderwerpe, is die persoonlike situasie. Die rede hiervoor is dat mense altyd meer gretig is om advies te gee aan ander mense met persoonlike probleme as aan mense met ander tipes probleme. Die situasies met die minste getalonderwerpe is 'mishandeling' en 'onderwysers' omdat dit baie sensitiewe onderwerpe is. Die studie bevind dat sensitiwiteit spruit uit die teenwoordigheid van 'n derde party se betrokkenheid. Mense blyk onwillig te wees om advies te gee wat mag lei tot konfrontasie tussen die partye betrokke. In hierdie navorsing, is die betrokke partye leerders, enersyds, en ouers of onderwysers, andersyds. 'n Verdere faktor is dat mense nie wil sien dat 'n ouer wat 'n kind mishandel na die gevangenis gaan nie, of dat 'n onderwyser wat nie van 'n spesifieke kind hou sy/haar werk verloor, weens die advies wat hulle aan die leerders gee nie.
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Mogase, Emily Phuti. "The speech act of advice in educational contexts in Setswana." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50192.
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Thesis (MA)--Stellenbosch University, 2004.ENGLISH ABSTRACT: This study examines data from advice-giving in Setswana relating to pragmatic theorists' argument that every human interaction, to a large extent carries with it an element of threatening one or both participants' face. The speech act of politeness has been identified as one of the most effective speech acts to be employed in giving as well as soliciting advice. Every speech act is influenced by contextual, cultural and many other background factors associated to age, gender and rank to mention a few, which contribute towards how the speech is composed. The issues relating to the theory of politeness prompted this study on the extent to which politeness plays a role in giving advice in an educational context of Setswana speaking students. The study has evaluated Brown and Levinsons' theory of politeness as a universal phenomenon against the findings of my data, in that the universality of these theorists does not quite fit with this study. The variable percentages in this data, especially in giving advice, indicate that politeness does not always exist in terms of positive and negative face in the participants' mind but other considerations related to the goal of the speech act are the main source of the speech act. In this study, politeness in the Setswana school context has demonstrated that politeness has been employed as a strategy for encoding distance between the speaker and the solicitor. The purpose of advising teachers and students through politeness behavior is to mitigate face and to create a favorable context anticipated by the solicitor.
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek data oor advies-gee in Setswana wat verband hou met pragmatiekteoretici se argument dat elke menslike interaksie tot 'n groot mate 'n element het dat een, of beide, deelnemers se gesig bedreig word. Die spraakhandeling van beleefdheid is geïdentifiseer as een van die mees effektiewe spraakhandelinge wat ingespan word in die gee, sowel as die vra van advies. Elke spraakhandeling word beïnvloed deur kontekstuele, kulturele en talle ander agtergrondfaktore wat verband hou met onder andere ouderdom, gender en rang, wat bydra tot die wyse waarop die spraakhandeling saamgestel word. Die vraagstukke rakende die beleefdheidsteorie het aanleiding gegee tot hierdie studie oor die mate waartoe beleefdheid 'n rol speel in advies-gee in opvoedkundige kontekste deur Setswana-sprekende persone. Die studie evalueer Brown en Levinson se teorie van die Universele beginsels wat dit stel teenoor die bevindinge van die data verkry in die navorsing oor Setswana-sprekende studente en daar word afgelei dat Brown en Levinson se universalia nie volledig bevestig word nie. Die varieerbaarheid waargeneem ind ie data oor advies-gee dui aan dat beleefdheid nie altyd manifisteer in terme van negatiewe gesig in die deelnemers se oorwegings nie, maar dat ander oorwegings rakende die doelstelling van die spraakhandeling die hoofbron vorm van die spraakhandeling. In hierdie studie, het beleefdheid in die Setswana opvoedkundige konteks aangetoon dat beleefdheid ingespan word as 'n strategie om afstand te vestig tussen die spreker en die hoorder. Die doel van advies-gee aan onderwysers en studente deur beleefdheidsgedrag is om 'n gunstige konteks te vestig, wat verwag word deur die hoorder.
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Raliphaswa, Samuel Nndanduleni. "The speech act of advice in educational contexts in Tshivenda." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50526.
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Thesis (MA)--University of Stellenbosch, 2005.ENGLISH ABSTRACT: This study examines data from advice-giving in Tshivenda relating to pragmatic theorist's argument that every human interaction, to a large extent carries with it an element of threatening to one or both participant's face. The speech act of politeness has been identified as one of the most effective speech acts to be employed in giving as well as soliciting advice. Every speech acts is influenced by contextual, cultural and many other background factors associated to age, gender and rank which contribute towards how a speech is composed. The issues relating to the theory of politeness prompted this study on the extent to which politeness plays a role in giving advice in an educational context of Tshivenda speaking learners. The study has employed Brown and Levinson's theory of politeness as a universal phenomenon against the findings of my data, in that universality of these theorists does not quite fit with this study. In this study, politeness in Tshivenda school context has demonstrated that it has been employed as a strategy for encoding distance between speaker and the solicitor. The purpose of advising teachers and students through politeness behavior is to mitigate face and to create a favourable context anticipated by the solicitor.
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek data van adviesgewing in Tshivenda in verband tot die pragmatiekteoretikus se argument dat elke menslike interaksie tot 'n groot mate daarmee saamdra 'n element van bedreiging vir een of beide deelnemers se gesig ('face'). Die spraakhandeling van beleefdheid is geïdentifiseer as een van die mees effektiewe spraakhandelinge wat gebruik word in die gee en vra van advies. Elke spraakhandeling word beïnvloed deur kontekstuele kulturele en talle ander agtergrondfaktore wat verband hou met ouderdom, gender, en rang, wat bydra tot die kernposisie van die spraakhandeling. Die vraagstukke rakende die teorie van beleefdheid het hierdie studie gemotiveer, wat handelaar die mate waartoe beleefdheid 'n rol speel in adviesgewing in Tshivenda in opvoedkundige kontekste deur leerders. Die studie het Brown en Levinson se teorie van beleefdheid aangewend en geevalueer teenoor die bevindinge van die data van Tshivenda. Daar is bevind dat die universaliteits-aansprake van Brown en Levinson nie volledig strook met die data uit Tshivenda nie. In hierdie studie, het beleefdheid in Tshivenda in skoolkontekste gedemonstreer dat dit ingespan word om afstand te kodeer tussen spreker en hoorder. Die doel van adviesgewing aan onderwysers en leerders deur beleefdheidsgedrag is om gesig te verminder en om 'n gunstige konteks te skep, soos geantisipeer deur die adviesvraer.
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Oishi, Etsuko. "Indicating and referring : a speech act approach to communicative meaning." Thesis, University of Edinburgh, 1999. http://hdl.handle.net/1842/22531.
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It is a standard and generally accepted view that semantics deals with context-independent truth-conditional meaning and pragmatics deals with context-dependent non-truth-conditional meaning. This thesis redefines the dichotomy between semantics and pragmatics on the basis of conventionality of meaning, and provides a theory of semantic meaning where meanings are described as what a speaker expresses by means of conventionalised linguistic devices. In Chapter 1, the standard dichotomy of semantics and pragmatics is introduced from a historical perspective concerning how the field of pragmatics has been established, and problems of the dichotomy are discussed. A redefinition of the dichotomy based on the conventionality of meaning is proposed. In the extended semantic domain, not only does a speaker express an assertion about the world, i.e. truth-conditional meanings, but also indicates the speech situation which the speaker shares with the hearer. In the rest of the thesis, a theory of semantic meanings in this extended domain is developed. Chapters 2 and 3 develop a theory which concerns the meanings a speaker expresses in asserting something about the world by means of linguistic conventions. In Chapter 2, important early theoretical contributions are surveyed and relevant later theories discussed. It is shown that the traditional dyadic approaches to meanings which are based on the concepts of reference and prediction are not incompatible with triadic approaches where meanings are described as speech acts a speaker performs in asserting something about the world using linguistic conventions. In Chapter 3, Austin (1950)'s model of communication is developed into a theory for analysing truth-conditional meaning whereby a speaker refers to an entity or situation by means of demonstrative conventions and describes it by means of descriptive conventions. We discuss the demonstrative conventions which correlate words with a particular entity or situation and the descriptive conventions which correlate words with types of entity or situation. It is also shown that there are four different types of speech act a speaker potentially performs by using the demonstrative and descriptive conventions in different ways.
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Sibley, R. (Robert Cameron) Carleton University Dissertation Canadian Studies. "The poetics of dispossession: a tracking of George Grant's Speech-Act." Ottawa, 1991.
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Oliveira, de Sousa Felipe. "Reason-giving as an act of recognition." Thesis, University of Edinburgh, 2017. http://hdl.handle.net/1842/25838.
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This thesis defends the claim that reason-giving is a discrete type of speech act (of an expressive kind) that has a distinctive value. It further argues that this value is best understood in terms of recognition, rather than justification, and that it is intrinsic to reason-giving. Its main aim is to argue against the commonly-held view that the main, sometimes the only, value to reason-giving lies in its capacity to provide justification (and in the related claim that if reasons cannot justify, then reason-giving has no value). The argument presented is intended to support that recognition (of a certain type) is a value that reason-giving has independently from any other value that it might or might not have – including justification; and hence, that reason-giving has a certain distinctive value that is not predicated upon a capacity for actually achieving justification. In particular, this thesis argues, based on speech act theory and on the concept of recognition, that this value is best understood as consisting in the expression of a particular type of recognition for the other. To establish this claim, in chapter one, it begins by setting out the standard view: that the value of reason-giving lies in its capacity to justify, and analyses some of the moves that have been made in the literature when the connection between reason-giving and justification breaks down. In chapters two to four, it uses speech act theory to analyse the acts of arguing and reason-giving, and to argue that reason-giving is a discrete speech act that has features in common with but is not reducible to arguing. Finally, in chapter five, it defends the claim that reason-giving has an intrinsic value, and that this value is best understood as an expressive value: namely, the expression of recognition for the other as a rational being (which is a valuable feature of the other’s humanity); and that it has this value regardless of whether the reasons in question are “good” from a justificatory standpoint.
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George-Castagna, Susan. "Getting things done in Naples - a description of Neapolitan directives in discourse." Thesis, Lancaster University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.293157.
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Wakefield, P. Jane. "Young children’s speech act comprehension : the role of linguistic and contextual information." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25531.
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This study addresses the question of the necessity of propositional content in children's comprehension of speech acts. In investigating this aspect of communicative competence in children the study considered the relative importance of age (3, 4), context (Requests, Questions, and Offers), and quantity of propositional content. Two factorial experiments were conducted in which 54 three and four-year-old children were administered a discrimination task, where, through puppet play, contexts were constructed for utterances in order to simulate particular speech acts. Judgments of the illocutionary force of such contexts were elicited by having children decide which one of two paraphrased utterances matched the stimulus utterance. Quantity of linguistic information in the stimulus presentations was progressively reduced. While younger children's performance was relatively unaffected by the reduction of linguistic information, the older children's discrimination of speech acts was relatively adversely affected. These findings were supported by additional data from an elicited imitation task and spontaneous responses. A developmental shift is proposed, from more direct context-dependent strategies of speech act processing to a later more linear or text-dependent approach linked to developing linguistic awareness.Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
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Thornton, Donald Jr. "Cyberbullying and the First Amendment in Schools| Protected Speech or Punishable Act?" Thesis, University of Louisiana at Lafayette, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3622960.
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School administrators struggle with an emerging threat to school safety-cyberbullying. When does a school administrator have authority to punish a student for off-campus, online speech? When does a student cross the line from protected speech to punishable act? The Supreme Court of the United States has yet to decide such a case that would provide school administrators with a standard to utilize when faced with cyberbullying on campus. This dissertation will examine current research, case law, state statutes, and current cyberbullying frameworks put forth by Williams (2008), and King (2010), and Willard (2011) to provide guidance to school administrators on how to approach cyberbullying incidences. In addition, an interview with Assistant United States Attorney Luke Walker will be employed in an effort to bring to light how timely research, such as this dissertation, is needed for school administrators. A repeated concept stemming from this research study is the idea that while no Supreme Court standard currently exists, school administrators should not punish students for merely content alone, but make a strong connection to the student speech causing a substantial disruption to the learning environment. School administrators should also work to promote, not stifle, student speech as they create a safe learning environment.
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Gungormezler, Tugce. "AN INVESTIGATION OF THE REFUSAL SPEECH ACT OF TURKISH LEARNERS OF ENGLISH." Kansas State University, 2016. http://hdl.handle.net/2097/32848.
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Master of ArtsDepartment of Modern Languages
Li Yang
This study investigates and compares politeness strategies of Turkish learners of English (TLE) and American English speakers (AE) when they produce the speech act of refusal in English. A total of 24 participants took part in this study and each of them completed a background survey, an open role play and a semi-structured interview. The role-play asked all of the participants to refuse a party invitation offered by a classmate/colleague and was audio-recorded. The refusal interactions were coded according to the classification proposed by Beebe et al. (1990), and the sequence of the refusal interactions (i.e., head act, pre- and post-refusals) was also examined. The results showed that providing excuse/reason/explanation was the most preferred strategy by both groups overall, but closer examination of the strategy revealed that the TLE group was more specific in their explanations compared to the AE group. In addition, when the conductor of the role play insisted on the invitation, the AE group continued to refuse without giving specific reasons, whereas the TLE group chose to provide elaborate reasons upon insistence. During the interview session after the role play, the TLE group commented on cultural factors that influenced their choice of refusal strategies. Based on the findings, this study also proposed implications of the teaching of pragmatics in the English as a second language (ESL) context.
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Ahmed, Ayad Hammood. "The pragmatics of apology speech act behaviour in Iraqi Arabic and English." Thesis, De Montfort University, 2017. http://hdl.handle.net/2086/14293.
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This study is concerned with examining the speech act of apology by Iraqi Arabic native speakers (IANs) and Iraqi English foreign language learners (EFLL). It aims at examining the strategies and functions of apologies produced by two groups of participating speakers as well as their perceptions of apology. This study is significant and necessary for the field of pragmatics and politeness theories. It represents a new cultural study that has not been previously examined. From pragmatic and politeness perspectives, all previous research has focused on the realization of apologies rather than how they are perceived. To fill this gap, the current study is believed to be the first that examines both producing and perceiving apology in terms of politeness1 (producing actual speech acts) and politeness2 (perceiving them). The apologies elicited in this study were represented by written and spoken responses. The former was elicited by a Discourse Completing Task followed by a Scale Response Task while the latter was stimulated by an Open Role Play followed by a Semi-Structured Interview. In both cases, the situations designed for eliciting apologies were systematically different and varied according to the social status, gender, age and social distance and the severity of offence. The main results showed that the choice of apology strategies was highly influenced by the collectivistic nature of Iraqi culture as well as the socio-religious conceptualization of apology. The results also showed that, unlike the Iraqi Arabic native speakers, the Iraqi EFL learners were less aware of pragmatic competence than of grammatical competence. The perception of apologies achieved by the Semi-structured interview revealed the participants’ conceptualization of apologies in different contexts. Thus, from a functional perspective, we found that the functions of apologies performed in L1 (Iraqi Arabic) were different from the function of apologies performed in L2 (English). Further, the Iraqi Arabic native speakers tended to use extended apologies for certain offences while the Iraqi EFLL employed a single apology strategy or a non- apology strategy.
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Briggs, Richard. "Speech act theory and biblical interpretation : toward a hermeneutic of self-involvement." Thesis, University of Nottingham, 1999. http://eprints.nottingham.ac.uk/10958/.
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This thesis presents an interdisciplinary study in certain aspects of biblical hermeneutics from the point of view of speech act theory. After an introduction indicating the possible scope of such a study in relation to well established hermeneutical issues within theological and biblical studies, the thesis falls into two parts. In part one, the philosophical claims of speech act theory are examined. A particular focus is the question of criteria for demarcating speech acts and for appropriating the theory for the case of written texts. A distinction between 'strong' and 'weak' speech acts is proposed, and it is argued that the notion of construal so central to speech act theory is also best viewed across a spectrum of strengths. These criteria suggest responses to certain prominent objections to the hermeneutical relevance of speech act theory. They also point away from any form of 'speech act criticism' and towards an eclectic approach to relevant biblical texts. Consideration is therefore given to determining which texts merit such a study. Part two of the thesis begins by reviewing major attempts to utilise speech act theory in this way, focusing in particular on the work of Donald Evans, and modifying his approach in order to articulate some central elements of a 'hermeneutic of self-involvement'. The burden of part two is then to explore this hermeneutic with reference to three particular speech acts which occur in the New Testament, those of confession, of forgiveness, and of teaching. These chapters attempt to demonstrate in practice what it means to appropriate speech act theory for the task of biblical interpretation, showing in the process that the perspective involved is a multi-disciplinary one. Some of the implications of the development of such a hermeneutic are sketched out by way of conclusion.
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Gilfillan, Upton Bridget. "Hearing Mark's endings : listening to ancient popular texts through speech act theory /." Leiden : Brill, 2006. http://catalogue.bnf.fr/ark:/12148/cb401781307.
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Asquith, Nicole. "Speech Act Theory, Maledictive Force and the Adjudication of Vilification in Australia." Network Books, 2007. http://hdl.handle.net/10454/3897.
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Weywadt, Christina R. "Lateralization of pragmatic processsing : a visual half-field investigation of speech act processing." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1292992.
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The current study utilized a priming paradigm in conjunction with a visual halffield presentation to determine if the right hemisphere contributes to pragmatic processing. Primes included conversational dialogues that either performed a speech act or did not. The targets identified the speech act and were presented to one of the two visual fields (lvf-RH or rvf-LH). It was hypothesized that the right visual field-left hemisphere (rvf-LH) would be more accurate and faster at identifying targets regardless of the script type that preceded it and the left visual field-right hemisphere (lvf-RH) would be significantly more accurate and faster at identifying targets when preceded by a script that performed the identified speech act. Results indicated that the lvf-RH was more accurate and faster at identifying a target regardless of the type of script that preceded it, while the rvf-LH was differentially affected by the type of script.Department of Psychological Science
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Kim, Duck-Hyun. "Rethinking the movement from text to sermon in the light of speech act theory." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71735.
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Thesis (MTh)--Stellenbosch University, 2012.ENGLISH ABSTRACT: This research endeavors to make a more satisfactory connection between the text and sermon by utilizing the speech act theory (SAT). In the light of SAT, the movement from text to sermon is neither simply to be viewed as finding timeless principles, meanings, big ideas from Scripture nor to emphasize a human experience in the modern world to serve as a re-narration of the text. Rather, the homiletical bridge in SAT has to be considered as the performative action of the text itself. The essence of interpretation in preaching is therefore to recognize the illocutionary act in Scripture. In SAT, the illocutionary act creates the meaning as well as the perlocutionary action. This is the center of the effort in order to build a more satisfactory bridge between text and sermon. Obviously, the SAT can directly serve the Reformed Confessions in which the living Triune God is still speaking through the Scripture in the present. The Spirit is the enabler of a disclosure of the autonomous and meaningful action of the Bible. The Spirit has continually enabled the Christian community to understand and to enact the Scripture in the context of the common life of the Christian community. This means that the Bible is not given to be exegeted in academic isolation, but to be performed by the people of God. Perhaps, when the preacher proclaims the re-illocutionary preaching, he/she will encounter an unexpected manner of sermon. However, this creative preaching generates unexpected reality through the Bible in which the Spirit gives the energy to accomplish this alternative reality. This should offer practical guidelines for performing individual faith and generating social capital. That event is proclaimed (performed) as the living Word of God for modern man.
AFRIKAANSE OPSOMMING: Hierdie navorsing beoog om ‘n meer bevredigende konneksie te maak tussen teks en preek deur gebruik te maak van die sogenaamde “Speech Act Theory”, oftewel Spraak Handeling Teorie [SHT]. In die lig van die SHT is die beweging vanaf teks na preek nie net om klem te lê op onveranderde beginsels, opinies, waardevolle betekenisse van die Woord of ondervindinge van menslike ervaring in die moderne wêreld om as ‘n herskrywing van die teks te dien nie, maar eerder moet die homilitiese brug gesien word as die manifestering van die teks self. Die primêre fokus van interpretasie is hiervolgens dus om die performatiwe funksie van die Woord te herken. Volgens die SHT skep die performatiewe funksie die betekenis sowel as die performatiewe aksie. Bogenoemde uitgangspunte vorm die middelpunt van aksies wat geneem word om te verseker dat ‘n aanvaarbare brug gebou word tussen prediking en teks. Dit wil voorkom asof die SHT die Gereformeerde Belydenis kan dien, aangesien die Lewende, Drie-enige God volgens hierdie belydenis nog steeds deur die Woord praat in die teenwoordige tyd. Hiervolgens is die Gees van God ‘n fasiliteerder van die onafhanklike en betekenisvolle openbaring van die Bybel. Die Gees van God het volgens hierdie belydens voortdurend die Christen gemeenskap gelei om die Woord te verstaan en om dit uit te voer in die konteks van die normale Christen gemeenskap. Dit beteken dat die Bybel nie gegee is om bloot in isolasie akademies uitgelê te word nie, maar om uit-gevoer te word deur die gemeenskap van God. Predikers wat die performatiewe boodskap van die Skrif binne die kragveld van hierdie gemeenskap preek, mag op verrassende wyses anders preek. Hierdie kreatiewe styl van prediking genereer ‘n onverwagse realiteit, in ooreenstemming met dit wat die Bybel deur die Gees van God intendeer om uit te voer (“perform”). Hierdeur word individuele geloof, maar ook die verrykking van die gemeenskap gedien.
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Bełza, Anna. "A questionnaire-based comparative study of Irish English and Polish speech act of requesting." Doctoral thesis, Katowice : Uniwersytet Śląski, 2008. http://hdl.handle.net/20.500.12128/5206.
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Przedmiotem niniejszej rozprawy doktorskiej jest analiza porównawcza jednego z grzecznościowych aktów mowy, a konkretnie, aktu mowy wyrażania próśb w komunikacji interpersonalnej pomiędzy przedstawicielami dwóch różnych społeczności językowo-kulturowych: irlandzkiej i polskiej. Autorka przeprowadziła pragmatyczna analizę kontrastywną próśb używanych w różnych kontekstach w angielszczyźnie irlandzkiej oraz w języku polskim, ze szczególnym uwzględnieniem różnic i podobieństw na płaszczyźnie leksykalnosyntaktycznej. Badanie miało również charakter ilościowy – dla lepszego
zilustrowania dyskutowanych zagadnień uzyskany materiał empiryczny został
przeanalizowany procentowo, a następnie przedstawiony w postaci tabel oraz wykresów.
Praca składa się ze wstępu, pięciu rozdziałów, konkluzji, bibliografii oraz dodatku zawierającego kwestionariusz, który stanowi podstawę analizy.
Rozdział pierwszy przedstawia zarys historyczny rozwoju Językoznawstwa
kontastywnego, przybliża również definicje podstawowych pojęć związanych z wyżej
wymienioną dziedziną nauki o języku.
W rozdziale drugim opisane zostały językoznawcze teorie aktów mowy Austina
(1962) i Searla (1969), ze szczególnym uwzględnieniem próśb. Wprowadzone zostało
tutaj także pojęcie pośrednich aktów mowy używanych w celu nakłonienia rozmówcy
do wykonania danej czynności.
Rozdział trzeci omawia teorie komunikacyjne – zasadę kooperacji Grice’a
(1975), podkreśla jej istotną rolę w rozwoju późniejszych badań, które doprowadziły
do powstania wielu nowych studiów mających na celu poszerzenie dotychczasowych
maksym i reguł konwersacyjnych. Po przedstawieniu Teorii Relewancji Sperbara i
Wilsona (1986), opisane zostały teorie grzeczności (zasady grzeczności sformułowane
przez Lakoff (1973), teorie grzeczności Leecha (1980, 1983), Brona i Levinsona
(1987)). W rozdziale tym nawiązano również do kulturowych systemów wartości
charakterystycznych dla kultury irlandzkiej i polskiej. Rozdział czwarty zawiera pragmatyczną analizę kontrastywną próśb w języku angielskim i polskim. Omawia poszczególne strategie wyrażania wyżej wymienionego aktu mowy w obu językach. W celu usystematyzowania poszczególnych typów strategii, posłużono się schematem kodowania próśb, który stworzono na potrzeby międzynarodowego projektu CCSARP (1989). W związku ze stosunkowo mała ilością dostępnej literatury zajmującej się badaniem próśb w angielszczyźnie irlandzkiej, autorka wykorzystuje tutaj materiał językowy uzyskany przez językoznawców na drodze badań różnych dialektów języka angielskiego.
W rozdziale piątym niniejszej rozprawy doktorskiej przedstawiono opis
przeprowadzonego projektu. Na wstępie podane są: cele podjętego badania,
charakterystyka uczestników oraz metodologia badania, która stanowiła podstawę
badań i nakreśliła tok analizy. Przeanalizowano wszystkie sytuacje zawarte w
kwestionariuszu, scharakteryzowano nie tylko poszczególne strategie realizacji aktu
prośby użytego przez respondentów w podanych kontekstach, lecz także typy
modyfikacji owych próśb pojawiających się w uzyskanym materiale językowym.
Całość rozważań podsumowana jest w konkluzjach końcowych. Jak wykazała
analiza zebranego materiału empirycznego, odmienna realizacja próśb w badanych
językach może wynikać z odmiennych wartości kulturowych postrzeganych przez
przedstawicieli danej grupy językowo-kulturowej. Dla przykładu przeważający
indywidualizm w kulturze anglosaskiej, a kolektywizm w kulturze polskiej ma wpływ
na sposób formułowania próśb – irlandzkie prośby są pośrednimi aktami mowy,
formułowanymi za pomocą konstrukcji zdań pytających, chroniącymi „twarz”
mówców oraz słuchaczy, natomiast polskie prośby występują często w postaci trybu
rozkazującego, który nie narusza reguł uprzejmości i jest akceptowany w kulturze
polskiej. Dystans do władzy – stosunkowo wysoki w kulturze polskiej, a niski w
kulturze irlandzkiej znajduje również swoje odzwierciedlenie w sposobie
formułowania aktu prośby. Ponadto analiza leksykalno-syntaktyczna oraz
pragmatyczna próśb dowiodła, iż teza Leecha (1980) mówiąca, że bezpośredniość
wypowiedzi jest odwrotnie proporcjonalna do jej grzeczności została podważona.
Stwierdzenie to może być prawdziwe dla kultury anglosaskiej, ale niekoniecznie dla
polskiej. Pomimo, iż przedmiotem badań był tylko jeden akt mowy, autorka ma nadzieję,
iż analiza materiału empirycznego może zostać wykorzystana w dalszych badaniach z
zakresu językoznawstwa kontastywnego, pragmatyki oraz komunikacji
międzykulturowej. Z wyników przeprowadzonych badań będą mogli skorzystać
zarówno nauczyciele języków obcych, tłumacze, osoby uczące się języków obcych,
jak i przeciętni użytkownicy języka, którym zależy na poprawnym komunikowaniu się
z uwzględnieniem form grzecznościowych stosowanych w określonej kulturze.
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Minton, Bernard J. "What not to do with words : uses of speech act theory in Biblical hermeneutics." Thesis, University of Sheffield, 2014. http://etheses.whiterose.ac.uk/7316/.
Full textAbstract:
This thesis examines some of the ways in which a particular theory of language known as Speech Act theory has been used as a hermeneutic tool, in particular in relation to Biblical hermeneutics. It begins by outlining the context in which the theory was conceived, and gives a brief description of Speech Act theory and some of its problems. Thereafter, some specific problems relating to the theory’s use as a Biblical hermeneutical tool are explored. These are, firstly, the fact that Speech Act theory relates explicitly to spoken language, but is being proposed as a textual tool; secondly that the nature of the relationship assumed in the theory, between intention and meaning, is compromised within the theory, and that the assumption of a ‘sender view of meaning’ often made by its advocates undercuts the most interesting implications of the theory; and thirdly that the concept of uptake, integral to the theory, is an inadequate substitute for the concept of understanding. All of these problems are identified as fundamental flaws in Speech Act theory, that compromise its usefulness as a hermeneutic tool, particularly given that the theory is being used to buttress ideas of authorial revelation. This thesis also examines the relationship between meaning and significance proposed in the work of E D Hirsch and adopted as a supplement to Speech Act theory, and finds in this distinction also similar weaknesses. However, this does not mean that the concept of revelation is untenable, and the thesis proposes an alternative view of revelation and authorial meaning, using the linguistic theories of Mikhail Bakhtin and Valentin Volosinov, and based on co-operation between author and community. This proposal is claimed to be more hermeneutically appropriate and it is asserted that it also gives a far better theological account of the nature and work of the Holy Spirit.
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Alqahtani, Sharifh A. "CROSS-CULTURAL COMPARISON OF SAUDI AND AMERICAN STUDENTS IN THE SPEECH ACT OF REFUSAL." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/theses/1608.
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This study investigated how American and Saudi students realize the English speech act of refusal in an ESL setting. It presented cross-cultural comparisons of the performance of American native speakers of English as well as ESL Saudi speakers. The study examined how culture affected the realization of refusal and the direct and indirect strategies associated with refusals. It also aimed to investigate whether gender influenced refusals and related strategies. Four groups of participants were involved in this study: 15 American men, 35 American women, 24 Saudi men, and 15 Saudi women. The data were collected by using open-ended role-playing scenarios which consisted of four scenarios: two requests and two invitations. The collected data were analyzed through chi-square tests. The results revealed cultural differences between Saudis and Americans in the first role-playing scenario, which was about lending money to an American classmate. Compared to Americans, who refused lending money by using combined methods (i.e. direct and indirect), many Saudi participants could not refuse the request, which could have been due to their cultural background and pragmatic transfer from their L1. The other three situations (helping with homework, joining a house party, and watching a scary movie) revealed no significant differences between the groups. The most common indirect refusal strategies were explanation and regret in all four scenarios. Other strategies were used in the other three scenarios (request for help with homework, invitation to join a house party, and invitation to watch a scary movie) with high frequencies. For example, explanation and statement of alternative were the most common ones in helping with homework. Regarding the two invitation scenarios, the most common refusal strategies used among both cultural and gender groups were explanation, regret, alternative, and gratitude. The other refusal strategies were used but with different frequencies: they were not as common and showed no significant differences among the groups. This lack of significant differences might have occurred because the Saudi participants had a high level of English proficiency that allowed them to express their refusals in a similar way to how the Americans did. This similarity could also be due to the Saudi participants have adopted certain English-speaking cultural customs via globalization. Regarding gender differences, all scenarios failed to show significant differences among any of the groups, which could be due to globalization and growing equality between men and women.
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Koh, Soong-Hee. "The speech act of request: A comparative study between Korean ESL speakers and Americans." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2272.
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This is a comparative study of Korean students' request forms and aspects of their culture that has not been recognized in the field of speech. This offers an explanation for miscommunication between Korean speakers of English and native speakers of English. Lastly, this study provides empirical information about how Korean students use request forms and how Koreans' politeness strategies differ from Americans'.
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Teufel, Charla Margaret. "A Cross-cultural Study of the Speech Act of Refusing in English and German." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5212.
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Language students must learn to communicate effectively in cross-cultural settings, avoiding unwitting violations of culturally determined norms of behavior. This study compares German learners of English ( GEs) with native speakers of English ( AEs) and German (GGs), studying pragmatic transfer associated with the face-threatening speech act of refusal. Data elicitation involved a written role-play questionnaire composed of twelve refusal situations, including four refusal stimulus types (requests, invitations, offers, and suggestions) and interlocutors of higher, lower, and equal status. Response strategies were identified and classified, and the three groups were compared in terms of frequency and content of strategies chosen. Overall, the findings suggest that the AEs strove for friction-free interactions, while the German subjects tended to be candid. The AEs opted for inoffensive, routinized responses, emphasizing face-protection, and eschewing expressions of unwillingness. The AEs generally provided only vague excuses, relying extensively on positive forms aimed at preserving rapport. Social distance affected AE levels of politeness. By contrast, GG response patterns were situation-specific. Toward unjustified requests or unwelcome suggestions, the GGs exhibited directness, outspokenness with critical remarks, and willingness to risk confrontation, regardless of relative status. In more neutral situations, status and social distance influenced levels of politeness. The GEs appeared to assess situational factors in much the same way as the GGs; however, GE responses were consistently more tempered. Both groups of Germans were more open with expressions of unwillingness than the AEs. They tended to provide solid justification for refusals, while maintaining a more aloof stance. When there was no cause for irritation, the GEs recognized the need for greater tactfulness in English (probably responding according to explicit teaching). When aggravated, however, they lapsed into pragmatic patterns of their native language, following their "gut reactions." Sometimes GE efforts to exceed German native speaker levels of politeness led to "hyper-correction" (i.e., going beyond the AEs' degree of politeness).Occasionally, the GEs transferred German native speaker strategies for increasing politeness. In situations of potential conflict, the GEs might startle native speakers with unexpected candor, the shock exacerbated by cultural proximity and the GEs' near approach of native speaker norms on other levels.
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Ferrar, Madeleine. "The logic of the ludicrous : a pragmatic study of humour." Thesis, University College London (University of London), 1993. http://discovery.ucl.ac.uk/1317896/.
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This thesis represents an attempt to show how recent research in pragmatic theory can contribute to our understanding of humour. Two inferential theories have been selected: speech act theory and relevance theory. In addition, I have looked at the modification of the speech act model proposed by Leech. An exposition of each theory is followed by an account of how these theories can be applied to humour. Some research into humour has already been carried out using the speech act model. This is described and evaluated. For Leech's extension of that model, and for the relevance-theoretic model, there is virtually no existing research on which to draw. Consequently, both the application of these theories to humour, and their evaluation thereof, are my own. Speech act accounts of humour are based on the notion that humorous utterances are unconventional and unpredictable. One way of exploiting our expectations, and thereby creating a condo effect, it is argued, is to violate the norms of conversation (that is to say, Grice's maxims and Searle's conditions). This analysis is found to be insufficient, on its own, to distinguish between the humorous and the non-humorous utterance. I will show how the unpredictable, unconventional remark can be used to create a number of different effects, some humorous, some nonhumorous. Maxim violation is thus seen to be inadequate, both as a descriptive and as an explanatory tool. Relevance theory constitutes a radical departure from the whole maxim-based framework. Adopting this approach to the analysis of verbal humour, I will try to find out exactly what is going on in our minds when we interpret humorously intended utterances. I will identify the various processes which I believe are employed in the appreciation of verbal jokes, and will conclude that these processes are not unique to humour. In spite of this, I will claim that there is a sense in which verbal humour can be said to be unique.
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Galliers, J. R. "A theoretical framework for computer models of cooperative dialogue, acknowledging multi-agent conflict." Thesis, Open University, 1988. http://oro.open.ac.uk/57042/.
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This thesis describes a theoretical framework for modelling cooperative dialogue. The linguistic theory is a version of speech act theory adopted from Cohen and Levesque, in which dialogue utterances are generated and interpreted pragmatically in the context of a theory of rational interaction. The latter is expressed as explicitly and formally represented principles of rational agenthood and cooperative interaction. The focus is the development of strategic principles of multi-agent interaction as such a basis for cooperative dialogue. In contrast to the majority of existing work, these acknowledge the Positive role of conflict to multi-agent cooperation. and make no assumptions regarding the benevolence and sincerity of agents. The result is a framework wherein agents can resolve conflicts by negotiation. It is a preliminary stage to the future building of computer models of cooperative dialogue for both HCI and DAI, which will therefore be more widely and generally applicable than those currently in existence. The theory of conflict and cooperation is expressed in the different patterns of mental states which characterise multi-agent conflict, cooperation and indifference as three alternative postural relations. Agents can recognise and potentially create these. Dialogue actions are the strategic tools with which mental states can be manipulated, whilst acknowledging that agents are autonomous over their mental states; they have control over what they acquire and reveal in dialogue. Strategic principles of belief and goal adoption are described in terms of the relationships between autonomous agents' beliefs, goals, preferences, and interests, and the relation of these to action. Veracity, mendacity, concealing and revealing are defined as properties of acts. The role of all these elements in reasoning about dialogue action and conflict resolution, is tester in analyses of two example dialogues; a record of a real trade union negotiation and an extract from "Othello" by Shakespeare.
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Moström, Erik. "Speech act classification : A comparison of algorithms for classifying out of context utterances with DAMSL." Thesis, Umeå universitet, Institutionen för datavetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-142512.
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With the growing of everyday automation the need for better speech understanding in machines increases. A unsolved problem in speech processing is the automatic recognition of speech acts. A speech act is a utterance which fills a function in the communication. This problem is approached in this thesis by fitting classifiers using machine learning algorithms. The algorithms used are Linear Support Vector Classifier, Multinomial Naive Bayes, Decision Tree, and Perceptron. The N-gram model was used in combination with a tf-idf to extract features. Utterances are used out of context for the tests. None of the algorithms reaches over 30% accuracy but gets more than twice that as F1 score. The Decision Tree classifier was as expected the fastest but the SVC had the overall highest scores.
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Wenk, Matthias. "The Holy Spirit and the ethical/religious life of the people of God in Luke-Acts." Thesis, Brunel University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.264349.
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Lingo, Sarah Katherine. "They Blush Because They Understand: The Performative Power of Women's Humor and Embarrassment in Pride and Prejudice, Mansfield Park, and Emma." Thesis, Virginia Tech, 2016. http://hdl.handle.net/10919/81276.
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In this project, I analyze women's humor in three of Jane Austen's novels: Pride and Prejudice, Mansfield Park, and Emma. Using speech-act theory, I specifically examine Elizabeth's, Emma's, and Mary's utterances to demonstrate that in order for humorous utterances to be subversive, they must challenge societal or patriarchal constructs (religion, misogynist men, marriage, the feminine ideal) and do so artfully. An indirect speech act--a play on words, an insult, even a laugh--is often far more effective than a more direct one, especially when wielded by characters for whom a direct antagonistic speech act would have severe social consequences. When those socially-sanctioned and highly-regulated speech acts--marriages, wills, introductions, invitations, letters, titles--are less accessible or less beneficial to women, only indirect speech acts remain a viable option.Master of Arts
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Yao, Kanako. "The Significance of Apology in Japanese Account-Giving." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1313467728.
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Mulamba, Kashama. "Apologizing and complaining in Ciluba, French, and English : speech act performance by trilingual speakers in Zaire." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/774770.
Full textAbstract:
Most studies of pragmatic aspects of language learning have dealt mainly with two languages, a native language and a second or foreign language. None of these studies has investigated a multilingual situation where there is interaction among three different languages spoken by one person. Neither have they dealt with an African language as the first language.The present study was designed to discover the norms of the three languages under investigation and to see how people speaking a second and a foreign language, with different levels of fluency in each, can participate in the activity of the speech communities of the two languages without violating their socio-cultural norms, and what impact, if any, their knowledge of these languages has on each of the languages they speak.Data was elicited from monolingual English and French speakers and trilingual speakers native in Ciluba by written questionnaire, and from monolingual Ciluba speakers by oral interview. In addition, naturally occurring speech acts and TV dialogue were considered. It was found that for the speech acts of apologizing, complaining, and complimenting, Ciluba socio-cultural norms are different from those of English and French, which are similar to each other. In contrast to the socio-cultural norms of French and English, in Ciluba, social distance and relative power between the participants played an important role in deciding whether one of the three speech acts was to be performed or not. However, the results also revealed that, despite the difference in norms which exists between Ciluba and the other two languages, i.e., French and English, some subjects from the group of Ciluba monolingual speakers showed some similarities with the groups of French and English monolingual speakers in their responses to some items in the questionnaire. This deviation from the norms of their native Ciluba was hypothesized to be a result of their contact with the urban environment and its mixed culture.It was also discovered that the trilingual speakers (who were native in Ciluba) used in French and English pattern of address which is not used by native English and French speakers.Department of English
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Al-Adaileh, Bilal Abdal Majeed. "The speech act of apology : a linguistic exploration of politeness orientation in British and Jordanian culture." Thesis, University of Leeds, 2007. http://etheses.whiterose.ac.uk/202/.
Full textAbstract:
Through an investigation of the realisation patterns of apologies in British English and Jordanian Arabic, this study presents an account of politeness phenomena in Jordanian culture as compared to British culture. A comparison is thus made between the British conceptualisation of the pragmatic notions of face and politeness and their Jordanian equivalents. In order to arrive at better understanding of how politeness operates in each of the cultures under study, it was decided to linguistically examine the act of apologising within the theoretical framework of Brown & Levinson's (1978,1987) model of politeness in which a distinction is made between two main constituents of face: negative face and positive face. The adoption of Brown & Levinson's theory of politeness also meets the need to study this particular speech act in connection with explanatory variables, such as social power, social distance, and the absolute ranking of imposition, which all provide more insights into how politeness is conceived of in the two cultures. The intercultural and intracultural analyses carried out in this study uncover the similarities and differences in the two cultures' linguistic behaviour, as exhibited in the performance of this act. The study argues that Brown & Levinson's claim for the universality of their theory, in which apologies and deference are viewed as being intrinsically negative politeness strategies, is not supported on the ground that Jordanian apologies are found to be positive politeness strategies. The study's main contribution to the field of politeness research is to reinforce the findings of previous researchers (Locher & Watts 2005; Spencer-Oatey 2005; Arundale 2006) who argue that Brown & Levinson's (1987) model of politeness can still be valid if politeness strategies they have proposed are viewed as possible realisations of relational work. The study also reaffirms the findings of Davies et al (2007) and Koutsantoni (2007) in which apologies are found to be of benefit for both the apologiser and the apologisee and likely to maintain "equity" between them. Seen in this way, apologies could be viewed as "relational" and "interactional" phenomena.
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Cho, Anna. "The Presence of the Kingdom in the light of the Speech Act Theory (SAT) : an ethical inquiry." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97965.
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Thesis (MTh)--Stellenbosch University, 2015.ENGLISH ABSTRACT: This thesis relates Christian ethics to the presence of the kingdom of God in Jesus’ sayings and to its real meaning and application by reconsidering the religious language of the kingdom of God from the perspective of the Speech Act Theory (SAT). In SAT, the Christian ethical approach to the presence of the kingdom in Jesus’ sayings is not only aimed at reconstructing meanings of the ethics of the kingdom in the form of a propositional morality theme. It also aims at reconstructing the Christian life as the performance of the ethics of the kingdom in daily life, that is, in terms of the presence of God’s kingdom in Jesus’ utterances and its witness. Christians do not merely assert certain facts about God’s sovereignty or God’s kingdom; they address God in the act of committing themselves to God’s kingdom and applying their minds to its righteousness. Since Christian ethics depends on the message of the kingdom proclaimed by Jesus, the essence of interpretation in Christian ethics is therefore to recognize the illocutionary act in the Bible. In SAT, only illocution is able to determine meaning and to act. It also creates the perlocutionary act as an appropriate response in the believer such as trust or obedience. The living Triune God is still speaking to us through Scripture – not in past stories but in the present in order to fulfil God’s will and God’s kingdom. This indicates that Jesus’ preaching about the kingdom of God focuses on what we should do or how we should live as Christians. The Bible is not supposed to be interpreted only in an academic context but should also be performed by the people of God. Consequently, the Christian community should try to discover the momentum and function of the text in order to build up the people of God to live in the world and to participate in the activities of the kingdom of God, not as spectators but as active participants in the present world. It also tells us who God is, and how we ought to live in relation to that God. Christian communities are called to institute policies that alter the settings in which the interpretation of Scripture takes place. In this way, Christian ethics can map out a new moral sensibility and specific directions through the presence of the kingdom of God in the light of SAT.
AFRIKAANSE OPSOMMING: Hierdie tesis vergelyk Christelike etiek met die teenwoordigheid van die koninkryk van God in Jesus se uitsprake en die ware betekenis en toepassing daarvan deur die heroorweging van die godsdienstige taal van die koninkryk van God vanuit die perspektief van Spraak Daad Teorie (“Speech Act Theory (SAT)”). Volgens SAT is die Christelike etiese benadering tot die teenwoordigheid van die koninkryk in Jesus se uitsprake nie net daarop gemik om die betekenisse van koninkryk-etiek te rekonstrueer in die vorm van ʼn proposionele moraliteit-tema nie. Die doel is ook die rekonstruksie van die Christelike lewe as die uitvoering van koninkryk-etiek in die alledaagse lewe, dit wil sê in terme van die teenwoordigheid van die koninkryk van God in Jesus se uitsprake en getuienis. Christene stel nie bloot bepaalde feite oor God se heerskappy of God se koninkryk nie; hulle spreek God aan in die daad van hulself toewy aan die koninkryk van God en hul gedagtes rig op die regverdigheid van dié koninkryk. Aangesien Christelike etiek berus op die koninkryk-boodskap wat Jesus verkondig het, is die essensie van interpretasie in Christelike etiek dus die erkenning van die illokusionele daad in die Bybel. Met SAT kan illokusie bepaal en ook optree beteken. Dit skep ook die perlokusionêre daad as ʼn toepaslike reaksie deur gelowiges, soos vertroue of gehoorsaamheid. Die lewende Drie-enige God spreek steeds deur die Skrif – nie deur stories in die verlede nie, maar in die hede, om God se wil te vervul en God se koninkryk te laat kom. Dit dui aan dat Jesus se prediking oor die koninkryk van God fokus op wat ons behoort te doen of hoe ons as Christene behoort te leef. Die Bybel is nie veronderstel om net in ʼn akademiese konteks geïnterpreteer te word nie, maar moet ook deur God se mense uitgevoer word. Gevolglik behoort die Christelike gemeenskap te probeer om die momentum en funksie van die teks te ontdek, met die oog daarop om God se mense op te bou om in die wêreld te leef en aan die aktiwiteite van die koninkryk van God deel te neem – nie as toeskouers nie, maar as aktiewe deelnemers in die wêreld vandag. Dit vertel ons ook wie God is, en hoe ons behoort te leef in verhouding tot dié God. Christelike gemeenskappe word geroep om beleide in te stel wat die stellings verander waarbinne Skrifinterpretasie plaasvind. Op hierdie wyse kan Christelike etiek ʼn nuwe morele aanvoeling en spesifieke aanwysings deur die teenwoordigheid van die koninkryk van God in die lig van SAT karteer.
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Kazemi, Zadeh Gol Narges. "A Contrastive Study of the Speech Act of Refusal; Iranian ESL Learners and Native English Speaking Americans." University of Toledo / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1370217643.
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Yang, Lihong. "Speech Act of Request: A Comparative Study of Chinese and American Graduate Students at an American University." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1256582773.
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Britt, Brian M. ""Are You Speaking?": A Speech Act Analysis of Pinter's A Kind of Alaska and No Man's Land." Oberlin College Honors Theses / OhioLINK, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1396969120.
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Marriott, Jane Elizabeth Clare. "Campaign finance regulation and expressive rights : a comparative study." Thesis, Brunel University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324780.
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