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CML 3101 Creating and Understanding Meaning Paula Anna Moscicka M00349648

COURS !OR" 1

#uestion One In semiotics and linguistics, pragmatics refers to a subfield which studies ways in which meaning is contributed to by context. There are various things that are encompassed in pragmatics in communication. They include talk in interaction, conversational implicature, as well as speech act theory. Simply put, it has to do with the social language skills that individuals make use of in their daily interactions. This covers the body languagenonverbal communication of people, what they say, and whether the things they say are appropriate in different situations. In communicating personal feelings, ideas and thoughts, pragmatic skills are critical (Bateman, !"#, p. $%&. 'ailure to have(bsence of these skills could lead to misinterpretation of the communicative intent of others, conse)uently making responses difficult. In this regard, pragmatics show how communication is brought about by language, rather than the way the language itself is structured. In contrast to other language aspects, pragmatics in communication emphasi*es what meaning is carried in communication, as well as the variety of

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functions that are served by language. These could include protesting, re)uesting, warning, and greeting. Some individuals could use long, complex sentences with clear words and correct grammar, but they could still have difficulties in communication. This comes about because they have not mastered pragmatics rules that are used for social language (+ggins, !!,, p. ,$&. (ccording to the (merican-speech-language institution, this is especially common for people with certain disorders. (n example is when people are aton the dinner table and when a visitor asks for more cookies, the host says that taking more of those will only result in the visitor getting physically bigger. This is an indication that the host lacks the capacity to use language in an appropriate way in a social situation. (lthough the host might not have meant any harm by his content, the visitor may take offence and probably feel unwelcome. There are three ma.or communication skills that are involved in pragmatics. The first is using language efficiently and effectively in different situations, and for different purposes. These could include re)uesting, promising, greeting, demanding or informing (Sinclair, !!,, p. $%&. In pragmatics, there also arises the need to change language so that the needs of different listeners can be suited. 'or instance, the speech pattern when addressing a baby is obviously different compared to when addressing an adult. (lso, when an unfamiliar listener is being given background information, the language will change according to their needs. The speech in classrooms is also different from the one used in the playground. The third communication skill involved in pragmatics is following rules. This is especially so in storytelling and conversations. Speakers have to take turns during the conversation, and they must also ensure that they stay on topic. There are certain characteristics that are associated with those individuals who have pragmatic problems. They have very little variety as far as language use is concerned, they phrase their tales in ways that are disorgani*ed and during conversations, and they could say things that other people find unrelated or inappropriate (Barbo*a, !!/, p. 0 &.

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#uestion $%o 1aradigmatic choices are utili*ed variously to generate specific meanings. 2ost often, they are used in the description of things that are considered standard or ideal. This term is mainly used in describing things that are deemed representative or archetypal of some category and there is the need to sound impressive. In this article on 3hild 4abour by 5avid Barbo*a that appeared on The 6ew 7ork Times, paradigmatic choices have been used effectively by the author to generate specific meanings. 'or instance, the author states that the country has been successful in breaking a child labor ring that was responsible for forcing children from poor backgrounds to work in coastal cities that are booming. This shows that the author is impressive in the way he uses paradigmatic analysis in descripting things that are considered standard or ideal. In paradigmatic analysis, paradigms that are embedded are analy*ed in the text, and not on the surface, as can be shown clearly in this newspaper article. There are certain commutation tests that are often used in paradigmatic analysis, and this largely involves analysis that is carried out by the substitution of words that are of the same type ('iske, !"#, p. #,&. This is done with the intention of calibrating shifts in connation. In this regard, commutation tests could involve different basic transformations that involve the syntagm being modified to suit the particular needs. These could include paradigmatic transformations substitution, deletion, transposition, as well as syntagmatic transformation addition. 'rom the article on child labor, it becomes evident that the value of most of the terms that the author has used depends largely on the relations that it has with other terms which either follow or precede it. The values of most terms in the article rely on the contrasts that it has with alternative terms that the author has not chosen. It must be appreciated that in paradigmatic analysis, there is a collection of terms which are similar or related, but which are also different at the same time. (ccording to the article, most of the children ranged from the " to "$ years, and their

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employment was never by mutual consent. They had either been kidnapped or tricked from the impoverished parts of the country. ( keen look on the choice of words by the author will reveal that he mainly relies on certain contrasts that it bears with alternative terms that have not been chosen. 2ost of the terms that the author opts for are either similar or related, and this is a mark of exceptional paradigmatic analysis on his part (3arston, !!/, p. #8&. In paradigmatic analysis, as can be shown in the text, a term9s meaning is delimited by other terms which are not chosen, and then combined effectively in a manner that makes the whole statement meaningful. In this regard, it implies that each term has a value that is determined by where it is placed in the syntagm. This, therefore, underlines the importance of the other terms that either follow or precede it. :ther terms which could replace it are also critical. #uestion $&ree ;Thing< has various meanings, depending on the context in which it is being used. It could refer to an ob.ect that is not known by name, either due to lack of interest in knowing it, or due to lack of information. Thing could also refer to something that is not alive the way plants and people are (5eely, "88,&. Thing could also refer to ob.ects or tolls whose usage is for a particular purpose, or which belong to someone. It could also refer to anything, such as saying that one has not got anything to put on. The other meaning of =thing9 is in relation to an action, situation, event or fact which people think or say. It could also refer to what is right or needed, and what is regarded as being socially acceptable. There are various other instances in which the term =thing9 can be applied. It could be sued an aspect of life, something that is not specific, or an idea or information. The term can also be used as a phrase, such as when someone says ;among other things<. 'rom the definitions, it becomes evident that usage of the word has several meanings depending on the context, and the intended meaning (5eely, "88,&.

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;:b.ect<, on the other hand, also has different meanings, depending on the sub.ect to which it is being applied, as well as the context. In philosophy, for instance, an ob.ect could refer to a concept, being or thing. In grammar, ob.ect could refer to a sentence element, and this could include indirect ob.ect or direct ob.ect. :b.ect as an abstract could refer to that which is not present at any particular place or time. (n ob.ect could also refer to a goal that is possessed by an individual. In physics, the term also possesses various meanings, and it could refer to a collection of masses. It is something that is perceptible by any of the senses, and this could be by touch or vision. The ob.ect of a thing could also refer to an effort, specific action, goal or purpose. In philosophy, ob.ect refers to anything that is perceptible or intelligible by the mind. :b.ect also carries many other meanings such as to present an argument that is opposing or dissenting, such as to raise an ob.ection. To ob.ect could also mean to offer criticism for something, and .ust like thing, it uses vary according to the sub.ect and the specific context (5eely, "88,&. ( ;sign<, on the other hand, could be defined as anything that bears meaning, and which can conse)uently communicate information. Signs can function through a variety of tastes, senses, tactile, visual or auditory, and their meanings could either be unintentional or intentional. ( good sign should posses the ability to convey information. There are various categories in which signs can be present to impact differently in different situations (5eely, "88,&. 'or instance, semantics show the relationships that signs have with other things. Syntactic, on the other hand, show the relationship that signs have with formal structures. 1ragmatics shows the relationship that exists between sign-using agents and the actual signs. In discussing literature, the role played by signs cannot be underscored. ( sign has to stand for something for it to bear meaning. It could represent an ob.ect, feeling, experience or even an idea. >ith regard to literal meaning, it is imperative that a sign has meaning that is straightforward and simple. In this regard, words could also be used as signs. ?owever, it must be appreciated that the meaning of sign could be variable and arbitrary.

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It has to represent an ob.ect so that connection becomes clear between the specific ob.ect and itself (5eely, "88,&. 'rom the above definitions, it becomes evident that the definitions differ, albeit very slightly, from the common and demotic uses of the terms.

Re'erence List( (merican Speech-4anguage-?earing (ssociation !"#, Social Language Use (Pragmatics).

http@AAwww.asha.orgApublicAspeechAdevelopmentApragmatics.htm Bara, BB !"!, Cognitive Pragmatics: The Mental Processes of Communication. "st ed. 2IT 1ress, 3hicago. Barbo*a, 5 !!/, =3hina Says (busive 3hild 4abor Cing is +xposed9, The New Yor Times, http@AAwww.nytimes.comA !!/A!$A!"AworldAasiaA!"china.htmlDpagewantedEallFGrE! Bateman, H !"#, Multimo!al "ilm #nal$sis: %ow "ilms Mean. nd ed. Coutledge, 4ondon. Blommaert, H !!", The Pragmatics of &ntercultural an! &nternational Communication. #rd ed. Hohn Ben.amins 1ublishing, Boston. 3arston, C !!/, Thoughts an! Utterances: The Pragmatics of '()licit Communication. #rd ed. Hohn >iley F Sons, 6ew Hersey. 5eely, H. "88,, The %uman Use of Signs* Coman F 4ittlefield 1ublishers Barnes, 4anham +ggins, S !!,, &ntro!uction to S$stemic "unctional Linguistics. nd ed. 3ontinuum, 6ew 7ork. 'iske, H !"#, &ntro!uction to Communication Stu!ies. ,th ed. Coutledge, 4ondon. ?abermas, H !!!, +n the Pragmatics of Communication. nd ed. 2IT 1ress, 3hicago. Sinclair, H !!,, Trust the Te(t: Language* Cor)us an! ,iscourse. ,th ed. Coutledge, 4ondon.

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Sinclair, H2 !!,, %ow to Use Cor)ora in Language Teaching. #rd ed. Hohn Ben.amins

1ublishing, 3hicago. Taylor, HC !"!, The Situate! +rgani-ation: Case Stu!ies in the Pragmatics of Communication .esearch. ,th ed. Coutledge, 4ondon.