MINISTRY OF EDUCATION‚ YOUTH AND SPORTS CAHUL STATE UNIVERSITY “B. P. HASDEU” PHILOLOGI DEPARTMENT ENGLISH AND FRENCH LANGUAGE AND LITERATURE THEME Difficulties in Translation of Publicistic Headlines and their Pragmatic Aspect CAHUL 2010 Introduction Publicistic Headline is known as the name of literature‚ scientific or musical produce. Our research on publicistic headline will study a lot of its definition. We shall notice similarity between
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Journal of Pragmatics 35 (2003) 695–721 www.elsevier.com/locate/pragma On newspaper headlines as relevance optimizers Daniel Dor* Department of Communications‚ Tel Aviv University‚ Tel Aviv‚ Israel Abstract This paper suggests an explanatory functional characterization of newspaper headlines. Couched within Sperber and Wilson’s (1986) relevance theory‚ the paper makes the claim that headlines are designed to optimize the relevance of their stories for their readers: Headlines provide the
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Do children apologize to each other? Apology events in young Israeli peer discourse ZOHAR KAMPF and SHOSHANA BLUM-KULKA Abstract Children’s apologies are greatly under-researched. Though there is wealth of information available on the pragmatics of apologies generally‚ we know much less about whether and how children apologize. Our study explores modes of remedial work by Israeli children in peer discourse. The data were collected through ethnographic observation of Israeli preschool and
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conversation‚ Clyne (1994) has proposed a set of revised ‘maxims’ to make Grice’s principles more universal. His revision of Grice’s model certainly accounts for a wider variety of contexts and cultures‚ however it cannot be said to universally account for intercultural conversation. As conversation is unique to its context and participants‚ in reality no single theory could universally embody real life language use. Although people of all backgrounds generally do attempt to facilitate successful communication
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Pragmatic Failure Pragmatic failure is the inability to understand what is meant by what is said. It refers to the errors in our speech communication because of failing to accomplish a perfect communicative effect. In 1983‚ a British linguist Thomas came up with the pragmatic failure. In his opinion‚ pragmatic failure is not simply the wrong use of language‚ namely‚ grammatical mistakes‚ occurred in common usage‚ using words or making sentences but it refers to inappropriate speaking‚ improper
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speech-act theory has been one of the basic tools for studying pragmatics from both a theoretical and an experimental perspective. In this paper‚ I want to discuss certain aspects of the theory with respect to data from early communication in children. My aim will be to show that some of the central assumptions of the speech-act model of utterance comprehension need to be rethought. In the second part of the paper‚ I will outline a different pragmatic approach to verbal understanding and present a preliminary
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As phrased by Paul Grice‚ who introduced it‚ it states‚ "Make your contribution such as it is required‚ at the stage at which it occurs‚ by the accepted purpose or direction of the talk exchange in which you are engaged."[1] Though phrased as a prescriptive command‚ the principle is intended as a description of how people normally behave in conversation. Speakers and listeners involved in conversation are generally cooperating with each other. For reference to be successful‚ it was proposed that
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differences between low and high context communication styles. People have a dominate way they prefer to communicate and cultures define these styles. There are differences in the way high and low-context culture members behave and interact with each other. However‚ there are times and situations where an individual will flex their style based on the situation at hand. In the end‚ both styles can be an effective way to communicate in the proper situation or context. A low-context culture is one that is
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Grice’s Maxims Quantity [don’t say too much or too little]; Relevance [keep to the point]; Manner [speak in a clear‚ coherent and orderly way]; Quality [be truthful] Grice’s Maxims Quantity [don’t say too much or too little]; Relevance [keep to the point]; Manner [speak in a clear‚ coherent and orderly way]; Quality [be truthful] Filler Items which do not carry conventional meaning but which are inserted in speech to allow time to think‚ to create a pause or to hold a turn in
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Working papers in Educational linguistics. 6. Georhia M.Green. (1989). Pragmatics and Natural Language Understanding. University of Illinois. 7. Herbert‚ R.K.(1986). Say “thank you”- or something. American speech‚ 61‚76-78. 8. Homes‚ J.(1988a). Compliment and compliment response in New Zealand. Anthropological Linguistics‚ 28(4)‚ 455-508. 9. James.C.(1998). Language and Culture. Oxford University Press 10 11. Levinson‚S.(1983). Pragmatics. Cambridge University Press. 12. Mannes‚ J.‚ and Wolfson‚ N. (1981)
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