Speech Act Theory

Pragmatics – the study of language in context, and of how we understand what other people say – is a core subject in English language, linguistics, and communication studies. This textbook introduces the key topics in this fast-moving field, including metaphor, irony, politeness, disambiguation, and reference assignment. It walks the reader through the essential theories in pragmatics, including Grice, relevance theory, speech act theory, and politeness theory. Each chapter includes a range of illustrative examples, guiding readers from the basic principles to a thorough understanding of the topics. A dedicated chapter examines how research is conducted in pragmatics, providing students with resources and ideas for developing their own projects. Featuring exercises, a comprehensive glossary, and suggestions for further reading, this book is accessible to beginner undergraduates, including those with no prior knowledge of linguistics. It is an essential resource for courses in English language, English studies, and linguistics.

Pragmatics – the study of language in context, and of how we understand what other people say – is a core subject in English language, linguistics, and communication studies. This textbook introduces the key topics in this fast-moving field, including metaphor, irony, politeness, disambiguation, and reference assignment. It walks the reader through the essential theories in pragmatics, including Grice, relevance theory, speech act theory, and politeness theory. Each chapter includes a range of illustrative examples, guiding readers from the basic principles to a thorough understanding of the topics. A dedicated chapter examines how research is conducted in pragmatics, providing students with resources and ideas for developing their own projects. Featuring exercises, a comprehensive glossary, and suggestions for further reading, this book is accessible to beginner undergraduates, including those with no prior knowledge of linguistics. It is an essential resource for courses in English language, English studies, and linguistics.

Pragmatics – the study of language in context, and of how we understand what other people say – is a core subject in English language, linguistics, and communication studies. This textbook introduces the key topics in this fast-moving field, including metaphor, irony, politeness, disambiguation, and reference assignment. It walks the reader through the essential theories in pragmatics, including Grice, relevance theory, speech act theory, and politeness theory. Each chapter includes a range of illustrative examples, guiding readers from the basic principles to a thorough understanding of the topics. A dedicated chapter examines how research is conducted in pragmatics, providing students with resources and ideas for developing their own projects. Featuring exercises, a comprehensive glossary, and suggestions for further reading, this book is accessible to beginner undergraduates, including those with no prior knowledge of linguistics. It is an essential resource for courses in English language, English studies, and linguistics.

This lively, compact textbook introduces readers to semantics - the study of how we construct meaning in communication. Easy to follow, and with a clear structure, it explains formal terminology in a simple and understandable way, without using formal notation or logic, and draws on dozens of examples from up-to-date empirical research findings. Offering a tight integration of classic semantic issues with cognitive science, Javier Valenzuela provides a complete and coherent overview of the main topics in this area, including a review of the empirical methods used in semantic theorizing, and discussions of both non-traditional and new topics, such as how meaning is acquired by children and how meaning is constructed cross-linguistically. Featuring illustrations, exercises, activities, suggestions for further reading, highlighted key terms, and a comprehensive glossary, this book is accessible to beginners and undergraduates, including those from non-linguistic backgrounds with no prior knowledge of linguistic analysis. It will be an essential resource for courses in English language, English studies, linguistics and the cognitive sciences.

Teaching and Learning Guide for: Pragmatics: From Theory to Experiment and Back Again

the purpose of this study was to investigate the performance of secondary school teachers' in K.S.A in developing the habits of mind for the students. To achieve the pervious aim, a checklist and a questioner of teaching the habits of mind indicators was prepared. The sample of the study was selected from the Teachers in Secondary School in K.S.A. It was (n = 60) in (10 schools, 6 teachers for each one) in all core subjects : Islamic studies, Arabic language, English language, Mathematics, Science, and Social studies. The checklist was used to assess the teaching performance through the first class in 2010/2011. The main results of this study showed that most of the teachers did not master the indicators of teaching performance that related to develop the habits of mind including: (teaching plan, building the knowledge, group management, assessment , extra activities); they also did not have deep perspective relative to habits of mind indicators. Also There were statistically significant differences at (α ≤ 0.01) among core subjects teachers groups ( Islamic studies, Arabic language, English language, Mathematics, Science, and Social studies) in developing habits of mind in general and in each habit individually in favor of the mathematical teachers .

In the last decade, parents' desire to educate their children in English has increased. The researcher has tried to get parents' views on educating their children in second language/English. It aims to find out what strategies the parents (whom their children study in English) have used to help their children learn English faster. At the same time, why do they want their children study in English language? What measures have they taken to preserve the Kurdish language among their children? The researcher has used qualitative method in order to achieve the objectives and answer the research questions and data collection. This method includes several procedures, including interviews, reports, observations, etc. The questionnaire method is one of these methods, the researcher followed to obtain information from the parents of the participants. The questions of this type are semi-closed questions, because the questions are designed in such a way after answering them by the participants, it asks for explanations.

Teachers of foreign languages in the United States have a number of obstacles to overcome, the most massive being, perhaps, the fact that ours is a one-language-oriented society. That language, of course, happens to be English. While it is true that to know an elegant language such as French was at one time considered to be aesthetic, nice, or a status symbol, the study of that language was never truly widespread; and neither was the study of any other foreign language. On the other hand, people in other lands have a broader outlook on this form of communication. European countries, for instance, perhaps due in part to geographical circumstances, have always been multi-language oriented. Asian countries such as India and Pakistan, due to their long subjugation to the British Empire, were (and are) to a great extent, bilingual.China, under a communist regime, has included the teaching of English in the curriculum, but the study of the language was introduced into the country along with our large trading interests and many missions long before the communist take over. Reports on President Nixon's trip to Russia have disclosed that in Russian schools the teaching of English as a second language is begun at the second grade of elementary school. In Latin American countries the study of English is fairly general; and in Mexico, our closest neighbor to the South, the presence of American tourists boosting the national economy has also encouraged its study. Instructors of foreign languages in the United States have to fight, then, the indifference towards other languages that is so deeply embeded in our culture. Nevertheless, Spanish, French, German, Latin, Italian, and Russian are taught in many high schools, colleges, and universities. At the high school level, the study of a foreign language is sometimes encouraged, but more

This paper argues for the importance of the awareness of “DH accent” and demonstrates with examples in English studies how a localised variation of the curriculum facilitates students’ learning in the classroom and at the curriculum level. This study identifies the problem that studies in digital humanities have focused on the Anglo-American world. We demonstrate with an example in the Hong Kong context that even a curriculum of English language studies requires adaptation for the local needs, such as focus on second language learning and knowledge of contrastive grammar with the local language. To achieve these goals, instructors integrate materials that are tailored for students of language studies, who are typically proficient in humanistic argumentation and concepts but less fluent in digital skills. Use cases in teaching and examples of student projects are shown to illustrate the outcome of learning. The study presents important educational implication and direction for future research and education of the digital humanities. Keywords: digital humanities; English; accent; pedagogy; Hong Kong

This article reports on a study focusing on KAL (knowledge about language) in language courses in English Studies, the training of future language teachers and other professionals. Language is key in the professional competence of future graduates, who need to know the language and know about the language. Apart from promoting students’ proficiency, language courses also transmit certain views of language that will become part of the knowledge of future language professionals. Using ethnography and discourse analysis, this study looks at the development of a language course over a semester, through classroom observation and interviews with lecturers and students.

The main purpose of this study was to investigate academic performance characteristics of Oromia Development Association Special Boarding School (ODASBS) students. To this end, a descriptive correlational research method was employed. Purdue Academic Rating Scale (PARS) was used to gather data. One hundred ODASBS students (Male = 56, Female = 44) were selected through random sampling technique from grades 9 - 12. The academic performance characteristics of students were rated by subject-teachers of mathematics, English language, science, and social studies. Results of rating students’ academic performance characteristics showed that ODASBS students were at an excellent level in academic performance in mathematics, English, and science whereas at strong average in social studies. Out of the maximum possible rating scores, this study revealed that the academic performance characteristics rated as 45.42, 44.58, 44.76, and 36.2 for mathematics, English language, science, and social studies subjects, respectively. Result of correlation analysis showed that there was positive and significant relationship between mathematics and English language academic performances (r = 0.332, r2 = 0.11%, p < 0.01, df = n – 2 = 98). Mathematics academic performance was the leading academic performance characteristic and in no subject, ODASBS students fell under average performance. The school, social studies teachers, and students should give emphasis to social studies as equal as other subjects.

Borszcz, FK, de Aguiar, RA, Costa, VP, Denadai, BS, and de Lucas, RD. Agreement between maximal lactate steady state and critical power in different sports: A systematic review and Bayesian's meta-regression. J Strength Cond Res 38(6): e320-e339, 2024-This study aimed to systematically review the literature and perform a meta-regression to determine the level of agreement between maximal lactate steady state (MLSS) and critical power (CP). Considered eligible to include were peer-reviewed and "gray literature" studies in English, Spanish, and Portuguese languages in cyclical exercises. The last search was made on March 24, 2022, on PubMed, ScienceDirect, SciELO, and Google Scholar. The study's quality was evaluated using 4 criteria adapted from the COSMIN tool. The level of agreement was examined by 2 separate meta-regressions modeled under Bayesian's methods, the first for the mean differences and the second for the SD of differences. The searches yielded 455 studies, of which 36 studies were included. Quality scale revealed detailed methods and small samples used and that some studies lacked inclusion/exclusion criteria reporting. For MLSS and CP comparison, likely (i.e., coefficients with high probabilities) covariates that change the mean difference were the MLSS time frame and delta criteria of blood lactate concentration, MLSS number and duration of pauses, CP longest predictive trial duration, CP type of predictive trials, CP model fitting parameters, and exercise modality. Covariates for SD of the differences were the subject's maximal oxygen uptake, CP's longest predictive trial duration, and exercise modality. Traditional MLSS protocol and CP from 2- to 15-minute trials do not reflect equivalent exercise intensity levels; the proximity between MLSS and CP measures can differ depending on test design, and both MLSS and CP have inherent limitations. Therefore, comparisons between them should always consider these aspects.

Background. The training of communication skills in English is necessary both for the teaching activity of each student and for his professional development, a good specialist in the field of physical culture. The formative nature of university education is the reference framework of the initial vocational training system of the future sports teachers for efficient verbal communication in English in the international area, for a better cooperation of sports specialists. Studying a professional foreign language contributes to the development of professional abilities and attitudes by exploring the fields of other disciplines with different contents. In the process of teaching / learning English to students, professional competence is developed, but by reporting individual situations and activities of learning, reception and production, typically of foreign languages, to those of the mother tongue, a unitary conception is created about the functioning of the language as an essential element of communication. In this respect, there is a need to develop a model for the communication skills in English of students in the field of physical culture. Aim of research. Optimization the professional English language skills training process for students from Physical Education and Sports Faculties. Research objectives: 1. Studying the theory and practice of the educational process in the English discipline from the State University of Physical Education and Sports (SUPES). 2. Appreciation of the level of English professional language to SUPES students. 3. Determining the content of the English language course in order to build communication skills in foreign languages. 4. Acquisition of sports terminology and ability to read foreign literature. Research methodology. Analysis and generalization of literature, study of working documentation, pedagogical observation. Results. Using this communicative approach in teaching is that: learners learn from what they hear from the communicator, “their oral production” will be greatly increased, they will develop fluency and their level of motivation will increase. Conclusions. Foreign language is necessary to the future sports specialist not only as a means of selecting scientific information but also as a means of communication (in exchange of experience, in international sports competitions and for personal contacts, etc.). The training of English professional language to SUPES students helps in the knowledge and application of sports-pedagogical language, in the formation of general and special cognitive skills, on the basis of which they will undertake the learning and evaluation activity according to the requirements of the modernized curriculum in physical education.

Chinese corruption is a fascinating yet challenging subject to study both for technical and political reasons. Technically, the clandestine nature of corruption makes it difficult to investigate and measure, which is compounded further by the diversity and complexity of Chinese bureaucracy and society. Politically, the sensitive nature of corruption makes it difficult to gather reliable data, which is reinforced further by the enigma and multiplicity of China’s anti-corruption agencies. These factors affect the choice of research topics, sources, and methodologies for Western as well as Chinese scholars. Fortunately, much progress has been made since the mid-1980s in terms both of primary research sources and research studies both in Chinese and English. These have been greatly boosted, moreover, by China’s anti-corruption campaign since late 2012. This article is organized along these two broad frameworks. Primary Sources introduces the multitudes of such sources for the study of Chinese corruption. These sources include official documents, statistics, databases, case collections, and now even documentaries; journalistic reports; and academic sources. Studies in the Chinese language will not be included here because there are simply too many. Studies in English introduces research studies on Chinese corruption in the English language, which includes these topics: Historical Review, Conceptualization and Measurement, Forms and Characteristics, Causes of Corruption, Consequences of Corruption, and Controlling Corruption. Each of which is divided into various subsections. Research assistance was provided by Ms. Wu Xiaomeng of Hunan University.

Listening comprehension is a crucial skill in English language learning, yet many university students still face difficulties in understanding spoken texts, particularly in identifying specific information, grasping the main idea, and making inferences. This study aimed to investigate the effect of using podcasts as a learning medium on students’ listening comprehension at the English Language and Education Study Program of the University of Pahlawan Tuanku Tambusai. A quantitative approach with a pre-experimental one-group pretest–posttest design was employed. The participants consisted of 23 first-semester students selected through purposive sampling. The research instrument was a listening comprehension test comprising 30 items measuring three indicators: specific information, gist, and inference. The data were analyzed using descriptive statistics and the Wilcoxon Signed-Rank Test due to non-normal data distribution. The findings revealed a significant improvement in students’ listening comprehension, with the mean score increasing from 47.22 in the pretest to 74.72 in the posttest. The statistical analysis showed a significance value of 0.000 (p 0.05), indicating a significant difference between pretest and posttest scores. These results demonstrate that podcast-based learning has a significant positive effect on improving students’ listening comprehension. Therefore, podcasts can be considered an effective supplementary medium for listening instruction in English language education.