Exercise Implicatures: Difference between revisions
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{{CreatedByStudents1213}}<br />''Involved participants: [[User:Slc| Stephanie C.]], [[User:Stephie R.| Stephie R.]], [[User:Jennifer Borchert| Jenny]], [[User:Anna P.| Anna P.]] | {{CreatedByStudents1213}}<br />''Involved participants: [[User:Slc| Stephanie C.]], [[User:Stephie R.| Stephie R.]], [[User:Jennifer Borchert| Jenny]], [[User:Anna P.| Anna P.]] | ||
==Grice's Conversational Maxims== | |||
According to Grice's theory of conversational implicature, there are four basic maxims which specify how to be cooperative in conversation: Quantity, Manner, Quality and Relation. Grice believed that implicatures arise when these maxims are violated and the speaker (relying on an assumption of cooperation) is forced to infer meaning. | According to Grice's theory of conversational implicature, there are four basic maxims which specify how to be cooperative in conversation: Quantity, Manner, Quality and Relation. Grice believed that implicatures arise when these maxims are violated and the speaker (relying on an assumption of cooperation) is forced to infer meaning. | ||
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|type="()"} | |type="()"} | ||
| Quantity | Manner | Quality | Relation | | Quantity | Manner | Quality | Relation | ||
---+ Mom: What did you think of Junior’s childish behavior last night? Dad: Well, boys will be boys | |||
|| | || The father's reply is seemingly unrelated to the question. | ||
-+-- Student A: Do you like Linguistics? Student B: Well, let’s just say I don’t jump for joy before class. | -+-- Student A: Do you like Linguistics? Student B: Well, let’s just say I don’t jump for joy before class. | ||
|| The reply is inadequately lengthy. | |||
--+- Student: I was absent on Monday - did I miss anything important? Teacher: Oh no, of course not, we never do anything important in class. | --+- Student: I was absent on Monday - did I miss anything important? Teacher: Oh no, of course not, we never do anything important in class. | ||
--- | || The teacher says something she (hopefully!) does not believe to be true. | ||
+--- Student A: Can you tell me where the lecture is? Student B: It is in room 254, the room in which I had my first university class ever. | |||
|| B's answer is correct but gives more information than is required. | |||
|| If you indicated that it is (also) a violation of Relation, that's fine, too. (The additional information is not relevant to answer the question). | |||
</quiz> | |||
The youtube video at http://www.youtube.com/watch?v=oI9tFOcVnV4 contains short clips with examples of violations of the four maxims. | |||
==Scalar Implicatures== | |||
This exercise deals with Scalar Implicatures. A linguistic scale consists of a set of linguistic | |||
alternates, or contrastive expressions of the same grammatical category, which can be arranged in | |||
a linear order by degree of informativeness or semantic strength. | |||
(Take a look at the participants' [http://prezi.com/j0e85-li2vad/implicatures/ Prezi presentation] if you need help with the scalar implicatures.) | |||
<quiz display=simple> | |||
{Put the following sentences in the right order. Start with the sentence which contains the strongest quantifier. | |||
|type="()"} | |||
| Strongest | ---> | ---> | Weakest | |||
+--- All of the boys went to the party. | |||
--+- Many of the boys went to the party | |||
---+ Some of the boys went to the party. | |||
-+-- Most of the boys went to the party. | |||
{Indicate the relative strength of the connectives. | |||
|type = "()"} | |||
| strongest | -> weakest | |||
+- Alex likes books and movies. | |||
-+ Alex likes books or movies. | |||
{Indicate the relative strength of the matrix predicates with respect to the subject's commitment to the truth of the complement clause. | |||
|type = "()"} | |||
|strongest | ---> | weakest | |||
-+- Pat believes that Chris loves semantics. | |||
--+ Pat doubts that Chris loves semantics. | |||
+-- Pat knows that Chris loves semantics. | |||
</quiz> | |||
==Implicatures in Figures of Speech== | |||
<quiz display=simple> | |||
{Common examples of implicatures can be found in figures of speech such as Irony, Sarcasm, Hyperbole or Metaphor. Look at the pictures below and decide which of the figures of speech apply: | |||
|type="()"} | |||
| Irony | Sarcasm | Hyperbole | Metaphor | |||
--+- [[File:Exercise picture 1.JPG|300px]] | |||
+--- [[File:Exercise picture 2.JPG|300px]] | |||
---+ [[File:Exercise picture 3.JPG|300px]] | |||
-+-- [[File:Exercise picture 4.JPG|300px]] | |||
</quiz> | </quiz> | ||
==== Navigation ==== | ==== Navigation ==== |
Latest revision as of 11:27, 14 November 2013
The following material is an adapted form of material created by student participants of the project e-Learning Resources for Semantics (e-LRS).
Involved participants: Stephanie C., Stephie R., Jenny, Anna P.
Grice's Conversational Maxims
According to Grice's theory of conversational implicature, there are four basic maxims which specify how to be cooperative in conversation: Quantity, Manner, Quality and Relation. Grice believed that implicatures arise when these maxims are violated and the speaker (relying on an assumption of cooperation) is forced to infer meaning.
The youtube video at http://www.youtube.com/watch?v=oI9tFOcVnV4 contains short clips with examples of violations of the four maxims.
Scalar Implicatures
This exercise deals with Scalar Implicatures. A linguistic scale consists of a set of linguistic alternates, or contrastive expressions of the same grammatical category, which can be arranged in a linear order by degree of informativeness or semantic strength. (Take a look at the participants' Prezi presentation if you need help with the scalar implicatures.)
Implicatures in Figures of Speech