2010

I. Introduction: What Is Pragmatics II. Key Terms III. Key Thinkers IV. Key Texts V. Worked Examples of Pragmatics.

International Journal of the Sociology of Language, 2003

During the 1970s, praxematics, a new school of linguistics, was created in Montpellier by Robert Lafont and his associates. It developed as a criticism of the structuralist approach to linguistic praxes and as an in-depth study of the problems created by language contact. The aim of praxematics is to understand language practice both as a dynamic production process and as a social process. These are the subject of study of the Praxiling group at the University of Montpellier, which, with its related research team at the

1999

Nobody should be serious about dynamic semantics for natural language. Or rather, nobody should be serious in thinking that what goes under the term dynamic semantics is just semantics. Interesting dynamic analyses of natural language are interesting precisely because they provide formal analyses of phenomena that have previously been considered both (a) partly pragmatic, and (b) a pain in the butt. Two phenomena that might leap to mind are discourse anaphora and presupposition.

Final version available in Intercultural Pragmatics 15: 131-159, 2018

Nurwahida Supardi, 2021

Tugas kuliah

One might read the title to this and ask " Taking an interest? Is something that seems so simple, a tool? " The answer is that taking an interest is most certainly an important tool for engaging any client, particularly challenging individuals and groups. Often, taking an interest is not as simple as it sounds. Sadly, taking an interest is easy when a client is interesting, but unfortunately that is not always the case.

Palaeoslavica 30: 1-2 , 2022

This article surveys the last hundred years of scholarship on individual and collective selfhood in the disciplines dedicated to the European, Byzantine, and Arabic Middle Ages. To keep the project circumscribed, it focuses on the expression of the “national” and the “individual” self through language and literature as embedded in concrete social, economic, and political circumstances. The older, bigger, and more mature field among the three (the study of the European Middle Ages) provided the other two with model questions and methods of answering them. The purpose of the paper is to identify where and why these three scholarly disciplines adopted similar approaches and conclusions, as well as where and why they did not. This is offered as a tool through which to test whether “East” and “West” are best understood as distinct civilizational blocks that can be evaluated and ranked in terms of their importance for and moral impact on world history.

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