語用論(Pragmatics)を考える

人教版高中英语新课程教材中,语言运用（Using Language）是每个单元必不可少的部分,提供了围绕单元中心话题的听、说、读、写的综合性练习,是单元中心话题的延续和升华.如何设计Using Language部分的教学,使自己的教学模式既不落俗套,又能真正体现新课程标准所倡导的教学理念,正是广大一线英语教师一直努力探索的问题.

打磨Using Language,倡导新理念

In this provocative book, Barwise and Perry tackle the slippery subject of \"meaning, \" a subject that has long vexed linguists, language philosophers, and logicians.

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Situations and Attitudes.

The Cambridge Grammar of the English Language

The complete title of this book runs ‘Analyzing Linguistic Data: A Practical Introduction to Statistics using R’ and as such it very well reflects the purpose and spirit of the book. The author guides the reader in about 350 pages from descriptive and basic statistical methods over classification and clustering to (generalised) linear and mixed models. Each of the methods is introduced in the context of concrete linguistic problems and demonstrated on exciting datasets from current research in the language sciences. In line with its practical orientation, the book focuses primarily on using the methods and interpreting the results. This implies that the mathematical treatment of the techniques is held at a minimum if not absent from the book. In return, the reader is provided with very detailed explanations on how to conduct the analyses using R [1]. The first chapter sets the tone being a 20-page introduction to R. For this and all subsequent chapters, the R code is intertwined with the chapter text and the datasets and functions used are conveniently packaged in the languageR package that is available on the Comprehensive R Archive Network (CRAN). With this approach, the author has done an excellent job in enabling researchers and students alike to reproduce the analyses and learn by doing. Another quality as a textbook is the fact that every chapter ends with Workbook sections where the user is invited to exercise his or her analysis skills on supplemental datasets. Full solutions including code, results and comments are given in Appendix A (30 pages). Instructors are therefore very well served by this text, although they might want to balance the book with some more mathematical treatment depending on the target audience. After the introductory chapter on R, the book opens on graphical data exploration. Chapter 3 treats probability distributions and common sampling distributions. Under basic statistical methods (Chapter 4), distribution tests and tests on means and variances are covered. Chapter 5 deals with clustering and classification. Strangely enough, the clustering section has material on PCA, factor analysis, correspondence analysis and includes only one subsection on clustering, devoted notably to hierarchical partitioning methods. The classification part deals with decision trees, discriminant analysis and support vector machines. The regression chapter (Chapter 6) treats linear models, generalised linear models, piecewise linear models and a substantial section on models for lexical richness. The final chapter on mixed models is particularly interesting as it is one of the few text book accounts that introduce the reader to using the (innovative) lme4 package of Douglas Bates which implements linear mixed-effects models. Moreover, the case studies included in this

Analyzing linguistic data: a practical introduction to statistics using R

Are Generalised Scalar Implicatures Generated by Default? An On-Line Investigation into the Role of Context in Generating Pragmatic Inferences.

This paper presents some arguments against a unilateral account of numerically quantified noun phrases (NQNPs) and for a bilateral account of such expressions. It is proposed that where NQNP give rise to at least readings, this is the result of one of the two forms of pragmatic reasoning. To that end, the paper develops an independently motivated account of specificity and existential closure involving diagonalization.

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A New Look at the Semantics and Pragmatics of Numerically Quantified Noun Phrases

Taking the epistemic step: toward a model of on-line access to conversational implicatures.

Prominent accounts of language use (those of Grice, Lewis, Stalnaker, Sperber and Wilson among others) have viewed basic communicative acts as essentially involving the attitudes of the participating agents. Developmental data poses a dilemma for these accounts, since it suggests children below age four are competent commu- nicators but would lack the ability to conceptualise communication if philosophers and linguists are right about what communication is. This paper argues that this dilemma is quite serious and that these prominent accounts would be undermined if an adequate more minimal alternative were available. Just such a minimalist account of commu- nication is offered, drawing on ideas from relevance theory and situation theory. 1. Introduction - A Dilemma For Accounts of Communication Prominent accounts of language use and human communication face something of a dilemma. The dilemma arises because it is assumed (a) that basic communicative situations essentially involve propositional attitude-like states of the participating agents and (b) that competent language users have the conceptual abilities to represent agents as being in such states and make folk-psychological inferences about agents so represented. These assumptions conflict with one of the more robust findings in developmental psychology: that children below the age of four years do not possess these abilities. The conflict arises because it is widely agreed in research on language development that children below the age of three years are competent language users and communicators in the basic sense.

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Communication and Folk Psychology

A well-established finding in the simulation literature is that participants simulate the positive argument of negation soon after reading a negative sentence, prior to simulating a scene consistent with the negated sentence (Kaup, Ludtke, & Zwaan, 2006; Kaup, Yaxley, Madden, Zwaan, & Ludtke, 2007). One interpretation of this finding is that negation requires two steps to process: first represent what is being negated then “reject” that in favour of a representation of a negation-consistent state of affairs (Kaup et al., 2007). In this paper we argue that this finding with negative sentences could be a by-product of the dynamic way that language is interpreted relative to a common ground and not the way that negation is represented. We present a study based on Kaup et al. (2007) that tests the competing accounts. Our results suggest that some negative sentences are not processed in two steps, but provide support for the alternative, dynamic account.

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Richard Breheny

Papers

Are Generalised Scalar Implicatures Generated by Default? An On-Line Investigation into the Role of Context in Generating Pragmatic Inferences.

A New Look at the Semantics and Pragmatics of Numerically Quantified Noun Phrases

Taking the epistemic step: toward a model of on-line access to conversational implicatures.

Communication and Folk Psychology

Why we simulate negated information: a dynamic pragmatic account.