Pragmatics - Volume 14, Issue 1, 2004

The Spanish verbs amenazar ‘to threaten’ andprometer ‘to promise’ do not only have a lexical reading but can also yield a subjective one, whereby the likelihood of the event expressed in the infinitive receives a negative, resp. a positive, evaluation. Three hypotheses are being tested: 1) as an outcome of the illocutionary force and the subject commitment attached to lexical prometer, the subjective readings of the latter may be expected to score high on the probability scale, whereas the event introduced by subjective amenazar will score low, in line with the lack of illocutionary force and weak subject commitment in lexical reading of this verb. 2) The viewpoint substantiated by the two verbs also differs: Whereas amenazar renders an event-oriented evidential reading from an internal point of view, prometer projects an external viewpoint leading to a more speaker-oriented subjective reading. 3) As a result of (1) and (2), prometer should easily combine with negatively oriented complements, whereas amenazar should resist taking positively oriented ones. The corpus research fully corroborates the first two hypotheses. The data, however, fail to unequivocally sustain the third one, especially because amenazar displays more flexibility than expected.

This study deals with Formulaic Speech (FS) usage in the context of the partial L2 immersion class. It tries to define and classify FS according to its functions. The fact that learners resort to FS shows that second language production is not only based on the construction of sentences from scratch but also on the integration of formulaic sequences in discourse. But what is the use of FS? What are the possible functions it performs? We attempt to show that FS makes up for a lack of structural knowledge and might therefore be used as a learning strategy in the acquisition of structure. Then we consider the psycholinguistic function of FS and try to demonstrate that it might be a pre-planning strategy and a way for the learner to economize effort on processing and thus focus on his or her learning of the language. Finally, the paper analyzes the communicative function of FS and its role in the relation between speaker and hearer, and suggests that it might play a part in the development of pragmatic competence.

Sheng is a variety of Kiswahili that is spoken by young persons, especially from the economically challenged neighbourhoods of Nairobi. The emergence and pervasiveness of the idiom can be explained by cognitive as well as social parameters. Confronted with several languages in Nairobi, a young mind is likely to weave a compromise idiom from the linguistic inputs available. This might be an explanation for the emergence of Sheng. Once acquired, the language could now be used to include or exclude. This discussion attempts to provide an overview of the linguistic structure of Sheng and hypothesize on reasons for its emergence.

The article discusses some aspects of classroom interaction as described in the ethnomethodological literature in particular, and it does so through the analysis of an excerpt from conversational interaction in a classroom. The interactional model described in the relevant literature is an asymmetric system of conversational rights in which the teacher controls every aspect of the conversation: Turn-taking, topic choice and duration, definition of what has been said for all practical purposes The study argues that teachers constantly endeavour to strike a difficult balance between two contrasting tasks: Maintaining control over the class on the one hand, and monitoring the ordered unfolding of activities and soliciting student participation on the other.