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- Volume 31, Issue 4, 2021
Pragmatics - Volume 31, Issue 4, 2021
Volume 31, Issue 4, 2021
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Understandable public anger
Author(s): Ruth Breezepp.: 483–508 (26)More LessAbstractIn the ten years from 2008 onwards the banking sector was constantly in the spotlight. Blame for the financial crisis and concern regarding controversial government bailouts were followed by public outrage about inflated bonuses, money laundering and false reporting. Over this period, banks deployed a range of legitimation strategies to salvage their reputation. This paper proposes a modified typology of legitimation strategies based on previous research (van Leeuwen and Wodak 1999; Vaara, Tienari and Laurila 2006), and examines how these are used by in the “letter to shareholders” published by the chairs of the five main UK-based banks over the ten years following the crisis. The strategies are analysed in terms of their object, target and interdiscursive features, and the particular persuasive roles of narrative and emotion are underlined.
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Power and socialization in sibling interaction
Author(s): Jana Declercqpp.: 509–532 (24)More LessAbstractThis paper analyses socialization processes in the interaction between two Belgian, Dutch-speaking sisters, aged 10 and 8, more specifically with regard to power dynamics and establishing the roles of socialization target and agent. Socialization is collaborative, but usually entails some division of roles, which is intricately linked to power dynamics. Consequently, socialization efforts, and the socialization roles of target and agent, can be discarded or contested as part of these power dynamics. The analysis shows that socialization efforts between the sisters are often accepted, but also regularly contested and resisted. Moreover, the data indicates that roles and goals of some socialization efforts are so unclear that the boundaries between socialization efforts and interactional actions that aim to gain control become blurred. In conclusion, socialization must not only be considered in terms of its learning potential, but also as a power struggle with intricate and complex negotiation dynamics.
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Salience and shift in salience as means of creating discourse coherence
Author(s): Katja Hannßpp.: 533–559 (27)More LessAbstractThe Chipaya language, an endangered isolate of the Bolivian highlands, has a set of three enclitics, =l, =m and =ʐ, which are coreferential with the subject of a clause but are not necessarily attached to it and are not obligatory. In this paper, I investigate the pragmatic function of these forms. The salience-marking enclitics (henceforth SMEs) occur at paratactic and hypotactic discourse transitions, where they indicate a shift in salience, thereby contributing to creating discourse coherence. Discourse transitions without a shift in salience are not accompanied by the enclitics. Those enclitics that occur at paratactic transitions have scope over at least the segment whose beginning and/or end they occur in, whereas SMEs at hypotactic transitions have scope over the clause they appear in. Use of the SMEs is genre-specific.
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Re-evaluating the importance of discourse-embedding for specificational and predicative clauses
Author(s): Wout Van Praetpp.: 560–588 (29)More LessAbstractThis paper studies the discourse-embedding of specificational clauses, in contrast with predicative ones. Specificational clauses – which express a variable – value relation – are assumed to have a ‘fixed’ information structure. This follows from the widespread definition of information structure in terms of a presupposition – focus contrast, which is often conflated with the variable – value contrast, on the one hand, and with a given – new contrast, on the other. Against these conflations, this study demonstrates that the specification is a separate layer of meaning, which not only shows variation in terms of focus-marking (Van Praet and O’Grady 2018), but also in terms of its embedding in specific contexts of use. These findings urge us to revisit not only the basis for distinguishing specificational clauses from predicative ones, but also to separate out the different layers of coded and pragmatic meaning that have been conflated under the header of ‘information structure’.
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The question-response system in Mandarin conversation
Author(s): Wei Wangpp.: 589–616 (28)More LessAbstractThis article provides an overview of the question-response system in Mandarin Chinese from a conversation analytic perspective. Based on 403 question-response sequences from natural conversations, this study discusses the grammatical coding of Mandarin questions, social actions accomplished by questions, and formats of responses. It documents three grammatical types of questions, that is, polar questions (including sub-types), Q-word questions, and alternative questions. These questions are shown to perform a range of social actions, confirmation request being the most frequent. Also, this article reveals that the preferred format for confirming polar answers is interjection, while that for disconfirming polar answers is repetition. It provides a starting point for future studies on Mandarin questions and responses as well as a reference point for further crosslinguistic comparison.
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The development of interlanguage pragmatic markers in alignment with role relationships
Author(s): Hao-Zhang Xiao, Chen-Yu Dai and Li-Zheng Dongpp.: 617–646 (30)More LessAbstractStudies on the development of interlanguage pragmatic markers (PMs) have attracted increasing interest recently. However, little research is available on the PM dynamic development in alignment with English-as-a-foreign-language (EFL) classroom contexts. Given the lacuna, this article, based on the Complexity and the Alignment theories, investigates how PMs develop and how aligning with film-situated un/equal role relationships influences development. The study with eight data collection points tracks 28 EFL learners’ PM production over around 1.5 year. Results revealed: (1) the employed PM functions fluctuated but developed from singular to multiple, with the interpersonal function use being regressive and the structural and the cognitive, progressive; (2) the PM development manifested a significant gain in aligning with the equal role relationships; and (3) different proficiency learners had dissimilar PM development. These findings corroborate the view of context-dependent dynamic development and provide strong evidence for aligning EFL learning with various role relationships.
Volumes & issues
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Volume 35 (2025)
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Volume 34 (2024)
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Volume 33 (2023)
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Volume 32 (2022)
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Volume 31 (2021)
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Volume 30 (2020)
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Volume 29 (2019)
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Volume 28 (2018)
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Volume 27 (2017)
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Volume 26 (2016)
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Volume 25 (2015)
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Volume 24 (2014)
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Volume 23 (2013)
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Volume 22 (2012)
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Volume 21 (2011)
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Volume 20 (2010)
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Volume 19 (2009)
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Volume 18 (2008)
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Volume 17 (2007)
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Volume 16 (2006)
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Volume 15 (2005)
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Volume 14 (2004)
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Volume 13 (2003)
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Volume 12 (2002)
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Volume 11 (2001)
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Volume 10 (2000)
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Volume 9 (1999)
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Volume 8 (1998)
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Volume 7 (1997)
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Volume 6 (1996)
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Volume 5 (1995)
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Volume 4 (1994)
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Volume 3 (1993)
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Volume 2 (1992)
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Volume 1 (1991)
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