Pragmatics - Volume 34, Issue 2, 2024

This paper aims to examine the realisation of suggestions in authoritative academic discourse through the lens of cognitive pragmatics. To date, the majority of academic suggestion research has focused on face-to-face interactions in an institutional context. However, other forms of suggesting, namely the written forms of academic suggestions have not yet been sufficiently explored. Thus, there is a knowledge gap when it comes to authoritative academic suggestions directed to policy makers. Such policy maker-directed suggestions are always bound and embedded in particular cultural contexts. As a case study, we explore the suggestions in authoritative academic discourse with the focus on illocutionary force indicating devices (IFIDs) and relevant construal strategies. Our data were drawn from the Blue Book of Ecological Governance (China Ecological Governance development report 2019–2020), an important manifestation of authoritative academic discourse in China. The findings indicate that three types of IFIDs are deployed to delimit Chinese authoritative academic suggestions, among which conventionalised and indirect IFIDs are preferred. Notably IFID tools pertain to speakers’ choices of construal strategies for building up the infrastructure of suggestions. The operation of these strategies reveals how authoritative academic suggestions are internally coded, as well as how they are built to externally act on. Furthermore, we argue that the speakers’ choices of construal strategies imply a degree of politeness. The study may shed light upon speech act and politeness research in Chinese linguaculture.

In this study, we examine how support workers produce requests for concrete actions and, in this way, manage client participation in mental health rehabilitation. Drawing on Finnish rehabilitation group meetings as data and on conversation analysis, we examine how support workers design their requests for concrete action from clients, how clients respond, and how support workers deal with clients’ responses. The results reveal that support workers tend to use verbs indicating willingness when implementing their requests, whereas clients resort to the modality of possibility. By orienting to willingness, the support workers invoke clients’ sense of responsibility to contribute to group activities and simultaneously avoid questioning their capabilities. On the other hand, clients orient toward the underlying assumptions of social responsibility rather than to their own personal preferences. To conclude, our study demonstrates how support workers address the dilemma of increasing client participation and showing respect for client self-determination.

This study seeks to characterise the form of verbal irony common among Nigerians by identifying its motivation, inherent properties, and communicative value. Data for this study comprised detailed field notes taken within the last five years in contexts in which utterances occurred naturally. These were then tested among informants from diverse ethnic and linguistic backgrounds at the University of Benin to determine the prevalence and motivation of the ironic utterances. In addition, 500 questionnaires were administered to a group of students and staff in the same institution. These were analysed using frequency tables and simple percentages. Results support the claim that irony in this context is governed by a single cultural principle: “You hurt yourself by admitting a negative situation.” Although the study draws heavily from the relevance-theoretic echoic account, it seeks to reevaluate this account by suggesting that positive attitudes in negative situations are salient cultural notions that underlie the echoic account in this context.

This study explores the interactional meaning of an invitation to bid in Korean elementary school EFL classroom interaction by adopting a conversation analytic perspective. The study argues that participants use invitations to bid to indicate that a question elicits knowledge worthy of public demonstration. The analysis of thirteen video-recorded EFL lessons revealed that teachers use invitations to bid, fulfilling instructional agenda or demands whether they are set up at the beginning of an activity or arise midway. Students similarly invite themselves to bid, showing their understanding of the meaning that the practice carries. While teachers overwhelmingly accept students’ self-invitations, they may reject them in light of the details of instructional here and now. It is argued that deciding which student population should reply is a matter of negotiation although teachers have the final say, oriented to consequences of turn allocation on the work of teaching in progress.

This study aims to examine how Chinese and Japanese speakers perceive face-enhancement and face-threat from a value-construct perspective. A mixed-method research design consisting of a questionnaire and structured interviews was employed. The results suggest that the values which trigger face-enhancement and face-threat are differently distributed between the two linguacultures in face-threatening and face-enhancing situations. Both Chinese and Japanese participants agreed that competence was the top value for face-enhancement. The Chinese participants considered status superiority as the more sensitive triggering value of face-enhancement, whereas the Japanese participants believed that good public image, self-esteem, and pride were the main factors. In face-threatening scenarios, the Japanese participants paid more attention to self-abasement and shame, inconsideration and irresponsibility, whereas the Chinese were more sensitive to incompetence. We attribute these differences in individuals’ perspectives on interpersonal relationships as a possible cause of their divergent perceptions of face.

This paper focuses on the uses of the definite marker -tì in Longxi Qiang, a Tibeto-Burman language. Although the selection of referring expressions made by speakers is based on referent accessibility or cognitive status, at the same time, referring expressions have pragmatic and interactive dimensions. The concept of identifiability can account for the uses of the definite marker -tì; however, this concept is not sufficient to explain the selection of -tì in certain discourse contexts. Accordingly, this paper discusses the discourse uses of non-referential definite noun phrases. In addition to encoding definiteness, -tì serves as a prominence marker to trigger the interpretation that an entity, an action or a property is prominent, and the speaker intended to highlight the topicality. With respect to discourse functions, -tì is attached not only to noun phrases but also to verb and adjective phrases, fillers and connectors. These uses of -tì have been expanded into Wenchuan Mandarin.