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International audience; The aim of this article is to study the Spanish locution por fin as a mechanism of (im)politeness in persuasive discourse, with special attention to current speech on the Internet and to discourse related to the political sphere. From a theoretical perspective close to the pragmatic linguistics described in Fuentes (2017 [2000]), we adopt a methodological framework that defends a pragmalinguistics where the theory of argumentation, the poly-phonic theory of enunciation and verbal politeness converge. Within this approach, this research describes how the polyphonic meaning of the operator por fin can be exploited in discourse with different argumentative purposes in their various contextual uses. To illustrate our analysis, we use a corpus of real examples, taken from the digital corpus Macrosin-taxis del Español Actual (MEsA) and from documents about politics of CREA and CORPES XXI.; El objetivo de este artículo es el estudio de la locución por fin del español como mecanismo de (des)cortesía en el discurso persua-sivo, con especial atención al discurso actual en Internet y al referido al ámbito político. Desde una pers-pectiva teórica próxima a la lingüística pragmática descrita en Fuentes (2017[2000]), nos situamos en un marco metodológico que defiende una pragmalingüística en la que convergen la teoría de la argumentación, la teoría polifónica de la enunciación y la cortesía verbal. Con este enfoque, esta investigación describe cómo el operador por fin tiene un significado polifónico que puede ser ex-plotado en el discurso con fines ar-gumentativos diversos en sus diferentes contextos de empleo. Para ilustrar nuestro análisis, nos servi-mos de un corpus de ejemplos reales, tomados del corpus digital Macrosintaxis del Español Actual (MEsA) y de documentos de temática política del CREA y del CORPES XXI.; L'objectif de cet article est d'étudier la locution por fin de l'espagnol en tant que mécanisme d'(im)politesse dans le discours persuasif, en portant une attention particulière au discours actuel sur Internet et à celui lié à la sphère politique. Dans une perspective théorique proche de la linguistique pragmatique décrite dans Fuentes (2017 [2000]), nous nous situons dans un cadre méthodologique qui soutient une pragmalinguistique dans laquelle convergent la théorie de l'argumentation, la théorie polyphonique de l'énonciation et la politesse verbale. Dans cette approche, cette recherche décrit la manière dont la signification polyphonique de l'opérateur por fin peut être exploitée au niveau discursif à des fins argumentatives variées dans ses différents contextes d'emploi. Afin d'illustrer notre analyse, nous nous servons d'un corpus d'exemples réels, tirés du corpus numérique Macrosintaxis del Español Actual (MEsA) et de documents du domaine politique du CREA et du CORPES XXI.

El objetivo de este artículo es el estudio de la locución por fin del español como mecanismo de (des)cortesía en el discurso persuasivo, con especial atención al discurso actual en Internet y al referido al ámbito político. Desde una perspectiva teórica próxima a la lingüística pragmática descrita en Fuentes (2017[2000]), nos situamos en un marco metodológico que defiende una pragmalingüística en la que convergen la teoría de la argumentación, la teoría polifónica de la enunciación y la cortesía verbal. Con este enfoque, esta investigación describe cómo el operador por fin tiene un significado polifónico que puede ser explotado en el discurso con fines argumentativos diversos en sus diferentes contextos de empleo. Para ilustrar nuestro análisis, nos servimos de un corpus de ejemplos reales, tomados del corpus digital Macrosintaxis del Español Actual (MEsA) y de documentos de temática política del CREA y del CORPES XXI. The aim of this article is to study the Spanish locution por fin as a mechanism of (im)politeness in persuasive discourse, with special attention to current speech on the Internet and to discourse related to the political sphere. From a theoretical perspective close to the pragmatic linguistics described in Fuentes (2017 [2000]), we adopt a methodological framework that defends a pragmalinguistics where the theory of argumentation, the polyphonic theory of enunciation and verbal politeness converge. Within this approach, this research describes how the polyphonic meaning of the operator por fin can be exploited in discourse with different argumentative purposes in their various contextual uses. To illustrate our analysis, we use a corpus of real examples, taken from the digital corpus Macrosintaxis del Español Actual (MEsA) and from documents about politics of CREA and CORPES XXI. É: L’objectif de cet article est d’étudier la locution por fin de l'espagnol en tant que mécanisme d’(im)politesse dans le discours persuasif, en portant une attention particulière au discours actuel sur Internet et à celui lié à la sphère politique. Dans une perspective théorique proche de la linguistique pragmatique décrite dans Fuentes (2017 [2000]), nous nous situons dans un cadre méthodologique qui soutient une pragmalinguistique dans laquelle convergent la théorie de l'argumentation, la théorie polyphonique de l’énonciation et la politesse verbale. Dans cette approche, cette recherche décrit la manière dont la signification polyphonique de l’opérateur por fin peut être exploitée au niveau discursif à des fins argumentatives variées dans ses différents contextes d’emploi. Afin d’illustrer notre analyse, nous nous servons d’un corpus d’exemples réels, tirés du corpus numérique Macrosintaxis del Español Actual (MEsA) et de documents du domaine politique du CREA et du CORPES XXI.

В работе представлены результаты прагмалингвистического анализа текстов эссе студенток ТИУиЭ по двум речевым стратегиям скрытого воздействия автора текста на его получателя. Обозначены некоторые особенности речевого поведения трех персоналий, обусловленного личным речевым опытом. Диагностированы отдельные личностные характеристики каждой студентки как часть речевого портрета., The article presents results based on pragmalinguistic analysis of students' essays in accordance with two strategies of the author's subtle influence on the receiver. Some features of the speech behavior of three personalities, due to personal speech experience are defined. As the part of the speech portrait, distinct personal characteristics of each student are identified.

El objetivo de este artículo es el estudio de la locución por fin del español como mecanismo de (des)cortesía en el discurso persuasivo, con especial atención al discurso actual en Internet y al referido al ámbito político. Desde una perspectiva teórica próxima a la lingüística pragmática descrita en Fuentes (2017[2000]), nos situamos en un marco metodológico que defiende una pragmalingüística en la que convergen la teoría de la argumentación, la teoría polifónica de la enunciación y la cortesía verbal. Con este enfoque, esta investigación describe cómo el operador por fin tiene un significado polifónico que puede ser explotado en el discurso con fines argumentativos diversos en sus diferentes contextos de empleo. Para ilustrar nuestro análisis, nos servimos de un corpus de ejemplos reales, tomados del corpus digital Macrosintaxis del Español Actual (MEsA) y de documentos de temática política del CREA y del CORPES XXI., The aim of this article is to study the Spanish locution por fin as a mechanism of (im)politeness in persuasive discourse, with special attention to current speech on the Internet and to discourse related to the political sphere. From a theoretical perspective close to the pragmatic linguistics described in Fuentes (2017 [2000]), we adopt a methodological framework that defends a pragmalinguistics where the theory of argumentation, the polyphonic theory of enunciation and verbal politeness converge. Within this approach, this research describes how the polyphonic meaning of the operator por fin can be exploited in discourse with different argumentative purposes in their various contextual uses. To illustrate our analysis, we use a corpus of real examples, taken from the digital corpus Macrosintaxis del Español Actual (MEsA) and from documents about politics of CREA and CORPES XXI., É: L’objectif de cet article est d’étudier la locution por fin de l'espagnol en tant que mécanisme d’(im)politesse dans le discours persuasif, en portant une attention particulière au discours actuel sur Internet et à celui lié à la sphère politique. Dans une perspective théorique proche de la linguistique pragmatique décrite dans Fuentes (2017 [2000]), nous nous situons dans un cadre méthodologique qui soutient une pragmalinguistique dans laquelle convergent la théorie de l'argumentation, la théorie polyphonique de l’énonciation et la politesse verbale. Dans cette approche, cette recherche décrit la manière dont la signification polyphonique de l’opérateur por fin peut être exploitée au niveau discursif à des fins argumentatives variées dans ses différents contextes d’emploi. Afin d’illustrer notre analyse, nous nous servons d’un corpus d’exemples réels, tirés du corpus numérique Macrosintaxis del Español Actual (MEsA) et de documents du domaine politique du CREA et du CORPES XXI.

Celem artykułu jest analiza środków językowych wykorzystywanych w celach perswazyjnych w komunikatach reklamowych, zamieszczonych w wybranym prasowym materiale przedwojennym z odwołaniem do metodologii z zakresu pragmalingwistyki i gramatyki komunikacyjnej (m.in. Austin 1962; Searle 1969, 1975, 1976; Grice 1975; Skowronek 1993; Awdiejew 2004; Awdiejew, Habrajska 2006). Materiał badawczy został ograniczony do zbioru reklam prasowych zamieszczonych w czasopiśmie pt. „Ilustrowany Kuryer Codzienny” (IKC), wydawanym w Krakowie od 1910 roku, o zasięgu ogólnopolskim. Do opisu wybrano 52 wydania z lat 1918-1939.

The article is devoted to the study of the features of the speech behavior of the actor Killian Murphy. The examples taken from his public speeches and interviews, which served as the research material, demonstrate the use and functioning of metaphors in a speech by K. Murphy. A detailed analysis of the features of the use of this stylistic tool and a specific model of the speech behavior of the sender of the text by using metaphors is presented. A generalization of research on the problems of the theory of metaphor made it possible to reveal more deeply the dialectics of metaphor and reality, to substantiate its general laws governing the functioning of the metaphor and its development in speech.

Generally, sound symbolism has been regarded as a marginal linguistic ocurrence because (traditional/structuralist) linguistic theory presupposes arbitrary link between sound and meaning. Phonemes are perceived as the smallest building blocks of language structure whose value comes from (distinctive) relations with other phonemes. These abstract units do not posses nor carry their own meaning, but trough their distribution they make differences in meaning of more complex language units (e.g. morphemes, words). In contrast, sound symbolism presupposes direct, motivated link between sound (consequently grapheme) and meaning, which is the case with onomatopoeic expressions or imitatives. Led by communicative practice and observation of Croatian online vernacular, we have decided to approach this problem from pragmalinguistic perspective. Starting from everyday language-use, in the context of computer-mediated communication (chat analysis), we have noticed employment of large numbers of imitative expressions with various communicative functions (not exclusively poetic). Main objective of this paper is to point out the importance of a language process (sound symbolism) that has a potential of logically connecting two different systems of human communication and expression (language and music) and shed light on developmental, evolutionary and context-sensitive features of signing activities.

catalaAquest estudi te com a objectiu investigar si es possible avaluar la competencia sociopragmatica dels estudiants en les dades d'aprenentatge del llenguatge oral mitjancant l'estudi de les peticions dels estudiants d’angles japonesos. Es van extreure varies caracteristiques pragmalinguistiques de role plays de compra del corpus del National Institute of Information and Communications Technology Japanese Learner English (NICT JLE) i vint professors d'angles (10 natius i 10 japonesos) van avaluar les propietats d'aquestes caracteristiques linguistiques des del punt de vista de la cortesia en varies situacions de compra. Nomes es va obtenir un index de coincidencia de les peticions considerablement alt en la negociacio, ja que les avaluacions no van ser congruents, en especial en el cas dels informants japonesos. Les caracteristiques amb avaluacions altes no es van utilitzar de forma frequent en el corpus, de manera que comentar la informacio sociopragmatica en el corpus meta pareix ser poc realista. EnglishThis study aims to investigate whether it is possible to assess learners’ sociopragmatic competence in learner spoken data by examining requests produced by Japanese learners of English. Various pragmalinguistic features of requests in shopping role plays in the National Institute of Information and Communications Technology Japanese Learner English (NICT JLE) Corpus were extracted and the appropriateness of these linguistic features was rated by twenty English language instructors (10 native speakers and 10 Japanese) in terms of their politeness in different shopping situations. A significantly high rate of agreement was only obtained in judging the requests negotiating for a refund or exchange of the purchased item. The Japanese informants showed a relatively lower agreement than the natives especially on requests asking for permission to test an item. The highly rated linguistic features were not frequently used in the corpus. Therefore, annotating the sociopragmatic information in the target corpus seems unrealistic.

Resumen La escritura y la gramática se transforman y adaptan según el desarrollo tecnológico y cultural. El objetivo de este estudio empírico es caracterizar la escritura del WhatsApp para demostrar que en él se despliega una gramática al margen de la normativa institucional de la Real Academia Española. Se aplicó encuesta y entrevista a 208 estudiantes de ambos géneros entre los 17 y 25 años, adscritos a cuatro universidades de Manizales (2 públicas y 2 privadas) y se recopilaron, para el análisis, capturas de pantalla con diálogos en WhatsApp. Se encontró que el 57 % de los participantes expresó que acatan las normas y un 76 % afirma que en WhatsApp también se debe respetar la gramática establecida. Sin embargo, en aparente contradicción, un 75,5 % expresó que es innecesario acatar normativas, un 43 % no las cumplen y el 46 % manifestó que no es fácil hacerlo en el WhatsApp. Se concluye que la escritura -y, por ende, la gramática- en el WhatsApp es una actividad cotidiana que orienta su curso al margen de las formalidades gramaticales de la RAE. Abstract Writing and grammar transform and adapt themselves according to cultural and technological development. The objective of this empirical study is to characterize WhatsApp writing and show that it exhibits a grammar which is different from that of the Royal Academy of the Spanish Language. A survey and interviews were administered to 208 male and female students, aged 17-25, who were enrolled at four universities (2 private and 2 public institutions). The data, which comprised WhatsApp screenshot dialogues, was collected for further analysis. The findings show that 57% of the participants expressed that they follow established grammar rules and 76% stated that WhatsApp writing must respect established grammar. However, in what seems to be a contradiction, 75% of the participants indicated that it is unnecessary to comply with grammar regulations, 43% said that they do not follow rules, and 46% said that it is not easy to follow grammar rules in WhatsApp writing. It is concluded that WhatsApp writing and -therefore, WhatsApp grammar- is a daily-life activity that follows its own path, aside from the grammar formalities of the Royal Academy of the Spanish Language. Résumé L'écriture et la grammaire se transforment et s'adaptent en fonction du développement technologique et culturel. Le but de cette étude empirique est de caractériser l'écriture dans WhatsApp afin de montrer qu'une grammaire en dehors des règles institutionnelles de la RAE se met en place. Une Enquête et un entretien ont été menés auprès de 208 étudiants des deux sexes âgés de 17 à 25 ans, appartenant à quatre universités de Manizales (2 publiques et 2 privées) ainsi que des captures d'écran des dialogues WhatsApp. Les résultats permettent de constater que 57% des participants respectent les règles et 76% affirme que WhatsApp devrait à son tour respecter la grammaire établie. Cependant, pour le 75,5% il ne s´avère pas nécessaire de respecter les règles grammaticales, le 43% affirment ne pas le faire et le 46% pense que suivre les consignes de grammaires sur WhatsApp n´est pas facile. Ainsi, l´on peut conclure que l´écriture- voire la grammaire - est devenue une activité quotidienne qui se développe en dehors des aspects formels de la grammaire reconnue par la RAE.

The article deals with the stylistic peculiarities of the translations made by R. Pevear and L. Volokhonsky, L. and A. Maud, J. Carmichael of the novel Anna Karenina by L. Tolstoy on the basis of pragmastylistics and comparative analysis. It tries to analyze the text of the novel using the lingo-stylistic characteristics in accordance with the national bias in the way of thinking and individual creative preferences of every translator taking an attempt to introduce a foreign picture of the world to his countrymen. It underlines the impact of Tolstoy’s complicated attitude towards the customs and traditions of the Russian Orthodox church and the specific relationship of the author of the novel with God and its manifestation in the description of the heroes’ characters. In stresses how vital it may turn out to preserve the author’s ideostyle - lexis and syntax (the word order, the choice of them and the length of the sentences) for the successful interpretation of the writer’s views and stance by the reader.

It is easy to understand why Taiwanese students play the part of the name assigned to them in English class, but why do so many of them continue to use this name long after their school years? A survey of young Taiwanese adults, with follow-up interviews, investigated how and why they acquire and use an English name. The results mirror previously reported tendencies and suggest some new insights into the motivation and functionality of this practice. The data show that self-identification with their Western name offers pragmatic social and cultural advantages, including international identity, escape from rigid cultural formalities impeding social advances, establishing friendliness without getting too close, as well as self-expression. As concerns the often discussed nature of English names, the results indicate that the selection of an English name is influenced by Chinese name selection practice, the tendency to make the name unique or somehow related to the Chinese name, and especially by its intended role. As in previous studies, we found some unusual names, but these were used mainly as a nickname in communication with peers.

The aim of this study is to describe Spanish structures corresponding to the schema No es por X, pero Y, which are very frequent in colloquial language. The greatest point of interest of those structures is the fact that their formal and pragmatic features make them differ from prototypical restrictive adversative clauses.In this sense, we have analyzed how negation works as it confers a polyphonic nature to the first member of the structure or preface, being one of its essential characteristics. Similarly, we have described the argumentation process that takes place between the initial segment, which functions as a mitigation strategy, and the second member of the structure, which represents the to-be-mitigated speech act, thanks to the relationship established by pero (but).Finally, we have considered the grammatical features related to the discursive functions previously mentioned. Este trabajo aborda la descripción de ciertas construcciones, muy frecuentes en la lengua coloquial, que responden al esquema No es por X, pero Y. Su interés radica en que manifiestan propiedades formales y pragmáticas que las diferencian de las prototípicas adversativas restrictivas. En este sentido, hemos de analizar el funcionamiento de la negación, imprescindible en el primer miembro o prefacio, al que confiere naturaleza polifónica. Por otra parte, es necesario describir el proceso argumentativo que se desarrolla a partir de las relaciones establecidas por pero entre ese segmento inicial, que actúa como procedimiento de atenuación, y el acto de habla que se pretende atenuar y que se realiza en el segundo miembro de la construcción. Incidiremos, por último, en los rasgos gramaticales que se derivan de las citadas funciones discursivas.

El objetivo de la presente investigación es describir diferencias y similitudes de la mitigación, como estrategia de cortesía, entre el Texto Base y el texto Meta, en la transcripción de charlas TED sobre ambientalismo. En el aspecto metodológico de este estudio cualitativo, se rastrearon las partículas morfosintácticas que evidenciaban la crítica mitigada, basados en el modelo de la pragmática de la cortesía de Leech (2014) y se analizaron los actos de habla que constituían las críticas en los contextos extraídos del Texto Base. Posteriormente, se conformó un corpus paralelo en el que se llevó a cabo un análisis morfosintáctico, semántico y pragmático con el fin de analizar si la intención, desde la teoría de Nord (2005), de la crítica mitigada del emisor del Texto Base se conservaba en el Texto Meta. Como resultado se encontró que los actos de habla más predominantes fueron los de afirmar y las estrategias más frecuentes fueron las construcciones con lítotes, las cuales también presentaron más diferencias entre TB y TM, y la voz pasiva, que se conservó en el TM. La mitigación de la crítica en los niveles semántico y pragmático se conservó en la mayoría de los contextos estudiados. Se concluye que las estrategias de mitigación estudiadas tienden a ser traducidas de manera literal, posiblemente debido a que poseen estructuras similares en las dos culturas y generan mayor aceptabilidad en el receptor al hacer uso de palabras con carga semántica positiva y al invisibilizar al objeto de la crítica. The present research is aimed at describing the differences and similarities of mitigation, as a politeness strategy, between the source text (ST) and the target Text (TT), on the transcription of TED talks about environmentalism. In the methodology of this qualitative study, we tracked down morpho-syntactic particles that showed mitigated criticism based on Leech’s model of the pragmatics of politeness (2014) and analyzed the speech acts that shaped the criticisms in the contexts of the ST. In order to do so, we compiled a corpus in which we carried out a morpho-syntactic, semantic and pragmatic analysis to determine whether the intention, from Nord’s approach (2005) the sender’s mitigated criticism on the ST is preserved in the TT. The main outcome of this study revealed that the most common speech acts were affirmative and the most common strategies were the litotes which also showed differences between the ST and TT, and the passive voice which was similar in the TT. The mitigation of criticisms in the semantic and pragmatic levels were preserved in most of the studied contexts. It is concluded that mitigated strategies tend to be translated in a literal way, maybe due to the fact that they have similar structures in both cultures and generate much more acceptability on the receiver by making use of words with positive semantic charge and by hiding the target of the criticism

The starting point for this article are postulates presented more than 20 years ago by Anna Burzyńska (1998) in a publication devoted to didactic instruction. The development of linguistics and changes in glottodidactics that have taken place since that time justify the resumption of such research. In the first part of the article, theoretical and descriptive, the genre of instruction is described from the point of view of pragmalinguistics (as a speech act) and its communicative features (in an official and didactic situation). The second part presents the results of the analysis of instructions found in selected textbooks and exercise books for learning Polish as a foreign language at the elementary and intermediate level. Both parts form the foundation for formulating the final conclusions. The main conclusion formulated in the article is that didactic instructions in textbooks and exercise books are potential speech acts, implemented each time in a particular didactic situation, and their schematism is not a disadvantage, but a desirable feature; this applies to the formal features of instructions and names of activities that help in teaching basic language skills, while the objects of these activities (texts, content of exercise and tasks, etc.) are (should be) novel. Za punkt wyjścia przyjmuje się w artykule postulaty badawcze zaprezentowane ponad 20 lat temu przez Annę Burzyńską (1998) w publikacji poświęconej poleceniom dydaktycznym. Rozwój językoznawstwa oraz zmiany w glottodydaktyce, jakie dokonały się w tym czasie, są ważnymi przesłankami, które uzasadniają podjęcie tej tematyki na nowo. W części pierwszej niniejszego artykułu, teoretyczno-deskrypcyjnej, polecenie zostało poddane eksplikacji pragmatycznej (jako akt mowy) i charakterystyce komunikacyjnej (w sytuacji urzędowej i w sytuacji dydaktycznej). W części drugiej przedstawiono wyniki analizy wybranych podręczników i zeszytów ćwiczeń do nauki języka polskiego jako obcego na poziomie podstawowym i średnio zaawansowanym pod kątem zawartych w nich poleceń. Obie części służą jako podstawa do sformułowania wniosków końcowych. Zasadnicza konkluzja, jaką formułuje się w artykule, brzmi: tzw. polecenia dydaktyczne w podręcznikach i zeszytach ćwiczeń są aktami mowy potencjalnymi, aktualizowanymi każdorazowo w konkretnej sytuacji dydaktycznej, a szablonowość i schematyzm nie są ich wadami, lecz cechami pożądanymi; dotyczą bowiem strony formalnej poleceń oraz nazw powtarzalnych czynności, które pomagają kształcić podstawowe umiejętności, oryginalne natomiast są (powinny być) obiekty owych czynności (zawartość ćwiczeń i zadań, teksty itp.).

The strengthening of communicative and pragmalinguistic approaches to studying linguistic phenomena and discursive practices led to the intensification of the study of broadly understood manipulative influence in various fields of communication and at various stages of discourse. The article deals with chosen issues of manipulative influence in the academic discourse within both national and intercultural communication. The results of the lexical-semantic, morpho-syntactic, pragmatic and linguocultural analysis of empirical material show that even though Belarusian, Chinese, Iranian and Korean students know the term "linguistic manipulation", they interpret its constituent elements in different ways. The differences in consciousness are fixed on the phonetic (intonation coloring), lexical (semantics of the word), and grammatical levels and are reflected in communication., Усиление позиций коммуникативно-деятельностного и прагмалингвистического подходов к изучению языковых явлений и дискурсивных практик привело к интенсификации изучения широко понимаемого воздействия в различных сферах коммуникации и различных этапах дискурса. В статье рассматриваются некоторые вопросы языкового воздействия в академическом (научно-дидактическом) дискурсе в пространстве национальной и межкультурной коммуникации. Результаты лексико-семантического, морфолого-синтаксического, прагматического и лингвокультурологического анализа эмпирического материала показали, что, несмотря на понимание значения термина «языковая манипуляция», белорусские, китайские, иранские и корейские студенты по-разному трактуют входящие в него элементы. Данные различия в сознании закреплены на фонетическом (интонационная окрашенность речи), лексическом (семантика слова), грамматическом уровнях и находят отражение в коммуникации.

The paper is devoted to the research of the influence of personal psychological characteristics on everyday speech. In particular, we have considered the usage of unit eto samoe, which belongs to the class of pragmatic markers, in speech of respondents with different psychological characteristics (extroverts and introverts, people with different levels of neuroticism, etc.). The study was conducted on the basis of the “One Speaker’s Day” corpus – the largest linguistic resource for studying oral discourse. Personality type and the level of neuroticism data were obtained by comparing the results of two psychological tests completed by the informants on the day of recording: a questionnaire by G. Eysenck and Freiburg multifactorial questionnaire. In our work we used descriptive, mathematical, hypothetical-deductive and comparative methods of research. As a preparatory stage for linguistic research, the paper describes the process of creating a specialized software, designed to process and organize calculation of the results of two psychological tests (EPI, FPI) filled with “One Speaker’s Day” informants. The immediate material for the analysis was the speech fragments of two informants with different personality types (introverted and extraverted) which use in their everyday speech the hesitative pragmateme eto samoe in all its grammatical forms., Изучается влияние индивидуальных и общих психологических характеристик человека на его повседневную речь. В частности, рас сматривается использование в речи говорящих с разными психологическими характеристиками (экстравертов и интровертов, людей с разным уровнем нейротизма и т. д.) единицы это самое, относящейся к классу прагматем. Исследование проведено на материале звукового корпуса «Один речевой день» (ОРД) – крупнейшего лингвистического ресурса для изучения русского устного дискурса. Данные о психотипе и уровне нейротизма говорящих были получены при сравнении результатов двух психологических тестов, которые информанты заполняли в день записи, – опросника Г. Айзенка и Фрайбургского многофакторного опросника. Использовались описательный, математический, гипотетико-дедуктивный и сравнительный методы исследования. В качестве подготовительного этапа к лингвистическому анализу описывается процесс создания специализированного программного инструментария, предназначенного для обработки и систематизации корпусных данных: подсчета результатов психологических тестов (EPI, FPI), заполненных информантами ОРД. Конкретным материалом для анализа стали речевые фрагменты двух информантов с различным психотипом (интроверсивным и экстраверсивным), включающие хезитативную прагматему это самое (во всех ее грамматических формах)., №4(14) (2018)

Представлена хроника I Международного симпозиума «Русский язык в поликультурном мире», который прошел в Ялте с 8 по 12 июня 2017 г. Соорганизаторами симпозиума выступили Министерство образования, науки и молодежи Республики Крым, Крымский федеральный университет им. В.И. Вернадского и Крымский республиканский институт постдипломного педагогического образования., In this article the chronicles of the 1st International symposium “The Russian language in the multicultural world” that took place in Yalta on July, 8-12 2017 are introduced. The Ministry of Education, Science and Youth of the Republic of Crimea, V.I. Vernandsky Crimean Federal University and Crimean Republican Institute of Post-diploma pedagogical education were co-organiz ers of this symposium., №4(14) (2018)

The paper focuses on how nonnative teachers of a target language (NNTs) deal with pragmatics in their classes. It starts with a discussion of what pragmatics entails. Next, issues relating to the teaching of pragmatics are identified, such as the language background of the teacher, comparisons between second- (L2) and foreign-language (FL) instruction, and the potential role of digital media and other means in providing models for pragmatic behavior. Then, an international survey is presented which probed into the experiences of NNTs of various languages while teaching the pragmatics of their language of instruction. A total of 113 teachers were asked to indicate what they taught with regard to pragmatics, 30 native-language teachers (NTs) and 83 NNTs. They were also asked to report on their experience as teachers of L2 and FL pragmatics (e.g., if they encountered classroom moments when they did not feel like an authority on some aspect of pragmatics, what they did about it). Since pragmatics is a meeting of language and culture, the teacher respondents were asked to assess their knowledge regarding pragmalinguistics (i.e., the language forms) and sociopragmatics (sociocultural knowledge). In addition, they were asked to give their opinion regarding similarities and differences between the teaching of FL as opposed to L2 pragmatics, as this traditional dichotomy gives way to a more hybrid reality in an increasingly globalized world. Similarly, they were asked about their methods for teaching pragmatics (e.g., their use of digital media and their handling of dialect differences). Finally, they were asked to suggest areas in which they would like to see research conducted that would inform the teaching of pragmatics. The paper reports the findings from the study, including statistical differences in reported teaching of criticism, sarcasm, and cursing, as well as in the use of digital media and in having students gather data on pragmatics. O artigo aborda a questão de como professores não-nativos de uma língua alvo (PNNs) lidam com a pragmática em suas salas de aula. Inicia com uma discussão sobre o que é pragmática. Em seguida, traz aspectos relacionados ao ensino de pragmática, tais como o background do professor, comparações entre ensino de segunda língua (L2) e língua estrangeira (LE) e o potencial da mídia digital e outros meios para prover modelos de comportamento pragmático. Após, é apresentada uma pesquisa internacional, a qual investigou as experiências de PNNs de várias línguas com relação ao ensino da pragmática. Um total de 113 professores relataram o que ensinavam: 30 professores nativos (PNs) e 83 professores não-nativos (PNNs). Foi solicitado a eles que falassem sobre suas experiências como professores de pragmática da L2 e LE. Sendo a pragmática uma mescla de língua e cultura, aos professores foi solicitado que avaliassem seus conhecimentos de pragmalinguística (formas linguísticas) e sociopragmática (conhecimento sociocultural). Ademais, foram instruídos a darem suas opiniões em relação a semelhanças e diferenças entre o ensino da pragmática da LE e da L2, pois essa dicotomia tradicional acarreta uma realidade mais híbrida em um mundo cada vez mais globalizado. Da mesma forma, perguntas foram feitas sobre seus métodos de ensino de pragmática, sua utilização de mídia digital e seu tratamento de diferenças dialetais. Por fim, foi-lhes solicitado que sugerissem áreas nas quais fossem desenvolvidas pesquisas sobre o ensino de pragmática. O artigo relata os resultados do estudo, incluindo dados sobre o ensino de censuras, sarcasmo e blasfêmia, além do uso de mídia digital e coleta de dados pragmáticos feita por alunos. O artigo aborda a questão de como professores não-nativos de uma língua alvo (PNNs) lidam com a pragmática em suas salas de aula. Inicia com uma discussão sobre o que é pragmática. Em seguida, traz aspectos relacionados ao ensino de pragmática, tais como o background do professor, comparações entre ensino de segunda língua (L2) e língua estrangeira (LE) e o potencial da mídia digital e outros meios para prover modelos de comportamento pragmático. Após, é apresentada uma pesquisa internacional, a qual investigou as experiências de PNNs de várias línguas com relação ao ensino da pragmática. Um total de 113 professores relataram o que ensinavam: 30 professores nativos (PNs) e 83 professores não-nativos (PNNs). Foi solicitado a eles que falassem sobre suas experiências como professores de pragmática da L2 e LE. Sendo a pragmática uma mescla de língua e cultura, aos professores foi solicitado que avaliassem seus conhecimentos de pragmalinguística (formas linguísticas) e sociopragmática (conhecimento sociocultural). Ademais, foram instruídos a darem suas opiniões em relação a semelhanças e diferenças entre o ensino da pragmática da LE e da L2, pois essa dicotomia tradicional acarreta uma realidade mais híbrida em um mundo cada vez mais globalizado. Da mesma forma, perguntas foram feitas sobre seus métodos de ensino de pragmática, sua utilização de mídia digital e seu tratamento de diferenças dialetais. Por fim, foi-lhes solicitado que sugerissem áreas nas quais fossem desenvolvidas pesquisas sobre o ensino de pragmática. O artigo relata os resultados do estudo, incluindo dados sobre o ensino de censuras, sarcasmo e blasfêmia, além do uso de mídia digital e coleta de dados pragmáticos feita por alunos.

Resumen: El hablante en ocasiones utiliza la autocortesía como una actividad de imagen en la interacción. En este artículo se reporta el análisis pragmalingüístico de la autocortesía en los cumplidos. Se analizaron trece conversaciones espontáneas de amigos y familiares en Medellín, Colombia, y se utilizó el sistema Briz y Val.Es.Co (2002) para la transliteración. Para el análisis se tuvieron en cuenta los tres niveles del lenguaje que propone Briz (1996) -fónico, morfosintáctico y léxico-semántico- y la organización secuencial conversacional entre los hablantes (Golato, 2005). Los resultados indican que para la emisión de la autocortesía, los interlocutores hacen alargamientos fonéticos, utilizan la comparación, formas exclamativas, conectores y vocabulario pertenecientes a la jerga usada por los jóvenes, conocida como parlache. También el hablante utiliza explícitamente el pronombre de primera persona en singular o el plural ("yo", "nosotros"), el pronombre átono "me" y el posesivo "mío". Con relación a la organización secuencial conversacional, no se percibe amenaza de imagen alguna, debido a que el interlocutor le da importancia al hablante y coopera con la confirmación del autohalago. Igualmente, se encontró que la autocortesía puede ser directa o motivada (causada). Es directa cuando el hablante produce su autovaloración de manera abierta y espontánea, y es motivada cuando el hablante se ve con algún tipo de compromiso o responsabilidad para producir la autocortesía. Finalmente, se recomienda continuar con los estudios sobre esta temática. Abstract: The speaker sometimes uses self-politeness as a face activity in the interaction. This article reports the linguistic analysis of self-politeness in compliments. 13 natural conversations between friends and family members in Medellín, Colombia, were analyzed, using Briz and Val.Es.Co (2002) as a transcription system. Three language levels were taken into account for the analysis (Briz, 1996): phonic, morphosyntactic, and lexical-semantic. The sequential account of conversations is also considered (Golato, 2005). Results show that for the production of self-politeness speakers use phonic lengthening, comparison, exclamation forms, connectors, and parlache vocabulary (a jargon used by youth). The speakers also use first person pronouns (I, we) and the possessive pronoun mine explicitly. For the sequential account of conversations, a face threating act is not perceived as the interlocutor pays attention and cooperates with the confirmation of the self-politeness. Moreover, it was found that self-politeness can be divided into two categories: direct or motivated (caused). The former has to do when the speaker produces his/her self-politeness in an open or spontaneous manner. The latter has to do when the speaker feels the compromise or the obligation to produce his/her self-politeness. Finally, we found that deeper studies are needed in self-politeness. Résumé : Le locuteur utilise parfois l'auto-politesse comme une pratiques de gestion des faces dans l'interaction. Dans cet article, on décrit l'analyse pragmalinguistique de l'auto-politesse dans les compliments. Nous avons analysé treize conversations spontanées entre amis et membres d'une même famille à Medellin, Colombie. On s'est servi du système Briz et Val.Es.Co (2002) pour leur retranscription. Pour l'analyse, on a tenu compte des trois niveaux du langage proposés par Briz (1996) : phonique, morphosyntaxique et lexico-sémantique ; et l'organisation séquentielle de la conversation (Golato, 2005). Les résultats indiquent que, pour la réalisation de l'auto-politesse, les interlocuteurs font des allongements phonétiques, utilisent la comparaison, des formes exclamatives, des connecteurs et du vocabulaire appartenant au parler des jeunes (parlache, en espagnol colombien). Le locuteur utilise également le pronom de la première personne du singulier et du pluriel (je, nous) de manière explicite, le pronom atone (me) et le pronom possessif (le mien). Par rapport à l'organisation séquentielle conversationnelle, on ne perçoit aucune menace pour la face car l'interlocuteur donne de l'importance au locuteur et coopère dans la confirmation de l'auto-compliment. Nous avons également découvert que l'auto-politesse peut être directe ou motivée (causée). Elle est directe quand le locuteur produit son auto-valorisation d'une manière ouverte et spontanée. Elle est motivée lorsque le locuteur perçoit une sorte de compromis ou responsabilité pour la produire. Nous recommandons finalement de poursuivre les travaux de recherches sur cette thématique.

This article touches upon the theoretical basis of state prosecutors’ individual and stereotyped speech behaviour. The analysis is made from the point of view of Pragmalinguistics. Rezumat În articol, sunt prezintate postulatele de bază cu referire la limbajul individual şi stereotipul lingval, utilizate de procurorii de stat. Analiza se face din punct de vedere pragmalinguistic.

Витебский государственный университет имени П. М. Машерова. Ученые записки УО "ВГУ им. П. М. Машерова" : сборник научных трудов. - Витебск : ВГУ имени П. М. Машерова, 2017. - Т. 24. - С. 165–170. - Библиогр.: с. 170 (7 назв.)., В статье рассматриваются вопросы тактико-стратегической организации такого жанра общения, как устная научная дискуссия. Цель статьи – выявление основных речевых стратегий и тактик, способствующих достижению ведущих задач научной коммуникации. = The article considers the problem of strategic and tactical organization of scientific discussions as a genre of communication.The work aims at singling out the general speech strategies and tactics which help achieve the main objectives of scientific discussions.

This paper deals with peculiar properties of building the pragmatic effect in the author’s column of the printed editions. Lexico-grammatical means affecting the readership of «Psychologies», «Gala Biography», «Good Housekeeping» journals are analyzed. Special emphasis is laid on the revealing of pragmatic effect creation mechanisms, which formation is peculiar to the particular type of journal and the author’s individual style. В статье рассматриваются особенности создания прагматического эффекта в авторских колонках печатных изданий. Анализируются лексико-грамматические средства, оказывающие наибольшее влияние на читательскую аудиторию журналов «Психология», «Gala Биография», «Домашний очаг». Особое внимание уделяется выявлению механизмов создания прагматического эффекта, формирование которых свойственно определенному типу издания и стилю автора.

This research involves three separate studies with the goal of investigating learner increases in the pragmatic awareness when exposed to various degrees of sustained, explicit instruction. Operationalized as a composite construct in the theory of communicative competence, pragmatic awareness includes knowledge of pragmalinguistic forms and sociopragmatic features, with sequential action events representing the former and relationship status categories the latter. Research questions for each study focus on gains learners revealed on a video-based pragmatic awareness assessment instrument delivered in pretest-posttest format. Data collection occurred from fall semester 2013 to spring semester 2015 in one single-sex junior/senior high school and two co-educational universities, one with a first-year focus group and the other with a second-year group, with participates across the contexts enrolled in 1 of 12 intact classes ranging in size from 23 to 33. At each site, data collection included response behaviors for comparison counterfactual groups. Data for the primary analyses of each study were subjected to a one-way ANCOVA. Results revealed a significant difference between the treatment group performances compared to a counterfactual group from each institution: Study 1, F(1,152) = 5.86, p = 0.02; Study 2, F(34, 115.28) = 5.71, p = 0.02; and Study 3, F(3, 77.30) = 8.04, p < 0.00. Relationship strength between the factor levels and the dependent variable, as measured in partial eta squared, accounted for 4%, 14%, and 16% of the variance, respectively. In Study 3 a Bayesian confirmatory analysis revealed that the least explicit treatment, one involving only a focus on pragmalinguistic input, showed the greatest gains. Implications for the three studies are: (a) pragmalinguistic and sociopragmatic categories reveal difficulty hierarchies, with particular sequential action events and relationship status categories consistently more challenging than others; (b) learners display differential awareness of pragmalinguistic and sociopragmatic sub-constructs, with the former registered as more difficult; and (c) explicit instruction on a limited number of pragmalinguistic categories might result in spillover learning effects to other, untaught categories.

Las construcciones lingüísticas de ámbito mayor a la oración se analizan con modelos dependientes de la estructura de esta, o bien desde los actos de habla, olvidando, y en ocasiones cuestionando, la existencia de una sintaxis. En este trabajo queremos exponer una alternativa metodológica. Defendemos la existencia de la sintaxis de unidades superiores a la oración (macrosintaxis), lo que conlleva el estudio del enunciado, su estructura, las relaciones que contrae con otros y las unidades superiores en las que se integra, tanto en la lengua hablada como en la escrita. La metodología de análisis, desde nuestro punto de vista, debe integrar la visión componencial con un enfoque pragmático, ya que estamos hablando de comunicaciones realizadas, en un contexto y en un entorno interactivo. La presencia de todos estos elementos se codifica en unidades específicas del discurso así como en estructuras y funciones. Aplicaremos el modelo de Lingüística pragmática ya expuesto en Fuentes Rodríguez (2000) y mostraremos cómo este modelo puede dar cuenta de muchos de los problemas planteados en la sintaxis de los niveles superiores y proporciona instrumentos y criterios suficientes para el avance de la investigación. Linguistic constructions higher than sentence are analyzed with models based on the structure of the clause, or from the speech acts theory, forgetting, and sometimes questioning, the existence of a syntax. In this paper we want to present a methodological alternative. We defend the existence of a syntax of units higher than the sentence (macrosyntax), which entails the study of the statement, its structure, relationships with others utterances and the higher units in which it is included, both in spoken and written language. The methodological approach, from our point of view, must integrate the componential model with a pragmatic approach, since we are talking about speech acts in a context and in an interactive environment. The presence of all these elements is codified in specific units of discourse as well as in structures and functions. We will apply the pragmalinguistic model already explained in Fuentes Rodríguez (2000) and show how this model can explain many of the problems in the macrosyntax and provides sufficient tools and criteria for the advancement of research.

Linguistic constructions higher than sentence are analyzed with models based on the structure of the clause, or from the speech acts theory, forgetting, and sometimes questioning, the existence of a syntax. In this paper we want to present a methodological alternative. We defend the existence of a syntax of units higher than the sentence (macrosyntax), which entails the study of the statement, its structure, relationships with others utterances and the higher units in which it is included, both in spoken and written language. The methodological approach, from our point of view, must integrate the componential model with a pragmatic approach, since we are talking about speech acts in a context and in an interactive environment. The presence of all these elements is codified in specific units of discourse as well as in structures and functions. We will apply the pragmalinguistic model already explained in Fuentes Rodríguez (2000) and show how this model can explain many of the problems in the macrosyntax and provides sufficient tools and criteria for the advancement of research. Las construcciones lingüísticas de ámbito mayor a la oración se analizan con modelos dependientes de la estructura de esta, o bien desde los actos de habla, olvidando, y en ocasiones cuestionando, la existencia de una sintaxis. En este trabajo queremos exponer una alternativa metodológica. Defendemos la existencia de la sintaxis de unidades superiores a la oración (macrosintaxis), lo que conlleva el estudio del enunciado, su estructura, las relaciones que contrae con otros y las unidades superiores en las que se integra, tanto en la lengua hablada como en la escrita. La metodología de análisis, desde nuestro punto de vista, debe integrar la visión componencial con un enfoque pragmático, ya que estamos hablando de comunicaciones realizadas, en un contexto y en un entorno interactivo. La presencia de todos estos elementos se codifica en unidades específicas del discurso así como en estructuras y funciones. Aplicaremos el modelo de Lingüística pragmática ya expuesto en Fuentes Rodríguez (2000) y mostraremos cómo este modelo puede dar cuenta de muchos de los problemas planteados en la sintaxis de los niveles superiores y proporciona instrumentos y criterios suficientes para el avance de la investigación.

The present paper deals with indirect speech acts in the official style in different variants of the English language. It is based on the ideas of D. Crystal, A. Wierzbicka, F. Trompenaars and others. The aim of the present article consists of revealing prerequisites of use of indirect speech acts in different variants of the English language. The authors discuss the role of culture and explain its importance in the process of communication, introducing the idea of the cultural and social "communicative stock". In conclusion, it summarizes that the differentiation of English variants reflects the variability of communication and performs as a prerequisite of dynamic characteristics of official and business languages, including the use of indirect speech acts.

Treball Final de Grau en Estudis Anglesos.Codi: EA0938. Curs: 2015/2016 Universitat Jaume I. Departament d'Estudis Anglesos Linguistic competence as postulated by Noam Chomsky (1965) has long been questioned and today a number of researchers and scholars view language acquisition as something more than a sheer mastery of grammatical competence. The concept of communicative competence has been put forward since. One of the competences that constitute the theoretical construct of communicative competence is that of pragmatic competence: essential for learners for discerning whether or not a particular behavior and linguistic choice are appropriate in a given context. The evidence points to the fact that second language learners drastically differ from native speakers in execution of pragmatic competence (Bardovi-Harlig, 1996). Consequently, promoting and developing learners´ pragmatic proficiency is fundamental in the foreign classroom. The goal of this paper is to outline the necessary theoretical conditions conducive to developing learners´ pragmatic competence. In doing so, the paper first provides definitions for a number of relative terms found in the field of pragmatics, focusing, specifically, on what constitutes communicative competence in section 1. In section 2, the most prominent models of communicative competence that followed the initial version set forth by Hymes (1972) are reviewed. Section 3 deals with the definition of pragmatic competence. The theoretical conditions necessary for developing pragmatic competence and some of the pitfalls that learners might face in the formal instructional settings are discussed in section 4. Pedagogical applications informed by the reviewed authors are proposed in the section 5. Finally, section 6 draws on the information discussed in the paper offering the conclusion.

This article examines laughter as a politeness strategy when it appears in face-threatening acts. The data comes from a video-recorded and naturally occurring interaction from the everyday context between three close friends. Eighty-one instances of laughter were found in face-threatening acts such as conversational inappropriateness, risky statements, criticism, and disagreement. The pragmalinguistic analysis reveals that the laughther appeared in face-threatening acts works as politeness strategy while strengthening social face, mitigating a potential attack or reinforcing a face threatening. El artículo plantea que la risa funciona como una estrategia de cortesía cuando aparece en actosamenazantes de imagen. Los datos provienen de la grabación en video de interacción natural entretres amigos cercanos. Se encontraron 81 episodios de risa con presencia de actos amenazantesde imagen, entre ellos: impropiedades conversacionales, enunciados comprometidos, críticas ydesacuerdos. Los datos arrojados por el análisis pragmalingü.stico evidencian que la risa presenteen actos amenazantes de imagen cumple la función de ser una estrategia de cortesía para fortalecerla imagen social, mitigar un potencial ataque o reforzar una amenaza de imagen.

The article considers the verbal and nonverbal features of the engraving and the epitaph as its part. The description of the epitaph semiotics is one of the aims of the article. Semantic, syntactic, pragmalinguistic aspects of epitaph are also very important. Indexicality, iconism, emblematizm and symbolism support the hylic expression of epitaph and are directed to initiation of background knowledge of the reader.

В статье рассматриваются различные теории обучения иностранным языкам, освещаются проблемы психолингвистики. Автор затрагивает вопрос функции языка, феномен внутренней речи при обучении иностранному языку в начальной школе. This article discusses the different learning theories in foreign languages, highlights the problems of psycholinguistics. The author raises the question of language function, the phenomenon of inner speech in teaching a foreign language in primary school.

Article is devoted to process of phrazeologization of syntactic units as at the level of language system, and its functioning. Relevance of the undertaken research is caused by activization of this process in modern Russian, and in particular, a research phrazeomodel too. that in language space of media where all changes of language immediately are reflected. At the solution of theoretical and practical tasks the following methods were used: linguistic description, observation, transformation, and also elements of the component and distributive analysis. According to classification of complex sentences by the principle of the sufficient basis for phraseomodel with a clamp too. that it is carried to group of offers where the second part contacts the first by means of the union that serves for a specification (by justification or restriction) a predicate, definition or a circumstance of the first part, and these members of the first part are represented by quantitative so, too, too, etc. In article structural-semantic types which are actively used in language of modern printed media are in detail considered: too + adverb. that, too + verb. that, too + adjective/participle. that, etc. It is revealed that phraseomodel too. that it is very frequency in language space of modern media. In a postpositive part of a phraseomodel with irreal modality which is expressed by means of a verb or in the form of an infinitive, or in shape on-l is always presented. It is established that phraseomodel too. that as modusexpressional option stylistically of neutral units, it is aimed at an exit to the sphere of anthropocentrism and a connotation as characterizes a sensual, emotional and psychophysical condition of the person, and also estimated signs of the individual and society, the phenomenon and an event.

В статье рассматриваются тактики, реализующие коммуникативную стратегию доминирования, которые связаны с владением говорящим энциклопедической, лингвистической и интерактивной компетенциями. Анализируется специфика реализации исследуемой коммуникативной стратегии в зависимости от оснований её использования., The article examines different tactics realizing communicative strategy of domination and depending on author’s encyclopedic, linguistic and interactive competences. The author analyzes the peculiarities of this strategy realization depending on bases of its usage.

Este trabajo analizó el comportamiento lingüístico de hablantes chilenos en un contexto de habla real, y describió diversas particularidades pragmáticas (Austin, 1962; Grice, 1967; Searle, 1969; Vanderveken, 1990). Se examinó el discurso oral y escrito, en su estilo formal e informal, recogido en los programas Tolerancia Cero y Morandé con Compañía, y de los textos emanados de los periódicos El Mercurio y The Clinic. El estudio permitió objetivar incumplimientos e inconsistencias, pero también regularidades y observancias; de manera que se levanta como una contribución al propósito de conocer la conducta lingüística de los chilenos.The aim of this study was the analysis of the linguistic behaviour of Chilean speakers in real communicative contexts considering their pragmatic implications. (Austin, 1962; Grice, 1967; Searle, 1969; Vanderveken, 1990). To this end, formal and informal, oral and written discourses were studied. They were represented by the TV programs Tolerancia Cero and Morandé con Compañía, on the one hand, and El Mercurio and The Clinic, on the other. The study allowed to objectivize the violation and observation of Grice's conversational maxims and the role of the conversational implicature to recover hidden messages. The result of this is an important contribution to know more about the linguistic behaviour of Chilean people.

Although directed towards immediacy, simplicity and clarity, the political discourse hides generic concepts and clichés. It often appears unclear, vague, ambiguous, and self-referential. In this type of discourse pragmalinguistic research identifies relevant information related to all the implicit elements of the context and co-text. In this research, we analyzed and discussed three speeches given by Croatian politicians. All the similarities and differences between them were found through the analysis of deixis, presuppositions, conversational implications and speech acts.

The focus of dissertation belongs to the field of learning Czech as a foreign language and deals with the acquisition of pragmatic competence of non-native speakers. Whereas this is a broad area, the work concentrates on speech act request. The aim is to describe how two students of Czech acquired the speech act during a one-year intensive course. The theoretical background is given in Chapter I. The term Interlanguage Pragmatics is introduced to Czech readers. The Chapter further maps what the pragmatic research of non- native speakers generally deals with and what questions it asks. Attention is paid to possible methods for collecting data for research of pragmatic competence, what kinds of errors non- native speakers usually make, what environment is suitable for the acquisition of pragmatic competence or how individual differences among students affects pragmatic competence. In the second chapter attention is paid to speech act request. We present an overview of major longitudinal studies. On the bass of this longitudinal research it was found that students of English go through five stages of development when acquiring request. The stages are presented here in detail. In the research part of the dissertation the investigation of how two non-native speakers (a student from Taiwan and a student...

The diploma thesis entitled 'Pragmalinguistic Analysis of Commercial Communication of the Brand Activia by Danone' aims to provide a comprehensive treatise of the above mentioned brand from the point of view of pragmatic and linguistic theories, based on a selected sample of advertising from 2010 - 2014. The introductory theoretical part defines the functions of advertising and their idiosyncratic communication and place them within the wider context of marketing. Subsequently, the position of the product within the segment offered by Danone is described and comparison of the respective marketing strategies for each product is made. The methodological section of the thesis introduces pragmatic linguistics as the central tool used in the ensuing analysis. Here the terms related to the process of communication are emphasised, same as the relationships between the creator of a text, its recipient and the text itself. The last, analytical part deals with selected samples of commercial communication using the aforementioned methods. A sample of Activia Danone communication is then used to analyse the usage of individual linguistic and stylistic means, as well as advertising types with emphasis on their goals as a form of communication.

Trabajo fin de master. Defendido en 2015. Este trabajo describe, desde la perspectiva pragmalingüística, como los hablantes de E/LE, cuya LM es serbio, emplean las estructuras atenuadoras en la expresión de la opinión divergente. Los datos muestran que los hablantes de E/LE conocen y emplean los atenuantes de diferentes niveles pragmalingüísticos, independientemente de la inmersión en la cultura meta. Las diferencias se presentan en el tipo y número de elemento atenuador utilizado, por lo cual se podría establecer una posible relación entre la estrategia de atenuación y estado de inmersión. Abstract: This study describes, from the pragmalinguistics perspective, how the speakers of Spanish as the second language, whose mother tongue is Serbian, apply the hedges in the expression of the divergent opinion. The data shows that the speakers of Spanish as the second language dominate and use the hedges from different pragmalinguistic levels, both those who are staying in the target environment, and those who are not. The qualitative and the quantitative differences are observed in the usage of the type and number of hedges, leading to the possible relation between the politeness strategy and the immersion in the target culture. Ordenador con navegador de Internet ; Adobe Acrobat Reader 115 p. (Según el contador de la aplicación)