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| Discourse Analysis | Is the systematic study of connected text, or units of language above the level of the sentence, and the utterances of which they are composed |
| Critical Discourse Analysis | Connects systematic analysis of features within a discourse to the larger sociopolitical context in which the discourse occurs. |
| Speech act theory | premise that language performs actions when we speak. We are "doing things" not just talking about them. |
| locutionary act | the production of sounds and words that make up an utterance and its referential meaning |
| illocutionary act | the intended meaning of the utterance or the conventional force that an utterance is understood to have |
| Perlocutionary act | the effect achieved by an utterance on the hearer |
| Representatives (illocutionary) acts | stating, claiming, hypthezing, describing, telling |
| Directives (illocutionary) acts | ordering, commanding, asking, daring, challenging |
| Comissives (illucutionary) acts | acts designed to get the speaker (i.e. the one performing the act) to do something. Ex: promising, threatening, intending, vowing to do something |
| Expressives (illocutionary) acts | express the mental state of the speaker.EX: congratulating, thanking, deploring, condoning |
| Declarations (illocutionary) acts | acts that bring about the state of affairs to which they refer. EX: blessing, firing, baptizing, bidding |
| direct speech act | Refers to three types of speech acts : Assertion (declarative),Questioning (interrogative), orders and requests (imperative) |
| Indirect speech acts | directed to the speech act meaning, not the literal meaning. EX: "I'd like to know if Jenny got an A on the test. (d4) I wonder whether Jenny got an A on the test." |
| Performative Speech Acts | These are the direct speech acts that use performative verbs to accomplish their ends. EX:(f) I assert that Jenny got an A on the test. (g) I ask you who took the photos. (h) I order you to close the window. Also, dubbing, ordaining a marriage, oaths. |
| Grice's Cooperative principle | As phrased by Paul Grice, who introduced it, it states, "Make your contribution such as it is required, at the stage at which it occurs, by the accepted purpose or direction of the talk exchange in which you are engaged."[1] Though phrased as a prescriptive command, the principle is intended as a description of how people normally behave in conversation. Listeners and speakers must speak cooperatively and mutually accept one another to be understood in a particular way. The cooperative principle describes how effective communication in conversation is achieved in common social situations. |
| Conversational implicature | hich are meanings that are not explicitly conveyed in what is said, but that can nonetheless be inferred. For example, if Alice points out that Bill is not present, and Carol replies that Bill has a cold, then there is an implicature that the cold is the reason, or at least a possible reason, for Bill's absence; this is because Carol's comment is not cooperative — does not contribute to the conversation — unless her point is that Bill's cold is or might be the reason for his absence. |
| Four Maxims: Quanity | Make your contribution as informative as is required (for the current purposes of the exchange). Do not make your contribution more informative than is required. |
| Four Maxims: quality | Be Truthful[edit] Do not say what you believe to be false. Do not say that for which you lack adequate evidence. |
| FOur Maxims: relation | Relevance[edit] Be relevant. With respect to this maxim, Grice writes, "Though the maxim itself is terse, its formulation conceals a number of problems that exercise me a good deal: questions about what different kinds and focuses of relevance there may be, how these shift in the course of a talk exchange, how to allow for the fact that subjects of conversations are legitimately changed, and so on. I find the treatment of such questions exceedingly difficult, and I hope to revert to them in later work." |
| Four Maxims: manner | Be Clear[edit] Avoid obscurity of expression. Avoid ambiguity. Be brief (avoid unnecessary prolixity). Be orderly. |
| Positive politeness/ face | Face=desire to be approved and/or liked. Is enhancing the positive face of others: giving compliments; using terms of address or other markers to indicate friendliness |
| Negative face/ Negative politeness | desire to be unimpeded in one's actions/ is respecting the negative face of others: using markers of deference; apologizing; using indirect speech acts to make requests |
| Types of discourse markers, Well | four distinct uses include: (1) introducing a new topic, (2) prefacing a partial answer to a questions, (3) prefacing a response that expresses dosagreement and or is face threatening, (4) filling a pause |
| Discourse markers: you know | Can conclude an argument, introduce a new referent, introduce a story, and serve to establish solidarity |
| Discourse Markers: SO | serves to show effects of logical consequences; to introduce summaries or rephrasings; and, within an extended narrative, to indicate "parts of a story" |
| Discourse markers: And | often shows continuity within the discourse, either by one speaker in a monolouge or between two speakers, if one is continuing the thought by the other. |
| Conversational styles: high involvement | use overlap to show they're involved, avoid pauses and silences, participatory listening, quick topic shifts, pitch and loudness shifts, faster rate of speech |
| Conversational styles: High considerate | to be quiet, to listen. |
