LEADER 04337nam 2200673 450 001 9910816022503321 005 20230803221411.0 010 $a90-272-7037-6 035 $a(CKB)2550000001297214 035 $a(EBL)1687339 035 $a(SSID)ssj0001194441 035 $a(PQKBManifestationID)12453859 035 $a(PQKBTitleCode)TC0001194441 035 $a(PQKBWorkID)11154125 035 $a(PQKB)10666464 035 $a(MiAaPQ)EBC1687339 035 $a(Au-PeEL)EBL1687339 035 $a(CaPaEBR)ebr10870883 035 $a(CaONFJC)MIL608348 035 $a(OCoLC)879606481 035 $a(EXLCZ)992550000001297214 100 $a20140522h20142014 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aPragmatic competence and relevance /$fElly Ifantidou 210 1$aAmsterdam, Netherlands ;$aPhiladelphia, Pennsylvania :$cJohn Benjamins Publishing Company,$d2014. 210 4$dİ2014 215 $a1 online resource (238 p.) 225 1 $aPragmatics & Beyond New Series,$x0922-842X ;$vVolume 245 300 $aDescription based upon print version of record. 311 $a90-272-5650-0 311 $a1-306-77097-1 320 $aIncludes bibliographical references and index. 327 $aPragmatic Competence and Relevance; Editorial page; Title page; LCC data; Dedication page; Table of contents; Acknowledgements; Introduction; Chapter 1. The scope of pragmatics; 1.1 Language and verbal communication; 1.2 Meaning and the semantics/pragmatics distinction; 1.3 Pragmatic competence and criteria for delimitation; Chapter 2. Pragmatic meaning in L2; 2.1 Sociological perspective; 2.1.1 Systemic functional grammar; 2.1.2 Inter-language pragmatics in EFL; 2.2 Cognitive perspective; 2.2.1 Construction grammar; Chapter 3. Genres and pragmatic competence 327 $a3.1 Criteria for genre specification3.2 Genre-specific conventions and formulaic prototypes; 3.2.1 Genres as social constructs; 3.2.2 Genres as construction frames; 3.3 Towards a pragmatic-cognitive account of genre; 3.3.1 Figurative utterances and inference: Implications for pragmatic development; Chapter 4. Relevance theory and communication; 4.1 Mind-reading and pragmatic competence; 4.1.1 Relevance theory, context and manifestness in EFL; 4.2 Optimal relevance and the relevance-theoretic comprehension heuristic; 4.2.1 Cognitive components of pragmatic development in L2 327 $a4.3 Relevance and epistemic vigilance4.3.1 ?nterpreting genres; Chapter 5. Pragmatic competence revisited; 5.1 Pragmatic competence and linguistic proficiency; 5.2 Pragmatic awareness and knowledge of speech acts; 5.3 Pragmatic competence redefined; 5.3.1 Genre conversion and pragmatic awareness; 5.3.2 Figurative utterances, epistemic vigilance and metapragmatic awareness; Chapter 6. The data; 6.1 Explicit instruction and pragmatic competence; 6.2 Coursework and instruction; 6.3 Methodology; 6.3.1 Participants; 6.3.2 Rationale; 6.3.3 Procedure; 6.4 Results and discussion 327 $aChapter 7. ConclusionReferences; Appendix. Editorials; News reports; Index 330 $aThis book probes into under-researched issues in L2 pragmatics. Firstly, pragmatic competence, pragmatic awareness and metapragmatic awareness are re-defined and clearly distinguished on theoretical grounds. Secondly, pragmatic competence and its manifestations are evaluated on empirical grounds by distinct criteria and validated testing measures. More importantly, genuine pragmatic inference is elicited in contexts of online interpretation where figurative speech plays a central role. Genre-specific discourse which occurs in editorials and news reports serves as a natural testbe 410 0$aPragmatics & beyond new series ;$vVolume 245. 606 $aCommunicative competence 606 $aPragmatics 606 $aSpeech acts (Linguistics) 606 $aRelevance 615 0$aCommunicative competence. 615 0$aPragmatics. 615 0$aSpeech acts (Linguistics) 615 0$aRelevance. 676 $a401/.4 700 $aIfantidou$b Elly$01692182 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910816022503321 996 $aPragmatic competence and relevance$94098319 997 $aUNINA