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functions</title> <meta name="description" content="Search results for: pragmatic functions"> <meta name="keywords" content="pragmatic functions"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="pragmatic functions"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 2709</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: pragmatic functions</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2709</span> Functions and Pragmatic Aspects of English Nonsense</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Natalia%20V.%20Ursul">Natalia V. Ursul</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In linguistic studies, the question of nonsense is attracting increasing interest. Nonsense is usually defined as spoken or written words that have no meaning. However, this definition is likely to be outdated as any speech act is generated due to the speaker’s pragmatic reasons, thus it cannot be purely illogical or meaningless. In the current paper a new working definition of nonsense as a linguistic medium will be formulated; moreover, the pragmatic peculiarities of newly coined linguistic patterns and possible ways of their interpretation will be discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=nonsense" title="nonsense">nonsense</a>, <a href="https://publications.waset.org/abstracts/search?q=nonse%20verse" title=" nonse verse"> nonse verse</a>, <a href="https://publications.waset.org/abstracts/search?q=pragmatics" title=" pragmatics"> pragmatics</a>, <a href="https://publications.waset.org/abstracts/search?q=speech%20act" title=" speech act"> speech act</a> </p> <a href="https://publications.waset.org/abstracts/36261/functions-and-pragmatic-aspects-of-english-nonsense" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36261.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">519</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2708</span> Pragmatic Discourse Functions of Locative Enclitics: A Descriptive Study of Luganda Locative Enclitics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Moureen%20Nanteza">Moureen Nanteza</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examines the pragmatic inferences of locative enclitics in Luganda (JE 15). Locative enclitics are words which cannot stand alone but are attached to a verb to make meaning. Their status is ambiguous between free word and affix, hence motivating their analysis as enclitics. The enclitics are attached on the post-final position of their hosts. Although the locative enclitics occur regularly in some Bantu languages (Luganda, Runyankore-Rukiga, Runyoro-Rutooro, Lunda, Ikizu, Fwe, Chichewa, Kinyarwanda among others), they have not been widely studied in the literature. The paper looks at verbal locative enclitics only but the locative enclitics also appear in other word categories in Luganda. This study is descriptive, with a qualitative approach. The data used in this study was collected through reviewing documents in Luganda - novels and plays and also the spoken discourses. In this study, the enclitic in Luganda serves many non-locative discourse-pragmatic functions which include showing urgency, politeness, showing the idea of ‘instead of’ and also emphasis. It has also been observed that enclitics are widely used in the urban youth languages (‘Luyaaye’) but this was not the focus of the current study. The results from the study offer explanations of key areas of syntax, morphology, and pragmatics relating to the form and functions of locative enclitics and the whole system of locative marking in Luganda and other Bantu languages. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bantu" title="Bantu">Bantu</a>, <a href="https://publications.waset.org/abstracts/search?q=locative%20enclitics" title=" locative enclitics"> locative enclitics</a>, <a href="https://publications.waset.org/abstracts/search?q=Luganda" title=" Luganda"> Luganda</a>, <a href="https://publications.waset.org/abstracts/search?q=pragmatic%20inferences" title=" pragmatic inferences"> pragmatic inferences</a> </p> <a href="https://publications.waset.org/abstracts/98051/pragmatic-discourse-functions-of-locative-enclitics-a-descriptive-study-of-luganda-locative-enclitics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98051.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">146</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2707</span> A Pragmatic Analysis of Selected Print Media Reports on Insurgency in Nigerian Newspapers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aliyu%20Uthman%20Abdulkadir">Aliyu Uthman Abdulkadir</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Insurgent reports in Nigeria have become a recurring focus in the media due to the significance of language choices. This paper investigates these reports with the aim of identifying various pragmatic practices and exploring the role of the media in shaping public perception of insurgency. Three Nigerian newspapers The Punch, This Day, and The Guardian were selected for analysis between December 2022 and January 2023. Five media reports were examined to uncover the pragmatic functions embedded in the discourse. The study reveals that the media employ implicit acts such as exposing, sensitizing, informing, castigating, reprimanding, and shaming to depict insurgent activities in the country. The analysis also highlights how the use of presupposed ideologies enhances the delivery and acceptance of information related to insurgent actions. The study concludes that the media's portrayal of insurgency is often biased, as reflected in the data analysis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=insurgency" title="insurgency">insurgency</a>, <a href="https://publications.waset.org/abstracts/search?q=pragmatic%20acts" title=" pragmatic acts"> pragmatic acts</a>, <a href="https://publications.waset.org/abstracts/search?q=bias" title=" bias"> bias</a>, <a href="https://publications.waset.org/abstracts/search?q=framing" title=" framing"> framing</a>, <a href="https://publications.waset.org/abstracts/search?q=ideoligies" title=" ideoligies"> ideoligies</a> </p> <a href="https://publications.waset.org/abstracts/192526/a-pragmatic-analysis-of-selected-print-media-reports-on-insurgency-in-nigerian-newspapers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192526.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">15</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2706</span> Changes of First-Person Pronoun Pragmatic Functions in Three Historical Chinese Texts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cher%20Leng%20Lee">Cher Leng Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The existence of multiple first-person pronouns (1PPs) in classical Chinese is an issue that has not been resolved despite linguists using the grammatical perspective. This paper proposes pragmatics as a viable solution. There is also a lack of research exploring the evolving usage patterns of 1PPs within the historical context of Chinese language use. Such research can help us comprehend the changes and developments of these linguistic elements. To fill these research gaps, we use the diachronic pragmatics approach to contrast the functions of Chinese 1PPs in three representative texts from three different historical periods: The Analects (The Spring and Autumn Period), The Grand Scribe’s Records (Grand Records) (Qin and Han Period), and A New Account of Tales of the World (New Account) (The Wei, Jin and Southern and Northern Period). The 1PPs of these texts are manually identified and classified according to the pragmatic functions in the given contexts to observe their historical changes, understand the factors that contribute to these changes, and provide possible answers to the development of how wo became the only 1PP in today’s spoken Mandarin. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=historical" title="historical">historical</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese" title=" Chinese"> Chinese</a>, <a href="https://publications.waset.org/abstracts/search?q=pronouns" title=" pronouns"> pronouns</a>, <a href="https://publications.waset.org/abstracts/search?q=pragmatics" title=" pragmatics"> pragmatics</a> </p> <a href="https://publications.waset.org/abstracts/184005/changes-of-first-person-pronoun-pragmatic-functions-in-three-historical-chinese-texts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/184005.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">54</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2705</span> First-Person Pronoun Pragmatic Functions in Three Historical Chinese Texts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cher%20Leng%20Lee">Cher Leng Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The existence of multiple first-person pronouns (1PPs) in classical Chinese is an issue that has not been resolved despite linguists using the grammatical perspective. This paper proposes pragmatics as a viable solution. There is also a lack of research exploring the evolving usage patterns of 1PPs within the historical context of Chinese language use. Such research can help us comprehend the changes and developments of these linguistic elements. To fill these research gaps, we use the diachronic pragmatics approach to contrast the functions of Chinese 1PPs in three representative texts from three different historical periods: The Analects (The Spring and Autumn Period), The Grand Scribe’s Records (Grand Records) (Qin and Han Period), and A New Account of Tales of the World (New Account) (The Wei, Jin and Southern and Northern Period). The 1PPs of these texts are manually identified and classified according to the pragmatic functions in the given contexts to observe their historical changes, understand the factors that contribute to these changes, and provide possible answers to the development of how wo became the only 1PP in today’s spoken Mandarin. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese%20language" title="Chinese language">Chinese language</a>, <a href="https://publications.waset.org/abstracts/search?q=classical%20Chinese" title=" classical Chinese"> classical Chinese</a>, <a href="https://publications.waset.org/abstracts/search?q=historical%20linguistics" title=" historical linguistics"> historical linguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=pragmatics" title=" pragmatics"> pragmatics</a>, <a href="https://publications.waset.org/abstracts/search?q=first-person%20pronouns" title=" first-person pronouns"> first-person pronouns</a> </p> <a href="https://publications.waset.org/abstracts/189023/first-person-pronoun-pragmatic-functions-in-three-historical-chinese-texts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/189023.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">24</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2704</span> Pragmatic Interpretation in Translated Texts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jamal%20Alqinai">Jamal Alqinai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A pragmatic approach to translation studies the rules and principles governing the use of language over and above the rules of syntax or morphology, and what makes some uses of language more appropriate than others in [communicative] situations. It attempts to explain translation as a procedure and product from the point of view of how, why and what is done by the source text author (ST) and what is to be done in the target text (TT) rendition. The latter will be subject to evaluation not as generated by the linguistics system but as conveyed and manipulated by participants in a communicative situation according to the referential and pragmatic standards employed. The failure of a purely lexical or structural translation stems from ignoring the relation between words as signs and the effect they have on their users. A more refined approach would also consider those processes that are sometimes labeled extra-linguistic or intuitive and which translators strive to reproduce unscathed in the translation process. We need to grasp the kind of actions an ST author performs on his readers by combining linguistic and non-linguistic elements against a backdrop of beliefs and cultural values. In other words, aside from considering the cohesive ties at the textual level, one needs to understand how the whole ST discourse hangs together logically in order to reproduce a coherent TT. The latter can only be achieved by an analysis of the pragmatic elements of presuppositions, implicatures and acts performed in the ST. Establishing cohesive ties within a text may require seeking reference outside the immediate text. The illocutionary functions manifested in one language/culture are relatively autonomous cultural/linguistic categories, but are imaginable by members of other cultures and, to some extent , are translatable though not, of course, without translation loss. Globalization and the spread of literacy worldwide may have created a universal empathy to comprehend the performative aspect of utterances when explained by approximate glosses or by paraphrase. Yet, it is often the multilayered and the culture-specific nature of illocutionary functions that de-universalize their possible interpretations. This paper addresses the pragmatic interpretation of culturally specific texts with examples adduced from a number of distinct settings to illustrate the influence of the pragmatic factors at stake. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pragmatic" title="pragmatic">pragmatic</a>, <a href="https://publications.waset.org/abstracts/search?q=presupposition" title=" presupposition"> presupposition</a>, <a href="https://publications.waset.org/abstracts/search?q=implicature" title=" implicature"> implicature</a>, <a href="https://publications.waset.org/abstracts/search?q=cohesion" title=" cohesion"> cohesion</a> </p> <a href="https://publications.waset.org/abstracts/195038/pragmatic-interpretation-in-translated-texts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/195038.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">4</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2703</span> Interlanguage Pragmatics Instruction: Evidence from EFL Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Asma%20Ben%20Abdallah">Asma Ben Abdallah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Interlanguage Pragmatics (ILP) Instruction has brought a lot of enlightenment for Foreign Language Teaching and has secured itself a deserved position in SLA research. In the Tunisian context, ILP instruction remains less explored for academics and educational practitioners. In our experience as teachers, both at secondary school and at university levels, the instruction and assessment of pragmatics seem to be contentious. This paper firstly introduces the theoretical models of Interlanguage pragmatics Instruction and focuses on their implications for foreign language teaching. This study builds on the work of Ben Abdallah (2015) that investigated the effects of pragmatic Instruction on Tunisian EFL Learners where pragmatic Instruction has been approached from the perspective of students and their learning strategies. The data for the present study, however, come from Tunisian EFL teachers by investigating their pragmatics practices and their perceptions of pragmatic instruction. The findings indicated that EFL teachers have pragmatic awareness; yet, their reflections revealed that their awareness was mostly on theoretical pragmatic knowledge, and not explicitly brought into practical pragmatic applications. The paper concludes by promoting pragmatics instruction with the suggestion that EFL teachers should teach pragmatics in class. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=interlanguage%20pragmatics%20theory" title="interlanguage pragmatics theory">interlanguage pragmatics theory</a>, <a href="https://publications.waset.org/abstracts/search?q=pragmatics" title=" pragmatics"> pragmatics</a>, <a href="https://publications.waset.org/abstracts/search?q=pragmatic%20instruction" title=" pragmatic instruction"> pragmatic instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=SLA" title=" SLA"> SLA</a> </p> <a href="https://publications.waset.org/abstracts/93437/interlanguage-pragmatics-instruction-evidence-from-efl-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93437.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">281</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2702</span> Teaching Pragmatic Coherence in Literary Text: Analysis of Chimamanda Adichie’s Americanah</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Joy%20Aworo-Okoroh">Joy Aworo-Okoroh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Literary texts are mirrors of a real-life situation. Thus, authors choose the linguistic items that would best encode their intended meanings and messages. However, words mean more than they seem. The meaning of words is not static rather, it is dynamic as they constantly enter into relationships within a context. Literary texts can only be meaningful if all pragmatic cues are identified and interpreted. Drawing upon Teun Van Djik's theory of local pragmatic coherence, it is established that words enter into relations in a text and these relations account for sequential speech acts in the texts. Comprehension of the text is dependent on the interpretation of these relations.To show the relevance of pragmatic coherence in literary text analysis, ten conversations were selected in Americanah in order to give a clear idea of the pragmatic relations used. The conversations were analysed, identifying the speech act and epistemic relations inherent in them. A subtle analysis of the structure of the conversations was also carried out. It was discovered that justification is the most commonly used relation and the meaning of the text is dependent on the interpretation of these instances' pragmatic coherence. The study concludes that to effectively teach literature in English, pragmatic coherence should be incorporated as words mean more than they say. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pragmatic%20coherence" title="pragmatic coherence">pragmatic coherence</a>, <a href="https://publications.waset.org/abstracts/search?q=epistemic%20coherence" title=" epistemic coherence"> epistemic coherence</a>, <a href="https://publications.waset.org/abstracts/search?q=speech%20act" title=" speech act"> speech act</a>, <a href="https://publications.waset.org/abstracts/search?q=Americanah" title=" Americanah"> Americanah</a> </p> <a href="https://publications.waset.org/abstracts/156923/teaching-pragmatic-coherence-in-literary-text-analysis-of-chimamanda-adichies-americanah" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156923.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">136</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2701</span> ADHD: Assessment of Pragmatic Skills in Adults</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elena%20Even-Simkin">Elena Even-Simkin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Attention Deficit Hyperactivity Disorder (ADHD) is one of the most frequently diagnosed disorders in children, but in many cases, the diagnosis is not provided until adulthood. Diagnosing adults with ADHD faces different obstacles due to numerous factors, such as educational or under-resourced familial environment, high intelligence compensating for stress-inducing difficulties, and additional comorbidities. Undiagnosed children and adolescents with ADHD may become undiagnosed adults with ADHD, who miss out on the early treatment and may experience significant social and pragmatic difficulties, leading to functional problems that subsequently affect their lifestyle, education, and occupational functioning. The proposed study presents a cost-effective and unique consideration of the pragmatic aspect among adults with ADHD. It provides a systematic and standardized evaluation of the pragmatic level in adults with ADHD, based on a comprehensive approach introduced by Arcara & Bambini (2016) for the assessment of pragmatic abilities in neuro-typical individuals. This assessment tool can promote the inclusion of pragmatic skills in the cognitive profile in the diagnostic practice of ADHD, and, thus, the proposed instrument can help not only identify the pragmatic difficulties in the ADHD population but also advance effective intervention programs that specifically focus on pragmatic skills in the targeted population. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ADHD" title="ADHD">ADHD</a>, <a href="https://publications.waset.org/abstracts/search?q=adults" title=" adults"> adults</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=pragmatics" title=" pragmatics"> pragmatics</a> </p> <a href="https://publications.waset.org/abstracts/163703/adhd-assessment-of-pragmatic-skills-in-adults" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163703.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">76</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2700</span> Pragmatic Discoursal Study of Hedging Constructions in English Language</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammed%20Hussein%20Ahmed">Mohammed Hussein Ahmed</a>, <a href="https://publications.waset.org/abstracts/search?q=Bahar%20Mohammed%20Kareem"> Bahar Mohammed Kareem</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is concerned with the pragmatic discoursal study of hedging constructions in English language. Hedging is a mitigated word used to lessen the impact of the utterance uttered by the speakers. Hedging could be either adverbs, adjectives, verbs and sometimes it may consist of clauses. It aims at finding out the extent to which speakers and participants of the discourse use hedging constructions during their conversations. The study also aims at finding out whether or not there are any significant differences in the types and functions of the frequency of hedging constructions employed by male and female. It is hypothesized that hedging constructions are frequent in English discourse more than any other languages due to its formality and that the frequency of the types and functions are influenced by the gender of the participants. To achieve the aims of the study, two types of procedures have been followed: theoretical and practical. The theoretical procedure consists of presenting a theoretical background of hedging topic which includes its definitions, etymology and theories. The practical procedure consists of selecting a sample of texts and analyzing them according to an adopted model. A number of conclusions will be drawn based on the findings of the study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=hedging" title="hedging">hedging</a>, <a href="https://publications.waset.org/abstracts/search?q=pragmatics" title=" pragmatics"> pragmatics</a>, <a href="https://publications.waset.org/abstracts/search?q=politeness" title=" politeness"> politeness</a>, <a href="https://publications.waset.org/abstracts/search?q=theoretical" title=" theoretical "> theoretical </a> </p> <a href="https://publications.waset.org/abstracts/14661/pragmatic-discoursal-study-of-hedging-constructions-in-english-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14661.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">587</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2699</span> An Error Analysis of English Communication of Suan Sunandha Rajabhat University Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chantima%20Wangsomchok">Chantima Wangsomchok</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main purposes of this study are (1) to test the students’ communicative competence within six main functions: greeting, parting, thanking, offering, requesting and suggesting, (2) to employ error analysis in the students’ communicative competence within those functions, and (3) to compare the characteristics of the error found from the investigation. The subjects of the study is 328 first-year undergraduates taking the Foundation English course in the first semester of the 2008 academic year at Suan Sunandha Rajabhat University. This study found that while the subjects showed high communicative competence in the use of the following three functions: greeting, thanking, and offering, they seemed to show poor communicative competence in suggesting, requesting and parting instead. In addition, this study found that the grammatical errors were likely to be most frequently found in the parting function. In the same way, the type of errors which were less frequently found was in the functions of thanking and requesting respectively. Instead, the students tended to have high pragmatic failure in the use of greeting and suggesting functions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=error%20analysis" title="error analysis">error analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=functions%20of%20English%20language" title=" functions of English language"> functions of English language</a>, <a href="https://publications.waset.org/abstracts/search?q=communicative%20competence" title=" communicative competence"> communicative competence</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20science" title=" cognitive science"> cognitive science</a> </p> <a href="https://publications.waset.org/abstracts/12446/an-error-analysis-of-english-communication-of-suan-sunandha-rajabhat-university-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12446.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">431</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2698</span> The Formation of the Diminutive in Colloquial Jordanian Arabic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yousef%20Barahmeh">Yousef Barahmeh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper is a linguistic and pragmatic analysis of the use of the diminutive in Colloquial Jordanian Arabic (CJA). It demonstrates a peculiar form of the diminutive in CJA inflected by means of feminine plural ends with -aat suffix. The analysis shows that the pragmatic function(s) of the diminutive in CJA refers primarily to ‘littleness’ while the morphological inflection conveys the message of ‘the plethora’. Examples of this linguistic phenomenon are intelligible and often include a large number of words that are culture-specific to the rural dialect in the north of Jordan. In both cases, the diminutive in CJA is an adaptive strategy relative to its pragmatic and social contexts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Colloquial%20Jordanian%20Arabic" title="Colloquial Jordanian Arabic">Colloquial Jordanian Arabic</a>, <a href="https://publications.waset.org/abstracts/search?q=diminutive" title=" diminutive"> diminutive</a>, <a href="https://publications.waset.org/abstracts/search?q=morphology" title=" morphology"> morphology</a>, <a href="https://publications.waset.org/abstracts/search?q=pragmatics" title=" pragmatics"> pragmatics</a> </p> <a href="https://publications.waset.org/abstracts/70108/the-formation-of-the-diminutive-in-colloquial-jordanian-arabic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70108.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">267</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2697</span> Pragmatic Competence in Pakistani English Language Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ghazala%20Kausar">Ghazala Kausar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates Pakistani first year university students’ perception of the role of pragmatics in their general approach to learning English. The research is triggered by National Curriculum’s initiative to provide holistic opportunities to the students for language development and to equip them with competencies to use English language in academic and social contexts (New English National Curriculum for I-XII). The traditional grammar translation and examination oriented method is believed to reduce learners to silent listener (Zhang, 2008: Zhao 2009). This lead to the inability of the students to interpret discourse by relating utterances to their meaning, understanding the intentions of the users and how language is used in specific setting (Bachman & Palmer, 1996, 2010). Pragmatic competence is a neglected area as far as teaching and learning English in Pakistan is concerned. This study focuses on the different types of pragmatic knowledge, learners perception of such knowledge and learning strategies employed by different learners to process the learning in general and pragmatic in particular. This study employed three data collecting tools; a questionnaire, discourse completion task and interviews to elicit data from first year university students regarding their perception of pragmatic competence. Results showed that Pakistani first year university learners have limited pragmatic knowledge. Although they acknowledged the importance of linguistic knowledge for linguistic competence in the students but argued that insufficient English proficiency, limited knowledge of pragmatics, insufficient language material and tasks were major reasons of pragmatic failure. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pragmatic%20competence" title="pragmatic competence">pragmatic competence</a>, <a href="https://publications.waset.org/abstracts/search?q=Pakistani%20college%20learners" title=" Pakistani college learners"> Pakistani college learners</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20competence" title=" linguistic competence"> linguistic competence</a> </p> <a href="https://publications.waset.org/abstracts/17483/pragmatic-competence-in-pakistani-english-language-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17483.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">739</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2696</span> Pragmatic Competence of Jordanian EFL Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dina%20Mahmoud%20Hammouri">Dina Mahmoud Hammouri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study investigates the Jordanian EFL learners’ pragmatic competence through their production of the speech acts of responding to requests, making suggestions, making threats and expressing farewells. The sample of the study consists of 130 Jordanian EFL learners and native speakers. 2600 responses were collected through a Discourse Completion Test (DCT). The findings of the study revealed that the tested students showed similarities and differences in performing the strategies of four speech acts. Differences in the students’ performances led to pragmatic failure instances. The pragmatic failure committed by students refers to a lack of linguistic competence (i.e., pragmalinguistic failure), sociocultural differences and pragmatic transfer (i.e., sociopragmatic failure). EFL learners employed many mechanisms to maintain their communicative competence; the analysis of the test on speech acts showed learners’ tendency towards using particular strategies, resorting to modify strategies and relating them to their grammatical competence, prefabrication, performing long forms, buffing and transfer. The results were also suggestive of the learners’ lack of pragmalinguistic and sociopragmatic knowledge. The implications of this study are for language teachers to teach interlanguage pragmatics explicitly in EFL contexts to draw learners’ attention to both pragmalinguistic and sociopragmatic features, pay more attention to these areas and allocate more time and practice to solve learners’ problems in these areas. The implication of this study is also for pedagogical material designers to provide sufficient and well-organized pragmatic input. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pragmatic%20failure" title="pragmatic failure">pragmatic failure</a>, <a href="https://publications.waset.org/abstracts/search?q=Jordanian%20EFL%20learner" title=" Jordanian EFL learner"> Jordanian EFL learner</a>, <a href="https://publications.waset.org/abstracts/search?q=sociopragmatic%20competence" title=" sociopragmatic competence"> sociopragmatic competence</a>, <a href="https://publications.waset.org/abstracts/search?q=pragmalinguistic%20competence" title=" pragmalinguistic competence"> pragmalinguistic competence</a> </p> <a href="https://publications.waset.org/abstracts/171491/pragmatic-competence-of-jordanian-efl-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171491.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">80</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2695</span> Gaming Mouse Redesign Based on Evaluation of Pragmatic and Hedonic Aspects of User Experience</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thedy%20Yogasara">Thedy Yogasara</a>, <a href="https://publications.waset.org/abstracts/search?q=Fredy%20Agus"> Fredy Agus</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In designing a product, it is currently crucial to focus not only on the product’s usability based on performance measures, but also on user experience (UX) that includes pragmatic and hedonic aspects of product use. These aspects play a significant role in fulfillment of user needs, both functionally and psychologically. Pragmatic quality refers to as product’s perceived ability to support the fulfillment of behavioral goals. It is closely linked to functionality and usability of the product. In contrast, hedonic quality is product’s perceived ability to support the fulfillment of psychological needs. Hedonic quality relates to the pleasure of ownership and use of the product, including stimulation for personal development and communication of user’s identity to others through the product. This study evaluates the pragmatic and hedonic aspects of gaming mice G600 and Razer Krait using AttrakDiff tool to create an improved design that is able to generate positive UX. AttrakDiff is a method that measures pragmatic and hedonic scores of a product with a scale between -3 to +3 through four attributes (i.e. Pragmatic Quality, Hedonic Quality-Identification, Hedonic Quality-Stimulation, and Attractiveness), represented by 28 pairs of opposite words. Based on data gathered from 15 participants, it is identified that gaming mouse G600 needs to be redesigned because of its low grades (pragmatic score: -0.838, hedonic score: 1, attractiveness score: 0.771). The redesign process focuses on the attributes with poor scores and takes into account improvement suggestions collected from interview with the participants. The redesigned mouse G600 is evaluated using the previous method. The result shows higher scores in pragmatic quality (1.929), hedonic quality (1.703), and attractiveness (1.667), indicating that the redesigned mouse is more capable of creating pleasurable experience of product use. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=AttrakDiff" title="AttrakDiff">AttrakDiff</a>, <a href="https://publications.waset.org/abstracts/search?q=hedonic%20aspect" title=" hedonic aspect"> hedonic aspect</a>, <a href="https://publications.waset.org/abstracts/search?q=pragmatic%20aspect" title=" pragmatic aspect"> pragmatic aspect</a>, <a href="https://publications.waset.org/abstracts/search?q=product%20design" title=" product design"> product design</a>, <a href="https://publications.waset.org/abstracts/search?q=user%20experience" title=" user experience"> user experience</a> </p> <a href="https://publications.waset.org/abstracts/92984/gaming-mouse-redesign-based-on-evaluation-of-pragmatic-and-hedonic-aspects-of-user-experience" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92984.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">157</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2694</span> Accentuation Moods of Blaming Utterances in Egyptian Arabic: A Pragmatic Study of Prosodic Focus</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Reda%20A.%20H.%20Mahmoud">Reda A. H. Mahmoud</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper investigates the pragmatic meaning of prosodic focus through four accentuation moods of blaming utterances in Egyptian Arabic. Prosodic focus results in various pragmatic meanings when the speaker utters the same blaming expression in different emotional moods: the angry, the mocking, the frustrated, and the informative moods. The main objective of this study is to interpret the meanings of these four accentuation moods in relation to their illocutionary forces and pre-locutionary effects, the integrated features of prosodic focus (e.g., tone movement distributions, pitch accents, lengthening of vowels, deaccentuation of certain syllables/words, and tempo), and the consonance between the former prosodic features and certain lexico-grammatical components to communicate the intentions of the speaker. The data on blaming utterances has been collected via elicitation and pre-recorded material, and the selection of blaming utterances is based on the criteria of lexical and prosodic regularity to be processed and verified by three computer programs, Praat, Speech Analyzer, and Spectrogram Freeware. A dual pragmatic approach is established to interpret expressive blaming utterance and their lexico-grammatical distributions into intonational focus structure units. The pragmatic component of this approach explains the variable psychological attitudes through the expressions of blaming and their effects whereas the analysis of prosodic focus structure is used to describe the intonational contours of blaming utterances and other prosodic features. The study concludes that every accentuation mood has its different prosodic configuration which influences the listener’s interpretation of the pragmatic meanings of blaming utterances. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pragmatics" title="pragmatics">pragmatics</a>, <a href="https://publications.waset.org/abstracts/search?q=pragmatic%20interpretation" title=" pragmatic interpretation"> pragmatic interpretation</a>, <a href="https://publications.waset.org/abstracts/search?q=prosody" title=" prosody"> prosody</a>, <a href="https://publications.waset.org/abstracts/search?q=prosodic%20focus" title=" prosodic focus"> prosodic focus</a> </p> <a href="https://publications.waset.org/abstracts/87935/accentuation-moods-of-blaming-utterances-in-egyptian-arabic-a-pragmatic-study-of-prosodic-focus" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87935.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">153</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2693</span> Some Results on Generalized Janowski Type Functions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fuad%20Al%20Sarari">Fuad Al Sarari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the present paper is to study subclasses of analytic functions which generalize the classes of Janowski functions introduced by Polatoglu. We study certain convolution conditions. This leads to a study of the sufficient condition and the neighborhood results related to the functions in the class S (T; H; F ): and a study of new subclasses of analytic functions that are defined using notions of the generalized Janowski classes and -symmetrical functions. In the quotient of analytical representations of starlikeness and convexity with respect to symmetric points, certain inherent properties are pointed out. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=convolution%20conditions" title="convolution conditions">convolution conditions</a>, <a href="https://publications.waset.org/abstracts/search?q=subordination" title=" subordination"> subordination</a>, <a href="https://publications.waset.org/abstracts/search?q=Janowski%20functions" title=" Janowski functions"> Janowski functions</a>, <a href="https://publications.waset.org/abstracts/search?q=starlike%20functions" title=" starlike functions"> starlike functions</a>, <a href="https://publications.waset.org/abstracts/search?q=convex%20functions" title=" convex functions"> convex functions</a> </p> <a href="https://publications.waset.org/abstracts/170335/some-results-on-generalized-janowski-type-functions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170335.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">67</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2692</span> Discourse Markers in Chinese University Students and Native English Speakers: A Corpus-Based Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dan%20Xie">Dan Xie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The use of discourse markers (DMs) can play a crucial role in representing discourse interaction and pragmatic competence. Learners’ use of DMs and differences between native speakers (NSs) and non-native speakers (NNSs) in the use of various DMs have been the focus of considerable research attention. However, some commonly used DMs, such as you know, have not received as much attention in comparative studies, especially in the Chinese context. This study analyses data in two corpora (COLSEC and Spoken BNC 2014 (14-25)) to investigate how Chinese learners differ from NNSs in their use of the DM you know and its functions in speech. The results show that there is a significant difference between the two corpora in terms of the frequency of use of you know. In terms of the functions of you know, the study shows that six functions can all be present in both corpora, although there are significant differences between the five functional dimensions, especially in introducing a claim linked to the prior discourse and highlighting particular points in the discourse. It is hoped to show empirically how Chinese learners and NSs use DMs differently. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=you%20know" title="you know">you know</a>, <a href="https://publications.waset.org/abstracts/search?q=discourse%20marker" title=" discourse marker"> discourse marker</a>, <a href="https://publications.waset.org/abstracts/search?q=native%20speaker" title=" native speaker"> native speaker</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20learner" title=" Chinese learner"> Chinese learner</a> </p> <a href="https://publications.waset.org/abstracts/173910/discourse-markers-in-chinese-university-students-and-native-english-speakers-a-corpus-based-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173910.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">81</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2691</span> Pragmatic Survey of Precedence as Linguistic 'Déjà Vu' in Political Text and Talk</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zarine%20Avetisyan">Zarine Avetisyan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Both in language and literature there exists the theory of recurrence of text and talk chunks which brings us to the notion of precedence. It must be stated that precedence as a pragma-linguistic phenomenon is yet underknown and it is the main objective of the present research to revisit and reveal it thoroughly. In line with the main research objective, analysis of political text and talk provides abundant relevant data for the illustration of the phenomenon of precedence. The analysis focuses on certain pragmatic universals (e.g. intention) and categories (e.g. speech techniques) which lead to the disclosure of the present object of study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intention" title="intention">intention</a>, <a href="https://publications.waset.org/abstracts/search?q=precedence" title=" precedence"> precedence</a>, <a href="https://publications.waset.org/abstracts/search?q=political%20discourse" title=" political discourse"> political discourse</a>, <a href="https://publications.waset.org/abstracts/search?q=pragmatic%20universals" title=" pragmatic universals"> pragmatic universals</a> </p> <a href="https://publications.waset.org/abstracts/34221/pragmatic-survey-of-precedence-as-linguistic-deja-vu-in-political-text-and-talk" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34221.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">430</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2690</span> Translation Quality Assessment in Fansubbed English-Chinese Swearwords: A Corpus-Based Study of the Big Bang Theory</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Qihang%20Jiang">Qihang Jiang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Fansubbing, the combination of fan and subtitling, is one of the main branches of Audiovisual Translation (AVT) having kindled more and more interest of researchers into the AVT field in recent decades. In particular, the quality of so-called non-professional translation seems questionable due to the non-transparent qualification of subtitlers in a huge community network. This paper attempts to figure out how YYeTs aka 'ZiMuZu', the largest fansubbing group in China, translates swearwords from English to Chinese for its fans of the prevalent American sitcom The Big Bang Theory, taking cultural, social and political elements into account in the context of China. By building a bilingual corpus containing both the source and target texts, this paper found that most of the original swearwords were translated in a toned-down manner, probably due to Chinese audiences’ cultural and social network features as well as the strict censorship under the Chinese government. Additionally, House (2015)’s newly revised model of Translation Quality Assessment (TQA) was applied and examined. Results revealed that most of the subtitled swearwords achieved their pragmatic functions and exerted a communicative effect for audiences. In conclusion, this paper enriches the empirical research concerning House’s new TQA model, gives a full picture of the subtitling of swearwords in AVT field and provides a practical guide for the practitioners in their career of subtitling. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=corpus-based%20approach" title="corpus-based approach">corpus-based approach</a>, <a href="https://publications.waset.org/abstracts/search?q=fansubbing" title=" fansubbing"> fansubbing</a>, <a href="https://publications.waset.org/abstracts/search?q=pragmatic%20functions" title=" pragmatic functions"> pragmatic functions</a>, <a href="https://publications.waset.org/abstracts/search?q=swearwords" title=" swearwords"> swearwords</a>, <a href="https://publications.waset.org/abstracts/search?q=translation%20quality%20assessment" title=" translation quality assessment"> translation quality assessment</a> </p> <a href="https://publications.waset.org/abstracts/110190/translation-quality-assessment-in-fansubbed-english-chinese-swearwords-a-corpus-based-study-of-the-big-bang-theory" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/110190.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">142</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2689</span> The Philippines’ War on Drugs: a Pragmatic Analysis on Duterte's Commemorative Speeches</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ericson%20O.%20Alieto">Ericson O. Alieto</a>, <a href="https://publications.waset.org/abstracts/search?q=Aprillete%20C.%20Devanadera"> Aprillete C. Devanadera</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main objective of the study is to determine the dominant speech acts in five commemorative speeches of President Duterte. This study employed Speech Act Theory and Discourse analysis to determine how the speech acts features connote the pragmatic meaning of Duterte’s speeches. Identifying the speech acts is significant in elucidating the underlying message or the pragmatic meaning of the speeches. From the 713 sentences or utterances from the speeches, assertive with 208 occurrences from the corpus or 29% is the dominant speech acts. It was followed by expressive with 177 or 25% occurrences, directive accounts for 152 or 15% occurrences. While commisive accounts for 104 or 15% occurrences and declarative got the lowest percentage of occurrences with 72 or 10% only. These sentences when uttered by Duterte carry a certain power of language to move or influence people. Thus, the present study shows the fundamental message perceived by the listeners. Moreover, the frequent use of assertive and expressive not only explains the pragmatic message of the speeches but also reflects the personality of President Duterte. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=commemorative%20speech" title="commemorative speech">commemorative speech</a>, <a href="https://publications.waset.org/abstracts/search?q=discourse%20analysis" title=" discourse analysis"> discourse analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=duterte" title=" duterte"> duterte</a>, <a href="https://publications.waset.org/abstracts/search?q=pragmatics" title=" pragmatics"> pragmatics</a> </p> <a href="https://publications.waset.org/abstracts/89105/the-philippines-war-on-drugs-a-pragmatic-analysis-on-dutertes-commemorative-speeches" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/89105.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">287</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2688</span> Turn-Taking and Leading Roles in Early Cognition: Interaction of Social Cognition and Language in Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zsuzsanna%20Schnell">Zsuzsanna Schnell</a>, <a href="https://publications.waset.org/abstracts/search?q=Francesca%20Ervas"> Francesca Ervas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Our study aims to clarify how language fosters further cognitive development and how we eventually arrive at the complex human specific skill of pragmatic competence and reveal what levels of mentalization and theory of mind are in place before language. Method: Our experimental pragmatic investigation maps the interaction of mentalization and pragmatic competence. We map the different levels of mentalization that empower different levels of pragmatic meaning construction and evaluate the results with statistical analysis (MannWhitney and ANOVA). Analyzing the comprehension of literal and non-compositional (figurative) utterances, we apply linguistic trials, among them metaphor-, irony-, irony with surface cue-, humor- and the recognition of maxim infringements trial in neurotypical (NT) preschoolers with a coherent and comparative methodology. Results: The findings reveal the relationship and direction of interaction between Language and theory of mind. On the one hand social-cognitive skills enhance, facilitate and provide a basis for language acquisition, and in return linguistic structures (DeVilliers 2000, 2007) provide a framework for further development of mentalizing skills. Conclusions: Findings confirm that this scaffolding becomes a mutually supportive system where language and social cognition develops in interaction. Certain stages in ToM development serve as a precursor of understanding grammatically complex sentences, like embedded phrases which mirror embedded mental states; which, in turn, facilitates the development of pragmatic competence, thus, the social use of language, integrating social, cognitive, linguistic and psychological factors in discourse. Future implications: Our investigation functions as a differential-diagnostic measure, with typically developing results thus serve as a baseline in further empirical research for atypical cases. This enables the study of populations where language and ToM development is disturbed, reveals how language and ToM are acquired and interact, and gives an insight into what this has to do with clinical symptoms. This in turn can reveal the causal link to the syndrome at hand, which can set directions for therapeutic development and training. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=theory%20of%20mind" title="theory of mind">theory of mind</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20development" title=" language development"> language development</a>, <a href="https://publications.waset.org/abstracts/search?q=mentalization" title=" mentalization"> mentalization</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20philosophy" title=" language philosophy"> language philosophy</a>, <a href="https://publications.waset.org/abstracts/search?q=experimental%20pragmatics" title=" experimental pragmatics"> experimental pragmatics</a> </p> <a href="https://publications.waset.org/abstracts/188901/turn-taking-and-leading-roles-in-early-cognition-interaction-of-social-cognition-and-language-in-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/188901.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">29</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2687</span> A Religious Book Translation by Pragmatic Approach: The Vajrachedika-Prajna-Paramita Sutra</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yoon-Cheol%20Park">Yoon-Cheol Park</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research focuses on examining the Chinese character-Korean language translation of the Vajrachedika-prajna-paramita sutra by a pragmatic approach. The background of this research is that there were no previous researches which looked into the Vajrachedika-prajna-paramita translation by pragmatic approach until now. Even though it is composed of conversational structures between Buddha and his disciple unlike other Buddhist sutras, most of its translation could find the traces to have pursued literal translation and still has now overlooked pragmatic elements in it. Accordingly, it is meaningful to examine the messages through speaker and hearer relation and between speaker intention and utterance meaning. Practically, the Vajrachedika-prajna-paramita sutra includes pragmatic elements, such as speech acts, presupposition, conversational implicature, the cooperative principle and politeness. First, speech acts in its sutra text show the translation to reveal obvious performance meanings of language to the target text. And presupposition in their dialogues is conveyed by paraphrasing or substituting abstruse language with easy expressions. Conversational implicature in utterances makes it possible to understand the meanings of holy words by relying on utterance contexts. In particular, relevance results in an increase of readability in the translation owing to previous utterance contexts. Finally, politeness in the target text is conveyed with natural stylistics through the honorific system of the Korean language. These elements mean that the pragmatic approach can function as a useful device in conveying holy words in a specific, practical and direct way depending on utterance contexts. Therefore, we expect that taking a pragmatic approach in translating the Vajrachedika-prajna-paramita sutra will provide a theoretical foundation for seeking better translation methods than the literal translations of the past. And it implies that the translation of Buddhist sutra needs to convey messages by translation methods which take into account the characteristic of sutra text like the Vajrachedika-prajna-paramita. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=buddhist%20sutra" title="buddhist sutra">buddhist sutra</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20character-Korean%20language%20translation" title=" Chinese character-Korean language translation"> Chinese character-Korean language translation</a>, <a href="https://publications.waset.org/abstracts/search?q=pragmatic%20approach" title=" pragmatic approach"> pragmatic approach</a>, <a href="https://publications.waset.org/abstracts/search?q=utterance%20context" title=" utterance context "> utterance context </a> </p> <a href="https://publications.waset.org/abstracts/22972/a-religious-book-translation-by-pragmatic-approach-the-vajrachedika-prajna-paramita-sutra" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22972.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">402</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2686</span> Gestural Pragmatic Inference among Primates: An Experimental Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Siddharth%20Satishchandran">Siddharth Satishchandran</a>, <a href="https://publications.waset.org/abstracts/search?q=Brian%20Khumalo"> Brian Khumalo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Humans are able to derive semantic content from syntactic and pragmatic sources. Multimodal evidence from signaling theory, which examines communication between individuals within and across species, suggests that non-human primates possess similar syntactic and pragmatic capabilities. However, the extent remains unknown because primate pragmatics are relatively under-examined. Our paper reviews research within communication theory amongst non-human primates to understand current theoretical trends. We examine evidence for primate pragmatic capacities through observational, experimental, and theoretical work on gestures. Given fragmented theoretical perspectives, we provide a unified framework of communication for future research that contextualizes the available research under code biology. To achieve this, we rely on biological semiotics (biosemiotics), the philosophy of biology investigating prelinguistic meaning-making as a function of signs and codes. We close by discussing areas of potential research for studying gestural pragmatics amongst non-human primates, particularly chimpanzees (Pan troglodytes), Diana monkeys (Cercopithecus diana), and other potential candidates. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pragmatics" title="pragmatics">pragmatics</a>, <a href="https://publications.waset.org/abstracts/search?q=non-human%20primates" title=" non-human primates"> non-human primates</a>, <a href="https://publications.waset.org/abstracts/search?q=gestural%20communication" title=" gestural communication"> gestural communication</a>, <a href="https://publications.waset.org/abstracts/search?q=biological%20semiotics" title=" biological semiotics"> biological semiotics</a> </p> <a href="https://publications.waset.org/abstracts/186271/gestural-pragmatic-inference-among-primates-an-experimental-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186271.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">39</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2685</span> Pragmatic Strategies of Selected Online Articles on the Buhari/Jubril Dilemma</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Oluwaseun%20Amusa">Oluwaseun Amusa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The online space has continued to be a platform for not only private and mundane discussions but also a tribune for voicing critical political and national opinions. Nigerians and the international community have employed the online media, as well as other media platforms to articulate their thoughts on the claims which favour possibilities of the demise of the incumbent president of Nigeria, President Muhammadu Buhari, after a prolonged illness in year 2007 and the ploy of a Jubril of Sudan clone in his place. This study thus examines the pragmatic strategies employed in the online articles on the national dilemma caused by the Buhari/Jubril claims and refutals, in response to the lacuna in the literature on such analytical investigations on the subject. Two online articles titled, 'Buhari: The real, the fake and the dead' and 'Taking the Buhari/Jubril story seriously', authored by two Nigerian writers, Tunde Odesola and Abimbola Adelakun, respectively and retrieved online from 360nobs.com and Nairaland blogs, on December 3, 2018, and December 7, 2018, respectively, served as data for the study. The data were analysed using the Stance Theory and the Pragmatic Act Theory. Findings showed that the writers employed stance acts, rhetorical questions, metaphors, histo-political allusions, name-calling, and derogatives, in achieving the pragmeme of disabusing. This results in a pragmatic reconstruction of readers' views on the issue. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Buhari%2FJubril%20claims" title="Buhari/Jubril claims">Buhari/Jubril claims</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20articles" title=" online articles"> online articles</a>, <a href="https://publications.waset.org/abstracts/search?q=pragmatic%20strategies" title=" pragmatic strategies"> pragmatic strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=stance%20theory" title=" stance theory"> stance theory</a> </p> <a href="https://publications.waset.org/abstracts/125026/pragmatic-strategies-of-selected-online-articles-on-the-buharijubril-dilemma" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/125026.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">147</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2684</span> The Behavior of The Zeros of Bargmann Analytic Functions for Multiple-Mode Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muna%20Tabuni">Muna Tabuni</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper contains an investigation of the behavior of the Zeros of Bargmann functions for one and two-mode systems. A brief introduction to Harmonic oscillator formalism for one and two-mode is given. The Bargmann analytic representation for one and two-mode has been studied. The zeros of Bargmann analytic function for one-mode are considered. The Q Husimi functions are introduced. The Bargmann functions and the Husimi functions have the same zeros. The Bargmann functions f(z) have exactly q zeros. The evolution time of the zeros are discussed. The zeros of Bargmann analytic functions for two-mode are introduced. Various examples have been given. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bargmann%20functions" title="Bargmann functions">Bargmann functions</a>, <a href="https://publications.waset.org/abstracts/search?q=two-mode" title=" two-mode"> two-mode</a>, <a href="https://publications.waset.org/abstracts/search?q=zeros" title=" zeros"> zeros</a>, <a href="https://publications.waset.org/abstracts/search?q=harmonic%20oscillator" title=" harmonic oscillator"> harmonic oscillator</a> </p> <a href="https://publications.waset.org/abstracts/20682/the-behavior-of-the-zeros-of-bargmann-analytic-functions-for-multiple-mode-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20682.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">570</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2683</span> The Redundant Kana: A Pragmatic Reading</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Manal%20%20Mohammed%20Hisham%20Said%20Najjar">Manal Mohammed Hisham Said Najjar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Arab Grammarians shed light on the redundant kana (was) and gave it a considerable attention. However, their considerations and interpretations pertaining to using this verb varied: is it used to determine tense? Or used for further emphasis or for another function? Does it have a syntactic function? Morphologically, could it be used in other forms than the past? In addition, Arab Grammarians discussed the possibility of using kana to locate itself in between the syntactic constructs of a sentence, a phrase, or a collocation. Others questioned its position whether it is in initial or final. This study found out that the redundant kana (was) is cited in Quran and was used by the Arabs in their speech and poetry. This redundant kana, whether used in initial position or in a final position, or in between the constructs of a sentence, a phrase, or a collocation, implies pragmatic meanings intended by the speaker or the poet to serve different functions, such as to indicate the past tense, to provide emphasis, and to refer to the continuity of the effect and meaning of a verb or adjective. The study concludes that this verb kana can be utilized in different contexts to achieve a specific effect as did the old Arabs who used it to add specific shades of meanings. Kana as a redundant word could be added to further highlight the meaning aimed at in a specific utterance. In addition, this verb can be used in both the past and the present morphological form; and its availability in an utterance could be functional and could not be. In other words, the study found out that the redundant kana can be used in various positions in an utterance, initial, final, or in between a syntactic structure, provided that this use is pragmatically functional. In conclusion, this paper seeks to invite the scholars of the Arabic language to coin a new term which is the “pragmatic kana” to replace the term “kana alzae’da (redundant kana)” which might mean that its use is redundant and void of significance – a fact that is illogical due to its recurrent use in the Holy Quran. NOTE: Please take this study not the other one (sent by mistake) and titled kana alnaqisa <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=redundan" title="redundan">redundan</a>, <a href="https://publications.waset.org/abstracts/search?q=kana" title=" kana"> kana</a>, <a href="https://publications.waset.org/abstracts/search?q=grammarians" title=" grammarians"> grammarians</a>, <a href="https://publications.waset.org/abstracts/search?q=quran" title=" quran"> quran</a> </p> <a href="https://publications.waset.org/abstracts/145501/the-redundant-kana-a-pragmatic-reading" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145501.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">130</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2682</span> Derivatives Formulas Involving I-Functions of Two Variables and Generalized M-Series</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gebreegziabher%20Hailu%20Gebrecherkos">Gebreegziabher Hailu Gebrecherkos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores the derivatives of functions defined by I-functions of two variables and their connections to generalized M-series. We begin by defining I-functions, which are generalized functions that encompass various special functions, and analyze their properties. By employing advanced calculus techniques, we derive new formulas for the first and higher-order derivatives of I-functions with respect to their variables; we establish some derivative formulae of the I-function of two variables involving generalized M-series. The special cases of our derivatives yield interesting results. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=I-function" title="I-function">I-function</a>, <a href="https://publications.waset.org/abstracts/search?q=Mellin-Barners%20control%20integral" title=" Mellin-Barners control integral"> Mellin-Barners control integral</a>, <a href="https://publications.waset.org/abstracts/search?q=generalized%20M-series" title=" generalized M-series"> generalized M-series</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20order%20derivative" title=" higher order derivative"> higher order derivative</a> </p> <a href="https://publications.waset.org/abstracts/192292/derivatives-formulas-involving-i-functions-of-two-variables-and-generalized-m-series" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192292.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">16</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2681</span> [Keynote Talk]: Pragmatic Leadership in School Organization and Research in Physical Education Professional Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ellie%20Abdi">Ellie Abdi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper is a review of a recently published book (April 2018) by Dr. Ellie Abdi. The book divides into two sections of 1) leadership in school organization and 2) pragmatic research in physical education professional development. The first part of the book explores school organizational development in terms of 1) communication development, 2) community development, and 3) decision making development. It concludes to acknowledge that decision making is the heart of educational management. This is while communication and community are essential to the development of the school organization. The role of a leader in a professional learning community (PLC) is acknowledged with the organizational development plan and moves onto 5 overall objectives of a professional development plan. It clarifies that professional learning community (PLC) benefits both students and professionals in education. Furthermore, professional development needs to be involved in opportunities to value diversity and foundations of learning, in addition to search for veteran teachers who offer a rich combination of experience and perspective. School educational platform in terms of teacher training in physical education is discussed in the second part. The book reviews that well-designed programs are powerful and constructive ways to identify the strength and weaknesses of teachers. Post-positivism, constructivism, advocacy/participatory, and pragmatism in teacher education are also disclosed. The book specifically unfolds pragmatic research in professional development of physical education. It provides researchers, doctoral, and masters level students with defined examples. In summary, the book shows how appropriate it is when many different traditions are displayed in a pragmatic way, following the stages of research from development to dissemination. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=leadership" title="leadership">leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20education" title=" physical education"> physical education</a>, <a href="https://publications.waset.org/abstracts/search?q=pragmatic" title=" pragmatic"> pragmatic</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title=" professional development"> professional development</a> </p> <a href="https://publications.waset.org/abstracts/110505/keynote-talk-pragmatic-leadership-in-school-organization-and-research-in-physical-education-professional-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/110505.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">162</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2680</span> Emotional Intelligence in Educational Arena and Its Pragmatic Concerns</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mehar%20Fatima">Mehar Fatima</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study intends to make analysis of Emotional Intelligence (EI) in the process of pedagogy and look into its repercussions in different educational institutions including school, college, and university in the capital state of India, Delhi in 2015. Field of education is a complex area with challenging issues in a modern society. Education is the breeding ground for nurturing human souls, and personalities. Since antiquity, man has been in search of truth, wisdom, contentment, peace. His efforts have brought him to acquire these through hardship, evidently through the process of teaching and learning. Computer aids and artificial intelligence have made life easy but complex. Efficient pedagogy involves direct human intervention despite the flux of technological advancements. Time and again, pedagogical practices demand sincere human efforts to understand and improve upon life’s many pragmatic concerns. Apart from the intense academic scientific approaches, EI in academia plays a vital role in the growth of education, positively achieving national progression; ‘pedagogy of pragmatic purpose.’ Use of literature is found to be one of the valuable pragmatic tools of Emotional Intelligence. This research examines the way literature provides useful influence in building better practices in teaching-learning process. The present project also scrutinizes various pieces of world literature and translation, incorporating efforts of intellectuals in promoting comprehensive amity. The importance of EI in educational arena with its pragmatic uses was established by the study of interviews, and questionnaire collected from teachers and students. In summary the analysis of obtained empirical data makes it possible to accomplish that the use Emotional Intelligence in academic scenario yields multisided positive pragmatic outcomes; positive attitude, constructive aptitude, value-added learning, enthusiastic participation, creative thinking, lower apprehension, diminished fear, leading to individual as well as collective advancement, progress, and growth of pedagogical agents. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title="emotional intelligence">emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20efforts" title=" human efforts"> human efforts</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=pragmatic%20concerns" title=" pragmatic concerns"> pragmatic concerns</a> </p> <a href="https://publications.waset.org/abstracts/38588/emotional-intelligence-in-educational-arena-and-its-pragmatic-concerns" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38588.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">370</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=pragmatic%20functions&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=pragmatic%20functions&page=3">3</a></li> <li class="page-item"><a class="page-link" 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