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Understanding Literary Texts: Linguistic Devices, Discourse, and Metaphor, Appunti di Lingua Inglese

Various aspects of literary texts, including linguistic devices, discourse, and metaphor. Topics covered include literary labels, content and function of words, linguistic parallelism, reliable narrators, anticipatory narrative devices, speech and thought presentations, cognitive metaphor theory, deictic shift, and modalities. The document also discusses the impact of these elements on the reader and the role of the reader in constructing meaning.

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2020/2021

Caricato il 16/08/2022

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A FAMILY HISTORY AND ORIGINS OF STYLISTICS:
- Several forebears, cousins, and relatives, since its interdisciplinary means it draws upon many fields: literally
criticism, critical theory, theoretical and applied linguistics, psychology, and sociology, etc.
- Ancient origins: rhetoric, “the art of speech”, an art concerned with the use of public speaking as a means of
persuasion.
- Rhetoric: a discipline concerned with the effective use of language, to persuade, give pleasure, etc. Used
in particular in politics and advertisement. Many topics once claimed for it are now claimed for branches
of linguistics, especially for parts of syntax (rule of sentences, Gramm. structure) and pragmatics (when
through language we want to refer to a context, not to a specific object). “The door” = Open the door to
our guest), stylistic and sociolinguistics.
- Aristotele’s Rhetoric (330 B.C.) = An art, a necessary condition of philosophical debate.
STYLISTICS:
- The study of style in language. Traditionally, the study of variations in usage among literary and other texts
VS Now, the study of any systematic variation, in either writing or speech, which relates to the Type of
discourse or its content.
- A sub-discipline of linguistics.
- Roots: Russian formalist school of literary criticism (early 20th century); Roman Jakeobson, Victor Shlovskii,
Boris Tomashevskii.
- Contemporary stylistics. = A cognitive turn. Lecture notes pp. 2-4.
2 CENTRAL NOTIONS:
-Defamiliarization: to make something strange; negative connotation given by “DE”. In art and literature:
defamiliarize the familiar to generate a new prospective and attract attention to the reader. Something
unusual which catches attention.
-Foregrounding: The features of the text which in some way ‘stand out’ (si distinguono/spiccano) from the
rest. It mainly operates via linguistic DEVIATION or linguistic PARALLELISM.
LITERARY AND NON – LITERARY TEXTS:
- Between literary and non-literary there are differences, but also many similarities.
- Literariness: a point on a cline; not a quality of a text but a notion applying to a specific genre.
- Different labels : literary linguistics, critical linguistics, literary semantics (it is about a meaning of a word in a
specific content), literary pragmatics, poetics, literary linguistics, linguistic stylistics, cognitive stylistics,
cognitive poetics, etc.
- Text can also include spoken conversations, advertisements, humour, political discourse, cinema, etc.
VARIETIES OF THEORIES BEHIND STYLISTICS:
- Descriptive apparatus. = Grammatical and lexical terminology and categories, e.g. a morpheme, a clause, a
phrase (sintagma), a fricative, etc.
- Contextual factors for pragmatics and discourse analysis.
- Contributions from other fields (different of linguistics). Cognitive science, psychology, philosophy, social
sciences, etc.
DATA:
- We need data (language used in a text), necessary for stylistic analysis.
- Literary and non-literary texts.
- Literary genres.
- Linguistic devices in any type of text. E.g., conceptual metaphor as tool to understand the world around
us. = LIFE IS A JOURNEY.
- Same basic tools for different types of text. E.g. critical discourse analysis applied to the language of
persuasion in political speeches, newspaper reports or advertisements.
EMPIRICAL DATA:
- You must specify what type of data (language in the text) you intend to use and why (you intend to use that
type in particular).
- Quantitative / Qualitative analysis.
- Logical and consistent criteria for choosing particular data.
- Research questions on a particular author or genre (overall aim + more specific questions).
In trying to be objective one tries to be:
1. Clear, detailed, and open (unambiguity).
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A FAMILY HISTORY AND ORIGINS OF STYLISTICS:

  • Several forebears, cousins, and relatives, since its interdisciplinary means it draws upon many fields: literally criticism, critical theory, theoretical and applied linguistics, psychology, and sociology, etc.
  • Ancient origins: rhetoric, “the art of speech”, an art concerned with the use of public speaking as a means of persuasion.
  • Rhetoric: a discipline concerned with the effective use of language, to persuade, give pleasure, etc.  Used in particular in politics and advertisement.  Many topics once claimed for it are now claimed for branches of linguistics, especially for parts of syntax (rule of sentences, Gramm. structure) and pragmatics (when through language we want to refer to a context, not to a specific object).  “The door” = Open the door to our guest), stylistic and sociolinguistics.
  • Aristotele’s Rhetoric (330 B.C.) = An art, a necessary condition of philosophical debate. STYLISTICS:
  • The study of style in language.  Traditionally, the study of variations in usage among literary and other texts VS Now, the study of any systematic variation, in either writing or speech, which relates to the Type of discourse or its content.
  • A sub-discipline of linguistics.
  • Roots: Russian formalist school of literary criticism (early 20th^ century); Roman Jakeobson, Victor Shlovskii, Boris Tomashevskii.
  • Contemporary stylistics. = A cognitive turn.  Lecture notes pp. 2-4. 2 CENTRAL NOTIONS :
  • Defamiliarization : to make something strange; negative connotation given by “DE”.  In art and literature: defamiliarize the familiar to generate a new prospective and attract attention to the reader.  Something unusual which catches attention.
  • Foregrounding : The features of the text which in some way ‘stand out’ (si distinguono/spiccano) from the rest.  It mainly operates via linguistic DEVIATION or linguistic PARALLELISM. LITERARY AND NON – LITERARY TEXTS:
  • Between literary and non-literary there are differences, but also many similarities.
  • Literariness: a point on a cline; not a quality of a text but a notion applying to a specific genre.
  • Different labels: literary linguistics, critical linguistics, literary semantics (it is about a meaning of a word in a specific content), literary pragmatics, poetics, literary linguistics, linguistic stylistics, cognitive stylistics, cognitive poetics, etc.
  • Text can also include spoken conversations, advertisements, humour, political discourse, cinema, etc. VARIETIES OF THEORIES BEHIND STYLISTICS:
  • Descriptive apparatus. = Grammatical and lexical terminology and categories, e.g. a morpheme, a clause, a phrase (sintagma), a fricative, etc.
  • Contextual factors for pragmatics and discourse analysis.
  • Contributions from other fields (different of linguistics).  Cognitive science, psychology, philosophy, social sciences, etc. DATA:
  • We need data (language used in a text), necessary for stylistic analysis.
  • Literary and non-literary texts.
  • Literary genres.
  • Linguistic devices in any type of text.  E.g., conceptual metaphor as tool to understand the world around us. = LIFE IS A JOURNEY.
  • Same basic tools for different types of text.  E.g. critical discourse analysis applied to the language of persuasion in political speeches, newspaper reports or advertisements. EMPIRICAL DATA:
  • You must specify what type of data (language in the text) you intend to use and why (you intend to use that type in particular).
  • Quantitative / Qualitative analysis.
  • Logical and consistent criteria for choosing particular data.
  • Research questions on a particular author or genre (overall aim + more specific questions). ⤷ In trying to be objective one tries to be:
  1. Clear, detailed, and open (unambiguity).
  1. Ready to change one’s mind if the evidence or a subsequent counterargument demands it. SEVEN PRINCIPLES OF COGNITIVE POETICS (Stockwell 2009):
  • Cognitive poetics: one of the fields of cognitive science (with an adaptation of its models, frameworks, and theories).
  • Cognitive science. = Cognitive linguistics, cognitive psychology, the philosophy of mind etc.
  1. Experientialism: Material experience of the world is filtered by our perceptions, sensorially and mentally.  Live the world physically but also construct it in our mind.  “There is a world outside the body that exists objectively (realism), but our only access to it is through our perceptual and cognitive experience”.  ‘Experiential realism’.
  2. Generalisation: Common aspects of humanity. = What is true for a group of people must be valid for others (although there are cultural differences).  Language as a key manifestation of the mechanics of the mind.  “Language is not modular, language and cognition are not separate, literature and natural conversation are on a continuum with each other”.
  3. Text and stylistics: Benefits may derive from psychology and neurology, BUT textuality is fundamental to investigate the effects on the reader.  Cognitive poetics in the tradition of stylistics; rather than a critical theory.
  4. Continuity: It is about the link (continuity) between the language of literature and natural language.  Literariness module does not exist in our mind/brain.  Our ordinary language capacities are taken into account by authors in their literary texts.
  5. Embodiment : a. Embodiment , or what is a body : The mind is embodied. = Not detached from the body.  Body and mind work together: “What body and mind ‘do together’ in the world. ↳ “The physical (material and sensible) world and the (abstract idealized and) conceptual one are intimately bound together: mind and body dualism is rejected and along with it all false discontinuities, such as rationalism and emotion, from and function, literal and metaphorical, real and fictional and so on”. b. Embodiment , or what the body in the mind : There is nothing we know better than our body (its shape, rhythms, pleasures, pains, sensations etc.); our perceptions of the world come through it.  It is shaped by socio-cultural and political forces.  Body-related metaphors: “In the heart of Europe”; “Break a leg”; “My blood boiled”. ↳ “The distinction between nature and artifice is not tenable. Humans are natural beings, things we do, even in the name of high art, are natural things that all cultures do.”
  6. Ecology: “Human capacity for metaphorical projection that allows immediate objects to become transformed into ideas, speculations, rationalisms, hypothesizes and rich imaginary world”. Literary works as combined products of texts and readers in particular configurations.
  7. Prototypicality : Human categorization is not discrete but much more fluid, provisional, and adaptable.  Central – More marginal – Poor examples = Categories; a very bad example. = No out-of-category.  Categories members can depend on the situation. = Some examples are basically relatable with only few contexts (ex. Snowman = winter). STYLISTICS MANIFESTO (Carter and Stockwell) :
  8. Be theoretically aware: As stylisticians we should be alive to the theoretical foundations of the different interdisciplinary foundations domains on which we draw, as well as of linguistic theory.
  9. Be reception-oriented: The literary work only exists as a text in the mind of a reader; this fact should be at the fore front of stylistic practice. Interpretation is not an add-on feature but is a foundational principle with texture at its analytical centre.
  10. Be sociolinguistic: We should not neglect the road sense of language study, taking account of the social, cultural, and ideological dimensions of reading.
  11. Be eclectic: Stylisticians should be eclectic as a matter of principle, in term of analytical tools and analytical projects.
  12. Be holistic: We should be aware that classification, categorization, and the focus on features are analytical conveniences, and we should always re-contextualize the products of our analyses.
  13. Be populist: Stylisticians should continue to challenge the literary canon, promote new configurations of literariness, appreciate, and demonstrate their value.
  14. Be difficult: Being difficult does not exclude the courage to demystify obscurity and wilful inarticulacy in theory, nor avoid challenging works of literary quality. The difficult edges of literature are where we should stretch and test our frameworks rather than simply illustrate and demonstrate their effectiveness.
  • Grammatical/function word (minor words): grammatical words, including articles, conjunctions, intensifiers (e.g. very), propositions, personal pronouns, possessive pronouns, relative pronouns, demonstrative pronouns, auxiliary verbs, modal auxiliaries. ↳ Examples from pp.. FROM SOUNDS TO POETRY: RHYTHM AND METRE:
  • Sounds: phonetics (study of speech sounds) and phonology (study of patterns of speech sounds).
  • Phonesthetics: euphony/ cacophony
  • Smaller unit of sound: phoneme (cf.IPA)
  • Importance of sounds: phonology and phonetic substance.
  • Types of sound patterns:  Fricatives.  Sibilants.  Glottals.  Liquids. ↳ E.g. pp. 18
  • Prosody: from the ancient Greek word for a song with an accompaniment, hence traditionally the study of meters in verse, and in linguistics of rhythm and intonation in speech.
  • Traditional poetry uses stress and sound not only as markers and indicators of meaning but also as a way of measuring and foregrounding the principal structural characteristic of the poem: the line. ELEMENTS OF THE LINE AND RHYME
  • Number of syllables; the typical example is the ten-syllables line, the pentameter (=5 feet).
  • Metrical pattern, namely the relation between stressed (strong) and unstressed (weak) adjacent syllables; most used metrical pattern in English is the iambic foot (iamb unstressed + stressed syllable)  E.g.: “But sof! What light from yonder window breaks?” (S. R&G) / “Tiger, tiger, burring bright… (trochaic tetrameter, four stressed + unstressed syllables).
  • End-stop/end-stopped: when in a lyric a sentence finishes at the end of the line.
  • Run-on lines/enjambement: when in a lyric a sentence continues its structure from one line to another.  Download material: “Commenting on a poem check list”. SOUNDS AND RHYMES:
  • Rhyme: repetition of the phonemic sound of a single syllable at the end of the line.
  • Rhymes binds lines together into larger structural units. The smallest of these is couplet rhyming AA BB CC. More complex rhyme schemes allow the author to create stanzas, the simplest of these is the quatrain AB AB. FIGURES OF SOUNDS.
  • Assonance (vowels) and Alliteration (consonant): repetition of clusters of similar vowel or consonant sounds within individual lines and across sequences of lines.
  • Onomatopoeia: the lexical process of creating words which actually sound like their referent.  e.g. ‘bang’, ‘crush’, ‘zoom’ etc.
  • Phonaesthesia: The study of sound symbolism, i.e. how sounds seem to convey specific meanings or echoes or connotations, e.g. ‘kr’ denoting harsh or gratin meaning, crack, crash, croak, crunch, creep etc.
  • Homophones: same sound, different spelling or meaning.  E.g. New/Knew; sight/site; wright/write. EXAMPLES OF VERSES AND POETIC FORMS:
  • Blank verse: freedom from formal regularity with unrhymed iambic pentameters.
  • Free verse: does not conform to traditional patterns of meter and rhyme.
  • Sonnet: an integrated unit of meter and rhyme. Shakespeare sonnet: three iambic pentameter quatrains followed by an iambic pentameter couplet.
  • Ode: most flexible and variable form of stanza (e.g. Romantic poets). SPECIAL EFFECTS:
  • Graphology is the equivalent in the written language to phonology and is conveyed through the visual medium rather than the aural.
  • Manipulation of the text layout.
  • Mother tongue by Marlene Nourbese Philip in lecture notes, pp. 189.
  • Example of concrete poetry: Easter Wings , by George Herbert (1633).  Graphology e.g. MORPHOLOGY: WAYS OF CREATING WORDS:
  • Inflection: dog, dogs, dog’s/ watch, watched, watching/ nice, nicer, nicest.
  • Derivation (affix attached to a free morpheme): misunderstand, appointment, carefully.
  • Compounding: two or more free morphemes are combined to create new word.  Examples of morphological deviations pp.. LEXICAL COMPUNDING :
  • Compounds are formed by combining two or sometimes three or more other words. Some are written as SINGLE WORDS (mailbox, basketball, toothbrush), some as a SERIES OF WORDS (city centre, sports club, the London train, a writing desk, ticket office); some with HYPHEN (laid-back; shoplifing).
  • In compounds, the most important term (called HEAD) occurs in the final position of the structure (the opposite of what happens in Italian) whilst the preceding elements are called: PREMODIFIERS.
  • Be careful with the hear position: e.g., ring finger (dito anulare), finger ring (anello da dito); fish finger (bastoncino di pesce), finger fish (stella marina). COMPOUNDS AS LEXICAL CHAINS:
  • Member  Committee member  Finance committee member  Centre finance committee member  Community centre finance committee (premodifiers) member ( head ). SEMANTICS:
  • Lexical fields memberships. = Oppositeness, homonym, polysemy, hypernymy/hyponymy (some lexical articles are below a certain semantic level.  hypernyms: colour; hyponyms: red, violet, green etc.), collocational (some words tend to come to other words in precise compound) and selectional restrictions, like denotation/connotation (denotation. = Dictionary definition VS Connotation. = Link adjectives to a specific word by using intuition; what we associate with words.  e.g. Ferrari = car; Ferrari = reach owner, drive license). NARRATIVE: story (= Narrazione).
  • Is basically a story of happenings or events, either real or imaginary, which the narrator considers interesting or important. Real narratives are those of newspaper reports, confessions, and historical records; fictional narratives are those of comic strips, epic poem, ballads, and narrative fiction, such as novels and short stories. Narratives are structures in the sense that they consist of the narration of successions of (related) events temporally or casually ordered, explicitly or by presupposition, and are usually marked by the past tense. The so-called historic present is sometimes used, especially in oral anecdotes, to create a more vivid and dramatic effect.  Emphasis. NARRATIVE STYLISTICS:
  • “Narratives are one of the fundamental aspects of understanding” (Stockwell)  Important tool in constructing culture and knowledge (e.g. by story books).
  • “Narratives, like sentences, are codings of experience and constructions of reality” (Gregoriou).  To tell someone what happened e.g. next week in Ceresole.
  • Stories to build and negotiate identity.
  • ‘Tellability’ (W. Labov): “The extended turn with which storytellers establish a story’s point and value by giving their reasons for telling it and engaging the audience’s attention.” To take the attention of someone.
  • Difference between plot (Storyline) and discourse (modes of narration, point of view, focalization etc.) Cognitive metaphor (knowledge, cognitive structure) = LIFE AS NARRATIVE.  2 main issues to be considered:
  1. Thanks to its sequential nature, narratives are the best way to arrange and organize human experience as a felt experience in time.
  2. Reality and experience are acquired and constructed (and not merely reported) through narratives (i.e. cognitive acquisition). STYLISTICS AND THE NOVEL: PLOT AND NARRATION (Shklovsky, 1917):
  • Rare for stories to be ordered in strictly chronological sequence (A-B-C).  Ofen stories begin from the middle of the narration.
  • Specific genres + reordering of events: detective stories (C-B-A).
  • Fabula: the chronologically ordered sequence of events that underline the text.
  • Sjuzet: the text we read with all its anachronism (i.e. departures from chronological order).  flashback, forward.
  • pp. 135 ; STORY.
  • DISCOURSE AND TEXT, see diagram pp. 120 : addresser  DISCOURSE  addressee.
  • Gaps: “How to make a bagel? First you take a hole… and how to make a narrative text? In exactly the same way. Holes or gaps are so central in narrative fiction because the materials the text provides for the reconstruction of a world (or a story) are insufficient for saturation. No matter how detailed the presentation is, further questions can always be asked”. (Rimmon-Kenan 1983: 127) EXAMPLES OD UNRELIABILITY:
  • They include:
  1. The governess in James’ “ The Turn of the Screw” (1898) Reliable narrator telling the story of two haunted children or an unreliable, neurotic narrator, unwittingly reporting her own hallucinations? (Cf. the film The Others )
  2. The narrating character of Agatha Christie’s “The Murder of Roger Ackroyd ” (1926)
  3. The narrating protagonist of Gautam Malkani’s “Londonstani” (2006) UNRIALABLE NARRATOR: THE MURDER OF ROGER ACKROYD (A. CHRISTIE):  Chapter 1: Mrs. Ferris died on the night of the 16th-17th^ September – a Thursday I was sent for a eight o’clock on the morning of Friday. […] Chapter 27 Apologia: Five am. I’m very tired – but I have finished my task. My arm aches from writing. A strange end to my manuscript […] I’m rather pleased with myself as a writer. FROM DIRECT INTO INDIRECT FORMS/HOMEWORK: P. 1 or 3, p. 41. ORDER (IN NARRATIVE DEVELOPMENT):
  • Key terms: order, analepsis, prolepsis (definitions in Fludernik’s glossary), anaphora, cataphora.
  • Manipulative effects of flashback (retrospection) and foreshadowing (anticipation).
  • Cataphora (Wales, 1995) debates a kind of linguistic reference which is ‘forward looking rather than backward looking (anaphora); it is used for personal pronouns which anticipate the noun phrase with which they co-occur.  e.g. If she’s thinking of applying for that job, Kate had better apply quickly. ⤷ Compare with anaphoric: If Kate’s thinking of applying for the job, she had better apply quickly. EXAMPLES FROM “HOW TO FIGHT ISLAMISM TERROR” FROM THE MISSIONARY POSITION BY TABISH KAHIR 2012:  In late months, we would get used to such sudden disappearances by Karim Bhai. (p.22)  But the second kind of phone call was different and much rare. So rare that we paid it sufficient attention only in retrospect, when suspicion lef us with no choice. (p.32)  Later, when I mentioned these calls to the police, the interrogating officer looked visibly pleased. (p.33)  I mentioned this to the police officer later on. (p.35)  Karim, I realize in retrospect, was tense and nervous. (p.69) ANTICIPATORY NARRATIVE DEVICES:
  • Anticipation as a benchmark element that plays a salient role in the reading process (suspense construction).
  • As clues that intersect different textual levels AND call for attention to narrative order, anticipatory structures are ofen realized via different strategies, introduced by mental process verbs, deictic shifs, and even ‘split- selves’.
  • “[prolepsis] serves as a foregrounding device, flagging it as invitation to speculate. Not only does it positively invite predictive inferences by cueing a future state of the narrative, there is a strong pragmatic implicature that it is important to know this information now, not later” (Bridgemam 2005:131) FOCALIZATION:
  • External focalization: close to the narrating agent (its vehicle is called narrator-focalizer). E.g.: Fielding’s Tom Jones (1749) Forster’s A Passage to India (1924).
  • Internal focalization: inside the represented events (character-focalizer). E.g.: Pip in many parts of Great Expectation (written in first-person narration). DISCOURSE: SPEECH AND THOUGHT PRESENTATIONS :
  • “The representation of speech in fictional discourse is best seen as organized on a cline of increasing narratorial involvement, from a range of ways of rendering speech and through to the narrator’s report or speech/thought act (NRSA/NRRA), where the narrator indicates that a speech or thought act has taken place, and possibly gives some indication of its contents, without any commitment to citing or echoing the words purportedly used” (Black 2007: 64)
  • NRSA/NRTA: a narrator reporting speech/thought of someone (i.e. the report may be a rephrasing of the actual words used).

(FREE) DIRECT SPEECH [(F)DS]: VS (FREE) INDIRECT SPEECH [(F)IS]:

 “I’ll take the train on Friday”, he said. = DS  “I’ll take the train on Friday”. = FDS  I’ll take the train on Friday. = Freest version.  He said he would take the train the following week. = IS  He would be there the following week. = Freest version. ⟱⟱⟱ (FREE) DIRECT THOUGHT [(F)DT]:She wondered, “Does he still remember me?”. = DTDoes he still remember me? = FDT

VS (FREE) INDIRECT THOUGHT [(F)IT]:

She wondered if he still remembered her. = ITDid he still remember me? = FIT DS & FDS:

  • DS is typically signalled by the quotation marks and the presence of a reporting verb (said, thought etc).  E.g. “I told you I only wanted a tea”, she said sharply (D. Lessing, The Grass is Singing , 1950)
  • FDS can be recognized by the absence of reporting verbs and quotation marks. ↳ E.g.: - Do you live around here? - Across the line. I share a flat. - Is Cape Town your home? - No, I grew up in George. (J.M Coetzee, Disgrace , 1999). USE OF DS :
  • An effect of verisimilitude.
  • For most significant utterances, with less important utterances in indirect speech. (NRSA/NRTA, narrative report of speech act/thought act)
  • Fictional dialogue is rarely realist (hesitations, false starts, incomplete sentences and unclear references of spoken language, which is context-dependent and addressed to interlocutors who can supply much of the meaning) FIS & FIT:
  • Free indirect discourse is closer to DD than ID: reporting verbs are optional, so that the speech or thought may be placed in the main clause.
  • FID ofen incorporates exclamation marks, slangs, colloquial expressions of the speaker rather than the narrator.
  • FID (FIT, Free Indirect Thought) operating in minor monologue.
  • See examples of FIT in Molly Bloom’s reconstruction of thoughts in Ulysses, lecture notes pp. 121. TYPICAL FORM OF INDIRECT REPORTED SPEECH:
  • Narrator ‘s presence is indicated by back-shifed verbs and transpositions of all (deictical) elements to their distal counterparts:  Present continuous, e.g. = “Prof Smith is leaving his office now,”, she said. VS Past continuous, e.g. = She said (that) Prof Smith was leaving his office then.  Must, e.g. = “I must finish my assignment by tomorrow”, he said.  Had to, e.g. = He said (that) he had to finish his assignment by the following day. METAPHOR (AND METAPHORS WE LIVE BY). “WHY I IS ANOTHER” – Geary 2011.
  • X = Y.
  • “I is another” (A. Rimbaud).
  • “Juliet is the sun” (Shakespeare).
  • “Metaphor systematically disorganizes the common sense of things – jumbling together the abstract with the concrete, the physical with the psychological, the like with the unlike – and reorganize it into uncommon combinations” (Geary 2011: 2) METAPHOR AND THOUGHT:
  • “Metaphor is present in proverbs (a bird in the hand is worth two in the bush), in idioms (kick the bucket), in compound phrases (forbidden fruit), and in formulaic expressions (the last straw)”. – Gaery, 2011: 10
  • Metaphor and thought  The way we make sense of the world through imaginative processes. METAPHOR:
  • One expression to refer to a different concept.
  • The theme goes back to the pre-Socratic in the West and the Upanishads in Indian thought (Brahman- Atman). We find it in the Old Testament and in Plato. In countless ways – qualities, behaviours, actual physical properties – human beings resemble the universe. Galen himself imagined the body as a created by a Divine Crafsman. METAPHORS IN SCIENTIFIC TEXTS:
  • In immunology, the overwhelming metaphor of choice is the theme of war. The metaphors of war also occur in discussions of certain chemical and evolutionary processes. Like war, the theme of hunting also appears in sections of immunology and certain chemical processes. Also, when dealing with various bacterial and cell functions, including those of single-called organisms.
  • The theme of family relations comes into play descriptions of evolutionary processes – especially among plants – and in different gene and chromosome relations. USE OF FIGURATUVE LANGUAGE IN SCIENTIFIC TEXTS:
  • Among the topics, in scientific books the receivers of the greatest metaphoric treatment are evolution, immunology, DNA and certain cell functions, all of which are subjected to a range of figurative types. Why are these singled out? What do these topics have in common? One shared feature is that none of them is physically perceivable. While micrographs of cells are available, their operations are a process and are thus hard to portray in the static medium of textbook.
  • Understanding: Metaphoric languages is a major tool for understanding and learning because it has a role in the acquisition of new knowledge, while the use of analogy and metaphor makes “things process, or structures indubitable ” by relating them to ordinary experience (Leatherdale 1974, 200). This function of going from the know to the unknown is a basic principle of learning.
  • Remembering: Figurative language also helps the reader remember things, by providing a more tangible representation. Most figures of speech relate to one of the 5 senses, especially the visual. It is well known that ideas associated with the senses are more easily remembered.
  • Excerpts from biology texts:
  1. Shown here is a photomicrograph of Velvox – each sphere a colony of microscopically small cells able to capture sunlight energy.
  2. [Nitrifying bacteria] have a role in the global cycling of nitrogen, a component of all amino acids and proteins. Nitrifying bacteria attack ammonia or nitrite in soil and water.
  3. The fossil record suggest that many aquatic fungi and plants has entered into symbiotic partnerships before the invasion of the land, many millions of years ago. ⤷ All in all, scientific texts may tend to use nearly different words and phrases borrowed from the vocabulary of war, some of chemical weapons, or terms of strategy: counterattack , strategically , infiltrate , and foreign agents ; plus, the more tradition lexical associations, such as weapons and targets , attacking and defending , invading and destroying. COGNITIVE METAPHOR THEORY:
  • Metaphor is not limited to literary texts but is a pervasive phenomenon.
  • Metaphor & Simile. = Involve the comparison of two separate entities, achieve their effects via the same conceptual processes.
  • Cognitive metaphor theory: metaphor is not just a matter of language but a matter of thought.
  • CMs are typically written in SMALL CAPITAL LETTERS, which indicates that the particular wording does not occur as such, but it underlies conceptually all the metaphorical expressions listed underneath it. ⤷ Hanno sempre struttura X = Y; sia X che Y siano due domini (contesti), in particolare abbiamo il contesto da cui prendiamo riferimento ed uno che rappresenta il nostro obbiettivo. = CONCEPTUAL METAPHOR, a way through which we conceptualize something. COGNITIVE METAPHOR THEORY EXAMPLES:
  • I feel as if I’m going nowhere.
  • You’ll get there, I promise you!
  • He overcome a lot of hurdles to gain his degrees. ⤷ CMT. = All these sentences are different linguistic instantiations of the same underlying metaphors.  LIVE IS A JOURNEY (conceptual metaphor). CM: target domain (that which is being discussed, equivalent to tenor in traditional approaches) source domain (the ‘source’ of the metaphor, similar to vehicle ).  Life: target VS Journey: source.
  • tenor (the principal subject, the topic addressed), vehicle (the analogue or the subject carried over from another field of reference to that of the subject).

CONCEPTUAL/COGNITIVE METAPOHOR INTERPRETATION:

  • When we interpret conceptual metaphors, we map concepts from the source domain onto the target domain.
  • Conceptual metaphors are figurative phrases that describe fundamental abstract concepts using the language of physiology and physical experience.
  • Your claims are indefensible/he shot down all of my arguments. = ARGUMENT IS WAR.
  • This relationship is a dead-end street/we’ll just have to go our separate ways. = LIVE IS A JOURNEY.
  • The plan is half-baked/let me chew it over for a while. = IDEAS ARE FOOD. LIFE IS A JOURNEY CM.
  • Life is a Journey: one of the mappings is to think of the person living the life as a traveller.
  • Other examples:  Purposes are destinations.  Difficulties are obstacles on the journey.  He’s without direct in life.  I’m where I want to be in life.  I’m at a crossroads in my life.  She’ll go places in life.  He’s never let anyone get in his way.  She’s gone through a lot of life. TOPYCAL EXAMPLE OF CM:  TRAFFIC IS A RIVER.  LIFE IS A STAGEPLAY.  LIFE IS A YEAR.  LUST IS HUNGER.  WAR IS A GAME.  WAR IS AN ILLNESS.  UNDERSTANDING IS SEEING.  WORDS ARE COINS.  TIME IS MONEY. COGNITIVE METAPHORS: MORE EXAMPLES. - THEORIES ARE BUILDINGS:  Is that the foundation for your theory?  The theories need more support.  We need to construct a strong argument for that.  We need to buttress the theory with solid arguments.  The theory will stand or fall on the strength of that argument.  So far, we have put together only the framework of the theory.
  • IDEAS AS FOOD:  All this paper has in it raw facts, half-backed ideas, and warmed theories.  There are too many facts here for me to digest them all.  I just can’t swallow that claim.  Let me stew over that for a while.  That’s food for thought.  She devoured the book.  Let’s leave that idea simmer on the back burner for a while. WHAT IN A COGNITIVE METAPHOR? LIFE IS A JOURNEY:
  • Considering the previous example, why do speakers of English draw so heavily on various domains in their effort to comprehend life?
  • Cognitive linguists suggest that they do so because thinking about the abstract concept of life is facilitated by more concrete concepts such as journeys, buildings, types of food.
  • CMs are cognitive structure that underpin our metaphorical use of language. METAPHOR FOR READING: READING AS A JOURNEY CM?*

 C.M. of WAR/ARGUMENT is deeply entrenched in western society. LANGUAGE AND IDEOLOGY:

  • “Many of the things we do in arguing are partially structured by the concept of war” (Lakeoff and Johnson 1980: 4)
  • The way we use language reveals a lot about how we conceptualize the worlds around us.
  • “The militarization of discourse is also a militarization of thought” (Fairclough 1992: 195)
  • The capacity of language to shape ideology.
  • A similar metaphor: LOVE IS WAR (see example in your activity). NOVEL CONCEPTUAL METAPHORS:
  • The use of new and usual metaphors in literary and non- literary language.
  • NCM to conceptualize the world we live in.
  • NCMs are especially used in poetry, advertising, and other domains.  “Two roads diverged in a wood, and I – I took the one less travelled by And that has made the difference” (Robert Frost)  “In the middle of life’s road I found myself in a dark wood” (Dante) ⤷ Novel (and less conventional) elaboration of LIFE AS A JOURNEY metaphor. TYPES OF CM, THE CONDUIT METAPHOR: “The speaker puts ideas (objects) into words (containers) and sends them (along a conduit) to a hearer who takes the idea (objects) out of the world (containers)” (Lakeofff and Johnson 1980: 10)
  • IDEAS AND MEANING ARE OBJECTS.
  • LINGUISTIC EXPRESSIONS ARE CONTAINERS.
  • COMUNICATION IS SENDING.  I’m finding it hard to put my ideas into words.  You’ve given me an idea!  What the teacher said carried little meaning.  You need to get your ideas across if you are sure to succeed. TYPES OF CM, ORIENTATIONAL METAPHOR:
  • Metaphor as a whole: they structure one concept in terms of other.
  • Orientational metaphors provide a concept with a spatial orientation. This category begins to explain many otherwise ‘odd’ expressions that we commonly use in language.  E.g. “ High in spirits” (happy); “feel down” (depressed); “ climb a career”/ “being at the bottom of the class” etc.  HAPPY IS UP.  SAD IS DOWN.  CONSCIOUS IS UP.  UNCONSCIOUS IS DOWN.  GOOD IS UP.  HEALTH AND LIFE ARE UP.  SICKNESS AND DEATH ARE DOWN.  MORE IS UP.  LESS IS DOWN.  HIGH STATUS IS UP.  LOW STATUS IS DOWN.  THE FUTURE IS AHEAD.  THE PAST IS BEHIND. ONTOLOGICAL METAPHORS:
  • These conceptual metaphors enable speakers to conceive of their experiences in terms of objects, substances, and containers in general, without specifying further the kind of object, substance, or container.
  • Activities, events, and emotions: entities and substances
  • Purposes of Ontological metaphors: quantifying (America has a lot of political capital invested in Iraq), setting goals (Tom Barneby went to London to seek his fortune ) and referring (her fear of flying is a big problem).
  • Metaphor of substance.
  • CONTAINER metaphor: humans are territorial by nature. Notions of bounded objects and bounded physical spaces are used in metaphors. A boundary between one space and another may be denoted by what a person’s visual field can encompass, leading to the conceptual metaphor VISUAL FIELDS ARE CONTAINERS. CONTAINER METAPHOR (VISUAL):  The attack was outside his victim’s field of vision.  The sailors had been out of sight of land for weeks.  The hang-glider hove into view. - CM: source domains derived from bodily experience. TEXT AND COGNITION: DEXIS. BUILDING A TEXT- WORLD: - Consider for a moment your immediate surroundings. Whether you are inside or outside., standing or seating, alone or in company, consider how you perceive your own position within your environment. What can you see around you? What objects or entities are in front of you. = Which are close, and which are distant? Is any of them in motion? - The ability to sense and respond to external stimuli is ofen take for granted but has a fundamental influence on how our cognitive behaviour shapes not only how we function physically but also how we operate mentally. - Important concepts: the self mind and body as inextricably linked (in cognitive science the mind is embodied, i.e. combined notion of what brains and bodies together do in the world). - Consequences (in broad sense): “mind/body dualism is rejected, and along with it, other false discontinuities such as rationalism and emotion, form and function, literal and metaphorical, real and fictional and so on” (Stockwell 2009) ⤷ This area of language is DEIXIS. DEIXIS: - Derive from the Greek for ‘pointing’; the term refers to the linguistic encoding of spatial and temporal relations between objects and entities. It thus refers to those aspects of language which anchor the utterance or discourse in a particular situation or contextual world. - Primarily a feature of spoke, face-to-face conversation, a situation. - Question: What did you do yesterday? SELF AND PERSPECTIVE: - Each of us has a notion of self that forms the point of reference from which we evaluate our relationship with all the other elements that make up our environment, as well as the relationships which exist between these elements. - This zero-reference point of subjectivity is known as origo. TRADITIONAL DEICTIC CATEGORIES: - Place deixis. - Temporal deixis. - Person deixis. - Social deixis. PLACE DEIXIS: - Pure place deixis: here, there, this, that… (elements that can only be interpreted by reference to the position of the speaker/writer of these words). = ADVERBS, PRONOUNS, DEMONSTRATIVES. - Locational deictic expressions: interpreted in relation not to the speaker or writer but to the position of the other referents within the situational context. - Importance of demonstratives (see Carter in lecture notes, pp.146 ) NON – PURE PLACE DEIXIS: - “Bombaday’s Shuklaji Street was a fever grid of rooms. Boom-boom rooms, family rooms, god rooms, secret rooms that contracted in the daytime and expanded at night. It wasn’t much of a street” (Jee Rhayil, Necropolis, 2012: 135) - The information about Suklaji Street is included in the world-building element of the text (e.g. we read that this street is in Bombay, that it is connected with illegal activities etc.) and this locative deictic expression does not depend on our knowing the position in space of the narrator. Therefore, it does not represent a picture deictic form. TEMPORAL/TIME DEIXIS:

⤷ Ambiguity of Lear in the shifing addressing Cordelia initially affectionately as a father and then harshly and dismissively – The text builds up an impression of dangerous capriciousness in his chapter. DEIETIC CATEGORIES REVISED: Basic deictic categories: Cognitive deixis:

  • Place deixis  - Spatial deixis
  • Time deixis  - Temporal deixis
  • Person deixis  - Perceptual deixis
  • Social deixis  - Relational deixis
  • Discourse deixis  - Textual deixis
  • Syntactic deixis  - Compositional deixis SPACIAL DEIXIS :
  • Elements that link the deictic centre to a place, comprising: A. Spatial adverbs (here, there, nearby) B. Locatives adverbs (South of Bornbay, by the river) C. Demonstratives (that) D. Verbs of motion (drive, come, get) TEMPORAL DEIXIS:
  • Elements that link the deictic centre to a particular time, comprising: A. Temporal adverbs (today, tomorrow, soon) B. Locatives adverbs (in my youth) C. Tense and aspects in verb forms that distinguish the ‘speaker-now’, ‘story-now’ and ‘receiver-now’. PERCEPTUAL DEIXIS:
  • Elements referring to participants with perceptual capabilities, comprising: A. Personal pronouns (she, it) B. Demonstratives (those, this) C. Mental states phrases (believing, imagining) D. Naming procedures (Salim Sinal, Robyn Penrose) E. Definitive references (the girl) RELATIONAL DEIXIS:
  • Elements that express the social point of view and relative situation of writers, characters, readers, comprising: A. Modality: category where language is used to express the attitude of the speaker. B. Focalization: point of view. C. Naming. D. Forms of address. E. Evaluative words.
  • Relational deixis through these forms expresses the character’s point of view in fiction. TEXTUAL DEXIS:
  • Elements that emphasize the textual dimension of the book/poem/extract, comprising: A. Chapter titles. B. Textual organization/division/conventions. C. Paragraphs. D. Use of different fonts, co-reference, and intertextuality. E. Meta-textuality. ⤷ E.g.: The Prologue in J. Thayl’s Narcopolis (extract lecture notes p. 221) reveals the narrative aspect of the text and its ‘belonging’ to the genre of novel. COMPOSITIONAL DEIXIS:
  • Elements that link the text to generic type or literary standards, comprising: A. Choice of lexis. B. Syntax.

C. Register. D. Poetic license. E. Other that tie the test to literary traditions. F. Compositional deixis also forges the relationship between author and literary reader: a noble written in the form of documentary, history, memoir, autobiography, stream-of-consciousness, journalistic reportage. ACTIVITY ON TEMPORAL DEIXIS, LECTURE NOTES (p. 154)

  • Once upon a time there will be an alien space shuttle which will colonize the whole world. There will be no human in the streets, only naked and multicolour aliens with brightly antennas will live on the Earth. However, Humans are not going to became extinct species; they will genetically modify themselves in order to live in underground caves. They will come back to original instinct, behaving like primitives. DEICTIC PROJECTION:
  • Origo VS deictic projection:
  • You are following the instruction from an IT technician over the phone about how to solve a problem with your computer: “Remove the flash derive from the USB port on your lef and try the USB port on your right”. ⤷ Lef/right in the text refer to your deictic centre and not the technician’s.
  • In fiction, readers assume the special, temporal, and social categories of deixis linked to the text world. DEICTIC SHIFT THEORY:
  • An interdisciplinary approach from linguistics, psychology, computer science and literary criticism.
  • “Deictic shif theory was developed to account for the way in which readers can come to deal deeply involved in what they are reading, to the extent that they forget about their position within the real world (the discourse world, in text world theory)” – Jeffries and Mclntyre 2010: 157) DEICTIC SHIFT:
  • Must be triggered (linguistically or non-linguistically)
  • First shif: we pick up a novel, leaflet or another type of text and start reading (we enter the fictional/textual world and shif into/out of the various deictic fields of the narrative). SUMMERY OF DEICTIC SHIFTS DEVEICES (LECTURE NOTES, P. 58):
  • Spatial shif: movement predicates, proposed locative adverbials, spatial adverbs.
  • Temporal shif: tense/aspect shif.
  • Perceptual shif: use of nouns, perception/mental predicates, indefinite subjects.
  • Relational shif: proper names, address forms, evaluative adjectives, politeness, modality.
  • Textual shif: titles, chapter titles, epigrams, paragraphing, graphology.
  • Compositional shif: paratextual features (e.g. book cover), standards of literariness. PUSH AND POP.
  • As readers, we PUSH into deictic fields and POP out of them.
  • A push: a movement from a basic level to a less available deictic plane, such as episodic memory (a flash back in fiction), fictional story world (a fiction within a fiction) or fantasy (Galbraith 1995).
  • A pop: movement out of a particular deictic field.
  • POP/PUSH: terms derived from computer science. APPLICATION OF DEICTIC SHIFT THEORY IN FICTION:
  • Many readers say that novels such as Wuthering Heights are particularly complex, engaging and for some even confusing.  Deictic shif. DEICTIC SHIFT THEORY (DST) AND COGNITIVE STYLISTICS:
  • DST explains how we conceive of the meanings projected by the texts through the idea of deictic fields and the notion of pushing and popping.
  • Cognitive stylistics highlights the active role of the reader in text processing.
  • From the perspective of cognitive stylistics, pop and push represent deictic shifs. SCHEMAS, SCRIPTS AND FRAMES – A cognitive poetics (or stylistic) approach to texts. COGNITIVE POETICS: PROJECTION AND CONSTRUCTION :
  • What happens in our mind when we read a text? How do we construct meaning in texts? Which elements influence our understanding of texts?
  • Poetics: the linguistic and cognitive organization of genres (contributions from cognitive science, psychology, social theory, discourse analysis, philosophy of language, computing and artificial intelligence).
  • When the confirmation is stereotypical (e.g. in advertising), it is schema reinforcement.
  • However sometimes unexpected elements can potentially offer a schema disruption (a challenge to the reader’s existing knowledge structure).
  • Scheme disruption can be solved either by schema adding (i.e. accretion above) or by radical schema refreshment (a schema change that is the equivalent of tuning, above, or the notion of ‘refamiliarization’). SCHEMA MANAGEMENT TYPES:
  • Knowledge restructuring: the creation of new schemas based on old templates.
  • Schema preservation: where incoming facts fit existing schematic knowledge and have been encountered previously.
  • Schema reinforcement: where incoming facts are new but strengthen and confirm schematic knowledge.
  • Schema accretion: where new facts are added to an existing schema enlarging its scope and explanatory range.
  • Schema disruption: where conceptual deviance offers a potential challenge.
  • Schema refreshment: where a schema is revised and its memberships elements and relations are recast (running, re-familiarization). I HEADERS: How are schemas activate? Thanks to headers, textual clues that relate to elements of the script in question. At least two headers are necessary to active a schema.  3 types of header:
  • Precondition headers: a precondition for the application of the schema.  E.g. “Henry was feeling ill”. = DOCTOR/PATIENT SCRIPT.
  • Locale headers: locations where the script in question will be probably activated.  E.g. “The doctor’s surgery was a very nice place”. = DOCTOR/PATIENT INTERVIEW, schema to operate.
  • Internal conceptualization headers : actions or roles from the script.  E.g. “The GP asked Henry how he was feeling.” = A ROLE (GP) AND AN ACTION (‘ASKING). DISCUSSION:
  • There is a problem of regression underlying schema theory: that is, where do schemas ultimately come from? Schank and Abelson (1977) posit plans and goals as increasing abstract motivations, but it should be pointed out that their model was intended for computer programming not human psychology. SCHEMAS AND LITERARURE:
  • There is a more methodological problem when schema theory is applied to literary reading. It is not easy (indeed sometimes it seems quite arbitrary) to reach a principled decision as to which level of schema is being used in a particular situation.
  • Do I have a pub schema OR is it really just a track through my more general restaurant/bar schema? Or is this turn simply a specific part of my transaction schema? Alternatively, might I not have separate schemas for country pubs, town pubs, Irish pubs, gastro-pubs, or theme pubs? When I read or see Macbeth, do I have a Shakespearean play schema, or a court politics schema in operation? Or in fact, do I accrete a Macbeth schema, and can every literary text be said to generate its own specific schema? SCHEMA IN LITERATURE: The Nature of the Rose (U. Eco, 1980)
  • [Narrator Adso, a novice monk] William slipped his hands inside his habits, at the point where it billows over his chest to make a kind of sack, and he drew from it an object that I had already seen in his hands, and on his face in the course of the journey. It was a forked pin, so constructed that it could stay on a man’s nose (or at least his, so prominent and aquiline) as a rider remains astride his horse or as a bird clings to its perch. And one on either side of the fork, before the eyes, there were two ovals of metal, which held two almonds of glass, thick as the bottom of a tumbler. William preferred to read with these before his eyes, and he said they made his vision better than what nature had endowed him with or that his advanced age, especially as the daylight failed, would permit. (What object does the narrator mention here?) SCHEMA THEORY APPLICATION:
  • Adams has frame knowledge about what he would now call ‘glasses’ or ‘spectacles’.
  • A lengthy description instead.
  • “William preferred to read with these before his eyes”.  Precondition header to involve our knowledge of the object that Adso describes / also: Adso’s implied addressee is not a reader such as ourselves – Adso’s supposition is clearly that his addressee will not have frame knowledge of what he describes, hence the necessary of his extended description.
  • Effect to create distance between reader and the character since there is a substantial difference in the amount and type of “schematic knowledge”. SCHEMA IN LITERATURE: The Underground Railroad (Metaphor), by Colson Whitehead 2016. [Context: Cora, an ex-Afro-American slave freed from a plantation, is meeting a white doctor in his nursery – note: In this passage Cora is the focalizer character].
  • “A collection of imposing metal instruments lay on a nearby tray. He picked up one of the most terrifying, a thin spike attached to a glass cylinder”. ⤷ Cora’s schema about metallic tools: handcuffs, chains, cages and other tools of torture.
  • “‘We’re going to take some blood’, he said.” ⤷ Effect: to project Cora’s inner feelings (and fears) and sustain her focalization.
  • To sum up: schema poetics is essentially an approach to the conceptual organization of texts and discourses, literature and readers’ minds. Other than the consequences of different language schemas in operation, it should then be possible to sketch schematic readings of translated works without any problems (unless there are large cultural issues at the level of the world schema, of course). However, the headers and slots within schemas and the tracks through schemas can also be discussed in terms of their stylistic and narratological features.
  • How do you think schema theory can be assembled with stylistics? You might consider two parallel translations of a text in order to help you come to a conclusion. ACTIVITIES IN P. 128, 5.2. DISCOURSE AND CONTEXT: PRAGMATICS AND INTERACTION: PRAGMATICS (A TERM INVENTED BY C.W. MORRIS IN THE 1930S) - When do you use pragmatics? - (from CODL) Pragmatics: a branch of linguistics conceived as dealing, separately from others, with the meanings that sentence has in a particular context in which it is uttered. Distinguished in that spirit from semantics, conceived as studying meaning independently of contexts. - E.g.: There is a car coming.  Meaning:  Statement of a vehicle approaching.  A warning to a pedestrian not to step onto the road.  Expression of hope that people invited to a dinner are at last coming. PRAGMATICS: DEFINITIONS AND BACKGROUND (YULE 1996)
  • Pragmatics is the study of speaker meaning; it is concerned with the study of meaning as communicated by the speaker (or writer) and interpreted by a listener (or reader)
  • Pragmatics is the study of contextual meaning: it deals with the interpretation of what people mean in a particular context and how the context influences what is said.
  • Pragmatics is the study of how more gets communicated than is said: it explores how listeners can make inferences/deductions about what is said in order to arrive at an interpretation of the speaker’s intended meaning.
  • Pragmatics is the study of the expressions of relative distance: it examines the question of what determines the choice between the said and the unsaid, and so the distance between the people involved in the communication. QUESTION TERMINOLOGY:
  • Who speaks? Who has the power to speak?
  • The moment in a dialogue when a new speaker intervenes is defined transition relevance place (TRP).
  • Consider the following terminology: silence, overlapping, interrupting, turn, turn-taking, power (see examples in lecture notes, pp. 33-38 ) “WHEN I USE A WORD…” – Speech act:
  • “The term speech act does not refer simply to the act of speaking, but to the whole communicative situation, including the context of the utterance (that is, the situation in which the discourse occurs, the participants and any preceding verbal or physical interaction) and paralinguistic features which may contribute to the meaning of the interaction” (Clack 2006: 17)
  • “Focus is not on grammar correctness but rather on whether the speaker has achieved their communicative purpose”. Cf. How to Do thing with Words (Austin, 1955/62). SPEECH ACT THEORY: