1. The document provides exercises on the linguistic concepts of context, deixis, presupposition, speech acts, and politeness. It includes multiple choice questions and exercises asking the reader to identify examples and types of these concepts.
2. The exercises are divided into sections on context and deixis, presupposition and speech acts, and politeness. Examples are provided relating to personal, spatial, and temporal deixis. Questions assess understanding of direct and indirect speech acts as well as positive and negative politeness strategies.
3. The purpose is to help readers learn and practice applying their understanding of these key linguistic concepts through a variety of exercises that provide examples, questions, and tasks analyzing different features of communication
1. The document provides exercises on the linguistic concepts of context, deixis, presupposition, speech acts, and politeness. It includes multiple choice questions and exercises asking the reader to identify examples and types of these concepts.
2. The exercises are divided into sections on context and deixis, presupposition and speech acts, and politeness. Examples are provided relating to personal, spatial, and temporal deixis. Questions assess understanding of direct and indirect speech acts as well as positive and negative politeness strategies.
3. The purpose is to help readers learn and practice applying their understanding of these key linguistic concepts through a variety of exercises that provide examples, questions, and tasks analyzing different features of communication
1. The document provides exercises on the linguistic concepts of context, deixis, presupposition, speech acts, and politeness. It includes multiple choice questions and exercises asking the reader to identify examples and types of these concepts.
2. The exercises are divided into sections on context and deixis, presupposition and speech acts, and politeness. Examples are provided relating to personal, spatial, and temporal deixis. Questions assess understanding of direct and indirect speech acts as well as positive and negative politeness strategies.
3. The purpose is to help readers learn and practice applying their understanding of these key linguistic concepts through a variety of exercises that provide examples, questions, and tasks analyzing different features of communication
1. The document provides exercises on the linguistic concepts of context, deixis, presupposition, speech acts, and politeness. It includes multiple choice questions and exercises asking the reader to identify examples and types of these concepts.
2. The exercises are divided into sections on context and deixis, presupposition and speech acts, and politeness. Examples are provided relating to personal, spatial, and temporal deixis. Questions assess understanding of direct and indirect speech acts as well as positive and negative politeness strategies.
3. The purpose is to help readers learn and practice applying their understanding of these key linguistic concepts through a variety of exercises that provide examples, questions, and tasks analyzing different features of communication
Download as DOCX, PDF, TXT or read online from Scribd
Download as docx, pdf, or txt
You are on page 1/ 5
EXERCISE
Lecture 1
Context , Deixis
Exercise 1: Identify context
• “Dispatcher: 911 What's the nature of your emergency?
• Caller: My wife is pregnant and her contractions are only two minutes apart” • Dispatcher: Is this her first child? • Caller: No, you idiot! This is her husband! Exercise 2
Correct mistakes in the following sentences
1. In spatial deixis, the proximal forms are ‘I’ and ‘you’. The distal forms are ‘he, she, it’. Each person in a conversation shifts from being ‘I’ to being ‘you’ occasionally. 2. “here” is distal form. “there” is promixal form. 3. Location from speaker’s perspective sometimes refers to physical location. This is called deictic projection. 4. “to begin with, first, next, in the following paragraph, last but not least” are temporal deixis. Exercise 3 Decide whether the following statements are True (T) or False (F)
1. Deixis is clearly a form of interpreting that is tied to the speaker’s
context.
2. People only use “then” as a distal form in the past tense.
3. “Sunday, November 9th” is a form of deictic temporal reference.
4. People use temporal deixis with the aim of politeness in
communication. 5. The speaker and listener have to share the same context in order to be interpreted correctly.
Exercise 4. Identify deictic expressions in the following sentences
1. He will go there with me.
2. They tried to hurt me, but he came to the rescue.
3. She was sitting over there.
4. It is raining out now, but I hope when you read this it will be sunny.
5. I enjoy living in this city.
Exercise 5 . Decide types of deixis
1. Sunday? Ok. I will see you then.
2. Yesterday, she went to school at 7am.
3. I had a holiday there last summer.
4. Here is a good spot; it is too sunny over there.
Exercise 6. Matching
1. Personal Deixis A. demonstrated by some proximal forms some
verbs of motion and some location from speaker’s perspective 2. Spatial Deixis B. Demonstrated by proximal form, temporal deictic expressions verb tense and distal form 3. Temporal C. Demonstrated by the pronouns for first person ‘I’, Deixis second person ‘you’, and third person ‘he, she, it, they’ LECTURE 2 Exercises
Presupposition , Speech acts , Politeness
Exercise 1. Find presupposition for each sentence
1. Bob does not regret that he beat his dog.
2. Bob has not stopped beating his dog. 3. The dog bit Bob again today. 4. It was Bob that the dog bit. 5. Even Bob beat the dog.
Exercise 2 . Fill in the blank to show
How to make a direct speech act
The typical association between sentence forms and
speech acts.
1. ….. Interrogative Imperative
He washed the assertion dishes Who washed the 2.…. dishes? Do the dishes 3. …. (please)!
You see, whenever there is a direct relationship between the function of
a speech act and its structural form, we have a direct speech act. How to make an indirect speech act When there is no direct relationship between a structure and a form but rather an indirect one, the speech act is considered indirect.
Declarative Interrogative Is the pope Catholic? assertion Is ice old? I want to know who washed the question dishes. I do not know who washed the dishes. - Can you wash the 4. …....................... dishes? Request 5 . …………………. - Would you mind washing the dishes? Exercise 3. You want the door to be opened and make Direct Command and
Indirect Command
Exercise 4 .Fill in the blanks with the suitable words or phrases
1. Face is the …………….. of a person, which refers to the………and ………..
sense of self that everyone has and expectseveryone else to recognize. 2. A person’s ………. is the need to be connected, and one’s………… is the need to be independent. 3. ………………is the use of language per se to ……theattention to the face needs of coparticipants. 3. Positive politeness is used to emphasize our ……with the hearer . 4. Negative politeness is used to emphasize our …… for the hearer. 5. A face saving act that emphasizes a person’s …… face will show concern about imposition . 6. A face saving act that emphasizes a person’s …… face will show solidarity and a common goal. Exercise 5 : Identify positive politeness and negative politeness expressed in the following utterances . 1. We look forward to your coming to have dinner with us tomorrow 2. Did you have a good time at Sam Son beach with your husband ? 3. It appears that we may have to take her to the hospital right now 4. I don’t suppose you could help me to do this task 5. I am sorry to bother you, but I want to say to you something right now
6. I am surprised that you can’t pass the exam
7. I am sure you won’t mind if I open the window, will you? 8. I am really sorry to hear about your grandfather’s death
9. Let’s go to the cinema tonight
Exercise 6 : Choose suitable words to fill in the blanks
If you say something that represents a threat to another person's self-
image, that is called a [1]…. (face-threatening act/ face-saving act)... . For example, if you use a [2]….(direct / indirect)…. speech act to order someone to do something (Give me that paper!), you are acting as if you have [3]….( more / less) …. social power than the other person. If you do not actually have the social power, then you are performing a [4]….. (face-saving act /face-threatening act) ….. An [5]…..(direct /indirect)….. speech act, in the form of a question (Could you pass me that paper, please?), [6]…..(removes / attaches)… the assumption of social power. You appear to be asking about ability. This makes your request [7]….. (more / less) ….. threatening to the other person's sense of self. Whenever you say something that lessens the possible threat to another's face, it's called a [8]…..(face-saving act / face-threatening act).
