Lingua e traduzione inglese 5 - paniere completo

Indice delle lezioni

• Lezione 002 ............................................................................................................................. p. 4
• Lezione 003 ............................................................................................................................. p. 5
• Lezione 004 ............................................................................................................................. p. 6
• Lezione 005 ............................................................................................................................. p. 7
• Lezione 006 ............................................................................................................................. p. 8
• Lezione 007 ............................................................................................................................. p. 9
• Lezione 008 ............................................................................................................................. p. 11
• Lezione 010 ............................................................................................................................. p. 12
• Lezione 012 ............................................................................................................................. p. 13
• Lezione 014 ............................................................................................................................. p. 14
• Lezione 015 ............................................................................................................................. p. 16
• Lezione 016 ............................................................................................................................. p. 17
• Lezione 017 ............................................................................................................................. p. 18
• Lezione 018 ............................................................................................................................. p. 19
• Lezione 019 ............................................................................................................................. p. 20
• Lezione 020 ............................................................................................................................. p. 21
• Lezione 025 ............................................................................................................................. p. 23
• Lezione 026 ............................................................................................................................. p. 25
• Lezione 027 ............................................................................................................................. p. 26
• Lezione 028 ............................................................................................................................. p. 27
• Lezione 030 ............................................................................................................................. p. 28
• Lezione 031 ............................................................................................................................. p. 29
• Lezione 032 ............................................................................................................................. p. 30
• Lezione 033 ............................................................................................................................. p. 31
• Lezione 034 ............................................................................................................................. p. 32
• Lezione 035 ............................................................................................................................. p. 33
• Lezione 036 ............................................................................................................................. p. 34
• Lezione 037 ............................................................................................................................. p. 36
• Lezione 038 ............................................................................................................................. p. 37
• Lezione 039 ............................................................................................................................. p. 38
• Lezione 040 ............................................................................................................................. p. 39
• Lezione 041 ............................................................................................................................. p. 40
• Lezione 042 ............................................................................................................................. p. 41
• Lezione 043 ............................................................................................................................. p. 42
• Lezione 044 ............................................................................................................................. p. 43
• Lezione 045 ............................................................................................................................. p. 44
• Lezione 046 ............................................................................................................................. p. 45
• Lezione 047 ............................................................................................................................. p. 46
• Lezione 048 ............................................................................................................................. p. 47

Lezione 002

1. "The parts of meaning that can be explained by knowledge of the physical and social world, and the socio-psychological factors influencing communication, as well the knowledge of the time and place in which the words are said." is defined:
   • Text
   • Context
   • Co-text
   • Function
2. The speaker's purpose(s) in speaking is called:
   • Pragmatics
   • Coherence
   • Cohesion
   • Function
3. The study of how the assumption of relevance holds texts together meaningfully is defined by
   • The relevance theory
   • The context
   • The felicity condition
   • The cooperative principle
4. Discourse analysis emphasizes
   • The structure of the text
   • The context
   • None of the above
   • The social principles of discourse
5. The text/discourse is therefore "meaningful and unified". This quality is called:
   • Cohesion
   • Function
   • Coherence or relevance
   • Coherence, not relevance
6. Provide a definition of CONTEXT, TEXT and FUNCTION.
7. Describe both background knowledge context and co-textual context.

Context: "The parts of meaning that can be explained by knowledge of the physical and social world, and the socio-psychological factors influencing communication, as well the knowledge of the time and place in which the words are said."

Text or discourse: "The use of language [...] or pieces of spoken or written discourse, concentrating on how stretches of language become meaningful and unified for their users." The text/discourse is therefore "meaningful and unified." This quality is called coherence or relevance.

Function: The speaker’s purpose(s) in speaking, the goal in interacting verbally.

The background knowledge context is basically the cultural knowledge, that is what people know about the world. We can divide the background knowledge into:

• Cultural general knowledge, that is what people know of the way of the world;
• Interpersonal knowledge, that is the speakers’ knowledge about their personal (private) life.

Co-text is the context of the text we are dealing with. The co-text is formed by all the words that surround a word we are referring to in a text.

Lezione 003

1. Co-text is:
   • A special vocabulary people share
   • The context of the text we are dealing with
   • What people know of the way of the world
   • Our cultural context
2. When the referent is mentioned for the first time in a text, we call it
   • Exophoric
   • Anaphoric
   • Deictic
   • Endophoric
3. When a referring expression points to entities that have been already mentioned in a previous conversation, we talk about
   • Situational context
   • Cooperative principle
   • Intertextuality
   • Deixis
4. When we already know about the entities mentioned in a text, we talk about
   • Anaphoric reference
   • Endophoric reference
   • Elliptic reference
   • Grammatical reference
5. We can divide the background knowledge into
   • Personal and interpersonal knowledge
   • Primary and secondary knowledge
   • Cultural general knowledge and interpersonal knowledge
   • General knowledge and relevance knowledge
6. What is a reference?
   • An act in which the speaker(s) use linguistic forms NOT to enable the hearer to identify the entity being referred to
   • An act in which the speaker(s) use linguistic forms to identify the entity being referred to
   • None of the above
   • An act in which the speaker(s) use linguistic forms to enable the hearer to identify the entity being referred to
7. The situational context refers to
   • The speakers' knowledge
   • None of the above
   • What speakers know of the world
   • What speakers know of the environment surrounding them

Lezione 004

1. How many types of endophora are there?
   • 4
   • 3
   • Just one
   • 2
2. "I eat lamb and veal: I really love meat." In this sentence, "meat" is:
   • A synonym
   • A substitution
   • A superordinate
   • An ellipsis
3. "I hate this stuff! Why do I have to study it?" In this sentence, the word "stuff" is:
   • A substitution
   • A cataphora
   • A general word
   • A superordinate
4. What's the difference between anaphora and cataphora?

   Anaphora: It refers to an entity that has been mentioned before in the co-text. Cataphora: It refers to an entity that is mentioned forward in the co-text.

Lezione 005

1. Who theorized Speech Acts?
   • Culpeper
   • Saussure
   • Searle
   • Austin
2. How is lexical coherence achieved?
3. According to Austin, when an utterance is produced, it can be analyzed on three levels: name and describe them.

Lexical coherence is developed through repetition, synonyms, superordinates, and general words. Lexical coherence refers to the way related words are chosen to link elements of a text, which is developed through: repetition, synonyms, superordinates, and general words.

According to Austin, a speech act is "the action performed in saying something." When an utterance is produced, it can be analyzed on three levels.

• Locutionary act: The first level of analysis is the locution. That is, "what is said": the form of the words uttered.
• Illocutionary force: The second level of analysis is focused on what the speaker is doing with the words: is (s)he asserting? Making a request? Asking? Giving an order? Apologizing? Inviting? So, it focuses on the function of the words, the specific purpose that the speaker has in mind before uttering.
• Perlocutionary effect: The third level of analysis focuses on the result of the words: the effects that words have on the reader and his/her reaction.

Lezione 006

1. Behind every utterance there is always a performative verb: this is
   • The cooperative principle
   • The felicity condition
   • The performative hypothesis
   • The performative act
2. Discourse can be analyzed through two approaches:
   • Anaphora and cataphora
   • Exchange structure and conversation
   • Exchange structure and conversation analysis
   • The 5 micro-classes
   • Discourse and conversation analysis

Lezione 007

1. Substitution ______ repetitions in a text.
   • Avoids
   • Produces
   • Omits
   • Adds
2. The cooperative principle was theorized by
   • John Austin
   • Lakoff
   • John Searle
   • Paul Grice
3. Speech acts that not always are supported by a performative verb are called
   • Cooperative performatives
   • Implicit performatives
   • Felicity acts
   • Illocutionary acts
4. Ellipsis omits part of the discourse because
   • Is absent
   • The hearer/reader already knows
   • The hearer does not want to know
   • The hearer/reader is not interested
5. The words that commit the speaker to future actions are called
   • Commissive
   • Illocutionary acts
   • Representatives
   • Conversational
6. Ordering, requesting, commanding, inviting... are all examples of:
   • Commissives
   • Directives
   • Declarations
   • Expressives
7. "I command" is an example of:
   • Superordinate
   • Substitution
   • Deixis
   • Declaration
8. How many maxims do we have, according to Grice?
   • Infinite
   • 2: truth and lie
   • 3
   • 4
9. Write about Austin's 5 macro-classes.
10. Felicity condition: discuss.

Lezione 008

1. The degree of Relevance Theory is governed by
   • Contextual effects and processing effort
   • A strong processive effort
   • Contextual effects without considering any effort
   • Grice's four Maxims
2. When we provide new information by filling in the missing words, we are performing
   • Bald on Record Politeness
   • An implicature
   • An explicature
   • Bald on Record Impoliteness
3. Relevance Theory was theorized by
   • Wilson and Austin
   • Sperber and Austin
   • Sperber and Wilson
   • Sperber and Grice
4. Discuss Relevance Theory and its possible limitations.

According to Sperber and Wilson, the only maxim that matters is that of relation since relevance is the primary aim of any conversation and it is always applied with no exceptions. They proposed the Relevance theory: "Conversation implicature is understood by hearers simply by selecting the relevant features of context, and recognizing whatever speakers say as relevant to the conversation. When hearers/readers make sense of a text, they interpret the connections between utterances as meaningful, making inferences by drawing on their background knowledge of the world. [...] the purpose of communication is not to 'duplicate thoughts' but to 'enlarge mutual cognitive environments.’”

Regarding the limitations to the Relevance theory, Mey believes that every word we say implies something that is not said and that every utterance depends on associations and background knowledge. That is a considerable limit but, on the other hand, scholars agree to believe that this peculiarity is what makes the Relevance theory stronger: it depends on the general indeterminacy of language. However, Relevance theory does not take into account cultural and social dimensions: age, gender, nationality, and so on. Every culture has its way of expressing and observing maxims.

Lezione 010

Discuss IRF the Birmingham School of Discourse Analysis. According to Sinclair and Coulthard, there are some kinds of conversations that follow a rigid scheme. Think for example of a lesson in a school: the teacher, who has a dominant position, asks questions, pretending that students answer. Although lessons can vary for topics and subjects, the way they develop is generally the same: the teacher explains a matter and asks a question to the class that is called to answer from time to time. According to the Birmingham School, the lesson can be broken down into five levels of structure (also called “ranks”).

• The first level, the lowest one, is that of the acts: speech act categories defined by their interactive function. The acts tend to work in moves, that is a fixed order. Sinclair and Coulthard distinguish three basic steps:
  • The initiation (from a teacher, if we recollect the example of the classroom);
  • The response (from the students);
  • The follow-up (teacher’s comment on the students’ answers).
• The three moves are abbreviated to IRF, which is the second level. The combination of the moves that constitute the IRF structure is called exchange, the third level; exchange then combines into the transaction, the fourth level. Finally, the combinations of transactions make the lesson, which is the highest level.