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Whatisyourimpressiononpragmaticstudy?InwhatwaydoyouthinkPragmaticstudyisessentialtoourEnglishlearning?Pragmaticsisasubfieldoflinguisticswhichstudiesthewaysinwhichcontextcontributestomeaning.Pragmaticsencompassesspeechacttheory,conversationalimplicature,talkininteractionandotherapproachestolanguagebehaviorinphilosophy,sociology,andlinguistics.Itstudieshowthetransmissionofmeaningdependsnotonlyonthelinguisticknowledge(e.g.grammar,lexiconetc.)ofthespeakerandlistener,butalsoonthecontextoftheutterance,knowledgeaboutthestatusofthoseinvolved,theinferredintentofthespeaker,andsoon.Inthisrespect,pragmaticsexplainshowlanguageusersareabletoovercomeapparentambiguity,sincemeaningreliesonthemanner,place,timeetc.ofanutterance.Theabilitytounderstandanotherspeaker'sintendedmeaningiscalledpragmaticcompetence.Soanutterancedescribingpragmaticfunctionisdescribedasmetapragmatic.Pragmaticawarenessisregardedasoneofthemostchallengingaspectsoflanguagelearning,andcomesonlythroughexperience2.whydoyouthinkonesaystothegate-keeper“Maywecomein?”whenheisalone?Andwhydoeshestillsaysotothegate-keeperwhenheandhiscompanywanttogointothepark?(15’)thecategoryofpluralnotionisnotappliedtothefirstpersoninthesamewayasitistotheperson.DeixisisfromaGreekwordmeaning‘indicating’or‘pointing’.Inlinguistics,itreferstocertainaspectsofcontextofutterance,includingtheroleofparticipantsinthespeecheventandtheirspatio-temporalandsociallocation.Itdirectlyconcernstherelationshipbetweenthestructureoflanguageandthecontextinwhichitisused.Typicalexamplesarepronouns,demonstratives,time&placeadverbs,andsomegrammaticalcategoriessuchastense.Somelanguagesevenmakeadistinctionbetween“we-inclusive-of-addressee”and“we-exclusive-of-addressee.”Here,thepersonsaystothegate-keepermaywecomeinwhenheisalone,thepluralforms”us”includesthegate-keeper.Bysayingso,thepersonintendstoshowhisfriendnesstothegate-keeper.Itseemstheyhaveacloserelationship.whenheandhiscompanywanttogoontothepark,bysaying”maywecomein”,thepluralforms”us”justmeansthepersonandhiscompany.Man:Doesyourdogbite?Woman:No(thenthemanreacheddowntopetthedog.thedogbitestheman’shand)Thespeaker'sownquestioningexpressionunclearConversationisthecommoninteractionsofspeakerandhearer,howeverinordertoresearchareoftenonlypayattentiontothehearer,theanalysisforthehearertospecificinference,thepurposeoftheviolationofcooperativeprinciplesmorethanfromtheAngleofthehearerguesswhatthespeakerwanttoconveymeaning.Inthispaper,thesubjectivefactorsincludetwoaspects,oneisthespeaker'sfactor,2itistothehearer.Insomecases,thespeakerwordstoexpressitselfisnotclear,easytomakethelistenerproducemisunderstanding,confusion.Thereby,theunpredictabilityofthespeakersaidtendtobeobedientpeopledon'tcooperate.Inthisscenario,ladywithaclearviolationofthecooperativeprincipleintheamountofcode,thusshecandeducetheconversationalimplicatureis:shedoesn'twanttocommunicatewiththestrangeman.Ifyouwanttocommunicatewell,sheshouldsayattheoutsetofthisdogisnother.Fromthespeaker,however,thatthisman'spointofviewtoanalysis,themandidn'tclearfromthestart,heaskedthequestionitselfisnotclear,iseasytobemisunderstood.Assumingheaskisthisyourdog?Thenaskthedogbite?Ordirectlyaskthedogbite?Ms.I'mafraidIwon'tbringcooperationanddogsnotfriendly.4.What’stheimportanceofGrice’stheoryofconversationalimplicature?answerthisquestionwiththefollowingexample(15’)StudentA:Howareyou?StudentB:I’mdead.Theimportanceofthetheoryofconversationalimplicatureinpragmaticsisduetovarioussourcesorcontributions.1.thetheoryofconversationalimplicaturemayprovidecomesignificantfunctionexplanationforlinguisticfacts.2.itprovidessomeexplicitaccountofhowitispossibletomeanmorethanwhatisactually“said”,ormorethanwhatisliterallyexpressed.3.itmayhelptosimplifythecontentofsemanticdescriptions.4.itisessentialifvariousbasicfactsaboutlanguagearetobeaccountedforproperly.5.itmayofferaninsightintotherhetoricaluseoflanguage.TheCooperativePrinciplehasfourcategoriesofmaximsasfollows:1.Quantity2.Quality3.Relation4.MannerItisimportanttorecognizethesemaximsasunstatedassumptionswehaveinconversations.Inthiscase,itviolatestheQualityofCP.Quality:Trytomakeyourcontributiononethatistrue.(1)Donotsaywhatyoubelievetobefalse.(2)Donotsaythatforwhichyoulackadequateevidence.Wecanseethesentence“I’mdead”isnottrue,soitviolatesthemaximofqualityinCPandproductsimplicature.5.Xiao:(lookaround)（20’）Grocer:老师吃什么？(whatwouldyouliketohave,teacher?)Xiao:西瓜多少钱一斤？(Howmuchiswatermelon?)Grocer:一块二(oneyuanandtwenty)Xiao:一块二？很贵的(oneyuanandtwenty?veryexpensive）Grocer:哦，我们进来就一块一，一天挣不了几个钱，你要我给你便宜一毛Grocer:好，来一个。Insaying“老师吃什么?”thegrocerperformedThelocutionofaskingaquestionTheillocution:attractingLi’sattentionTheperlocution:Liisattracted.Insaying“西瓜多少钱一斤？”Liperformedalocutionaryactofinquiringinordertofindouttheprice.Theeffectis:abargainisstarted.Thelocution:inquiringTheillocution:findingoutthepriceTheperlocution:startingabargain“一块块二？够贵的”Insaying“一块二？够贵的”Liperformedalocutionaryactofexpressinghisopinioninordertostrikeagoodbargain.Whatwouldbetheresult?Lihasadiscountof10centsThelocution:expressinghisopinion