

Grammar


Tenses


Present

Present Simple

Present Continuous

Present Perfect

Present Perfect Continuous


Past

Past Simple

Past Continuous

Past Perfect

Past Perfect Continuous


Future

Future Simple

Future Continuous

Future Perfect

Future Perfect Continuous


Parts Of Speech


Nouns

Countable and uncountable nouns

Verbal nouns

Singular and Plural nouns

Proper nouns

Nouns gender

Nouns definition

Concrete nouns

Abstract nouns

Common nouns

Collective nouns

Definition Of Nouns

Animate and Inanimate nouns

Nouns


Verbs

Stative and dynamic verbs

Finite and nonfinite verbs

To be verbs

Transitive and intransitive verbs

Auxiliary verbs

Modal verbs

Regular and irregular verbs

Action verbs

Verbs


Adverbs

Relative adverbs

Interrogative adverbs

Adverbs of time

Adverbs of place

Adverbs of reason

Adverbs of quantity

Adverbs of manner

Adverbs of frequency

Adverbs of affirmation

Adverbs


Adjectives

Quantitative adjective

Proper adjective

Possessive adjective

Numeral adjective

Interrogative adjective

Distributive adjective

Descriptive adjective

Demonstrative adjective


Pronouns

Subject pronoun

Relative pronoun

Reflexive pronoun

Reciprocal pronoun

Possessive pronoun

Personal pronoun

Interrogative pronoun

Indefinite pronoun

Emphatic pronoun

Distributive pronoun

Demonstrative pronoun

Pronouns


Pre Position


Preposition by function

Time preposition

Reason preposition

Possession preposition

Place preposition

Phrases preposition

Origin preposition

Measure preposition

Direction preposition

Contrast preposition

Agent preposition


Preposition by construction

Simple preposition

Phrase preposition

Double preposition

Compound preposition

prepositions


Conjunctions

Subordinating conjunction

Correlative conjunction

Coordinating conjunction

Conjunctive adverbs

conjunctions


Interjections

Express calling interjection

Phrases

Sentences


Grammar Rules

Passive and Active

Preference

Requests and offers

wishes

Be used to

Some and any

Could have done

Describing people

Giving advices

Possession

Comparative and superlative

Giving Reason

Making Suggestions

Apologizing

Forming questions

Since and for

Directions

Obligation

Adverbials

invitation

Articles

Imaginary condition

Zero conditional

First conditional

Second conditional

Third conditional

Reported speech

Demonstratives

Determiners


Linguistics

Phonetics

Phonology

Linguistics fields

Syntax

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Semantics

pragmatics

History

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Grammar

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Reading Comprehension

Elementary

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Teaching Methods

Teaching Strategies

Assessment
Metacommunicative awareness
المؤلف:
Jonathan Culpeper and Michael Haugh
المصدر:
Pragmatics and the English Language
الجزء والصفحة:
252-8
30-5-2022
1323
Metacommunicative awareness
At the beginning, we noted the importance of the “environment of mutual monitoring possibilities” that underlies all social situations (Goffman [1964] 1972: 63). Critical to these “mutual monitoring possibilities” is our awareness of self and other as socially constituted persons. This means that not only do we interpret and evaluate what we ourselves say and do and what others say and do, but we also reflexively interpret and evaluate these pragmatic meanings, acts and the like through the eyes of others. In other words, we include the perspective of others in our interpretations and evaluations of pragmatic phenomena. This kind of perspective-taking is what underpins the two forms of metacommunicative awareness that are critical to social interaction: interactional awareness and interpersonal awareness
A key manifestation of metacommunicative interactional awareness is what is commonly termed recipient design, that is, where meanings and actions are reflexively designed with particular recipients in mind. The fi ne-tuned specificity of recipient design becomes evident in the incremental production of utterances, that is, in cases where speakers add further segments to utterances in order to adapt to changes in the participation footing of recipients. Goodwin (1979), for instance, examines in very close detail an excerpt from a conversation where the speaker, John transforms his utterance in line 3 from a discovery or noticing of an anniversary (i.e. having given up smoking for one week), about which the direct addressee, Beth (whose recipiency is signaled through John’s gaze), already knows, into a report about having given up smoking which is deemed to be newsworthy for another direct addressee, Ann (whose recipiency is signaled through a subsequent shift in gaze by John).

Notably, the utterance-final actually here marks this news as perhaps contrary to Ann’s expectations, and thus as reporting something that is likely previously unknown to her. In this way, he transforms the utterance from its previous design, when it was being constructed as a “noticing” directed at Beth of it already having been one week since he had given up smoking, into an utterance designed to function as reporting news to Ann. In interpreting talk or discourse, then, participants are inevitably aware of this finely-grained recipient design.
Metacommunicative interpersonal awareness involves reflexive evaluations of relations with and attitudes towards others, an area which was largely covered. Here we focus on how manifestations of reflexive awareness of interpersonal relations (such as face, status and so on), attitudes (such as like/dislike, disgust and so on), and evaluations (such as politeness, impoliteness and so on) are critically dependent on a reflexive awareness of self vis-à-vis other. In the following example from the TV series, Everybody Hates Chris, we can see how Chris manipulates his mother’s (over-)concern about how others evaluate their family. Prior to the excerpt below, Chris has been complaining to his mother about having to wear his younger brother’s old clothes for picture day at school, but to no avail. He concludes (in the voice of the narrator) that the only way he can get his mother to buy him new clothes is through invoking the idea of what others might think of their family if he wears old clothes:

What Rochelle, Chris’s mother, is most concerned about here is that other people might think they are on welfare, or in other words, poor. This motivates her to go out and buy new clothes for Chris, even though they can’t really afford them. Once again irony arises here, as Rochelle seems much less concerned about people thinking they have a drug problem (they already think I’m a crack baby) than their being seen as poor. There is also epistemic slippage in this excerpt from others potentially “thinking” something (Chris’s claim), to people actually “saying” these things (Rochelle’s assumption).
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