Which Gricean maxims of conversation have been violated by the passages in bold: Linguistic Assignment, UOS, Australia

University University of South Australia (UOS)
Subject Linguistic

Question 1

Consider the following exchanges. Which Gricean maxims of conversation have been violated by the passages in bold? Justify your answers. What were the speaker’s likely aims in so violating the relevant maxims?

A) Abhishek: Did you hear what Professor X said during question time?
Felicia: No, why?
Abhishek: Oh my God, he like totally smashed Sam’s hypothesis into a bloody pulp!

Maxim and aims?

B) Linda (2 years old): Daddy, can I have that?
Phil: Of co/…
Ming: [to Phil] Darling! No S-W-E-E-T-S before D-I-N-N-E-R?
Phil: [to Ming] Uh-hu/ [to Linda] Oh, look at the policeman’s horsey!

Maxims and aims?

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Question 2

First, consider the following Extracts:

Extract 1

1 Eddy: Oh I’m sure we can get on at San Juan Hills.
2 That’s a nice course, I only played it once.
3 Guy: Uh huh.
4 (1.0)
5 Guy: It’s not too bad.
6 Eddy: Huh?
7 Guy: ’s not too bad.
8 Eddy: Oh.
9 (1.0)
10 Eddy: What time you wanna go?

Extract 2

1 P: Can we turn to Indo-China for which you received the Nobel Peace Prize
2 in nineteen-seventy-three. That deal did not bring peace to Indo-China.
3 Was there any part of you felt a fraud in accepting it?
4 (0.2)
5 K: Felt a what?
6 P: A fraud in accepting the Nobel Peace Prize.
7 (0.5)
8 K: I wonder what you do when you do a hostile interview.

There is an instance of an ‘other-initiated repair’ sequence in each of these Extracts. For each Extract:

A. Identify the ‘trouble source’.
Extract 1
Extract 2

B. Identify the ‘repair initiation’.

Extract 1
Extract 2

C. Identify the ‘repair solution’.
Extract 1
Extract 2

D. Explain how the repair initiation used in each example led to the specific repair solution that was given. Be specific, referring to specific passages of text to support your answer.

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Question 3

First, consider the following Extracts:

Extract 3

1 T: Yeah especially like in Hawaii it’s really easy to do there
2 because there are a lot of Japanese people.
3 Emiko: Right, yeah.
4 T: How about you Boram? Do you speak Korean outside?
5 Boram: Yep but at school, I have to speak English.

Extract 4

1  A: Do you live alone?
2 F: No.
3  (1.3)
4 A: Host family?
5 F: No, I have roommates.
6 A: Oh right you have roommates.
7 F: Right.
8 A: And you know them from Japan?
9 F: Yeah, she’s a local girl. She’s Chinese though.

A. Explain how to turn allocation is achieved in the arrowed turn in Extract 3. In your answer, use relevant terminology and refer to specific line numbers/quote the text.

B. Describe the turn allocation in all the arrowed turns (lines 1-4) in Extract 4. In your answer, use relevant terminology and refer to specific line numbers/quote the text.

Question 4

Below are four Sentences, each illustrating different structural means of conveying the same meaning “I gave him one” in Guyanese English:

(1) Me bin gi am wan.
(2) A give im wan.
(3) I gave im one.
(4) I gave him one.

A. How would you characterize the difference(s) between Sentences 1 through 4? Give the relevant technical terms and justify your answer with reference to the language data. [Note that we are looking for an evaluation of overall differences in terms of language types here. Although you can refer to grammatical or phonological facts, the aim here is not to do a structural analysis.

B. These four structural types co-exist, but Sentence 4 is a higher prestige form of speech than Sentence 1. Identify and describe at least one way of interpreting the co-existence of these sentence types in Guyanese English.