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Sociolinguistics

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Unit 1
SOCIOLINGUISTICS
Contents
Introduction to the block i
1.0. Introduction
1.1 What is sociolinguistics? 2
1.1.1. Sociolinguistics and Linguistics 4
1.1.2. Sociolinguistics and Sociology of language 4
1.1.3. Sociolinguistics and related disciplines 4
1.2. Varieties of language 6
1.2.1. Dialects 6
1.2.2. Accent 8
1.2.3. Registers 8
1.2.4. Styles 9
1.2.5. Standard and non- standard varieties 10
1.2.6. Native and non-native varieties 11
1.3. Speech communities 11
1.4.Linguistic competence and Communicative competence 14
1.5. Ethnography of communication – Speaking model 16
1.6. Bi/Multilingualism 18
1.6.1 Balanced Bilinguals 19
1.6.2 Dominant Bilinguals 19
1.6.3 Passive or Recessive Bilinguals 19
1.6.4. Semilinguals or Limited Bilinguals 19
1.7. Diglossia 20
1.8. Language contact 23
1.8.1. Borrowings 23
1.8.2. Code Mixing 23
1.8.3. Code Switching 24

1
 Unit 1
SOCIOLINGUISTICS
1.0. Introduction
In the previous block we learned about the structure of language,
however, we did not look at its functional aspect. Have you ever
thought about how language functions in society? The way we talk
with different people in different situations is different. For example,
the manner in which we talk with our parents at home may be
different from the manner in which we talk with them outside the
home. The way we use language in different social contexts provides
a lot of information about both how language works and the social
relationships in a community. It also throws light on the way people
indicate their social identity through their language. Look at the
example given below which is a conversation between a husband
and a wife, when their daughter is around.
Hari : Hi Dear!
Sita : Hi! You are late.
Hari : Yeah, that blasted idiot boss didn’t let me come.
Sita : The baby is here.
Hari : Oh Sorry. Where is she?
What social message did you get from this conversation? Hari would
not have used such strong language while talking about his boss if he
knew his daughter was around. It matters who can hear us and where
we are talking. The same message may be conveyed differently to
different people. In this unit we will explore different aspects of
language use in society. First, let us begin by examining what
sociolinguistics is.
1.1 . What is Sociolinguistics?
When we talk of sociolinguistics, two terms catch our attention
i.e. “Socio” or “pertaining to society” and “linguistics or “pertaining
to language”. A layman can guess that sociolinguistics has
something to do with language and society. Technically,
sociolinguistics is the branch of linguistics that deals with the study
of language in relation to society. Language and society are like
hand and glove. They are inter related as language can’t exist
without society. Sociolinguistics can throw much light both on the
nature of language and the nature of society. We talk in different
styles in different social contexts. Let us take an example of Hari
when he talks with his boss in the office.
Hari : Good afternoon, sir.
Boss : There is a meeting at 7.00pm, I want you to be around.
Hari : Yes sir, I will surely be here.

2
This response reflects Hari’s awareness of the social factors which
influence the choice of appropriate ways of speaking in different
social contexts. Sociolinguistics is concerned with the relationship
between language and the context in which it is used.
Sociolinguistics, like other subjects, is partly theoretical and
partly empirical. What we mean by that is we can’t just sit back and
think about various aspects of language use. In other words, we can’t
solely rely on our personal experiences and draw conclusions about
the use of language in society. First, because the way we interpret
our own experience might not be right since most of us are not
consciously aware of the wide range of variations in speech we hear
in our everyday lives. And second, personal experiences are a very
limited source to generalize about language in society or different
societies. We need to go out, explore, collect the data, analyze it,
make interpretations and then reach to a conclusion.
To be precise, sociolinguists study the relationship between
language and society. They explore the social function of the
language and the way it is used to convey the meaning.
Sociolinguists explain why we speak differently in different social
contexts. According to Fishman sociolinguists are interested in
knowing “who speaks, which language to whom and when”. To
elaborate what Fishman has said, it matters to sociolinguists;
a ) who the speaker is, what his role in society is;
b) which language he/she is using, whether it is formal or
informal, dialect or standard;
c) who the listener is, whether he/she is a boss, a peer or a
subordinate, a father, a mother, a sibling, or a child;
d) when people are speaking, what the situation is, whether it
is outside the office or in the office, at home or outside the
home, in a meeting or at a party.
For example: Look at the following conversation:
Salesperson: May I help you?
Karan:Yes. Do you have these shoes in size seven?
Salesperson: I'm not sure.  If you can't find them on the rack, they
may be out of stock.  But let me look in the stockroom.
Karan:Thanks. I'd like to try on a pair if you have them.
Salesperson: I'll be right back.
Karan walks into a shoe store.  She wants to buy a pair of new shoes
for herself.... What is the setting given above? Do you think we
follow some social norms when we use language in real life
situations be it with friends, parents, elders, seniors or colleagues?
There is a difference in the way we speak to our friends and the way
we speak to our relatives, teachers, or others of professional status.
When telling your friend that you like his/her shirt , you say : “ Cool
shirt, I like that!” When telling the friend of your elder brother/sister

3
that you like his/her shirt, you say: “You look very nice today, I
really like that shirt.”

1.1.1 Sociolinguistics and linguistics

You might wonder how sociolinguistics is different from linguistics.
Linguistics makes us aware of the structure of language whereas
sociolinguistics tells us how we interact with each other using that
structure in everyday situations. Dell Hymes (1974) has drawn a
distinction between the structural and functional approaches to the
study of language. The structural approach, as the term indicates
focuses on the structure of language (code) and the analysis of code
is given the primary importance. On the other hand, the functional
approach focuses on the functional aspect of language i.e. its use in
society. The analysis of language use is given primary importance
and the analysis of code is secondary. The linguist analyzes the
language out of context whereas the sociolinguist analyzes the
language as is used in social context. In brief we can say, linguistics
is the study of language, primarily the structure of language.
Sociolinguistics, is the study of the use of language at different
levels and for different purposes and different functions.
1.1.2. Sociolinguistics and the Sociology of language
Sociolinguistics is defined as the study of language in relation to
society whereas the sociology of language is defined as the study of
society in relation to language. The goals of sociolinguistics and
those of the sociology of language are different. Hudson (1980)
differentiates between sociolinguistics and the sociology of language
as follows: sociolinguistics is “the study of language in society,
whereas the sociology of language is “the study of society in relation
to language”. The focus of the two fields is different. In
sociolinguistics we study society i.e. the context of language use to
know more about the language and in the sociology of language we
study language use to know more about society. A sociolinguist
refrains from drawing conclusions about society and in the same way
a sociologist prefers to ignore any discoveries related to language.
No doubt, there is a difference between sociolinguistics and the
sociology of language but the main difference is basically that of
emphasis. It depends on whether the investigator is more interested
in language or in society, and also on whether he has more skills in
analyzing linguistic or social structures.
1.1.2 Sociolinguistics and related disciplines
Not only linguists and sociolinguists are interested in the study of
language in society but also researchers from a variety of other
disciplines like anthropologists, psychologists, educators, language
planners, etc. are interested in unfolding the mystery of language.

4
 For example, anthropologists have explored the kinship systems and
some psychologists are concerned with the possible effects of
linguistic structure on social and psychological behavior. Many
educators are involved in language planning, development of
language and teaching of the standard language. If we ask both
linguists and sociolinguists to analyze a construction “Shut up”,
their approach to analysis will be different. A linguist will say it is an
imperative sentence in which we can drop a subject. On the other
hand, a sociolinguist will say it is a sentence used as a directive for
giving a command and will give the norms of its usage in society.

Activity A Analyze the piece of conversation given below on linguistic and

sociolinguistic grounds. What difference do you find in the two
approaches to analysis?
Sanjay: Poornima, can you come to a meeting on Friday?
Poornima: I am not sure. Let me check my schedule. When are you
having it?
Sanjay: We are planning on having it around noon.
Poornima: Let me get back to you in a few minutes.
Sanjay: Sure. If I am not in, could you leave a message on my
answering machine?
Poornima: Sure thing.
Discussion
You can think about the relationship between the two speakers, their
roles and the situation in which the conversation has taken place.
Also, whether the speaker is making a request or fixing an
appointment, or making an invitation. This would be a
sociolinguistic orientation to the analysis of the conversation. On the
other hand if we analyse it from the linguistic point of view, we will
be looking at the sentenc types and structures used by the two
speakers.

Review question I
Make a list of all the names you are called by people who know
you. For each name note who uses it to you and when or where.
Do some people call you by more than one name? What are the
reasons why people choose one name rather than another for you?
Names I am called by By Whom Where/When
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
5
1.2 Varieties of language

Each language has many varieties and in a way language is a sum of

all varieties. Ferguson (1971) defines variety of language as ‘any
body of speech patterns which is sufficiently homogenous to be
analyzed by available techniques of synchronic description and
which has a sufficiently large repertory of elements and their
arrangements or processes with broad enough semantic scope to
function in all formal contexts of communication’. Therefore, variety
is defined in terms of ‘human speech patterns’ presumably sounds,
words, grammatical features, etc. which we can uniquely associate
with some external factors like geographical area or a social group.

Language varieties not only indicate a speaker’s origin or

aspects of their social identity (for instance, their social class or
ethnic group) but they also carry certain social values related to the
speakers who use them and the contexts in which they are habitually
used. Language varieties therefore constitute a resource that may be
drawn on in interaction with others.

Varieties can be classified on the basis of

a) Users – The focus is on language variations based on its users

for example dialects and accents
b) Use – The focus is on language variations based on its use for
example register

c) Social relations – The focus is on variations based on social

relationships among speakers.

Let us discuss each of these in detail.

1.2.1 Dialects

Every language is a collection of many dialects. Dialect is related to

variations, which can be regional i.e. based on the place, region or
area where the users live. The variation can also be social i.e based
on social status or class of the users. Dialect also refers to language
variation that comes from a group of users that are relative in
numbers, living in one particular place, region or area (Chaer &
Augustina, 1995:83). The users of a dialect have certain features that
mark them as people who have the same dialect. For example,
people who use Urdu with dialect of Dakhini (spoken in South India)
have their own specific features that are different from others who
have the dialect of Khariboli (spoken mostly in Delhi). But they can
communicate well with each other because those dialects are the
varieties of the same language, Urdu.

6
Regional dialect is spoken in one part of a country based on region.
For example, the English spoken in Yorkshire and Scotland are
regional dialects. Similarly, Hindi spoken in Banaras and Bihar are
regional dialects. Regional dialects tend to show less differences
from their close neighbours and greater differences from distant
neighbours (Spolsky, 1998:29). Regional variation or regional
dialect can also be found in the international world. The variation
can be distinguished from the pronunciation, vocabulary and even
from the grammatical differences (Holmes, 2001:124).
Pronunciation and vocabulary differences probably are the easiest
differences that people are aware of between different dialects of
English. We will discuss the pronunciation differences separately in
accent. Here we will focus on vocabulary and grammatical
differences.

We have different varieties of English spoken across the world. We

have British English, American English, Canadian English,
Australian English. The examples of the vocabulary differences can
be found in the term used by Australians, people of England and
New-Zealanders. Australians use the term sole parents, while people
who live in England use single parents and New-Zealanders call
them solo parents. South Africans use the term robot while British
call exactly the same thing as traffic light. Similarly, there are some
grammatical differences, which are found in different varieties of
English. For example, Americans prefer to use “do you have” while
the British English use “have you got”, Americans use “gotten”
while most people in England use “got”, many Americans use
“smelled” while most British English speakers prefer “smelt” and
Americans ask “did you eat?” while the English ask “have you
eaten? ” I have listed down some of the differences in American and
British English below for you.

American British

Do you have a match? Have you got a cigarrete?

She has gotten used to the pollution. She’s got used to the pollution.

He dove in, head first. He dived in head first.

Did you eat yet? Have you eaten yet?

A social dialect is also called a sociolect and is spoken by a group of

people belonging to a particular social class. e.g English spoken by
upper, middle and the lower class in London are social dialects.
Sociolects are dialects determined by social factors rather than by

7
geography. Sociolects often develop due to social divisions within a
society, such as those of socio-economic class and religion. In New
York City, for example, the probability that someone will pronounce
the letter r when it occurs at the end of a syllable, as in the word
fourth, varies with socio-economic class. The pronunciation of a
final r in general is associated with members of higher socio-
economic classes.

1.2.2 Accent

When we talk about different accents in a language, we are referring

to differences in pronunciation between speakers of a language. The
differences in accents are variations which occur either due to the
geographical region in which speakers live or due to their social
class. For example, Received Pronunciation (RP) spoken in the south
of England by educated speakers and Cockney used by uneducated
speakers in London are accents of English. The word god
pronounced by an American sounds like guard pronounced by a
British speaker of English and the word latter sounds like ladder to
many non-American English speakers.

1.2.3 Registers
The term register refers to the varieties based on occupation
characterized by variation in lexicon. It is the specialist use of
language related to various occupations. You might have observed
when we go to a doctor we come across some words which we may
not use in our everyday conversation. For example, Pulse rate, Blood
pressure, stethoscope, prescription. Similarly we can think of the
register of law, the register of advertising, the register of education
and other professions. This specialist use of language, especially of
vocabulary, is different from the way the same word is used in
general parlance or by a layperson. For example, the word sister has
a different meaning in general everyday language (sister – sibling)
and in the world of medicine (sister – nurse). Similarly, the mouse
that visits your storeroom is not the same as the mouse attached to
your computer.

According to Halliday (1964) three variables viz field, tenor and

mode of discourse determine registers. Field is the subject matter or
the topic of the discourse, tenor is the relationship between the
participants and the mode is the channel of communication i.e.
written or spoken. For example Field can be Science –Zoology,
Tenor: Student -Teacher, Mode: oral, lecture.

8
Review Question II Try to identify the registers in which these
lexical items are likely to be used. The first one is given for your
reference.

Software Computers

Syllabus

Phonemes

Reporter

Tsunami

Insomnia

Schizophrenia

Java

Marketing

Paperback

Houseful

1.2.4 Styles

Varieties can also be characterised based on the social relations

between the hearer and the speaker, from the point of view of
formality (1992). Joos(1961) suggests five styles in spoken English
based on the scale of formality.

Frozen: The printed language which cannot be changed e.g.

proverbs, fixed expressions, the quotations in the Bible. e.g. A stitch
in time saves nine is a proverb and remains fixed, we cannot change
it. You might have also come across so many quotations from the
bible which haven’t changed across time. e.g. An eye for an eye and
a tooth for a tooth.

The same idea can be expressed in different styles depending on the

social relation between the hearer and the speaker. Let us see how
the below given sentence can be said in five different styles based on
the scale of formality.

No Parking. (Written outside a shopping mall) is an instruction.

9
 Formal: One -way participation without any interruption e.g a prime
minister’s speech, official meetings, instructions.

Example : Cars are to be parked in the basement.

Consultative : Two-way participation. Background information is

provided – prior knowledge is not assumed. Interruptions are
allowed.

Example : Would you mind parking your cars in the basement?

Casual: In-group friends and acquaintances. No background

information is provided. Interruptions are common.

Example : Please park your cars in the basement.

Intimate: Very close relationship, non-public. Intonation is more

important than wording or grammar.

Example : Hey Guys! Drive your cars to the basement.

Activity B Look at the following phrases and say which kind of style is used in
each of them.

Coming down to the pub?

Would you like to go to the pub?

You are cordially invited to accompany me to the pub.

PUB LUNCHES TO BE ORDERED AT THE FOOD

COUNTER.

Discussion

The style can be formal, informal, casual, consultative or frozen.

1.2.5. Standard and non-standard varieties:

A standard variety of language is the variety which is given either

legal or quasi-legal status. It is usually the variety used in the media,
for education, for official purposes etc. For a standard variety a
recognized dictionary, a grammar, and a system of pronunciation is
available.

10
 A non- standard variety is not given the legal status and generally no
references are available.

1.2.6. Native and non-native varieties:

The variety which is acquired by a speaker from the childhood in

natural settings and in which his/her first socialization takes place is
the native variety of language. On the other hand, the variety which
is learned by a speaker in a formal setting like school and is learned
after the child has acquired its first language is the non-native
variety. American and Canadian English are the native varieties of
English whereas Indian English is the non-native variety.

Activity C Try to list some expressions from Indian English.

_______________________________________________________

_______________________________________________________

_______________________________________________________

Discussion

For example cousin-brother for male first cousin, out of station for
out of town, would-be (for fiancé/fiancée)

1.3. Speech communities

The ways of speaking can vary remarkably from one culture to
another, even in the most basic ways. For example, it has been
pointed out (for instance, Schegloff 1972) that most middle class
white Americans have a ‘no gap, no overlap’ rule for conversational
turn-taking. If two or more people are engaged in conversation and if
two speakers start to talk simultaneously one will very quickly yield
to the other so that the speech of two people does not ‘overlap’. On
the other hand, if there is a lull in the conversation of more than a
few seconds’ duration, the participants become extremely
uncomfortable. Someone will start talking about something
unimportant just to fill the ‘gap’ or the group will break up.
This rule is so inbuilt among speakers that they hardly can
think of any other way in which the communication can be carried
out. But Reisman (1974) found that it was quite the usual practice for
Antiguans to carry on discussions with more than one speaker
speaking at the same time. On the other hand, Saville-Troike (1982)
reports that there are American Indian groups where it is common

11
for a person to wait several minutes in silence before answering a
question or taking a turn.
The rules for speaking can be different from one social group
to the next. It is obvious that a social group can’t be all citizens of
the same country; American middle-class whites and some American
Indians have different rules for conducting conversations. It cannot
be decided on the basis of speaking the same language, either. In
England, for example, conversations in public places like restaurants
are subdued such that people who are not in the conversing group
cannot hear what is being said. American public conversation can
easily be overheard by anyone else in the same average-sized room
unless what the group has to say is particularly personal or secret.
Yet the two nations share the English language. Therefore,
ethnographers of communication have developed the concept of
speech community. The term probably derived from German
Sprachgemeinshaft (\sprakgminshaft\) is often used by
sociolinguists to refer to a community based on language.
Defining ‘ speech community’ has proved to be far from
easy. Different researchers have defined speech communities from
different perspectives. Some have focused on shared language use,
some on frequency of interaction by a group of people and others on
shared attitudes and values regarding language forms and language
use. Let us take a look at some of the definitions.
1) The simplest definition of “speech community” is given by John
Lyons (1970: 326) i.e. all the people who use a given language (or
dialect). According to this definition, speech communities may
overlap (where there are bilingual individuals) and need not have
any social or cultural unity. It is possible to delimit speech
communities in this sense only to the extent that it is possible to
delimit languages and dialects.

2) Hymes (1967/72:54-5): "A community sharing rules for the

conduct and interpretation of speech, and rules for the interpretation
of at least one linguistic variety... A necessary primary term... it
postulates the basis of description as a social, rather than a linguistic,
entity." Hymes insists that speech communities cannot be defined
solely through the use of linguistic criteria. The way in which people
view the language they speak is also important, that is, how they
evaluate accents; how they establish the fact they speak one
language rather that another; and how they maintain language
boundaries. For Hymes, participating in a speech community is not
quite the same as being a member of speech community. A person
does not need to be a member of speech community for participating
in it.
3) Gumperz (1968/71:114): 'speech community': "any human
aggregate characterized by regular and frequent interaction by means

12
of a shared body of verbal signs and set off from similar aggregates
by significant differences in language usage". This concept assumes
that members of the speech community share a set of grammatical
rules, which sets them apart from other speech communities.
Moreover, the members of the speech community interact frequently
and regularly with each other. Gumperz also argues for regular
relationships between language use and social structure. "The speech
varieties employed within a speech community form a system
because they are related to a shared set of social norms" (ibid.116)
Such norms, however, may overlap language boundaries: e.g. Czech,
Austrian German, and Hungarian speakers may share norms for
speech acts, topics, conversational participation, etc.

Each of the definitions allows us to define a set of people

who have something in common linguistically – a language or a
dialect, interaction by means of speech, a given range of varieties
and rules for using them, a given range of attitudes to varieties and
items. The sets of people defined on the basis of different factors
may differ radically – one criterion allows overlapping sets, another
forbids them, and so on. However, this doesn’t mean we need to
reconcile the different definitions with one another, because they are
simply trying to reflect different phenomenon. At the same time they
all purport to be definitions of the same thing – the ‘speech
community’.

Having said that, the concept of ‘speech community’ is perhaps less

useful than it might be, and a more productive approach requires us
to ask how individuals relate to society – specifically, how they
relate through the language, languages, or varieties they employ.
However, this approach will result in a very different view of what a
speech community or any other group is. A community or a group
will be any set of individuals united for a common end, that end
being quite distinct from ends pursued by other groups.
Consequently, a person may belong at any time to many different
groups or communities depending on the particular ends in view.

To substantiate this approach, let us take an example. A Person from

Punjab who lives in Delhi speaks in Punjabi with his/her family at
home, in Hindi with friends, in English with colleagues. In the
course of the day he/she will switch his/her identification from one
community to another, possibly even in the course of a single
utterance. He/She belongs to one speech community at one moment
and to a different one at another.

13
Each individual therefore, is a member of different speech
communities. It is in the best interests of people to be able to identify
themselves on one occasion as members of one community and on
another as members of another. These communities may or may not
overlap. One of the consequences of such intersecting identifications
is, of course, linguistic variation: People do not speak alike, nor does
any individual always speak in the same way on every occasion. The
variation we see in language must partly reflect a need that people
feel to be seen as the same as certain other people on some occasions
and as different on others.

Review question III

(i) Identify the linguistic features which distinguish (a), (b), (c)
and (d). What levels of linguistic analysis does the variation
involve?
(ii) What non-linguistic and social factors are likely to account
for the different ways of saying the same thing illustrated.
(a) Refuse should be deposited in the receptacle provided.
(b) Put your rubbish in the bin, Jhanvi.
(c) Please tender exact fare and state destination.
(d) Give me the right money and tell me where you're going.
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________

1.4. Linguistic competence and communicative competence

Linguistic competence is defined as the ability of a speaker-hearer

to speak and understand language in a grammatically correct
manner. The emphasis is put on grammar e.g. a linguistically
competent person would know which structure is acceptable in their
native language or they would know the correct use of tenses in their
language, though they may not be able to explain the grammatical
rules.

According to Chomsky “linguistic theory is concerned primarily

with an ideal speaker-listener in a completely homogenous speech
community, who knows its language perfectly and is unaffected by
such grammatically irrelevant conditions as memory limitations,
distractions, shifts of emphasis and interest and errors(random or
characteristic) in applying his knowledge of the language in actual
performance language perfectly” . The focus of the attention is upon

14
questions such as which among grammatical sentences are most
likely to be produced, easily understood, less clumsy, more natural.

Hymes (1971) criticizes this notion of competence based on the fact

that real communication, which involves the use of language in
society, is not taken into consideration. He proclaims that there is
nothing like a homogenous speech community or an ideal native
speaker – listener. All we have is diversity in communities,
differential competence and a repertoire of code/varieties/styles.
Therefore, Hymes came up with a theory which takes into
consideration such factors which he called “communicative
competence” . The theory of Communicative competence is based
on four points :

1. Whether and to what degree something is formally possible.

By being “formally possible” we mean how far the sentence
is grammatically possible.

E.g. *You is my friend is formally not possible in English

that is it is grammatically incorrect.

2. Whether and to what degree something is feasible, i.e how

far something is acceptable keeping in view the
psychological constraints.

E.g. Colourless green ideas sleep furiously . Though this

sentence is grammatically perfect, it is not acceptable since it
doesn’t have any meaning.

3. Whether and to what degree something is appropriate in

relation to context.

E.g. If somebody asks you “How are you”? and your reply is
“Linguistics is a good subject ”, the answer is not appropriate
in the context.

4. Whether and to what degree something is actually performed.

i.e. the kind of sentences we usually use in our daily
communication.

E.g. If I say “John kicked the bucket” not many non native
speakers will understand the meaning of this sentence which
is John died but if I say “John died or John passed away”,
most of us will understand what it means.

15
 This theory takes into account both the grammaticality as well as the
usability of language.

Activity D Analyse the following sequence of conversation based on the

parameters of communicative competence. This is a conversation
between a boss and an employee Ritz .

1) Boss : Hello Ritz!

Ritz: My wife is good.
2) Boss : Did you type the letter which I gave you yesterday?
Ritz : *Letter I no type.
3) Boss : What do you mean?
Ritz: I'm sorry.  --look, we all know it is easier to sin and ask
forgiveness than to NOT sin in the first place.
Boss : Whatever it means, you are pushing your luck.

Discussion
You may relook at the four parameters of communicative
competence given by Hymes discussed above and say which
parameters are followed and which are violated. You may see
whether the sentences are grammatically correct, appropriate to the
context , feasible. In the 1st question, the answer is not appropriate,
in the 2nd question the answer is ungrammatical, in the 3rd question
the answer is not feasible.

1.5. Ethnography of communication

In order to speak any language correctly, a person needs not only to

know its vocabulary and grammar, but also how to use language
appropriate to the situation. Hymes (1974) has proposed an
ethnographic model, which takes into consideration the various
factors that are involved in speaking. Hymes has used an acronym S-
P-E-A-K-I-N-G for the factors that are relevant in understanding the
model.

S (Setting and Scene): Setting refers to the time and place where a
conversation/speech takes place i.e. physical conditions in which
speech takes place. Scene refers to the abstract psychological setting,
or the cultural definition of the occasion. For example the prime
minister’s Independence Day speech will have its own unique
setting. There can be a range of scenes within a particular setting e.g.
from serious to joyful.

16
P (Participants): Participants are simply those who take part in the
speech. It includes various combinations of speaker-listener,
addressor-addressee, or sender-receiver. The same person can take
one or different roles in a conversation. A conversation between two
people involves a speaker and a listener whose roles change. In a
religious sermon, it will be addressor-addressee with no role change.

E (Ends): Ends refer to the purpose, goals and outcomes of an

exchange. The goals can be personal or social. E.g. A trial in a court
room has a particular social goal however, the various participants
i.e. the judge, jury, defence, prosecution, accused and witnesses will
have different personal goals.

A (Act sequence): Act sequence refers to the form and content of

the event i.e. what is actually said; precise words and how they are
used. Public lecture, casual conversations, and cocktail party chatter
are all different forms of speaking. E.g. The grandmother’s story
might begin on the request of children. The story’s plot and
development would have a sequence structured by the grandmother.
There might be some interruptions during the telling. Finally, the
children might appreciate the tale and move to another subject or
activity.

K (Key): Key refers to the “tone, manner, or spirit” in which a

particular message is conveyed. It can be light hearted, serious,
mocking, precise, pedantic, sarcastic etc. it includes the non-verbal
gestures as well.

I (Instrumentalities): Instrumentalities refers to the mode of

communication, e.g. oral, written, telegraphic, email and the actual
forms of speech employed, such as the language, dialect, code, or
register that is chosen.

N (Norms of interaction): Norms of interaction refers to social

rules governing the event and participants actions and reactions e.g
loudness, silence, gaze return and so on. For example, there are some
norms of interaction in the classroom or church.

G (Genre): Genre refers to the clearly demarcated types of

utterances e.g poems, proverbs, riddles, sermons, prayers, lectures
etc. These are all ‘marked’ in specific ways in contrast to casual
speech.

17
 Review question IV

Answer the following two questions for each of the utterances a,

b, and c, below. What information does the utterance provide
about the context of the talk?
(a) Here is the forecast for the Wellington district until midnight
Tuesday issued by the meteorological service at 6 o'clock on
Monday evening. It will be rather cloudy overnight with some
drizzle, becoming fine again on Tuesday morning. The outlook
for Wednesday - a few morning showers then fine.
(b) Good morning little one - you had a good big sleep, didn't
you, pet?
(c) Excuse me, Mr Bhaskar . I've finished your letters, sir.
Information context
a____________________________________________________
____________________________________________________
____________________________________________________
b___________________________________________________
____________________________________________________
c____________________________________________________
____________________________________________________
________________________________________
1.6. Bilingualism/ Multilingualism

Bilingualism is a sociolinguistic phenomenon and the definition of

the term has been a subject of much debate. According to Baetens
Beardsmore ‘bilingualism as a term has open-ended semantics’. In
other words, bilingualism may mean different things to different
people, as there is no one definition of bilingualism. For Bloomfield
“It is native-like control of two languages”. In contrast to it, Mackey
(1962), defined bilingulism as ‘the ability to use two languages’.
Weinreich (1953) defines it as “the practice of alternately using two
languages”, while Haugen (1953) suggested ‘a point where a speaker
can first produce complete meaningful utterances in the other
language’ to be a starting point for defining bilingualism. Diebold
defines it “as the ability to use two languages in the environment of
the native language”. Therefore, these definitions range from
Bloomfield’s high expectations to Mackey’s, Weinreich’s and
Haugen’s relaxed requirements of the mere ability to use two
languages.

Based on the degrees of proficiency of speakers in two languages,

bilinguals are categorized as Balanced bilinguals, Dominant
bilinguals, Passive or recessive bilinguals, Semilinguals or limited
bilinguals.

18
1.6.1. Balanced bilinguals

Lambert et al. (1959) used the term balanced bilingual for the first
time in Canada. The term was used to describe individuals who are
fully competent in both languages. Most times the term is used to
describe those who have perfect control over both the languages in
all settings which is quite possible. However, Baetens Beardsmore
(1982) argued that balanced bilingualism is close to impossible to
achieve and is very uncommon. Fishman(1972) went a bit ahead
arguing that bilinguals are rarely equally fluent in both languages in
all topics. According to him bilinguals organize their languages in
functionally complementary spheres. e.g English-hindi bilingual may
be able to speak both languages fluently, but is likely to use Hindi
exclusively in certain situations or while discussing certain topics.
Fishman emphasized that it is is this complementary nature of
language functions that makes sure the survival of bilingualism,
since no society needs two languages to perform the same set of
functions.

1.6.2. Dominant bilinguals

Dominant bilinguals are those bilinguals who are dominant in one

language. The less dominant language is referred to as the
subordinate language. However, the term ‘dominant’ may not be
applicable in all domains. A person who is dominant in Hindi may
not exhibit his/her dominance in all areas. For example, a Hindi-
English medical practitioner may speak Hindi most of time except
when he/she is discussing medical science related topics as he did his
training in medicine in English.

1.6.3. Passive or Recessive bilinguals

The passive or recessive bilinguals are those bilinguals who are

gradually losing competence in one language, mostly because of lack
of use. For example, a Hindi speaker migrated to America may find
himself/herself isolated from a Hindi speaking community as he will
be interacting with English speaking Americans. Over time, his/her
proficiency level in Hindi may deteriorate due to non – use.

1.6.4. Semilinguals or limited bilinguals

Hansegard (1968) used the term ‘semilingualism’ for the first time
to refer to Finnish minority students in Sweden who lack proficiency
in both languages. Hansegard, has described semilingualism in terms
of deficit in six language competences :

19
  Size of vocabulary
 Correctness of language

 Unconscious processing of language (automatism)

 Language creation (neologization)

 Mastery of functions of language (e.g. emotive, cognitive)

 Meanings and imagery

As per these parameters, semilinguals are deficient in comparison to

monolinguals both quantitatively as well as qualitatively and it is
because of low academic achievement of minority children.

Activity E 1. Rate the competence of your own language(s). in each of the four
macro skills: listening, speaking, reading and writing. Use a five
point rating scale (1= weak, 5= excellent)

What factors did impact on your rating?

Discussion
For each of the macro skills, consider how your rating may change
when you are performing your tasks (e.g. reading a book versus
reading a newspaper, ordering at a restaurant or making a
presentation to your class) categories, think whether this is the case
in all domains of activity.
2. Think of the bilinguals you know in your surroundings. Are they
balanced or dominant or passive? If you put them in one of the
categories, think whether this is the case in all domains of activity.

1.7 Diglossia

The term diglossia coined by Fergusson (1959) is defined as a

situation in which ‘two varieties of language exist side by side
throughout the community, with each variety having a definite role
to play’. Ferguson explained diglosssia under nine rubrics ; function,
prestige, literary heritage, acquisition, standardization, stability,
grammar, lexicon , and phonology.

Function : Function is the most crucial criterion for diglossia.

There are two distinct varieties of the same language i.e. H – high
and L- low. There are situations in which only H is appropriate

20
and others in which only L is appropriate with very little or no
overlap. In Arabic, H is Classical Arabic, the language of the Quran
and L is the colloquial forms of the language. In Greek, H is called
kathare'vusa (puristic) and L is called dhimotiki or demotic. In
German-speaking Switzerland, H is standard German and the various
Swiss German dialects are the L. The person who learns such
languages has to learn the functional use of its varieties. The H
variety is used for formal purposes and L for informal. Ferguson lists
the following situations in which H and L are used.

H variety L variety

Sermons in church or mosque Instructions to servants,

waiters, workmen.

Speech in parliament Conversation with

family, friends,
collegues

University lecture Radio ‘soap opera’

Poetry Caption on political

cartoon

News broadcasts Folk literature

Newspaper editorial, news story, caption on picture

Prestige: Speakers in diglossic communities consider H as superior,

more elegant and more logical and L as inferior to such an extent
that they may deny its existence.

Literary heritage: A considerable amount of the written literature of

a language is in the H variety which is appreciated and respected by
the speech community and contemporary literary work in H is
considered to be a continuation of this great tradition.

Acquisition: The L variety is considered to be acquired by a child in

natural settings at home whereas the H variety is learned in more
formal settings like in school.

Standardization: It is the H variety of language for which

recognised grammars, dictionaries, pronunciation guides, and books
of rules for correct usage are written.

21
Stability: Diglossia typically lasts for several centuries and is an
extremely stable phenomenon. Tension between H and L in diglossia
is relieved by the development of mixed, intermediate forms of
language in which features of both the varieites are available. Using
H words in L is common however using L words in H is not usual.

Grammar: There are remarkable differences in H and L : H has

grammatical categories not present in L and has an inflectional
system of nouns and verbs which is much reduced or totally absent
in L. For example, Classical Arabic has three cases in the noun,
marked by endings; colloquial dialects have none. It can be said that
the grammatical structures of L varieties are simpler than their
corresponding H varieties.

Lexicon: Most of the vocabulary of H and L is shared. There are

some words like technical and learned terms in H which have no
equivalent in L and similarly there are some words such as for
homey objects like farm, cooking utensils etc in L which have no
equivalents in H. It all depends on the probability of a word to be
frequently used in H or L variety. However, the existence of the
paired items, one in H and one in L, is the striking feature of
diglossia as far as lexicon is concerned. For example, in Greek the H
word for ‘house’ is ikos and the L word is spi'ti

Phonology: The range of differences in the phonological system of

two varieties vary. The phonological systems of the two varieties
may be quite close as in Greek or extremely divergent as in the
Swiss- German case.

After discussing the features of diglossia, let us look at its complete

definition given by Ferguson (1972) “Diglossia is a relatively stable
language in which, in addition to the primary dialects of the
language (which may include a standard or regional standards), there
is a very divergent, highly codified (often grammatically more
complex) superposed variety, the vehicle of a large and respected
body of written literature, either of an earlier period or in another
speech community, which is learned largely by formal education and
is used for most written and formal spoken purposes but is not used
by any sector of the community for ordinary conversation”.
Ferguson’s scheme was revised by Joshua Fishman, which came to
be known as ‘Fishman’s extension’. According to Fishman (1967),
in some societies the functional roles of H and L were played by
different languages, rather than two specially related forms of the
same language. He gave the example of Paraguay, where for the
general population Spanish is considered H while the indigenous

22
 language, Guarani, is considered L. Fishman (1967) pointed to the
following relations between bilingualism and diglossia:
 Bilingualism without diglossia : e.g. German- English
bilingualism in Germany.
 Bilingualism with diglossia : e.g. Guarani – Spanish
bilingualism in Paraguay.
 Diglossia without bilingualism: e.g. Classical and colloquial
Arabic in Egypt
 Neither diglossia nor bilingualism: e.g. monolingual parts of
the USA.
Fishman’s extension thus gives an important way of categorising
societies by their speech repertoires.

Activity F What kind of bilingualism do you find in the place you are living? Is
it a diglossic situation ?
_______________________________________________________
_______________________________________________________
_______________________________________________________

_______________________________________________________
_______________________________________________________
_______________________________________________________
Discussion
There can be many possible answers to this question. You may be
speaking many languages. You may be living in a place where you
speak one language at home and another outside home. It may be
your individual choice of speaking in one language and not in
another or it may be a diglossic situation if the whole society has
some norms of speaking in one language at home and in another
outside home

1.8. Language contact

When speakers of different languages interact closely, there is
influence of one language on another. Language contact occurs in a
variety of phenomena, which includes borrowings, code mixings and
switching.

1.8.1. Borrowings
The most common way that languages influence each other is the
exchange of words. Borrowings are the incorporation of foreign
words into language to explain the concept for which the word is not
available in the native language. For example words like Computer,
Internet, Server in Hindi are borrowed from English.

23
 1.8.2. Code Mixing
A code can be a language, variety or style. If a word from the other
code is used in the native language, inspite of having a word for a
concept, it is called code mixing. For example, saying ‘tum mera
wait karo bahar’ instead of saying ‘tum mera intizaar karo bahar’ in
Urdu is an example of code mixing.

1.8.3. Code Switching

Alternating between two codes is called code switching. In other
words, if we make use of two different codes simultaneously or
switch from one code to another in a discourse, it is code switching.
For example
Tum kal kahaan thi, I wanted to talk to you.
There are four types of switching. I have explained all the four kinds
with reference to a bilingual speaker who knows Hindi and English
Intersentential switching: It is the kind of switching in which the
switching occurs outside the sentence or clause level i.e. each clause
or sentence is in one language or the other. e.g. Hindi/English.
woh kitaab mujhe mili that you were looking for
Intra sentential switching: In this type the switching occurs within
the clause or sentence. e.g. bacche aaj simply good khel rahe hae.
Tag- switching: It is the kind of switching in which tag words or set
phrases from one language are inserted into another language. e.g.
You are from Delhi, Hai na?
Intra-word switching: The switching in which the change occurs
within a word boundary is intra-word switching. e.g.  for
schools.

Activity G How often do you switch from one code to another? List the
examples of switches you have come across. Analyse the following
piece of conversation and explain the pattern of switching.

Hindi and English —In this example, Rita and her younger sister,
Liza, speak Hindi and English with Anita outside of their apartment
building.

Liza: Oh, I could stay with Anita?

Rita: — but you could ask baba and aayi to see if you could
come down.
Liza: OK.
Rita: Anita, if I leave her here would you send her upstairs
when you leave?
Anita: I’ll tell you exactly when I have to leave, at ten
o’clock. Aur abi nav bajhe hae. (“And it’s nine.”)

24
 Rita: Liza, mae tumhe Anita ke paas chod deti hun. (“I’m
going to leave you with Anita.”) Thank you, Anita.
Discussion
You may be switching from Hindi to English, or Hindi to Punjabi or
from Standard language to a dialect. The switching may be inter-
sentential, intra sentential or tag switching.
Sources
Fasold, R. W. 1984. The Sociolinguistics of Society, Oxford, Basil
Blackwell.
Fasold, R. W. 1990. The Sociolinguistics of Language. Oxford.
Basil Blackwell.
Hudson, R. A. 1980. Sociolinguistics, Cambridge, C.U.P.
Mesthrie J. Swann J. Deumert A. and Leap W.L. 2000.Introducing
Sociolinguistics, Edinburgh University Press,
Edinburg.
Patrick, Peter L. etal (eds.). 2002. Handbook of language variation
and change. Oxford. Blackwell.
Wardhaugh, R. 1986. An introduction to sociolinguistics Oxford,
Basil Blackwell.
Answers to the review questions
QI. This is the example of one of the possible answers. Your answer
may be different.
Name Speaker When/where
Shekhar grandparents home, letters
Teachers school
Doctor surgery, hospital
Mother when annoyed
Shekharwa mother, father most of the time
Shekharwa -Babwa mother when feeling affectionate
Sheki friends, brother most of the time
Babwa friends outside home to annoy me
Shekhar Pratap parents when very annoyed
Mr Shekhar strangers letters, shops
Parents often call children by a variety of names depending on how
they feel towards them. The person in the example above is called
Shekharwa by his mother in most circumstances, but when she is
annoyed with him she calls him Shekhar or even Shekhar Pratap.

25
Friends often have a range of names for each other too. Friends call
him Sheki most of the time, but Babwa when they want to tease or
annoy him. In some cultures people have one name, which is used
only in the family and another for use outside. In some cultures
people have a ceremonial name used only on very formal occasions.
Marital status is sometimes relevant to the choice of address form
(e.g. Miss vs Mrs and choice of surname).
Q II
Software Computers

Syllabus Education

Phonemes Linguistics/phonetics

Reporter Media

Tsunami Weather

Insomnia Medicine

Schizophrenia Medicine

Java Computers

Marketing Business Management

Paperback Publications

Houseful Cinema

QIII. The first, (a), uses a passive grammatical structure should be

deposited, for example, which avoids any mention of the people
involved. By contrast (b) uses an imperative verb form, put, and an
address form, Jhanvi. This utterance is much more direct and it
specifies whose rubbish is the focus of the directive. Refuse,
deposited and receptacle are all more formal and less frequent words
than rubbish, put and bin. Both sentences express the same message
or speech function: they give a directive. But they are not
interchangeable. If your mother said (a) to you as you dropped a bit
of paper on the floor, it is likely you would find it odd. You might
assume she was being sarcastic or humorous, but you would not be
likely to consider it a normal way of speaking to someone she knew
well.

26
Vocabulary choices. Tender vs give, state vs tell, destination vs
where you're
going, exact vs right. Use of please in (c).
Syntax. Both sentences use imperative structures, but the more
formal verbs in (c) assist in avoiding the use of the personal
pronouns me and you which occur in (d). The determiner is omitted
before exact fare and destination, which increases the impersonality
of the expression. These are both places where your could have
occurred, for instance.
(ü) The medium of expression is relevant since (a) and (c) are much
more likely in writing than in speech. Written and spoken languages
differ in many specific ways. Whether spoken or written, sentences
(a) and (c) are also more formal and distancing. If they were spoken
they would be appropriate only in the most formal context, between
strangers or people who did not know each other well, or where the
speaker was far superior or more powerful than the addressee.
Sentences (b) and (d) would be appropriate in speech in informal
contexts. The address form in sentence (b) shows the speaker knows
the addressee and suggests they know each other well. It could be
seen as softening the directive, making it gentler.
QIV. (a) (i) This is a recorded telephone message and therefore the
speaker does not know the hearer. This is reflected in the lack of
address term and the formal syntax.
(b) (i) Despite the initial greeting good morning which can be used
to strangers and acquaintances, the speaker clearly knows the
addressee well. Two affectionate endearment terms are used (little
one, pet). These are terms appropriately used downwards in status
(e.g. mother to child, older person to younger, nurse to young
patient).
(c) (i) The address forms (Mr Bhaskar, sir), as well as the initial
phrase, as apology for interruption (Excuse me), suggest this is an
utterance from a subordinate to a superior and that the two do not
know each other well.

27
28
Unit 2
PRAGMATICS
Contents
2.0. Introduction 29
2.1 What is pragmatics ? 29
2.2. Grice’s Maxims 30
2.3. Conversational Analysis 33
2.3.1 Adjacency pairs 34
2.3.2. Pre sequences 35
2.3.3. Insertion sequence 35
2.4. Presuppositions and entailments 36
2.4.1 Types of presuppositions 38
2.4.1.1. Existential presupposition 38
2.4.1.2. Factive presupposition 38
2.4.1.3. Lexical presupposition 39
2.4.1.4. Structural presupposition 39
2.4.1.5. Non- factive presupposition 39
2.4.1.6. Counterfactual presupposition 39
2.4.2. Projection Problem 41
2.4.3. Ordered entailments 42

29
 Unit 2
PRAGMATICS
2.0 Introduction
In the previous unit we saw about how language plays a role in
society. In this block we will learn more about the use of language in
context and how we frame our sentences based on our knowledge of
our surroundings.

2.1 . What is Pragmatics?

Human beings being social beings communicate and use language
in society. Most of us do not always or usually say what we mean.
We usually mean much more than our words actually say. For
example if I say, “it is cold here” it can mean, “I want the windows
to be closed” or the “I want a room heater to be on” or “I want
some warm clothes to wear”. Sometimes we may mean something
quite different from what our words express, or even just the
opposite. A teacher might tell a student who doesn’t attend the
lectures regularly “I am happy you don’t attend the lectures, your
parents must be proud of you”.
Pragmatics developed as a sub field of linguistics in 1970s and many
definitions were proposed for it. Let us have a look at some of the
definitions

Pragmatics is the study of speaker meaning; According to this

definition, pragmatics deals with the study of meaning as
communicated by a speaker and interpreted by a listener. It analyses
what people mean rather than what the words or phrases in those
utterances might express. For example: “All men are mortal”, all we
need to know is the meaning of men (people) and mortal (do not live
for ever). i.e. we just need to know that the meaning of men is
‘people’ and mortal is ‘do not live for ever’. We don’t need to know
anything more than the literal meaning.

Pragmatics is the study of contextual meaning; This type of

definition is concerned with the interpretation of what people mean
in a particular context and how the context influences what is said. It
takes into account how speakers organize their phrases in accordance
with who they are talking to, where, when and under what
circumstances. For example “ She is a baby” can mean different
things in different contexts to different people. It can mean, she is a
small child or an immature person or new to some field or not very
experienced.

Pragmatics is the study of how more gets communicated than is

said; This definition puts emphasis on how listeners can make
inferences about what is said in order to arrive at an interpretation of

30
 the speaker’s intended meaning. For example: In a newspaper there
is an advertisement saying “Baby and Toddler Sale”. The normal
interpretation of it would be that the store is doing the business of
selling babies and toddlers. However, the intended meaning is that
the store is selling clothes for babies.

Pragmatics is the study of the expression of relative distance. This

definition is based on the degree of proximity between the listener
and the speaker. Based on how close or distant a listener is, speakers
choose how much is to be said. Closeness, whether it is physical,
social, or conceptual, implies shared experience. For example two
friends can talk about anything and everything about the world
whereas a stranger asking for a direction in a new place will have a
limited conversation with the person whom he asks about the way.

To be precise, pragmatics is the branch of linguistics that studies

language use rather than language structure. It is independent of
language structures, rules and principles. It is the study of the ability
of natural language speakers to communicate more than that is
explicitly stated, the ability to understand another speaker's intended
meaning and the ways speakers reach their goal in communication.
Activity A: Here are some ways of asking someone for tea. When and with whom, might you
prefer one way of offering rather than another? Why?
Should I make (us) some tea?
Would you like (me to make) some tea?
Can I make you some tea?
Let’s have a cup of tea
How about a nice cup of tea?
I could make you a cup of tea.
Do you drink tea?
Discussion
We use different expressions for parents, friends, strangers, and
maids in different situations. For example when you want to tell
somebody they have made some mistake, which kind of expressions
do you use. Will you tell them directly or will you make it covert in
your expressions?

2.2. Grice’s Maxims/Cooperative Principle

Herbert Paul Grice was a British philosopher of language and his

work is one of the foundations of the modern study of pragmatics.
He looked at the natural assumptions used in conversations and
developed the notion of "conversational maxims" — implicit rules
that speakers follow — in order to determine what provokes listeners

31
to dig for implicit meaning. Grice’s cooperative principle which says
"Make your contribution such as it is required, at the stage at which
it occurs, by the accepted purpose or direction of the talk exchange
in which you are engaged” forms a basic description of how people
ordinarily act in conversations. The four conversational maxims
derived from the cooperative principle are given below

Maxim of Quantity: Information

1. Make your contribution to the conversation as informative as
necessary.
2. Do not make your contribution to the conversation more
informative than necessary.
It means we should give as much information as is asked for. e.g. If I
ask somebody ‘Which Country is John from’? If the answer given
is ‘John is my friend, he is very polite and he is from a country in
Asia called India. In India there is a place, Delhi which is also the
capital of India…….’ violates the maxim of quantity because I get
information more than I asked for. Or if the answer is “John is from
Asia”, the maxim is again violated because I get less information
than is required.
Maxim of Quality: Truth
1.Do not say what you believe to be false.
2.Do not say that for which you lack adequate evidence.
According to this maxim, a speaker should not say what he/she
thinks is false or lacks enough evidence. e.g. somebody saying ‘The
Tajmahal is in New York’ is violating the maxim of quality.
Maxim of Relevance: Relevance
Be relevant (i.e., say things related to the current topic of the
conversation).
According to this maxim a speaker should speak what is relevant in
accordance to the conversation. For example the answer ‘ I watched
a good movie yesterday’ to the question “In which school do you
study?” is not relevant.
Maxim of Manner: Clarity
1. Avoid obscurity of expression.
2. Avoid ambiguity.
3. Be brief (avoid unnecessary wordiness).
4. Be orderly.
According to this maxim a speaker should speak clearly and in an
organized manner without giving room to any ambiguity. For
example a person saying ‘I met John and Peter yesterday. He did not
talk to me. I met him in the college. He talked to my friend …….’ is
violating the maxim of manner. It is not clear whom the person is
referring to, John or Peter, and the sentences are not organized
systematically.

32
 If the overt, surface meaning of a sentence does not seem to be
consistent with the Gricean maxims, and yet the circumstances
lead us to think that the speaker is not voilating the cooperative
principle, we tend to look for other meanings that could be
implicated by the sentence. This is called conversational
implicature. In the example given below, Satish may appear to be
violating the requirements of the maxim of quantity.
Ruth: I hope you brought milk and curd.
Satish: hmm, I brought milk.
After hearing Satish’s response, Ruth has to assume that Satish is
cooperating and not totally unaware of the quantity maxim. If he had
brought curd he would have mentioned, adhering to the quantity
maxim. Ruth infers what is not mentioned was not brought. In this
case, the meaning is implied, Satish has conveyed more than he said
via a conversational implicature.
Grice did not, however, assume that all people should constantly
follow these maxims. Instead, he found it interesting when these
were "flouted" or "violated" (either purposefully or unintentionally
breaking the maxims) by speakers, which would imply some other,
hidden meaning. The importance was in what was not said. For
example: "It's raining" is in violation of quality and quantity of
spoken language; however, in context (e.g. when someone has
suggested a game of tennis) the reasoning behind this 'fragment'
sentence becomes clear.
Activity B Analyze the following expressions and say whether Grice’s maxims are followed or
violated and if so, why?.
A. Rohan: When are you coming home?
Meena: I will codify that question to my superiors and respond at
such a time as an adequate answer is preparable.

B. Mary : You really love me?

Sameer: I like rocket planes, and college football, and things that go
real fast.

C. Rohan : A lot of people are depending on you.

Meena: Thanks, that really takes the pressure off.

Discusssion You may like to see whether the answers to the

questions in the above given conversation are relevant, whether the
maxims of quality, quantity and manner are followed.

33
Review question I
Which maxim/s of Grice is violated in the below given conversation.
A: How are you today?
B: Oh, Delhi is the capital of India.
A: Really? I thought the weather would be warmer.
B: Well, in my opinion, the soup could have used a little more salt.
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________

2.3. Conversational Analysis

A conversational structure has been described using many
metaphors. For example conversation is a dance with the
conversational partners coordinating their movements smoothly or it
is like traffic crossing an intersection, involving lots of alternating
movements without any crashes. Much attention has been paid to
structural properties of conversations and how they reveal what
actually is going on in language use. Let us take a look at the
example;
John: Have you seen the Taj Mahal?
Mary : No, I have heard a lot about it but haven’t got a chance to see
it yet. What about you?
John : I went to Agra to see the Taj Mahal last week. It is very
beautiful
Mary : I am planning to go there next month.
Peter : Hey ! I would also like to join you
Sally : Even I don’t mind accompanying you guys.
Peter : Are there any other tourist attractions in Agra ?
John : Not sure, you might think of going to Jaipur. It is called the
“pink city”
Mary : That is a wonderful idea
Sally: Yeah, that sounds interesting.
In the institutionalized types of conversations like in the classroom,
in the courts, religious sermons, a structure is imposed right from
the beginning. For example, students in the classroom can speak
only after being asked to take the floor or after seeking the
permission from the teacher for doing so. However, exchanges in
informal conversations are locally managed. By locally managed we
mean who takes what turn in the conversation as the interaction
develops. Turn taking is not random and it reveals aspects of social

34
organization because of which conversational analysis takes a vital
interest in turn-taking phenomenon. The initiation of a turn, or
‘taking the floor may be self-selection or other-selection. For
example in the conversation cited above John selects to introduce a
topic and John selects Mary for taking the turn. Peter, John and Sally
voluntarily speak without being selected.

2.3.1. Adjacency pairs

Adjacency pairs is one of the central concepts of conversation
analysis. There are some regular patterns in the structure of
conversation. An adjacency pair has the following characteristic
 It is a sequence of two communicative actions.
 The two actions often occur adjacent to each other.
 One action is a first pair part and another action is a second
pair part. They are sequentially ordered.
 They are categorized or type connected.
For example, a request is the first part of a request-granting/rejection
pair. The response to a request must be granting or rejecting the
request. When a first pair part occurs a second part is relevant in the
next turn and participants expect it to be there for example
Thank you You are welcome.
Congratulations Thanks.
In some adjacency pairs the initial actions get only one type of
response: greetings and questions, for example
Hi hello
Good Morning Good Morning

In other pairs alternative actions as responses can be expected, for

example request – granting/rejection, offer - acceptance/rejection,
assessment - agreement/disagreement. Preference organization is
associated with the selection of the second pair part .For example in
case of a request, granting is a preferred part and rejections are
dispreferred.

The following extract of a conversation between a customer and a

travel agent gives an illustration of a preferred second pair part of the
request-granting/rejection pair
7. A : Have you any flights from Hyderabad to Kochi?
8. B: For which date would it be?
9. A : For the 19th of December .1
10. B: Let me check please!
11. A : Yes
12.B: Yes, we do have one flight from Hyderabad to Kochi on the
19th of December.
Line 7 is the first pair of a request-granting/rejection pair by the
customer. In line 12 the agent responds with a preferred action:

35
“Yes, we do have one flight from Hyderabad to Kochi on the 19 th of
December.”

2.3.2. Presequences
The common tactic in conversations is to check out the situation
before performing some action. In cases where such a preliminary
action is itself the first pair part of an adjacency pair and is followed
by a second prior part, the resulting structure is a presequence. The
presequence precedes and projects some other conversational action.
From the first pair part, the recipient can project what sort of an
action might follow the presequence.
The following parts of the extract from the illustrations mentioned
before are examples of presequences

1.Could you tell me, are you the XYZ travel company?
2.Yes, we are.
3.And do you book air tickets as well?
4.That is right, we do.
These question-answer pairs can be perceived as presequences
leading to the request for information about the flights.

2.3.3. Insertion sequence

Sometimes the first part of the adjacency pair leads to another
adjacency before the actual expected response to the action is given.
Recipients need more information or clarification before deciding
whether to grant or reject the request.
The following parts of the extract from the illustrations mentioned
before are examples of insertion sequences in 12 by giving the
preferred response.
8.B: For which date would it be?
9.A : For the 19th of December .
10.B: Let me check please!
11.A : Yes
This part is the response to the first part of a request - granting
/rejection pair in line 7. Before producing the second pair part in
reply to the request, the agent needs some clarification. The agent
inserts a question in line 8. This question itself is the first part of an
adjacency pair which is necessary before producing the second pair
part of the request - granting /rejection pair. Line 10 can be
perceived as the request of the agent to hold on a minute. The
customer is granting this request in line 11. The request - granting
/rejection pair is closed.

36
Activity C Look at the below given examples of a conversation and say which kind of
conversational sequences they are. Also, try to identify the
adjacency pairs used.
Example A .
A. So, that’s agreed?
B. Yep, agreed.
A. Good, I knew you would.
B. Yes, no problem really.
A. Thanks for the help.
B. Don’t mention it.
A. Okay, I will be back soon.
B. Okay, then, bye. Take care.
A. Bye.
Example B: A boss to a secretary
A. Are you doing anything important right now?
B. No, not really
A. Okay, then, can you do this letter for me? I need it in a hurry.
B. Yeah, sure.
Discussion

The conversation can be a closing sequence, an opening sequence or

a pre-request. The closing of a conversation may not be direct. An
actual closing may involve several steps, there may be some pre
closing signals. Similarly for making a request there may be some
pre request signals.
Source : Wardhaugh

Activity D List down the adjacency pairs in you language/s.

Discussion
For example Namaste – Namaste, shubhraatri - shubhraatri ,
Salaam u alaikum – Walaikum salaam, etc

2.4. Presupposition and entailment

Speakers often assume certain information is already known by their

listeners. Since some information is treated as known, such
information is generally not stated and consequently will count as
part of what is communicated but not said. For describing two
different aspects of this kind of information technical terms
presupposition and entailment are used.
A presupposition is something a speaker assumes to be the case
before making an utterance. They assume some part of information,

37
which is not overtly expressed in their utterance to be already
known. Speakers, not sentences, have presuppositions. Let's begin
our conversation on presuppositions with a little riddle. Riddles are
built on presuppositions and noticing them is step one.
Solve this riddle:
3 men walk into a hotel looking for a room to share. The hotel clerk
tells them it's $30. So they split it 3 ways and pay $10 each.
A little later the clerk tells the bellboy to return $5 to the 3 men as he
mistakenly overcharged them for the room. The bellboy is confused
as to how to divide the $5 evenly amongst the 3 men so he decides to
return only $3 and give them $1 each. He pockets $2 for himself.
So since the bellboy returned $1 to each man it means they only paid
$9 each. $9 paid by each of the 3 men = $27. If the bellboy only kept
$2 that makes $29. Where did the other dollar go?!
Did you solve it yet?
This is an example of presuppositions in action. They are the most
unconscious part of the riddle, or any riddle for that matter. Spend a
few moments pondering this then come back when you're ready...
Whether you solved it or not is not important..Once you understand
how to identify them you will have the key to almost every riddle
you come across. Without the implication these presuppositions
create there is no riddle.
In the above example the presupposition is in the last sentence, look
at it again and think clearly through that sentence and the solution
will appear.
Since the bellboy returned $1 to each man this means that they only
paid $9 each. To be more precise and clear, each man paid $10. The
hotel clerk returned $5. $30 minus $5 = $25. The bellboy kept $2,
which makes $27. $3 dollars are returned $1 to each man, which
makes it $30. and the last part....where did the "other" dollar go?"
In fact, there is no "other dollar". It was merely suggested to you and
your unconscious automatically accepts it. Unless your conscious
mind catches it first.
Presuppositions are embedded in virtually every conversation we
have. They are the unconscious compass that directs your attention
in a specific direction.
Did you catch it when I asked "Did you solve the riddle yet?" This
presupposes you "can" solve it. The word "yet" implies it is
solvable, we just don't know when!
Let us take another example :
[I] John’s brother bought two new cars.
In producing the utterance [I], the speaker will normally be expected
to have the presuppositions that a person called John exists and that
he has a brother. The speaker may also hold the more precise
presuppositions that John has only one brother and that he has a lot

38
of money. All of these presuppositions are the speaker’s and all of
them can be wrong, in fact.

The concept of presupposition is often treated as the relationship

between two propositions. In the case below, we have a sentence that
contains a proposition (p) and another proposition (q), which is
easily presupposed by any listener. However, the speaker can
produce a sentence by denying the proposition (p), obtaining as a
result the same presupposition (q).

Radha’s cat is cute. (p)

Radha has a cat. (q)

When I say that Radha’s cat is cute, this sentence presupposes that
Radha has a cat. In  

Radha’s cat is not cute. (NOT p)

The same thing holds true, that is, it presupposes that she has a cat.
This property of presupposition is generally described as constancy
under negation. Basically, it means that the presupposition of a
statement will remain constant (i.e. still true) even when that
statement is negated.
 2.4.1. Types of Presupposition
In the analysis of how speakers’ assumptions are typically expressed,
presupposition has been associated with the use of a large number of
words, phrases and structures. These linguistic forms are considered
here as indicators of potential presupposition, which can only
become actual presupposition in contexts with speakers. The types of
presupposition are:

2.4.1.1.Existential presupposition
It is the assumption of the existence of the entities named by the
speaker.

For example, when a speaker says "John’s shirt is new", we can

presuppose that John exists and that he has a shirt.

2.4.1.2.Factive presupposition
It is the assumption that something is true due to the presence of
some verbs such as "know”, “regret” and "realize" and of phrases
involving glad, for example. Thus, when a speaker says that she
didn’t realize someone was ill, we can presuppose that someone is
ill. Also, when she says "I’m glad it’s over”, we can presuppose that
it’s over.

39
2.4.1.3.Lexical presupposition
It is the assumption that, in using one word, the speaker can act as if
another meaning (word) will be understood. For instance:

Ana stopped running. (>>She used to run.)

You are late again. (>> You were late before.)

In this case, the use of the expressions "stop" and "again" are taken
to presuppose another (unstated) concept.

2.4.1.4. Structural presupposition

It is the assumption associated with the use of certain words and
phrases. For example, wh-questions in English are conventionally
interpreted with the presupposition that the information after the wh-
form (e.g. when and where) is already known to be the case.
When did she travel to the USA? ( >> she traveled)

Where did you buy the book? (>> you bought the book)

The listener perceives that the information presented is necessarily

true rather than just the presupposition of the person asking the
question.

2.4.1.5. Non- factive presupposition

It is an assumption that something is not true. For example, verbs
like "dream", "imagine" and "pretend" are used with the
presupposition that what follows is not true.

I dreamed that I was rich. (>> I am not rich)

We imagined that we were in New York. (>> We are not in New

York)

2.4.1.6. Counterfactual presupposition

It is the assumption that what is presupposed is not only untrue, but
is the opposite of what is true, or contrary to facts. For instance,
some conditional structures, generally called counterfactual
conditionals, presuppose that the information, in the if- clauses, is
not true at the time of utterance.
If you were my daughter, I would not allow you to do this. ( > you
are not my daughter)

40
 Indicators of potential presuppositions discussed so far are
summarized for you in the below given table.

Type Example Presupposition

Existential the X >>X exists
factive I regret leaving >> I left
non-factive He pretended to be happy >>He wasn’t
happy
lexical He managed to escape >>He tried to
escape
structural When did she die? >>She died
counterfactual If I weren’t’ ill >>I am ill

Activity E Identify the presuppositions that are possible in the following

sentences.

He didn’t realize he was not well.

He stopped smoking
When did you buy the bike?
He pretends to be ill.
If you weren’t my friend, I would not have helped you.
Discussion

The presuppositions in the above examples can be factive, lexical,

structural, non – factive, counterfactual.

Review question II
Consider the following scenario and try to figure out why
communication has led to a misunderstanding
. Does the man make wrong assumptions or does the woman violate the
maxim of information? There is a woman sitting on a park bench and a
large dog lying on the ground in front of the bench. A man comes
along and sits down on the bench.
[II] Man: Does your dog bite?
Woman : No
(The man reaches down to pet the dog. The dog bites the man’s hand.)
Man: Ouch! You said your dog doesn’t bite.
Woman : He doesn’t. But that is not my dog.
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
____

41
2.4.2. Projection Problem
When a simple sentence becomes part of a more complex sentence,
it is expected that the presupposition of a simple sentence continues
to be true. However, the meaning of some presuppositions (as
‘parts’) doesn’t survive to become the meaning of some complex
sentences (as ‘wholes’). This is known as the projection problem.
Let us look at an example:

a) Nobody realized that Mary was unhappy

b) I imagined that Mary was unhappy.
c) I imagined that Mary was unhappy and nobody realized that she
was unhappy.

Through these examples, we can observe when the speaker utters (a),
we can presuppose that she was unhappy and that, when she utters
(b), we can presuppose that she was not unhappy. However, when
the speaker utters (c), we can't understand what the speaker means
by that utterance without a context because the two parts have an
opposite meaning.
In an example like the one given above, the technical analysis may
be straight forward, but it may be difficult to think of a context in
which someone would talk like that. Let us look at another example,
which may contextualize better. In an episode of a TV soap opera,
two characters have a dialogue
John :II a) It is so sad. Peter regrets getting Lata killed.
Sam: b) But he didn’t get her killed. We know that now.
If we combine both the utterances given above we have the
sequence, c)‘Peter regrets getting Lata killed; but he didn’t get her
killed’
One way to think about the whole sentence presented in c is as an
utterance by a person reporting what happened in the soap opera that
day.  In the example above, when the speaker utters he didn’t get her
killed actually entails Peter didn’t get her killed as a logical
consequence. Thus, when the person who watched the soap opera
tells you that Peter regrets getting Lata killed, but he didn’t get her
killed, you have a presupposition q and NOT q. In this case, we can
infer that Peter thought he was the murderer of Lata but, in fact, he
was not.
A simple explanation for the fact that presuppositions don’t ‘project’
is that they are destroyed by entailments. Now let us see what
entailments mean.
An entailment is something that logically follows from what is
asserted in the utterance. It has more to do with the logical meaning
of the sentence and is not based on assumptions. It is the relationship
between two sentences where the truth of one requires the truth of

42
 the other. For example, the sentence the president was assassinated
entails the president is dead.
The meaning is drawn from the utterances. Sentences, not speakers
have entailments. In the example II, Sam’s utterance of ‘he didn’t
get her killed’ actually entails ‘Peter didn’t get Lata killed’ as a
logical consequence. Thus, when the person who watched the soap
opera tells us that ‘Peter regrets getting Lata killed, but he didn’t kill
her’, we have a presupposition q and an entailment NOT q. This
shows that entailments (necessary consequences of what is said) are
simply more powerful than presuppositions (earlier assumptions). In
the example below, the power of entailment can also be used to
cancel existential presuppositions .
  
  The King of India visited us. (The king of India does not exist)

Activity F Analyze the following conversation and try to explain how each remark in the
conversation relates to what has gone before and what follows. This
is a simple home –coming routine. Speaker B is in the house as
speaker A enters and takes off his coat. Let me tell you, Charlie is a
cat.
A. (Loudly) Hi, Sharda!
B. (Loudly) Hi ,Hari!
A. (Quietly)Hi Charlie! Had your dinner?
B. (Quite loudly) I have fed the animals already.
A. (Walks to kitchen) Been home long?
B. Just a few minutes. I was out in a school all afternoon.
A. Ah. We eating at home?
B. Could I suppose.
A. No. Let’s go out. I have got to look for a book.
B. OK. Give me a few minutes to get changed. By the way…..
A. Yes?
B. Oh, nothing. Chinese food?
A. Yeah. If you want. I’ll take the dog out for a walk while you
get ready. (Loudly) Rufus!
Discussion

The conversation gives us an idea about the routine things that take
place in the house of the speakers. For example the animals are fed
by the ‘speaker A’ usually, the food is prepared at home, the dog is
taken for a walk. Have you been able to identify some other things?

2.4.3. Ordered entailments

Generally speaking, entailment is not a pragmatic concept (i.e.
having to do with the speaker meaning), but it is considered a purely
logical concept.

43
 Look at the examples below:
1) John ate three sandwiches.
a) Someone ate three sandwiches.
b) John did something to three sandwiches.
c) John ate three of something.
d) Something happened.

When a speaker utters sentence 1, the speaker is necessarily

committed to the truth of a very large number of background
knowledge. On any occasion, in uttering 1, however, the speaker will
indicate how these entailments are to be ordered. That is, the speaker
will communicate, typically by stress, which entailment is assumed
to be the foreground, or more important for interpreting intended
meaning, than any others. For example, when the speaker utters the
following sentences, she indicates that the foreground entailment,
and hence her main assumption, is that John ate a certain number of
sandwiches.

a) John ate THREE sandwiches.

   
b) JOHN ate three sandwiches.

In B, the focus shifts to JOHN, and the main assumption is that

someone ate three sandwiches. Stress in English functions to mark
the main assumption of the speaker in producing an utterance. As
such, it allows the speaker to mark for the listener what the focus of
the message is, and what is being assumed.

A very similar function is exhibited by a structure called ‘it-cleft’

construction in English, as we can observe in the example below:

a) It was Mary who did the work.

b) It wasn’t ME who took your jacket.
In both the examples above, the speaker can communicate what she
believes the listener may already be thinking (i.e. the foreground
entailment). In b, that foreground entailment (someone took your
jacket) is being made in order to deny personal responsibility. The
utterance in b can be used to attribute the foreground entailment to
the listener(s) without actually stating it (as a possible accusation).

Activity G What might happen if you said to a friend , out of the blue each of
the following? Do you think these kind of statements can be offensive
or can have some negative connotations, if yes, why?
a. Your husband/wife is still faithful to you.
b. Your shoes are clean today.
c. Didn’t you beat your wife today?

44
d. The sun did rise this morning.
e. I am the luckiest person in the world.
f. You are smiling today.
Discussion

Sometimes our expressions if not used properly may mean

something, which can offend others. For example if we tell a
friend “your clothes look tidy today ”, it may offend the person.
He/she may understand that his/her clothes don’t look tidy
everyday.

45
 Review question III
Q3. Each problem presents a short dialogue. You must identify which
maxim is being used or violated. You may be asked to figure out the
implication, or it may be given to you.
1. Lata: Come on, I’m taking you to the gym.
Kiran: Yeah, and pigs can fly.
What is Kiran implying?
What maxim creates that implication, and why?
2. Kapil: What happened?
Kiran: He got attacked by a giant bug, and he passed out.
Implication: He passed out because he was first attacked (in other
words, the order in which the events occurred is: (1) he got attacked;
(2) he passed out.)
What maxim creates that implication, and why?
3. John: We just have to fly real close to the corona of the sun!
Kiran: You’re lucky you’re pretty.
What is Kiran implying?
What maxim creates that implication, and why?
4. Lata: Do you have any pets?
Kapil: I have two wee baby turtles.
Implication: Kapil doesn’t have any other pets besides the two turtles.
What maxim creates that implication, and why?
5. Kiran: Tell them what happened!
John: Kiran saw an object or entity strongly resembling a giant bug.
What is John implying?
What maxim creates that implication, and why?
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
Sources

46
Connoly J .H., et al. 1996 Discourse and Pragmatics in functional
grammar, Mouton de Gruyter Berlin,
NewYork.
Levinson C. Stephen. 1983. Pragmatics. Cambridge University
Press.
Mey L. Jacob. 1993. Pragmatics, An introduction.
Blackwell Publishers Ltd.
Thomas J. 1995. Meaning in interaction, An
introduction to Pragmatics. Longman
group Ltd.
Verschueran J. 1999. Understanding Pragmatics. Oxford
University Press.
Yule G. 1996. Pragmatics.Oxford University Press.
Answers to the review questions
I. The maxim of relevance is violated in the conversation. The
answers are not relevant to the questions asked.
II. One of the problems in this scenario has to do with
communication. Specifically, it seems to be a problem caused by the
man’s assumption that more was communicated than was said. It
isn’t a problem with presupposition because the assumption in ‘Your
dog’ (i.e. the woman has a dog) is true for both speakers. The
problem is the man’s assumption that his question ‘Does your dog
bite?’and the woman’s answer ‘No’ both apply to the dog in front of
them. From the man’s perspective, the woman’s answer provides
less information than expected. In other words she might be expected
to provide the information the last line. The woman gives less
information than is expected.
III. 1. Lata: Come on, I’m taking you to the gym.
Kiran: Yeah, and pigs can fly.
What is Kiran implying?
Kiran refuses to go to the gym with Lata.
What maxim creates that implication, and why?
Quality. Kiran is saying something which is clearly untrue. By
combining the “yes” response with a clearly un true statement,
Kiran is implying that the actual response is “no.”
2. Kapil: What happened?
Kiran: He got attacked by a giant bug, and he passed out.
Implication: He passed out because he was first attacked (in other
words, the order in which the events occurred is: (1) he got attacked;
(2) he passed out.)

47
 What maxim creates that implication, and why?
Manner. According to the maxim of manner, you are supposed to say
things in an orderly way, so you should say events in the actual order
in which they occurred. When a person says “This happened and that
happened,” you assume they mean “this happened, and then that
happened.”
3. John: We just have to fly real close to the corona of the sun!
Kiran: You’re lucky you’re pretty.
What is Kiran implying?
John’s idea is stupid.
What maxim creates that implication, and why?
Relation. Kiran is going off topic, talking about John’s looks rather
than his idea.
4. Lata: Do you have any pets?
Kapil: I have two wee baby turtles.
Implication: Kapil doesn’t have any other pets besides the two
turtles.
What maxim creates that implication, and why?
Quantity. According to the maxim of quantity, you are supposed to
say the strongest statement you possible can. So we have to assume
that’s what Kapil is doing. If he actually had, say, two turtles and a
dog, he should have made the stronger statement “I have two turtles
and a dog” instead of the weaker (but still true) statement “I have
two turtles.”
5. Kiran: Tell them what happened!
John: Kiran saw an object or entity strongly resembling a giant bug.
What is John implying?
Whatever Kiran saw, it wasn’t a giant bug.
What maxim creates that implication, and why?
Manner. John is using unusually vague and ambiguous language. By
describing what Kiran saw in an unusual way, he’s signaling that
there’s something unusual about it—it isn’t what it seemed to be.
Alternate explanation. John is signaling a minor violation of quality.
He can’t just say “Kiran saw a giant bug” since he isn’t sure if it’s
true, so he avoids violating quality by using words especially chosen
to signal his uncertainty.

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