I challenge two key assumptions of speech act theory, as applied to argumentation: illocutionary monism, grounded in the idea each utterance has only one (primary) force, and dyadic reduction, which models interaction a affair between agents (speaker-hearer, proponentopponent). show how major contributions inspired study argumentation adhere these even pluralism argumentative polylogues is sign...

The meanings of communication acts depend on what they are about. From a new ontology that recognises only realities constructed by responsible agents, the paper illustrates how this idea gives rise to a concept: that of ontological dependency, which leads to a canonical schema (SNF) for a given actionor problem-domain. Applied to communication acts, this augments the well-developed Language-Ac...

Automatically finding email messages that contain requests for action can provide valuable assistance to users who otherwise struggle to give appropriate attention to the actionable tasks in their inbox. As a speech act classification task, however, automatically recognising requests in free text is particularly challenging. The problem is compounded by the fact that typical emails contain extr...

Abstract In this paper, I draw a distinction between two types of deepfake, and unpack the deceptive strategies that are made possible by second. The first category, which has been focus existing literature on topic, consists those deepfakes act as fabricated record events, talk, action, where any utterances included in footage not addressed to audience deepfake. For instance, fake video politi...

We apply of Game Theory to linguistic politeness, considering requests as the canonical speech act where polite expressions factor in. As making a request is necessarily both strategic and asymmetric, we adapt Trust Games, modifying them by the notions of reputation, face, and repetition. Given this framework, our results show that although some polite requests may not be rational under one-sho...

l2 research has shown that instruction in l2 pragmatics is necessary. the current study evaluated the impact of explicit instruction on efl learner's awareness and production of three speech acts of request, apology, and complaint. it also probed whether learners’ language proficiency plays any role in incorporating pragmatic instruction into the l2 classroom. iranian undergraduate students maj...