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By Jef Verschueren

This quantity includes the 1st a part of chosen papers of the overseas Pragmatics convention in Antwerp, August 1987.

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Additional resources for Pragmatics at Issue: Selected Papers of the International Pragmatics Conference, Antwerp, August 17–22, 1987. Volume 1: Pragmatics at Issue

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Fillmore and Kay found that the texts of the standardized tests examined in their study were seriously flawed and required considerable patience on the part of the reader because the genre of English used con- 48 AARON V. CICOUREL tained unnatural aspects of lexical choice, grammatical structuring, and synonym alterations. The study by Fillmore and Kay examines the possible ways in which the tests become educationally unexamined obstacles to the students and thereby can compromise the goals of the creators and users of them for practical and research purposes.

Questions, expressions of approval or denial ("Yes"; "No"), etc. ). A common feature of these modal and illocutionary markers is that they do not express a propositional (semantic) content, but the speaker's commit­ ment to that content: We shall refer to them by the term "prise en charge" (borrowed from Culioli, 1985; and Grize, 1983). The occurrence of these linguistic markers reflects important processes in the course of subjects' research: They occur when the subjects are taking over the control of their representation, instead of merely running their pro­ cedures in the frame already constructed.

In the situation where speaker and listener do not share a common referent base (here: The picture), the child deploys his or her cognitive and linguistic abilities on a higher level than in the situ­ ation where speaker and listener have the same access to the source of nar­ rative discourse. This has been confirmed on three dimensions of narrative performance: CHILDREN'S PRAGMATIC KNOWLEDGE OF NARRATIVE TASKS - 25 extent of narrative content (scope of the referential domain); informational organization of narration (network of information categories requisite for transmitting the content); and narrative strategies deployed for text construction.

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