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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 3 of 3 1 Speech Act in Terms of Speech Act Theory ; Мовленнєвий акт у світлі теорії мовленнєвих актів ; Речевой акт в свете теории речевых актов Igoshev, K.M.; Ігошев, К.М.; Игошев, К.М.. - 2016 BASE Show details 2 Cómo ser un filósofo académico. El discurso como práctica de posicionamiento en varios niveles ; How to become an academic philosopher. Academic discourse as multileveled positioning practice Angermuller, Johannes. - : Murcia : Universidad de Murcia, Departamento de Sociología y Trabajo Social, 2013 BASE Show details 3 DOI:10.2298/PSI0901121B CHILDREN DO ASK, BUT DO NOT KNOW HOW TO DO ASKING: EPI-PRAGMATIC VS. META-PRAGMATIC SKILL 1 Nevena Buđevac; Darinka Anđelković; Maja Savić In: http://www.doiserbia.nb.rs/img/doi/0048-5705/2009/0048-57050901121B.pdf Abstract: Old fi ndings on children’s comprehension of ask and tell were subject to different interpretations refl ecting progress in the fi eld of language acquisition. We want to show that acquiring a particular skill does not necessarily include competence of its intentional control and use. Development of linguistic skills takes place at different levels starting from early spontaneous, implicit abilities to the level of meta-pragmatic refl exive knowledge that enables deliberate monitoring, planning, and practice. The present study was aimed at exploring two extreme points in development: early epi-pragmatic and late refl exive metapragmatic competence. The fi rst part aims at fi nding the earliest instances of children spontaneous ability to pass ask-instructions, and the evidence is provided for the ages as early as 22 to 40 months (much earlier than recorded in the previous studies). The second part is experimental and focuses on children’s ability to respond to ask- and tell-instructions in the context of a cancelled conversational rule (Gricean Maxim of Quantity) which requires deliberate monitoring and use. The results show that this meta-pragmatic refl exive ability becomes stable only at the age of 6 years. Keyword: ask-instruction; conversational awareness; meta-pragmatics; pragmatic development; speech act 1 URL: http://www.doiserbia.nb.rs/img/doi/0048-5705/2009/0048-57050901121B.pdf http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.430.8261 BASE Hide details

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