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Parenthetical Clauses in the Qurʼān

100%

Dror Y.

nr 4

429-449

In the few traditional Arabic grammatical sources that address the term parentheticals it is usually defined as the insertion of a clause between two other clauses, or between two syntactic components, for taʼkīd “emphasis.” In this article I examine Qurʼānic parenthetical clauses in the theoretical framework of relevance theory. It transpires that the parenthetical clause is placed where it achieves optimal relevance and therfore the conveyed utterance does not require the addresses to waste any efforts trying to procees the information and correctly interpret it. Optimal relevance also means having a contextual effect. The Qur’ānic parenthetical clauses have one of the following contextual effects: They serve to affirm God’s omnipotence, indicating that only God produces suras, created heaven and earth. He is the forgiver and all depends on His will; to explain what it meant by a specific statement or to explain the reason behind a certain action; to qualify, to highlight a specific characterization, for example, one of the parenthetical clauses modify the Qur’ān as the truth from God; to provide background information, which could explain further developments in the narrative.

Autentyczna komunikacja w dyskursie edukacyjnym: rola języka nauczanego i ojczystego

89%

Niżegorodcew A.

nr 38/2

151-163

This article discusses different approaches to authentic communication, pro-posing a new definition of authentic communication in educational discourse, based on this author’ s application of Sperber and Wilson’s (1986/1995) Relevance Theory to functions of target and native language in the lan-guage classroom. According to the proposed definition, authentic com-munication in the L2 classroom refers to such uses of teachers and stu-dents’ communication which provides students both with linguistic data (positive input) and facilitates the learning process by explicitly focusing their attention on linguistic forms (negative input). After outlining some fundamental principles of Relevance Theory, the author exemplifies func-tions of the target language (English) and the mother tongue (Polish) in authentic communication in educational discourse in three stages of L2 lessons: in explicit grammar teaching, in fluency practice and in real class-room communication. Although it is claimed that the mother tongue should be preserved in monolingual teaching contexts, primarily for iden-tification and affective reasons, excessive use of the native language re-duces the target language to the function of a teaching object and, conse-quently, makes the educational discourse unauthentic.

A Relevance–Theoretical Account of Three Arabic Pragmatic Operators of Concession in a Political Discourse

63%

Al-Jarrah R. S. , Abu Dalu A. M. , Jarrah M.

nr 1

51-76

The present study aims at explaining how the Relevance Theory could be a viable approach to weigh up the main functions of some concessive Pragmatic Operators (henceforth POs) in Jordanian Arabic at the production and interpretation levels. A sample of twenty-two speeches delivered by members of the Jordanian Parliament the 16th was randomly selected for scrutiny. Three POs (namely, laakin, bal and wa) detected in their speeches were analyzed at the token level in light of three elementary RT assumptions about discourse connectives in general, namely connectivity (Fraser 1996), the conceptual-procedural distinction (Blakemore 1987, 1988, 1992, 2002; Wilson and Sperber 1993; Grice 1989), and monosemy (Fretheim 2000; cf. Borderia 2008). The major finding of this study was that concessive POs, as a subset of contrastives, are used to optimize relevance: highlight certain dimensions and/or suppress others of the scenario to the background. However, the point of departure from possibly all previous treatments is that the speakers, as politicians, still used them more strategically because total ambiguity resolution should not be a viable alternative in social settings laden with politics.