Investigation of Scalar Implicatures of Binus University Students
Keywords:
scalar implicatures, pragmatic, logical, gender, GPA
Abstract
Scalar implicatures are based on a range of quantifiers ordered in terms of informational strength, for example in quantity: some, most, all; in frequency: sometimes, often, and always. This study measures the scalar implicatures among university students who learn English as a foreign language. The participants for this study are fourth semester English Department students at Binus University. Using the same instruments as in Slabakova (2009) and Noveck’s study (2001) the present study aims to find out the general ability of the university students of computing scalar implicatures and to discover the level of pragmatic/logical competence of the university students with regards to their gender and grade point average. The results show that the students with GPA lower than three are more logical than those with GPA higher than three; while female students are more pragmatic than male students.Downloads
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References
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Chierchia, G. (2004). Scalar implicatures, polarity phenomena, and the syntax/ pragmatics interface. In A. Belleti (Ed.), Structures and beyond (pp.141-152) Oxford: Oxford University Press.
Gazdar, G. (1979). Pragmatics (implicature, presupposition and logical form). New York: Academic Press.
Grice, H. (1989). Studies in the way of words. Cambridge: Harvard University Press.
Horn, L. (1984). Toward a new taxonomy for pragmatic inference: Q-based and R-based implicature. In D. Schriffin (Ed.), Meaning, form and use in context: Linguistic application (GURT 84) (pp. 11-42). Washington: Georgetown University Press.
Horn, L. R. (2006). Implicature. In L. Horn, & G. Ward (Eds.), The handbook of pragmatics (pp. 3-28). Oxford: Blackwell Publishing. [CrossRef]
Huang, Y. (2007). Pragmatics. Oxford: Oxford University Press
Levinson, S. (1983). Pragmatics. Cambridge: Cambridge University Press
Levinson, S. (2000) Presumptive meanings. Cambridge : MIT Press
Mei, J. (2001). Pragmatics: An introduction. Oxford: Blackwell.
Musolino, J., & Lidz, J. (2002). Preschool logic: Truth and felicity in the acquisition of quantification. In B. Skarabela, & S. Fish (Eds.), The 26th Boston university conference on language development (pp. 406-416). Sommervile: Cascadila.
Peccei, J. S. (1999). Pragmatics. London: Routledge. [CrossRef]
Slabakova, R. (2009). Scalar implicatures in second language acquisition. Retrieved January 10, 2010, from http://www.sciencedirect.com [CrossRef]
Sperber, D., & Wilson, D. (1986). Relevance: Communication and cognition. Oxford: Basil Blackwell.
Published
2011-09-05
How to Cite
Karjo, C. (2011). Investigation of Scalar Implicatures of Binus University Students. K@ta: A Biannual Publication on the Study of Languange and Literature, 13(1), 123-133. https://doi.org/https://doi.org/10.9744/kata.13.1.123-133
Section
Articles
This work is licensed under a Creative Commons Attribution License
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