Название: Английский язык

Жанр: Филология

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Unit 1. varieties of meaning

1. CONCEPTUAL MEANING

This is the kind of meaning that may be embodied in a single word, or a part of a word, or in a complete text made up of many words organized in the form of a discourse. Single words can embody simple concepts, or notions (e.g., «water») as well as the more complex variety (e.g., «intelligence»). Sometimes, however, an entire book may be written just to explain a single complex concept such as intelligence. Units even smaller than a word can also embody a simple concept (e.g., the English suffix -s, which expresses the concept of plurality).

2. PROPOSITIONAL MEANING

This is the kind of meaning that can be embodied in a clause or sentence on its own (i.e., without any other context). A word on its own has a propositional meaning, or truth value. For example, the word «intelligence» is not in itself either true or false. But if we embodyit in a sentence such as -

Intelligence can be measured

we can support or deny the resulting proposition: we can assert that it is either true or false and try to prove this.

Some sentences, however, have little or no meaning unless embodied in a broader context. For example,

Nevertheless, he did it again.

We have little idea of what the significance of «Nevertheless» might be without the preceding context. Nor do we know who «he» is, or what he «did again.» Such sentences are dependent upon the broader context for their meaning.

3. CONTEXTUAL MEANING

This is the meaning a sentence takes on when it is embodied within a broader context. For example, the proposition

Intelligence cannot be measured by a test

is a generalization which tells us nothing about the attitude of the person who wrote it or why he bothered to write it. But within a broader context such as -

We must not use the results of IQ tests to determine whether or not a child should be allowed to continue his studies beyond high school. Intelligence cannot be measured by a test.

The generalization takes on the special function of explaining or justifying the preceding sentence.

4. PRAGMATIC MEANING

This is the meaning a sentence takes on when it is part of an interaction between a writer and a reader. It reflects the writer's feelings and attitudes as well as his intention that the reader should understand what these are. It also includes an intended effect - the effect that the writer intends his sentence to have upon the reader.

Consider, for example, the following:

Intelligence cannot be measured by a test. And yet we constantly use the results of I.Q. tests to determine whether or not a child should be allowed to continue his studies beyond a certain level. How long are we going to go on perpetrating this iniquitous practice?

The last sentence, although phrased as a question, actually serves to emphasize the writer's outrage and to make clear his intention to get his reader to cooperate with him in doing something about the «iniquitous practice.»

Exercise:

For each of the following sentences provide a set of different contexts with different pragmatic meanings.

EXAMPLE: So of course you believed him.

a. Everyone knew he was the world's biggest liar. So of course you believed him. You obviously enjoy being made a fool of!

b. After all, he never lied before. So of course you believed him. I would have done the same under those circumstances.

1.I never saw anything like it.            4. I could do with some fresh air.

2.I wonder how he managed.             5. Don't let me rush you.

3. Nothing ever came of it.              6. Don't worry about me.