Abstract:
The present paper aims to raise awareness of the importance of an integrated teaching of semantics and pragmatics, especially the linguistic-communicative competence in the additional language classroom. In order to support it, we have discussed symbouletic modality, a natural language phenomenon that takes place precisely at the interface of form and use. At first we discuss Kratzer's (1981KRATZER, Angelika. The Notional Category of Modality. In: EIKMEYER, H. J.; RIESER, H. (Org.). Words, Worlds and Contexts. Berlin and New York: de Gruyter. 1981. p. 38-74., 1991KRATZER, Angelika. Modality. In: STECHOW, Arnim Von; WUNDERLICH, Dieter. Semantik/Semantics: An International Handbook of Contemporary Research. Berlin: de Gruyter Mouton, 1991. p. 639-650., 2012KRATZER, Angelika. Modals and Conditionals: New and Revised Perspectives. New York: Oxford University Press, 2012. Vol. 36.) framework for natural language modality and Yanovich's (2013aYANOVICH, Igor. Four pieces for modality, context and usage. PhD dissertation - Massachusetts Institute of Technology, Cambridge, 2013., 2013bYANOVICH, Igor. On advice modality. Los Angeles: UCLA, 2013b.) proposal for the symbouletic modal flavor. After that, we discuss pragmatic cognitive tools for language process analysis in the form of conceptual and procedural meanings, based on Sperber and Wilson's (1995)SPERBER, Dan; WILSON, Deirdre. Relevance: Communication and Cognition. 2. ed. Cambridge: Blackwell Publishing, 1995 (1986). relevance theory. Lastly, by this illustration, we reinforce our original argument, hoping to bridge further the gap sometimes found between linguistic research and additional language pedagogy.
Keywords:
Semantics; Symbouletic modality; Pragmatics; Procedural meaning
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