The ability to use language effectively is critical for communication, and possessing a large vocabulary, perfect pronunciation, grammatical understanding not sufficient fluency in English. Pragmatic competence, which encompasses knowledge of social, cultural, discourse conventions, essential success. However, many students lack this affects their communicative ability. While classroom-based ed...

Situated cognition is not a mere philosophical concern: it has pragmatic implications for current practice in knowledge acquisition. Tools must move from being design-focused to being maintenance-focused. Reuse-based approaches (e.g. using problem solving methods) will fail unless the reused descriptions can be extensively modified to suit the new situation. Knowledge engineers must model not o...

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Web-based collaborative systems are potentially a rich source of knowledge for lifelong learning and professional development. In these systems, practitioners can share messages about their problems on daily work activities. These messages can also be used for analytical purposes, e.g., for understanding the development of a discussion as well as for evaluating how a system supports different t...

This paper reports on the preliminary experiment aimed at verification whether extraction of nominal facts corresponding to world knowledge from both structured and unstructured data could be effectively performed and its results used as a source of pragmatic knowledge for coreference resolution in Polish. Being the proof-of-concept only, this approach is work in progress and is intended to be ...

Dretske, F. 1970. Epistemic operators. Journal of Philosophy 67: 1007–23. Dretske, F. 1981. The pragmatic dimension of knowledge. Philosophical Studies 40: 363–78. Lewis, D. 1979. Scorekeeping in a language game. Journal of Philosophical Logic 8: 339–59. Lewis, D. 1996. Elusive knowledge. Australasian Journal of Philosophy 74: 549–67. Stine, G. C. 1976. Skepticism, relevant alternatives, and de...

Despite substantial growth in the field of conservation planning, the speed and success with which conservation plans are converted into conservation action remains limited. This gap between science and action extends beyond conservation planning into many other applied sciences and has been linked to complexity of current societal problems, compartmentalization of knowledge and management sect...

In this paper information concepts will be roughly divided into two categories: The cybernetic and the semiotic-pragmatic. They are further divided into three and four subcategories, respectively. The cybernetic conception of information, which comprises both the mathematical-statistic and the logical-semantic approaches, misses some aspects of information and knowing, that are important in eco...

second language  learners often develop grammatical competence in the absence of concomitant pragmatic competence (kasper & roever, 2005) and the exact nature of the relationship between the two competences is still indistinct and in need of inquiries ( bardovi-harlig, 1999; khatib & ahmadisafa, 2011). this study is a partial attempt to address the lacuna and aims to see if any relation...