We delineate a theory of communicative acts as situated actions, through which agents co-construct a viable situation by creating or otherwise manipulating deontic affordances. We rely on Gilbert’s theory of plural subjects to introduce the concept of joint meaning as a type of joint commitment. We then show that our approach allows for an innovative treatment of indirect speech.

In general, existing lexical tests carried out in speech therapy clinics deal with the ability to recognise written words and to name pictures of objects. Such tests assess abilities which are distinct from those required in spontaneous conversation and therefore cannot predict on their own what a patient is capable of in a communicative context. This paper aims to devise a method of statistica...

This study investigated whether speech produced in spontaneous interactions when addressing a talker experiencing actual challenging conditions differs in acoustic-phonetic characteristics from speech produced (a) with communicative intent under more ideal conditions and (b) without communicative intent under imaginary challenging conditions (read, clear speech). It also investigated whether ac...

Introduction At preschool age, children develop all the speech functions, including planning function, which allows them to think through future statement. Researchers find a link between impaired ability for forecasting and anxiety disorders, as well emotional disorders. Objectives identifying specifics of in with Methods study involved 48 children: 24 age without developmental Empirical exami...

The effectiveness of socio-technical approaches, such as the Soft Systems Methodology (SSM), to structure problematic situations is dependent on the candid communication of participants. This paper reports a pilot study using SSM to explore the challenges of establishing the Ideal Speech Situation in order to gain an understanding of the contradictory perceptions of graffiti. Through exploring ...

the curriculum development for arabic language skills needs to needs analysis (na) and situation analysis (sa). na examines the linguistic needs and sa examines non-linguistic factors such as societal factors, project factor, institutional factors, teacher factors, learner factors. this work examines the teachers and learners' perceptions as part of the teacher factors and learner factors,...