Relevance and Linguistic Meaning: The Semantics and Pragmatics of Discourse Markers

By D. Blakemore. 2002

604 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/c41da7fce07cb7426871718a70bf9ac639a1031a

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In Experimental and Cognitive Psychology

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Citations in the corpus

The heterogeneity of procedural meaning (2016, background): “…is 538 somewhat hard to assess: the word ‘but’ and its counterpart in other languages has 539 often been claimed to have two or more related uses (Blakemore 1989, 2002); the 540 array of (related) speech acts associated with the imperative mood (order, request, 541 advice, permission) could be…”
“So What's Up?”: Using the Discourse Marker So to Launch Conversational Business (2008, background): “Among the most influential are those by Schiffrin (1987) and Blakemore (1988, 2002) who have argued that so has the basic meaning of result (for Schiffrin, 1987) or inference (for Blakemore, 1988, 2002). Raymond (2004) extended these findings to demonstrate how in ordinary conversation, so can be de”
Implementing incipient actions: The discourse marker ‘so’ in English conversation (2009, background): “A somewhat similar basic meaning is identified by Blakemore (1988, 2002).”
Constructions of Intersubjectivity: Discourse, Syntax, and Cognition (2007, background): “According to Blakemore (2000, 2002) but indicates that the clause it introduces contradicts and eliminates an assumption that is manifest in the context (including but not restricted to the preceding clause).”
The semantics and pragmatics of metadiscourse (2005, background): “…it constrains the interpretation of the utterance by activating the contextual assumption in (24), which combines with the first part of (23) to yield the conclusion in (25), which – as is indicated by the use of but – is contradicted and eliminated by the second part of (23) (Blakemore, 2002: 94).”
Argument relevance and structure.: Assessing and developing students' uses of evidence (2016, background): “Relevance (see Blakemore, 2002; Chapter 5) can be analyzed in terms of local and global relevance (Macagno, 2008).”
Addressee backchannels steer narrative development (2014, background): “For example, so indicates the following talk is not contingent on the preceding talk (Bolden, 2009) and well indicates that upcoming information is relevant despite seeming as if it is not (Blakemore, 2002).”