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HEDGING MAXIMS FROM THE
COOPERATIVE PRINCIPLE
and its relevance for second language
teachers and language learners
OUTLINE
The Cooperative PrincipleHow do Maxims work?Hedging of MaximsRelevance of Hedging for Second Language TeachersRelevance of Hedging for Second Language Learners
THE COOPERATIVE PRINCIPLE
LISTENERSPEAKER
meanwhile playing part of a conversation both are being collaborative with each other
Listener is assuming the speaker is not trying to :
• Mislead• Withhold• Confuse
HOW DO MAXIMS WORK?
These general truths lead the speaker’s
utterances to accomplish a conversational
contribution such as is required in the
appropriated context.
Paul Grice proposed 4 sub-principles
( types of maxims ):
Cooperative Principle
Quantity
Manner Relation
Quality
DEFINITION OF HEDGES
Hedges: expressions or cautious notes used by
the Speakers to make evident that maybe they
are not completely adhering to the conversational
maxims.
HEDGING OF MAXIMS
Hedging takes place when:
Make an implicit
statement
To demonstrate
That we may not be
following them
RELEVANCE FOR S - L TEACHERS
①Improvement of examples provided about the
informative use of language.
① To discern when someone is hedging, that is
having a wider comprehension of the use of
language.
RELEVANCE FOR S - L LEARNERS
① Perceiving when is necessary to hedge in order
to not be misunderstood.
① Improvement of their receptive skills.
CONCLUSION
MORE ACTIVE AND COOPERATIVE
PARTICIPANT.
PROPER CONTRIBUTIONS.
TO NOT BE MISTAKEN
AS IMPOLITE OR INAPPROPRIATE.
REFERENCES
① YULE, G. 1996. PRAGMATICS. NEW YORK, USA.
OXFORD PRESS.
② VERSCHUEREN, J. 1999. UNDERSTANDING
PRAGMATICS. NEW YORK, USA. OXFORD
PRESS INC.
③WITTEN, M. "PRAGMATICS" (MATERIAL FOR
PRAGMATICS COURSE WITH THE DR. MICHAEL
WITTEN, PUEBLA, MEXICO. JANUARY 2015.