The ambiguity must have been more evident for a C3-BCE Greek speaker, when the words were written together in a sentence, and in capital letters. In the example, the ambiguity is common to au)lhtri/s both understood as a unity (the piper) and as a divided word: au)lh\ tri/s (the house three times). The Stoics distinguished various kinds of amphibolies ( a)mfiboli/a is the general term for all ambiguities) this is the first of them, and consists of what the Stoics called common to what is a common unity and to what is divided. (The accentuation would differ in the two interpretations, however.) The single word au)lhtri/s means a female piper but if it is split into two words, au)lh/ can mean a house and tri/s is an adverb meaning thrice. Here you will find options to view and activate subscriptions, manage institutional settings and access options, access usage statistics, and more.A version (with an odd ending) of Posidonius ap. If you believe you should have access to that content, please contact your librarian.įor librarians and administrators, your personal account also provides access to institutional account management. The institutional subscription may not cover the content that you are trying to access. Oxford Academic is home to a wide variety of products. View the institutional accounts that are providing access.View your signed in personal account and access account management features.Some societies use Oxford Academic personal accounts to provide access to their members.Ĭlick the account icon in the top right to: See below.Ī personal account can be used to get email alerts, save searches, purchase content, and activate subscriptions. Some societies use Oxford Academic personal accounts to provide access to their members. If you do not have a society account or have forgotten your username or password, please contact your society. Do not use an Oxford Academic personal account. When on the society site, please use the credentials provided by that society.If you see ‘Sign in through society site’ in the sign in pane within a journal: Many societies offer single sign-on between the society website and Oxford Academic. Society member access to a journal is achieved in one of the following ways: If you cannot sign in, please contact your librarian. If your institution is not listed or you cannot sign in to your institution’s website, please contact your librarian or administrator.Įnter your library card number to sign in. Following successful sign in, you will be returned to Oxford Academic.When on the institution site, please use the credentials provided by your institution.Select your institution from the list provided, which will take you to your institution's website to sign in.Click Sign in through your institution.Shibboleth / Open Athens technology is used to provide single sign-on between your institution’s website and Oxford Academic. This authentication occurs automatically, and it is not possible to sign out of an IP authenticated account.Ĭhoose this option to get remote access when outside your institution. Typically, access is provided across an institutional network to a range of IP addresses. If you are a member of an institution with an active account, you may be able to access content in one of the following ways: Get help with access Institutional accessĪccess to content on Oxford Academic is often provided through institutional subscriptions and purchases.
Instead of pragmatic transfer the chapter recommends to talk about bidirectional pragmatic influence. It is demonstrated how the use of situation-bound utterances reflects pragmatic competence.
The chapter explains how pragmatic competence develops through conceptual socialization and how this process affects language use of multilinguals. L2 learners see things in L2 through their L1 socio-cultural mind set. The socio-pragmatic norms concerning appropriateness developed through L1 are very influential and difficult to change. However, this is not the case in L2 or subsequent languages.
Language and social development in the L1 go hand in hand, and are inseparable. Pragmatic competence in the L1 is the result of language socialization. Pragmatic competence in L2 research is usually defined as the ability to produce and comprehend utterances (discourse) that is adequate to the L2 socio-cultural context in which interaction takes place. The chapter argues that although intercultural pragmatics is about language use, pragmatic competence should be discussed in the paradigm if we want to understand non-native speakers' linguistic behaviour in intercultural interactions.
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