DOCSLIB.ORG

Surprise in Questions Agnès Celle Paris Diderot University

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Surprise in Questions Agnès Celle Paris Diderot University Surprise in questions Agnès Celle Paris Diderot University Tracking emotions in language poses several challenges to a linguist. Firstly, speakers do not necessarily verbalize their emotions. Secondly, emotion lexemes describe emotions but do not necessarily express them (Kövecses 2000, 2017). Thirdly speakers may express emotions as part of a conversation routine without actually experiencing them (Wilkinson and Kitzinger 2006). Surprise is a case in point. In some languages, surprise is expressed by a mirative morpheme (DeLancey 1997, 2001). In English, surprise adjectives and nouns are not commonly used to express genuine surprise (Celle et al. 2017). Surprise is expressed by interjections, swear words, emotive modifiers, exclamations (Michaelis 2001), questions (Kay & Fillmore 1999, Michaelis & Feng 2015) and certain constructions (Celle & Lansari 2015). This talk reports on a study based on the annotation of surprise episodes in three films cripts drawn from the OpenSubtitle Corpus. Interrogative structures were found to be the most frequent expression of surprise. The high frequency of interrogative structures (as opposed to declarative and exclamative structures) can be related to the epistemic and cognitive status of surprise (Meyer et al. 1997, Reisenzein 2000), which sets it apart from other emotions. Constituent interrogatives in surprise contexts were found to be three times more frequent than polar interrogatives, which confirms that polar interrogatives are less apt to express surprise (Siemund 2017), although they are known to outnumber constituent interrogatives in standard communication contexts (Stivers 2010). Interrogatives used in reaction to an unexpected event may be either direct speech acts or indirect speech acts. In addition to expressing surprise, the former seek information, as opposed to the latter. I argue that questioning plays an important role in the cognitive integration of surprising information. This cognitive integration can be achieved along a cline that goes from clarification requests to ordinary questions and inferential questions. These surprise questions are mainly induced by linguistic information. They correspond to “stance follows” (Du Bois 2007) taken in reaction to a discourse content from the addressee. Interrogatives used as indirect speech acts do not have the illocutionary force of questions as they are not information-seeking, nor do they aim to increase the speaker’s knowledge. Their epistemic status is therefore different. I focus on two types of questions: rhetorical questions, i.e. questions that contain their own resolution (Ginzburg 2012), and “unresolvable” questions (what the hell is this?), i.e. questions that implicate that no resolution can be found. I show that emotion-induced rhetorical questions serve an argumentative function whereby the addressee is asked to commit to a proposition that the speaker does not commit to in a direct way. They offer a pragmatic means to reduce the belief discrepancy associated with the experience of surprise. Unresolvable questions tend to be generated by evidence judged incongruous. They are speaker-oriented, often self-addressed, the speaker attempting to emotionally adapt to an incongruous situation without expecting an answer from an addressee. I show that interjections and emotive modifiers encode speaker perspective in the same way as evidentials in other languages (San Roque et al. 2017). References Celle, A. (In press). « Questions as indirect speech acts in surprise contexts » in Ayoun D., A. Celle & L. Lansari (eds.) Tense, aspect, modality, evidentiality: crosslinguistic perspectives. Amsterdam, Philadelphia: John Benjamins. Celle, A., A. Jugnet, L. Lansari, & E. L’Hôte (2017). Expressing and Describing surprise. In A. Celle & L. Lansari (eds), Expressing and Describing surprise. Amsterdam: John Benjamins, 215-244. Celle, A. & L. Lansari (2015) On the mirative meaning of aller + infinitive compared with its equivalents in English. Taming the TAME systems, Cahiers Chronos n°27, 289-305 DeLancey, S. (1997). Mirativity: The Grammatical Marking of Unexpected Information. Linguistic Typology (1). 33-52. DeLancey, S. (2001). The Mirative and Evidentiality. Journal of Pragmatics 33 (3): 369–82. Du Bois, J. (2007). The stance triangle. In Robert Englebretson (ed.) Stancetaking in Discourse. Subjectivity, evaluation, interaction (pp. 139-182). Amsterdam: John Benjamins. Ginzburg, J. (2012). The Interactive Stance: Meaning for Conversation. Oxford: Oxford University Press. Kay, Paul, and Charles J. Fillmore (1999) Grammatical constructions and linguistic generalizations: The ‘What’s X doing Y?‘ Construction. Language, 75, 1–33. Kövecses, Z. (2000). Metaphor and emotion. Cambridge/New York: Cambridge University Press. Kövecses Z. 2017 (2017) Surprise as a conceptual category. In A. Celle & L. Lansari (eds), Expressing and Describing surprise. Amsterdam: John Benjamins, 7-26. Meyer, W.U., Reisenzein R. and A. Schützwohl (1997). Toward a Process Analysis of Emotions: The Case of Surprise. Motivation and Emotion, 21/3, 251-274. Michaelis, L. (2001). Exclamative Constructions. In M. Haspelmath, E. König, W. Österreicher & W. Raible (Eds), Language Typology and Language Universals: An International Handbook. Berlin, New York: Mouton de Gruyter. 1038–50. Michaelis, L. & H. Feng (2015). What is this, sarcastic syntax? Constructions and Frames 7/2, 148-180. Reisenzein, R. (2000). Exploring the Strength of Association between the Components of Emotion Syndromes: The Case of Surprise. Cognition and Emotion 14/1, 1-38. San Roque, L., S. Floyd, E. Norcliffe (2017). Evidentiality and interrogativity. Lingua, 186-187, 120-143. doi:10.1016/j.lingua.2014.11.003. Siemund P. (2017) Interrogative clauses in English and the social economics of questions. Journal of Pragmatics 199, 15-32. DOI 10.1016/j.pragma.2017.07.010. Stivers, T. (2010). An overview of the question-response system in American English conversation. Journal of Pragmatics, 42(10), 2620-2626. Wilkinson, S. and Kitzinger, C. (2006) Surprise as an interactional achievement: Reaction tokens in conversation. Social Psychology Quarterly, 69 (2). 150-182. Corpus: Opensubtitles http://opus.nlpl.eu/OpenSubtitles.php Tools: Glozz Antoine Widlöcher, Yann Mathet. The Glozz platform: a corpus annotation and mining tool. Concolato, Cyril and Schmitz, Patrick. Proceedings of the ACM Symposium on Document Engineering (DocEng'12), Sep 2012, Paris, France. pp.171-180, 2012. 〈hal-01023774〉 .
Load more

Recommended publications
  • Change Sentences Direct Into Indirect Speech
    Change Sentences Direct Into Indirect Speech WhichcarburiseFlickering Trevor soEdie binaurally. misrepresent mutiny punitively Main so and quarterly while huffing Abbey that Traver Lazaro always unswearing finalize cutinises her his his Rawlplugs?harpsichordists chronometers oppugnsginger distractingly, disserving all.he Lost his bike Indirect speech They show we simply going to running Direct speech They declare that. Reported Speech in English Grammar. What such a Jussive subjunctive Latin? Reported Speech Indirect Speech in English Summary. Ulysses asked the field is important to us consent, into direct speech change sentences indirect quote the benefits of speech rules in. Grammar Basics Direct and Indirect Speech Hitbullseye. Do not enclosed inside for change into past perfect as they do not track your team sports he was and what are transformed into the. 1 The Latin subjunctive is another mood of hypothetical verbal activity including ideas of uncertainty potential will shadow and refuse like. Direct to indirect speech General rules English Grammar. The subjunctive mainly expresses doubt or potential and what could have been whatever the indicative declares this happened or that happened the infantry is called 'jussive' which revenue from 'iubere' to command bid. Direct and Indirect Speech Verb Tense Changes with Rules. In the direct sentence the actual words of the speaker are quoted This is called Direct. Objective by the end leave the lesson the students should have able detect change where direct speech sentence into reported speech correctly Prerequisite match each. In direct speech the original words of stay are narrated no friend is made. Reported Speech English Grammar English Grammar Online.
    [Show full text]
  • CHAPTER 3: the Role of Tense-Aspect in Discourse Management
    CHAPTER 3: The Role of Tense-Aspect in Discourse Management 3.0 Introduction Tense-aspect plays an important discourse management role in the construction and organization of mental spaces (and meaning) built in the ongoing process of discourse interpretation. The purpose of this chapter is to lay out in a systematic way the components of the model of tense-aspect proposed here and to give an overview of how tense-aspect functions, in conjunction with a set of Discourse Organization Principles, to constrain the mental space configurations built during the interpretation of ongoing discourse. This chapter lays the theoretical foundation for the detailed analysis of language specific tense markers, of tense in embedded clauses, and of tense in discourse- narrative, treated in subsequent chapters. In this chapter, I will propose a model which is an extension of the approach and ideas of Fauconnier (1985, 1986a, 1986b, 1990, 1991, to appear) and Dinsmore (1991). The model, which is the basis for the account of tense presented in this dissertation, consists of: • the mental space format (space partitioning, cognitive links between elements in different spaces, etc...) and the general mental space principles of access, optimization, spreading, and matching, as proposed in Fauconnier (1985) and updated in more recent work. 67 68 •a set of conceptual, discourse primitives: {BASE, FOCUS, EVENT, and V- POINT}, which are distributed over the hierarchical configuration of spaces built as the discourse interpretation process unfolds. •a set of Discourse Organization Principles which operate on these conceptual primitives, determining the types of space configurations which are possible. •a distinction between the FACT and PREDICTION status assigned to spaces.
    [Show full text]
  • Impact of Immersion Teaching on English Sociopragmatic Awareness of Chinese Kindergarten Children: a Polite Study
    International Education Volume 41 Issue 2 Spring 2012 Impact of Immersion Teaching on English Sociopragmatic Awareness of Chinese Kindergarten Children: A Polite Study Lei Zhang China Women's University Rong Yan Beijing International Studies University Follow this and additional works at: https://trace.tennessee.edu/internationaleducation Part of the International and Comparative Education Commons Copyright © 2013 by the University of Tennessee. Reproduced with publisher's permission. Further reproduction of this article in violation of the copyright is prohibited. https://trace.tennessee.edu/internationaleducation/vol41/iss2/3 Recommended Citation Zhang, Lei and Yan, Rong (2012). Impact of Immersion Teaching on English Sociopragmatic Awareness of Chinese Kindergarten Children: A Polite Study. International Education, Vol. 41 Issue (2). Retrieved from: https://trace.tennessee.edu/internationaleducation/vol41/iss2/3 This Article is brought to you for free and open access by TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in International Education by an authorized editor of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. IMPACT OF IMMERSION TEACHING ON ENGLISH SOCIOPRAGMATIC AWARENESS OF CHINESE KINDERGARTEN CHILDREN: A POLITE STUDY Lei Zhang China Women’s University Rong Yan Beijing International Studies University ABSTRACT The purpose of this paper is to examine the impacts of an early partial im- mersion program as compared to a non-immersion program on English socioprag- matic awareness among Chinese kindergarten children six years of age. Of the 128 children who participated in the experiment involving the use of politeness perception tasks, half received three years of English immersion instruction and the other half were non-immersion children.
    [Show full text]
  • LINGUISTICS' Selected Category Scheme: Wos
    Journal Data Filtered By: Selected JCR Year: 2020 Selected Editions: SSCI Selected Categories: 'LINGUISTICS' Selected Category Scheme: WoS Rank Full Journal Title ISSN Journal Impact Factor 1 APPLIED LINGUISTICS 0142-6001 5.741 2 Language Teaching 0261-4448 5.327 3 Computer Assisted Language Learning 0958-8221 4.789 4 MODERN LANGUAGE JOURNAL 0026-7902 4.759 5 LANGUAGE LEARNING 0023-8333 4.667 6 LANGUAGE LEARNING & TECHNOLOGY 1094-3501 4.313 7 International Journal of Bilingual Education and Bilingualism 1367-0050 4.159 8 STUDIES IN SECOND LANGUAGE ACQUISITION 0272-2631 3.988 9 Language Teaching Research 1362-1688 3.899 10 TESOL QUARTERLY 0039-8322 3.692 11 Language Testing 0265-5322 3.551 12 JOURNAL OF SECOND LANGUAGE WRITING 1060-3743 3.538 13 Bilingualism-Language and Cognition 1366-7289 3.532 14 Annual Review of Linguistics 2333-9691 3.512 15 SYSTEM 0346-251X 3.167 16 RESEARCH ON LANGUAGE AND SOCIAL INTERACTION 0835-1813 3.077 17 JOURNAL OF MEMORY AND LANGUAGE 0749-596X 3.059 18 Studies in Second Language Learning and Teaching 2083-5205 3.036 INTERNATIONAL JOURNAL OF LANGUAGE & 19 COMMUNICATION DISORDERS 1368-2822 3.020 20 LANGUAGE SPEECH AND HEARING SERVICES IN SCHOOLS 0161-1461 2.983 21 ReCALL 0958-3440 2.917 JOURNAL OF MULTILINGUAL AND MULTICULTURAL 22 DEVELOPMENT 0143-4632 2.814 23 ENGLISH FOR SPECIFIC PURPOSES 0889-4906 2.804 24 APHASIOLOGY 0268-7038 2.773 25 International Journal of Multilingualism 1479-0718 2.714 26 JOURNAL OF PHONETICS 0095-4470 2.670 27 Applied Linguistics Review 1868-6303 2.655 28 JOURNAL OF FLUENCY DISORDERS
    [Show full text]
  • Teaching Pragmatics to Indonesian Learners of English Disa Evawani Lestari, S.S., M.Sc. President University Disa.Silaen@Presid
    p-ISSN: 2580-2712 METATHESIS, Vol. 1, No. 2, Oktober 2017 e-ISSN: 2580-2720 Teaching Pragmatics to Indonesian Learners of English Disa Evawani Lestari, S.S., M.Sc. President University [email protected] Abstract Pragmatic competence constitutes a significant factor in determining the success of communication. In real life interaction, a language learner is not only expected to use language and produce utterances which are understandable or grammatically correct, but is also expected to produce utterances which are socioculturally appropriate. However, for students who learn English as a Foreign Language (EFL), the pragmatic competence, which can actually be acquired naturally through social interaction, is quite difficult to acquire due to the limited, if not absent at all, use of English to reach a communication goal in an authentic social interaction/setting (not in a role-play classroom activity). This paper aims to figure out some of those issues of teaching pragmatics in EFL classrooms in Indonesia and to explore the possible solutions based on the concept and approaches informed by the previous studies. The importance of the use of authentic materials, input and production activity, along with understandable feedback are highlighted as some of the ways to fill the lacking space in EFL learners’ pragmatic knowledge. A. INTRODUCTION Encouraged by the communicative competence models proposed by Canale & Swain (1980) and Bachman (1990), the view of second language (L2) learning has undergone a significant shift. Based on these models, L2 learning which was previously seen simply as a mastery of grammatical forms is then perceived to be the acquisition of those forms in a contextualized setting to serve certain social purposes.
    [Show full text]
  • PARASITIC MIRATIVITY of ENGLISH USE in COLIN TREVORROWS MOVIE “JURASSIC WORLD” Thesis Submitted in Partial Fulfillment of Th
    PARASITIC MIRATIVITY OF ENGLISH USE IN COLIN TREVORROWS MOVIE “JURASSIC WORLD” Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Sarjana Humaniora in English and Literature Department of Faculty of Adab and Humanities of UIN Alauddin Makassar By MUJI RETNO Reg. No. 40300111080 ENGLISH AND LITERATURE DEPARTMENT ADAB AND HUMANITIES FACULTY ALAUDDIN STATE ISLAMIC UNIVERSITY MAKASSAR 2016 PARASITIC MIRATIVITY OF ENGLISH USE IN COLIN TREVORROW’S MOVIE “JURASSIC WORLD” Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Sarjana Humaniora in English and Literature Department of Faculty of Adab and Humanities of UIN Alauddin Makassar By MUJI RETNO Reg. No. 40300111080 ENGLISH AND LITERATURE DEPARTMENT ADAB AND HUMANITIES FACULTY ALAUDDIN STATE ISLAMIC UNIVERSITY MAKASSAR 2016 i MOTTO “EDUCATION IS WHAT REMAINS AFTER ONE HAS FORGOTTEN WHAT ONE HAS LEARNED IN SCHOOL.” (Albert Eistein) “EDUCATION IS A PROGRESSIVE DISCOVERY OF OUR OWN IGNORENCE.” (Charlie Chaplin) “EVERY THE LAST STEP INEVITABLY HAS THE FIRST STEP” (Muji Retno) ii ACKNOWLEDGE All praises to Allah who has blessed, guided and given the health to the researcherduring writing this thesis. Then, the researcherr would like to send invocation and peace to Prophet Muhammad SAW peace be upon him, who has guided the people from the bad condition to the better life. The researcher realizes that in writing and finishing this thesis, there are many people that have provided their suggestion, advice, help and motivation. Therefore, the researcher would like to express thanks and highest appreciation to all of them. For the first, the researcher gives special gratitude to her parents, Masir Hadis and Jumariah Yaha who have given their loves, cares, supports and prayers in every single time.
    [Show full text]
  • ELC 231: Introduction to Language and Linguistics Semantics & Pragmatics: Ambiguity and Meaning As USE Vs TRUTH
    1 Introduction 2 Speech Acts 3 Gricean Maxims References r, e, b, f b, f, g, a V’ V’ PP [watch a movie]V’ [with a superhero]PP V NP with a superhero watch a movie ELC 231: Introduction to Language and Linguistics Semantics & Pragmatics: Ambiguity and Meaning as USE vs TRUTH Dr. Meagan Louie M. Louie ELC 231: Language and Linguistics 1 / 112 1 Introduction 1.1 Compositionality and Structural Ambiguity 2 Speech Acts 1.2 Meaning as USE 3 Gricean Maxims 1.3 Investigating USE-CONDITIONS References Core Subdomains Linguistics: The study of Language Phonetics Phonology Morphology Syntax Semantics Pragmatics M. Louie ELC 231: Language and Linguistics 2 / 112 1 Introduction 1.1 Compositionality and Structural Ambiguity 2 Speech Acts 1.2 Meaning as USE 3 Gricean Maxims 1.3 Investigating USE-CONDITIONS References Core Subdomains: Last Week - Syntax and Semantics Linguistics: The study of Language Phonetics Phonology Morphology Syntax Semantics Pragmatics M. Louie ELC 231: Language and Linguistics 3 / 112 1 Introduction 1.1 Compositionality and Structural Ambiguity 2 Speech Acts 1.2 Meaning as USE 3 Gricean Maxims 1.3 Investigating USE-CONDITIONS References Core Subdomains: This Week - Semantics and Pragmatics Linguistics: The study of Language Phonetics Phonology Morphology Syntax Semantics Pragmatics M. Louie ELC 231: Language and Linguistics 4 / 112 1 Introduction 1.1 Compositionality and Structural Ambiguity 2 Speech Acts 1.2 Meaning as USE 3 Gricean Maxims 1.3 Investigating USE-CONDITIONS References Core Subdomains: Semantics • Semantics: The study of MEANING in language 1 Review: Meaning as Truth and reference 2 REVIEW: Compositionality 3 A Semantic Interpretation System for Language (i) The Model/Ontology (ii) Lexical Entries (iii) Compositional Rules (i.e., how to semantically interpret PSRs) M.
    [Show full text]
  • JOURNAL of PRAGMATICS an Interdisciplinary Journal of Language Studies
    JOURNAL OF PRAGMATICS An Interdisciplinary Journal of Language Studies AUTHOR INFORMATION PACK TABLE OF CONTENTS XXX . • Description p.1 • Audience p.1 • Impact Factor p.1 • Abstracting and Indexing p.2 • Editorial Board p.2 • Guide for Authors p.4 ISSN: 0378-2166 DESCRIPTION . Aims & Scope Since 1977, the Journal of Pragmatics has provided a forum for bringing together a wide range of research in pragmatics, including cognitive pragmatics, corpus pragmatics, experimental pragmatics, historical pragmatics, interpersonal pragmatics, multimodal pragmatics, sociopragmatics, theoretical pragmatics and related fields. Our aim is to publish innovative pragmatic scholarship from all perspectives, which contributes to theories of how speakers produce and interpret language in different contexts drawing on attested data from a wide range of languages/cultures in different parts of the world. The Journal of Pragmatics also encourages work that uses attested language data to explore the relationship between pragmatics and neighbouring research areas such as semantics, discourse analysis, conversation analysis and ethnomethodology, interactional linguistics, sociolinguistics, linguistic anthropology, media studies, psychology, sociology, and the philosophy of language. Alongside full-length articles, discussion notes and book reviews, the journal welcomes proposals for high quality special issues in all areas of pragmatics which make a significant contribution to a topical or developing area at the cutting-edge of research. AUDIENCE . Linguists, Sociologists, Psychologists, Anthropologists, those involved in Artificial Intelligence, Philosophers interested in pragmatics, semantics, language acquisition, universals of language, computational linguistics, sociolinguistics, speech act theories, discourse analysis, etc. IMPACT FACTOR . 2020: 1.476 © Clarivate Analytics Journal Citation Reports 2021 AUTHOR INFORMATION PACK 6 Oct 2021 www.elsevier.com/locate/pragma 1 ABSTRACTING AND INDEXING .
    [Show full text]
  • Tagalog Pala: an Unsurprising Case of Mirativity
    Tagalog pala: an unsurprising case of mirativity Scott AnderBois Brown University Similar to many descriptions of miratives cross-linguistically, Schachter & Otanes(1972)’s clas- sic descriptive grammar of Tagalog describes the second position particle pala as “expressing mild surprise at new information, or an unexpected event or situation.” Drawing on recent work on mi- rativity in other languages, however, we show that this characterization needs to be refined in two ways. First, we show that while pala can be used in cases of surprise, pala itself merely encodes the speaker’s sudden revelation with the counterexpectational nature of surprise arising pragmatically or from other aspects of the sentence such as other particles and focus. Second, we present data from imperatives and interrogatives, arguing that this revelation need not concern ‘information’ per se, but rather the illocutionay update the sentence encodes. Finally, we explore the interactions between pala and other elements which express mirativity in some way and/or interact with the mirativity pala expresses. 1. Introduction Like many languages of the Philippines, Tagalog has a prominent set of discourse particles which express a variety of different evidential, attitudinal, illocutionary, and discourse-related meanings. Morphosyntactically, these particles have long been known to be second-position clitics, with a number of authors having explored fine-grained details of their distribution, rela- tive order, and the interaction of this with different types of sentences (e.g. Schachter & Otanes (1972), Billings & Konopasky(2003) Anderson(2005), Billings(2005) Kaufman(2010)). With a few recent exceptions, however, comparatively little has been said about the semantics/prag- matics of these different elements beyond Schachter & Otanes(1972)’s pioneering work (which is quite detailed given their broad scope of their work).
    [Show full text]
  • The Logic of Indirect Speech
    PERSPECTIVE The logic of indirect speech Steven Pinker*†, Martin A. Nowak‡, and James J. Lee* *Department of Psychology, and ‡Program for Evolutionary Dynamics, Departments of Mathematics and Organismic and Evolutionary Biology, Harvard University, Cambridge, MA 02138 Edited by Jeremy Nathans, Johns Hopkins University School of Medicine, Baltimore, MD, and approved December 11, 2007 (received for review July 31, 2007) When people speak, they often insinuate their intent indirectly rather than stating it as a bald proposition. Examples include sexual come-ons, veiled threats, polite requests, and concealed bribes. We propose a three-part theory of indirect speech, based on the idea that human communication involves a mixture of cooperation and conflict. First, indirect requests allow for plausible deniability, in which a cooperative listener can accept the request, but an uncooperative one cannot react adversarially to it. This intuition is sup- ported by a game-theoretic model that predicts the costs and benefits to a speaker of direct and indirect requests. Second, language has two functions: to convey information and to negotiate the type of relationship holding between speaker and hearer (in particu- lar, dominance, communality, or reciprocity). The emotional costs of a mismatch in the assumed relationship type can create a need for plausible deniability and, thereby, select for indirectness even when there are no tangible costs. Third, people perceive language as a digital medium, which allows a sentence to generate common knowledge, to propagate a message with high fidelity, and to serve as a reference point in coordination games. This feature makes an indirect request qualitatively different from a direct one even when the speaker and listener can infer each other’s intentions with high confidence.
    [Show full text]
  • Direct Speech and Indirect Speech Grammar in the Real World
    UNIT Direct Speech and Indirect Speech 17 Human Motivation 1 Grammar in the Real World A What makes people work hard at their jobs? Read the article about ACADEMIC employee motivation. What type of reward is particularly effective in WRITING motivating workers? Argumentative ✓ writing using B Comprehension Check Complete the chart. Check ( ) whether graphs and tables each reward is external or internal. for support External Reward Internal Reward 1 Pay raise 2 Feeling successful 3 Freedom to work independently 4 Good salary 5 Good grades C Notice Find similar sentences in the article and complete the sentences below. 1 Lionel Messi , “Money is not a motivating factor… My motivation comes from playing the game I love.” 2 Daniel Pink, the author of a book on motivation, an audience once that Google was a great example of a company that supported autonomy. 3 Pink the audience that Google News and Gmail had been created during this free time. Each sentence tells what someone says. Which sentence gives the actual words of the speaker? How do you know? 248 Direct Speech and Indirect Speech WORKPLACE MOTIVATION Motivation is the desire to do something. Soccer Some studies on workplace motivation have star Lionel Messi said, “Money is not a motivating 25 focused on autonomy, which is the freedom to work factor… My motivation comes from playing the game I independently. This is an important internal reward. love.” Messi meant that he enjoys playing soccer more Daniel Pink, the author of a book on motivation, told 5 than making millions of dollars. Can that be true? What an audience once that Google was a good example other factors are important in motivating people? of a company that supported autonomy.
    [Show full text]
  • Direct and Indirect Speech Interrogative Sentences Rules
    Direct And Indirect Speech Interrogative Sentences Rules Naif Noach renovates straitly, he unswathes his commandoes very doughtily. Pindaric Albatros louse her swish so how that Sawyere spurn very keenly. Glyphic Barr impassion his xylophages bemuse something. Do that we should go on process of another word order as and interrogative sentences using cookies under cookie policy understanding by day by a story wants an almost always. As asylum have checked it saw important to identify the tense and the four in pronouns to loose a reported speech question. He watched you playing football. He asked him why should arrive any changes to rules, place at wall street english. These lessons are omitted and with an important slides you there. She said she had been teaching English for seven years. Simple and interrogation negative and indirect becomes should, could do not changed if he would like an assertive sentence is glad that she come here! He cried out with sorrow that he was a great fool. Therefore l Rules for changing direct speech into indirect speech 1 Change. We paid our car keys. Direct and Indirect Speech Rules examples and exercises. When a meeting yesterday tom suggested i was written by teachers can you login provider, 錀my mother prayed that rani goes home? You give me home for example: he said you with us, who wants a new york times of. What catch the rules for interrogative sentences to reported. Examples: Jack encouraged me to look for a new job. Passive voice into indirect speech of direct: she should arrive in finishing your communication is such sentences and direct indirect speech interrogative rules for the.
    [Show full text]