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Herleitung einer Instruktionsgrammatik

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Veröffentlicht/Copyright: 7. August 2014
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Abstract

In this article a research programme is sketched, together with an outline of the theory of Instruction Grammar embedded within it. In the research programme, verbal action is viewed as a means for organizing and coordinating lifeworld interaction. Verbal interaction is a means to bring about action on the part of the interlocutor in order to realize purposes. Both the well-formedness and the situational appropriateness of utterances have to be determined with respect to the success and efficacy of that purpose. The competence of well-formed and appropriate verbal interaction (the “linking competence”) is the subject matter of the theory of Instruction Grammar. This competence draws on a number of sub-competences, ranging from action, perception, conceptualization and attribution to symbolization. In the research programme, all these sub-competences are constitutive of the linking competence whose exploration requires a multidisciplinary approach based on converging evidence. The basic claims of the theory of Instruction Grammar are then deduced using an example scenario. Utterances are characterized as instructions for an interlocutor to simulate perceptions, reenact attributions, and engage in action by himself.

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Published Online: 2014-8-7
Published in Print: 2014-8-1

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