2.2 Conversational Implicature Theory
To understand the conversational implicature theory,it is necessary to make clearwhat is conversation implicature.In pragmatics,conversational implicature the indirector implicit speech act,that is,a speaker’s utterance may not be part of what is explicitlyexpressed,as L.R.Horn said in The Handbook for Pragmatics,“What a speaker intendsto communicate is characteristically far richer than what she directly expresses;linguistic meaning radically underdetermines the message conveyed and understood.”
2.2.1 Definition of Conversational Implicature Theory
Grice’s theory of conversational implicature is about how speakers convey implicitmessages and how listeners derive meaning beyond the literal level,taking into account factors such as context,shared knowledge,and cooperative principles in communication.It highlights the collaborative nature of the conversation and the importance ofimplicature for effective communication.Grice’s division of meaning is the basis fordeducing conversational meaning.Grice divides meaning into natural and unnaturalmeaning,and the meaning of a discourse deduced by analyzing the speaker’s intentionis the unnatural meaning.Unnatural meaning is further divided into statute meaning andnon-statute meaning,and the conversational meaning of a discourse is the non-statutemeaning of the discourse.
Chapter 3 Research Methodology ...................... 20
3.1 Research Questions ........................... 20
3.2 Research Participants ............................. 20
3.3 Research Instruments ................................. 21
Chapter 4 Data Analysis and Discussion ............................ 37
4.1 Analysis and Discussion of Pre-test and Post-test Results .............. 37
4.1.1 Analysis of Pre-test Results ........................ 37
4.1.2 Analysis of Post-test Results .................... 38
Chapter 5 Conclusion ............................. 53
5.1 Major Findings .............................. 53
5.2 Implications ................................ 54
Chapter 4 Data Analysis and Discussion
4.1 Analysis and Discussion of Pre-test and Post-test Results
4.1.1 Analysis of Pre-test Results
Through analyzing the table 4-1,it is clear that both classes shared similar resultsin the pre-test assessment,with scores predominantly clustering within the range of 36to 56 points.Within the experimental group,nearly 81%students displayed satisfactoryperformance,whereas approximately 19%obtained scores surpassing 56 points,classified as exceptional.On the other hand,in the controlled group,roughly 66%performed satisfactorily and about 34%scored exceptionally.
Although there is a slight difference in the distribution of excellent scores betweenthe two classes,the graphical representation suggests that the overall difference isminimal and does not indicate a significant disparity in the baseline proficiency levelsof the two groups.Both classes seem to be on par with each other at the outset of thestudy.Subsequently,an analysis of homogeneity was conducted on the pre-test scoresof both classes by using SPSS27.0.A t-test was performed to compare the mean scoresof the two classes and identify if there was a significant difference in the overallaverages.The results of this analysis are presented in the following table.
Chapter 5 Conclusion
5.1 Major Findings
Two key questions are explored in this research.First,what is the effect of theapplication of conversational implicature theory on English listening and speakingteaching?Second,what is the effect of the application of conversational implicaturetheory on senior high school students’thinking quality?
In terms of listening and speaking ability,students’listening and speaking abilitiesimproved significantly.From the analysis of pre-and post-test scores in theexperimental class and pre-and post-questionnaire data:Firstly,the average post-testsc
