Elly Ifantidou
Biographic Data
| ID | 812561 |
|---|---|
| NAME | Elly Ifantidou |
| GIVEN NAMES | Elly |
| FAMILY NAME | Ifantidou |
| SIGNATURE | IFANTIDOU E |
| AFFILIATIONS | National and Kapodistrian University of Athens |
| ORCID | 0000-0003-1255-082X |
| VERIFIED | Yes |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 108 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1993 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 5 |
Relevance beyond the implicated proposition
Pragmatics and Cognition
Language does not happen in a social vacuum. This idea lies at the origins of pragmatics forged by Austin and Searle's classical answers to how verbal communication is achieved. Language does not occur in a cognitive vacuum either. Thanks largely to the influential work of Paul Grice, modern pragmatics has recognized that verbal and nonverbal communication is an inferential activity involving the expression and recognition of intentions . These t…
Mirative evidentials, relevance and non‐propositional meaning
In this study, we are addressing the call for further research ( Aikhenvald 2015 ) into how languages, in our case Modern Greek, mark the unexpected. Our first research question is: Can we identify a class of mirative evidential markers in Modern Greek? The expected answer is that we can, if we take account of frequency rates in a variety of sources in the real world, namely plays, corpora and tags in social media. The second research question is…
Newspaper headlines, relevance and emotive effects
Pragmatics, cognition and asymmetrically acquired evidentials
This paper examines the development of a variety of evidential lexical items in Modern Greek from a longitudinal perspective involving 4;6 – 11;7 year olds. The main question to be addressed concerns parallel or asynchronous order of acquisition: Does the ability to use evidentials emerge for all items under investigation synchronically or does such an ability emerge earlier on for certain items while later for others? If the latter holds, how ca…
Metaphor and mental shortcuts: The role of non-propositional effects
Cognitive-pragmatic approaches to how metaphors are understood view the activation of perceptual or motor effects as inferred ( Steinhart 2001 ; Bergen 2005 ; Wilson and Carston 2006 ; Carston 2010 ; Gibbs and de Macedo 2010 ; Wilson and Carston 2019 ). Crucially, inferences elicit conceptual representations, e.g. in the form of implicatures, and/or mental simulations, e.g. in the form of imagery, memory, an impression and other private elements.…
Non-propositional effects in verbal communication: The case of metaphor
Developmental and Clinical Pragmatics
This handbook provides a comprehensive and up-to-date survey of a wide range of developmental and clinical issues in pragmatics. Principally, the contributions to this volume deal with pragmatic competence in a native language, in a second or foreign language, and in a selection of language disorders. The topics which are covered explore questions of production and comprehension on the utterance and discourse level. Topics addressed concern the a…
Metaphor comprehension in L2: Meaning, images and emotions
Pragmatic development in L1, L2, L3: Its biological and cultural foundations
Pragmatic competence and explicit instruction
Levels of pragmatic competence in an EFL academic context: A tool for assessment
This paper discusses an advanced language assessment tool designed to assess university students' linguistic competence in L2. The tool serves the final exam of a course offered to second-year students of English language and literature. Of the three parts of the exam, (1) reading, (2) language awareness, and (3) writing, the third part (language awareness) explicitly addresses students' pragmatic competence. In the light of our work, assessing s…
Genres and pragmatic competence
Evidentials and metarepresentation in early child language
This paper examines the developmental relation of the use and understanding of Modern Greek evidential lexical items with varying degrees of metarepresentational ability. Drawing on early natural language production of two 3;6–5;10-year-olds, the paper shows that children’s use of evidentials follows a three-stage metarepresentational development. Comprehension experimental tests suggest a restricted linguistic ability and a reliable reasoning ab…
Newspaper headlines and relevance: Ad hoc concepts in ad hoc contexts
Multimodality and relevance in the Athens 2004 Olympic Games televised promotion
This paper is concerned with a multimodal communicative act, the televised promotion of the 'Athens 2004 Olympic Games' on National Hellenic television. The first aim of the paper is to show that the commercial examined constitutes a "multimodal metaphor" (Forceville, 2004 and 2005) through which the audience is essentially invited to interpret the 'Athens 2004 Olympic Games' in terms of a 'festival'. The second aim of the paper is to explain how…
Evidential particles and mind-reading
The paper investigates the acquisition of the semantics/pragmatics of two Modern Greek evidential markers taha (‘supposedly’) and dithen (‘as if’, ‘so-called’) and possible correlations with children’s mind-reading abilities. Between (a) an evidential–ironical interpretation and (b) a pretence interpretation, earliest uses of these particles (in spontaneous children’s speech) suggest that pretence-interpretations, rather than evidential ones, are…
The semantics and pragmatics of metadiscourse
Sentential adverbs and relevance
Newspaper headlines and relevance: Ad hoc concepts in ad hoc contexts
Sentential adverbs and relevance
The semantics and pragmatics of metadiscourse
Genres and pragmatic competence
Non-propositional effects in verbal communication: The case of metaphor
Newspaper headlines, relevance and emotive effects
Pragmatic competence and explicit instruction
Metaphor comprehension in L2: Meaning, images and emotions
Pragmatic development in L1, L2, L3: Its biological and cultural foundations
Levels of pragmatic competence in an EFL academic context: A tool for assessment
This paper discusses an advanced language assessment tool designed to assess university students' linguistic competence in L2. The tool serves the final exam of a course offered to second-year students of English language and literature. Of the three parts of the exam, (1) reading, (2) language awareness, and (3) writing, the third part (language awareness) explicitly addresses students' pragmatic competence. In the light of our work, assessing s…
Multimodality and relevance in the Athens 2004 Olympic Games televised promotion
This paper is concerned with a multimodal communicative act, the televised promotion of the 'Athens 2004 Olympic Games' on National Hellenic television. The first aim of the paper is to show that the commercial examined constitutes a "multimodal metaphor" (Forceville, 2004 and 2005) through which the audience is essentially invited to interpret the 'Athens 2004 Olympic Games' in terms of a 'festival'. The second aim of the paper is to explain how…
Sentential adverbs and relevance
Evidential particles and mind-reading
The paper investigates the acquisition of the semantics/pragmatics of two Modern Greek evidential markers taha (‘supposedly’) and dithen (‘as if’, ‘so-called’) and possible correlations with children’s mind-reading abilities. Between (a) an evidential–ironical interpretation and (b) a pretence interpretation, earliest uses of these particles (in spontaneous children’s speech) suggest that pretence-interpretations, rather than evidential ones, are…
The semantics and pragmatics of metadiscourse
Multimodality and relevance in the Athens 2004 Olympic Games televised promotion
This paper is concerned with a multimodal communicative act, the televised promotion of the 'Athens 2004 Olympic Games' on National Hellenic television. The first aim of the paper is to show that the commercial examined constitutes a "multimodal metaphor" (Forceville, 2004 and 2005) through which the audience is essentially invited to interpret the 'Athens 2004 Olympic Games' in terms of a 'festival'. The second aim of the paper is to explain how…
Evidentials and metarepresentation in early child language
This paper examines the developmental relation of the use and understanding of Modern Greek evidential lexical items with varying degrees of metarepresentational ability. Drawing on early natural language production of two 3;6–5;10-year-olds, the paper shows that children’s use of evidentials follows a three-stage metarepresentational development. Comprehension experimental tests suggest a restricted linguistic ability and a reliable reasoning ab…
Newspaper headlines and relevance: Ad hoc concepts in ad hoc contexts
Genres and pragmatic competence
Levels of pragmatic competence in an EFL academic context: A tool for assessment
This paper discusses an advanced language assessment tool designed to assess university students' linguistic competence in L2. The tool serves the final exam of a course offered to second-year students of English language and literature. Of the three parts of the exam, (1) reading, (2) language awareness, and (3) writing, the third part (language awareness) explicitly addresses students' pragmatic competence. In the light of our work, assessing s…
Pragmatic development in L1, L2, L3: Its biological and cultural foundations
Pragmatic competence and explicit instruction
Metaphor comprehension in L2: Meaning, images and emotions
Developmental and Clinical Pragmatics
This handbook provides a comprehensive and up-to-date survey of a wide range of developmental and clinical issues in pragmatics. Principally, the contributions to this volume deal with pragmatic competence in a native language, in a second or foreign language, and in a selection of language disorders. The topics which are covered explore questions of production and comprehension on the utterance and discourse level. Topics addressed concern the a…
Metaphor and mental shortcuts: The role of non-propositional effects
Cognitive-pragmatic approaches to how metaphors are understood view the activation of perceptual or motor effects as inferred ( Steinhart 2001 ; Bergen 2005 ; Wilson and Carston 2006 ; Carston 2010 ; Gibbs and de Macedo 2010 ; Wilson and Carston 2019 ). Crucially, inferences elicit conceptual representations, e.g. in the form of implicatures, and/or mental simulations, e.g. in the form of imagery, memory, an impression and other private elements.…
Non-propositional effects in verbal communication: The case of metaphor
Pragmatics, cognition and asymmetrically acquired evidentials
This paper examines the development of a variety of evidential lexical items in Modern Greek from a longitudinal perspective involving 4;6 – 11;7 year olds. The main question to be addressed concerns parallel or asynchronous order of acquisition: Does the ability to use evidentials emerge for all items under investigation synchronically or does such an ability emerge earlier on for certain items while later for others? If the latter holds, how ca…
Mirative evidentials, relevance and non‐propositional meaning
In this study, we are addressing the call for further research ( Aikhenvald 2015 ) into how languages, in our case Modern Greek, mark the unexpected. Our first research question is: Can we identify a class of mirative evidential markers in Modern Greek? The expected answer is that we can, if we take account of frequency rates in a variety of sources in the real world, namely plays, corpora and tags in social media. The second research question is…
Newspaper headlines, relevance and emotive effects
Pragmatics and Cognition
Language does not happen in a social vacuum. This idea lies at the origins of pragmatics forged by Austin and Searle's classical answers to how verbal communication is achieved. Language does not occur in a cognitive vacuum either. Thanks largely to the influential work of Paul Grice, modern pragmatics has recognized that verbal and nonverbal communication is an inferential activity involving the expression and recognition of intentions . These t…
Relevance beyond the implicated proposition
Linguistics (18 works) · Psychology (18 works) · Language, Metaphor, and Cognition (15 works) · Philosophy (13 works) · Cognition (10 works) · Computer Science (10 works) · Pragmatics (9 works) · Cognitive psychology (8 works) · Language, Discourse, Communication Strategies (8 works) · Philosophy (8 works)